Chemistry: History of Atom Theory Project
Introduction
You will learn about the atom and how civilization’s concept of the atom evolved from the time of the ancient
Greek philosophers to the modern day quantum model. The history of atomic theory is an excellent example of
how mankind struggled to understand their world prior to the scientific process, and how the scientific process
enabled civilization to make many scientific discoveries and technological advancements.
This is a collaborative learning activity. You will be part of two groups: a home group and a learning group. The
History of the Atom is divided into 4 topics (see below). Each person in a home group will be assigned one of the
topics. There are 4 learning groups that represent the 4 topics. Students will work collaboratively in the
appropriate learning group to learn about their topic and develop a presentation that covers the scope of the
topic. This presentation could be a power point, Prezi or video. It should be no more than 5 minutes in length.
Once the presentations are created, each student will go back to their home group and present their information.
The other members of your group will learn about your topic from your presentation and you’ll learn about the
other topics from their presentations. You will be given some class time to do this assignment, but you will also
need to devote time outside of class to it. Be sure to thoroughly and clearly cover the scope of your topic.
This is a great chance to use the web and your creativity to research and present your topic. You should use your
textbook and the internet as the basis of your research. You can and should include video clips and audio clips.
Topics & Scope of Work
1. The Atom from the Philosophers Point of View
a. Who were Democritus and Aristotle?
b. Explain Democritus’s philosophy about particle theory.
c. Explain Aristotle’s philosophy about particle theory.
d. Compare and contrast their points of view.
e. Where do their ideas fit in the time line of history?
f. How did the public view these philosophies?
2. Dalton’s Atomic Theory
a. Who was he?
b. What are the 5 key points of his theory?
c. What experiments did he do to test his theory?
d. Where does his theory fit in the time line of history?
e. How has his theory held up over time?
3. Discovery of the Electron, Models & Theories
a. Who were JJ Thomson, Robert Millikan, Niels Bohr, Louis de Broglie, Werner Heisenberg and Erwin
Schrodinger and how did their work help further our understanding of the electron?
b. Explain the Bohr model of the hydrogen atom?
c. Explain the Quantum model of the atom including the various theories and models developed by the
scientists.
d. What experiments did these scientists do to test their theories and models?
e. Where do these theories and models fit in the time line of history?
f. How have these theories and models held up over time?
4. Discovery of the Nucleus: Protons and Neutrons
a. Who were Ernest Rutherford, Hans Geiger, Ernest Mardsen and James Chadwick; and how did their work
help further our understanding of the nucleus?
b. Explain their theories and models.
c. What experiments did these scientists do to test their theories and models?
d. Where do these theories and models fit in the time line of history?
e. How have these theories and models held up over time?
Each learning group will create one presentation and submit it electronically to the Synergy Drop Box. The
presentation is worth 36 points (compared to a formal lab report, which is worth 30 points). Each member of the
learning group will earn the same grade provided they contribute their fair share to the development of the
presentation.
Grading Rubric
4 points
3.0 to 3.9 points
2.0 to 2.9 points
0 to 1.9 point
Content
Breadth
Double Pts.
Covers all of the
points for the topic
under Scope of Work.
Covers most of the
points for the topic
under Scope of Work.
Covers about half of
the points for the
topic under Scope of
Work.
Covers few or none of
the points for the
topic under Scope of
Work.
Content
Accuracy
Double Pts.
All information is
complete and
accurate.
Most of the
information is
complete and
accurate.
About half of the
information is
complete and
accurate.
All or most of the
information is
incomplete and/or
inaccurate.
Use of
Outside
Sources
Double Pts.
Provides 3 or more
pieces of information
that aren’t in the
textbook.
Provides 2 pieces of
information that isn’t
in the textbook.
Provides 1 piece of
information that isn’t
in the textbook.
Provides no
information that isn’t
in the textbook.
Use of MultiMedia
Includes 3 or more
audio links, video
links, pictures and/or
charts.
Includes 2 audio links,
video links, pictures
and/or charts.
Includes 1 audio link,
video link, picture
and/or chart.
Includes only text.
Creativity
Expresses creativity
by using all of the
following: different
shapes, colors, sizes
and placement of
information.
Expresses creativity
by using 3 out of 4 of
the following:
different shapes,
colors, sizes and
placement of
information.
Expresses creativity
by using 2 of the
following: different
shapes, colors, sizes
and placement of
information.
Information is
presented mostly in
black and white with
little variety in shapes
and sizes.
Organization
All information is
clearly labeled,
understandable, and
presented in a logical
order.
Most information is
clearly labeled,
understandable, and
presented in a logical
order.
About half of the
information is clearly
labeled,
understandable, and
presented in a logical
order.
Most of the
information is clearly
labeled,
understandable, and
presented in a logical
order.