Rationale:
    Atoms are complex things that are just now beginning to be understood.  Most chemistry students have heard of the terms atoms, electrons, protons, neutrons, and nucleus but they really do not understand what the terms mean or where they belong in the realm of the natural world.  Students have also had experience with neon lights, light bulbs   with tungsten filaments, and fireworks: all of which we have because of the activity of the atoms, not a chemical reaction: but the students do not understand how these things work.  They see the light coming from the light bulb every day but do not really understand what that light is and where it comes from.  (Click here for more information about students ideas on atoms and atomic phenomena.) This unit should help students understand some of the phenomena which they experience daily and understand the most basic part of matter on which life depends, the atom.

    At the end of this unit, students should have some basic knowledge of the atom, what it is made of, and some of the important phenomena which comes directly from it.  Students should also have gained an appreciation for the study of science and the struggles which scientist go through trying to understand our world.  Part of this unit includes lessons about the development of the model of the atom.  Students will learn that no finding is certain and that science is a constantly evolving process.  Most students think the models and ideas which scientists use are absolutely true (Click here for students' ideas on models) but using the model of the atom, students should see and understand that this idea is not correct.  We are never 100% certain about our scientific theories. Students should be able to use some of the scientists techniques like creating models and finding probabilities by the time the unit is over.

    Lastly, students should be more comfortable with the term radiation and radioactivity.  They will have a basic understanding of what the terms mean, when radiation is harmful and when it is not, and also how to protect one's self from the dangerous radiation.  Many people, not just students, have the preconceived notion that all radiation is dangerous, when really it is essential for life.  At the end of this unit (and specifically Lesson 8), students should have more knowledge about radiation so that they can use the term correctly, protect themselves when necessary, and have less fear of something which is around us everyday.
 

Materials:

For all the lessons, a chalkboard or overhead projector with writing materials is required.  This will allow the teacher to write notes and student ideas on the board so students have a more visual and organized place for information.
 

Conceptual Space:
    Chemistry is the study of matter and its interactions with other types of matter.  Chemistry examines chemical reactions, phase changes of matter, and other phenomena related directly to matter and how it is made up.  The dictionary defines chemistry as "the science dealing with the composition and properties of substances, and with the reactions by which substances are produced from or converted into other substance."  To understand matter and its properties we must understand what it is made up of.  The smallest part of matter (that is still considered to be the identical in characteristics) is an atom.  To understand matter then, we must understand atoms and what they are made of.  Many students are still confused about atoms (Click here for more information) so this unit will help them clarify.  Part of the study of chemistry is an idea and understanding of the atom, the models of the atom, what the atom can do, and what we still do not understand about the atom.  All of these issues are addressed in this unit.
    But along with importance of understanding the atom for the understanding of chemistry, students also need a general understanding of science and how it works.  Chemistry is a science so part of learning about it, means learning about scientific methods.  One of the tools scientist use are models, especially when talking about the atom, so students need to understand models, their characteristics and their importance.  This idea is still very fuzzy in most students' minds (Click here for more information).  Since chemistry is a science, students must understand science and how it works to understand chemistry.

Conducting the Lessons:

                            Click Here for a  description of the Series of Lessons for this Unit

Extensions:
    Ways to extend the lessons:

    Students could do another modeling activity, the Black Box activity, to get a better understanding of more of the characteristics of models.  It also gives them more practice creating models.

    Students could also actually perform a version of Rutherford's experiment.  A cardboard box can be made with objects fixed inside and students (as a class or individually) can take bamboo skewers, poke them through the box, and try to decide what is in the box without being able to see anything.

    If students are ready, more information about light, wavelengths, and frequencies can be introduced.  Students can be asked to calculate wavelengths and talk about the speed of light and particles relative to one another.  They can also calculate momentum and explore some of the experiments which led Einstein to some of his theories

    In Lesson 8, more discussion about the uses of radiation could occur.  For example, the students could learn how a microwave works and used radiation to cook food.  (Click here to like to a possible lesson plan).

The list of questions for the quiz and exam is more than can be used, so some of the extra questions could be made into a review worksheet or given to the students to help them in their understanding of the concepts.

Expectations:
    To determine if students have learned the unit objectives (see the Series of Lessons for objectives for each lesson), students will be assessed in a variety of methods.  There will be weekly quizzes over the material which was covered in class that week.  There will also be a final unit exam once the unit has been completed.  Along with these formal lessons, students will be expected to give a presentation of the Mystical Toilet Paper Tube (see the Focus lesson for more details).  Students will also be expected to turn in a lab write-up, which includes answer some questions about what they did for the Atomic Emissions Spectra Activity, Flame Tests, Understanding Probability, and Half-Life activity.  The students will have to make a poster about a type of radiation found in the world, its dangers, and how to protect yourself.  This poster will be presented to the class and students will be graded on accuracy of the information they found and aesthetic value of the poster. Finally, students will be assigned a few problems from their textbook, which will be graded only for completion, to help them clarify concepts which have been studied everyday; there will be one set per lesson and the grade will be similar to a participation grade.

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