IPC.7.A

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The student is expected to model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the Periodic Table;
1666 TEKS header image

Knowledge and Skills Statement

Science concepts. The student knows that relationships exist between the structure and properties of matter.

As an educator, it is helpful to understand that the Bohr model has limitations. The Bohr model is accurate only for the elements in the first three periods of the periodic table.  The properties of transition elements can be explained by their electron configurations, with the valence electrons existing in specific orbitals. For example, gold is an excellent conductor of electricity because its valence electrons are so far away from the nucleus that they can flow much more freely than, for example, Boron.

Bohr model for Gold

Element 79 gold (Au) enhanced Bohr model
Image Source: https://en.wikipedia.org/wiki/File:79_gold_%28Au%29_enhanced_Bohr_model.png

Bohr model for Boron

Element 5 boron (B) Enhanced Bohr model
Image Source: https://en.wikipedia.org/wiki/File:5_boron_%28B%29_Bohr_model.png

Note the change in the pattern of electrons from boron to gold.

substance that occupies space, has mass, and is composed of microscopic particles

an organizational chart of all the known elements on Earth, organized based on the physical and chemical properties of each

characteristic of matter that can be used to identify particular materials

something arranged in a definite pattern of organization; the arrangement of particles or parts in a substance or body; the aggregate of elements of an entity in their relationships to each other

Research

Kaya, Ali. "Addressing Student Misconceptions About Atoms and Examining Instructor Strategies for Overcoming Them." Journal of Pedagogical Research  7, no. 4 (2023): 251-262. https://doi.org/10.33902/JPR.202323077

Summary:  This paper examines the misconceptions held by students about atoms and determines the suggestions of the instructors (academics and teachers) to overcome these misconceptions. It is recommended that atomic models not be taught in primary school education and that three new methods could be used in teaching this subject.

Research

Aquilina, Ginevra, Umberto Dello Iacono, Lucia Gabelli, Luca Picariello, Giacomo Scettri, and Giulia Termini. “Romeo and Juliet: A Love out of the Shell: Using Storytelling to Address Students’ Misconceptions and Promote Modeling Competencies in Science". Education Sciences 14, no. 3 (2024): 239. https://doi.org/10.3390/educsci14030239

Summary:  In this paper, the authors present the design of a Teaching—Learning Sequence (TLS) based on storytelling. A qualitative analysis of the data shows that the TLS was able to engage students and helped them reconstruct the atomic model, while the story improved students’ understanding of specific concepts related to the atomic model.