Unit 3: Atomic Theory (4 weeks) - Test November 25
A. Atomic Notation
1. State the location and charges of each subatomic particle within the atom
2. Use the periodic table to determine the number of protons, neutrons, and
electrons in an atom of an element
3. Define atomic number as it relates to subatomic particles
4. Define atomic mass as it relates to subatomic particles.
5. Draw a Bohr Model of an atom, given its atomic notation
6. Identify the number of valence electrons from a diagram or Bohr Model
B. Isotopes and Relative Atomic Mass
1. Explain and illustrate the concept of isotopes
2. Explain the concept of relative atomic mass
3. Calculate the atomic mass of an element, given the mass and abundance of
naturally occurring isotopes
4. Use isotope notation to determine the number of protons, neutrons, and
electrons for an isotope of an element.
5. Write an isotope symbol when given information about the number of
subatomic particles in an isotope of an element.
C. Nuclear Reactions
1. Describe half-life as the amount of time it takes for half of a radioactive
sample to decay
2. Perform basic half-life calculations
3. Write nuclear equations to show the key properties of alpha, beta, and
gamma decay
4. Compare the energy outputs of fission and fusion reactions
5. Compare the energy outputs of fission and fusion to other energy
transformations
D. Energy Levels and Electron Configuration
1. State the energy sublevels within an energy level
2. State the maximum number of electrons that can occupy a given energy
level and sublevel
3. List the order of sublevels according to increasing energy
4. Write the predicted electron configuration for the first 20 elements
5. Identify the number of valence electrons from an electron configuration
E. Light Spectrum and Frequency
1. Describe how wavelength of light relates to relative energy of electrons in
an atom
2. Predict the color of light that will be emitted from a chemical sample,
based on the number and placement of electrons in the cation of the
compound
3. Perform basic frequency and wavelength calculations
Last Modified October 20, 2014
Team Members Present: Gleb, Jones, Lallemand, Trop
F. Ions
1. Describe how distance effects the attraction between protons and
neutrons
2. Describe the formation of ions as either a gain or loss of electrons
3. Determine ion charge based on the number of valence electrons present in
the neutral atom
4. Predict the ion charge based on location on the periodic table
5. Write Isotope notation for ions
6. Determine if an ion is a cation or anion
NGSS Standards
The 8 Practices of Science and Engineering Essential for All Students
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
* These 8 practices should be considered in each of the content areas at all times. Further information
about each science practice can be found in Appendix F, published on the NGSS website.
HS-PS1: Matter and Its Interactions
1.A Structures and Properties of Matter
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Each atom has a charged substructure consisting of a nucleus, which is made of
protons and neutrons, surrounded by electrons. (HS-PS1-1)
The periodic table orders elements horizontally by the number of protons in the
atom’s nucleus and places those with similar chemical properties in columns. The
repeating patterns of this table reflect patterns of outer electron states. (HS-PS11),(HS-PS1-2)
The structure and interactions of matter at the bulk scale are determined by
electrical forces within and between atoms. (HS-PS1-3),(secondary to HS-PS2-6)
A stable molecule has less energy than the same set of atoms separated; one must
provide at least this energy in order to take the molecule apart. (HS-PS1-4)
Attraction and repulsion between electric charges at the atomic scale explain the
structure, properties, and transformations of matter, as well as the contact forces
between material objects. (secondary to HS-PS1-1),(secondary to HS-PS1-3)
1-1 Use the periodic table as a model to predict the relative properties of elements based on the
patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of
properties that could be predicted from patterns could include reactivity of metals, types of bonds
formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment
Last Modified October 20, 2014
Team Members Present: Gleb, Jones, Lallemand, Trop
is limited to main group elements. Assessment does not include quantitative understanding of
ionization energy beyond relative trends.]
1.C Nuclear Processes
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Nuclear processes, including fusion, fission, and radioactive decays of unstable
nuclei, involve release or absorption of energy. The total number of neutrons plus
protons does not change in any nuclear process. (HS-PS1-8)
1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the
energy released during the processes of fission, fusion, and radioactive decay. [Clarification
Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale
of energy released in nuclear processes relative to other kinds of transformations.] [Assessment
Boundary: Assessment does not include quantitative calculation of energy released. Assessment is
limited to alpha, beta, and gamma radioactive decays.]
Common Core Standards
WHST.912.5
WHST.912.7
WHST.1112.8
WHST.912.9
SL.11-12.5
Mathematics MP.2
MP.4
HSN-Q.A.1
HSN-Q.A.2
HSN-Q.A.3
Develop and strengthen w riting as needed by planning, revising, editing, rew riting, or trying a new
approach, focusing on addressing w hat is most significant for a specific purpose and audience. (HS-PS1-2)
Conduct short as w ell as more sustained research projects to answ er a question (including a self -generated
question) or solve a problem; narrow or broaden the inquiry w hen appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation. (HS-PS1-3),(HS-PS1- 6)
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and follow ing a standard format for citation. (HS-PS1-3)
Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS14)
Reason abstractly and quantitatively. (HS-PS1-5),(HS- PS1-7)
Model w ith mathematics. (HS-PS1-4),(HS-PS1-8)
Use units as a w ay to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data
displays. (HS-PS1-2),(HS-PS1-3),(HS- PS1- 4),(HS-PS1-5),( HS- PS1-7),( HS- PS1-8)
Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4),(HS-PS1-7),( HS- PS1-8)
Choose a level of accuracy appropriate to limitations on measurement w hen reporting quantities. (HS-PS12),(HS-PS1-3),(HS-PS1-4),(HS-PS1- 5),(HS-PS1-7),(HS-PS1-8)
Last Modified October 20, 2014
Team Members Present: Gleb, Jones, Lallemand, Trop