Development of atomic models

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The assure model helps instructors to design the lecture and enrich it using different kinds of media. . It allows for the possibility of incorporating out-of-class resources and technology into the course materials. The steps of assure model are:

§ Analyze Learners

§ State Objectives

§ Select Methods, media and materials

§ Utilize Media and Materials

§ Require Learner Participation

§ Evaluate and Revise


a. General Characteristics

I do my practice teaching in Hacı Ömer Tarman Anadolu Lisesi. In the lecture I will instruct the development of atomic models. The topic is for 10th grade students. The class I will instruct is 10FC. 36 students are present in class. 24 of them are male and 12 of them are female. Age of the students are 17. Since all students came to the school with an entrance exam, most of the students have same level. They are intelligent and hard-working however most of them have motivation problem. There is not so much difference in their socioeconomic conditions at all. Almost all of them go to “dersane” for university entrance exam. The students are not so interested with social activities at all.

b. Entry Competences

Before the lecture, students should know:

§ What is atom

§ What is electron

§ What is element

§ Conservation of mass

§ Nature of chemical reactions

c. Learning Styles

The majority of students gets bored and can not be focused easily when teachers using the lecturing style. it can easily be seen that every student can have a different ability, perception and attitude that leads teacher improve new techniques to get every students' attention with different intelligences. Therefore, trying new things is needed in order to make students interest about chemistry and make them learn effectively by improving their critical thinking ability. We can talk about real-life applications of chemistry to improve their linguistic intelligence and we can show these applications by experiments since their bodily-kinesthetic intelligence is very good. Also these experiments may be made as a group activity because they like to behave as a group.


General Objectives

At the end of the lecture students will

§ Know the nature of science

§ Understand how atomic theories developed

Specific Objectives

At the end of the lecture students will

§ Write down the dalton atomic model and its unaccepted proposals

§ Construct the timeline for development of atomic theories

§ Explain how electron found

§ Design the experiment apparatus for the given procedure


In the development of atomic models, students generally do not understand the development. Because the proton, neutron, and electron are mentioned in introductory chemistry, some people do not realize that many other subatomic particles have been suggested and supported with evidence so in order to emphasize this, I will use videos explaining how electrons, neutrons and protons are discovered.

I will also use power point slides and small devices in order to make students have a discussion about how they work and tell the similarities and differences of these discussions and what scientists do. This analogy will make students understand how creativity and imagination is used in science and discoveries.

At the end of the lecture I will do a small experiment as it was done to discover electrons and make students discuss about it.


a. Preview the Material

Before the lesson, I will check the computer, overhead projector and my PowerPoint slides to solve the probable problems before starting my lecture. In addition, I will check the chemicals and equipments required for the demonstration. If there is any absent I can solve this problem before the lesson.

b. Prepare the Material

I will prepare the presentation and questions required for the discussion environment. Besides I will prepare the chemicals and the equipments for the demonstrations. In addition, I will get the papers ready required for small quiz.

c. Prepare the Environment

I will organize the students' desks in U-shape to provide better sights for each student. Since I will use PowerPoint and demonstration, the position of each student must be suitable to see easily. I will prepare the teacher's table for demonstration. I will pull it at the center of the U-shape. By this way each student can see and hear easily.

d. Provide the Learning Experience

At the beginning of the class, I greeted class and I made a review of previous lesson. This indication helps students remember some previous knowledge. Also at the beginning of the lecture, making small discussion about a device for the analogy I explained above will be helpful to motivate students.


The learner participation is required for every side of this lesson plan. Firstly, PowerPoint slides will be used for making students think about real objects, real life and their relations with chemistry concepts. After slides, demonstrations with experiments include students' participation.


a. Evaluate Students' Performance

During the discussions, I will evaluate the students. In addition, I will give a small quiz at the end of the lesson which will help me to evaluate students' performance easily. Also a concept map could be useful for having an idea of their gained knowledge.

b. Evaluate Media Components

For evaluaion of media I can ask students whether they remember what I have showed and if they like them. I will also evaluate the media as it has worked in a way that I wanted the students were enthusiastic or bored when watcing the videos and short document. This will make be to decide whether using this materials again or trying to find or make different ones.

c. Evaluate Instructor's Performance

For this purpose, an assistant from the department and the cooperative teacher will watch the lecture. Also students can evaluate me using small handouts having questions about my style.


§ Analyzing students make teacher state meaningful objectives.

§ Stating objectives make teacher comfortable during lecture.

§ It requires previewing the material so surprises do not occur.

§ Different kinds of material support different intelligences.

§ It develops teachers with students as they use new technologies and materials

§ It gives a chance to students to evaluate instruction, materials and teacher


§ Might be time consuming.

§ Might be high costing.


§ Heinich, R (1996). Instructional Media and Technologies for Learning. 5th ed. Englewood Cliffs: Prentice-Hall, Inc. pp. 31-55.