Solubility, Dissolving and Separation Test (Science)

On Friday (May 3) and Monday (May 6), the science students will be writing their unit test for the Pure Substances and Mixtures unit. This test will cover the content from the second half of the unit. Here is a rundown of the topics and some example questions:

TEST COMPOSITION

Part A (Knowledge and Understanding)

  • Multiple Choice (13 questions)

Part B (Communication/Application)

  • Paragraph answers (4 questions)

CONCEPTS

1) Solubility and Solutions

  • Terminology: solute, solvent, solution, unsaturated, saturated, supersaturated, dilute, concentrated, soluble, insoluble

2) Rate of Dissolving

  • Terminology: rate

3) Methods of Separating Mixtures

  • Terminology: sorting, magnetism, sifting, floating/settling, filtration, distillation, evaporation, chromatography, crystallization

Students looking for some additional resources can check out the unit review questions for Solutions and Dissolving and Methods of Separation. Also, students are encouraged to check out some of the links in the workspace (blue and pink sections) to further reinforce their understanding.

Happy reviewing!

Missing Science Assignments

Recently, I handed back several science assignments. At this time, I notified students who had not handed in the assignments that I would be providing an additional copy and a week for them to submit the assignment before I would no longer accept it.

The following assignments will be accepted as long as they are submitted by next Wednesday (May 1). If I do not receive the assignment by this date, the student will receive a “zero” on the assignment.

I believe in deadlines. I think that they are essential in helping students with time management and responsibility. Saying that, many students who get a “zero” don’t seem to care. It is as if they think that they have gotten away with not having to do the assignment. I would rather that each student actually completes the work!

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Here are the three assignments that I will allow students to re-complete:

1) Particle Theory Poster (originally due March 5)

This was a small task at the beginning of the unit to help students remember the PArticle Theory. Students had to draw and colour a small diagram or cartoon depicting each of the points of the Particle Theory. They were given one class period to complete this.

A template to help students can be downloaded HERE.

 

2) Classifying Matter Lab (originally due March 8)

While learning about the different classifications of mixtures (solutions or mechanical mixtures), we completed a lab which involved students mixing various substances (oil, vinegar, juice crystals, salt, etc…) with water and then classifying the mixture. There were a few follow up questions to complete.

Students can download a copy of the lab write up HERE.

Although I don’t have the time to redo the entire lab with the students, I did complete the lab myself after school and am including my results in the picture below. Students are to write their hypothesis and then use the picture to complete the lab.

 

3) Dissolving and Solubility Simulation (originally due April 10)

While learning about solubility curves and the effect of temperature on solubility, we used an online simulation to see how the saturation changed for 5 different solutes at various temperatures. Students can access the online simulation HERE.

Students can download a new copy of the assignment HERE.

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If students are missing the Mystery Matter lab, this was a major lab (it took us three days) and therefore will not be setting up everything again. If students find their copy of the mystery matter lab and are able to complete it I will still accept it by Wednesday. If they are unable to find their copy, unfortunately I am not providing new copies for this assignment.

I will be emailing any students (and CCing their parents) who are missing any of the above assignments (hopefully by the end of the day Saturday). This is a one-time deal. In future, late assignments will have a short grace period (1-2 days) following the due date (as long as the students speaks to me personally about why it was late) before it becomes an automatic “zero”. Students are encouraged to read the “What’s up this week” post regularly as all due dates are included in the post.

Thanks for your understanding and support in this matter.

Science Concept Check (next Tuesday)

This coming Tuesday, science students will be writing their Concept Check on the first part of the Pure Substance and Mixtures unit.

Here is a rundown of the test and the concepts (and associated textbook pages) that students should know before writing:

TEST COMPOSITION

Part A (Knowledge and Understanding)

  • Multiple Choice (12 questions)
  • Matching (8 questions)
  • Fill-in-the-Blank (5 questions)

Part B (Communication)

  • Paragraph answers (3 questions)

CONCEPTS

1) Particle Theory

  • Terminology: particle, theory
  • Example Question: What are the five points in the Particle Theory?
  • Example Question: What happens to the particles when a substance is heated?
  • Textbook: 1.1 What is Matter

2) States of Matter

  • Terminology: matter, state, solid, liquid, gas, definite/indefinite
  • Example Question: How is the particle configuration different in solids, liquids, and gases?
  • Example Question: What does it mean to say that liquids have a definite volume but indefinite shape?
  • Textbook: 1.2 States of Matter

3) Classifying Matter

Students looking for some additional practice questions can refer to the additional REVIEW QUESTIONS here. Students are also encouraged to check out the WORKSPACE which contains additional resources to support these topics.

Happy studying!

Form and Function Unit Test – next Tuesday

Next Tuesday, my science students will be writing their unit test for the Form and Function unit. This test will be similar to the past ones from the ecology unit in length and format. Students are allowed to use two of their notes (if they have them) on the test: the placemat summary on forces and loads and the table listing all of the methods to strengthen and support structures.

Here is a rundown of the test and the concepts (and associated textbook pages) that students should know before writing:

TEST COMPOSITION

Part A (Knowledge and Understanding)

  • Multiple Choice (7 questions)
  • Matching (13 questions)

Part B (Communication)

  • Paragraph answers (3 questions)
  • Diagram answer (1 question)

CONCEPTS

1) Types of Structures

  • Terminology: structure, solid, framed, shell
  • Example Question: Provide an example of a solid, a frame and a shell structure.
  • Example Question: Describe two advantages of using a shell structure rather than a solid structure?
  • TEXT: Classifying Structures (Source: Nelson Perspectives 7: 10.3)

 2) Forces acting on and within Structures

  • Terminology: force, magnitude, direction, point of application, tension, compression, torsion, shear, net force/movement
  • Example Question: Direction is one component of a force. List and explain the other two ways of describing a force.
  • Example Question: Billy is on a chain link swing. He is twisting the swing back and forth. Name and describe THREE internal forces (stresses) that are acting on the swing in this scenario?
  • TEXT: Forces and Loads (Source: Nelson Perspectives 7: 10.2)
  • TEXT: External and Internal Forces (Source: Nelson Perspectives 7: 10.4)
  • WEBLINK: Forces Lab (Source: PBS.org)

3) Types of Loads

  • Terminology: load, static load, live load, dead load, dynamic load
  • Example Question: Name two examples of dead static loads, two examples of live static loads, and one example of a dynamic load present in this scenario.
  • WEBLINK: Loads Lab (Source: PBS.org)

 4) Stability, Balance and Centre of Gravity

  • Terminology: stability, balance, centre of gravity/mass
  • Example Question: Explain why you would want to keep your stance as wide as possible and try to crouch as low as possible in a tug of war.
  • Example Question: In each of the following shapes, draw an “x” to show the centre of gravity. Explain your reasoning.

 5) Methods of Strengthen and Supporting Structures

  • Terminology: beam, I-beam, corrugation, rebar, cantilever, tie, strut, gusset, arch, dome, truss
  • Example Question: How can you strengthen a beam without adding any support structures? Explain HOW your method strengthens the beam.
  • Example Question: What is the difference between a tie and a strut? In you answer, include a description of the internal forces acting within each structure.
  • TEXT: Making Structures Stronger: The Beam (Source: Nelson Perspectives 7: 11.2)
  • TEXT: Making Structures Stronger: Trusses, Arches, and Domes (Source: Nelson Perspectives 7: 11.4)
  • WEBLINK: Shapes Lab (Source: PBS.org)

In class on Friday (for 7-09) and on Monday (for 7-10), we will be completing a review game which involves questions pertaining to the above topics.

My classroom will be open Monday at lunch for anyone who requires clarification on any of the above topics.

Thanks and happy studying! You got this!

 

Food Webs Test (Next Week)

In grade 7 science, we have completed the Interactions within Ecosystems unit. Students will be writing a test on the content of the second half of the unit in the coming week:

  • Wednesday = 7-10
  • Friday = 7-04/7-09

Next week, all classes will complete a series of review questions using a Jeopardy style game but there is still lots of studying that the students should be doing at their homes over the weekend in preparation for this test.

Like the previous mid-unit test, there are several terms students should be aware of and  should be able to identify and explain each term. Students have been making science notebooks including much of this information (I am hoping that they will be using these while studying) which they are encouraged to bring home and review. The following text pages and links will also be extremely helpful to reinforce the concepts from class:

Here is a rundown of the test and the concepts that students should know before writing:

TEST COMPOSITION

Part A (Knowledge and Understanding)

  • Multiple Choice (14 questions)
  • Matching (9 questions)

Part B (Communication)

  • Paragraph answers (3 questions) – students will have the choice to write their answer or record themselves stating their answer orally

Part C (Making Connections/Applications)

  • Food web analysis (4 question)
  • Graphical analysis (1 question)

CONCEPTS

1) Classifying organisms in a food chain or web

  • Terminology: producer, consumer (primary, secondary, tertiary), decomposer, detritivore, scavenger, carnivore, herbivore, omnivore
  • Example Question: In the food web, identify the secondary consumer and explain your choice.
  • Example Question: Which organisms in the food web can be found in more than one feeding level?

2) Energy transfer in food chains and webs

  • Terminology: food chain, energy pyramid (pyramid of numbers)
  • Example Question: How much energy is passed on to the next organism in the food chain? What happens to the other energy?
  • Example Question: If grass creates 2300 kJ of energy, how much energy does the rabbit receive when it eats the grass? Explain.

3) Interactions within food webs

  • Terminology: equilibrium, carrying capacity
  • Example Question: Using the food web, explain three things that would happen if the grasshoppers were removed from the ecosystem.

  • Example Question: Come up with a scenario that could result in the following graph:

graph_foodchains

Students will have the entire 50-minute block to write the test. Those looking for even  more clarification/resources can check out the Ecosystems page on the blog.

Mid-Unit Ecology Test

In grade 7 science, we have made it to the halfway point in our unit on Interactions within Ecosystems. Students will be writing a test on Tuesday, October 23. Although it is still over a week away, I want to give plenty of warning ahead of time so that students can be adequately prepared.

Last week, students completed an online practice quiz on many of the topics. If students want to complete this online practice again they can do so by clicking HERE (game code is 516823).

Next Tuesday, students will be writing a mock test (which I will mark and get back to them the following class) so they can see what a science test looks like and get a sense of what they know (and what they don’t know) heading into the next weekend. Friday (7-09)/Monday (7-10) in class, we will be also be completing an additional review but there is still lots of studying that the students can be doing at their homes in preparation for this test.

There are several terms to know for this test. Students should be able to identify and explain each term listed below. Students have been adding notes into their science notebooks which include much of the required information (they can use these notebooks on the test too!) but I also want to direct students to the following text and online links that will be helpful in review:

Here is a rundown of the test and the concepts that students should know before writing:

TEST COMPOSITION

Part A (Knowledge and Understanding)

  • True or False (7 questions)
  • Multiple Choice (8 questions)
  • Matching (5 questions)

Part B (Communication)

  • Paragraph answers (3 questions)

Part C (Making Connections/Applications)

  • Determining population amount (1 question)
  • Graphical analysis (1 question)

CONCEPTS

1) Identifying abiotic and biotic factors in an ecosystem

  • Terminology: biology, ecology, ecosystem, abiotic, biotic
  • Concept: Identify items as abiotic or biotic and justify the choice
  • Example Question: Give two examples of biotic factors and two examples of abiotic factors seen in the picture. Explain your choices.

2) Organization of living things

  • Terminology: organism, species, population, community, ecosystem, habitat
  • Concept: Know how an ecosystem is organized

organization

  • Example Question: Explain why a pond could be considered an ecosystem. List some of the different populations found at the pond.

3) Limiting factors in ecosystems

  • Terminology: Immigration, Emigration, Predator, Prey, Competition, Mutualism, Carrying Capacity, Limiting Factor
  • Concept: Calculating population rate
  • Concept: Identify, list and explain several different abiotic (e.g. amount of sunlight) and biotic (e.g. competition) factors that limit the growth of a population
  • Example Question: The amount of rabbits (prey) in an area increases. What do you think will happen to the population of foxes (predator) in the same area? Explain.
  • Example Question: The population of mice in a barn is 40. Over the winter 3 mice immigrate, 4 die, 3 are born, and 1 emigrate, what is the new population?
  • Example Question: Choose which graph best represents each scenario… explain your choices.
    • Scenario 1 = There were 3 cold springs in a row
    • Scenario 2 = There were 3 hot summers in a row

rabbit_graphs

Students will have the entire 50-minute block to write the test and can use their science notebooks while writing.

Looking for more clarification? Check out the Ecosystems page on the blog.

Thanks!