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Georgia Performance Standards Framework for PHYSICAL SCIENCE – HIGH SCHOOL
Unit: Matter
General Task
Building and Identifying Atomic Models and Trends
Subject Area: Physical Science
Grade: High School
Standards (Content and Characteristics): SPS1a, SPS4a, SCSh7c
SPS1. Students will investigate our current understanding of the atom.
a. Examine the structure of the atom in terms of
• proton, electron, and neutron locations.
• atomic mass and atomic number.
• atoms with different numbers of neutrons (isotopes).
• explain the relationship of the proton number to the element’s identity
SPS4. Students will investigate the arrangement of the Periodic Table.
a. Determine the trends of the following:
• Number of valence electrons
• Types of ions formed by representative elements
• Location of metals, nonmetals, and metalloids
• Phases at room temperature
b. Use the Periodic Table to predict the above properties for representative elements.
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and
skepticism in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same evidence.
c. Explain that further understanding of scientific problems relies on the design and
execution of new experiments which may reinforce or weaken opposing
explanations.
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and
checking against other available information.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y High School y Matter
July 26, 2007 y Page 1 of 6
Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for PHYSICAL SCIENCE – HIGH SCHOOL
SCSh4. Students will use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.
a. Develop and use systematic procedures for recording and organizing information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical models.
Enduring Understandings:
•
•
•
•
•
The characteristics of an atom are determined by its structure.
Number of protons determines the type of element.
The more stable physical/chemical system is the system that is at its lowest energy state.
The elements, arranged by increasing atomic number, exhibit periodic trends in
properties.
Properties such as valence, ion formation, metallic or nonmetallic properties, and phase at
room temperature, can be predicted for representative elements by using the periodic
table.
Essential Questions:
•
•
•
How do the subatomic particles of an atom affect its characteristics?
If an atom loses an electron, why would the resulting particle have a positive charge?
How does knowing trends on the Periodic Table help scientists predict properties of the
representative elements?
ADMINISTRATION PROCEDURES
Pre-Assessment: Students will draw and label an atom at the end of the previous lesson. The
teacher will use this information to determine the extent of direct instruction needed and to form
teacher-selected diverse groups.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y High School y Matter
July 26, 2007 y Page 2 of 6
Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for PHYSICAL SCIENCE – HIGH SCHOOL
Outcome /
Performance
Expectations:
General
Teacher
Instructions:
Students will design and construct models of neutral atoms, isotopes, and ions of
representative elements. They will be able to determine the number of protons,
neutrons, and electrons in each energy level from their models. Students will
construct models of unknown atoms(including neutral atoms, ions and isotopes)
given some information about the element such as family or group and period or
series, number of protons, neutrons, and/or electrons and identify the element
based on their model and the clues provided. Students will graph the trend in
valence electrons and ions formed as group and period numbers change for the
representative elements and draw conclusions based on this analysis. Students will
view class data and draw conclusions about how changes in periods or groups are
related to atomic number and number of valence electrons. Using information
about the location of metals, nonmetals and metalloids students will draw
conclusions about the valence of representative elements and whether they are
metals, nonmetals or metalloids. Students should also observe that the number of
valence electrons for ions formed resembles a noble gas.
The teacher will create diverse pairs of students using the results of the exit slip
pretest.
Using an interactive white board, overhead projector, or board teacher will review
the following terms and concepts: proton, neutron, electron, atomic number,
atomic mass, mass number, element, and how to determine protons, neutrons, and
electrons.
The teacher will give students copies of the periodic table and review the periodic
table with students. The location of metals, nonmetals and metalloid should be
included. The teacher will ask students if they notice any patterns in the table.
Students should note the whole numbers are sequential and move from left to right
on the table. While viewing several different periodic tables, students should note
that information is not always in the same or in the same location (e.g. Atomic
mass may be at the bottom or top of a square.) While looking at a selected
periodic table, students should note that the electrons in the energy levels located
at the bottom of the squares add up to the atomic number and are in a pattern.
Students will take two column notes as the teacher models. The larger column on
the right hand side of a divided or folded sheet are notes the student takes after
reading or listening. On the right hand side students write questions they can
answer with the notes or main ideas. These notes may be added on a board,
butcher paper, a multimedia presentation or an overhead transparency by the
teacher or by student volunteers. The teacher will ask students to relate
information about the different atomic models. The teacher will discuss the model
students will use to construct atoms. The teacher will ask the students which
historical model this model resembles (Bohr or planetary model) and how it is
different from the most current model (electron cloud model). The teacher will
demonstrate how the name of the element with a dash and a number will indicate
the element and its mass number. The teachers will construct hydrogen and helium
using bingo chips and an overhead projector. The teacher will ask students how to
construct lithium including the protons and neutrons. The teacher will then
introduce the concept of energy levels by using an analogy of a parking lot with
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y High School y Matter
July 26, 2007 y Page 3 of 6
Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for PHYSICAL SCIENCE – HIGH SCHOOL
two spaces close to the store, eight spaces a little further from the store, etc.
Students will assist the teacher in constructing beryllium through neon. The
teacher will explain that a full energy level is the most stable state for electrons
and that this is called the octet rule. Student groups will construct elements 1-20.
They will use a piece of lineless paper and 3 colors of bingo chips. They will draw
a “nucleus” on the lineless paper and bingo chips to indicate the number of
protons, neutrons, and electrons in each energy level. They will use colored
pencils to draw each atom constructed. Student groups will present at least one
atom for the class. The teacher will instruct students to find the definition for
isotope. Students will construct vocabulary squares for this word. Vocabulary
squares are made from a lined or lineless sheet of paper with the word in a box in
the center and the root/part of speech or a meaningful sentence in the upper left
corner, variations of the word on the upper right corner, a picture or logo in the
lower left corner and the definition in the lower right corner. The teacher will
review the concept of the variation of neutrons in atoms. The teacher will ask
students why they think neutrons are important. The teacher or student will model
two column notes for this information. The teacher will demonstrate with
volunteer and non-volunteer input the difference between carbon-12 and carbon14. Unitedstreaming video segments may be used to clarify and expand student
understanding. Videos are: Physics: A World in Motion: The Bohr Model of the
Atom , Physics: A World in Motion: The Quantum Mechanical Model, and
Elements of Physics: Matter: Atoms and Molecules. Select segments of these
videos for your class and design a graphic organizer or incomplete notes for
students to complete at the end of each segment.
Diverse groups of students will construct 2 isotopes for 3 elements. Groups will
present their pairs and explain how they constructed their models. The teachers
will ask students to find the definition for ion. Students will complete a vocabulary
square for this term. The teacher with student help will demonstrate how to
construct 2 positive and 2 negative ions. Student groups will construct and draw 4
neutral atoms and ion pairs. Student groups will present their models. In groups
students will contrast atoms, isotopes and ions using a short essay, a table or a set
of diagrams. Student groups will post their work for the class to examine in a
gallery walk. Students should note differences in atoms, ions, and isotopes and be
prepared to discuss their observations. Groups will be given characteristics of
atoms, Isotopes, and ions in the same family. They will brainstorm how to
construct these atoms. They will submit a plan to the instructor for approval.
Students may check their model prior to construction using Internet periodic table
websites. Groups will present group or family structures to the class. Videotaping
or podcasting is an option.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y High School y Matter
July 26, 2007 y Page 4 of 6
Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for PHYSICAL SCIENCE – HIGH SCHOOL
Materials
Needed:
Safety
Precautions:
Task with
Student
Directions:
Red, green and blue bingo chip, crayons or colored pencils
Periodic tables
UnitedStreaming videos are Physics: A World in Motion: The Bohr Model of the
Atom , Physics: A World in Motion: The Quantum Mechanical Model, and
Physics: A World in Motion: The Quantum Mechanical Model.
Materials for modern designs: construction paper, pipe cleaners, beads,
Styrofoam balls, glue, scissors, tape, etc,
Do not throw chips. Scissors are sharp.
Sample student task: (alkali metals)
Mystery atoms
Welcome to atom construction and identification.
Construction:
In this training module you will be asked to construct several atoms, ions, and
isotopes. Use the colored chips provided to construct these preliminary models. Be
sure to include the nucleus, electron energy levels, protons, neutrons, and
electrons. Use colored pencils to copy your models in your notes. As the instructor
to check your models.
Models to build: lithium-7, lithium-6, lithium with a +1 charge,
Construction and identification:
Design your own model using the material provided for the following unknown
atoms, build and identify them. Construct a table showing the trends and patterns
in your data.
1. Period 3, mass number 23, 12 neutrons, neutral charge
2. Period 3, 12 neutrons, 10 electrons
3. Period 3, 11 neutrons, neutral charge, 11 electrons
4. Period 4, 19 neutrons, neutral charge, mass number 39
5. Period 4, 18 electrons, 20 neutrons, mass number 39
6. Period 4, 19 electrons, neutral charge, mass number 40
7. Construct an atom, its ion, and an isotope in period 5 with a structure
similar to 1-6.
Construct graphs of your results for neutral atoms using atomic number and period
number, the number of valence electrons and period number and ion charge and
period number. Describe any patterns you observe. Draw a conclusions based on
your results. Observe the results of other teams. Look for trends, describe them
and draw a conclusion about group number and valence electrons for
representative elements and period number and representative elements.
Note: All representative element families or groups should be assigned.
Students will present their data and complete a class chart. Students will look for
trends and patterns in the models. (Valence electrons are the same in families or
groups; valence electrons increase by one in period or series until group 8A.)
Students should note that the number of valence electrons in ion resembles a noble
gas. Students will graph the number of valence electrons and group number and
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y High School y Matter
July 26, 2007 y Page 5 of 6
Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for PHYSICAL SCIENCE – HIGH SCHOOL
valence electrons and period number using 1A-8A, examine the patterns, and
write a summary about their observations. TI-84 graphing calculators may be used
and results could be embedded into a PowerPoint, printed our, and compared in a
gallery format. Use the information presented on the video or during direct
instruction to draw conclusions about valence elelctrons and metals, nonmetals
and metalloids.
Resources:
Textbook, periodic table copies for all students
Suggested Resources:
http://education.jlab.org/qa/atom_model.html
http://www.ndted.org/EducationResources/HighSchool/Electricity/atommodels.htm
http://www.colorado.edu/UCB/AcademicAffairs/ArtsSciences/physics/PhysicsInit
iative/Physics2000/index.pl
Homework /
Extension:
Students will construct a neutral atom, an isotope, and an ion for one of the
representative elements. Students will be able to explain the differences in the
models.
Instructional
Task
Accommodati
ons for ELL
Students:
Students will work in diverse, cooperative groups and use manipulatives.
Visual clues will accompany verbal information.
The teacher will present a model before the task is attempted.
Students may utilize peer-assisted note taking.
Teacher or peer may provide additional examples.
Instructional
Task
Accommodati
ons for
Students with
Specific
Disabilities:
Students will work in cooperative groups and use manipulatives.
Visual clues will accompany verbal information.
Notes and examples will be posted.
Use of vocabulary square graphic organizer.
Instructional
Task
Accommodati
ons for Gifted
Students:
Gifted students will serve as peer tutors for others.
Gifted students will construct a model with removable parts to demonstrate an ion
and/or an isotope.
Gifted students will post summary data on class page on school Internet site.
Students will use the Internet to look for other trends and patterns that exist for
these representative elements.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y High School y Matter
July 26, 2007 y Page 6 of 6
Copyright 2007 © All Rights Reserved