Kutztown University of Pennsylvania Forces and Energy Worksheet

Worksheet 1.2 Atomic Theory Communicator:Recorder:Task Manager:Dalton’s Atomic TheoryQuestions 1 and 2 are each tenants of Dalton’s atomic theory, construct an argument indicatingwhether it still holds true today.1. Elements are composed of small indivisible, indestructible particles called atoms.Claim: Is the statement true/false? Circle one: T FEvidence:Reasoning:2. All atoms of an element are identical and have the same mass and properties.Claim: Is the statement true/false? Circle one: T FEvidence:Reasoning:Detecting screena – particle emitte r______________________________________________________________________________Worksheet 1.2 Atomic Theory Communicator:Recorder:Task Manager:Rutherford’s ExperimentHere is experimental set up for Rutherford’s Experiment. Use this figure for the followingquestions:0°360°180°Note: For the Questions 3 and 4, you will be taking the detecting screen in the figure andflattening it out into a straight line. 0⁰ and 360⁰ will be the edges of the detecting screenclosest to the emitter, while on the line they will be at the ends. 180⁰ is the point of thedetecting screen farthest away from the emitter and the middle of the straight line.3.a. Draw a representation for Rutherford’s model of the atom (where the atom ismostly empty space).b. Predict what would happen to the distribution of alpha particles in theexperiment when the alpha particles were fired at the gold foil using this modelof the atom in Part a. Explain your reasoning to support your claim.c. Now draw a graph that illustr Worksheet 1.2 Atomic Theory
Communicator:
Recorder:
Task Manager:
Dalton’s Atomic Theory
Questions 1 and 2 are each tenants of Dalton’s atomic theory, construct an argument indicating
whether it still holds true today.
1. Elements are composed of small indivisible, indestructible particles called atoms.
Claim: Is the statement true/false? Circle one:
T
F
Evidence:
Reasoning:
2. All atoms of an element are identical and have the same mass and properties.
Claim: Is the statement true/false? Circle one:
Evidence:
Reasoning:
T
F
Worksheet 1.2 Atomic Theory
Communicator:
Recorder:
Task Manager:
Rutherford’s Experiment
Here is experimental set up for Rutherford’s Experiment. Use this figure for the following
questions:
180°
0°
360°
a – particle
emitte
Detecting
screen
r
Note: For the Questions 3 and 4, you will be taking the detecting screen in the figure and
flattening it out into a straight line. 0⁰ and 360⁰ will be the edges of the detecting screen
closest to the emitter, while on the line they will be at the ends. 180⁰ is the point of the
detecting screen farthest away from the emitter and the middle of the straight line.
3.
a. Draw a representation for Rutherford’s model of the atom (where the atom is
mostly empty space).
b. Predict what would happen to the distribution of alpha particles in the
experiment when the alpha particles were fired at the gold foil using this model
of the atom in Part a. Explain your reasoning to support your claim.
c. Now draw a graph that illustrates the distribution you predicted for how the
alpha particles, relative to the incident beam, would look like for the atomic
model in Rutherford’s model (Parts a & b).
______________________________________________________________________________
0°
180°
360°
Worksheet 1.2 Atomic Theory
Communicator:
Recorder:
Task Manager:
4.
a. Draw a representation for the atom if the positive nucleus took up the whole
atom (sort of like the plum pudding model).
b. Predict what would happen to the distribution of alpha particles in the
experiment when the alpha particles were fired at the gold foil using this model
of the atom in Part a. Explain your reasoning to support your claim.
c. Now draw a graph that illustrates the distribution you predicted for how the
alpha particles, relative to the incident beam, would look like if the positive
nucleus took up the whole atom (sort of like the plum pudding model) (Parts a &
b).
______________________________________________________________________________
0°
180°
360°
Worksheet 1.2 Atomic Theory
Communicator:
Recorder:
Task Manager:
5. Comparing Questions 3 and 4, predict which atomic model is more accurate based on
the evidence collected that 1 in every 8,000 alpha particles were deflected. Explain your
reasoning to support your answer choice.
6. How would Rutherford’s experimental results have differed if he had used electrons or
neutrons?
Worksheet 1.3 Intro Forces and Energy
Name:
Introduction to Forces (Read pages 28-29 in the CLUE textbook)
1.
What are the four fundamental forces? Explain what each one is.
2.
Go to the following website (be sure to enter it correctly or copy and paste from
Canvas document): https://phet.colorado.edu/en/simulation/gravity-force-lab. Play
around with the applet.
Particularly within the applet, explain what happens to the force as:
a. you increase the mass of the interacting objects?
b. you increase the distance between the objects while keeping the masses
constant (you can click on a person and move them)?
Worksheet 1.3 Intro Forces and Energy
3.
Name:
Now let us go to a different applet (be sure to enter it correctly or copy and
paste from Canvas document):
https://phet.colorado.edu/en/simulation/electric-hockey . Note that you may
have to install/update Java for this applet to work. May also have to check
security setting to open the applet. Play around with the applet.
Here is a screenshot of the applet.
Drag charges
down to this
area to see how
they interact
with the puck
Puck
“Start”
turns on
the field
Choose whether
puck is positive
or negative
“Field”
shows the
arrows of
the field
directions
Particularly within the applet, explain what happens if:
a. you drag some of the same charges to the area as the charge selected for
the puck?
b. you drag some of the opposite charges to the area as the charge selected
for the puck?
Worksheet 1.3 Intro Forces and Energy
Name:
c. you add a mixture of positive and negative charges to the area? (Be sure
to draw and describe what you are using for the charge of the puck and
the number/types/position of charges you add).
4.
What similarities do you notice between the two simulations?
5.
What differences do you notice between the two simulations?
6.
Which type of force do you think each simulation represents and why?