Finding Order Atomic Structure Energy Moles

One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples
of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using
the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Chemistry
Introduction
Finding Order – Atomic Structure, Energy, Moles
Unit Framework Annotation

This unit can be a starting place for the study of high school chemistry. Students will explore our
current understanding of the organization of matter, based on the accumulated body of knowledge
about the structure of the atom and the creation of elements through nuclear fusion. Properties of
matter are introduced in relation to this organization. Students will explore the property of density,
which is highlighted in this unit because it is a property that students can easily investigate and about
which students harbor misconceptions.
Lab skills and measurement techniques are reviewed and/or introduced through exploring the
property of density. Students will research how scientific discoveries have led to the development of
our current understanding of the atom.
In keeping with research on best practice, the word, “finding”, is used purposefully in the unit title to
indicate that lessons in the unit incorporate inquiry and exploration.
The GPS elements addressed in this unit will be referred to or revisited in other units of this course.
With few exceptions, all elements of the Characteristics of Science Standards are integrated into this
unit.
The activities and tasks are suggested but should be adjusted, omitted or enhanced as needed for
specific class situations. Some classes may need more time, practice, or instruction for some
concepts. Others may need less. For these reasons, the number of days required may need
adjustment.
Note on safety: Review and require students to follow all appropriate lab safety rules,
including the wearing of goggles and aprons, clothing safety and the safe handling of
chemicals. Students must be thoroughly knowledgeable about the use of safety equipment
including the shower, eyewash, sinks, and fire extinguisher.
Standards
Focus Content Standards
SC1. Students will analyze the nature of matter and its classifications.
SC1a.Relate the role of nuclear fusion in producing essentially all elements heavier than hydrogen.
SC1b. Identify substances based on chemical and physical properties
SC2. Students will relate how the Law of Conservation of Matter is used to determine
chemical composition in compounds and chemical reactions.
SC2c. Apply concepts of the mole and Avogadro’s number to conceptualize and calculate
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Chemistry y Finding Order – Atomic Structure, Energy, Moles
October 2006 y Page 1 of 14
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7

mass, moles and molecules relationships,
SC3. Students will use the modern atomic theory to explain the characteristics of atoms.
SC3a. Discriminate between the relative size, charge, and position of protons, neutrons, and
electrons in the atom.
SC3c. Explain the relationship of the proton number to the element’s identity.
Integrated Characteristics of Science Standards
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism
in science.
SCSh2. Students will use standard safety practices for all classroom laboratory and field
investigations.
SCSh3. Students will identify and investigate problems scientifically.
SCSh4. Students will use tools and instruments for observing, measuring, and manipulating
scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for
analyzing data and developing reasonable scientific explanations.
SCSh6. Students will communicate scientific investigations and information clearly.
SCSh7. Students will analyze how scientific knowledge is developed.
Students will recognize that:
b. Universal principles are discovered through observation and experimental verification.
c. From time to time, major shifts occur in the scientific view of how the world works.
More often, however, the changes that take place in the body of scientific knowledge
are small modifications of prior knowledge. Major shifts in scientific views typically
occur after the observation of a new phenomenon or an insightful interpretation of
existing data by an individual or research group.
d. Hypotheses often cause scientists to develop new experiments that produce additional
data.
e. Testing, revising, and occasionally rejecting new and old theories never ends.
SCSh8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
b. Scientific researchers are expected to critically assess the quality of data including possible
sources of bias in their investigations’ hypotheses, observations, data analyses,
and interpretations.
d. The merit of a new theory is judged by how well scientific data are explained by the new theory.
e. The ultimate goal of science is to develop an understanding of the natural universe which is free of
biases.
Complementary Standards
SC3b. Use the orbital configuration of neutral atoms to explain its effect on the atom’s chemical
properties.
SC3d. Explain the relationship of isotopes to the relative abundance of atoms of a particular
element.
Vertical alignment: SPS1 Students will investigate our current understanding of the atom.


Understanding and Goals
Unit Understandings, Themes, and Concepts
• Order can be found in atomic structure. Changes in this order, are the result of energy changes in
the system.
• Matter is composed of a limited number of elements created through nuclear events in the
universe involving tremendous amounts of energy.
• Modern atomic theory of the structure and behavior of atoms rests on the combined work of
many scientists.
• Properties, which are a result of structure, can be used to identify matter and predict its behavior.
• The fundamental unit for measuring amount of substance is the mole.
Essential Questions
• Why does the Earth have Uranium? (Where did the elements come from?)
• How has our current understanding of the atom developed over time?
• How does our current understanding of the atomic theory explain the characteristics of atoms?
• How do chemists deal with the small masses and huge numbers of atoms and molecules?
• How is the property of density determined?
• How can a physical property be used to identify a substance?
Balanced Assessments
Method/types Informal Dialogue and Selected Constructed Self-
Observations Discussion Responses Responses Assessments
*Observe students *Student/teacher *Quiz on *Graphic organizer *KWL on
working conferencing Measurement as for atomic Atomic
individually, with *Peer needed structure structure
partners, and in conferencing *Summarizing *Why does Earth *Draw/analyze
small groups *Whole group quiz items as have Uranium? an atom
*Note student discussion needed written summary *Students
observations made *Summarize evaluate each
from research *Teacher “ What did other on their
*Observe students prepared items Rutherford campaign for
during hands-on on quizzes and find?” The Royal
activities summative test *Atomic theory Society of
*Observe student to assess timeline. Chemists.
participation in class specific unit * Lab report on
discussions content electron structure
*Brainstorming * Draw /analyze
*Pre-assess metric an atom task
Measuring *Mole maps


Unit Performance Task
Royal Society of Chemists
Teacher Note: It is fitting to teach atomic theory in the context of its history which adds interest to
the story. However, be careful to keep the focus of this task on the growing body of scientific
knowledge, and how this illustrates the nature of scientific inquiry. While an understanding of the
relative order and time span of discoveries is relevant, guard against emphasis on dates.
Constructed responses should be favored over selected response items in assessing this task.
Introduce this activity by telling the class about the Royal Society, which is the oldest scientific
society in the world and is headquartered in London. Explain that the class will create their own
Royal Society Meeting. For this meeting, time travel will not be a problem. Everyone from
Democritus to modern day scientists will attend. It is customary at the beginning of the Society
meeting to elect a moderator. Being voted moderator is a high honor. The scientists must campaign
for this honor.
Students will work in groups (3 or 4) to develop a campaign to have a particular person who has
made contributions to atomic theory elected to serve as moderator of the Royal Society of Chemists.
Examples of persons to include: Democritus, Dalton, Rutherford, Thomson, Chadwick, Bohr,
Heisenberg, Schrödinger, Seaborg.
Goals: to use information acquired in this unit to promote and clarify the importance of this person’s
contributions to atomic theory; to gain a deeper understanding of the major discoveries involved in
our understanding of atomic theory; to participate in a scenario of contributing and accumulating
ideas; and to understand the nature of science as a growing body of knowledge.
Role: Each person will assume a role such as 1) the candidate 2) campaign manager 3) public
relations (PR) person 4) media production manager
Audience: Other chemists and their constituents.
Situation: The Royal Society is going to convene. The meeting needs a moderator to preside over
the convened group. The first act of the Society meeting must be to elect this moderator.
Product 1: Each chemist and his/her team must campaign to be moderator. The campaign should
include a speech of introduction made by someone other than the chemist (1-2 minutes long)*, the
chemist’s campaign speech (3-4 minutes long)*, a PR campaign coordinated by the PR person and
the media production manager. It might include commercials, posters, placards, bumper stickers --
use your imagination- to explain the contributions or discoveries of this person. These artifacts
should be displayed throughout the classroom or other appropriate space.
*The combined speeches should not exceed five minutes, excluding applause from the audience.
Product 2: Hold the election. Students vote by secret ballot, with the teacher voting to break any ties.
Once the votes are tallied, the chemists will convene for a panel discussion on atomic structure with

the newly elected moderator presiding. The other members of each team will become the audience.
Each student should prepare a list of five questions. The moderator calls on each student to ask at
least one question. The scientist panel answers and discusses the questions. Teacher assesses students
on the relevance and insight of their questions and the scientists on the correctness and insight of
their answers.
Product 3: During the debate all spectators and scientists will take notes. Using these notes and all
prior knowledge, each spectator and each chemist will write a one page essay to express their
understanding of how our knowledge of the atom has progressed.
Rubric for Performance Task

Not included; rubrics should be designed by the teacher and based on the elements of GPS SC3.
PERFORMANCE TASKS AND LEARNING TASKS
Density of water performance task for learning:

Exploratory Phase: This task begins as an exploratory event. Give student pairs a graduated
cylinder, balance, and graph paper, with the instruction to determine the density of water. Be sure
that students know and follow appropriate safety practices, but allow students to try out their ideas
about finding density. Do not mandate an exact procedure this time. During the exploration phase,
monitor for misconceptions. (A common misconception is that density varies with volume.) After
this preliminary exploration phase, facilitate student discussion of what they knew how to do and
what they were unsure of. Demonstrate and discuss density.
Teacher note: This task can serve as a pre-assessment. (It is possible that some chemistry students
have not had the physical science course.)
Investigation Phase: In this portion of the task, students measure density and deal with data
collected using two different procedures. Students will analyze the impact of choice of instrument on
precision and accuracy and use their density data to identify substances.
Part A: Instruct students to obtain five samples of water, using a beaker. For each sample students
will record the volume and mass, graph the data and calculate the density. (Volumes between 10 and
100 ml are appropriate).
Part B: The students will repeat this process using a graduated cylinder instead of a beaker. The
data should be appropriately organized and graphed.
Debriefing this activity should lead students to understand:
the constancy of the density of a pure substance under controlled conditions

the concepts of precision and accuracy in measurement
the use of significant figures to reflect the precision of instruments and the consideration of
significant figures in the construction of a graph.
the concept of percent error
Part C:
After instruction on the physical property of density, give students a set of metallic element samples
that are similar in color and luster such as tin, aluminum, and zinc. The student will determine the
density of each sample, and then using a standard reference, such as the CRC Manual, propose the
identity of the element.
Teacher note: Differentiate for students who need more challenge by asking them to determine the
density of copper-coated BBs and use a standard reference to predict the element(s) in the BBs.
These BBs, which are available at sporting goods stores, are actually iron under the copper coating.
Another extending or enriching task is to have students determine and compare the density of
pennies minted prior to 1982 and pennies minted in 1982 or later. Based on this data, students
determine which pennies have the lower copper content. (Pre-1982 pennies have the higher copper
content. The post-1982 pennies have only a very thin outer coating of copper.
GPS that are integrated into this task include SC1b; SCSh1a; SCSh2; SCSh3a,b,c,e,f; SCSh4,
SCSh5a,b,c,d,e; SCSh6a,b,c; SCSh7a,b; SCSh8a,b.
Suggested use: This task can be interspersed with direct instruction for both formative and
summative assessment.
Density Gradient: Model the construction of a density gradient column. Provide students with
several liquids of different densities, such as a concentrated Karo syrup, water, vegetable oil, alcohol,
and food coloring. Ask students to predict the gradient (order from least to most dense) and then
experiment to confirm or refute their prediction.
As a further exploration, have students predict the depth to which various small objects will sink and
then test the predictions. Objects could include small pieces of Styrofoam, wood, cork, aluminum,
etc.
All safety requirements must be observed.
Suggested use: Use as a learning task, or adapt to an activating strategy demonstration. To create the
activating strategy, have the various labeled, colored solutions on the demonstration counter. Ask
questions to elicit responses about the density of the liquids and predictions of what would happen if
they are gently poured into a one liter graduated cylinder. Then complete the demonstration, with
discussion of the results. Have students write their interpretation in their notebooks, logs, or as a
summarizing activity at the end of class.
SC1b, SCSh1a;SCSh2;SCSh3a,b,c,e,f;SCSh6a,c
How big is big and how small is small?
Write the number 1,000,000,000 (1X 109) on the board. Present the following scenario to the
students.
You have always been an excellent student and you just completed your Masters degree at
Georgia Tech. You land a job with Georgia Instruments, a subsidiary of a well-known
national corporation.
Your job description includes the following:
Technology tester: Hours- 8 hours/day, 5days/week, 2 weeks vacation, 10 holidays /year.

Your first job assignment is to test a new, inexpensive calculator to see if it is dependable by actually
using it to count to 1,000,000,000. It is capable of counting at the rate of 264 digits/minute. So you
go to work. Figure out whether you will be able to finish this task before you go lunch. Calculate
how long this task will take.
The students may arrive at an answer using a variety of mathematical skills. After they have
calculated that it would take over 30 years, debrief the math. Reinforce/teach/practice dimensional
analysis.
Teacher note: This portion of the task is a great activating strategy for the lesson.
Next, introduce the idea that there is a relationship between real mass and the atomic mass unit.
Introduce the mole concept. Then, ask the students to calculate how long it would take to count to
6.02 X 1023. Next display 12 grams of carbon, pointing out that it contains 6.02 X 1023 atoms of
carbon. Use this demonstration to develop the concept of relative mass and moles.
Teacher note: This task helps the student to develop an understanding of the immense number of
and the infinitesimally small mass of atoms. This is an opportunity to introduce or reinforce
dimensional analysis, scientific notation, and significant figures (and to identify students who need
more help in this skill).
Measure a Mole
Instruct students to bring a mole to class. Alternatively, supply a variety of pure substances for
students to use. Students must choose the substance, and either: a. mass a mole of the substance or
b. some fraction or multiple of the substance. The final step is to “prove” to the teacher how many
moles they have massed. A quick internet search for “mole day” will provide many interesting ways
to make this lesson memorable.
The following task may be used in conjunction with “measure a mole”.
Mole Map
Students will rotate through a series of stations. At each station, students will use a balance to collect
data and then calculate the other necessary information to complete the map. At some stations, one
mole of a substance may be the sample. At other stations some fraction or multiple of the mole may
be given. Students will record their data on the mole map, which follows. The given mass, the molar
mass, and calculate and
Teacher will monitor and facilitate. Assessment should be both observation and assessment of the
completed maps.
Teacher note: The task is presented in this unit in the context of moles of an element but this task
can also be used to map moles of a compound.

MOLE MAP GRAPHIC ORGANIZER
Name of element
and
symbol______ Number of
Particles in
one mole
Mass of ___________
sample
__________
Multiplied by
Divide the mass of

Mass of one the sample by the Number of
mole of this mass of one mole moles in
substance to determine the sample______
___________ Number of moles
in sample
Number of
particles in sample
_______________
Black Box, Simulation: The teacher will prepare a series of shoe boxes by attaching an object such as
a small ball in a chosen location to the bottom of the box. Then construct a grid on the lid of the shoe
box. The students could do this or the teacher could do in the preparation phase. If the holes are pre-
punched, then the boxes can be used over and over. The student will probe the box with a skewer
and map the shape and location of the object on graph paper.
To debrief this activity tie this learning task to how scientists use indirect methods of collecting data
and how this is important to our understanding of atomic structure. Explain how this activity is
analogous to Rutherford’s gold foil experiment. Use illustrations or video of Rutherford’s work.
Teacher note: This task is useful for helping to address misconceptions or naïve
understandings about atomic structure and addresses the essential question, How has our
current understanding of the atom developed over time?


When discussing the use of indirect evidence to discover information about atoms, an analogy
using a public figure (e.g. George Bush) might be helpful. Ask students if anyone has seen
George Bush (or other famous person) in person. How do we know he exists? We know he is
real because we see an electronic trail through TV, radio, etc.
This task addresses these standards: SC3a; SCSh1a,c;SCSh3a,b,c,d,e,f; SCSh4a;SCSh6d;
SCSh7b,d,e;SCSh8a,b,d,e,f
KWL: What do we know, need to know, and what did we learn about atomic structure?
Suggested use: This task can be used to introduce the unit and revisited and completed as the unit
unfolds.
Brainstorm
Brainstorm 10 things you know about an atom: Teacher elicits responses and lists on board. Group
discusses. Save this list to revisit later in the unit.
or
Think, share, pair: Brainstorm individually, share with a partner, and then share with class. Save this
list to revisit later in the unit.
Suggested use: This activity is useful as an activating strategy and for uncovering misconceptions.
Draw an atom:
Direct students to draw what they think an atom looks like. On the first day of learning about atomic
structure, the student will make this drawing in his/her notebook along with the date. Along with the
drawing, the student will give a written explanation of what they understand about the structure of
the atom at this time. This activity will be repeated at appropriate intervals as the unit progresses
and understanding increases. SC3; SCSh7c; SCSh8d.
This activity is useful for activating thinking at the beginning of the lesson and for teacher
monitoring for understanding and formative assessment. Student drawings and writings usually
reveal misconceptions. The teacher can see what these misconceptions are, and incorporate
instruction to address them.
Electron Location (Exploratory)
This activity can be used to model and discuss electron distribution about the nucleus and to dispel
some misconceptions that electrons orbit the nucleus in fixed patterns. Have students put a piece of
carbon paper underneath a white sheet of paper with the carbon side facing the paper. Students will
draw three circles on a piece of paper with the origin placed in the center of the paper. The radii of
the circles will be 1.62 cm, 2.75 cm and 4.00 cm. Tape these papers to the floor with the circles
facing up. Give each group a marble. One student will stand up with the marble under his/her nose
and drop it 100 times aiming at the center point... This will leave a black mark on the back side of the
paper. In order to prevent too many marks on the paper, have one student catch the marble after the
first bounce. After completing the drops pull the papers apart. Observe the pattern on the back side of
the paper. Use the resulting pattern to discuss the electron cloud and the probability of finding the 1s
electron in the first circle.
Atomic Math Quest:

Give student a series of math calculations and a Periodic Table to determine the identity of an
element using the atomic number.
Atomic Quest Example:
Calculate the identity of the following element that we shall call element “X” by performing the
following mathematical calculations.
1. Take the atomic number of an atom of Lithium atom and add the number of protons in a
fluorine atom.
2. To your answer in step #1, add the number of electrons in an atom of silver.
3. Divide your answer in #2 by the number of neutrons in an atom of boron with a mass number
of 10.
4. (You can continue with whatever number of steps desired)
Atomic Theory Timeline –Version 1
There are several ways to fit this task into an atomic theory unit. This task could be assigned to
individuals, pairs, collaborative groups, or it could be a team building class project.
The overview of the task is that a timeline of the major contributions to the modern atomic theory are
to be spaced on a timeline that is proportional to real time. Although the standard focuses on our
current understanding, this task should reach back into the earliest hints of understanding with
Democritus and other Greeks, and move forward from there. The timeline should include appropriate
names, and contributions and historical markers of the same era.
A wide range of formats are appropriate for explaining the scientific process/contribution followed
by each scientist and representing the time frame of their work. Possible formats are strips of paper
taped together or a roll of adding machine tape. (This format has the advantage of requiring less
display space and it reinforces measurement, proportion and modeling of time.) If this format is
chosen, then a written report with the supporting information is needed. Other formats could be a
poster, a multimedia presentation, or a booklet. Consider the need for differentiation here.
Instruction to the students: As you conduct your research, you will need to answer the following
questions about the work of each scientist. (1) What question was being addressed? (2) What
procedure was used to answer this question? (3) Whose work was the person influenced by? (4)
How were conditions controlled to make sure that valuable data was produced? (5) What was
learned? (6) How was the discovery validated? (peer review, repetition, etc.) (7) What was the time
period in which this took place?
You need to reference the information in your time line. List each website (title and address) that
you use. Also document any other references that you use (textbook, encyclopedias, books, etc.).
Prepare a creative and informative display of your information. You may use pictures or graphics
from Internet sites, but be sure that you give proper credit. Begin by doing a web search for History
of the Atom.

Teacher Note: This is a generic rubric that is given here as a reminder that the rubric should be
given at the time the assignment is made. Tailor this rubric to assess exactly what is assigned and to
match the expected product. This rubric, as is, will total 105 points for a project that meets all
criteria. Adjust the points if the criteria or number of scientists change.
Early Greeks 5 (per cell) 4 (per cell) 3 (per cell) 2 (per cell) 0
Required Accurate, 1-2 errors/ 3-4 Errors/ 5+ errors/ No work
information complete omissions omissions omissions
Documentation Accurate, 1-2 errors, 3-4 Errors/ 5or more No work
of Sources complete omissions omissions errors/omissi
ons
Placement on Accurate, 1-2 errors, 3-4 Errors/ 5or more No work
Timeline complete omissions omissions errors/
omissions
Dalton
ons
omissions
JJ Thomson
ons
omissions
Rutherford
Required Accurate, 1-2 errors/ 3-4Errors/ 5+ errors/ No work
ons
omissions

Bohr
ons
omissions
Chadwick
ons
omissions
Other scientist
ons
omissions
Total points

Differentiated, alternative version of Atomic Theory Timeline:

History of the Development of Atomic Theory
Student Project
This project provides an opportunity for students to recognize that our understanding of the atom has
developed through both major shifts in our understanding and small modifications of prior
knowledge (SCSh7). Students will also recognize the role that technology has played in the
construction of new scientific knowledge related to atomic theory.
This project is conducted in small groups, usually 3-4 per group. Students self-select into groups
based on different time periods. The time periods are:
Ancient Times – 1599

1600 – 1799
1800 – 1850
1851 – 1900
1901 – 1950
1951 – Present
Materials and Resources Needed:

Light-colored sheet of 11 x 17 construction paper with a line drawn 5 inches from the top. Each
group receives as many sheets as necessary to record the scientific discoveries related to atomic
theory and scientists who made them.
Students will need access to a variety of nonfiction resources. Below are some examples that are
useful for this project.
Nonfiction science books: In Search of Everything - Stephen Hawking
Atom - Isaac Asimov
From Caveman to Chemist, Circumstances and Achievements - Hugh
W. Salzbert
Schrodinger's Kittens and the Search for Reality - John Gribbin
In Search of Schrodinger's Cat – John Gribbin
The Periodic Kingdom - P.W. Akins
Marie Curie, A Life – Susan Quinn
Einstein, The Life and Times – Ronald Clark
Taking the Quantum Leap – Fred Alan Wolf
*These are just a few popular nonfiction books written for the non-
scientist.
Reference section books: Dictionary of Scientific Biography
World of Scientific Discovery
Landmarks In Science
Current periodicals accessed through Galileo on the web
Websites: www.chemistry.com
National Science Digital Library, www.nsdl.org

Graphic Organizer
Use this graphic organizer for discovery, relative size, charge, and position of protons, neutrons, and
electrons in the atom.
Students may design their own organizer or teacher may provide the organizer as a format for guided
notes.
Sample organizer:
Particle
Discovered
location charge size
by:
Student Work Sample with Teacher Commentary

(To be added as available)


Finding Order Atomic Structure Energy Moles

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Finding Order Atomic Structure Energy Moles

Diunggah oleh

Hak Cipta:

Format Tersedia

One Stop Shop For Educators

Finding Order – Atomic Structure, Energy, Moles

Unit Framework Annotation

Georgia Performance Standards Framework for Science – Grade 7

Integrated Characteristics of Science Standards

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

Royal Society of Chemists

Audience: Other chemists and their constituents.

Georgia Performance Standards Framework for Science – Grade 7

Rubric for Performance Task

PERFORMANCE TASKS AND LEARNING TASKS

Density of water performance task for learning:

Debriefing this activity should lead students to understand:

 the constancy of the density of a pure substance under controlled conditions

Georgia Performance Standards Framework for Science – Grade 7

How big is big and how small is small?

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

The following task may be used in conjunction with “measure a mole”.

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

MOLE MAP GRAPHIC ORGANIZER

Divide the mass of

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

Electron Location (Exploratory)

Georgia Performance Standards Framework for Science – Grade 7

Atomic Math Quest:

Atomic Quest Example:

Atomic Theory Timeline –Version 1

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

Differentiated, alternative version of Atomic Theory Timeline:

Ancient Times – 1599

Materials and Resources Needed:

Georgia Department of Education

Georgia Performance Standards Framework for Science – Grade 7

Student Work Sample with Teacher Commentary

Georgia Department of Education

Anda mungkin juga menyukai

the constancy of the density of a pure substance under controlled conditions