Name:
Class:
Date:
Ren Fest Work
Enter the appropriate word(s) to complete the statement.
1. A rule that describes the behavior of something in nature is a scientific ____________________.
2. Hydrogen peroxide _______________ and forms water and oxygen gas.
3. Newton's first law of motion states that an object stays in constant motion unless a(n) ____________________ force
acts on it.
4. A distance-time graph shows a horizontal line. This means that the velocity is ____________________.
5. When a substance combines with O2 and releases energy, a _______________ reaction has occurred.
6. All matter is made up of particles called ____________________.
7. Each nitrogen atom can share three valence electrons forming a _______________ covalent bond.
8. There are _______________ hydrogen atoms in the chemical formula CH4.
9. Speeding up, slowing down, and going around curves are examples of ____________________.
10. The attraction between positive and negative _______________ forms an ionic bond.
11. _______________ shows information about the element such as chemical symbol and atomic mass.
12. Speeding up, slowing down, and going around curves are examples of ____________________.
13. A rocket launching is an example of Newton's ____________________ law.
14. The likely location of the negatively charged particles in an atom is called a(n) ____________________.
15. Atoms that are unstable are more likely to be ____________________ than atoms that are stable.
16. The _______________ ratio provides a measure of a structure’s safety.
17. Geoff observed an experiment in which one compound underwent a chemical reaction that produced two compounds.
He classified this as a _______________ reaction.
18. Elements on the left side of the periodic table are classified as ____________________.
19. Atoms of the same element containing different numbers of neutrons are called ____________________.
20. Metal atoms bond together to form a _______________ bond.
21. Kalina conducted an experiment in which she started with one element and one compound and ended up with a
different element and a different compound. She classified this as a _______________ reaction.
22. A(n) ____________________ is a push or a pull.
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23. Mike has a mass of 60 kg. He pulls on a wagon of mass 30 kg with a force of 20 N. The wagon remains motionless.
The wagon exerts a force of ____________________ on Mike.
24. The progression of the atomic theory is as follows:
Democritus, Aristotle, _______________, Thomson, _______________, Chadwick, _______________
25. Qualitative data use _______________ to describe what is observed in an experiment.
26. To calculate ____________________ you divide distance traveled by the time it takes to travel that distance.
27. _______________, not velocity, is used to calculate the average acceleration.
28. Most of the mass of an atom is located in its ____________________.
29. Different factors that can change in an experiment are ____________________.
30. Of the three main subatomic particles, the ____________________ has the least mass.
31. Sugar is an example of a _______________ molecule due to the unequal sharing of electrons.
32. Elements that have properties halfway between those of metals and nonmetals, are classified as
____________________.
33. Rutherford's contribution to atomic models was the discovery of the ____________________.
34. The speed you read from your speedometer is your ____________________.
35. An explanation for the law of conservation of matter is that the same _______________ is present before and after the
reaction.
36. If you are riding on a skateboard and it stops suddenly, your body keeps moving forward. This is because of
____________________.
37. Organizing elements in a table enables scientists to relate the _______________ of the elements.
38. If you triple the net force on an object, the acceleration will ____________________.
39. A(n) ____________________ is a push or pull that one object exerts on another.
40. Comparing what you already know about something with new information and then making a decision about whether
you agree with the new information is called _______________ thinking.
41. Elements that have properties halfway between those of metals and nonmetals, are classified as
____________________.
42. Analysis of the Minneapolis bridge collapse and _______________ eventually showed that the bridge was not
overloaded.
43. Friction always acts in a direction ____________________ to the direction of motion.
44. According to modern atomic theory, electrons are usually found _______________ the nucleus.
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45. Marie Curie discovered that the radiation released by uranium was made of _______________ and _______________.
46. A spacecraft orbits the Earth at a constant speed. The forces acting on it must be ____________________.
47. Quantitative data use _______________ to describe what is observed in an experiment.
48. Jaunita watched as two compounds reacted and changed into two different compounds. She determined the reaction
that she observed was a _______________ reaction.
49. The _______________ switch places in a double-replacement reaction.
50. ____________________ is the tendency of an object to resist any change in its motion.
51. A car going around a corner, hits an icy path, and skids off the road. This represents a change from rolling friction to
____________________ friction.
52. If two or more substances combine to produce one substance, a _______________ reaction has occurred.
53. The French chemist, _______________, conducted experiments that led to the law of conservation of mass.
54. A(n) ____________________ group is used to study how a change in the independent variable changes the dependent
variable.
55. Reinforcement rods on a truss bridge are sometimes called _______________.
56. According to Newton's second law of motion, a larger force acting on an object causes a greater
____________________ of that object.
57. Forces that change an object's motion by touching the object are ____________________ forces.
58. Elements on the left side of the periodic table are classified as ____________________.
59. Nuclear decay produces radiation. _______________ decay causes Americium-241 to decay to Neptunium-237. There
are two fewer protons and two fewer neutrons.
60. To keep a sled accelerating downhill, the force of gravity must be greater than the ____________________ force.
61. How does the atomic model developed by John Dalton differ from the atomic model developed by Niels Bohr?
Describe each model.
62. Identify a physical property that might be used to tell whether a compound is ionic or covalent. Explain why this
physical property is a good indicator.
63. Scientists working in a laboratory wanted a particular chemical reaction to occur as quickly as possible. Identify and
describe four ways that the scientists could increase the rate at which the reaction occurs.
64. Describe some of the trends in the periodic table. What is a row called? What is a column called? What properties
increase or decrease and in which directions?
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65. Explain why a molecule formed by two identical atoms is nonpolar.
66. A pitcher releases a fastball that moves toward home plate. Other than the force exerted by the pitcher, what are two
forces that act on the ball as it travels between the pitcher and home plate? How does each of these forces change the
ball’s motion? Classify the forces acting on the ball as balanced or unbalanced.
67. Use the graph provided to explain the speed of this object. Provide an example of how this graph could happen in real
life. How could you change the graph to show an objects’ speed decreasing over time? Provide an example of the new
graph.
68. Explain the conclusions of the investigators, scientists, and engineers in the Minneapolis bridge collapse.
69. Lithium's atomic number is 3. Fluorine's is 9. Explain how an atom of lithium and an atom of fluorine combine by
ionic bonding.
70. Your friend stated that action and reaction force pairs do not change motion because they cancel one another out.
Explain why your friend is incorrect, using an everyday example to clarify your explanation. In your response, identify
which of Newton’s laws of motion applies to action and reaction forces. Contrast action and reaction force pairs and
balanced forces.
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Answer Key
1. law
2. decomposes
3. unbalanced
4. zero
5. combustion
6. atoms
7. triple
8. four
9. acceleration
10. ions
11. The element key
12. acceleration
13. third
14. electron cloud
15. radioactive
16. demand-to-capacity
17. decomposition
18. metals
19. isotopes
20. metallic
21. single-replacement
22. force
23. 20 N
24. Dalton, Rutherford, Bohr
25. words
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26. average speed
27. Speed
28. nucleus
29. variables
30. electron
31. polar
32. metalloids
33. nucleus
34. instantaneous speed
35. number of atoms
36. inertia
37. properties
38. triple
39. force
40. critical
41. metalloids
42. computer modeling
43. opposite
44. orbiting
45. energy, particles
particles, energy
46. balanced
47. numbers
48. double-replacement
49. negative ions
50. Inertia
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51. sliding
52. synthesis
53. Antoine Lavoisier
54. experimental
55. rebar
56. acceleration
57. contact
58. metals
59. Alpha
60. normal
friction
61. Dalton’s model of the atom stated that during a chemical reaction, atoms of one element cannot be converted into
atoms of another element. Atoms of one element are identical to each other, but different from atoms of another element.
Dalton also said that atoms combine in specific ratios.
Niels Bohr’s atomic model proposed that electrons move in circular orbits, or energy levels, around the nucleus. Electrons
have varying energy levels depending on which orbit they are in.
Dalton did not realize that atoms can be divided into even smaller particles, such as protons, neutrons, and electrons.
Dalton did not know that atomic weight is a product of the structure of the atoms. Bohr was able to observe the light
released when an electron’s energy level changed.
Score
4
3
2
1
0
Blank
Description
Student’s response includes the following:
description of Dalton’s atomic model
description of Bohr’s atomic model
similarities between the models
differences between the models
Student’s response includes three of the following:
description of Dalton’s atomic model
description of Bohr’s atomic model
similarities between the models
differences between the models
Student’s response includes two of the following:
description of Dalton’s atomic model
description of Bohr’s atomic model
similarities between the models
differences between the models
Student’s response includes one of the following:
description of Dalton’s atomic model
description of Bohr’s atomic model
similarities between the models
differences between the models
Student’s response is totally incorrect or irrelevant.
No student response.
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Name:
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62. The state of matter at room temperature can be used to classify most ionic and covalent compounds. Most covalent
compounds are liquids or gases at room temperature. Most ionic compounds are crystalline solids with high melting
points.
Score
4
3
2
1
0
Blank
Description
Student provides a physical property that can be used to tell whether a compound is ionic or
covalent and clearly explains his or her reasoning.
Student provides a physical property that can be used to tell whether a compound is ionic or
covalent, but does not clearly explain his or her reasoning.
Student provides an incorrect physical property that can be used to tell whether a compound is
ionic or covalent, but does explain his or her reasoning.
Student provides an incorrect physical property that can be used to tell whether a compound is
ionic or covalent and does not explain his or her reasoning.
Student’s response is totally incorrect or irrelevant.
No student response.
63. Scientists could first add a catalyst to the reaction. A catalyst speeds up the reaction without changing other aspects of
the reaction. The scientists could also increase the temperature at which the reaction occurs, because an increased
temperature speeds most types of reactions. The scientists should also make sure the reactants are present in the highest
concentration possible, as increased concentration of reactants speeds up reactions. The scientists could also be sure that
the reactants had the most possible surface area.
Score
4
3
2
1
0
Blank
Description
Student identifies and describes the following four factors that influence
reaction rate:
presence of a catalyst
temperature
concentration
surface area
Student identifies and describes three of the following four factors that
influence reaction rate:
presence of a catalyst
temperature
concentration
surface area
Student identifies and describes two of the following four factors that
influence reaction rate:
presence of a catalyst
temperature
concentration
surface area
Student identifies and describes one of the following four factors that
influence reaction rate:
presence of a catalyst
temperature
concentration
surface area
Student’s response is totally incorrect or irrelevant.
No student response.
64. The periodic table is named such because there are periodic, or repeating, trends that occur throughout the table. The
atomic mass increases from left to right as you advance through the table. A row of elements is called a period. A column
of elements is called a group. Metallic properties increase as you move to the left and down on the periodic table. Other
properties increase as you go left to right.
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Name:
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Score
Description
Student’s response includes four of the listed trends:
increase of atomic number
label for rows
label for columns
example of one trend and the direction for increase
Student’s response includes three of the listed trends:
increase of atomic number
label for rows
label for columns
example of one trend and the direction for increase
Student’s response includes two of the listed trends:
increase of atomic number
label for rows
label for columns
example of one trend and the direction for increase
Student’s response includes one of the listed trends:
increase of atomic number
label for rows
label for columns
example of one trend and the direction for increase
Student’s response is totally incorrect or irrelevant.
No student response.
4
3
2
1
0
Blank
65. Two identical atoms attract the shared electrons equally. Neither end of the molecule becomes positively or negatively
charged, so the molecule is nonpolar.
Score
4
3
2
1
0
Blank
Description
Student clearly explains that two identical atoms share electrons equally and that neither end
has a charge thus becoming nonpolar.
Student explains that two identical atoms share electrons equally, but incorrectly explains the
end charges.
OR
Student explains the atoms become neither positively or negatively charged, but incorrectly
explains that the two identical atoms share electrons equally.
Student explains that two identical atoms share electrons equally, but does not explain the end
charges.
OR
Student explains the atoms become neither positively or negatively charged, but does not
explain that the two identical atoms share electrons equally.
Student does not correctly explain the sharing of electrons or the end charges.
Student’s response is totally incorrect or irrelevant.
No student response.
66. Two forces that act on the ball as it moves through the air are gravity and friction. Gravity causes the ball to move
downward toward Earth. Friction causes the ball’s motion to get slower the farther it moves through the air. Because the
ball’s velocity is changing as it moves, it can be determined that the forces acting on the ball are unbalanced.
Score
Description
4
Student’s response includes the following four elements:
identification of friction and gravity as forces acting on the ball;
explanation that gravity causes the ball to move toward Earth;
explanation that friction slows the ball’s motion;
classification of the forces acting on the ball as unbalanced
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Name:
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3
2
1
0
Blank
Student’s response includes three of the following four elements:
identification of friction and gravity as forces acting on the ball;
explanation that gravity causes the ball to move toward Earth;
explanation that friction slows the ball’s motion;
classification of the forces acting on the ball as unbalanced
Student’s response includes two of the following four elements:
identification of friction and gravity as forces acting on the ball;
explanation that gravity causes the ball to move toward Earth;
explanation that friction slows the ball’s motion;
classification of the forces acting on the ball as unbalanced
Student’s response includes one of the following four elements:
identification of friction and gravity as forces acting on the ball;
explanation that gravity causes the ball to move toward Earth;
explanation that friction slows the ball’s motion;
classification of the forces acting on the ball as unbalanced
Student’s response it totally incorrect or irrelevant.
No student response.
67. An object at rest is not moving, so its speed is always zero. As a result, the speed-time graph for an object at rest is a
horizontal line at y = 0. Any object at rest is an example of this graph. A vase of flowers sitting on a table or a nonmoving car sitting in a parking lot are both examples of this graph. To change the graph to show an objects’ speed is
decreasing over time, move the line to begin at a higher point on the y-axis and slope it down and towards the right. Once
the line touches the x-axis, the speed is zero and the object has stopped. A car traveling at a rate of 35 miles per hour and
slowing to stop at a red light is an example of this new graph.
Score
4
3
2
1
0
Blank
Description
Student’s response should include all four elements of the question: an explanation
of the original graph with an example and an explanation of the new graph with an
example.
Student’s response includes three of the following four elements: an explanation of
the original graph with an example and an explanation of the new graph with an
example.
Student’s response includes two of the following four elements: an explanation of
the original graph with an example and an explanation of the new graph with an
example.
Student’s response includes one of the following four elements: an explanation of the
original graph with an example and an explanation of the new graph with an
example.
Student’s response is totally incorrect or irrelevant.
No student response.
68. The U10 node-gusset plates were not thick enough to support the loads they were supposed to handle. They were
about half the thickness they should have been. When the investigators examined the original documents for the bridge,
they were unable to find any detailed gusset plate calculations. They could not determine whether undersized plates were
used because of mistaken calculations, a drafting error, or some other error in the design process.
Score
4
3
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Description
Student’s response includes the reason for the bridge failure, the possible
errors made in the original design, and two possible reasons for the
undersized plates being used.
Student’s response includes three of the following:
the reason for the bridge failure, the possible errors made in the original
design, and two possible reasons for the undersized plates being used.
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Ren Fest Work
Student’s response includes two of the following
the reason for the bridge failure, the possible errors made in the original
design, and two possible reasons for the undersized plates being used.
Student’s response includes one of the following
the reason for the bridge failure, the possible errors made in the original
design, and two possible reasons for the undersized plates being used.
Student’s response is totally incorrect or irrelevant.
No student response.
2
1
0
Blank
69. Lithium's atomic number of 3 indicates that a lithium atom has three electrons. Two of these electrons fill an inner
energy level; the third electron is in an almost empty outer energy level. A fluorine atom has nine electrons. Two of
fluorine's electrons fill the inner energy level, and seven are in the outer energy level. Lithium gives an electron to
fluorine. Lithium becomes positive, and fluorine becomes negative. Both lithium and fluorine then have full and therefore
relatively stable outer energy levels.
Score
4
3
2
1
0
Blank
Description
Student clearly explains how lithium and fluorine atoms combine by ionic bonding by
discussing filling of energy levels by giving and taking electrons. Student identifies that
lithium becomes positive and fluorine becomes negative and discusses the stability of their
outer energy levels.
Student explains how lithium and fluorine atoms combine by ionic bonding by discussing
filling of energy levels by giving and taking electrons, the resulting charge for the atoms, and
their outer energy levels with one or two minor errors.
Student explains how lithium and fluorine atoms combine by ionic bonding by discussing
filling of energy levels by giving and taking electrons, the resulting charge for the atoms, and
their outer energy levels with multiple errors.
Student explains how lithium and fluorine atoms combine by ionic bonding by discussing
filling of energy levels by giving and taking electrons, the resulting charge for the atoms, and
their outer energy levels with major errors.
Student’s response it totally incorrect or irrelevant.
No student response.
70. My friend is incorrect. Although it may seem that equal and opposite forces should cancel one another out, action and
reaction forces do not, because they act on different objects. For example, if a swimmer pushes against the water with her
hand, the reaction force is exerted against the swimmer (not the water), resulting in the swimmer moving forward. In
order for equal and opposite forces to cancel one another (or to be balanced forces), they would need to act on the same
object, which is not the case. Newton’s third law describes action and reaction force pairs.
Score
4
3
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Description
The student correctly explains that action and reaction forces do not cancel
one another because they do not act on the same object;
uses an everyday example of action and reaction forces;
identifies Newton’s third law as the law that describes action and reaction
forces;
explains that action and reaction forces are not balanced forces (forces that
are equal and opposite on the same object)
The student’s response includes three of the following:
action and reaction forces do not cancel one another because they do not act
on the same object;
uses an everyday example of action and reaction forces;
identifies Newton’s third law as the law that describes action and reaction
forces;
explains that action and reaction forces are not balanced forces (forces that
are equal and opposite on the same object)
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Name:
Class:
Date:
Ren Fest Work
2
1
0
Blank
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The student’s response includes two of the following:
action and reaction forces do not cancel because they do not act on the same
object;
uses an everyday example of action and reaction forces;
identifies Newton’s third law as the law that describes action and reaction
forces;
explains that action and reaction forces are not balanced forces (forces that
are equal and opposite on the same object)
The student’s response includes one of the following:
action and reaction forces do not cancel one another because they do not act
on the same object;
uses an everyday example of action and reaction forces;
identifies Newton’s third law as the law that describes action and reaction
forces;
explains that action and reaction forces are not balanced forces (forces that
are equal and opposite on the same object)
Student’s response is totally incorrect or irrelevant.
No student response.
Page 12