Lesson 1 12.1 Introducing Quantum Theory
Beginning Reminders:
In the beginning of each chapter, we like to remind students about 2 or 3 points related to the whole chapter, because “Forewarned is forearmed”. Give an overall idea and let them be preparing for the difficulties, so that it’s less likely for them to be overwhelmed by the struggling to understand later. For example, chapter 12, we can remind students 2 points: Point one: this chapter includes a lot of material that is subtle and counterintuitive, because it deals with the physics of the very small and/or the very fast, both far outside our daily experience. Remind students about this to prepare them for some of the seemingly bizarre facts about the world of very small and very fast (Nelson teacher’s resource). Point two: this chapter includes handson activities so students have many opportunities to work with scientific equipments. Remind students to review lab safety procedures and refer them to Appendix A1 about ssafety (Nelson teacher’s resource). HOOK: Question style hook to get students thinking about waves and particles in preparation for the wave–particle duality Big Idea. Ask them to think about the physical models they have used in previous courses. How many of these models are neither particle nor wave models? (Nelson teacher’s resource). (Sample answer: None.) 
Resource: http://www.gravitycontrol.org/blog/2010/07/12/lhcplansfullpowerexperimentsattheendof2012/

Deeper engage the learners:
We can also deeper engage them by this picture or the one on page 568, and read the article. Ask them what relevance do they think particle accelerators, such as this one have for everyday life?
We can also deeper engage them by this picture or the one on page 568, and read the article. Ask them what relevance do they think particle accelerators, such as this one have for everyday life?