SPB 10-1-2010
Achievement Scale
Content Area: Physical Science
Grade Level: 9
Unit: Atomic Structure
Learning Goals:
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I can discuss the historical developments leading to the atomic theory and analyze results of key
scientists to determine their historical conclusions.
I can draw an atomic model and correctly label the subatomic particles and their charges.
I can distinguish between elements ions and isotopes.
I can discuss the role of the electron in the atoms in terms of energy levels and location in the atom.
Score 4: Student demonstrates in-depth inferences and applications of the learning goal(s) and can reconstruct and apply
their knowledge from limited information:
The student:
 Can state the timeline associated with the key theories or experiments associated with Dalton, Rutherford,
Thomson, Chadwick, and Bohr and how these led to the development of the atomic theory.
 Can explain that the electrons are not massless but that in comparison to nucleus are insignificant to mass of the
atom.
 Can compare and contrast the role of the 3 fundamental forces in holding together the atom and the relative
strength of each forces (strong nuclear, weak nuclear and electromagnetic).
 Can compare and contrast the terms atom, element, ion and isotope.
 Can determine the number of subatomic particles in an atom when given the atomic number, atomic mass, mass
number, atomic mass unit and/or charge in symbol form.
 Can identify the number of protons, neutrons and electrons for an atom, ion or isotope when given the least
amount of information possible.
 Can compare and contrast the mass, charge of each subatomic particle.
 Can identify the energy levels in which electrons exist when given an element, atom or ion in symbol form.
 Can explain in detail what happens when electrons transfer between energy levels and the differences associated
with changes between different energy levels.
 Can draw an atomic model of atoms, ions and isotopes with minimal information (13C-2).
Score 3: Student demonstrates no major errors or omissions regarding the learning goal(s) that were explicitly taught:
The student:
 Can state the key results of the experiments associated with Dalton, Rutherford, Thomson, Chadwick, and Bohr
and what this lead each to conclude.
 Can explain that the electrons are not massless but that in comparison to nucleus are insignificant to mass of the
atom.
 Can explain the role of the 3 fundamental forces (strong nuclear, weak nuclear and electromagnetic) in the atom.
 Can determine the number of each of the subatomic particle in an atom when specifically given the atomic
number, atomic mass, mass number, atomic mass unit and/or charge.
 Can state the energy levels in which electrons exist when given an atom or ion and its charge.
 Can explain that energy must be absorbed to change an atom from the ground sate to the excited state and that
this transfer (absorption or emission) happens when electrons transfer between energy levels.
 Can draw atomic models of atoms, ions and isotopes when given specific information (atomic number and mass,
charge).
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SPB 10-1-2010
Score 2: The student demonstrates no major errors or omissions regarding the simpler details and processes that support
the learning goal(s).
The student :
 Can state the key theories or experiments associated with Dalton, Rutherford, Thomson, Chadwick, and Bohr.
 Can compare the relative sizes and charges of the subatomic particles (protons, neutrons and electrons).
 Can define the 3 fundamental forces (strong nuclear, weak nuclear and electromagnetic) at play in the atom.
 Can define the terms atom, element, ion and isotope.
 Can define the terms atomic number, atomic mass, mass number and atomic mass unit.
 Can identify the number of protons, neutrons for an atom when given the atomic number and mass.
 Can state that electrons exist within energy levels that surround the nucleus at a relatively large distance from the
nucleus in comparison to the size of the nucleus.
 Can state how many electrons each energy level can hold.
 Can draw the electron configuration of ground state atoms.
 Can draw a generic atomic model of a ground state atom and correctly place, label and indicate the charge of the
protons, neutrons and electrons.
Score 1: With help (being given word banks, manipulated equations, retakes), the student demonstrates a partial
understanding of the simpler details and processes that support the learning goal(s) stated for a Score of 2.
Score 0: Even with help, no success
Score 4 Example Assessment Items:
Academic Vocabulary:
Explain how each of the 3 fundamental forces works to
hold an atom together. Be sure to list the relative strength
and distances over which these forces act.
Atoms
Ions
Isotopes
List 3 similarities and 3 differences between an ion and an
isotope of Chlorine.
Protons
Neutrons
13
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Draw an atomic model of C .
Electrons
ground state
Score 3 Example Assessment Items:
excited state
Explain the key results that were found by 2 of the
scientists that we discussed in class.
energy levels
absorption
What is the role of each of the 3 fundamental forces?
emission
How many electrons are found in the first, second, third
and fourth energy levels of the Sulfur +2 ion?
elementary force
Score 2 Example Assessment Items
weak nuclear force
What is the charge and relative mass of a proton, neutron
and electron?
electromagnetic force
A _________ is an atom that has gained or lost electrons.
atomic mass
strong nuclear force
charge
atomic number
Draw a model of an atom correctly locating the protons,
neutrons and electrons. Make sure to label each.
neutral
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Every student. Every day.
District Vision:
A promise of learning, dignity, and respect for all.
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