Study your Study Guides!
For those who missed class, here are notes from the PowerPoint. I'm not going to try putting in the tables and illustrations, since they mess up the formatting:
•Final Exam Review
•Grade
7
•Pg.
4 - Science Content
Studying People Scientifically
Studying People Scientifically
1. List
4-5 Components of a Good experimental design.
a.Hypothesis = testable
idea
or testable
prediction; write
with ‘if, …
then’.
b.Control
group = basis
for comparison.
Ex:
in the Pellagra experiments, some people did not get experimental treatment;
ex:
better
diet, clean clothes and housing, etc. If
the Experimental Group (EG) was cured of disease, but the Control Group was
still sick, this proves that Experimental Treatment caused a result/effect in
the Experimental Group (ex: better food cured EG of Pellagra).
c.Large Sample
Size
(Sample size = number
of individuals being tested. Larger sample size helps account for differences
between individuals).
d.Run many trials:
ensure accuracy, minimize outlier data.
e.Reproducible procedures
needed, easy to follow.
•Pg.
4 :
Studying People
Scientifically
2. What is the difference between
qualitative vs. quantitative data?
•Qualitative - information
without
numbers. Ex:
color, texture, softness, flavor.
•Quantitative
-
data that has information with numbers. Ex: height, volume, mass, time.
Ex: Diego is six feet tall
•3. Variables -
know them and be
able to identify them
•Independent
- the
one thing you’ve changed. Ex: in the Pellagra Story, the change
made was that some inmates got a better diet.
•Dependent
–
EFFECT or RESULT of the experiment,
measured at the end. Ex: what was your pulse after exercise in ”Feel the
Beat”?
•Constants
- variables
that you don’t allow to change. Ex: Use the same measurement tools in all
trials of Dig
IN!
•ID
variables from
plant growth experiment
plant growth experiment
•Independent
Variable: What’s changed?
–Amount
of water
•Dependent
Variable: What’s
the result /effect?
–Plant
growth :
which one grew the most?
•Constants:
What
stayed the same?
1.“4 identical
containers… (same
equipment)
2.each
containing 4 seeds (same
amount)
3.in 100 mL of soil. (same amount)
4.All…were
placed in a
sunny location (same place)
5.For 6 weeks.” (same amount of time)
•Control
Group: None apparent
How
to improve this experiment?
•Look back at Q.1,
4-5 Components of good
experiment design:
You could answer that it needs
a:
b. Control group = basis
for comparison.
c.
Larger Sample
Size
d.Run more
trials;
and
e.Set of Reproducible procedures, easy
to follow.
•Pg.
5 -
Science Content
Studying People Scientifically
Studying People Scientifically
Feel
the Beat
Which
is the Independent variable:
Ask
yourself: "What did we change?"
•The one
thing that you changed, or
manipulated,
was amount
of activity.
Which
is the dependent variable?
•"What
were we measuring?" or "What was the result of what we changed?"
•The result you measured at the end
was the pulse
rate.
Which are control variables?
•Which factors did we not
change? Your pulse-checking
routine; test subject
Dig
In
Which
is the independent variable? type of soil chosen
•Which is the dependent variable? amount of
water that was soaked in (or, in some cases, the amount that percolated
through).
•Which are control variables? Amount of water, amount of soil,
equipment.
•Pg.
5 – Body Works
Heart, Lungs, Mouth, Esophagus, Large
Intestine, Small Intestine,
Pulse Rate,
Alveoli
1. List organs of
the respiratory system, explain gas
exchange.
•nose/ mouth, trachea, pharynx Lungs, larynx, Bronchii, alveoli.
•Gas exchange:
Lungs take in
air to
absorb O2through walls of capillaries in alveoli. CO2 leaves blood cells at the same time
by moving across capillary
walls of alveoli and is pushed out when the lungs exhale.
•Pg.
6 –
Body Works
1. What is the order of organs
in
the digestive system through which food passes?
•Mouth to esophagus to stomach to small to large intestine to rectum to anus Memory trick: MESSI
LIRA
2. Explain whether
mechanical
or chemical breakdown is occurring in each digestive
system organ.
*** FUNCTION OF THE DIGESTIVE SYSTEM: ABSORB
NUTRIENTS***
1) Mouth
w/ teeth: both – teeth chew, saliva breaks down
2) Esophagus: mechanical,
food is squeezed down tube
3) Stomach: Both:
acids
break down food, stomach muscles churn food, so it’s the best
example of an
organ that uses both
chemical and mechanical digestion.
4) small intestine:
mech:
nutrients absorbed, muscles squeeze through
5) large intestine/colon: mechanical /absorption
Neither:
6) rectum - storage
7) anus – storage
***Food doesn’t pass through : Liver,
Pancreas,
under
Gall
bladder. (Memory
trick)
•Pg.
6 – Body Works
4. Describe how
the pulse changes during exercise and explain why this change is taking place.
•Exercise
makes
the body use oxygen
fast.
To meet the body’s need, blood must get Oxygen quicker.
•Breathing
and pulse (heart pumping) rates go faster to get the blood through the lungs to
muscles, where it's
needed.
•Nutrients
and CO2 must also be transported out
at a
faster rate.
NEWRemember: *** FUNCTION OF THE CIRCULATORY SYSTEM is to TRANSPORT, OR MOVE, NUTRIENTS as well as OXYGEN, WASTE and CO2 ***
NEWRemember: *** FUNCTION OF THE CIRCULATORY SYSTEM is to TRANSPORT, OR MOVE, NUTRIENTS as well as OXYGEN, WASTE and CO2 ***
•When
exercise stops, Breathing
and pulse (heart pumping) rates slow
down.
•Pg.
6 - Unit: Cell Biology and Disease -
•1.
Given
various ocular and objective lens magnifications, calculate the total
magnification of using each objective lens. For
example, Calculate the total magnification for a 15x ocular
and 30x objective:
15x x 40x = 600x Total
magnification is 600
times actual
size
•Pg 7 - Unit:
Cell Biology and
Disease
2. Explain function of the 4 most common organelles.
•Cell wall = strengthen
structure
•Nucleus= control
center
•Mitochondria="the
powerhouse of
the cell", generates energy
•Cell Membrane= separates
the
cell’s inside from the outside
•Pg.
7 - Unit: Cell Biology and Disease
3. Compare and contrast plant vs.
bacteria vs. animal cell organelles.
plant vs. animal
•Cell
Wall - tough, flexible
layer that surrounds plant cell membranes for support,
protection, structure. (not found in animal cells)
•Chloroplast= green material in a plant cell, allows absorbtion of light to make food for plants
(not found in animal cells)
•Large
Vacuole - storage
bubbles found in cells. They are much larger in plant cells, used to hold water
and helps plant structure.
What is not found in bacteria: nucleus
•Pg.
7 - Unit: Cell Biology and Disease
3. Fill in the following table to show
which cells contain which organelles:
•You need a microscope to see single-celled organisms.
Ex: Amoebas, Algae, Plankton, and bacteria are single-celled
organisms.
•Living things made up of more than one cell are multi-celled organisms.
•Have organs (ex: heart, stomach) and organ systems (ex:stomach,
heart, eyes). Many are visible to the naked eye. You are a multiple-
celled organism.
•Pg.
7
4. Compare and contrast single vs. multi-celled
organisms and provide examples of each.
•You
need a microscope to see single-celled organisms.
Ex: Amoebas, Algae, Plankton, and bacteria are single-celled
organisms.
•Living
things made up of more than one cell are multi-celled organisms.
Multi-celled organisms
have:
•Specialized
cells
•organs (ex: heart, stomach) and
•organ systems (ex:
digestive,respiratory, nervous).
•Many are visible
to the naked eye.
•You are a
multiple- celled organism.
•Pg.
8 Genetics
Unit
1.What is the importance of genes and where are they located?
Ans)
Genes carry information from
each organism’s parent(s)
that determines
the characteristics of
an organism.
Genes are
located on chromosomes, which are in the nucleus of an
animal or plant cell.
•Pg.
8 Genetics
Unit
2. Calculate the
probability of future offspring using a Punnett Square. For a
Heterozygous and
a Homozygous Recessive
organism. Ex: Gg x gg gives the likely following offspring;
List the percentage for each
genotype and phenotype represented in the Punnett Square above:
•Genotype:
Heterozygous
dominant to Homozygous
Recessive: 50% : 50%
•PHenOtype
(PHysical characteristic
visible Outside, ex: hair color): .
• dominant
to recessive: 50% : 50%
4. Compare/contrast asexual reproduction
vs.
sexual reproduction:
Asexual
reproduction :
–All
DNA comes from one parent, so offspring is identical to
the parent. Ex: cloning, budding, fission, runner. Only seen in simpler
organisms and some
plants.
Sexual
reproduction:
–Requires
DNA or genetic contributions from 2 parents (egg
and sperm).
Offspring acquire some characteristics from each
parent, so
they are NEVER
identical to a
parent.
This is
typical of animals
(including humans) and
many plants.
4. What is the importance of genes and where are they located?
–Genes carry the
organism's building plans or blueprints coded in their DNA, for each trait.
Many genes make up each chromosome. In their body cells, humans carry 23
pairs of (total: 46) chromosomes.
–P. 9
5. Describe what is occurring in
meiosis and describe the cells which are produced.
–Meiosis = reproduction
of sex
cells (eggs
or sperm). This process takes
place in 8 phases which yields 4 daughter
cells that have only half the
chromosomes of regular body cells
(ex: human sex cells only contain 23 Chromosomes, not 46).
–Mitosis (“my-toe-siss”)= reproduction
of
body
cells. Cells split in 4 phases,
yielding 2 cells, with a full set of Chromosomes.
•p.
9
•Dig-In/Studying
Soils Scientifically
1.How particle size affects percolation rate:
•Percolation rate -(how
much water flows through soil or other materials in
a certain amount of time)
–larger particle size means
water flows faster.
2. Describe absorbency and how it affects
the soil.
–Absorbency is how well soil soaks
up and holds water.
High
Absorbency makes water available for
plants to grow; too much water drowns plants, makes
soil
particles
slide,
and unstable
for
building.
•Absorbency rate is
(how much
water soil
will hold or soak up
in a certain amount of time).
–P. 9
•Unit: Erosion and Deposition -
•Weathering (Destructive), Erosion(Destructive), Deposition
(Constructive)
•Describe
how weathering, erosion, and deposition create and change landforms.
–Weathering
breaks
down rock;
erosion
moves rock
particles; and deposition is where the rock particles
collect.
Examples of how these processes create/change landforms include:
–Erosion
has destructive
impact to change landforms into: river channels, valleys, cliffs, canyons,
sea stacks and arches.
–Landforms
constructed
by deposition:
deltas,
marshes, sand
dunes, beaches, flood plains.
•p.
10
•Plate
Tectonics -
•Ring of Fire -
boundary
where
Pacific
plate edge
meets other plates (Eurasian
and North American plates,
etc.). Most earthquakes,
and
75% of current active volcanoes,
are here.
•Plate
Tectonics
1. Complete the Table below:
1. Complete the Table below:
•Continental
Drift Theory Plate
Tectonic Theory
•Continents
were once *
Boundaries are joined
together to form where
plates edges meet
a large
land mass that * Plate movement split apart.
causes
EQs + other events.
Describe similarities and differences
between CDT and PTT:
•CDT
and PTT similarities:
–Pangaea,
continents broke up and moved apart.
–Evidence
includes:
•Puzzle pieces;
* similar fossils found on different continents
* similar fossils found on different continents
•mountains
found
on different continents,
•coal
belts
& glacial grooves/deposits that line up;
•change
in
climate (ex: tropical
plant fossils in Antarctic and in Arctic Circle, glacial grooves
in Africa and India)
•Differences
between CDT and PTT:
–plates
move
and carry continents and/or oceans on top;
–PTT
is
driven by
•convection
in
the mantle with plates
pulled by convecting
magma.
•Sea
Floor
spreading
plates pushed
by convecting
magma.,
•there
were several super-continents before Pangea
