Development of atomic modelsIB MYP Sciences: Revision notes
Section 1
Why scientists use models
The atom is far too small to see, so scientists build models to explain what they observe. A model is a simplified picture or idea that explains evidence and can be used to make predictions. When new evidence cannot be explained, the model has to be changed. The atomic model has changed four main times, from Dalton to Bohr.
Section 2
Dalton: the solid sphere (1803)
John Dalton suggested that all matter is made of tiny, solid spheres called atoms. He proposed that atoms cannot be divided, that all atoms of one element are identical, and that atoms of different elements are different.
This model explained why elements combine in fixed ratios, but it said nothing about what is inside an atom.
Section 3
Thomson: the plum pudding model (1897)
J. J. Thomson found that a beam in a tube was made of tiny negatively charged particles, which were much smaller than atoms. These were electrons. So atoms were not indivisible after all.
Because atoms are neutral, Thomson proposed the plum pudding model: a ball of positive charge with negative electrons embedded throughout it, like plums in a pudding.
Section 4
Rutherford: the nuclear atom (1909 to 1911)
In the gold foil experiment, alpha particles (positively charged) were fired at a very thin sheet of gold foil. The results were:
- most alpha particles passed straight through, so atoms are mostly empty space
- a few were deflected through large angles
- about 1 in 8000 bounced almost straight back
The plum pudding model could not explain this, because spread-out positive charge could only deflect the particles slightly. Rutherford concluded that all the positive charge and most of the mass is concentrated in a tiny, dense nucleus at the centre, with the electrons around it.
Link each observation to its conclusion: passes through means empty space; large deflection means a small, dense, positive nucleus.
Section 5
Bohr: electrons in shells (1913)
Niels Bohr suggested that electrons orbit the nucleus in fixed shells, or energy levels, at set distances. An electron cannot be between shells.
The evidence was that heated elements give out light of only certain colours. This fits electrons moving between fixed energy levels, and the nuclear model could not explain it. The Bohr model is the shell model that you use to write electron configurations such as 2,8,1.
Section 6
Why scientific models change
A model is accepted because it explains the evidence available. When new evidence appears that the model cannot explain, scientists test a new model, and other scientists check the work before it is accepted.
- Dalton: solid sphere
- Thomson: electrons found, so plum pudding
- Rutherford: gold foil results, so a nucleus
- Bohr: coloured light, so shells
A changing model does not mean that science is unreliable. It shows that science improves as evidence grows. Older models can still be useful: the shell model is still used to explain how atoms react.
Do not say earlier models were stupid. Each one was the best explanation of the evidence at the time.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Development of atomic models
- A science museum in Auckland is building a wall display that shows how scientists' ideas about the atom changed between 1803 and 1913. Each panel names a scientist, the date and the model of the atom that they proposed.Describe the plum pudding model of the atom proposed by J. J. Thomson after he discovered the electron in 1897.2 marks
- In 1909, Hans Geiger and Ernest Marsden, working in Ernest Rutherford's laboratory in Manchester, fired a beam of alpha particles (small, positively charged particles) at a very thin sheet of gold foil. Most of the alpha particles passed straight through the foil. A small number were deflected through large angles, and about one in 8000 bounced almost straight back towards the source.Explain why the results of this experiment could not be explained by the plum pudding model.2 marks
- A class in Singapore models the gold foil experiment. A small, hard, cone-shaped object is hidden under a flat cloth on a table. Students roll 50 identical marbles at the cloth from the same starting line, aiming along parallel lines spaced evenly across the cloth, and record the direction in which each marble leaves the cloth. Results: 41 marbles roll straight across, 7 are deflected slightly and 2 bounce back.Identify the independent variable, the dependent variable and one control variable in the students' investigation.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).