Safe Practices

SAFE PRACTICESObjective 1BIO/IPC(1): The student, for at least 40% of the instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

(A) Demonstrate safe practices during field and laboratory investigations

“YOU TELL ME”After Sue has completed the laboratory investigation …..Thumbs Up or Thumbs Down?

Sue should return any unused chemicals to the original container.Sue should place any broken glass in the glass receptacle.Clean and properly store the equipment so that the possibility of contamination is minimized.

FALSE

TRUE

TRUE

Sue should use caution because sulfuric acid is corrosive. TRUE

NOTES

Circle the process where safety precautions should be planned

INFER

What Information can be gathered from the following Pictograms?

SAFE PRACTICESObjective 1BIO/IPC(2):The student uses scientific methods during field and laboratory investigations.

(B)Collect data and make measurements with precision

“YOU TELL ME” How Much?

A B

C D

“PRECISION”

Which Group’s Data is the most precise?

Group A Group B

“PRECISION”

Which Group’s Data is the most precise?

“PRECISION”

Which Group’s Had the Most Consistent Data??

VIRUSESObjective 3BIO (4):The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:

(C) Compare the structures and functions of viruses to cells and describe the role of viruses in

causing diseases and conditions such as acquired immune deficiency syndrome, common

colds, small pox, influenza, and warts

BACTERIAObjective 3BIO (4):The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:

(D) Identify and describe the role of bacteria in maintaining health such

as in digestion and in causing diseases such as in streptococcus

infections and diphtheria

NITROGEN CYCLE NOTES

Nitrogen fixing bacteria transform unusable forms of nitrogen to usable forms for organisms. They are an important part of the nitrogen cycle

BACTERIA FAQS

1.Not all bacteria is harmful2.Most bacterial infections can be

controlled with antibiotics3. Heat often kills bacteria (fever,

cooking food thoroughly)

PLANT ADAPTATIONS

Objective 3BIO (13): The student knows the significance of plants in the environment. (A): evaluate the significance of structural and physiological adaptations of plants to their environments

PLANT ADAPTATION NOTES

Adaptation:Stomata are located on the upper side of the leaf.Possible Purpose:• Water Plants (allows

for gas exchange)

Adaptation:Broad Leaf Surface for more absorption of sunlight

Possible Purpose: • Plants in low

light environment


Adaption:Spines on Plant

Possible Purpose: Plant Protection

PLANT ADAPTATION NOTES Adaption:Pneumatophores

Possible Purpose: Mangrove plants or plants which live in waterlogged soils. This structure allows for gas oxygen absorption for cellular respiration in plants

PLANT ADAPTATION NOTESAdaption:Seed with wing-like structures

Possible Purpose: Wind dispersal of seed


Adaption:Long tap root

Possible Purpose: Roots can go great distances to reach water


Adaption:Several small seeds in sweet fruit

Possible Purpose: Greater possibility of dispersal and possibility to be eaten by other organisms

CELLULAR PROCESSESBIO(4): The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:

(B) Investigate and identify cellular processes including homeostasis, permeability, energy

production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis

of new molecules.

CELL NOTESCell Parts Nucleus- control center of the cell Mitochondria- powerhouse produces energy;

ATP; numerous in muscle cells Chloroplast- site of photosynthesis contain

green pigment called chlorophyll to trap sunlight

Ribosome- site of protein synthesis Cell wall- only in plant cells; structure Cell membrane- transport of into/out of cell Flagella & Cilia- movement of the cell

CELL ENERGY NOTESCell Energy

Depletion of oxygen results in production of lactic acid build-up (sore muscles)

Photosynthesis:

CO2 + H2O + Energy C6H12O6 + O2

(Reactants) (Products)

Respiration:

C6H12O6 + O2 ATP + H20 + CO2

(Reactants) (Products)

CELL TRANSPORT NOTESCell TransportOsmosis is the diffusion of water across a

semi-permeable membrane called the lipid bilayer or cell membrane

HOMEOSTASIS NOTESHomeostasis If a cell becomes to large to carry out

homeostasis, it divides into 2 identical cells (binary fission)

Dynamic Equilibrium is reached when concentrations are equal on both sides of the concentration gradient.

QUESTION 1

Which would most likely cause the liquid in Tube A to rise?

a. Starch concentrations being equal on each side of the membraneb. Water and starch volumes being the samec. Water passing from a region of lower starch concentration to one of higher starch concentrationd. Solute in the tubes changing from a higher temperature to a lower temperature

QUESTION 2

Why are photosynthesis and cellular respiration often considered opposites?

a. Photosynthesis produces twice as many ATP molecules as cellular respiration does.b. Photosynthesis occurs during the day, and cellular respiration occurs at night.c. Water is released during photosynthesis and consumed during cellular respiration.d. Oxygen is produced during photosynthesis and used during cellular respiration.

QUESTION 3

The picture shows a cell model and the solutions associated with it. In this situation the cell model will —

a. gain massc. increase in solute contentb. shrinkd. start to vibrate

DNABIO(6): The student knows that the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to:

(A) Describe components of deoxyribonucleic acid (DNA), and

illustrate how information for specifying the traits of an organism is

carried in the DNA.

NOTES: “WHAT IS DNA?”

DeoxyriboNucleic Acid Function: blueprint for

life; determines traits of an organism

Composition: Double-stranded

Strands are made of nucleotides – a single unit of DNA.

Contain a phosphate group, a sugar, and a nitrogen base.

Arranged in a double helix

Location in every cell: nucleus

QUESTION 1

In all plant and animal cells, the nucleus contains long molecules of DNA. Which of the following best describes the function of DNA?

a. DNA provides the shape and structure of the nucleus.

b. DNA packages materials for transport through the nucleus.

c. DNA carries materials into and out of the nucleus.

d. DNA contains the blueprint for producing the whole organism.

QUESTION 2All of the following are found in a DNA molecule except

—

a. carbon dioxide

b. deoxyribose

c. nitrogen

d. phosphate

QUESTION 3Which molecule is most responsible for determining an

organism’s eye color, body structure, and cellular enzyme production?

a. Complex starch

b. Fatty acid

c. Carbohydrate

d. Deoxyribonucleic acid

QUESTION 4Proteins are produced according to a special code

found in the control center of the cell. Which of these molecules carries this code?

a. DNA

b. ADP

c. Phosphate

d. Lipid

NOTES: “DNA BASE PAIRING”

Four nitrogenous bases Adenine Thymine Cytosine Guanine

Base pairing adenine

complements (pairs with) thymine

cytosine complements guanine

Sequence of bases (nucleotides) determines traits

“BASE PAIRING PRACTICE”Determine the complement strand of

DNA for each strand shown below:

ATACGCCCTTGAG_________________

GCCCTATATTGCG_________________

GTGTCCCAGGGG_________________

QUESTION 5In DNA, which of the following determines the traits of

an organism?

a. Amount of guanine

b. Number of sugars

c. Sequence of nucleotides

d. Strength of hydrogen bonds

QUESTION 6Erwin Chargaff studied the DNA of organisms within a single

species. Chargaff discovered that the amount of adenine is about equal to the amount of thymine. Which of these explains why the ratio of adenine to thymine is nearly 1:1?

a. Adenine and thymine pair with each other.

b. Adenine binds with phosphates, while thymine binds with nitrates.

c. Adenine and thymine are identical in chemical composition.

d. Adenine bases contain a form of thymine.

QUESTION 7“Cytosine—guanine—thymine—guanine” describes —

a. nucleotides within an RNA strand

b. a sequence of bases within a DNA section

c. points of DNA separation during protein synthesis d. tRNA codons for specific amino acids

NOTES: “REPLICATION” Replication

An exact copy of the DNA is made

Takes place in the nucleus

1. DNA unwinds and the two strands separate.

2. DNA polymerase (an enzyme) adds the complementary base pairs to each side.

3. Result: two identical molecules of DNA, each with one new and one old strand of DNA

NOTES “STEPS OF REPLICATION”

QUESTION 8DNA molecules separate into single strands, which are

then used to construct two identical strands of DNA. This process ensures that the —

a. cytoplasm is in equilibrium

b. mitochondria are genetically identical to the chloroplasts

c. parent cells use little ATP

d. daughter cells are genetically identical to the parent cells

REPLICATION, TRANSCRIPTION,

TRANSLATIONBIO(6): The student knows that the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to:

(B) Explain replication, transcription, and translation using models of DNA and RNA.

DNA REPLICATION NOTES“Replication” - DNA synthesis DNA → DNA Occurs in the nucleus

1. DNA double helix unwinds; separates at hydrogen bond between base pairs

2. DNA polymerase adds base pairs to both strands

Adenine complements Thymine

Guanine complements Cytosine

3. Two “New” DNA molecules formed– one strand original, one strand new

QUESTION 1

DNA passes information to new DNA during the process of —

a. replication

b. transcription

c. translation

d. osmosis

QUESTION 2Which of the following must occur before DNA

replication can take place?

a. Translation of DNA into amino acids

b. Separation of the DNA molecule intocodons

c. Transformation of DNA into RNA

d. Separation of the DNA double helix

QUESTION 3Part of a DNA strand is

represented in the diagram shown. In order for DNA to replicate, the strand must separate at which of the following locations?

a. Between every phosphate-sugar pair

b. Between the eight sugar-base pairs

c. Between the four nitrogenous base pairs

d. Between any two chemical bonds

QUESTION 4If the template of a strand of DNA is 5' TCTACGTAG 3',

the complementary strand will be —

a. 3' TCTACGTAG 5'

b. 5' CTACGTAGA 3'

c. 3' AGATGCATC 5'

d. 5' AGACGTCTA 3'

TRANSCRIPTION NOTES “Transcription” - RNA synthesis DNA → RNA Occurs in the nucleus Adenine from DNA

complements Uracil in RNA

Thymine from DNA complements Adenine in RNA

Guanine from DNA complements Cytosine in RNA

Cytosine from DNA complements Guanine in RNA

QUESTION 5DNA passes information to RNA during the process of

—

a. replication

b. transcription

c. translation

d. osmosis

QUESTION 6

3' CGGUAU 5'

This is a short section of mRNA. Which DNA code probably produced this section of RNA?

a. 3' GCCTUT 5'

b. 5' GCCAUT 3'

c. 3' ATTGCC 5'

d. 5' GCCATA 3'

QUESTION 7Which of these represents

the DNA segment from which this section of mRNA was transcribed?

a. ACTAAG

b. TCUTTG

c. GAAUCU

d. UCCTGA

QUESTION 8The diagram shows how an

mRNA molecule is synthesized. What would be the most likely result if a bacterial infection stopped the production of the RNA polymerase?

a. A protein could not be manufactured.

b. A lysosome would digest the cell.

c. Osmosis would not occur in the cell.

d. Dehydration could be prevented in the cytoplasm.

TRANSLATION NOTES “Translation” - Protein synthesis RNA → protein Occurs at the

ribosomes Codons (3 base

sequence) code for amino acids

Use codon chart to determine amino acid

Amino acids link together to form protein

QUESTION 9RNA is used to code for proteins during the process of

—

a. replication

b. transcription

c. translation

d. osmosis

QUESTION 10Translation (protein synthesis) takes

place in a cell at the –

a. nucleusb. mitochondriac. ribosomed. cell membrane

CHANGES IN DNA

BIO(6): The student knows that the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to:

(C) Identify and illustrate how changes in DNA cause mutations and evaluate

the significance of these changes.

CHANGES IN DNA NOTES Environmental Factors can Cause Mutations

UV rays (does not affect gametes) Carcinogens (radiation, cigarettes, asbestos)

Mutations can be beneficial to an organism because the change can create an advantage over other organisms

Sex cells (sperm & eggs)

DNA & NUCLEOTIDES NOTES DNA is made up of a sequence of

NUCLEOTIDES. Any change in the sequence (order) of these

nucleotides may result in a mutation 3 nucleotides code for an amino acid

Amino acids make up proteins

For example:

G G AArginine

CODON CHART NOTES

A single base change will code for a different amino acid.1) What amino acids are coded for the above?2) What if we change one base? What amino acids are coded for?

UU UU

UUU

histadine-leucine-histadine

histadine-proline-histadine

This Means a Different Protein will be made!!

KARYOTYPES NOTES

A karyotype is a picture of a person’s 23 chromosomes.

From a karyotype you can determine the following

This is a male

This person has non-disjunction (when chormosomes fail to separate during mitosis (MUTATION)

QUESTION 1

The assembly of a messenger RNA strand that normally begins with UAC has been changed so that the newly assembled messenger RNA strand begins with UAG. Which of the following will most likely occur?

A The protein will be missing the first amino acid.B The amino acids that make up the protein will all be different.C The mRNA will become attached to a ribosome.D The production of the protein will be stopped.

QUESTION 2

The diagram above shows chromosomes in a cell undergoing cell division. If one of the chromosomes breaks during this process, which of the following will most likely happen?A MutationB SelectionC DuplicationD Segregation

QUESTION 3

The diagram shows three generations of cells produced by a single cell through mitosis. In the process, a single mutation occurred at the point indicated. The mutation caused changes within a dominant allele. How many of the 15 cells contain the mutation?

Record and bubble in your answer as you would on a griddable item.

7 0 0 0

CHARACTERISTICS OF KINGDOMSBIO (8): The student knows applications of taxonomy and can identify its limitations. The student is expected:

(C) Identify characteristics of kingdoms including

monerans, protists, fungi, plants, and animals.

ARCHAEBACTERIA NOTES“Archaebacteria”,

Prokaryotic No nucleus No membrane-bound organelles

Most have cell walls Single-celled Both autotrophs and heterotrophs exist Reproduce by asexual reproduction Also called “extremophiles” because they

live in “extreme” environments (extremely hot, salty, or acidic environments)

EUBACTERIA NOTES

“Eubacteria” Prokaryotic

No nucleus No membrane-bound organelles

Most have cell walls Single-celled Both autotrophic and heterotrophic exist Reproduce by asexual reproduction Most abundant kingdom on earth

PROTIST NOTES

“Protists” Eukaryotic

Contain a nucleus Contain membrane bound organelles

Unicellular and multicellular exist Both autotrophs and heterotrophs exist Examples: euglena, paramecium, amoeba

FUNGI NOTES“Fungi”

Eukaryotic Multicellular Have a cell wall Lack chloroplasts Heterotrophic

Decomposers Can reproduce by both sexual reproduction

(produce spores) and asexual reproduction non-motile Examples: mushrooms and mold

PLANT NOTES

“Plants” Eukaryotic Multicellular Autotrophic

Contain chloroplasts Makes own food by photosynthesis

Have a cell wall Most reproduce by sexual reproduction Non-motile

ANIMAL NOTES

“Animals” Eukaryotic Multicellular Heterotrophic No cell wall Reproduce by sexual reproduction Motile

QUESTION 1

The kingdom Animalia includes all of these except —

a. jellyfishb. parameciumc. spongesd. roundworms

QUESTION 2

Which is a characteristic of members of the plant kingdom that distinguishes them from members of the animal kingdom?

a. Storage of energy in chemical bondsb. Use of mRNA during protein productionc. Exchange of H2O with the environmentd. Use of chlorophyll for solar-energy

transformation

QUESTION 3

This organism most likely is a member of which kingdom?

a. Eubacteriab. Animaliac. Protistad. Plantae

TAXONOMY NOTES

Taxonomic Hierarchy: a scientific classification system

Organisms are most closely related when the their names contain the same genus.

Kingdom (least specific)

King

Phylum PhillipClass came Order over

Family forGenus good

Species (most specific)

soup.

QUESTION 4Which of these classifications is least specific?

a.Family

b.Genus

c.Phylum

d.Order

QUESTION 5Which of these classifications is most specific?

a.Family

b.Genus

c.Phylum

d.Order

QUESTION 6The bullfrog, Rana catesbeiana, is most closely

related to the —

a.spotted chorus frog, Pseudacris clarki

b.Asian flying frog, Polypedates leucomystax

c.northern leopard frog, Rana pipiens

d.African bullfrog, Pyxicephalus adspersus

ENERGY FLOW THROUGH TROPHIC LEVELS

BIO (9) The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to:

(D) Analyze the flow of matter and energy through different trophic

levels and between organisms and the physical environment.

QUESTION 1Energy used by producers in a rainforest

food web is provided by —

a. sunlightb. photosynthesisc. oxygend. carbon dioxide

QUESTION 2The diagram shown is intended

to show relationships in an ecosystem. What do the arrows represent?

a. The direction of population migration

b. Differences in dietary habits

c. Progressively smaller organisms

d. The direction of energy flow

a cb d

QUESTION 3A food pyramid represents the relative amount of energy in

trophic levels. Which of the following correctly shows a food pyramid?

A. C.

B. D.

QUESTION 5How many kcal of

energy are transferred to the secondary consumer level?

a. 3 kcalb. 30 kcalc. 300 kcald. 3000 kcal3000 kcal

QUESTION 6How many kcal of

energy are transferred to the tertiary consumer level?

a. 3 kcalb. 30 kcalc. 300 kcald. 3000 kcal3000 kcal

QUESTION 7About 90% of the energy at one trophic level is not

passed to the next level. What usually happens to the energy that is not passed to the next trophic level or used to carry out life processes?

a. It is given off as heat.b. It is stored as vitamins.c. It is used in reproduction.d. It is used in protein synthesis

QUESTION 8The diagram represents

different levels of a marine food pyramid. Between which two levels is the least amount of energy transferred?

a. R and Qb. S and Rc. T and Sd. U and T

QUESTION 9In this food web, the

bacteria probably function as —

a. producersb. herbivoresc. decomposersd. carnivores


grasses function as —



quail function as —


QUESTION 12

The diagram shows several phases of the nitrogen cycle. Which of the following describes the most likely effect of removing some plants from the area by using chemical herbicides?

a. The rate of erosion of rocks on the ground would be slowed.b. The flow of necessary nutrients would be disrupted.c. The ability of plants to complete photosynthesis would be increased.d. The infiltration of water into the ground would be halted.

FUNCTIONS OF SYSTEMS IN ORGANISMS

BIO(10): The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is

expected to: (A) Interpret the functions of

systems in organisms including circulatory, digestive,

nervous, endocrine, reproductive, integumentary,

skeletal, respiratory, muscular, excretory, and immune.

(B) Compare the interrelationships of organ systems to each other and to

the body as a whole.

URINARY SYSTEM NOTES

Urinary SystemRids the body of liquid wastekidney

ureter

Urinary bladderUrethra

NERVOUS SYSTEM NOTES

Nervous System• Responds to stimuli to

maintain homeostasis

Neuron

Axon

Synapse

Dendrite

MUSCULAR SYSTEM NOTES

Muscle & Skeletal System• Provides movement and

extension of limbs• Bones have red marrow which

produces red blood cells

Bicep- flexes the arm (moves arm up)

Tricep- extends the arm

RESPIRATORY SYSTEM NOTES

Respiratory System• Intake of Oxygen (O2) and

gets rid of CO2 as the body maintains homeostasis through metabolism

ENDOCRINE SYSTEM NOTES

Endocrine System• Hormones• Glands• Fight/Flight Response

IMMUNE SYSTEM NOTES

Immune System• Protects the body, often with

T-cells (White Blood Cells)• Helps rid the body of viruses,

bacteria, and other pathogens

DIGESTIVE SYSTEM NOTES

Digestive System• Contains enzymes which

break down food• Contains small intestine for

absorption of nutrients

CIRCULATORY SYSTEM NOTES

Circulatory System• Delivers nutrients to all parts

of the body• Transports red blood cells to

body which has the protein hemoglobin to carry oxygen (O2)

REPRODUCTIVE SYSTEM NOTES

Reproductive System• Allows for production of

offspring sexual- varied offspring asexual- identical to parent

Star notes organs involved in sexual reproduction

INDICATE WHICH INTERACTION OF SYSTEMS ARE INVOLVED IN EACH OF THE PICTURED SCENARIOS

• Hormones can trigger asthma attacks

• Systems Activated: Respiratory & Endocrine

• Systems Activated: muscular, respiratory, endocrine

• Systems Suppressed: Digestive, urinary, reproductive

• Excretory system retains fluids

• Vasodilatation to release excess heat

• Systems Activated: excretory, muscular, integumentary

• Muscular contraction to chew and push food down GI tract.

• Systems Activated: Digestion, Excretory, Circulatory

QUESTION 1

According to this information, some organs of the gastrointestinal tract —

a. fit in more than one organ systemc. supply the body with plateletsb. perform only one function at a timed. produce soluble vitamins

QUESTION 2

Pelicans prevent serious wing damage by entering the water in the manner shown above. Which two organ systems in the pelican work together the most to accomplish this maneuver?

a. Circulatory and nervous systemsb. Muscular and digestive systemsc. Nervous and muscular systemsd. Digestive and circulatory systems

CORRECT ANSWER: c. Nervous and muscular systems

INTERACTIONS AMONG ORGANISMSObjective 3BIO (12): The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:

(B) interpret interactions among organisms exhibiting

predation, parasitism, commensalism, and

mutualism

NOTES Mutualism: A relationship in which

both organisms benefit from the relationship.

Example: Clown Fish & Sea Anemone – the fish receives protection from enemies and the anemone receives scraps of leftover food from the fish

Commensalism: A relationship in which one organism benefits, and the other is neither helped nor harmed

Example: Egret & Rhino – the bird receives protection from predators by its proximity to the rhino and the rhino is neither helped nor harmed

NOTES Parasitism: A relationship in which

one organism, who lives on another, benefits, and the other organism is harmed. Example: Fleas & Dog – the fleas gain

nourishment from the dog and the dog itches from the bite

Predation: A relationship in which one organism benefits (the predator) and the other organism is killed/consumed (the prey) Example: Lion & Zebra/Rabbit & Lettuce – the

lion eats the zebra; the rabbit eats the lettuce

QUESTION 1Which situation best represents a

parasitic relationship?a. A tapeworm absorbing nutrients

from the intestine of a dogb. An orchid being pollinated by a

nectar collecting waspc. A bear eating a berryd. An armadillo rooting in the soil at

the base of an oak tree


commensalistic relationship?a. A tapeworm absorbing nutrients

from the intestine of a dogb. An orchid being pollinated by a

nectar collecting waspc. A bear eating a berryd. A bird builds a nest in a tree.


predator/prey relationship?a. A tapeworm absorbing nutrients from

the intestine of a dogb. An orchid being pollinated by a nectar

collecting waspc. A bear eating a berryd. An armadillo rooting in the soil at

the base of an oak tree


mutualistic relationship?a. A tapeworm absorbing nutrients

from the intestine of a dogb. An orchid being pollinated by a nectar

collecting waspc. A bear eating a berryd. A student eating a hamburger

FOOD CHAINS, FOOD WEBS, AND FOOD PYRAMIDS

BIO (12): The student knows that interdependence and interactions occur

within an ecosystem. The student is expected to:

(E) Investigate and explain the interactions in an ecosystem including

food chains, food webs, and food pyramids.

QUESTION 1In a typical forest community, plants are producers, rabbits

are primary consumers, and wolves are secondary consumers. Which diagram correctly represents these relationships?

a c

b d

QUESTION 2

The difference in the size of each layer of this food pyramid is primarily the result of the difference in —

a. food choices of individual nichesb. the amount of food energy at each trophic levelc. oceanic zones of habitatd. the relative heights of the organisms

QUESTION 3

Which of these groups of organisms would most likely have accumulated the largest concentration of a long-lasting chemical pollutant in their bodies?

a. Phytoplanktonb. Lake troutc. Zooplanktond. Gulls

QUESTION 4According to this food

web, which of these is an omnivore?

a. Caterpillarb. Antc. Deerd. Bird

QUESTION 5 The picture shows a piece

of rotting wood. Which of these does the picture demonstrate?

a. Photosynthesis occurringb. Decomposers growingc. Wood regeneratingd. Genes transforming

QUESTION 6

The table lists four groups of factors found in a particular ecosystem. Which group consists of only abiotic factors?

a. Group 1b. Group 2c. Group 3d. Group 4

NEWTON’S LAWS MOTION, WORK AND POWER

IPC(4): The student knows concepts of force and motion evident in everyday life. The student is expected to:. The student is expected to:

(A) calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines.

(B) investigate and describe applications of Newton’s Laws such as in vehicle restraints, sports activities, geological processes, and

satellite orbits.

QUESTION 1Safety restraints in cars help prevent

passenger injuries that would otherwise occur as a result of passengers remaining in motion during a car’s abrupt stop. Which of these laws predicts that an unrestrained moving body will continue to move?

A. Law of inertiaB. Law of reflectionC. Law of universal gravitationD. Law of conservation of momentum

QUESTION 2A wet bar of soap slides 1 meter across a wettile floor without appearing to slow down.Which of these statements explains why thebar of soap fails to slow down?

A. A constant force on an object produces aconstant positive acceleration.B. An object in motion tends to remain inmotion in the absence of an external force.C. A moving object having constant velocitycontains kinetic energy.D. An object’s weight is proportional to itsmass.

QUESTION 3 Which of these would cause the gravitationalforce between Earth and the sun to increase?

A. An increase in the length of a day onEarthB. A decrease in the distance between Earthand the sunC. An increase in the number of planetsorbiting the sunD. An increase in the masses of Earth andthe sun

QUESTION 4How many newtons of force does a 75.0

kg student exert on their chair because of gravity?

QUESTION 5After shooting a cannonball, a cannon

recoils with a much lower velocity than the cannonball. This is primarily because, compared to the cannonball, the cannon has a -

A. much greater massC. greater kinetic energyB. smaller amount of momentumD. smaller force applied to it

QUESTION 6A leaf from an apple tree falls to the

ground more slowly than an apple falls. As an explanation of this observation, the ancient Greeks’ theory of natural place has been replaced by a more recent theory involving gravitational force and —

A. atomic weightB. inertial massC. air resistanceD. kinetic energy

QUESTION 7Which of the these is the best description of the

action-reaction force pair when the space shuttle lifts off from the launchpad?

A. The ground pushes the rocket up while exhaust gases push down on the ground.

B. Exhaust gases push down on air while the air pushes up on the rocket.

C. The rocket pushes exhaust gases down while the exhaust gases push the rocket up.

D. Gravity pulls the exhaust gases down while friction pushes up against the atmosphere.

SPEED

SPEED

ACCELERATION

MOMENTUM

FORCE

WORK

POWER

KINETIC ENERGY

WAVE TYPES, CHARACTERISTICS, AND INTERACTIONS

IPC(5): The student knows the effects of waves on everyday life. The student is expected to:

(A) demonstrate wave types and their characteristics through a variety of

activities such as modeling with ropes and coils, activating tunings forks, and

interpreting data on seismic waves..(B) demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance

within various materials.

COMPRESSION WAVES rarefaction-the less dense region of a compression wave compression-the more dense region of a compression wave wavelength-measured from the start of one compression to

the start of the next compression TASK: Match the letter with the corresponding wave

characteristic under the compression wave door.

wavelength

TRANSVERSE WAVES has crests and troughs

crest – high point of the wave trough – low point of the wave

wavelength – from crest to crest or trough to trough

Amplitude is distance from crest or trough to the resting position of the wave larger the amplitude, the greater the

energy

VELOCITY OF A WAVE Frequency - number of waves that pass

a fixed point per second measured in hertz (Hz); waves/second (1/s) for sound waves, determines the pitch of the

sound (how high or how low a note sounds) Velocity – speed and direction of a wave

measured in meters per second (m/s) Wavelength

Measured in meters (m)

LET’S REVIEW INTERACTIONS Constructive

Interference waves add up

Destructive Interference waves cancel each

other

REFLECTION Reflection

incident beam normal reflected beam the law of reflection states that the angle

of incidence equals the angle of reflection

REFRACTION Refraction

bending of light when changing mediums depends on speed of light in each medium light bends toward normal when slowing down

and away from normal when speeding up.

RESONANCE Resonance

the ability of an object to vibrate at natural frequency when it absorbs energy

standing waves vibrate at natural frequencies

example: rim of glass, strings on a violin, bells

POLARIZATION Polarization

when light vibrates in one direction Ex. Polarizing sunglasses

QUESTIONThe image on the

screen is inverted because light rays –

A. condense as they pass through the pinhole

B. travel through the opening in straight lines

C. refract as they strike the screen

D. are polarized by the materials of the screen

CONVECTION, CONDUCTION, AND

RADIATIONIPC(6): The student knows the impact of energy transformations in everyday life. The student is expected to:

(B) Investigate and demonstrate the movement of heat through solids, liquids, and gases by convection,

conduction, and radiation.

QUESTION 1The primary way liquids and gases

(fluids) transmit heat is by the process of

A. reflectionB. conductionC. radiationD. convection

QUESTION 2Heat convection occurs in gases and

liquids. Heat convection does not occur in solids because solids are unable to –

A. absorb heat by vibratingB. transfer heat by fluid motionC. emit radiation by reflecting lightD. exchange heat by direct contact

INSULATORS AND CONDUCTORS NOTES conductors

allow heat to transfer readily Black improves absorption of infrared radiation

(heat) Ex: metals are good conductors of heat;

painted black are even better insulators

do not readily allow the transfer of heat Ex: glass and plastic are good insulators of

heat

NOW APPLY YOUR KNOWLEDGE determine whether a substance is a

good conductor or insulator based on data provided

FYI good insulators don’t allow heat loss/gain;

therefore little or no temperature change good conductors do allow heat loss/gain;

therefore a large temperature change will take place

QUESTION 5

Which container is a better insulator? A better conductor? Why?

PERIODIC TABLEIPC(7): The student knows relationships exist between properties of matter and its components. The student is expected to:

(D) relate the chemical behavior of an element. including bonding, to its placement on the periodic table.

IMPORTANCE OF ATOMIC #

number of protons is the same as the atomic number; used to ID an element

ID this element

QUESTION An element has 24 protons. What

element is it?

A. Magnesium B. MolybdenumC. ChromiumD. Iron

QUESTION A certain atom has a nucleus containing nine protons

and ten neutrons and has nine electrons orbiting the nucleus. This atom is a form of the element —

a. potassium

b. fluorine

c. neon

d. calcium

QUESTION Alpha particles are one type of radioactivity. These

particles have a nucleus of two protons and two neutrons but have no orbital electrons. Based on this information, it can be inferred that alpha particles are positive ions of the element —

a. actinium

b. curium

c. radium

d. helium

“ALL IN THE FAMILY” “groups” or “families” are the columns on

the Periodic Table elements in the same group have similar

physical and chemical properties

QUESTIONWhich of the following groups contains members with

similar chemical reactivity?

a. Li, Na, K

b. Be, Mg, Na

c. K, Ca, Sc

d. P, S, Cl

QUESTIONThe bonding characteristics of nitrogen are most

similar to the bonding characteristics of —

a. hydrogen

b. silicon

c. helium

d. phosphorus

NOBLE GASES Group 18 are called “noble gases”

8 valence electrons (stable octet) noble gases are resistant to forming

compounds

QUESTIONThe elements of which of these groups on the periodic

table are least likely to form compounds?

a. Group 1

b. Group 9

c. Group 14

d. Group 18

QUESTION

Elements found in which shaded area of this periodic table undergo the fewest chemical reactions?

a. Q

b. R

c. S

d. T

“BOND.” “IONIC BOND.”

Metals Nonmetals

Left of bold line (staircase) Right of bold line (staircase)

Lose electrons when bonding Gain electrons when bondingForm ca+ions Form anionsPositive ions (positive oxidation numbers)

Negative ions (negative oxidation numbers)

Ionic Bonds:• when metals form bonds with nonmetals • Halogens, group 17 elements, form ionic

compounds (salts) called halides

QUESTIONElements in Group 2 of the periodic table usually —

a. form large molecules

b. lose electrons when bonding

c. act like nonmetals

d. liquefy at room temperature

QUESTIONSodium fluoride is a type of halide used in toothpaste

to help strengthen teeth. Elements from which group in the periodic table are necessary to form halide compounds?

a. Group 4

b. Group 5

c. Group 10

d. Group 17

QUESTIONThe elements from which of the following groups are

most likely to react with potassium (K)?

a. Group 2

b. Group 7

c. Group 13

d. Group 17

OXIDATION NUMBERSHow to determine oxidation numbers1. Find the group number (roman numeral) for the

element (located at the top of the group).2. Determine if the element is a metal or a nonmetal.

1. If it is a metal, the roman numeral value from the group number is the positive value of the oxidation number. Example: Hydrogen is in group IA; therefore the oxidation

number is +1 and the cation is written H1+.

OR

2. If it is a nonmetal, subtract the roman numeral value from eight. Assign a negative sign to the oxidation number. Example: F is in group VIIA; 8 – 7 = 1; therefore the

oxidation number is -1 and the anion is written F1-.

QUESTIONWhat is the oxidation number of Mg?

A. 1+B. 1-C. 2+D. 2-

QUESTIONAccording to the periodic table, which of these

elements will form an ion with a –3 charge?

a. N

b. La

c. Li

d. Rb

QUESTION

Which shaded area of the periodic table shown shows the location of elements that require the least energy to lose two electrons?

A. QB. RC. SD. T

CRISS-CROSS SHORTCUT

Ca2+ Cl1- Ca1 Cl2

CaCl2

Criss-Cross Method for writing ionic compound formulas

• Rule: Value of oxidation # of cation becomes the subscript of the anion

• Rule: Value of oxidation # of anion becomes the subscript of the cation

QUESTION

According to this information, what is the chemical formula for sodium oxide?

A. NaOB. NaO2

C. Na2OD. Na2O2

Na1+ O2-

QUESTION

According to this information, what is the chemical formula for magnesium fluoride?

A. MgFB. MgF2

C. Mg2FD. Mg2F2

Mg2+ F1-

QUESTION

According to this information, what is the chemical formula for potassium sulfate?

A. K2SO4

B. K4(SO4)2

C. K2(SO4)2

D. KSO4

K1+ SO42-

QUESTIONThe ionic compounds that result from combining Group

1 and Group 17 elements have a 1:1 ratio because a. Group 1 elements are electrically neutral

b. Group 1 elements have one valence electron

c. Group 1 elements contain neutrons in the nucleus

d. Group 1 contains more elements than other groups

WE LIKE TO SHARE! Covalent Bonds

Non-metals form bonds with non-metals Elements share electrons Examples: CO2, CH4

Carbon, Oxygen, and Hydrogen are all nonmetals

QUESTIONNitrogen forms covalent bonds with

which of the following elements?

A. SodiumB. IronC. CarbonD. Neon

QUESTION

The model above shows how an unidentified element, X, forms covalent bonds with oxygen. In which group on the periodic table does Element X most likely belong?

A. Group 2B. Group 7C. Group 15D. Group 18

PHYSICAL AND CHEMICAL CHANGES

Objective 4IPC(8) The student knows that changes in matter affect everyday life. The student is expected to:

(A) Distinguish between physical and chemical changes in matter such as

oxidation, digestion, changes in states, and stages in the rock cycle.

QUESTIONIn the rock cycle, which of these is a

physical change involved with the formation of igneous rocks?

a. Compression of sedimentsb. Subduction of platesc. Heat loss from lavad. All of the above

QUESTIONSheets of ice containing mostly pure water can be

formed by decreasing the temperature of saltwater. Which of these best describes this change?

a. Chemical change b. Nuclear changec. Physical changed. Atomic change

QUESTIONCompounds with the same chemical

composition may have different densities because they —

a. have differences in reactivityb. vary in solubility c. are able to bond with oxygend. exist in different phases

CLUES OF A CHEMICAL CHANGE

Identity of material DOES change Ex: oxygen combines with iron to form iron

oxide (rust) Includes all chemical changes Words to look for: Souring, rotting,

decomposing, burning, changing, forming, producing, acid weathering, rusting, oxidizing

More words to look for:

“WORDS TO LOOK FOR”

A silver bracelet tarnishes.

A bicycle is left out in the rain and begins to rust.

Leaves on an oak tree turn red as winter approaches .

Starches and sugars being broken down during energy production

Water and carbon dioxide being converted to glucose

Iron in rock combining with oxygen to form hematite

Acid rain damaging marble

QUESTIONWhich of the following is an example of a

chemical change?

a. Ice crackingb. Sugar dissolvingc. Milk souringd. Lead melting

QUESTIONWhich of these describes a pollution-producing process

that involves a chemical change?

a. Coal with a high sulfur content is burned, producing gases that cause acid rain.

b. Chlorofluorocarbons are released, changing ozone in the upper atmosphere into oxygen.

c. Nitrogen oxide emissions combine with water vapor, producing nitric acid.

d. All of the above

QUESTIONWhich of these changes in rocks is NOT a chemical

change?

a. Acid rain damaging marbleb. Carbonic acid weathering limestonec. Iron in rock combining with oxygen to form

hematited. An ice wedge shattering a slab of shale

WATER AS THE UNIVERSAL SOLVENTFACTORS INFLUENCING SOLUBILITY

IPC(9): The student knows how solution chemistry is a part of everyday life. The student is expected to: (A) relate the structure of water to its

function [as the universal solvent].(D) demonstrate how various factors

influence solubility including temperature, pressure, and nature

of the solute and solvent.

POLARITY IS THE KEY!“Water is the Universal

Solvent” – Water is a “polar”

molecule Slightly negative at

the oxygen atom Slightly positive at

the hydrogen atoms Like dissolves like

Polar molecules dissolve polar molecules

Most substances in nature are polar; therefore water dissolves most substances

QUESTIONWhich factor makes water an effective

solvent?

a. The presence of molecular oxygen

b. Its lack of covalent bondsc. The polar nature of its molecules

d. Its abundance on Earth’s surface

QUESTIONThe structure of pure water makes it a

good —

a. solventb. catalystc. conductord. nutrient

QUESTIONWhich characteristic of water best

explains its ability to dissolve a great variety of materials?

a. Its transparency in lightb. Its electrical conductivityc. Its physical state of matterd. Its molecular arrangement

QUESTIONThe graph shows the

concentration of ions found in the water of the Dead Sea. Which property of water is responsible for the dissociation of salts that produces the ion concentrations shown in the graph?

a. Chemical stabilityb. High polarityc. Low melting pointd. High freezing point

QUESTION

The diagram above shows water molecules and ions from an NaCl crystal. What is the most likely reason that each water molecule is arranged so that the oxygen part of the molecule faces a sodium ion?

a. The oxygen in a water molecule contains a partial negative charge.

b. Gravity rotates the oxygen atoms to face the more-massive sodium ions.

c. Hydrogen atoms create repulsive forces with chloride ions. d. Oxygen atoms form covalent bonds with sodium ions.

STRUCTURE AND UNIQUE PROPERTIES

“Properties of Water that Never Change” –

Water always contains two hydrogen atoms bonded to one oxygen atom

2:1 ratio Formula: H20

Water expands when frozen Becomes less dense

Ice floats!! Very important to aquatic life!!

QUESTIONIf the properties of water were to change so that the

solid form was denser than the liquid form, organisms living in a cold pond environment would be less likely to survive because water would no longer —

a. dissolve enough oxygen from the air

b. produce solutions containing vital nutrients

c. remain neutral, instead becoming highly acidic

d. produce a floating insulating layer of ice

QUESTIONFish survive through severe winters because of the

property of water that allows water to —

a. form chemical bonds as it freezes, raising the water temperature below the ice

b. increase in density while it freezes, dissolving more oxygen from the air

c. expand when it freezes, creating a floating and insulating layer of ice

d. precipitate vital nutrients when it freezes, increasing the food supply

FACTORS OF SOLIDS DISSOLVED IN LIQUIDS

Record the following notes under the flap label “Solids Dissolved in Liquids” -

3 factors: temperature

Example: heat water to dissolve sugar when making iced tea stirring/shaking

Example: mixing Kool-Aid with a spoon surface area of solid (particle size)

Example: granulated sugar dissolves more quickly than sugar cubes

QUESTIONA 0.2 g crystal of gypsum dissolves very slowly in 100

mL of water while the water is stirred. Which of these would cause the gypsum to dissolve faster?

a. Increasing the water temperatureb. Raising the air pressurec. Stopping the stirringd. Use larger crystals

QUESTION

The table shows temperature and pressure in four containers holding the same amount of water. According to the table, in which container will the least sodium chloride be dissolved in the water?

a. Qb. Rc. Sd. T

QUESTION 3A pharmaceutical company makes the claim that their

caplet formulation of a pain reliever is “fast acting”. It is probable that this formulation –

a. is a solid capletb. consists of a gel cap containing finely ground crystals

of the pain medicationc. reduces fever in the user, aiding digestiond. reduces the gas pressure in the user’s stomach

FACTORS OF GASES DISSOLVED IN LIQUIDS “Gases Dissolved in Liquids” – 2 factors:

temperature Example: a soda on ice will not go “flat” as quickly as a

soda without ice. pressure

Example: When soda is opened, carbon dioxide gas begins coming out of solution (bubbles rising)

QUESTIONOver time an open soft drink will lose

carbonation (dissolved CO2). Which of these allows the CO2 to remain in solution the longest?

a. Reduced air pressureb. Increased air currentsc. Exposure to direct sunlightd. Refrigerate the soda

QUESTIONAbnormally hot summers can have a negative effect on aquatic

life. This is because the higher temperatures —

a. increases the pressure of rivers, ponds and lakesb. decreases sediment solubility in rivers, ponds and lakesc. increases the pH value of rivers, ponds and lakesd. decreases the dissolved oxygen in rivers, ponds and lakes

QUESTIONMTBE is a gasoline additive that

has entered some groundwater supplies. According to the table shown, which of the following water temperatures would allow 35 grams of MTBE to dissolve in 1 liter of water?

a. 15°Cb. 35°Cc. 40°Cd. 50°C

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