AT LEARNING SCENARIO

Title
Hidden Shapes

Author
Joanna Lewis

Summary
Rutherford Scattering was used to determine the structure of the atom with a single positively
charged nucleus and then largely empty space. Now, scattering using both x-rays or neutrons is
used to understand the structure of a molecular sample.
When a beam of x-ray light, or neutron beams, are fired at a sample researchers can observe
how the beam scatters, or bounces and reflects, off the sample. The angle and intensity at which
the beam is scattered enables the researchers to infer information about the sample itself, without
ever looking directly at it.
This demonstration simulates scattering experiments, and demonstrates a way to show how we
can use data about the scattering angle to determine the structure of an object which we otherwise
cannot see.

Keywords
Observation, data, scattering, angles, structure, atoms, molecules, light, particles

License
Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your
work even for commercial purposes, as long as they credit the original creation and license their
new creations under the identical terms.

Overview
Subjects Chemistry, physics, natural sciences, maths

Topic Taking measurements to get data about an object that you cannot see

Age of students 11-16 years old

Preparation time 30 minutes

Teaching time 1 hour and 40 minutes. There is an extra extension activity of 45 minutes.

Online teaching N/A

material

The work presented in this document has received funding from the European Union through the Accelerated
Teaching and Scientix 4 projects. The content of the Learning Scenario is the sole responsibility of the authors,
and it does not represent the opinion of the European Commission (EC), and the neither is the EC responsible
for any use that might be made of information contained.
 Offline teaching 5 large trays approx. 60cm x 60cm (optional. Can be done instead on the
material floor)
Lego or other way of making shapes
Blu-tak or sticky putty
10 marbles
Stiff card size A4
Blank paper or a worksheet one per student / student pair / group
Pencils for each student

Optional equipment for starter demo:

Muffin tray – baking tray with round hollows for baking muffins
Balls of different sizes, e.g., a football and a tennis ball

Resources used A research paper form Glasgow university looking at how this and similar
experiments can be used successfully with different audiences.

https://www.researchgate.net/publication/347923098_Scattering_for_STE
M_Developing_a_Scattering_Class_with_an_Awareness_of_Barriers_to_
Public_Engagement

A short 1-page version of this classroom activity can be found at

www.ess.eu/explore

CERN have developed a similar experiment where the school can 3D print
the hidden shapes: https://scoollab.web.cern.ch/mystery-boxes

Videos about scattering:

• Basic level - Scattering laser light through dilute milk:
https://youtu.be/sZ0iFoJP4mo?si=gIeSXXMwGLmPWaOi (2 min
39 sec)

• Advanced level - Rutherford scattering:

https://youtu.be/XBqHkraf8iE?si=opBLeoDJXMY0tPnr (4 min)

Aim of the lesson

To show how we can use data about the scattering angle to determine the structure of an object
which we otherwise cannot see.
To understand that the more data you produce the more accurate your picture becomes.
To understand that the size of the particle you use is important if you wish to see detailed
structures.

Trends
This learning scenario incorporates the following education trends:
Collaborative learning: students will complete tasks in groups.

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STEM Learning: increased focus on science, technology, and mathematics subjects in the
curriculum.

21st century skills

This learning scenario supports the following 21st century Learning and innovation skills:
Critical thinking – through problem solving
Communication – students must work as a team and discuss which is the most likely cause of
the data they are recording. They do this first in small groups, and then present back to the whole
group and must back up their explanation. This is similar to how scientists and researchers gather
data and then share it at conferences and meetings. Other researchers can repeat the experiment
and they compare and discuss their data and draw conclusions, creating a consensus on the
likely meaning behind the results.

STEM Strategy Criteria

In this learning scenario, the following STEM elements and criteria are addressed:
Elements and criteria
Instruction
Problem and project-based
learning (PBL)
Inquiry-Based Science Education
(IBSE)
Curriculum implementation
Emphasis on STEM topics and
competencies
Assessment
Personalized assessment
Professionalization of staff
Professional development
School leadership and culture
High level of cooperation among
staff
Connections
With universities and/or research
centers
School infrastructure
High quality instruction classroom
materials
How is this criterion addressed in the learning
scenario
The students must use trial and error to figure out
information about an object they cannot see. They must
work together to gather data until they can solve the task.
The students must repeat their experiments multiple times
until they have enough data to make a prediction.
Key competencies and STEM subjects are the main
aspects of this learning scenario.
The pace of learning and the instructional approach are
optimized for the needs of each student. There are
additional activities to dive deeper in the topic too.
Diverse opportunities for staff to develop a greater
understanding and knowledge regarding the topic.
Diverse opportunities for staff to cooperate to reach the
same goals. This learning scenario facilitates co-
teaching.
Scattering is a principle used in large research
infrastructures such as x-ray synchrotrons and neutron
sources to determine the structures of molecules such as
proteins or novel materials.
This learning scenario allows teachers to create
personalised resources for students.

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Activities
Name of Procedure Duration
activity
Get two volunteers. 5
Starter demo Put a muffin tin upside down on the floor. minutes
(optional) One volunteer should gently throw a basketball or football towards
it.
The second volunteer tries to catch the ball.
Then try instead with a smaller ball such as a tennis ball.
The angle the ball bounces off at gives information about the
internal shapes in the tray.
A ball that is of a similar size to the structure gives a more
accurate picture of the structure of the sample.

Set up for Build 5 different shapes from Lego. They should be approx. 10cm 30
main task long x 10cm across, and three regular Lego pieces tall (approx. 3 minutes
cm).
Geometric shapes, or letters such as H, T, O, L work well.
Use blu-tak to fix them to the centre of each tray, and then cover
them with the card, also held down with Blu-tak, ensuring the
shapes cannot be seen.
Each group gets 5 pieces of paper marked 1-5 for them to draw
on with a pencil.
Name each tray 1-5.

Task 1 Each group should stand by a different tray. 4-5

Each group gets two marbles and some pencils. minutes
They should take the worksheet marked with the number that
corresponds to the number of that tray and place it on top of the
piece of cardboard. Remind them not to look under the card!
They should roll a marble from the edge of the tray towards the
centre, with enough force for it to bounce off the hidden shape.
Mark on the paper (the “detector”) the angle that the marble
bounced – in, and out, like a reflection.
Try again with the marble from a different starting position.
Keep going until you are able to deduce the shape that is hidden
underneath the card.

Hint: it is a letter of the alphabet.

Task 2 The groups should now move round to a different tray and repeat. 40
They should take their paper with them, and use a different sheet minutes
to match the number of the next tray they come to.

Task 3 After the groups have done the activity at each tray, they should 20
report back to the rest of the class what they did. The teacher minutes

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 stands by each tray and each group should say what shape they
thought was hidden there, and why.
Is there consensus? Disagreement? Groups should justify their
reasoning.
Then the teacher can reveal the actual shape and discuss any
confusions.
Is there anything the students would have done differently to help
them figure out the shape?

What difference would it make to change various parameters: the

size of the ball used; the size of the shapes; the accuracy of how
they marked the start and final positions of the balls.

Extension Cover the outside of the shape with reflective tape or foil. 45
Instead of a marble, use a laser pointer to reflect off the tape. Mark minutes
on the paper the direction that the reflection takes.
Is this easier or harder?
Discuss the difference with using light and a ‘particle’.

Alternative Schools with access to a 3D printer can instead use the CERN
extension version of this activity where the shapes are 3D printed instead of
built using Lego.

In addition, it is possible to 3D print a ball release mechanism to

add a level of control to the angle and speed that the balls roll. It
also includes landing areas at certain angles to give a more
precise data about the angles that the balls bounced off the
shapes. In addition, multiple balls can be released at once,
increasing the data sets.

Assessment
Students’ progress is evaluated through a diverse range of formative evaluation (self-evaluation,
and peer evaluation). Some examples below:
1) Code each different hidden shape with a number and have a chart with the correct
answers ready.
When all the groups have tried each of the shapes then, as a whole class, they should
feedback what shape they think is hidden for trays 1-5.
2) The students should describe or show the shape and explain how they reached that
prediction.
How similar were the results from different groups?
Was there any information that was missing or harder to get? How else could they have
got that information?

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Student feedback
Students provide their feedback on the lesson through questionnaires or interviews. Thanks to
this feedback, you can improve and adapt your activities.

Teachers’ remarks
Try not to have too many letters with hidden components. E.g., A letter H can be hard as the ball
can get stuck. C, O, F, L, T, are all good ones to try – but maybe include on harder one too!

About Accelerating Teaching and Scientix

Accelerating Teaching, has develop a joint MOOC-course aiming at professional development
for science teachers in lower and upper secondary school. The MOOC comprise both the physics
behind particle accelerators as well as learning scenarios to use in class and may thereby
increase teachers’ agency in teaching about physics and state of-the-art research related to
particle accelerators. Accelerating Teaching also explores teachers' experiences of using the
learning scenarios in their classrooms.
Scientix, the community for Science Education in Europe, promotes and supports a Europe-wide
collaboration among STEM (Science, Technology, Engineering and Mathematics) teachers,
education researchers, policymakers, and other STEM education professionals. If you need more
information, check the Scientix portal, or contact either the Scientix National Contact Point or
Scientix Ambassadors in your country.

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Annex
Student worksheet (optional. Can use just a blank sheet of paper)

Your name ________________________________________________________

Tray number _______________

Prediction of shape ___________________________________________________________

Reasoning:
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________