physical science assessment questions state benchmark 1: science as inquiry

Physical ScienceAssessment Questions

State Benchmark 1: Science As Inquiry

A. Accuracy vs. Precision

ACCURATE = CORRECT

PRECISE = CONSISTENT

None accurate and nor precise

Not accurate but Precise

Accurate and Precise

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.

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

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

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

• Use the paragraph below to answer questions 4-8.• Cliff’s 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.

Table 1

Type of Soda Final Average Mass of Nail

Initial Average Mass of Nail

Average Mass Lost

Soda A 8.9 10 1.1

Soda B 8.5 10 1.5

Soda C 8.1 10 1.9

Water 9.9 10 .9

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

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

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 measurementsb. the precision of his measurementsc. the effects of the control group.d. the effects of the treatment.

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 Cliff’s 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

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


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


d. scatter plot


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


d. scatter plot

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.

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.

Table 1



Average Mass Lost

Soda A 8.9 10 1.1

Soda B 8.5 10 1.5

Soda C 8.1 10 1.9

Water 9.9 10 .1

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

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

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 Ruth’s experiment?

a. solution A

b. solution B

c. solution C

d. There was no control.

Table 1



Average Mass Lost

Soda A 8.9 10 1.1

Soda B 8.5 10 1.5

Soda C 8.1 10 1.9

Water 9.9 10 .1

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 Chris’s experiment?

a. Soda A

b. Soda B

c. Soda C

d. Water

Table 2

Temp. of CO2 gas (°C)

Volume of CO2 gas (ml)

15 °C 140 ml

72 °C 275 ml

140 °C 410 ml


• 12. Using the data in Table 2, draw a best fit line for these points. Use the graph to determine the volume of CO2 at 0°C.

• a. 75 ml

• b. 100 ml

• c. 175 ml

• d. 200 ml

• State Benchmark 2A: Chemistry

Cations

• Cat+

• Cat, pos

=+

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/03bonding/mleebonding/ionic_bonds.htm

Covalent Bonds

A covalent bond exists when two electrons are shared by two non-metallic atoms. http://www1.icsd.k12.ny.us/chemzone/lessons/03bonding/mleebonding/covalent_bonds.htm

Metallic Bonding

SEA OF MOBILE VALENCE ELECTRONS

http://www1.icsd.k12.ny.us/chemzone/lessons/03bonding/mleebonding/metallicbonding.htm

The Energy Involved is Light

Ground state

Each ring is an energy level, farther from nucleus= more energy

Absorb light

Emit light

InfraredLines and orbital changes

IRVisible

UV

Chapter 5Electrons in Atoms

Electron Cloud Model

Exothermic- Heat Out

Endothermic – Heat In

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

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

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


15C. Which subatomic particle is negative?

a. Electrons

b. Neutrons

c. Protons

d. Neutrino


15D. Which subatomic particle is neutral?

a. Electrons

b. Neutrons

c. Protons

d. Positron


15. For an atom to be considered neutral, which two subatomic particles must be equal?

a. Electrons & neutrons

b. Neutrons & protons

c. Protons & electrons

d. All of the above

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

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. X b. Y c. Z d. X or Z

X Y

Z

Standard 2A2.1b



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

Standard 2A2.1b



18B. In the drawing above, a pure liquid “B” is fuzed to form pure crystal “A” . What must happen for this to occur?

a. The temperature of A must be increased.b. The pressure on B must be increased.c. Another substance must be added to A.d. The kinetic energy of A must be decreased to

form their intermolecular bonds.

A B

Standard 2A2.3a

▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared

between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

19. On the periodic table, elements in the same group have

a. the same number of isotopes.

b. the same number of valence electrons.

c. different chemical and physical properties.

d. the same number of protons.

Standard 2A2.3a

▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared

between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

19B. On the periodic table, elements in the same group have

a. the same number of isotopes.

b. A different number of valence electrons.

c. The same chemical and physical properties.

d. the same number of protons.

Standard 2A2.2b▲ S.HS.2A.2.2 The student understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.

20. Evidence of an electron returning from the excited state back to the ground state in an atom can be exhibited by which of the following?

a. the atom changes into a new substance

b. the atom has a positive charge

c. emission of electromagnetic radiation

d. a chemical reaction

Standard 2A2.2c▲ S.HS.2A.2.2 The student understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.

21. Which statement best describes nonmetals on the periodic table?

a. Nonmetals are generally found on the right side of the periodic table

b. Nonmetals include copper, nickel, and gold.

c. Nonmetals and metals have similar properties.

d. Nonmetals are primarily liquids at room temperature.

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.

22R. A negatively charged electron moves around a more massive, positively charged nucleus. Which statement best explains the attraction force between the electron

and the nucleus?A. The electron is attracted by the gravitational force of the

more massive nucleus.B. The negative electron is attracted by the positive charge

of the nucleus.C. The electron is attracted to the magnetic field of the

nucleus.D. The electron is not attracted to the nucleus of an atom.

Standard 2A2.1a▲ S.HS.2A.2.1 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. 23. What determines the size of an atom?

a. mass

b. atomic number

c. electron cloud

d. nucleus

Standard 2A2.2▲ S.HS.2A.2.2The student understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.

24. Given the following atoms, their atomic numbers and atomic masses, which should be first according to the periodic law?ELEMENT ATOMIC NUMBER ATOMIC MASS

a. Nickel 28 58.70

b. Iron 26 55.847

c. Copper 29 63.546

d. Cobalt 27 58.993

Standard 2A2.2▲ S.HS.2A.2.2The student understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.

24B. Given the following atoms, their atomic numbers and atomic masses, which should be last according to the periodic law?ELEMENT ATOMIC NUMBER ATOMIC MASS

a. Nickel 28 58.70

b. Iron 26 55.847

c. Copper 29 63.546

d. Cobalt 27 58.993

Standard 2A2.2 ▲ S.HS.2A.2.2The student understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.

25. Suppose you are organizing the periodic table for the first time. You determine that, according to chemical properties, a gap exists between the element known as

Bromine (atomic number = 35, atomic mass = 79.904) and the next known element, Rubidium (atomic number = 37 atomic mass = 85.47). You reason that an element, apparently yet undiscovered, should exist between the two. Predict what atomic number and approximate atomic mass this element will have when it is discovered.

a. atomic # = 35, atomic mass = 85b. atomic # = 36, atomic mass = 86c. atomic # = 35, atomic mass = 83d. atomic # = 36, atomic mass = 83

Standard 2A2.2 ▲ S.HS.2A.2.2The student understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.

26. How are the elements arranged on the periodic table of elements?

a. according to their atomic numbers

b. according to their atomic masses

c. according to their isotopes

d. according to their kinetic energies

Standard 2A2.3b▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

27R. When sodium interacts with chlorine, chlorine accepts an electron from sodium. What kind of chemical bond does this represent?

A. covalent bond

B. hydrogen bond

C. ionic bond

D. metallic bond


27C. When potassium interacts with fluorine, fluorine accepts an electron from potassium. What kind of chemical bond does this represent?

A. covalent bond

B. hydrogen bond

C. ionic bond

D. metallic bond


27D. When carbon interacts with oxygen, both atoms share electrons. What kind of chemical bond does this represent?

A. covalent bond

B. hydrogen bond

C. ionic bond

D. metallic bond


27E. When hydrogen interacts with oxygen, both atoms share an electron. What kind of chemical bond does this represent?

A. covalent bond

B. hydrogen bond

C. ionic bond

D. metallic bond


27F. When tin interacts with zinc, all the atoms share a sea of electrons. What kind of chemical bond does this represent?

A. covalent bond

B. hydrogen bond

C. ionic bond

D. metallic bond

Standard 2A2.3b ▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

28B. Given the following pairs of atoms, tell which pair will react ionically (electrons being transferred from one atom to the other).

A. iron and lead

B. silver and gold

C. sodium and chlorine

D. oxygen and nitrogen

Standard 2A2.3a ▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

29. Which atom below has the valence electron dot structure most likely to gain electrons?a b c d

● ●● ● ●

Na ● N ● Mg Al ●

● ● ●

Standard 2A2.3a ▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

29B. Which atom below has the valence electron dot structure most likely to lose electrons?a b c d

● ●● ● ●

Na ● N ● Mg Al ●

● ● ●


30. What name would be given to a charged hydrogen particle if it moves toward the the negative electrode of a battery.a. cathode b. battery c. anion d. cation

H+

H+

H+

H+

+

AH+

H+

H+


30B. What name would be given to a charged particle like Cl- if it moves toward the positive electrode of a battery.a. cathode b. battery c. anion d. cation

H+

H+

H+

H+

+

AH+

H+

H+

Standard 2A2.3c ▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

31R. Covalent bonding occurs whena. valance electrons are shared between

atoms.b. valance electrons are gained or lost,

creating charged particles.c. protons are shared between atoms,

holding the atoms together.d. the nuclei of two atoms are holding to

each other, joining the atoms.


31B. Ionic bonding occurs whena. valance electrons are shared

between atoms.b. valance electrons are gained or

lost, creating charged particles.c. protons are shared between atoms,

holding the atoms together.d. the nuclei of two atoms are holding

to each other, joining the atoms.


31C. Metallic bonding occurs whena. valance electrons are shared

between atoms.b. valance electrons are gained or

lost, creating charged particles.c. protons are shared between atoms,

holding the atoms together.d. all the atoms share a sea of

electrons.


32. In the chemical formula above, what do the double lines indicated by the #51 indicate?

a. A loss and gain of two electrons.b. A double covalent bond.c. The positive and negative charge.d. The two halves are equal.


32B. In the chemical formula above, what do the single lines indicated by the #51 indicate?

a. A loss and gain of two electrons.b. A double covalent bond.c. A single covalent bond.d. The two halves are equal.

Standard 2A.2.1c ▲ S.H. 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.

33. A reaction occurs when potassium chloride and water are mixed that causes the solution to become very cold. What type of reaction is this?

a. exothermic reaction

b. endothermic reaction

c. synthesis reaction

d. photosynthesis reaction

Standard 2A.2.1c ▲ S.H. 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.

33B. A reaction occurs when hydrochloric acid reacts with zinc metal that causes the solution to become very hot. What type of reaction is this?

a. exothermic reaction

b. endothermic reaction

c. synthesis reaction

d. photosynthesis reaction

Standard 2A2.3f ▲ S.HS.2A.2.3 The student understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.

34. The bond that can be described as a “sea of electrons” and that allows the material to be a good conductor of electricity is what type of bond?a. ionic bondb. polar bondc. covalent bondd. metallic bond

Standard 2A3.1 ▲ S.HS.2A.2.3 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.

35. During a chemical reaction, what are the resulting substances known as?

a. reactants

b. products

c. chemicals

d. molecules

Standard 2A3.1a ▲S.HS.2A.3.1 The student understands a chemical reaction occurs when one or more substances (reactants) react to form a different chemical substance(s) (products). There are different types of chemical reactions all of which demonstrate the Law of Conservation of Matter and Energy.

Mg + O2 2MgO

36. Which of the following will balance the chemical reaction above?

a. Add a coefficient of 2 in front of the Mg.

b. Remove the coefficient of 2 in front of the MgO.

c. Remove the subscript of 2 after the O2.

d. Add a subscript of 2 after the Mg.

Standard 2A3.1c ▲S.HS.2A.3.1 The student understands a chemical reaction occurs when one or more substances (reactants) react to form a different chemical substance(s) (products). There are different types of chemical reactions all of which demonstrate the Law of Conservation of Matter and Energy.

37. Two clear liquids are mixed together which of the following would indicate a chemical change?

a. Effervescence

b. Heat exchange

c. Formation of a precipitate

d. All of the above

Standard 2A3.1d ▲S.HS.2A.3.1 The student understands a chemical reaction occurs when one or more substances (reactants) react to form a different chemical substance(s) (products). There are different types of chemical reactions all of which demonstrate the Law of Conservation of Matter and Energy.

38R. In order to speed up a chemical reaction, which of the following should be done?

A. increase the temperature

B. decrease the surface area

C. decrease concentration

D. increase mass


38C. In order to speed up a chemical reaction, which of the following should be done?

A. decrease the temperature

B. increase the surface area

C. decrease concentration

D. increase mass


38D. In order to speed up a chemical reaction, which of the following should be done?

A. decrease the temperature

B. decrease the surface area

C. increase concentration

D. increase mass

• State Benchmark 2B: Physics

2.2 Vectors & Scalars

• Scalar:

•# or magnitude only

•How much

•Vector:

•#+ direction

•How much, which way

Distance & Displacement(Scalar & Vector)

Displace (crow flies) Distance (path)

1

2

Displacement Distance: Red, Green, Blue

Speed & Velocity

Sec. 2.4

Speed=dist/tSpeed=dist/t V=disp/t

89

3.1 Acceleration

•Speed up.

•Slow down.

•Change direction

Standard 2B1.1f ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

39. A car approaches a stop sign, the driver applies the brake, and begins to decelerate. What force causes the greatest amount of deceleration?

a. gravity

b. engine

c. air resistance

d. friction

Standard 2B1.1d ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

40. A person on a skateboard is accelerating. Which is not a reason?

a. decrease in speed

b. increase in speed

c. change in direction

d. change in temperature


40B. Acceleration is change of:A. Speed

B. Speed or direction

C. Direction

D. Distance and time

accelerateaccelerate


• 40C. positive accelerationA. turning

B. Speeding up

C. Slowing down

D. A & B



•40D. negative acceleration

–A. Speeding up

–B. turning

–C. Slowing down

–D. B & C


Look at the graph below that shows distance and time for a car trip. Use this for questions 41-43.

Car Travel Log

0

50

100

150

200

250

0 1 2 3 4 5

Time (hours)

Dis

tan

ce (k

m)

Standard 2B1.1 ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

41R. After 5 hours, the car has traveled 200 km. What was the average speed of the car?

A. 40 km/hr

B. 45 km/hr

C. 50 km/hr

D. 60 km/hr

Standard 2B1.1 ▲S.HS.2B1.1The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

42. What was the speed of the car between the second and third hours of the trip?

a. 50 km/hr

b. 0 km/hr

c. 20 km/hr

d. 250 km/hr


43. What was the average speed during the last two hours?

a. 0 km/hr

b. 100 km/hr

c. 250 km/hr

d. 75 km/hr


42B. Velocity @ B is:A. 0 m/s

B. 0 m/s N

C. 20 m/s

D. 20 m/s N

Graph 3

0

5

10

15

20

25

0 10 20 30 40

Time (s)D

isp

lace

men

t (m

N)

B

CA

V=disp/t Speed=dist/tSpeed=dist/t


42C. Velocity @ C is:A. 0 m/s

B. 0 m/s N

C. 2 m/s N

D. 2 m/s S

Graph 3

0

5

10

15

20

25

0 10 20 30 40

Time (s)

Dis

pla

cem

ent

(m N

) B

CA

Displacement Distance: Red, Green, Blue


42D. Velocity @ A is:A. 0 m/s

B. 0 m/s N

C. 2 m/s

D. 2 m/s N

Graph 3

0

5

10

15

20

25

0 10 20 30 40

Time (s)

Dis

pla

cem

ent

(m N

)

B

CA


42E2. Velocity @ A is:A. 10 m/s

B. 20 m/s S

C. 2 m/s

D. 2 m/s S

B

CA

Graph 1

0

10

20

30

40

50

60

0 10 20 30 40 50

Time (s)

Dis

pla

cem

ent

(m S

)

A

B

C


42F2. Velocity @ B is:A. 25 m/s

B. 25 m/s S

C. 0 m/s

D. 0 m/s S

B

CA

Graph 1

0

10

20

30

40

50

60

0 10 20 30 40 50

Time (s)

Dis

pla

cem

ent

(m S

)

A

B

C


42G2. Velocity @ C is:A. 55 m/s

B. 25 m/s S

C. 3 m/s

D. 3 m/s S

B

CA

Graph 1

0

10

20

30

40

50

60

0 10 20 30 40 50

Time (s)

Dis

pla

cem

ent

(m S

)

A

BC


42H2. Velocity @ A is:A. 10 m/s B. 0 m/s N

C. 0 m/s D. 20 m/s NGraph (#1-4)

-5

0

5

10

15

20

25

30

35

0 10 20 30 40 50 60

Time (s)

Po

sit

ion

(m

)

AB

C

N ↑


42 I 2. Velocity @ B is:A. 0.5 m/s N B. 20 m/s N

C. 15 m/s D. 0.5 m/s Graph (#1-4)

-5

0

5

10

15

20

25

30

35

0 10 20 30 40 50 60

Time (s)

Po

sit

ion

(m

)

AB

C

N ↑


42J2. Velocity @ C is:A. 2.0 m/s N B. 0 m/s N

C. 1.0 m/s S D. 1.0 m/s Graph (#1-4)

-5

0

5

10

15

20

25

30

35

0 10 20 30 40 50 60

Time (s)

Po

sit

ion

(m

)

AB

C

N ↑

Standard 2B1.1b ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

44. Speed is how fast you are going. Velocity describes speed and _______________.

a. acceleration

b. momentum

c. direction

d. friction


44B. A vector has: A. magnitude B. directionC. A&BD. A or B Vector Scalar


44B. A scalar has: A. magnitude B. directionC. A&BD. A or B Vector Scalar


44C. Example of scalar: A. 2 carsB. Arrow flying NC. velocityD. 180° Vector Scalar


44D. Example of vector: A. Arrow flying SB. 2 hillsC. 180° (West) D. 5 marbles Vector Scalar


44F. Example of vector: A. 1 Car

B. 1 Car driving W

C. Driving E

D. SpeedVector Scalar


44G. Example of scalar: A. acceleration

B. distance

C. force

D. velocityVector Scalar


44H. Example of scalar: A. 4 steps

B. facing South

C. 5 steps North

D. 180 degreesVector Scalar

Standard 2B1.1 ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

45. A skydiver jumps from a plane, what force accelerates the skydiver at 9.8 m/s2?

a. weight

b. inertia

c. air resistance

d. gravity

Standard 2B1.1a ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

46. What would be true about the motion variables of acceleration, velocity, and position?a. they are all scalar quantitiesb. they are all vectorsc. they all describe just a size or magnitude of a motiond. they all describe direction, but not size or magnitude of the motion

Standard 2B1.1c ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

47. Given Newton’s second law, a = F/m, if the mass of an object is 2.7 kg and the force applied is 11.7 N, what would be the most likely acceleration? Assume no friction.

a. 4.3 m/sec2 b. 11.7 m/sec2 c. 0.23 m/sec2 d. 2.7 m/sec2

Refer to the illustration below when answering questions 48-49


48R. Which cart will experience the greatest acceleration?

A. Cart A

B. Cart B

C. Cart C

D. Cart D

Standard 2B1.1e ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

49. Which cart(s) will experience no acceleration?

a. Carts A & D

b. Cart B

c. Cart C

d. Carts B & C

Standard 2B1.1g ▲S.HS.2B1.1 The student understands Newton’s Laws and variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

5.0 N

50. If spring scale A reads a force of 5.0 N, what will spring scale B read?

a.2.5 Nb.5.0 Nc.7.5 Nd.10 N

Standard 2B2.2a ▲S.HS.2B2.2 The student understands the first law of thermodynamics states the total internal energy of a substance (the sum of all the kinetic and potential energies of its constituent molecules) will change only if heat is exchanged with the environment or work is done on or by the substance. In any physical interaction, the total energy in the universe is conserved.

51. Which of the following is not a form of energy?

a. Gravitational Potential

b. Electromagnetic

c. Mechanical

d. Inertia


51B. Which of the following is not a form of energy?

a. Chemical

b. Nuclear

c. Kinetic

d. Inertia


52. A steel ball is rolling across a hard floor. The only force is a 10 N force in the direction shown. What will happen to the motion of the ball?

a.The ball will speed upb.The ball will slow downc. The ball will travel at a constant speedd. The ball will change directions.


52B. A steel ball is rolling across a hard floor. The only force is a 10 N force in the direction shown. What will happen to the motion of the ball?

a.The ball will speed upb.The ball will slow downc. The ball will travel at a constant speedd. The ball will change directions.

10 N5 m/s

Standard 2B2.2d ▲S.HS.2B2.2 The student understands the first law of thermodynamics states the total internal energy of a substance (the sum of all the kinetic and potential energies of its constituent molecules) will change only if heat is exchanged with the environment or work is done on or by the substance. In any physical interaction, the total energy in the universe is conserved.

53. A light bulb has a 50 Watt power rating. This means that

a. It describes how quickly energy is used.

b. A measure of the size of the bulb

c. The type of lamp in which it is used.

d. The temperature at which the bulb works.

Standard 2B2.2b ▲S.HS.2B2.2 The student understands the first law of thermodynamics states the total internal energy of a substance (the sum of all the kinetic and potential energies of its constituent molecules) will change only if heat is exchanged with the environment or work is done on or by the substance. In any physical interaction, the total energy in the universe is conserved.

54. The illustration above shows two cups. One is filled with hot water and the other with a cooler temperature. A bent metal bar is placed with one of each of its ends in each cup. In which direction will heat energy flow?

a. from cup A to cup Bb. from cup B to cup Ac. heat energy could flow both waysd. neither, heat energy will not flow between the cups

Standard 2B2.2b ▲S.HS.2B2.2 The student understands the first law of thermodynamics states the total internal energy of a substance (the sum of all the kinetic and potential energies of its constituent molecules) will change only if heat is exchanged with the environment or work is done on or by the substance. In any physical interaction, the total energy in the universe is conserved.

55R. Thinking about the same cups of water in question above, the method by which heat would flow from one cup to another would beA. convectionB. conductionC. radiationD. none of the above, no heat would transfer


56R. Examples of convection systems on the earth which transport heat energy are located in the

A. mantle

B. hydrosphere

C. atmosphere

D. all the above


57. A roller coaster sits on top of a 60 m hill, and then plummets to the bottom at a speed of 30 m/s at the bottom of the hill. After a series of turns, the train comes to a stop at the end of the ride. What can be said about the total energy of the roller coaster system?

a. lost after the first hillb.gained after the first hillc. changed form, but stayed the samed.was destroyed when the brakes were activated


58. Thinking of the same roller coaster as in questions above, where was the potential energy the greatest?

a.at the top of the first hill

b.at the bottom of the first hill

c.at the end of the ride

d.after the series of hills and turns

Waves

• Waves transfer energy without transferring matter.

• Waves are produced by an object demonstrating periodic (simple harmonic) motion.

Waves•Three Types:

Longitudinal Transverse

Surface

1st Type: Transverse Waves• Particle displacement is perpendicular

to the direction of wave propagation.

http://www.kettering.edu/~drussell/Demos/waves/wavemotion.html

Q? Which way are the particles moving?

Q? Which way is the wave moving?

Note: The particles of the medium just move up and down – NOT carried along

Transverse Waves

Electromagnetic wave

• is a wave which is capable of transmitting its energy through a vacuum

• (i.e., light waves and radio waves)

2nd Type: Longitudinal Waves• Particle displacement is parallel to the

direction of wave propagation


Look closely,

NO particles are carried along.

They just move back and forth

Q? Which way are the particles moving?

Q? Which way is the wave moving?

SourceThe Vibrator

Sound waves

• Source = vibrating object (e.g., tuning forks, vocal folds)

• Medium = air (or water, gas etc)

Longitudinal vs. Transverse Waves

Measure from like region to like region to determine the wavelength

Water Waves are Surface Waves

• Involve both transverse and longitudinal motions


Wave Velocity (II)

• The velocity of a wave depends only on the medium that it is traveling through.

• The velocity of a wave does not depend on amplitude, frequency, or wavelength.– Examples:Water waves depend on

depth of water, sound waves depend on temperature of the air

Measuring Waves•Velocity ( v )

– speed of a wave as it moves forward– depends on wave type and medium

v = × f v: velocity (m/s)

: wavelength (m)

f: frequency (Hz)

WORK:v = × f

v = (3.2 m)(0.60 Hz)

v = 1.92 m/s

Measuring WavesEx. #1: Find the velocity of a wave

in a wave pool if its wavelength is 3.2 m and its frequency is 0.60 Hz.

GIVEN:

v = ?

= 3.2 m

f = 0.60 Hz

v

f

Standard 2B3.2a ▲S.HS.2B3.2 The student understands waves have energy and can transfer energy when they interact with matter.

59R. Of following, the incorrect statement isa. waves carry energy from one point to anotherb. waves are set in motion by vibrationsc. waves carry the medium along as they traveld. waves travel through solids, liquids and gases


60R. In longitudinal waves

a. the medium is displaced at right angles to the waves

b. the medium is displaced 45° to the direction of the waves

c. the medium is not displaced

d. the medium is displaced parallel to the waves


61. A transverse wave

a. is a series of crests and troughs

b. is series of rarefactions and compressions

c. vibrates at right angles to its direction of motion

d. both a and c

Standard 2B3.2b ▲S.HS.2B3.2 The student understands waves have energy and can transfer energy when they interact with matter.

62R. Examine the two waves illustrated above. Which of the following statements would be true?a. Both the waves have the same amplitude but

different wavelengthsb. Both the waves have different amplitudes but the

same wavelengths.c. The amplitudes and wavelengths of the waves are

different.d. If the speed of the waves were the same their

frequencies would be the same.


63. Which of the following is true about waves?

a. Most waves travel similar to water waves.

b. Waves have many different types and forms.

c. Sound travels as a transverse wave.

d. Light and heat travel as compression waves.

Standard 2B3.2b ▲S.HS.2B3.2 The student understands waves have energy and can transfer energy when they interact with matter.

64. In the picture above, if the wave begins at start, where does one wavelength end?a. Ab. B c. Cd. D

Standard 2B3.2c

▲S.HS.2B3.2 The student understands waves have energy and can transfer energy when they interact with matter.

65. The velocity of a wave is determined by the

a. frequency of the wave

b. the waves amplitude

c. medium through which the wave is traveling

d. wavelength of the wave

Standard 2B3.2c ▲S.HS.2B3.2 The student understands waves have energy and can transfer energy when they interact with matter.

66. Pitch of sound depends on

a. frequency

b. overtones

c. amplitude

d. wavelength

Radiowaves

Microwaves

Infrared . Ultra-violet

X-Rays GammaRays

Low energy High energy

Low Frequency High Frequency

Long WavelengthShort WavelengthVisible Light

Standard 2B3.5a ▲S.HS.2B3.5 The student understands electromagnetic waves result when a charged particles is accelerated or decelerated.

67. As the wavelength of an electromagnetic wave increases the energy contained in the wave will _________________.a. decreaseb. increasec. remain the samed. could increase or decrease, depends on the type of wave


67R. As the wavelength electromagnetic waves increase, the energy contained in the waves will _________________.a. decreaseb. increasec. remain the samed. could increase or decrease, depends on the type of wave


67B. As the wavelength electromagnetic waves decreases, the energy contained in the waves will _________________.a. decreaseb. increasec. remain the samed. could increase or decrease, depends on the type of wave


67C. As the frequency of electromagnetic waves decrease, the energy contained in the waves will _________________.a. decreaseb. increasec. remain the samed. could increase or decrease, depends on the type of wave


67D. As the frequency of electromagnetic waves increase, the energy contained in the waves will _________________.a. decreaseb. increasec. remain the samed. could increase or decrease, depends on the type of wave


68. Which of the following are not examples of the electromagnetic waves?

a. visible light

b. x-rays

c. radio waves

d. sound waves

Standard 2B3.5c ▲S.HS.2B3.5 The student understands electromagnetic waves result when a charged particles is accelerated or decelerated.

69. A student while doing laundry removes clothes from the dryer. They notice their wool sweater has a sock stuck to it. What would be a likely explanation for what happened.

a. The sock and sweater both became positively charged while tumbling in the dryer, causing them to attract.

b. Frictional forces in the dryer caused electrons to move from one material to another resulting in the cloths having a neutral charge.

c. The sock and sweater both became oppositely charged while tumbling in the dryer and are now attracted to each other.

d. Both b and c


70. Charged particles will experience a force when near a magnetic field. This force will be greater . . .

a. If the particles are moving more slowly.

b. If the particles have a greater charge.

c. If the particles have more mass.

d. If the particles have a smaller charge.

State Benchmark 4: Earth/Space Science

Earth’s Layers Figure 4

Mantle’s Convection Currents

Mantle’s Convection Currents

3.0 g/cc2.7g/cc

Note ocean plate is 10% denser

SubductionNote ocean plate is 10% denser

3.0 g/cc

2.7g/cc

Earth’s Core Heat Source

1- Retained heat from formation2- Friction as Fe sinks3- radioactive decay

Standard 4.1.2b ▲S.HS.4.1.2 The student understands the theory of Plate Tectonics explains that internal energy drives the Earth’s ever changing structure.

71. Why does the Earth’s crust move?a. Convection currents in the crust caused

by uneven solar heating move it.b. Convection currents in the mantle cause

crustal movement.c. Magnetic maximums of the sun create

pull on the crust.d. Magnetic maximums of the Earth’s core

create pull on the crust.


71B. Why does the Earth’s crust move?a. Convection currents in the crust caused by

uneven solar heating move it.b. Convection currents in the mantle cause

crustal movement.c. Conduction currents between the core and

the mantle pushes the crust up.d. Conduction currents between the core and

the inner core pull the oceanic plates down.

Standard 4.1.2b ▲S.HS.4.1.2 The student understands the theory of Plate Tectonics explains that internal energy

drives the Earth’s ever changing structure.

72. Students were presented with the following facts:When continental plates collide, mountains form.When oceanic plates collide, a trench and island arcs form.When oceanic and continental plates collide, a trench forms and

the oceanic crust slides under the continental crust.

From the facts above, the students wrote the following conclusions. Which one explains why oceanic plates sink in crustal collisions?

a. The weight of the ocean water causes the crust to sink.b. The oceanic crust is more dense than continental crust.c. The wave action of the oceans causes the crust to sink.d. The continental crust floats on top of the ocean water.

Standard 4.1.2b ▲S.HS.4.1.2 The student understands the theory of Plate Tectonics explains that internal energy

drives the Earth’s ever changing structure.

72B. The facts: When continental plates collide, mountains form.When oceanic plates collide, a trench and island arcs form.When oceanic and continental plates collide, a trench forms and the

oceanic crust slides under the continental crust.

Which conclusion explains why continental plates lift up in crustal collisions?

a. Trenches push the continents up.b. The continental crust is less dense than oceanic crust.c. Air above continents weighs less than water over oceans.d. Mountains pull the continents up.

Standard 4.1.2c ▲S.HS.4.1.2 The student understands the theory of Plate Tectonics explains that internal energy drives the Earth’s ever changing structure.

73. The heat in the core of the earth is caused by

a. Radioactive decay

b. Chemical Reactions

c. Hydrogen combining with oxygen.

d. None of these.


73R. Additional heat is added to the core of the earth by


b. Chemical Reactions

c. Hydrogen combining with oxygen.

d. None of these.


73B. Additional heat is added to the core of the earth by


b. Chemical reactions between iron & nickel

c. Fusion of iron & nickel.

d. Friction between the core & inner core.


74. Nearly all of the energy for the earth comes from

a. The core of the earth

b. The atmosphere

c. The sun

d. Volcanoes

Standard 4.1.2d ▲S.HS.4.1.2 The student understands the theory of Plate Tectonics explains that internal energy drives the Earth’s ever changing structure.

75. The mass of the earth contains

a. Almost all Hydrogen

b. An essentially constant number of each kind of atom.

c. An increasing amount of hydrogen and oxygen.

d. Energy systems driven by the pull of the moon.

Standard 4.1.2d ▲S.HS.4.1.2 The student understands the theory of Plate Tectonics explains that internal energy drives the Earth’s ever changing structure.

75R. The abundance (%) of elements by type in the earth is such that

a. Most of the earth is hydrogen

b. The abundance remains essentially constant over time.

c. Volcanoes create increasing amounts of hydrogen and oxygen as water.

d. Most of the earth is silicon and oxygen.

Standard 4.1.2e ▲S.HS.4.1.2 The student understands the theory of Plate Tectonics explains that internal energy drives the Earth’s ever changing structure.

76. If the earth is observed over a long period of time, then

a. Oxygen will finally be used up by all the animal life on earth.

b. Volcanic activity will continue to increase until the earth’s surface is a lava flow.

c. Rocks, water, carbon dioxide, oxygen are all being cycled by biological and geologic activity.

d. The amount of ocean life should become a constant.

Standard 4.3.2a ▲S.HS.4.3.2 The student understands the relationship between the earth, moon, and sun explains the seasons, tides, and moon phases.

77. The major reason that it is colder at the poles and hotter at the equator on the earth’s surface is that . . .

a. sunlight strikes the earth’s surface at a shallower angle at the equator than at the poles

b. the magnetic field of the earth is strongest at the poles, shielding it from the warmth of the sun

c. the large number of cattle raised on ranches near the equator produce greenhouse gasses warming the atmosphere there.

d. sunlight strikes the earth’s surface at a shallower angle at the poles than at the equator.

Standard 4.3.2b ▲S.HS.4.3.2 The student understands the relationship between the earth, moon, and sun explains the seasons, tides, and moon phases.

78. Under which condition would tides on the earth be greatest?a. The sun and moon are on the same side of the earthb. The sun and moon are on opposite sides of the earthc. The sun and moon are at right angles in relation to the earth.

d. None of the above, the sun and moon do not affect the tides.

Standard 4.3.2b ▲S.HS.4.3.2 The student understands the relationship between the earth, moon, and sun explains the seasons, tides, and moon phases.

78R. Under which condition would tides on the earth be greatest?a. Sun & moon are on same side of earthb. During the summer or winter solsticec. Sun & moon are at right angles in relation to the earth.

d. During the fall or spring equinox.

26.3 Stellar Evolution

26.3 Stellar

Evolution

26.1 Sun Energy= FusionHydrogen = FuelHelium = Product

Later He= fuel creating other elements

http://www.universeadventure.org/big_bang/elemen-composition.htmSee Fusion Applet

26.2 Stellar Classification

26.2 Hertzsprung Russell Diagram

Standard 4.4.1a ▲S.HS.4.4.1 The student understands stellar evolution.

79. Star formation results from the . . .a. gravitational collapse and condensation of a large gas nebulab. super nova explosion of a stellar gas cloudc. thermonuclear fission of helium into hydrogend. budding of little daughter stars off of larger stars.


79B. Stars result from the a. gravitational collapse and condensation of a large gas nebulab. super nova explosion of a red super giant forming a large gas nebulac. thermonuclear fusion of hydrogen into heliumd. thermonuclear fusion of helium into iron.

Standard 4.4.1 ▲S.HS.4.4.1 The student understands stellar evolution.

80. Most elements heavier than hydrogen and helium were and still are formed by …

a. fission reactions inside of stars

b. fusion reactions inside of stars

c. chemical reactions between hydrogen and helium

d. spontaneous generation of new elements


80B. Helium atoms are formed in normal (main sequence) stars by

a. nuclear fission of iron

b. nuclear fusion of hydrogen

c. chemical reactions between hydrogen

d. merging of baryons


80C. Atoms heavier than helium are from are formed in red giant stars by

a. nuclear fission of silicon

b. nuclear fusion of helium

c. chemical reactions between helium

d. merging of hadrons


81. As stars age their composition changes from

a.mostly hydrogen and helium to a greater proportion of heavier elements

b.mostly heavier elements to lighter elements, such as hydrogen and helium.

c. mostly metals to nonmetals and noble gasses

d.none of the above. The composition of stars remains relative constant.

Standard 4.4.1c ▲S.HS.4.4.1 The student understands stellar evolution.

82. The plot of the surface temperature of stars against their absolute magnitude is called . . .

a. a star map

b. an emission spectra

c. the Hertzsberg-Russell (HR) diagram

d. free-body diagram

e. main sequence


82R. Plot of surface temperature (color) of stars against size (brightness) is called a

a. stellar map

b. main sequence star chart

c. Hertzsberg-Russell (HR) diagram

d. surface temperature size diagram


83. The Hertzsberg-Russell (HR) diagram is a . . .a. Plots the velocity of known stars against the

Doppler shift of their light spectra.b. Tool used to identify a star according to its type

and easily compare it to other stars, such as the sun.

c. Star map used to locate the stars in our local neighborhood in the Milky Way Galaxy

d. Comparison the an emission spectra of stars to known elements


83B. Main sequence stars in a Hertzsberg-Russell (HR) diagram . . .

a. Include red giants and supergiants.b. Burn helium like Antares.c. Burn hydrogen like our sund. Include white dwarfs

Standard 4.4.1d ▲S.HS.4.4.1 The student understands stellar evolution.

84. An astronomer discovers a new star while observing the night sky. While trying to classifying the new star which characteristics will be used?

a. The stars color and apparent brightness

b. The stars estimated age

c. The stars distance from earth

d. All the above will be useful.


85. The largest stars are usually the hottest and are what color?

a. Red

b. Blue

c. Yellow

d. White


85R. The largest stars are usually what color?

a. Red

b. Blue

c. Yellow

d. White


85B. The hottest stars are usually what color?

a. Red

b. Blue

c. Yellow

d. White

State Benchmark 5: Science and Technology

Standard 5.1.1a ▲S.HS.5.1.1 The student understands technology is the application of scientific knowledge for functional purposes.

86. What drives technology?

a. The need to meet human needs and solve human problems.

b. An increase in the speed of a car.

c. The increase in the population of the world.

d. A comparison of an independent to a dependent variable.

Standard 5.1.1b ▲S.HS.5.1.1 The student understands technology is the application of scientific knowledge for functional purposes.

87. What study is given the practical application of science to commerce or industry?

a. Art

b. Exploration

c. Engineering

d. Oceanography

Standard 5.1.1c ▲S.HS.5.1.1 The student understands technology is the application of scientific knowledge for functional purposes.

88. What science or art is given the application of science to human health?

a. Meteorology

b. Climatology

c. Nutrition

d. Medicine

Standard 5.1.1d ▲S.HS.5.1.1 The student understands technology is the application of scientific knowledge for functional purposes.

89. All technical advances contain what?

a. Risk that new advances will cause damage.

b. Both Risk and Gains

c. Gains is efficiency and safety

d. Neither Risk nor Gain.

Answer Key

Quest # Ans Standard Quest # Ans Standard Quest # Ans Standard Quest # Ans Standard

1 C 1.1.2b 23 C 2A.1.1a 45 D 2B1.1 67 A 2B3.5a

2 B 1.1.2 24 B 2A.2.2 46 B 2B1.1a 68 D 2B3.5a

3 C 1.1.2 25 D 2A.2.2 47 A 2B1.1c 69 C 2B3.5c

4 A 1.1.3a 26 A 2A.2.2 48 A 2B1.1f 70 B 2B3.5c

5 D 1.1.3a 27 C 2A2.3b 49 D 2B1.1e 71 B 4.1.2b

6 A 1.1.3d 28 A 2A2.3b 50 B 2B1.1g 72 B 4.1.2

7 A 1.1.2d 29 B 2A2.3a 51 D 2B2.2a 73 A 4.1.2c

8 C 1.1.3c 30 D 2A2.3b 52 B 2B1.1f 74 C 4.1.2b

9 A 1.1.2b 31 A 2A2.3c 53 A 2B2.2d 75 B 4.1.2d

10 B 1.1.2a 32 B 2A2.3c 54 B 2B2.2b 76 C 4.1.2e

11 A or B 1.1.3 33 B 2A2.1c 55 B 2B2.2b 77 D 4.3.2a

12 A 1.1.3c 34 D 2A2.3f 56 D 2B2.2b 78 B 4.3.2b

13 D 2A1.1c 35 B 2A3.1 57 C 2B2.2a 79 A 4.4.1a

14 A 2A1.1a 36 A 2A3.1a 58 A 2B2.2a 80 B 4.4.1b

15 C 2A1.1d 37 A 2A3.1c 59 C 2B3.2a 81 A 4.4.1a

16 B 2A1.1a 38 A 2A3.1d 60 D 2B3.2a 82 C 4.4.1c

17 A 2A2.1b 39 D 2B1.1f 61 D 2B3.2a 83 B 4.4.1c

18 D 2A2.1b 40 D 2B1.1d 62 C 2B3.2b 84 D 4.4.1d

19 B 2A.2.3a 41 A 2B1.1 63 B 2B3.2a 85 B 4.4.1d

20 C 2A.2.2b 42 B 2B1.1 64 B 2B3.2b 86 A 5.1.1a

21 A 2A.2.2c 43 D 2B1.1 65 C 2B3.2c 87 C 5.1.1b

22 B 2A.1.1c 44 C 2B1.1 b 66 A 2B3.2c 88 D 5.1.1c

89 B 5.1.1d

physical science assessment questions state benchmark 1: science as inquiry

Documents

precise slide

nicotine slide

heartbeat slide

food slide

inquiry slide

ruler slide

consistent slide

mice of population