ATOMIC THEORY TOTEM POLE – Hierarchy of the Atomic Model
WIKISPACES PERFORMANCE TASK 1
Decorate Your Restaurant! Here’s your chance to let your creative
juices flow! For this activity, you will be building 4 atomic models one for each scientist that proposed a new version of the Atomic
Model using evidence from their experiments, and then attaching
them to a Totem Pole!
Name:__________________________________________________
Date:___________________________________________________
Period:_________________________________________________
Master Chef Group:______________________________________
Project Overview: Students will in small groups (3-4) construct a Totem
Pole, and utilize http://www.wikispaces.com to create a guide for
interpreting the meaning of their Atomic Hierarchy Totem Pole. This website will incorporate various Web 2.0
tools to support students’ mastery of Unit 1 major topics, skills, and standards. For this assignment, students
will be doing research about scientists who contributed to our current understanding of the atom. There are
many scientists whose discoveries paved the way for all of us who study chemistry. Students will then publish
the website to share it with other 10th/11th grade Chemistry students.
For each of the following scientists students will need to identify:
1. The problem with the previous model
2. The experimental design used (if any)
3. The evidence (data) that led to a change in the previous model
4. How each scientist developed a new atomic model that:
a.
Incorporated the new evidence OR
b.
Resolved a flaw in the previous model
Ultimately, the goal is to develop a brief piece of constructive criticism for the scientist below each
model on the totem pole and give them a feedback sandwich (compliment, criticism, compliment).
Students will also be creating a model of the atom that each scientist proposed to accompany the
feedback sandwich and scientific analysis.
One class period will be devoted to researching scientists and summarizing their
findings/experiments. The next two periods will focus organizing information, creating a wikispaces
website to host content, and building the Atomic Hierarchy Totem Pole. On the performance task
day, all groups will tell their story and explain the process in creating their totem pole. Each master
chef group will also outline why all previous scientists were slightly incorrect, and how they all lead
to our current atomic model. At the top of the Totem Pole will be an example of a specific element’s
ion depicted in the Bohr Model fashion. Students will also give detailed explanations for this ion.
Students will use these to create a timeline of contributions and trace the "model" of the atom through
its historical development. Students will then be graded on the quality of the work, completeness of
the totem pole, and all accompanying diagrams using the rubric at the end of the activity.
Each of these scientists contributed in some fashion to our current understanding of the atomic
model. Research their contributions and fill in the appropriate spaces provided below with examples
and drawings of each scientist’s discovery.
Scientists:
Niels Bohr
Sir James Chadwick
Robert Millikan
Henry Moseley
Ernest Rutherford
J.J. Thomson
Useful URL’s
Timeline (View the proper sequence of the evolution of the model of the atom.)
http://atomictimeline.net/index.phphttp://atomictimeline.net/index.php
http://atomictimeline.net/index.php
Here is an overview of the development of the modern model of the atom
http://www.colorado.edu/physics/2000/quantumzone/lines2.htmlhttp://www.colorado.edu/physics/2
000/quantumzone/lines2.html
http://www.colorado.edu/physics/2000/quantumzone/lines2.html
Drawing of Dalton’s Model for the Atom
JJ Thomson’s Model
http://atomic-molecular-opticalphysics.suite101.com/article.cfm/the_discovery_of_the_electronhttp://atomic-molecular-opticalphysics.suite101.com/article.cfm/the_discovery_of_the_electron
http://atomic-molecular-optical-physics.suite101.com/article.cfm/the_discovery_of_the_electron
http://www.atomicarchive.com/Bios/Thomson.shtmlhttp://www.atomicarchive.com/Bios/Thomson.s
html
http://www.atomicarchive.com/Bios/Thomson.shtml
http://www.chemheritage.org/classroom/chemach/atomic/thomson.htmlhttp://www.chemheritage.or
g/classroom/chemach/atomic/thomson.html
http://www.chemheritage.org/classroom/chemach/atomic/thomson.html
http://www.chemteam.info/AtomicStructure/Thomson-ModelIntro.htmlhttp://www.chemteam.info/AtomicStructure/Thomson-Model-Intro.html
http://www.chemteam.info/AtomicStructure/Thomson-Model-Intro.html
Drawing of Thomson’s Model for the Atom
Rutherford’s Model
Follow the instructions while viewing this simulation of Rutherford’s experiment.
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/ruther14.swfhttp://www.mhhe.co
m/physsci/chemistry/essentialchemistry/flash/ruther14.swf
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/ruther14.swf
Here is another simulation that illustrates the Gold Foil experiment.
http://micro.magnet.fsu.edu/electromag/java/rutherford/http://micro.magnet.fsu.edu/electromag/java
/rutherford/
http://micro.magnet.fsu.edu/electromag/java/rutherford/
Which atomic model is used to illustrate the experiment ?
Why is this atomic model used instead of the Thompson’s (previous model)?
More information on Rutherford’s Model
http://www.rsc.org/chemsoc/timeline//pages/1911.htmlhttp://www.rsc.org/chemsoc/timeline//pages/1
911.html
http://www.rsc.org/chemsoc/timeline//pages/1911.html
Drawing of Rutherford’s Model for the Atom
Bohr’s Model
http://science.sbcc.edu/physics/solar/sciencesegment/bohratom.swfhttp://science.sbcc.edu/physics/sol
ar/sciencesegment/bohratom.swf
http://science.sbcc.edu/physics/solar/sciencesegment/bohratom.swf
http://www.pbs.org/wgbh/aso/databank/entries/dp13at.html
http://chemistry.about.com/od/atomicstructure/a/bohr-model.htm
What were the limitations of Rutherford’s atomic model that prompted Bohr to propose additional
features?
Drawing of Dalton’s Model for the Atom
Extra Contributors
Robert Millikan
http://www.juliantrubin.com/bigten/millikanoildrop.htmlhttp://www.juliantrubin.com/bigten/millika
noildrop.html
http://www.juliantrubin.com/bigten/millikanoildrop.html
View this video:
http://video.google.com/videoplay?docid=2799052432147926032&ei=XLEtSf9HYyQqAKxqbjHBQ&q=millikan+oil+drop+experiment+video&client=safarihttp://video.google.com
/videoplay?docid=2799052432147926032&ei=XLEtSf9HYyQqAKxqbjHBQ&q=millikan+oil+drop+experiment+video&client=safari
http://video.google.com/videoplay?docid=2799052432147926032&ei=XLEtSf9HYyQqAKxqbjHBQ&q=millikan+oil+drop+experiment+video&client=safari
http://video.google.com/videoplay?docid=2799052432147926032&ei=XLEtSf9HYyQqAKxqbjHBQ&q=millikan+oil+drop+experiment+video&client=safari
Henry Mosley
http://www.chemteam.info/AtomicStructure/AtNumAtWtThread.htmlhttp://www.chemteam.info/AtomicStructure/AtNum-AtWtThread.html
http://www.chemteam.info/AtomicStructure/AtNum-AtWtThread.html
http://www.mikeblaber.org/oldwine/chm1045/notes/Periodic/Develop/Period01.htmhttp://www.mik
eblaber.org/oldwine/chm1045/notes/Periodic/Develop/Period01.htm
http://www.mikeblaber.org/oldwine/chm1045/notes/Periodic/Develop/Period01.htm
http://www.barringtonhighschool.org/Chemistry_Web/Chem
history/Mosely/moseley.htmhttp://www.barringtonhighschool.org/Chemistry_Web/Chem
history/Mosely/moseley.htm
http://www.barringtonhighschool.org/Chemistry_Web/Chem history/Mosely/moseley.htm
http://www.chemteam.info/AtomicStructure/AtNumMoseley.htmlhttp://www.chemteam.info/AtomicStructure/AtNum-Moseley.html
http://www.chemteam.info/AtomicStructure/AtNum-Moseley.html
http://www.tutorvista.com/content/physics/physics-iv/atoms-and-nuclei/moseleyslaw.phphttp://www.tutorvista.com/content/physics/physics-iv/atoms-and-nuclei/moseleys-law.php
http://www.tutorvista.com/content/physics/physics-iv/atoms-and-nuclei/moseleys-law.php
http://www.sooperarticles.com/technology-articles/moseleys-discovery-modern-concept-atomicnumber-327.htmlhttp://www.sooperarticles.com/technology-articles/moseleys-discovery-modernconcept-atomic-number-327.html
http://www.sooperarticles.com/technology-articles/moseleys-discovery-modern-concept-atomicnumber-327.html
James Chadwick
http://atomic-molecular-opticalphysics.suite101.com/article.cfm/the_discovery_of_the_neutronhttp://atomic-molecular-opticalphysics.suite101.com/article.cfm/the_discovery_of_the_neutron
http://atomic-molecular-optical-physics.suite101.com/article.cfm/the_discovery_of_the_neutron
http://www.thocp.net/biographies/chadwick_james.htmhttp://www.thocp.net/biographies/chadwick
_james.htm
http://www.thocp.net/biographies/chadwick_james.htm
http://www.pbs.org/wgbh/aso/databank/entries/dp32ne.htmlhttp://www.pbs.org/wgbh/aso/databank
/entries/dp32ne.html
http://www.pbs.org/wgbh/aso/databank/entries/dp32ne.html
http://www.vias.org/physics/bk2_05_05.htmlhttp://www.vias.org/physics/bk2_05_05.html
http://www.vias.org/physics/bk2_05_05.html
http://www-outreach.phy.cam.ac.uk/camphy/neutron/neutron1_1.htmhttp://wwwoutreach.phy.cam.ac.uk/camphy/neutron/neutron1_1.htm
http://www-outreach.phy.cam.ac.uk/camphy/neutron/neutron1_1.htm
Interesting related sites:
http://www.aip.org/history/electron/jjhome.htmhttp://www.aip.org/history/electron/jjhome.htm
http://www.aip.org/history/electron/jjhome.htm
http://www.visionlearning.com/library/module_viewer.php?mid=50http://www.visionlearning.com/l
ibrary/module_viewer.php?mid=50
http://www.visionlearning.com/library/module_viewer.php?mid=50
http://www.aip.org/history/electron/jjelectr.htmhttp://www.aip.org/history/electron/jjelectr.htm
http://www.aip.org/history/electron/jjelectr.htm
http://www.utm.edu/research/iep/l/leucippu.htmhttp://www.utm.edu/research/iep/l/leucippu.htm
http://www.utm.edu/research/iep/l/leucippu.htm
http://www.utm.edu/research/iep/l/leucippu.htm
Dalton:
 What did he think the atom was made of? How would he have designed his model?
 Dalton thought that all atoms ________________________________________________________________
Thomson:
 What did he think the atom was made of? How would he have designed his model?

Thomson’s experiment, the ______________________________________ demonstrated the existence of
__________________________________ by generating data that said
________________________________________________________________________________.

Thomson called his model the ________________________________

How did Thomson prove Dalton wrong?
Rutherford:
 What did he think the atom was made of? How would he have designed his model?

Rutherford’s experiment, the ______________________________________ demonstrated the existence of
__________________________________ by generating data that said
________________________________________________________________________________.

Rutherford Model of the Atom was known as ________________________________

How did Rutherford prove Thomson wrong?
Bohr: This will be the most difficult model to create, because it includes the most stuff!
 What did he think the atom was made of? How would he have designed his model?
 Bohr’s experiment, the ______________________________________ demonstrated the existence of
__________________________________ by generating data that said
________________________________________________________________________________.

Bohr’s Model of the Atom was known as ________________________________

How did Bohr prove Rutherford and Thomson wrong?


How many electrons fit in the first orbital?______ Second?_____ Third?______
Make sure to create your model of the atom representing an ION of your chosen element. Draw the ION of the
element you chose AFTER it has satisfied the OCTET RULE.
Students will be required to use common household and/or craft materials to create such atom parts as:
 Protons
 Neutrons
 Electrons
 Electron Energy Levels
Use any material you want as long as it’s safe and within reason! There is no need to buy materials – just use things you
find around the house (rocks, cereal, paperclips, foil, paper, etc.). Because there are several elements with extremely high
atomic numbers, you will be required to choose 4 of the elements listed below for your model:
Lithium
Carbon
Chlorine
Calcium
Boron
Neon
Potassium
Fluorine
Nickel
Copper
Zinc
Iron
Argon
Magnesium
Oxygen
Phosphorus
Sodium
Nitrogen
Sulfur
Silicon
BASIC GUIDELINES & EXPECTATIONS:
1) Each model should fit the size of one side of your totem pole. Make sure that your final product has the ability to
be attached to the cardboard in whatever fashion necessary (paperclips and string can be made available upon
request). Size and weight should be considered – nothing too big or heavy!
2) Your model should use different colors and/or types of materials to represent each of the 4 major models. Make
sure to post these onto a background construction paper to ensure that it will stick and stay.
3)
Subatomic particles (protons, neutrons, and electrons). If you use beads to represent the protons, you should use
a different material/color to represent the neutrons, and a third to represent the electrons.
4) Your model should have the correct number of electrons, protons, and neutrons present. Use your periodic table
and ask Mr. Astor if you have questions!
5) Your Bohr model must also include an attached information tag that clearly identifies the following (as shown
below):
Side 1
Side 2
Atomic #
Symbol
Atomic Mass
Element Name
Key:
# of Protons (∞):
# of Neutrons (β):
# of Electrons (α):
# of Energy Levels:
Note: ∞, β and α are examples.
In this spot, you should
include a representation of
what material you used for
the given subatomic particle.
Your Name/Advisory
6) Be creative in your use of materials and construction. It is very easy to tell when students put forth great effort to
create their models; likewise, it’s very easy to tell when someone threw their model together at the last minute.
DON’T PROCRASTINATE!
7) Be sure to ask questions if you have them.
8) Turn in the attached rubric when you turn in your atom models for 2 extra credit points.
Name _________________________________
ATOM TOTEM POLE SCORING RUBRIC
Rating
Bohr Model
Accuracy
Design/
Materials
Coverage of
Scientists
Foundational
Chemistry
Wikispaces
Display
Timeline
Development
Constructive
Criticism
4
The number of energy
levels, protons,
neutrons and
electrons are correct.
Well constructed,
demonstrates creative
use of materials, and
is a reasonable size.
Product looks well put
together.
Fully addresses all
scientists and
integrates all utilized
sources well, along
with referring to
appropriate
experiments
Formation of atomic
models clearly
demonstrates
background
knowledge of Unit 1
science
All project
components are
displayed on
wikispaces page and
template is completely
filled out
Treatment of the topic
is relevant and
thorough. All or
almost all information
is accurate. Compare
and contrast
significantly
outweighs summary
or mere quotations.
Constructive criticism
is given in the form of
a compliment
sandwich and
delivered
appropriately.
3
There is an error in
ONE of the atom
particle totals.
Generally well
constructed, creative
use of materials, and
is reasonable size.
Product looks
reasonably well put
together.
Addresses all
scientists and
integrates most
utilized sources into
the presentation,
along with referring
to appropriate
experiments
Formation of atomic
models
demonstrates some
background
knowledge of Unit 1
science
All project
components are
displayed on
wikispaces page and
most of the template
is completely filled
out
Treatment of the
topic is relevant.
Information is
generally accurate,
although there may
be some inaccuracy.
Summary or mere
quotations outweigh
compare and
contrast.
Constructive
criticism is given
and delivered
appropriately.
2
1
There is an error in
TWO of the atom
particle totals.
All three atom particle
totals are incorrect.
Construction, OR use of
materials, OR size does
not meet expectations.
Product looks poorly
put together.
Overall failure to meet
expectations; haphazard
material use and lack of
effort is evident. Product
does NOT look well put
together.
Partially addresses all
scientists and refers to a
few sources in the
presentation, along
with referring to
appropriate
experiments
Does not address scientists
well and refers to only one
source in the presentation.
References to experiments
are lacking.
Formation of atomic
models clearly
demonstrates little
background knowledge
of Unit 1 science
Formation of atomic
models clearly
demonstrates no
background knowledge of
Unit 1 science
Most project
components are
displayed on
wikispaces page and
some of the template is
completely filled out
Few project components
are displayed on
wikispaces page and the
template is not completely
filled out
Treatment of the topic
may be somewhat
irrelevant. Information
may be limited or
inaccurate. There is
little comparison and
contrast of information.
Treatment of the topic is
somewhat irrelevant..
Information is very limited
and mainly inaccurate.
There may be no
comparison and contrast
of information.
Constructive criticism
is given and delivered
somewhat
appropriately.
Constructive criticism is
not given and/or delivered
inappropriately.