TAKS Warm Ups

1. TAKS Warm Ups

2. Objective 1: Nature of Science • Demonstrate safe practices during field and laboratory investigations • Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology • Collect data and make measurements with precision • Organize, analyze, evaluate, make inferences, and predict trends from data • Communicate valid conclusions • Analyze, review and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information • Draw inferences based on data related to promotional materials for products and services.

3. Objective 1: Warm Up 1 1. Four lab groups measured the volume of acid required to neutralize a standard solution of sodium hydroxide base. Which of the groups measured the volume with the highest precision?

7. Objective 1: Warm Up 2 A ring is submerged in a graduated cylinder that is filled with exactly 48 mL of water. Using the final reading on the graduated cylinder, find the volume of the ring. A 0.6 mL B 0.7 mL C 3.0 mL D 3.6 mL

8. Objective 1: Warm Up 3

9. Objective 1: Warm Up 4 2. The diagram shows different setups of an experiment to determine how sharks find their prey. Which experimental setup is the control? A. Q B. R C. S D. T

13. Objective 1: Warm Up 5 Some students conducted a survey about various energy sources used in Regions Q and R. The data table above shows the results of the survey. Which of the following best supports the data? F Region Q conserves more energy than Region R. G Both regions spend the same on nonrenewable resources. H Region Q uses a higher percentage of nonrenewable energy sources than Region R. J Both regions use a higher percentage of renewable energy sources than nonrenewable sources.

14. Objective 2: Organization of Living Systems • Investigate and identify cellular processes • Describe components of DNA and illustrate how information for specifying the traits of an organism is carried in the DNA • Identify and illustrate how changes in DNA cause mutations • Compare genetic variations observed in plants and animals • Identify characteristics of kingdoms, including monerans, protists, fungi, plants and animals • Interpret functions of systems in organisms ( body systems)

15. Objective 2: Warm Up 1

20. Objective 2: Warm Up 2 Why will knowledge of the human genome enable scientists to better understand proteins involved in human diseases? A DNA contains the information used to make proteins. B Nucleic acid molecules have shapes similar to those of proteins. C The bases that make up DNA are also present in RNA. D Chromosomes can combine to form proteins.

21. Objective 2: Warm Up 3 A mutation in a DNA molecule is passed to offspring only when the mutation occurs in a — A neuron B cell wall C nuclear membrane D gamete

22. Objective 2: Warm Up 4

27. Objective 2: Warm Up 5 A hypothesis that two organisms from different species are related to each other is best supported by — F the presence of homologous structures G a similarity in diet H the presence of nitrogenous bases J a similarity in method of reproduction

28. Objective 3: Interdependence of Organisms • This objective will make up approximately 14% of the TAKS test. • The student will demonstrate an understanding of the interdependence of organisms and the environment. • The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions,and that viruses are different from cells and have different properties and functions. • The student knows the theory of biological evolution. • The student knows metabolic processes and energy transfers that occur in living organisms. • The student knows that interdependence and interactions occur within an ecosystem. • The student knows the significance of plants in the environment. • The student is expected to compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts. • The student is expected to identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria. • The student is expected to identify evidence of change in species using fossils,DNA sequences,anatomical similarities,physiological similarities,and embryology. • The student is expected to illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction. • The student is expected to analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment. • The student is expected to interpet interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism. • The student is expected to investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids. • The student is expected to evaluate the significance of structural and physiological adaptations of plants to their environments.

29. Objective 3: Warm Up 1 Which one of these is a food web based on the relationships described in the box above? A B C D

30. Wheat Mouse Owl Snake A food chain, shown above, shows one path the energy can take. A food web is a collection of several food chains, linked together.

31. A food (or energy) pyramid is another way to represent this information. The pyramid gets its shape from the fact that the greatest amount of energy in the ecosystem is stored in the producers. (There is more grass than grasshoppers, and there are more grasshoppers than frogs.) There are very few tertiary consumers in ecosystems because it takes a lot of energy feed one.

32. Objective 3: Warm Up 2 About 10% of the energy at one trophic level is passed to the next level. What usually happens to the energy that is not passed to the next trophic level or used to carry out life processes? A It is given off as heat. B It is stored as vitamins. C It is used in reproduction. D It is used in protein synthesis.

33. Objective 3: Warm Up 3 Which word best describes the fungus in the situation above? A Predator B Producer C Parasite D Decomposer

34. Niche-Animal’s role in the ecosystem. Types of niches: Herbivore-eats only plants/producers, Omnivore-eats both plants and animals, Carnivore-eats consumers only (meat), Predator-hunts, Prey-what is being hunted, Decomposer-usually fungus or bacteria that eat dead material and returns nutrients to the environment (may not be included in food webs and pyramids).

35. Which of these is the best example of a mutualistic relationship in an aquatic environment? F Some fish can survive repeated infections by harmful bacteria. G Some fish have bacteria living in their digestive tract that help the fish digest food. H Some bacteria are present in aquatic food chains in which fish are secondary consumers. J Some bacteria are aquatic decomposers that recycle nutrients useful to fish. Objective 3: Warm Up 4

36. Symbiosis: Organisms can have dependent relationships. Mutualism(+,+)-both organisms benefit from the relationship. Remoras clean sharks. The remoras get food and protection. The sharks get clean. Commensalism (+,0) –one organism benefits, the other is not affected. Spanish moss grows on trees receiving light and nutrients from the air. The tree is not helped or harmed. Parasitism(+,-)-one organism benefits, the other is harmed. The tick receives food, the dog is bitten.

37. Objective 3: Warm Up 5 At one time large herds of bison roamed across the Great Plains. Brown- headed cowbirds often followed the bison, capturing and eating insects that scattered as the bison walked through the grasses. This relationship between the bison and the cowbird was — F predatory G competitive H commensal J parasitic

38. Objective 4: Structure & Properties of Matter • The student will demonstrate an understanding of the structures and properties of matter. • The student knows relationships exist between properties of matter and its components. • The student knows that changes in matter affect everyday life. • The student knows how solution chemistry is a part of everyday life. • The student is expected to investigate and identify properties of fluids including density, viscosity, and buoyancy. • The student is expected to relate the chemical behavior of an element including bonding, to its placement on the periodic table. • The student is expected to distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle. • The student is expected to investigate and identify the law of conservation of mass. • The student is expected to relate the structure of water to its function. • The student is expected to relate the concentration of ions in a solution to physical and chemical properties such as pH, electrolytic behavior, and reactivity. • The student is expected to demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent.

39. Objective 4: Warm Up 1 What is the mass of a 500.00mL sample of seawater with a density of 1.025g/mL? A 487.8g B 500.0g C 512.5g D 625.0g Hint: Density= mass/volume 1.025 g/mL= M/500.00mL M= 512.5g

40. The density of a piece of matter is a combination of how compressed the material is and how much its atoms or molecules mass per unit volume. Water has a greater density than steam because the atoms in a liquid are closer together than those in a gas. But iron is denser than ice, because the iron atoms are heavier than the water molecules, even though they both are solids.

41. Density is defined as the mass of a substance divided by its volume. The equation that is used for determining the density, D, of a substance is D = m/v, where m is the mass of the object, and v is its volume.More dense liquids will sink in the presence of less dense liquids.

42. Objective 4: Warm Up 2 Which of the following objects will float on water? Hint: density of water is 1.0g/cm3 Density= mass/volume An object will float on water if the object’s density is less than 1.00 g/cm3

43. Objective 4: Warm Up 3 The reaction equation below shows the process of oxidizing iron. Balance the equation by calculating the coefficients. Hint: The number of atoms on the reactant side must equal the number of atoms on the product side- “ Law of Conservation of Mass” if the number of atoms is equal then the mass is equal on both sides of the reaction also.

44. Chemical Equations:An expression in which symbols and formulas are used to represent a chemical reaction. sodium metal + chlorine gas  table salt (sodium chloride)

45. Law of Conservation of Mass Mass is neither created nor destroyed during chemical or physical reactions. Total mass of reactants = Total mass of products Antoine Lavoisier

46. The Law of conservation of massstates that matter cannot be created or destroyed in any chemical reaction The bonds between atoms in the reactants are rearranged to form new compounds, but none of the atoms disappear, and no new atoms are formed. So: Chemical equations must be balanced, meaning the numbers and kinds of atoms must be the same on both sides of the reaction arrow. The numbers placed in front of formulas to balance equations are called coefficients, and they multiply all the atoms in the chemical formula.

47. Objective 4: Warm Up 4 • To produce 4 molecules of sugar, a plant needs- • 6 molecules of hydrogen • 12 molecules of ATP • 18 molecules of water • 24 molecules of carbon dioxide

48. Objective 4: Warm Up 5 • Chemical Change • Physical Change • Nuclear Change • Atomic Change

49. Physical Change A physical change is a change in size shape or state of matter. Examples: tearing a piece of paper, water freezing, crushing a rock into pebbles

50. Chemical Change A substance is changed from one form to another. Examples: a bike rusting, souring milk, burning paper