On this page I often post notes that we have taken in class or study guides that will help you study for an upcoming test.

Answers to the study guide from class....

1. False, Nucleus

2. True

3. False, Reactants

4. True

 

5. B

6. A

7. D

8. C

9. A

10. A

11. C

12. D

13. A

14. B

15. C

16. B

17. D

18. C

 

19. Chemical Reactions

20. Solid

21. Releases

22. Atoms

23. 45

24. 4

25. Conservation of Mass

26. Synthesis

27. Replacement

28. Specific Heat

29. Silver

30. Mass and Volume

 

 

31. Reactants are Hydrogen and Oxygen, Product is Water

32. 2 molecules of hydrogen and 1 molecules of oxygen turns into 2 molecules of water.

33. Since the law of conservations of mass states that the mass of the reactants is equal to the mass of the products , and oxygen is one of the reactants, the mass of the water will be greater than the mass of the oxygen.

34. synthesis

35. reaction between hydrogen and oxygen.

 

 

Thursday March 5th, 2009

• Who proposed the theory of Continental Drift?
• What evidence did he use to prove his theory?
• Why didn't people believe him?
• What technology did the scientist that proposed Plate Tectonics use?
• What are the 3 types of plate boundaries?
• What landforms form at each plate boundary?
• What is sea floor spreading?
• Where do you find the youngest rock on Earth?
• What happens to the age of the rock as you move toward the continents?

Thursday November 6th, 2008

Waves Test

These are the questions from our review in class. You will do well on tomorrow's test if you can answer these questions on your own!

• Round 1
  • Student #1 will draw a Transverse Wave.
  • Student #2 will label the Crest of the wave.
  • Student #3 will label the trough of the wave.
  • Student #4 will label the wavelength of the wave.
  • Student #5 will label the amplitude of the wave.
  • Student #6 will label the wave height of the wave.

• Round 2
  • Student #1 will draw a compressional or longitudinal wave.
  • Student #2 will label the rarefaction of the wave.
  • Student #3 will label the compression of the wave.
  • Student #4 will label the wavelength of the wave.
  • Student #5 will write down how we used the slinky to demonstrate a transverse wave.
  • Student #6 will write down how we used the slinky to demonstrate a compressional or longitudinal wave.

• Round 3
  • Student #1 will give an example of a transverse wave.
  • Student #2 will give an example of a compressional or longitudinal wave.
  • Student #3 will write down how the wavelength of a wave changes when the frequency changes.
  • Student #4 will write down how the amplitude of a wave changes as the volume of something changes.
  • Student #5 will write down what a substance that waves travel through is called.
  • Student #6 will explain if light and sound are compressional or transverse.

• Round 4
  • Student #1 will write down the 7 types of electromagnetic waves in order from longest wavelength to shortest wavelength.
  • Student #2 will write down if the waves on the electromagnetic spectrum are transverse or compressional.
  • Student #3 will write down the type of electromagnetic wave that has the lowest frequency.
  • Student #4 will write down the type of electromagnetic wave that has the highest frequency.
  • Student #5 will write down an example of each of the 7 types of waves.
  • Student #6 will write down the colors of the visible light spectrum in order from highest frequency to lowest frequency.

• Round 5
  • Student #1 will have every student in the group use the red yarn to draw a transverse wave on their map. Student #1 should check everyone’s wave.
  • Student #2 will have every student in the group use the blue yarn to draw a transverse wave with a longer wavelength than the red one. Student #2 will check everyone’s wave.
  • Student #3 will have everyone use the blue yarn and re-draw a transverse wave with a higher frequency. Student #3 will check everyone’s wave.
  • Student #4 will will have everyone use the blue yarn to re-draw a transverse wave with a higher amplitude than the red wave. Student #4 will check everyone’s wave.
  • Student #5 will have everyone in the group use the blue yarn and re-draw the transverse wave with a shorter wavelength and higher frequency than the red wave. Student #5 will check everyone’s wave.
  • Student #6 will have everyone in the group use the blue yarn to draw a transverse wave with a wavelength of 15cm. Student #6 will check everyone’s wave.

Thursday October 23rd, 2008

Force and Motion Test

Know how to calculate force, speed, distance, work and acceleration.

Know Potential and Kinetic Energy

Know Manipulated and Responding Variable

Know Newton's 3 laws of motion

Know how friction, air resistance and gravity effect motion

Know how to use a graph to get data and use it to calculate work, speed, force and acceleration

1 A cross country runner runs a 400-meter event in 60 seconds. While she was running, she applied

100 Newtons of force on the ground. How much work did she do?

A 2400 J

B 240 J

C 460 J

D 40000 J

2 If a force of 20N is applied to each of the following 3 objects, which item will have the

greatest acceleration?

Ball with mass of 30g

Rock with mass of 60g

Car with mass of 1500g

A Ball

B Rock

C Car

D All will have the same acceleration because they have the

applied.

3 True or False, the volume of an object effects its acceleration. Hint, Newton's second Law of

of motion)

A True

B False

4 What is the average speed for this runner?

A 10km/h

B 60km/h

C 15km/h

D 240km/h

5 Was the speed of this runner constant?

A Yes

B No

6 Where is the pendulums potential energy the greatest?

A Point 1

B Point 9

C Point 5

D Both A and B

7 What is the manipulated variable in the pendulum experiment?

A Length of String

B Mass of Pendulum

C Distance String pulled back

D Completion time for 20 swings

8 What is the responding variable in this experiment?

A Length of String

B Mass of Pendulum

C Distance string pulled back

D Completion time for 20 swings

9 In the pendulum lab where would you graph the Mass of the pendulum?

A X-Axis

B Y-Axis

C Mass of Pendulum would not be graphed

D It would not matter, it can go on either axis

10 What is this piece of equipment used to measure?

A Mass

B Volume

C Force

D Distance

11 What is the speed of the dart at 4meters?

A 9m/s

B 8m/s

C 7m/s

D 6m/s

12 At what point on the graph is the speed of the vehicle the greatest?

A Point L

B Point M

C Point N

D Point O

13 What happened at point M?

A The vehicles speed was constant

B The vehicle stopped

C The vehicle went faster

D The vehicle was moving slow

14 The graph shows the motion of a bug, when will the bug get to 8cm?

A 15 sec

B 20 sec

C 25 sec

D 30 sec

15 Which car is driving the slowest?

A Car #1

B Car #2

C Car #3

D Car #4

16 Which car is driving about 250 km/h?

A Car #1

B Car #2

C Car #3

D Car #4

17 At what point on the roller coaster is the potential energy the grea

A Point W

B Point X

C Point Y

D Point Z

18 At what point is the roller coasters kinetic energy the greatest?

A Point W

B Point X

C Point Y

D Point Z

19 Which law of motion states "for every action there is an equal and o

A Newtons 1st Law of Motion

B Newtons 2nd Law of Motion

C Newtons 3rd Law of Motion

D Newtons 4th Law of Motion

20 Which law of motion states "Force = Mass X Acceleration"?

A Newtons 1st Law of Motion

B Newtons 2nd Law of Motion

C Newtons 3rd Law of Motion

D Newtons 4th Law of Motion

21 Which law of motion states "An object in motion will remain in motio

will remain at rest unless acted upon by an unbalanced force"?

A Newtons 1st Law of Motion

B Newtons 2nd Law of Motion

C Newtons 3rd Law of Motion

D Newtons 4th Law of Motion

22 Which law of motion is demonstrated by this lab?

A Newtons 1st Law of Motion

B Newtons 2nd Law of Motion

C Newtons 3rd Law of Motion

D Newtons 4th Law of Motion

23 A baseball is thrown a distance of 60 feet. What is its speed if it

the distance?

A 60 feet/sec

B 30 feet/sec

C 65 feet/sec

D 120 feet/sec

24 Chris pushes a full trashcan with a mass of 30kg across the floor at

the force on the trashcan?

A 30 Newtons

B 20 Newtons

C 60 Newtons

D 120 Newtons

25 How much work is done by a dinosaur who uses a force of 25 Newtons t

buggy 10m?

A 25 J

B 2.5 J

C 15 J

D 250 J

Answer Key : Force and Motion CA

Question: Answer

1 D

2 A

3 B

4 C

5 A

6 D

7 B

8 D

9 A

11 C

12 A

13 B

14 B

15 D

16 A

17 A

18 B

19 C

20 B

21 A

22 C

23 D

24 C

25 D

Thursday October 9th, 2008

First Six weeks Benchmark

These are the questions from the Science Olympics in class today. If you can answer these questions you should be ready for the benchmark test.

Science Six Week Test Review

 

• Round 1
  • Student #1 must write on a piece of paper the 3 parts of a atom.
  • Student #2 will draw a model of an atom of sodium that includes all parts of an atom.
  • Student #3 will describe how the Atomic Mass of Sodium can be found and what two parts of the atom are used to calculate Atomic Mass.
  • Student #4 will write down the name of an element that has 8 protons and will explain to the group how they know what element it is by the # of protons the element has!
  • Student #5 will draw a model for the element Nitrogen
  • Student #6 will name an element that will “bond” well with Nitrogen and explain why OR write down how many “Hydrogens” it will take to make Nitrogen “Happy”

• Round 2
  • Student #1 will name 4 elements in Period 4
  • Student #2 will name 4 elements in Group 4
  • Student #3 will explain and write down where the metals are found on the periodic table of elements.
  • Student #4 will name the 2 elements on the periodic table that are liquids at room temperature
  • Student #5 will Name the element that is at Group 18 and Period 5
  • Student #6 will name the group of elements that do not react with other elements.

• Round 3
  • Student #1 will give 3 examples of a chemical change
  • Student #2 will give 3 examples of a physical change
  • Student #3 will explain the difference between an endothermic reaction and a exothermic reaction
  • Student #4 will explain why elements in the same group react with other elements in the same way! Example Be and Mg will react the same when mixed with Oxygen.
  • Student #5 will Name 2 elements that will bond well with Lithium
  • Student #6 will Name 2 elements that will bond well with Beryllium

• Round 4
  • Student #1 will name the 3 types of variables
  • Student #2 will name the variable that is graphed on the x-axis
  • Student #3 will name the variable that is graphed on the y-axis
  • Student #4 will answer the question on the piece of paper marked student 4
  • Student #5 will answer the question on the piece of paper marked student 5
  • Student #6 will answer the question on the piece of paper marked student 6

• Round 5
  • Student #1 will name the piece of equipment and the units for measuring mass
  • Student #2 will name the piece of equipment and the units for measuring the volume of a regular shaped object
  • Student #3 will name the piece of equipment and the units for measuring the volume of a liquid
  • Student #4 will name the piece of equipment and the units for measuring the volume or an irregular solid
  • Student #5 will answer the question marked Student #5
  • Student #6 will answer the question marked Student #6

• Round 6
  • Student #1 will explain how to calculate density (write the formula)
  • Student #2 will Name how many atoms of Hydrogen in C₃H₅N₃O₉
  • Student #3 will Name how many atoms of Oxygen in C₃H₅N₃O₉
  • Student #4 will Name how many total atoms in C₃H₅N₃O₉
  • Student #5 will write a formula for a compound with 5 atoms of Hydrogen, 4 atoms of Chlorine, 1 atom of Oxygen and 3 atoms of Nitrogen
  • Student #6 will write a formula for a compound with 8 atoms of Nitrogen, 1 atom of sodium, 1 atom of Oxygen and 3 atoms of Sulfur

• Round 7
  • Student #1 will determine if the equation marked Student #2 on the paper is balanced or unbalanced
  • Student #2 will determine if the equation marked student #2 on the paper is balanced or unbalanced
  • Student #3 will determine if the equation marked student #3 on the paper is balanced or unbalanced

• Student #4 will determine if the equation marked student #4 on the paper is balanced or unbalanced
• Student #5 will determine if the equation marked student #5 on the paper is balanced or unbalanced
• Student #6 will determine if the equation marked student #2 on the paper is balanced or unbalanced

Friday October 3rd, 2008

Parts of the Atom and Periodic Table of Elements

 

Parts of an Atom Study Guide

Protons – Positively charged particle found in the Nucleus of an atom

Neutron – Neutral (no charge) particle found in the Nucleus of an atom

Electron – Negatively charged particle found moving around the outside of the Nucleus

in energy levels (electron shells)

Atom – the smallest unit of a pure substance.

Element – a substance that contains only one kind of atom. Most elements are solid.

Atomic Mass = Protons + Neutrons

Atomic Number = number of Protons

Number of Protons = Number of Electrons (positives = negatives)

**** Students should be able to …

Draw a model of an atom if given information on which element it is, or if given

enough information to figure out which element it is!

Calculate Protons, Neutrons and Electrons.

Label a diagram to include, Nucleus, energy level, protons, neutrons and

electrons. ( we did this on the worksheet and notes (atomic structure notes

and What’s in this thing.

Periodic Table Study Guide

Dmitri Mendeleev is the father of the Periodic table – he came up with the first Periodic Table of Elements.

Horizontal rows (Left to right) are called Periods. Each element in that row has the same number of energy levels (electron shells). Period 1 (H and He) have only 1 energy level, Period 2 (Li, Be, B, C, N, O, F, Ne) have 2 energy levels), Period 3 has 3 energy levels and so on. There are 7 periods on the Periodic Table of elements.

Vertical rows (up and down) are called groups or families. Each element in the family or group has the same physical properties (how it looks) and the same chemical properties (how it reacts with other elements). This happens because each element in that family or group has the same number of electrons in the outside energy level and that determines how something will react.

Elements on the left side of the periodic table are very reactive (sometimes violently) when mixed with other elements, as you move to the right, the elements become less reactive.

Monday September 15th, 2008

3rd week review test

• Study the safety rules on page 697-699 of your science book.
• Study the safety symbols on page 697 of your science book.
• Review Density
• Study the scientific method. There is a section in the front of your book called introduction that talks about variables!

Things to Know!

1. Safety rules

2. Safety Symbols

3. How to calculate density (density = mass/volume)

4. Objects with a higher density will sink, objects with a lower density will float

5. Names of equipment and what they are used for

6. How to read an MSDS sheet

7. How to handle an emergency in the lab (notify the teacher immediately)

8. Variables (independent = Manipulated = what you change in the lab) (dependent= responding= what changes because of what you did!) (controlled or constant = does not change)

9. Graphing variables (DRY MIX) dependent or responding on the y-axis, and manipulated or independent on the x-axis.

10. Know the steps of the scientific method

Thursday September 4th, 2008

Safety and Lab Procedure Test Review

1. How do you dilute Acid?
2. How do you put a glass tubing through a rubber stopper?
3. What do we do to protect glassware from flame?
4. Where do you point a test tube?
5. Name the rules you should follow when working with chemicals.
6. How do we note the odor of a chemical?
7. How do you cut something?
8. What are the procedures for cleaning up a lab?
9. What should you do if you have an injury or an allergy to the lab materials
10. Why should you never heat materials in a closed container?
11. What do the colors of the hazard diamond mean?
12. How do you handle hot materials?
13. What should you do if you spill a chemical?
14. What is an MSDS and what does it tell you?
15. What is the hazard diamond? What are the numbers on it and what do they mean?
16. What do the colors on the hazard diamond mean?