8.6 The student knows that interdependence occurs among living systems

1. 8.6 The student knows that interdependence occurs among living systems • 8.6 A. Describe interactions among systems in the human organism • Define Homeostasis: The ability to maintain balance in internal body systems

4. State the main purpose of each system of the body and identify the important parts (organs) of each system: • Respiratory  Exchange oxygen and carbon dioxide • Circulatory  Transport materials (oxygen, nutrients, carbon dioxide) • Digestive  Break down and absorb nutrients and food eliminate solid waste

5. State the main purpose of each system of the body and identify the important parts (organs) of each system: • Skeletal  Provide support and protection • Muscular  Movement of internal and skeletal systems • Nervous  Send messages and controls other systems

6. Describe how the following human systems work together to maintain Homeostasis • Circulatory/Respiratory Resp. takes in gases, Circ. transports them • Muscular/Skeletal Musc attach to bones for movement • Digestive/Circulatory Absorbs nutrients and transports to body cells • Nervous/Muscular Sends messages to move muscles

7. 8.6 B. Identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor pressure, and chemical reactions • How does our bodies warm or cool themselves to maintain a balanced temperature? Shivers: muscles movement warms us Sweats: evaporation cools us  What is turgor pressure? The pressure put on the cell vacuole cause by water moving into the cell

9. 8.6 B. Identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor pressure, and chemical reactions  How do plants maintain turgor pressure? By absorbing water through the roots and into the cells through osmosis • Describe how this chemical reaction show an equilibrium 6CO2 +6H2O = C6H12O6 +6O2. • C = 6 • O = 18 • H = 12 • C = 6 • O = 18 • H = 12

10. 8.6 C. Describe interactions within ecosystems • Omnivore  Eats plants and animals • Carnivore  Eats animals • Herbivore  Eats plants

11. 8.6 C. Describe interactions within ecosystems • Producer  Makes its own food through photosynthesis • Consumer  Eats other organisms for energy • Decomposer  Breaks down dead things and returns nutrients to the soil • Niche  The area where an organism functions best

12. Complete the following energy pyramid: Grass Rat Hawk Grasshopper Hawk Rat Describe how energy flows through the energy pyramid Grasshopper Energy flows from the bottom (producers) to the top Grass Explain how the energy pyramid is organized. Describe the flow of energy and what it means to the members of the pyramid. The amount of energy available decreases as you go up the pyramid So there is not as much energy available for the higher level animals so there are fewer of them

13. Construct a food chain using the following organisms: Snake Eagle Mushroom Grass Rabbit Grass Rabbit Snake Eagle Mushroom Explain how the food chain is organized. What do the arrows mean and what does the placement of the organisms mean? Organized from the producer to the decomposer The arrows shows the direction the energy travels

14. In the food web above which primary consumer(s) feeds on the largest variety of different producers? In the food web above list the secondary consumers In the food web above what type of consumer is the hawk In the food web above what would happen if the lizard became extinct? Beatle and bird (2) Scorpion, Lizard, Snake Tertiary The butterfly population would increase and the roadrunner population would decrease

15. 8.7 The student knows that there is a relationship between force and motion • 8.7 A. Demonstrate how unbalanced forces cause changes in the speed or direction of an object’s motion • A rocket is getting ready for takeoff; it is sitting still on the launch pad. Describe how unbalanced forces will cause the rocket to takeoff. The fuel will ignite and expand pushing out of the rocket downward with a greater force than gravity causing the rocket to move up in the opposite direction Looking at the arrows below, what would the net movement be

16. 8.7 The student knows that there is a relationship between force and motion •  _______________ is a push or a pull and can make an object speed up, slow down or change directions. This change in movement is called _______________. • The force of ________________ attracts all objects toward each other. • When an object’s motion changes, you know that the forces acting on it are __________. • A _____________ makes work easier by trading force for distance. • A force that acts on an object does _____________ only when the object moves. Force acceleration gravitation unbalanced machine work

17. 8.7 The student knows that there is a relationship between force and motion • _______________ act on an object without causing a change in the object’s motion. • The watt is a unit of ____________, which is a measure of how quickly work is done. • _______________ is a force of repulsion or attraction between object with two poles. • When you slide on object over another, the force of ____________ acts in the opposite direction. • Adding or subtracting individual forces gives a combined force called a ____________. Balanced forces power Magnetism friction net force

18. 8.7 B. Recognize that waves are generated and can travel through different media • Label the following parts of a wave: Amplitude, Trough, Crest, and Wavelength Wavelength Crest Amplitude Trough

19. 8.7 B. Recognize that waves are generated and can travel through different media • When looking at light, what is meant by the term reflection? When a wave bounces off a surface like a mirror or an echo • When looking at light, what is meant by the term refraction? When a wave is bent as it moves through a different medium

20. 8.7 B. Recognize that waves are generated and can travel through different media • When looking at light, what is meant by the term absorption? • In absorption describe how energy is transferred during photosynthesis and vision.

21. Complete the table about wave types Mechanical Transverse/ Longitudinal Seismic Water Transverse Electromagnetic Solid/liquid or gas Mechanical Transverse None Required

22. Looking at the following mediums put them in order of fastest wave movement to slowest wave movement: Air Steel Water Beach Sand Granite Why did you put the above in the order that you did? Waves move faster through denser material Steel Granite Beach Sand Water Air

23. 8.8 The student knows that matter is composed of atoms • 8.8 A. Describe the structure and parts of an atom • Label the following parts of an atom: Nucleus, neutron, proton, and electron neutron proton nucleus electron

24. 8.8 A. Describe the structure and parts of an atom • Looking at the chlorine atom below label the Valence Electrons and the Energy Levels • Looking at the chlorine atom above, what family and period is it in, on the Periodic Table? Family/Group: Period: Energy levels Valence electrons 17 The Halogen Family 3

25. 8.8 B. Identify the properties of an atom including mass and electrical charge

26. 8.8 B. Identify the properties of an atom including mass and electrical charge Complete the definitions below: The temperature when a solid becomes a liquid The temperature when a liquid becomes a gas The temperature when a liquid becomes a solid

27. 8.8 B. Identify the properties of an atom including mass and electrical charge • Identify the electrical charges of the following atoms: Negative Positive Neutral

28. 8.9 The student knows that substances have chemical and physical properties • 8.9 A. Demonstrate that substances may react chemically to form new substances • What is the difference between a mixture and a solution? • Sodium and chlorine combine chemically to form sodium chloride (table salt) describe the properties of each • What evidence is there that a new substance is formed? The properties have changed Element Solid Metal Poison Gas Element Solid Mineral Compound

29. 8.9 B. interpret information on the periodic table to understand that physical properties are used to group elements • Describe the physical properties of the following types of elements on the Periodical Table: On the left side of table Shiny, good conductors, malleable Along the zigzag line Share properties, make good semi conductors On the right side of table Dull, poor conductors, brittle

30. 8.9 C. Recognize the importance of formulas and equations to express what happens in a chemical reaction The elements or compounds that combine in a chemical reaction The substance that is produced during a chemical reaction

31. 8.9 C. Recognize the importance of formulas and equations to express what happens in a chemical reaction Fill in the table with the number of atoms in each chemical formulas and its name H = 2, O = 1 Water Glucose C = 6, H = 12, O = 6 C = 1, O = 2 Carbon dioxide 6 molecules of water H = 12, O = 6 O = 6 3 molecules of oxygen gas

32. 8.9 C. Recognize the importance of formulas and equations to express what happens in a chemical reaction • Sodium and chlorine combine to produce sodium chloride (table salt), write the chemical equation that represents the reaction Na + Cl  NaCl • Are the following equations balanced? Yes No Yes No Yes No

33. 8.10 The student knows that complex interactions occur between matter and energy 8.10 A. Illustrate interactions between matter and energy including specific heat • What is the difference between kinetic and potential energy? • Kinetic is the energy of motion • Potential is energy that is stored •  Give an example of kinetic energy: • Anything that is in motion • Give an example of potential energy: • A rock on a ledge • A bow being pulled back • A barrel going over a waterfall • Describe what is happening to the kinetic and potential energy between points 1 and 5. Going up hill increases potential energy and decreases kinetic energy Going down hill increases kinetic energy and decreases potential energy

34. 8.10 A. Illustrate interactions between matter and energy including specific heat • Describe Specific Heat: The amount of energy it takes to heat up or cool off an object • Looking at the chart to the right you will see that water has a high specific heat number and gold has a low specific heat number. • Which substance will heat up faster? Gold  Which substance will cool off faster? Gold  If something has a high specific heat will it hold on to heat for a longer time or shorter time? It would take longer

35. 8.10 B. Describe interactions among solar, weather, and ocean systems • Fill in the table for the Northern Hemispheres • What caused our seasons? • The tilt of Earth’s axis

36. 8.10 B. Describe interactions among solar, weather, and ocean systems • How does the tilt of the Earth’s axis change during the year? • It doesn't change, it always is pointing at Polaris, the north star • Both of the cities represented in the climographs below are from the same latitude. Which of the two is from a city near the ocean and which is from a city that is inland? • What does the ocean do that causes the differences in the two different climates? • The water maintains a more constant temperature because of the high specific heat of water it takes longer to heat up and cool down.

37. 8.11 The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms 8.11 A. Identify that change in environmental conditions can affect the survival of individuals and of species • What is an adaptation? • A physical or behavioral change that helps a species survive •  How does competition influence adaptation? • The greater the competition, the greater the need for adaptation, because one will have to win out over the other to survive • Put an “I” next to a condition that could affect the survival of an individual organism and a “S” next to a condition that could affect the survival of a species

38. 8.11 B. Distinguish between inherited traits and other characteristics that result from interactions with the environment • Complete the chart with inherited and learned traits

39. 8.11 C. Make predictions about possible outcomes of various genetic combinations of inherited characteristics • Determine the probability of you and your spouse having a child with cystic fibrosis consider the following: Both you and your spouse are carriers for a particularly genetically inherited disease such as cystic fibrosis. You are worried whether your children will be healthy or inherit the disease. Lets define "A" as the dominant normal allele and "a" as the recessive abnormal one that is responsible for cystic fibrosis. As carriers, you and your mate are both heterozygous (Aa).  This disease only afflicts those who are homozygous recessive (aa). • Complete the Punnett Square that shows this cross What is the percent probability the offspring will develop cystic fibrosis?

40. 8.11 C. Make predictions about possible outcomes of various genetic combinations of inherited characteristics • Now complete the Punnett Square that shows the cross between a carrier (Aa) with someone who has the disease (aa). • What is the percent probability the offspring of this cross will develop cystic fibrosis?

41. 8.12 The student knows that cycles exist in Earth systems 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles • What causes a lunar eclipse? • When the Earth casts a shadow on the moon • What causes a solar eclipse? • When the Moon casts a shadow on the Earth

42. 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles

43. 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles • Draw a diagram and label each phase of the moon:

44. 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles • Describe how mass and weight differs on the earth and the moon. Mass stays the same, the weight is different (1/6 less on the moon) • Use the terms rotate, revolve and orbit in a sentence describing the actions of the earth, the moon, and the sun. • What causes tides? The gravitational pull of the moon on the water of the Earth • Describe the pattern tides have on earth? • There are two high tides and two low tides each day

45. 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles • Identify the correct moon phase base on the given information: • 14 days after this moon is the _________ It takes about 28 days for the moon to revolve, so 14 days would be ½ the revolution • 7 days after this moon is the __________ It takes about 28 days for the moon to revolve, so 14 days would be ½ the revolution 3rd Quarter 3rd Quarter

46. 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles

47. 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles

48. 8.12 A. Analyze and predict the sequence of events in the lunar and rock cycles • Label the rock cycle diagram with the following terms: Igneous, Sedimentary, Metamorphic and Magma • Where in the rock cycle would you most likely find fossil remains?  Sedimentary rock because it is formed slowly without heat or pressure • Explain why the rock cycle is not a continuous circle. The rocks can go back and forth, or in any direction Sedimentary Metamorphic Igneous Magma

49. 8.12 B. Relate the role of oceans to climatic changes • How will the ocean currents affect the weather of coastal cities?  If a cold current is along the coast the climate will be cooler, if a warm current the climate will be warmer • If the currents in the oceans stopped or changed, how would that affect the climate of the earth? The temperatures around the world would become much more extreme, as the ocean currents would not be circulating the waters

50. 8.12 C. Predict the results of modifying the Earth’s nitrogen, water, and carbon cycles • Label the diagram of the Water Cycle using the following terms: Condensation, Precipitation, Evaporation, Transpiration and Run-Off  What would happen to the water cycle if the temperature of the Earth increased and more water was stored in the atmosphere? The atmosphere would be warmer, holding more water in water vapor form, so the Earth would be drier, as less water would condense and fall as rain