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Lubna

Attal
LESSON: Isotopes & Radioactivity
UNIT: Atomic Theory
COURSE: General Chemistry
GRADE LEVEL: 10TH GRADE
ESSENTIAL QUESTIONS
How are isotopes of elements similar and
different?

How do isotopes achieve stability?

LESSON OVERVIEW: This lesson focuses on the idea of an element being present in more than one form in
nature. Students should be able to grasp that isotopes of an element are similar because 1) they are the same
element, therefore they have the same identity (atomic number as well as protons/electrons) 2) they are different
in mass, therefore the neutrons of the isotopes are also different. In order for isotopes to achieve stability, they
need to have an appropriate amount of protons and neutrons in the nucleus. If the neutron to proton ratio is
greater than one, the nucleus is unstable and will take on several forms of decay to reach stability. This lesson is
the third lesson in the atomic theory unit.
STANDARDS:
New York State Standards

3.1g: The number of protons in an atom (atomic number) identifies the element. The sum of the
protons and neutrons in an atom (mass number) identifies an isotope. Common notations that
represent isotopes need to be identified.
3.1m: Atoms of an element that contain the same number of protons but a different number
of neutrons are called isotopes of that element.
3.1n: The average atomic mass of an element is the weighted average of the masses of its naturally
occurring isotopes.
3.1o: Stability of an isotope is based on the ratio of neutrons and protons in its nucleus. Although
most nuclei are stable, some are unstable and spontaneously decay, emitting radiation.
3.1p: Spontaneous decay can involve the release of alpha particles, beta particles, positrons, and/or
gamma radiation from the nucleus of an unstable isotope. These emissions differ in mass, charge,
ionizing power, and penetrating power.
4.4c: Nuclear reactions can be represented by equations that include symbols which represent
atomic nuclei (with mass number and atomic number), subatomic particles (with mass number and
charge), and/or emissions such as gamma radiation.
4.4e: There are inherent risks associated with radioactivity and the use of radioactive isotopes. Risks
can include biological exposure, long-term storage and disposal, and nuclear accidents.

New Generation Science Standards

HS-PS1-6: Much of science deals with constructing explanations of how things change and how they
remain stable.

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HS-PS4-4: When light or longer wavelength electromagnetic radiation is absorbed in matter, it is


generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation
(ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells.
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and
the energy released during the processes of radioactive decay.

WHAT STUDENTS WILL BE ABLE TO DO?

Students will be able to identify a pair of isotopes


Students will be able to calculate the number of protons, electrons, and neutrons.
Students will be able to calculate the mass of a pair of isotopes given the neutrons, protons, and
electrons of the element.
Students will be able to identify the three types of decay
Students will be able to convey the concept that when a nucleus is unstable, it undergoes some
form of radioactive decay to stabilize the nucleus.

SCOPE OF SEQUENCE:
DO NOW (10 minutes)

Brain Pop Video is watched on Isotopes and Radioactive Decay

Three questions are answered. Questions are isolated into three separate questions because several
students in class feel that they are able to understand the questions much better when they are broken
down vs. one jumble of words.

LESSON & ACTIVITIES (25 minutes)


Students have an introductory video pre-lesson online made by me. It runs through the concept of
isotopes and displays several examples that I slowly work out, to ensure that students grasp the concept
prior to the actual lesson of isotopes in class. Watching the video and taking notes on the video is a part
of their homework grade.
During the lesson, students will have the pre-made worksheet. The worksheet is broken down into
components so it does not seem overwhelming. Power point highlights the important words in another
color so it is easy for students to fill in. With the pre-lesson video and do now video, students should be
able to help me fill in the blanks of the lesson. Students who participate receive cut out stars, if they
collect ten. They have no homework assignment on a Friday.
When the lesson is completed, students will work with their partner in completing the classwork
problems. The classwork problems will implement the concepts learned, so that the homework is rather
simpler to understand.
Each pair will be assigned two problems. Each person in the pair must demonstrate their understanding
of the problem to their partner using the white boards at their station. Student 1 will be assigned problem
1 and student 2 will be assigned problem 2. The IEP students will always receive problem 2. Problem 2
will be less challenging, but will apply the same concept. (10 minutes)
CONCLUSION (5 min.): The question of what an isotope is and how it attains stability will be answered in
their reflection journal.

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ASSESSMENT: Informative assessment based on how the partners are explaining the way they solved their
problem to each other on the white board step by step as I walk around the room and ensure that everyone is on
task.
ACCOMMODATIONS/MODIFICATIONS:

Quantity: IEP students will have fewer homework problems assigned.


Level of Support: As students are working ideally in groups of two, students with IEPs will be paired
with a higher skilled student to hopefully raise accountability/boost confidence of students in
approaching class work problems. As students are working on class work, I will be rotating around the
room providing one-on-one support. Occasionally partners will change and an IEP student will work
with another student that is struggling, to raise confidence as well.
Input: Students with IEPS will receive handouts with questions worded differently/broken down into
smaller components, and highlighted terms/defined terms, as a reminder, for both class work and
homework problems. Students with IEPS will also have the option of using a calculator.
Difficulty: IEP students will receive the same type of questions, but questions will be ordered in
increasing difficulty to hopefully get student to grasp the concept before moving on to something more
difficult. IEP students will have an outline of the steps needed to solve the problem, so they can have it
for reference. In order to accommodate IEPS further, a video tutorial will also be uploaded on class
website, for students to listen to and watch to recall isotope concepts and how to approach isotope
questions.


MATERIALS& EQUIPMENT NEEDED FOR LESSON: PowerPoint, Smart Board, Mini White Boards, Expo
Markers (variety of colors), calculators, periodic tables, classwork handout, homework handout, journals.

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