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Unlocking the Atom

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Unlocking the Atom Students assume the roles of eight scientists to explore the atomic model Jennifer L. Craft and Jacqueline S. Miller n this project, high school chemistry students investigate atom- ic structure from a historical perspective. Assuming the perso- nas of eight legendary scientists and their assistants, students stage a mock gathering to explore the evolution of the atomic model. This role-playing activity may also serve as a template Ifor weaving the rich history of science into other subject areas. 24 The Science Teacher Project and rationale To prepare for the gathering, students had to re- Many students fail to realize that science is not an search the personal stories and discoveries that led to absolute truth but a human endeavor, full of inter- the development of the modern atomic model. During esting discoveries, stories, and missteps. Scientific the first week, teams were given one 50-minute plan- knowledge is ever evolving, questions of yesterday ning period to begin researching their scientist and to inform the experiments of today, and seemingly small develop a strategy for completing the project. Dur- advances (even blunders!) can be instrumental in ing the second week, teams were given an additional shaping our views of the natural world. The National 50-minute planning period to finalize project details, Science Education Standards (NRC 1996) recognize the practice presentations, and ask questions. All other efficacy of teaching science within the context of his- research and preparation were completed outside the tory, emphasizing the evolution of concepts, models, classroom (in lieu of regular homework assignments and theories. By studying science in a historical con- for the two-week period). During the third week, each text, students view themselves less as spectators and group met with me outside of class to go over questions more as participants in this human quest for truth related to difficult theoretical or experimental concepts and understanding. and presentation content. The development of the modern atomic model My classes delivered their presentations in one 80- marks one of the greatest accomplishments and most minute class period (our designated laboratory day). interesting scientific stories of the last 200 years. De- If this time option does not exist, I recommend devot- signed as a part of Foundation Science (EDC 2005)—a ing two 50-minute class periods to these presentations, three-year high school science curriculum now in de- allowing time for both the presentations and 2–3 velopment at Education Development Center, Inc.— minutes for questions, as my students were markedly the project outlined here asks high school chemistry curious about the historical characters and their dis- students to explore atomic structure from a historical coveries. Students were given one week from the day perspective. Assuming the personas of eight legend- of the presentations to assemble and submit a news sto- ary scientists and their assistants, students stage a ry on Thales’s gathering (Figure 1). While the precise gathering to probe the evolution of the atomic model. format of this independent, written assignment was Students research the experimental evidence for left to students, a guideline of 500–1,000 words was set the construction of this model as well as the lives and for news reports and feature articles. thought processes of the scientists involved. Each sci- entist group presents their research to the rest of the Presentations class, delving further into the details and complexities Playing the part of the Greek philosopher Thales (com- of atomic theory. Presentations are given in their his- plete with a toga and gray wig), I began the meeting by torical, chronological order, underscoring the incre- introducing the life and work of Thales, including his mental nature of scientific advancement. The project hypotheses on matter: “The world appears to be filled culminates in individually written news stories about with things that are all very different from each other. the “meeting of the minds,” an assignment that al- However, I believe there is an underlying structure that lows students to weave science history, modern atom- connects all matter. Perhaps all substances are just combi- ic theory, and their own twist on events that might nations of a few simpler substances.” I went on to outline transpire if deceased scientists could converse. Thales’s incorrect identification of water as the common, basic building block of matter and fundamental questions Project management and timeline to be addressed at the gathering (e.g., What is the nature Two weeks prior to the presentation date, I introduced of matter? Is there an underlying structure that connects the project, timeline, and expectations (Figure 1, p. all matter?). One student recorded these questions on the 26) to my four chemistry classes (mix of grades 10 and board to reinforce key ideas and allow time for the class 11). Following submission of their top three scientist to reflect on the day’s agenda and objectives. choices, I divided students into teams of two or three Thales’s welcoming remarks were followed by pre- and assigned the roles of scientists such as John Dalton, sentations given by the eight scientists and their as- Marie Curie, Erwin Schrödinger, and their assistants sistants. Many groups began by having the assistants (Figure 2, p. 27). They had been summoned, students outline the background and scientific achievements of were told, to attend a historic gathering organized by their mentor scientist. The scientists then presented the pre-Socratic Greek philosopher Thales. Thales, their experiments and discoveries related to the atom believed by many to be the founder of natural philoso- and its internal structure. Groups were encouraged phy, was the first person to suggest that all matter was to supplement their presentations with visuals (Pow- unified by a common building block, although he in- erPoint presentations, posters, or three-dimensional correctly identified that building block as water. models) and interactive activities (Figure 2). Student February 2007 25 F I G U R E 1 Student project outline. Background question/answer sessions were often accompanied by brief You are a scientist or scientist’s assistant, and you have been summoned to attend a historical teacher summaries to under- gathering organized by Greek philosopher and scientist Thales. As a scientist of the 19th or 20th line important concepts and century, you will need to imagine traveling far back in time to 540 BC. The central question events, clarify connections, to be addressed involves the nature of matter: Is there an underlying structure that connects and prompt students to reflect all matter? Thales has chosen you, the experts of the “modern” world, to attend his gathering on the progression of scientific and share your stories. theories and models. We end- ed our meeting with a round Project overview of applause for all attendees Your team will prepare a five-to-eight minute presentation on your scientist’s life, scientific and words of gratitude from a achievements, and contributions to our understanding of matter or atomic structure. newly enlightened Thales. Assuming the roles of scientist and assistants, your team will share personal stories and your piece of atomic history at Thales’ gathering. At the conclusion of the gathering, you News stories will compile and submit a news story on the event (one story per student). At the conclusion of Thales’s gathering, I asked students to Part I: The presentation individually assemble a short ◆ Begin by researching your scientist’s life, scientific achievements, and contributions to outline of major events in our understanding of matter or atomic structure. When and where was your scientist atomic history, written in the born? Where was your scientist educated? What experiments led to your scientist’s form of a newspaper article discoveries? Does your scientist’s model of the atom fit with experimental data? How or other newspaper feature. did the findings of your scientist advance our understanding of atomic structure? Students based the articles on their meeting notes, the ◆ Explore a variety of sources to obtain information (e.g., textbooks, library books, abstracts, and postmeeting periodicals, the internet). Be certain to properly document your sources. interviews with individual ◆ Assemble and submit a one-page abstract highlighting important ideas and facts covered scientists (obtained outside of in your presentation. Document all sources in a properly formatted bibliography. This ab- class). While the presentations stract will be distributed to all members of the class on the day of the presentations. allowed students to focus on ◆ Use of visuals (PowerPoint, posters, or three-dimensional models) and interactive individual lives and achieve- activities is encouraged. ments, the news-story assign- ment forced them to reflect ◆ Try to put yourself in the shoes of your scientist or assistants. Although not required, on and synthesize big-picture costumes may be used to enhance your presentation. ideas: The intersecting stories of eight individuals, the pro- Part II: The news story gression of scientific thought, ◆ On the day of the gathering, take detailed notes on the event. What was the order of and our modern understand- events? What did each scientist contribute to our modern atomic model? How did the ing of atomic structure. various participants interact? ◆ Decide on the format of your news story. PHOTO COURTESY OF THE AUTHORS While accuracy of historical and scientific information is essential, the format of your story remains flexible. For example, you may choose to convey the story in a standard news report, a feature article, an editorial, a gossip column, or a comic strip. ◆ Use information provided in the abstracts to supplement your notes; should you need additional information, feel free to interview other scientists or their assistants after the gathering. 26 The Science Teacher F I G U R E 2 The scientists (teacher handout).
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