Title: Atoms and isotopes Date: Bell Work Title: Atoms and isotopes Date: D
Key Words; Isotope, mass number, atomic number Lesson Sequence GCSE Physics Specification –Teaching from Sept 2016 onwards Spec Reference 6.4 Topic Atomic structure Lesson Atoms and isotopes Sequence 1 of 5 Lesson 1 Atoms and isotopes 2 Radioactive decay 3 Alpha, Beta and Gamma decay 4 Half life 5 Uses and the risks of radioactivity Key Words; Isotope, mass number, atomic number
Lesson Objectives Competency (Level 1-3) Proficiency (Level 4-6) Mastery (Level 7-9) Can determine the number of protons, neutrons and electrons in an atom Can describe key experiments in the development of the atom Can describe in detail the development of the atomic model
The atom How many protons has lithium got? How many electrons has lithium got? How many neutrons has lithium got? Why is the mass number of lithium 7? Why does an atom have a neutral charge?
Mass and atomic number The atomic mass number (A) is the number of protons and neutrons The atomic number (Z) is the number of protons
What do we all have in common?
What is an isotope? Isotopes: They are the same element but have a different number of neutrons
Which of these atoms are isotopes of the same element? Why?
Spinners A. What particles are found in the nucleus? B. Which two atoms are isotopes? How do you know? D. Why do isotopes have the same chemical properties? C. What element is M?
Investigating the atom
The plum pudding model The plum pudding model was an early model of the atom before the nucleus was discovered. The pudding represented the positive charge evenly spread, with the electrons being the plums.
Scientific models If you kicked a football at an empty goal and the ball bounced back to you, what would you conclude?
Rutherford’s investigation
The discovery of the nucleus Discovered by Ernest Rutherford by firing alpha particles (positive) at gold foil. He noticed that about 1 in 10,000 were deflected back towards him.
Rutherford and the discovery of the nucleus Match the observation to the conclusion made What did scientists think that the ‘pudding’ part of the atom was? What was the charge of the particles used? Describe the differences between the two models of the atom.
Use this slide for an activity that extends/deepens/ applies the knowledge/ skills/ concepts covered in the DISCOVER section of the lesson. You can write conclusions/evaluations to experiments, literacy task relating to topic , book or exam questions etc Use every opportunity you can for students to self and peer assess. Add success criteria i.e.: what do students need to do to meet the learning outcomes. Add a stretch and challenge activity for students who are more able. HAVE YOU MADE AN OPPORTUNITY FOR AfL?