Enabling Task # 1: Outline of the Atomic Timeline

Different scientists have contributed to the atomic development which led us to have a better grasp of the world around us. These historical breakthroughs are so significant,
and that forgetting them is an insult; so, in this performance task, you are going to make a poster that shows these developments to honor the people whose efforts and ideas brought
advancements to science.

Before you do this performance task (PT), you must accomplish first an enabling task. An enabling task is a steppingstone in making your PT.

Here is your enabling task: Outline of the Atomic Timeline

 You must group yourselves, but make sure you only have 5-6 members in your group.
 You must research at least 5 key events in the historical development of atom.
 You must fill in the information you researched to the blank timeline provided.
 You must make sure that you briefly describe each key event. As much as possible, do not write outside the box.
 Write your complete names on the space provided.
Names: __Rigel Totesora, Christopher Fugata, Luigi Joy Aranez, Arl John Papillero______________________________________________________________________

Agreed that all matter was created by
atoms, which he believed were
indestructible. He also stated that
compounds are created by combining
two atoms, and that all atoms of given
elements are identical in their mass
and properties.
Discovered Proton. Used Gold Foil
Experiment. Experiment to discover
the modern model of an atom. He
concluded that all positive charges
were centralized.
Explained that outer orbits in an atom
could hold more electrons that the
inner orbits. He also gave birth to the
idea that electrons emit light by
jumping orbits.

John Dalton J.J Thomson Ernest Rutherford Millikan Neils Bohr James Chadwick
1803 1897 1907 1910 1913 1932

19321

He discovered Electrons. He proposed
the Plum Pudding Model. He
experiment by testing and studying
the nature of electric discharge in a
high vacuum cathode-ray.
Used an oil drop experiment to Discovered the neutron. He said that
determine the charge of a single the neutrons helps balance out
electron. protons in the nucleus of atom.
 PERFORMANCE TASK (PT) 1: Poster of the History of Atom

In the future, you will be professionals. You will be working with people in different fields, so it is important that you get to be familiar with the field of work even if you’re still in senior
high school.

In this performance task, suppose you are in your field of work, and you are asked to fulfill a goal related to your job. You also have to observe collaborative and cooperative skills
towards your “workmates”, so you can make an over-the-top output.

GOAL: Your goal is to help an out-of-school youth understand the history of the development of atom.

ROLE: Your role is a science teacher.

AUDIENCE: Your audience is an out-of-school youth who only finished elementary level (Grade 6).

SITUATION: You have been asked to present to your audience at least five (5) key events in the history of the development of the concept of atom (from ancient Greeks’ atomism to
modern-day atom).

PRODUCT: Poster – You are tasked to make a poster showing at least five (5) key events in the history of the development of the concept of the atom.

STANDARDS: Rubric, Peer Assessment

INSTRUCTIONS:

1. Submit your poster on Jan. 7, 2017, on or before 11:59 pm.

2. You must make your poster by using any software application such as Photoshop, Microsoft Word Doc, Microsoft Publisher, etc. If you’re using Word Doc or Publisher, make sure
you convert the file into pdf to avoid alterations in your output. You must send your PT through email (syrellchristian@gmail.com). As you send your email, include the names of
the group, so the teacher knows whose PT he/she is checking.
3. This performance task must be done by group with 5-6 members. You may choose your own groupmates.
a. Highlight at least five (5) key events in the development of the understanding of atom (as discussed in Sessions 3). Make a poster of these key events.
b. With the key events you selected, briefly and concisely describe each of these events.
4. Make a visually appealing poster. Put your creativity on this performance task.
5. Peer Assessment: Rate the performance of your groupmates using the peer assessment rubric. Submit your peer assessment on July 5 for MW classes and July 6 for TTh classes.
6. Print this document. Hand over this copy to your teacher on July 5 for MW classes and July 6 for TTh classes.

ADDITIONAL REMINDERS:

o Failure to submit your poster on time means point deductions.

o 5-point deduction per day will be implemented when the poster is submitted late.
o Those who submitted late but gave it within the day of submission still receives 5-point deduction.
RUBRIC, PEER ASSESSMENT, SUMMARY OF PEER ASSESSMENT SCORES:

Note: Give these rubric, peer assessment and summary of peer assessment scores to your teacher on July 5 for MW classes and July 6 for TTh classes.

Overall Score: _____________/64

Analytic Rubric: __________________/40

Peer Assessment: __________________/24

1. Analytic Rubric for Story Book

4 3 2 1 Weight Total Score

Content: Completeness
Provide 5 or more Provide 4 key Provide 3 key Provide 1-2 key
key events in the events in the events in the events in the x1
history of the history of the history of the history of the
understanding of understanding of understanding of understanding of
atom. atom. atom. atom.
Content: Accuracy and Relevance
5 or more
No concepts, 1-2 concepts, 3-4 concepts,
concepts,
explanations or explanations or explanations or
explanations or
other information other information other information
other information x2
presented are presented are presented are
presented are
inaccurate or inaccurate or inaccurate or
inaccurate or
irrelevant. irrelevant. irrelevant.
irrelevant.
Content: Diction
Some words are
Most statements
appropriate to
The choice of are appropriate
the audience
words is to the audience
concerned. Most The choice of
appropriate to concerned. There x1
of the statements words is poor.
the audience are some
(or words) sound
concerned. statements (or
too technical to
words) that sound
the audience.
 too technical to
the audience.
Mechanics: Grammar and Spelling
6 or more
No grammar or 1-3 grammar or 4-6 grammar or
grammar or
spelling errors are spelling errors are spelling errors are x1
spelling errors are
observed. observed. observed.
observed.
Aesthetics: Graphics and Relevance
All graphics are Some graphics Graphics do not
All graphics are
related to the are related to the relate to the
related to the
topic. Most topic. Some topic, are
topic,
graphics are graphics are inappropriate to
appropriate to
appropriate to appropriate to the audience, x1
the audience,
the audience, the audience, and do not help
and help make
and help make and make make information
information easier
information easier information easier easier to
to understand.
to understand. to understand. understand.
Aesthetics: Attractiveness
The story book is The story book is The story book is
The story book is
exceptionally acceptably distractingly
attractive in terms
attractive in terms attractive though messy or very x2
of design, layout,
of design, layout, it may be a bit poorly designed.
and neatness.
and neatness. messy. It is not attractive.
Aesthetics: Labels
All items of Almost all items of Many items of Labels are too
importance on importance on importance on small to view OR
the story book are the story book are the story book are no important x1
clearly labeled clearly labeled clearly labeled items were
and legible. and legible. and legible. labeled.
References: Source Citations
All borrowed Several borrowed Some borrowed No borrowed
graphics have a graphics have a graphics have a graphics have a x1
source citation. source citation. source citation. source citation.

Overall Score:
2. Peer Assessment Rubric (Borrowed from Intel Assessing Projects)

Instruction: Each member must rate the performance of every groupmate. (Write your name and the members you are evaluating in one of the tables below.)

Point System: 4 — Student is functioning at a high level and does not need to improve;
3 — Student is working well within the group but has a few areas which could be improved;
2 — Student is making an attempt to work well but needs to improve in some areas;
1 — Student does not seem to be trying to work well with the group and needs to improve a great deal.
3. Summary of Peer Assessment Scores:

Note to the leader: Write the tabulated scores here. Make sure to write the total and the average score of every member. If you have clarifications, you approach your teacher.

Total Aver
Score age

Note: These are all the things you must do. If you have queries, please approach your teacher.