Physics of Atomic Nuclei for Middle and

Elementary ClassroomsLynn Arnold, 5th Grade Teacher, Rapid Valley Elementary Lynn.Arnold@k12.sd.us

Ann Hast, 8th Grade Teacher at West Middle SchoolRapid City Area Schools, Rapid City, South Dakota

Peggy Norris, Black Hills State University & Sanford Underground Research Facility

CF03: 9:30-9:40 a.m.—Tuesday, January 8, 2013

Formerly the Homestake Gold Mine in Lead, SD(45 minutes from Rapid City)

Installing large detectors at depth of 1 mile underground

Advance understanding of structure, history, and fate of universe

Outreach with regional educators exploring ways to inspire students in area of STEM through exciting science in their backyard

Sanford Underground Research Facility

Week long workshop at the lab Educators explored online resources for delivering

modern physics content to K-12 students at the lab.

Workshop: Physics of the Atomic Nuclei in 21st Century Classroom

It’s Elementary: Atoms, Molecules, and

ElementsStructures of Matter Unit

PlanBy Lynn Arnold

Rapid Valley ElementaryRapid City, SD

Grade Level: 5th

3-5 Days

COMMON CORE STATE STANDARDS:  GRADE 5Reading Standards for Informational Text: 5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

5. RI.10 By the end of the year read and comprehends informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Writing Standards: 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening Standards: 5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

COMMON CORE STATE STANDARDS

SOUTH DAKOTA SCIENCE STANDARDS: GRADE 5 5.P.1.1. Students are able to define matter on the basis of observable physical properties.

NEXT GENERATION SCIENCE STANDARDS--PHYSICAL SCIENCECore Idea PS1: Matter and Its InteractionsA. Structure and Properties of Matter

VOCABULARY: atom, proton, neutron, electron, nucleus (of an atom), quark, atomic number, molecule, element, compound

Science Standards

Students will understand that atoms are the smallest full unit of matter.

Students will understand that atoms are made up of mostly empty space.

Students will understand that protons are positively charged, electrons are negatively charged, and neutrons have no charge.

Students will be introduced to the concept that each proton and each neutron contain 3 quarks.

Students will be able to use the Periodic Table of the Elements to find atomic number.

KEY IDEASIntroducing Subatomic Particles

Brain Pop, a popular subscription site available to many schools. This site contains related reading/writing extensions and activities and experiments.

Open source digital resources students can explore.

Common Core State Standards now focus largely on nonfiction in language arts, and sources that address the reading/writing activities are necessary.

Introducing Atoms Via Digital Sources and Hands On Activities

DAY 1: INTRODUCTION TO ATOMS TIME NEEDED:  1 class period of 45-60 minutes ADVANCED PREPARATION: 15-30 minutes

MATERIALS NECESSARY:• Computers with Internet connections• Interactive White Board• Atom Activity and Vocabulary Sheets from Brain Pop –1 per

student• Atomic Models Activity and Vocabulary Sheets –1 per

student• Build a Carbon Atom—Modified Activity Handout from Brain

Pop—1 per student or pair Experiment Materials:• Black Olives—6 per pair or group• Green Olives—6 per pair or group• Tapioca Balls—6 per pair or group• Sheet of Plastic Wrap—1 per pair or group• Skewers –6 per group (4 long and 2 short)

LESSON PLAN Learning Targets: Students will learn that atoms are the smallest

full unit of matter.

Students will watch the two segments on Atoms and the Atomic Model from Brain Pop. After each video clip, discussion and graphic organizer. After the two videos, students complete graphic organizer with definition matching and true/false questions.

Sketch and label diagram of carbon atom.

Distribute the Brain Pop Activity (modified): Build Your Own Carbon Atom. Students will build their own carbon atom using olives, plastic wrap, tapioca balls, clay and skewers. End the introduction to atoms with a short podcast, Amazing Atoms from NOVA Science Now. This brief clip puts atoms into another perspective.

After students watch some short

videos about atoms, they are

exposed to a diagram, which

they then sketch and color code in

their Science Notebooks.

(Caution: Many children think there are 4 protons and 5

neutrons, so point out there are six of each)

LEARNING ABOUT ATOMS

Each group of 3-4 students gets the following to create their atom:For the NUCLEUS: 6 black olives (protons), 6 green olives (neutrons), 1 piece of cling wrap to form the nucleus

For the ELECTRONS and SHELLS: 6 tapioca balls (electrons) 2 short skewers (for inner electron shell) 4 long skewers (for outer electron shell) small piece of clay (to attach tapioca balls to skewers)

The big ideas are to see the parts of the atom, note the different shells of the electrons, and visualize that the majority of the atom is made up of empty space.

Students Create Model of a Carbon Atom

Big ideas: Protons, neutrons,

and electrons make up the atom. Atom is mostly

empty space. Electrons have different shells.

STUDENTS BUILD THEIR OWN CARBON ATOM

Short and long skewers can be used by teacher to demonstrate how electrons move around nucleus .

Digital Resources:Brain Pop--Atoms http://www.brainpop.com/science/matterandchemistry/atoms/ 

Brain Pop--Atomic Modelhttp://www.brainpop.com/science/matterandchemistry/atomicmodel/

 Brain Pop Experiment—Build Your Own Carbon Atomhttp://www.brainpop.com/science/matterandchemistry/atoms/experiment/

NOVA Science : Quarks—Inside the Atom (2:55 minutes) http://www.teachersdomain.org/asset/phy03_vid_quark/This video presents the modern version of the atom (including quarks) in a way students will understand.

PBS Teachers Domain: Tutorial: The Atomhttp://www.teachersdomain.org/asset/lsps07_int_theatom/This site is an interactive tutorial with matching quiz afterwards. Cernlandhttp://www.cernland.net/For those who complete their work or need more, here is a page full of more relevant games and learning activities.

TIME NEEDED:  1-2 class periods of 45-60 minutes ADVANCED PREPARATION: 1.5-2 hours

MATERIALS NECESSARY: Interactive whiteboard Student computers—1 per student/pair/small group No bake cookie dough Food coloring or some other way to distinguish another color Chocolate chips, Heath bits Tapioca balls Clear Plastic Tubing (from hardware store) Weighted five pound exercise ball Student Computers Electronic or Hard Copy Handout: Periodic Table of the Elements

(Side 1) Periodic Table of the Elements with Pictures (Side 2) Handout: Atomic Sketch Performance Task: Atomic Model Homework

DAY 2: COOKIES, QUARKS, AND ORDERS OF MAGNITUDE

Introducing Quarks

Diagram from: https://community.emc.com/people/ble/blog/2011/11

Inside the Atom from NOVA via Teachers Domain:http://www.teachersdomain.org/asset/phy03_vid_quark/

http://htwins.net/scale2/?bordercolor=whiteThis is a great interactive that really engages students. It is useful to demonstrateexponential notation with both negative and positive numbers (from the subatomicworld to the outer reaches of our known universe.) Before watching, guide students in

vocabulary they should be watching for to focus them: helium atom, helium nucleus, proton, neutron, up quark, down quark.

Scales of the Universe

Each Proton/Neutron has 3 Quarks

http://www.sr.bham.ac.uk/xmm/atom1.html

Proton=2 up quarks

and 1 down quark

Neutron=2 down quarks

and 1 up quark

Up Quarks have a positive charge of +2/3

Down Quarks have a negative charge of -1/3

Math and Science

Proton Charge: +2/3 + 2/3 – 1/3 = +1 (positive charge)

Neutron Charge: -1/3 -1/3 + 2/3 = 0 (no charge; neutral)CCSS Math Standards involve more fraction work!

Modeling Quarks with No Bake Cookies

Each child “constructs” a proton & neutron containing quarks inside.

Mini Chocolate Chips = Up Quarks; (chocolate chips can stand up)Heath Bits = Down Quarks (Heath bits fall down)

Peanut Butter Ball = Proton Chocolate Peanut Butter Ball = Neutron

Working with partner, they create “helium nucleus”

Powow at Michigan Tech http://www.doe.mtu.edu/international/2007/powwow.html

Demonstrating the Nucleus & Electrons

Students view 5 minute Ted Talk:Just How Small is an Atom?Size of the atom and density of the nucleus are put into terms kids understand.

To demonstrate these concepts, usea weighted ball, plastic tubing, andtapioca balls.

Demonstrating Electrons MovingAround the Nucleus

Helium Nucleus= now represented by the weighted ball (to illustrate density—pass it around)

Electrons = 2 Tapioca Balls in Plastic Tubing ShellWhen blown gently, these spin rapidly around in the “shell”.

A weighted 5 pound ballserves as a “helium nucleus” Several students carry the plastic tubing “electron shell” to the other side of field to demonstrate howfar away electrons are in helium atom. Measurement activity at same

time for orders of magnitude in distance from the nuc. (1 cm, 10 cm, 1 m (100 cm ), 10 m, 100 m

Demonstration Outdoors for Truer Picture

Nucleus

5 students holding plastic tubing electron shell at school boundary

NAME ________________

ATOMIC SKETCH

Draw a sketch of a helium atom. Be sure to label the following:

*Electron *Neutron *Proton *Nucleus *Up Quark *Down Quark 1. Which part of the atom gives it its atomic number and tells what element it is? ________________________________________________ 2. Which part of the atom has a positive charge? _________________________________________________ 3. Which part of the atom has a negative charge? _________________________________________________ 4. What part has no charge? _________________________________________________ 5. What two parts make up the nucleus? _________________________________________________ 6. What do we call the smallest parts of the atom discussed so far? _________________________________________________

DAY 3: CONSTRUCTING MEANING OF ATOMS, ELEMENTS, AND MOLECULES

http://phys.kent.edu/pages/calendar2005.html

  TIME NEEDED:  1class periods of 45-60 minutes ADVANCED PREPARATION: Minimal

MATERIALS NECESSARY: Interactive whiteboard Student computers—1 per student/pair/small group Handout: Periodic Table of the Elements (from previous day) 3-2-1 Exit Card (See Attached)   LESSON PLAN Students will watch a video on the Periodic Table of the Elements.

Then they will explore the various websites: Build an Atom, Build a Molecule, and Interactive Periodic Table of the Elements.

Build an Atom Simulation from PhET (University of Colorado--Boulder)http://phet.colorado.edu/en/simulation/build-an-atomDemonstrate where to find activities and how to play before allowing students access to this site.  There are two sections:  Build an Atom and Game.  Students may begin with the Build and Atom and then work on the game. Demonstrate the activity before playing the Game.

  Build a Molecule Simulation from PhET (University of Colorado--Boulder)

http://phet.colorado.edu/en/simulation/build-a-molecule  Periodic Table Video from Discovery Channel

http://videos.howstuffworks.com/discovery/29400-assignment-discovery-periodic-table-video.htm

Periodic Table of the Elements http://www.webelements.com/

  Periodic Table of the Elements in Pictures http://elements.wlonk.com/Elements_Pics+Words_11x8.5.pdfThis is an excellent resource to use in conjunction with the traditional periodic table, as the Periodic Table in Pictures includes a wealth of other information such as pictures of examples of the element, symbols that tell more about the element (radioactive, gas, metal, found in human body, etc.)  Interactive Periodic Table of the Elementshttp://www.teachersdomain.org/asset/phy03_int_ptable/This interactive periodic table pops up with element names.  It has two valuable activities: Mystery Elements and Chemical Bonds.  In Mystery Elements, students must match the mystery element to the corresponding section on the table using clues about protons, atomic number, electrons, and mass number.   Element Flashcards from Jefferson Lab

http://education.jlab.org/elementflashcards/index.html

Digital Resources

http://elements.wlonk.com/Elements_Pics+Words_11x8.5.pdf

NAME ________________ 

3-2-1 EXIT CARD  

 3 FACTS I LEARNED:

      

2 QUESTIONS I STILL HAVE:     

 1 CONNECTION:

   

Performance Task: ATOMIC MODEL HOMEWORK PROJECT

Create a model of an atom. Use common materials that can be easily found. Include important vocabulary and definitions in your labeling system.

Remember to use this rubric and return it with the project. CRITERIA 4-

ADVANCED 3-

PROFICIENT 2-BASIC 1-BELOW

BASIC Parts of the atom are accurately labeled with words & charge (+ -).

Includes all proficient requirements along with quarks, gluons, lepton

Includes proton, electron, nucleus, neutron, element name, element symbol, atomic weight.

Missing one or two of the proficient requirements.

Missing more than two of the proficient requirements.

Explanation of each part of the atom is included.

All eight parts of the atom are explained accurately.

All seven parts of the atom are explained accurately.

One or two explanations are inaccurate or missing.

More than two explanations are inaccurate or missing.

Examples of element in daily life included.

Five or more examples are included in project.

Three to four examples of element in our world is included.

One or two examples of element are included.

Examples of where element found is inaccurate or missing.

Mechanics, conventions, and grammar.

Error free. Contains a few errors.

Contains several errors.

Many errors which detract and hinder readability.

Effort

Project demonstrates time and effort.

Time and effort not evident.

Punctuality of Project

Project turned in on time.

Project was late.

Possible Scores: 22 = Advanced 18-21 = Proficient 14-17 = Basic 13 or less = Below Basic

Total Score = ________

“Seeing the Unseen” Atom Structure

Past, Present and FutureAnn Hast – West Middle School

Rapid City, SDGrade 6-8

Duration 5 days/class periods

Compare and contrast models of the atom throughout history and how they originated

Understand the current model of the atom and that it is still evolving

Engage in model building and making inferences

Set the basics for delving deeper into particles (quarks)

Objectives:

South Dakota Science Standards:   *6.N.2.1: Students are able to pose questions that

can be explored through scientific investigations. *6.P.1.1: Students are able to able to identify the

subatomic particles that make up atoms. *6.S.1.1: Students are able to describe how science and

technology have helped society to solve problems. *8.N.2.1.: Students are able to differentiate among facts,

predictions, theory and law/principles in scientific investigations.

*8.P.1.2.: Students are able to use the Periodic Table to compare and contrast elements.

Standards:

*Disciplinary Core Ideas – -PS1.A: Structure and Properties of Matter *Performance Expectations – -MS-PS-SPM: Construct and use models to explain atoms… -MS-ETS-ETSS: Provide examples to explain how advances in

engineering have resulting in new tools and instruments for measurement, exploration, modeling and computation that enable new scientific discoveries…

*Science and Engineering Practices – -Engaging in Argument from Evidence -Developing and Using Models *Crosscutting Concepts- -Patterns -Cause and Effect

NGSS Standards:

Indirect Evidence can be used to learn about things that we cannot see. The atom is the smallest particle you can have a substance but is itself

made up of smaller particles which are in turn made up of smaller particles leading into the current study of matter in the universe.

 Our understanding of atoms and matter is continually being revised. Materials: Teacher computer with projector/Smartboard Student computers with Java (headphones) Mystery Boxes Rutherford simulation board, marbles, meter sticks, graph paper Student copies of any worksheets you choose to use Materials for model building (clay, cardboard, flashlights, mirrors) Materials for SPM extension activity (landscape boxes, probes,

sugar cubes, graph paper, colored pens) Modeling the Hydrogen Atom Spectrum Analysis Worksheets- for

extension.

Big Ideas

Hands-on Mystery Boxes: Each student has a box sitting on their desk when they come in. They are to guess what is in the sealed box. Discuss/share techniques used. How else could we use these techniques?

Rutherford Board (labeled axis on sides): Students decide how to figure out what shape is under the board using the materials provided – marbles of various sizes, graph paper, rulers. Discuss/modify.

Engaging Activity: Day 1 (in classroom)

Photo From: http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/IndirectMeasure2.htm

Rutherford Scattering fromPhET Lab

Rutherford Scattering Simulation (PhET) on projector – Discuss indirect evidencehttp://phet.colorado.edu/en/simulation/rutherford-scattering

Variable Changed Observation Possible Explanation of

Result

Rutherford Scattering Student Sheet

Pretend you are Dr. Rutherford and you are watching this experiment for the first time. What are your initial thoughts on what you are seeing?  Use the features in the simulation to help prove your thoughts. Explain what you changed in the data table below.

 3.What do think an alpha particle is? Be sure to explain your thinking. 

 4. Pretend you are Dr. Rutherford again. What conclusions would you make about what you saw after changing the variables? What additional questions do you still have?  

5. In your lab groups, brainstorm some ideas of things that exist that you cannot actually see. Pick one and devise an experiment that could prove its existence.     EXTENSION ACTIVITES• Role-playing-pretend you are Dr. Rutherford and you are presenting your

findings to other scientists. • Research why radioactive material is dangerous to living things. • Research the different models of the atom and explain why the models have

changed over time (can be done as a jigsaw).

Video Game – Play “Particle Pinball” http://ed.fnal.gov/projects/labyrinth/games/codecrackin/index.html?name=Your+Name Reading (homes w/out internet) - Worksheet

Activity on Ernest Rutherford – pdfhttp://education.jlab.org/beamsactivity/6thgrade/shapeofthings/index.html Do Rutherford Scattering with worksheethttp://phet.colorado.edu/en/simulation/rutherford-scattering Worksheet:

http://phet.colorado.edu/en/contributions/view/3122

Making Connections: Day 1 (Homework Options)

Models of the Hydrogen Atom Simulation by pHET with/without accompanying Worksheet http://phet.colorado.edu/en/simulation/hydrogen-atom

Models of the Hydrogen Atom Worksheet = http://phet.colorado.edu/en/contributions/view/3122

Formative Assessment: End of Day 2 Molecular Workbench Tutorial with assessments– “Atomic

Structure” http://mw2.concord.org/public/part2/atomstrk/page1.cml

Students submit report in class folder or self-correct and follow path recommended (Note: You need to have students download Molecular Workbench to their desktop and the teacher must set up folders – per class period – for students to submit their report/results to).

 

Exploration: Day 2 (in computer lab)

Reinforcement: “How Small is the Atom” video on TEDhttp://www.ted.com/talks/lang/en/just_how_small_is_an_atom.html Tutorial on Protons, Neutrons and Electronshttp://www.teachersdomain.org/asset/lsps07_int_theatom/ Build an Atom – PhET Simulationhttp://phet.colorado.edu/en/simulation/build-an-atomProficient: Build an Atom – PhET Simulationhttp://phet.colorado.edu/en/simulation/build-an-atom What is an Isotope?http://www.windows2universe.org/physical_science/physics/atom_particle/isotope.html Scanning Probe Microscopy Activity – Probe landscapes, record data on grid and model it with sugar

cube/marshmallows (can build models at home).http://mrsec.wisc.edu/Edetc/modules/MiddleSchool/SPM/index.html Extensions: Repeat “Models of the Hydrogen Atom” PhET simulation but use the handout that emphasizes

Spectrum Analysis.http://phet.colorado.edu/en/simulation/hydrogen-atom An online tutorial on Quantum Mechanics and the Hydrogen Atomhttp://universeadventure.org/fundamentals/popups/matter-dtrh-quantum.htm Math Extension using Indirect Evidencehttp://www.lepp.cornell.edu/Education/rsrc/LEPP/Education/Lessons/Indirect_Measurement.pdf

Differentiated Assignments: Day 3 and 4(Activities in computer lab, discuss and share learning)

The Lux DetectorVIDEO ANIMATION http://luxdarkmatter.org/home.html

Overview- from Berkley LUX website-The Large Underground Xenon (LUX) Experiment began with the construction and deployment of a 350 kg two-phase liquid/gas xenon dark matter detector and water shield, installed in May, 2012 in the Davis Cavern at the Sanford Underground Research Facility (formerly the Homestake Mine) in Lead, South Dakota.

A large detector is required to not only set such a sensitivity limit, but also to accumulate Weakly Interacting Massive Particle (WIMP), statistics in a reasonable time frame if a signal is detected. The LUX program will also help develop the technologies required for 1–10 ton dark matter detectors.

Liquid Xenon both scintillates and becomes ionized when hit by particles (i.e. photons, neutrons and potentially dark matter). The ratio of scintillation over ionization energy caused by the collision provides a way of identifying the interacting particle. The leading theoretical dark matter candidate, the WIMPS could be identified in this way.

Day 5: Sanford Lab Learning

The project is named after Ettore Majorana, an Italian physicist who first speculated that a neutrino might be identical to its antiparticle.  Understanding the electrically neutral, subatomic neutrino particle, and how rarely it interacts with other matter, has become one of the most intensive physics research projects ever attempted.

The Majorana Collaboration is assembling an array of HPGe detectors to search for neutrinoless double-beta decay in76Ge. Initially, Majorana aims to construct a prototype module to demonstrate the potential of a future 1-tonne experiment. The design and potential reach of this prototype Demonstrator module are presented.

The Majorana Demonstrator

SANFORD LAB TOUR

Product Based Assessment(Have choices for various learning modalities) Examples: Design a blueprint of your own detector. Make an model of one of the proposed

atomic structures we studied. Credit the scientist who proposed the idea and write a description of how they came up with this idea.

Create a PowerPoint on a present topic that is on the cutting edge of particle physics.

Cumulative Assessment: Introduce at the End of Day 5

or contact: Lynn.Arnold@k12.sd.us

Digital Resources listed at: http://fifthgradestoryteller.wikispaces.com/Physical+Science

THE

END