SCIENCE EOG REVIEW
 Matter and Change (Slides 3-21)
 Earth History (Slides 22-37)
 Structure and Function of Living Organisms (Slides 38-46)
 Ecology and Energy (Slides 47-63)
 Earth’s Systems, Structures and Processes (Hydrology-Slides 64-76)
 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how
the atoms are packed together in arrangements.
 8.P.1.2 Explain how the physical properties of elements and their reactivity
have been used to produce the current model of the Periodic Table of
elements.
 8.P.1.3 Compare physical changes such as size, shape and state to chemical
changes that are the result of a chemical reaction to include changes in
temperature, color, formation of a gas or precipitate.
 8.P.1.4 Explain how the idea of atoms and a balanced chemical equation
support the law of conservation of mass.
 A researcher suggests that behavioral therapy will help people who have
moderate depression. Of 100 individuals with moderate depression, 50
receive 8-weeks of a behavioral therapy, while the other 50 are placed on a
waiting list for 8-weeks. During that 8-week period, all 100 people get the
same amount of sleep each night and eat the same exact breakfast each
morning. At the end of the 8-weeks, all 100 people are given psychological
tests to assess their level of depression. 45 of the 50 who received therapy
are no longer depressed, while 49 of the 50 who were on the waiting list are
still depressed.
 Identify the following: Hypothesis, Independent Variable,
Dependent Variable, Experimental Group, Control Group,
Constant(s) and Conclusion
 Hypothesis: Answers will vary
 Independent Variable: Behavioral therapy
 Dependent Variable: Level of depression
 Experimental Group: 50 given the behavioral therapy
 Control Group: 50 placed on the waiting list
 Constants: Amount of sleep and type of breakfast
 Calculate each of the following for an atom of Aluminum:
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Protons=_______________________
Neutrons=_____________________
Electrons=_____________________
Atomic #=_____________________
Atomic Mass=__________________
 Protons= 13
 Neutrons= 14
 Electrons= 13
 Atomic #= 13
 Atomic Mass= 26.98154 (27)
1.
Calculate the number of valence electrons for an atom of Br.
2. Draw a Lewis Dot Diagram for an atom of Br.
3. Draw a Bohr Model for an atom of Li.
4. Explain why it is likely for the atom of Lithium and the atom of
Bromine to react.
Br has 7 valence electrons (in group 17)
2.
3.
1.
4. It is likely that Br and Li react because Li has one valence electron
and Br has 7, which means that Li can help Br get 8 valence electrons
which will make it nonreactive/stable (all atoms want 8 to be stable)
1.
How are groups and periods arranged on the periodic table?
2.
Use the periodic table below to determine what group N, P and As are in.
3.
Use a periodic table to determine how many valence electrons N, P and As
have?
4.
Kr, Xe and Rn (all considered Nobles Gases) are in Group 18. What does this
tell you about how many valence electrons they have?
5. Why aren’t these elements reactive?
1. Groups are vertical and periods are horizontal (the word group has “up” in
it and groups go up and down, whereas, you put a period at the end of a
sentence and sentences are written horizontally.
2. Group 15
3. They each have 5 valence electrons because they are in Group 15 and the
number of valence electrons is determined by looking at the last digit of the
group number.
4. They each have 8 valence electrons in their outer shell.
5. They are not reactive because they are stable/their outer shells are
full (maximum 8).
 Below is a diagram of the three phases of matter. Identify each as
being either a solid, a liquid or a gas and then back your answer up
with reasons for each (discuss particle arrangement, volume and
shape).
A
B
C
Solid
Particle
Arrangement
Liquid
Tightly packed in a Close together with
crystalline
no arrangement
arrangement
Gas
Far apart with no
arrangement
Definite Volume?
Yes
Yes
No
Definite Shape ?
Yes
No
No
1. How do an element’s physical and chemical properties of matter help
determine its position on the periodic table?
2. Why are phase changes considered physical properties of matter?
1. The properties of an atom relate directly to the number of electrons in
various orbitals, and the periodic table is much like a road map among
those orbitals and chemical properties can be figured out based on the
position of an element on the Periodic Table. The electrons in the valence
shell are especially important because they are the ones that can share and
exchange and are responsible for chemical reactions.
2. Phase changes are physical properties of matter because they can be
observed without changing the identity of the substance.
 Ms. Mindy mixes yeast and sodium acetate in a
graduated cylinder. She passes the test tube
around for her students to feel. The students
notice that the test tube is hot and has produced
bubbles and has changed colors. Ms. Mindy asks
the students to decide if the mixing of the two
chemicals involved a physical change, a chemical
change or both. Justify your answer.
 Explain why cooking an egg is a chemical change,
but the melting of an ice cube is a physical change.
1. Why is Letter C in the diagram to the right considered a mixture of
elements and a compound?
2. What type of mixture is Letter C considered?
3. Which letter represents a Pure Substance of
elements and why?
4. Why is Letter A considered a compound
while Letter D is considered a molecule (with
elements as well)?
1. The white circles represent one type of
element and when connected to a shaded circle,
represent that element chemically combined to
another element.
2. The mixture is heterogeneous.
3. Letter B represents a pure substance of
elements (Letter A is also a pure substance, but
with compounds-C and D are both mixtures-C is
heterogeneous and D homogeneous)
4. Letter A is a compound because there are two
different elements combined chemically. Letter
D is a molecule (and a compound!) because
there are two of the SAME elements combined
chemically.
• Explain whether the diagram below is consistent with
the law of conservation of mass and why or why not.
 The diagram IS consistent with the Law of Conservation of Mass because
there are the same number of red on each side and the same number of
blue on each side. Atoms were not created or destroyed, but were
involved in a chemical reaction, which changed the arrangement.
 8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from
index fossils and ordering of rock layers (relative dating and radioactive
dating).
 8.E.2.2 Explain the use of fossils, ice cores, composition of sedimentary
rocks, faults, and igneous rock formations found in rock layers as evidence
of the history of the Earth and its changing life forms.
 8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and
comparative anatomy to form the basis for biological classification
systems and the theory of evolution.
 8.L.4.2 Explain the relationship between genetic variation and an
organism’s ability to adapt to its environment.
1. Create a recipe for each of the following rock types: igneous, sedimentary
and metamorphic (include as many details as possible).
2. Explain why not all rocks go through each part of the rock cycle.
1. -Igneous: Igneous rocks form when existing rocks melt because they were exposed to
heat within the Earth and then cooled (either above or below Earth’s surface)
-Sedimentary: Sedimentary rocks form when existing rocks get
weathered, eroded, deposited, compacted and cemented. This
type of rock depends on heat from the sun NOT heat within
Earth.
-Metamorphic: Metamorphic rocks form when existing rocks get
buried and are exposed to intense heat and pressure.
2. A rock may get buried and exposed to heat and pressure before having
a chance to erode and turn into a sedimentary rock. It may also melt before
metamorphosis, thus turn into an igneous rock.
 Sequence the letters from youngest to oldest in the diagram below.
 Youngest: A, D, C, B, E
1. How can scientists use ice cores to
learn about air composition from
the past?
2. How are tree rings used in
absolute dating?
1.
They can test the tiny air bubbles trapped in the ice to learn about the
composition of the air from the past.
2. In general, each tree ring indicates a different year. The rings are
thin during dry years and thick during wet years.
1. Use the graph to determine how
many half-lives have occurred if ¼ of
the original parent material remains.
2. If the half-life time in #1 above was
5,000 years, how old is the fossil?
3. Use the graph to determine what
fraction of parent material remains if 4
half-lives have passed.
2 half-lives have occurred
2. 10,000 years old
3. 1/16
1.
1. Describe three pieces of evidence for Wegner’s Continental Drift
hypothesis.
2. Describe how new crust gets created at divergent boundaries.
3. How do convergent boundaries destroy crust (2 ways).
4. Explain the process of subduction.
5. How are transform boundaries different from divergent and
convergent?
1. Describe the 5 major events of the Precambrian.
2. How did life differ between the Paleozoic, Mesozoic and Cenozoic Eras?
3. Explain the extinctions that took place in each of the above eras.
1. Give a brief description of each type of
the 6 main types of fossils.
2. Why is Letter A the best choice for an
index fossil in the diagram to the right?
3. Why would a bat have a better chance of
turning into a fossil compared to a
caterpillar?
4. Explain why an animal at the bottom of
a dry riverbed would have less of a chance
becoming a fossil compared to one that
was buried in a landslide.
1. How did Darwin use finches to begin the
study of evolution?
2. Why do organisms overproduce?
3. How do variation and adaptation affect
an organisms chance of
survival?
1. There are two pieces of evidence for evolution; similar structure and
functions and vestigial organs. Explain why these are important pieces of
evidence and give examples of each.
2. How are living things classified and what is another name for
classification?
3. Why do alleles change in response to a species’ change in environment?
 8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites
relating to the spread, treatment and prevention of disease.
 8.L.1.2 Explain the difference between epidemic and pandemic as it relates to the spread,
treatment and prevention of disease.
 8.L.2.1 Summarize aspects of biotechnology including:
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Specific genetic information available
Careers
Economic benefits to North Carolina
Ethical issues
Implications for agriculture
 8.L.5.1 Summarize how food provides the energy and the molecules required for
building materials, growth and survival of all organisms (to include plants).
 8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of
the body (emphasis on the relationship between respiration and digestion).
1.
Explain the difference between viruses, bacteria, fungi and parasites.
2. Explain how viral infections are treated as opposed to bacterial infections.
3. Why are viruses considered to be non-living?
4. Why are some bacterial infections becoming harder to treat?
5. Fungi can reproduce both sexually and asexually. How does this give
them an advantage over other species?
6. How do humans compete with fungi?
7. How are tapeworms and parasites similar?
1. Explain the main difference between epidemics and pandemics.
2. Explain how the vector for malaria spreads disease.
3. Explain 3 ways that you can reduce the risk of spreading disease.
1. How does the study of biotechnology use DNA?
2. Why is biotechnology important in today’s society?
3. Explain why there is such a big debate with GMO’s (genetically
modified organisms).
1. Explain the difference between cellular respiration and
photosynthesis.
2. Write out the formula for cellular respiration and then circle the
reactants and put a square around the product.
1. Why does your rate of respiration increase when you exercise?
2. Why do adolescents require a different diet?
3. How does a lack of exercise affect a cell’s ability to perform cellular
respiration?
 8.L.3.1 Explain how factors such as food, water, shelter, and space affect
populations in an ecosystem.
 8.L.3.2 Summarize the relationships among producers, consumers, and
decomposers including the positive and negative consequences of such
interactions including: coexistence and cooperation competition
(predator/prey) parasitism mutualism
 8.L.3.3 Explain how the flow of energy within food webs is interconnected
with the cycling of matter (including water, nitrogen, carbon dioxide, and
oxygen).
1. Explain the difference between density-dependent and density
independent limiting factors. Give two examples of each.
2. Explain the difference between abiotic and biotic factors. Give two
examples of each.
3. Explain the hierarchical organization using the following terms:
ecosystems, communities, populations, biosphere, organisms and species.
1. Compare and contrast mutualism, commensalism and parasitism.
2. Give an example of each of the above symbiotic relationships.
1. Explain why predator-prey relationships help to stabilize populations.
2. Explain the process in which organisms in each trophic level use energy.
3. Explain the difference between food chains and food webs.
1. Draw an ecological pyramid and label the following: producers, primary
consumers, secondary consumers and tertiary consumers. Also label autotrophs,
heterotrophs, omnivores, herbivores and carnivores.
2. Draw a pyramid of numbers for an ecosystem where a single tree supports many
primary consumers, but not as many secondary or tertiary consumers.
3. Explain why energy levels are greater from level to level and why the amount of
energy available decreases.
1. Explain the water cycle using the following terms: evaporation,
condensation, transpiration, runoff and groundwater.
2. Explain how the sun, animals, plants and humans play a role in the carbon cycle.
3. Why is the nitrogen cycle one of the most important nutrient cycles found in
terrestrial ecosystems.
4. Explain why living things need phosphorous and how it cycles into foodchains.
 8.P.2.1 Explain the environmental consequences of the various methods of
obtaining, transforming, and distributing energy.
 8.P.2.2 Explain the implications of the depletion of renewable and
nonrenewable energy resources and the importance of conservation.
1. Give 3 examples of renewable and nonrenewable
resources.
2. Which type of resource is most used in the US? What
percentage?
3. Give a detailed description of each type of alternate energy
and the pros and cons to using each (nuclear, solar, etc)
4. How are population and resources related?
 8.E.1.1 Explain the structure of the hydrosphere including:
 Water distribution on earth
 Local river basin and water availability
 8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of
nutrients, minerals, dissolved gases, and life forms:
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Estuaries
Marine ecosystems
Upwelling
Behavior of gases in the marine environment
Value and sustainability of marine resources
Deep ocean technology and understandings gained
 8.E.1.3 Predict the safety and potability of water supplies in North Carolina
based on physical and biological factors, including:
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Temperature
Dissolved oxygen
pH
Nitrates and phosphates
Turbidity
Bio-indicators
 8.E.1.4 Conclude that the good health of humans requires:
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Monitoring of the hydrosphere
Water quality standards
Methods of water treatment
Maintaining safe water quality
Stewardship
1. Explain the difference between cohesion and adhesion.
2. Explain how the surface tension of water can allow small insects to walk
on it without falling through.
3. Explain why the water coming out of a faucet will move towards a balloon
that has been rubbed on hair?
4. Explain how water and oil will act when mixed (use the term density).
5. Using the term specific heat, explain why water takes more time to heat
up and cool off than land does.
1. Describe the distribution of water on Earth (ocean, lakes, rivers, glaciers,
etc).
2. Explain what an estuary is and why they have high levels of biodiversity.
3. Discuss the interactions that take place between the ocean and the
atmosphere that effect weather.
4. Describe what upwelling is and why fishermen like to fish in areas where
upwelling happens.
1.
Explain the difference between the photic and the aphotic zone of the
ocean.
2. Most of the ocean’s autotrophs live in the photic zone. Explain why.
3. Explain the living conditions that extremophiles live in.
4. Why is it important for scientists to study hydrothermal vent systems?
5. Explain the difference in
hydrothermal vents and cold
seeps.
6. Explain why organisms depend
on chemosynthesis and not
photosynthesis in the benthic
layer of the ocean.
7. Which type of organisms are
producers at vent communities?
1. Explain the difference between physical, chemical and biological variables when
determining the health of a body of water.
2. A sample is taken from a body of water. It has high turbidity, low DO, a pH of 3
and a temperature of 20 degrees F. State whether this body of water has high or
low diversity and why.
3. Explain the difference between point and non-point source pollution and give
an example of each.
4. Explain the difference between potable and non-potable water.
5. Summarize the 5 steps taken to clean drinking water.
6. How do levels of Nitrogen (N) and Phosphorous (P) affect levels of DO in
water and how do they lead to eutrophication?
7. Explain how bioindicators can be used to determine the health of a body
of water. Give an example.
1. Explain how why the ocean is important for the following:
 Fishing
 Shipping
 Tourism
 Mining
 Drilling for Oil
2. Explain how each of the following above activities are harmful to the
ocean