TH 7 GRADE REVIEW Know how to use

TH 7 GRADE REVIEW

• Know how to use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Steps of the scientific method 1. 2. 3. 4. 5. 6. Ask questions Make a hypothesis Test your hypothesis Analyze results Draw conclusions Communicate your results

Types of graphs • Line graph – data collected over time • Bar graph – comparing data • Pie chart - percentages

• For five weeks, students measured the growth of a bean plant in class. The table shows the data collected by the students. Based on the table, what is the mean of growth per week? WEEK GROWTH EACH WEEK (CM) 1 1. 2 2 0. 8 3 1. 2 4 1. 8 5 2. 5

• For five weeks, students measured the growth of a bean plant in class. The table shows the data collected by the students. Based on the table, what is the mean of growth per week? 1. 5 WEEK GROWTH EACH WEEK (CM) 1 1. 2 2 0. 8 3 1. 2 4 1. 8 5 2. 5

• Differentiate replication (by others) from repetition (multiple trials).

• Replication: measurements taken in different, but identical experiments • Repetition: collecting data for more than one trial in an experiment

• If a scientific experiment repeatedly gives the same results, the experiment is

• If a scientific experiment repeatedly gives the same results, the experiment is valid/reliable

• Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment

• Independent variable: variable manipulate or changed by experimenter • Dependent variable: variable measure by experimenter • Control: group that does not receive the experimental condition

• In an experiment, a student wants to know the boiling point of a solution of sugar water. The student first measures the boiling point of 100 m. L pure distilled water. Then she measures the boiling point of 100 m. L of pure distilled water plus 10 grams of sugar. The student uses a Bunsen burner to heat both solutions. What is the experimental (independent) variable?

• In an experiment, a student wants to know the boiling point of a solution of sugar water. The student first measures the boiling point of 100 m. L pure distilled water. Then she measures the boiling point of 100 m. L of pure distilled water plus 10 grams of sugar. The student uses a Bunsen burner to heat both solutions. What is the experimental (independent) variable? The amount of sugar

• Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation, and explain that not all scientific knowledge is derived from experimentation.

• Biotechnology involves the use of living organisms or cell processes to make useful products. To date, the major thrusts of biotechnology have been in drug development, human and animal nutrition, agricultural chemicals, and environmental protection. The cloning of insulin, used to treat diabetics, was one of the earliest biotechnology breakthroughs in human health care. It is hoped that eventually biotechnology will have solutions for treating, if not curing, genetic disorders. Biotechnology provides an assortment of career options for people who have a strong background in biology and

• Biotechnology involves the use of living organisms or cell processes to make useful products. To date, the major thrusts of biotechnology have been in drug development, human and animal nutrition, agricultural chemicals, and environmental protection. The cloning of insulin, used to treat diabetics, was one of the earliest biotechnology breakthroughs in human health care. It is hoped that eventually biotechnology will have solutions for treating, if not curing, genetic disorders. Biotechnology provides an assortment of career options for people who have a strong background in biology and chemistry

• Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.

• Biological evolution is the change over in time in populations of related organisms • Extinction occurs when the last individual organism of a species dies

• A change in the genetic make-up, appearance, and behaviors of a species over time is called

• A change in the genetic make-up, appearance, and behaviors of a species over time is called evolution

• Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.

• New evidence allows for changes in theories, such as theory of plate tectonics and theory of evolution

• A judgment formed, based on the data gathered in an experiment is a(n)

• A judgment formed, based on the data gathered in an experiment is a(n) conclusion

• Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.

Theory Vs. Law Theory Law An explanation of observations or events based on knowledge gained from many observations and investigations. Describes a pattern or an event in nature that is always true

• Sir Isaac Newton determined that gravity has a fixed acceleration on Earth. The earth pulls objects towards it with a fixed acceleration at -9. 8 m/s 2. This is a _______, as it states a scientifically accepted fact about the natural world.

• Sir Isaac Newton determined that gravity has a fixed acceleration on Earth. The earth pulls objects towards it with a fixed acceleration at -9. 8 m/s 2. This is a _Scientific__ ___law______, as it states a scientifically accepted fact about the natural world.

• Identify the benefits and limitations of the use of scientific models.

• A scientific model is a representation of an object or system • Benefits of models are that they allow for analysis of items too big or too small to study • Limitations of models include that they do not provide as much detail

• Ms. Molnar taught her class what makes night and day on Earth. She could not use the real Sun. She used a light bulb instead. In this case, the light bulb is a _____ of the Sun.

• Ms. Molnar taught her class what makes night and day on Earth. She could not use the real Sun. She used a light bulb instead. In this case, the light bulb is a _____ of the Sun.

• Ms. Molnar taught her class what makes night and day on Earth. She could not use the real Sun. She used a light bulb instead. In this case, the light bulb is a __model__ of the Sun.

• Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.

• What must be added to water in order to change state from liquid to a gas?

• What must be added to water in order to change state from liquid to a gas? Energy/heat

• Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.

• The substances in the table are combined, and Substance 1 loses 40 calories of heat. How many calories of heat will Substance 2 eventually gain? Substance Number or Calories of Heat 1 80 2 0

• The substances in the table are combined, and Substance 1 loses 40 calories of heat. How many calories of heat will Substance 2 eventually gain? 40 Substance Number or Calories of Heat 1 80 2 0

• Investigate and describe the transformation of energy from one form to another.

• A solar powered car converts ________ energy into _________ energy

• A solar powered car converts ____light___ energy into __mechanical___ energy

• Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

• Usable chemical energy in food begins as _____ energy.

• Usable chemical energy in food begins as __light_ energy.

• Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.

• Although light from the sun appears white, it is actually made up of a lot of different colors. This portion of the electromagnetic spectrum, we call white light is referred to as _______ within the electromagnetic spectrum

• Although light from the sun appears white, it is actually made up of a lot of different colors. This portion of the electromagnetic spectrum, we call white light is referred to as _visible light__ within the electromagnetic spectrum

• Observe and explain that light can be reflected, refracted, and/or absorbed.

• If your new bike is painted so that it looks red, what color of light is reflected by the paint?

• If your new bike is painted so that it looks red, what color of light is reflected by the paint? Red

• Recognize that light waves, sound waves, and other waves move at different speeds in different materials.

• Which type of wave would actually slow down when moving from the air into the ocean?

• Which type of wave would actually slow down when moving from the air into the ocean? Light waves/ electromagnetic/ transverse

• Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.

• Earth’s mantle is made of a dense thick material that allows movement of crustal plates. Crustal plate movement occurs because the mantle flows as a result of uneven heating inside the mantle. __________ are created by very hot material deep in the mantle rising, then cooling, sinking again, and then heating again and then repeating the cycle.

• Earth’s mantle is made of a dense thick material that allows movement of crustal plates. Crustal plate movement occurs because the mantle flows as a result of uneven heating inside the mantle. __convection currents___ are created by very hot material deep in the mantle rising, then cooling, sinking again, and then heating again and then repeating the cycle.

• Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).

• The Atlantic Ocean gets about 3 -5 ______ wider each year.

• The Atlantic Ocean gets about 3 -5 _centimeters_ wider each year.

• Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.

• Virginia’s Blue Ridge Mountains were once among the tallest in the world, similar in altitude to the Himalayas of today. This would still be the case if not for the process of

• Virginia’s Blue Ridge Mountains were once among the tallest in the world, similar in altitude to the Himalayas of today. This would still be the case if not for the process of erosion

• Recognize that there a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.

• What is the largest suspected environmental problem associated with the burning of fossil fuels?

• What is the largest suspected environmental problem associated with the burning of fossil fuels? Global warming

• Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building.

• The 2004 Indian Ocean tsunami was caused by a shift in two plates that pushed one section of the sea floor under another section of the sea floor by 5 meters. What type of boundary is this?

• The 2004 Indian Ocean tsunami was caused by a shift in two plates that pushed one section of the sea floor under another section of the sea floor by 5 meters. What type of boundary is this? Convergent boundary

• Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins.

• Most earthquakes occur along fractures in the Earth's crust called faults. Most faults occur along the edges of

• Most earthquakes occur along fractures in the Earth's crust called faults. Most faults occur along the edges of tectonic plates

• Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.

• The carbon-14 isotope is important because it allows scientists to determine the ______ of an organic sample.

• The carbon-14 isotope is important because it allows scientists to determine the __absolute age__ of an organic sample.

• The hypothesis that the fossil in layer D is younger than the fossil in layer C is supported by the

• The hypothesis that the fossil in layer D is younger than the fossil in layer C is supported by the Law of Superposition

• Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes.

• What geological theory explains how llamas and camels, close relatives, might be found on different sides of the world?

• What geological theory explains how llamas and camels, close relatives, might be found on different sides of the world? Continental Drift

• Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.

• Geologists searching for clues to the ancestors of modern-day vertebrate land animals should look in layer _______ of the fossil beds.

• Geologists searching for clues to the ancestors of modern-day vertebrate land animals should look in layer ___2____ of the fossil beds.

• Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.

• Which term best demonstrates when an organism is better adapted to the environment that they live in and are more likely to survive and reproduce?

• Which term best demonstrates when an organism is better adapted to the environment that they live in and are more likely to survive and reproduce? Natural selection/survival of the fittest

• Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.

• Both the arctic fox and snowshoe rabbit have made species adaptations over time that enable them to survive. For example, both creatures have fur that turns white in winter and fur on the pads of their feet. These are examples of adaptations to

• Both the arctic fox and snowshoe rabbit have made species adaptations over time that enable them to survive. For example, both creatures have fur that turns white in winter and fur on the pads of their feet. These are examples of adaptations to climate/environment

• Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.

• Some species of nitrogen-fixing bacteria have adapted to grow in nodules of legumes such as peas and clover. These bacteria make nitrogen available to the plant and in turn, receive nutrients from the tissues of the plant. This type of interaction is known as

• Some species of nitrogen-fixing bacteria have adapted to grow in nodules of legumes such as peas and clover. These bacteria make nitrogen available to the plant and in turn, receive nutrients from the tissues of the plant. This type of interaction is known as mutualism

• Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

• Guide to food chain (top to bottom): osprey, pike, perch, smelt, freshwater shrimp. Which population would show the quickest increase if perch were eliminated from the food chain ?

• Guide to food chain (top to bottom): osprey, pike, perch, smelt, freshwater shrimp. Which population would show the quickest increase if perch were eliminated from the food chain ? Smelt

• Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

• In a tropical rain forest, insects feed on leaves while frogs eat the insects. At ground level, fungi digest waste material to supply their nutritional needs. In this ecosystem, frogs are

• In a tropical rain forest, insects feed on leaves while frogs eat the insects. At ground level, fungi digest waste material to supply their nutritional needs. In this ecosystem, frogs are secondary consumers

• Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

• This is the movement of soil, mud and rock due to the downward movement of wind, water or ice.

• This is the movement of soil, mud and rock due to the downward movement of wind, water or ice. Erosion

• Understand explain that every organism requires a set of instructions that specifies its traits, that this 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.

• A portion of this DNA, known as a ____, is responsible for the inheritance of a trait, like eye color or blood type in humans

• A portion of this DNA, known as a __gene__, is responsible for the inheritance of a trait, like eye color or blood type in humans

• Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.

• During this process, the nucleus of a cell divides to form two nuclei that are identical to the original cell.

• During this process, the nucleus of a cell divides to form two nuclei that are identical to the original cell. Mitosis

• Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.

• Scientists can alter plants such as this potato plant in order to produce bigger and better potato crops. To do this, scientists alter specific ____ found in the DNA of the plants' cells.

• Scientists can alter plants such as this potato plant in order to produce bigger and better potato crops. To do this, scientists alter specific _gene__ found in the DNA of the plants' cells.