Atomic StructureAtomic Structure

Unit Plan PresentationUnit Plan Presentation

Justin KimJustin Kim

Unit SummaryUnit Summary

Students will be introduced to chemistry by Students will be introduced to chemistry by starting with the smallest unit of matter: the starting with the smallest unit of matter: the atom. After exploring the history of the search atom. After exploring the history of the search for the structure of the atom, students will be for the structure of the atom, students will be taught the quantum mechanical model. The unit taught the quantum mechanical model. The unit then shifts to the periodic table which then shifts to the periodic table which encapsulates much chemical data. The encapsulates much chemical data. The capstone project will involve students choosing capstone project will involve students choosing an element, investigating its chemistry, and an element, investigating its chemistry, and giving a presentation on their research.giving a presentation on their research.

StandardsStandardsThe periodic table displays the elements in increasing atomic number and shows The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept: atomic structure. As a basis for understanding this concept:

– Students know how to relate the position of an element in the periodic table to its atomic Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. number and atomic mass.

– Students know how to use the periodic table to identify metals, semimetals, nonmetals, Students know how to use the periodic table to identify metals, semimetals, nonmetals, and halogens. and halogens.

– Students know how to use the periodic table to identify alkali metals, alkaline earth Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms. relative sizes of ions and atoms.

– Students know how to use the periodic table to determine the number of electrons Students know how to use the periodic table to determine the number of electrons available for bonding. available for bonding.

– Students know the nucleus of the atom is much smaller than the atom yet contains most Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. of its mass.

– * * Students know how to use the periodic table to identify the lanthanide, actinide, and Students know how to use the periodic table to identify the lanthanide, actinide, and transactinide elements and know that the transuranium elements were synthesized and transactinide elements and know that the transuranium elements were synthesized and identified in laboratory experiments through the use of nuclear accelerators. identified in laboratory experiments through the use of nuclear accelerators.

– * * Students know how to relate the position of an element in the periodic table to its Students know how to relate the position of an element in the periodic table to its quantum electron configuration and to its reactivity with other elements in the table. quantum electron configuration and to its reactivity with other elements in the table.

– * * Students know the experimental basis for Thomson's discovery of the electron, Students know the experimental basis for Thomson's discovery of the electron, Rutherford's nuclear atom, Millikan's oil drop experiment, and Einstein's explanation of Rutherford's nuclear atom, Millikan's oil drop experiment, and Einstein's explanation of the photoelectric effect. the photoelectric effect.

– * * Students know the experimental basis for the development of the quantum theory of Students know the experimental basis for the development of the quantum theory of atomic structure and the historical importance of the Bohr model of the atom. atomic structure and the historical importance of the Bohr model of the atom.

Curriculum Framing QuestionsCurriculum Framing Questions

Essential QuestionsEssential Questions– How does chemistry explain the world around How does chemistry explain the world around

me?me?– How do we know those ideas? How do we know those ideas?

Unit QuestionsUnit Questions– What is the structure of the atom?What is the structure of the atom?– How did we come to know the structure of the How did we come to know the structure of the

atom?atom?– How is the periodic table organized?How is the periodic table organized?

Unit ObjectivesUnit Objectives

Students can synthesize the structure of the Students can synthesize the structure of the atom by referencing experiments from the atom by referencing experiments from the history of atomic history.history of atomic history.

Students can name and characterize different Students can name and characterize different portions and groups of the periodic table.portions and groups of the periodic table.

Students can predict atomic properties Students can predict atomic properties (ionization energy, electronegativity, atomic (ionization energy, electronegativity, atomic radius, valence electrons) using the periodic radius, valence electrons) using the periodic table.table.

Gauging Students’ Needs Gauging Students’ Needs AssessmentAssessment

Think-pair-share: students draw what they Think-pair-share: students draw what they believe an atom looks like individually and then believe an atom looks like individually and then shares with a partnershares with a partner

Brainstorm: students in groups come up Brainstorm: students in groups come up elements and where they have encountered elements and where they have encountered themthem

GoalsGoals– Assess what students remember about atoms from Assess what students remember about atoms from

previous science classesprevious science classes– Gauge their exposure to real-world elementsGauge their exposure to real-world elements

View the assessment here

Atomic Structure Assessment

The Final ProjectThe Final Project

After learning the basics about atoms and After learning the basics about atoms and the periodic table, groups of students will the periodic table, groups of students will research a family of elements (i.e. alkali research a family of elements (i.e. alkali metals, halogens, actinides, etc.)metals, halogens, actinides, etc.)

Students will create a presentation to be Students will create a presentation to be shown to the class (i.e. slideshow, poster, shown to the class (i.e. slideshow, poster, skit, video).skit, video).

Why Projects?Why Projects?

It is simply not possible to cover the entire It is simply not possible to cover the entire periodic table in depthperiodic table in depthStudents are able to take ownership of a group Students are able to take ownership of a group of elementsof elementsStudents work in groups to do open-ended Students work in groups to do open-ended research using technology.research using technology.Students are able to present their research in Students are able to present their research in the way that best suits their strengths, the way that best suits their strengths, maximizing effort and creativity.maximizing effort and creativity.Students are assessed in a manner that goes Students are assessed in a manner that goes beyond the traditional written exam.beyond the traditional written exam.