Chamblee Charter High Planning Instrument

Chamblee Charter High Planning Instrument

Weekly Components
Teacher: / Kathryn Zuehlke / Week of: Sept 25- Oct 4
Course: / Chemistry / Unit Name and Number: U1 Atomic Structure and History of our understanding of the atom
Unit Essential Question(s): / How has our current understanding of theatom developed over time?
How does our current understanding ofthe atomic theory explain the
characteristics of atoms?
What evidence supports our model of the atom?
Unit Priority Standards: / SC1a. EVALUATE the merits and limitations of different models of the atom in relation to relative size, charge, and position of protons, neutrons, and electrons in the atom.
SC1b. CONSTRUCT an argument for why the proton (and not the neutron or electron) defines the element’s identity.
Assignments / Due TBA -construct a to-scale timeline showing when the philosophers and scientists developed various ideas about the atom –more detailed instructions and due dates will be provided in class. –this will summarize the ideas of this unit and will not be due until early Oct.
9/29 – Sticky tape lab
10/4 - Ch 4.1-4.3 Atom:Ideas, Structure, Weighted Mass
Monday
Essential Question(s): What evidence suggests electrons exist?
Learning Target(s): SWBAT determine if an object has a positive, negative, or induced charge.
Success Criteria:WILF – Students can test objects for charge and draw particle models that explain their observations.
Opening: The sticky tape electrostatics is the exploratory phase of the learning cycle
Work Time:
** Electrical nature of matter – Sticky tape lab pre-lab
Lecture: History of the atom: Ch. 4.2 p. 92-97
Democritus
Aristotle
The Alchemists
Elab/Extension:
Closing:remind students of upcoming timeline assignment /

Progress

1st–
2nd –
4th –
5th –
Tuesday
Essential Question(s):/Learning Target(s): SWBAT/ Success Criteria:WILF – see Mon
Opening:What evidence (from experience) do we have that electrons exist?
Work Time: Sticky Tape lab
Materials paper, aluminum foil, wool, plastic combs, Scotch tape, newsprint paper and markers – in 2014, needed 8 rolls of tape/165 students/5 classes
Content & Methods
The electrical nature of matter – “The sticky tape lab”
Elab/Extension:
Closing: /

Progress

1st–
2nd –
4th –
5th –
Wednesday
Essential Question(s):/Learning Target(s): SWBAT/ Success Criteria:WILF – see Mon
Opening: Discuss observations from lab yesterday – similarities, differences, how to resolve differences
Work Time: finish collecting data if necessary
Elab/Extension: Students investigate different substances in terms of electrical charge. They then compare their results with another lab group and draw models to explain their observations.
Closing: Ask a student to summarize observations, particlularly with induced charges. /

Progress

1st–
2nd –
4th –
5th –
Thursday
Essential Question(s):/Learning Target(s): SWBAT/ Success Criteria:WILF – see Mon
Opening: What new evidence do we have that electrons exist? How can a neutral substance be attracted to both positive and negative charges?
Work Time/Extension: Work on analysis for lab report – students make particle model drawings of tapes. This summarizes class work.
Continue Lecture: History of the atom: Ch. 4.2 p. 92-97
Review Dalton for classes that needed more time.
Crookes & Braun
JJ Thomson
Incorporate clips from “History of the Atom Part 2”

Distribution Access,(2007). History of the Atom: Part 02. [Full Video]. Available from
Closing: Review induced charges /

Progress

1st–
2nd –
4th –
5th –
Friday 9/29
Essential Question(s): What is an isotope?
Learning Target(s): SWBAT explain that a sample of an element is a mixture of isotpes. All atoms are an isotope.
Success Criteria:WILF – Students will be able to calculate average weighted atomic mass.
Opening: Examples of weighted average – Bag of fun size and full size candy – what contributes most of the mass. Weighted grading.
Work Time: Chemistry POGIL – Average atomic mass – students work in groups of 3-4, have roles based on birthday – manager, questioner (asks teacher questions after detective has spoken with other groups), detective (gets help from other groups), fact checker (inspects results for errors)
Elab/Extension: - Penny lab – see Mon 10/2
Closing: Groups share POGIL findings with each other. How is weighted mass calculated? /

Progress

1st–
2nd –
4th –
5th –
Monday 10/2
Essential Question(s): What is an isotope?
Learning Target(s): SWBAT explain that a sample of an element is a mixture of isotopes. All atoms are an isotope.
Success Criteria:WILF – Students calculate the average weighted mass of a sample of pre and post 1982 pennies
Success Criteria:WILF – Students calculated weighted averages when given novel samples (not necessarily elements).
Elab/Extension: The work time for today is the extension.
Materials - isotope lab handout, balances, weigh boats, mixtures of pre- and post-1982 pennies, lab handouts
Content & Methods
Lab – modeling isotopes – students measure and calculate the average weighted mass for their sample of pennies
Closure – Summarize weighted averages. How does calculating a weighted average differ from calculating the arithmetic mean (nonweighted average)? /

Progress

1st–
2nd –
4th –
5th –
Tuesday
Essential Question(s):/Learning Target(s): SWBAT/ Success Criteria:WILF – see Fri 10/29
Elab/Extension: Finish the Lab – modeling isotopes – started on 9/29. –
Closing: Students summarize analysis questions on lab and give additional examples of masses (and more generally, weighted averages) – grades, weighted density for pre-82 pennies (Zn/Cu alloy) /

Progress

1st–
2nd –
4th –
5th –
Wednesday
Essential Question(s): What evidence exists for atomic orbitals?
Learning Target(s): Students will be able to describe the cycle of an electron moving from a low energy position to a high energy position by absorbing light. They will explain how this energy is released as a photon.
SWBAT/ Success Criteria:WILF – students can explain what causes an emission spectra and identify an unknown element by comparing its emission spectrum to those from known elements

Opening/Exploration – Show picture of driftwood fire. What causes the colors? Has anyone ever purchased chemicals at a fireplace store to make colors in your home fireplace?
Flame test demonstration – (Materials – chemicals, evaporating dishes, methanol, dropper, butane lighter) What causes the colors?
Demonstrate Alfred Mayer’s 1878 floating magnets experiment – these provide very visual evidence for the self-assemble of standing waves – not in textbook – use YouTube videos too
Alfred Mayer – floating magnet experiment

Progress

1st–
2nd –
4th –
5th –
This entire day is exploration phase and introduces evidence
Thurs 10/5-Mon 10/9 are a holiday.