safe practices
DESCRIPTION
Objective 1 BIO/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. Safe Practices. - PowerPoint PPT PresentationTRANSCRIPT
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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
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“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
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NOTES
Circle the process where safety precautions should be planned
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INFER
What Information can be gathered from the following Pictograms?
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SAFE PRACTICESObjective 1BIO/IPC(2):The student uses scientific methods during field and laboratory investigations.
(B)Collect data and make measurements with precision
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“YOU TELL ME” How Much?
A B
C D
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“PRECISION”
Which Group’s Data is the most precise?
Group A Group B
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“PRECISION”
Which Group’s Data is the most precise?
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“PRECISION”
Which Group’s Had the Most Consistent Data??
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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
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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
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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
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BACTERIA FAQS
1.Not all bacteria is harmful2.Most bacterial infections can be
controlled with antibiotics3. Heat often kills bacteria (fever,
cooking food thoroughly)
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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
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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
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PLANT ADAPTATION NOTES
Adaption:Spines on Plant
Possible Purpose: Plant Protection
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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
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PLANT ADAPTATION NOTESAdaption:Seed with wing-like structures
Possible Purpose: Wind dispersal of seed
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PLANT ADAPTATION NOTES
Adaption:Long tap root
Possible Purpose: Roots can go great distances to reach water
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PLANT ADAPTATION NOTES
Adaption:Several small seeds in sweet fruit
Possible Purpose: Greater possibility of dispersal and possibility to be eaten by other organisms
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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.
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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
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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)
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CELL TRANSPORT NOTESCell TransportOsmosis is the diffusion of water across a
semi-permeable membrane called the lipid bilayer or cell membrane
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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.
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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
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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.
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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
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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.
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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
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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.
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QUESTION 2All of the following are found in a DNA molecule except
—
a. carbon dioxide
b. deoxyribose
c. nitrogen
d. phosphate
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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
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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
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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
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“BASE PAIRING PRACTICE”Determine the complement strand of
DNA for each strand shown below:
ATACGCCCTTGAG_________________
GCCCTATATTGCG_________________
GTGTCCCAGGGG_________________
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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
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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.
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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
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NOTES: “REPLICATION” Replication
An exact copy of the DNA is made
Takes place in the nucleus
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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”
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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
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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.
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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
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QUESTION 1
DNA passes information to new DNA during the process of —
a. replication
b. transcription
c. translation
d. osmosis
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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
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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
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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'
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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
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QUESTION 5DNA passes information to RNA during the process of
—
a. replication
b. transcription
c. translation
d. osmosis
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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'
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QUESTION 7Which of these represents
the DNA segment from which this section of mRNA was transcribed?
a. ACTAAG
b. TCUTTG
c. GAAUCU
d. UCCTGA
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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.
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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
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QUESTION 9RNA is used to code for proteins during the process of
—
a. replication
b. transcription
c. translation
d. osmosis
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QUESTION 10Translation (protein synthesis) takes
place in a cell at the –
a. nucleusb. mitochondriac. ribosomed. cell membrane
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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.
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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)
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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
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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!!
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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)
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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.
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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
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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
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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.
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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)
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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
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PROTIST NOTES
“Protists” Eukaryotic
Contain a nucleus Contain membrane bound organelles
Unicellular and multicellular exist Both autotrophs and heterotrophs exist Examples: euglena, paramecium, amoeba
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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
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PLANT NOTES
“Plants” Eukaryotic Multicellular Autotrophic
Contain chloroplasts Makes own food by photosynthesis
Have a cell wall Most reproduce by sexual reproduction Non-motile
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ANIMAL NOTES
“Animals” Eukaryotic Multicellular Heterotrophic No cell wall Reproduce by sexual reproduction Motile
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QUESTION 1
The kingdom Animalia includes all of these except —
a. jellyfishb. parameciumc. spongesd. roundworms
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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
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QUESTION 3
This organism most likely is a member of which kingdom?
a. Eubacteriab. Animaliac. Protistad. Plantae
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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.
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QUESTION 4Which of these classifications is least specific?
a.Family
b.Genus
c.Phylum
d.Order
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QUESTION 5Which of these classifications is most specific?
a.Family
b.Genus
c.Phylum
d.Order
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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
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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.
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QUESTION 1Energy used by producers in a rainforest
food web is provided by —
a. sunlightb. photosynthesisc. oxygend. carbon dioxide
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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
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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.
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QUESTION 5How many kcal of
energy are transferred to the secondary consumer level?
a. 3 kcalb. 30 kcalc. 300 kcald. 3000 kcal3000 kcal
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QUESTION 6How many kcal of
energy are transferred to the tertiary consumer level?
a. 3 kcalb. 30 kcalc. 300 kcald. 3000 kcal3000 kcal
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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
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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
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QUESTION 9In this food web, the
bacteria probably function as —
a. producersb. herbivoresc. decomposersd. carnivores
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QUESTION 10In this food web, the
grasses function as —
a. producersb. herbivoresc. decomposersd. carnivores
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QUESTION 11In this food web, the
quail function as —
a. producersb. herbivoresc. decomposersd. carnivores
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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.
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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.
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URINARY SYSTEM NOTES
Urinary SystemRids the body of liquid wastekidney
ureter
Urinary bladderUrethra
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NERVOUS SYSTEM NOTES
Nervous System• Responds to stimuli to
maintain homeostasis
Neuron
Axon
Synapse
Dendrite
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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
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RESPIRATORY SYSTEM NOTES
Respiratory System• Intake of Oxygen (O2) and
gets rid of CO2 as the body maintains homeostasis through metabolism
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ENDOCRINE SYSTEM NOTES
Endocrine System• Hormones• Glands• Fight/Flight Response
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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
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DIGESTIVE SYSTEM NOTES
Digestive System• Contains enzymes which
break down food• Contains small intestine for
absorption of nutrients
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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)
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REPRODUCTIVE SYSTEM NOTES
Reproductive System• Allows for production of
offspring sexual- varied offspring asexual- identical to parent
Star notes organs involved in sexual reproduction
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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
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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
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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
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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
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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
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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
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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
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QUESTION 2Which situation best represents a
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.
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QUESTION 3Which situation best represents a
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
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QUESTION 4Which situation best represents a
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
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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.
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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
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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
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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
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QUESTION 4According to this food
web, which of these is an omnivore?
a. Caterpillarb. Antc. Deerd. Bird
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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
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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
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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.
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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
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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.
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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
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QUESTION 4How many newtons of force does a 75.0
kg student exert on their chair because of gravity?
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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
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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
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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.
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SPEED
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SPEED
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ACCELERATION
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MOMENTUM
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FORCE
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WORK
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POWER
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KINETIC ENERGY
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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.
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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
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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
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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)
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LET’S REVIEW INTERACTIONS Constructive
Interference waves add up
Destructive Interference waves cancel each
other
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REFLECTION Reflection
incident beam normal reflected beam the law of reflection states that the angle
of incidence equals the angle of reflection
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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.
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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
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POLARIZATION Polarization
when light vibrates in one direction Ex. Polarizing sunglasses
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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
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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.
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QUESTION 1The primary way liquids and gases
(fluids) transmit heat is by the process of
A. reflectionB. conductionC. radiationD. convection
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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
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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
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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
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QUESTION 5
Which container is a better insulator? A better conductor? Why?
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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.
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IMPORTANCE OF ATOMIC #
number of protons is the same as the atomic number; used to ID an element
ID this element
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QUESTION An element has 24 protons. What
element is it?
A. Magnesium B. MolybdenumC. ChromiumD. Iron
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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
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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
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“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
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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
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QUESTIONThe bonding characteristics of nitrogen are most
similar to the bonding characteristics of —
a. hydrogen
b. silicon
c. helium
d. phosphorus
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NOBLE GASES Group 18 are called “noble gases”
8 valence electrons (stable octet) noble gases are resistant to forming
compounds
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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
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QUESTION
Elements found in which shaded area of this periodic table undergo the fewest chemical reactions?
a. Q
b. R
c. S
d. T
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“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
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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
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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
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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
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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-.
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QUESTIONWhat is the oxidation number of Mg?
A. 1+B. 1-C. 2+D. 2-
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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
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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
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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
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QUESTION
According to this information, what is the chemical formula for sodium oxide?
A. NaOB. NaO2
C. Na2OD. Na2O2
Na1+ O2-
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QUESTION
According to this information, what is the chemical formula for magnesium fluoride?
A. MgFB. MgF2
C. Mg2FD. Mg2F2
Mg2+ F1-
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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-
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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
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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
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QUESTIONNitrogen forms covalent bonds with
which of the following elements?
A. SodiumB. IronC. CarbonD. Neon
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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
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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.
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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
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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
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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
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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:
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“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
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QUESTIONWhich of the following is an example of a
chemical change?
a. Ice crackingb. Sugar dissolvingc. Milk souringd. Lead melting
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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
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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
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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.
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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
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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
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QUESTIONThe structure of pure water makes it a
good —
a. solventb. catalystc. conductord. nutrient
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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
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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
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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.
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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!!
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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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