Assessment Task: Bonds and Compounds
IBMYP Science: Seventh Grade Life Science
Unit: I’m so Bohred!
Inquiry Question: How does innovation improve understanding?
Global Context: Scientific and Technical Innovation
Assessment: Criterion C- Knowledge
Students are presented with the task of creating a 3-D Bohr model of a randomly assigned atom.
TASK: Create a 3-D model of an atom that will show the protons, neutrons, electrons, and energy levels (or shells) that is capable
of being hung from the ceiling or free-standing
PURPOSE: To assess students understanding of the atomic structure timeline specifically the Bohr Model.
INSTRUCTIONS: Use the Prentice Hall, Science Explorer: Physical Science textbook, element notes, and internet research to
complete this activity.
REQUIREMENTS:
 The teacher will randomly assign you an atom for your model. The name of my atom is:
 You will do some research and record the following about your atom: Atomic number, Atomic mass, Mass number,


Number of Protons, Number of Neutrons, Number of Electrons, Arrangement of Electrons: K, L, M
You are required to make three 2-D sketches of your possible atom then choose one sketch and justify why you are using
that sketch to make your 3-D model. There is an assignment sheet on the calendar to help you meet this requirement.
Use the sketch to construct your 3-D model of your atom. Your model must include the following:
 Be 3-Dimensional with the protons, neutrons, and electrons represented in their correct locations and by their
correct respective sizes.
 Have a key attached to the model that states the atoms: Name, Number of protons, Number of neutrons, Number of
electrons, Electron shell arrangement of the electrons, Your name and period
 Contain a string and paper clip so that your teacher can hang it in the room OR have a stand so that your model can
be displayed on the counter.
EXTRA CREDIT: 3 extra points will be awarded to any atom that can fit inside a 5 X 5 X 5 inch box. + 10 points per DAY will be
deducted for all late assignments.
HCPS RUBRIC CHECKLIST:
Section
Atom Model
Key
Overall
Construction
and Neatness
Sketch
Extra Credit
Description
Possible Points
Correct number of protons
Placement of protons
Correct number of neutrons
Placement of neutrons
Correct number of electrons
Placement of electrons
Contains the student name and period
Contains the atoms name
Correctly identifies protons, neutrons, electrons
Correctly tells how many electrons are in the K, L, M shells
Poor Construction
Average Construction
Above Average Construction
Outstanding Construction
Sketch and justification
Fits in a 5 X 5 X 5 Box
5
5
5
5
5
5
10
10
15
15
4
6
8
10
10
3
Total Possible Points
Grade
Student Signature:
Parent Signature:
Earned Points
100
A
Date:
DUE DATE
GRADING
12/3 or 12/4
This activity will be scored as
an IB and HCPS Assessment
using the checklist on the first
page and the rubric below.
GRADING: IBMYP Science
Criterion C: Knowledge and Understanding of Science
Knowledge and understanding of science enables students to demonstrate their understanding of science by applying scientific knowledge to
construct scientific explanations, solve problems and formulate scientifically supported arguments. Students should be able to:
• recall scientific knowledge and use scientific understanding to construct scientific explanations,
consistent with the level of complexity of the units of work covered.
• apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations, consistent with the level of complexity of the units of work covered.
• analyze scientific information by identifying components, relationship patterns and make comments
on the validity and quality of the information.
Achievement
Level
0
(0-29%)
1–2
(1=30 – 49%)
(2=50 – 69%)
3–4
(3=70 – 77%)
(4=78 – 84%)
5–6
(5= 85 – 92%)
(6= 93-100%)
Descriptor
The student does not reach a standard described by any of the descriptors given below.
Comments:
The student recalls some scientific ideas, concepts and/or processes. The student applies scientific understanding
to solve simple problems.
Comments:
The student describes scientific ideas, concepts and/or processes. The student applies scientific understanding to
solve complex problems in familiar situations. The student analyses scientific information by identifying parts,
relationships or causes.
Comments:
The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations. The
student applies scientific understanding to solve complex problems including those in unfamiliar situations. The
student analyses scientific information and identifies components, relationship patterns and make comments on
the validity and quality of the information.
Comments:
Bohr Model Reflection
Using the information discussed in this unit, answer the following questions with at least one well-constructed paragraph per question. Submit the
reflection on a Word document to the Bohr Model Reflection Drop Box or neatly handwritten on paper to the teacher on the project due date.
1.
How did Bohr build on the scientific contributions of the past to create his model?
2. How do innovations change the world?
Please write the complete Honor Pledge and sign your name at the bottom of this sheet. The Honor Pledge is provided below.
Honor Pledge: “On my honor, I certify that I (your name) have neither given nor received inappropriate assistance on this
assignment. I certify that this work is authentically my own.” (Sign your name)
Student Signature:
Parent Signature:
Date: