Wayne RESA
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

What characteristics of atoms do scientists use to understand matter?

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Graphic Organizer
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Unit Abstract

In this unit students investigate the nature of the atom and how the particulate model of matter has developed. The fundamental purpose of this unit is to introduce students to this model and help them understand how this theory was developed and modified to account for everyday observations of the material world. Because atoms, the particles of the model, are extremely small and cannot be observed directly without sophisticated equipment, this unit will often use reading about the evidence collected by the scientists who were originally involved in making and interpreting these observations. Students can make certain observations and then use them to infer the validity and usefulness of the model. First, students explore the nature of electrical chargers and the nature of the forces between them. They then draw charge distribution diagrams of various charged and neutral objects. Then students are introduced to Coulomb’s Law and the electrical nature of all matter. Next they investigate the inferential methods used to measure the size of the atom and their electrical charge by using pennies hidden in film containers. The classic experiments of Rutherford and Millikan are introduced to account for the charge on the electron and the size of the nucleus. Students also observe with simple spectrometers the spectra emitted from H, He, and Ne sources. They review the model of the atom developed by Bohr and how it is used to explain ionization energy and atomic structure. Next the wave nature of electrons is introduced to account for the photoelectric effect. Then the further modifications of the basic Bohr model of the atom required by the wave-particle duality theory and the work of Schrodinger and others who developed quantum mechanics are introduced. Last the nucleus of the atom is introduced and how a very strong nuclear force is required to account for its small size, very large density with a strong electrostatic repulsive force. This then leads to investigating the probabilistic nature of radioactive decay using sugar cubes. A concluding discussion contrasting nuclear fusion and fission explores the mass-energy relationship in nuclear reactions and their potential as an energy source for a world that now relies on fossil fuels.

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Expectations/Standards
MI: Science (2009)
High School
Chemistry HS
C4.8 Atomic Structure
C4.8A Identify the location, relative mass, and charge for electrons, protons, and neutrons.
C4.8B Describe the atom as mostly empty space with an extremely small, dense nucleus consisting of the protons and neutrons and an electron cloud surrounding the nucleus.
C4.8C Recognize that protons repel each other and that a strong force needs to be present to keep the nucleus intact.
Physics HS
STANDARD P3: FORCES AND MOTION Students identify interactions between objects either as being by direct contact (e.g., pushes or pulls, friction) or at a distance (e.g., gravity, electromagnetism), and to use forces to describe interactions between objects. They recognize that non-zero net forces always cause changes in motion (Newton’s fi rst law). These changes can be changes in speed, direction, or both. Students use Newton’s second law to summarize relationships among and solve problems involving net forces, masses, and changes in motion (using standard metric units). They explain that whenever one object exerts a force on another, a force equal in magnitude and opposite in direction is exerted back on it (Newton’s third law).
P3.1 Basic Forces in Nature
P3.1A Identify the force(s) acting between objects in “direct contact” or at a distance.
P3.1x Forces
P3.1b Explain why scientists can ignore the gravitational force when measuring the net force between two electrons.
P3.1c Provide examples that illustrate the importance of the electric force in everyday life.
P3.1d Identify the basic forces in everyday interactions.
P3.7 Electric Charges
P3.7A Predict how the electric force between charged objects varies when the distance between them and/or the magnitude of charges change.
P3.7B Explain why acquiring a large excess static charge (e.g., pulling off a wool cap, touching a Van de Graaff generator, combing) affects your hair.
P3.7x Electric Charges — Interactions
P3.7c Draw the redistribution of electric charges on a neutral object when a charged object is brought near.
P3.7f Determine the new electric force on charged objects after they touch and are then separated.
P4.12 Nuclear Reactions
P4.12A Describe peaceful technological applications of nuclear fission and radioactive decay.
P4.12B Describe possible problems caused by exposure to prolonged radioactive decay.
P4.12C Explain how stars, including our Sun, produce huge amounts of energy (e.g., visible, infrared, ultraviolet light).
P4.12x Mass and Energy
P4.12d Identify the source of energy in fission and fusion nuclear reactions.
Copyright © 2001-2015 State of Michigan
Unit Level Standards
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Essential Questions
Essential/Focus Questions
  1. What are the characteristics properties of atoms?
  2. How do scientists support the theory of the particulate nature of matter when the particles are too small to be observed directly?
  3. If most matter is composed of electrically charged particles, why does only some matter show evidence of charges?
  4. What evidence leads scientists to describe subatomic particles as having both wave and particle characteristics?
  5. What is the source of radioactivity and nuclear energy?
Content (Key Concepts)

atomic mass
atomic nucleus
binding energy
Coulomb’s Law
distribution of electric charge
electric charge (positive and negative)
electric force
electrically neutral
electron
gravitational force
inverse square law
mass to energy conversion E = mc2
neutron
nuclear energy
nuclear fission
nuclear force
nuclear fusion
nuclear stability
nucleus
proton
radioactive decay

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Unit Assessment Tasks
Skills (Intellectual Processes)

Analyzing

Calculating

Explaining

Identifying

Predicting

Solving

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

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Wayne RESA