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Launch
10/14 (W)
Grab a mini white board + 1 Marker
Draw a picture of an atom. Label the
parts. Bonus: If you can draw more
than one type, or version, do so!
Be prepared to share your drawing.
Finished? Record homework in
planner. It is on the front whiteboard
Start a new page in your notebook or spiral…
What role has technology played in the
development of our understanding of atomic
structure?
Unit 2: Atoms and Radioactivity
Learning Target:
I can use models to describe how changes
in the internal structure of the atom
(protons, neutrons, and electrons) &
determine the properties and identity of
the atom.
Unit 2 Chem 1 Calendar
• Keep this calendar in
your notebook or folder
• Daily Activities
• Coursework that is DUE
the NEXT Class Period
• Advance warning for
tests and quizzes
Essential Question
10/14
•How are the smallest bits
of matter described?
Atoms…Matter
Atom: The smallest unit of an element that still has
the properties of that element.
•Atoms are too small to
be seen with the most
powerful microscopes
•Scientists rely upon
models to understand
the atom.
Image of scanning tunneling Microscope retrieved from http://www.sima.u-psud.fr/experimental.html
Scientific Models
•A simplified
representation
of complex system
A model of a very
tiny cube of gold.
Scientific Models
• Scientists create models
to visualize complex
structures.
• For small things,
scientists must gather
Indirect Evidence to
develop their models.
What should a Model look like?
• Scientific models may
not always look like
the actual object.
• A model is an attempt
to use familiar ideas
to describe unfamiliar
things in a visual way.
This is a painting of a young woman
by Pablo Picasso. Does it actually
look like a young woman?
Timeline Puzzle – Part 1
Do: Arrange the scientist cards in order
from oldest to most current. [Hint: Use clues in
clothing and hairstyle.]
Put: Pictures on your table in a timeline.
Next: Arrange the atomic models in order
from oldest to most current.
Finish By: You have 5 minutes max!
John Dalton
J.J. Thomson
Ernest
Rutherford
Niels
Bohr
Max Born
James
Chadwick
TimelinePuzzle-Part 2
Do: Cut apart the descriptions of the models
Put: Match Descriptions to the models and
scientists.
Finish By: You have 5 minutes
When Done: Gallery Walk—check out other
group’s timeline puzzles!
COMPARE: How is your solution similar or
different?
The atomic model through time
Cloud
model
1803
John Dalton
1897
J.J. Thomson
1911
Ernest
Rutherford
1913
Niels
Bohr
1918
Ernest
Rutherford
1932
James
Chadwick
TimelinePuzzle-Clean Up
Do: Rubber band the laminated cards;
Paper clip slips of paper.
Put: Return materials to front counter Ziplock.
Finish By: You have 1 minute
When Done: Grab the handout:
“Lesson 11 Atomic Pudding” and pencil and
take a seat with your group.
Conversation—SILENT because we are going to
take some notes.
Lesson 11: Atomic Pudding
Part 1 Using Evidence to Evaluate Models
EVIDENCE 1: It is possible to remove a negatively charged
particle from an atom using electrical forces.
(Thomson, 1897)
1897
J.J. Thomson
1803
John Dalton
Which model does the evidence support best? Explain your
reasoning.
TALK about it with your group.
WRITE the answer in the space provided.
Lesson 11: Atomic Pudding
Part 1 Using Evidence to Evaluate Models
EVIDENCE 1: It is possible to remove a negatively charged
particle from an atom using electrical forces.
(Thomson, 1897)
1897
J.J. Thomson
1803
John Dalton
Which model does the evidence support best? Explain your
reasoning.
TALK about it with your group.
WRITE the answer in the space provided.
Lesson 11: Atomic Pudding
Part 1 Using Evidence to Evaluate Models
EVIDENCE 2: If a tiny particle is shot into the middle of an atom,
it hits something dense in the center and bounces back in the
Direction from which it came. If a tiny particle is shot at the edge of the atom
It goes through. Most tiny particles shot at an atom will go through..
(Rutherford, 1911)
Which model does evidence 2
support best? Explain your
reasoning.
TALK about it with your group.
1897
J.J. Thomson
WRITE the answer in the
space provided.
1911
Ernest
Rutherford
Lesson 11: Atomic Pudding
Part 1 Using Evidence to Evaluate Models
EVIDENCE 3: The farther from the center of an atom the negatively
Charged particles are, the easier they are to remove. (Bohr, 1913)
Which model does evidence 3
support best? Explain your
reasoning.
TALK about it with your group.
WRITE the answer in the
space provided.
1897
J.J. Thomson
1913
Niels
Bohr
L11 Part 2
10/14 (W)
DO: Complete Part 2 Items 1-5
Finish By: You have 8 minutes
When Finished Do # 6 then review
your notes until the timer rings.
I will be COLD CALLING to check your
answers when the timer rings.
Simple Atomic Model
Particles of the Atom:
electrons
Electrons are
negatively charged (-)
Protons are positively
charged (+)
Nucleus
neutrons
protons
Neutrons are
neutral—they have no
charge (0)
Wrap-Up
• Models are used to describe atoms
• A model supported by a lot of scientific evidence is usually
accepted by the scientific community.
• As new evidence is gathered, models are refined and
changed.
Cloud
model
1803
John
Dalton
1897
J.J.
Thomson
1911
Ernest
Rutherford
1913
Niels
Bohr
1918
Ernest
Rutherford
1932
James
Chadwick
Exit Ticket
• Here is a model of a carbon atom.
• 1. List two things this model tells you about the
carbon atom.
• 2. List something this model does not tell you
about the carbon atom.
Lesson 11: Atomic Pudding
Cloud
model
1803
John Dalton
1897
J.J. Thomson
1911
Ernest
Rutherford
1913
Niels
Bohr
1918
Ernest
Rutherford
1932
James
Chadwick