6-8 Physical Sciences

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Caroline Reeves
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1 6-8 Physical Sciences Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences. 40

2 Benchmark A Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter. 41

3 Benchmark: Physical Science A Question type: Multiple Choice Bloom: Comprehension A solution may be prepared by dissolving crystals of a salt in water. Which of the following would probably not affect the rate of solubility? A. Reducing the air pressure on the solution B. Grinding the crystals to make them smaller C. Stirring the water after adding the crystals D. Increasing the temperature of the water A 42

4 Benchmark: Physical Science A Question type: Multiple Choice Bloom: Comprehension Students measured and recorded the density of 4 samples. Using the density column and the data table shown above, which of the samples will probably float on top of the oil? A Sample A B Sample B C Sample C D Sample D D Grade band:

5 Benchmark: Physical Science A Question type: Extended Response Bloom: Application Bobbie mixes 100 grams of vinegar with 100 grams of baking soda. At first the liquid foams and bubbles. When the bubbling settles down, only a liquid remains. When she measures the mass of the liquid, she finds it is less than 200 grams. What accounts for the loss of the mass and identify two clues that identify this as a chemical change. 4 Points: Students describe the differences between a chemical and a physical reaction as well as discusses that some of the mass of the two substances was changed to a gas during the chemical reaction and thus escaped the system. 3 Points: Students mention that the loss of mass is due to a gas being created by a chemical reaction and mention 1 reason that a chemical change occurred. 2 Points: Student mentions that a gas was created by the reaction and gives one evidence of a chemical reaction. 1 Point: Student mentions that a gas was created or says one evidence of a chemical change 44

6 Benchmark: Physical Science A Question type: Short answer Bloom: Application Jonathan cooked an egg for breakfast. First he broke the shell and put the egg in a bowl where he beat it with a fork. He cooked the egg, placed it on his plate and cut it up into smaller piece to eat. Which of the following involves a chemical change in the egg? Identify two clues that this is a chemical change. 2 points The chemical change is the cooking of the egg. Two clues include changed color, heat involved, and bubbles. 1 point stated only chemical change, stated only one clue or no clues. 0 point wrong or no response 45

7 Benchmark B In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object. 46

8 Benchmark: Physical Science B Question type: Multiple Choice Bloom: Application After the fuel in a model rocket engine is burned up, the nose cone separates from the body tube. The parachute opens as the nose cone and body tube fall toward the ground. The illustration below shows the body tube and the nose cone at the moment that the parachute opens. Which of the following shows the motion of the body tube in the next few seconds? C 47

9 Benchmark: Physical Science B Question type: Multiple Choice Bloom: Application A creaky door can be opened more easily if the hinges are oiled. What does the oil do to the hinges moving parts? (A) Reverse the motion (B) Removes all friction (C) Doubles the motion (D) Decrease the friction Answer: D 48

10 Benchmark: Physical Science B Question type: Multiple Choice Bloom: Application As she swings back and forth, Lupe tries to drop pebble into empty paper cups that are on the ground beneath her. At what point should Lupe drop a pebble if she wants it to fall into cup 2? A. A B. B C. C D. D Answer: C 49

11 Benchmark C Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources. 50

12 Benchmark: Physical Science - C Question type: Multiple Choice Bloom: Knowledge Nuclear power plants, like coal-burning plants, produce undesirable waste products. Which of the following is a waste problem with nuclear power that is not a problem with coal? A. The production of acid rain gases B. Damage to the environment from strip mining C. Radioactive wastes that can last thousands of years D. Contamination of water by disease-causing organisms C 51

13 Benchmark: Physical Science - C Question type: Short Answer Bloom: Knowledge How is the suns energy responsible for fossil fuels and wind power? 2 Points: Students should mention that all the Earth s energy comes from the sun. Students may mention that the sun creates energy for plants to live which then decay into fossil fuels. Students may also include that wind power is due to temperature changes on Earth s surface created by the sun. 1 Point: Students may mention that all energy comes from the sun or without the sun fossil fuels would not exist. 52

14 Benchmark: Physical Science - C Question type: Extended Response Bloom: Application Imagine that a combination of alternative energy sources completely solved our energy needs. What reason would you have to still conserve energy? 4 Points: Students should mention that the conservation of energy would save costs on producing alternative energy sources. Also, students may mention that energy may not be created nor destroyed and therefore cannot be fabricated and is in a limited quantity. 3 Points: Students may mention that saving energy would save costs and that energy may not be created or destroyed. 2 Points: Students should mention conservation of energy would save costs or energy cannot be created or destroyed. 1 Point: Student briefly mentions that energy is expensive. 53

15 Benchmark: Physical Science - C Question type: Multiple choice Bloom: Application What advantage does solar energy have over fossil fuels? (A) Solar energy is more reliable and less expensive (B) Solar energy is less expensive and transportable (C) Solar energy can be used anywhere and at any time (D) Solar energy is renewable and produces little pollution D 54

16 Benchmark D Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant. 55

17 Benchmark: Physical Science D Question type: Multiple Choice Bloom: Knowledge The picture shows how to make an electromagnet. Which of these would make the electromagnet strongest? A Using a longer wire from the battery to the nail B Wrapping the wire around the nail more times C Wrapping the wire around a nonmetallic object D Making the loops of wire less tightly coiled B Grade band:

18 Benchmark: Physical Science D Question type: Multiple Choice Bloom: Knowledge Which type of energy change is occurring in the pictures to the right? A Mechanical energy to chemical energy B Potential energy to kinetic energy C Chemical energy to heat energy D Solar energy to nuclear energy B Grade band:

19 Benchmark: Physical Science D Question type: Short answer Bloom: Comprehension Which light bulb will be lit in the diagram? How could you make all the bulbs light up? Teacher provided rubric 58

20 Benchmark: Physical Science D Question type: Multiple Choice Bloom: We get energy from the food we eat. The energy in the food first comes from the A. soil B. fertilizers used by farmers C. sun D. vitamins added by food manufacturers C 59

Semester 2. Final Exam Review

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