Daily Lesson Plan for Physical Science

Objectives:

At the end of the lesson the students should be able to:

1. Introduce the idea that atoms have positive and negative charges
2. Describe the nuclear model of the atom and the location of its major components (protons, neutrons, and
electrons)
3. Show the progression of ideas of how the atom of was thought of by the scientific community

Learning Resources:
Physical Science Book (pg 16-21)
Teachers Guide (Physical Science, pg 58-70)
Code: S11/12PS-IIIb-10
Materials: Power Point Presentation, Video Presentation, Bond paper.

Procedure:

Teacher’s Activity Student’s Activity

A. Preliminary Activities
a. Greetings Good morning Ma’am
“Good morning class”
None Ma’am
b. Checking of Attendance
“Are there any absentees today?”

Very Good!

c. Review/Presentation of new topic Ma’am we discussed the billiard ball concept

Anyone who would like to share about the things and Brownian motion of an atom.
we did last meeting?

What are the billiard ball concept and Brownian motion of

an atom?

Before Dalton, most atomists like Democritus and

advocates of atomic theory believed that the atom was a
fundamental, indestructible, indivisible particle. This is
sometimes known as the billiard ball concept of the atom,
wherein the atom is an incredibly small but smooth and
whole object.
A botanist named Robert Brown observed, under a
microscope, that pollen suspended in water ejected
particles that caused a jittery, irregular motion. This would
later be called Brownian motion. Later on, in the 20th
century, this observation would be used by Albert Einstein
and a French physicist, Jean Perrin, to mathematically and
experimentally confirm John Dalton’s Chemical Atomic
Theory. This made the atom an undeniable part of how we
thought about the universe. The atom is no longer
debatable, the way it was in the time of the Greeks, the
alchemists and Lavoisier.

Yes Paul.
Very good.

d. Motivation:

Before we will move on to our next lesson let us first have

a 4 Pictures, 1-word type game.
(The teacher will present the slide presentation).

Lesson Proper:

Before Dalton clearly defined what an atom was, few had

even considered what an atom looked like, what the nature
of the atom itself was, or if it was composed of anything
at all. Throughout the 19th century, scientists
experimented quantitatively with electricity and electric
charges. Michael Faraday related electricity to atoms by
saying, “...if we adopt the atomic theory or phraseology,
then the atoms of bodies which are equivalent to each
other in their ordinary chemical action, have equal
quantities of electricity associated with them.”

Later in 1897, Joseph John Thomson published the idea

that electricity was in particles that were part of the atom.
Experimenting with cathode rays, he established the mass
and charge properties of these particles. These particles
were named electrons. In 1904, he came up with the plum-
pudding model, which was an idea of what the atom
looked like based on his experiments.
He would later conclude that the electron was not the only
source of mass in the atom. This implied that the atom was
composed of other particles.

Thomson’s plum-pudding model, a sphere with a

uniformly distributed positive charge and enough
embedded electrons to neutralize the positive charge. A
plum pudding is a sort of cake with raisins embedded in it.
The Thomson’s Plum-pudding model, mam
What John Thomson experiments discover?
Diagram of the Rutherford atomic model. Physicist Ernest
Rutherford envisioned the atom as like a miniature solar
system, with electrons orbiting around a massive nucleus,
and as mostly empty space, with the nucleus occupying
only a very small part of the atom

Rutherford later concluded that the nucleus was composed

of positive particles known as protons, which were then
thought to be hydrogen nuclei found in other atoms. He
suggested the possibility of finding a composite particle
(proton + electron) with a negligible electric field that
composed the nucleus.
Niels Bohr, another scientist in Rutherford’s laboratory.
He tackled one of the big issues with the Rutherford model
in 1913. The system proposed by Rutherford was unstable
because, under classical physics, the spinning electrons
would tend to be attracted to the positive nucleus and lose
energy until they collapse into the center. Bohr proposed
that the electrons existed only at fixed distances from the
nucleus at set “energy levels,” or quanta. Quanta was first
conceptualized mathematically by Max Planck. Bohr also
proposed that the electrons “jumped” between energy
levels by absorbing or releasing discrete amounts of
energy.
However, the Bohr model of the atom was still unable to
explain why atoms bonded in certain ways to form
compounds. For example, carbon formed compounds of
CH4 while oxygen formed H2O.
 In the Bohr model of the atom, electrons travel in defined
circular orbits around the nucleus. The orbits are labeled
by an integer, the quantum number n. Electrons can jump
from one orbit to another by emitting or absorbing
energy.

Generalization:

Summarize the nuclear model of the atom and the

location of its major components (protons, neutrons, and
electrons)

Application:
“It gets harder”
Each student takes out a piece of paper.

Predictions: How many times can you fold this piece of

paper in half?
Results: Have the class try it.
Probing Questions: What happens to your ability to fold
the paper in half after each additional fold???
 Evaluation:

Attribution of aspects and concepts to correct models

A. Check which model applies to each attribute. There
may be more than one applicable model per item.

Assignment:
Search for Corpuscles to Chemical Atomic Theory (The
Development of Atomic Theory)

Prepared by:

Roro Manolo
Teacher Applicant