8 th grade Science FCAT 2 0 Review

8 th grade Science FCAT 2. 0 Review

FCAT 2. 0…So What!! The FCAT measures student achievement of the Sunshine State Standards, while the FCAT 2. 0 measures student achievement of the Next Generation Sunshine State Standards, which are more rigorous grade-level expectations. Scores for the 2012 FCAT 2. 0 Science assessments will be reported using the following three measures: FCAT Equivalent Scores - The 2012 FCAT 2. 0 Science scores will be reported on the existing FCAT Science scale as FCAT Science Equivalent Scores Content Area Scores provide the actual number of raw score points earned out of the number of points possible for each reporting category Achievement Levels

Achievement Levels for the FCAT Science Equivalent Scale Scores The success a student has achieved with the Next Generation Sunshine State Standards assessed on the FCAT 2. 0 is described by Achievement Levels that range from 1 to 5, with Level 1 being the lowest and Level 5 being the highest. To be considered on grade level, students must achieve Level 3 or higher. Grade Level 1 Level 2 Level 3 Level 4 Level 5 5 100 – 272 273 – 322 323 – 376 377 – 416 417 - 500 8 100 – 269 270 – 324 325 – 386 387 – 431 432 - 500

Powerpoint Index Nature of Science Slides 5 -30 Earth Science Slides 31 -74 Life Science Slides 75 -113 Physical Science Slides 114 -160

Nature of Science Scientific Experimentation SC. 8. N. 1. 1 (SC. 8. N. 1. 3, SC. 6. N. 1. 1, SC. 7. N. 1. 1): Students will evaluate a scientific investigation using evidence of scientific thinking and problem solving. Students will interpret and analyze data to make predictions and/or defend conclusions. SC. 7. N. 1. 3 (SC. 6. N. 1. 3): Students will distinguish between an experiment and other types of scientific investigations where variables cannot be controlled. SC. 7. N. 1. 4: Students will identify test variables (independent variables) and outcome variables (dependent variables) in a given scientific investigation. SC. 8. N. 1. 4: Students will explain how hypotheses are valuable if they lead to further investigations.

TYPES OF VARIABLES 4. Cover: Types of Variable Tab 1: What do I change? Tab 2: What results do I observe? Tab 3: What do I keep the same?

Types of Variables Chart Complete the Types of Variables chart for each problem given. PROBLEM TEST VARIABLE Brands of What brand of popcorn pops the popcorn tested most kernels? OUTCOME VARIABLE Number of popped kernels CONTROLLED VARIABLE Number of kernels Method popping Time heated

Evidence, Data, and Conclusions Motion of objects traveling down a ramp Mass (g) Trial 1 Time (s) Trial 2 Time (s) Trial 3 Time (s) Car A 15. 5 4. 7 4. 9 4. 7 Car B 20. 2 3. 3 2. 0 3. 1 Car C 7. 9 5. 6 5. 8 Ball A 15. 7 4. 8 4. 6 Ball B 27. 1 4. 9 5. 3 5. 0 Ball C 5. 5 6. 0 6. 2 6. 3 1. Based solely on the data above, what is one conclusion you can make? 2. What evidence do you have to support it? 3. What other evidence would you like to have? SC. 8. N. 1. 1, SC. 8. N. 1. 3, SC. 6. N. 1. 1, SC. 7. N. 1. 1

Experiment vs Investigation Read each of the statements below. 4. Which student conducted an experiment? 5. Which student conducted an investigation? Explain your answer. Melanie and Brody want to find out whether wooden bats or metal bats allow baseballs to travel farther. Melanie asks five different people to hit ten balls with each type of bat and she measures the distance each ball travels. Brody researches the physical properties of the pine wood and the aluminum metal and then estimates the possible distance a ball could travel with a given force. SC. 7. N. 1. 3, SC. 6. N. 1. 3

Variables Lindsey wanted to determine how the temperature of the water in her pool changed throughout the year. She took measurements and made a graph. 6. What was Lindsey’s test (dependent) variable in the investigation? 7. What was Lindsey’s outcome (independent) variable? SC. 7. N. 1. 4

Keesha did an experiment to study the rate of photosynthesis in the water plant Elodea. She placed a piece of Elodea in a beaker of water and set the beaker 10 centimeters (cm) from a light source. Keesha counted the bubbles released from the plant every minute for five minutes (min). She repeated the process two more times/ First she moved the light to 20 cm from the beaker, and then she moved the light to 30 cm from the beaker. Keesha’s setup and data are shown below. 8. What is the outcome (dependent) variable in this experiment? A. The number of bubbles produced B. The type of plant placed in the beaker. C. The distance of the light source from the plant D. The amount of time the bubbles were counted

Hypotheses Kathryn wants to keep squirrels from eating the bird feed she puts out for the birds in her yard. She decides to conduct an experiment to see which types of bird feed the squirrels seem to prefer. Based on her observations, she hypothesizes that the squirrels prefer feed containing berries. 9. Why was it important for Kathryn to generate a hypothesis prior to starting her experiment? SC. 8. N. 1. 4

Nature of Science Replication and Repetition SC. 7. N. 1. 2 (SC. 6. N. 1. 2 , SC. 8. N. 1. 2) : Students will differentiate between replication and repetition. Students will evaluate the use of repeated trials or replication in a scientific investigation. Students will explain why scientific investigations should be replicable. SC. 6. N. 1. 4 : Students will compare methods and results obtained in a scientific investigation.

Replication vs Repetition Elizabeth conducted an experiment to determine which toy car would travel the fastest down a ramp. 1 She sent three different toy cars down a ramp five times each and recorded the time it took for the car to reach the bottom of the ramp. Elizabeth reported to her class that the smallest car had the greatest speed. 2 After hearing Elizabeth’s results, her classmate Kelley decided to conduct the same experiment because she felt that Elizabeth’s results might be inaccurate. Kelley followed Elizabeth’s exact procedures to conduct her own experiment. 10. Which of the underlined sentences above is an example of replication? 11. Which is an example of repetition? 12. Why are both activities important for science experimentation? SC. 7. N. 1. 2, SC. 6. N. 1. 2, SC. 8. N. 1. 2

The following statements were taken from the procedures of four different investigations. 13. The statement from which investigation is an example of repetition? A. Investigation 1 B. Investigation 2 C. Investigation 3 D. Investigation 4

Comparing Investigations Two students conducted the same experiment to measure the p. H of various liquids. Sarah used a digital p. H meter. Olivia used p. H paper. They recorded their results in the tables below. Liquid p. H Lemon Juice 2 Lemon Juice 1. 9 Water 7. 3 Coffee 5. 5 Bleach 13 Bleach 12. 8 14. Which table represents the data collected by Sarah? Explain your answer. SC. 6. N. 1. 4

Nature of Science Methods SC. 7. N. 1. 5 (SC. 8. N. 1. 5) : Students will describe and analyze common methods and models used in different fields of study. SC. 7. N. 3. 2 : Students will identify the benefits and limitations of the use of scientific models. SC. 8. E. 5. 10: Students will identify how technology is essential to science

Methods of Science Observation Data Hypothesis Conclusion Describe what each term above means in the context of scientific experimentation. SC. 7. N. 1. 5, SC. 8. N. 1. 5

Using Models 15. Books often have images like the one above for our solar system. How might this type of image be helpful and how might it be misleading? SC. 7. N. 3. 2

Two types of models that can be used to show details of the structures of cells are show below. 16. Which of the following describes a limitation of the drawing but NOT the clay model? A. It does not re[resent the main parts of a cell. B. It does not contain the correct number of nuclei/ C. It cannot represent a living cell since a true cell is three-dimensional. D. It cannot represent a living cell since the cytoplasm should be in constant motion.

Using Technology 17. Compare and contrast the pairs of technologies in the images above. SC. 8. E. 5. 10

Nature of Science Scientific Knowledge SC. 6. N. 2. 2(SC. 8. N. 1. 5), SC. 7. N. 2. 1(SC. 7. N. 1. 7): Students will explain that scientific knowledge may change as new evidence is discovered or new scientific interpretations are formed. Students will identify instances in the history of science in which scientific knowledge has changed as a result of new evidence. SC. 8. N. 1. 6 (SC. 7. N. 1. 6): Students will explain that scientific explanations are based on empirical evidence, logical reasoning, predictions, and modeling.

Scientific Knowledge 18. Explain the meaning of the cartoon above. SC. 6. N. 2. 2 (SC. 8. N. 1. 5), SC. 7. N. 2. 1 (SC. 7. N. 1. 7)

19. Scientific knowledge may change a new evidence or information is discovered. Which of the following would NOT be a result of new scientific research and information? A. Binomial nomenclature is assigned to a recently identified plant species. B. An endangered monkey species is put in a reserve for protection from extinction. C. A newly discovered chemical element will be added to the periodic table of elements. D. A nonnative plant species will begin to reproduce rapidly after being introduced into a swamp ecosystem.

Explanations based on Evidence Theory of Plate tectonics describes how the Earth’s crust moves and has been moving over time creating the surface as we know it today. 20. What evidence has been used to support this theory? 21. How could we model this theory? SC. 8. N. 1. 6 (SC. 7. N. 1. 6)

Nature of Science Theory vs Law SC. 7. N. 3. 1 (SC. 6. N. 3. 1): Students will explain the difference between theories and laws. Students will identify examples of theories and laws. SC. 8. N. 3. 2: Students will explain why theories may be modified but are rarely discarded.

22. Which statement best summarizes the development of the atomic theory over time? A. Advancements in atomic models proved the atomic theory was accurate. B. The discovery of new evidence resulted in changes to the atomic theory. C. With the discovery of every new element, the atomic theory was modified. D. Changes in atomic models showed that the atomic theory was based on opinion.

Theories vs Laws Plate Tectonics Conservation of Energy Gravity Evolution 23. Which topics above relate to a theory and which relate to a law? 24. How do theories and laws differ? SC. 7. N. 3. 1 (SC. 6. N. 3. 1)

Modifying Theories 25. Three of the many models of the atom are shown above. Describe some of the ways that the Atomic Theory has changed over time. SC. 8. N. 3. 2

SPONGE BOB SCIENTIFIC METHOD Construct a 6 door foldable Glue 1 step of the scientific method to the front of each door. Write a description for each step in your own words on the inside of each door. Use the Sponge Bob scenario you were given to draw or write what Sponge Bob did for each of these steps in the experiment on the panel next to your description.

Earth Science

Earth Science The Universe SC. 8. E. 5. 3: Students will compare and contrast the relative distance, relative size, and general composition of astronomical bodies in the universe. SC. 8. E. 5. 1: Students will describe distances between objects in space in the context of light and space travel. SC. 8. E. 5. 2: Students will describe that the universe contains billions of galaxies and stars.

Comparing Objects in Space Jupiter Betelgeuse The Moon 1. How do the objects above compare to Earth in terms of size, distance from the Sun, and atmospheric composition? SC. 8. E. 5. 3

2. The points labeled on the chart below represent the approximate size of Earth, the Milky Way, the Moon, and the Sun. The approximate size of he solar system is also shown. Which point on the chart best represents the approximate size of the Sun? A. W B. X C. Y D. Z

Distances in Space Time for travel: approximately 1 billion yrs Distance: Less than 1 light year Distance: 100, 000 light years Time for travel: approximately 12 yrs 3. Which distance and time is most reasonable for each image? SC. 8. E. 5. 1

Our Universe Thousands of stars around a black hole A system of planets and moons All of the billions of stars and galaxies All of the known galaxies 4. Which statement above most accurately describes our universe? Explain your choice. SC. 8. E. 5. 2

Earth Science Sun and Stars SC. 8. E. 5. 5 : Students will describe and classify physical properties of stars: apparent magnitude, temperature (color), size, and absolute brightness SC. 8. E. 5. 6: Students will evaluate models of solar properties and explain solar characteristics, including rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.

5. One physical property of a star is apparent magnitude. Which of the following is used in determining the apparent magnitude of a star? A. B. C. D. The constellation the star is in The distance the star is from Earth The number of times the star rotates He number of prominences the star makes

Properties of Stars Vega Our Sun Alpha Centauri 6. Compare the properties of Vega, our Sun, and Alpha Centauri (include brightness, size, and temperature) SC. 8. E. 5. 5

Properties of the Sun 7. Match the Terms to the labeled arrows. Chromosphere Convection Zone Corona Photosphere Prominence Radiation Zone Solar Flare Sunspots SC. 8. E. 5. 6 I

Earth Science Solar System SC. 8. E. 5. 7 : Students will compare and contrast the characteristics of objects in the Solar System SC. 8. E. 5. 4: Students will identify and explain the role that gravity plays in the formation and motion of planets, stars, and solar systems. SC. 8. E. 5. 8: Students will compare and contrast various historical models of the Solar System.

8. The surface of Mercury has many more craters then the surface of Earth has. Which of the following statements best explains why Mercury has many more craters than Earth has? A. B. C. D. Mercury rotates faster than Earth does. Mercury has a smaller mass than Earth has. Mercury is much closer to the Sun than Earth is. Mercury has a thinner atmosphere than Earth has.

Solar System Jupiter Venus Earth Neptune Place the planets Mercury above in the Venn Diagram SC. 8. E. 5. 7 Moon(s) Ring(s) Thick Atmosphere

Role of Gravity 10. Explain the role that gravity had in creating the Sun, planets, stars, etc. SC. 8. E. 5. 4

Models of the Solar System 11. Label the models above as heliocentric or geocentric. Explain your answer. SC. 8. E. 5. 8

Earth Science Earth-Moon-Sun SC. 8. E. 5. 9 : Students will explain the effect of astronomical bodies on each other including the Sun’s and the Moon’s effects on Earth

12. The water level at the beach changes during the day. What causes the different water levels? A. B. C. D. Earth’s revolution The Moon’s rotation Earth’s magnetic field The Moon’s gravitational pull

Seasons and Moon Phases 13. When it is Summer in England (UK), what season is it in Florida? 14. How are the Earth, Moon, and Sun lined up when there is a new moon? SC. 8. E. 5. 9

Eclipses SOLAR ECLIPSE LUNAR ECLIPSE http: //www. guardian. co. uk/flash/0, 5860, 4197 94, 00. html 15. How are lunar and a solar eclipses different? SC. 8. E. 5. 9

Tides 16. Why do opposite sides of the Earth have high tide at the same time? SC. 8. E. 5. 9

Earth Science Earth’s Surface SC. 7. E. 6. 2: Students will identify and describe steps of the rock cycle and relate them to surface and sub-surface events. SC. 6. E. 6. 1: Students will describe and explain how Earth’s surface is built up and torn down through the processes of physical and chemical weathering, erosion, and deposition. SC. 6. E. 6. 2: Students will identify different types of landforms commonly found on Earth. Students will describe similarities and differences among landforms found in Florida and those found outside of Florida. SC. 7. E. 6. 6: Students will identify and describe the impact that humans have had on Earth.

Rock Cycle 17. What are the processes that change rocks? Which ones happen on the surface and which ones happen below the surface of Earth? SC. 7. E. 6. 2

Weathering, Erosion, Deposition A. Cracked Rock after Expansion B. River Delta C. Meandering Stream 18. Explain how water is changing the landscape in each image above. Be sure to indicate whether the image shows weathering, erosion, or deposition SC. 6. E. 6. 1

19. Deforestation occurs when large areas of trees are cut down. Which of the following impacts on the environment would result from deforestation? A. B. C. D. Increased erosion Colder temperatures Excess ground moisture Greater oxygen production

Landforms A B C 20. Label the images above as either a dune, delta, or sinkhole. 21. Which of these features can be found in Florida? SC. 6. E. 6. 2

Human Impact Cutting down Forests Oil Spill 22. Describe what effect the human activities shown above will have on the Earth SC. 7. E. 6. 6

Earth Science Geologic Time SC. 7. E. 6. 4: Students will identify examples of and explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes. SC. 7. E. 6. 3: Students will identify and describe current scientific methods for measuring the age of Earth and its parts.

Geologic Time Dry Sea Bed Volcanic Eruption Eroded Mountain Range 23. Explain how the images above are examples of evidence of Earth’s surface changing over time. SC. 7. E. 6. 4

Measuring Age of Earth A B C 24. Which organism shown above is the oldest? 25. How do you know? 26. Is there a method that could be used to find their ages more precisely? SC. 7. E. 6. 3

27. The oldest rock formation identified on Earth is found on the shoreline of Hudson Bay in Canada. This rock formed 4. 28 billion years ago. What information does a scientist need to more accurately determine the age of a rock? A. The percentage of each mineral that makes up the rock B. The thickness of younger rock layers that cover the rock C. The amount of each radioactive element present in the rock D. The amount of weathering present on the surface of the rock

Earth Science Plate Tectonics SC. 7. E. 6. 5 (SC. 7. E. 6. 7): Students will describe the scientific theory of plate tectonics and how the movement of Earth’s crustal plates and the flow of heat and material cause various geologic events to occur. SC. 7. E. 6. 1: Students will identify and/or describe the layers of Earth

Plate Tectonics Dynamic Earth 28. How can volcanoes be created by either colliding or separating boundaries? SC. 7. E. 6. 5, SC. 7. E. 6. 7

29. Interactions between layers of Earth cause convection currents to move crustal plates. The diagram below shows four layers of Earth. In which layer of Earth are the convection currents that directly result in tectonic plate motion found? A. 1 B. 2 C. 3 D. 4

Layers of the Earth's Layers 30. Which of Earth’s layer is the: thickest? hottest? most dense? SC. 7. E. 6. 1

Earth Science Interactions between the Spheres SC. 6. E. 7. 4: Students will differentiate and explain interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. SC. 6. E. 7. 2 (SC. 6. E. 7. 3): Students will describe and explain how the cycling of water and global patterns influence local weather and climate. SC. 6. E. 7. 6: Students will differentiate between weather and climate. SC. 6. E. 7. 9: Students will describe the composition and structure of the atmosphere and how the atmosphere protects life and insulates the planet.

Spheres A Geosphere B Hydrosphere Atmosphere Cryosphere Biosphere 31. Identify what spheres are shown in each of the pictures above? SC. 6. E. 7. 4

Weather Patterns 32. How does the ocean circulation pattern shown above effect Florida’s weather? SC. 6. E. 7. 2, SC. 6. E. 7. 3 33. What will happen to the weather when the cold air reaches the warm Florida air?

Weather vs Climate A B 34. Which map above shows Weather and which shows Climate? Explain your choice. SC. 6. E. 7. 6

35. The climate of an area can be different from its weather. Which of the following statements describes the climate of an area? A. B. C. D. There should be heavy rains tomorrow morning. The rains next week are expected to cause some flooding. The average temperature from 1930 -1996 was 23°C (74°F). The high temperature on September 4, 2009, was 32°C (89°F).

Atmosphere Layers of the Atmosphere 36. How do the layers of the atmosphere work together to protect life on Earth? SC. 6. E. 7. 9

Earth Science Sun Influences Weather SC. 6. E. 7. 5: Students will explain how energy provided by the Sun influences global patterns of atmospheric movement and the temperature differences among air, water, and land. SC. 6. E. 7. 1: Students will differentiate among radiation, conduction, and convection in Earth’s systems.

Sun Heating Earth 37. Explain why the wind patterns shown above occur. SC. 6. E. 7. 5

38. The arrows in the picture below show several ways heat is transferred from the Sun as it strikes sand on the surface of a beach. Which arrow shows convection? A. 1 B. 2 C. 3 D. 4

Radiation, Conduction, Convection A. Heating of air over the road causing a mirage B. Hot air rises, cold air sinks C. Sun’s heat travels through space SC. 6. E. 7. 1 39. Which type of heat transfer does each image represent?

Life Science

Organization of Organisms SC. 6. L. 14. 1: Students will identify and/or describe patterns in the hierarchical organization of organisms, from atoms to molecules, to cells, to tissues, to organ systems, to organisms

1. Structures in the human body work together to perform specific function. The diagram below shows the organization of structures found in the human body. A picture of which of the following structures belongs in the box above? A. Cell B. Organ C. Organelle D. Tissue

Hierarchy A B C D E F G 2. Label the pictures above as: atom, molecule, cell, tissue, organ system, or organism. Then put them in order of increasing complexity. SC. 6. L. 14. 1

Life Science Cell Theory SC. 6. L. 14. 2: Students will identify, describe, and explain the components of cell theory. SC. 6. L. 14. 3: Students will describe how cells undergo similar processes to maintain homeostasis.

Cell Theory All living things are made out of cells Cells are the smallest unit of life All cells have a nucleus and cholorplasts All cells come from other cells 3. Which of the above statements is NOT part of the Cell Theory? How do you know? SC. 6. L. 14. 2

4. The cell theory applies to all organisms including the five shown below. Which of the following statements describes how these organisms are an example of the cell theory? A. The organisms have cells that lack a nucleus. B. The organisms are made of one or more cells. C. The cells of the organisms under go photosynthesis. D. The cells of the organisms are identical to each other.

Homeostasis A B C 5. What processes of cellular homeostasis are represented by the images above? Explain why those processes are important. SC. 6. L. 14. 3

Life Science Cell Structure and Function SC. 6. L. 14. 4: Students will compare and/or contrast the structure and function of major organelles of plant and animal cells.

6. Plant cells are different from animal cells. The diagram below identifies four different structures in a plant cell. Compared to the structures in an animal cell, which of the following structures is found only in a plant cell? A. Mitochondrion B. Cell wall C. Cytoplasm D. nucleus

Parts of a Cell What did Shaggy eat? 7. What are some key differences between plant cells, animal cells, and bacteria cells? SC. 6. L. 14. 4

Life Science Human body SC. 6. L. 14. 5: Students will identify and/or describe the general functions of the major systems of the human body. Students will identify and/or describe how the major systems of the human body interact to maintain homeostasis. SC. 6. L. 14. 6: Students will identify, compare, and/or contrast the types of infectious agents that affect the human body

Human Body Systems National Geographic Human Body 8. How would a problem with your lungs effect your heart? SC. 6. L. 14. 5

9. In order to maintain homeostasis the systems of the human body work together to keep a constant internal temperature. Which of the following statements describes how the human body responds in a cold environment? A. The nervous system moves the jaw bones and causes the chattering of teeth. B. The nervous system signals the muscles of the muscular system to contract and warm the body. C. The circulatory system delivers less carbon dioxide to the muscular system, resulting in stiffening of the muscles. D. The skeletal system produces more blood cells that circulate through the blood vessels, increasing the warmth of the body.

Infectious Agents Bacteria Fungus Virus 10. Compare and contrast the infectious agents above. Include information about how they are transmitted and treated and if/how they can be prevented SC. 6. L. 14. 6

Life Science Classification SC. 6. L. 15. 1 Students will analyze and/ describe how and why organisms are classified.

11. Mushrooms, bread molds, and yeasts are classified together in the fungi kingdom. Specific characteristics are used to classify these organisms. Which of the following is a characteristic used to classify these organisms as fungi? A. B. C. D. They are parasites. They are unicellular They are prokaryotes They are heterotrophs

Classification Classifying Life 12. What are the 3 Domains? 13. How do the 6 Kingdoms fit within them? SC. 6. L. 15. 1

Life Science Theory of Evolution SC. 7. L. 15. 2: Students will identify and explain ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. SC. 7. L. 15. 1: Students will identify and explain ways in which fossil evidence is consistent with the scientific theory of evolution. SC. 7. L. 15. 3: Students will identify and explain how a species’ inability to adapt may contribute to the extinction of that species

14. A certain reptile species is a herbivore and exists only on an isolated island. Which of the following would most likely result in the extinction of the reptile species over a period of twenty thousand years? A. The reptile species produces many offspring with many unique traits, and the vegetation remains constant. B. The reptile species produces few offspring with some unique traits, and the vegetation changes quickly. C. The reptile species produces few offspring with no unique traits, and the vegetation changes quickly. D. The reptile species produces many offspring with some unique traits, and the vegetation changes slowly.

Natural Selection Ph. ET: Natural Selection 15. Under what conditions were the white rabbits best suited? SC. 7. L. 15. 2

Fossil Evidence Nova: Fossil Evidence 16. What is some fossil evidence that has been gathered to explain the evolution from land mammals to aquatic mammals? SC. 7. L. 15. 1

Adaptation or Extinction 17. Explain how polar bears would have to adapt to their changing environment in order to avoid extinction SC. 7. L. 15. 3

Life Science DNA and Genetics

Life Science DNA and Genetics SC. 7. L. 16. 1: Students will describe and explain that every organism requires a set of instructions that specifies its traits. Students will identify and explain that hereditary information (DNA) contains genes located in the chromosomes of each cell and that heredity is the passage of these instructions from one generation to another. SC. 7. L. 16. 2: Students will use Punnett squares and pedigrees to determine genotypic and phenotypic probabilities. SC. 7. L. 16. 3: Students will compare and contrast general processes of sexual and asexual reproduction that result in the passage of hereditary information from one generation to another.

DNA The diagram to the left shows the structural hierarchy of genetic material inside a cell including: nucleus, chromosome, gene, and DNA 18. Describe the hierarchy in your own words as it applies to the transmission of genetic material SC. 7. L. 16. 1

Punnett Squares Interactive Punnett Squares 19. What is the difference between organisms that are heterozygous dominant and homozygous dominant? SC. 7. L. 16. 2

20. The gene for curled ears (C) is dominant over the gene for straight ears (c). The picture below shows a cat with curled ears (Cc) and a cat with straight ears (cc). What percent of the offspring are expected to have curled ears as a result of a cross between the cats shown? A. 100 B. 75 C. 50 D. 25

Mitosis and Meiosis A 21. Which of the cells above went through mitosis 22. Which went through meiosis? 23. How do you know? SC. 7. L. 16. 3 B

Life Science Relationships in Ecosystems SC. 7. L. 17. 2 : Students will compare and contrast relationships between organisms, such as mutualism, predation, parasitism, competition, and commensalism. SC. 7. L. 17. 1: Students will describe and explain the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. SC. 7. L. 17. 3: Students will identify and describe various limiting factors in an ecosystem and their impact on native populations

24. Mangrove trees are common to the Florida Everglades. The tree roots serve as a place for freshwater oysters to attach when tide is high, as shown in the picture below. The oysters are protected from predators when attached to the roots underwater. The oysters do not harm the trees nor do they provide any benefit to the trees. Which of the following relationships is most similar to the relationship between the mangrove trees and the oysters? A. African ants living in acacua trees feed on leaf-eating insects found on the tree. B. Spider crabs are camouflaged by the green-brown algae growing on their shells. C. A whale is unaffected by the attached remora fish feeding on the whale’s leftover food. D. Bees fly from on flowering plant to another gathering nectar and pollination the flowers.

Relationships between Organisms Organism Benefited Organism Harmed SC. 7. L. 17. 2 Organism Unaffected Mutualism Commensalism Parasitism 25. Place the terms correctly in the Venn diagram. Give an example of each relationship

Producers, Consumers, and Decomposers Food Chain Game 26. What role does each organism have in the food chain/web? Producer Consumers-herbivores, carnivores, omnivores Decomposer SC. 7. L. 17. 1

Limiting Factors A B D C E 27. Which limiting factors are represented by the images above? 28. What is one more example of an additional limiting factor? SC. 7. L. 17. 3

Life Science Conservation of Mass and Energy (Photosynthesis and Respiration) SC. 8. L. 18. 4: Students will explain that living systems obey the Law of Conservation of Mass and the Law of Conservation of Energy. SC. 8. L. 18. 1 (SC. 8. L. 18. 2): Students will describe and explain the general processes of photosynthesis and cellular respiration. Students will describe the role of light, carbon dioxide, water, and chlorophyll in the process and products of photosynthesis SC. 8. L. 18. 3: Students will describe how matter and energy are transferred in the carbon cycle.

29. A diagram of the carbon cycle is shown below. Each arrow represents a process in the cycle. Which of the following best describes the process that occurs at arrow X? A. Bacteria break down molecules in animals into carbon-based soil nutrients. B. Animals release oxygen that is used by bacteria to produce carbon dioxide. C. Animals release carbon dioxide that is used by bacteria for growth and reproduction. D. Bacteria combine carbon-based nutrients from plants and animals to produce glucose.

Conservation of Mass and Energy: states that the total amount of energy in an isolated system remains constant over time. This law means that energy can change its location within the system, and that it can change form within the system but not change in amount of total energy. Mass: states that the mass of an isolated system will remain constant over time. This law means that mass cannot be created or destroyed, although it may be rearranged in space and changed into different types of particles 30. Create a statement that combines both laws into one concept. 31. Give an example of how these laws apply to living systems. SC. 8. L. 18. 4

Photosynthesis and Respiration Animations 32. What is created during photosynthesis that is used by the plant for energy? 33. What is created during photosynthesis that is used by humans? SC. 8. L. 18. 1, SC. 8. L. 18. 2

Carbon Cycle Game 34. List 3 reservoirs (storage) of carbon in the environment? SC. 8. L. 18. 3

Physical Science

Physical Properties SC. 8. P. 8. 4: Students will classify and compare substances on the basis of their physical properties and explain that these properties are independent of the amount of the sample. SC. 8. P. 8. 3: Students will describe density and calculate and compare the densities of various materials using the materials’ masses and volumes

Physical Properties 1. Which properties shown above are physical properties, which are chemical properties? 2. Why are they considered physical or chemical? SC. 8. P. 8. 4

3. Matthew has six cubes of different materials. Each cube has a mass of 10 grams (g). Mathew sorts the cubes into two groups using one physical property. Which physical property did Matthew most likely use to sort the cubes into two groups? A. Density B. Magnetism C. Melting point D. Electrical conductivity SC. 8. P. 8. 4

Density 4. What happens to the density of a block when you change the volume? 5. What happens to the mass when you change the volume? SC. 8. P. 8. 3

Physical Science Elements, Compounds, and Mixtures

Physical Science Elements, Compounds, and Mixtures SC. 8. P. 8. 7: Students will explain that atoms are the smallest unit of an element and are composed of subatomic particles. SC. 8. P. 8. 5: Students will describe how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things. SC. 8. P. 8. 9: Students will differentiate among pure substances, mixtures, and solutions. SC. 8. P. 8. 1: Students will describe the motion of particles in solids, liquids, and/or gases. SC. 8. P. 8. 6: Students will explain that elements are grouped in the periodic table according to similarities of their properties. SC. 8. P. 8. 8: Students will identify common exs of acids, bases, salts. Students will compare, contrast, and classify the properties of compounds, including acids and bases.

6. Lithium (Li), Sodium (Na), Potassium (K), Rubidium (Rb), Cesium (Cs), and Francium (Fr) are in the same column in the periodic table. Why are these elements in the same column in the periodic table? A. B. C. D. They are the same size. They react with each other. They have similar properties. They have the same number of protons. SC. 8. P. 8. 6

Atoms and Elements A B C 7. Label the parts of the atoms above. 8. What is the difference between a Carbon atom and a Nitrogen atom? SC. 8. P. 8. 7

Elements and Compounds Salt Sugar Water 9. Match the elements (in blue) to the compounds (in red) that they create. SC. 8. P. 8. 5

Pure Substances vs Mixtures Compounds and Mixtures 10. What is the main difference between a compound a mixture? SC. 8. P. 8. 9

Solutions A B C (brass) 11. Identify the solute and solvent for each of the solutions above. SC. 8. P. 8. 9

Motion of Particles States of Matter 12. Why do the particles in gases move more freely than those in solids or liquids? SC. 8. P. 8. 1

Periodic Table 13. Which of these elements has properties most similar to Magnesium: Sodium, Calcium, or Manganese? How do you know? SC. 8. P. 8. 6

Acids, Bases, and Salts Kitchen Chemistry 14. Which substances reacted with baking soda to create a gas? Why? Acids and Bases 15. What is created when a base (alkali) is added to an acid? SC. 8. P. 8. 8

Physical Science Physical vs Chemical Changes SC. 8. P. 9. 2: Students will differentiate between physical and chemical changes. SC. 8. P. 9. 1: Students will explain that mass is conserved when substances undergo physical and chemical changes, according to the Law of Conservation of Mass. SC. 8. P. 9. 3: Students will describe how temperature influences chemical changes

Physical vs Chemical Changes A B C D 16. Which images above are examples of physical changes and which are chemical changes? How do you know? SC. 8. P. 9. 2

17. When a candle is lit, the wick burns, the wax melts, the candle changes shape, and the air around the candle heats up. Which of the following is an example of a chemical change? A. B. C. D. the wick burning the wax melting the candle changing shape the air around the candle heating up SC. 8. P. 9. 2

Conservation of Mass Before reaction After reaction 18. Explain why the total mass is the same before and after the experiment if a gas was formed and inflated the balloon. SC. 8. P. 9. 1

Temperature and Chemical Changes Rate of Reaction 19. What effect did increasing the temperature have on how fast the reaction took place? SC. 8. P. 9. 3

Physical Science Electromagnetic Spectrum SC. 7. P. 10. 1: Students will identify, compare and contrast the variety of types of radiation present in radiation from the Sun. SC. 8. E. 5. 11: Students will identify and compare characteristics of the electromagnetic spectrum. Students will identify common uses and applications of electromagnetic waves.

20. Sunlight is composed of energy that is visible to humans and energy that is not visible to humans. Which statement describes how the visible energy from the sun is different from the nonvisible energy? A. B. C. D. It travels at a different speed. It travels a different distance. It has different wavelengths. It has different amplitudes. SC. 7. P. 10. 1

Sun’s Radiation 21. Which word above relates to each of the types of Solar radiation: Infrared, Visible Light, and Ultraviolet? SC. 7. P. 10. 1

Electromagnetic Spectrum A B 22. Which wave image (A or B) is accurate? Using the terms “wavelength” and “frequency” describe the trends in the waves within the EM Spectrum. SC. 8. E. 5. 11

Physical Science Waves SC. 7. P. 10. 3: Students will describe and explain that waves move at different speeds through different materials. SC. 7. P. 10. 2: Students will explain that light waves can be reflected, refracted, and absorbed.

23. The diagram below demonstrates how a magnifying lens can make a penny appear larger. What property of the magnifying lens is most responsible for allowing it to magnify the penny? A. B. C. D. It can reflect light. It can refract light. It can increase the intensity of light. It can increase the wavelength of light. SC. 7. P. 10. 2

Speed of Waves Light W ave 24. What happens to the speed of the light as it travels from the air, through the glass, and then through the water? 25. How does the speed change affect the light wave? SC. 7. P. 10. 3

Reflect, Refract, Absorb A B 26. Label the images above with the correct term concerning the motion of light waves. Explain your choices. SC. 7. P. 10. 2 C

Physical Science Transformation of Energy SC. 7. P. 11. 2: Students will identify and describe the transformation of energy from one form to another. SC. 6. P. 11. 1: Students will differentiate between potential and kinetic energy. Students will identify and explain situations where energy is transformed between kinetic energy and potential energy. SC. 7. P. 11. 3: Students will identify and describe examples of the Law of Conservation of Energy.

27. Emma constructed a simple motor. When connected correctly, the coil of copper wire spins. Which of the following best describes the energy transformation that takes place between the paper clips and the spinning coil? A. Chemical energy transforms into electrical energy. B. Mechanical energy transforms into electrical energy. C. Electrical energy transforms into mechanical energy. SC. 7. P. 11. 2 D. Mechanical energy transforms into chemical energy.

Transformation of Energy Transformation 28. What are some examples of each type of energy (chemical, thermal, electrical, mechanical, light, and nuclear)? SC. 7. P. 11. 2

Potential vs Kinetic Energy in a Skate Park 29. When is the skater’s potential energy the greatest? 30. Where is the potential energy being transformed into kinetic energy? 31. When is the skater’s kinetic energy the greatest? SC. 6. P. 11. 1

Law of Conservation of Energy of Springs 32. What happens to the Total Energy as the spring bounces? 33. Which types of energy make up the total energy? 34. How to they relate to each other? SC. 7. P. 11. 3

Physical Science Heat Flow SC. 7. P. 11. 4: Students will describe how heat flows in predictable ways. SC. 7. P. 11. 1: Students will explain that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.

35. Mrs. Aldaco added a copper (Cu) cube that is at room temperature and an aluminum (Al) cube that she just removed from the freezer to a breaker or boiling water. She left the cubes in the water for three hours. Which of the following describes a heat flow that took place during those three hours? A. B. C. D. from the aluminum cube to the beaker from the copper cube to the boiling water from the aluminum cube to the copper cube from the boiling water to the aluminum cube SC. 7. P. 11. 4

Heat Flow B A C 36. Label the examples of heat flow above as either radiation, conduction, or convection. Explain your choices SC. 7. P. 11. 4

Adding and Removing Heat Changing State 37. When you “cool” the beaker, are you adding cold or removing heat? Explain SC. 7. P. 11. 1

Physical Science Types of Forces Mass and Weight

Physical Science Types of Forces Mass and Weight SC. 6. P. 13. 1: Students will identify and describe types of forces. SC. 6. P. 13. 2: Students will describe the relationship among distance, mass, and gravitational force between any two objects. SC. 8. P. 8. 2: Students will differentiate between mass and weight

38. Luis rubbed a balloon on his hair and held the balloon next to the wall. He observed the balloon stick to the wall. Which of the following is responsible for the balloon sticking to the wall? A. B. C. D. friction gravity electric force magnetic force SC. 6. P. 13. 1

Types of Forces 39. What force works against an object traveling horizontally? 40. What kind of force (balanced or unbalanced) changes an object’s motion? SC. 6. P. 13. 1

Distance, Mass, and Gravity Model 41. What happens to the direction and magnitude of the force of gravity as you change the distance and/or masses? SC. 6. P. 13. 2

Weight vs Mass An object is placed on the digital scale and spring scale below and the following readings are observed 42. Which instrument is measuring the object’s mass and which is measuring the object’s weight? 43. Why are the numbers different? SC. 8. P. 8. 2

Physical Science Balanced and Unbalanced Forces SC. 6. P. 13. 3: Students will describe and explain that an unbalanced force acting on an object changes its speed and/or direction. SC. 6. P. 12. 1: Students will interpret and analyze graphs of distance and time for an object moving at a constant speed.

44. The diagram below shows forces acting on a model air plane. Both its speed and height above the ground are constant. Which of the following conditions would cause the model airplane to descend toward the ground? A. B. C. D. The lift is equal to the drag. The lift is less than the weight. The thrust is equal to the weight. The thrust is greater than the drag. SC. 6. P. 13. 3

Unbalanced Forces 45. In order for the object to move, which force had to be overcome? SC. 6. P. 13. 3

Distance vs Time B A C 46. Describe the motion of the object during each section of the graph above. SC. 6. P. 12. 1