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LESSON PLAN: DAY8
Mr. Astor
Chemistry
Unit
Title
Unit 1: Matter and Atomic Structure
The Atom, History and Subatomic Particles
4.1 Expectation: The Student will explain that atoms have structure and
this structure and this structure serves as the basis for the properties of
elements and the bond that they form
4.1.1 – The student will analyze the structure of the atom and describe the
characteristics of the particles found there.
CLG/Assessment
 4.1.1.6. Historical development and/or experimental evidence for the
existence and structure of the atom (Democritus, Dalton, Thomson,
Rutherford, Bohr, electron cloud model)
 4.1.1.1. Subatomic particles (protons, neutrons, & electrons – not to
include quantum mechanical details of electron configurations)
 4.1.1.5. neutral atom
Learning Strategy
Think-Pair-Share and group work
1-6 - SWBAT Explain the important discoveries of the atom made by Dalton,
Thompson, Rutherford, and Bohr and describe the electron cloud model
1-7 - SWBAT Identify and define protons, neutrons, electrons, in terms of mass,
charge and location in an atom. Identify the nucleus and electron cloud in the
atom.
1-8 - SWBAT Define neutral atom.
Lesson Objective
Key Concepts
For Unit
Some Unit
Assessment
Questions
See posted quiz questions
Agenda
Catalyst
Introduction to Atom, as smallest part of element
Historical discoveries of Atom timeline
Introduce Parts of the atom, subatomic particles, and size, charge, location of each
Discuss concept of neutral/ charge
Students exploration of Rutherford’s discovery
Students complete classwork worksheet
Chem.-to-go/ exit slip
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ENGAGE: How will I focus, prepare and engage students for the lesson’s objective?
Differentiation
5 minutes
Learning Style
Daily Catalyst Drill – What did I learn last class and how do I know? Students should
mention learning different classifications for matter. Ask students if they can remember what
matter is/ why it is important for the study of chemistry. Remind students that chemistry is
the study of matter and energy and the interactions between them. I.e. Chemistry explains
the things you observe like why chemicals clean stains, how to clean, why some headache
medicines work better than others, but it does so by describing what is happening at the
molecular level to the atoms and molecules.
Learning Modalities:
 Visual
 Auditory
 Tactile
 Kinesthetic
We have studied elements and compounds…
Today we are going to learn about the smallest part of an element – The atom.
15 minutes
Multiple Intelligences:
 Linguistic
 Logical/Mathematical
 Spatial
 Musical
 Bodily-Kinesthetic
 Interpersonal
 Intrapersonal
Teacher can use What Do You See?/What Do you think? Active Chem 1.3 p 15. Students
can use worksheet to guide them through activity.
Active Chem 1.3 Investigate: One way to think about an atom is to imagine trying to isolate it
from a larger number of atoms.
 Distribute the same size squares of aluminum foil to each pair of students along
with scissors. Have students cut square in half. Then take one half piece and cut it
in half and so on until students are unable to make another cut.
 Students should record the number of cuts they make
 Teacher questions: How does the size of the smallest piece of aluminum compare
to the size of the original piece?
 Does the smallest piece of Al have the same properties as the original piece of
aluminum foil? How could you test this?
 The atom is the smallest piece of the element. Since you can still cut the
aluminum in pieces, you have not reached the size of a single atom. Imagine that
there was a way to cut the aluminum into smaller and smaller pieces…How small
can the smallest piece be and still retain the properties of aluminum? Could you
cut the piece in half again 10 more times? 100 more times? 1000 more times?
 Using your imagination you will eventually get to one atom of aluminum!
 Students will write their own definition for atoms in the chem. Vocab vault, and we
will share out definitions as a class…
EXPLAIN: How will I convey the knowledge and/or skills of the lesson? What will my
students be doing to process this information?
Specific Accommodations and
Modifications made as per IEP
snapshots
20 minutes
Notes sheet/ guided practice
 Combined introduction to new material/ guided practice
 ( 5-7 min) Students take guided notes on worksheet, teacher
transparency answers are on the board. Teacher discusses
atom, parts of the atom and what it means for an atom to be
neutral. Then discuss parts of atom, using visual diagram (and
3D one if possible for teacher to pass around classroom)
o The atom is made of parts, proton, neutron, electron,
Proton and neutron are located in the nucleus
Electrons are located in the electron cloud
Protons and neutrons have mass ~1amu, electrons have negligible
mass
o Protons positive charge, electrons negative charge, neutrons have
no charge
o Describe neutral as being without charge, where positive and
negative cancel. Therefore, the number of protons must equal the
number of electrons…Charge as a concept is hard to describe
because it is so fundamental. The example below is one way I
found online
o ( this can be saved for visual learners during the classwork/
question time) Describe charge with red/green electricity circles …
 Use transparent red and green circles to describe
charge. Red represents positive charge. Green
represents negative charge. (See this website for more
details http://amasci.com/redgreen.html)
When the red and green pieces are overlaid and create a black shape: This is your model of
a piece of ordinary matter. Matter is composed of atoms, and atoms are composed of
positive nuclei surrounded by negative electrons. So, ordinary matter is actually composed
of equal quantities of positive and negative charge. The red plastic sheet represents the
positive part of matter, and the green represents the negative: In everyday matter, the
positive and negative charges are equal, so they cancel each other out, and the matter has
an overall electric charge of zero. The plastic sheets illustrate this: when we combine the red
and green, the result is colorless black. Normal "uncharged" matter is actually made of
positive and negative charge, just as the black plastic sheet is actually made of bright red
and green colors. Matter is entirely MADE of 'electricity', yet because the positives and
negatives cancel out, we rarely encounter electrical effects in everyday life. Think about it:
even our own bodies are made out of electric charge, yet it took mankind until the 1700's
before we became curious enough to start seriously investigating electricity.
o Atoms are neutral because number of protons and number of
neutrons are equa
o (misconception alert) make it clear that an atoms identity is
determined by the number of protons in the nucleus) l
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(1 min) Show students the transparency of matter  subatomic
particles. (The print may be too small, in which case, it is
recommended to write it out or make print outs for each table)
( 2 min) Mention that subatomic particles can also be broken
down further into quarks. Then show students the cartoon and
ask them what they think. All answers are acceptable. Ask
students if they think that there is still more to discover…?
(5-8 min) Review timeline of historical discoveries with students
via direct instruction. Students complete timeline with key
findings from historical figures
EXPLORE: In what ways will my learners attempt to explain or do what I have outlined?
How will I monitor and coach their performance?
15-20 minutes
 Students will play battleship to mimic Rutherford’s discovery of
the nucleus (See Active Chem 1.4 p27and Worksheets below)
OR
 Mimic Rutherford’s discovery – with tomato crate. Students will
practice using observation/inference to determine what happens
to the marble when it rolls into tomato crate, and why only a few
marbles bounce back.
 Directions for tomato crate
 Prepare tomato crate/ box with some opening
 Create a ramp that goes into the box
 At the opening, where the ramp meets the box,
put some clay slightly within the opening so that
while most marbles will roll directly into the box
without a problem, every so often, one marble
will bounce back/ fall off the ramp.
 Teacher and have each student in class roll a
marble
 Then have the students think about what it must
mean if most marbles roll through and only a
few do not. Is there something blocking the
path? What is there blacking the path? Is it big
or small?  hold student discussion/ have
students journal their responses before sharing
aloud.
 Help lead students back to Rutherford’s
discovery of the nucleus with the gold foil
experiment. Explain that his rationalization
process is similar to what we have been doing
in class.
EXTEND: In what ways will my different learners attempt the objective on their own? How
will I gauge mastery?
15-20 minutes
Students complete analysis questions for classwork on parts of atom worksheet
Review answers with class for classwork
EVALUATE: How will I have students summarize what they’ve learned? How will I reinforce
the objective’s importance and its link to past and future learning? Will they have
homework?
5 minutes
In class Chem-to-go questions (Exit Slip)  optional if there is time
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Identify the parts of the atom on a diagram
Fill in a chart for size location and charge of subatomic particles
Explain what it means when an atom is neutral
Review exit slip immediately afterward/ have students correct a peer’s exit slip and
then turn into teacher. Helps provide immediate feedback
Homework Slip 4
CLOSING: closing remarks, summary of what learned, announcement reminders,
5 minutes
Summarize, conclude chapter – discuss – what did we learn today methods
Exit (last 6 minutes)
 Exit Procedures:
 Discuss Class Challenge points for the day…how did we do???
 Put away binders/ folders and materials
 Dismiss by table and have students file out neatly by the other door (entrance/ exit
signs)
Name __________________ Date ________ Baller #: ____ College: _______
What is an Atom? Aluminum Foil Investigation
Active Chemistry 1.3 p 15
1. Elements are…
2. I THINK atoms are…
One way to think about an atom is to imagine trying to isolate it from a larger number of atoms.
Each of you has a piece of aluminum foil which is 5cm x 5cm. Cut the square in half with your
scissors. Keep a record of the cuts you make. Then take only one half piece and cut it in half.
Take one of those new half pieces and cut it in half again and so on until you are unable to make
another cut.
3. How many cuts did you make to get to the smallest piece of Aluminum foil?
4. Measure how small your piece of aluminum foil is with a ruler.
Analysis Questions:
5. How does the size of the smallest piece of aluminum compare to the size of the original
piece?
6. Does the smallest piece of Al have the same properties as the original piece of aluminum
foil? How could you test this?
7. The atom is the smallest piece of an element which keeps the same properties as the
element. Since you can still cut the aluminum in pieces, you have not reached the size of a
single atom. Imagine that there was a way to cut the aluminum into smaller and smaller
pieces…How small can the smallest piece be and still keep the properties of aluminum?
8. Could you cut the piece in half again 10 more times? 100 more times? 1000 more times?
Using your imagination, you CAN & WILL eventually get to one atom of aluminum!
9. Definition of the atom:
The Game of Battleship: Simulating Rutherford’s Discovery of the Nucleus!
Directions: Without letting your classmate see, color in a section of 10 squares. The squares must touch each
other. This shape that you color represents your target (i.e. your battleship). You and your partner will guess the
location of each other’s ship by sending missiles onto any of the squares on the grid. The opponent will indicate if
the missile “hit” or “missed” the target. You can use Grid A to note the “hits” and “misses” that you guess. Fold
the Top Secrete Location Line to provide privacy for the game.
GRID A: My Battleship Location
A
B
C
D
E
F
G
H
I
J
K
1
2
3
4
5
6
7
8
----------------^^^-----------------------------------------------TOP SECRET LOCATION-------------------------------------^^^----------------GRID B: My Opponent’s Battleship Location
A
1
2
3
4
5
6
7
8
B
C
D
E
F
G
H
I
J
K
Name __________________
Date ________ Baller #: ____ College: _______
What Does the Game of Battleship Have to Do with Learning About the Atom?
Please answer the following questions as you are instructed to do so by your teacher.
1. Look at YOUR grid where you shaded in your battleship location. Is most of the grid
made up of your battleship or empty space?
2. Is your answer to number 1 above the same for your opponent’s grid?
3. When you and your partner were trying to sink each other’s ships, were there more hits
or misses?
4. Why do you think there were more hits or misses?
5. Would it be easier to sink each other’s battleships if the size of the grid were smaller (in
other words, there were less total boxes in the grid)? Why is this?
TRUST ME, THIS ACTIVITY HAS A LOT TO DO WITH THIS GENIUS WE KNOW AS
RUTHERFORD AND THE DISCOVERY HE MADE ABOUT THE ATOM!
You will watch a short video clip. Please pay attention and answer the following questions. Also,
as you watch, think about the battleship activity and try to make connections!
1. What charge were the particles that were shot out of the radioactive source?
2. What type of foil was put IN THE WAY of the beam of charged particles?
3. What happened to MOST of the particles? Did they bounce off or did they go straight
through the foil?
4. What was the conclusion that the scientists made from this experiment?
5. What is the tiny mass in the center of an atom called?
6. Is most of the space in an atom taken up by the nucleus or empty space?
7. What’s the name of the ChemBaller Scientist (a dead white guy) who
discovered the nucleus of an atom?
Name ____________________
Date __________ Baller # _____ College _____
ATOMIC STRUCTURE
Please listen CAREFULLY to the video clip (played 2x), and fill in what you can in #1 & #2!
1. Identify the parts of the atom on a diagram
2. Fill in a chart for size location and charge of the subatomic particles
SUBATOMIC
Symbol
SIZE (in amu)
LOCATION: Where
PARTICLES
in the Atom?
CHARGE: Positive,
negative, neutral?
Proton
Neutron
Electron
NEUTRAL… like Switzerland… like the car gear… like water…
3. Explain what it means when an atom is neutral.
________________________________________________________________________________
________________________________________________________________________________
4. A neutral atom is
a. An atom in
b. An atom in
c. An atom in
d. An atom in
all of the following EXCEPT
which the number of protons is the same as the number of electrons
which the overall charge is 0
which there are only neutrons
which the positive charges and negative charges are equal
*NOTE: You may be asked to write some notes about neutrality on the back side of this sheet.
Name ____________________
Date __________ Baller # _____ College _____
S’ MORE REVIEW:
It is very valuable for you to review these concepts which we covered in class. We will build on
this knowledge THE ENTIRE SEMESTER (Trust Me!) and you want to make sure you know this!
1. What is an atom? _____________________________________________________
2. What particles make up an atom? _________________________________________
3. Draw your own diagram of an atom and label all of its parts.
4. Describe what the ChemBaller Rutherford discovered and how he did so.
5. Subatomic Particles: Fill in the chart below
Subatomic
Particles
Symbol
Charge
Location
Size
Electron
p+
Neutral
6. Circle ALL of the following cases that are NEUTRAL! Be careful! Think it out!
H with 1 p+ & 1 e10 e- & 10 n0
Co with 27 e- & 26 p+
Fe with a +2 charge
0
K with 19 p+ & 19 n
An atom with:
Rb with 37 p+
Li with 3 protons and
0
1 p+, 1 e-, & 0 n
less than 3 electrons
FILL – IT – OUT! This is cooler than Walking – it – out!
WORD BANK
NEUTRAL (2X) POSITIVE NEGATIVE NEUTRON ELECTRON PROTON
MATTER
SMALLEST NUCLEUS ELECTRON CLOUD ZERO
OF 1 AMU
ATOMS PROPERTIES
1. Elements are _________________. They ____________ be broken down into
simpler substances.
2. ____________ are the _____________ part of a chemical element that have all
the same _______________ as the element
3. An atom is made of 3 different subatomic particles: ___________,
___________, and _______
4. Protons and neutrons are located in the ____________ of the atom
5. Electrons are located in the _______________ _____________ of the atom
6. Protons and neutrons have mass ___________, electrons have negligible mass
(approximately 0).
7. Protons have a _____________ charge, electrons have a _____________ charge,
neutrons have a ________________charge
8. Atoms are usually _____________. Therefore, the number of protons with
positive charge is ____________ to the number of electrons with negative charge
so that the total charge on the atom is _____________.
Remember to copy down the objective(s) for the day, then…
Look at the comic below. Read and analyze carefully.
Do/answer the following in the reactant box…
REACTANT:
Explain what is going on in the comic. How do you think this is
related to today’s lesson?
Guided Notes 1-6 - 1-8: Atomic Structure
Think back to the element walk you did. What are elements?
9. Elements are _________________. They ____________ be broken down into simpler substances.
10. ____________are the _____________ part of a chemical element that have all the same
_______________ as the element
11. An atom is made of 3 different subatomic particles: ___________, ___________, and _______
12. Protons and neutrons are located in the ____________ of the atom
13. Electrons are located in the _______________ _____________ of the atom
14. Protons and neutrons have mass ___________, electrons have negligible mass (approximately 0)
15. Protons have _____________ charge, electrons have _____________ charge, neutrons have
________________charge
16. Atoms are usually _____________. Therefore, the number of protons with positive charge is
____________ to the number of electrons with negative charge so that the total charge on the atom is
_____________.
17. Identify the parts of the atom on a diagram
18. Fill in a chart for size location and charge of the subatomic particles
SUBATOMIC
Symbol
SIZE (in amu)
LOCATION:
CHARGE: Positive, negative,
PARTICLES
Where in the
neutral?
Atom?
Proton
Neutron
Electron
19. Which of the following atoms IS neutral
a. A Krypton (Kr) atom: 36p, 38e-, 47n
c.
A Bromine (Br) atom: 35p, 35e-, 45n
b. A Lithium (Li) atom: 3 p, 4 e-, 4 n
d.
A Nitrogen (N) atom: 7p, 10 e-, 7 n
THE DEAD WHITE GUYS
WHO AM I?
Democritus
Dalton
J.J. Thomson
Ernest Rutherford
Niels Bohr
Electron Cloud Model of Atom
Historical Development of the Atom
Discovery
Atomic Model
Transparency
Atom of
Oxygen.
Is composed of…
Neutrons
Electrons
Protons
Transparency
Guided Notes 1.6-1.8: Atomic Structure
Think back to the element walk you did. What are elements?
1. Elements are pure substances. They cannot be broken down
into simpler substances.
2. Atoms are the smallest part of a chemical element that
have all the same properties as the element
3. An atom is made of 3 different subatomic particles:
protons, neutrons, and electrons
4. Protons and neutrons are located in the nucleus
5. Electrons are located in the electron cloud
6. Protons and neutrons have mass ~1amu, electrons have
negligible mass (approximately 0)
7. Protons positive charge, electrons negative charge, neutrons
have no charge
8. Atoms are usually neutral. Therefore, the number of
protons with positive charge is equal to the number of
electrons with negative charge so that the total charge on
the atom is 0.
Transparency
PARTS OF THE ATOM
WHO AM I?
Historical Development of the Atom
Discovery
Democritus - early Greek
Philosopher
(460-370 BC)
Proposed that the world is made up of
empty space and tiny particles called
atoms
John Dalton (1766-1844) –
English school teacher and
chemist
1803 proposed Atomic Theory of
Matter.
1) All matter made of atoms.
2) Atoms are indivisible. 3)Atoms of the
same element are identical
1897 Discovered negatively charged
particles – called electrons
J.J. Thomson – British
Physicist
Ernest Rutherford – Born in
New Zealand & returned to
England
1909 Discovered how the particles in
the atom were arranged with the Gold
Foil Experiment. Found that the atom is
mostly empty space with the small mass
of the nucleus in the center
Niels Bohr – Danish scientist
(1885-1962)
Proposed that electrons orbit around
the nucleus
Electron Cloud Model of
Atom – 20th century
Electrons are most likely to be found in
specific energy levels around the
nucleus. Electrons take up little space
and travel very quickly around the
Atomic
Model
N/A
nucleus in what is called the electron
cloud
Transparency
Fill in a chart for size location and charge of the
subatomic particles
SUBATOMIC Symbol SIZE (in LOCATION: CHARGE:
PARTICLES
amu)
Where in
Positive,
the Atom? negative,
neutral?
Proton
Neutron
Electron
Which of the following atoms IS neutral?
a.
A Krypton (Kr) atom: 36p, 38e-, 47n
b.
A Bromine (Br) atom: 35p, 35e-, 45n
c.
A Lithium (Li) atom: 3 p, 4 e-, 4 n
d.
A Nitrogen (N) atom: 7p, 10 e-, 7 n
Name _______________________
Parts of an Atom Worksheet
Date_______
http://scifiles.larc.nasa.gov/text/educators/activities/2000_2001/worksheets/parts_of_atom.html
Substances that contain only one kind of atom are called elements. Some familiar elements are oxygen,
gold, silver, and helium. An atom is the smallest part of an element that can be broken down and still have the
characteristics of that element. All atoms are basically the same. All atoms of the same element are exactly
alike; however, the atoms of a different element will differ from other elements.
With the exception of hydrogen, all atoms have three main parts. The parts of an atom are protons,
electrons, and neutrons. A proton is positively charged and is located in the center or nucleus of the atom.
Electrons are negatively charged and are located in rings or orbits spinning around the nucleus. The number of
protons and electrons is always equal. This equality is important so that the atom is neither positively nor
negatively charged. It is said to be neutral. The third part of the atom is the neutron. Neutrons are neither
positive nor negative and are located in the center of the nucleus of an atom along with the protons. Protons and
neutrons are the heavy parts of an atom. Their combined weights are called the atomic weight of an element.
Electrons are so light that we say they do not have weight.
After reading the above, use the table below to help you understand about protons, electrons, and
neutrons.
Atomic Part
Weight
Charge
Where Found
Yes No Positive Negative Neutral Inside Nucleus Outside Nucleus
Proton
Electron
Neutron
Study the drawings and answer the questions at the bottom of the page.
1. How many protons are in atom A? __________ atom B? __________
2. How many neutrons are in atom A? __________ atom B? __________
3. How many electrons are in atom A? __________ atom B? __________
4. What is the atomic weight of atom A? __________ atom B? __________
Dead White Guys Bingo
1.
2.
3.
4.
5.
6.
7.
8.
9.
The first to come up with the idea of the atom (3). Democritus
Electrons were this guy’s life work (1). JJ Thomson
This guy’s idea of the atom was like our solar system (4). Bohr
The Greek guy who wasn’t so white after all (2). Democritus
This guy had the same job as me back in the day (2). Dalton
Gold foil was used in this guy’s famous experiment (1). Rutherford
That tiny central part of the atom whose name start’s with the letter “n” was this guy’s discover (3). Rutherford
The most modern of the guy’s who studied the atom (1). Bohr
This guy came up with the idea that every atom of one element is exactly the same (4). Dalton
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr
DEAD WHITE GUYS BINGO
Demo Dalto Thom Ruthe Bohr