Extend the basic particle model to include elements that are made up of individual atoms and those that are made up of separate molecules
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A ramped worksheet to help learners develop their mental models of atoms, molecules and elements. With icons to indicate the conceptual level/s of each question.
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Learning objectives
- Recognise that the arrangements of atoms that make up an element that is in the solid state at room temperature can be shown in a diagram similar to the particle model.
- Recognise that a diagram of atoms represents the element and not the shape of an object made of that element.
- Give an advantage of a 3D version of the particle model.
- Draw labelled diagrams of elements that are in the gas or liquid state at room temperature and made up of separate atoms or, for the gas state (only), made up of separate molecules.
How to use this resource
This resource aims to develop learners’ understanding of the basic particle model by extending it to represent elements that are made up of individual atoms and those that are made up of separate molecules. As a result, learners should develop more secure mental models to support their thinking about this topic.
- When to use? Use after initial teaching or discussion of this topic to develop ideas further. You can also use as a revision activity.
- Group size? Suitable for independent work either in class or at home. Or use the questions for group or class discussions.
- How long? 15–30 mins
Johnstone’s triangle
Johnstone’s triangle is a model of the three different conceptual levels in chemistry: macroscopic, sub-microscopic and symbolic. You can use Johnstone’s triangle to build a secure understanding of chemical ideas for your learners.
Introduce learners to Johnstone’s triangle with our Hydrogen, helium and lithium Johnstone’s triangle worksheet which guides learners to compare the arrangement of atoms in different elements and in different states of matter.
Further reading
Read more about how to use Johnstone’s triangle in your teaching with these articles:
- Develop deeper understanding with models
- Improve students’ understanding with Johnstone’s triangle
- Practical ideas for using Johnstone’s triangle
Norman Reid’s book The Johnstone triangle: the key to understanding chemistr y provides a more in-depth overview, the first chapter is available to read online.
The icons in the margin indicate which level of understanding each question is developing to help prompt learners in their thinking.
- Macroscopic: what we can see. Think about the properties that we can observe, measure and record.
- Sub-microscopic: smaller than we can see. Think about the particle or atomic level.
- Symbolic: representations. Think about how we represent chemical ideas including symbols and diagrams.
The levels are interrelated. For example, learners need visual representation of the sub-microscopic in order to develop mental models of the particle or atomic level. Our approach has been to apply icons to questions based on what the learners should be thinking about.
Questions may be marked with two or all three icons, indicating that learners will be thinking at more than one level. However, individual parts of the question may require learners to think about only one or two specific levels at a time.
Support
This worksheet is ramped so that the earlier questions are more accessible. The activity becomes more challenging in the later questions. You can give extra explanations for the more challenging questions. If completing this worksheet as an in-class activity, it is best to pause and check understanding at intervals, as often one question builds on the previous one.
Answers and guidance
There are three multi-part questions in the student worksheet. The answers can be found in the teacher notes.
The first question develops learners’ understanding of the basic particle model to include the concept of the ‘particles’ in different substances being different types of atom (sub-microscopic understanding).
In the second question learners develop understanding of a typical 2D diagram and how it represents the 3D arrangement of atoms (symbolic understanding) forming any shaped sample of the bulk material (macroscopic understanding).
The third and final question supports learners to develop their understanding to include the idea that some substances are made up of separate molecules (sub-microscopic understanding). This question also requires learners to connect the symbol or formula of a gaseous element to whether it is made up of separate atoms or molecules (symbolic understanding).
Downloads
Atoms, molecules and elements developing understanding student sheet
Handout | PDF, Size 0.47 mbAtoms molecules and elements developing understanding teacher notes and answers
Handout | PDF, Size 0.33 mbAtoms, molecules and elements developing understanding student sheet
Editable handout | Word, Size 0.95 mbAtoms molecules and elements developing understanding teacher notes and answers
Editable handout | Word, Size 0.62 mb
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