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The Day the Atom Died (Grade K-1)

Master Teacher

Kinsler B. Mack

Time Allotment

50 minutes

Overview

Most students understand the Rutherford or planetary model of the atom. Using video, this lesson is designed to demonstrate the limitations of this model and explain the fundamental principles of the quantum mechanical atom.

Subject Matter

Chemistry and Physics

Learning Objectives

Students will be able to:

Understand the limitations of the planetary model of the atom;
State the fundamental principles of the quantum mechanical atom.

South Carolina Standards

Visit the SC Standards Web site

IV. Physical Science (CHEMISTRY)

A. Structure of Atoms

1. Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.

Media Components

Video

Structure of the Atom, Lesson 4: "The Bohr Model"; Lesson 5: "Spectra"; and Lesson 6: "The Wave Mechanical Model."

Materials

Per student:

Activity Sheet 1: Student Guided Questions

Equipment

Prep for Teachers

Makes copies of the activity sheet for each student.
When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video elements, Web sites or other multimedia elements.

Introductory Activity

Step 1: Hand out the Activity Sheets. Have students draw a picture of an atom on the backs of their sheets. (Note to Teacher: Do not give any help or additional instructions.)

Step 2: Briefly discuss the commonalities in the pictures. Explain that their concept is widely used and useful, but has some serious flaws. The purpose of this lesson is to point out the flaws and the ways scientists have changed their concept of the atom.

Learning Activities

Step 1: Before you begin the videotape, have students focus on the properties of the Rutherford model of the atom. Inform them there are guided questions on their activity sheet. They should listen for the answers to these questions as they watch the video. These are their Focus for Media Interactions.

(Note to Teacher: Some expected student responses are listed on the Teacher's Answers to Student Guided Questions at the end of this lesson.)

Step 2: Insert the videotape Structure of the Atom into the VCR and FAST FORWARD to Lesson 4: "The Bohr Model." You will see a Model T car and the announcer will state "The Rutherford Model of the atom.." STOP the tape when the guardhouse appears and the announcer says, "Classical physics delivers us to a frontier."

Step 3: Discuss with students their answers to the activity sheet questions on this section of the tape.

Step 4: Before returning to the videotape, provide students with a Focus for Media Interaction by having them focus on the Bohr model questions on their activity sheet.

Step 5: BEGIN the video where you stopped the last time. STOP the tape when the guardhouse appears and the announcer says, "...enter the world of modern quantum physics."

Step 6: Before beginning the videotape again, have student focus on "how does Bohr use his model of the atom to explain spectral lines?"

Step 7: FAST FORWARD the tape to Lesson 5: "Spectra." PLAY the videotape when a discharge tube appears on screen and the announcer says, " Bohr's predictions could be put to a practical test. STOP tape when a picture of an atom's energy levels appears and the announcer says, "What made Bohr's mathematics so special is that they were based on a possible model of the atom."

Step 8: Before beginning the videotape again, have students focus on "what did deBroglie add to Bohr's model of the atom?"

Step 9: FAST FORWARD to Lesson 6: "The Wave Mechanical Model." PLAY from the beginning and STOP when the words "Wave Mechanical Model" appear on the screen and the announcer says, "...a new vision of the atom which replaced Bohr's."

Step 10: Before beginning the tape at the place you last left, have students focus on Schrodinger's electron clouds. PLAY tape. STOP tape when the screen goes blank and the announcer says, "The most dense part of the cloud is where the probability of locating an electron is greatest."

Step 11: Before beginning tape, have students focus on quantum numbers. FAST FORWARD to where a balance appears on the screen. The balance will disappear and a blue screen appears. Just before the balance disappears, START the tape. The announcer will say, "The Wave Mechanical Model further extended the concept of the quanta." STOP tape when a book appears on screen and the announcer says, "The next chapter on the structure of the atom is waiting to be written."

Culminating Activity

Step 1: Have students draw a new picture of an atom on the backs of their Activity Sheets. Discuss how their pictures are different from their original atoms.

Step 2: Discuss difficulties in drawing quantum mechanical atoms and how the students attempted to overcome these difficulties.

Assessment

Have students write a paper comparing the planetary atom with the quantum mechanical atom. They should list at least three benefits and three difficulties with each model.

Cross-Curricular Extensions

Mathematics: Have students research some of the quantum mechanical equations and identify some of the variables.

History: Have students construct a historical timeline of the major discoveries in quantum mechanics and major historical events.

Community Connections

Have a local college professor from the Physics or Chemistry Departments visit and discuss the quantum mechanical atom.

Activity Sheets (PDF)

Activity Sheet 1

ANSWER KEY (PDF)

Teacher's Answers to Student Guided Questions