Grade Level

/Subject

Atoms: The Building Blocks of Matter Unit

The Rutherford Gold Foil Experiment
Stephanie Dickerson
th
11 Grade Chemistry

Context
Description

The prior knowledge required for this lesson is an understanding of the

different components of an atom. The students will also need to be aware of
the current model of the atom that is accepted at this point in history. This
information was taught to students through several in class presentations,
homework assignments, and the creation of visual representations of different
models o the atom. Formal grading of assignments the students have
completed in relation to the stated information as well as teacher observation
and questioning of major concepts have previously assessed the prior
knowledge. Based on the fact that my students learn better with tangible
items or manipulatives, I have decided to use a concrete example to explain
an abstract concept. By completing this activity, the students will actually be
able to see what Rutherford did in order to discover the nucleus of the atom.
Through this lesson, the students will be able take the information they
already know about the atom and connect a new development to the existing
model. From this new development that should be able to revise the models
they have to accommodate the discovery made by Rutherford. The students
will also revise their preconceived notions about how science is developed
and changed.

Standards Met

Atomic models are constructed to explain experimental evidence and make

predictions. The changes in the atomic model over time exemplify how
scientific knowledge changes as new evidence emerges and how
technological advancements like electricity extend the boundaries of
scientific knowledge. Thompsons study of electrical discharges in cathoderay tubes led to the discovery of the electron and the development of the
plum pudding model of the atom. Rutherfords experiment, in which he
bombarded gold foil with -particles, led to the discovery that most of the
atom consists of empty space with a relatively small, positively charged
nucleus. Bohr used data from atomic spectra to propose a planetary model of
the atom in which electrons orbit the nucleus, like planets around the sun.
Later, Schrodinger used the idea that electrons travel in waves to develop a
model in which electrons travel randomly in regions of space called orbitals
(quantum mechanical model).
SC.CHE.1.1 and SC.CHE.1.1.a

Concept
Addressed

There are two big ideas that are being taught by this lesson. This first is a
content related big idea that focuses on the evolution of the model of the
atom. The students have already learned about the Greek Model, how Dalton
improved on this model and then followed by J.J Thomson who determined
the mass and the charge of the electron. From this lesson, the students will
see how another scientist further developed this model. The second big idea
that is being addressed by this lesson is the process by which new
information is discovered in the field of science. The activity is designed for
students to see how scientist notice a problem, develop a way to test this
problem and then determine if they were successful in addressing it. The

Atoms: The Building Blocks of Matter Unit

The Rutherford Gold Foil Experiment
Stephanie Dickerson
rationale behind this lesson is to have students delve further into the
development of the atom as well as to have students understand that science
is an ongoing process that is constantly changing and evolving. Science is not
a set in stone occurrence that cannot be expounded upon or revised. This
justification is related to the overall concept because per the standards the
students are required to understand the progression of the atom from
Thomson, to Rutherford, then to Bohr and finally Schrodinger.
Objectives

Academic
Language

Learning
Strategies

The students will be able to:

Create a procedure to solve a problem
Gather data through drawings
Make observations of the pathways travelled by the marbles
Draw conclusions based on data and observations
Explain the developments that came from Rutherfords Experiment
Explain how advancements are made in the field of science
The essential vocabulary chosen for this lesson is:
Neutron- a subatomic particle, symbol n or n0, with no net electric
charge and a mass slightly larger than that of a proto
Electron- a subatomic particle, symbol e or , with a negative
elementary electric charge
Proton- a subatomic particle, symbol p or p+, with a positive electric
charge of +1e elementary charge and mass slightly less than that of a
neutron
Nucleus- he small, dense region consisting of protons and neutrons at
the center of an atom.
Atom- the smallest component of an element having the chemical
properties of the element, consisting of a nucleus containing
combinations of neutrons and protons and one or more electrons
bound to the nucleus by electrical attraction; the number of protons
determines the identity of the element.
Direct Instruction- this strategy will be used when giving basic facts and
information. After the students have completed the activity, I will give
them the historical context for Rutherfords Gold Foil Experiment. They
will take self-directed notes during this portion of the lesson.
Small Group Instruction- As the students are conducting their
experiments, I will walk from group to group and ask them probing
questions to understand the thought process that is going on to answer the
big question. Example Questions are:
o What is happening to your marble as you flick it under the
board?
o Why is the marble bouncing back toward you in a different
direction?
o Why is the marble traveling straight under the board?
o Are these pathways telling you anything about the shape under
the board?
Cooperative learning- the students will use this strategy while they are
conducting their experiment. They will also work as a group to deduce
what shape they believe is under their board.

Materials
Needed

Safety Needs
and Instruction

Atoms: The Building Blocks of Matter Unit

The Rutherford Gold Foil Experiment
Stephanie Dickerson
Individual Work- the bellwork will be completed individually as the
students write down a procedure that they develop to try and determine
the shape. The exit ticket will also be completed as individual work.
1. Wrap Up Presentation on Gold Foil Experiments
2. 25 Rutherford Gold Foil Experiment Worksheet per class
3. 5 Marbles per group
4. 8 Boards with different shaped blocks glued to the bottom
5. 4 pegs per board
There are no safety concerns for this lesson
Engagement/Introduction/Hook (5 minutes): Have the students read the
introduction to the activity and individually design a procedure to aid them in
figuring out what the shape under the board is. They will then consult with
their group members and compare procedures. As a group they will write a
procedure in sequential order that they feel will best solve the problem.
Transition 1 (5 minutes): Have each group go to a separate side of the room
where they have plenty of space to conduct their experiments on the floor.
Carefully place one board for each group so that the students do not see what
is under the board.
Segment 1 (15 minutes): Instruct students to begin their experiment and to
record their data on the sheet that has been provided to them. Instruct them to
complete the first two questions under the activity section of their handout.

Instructional
Outline

Transition 2 (3 minutes): Have students return to their tables leaving their

boards on the ground.
Segment 2 (15 minutes): Go to each group and ask what shape they think is
under their board and have them explain their rationale to the class in
whatever way they see fit. (Standing and displaying their drawing, explaining
verbally) Flip over each groups board after they have answered the questions
to reveal their shape. Have the students complete the last two questions.
Transition 3 (2 minutes): Give an introduction into the significance of why
we conducted this investigation and explain that a similar experiment actually
led to new knowledge for the model of the atom
Segment 3 (7 minutes): Explain Rutherfords experiments and the results
that he received from the experiment.
Closure (5 minutes): Have students complete the two questions on their exit
tickets and turn them in as they leave.
1. How did Rutherfords experiment change the model of the atom that
was accepted at the time?
2. What did you learn about how advancements are made in the field of
science?

Modifications

For my students that have cognitive development issues, I have accompanied

a topic that has many abstract concepts with a concrete, hands on activity to

Assessments of
Learning

Atoms: The Building Blocks of Matter Unit

The Rutherford Gold Foil Experiment
Stephanie Dickerson
solidify what occurred during a key experiment that aided in the development
of the atom. I also have several students that have processing disorders of
written text. For these students, I have accompanied the written text with
visual aids as well as auditory guidance through the main concepts.
Formative assessments: There are several formative assessments given
throughout the lesson. They are:
Small Group Assessments- the students will be asked questions
during the activity so I can assess their thought process while they
are working. I will also use these questions to determine if the
students are drawing logical conclusions.
Exit Ticket- students will answer two questions on an answer ticket
that they will turn in as they leave. I will use these to assess if the
students reached two of the objectives stated above.
Summative assessments: The main form of summative assessment that is
used during this lesson will be when they students turn in their completed
activity. The main component to be evaluated will be questions 2 and 4.

Atoms: The Building Blocks of Matter Unit

The Rutherford Gold Foil Experiment
Stephanie Dickerson

The Rutherford Gold Foil Experiment

Introduction: For the assignment today, you will be given a board that has an unknown shape
glued to the underside of the board. Your goal is to figure out what shape is glued to the bottom of
the board.
Bellwork: Individually design an experiment to determine what shape is hidden under the board.
For materials, you will have a board that has a shape attached, 4 pegs, and 5 marbles. Write your
experiment in several steps.

Group Procedure:

Activity: Conduct your experiment as a group and record your data below. There must be at least
5 pathways drawn.

Board

Atoms: The Building Blocks of Matter Unit

The Rutherford Gold Foil Experiment
Stephanie Dickerson
What shape do you think is under your board? ______________________________
Why do you think it is this shape? Cite specific evidence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Was your prediction correct? _______ What is the shape under the board? __________________
What could you do to improve your experiment to receive more accurate results?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Rutherford Gold Foil Experiment Notes