SNC1W Grade 9 Science Final Review January 2023 PDF

xGrade 9 Science Final Culminating and Exam REVIEW PACKAGE Final Culminating Breakdown DATE: _________________________________________ ​ Bell Ringer -- Ecology 2 stations (8 marks total)​ Chemistry 6 stations (15 marks total) Electricity 4 station...

xGrade 9 Science Final Culminating and Exam REVIEW PACKAGE Final Culminating Breakdown DATE: _________________________________________ ​ Bell Ringer -- Ecology 2 stations (8 marks total)​ Chemistry 6 stations (15 marks total) Electricity 4 stations (20 marks total) Space 2 stations ( 6 marks total) Safety 1 station (3 marks total)​ Rest break & refine answers Note: References provided at necessary stations Electrostatic series, Equations, and Periodic Table ​ Duration: 48 minutes ​ Permitted Materials: Scientific calculator, ruler, pencil, pen, eraser, whiteout Exam Breakdown DATE: _________________________________________ ​ Written Examination total of 10 pages Note: Page 1 is Instructions Note: Page 10 is References Electrostatic series, Equations, and Periodic Table ​ Duration: 90 minutes ​ Permitted Materials: Scientific calculator, ruler, pencil, pen, eraser, whiteout ​ Sections: Suggested Time Breakdown of Topics Part A: 10 marks 11 marks 7 marks 3 marks Multiple 25 minutes n/a Ecology Chemistry Electricity Space Choice Part B: 4 marks 3 marks 3 marks 3 marks 10 minutes n/a Matching Ecology Chemistry Electricity Space Part C: 3 marks 21 marks 16 marks 3 marks 3 marks Short 55 minutes Ecology Chemistry Electricity Space Connections Answer 35 marks 17 marks 26 marks 9 marks 3 marks Total 90 minutes Chemistr Ecology Electricity Space Connections y  ✅ Exam & Culminating Topic Checklist ECOLOGY DONE €​ Biotic interactions (commensalism, mutualism, parasitism, competition, predation) €​ 10% Rule, calculations and its relation to energy pyramid, pyramid of number, pyramid of biomass €​ Food chains and food webs (Identify trophic level and consumer level) €​ Biotic and Abiotic Factors of Ecosystems €​ Photosynthesis vs. Cellular Respiration (chemical equation with products/reactants) €​ Ecological Niche and classifying organisms (i.e. consumer, producer, autotroph, herbivore, decomposer, etc.) €​ Carbon Cycle/Nitrogen Cycle & Human Impacts (global warming, eutrophication etc.) €​ Climate change, evidence of climate change, & the Greenhouse effect CHEMISTRY DONE ✅ €​ WHMIS, HHPS, safety precautions, & first aid treatments €​ Physical properties (qualitative & quantitative), chemical properties (reaction with acid, combustibility, corrosion) €​ Physical change (change in form, shape, state), chemical change & the five pieces of evidence €​ Density & calculations (d = m/v) €​ Particle Theory of Matter €​ Classification of Matter: Pure Substance vs. Mixture, Element vs. Compound €​ How to read a Periodic Table (Period and Group Number) €​ Standard Atomic Notation €​ Atomic Theory: the history, important findings from each scientist €​ Families of Elements (Alkali metals, Alkaline Earth metals, Halogens, Noble gasses) €​ Trends in the Periodic Table (orbitals, valence electrons, reactivity) €​ BR Diagrams of Atoms & Ions (cations & anions) €​ Counting atoms and molecules €​ Writing chemical formulas for compounds ELECTRICITY DONE €​ ✅ Law of Electric Charge €​ Charging by friction, conduction & induction €​ Temporary vs. Permanent charging €​ Neutralization (grounding/water vapour) €​ Electric Discharge (getting shocked & lightning) €​ Circuit symbols & drawing circuits €​ Insulators vs. conductors €​ 4 factors that influence resistance €​ Series vs. Parallel Circuits – characteristics (i.e. number of paths, bulb brightness, effects of unscrewing light bulbs, voltage, current) €​ Apply Ohm’s Law to solve for missing values in series & parallel circuits €​ How to conserve energy, power generation and sustainable use of energy SPACE DONE ✅ □​ The scale of the universe, formation of the universe (Big Bang Theory), different types of galaxies □​ Order of the planets, key differences between the inner and outer solar system, formation of solar system (Nebular Hypothesis) □​ Light years and why they are used to measure distances in space □​ Earth’s day and night cycle, seasons and related motion (rotation, axis, revolution, orbit) ✅ □​ Star formation (small, medium & high mass star pathways) ECOLOGY Concepts and Key Terms: DONE ​ Can I successfully complete Task # 1? Goal: Assess impacts of climate change on ecosystem sustainability and on various communities, and describe ways to mitigate these impacts 1.​ Define greenhouse gases and the greenhouse effect a)​ What are the greenhouse gases and what do they do? Greenhouse gases are gases that are gases in the earths atmosphere that trap heat. the include Methane, carbon dioxide, water vapor, ozone and nitrous oxide. They allow the sunlight to enter the atmosphere warming the eaths surface. They then trap some of the heat that radiates back toward space, acting like a blanket to keep the planet warm. This leads to global warming. b)​ Differentiate between climate and weather. climate is the average weather conditions in a a specific place. Weather is the daily conditions like temperature, precipitation, humidity wind. Fore example it may rain today. c)​ Fill in the blanks. The greenhouse effect is the warming (warming/cooling) of the atmosphere because incoming radiation (radiation/emissions) from the sun is sometimes absorbed (reflected/absorbed) by the Earth acting as a “blanket”. This effect is a good (good/bad) thing but too much of the effect is a bad thing since there are more (more/less) greenhouse gases in the atmosphere, so more (more/less) radiation is trapped which makes the earth warmer (warmer/cooler). This is called global warming. d)​ Explain the following impacts of global warming on various communities. Impact Explain Increase in Flooding intensifies as a result of heavier rainfall and rising sea levels. frequency and These disasters disrupt communities by damaging infrastructure, displacing intensity of populations, and causing economic hardship. natural disasters Declining crop Use key terms: tolerance and optimum range yield Each crop has a specific tolerance range for temperature, rainfall, and other environmental factors. When temperatures exceed a crop's optimum range, plants experience stress, reducing growth and productivity. Declining Use key terms: tolerance and optimum range biodiversity  Species have an optimum range of conditions in which they thrive, such as temperature, rainfall, and habitat availability. Global warming pushes many species outside their tolerance range, making survival difficult. ​ Can I successfully complete Task # 2 and Task # 3? Goal: Demonstrate an understanding of the dynamic and interconnected nature of ecosystems, including how matter cycles and energy flows through ecosystems 2.​ Interpreting Food Webs and Chains a) What is the frog classified (producer, primary consumer, secondary consumer, etc.) as if it eats the cricket? Secondary consumer because he ate the thing that eats producers. b) Which organism(s) performs photosynthesis in this food web? The trees and grass bwcasue they are the producers that convert sunlight into energy. c) Which organisms are producers and which are consumers? Producers are Grass and trees. Consumers are mouse, deer, cricket, frog, owl, snake and hawk. d) If a producer has 500 000 kJ of energy, what level would have 500 kJ? Draw a possible energy food pyramid and a complete food chain that would correspond to this energy transfer.  e) What kind of organism can acquire its energy and nutrients from any trophic level? Why are they so important to the ecosystem (Hint: think of the carbon cycle and the nitrogen cycle)? Decompeser because the break down dead organisms and waste realeasing essential nutrients like carbon,nitrogen adn phosphorus back ingto the soil and atmosphere. f) If a disease were to kill off the mouse population, what would be one direct effect? The snake and the hawk would both die because the mosue is the snakes food and the hawk eats the snake. g) Identify two differences and two similarities between photosynthesis and cellular respiration? In addition, Fill in the blanks for the word equation of each. Photosynthesis: Carbon Dioxide + wter + Solar Energy glucose + Oxygen Cellular Respiration: Glucose + oxygen carbon dioixide + energy + Water Similarities: -​ Both involve the exchange of energy and play vital roles in the energy cycle of living organisms. -​ Both processes involve glucose and oxygen (either as inputs or outputs). Differences: -​ Photosynthesis occurs in plants, algae, and some bacteria, whereas cellular respiration occurs in all living organisms (plants, animals, fungi, etc.). -​ Photosynthesis stores energy by converting solar energy into glucose, while cellular respiration releases energy by breaking down glucose into ATP. h) Classify the interaction between the hawk and the snake as one of the following: Predation, mutualism, commensalism, parasitism or competition. Explain. Predation is where one organism benefits and the other loses. Mutalism is where both are nuertul. Commenesalim is where one benefits and the other is neutral. competion is when both want the same thing. 3.​ Understand how carbon and nitrogen flows through the ecosystems a)​ Label the following two cycles with either a name for the process or a description of what is happening in the step.  A Nitrogen fixation E Assimilation B Ammonification F Decomposition C Nitrification G Consumption D Denitrification Nitrogen Cycle 1 Photosynthesis 5 Decompasition 2 Plant resperation 6 Fossilazation 3 Consumption 7 Combustion 4 Animal resperation 8 Ocean Obsorbtion Carbon cylcle b)​ Match the following terms COLUMN 1 COLUMN 2 N Atmosphere A) The non-living components of an ecosystem E Lithosphere B) An organism that eats dead organisms and recycles nutrients. J Hydrosphere C) The number of a particular species in an area. H Biosphere D) An organism that eats plants and animals. L Ecosystem E) The Earth’s solid outer layer. Abiotic M F) An organism that only eats plants. factors A Biotic factors G) The variety of life in a particular ecosystem. G Biodiversity H) The zone around the Earth where life can exist I Organism I) A specific type of living thing. K Population J) All the Earth’s water, in solid, liquid, and gas form.  C Community K) All the organisms in a particular area at a specific time. P Producer L) All the living organisms and their environment. O Consumer M) The living components of an ecosystem. F Herbivore N) The layer of gases surrounding the Earth. D Omnivore O) An organism that gets its energy from eating other organisms. Q Carnivore P) An organism that gets its energy from the sun. B Decomposer Q) An organism that only eats other animals. c)​ Explain what would happen to an ecosystem if fertilizers leached (eutrophication) into the aquatic ecosystem. The nutrients in the fertelizer would go into a body of water making algee grow a lot. The fish would be stuck under this layer of algee diripting the aquatic ecosystem. d)​ Explain what would happen to an ecosystem if there was an increase in deforestation. Many animals would lose their habitats because there are many ecosystems in the forest. This would decrease the biodiversity. CHEMISTRY Concepts and Key Terms: DONE ✅ ​ Can I successful complete Task # 4, Task # 5? Goal: Demonstrate an understanding of the nature of matter, including the structure of the atom, physical and chemical properties of common elements and compounds, and the organization of elements in the periodic table 4.​ Classify and differentiate between physical and chemical properties and changes a)​ Using the four parts of the Particle Theory (speed, distance, energy, attraction) to describe the different states of matter. Solids 1.​ Speed: Particles move very slowly and vibrate in fixed positions. 2.​ Distance: Particles are packed very close together with little space between them. 3.​ Energy: Particles have low kinetic energy. 4.​ Attraction: Particles experience very strong attractive forces that hold them in place. Liquids 1.​ Speed: Particles move faster than in solids, sliding past each other. 2.​ Distance: Particles are close together but not as tightly packed as in solids. 3.​ Energy: Particles have moderate kinetic energy.  4.​ Attraction: Particles have weaker attractive forces compared to solids, allowing them to flow. Gases 1.​ Speed: Particles move very quickly in all directions. 2.​ Distance: Particles are far apart with large spaces between them. 3.​ Energy: Particles have high kinetic energy. 4.​ Attraction: Particles experience very weak attractive forces, allowing them to move freely. b)​ Fill in the table with the terms: physical or chemical and property or change Physical or Chemical Property or Change Chalk is white P P Chalk crumbled into powder P P Water froze at 0°C C C Magnesium metal reacted C C with acid to form hydrogen gas Radium is radioactive C P Aluminum is shiny P P Hydrogen is a gas P P Rust formed on an iron rod C C Two liquid substances mix C C together released bubbles. When tested with a lit splint a popping sound is heard. c)​ Fill in the table with the terms: pure substance or mixture and then specify the type (homogenous, heterogenous, simple element, diatomic element, compound) Pure Substance or Mixture Specify the Type Jello M Homogenous Vegetable Soup M Homogenous Sugar P Compound Carbon P simple element  Chocolate Chip M Hetrogenous Cookies Oil P Compound P diatomic element P Homogenous M Hetrogenous M Hetrogenous d)​ Density is a quantitative physical property. Determine the density of a substance that has a mass of 21.6 g, and when placed into a measuring cup of water causes it to rise from 150.0 mL to 231.2 mL. Show all work. Would this object float or sink on water? Give a reason. G: S: Round your final answer to two decimal m= 21.6g places. 231.2ml - 150.0 ml= 81.2 ml = V 21.6g/ 81.2ml = 0.27 g/ml R: D? g/ml A: (circle one) S: It will float because the density is less than the 𝐷 = 𝑚 𝑉 = 𝑚 𝑚 = (𝐷)(𝑉) density of water 𝑉 𝐷 5.​ Identify key features and patterns of an atom and common elements a)​ Fill in the table. Symbo Atomic Mass Number of Number of Number of  l Number Number Protons Electrons Neutrons Li 3 7 7 7 4 [ O ]-2 8 16 8 10 8 Br 35 80 35 35 45 b)​ Which elements in the above table will form a cation? How do you know? Use key term: valence electrons Br because the valence electrons in Br has 1 so to get a full shell it would be a cation c)​ Which group of elements are stable as neutral atoms? O because it has a full outer shell d)​ Which elements are considered diatomic? O, Li because they have to gain electrons to have a full outer shell e)​ Draw a Bohr Rutherford Diagram for a Lithium Atom and an Oxygen Ion. Then write out the standard atomic notation for each element. Lithium Atom Oxygen Ion P=7 P=8 E= 7 E= 10 N= 4 N= 8 Atomic Notation: Li 7, 7 Atomic Notation: O 8, 16 f)​ A compound made of the three elements is Lithium Bromate: 5 LiBrO3. Fill in the table. Lithium Atoms = 5 Bromine Atoms =5 Oxygen Atoms =15 Total # of Atoms = 25 Total # of Molecules =5 g)​ Refer to the periodic table to name and write the symbol for an element that: Is In Group 2 - Br Has 23 Electrons - V  Is A Metalloid In Period 4 - Ge Has a Full Valence Shell - He Has an Atomic Number of 42 - Mo Is a Non-Metal - H Has 11 Protons - Na Has a Mass of 9 - Be Will form an anion in Period 3 - Zr Is a Noble Gas - He Is a Halogen - Br Is an Alkali metal - Li h)​ True or False. True Dalton believed that all matter is made of small particles called atoms True Atoms of one element are different from the atoms of a different element False Electrons are located in the nucleus of an atom False Most of the mass of an atom is concentrated in its electrons True Rutherford discovered the positive centre of the atom which contained protons True The nucleus contains protons and neutrons False The metal with more valence shells is more reactive then others in the same group False Chadwick discovered the existence of neutrons on orbitals False The non-metal with more valence electrons is less reactive than others in the same ​ period False Thomson discovered that the proton has a negative charge using the cathode ray tube i)​ Label all parts and important features of the periodic table below including: Group Number, Period Number, Group Names, Valence Electrons, Number of Orbitals, Metals, Non-Metals, Metalloids, Staircase, Ion Charge  s ELECTRICITY Concepts and Key Terms: DONE ✅ ​ Can I successful complete Task # 6? Goal: Assess social, environmental, and economic impacts of electrical energy production and consumption, and describe ways to achieve sustainable practices 6.​ Define different forms of energy production. a)​ Electricity can be generated in various ways. Some methods are renewable and some are non-renewable. Fill in the chart below to detail 2 renewable and 2 non-renewable methods of generating electricity and their advantages and disadvantages. Detailed Description (how ADVANTAGE DISADVANTAGE exactly is electricity generated) -​ Expensive to install -​ clean RENEWABLE -​ not reliable energy METHOD 1: the radiation from the sun because of -​ renewable Solar is converted into energy unpredictale -​ cheap after weather installed  -​ clean energy -​ renewable -​ expensive to RENEWABLE The wind that pushes the -​ low cost to install METHOD 2: wind turbine produces operate -​ unreliable Wind energy -​ dosen’t due to wind produce patterns greenhouse gases -​ Emits greenhouse Fossil fuels like coal, oil, gases NON-RENEWABLE and natural gas are burned -​ low cost -​ contributes to METHOD 1: to produce heat, which -​ lots of climate change fossil fuels -​ non-renewable creates steam to drive avalibilty -​ causes turbines and generate environmental electricity pollution -​ High energy Uranium or other efficiency NON-RENEWABLE radioactive materials -​ Radioactive -​ no METHOD 2: undergo nuclear fission, waste greenhouse nuclear releasing heat to produce -​ high initial gas steam that drives turbines costs emissions - to generate electricity. small fuel needed b)​ Static electricity can be seen with lightning. Describe how lightning rods prevent an object from receiving an electric shock from lightning. Include a drawing and key terms: grounding, induced charge, protons, electrons, discharge, neutral Negative charges in the cloud induce positive charges on the rod. Positive charges (protons) gather on the rod, and the negative charges (electrons) flow during the strike. The flow of electrons from the rod to the ground neutralizes the charge. A conductive path allows the charge to flow safely into the Earth. After the discharge, the rod and ground return to an electrically neutral state. ​ Can I successful complete Task # 7 and Task # 8? Goal: Demonstrate an understanding of the nature of electric charges, including properties of static and current electricity 7.​ Differentiate between the types of electricity: static and current a)​ Compare and contrast static and current electricity? Provide an example.  ​ b)​ Determine the charge of each item after each of the following pairs of items has been rubbed together. Write a + or – on the line to indicate the charge of the object. Ebonite and silk ​ Ebonite = (-) negtive Silk = (-) negitve Wool and glass Wool = (-) negitive Glass = (+) postive Copper and human hair​ Copper = not in electrostatic series Human Hair = IDK c)​ Complete the charging by contact diagram below and state the final net charge on each object. B D A Net -3 done on paper done on paper Net +4 d)​ Differentiate between charging by friction, conduction, and induction in the chart below. CHARGING by CHARGING by CHARGING by FRICTION CONDUCTION INDUCTION  The charged object touches the other object. Electrons move between the objects, depending on The charges in the neutral the charge of the first object rearrange. Opposite object. If the first object is charges are attracted and when two objects rub each negatively charged, move closer to the charged Description other creating a charge electrons flow to the object. Like charges are neutral object. If the first repelled and move to the object is positively far side of the conductor. charged, electrons flow from the neutral object to the positively charged object. Object 1 (Electron giver): Loses electrons and becomes positively The conductor is left with a charged because it now net charge opposite to that has more protons than of the inducing charged Charge on objects after electrons. bothe have the same charge object. charging occurs Object 2 (Electron after (+) or (-) The inducing object is not Acceptor): Gains electrons affected and keeps its and becomes negatively charge. charged because it now has more electrons than protons. if grounding happenes the Permanent or permenent permanent permanent. otherwise Temporary Charge temporary. e)​ Complete the following drawing for charging by induction. B D (temporary charge separation) done on paper D (grounding) A (permanent charge) done on paper done on paper  f)​ Fill in the chart to compare conductors and insulators by checking off the boxes. Conductors Insulators Electrons are free to move yes no Metals on the Periodic Table yes no Non-metals on the Periodic Table no yes g)​ Compare and contrast parallel and series circuit. You may wish to include a diagram. 8.​ Calculate values in circuits and make inferences of changes to circuits a)​ What type of circuit is displayed on the left? Parallel b)​ If a third light bulb is added to the circuit in parallel, what would happen to the brightness of the first two light bulbs? They would continue to work  c)​ If the switch is removed and replaced with a paperclip, what would happen to the brightness of the light bulbs? Explain. It would stay the same because the paper clip is a conductor. d)​ If the total voltage measured across the battery is 240V, what would be the voltage measured across each light bulb? 240 V because in a parallel the voltage stays the same e)​ Is it possible to move the switch so that it only turns off one lightbulb? yes if you it right before the lightbulb f)​ Calculate the following missing values using the ones given below. I source = 30 A I1 = 20 A I2 = 10 A VT = 240 V V1 = 240 V V2 = 240 V RT = 8 Ohms R1 = 12 Ω R2 = 24 Ohms  g)​ Draw a new circuit with the following features: o​ A 2-cell battery make sure to label the direction of electron flow using arrows and label the negative and positive ends of the battery o​ A resistors and two lightbulbs connected in series with each other make sure to label the loads with numbers o​ A voltmeter added to the circuit to measure the voltage of one of the loads o​ A second resistor added to the circuit in parallel to the other loads o​ A closed switch that will turn off the light bulbs and first resistor when opened o​ An ammeter that reads the total current of the circuit DONE ON PAPER SPACE Concepts and Key Terms: DONE ✅ ​ Can I successful complete Task # 9? Goal: Evaluate social, environmental, and economic impacts of space exploration and of technological innovations derived from space exploration 9.​ Analyze evidence of climate change from space exploration a)​ What evidence do we have that there is extra carbon in the atmosphere, that the extra carbon is fossil carbon, and that this extra carbon is indeed leading to climate change? Isotopic Analysis: There are several isotopes of carbon, such as carbon-12, carbon-13, and carbon-14. Because carbon-14 decays over time, fossil fuels, which are made from old organic matter, have a particular isotopic signature low in this element. The increase in air CO₂ is consistent with this "fossil carbon" signal, according to both satellite data and ground measurements. b)​ What does the abundance of carbon dioxide on Earth indicate in regards to the overall temperature on our planet? Higher Global Temperatures: Increased CO₂ levels enhance the greenhouse effect, leading to a warmer planet. This is evident in data showing that the hottest years on record have occurred in the last two decades. Can I successful complete Task # 10? Goal: Demonstrate an understanding of the components, characteristics, and associated phenomena of the solar system and the universe, and the importance of the Sun to processes on Earth 10.​Describe the importance of the Sun to our solar system, universe, and associated phenomena a)​ The Sun is a star like many other in the universe. Fill in the blanks for the different life cycles of different stars and the sizes of objects in the universe. SIZES: (unscramble) Universe, star, galaxy, moon, earth, atom Universe>galaxy >star >earth >moon >atom LOW MASS NEBULA: Protostar Red Dwarf White Dwarf MEDIUM MASS NEBULA: Protostar Red Giant Planetary Nebula White and then Black Dwarf HIGH MASS NEBULA: Protostar Red Supergiant Supernova Neutron Star OR Black hole b)​ Label the planets, and identify which are the inner rocky planets and which are the outer gas giants. mercury, venus, earth , mars, jupiter, saturn, uranus, neptune = rocky planets ​ ​ =Outer gas giants c)​ Write down which season is associated with each position of the Earth’s orbit around the Sun. Then fill in the corresponding chart with check marks in the appropriate columns. d)​ Differentiate between the following terms: Rotation Revolution Rotation refers to the spinning of a planet or Revolution is the movement of a planet or celestial body on its own axis. For example, celestial body around a star (such as the Sun) Earth rotates once approximately every 24 or another body. For instance, Earth revolves hours, resulting in day and night. around the Sun in about 365.25 days, causing the cycle of seasons. Big Bang Theory Nebular Hypothesis The theory that suggests that how the universe The Nebular Hypothesis explains the was created that happened 18.8 billion years formation of the solar system. It proposes that ago. the Sun and planets formed from a rotating cloud of gas and dust (a nebula) that collapsed under gravity about 4.6 billion years ago Light Year Kilometer A light year is the distance that light travels in A kilometer is a metric unit of distance, one year, approximately 9.46 trillion equivalent to 1,000 meters. It is commonly kilometers. It is used to measure vast used to measure distances on Earth. distances in space.