MISA. Maryland Integrated Science Assessment

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1 MIS Maryland Integrated Science ssessment Practice Test

2 Developed and published under contract with the Maryland State Department of Education by Measured Progress. opyright 2018 by the Maryland State Department of Education. ll rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the Maryland State Department of Education.

3 ontents Periodic Table of the Elements... Inside ack over 1

4 luster - PS1-2PS1-5_NaMgRxns PROD 2 Paper Shared Stimulus - Shared Stimulus Read the information. Use the information to answer the questions. Sodium and Magnesium Reactions To begin a study of chemical reactions, a teacher shows the students in a chemistry class two videos. Each video shows the reaction of a different metal. Students first observe the reaction of the metal sodium (Na) with water (H 2 O). In the video, 500 mg of sodium from an oil-filled container is placed into a beaker of water at room temperature (20 ). The sodium quickly bursts into flames and explodes with a loud popping sound. The reaction equation is 2Na + 2H 2 O 2NaOH + H 2. In the next video, the students observe the reaction of the metal magnesium (Mg) with water. In the video, 500 mg of magnesium is placed into a beaker of water at room temperature. The video shows that it takes several hours for bubbles to form on the magnesium. The bubbles that form are hydrogen (H 2 ) gas, according to the reaction equation Mg + 2H 2 O Mg(OH) 2 + H 2. The students wonder, What causes the reactivity of sodium and magnesium to be so different? They decide to use The Periodic Table of the Elements and gather more information to answer this question Shared Stimulus - Shared Stimulus lues from Sodium and Magnesium ompounds Students research sodium and magnesium compounds to gain more data to answer their question. They learn that sodium readily forms the following compounds: sodium chloride (Nal) sodium fluoride (NaF) sodium oxide (Na 2 O) sodium sulfide (Na 2 S) They also learn that magnesium forms compounds with some of the same nonmetal elements that sodium does. The following compounds form with magnesium: magnesium chloride (Mgl 2 ) magnesium fluoride (MgF 2 ) magnesium oxide (MgO) magnesium sulfide (MgS) 2

5 y examining the positions of these elements on The Periodic Table of the Elements (see reference sheet), the students see some patterns in the way sodium and magnesium react with nonmetals Shared Stimulus - Shared Stimulus Effect of Temperature on Reaction Rate The students wondered how the speed of the magnesium and water reaction could be increased. They decide to investigate whether adding heat to the reaction will affect the reaction rate. They place 50 mg of magnesium into a test tube with 10 ml of water. They heat the test tube with a flame. Within seconds, the magnesium begins to bubble rapidly, producing hydrogen gas. The students compare the results of the magnesium and water reaction at 25 to the results of the reaction with heat added. They draw a graph to represent their hypothesis about the rate of product formation for the reaction at different temperatures. Product vs. Time Volume of H 2 Time high temperature low temperature 3

6 hoice - PS-PS_NaMgRxns_SR1_Tab 1_conserv 1 The students study the equations for the reactions of Na and Mg with H 2 O to explain the outcomes of the reactions. Which observation would provide the best evidence that matter is conserved in the reaction of Na and H 2 O? The number of atoms of Na is the same on both sides of the equation. The number of electrons and protons in Na is equal to the number of electrons and protons in H and O. The mass of Na and H 2 O that reacts is greater than the mass of H 2 produced. D The mass of NaOH produced is equal to the mass of H 2 O that is changed into steam as the Na explodes into flames hoice - PSPS_NaMgRxns_SR1_Tab 1_1bonds 2 The students consider the bonds that form in the reactions of Na and Mg with H 2 O. Which statement accurately describes the bonds that each atom forms? Mg bonds more easily than Na. Na forms more bonds than Mg. Mg and Na both form ionic bonds. D Na and Mg both form covalent bonds. 4

7 omposite - PSPS_NaMgRxns_RSR2_Tab 2_ The students create a model to help show why Na and Mg react differently. They want to show the outer electron states of both elements and explain why this affects the reactivity of both elements. Part Which model shows the number of valence electrons for Na and Mg? Na Mg Na Mg Na Mg D Na Mg Part Which statement best explains why Na is more reactive with water than Mg? Na has a higher electronegativity than Mg. Na has fewer valence electrons than Mg. Na is more common in nature than Mg. D Na is a metal and Mg is not. 5

8 hoice - PSPS_NaMgRxns_RSR2_Tab2_aOH2_ alcium (a) is in the same group as Mg. Explain how a will react. Select all that apply. a will not react in a similar way to Mg because the number of valence electrons is the same. a will react in a similar way to Mg because the number of valence electrons is different. a will not react in a similar way to Mg because the number of valence electrons is different. D a will react in a similar way to Mg because the number of valence electrons is the same. E F If a reacted with H 2 O, it would form two ionic bonds with OH. If a reacted with H 2 O, it would form two covalent bonds with OH hoice - PSPS_NaMgRxns_SR1_Tab3_cause 5 Which statement best explains the students predictions shown in the Product vs. Time graph? n increase in temperature would increase the rate of reaction. n increase in temperature would decrease the rate of reaction. The amount of product would remain stable over time. D The amount of product would decrease as the time increased Extended Text - PSPS_NaMgRxns_R2_Tab3_graphevreas 6 Explain what is happening at the molecular level in the Product vs. Time graph. Support your reasoning with evidence. R Write your answer in your nswer Sheet. 6

9 luster - LS2-5ESS2-6_ycleTree PROD 2 PPER Shared Stimulus - Shared Stimulus Read the information. Use the information to answer the questions. Trees in Urban Parks The altimore ity Parks and Recreation Department plans to remove a group of trees in an urban park to expand a parking lot. efore the trees can be removed a study needs to be completed to determine the possible effect of tree removal on the park s ecosystem. Trees in urban parks in altimore store about 43 tons of carbon per acre, and 1.2 tons of carbon per acre is lost each year from the removal of trees. tree scientist calculated the amount of carbon stored by the trees scheduled to be removed in the park. First, the scientist measured the circumference of the trunk of five trees. Then, the scientist used a tool called a clinometer to calculate the height of each tree. The scientist entered these measurements into a formula to estimate the amount of carbon stored in each tree. The results are shown in the table. arbon Stored in Urban Trees Tree Number ircumference (m) Tree Height (m) Estimated arbon Stored (kg) Total

10 The scientist also recorded observations from around the park. For example, there were leaves and small branches on the ground beneath the trees. The scientist used the data and observations from the urban trees to make a partial model of the carbon cycle. W O 2 O 2 O 2 X Dead leaves Roots Y Soil Shared Stimulus - Shared Stimulus Trees and the Global arbon ycle The data show the total carbon stored in trees, while the model shows how carbon moves through the carbon cycle. The scientist wants to compare the locally collected data and model with global carbon data and carbon cycle models to predict the potential impact of tree removal from the park. 8

11 The total amount of carbon stored in forests changes each year as carbon moves through the hydrosphere, atmosphere, geosphere, and biosphere. First, the scientist gathered historical data from Global carbon () estimates are shown in the tables. Global arbon Stored Each Year from Location arbon Stored (gigatons* of per year) atmosphere 3.2 ocean forests total *1 gigaton = 1 billion tons Global arbon Lost Each Year from Process arbon Loss (gigatons* of per year) fossil fuel burning 6.5 deforestation total *1 gigaton = 1 billion tons fter 1999, fossil fuel burning increased and deforestation decreased. The scientist estimated that compared to the time frame of , during the atmosphere stored 0.9 more gigatons of carbon, the oceans stored 0.1 more gigatons of carbon, and the forests stored 0.1 fewer gigatons of carbon. 9

12 hoice - LSESS_ycleTree_SR1_Tab1_data&model 7 Which statement describes a relationship shown between the arbon Stored in Urban Trees data and the partial model of the carbon cycle? The amount of carbon from the atmosphere stored by trees in the urban park is based on the size of the trunk and tree height. The amount of carbon stored by trees in the urban park is small because the trees constantly release carbon to the atmosphere. arbon is stored and lost in equal amounts because the dead leaves release the carbon originally stored by trees. D arbon is stored in the trees because the carbon from the soil is used to build the trunk of the tree hoice - LSESS_ycleTree_RSR1_Tab1_ Which equation shows the process in the model by which carbon dioxide is stored in the tree? energy + 6O 2 6 H 12 O 6 + H 2 O 6 H 12 O 6 + 6H 2 O 6O 2 + 6O 2 6O 2 + 6H 2 O 6 H 12 O 6 + 6O 2 D 6O H 12 O 6 6O 2 + 6H 2 O + energy 10

13 hoice - LSESS_ycleTree_RSR1_Tab1_ Which statement best describes a carbon exchange process that occurs in the carbon cycle model? arbon is stored in the biosphere in part Y and moves to the atmosphere in part W. arbon is stored in the biosphere in part W and moves to the geosphere in part Y. arbon moves from the biosphere to the atmosphere in parts W and Y. D arbon moves from the biosphere to the geosphere in parts X and Y hoice - LSESS_ycleTree_SR1_Tab1_modelimprove 10 Which statement best describes how the arbon Stored in Urban Trees data table should be improved to better support the model and represent the cycling of carbon? It should include the amount of carbon lost to the atmosphere due to respiration by the trees. It should include the amount of carbon stored in the soil due to photosynthesis by the trees. It should include the amount of oxygen released by the trees due to photosynthesis. D It should include the amount of oxygen consumed by the trees due to respiration. 11

14 hoice - LSESS_ycleTree_RSR1_Tab2_ Use the data from Global arbon Stored Each Year from and the change in global carbon storage to calculate the global carbon stored in each location, each year, from Then, choose the graph that represents the amount of global carbon stored in each location from Global arbon Stored Each Year from arbon Stored (gigatons/year) tmosphere Ocean Forests Total Location Global arbon Stored Each Year from arbon Stored (gigatons/year) tmosphere Ocean Forests Total Location 12

15 hoice - LSESS_ycleTree_RSR1_Tab2_ ontinued... Global arbon Stored Each Year from arbon Stored (gigatons/year) tmosphere Ocean Forests Total Location D Global arbon Stored Each Year from arbon Stored (gigatons/year) tmosphere Ocean Forests Total Location 13

16 Extended Text - LSESS_ycleTree_R4_Tab2_climate&cycle 12 Describe how the removal of the trees from the urban park will impact the cycling of carbon among the atmosphere, geosphere, and biosphere, as R shown in the carbon cycle model. Identify the limitations of the model in accounting for all of Earth s carbon. Write your answer in your nswer Sheet. 14

17 Periodic Table of the Elements Group 1 I 1 H Hydrogen 2 II 3 4 Li e Lithium eryllium Na Mg Sodium Magnesium K a 3 III Sc 4 IV Ti 5 V V 6 VI r 7 VII Potassium alcium Scandium Titanium Vanadium hromium Manganese Iron obalt Mn Rb Sr Y Zr Nb Mo Tc Ru (98) Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium s a La Hf Ta W Re Os esium arium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Fr Ra c Rf Db Sg h Hs Mt (223) (261) (262) (263) (262) (265) (266) Francium Radium ctinium Rutherfordium Dubnium Seaborgium ohrium Hassium Meitnerium 8 Fe 9 VIII o Rh I r Lanthanide Series ctinide Series 58 e Th Pr Pa Nd U Pm Np Sm (145) erium Praseodymium Neodymium Promethium Samarium Pu (244) Thorium Protactinium Uranium Neptunium Plutonium tomic number I 28 Ni Pd Pt Symbol tomic mass 29 u g u 12 II 30 Zn d Hg 14 Si Silicon Ga In Sn Sb Te I Tl Ge Pb Name s i Se Po r t 18 VIII He III IV V VI VII Helium N O F Ne oron arbon Nitrogen Oxygen Fluorine Neon l Si P S l r luminum Silicon Phosphorus Sulfur hlorine rgon Nickel opper Zinc Gallium Germanium rsenic Selenium romine Krypton Palladium Silver admium Indium Tin ntimony Tellurium Iodine Xenon (209) (210) (222) Platinum Gold Mercury Thallium Lead ismuth Polonium statine Radon 110 Mass numbers in parentheses are those of the most stable or most common isotope. (269) 2 Kr Xe Rn 63 Eu m 64 Gd m 65 Tb k 66 Dy f 67 Ho Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium Es (243) (247) (247) (251) (252) (257) (258) (259) (262) mericium urium erkelium alifornium Einsteinium Fermium Mendelevium Nobelium Lawrencium 68 Er 100 Fm 69 Tm 101 Md 70 Yb 102 No 71 Lu 103 Lr

18 HS MIS PRTIE TEST D E Printed in the US

Using the Periodic Table

Using the Periodic Table Lesson Outline LESSON A. What is the periodic table?. The is a chart of the elements arranged into rows and columns according to their chemical and physical properties.. The table can be used to determine