Wednesday, June 13, 2018

Science Final tomorrow.  
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
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
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
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 ***
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:

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 
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