The Superheroes Of The Atomic Model Instructions And .

The Superheroes of the Atomic ModelInstructions and answers for teachersThese instructions should accompany the OCR resource ‘The Superheroes of the Atomic Model’activity and Teacher Pack which supports OCR GCSE (9–1) Gateway Science Suite, Chemistry A LessonElement.The Activity:Learning outcomes Students will be able to construct a timeline for the atomic model.Students will be able to state the scientists involved in the development of atomic model.Students will be able to describe the contributions of each scientist in the development of the atomicmodel.Students to suggest whose contribution to the development of the atomic model was greatest.Students to explain the Gold foil experiment (higher tier only).Students will have the opportunity to apply their knowledge and understanding through a level ofresponse question.This activity offers anopportunity for Englishskills development.Associated materials: The Superheroes of the Atomic Model Teacher Pack The Superheroes of the Atomic Model Learner Worksheet – Foundation and Higher (Higher includesGieger and Marsden)This resource is an exemplar of the types of materials that will be provided to assist in the teaching of the newqualifications being developed for first teaching in 2016. It can be used to teach existing qualifications but hasbeen designed to be used for the content in the new qualifications. Please check the OCR website for updatesand additional resources being released. We would welcome your feedback so please get in touch.February 2015

Background information:‘The Superheroes of the atomic model’ task covers the development of the atomic model in an activefact finding resource. This could be an initial lesson on the atomic model and the scientists thatdeveloped it into the current atomic model (WS1.1b); or it could be the introduction for a homeworklooking at the development of the atomic model over time and how scientific ideas change withexperimental evidence (WS1.1a).Students will need to have been introduced to the basic atomic parts: electrons, protons, neutrons andthe nucleus, but they need not have an understanding of how these parts come together to form thestructure of an atom.Barriers to learningThis knowledge can often be time consuming and difficult for students to retain the important information.This activity aims to address this by allowing all students to be active participants in the lesson.Common misconceptions:There is a direct link between the atomic model and the chemical characteristics of elements. Prior toMendeleev most scientists ranked elements by atomic weight (relative atomic mass). Mendeleevdiscovered that when he arranged elements in a grid there were patterns where the characteristics ofeach element gradually changed across each row and down each column (periodicity) hence theperiodic table. Using periodicity Mendeleev saw that the atomic weights (relative atomic mass) ofelements were sometimes out of sequence and also accurately predicted the characteristics of missingelements. Although Mendeleev did not know what his ranking system was in 1869 we now know that hearranged by atomic number. This is an important concept for students to understand which can bedeveloped in follow-up lessons reflecting back on the Superhero information finding task.Supporting Information:Students should have covered content on the structure of the atom identifying the different parts andtheir charges. This will support their understanding of the Gold Foil Experiment and its method. Studentswill be introduced to alpha, beta and gamma radiation and the properties of each in Gateway Physics(Topic 6: Radioactive Decay - Waves and Particles).Students may struggle with understanding the results of the Gold Foil Experiment and how it led to thedisregard of the Plum Pudding Model. Students may need a diagram of this method which they canannotate to aid their understanding or an analogy of what is happening.February 2015

For example the goalie in the goal: the goalie represents a positive nucleus and the goal mouth theempty space. The footballs represent alpha particles (helium nucleus). As in the Gold Foil Experimentmost footballs (alpha particles) will fly past the goalie as there is a lot of empty space. Occasionally afootball will come within reach of the goalie who will hit it throwing it back at a different angle or straightback.In the plum pudding model there would be no goalie as the charge is spread throughout the goal. So allfootballs would pass straight through.Running the Activity:The Superheroes of the Atomic Model Teacher Pack contains sets of four information cards on each ofthe Superheroes (scientists) Dalton, Thomson, Rutherford, Bohr and Geiger & Marsden and theircontribution to the atomic model.Also included in the pack are Superhero (scientist) mini posters with a silhouette/sketch corresponding toa specific scientist and their model. For each Superhero (scientist) their information cards and miniposters have an identifying colour.Activity 1 Set out the mini posters to create 7 workstations around the classroom; Mendeleev, Democritusand our 5 other Superheroes (scientists). Cut out the information cards for each superhero (scientist) As each student enters the room they are given a Superhero (scientist) information card to holdor to pin onto their clothes. Alternatively the Superhero (scientist) cards could be arrangedaround the room. Students form groups with the three other students whose Superhero (scientist) card informationshares the same identifying colour. Each group of students is given a blank learner worksheet(foundation or higher). Each group then finds the workstation for their Superhero (scientist). Together each group cannow put together the information on their superhero (scientist) and record their answers onto thelearner worksheet in the relevant boxes.February 2015

Activity 2 Students now need to complete the learner worksheet to cover all the superheroes. In order to dothis the Superhero cards are set aside and the next stage can either be run as a look-and-drawor a speed dating activity. By either of these processes students will be able to answer theirlearner worksheet completely.-As a look-and-draw two students from each group are sent out to get one piece ofinformation at a time, they then return to their group and share the information or describethe atomic model.-As a speed dating activity half the group stay at the workstation and the other twomembers move between workstations; the teacher sets up a timer or countdown clockand the rotating students only have 3 minute to gather information at each workstation(timings may need to be adjusted for your class).Extension Tasks Students could discuss which scientist they believe to have made the greatest contribution to thedevelopment of the atomic model. Students can then produce a time line of the development of the atomic model and how this linksto the periodic table detailing years and scientists with a brief summary of their research. Students could produce a Sciencebook page using the resources on TES te-page-6025698 Students could practice level of response questions (for example):Describe and explain how a scientific model you have studied has changed over time andhow this model has allowed scientists to make predictions. You should make use of diagramsin your answer. [6] Student learning could be reviewed at the end of the Topic using the AS/A Level GCE ChemistryB (Salters) Atomic structure checkpoint task ary 2015

The superheroes of the atomic model – Learner Worksheet FoundationDaltonWhat conclusions were made byDalton about compounds?Compounds are formed fromDuring what time period wereDalton’s theories made?1800sWhose idea did Dalton revive?Greek philosophersDemocritus and LeucippusTrue or False – Dalton believedatoms could be broken intosmaller parts.FalseWhat did Thomson discover?The electronWhat year did he discover this?1897What part of Dalton’s theory didThomson disprove?Atoms cannot be broken intosmaller partsWhat was the name of his atomicmodel?Plum PuddingWhat was Rutherford’sforename?ErnestSketch his modelWhat charge did he conclude thenucleus to have?PositiveIn what year did Rutherford makehis findings?1911How did he suggest electronswere arranged?Around the nucleus with differentenergy levelsIn which year did he publish hismodel?1913Whose theory did he build upon?Rutherford’s theorySketch his modelmultiple atoms combinedtogether.ThomsonRutherfordBohrFebruary 2015

The superheroes of the atomic model – Learner Worksheet HigherDaltonWhat conclusions were made byDalton about compounds?Compounds are formed fromDuring what time period wereDalton’s theories made?1800sWhose idea did Dalton revive?Greek philosophersDemocritus and LeucippusTrue or False – Dalton believedatoms could be broken intosmaller parts.FalseWhat did Thomson discover?The electronWhat year did he discover this?1897What part of Dalton’s theory didThomson disprove?Atoms cannot be broken intosmaller partsWhat was the name of his atomicmodel?Plum PuddingWhat was Rutherford’sforename?ErnestSketch his modelWhat charge did he conclude thenucleus to have?PositiveIn what year did Rutherford makehis findings?1911How did he suggest electronswere arranged?Around the nucleus with differentenergy levelsIn which year did he publish hismodel?1913Whose theory did he build upon?Rutherford’s theorySketch his modelmultiple atoms combinedtogether.ThomsonRutherfordBohrFebruary 2015

Geiger &Who did Geiger and MarsdenDescribe the experiment theyWhat model was disproved dueWhat date did they carry out theircomplete their research for?carried outto this experimentexperiment?RutherfordFire a beam of particles at a thinPlum Pudding Model1905Marsdenpiece of gold foil and record thepassage of the alpha particles.We’d like to know your view on the resources we produce. By clicking on the ‘Like’ or ‘Dislike’ button you can help us to ensure that our resources work for you. When theemail template pops up please add additional comments if you wish and then just click ‘Send’. Thank you.If you do not currently offer this OCR qualification but would like to do so, please complete the Expression of Interest Form which can be found here:www.ocr.org.uk/expression-of-interestOCR Resources: the small printOCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board, and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracyof the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version. OCR 2014 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.OCR acknowledges the use of the following content:Maths and English icons: Air0ne/Shutterstock.com, Thumbs up and down: alex white/Shutterstock.com,Please get in touch if you want to discuss the accessibility of resources we offer to support delivery of our qualifications: resources.feedback@ocr.org.ukFebruary 2015

‘The Superheroes of the atomic model’ task covers the development of the atomic model in an active fact finding resource. This could be an initial lesson on the atomic model and the scientists that developed it into the current atomic