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Assessment Photo Album

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by

Richard Lee

on 14 October 2012

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Transcript of Assessment Photo Album

Multi-Disciplinary Unit Atomic Structure To Explore the history and science behind
the evolution
of the atomic model Pre-Assessment
Exercises 5 Questions for your parent/guardian to answer.
Purpose: Clue me into your learning preferences and family background Family
Questionnaire Purpose: Review essential
principles and clear up
any misconceptions Diagnostic Assessment:
Basic Atomic Concepts - Analyze the historical contribution of the scientist (founding father) to atomic structure
- Gather valid research to accurately capture the time period, circumstances and applicable lab equipment
- Utilize media technology to create and edit a video presentation of experiment
- Demonstrate the impact of the discovery for future application Peer Assessment


Use the scientific
process to research,
understand and
re-create/simulate the
revolutionary
experiment that
illuminated
the atomic structure Learning Goals Clearly communicate
findings & creatively use
props to re-create the historical and scientific circumstances one two three Construct evolution
of atomic model and
draw inferences
for future research
and implications Enduring Understandings
Students will co-construct
criteria to score each group's
video performance.
Students will meet timeline
milestones for
each performance task Example: Ernest Rutherford and
the Gold Foil Experiment 1911: Ernest Rutherford publishes his atomic theory describing the atom as having a central positive nucleus surrounded by negative orbiting electrons.
This model suggested that most of the mass of the atom was contained in the small nucleus, and that the rest of the atom was mostly empty space.
Rutherford came to this conclusion following the results of his famous gold foil experiment.
This experiment involved the firing of radioactive particles through minutely thin metal foils (notably gold) and detecting them using screens coated with zinc sulfide (a scintillator).
Rutherford found that although the vast majority of particles passed straight through the foil approximately 1 in 8000 were deflected leading him to his theory that most of the atom was made up of 'empty space'. (cc) image by rocketboom on Flickr 1st task Finish
Post-Presentation Q& A 2nd task
- Historical background
- Scientific Understanding of Atomic Structure 3rd task Start Performance Tasks 4 Students assigned to each group;
select a "founding father" of atomic science
create a preliminary rubric intended to score the performance tasks
Use technology and media skills
to re-create the period Simulate the lab experiment as realistically as possible Highlight the findings and implications Unit Goal Group Collaboration Self-Assessment Students will have the opportunity to view a live in-class "rehearsal"/demonstration of the experiment re-creation. Students should use rubric to determine if their science experiment is up to standards (21st century skill) Research Report Video Presentation (21st century skill) Lab Report Demonstrate Critical Thinking & Problem Solving using Scientific Method (21st century skill) Demonstrate Communication and Critical Thinking Skills (21st century skill) Pencil-And-Paper
Assessment Sample Questions True or False? True or False The densely packed, positively
charged nucleus is what
attracts and holds
the electrons of the neutral atom. True or False? The attraction between
the electron clouds of
2 atoms are what cause bonding to occur. Short Answer: The ______
charged nucleus attracts
both its own ____ charged
___ as well as the _______
of a neighboring atom. Multiple Choice:
Which of the following phenomenon
is directly caused by the positively
charged nucleus?
(1) bonding
(2) IMF (intermolecular forces of attraction)
(3) release of lattice energy

a) 1 only
b) 2 only
c) 3 only
d) all of the above
e) none of the above Essay:
Rutherford’s gold foil experiment served to debunk the dominant atomic model theory at the time, i.e. the plum pudding model, which incorrectly postulated the atom was composed of both positively and negatively charged particles in a mixture (or “pudding”).
Describe THREE different ways our current understanding of the atomic structure model differs from that of the plum pudding model.
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