Year-End Review Notes (Section I )

General Test Notes – Biology - Chemistry

The final exam is a government Provincial Achievement Test (P.A.T.). It is the same test administered to students all over the province on that particular day.

They will take you in to the gym to setup at about 8:45am so don’t be late!

The test is generally 55 questions long (50 multiple choice and 5 numeric response) with about an equal breakdown from each unit. The test will group the questions – for example, the first 11 questions will be on Biology, the second 11 questions on Chemistry, the next 11 on Environmental Chemistry, the next on Electricity, and finally the last on Space. The number of questions on each topic may vary. The distributions are broken down into knowledge based and skill based.

The test is developed to be completed in 75 minutes; however, students have an additional 30 minutes to complete the test if necessary. (Translation = you have 1 hour and 45 minutes total time).

Students record their answers on a tear-out answer sheet. Students require HB pencils and erasers. A calculator is required and you CAN’T use an iPod or phone. You can write all over the test booklet and I STRONGLY ENCOURAGE you to do that!

Suggestions for Answering Questions

• Ask questions if you are unsure of anything. (i.e. How do I fill this out, where does the sticker go, etc…)

• Skim through the whole test before beginning. Find out how many questions there are and plan your time accordingly. Try noting where the unit breaks are and keep your ‘mind in the unit’. Pull out the formula sheet.

• Answer the easier questions first; then go back to the more difficult ones.

• Do not spend too much time on any one question. Make a mark (* or ?) beside any questions you have difficulty with and go back to them if you have time.

• Read each question carefully, underline or highlight key words, and try to determine an answer before looking at the choices.

• Read all the choices and see which one best fits the answer.

• When you are not sure which answer is correct, cross out any choices that are wrong, and then select the best of the remaining choices.

• If time permits, recheck your answers. Double-check to make sure that you have answered everything before handing in the test. You don’t know how many times students hand in tests at the 1-hour mark and forgot to bubble in their multiple choice (-5 marks is a 9% drop in your mark.)

• When answering “best answer” questions, ••be sure to carefully read all four alternatives (A, B, C, and D) before choosing the answer that you think is best. These questions will always include a bold-faced qualifier such as best, most strongly or most clearly in their stems. All the alternatives (A, B, C, and D) are, to some degree, correct, but one of the alternatives will be “best” in that it takes more of the information into account or can be supported most strongly by reference to the information.

Helpful Websites

Search into Google -“Alberta Education – Released Materials”

http://education.alberta.ca/admin/testing/achievement/answerkeys.aspx Contains old PAT tests from 2009 and 2006.

https://questaplus.alberta.ca/

Practice Tests for Science 9 can focus on each area (Old PAT exam questions mixed in with some of their resources)

http://www.edquest.ca:

Go to Grade 9 “Science in Action Notes or Tests”. Good for using summary notes, review booklets, or practice tests.

www.mcgrawhill.ca/links/sciencefocus9

Mrs. Bjorge’s advice – answer the questions without looking at the stems first, then see if you’re answer matches up. If you’re stuck on a question between two answers, “trust your first instincts” -> Don’t immediately dismiss all other answers, but question what brought you to that answer first. More importantly than anything for this exam, get a good night’s rest (8hours) and eat breakfast (even if you don’t feel like it that day)… oh yeah and study too

Biology Unit Review

Diversity on Earth

Understand diversity happens between species and within species. We looked at Darwin’s Finches where different beaks allowed the finches to eat different foods.

Adaptations are variations that species use to survive – they can be structural or behavioural.

Scientists organize species into different categories. These start large and get smaller and can be remembered using the following (Hint: King…)

Know a niche is the role a species has in its ecosystem and that variation allows similar species to survive in the same ecosystem. Broad vs. Narrow Niche terms to know:

Broad Niche Narrow Niche

Know what food chains and food webs are and that if you remove organisms from one, it has a direct impact on other organisms in the ecosystem.

Species are in symbiotic relationships with one another:

Commensalism:

Mutualism:

Parasitism:

Competition:

Greater biodiversity is found in warmer; more stable climates (i.e. Amazon, South America) while harsher climates (i.e. Arctic) have lower levels of biodiversity.

Variation increases a species chances at survival!!!!Reproduction in Organisms

Asexual Reproduction Sexual Reproduction

Types of asexual reproduction (e.g., fission in the amoeba, budding in hydra, production of spores in some fungi)

Types of sexual reproduction (e.g., cross-fertilization in seed plants, sexual reproduction in mammals)

Examples of organisms that show both sexual and asexual reproduction (e.g., yeasts that reproduce both by budding and sexual reproduction; plants that reproduce through suckering, runners or bulbs, as well as by seed production)

Know the parts of the flower: Male gametes are found on the stamen and female gametes are found in the pistil.

The formation of zygote and embryo in plant and animal reproduction

Genetics

DNA is the code for life found in the nucleus of the cell. The DNA is long and cut up into different pieces – chromosomes. On the chromosomes base-pair combinations form amino acid proteins that when combined are instructions for certain genes.

Characteristics that are heritable are those that are passed on through genetics (e.g. eye colour, hair colour). Non-inheritable characteristics are those that are learned (e.g. being the world’s best air guitarist or a love of video games). Some are a combination of both (e.g. Weight, being an athlete)

Discrete and continuous variation (e.g., hand clasping preference is an example of a discrete variation, the length of human hands varies as continuous)

Punnet squares represent how genes are passed on from parents to offspring. Dominant traits will always appear, while recessive traits will only appear when no dominant traits are present.

Example Problems:Show a cross of a man and woman with brown hair. Each parent carries one dominant gene and one recessive gene. Brown hair is dominant (B) while blonde hair is recessive (b). What are the possibilities for the offspring?

Sometimes characteristics are a mixture of the two this is known as incomplete dominance.

Mitosis: Cell copying that produces identical copies (happens in LOTS of cells. E.g. skin cells when old ones die.)

Meiosis: Happens in the sex cells – gametes (sperm and egg) and halves the genetic material.

Species Survival and Human Impacts

Extinction is the loss of species on the planet and extirpation is the loss in a certain area.

Know local and global strategies for minimizing loss of species diversity breeding of endangered populations in zoo development of seed banks designating protected areas development of international treaties regulating trade of protected species and animal parts

Investigate and describe the use of biotechnology in environmental, agricultural or forest management; and identify potential impacts and issues.

Distinguish between, and identify examples of, natural and artificial selection (e.g., evolution of beak shapes in birds, development of high milk production in dairy cows)

Know there are emerging technologies for recombining genetic material. This leads to ethical questions about the use of genetics in controlling populations.

- Crop production increasing yield- Animal production cows that produce greater amounts of milk.- Human testing????

Chemistry Unit ReviewWHMIS and Safety

Know WHMIS symbols and be able to match them up correctly.

Proper techniques for handling and disposing of laboratory materials. Proper safety procedures in the lab.

Properties of Matter

Investigate and describe properties of materials. o Physical properties (What something looks like)o Chemical properties (How it reacts with other substances)

Distinguishing between pure substances, solutions and mechanical mixtures – know examples and properties of each.

Distinguishing between metals and non-metals on the table and their properties.

Identifying and applying other methods of classification – such as hardness scale, conductivity, ionic/molecular classification, etc.

Identify the states of matter and understand a physical change is the movement from one state of matter to another.

Chemical changes involve the production of a new substance has been produced this is often seen by the following:- Colour change, gas given off (bubbling), heat

given off/absorbed, new smell.

The Periodic Table, Atom, and the Elements

Distinguish between observation and theory, and provide examples of how models and theoretical ideas are used in explaining observations. (e.g. Know the contributions by Dalton, Thomson, Rutherford, and Bohr. Why do we keep refining the model of the atom?)

Demonstrate understanding of the origins of the periodic table, and relate patterns in the physical and chemical properties of elements to their positions in the periodic table. (e.g. where are the gases, how is the table arranged, what is the staircase?, what are the alkali metals, noble gases, and halogens and where are they?)

Use the periodic table to identify the number of protons, electrons and other information about each atom; and describe, in general terms, the relationship between the structure of atoms in each group and the properties of elements in that group (e.g., use the periodic table to determine that sodium has 11 electrons and protons and, on average, about 12 neutrons; infer that different rows (periods) on the table reflect differences in atomic structure; interpret information on ion charges provided in the periodic tables)

Ionic and Molecular Compounds

Distinguish between ionic and molecular compounds, and describe the properties of each. Be able to identify a compound as ionic or molecular based on either its name or properties.

o Ionic compounds have high melting points, are solid, and mostly appear white.

o Molecular compound have low melting points, can be solid/liquid/gas and can appear any colour.

Apply simplified chemical naming in describing elements, compounds and chemical reactions. Read and interpret chemical formulas for compounds of two elements, and give the name and common name of these compounds

RULES ARE DIFFERENT IF YOU ARE NAMING IONIC vs MOLECULAR COMPOUNDS. Your first step is to identify, ionic or molecular.

identify examples of combining ratios/number of atoms per molecule found in some common materials, (e.g., identify the number of atoms per molecule signified by the chemical formulas for CO(g) and CO2(g))

Use information on ion charges to predict combining ratios in ionic compounds of two elements (predict combining ratios of iron and oxygen based on information on ion charges of iron and oxygen)

Assemble or draw simple models of molecular and ionic compounds.

describe familiar chemical reactions, and represent these reactions by using word equations and chemical formulas and by constructing models of reactants and products (e.g., describe combustion reactions, such as: carbon + oxygen → carbon dioxide [C(s) + O2(g) → CO2(g)]; describe corrosion reactions, such as: iron + oxygen→ iron(II) oxide [Fe(s) + O2(g)→ FeO(s)]; describe replacement reactions, such as the following: zinc + copper(II) sulfate→ zinc sulfate + copper [Zn(s) + CuSO4(aq)→ ZnSO4(aq) + Cu(s)])

Practice:

Chemical Name Formula Ionic/Molecular # of atoms

Carbon dioxide

Lithium oxide

Draw the following molecules: CH4, N2O3

Write the following chemical reactions using chemical formulas and states. Identify the reactants and products.

a) Propane (C3H8) gas reacts with oxygen gas (O2) in BBQ’s to produce carbon dioxide and water.

b) Rust on cars forms when iron metal is exposed to oxygen gas (O2) in the air forming iron (II) oxide and water in the air.

Rate of Reactions and Law of Conservation of Mass

Observe and describe evidence of chemical change in reactions between familiar materials, by:

o Describing combustion, corrosion reactions involving oxygen.o observing and describing chemical reactions between familiar household

materials

Identify examples of exothermic and endothermic reactionso Exothermic – explosions, combustion, anywhere heat is given offo Endothermic – cold packs, cooking an egg, anywhere heat is absorbed.

calculate theoretical values of a variable (e.g., predict the total mass of the products of a chemical reaction, based on the mass of the reactants used

identifying conditions that affect rates of reactions (e.g., investigate and describe how factors such as heat, concentration, surface area and electrical energy can affect a chemical reaction)

Physics (Electricity)Electrical energy

Distinguish between static and current electricity, and identify example evidence of each.

Describe, using models, the nature of electrical current; and explain the relationship among current, resistance and voltage (e.g., use a hydro-flow model to explain current, resistance and voltage)

Characteristics for a good conductor of electricity? ___________________________________________

Identify electrical conductors and insulators, and compare the resistance of different materials to electric flow. Use switches and resistors to control electrical flow, and predict the effects of these and other devices in given applications (e.g., investigate and describe the operation of a rheostat)

Realize in a microcircuit a transistor acts as a tiny switch.

Measure voltages and amperages in circuits, and calculate resistance using Ohm’s law. (V=IR)

Problem: If each cell is 2V and there are 4 cells in the battery, what is the current if the total resistance of the circuit is 20 ohms?

Investigate and draw schematic diagrams to show the flow of electricity through different circuits. Be able to draw series and parallel circuits and understand the parts of each. Troubleshoot a circuit design for specific purposes. Realize additional loads in series lowers the current as there is more resistance in the circuit.

Assess the potential danger of electrical devices, by referring to the voltage and current rating (amperage) of the devices; and distinguish between safe and unsafe activities. Energy Forms and Transformation

Electromagnetic induction is the process of creating a current through a moving magnetic field. It is the basis of generating electricity in a generator. Producing an electric current creates a magnetic field, such as in an electromagnet.

Identify, describe and interpret examples of mechanical, chemical, thermal (heat) and electrical energy. Understand how energy can undergo transformations from one form to another. (e.g., mechanical energy transformed into electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple)

Mechanical – energy of motion or position of an object (turbine spins a generator or a motor spinning)

Chemical – energy found in the bonds and released during chemical reactions Thermal – energy of heat Electrical – flow of electric charge

Investigate the difference between wet and dry cells and the components that work best for each. Primary cells are regular batteries and secondary cells are rechargeable. Cells are made up of electrolyte fluid (either liquid or paste) and electrodes that are different metals.

Modify the design of an electrical device, and observe and evaluate resulting changes (e.g., investigate the effect of changes in the orientation and placement of magnets, commutator and armature in a St. Louis motor or in a personally-built model of a motor)

Energy Inputs/Outputs and Efficiency

Apply appropriate units, measures and devices in determining and describing quantities of energy transformed by an electrical device (e.g., measure amperage and voltage, and calculate the number of watts consumed by an electrical device)

Using the formula P = IV [power (in watts) = current (in amps) voltage (in volts)]

calculate the quantity of electric energy, in joules, transformed by an electrical device, using the formula E = P t [energy (in joules) = power (in watts) time (in seconds)]

calculate the quantity of electric energy, in kW∙h, transformed by an electrical device, using the formula E = P t [energy (in kW∙h) = power (in kilowatts) time (in hours)]

Unit Formula Notation

Units (Symbol)

Voltage V Volts (V)Current I Ampere (A)

Resistance

R Ohms (Ω)

Power P Watt (W)Energy E Joules (J) or kilowatt-hours (kWh)Time t Seconds (s) or hours (h)

*Know 1 kilo = 1000 units (for example 1kW = 1000 W)

Identify the forms of energy inputs and outputs in a device or system compare energy inputs and outputs of a device, and calculate its efficiency (e.g., compare the number of joules of energy used with the number of joules of work produced, given information on electrical consumption and work output of a motor-driven device)

Explain the concepts of conservation of energy and efficiency to the analysis of energy devices (e.g., identify examples of energy loss in the form of heat, and describe the effect of these losses on useful energy output)

Investigate and describe techniques for reducing waste of energy in common household devices(e.g., by eliminating sources of friction in mechanical components, using more efficient forms of lighting)

Environmental implications of the use of electrical energy

Identify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind, hydro and batteries (e.g., identify renewable and non-renewable sources for generating electricity; evaluate the use of batteries as an alternative to internal combustion engines)

Describe the by-products of electrical generation and their impacts on the environment (e.g., identify by-products and potential impacts of coal-fired electricity generation)

Identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use.

Space Unit ReviewOur Understanding of SpaceIdentify different perspectives on the nature of Earth and space, based on culture and science. Realize that different cultures from the Greeks to the Aboriginal people have different ideas about space and their observations and calculations have evolved the study of astronomy over time.

For a long time the Earth was thought of as a geocentric model where the Earth was the centre of the solar system/universe. Today we use a heliocentric model.

A frame of reference is used to help you describe motion depending on a certain ‘point-of-view’. (i.e. rotating Earth from different frames of reference). Know the constellation example that over the year the constellation will rotate for the different seasons.

Know important days of note and information about eclipses:- Summer Solstice (June 21) Longest Day of the Year- Winter Solstice (December 21) Shortest Day of the Year- Solar Eclipses and Lunar eclipses

Our Solar System and the UniverseDescribe the distribution of matter in space. Know the terms and relative sizes of star, nebula, solar system, galaxy, and universe.

- For instance, our Sun is just one of 200 billion stars in our Milky Way Galaxy.

- Stars form in regions of space where there are huge accumulations of gas and matter called nebulae.

- Due to the vastness of space we use distances like Astronomical Units and Light-years to help us represent such great numbers.

A solar system is born out of a nebula (a dense cloud of gaseous material and dust) that begins to collapse in on itself due to gravity. As the dust in the nebula stars collapsing and clumping together, it forces a gravitational pull on other nearby objects. Soon, it starts forming a main star with hydrogen gas and planets orbiting around it.

Identify and describe the celestial objects that make up the solar system; and compare their characteristics with those of Earth.

- Inner or terrestrial planets (Mercury, Venus, Earth, Mars) They are solid and usually smaller than the outer planets.

- Outer or Jovian planets (Saturn, Jupiter, Uranus, Neptune) Mostly gaseous states and much larger. Also much farther away from the sun.

- There also exist an asteroids, comets, and meteoroids in our solar system. Know that tracking meteoroids can be difficult due to the fact their orbital paths are not always known and they are so small they are difficult to track.

Construct and interpret drawings that illustrate the motion of objects in space- Know the planets in our solar system are in elliptical orbits where they

change speed depending on how close they are to the Sun.- The inner planets take less time to orbit the Sun than the outer planets.

Describe the position of objects in space, using altitude-azimuth coordinates. Remember Zenith is directly overhead.

Understand the following technology and skills- Spectroscopes and the science of spectroscopy are used to primary find

what elements are in a star by passing it through a prism or diffraction grating. Spectroscopy can also find if the stars are moving away from us (red-shifted) or moving towards us (blue-shifted). Spectroscopy matches up the spectrum of a star with those of known elements to find the dark lines that match.

Technology – Telescopes (Seeing the stars)

Explain, in general terms, the operation of optical telescopes, including telescopes that are positioned in space environments.

- Know the difference between reflecting and refracting telescopes

- Know the Hubble Space Telescope takes excellent optical pictures because it is outside the atmosphere in low-Earth orbit.

Explain the role of radio and optical telescopes in determining characteristics of stars and starSystems

- Know that radio telescopes use the electromagnetic spectrum to ‘listen’ to different frequencies. Radio

telescopes can operate during the day or cloud cover; they can be used to uncover mysteries of space hidden by visible light.

- Know that interferometry is the science of using numerous telescopes arranged in particular fashion to combine the resolving power.

Space Exploration

Be able to describe some of the challenges of living in space or setting up a space colony on a planet like Mars. Be able to describe technologies used in space for life support systems (i.e. recycling of water or production of oxygen using electrolysis).

Describe the principles of rocketry and the challenges with getting rockets off the ground.

Know that technology designed for space has found other uses on Earth (e.g., medicines, remote sensing, microelectronics, polymers, medical imaging, wireless communication technologies, synthesis of fuels)

Describe the difference between types of artificial satellites, and explain the major purposes for which they are used (e.g., communication, GPS—global positioning system, weather observation)

- Know that low-Earth orbit is primary for remote sensing, orbits the Earth every 90 minutes (International Space Station, Hubble Space Telescope, majority of remote sensing)

- Know that geosynchronous orbit with the rotation of the Earth. (Communication satellites are primary like this so the satellite dishes don’t have to be moved, they are further out and cover a greater distance, but also take slightly longer to communicate with)

Recognize risks and dangers associated with space exploration (e.g., space junk, fuel expenditure, satellites burning up in the atmosphere, solar radiation)

Describe Canadian contributions to space research and development and to the astronaut program(e.g., Canadarm, International Space Station, Payload Specialists)

Identify and analyze factors that are important to decisions regarding space exploration and development (e.g., identify examples of costs and potential benefits that may be considered; investigate and describe political, environmental and ethical issues related to the ownership and use of resources in space)