SPB 10-1-2010

Achievement Scale
Content Area: Physical Science / Grade Level: 9
Unit: WavesAtomic Structure
Learning Goals:
  • I can describe waves as a transfer of energy. 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.classify wave types and identify their characteristics.
  • I can distinguish between elements ions and isotopes.describe how waves interact with other waves and interfaces they encounter.
  • I can discuss the role of the electron in the atoms in terms of energy levels and location in the atom.

Score 4: Student demonstratesin-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).
Can determine and explain all wave characteristics (period, 彴剦λ
Can graphically construct and label a model of the atom that includes all subatomic particles and their charges.a waveform from limited information and label characteristics on the constructed graph (period, , amplitude, etc.) by using calculations to determine unknown information (T = 1/f; f = 1/T; v = λf)
Can explain the similarities and differences between similarities and differences between transverse and transverse and longitudinal waves, compare and contrast these wavetypes, and state examples of each type of wave.
Can construct a graphical representation of a wave when given information on the motion of a pendulum or spring.
Can order the EM spectrum (, v = λf.
Can diagram how waves interact with boundaries (reflection, refraction, diffraction and absorption)..
Can diagram wave interference (deconstructive and constructive) at a given point for in phase and out of phase waves.
Can explain and apply the Doppler Effect based on understanding of wave properties and a moving source.
Score 3: Student demonstratesno major errors or omissions regarding the learning goal(s) that were explicitly taught:
The student:
Can state the key theories results of the or 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 draw a generic atomic model and correctly place, label and indicate the charge of the protons, neutrons and electrons.
Can compare the relative sizes and charges of the subatomic particles (protons, neutrons and electrons).
Can explain the role of the 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 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 define the terms atomic number, atomic mass, mass number and atomic mass unit.
Can identify the number of protons, neutrons and electrons 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 stateidentify the energy levels in which electrons exist when given an atom or ion and its charge.element
.
Can explain explain whatthat 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).Can define and determine wave characteristics (period, , f, etc.) when given significant information.
Can graphically construct a waveform from significant given information and label characteristics on the constructed graph (period, , f, amplitude, etc.).
Can calculate wave characteristics using the equations T = 1/f, f = 1/T, and v = λf in situations where only one variable is missing..
Can explain the differences in transverse and longitudinal waves and state examples of each type of wave.
Can identify the , f and amplitude of simple harmonic motion as it relates to a pendulum when given a graphical representation of the wave.
Can identify components of the electromagnetic spectrum from a list and order these components from low to hi f and energy; can determine theor f of an electromagnetic wave when given the other quantity and the speed of light.
Can identify, from pictures, the different types of wave interactions (reflection, refraction, diffraction and absorption) and state whether the angles of incidence and reflection/refraction are drawn correctly.
Can define constructive and destructive interference and add their amplitudes.
Can identify, from pictures, the different types of interference (destructive and constructive).
Can explain the Doppler Effect as a shift in frequency and wavelength of a wave that occurs due to a moving source and state whether the observed frequency will be higher or lower for a given location.
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 define and identify wave characteristics (period, , f, etc.) from given information.Can state the key theories or experiments associated with Dalton, Rutherford, Thomson, Chadwick, and Bohr.
Can identify and label wave characteristics on a graph that has been given (period, f, , amplitude, etc.).Can draw a generic atomic model and correctly place, label and indicate the charge of the protons, neutrons and electrons.
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.identify that there are two different types of waves, transverse and longitudinal, and state examples of each type of wave.
Can determine thefperiod, f and amplitude of simple harmonic motion as it relates to a pendulum.define the terms atom, element, ion and isotope.
Can define the terms atomic number, atomic mass, mass number and atomic mass unit.
Can identify components of the electromagnetic spectrum from a list and order these components from low to hi frequency and energy.Can identify the number of protons, neutrons and electrons 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 identify the energy levels in which electrons exist when given an element.
Can define and identify, from pictures, the different types of wave interactions (reflection, refraction, diffraction and absorption).Can
Can identify, from pictures, the different types of interference (destructive and constructive).draw explain what 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.
happens when electrons transfer between energy levels.
Can define constructive and destructive interference and add their amplitudes.
Can define the Doppler Effect as a shift in frequency and wavelength of a wave that occurs due to a moving source.
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:
A pendulum moves from the lowest part of its swing to the highest part of its swing in 1 second. In addition, at the lowest part of its swing its height is 0cm while at the highest part of its swing its height is 10cm.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.
Construct a graph of this motion and label the following:
Frequency, period, Amplitude, Crest, Trough and Cycle.
Make sure you use good graphing protocol.List 3 similarities and 3 differences between an ion and an isotope of Chlorine.
If the pendulum moved a total distance of 5cm in the 1 second part of its swing mentioned above, determine the wavelength and speed of the pendulum.Draw an atomic model of 13C-2
. / Academic Vocabulary:
Atoms
Ions
Isotopes
Protons
Neutrons
Electrons
ground state
excited state
energy levels
absorption
emission
elementary force
strong nuclear force
weak nuclear force
electromagnetic force
charge
atomic mass
atomic number
neutral
Waves: Period, frequency, wavelength, cycle, amplitude, crest, trough.
Wave types: Transverse and longitudinal.
Electromagnetic spectrum.
Light.
Wave Interactions: Reflection, refraction, diffraction, absorption.
Interference: Constructive, destructive.
Doppler Effect.
Score 3 Example Assessment Items:
By plotting distance from equilibrium on the y-axis and distance travelled on the x-axis, construct a graph of the motion of a wave having a wavelength of 5cm and an amplitude of 10cm.Explain the key results that were found by 2 of the scientists that we discussed in class.
What is the role of each of the 3 fundamental forces?
How many electrons are found in the first, second, third and fourth energy levels of the Sulfur +2 ion?
What would be the wave speed if the wave graphed above has a frequency of 10Hz?
Score 2 Example Assessment Items
Below is a graph of SHM obtained from a swinging pendulum.What is the charge and relative mass of a proton, neutron and electron?
A ______is an atom that has gained or lost electrons.
Draw a model of an atom correctly locating the protons, neutrons and electrons. Make sure to label each.
What is the frequency, period, and amplitude of this pendulum?
Give an example of a transverse wave and a longitudinal wave.
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Every student. Every day. / District Vision:
A promise of learning, dignity, and respect for all.

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