taks review activities spring 2011 the student will demonstrate an understanding of the organization...

TAKS Review Activities Spring 2011

The student will demonstrate an understanding of the organization of

living systems.

Biology 4B Cellular Processes

Investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.

(NEW) Investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules.

Focus: Students in a biology class at Midway High School established a fresh-water aquatic habitat in a large classroom aquarium. They added aquatic plants, small amphibians, such as frogs, and fish. Every student brought in either an animal or a plant to add to the habitat. The organisms were either collected by the student from near the school or purchased at a pet store. A small aerator was installed to provide oxygen to the aquatic habitat. An ultraviolet lamp was also installed to provide an alternative to sunlight.

1. Explain why it is necessary for the aerator to continually pump oxygen into the aquatic habitat. Be specific in terms of what processes are occurring in both plants and animals.

2. How would the animals and plants in the habitat be affected by removing the ultraviolet light source? Be specific.

http://www.accessexcellence.org/RC/VL/GG/ecb/photosynthesis_respiration.php

3. One of the students brought in a fish they had collected on a trip to the beach. The fish was collected directly from the ocean. The fish died very soon after being introduced to the fresh-water environment. What caused the salt-water fish species to die in the classroom aquarium? It may be helpful to use an illustration as part of your explanation.

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

4B (Same #)

• Investigate and identify cellular processes including– Homeostasis– Energy Conversions– Transport of molecules– Synthesis of new molecules

Homeostasis

• This is the maintenance of the normal operating conditions of an organism.

• In other words: keeping all body & cellular conditions doing what they are supposed to be doing

• An external & internal state of balance

Permeability

• Ability of substances to pass through the cell membrane

• Selectively permeable—only allows certain substances through.

Energy Production (ATP)

• Photosynthesis:– Chloroplasts in plants/producers use sunlight to produce

energy in the form of food– 6CO2 + 6H2O C6H12O6 + 6O2

• Cellular Respiration– All living organisms use the food energy from producers to

make ATP for body functions

• C6H12O6 + 6O2 6CO2 + 6H2O

.

Cell Transport

• Passive Transport: does not require energy– Diffusion: movement of substances from high to low

concentrations– Osmosis = Diffusion of WATER only

• Active Transport – requires energy (ATP)– Exocytosis – substances exit– Endocytosis – substances go in

Cell Part Function

Cell membrane Controls what enters and leaves the cell

Nuclear membrane Controls what enters and leaves the nucleus

Nucleus Control center of the cell

Chloroplast Organelle that contains pigments to do photosynthesis – makes food

Chromosomes Genetic information (DNA) in the nucleus

Ribosome Organelle makes proteins

Mitochondria Organelle for cellular respiration – converts food to energy (ATP)

Read carefully:

Notice it says animal cell!

Determine % of water on each side of the membrane – only the water will move NOT the starch

I need to remember:

Explain the similarities and differences between homeostasis, diffusion, and osmosis.

Summarize the similarities and differences between the process of photosynthesis and respiration. Be able to recognize the equations for each, including the formula for glucose.

Biology 4B: Differences in Plant and Animal Cells and Cell

Structure (Day 2-Exit only)

 Investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.

(NEW) Investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules.

Focus: Explain why an elite athlete like Lance Armstrong would have more mitochondria in his cells than an average adult male.

Plant cell illustration:http://waynesword.palomar.edu/lmexer1a.htm#plant

 Animal cell illustration:

http://waynesword.palomar.edu/lmexer1a.htm#animal 

Comparison of cells w/function of cellular partshttp://www.cellsalive.com/cells/cell_model.htm

Student Activity

• Working with a partner, list as many cell structures and their functions as you can remember.

Definition of Cell

A cell is the smallest unit that is capable of performing life functions.

Examples of Cells

Amoeba Proteus

Plant Stem

Red Blood Cell

Nerve Cell

Bacteria

Two Types of Cells

•Prokaryotic•Eukaryotic

Prokaryotic

• Do not have structures surrounded by membranes

• Few internal structures

• One-celled organisms, Bacteria

http://library.thinkquest.org/C004535/prokaryotic_cells.html

Eukaryotic• Contain organelles surrounded by membranes• Most living organisms

Plant Animal

http://library.thinkquest.org/C004535/eukaryotic_cells.html

“Typical” Animal Cell

http://web.jjay.cuny.edu/~acarpi/NSC/images/cell.gif

http://waynesword.palomar.edu/images/plant3.gif

“Typical” Plant Cell

Cell Parts

Organelles

Surrounding the Cell

Cell Membrane

• Outer membrane of cell that controls movement in and out of the cell

• Double layer

http://library.thinkquest.org/12413/structures.html

Cell Wall

• Most commonly found in plant cells & bacteria

• Supports & protects cells

http://library.thinkquest.org/12413/structures.html

Inside the Cell

Nucleus

• Directs cell activities• Separated from cytoplasm by nuclear

membrane• Contains genetic material - DNA

Nuclear Membrane

• Surrounds nucleus• Made of two layers• Openings allow

material to enter and leave nucleus

http://library.thinkquest.org/12413/structures.html

Chromosomes

• In nucleus• Made of DNA• Contain instructions for

traits & characteristics

http://library.thinkquest.org/12413/structures.html

Nucleolus

• Inside nucleus• Contains RNA to build

proteins

http://library.thinkquest.org/12413/structures.html

Cytoplasm

• Gel-like mixture• Surrounded by cell membrane• Contains hereditary material

Endoplasmic Reticulum• Moves materials around in

cell• Smooth type: lacks

ribosomes• Rough type (pictured):

ribosomes embedded in surface

http://library.thinkquest.org/12413/structures.html

Ribosomes

• Each cell contains thousands

• Make proteins• Found on ribosomes

& floating throughout the cell

http://library.thinkquest.org/12413/structures.html

Mitochondria• Produces energy through

chemical reactions – breaking down fats & carbohydrates

• Controls level of water and other materials in cell

• Recycles and decomposes proteins, fats, and carbohydrates

http://library.thinkquest.org/12413/structures.html

Golgi Bodies• Protein 'packaging

plant'• Move materials within

the cell• Move materials out of

the cell

http://library.thinkquest.org/12413/structures.html

Lysosome• Digestive 'plant' for

proteins, fats, and carbohydrates

• Transports undigested material to cell membrane for removal

• Cell breaks down if lysosome explodes

http://library.thinkquest.org/12413/structures.html

Vacuoles

• Membrane-bound sacs for storage, digestion, and waste removal

• Contains water solution

• Help plants maintain shape

http://library.thinkquest.org/12413/structures.html

I need to remember:

Construct a Venn diagram which illustrates the differences and similarities between plant and animal cells.

List some of the cellular structures that you had forgotten and explain their function.

Biology: 4C & D Viruses & Bacteria (10th & exit)  

4C Compare the structure 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. (NEW) 4C Compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.

4D 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. (NEW) 11C Summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems.

Focus: Many students in the biology class became sick with the flu several days after setting up an aquarium. The students assumed that they were infected by a sick fish. Explain why a human cannot contract the flu from a fish. Your explanation should include a discussion of the type of infectious agent that causes the flu as well as a discussion of the reproductive cycle of that agent.How does viral reproduction interfere with a cell’s ability to perform its normal functions? What aren’t viruses considered to be living organisms? What structure do viruses have that allow them to identify a specific type of cell and attach to it? http://video.nationalgeographic.com/video/player/science/health-human-body-sci/health/virus-crisis-sci.html http://www.wisc-online.com/objects/ViewObject.aspx?ID=MBY101

Focus: Probiotics such as yogurt containing live cultures have become very popular for maintaining digestive health. What are the perceived benefits of taking probiotics? 

Why is it important that a doctor diagnose whether a patient has a virus or bacterial infection before prescribing antibiotics?

 http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_6.html

4C

• Compare the structures and functions of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.

Structure and Function of Viruses

• Core of nucleic acid surrounded by a protein coat.

• ‘Geometric’ in shape

Structure and Function of Cells

Membrane,wall(some), cytoplasm,nucleus,organelles,nucleic acids, protein.

You will always “see” the nucleus

Structure and Function of Viruses Vs. Cells

• What structures and functions they have in common?– Nucleic acid (DNA, RNA = genetic info)– Protein– Can change & adapt to surroundings

Major differences of Viruses Vs. Cells

– viruses are not living!!!!

– Viruses must have a host cell to accomplish most of the life functions

– cells do not.

Diseases caused by Viruses

-AIDS(HIV virus)– Cold– Chicken pox and Smallpox – Flu– Warts

One characteristic shared by a virus and a living cell is that both __.

a. store genetic information in nucleic acids b. have a crystalline structure c. gain energy directly from the sun d. use glucose for respiration

• Which one of the following cannot metabolize nutrients?

Make sure you can identify these types of organisms by looking at their diagram.

I need to remember:

Summarize the similarities and differences between bacteria and viruses and list at least three diseases caused by each.

Explain why viruses are considered to not be alive by most scientists.

Biology: 6A, B & C (10th & exit) 6A Describe components of deoxyribonucleic acid (DNA) and illustrate how information for specifying the traits of an organism is carried in the DNA. (NEW) Identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA.6B Explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA). NEW (5A)Describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms. (6C) Explain the purpose and process of transcription and translation using models of DNA and RNA 6C Identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes. (6E) Identify and illustrate changes in DNA and evaluate the significance of these changes.

Focus: How does the pairing of nucleotide base pair make DNA suitable for passing genetic information from generation to generation? What components make up a DNA molecule?

Which base is complementary to adenine?

Which base is complementary to cytosine?

Which molecules make up the DNA backbone?

Complete the following DNA molecule by filling in the complementary bases.A-C-G-T-G-A-T-A-C-A-G-C  Protein synthesis interactive: http://www.dnatube.com/video/160/Protein-synthesis 6C Evolution & mutations http://www.pbs.org/wgbh/evolution/library/01/2/quicktime/l_012_02.html

6A (Same #)

• Identify the components of DNA, and Describe how information for specifying traits of an organism is carried in the DNA.

Deoxyribonucleic Acid (DNA)

• Deoxyribose Sugar• Phosphate • Nitrogen Bases

– Adenine– Thymine– Cytosine– Guanine

Genes

• Sections of DNA that code for proteins• The proteins are what control your traits.

– The sequence (order) of the nitrogen bases are what “write” your genetic information instructions.

HINT: • Genetic instructions

are in the DNA• DNA is in the nucleus• DNA is the only thing

that will determine this coat color!

Reminder:

In DNA• A hooks up

with T• C hooks up

with G

In RNA:• A hooks up

with U• C hooks up

with G

6B (New 5A, 6B, & 6C)

• 5A: Describe the stages of the cell cycle, including deoxyribonucleic acid (DNA replication and mitosis, and the importance of the cell cycle to the growth of organisms.

• 6B: Recognize that the components that make up the genetic code are common to all organisms;

• 6C: Explain the purpose and process of transcription and translation using models of DNA and RNA.

Each new strand of DNA is identical to each other and to the parent strand it came from – this keeps all your genetic instructions consistant.

Protein Synthesis: Transcription and Translation

TRANSCRIPTION

TRANSLATION

What does this chart represent? If it says codons, and has U instead of T, it has to be mRNA!

HINT: The question is asking you which of these is a DNA segment – remember DNA does NOT have Uracil

Hint: Daughter cells from mitosis are identical to the parent cell they came from

In meiosis (production of gametes = egg & sperm), the number of chromosomes will be halved.

6C (New 6E)

• Identify and illustrate changes in DNA and evaluate the significance of these changes.

HINT: what would change your genetic instructions?

The chain above represents three codons. Which of the following changes would be expected in the amino acid chain if the mutation shown above occurred?

F The amino acid sequence would be shorter than expected.

G The identity of one amino acid would change. H The amino acid sequence would remain unchanged. J The identities of more than one amino acid would

change.

Determine what changed in the before & after & what all this would affect.

HINT: Only the sperm & eggs can pass your DNA onto your offspring!

Determine what are the only alleles that each parent can contribute to the offspring – you don’t need to do a Punnett square for this one

I need to remember:

Define and illustrate DNA. Identify/label the nucleotide base pairs.

Give an example that illustrates your ability to read a codon chart.

Write an example of transcription and translation.

Biology 8C Classification and Taxonomy (10th & exit)

 8C Identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals.

(NEW) 8C Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals.

Focus: How can a biologist tell if two organisms belong to the same kingdom? 

Kingdom Classification Activity

http://www.dnatube.com/video/5337/Biological-Classification-Kingdoms

8C (Same #)

• Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals.

6 Major Kingdoms

• Archaebacteria – Prokaryote – no nucleus or membrane bound organelles– Unicellular– Cell walls without peptidoglycans– May be autotrophs (make own food – producers) or heterotrophs

(eat other organisms – consumers)• Eubacteria

– Prokaryote– Unicellular– Cell walls with peptidoglycans– Autotroph or heterotroph

• Protista– Eukaryote – has nucleus and membrane bound organelles– Some have cells walls of cellulose– Some have chloroplasts– Most unicellular– Autotroph or heterotroph

6 Major Kingdoms

• Fungi – Eukaryote– Cell walls of chitin– Most multicellular– Heterotroph

• Plantae– Eukaryote– Cell walls of cellulose– Have chloroplasts to do photosynthesis– Multicellular– Autotroph– Have large central vacuole, chloroplasts, & cell wall (look for these if a

diagram is shown)• Animalia

– No cell walls or chloroplasts– Multicellular– Heterotrophs

Reminder:

Kingdom (most inclusive – least specific)

Phylum

Class

Order

Family

Genus

Species (most exclusive – most specific)

Look at the genus & species names

Look at characteristics of Animalia & determine which organism doesn’t fit

I need to remember:

 Compare and contrast autotrophs and heterotrophs

Determine how to remember identifying characteristics of the six kingdoms: Archaebacteria, Eubacteria, Protista, Plantae, Fungi, and Animalia.

Determine how you can remember the difference between a prokaryote and a eukaryote.

Biology 9D, 12B & 12E Energy Flow & Interactions in Ecosystems (10th & exit)

9D Analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment. (NEW) 12C Analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids.

12B Interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism. (NEW) 12A Interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms.

12E investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids (see 12C)

Focus: Describe the direction of energy flow, starting with the sun, within an ecosystem using the terms consumer (primary, secondary, tertiary), producer, and decomposer.

Why should the number of prey be greater than the number of predators in a balanced ecosystem? (exit level only)

Construct a simple food chain and then a food web

9D & 12E (New 12C)

• Analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids.

Ecosystems• Producers

-Capture energy form sunlight or chemicals and use that energy to produce food.

- Also known as autotrophs

• Consumers-Cannot capture energy directly from the environment, they rely on other

organisms for their energy and food supply. - Also known as heterotrophs

Ecosystems

• Herbivores: eat only plants

• Carnivores: eat only meat• Omnivores: eat both

meat and plants• Decomposers: break

down organic matter

Flow of Energy/ Trophic Levels• Sunlight provides the

energy for a food web• Arrows indicate direction

of energy flow• Greatest amount of

energy is at the bottom of the pyramid 

– 10% of energy is transferred to next level of food pyramid

– 90% of energy is given off as heat from one level to the next

1000 kcal

100 kcal

10 kcal

1 kcal

Energy Pyramid

Food Chains/ Food Webs• Energy flows through an ecosystem in one

direction from sun or chemicals producers consumers decomposers

• Food chain: series of steps in which organisms transfer energy by eating and being eaten.

• Food web: complex network formed by feeding relationships among various organisms.

Food Chain/Food Web

The diagram represents different levels of a marine food pyramid. Between which two levels is the greatest amount of energy

transferred?

A. R and QB. S and RC. T and SD. U and T

Follow the arrows carefully on this one – remember the arrow points from the one being eaten to the one that is eating it. Read the info to see what is supposed to be eating what!

12 B (New 12A)

• Interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms.

Can’t We All Just Get Along?

• Mutualism: A relationship in which both organisms benefit from the relationship.– Example: Clown Fish & Sea

Anemone – the fish receives protection from enemies and the anemone receives scraps of leftover food from the fish

Can’t We All Just Get Along?• Commensalism: A

relationship in which one organism benefits, and the other is neither helped nor harmed– Example: Egret & Rhino – the

bird receives protection from predators by its proximity to the rhino and the rhino is neither helped nor harmed

Can’t We All Just Get Along?

• Parasitism: A relationship in which one organism, who lives on another, benefits, and the other organism is harmed.– Example: Deer & Ticks – the

ticks gain nourishment from the deer and the deer looses blood; ultimately may die

Can’t We All Just Get Along?

• Predation: A relationship in which one organism benefits (the predator) and the other organism is killed/consumed (the prey)– Example: Lion & Zebra/Rabbit &

Lettuce – the lion eats the zebra; the rabbit eats the lettuce

Which of these is the best example of amutualistic relationship in an aquaticenvironment?

F Some fish can survive repeated infection by harmful bacteria.G Some fish have bacteria living in their

digestive tract that help the fish digestfood.

H Some bacteria are present in aquatic foodchains in which fish are secondaryconsumers.

J Some bacteria are aquatic decomposersthat recycle nutrients useful to fish.

Which of the following is most likely to cause increases in a predator population?

A. Fewer preyB. More parasitesC. A reduction in competition.D. A period of drought

I need to remember:

List an example of a consumer, producer, decomposer, herbivore, and carnivore and describe how you will remember the difference.

Give examples of the different symbiotic relationships that include mutualism, parasitism, and commensalism.

Construct/draw a simple food chain and food web showing the direction of energy flow.

7D (6D) Chemical Behavior & the Periodic Table (exit only)

 7D Relate the chemical behavior of an element including bonding, to its placement on the periodic table.

(NEW) 6D Relate the physical and chemical behavior of an element, including bonding and classification, to its placement on the Periodic Table.

Focus: List similarities and differences between the following elements: barium, magnesium, silicon, strontium, sulfur, chlorine, neon. Include any information you know about groups of elements and the arrangement of the periodic table.

7D (New 6D)

• Relate the physical and chemical behavior of an element, including bonding and classification, to its placement on the Periodic Table.

Metals

NonmetalsMetalloids

Groups or Family Names

1) AL

KA

LI M

ETA

LS

2) AL

KA

LIN

E M

ETA

LS

17) HA

LO

GE

NS

18) NO

BL

E G

AS

ES

TRANSITIONMETALS

Inner earth metals

14

Silicon

(# protons) Atomic No.

Atomic Mass

Element Symbol

Atoms are Neutral: (#protons = # electrons)

Periods (across)

Groups/F

amily (dow

n)

Si 28.086

Element Name

How many protons?

How many electrons?

14

14

A certain atom has a nucleus containing sixprotons and eight neutrons and has sixelectrons orbiting the nucleus. This atom is aform of the element —A siliconB carbonC magnesiumD calcium

Elements are identified by the

number of protons which = the atomic

number!

HINT: Same family = similar properties due to same # of

valence electrons

Number of Valence Electrons

Valence Electrons:

Are electrons in the highest energy level. The noble gases have 8 electrons.

All elements will gain, lose, or share electrons to end up with 8 electrons like the noble gases.

This is called the Octet Rule.

Net Ionic ChargesMetals will LOSE electrons to form positive ions.

Nonmetals will GAIN electrons to form negative ions.

Use your Periodic Table!

Which of these elements is most likely to donate one electron?

F Be

G Cs

H Rn

J He

Chemical Reactivity

• Metals increase in reactivity left and down.

• Most reactive metal is?

• Nonmetals become more reactive up and to the right.

• Most reactive nonmetal is?

Fr

FNoble Gases are inert gases…

(don’t react easily)

How many atoms do you need?

You need 2 Al atoms & 3 O atoms: Al2O3

Al3+ O2-

O2-

Al3+O2-

Atoms will join so the sum of all

the charges = zero

I need to remember:

Explain how you would determine if boron and aluminum might react similarly in a chemical reaction.

Explain how to determine the number of valence electrons in each group. Which groups lose electrons? Which groups gain?

Write a couple of examples to show your understanding of how the number of valence electrons is used to determine a chemical formula.

8C (7C) Conservation of mass (10th & exit) 8C Investigate and identify the law of conservation of mass.

(NEW) 7C Demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products;

Focus: A student mixed zinc with hydrochloric acid and observed that the mass of the reactants was not the same as the mass of the products. How is this possible? Is this equation balanced?

Zn + HClZnCl2 + H2

If you had not been given the chemical equation, how would you have concluded that a chemical change had occurred?

Properties of MatterProperty – a characteristic

Chemical properties: • characteristics of a

substance’s “ability” to change into a different substance.

• Ex. Reactivity Flammability

Physical properties: • characteristics that can be

observed or measured without changing the identity of the substance.

• Ex. ColorDensitySolubility

Melting Point

Changes of Matter

Chemical Changes: • A change that does produce

a new substance.• Usually not reversible.• Ex: Iron rusts forming iron

oxide.

Physical Changes: • A change that does not

produce a new substance.• Usually reversible.• Ex: Ice melts into water.

How do you know a chemical change has occurred?

Evidence of aChemical Change:1. Energy (Heat):

absorbed energy (endothermic) released energy (exothermic)

2. Gas is produced (bubbles) 3. Solid (precipitate) forms 4. Odor or color change occurs

Physical change begins in the mouth

Chemical change

(Digestion) occurs in the

stomach

Why are these chemical changes?

8C (New 7C)

Demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products.

Law of Conservation of Mass/Matter

-Mass is neither created nor destroyed!• The total mass of the substances before they are mixed is

equal to the total mass as a mixture.

64 + 192 = 256 g Zn = 104 g

Mass of the reactants = Mass of the products …Always!

1CH4 + 2O2 1CO2 + 2H2O

Ex: How many grams of oxygen react with 16 g of CH4 to create 80 grams of products?

Reactants = Productsx g + 16 g = 80 g

x = 80-16 = 64 g O2

CH4 (g) + O2 (g) CO2 (g) + H2O (g)

1 CH4 (g) + 2 O2 (g) 1 CO2 (g) + 2 H2O (g)

Place a coefficient in front of the compound to get the same number of atoms in the reactants

and in the products.

Count the number of atoms on both sidesof the arrow.

Guided Practice

Ex. 1: Mg + HCl MgCl2 + H2

Ex. 2: KClO3 − KCl + O2

Balanced Equation:Mg + 2 HCl MgCl2 + H2

Balanced Equation:2 KClO3 − 2 KCl + 3 O2

In other words:

which one is balanced correctly?

The chemical equation shows CaCO3 being heated. Which of these statements best describes the mass of the products if 100 g of CaCO3 is heated?

A The difference in the products’ masses is equal to the mass of the CaCO3.

B The sum of the products’ masses is less than the mass of the CaCO3.

C The mass of each product is equal to the mass of the CaCO3.

D The sum of the products’ masses equals the mass of the CaCO3.

I need to remember:

What is the whole point in balancing a chemical equation? Why does it matter?

What do the coefficients in a balanced equation represent?

What do the subscripts in the formulas of compounds in a balanced equation represent?

Describe three observations that would allow you to conclude that a chemical reaction (and therefore a chemical change) had occurred?

9A & D (6E) Solubility, Structure & Function of Water, pH

(10th & exit) 9A Relate the structure of water to its function [as the universal solvent. 9D Demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent.

(NEW) 6E Relate the structure of water to its function as a solvent and investigate the properties of solutions and factors affecting gas and solid solubility, including nature of solute, temperature, pressure, pH, and concentration.

Focus Question 1: Water is sometimes referred to as the universal solvent because so many different types of substances will dissolve in water. How is the molecular shape of water related to its ability to dissolve many types of stains on clothing?

Focus Question 2: You are given a sugar cube, a teaspoon of granulated sugar, a spoon, and two glasses of tea. One of the glasses contains cold tea and the other contains warm tea. Explain how you might accomplish preparing the sweetest tea in the shortest time possible with the provided substances/equipment.

Focus Question 3: Dissolved oxygen in water is necessary for fish to respire. Why do more fish die from a lack of oxygen in summer months than in winter months? How does this knowledge affect how a power plant controls hot water discharge into waterways?

Focus Question 4: How does a soft drink company manage to dissolve more bubbles in a soft drink bottle or can? What happens when the bottle or can is opened?

9A, 9D (New 6E)

Relate the structure of water to its function as a solvent and investigate the properties of solutions and factors affecting gas and solid solubility, including nature of solute, temperature, pressure, pH, and concentration.

Polar Molecule:Hydrogen: Partial positive (+) charge Oxygen: Partial negative () charges.

Hydrogen BondingHydrogen and Oxygen

covalently bond to each other.

Dissolves so many other substances due to its

structure/polarity.

Positive Ion Surrounded by

oxygen ()

Negative Ion Surrounded by hydrogen (+)

HINT: Any question that asks you about a characteristic of water will have an answer that deals with molecular structure (aka. The formula) including polarity!

Do you remember the difference between solute and solvent?

Solute-the substance that is being dissolved.

Ex: salt, sugar

Solvent-a substance capable of dissolving something else.

Ex: water, alcohol

More solvent than solute. Ex. Lightly

sweetened

Solvent has dissolved all the

solute it can hold. Ex. Sweet tea

Solvent holds more solute than is normal.

Ex. Rock candy

Solubility CurvesLook at KNO3

• Point on the line = Saturated

• Point below the line = Unsaturated

• Point above the line = Supersaturated

Solubility increases as the temperature increases for most substances (upward

curves)

Example: Dissolve sugar in hot tea vs. iced tea

Example: Soda pop What happens when you leave a soda out on a hot day?

Carbon dioxide gas will go out as the soda warms up making it flat.

Solubility of gases in water decreases with increasing temperature.

Pressure & GasesSolubility of liquids and solids isn’t

affected much.

Gas solubility ALWAYS increases as pressure increases.

The way to get gas to dissolve in liquid is to pressurize the mixture, meaning that the pressure inside a soda can is greater than the pressure outside the can.

I need to remember

State a generalization regarding factors that affect the solubility of solids in liquids.

State a generalization regarding factors that affect the solubility of liquids in gases.

Explain and draw a picture illustrating why water is referred to as the universal solvent.

9A & D (6E) Solubility, structure & function of water, pH (10th & exit)

Day 2Focus questions:

At what temperature is the solubility of KClO3 and KCl the same? If a saturated solution of NaNO3 is cooled from 70oC to 30oC, how much of the solute will precipitate out of the solution? The solubility of NH3 decreases as the temperature increases. How is that possible?  Why is salt water a better conductor of electricity than pure water? Is the pH of salt water different from pure water?

http://www.kidsknowit.com/interactive-educational-movies/free-online-movies.php?movie=Acids%20And%20Bases

Non-electrolyte: (ex. pure water) No ions present,

thus, no electrical conductivity.

Weak electrolyte: (ex.weak acid/base) Few ions present,

thus, poor electrical conductivity.

Strong electrolyte: (ex. Strong acid/base)

Salt completely breaks apart to give more ions, conduct more electricity.

Bases are:

• pH more than 7

• Bitter and Slippery

• Change Red litmus paper will to blue.

• Forms Hydroxide ions.

Acids are:

• pH less than 7

• Sour, like lemons

• Change Blue litmus paper to red.

• Forms Hydrogen ions

I need to remember:

Draw a pH scale labeling both the number range that is considered an acid and a base labeling the neutral point.

State the relationship between the amount of hydrogen and hydroxide ions with the pH scale.

Explain the use of litmus paper and results in acids/bases, and neutralization reactions.

IPC 4A Speed & Momentum & 4B (4C) Laws of motion (10th & exit) 4A Calculate speed, momentum, acceleration, work and power in systems such as in the human body, moving toys, and machines. (NEW) 4A Describe and calculate an object's motion in terms of position, displacement, speed, and acceleration;

4B Investigate and describe applications of Newton’s laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits. 4C Investigate how an object's motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects;

Focus: You are the manager for your high school’s track team. You think that your star runner has a chance to break the state record in the 100-meter dash. List the steps you would have to take in order to find the speed of your star runner. What additional information would be necessary in order to determine the runner’s momentum?

TAKS Objective 5Motion, Forces and Energy

otherwise known as..PHYSICS!

If you are in 10th grade…

• You will get 8 physics questions on TAKS• The TAKS authors know you haven’t had any

physics since middle school • So they will cover basic concepts you learned

in middle school• And they give you the formulas to solve every

math question on the test

If you are in 11th grade…

• You will get 11 physics questions on TAKS

• The TAKS authors know you’ve had physics so they give you more difficult questions

• They give you the formulas to solve all the math problems. But….

• Many of the problems are 2-part problems or require you to change the formulas around like this:

𝑺𝒑𝒆𝒆𝒅=𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆𝒕𝒊𝒎𝒆 𝑻𝒊𝒎𝒆=

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆𝒔𝒑𝒆𝒆𝒅

What tools do you have?

• A calculator. TAKS only asks you to add, subtract, multiply and divide. (You don’t have to know any trig functions, scientific notation, logarithms, or anything else!)

• Scratch paper. You can write all over your test booklet. There’s lots of space!

• Formula chart. Your formula chart is your best friend for passing TAKS. Pick it up and kiss it…Go ahead!

What kind of physics problems are on the TAKS?• The TAKS really only has two kinds of physics

problems:

1. Math problems Be happy when you see a math problem because with your formula chart and calculator you can solve any physics math problem on the TAKS!

2. Vocabulary/concept problems. Some questions just test your recall of physics vocabulary and concepts. Luckily it’s all stuff you’ve covered in class before.

Solving physics math problems in three easy steps.

1. Read the question and underline all the numbers they give you. These are your known variables.

2. Circle what the question is asking for. This is your unknown variable.

3. Study your formula chart and find the formula that contains all of your variables.

4. Plug in your numbers and solve.

Let’s give it a try…..

1. What is the average speed of a jet plane that flies 8000 kilometers in 8.5 hours?

A. 471 km/hrB. 941 km/hrC. 8009 km/hrD. 68,000 km/hr

First underline your known variables

Then circle what the question is asking for

Then find the formula that has all your variablesThen plug in your numbers and solve

= 941 km/hr

Here’s another one

1. How much force is needed to accelerate a 1,300 kg car at a rate of 1.5 m/s2?

A. 867 NB. 1,950 NC. 8,493 ND. 16,562 N

First underline your known variables

Then circle what the question is asking for

Then find the formula that has all your variablesThen plug in your numbers and solve

= 1,940 N

Griddable Answers

Some of the problems require you to grid in an answer. Make sure you pay attention to the decimal point in the square in the middle.

.0 0 0 0 0 0

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

6 6 6 6 6 6

7 7 7 7 7 7

8 8 8 8 8 8

9 9 9 9 9 9

Now let’s look at what’s on the test objective by objective

• 4A: Describe an object’s motion in terms of position, displacement, speed, and acceleration.

Definition of a Force

• A Force is a push or a pull

Balanced Force

• A force that produces no change in an object’s motion because it is balanced by an equal, opposite force.

Unbalanced Forces cause changes in motion

Work• Work happens when a force causes an

object to move a certain distance.• W = F x d • If an object doesn’t move (or moves

without a force) then no work happens.

• Work is measured in Joules

Work and Energy

• Work and energy are related because doing work always means transferring energy

• Both work and energy are measured in Joules

How much work is performed when a 50 kg crate is pushed 15 m with a force of 20 N?

F 300 JG 750 JH 1,000 JJ 15,000 J

Use the formula Work = Force x distance

Force of 20 N x 15 meters = 300 Joules

Speed and Velocity

• How do we measure speed?

• Think of some common units for speed…… miles/hr km/hr m/s

• Notice how the units match the formula?

• If you know the units then you know the formula!

The diagram represents the total travel of a teacher on a Saturday. Which part of the trip is made at the greatest average speed?F QG RH SJ T

How do we work this one?

Calculate v = d/t for each segment.

A ball moving at 30 m/s has a momentum of 15 kg·m/s. The mass of the ball is —

A 45 kgB 15 kgC 2.0 kgD 0.5 kg

Formula Page says that Momentum = Mass x Velocity

So 15 kg.m/s = M x 30 m/s solving for M it is:

HINT: An object in motion can have a constant velocity, constant momentum, and constant acceleration BUT it cannot travel any distance other than ZERO & still be at rest!

I need to remember:

(10th & exit). Find the formulas for momentum, speed, acceleration on the formula chart. Use the formula and description of variables to develop your own definition for those terms.

6A (5D) &6B (5E) Conservation of Energy & Heat Transfer (10th & exit)

 6A & 5D Describe the law of conservation of energy. 6B Investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation.

(NEW) 5E Investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as in weather, living, and mechanical systems;

Focus: An engineer submitted a grant to fund an invention that he claims will convert 1000 Joules of electric energy into 2000 Joules of heat energy. You are a member of the grant committee and believe the design will not work. What physics knowledge are you using to justify your belief?

Machines cannot be 100% energy efficient so if the law of conservation of energy is true and energy cannot be lost, where did it go?

6A (New 5D)

• Investigate the law of conservation of energy.

EnergyIs defined as the Ability

to do Work

Energy has Two Types:

Kinetic (Energy of Motion) and Potential (Stored Energy)

Use the formula chart!!

Law of Conservation of Energy

• Energy can change forms, but is never created nor destroyed

• Loss in one form = gain in an another form

• A falling object speeds up as it falls to the ground; PE decreases as KE increases. The KE it has at impact = the PE it had before it fell.

All forms of energy are conserved…

The chemical energy in a battery transforms into electrical energy

Use the formula page! PE = mgh

g=gravity = 9.8 m/s2

Heat Transfer

Further focus: You decide to remove your shoes and walk across a sandy beach to the waterfront. It is a typical August day in Texas and about halfway to the water your feet begin to burn. You dash to the water to cool off your feet. List some examples of how conduction, convection, and radiation are at work in both the heating and cooling of your feet.

6B (New 5E)

• investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation, such as in weather, living, and mechanical systems.

Heat- Transfer of Thermal Energy

1. Conduction- direct contact, a pot heating on a stove (solids)2. Convection- heating by circulating fluids, (gas and liquid) heating from a fireplace And. . .

Three forms of heating:

3. Radiation – Transfer of Electromagnetic (E.M.) Energy

• Objects are heated when exposed to infrared radiation

• The sun heats the earth by sending infrared radiation along with other forms of E.M. energy

I need to remember:

State the law of conservation of energy in your own words.

Explain how energy might appear to be “lost” and what is actually happening.

Draw a picture that conveys that you understand heat transfer in terms of convection, conduction & radiation.