Student Review
Test Description
Length: 2 hours
Items: 54 SR (~85%), 2 BCR (~15%)
Unit
Approximate number of
Selected Response Items
20 Skills & Processes
Motion
Force
Forms of Energy
Transformation of Energy
Magnetic & Electrical Forces
Totals
6
7
8
7
6
54 (Honors 55)
The vocabulary terms and objectives are grouped into units for your convenience. Some items may occur in multiple units during the semester. The vocabulary includes terms that students may encounter when reading examination items.
Some Vocabulary for the Exam:
Acceleration
Ampere
Attraction
Chemical energy
Circuit
Conduction
Conductor
Constant
Control
Current
Dependent variable
Distance
Electrical energy
Gram
Graph
Gravitational Field
Gravity
Heat energy
Hypothesis
Independent variable
Induction
Inertia
Insulator
Kilogram
Kinetic energy
Lubricate
Potential energy
Repulsion
Resistance
Scientific notation
Series circuit
Solar energy
Sound energy
Speed
Thermal energy
Trial
Velocity
Volt
Volume
Electrical potential
Electric Field
Electricity
Electromagnet
Electromagnetic radiation
Energy
Energy transformation
Force
Friction
Generator
Graduated cylinder
Magnet
Mass
Mileage
Mechanical energy
Newtons
Nuclear energy
Ohm
Parallel circuit
Pendulum
Phase Change
Polarization
Weight
Work
Matter & Energy Semester A Examination 1 Montgomery County Public Schools

Student Review
Upon successful completion of Semester A the student should be able to:
Matter & Energy Skills and Processes
 formulate a working hypothesis from an informal statement or opinion.
 given a testable question, select appropriate equipment to conduct an investigation.
 given a testable question, identify dependent and independent variables.
 given a technical reading passage, formulate a testable question.
 identify appropriate methods for conducting an investigation (repeated trials, appropriate sample size, etc.).
 recognize that a control is a standard for comparison.
 demonstrate skills in using lab equipment.
 recognize when it is required to wear safety goggles.
 recognize safe laboratory procedures.
 select appropriate units to describe quantities.
 given a graph, be able to read, analyze, and understand the data.
 given a set of data, select the appropriate type of graph (line, bar, circle, etc.).
 given a data table, recognize trends in data.
 organize data appropriately using graphs with axes labeled with appropriate intervals, independent and dependent variables on correct axes, and appropriate title.
 check graphs to determine that they do not misrepresent results.
 given a graph of time and distance, calculate a speed.
 given a graph or table, describe trends revealed by data.
 analyze data to make predictions or draw conclusions.
 critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.
 recognize data that are biased.
 explain scientific concepts and processes through writing.
 read a technical selection and interpret it appropriately.
 manipulate quantities and/or numerical values in algebraic equations.
 express numbers in scientific notation.
Matter & Energy Concepts
 given a diagram with speed and direction labeled, distinguish between speed and velocity.
 given the formula Acceleration =

Velocity /

Time and the variables

Velocity and

Time calculate the acceleration.
 understand positive and negative acceleration.
 given a graph of Distance vs. Time identify constant velocity and changing velocities.
 given a graph of Velocity vs. Time identify positive acceleration.
 given the formula Velocity = Distance / Time and given any two of the quantities, calculate the missing quantity.
 define mass.
 define weight.
 compare mass and weight in terms of appropriate tools and units of measurement.
 describe Newton’s First Law.
 define inertia.
Matter & Energy Semester A Examination 2 Montgomery County Public Schools

Student Review
 describe Newton’s Second Law.
 solve both qualitative and quantitative problems using force, mass, and acceleration.
 solve qualitative problems using the Law of Universal Gravitation.
 describe the sources and effects of friction.
 describe the effect of distance on the strength of gravitational force upon an object.
 describe work (Work = Force x Distance).
 describe the relationship between energy and work.
 provide qualitative descriptions of kinetic energy and potential energy.
 given a diagram of a pendulum, identify the source of potential energy.
 describe energy transformation in a system (e.g., potential < > kinetic).
 describe energy transformation in a system (e.g., chemical < > electric).
 distinguish between electromagnetic, chemical, heat, nuclear, mechanical energy.
 describe the properties of magnetic force, including poles and lines of force.
 describe the properties of electrical force, including charge and conduction.
 distinguish between open, closed, parallel, and series circuits.
 compare a conductor to an insulator.
 given a diagram of oppositely charged objects, predict the effect the charges will have on the objects.
 identify appropriate units for electrical potential.
 given the formula Amperes = Volts / Ohms and given any two variables, calculate the missing variable.
 define Electric Current .
 describe the relationship between electric current and a magnetic field.
 compare electric fields and gravitational fields.
 understand kinetic energy in relation to molecular motion.
 compare heat energy and temperature in terms of molecular motion.
 describe the Law of Conservation of Mass and Energy.
 explain how changes in energy can result in physical changes in matter (density, volume, pressure).
 explain how differentials in energy can result in work (gravitational potential energy, electrical potential energy; heat).
 given a graph of temperature vs. time, explain the role of energy in phase changes.
 explain that chemical bonds store energy.
 identify common forms of radiation and their uses (alpha, beta, gamma).
BCRs were put on the exam review sheets to encourage appropriate student collaboration and review of concepts in preparation for the entire exam (not just the BCRs). Teachers should not address these BCRs during the course of their instruction nor should they assist in preparing students for the BCRs during exam review. Students are able to collaborate and use other resources to review and solidify concepts. Students should be prepared to answer any of the following BCRs. Teachers will select TWO from the list below on the day of the exam:
Matter & Energy Semester A Examination 3 Montgomery County Public Schools

Student Review
BCR: Cup of Coffee
Jiao works at a coffee shop. A customer asks her if using a lid really helps keep the coffee hot. Jiao says that she is not sure.
Design an investigation to help Jiao determine if using a lid keeps coffee hot longer than without a lid.
In your response, be sure to
 identify the materials needed to conduct the investigation
 write a procedure for the investigation
 identify the independent and dependent variables
 describe the data to collect
 describe the relationship between the independent and dependent variables
BCR: To the Moon
John Smith is selected for a special mission to explore the surface of the Moon. Before boarding the space shuttle, doctors perform a physical exam and find that John’s mass is 105 kg and his weight is 1029 N.
When John arrives on the Moon, will he experience changes in his mass and weight?
In your response, be sure to
 describe the difference between mass and weight
 explain why John’s mass will or will not change
 explain why John’s weight will or will not change
BCR: The Roller Coaster
A roller coaster car starts from rest at point A, the highest point on the track. The car travels down the first slope and then up and over two hills. After passing the last hill, the car slows and comes to rest at point F.
A
B
C
D
E
F
Matter & Energy Semester A Examination 4 Montgomery County Public Schools

Student Review
Explain how energy is conserved as the roller coaster travels from point A to point F.
In your response, be sure to
 describe and explain how the car’s energy changes forms as it starts from rest at point A and travels down through point B to point C
 describe the forms of energy by name at each point A, B, and C
 explain why the track is designed with hills that decrease in size from start to finish
BCR: The Wheelbarrow Race
Tom and Luis are helping their parents clean their yard. Tom and Luis decide to have a race. They each have a wheelbarrow. Tom puts 10 bricks in his wheelbarrow. Luis puts 30 bricks in his wheelbarrow. Each brick has a mass of 1 kg. Despite the difference in the mass of their wheelbarrows, they finish at the same time.
Use the equation for Newton’s second law of motion to explain why they were able to finish the race at the same time.
In your response, be sure to
 identify what each of the symbols in the equation represents
 explain why the values for each symbol are or are not different for Tom and Luis
 provide a reason for why they were able to finish at the same time
BCR: Energy and Work Lab
Students complete an investigation in their science class to try to determine the relationship between energy and work. They used the following procedure:
1. Attach a 1-meter piece of string tied to 1-kg mass to a wooden rod.
2. Raise the 1-kg mass by winding up the string on the rod. Keep the winding motion steady so the mass rises at a constant speed.
3. Have your partner measure the time it takes to raise the mass 1 meter.
4. Repeat several trials.
5. Determine the average time it took to raise the mass.
A group of students collected the following data during their investigation:
Trial
1
2
3
Average
Mass
1 kg
1 kg
1 kg
1 kg
Distance
1.25 m
1.25 m
1.25 m
1.25 m
Time
27 s
33 s
36 s
32 s
Matter & Energy Semester A Examination 5 Montgomery County Public Schools

Student Review
Describe the relationship between energy and work and compare the work done in each of the trials.
In your response, be sure to discuss:
 which trial used the most energy and why
 the amount of force involved in moving the mass in that trial
 the amount of force opposing the moving of the mass in that trial
The following information will be provided in the test book for students to use during their exam:
 Science Rubric for BCRs
 Equations
I = v/R v = d/t a =  v/  t
 v = v f
– v i
 t = t f
– t i
F = ma
W = Fd
Matter & Energy Semester A Examination 6 Montgomery County Public Schools