Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
In this activity, students learn the meaning of the term element and discover that all elements on Earth were formed in stars. They examine the structure of atoms and discover that scientists' understanding of this structure has changed over time -- and will likely be refined even further. Lastly, they begin to explore the sometimes strange arrangement and behavior of electrons and to connect these characteristics to the chemical properties of elements. This activity is the second of three lessons. The first, App Exception: phy03.sci.phys.matter.lp_pertable, explored the origin of the periodic table. The third, App Exception: phy03.sci.phys.matter.lp_patterns, shows how quantum electron structure determines the arrangement of elements in the periodic table.
1. Lead a discussion about matter. Begin by choosing a common object and breaking it down hypothetically into smaller and smaller components. For example: chair > wood > vascular cells > cellulose molecules > carbon atoms > protons, neutrons, and electrons. Describe matter as a collection of atoms and molecules. Describe elements as a collection of atoms of the same kind.
2. Show students the The Origin of the Elements video and discuss the following:
3. Lead a discussion about solid matter. Ask students:
4. Show students the Atoms: The Space Between video and discuss the following:
5. Lead students through the following thought experiment: A pitch-dark room contains a tired helium balloon that is neutrally buoyant. You need to determine the location of that balloon. It could be anywhere in the room. You can detect the balloon only by poking it with a broomstick. Is it possible to determine the location of the balloon by poking it? (No, because each attempt to detect it causes its location to change.) Explain that this is analogous to Heisenberg's uncertainty principle, which states that the act of detecting an electron necessarily causes its location to change.
6. Watch the Quantum Mechanics video and discuss the following:
Ask students to draw a detailed diagram of the modern atomic model and describe the following: