Chapter 3 Atomic Structure

Lesson 3.1 (2 periods)

3.1 What Is An Atom Made Up Of?

Learning Outcomes
· Name the three main sub-atomic particles and show where they are in the structure of an atom.
· Describe sub-atomic particles in terms of their relative masses and charges.

Students’ Prior Knowledge

· Students have learnt that an atom is the simplest unit of an element in Secondary 1.
· Students have learnt about the various sub-atomic particles and their charges.

Potential Learning Difficulties

· Students have to learn about sub-atomic particles, something that is too minute to visually detect it.
· There may be confusion between the relative mass and charges of the sub-atomic particles.

Common Misconception

No. Misconception Correct Explanation

1 An atom is the smallest particle that exists. An atom is the smallest particle that has the
chemical characteristics of an element.
However, an atom can have protons, neutrons
and electrons. An electron is the smallest of
the sub-atomic particles.

Lesson 3.1 (double period)

Activate Prior Knowledge (15 minutes) Resources

· Encourage students to share what comes to mind when they Digital Resource(s)
hear the word “atom” using an online discussion board such as · Chapter 3 Lesson 3.1
Padlet. PPT slides 1–5
· Possible responses: Smallest particle, simplest unit of an · Online discussion board such
element, made up of protons, neutrons and electrons as Padlet
· Recap with students about the kinetic particle theory learnt in
Chapter 2 and explain that sometimes, these particles are atoms.
The particles may also be molecules or ions.

Capture Interest (15 minutes) Resources

· Refer students to PPT slide 7 or Textbook p. 45. Core Material(s)

· Invite volunteers to share about the different types of face masks · Textbook p. 45
they have worn, and what material the masks are made of.
· Launch the article in Chemistry Connect on Textbook p. 45. Digital Resource(s)
· Allow students to form their own ideas about the charged · Chapter 3 Lesson 3.1
particles in the face masks. PPT slides 6–8
· Ask: How does the face mask attract the organisms? Why can · Chemistry Connect TB eBook
we not use the same face mask for a long period of time? p. 45: Article on face masks
· Answers: The face masks are loaded with positively charged
particles, which attracts the negatively charged electrons in the
organisms. The positively charged particles may become
“neutralised” or be washed away after each use, so the face
mask will eventually become neutral.

3.1
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Construct Understanding (20 minutes) Resources

3.1 What Is An Atom Made Up Of? Core Material(s)

· Textbook pp. 46–47
· Refer students to the concept cartoon on PPT slides 10–11 or
Textbook p. 46. Digital Resource(s)
· Go through with students the definition of an atom. · Chapter 3 Lesson 3.1
· Recap with students that within an atom lies sub-atomic particles, PPT slides 9–14
and the number of these sub-atomic particles in the atom will
determine the properties of the atom.

· Refer students to PPT slides 12–14 or Textbook pp. 46–47.

· Lead students to locate the protons, neutrons and electrons in an
atom.
· Highlight that the number of protons in an atom is always equal
to the number of electrons, since an atom is electrically neutral.
· Compare the relative masses and charges of the sub-atomic
particles.
· Use Figure 3.4 to help students remember the information better.

Consolidate Learning (15 minutes) Resources

· Have students attempt the following: Core Material(s)

- Let’s Practise 3.1 on Textbook p. 47 · Textbook p. 47
- Worksheet 3A on Theory Workbook p. 15 · Theory Workbook
· Go through the answers with the class. Worksheet 3A p. 15
· Address any misconceptions or queries raised by the students.
Digital Resource(s)
· Chapter 3 Lesson 3.1
PPT slides 15–17

Enrichment (15 minutes) Resources

· Show students the video on PPT slide 19. Digital Resource(s)

· Allow students to form their own ideas about the size of an atom · Chapter 3 Lesson 3.1
and sub-atomic particles. PPT slides 18–20
· Challenge students to find out how scientists could detect the · Video on the size of an atom:
existence of these sub-atomic particles even though they are too (https://www.youtube.com/wat
small to be visible. ch?v=yQP4UJhNn0I)

3.2
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
Lesson 3.2 (2 periods)
3.2 How Many Sub-atomic Particles Does An Atom Have?
Learning Outcomes
· Define proton (atomic) number and nucleon (mass) number.
· Deduce the numbers of protons, neutrons, and electrons in atoms and ions, given proton and nucleon
numbers.
12
· Interpret and use nuclide notation such as 6C.
· Define isotopes.

Students’ Prior Knowledge

· Students have learnt that the number of sub-atomic particles in an atom determines the properties of
the atom.

Potential Learning Difficulties

· Students have to learn to find the number of sub-atomic particles in an atom or ion, using either the
nuclide notation, or by studying the periodic table.
· There may be confusion between the proton (atomic) number and the nucleon (mass) number.

Common Misconception

No. Misconception Correct Explanation

1 The terms “neutron” and “nucleon” refer to the A neutron refers to the electronically neutral
same electronically neutral sub-atomic sub-atomic particle that exists in the nucleus.
particle. A nucleon can refer to either a proton or
neutron, which are found in the nucleus.

Lesson 3.2A (single period)

Activate Prior Knowledge (10 minutes) Resources

· Refer students to PPT slide 22, Kahoot! Quiz. Digital Resource(s)

· Conduct the Kahoot! Quiz to recap about atoms and the · Chapter 3 Lesson 3.2
sub-atomic particles learnt in the previous lesson. PPT slides 21–24
· Address any misconception observed.
· For Question 1, recap the definition of an atom as the smallest
particle that can still have the chemical characteristics of an
element. Highlight that there are smaller sub-atomic particles that
exist within the atom.
· For Question 2, recap the relative charges of the sub-atomic
particles, and that an atom is always electrically neutral.
· For Question 3, recap the location of the sub-atomic particles in
the atom.

Capture Interest (5 minutes) Resources

· Refer students to PPT slide 26. Digital Resource(s)

· Explain that coal is commonly used as fuel, and it comprises · Chapter 3 Lesson 3.2
mainly of carbon atoms. PPT slides 25–26
· Ask: What makes atoms of carbon the way they look? How can
you tell what element an atom comes from?
· Answer: Carbon atoms can be identified by having 6 protons,
6 neutrons and 6 electrons. The number of protons determine
what element the atom comes from.
· Highlight that by finding the number of sub-atomic particles in an
atom, we can determine how the atom behaves.

3.3
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 Construct Understanding — Part 1 (25 minutes) Resources

3.2 How Many Sub-atomic Particles Does An Atom Have? Core Material(s)
· Textbook pp. 48–50
· Refer students to PPT slide 28 or Textbook p. 48.
· Explain that the proton (atomic) number (Z) determines the Digital Resource(s)
element an atom belongs to. The nucleon (mass) number (A) · Chapter 3 Lesson 3.2
represents the total number of nucleons, or the protons and PPT slides 27–33
neutrons that are found in the nucleus.
· Highlight that the nucleon number is also called the mass number
because only protons and neutrons contribute to the mass of the
atom. The relative mass of electrons is too insignificant to be
accounted for.
· Lead students to deduce that the difference between the nucleon
(mass) number and the proton (atomic) number gives the number
of neutrons in the atom.
· Remind students of the difference between the terms “neutron”
and “nucleon”.

· Refer students to PPT slides 29–31 or Textbook p. 49.

· Introduce students to the nuclide notation.
· Explain how the number of each type of sub-atomic particle can
be determined from the nuclide notation, using carbon as an
example.
· Invite volunteers to write the nuclide notation for different
elements in the periodic table.
· Go through the problem in Worked Example 3A with the class.
· Invite volunteers to share their methods before showing them the
thought process and answer.

· Refer students to PPT slides 32–33 or Textbook p. 50.

· Explain that some atoms can gain or lose electron(s) to form
ions.
· Lead students to deduce the number of protons, neutrons and
electrons in a calcium ion and an oxide ion.
· Support students by using other examples of ions and have
students deduce the number of electron(s) the atom has gained
or lost, and whether the ion is positive or negative.

Lesson 3.2B (single period)

Construct Understanding — Part 2 (15 minutes) Resources

· Refer students to PPT slides 36–37 or Textbook pp. 50–51. Core Material(s)
· Introduce students to isotopes as atoms of the same element · Textbook pp. 50–51
with the same proton (atomic) number but different nucleon
(mass) numbers. Point out that this means they have different Digital Resource(s)
numbers of neutrons. · Chapter 3 Lesson 3.2
· Reiterate that the number of protons is unique to the element, PPT slides 34–37
and it determines the identity of the atom.
· Use the example of the three isotopes of hydrogen to illustrate
the concept of isotopes. Guide students to deduce the number of
each type of sub-atomic particle in the isotopes and how they can
be represented using the nuclide notation.
· Invite volunteers to write the nuclide notation of some isotopes,
given the number of sub-atomic particles.
· Highlight that isotopes have similar chemical properties but may
have different physical properties.

3.4
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Consolidate Learning (15 minutes) Resources

· Have students attempt the following: Core Material(s)

- Let’s Practise 3.2 on Textbook p. 51 · Textbook p. 51
· Go through the answers with the class.
· Address any misconceptions or queries raised by the students. Digital Resource(s)
· Chapter 3 Lesson 3.2
· Encourage students to share two learning points from the lesson PPT slides 38–39
using an online discussion board such as Padlet. Have students · Online discussion board such
comment or elaborate on their classmates’ entries. as Padlet
· Support students by checking in on those who posted errors or
misconceptions.

Enrichment (10 minutes) Resources

· Introduce students to radioactive isotopes as an unstable form of Digital Resource(s)

an element that releases radiation as it breaks down to become · Chapter 3 Lesson 3.2
more stable. PPT slides 40–42
· Show students the video on PPT slide 41. · Video on radioactive isotopes:
· Allow students to form their own ideas about the uses of (https://www.youtube.com/wat
radioactive isotopes. ch?v=E4B94zCY4ok)
· Challenge students to think about how the properties of the atom
change when it becomes an isotope of itself.

3.5
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
Lesson 3.3 (4 periods)
3.3 How Are Sub-atomic Particles Distributed in An Atom?
Learning Outcome
· Assign electrons to different electron shells or energy levels.

Students’ Prior Knowledge

· Students have learnt how to determine the number of sub-atomic particles in an atom or ion, given
proton and nucleon numbers.

Potential Learning Difficulties

· Students have to learn about the electronic configuration of elements without knowing how the electrons
are distributed in transition elements.
· There may be confusion between the maximum number of electrons each electron shell can hold.

Common Misconception

No. Misconception Correct Explanation

1 The group number of an element tells the Group 1 and Group 2 elements have the same
number of valence electron(s) the atom has. number of valence electrons as the group
number. The number of valence electrons in
elements from Groups 13 to 18 will have
10 less electrons than their group numbers,
except helium.

Lesson 3.3A (double period)

Capture Interest (10 minutes) Resources

· Show students the video on PPT slide 47. Digital Resource(s)

· Allow students to form their own ideas about the location of · Chapter 3 Lesson 3.3
electrons in an atom. PPT slides 43–47
· Video on the location of
electrons:
(https://www.youtube.com/wat
ch?v=8ROHpZ0A70I)

Construct Understanding (20 minutes) Resources

3.3 How Are Sub-atomic Particles Distributed in An Atom? Core Material(s)

· Textbook pp. 52–54
· Refer students to PPT slides 49–51 or Textbook p. 52.
· Explain that electrons are constantly moving around the nucleus Digital Resource(s)
in zones called electron shells. The electrons in the outermost · Chapter 3 Lesson 3.3
shell, found farthest away from the nucleus possess the greatest PPT slides 48–55
energy.
· Emphasise that a maximum of 2 electrons can fit in the innermost
electron shell. Up to 8 electrons can usually fit in each of the
second and third shells.
· Illustrate the concept of full valence shells of electrons using
helium and argon. Point out that they belong to a group called the
noble gases that are stable and inert.

· Refer students to PPT slides 52–55 or Textbook pp. 53–54.

· Go through the change in electronic configurations from helium to
lithium and beryllium, then from neon to sodium.
· Walk through with students how to write the electronic
configuration of an atom or ion.

· Go through the problem in Worked Example 3B with the class.

3.6
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 · Invite volunteers to share their methods before showing them the
thought process and answer.

Consolidate Learning — Part 1 (30 minutes) Resources

· Launch the digital resource in Chemistry Connect on Core Material(s)

Textbook p. 54. · Textbook pp. 54–55
· Allow students time to go through the simulation to review · Theory Workbook
atomic structure. Worksheet 3B pp. 16–17

· Have students attempt the following: Digital Resource(s)

- Let’s Practise 3.3 on Textbook p. 55 · Chapter 3 Lesson 3.3
- Worksheet 3B on Theory Workbook pp. 16–17 PPT slides 56–59
· Go through the answers with the class. · Chemistry Connect TB eBook
· Address any misconceptions or queries raised by the students. p. 54: Simulation on atomic
structure

Lesson 3.3B (double period)

Consolidate Learning — Part 2 (60 minutes) Resources

· As a summary, walk students through Let’s Map It on PPT slide Core Material(s)
62 or Textbook p. 56. Encourage students to create their own · Textbook pp. 56–58
flowcharts at home, as revision. · Theory Workbook
· Have students attempt the following: Let’s Assess and Let’s Reflect
- Let’s Review on Textbook pp. 43–44 p. 18
- Let’s Assess and Let’s Reflect on Theory Workbook p. 18
· Go through the answers with the class. Digital Resource(s)
· Address any misconceptions or queries raised by the students. · Chapter 3 Lesson 3.3
PPT slides 60–64
Note:
Additional questions can be found in the Online Question Bank. Supporting Materials
Chemistry Matters ‘O’ Level:
Additional Revision and Practice · Revision Guide, Chapter 3
· Have students do further revision and practice using the · Structured and Free-response
Supporting Materials. Questions, Chapter 3
· MCQs, Chapter 3

Enrichment (10 minutes) Resources

· Focus students’ attention on Tech Connect on PPT slide 66 or Core Material(s)

Textbook p. 55. · Textbook p. 55
· Highlight that strain engineering is a technique used to create
space between atoms for electrons to pass, and hence to allow Digital Resource(s)
non-metals to conduct electricity. · Chapter 3 Lesson 3.3
· Challenge students to search the Internet for other examples of PPT slides 65–68
strain-engineered silicon and carbon.
· Encourage students to discuss the potentials of this technology
and how it helps to reduce energy wastage.

3.7
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan