Unit 2 Assessment for Science 9

Student A

Name:

Final Mark: 98%

Final grade: A

Comments/ways to support Learning:

Student shows an excellent understanding of the topic covered in this unit and
knows when and where to apply learned concepts. Continued practice is
encouraged to maintain skill level. Continuation of good work habits, solid effort and
positive attitude will support future success.
Teacher: _Mrs.

Block: A
11/2016

Semester

(Month/Year)

Table 1: Knowledge and Understanding Rating Scale Defined

Curricular Content
(Knowing)
2

Not Demonstrated

Demonstrated

Demonstrated Fully

No or few ideas

Many Ideas
Connecting Ideas

Extending Concepts

You have no or few ideas and

have not yet acquired enough
information as set out in the
learning standards or you may
have demonstrated incorrect
ideas and incorrect
information related to this
unit.

You have good ideas and have

acquired most of the
knowledge as set out in the
learning standards. You
understand the big idea.

You have acquired all the

knowledge set out in the
learning standards and are
beginning to construct
relationships between content,
concepts and your
environment.

Unit 2 Big Idea:

The electron arrangement of atoms impacts their
chemical nature

Rati
ng

Content Learning Standards: (minimum Ministry

expectations in bold)
Properties and Changes
Identify the physical properties of matter including density, state at
room temperature, colour, melting point, boiling point, malleability,
and ductility.
Differentiate between elements, compounds, heterogeneous
mixtures, and homogeneous mixtures.
Identify the chemical properties of matter including flammability,
corrosion, reactions with acid.

3
3

Identify chemical and physical changes.

3
Use the kinetic molecular theory to explain changes of state.
1

3
Elements and the Periodic Table

Explain, using examples, how the symbols for elements are used.
Distinguish between metals, non-metals, and metalloids with
respect to their properties and location on the periodic table.

Explain the organization of the periodic table with respect to atomic

number, atomic mass, chemical and physical properties, chemical
families, and combining capacities.

Use the periodic table to predict the properties of a family of

elements including alkali metals, alkaline earth metals, halogens,
and noble gases.

Differentiate between elements, ionic compounds and covalent

compounds, and recognize examples of each.

Atomic Theories and the Periodic Table

Describe the development of the atomic theory including the
following models of atoms by: a) Dalton b) Rutherford c) Bohr

3
3

Identify the three basic subatomic particles in regards to their

properties and location within the atom: electrons, protons and
neutrons

Recognize the difference between atoms and molecules.

Draw a Bohr model diagram of an atom (number 1 through number

20).

Recognize the location and importance of valence shell electrons in

Bohr models.
With the use of Bohr models, differentiate between atoms and ions
(number 1 through 20).
Ionic compound and covalent compound name and formula

Write chemical symbols for atoms and ions.

Using a periodic table of the elements, write the name and chemical
formulae for ionic compounds including:

Simple ionic compounds(metals with only one combing

capacity)
Ionic compounds involving multi-valent metals (metals with
more than one combining capacity use Roman Numerals).
Ionic compounds involving polyatomic ions.

Using a periodic table of the elements, write the name and chemical
formulae for binary covalent compounds using the prefix system.

Table 2: Competency Rating Scale Defined

Curricular Competencies
(Doing)
SD
Still Developing
Absent or Not Demonstrated
Student was absent for, did not actively
participate, or did not accomplish gradeappropriate development in the curricular
competencies related to the big idea as set
out in the provincial learning standards.

D
Demonstrated
Active Participant
Student has participated actively and safely in
learning activities and has shown gradeappropriate development in the curricular
competencies related to the big idea as set out
in the provincial learning standards.

Unit 2 Big Idea:

The Electron Arrangement of Atoms Impacts Their Chemical Nature
Curricular Competency Learning Standards:
Questioning and Predicting:
Demonstrated intellectual curiosity about chemical change (candle lab,
ion and atom lab)
Made observations (burning candle; sodium with water, Mg with acid,
egg shell with acid, copper (II) chloride with aluminum, iodine
sublimation)
Formulated hypothesis (burning candle lab, ion and atom lab)
Planning and Conducting:
Collaboratively conducted an investigation ( burning candle lab, ion and
atom lab)
Selected and used appropriate equipment to collect and record data
(density lab, burning candle lab, ion and atom lab)
Followed safe procedures
Processing and Analyzing Data and Information:
Found relationships between Bohr diagram and the periodic table
Analyzed data and used models and diagrams (chemistry picture
dictionary, modelling lab, Bohr diagram )
Made reasonable conclusions based on observations (density lab,
candle lab, ion and atom lab)
Analyzed cause-and-effect relationships (candle lab, ion and atom lab)
Evaluating:
Evaluated sources of error (density lab, ion and atom lab, candle lab )
Demonstrated awareness of bias ( density lab, candle lab, ion and
atom lab)
Understood the connection between science and technology
Applying and Innovating:
Contributed to the care for self and others through collaborative
approaches
Generated a refined idea when problem-solving (density lab)
Communicating:
Drew accurate models to describe a phenomenon (KMT, Bohr diagram)
Communicated scientific ideas and information using appropriate
scientific language, conventions, and representations

Rating

D
D
D
D
D
D
D
D
D
D
D
SD
D
D