Physical Science –Semester 1 Final Exam Review Guide (2015 ...

Physical Science ?Semester 1 Final Exam Review Guide (2015/2016)

Unit- The Scientific Method (Questions 1-9)

Please remember that you are encouraged to produce and use a notecard containing needed formulas, equations, conversion factors, etc. for this final exam.

Standard 1 - Write a hypothesis using a "If...then..." statement predicting the relationship between an independent (manipulated) and dependent (responding) variable.

ADVANCED

Writes a clear and concise "if..., then..." statement linking the "if" portion of the hypothesis to the IV and the "then" portion of the statement to the DV. The "then" statement is clearly measurable.

PROFICIENT

Writes an "if..., then" statement linking the "if" portion of the hypothesis to the IV and the "then" portion of the statement to the DV. The "then" statement is clearly measurable.

BASIC

Writes a statement that may link the "if" statement to the "then" statement but the hypothesis is not testable as written.

Standard 2 - Defend the need to include a control group in an experiment.

ADVANCED The student can identify the control in an experimental process and explain the implications of not including a control.

PROFICIENT The student can identify the control in an experimental process

Standard 3 - Design an experiment that tests the hypothesis

BASIC The student cannot consistently identify the control group in an experiment.

ADVANCED The experiment demonstrates inclusion of current research, has a clear set of procedural steps that are replicable by other scientists and is directly designed to test the IV from the provided hypothesis in a controlled manner.

PROFICIENT The experiment demonstrates a clear set of procedural steps that are replicable by other scientists and is directly designed to test the IV from the provided hypothesis in a controlled manner.

BASIC The experiment demonstrates an ability to test the IV but produces data that is inadequate to test the hypothesis.

Standard 4 - Gather and record data relating to your IV and DV in a properly constructed data table.

ADVANCED The data table is titled, neatly constructed, well organized and easily readable. It includes data linked directly to the IV, DV and controls. It also identifies data as collected (raw) vs. derived (calculated) and includes the equations used to calculate derived data.

PROFICIENT The data table is titled, neatly constructed, well organized and easily readable. It includes data linked directly to the IV, DV but does not include all control data.

BASIC The data table displays collected information but is not organized in a way that is meaningful.

Standard 5 - Recognize when a relationship between the IV and DV is a direct relationship or indirect/inverse relationship

ADVANCED The student can consistently identify the relationship between the IV and DV as direct or indirect/inverse and express it with a mathematical equation.

Review Problems:

PROFICIENT The student can consistently identify the relationship between the IV and DV as direct or indirect/inverse.

BASIC The student cannot consistently identify the relationship between the IV and DV as direct or indirect/inverse

Read the problem statement below and answer the questions that follow.

"Will burned ashes added to soil effect height of plant seedling growth? "

1. Write an appropriate hypothesis based on your understanding of the problem.

2. For the problem stated above, describe the following:

a. IV = b. DV = c. Control Group = d. 3 significant constants =

3. Describe the scientific implications of not including a control group in your study.

4. Set up a data table that would clearly identify which data you think would be valuable to measure, collect and record. Note: No data will be included. Simply build the table.

5. Create two generic graphs; one graph representing a direct relationship between the IV and DV and the other an indirect relationship. Make sure each graph represents the data relating to the control group.

Unit ? Structure and Properties of Matter (Questions 10-52)

Standard 1 ? Identify the criteria of matter as mass and volume.

Advanced

Manipulate the mass : volume ratio to solve for any unknown variable. (D= M / V). Explain how the mass : volume relationship accounts for the density difference between various substances.

Basic level problems:

Proficient

Demonstrate that the ratio between mass and volume is an inverse relationship and an identifying characteristic of the material.

Basic

Calculate the mass : volume relationship for substances.

1. You must be able to define and use the following terms:

matter, mass, volume, density, ratio, displacement, meniscus

2. Describe the basic difference between mass and weight.

3. Name the tool used to measure mass in the lab and the units it measures in.

4. Convert the following masses:

a) 34.5 kg = _______ g

b) 3467.8 g = _________ kg

c) .238 kg = _______ mg

5. Describe 3 methods (and tools) that can be used to determine volume depending on the shape and phase of the object.

6. Calculate the following densities: Mass = 34.7 g Volume = 14.6 ml Density = _________g/ml

mass = 674 g volume = 430 cm3 Density = ________g/ml

mass = 2.3 kg volume = 1 liter Density = _________g/ml

Proficient/Advanced level problems: 1. Define "characteristic property" ?

2. Determine the mass of the lead dinosaur after searching the density data table at:

astr.gsu.edu/hbase/tables/density.html

3. If the dinosaur's mass was 17.12g, what material would you say it is made of?

4. On the graph below, draw a line that represents pure water's mass: volume relationship. Volume (ml)

Mass (g)

5. Study the data below and draw a line for each substance on the graph to represent its density. (different color for each)

Material

Density (g/ml)

Wood

.85

(oak)

Aluminum

2.7

Lead

11.3

Ice

.93

6. Describe the mass : volume relationship for materials above and below the pure water line and how this can predict whether an object will float or sink in pure water.

Standard 2 - Be able to identify that atoms are the building blocks/fundamental units of matter and that elements are different types of atoms.

Advanced

Proficient

Basic

Understands that different combinations of atoms (compounds) have properties that are different from the elements they are made from.

Understand that only 92 types of atoms exist and are called elements. Different combinations of these atoms form different types of matter.

Understand that atoms are the building blocks of all matter.

Standard 3 - Design models to represent that elements can join in various ratios and combinations to form other matter.

Advanced

Proficient

Recognize that combining elements of Understand that the same elements

different ratios results in substances can be combined in different ratios to

with unique properties.

form different compounds.

Basic Problems (standards 2 and 3 combined):

1. Study the substances listed below. For each substance, list the "building blocks" that have combined to make each

substance.

Substance

most basic/fundamental "building blocks" to make the substance

Pure water

H2SO4

Carbon dioxide

KNO3

Salt water

Salt and sugar

(C6H12O6)

mixture

2. Did you need to use the periodic table to complete number 1 above? YES/NO, Explain.

3. If done correctly, all the items in the second column of the chart above have one thing in common. They are all types of _______________.

Proficient/Advanced Problems:

1. Are many of the building blocks found in the table above listed more than once? YES/NO. If yes, how can the same building block be used in more than one substance?

2. Are the building blocks always "connected" in the same way? YES/NO. If no, what are the different types of "connections" called and what impact does each have on the materials that are produced from those connections?

3. Provide a specific example of a compound forming in nature defending that you understand the advanced description for standard 2 above.

4. Think about the following compounds: H2O and H2O2. Both are made of the same atoms. They will/will not have the same or similar properties. Explain.

Standard 4 - Define what a pure substance is and categorize matter as pure or not.

Advanced

Proficient

Basic

Understand that when a pure

Categorize pure substances as

substance is broken down it no longer compound or element.

retains its identity.

Categorize substances as pure or not.

Basic Problems:

1. Circle only the pure substances:

Water, Br, magnesium, CaCO3, Kool-Aid, peanut butter & jelly sandwich, cadmium, air, steel, H2CO3, a cloud, Kr, plastic, vegetable oil, wood, argon,

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