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UNIT 8 INSTRUCTION MANUAL

THE ATOM
CONCEPT
My aim is to create a unit for my freshman Natural Science class that
focuses on the atom. In my school district, this unit comprises one of four
core concentrations for freshman science. As such, this unit could
potentially be shared so that teaching methods are consistent as well.
INSTRUCTIONAL GOALS
Describe the structure of the atom and specify its essential
characteristics.
ASSESSMENT OF NEED
In 2008, the Nebraska Legislature passed a bill requiring a single
statewide assessment of academic content standards for reading, writing,
mathematics, and science. In response to the changes, the Natural
Science classes were created to incorporate greater emphasis on the
physical, earth, and space sciences.
This topic is one of four highlighted within our school districts Natural
Science curriculum due to the relatively high rate of inclusion on the
NESA-Science assessment. The learning activities within this unit will all
be designed to give students a strong foundational grasp of the standard
content related to atoms, and will hopefully provide increased
understanding of advanced concepts as well.
LEARNER ANALYSIS
Public school, suburban metropolitan area.
9th grade students, Natural Science class
o Some 10th grade students, mostly remedial
Previous knowledge: no exposure to history of atomic understanding;
basic exposure to atomic particles (names, location, charge); minimal
exposure to relationships among atomic particles.
Class periods are 53 minutes two days a week and 50 minutes the
other three.
Class sizes range from twenty-two to twenty six students.
Socioeconomic status is solidly middle class, with median slightly
above average.

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Student abilities are greatly differentiated, ranging from high ability

learners to IEP accommodated.
Attitudes: general curiosity about new content; some reservations
related to the perceived difficulty of the concepts.
Motivation: varied, largely depending on relative amounts of curiosity
and reservation (see previous).
Learning preferences: various learning styles requiring multiple
methods of instruction.
MODES OF INSTRUCTION
All of the questions contained in the NeSA-S portion of the test covering
atoms are of the Level 1 variety. These questions generally amount to
recall of information, as the students either know the answer or do not
since no problem solving is involved.
Because of this, a variety of instructional modes are utilized in an attempt
to provide comprehensive learning opportunities that best introduce, and
then reinforce, the basic information. Direct instruction is the core
method, with lecture, discussion, demonstration, guided practice, and
independent performance among the techniques most used. Various
supplemental resources will be utilized as well, including videos and
interactive web sites.
At the conclusion of instruction for the unit, the students will take a
district Common Assessment. This is a norm-referenced test, with cut
scores having been established using the Angoff Method. Based upon
their performance, students are deemed to have achieved one of four
levels: beginning, progressing, proficient, or advanced. Only the top two
levels are considered acceptable and do not require reteaching.
INSTRUCTIONAL STANDARDS
Nebraska State Science Standards (9-12):
SC12.1.2 Students will apply the nature of scientific knowledge to
their own investigations and in the evaluation of scientific
explanations.
SC12.2.1.a Recognize bonding occurs when outer electrons are
transferred (ionic) or shared (covalent)
SC12.2.1.f Recognize the charges and relative locations of subatomic
particles (neutrons, protons, electrons)

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SC12.2.1.g Describe properties of atoms, ions, and isotopes

PERFORMANCE OBJECTIVES
Students will
1 Identify the major scientists and their contributions to our knowledge
of atomic structure.
1.1 Relate Democritus idea of indivisible particles.
1.2 Summarize Daltons four fundamental beliefs about the atom.
1.3 Credit Thomson as having discovered the electron.
1.4 Describe the gold foil experiment used by Rutherford to
determine that atoms had a nucleus.
2 State the location, charge, and mass of each part of an atom according
to the modern model of the atom.
2.1 Identify the electron cloud model as the currently accepted
view of the atom.
2.1.a.i Specify that protons are located in the nucleus.
2.1.a.ii Specify that protons have positive charges.
2.1.a.iii Specify that protons have a relative mass of 1
amu.
2.1.b.i Specify that neutrons are located in the nucleus.
2.1.b.ii Specify that neutrons have no charge.
2.1.b.iii Specify that neutrons have a relative mass of 1
amu.
2.1.c.i Specify that electrons are located outside of the
nucleus at varied locations.
2.1.c.ii Specify that electrons have negative charges.
2.1.c.iii Specify that electrons have an insignificant mass.
3 Determine how many protons, neutrons, and electrons an atom has,
given its atomic number and mass number. (12.2.1.f)
3.1.a Recognize that the atomic number is always equal to the
number of protons in an atom.
3.1.b Recognize that, in an atom without a charge, the number of
electrons is equal to the atomic number.
3.2 Recognize that mass number is always equal to the sum of
protons and neutrons in the atom.
4 Explain how atoms form ions. (12.2.1.a)
4.1 Describe how losing electrons creates ions with an overall
positive charge.
4.2 Describe how gaining electrons creates ions with an overall
negative charge.

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5 Demonstrate how the abundance of isotopes affects an elements

average atomic mass. (12.2.1.g)
5.1.a Understand that isotopes of an atom have the same number
of protons but different numbers of neutrons.
5.1.b Understand that isotopes of an atom have the same atomic
number but a different mass number.
5.2 Determine average atomic mass by calculating the weighted
average of all isotope masses.
MATERIAL/COPYRIGHT ISSUES
All classroom materials that have been purchased through a textbook
publisher can be legally copied and distributed according to specific
copyright law.
All videos used during the course of unit instruction are freely distributed
and available online through websites such as YouTube. Clips of
copyrighted episodes are utilized through the practices of fair use,
although in each case the owners/producers of the videos are also the
providers.
The use of graphics and other aids throughout the course of instruction
should be limited to those distributed according to Creative Commons
licensing.
INSTRUCTIONAL ANALYSIS
1 Evolution of atomic theory. (12.1.2)
1.1 Definition of atom
1.2 Daltons Atomic Theory of Matter
1.3 Discovery of the electron
1.3.a Plum pudding theory of the atom
1.4 Discovery of the nucleus
1.4.a Planetary model of the atom
1.4.b Discovery of the proton
2 Atomic structure. (12.2.1.f)
2.1 Electron cloud model
2.1.a Protons
2.1.b Neutrons
2.1.c Electrons

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3 Particle calculations. (12.2.1.f)
3.1 Atomic number
3.2 Mass number
4 Formation of ions. (12.2.1.a)
4.1 Positive ions
4.2 Negative ions
5 Isotopes. (12.2.1.g)
5.1 Definition
5.1.a Protons and neutrons
5.1.b Atomic number and mass number
5.2 Average atomic mass

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UNIT LESSONS
Day 1
Objectives: State Daltons atomic theory of matter.
Recognize the contributions of Thomson and Rutherford to
the understanding of atomic composition.
Materials:
Computer and projector
Unit 8 Notes presentation
Unit 8 homework packet

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Lesson:
Video: Just How Small Is An Atom? (5:27)
This TED-Ed presentation provides comparisons that show the
extreme microscale nature of atoms. Before watching the
video, ask the students questions directed toward any prior
knowledge of atomic size. Examples from the video could be
used as well.

Discussion: Evolution of atomic theory (Unit 8 Notes: slides 1-4)

Students will be led through an overview of how scientific
understanding of matters smallest particles has changed
over time, extend from Democritus introduction of the idea of
atoms to the discovery of the first sub-atomic particle by
Thomson.

Video: The Discovery of the Electron (2:53)

This clip from In Search of Giants details the work of J.J.
Thomson. Be sure to emphasize to students his work on
cathode ray tubes, as this led to his discovery of the electron.

Discussion: Evolution of atomic theory (Unit 8 Notes: slides 5-6)

The last of the presentation slides focus of Ernest Rutherford,
the discoverer of the nucleus. This was accomplished through
one of sciences more famous set-ups, the gold foil
experiment.

Video: The Discovery of the Atomic Nucleus (3:27)

This clip, also from In Search of Giants, provides a closer
look at Rutherfords experiment.

Assessment:
Atomic Theory outline
The students are to complete the first three boxes of the
discussion outline found on the first actual page of their
homework packet. Under each scientists name, they should
write the details of what that persons contributions to atomic
knowledge. In the smaller box, they are to draw a
representation of the atom as thought by that scientist.

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Day 2
Objectives: Describe the Bohr model of the atom.
Describe the electron cloud model of the atom.
Materials:
Computer and projector
Unit 8 Notes presentation
Unit 8 homework packet
Lesson:
Discussion: Atomic models (Unit 8 Notes: slides 7-9)
Now knowing how current basic understanding of the atom
came to be, today focuses on how the various particles are
arranged within the atom and how that knowledge has also
changed over recent decades. The last slide, then, provides
an overall depiction of the progression of atomic
understanding.

Activity: Atomic Theory outline (cont.)

Students should be given a few minutes to complete the last
box of the worksheet that was started during the previous
class.

Video: The History of Atomic Chemistry (9:41)

This CrashCourse lesson is essentially a review of the facts
discussed and learned during the past two classes. There are
certain parts of the video, however, that go beyond what was
presented, introducing students to other ideas also
considered fundamental to atomic understanding.

Assessment:
Atomic Theory Timeline worksheet
Students are to complete this worksheet by matching listed
facts to the name of the scientist most commonly credited
with the idea.

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Day 3
Objectives: Distinguish between protons, neutrons, and electrons.
Identify and calculate atomic number and mass number.
Materials:
Computer and projector
Unit 8 Notes presentation
Unit 8 homework packet
Lesson:
Discussion: Structure of the Atom (Unit 8 Notes: slides 10-12)
Todays presentation provides students with the ability to
specify particle values based upon certain relationships within
the atom. Be sure to highlight the associations for terms and
values. For example, only protons and neutrons are included
in the mass number because electrons have negligible mass.

Activity: Elemental Notation Practice worksheet

Students are to complete the Atoms portion of the exercise.
Using the information provided in the leftmost column, fill in
the proper numbers for every other box on the line. While
this can also be done individually with direct teacher
supervision, it is best done as a collective class effort, with
students called on to share answers and provide the
reasoning for that answer.

Assessment:
Atomic Structure worksheet
Working individually now, the students are to use the values
provided in the various boxes to determine the answers to
place in the remaining spots.

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Elemental Notation Practice

Atoms: Must be neutral! Same # of_____________ as
_____________!!!!
Element

Atomic
Number

Mass
Number

Protons

Neutrons

Electrons

Li
9F
59
28Ni
89
39Y
40
20Ca
40
19K
23
11Na
16
8O
35
17Cl
1
1H
3
19

Ions: Same as the atom of that element but different # of

_____________! Not neutral, they have a _________ charge if
electrons have been lost and a ___________charge if electrons have
been gained.
ION

Li1+
19F
59
2+
28Ni
89
3+
39Y
40
2
20Ca
3
19

+
40

K1+
23
1
11Na
19

Atomic
Number

Mass
Number

Protons

Neutrons

Electrons

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+
16

O235
117Cl
1
1+
1H
8

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Day 4
Objectives: Distinguish between protons, neutrons, and electrons.
Identify and calculate atomic number and mass number.
Materials:
Laptop cart (student computers)
PhET website
Unit 8 homework packet
Lesson:
Recall: A Famous Table worksheet
Similar to the activities from the previous day, students are to
answer the questions using the information presented in each
box to the side. Be sure to point out that the information is
arranged differently than yesterday, so students need to be
careful when answering.
Assessment:
Model of an Atom activity
Each student should have his or her own laptop to complete
the activity. To do so, they simply need to follow the
instructions on the worksheet that will lead them through the
activity step by step. Part one is mainly review, although it
does introduce a new concept (ions) that will be the focus of
the next class. Part two consists of four different exercises
that require the student to demonstrate sufficient
understanding of the concepts that have been taught up to
this point.

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Day 5
Objectives: Define an ion and differentiate it from an atom.
Materials:
Computer and projector
Unit 8 Notes presentation
Unit 8 homework packet
Lesson:
Discussion: Formation of ions (Unit 8 Notes: slides 13-14)
Students will be shown the difference between an atom and
an ion, namely that an ion is an atom that has a net charge.
Remind students that because the neutron does not carry a
charge, only the protons and electrons are compared.
Furthermore, because the number of protons for a given atom
cannot change, any differences in charge are the result of a
change in the number of electrons.

Activity: Elemental Notation Practice worksheet

Students are to complete the Ions portion of the exercise.
Using the information provided in the leftmost column, fill in
the proper numbers for every other box on the line. While
this can also be done individually with direct teacher
supervision, it is best done as a collective class effort, with
students called on to share answers and provide the
reasoning for that answer.

Assessment:
Ions worksheet
Working individually now, the students are to use the values
provided in the various boxes to determine the answers to
place in the remaining spots.

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Day 6
Objective: Define an isotope and differentiate it from an atom.
Materials:
Computer and projector
Unit 8 Notes presentation
Unit 8 homework packet
Lesson:
Discussion: Isotopes (Unit 8 Notes: slides 15-17)
Students will be shown the difference between an atom and
an isotope, namely that an isotope is an atom of the same
element that has a different mass number. Remind students
that because the electron has negligible mass, only the
protons and neutrons are compared. Furthermore, because
the number of protons for a given atom cannot change, any
differences in mass number are the result of a change in the
number of neutrons.

Activity: Elemental Notation Practice worksheet

Students are to complete the Isotopes portion of the
exercise. Using the information provided in the leftmost
column, fill in the proper numbers for every other box on the
line. While this can also be done individually with direct
teacher supervision, it is best done as a collective class effort,
with students called on to share answers and provide the
reasoning for that answer.

Assessment:
Isotopes worksheet
Working individually now, the students are to use the values
provided in the various boxes to determine the answers to
place in the remaining spots.

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Elemental Notation Practice

Isotopes: Have no charge and the same Atomic Number, Number of
Electrons, Number of Protons, but a different # of _______________ and
therefore a different _______________________.
ISOTOPE

Atomic
Number

Mass
Number

Protons

Neutrons

Electrons

Li
9F
57
28Ni
90
39Y
43
20Ca
39
19K
22
11Na
18
8O
34
17Cl
3
1H
3
20

Final Review
Atom

Atomic
Number

Mass Number

He
Mg
Zn
Br
Al
U
Na
Kr
Ca
Ag

2
12
30

Protons

Neutrons

Electrons

12
65
80

35
13

11
40

20
47

14
146
12
48
61

92
36

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Day 7
Objective: Define an isotope and differentiate it from an atom.
Materials:
M&Ms
Baggies (Ziploc or similar)
Activity worksheets
Lesson:
Activity: M&M Isotopes
Students will work in groups of two to complete the activity.
The M&M nuclei should be given out to various groups to
begin with, and then passed on to the next group when
counting has been completed. All data collected should be
recorded in the table on the front worksheet. Once each
group has recorded data from each baggie, they may then
begin to answer the questions that follow on the worksheet.

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Red M&Ms = protons

Green M&Ms = neutrons
WARNING: These candies are ancient and filthy. Do not eat them under
any circumstances.
PURPOSE - The purpose of this lab is to allow you to examine models of
isotopes and determine various quantities for these isotopes.
MATERIALS - Eight labeled baggies, each containing a different number of
protons and neutrons.
PROCEDURE - Examine each of the eight isotopes and fill in the correct
information for each in the table below. Then answer the questions that follow.
DATA

Bag
#
1
2
3
4
5
6

# of
protons

# of
atomic mass
neutrons
#
#

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7
8

ANALYSIS AND CONCLUSIONS

1. Since the M&Ms represent protons and neutrons, what part of the atom
does the baggie represent?
2. Write the isotope symbol for isotope #3. (Includes the element symbol,
atomic and mass number.)
What is the other way to name this isotope?
3. There are three isotopes of the same element among the eight isotopes.
Which numbers are they?
What element do they represent?
Write their isotope symbols here:

4. List two isotopes which have the same number of neutrons.

Do these represent the same element? How do you know?
Write the isotope symbols for both.

5. Look at isotope #8. How would you make another isotope of this
element?
Is there only one way that this can be done?
6. You want to make a bag which represents an isotope of aluminum. How
many orange M&Ms will it contain?

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How many electrons would a neutral atom contain?

How many black M&Ms could it contain?
7. A neutral atom of #8 would have how many electrons?
If the electrons were stripped from the atom, what would be left?
What is this called? (Hint: It was the positive particle used in Rutherfords
experiment.)

8. You have two isotopes, one with a mass of 20 that includes 85% of the
atoms, and one with a mass of 22 that includes 15% of the atoms. Would
you predict the elements atomic mass to be 21 (average of 20 and 22)?
Why or why not?

If not, what would you predict the approximate atomic mass to be? (a
range of numbers would work)

9. If the abundance of isotope #2 is 1%, #6 is 98% and #7 is 1%, what is

the relative atomic mass of this element? (Show all your work.)
#2 mass =

x .01 (1%) =

#6 mass =

x .98 (98%) =

#7 mass =

x .01 (1%) =
+

10.

What element is isotope #5?

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Do you think that isotope #5 is the most common isotope of that element
(largest percentage of atoms)?
How can you tell?

Day 8
Objective: (All previous)
Materials:
Computer and projector
The Atom video questionnaire
Unit 8 homework packet
Lesson:
Video: The Atom (28:40)
This video takes students on a journey inside the atom to
appreciate its architectural beauty and grasp how atomic
structure determines chemical behavior. While watching the
video, the students should also be answering the
accompanying worksheet.
Assessment:
Atoms Mixed Review worksheet
This worksheet is a comprehensive review of the concepts
that have been taught during the unit. Students should use
their knowledge to complete the questions properly.

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The World of Chemistry

Episode 6: The Atom
1. What are the three basic components (particles) that make up an
atom?

2. What are the two regions of any atom?

3. How does the size of the nucleus compare to the size of an atom?

4. What is the Scanning and Tunneling electron Microscope (STM) used

for?

5. What holds the electrons and the nucleus together?

6. Unlike charges _______________; like charges _________________. .

7. What are the charges on the electron ________, the proton ________, and
the neutron ________?

8. Why is the overall charge of the atom neutral?

9. What did Rutherford's gold foil experiment show?

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10. When two atoms meet, what parts of the atoms interact?

11. What are some ways that signals from the atom can be used?

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Day 9
Objective: (All previous)
Materials:
Unit 8 Vocabulary Quiz sheets
Unit 8 homework packet
Assessment:
Unit 8 Vocabulary Quiz
The quiz consists entirely of matching definitions. Students
are to be given the appropriate amount of time necessary to
complete the quiz.
Lesson:
Activity: Jeopardy review game
Assign teams and have each team get in a single file line,
with the person at the front stepping a few feet away from
everyone else. Determine which team gets to have first
choice, then the first person in line for that team chooses
which question to answer. Click on the question to show it to
the students and then call on the first student to raise their
hand. When they have given their answer, show the correct
answer, have the student change the team score accordingly,
and go back to the main screen. The next two students
should then step up and take their turns, with whichever
team had the last correct response getting to choose the
question.
One important detail: at no time can anyone else on a team
help the person at the front of the line! The teams can,
however, work together during Final Jeopardy.
Assessment:
Unit 8 Review worksheet
When the review game is completed, each student can work
on and complete the final two pages of their homework
packets. These sheets provide a comprehensive review of the
concepts learned during the unit in preparation for the
upcoming unit test.

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Chapter 16 Vocabulary Quiz

Name:_______________________Pd:____
A. Nucleus

B. Proton

C. Neutron

D. Electron

E. Electron Cloud

F. Valence Electron

G. Isotope

H. Atom

I. Atomic Number

J. Mass Number

K. Average Atomic Mass

____1. Electrically neutral particle inside the nucleus of the atom.

____2. The smallest particle of an element that still retains the properties of
the element.
____3. Electrons located in the outermost shell of the atom.
____4. The small, positively charged center of an atom, which contains
protons and neutrons.
____5. Particle in the nucleus with an electric charge of 1+.
____6. The number of protons in an atoms nucleus.
____7. Area around the nucleus of an atom where the electrons are most
likely to be found.
____8. Weighted-average mass of an elements isotopes according to their
natural abundance.
____9. Atom of an element that has a specific number of neutrons.
____10. Particle with an electric charge of 1- that surrounds the nucleus of
the atom.
____11. Sum of the number of protons and neutrons in an atoms nucleus.

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Day 10
Objective: (All previous)
Materials:
Laptop cart (student computers)
Moodle website
Assessment:
Structure of the Atom Exam
Each student should have his or her own laptop in order to
take the online exam. The test itself consists entirely of
selected response questions (true-false, multiple choice, and
matching).
Students are to be given the appropriate amount of time
necessary to complete the exam.

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Unit 8 Discussion Points

Slide 2
Greek philosopher Democritus is credited with the initial concept of the
atom. It was his belief that if you could continue to cut something down into
smaller and smaller pieces, that eventually you would be left with an
indivisible particle too small to see.
Slide 3
This was not substantially expanded upon for almost two thousand years
until Englishman John Dalton developed his Atomic Theory of Matter which
detailed characteristics of atomic behavior that he had experimentally
determined. This led to greater interest in researching the atom, but more
specific details of the atom remained elusive.
Slide 4
In the late 19th century, however, English scientist J.J. Thomson was
experimenting with cathode ray tubes when he found that he could bend the
rays by holding a magnet close to the tubes. The ray bent towards the
magnet when the positive end was closest to the tube and away when the
magnet was reversed. From such observations, Thomson determined that
atoms contain negatively charged particles that he called electrons.
Furthermore, he envisioned these electrons to be spread out within the atom
similar to a popular dessert, thus it became known as the plum pudding
model.
Slide 5
After the discovery of the electron, scientists realized that there must be
positive charge centers within the atom to balance the negative charge of
the electrons. Fourteen years after Thomsons discovery, yet another English
scientist, Ernest Rutherford, gained fame by determining that the atom had a
nucleus. He did this by using alpha particles (helium nuclei created by
radioactive decay) as atomic bullets that were fired at a piece of thin gold
foil. Rutherford expected the alpha particles to pass through the gold foil
and be detected behind it. However, while most did, sensors placed at other
positions around the foil also detected a few particles. The only explanation
for these deflections was the presence of a solid, central object.
Rutherford established that the nucleus was very small, very dense, and
positively charged. The nucleus was also separate from electrons, which
were located outside of it. In fact, the experiment still confirmed that most
of an atom is empty space. Further experimentation by Rutherford and other
scientists showed that the positive charge of the nucleus came from particles
that were termed protons.
Slide 6

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A depiction of Rutherfords gold foil experimental set-up.

Slide 7
One problem with Rutherfords idea of the atom was the motion of the
electrons, namely that they would lose energy and spiral into the nucleus.
Neils Bohr, a Danish scientist (nope, wasnt English), proposed a different
idea. According to Bohrs calculations, electrons move around the nucleus in
orbits of fixed size and energy, much like the planets around the Sun. For
this reason, Bohrs idea is known as the planetary model.
Slide 8
Even Rutherfords model ultimately proved to not be entirely correct.
Discoveries of other scientists eventually led to todays view, the electron
cloud model. Based more on mathematical calculations than actual
experimentation, the electrons are still thought to move around the nucleus
but do so randomly. In fact, the locations of electrons are expressed as
probabilities rather than exact points.
Slide 9
An image showing the changing atomic models over time.
Slide 10
The small, dense center of an atom is the nucleus. The nucleus is composed
of protons and (with the only exception a hydrogen isotope) neutrons.
Protons and neutrons are similar in mass, with both generally equivalent to
one atomic mass unit. However, protons are positively charged while
neutrons do not have a charge, thus the nucleus is positive.
Slide 11
The electron cloud surrounds the nucleus, representing the likely location of
any electrons. Compared to the particles of the nucleus, electrons are so
light that their mass is considered negligible (zero atomic mass units). In
neutral atoms, the number of electrons is equal to the the number of
protons.
Slide 12
The atomic number of an atom is the main identifier, as all atoms of the
same element will have identical atomic numbers. The atomic number is
always equal to the number of protons in the nucleus, and is equal to the
number of electrons in a neutral atom.
The mass number of an atom is the sum of protons and neutrons in the
nucleus. Again, because the electron has such a small mass, it is not
included in this calculation.

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Slide 13
Ions are atoms that have unequal numbers of protons and electrons. As a
result, the atom has an overall charge. This charge is positive when protons
are more abundant and negative when electrons are more plentiful.
It is important to remember that the number of protons in an atom cannot
change without changing the identity of the atom. As a result, the charge on
an atom is caused by the gain or loss of electrons.
Slide 14
An image showing the proper nucleic notation for a sodium atom with a
positive charge. Have the students write down the numbers of atomic
particles (protons, neutrons, electrons) associated with the atom. Reinforce
that the ion should have one less electron than proton as shown by the
overall charge.
Slide 15
Isotopes are atoms of the same element that happen to have the same
atomic number but different mass numbers. In other words, the atoms have
identical numbers of protons but varying numbers of neutrons.
The average atomic mass of an element is determined by the relative
abundance of isotopes. Given the mass and abundance of each isotope, an
average mass can be calculated.
Slide 16
An example of an elements isotopes. Have the students write down the
numbers of atomic particles (protons, neutrons, electrons) associated with
each isotope. Reinforce that each isotope should have the same number of
protons but varying numbers of neutrons.
Slide 17
An illustration of the isotopes of carbon.

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Unit 8 Skeleton Notes

Atoms in History
______________________ (4th century B.C.)

_________________ Philosopher: coined the word _________________

He said ______________________ is made of atoms that are _____________

to be ________________________.

________________ __________________ Atomic Theory (1808)

All _____________________ is composed of tiny ______________________

particles called _________________.

Atoms of each ______________________ are exactly __________________.

Atoms of _____________________ elements have different ______________.

Atoms of different ___________________ can join to form

_________________.

___________________________________Model (1897)

Discovered ___________________________.

_______________________ is a positively ______________________ sphere

with _________________________ charged particles evenly
____________________________throughout.

________________________________ Model (1914) (Ernest Rutherford)

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He found ______________________ are concentrated in a small area at the

______________________ of the atom, which he called the _____________.

___________________are __________________________ charged particles

with a _____________________ much ________________ than an electron.

According to this model an atom is mostly __________________ space

_____________________ Model (1922) [Niels Bohr]

Compared __________________________ path ___________________ the

nucleus is similar to ________________________path around the sun
(____________________paths).

This is model is known as the __________________________ model.

_________________ __________________model (accepted today)

All __________________________ move around the nucleus in a

___________________________ formation rather than an
______________path.

An _______________________exact location cannot be determined.

Atomic Structure

_____________________ is the center of the atom, it has a

__________________ charge.

Two types particles make up the nucleus

__________________________- positively charged.

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___________________________- no charge.

__________________________ the nucleus is the ______________ cloud.

Electrons-_____________________ charged.

When atoms are ______________________ they have the same #of

____________________________(-) and ______________________(+).

Masses of Atoms

___________________ number- # of ___________________

(also number of ___________________, when atoms are ________________)

__________________ number- #________________+ #__________________

(__________________ are very small so they dont contribute to the
________________)

Determining Number of Subatomic Particles

_______________________ = Atomic ____________________

__________________________ = Mass # - Number of __________________

Electrons =
Neutral Atoms:
Charged Atoms:
Positive Charges = __________________ electrons
Negative Charges = ________________________ electrons

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Isotope Notation

Protons = _________

Neutrons = _______

Electrons = _______

Masses of Atoms

_______________________- has the same number of _________________ as

an ___________________, but a different number of ___________________
(same _________________ #, different _________________ #)

_______________________ Atomic Mass-____________________ average

mass of all ________________________ of an element.