Embed Size (px)
Citation preview
U.S. HISTORY PRE-COMP EXAM REVIEW PACKET
Unit 1 – 1860
UNIT 1: 1491-1607
Pre-Contact North America: What factors shaped pre-contact civilizations?
Interactions With Environment
[Insert class relevant
civilization here]
[Insert class relevant
civilization here]
Pre-Contact Africa: What types of governing units existed in Africa? What religious traditions existed?
Governing Units Religious Traditions
West Africa
What factors influenced/encouraged European exploration?
What impact did smallpox have on native peoples in America?
What is it? What impact did it have?
Columbian Exchange
Mercantilism
UNIT 2: 1607-1754
Compare and Contrast French, Dutch & Spanish Efforts at Colonization. Identify settlement regions on map below.
Motivations for Settlement
French
Spanish
Dutch
British Colonization
Plymouth Bay
Plymouth Bay Colony
Founded by
Main reasons for
creation
What is the Mayflower Compact and who created it?
What impact did trade and the introduction of Christianity have on American Indians and enslaved peoples?
In what ways did New England, the Middle Colonies and the Southern colonies develop differently?
Distinguishing Characteristics
New England
The Middle Colonies
Southern Colonies
Labor in the Colonies
Key Question: Why did African slavery develop in the American colonies?
Define What was sold and bought in each
region of the network? Triangle Trade Routes
In what ways did an “Atlantic World” begin to emerge in the 1600 and 1700’s?
Define Bacon’s Rebellion
American Indian/Colonial Conflicts
Causes Significance/Impact
King Philips War
Pueblo Revolt
UNIT 3: THE REVOLUTION AND THE NEW NATION (1754-1800)
Causes of the Revolution
a. Political & Economic Define Causes Impact
French and Indian
War
The Stamp Act
Proclamation of
1763
b. Cultural
Key ideas What impact did it have?
The Great
Awakening
The Enlightenment
Evaluate the following statement: An overwhelming majority of colonists consistently favored independence from England
for similar reasons.
What was one long term global impact of the American War for Independence?
Articles of Confederation
Define Problem with the Articles of
Confederation
Result/Impact
Creating the Constitution What compromises were necessary to create the Constitution?
3 Branches of Gov’t
Legislative Branch Executive Branch Judicial Branch
What are its
responsibilities?
Federalists v. Anti-Federalists
Federalists Anti-Federalists
Main Ideas
What had to happen for the Constitution to be ratified?
What were the Key Developments (“Precedents”) of the Washington Administration?
UNIT 4: NATIONAL EXPANSION AND REFORM (1800-1848)
The War of 1812 (“The 2ND War for Independence”)
Causes Results
What were the big economic and technological changes in the US in the early-mid 1800’s?
Describe Early Industrialization Efforts
Products Produced/Major Economic Focus
The South
Mid-Atlantic States (NY, PENN)
New England
The early 1800’s is often regarded as a time of broadening democracy b/c______________________________________.
Yet, it was limited, in that_____________________________________________________________________
In what way was the early – mid 1800’s a time of reform?
Expansion
What was it?
Indian
Removal Act
What ideas did Americans use to justify expansion? Explain
Causes of the Mexican American War Results of Mexican American War
What was it? What impact did it have?
The 2nd Great Awakening
What issues were they seeking to address?
Seneca Falls Convention
Abolitionism
Temperance Movement
UNIT 5: EXPANSION, SECTIONALISM & SECESSION (1848-1860)
How were sectional feelings exacerbated throughout the 1800s?
Who were the candidates? What were the major issues? What was the result?
Election of
1860
Secession
What is it? Who did it? When did they do it?
(BLANK US MAP TO TRACE TERRITORIAL EXPANSION & LOCATE MAJOR EVENTS AS YOU STUDY)
7th Grade Biology Vocabulary, GP 1 -3
The following vocabulary list, although long, is comprehensive for the topics that may be covered on the Pre-Comp exam. You should have all of these terms already defined/characterized in your Bio Journal
and/or your GP1 & GP2 test study guides. Take note of the emphasis on any that is repeated in more than
one unit.
Take the time to fill in any terms you have missed by writing them into your Biology Journal Glossary. Additionally,
beginning to make flash cards, diagrams to organize related terms, drawing pictures of vocabulary, or other study
materials is highly encouraged.
GP1 Characteristics of Life Necessities of Life Macromolecules Cells Structures
asexual reproduction cells DNA
grow & develop homeostasis
sense & respond to change sexual reproduction
four necessities of life
consumer decomposer
food, water, shelter, air producer
ATP carbohydrates
lipids nucleic acids
phospholipids proteins
cell membrane cell theory
cell wall central vacuole
chloroplast cytoplasm
Golgi apparatus
lysosome mitochondria
nucleolus nucleus
organelle ribosome rough ER
smooth ER vesicle
Questions you should be able to answer. 1. What are the characteristics that all living things share? List the characteristics and give 2
examples per characteristic. 2. What are the major structure, function, and locations of each of the classes of
macromolecules? 3. What is the primary structure, function, and location of each organelle?
GP2 Cells Characteristics of
Bacteria and Archaea
Classification Evolution Virus
nucleoid cell wall (bacteria) membrane-bound
organelle prokaryote eukaryote
prokaryotic vs.
eukaryotic
prokaryotic cell binary fission extremophile
cocci bacilli spirilla
cyanobacteria decomposer
scientific name D,K,P,C,O,F,G,S
Archaea Bacteria Eukarya
Archaeabacteria Eubacteria
Protista Fungi
Plantae Animalia
evolution speciation mutation
artificial selection variation species
natural selection adaptation
Darwin common ancestor
sources of evidence
virus host
protein coat lytic cycle lysogenic
cycle
genetic material
Questions you should be able to answer. 1. What are the similarities and differences between prokaryotic and eukaryotic cells? 2. What are the similarities and differences between Bacteria and Archaea? 3. Define and give specific examples of each of the Evolution keywords. 4. What is the hierarchy of classification? 5. What are specific characteristics of each level of classification? 6. Are viruses alive? Why or why not? 7. Compare and contrast the lytic and lysogenic cycles of viruses.
GP3
Protists Fungi Plants (only included on Native PreComp)
plant-like animal-like fungus-like
algae phytoplankton
protozoa pseudopodia
flagella cilia
autotroph heterotroph
hyphae mycelium
lichen chitin spore
cell wall (fungi)
gymnosperms angiosperms nonvascular
vascular seed
seed coat cotyledon monocot
dicot chloroplast
photosynthesis
chlorophyll cuticle
cellulose cell wall (plant)
alternation of generations sporophyte
gametophyte gamete
vascular seedless vascular seeded
Questions you should be able to answer.
1. What are characteristics of each of the types of Protists? Use the keywords in your answers.
2. Draw a diagram of a fungus and label it with all of the key words.
3. What are the sporophyte and gametophyte stages? How are they different for different
classifications of plants?
4. What are the characteristics of plants?
5. Be able to identify the classification of the plant from a description. What are the
characteristics of each classification of plants?
6. Compare and contrast organisms that are Protists, Fungi, Plants, Bacteria, and Archaea.
Dr. Tomanelli’s Tips and Tricks to Precomp Success
1. Take your time. If you have 15 minutes left, use your 15 minutes to check over your answers.
2. Process of elimination. If the problem is asking for the LEAST electronegative atom, and you can’t remember if the direction of the trend (i.e., electronegativity increases from left to right), then eliminate the ones in the middle. Those CAN’T be right.
3. READ THE WHOLE QUESTION. Don’t lose points because you rushed and misread the question. Make sure you know what the question is asking for. Underline important words.
4. KNOW YOUR POLYATOMIC IONS. These must be memorized. Make flash cards, use a mnemonic device (like “Nick the Camel”), whatever works for you. You need to know the ENTIRE LIST!
5. Organize your binder. How are you going to study well if your notes are a hot mess?
6. Practice makes perfect. We will get more worksheets and practice problems. Use this to your advantage!
7. Create a study plan. You have a lot of precomps to prepare for. It is never too early to start preparing.
8. Ask for help! That’s what I’m here for!
And last, but not least….HAVE CONFIDENCE IN YOURSELF.
Overview of Unit 1: Laboratory Safety Name: ______________________________________
Group: __________________ Date: ____________
I’ll know I’ve got it if…
1.1 I can behave appropriately in the lab.
1.2 I can select appropriate safety attire.
1.3 I can identify the location of safety equipment in the classroom.
1.4 I can describe how and when to use the safety equipment.
Vocabulary
Goggles
Fire blanket
Fire extinguisher
Eyewash
Body drench (safety shower)
Spill kit
Lab coat
Gloves
Review Problems for Unit 1
1. Match the safety equipment to its appropriate use. 1. Wrap a person on fire, or throw over a small fire.
2. Protect your clothing when using chemicals. 3. Contains items to clean up large spills. 4. For rinsing out eyes in case of emergency. 5. For putting out a larger fire. 6. Used to rinse off a person after a large spill. 7. Protects skin on hands when using chemicals. 8. Protects eyes during lab experiments.
2. Take a look at the picture below and answer the questions on the next page.
a. List 3 unsafe activities showsn in the illustration and explain why each is unsafe.
b. List 3 correct lab procedures depicted in the illustration.
c. What should Bob do after the accident?
d. What should Sue have done to avoid an accident?
e. What are three things shown in the lab that should not be there?
f. Compare Joe and Carl's lab techiques. Who is doing it the correct way?
g. What will happen to Ray and Tim when the teacher catches them?
h. List three items in the illustration that are there for the safety of the students in the lab.
Overview of Unit 2: Measurement Name: ____________________________________
Group: __________________ Date: ____________
I’ll know I’ve got it if…
2.1 I can name and identify the function of lab equipment.
2.2 I can choose appropriate lab equipment for a given procedure.
2.3 I can describe a set of measurements as being precise, accurate, both, or neither.
Vocabulary
Ruler
Meterstick
Beaker
Graduated cylinder
Volumetric flask
Erlenmeyer flask
Test tube
Stirring rod
Scoopula
Electronic balance
Funnel
Pipette
Thermometer
Hot plate
Bunsen burner
Length
Volume
Temperature
Mass
Grams
Meters
Liters
Degrees Celsius
Kelvin
Precision/precise
Accuracy/accurate
Review Problems for Unit 2
1. Draw a picture of each piece of measurement equipment in the space below, and
describe when you would use that piece of equipment.
2. Explain precision and accuracy in your own words. Give examples for each, and
explain why measurements can be precise, accurate, both, or neither.
3. Draw a picture of four dartboards where the darts are precise only, accurate only,
both, and neither (1 dartboard each).
Overview of Unit 3: Matter Name: ____________________________________
Group: __________________ Date: ____________
I’ll know I’ve got it if…
3.1 I can define matter and describe its composition in terms of atoms.
3.2 I can explain the difference between elements and compounds using symbols.
3.3 I can explain the difference between pure substances and mixtures.
3.4 I can describe homogenous and heterogeneous mixtures in terms of particle
distribution.
3.5 I can distinguish between physical and chemical properties and changes.
3.6 I can classify matter based on given properties.
3.7 I can describe the movement of particles in solids, liquids, and gases.
3.8 I can describe how matter phases change with temperature and pressure.
3.9 I can accurately label the parts of a phase diagram.
Vocabulary
Matter
Atom
Element
Compound
Pure substance
Mixture
Heterogeneous mixture
Homogenous mixture
Malleability
Conductivity
Ductility
Solid
Liquid
Gas
Triple point
Melting point
Boiling point
Sublimation
Temperature
Pressure
Physical property
Chemical property
Physical change
Chemical change
Review Problems for Unit 3
1. Practice labeling the parts of a phase diagram using the blank one below. You should
be able to label the areas for solid, liquid and gas, note the triple point, and draw
arrows showing sublimation, melting, freezing, boiling, and condensing. You should
also be able to tell what is on the x axis and what is on the y axis.
2. CIRCLE the pure substances below, and UNDERLINE the mixtures. If it is a pure
substance, indicate if it is an element or a compound. If it’s a mixture, indicate if it’s
heterogeneous or homogeneous.
NaCl green tea a gallon of white paint gold
Oil and water black coffee a Tylenol pill lithium nitrate
Human being diamond (carbon) titanium dioxide plain paper
3. Write down 5 examples of a physical change, and 5 examples of a chemical change.
4. Is boiling water a physical change or a chemical change? Explain why. Refer to your
notes if you need to!
5. Compare and contrast the three main matter states that we talked about in class:
solids, liquids, and gases. How are they similar? How are they different?
6. Describe the physical properties from the vocabulary list in your own words. For an
extra challenge, think of substances that display each of those properties.
Overview of Unit 4: Periodic Table Name: _______________________________
Group: __________________ Date: _______
I’ll know I’ve got it if…
4.1 I can describe the structure of an atom in terms of subatomic particles.
4.2 I can justify the organization of the periodic table in terms of atomic number.
4.3 I can identify groups and periods on the periodic table and identify the main group
elements.
4.4 I can identify the alkali metals, alkaline earth metals, transition metals, halogens, and
noble gases.
4.5 I can describe the properties of alkali metals and halogens.
4.6 I can distinguish between metals, non-metals, and metalloids in terms of properties and
location on the periodic table.
4.7 I can use atomic number to identify the number of electrons in an atom of an element.
4.8 I can describe the electronic structure of an atom in terms of energy levels, subshells,
and orbitals.
4.9 I can identify the s, p, and d subshells in pictures.
4.10 I can write the electron configuration and noble gas core notation of all elements.
4.11 I can distinguish between core and valence electrons.
4.12 I can define atomic radius and state the trend in atomic radius down a group and across
a period.
4.13 I can define first ionization energy and state the trend in first ionization energy down
a group and across a period.
4.14 I can define electronegativity and state the trend in electronegativity down a group
and across a period.
4.15 I can predict ion charges for main group elements.
4.16 I can define ionic radius and state the trend in ionic radius down a group and across a
period.
Vocabulary
Proton
Neutron
Electron
Nucleus
Subatomic particle
Atomic number
Group
Period
Main group elements
Alkali metals
Alkaline earth metals
Transition metals
Halogens
Noble gases
Metals
Nonmetals
Metalloids
Neutral
Energy level
Subshell
Orbital
Electron configuration
Noble gas core notation
Core electrons
Valence electrons
Atomic radius
First ionization energy
Electronegativity
Ion
Ionic radius
Review Problems for Unit 4
1. Label the following groups/families on the periodic table below:
Alkali metals Alkaline earth metals Halogens
Noble gases Transition metals metalloids
2. Label the periodic table below with the following periodic trends:
Increasing atomic radius Decreasing atomic radius Increasing first ionization energy
Decreasing first ionization energy Increasing electronegativity Decreasing electronegativity
3. Describe electronegativity and first ionization energy in your own words.
4. On the periodic table below, write the typical ion charge for each main group.
5. List the properties of the alkali metals and halogens.
6. Compare the radius of a neutral sodium atom to sodium ion (Na+). Is it bigger or
smaller, and why?
7. Compare the radius of a neutral fluorine atom to fluoride (F-). Is it bigger or smaller,
and why?
8. Compare and contrast the three types of subatomic particles.
Pick the best choice for the following multiple choice questions.
9. Which of the following has the smallest atomic radius?
a. B b. O c. N d. C
10. Which of the following has the largest first ionization energy?
a. In b. Sb c. Te d. Sn
11. Which of the following has the largest atomic radius?
a. Ca b. Be c. Mg d. Sr
12. Which of the following has the lowest electronegativity?
a. Fr b. Cs c. Rb d. K
13. Which of the following has the largest electronegativity? a. Sr b. Be c. Ca d. Mg
14. Which is smaller, Mg or Mg2+ 15. Which is larger, O or O2-?
16. Compare and contrast shell/energy level, subshell, and orbital.
17. What orbitals are shown below?
18. Write the longhand and noble gas electron configurations for:
a. Ti
b. Fe
c. Mg
d. W
e. Sr
19. Write the longhand electron configuration for:
a. Ca2+
b. Mg2+
c. F-
d. Fe2+
e. Co3+
Overview of Unit 5: Chemical Bonding Name: ______________________________________
Group: __________________ Date: ____________
Goals
5.1 I can use the octet rule and periodic trends to justify the formation of ions.
5.2 I can distinguish between anions and cations.
5.3 I can predict ion charges for main group elements.
5.4 I can compare the radius of an ion to its respective element.
5.5 I can describe ionic bonding in terms of a transfer of electrons.
5.6 I can distinguish between monatomic ions and polyatomic ions.
5.7 Given the name and/or participating ion, I can write the formulas of binary ionic
compounds, including compounds of transition metals.
5.8 Given the formula, I can name binary ionic compounds, including compounds of
transition metals.
5.9 I can name and write the formula of ionic compounds containing polyatomic ions.
5.10 Given the name, I can write the formulas for binary covalent compounds.
5.11 Given the formula, I can write the name of a binary covalent compound.
5.12 I can represent elements and monoatomic ions using Lewis dot symbols.
5.13 I can construct Lewis structures for compounds containing H, C, N, O, P, S, and the
halogens.
5.14 I can construct Lewis structures for the polyatomic ions nitrate, sulfate, sulfite,
phosphate, and phosphite.
Use this to guide your studying
Don’t be afraid to ask questions
Vocabulary
Ion
Cation
Anion
Octet rule
Ionic radius
Ionic bond
Ionic compound
Monatomic ion
Polyatomic ion
Binary compound
Non-binary compound
Prefix (mono, di, tri…)
Water
Ammonia
Lewis dot symbol
Lone pair
Bonding electrons
Nonbonding electrons
Single bond
Double bond
Triple bond
Lewis structure
Practice Problems
1. Name the following formulas.
NaCl
MgO
Fe(NO3)3
K2SO4
CuCl2
Ca3N2
P4O10
SiO2
PCl5
PH3
AlI3
CCl4
N2O4
2. Compare and contrast ionic and covalent compounds.
3. Write the formula for the following compounds.
Lithium chloride
Sodium hydroxide
Potassium hypobromite
Iron(II) fluoride
Manganese(IV) phosphate
Nitrogen dioxide
Carbon disulfide
Cesium oxide
Vanadium(V) oxide
Ammonium nitrite
4. Draw the Lewis structures for the following compounds:
CCl4
CO2
NO3-
PH3
HCN
H2O
O2
PO43-
SO32-
NH4+
5. Draw the Lewis dot symbol for the following atoms:
O
N
Na
Cl
Ar
6. Give the typical ionic charge for the following groups:
Alkali metals
Alkaline earth metals
Halogens
Group 6A
7. Define the octet rule. What are the two exceptions to the octet rule?
8. Give the formulas for water and ammonia.
9. Fill out the naming prefixes table below:
Number of Atoms Prefix
1 mono
2
3
4
5
6
7
8
9
10
Overview of Unit 6: Chemical Reactions Name: ______________________________________
Group: __________________ Date: ____________
** NOTE: Goal 6.12 has not yet been covered and is NOT on the precomp. ** ** We covered all other Goals, but emphasis is on balancing equations and
synthesis/decomposition reactions. ** Goals
6.1 I can describe a chemical reaction in terms of the rearrangement of atoms.
6.2 I identify the reactants and products in a chemical equation and describe their states of
matter and quantity (using coefficients).
6.3 I know the difference between subscripts and coefficients.
6.4 I can identify the state of matter for a reactant and/or product.
6.5 I can explain the law of conservation of matter in terms of mass and number of atoms
over the course of a chemical reaction.
6.6 I can balance chemical equations.
6.7 I can describe and identify different types of reactions, including decomposition,
synthesis, acid-base, single displacement, double displacement, precipitation, combustion
of hydrocarbons, combustion of metals, and oxidation-reduction (redox).
6.8 I can identify soluble ionic compounds as those containing ammonium, nitrate, and
alkali metal ions.
6.9 I can predict the products of acid-base and combustion reactions.
6.10 When given the reactants and products of an equation in word form (i.e., sodium
chloride) I can write and balance the equation using the correct formulas.
Use this to guide your studying
Don’t be afraid to ask questions
6.11 I know the diatomic elements are Br I N Cl H O F and that they always occur in pairs.
6.12 I can write complete and net ionic equations.
Vocabulary (annotate this guide!)
Chemical reaction
Reactant
Product
State of matter
Coefficient
Subscript
Law of conservation of matter
Decomposition reaction
Synthesis reaction
Single displacement reaction
Double displacement reaction
Acid-base reaction
Acid
Base
Neutralization
Salt
Precipitate
Precipitation reaction
Solubility
Combustion
Hydrocarbons
Metal oxides
Oxidation-reduction reaction
Additional Resources:
Need more practice balancing equations? Check out this website!
http://education.jlab.org/elementbalancing/
Identifying types of chemical reactions practice:
http://www.sciencegeek.net/APchemistry/APtaters/ReactionIdentification.htm
IMPORTANT NOTE ABOUT THIS WEBSITE: combustion of metals is NOT an option. What
should you choose as your answer? (Hint: What kind of reaction is combustion of metals?)
Practice Problems
1. Balance the following chemical equations and identify the reaction type:
____CH4 + ____O2 ____CO2 + ____H2O type of reaction: ___________________________
____H2SO4 + ____KOH ____K2SO4 + ____H2O type of reaction: ___________________________
____Al + ____CuCl2 ____AlCl3 + ____Cu type of reaction: ___________________________
____H2O2 ____O2 + ____H2O type of reaction: ___________________________
____Na + ____O2 ____Na2O type of reaction: ___________________________
2. Balance the following chemical equations (these are more challenging – take care
when counting atoms!)
____NH3 + ____N2O ____N2 + ____H2O
____NH3 + ____Cl2 ____N2H4 + ____NH4Cl
____NaOH + ____Al ____Al2O3 + ____H2 + ____Na2O
____KMnO4 ____K2O + ____MnO + ____O2
____Fe + ____O2 + ____H2O ____Fe(OH)2
3. Predict the products for the following SINGLE displacement reactions. Then, balance
the equation.
____Cu + ____AgNO3
____Fe + ____Cu(NO3)2
____Br2 + ____KI
These reactions are also known as: ___________________________.
4. Predict the products for the following DOUBLE displacement reactions. Then,
balance the equation AND identify which of these reactions are also precipitation
reactions. [Hint: use your notes about solubility rules to help! There’s only one in
the list below.]
____KOH + ____H2SO4 ____K2SO4 + ____H2O
____FeS + ____HCl ____FeCl2 + ____H2S
____NaCl + ____H2SO4 ____Na2SO4 + ____HCl
____AgNO3 + ____NaCl ____AgCl + ____NaNO3
5. Identify the coefficient and subscript/s in the formulas below. Then, count the
number of atoms for EACH element.
2NaNO3
3Ca3(PO4)2
CuSO4
6. In the reactions below, identify:
a. Reactants
b. Products
c. Matter states
2Mg (s) + O2 (g) 2MgO (s)
NaCl (aq) + AgNO3 (aq) NaNO3 (aq) + AgCl (s)
7. What does (aq) represent in a chemical reaction?
8. Why do we need to balance equations? What law do we violate if the equation is not
balanced properly?
9. What is another term for a neutralization reaction?
10. What are the products of a hydrocarbon combustion reaction?
11. Define oxidation and reduction.
12. Identify the charges for each atom in the following redox reactions.
2Al + 3CuCl2 3Cu +2AlCl3
Charge on Al in the reactants: _____
Charge on Al in the products: _____
Is Al oxidized, reduced, or neither? ____________
Charge on Cu in the reactants: _____
Charge on Cu in the products: _____
Is Cu oxidized, reduced, or neither? ____________
Charge on Cl in the reactants: _____
Charge on Cl in the products: _____
Is Cl oxidized, reduced, or neither? ____________
Ag + H2S Ag2S + H2
Charge on Ag in the reactants: _____
Charge on Ag in the products: _____
Is Ag oxidized, reduced, or neither? ____________
Charge on S in the reactants: _____
Charge on S in the products: _____
Is S oxidized, reduced, or neither? ____________
Charge on H in the reactants: _____
Charge on H in the products: _____
Is H oxidized, reduced, or neither? ____________
Name-Element: ____________________________ Physics 7 - Barlev
Pre-Comp Study Guide
Level 1: Memorization
Know the definitions for each of the following:
SI Units
Vector
Scalar
Reference Point
Distance
Displacement
Speed
Velocity
Resultant Velocity
Acceleration
Mass
Gravity (it’s a
FORCE!)
Acceleration due to
gravity on earth
Inertia
Newton’s 1st Law
Newton’s 2nd Law
Newton’s 3rd Law
Force
Directly
Proportional
Inversely
Proportional
Net Force
Equilibrium
Dynamic
Equilibrium
Static Equilibrium
Balanced Force
Unbalanced Force
Weight
Tension Force
Friction Force
Normal Force
Static Friction
Kinetic Friction
Coefficient of
Friction
Energy
Work
Power
Kinetic Energy
Potential Energy
Elastic Potential
Energy
Gravitational
Potential Energy
Spring Constant
Mechanical Energy
Conservation of
Energy
Know the equations for the following:
Speed
Velocity
Acceleration
∆𝑥 = 𝑣𝑖𝑡 +1
2𝑎𝑡2
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
Newton’s 2nd Law
Newton’s Law of
Universal Gravitation
Force of Friction
Force of Gravity
Work
Power
Kinetic Energy
Gravitational PE
Elastic PE
Conservation of Energy
Know the SI Units for:
Distance
Displacement
Velocity
Speed
Time
Mass
Acceleration
Force
Newton’s Gravitational
Constant
Weight
Work
Power
Energy
Coefficient of Friction
Spring Constant
Know the metric prefix ladder from Tetra to pico and how to use it to convert!
What you can do to achieve this level: Physics 6 Quizlet, Flashcards
Name-Element: ____________________________ Physics 7 - Barlev
Level 2: Applying Level 1
1. Know GUESS A+ and how to use it to solve for unknowns in the equations above
2. Know how to do unit conversions from 1) metric prefix ladder and 2) hours to minutes and seconds
3. Be able to recognize Newton’s Laws from real-life examples
4. Be able to explain the differences between:
- Mass and Weight
- Speed and velocity
- Distance and Displacement
5. Be able to solve for:
- Net Force - Resultant velocity - Distance and Displacement
What you can do to achieve this level: Extra credit practice problems, Make up practice problems,
look over free-response on old tests and quizzes and packets
Level 3: Putting it all together
1. Understanding the following graphs and applying them to answer questions about motion:
- Position-time graphs - Velocity-time graphs - Acceleration-time graphs
2. Know that “constant velocity” = zero acceleration = Net Force of 0 N = Equilibrium/Balanced forces.
Then solve for missing forces or net force.
3. Know how to apply direct/inverse relationships. For example, if mass Is doubled, and force is kept
the same, what happens to acceleration?
4. Be able to read diagrams related to force and motion and apply them to problem-solving
5. Draw Free-Body Diagrams and use them to solve for missing forces
6. Apply the conservation of energy and be able to solve for missing energies
What you can do to achieve this level: Practice Problems, re-read old multiple choice problems on
tests/quizzes that you got wrong or found challenging
Nomen: Ms. Beabout – Latin 7
Pre-Comprehensive Exam Review Materials
FOR THE NEXT 4 CLASSES KEEP ALL OF YOUR BELL WORKS AND REVIEWS SHEETS IN YOUR ACCORDION FOLDER, SO THAT YOU WILL HAVE THEM TO STUDY AT HOME. PRACTICE AND REVIEW SHEETS WILL BE ADDED. COMMON PORTION: – 30 mins 50% (20-40 questions) TOPICS: A. Present System All Conjugations Active (Multiple Choice Charts) B. 3rd Declension Adjectives (Multiple Choice Charts) LOCAL PORTION: – 30 mins 50% EXAM OUTLINE Section I: Free Response Forms
A. Declension 1. Decline and translate 3rd declension (f) noun with 1st declension adjective
B. Conjugation
1. Full synopsis active 3rd or 4th conjugation 2. “Baby Synopsis” Active and Passive 1st or 2nd conjugation
Translate 2 of 5 sentences. (These should look somewhat familiar)
Section II: Multiple Choice (80 Questions) STYLE/TOPIC OF QUESTION # OF QUESTIONS Noun chart 3rd declension neuter 6 2 Verb charts present, imperfect, or future tense of sum, esse 3 or possum, posse Verb chart perfect tense 3 Verb chart present passive 3 Terms (parts of speech, aspects of nouns and verbs, 8 Lexical entry, terms, ID declension/conjugation) Case Use (general and in sentences) 8 7 Forms of Nouns and Verbs (create, identification, translation 10 of form or underlined in sentences) Pronouns-ego & tu (forms and translation) 3 Adverb Formation (1st/2nd) 1 45
The list seems long but…..it is just very specific!
STUDY HINTS: 1) Practice your endings (declension and conjugations). Do more than just the practice sheets if you don’t have them down. 2) DO THE PRACTICE QUESTIONS!!!! 3) WRITE ON YOUR TEST – Quickly put your endings (especially nouns) and cases with uses down on a corner of your test (not the answer sheet) so you have them to use throughout the test. It is easier to just look at the answer than have to think out the declension or conjugation each time. 4) FILL IN THE ENDINGS ON YOUR MULTIPLE CHOICE CHARTS: Even if you just write in the endings, fill in the empty portions of the chart. Again it is easier to look at the answer and choose it from the choices, than pick an answer looking at several forms of the same word. 5) TRY TO ANSWER THE QUESTION BEFORE YOU LOOK AT THE CHOICES: In multiple choice questions there is a correct answer and distracters. If you know the answer before looking at the choices you can pick out the answer and move on. 6) TRUST YOURSELF: We have done many worksheets, quizzes, charts, questions, and review of these forms and topics. If you think an answer is correct but aren’t entirely sure, answer it with what you think is correct and move on. Do mark it and check if you have time but don’t over think the questions. They are meant to be straight forward and are not there to trick you.
PRACTICE #1: FREE RESPONSE: Fill in your answers on the test.
Decline and translate the following noun/adjective combination mater pulchra – beautiful mother s. pl.
Nom.
Gen.
Dat.
Acc.
Abl.
Give the following synopsis and translate:
2nd person plural act. of mitto, mittere, missi, missus (a,um) – send
Synopsis Translation
pres:
imperf:
fut:
perf:
pluperf:
futperf:
Give the Active and Passive “Baby Synopses”
1st person plural video, vidēre – see
active translation
present
imperfect
future
passive translation
present
imperfect
future
PRACTICE #2: FREE RESPONSE: Fill in your answers on the test.
Decline and translate the following noun/adjective combination lex bona – good law s. pl.
Nom.
Gen.
Dat.
Acc.
Abl.
Give the following synopsis and translate:
3rd person sing act. of finio, finire, finivi, finitus (a,um) – finish
Synopsis Translation
pres:
imperf:
fut:
perf:
pluperf:
futperf:
Give the Active and Passive “Baby Synopses”
3rd person singular laudo, laudare – praise
active translation
present
imperfect
future
passive translation
present
imperfect
future
PRACTICE #3: FREE RESPONSE: Fill in your answers on the test.
Decline and translate the following noun/adjective combination uxor laeta – happy wife
s. pl.
Nom.
Gen.
Dat.
Acc.
Abl.
Give the following synopsis and translate:
1st person plural act. of ago, agere, ēgi, actus (a,um) – do, drive act
Synopsis Translation
pres:
imperf:
fut:
perf:
pluperf:
futperf:
Give the Active and Passive “Baby Synopses”
2nd person plural teneo, tenēre – praise
active translation
present
imperfect
future
passive translation
present
imperfect
future
PRACTICE: MULTIPLE CHOICE CHARTS: Local Portion: Complete the declension of opus, operis (n) – work. Use the chart to help you answer the questions that follow. The number in the box corresponds to the number of the question.
Case Singular Plural Nom. 1. 4. Gen. operis 5. Dat. 2. Acc. 3. 6. Abl. operibus
1. What form is missing from box #1? A. operum B. opus C. opera D. operis
2. What form is missing from box #2? A. opere B. operi C. opera D. operem
3. What form is missing from box #3? A. opus B. operum C. operi D. operes
4. What form is missing from box #4? A. operes B. operorum C. operem D. opera
5. What form is missing from box #5? A. operibus B. operes C. operum D. opera
6. What form is missing from box #6? A. operis B. operum C. operibus D. opera
Local Portion: Complete the conjugation of the verb possum, posse, potui in the FUTURE Tense. Use the chart to help you answer the questions that follow. The number in the box corresponds to the number of the question.
Person Singular Plural 1st 1. 3. 2nd 3rd 2. 4
7. What form is missing from box #1? A. poteram B. poto C. potero D. poterim
8. What form is missing from box #2? A. possebit B. poterat C. poterit D. poterabit
9. What form is missing from box #3? A. poteramus B. possebimus C. poterabamus D. poterimus
10. What form is missing from box #4? A. poterant B. poterabamus C. poterunt D. poterint
Local Portion: Complete the conjugation of the verb sum, esse, fui, futurus (a, um) in the PRESENT Tense. Use the chart to help you answer the questions that follow. The number in the box corresponds to the number of the question.
Person Singular Plural 1st sumus 2nd 1. 2. 3rd 3.
11. What form is missing from box #1? A. es B. esses C. erabis D. sumes
12. What form is missing from box #6? A. essetis B. sumestis C. eratis D. estis
13. What form is missing from box #7? A. sint B. sunt C. erunt D. essent
Local Portion: Complete the conjugation of vinco, vincere, vici, victus (a,um) – to win, conquer in the PERFECT TENSE. Use the chart to help you answer the questions that follow. The number in the box corresponds to the number of the question.
Person Singular Plural 1st 1. 2nd 2. 2. 3rd vicit 3.
14. What form is missing from box #1? A. vincivi B. vicim C. vicero D. vici
15. What form is missing from box #2? A. vincis B. vicisti C. vinivis D. vincebas
16. What form is missing from box #3? A. vicerint B. vincivint C. vicerunt D. vincunt
Local Sample: Complete the conjugation of the verb cogo, cogere, cogēi, coactus(a,um) – urge, compel in the PRESENT PASSIVE Tense. Use the chart to help you answer the questions that follow. The number in the box corresponds to the number of the question.
Person Singular Plural 1st cogor 3. 2nd 1. cogimini 3rd 2. 4.
17. What form is missing from box #1? A. cogis B. cogereris C. cogeris D. cogebaris
18. What form is missing from box #2? A. cogētur B. cogitur C. cogeret D. cogit
19. What form is missing from box #3? A. cogimur B. cogēmus C. cogeremur D. cogēmur
20. What form is missing from box #4? A. cogitur B. cogētur C. coguntur D. cogintur Common Portion Sample: Complete the conjugation of the verb traho, trahere, traxi, tractus(a,um) – drag, pull in the FUTURE ACTIVE Tense. Use the chart to help you answer the questions that follow. The number in the box corresponds to the number of the question.
Person Singular Plural 1st 1. 2nd 3. 3rd 2. 4.
21. What form is missing from box #1? A. traheo B. traham C. trahebo D. traho
22. What form is missing from box #2? A. trahit B. trahebit C. trahēt D. trahebat
23. What form is missing from box #3? A. trahebitis B. trahimus C. trahamus D. trahēmus
24. What form is missing from box #4? A. trahunt B. trahebunt C. trahent D. trahunt
Practice Multiple Choice B: Select the best answer for the following questions:
1. What part of speech is vulnus, vulneris (n)? A. conjunction B. noun C. adjective D. verb
2. What part of speech is ater, (-tra, trum)? A. adjective B. preposition C. conjunction D. adverb
3. To what declension does celeritias, celeritatis (f) belong? A. 1st B. 2nd C. 3rd D. 4th
4. What is the correct lexical entry for mons? A. mons B. mons, montem, montum C. mons, montis (m) D. mons, monsis (m)
5. To what declension does virtus, virtutis (f) belong? A. 1st B. 2nd C. 3rd D. 4th
6. To what conjugation does interficio, interficere belong? A. 1st B. 2nd C. 3rd D. 4th
7. What form determines the declension and stem of a noun? A. nominative singular B. nominative and accusative C. genitive singular D. nominative plural
8. What linking verb(s) appears in the translation of all future perfect forms? A. were B. have C. had D. will have
9. What does the 1st person plural future passive indicative of paro, parare look like? A. parabimus B. parabamur C. parabimur D. paramur
10. What does the 3rd person singular present active of icio, icire look like? A. iciet B. iciunt C. iciebat D. icit
_______11. What Latin case that follows words like de, pro, ab? A. ablative B. accusative C. nominative D. genitive
12. What does the 2nd person plural future perfect active indicative of facio, facere, feci, factus (a,um) look like? A. fecistis B. feceritis C. feceratis D. feceris
13. Give the correct form for “they sleep?” A. dormint B. dormebant C. dormiunt D. dormiverunt
14. What is the tense of puniveras? A. future perfect B. perfect C. present D. pluperfect
15. What is the tense of rexerunt? A. future perfect B. perfect C. present D. pluperfect
16. Give the Latin for the underlined words: The brothers used to fight every day. A. pugnabant B. pugnabunt C. pugnaverunt D. pugnaverant
17. An adjective agrees with the noun it modifies in what ways? A. ending, gender, & case B. nominative, accusative, singular C. gender, case, & number D. endings, gender, & declension
18. For what is the vocative case used? A. subject B. direct address C. object of certain prepositions D. predicate nominative
19. All forms of verbs in the perfect (active) system are formed the principle part. A. 1st B. 2nd C. 3rd D. 4th
20. All of the following tenses are part of the perfect system except… A. future perfect B. perfect C. pluperfect D. imperfect
21. What does the 1st person singular future active of video, vidēre look like? A. sēdi B. videbam C. videbo D. videbimus
22. Which of the following words is not and i-stem 3rd declension noun? A. dens B. navis C. lex D. sors
23. Given the nominative form dux what does the accusative plural look like? A. ducum B. duci C. duces D. ducis
24. What is the genitive plural of pars? A. partis B. partum C. parti D. partium
25. Given the correct form of consul to translate the following sentence into Latin: They presented the plan to the consul. A. consuli B. consulis C. consul D. ab consule
26. Which pronoun is a form of the 1st person personal pronoun? A. eum B. vestrum C. me D. tibi
27. Give the correct for form the underlined words the sentence: The soldiers are captured? A. capitur B.capiuntur C. capientur D. captivi sunt
28. What is the gender of most 3rd declension nouns like opus that end in –us in the nominative singular? A. neuter B. feminine C. masculine D. i-stem
29. Given the nominative lumen what would genitive singular? A. lumine B. lumeni C. lumis D. luminis 30. Which of the following is not a possible translations of the form servis? A. for the slaves B. the slaves (d.o.) C. for the slaves D. by the slaves
31. What is the case and number of flumina? A. nom. pl. B. acc. pl. C. nom. pl. D. both B and C
32. Give the correct form of the noun animal to complete this sentence: Diana cum manēre amavit. A. animali B. animalis C. animalia D. animalium
33. Translate the underlined words in the following sentence into Latin: The dimacharius fought with daggers. A. siccae B. siccīs C. siccas D. cum siccā
34. Give the Latin for the underlined words No one will be travelling with me this time? A. me B. a me C. mihi D. mecum
35. What use of the ablative is seen in the following sentence: Marcus hostem pilō oppugnavit. A. abl. of place where B. abl. of means C. abl. of manner D. abl. of accompaniment
36. What is plural of the form tibi? A. vos B. vestrum C. vobis D. vobiscum
37. Give the Latin for the underlined in: Cincinnatus was a kind dictator. A. dictatorem B. dictatoris C. dictatori D. dictator
38. What is the best answer to the Latin question: quot porci sunt in picturā? A. porci sunt anxii B. porci in villā ligneā sunt C. porci malum lupum spectant D. sunt tres porci
39. Give the Latin for “you will be able to win.” A. poteras vincet B. posse vincet C. posset vincere D. poteris vincere
40. Translate the underline word: Dux viros dure punivit. A. with serverity B. harshly C. with hard work D. the harsh one
41. How would command one person “Don’t be afraid?” A. non times B. timetisne C. noli timēre D. nolite timete
42. Translate the underlined words into Latin: The fenced was fixed by the slave. A. cum servo B. servi C. a servo D. ob servum
