scientific investigation and reasoning skills rc 1: matter ...€¦ · scientific investigation and...
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Scientific Investigation and Reasoning Skills
TEKs 8.1 — 8.4: These skills will be incorporated into at least 40 % of the test
questions from the following reporting categories (RC).
RC 1: Matter and Energy
TEK 8.5: The student knows that matter is composed of atoms and has chemical
and physical properties.
RC 2: Force, Motion and Energy
TEK 8.6: The student knows that there is a relationship between force, motion,
and energy.
RC 3: Earth and Space
TEK 8.7: The student knows the effects resulting from cyclical movements of the
Sun, Earth, and Moon.
TEK 8.8: The student knows characteristics of the universe.
TEK 8.9: The student knows that natural events can impact Earth systems.
TEK 8.10: The student knows that climatic interactions exist among Earth,
ocean, and weather systems.
RC 4: Organisms and Environments
TEK 8.11: The student knows that interdependence occurs among living
systems and the environment and that human activities can affect
these systems.
First and Last name: ________________________________ Teacher:__________________
TEK: (8.1) The student conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. (A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and (B) practice appropriate use and conservation of resources , including disposal, reuse, or recycling of materials.
(8.2) The student uses scientific inquiry methods during laboratory and field investigations. (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
(8.3) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, (B) use models to represent aspects of the natural world , (C) identify advantages and limitations of models such as size, scale, properties, and materials; and (D) relate the impact of research on scientific thought and society,
(8.4) The student knows how to use a variety of tools and safety equipment to conduct science inquiry. (A) use appropriate tools to collect, record, and analyze information, and (B) use preventative safety equipment, including eye/face wash, a fire blanket, and a fire extinguisher.
Readiness — Knowledge and Skills Science 8 — STAAR Review
Process TEKs
Scientific investigation and reasoning skills
TEK: (8.5) The student knows that matter is composed of atoms and has chemical and physical properties: (A) the student will describe
the structure of atoms, including masses, charge, locations of protons and neutrons in the nucleus and electrons in the electron cloud.
Nucleus
Electron cloud (all electrons, surrounds
the nucleus)
Sodium, Na, has one
valence electron.
It will give up this
electron easily to
form compounds.
Fluorine, F, has 7
valence electrons
leaving an empty
space for one more.
It will pick up this
electron easily to form
compounds.
Neon, Ne, has a full
valence shell
leaving no room
for electrons and
none to loose
easily.
It will not react.
Readiness — Knowledge and Skills Science 8 — STAAR Review
Category 1
Properties of matter and energy,
and their interactions
Element: — the simplest pure substance
Atom: — smallest unit of element, has all characteristics of that element
Nucleus: — dense center, + charge due to protons, 99.9% of mass of atom contains [protons and neutrons]
Electron cloud: — surrounds nucleus, – charge due to [electrons]
Proton: + charge, located in nucleus, mass = 1 amu [atomic mass unit]
Neutron: no charge, located in nucleus, mass = 1 amu
Electron: – charge (neg.), located in electron cloud on orbitals/energy levels, almost no mass
Atomic number = to number of protons, specific to each element
identifies element (like a fingerprint),
each element has a different number of protons.
Beryllium has 4 protons, atomic number for Beryllium is 4
#Protons = #electrons if the atom is not charged (is neutral)
Atomic mass = to number of protons plus number of neutrons, in nucleus
Valence electrons — electrons on orbital farthest from nucleus determine the chemical properties and reactivity (likelihood it will react with another atom)
Most elements want to have 8 valence electrons
Makes elements like Sodium (Na, family 1) or Fluorine (F , family 17) very reactive
or NOT reactive like Neon, a Nobel gas from group 18
Reactive atoms may combine with other reactive atoms to form compounds
(B) The student will identify that protons determine an element's identity
and valence electrons determine its chemical properties
including reactivity.
Calc!
Mass of the atom? = protons + neutrons
How many neutrons? = mass - protons
Element mass p n
O 16 8 8
Be 9 4 __
Hint: first, round mass up or down
?
Bohr Model The volume of an atom
is mostly space.
Each block on the
periodic table gives you
specific information
about that element.
On Your Own— Which statement best describes the atom on the left?
A It has 7 Valence electrons in the electron cloud therefore it is the element fluorine.
B It has 9 electrons in the nucleus therefore it is a Nobel gas.
C There are 5 valence electrons in the electron cloud therefore this atom would like to gain 3 more electrons.
D There are 5 valence electrons in the electron cloud therefore this atom is a metal.
Answer—There are 5 valence electrons. This means it is 3 short of having the 8 electrons that it would like. Letter C is correct.
Ans: 5
Category 1 continued….
(C) The student will interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used
to classify elements.
Group (family) — vertical columns of elements on Periodic Table with similar properties. There are 18 groups. The elements in each group/family have the same number of valence electrons.
Period — a row on the periodic table, properties of elements change as you move across a period.
Transition Metals — elements in groups 3-12, all have 2 electrons in their valence shell.
The periodic table is divided into three main sections: metals, metalloids and non-metals.
Metals usually have luster (shine), they conduct heat and electricity; and can change shape when hammered or formed into a new shape. This is referred to as the property of malleability. When metals are turned into wire, we call this property ductile.
Non-metals are on the right side of the periodic table. They are dull and don’t conduct a current (electricity). Many of them are gases.
Metalloids are along the diagonal and between the two main groups. These have properties of both metals and non-metals.
Organic Compounds all contain the element carbon, and often may contain: hydrogen, nitrogen, oxygen, phosphorus, sulfur: “CHNOPS” and are found in living things (pronounce it like chin-ups, but spell is CHNOPS).
Density — elements each have a unique density (amount of mass in a
given volume of a substance).
period
Periods
Gro
up
s
Your Turn— An element is waxy, has a low melting point and is not used for wiring in homes because it doesn’t conduct a current.
Which section of the periodic table is the element most likely to be found?
Step 1—Identify each section. (1) very reactive metals, (2) metals, (3) metalloids, and (4) non-metals.
Step 2—Know the properties of each section.
Step 3—Choose the one that matches the description best.
Answer—Section 4- The non-metals are NOT metals, melt easily and are not used for electrical wiring in our homes.
On Your Own— According to the periodic table, this element would most likely have the following properties.
A Shiny, conducts a current, very reactive.
B A gas that is not very reactive.
C A substance that conducts a current but is brittle and not malleable.
D A shiny liquid that conducts a current.
Answer: 11p = 11 protons therefore according to the periodic table it is the element sodium. Sodium is a metal so it must be letter A, shiny, conducts a current and sodium is very reactive.
Reactive atoms combine to form compounds in two ways: 1. Atoms share electrons
called covalent bonding 2. Atoms trade electrons
Atoms aren’t neutral, protons don’t = electrons
Called ionic bonding Atoms are now called ions,
have a + or – electrical charge
“share”
“trade”
Category 1 continued….
(D) The student will recognize that chemical formulas are used to identify substances and determine the number of atoms of each
element in chemical formulas containing subscripts.
(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and
(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of
mass.
When elements combine, they form new compounds. Many metal atoms will combine with non-metals. For example a sodium (Na) will combine with chlorine (Cl) to form NaCl. Sometimes non-metals combine to make compounds such as H2O (water), CO2 (carbon dioxide), or C6H12O6 (sugar).
Substance — matter with the same properties and
composition throughout. Compounds contain 2 or more different elements.
Chemical formula — shorthand way to write a substance
Ex. H2O is water, C6H12O6 is glucose
Subscript — indicates the number of atoms of an element in a formula.
Ex. H2O; 2 = two atoms of Hydrogen
Chemical Reaction — process that produces chemical change, results in new substances with different properties
Law of Conservation of Mass — mass can be neither created or destroyed, mass of products must equal mass of reactants.
A balanced equation shows that matter is only rearranged into new substances. No new atoms/elements are created or destroyed.
Reactants [starting substances] Yield Sign Products [new/different substances made/produced]
6CO2 + 6H2O + (light) —> C6H12O6 + 6O2
Coefficients [coefficient = how many molecules: 6 molecules of carbon dioxide]
Subscripts Q: How many atoms of each element occur in the photosynthesis reaction? C: ___ H: ___ O: ___
?
Most elements react with other elements because they want to have 8 valence electrons in the outermost electron shell.
The Carbon atom only has 4 valence electrons. The carbon bonded with hydrogen so that now it has 8.
The new compound that was formed has a chemical formula of CH4. It is made from 5 atoms or
C + H + H + H + H. It is much easier to simplify this and write the formula as CH4 with the 4 subscript representing
all four hydrogen atoms.
Calc!
H2O : 2 hydrogen, 1 oxygen
C6H12O6 : 6 carbon, 12 hydrogen, 6 oxygen
2 CCl4 : 2 carbon, 8 chlorine
Propane has 3 carbon and 8 hydrogen.
Write its formula: ___________
?
Ans: C3H8
Ans: C3H8
YOUR TURN— How many different substances are produced in this
reaction? Reactants —> Products
2KClO3 —> 2KCl + 3O2
There are two substances produced in this reaction. Substances that
are produced are called the products. Can you list them?
KCl = potassium chloride, and O2 or oxygen.
How can you tell if this was a chemical reaction? The signs are: a gas was
produced, a significant color change, a change in mass, or a new solid appeared
that was not there before. In the reaction above, oxygen gas or O2 was
produced. In addition, two substances were formed from one.
The student will demonstrate an understanding of force, motion, and energy and their relationships. 6.8 The student knows force and
motion are related to potential and kinetic energy. The student is expected to (A) Compare and contrast potential and kinetic energy.
Potential Energy — is the energy stored in a object based on its position. Look at the bike rider at the top of the hill. He has more energy than the others. This is true even for objects in motion, higher objects have more potential energy. (Think of the potential to fall down and impact something, higher has more.)
Kinetic Energy — is the energy an object possesses due to its motion.
Compare the bike on the left when moving up the hill or stopped on top of the hill. These are examples of kinetic vs. potential energy. (Think of objects such as 2 cars of the same mass, one moving faster than the other; the faster car has more kinetic energy and will have more impact if it hits something.)
Energy Transformation — energy changed from one form to another; chemical energy to heat energy in fires
Chemical energy — energy stored in bonds of some compounds, such as stored energy in muscle cells
Electrical energy — energy transferred by the flow of electrons
Mechanical energy — energy it takes to move an object
8.6 The student knows that there is a relationship between force, motion and energy. The student is expected to (A) demonstrate and
calculate how unbalanced forces change the speed or direction of an object’s motion.
Newton’s Law of inertia — any object in motion will stay in motion, and any object at rest will stay at rest, until it is acted on by an unbalanced force. A seatbelt keeps your inertia from carrying you out of the car window when it stops.
Newton’s Law of force and acceleration — the net force on an object equals the object’s mass multiplied by its acceleration
or F=ma. (force = mass*acceleration); Units: m/s2, ft/s2, km/hr2 The unit for force is Newtons.
Newton’s Law of action-reaction — When one object exerts a force on a second object, the second object exerts an equal but opposite force on the first object. Forces come in pairs. Ex. friction acts to slow moving objects.
Other Important Formulas — Average speed = total distance and Work = (force)(distance)
total time
C) the student will investigate and describe applications of Newton’s law of inertia, law of force and acceleration and law of action-reaction.
Force — push or pull on an object
Newton is the SI unit for measuring force; one Newton equals the amount of force needed to accelerate a 1 kg object at a rate of 1 m/s2 (1N=1kg*1m/s2)
Inertia is the tendency of an object to resist a change in motion. When forces are balanced an object does NOT change its motion. If it is not moving, it does not start moving, and if it is moving, it keeps moving in the same way. When the forces are unbalanced, objects change their movement.
If it is moving it may change direction or speed, or stop.
If it is not moving, it may start moving.
Objects will move in the direction of the unbalanced force. The apple drops because gravity pulls it down. Objects may move in a direction between the forces acting on it. Direction of kick Direction of ball’s movement Direction of new motion Forward momentum
Gravity
Calc!
Readiness — Knowledge and Skills Science 8 — STAAR Review
Category 2
Force, motion and energy
Balanced forces, forward momentum and gravity, keep satellites (natural and man-made) in orbit around earth.
Calc!
?
Who will win, me or the girl? Net force ______ Direction? (Draw arrow)
Calc!
m a
F
Category 2 continued….
(B) differentiate between speed, velocity, and acceleration
This graph shows an object
that is moving farther away
from a reference point
(reference point is the
bottom, base line).
it is moving away. It is not
speeding up .
This graph shows an object
that is moving closer to a
reference point (reference
point is the bottom, base
line).
It is coming closer. It is not
slowing down;
This graph shows an object
that is not
moving compared to the
bottom, base reference
line.
It has no speed; is not
moving away or closer.
Acceleration Graphs
ALL acceleration graphs are curved lines because
acceleration is a change, not constant.
This graph shows an object that is
undergoing
positive acceleration;
the object is speeding up,
increasing speed.
This graph shows an object
that is undergoing
negative acceleration; the
object is slowing down,
decreasing speed.
?
Joe runs 1600 meters in 5 minutes. What is Joe’s speed? ________
Speed: — the distance an object moved divided by the time it took to move that distance; Formula: S = D/t (Speed = Distance/time); units: m/s, ft/s, km/hr
Velocity: — the speed of an object AND the direction it is moving at that instant Units = speed and directions: m/s North
Acceleration: — an object’s change in motion over time; can be a change in speed, direction, or both Units = velocity/time: m/s/s, mi/hr/s, km/hr/s, m/s2
Speed Graphs
ALL speed graphs are straight lines. The way the line slopes tells you if the object is
moving farther from or closer to the reference point.
S t
D
A car travels from Dallas to Houston (459 km, SE) in 4 1/2 hours. What is the car’s Velocity ______________
A truck starts from a red light, after 2 minutes the car is going 50 mph. How fast does the car accelerate? ______________
?
?
Your Turn—A tennis player hits a 0.06 kg tennis ball with a force of 3 Newtons. The ball accelerates at a rate of what?
Step 1—Identify what was given in the problem. A mass was given (0.06 kg) and a force. Step 2—Identify a formula that matches. F=ma .
Step 3—What don’t you know? The acceleration, so plug in the numbers and solve. F=ma or 3 N= (.06kg) a 3N/.06 kg = a a = 50m/s/s
On Your own—
Wearing a seatbelt
protects you from
effects that are best
explained by which
of Newton’s laws?
A the law of action-reaction
B the law of inertia
C the law of force and acceleration
D the law of gravitation
Answer= B—the law of inertia says that you will remain moving even if
the car suddenly stops
6 Newtons 3 Newtons
On Your own—
Two workers were having a contest to
see who was stronger. One was pushing
the box to the left with a force of
6 newtons and the other was
pushing to the right with a force of 3 newtons. Which of the
following best describes the resulting motion of the box?
A It travels to the right at increasing speed
B It travels to the right at constant speed
C It travels to the left and constant speed
D It travels to the left at increasing speed letter A
What is the speed of
the car if it travels 53
meters in 4 seconds?
A 49 m/s
B 212 m/s
C 13.25 m/s
D 53.4 m/s
s=d/t so letter C
Look at the picture to the right. The earth is tilted about 23.5 degrees. Hemispheres are separated by the equator. This means that when the Northern Hemisphere is tilted toward the sun, it has a larger amount of direct sunlight, more hours of sunlight per day (therefore more energy strikes it=heat), causing summer.
Half a year later, when it tilts away from the sun, there is less direct sunlight, less hours of sunlight per day (less energy), causing cooler temperatures: winter.
The Northern and Southern Hemispheres have opposite seasons; you can see by looking at the tilt of the lower hemisphere.
Lunar cycle: appearance of phases of the Moon as viewed from Earth, as the Moon orbits the Earth about once every 27 days.
4 Moon Quarters = 4 weeks = 1 month
Waxing — to increase in size gradually
Crescent — having a concave shape (sliver)
Waning — to decrease in size gradually
Gibbous — more than half
The moon has no natural luminous capabilities (it does not shine like the sun). Moon only reflects light from the sun, like a mirror. The moon phases are displayed in the image to the left . Notice that during the new moon, the moon appears dark. Actually, during a new moon the far side of the moon (side away from us) would be lit, except from Earth, we can’t see the far side. The diagram only shows what you would see if the sun and moon were in those positions relative to the Earth. The positions of the sun, moon and Earth also affect the earth’s oceans and cause changes in the tides.
Moon phases:
New moon (T): cannot see lit side of the moon
Waxing crescent: crescent that is getting larger
First Quarter (Q): half of the moon visible Waxing Gibbous: most of the moon is
visible Full moon (R): can see all of the moon Waning gibbous: most of the moon is visible (opposite of
waxing) Last or Third Quarter (S): other half of the moon is visible Waning crescent: crescent that is getting smaller
Tides: cyclic rise and fall in sea level caused by the pull of the moon’s gravity on Earth. Sun’s gravitational pull is less.
Lunar Eclipse: When our view of the moon is blocked; the Earth is between the Sun and moon Moon is in Earth’s shadow
Solar Eclipse: When the moon blocks out the sun; the moon is between the Earth and Sun Small area on Earth is in
Spring Tides:
Earth, sun, and moon are
lined up (Full or New Moon
phase). High tides are
Neap Tides:
Moon and sun are at
right angles (1st and 3rd
quarters)
Less difference between
high and low tides.
8.7 The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to (A) model and
illustrate how the tilted Earth rotates on its axis, causing day and night and revolves around the Sun causing changes in seasons,
(B) demonstrate and predict the sequence of events in the lunar cycle, and (C) relate the position of the Moon and Sun to their effect on ocean tides.
Readiness — Knowledge and Skills Science 8 — STAAR Review
Category 3
Earth and Space
Rotate — to spin on an axis. The earth rotates once each day (24 hours) on its imaginary axis (line through N and S poles)
Revolve — move around another object; the path = “orbit”. Earth revolves around the sun once per year (365 1/4 days).
Calc!
On Your Own—Evaluate the diagram to the left. Which of the following statements is true?
A When the Earth and Sun are in this position, it is winter in the Northern Hemisphere.
B When the Earth and Sun are in this position, it is summer in the Northern Hemisphere.
C When the Earth and Sun are in this position, it is spring in the Northern Hemisphere.
D When the Earth and Sun are in this position, it is autumn in the Northern Hemisphere.
Look at the image. The southern hemisphere is facing the sun. What does that mean? It means it receives
more direct sun light. Therefore it is winter in the Northern Hemisphere. Letter A
Sun
Rays
Nebulae — A cloud of gas and dust in outer space, visible in the night sky as luminous patches or areas of darkness.
Galaxy — A system of millions of stars, along with gas and dust that is held together by gravitational attraction.
Star — A self-luminous celestial body consisting of gases held together by its own gravity (our sun is just a star that is VERY close compared to other stars).
Hertzsprung-Russell Diagrams (H-R) — a scatter graph of stars showing the relationship between the stars’ brightness, classification and temperature.
Our sun is a medium-sized star that is found in the Main Sequence section of the H-R diagram. Our sun is found near the edge of a disc-shaped galaxy, the Milky Way.
Our Solar System contain the sun, its planets and everything else that revolves around it.
Electromagnetic Spectrum – aka EMS, all the different types of electromagnetic radiation; light and radio waves, infrared and ultraviolet light, microwaves, x-rays and gamma rays
Speed of light — All waves travel at the same speed, 300,000 km/s.
Discoveries: Study of light waves (humans see) allows us to learn about the composition of stars, planets that may be revolving around them, and distances in space. Radio waves – have provided evidence for the existence of pulsars, cosmic background radiation is evidence for Big Bang theory.
Space is so vast that distances are measured in light years (distance light travels in one year). A light year is about 10 trillion kilometers.
TEK 8.9(B) The student is expected to relate plate tectonics to the formation of crustal
Divergent — move apart. This crustal feature is observed in ocean ridges from sea floor spreading, and in rift valleys when on land.
Convergent — move together. May occur with subduction (one plate forced beneath another, causing melting in the Asthenosphere). This feature is observed in ocean trenches and island arcs. It also forms volcanic ranges and mountains.
Transform — move in opposite directions. This is observed along fault lines such as in California and earthquakes.
Hot spots — fixed places within the upper layer of crust where rocks melt to generate magma. These are found in the deep ocean floor and may rise enough to form islands. See the picture to the right.
Topographic map — a two dimensional representation of a 3-D land surface.
Erosional features — erosion occurs where the forces of nature move soil and rock through water, wind, ice, gravity and the action of plants and bacteria.
SUN
Life Cycle of a Star
Regular mass star: Nebula—>Protostar—>Main sequence—> Red giant—>White dwarf —> Black dwarf
Large Mass Star: Nebula—>Protostar—>Main sequence—> Red Supergiant —> Supernova—> [if large: neutron star, If super-large: black hole]
Weathering: breaking rock down into smaller pieces (can be chemical or physical)
Erosion: moving small pieces of rock to a different location using wind, water, or gravity
Deposition: depositing (dropping) eroded and weathered rocks into a new place
Runoff: surface water that is not absorbed into the ground, eventually feed streams/rivers and reaches the ocean.
TEK 8.9(C) The student is expected to interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
Category 3 continued…. TEK 8.8 (A) The student is expected to describe components of the universe, including stars, nebulae,
and galaxies and use models such as Hertzsprung-Russell diagrams for classification, (B) recognize that the Sun is a medium-sized star neat the edge of a disc-shaped galaxy of stars that are many thousands of times closer to Earth than any other star.
The Sun provides most of the energy on Earth. It heats oceans, land and atmosphere….but the Earth is heated unevenly
Radiation — energy transfer through waves or rays (radiant energy). 35% is radiated back to space, 65% is absorbed
Conduction — energy transfer through direct contact of molecules of matter. Heat moves from higher temperature objects to lower temperature objects
Convection — energy transfer by movement of matter. Due to variations in temp/density of the substance...Substance cools, it gets more dense and sinks. Substance warms, gets less dense and rises
Convection currents — currents in a substance is caused by hot material rising and cold material sinking; occurs in the atmosphere, oceans, and even Earth’s crust (in the asthenosphere)
Ocean currents — massive currents of water which help to equalize the global temperature of our planet. Currents in the oceans move energy from the equator to the poles
Gulf stream — a large ocean current that transports warm water from the Gulf of Mexico to England and N Europe
TEK 8.10 (B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts;
Jet stream — a high-level air current that pushes weather from west to east in North America
High pressure —an area where cold air is sinking
Low pressure — and area where hot air is rising
Front — the area where air masses meet, often bring temperature changes, rain and other weather; cold, warm, occluded (3 air masses), stationary (not moving)
Air mass — distinct region of air that has same temperature and pressure
El Niño — cold water current in mid Pacific Ocean, causes lower than average precipitation throughout Southwestern US, Central America, and Northern South America
La Niña — warm water current in Pacific Ocean, causes higher than average precipitation throughout Southwestern US, Central America, and Northern South America
Hurricanes — massive, spinning collections of thunderstorms; form over warm waters of Atlantic and Pacific around the Equator; Atlantic storms often hit the SE and E US
Tsunamis — massive waves caused by earthquakes under the ocean
TEK 8.10 (C) identify the role of the oceans in the formation of weather systems such as hurricanes.
Category 3 continued…. TEK 8.10 The student knows that climatic interactions exist among Earth, ocean, and weather
systems. The student is expected to: (A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;
Your Turn—The picture to the left displays the moon orbiting the Earth. An observer is at point X.
Which of the following best describes what the moon will look like to the observer?
A The moon will reflect the maximum light from the sun.
B The moon will not reflect any sunlight at all.
C The moon will only have a small crescent lit.
D The moon will have a large amount of reflected light from the sun.
At position X the moon will appear as a waxing gibbous and will be mostly light. If the maximum were lit, then it is a full moon. Answer D
X
When standing at position Y, on which date will one quarter of the moon be lit by the sun? April 27
When standing at position Y, on which date will the moon have the least about of light reflected from the sun? May 16
Y
Predator — Organism that kills and consumes another organism.
Prey — The organism that is killed and eaten by a predator.
Producer — Organism capable of making its own food.
Consumer — Organism that must eat another organism to obtain energy.
Parasite — an organism that depends on another organism for survival which causes harm in the process.
Host — Organism that is harmed by a parasite.
Decomposer — Organism that breaks down dead organism returning their nutrients back into a food chain/food web.
Food Chain — Shows a single path of energy transfer in an ecosystem. (diagram 1)
Food Web — A series of interconnected food chains. Shows multiple paths of energy transfer in an ecosystem. (diagram 2)
Primary Consumer – Organism that eats a producer. (See diagram 1)
Secondary Consumer — Organism that eats a primary consumer. (See diagram 1)
Autotrophs — can make their own food from light or chemical energy. Plants are autotrophs.
Heterotrophs — must obtain their energy in other ways. They cannot make their own.
Biotic factors — These resources are related to life or living factors such as plants, animals, fungi, protists and bacteria.
Abiotic Factors — These resources are non living factors in an environment such as habitat, weather, sunlight, oxygen or other important elements.
Biotic and Abiotic factors combine to make an ecosystem which is a community of living and nonliving things. If a single factor is changed in an ecosystem due to human intervention of a natural event, the whole system can be altered.
Dependence — when organisms require biotic or abiotic resources to survive
Population — all members of a specific species in an area
Biodiversity — the number and variety of species in an area, more biodiversity = more complex ecosystem
Natural Selection — the process where the organisms most fit to survive in their environment do, survival of the fittest
Adaptations — characteristics an organism possesses that allow it to be more successful in its environment
Ecological succession — process through which species of organisms move into a new area; smaller/less complex give way to larger/more complex ecosystems
8.11 (B) The student will investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures or soil composition and the students will explore how short and long tem environmental changes affect organisms and traits in subsequent populations.
Diagram 1
Diagram 2
Readiness — Knowledge and Skills Science 8 — STAAR Review
Category 4
Organisms and the environment
8.11 (A) The student is expected to describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater and terrestrial ecosystems.
?
Plants compete with other plants for abiotic resources such as sunlight, water, and space. Do animals compete for any of these same resources? What resources cause competition between animals?
10% of energy is passed to next trophic level.
Calc!
Types of Cells
Prokaryotic Cells are simple, small cells, that do not have a membrane around the nucleus. Bacteria are prokaryotic. Prokaryote simply means—before the nucleus.
Eukaryotic Cells—are more advanced, larger and varied. These type cells are found in organisms such as plants, animals, and protists.
The cell has four main parts: the cell membrane, cytoplasm, the nucleus, and membrane bound organelles.
Cell Part Function
Mitochondria Energy center or "powerhouse" of the cell. Turns food into useable energy (ATP)
Vacuole Stores water or other substances, plant cells contain a large central vacuole.
Chloroplast Uses sunlight to create food, photosynthesis (only found in plant cells)
Cell membrane outer boundary of the cell; allows materials in and out of the cell
Cell Wall Provides additional support (plant and
Nucleus A membrane bound organelle that contains the genetic material which will govern the traits of the individual; Controls cell function
Cytoplasm Exchange of nutrients
Category 4 Continued….
SYSTEM
S ORGANS FUNCTIONS
respiratory
lungs, nasal passages, bronchi, pharynx, trachea, diaphragm, bronchial tubes
intake of oxygen and removal of carbon dioxide from body
nervous spinal cord, brain, nerves, skin, eyes, ears, tongue, nose
control of body activities and the reaction to stimuli
digestive
stomach, liver, teeth, tongue, pancreas, intestine, esophagus
break down of food and absorption for use as energy
excretory kidneys, bladder ureters, skin
controls water and salt balance
endocrine
pituitary gland, adrenal gland, thyroid gland, gonads
production of hormones and body regulation
skeletal and
muscular bones, muscles protection and movement
circulatory blood, blood vessels, heart, lymph
transport of nutrients, metabolic wastes, water, salts, and disease fighting cells
integumenta
ry skin
protection of body from injury and bacteria, maintenance of tissue moisture, holds receptors for stimuli response, body heat regulation
Kingdoms
There are three Domains in which all organisms are classified.
Eukarya All eukaryotes (organisms with an organized nucleus) are classified under this domain. It includes four Kingdoms: Animals, Plants, Fungi, and Protista.
Archaea All Archaebacteria are classified under this domain. These include bacteria that live in extreme environments such as arctic temperatures, hot springs, and volcanic vents. This domain only includes one Kingdom: Archaebacteria.
Eubacteria All other bacteria are classified under this domain. These include bacteria that are decomposers and non -harmful bacteria that help our bodies, as well as disease causing bacteria. This Domain only includes one Kingdom: Bacteria.
Animals Dogs, cats, fleas, and sea coral are examples of animals. They are multicellular eukaryotes that are heterotrophs (consumers). Most can move from one place to another. Most reproduce sexually, but some may be asexual (sea anemones).
Plants are multicellular, eukaryotes. All are autotrophs (producers), but in a few rare cases, some are also heterotrophs (Venus flytrap); however, they do not get their energy from the flies they trap. Examples of plants are grass, trees, vegetable plants, and weeds. They can reproduce sexually or asexually.
Fungi include organisms such as mushrooms, molds, and yeast. They are eukaryotes. Many are multicellular, but some are unicellular. All are heterotrophs. Most feed on dead or decaying organisms. They can reproduce sexually or asexually.
Protista are eukaryotes. Some are unicellular, and some are multicellular. Many of these organisms are microscopic such as Amoeba, Paramecium, and Euglena. Some are autotrophs and others are heterotrophs. They can reproduce sexually or asexually.
Eubacteria are unicellular prokaryotes that can be helpful or harmful. Bacteria in yogurt or your digestive system can be helpful, while bacteria that cause diseases such as E. coli or Salmonella can be harmful. Some of these bacteria are decomposers which play an important and helpful role in our ecosystem. Some are autotrophs while others are heterotrophs. They reproduce asexually. They live in moderate environments.
Archaebacteria are unicellular prokaryotes that live in extreme environments such as volcanic vents, arctic temperatures, and hot springs. Some examples are halophiles and thermophiles. They can be autotrophic or heterotrophic. They reproduce asexually.
Domains
16. The illustrations show soccer balls of different
masses being kicked with equal force. Which
ball will have the greatest acceleration?
9. Energy from the Sun is
distributed around Earth by —
A radiation and convection
B subduction and rift zones
C tectonic plates
D solar flares
2. 1. Which of the following sub atomic particles is found the
farthest from the center of the atom?
A. A neutral particle that is found in the electron cloud.
B. A negative particle that is found in the nucleus.
C. A positive particle that is found in the nucleus.
D. negative particle that is found in the electron cloud.
3. In which region of the periodic table above would most of the elements be described as dull, not reactive, non- metal be found. 1 2 3 4
4. In which direction are groups on the periodic table? → , ↓, ↘ Periods? → , ↓, ↘
5. According to the balanced equation, 2 S + 3 O2 → 2SO3 how many sulfur atoms are in the products? 1, 2, 5, 6
7. Which of the following statements best
explains why it is warmer at the equator
than at the North Pole?
A. The equator has a larger area than the North Pole
B. The equator is closer to the Sun than the North Pole
C. The equator receives more direct sunlight than the North Pole
D. The equator has more hours of daylight per year than the North Pole.
8. What is the average speed of the
object that is represented by the
graph of Object Motion to the left?
A. 0.5 meters/minute
B. 2.0 meters/minute
C. 25 meters/minute
D. 50 meters/minute
10. Chloroplasts are found only
in organisms that are able to
—
A generate their own energy B grow to a larger size C migrate to other ecosystems
D hunt for prey
11. Which of the following correctly lists the
structures in space from smallest to
largest?
A star, galaxy, solar system, universe
B star, solar system, galaxy, universe
C star, solar system, universe, galaxy
D star, universe, solar system, galaxy
12. Which of the following best describes why the Moon orbits
Earth?
A The distance the Moon and Earth are from the Sun
B The energy reflected from the surface of Earth
C The winds generated on Earth by the energy of the Sun
D The gravitational attraction between the Moon and Earth
13. Which of the following statements most accurately describes the energy transfer between the levels of the food pyramid in the Indian River Lagoon?
A. Energy travels up the pyramid.
B. Energy stays in the phytoplankton at the lowest level.
C. Energy is released into the environment only at the top level.
D. Energy moves from the flounder to both the clam worms and egret
14. A battery-powered watch with a minute
hand and an hour hand tells time because of
the transformation of one energy form to
another. Which of the sequences below
illustrates this transformation?
A. chemical-electrical-mechanical B. chemical-mechanical-electrical C. mechanical-chemical-electrical D. electrical-chemical-mechanical
15. Seafloor spreading provides
evidence of which of the following
Earth processes?
A. erosion of coastlines
B. weathering of mountains
C. movement of crustal plates
D. formation of sedimentary rocks
18. Organisms that require oxygen must transfer molecules of oxygen from their environment to their cells. In humans, which two systems are directly involved in the transfer of oxygen from the environment to their cells?
A. circulatory and nervous
B. respiratory and digestive
C. digestive and nervous
D. respiratory and circulatory
6. During which phase does the Moon receive sunlight only on the side facing away from Earth?
A. Full moon B. New Moon C. Waning Gibbous D. Waxing gibbous
17. In the picture to the right, a student is investigating potential and kinetic energy by stretching a spring across a table. When the student lets go, the spring recoils. At which time is potential energy in the spring being converted into kinetic energy in this system?
A. when the spring is stretching B. when the spring is fully stretched C. when the spring is recoiling D. when the spring is fully recoiled
Key—1. D, 2. B, 3. 3, 4.↓, 5.→, 6. B, 7. C, 8. B, 9. A, 10. A, 11. C, 12. D, 13. A, 14. A, 15. C, 16. A, 17. C,
18. D, 19. C, 20. A, 21. D, 22. C, 23. D, 24. C, 25. 80, 26. B, 27. B, 28. D, 29. B, 30. D, 31. C, 32. C.
19. In which compass direction
will the storm center (Low)
most likely move over the next
few days if it follows a typical
storm track?
A northeast
B northwest
C southeast
D southwest
20. Which sub atomic particles
contribute to most of an atom’s
mass?
A neutrons and protons,
B protons only,
C protons and electrons,
D electrons and neutrons
21. Which of the following is the best
estimate of the number of stars in a
typical galaxy?
A. tens
B. hundreds
C. thousands
D. billions
22. When succession takes place in a marsh, which
of the following is likely to happen?
A. Water level rises and a lake is formed
B. Bigger plants appear as water levels rise in the marsh.
C. Water gradually disappears and the area becomes dry land.
D. There are fewer trees to take in carbon dioxide and produce oxygen.
23. The photograph shows
a phase of the Moon as
seen by an observer in
New York State. Which phase is
closest to what will be seen by
the observer in New York State 1
month later?
A B C D
26. Which of the following is the best
estimate of the difference in elevation
between Black Bear Camp and Eagle
Peak (on the right)?
A 400m B 900m C 1200m D 1500m
24. An invasive species of plants was introduced in
the Southern United States. This vine grows on
the branches of trees and eventually covers the
entire tree. What abiotic factor necessary for
proper tree growth is most affected by the vine?
A the amount of oxygen,
B the amount of nitrogen,
C the amount of sunlight,
D the amount of water.
25. A 40-kg student on an inner tube is pulled by a boat.
The force from the boat
results in the student
accelerating at 2m/sec2.
Calculate the net force
needed to cause this
acceleration and grid your
29. According to the map to the right, what is in between the two hills?
A Nothing, the two hilltops merge.
B A small valley.
C A very large flat plain
D A major body of water.
30. How much higher is Baker Hill than Able Hill?
A about 40 m
B about 30 m
C about 20 m
D about 10 m
32. Members of the kingdom Animalia would be best describes as…
A unicellular, prokaryotic, heterotrophic.
B unicellular, eukaryotic, autotrophic.
C multicellular, eukaryotic, heterotrophic.
D multicellular, eukaryotic, autotrophic.
31. The cell to the left would most likely be found in an
organism that had which of the following
characteristics?
A A unicellular prokaryote found in a harsh environment
B A Eukaryotic, unicellular cell that moves about in aquatic environments
C A multicellular eukaryotic cell that is an autotroph.
D A reproductive cell found in a complex, multicellular, heterotroph.
27. Mistletoe is a plant that attaches to some trees in North Central Texas. The mistletoe will slow the growth of the tree, since it uses some of the tree’s
water and nutrients. Which pair of terms best describes the relationship between the mistletoe and the tree?
A predator/prey B parasite/host C consumer/producer D herbivore/carnivore
28. At one time large herds of Bison roamed
across the US. Brown-headed cowbirds
followed the Bison and captured the
insects that scattered as the bison
walked through the grass. Many of the Bison were killed by
early American hunters. Which of the following is the most
correct statement about what might occur?
A The grasses would no longer grow and a desert would soon form.
B The cowbird population would grow due to fewer Bison.
C The Bison would adapt and become better at avoiding hunters.
D The cowbird population would diminish due to the difficulties in finding insects to eat without the Bison.
Key—1. D, 2. B, 3. 3, 4.↓, 5.→, 6. B, 7. C, 8. B, 9. A, 10. A, 11. C, 12. D, 13. A, 14. A, 15. C, 16. A, 17. C,
18. D, 19. C, 20. A, 21. D, 22. C, 23. D, 24. C, 25. 80, 26. B, 27. B, 28. D, 29. B, 30. D, 31. C, 32. C.