SCH4U 3.1 - 3.2 - Assessment

3.1 Early Atomic Theories and the Origins of Quantum Theory & 3.
2
Bohr's Model of the Atom
Name: _______________________________ Score: / 20
Teacher: Date: Time:
Purpose of Assessment: Assessment of Learning

Method of Assessment: KTCA OUT OF
Learning Goals:
● Students can explain atoms.

● Students can explain the development of atomic theory.
● Students can explain isotopes.
● Students can explain quantum theory.
● Students understand Bohr’s atomic model.
● Students can explain spectroscopy.
Overall Expectations
● C1. Assess the benefits to society and evaluate the environmental impacts of
products of technologies that apply principles related to the structure and
properties of matter.
● C2. Investigate the molecular shapes and physical properties of various types of
matter.
● C3. Demonstrate an understanding of atomic structure and chemical bonding,
and how they relate to the physical properties of ionic, molecular, covalent
network, and metallic substances.
Specific Expectations
● C1.1 Assess the benefits to society of technologies that are based on the
principles of atomic and molecular structures.
● C1.2 Evaluate the benefits to society, and the impact on the environment, of
specialized materials that have been created on the basis of scientific research
into the structure of matter and chemical bonding.
● C2.1 Use appropriate terminology related to structure and properties of matter,
including, but not limited to orbital, emission spectrum, energy level, photon, and
dipole.
● C2.2 Use the Pauli exclusion principle, Hund’s rule, and the Aufbau principle to
write electron configurations for a variety of elements in the periodic table.
● C2.3 Predict the shapes of simple molecules and ions using the valence shell
electron pair repulsion (VSEPR) model and draw diagrams to represent their
molecular shapes.
● C2.4 Predict the polarity of various chemical compounds, based on their
molecular shapes and the difference in the electronegativity vales in the atoms.
● C2.5 Predict the type of solid (ionic, molecular, covalent network, metallic) formed
by a given substance in a chemical reaction and describe the properties of that
solid.
● C2.6 Conduct an inquiry to observe and analyse the physical properties of
various substances and to determine the type of chemical bonding present in
each substance.
● C3.1 Explain how experimental observations and inferences made by Rutherford
and Niels Bohr contributed to the development of the planetary model of the
hydrogen atom.
● C3.2 Describe the electron configurations of a variety of elements in the periodic
table, using the concept of energy levels in shells and subshells, as well as the
Pauli exclusion principle, Hund’s rule, and the Aufbau principle.
● C3.3 Identify the characteristic properties of elements in each of the s, p, and d
blocks of the periodic table, and explain the relationship between the position of
an element in the periodic table, its properties, and its electron configuration.
● C3.4 Explain how the physical properties of a solid or liquid depend on the
particles present and the types of intermolecular and intramolecular forces.
● C3.5 Describe a Canadian contribution to the field of atomic and molecular
theory.
Instructions:
1. Make a copy of this document.
2. Answer the questions.
3. Put a copy of your work in a course folder.
K: _______ / 5 T: _______ / 5 C: _______ / 5 A: _______ / 5

Knowledge & Thinking 10
For each of the following atoms, identify

a) the number of protons and neutrons in the nucleus
b) the number of electrons present in the neutral atom for that element
i. 79𝐵𝑟
ii. 81𝐵𝑟
iii. 239𝑃𝑢
iv. 133𝐶𝑠
v. 3𝐻
Marking Scheme (10 marks)
● 5 K for correctly answering question a)

● 5 T for correctly answering question b)
Communication 5
What was the main flaw in Bohr’s atomic model?
● 5 marks for correctly explaining your answer

Application 5
The line spectrum for helium is shown in (a), and the line spectrum for xenon is shown
in (b).
a) Explain why there are so many more lines in the xenon spectrum than in the
helium spectrum.
b) Are the line spectra absorption or emission spectra? how can you tell?
● 3 marks for correctly answering question a)

● 2 marks for correctly answering question b)

SCH4U 3.1 - 3.2 - Assessment

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3.1 Early Atomic Theories and the Origins of Quantum Theory & 3.

Name: _______________________________ Score: / 20

Teacher: Date: Time:

Purpose of Assessment: Assessment of Learning

● Students can explain atoms.

K: ___ / 5 T: _ / 5 C: _ / 5 A: ___ / 5

For each of the following atoms, identify

Marking Scheme (10 marks)

● 5 K for correctly answering question a)

What was the main flaw in Bohr’s atomic model?

Marking Scheme (5 marks)

● 5 marks for correctly explaining your answer

Marking Scheme (5 marks)

● 3 marks for correctly answering question a)

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