6.5A

Know that an element is a pure substance represented by chemical symbols.

Know AN ELEMENT IS A PURE SUBSTANCE REPRESENTED BY CHEMICAL SYMBOLS Including, but not limited to:

• Element – a pure substance that cannot be broken down chemically into simpler substances

• Chemical symbol – represents the name of an element and is written as a capital letter or a capital letter followed by a lowercase letter

o Possible examples may include: • H: hydrogen • He: helium • N: nitrogen • O: oxygen • C: carbon • Cl: chlorine • Na: sodium • Ca: calcium

6.5B

Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.

Recognize A LIMITED NUMBER OF ELEMENTS COMPRISE THE LARGEST PORTION OF SOLID EARTH, LIVING MATTER, OCEANS, AND THE ATMOSPHERE Including, but not limited to:

• Solid Earth o O: oxygen o Si: silicon

• Living matter (SPONCH)* o S: sulfur o P: phosphorus o O: oxygen o N: nitrogen o C: carbon o H: hydrogen

• Oceans o O: oxygen o H: hydrogen o Cl: chlorine o Na: sodium

• Atmosphere o N: nitrogen o O: oxygen

1 (5A) Which of the following is the symbol for chlorine?

A Ch B C

C Cl D Ce

2 (5A) The chemical symbol Ca represents —

A chlorine B cesium

C carbon D calcium

3 (5B) According to the Abundance of Elements in Living Organisms table above, most mass of living organisms is made up of which two elements?

A Hydrogen and oxygen �

B Oxygen and nitrogen �

C Nitrogen and others �

D Oxygen and carbon �

4 (5A) Which of the following is not an element?

A Helium B Nitrogen

C Water�� � D Sodium

�

5 (5B) According to the Abundance of Elements in the Earth's Crust table above, what percentage of the Earth's crust is made up of Ca and Na combined?

A 7 B 2

C 5 D 28

6 (5A) The chemical formula for baking soda, a common household chemical is NaHCO3. How many elements are in this compound?

6.5C

Differentiate between elements and compounds on the most basic level.

Differentiate BETWEEN ELEMENTS AND COMPOUNDS ON THE MOST BASIC LEVEL Including, but not limited to:

• Elements o A pure substance made up of one kind of atom o Building blocks of all matter o Organized on the Periodic Table of the elements o Properties can be used to identify different elements o Subscripts identify how many atoms are in a substance o Possible examples of elements may include:

• C • O2 • N • H2

• Compound – A pure substance made by chemically combining two or more elements

o The proportion of each element in a compound is constant (if the subscript is changed, the substance is changed)

o Possible examples of compounds may include: • CO2: carbon dioxide • CO: carbon monoxide • H2O: water • NaCl: sodium chloride • C6H12O6: glucose • CaCO3: calcium carbonate • SiO2: silicon dioxide

• Students may be assessed by being asked to classify the products or reactants of a chemical equation as an element or a compound.

6.5D

Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

Identify THE FORMATION OF A NEW SUBSTANCE USING THE EVIDENCE OF A POSSIBLE CHEMICAL CHANGE Including, but not limited to:

• Physical change – change which alters the physical properties of a substance without changing its identity

• Chemical change – the formation of a new substance with different properties; cannot be undone by physical means

• Identify evidence of chemical change o Production of a gas

• Odor • Bubbling

o Change in temperature o Production of a precipitate

• Precipitate – the formation of solids from a solution

o Color change (permanent) o Production of light

7 (5C) Water has the chemical formula H2O. Which statement correctly states the number of hydrogen and oxygen atoms present in the chemical formula for water?

A There is an equal number of hydrogen and oxygen. �

B There is one hydrogen atom for every two oxygen atoms. �

C There are two hydrogen atoms for every one oxygen atom. �

D There are two hydrogen atoms for every four oxygen atoms.

8 (5D) Which column in the above Physical and Chemical Changes table includes only chemical changes?

A A B B

C C D D �

MCO3 → MO + CO2��

9 (5C) The products in the chemical equation above are best classified as —

F one compound and one element �

G two elements �

H one element and two compounds �

J two compounds

10 (5D) A student had a beaker with a small amount of baking soda. The student added a few drops of pickle juice to the baking soda and observed fizzing and bubbling. Based on observation, which of these can the student conclude?

F A chemical reaction produced a solid. �

G No chemical reaction took place. �

H Only a physical change happened.

J A chemical reaction produced a gas.

11 (5D) Two liquids are mixed together. Which of the following does NOT identify the formation of a new substance?

F A gas is produced. �

G One liquid dissolves into the other.�

H The temperature changes. �

J A solid is formed.

12 (5D) During a science class investigation, a teacher places a small amount of sugar in a spoon and heats it over a candle. Which of the following would be the best evidence that a change in the chemical properties of the sugar has taken place?

F The sugar gets hotter �

G The sugar gets larger �

H The sugar turns into a liquid �

J The sugar turns black.

6.6A

Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability.

Compare METALS, NONMETALS, AND METALLOIDS USING PHYSICAL PROPERTIES Including, but not limited to:

• Physical properties o Luster o Conductivity o Malleability o Magnetism o Ductility o States of matter o Density

• Students must know definitions and characteristics of the physical properties of metals, nonmetals, and metalloids in order to classify substances by those physical properties.

6.6B Calculate density to identify an unknown substance.

Calculate DENSITY TO IDENTIFY AN UNKNOWN SUBSTANCE Including, but not limited to:

• Density – the amount of matter that will fit into a given amount of space

o Using , calculate density of objects

• • Density is measured in grams/cubic centimeter (g/cm3) or

grams/millimeter (g/mL) o Use density to identify / classify an unknown substance o The density of a substance does not change regardless of the quantity

of the substance • Volume – the amount of space that a substance or object occupies

o Using L x W x H, calculate the volume of a regularly shaped object o Using water displacement, determine the volume of an irregularly

shaped object o Using a graduated cylinder, determine the volume of a liquid o Volume of a liquid is measured in milliliters (mL) o Volume of solids is measured in cubic centimeters (cm3) o 1 milliliter (mL) is equal to 1 cm3

• Mass – the amount of matter in something o Using a triple beam balance or spring scale determine the mass (g) of

an object

6.6C Test the physical properties of minerals, including hardness, color, luster, and streak.

Test PHYSICAL PROPERTIES OF MINERALS

• Physical property – property of matter that can be observed without changing the composition or identity of the matter

o Hardness - Mohs Hardness Scale o Color o Luster o Streak

13 (6A) A student is implementing an investigation of physical properties using samples of metals, nonmetals, and metalloids. She used a battery, wires, and a bulb to test if each of the samples will complete the circuit causing the bulb to light. Next, she shined a bright light on each of the samples. �Which physical properties is the student investigating?

A Streak and hardness �

B Luster and conductivity �

C Streak and conductivity �

D Hardness and luster �

14 (6A) Copper is a common metal. Which of the following properties does this metal most likely have?

F Low conductivity, low malleability, and low luster �

G High conductivity, high malleability, and low luster �

H Low conductivity, high malleability, and high luster �

J High conductivity, high malleability, and high luster

15 (6B) A student needs to find the density of a cube. Each side of the cube measures 3 cm and the mass of the cube is 12 g. �What is the approximate density of the cube?

A 0.4 g/cm3 � B 2.25 g/cm3 �

C 4.0 g/cm3 � D 36 g/cm3 �

16 (6C) A student is testing several minerals in science class. First, the student scratched the minerals across a tile and then scratched the minerals with a copper penny and a steel tool. What physical properties is the student testing?

F Color and state �

G Streak and hardness �

H Luster and conductivity �

J pH and fracture

17 (6B) A student measured the mass and volume of a metal sample using a triple beam balance and a graduated cylinder. The sample has a mass of 16.7 grams and a volume of 4.4 cm3. �What is the density of the metal sample? �

18 (6C) How the surface of a mineral appears when it reflects light is known as ―

A streak B luster

C conductivity D hardness

6.8A Compare and contrast potential and kinetic energy.

Compare, Contrast POTENTIAL AND KINETIC ENERGY Including, but not limited to:

• Potential energy – stored energy of an object because of its position or shape

o Position (point of greatest and least potential energy) • Kinetic energy – energy of motion

o Position (point of greatest and least kinetic energy) • Transformation (relationship) between potential and kinetic energy

o Possible examples of transformations between potential and kinetic energy:

• Roller coasters • Bouncing balls • Pendulums • Rubber bands

6.8B Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces.

Identify, Describe CHANGES TO AN OBJECT WHEN ACTED UPON BY UNBALANCED FORCES Including, but not limited to:

• Balanced forces – equal and opposite forces on an object that result in no change in position, direction, or motion

• Unbalanced forces – unequal forces on an object that may result in a change in position, direction, or motion

• Acceleration – change in an object’s motion; caused by unbalanced forces

o Position (displacement) o Direction o Motion o Speed o Examples of acceleration

• Starting / stopping • Speeding up / slowing down • Changing direction

6.8C Calculate average speed using distance and time measurements.

Calculate AVERAGE SPEED USING MEASUREMENTS For example: 12.6 m / 9 s (STAAR Spring 2014 Administration, Item #38). Including, but not limited to:

• Average speed

o

o

o

• Students may be required to convert units of measure (minutes to hours) prior to calculations.

19 (8A) According to the above diagram, at what point would the roller coaster car have the greatest potential energy?

F 3 G 4

H 5 J 6

20 (8A) According to the above diagram, at what point would the roller coaster car have the greatest kinetic energy?

A 3 B 4

C 5 D 6

21 (8C) Observe the inclined plane and ball in the above image. If the ball rolls down the inclined plane in the direction of the arrow in 2.42 seconds, what is the average speed of the ball during the roll?

F 4.96 m/s � G 2.07 m/s �

H 1.65 m/s � J 1.24 m/s

22 (8B) Refer to the information and diagram above. As the ball rises in the air, it is acted on by the force of gravity. This force causes the ball to —

F slow down, change direction, and then speed up until it falls to the ground �

G speed up, keep its same direction, and then slow down as it falls to the ground �

H travel at the same speed until it hits the ground �

J travel in the same direction until it hits the ground

23 (8C) Refer to the above information and table. What was the average speed of the wind-up-toy during the three trials to the nearest hundredth of a cm/s?

F 11.17 cm/s �

G 6.50 cm/s �

H 19.50 cm/s �

J 8.20 cm/s

6.8D Measure and graph changes in motion.

Measure, Graph CHANGES IN MOTION Including, but not limited to:

• Distance over time • Speed over time • Interpreting and comparing graph lines showing the

following scenarios o Constant speed o Increasing speed o Decreasing speed o No motion (stopped)

6.8E Investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

Investigate HOW THE AMOUNT OF FORCE NEEDED TO MOVE AN OBJECT CAN BE CHANGED Including, but not limited to:

• Using simple machines to change the amount of force or the direction to move an object

o Moving an object with an inclined plane o Moving an object without an inclined plane

• When raising an object to a specific height, the amount of force will be less when using an inclined plane compared to the amount of force needed to do the same work without an inclined plane.

o Moving an object with a pulley • Single fixed pulley (does not change force;

only direction) • Single movable pulley (changes force) • Compound pulley (changes force)

o Moving an object without a pulley

24 (8D) A dog walks away from home at a constant pace for 20 minutes. Next, he stops for a 10 minute nap under a tree. Finally, he walks back home at a constant pace and comes to a stop.

Which graph below best represents the motion of the dog in terms of distance from home over time?

F G

H J

25 (8E) Which inclined plane requires the most force to push the ball to the top?

F G

H J

26 (8D) The graph above shows the motion of a car. Which statement below best describes the motion of the car?

A The car is stopped for two minutes, travels at a constant speed for two minutes, and then stops. �

B The car is stopped for two minutes, increases its speed over two minutes, and then stops. �

C The car travels at a constant speed for two minutes, increases its speed over two minutes and �then travels at a constant speed for two more minutes. �

D The car increases its speed for two minutes, travels at a constant speed for two minutes and then increases its speed over the next two minutes. �

6.9A

Investigate methods of thermal energy transfer, including conduction, convection, and radiation.

Investigate METHODS OF THERMAL ENERGY TRANSFER Including, but not limited to:

• Thermal energy can be transferred from one system to another (or from a system to its environment) in different ways

o Conduction – transfer of heat through direct contact from a warmer substance to a cooler substance

o Convection – transfer of thermal energy, in a liquid or gas, in which the warmer substance rises and the cooler substance sinks; forms a current

o Radiation – the transfer of energy from a light source (e.g., Sun, fire, light bulb, burner) to an object or substance

6.9B

Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting

Investigate, Verify THERMAL ENERGY MOVES IN A PREDICTABLE PATTERN Including, but not limited to:

• Thermal energy movement o From warmer to cooler

• Until all the substances attain the same temperature • Ice cube melting • Additional possible examples may include:

o Convection tanks / tubes

6.9C

Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

Demonstrate ENERGY TRANSFORMATIONS Including, but not limited to:

• Transformations between forms of energy o Chemical o Thermal o Light (radiant) o Mechanical o Electrical

• Example of energy transformation o Energy in a flashlight battery changes from chemical

energy to electrical energy to light energy • Possible additional examples may include:

o Hot air balloon rising o An engine causing a car to move o A wind turbine system o A hydroelectric power plant o One animal consuming another animal o An animal consuming a plant (producer)

27 (9A) The diagram above shows an ice cube placed in a hot pan. Thermal energy is being transferred to the ice cube from the pan shown above by — ��

F convection G conduction

H radiation��� J conservation ��

28 (9B) An ice cube is placed onto a hot pan that is sitting on the counter top as shown above. How will the thermal energy move?

A The coldness will move from the pan to the ice cube. �

B The coldness will move from the ice cube to the pan. �

C The heat will travel from the pan to the ice cube. �

D The heat will move from the ice cube to the pan. �

29 (9A) A student is drinking a cup of hot chocolate as they sit by a campfire on a chilly evening. They know that the cup of hot chocolate transfers thermal energy to the surrounding air. The heated air over their cup of hot chocolate expands and rises and is replaced by cooler, denser air. �This method of energy transfer is —

F convection �� G condensation

H conduction�� J radiation �

30 (9B) A student is investigating how heat moves. The student heated a nail to 100 °C and placed it into 250 mL of 20 °C water. �What is the most likely temperature of the water and the nail 30 minutes later?

F The water is 10 °C, and the nail is 110 °C.

G The water is 40 °C, and the nail is 40 °C.

H The water is 70 °C, and the nail is 40 °C.

J The water is 100 °C, and the nail is 70 °C.

31 (9C) Electrical energy is being produced by transformation from nuclear energy and added to our nation's power grid. Some of the electrical power you use may come from nuclear energy. Use the flow map to see how energy is transformed from nuclear to electrical.

Identify the energy transformations of each step in the diagram above.��

Example: Radioactive atoms are split in a nuclear reactor to heat water to steam.

nuclear energy to thermal energy

Part A. The spinning turbine turns an electrical generator.

_________________ to _________________

Part B. Electrical energy from the generator is sent across power lines to do such things as turn on lights.

_________________ to _________________

6.10A Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere.

Build A MODEL TO ILLUSTRATE THE STRUCTURAL LAYERS OF EARTH Including, but not limited to:

• Inner core • Outer core • Mantle • Crust • Asthenosphere • Lithosphere

6.10B Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.

Classify ROCKS BY THE PROCESS OF THEIR FORMATION Including, but not limited to:

• Types of rocks o Metamorphic

• Formed when igneous or sedimentary rocks are put under heat and / or pressure in the Earth’s crust

o Igneous • Formed when crystallized through

melting and cooling o Magma o Lava

o Sedimentary • Formed through the accumulation of

sediment • Compaction – process by which

overlying pressure from rocks and soil reduces the size or volume of sediments

• Cementation – process of binding and hardening sediments into hard rock

• Sedimentation – the deposition of solid material from being suspended in a fluid (water)

• Rock cycle – the continual process by which rocks can be changed into different types of rock

32 (10A) Some students use an apple to represent the Earth. What is the best reason to use an apple for this comparison?

F The skin of an apple is very thin, and the crust of the Earth is very thin.�

G The flesh of an apple is made of the same material all the way through, and the interior of �the Earth is the same all the way through. �

H The seeds of the apple are very light in comparison to the rest of the apple, and the core of the Earth is also made of very light matter. �

J The stem of the apple comes from the core and the North Pole comes from the Earth’s core.

33 (10A) A student wanted to make a model of the Earth. The student decided to cut a giant Styrofoam ball in half and paint the layers on it to show their thickness. �Which model below best represents the layers of the Earth? �

F G

H J

34 (10B) A student made peanut butter bars by pressing a layer of graham cracker crumbs into a baking pan. Next, the student added a layer of a peanut butter mixture and then added a layer of crushed peanuts. Lastly, the student added a layer of chocolate frosting.

The process of making peanut butter bars is most like the formation of what type of rock?

A Igneous� B Metamorphic�

C Sedimentary D Magma

35

What process is occurring at location W?

A Pressure and cementation �

B Weathering and erosion �

C Heating and melting �

D Cooling and hardening �

6.11A Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets.

Describe PHYSICAL PROPERTIES, LOCATIONS, AND MOVEMENTS OF OBJECTS THAT COMPRISE THE SOLAR SYSTEM Including, but not limited to:

• Physical properties of objects o Temperature o Comparative size / mass o Composition o Terrestrials vs. gas giants o Atmosphere

• Location of objects o Relative distance from Sun

• Movement of objects o Orbits o Rotation o Revolution

• Objects in the solar system o Sun o Planets o Galilean moons o Asteroids o Meteors o Comets

6.11B

Understand that gravity is the force that governs the motion of our solar system.

Understand GRAVITY IS THE FORCE THAT GOVERNS THE MOTION OF OUR SOLAR SYSTEM Including, but not limited to:

• Gravity – force of attraction between two objects due to their masses

o Larger masses have a larger gravitational force than smaller masses

• Recognize gravitational attraction (force) between o Sun and Moon o Sun and planets

• Planets travel in a curved path (ellipse) instead of a straight line

o Planets and their moon(s) o Sun and other objects in our solar system

• Motion of our solar system o Revolution o Orbit

36 (11B)

On which planet would a person weigh the least?

A Jupiter� B Venus�

C Mercury D Earth

37 (11A) Scientists observed a rocky, rotating object orbiting in space. It was 250 km wide. The rocky object was located several times farther away from the Sun than the Earth. The object is most likely —

F Venus� G the Moon�

H Mars J an asteroid

38 (11B) The Sun is the center of our solar system and creates a large amount of gravitational force. If this system lost the Sun, what would happen to the planets?

F The planets would explode. �

G The planets would stop moving. �

H The planets would travel in a straight line. �

J The planets would continue on their same path.

39 (11A) Which of the following represents characteristics of the four planets farthest from the Sun? F Smaller planets � G Gas giants H Rocky (terrestrial) planets � J 3 or less moons

40 (11A) Which graph illustrates the diameter of the inner planets?

A

B

C

6.11C Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

Describe THE HISTORY AND FUTURE OF SPACE EXPLORATION Including, but not limited to:

• History and Future o First liquid fueled rocket (Goddard) o First rocket to reach space (Von Braun) o First artificial satellite (Sputnik 1) o First cosmonaut to orbit the Earth (Yuri) o Exploration of the moon (Apollo program) o First human to walk on the Moon (Armstrong) o U.S. Space Shuttle Program o Hubble Space Telescope o International Space Station Program o Mars Exploration Program o Outer planetary unmanned exploration

• Types of equipment and transportation o Rockets o Satellites o Space shuttles o Space probes o Space station

41 (11C) A probe is a vehicle designed to carry instruments, but not crew. To which of the following places would we most likely send a probe?

F The International Space Station �

G Inside the Sun �

H Mountain top �

J Saturn

42 (11C) Over time, NASA has developed many different vehicles to carry men and women into space. These craft have changed to allow longer stays in space, carry more astronauts, and conduct more investigations. Until recently, the U.S. has used the space shuttle.

The space shuttle differed from previous space vehicles because it —

F was reusable �

G could carry more than one person�

H could travel beyond Earth's orbit �

J was airtight

43 (11C) This diagram provides some important dates in the history of space exploration as it relates to the moon.

After scientists had a clear picture of the surface of the Moon, they landed an unmanned craft before risking human life. The Soviets landed the first unmanned craft on the Moon, named Luna 9. Which of the following is the most reasonable time period for this mission to have taken place?

A Sometime before 1959

B Between 1959 and 1965

C Between 1965 and 1969

D Sometime after 1969