- Dalton model
- Thomson model
- Rutherford model
- Bohr model of the atom.
| (a) |
Propose personal explanations for the structure and/or composition of matter. |
| (b) |
Use appropriate scientific terminology when describing atoms and elements (e.g., mass, charge, electron, proton, neutron, nucleus, atom, molecule, element, compound, neutral, positive, negative, ion, isotope, and periodic table). |
| (c) |
Describe First Nations and Métis views on the nature and structure of matter. |
| (d) |
Identify major shifts in understanding matter that have enabled more detailed explanations of the structure and composition of the atom up to and including the Bohr model of the atom. |
| (e) |
Construct models to illustrate the structure and components of matter, including the major historical atomic models (e.g., Dalton, Thomson, Rutherford, and Bohr), using information selected and synthesized from various sources. |
| (f) |
Evaluate individual and group processes used in planning and completing a task related to constructing models of atoms and molecules. |
| (g) |
Discuss strengths and limitations of models in science using historical and contemporary examples of atomic models. |
| (h) |
Provide examples of technologies that have enhanced, promoted, or made possible scientific research about the structure of the atom (e.g., microscope, cathode ray tube, and mass spectrometer). |
| (i) |
Pose new questions and problems that arise from what was learned about atomic structure (e.g., “Why do different molecules containing the same elements behave differently?” “How do atoms stick together in a molecule?” “Are there smaller particles than electrons, protons, and neutrons?”). |
