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CW3. Students should be able to describe and model the structure of the atom in terms of the nucleus, protons, neutrons and electrons; comparing mass and charge of protons, neutrons and electrons

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Science Collaborative Planning Document 

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Science Collaborative Planning Document 

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Science Collaborative Planning Document - interactive.docx

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Model - Generate a mathematical
representation (e.g., number, graph,
equation, geometric figure); diagrams;
physical replicas for real world or
mathematical objects; properties; actions or
relationships
EaS 2 EaS 4 CW 2 CW 3

Describe - Develop a detailed picture or
image of, for example, a structure or a
process; using words or diagrams where
appropriate; produce a plan, simulation or
model
CW 3 PW 7 BW 2 BW 4 BW 7

Within this learning outcome, the students learn how to draw and model the structure of an atom, showing its dense nucleus in the centre (containing protons and neutrons) as well as the orbits around the nucleus in which the electrons spin around. The students also use describe as one of their key words as they explain, in their own words, how several scientists have impacted the discovery of the atom, describe how to calculate the number of neutrons in an atom of an element and explaining definitions of key words associated with the chapter, such as atomic number and mass number.

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NOS1. Students should be able to appreciate how scientists work and how scientific ideas are modified over time

NOS9. Students should be able to research and present information on the contribution that scientists make to scientific discovery and invention, and its impact on society

CW1. Students should be able to investigate whether mass is unchanged when chemical and physical changes take place

CW2. Students should be able to develop and use models to describe the atomic nature of matter; demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation

All three of these learning outcomes can be associated with CW3 as within CW3, you are met with various iconic scientists such as Dmitri Mendeleev and Niels Bohr (NOS1 and NOS9). It also can be associated with CW1 and CW2 as these learning outcomes both deal with atoms and how atoms impact

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This images shows the dense core of the nucleus of the atom, with the protons and neutrons inside. It also shows the electrons in orbit around the nucleus. This clearly labelled diagram allows the students to see the structure of what an actual atom looks like.

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Recent works on the structure of the atom. 

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Recent works on the structure of the atom. 

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This shows the more recent discoveries on the structure of the atom. This allows the students to understand and see that science is constantly developing and evolving and that new discoveries are being made every day.

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This website is very useful in explaining the structure of the atom in a quick, easy, uncomplicated manner, in a way that first year students can understand efficiently.

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Learn about the structure of the atom, and how atoms make up matter. An atom is the smallest unit of matter that retains all of the chemical properties of an element.

Introduction

What is your body made of? Your first thought might be that it is made up of different organs-such as your heart, lungs, and stomach-that work together to keep your body going. Or you might zoom in a level and say that your body is made up of many different types of cells. However, at the most basic level, your body-and, in fact, all of life, as well as the nonliving world-is made up of atoms, often organized into larger structures called molecules.

Atoms and molecules follow the rules of chemistry and physics, even when they're part of a complex, living, breathing being. If you learned in chemistry that some atoms tend to gain or lose electrons or form bonds with each other, those facts remain true even when the atoms or molecules are part of a living thing. In fact, simple interactions between atoms-played out many times and in many different combinations, in a single cell or a larger organism-are what make life possible. One could argue that everything you are, including your consciousness, is the byproduct of chemical and electrical interactions between a very, very large number of nonliving atoms!

So as an incredibly complex being made up of roughly 7,000,000,000,000,000,000,000,000,000 atoms, you'll probably want to know some basic chemistry as you begin to explore the world of biology, and the world in general.

Matter and elements

The term matter refers to anything that occupies space and has mass-in other words, the "stuff" that the universe is made of. All matter is made up of substances called elements, which have specific chemical and physical properties and cannot be broken down into other substances through ordinary chemical reactions. Gold, for instance, is an element, and so is carbon. There are 118 elements, but only 92 occur naturally. The remaining elements have only been made in laboratories and are unstable.

Each element is designated by its chemical symbol, which is a single capital letter or, when the first letter is already "taken" by another element, a combination of two letters. Some elements follow the English term for the element, such as C for carbon and Ca for calcium. Other elements' chemical symbols come from their Latin names; for example, the symbol for sodium is Na, which is a short form of natrium, the Latin word for sodium.

The four elements common to all living organisms are oxygen (O), carbon (C), hydrogen (H), and nitrogen (N), which together make up about 96% of the human body. In the nonliving world, elements are found in different proportions, and some elements common to living organisms are relatively rare on the earth as a whole. All elements and the chemical reactions between them obey the same chemical and physical laws, regardless of whether they are a part of the living or nonliving world.

The structure of the atom

An atom is the smallest unit of matter that retains all of the chemical properties of an element. For example, a gold coin is simply a very large number of gold atoms molded into the shape of a coin, with small amounts of other, contaminating elements. Gold atoms cannot be broken down into anything smaller while still retaining the properties of gold. A gold atom gets its properties from the tiny subatomic particles it's made up of.

An atom consists of two regions. The first is the tiny atomic nucleus, which is in the center of the atom and contains positively charged particles called protons and neutral, uncharged, particles called neutrons. The second, much larger, region of the atom is a "cloud" of electrons, negatively charged particles that orbit around the nucleus. The attraction between the positively charged protons and negatively charged electrons holds the atom together. Most atoms contain all three of these types of subatomic particles -protons, electrons, and neutrons. Hydrogen (H) is an exception because it typically has one proton and one electron, but no neutrons. The number of protons in the nucleus determines which element an atom is, while the number of electrons surrounding the nucleus determines which kind of reactions the atom will undergo. The three types of subatomic particles are illustrated below for an atom of helium-which, by definition, contains two protons.

Protons and neutrons do not have the same charge, but they do have approximately the same mass, about grams. Since grams are not a very convenient unit for measuring masses that tiny, scientists chose to define an alternative measure, the dalton or atomic mass unit (amu). A single neutron or proton has a weight very close to 1 amu. Electrons are much smaller in mass than protons, only about 1/1800 of an atomic mass unit, so they do not contribute much to an element's overall atomic mass. On the other hand, electrons do greatly affect an atom's charge, as each electron has a negative charge equal to the positive charge of a proton. In uncharged, neutral atoms, the number of electrons orbiting the nucleus is equal to the number of protons inside the nucleus. The positive and negative charges cancel out, leading to an atom with no net charge.

Protons, neutrons, and electrons are very small, and most of the volume of an atom-greater than 99 percent-is actually empty space. With all this empty space, you might ask why so-called solid objects don't just pass through one another. The answer is that the negatively charged electron clouds of the atoms will repel each other if they get too close together, resulting in our perception of solidity.

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Matter, elements, and atoms | Chemistry of life (article) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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This is more associated with the learning outcome CW1 but it was something covered again when approaching this learning outcome CW3 so that the students could see the link between the two learning outcomes.

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This is one of the essentials pieces of information the students should understand clearly from CW1 before moving onto this learning outcome (CW3).

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John Dalton (1766-1844) is the scientist credited for proposing the atomic theory. This theory explains several concepts that are relevant in the observable world: the composition of a pure gold necklace, what makes the pure gold necklace different than a pure silver necklace, and what occurs when pure gold is mixed with pure copper. Before discussing the atomic theory, this article explains the theories that Dalton used as a basis for his theory: the law of conservation of mass and the law of constant composition.

Law of Conservation of Mass: (1766-1844)

The law of conservation of mass states that the total mass present before a chemical reaction is the same as the total mass present after the chemical reaction; in other words, mass is conserved. The law of conservation of mass was formulated by Antoine Lavoisier (1743-1794) as a result of his combustion experiment, in which he observed that the mass of his original substance-a glass vessel, tin, and air-was equal to the mass of the produced substance-the glass vessel, "tin calx", and the remaining air.

Historically, this was a difficult concept for scientists to grasp. If this law was true, then how could a large piece of wood be reduced to a small pile of ashes? The wood clearly has a greater mass than the ashes. From this observation scientists concluded that mass had been lost. However, the illustration below shows that the burning of word does follow the law of conservation of mass. Scientists did not take into account the gases that play a critical role in this reaction.

Figure 1: Image of the wood courtesy of Ehamberg and Stannered on Wikimedia Commons, available under Creative Commons Attribution 2.5 Generic license. Image of ashes courtesy of Walter Siegmund under the creative commons-share alike 3.0 unported license. Figure one as a whole constructed by Jessica Thornton using Microsoft Word and Preview (UCD).

Law of Constant Composition

Joseph Proust (1754-1826) formulated the law of constant composition (also called the law of definite proportions). This law states that if a compound is broken down into its constituent elements, the masses of the constituents will always have the same proportions, regardless of the quantity or source of the original substance. Joseph Proust based this law primarily on his experiments with basic copper carbonate. The illustration below depicts this law; 31 grams of H ₂O and 8 grams of H ₂ O are made up of the same percent of hydrogen and oxygen.

Figure 2: Constructed by Jessica Thornton (UCD)

Dalton's Atomic Theory

1. Each chemical element is composed of extremely small particles that are indivisible and cannot be seen by the naked eye, called atoms. Atoms can neither be created nor destroyed. Pictured below is a helium atom. The purple and red dots represent the neutrons and protons in the nucleus. The black area around the nucleus represent the electron cloud. The following sections discuss this further.

Figure 3: Courtesy of Yzmo on Wikimedia commons, available under Creative Commons-Share Alike 3.0 Unported
2. All atoms of an element are alike in mass and other properties, but the atoms of one element differ from all other elements. For example, gold and silver have different atomic masses and different properties.

Gold Silver

Atomic Mass: 196.97 Atomic Mass: 107.87

Figure 4 (Go ld): Courtesy of Chris Ralph that released this image into the public domain. Figure 5 (silver): Courtesy of http://resourcescommittee.house.gov/subcommittees/emr/usgsweb/photogallery/

3. For each compound, different elements combine in a simple numerical ratio. The illustration below describes this rule. The second equation for the reaction is incorrect because half of an atom does not exist.

Figure 6: Created by Jessica Thornton

Atomic theory can be used to answers the questions presented above. A pure gold necklace is made up of atoms. A pure gold necklace and a pure silver necklace are different because they have different atoms. Pure gold mixed with pure copper forms rose gold. The gold and copper atoms combine in a simple numerical ratio.

Dalton's theory has not proven to be correct under all circumstances. The first rule was proven incorrect when scientists divided atoms in a process called nuclear fission. The second rule was proven incorrect by the discovery that not all atoms of the same element have the same mass; there are different isotopes. However, these failures do not justify discarding the atomic theory. It correctly explains the law of conservation of mass: if atoms of an element are indestructible, then the same atom must be present after a chemical reaction as before and, and the mass must constant. Dalton's atomic theory also explains the law of constant composition: if all the atoms of an element are alike in mass and if atoms unite in fixed numerical ratios, the percent composition of a compound must have a unique value without regards to the sample analyzed. The atomic theory led to the creation of the law of multiple proportions.

Discovering Electrons

The first cathode-ray tube (CRT) was invented by Michael Faraday (1791-1867). Cathode rays are a type of radiation emitted by the negative terminal, the cathode, and were discovered by passing electricity through nearly-evacuated glass tubes. The radiation crosses the evacuated tube to the positive terminal, the anode. Cathode rays produced by the CRT are invisible and can only be detected by light emitted by the materials that they strike, called phosphors, painted at the end of the CRT to reveal the path of the cathode rays. These phosphors showed that cathode rays travel in straight lines and have properties independent of the cathode material (whether it is gold, silver, etc.). Another significant property of cathode rays is that they are deflected by magnetic and electric fields in a manner that is identical to negatively charged material. Due to these observations, J.J. Thompson (1856-1940) concluded that cathode rays are negatively charged particles that are located in all atoms. It was George Stoney who first gave the term electrons to the cathode rays. The below figures depict the way that the cathode ray is effected by magnetics. The cathode ray is always attracted by the positive magnet and deflected by the negative magnets.

Figure 7 and 8:

The Plum Pudding Model

After Thompson discovered the electron, he proposed the plum pudding model of an atom, which states that the electrons float in positively-charged material. This model was named after the plum-pudding dessert.

Figure 9: Provided courtesy of the Wikipedia Commons

Discovery of the Proton

In 1909, Ernest Rutherford (1871-1937) performed a series of experiments studying the inner structure of atoms using alpha particles. Rutherford knew that alpha particles are significantly more massive than electrons and positively charged. Using the plum-pudding model for reference, Rutherford predicted that particles in an alpha beam would largely pass through matter unaffected, with a small number of particles slightly deflected. The particles would only be deflected if they happened to come into contact with electrons. According to the plum pudding model, this occurrence would be very unlikely. In order to test his hypothesis, Rutherford shot a beam of alpha particles at a thin piece of gold foil. Around the gold foil Rutherford placed sheets of zinc sulfide. These sheets produced a flash of light when struck by an alpha particle. However, this experiment produced results that contradicted Rutherford's hypothesis. Rutherford observed that the majority of the alpha particles went through the foil; however, some particles were slightly deflected, a small number were greatly deflected, and another small number were thrown back in nearly the direction from which they had come. Figure 10 shows Rutherford's prediction based off of the plum-pudding model (pink) and the observed large deflections of the alpha particles (gold).

Figure 10: Provided courtesy of the Wikipedia Commons

To account for these observations, Rutherford devised a model called the nuclear atom. In this model, the positive charge is held in an extremely small area called the nucleus, located in the middle of the atom. Outside of the nucleus the atom is largely composed of empty space. This model states that there were positive particles within the nucleus, but failed to define what these particles are. Rutherford discovered these particles in 1919, when he conducted an experiment that scattered alpha particles against nitrogen atoms. When the alpha particles and nitrogen atoms collided protons were released.

The Discovery of the Neutron

In 1933, James Chadwick (1891-1974) discovered a new type of radiation that consisted of neutral particles. It was discovered that these neutral atoms come from the nucleus of the atom. This last discovery completed the atomic model.

Example Problems

1. Basic concept check: When 32.0 grams (g) of methane are burned in 128.0 g of oxygen, 88.0 g of carbon dioxide and 72.0 g of water are produced. Which law is this an example of? (a) Law of Definite Proportions (b) Law of Conservation of Mass or (c) Law of Multiple Proportions.

The answer is (b) Law of Conservation of Mass. The number of grams of reactants (32.0 g of methane and 128.0 g of oxygen = 160.0 g total) is equal to the number of grams of product (88.0 g of carbon dioxide and 72.0 g of water = 160.0 g total).

2. Law of Conservation of Mass: 8.00 grams (g) of methane are burned in 32.00 g of oxygen. The reaction produces 22.00 g of carbon dioxide and an unmeasured mass of water. What mass of water is produced?

The answer is 18.00 g of water. Because the only products are water and carbon dioxide, their total mass must equal the total mass of the reactants, methane and oxygen. 8.00 g of methane + 32.00 g of oxygen = 40.00 total g of reactants. Because the total mass of the reactants equals the total mass of the products, the total mass of the products is also 40.00 g. Thus, 40.00 total g of products = 22.00 g carbon dioxide + unknown mass water. 40.00 total g of products - 22.00 g carbon dioxide = 18.00 g water.

3. Law of Definite Proportions: Two experiments using sodium and chlorine are performed. In the first experiment, 4.36 grams (g) sodium are reacted with 32.24 g of chlorine, using up all the sodium. 11.08 g of sodium chloride was produced in the first experiment. In the second experiment, 4.20 g of chlorine reacted with 20.00 g of sodium, using up all the chlorine. 6.92 g of of sodium chloride was produced in the second experiment. Show that these results are consistent with the law of constant composition.

To solve, determine the percent of sodium in each sample of sodium chloride. There is 4.36 g sodium for every 11.08 g of sodium chloride in the first experiment. The amount of sodium in the sodium chloride for the second experiment must be found. This is found by subtracted the known amount of reacted chlorine (4.20 g) from the amount of sodium chloride (6.92 g). 6.92 g sodium chloride - 4.20 g chlorine = 2.72 g sodium.

Thus, the percent of sodium in each sample is represented below:
% Na = (4.36 g Na)/(11.08 g NaCl) x 100% = 39.4% Na % Na = (2.72 g Na)/(6.92 g NaCl) x 100% = 39.3%
The slight difference in compositions is due to significant figures: each percent has an uncertainty of .01% in either direction. The two samples of sodium chloride have the same composition.

4. Law of Conservation of Mass: 36.0 grams (g) of wood are burned in oxygen. The products of this reaction weigh 74.4 g. (a) What mass of oxygen is needed in this reaction? (b) What mass of oxygen is needed to burn 8.00 lb of wood? 1 lb = 453.59237 g.

1. The answer is 38.4 g of oxygen. The total mass of the products is 74.4 g. Thus, the total mass of the reactants must equal 74.4 g as well. Thus, 74.4 g products - 36.0 g wood reactant = 38.4 g oxygen reactant.

2. The answer is 8.53 lb of oxygen. From, (a) that it takes 38.4 g of oxygen to burn 18.0 g of wood. First, convert both of these values to pounds (alternatively, the 8.00 lb can be converted to grams).

36.0 g wood x (1lb)/(453.59237 g) = .0793664144 lb wood
38.4 g oxygen x (1 lb)/(453.59237 g) = .0846575087 lb oxygen
Now two ratios equal to each other can be set up to determine the unknown mass of oxygen.
(0.0793664144 lb wood)/(.0846575087 lb oxygen) = (8.00 lb wood)/(unknown mass oxygen)
Solving reveals that it requires 8.53 lb of oxygen to burn 8.00 lb of wood.

5. Law of Definite Proportions: A sample of methane contains only carbon and hydrogen, with 3.00 grams (g) of carbon for every 1.00 g of hydrogen. How much hydrogen should be present in a different, 50.0 g same of methane?

The answer is 12.5 g of hydrogen. If there are 3.00 g of carbon present for every 1.00 g of hydrogen, we can assume the smallest whole number combination of these elements in that ratio to be 4.00 g of methane:
50.0 g methane x (1.00 g hydrogen)/(4.00 g methane) = 12.5 g of hydrogen.

References

1. Petrucci, Ralph, William Harwood, Geoffrey Herring, and Jeffry Madura. General Chemistry. 9th ed. Upper Saddle River, New Jersey: Pearson Prentince Hall, 2007

2. Moore, John. Chemistry for Dummies. John Wiley & Sons Inc, 2002.

3. Asimov, Isaac. A Short History of Chemistry. , CT.: Greenwood Press, 1965.

4. Patterson, Elizabeth C. John Dalton and the Atomic Theory. Garden City, NY: Doubleday, 1970

5. Myers, Richard. The Basics of Chemistry. Greenwood, 2003

6. Demtröder, Wolfgang. Atoms, Molecules and Photons: An Introduction to Atomic- Molecular- and Quantum Physics. 1st ed. Springer. 2002

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John Dalton (1766-1844) is the scientist credited for proposing the atomic theory. This theory explains several concepts that are relevant in the observable world: the composition of a pure gold necklace, what makes the pure gold necklace different than a pure silver necklace, and what occurs when pure gold is mixed with pure copper.

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Oak Ridge Institute for Science and Education

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Free STEM-related lesson plans and curriculum for K-12 educators

There is a wealth of STEM curricula and classroom resources available to assist educators in developing in students thinking, reasoning, teamwork, investigative and creative skills that they can use in all areas of their lives. The Oak Ridge Institute for Science and Education (ORISE) is committed to providing relevant and complete materials to assist educators in engaging students in STEM subjects. Below you will find activities and free lesson plans that support classroom learning.

K-12 Lesson Plans

Teachers! Are you looking for fun ways to integrate STEM in your classroom? Below are dozens of free lesson plans to help your students embrace STEM education.

View Lesson Plans

Science

This activity is "egg-citing"! In this activity, students will learn about solutes, solvents, and solutions, while discovering saturation and supersaturation. Students will be able to observe sedimentation causing crystals to form on the surface of the eggshell. The result is a phenomenal eggshell geode!

Science

Milk this activity for all its worth! In this engaging activity, students will create plastic from milk and vinegar. Students will learn about physical and chemical reactions and their reversibility. This reaction involves household materials and can be used to demonstrate environmentally friendly practices and renewable resources.

STEM

In this multi‐day lesson, students will set out to design a rocket to help NASA get back to the moon by 2024. They will investigate the best rocket fuel for the highest launch of an Alka‐Seltzer powered rocket and create an outer shell for the rocket to help it fly as straight as possible. The students will use makerspace supplies, computers, and a 3D printer (optional) in order to design and build their rocket. The students will gather and analyze data throughout the lessons and apply the data to improvements of their prototype. Student engagement is bound to blast off in this engaging, crosscurricular lesson!

Reading, Technology

Zac the Robot needs your help! In this three day, interactive lesson, students will learn color and shape recognition, matching of colors and the appropriate words, and coding! Through the use of the story book Zac the Robot by Stephanie Lanier, students will make connections between literature, real-world shapes and colors, and robots. This lesson will "program" the students' love of literature and technology!

Distinguishing Between Physical & Chemical Changes

Science

This 2-day lesson should allow students to review their understanding of physical and chemical properties and emphasize the difference between physical and chemical changes. Specific realworld examples of changes in matter should allow students to apply criteria that are used to differentiate between the changes. Students should then have the opportunity to assess their own level of understanding. This lesson should leave students knowing that physical and chemical changes matter!

What Can I Do as a Student to Make a Positive Impact on the Environment?

Science

This lesson is electric! In this engaging unit, students will discover what they can do for the environment. Students will learn about human impact, efficiency, climate change, renewable and nonrenewable energy, sustainability, and much more! Throughout these exciting activities, students will evaluate real-world applications of gasoline versus hybrid cars, battery power versus solar power, energy consumption, greenhouse emissions, evolving technology, and long-term effects, in addition to evaluating their own town's energy consumption. In this cross-curricular unit, students will apply mathematical reasoning to graph, discover, average, predict, and evaluate data. Students will participate in data collection, investigation, research, argument, debate, application, modeling, and discussion. This unit will charge your students up to become informed environmental citizens!

K-12 th grade

STEM

Clue: an awesome review game. Answer: Clue-ology! This end-of-year review game gives students an opportunity to interact with and review a wide range of concepts and terms that have been explored throughout a term or year. Students will make connections, engage in SEL practices, communicate through original thought with peers, and interpret ideas. This engaging review game will allow students to recall information from the entire course, while being competitive and having fun!

STEM

It's a bird! It's a plane! It's a buzzword review game! In this exciting review game, students will recall vocabulary learned in this year's class in preparation for end-of-year testing. Students will alternate between defining the term and guessing. This memory game will help students to recall terms used throughout the year. With this review, students will be buzzing with excitement!

Building a Solar Oven using Design Thinking

Science

Students will apply their learning of energy and energy transfer in the design, build, and test of a solar oven. This lesson is a way of using a summative task as an assessment for learning. Students will work in small groups to solve problems, give quality feedback, conduct research, and build and test a prototype.

Modeling, Questions, and Climate Change

Science

In this lesson, students will create and refine a model of the factors contributing to global climate change. They will use this model as the focal point for generating questions that will lead to research on the topic. Students will work to improve their questions by changing them from recall to extended thinking. Students will use these questions to conduct research, which will inform their revisions of their model.

Bringing back the extinct
Science

In this lesson, students will learn about the causes of extinction and how adaptations allow species to survive. The students will research extinct animals and determine what could have helped the animal to survive. Then the students will make a model of their organism and present their research to their peers.

Iggy Peck Bridge Design and Build Challenge
Visual Arts

Using the story Iggy Peck Architect, students will engage in a makerspace design challenge to get Iggy and his classmates safely across the river. Within the challenge students will be engaged in design, engineering, collaboration, and being introduced to new materials in the makerspace.

Deciphering Chromosomal Mutations Caused by Radiation
Biology

This biology lesson plan involves the exploration of real-world applications of genetics. Students will review vocabulary related to chromosomes, learn about the effect of radiation exposure on chromosomes, and evaluate a chromosome assay for dicentric chromosomes. See the accompanying presentations: chromosomal mutations lesson and pair share dicentrics activity.

How do Shapes Make Pictures?
Pre-K

In this Pre-K lesson, students will participate in an engaging hands-on lesson about shapes. In the culminating activity, students' will create shape pictures that will then be 3D printed to create sculptures.

Is Oobleck a solid or a liquid?
Kindergarten

In this lesson, students will have the opportunity to use the scientific method to investigate Non-Newtonian fluids. Non-Newtonian fluids may act as a solid or liquid depending on the force applied to them. Therefore, students are able to experiment with different states of matter and classify the matter as a solid or a liquid based on its physical properties.

Statistics Unit Lesson Plan
Math

This lesson melds the engineering design process with statistics. Students will build a zip line car to fulfill an engineering challenge. Data will be taken from the zip line runs.

Using the data from the zip line runs, students will work with measures of central tendency, histograms, and circle graphs.

Oreo Lunar Models
Science

In this activity, students will have a hands-on experience that allows them to create visualizations of the phases of the Moon. They will be identifying not only what the moon likes like from earth, but also where each phase occurs relative to the Moon's position with the Earth and Sun.
Watch this K-12 Snapshot Lesson Plan: "Cookie Lunar Model"

STEM Resource Book for Teachers
STEM Resource Book for Teachers
This document contains links to hundreds of websites with a variety of resources for educators. Websites are hyperlinked, annotated, and listed by subject and grade. The document includes a table of contents to help you quickly find what you are looking for whether it is an academic competition for your students, professional development opportunities, or an amazing E-Resource that can be used in your classroom.

Harnessed Atom

The Harnessed Atom middle school STEM curriculum provides teachers with non-biased information on energy science and nuclear energy for classroom instruction. Developed under a contract with the U.S. Department of Energy's Office of Nuclear Energy, the curriculum covers the essential principles of energy and matter and provide teachers with an engaging platform to excite students' learning about these topics.

If you would like a copy of the curriculum, including a teacher guide, 30 student books, and a cd with relevant presentations, please fill out the following survey: https://orausurvey.orau.org/n/TheHarnessedAtomKit.aspx

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curriculum and classroom resources for teachers

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There is a wealth of STEM curricula and classroom resources available to assist educators in developing in students thinking, reasoning, teamwork, investigative and creative skills that they can use in all areas of their lives. The Oak Ridge Institute for Science and Education (ORISE) is committed to providing relevant and complete materials to assist educators in engaging students in STEM subjects.

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The students learned that Niels Bohr was the scientist responsible for introducing how we draw atomic structures today. These structures are now named after the scientist.

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Niels Bohr (1885-1962) was a Danish physicist and winner of the 1922 Nobel Prize in Physics.

Bohr began his work on the Manhattan Project after fleeing to Sweden from Denmark because of German occupation in 1943. Originally he was brought to London, working with the British Tube Alloys nuclear weapons development team. Bohr was eventually brought to the United States, and worked at Los Alamos under the pseudonym Nicholas Baker, as a knowledgeable consultant.

He flew back and forth between London, Washington, and Los Alamos for the next two years. Both during and after the Manhattan Project, Bohr supported peaceful applications of atomic energy and openness between nations with regard to nuclear weapons.

Scientific Contributions

Bohr travelled to England in 1911 to work with J.J. Thomson at the Cavendish Laboratory, but failed to impress him with his experiments, though he received an invitation for post-doctoral work with Ernest Rutherford. He adapted Rutherford's nuclear structure to Max Planck's quantum theory and created the Bohr model, the most widely accepted model of the atom. In 1922, Bohr was awarded the Nobel Prize in Physics for his research and contributions on the structure of an atom. For more information on his scientific research and achievements, visit the Nobel Prize Website.

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Niels Bohr (1885-1962) was a Danish physicist and winner of the 1922 Nobel Prize in Physics. Bohr began his work on the Manhattan Project after fleeing to Sweden from Denmark because of German occupation in 1943. Originally he was brought to London, working with the British Tube Alloys nuclear weapons development team.

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The students learned that Robert Boyle, an Irish scientist, was responsible for introducing the word "element" into modern day chemistry.

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Robert Boyle Life and Legacy - Robert Boyle

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In 1655 Boyle moved to Oxford where he joined the Invisible College - a group of natural philosophers that foreshadowed the Royal Society that was founded in 1660. About this time Boyle employed Robert Hooke to help him with his experiments.

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It's Elemental - Element Math Game - Cookie Error!

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Something has gone wrong. The cookie file, a small piece of code that is required for this game to run, is missing. Either you jumped directly into the game or your browser erased the cookie file for some reason. At any rate, if you wish to continue with the game, you will have to start over again from the index page.

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Most recent news about the atom.

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In chemistry and physics, an atom is the smallest particle of a chemical element that retains its chemical properties.

An atom consists of a dense nucleus of positively-charged protons and electrically-neutral neutrons, surrounded by a much larger electron cloud consisting of negatively-charged electrons.

An atom is electrically neutral if it has the same number of protons as electrons.

The number of protons in an atom defines the chemical element to which it belongs, while the number of neutrons determines the isotope of the element.

The first nuclei, including most of the helium and all of the deuterium in the universe, were theoretically created during big bang nucleosynthesis, about 3 minutes after the big bang.

The first atoms were theoretically created 380,000 years after the big bang, an epoch called recombination, when the universe cooled to allow electrons to become attached to nuclei.

Since then, atoms have been combined in stars through the process of nuclear fusion to generate atoms up to Iron.

A human hair is about 1 million carbon atoms wide.

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astrophysics; cosmic rays; big bang; chemistry; inorganic chemistry; physics

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In chemistry and physics, an atom is the smallest particle of a chemical element that retains its chemical properties. An atom consists of a dense nucleus of positively-charged protons and electrically-neutral neutrons, surrounded by a much larger electron cloud consisting of negatively-charged electrons.

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Charge and Mass of Subatomic Particles. 

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Charge and Mass of Subatomic Particles. 

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This video allows the students to understand simply the charges and masses that each subatomic particle possesses.

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Parts Of An Atom | Properties of Matter | Chemistry | FuseSchool

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Learning through music is a very easy way for the students to retain information. This catchy tune allows the students to remember the various different elements on the periodic table, including the first 20 elements, as well as the more peculiar elements such as lead (Pb) and Potassium (K).

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This is an activity the students carried out during one of the lessons in order to show how to make a Bohr model of an atom. This addresses the key word of model from the action verbs poster, which is one of the two action verbs associated with this learning outcome, The models can be seen on display in the lab in the school in which I carried out my School Placement.

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We were studying the atomic number and made a play dough model of an oxygen atom in our home school. The model is based on this picture:

I like introducing harder concepts to kids early on, so that they can familiarize themselves with these concepts. We add on more information as the kids get older. You can study about the nature of atoms here and about the oxygen atom here.

An atom is the smallest unit of matter that defines the chemical elements. Every solid, liquid, gas, and plasma is made up of neutral orionized atoms. Atoms are very small and are composed of a nucleus and electrons that orbit the nucleus. The nucleus is made of one or more protons and typically a similar number of neutrons (none in hydrogen-1). The protons have a positive electric charge, the electrons have a negative electric charge, while the neutrons have no electric charge.

If the number of protons and electrons are equal, that atom is electrically neutral. If an atom has more or less electrons relative to the amount of protons, then it has an overall positive or negative charge, and is called an ion.

Electrons of an atom are attracted to the protons in an atomic nucleus by electromagnetic force. The protons and neutrons in the nucleus are attracted to each other by the nuclear force, which is usually stronger than the electromagnetic force.

The number of protons in the nucleus defines to what chemical element the atom belongs. The number of neutrons defines the isotope of the element. The number of electrons influences the magnetic properties of an atom.

To illustrate all that we took some yarn and made two circles out of it, to demonstrate the orbits of the electrons. We made play dough balls of three colors to symbolize protons, neutrons and electrons. We put protons and neutrons in the center ( to symbolize a nucleus) and we put the electrons on the orbits.

Dr. Anastasia Halldin holds a Ph.D in holistic nutrition. She is a homeschooling mother of four boys and a girl. Dr. Anastasia starred on a yoga TV show. She also produced and appeared in thirteen yoga DVDs. Dr. Anastasia speaks four languages and loves doing crafts with her children. She adores sharing her easy healthy family recipes with other mothers.

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Play Dough Model of An Oxygen Atom | Healthy Mama Info

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We were studying the atomic number and made a play dough model of an oxygen atom in our home school. The model is based on this picture: I like introducing harder concepts to kids early on, so that they can familiarize themselves with these concepts. We add on more information as the kids get older.

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Dmitri Mendeleev is one of the most iconic scientists when it comes to the elements. The students learned that was Mendeleev that put together the periodic table of elements.

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BBC - GCSE Bitesize: Mendeleev's periodic table

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A secondary school revision resource for Edexcel GCSE Additional Science about the periodic table

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It is important that students understand that atoms are everywhere and that everything is made up of atoms, including us as human beings.

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This song allows the student to remember easily how tiny atoms are, that they make up everything and that they are everywhere, but they are too small for the naked human eye to see. The students also learned that atoms can only be seen through a special microscope called an electron microscope.