4.2. Lesson 4.2 Structure of the Nuclear Atom. Overview
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1 4.2 Lesson 4.2 Structure of the Nuclear Atom Objectives Identify three types of subatomic particles Describe the structure of atoms according to the Rutherford atomic model. Lesson Links Ch. 4 Lab 5: Atomic Structure: Rutherford s Experiment Ch. 4 Core TR: Section 2 Review 4.2 Lesson Overview (PowerPoint file) 4.2 Kinetic Art: Rutherford's Experiment 4.2 Kinetic Art: Cathode Ray Chapter 4 Online Student Edition Ch. 4 Directed Virtual Lab: Rutherford's Experiment Overview/Materials Overview In this lesson you will cover the three types of subatomic particles: electrons, protons, and neutrons. You will also cover the experiments used to determine the structure of the atom and its nucleus. Classroom Materials Standard 1.5 Block 0.75 Subatomic Particles: cathode-ray tube, magnet The Atomic Nucleus: Library or Internet access Quick Lab: box containing a regularly shaped object fixed in place, and a loose marble Differentiated Instruction: balloons, swatches of wool cloth Standard There are no items. page 1 of 6
2 Chemistry & You Engage Have students study the Chemistry & You feature on p Chapter 4 Online Student Edition Ask How could you determine what your hand looks like under the skin without dissecting it? (X-rays, CT scans, or MRI scans) Explain that scientists use technology to "see" inside atoms, just as doctors use it to "see" inside the body. Build Background Engage Ask Do you have an electronic item in your home that uses a CRT? (Sample answers: a television or computer monitor) Explain that television and computer CRTs have a source of rays at the small end. The rays are projected on the large receiving end to create the display. Subatomic Particles Explore Use a quick teacher demonstration to demonstrate a cathode-ray tube and observe properties of cathode rays. 4.2 Kinetic Art: Cathode Ray Use a magnet to deflect the beam of particles in a cathode-ray tube. Review the components of a cathode-ray tube, and discuss the connection to television picture tubes and computer monitors. Students should be able to explain how the CRT works and see how the cathode ray is deflected by the magnetic field. Materials: cathode-ray tube, magnet Have students complete the 4.2 Kinetic Art: Cathode Ray on PearsonChem.com. page 2 of 6
3 Subatomic Particles Explain Table 4.1 Have students study Table 4.1 and compare the masses and charges of the three elementary particles. Students should recognize from this comparison that the mass of an atom is due mainly to the number of protons and neutrons that it has. Point out that the assigned charges for protons and electrons are relative charges. Ask What particles make up most of the mass of an atom? (protons and neutrons) Ask Why are relative charges and mass useful in talking about subatomic particles? ( The actual values are unwieldy numbers.) The absolute charge on an electron is coulombs. The Atomic Nucleus Explore Use the following activity to trace the history of atomic models and examine the role of the scientific method in the development of such models. Chapter 4 Online Student Edition Have students create a timeline that traces the development of the atomic model. Have them note the data that led to an existing model being changed. Students' timelines should list at least some of the atomic models shown on p Students should be able to explain how certain scientific discoveries (e.g., Rutherford's gold foil experiment) resulted in the revision of the prevailing atomic model at the time. Materials: Library or Internet access Have students complete the 4.2 Kinetic Art: Rutherford's Experiment on PearsonChem.com. The Atomic Nucleus Extend page 3 of 6
4 Explain to students that by 1887, the British scientist William Crookes knew that metal atoms contained negatively charged particles. He used a cathode ray tube containing hydrogen gas at low pressure, and discovered that hydrogen contains positive charges. Ask students to research the following: What conclusion about the mass of the atom and the mass of its protons was derived from Crookes's findings? (The mass of an atom is greater than its proton content.) Which subatomic particle accounted for this additional mass? (the neutron) The Atomic Nucleus Explain Explain to students that the ratio of the size of the nucleus to the size of an atom is about Discuss how small the nucleus is compared to the entire atom. Explain that if a housefly sitting on second base in a baseball stadium represented the nucleus of an atom, the rest of the atom would be the size of the stadium. Quick Lab Purpose The students will determine the shape of the hidden object by analyzing the rebound paths of a marble rolled at the object. Materials: box containing a regularly shaped object fixed in place and a loose marble Prep Time 5 minutes Class Time 10 minutes Expected Outcome Students' inferences may or may not be different for the same object. page 4 of 6
5 For Enrichment Make a more challenging black box for students who have an easy time with the simple boxes. Put two single objects in one box, or a single object with a complex shape. Assess and Remediate Evaluate Have each student come to your desk and orally state in one minute or less one of the discoveries by Thomson, Millikan, or Rutherford. Then ask them to describe how the discovery led to the current understanding of atomic structure. Chapter 4 Online Student Edition Then, have students complete the 4.2 Lesson Check. Remediate Have students review Table 4.1. Ask them to create a table or diagram to compare the characteristics of electrons, protons, and neutrons. Differentiated Instruction Less Proficient Readers Figure 4.4 Direct Students to use Figure 4.4, Figure 4. 5_part1 and Figure 4.5_part2 to describe J. J. Thomson's experiment with cathode-ray tubes in their own words. Special Students Prior to explaining subatomic particles, divide students into small groups. Give each group a pair of inflated rubber balloons (be aware of any latex allergies in the class) and a swatch of wool cloth. Have students rub the balloons vigorously with the wool. Have students test the balloons against different objects and against each other to discover how opposite charges attract and like charges repel. Use this activity as a lead-in to Thomson's cathoderay experiment. page 5 of 6
6 Advanced Students Have students use the Internet or library to find the original papers for the discoveries described in this chapter and write a report on what they have learned. Focus on ELL and Language Write the term subatomic on the board. Explain that the prefix sub- means "below" or "a part of." Have students brainstorm the literal meaning of subatomic. (below atomic) Now write the words electron, proton, and neutron on the board. Explain that in these three words, the suffix -on means "subatomic particle." Study WB Chapter 4 Lesson 2 My Notes Homework page 6 of 6
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