Assignment 2: Atomic Model Animation or Video

Outcomes
After completing this exercise, students will be able to:

demonstrate an understanding of atomic structure.

Use technological tools to demonstrate a theory related to atomic structure

NETS-S and State Curriculum Standards

The targeted learning outcomes are aligned to the following NETS-S and State Curriculum
Standards for High School Chemistry:
NETS-S 1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
c. Use models and simulations to explore complex systems and issues

Standard C-2:
Students will demonstrate an understanding of atomic structure and nuclear processes.
Rationale for the Instructional Design
The specific technologies were recommended to students to develop and deliver their animation
in the instructions below. Giving students the freedom to express themselves given a variety of
choices and suggestions allows students to create original and creative work as outlined in the
NETS-s standard 1 for Creativity and innovation. It also accomplishes the outcomes for the state
chemistry standard C-2. I did not constrain my students to major parameters except that I did
request that they kept their presentations under three minutes. The file sizes were limited by
youtube accounts. Once the animation was posted on youtube the URL could be shared with the
members of the class and the teacher and the video viewed by all in either a .wma or .mov file
extension. Students were able to work on the project at school or from home. The approximate
file size allowed for upload through the school network was approximately 2 MB. Most students
did not have any issues uploading assignments through the school wireless network. Most work
was done using the Dell Venue notebooks provided through the school. Some students used their
own devices and additional hardware and software to enhance their work. Some students
continue to have negative attitudes towards the Dell Venue notebooks mostly due to consistency
issues and loss of work. These student prior experiences can have a negative impact on creating
and submitting digitally rich assessments.
Summary of Signficance
The artifact demonstrates my instructional technology competence by the quality of the work
produced that fulfills the goals, outcomes and standards that are met through the project. Each of

the program learning outcomes was evidenced by these artifacts. The students demonstrated
creative thinking; they constructed knowledge, and developed innovative products using
technology. The students also demonstrated an understanding of atomic structure and nuclear
processes.
In one instance the student chose to create a video and masterfully played the role of a teacher
and a student. In the other an animation spun the tale to successfully complete the goals for the
lesson.
Overview
Create an animation that explains the development of the Atomic Theory: include one of the
following in detail J.J. Thompsons Plum Pudding Model, Ernst Rutherfords Gold Foil
Experiment, Niels Bohrs Planetary Model or the Quantum Mechanical Model
Instructions
Using the worksheet, Atomic Model Project, choose which topic you wish to cover. Create an
Atomic Model Animation or Video using any software of choice that can be viewed as online
content. This will be worth 50 points as a mid-level assessment.
This is an individual project.
Create an animation which depicts any of the four types of atomic models described in
the readings.
Your animation must clearly explain what the main idea is behind the theory and who is
credited on making this model.
You may also use this website: http://www.makebeliefscomix.com/ to create your
animation. The drawback of this website is that you cannot choose scenes or props. You
may also chose to draw your animation the old fashion way by hand.
Since it is an animation, feel free to include some humor.
Once you create your file include it as a link on a word document with a brief description as to
the nature of the animation. A few other suggested programs include Powtoon or Microsoft
Movie Maker, Submit this document on Edmodo.
Submitting and Posting
To submit your assignment to your instructor, save your Word file as a DOCX file and name in
the following manner:
lastnamefirstinitial_AtomicModel.docx (i.e., UnderwoodT_AtomicModel.docx)
Submit your finished work to the assignment 2 link in the Assignments area of Edmodo before
11:59 p.m. U.S. EST/EDT the last day of Unit 2.
Grading
Assignment 2: Atomic Model Animation will be graded based according the point values
indicated in the instructions. In order to receive credit for your work, make sure that you have:

Include a link to the animation or video in the word document

 saved, formatted, submitted, and posted your file according to the provided guidelines.
Use the below rubric for grading purposes:
Rubric:
Animation
Weights

Content (x1)

Fairly accurate in
detail while
providing a story
with some
content and
Minimally
depth that
accurate in detail provides a
while providing a minimal
story with a little background on
content and
the topic for the
depth.
audience.

Mostly accurate
in detail while
providing a story
with sufficient
content and
depth while
providing a
background on
the topic for the
audience.

Accurate in
detail while
providing a story
rich in content
and of sufficient
depth while
providing a
strong
background of
the topic for the
audience.

Technology
(x1)

The technology
applications
utilized do not
connect the
presentation and
topic. The
graphics are
unattractive and
do not connect
with the topic of
the presentation.

The technology
applications
utilized connect
the presentation
and topic. Some
graphics are
attractive and
connect with the
topic of the
presentation.

The technology
applications
utilized enhance
the presentation
and topic. Most
graphics are
attractive and
support the topic
of the
presentation.

The technology
applications
utilized strongly
enhance the
presentation and
topic. All
graphics are
attractive and
support the topic
of the
presentation.

The layout is
appropriate and
aesthetically
pleasing with
awkward
transitions. Font
formats do not
promote
readability.

The layout is
appropriate and
pleasing with
transitions
moving the
audience from
slide to slide.
Font formats
allow the reader
to adequately
read the
presentation.

The layout is
appropriate and
aesthetically
pleasing with
transitions that
are smooth and
strategic. Font
formats have
been carefully
planned to
enhance
readability.

Aesthetics
(x1)

The layout is
inappropriate
with awkward
transitions. Font
formats do not
promote
readability.

Language
(x1)

Language does
not help the
audience and text
contains
numerous
spelling,
grammar and
syntax errors.

Language
somewhat helps
the audience and
provides some
information
provides some
valuable
information. The
text contains
spelling,
grammar and
syntax errors.

Language used
helps to get the
audience
involved and
provides some
valuable
information. The
text has minimal
spelling,
grammar and
syntax errors.

Language used
engages the
audience while
providing critical
information. The
text is free of
spelling,
grammar and
syntax errors.