SCIENCE EOG TOP 10 REVIEW BOOKLET
How Your Book Should Look!
1) Decorative Cover
2) Answers for Unit 1: Chemistry
- Labeled Periodic Table of Elements (get from teacher)
3) Answers for Unit 2: Earth’s History/Evolution/Genetics
4) Answers for Unit 3: Microbiology/Food Energy/Pathogens
5) Answers for Unit 4: Biotechnology/Ecology/Energy (3 smaller units combined)
6) Answers for Unit 5: Hydrosphere
Directions:
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This is an extremely important review project and it will count as a formal project grade!
Use the “See 3 Before Me” Method…as in use your notes, the textbook, the EOG prep booklet on the desk and even your peers before you
tell the teacher you can’t find the answer!
You will complete EVERY question on the review guide! Do them in order, and number them!
You will work on your booklet in class & at home, so bring it back and forth!
Due Date: The Day of the Science EOG…Wednesday, May 28th – with check points along the way!
Proposed Distribution of Questions on the EOG:
Matter: Properties and Change - 14–16%
Energy Conservation and Transfer - 10–12%
Earth Systems, Structures, and Processes - 13–15%
Earth History - 11–13%
Structure and Function of Living Organisms - 19–23%
Ecosystems - 9–11%
Evolution and Genetics - 11–13%
Molecular Biology - 8–10%
Unit 1: Chemistry: Section D in the Textbook
1) Define what an atom is. Then draw an atom and label its parts and the charge for each of those parts.
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Proton
Electron
Neutron
2) What is the difference between an element, compound, mixture & solution? Give an example of each.
3) Use the Element Oxygen for the next two bullet points.
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Draw the element box for oxygen as it appears on the Periodic Table. Label and explain what information each of the following gives you:
Atomic Number, Atomic Mass, and Element Symbol
Now draw both the Bohr diagram and Lewis Dot diagram of oxygen
4) Get a copy of the Periodic Table from your teacher, and then complete the following:
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Color or label the 3 main sections: Metals, Metalloids, and Non-metals and create a key for the colors you use
Label each of the following groups at the top of the column that they are in: Alkali metals, Alkaline Metals, Transition metals, Halogens,
Noble gases
If elements are in the same group (column) what does that tell you about them?
If elements are in the same period (row) what does that tell you about them?
5) Write a short explanation about the “cheater” way to find the # of valence electrons an element has, and what valence electrons have to do with
elements bonding?
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Compare and contrast an ionic bond and a covalent bond
6) Remember: The Law of Conservation of Matter/Mass is the key to balancing chemical equations. It states that “matter/mass cannot be created or
destroyed”…more simply stated, “what goes in, must come out.”
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How will you know when an EOG question is testing your knowledge of this law? Make up an example of how this question might be worded.
(If you cannot make one up, then look in the EOG Review Book on your desk to find one.)
7) Each element on the Periodic Table has its own unique set of properties. Copy the following chart into your notes and then fill in the blank columns.
Property
Specific Heat
Density
Malleability
Solubility
Electrical Conductivity
Chemical Reactivity
Flammability
Boiling Point
Melting Point
Physical or Chemical
Definition
8) How do you know when a chemical reaction (chemical change) has occurred? List the 5 pieces of evidence we used in class as confirmation that a
chemical change had happened over a physical change.
9) Chemical reactions occur at different rates. What affect do the following have on the rate of a reaction?
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Concentration of the reactants:
Temperature:
Surface area of solids:
Catalyst:
Inhibitor:
10) Some chemicals are natural and some are synthetic, what is the difference?
Unit 2: Earth’s History/Evolution/Genetics: Sections A & B in the Textbook
1) Draw a diagram to show the Law of Superposition that includes both layers and fossils:
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Label the layers from youngest to oldest
Explain, using the fossils, both absolute & relative age
2) Draw a labeled picture of the 4 main layers of Earth:
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Explain what caused the Earth’s interior to be separated into 4 main layers.
3) How do ice cores, tree rings & index fossils provide valuable information about the past?
4) Write 3 bullet points that state evidence that Pangaea once existed and the continents have since drifted to their present location.
5) Analyze the diagram above:
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Identify the letter that represents each of the following features:
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Intrusion:
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Unconformity:
Fault:
Explain what affect these physical features would have on interpreting the events of the Geologic Time Scale.
6) Write the following sentences in your book, but fill in the blanks:
The lithosphere is broken into many pieces of rock called ______________ ___________ that fit together like giant pieces of a ___________________.
The lithosphere is really made up of the _______________ & solid upper portion of the _______________ together. The tectonic plates move because
of _________________ _________________circling in the liquid portion of the mantle below the lithosphere called the _________________________.
The movement causes a lot of natural disasters such as _____________________________ or __________________ _____________________ to
occur. There are several types of plate movement. A _________________ boundary occurs when 2 plates move away from each other. A
_________________ boundary occurs when 2 plates scrape past each other. A __________________ boundary occurs when 2 plates collide, and
sometimes at these boundaries one plate can sink beneath the other which is known as ______________________.
7) Draw a 4-square diagram with the definition and an example for each of the 4 Principles of Natural Selection (Think about Finding Nemo if you are
having trouble)
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Overproduction, Variation, Adaptation, Selection
8) Describe how each of the following is Evidence for Evolution:
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Fossils, Comparative Anatomy (homologous, analogous, vestigial), embryology, genetic similarity (DNA)
What is the difference between phenotype and genotype? How can they both be used to determine how related organisms are?
9) Re-write the following statement that describes the root cause of evolution, and then answer the 2 questions that follow:
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Genetic variation leads to adaptation: genes mutate causing variations  those with the best variations of traits are selected to
survive and produce offspring again with the new adaptations  populations evolve
Question 1 from #9: Based on the statement you just wrote, expand it to include what speciation is and how it occurs.
Question 2 from #9: How are geologic evolution and biological evolution linked?
10) What is the science of biological classification called?
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What are the levels of classification (in order) for all living things on Earth
How can comparing the biological classifications of 2 organisms tell you how related they are?
Unit 3: Microbiology/Food Energy/Pathogens: Section E in textbook
1) List the 5 characteristics of living things.
2) What is the difference between a unicellular and multicellular organism? What is the difference between a eukaryotic cell and a prokaryotic
cell? Which usually goes with which, but what is the exception?
3) Complete the chart with each of the organelles (nucleus, cell membrane, vacuole, lysosome, mitochondria, cytoplasm, endoplasmic
reticulum, golgi body, ribosome, chloroplasts).
Name of Organelle
Example: Nucleus
Function of Organelle
Controls the cell and contains its
genetic material (DNA)
4) Advanced cellular processes can be referred to as STERNGRR – identify the process each letter represents, and then explain the relationship
between photosynthesis and cellular respiration.
5) Complete the following table about the different categories of nutrients.
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Type of Nutrient
Carbohydrate
Protein
Fat
Vitamin
Mineral
Fiber
Water
What is a pathogen?
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What do your cells use this for?
Types of food it is commonly found in
Copy and complete the chart on the top of the next page for the 4 types of pathogens.
Pathogen:
Characteristics:
Diseases it causes:
(at least 2 examples!)
Fungi
Virus
Bacteria
Parasite
7) What does it mean when pathogens are referred to as contagions? What about mutagens?
8) What is the difference between a vector and a carrier?
9) What is the difference between an epidemic & pandemic?
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Can you give an example of each from any point in history?
10) List at least 5 factors that make a place more vulnerable to a disease outbreak.
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Explain the emerging field of science that is helping epidemiologists predict where outbreaks might occur.
Unit 4: Biotechnology/Ecology/Energy: Section B in textbook
1) Give a definition and short example of each of the following biotechnology terms:
Treatment
Biotechnology
Biotechnology Term
Example
Genetically Modified Organism (GMO)
Artificial Selection (Artificial Breeding)
Cloning
Genetic Testing
2) How is biotechnology used in the field of Microbiology?
3) What are some pros and cons (at least 3 of each) in the GMO debate?
Choose a specific ecosystem to focus on (example: rainforest, ocean, desert, etc) and answer all of the following questions with that ecosystem in
mind:
4) Draw an energy pyramid for your ecosystem, and include a few examples of organisms at each level of the pyramid:
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Label each level of the pyramid as producers, primary consumers, secondary consumers, tertiary consumers.
Label where the most energy vs. the least energy is found based on the “Rule of 10”
5) Provide examples of the following within your ecosystem:
Biotic factorAbiotic factorAutotrophHeterotrophPopulationNiche of a specific organismDensity-dependent limiting factorDensity-independent limiting factorPredator/prey relationshipCooperationCompetitionParasitismMutualismCommensalismExample of a connection between an aquatic & terrestrial food chain6) How does energy move through an ecosystem vs. how matter moves through an ecosystem?
7) Draw and label the steps of the nitrogen cycle with a brief explanation of each step.
8) Draw and label the steps of the carbon cycle with a brief explanation of each step.
9) Create a T-chart that gives examples of renewable vs. non-renewable resources
10) How could the field of biotechnology be used to with the ecology, energy or both to help us in conservation methods? (You can try to find
something, or just think outside the box and come up with your own!)
Unit 5: Hydrosphere: Section C in the textbook
1) Draw a pie chart to show what percentage of Earth is saltwater and what percentage of Earth is freshwater.
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Where is MOST of the freshwater on Earth found?
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Draw a diagram of the water cycle and include the following things labeled: precipitation, condensation, transpiration,
evaporation, run-off, accumulation, percolation, groundwater, water table, aquifer, spring, well.
2) Draw and label something that is permeable and something that is impermeable.
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Why is permeable rock necessary for an aquifer to form?
3) Make a vocabulary table for the following properties of water: cohesion, adhesion, polarity, buoyancy, universal solvent, salinity.
Word
Definition
Picture or Example
4) Create a Venn Diagram for point source pollution and non-point source pollution.
 Give at least 2 examples of each type of water pollution within the Venn Diagram.
5) Draw the 3 life zones in the ocean and include:
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Write or draw examples of life forms found there
How do upwelling and downwelling affect ocean life in these zones?
6) Copy the following sentences into your booklet and fill in the blanks:
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An _______________ is when salt water from the ocean mixes with __________________ from a river.
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The 3 main gases found dissolved in the ocean are _________, _________ & ________.
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Sunlight only penetrates so far through the water, so some organisms use the process of _____________________ rather than
photosynthesis to make energy.
7) What 3 things happen the deeper you go into the ocean?
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How do we use technology to overcome these challenges?
What have we gained by using technology to explore the ocean?
8) Explain the process of eutrophication – what causes it, what happens during the process & what is the outcome?
9) Describe the steps our wastewater goes through to be cleaned.
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Wastewater treatment was established as a part of the Clean Water Act in the 1970’s. Doing our part to take care of Earth is known as
________________________.
10) Match the following water quality indicators with the correct definition AND copy the indicators and their definitions into your book:
_____ 1. Temperature
a. The amount of dissolved oxygen in the water
_____ 2. Turbidity
b. An element that can be found in the water that is toxic to humans when they eat contaminated fish
_____ 3. Bio-indicators
c. Tells you how acidic the water is
_____ 4. pH
d. If the water is too hot or too cold, it will harm or kill the living things in the water
_____ 5. Nutrients
e. This indicator is usually good but if there is too much in the water it can become toxic
_____ 6. Dissolved Oxygen
f. The measure of how cloudy the water is due to stuff in it
_____ 7. Mercury
g. These are specific animals that live in the water that can indicate if the water is healthy or not
_____ 8. Coliform bacteria
h. Indicates the presence of fecal matter (poop)