AcknowledgementMatter and Energy are QuantizedPhotonsApplicationConclusionReferencesTeaching Students about Models of the Atom using Computer Simulations and Animated WebsitesTeaching Students About Models of the Atom using ComputerSimulations and Animated WebsitesKatherine Walker, Dept. of Physics, SUNY-Buffalo State College, 1300 Elmwood Ave, Buffalo, NY 14222 < [email protected]>AcknowledgementThis manuscript was prepared in fulfillment of requirements for PHY690: Masters Projectat SUNY – Buffalo State College under the guidance of Professor Dan MacIsaac and Dr.David Abbott.Abstract: This paper focuses on the conceptualization of the Bohr Model of the atom using PhET.colorado.edu\, and the website of St. Mary’s school in Manhasset, NY; www.stmary.ws/highschool/physics/ while simultaneously fulfilling the New York State Regents requirements. Typical struggles of high school students will be identified and addressed by emphasizing qualitative conceptualization prior to quantitative practice. The foundation of these applications have been extracted from Arnold B. Arons’ Teaching Introductory Physics, The PhET: Design Process; Look and Feel, and New YorkState Standard 4, Key Idea 5 and Performance Indicators 5.3a; 5.3c and Process Skills 5.3i and 5.3ii.Introduction:In accordance with the New York State Board of Regents, students are required to understand that states of matter and energy are quantized1 and that energy is emitted or absorbed in discrete packets called photons2. 1 Standard 4 Performance Indicator 5.3a2 Standard 4 Performance Indicator 5.3c3 The St. Mary’s Physics website offers comprehensive and interactive notes and simulations that can be used by teachers for in class discussion, then referenced by students outside of class. There are a variety of instructional approaches for each topic; while fulfilling all New York State Regents requirements.1Teaching Students about Models of the Atom using Computer Simulations and Animated WebsitesBoth of these significant concepts are typically taught at the end of the school yearand are presented in a seemingly disconnected and arbitrary manner. Students view the concept of quantization as an abstract theory. The evolution from classical physics to the modern theory is not emphasized and students’ prior knowledge is not utilized to bridge the gap between classical and modern thinking. This results from strictly quantitative analysis rather than qualitative introduction followed by quantitative practice. In order to fulfill the New York State Regents requirements and accentuate the “interconnectedness” between classical and modern physics, the St.Mary’s High School website will be used as whole group- in class reference notes, while the PhET website will be used primarily as independent class-work and homework.Matter and Energy are QuantizedWhen introducing students to the idea of quantized energy levels, it is important to stress the qualitative nature of the atom and its descent prior to any quantitative work. “There is great pedagogical value in treating the hydrogen atom at the level at which this is done in Bohr’s very first paper in 1913. ” (Arons, 1997) Direct exposure and analysis of Bohr’s script allows students to connect previously studied fundamental classical physics concepts such as: Circular motion, centripetal force, Coulomb’s law, kinetic and potential energies and conservation of energy into one large volume. After synthesis, students are able to reach their own conclusions that parallel the concepts of discrete energy levels, ground states and excited states. This also reinforces comprehension of thebasic concepts. (Arons, 1997)2Teaching Students about Models of the Atom using Computer Simulations and Animated WebsitesAfter students experience the compilation of the quantization rule a useful source for introductory notes is the Bohr Model animation on www.stmary.ws/highschool/physics/home/notes/modPhysics. Students are able to view labeled packets of energy interacting with electrons occupying discrete energy levels. This animation introduces the notion that electrons occupying energy levels require a precise amount of energy to jump to the next level by allowing students to view the electrons.3 Once that idea is understood, it is important to begin to develop the idea that all elements have unique energy levels that require unique energies in order to allow electrons to jump to outer energy levels. Then the connection between movement of electrons and the emission/absorption spectrum can be more seamlessly made. PhotonsThe photoelectric effect is not required of the New York State Board of Regents; however, investigation into Einstein’s Nobel prize winning idea provides a strong foundational understanding of not only spectral lines associated with the Bohr Model, butalso farther insights supporting ideas in modern physics that students will encounter in higher level courses. “ Its intelligibility to students provides a rational step to modern insights. “ (Arons, 1997)33Teaching Students about Models of the Atom using Computer Simulations and Animated WebsitesWhen discussing the absorption and emission spectrum of common elements, the St. Mary’s physics website is a useful visual tool for students. The Black Box and AtomicSpectra simulations not only provide a visual example of emission and absorption spectrum for all elements, but simultaneously stress that each energy level transition that produces a single spectral line. In addition, it is emphasized that in absorption, electrons are elevated from ground state to higher states and those transitions produce spectral lines, while the emission spectrum results from electrons cascading down through intermediate states and also directly to the ground state. The students can directly view the results of the simulation, additional lines from emission.To further ensure the connection between exclusive energy levels and spectral line production students should draw energy level diagrams similar to the Hydrogen energy level diagram in the New York State Regents Physics Reference Table for various differentelements. “..need to expose students to such qualitative questions from the earliest encounter. “ (Arons, 1997) When the Bohr Model of the atom is introduced qualitatively, quantitative relationships become more apparent to the students. The equation E = hc/ is more meaningful; students
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