Worksheet for Analysis and Discussion

Type answers for Part A. Use tablet to fill in the blanks for Part B questions 1-10. Type in
answers for Part B questions 11 13. Use tablet to fill in the blank for the extra credit question.
These directions can be deleted once you have read them.
Sam Cooperman
Whitney Thomas
Experiment 2 Models, Models Everywhere
Date 9/6/2016
A: Understanding Models
1.
Critique the models. What aspects of the models do you think are accurate and what
aspects of the models do you think are not accurate?
The model that explained the progression of the atoms formations, started at station 1. We
found that the Dalton model was the most accurate representation of the current most
modern molecule. The Bohr model can also be helpful to students due to the fact that it shows
students that the electrons move around the protons in neutrons, however electrons do not move
in perfect circles, making it inaccurate. The models at this station were to show the progression
of how different scientific theories were developed over hundreds of years. In the next station,
station two, the ball and stick model show a stagnant model of atoms and their bonds with
electrons. Station 3, the easter egg models, show the orbital cloud of the s, p, d, f values.
This station also shows the electron density. Comparing the third station to the second station,
the representation of the electrons, in the third station, shows the movement vs. in the second
station, where the electrons are just shown as a bond. A good way to compare station two to
station three is by thinking of the way a camera works. Station two is a freeze frame or
snapshot. Station two will show the bonds and the connections to the atoms. Station three
could be represented by a timelapse or a long exposure. The station three shows the movement or
the track that the electron is moving in. In station four, this was a modern concept of
visualizing the atom. By using the computer in 2D and 3D models, you can conceptualize station
two online. Also with station two, you can build virtually models of atoms. In each of the
models in station 1, they were just and early representation and in no way can they be deemed as
accurate. They have good concepts in station one, but should not be used as accurate. In station
two and three, they each have good ideas of the atomic model. One shows the atoms stagnant
and the other, station three, represents the others in movement of the electrons. In station 4,
would be the most accurate, by using a digital format, a scale model can be developed by the
distance of the electrons to the atom, the size of each of the atoms, the size of the entire
molecule, and the ability to rotate and more visually conceptualize the concepts of the atomic
model. The fourth station combined would be the most accurate model.

2.
Are models useful if they are not completely accurate? Is there a benefit to seeing more
than one model of a molecule? Explain your reasoning.
Models can be helpful if they are not completely accurate due to the fact that teaching
tools allow students to see where electrons fall if they are frozen in time. There is a great
benefit to seeing all the different models because students all learn differently. Because of this,
some students will understand the idea of electron clouds while some will need to see how
electrons relate to the rest of the atom to understand an electron cloud. Seeing how orbital
functions shows how the rest of the electrons in other atoms will relate to one another. Building
3D models also allow student to see how interactions between each of the atoms will work with
one another, also showing how chemical bonding works. All models can be useful, for reference
or for current understanding. There is no standard model in which can be used to explain the
atomic model.
3.
Is there value to investigating older models? Why do models of the same thing change
over time? Explain your reasoning.
Yes, the value of understanding models made from hundreds of years ago, can show
progression and evidence and proof of the different concepts and ideas that scientist have come
up with. When we look back at older models, we can see, without using modern technology on
how they developed their thoughts and how they came up with their concepts. When you have
two early models, to compare just them, you can see the information that they HAD to have
known using the resources and hypothesis they had.
4.
If you were helping someone learn the structure of a molecule, which model or models
would you choose? Why?
We would first start with the history of the atoms, showing the Bohr model to show how
protons and neutrons relate to the rest of the atom. Continuing on, the 3D model shows how
bonding works between the atoms. This would assist the student in their understanding in how
bonding works between atoms. Finally, explaining the electron clouds using the Easter eggs
would be helpful to allow the student to see the electron orbitals contained within the atoms and
subsequently between bonds.

B: Creating Molecular Models

11. #8 is an isomer due to the fact that it can rearrange, moving the hydrogen and
the bromine interchangeable to form 3 different structures while being molecularly
the same.

12.

1. polar
2. polar
3. polar
4. nonpolar
5. nonpolar
6. non polar
7. polar
8. nonpolar
9. nonpolar
10. polar
Molecules when in the Lewis dot diagram can be identified as polar and non-polar
by seeing if they are visibly symmetrical or non-symmetrical. If a diagram is
symmetrical that makes the molecule non polar and when a molecule, if Lewis dot is
asymmetrical, that makes the molecule polar.
13. The two molecules have different molecular shapes due to the fact that they
independently contain different molecules. One example contains Nitrogen, the
other contains Carbon. They look similar but they are structural different because
they contain different valence electrons.