Scientific Investigation and Reasoning Skills

TEKs 8.1 8.4: These skills will be incorporated into at least 40 % of the test questions from the following reporting categories (RC).

RC 1: Matter and Energy

TEK 8.5: The student knows that matter is composed of atoms and has chemical and physical properties.

RC 2: Force, Motion and Energy

TEK 8.6: The student knows that there is a relationship between force, motion, and energy.

RC 3: Earth and Space

TEK 8.7: The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. TEK 8.8: The student knows characteristics of the universe. TEK 8.9: The student knows that natural events can impact Earth systems. TEK 8.10: The student knows that climatic interactions exist among Earth, ocean, and weather systems.

RC 4: Organisms and Environments

TEK 8.11: The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

First and Last name: ________________________________ Teacher:__________________

Readiness Knowledge and Skills Science 8 STAAR Review

Process TEKs
Scientific investigation and reasoning skills

TEK: (8.1) The student conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. (A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and (B) practice appropriate use and conservation of resources , including disposal, reuse, or recycling of materials. (8.2) The student uses scientific inquiry methods during laboratory and field investigations. (A) plan and implement comparative and descriptive investigations by making observations, asking well -defined questions, and using appropriate equipment and technology; (B) design and implement comparative and experimental investigations by making observations, asking well -defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. (8.3) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, (B) use models to represent aspects of the natural world , (C) identify advantages and limitations of models such as size, scale, properties, and materials; and (D) relate the impact of research on scientific thought and society, (8.4) The student knows how to use a variety of tools and safety equipment to conduct science inquiry. (A) use appropriate tools to collect, record, and analyze information, and (B) use preventative safety equipment, including eye/face wash, a fire blanket, and a fire extinguisher.

Readiness Knowledge and Skills Science 8 STAAR Review

Category 1
Properties of matter and energy, and their interactions

TEK: (8.5) The student knows that matter is composed of atoms and has chemical and physical properties: (A) the student will describe the structure of atoms, including masses, charge, locations of protons and neutrons in the nucleus and electrons in the electron cloud. Element: the simplest pure substance Atom: smallest unit of element, has all characteristics of that element Nucleus: dense center, + charge due to protons, 99.9% of mass of atom contains [protons and neutrons] Electron cloud: surrounds nucleus, charge due to [electrons] Proton: + charge, located in nucleus, mass = 1 amu [atomic mass unit] Neutron: no charge, located in nucleus, mass = 1 amu Electron: charge (neg.), located in electron cloud on orbitals/energy levels, almost no mass Each block on the periodic table gives you specific information about that element.
Bohr Model
The volume of an atom is mostly space.

Nucleus

Electron cloud
(all electrons, surrounds the nucleus)

(B) The student will identify that protons determine an element's identity and valence electrons determine its chemical properties including reactivity.

Atomic number = to number of protons, specific to each element identifies element (like a fingerprint), each element has a different number of protons. Beryllium has 4 protons, atomic number for Beryllium is 4 #Protons = #electrons if the atom is not charged (is neutral) Atomic mass = to number of protons plus number of neutrons, in nucleus

Mass of the atom? = protons + neutrons How many neutrons? = mass - protons Calc!
Element O Be Hint: first, round mass up or down mass 16 9 p 8 4 n 8 __
Ans: 5

Valence electrons electrons on orbital farthest from nucleus determine the chemical properties and reactivity (likelihood it will react with another atom) Most elements want to have 8 valence electrons Makes elements like Sodium (Na, family 1) or Fluorine (F , family 17) very reactive or NOT reactive like Neon, a Nobel gas from group 18 Reactive atoms may combine with other reactive atoms to form compounds
Sodium, Na, has one valence electron. It will give up this electron easily to form compounds. Fluorine, F, has 7 valence electrons leaving an empty space for one more. It will pick up this electron easily to form compounds.

Neon, Ne, has a full valence shell leaving no room for electrons and none to loose easily. It will not react.

On Your Own Which statement best describes the atom on the left?
A B C D It has 7 Valence electrons in the electron cloud therefore it is the element fluorine. It has 9 electrons in the nucleus therefore it is a Nobel gas. There are 5 valence electrons in the electron cloud therefore this atom would like to gain 3 more electrons. There are 5 valence electrons in the electron cloud therefore this atom is a metal.
AnswerThere are 5 valence electrons. This means it is 3 short of having the 8 electrons that it would like. Letter C is correct.

Category 1 continued.
(C) The student will interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements. Group (family) vertical columns of elements on Periodic Table with similar properties. There are 18 groups. The elements in each group/family have the same number of valence electrons.

Transition Metals elements in groups 3-12, all have 2 electrons in their valence shell.

Groups

Period a row on the periodic table, properties of elements change as you move across a period.

Periods The periodic table is divided into three main sections: metals, metalloids and non-metals. Metals usually have luster (shine), they conduct heat and electricity; and can change shape when hammered or formed into a new shape. This is referred to as the property of malleability. When metals are turned into wire, we call this property ductile. period

Density elements each have a unique density (amount of mass in a given volume of a substance).

Non-metals are on the right side of the periodic table. They are dull and dont conduct a current (electricity). Many of them are gases. Metalloids are along the diagonal and between the two main groups. These have properties of both metals and non-metals. Organic Compounds all contain the element carbon, and often may contain: hydrogen, nitrogen, oxygen, phosphorus, sulfur: CHNOPS and are found in living things (pronounce it like chin-ups, but spell is CHNOPS). On Your Own According to the periodic table, this element would most likely have the following properties. A B C D Shiny, conducts a current, very reactive. A gas that is not very reactive. A substance that conducts a current but is brittle and not malleable. A shiny liquid that conducts a current.
11p = 11 protons therefore according to the periodic table it is the element sodium. Sodium is a metal so it must be letter A, shiny, conducts a current and sodium is very reactive.

Answer:

Your Turn An element is waxy, has a low melting point and is not used for wiring in homes because it doesnt conduct a current. Which section of the periodic table is the element most likely to be found? Step 1Identify each section. (1) very reactive metals, (2) metals, (3) metalloids, and (4) non-metals. Step 2Know the properties of each section. Step 3Choose the one that matches the description best.
AnswerSection 4- The non-metals are NOT metals, melt easily and are not used for electrical wiring in our homes.

Reactive atoms combine to form compounds in two ways: 1. Atoms share electrons called covalent bonding 2. Atoms trade electrons Atoms arent neutral, protons dont = electrons Called ionic bonding Atoms are now called ions, have a + or electrical charge

share

trade

Category 1 continued.
(D) The student will recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts. (E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and (F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

When elements combine, they form new compounds. Many metal atoms will combine with non -metals. For example a sodium (Na) will combine with chlorine (Cl) to form NaCl. Sometimes non-metals combine to make compounds such as H2O (water), CO2 (carbon dioxide), or C6H12O6 (sugar).
Most elements react with other elements because they want to have 8 valence electrons in the outermost electron shell. The Carbon atom only has 4 valence electrons. The carbon bonded with hydrogen so that now it has 8. The new compound that was formed has a chemical formula of CH4. It is made from 5 atoms or C + H + H + H + H. It is much easier to simplify this and write the formula as CH 4 with the 4 subscript representing all four hydrogen atoms.

H2O : 2 hydrogen, 1 oxygen

Calc! Substance matter with the same properties and composition throughout. Compounds contain 2 or more different elements. Chemical formula shorthand way to write a substance Ex. H2O is water, C6H12O6 is glucose Subscript indicates the number of atoms of an element in a formula. Ex. H2O; 2 = two atoms of Hydrogen

C6H12O6 : 6 carbon, 12 hydrogen, 6 oxygen 2 CCl4 : 2 carbon, 8 chlorine

Propane has 3 carbon and 8 hydrogen. Write its formula: ___________

?
Ans: C3H8

Chemical Reaction process that produces chemical change, results in new substances with different properties Law of Conservation of Mass mass can be neither created or destroyed, mass of products must equal mass of reactants. A balanced equation shows that matter is only rearranged into new substances. No new atoms/elements are created or destroyed.

Reactants

[starting substances]

Yield Sign

Products

[new/different substances made/produced]

6CO2 + 6H2O + (light) > C6H12O6 + 6O2 Coefficients

[coefficient = how many molecules: 6 molecules of carbon dioxide]

Subscripts
Q: How many atoms of each element occur in the photosynthesis reaction? C: ___ H: ___ O: ___
Ans: C3H8

YOUR TURN How many different substances are produced in this reaction? Reactants > Products 2KClO3 > 2KCl + 3O2 There are two substances produced in this reaction. Substances that are produced are called the products. Can you list them? KCl = potassium chloride, and O2 or oxygen.
How can you tell if this was a chemical reaction? The signs are: a gas was produced, a significant color change, a change in mass, or a new solid appeared that was not there before. In the reaction above, oxygen gas or O2 was produced. In addition, two substances were formed from one.

Readiness Knowledge and Skills Science 8 STAAR Review

Category 2
Force, motion and energy

8.6 The student knows that there is a relationship between force, motion and energy. The student is expected to (A) demonstrate and calculate how unbalanced forces change the speed or direction of an objects motion. Force push or pull on an object Calc! Newton is the SI unit for measuring force; one Newton equals the amount of force needed to 2 2 accelerate a 1 kg object at a rate of 1 m/s (1N=1kg*1m/s ) Inertia is the tendency of an object to resist a change in motion. When forces are balanced an object does NOT change its motion. If it is not moving, it does not start moving, and if it is moving, it keeps moving in the same way. When the forces are unbalanced, objects change their movement. If it is moving it may change direction or speed, or stop. If it is not moving, it may start moving. Objects will move in the direction of the unbalanced force. The apple drops because gravity pulls it down. Direction of kick

Objects may move in a direction between the forces acting on it.

?
Who will win, me or the girl? Net force ______ Direction?
(Draw arrow)

Direction of balls movement Direction of new motion Forward momentum Balanced forces, forward momentum and gravity, keep satellites (natural and man-made) in orbit around earth.

Gravity

C) the student will investigate and describe applications of Newtons law of inertia, law of force and acceleration and law of action-reaction. Newtons Law of inertia any object in motion will stay in motion, and any object at rest will stay at rest, until it is acted on by an unbalanced force. A seatbelt keeps your inertia from carrying you out of the car window when it stops. Newtons Law of force and acceleration the net force on an object equals the objects mass multiplied by its acceleration or F=ma. (force = mass*acceleration); Units: m/s2, ft/s2, km/hr2 The unit for force is Newtons. F m a

Newtons Law of action-reaction When one object exerts a force on a second object, the second object exerts an equal but opposite force on the first object. Forces come in pairs. Ex. friction acts to slow moving objects. Other Important Formulas Average speed = total distance total time Calc! and Work = (force)(distance) Calc!

The student will demonstrate an understanding of force, motion, and energy and their relationships. 6.8 The student knows force and motion are related to potential and kinetic energy. The student is expected to ( A) Compare and contrast potential and kinetic energy. Potential Energy is the energy stored in a object based on its position. Look at the bike rider at the top of the hill. He has more energy than the others. This is true even for objects in motion, higher objects have more potential energy. (Think of the potential to fall down and impact something, higher has more.) Kinetic Energy is the energy an object possesses due to its motion. Compare the bike on the left when moving up the hill or stopped on top of the hill. These are examples of kinetic vs. potential energy. (Think of objects such as 2 cars of the same mass, one moving faster than the other; the faster car has more kinetic energy and will have more impact if it hits something.) Energy Transformation energy changed from one form to another; chemical energy to heat energy in fires Chemical energy energy stored in bonds of some compounds, such as stored energy in muscle cells Electrical energy energy transferred by the flow of electrons Mechanical energy energy it takes to move an object

Category 2 continued.
(B) differentiate between speed, velocity, and acceleration D S t

Speed: the distance an object moved divided by the time it took to move that distance; Formula: S = D/t Joe runs 1600 meters in 5 minutes. What is Joes speed? ________ (Speed = Distance/time); units: m/s, ft/s, km/hr

Velocity: the speed of an object AND the direction it is moving at that instant Units = speed and directions: m/s North

A car travels from Dallas to Houston (459 km, SE) in 4 1/2 hours. What is the cars Velocity ______________

Acceleration: an objects change in motion over time; can be a change in speed, direction, or both A truck starts from a red light, after 2 minutes the car is going 50 mph. Units = velocity/time: How fast does the car accelerate? ______________ m/s/s, mi/hr/s, km/hr/s, m/s2

Your TurnA tennis player hits a 0.06 kg tennis ball with a force of 3 Newtons. The ball accelerates at a rate of what? Step 1Identify what was given in the problem. A mass was given (0.06 kg) and a force. Step 2Identify a formula that matches. F=ma . Step 3What dont you know? The acceleration, so plug in the numbers and solve. F=ma or 3 N= (.06kg) a 3N/.06 kg = a a = 50m/s/s

Speed Graphs
ALL speed graphs are straight lines. The way the line slopes tells you if the object is moving farther from or closer to the reference point.

Acceleration Graphs
ALL acceleration graphs are curved lines because acceleration is a change, not constant.

This graph shows an object that is moving farther away from a reference point (reference point is the bottom, base line). it is moving away. It is not speeding up .

This graph shows an object that is moving closer to a reference point (reference point is the bottom, base line). It is coming closer. It is not slowing down;

This graph shows an object that is not moving compared to the bottom, base reference line. It has no speed; is not moving away or closer.

This graph shows an object that is undergoing positive acceleration; the object is speeding up, increasing speed.

This graph shows an object that is undergoing negative acceleration; the object is slowing down, decreasing speed.

On Your own Wearing a seatbelt protects you from effects that are best explained by which of Newtons laws? A the law of action -reaction B the law of inertia C the law of force and acceleration D the law of gravitation
Answer= Bthe law of inertia says that you will remain moving even if the car suddenly stops

On Your own Two workers were having a contest see who was stronger. One was pushing the box to the left with a force of 6 Newtons 6 newtons and the other was to What is the speed of the car if it travels 53 meters in 4 seconds? A 49 m/s B 212 m/s C 13.25 m/s D 53.4 m/s
letter A s=d/t so letter C

3 Newtons

pushing to the right with a force of 3 newtons. Which of the following best describes the resulting motion of the box? A It travels to the right at increasing speed B It travels to the right at constant speed C It travels to the left and constant speed D It travels to the left at increasing speed

Readiness Knowledge and Skills Science 8 STAAR Review

Category 3
Earth and Space

8.7 The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to (A) model and
illustrate how the tilted Earth rotates on its axis, causing day and night and revolves around the Sun causing changes in seasons, (B) demonstrate and predict the sequence of events in the lunar cycle, and (C) relate the position of the Moon and Sun to their effect on ocean tides.

Rotate to spin on an axis. The earth rotates once each day (24 hours) on its imaginary axis (line through N and S poles) Revolve move around another object; the path = orbit. Earth revolves around the sun once per year (365 1/4 days).

Look at the picture to the right. The earth is tilted about 23.5 degrees. Hemispheres are separated by the equator. This means that when the Northern Hemisphere is tilted toward the sun, it has a larger amount of direct sunlight, more hours of sunlight per day (therefore more energy strikes it=heat), causing summer. Half a year later, when it tilts away from the sun, there is less direct sunlight, less hours of sunlight per day (less energy), causing cooler temperatures: winter. The Northern and Southern Hemispheres have opposite seasons; you can see by looking at the tilt of the lower hemisphere. Lunar cycle: appearance of phases of the Moon as viewed from Earth, as the Moon orbits the Earth about once every 27 days. 4 Moon Quarters = 4 weeks = 1 month Calc! Waxing to increase in size gradually Crescent having a concave shape (sliver) Waning to decrease in size gradually Gibbous more than half
Moon phases: New moon (T): cannot see lit side of the moon Waxing crescent: crescent that is getting larger First Quarter (Q): half of the moon visible Waxing Gibbous: most of the moon is visible Full moon (R): can see all of the moon Waning gibbous: most of the moon is visible (opposite of waxing) Last or Third Quarter (S): other half of the moon is visible Waning crescent: crescent that is getting smaller

The moon has no natural luminous capabilities (it does not shine like the sun). Moon only reflects light from the sun, like a mirror. The moon phases are displayed in the image to the left . Notice that during the new moon, the moon appears dark. Actually, during a new moon the far side of the moon (side away from us) would be lit, except from Earth, we cant see the far side. The diagram only shows what you would see if the sun and moon were in those positions relative to the Earth. The positions of the sun, moon and Earth also affect the earths oceans and cause changes in the tides.
Spring Tides: Earth, sun, and moon are lined up (Full or New Moon phase). High tides are

Tides: cyclic rise and fall in sea level caused by the pull of the moons gravity on Earth. Suns gravitational pull is less. Lunar Eclipse: When our view of the moon is blocked; the Earth is between the Sun and moon Moon is in Earths shadow Solar Eclipse: When the moon blocks out the sun; the moon is between the Earth and Sun Small area on Earth is in

Neap Tides: Moon and sun are at right angles (1st and 3rd quarters) Less difference between high and low tides.

On Your OwnEvaluate the diagram to the left. Which of the following statements is true? Sun A Rays B C D When the Earth and Sun are in this position, it is winter in the Northern Hemisphere. When the Earth and Sun are in this position, it is summer in the Northern Hemisphere. When the Earth and Sun are in this position, it is spring in the Northern Hemisphere. When the Earth and Sun are in this position, it is autumn in the Northern Hemisphere.

Look at the image. The southern hemisphere is facing the sun. What does that mean? It means it receives more direct sun light. Therefore it is winter in the Northern Hemisphere. Letter A

Category 3 continued.

TEK 8.8 (A) The student is expected to describe components of the universe, including stars, nebulae, and galaxies and use models such as Hertzsprung-Russell diagrams for classification, (B) recognize that the Sun is a medium -sized star neat the edge of a disc-shaped galaxy of stars that are many thousands of times closer to Earth than any other star. Nebulae A cloud of gas and dust in outer space, visible in the night sky as luminous patches or areas of darkness. Galaxy A system of millions of stars, along with gas and dust that is held together by gravitational attraction. Star A self-luminous celestial body consisting of gases held together by its own gravity (our sun is just a star that is VERY close compared to other stars). Hertzsprung-Russell Diagrams (H-R) a scatter graph of stars showing the relationship between the stars brightness, classification and temperature. Life Cycle of a Star Regular mass star: Nebula>Protostar>Main sequence> Red giant>White dwarf > Black dwarf Large Mass Star: Nebula>Protostar>Main sequence> Red Supergiant > Supernova> [if large: neutron star, If super-large: black hole] Our sun is a medium-sized star that is found in the Main Sequence section of the H-R diagram. Our sun is found near the edge of a disc-shaped galaxy, the Milky Way. Our Solar System contain the sun, its planets and everything else that revolves around it. Electromagnetic Spectrum aka EMS, all the different
types of electromagnetic radiation; light and radio waves, infrared and ultraviolet light, microwaves, x-rays and gamma rays

SUN

Speed of light All waves travel at the same speed, 300,000 km/s. Discoveries: Study of light waves (humans see) allows us to learn about the composition of stars,
planets that may be revolving around them, and distances in space. Radio waves have provided evidence for the existence of pulsars, cosmic background radiation is evidence for Big Bang theory.

Space is so vast that distances are measured in light years (distance light travels in one year).
A light year is about 10 trillion kilometers.

TEK 8.9(B) The student is expected to relate plate tectonics to the formation of crustal

Divergent move apart. This crustal feature is observed in ocean ridges from sea floor spreading, and in rift valleys when on land. Convergent move together. May occur with subduction (one plate forced beneath another, causing melting in the Asthenosphere). This feature is observed in ocean trenches and island arcs. It also forms volcanic ranges and mountains. Transform move in opposite directions. This is observed along fault lines such as in California and earthquakes. Hot spots fixed places within the upper layer of crust where rocks melt to generate magma. These are found in the deep ocean floor and may rise enough to form islands. See the picture to the right.

TEK 8.9(C) The student is expected to interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Topographic map a two dimensional representation of a 3-D land surface. Erosional features erosion occurs where the forces of nature move soil and rock through water, wind, ice, gravity and the action of plants and bacteria.

Weathering: breaking rock down into smaller pieces

(can be chemical or physical)

Erosion: moving small pieces of rock to a different

location using wind, water, or gravity

Deposition: depositing (dropping) eroded and

weathered rocks into a new place

Runoff: surface water that is not absorbed into the

ground, eventually feed streams/rivers and reaches the ocean.

Category 3 continued.

TEK 8.10 The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to: (A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; The Sun provides most of the energy on Earth . It heats oceans, land and atmosphere.but the Earth is heated unevenly Radiation energy transfer through waves or rays (radiant energy). 35% is radiated back to space, 65% is absorbed Conduction energy transfer through direct contact of molecules of matter. Heat moves from higher temperature objects to lower temperature objects Convection energy transfer by movement of matter. Due to variations in temp/density of the substance...Substance cools, it gets more dense and sinks. Substance warms, gets less dense and rises Convection currents currents in a substance is caused by hot material rising and cold material sinking; occurs in the atmosphere, oceans, and even Earths crust (in the asthenosphere) Ocean currents massive currents of water which help to equalize the global temperature of our planet. Currents in the oceans move energy from the equator to the poles Gulf stream a large ocean current that transports warm water from the Gulf of Mexico to England and N Europe TEK 8.10 (B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; Jet stream a high-level air current that pushes weather from west to east in North America High pressure an area where cold air is sinking Low pressure and area where hot air is rising Front the area where air masses meet, often bring temperature changes, rain and other weather; cold, warm, occluded (3 air masses), stationary (not moving) Air mass distinct region of air that has same temperature and pressure TEK 8.10 (C) identify the role of the oceans in the formation of weather systems such as hurricanes. El Nio cold water current in mid Pacific Ocean, causes lower than average precipitation throughout Southwestern US, Central America, and Northern South America La Nia warm water current in Pacific Ocean, causes higher than average precipitation throughout Southwestern US, Central America, and Northern South America Hurricanes massive, spinning collections of thunderstorms; form over warm waters of Atlantic and Pacific around the Equator; Atlantic storms often hit the SE and E US Tsunamis massive waves caused by earthquakes under the ocean

Your TurnThe picture to the left displays the moon orbiting the Earth. An observer is at point X. Which of the following best describes what the moon will look like to the observer? A The moon will reflect the maximum light from the sun. B The moon will not reflect any sunlight at all. C The moon will only have a small crescent lit. D The moon will have a large amount of reflected light from the sun.
At position X the moon will appear as a waxing gibbous and will be mostly light. If the maximum were lit, then it is a full moon. Answer D

When standing at position Y, on which date will one quarter of the moon be lit by the sun? When standing at position Y, on which date will the moon have the least about of light reflected from the sun?

April 27 May 16

Readiness Knowledge and Skills Science 8 STAAR Review

Category 4
Organisms and the environment

8.11 (A) The student is expected to describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater and terrestrial ecosystems. Predator Organism that kills and consumes another organism. Prey The organism that is killed and eaten by a predator. Diagram 1

Producer Organism capable of making its own food. Consumer Organism that must eat another organism to obtain energy. Parasite an organism that depends on another organism for survival which causes harm in the process. Host Organism that is harmed by a parasite. Decomposer Organism that breaks down dead organism returning their nutrients back into a food chain/food web. Food Chain Shows a single path of energy transfer in an ecosystem. (diagram 1) Food Web A series of interconnected food chains. Shows multiple paths of energy transfer in an ecosystem. (diagram 2) Primary Consumer Organism that eats a producer. (See diagram 1) Secondary Consumer Organism that eats a primary consumer. (See diagram 1) Autotrophs can make their own food from light or chemical energy. Plants are autotrophs. Heterotrophs must obtain their energy in other ways. They cannot make their own. 10% of energy is passed to next trophic level. Diagram 2

?
Plants compete with other plants for abiotic resources such as sunlight, water, and space. Do animals compete for any of these same resources? What resources cause competition between animals?

Calc!

8.11 (B) The student will investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures or soil composition and the students will explore how short and long tem environmental changes affect organisms and traits in subsequent populations. Biotic factors These resources are related to life or living factors such as plants, animals, fungi, protists and bacteria. Abiotic Factors These resources are non living factors in an environment such as habitat, weather, sunlight, oxygen or other important elements. Biotic and Abiotic factors combine to make an ecosystem which is a community of living and nonliving things. If a single factor is changed in an ecosystem due to human intervention of a natural event, the whole system can be altered. Dependence when organisms require biotic or abiotic resources to survive Population all members of a specific species in an area Biodiversity the number and variety of species in an area, more biodiversity = more complex ecosystem Natural Selection the process where the organisms most fit to survive in their environment do, survival of the fittest Adaptations characteristics an organism possesses that allow it to be more successful in its environment Ecological succession process through which species of organisms move into a new area; smaller/less complex give way to larger/more complex ecosystems

Category 4 Continued.

Types of Cells
Prokaryotic Cells are simple, small cells, that do not have a membrane around the nucleus. Bacteria are prokaryotic. Prokaryote simply meansbefore the nucleus.
Cell Part Mitochondria

Eukaryotic Cellsare more advanced, larger and varied. These type cells are found in organisms such as plants, animals, and protists. The cell has four main parts: the cell membrane, cytoplasm, the nucleus, and membrane bound organelles.

Function Energy center or "powerhouse" of the cell. Turns food into useable energy (ATP) Stores water or other substances, plant cells contain a large central vacuole. Uses sunlight to create food, photosynthesis (only found in plant cells) outer boundary of the cell; allows materials in and out of the cell Provides additional support (plant and

SYSTEM S

ORGANS
lungs, nasal passages, bronchi , pharynx, trachea, diaphragm, bronchial tubes spinal cord, brain, nerves, skin, eyes, ears, tongue, nose stomach, liver, teeth, tongue, pancreas, intestine, esophagus kidneys, bladder ureters, skin pituitary gland, adrenal gland, thyroid gland, gonads bones, muscles blood, blood

FUNCTIONS

respiratory

Vacuole

intake of oxygen and removal of carbon dioxide from body

Chloroplast

nervous

control of body activities and the reaction to stimuli

Cell membrane

digestive

break down of food and absorption for use as energy

Cell Wall

excretory

controls water and salt balance

Nucleus

A membrane bound organelle that contains the genetic material which will govern the traits of the individual; Controls cell function Exchange of nutrients

endocrine

production of hormones and body regulation

Cytoplasm

Domains

skeletal and muscular

protection and movement transport of nutrients, metabolic

There are three Domains in which all organisms are classified. circulatory vessels, heart, wastes, water, salts, and Eukarya All eukaryotes (organisms with an organized nucleus) are classified lymph disease fighting cells under this domain. It includes four Kingdoms: protection of body from injury Animals, Plants, Fungi, and Protista. and bacteria, maintenance of integumenta Archaea All Archaebacteria are classified under this domain. tissue moisture, holds receptors skin ry These include bacteria that live in extreme environments such as arctic for stimuli response, body heat regulation temperatures, hot springs, and volcanic vents. This domain only includes one Kingdom: Archaebacteria. Eubacteria All other bacteria are classified under this domain. These include bacteria that are decomposers and non harmful bacteria that help our bodies, as well as disease causing bacteria. This Domain only includes one Kingdom: Bacteria.

Kingdoms
Animals Dogs, cats, fleas, and sea coral are examples of animals. They are multicellular eukaryotes that are
heterotrophs (consumers). Most can move from one place to another. Most reproduce sexually, but some may be asexual (sea anemones). Plants are multicellular, eukaryotes. All are autotrophs (producers), but in a few rare cases, some are also heterotrophs (Venus flytrap); however, they do not get their energy from the flies they trap. Examples of plants are grass, trees, vegetable plants, and weeds. They can reproduce sexually or asexually. Fungi include organisms such as mushrooms, molds, and yeast. They are eukaryotes. Many are multicellular, but some are unicellular. All are heterotrophs. Most feed on dead or decaying organisms. They can reproduce sexually or asexually. Protista are eukaryotes. Some are unicellular, and some are multicellular. Many of these organisms are microscopic such as Amoeba, Paramecium, and Euglena. Some are autotrophs and others are heterotrophs. They can reproduce sexually or asexually. Eubacteria are unicellular prokaryotes that can be helpful or harmful. Bacteria in yogurt or your digestive system can be helpful, while bacteria that cause diseases such as E. coli or Salmonella can be harmful. Some of these bacteria are decomposers which play an important and helpful role in our ecosystem. Some are autotrophs while others are heterotrophs. They reproduce asexually. They live in moderate environments. Archaebacteria are unicellular prokaryotes that live in extreme environments such as volcanic vents, arctic temperatures, and hot springs. Some examples are halophiles and thermophiles. They can be autotrophic or heterotrophic. They reproduce asexually.

1.

Which of the following sub atomic particles is found the farthest from the center of the atom? A. A neutral particle that is found in the electron cloud. B. A negative particle that is found in the nucleus. C. A positive particle that is found in the nucleus. D. negative particle that is found in the electron cloud.

2.

3. In which region of the periodic table above would most of the elements be described as dull, not reactive, non- metal be found. 1 2 3 4 4. In which direction are groups on the periodic table? , , Periods? , ,

5. According to the balanced equation, 2 S + 3 O2 2SO3 how many sulfur atoms are in the products? 1, 2, 5, 6 6. During which phase does the Moon receive sunlight only on the side facing away from Earth? A. Full moon B. New Moon C. Waning Gibbous D. Waxing gibbous

8. What is the average speed of the object that is represented by the graph of Object Motion to the left? A. 0.5 meters/minute B. 2.0 meters/minute C. 25 meters/minute D. 50 meters/minute 10. Chloroplasts are found only in organisms that are able to A generate their own energy B grow to a larger size C migrate to other ecosystems D hunt for prey

9. Energy from the Sun is distributed around Earth by A radiation and convection B subduction and rift zones C tectonic plates D solar flares

7. Which of the following statements best explains why it is warmer at the equator than at the North Pole? A. B. C. D. The equator has a larger area than the North Pole The equator is closer to the Sun than the North Pole The equator receives more direct sunlight than the North Pole The equator has more hours of daylight per year than the North Pole.

11. Which of the following correctly lists the structures in space from smallest to largest? A B C D star, galaxy, solar system, universe star, solar system, galaxy, universe star, solar system, universe, galaxy star, universe, solar system, galaxy

12. Which of the following best describes why the Moon orbits Earth? A B C D The distance the Moon and Earth are from the Sun The energy reflected from the surface of Earth The winds generated on Earth by the energy of the Sun The gravitational attraction between the Moon and Earth

13. Which of the following statements most accurately describes the energy transfer between the levels of the food pyramid in the Indian River Lagoon? A. Energy travels up the pyramid. B. Energy stays in the phytoplankton at the lowest level. C. Energy is released into the environment only at the top level. D. Energy moves from the flounder to both the clam worms and egret 15. Seafloor spreading provides evidence of which of the following Earth processes? A. B. C. D. erosion of coastlines weathering of mountains movement of crustal plates formation of sedimentary rocks 16. The illustrations show soccer balls of different masses being kicked with equal force. Which ball will have the greatest acceleration?

14. A battery-powered watch with a minute hand and an hour hand tells time because of the transformation of one energy form to another. Which of the sequences below illustrates this transformation? A. B. C. D. chemical-electrical-mechanical chemical-mechanical-electrical mechanical-chemical-electrical electrical-chemical-mechanical

18. Organisms that require oxygen must transfer molecules of oxygen from their environment to their cells. In humans, which two systems are directly involved in the transfer of oxygen from the environment to their cells? A. B. C. D. circulatory and nervous respiratory and digestive digestive and nervous respiratory and circulatory

17. In the picture to the right, a student is investigating potential and kinetic energy by stretching a spring across a table. When the student lets go, the spring recoils. At which time is potential energy in the spring being converted into kinetic energy in this system? A. when the spring is stretching B. when the spring is fully stretched C. when the spring is recoiling D. when the spring is fully recoiled

Key1. D, 2. B, 3. 3, 4., 5., 6. B, 7. C, 8. B, 9. A, 10. A, 11. C, 12. D, 13. A, 14. A, 15. C, 16. A, 17. C, 18. D, 19. C, 20. A, 21. D, 22. C, 23. D, 24. C, 25. 80, 26. B, 27. B, 28. D, 29. B, 30. D, 31. C, 32. C.

19. In which compass direction will the storm center (Low) most likely move over the next few days if it follows a typical storm track? A B C D northeast northwest southeast southwest

20. Which sub atomic particles contribute to most of an atoms mass? A neutrons and protons, B protons only, C protons and electrons, D electrons and neutrons

21. Which of the following is the best estimate of the number of stars in a typical galaxy? A. tens B. hundreds C. thousands D. billions

22. When succession takes place in a marsh, which of the following is likely to happen? A. B. C. D. Water level rises and a lake is formed Bigger plants appear as water levels rise in the marsh. Water gradually disappears and the area becomes dry land. There are fewer trees to take in carbon dioxide and produce oxygen.

23. The photograph shows a phase of the Moon as seen by an observer in New York State. Which phase is closest to what will be seen by the observer in New York State 1 month later? A B C D

24. An invasive species of plants was introduced in the Southern United States. This vine grows on the branches of trees and eventually covers the entire tree. What abiotic factor necessary for proper tree growth is most affected by the vine? A B C D the amount of oxygen, the amount of nitrogen, the amount of sunlight, the amount of water.

25. A 40-kg student on an inner tube is pulled by a boat. The force from the boat results in the student accelerating at 2m/sec2. Calculate the net force needed to cause this acceleration and grid your

26. Which of the following is the best estimate of the difference in elevation between Black Bear Camp and Eagle Peak (on the right)? A 400m B 900m C 1200m D 1500m

27. Mistletoe is a plant that attaches to some trees in North Central Texas. The mistletoe will slow the growth of the tree, since it uses some of the trees water and nutrients. Which pair of terms best describes the relationship between the mistletoe and the tree? A predator/prey B parasite/host C consumer/producer D herbivore/carnivore

28. At one time large herds of Bison roamed across the US. Brown-headed cowbirds followed the Bison and captured the insects that scattered as the bison walked through the grass. Many of the Bison were killed by early American hunters. Which of the following is the most correct statement about what might occur? A The grasses would no longer grow and a desert would soon form. B The cowbird population would grow due to fewer Bison. C The Bison would adapt and become better at avoiding hunters. D The cowbird population would diminish due to the difficulties in finding insects to eat without the Bison. 32. Members of the kingdom Animalia would be best describes as A B C D unicellular, prokaryotic, heterotrophic. unicellular, eukaryotic, autotrophic. multicellular, eukaryotic, heterotrophic. multicellular, eukaryotic, autotrophic.

29. According to the map to the right, what is in between the two hills? A Nothing, the two hilltops merge. B A small valley. C A very large flat plain D A major body of water. 30. How much higher is Baker Hill than Able Hill? A B C D about 40 m about 30 m about 20 m about 10 m 31. The cell to the left would most likely be found in an organism that had which of the following characteristics? A A unicellular prokaryote found in a harsh environment B A Eukaryotic, unicellular cell that moves about in aquatic environments C A multicellular eukaryotic cell that is an autotroph. D A reproductive cell found in a complex, multicellular, heterotroph.

Key1. D, 2. B, 3. 3, 4., 5., 6. B, 7. C, 8. B, 9. A, 10. A, 11. C, 12. D, 13. A, 14. A, 15. C, 16. A, 17. C, 18. D, 19. C, 20. A, 21. D, 22. C, 23. D, 24. C, 25. 80, 26. B, 27. B, 28. D, 29. B, 30. D, 31. C, 32. C.