solve problems and analyse define postulates Bohr’s information using: discuss to Planck’s contribution the concept of quantised energy analyse secondary information to identify the difficulties with the describe how postulates Bohr’s Rutherford-Bohr model, led to the development of a including its inability to mathematical model to account completely explain: for the existence of the hydrogen the spectra of larger atoms – spectrum: the relative intensity of spectral – lines the existence of hyperfine spectral – discuss the limitations of the lines Bohr model of the hydrogen the Zeeman effect – atom Students learn to: Students: 3. The work of define the components of the perform a first-hand Chadwick and nucleus (protons and neutrons) as investigation or gather secondary Fermi in nucleons and contrast their information to observe radiation producing properties emitted from a nucleus using artificial Wilson Cloud Chamber or transmutations led similar detection device to practical describe the impact of de 2.3.1 solve problems and analyse 2. The limitations of solve problems and analyse applications of classical physics that any kind information using: Broglie’s proposal information to calculate the mass nuclear physics gave birth to of particle has both wave and defect and energy released in quantum physics particle properties natural transmutation and fission 2.3.2 gather, process, analyse and reactions present information and use define diffraction and identify available evidence to assess the that interference occurs between contributions made by waves that have been diffracted Heisenberg and Pauli to the development of atomic theory describe the confirmation of de by Davisson Broglie’s proposal and Germer explain the stability of the electron orbits in the Bohr atom using hypothesis de Broglie’s discuss the importance of conservation laws to Chadwick’s discovery of the neutron define the term ‘transmutation’
solve problems and analyse information using: analyse secondary information to identify the difficulties with the Rutherford-Bohr model, including its inability to completely explain: – the spectra of larger atoms – the relative intensity of spectral lines – the existence of hyperfine spectral lines – the Zeeman effect define Bohr’s postulates discuss Planck’s contribution to the concept of quantised energy describe how Bohr’s postulates led to the development of a mathematical model to account for the existence of the hydrogen spectrum: discuss the limitations of the Bohr model of the hydrogen atom 2. The limitations of classical physics gave birth to quantum physics describe the impact of de Broglie’s proposal that any kind of particle has both wave and particle properties 2.3.1 solve problems and analyse information using: 2.3.2 gather, process, analyse and present information and use available evidence to assess the contributions made by Heisenberg and Pauli to the development of atomic theory define diffraction and identify that interference occurs between waves that have been diffracted describe the confirmation of de Broglie’s proposal by Davisson and Germer explain the stability of the electron orbits in the Bohr atom using de Broglie’s hypothesis Students learn to: Students: 3. The work of Chadwick and Fermi in producing artificial transmutations led to practical applications of nuclear physics define the components of the nucleus (protons and neutrons) as nucleons and contrast their properties perform a first-hand investigation or gather secondary information to observe radiation emitted from a nucleus using Wilson Cloud Chamber or similar detection device solve problems and analyse information to calculate the mass defect and energy released in natural transmutation and fission reactions discuss the importance of conservation laws to Chadwick’s discovery of the neutron define the term ‘transmutation’
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