Tyler AndersonAug 23, 2009

EDU 6613: Standards Based AssessmentFinal Project: Unit Test Post-Assessment

Chemistry Unit Test: “Atomic Structure” (50 points total)

Matching: Place the letter on the blank beside the appropriate definition. (0.5 point each)

1. Family on the periodic table that has full outer A. Isotope energy levels.

2. An atom with different numbers of neutrons. B. Ion3. An electron transfer. C. Atomic Number4. Family of elements that needs to gain 1 electron D. Atom

in order to have a full outer energy level.5. Family of elements that needs to lose 1 electron E. Ionic Bond

in order to have a full outer energy level. F. Covalent Bond6. An atom with a positive or negative charge. G. Halogen7. A link between atoms to make compounds H. Alkali Metal8. _________ The sharing of electrons. I. Noble Gas9. _________ The number of protons in the nucleus. J. Bond10. _________ The number of protons plus neutrons. K. Mass Number

Place the correct letter on the line beside the definition (each can be used more than once). (0.5 point each)

a. Proton b. Neutron c. Electrond. Proton and neutron e. None of the above

1.) located in the nucleus 2.) has a negative charge 3.) has a mass of 1 amu 4.) particle with a positive charge 5.) accounts for 50% of the mass of the atom 6.) the last subatomic particle found 7.) particle with a mass of 1/1837 amu 8.) the charge of the nucleus is determined by 9.) particle found outside the nucleus 10.) particle with a neutral charge

Draw each of the following atoms. Label the nucleus with the correct number of protons it contains and place the electrons in the correct energy levels. (2 points each)

1.) Beryllium (Be) 2.) Phosphorous (P)

a.) How many electrons does Beryllium need to gain or lose in order to become stable? What is its ionic symbol? What is one example of a compound it could form? Hint: Use the periodic table for help. (3 points)

b.) How many electrons does Phosphorous need to gain or lose in order to become stable? What is its ionic symbol? What is one example of a compound it could form? Hint: Use the periodic table for help. (3 points)

Complete the following table with the correct information. (0.5 point each)

Symbol Atomic # Mass # Protons Electrons Neutrons

Si 14 14

Hg 200 80

20 20

Extended Response: Write your answers in complete sentences and include as many details as you can remember. Use illustrations and models when appropriate.

1.) The electron configuration of an element determines its chemical properties. For the elements sodium, magnesium, chlorine, and argon, provide evidence that illustrates this statement and show how the evidence supports the statement. Hint: Write electron configurations and draw Lewis structures for each element. (2 points for each element, 8 points total)

2.) Describe the process of bonding. Draw and label an example of both a covalent and ionic bond. (4 points)

3.) How do we come up with scientific models? Why do models continue to change and what is an example of that change? (4 points)

4.) The periodic table is organized based on the elements’ atomic numbers. The result is a table that provides information about the structures of the various elements. What are two horizontal structural trends? What are two vertical structural trends? Remember to explain WHY these trends exist. (4 points)

5.) Based on what you have learned about periodic trends, tell me everything (at least 5 facts) you know about Radon (Rn). Remember to explain HOW you know these facts. (5 points)

State and National Learning Targets

WA State Standards for Grades 9-12:

EALR 4: Physical ScienceBig Idea: Matter: Properties and Change (PS2)Core Content: Chemical Reactions

Content Standards - Students know that: Performance Expectations - Students are expected to:

Atoms are composed of protons, neutrons, and electrons. The nucleus of an atom takes up very little of the atom’s volume but makes up almost all of the mass. The nucleus contains protons and neutrons, which are much more massive than the electrons surrounding the nucleus. Protons have a positive charge, electrons are negative in charge, and neutrons have no net charge.

Describe the relative charges, masses, and locations of protons, neutrons, and electrons in an atom of an element.

Atoms of the same element have the same number of protons. The number and arrangement of electrons determines how the atom interacts with other atoms to form molecules and ionic arrays.

Given the number and arrangement of electrons in the outermost shell of an atom, predict the chemical properties of an element.

When elements are listed in order according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties. This Periodic Table is a consequence of the repeating pattern of outermost electrons.

Given the number of protons, identify the element using a Periodic Table. Explain the arrangement of the elements on the Periodic Table, including the significant relationships among elements in a given column or row.

Ions are produced when atoms or molecules lose or gain electrons, thereby gaining a positive or negative electrical charge. Ions of opposite charge are attracted to each other, forming ionic bonds. Chemical formulas for ionic compounds represent the proportion of ion of each element in the ionic array.

Explain how ions and ionic bonds are formed (e.g., sodium atoms lose an electron and chlorine atoms gain an electron, then the charged ions are attracted to each other and form bonds). Explain the meaning of a chemical formula for an ionic array (e.g., NaCl).

Molecular compounds are composed of two or more elements bonded together in a fixed proportion by sharing electrons between atoms, forming covalent bonds. Such compounds consist of well-defined molecules. Formulas of covalent compounds represent the types and number of atoms of each element in each molecule.

Give examples to illustrate that molecules are groups of two or more atoms bonded together (e.g., a molecule of water is formed when one oxygen atom shares electrons with two hydrogen atoms). Explain the meaning of a chemical formula for a molecule (e.g., CH4 or H2O).

National Science Teachers Association (NSTA) Standards for Grades 9-12:

Physical Science – Content Standard B

Structure and Properties of Matter:

Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.

The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.

Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element.

An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies.

Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically.

Daily Lesson Plans for Unit on Atomic Structures

Day 1 –

(5 min.) Bell-ringer: What is the smallest particle of matter?(5 min.) Introduction: Unit Learning Targets(25 min.) Scientific Models Activity (Artifact #1)(5 min.) Assign Scientific Models Activity as homework if not completed in class/Closure

Assessment: During Scientific Models Activity, I will walk around the room and observe the students, providing assistance where needed. I will evaluate if students are practicing good scientific inquiry, and pay particular attention to their observational skills.

Day 2 –

(5 min.) Bell-ringer: Pictures of ancient models of atoms.(5 min.) Discussion about Scientific Models Activity(25 min.) Watch video or read text on history of the atomic model. Complete History of Atomic Models Worksheet (Worksheet #1)(5 min.) Closure

Assessment: I will collect Scientific Models Activity and History of Atomic Models Worksheet. These will be graded essentially as “participation points”, but will be used to assess my students understanding of scientific modeling.

Day 3 –

(5 min.) Bell-ringer: List as many components of an atom that you can.(15 min.) Atomic Structure Lecture(15 min.) Atomic Art Project (Artifact #2)(5 min.) Assign Reading/Closure

Assessment: I will walk around the room during the Atomic Art Project and assess student progress. I will also try to communicate individually with students about their comprehension of the atomic model up to this point. I will especially focus on those students that I have recognized as struggling based on the previous days work.

Day 4 –

(5 min.) Bell-ringer: Finding Patterns(25 min.) Organizing Atoms Activity (Artifact #3a)(10 min.) Group Discussion/Activity Debrief/Closure

Assessment: I will walk around the room during the activity, providing assistance to students as they begin to consider how to organize atoms based on their electron configurations.

Day 5 –

(5 min.) Bell-ringer: Direct and Inverse Relationships(15 min.) Trends of the Periodic Table Activity (Artifact #3b)(15 min.) Periodic Table Lecture(5 min.) Assign Reading/Closure

Assessment: I will collect the Organizing Atoms Activity and Trends of the Periodic Table Activity. I will use these to evaluate whether or not my students are beginning to understand the logical and systematic organization of the Periodic Table of Elements.

Day 6 –

(5 min.) Bell-ringer: How would you categorize your family?(20 min.) Watch video about the Periodic Table and Chemical Families/Hand out Video Notes Worksheet (Worksheet #2)(15 min.) Group Discussion/Assign Homework/Discuss Upcoming Quiz/Closure

Assessment: This day would largely consist of group discussion about content covered thus far. Students could ask questions and I will reiterate learning goals and expectations. I will also talk about what kinds of questions will be on the quiz and unit test (i.e. selected response and extended response). The assigned homework will reflect these types of questions as well.

Day 7 –

(5 min.) Bell-ringer: Group elements based on electron configuration(15 min.) Go over homework as a class(20 min.) Quiz on Atomic Structure and Periodic Table

Assessment: Going over the homework as a class will give me the chance to generate student discussion and assess my students thinking and progress. The quiz will provide me with information about what my student’s comprehension level is up to this point. Both the homework and quiz will allow me to present questions that are very similar to those on the final unit test, so that students are able to get a feel for the format.

Day 8 –

(5 min.) Bell-ringer: Why do elements combine to make molecules and compounds?(15 min.) Hand back Quiz and Discuss(10 min.) Watch Bonding Video/Hand out Bonding Notes Worksheet (Worksheet #3)(5 min.) Bonding overview(5 min.) Assign Reading/Assign Homework: Ionic Bonding (Artifact #4)/Closure

Assessment: Discussing the quiz will allow me to talk about patterns of reasoning and how my students work through problems about atomic structure, modeling, and periodic trends.

Day 9 –

(5 min.) Bell-ringer: If you could be any element, what would you be and why?(20 min.) Student Bonding Activity (Artifact #5)(10 min.) Discuss Bonding Homework and Activity(5 min.) Assign Homework/Closure

Assessment: This is another opportunity to interact with the students in a smaller group setting while they are working on the Student Bonding Activity.

Day 10 –

(5 min.) Bell-ringer: What is one thing you would like to practice or discuss before the test tomorrow?(15 min.) Discuss Homework(20 min.) Discuss Unit Exam/Review/Re-examine Artifacts/Closure

Assessment: Final opportunity for formative assessment. Discussions and homework will let me know how students have progressed, and will allow me to generate class discussion based on the needs of the students in preparation for the unit test.

Day 11 –

(50 min.) Final Unit Test

Artifact #1: Scientific Models Activity

Science is asking questions about the natural world and then attempting to find answers that can be tested. However, sometimes size, distance and time make investigation difficult. What are some scientific questions that have this problem?

1.

2.

3.

Sometimes scientists attack these questions by making and using models. A model can be a physical object that is bigger or smaller than the real thing. Or, it can be an idea about what the real thing is or how it works. In any case, it must be logical and based on all the evidence available. After making the model, the next step is to think of ways to test it. New advances in technology are often a big help.

In this activity you will use the process of making a model of an object that is difficult to investigate directly.

DIRECTIONS

1. In each phase of the process, write as many observations as you can and then draw and describe your model of the object.

2. Technological restrictions:

Phase 1: Don’t touch the container.Phase 2: Don’t lift it off the desk.Phase 3: Don’t open it.Phase 4: Don’t take the contents out of the container.

QUESTIONS

1. What mental skills are important to be successful at making and using models? Why are they important?

2. If there are several models for the same question, how should the best one be chosen? Explain.

3. What could cause a model to be changed? Give an example.

Phase 1Evidence Model

Phase 2 Evidence Model

Phase 3Evidence Model

Phase 4 Evidence Model

Artifact #2: Atomic Art Project

Instructions: Using any of the art materials provided, draw or construct a generic model of the atom. Label and define the protons, neutrons, electrons, atomic number, and mass number. What would be an example of an isotope and an ion of your model?

Grading (10 points total):

Students will partner up and exchange models. They will then grade each other’s models, making sure that all of the appropriate structures and labels are present. They will also describe an isotope and ion of their model to each other.

3 points for an accurate looking model of an atom, 2 points for semi-accurate model, 1 point for totally inaccurate model

AND

1 point per proper label (protons, neutrons, electrons, atomic number, mass number, ion, isotope)

Artifact #3a: Organizing Atoms Activity

Complete Chart:

Symbol Name Protons 1 2 3H

HeLiBeNOFNeNaMgClAr

B. On Each Diagram

1. Write Symbol2. Write Atomic Number in Center (Protons)3. Draw Electrons in Appropriate Energy Levels

C. Cut and Organize

1. Cut Out Each Diagram2. Sort Diagrams Into Groups According to Structure3. Describe the Characteristics of Each Group and List Its Members

Organizing Atoms (cont.)

1. After you have sorted the 12 elements into your groups, explain the reasoning behind your choices.

2. Now you can look at the periodic table, examine the first 3 rows of the table. Arrange your squares on the desk so that they are in the same relative positions as on the periodic table.

Look at the elements that appear in the same vertical columns (that’s up and down). What do you notice about the outermost energy levels of these elements?

3. Look at the elements that appear in the second and third rows of the table (that’s left and right). What happens to the outermost energy levels of the elements as you move across the row from left to right?

Artifact #3b: Trends of the Periodic Table Activity

Definition of Periodic Trend:

Property of elements that can be predicted from the arrangement of the periodic table.

On the periodic table worksheet complete the following:

Procedure:

1. Label one of the tables “Atomic Number”.

Look at your atom squares and “predict” the atomic numbers of the first 18 elements on the periodic table. (ex. H – 1, He – 2)

2. Label one of the tables “Number of energy levels with electrons”.

Again, using your atom squares “predict” the number of energy levels with electrons for the first 18 elements. (ex. H – 1, He – 2)

3. Finally, Label one of the tables “Number of electrons in outermost energy level”.

Again, using your atom squares “predict” the number of electrons in the outermost energy level for the first 18 elements. (ex. H – 1, He – 2)

Artifact #4: Ionic Bonding

Atomic Number Element Atomic

Symbol

Outer Level Electrons

Atom needs to gain or lose electrons to have a full outer level

Number of electrons that needs to be gained or lost

Ion Symbol

Hydrogen

Helium

Lithium

Beryllium

Boron

Carbon

Nitrogen

Oxygen

Fluorine

Neon

Sodium

Magnesium

Aluminum

Silicon

Phosphorus

Sulfur

Chlorine

Argon

Grading: 1 point per correct element row

Artifact #5: Student Bonding Activity

You are one atom of a “student” element and are in search of element(s) [partners] so that you may realize the goal of your existence Element Biography:

Name: Symbol: Atomic #:

# of electrons needed to reach goal: (Circle: gained or lost) Ion Symbol:

When formed, ionic compounds no longer have a charge, the positive ions bond with negative ions to produce a neutral compound. Think of some possible compounds that you are able to form with other elements. (You are not limited to 2 atom compounds.)

Each student element is to form five compounds with the various student elements in the class. Remember that the overall charge of the compound must equal 0. For each compound formed calculate the charge as demonstrated on number 1.

2 atom compounds (2 people) Student Initials

1.) Compound formed: + - = 0

2.) Compound formed: + - = 0

3 or 4 atom compounds (3 or 4 people) Student Initials

3.) Compound formed: = 0 +

4.) Compound formed: = 0 +

5.) Compound formed: = 0 +

Worksheet #1: History of Atomic Models Worksheet

Model Name Description of Model Drawing of Model

The Greek Model

Year:

Dalton’s Model

Year:

Thomson’s Model

Year:

Rutherford’s Model

Year:

The Bohr Model

Year:

The Wave Model

Year:

Worksheet #2: Video Notes Worksheet

1. What three characteristics or tests were used to tell if an element is a METAL or a NONMETAL?

a.

b.

c.

2. The NONMETALS were then divided into what three groups?

a.

b.

c.

3. What two FAMILIES of GASES were identified? Write the NAMES and TWO EXAMPLES for each.

a. Name: _________________________________

i. Example: __________________________

ii. Example: __________________________

b. Name: __________________________________

i. Example: __________________________

ii. Example: __________________________

4. What FAMILY of METALS was identified? Give examples.

a. Name: ___________________________________

i. Example: ___________________________

ii. Example: ___________________________

5. Compared to an INERT NOBLE GAS, a HALOGEN has ___________________

electrons, and an ALKALI METAL has ___________________ electrons.

Worksheet #3: Bonding Notes Worksheet

A. Bonds:

B. “GOAL” of Bonding

C. Forming Bondsa.

b.

c.

d.

e.

D. Types of Bondsa.

b.