# Grade 9 Science Exam Review:

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```					General Science 10F                                                      Name:

Date:

Grade 9 Science Exam Review:

Format: The exam will be made of two parts; the exam will be 2 hours long.

 Part 1: Short Answer: Will include multiple choice and matching as well as some short fill in
the blank type questions.
 Part 2: Long Answer: Will include questions from all units and may include some choice.

 Materials: You will be provided with a Periodic Table, Triboelectric Series, Magic Triangles
for Electricity.
 Required Supplies: You need to bring: Pen(s), pencil(s), highlighter, ruler, calculator.

Below is a list of content that is fair game for the exam. All the material can be found in your
booklets, assignments, past tests and textbook. Please use the review questions posted as well as
make a few of your own with the outline provided.

The Nature of Electricity

Static Electricity
   How many types of charges are there? How can you prove it? Opposite charges ______ and
like charges _______. Is neutral a type of charge? How can you prove it?
   What happens when you rub an acetate sheet with fur? What happens if you bring a charged
acetate sheet towards a pith ball?
   What is static electricity?
   Be able to describe the three historical models of electricity using drawings and explanation. In
each model, how is an object charged?
   How is the particle model of electricity related to the atomic model in chemistry?
   What is a conductor (example)? What is an insulator (example)? How can the Tribo-electric
series be used?
   Using drawings, an explanation, and an example, describe charge separation in a conductor
(what it is and why and how it occurs) and polarization in an insulator (what it is and why and
how it occurs).
   What does the conservation of charge state? Provide an example with a drawing and
explanation.
   Using an explanation and a drawing, describe how an object is grounded.
   Using drawings, an explanation, and an example, describe how an object is charged by
conduction and induction.
   Be able to describe various discrepant events in static electricity. Refer to the assignment
Describing Discrepant Events in Static Electricity.

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Introduction to Current Electricity
 Define and compare static electricity and current electricity. Provide examples of each.
 Why do charges flow?

Electric Current
 Describe electric current (what is it).
 What is the symbol for electric current, and what is it measured in?
 Be able to solve problems involving I = q/t and. You must identify what you know and need to
know, the correct equation and always use units.

Voltage
 What is voltage or electric potential difference? Describe it and identify why one source of
electric potential difference has more voltage than another battery.
 Relate electric potential difference to gravity.
 Be able to solve problems involving V = E/q. You must identify what you know and need to
know, the correct equation and always use units.

Resistance
 Describe resistance using a drawing and explanation. What is it measured in?
 How does resistance make a light bulb glow?

Constructing and Drawing Electric Circuits
   Be able to correctly draw various electric circuits when given written descriptions.

Voltage, Current, and Resistance in Series and Parallel Circuits
 Compare the voltage, current, and resistance across each resistor in a series circuit to the total
voltage, Vs, total current, Is, and total resistance, Rs, respectively.
 Compare the voltage, current, and resistance across each resistor in a parallel circuit to the total
voltage, Vp, total current, Ip, and total resistance, Rp, respectively.

Connecting Current, Voltage, and Resistance
 If resistance is the same, but voltage changes, what happens to current? If resistance changes,
but voltage is held the same, what happens to current? If resistance changes, but you want the
same current, what must you do to voltage?
 Be able to solve problems and circuits using I = V/R. You must identify what you know and
need to know, the correct equation and always use units.

Electrical Power
 What is electrical power?
 Be able to solve problems involving P = E/t and P = VI. You must identify what you know and
need to know, the correct equation and always use units.

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Atoms and Elements

Historical Progression of the Atomic Model
 Name and describe the atomic model according to Dalton, J. J. Thomson, Rutherford, Bohr,
and Quantum Model chemists.
 Describe the atomic model as we understand it today.
 Describe the contributions of Dalton, J. J. Thomson, Rutherford, Bohr, and Quantum Model
chemists (Chadwick) to the development of atomic structure.
 State the five points in Dalton’s Atomic Theory.

Atomic Structure of Elements
 Identify the three subatomic particles in an atom.
 Identify and apply the atomic number in terms of the number of protons and electrons.
 Identify and apply the atomic mass in terms of the number of protons and neutrons.
 Know how to determine the number of electrons, protons, and neutrons in an atom.

Bohr Diagrams
   Be able to draw Bohr diagrams for the first 18 elements.

Development of the Periodic Table
   Describe how Mendeleev organized his representation of the periodic table.
   Describe and use the modern periodic table.
   Identify and describe the periods on the periodic table. How are the periods organized (2
ways)?
   Identify and describe the groups/families on the periodic table. How are they organized?
   What are valence electrons?
   Describe the characteristics of six families – hydrogen, alkali metals, alkaline earth metals,
chalcogens, halogens, noble gases. Identify them on the periodic table.

Metals, Nonmetals, Metalloids
 Describe where the metals, nonmetals, and metalloids are located on the periodic table.
 Describe the characteristics of the metals, nonmetals, and metalloids – percent of periodic
table, luster, colour, malleability, ductility, form at room temperature, ability to conduct heat,
ability to conduct electricity.

Physical and Chemical Changes
 Describe a physical and chemical change. Provide examples of each. Identify changes as being
either physical or chemical.
 Describe physical and chemical properties. Provide examples of each. Identify properties as
being either physical or chemical.

Reproduction                                     -3-                                                      Review
Indicators of Chemical Change
   Identify and list indicators of chemical change.

Reactivity of Different Families
   Identify the number of valence electrons in the first 18 elements.
   Draw the Lewis Dot diagrams for the first 18 elements.
   Describe the relative reactivity of hydrogen, alkali metals, alkaline earth metals, chalcogens,
halogens, noble gases.
   Using the concept of valence electrons and gaining and losing electrons, describe why some
families are more reactive than others.
   Describe how and why an ion is formed.
   Predict the ions that would be formed by hydrogen, alkali metals, alkaline earth metals,
chalcogens, halogens, noble gases. Write the ionic symbol of the elements in these families.
   Decide whether a compound is created by sharing electrons (covalent) or giving/taking
electrons (ionic)

Elements, Molecules, and Compounds
 Describe and compare elements, atoms, molecules, and compounds.
 Classify various substances as being molecules, elements, and/or compounds.

Interpreting Chemical Formulas
 Interpret chemical formulas of elements and compounds in terms of the number of atoms of
each element. (ie. identify the types of elements and number of atoms of each element in
C6H12O6.
 Describe the formation of an ionic compound. Why does it occur?
 Predict the chemical formula of an ionic compound. (ie. if you mix magnesium and fluorine,
what ionic compounds could form?)

Reproduction

The Cell Cycle

 What are the 3 general stages of the cell cycle (Interphase, Mitosis, Cytokinesis) and the 6 individual
phases (Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis)?
 Be able to draw, label, and explain the 6 phases of the cell cycle including cell membrane, nuclear
membrane, chromatin, double stranded chromosomes, single stranded chromosomes, spindle fiber,
and cleavage.
 What is the purpose of the cell cycle? How many cells result and are they diploid or haploid?

Reproduction                                       -4-                                                     Review
Asexual Reproduction

 List and describe 6 types of asexual reproduction. Provide examples and drawings for each type.
 List and describe 5 types of vegetative propagation. Provide examples and drawings for each type.

Meiosis

 What are the 11 phases of meiosis and two general stages (Meiosis I and Meiosis II)?
 Be able to draw, label, and explain the phases of meiosis including cell membrane, nuclear
membrane, chromatin, double stranded chromosomes, single stranded chromosomes, spindle fiber,
and cleavage.
 What is the purpose of meiosis? How many cells result and are they diploid or haploid?
 What are the differences between mitosis and meiosis? (There are four or five)

Comparing Sexual and Asexual Reproduction

 What are the advantages and disadvantages of sexual and asexual reproduction?
 What do you think is a better mode of reproduction and why?

Human Reproductive Systems

 Be able to label and describe the functions of the following parts of the male reproductive system –
testes, seminiferous tubules, epididymis, scrotum, vas deferens, prostate gland, seminal vesicles,
semen, and urethra.
 Describe the role of FSH, LH, and testosterone in the development of male sex cells – sperm.
 Be able to label and describe the functions of the following parts of the female reproductive system –
ovaries, follicles, oviducts/fallopian tubes, uterus, cervix, vagina, and ovum/egg.
 Describe, using diagrams, the role of FSH, LH, estrogen, and progesterone in the development of
female sex cells – eggs. This process is called menstruation.

Human Development from Conception to Birth

 Be able to describe the development of a human from conception to birth. Include the following
stages – fertilization, immediate growth, implantation, first trimester, second trimester, third
trimester.
 Be able to include drawings of fertilization, immediate growth, and implantation.

Single Trait Inheritance

 Be able to define the following terms – inherited traits, DNA, gene, chromosome.
 In terms of traits, describe dominance, dominant traits, and recessive traits.
 In terms of expressing traits, what is a genotype and phenotype?

Reproduction                                  -5-                                                      Review
 Be able to identify and describe genotypes and phenotypes when given homozygous dominant,
heterozygous, and homozygous recessive traits.
 What is a Punnett square?
 Be able use Punnett Square to describe the genotype and phenotype of potential offspring.
 Be able to use a pedigree to describe and predict the genotype and phenotype of a given family.

Sex-Linked Traits

 Describe a sex-linked trait and what makes it different from other traits.
 Be able to use Punnett Square to identify patterns of sex-linked traits.
 Use a pedigree to track sex-linked traits in a family.

Mutations

 What is a mutation?
 Describe various ways in which mutations can occur.
 Use various scenarios to describe whether a mutation will be passed from one generation to another.

Universe

Major Components of the Universe

 What is a solar system? What are the major components of a solar system?
 What is a moon? Asteroid? Meteor? Comet? Meteorite?
 What is a star? What are properties of a star?
 What is a galaxy?

Motion of the Moon in the Sky

 Why do we see the moon in so many different shapes? How long does the cycle take?
 Use the terms new moon, waxing, waning, crescent, full moon.
 Be able to draw diagrams including the earth, sun and moon to explain the shape of the moon.
 Explain why the moon glows.

Apparent Motion of the Sun in the Sky

 Define and describe altitude and azimuth
 How are the number of daylight hours and altitude of the sun related?
 What creates the seasons? What are the dates separating our seasons called?
 Using a diagram, explain when we would experience summer in the northern hemisphere and vice
versa

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Models of our Solar System

 Know the differences and similarities of the Heliocentric and Geocentric models. Who created and
modified each model?
 Be able to draw diagrams of each model.

Historical Value of Celestial Objects

 Why is Polaris such an important star?
 What is a celestial body? How have they been used over time?

Miscellaneous
 Retrograde motion
 Astronomical Distances

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