What Kind of Attraction Pulls Electrons Close to the Atomic Nucleus

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Lesson 4.i

Protons, Neutrons, and Electrons

Fundamental Concepts

• Atoms are fabricated of extremely tiny particles called protons, neutrons, and electrons.
• Protons and neutrons are in the center of the atom, making up the nucleus.
• Electrons surroundings the nucleus.
• Protons have a positive accuse.
• Electrons have a negative charge.
• The charge on the proton and electron are exactly the same size but opposite.
• Neutrons accept no accuse.
• Since opposite charges concenter, protons and electrons attract each other.

Summary

Students will put a static charge on a strip of plastic by pulling information technology between their fingers. They will run across that the plastic is attracted to their fingers. Students will be introduced to the idea that rubbing the strip with their fingers caused electrons to move from their pare to the plastic giving the plastic a negative charge and their skin a positive charge. Through these activities, students volition be introduced to some of the characteristics of electrons, protons, and neutrons, which make up atoms.

Objective

Students will be able to explain, in terms of electrons and protons, why a charged object is attracted or repelled by another charged object. They will besides be able to explain why a charged object tin can even be attracted to an uncharged object. Students will too be able to explain that the attraction between positive protons and negative electrons holds an atom together.

Evaluation

Download the student activity sheet, and distribute one per student when specified in the activity. The action sail will serve as the "Evaluate" component of each v-E lesson program.

Safety

Be sure yous and the students clothing properly plumbing fixtures goggles.

Materials for Each Group

• Plastic grocery pocketbook
• Scissors
• Inflated balloon
• Pocket-size pieces of paper, confetti-size

Materials for Demonstration

• Sink
• Balloon

1. Show a moving-picture show of a pencil point and how the carbon atoms await at the molecular level.

   Projection the image Pencil Zoom.

   Students should exist familiar with the parts of the atom from Chapter 3 but reviewing the master points is probably a practiced idea.

   Ask students questions such every bit the following:

   What are the 3 different tiny particles that brand upward an atom?

   Protons, neutrons, and electrons.

   Which of these is in the center of the atom?

   Protons and neutrons are in the center (nucleus) of the atom. You may want to mention that hydrogen is the just atom that unremarkably has no neutrons. The nucleus of most hydrogen atoms is composed of just 1 proton. A pocket-size percentage of hydrogen atoms have 1 or fifty-fifty ii neutrons. Atoms of the aforementioned chemical element with dissimilar numbers of neutrons are called isotopes. These will be discussed in Lesson 2.

   What zooms effectually the nucleus of an atom?

   Electrons

   Which ane has a positive charge, a negative charge, and no charge?

   Proton—positive; electron—negative; neutron—no charge. The accuse on the proton and electron are exactly the same size but opposite. The same number of protons and electrons exactly cancel i another in a neutral cantlet.

   Notation: The picture shows a simple model of the carbon atom. It illustrates some basic information like the number of protons and neutrons in the nucleus. It as well shows that the number of electrons is the same as the number of protons. This model also shows that some electrons tin can be close to the nucleus and others are further away. One problem with this model is that information technology suggests that electrons orbit around the nucleus in perfect circles on the same airplane, only this is not true. The more widely accepted model shows the electrons as a more 3-dimensional "electron deject" surrounding the nucleus. Students volition be introduced to these ideas in a bit more detail in Lesson 3. But for most of our written report of chemistry at the middle schoolhouse level, the model shown in the analogy volition be very useful. As well, for most of our uses of this atom model, the nucleus will be shown as a dot in the center of the atom.

2. Evidence animations and explain that protons and electrons have opposite charges and attract each other.

   Projection the animation Protons and Electrons.

   Explain to students that two protons repel each other and that two electrons repel each other. But a proton and an electron attract each other. Another manner of saying this is that the same or "like" charges repel i another and opposite charges attract one another.

   Since opposite charges attract each other, the negatively charged electrons are attracted to the positively charged protons. Tell students that this attraction is what holds the atom together.

   Project the animation Hydrogen Atom.

   Explain to students that in a hydrogen atom, the negatively charged electron is attracted to the positively charged proton. This attraction is what holds the cantlet together.

   Tell students that hydrogen is the simplest atom. It has only 1 proton, i electron, and 0 neutrons. It is the merely atom that does not have any neutrons. Explain that this is a elementary model that shows an electron going around the nucleus.

   Click on the button "Bear witness deject" and explicate to students that this is a unlike model. It shows the electron in the space surrounding the nucleus that is called an electron cloud or energy level. Information technology is non possible to know the location of an electron but simply the region where it is well-nigh likely to be. The electron cloud or free energy level shows the region surrounding the nucleus where the electron is nearly likely to be.

   Annotation: Inquisitive students might enquire how the positively charged protons are able to stay then shut together in the nucleus: Why don't they repel each other? This is a corking question. The answer is well beyond an introduction to chemistry for middle school, but one matter you can say is that there is a forcefulness chosen the "Stiff Forcefulness," which holds protons and neutrons together in the nucleus of the atom. This force is much stronger than the force of repulsion of one proton from some other.

   Some other good question: Why doesn't the electron blast into the proton? If they are attracted to each other, why don't they just collide? Over again, a detailed answer to this question is beyond the telescopic of heart school chemistry. But a simplified reply has to practice with the energy or speed of the electron. As the electron gets closer to the nucleus, its energy and speed increases. It ends up moving in a region surrounding the nucleus at a speed that is great enough to residuum the attraction that is pulling information technology in, so the electron does not crash into the nucleus.

   Give each student an activity sheet.

   Have students answer questions about the illustration on the activity sheet. Students will record their observations and reply questions about the activity on the activity sheet. The Explain It with Atoms & Molecules and Take It Further sections of the activity sheet will either exist completed as a class, in groups, or individually, depending on your instructions.

3. Practice an activity to testify that electrons and protons concenter each other.

   Students tin see prove of the charges of protons and electrons by doing an activity with static electricity.

   Annotation: When two materials are rubbed together in a static electricity action, one material tends to lose electrons while the other cloth tends to gain electron. In this activity, human being skin tends to lose electrons while the plastic handbag, fabricated of polyethylene, tends to proceeds electrons.

   Question to investigate

   What makes objects attract or repel each other?

   Materials for each grouping

   • Plastic grocery bag
   • Scissors

   Procedure, part ane

   1. Charged plastic and charged skin

      1. Cut 2 strips from a plastic grocery pocketbook so that each is nigh 2–4 cm wide and most 20 cm long.

      2. Hold the plastic strip firmly at ane end. Then grasp the plastic strip between the thumb and fingers of your other hand as shown.

         
      3. Rapidly pull your acme paw upwards then that the plastic strip runs through your fingers. Do this three or four times.
      4. Allow the strip to hang downwards. And so bring your other hand near information technology.
      5. Write "concenter" or "repel" in the chart on the action sheet to describe what happened.

   Expected results

   The plastic will be attracted to your hand and movement toward it. Students may notice that the plastic is besides attracted to their arms and sleeves. Permit students know that afterwards in this lesson they will investigate why the plastic strip is too attracted to surfaces that take not been charged (neutral).

   

   Note: If students find that their plastic strip does not move toward their hand, it must not take been charged well enough. Have them try charging their plastic strip by holding it down on their pants or shirt and then quickly pulling it with the other paw. Then they should test to see if the plastic is attracted to their clothes. If not, students should attempt charging the plastic once more.

4. Show students models comparison the number of protons and electrons in the plastic and skin before and after rubbing them together.

   Tell students that the plastic strip and their pare are made of molecules that are made of atoms. Tell students to presume that the plastic and their skin are neutral—that they have the same number of protons as electrons.

   Project the paradigm Charged plastic and hand.

   Point out that before the students pulled the plastic between their fingers, the number of protons and electrons in each is the same. Then, when students pulled the plastic through their fingers, electrons from their pare got onto the plastic. Since the plastic has more electrons than protons, it has a negative charge. Since their fingers gave upward some electrons, their skin now has more protons than electrons then it has a positive charge. The positive skin and the negative plastic attract each other because positive and negative attract.

5. Accept students investigate what happens when a rubbed plastic strip is held near a desk-bound or chair.

   Procedure, part 2

   1. Charged plastic and neutral desk

      1. Charge 1 strip of plastic the same fashion you did previously.

      2. This time, bring the plastic strip toward your desk-bound or chair.

         
      3. Write "concenter" or "repel" in the chart.

   Expected results

   The plastic moves toward the desk-bound.

   Explain to students why the plastic is attracted to the desk. The respond takes a couple of steps, so you can guide students past drawing or projecting a magnified illustration of the plastic and desk.

   After pulling the plastic between their fingers, the plastic gains extra electrons and a negative charge. The desk has the same number of protons every bit electrons and is neutral. When the plastic gets close to the desk, the negatively charged plastic repels electrons on the surface of the desk-bound. This makes the surface of the desk near the plastic slightly positive. The negatively charged plastic is attracted to this positive area, so the plastic moves toward it.

   

6. Take students charge two pieces of plastic and hold them most each other to encounter if electrons repel one other.

   Ask students to brand a prediction:

   • What practice you call back will happen if you lot accuse two strips of plastic and bring them near each other?

   Procedure, part three

   1. 2 pieces of charged plastic

      1. Charge two strips of plastic
      2. Slowly bring the two strips of plastic near each other.
      3. Write "concenter" or "repel" in the chart on the activity sheet.
   

   Expected results

   The strips volition move abroad or repel each other. Since both strips have extra electrons on them, they each accept actress negative charge. Since the same charges repel one some other, the strips move away from each other.

   Ask students:

   What happened when you brought the two pieces of plastic near each other?

   The ends of the strips moved abroad from each other.

   Use what you lot know almost electrons and charges to explain why this happens.

   Each strip has extra electrons so they are both negatively charged. Because like charges repel, the pieces of plastic repelled each other.

7. Take students apply their understanding of protons and electrons to explicate what happens when a charged airship is brought well-nigh pieces of newspaper.

   Materials for each grouping

   • Inflated balloon
   • Small pieces of paper, confetti-size

   Procedure

   • Rub a balloon on your hair or wearing apparel.
   • Bring the airship slowly toward small pieces of newspaper.

   Expected results

   The pieces of newspaper volition jump upwardly and stick on the balloon.

   Ask students:

   What did you observe when the charged airship was held near the pieces of newspaper?

   The paper pieces moved up and stuck on the airship.

   Use what you know about electrons, protons, and charges to explain why this happens.

   When you rub the balloon on your hair or clothes information technology picks up extra electrons, giving the balloon a negative charge. When yous bring the airship near the paper, the electrons from the balloon repel the electrons in the paper. Since more protons are at the surface of the newspaper, it has a positive change. The electrons are still on the paper, just not at the surface, so overall the paper is neutral. Opposites concenter, so the paper moves up toward the balloon.

   

   Show the simulation Balloons and Static Electricity from the University of Colorado at Boulder's Physics Teaching Technology site.

   In the simulation, check the boxes "show all charges" and "Wall". Uncheck everything else.

   In this simulation, y'all can rub the airship a piffling bit on the sweater and see that some of the electrons from the sweater movement onto the airship. This gives the balloon a negative accuse. Since the sweater lost some electrons, information technology has more than protons than electrons, so it has a positive charge. If you movement the balloon toward the sweater, it will be attracted. This is like moving the charged plastic strip toward the material information technology was rubbed on.

   You lot tin can likewise motility the balloon toward the wall. The backlog negative charge on the balloon repels negative accuse on the surface of the wall. This leaves more positive charge on the surface of the wall. The negatively charged balloon is attracted to the positive expanse on the wall. This is similar moving the charged plastic strip toward the finger.

8. Demonstrate how electrons can attract a stream of water.

   Either do the following demonstration or prove the video Balloon and Water.

   Materials for the demonstration

   • Sink
   • Airship

   Procedure

   1. Rub a airship on your shirt or pants to requite information technology a static charge.
   2. Turn on the faucet so that there is a very sparse stream of water.
   3. Slowly bring the charged office of the airship close to the stream of water.

   Expected results

   The stream of water should bend equally it is attracted to the airship.

   Ask students:

   What did you observe when the charged balloon was held near the stream of water?

   The stream of h2o bent toward the balloon.

   Use what yous know near electrons, protons, and charges to explain why this happens.

   When yous rub the balloon on your hair or clothes information technology picks upward extra electrons, giving the balloon a negative charge. When you bring the balloon near the stream of h2o, the electrons from the airship repel the electrons in the water. Since more protons are at the surface of the h2o, it has a positive change. Opposites attract, and then the h2o moves toward the balloon.

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Source: https://www.middleschoolchemistry.com/lessonplans/chapter4/lesson1

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