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Colorado Academic Standard:

In document Unit 2 Atomic Structure (Page 53-59)

SC09-GR.HS-S.1-GLE.2 Matter has definite structure that determines characteristic physical and chemical properties.

Evidence Outcomes: a) Develop, communicate, and justify an evidence-based scientific explanation supporting the current model of an atom.

b) Use characteristic physical and chemical properties to develop predictions and supporting claims about elements’ positions on the periodic table.

NGSS:

Structure and Properties of Matter

Performance Expectation: HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Disciplinary Core Ideas:

PS1.A: Structure and Properties of Matter

 Each atom has a charges substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.

 The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patters of outer electron states.

PS2.B: Types of Interactions

 Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.

Science and Engineering Practices:

Developing and Using Models

 Use a model to predict the relationships between systems or between components of a system.

Crosscutting Concepts:

Patterns

 Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

2 Hanson, A.J. 2015

Motion and Stability: Forces and Interactions

Performance Expectation: HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

Disciplinary Core Ideas:

PS2.B Types of Interactions

 Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects.

 Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.

Science and Engineering Practices:

Using Mathematics and Computational Thinking

 Use mathematical representations of phenomena to describe explanations.

Crosscutting Concepts:

Patterns

 Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Waves and Electromagnetic Radiation

Performance Expectation: HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Disciplinary Core Ideas:

PS4.A: Wave Properties

 The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.

Science and Engineering Practices:

Using Mathematics and Computational Thinking

 Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.

Crosscutting Concepts:

Cause and Effect

 Empirical evidence is required to differentiate between cause and correlations and make claims about specific causes and effects.

Performance Expectation: HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

Disciplinary Core Ideas:

PS4.B: Electromagnetic Radiation

 Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.

3 Hanson, A.J. 2015

Science and Engineering Practices:

Engaging in Argument from Evidence

 Evaluate the claims, evidence and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

Crosscutting Concepts:

Systems and System Models

 Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales.

Lesson Number

In Class Activity Learning Objectives

Students will be able to:

Homework 1 Question of the day: What does an atom look

like?

Activities:

 Groups draw pictures or make models to show the basic structure of an atom.

Drawings/models should show location of protons, neutrons, and electrons, but do not need to be to scale.

 Law of Definite Proportions – Lab Activity – Mg (s) + Cu(C2

H

3

O

2

)

2

(aq)

 Describe what an atom looks like using background knowledge from previous science classes.

 Experimentally determine the mass ratio of Mg and Cu in a chemical reaction.

 Relate the experimentally determined mass ratio of magnesium to copper to the Law of Definite

Proportions.

Calculate the mass ratio of Mg to Cu using experimental data.

Rough draft of atomic model using evidence collected in lab activity.

2 Question of the day: What does an atom look like?

Activities:

 Model of the Atom – Take 1 (groups use lab data ONLY to propose a model of an atom)

 Class discussion/clicker questions for about Law of Definite Proportions

 Dalton’s atomic theory

 Relate the experimentally determined mass ratio of magnesium to copper to the Law of Definite

Proportions.

 Explain the major postulates of Dalton’s atomic theory.

 Develop an atomic model based on experimental evidence obtained in class from the reaction between Mg and copper (II) acetate.

 Compare student generated models of the atom with Dalton’s atomic theory/model.

Writing assignment: Using the Law of Definite Proportions and your

experimental data, justify the atomic model you created with your group in class. Compare and contrast your model to the atomic model proposed by Dalton.

4 Hanson, A.J. 2015

Lesson Number

In Class Activity Learning Objectives

Students will be able to:

Homework 3 Question of the day: What does an atom look

like? How did we discover electrons and protons?

Activities:

 Thomson’s cathode ray experiment demonstration

Model of the Atom – Take 2

 Battleship game – modeling Rutherford’s gold foil experiment

 Rutherford scattering PhET simulation

 Model of the Atom – Take 3

 Describe J.J. Thomson’s experiment with cathode ray tubes and the evidence he collected about atomic structure.

 Analyze the billiard ball model of the atom using the results of Thomson’s cathode ray tube experiment.

 Propose an atomic model that uses Thomson’s data from the cathode ray tube experiment.

 Describe the experiment Rutherford used to test Thomson’s atomic model.

 Analyze the plum pudding model of the atom using the results of Rutherford’s gold foil experiment.

 Propose an atomic model that uses Rutherford’s data from the gold foil experiment.

 Explain the experimental evidence Rutherford used to propose the nuclear model of the atom.

 Compare and contrast the plum pudding and nuclear models of an atom.

 Compare the plum pudding and nuclear atomic models to student generated models of the atom.

Writing assignment: Compare and contrast the Billiard Ball, Plum Pudding, and Nuclear Models of the atom. Cite experimental evidence used to develop each model. State reasons the model was revised.

4 Question of the day: What does an atom look like? Where are electrons found in an atom?

What evidence do we have to support this idea?

Activities:

 View hydrogen spectrum

 Electron Energy and Light POGIL activity

 Model of the Atom – Take 4

 Describe what you see when electricity is passed through a glass tube containing hydrogen gas.

 Define “quantum” and explain what it means for energy to be quantized.

 Analyze the nuclear model of the atom using evidence from Bohr’s experiments.

 Explain where Bohr thought electrons were located in an atom.

 Describe the experimental evidence that Bohr used to develop his atomic model.

 Compare the Bohr model of the atom to student generated models of the atom.

Writing assignment:

Compare and contrast the Bohr model of the atom to previous atomic models.

Cite experimental evidence used to develop each model. State reasons the model was revised.

5 Hanson, A.J. 2015

Lesson Number

In Class Activity Learning Objectives

Students will be able to:

Homework

5 Question of the day: What does an atom look like? Where are electrons found in an atom? What evidence do we have to support this idea?

Activities:

 Energy, frequency, wavelength calculations

 Flame test lab

 Calculate the wavelength, frequency, or energy of electromagnetic radiation.

 Explain what causes different colors of light in a fireworks show.

 Describe how the emission spectrum of an element is related to its electron arrangement.

Wavelength, Energy, Frequency Practice sheet

6 Question of the day: How do we know the number of protons, neutrons, and electrons in an atom? How can we calculate the mass number of an atom?

Activities:

Build an Atom PhET Simulation

 Describe the charge, mass, and location of protons, neutrons and electrons in an atom.

 Write and interpret atomic symbols.

 Calculate the mass number of an atom.

 Determine the number of protons, neutrons, and electrons in a neutral atom.

Complete all 4 levels of the game in Build an Atom. Screenshot your results and submit on Edmodo.

7 Question of the day: Are all atoms of the same element identical?

Activities:

 Isotopes and Atomic Mass PhET simulation

 Define the term isotope.

 Identify atoms that represent two different isotopes of the same element.

 Describe factors that make an atom stable or unstable.

 Develop a procedure to determine the average atomic mass of an element.

Write a procedure to determine the average atomic mass of an element.

8 Question of the day:

How is atomic mass calculated?

Activities:

 Average mass of Candium or Beanium

 Calculating average atomic mass of elements

 Develop and carry out a procedure to determine the average mass of a sample of beans or candy.

 Explain the difference between an average and a weighted average.

 Write and carry out a procedure to calculate the average atomic mass of an element.

Isotopes and Atomic Mass Practice Sheet

6 Hanson, A.J. 2015

Lesson Number

In Class Activity Learning Objectives

Students will be able to:

Homework 9 Question of the day: What does an atom

look like? What is incorrect about the Bohr model of the atom? What evidence do we have to support this idea?

Activities:

 View neon and argon emission spectrum.

 Models of the Hydrogen Atom PhET simulation (demonstration)

 Electron Configuration POGIL activity

 Model of the Atom – Take 5

 Describe what you see when electricity is passed through a glass tube containing neon or argon gas.

 Analyze the Bohr model of the atom using evidence from the neon and argon emission spectra.

 Propose a new atomic model to account for data that does not fit the Bohr model.

Writing assignment:

Explain why the Bohr model of the atom needed to be revised. Cite experimental evidence that was used to support the idea that Bohr’s model needed to be revised.

10 Question of the day: Why doesn’t the periodic table list elements in alphabetical order?

Activities:

 Cracking the Periodic Table Code POGIL

 Practice electron configurations

 Write an electron configuration for any element in the first four periods on the periodic table.

 Explain how the periodic table can be used to determine the electron configuration of an atom of any element on the periodic table.

 Use the periodic table to predict where the last electrons are located in an atom of any element listed on the periodic table.

Writing assignment:

Compare and contrast the quantum mechanical model of the atom to previous atomic models. Cite experimental evidence used to develop the quantum mechanical model.

11 Question of the day: Why doesn’t the periodic table list elements in alphabetical order?

Activities:

 Valence Electron

 Ion formation – Build an Atom PhET Simulation revisited

 Identify the valance electrons in an atom using the electron configuration.

 Relate the number of valence electrons to an element’s location on the periodic table.

 Calculate the charge, mass, and number of protons, neutrons, and electrons in an ion.

Valence Electrons and Ions Practice Sheet

12 Question of the day: How was the first periodic table constructed? What is

“periodic” about the periodic table?

Activities:

 Alien card sort

 What was Mendeleev Thinking?

 Explain how the first periodic table of the elements was created.

Reading assignment: Creating the First Periodic Table

7 Hanson, A.J. 2015

Lesson Number

In Class Activity Learning Objectives

Students will be able to:

Homework 13 Question of the day: What types of

attraction occur between the nucleus and the electrons?

Activities:

Coulombic Attraction POGIL Activity

 Explain the factors that influence the strength of the electrostatic attraction between oppositely charged particles.

Coulombic Attraction Practice sheet

14 Question of the day: What is “periodic”

about the periodic table? What patterns exist on the periodic table?

Activities:

Mini-lab: Properties of Elements

 Periodic Trends POGIL activity or Graphing Periodic Trends activity

 List the properties of metals, nonmetals, and metalloids.

 Classify an element based on its properties.

 Relate the location and atomic structure of an element to its physical properties.

 Analyze the trends in atomic radius, first ionization energy, and electronegativity on the periodic table.

 Justify the trends in atomic radius, first ionization energy, and electronegativity using your knowledge of atomic structure.

 Given a list of elements, place the elements in order of increasing or decreasing atomic radius, first ionization energy, or electronegativity. Justify your reasoning.

Writing assignment:

Periodic Trends – Atomic Radius, Ionization Energy, and Electronegativity

15 Assessments

RAFT Assignment: Choose one of the following essential questions for this chapter to complete your RAFT assignment: balloons instead of hydrogen?

RAFT assignment Study for Unit 2 test.

In document Unit 2 Atomic Structure (Page 53-59)

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