Sie sind auf Seite 1von 7

Lesson Plan Chemistry 9th Grade


: April 3, 2016

Teachers Name

: Ibrahim Ozkaya

Lesson Plan Type

: Inquiry and Problem Solving

Grade Level



: Atomic Structure and isotopes


: 90 min.

TEKS objectives: (6) Science concepts. The student knows and understands the historical
development of atomic theory. The student is expected to:
6A Understand the experimental design and conclusions used in the development of modern atomic
theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear
atom, and Bohr's nuclear atom
6D Use isotopic composition to calculate average atomic mass of an element

Lesson objectives
-List the properties of protons, neutrons, and electrons.
-Define atom.
Projector, graph paper, notebook, activity papers

After briefly introducing the topic I will hand out the warmup worksheet and the students work in groups
of 3 or 4. As they complete warmup worksheet they construct meaning for many concepts. These are not
your typical worksheets.

Show students two different shapes made from identical pieces of a toy construction set. Demonstrate
how even though the two shapes look different, the characteristics of the various parts that compose them
are the same. The same is true with the atom. Though atoms of different elements display different
properties, isolated subatomic particles have the same properties, regardless of their source. As
technology improved, scientists learned to isolate the parts of atoms that display similar properties. For
example, the cathode-ray tube led to the isolation of a subatomic particle, the electron.

Instructional Activities and Procedures:

While they are working, I make my way around the room and help them with any difficult questions they
have, being very careful to guide them instead of telling them the answers. As I do this I am also helping
to keep them on task. Everything usually goes very smoothly, which frees me up. Instead of listening to
me talk, all the students are working hard and straining their brains. I often seize the opportunity to work
on preparing a lab or researching a demonstration that I'd like to do, while keeping one eye on the
students. I occasionally walk through the classroom to make sure all is well. Many times the students are
working until the bell rings. Any time they don't have their worksheets finished, they must finish them at
Bring in an oscilloscope or an old computer monitor. Show how the image on the screen seems to be
distorted by a magnetic field, which alters the path of electrons as they approach the screen.

EXPLORE ACTIVITY 1: Student makes inquiry by discussing basic terms in each group.

1. Define each of the following:

a. atom b. electron c. nucleus d. proton e. neutron
2. Describe one conclusion made by each of the following scientists that led to the development of the
current atomic theory:
a. Thomson b. Millikan c. Rutherford
3. Compare the three subatomic particles in terms of location in the atom, mass, and relative charge.

4. Why is the cathode-ray tube in Figure 4 connected to a vacuum pump?

EXPLORE ACTIVITY 2: Student makes inquiry by discussing profound atomic terms in each
1. Discuss each following terms in each group.
a. the smallest particle of an element that retains the chemical properties of that element
b. a negatively charged subatomic particle located outside the nucleus
c. the positively charged, dense central portion of an atom that contains nearly all the atoms mass but
takes up a very small fraction of its volume
d. the subatomic particle of the nucleus that has a positive charge equal in magnitude to the negative
charge of the electron
e. the electrically neutral subatomic particle found in atomic nuclei
2. . Discuss each following terms in each group.
a. concluded that electrons were found in all atoms
b. confirmed the negative charge of the electron and helped determine a possible mass
c. determined that most of the mass of an atom is found in the nucleus and that the nucleus occupies very
little space within an atom
3. Electrons surround the nucleus and have a negative charge and small mass relative to protons and
neutrons. Most of an atoms mass is in its nucleus, which is in the center and is composed of protons and
neutrons. Protons have a positive charge; neutrons have no charge.
4. The protons and neutrons are packed very close together, as shown by Rutherford. But like-charged
particles repel each other, so the protons would not be expected to be close to other protons. The forces
present that prevent protons from repelling each other are the nuclear forces.

Evaluation: Students will be tested several short and untough question on this topic.
Student awarded by points regarding their responses.
1. An atom has a mass number of 43 and it also has 21 electrons.

a) How many protons does this atom have? b) What is the identity of this atom? c)
How many neutrons does this atom have?
2. What is an isotope? Give an example.
3. A certain ion has an atomic number of 16, a mass number of 33, and 18
a) What is the charge on the ion? b) What is the identity of this ion? c) How many
neutrons does the nucleus of this ion have?
4. Tritium (an isotope of hydrogen) has 2 neutrons. How many protons does it have?
What is its mass number? 5. What is the charge on a magnesium ion that has 10

Summarizing all lesson and questioning with open ended to attract students attention out of the class.
-EVALUATING IDEAS Nuclear forces are said to hold protons and neutrons together. What is it about
the composition of the nucleus that requires the concept of nuclear forces?

1. a) For the ion 39K+, state how many electrons, how many protons, and how
many neutrons are present?
b) Which of these particles has the smallest mass?
2. An atom has a net charge of has 18 electrons and 20 neutrons. Give a) its
isotopic symbol b) its atomic number c) the charge on its nucleus d) the number of
3. What is the number of electrons in 39K+?

4. Determine the number of protons, electrons, and neutrons in 80Br- and 9Se?
5. Complete the following table.



# of




# of

# of








6. Complete the following table.



# of protons

# of neutrons









7. Which of the following statements is wrong for structure of an atom?

A) Protons and neutrons are in the center.
B) Electrons are moving around the nucleus.


C) Electrons are negatively charged particle.

D) Neutrons are positively charged particles.
E) Mass of one proton is equal to mass of one neutron.

8. Which of the following statements is (are) true for structure of an atom?

I. Volume of a nucleus is smaller than volume of its atom.
II. The atomic mass number is the sum of proton and neutron numbers.
III. The atomic number is the sum of protons and electrons.
A) I



D) I , II

E) I, II , III

9. If X+2 has 28 electrons and 35 neutrons, what is the atomic mass number of X?
A) 68

B) 67

C) 65

D) 63

E) 60

10. If atomic mass number of 24X is 51, what is the number of neutrons of X?

A) 27

B) 24

C) 51

D) 75

E) 40

11. If X+2 has 28 electrons and 35 neutrons, what is the atomic mass number of X?

A) 68

B) 67

C) 65

D) 63

E) 60

12. If atomic mass number of 24X is 51, what is the number of neutrons of X?
A) 27

B) 24

C) 51

D) 75

E) 40

13. Each of the following is an stable isotope of 17Cl35.

a) 17X34

b) 17X33

c) 17X37

d) 17X36

14. The most common form of iron has 26 protons and 30 neutrons in its nucleus.
State its atomic number, atomic mass, and number of electrons if it's electrically
Atomic number: _______

Atomic mass: ________

# of electrons:


15. Consider the following three atoms: Atom 1 has 7 protons and 8 neutrons; atom
2 has 8 protons and 7 neutrons; atom 3 has 8 protons and 8 neutrons. Which two
are isotopes of the same element?