Physical Science Assessment Questions State Benchmark 1: Science As Inquiry

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<ul><li> Slide 1 </li> <li> Slide 2 </li> <li> Physical Science Assessment Questions </li> <li> Slide 3 </li> <li> State Benchmark 1: Science As Inquiry </li> <li> Slide 4 </li> <li> A. Accuracy vs. Precision ACCURATE = CORRECT PRECISE = CONSISTENT </li> <li> Slide 5 </li> <li> None accurate and nor precise Not accurate but Precise Accurate and Precise </li> <li> Slide 6 </li> <li> Use the paragraph below to answer questions 1-3. An experiment was designed to test the effects of nicotine on the heartbeat of mice. Both populations received water with the same mineral content, were supplied with identical amounts of the same type of food, had their temperatures maintained at 39 degrees Celsius, and received the same amount of light. Every twelve hours, mice from both populations were selected and their heartbeats monitored. The mice of Population One had 1.0 milligram of nicotine administered 10 minutes before their heartbeats were checked. The mice of population two were given nothing. </li> <li> Slide 7 </li> <li> Standard 1.1.2b S.HS.1.1.2 The student actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research. 1. What was the independent variable in the above experiment? a.light b.water c.nicotine d.heartbeat </li> <li> Slide 8 </li> <li> Standard 1.1.2 S.HS.1.1.2 The student actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research. 2. In the study above, which group reflects the control group? a. mice population one b. mice population two c. the size of the cage d. the same amount of food </li> <li> Slide 9 </li> <li> Standard 1.1.2 S.HS.1.1.2 The student actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research. 3. In the study above which of the following would be the dependent variable? a. growth of mice b. temperature of mice c. the heartbeats of the mice d. the amount of nicotine </li> <li> Slide 10 </li> <li> Use the paragraph below to answer questions 4-8. Cliffs parents told him not to drink soda pop because it could dissolve a nail. He did not believe them, so he decided to test his 3 favorite kinds of soda. He bought 12 nails and recorded the mass of each nail carefully using a balance. He placed 3 nails in a glass with 200ml of Soda A, 3 nails in a glass of 200ml of Soda B, and 3 nails in a glass of 200ml of Soda C. He placed the last 3 nails in a glass of water to compare it to the sodas. After 48 hours, Cliff took out all the nails and measured their final weights. </li> <li> Slide 11 </li> <li> Table 1 Type of SodaFinal Average Mass of Nail Initial Average Mass of Nail Average Mass Lost Soda A8.9101.1 Soda B8.5101.5 Soda C8.1101.9 Water9.910.9 </li> <li> Slide 12 </li> <li> Standard 1.1.3a S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 4. Which of the following measurement tools would be used to measure the volume of soda in the above experiment? a. graduated cylinder b. meter stick c. balance d. ruler </li> <li> Slide 13 </li> <li> Standard 1.1.3a S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 5. What would be the most appropriate unit of measurement for Cliff to use for the mass of the nails? a. Kilograms b. Meters c. Ounces d. Grams </li> <li> Slide 14 </li> <li> Standard 1.1.3d S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 6. At the end of the experiment, Cliff determined the mass of each nail using a balance. Before measurement began, he was sure to zero out the scale. What was he trying to improve? a. the accuracy of his measurements b. the precision of his measurements c. the effects of the control group. d. the effects of the treatment. </li> <li> Slide 15 </li> <li> Standard 1.1.2d S.HS.1.1.2 The student actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research. 7. After examining Cliffs experiment, you decided to test other substances and their effect on nail mass. What would the first step be in the process? a.write a hypothesis b.write a procedure c.write a conclusion d.collect data </li> <li> Slide 16 </li> <li> Standard 1.1.3c S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 8R. Using the data in Table 1, determine which graph you would use to display the data. a. pie graph b. bar graph c. broken line graph d. scatter plot </li> <li> Slide 17 </li> <li> Standard 1.1.3c S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 8B. Using the data in Table 1, determine which graph you would use to display the data as a trend. a. pie graph b. bar graph c. broken line graph d. scatter plot </li> <li> Slide 18 </li> <li> Standard 1.1.3c S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 8C. Using the data in Table 1, determine which graph you would use to display the data and compare individual results. a. pie graph b. bar graph c. broken line graph d. scatter plot </li> <li> Slide 19 </li> <li> Based on this experiment, answer the questions 9-14. Ruth put red blood cells in three different solutions. Solution A was a solution that had the same salt concentration as normal blood plasma. Solution B was 100% distilled water. Solution C was a salt solution more concentrated then blood plasma. The cells were examined under the microscope before and after being placed in the solutions. The following observations were made: Solution A cells appeared unchanged. Solution B cells were larger. Some cells had burst open. Solution C cells had shrunk. </li> <li> Slide 20 </li> <li> Standard 1.1.2b S.HS.1.1.2 The student actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research 9. From the choices below, identify the independent variable in this experiment. a.Amount of salt in solution. b.The change in the blood cells. c.Red blood cells. d.The examination of the cells under the microscope. </li> <li> Slide 21 </li> <li> Use the paragraph below to answer questions 4-8. Cliffs parents told him not to drink soda pop because it could dissolve a nail. He did not believe them, so he decided to test his 3 favorite kinds of soda. He bought 12 nails and recorded the mass of each nail carefully using a balance. He placed 3 nails in a glass with 200ml of Soda A, 3 nails in a glass of 200ml of Soda B, and 3 nails in a glass of 200ml of Soda C. He placed the last 3 nails in a glass of water to compare it to the sodas. After 48 hours, Cliff took out all the nails and measured their final weights. </li> <li> Slide 22 </li> <li> Table 1 Type of SodaFinal Average Mass of Nail Initial Average Mass of Nail Average Mass Lost Soda A8.9101.1 Soda B8.5101.5 Soda C8.1101.9 Water9.910.1 </li> <li> Slide 23 </li> <li> Standard 1.1.2b Qv2 S.HS.1.1.2 The student actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research 9B. From the choices below, identify the independent variable in this experiment. a.Amount of soda b.The type of soda c.Final weight of the nails. d.Time </li> <li> Slide 24 </li> <li> Standard 1.1.2a S.HS.1.1.2 The student actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research 10. From the choices below, identify the dependent variable in this experiment. a.the different solutions b.the change in the blood cells c.distilled water d.salt </li> <li> Slide 25 </li> <li> Standard 1.1.3 S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 11. What was the control in Ruths experiment? a.solution A b.solution B c.solution C d.There was no control. </li> <li> Slide 26 </li> <li> Use the paragraph below to answer questions 4-8. Cliffs parents told him not to drink soda pop because it could dissolve a nail. He did not believe them, so he decided to test his 3 favorite kinds of soda. He bought 12 nails and recorded the mass of each nail carefully using a balance. He placed 3 nails in a glass with 200ml of Soda A, 3 nails in a glass of 200ml of Soda B, and 3 nails in a glass of 200ml of Soda C. He placed the last 3 nails in a glass of water to compare it to the sodas. After 48 hours, Cliff took out all the nails and measured their final weights. </li> <li> Slide 27 </li> <li> Table 1 Type of SodaFinal Average Mass of Nail Initial Average Mass of Nail Average Mass Lost Soda A8.9101.1 Soda B8.5101.5 Soda C8.1101.9 Water9.910.1 </li> <li> Slide 28 </li> <li> Standard 1.1.3 S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 11B. What was the control in Chriss experiment? a.Soda A b.Soda B c.Soda C d.Water </li> <li> Slide 29 </li> <li> Table 2 Temp. of CO 2 gas ( C) Volume of CO 2 gas (ml) 15 C 140 ml 72 C 275 ml 140 C 410 ml </li> <li> Slide 30 </li> <li> Standard 1.1.3c S.HS.1.1.3 The student actively engages in using technological tools and mathematics in their own scientific investigations. 12. Using the data in Table 2, draw a best fit line for these points. Use the graph to determine the volume of CO 2 at 0 C. a. 75 ml b.100 ml c.175 ml d.200 ml </li> <li> Slide 31 </li> <li> State Benchmark 2A: Chemistry </li> <li> Slide 32 </li> <li> Cations Cat + Cat, pos =+ </li> <li> Slide 33 </li> <li> Ionic Bonds An ionic bond is the resulting attraction for an anion and a cation after an electron is transferred from the metal to the non-metal. http://www1.icsd.k12.ny.us/chemzone/lessons/03bondin g/mleebonding/ionic_bonds.htm </li> <li> Slide 34 </li> <li> Covalent Bonds A covalent bond exists when two electrons are shared by two non-metallic atoms. http://www1.icsd.k12.ny.us/chemzone/lessons/03bondi ng/mleebonding/covalent_bonds.htm http://www1.icsd.k12.ny.us/chemzone/lessons/03bondi ng/mleebonding/covalent_bonds.htm </li> <li> Slide 35 </li> <li> Metallic Bonding SEA OF MOBILE VALENCE ELECTRONS http://www1.icsd.k12.ny.us/chemzone/lessons/03bo nding/mleebonding/metallicbonding.htm </li> <li> Slide 36 </li> <li> The Energy Involved is Light Ground state Each ring is an energy level, farther from nucleus= more energy Absorb light Emit light </li> <li> Slide 37 </li> <li> Infrared Lines and orbital changes IR Visible UV </li> <li> Slide 38 </li> <li> Chapter 5 Electrons in Atoms </li> <li> Slide 39 </li> <li> Electron Cloud Model </li> <li> Slide 40 </li> <li> Exothermic- Heat Out </li> <li> Slide 41 </li> <li> Endothermic Heat In </li> <li> Slide 42 </li> <li> Standard 2A1.1c S.HS.2A.1.1 The student understands that atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom. 13. Identify the subatomic particle with the smallest relative mass. a.nucleus b.proton c.neutron d.electron </li> <li> Slide 43 </li> <li> Standard 2A1.1a S.HS.2A.1.1 The student understands that atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom. 14. One atom of Oxygen contains 8 protons, 8 neutrons, and 8 electrons. What is the atomic mass of Oxygen? a.16 b.8 c.24 d.32 </li> <li> Slide 44 </li> <li> Standard 2A1.1d S.HS.2A.1.1 The student understands that atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom. 15B. Which subatomic particle is positive? a.Electrons b.Neutrons c.Protons d.All of the above </li> <li> Slide 45 </li> <li> Standard 2A1.1d S.HS.2A.1.1 The student understands that atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom. 15C. Which subatomic particle is negative? a.Electrons b.Neutrons c.Protons d.Neutrino </li> <li> Slide 46 </li> <li> Standard 2A1.1d S.HS.2A.1.1 The student understands that atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom. 15D. Which subatomic particle is neutral? a.Electrons b.Neutrons c.Protons d.Positron </li> <li> Slide 47 </li> <li> Standard 2A1.1d S.HS.2A.1.1 The student understands that atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom. 15. For an atom to be considered neutral, which two subatomic particles must be equal? a.Electrons &amp; neutrons b.Neutrons &amp; protons c.Protons &amp; electrons d.All of the above </li> <li> Slide 48 </li> <li> Standard 2A1.1a S.HS.2A.1.1 The student understands that atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom. 16. The nucleus of an atom consists of which of the following particles? a.protons and electrons b.protons and neutrons c.electrons and neutrons d.protons, neutrons and electrons </li> <li> Slide 49 </li> <li> Standard 2A2.1b S.HS.2A.2.1 The student understands chemists use kinetic and potential energy to explain the physical and chemical properties of matter on earth that may exist in any of these three states: solids, liquids, and gases. 17. In the drawing below, which of the following would most likely be a solid? a. Xb. Yc. Zd. X or Z XY Z </li> <li> Slide 50 </li> <li> Standard 2A2.1b S.HS.2A.2.1 The student understands chemists use kinetic and potential energy to explain the physical and chemical properties of matter on earth that may exist in any of these three states: solids, liquids, and gases. 18R. In the drawing above, a pure crystal A is melted to form liquid B. What must happen for this to occur? a. The temperature of A must be reduced. b. The pressure on B must be increased. c. Another substance must be added to A. d. The kinetic energy of A must be increased to break their intermolecular bonds. A B </li> <li> Slide 51 </li> <li> Standard 2A2.1b S.HS.2A.2.1 The student understands chemists use kinetic and potential energy to explain the physical and chemical properties of matter on earth that may exist in any of these three states: solids, liquids, and ga...</li></ul>