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PHYSICAL SCIENCE
(SECONDARY)
ESSENTIAL UNIT 2 (E02)
(Atomic Structure and the Periodic Table)
(June 2011)
Unit Statement: Atomic Theory, the structure of atoms, and their arrangement in the
periodic table according to their properties are established in this unit.
Essential Outcomes: (Must be Assessed)
1. The Student Will summarize the main points of Dalton’s atomic theory and
describe his evidence for the existence of atoms. (p. 100 – 101)
2. TSW explain how Thomson and Rutherford used data from experiments to
produce their atomic models. (p. 102 – 105)
3. TSW compare and contrast the three subatomic particles of an atom based on their
properties. (p.108 – 110)
4. TSW distinguish the atomic number of an element from the mass number of an
isotope, and use the numbers to describe the structure of atoms. (p. 110 – 112)
5. TSW describe the evidence for energy levels and distinguish the ground state from
excited states of an atom based on electron configurations. (p. 113 – 118)
6. TSW explain how the arrangement of Mendeleev’s periodic table made it useful to
predict and discover new elements. (p. 126 – 129)
7. TSW identify general properties of metals, nonmetals, and metalloids and explain
the arrangement of elements in the modern periodic table including how the
properties of elements change across a period. (p. 130 – 138)
8. TSW relate the number of valence electrons to groups in the periodic table and to
properties of elements in those groups. (p. 139 – 145)
9. TSW predict the reactivity of some elements based on their locations within a
group. (p. 139 – 145)
10. TSW apply the scientific method in a variety of ways with a focus on one or two
areas of the process. (Appendix in Curriculum Guide)
Introduced and Practiced Outcomes:
1. The Student Will describe Bohr’s model of the atom and use the periodic table to
create Bohr models of the elements. (p. 113 – 118)
2. TSW explain how the atomic mass of an element is determined. (p. 134)
QSI PHYSICAL SCIENCE (SEC) E02
Copyright  1988-2011
7
Suggested Materials:
PSCA Chapters 4 and 5, PSCA #4(A, B) and #5(A, B)
Suggested Assessment Tools and Strategies:
Physical Science: Concepts in Action – Chapter Tests may be used as is for the
chapters cited in the unit or serve as a basis for creating tests.
Physical Science: Concepts in Action - Performance Assessment may be used as is,
including rubrics, for the chapters cited in the unit.
Chapter Resources:
Previous scheme worksheets and activities may be used to augment the book.
Suggested Technology Resources:
phet.colorado.edu
www.phschool.com
Destiny Webpath Express – see library coordinator for details
Student Express CD-ROM activities
Suggested Activities, Labs, or Projects:
Suggested Lab focus: Hypothesis
Inquiry Activity, PSCA p. 99
Investigating Charged Objects, PSCA p. 102
Comparing Exited States, PSCA p. 117
Using Flame Tests, PSCA p. 119, PSLM p. 287 – 288
Constructing Models of Atoms, PSLM p. 37 – 42
Modeling the Location of an Electron in an Atom, PSLM p. 43 – 46
Inquiry Activity, PSCA p. 125
Making a Model of a Periodic Table, PSCA p. 128
Predicting the Density of an Element, PSCA p. 150 – 151, PSLM p. 289 – 291
Using Clues to Identify Elements, PSLM p. 47 – 52
Comparing Chemical Properties Within a Group, PSLM p. 53 – 56
RUBRIC FOUND ON FOLLOWING PAGE………………..
QSI PHYSICAL SCIENCE (SEC) E02
Copyright  1988-2011
8
PHYSICAL SCIENCE
(SECONDARY)
ESSENTIAL UNIT 2 (E02)
SUGGESTED RUBRIC
TSW
1
‘A’ Level Mastery
‘B’ Level Mastery
NA
2
Student lists the main points of Dalton’s atomic
theory and clearly describes his evidence for the
existence of atoms
Student diagrams or demonstrates how the results
of the experiments led them to develop their
models
3
NA
Student correctly compares and contrasts the three
subatomic particles of an atom based on their
properties
4
Student clearly and completely explains how the
atomic number and mass number can be used to
determine whether an atom is an isotope or not
5
Student diagrams or demonstrates the evidence for
energy levels
6
Student uses the arrangement of the periodic table
to predict where unknown or unfamiliar elements
will be placed
7
Student uses the arrangement of the periodic table
to predict where unknown or unfamiliar elements
will be placed
8
Student uses the arrangement of the periodic table
to predict where unknown or unfamiliar elements
will be placed
9
NA
10

Student clearly and correctly distinguishes the
atomic number of an element from the mass
number of an isotope, and uses the numbers to
describe the structure of atoms
Student is able to correctly describe the evidence
for energy levels and distinguish the ground state
from excited states of an atom based on electron
configurations
Student clearly and completely explains how the
arrangement of Mendeleev’s periodic table made it
useful to predict and discover new elements
Student clearly and completely identifies general
properties of metals, nonmetals, and metalloids
and explains the arrangement of elements in the
modern periodic table including how the properties
of elements change across a period
Student clearly and completely relates the number
of valence electrons to groups in the periodic table
and to properties of elements in those groups
Student clearly and completely predicts the
reactivity of some elements based on their
locations within a group
See Laboratory Report Rubric in Curriculum
Guide Appendix

Student clearly and correctly explains how
Thomson and Rutherford used data from
experiments to produce their atomic models
See Laboratory Report Rubric in Curriculum
Guide Appendix
To receive an ‘A’, the student must show ‘A’ level mastery in at least 5 of the 7
available TSW’s and ‘B’ level mastery on all of the remaining TSW’s.
To receive a ‘B’, the student must show ‘B’ level mastery on all ten TSW’s.
QSI PHYSICAL SCIENCE (SEC) E02
Copyright  1988-2011
9