Name: ______________________ Homeroom: ______

YEAR 10 SCIENCE

EXAM REVISION GUIDE Semester 2 2014

SECTION: Date completed

TeachersSignature

1. Objects in motion (Chapter 1) 18 Multiple-Choice questions

19 Short-Answer questions

2. Using Chemistry (Chapter 7) 14 Questions

3. The Universe: Past, present, future (Chapter 2) 10 Multiple-Choice questions

6 Short-Answer questions

YEAR 10 SCIENCE

SEMESTER 2 EXAM REVISION GUIDE 2014

Students should be familiar with the content of the units listed below. Many examination questions will ask students to apply science skills to new situations (e.g. interpreting information, planning investigations, predicting outcomes, organising results and using measurements). It is therefore important that practical work is reviewed since these skills are developed during activities in class. Assignment work also needs to be included in the study program.

Units:

1. Objects in motion. Chapter 1, pp2-41

2. Using chemistry. Chapter 7, pp254-301

3. The universe: Past, present, future. Chapter 2, pp42-85

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1. Objects in motion.

How well do I know this?

Unsure OK Confident

The difference between distance and displacementThe difference between speed and velocityThe meaning of the term acceleration.Why the movement of an object will only change if it has a

net force acting on itNewton’s three laws of motion and how these laws can

explain simple observations, such as why lighter balls move further than heavier ones when hit with the same force

The difference between an action force and a reaction forceThe interpretation of a position - time graph. For example

the gradient and its correlation to speed.The interpretation of a speed - time graph. For example the

gradient and its correlation to acceleration.

You should also know how to: How well can I do this?

Unsure OK Confident

Given a diagram of a journey, determine the position and displacement of an object relative to the reference point, and determine the total distance travelled.

Convert units related to speed ie: m/s -> km/hGiven data about movement along a line, construct a

diagram of the movement and draw a position–time graph of the motion.

Interpret a position–time graph for movement at constant speed, and use it to describe or map a journey or to determine the displacement or speed of the moving object at any given time.

Calculate the average speed of a moving object or the total distance travelled or the total time taken, using a formula.

Convert speed units between metres per second and kilometres per hour.

Calculate the average velocity of a moving object over one or more legs of a journey.

Draw and interpret speed–time graphs for cases in which acceleration is constant.

Calculate the acceleration of a moving object given its change of velocity and the time taken, or vice versa.

Apply Newton’s Second Law of motion to determine the acceleration of an object or the force acting on the object.

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2. Using Chemistry.

How well do I know this?

Unsure OK Confiden

t

Understanding and application of the Periodic Table of Elements.

The meaning of the terms ionic compound and ionic bonding.The meaning of the terms covalent compound and covalent

bonding.Identify and write (in words & formula) ionic / covalent

compounds.Identify the reactants, products & states of matter in a

chemical equation.How the numbers of atoms of each element do not change

during a chemical reaction and so mass is conserved (the Law of Conservation of Mass).

Balance chemical equations using coefficients.Identify and describe different types of chemical reactions,

including synthesis, decomposition, acid/metal and precipitation reactions.

Identify when a precipitate has formed and show that precipitation reactions are double displacement reactions.

Identify and explain what spectator ions are.Able to write a word equation from given information.Able to write a balanced formula equation from given

information.Describe chemical reactions according to energy changes that

take place – endothermic / exothermic.The role of a catalyst in a chemical reaction.Describe how polymers are made up of monomers.Describe the structure of thermoplastic and thermosetting

polymers in terms of the presence or absence of crosslinks, and how this affects their physical properties and uses.

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3. The Universe: Past, present, future.

How well do I know this?

Unsure OK Confident

Summarise key ideas presented in major theories of the origin of the universe, including the Steady State Theory and the Big Bang Theory.

Identify the evidence supporting the Big Bang Theory, such as Edwin Hubble’s observations and the detection of microwave radiation.

Recognise that the age of the universe can be derived using knowledge of the Big Bang Theory.

What a light year is and why this unit was developed.Describe how the solar system was formed.Describe how parallax is used to calculate the distance to

stars.Understand how stars are classified and described by

astronomers, including apparent magnitude v absolute magnitude and spectral class.

You should also be able to:How well can I do this?

Unsure OK Confident

Recognise that scientific theories are both powerful (in guiding thinking and investigation) and tentative (in being open to change).

Use internet research to identify problems that can be investigated.

Formulate questions that can be investigated within the scope of the classroom or field with available resources.

Develop ideas from students own or others' investigations and experiences to investigate further

Evaluate information from secondary sources as part of the research process

Interpret, transpose and communicate information and ideas effectively

Use techniques of communication appropriate to different audiences and purposes

Use scientific terminology and conventions appropriately

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Formulae and Data Sheets.The following will be provided on the Formula & Data Sheets attached to your exam:

Formulae and Data Sheet – Object in Motion.

Average speed =

dis tan cetime

Average velocity =

displacementtime

Average acceleration =

change in speedtime

Force = mass x acceleration

Momentum = mass x velocity

c2=a2+b2

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Formulae and Data Sheet – Using Chemistry.

Table 1: Names and formulae of some positive ions.

1+ 2+ 3+

Ammonium NH4+ Barium Ba2+ Chromium (III) Cr3+

Silver Ag+ Copper (II) Cu2+ Aluminium Al3+

Sodium Na+ Iron (II) Fe2+ Iron (III) Fe3+

Potassium K+

Copper (I) Cu+Zinc Zn2+

Calcium Ca2+

Magnesium Mg2+

Table 2: Names and formulae of some negative ions.

1- 2- 3-

Hydroxide OH- Carbonate CO32- Nitride N3-

Nitrate NO3- Oxide O2- Phosphate PO4

3-

Bromide Br- Sulfate SO42-

Chloride Cl- Sulfide S2-

Fluoride F-

Table 3: Common ionic mixtures and their corresponding solubility in water. Soluble mixtures are identified with an ‘aq’ for aqueous and insoluble mixtures have a ‘s’ for solid.

Positive ion Negative ionBromide Carbonate Chloride Hydroxide Nitrate Sulfate

Ammonium aq aq aq aq aq aqBarium aq s aq aq aq sCalcium aq s aq aq aq sCopper aq s aq s aq aqIron aq s aq s aq aqLead aq s s s aq sMagnesium aq s aq s aq aqPotassium aq aq aq aq aq aqSilver aq s s s aq sSodium aq aq aq aq aq aq

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Objects in motion.MULTIPLE-CHOICE SECTION

1. How far an object travels over a certain period of time is known as:a. displacementb. distancec. average speedd. average velocity

2. Dividing how far an object travels by the time taken gives the:a. displacementb. distancec. average velocityd. average speed

3. Belinda walks a total distance of 1200 metres to school each morning. If this trip takes her 800 seconds, her average speed would be:a. 1.5 m/sb. 0.67 m/sc. 0 m/sd. 960000 m/s

4. How far would a fly flying at a speed of 16 centimetres per second travel in 15 seconds?a. 240 cmb. 24 mc. 1.07 cmd. 0.94 cm

5. A racehorse runs at a speed of 9.4 m/s. An antelope runs at 50 km/h. The:a. racehorse is faster by approximately 16 km/hb. racehorse is faster by approximately 10 km/hc. antelope is faster by approximately 16 km/hd. antelope is faster by approximately 10 km/h

6. Which of the following graphs represents the greatest acceleration?

a. Ab. Bc. Cd. D

7. An acceleration of 4 m/s/s means an object will:a. have a constant speed of 4 m/s for every second of its motionb. have a constant speed of 4 m/s/s for every second of its motionc. speed up by 4 m/s for every second of its motiond. slow down by 4 m/s for every second of its motion

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8. In which of the following graphs would the object cover the greatest distance in the time shown?

a. Ab. Bc. Cd. D

9. When an object remains stationary due to its downward weight force and an equal and opposite upward force it is true to say that:a. these two forces are an action-reaction pair according to Newton’s second lawb. these two forces are an action-reaction pair according to Newton’s third lawc. these two forces produce zero net force according to Newton’s second lawd. these two forces produce zero net force according to Newton’s third law

10. When you push down with your hands on a desk you feel an upwards force from the desk on your hands. It is true to say that:a. these two forces are an action-reaction pair according to Newton’s second lawb. these two forces are an action-reaction pair according to Newton’s third lawc. these two forces produce zero net force according to Newton’s second lawd. these two forces produce zero net force according to Newton’s third law

11. The size of the net force acting on an object of mass 20 kg accelerating at 5 m/s/s would be:a. 4 Nb. 25 Nc. 15 Nd. 100 N

12. The weight force acting on a 20 kg mass on the Earth would be:a. 20 Nb. 200 Nc. 2 Nd. 0 N

13. An object has a thrust force of 50 N acting on it and a total frictional force of 40 N acting on it. The net force would be:

a. 10 N backwards

b. 10 N forwards

c. 90 N backwards

d. 90 N forwards

14. A cyclist has a weight of 500 N, the road pushes up with 500 N, the thrust force is 30 N and the drag is 32 N. It is true to say that the cyclist will be:

a. stationary

b. accelerating

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c. decelerating

d. travelling at constant velocity

15. When an object remains stationary due to its downward weight force and an equal and opposite upward force it is true to say that:

a. these two forces are an action-reaction pair according to Newton’s second law

b. these two forces are an action-reaction pair according to Newton’s third law

c. these two forces produce zero net force according to Newton’s second law

d. these two forces produce zero net force according to Newton’s third law.

16. A cyclist has a weight of 800 N, the road pushes up with 800 N, the thrust force is 30 N and the drag is 30 N. It is true to say that the cyclist will be:a. stationaryb. acceleratingc. deceleratingd. travelling at constant velocity

17. A cyclist has a weight of 600 N, the road pushes up with 600 N, the thrust force is 30 N and the drag is 28 N. It is true to say that the cyclist will be:a. stationaryb. acceleratingc. deceleratingd. travelling at constant velocity

18. In a perfect collision between two objects, one object loses 65 kg m/s of momentum and the other object would:

a. also lose 65 kg m/s of momentumb. gain nothingc. gain 130 kg m/s of momentumd. gain 65 kg m/s of momentum

SHORT-ANSWER SECTION

1. The speed limit on some Australian highways is 110 km/h. What is this speed in units of metres per second (m/s)?

2. Which way do passengers standing in a train move when the train comes to a sudden stop? Explain your answer.

3. The brakes of a 1.6 tonne car exert a stopping force of 3200 N. Calculate a. the deceleration of the car.

b. how long it would take to stop if the initial speed was 20 m/s.

4. What is the unit used to measure acceleration? Explain why it is measured in this unit.

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5. Why is deceleration also known as a negative acceleration?

6. A car accelerated for 10 seconds. Before it started accelerating, its velocity was 5m/s. When it finished accelerating, its velocity was 25m/s.

a. What was its initial velocity?

b. What was the final velocity?

c. What was its acceleration?

7. A car was moving at 20 m/s and then decelerated to zero velocity in 5 seconds in order to stop at a pedestrian crossing.

a. What was the initial velocity?

b. What was its final velocity?

c. What was its acceleration?

d. Why is you answer to c negative?

8. Give the name and symbol of the units usually used to measurea. Speed

b. Acceleration

c. force

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9. An object travelling at 15m/s accelerates at 9m/s2 to reach a velocity of 87m/s .

Calculate the time taken for this to occur, using the formula a= v−u

t .

10. Construct a distance/time graph for the following information;

Distance (m) 0 2 4 6 8 10 10 15 20 25 30

Time (s) 0 1 2 3 4 5 6 7 8 9 10

Calculate the speed at:

a. time 2 seconds

b. time 5.5 seconds

c. time 8 seconds

d. time 9.5 seconds

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11.The first image shows a man contemplating a coffee stain on his t-shirt. He was a passenger in a car when this occurred. The second image shows the motion of the coffee during the incident. By referring to Newton’s first law of motion explain what motion must have occurred in the car for the coffee to move as shown.

12.Draw a velocity – time graph of the information in the table.

Velocity(m/s) 8 8 8 8 6 4 2 4 6 8 10 12

Time(s) 1 2 3 4 5 6 7 8 9 10 11 12

Use the shape of the graph to determine when the car was;

a. Moving with constant velocity

b. Accelerating

c. Decelerating

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13. With reference to the below diagram, explain Newton’s Third Law of Motion.

14. Plot a speed-time graph from the following information

Speed (km/hr) 0 40 40 50 60 70

Time (s) 0 5 10 15 20 25

a. Calculate the acceleration of the object at the following times; 2 s, 7 s and 20 s

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b. Between which times (if any) was the speed constant?

c. Find the total distance covered.

15. a. Which way do passengers standing in a train move when the train comes to a

sudden stop?

b. Explain why passengers move in this way.

16. A driver is travelling at 72 km/h and observes a hazard 30 metres ahead. He applies his brakes immediately and de-accelerates at a constant rate of 5 m/s.

a. Does he stop in time to avoid a collision?

b. Calculate his stopping distance if he had been travelling at 60 km/h.

17. Calculate the net force in each of the cases below:

a. b.

2N15N

3N25N12N

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18. Use a diagram to show all of the forces at work when a person is pushing against a brick wall.

19. A collision involves a change in momentum of 40 kg m/s over a period of 0.2 seconds. Calculate the size of the average force involved.

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Using chemistry.

1. Use the periodic table supplied to work out the charge on the following metal ions:Lithium: ________ Magnesium: ________

Beryllium: ________ Calcium: ________

Thallium: ________ Potassium: ________

2. Use the periodic table supplied to work out the charge on the following non-metal ions:Nitrogen: ________ Sulfur: ________

Iodine: ________ Phosphorus: ________

Bromine: ________

3. Use the data table supplied to work out the charge and formula of the following polyatomic ions:Ammonium: Charge:________ Formula: ________

Phosphate: Charge:________ Formula: ________

Sulfate: Charge:________ Formula: ________

Nitrate: Charge:________ Formula: ________

4. Use the data table supplied to work out if the following ionic substances are soluble in water (aq) or insoluble in water (s). The (aq) means aqueous and the (s) means solid. Ammonium carbonate: _________

Barium hydroxide: _________

Calcium sulfate: _________

Magnesium nitrate: _________

Potassium sulfate: _________

Silver hydroxide: _________

Sodium carbonate: _________

5. Use the data table supplied to work out the names of the following ionic substances:NaCl: ____________________________

KOH: ____________________________

BaSO4: ____________________________

MgCO3: ____________________________

FeCl3: ____________________________

Al(NO3)3: ____________________________

Cu(OH)2: ____________________________

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6. Use the data table supplied to work out the formulas of the following ionic substances:

Silver fluoride: _________________

Iron (II) phosphate: _________________

Aluminium chloride: _________________

Chromium nitrate: _________________

Aluminium sulfate: _________________

Calcium oxide: _________________

7. Consider the following chemical reaction:

2Na(s) + Cl2(g) 2NaCl(s)

Which substance or substances are the reactants? __________________________

Which substance or substances are the products? __________________________

What is the state of the Cl2? __________________________

What is the state of the Na? __________________________

8. Write the following as word equations.

2Na(s) + Cl2(g) 2NaCl(s)

____________________________________________________________________

CuCO3(s) CuO(s) + CO2(g)

____________________________________________________________________

Pb(NO3)2(aq) + 2KI(aq) PbI2(s) + 2KNO3(aq)

____________________________________________________________________

9. Write the following word equations as balanced chemical equations.

Sodium chloride + Calcium nitrate sodium nitrate + calcium chloride

____________________________________________________________________

Iron (III) chloride + sodium bromide Sodium chloride + Iron (III) bromide

____________________________________________________________________

Copper sulfate + Barium chloride Copper chloride + barium sulfate

____________________________________________________________________

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10. Ionic bonding is present between metal and non-metal atomsCovalent bonding is present between non-metal and non-metal atomsMetallic bonding is present between metals atoms

What type of bonding (ionic, covalent, metallic) is present in the following substances:Sodium hydroxide: ________________________Magnesium: ________________________Carbon dioxide: ________________________Barium sulfate: ________________________

11.Describe the difference between a thermosetting polymer and a thermoplastic polymer

12.Find in your textbook an example of the following types of reactions:A synthesis reaction:

_____________________________________________________________________

A decomposition reaction:

_____________________________________________________________________

A combustion reaction:

_____________________________________________________________________

13.Describe the following reactions as having a fast rate of reaction or a slow rate of reaction:A piece of iron rusting in the rain: _______________

The combustion of a fuel in a rocket engine: _______________

An explosion: _______________

Food going off in a fridge: _______________

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14.List five factors that can be used by scientists to control the rate of a reaction:

____________________________

____________________________

____________________________

____________________________

____________________________

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The Universe.MULTIPLE-CHOICE SECTION

1. In 1929, US astronomer Edwin Hubble found that:A the closer a galaxy was to Earth, the faster it was moving away from usB the further away a galaxy was from Earth, the faster it was moving towards usC the closer a galaxy was to Earth, the faster it was moving towards usD the further away a galaxy was from Earth, the faster it was moving away from us.

2. For what important discovery did the physicists Arno Penzias and Robert Wilson receive the Nobel Prize? A Determining the age of the UniverseB Cosmic microwave background (CMB) radiationC Black holesD Pulsars

3. Galaxies areA a group of stars.B a group of planets.C the planets surrounding a sun.D natural satellites.

4. A nebula isA a cloud of dust and gas.B a group of stars.C an exploding star.D a fixed pattern of stars.

5. Energy is emitted from the sun as a result ofA chemical reactions.B nuclear fission.C nuclear fusion.D the burning of hydrogen.

6. The sun could be best described as a star which isA young.B middle aged.C old.D dying.

7. The colour of a star is most directly related to itsA age.B mass.C location.D Surface temperature.

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8. The galaxy in which earth is found is named theA Magellanic clouds.B Andromeda galaxy.C Milky way.D Alpha centauri.

9. The brightness of a star viewed from Earth is known as itsA absolute brightness.B absolute magnitude.C apparent magnitude.D magnitude.

10.Our Sun has an absolute magnitude of +4.8 whereas the star Beta Centauri is -5.0. This means thatA our Sun is really much brighter than Beta Centauri.B our Sun is really much dimmer than Beta Centauri.C our Sun is much dimmer than Beta Centauri when viewed from Earth.D our Sun is the same brightness as Beta Centauri.

SHORT-ANSWER SECTION

11.How does the parallax effect help explain the apparent motion of the stars relative to each other?

12.a) What is the ‘Doppler effect’?

b) What is the relationship between the Doppler effect and a ‘red shift’?

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13.Our closest star is Proxima Centauri at 4.2 light years away. Explain what this distance means.

14. How can a weak dim torch appear brighter than a new strong torch? Explain the relevance of this comparison to stars.

15.Explain exactly what is occurring inside a main sequence star to produce energy.

16.Using all of the following words in their correct sequence, describe the possible future life cycle of our sun.

Main sequence star Nova Red giant White dwarf

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