2011
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Curriculum Guide-Alleghany County Schools
Atomic Theory & Structure
Essential Questions:
1. Why do scientists use models in chemistry?
2. How would you describe Rutherford’s experiment?
3. How would you describe the contributions made by scientists to develop the atomic theory?
4. How do the early models of the atom lead to the current atomic theory?
5. How would you describe subatomic particles?
6. What is the relationship between an isotope and the mass of an atom?
What do you need to know to calculate the average atomic mass of an electron.
Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter)
Chm.1.1.1 Analyze the structure of atoms, isotopes, and ions.
Characterize protons, neutrons, electrons by location, relative charge, relative mass (p=1, n=1, e=1/2000).
• Use symbols: A= mass number, Z=atomic number
• Use notation for writing isotope symbols:or U-235
•
Identify isotope using mass number and atomic number and relate to number of protons, neutrons and electrons.
• Differentiate average atomic mass of an element from the actual isotopic mass and mass number of specific isotopes. (Use example calculations to determine average atomic mass of atoms from relative abundance and actual isotopic mass to develop understanding).
Chm.1.1.2 Analyze an atom in terms of the location of electrons.
• Analyze diagrams related to the Bohr model of the hydrogen atom in terms of allowed, discrete energy levels in the emission spectrum.
• Describe the electron cloud of the atom in terms of a probability model.
• Relate the electron configurations of atoms to the Bohr and electron cloud models.
1

2011
ENTER CURRICULUM AREA
Curriculum Guide-Alleghany County Schools
Students will be able to
Atomic Theory

Describe the composition of the atom and the experiments that led to that knowledge

Describe how Rutherford predicted the nucleus

Understand the inverse relationship between wavelength and frequency, and the direct relationship between energy and frequency

Analyze diagrams related to the Bohr model of the hydrogen atom in terms of allowed, discrete energy levels in the emission spectrum

Describe the electron cloud of the atom in terms of a probability model
Atomic Structure

Characterize the protons, neutrons, electrons: location, relative charge, relative mass (p=1, n=1, e=1/2000).

Use symbols: A= mass number, Z=atomic number

Use notation for writing isotope symbols:
235
92
U or U-235

Identify isotope using mass number and atomic number and relate to number of protons, neutrons and electrons

Have a conceptual awareness of the nature of average atomic mass. (Relative abundance of each isotope determines the average- no calculations)

Protons, neutrons, electrons, nucleus, ion

Quantum mechanical model, Solar System Model

Analyze (calculate) average atomic mass from relative abundance and actual isotopic mass
Students can identify the regions and contents of an atom
Students can calculate the number of all three subatomic particles
Students can find the average mass of any element
I will be able to state what the subatomic particles are, where they are located, their relative charges and masses and number
2

2011
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Curriculum Guide-Alleghany County Schools
Students will be able to find what part of the electromagnetic spectrum has high or low wavelength/frequency and how they are related to electrons
Resources: Text, notes, videos, demo(quantum leap), isotope lab
Students will be able to accurately find the average isotopic mass using
% abundances.
Students will be able to draw and label a wave diagram and explain how an electron can gain or lose energy and how this is related to the electromagnetic spectrum.
Extensions (for students who achieve the goals initially): Seek out virtual labs/advanced internet activities that are relevant.
Reteaching strategies/intervention plans (for students who do not achieve the goals initially):
Incorporating prior info and prior knowledge into next sections. Be available for help with extra practice on a one-on-one basis
Assessment Tasks: major test, homework
4.
1.
What is an Atom? Worksheet and video
2.
History of the atom notes and video
3.
Isotope Lab
Demo – quantum leap electron
3

2011
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st
Communication Skills
When presenting information, distinguishing between relevant and irrelevant information
Explaining a concept to others
Computer Knowledge
Using word-processing and database programs
Developing visual aides for presentations
Using a computer for communication
Learning new software programs
Employability Skills
Assuming responsibility for own learning
Persisting until job is completed
Working independently
Developing career interest/goals
Isotope lab – which atoms (m&m’s) to use and which to ignore.
Also why the diff. colors of m&m isotopes have different masses
Conclusion – how are m&m’s related to the concept of an isotope
Using excel to plot the percent abundances of each m&m isotope
3d model of different isotopes
Find 3-D models on line of different isotopes to explain to others

Worksheets including practice calculating e, p, n and avg isotopic mass
All activities

Isotope Problems, video questions, rvw notes to find answers
How do atoms vary and what diseases do to atoms/cells -research
4

2011
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Responding to criticism or questions
Information-retrieval Skills
Searching for information via the computer
Searching for print information
Searching for information using community members
Language Skills - Reading
Following written directions

Atomic Theory Time-line and/or essay of the development of the atom
Identifying cause and effect relationships
Summarizing main points after reading

Most of the activities can be presented as opportunities for
 students to follow written directions.

Isotope lab

How to use a spectrophotometer
How not using all of the m&m’s can alter the avg isotopic mass

Atomic Theory KWL or concept map for vocab and/or history scientists
Find and read online articles about the development of the atom and form a time line
Locating and choosing appropriate reference materials
Language Skill - Writing
Using language accurately
Organizing and relating ideas when writing
Using the term atom number inplace of # p or that an atom is the same thing as an element

Lab write-ups that include variables, and conlcusion
5

2011
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Proofing and Editing
Synthesizing information from several sources

All activities
Using video clips to give visual to how scientists performed labs to discover subatomic particles
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