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Physics of Atomic Nuclei for Middle and Elementary Classrooms

Physics of Atomic Nuclei for Middle and Elementary Classrooms. Lynn Arnold, 5 th Grade Teacher, Rapid Valley Elementary Lynn.Arnold@k12.sd.us Ann Hast, 8 th Grade Teacher at West Middle School Rapid City Area Schools, Rapid City, South Dakota

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Physics of Atomic Nuclei for Middle and Elementary Classrooms

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  1. Physics of Atomic Nuclei for Middle andElementary Classrooms Lynn Arnold, 5th Grade Teacher, Rapid Valley Elementary Lynn.Arnold@k12.sd.us Ann Hast, 8th Grade Teacher at West Middle School Rapid 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

  2. Sanford Underground Research Facility • 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

  3. Workshop: Physics of the Atomic Nuclei in 21st Century Classroom • Week long workshop at the lab • Educators explored online resources for delivering modern physics content to K-12 students at the lab.

  4. It’s Elementary: Atoms, Molecules, and ElementsStructures of Matter Unit Plan By Lynn Arnold Rapid Valley Elementary Rapid City, SD Grade Level: 5th 3-5 Days

  5. COMMON CORE STATE STANDARDS • 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.

  6. Science 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

  7. KEY IDEASIntroducing Subatomic Particles • 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 neutroncontain 3 quarks. • Students will be able to use the Periodic Table of the Elements to find atomic number.

  8. Introducing Atoms Via Digital Sources and Hands On Activities • 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.

  9. 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)

  10. 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.

  11. LEARNING ABOUT ATOMS 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)

  12. Students Create Model of a Carbon Atom 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.

  13. STUDENTS BUILD THEIR OWN CARBON ATOM • Big ideas: • Protons, neutrons, and electrons make up the atom. • Atom is mostly empty space. • Electrons have different shells. Short and long skewers can be used by teacher to demonstrate how electrons move around nucleus .

  14. 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 Atom http://www.brainpop.com/science/matterandchemistry/atoms/experiment/ NOVA Science : Quarks—Inside theAtom (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. Cernland http://www.cernland.net/ For those who complete their work or need more, here is a page full of more relevant games and learning activities.

  15. DAY 2: COOKIES, QUARKS, AND ORDERS OF MAGNITUDE • 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

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

  17. Scales of the Universe http://htwins.net/scale2/?bordercolor=white This is a great interactive that really engages students. It is useful to demonstrate exponential notation with both negative and positive numbers (from the subatomic world 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.

  18. Each Proton/Neutron has 3 Quarks Neutron=2 down quarks and 1 up quark Proton=2 up quarks and 1 down quark Up Quarks have a positive charge of +2/3 Down Quarks have a negative charge of -1/3 http://www.sr.bham.ac.uk/xmm/atom1.html

  19. 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!

  20. Modeling Quarks with No Bake Cookies

  21. Each child “constructs” a proton & neutron containing quarks inside. Peanut Butter Ball = Proton Chocolate Peanut Butter Ball = Neutron Mini Chocolate Chips = Up Quarks; (chocolate chips can stand up) Heath Bits = Down Quarks (Heath bits fall down) Working with partner, they create “helium nucleus”

  22. Demonstrating the Nucleus & Electrons Powow at Michigan Tech http://www.doe.mtu.edu/international/2007/powwow.html Students view 5 minute Ted Talk: Just How Small is an Atom? Sizeof the atom and density of the nucleus are put into terms kids understand. To demonstrate these concepts, use a weighted ball, plastic tubing, and tapioca balls.

  23. 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 Shell When blown gently, these spin rapidly around in the “shell”.

  24. 5 students holding plastic tubing electron shell at school boundary Demonstration Outdoors for Truer Picture • A weighted 5 pound ball serves 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 Nucleus

  25. DAY 3: CONSTRUCTING MEANING OF ATOMS, ELEMENTS, AND MOLECULES • 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. http://phys.kent.edu/pages/calendar2005.html

  26. Digital Resources • 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 Channelhttp://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.pdf This 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 Elements http://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 Labhttp://education.jlab.org/elementflashcards/index.html

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

  28. NAME ________________ 3-2-1 EXIT CARD 3 FACTS I LEARNED: 2 QUESTIONS I STILL HAVE: 1 CONNECTION:

  29. “Seeing the Unseen”Atom Structure Past, Present and FutureAnn Hast – West Middle School Rapid City, SDGrade 6-8Duration 5 days/class periods

  30. Objectives: • 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)

  31. Standards: • 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.

  32. NGSS 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

  33. Big Ideas • 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.

  34. Engaging Activity: Day 1 (in classroom) • 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. Photo From: http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/IndirectMeasure2.htm

  35. Rutherford Scattering fromPhET Lab Rutherford Scattering Simulation (PhET) on projector – Discuss indirect evidence http://phet.colorado.edu/en/simulation/rutherford-scattering

  36. 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.

  37. 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).

  38. Making Connections: Day 1 (Homework Options) • 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 – pdf http://education.jlab.org/beamsactivity/6thgrade/shapeofthings/index.html • Do Rutherford Scattering with worksheet http://phet.colorado.edu/en/simulation/rutherford-scattering • Worksheet: http://phet.colorado.edu/en/contributions/view/3122

  39. Exploration: Day 2 (in computer lab) • Models of the Hydrogen Atom Simulation by pHET with/without accompanying Worksheethttp://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).

  40. Differentiated Assignments: Day 3 and 4(Activities in computer lab, discuss and share learning) Reinforcement: • “How Small is the Atom” video on TED http://www.ted.com/talks/lang/en/just_how_small_is_an_atom.html • Tutorial on Protons, Neutrons and Electrons http://www.teachersdomain.org/asset/lsps07_int_theatom/ • Build an Atom – PhETSimulation http://phet.colorado.edu/en/simulation/build-an-atom Proficient: • Build an Atom – PhETSimulation http://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” PhETsimulation 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 Atom http://universeadventure.org/fundamentals/popups/matter-dtrh-quantum.htm • Math Extension using Indirect Evidence http://www.lepp.cornell.edu/Education/rsrc/LEPP/Education/Lessons/Indirect_Measurement.pdf

  41. Day 5: Sanford Lab Learning • The Lux Detector VIDEO 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.

  42. The Majorana Demonstrator • The project is named after EttoreMajorana, 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.

  43. SANFORD LAB TOUR

  44. Cumulative Assessment: Introduce at the End of Day 5 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.

  45. THE END Digital Resources listed at: http://fifthgradestoryteller.wikispaces.com/Physical+Science or contact: Lynn.Arnold@k12.sd.us

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