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Physical Science Mid Term Exam 2021

Last updated almost 4 years ago
40 questions
Note from the author:
Summative exam used for 9th grade Physical Science class.
Honors Physical Science
Midterm Exam 2021

There are several parts to this exam sorted by topic:
Nature of Science and Experimentation – 11 questions varying points 16 points
Data Analysis – 6 questions varying points 8 points
Chemistry- 6 multi-part questions with varying points 27 points
Mechanical Energy- 7 questions varying points 9 points

Total number of points on exam: 60 points

Directions
There are several types of questions on this exam. You may answer these questions in any order that you choose. You will be given directions for each section. Write your answers in the spaces provided. You may use your notes and a calculator. There are a total of 60 points that will be converted to a percentage for your exam grade.

Other Thoughts
Work efficiently. Do the questions that you can do quickly first and come back to the ones that need more thought. Start with the topics you are most familiar with. Do not spend too much time on any one question. Label your answers clearly. Show all your work on the problems that involve calculations- partial credit will be awarded if your thought process and work can be followed. You may show your work in the spaces provided with each question on this "digital" exam or you may complete your work on a separate sheet and submit it along with this.
Nature of Science and Experimental Design

The following questions deal with the nature of scientific inquiry, designing and conducting scientific experiments, and how science is unique in developing knowledge about our natural world. Refer to your notes and classwork assignments if you need help answering these questions.
1

Which statement about the use of independent variables in controlled experiments is correct?

1

To test the effect of hormones on plant growth, six potted plant seedlings of the same species were measured and then sprayed with a growth hormone called auxin. After four weeks of growth under ideal conditions, the plants were measured again. To set up a proper control group for this experiment, the investigator should

1

Julie has the following objects:
  • Two ice cubes
  • An empty glass
  • A glass of water at room temperature
Which question could Julie answer most easily by conducting a scientific investigation?

2

Read the following experiment. Write or type your answers the questions about the experiment in the spaces provided. (0.5 points each)

Mike is having a party but he forgot to put the soda on ice. He remembers his high school science class, where he learned that if you add salt to ice, it makes the mixture colder than pure ice. He designs an experiment to see what amount of salt is needed to cool a can of soda to 15ºC, the optimum drinking temperature. He starts by getting four identical coolers, each with a 5 pound bag of ice in them. He leaves pure ice in the first cooler, in the 2nd cooler he adds 100g of salt, in the 3rd 200g of salt, and in the 4th 300g of salt. He then puts a room temperature soda can in each cooler, and waits for 10 minutes. At the end of 10 minutes, he takes out each can, opens it, and measures the temperature of each soda with a thermometer.

Clay Launcher

Three pieces of clay are launched from a spoon launcher. Each piece of clay is a different size. Study the table below which shows the distances the pieces of clay traveled.

1

Claim: Make a claim about how the size of the piece of clay affects the distance it travels when launched. (1 point)

2

Evidence: Use at least two (2) pieces of evidence from the data given to support your claim about how the size of the piece of clay affects the distance it travels when launched. (2 points)

2

Reasoning: Provide accurate and complete reasoning for why your evidence supports your claim about how the size of the piece of clay affects the distance it travels when launched. (2 points)

1

Ice Cold

A class of students wanted to answer the question: Which is better for melting ice- ordinary table salt or rock salt? One group of lab partners filled three identical beakers with ice and water. Next, they added table salt to the first beaker, rock salt to the second beaker, and nothing to the third beaker. Then they used thermometers to measure the temperature in each beaker. The table below shows their results.

Why did this group bother to check the temperature of a beaker of ice water that had no salt in it? (1 point)

1

Identify one additional piece of information you would need to know to replicate this group’s experiment exactly? (1 point)

2

A second group of lab partners in the same class approached the problem differently. They put 10 ice cubes into beaker #1 and 10 ice cubes into beaker #2. They sprinkled one teaspoon of table salt onto the ice in beaker #1 and one teaspoon of rock salt onto the ice in beaker # 2. They did not measure the temperature of the contents of the two beakers, but after 2 minutes they poured out the melted water and then weighed what remained in the beakers. They obtained the following results:

What conclusion(s) can you draw from this group’s experiment and results? Support your response with data from the table. (2 points)

2

What, if anything, could this group have done to improve their experiment? Explain fully. (2 points)

Data Analysis and Interpretation

The following questions deal with interpreting data presented in table and graphs. Refer to your notes and classwork assignments on making and interpreting graphs and tables if you need help answering these questions.
1

Use this data table to answer the following question.

Chris wanted to determine the effects of a soil pollutant on the growth of a sunflower plant. He designed an experiment and recorded his results in the data table shown above.

Where does Chris make a mistake in the design of his experiment?

1

Use this data table to answer the following question.

Jacob measured the height of a plant three times with a metric ruler. He recorded the measurements in the data table shown above. Which statement most likely explains the variations in Jacob’s data?

2

The line graph shows the number of worms collected and their lengths. Use the graph to answer the following questions. Write or type your answers in the space provided. (0.5 points each)
a. According to the graph, what length of worm is most common?
b. What was the longest worm found?
c. How many worms were 6 cm long?
d. The peak of the curve represents (longest worms / average worm)? [select one]

1

Examine the scatter plot shown. Identify the relationship between the independent and dependent variables depicted in the graph.

The relationship between the two variable show in this graph is best described as:

1

Examine the scatter plot shown. Identify the relationship between the independent and dependent variables depicted in the graph.

The relationship between the two variable show in this graph is best described as:

2

Use the graph and word bank provided to answer the following questions. Write or type your responses in the spaces provided. In some cases there is more than one correct answer. (0.5 points each)

Chemistry

The following questions deal with the structure of atoms, the Periodic Table of Elements, chemical bonds, and chemical reactions. You may use your notes and a copy of the Periodic Table to help you answer these questions.
1

An atom has electrons in the first three energy levels. The first and second energy levels are full and the third energy level has 2 electrons. Identify the element (write the name) (0.5 point) and determine the most common ion it forms (+1, +2, +3, -1, -2, or -3). (0.5 point)

2

Directions: Identify the isotopes of elements from the nuclei shown in the diagrams below. Write the elements symbol and shorthand notation in the space provided. (0.5 point each)

4

Directions: Identify the following compounds as ionic (I) or covalent (C) and write the correct chemical formula. (1 point each)

4

Directions: Balance and classify the following chemical reactions: (1 point each)

How do Glowsticks Respond to Changing Temperature?


In the above gif, we see 3 glow sticks set into liquid of different temperatures. The water on the left is nearly boiling, the water in the middle is room temperature and the water on the right is cold. Glow sticks work through chemiluminescence. When you bend the tube in half, the two chemicals inside mix together and the chemical reaction releases light waves.

As you answer the questions, Use what you know about chemical reactions to explain why the above glow sticks are letting off different amounts of light at the end of the gif.
1

In most chemical reactions, higher levels of molecular collisions will likely make for _____ reaction.

1

Write a claim to answer the following question: Why does the glow stick on the left glow so much brighter than the glow stick on the right at the end of the gif?

1

What evidence supports your claim to answer the following question: Why does the glow stick on the left glow so much brighter than the glow stick on the right at the end of the gif?

2

What reasoning connects your evidence with your claim to answer the following question: Why does the glow stick on the left glow so much brighter than the glow stick on the right at the end of the gif?

Can you Model and Describe a Chemical Reaction?

Acid oceans will dissolve coral reef sands within decades

Ocean acidification refers to the process of our planet's oceans becoming more acidic due to the global increase in carbon dioxide emissions. When Carbon Dioxide (CO2) in the air combines with Water (H2O) it forms Carbonic Acid (H2CO3).
1

A reactant in this chemical reaction is ______

1

A product in this chemical reaction is ______

1

The number of reactants in this chemical reaction is ____

1

How many atoms should we expect to find in the product of this reaction?

2

Draw a model in the space provided to show the reactants and products in this chemical reaction.

2

Explain how your model shows that the atoms that make up the reactants rearrange and come together to form the products of a reaction.

2

One of your classmates makes the following statement after reading about this reaction:

“The oxygen atoms that make up water are heavier than the oxygen atoms that make up carbon dioxide. This explains why carbon dioxide floats around in the air and water is most often found in a liquid.”

Evaluate their statement using what you’ve learned in class. Is your classmate correct?

1

How does your model illustrate that mass is conserved during this chemical reaction?

Mechanical Energy

The following questions deal with the topics of kinetic, gravitational potential, and mechanical energy. You may use your notes to help you answer the questions. Also, the following equation may be useful:

1

Use diagram below to answer the following question. Assume no friction.
The object will have a minimum gravitational potential energy at point ____.

1

Use diagram below to answer the following question. Assume no friction.
The object's kinetic energy at point C is less than its kinetic energy at point ____.

1

Use diagram below to answer the following question. Assume no friction.
As the object moves from point A to point D across the surface, the sum of its gravitational potential and kinetic energies ____.

1

Each of the blocks in the diagrams is lifted vertically for the distance indicated. Which block will gain the most gravitational potential energy?

1

The diagram below represents a bicyclist at the top of a hill, with four points labeled W, X, Y, and Z. Assume that the bicyclist does not apply the brakes as he rides down the hill. At which point will the bicyclist's kinetic energy be closest to zero?

1

  1. A student holding a ball releases it, and the ball falls to the floor.

Which graph best shows the changes in potential energy and kinetic energy of the ball as it falls to the floor?

3

Read the following descriptions and indicate [by circling] whether the object’s kinetic energy (KE) increases (↑), decreases (↓), or stays the same (=). Do the same for the object’s potential energy (U) and its total mechanical energy (ME). (0.5 point each)