Physical Science Review Created by Tonya Bates, Hugo Owens Middle School

Chesapeake Public Schools

SAFETY SYMBOLS

Symbols are often used to alert scientists to possible safety hazards. These are the symbols you will find on labs to alert you to possible safety considerations. The National Science Teachers Association uses the symbols below:

Frequency Distribution: shows how often an item, a number, or a range of numbers occurs.

Frequency distributions, scatterplots, line plots, and histograms are powerful tools for displaying and interpreting data.

http://www.ct4me.net/Ohio_Graduation_Math_Test_Prep_DataStrand.htm

SOLIDS LIQUIDS GASES PLASMA

·Particles are close together. ·Particles have low energy. ·Definite shape & definite volume.

·Particles flow around each other. ·Particles have medium energy. ·Definite volume, but NO shape - they take the shape of their containers.

·Particles are spread out. ·Particles have high energy. ·NO shape and NO volume.

·Particles are spread out and have + and - charges. ·Particles have very high energy. ·NO shape and NO volume.

Atomic Theory Timeline 1808: John Dalton - stated atoms are solid masses that cannot be split into smaller particles and resemble tiny solid marbles. 1897: J.J. Thomson - discovered the electron, knew that the atom was neutral and had no overall charge. Known as the "plum pudding" model due to charges being placed randomly throughout the atom. 1911: Ernest Rutherford - discovered the nucleus, stated that the atom is mostly made up of empty space with a solid nucleus. 1913: Neils Bohr - stated that electrons move in fixed paths, called orbits, around a nucleus. 1920s: Schrodinger & Heisenburg - electrons exist in different clouds at various energy levels, shows the atom as being three-dimensional.

The periodic table of elements is a tool used to organize information about the elements.

There are more than 110 known elements.

No element with an atomic number greater than 92 is found naturally in measurable quantities on Earth.

The remaining elements are artificially produced in a laboratory setting.

Elements combine in many ways to produce compounds that make up all other substances on Earth.

Each box in the periodic table contains information about the structure of an element.

The vertical columns on the periodic table are groups/families.

Groups/families have similar chemical properties due to having the same number of valence (outside) electrons.

Group/family numbers represent valence (outside) electrons, with the exception of groups #13 - 18. For groups #13 - 18, subtract 10 from the group number to determine the number of valence electrons. For example, group 17 has 7 valence electrons (17 - 10 = 7).

The horizontal rows on the periodic table are called periods.

Period numbers indicate the number of energy levels an element has. For example, an element in period 4 will have 4 energy levels.

Elements in the periodic table are also arranged as metals, nonmetals, and metalloids.

Metals are elements on the left side of the stair-step line; they tend to lose electrons in chemical reactions and form positive ions. Properties of metals include ductility (wire), malleable (hammered thin), conductors, and shiny.

Metalloids are elements between the metals and nonmetals and illustrate properties of both metals and nonmetals.

Nonmetals are elements on the right side of the stair-step line; they tend to gain electrons in chemical reactions and form negative ions. Properties of nonmetals include being brittle, dull, and are insulators.

The periodic table of elements is an arrangement of elements according to atomic number and properties.

Information on the periodic table can be used to predict chemical reactivity. For example, all elements in Group 1 are highly reactive.

The boxes for all of the elements are arranged in increasing order of atomic number.

The elements have an increasing nonmetallic character as one reads from left to right across the stable.

Chemical Formula - symbols and subscripts that identifies type and number of atoms in a compound. For example: 1. NaCl = 1 atom of sodium, 1 atom of chlorine 2. C6H12O6 = 6 atoms of carbon, 12 atoms of hydrogen, 6 atoms of oxygen

There are specific groups/families in the periodic table.

Group 1: Alkali Metals - have 1 valence electron, most reactive metals, always found as compounds, very soft and shiny

Group 2: Alkaline Earth Metals - have 2 valence electrons, very reactive, always found as compounds, hard, gray-white metals that are good conductors of electricity

Groups 3 - 12: Transition Metals - varying numbers of valence electrons, have typical properties of metals, most common metals, most are not reactive but some are

Group 17: Halogens - 7 valence electrons, most reactive nonmetals, never found uncombined in nature, gains or shares 1 electrons when they react

Group 18: Noble Gases - 8 valence electrons (except for helium which has 2 valence electrons), stable and unreactive, do not form compounds, are found by themselves in nature, and all are nonmetals.

Binary Compounds

Binary compounds are compounds that are composed of only two elements.

Their formulas will consist of two elemental symbols and they may also have one or two subscript numbers.

Writing Formulas for Binary Compounds

1. Write the hydrogen or metal first. They have the positive (+) superscript.

2. Then write the nonmetal second. They have the negative (-) superscript.

3. Cross out the charges on the superscripts. They end up canceling each other out.

4. The superscripts become the other element’s subscript. They drop and cross.

5. Rewrite the symbols as a compound.

Example: Al3+, S2- becomes Al2S3

Naming Formulas for Binary Compounds

1. Write the name of the first element.

2. Write the root name of the second

element.

3. Add the ending “ide” to the second element.

Common element root names:

Oxygen = ox (oxide)

Bromine = brom (bromide)

Iodine = iod (iodide)

Sulfur = sulf (sulfide)

Fluorine = fluor (fluoride)

Phosphorus = phosph (phosphide)

Nitrogen = nitr (nitride)

Chlorine = chlor (chloride)

Carbon = carb (carbide)

Hydrogen = hydr (hydride)

Example: Al2S3 is written as Aluminum sulfide.

Common Forms of Energy

Radiant Energy: electromagnetic energy that travels in waves; ex. visible light, x-rays, solar energy

Thermal Energy: the total energy of a substance's or material's particles due to their movement or vibration; can cause a change in temperature; ex. geothermal energy

Chemical Energy: potential energy stored in bonds; ex. fossil fuels, battery, food

Electrical Energy: energy of moving electrical charges (electrons); ex. lightning and electricity

Mechanical Energy: energy associated with the motion or position of an object; can be potential or kinetic; ex. sound, wind, compressed springs

Nuclear Energy: energy stored in the nucleus of an atom; released during nuclear reactions; ex. fission, fusion

Applications of Thermal Energy Transfer

Heat engines - device that converts thermal energy into mechanical energy.

Thermostats -uses a bimetallic strip which curls or straightens out to control thermal energy.

Refrigerators - transfers thermal energy from inside to the outside.

Heat Pumps - uses air from outside to regulate thermal energy on the inside.

Geothermal Systems - uses heat from the Earth to regulate thermal energy.

Technological Applications of Sound Waves

Reflection and interference patterns are used in ultrasonic technology, including sonar and medical diagnosis.

Sound waves are used in ultrasounds or sonograms in medicine. The ultrasound device detects and measures ultrasonic waves that bounce back. By analyzing the intensity and frequency of the reflected waves, the device builds up a picture.

Sound waves are used for sonar, where a sonar machine produces a burst of high-frequency ultrasonic sound waves that travel through the water. When the waves hit an object or the ocean floor, they reflect. The reflected waves are detected by the sonar machine, which then measures the time it takes to detect the reflected sound waves and calculates the distance.

Other applications: ultrasonic toothbrushes (Sonicare), ultrasonic jewelry cleaners, and some cameras.

Radiant energy travels in straight lines until it strikes an object where it can be reflected, absorbed, or transmitted.

As visible light travels through different media, it undergoes a change in speed that may result in refraction.

A simple machine is a device that makes work easier.

Simple machines have different purposes: to change the effort needed (mechanical advantage), to change the direction or distance through which the force is applied, to change the speed at which the resistance moves, or a combination of these.

Due to friction, the work put into a machine is always greater than the work output.

Electricity Basics

Several factors affect how much electricity can flow through a system.

Resistance is a property of matter that affects the flow of electricity, and is measured in ohms.

Some substances have more resistance than others.

Electric current is the flow of electric charge through a material, and is measured in amperes (amps).

Voltage is the difference in electrical potential energy between two points in a circuit, and is measured in volts. It is also called "potential difference".

Ohm's Law describes the relationship between voltage, resistance, and current. It is the rule that resistance equals voltage divided by current.

Experimental Design Reference

Scenario: A group of students is assigned a Populations Project in their Ninth Grade Earth Science class.

They decide to determine the effect of sunlight on radish plants. They grow 12 radish plants in 4" clay pots

with 25 mL of water daily and 100 g of potting soil in 24 hours darkness, 12 hours sunlight/12 hours

darkness, and 24 hours sunlight. (They use Grow-Lights to simulate sunlight.) After 5 days, they measure

the height of all the plants in each pot.

1. Title: Must communicate what the experiment is about.

One good title: The Effect of (the independent variable) on (the dependent variable.)

Example: The Effect of Sunlight on the Height of Plants.

2. Hypothesis: Communicates what you think is going to happen in the experiment.

Always acceptable: If (the independent variable) is (increased, decreased, changed),

then ( the dependent variable) will (increase, decrease, change.)

Example: If the sunlight is increased, then the height of the plants will increase.

3. Independent Variable: (IV) -- the variable you purposely change or manipulate. Will be the CAUSE of the

changes you measure.

Example: The sunlight

4. Dependent Variable: (DV) -- the variable you will measure after the experiment is set up. Will be the EFFECT

of the action you took.

Example: The height of the plants

5. Constants:

All the other variables that remain the same for all the trials – otherwise they could affect the results (they could

ALSO change the dependent variable) and distort the connection between your ONE IV and the DV.

Example: 4" pots, 100 g potting soil, 25 mL water daily

6. Control: The group that does NOT contain the independent variable -- -the no treatment group or normal

treatment group. Helps establish a baseline result that you can compare with your experimental groups.

Example: the plants that receive 12 hours sun/12 hours dark (which best simulates real life) – this will allow you to

compare the results for the experimental plants growing in 24 hours darkness and 24 hours sunlight

7. Trials: The number of times the experiment is repeated. The more times you can repeat the experiment and get

the same results, the more valid your conclusions are. This could be the number of seeds in a pot or the number of

fish in a fish bowl.

Example: 12 radish seeds in each pot = 12 trials for each level of sunlight

http://mjksciteachingideas.com/pdf/ExpDesRef.pdf

How to use the "magic" circle:

Use your finger to cover the letter that you are solving for.

Use the lines in the circle to show you the math function you need to perform to get the answer.

SOL Review Worksheets

PS.1 – Scientific Investigations

1. Complete the table below filling in the missing information.

TOOL (EQUIPMENT) TYPE OF MEASUREMENT

UNIT

Spring Scale Newton

Mass

Graduated Cylinder Volume

Time

Celsius (Kelvin)

2. Read the following equipment and write down their measurements along with the correct units.

3. Read the following sample lab, then complete the experimental design diagram below with the correct information.

An experiment was designed to investigate the effect the amount of sunlight had on mouse activity. The same mouse was exposed to three different amounts of sunlight. During the experiment, the mouse had all other environmental factors kept the same (except sunlight). Trial A the mouse was exposed to the normal amount of sunlight (10 hours). In Trial B, the mouse was exposed to 5 hours of sunlight. In Trial C, the mouse was not exposed to any sunlight. It was determined that the mouse was the most active when it had the most exposure to sunlight. Two identical experiments were carried out at the same time to verify the data.

Title:

Hypothesis:

Independent Variable:

Levels of IV:

Repeated Trials:

Dependent Variable:

Constants: PS.2 – Matter

1. Draw particle pictures for each state of matter in the boxes below.

2. List a physical and a chemical property for each example below. a. Cloud b. Paper

Physical property:____________ Physical property: ____________ Chemical property: ___________ Chemical property: ___________

3. Calculate the density of the objects below using the provided information. a. What is the density of an unknown metal that has a mass of 178 grams and a volume of

20 mL? (HINT: Density = mass ÷ volume) ________________________ b. What is the density of a liquid that has a mass of 150 grams and a volume of 125 mL?

__________________________ c. Would the metal in A float or sink in the liquid in B? ___________

4. Determine if the following pH numbers are an acid, a base, or neutral. Bananas 5.3 Water 7.0 Bleach 13 Living cells 7.0 Baking soda 9 Lemon juice 2

PS.3 – Atomic Structure

1. Place the following scientists with their contributions to the atomic theory on the time line in the correct order.

SCIENTIST CONTRIBUTION

Bohr Electrons travel in a fixed path called orbits or levels.

Dalton Atoms are tiny particles that cannot be divided.

Rutherford Atoms are mostly empty space with a solid nucleus.

Thomson Plum pudding model – positive and negative charges in an atom are mixed together.

1808 1897 1911 1913

2. Complete the particle chart below.

PARTICLE LOCATION CHARGE MASS (LARGE OR SMALL)

Proton

Electron

Neutron

3. Draw a Bohr model and an electron cloud model for the element Carbon (C).

Bohr Model Electron Cloud Model

PS.4 – Periodic Table

1. Complete the table below using the periodic table.

Element Symbol Be Ne C

Element Name

Atomic Number

Atomic Mass

# Protons

# Electrons

# Neutrons

Group #

Period #

# of Valence electrons

Metal, Nonmetal, or Metalloid

Bohr Model

2. State whether each element is a metal, non-metal, or a metalloid.

a. Li: ____________________ b. F: ____________________ c. Si: ____________________

3. State if the following pairs of elements form an ionic bond or a covalent bond.

a. MgO - ________________________ b. NH4 - ________________________ c. KI - ___________________________

4. Name the following binary compounds.

a. KI - ______________________________ b. MgO - ____________________________ c. CO - ______________________________

PS.5 – Changes in Matter

1. State if the following changes are physical, chemical, or nuclear. a. Burning wood - ___________________________________ b. Reactions on the sun - _____________________________ c. Tearing paper - ___________________________________

2. Balance the equation below and state why it has to follow the Law of Conservation of Matter.

____HCl + FeS → FeCl2 + H2S

H = H = Cl = Cl = Fe = Fe = S = S =

Why does the equation above have to follow the Law of Conservation of Matter? 3. Complete the chart below on fission and fusion with information on what they are and how they

are different from each other.

FISSION FUSION

1. 1.

2. 2.

3. 3

4. Draw a picture of a fission and a fusion reaction.

Fission Fusion PS.6 – Energy

1. State if the examples below illustrate potential energy (PE) or kinetic energy (KE) a. Pencil resting on a desk - ______________ b. Bowling ball rolling down the lane - ______________ c. Roller coaster at the top of the highest hill - ___________

2. Label the roller coaster diagram below.

3. State which form of energy is illustrated in the examples below. Focus on the main form of energy the example is illustrating, such as mechanical energy, light energy, chemical energy, nuclear energy, electrical energy, or heat energy.

a. A fire burning - _______________________________ b. Electrons in a wire - ___________________________ c. Fission or fusion reaction - _______________________ d. Pulley moving up and down - _______________________

4. State the energy transformation that takes placed in a flashlight. The first energy has been

given to you.

Chemical to ___________ to ___________ plus ___________

5. List the energy transformations for the toy car.

PS.7 – Heat

1. Draw a picture of a phase change.

2. Describe how the addition of heat energy affects the molecules in a phase change.

_____________________________________________________ ____________________________________________________________

3. Look at the phase change graph.

Answer the following questions.

a. At what letter does melting begin? _____

b. At what letter does boiling begin? _____

c. What two letters represent the heat of fusion? _____________

d. What two letters represent the heat of vaporization? ___________

e. True/False: There has to be an increase in temperature to change phases. _____________

4. State whether the following are examples of conduction, convection, or radiation. a. The sun warms you. _________________________________ b. You burn your finger touching a hot stove. ___________________ c. A space heater heats air and then blows it across the room. _________________

PS.8 – Sound

1. Label the sound wave below.

2. What types of materials do sound waves travel faster in? _____________

____________________________________________________________

3. Explain SONAR and how it works. _______________________________________________________________________________________________________________________________________________________________

4. Calculate the speed of sound for the following problems. (Speed

of a wave = wavelength x frequency) a. What is the speed when wavelength equals 27 meters and

the frequency equals 97 hertz? _____________________________

b. What is the wavelength of a wave given a speed of 400 meters per second and a frequency of 50 hertz? _______________________

PS.9 – Light

1. Define the following words and draw a picture of each. a. Reflection: _____________________________________________

______________________________________________________ b. Refraction: _____________________________________________

______________________________________________________ c. Diffraction: _____________________________________________

______________________________________________________ d. Interference: ___________________________________________

______________________________________________________

2. Identify each picture as being either convex or concave.

3. Complete the chart below about mirrors and lenses.

Property Convex Mirror

Concave Mirror

Convex Lens Concave Lens

Image Smaller

Image Larger

Security Mirror

Makeup Mirror

Magnifying Glass

Telescope Lens

4. Look at the electromagnetic spectrum and answer the following questions.

a. Which form of electromagnetic radiation is the most harmful? ____ ______________________________________________________

b. What is the name used to remember the order of visible light? ______________________________________________________

c. Which of the two types of waves has the longest wavelength: radio waves or gamma rays? _______________________________

d. Which wave has lower energy: UV or infrared? ________________ e. Which wave has the higher frequency: x-ray or visible light?

______________________________________________________ f. Which color in the visible spectrum has the most energy?

______________________________________________________ g. Which color in the visible spectrum has the lease energy?

______________________________________________________

5. Label the light wave below.

PS.10 – Work, Force and Motion

1. Calculate the speed of the following objects. (Speed = distance ÷ time) a. A runner runs a 200 meter race in 21.34 seconds. What was his speed?

_____________________________________________ b. A rabbit jumps at a speed of 1.5 m/sec in 30 seconds. How far did he jump?

_____________________________________________

2. Calculate the work for the following situations. (Work = Force x distance) a. A man pushes a box with a force of 15 N a distance of 5 meters. How much work did he

do? _______________________________ b. A car hits a wall with a force of 500 Newtons. The wall does not move. How much work

did the car do? ______________________

3. Calculate the power for the following situations. (Power = Work ÷ time) a. A rollercoaster uses 5,000 J of work in 10 seconds. How much power did it use?

________________________________________ b. What is the power of a kitchen blender if it can perform 3,750 joules of work in 15

seconds? ______________________________

4. Define each of Newton’s Laws of Motion. a. Newton’s First Law of Motion: ______________________________

______________________________________________________ b. Newton’s Second Law of Motion: ___________________________

______________________________________________________ c. Newton’s Third Law of Motion: _____________________________

______________________________________________________

5. Identify which of Newton’s Laws of Motion is being illustrated below. a. An open balloon flied around the room. ______________________ b. A book sitting on a desk. __________________________________ c. A falling rock accelerates towards the ground. _________________

6. Explain why your mass is the same on the moon but your weight is different.

______________________________________________________________________________ PS.11 – Magnetism & Electricity

1. Draw a series circuit and label the following parts: conductor (wire), battery, and light bulbs.

2. Identify the following circuits as either a series circuit or a parallel circuit.

3. Answer the following questions about parallel and

series circuits.

a. In a series circuit, what happens to all the light bulbs when one goes out? _______________ ___________________

b. In a parallel circuit, what happens to all the light bulbs when one goes out? ______________________________________________

c. In a series circuit, what happens to the brightness of the light bulbs when one more bulb is added? _____________________________

d. In a parallel circuit, what happens to the brightness of the light bulbs when one more bulb is added? ________________________

4. Explain how a balloon rubbed against fabric (or hair) sticks to a wall. Then draw what the

charges look like in the picture.

5. Describe two ways in which to increase the strength of an electromagnet. a. ______________________________________________________ b. ______________________________________________________

6. Calculate the resistance for the following situations. (Resistance = voltage ÷ current)

a. What resistance would produce a current of 200 amperes with a voltage of 2,000 volts? __________________________________

b. If the voltage is 120 volts and the resistance is 50 ohms, what is the current? ___________________________________________

Formula Review

DIRECTIONS: Complete the information in the chart for each of the formulas

Term Definition/Description Formula Unit

Density

Valence

Electrons

Speed

Work

Power

Force (Newton’s

2nd

Law)

Wave Speed

Angle of

Reflection (Law of Reflection)

Voltage (Ohm’s

Law)

What’s My Unit?

DIRECTIONS: Determine the missing unit for each of the following terms.

Temperature

Time

Voltage

Volume

Work

Acceleration

Current

Density

Force

Frequency

Length

Mass

Power

Resistance

Speed

Study Habits Experimental Design An 8th grade science teacher wanted to study the effect of study habits during SOL review on SOL test scores. She divided her students into 3 groups: students who completed all of their classwork and homework, students who

completed classwork but did not complete homework, and students who did not complete any work. All students were given the same assignments for classwork and homework and had science class for one hour each day. It was

discovered that students who did all of their classwork and homework scored the highest on the SOL test. Directions: Complete the design chart below using information from the paragraph above.

Title:

Hypothesis:

IV:

Levels of IV:

Repeated Trials:

DV:

Constants: