1. Atomic Structure Unit Plan Presentation Justin Kim

2. Unit Summary Students will be introduced to chemistry by starting with the smallest unit of matter: the atom. After exploring the history of the search for the structure of the atom, students will be taught the quantum mechanical model. The unit then shifts to the periodic table which encapsulates much chemical data. The capstone project will involve students choosing an element, investigating its chemistry, and giving a presentation on their research.

3. Standards The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept: –Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. –Students know how to use the periodic table to identify metals, semimetals, nonmetals, and halogens. –Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms. –Students know how to use the periodic table to determine the number of electrons available for bonding. –Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. –* Students know how to use the periodic table to identify the lanthanide, actinide, and transactinide elements and know that the transuranium elements were synthesized and identified in laboratory experiments through the use of nuclear accelerators. –* Students know how to relate the position of an element in the periodic table to its quantum electron configuration and to its reactivity with other elements in the table. –* Students know the experimental basis for Thomson's discovery of the electron, Rutherford's nuclear atom, Millikan's oil drop experiment, and Einstein's explanation of the photoelectric effect. –* Students know the experimental basis for the development of the quantum theory of atomic structure and the historical importance of the Bohr model of the atom.

4. Curriculum Framing Questions Essential Questions –How does chemistry explain the world around me? –How do we know those ideas? Unit Questions –What is the structure of the atom? –How did we come to know the structure of the atom? –How is the periodic table organized?

5. Unit Objectives Students can synthesize the structure of the atom by referencing experiments from the history of atomic history. Students can name and characterize different portions and groups of the periodic table. Students can predict atomic properties (ionization energy, electronegativity, atomic radius, valence electrons) using the periodic table.

6. Gauging Students’ Needs Assessment Think-pair-share: students draw what they believe an atom looks like individually and then shares with a partner Brainstorm: students in groups come up elements and where they have encountered them Goals –Assess what students remember about atoms from previous science classes –Gauge their exposure to real-world elements View the assessment here

7. The Final Project After learning the basics about atoms and the periodic table, groups of students will research a family of elements (i.e. alkali metals, halogens, actinides, etc.) Students will create a presentation to be shown to the class (i.e. slideshow, poster, skit, video).

8. Why Projects? It is simply not possible to cover the entire periodic table in depth Students are able to take ownership of a group of elements Students work in groups to do open-ended research using technology. Students are able to present their research in the way that best suits their strengths, maximizing effort and creativity. Students are assessed in a manner that goes beyond the traditional written exam.