Science 9 Quiz – Atoms and Elements
Name: _____________________
Date: _____________________
All questions relate to outcome AE9.3: Demonstrate an understanding of the
classification of pure substances (elements and compounds), including the
development and nature of the Periodic Table.
Part A: Multiple Choice (/12)
1. The atomic number of an element is equal to:
a. The number of protons in the nucleus
b. The number of neutrons in the nucleus
c. The number of electrons orbiting the nucleus
d. The number of protons plus neutrons in the nucleus
AE9.3l. Determine the number of protons and electrons in an atom given
the atomic number of an element.
Bloom’s Taxonomy: Knowledge
2. The atomic mass of an atom is equal to:
a. The number of protons in the nucleus
b. The number of neutrons in the nucleus
c. The number of electrons orbiting the nucleus
d. The number of protons plus neutrons in the nucleus
AE9.3c. Construct a graphic representation of one or more elements that
symbolizes each element in a meaningful way and contains relevant
information such as name, atomic number, possible uses, and historical
background.
Bloom’s Taxonomy: Knowledge
3. A substance that cannot be broken down into simpler substances is:
a. An element
b. A compound
c. An ionic compound
d. A molecule
AE9.3a. Differentiate between elements, compounds, and mixtures
(mechanical mixtures and solutions), with reference to the terms
homogenous and heterogeneous.
Bloom’s Taxonomy: Knowledge
4. An atom with a charge is called:
a. A molecule
b. A diatomic molecule
c. An ion
d. A covalent bond
AE9.3j. Apply the concept of systems as a tool by interpreting the
organizational structure and patterns inherent within the periodic table,
including periods, groups (families), atomic mass (mass number), atomic
number, metals, non-metals, and metalloids.
Bloom’s Taxonomy: Knowledge
5. An atom of nitrogen has:
a. 14 protons
b. 21 protons
c. 7 protons
AE9.3l. Determine the number of protons and electrons in an atom given
the atomic number of an element.
Bloom’s Taxonomy: Comprehension
6. How many valence electrons does oxygen have?
a. 2
b. 6
c. 4
d. 7
AE9.3l. Determine the number of protons and electrons in an atom given
the atomic number of an element.
Bloom’s Taxonomy: Comprehension
7. Based on its position in the periodic table of elements, carbon is:
a. A transition metal
b. A halogen
c. A non-metal
d. An alkali metal
AE9.3j. Apply the concept of systems as a tool by interpreting the
organizational structure and patterns inherent within the periodic table,
including periods, groups (families), atomic mass (mass number), atomic
number, metals, non-metals, and metalloids.
Bloom’s Taxonomy: Comprehension
8. Based on its position in the periodic table of elements, copper is:
a. A transition metal
b. A halogen
c. A non-metal
d. An alkali metal
AE9.3j. Apply the concept of systems as a tool by interpreting the
organizational structure and patterns inherent within the periodic table,
including periods, groups (families), atomic mass (mass number), atomic
number, metals, non-metals, and metalloids.
Bloom’s Taxonomy: Comprehension
9. The periodic table of elements was first created by:
a. Bohr
b. Rutherford
c. Mendeleev
d. Thomson
AE9.3i. Trace the historical development of the modern periodic table and
compare alternative arrangements that convey information about the
classification of elements.
Bloom’s Taxonomy: Knowledge
10. The chemical formula for water is:
a. HO
b. H2O
c. HO2
d. H2O2
AE9.3g. Write and interpret chemical symbols or formulae of common
elements and compounds and identify the elements and number of each in
a given compound.
Bloom’s Taxonomy: Comprehension
11. Na is the atomic symbol for:
a. Neon
b. Nitrogen
c. Potassium
d. Sodium
AE9.3g. Write and interpret chemical symbols or formulae of common
elements and compounds and identify the elements and number of each in
a given compound.
Bloom’s Taxonomy: Comprehension
12. In nature, which of the following elements does not occur as a diatomic
molecule?
a. Hydrogen
b. Carbon
c. Oxygen
d. Fluorine
AE9.3e. Identify the eight elements that occur in nature as diatomic
molecules
Bloom’s Taxonomy: Comprehension
Part B – Bohr Models (/6)
For the following questions, indicate the number of protons, neutrons, and electrons
present.
13. Carbon
AE9.3h. Construct Bohr model representations of the first 18 elements.
Bloom’s Taxonomy: Analysis
14. Magnesium
AE9.3h. Construct Bohr model representations of the first 18 elements.
Bloom’s Taxonomy: Analysis
Part C – Short Answer
15. What is the difference between a chemical change, and a physical change?
Please provide a real-world example of each. (/4)
AE9.3k. Predict the physical and chemical properties of an element or
family of elements (e.g., alkali metals, alkaline-earth metals, hydrogen,
halogens, noble gases, and transition metals) based on its position within
the periodic table.
Bloom’s Taxonomy: Application
16. Agriculture is a significant industry in Saskatchewan. As part of the farming
process, farmers will use fertilizers to help promote the growth of their
crops. These fertilizers are composed of numerous elements. What are the
primary elements present in common fertilizers? How might plants use these
elements to promote their growth? (AE9.3f, Analysis) (/4)
AE9.3f. Identify and evaluate potential applications of understanding of the
characteristics of elements (e.g., identify fertilizers as a possible
application of elements, and evaluate the potential use of given elements
when choosing a fertilizer).
Bloom’s Taxonomy: Analysis
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Summative Assessment Assignment: Possible Adaptations
In regards to my summative assessment, there are a couple adaptations that
could be made to it so as to address student needs. If there are students who may
have some difficulty with reading and language, and who achieve better learning
through visual methods, questions in the multiple choice segment could be adapted
to a more visual/diagram form of question. For example, question 3 asks for the
term of a substance that cannot be broken down into simpler substances. Perhaps a
question such as this could provide visual representations of each possible solution,
which students can then examine and choose from.
Similarly, one of the questions in the long answer segment could be adapted
as such. Question 15 asks for an explanation about the difference between a
chemical and physical change, as well as providing an example of each. This could be
altered to a matching question with chemical and physical change each being
represented by a symbol, which needs to match with a correct image depicting it.
Summative Assessment Assignment: Rationale
When designing my summative assessment, I kept a number of things in
mind. Being that I chose to construct a quiz, I knew I had to keep the amount of
content at a level so as to not overwhelm students. Thus, I intended to build an
assessment that focused on one outcome from the Atoms and Elements segment of
the Science 9 curriculum. With the topic in mind, I then had to determine the
ordering and type of questions that would be present in the quiz. Based on my own
experiences and my observations during my student teaching, I knew that multiple
choice could be used for questions regarding general facts about science, such as
what protons and electrons are, and what family Carbon belongs to within the
Periodic Table.
At the same time, I did not want the majority of marks available in the quiz to
be from the multiple choice section. I included the Bohr model questions as a way
for students to demonstrate their knowledge, rather than scanning a list of options
and choosing the one that sounded most correct. These questions require students
to know how to determine, in the case of question 13, the number of protons,
neutrons, and electrons an atom of Carbon possesses, its location in the Periodic
Table, and from that, the number of valence electrons. They can then draw the Bohr
model of Carbon.
Finally, I chose to include a couple long answer questions as a means for
students to state, in their own words, their knowledge on the topic. I also attempted
to incorporate real-world examples in this section that students could potentially
relate to, based on their experiences. In terms of the ordering of the sections, the
multiple choice section can be deemed as the least complex, based on how those
questions rank in Bloom’s Taxonomy. The general progression of the quiz works
from less complex to more complex. Ultimately, I believe the content of this quiz,
and how it is presented, act as an effective way to measure the outcome I targeted.