Name: _____________________________
Date: __________________________
Science 14
Unit A: Investigating Properties of Matter
REVIEW
TOPICS
Chapter 1
Classify various forms of matter, including commonly used household substances, on the basis of
their properties, and relate these properties to their safe use, storage and disposal
• describe the need for safety precautions that should be followed when handling, storing and
disposing of substances at home and in the laboratory; and explain the WHMIS and consumer
product symbols for labelling substances (e.g., flammable, corrosive, reactive, health hazard)
• describe the importance of mixtures and solutions in household products (e.g., baking soda,
soaps, paints)
• compare and contrast the properties of pure substances and mixtures (e.g., brass and zinc,
stainless steel and iron, acetic acid and vinegar, pure water and salt water), and relate this
information to practical applications (e.g., salting icy roads, adding antifreeze to car radiators)
• outline the steps in separating the components of mechanical mixtures and solutions on the basis
of their properties (e.g., filtration of mechanical mixtures, distillation of solutions such as crude
oil)
• differentiate between physical and chemical properties of matter
• apply the particle model of matter to explain the physical properties of the phases of matter
Chapter 2
Describe the properties of elements and compounds, and use the periodic table to identify trends in
Properties
• differentiate among metals, nonmetals and metalloids on the basis of properties (e.g., luster,
conductivity, malleability, brittleness, state of matter)
• use the periodic table to locate names and properties of elements
• name and write chemical formulas for common elements (e.g., aluminum, copper, iron,
nitrogen, hydrogen, oxygen) and simple compounds (e.g., water, glucose, table salt, carbon
dioxide, iron oxide, vinegar, methane, propane), and describe the uses of elements and
compounds in society
• demonstrate the difference between elements and compounds on the basis of a decomposition
reaction (e.g., electrolysis of water)
1
Name: _____________________________
Date: __________________________
Chapter 3
Describe solutions and solubility, solutes and solvents; and then describe how these concepts are
applied to the production of prepared foods and other useful materials
• provide examples of insoluble and soluble mixtures (e.g., oil and water, vinegar and water);
and, in general terms, account for the difference
• define, operationally, solute, solvent, solution and solubility; and express concentration in terms
of mass per volume
• provide examples of the effect of temperature change on solubility, and explain this effect on
the basis of the particle model of matter (e.g., concentration of brines for pickling and syrups for
canning)
• link concentration changes and the concept of dilution to changes in the ratio of the amount of
solute to the amount of solvent (e.g., investigate how concentrated products, such as orange
juice, evaporated milk or instant coffee are made)
Chapter 4
Describe solutions and solubility, solutes and solvents; and then describe how these concepts are
applied to the production of prepared foods and other useful materials
• compare the volume of waste packaging produced from consumer use of the concentrated and
diluted forms of products (e.g., orange juice, fabric softener), and relate this to the need for
recycling and environmental preservation
• identify acid and base solutions in the home, job site and laboratory (e.g., vinegar, soda pop,
shampoo, battery acid, household ammonia, antacids, dish soap, hydrochloric acid, sodium
hydroxide) on the basis of their general properties; i.e., they conduct electricity, change colour of
acid/base indicators and neutralize one another
• describe, in general terms, the pH scale as an indicator of acidity or basicity; i.e., a pH of less
than 7 indicates an acid, a pH of 7 indicates a neutral solution, and a pH of greater than 7
indicates a base
• describe and investigate the corrosive effects of the following environmental factors: acids,
bases, salts, humidity and temperature (e.g., corrosion of iron by acid rain and spray from ocean
water)
• list the potential dangers of mixing common household and industrial chemicals (e.g., mixing
ammonia cleaners with bleach, adding muriatic [hydrochloric] acid to caustic soda, adding
water to acid)
2
Name: _____________________________
Date: __________________________
KEY TERMS
Chapter 1
WHMIS
MSDS
HHPS
Matter
Theory
Particle theory of matter
States of matter
Solid
Liquid
Gas
Physical property
Chemical property
Pure substance
Mixture
Chapter 2
Element
Periodic table
Atom
Group
Period
Metal
Non-metal
Metalloids
Compound
Decomposition reaction
Element symbol
Chemical formula
Chapter 3
Mechanical mixture
Solution
Solute
Solvent
Concentration
Solubility
Soluble
Crystallization
distillation
Chapter 4
Concentrated
Dilute
Acid
Base
Neutral
Indicator
Litmus paper
pH
pH scale
neutralization
corrosive
corrosion
acid rain
SAMPLE QUESTIONS
A. Definitions – define the terms in the above chart
B. Short Answer
1. List 3 pieces of info found on a MSDS sheet.
2. Why might a useful chemical also be dangerous?
3. Give three examples of hazardous chemicals often found in the home.
4. What does the position of neon in the periodic tabl tell you about its properties? List three
properties.
5. Classify each of the following as either a metal or non-metal.
a)
b)
c)
d)
e)
Greenish-yellow gas
Silver-coloured solid that conducts electricity
Grayish solid that is shiny when sanded
Very brittle brown crystal
Very shiny silver-coloured liquid that conducts electricity
6. What is the difference between an element and a compound?
7. How can a decomposition reaction help you determine whether a pure substance is an
element or a compound?
3
Name: _____________________________
Date: __________________________
8. What would happen if you tried to decompose and element? Why?
9. What information about a substance does a chemical formula represent?
10. Write the chemical formula for a compound that is made up of one atom of nitrogen and two
atoms of oxygen.
11. Classify each of the following as a mechanical mixture or a solution.
a)
b)
c)
d)
e)
Concrete
Shampoo
Air
Tap water
Cookie dough
12. Describe two tests you can use to determine if a mixture is a solution or a mechanical
mixture.
13. In each of the following solutions, identify the solute and solvent(s).
a)
b)
c)
d)
Salt water
Baking soda and water
Air (78% nitrogen, 22% oxygen and other gases)
Gold jewellery (90% gold, 10% silver)
14. Define a pure substance. Provide 2 examples.
15. Name 3 physical properties and 3 chemical properties
16. Describe the three states of matter and provide an example of each
17. Define heterogeneous mixture (mechanical mixture) and give 2 examples.
18. What does concentration tell you about a substance?
19. List some substances that are insoluble in water.
20. Describe how you could make a solute more soluble.
21. Define “solubility.”
22. Explain how crystallization could be used to separate drink crystals from juice.
23. List the steps in making water safe to drink.
24. Define “distillation.”
4
Name: _____________________________
Date: __________________________
25. How could you make a solute dissolve more quickly?
26. Do most solutes dissolve better in warm water or in cold water? Explain why.
27. Describe how to make a dilute solution from a concentrated solution.
28. State two advantages of buying concentrated products rather than dilute products.
29. List three properties of acids.
30. An unknown solution was tested with litmus paper. Red litmus turned blue, and blue litmus
stayed blue. Is the substance an acid or a base?
31. Classify the following solutions as acids, bases or neutral.
a)
b)
c)
d)
Household bleach, pH 12.4
Black coffee, pH 5.0
Sugar water, pH 7
Egg white, pH 7.8
32. List four factors that affect corrosion.
33. Explain the relationship between acids and corrosion.
34. Define “neutralization.”
35. Explain how rust is an example of corrosion.
C. Multiple Choice
Anything from the Chapter Tests!
5
Name: _____________________________
Date: __________________________
Science 14
Unit B: Understanding Energy
Transfer Technologies
REVIEW
TOPICS
Chapter 5
1. Describe how natural and technological cooling and heating systems are based upon the transfer of
thermal energy (heat) from hot to cold objects
• observe and explain the functioning of cooling systems as applications that are based on the
principle that heat is transferred from hot to cold objects (e.g., fins on engines, piping on the back
of refrigerators and air conditioners, automobile radiators)
• describe the three ways; i.e., radiation, conduction and convection, that thermal energy is
transferred from hot to cold objects
• describe the particle model of matter in which every object consists of particles in motion, and
describe the effect of temperature on this motion (e.g., observe Brownian motion)
• describe the role of convection and conduction in distributing heat in natural and technological
systems (e.g., sea and land breezes, convection ovens, metal pipes, cast-iron pots and pans)
• explain how large bodies of water, such as oceans and lakes, have a moderating influence on
climate (e.g., compare the climates of Vancouver and Calgary)
Chapter 6
2. Explain the functioning of common methods and devices designed to control the transfer of thermal
energy
• explain the functioning of technologies that reduce thermal energy transfer (e.g., clothing,
construction strategies for reducing heat loss—insulation, cavity walls, aluminum foil and
double glazing)
• describe the functioning of devices and methods that protect against potentially dangerous
thermal energy transfer (e.g., household appliances, protective clothing worn by firefighters,
internal combustion engine)
• describe the variation in absorption/loss of heat (specific heat capacity) of a substance being
heated or cooled, by manipulating variables that include the amount and type of material
(e.g., motor oil, cooking oil, water)
6
Name: _____________________________
Date: __________________________
Chapter 7
3. Describe and compare simple machines as devices that transfer energy and multiply forces or
distances
• analyze and describe simple machines as devices that transfer energy (e.g., screws, ramps,
hammers, hockey sticks, tennis rackets)
• identify the joule and the newton metre as the units of energy and work in the International
System of Units (SI)
• analyze and describe simple machines as either force multipliers or distance multipliers
• describe all simple machines as having an input force, an output force and a fulcrum (e.g.,
pulleys, doorknobs, winches)
• develop the relationship Fd, by measuring the force (F) applied to the object and the distance
(d) the object is moved in the direction in which the force is applied (e.g., use a balance beam
[teeter-totter] to establish equilibrium, placing differing masses at various distances)
• explain the functioning of common household machines, in terms of force multipliers and ways
in which work is made easier (e.g., can openers, crowbars, car jacks, scissors and hedge
clippers)
• explain the need to encourage and support the development of machines that are efficient and
rely upon renewable energy sources (e.g., hand-wound radios, solar-powered calculators, solar
cookers)
KEY TERMS
Chapter 5
Friction
Robert Brown
Brownian Motion
Heat
Thermal energy
Kinetic energy
Temperature
Conduction
Convection
Radiation
Sea breeze
Land breeze
Moderate
Chapter 6
Heat absorption
Specific heat capacity
Insulation
R-value
Vacuum bottle
Chapter 7
Equilibrium
Energy
Thermal energy
Force
Work
Newton-metre
Joule
Simple machines
Inclined plane
Fulcrum
Load
Effort
Load distance
Effort distance
First class lever
Second class lever
Third class lever
Distance multiplier
Force multiplier
Pulley
Fixed pulley
Moveable pulley
Wheel and axle
Efficiency
Kilowatt hour
7
Name: _____________________________
Date: __________________________
SAMPLE QUESTIONS
D. Definitions – define the terms in the above chart
E. Short Answer
1. What did Rumford notice about heat?
2. What is Brownian Motion? How is it affected by temperature?
3. As temperature of the water increases, what happens to the motion of food colouring in
water?
4. Explain the difference between heat and temperature.
5. Two iron rods, one larger than the other, are both at the same temperature. How do their
average kinetic energies compare?
6. Use a diagram to show how heat energy flows between a hot and a cold object.
7. Identify the three forms of heat transfer. Explain how heat is transferred in each.
8. A hot object is in contact with a cooler object. Does thermal energy flow from the hot object
to the cooler object? Explain.
9. List or sketch the steps that produce a sea breeze.
10. List or sketch the steps that produce a land breeze.
11. On a hot day, which place would be cooler? Explain why you think so.
•A beach beside a large lake
•20 km away from the lake
12. Use a labeled diagram to show how an oven heats food.
13. Sketch one device that protects against heat transfer. Explain how it works.
14. List the transfers of energy involved in boiling a pot of water. Describe each transfer.
15. Describe two ways of cooling gasoline engines.
16. You open the hood of an overheated car. Draw a diagram showing where conduction,
convection, and radiation of heat are taking place.
17. What is heat absorption?
18. What unit is used to report specific heat capacity?
19. Which of the following would make a better cooling agent? Why?
• (SHC = 4.19)
• Motor oil (SHC = 2.00)
20. Which of the following beakers would need a greater amount of heat to raise its temperature
10°C? Explain your answer.
•A = 500 mL of water
•B = 500 mL of sand
21. You plan to make French fries. It’s best to use very hot oil. Is oil with a higher or lower
SHC better? Explain.
22. Describe the purpose of an insulator.
23. What is R-value?
24. List the ways that modern homes keep heat in.
25. Explain how foil or silver controls heat transfer.
8
Name: _____________________________
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
Date: __________________________
List three ways that heat transfer is controlled in a kitchen or shop.
Why do builders put more insulation in an attic than in walls?
Using a diagram, show how down vests keep people warm.
Explain why wool is a good insulator.
Explain how Inuit clothing keeps the wearer warm.
Explain how oven mitts work.
Explain how firefighters are protected from intense heat.
Why do people in hot deserts and people in the cold North both wear head coverings?
Fruit and vegetable growers will protect their crops by spraying them with water or by
covering them with blankets when the outside temperature is expected to drop below
freezing. What is the purpose of the layer of water and the blankets?
In what ways are joules and newton-metres related?
How do you know when work is being done?
What is the difference between energy and work?
List five inclined planes that make work easier for you?
Draw and label the parts of a first class lever?
Sketch one household tool that is a first class lever. Label the fulcrum, load, and effort.
Explain how you can increase the effort.
Draw a picture showing a broom used as a third class lever. Label the location of the
fulcrum, effort and load. How does the placement of effort slow the load?
Draw and label a diagram to show the three parts of a second class lever.
List three examples for each of the three classes of lever. Identify each example as a force or
distance multiplier.
What happens to the effort distance and load distance when the fulcrum is moved?
What is the difference between a fixed and a moveable pulley?
How is the wheel and axle similar to the lever?
Give three examples of everyday items that use the wheel and axle as a force multiplier.
Explain how each works to multiply force.
Name two factors that make machines either efficient or inefficient.
List three ways a home may become more energy efficient.
The steering wheel of a large truck is usually larger than the steering wheel of a small car.
Explain why the large truck might have a larger steering wheel than a small car.
You must lift a heavy load to the top of a tall building. Describe or sketch a simple machine
that could help you do the job.
Does a simple machine really reduce the amount of work you do? Explain.
Why does it require less effort for a moveable pulley to lift and object than it does for a fixed
pulley to lift the same object?
F. Multiple Choice
Anything from the Chapter Tests!
9
Name: _____________________________
Date: __________________________
Science 14
Unit C: Investigating Matter
and Energy in Living Systems
REVIEW
TOPICS
Chapter 8
3. Describe, in general terms, the structure and function of plant and animal cell parts; and trace the
development of the cell theory
• relate human knowledge of cells to the development of the optical microscope and staining
techniques (e.g., the work of Antony van Leeuwenhoek, Robert Hooke)
• describe the structure of the major parts of plant and animal cells, including the cell membrane,
nucleus, vacuole, mitochondrion, chloroplast and cell wall
• describe, using analogies where appropriate, the functions of the major parts of plant and animal
cells, including the cell membrane, nucleus, vacuole, mitochondrion, chloroplast and cell wall
(e.g., compare cell functions to the functioning of a city)
Chapter 9
4. Identify and compare, in general terms, the life functions common to living systems, from cells to
organ systems
• describe the relationship between photosynthesis and cellular respiration in terms of biological
energy storage; i.e., capture of energy from the Sun in glucose during photosynthesis, and the
release of energy from glucose during respiration
• identify life functions common to living systems; i.e., energy conversion, response to the
environment, growth, reproduction, and conservation or dissipation of thermal energy (e.g.,
torpor, dormancy, hibernation, estivation, vascular skin, sweat gland behaviour)
• identify organs and systems in plants and animals that carry out the above life functions
• identify the major human organ systems that perform critical life functions; i.e., energy
conversion, response to the environment, growth, reproduction, and conservation or dissipation of
thermal energy
• describe how cell structure has been adapted for specific life functions (e.g., stomata in the
leaves for water balance; skin cells are flat to cover large surface area; plant cell walls provide
structural support; nerve cells are long for transmission of impulses; storage of chemical energy
in roots [e.g., sugar beets], stems [e.g., sugar cane] and fruits [e.g., apples])
• identify and describe the role of modern technology in monitoring critical life functions in
humans (e.g., ultrasound, heart monitor, blood pressure cuff, blood glucose monitoring devices)
10
Name: _____________________________
Date: __________________________
Chapter 10
1. Describe, in general terms, the exchange of matter by the digestive and circulatory systems, the
functional relationship between the two systems and the need for a healthy diet and lifestyle
• assess the nutrient components of prepared foods by reading labels, and evaluate a variety of
popular diets in terms of nutrient composition
• explain, in general terms, how diets that include excessive amounts of certain foods may
influence body function (e.g., cholesterol, salt, fats)
• analyze and discuss mixed diets and vegetarian diets in meeting human nutritional needs
• describe, in general terms, the intake of matter and its processing by the digestive system (e.g.,
foods are broken down into molecules that are absorbed into the blood stream from the intestine;
food intake leads to increased blood sugar and mineral levels)
• describe, in general terms, the role of the heart and lungs in the circulatory system and in the
exchange and distribution of matter processed by the digestive system
• analyze the functional relationship between the digestive and circulatory systems, recognizing
the work of early physicians (e.g., William Harvey, Ivan Pavlov, William Beaumont)
Chapter 11
2. Describe disorders of the digestive and circulatory systems as imbalances induced by genetic, lifestyle
and environmental factors
• describe, in general terms, how the digestive and circulatory systems interact to assist in the
maintenance of balance (homeostasis) in the human organism
• explain how normal fluctuations within the digestive system result in adjusting fluctuations in
the circulatory system (e.g., ingestion of salt and increased blood pressure; the relationship
between blood sugar and insulin production)
• explain that illness and possibly death may result when the body cannot accommodate major
disturbances within a system; i.e., digestive, excretory or circulatory (e.g., ulcers, heart attacks)
• analyze and explain, in general terms, a technology that is used to diagnose imbalances (e.g.,
endoscope, stethoscope) or to intervene and preserve balance (homeostasis) (e.g., kidney dialysis
machine, pacemaker)
• evaluate the effect of social factors on human digestive and circulatory well-being and disorders
(e.g., ulcers, anorexia, bulimia, high blood pressure, heart and arterial diseases as they relate to
lack of fitness, unbalanced diets)
11
Name: _____________________________
Date: __________________________
KEY TERMS
Chapter 8
Microscope
Compound microscope
Electron microscope
Hand lens
Dissecting scope
Cell
Organelle
Living
Non-living
Tissue
Organ
System
Theory
Organism
Life processes
Nucleus
Cytoplasm
Mitochondrion
Vacuole
ER
Cell membrane
Cell wall
chloroplast
Chapter 9
Life function
Torpor
Hibernation
Specialized
Photosynthesis
Cellular respiration
Glucose
Digestive system
Esophagus
Stomach
Small intestine
Large intestine
Anus
Circulatory system
Heart
Artery
Vein
Capillary
Blood pressure cuff
x-ray
EKG
EEG
Chapter 10
Nutrition
Nutrient
Malnutrition
Carbohydrates
Proteins
Fats
Vitamins
Minerals
Diet
Mixed diet
Canada’s Food Guide
Vegetarian
Fad diet
Mechanical digestion
Chemical digestion
Enzyme
Absorption
saliva
Chapter 11
Homeostasis
Insulin
High blood pressure
Gallstone
Obesity
Heartburn
Diabetes
Ulcer
Anorexia
Bulimia
Heart attack
Cardiac arrest
Angiogram
Pacemaker
Artificial heart
Kidney dialysis
SAMPLE QUESTIONS
G. Definitions – define the terms in the above chart
H. Short Answer
1. How was the microscope developed? Give a brief description of its history.
2. Describe how the electron microscope differs from the compound microscope.
3. What are the parts of the microscope and their functions?
12
Name: _____________________________
4.
5.
6.
7.
8.
9.
10.
Date: __________________________
Cells are the building blocks of life. What are the building blocks of the cell? Explain.
What is the difference between a plant cell and an animal cell?
How was cell
theory developed?
What is cell theory?
Use a chart to compare living and non-living cells.
What are the parts of an animal cell?
11. What are the parts of a plant cell?
12.
13.
14.
15.
16.
17.
18.
What is an organelle? What is the function of each cell organelle?
What are the life functions common to all living things?
Describe one way that plant or animal cells are specialized.
What is photosynthesis? Use a diagram to explain your answer.
Describe cellular respiration. Use a diagram to explain your answer.
What is the difference between photosynthesis and cellular respiration?
What are the similarities between photosynthesis and cellular respiration?
13
Name: _____________________________
Date: __________________________
19. What are the roles of the following systems:
a. Digestive system
b. Nervous system
c. Circulatory system
d. Urinary system
20. Label the parts of the digestive system. What
function does each part hold?
21. List the steps in digestion.
22. Explain the term “closed transport system” as it refers to the circulatory system.
23. What are the parts to the circulatory system? What function does each part hold?
24. How do the digestive and circulatory systems work together?
25. What would happen if the circulatory system were no longer able to absorb food?
26. What technology is used to monitor systolic and diastolic blood pressure readings?
27. Name three technologies used to diagnose injury and disease. Explain the purpose of each
technologies.
28. How does diet affect the body?
29. What is malnutrition?
30. What type of food is the primary source of energy in the body?
31. What nutrients does your body need to function properly?
32. What are the six essential nutrients? What is their function?
33. List the four basic types of food that are part of a good mixed diet.
34. List five guidelines of Canada’s Food Guide.
35. What categories of information do nutrition labels provide?
36. Name the three processes involved in digestion. What parts of the digestive system are
involved in each process?
37. Name the digestive processes that occur in the following organs:
a. Stomach
b. Small intestine
c. Large intestine
38. List three ways that a high fat diet affects your body.
39. What happens to your body when you skip breakfast?
40. What is homeostasis?
41. How do the digestive system and circulatory systems interact to maintain internal balance?
42. What is the connection between hunger and homeostasis of the digestive system?
43. Identify two major illnesses that affect the circulatory system and digestive systems.
44. What is a heart attack? What is cardiac arrest?
45. Explain why a person might need dialysis.
46. Describe three forms of technology used to diagnose or treat heart problems.
I.
Multiple Choice
Anything from the Chapter Tests!
14