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Laboratory Safety Framework • Grade 7 Page 1 of 2

Ohio Science Compass 7

Laboratory Safety Diagnostic

Quiz

10 Multiple Choice & Scenarios

Student Name

Class Period

Score / 10

1. If a beaker of liquid breaks during a heating activity, you should immediately:

Clean the glass using paper towels

Stand back and shout to warm classmates

Notify the teacher immediately for safe cleanup

2. When heating a substance in a test tube, you should point the open end:

Away from yourself and all other people

Directly upward to watch the chemical activity

Downward toward the desktop surface

3. Under what conditions are safety goggles mandatory in the laboratory?

Only when dealing with concentrated acids

Any time chemicals, heat, or glassware are used

Only if a student wears contact lenses

4. If you spill a harmless chemical on your skin, what must you do?

Blow on it to speed dry the material

Wash it with soap and running water immediately

Wait until the end of period to clean it

5. A classmate is running in the lab with a beaker. What rule is violated?

Maintaining a clean workspace environment

No eating or drinking in the workspace

No horseplay or unsupervised physical movement

6. Leftover chemicals should be disposed of by:

Pouring them back into original storage bottles

Pouring them down regular classroom sinks

Following teacher directions for waste jars

7. Scenario: You hear the fire alarm go off mid-experiment. What is the immediate correct step?

8. Scenario: You notice the glass beaker you are about to heat has a small crack. What should you do?

9. Scenario: Explain why eating snacks or chewing gum is strictly forbidden in a science lab room.

10. Scenario: Describe where the emergency eyewash station is in your classroom, and how to use it.

Laboratory Safety Framework • Grade 7 Page 2 of 2

AVERAGE DROP COUNT

TYPE OF LIQUID

Tap Water

Soapy Water

1. Explain Cohesion Shifts

Based on your observations, what did adding dish soap do to the cohesion and surface tension of water molecules? Why?

2. Hypothesis Verification

Did your lab evidence support or reject your original hypothesis? Cite specific numerical averages from your data table.

Scientific Method & Cohesion Lab • Grade 7 Page 2 of 2

STANDARD: 7.PS.2 — Chemical Reactions Q3 Focus

Chemical reactions rearrange atoms. Matter is conserved throughout all changes.

Learning Target Statement

Taught Date

Mastery %

Identify chemical reaction markers: gas bubbles, precipitate, heat shifts.

Balance chemical equations to prove the Law of Conservation of Mass.

STANDARDS: 7.LS.1 & 7.LS.2 — Energetics & Ecosystems Q4 Focus

Photosynthesis and respiration cycle energy, sustaining webs and population bounds.

Learning Target Statement

Taught Date

Mastery %

Compare equations of photosynthesis and cellular respiration as inverse loops.

Trace energy in food webs; apply the 10% trophic transfer pyramid rule.

Distinguish mutualistic, commensal, and parasitic symbiotic relationships.

Analyze carrying capacity; identify limiting factors governing populations.

Curriculum Mapping Checklist • Grade 7 Ohio Science Page 2 of 2

Assessment Design Manual • Grade 7 Ohio Science Page 1 of 2

Ohio Science Compass 7

Unit Assessment Blueprints

Physical & Life

Blueprint 3: Chemistry & Mass Conservation

Quarter 3

Suggested Testing Format

• 40% Analytical MC: Subatomic particles, periodic properties, compound vs. mixture properties.
• 35% Balancing Problems: Mathematical balancing of chemical reactions under closed conditions.
• 25% Scenario Analysis: Calculating reactants vs. products in open vs. closed systems.

Essential Vocabulary Database

Electron: Negative subatomic orbit particle.

Metalloid: Has metal & nonmetal traits.

Reactant: Starting molecule in a reaction.

Coefficient: Front number showing molecule count.

Precipitate: Solid formed from mixed liquids.

Closed System: Retains all mass & energy.

Blueprint 4: Energetics & Ecosystems

Quarter 4

Suggested Testing Format

• 40% Concept MC: Photosynthesis/respiration equations, mutualism/parasitism, and niches.
• 40% Energy Diagrams: Creating complex food webs or tracing trophic energy transfers (10% rule).
• 20% Data Interpretation: Graphing carrying capacity limits based on resource data tables.

Essential Vocabulary Database

Chloroplast: Organelle for photosynthesis.

Mitochondria: Site of aerobic cellular respiration.

Trophic Level: Organism's position in food chain.

Symbiosis: Close, long-term species interactions.

Carrying Capacity: Max population supported.

Limiting Factor: Resource restricting growth.

Exemplar Life Systems CER Prompt

Prompt Scenario: An invasive herbivore is introduced into a forest ecosystem. It has no natural predators and reproduces rapidly, consuming identical vegetation as native white-tailed deer.
Question: Formulate a claim explaining how this affects the carrying capacity of the native deer population. Support with evidence.

Assessment Design Manual • Grade 7 Ohio Science Page 2 of 2