Name:__________________________ Period: ___ Date: _______
Westchester Square Academy
Quarterly Assessment 3
Physical Science
Spring 2016
This is a test of your knowledge of Physical Science. Use that
knowledge to answer all questions in this examination according to
the directions provided in this booklet. If you finish the test early,
please review your answers in all sections.
There is a Reference Sheet provided for you on the last page of
this test booklet. It shows some important formulas, and the
periodic table. You may refer to this sheet at any time during the
test.
o Section One (40 pts) Multiple Choice
Score: _______/ 40 pts
o Section Two (10 pts) Short Answer Questions
Score: _______/ 10 pts
o Section Three (10 pts) Writing
Score: _______/ 10 pts
o Section Four (40 pts) Reading and Annotation
Score: _______/ 40 pts
QA FINAL GRADE: _________/ 100
Section One: Multiple Choice (40 pts)
Directions:
 Read each statement or question, choose the word or expression that, of those
given, best completes the statement or answers the question.
 Then mark your answer by filling in the circle on your answer sheet
(scantron).
 If you need to change an answer on your answer sheet, be sure to erase your
first mark completely.
1.
The nutritional label above came from a can of soup. How many servings of soup would
you need to eat to receive your recommended daily value of 25 grams of dietary fiber?
A) 7 servings
B) 8 servings
C) 9 servings
D)10 servings
2. A well-tested explanation for a set of observations or experimental results is a
A) rule
B) hypothesis
C) law
D) theory
3. If you have a control group for your experiment, which of the following is true?
A) The control group is exactly the same as the test group.
B) The control group is identical to each test group except for one variable.
C) There can be more than one difference between the control group and the test
groups.
D) The control group and the test groups may have two or more differences between
them.
4. When a substance undergoes a phase change it still has a definite
A) mass
B) shape
C) volume
D) temperature
5.
Your environmental science class has collected information on the trash your school
throws away. To reduce the amount of trash your school produces what should you
recommend to your principal?
A) Distribute paper recycling bins. B) Create plastic and glass bottle recycling stations.
C) Ban aluminum can vending machines. D) Educate students about not wasting food.
6. If you wanted to find the volume of an irregularly-shaped object such as a pebble it is
be best to use –
A) a precise ruler.
B) the displacement method.
C) at least two formulas on your formula sheet.
D) an electronic balance and a very precise ruler.
7. When you boil water on the stove some steam will rise from the pan. Which of these is
a true statement right as the water begins to boil?
A. The water and steam are at the same temperature.
B. The water and steam contain the same amount of energy.
C. The density of the water is the same as the density of the steam.
D. The particles in the water are moving at the same speed as the particles in the steam.
8. To measure a specific volume of a gas, you must have a(n)
A. scale.
B. open container.
C. closed container.
D. open or closed container depending on the type of gas.
9. Most elements in the periodic table are __________ at room temperature.
A. solids
B. gases
C. liquids
D. plasmas
10. If you filled a flat car tire with lots of dry ice and screwed the cap tightly on the valve
stem what will happen over time?
A. The tire will begin to inflate.
B. The tire will get really cold but the dry ice would stay as a solid.
C. The tire will inflate for a while and then the vapor would re-form into dry ice.
D. There will be no effect on the tire at all since dry ice is not the same as air.
11. Which of these is an example of a physical change?
A. wood burning
C. sugar dissolving in water
B. a piece of metal rusting
D. a mineral weathering to form another mineral
12. If an object has a mass of 20 grams and a volume of 40 cm3, what is its density in
g/cm3?
A. 0.5
B. 2
C. 60
D. 800
13. If the density of an object is 30 g/cm3 and its volume is 10 cm3, what is its mass in
grams?
A) 0.33
B) 3
C) 40
D) 300
14. Which of these is an irreversible physical change?
A) freezing water
C) splitting a diamond
B) condensing steam
D) stretching a rubber band
15. Which of these materials is the most malleable?
A) copper
B) granite
C) window glass
D) notebook paper
16. The freezing point of water is the same as ice's __________ point.
A) boiling
B) melting
C) condensing
D) sublimation
17. Which of these is not a physical property of gasoline?
A) density
B) how it burns
C) boiling point
D) its odor
18. What is a chemical property of copper?
A) It reacts in acid.
B) It conducts heat well.
C) It conducts electricity well.
D) It is easily stretched into wire.
19. When baking soda and vinegar are mixed together bubbles form and the vinegar and
baking soda are changed into new chemicals. This is an example of A) a physical change.
B) a chemical change.
C) both a physical and chemical change.
D) neither a physical nor a chemical change.
20. After a match has burned which of these is not proof that a chemical reaction
occurred?
A) smoke was formed
B) heat was released
C) some of the match stick did not burn
D) the red chemical on the end of the matchstick is gone
21. If the density of an object is 60 g/cm3 and its mass is 20 grams, what is its volume in
cm3?
A) 0.33
B) 3
C) 80
D) 1200
22. Which of these is an example of a reversible physical change?
A) boiling water
B) breaking glass
C) cracking an egg
D) splitting a diamond
23. Which of these is the most ductile?
A) clay
B) gold
C) wood
D) glass
24. Which of these is not an example of a physical change?
A) a nail rusting
B) a rock cracking
C) blowing up a balloon
D) stretching a piece of clay
25. Which of these is a chemical property of gasoline?
A) density
B) how it burns
C) boiling point
D) its odor
26. What is a physical property of copper?
A) It reacts in acid.
B) It sometimes turns green.
C) It boils at a very high temperature.
D) It will combine with some nonmetals.
27. Adding sodium to chlorine gas will produce table salt. The formation of a new
substance shows that __________ change occurred.
A) a physical
B) a chemical
C) both a physical and chemical
D) neither a physical nor a chemical
28. If salt and sugar are dissolved in water together, and the water is evaporated, they
will be found on the bottom of the container. This shows that A) salt and sugar reacted chemically.
B) evaporation is a physical process.
C) dissolving and evaporation are physical processes.
D) salt and sugar are exactly the same except for how they taste.
29. This particle is found in the nucleus and adds mass to the nucleus, but changing its
number does not change what the element is. This particle is the
A) proton.
B) photon.
C) neutron.
30. Most of the mass of an atom can be found in the
D) electron.
A) nucleus.
D) electron cloud.
B) atomic zone.
C) electron shells.
31. Which of these particles are equal in number when an atom is neutral?
A) protons, neutrons
B) protons, electrons
C) neutrons, electrons
D) protons, neutrons, electrons
32. These two particles have approximately the same mass:
A) proton, neutron
C) neutron, electron
B) proton, electron
D) All atomic particles have very different masses.
33.The particle that determines the identity of an element is the
A) proton.
B) photon.
C) neutron.
D) electron.
34. Electrons are found in the
A) nucleus.
B) zone of electrons.
C) atomic zone.
D) electron shells or cloud.
35. The mass of an electron is
A) about the same as a proton's mass.
B) about 100 times less than a proton's mass.
C) much less than the mass of a proton or a neutron.
D) exactly equal to the difference of the proton and neutron's mass.
36. What is the maximum number of electrons that can exist in the second shell
surrounding the nucleus?
A) 2
B) 4
C) 8
D) It depends on what the element is.
37. __________ may be shared by or transferred to other atoms.
A) Protons
B) Photons
C) Neutrons
D) Electrons
38. An atom with two protons, three neutrons and two electrons would have a mass of
about how many atomic mass units?
A) 2
B) 3
C) 5
D) 7
39. How many electrons can exist in the second shell surrounding an atomic nucleus?
A) 1 or 2
B) 1 to 8
C) more than 8
D) It depends on what the element is.
40. Electrons may be __________ or __________ other atoms.
A) ionized, de-ionized by
B) created, destroyed by
C) shared by, transferred to
D) negatively charged, positively charged by
Section Two: Short Answer Questions (10pts)
Directions: For each statement or question, base your answers on the information
from iLearn Compass content and on your knowledge of physical science.
A. 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.
1. What accounts for the loss of the mass? (2)
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2. Provide two clues that help this as a chemical change. (2)
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B. Think about the three states of matter. Identify the two forms of change. Explain
the characteristics of each. (2)
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C. Identify the three particles that make up an atom and describe their properties
and location within the atom. (2)
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D. Describe a situation where potential energy becomes kinetic energy. (2)
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Section Three: Writing (10)
Imagine explaining physical and chemical changes to a group of school students.
Describe some items around your house to use as examples of physical and chemical
changes. Also, include these terms: physical property, chemical property, and
molecular arrangement in your explanation.
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4
Specificity of - Clear and specific response
Content
- Includes an accurate and detailed
discussion of the topic using precise
and accurate vocabulary
3
- Clear and specific
response
- Includes a brief but
sufficient discussion of
the topic
- May include minor
inaccuracies in vocab
2
1
- Response is not - Response does not
clearly written
answer question
- Vague discussion - Does not discuss the
of the topic
topic
- Uses vague and/or - Includes major
inaccurate
inaccuracies and lacks
vocabulary
vocabulary
- May not address
all aspects of the
task
Points
10
8.5
7.5
6.5
Section Four: Reading and Annotation (40 pts)
READING 1 : The Mass of Matter
Annotate for:
 The focus questions:
What happens to the mass of matter when it undergoes change? What
rules apply to phase change? Can the same rules be applied to
chemical reactions?
 Summary: Compare and contrast the two changes
 Observations and Questions:
 Drawing Visuals:
Imagine you are Antoine Lavoisier. How could you design an
experiment to investigate what happens to the total mass of matter
when a caterpillar eats a leaf? Draw a picture of the apparatus you
would use and write a short description of the procedure you would
follow (Remember that Antoine Lavoisier did not have electronic
balances)
Matter may change from a solid to a liquid.
Elements may react together to form
compounds. What happens to the mass of
matter in a bowl of water when it is left to
stand in the hot sun? What happens to the
mass of matter in a piece of paper when it is
burned? Sometimes in situations like this it
seems as if matter is disappearing. But the
disappearance of matter is an illusion.
Matter may change from one form into
another through physical and chemical
changes. Physical change or phase change is
the process that alters one or more physical
Antoine Lavoisier (1743–1794) was one of the
properties of an element or a compound
founders of modern chemistry.
without altering its chemical composition. For example, when the water in
the bowl absorbs energy from the sun and evaporates, it becomes water
vapor in the atmosphere. The chemical composition of liquid water (H2O)
and water vapor (H2O) remains unchanged. Chemical change is the
interaction between chemicals in which there is a change in chemical
composition of the elements or compounds involved in a chemical reaction.
For instance, the piece of paper gives off heat and light energy as it burns,
and the matter in it is converted into carbon dioxide, water vapor, and other
gases that escape into the atmosphere. Some of the mass will remain behind
as ash. A chemical equation is an expression of the net composition change
associated with a chemical reaction. It shows how a certain amount of
reactants yields a certain amount of products. Both of these amounts are
measured in moles. In other words, for any chemical equation in a closed
system, the mass of the reactants must equal the mass of the products.
Therefore, there must be the same number of atoms of each element on each
side of the equation. In both cases, the matter changes its form, but its total
mass stays the same. The same mass of each element is present before and
after the change. Matter is neither created nor destroyed during these
changes.
It took early scientists hundreds of years of scientific study before the law of
conservation of mass became accepted. For a long time, scientists had
suspected that matter could not be created or destroyed, but nobody had
performed an experiment that proved it.
During the late 18th century, French chemist Antoine Lavoisier and his wife
Marie-Anne conducted several experiments that demonstrated the
conservation of mass. Antoine was famous for his accurate observations and
insistence on careful measurements. He used accurate balances that could
measure very small changes in mass during his experiments.
Many of the Lavoisiers' experiments were conducted in sealed glass
containers from which matter could not escape or enter. For example, in one
experiment, Antoine put fruit into a sealed container, measured its mass, and
then left it in a warm place for a few days. The fruit rotted and changed into
a putrid mess. Gas was released from the decomposing fruit and droplets of
water formed on the glass, but nothing escaped from the container. Lots of
changes had taken place, but the mass of the sealed container and the rotten
fruit was equal to the mass measured at the beginning of the experiment.
In other experiments, Antoine heated elements in enclosed containers with
air inside them. He discovered that new substances were formed but that the
container and its contents had the same mass as they did before heating.
When he measured the mass of the new solid substances he had made, he
discovered that they were heavier than the original elements he heated. In
this way, he determined that they must have gained their mass from the air.
On the basis of these experiments, he also concluded that air contained
several gases, one of which reacted with the elements in the experiment. He
called this gas oxygen (which had previously been discovered and
described—but not named—by Carl Wilhelm Scheele and by Joseph
Priestley).
In 1789, Antoine wrote the best textbook on chemistry the world had seen.
In it, he introduced a new scientific law that he called the law of
conservation of mass. This law stated that in any closed system (as small as
a sealed container or as big as the whole universe!) the total mass remains
the same, regardless of what changes take place inside.
Antoine Lavoisier was particularly interested in the chemistry of gases. This picture shows him working
with other scientists on an investigation of the gases exchanged during breathing.
Answer focus questions:
What happens to the mass of matter when it undergoes change? What rules
apply to phase change? Can the same rules be applied to chemical reactions?
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Summary:____________________________________________________
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Drawing Visuals: Imagine you are Antoine Lavoisier. How could you
design an experiment to investigate what happens to the total mass of matter
when a caterpillar eats a leaf? Draw a picture of the apparatus you would use
and write a short description of the procedure you would follow (Remember
that Antoine Lavoisier did not have electronic balances)
Westchester Square Academy
Annotation Rubric
4
3
2
1
-Frequently pauses to explain -Occasionally pauses
-Attempts to summarize main ideas - No comprehension
the main idea of a portion of -Explains main ideas but, may - Summary is not clearly stated or is evident
the text
be unclear
somewhat inaccurate
- Little or no attempt to
-Includes relevant details that -May lack precision and/or
summarize
are clearly and logically
some details
connected
-Summary is accurate
-Works through text until
-Works through text until
-Reading is mostly complete or may be -Incomplete reading
Persists
completion
completion
late
-No attempt to
-Finds a way to work through -Often accurately understands -Limited attempt to understand when understand
difficulty and build
vocabulary usage in context the text gets challenging
vocabulary
understanding (defines
-Completes work on time
-Misinterpreted vocabulary
vocabulary, asks for help)
-Completes work on time
-Makes connections between -Makes weak or superficial
-Asks no questions
Interacts with Text -Makes thought-provoking
connections between and
and within texts presented
connections between texts
or demonstrates no
within texts
-Brings outside knowledge to
understanding of text
- When appropriate, asks
the text
-Asks questions with little original
(and answers) relevant
- Poses questions that are
thought or relevance throughout
-Incorrect or no
questions that can stimulate relevant and original
conclusions reveal
conversation
-Identifies logical conclusions -Makes superficial or some erroneous understanding
- Draws insightful, logical
revealed from implied
conclusions revealed from text
conclusions from implied
meaning
meaning
-All key aspects of the text are -Most key aspects of the text -Some key aspects of the text are
-Little to no attempt to
Content Lens:
represented in the
are represented in the
represented in the visual. Minor
represent the text with
visual. Visual is accurate and visual. Visual is accurate.
inaccuracies may occur or the visual a visual.
clear.
may be unclear.
-Most parts of the visual are
-Little to no attempt to
-All parts of the visual are
explained with appropriate
-Some parts of the visual are
explain the visual.
clearly explained with
detail and terms.
explained. Visual may lack
appropriate detail and terms.
appropriate detail and terms.
-Little to no attempt to
-Is able to gather some
gather evidence from
-Consistently gathers
evidence from the text to
-Attempts to gather evidence from the the text to address the
evidence from the text to
address the focus question
text to address the focus question(s) focus question.
address the focus question(s).
20
15
10
5
Total Points
Summarizes with
Accuracy and
Precision
READING 2 : Structure and Properties of Matter
Annotate for:
 The focus questions:
What are the properties of matter and how are they distinguished from
each other?
Which is easier to observe, the physical or chemical properties of an
object? Support your answer with evidence from the passage.
 Summary
 Observations and Questions
 Drawing visuals when appropriate:
Everything in our physical world is made of matter.
Whether it’s a synthetic or natural object, a bowl of cereal,
a bike pump or a torrent of hail, it has essential physical
properties that define its character as matter. When we use
matter or react to it, we think about it in all sorts of
different ways. If we are playing basketball, we think
about where the ball is going to go in physical space and
how we can control it. If we are making a sandwich, we
think about different combinations of flavors and how to
make the sandwich taste as good as possible by combining
those flavors. If we are deciding what to wear in the
morning, we think about the visual qualities of different
clothes, imagining what the most appealing combination
might be.
As scientists, we can think about matter in two categorical ways. We can
think about its physical properties, and we can think about its chemical
properties.
Physical properties have to do with the matter itself; chemical properties
have to do with how that matter exists in relation to the matter around it. In
the case of, say, a basketball, as scientists, we might think about properties
like its appearance (round, knobby texture, orange color), buoyancy (Does it
float? Yes.), or conductivity (no, it can’t carry an electrical current). Other
physical properties, some Immediately observable and some only
discernible under testing, are boiling point, density, ductility, hardness,
magnetism, malleability, mass, melting point, and odor.
These include physical properties we can test using just our five senses and
properties we test more rigorously using scientific tools. We can change
some of the physical properties of matter, while others are fixed, unless we
alter them with the interference of other substances. For instance, we can
take a big block of cheddar cheese and chop it into tiny pieces, even put it in
a blender, and turn it into cheese puree. That changes the cheese’s texture,
but not its color. Also, the cheese still has the same level of facility in
carrying electrical current. You won’t be able to stretch the cheese like a
rubber balloon or use it to scratch glass, like a diamond. The blended cheese
will still have the same mass as the original block of cheddar. Put it on some
nachos and have a snack. Another category is matter’s chemical properties.
Chemical properties are defined by one kind of matter’s reaction to other
conditions, or types of matter on a chemical level. The product of a chemical
reaction is irreversible. When wood burns in a fire, for instance, it changes
from wood into ash and smoke. That ash and smoke will never be wood
again.
You can usually tell when a chemical change is taking place because there
will be a tell tale signal. If a substance is changing color, giving off heat,
foaming, fizzing, or bubbling, or producing sound or new light, it’s probably
undergoing some kind of chemical reaction. Next time you’re watching
fireworks, take a second to appreciate how many chemical changes and
reactions are taking place moment by moment, one right after the other—
sometimes right on top of one another. While we can appreciate that
chemical changes are always happening all around us, it’s fascinating to see
a display of chemical change that’s designed to express itself so
dramatically. Fireworks are a unique art form based on manipulating the
changing chemical properties in reactive matter. Chemists who design
fireworks have the fun job of creating, exciting looking and sounding
chemical reactions between substances. Their first priority is safety, of
course. Firework specialists, or pyrotechnicians, are responsible for
unleashing those reactions in a carefully choreographed sequence, specially
designed to make the show as tense and exciting as possible. One thing all
matter has in common is that its basic building block is the atom. Raisins are
made up of atoms. Glass windows and chandeliers are made of atoms. Your
parents are made up of atoms. Leonardo Da Vinci’s painting the Mona Lisa
is made up of atoms. The air we breathe is made up of atoms.
Atoms are so tiny that we can’t see them—even with the aid of powerful
microscopes. Different fundamental types of matter—we call them elements,
and they’re all listed on the Periodic Table of the Elements—are made up of
atoms with different but discrete chemical structures. There are about one
hundred elements, and together those elements compose everything in the
known physical universe.
Atoms are made up of even smaller component structures. Again, there’s no
way for us to observe these structures physically. That’s what sets them
apart from the physical properties of matter, which, as we know, are
discernible to our five senses. But those physical properties all answer to
their basic chemical makeup. The buoyancy of raisins in a bowl of cereal
isn’t just a random trait. It’s because the type of atoms in a raisin is
constructed to behave in certain ways in relation to the atoms around it. On
the Periodic Table of the Elements, scientists have, over time, placed
different essential atomic types of matter into different groups, based on
their atomic or chemical makeup. Those basic materials can combine in
practically infinite ways. It’s exciting to think about the creative and organic
possibilities that matter holds for the future.
 The focus questions:
What are the properties of matter and how are they distinguished from
each other?
Which is easier to observe, the physical or chemical properties of an
object? Support your answer with evidence from the passage.
 Summary
 Observations and Questions
 Drawing visuals when appropriate:
Westchester Square Academy
Annotation Rubric
4
3
2
1
-Frequently pauses to explain -Occasionally pauses
-Attempts to summarize main ideas - No comprehension
the main idea of a portion of -Explains main ideas but, may - Summary is not clearly stated or is evident
the text
be unclear
somewhat inaccurate
- Little or no attempt to
-Includes relevant details that -May lack precision and/or
summarize
are clearly and logically
some details
connected
-Summary is accurate
-Works through text until
-Works through text until
-Reading is mostly complete or may be -Incomplete reading
Persists
completion
completion
late
-No attempt to
-Finds a way to work through -Often accurately understands -Limited attempt to understand when understand
difficulty and build
vocabulary usage in context the text gets challenging
vocabulary
understanding (defines
-Completes work on time
-Misinterpreted vocabulary
vocabulary, asks for help)
-Completes work on time
-Makes connections between -Makes weak or superficial
-Asks no questions
Interacts with Text -Makes thought-provoking
connections between and
and within texts presented
connections between texts
or demonstrates no
within texts
-Brings outside knowledge to
understanding of text
- When appropriate, asks
the text
-Asks questions with little original
(and answers) relevant
- Poses questions that are
thought or relevance throughout
-Incorrect or no
questions that can stimulate relevant and original
conclusions reveal
conversation
-Identifies logical conclusions -Makes superficial or some erroneous understanding
- Draws insightful, logical
revealed from implied
conclusions revealed from text
conclusions from implied
meaning
meaning
-All key aspects of the text are -Most key aspects of the text -Some key aspects of the text are
-Little to no attempt to
Content Lens:
represented in the
are represented in the
represented in the visual. Minor
represent the text with
visual. Visual is accurate and visual. Visual is accurate.
inaccuracies may occur or the visual a visual.
clear.
may be unclear.
-Most parts of the visual are
-Little to no attempt to
-All parts of the visual are
explained with appropriate
-Some parts of the visual are
explain the visual.
clearly explained with
detail and terms.
explained. Visual may lack
appropriate detail and terms.
appropriate detail and terms.
-Little to no attempt to
-Is able to gather some
gather evidence from
-Consistently gathers
evidence from the text to
-Attempts to gather evidence from the the text to address the
evidence from the text to
address the focus question
text to address the focus question(s) focus question.
address the focus question(s).
20
15
10
5
Total Points
Summarizes with
Accuracy and
Precision