Atomic Models and The Nature of Science

A WebQuest for Level I - III Science

By S. Burton, A. Mercer, C. Mercer, D. Way

scottburton@ncsd.ca
amercer@cdli.ca
christinemercer@esdl.ca
m_della@hotmail.com

Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page

Introduction

The development of atomic models has been a continuous progression throughout history. Dalton, Thomson, Rutherford and Bohr were four scientists who made major contributions to our understanding of atoms. Each proposed a "changed" model of the atom that was based on current and previous research. Each new discovery dealing with the nature of the atom lead to new atomic model.

During this webquest, you will learn the history of the atomic models developed by Dalton, Thomson, Rutherford and Bohr. In reconstructing history it is a major objective that you will develop a greater understanding of the aspects of the nature of science, a component which is often forgotten in science education.

Begin your session by completing this Nature of Science Quiz and notify your teacher of your final score. (You may email your results or print a hard copy, consult your teacher to see which format they would like you to use.)

[Top]

Task

You will explore the development of atomic models. You will learn about the atom, how the concept of the atom has changed over time and how this illustrates several aspects of the nature of science.

You will research and answer questions in relation to the development of the atomic models for each of the following scientists. After you will be expected to present information on one of the scientist to your classmates. If your search leads you to other people and facts, then feel free to bring them into your presentation if they are relevant.

  1. John Dalton
  2. Sir Joseph John Thomson
  3. Sir Ernest Rutherford
  4. Niels Bohr

As a the final task you will submit reflections in a journal about the nature of science as illustrated by your exploration of atomic models.

[Top]

Process

Part 1 - Question and Answer

Use the listed websites to answer the questions below about each scientist and their atomic model.

John Dalton

  1. In what period of time did he live?
  2. What is his country of origin?
  3. What was his profession?
  4. Describe his model of the atom?
  5. Were his beliefs accepted by society at the time?
  6. What were the four basic ideas of John Dalton's Theory?
  7. How did John Dalton's discovery of the atom change our view of the atom or it's properties?
  8. How did his approach differ from wharf we call the "scientific method"?
John Dalton (Wikipedia)
Foundations of Dalton's atomic theory
Dalton - Atomic Theory
Dalton's Atomic Theory
John Dalton
Dalton's Atomic Theory
History of the Atom

J. J. Thomson

  1. In what period of time did he live?
  2. What is his country of origin?
  3. When did he conduct his experiment?
  4. What was he studying?
  5. Summarize his experiment (what he did and what was discovered)
  6. Describe his model of the atom
  7. Were his beliefs accepted by society at that time?
The Discovery of the Electron
J.J. Thomson
Thompson's Model
Sir J.J. Thomson: Discovery of the electron
History of the Atom

Ernest Rutherford

  1. In what period of time did he live?
  2. What is his country of origin?
  3. When did he conduct his experiment?
  4. What was he trying to prove with his experiment?
  5. Summarize his experiment ( what he did and what he discovered).
  6. Why was he surprised by his experimental results?
  7. How did his results fit with Thomson's view of the atom?
  8. Describe his model of the atom.
  9. Were his beliefs accepted by society at that time?
The Rutherford Experiment
Ernest Rutherford
Particle Physics (Scroll down to Rutherford!)
Ernest Rutherford
History of the Atom

Neils Bohr

  1. In what period of time did he live?
  2. What is his country of origin?
  3. When did he conduct his experiment?
  4. Summarize his experiment( What he did and what he discovered).
  5. Describe his model of the atom
  6. Since electrons and protons are oppositely charged, the electrons should be attached to the nucleus.How did Bohr explain that this does not occur?
  7. Were his beliefs accepted by society at that time?
  8. How did Bohr overcome the problem with the Rutherford model of the atom?
Bohr's Atom Model
Bohr's Atom (Scroll to find it!)
The Bohr Model
Niels Bohr (Encarta)
History of the Atom
Part 2 - Presentation

Since you have completed your initial research it is now time for you to take a more extensive look into the history of one of the scientists and their model of the atom.

Your teacher will assign each group to one of the four contributing scientists. Then you will be expected to compile your initial findings into a presentation. Using your creativity you will provide your classmates with in-depth understanding of the your atomic model. Because each of you may have differing talents you can select from the list below as a method of completing your presentation.

  • SlideShow (power point presentation)
  • Puppet Show
  • Mobile
  • Poster
  • Timeline (significant events)

Your presentation should be approximately 10 minutes and while designing it you should keep in mind the questions from part I. Be Creative and work collaboratively.

Part 3 - Reflections on the Nature of Science

Discuss with your partner how you would answer the following questions. Reflect back on the knowledge you have gained from exploring the websites above, and give examples to support your answers.

  1. Describe the experimental and/or observed phenomena that led to each scientists model of the atom downfall?
  2. How does the information about the changes in each model explain the tentativeness of scientific ideas?
  3. Using the work of one of the scientists as an example, distinguish between observations and inferences.
  4. Do you feel that each scientist had to have an element of creativity in order to develop their models? Explain.
  5. Do you feel that each scientist followed a general or universal scientific method? Give evidence to support your answer.
  6. Did each scientist have their models accepted immediately after their discovery? What evidence supports your answer?
  7. Did any of the scientist work collaboratively with others in the development of their models or was it a solitary pursuit?
[Top]

Evaluation

The following rubric will be used to evaluate your performance during this activity. You may use it as a guide to judge what behaviors are expected.

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Group Participation

 

 Cannot stay on task without teacher reminder; a source of conflict within the group. Stays on task most of the time, but has trouble working with the group. Stays on task, works well in the group, only requiring teacher assistance in resolving conflicts once or twice. Works pleasantly with classmates, assisting others when necessary, and resolving any conflicts without the teacher.

 

Completeness of Research

 

 Research completed shows small sample of information available- reflecting a beginning level of performance. Research completed shows at least two aspects of the topic- reflecting movement toward mastery of performance. Research completed shows at least three aspects of the topic- reflecting mastery of performance. Research completed is diverse and wide-ranging, covering multiple aspects of the topic- the highest level of performance.

 

Participation in Discussion on the Nature of Science

 

 Does not participate in the discussion or does not know answers to topics presented, does not ask questions. Minimum of participation in the discussion, or states facts inaccurately, little questioning. Participates in the discussion with some prompting, with several accurate facts and few questions. Eagerly participates in the discussion with many accurate facts and questions

 

Time-management

 

 Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

 

Insights and Understanding

 

 Doing the assignment. Neutral experience without personal resonance or impact. Positive experience at an intuitive or emotive level. Gains affectively from the ‘experience’ but insights based on conscious reflection are few or simplistic. Some insights into situations, issues and personal change/growth. Making connections with implications for self or students . Some sense of complexity. Definite insights into issues and implications of events for self and students. Aware of increased complexity of issues and situations.

 

Creativity

 

 Project requires little effort and does not involve a creative approach. Project requires little effort and involves a less-than-creative approach. Project requires extra effort and involves a creative approach. Project is conceptually intricate/requires extra effort and involves a creative approach.
[Top]

Conclusion

During this webquest you have had an in-depth look into the lives of four fundamental scientists and how each contributed to the development of the atomic model. You have developed an understanding of the changing models and through a reflective experience investigated several aspects of the nature of science.

[Top]

Credits & References

Lihere the sources of any image, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.

Don't re-list all the links you've already included. They're self-documenting.

As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about.

List any book and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials.

You might want to include the following statement:

We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.

[Top]

Based on a template from The WebQuest Page