Name: ________________________
Central Dauphin School District
Date: _________________________
Final Exam Study Guide
Unit 7
For questions 1-11 select from the following choices (you may have more than one
selection for some answers):
A. proton
B. neutron
C. electron
_A,B__ 1. The atomic number equals the number of __________.
_B____ 2. The mass number minus the atomic number equals the number of ____________.
__A,B___ 3. Included in the mass number
___A__ 4. Positive charge
___C__ 5. Negative charge
__B___ 6. Neutral charge
__C___ 7. Located around the outside of the nucleus
__A,B___ 8. Located inside the nucleus
__A,B___ 9. Have about the same mass
__B___ 10. Determines the variety of isotopes for any element
___A__ 11. The number of this particle is unique for any given element
12. How can you determine the number of valence electrons for any A group element?
____by the number above the
group._____________________________________________________________________________________________
13. What is the charge of the cation in the ionic compound potassium oxide (K2O) ? What is the charge of the anion?
__1+, 2_______________________________________________________________________________________________
14. How is an ionic bond formed? ______transferring of
electrons_______________________________________________________________
_________________________________________________________________________________________________
15. What is the overall ionic charge of a balanced ionic compound?
___zero_______________________________________
_________________________________________________________________________________________________
16. Which pair of elements are more likely to form an ionic compound: phosphorus and sulfur or sodium and iodine?
How do you know? _________Sodium and
iodine________________________________________________________________________
_________________________________________________________________________________________________
17. What is a full octet? Which group has one? ________8 valence electrons, Noble
Gases________________________________________________
______________________________________________________________________________________________
18. Why do some atoms share electrons and others give/take electrons? ___because of the electronegativity of the
atoms________________________________
______________________________________________________________________________________________
19. How do you make a Lewis Dot structure for ionic compounds and covalent molecules? ______dots around the
element showing the number of valence electrons and lines indicating sharing of electrons in
covalent._______________
_______________________________________________________________________________________________
20. Which elements have the highest electronegativity? ______alkali metals and halogen nonmetals___________________________________________
21. How is electronegativity related to polarity? Use a water molecule as an example. _____the more electronegative
the atom is the more likely it is to be polar, in water oxygen is more negative than hydrogen so therefore it forms a bent
structure.____________________
_______________________________________________________________________________________________
22. How are biological macromolecules formed? Why are they important to living organisms? ___they are formed by
RNA and DNA and they are essential to life for living organism for genetics, production of energy, muscle
building._______________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Unit 8
Fill in the sentences below using the word banks provided. Words may be used once, more than once, or not at all.
acid(s)
atoms
base(s)
chemical
heterogeneous
homogeneous
hydrochloric acid
size
sodium bicarbonate
smallest
largest
composition
metals
suspensions
compounds
mixture
viscosity
1. Substances that cannot be broken into simpler substances and are only made of one type of atom are
____element________________.
2. Substances that have atoms of the same or different elements that are joined in a fixed proportion and can be
broken down into simpler substances are ____compounds________________.
3. ___Atoms__________ are the building blocks of all matter.
elements
physical
4. When materials are put together in different ratios so that the properties vary a _____mixture_______________ is
formed.
5. Solutions, suspensions and colloids can be classified by the size of their _______largest_____________
particles.
6. Mixtures that appear to be made of one type of material are called _____homogeneous_______________ mixtures;
while those that appear to be made of many types of materials are called ____heterogeneous________________
mixtures.
7. ___Metals_________________ are substances which are malleable and conduct electricity and heat.
8. Maple syrup, honey, corn syrup and oil are materials that have a high ___viscosity_________________.
9. ____Suspension________________ are mixtures that have particles that will settle to the bottom.
10. When a pencil is sharpened, a piece of wood is sawed, or a paper is torn a ____physical________________
change occurs. During this type of change the ________composition____________ of the material does not change.
11. _____Acids_______________ have a pH below 7 while ______base______________ have a pH above 7 to 14.
12. ______hydrochloric acid______________ is an example of an acid and ____sodium bicarbonate________________ is an
example of a base.
***Know three indicators of chemical changes and examples of each.
__production of a gas, ex. Baking a cake; change of color, ex. Leaves changing color; production of a precipitate (solid), viniger and
milk aka cottage
cheese.____________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
***Know the properties and structure of water and how to explainn why they are important to living things.
_polar_covalent bonding, has fairly strong surface tension indicating that it is a very strong covalent bond. It is essential to live
because of metabolic processes in animal life and plant life, used in evapotranspiration in plants and most animals are made up of
mostly water.________________________________________________________________________________________________
_______________________________________________________________________________________________________
______________________________________________________________________________________________________
***Know how to neutralize an acidic or basic solution. __If something is acidic add sodium bicarbonate to it or if something is basic
add hydrochloric acid._______________________________________________________
______________________________________________________________________________________________________
Unit 9
Terms to know:
Ecology – study of living organism and the affects that abiotic factors have on those organisms.
Population – a group of a particular kind of species in the same location at the same time.
Community – different species in the same location and time interacting.
Ecosystem – is the organisms interacting in their environment with abiotic factors as well.
Biosphere – Thin slice that supports all life on earth. It ranges from 1200 meters below sea level to
approximately 1500 meters above sea level.
Niche – everyday life of a species. What it does every day or its routine.
1. Examples of Abiotic Factors: ____temperature, climate, atmosphere,
sun______________________________________________________________
2. Examples of Biotic Factors: ___animals , respiration,
reproduction__________________________________________________________
3. Order of Ecological Levels from SMALLEST to LARGEST
___organism__________  ____population____________  __community________________
__ecosystem__________________biosphere_____________ _
4. Other names for Producers : ___photoautotrophs_____________, _chemoautotrophs________________
5. Original Source of Energy for Ecosystems = ______sun____________
6. Examples of:
a. Producer – ______plants, algae,
photoplankton________________________________________________________________
b. Primary Consumer – ____zooplankton, insects,
snails__________________________________________________________
c. Secondary Consumer – ___rodents,
snakes_________________________________________________________
d. Tertiary Consumer – __lions, tigers, and bears oh
my!____________________________________________________________
e. Detrivore – ___earthworms,
centipedes__________________________________________________________________
f.
Decomposer – __fungi,
bacteria_________________________________________________________________
7. Why are decomposers always at the end of a food chain/web? __because they need to convert the animals/plants
nitrogen back into the atmosphere.____________________
__________________________________________________________________________
__________________________________________________________________________
8. Energy Pyramids and trophic levels:
a. What is at the base of the energy pyramid and WHY: ____producers, because they have the most
energy, most numbers______________________________
_____________________________________________________________________________
b. What is at the top of the energy pyramid and WHY: ____tertiary producers because they have the least
numbers and the least amount of energy.______________________________
______________________________________________________________________________
c. What does most of the energy from food get used for?: _____respiration__________,
__movement_______________, __reproduction________________
d. How much energy is passed to the next trophic level? ______10%____________
e. Does ENERGY get recycled? ______not in the biosphere but does overall________
9. Water Cycle : Processes involved: _____evaporation, condensation, evapotranspiration, evaporation, infiltration,
ect.______________________________________________________________________________________
10. Carbon Cycle: Reservoirs are ______areas where it stores carbon. This is also known as a
sink._______________________________________________________
Examples of reservoirs: ______oceans, atmosphere, plants,
lithosphere________________________________________________________
Processes involved: _____respiration, photosynthesis, combustion,
____________________________________________________________
11. Nitrogen Cycle:
a. Nitrogen fixation- ______process in which nitrogen (N2) in the atmosphere is converted into ammonium
(NH4+) or nitrogen dioxide (NO 2),
____________________________________________________________
________________________________________________________________________________
b. Nitrification - __biological oxidation of ammonia or ammonium to nitrite followed by the oxidation of the
nitrite to nitrate.___________________________________________________________________
________________________________________________________________________________
c. Role players in cycle: __bacteria___________________, ______animals_____________,
______producers_____________
12. Greenhouse Effect:
Caused by: ____CO2 emmissions__________________________________________________________________
Unit 10
Vocabulary to know:
Carrying capacity – maximum amount of species the environment can support.
Competition/Predation – when one predator hunts another species and then consumes it. Competition
is when many predators compete for the same food supply and one predator ends up being dominate.
Density Dependent Factor – increase in density leads to lack of food, and increase indisease.
Exponential Growth – growing quickly, looks like a J-curve.
Limiting factor – space, food, and diseases
Niche – everday way of life.
Population – group of the same species.
Population Density – number of people divided by the area.
Succession/primary and secondary – when the environment is disturbed. Primary- no soil, pioneer
species; Secondary- there is now soil and some of the primary consumers come about.
Symbiosis – relationships between species. Parasitic, Mutualism, Commensalism
Population Graphs
What type of graph is shown? ____JCurve________________
What does it mean to say it is exponential growth?
Population is increasing expodentially.
What are the few factors that would limit growth?
Dependent density, and Independent Density
What type of graph is shown? __________SCurve__________
What range of amounts of yeast represent exponential
growth? 1.5-6
A
At what amount is the birth rate = death rate?
Carrying capacity
A factors may have acted to
What environmental
decelerate (slow) growth? Independent densitytemperature
The line marked
is showing a yeast population
grown at the same time but not in the same
environment. How are the graphs the same?
a. both are S-curves
A
b. both experience growth and then hit carrying
capacity.
What may have cause the
the same way?
a.
yeast to not grow in
b.
What comparison is this graph
making? Population Density
What predictions can you make
about Mexico’s population from this
graph?
a. exponential growth
b. younger population
c. higher death rate
A Hawaiian volcano just erupted. It was part of the National Park system. In the table below list the
succession of the park. Identify the types of species that would appear at stage.
One year after eruption
3 years after eruption
5 years after eruption
Primary Succession
Secondary Succession
Climax Community
Pioneer Species
Primary Consumers
Secondary Consumers
Pruducers
grasshoppers
Rodents
XXXXXXXXXXXXXXXXXXXX snails
snakes
XXXXXXXXXXXXXXXXXXXX slugs
birds
XXXXXXXXXXXXXXXXXXXX zooplankton
Small predators
XXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXX
How would the species change from 5 years after to 20 years after the eruption? What could limit the
rate of succession at any stage? Eventually reach it’s carry capacity. Limiting Factors.
Unit 11
WORD BANK:
CFC’S
GLOBAL WARMING
POPULATION GROWTH
CARBON CYCLE
CARRYING CAPACITY
SUSTAINABLE DEVELOPMENT
CO2 EMISSIONS
COAL, PETROLEUM, NATURAL GAS
ACID RAIN
FOSSIL FUELS
RENEWABLE RESOURCES
EUTROPHICATION
ZERO POPULATION GROWTH
SMOG
OZONE LAYER
HUMAN ACTIVITY
CARBON DIOXIDE
U.V. RADIATION
There is no doubt that ________________ ___________________ has had the greatest impact on our
environment, and is the most important source for environmental change on earth. Over the last 150 years
humans have used non –renewable resources such as ___________, _____________________, and
___________________________
____________. These energy sources, also known as
___________________ _______________________ are non-renewable because they require millions of
years to form. Increased use of fossil fuels as an energy source has caused a variety of problems.
______________ __________________, a gas, is released into the atmosphere when fossil fuels are burned.
The increase in the levels of this gas and other gases in the atmosphere ultimately causes an increase in the
earth’s average temperature. This phenomenon, known as _______________ __________________, can cause
rising sea levels and melting of the polar ice caps. The increase in the use of fossil fuels has increased the level
of _____________ ______________________, which is the primary driver of global warming. Scientific
research and technology have demonstrated that the use of _______________________
_______________________, water, wind and geothermal energy, can reduce pollution in the environment.
These energy resources come with their own set of problems such as cost and sustainability.
__________________ __________________, caused by the elements sulfur and nitrogen combining with
water in the atmosphere, has harmful effects on the environment. ________________, which is made up of
sulfur and nitrogen compounds suspended in the atmosphere, is a source of pollution that harms the
environment and causes respiratory problems. The increased use of _______________, also known as
chlorofluorocarbons, is the major cause of ozone depletion. The ________________ ____________________
is so important. It is made up of a form of oxygen (O3) and is responsible for protecting living things from the
harmful radiation of the sun. Overexposure to one type of this harmful radiation, ______
___________________, can result in cancer, a decrease in resistance to disease, and eye diseases such as
cataracts.
The _________________ ____________________ is influenced by the burning of fossil fuels, the
destruction of vegetation that forms carbon dioxide, and the use of electrical labor saving devices. The most
harmful human activity has been the polluting of our environment. Fertilizers are necessary to promote rapid
and successful growth of plants and crops. The presence of excessive fertilizer in runoff water after a rainstorm
results in __________________________. This process causes the excessive growth of algae in bodies of
water, killing fish and other aquatic life.
Early in human history, ________________ ___________________ _______________________ was the
trend with regard to the human population. During this time in history the number of deaths equaled the
number of births. Currently, the population of planet earth is growing faster than we can manage. With a
population that is well over 7.3 billion people, resources are being utilized at a faster rate than we can replenish
them. If the ___________________ ____________________ continues at the rate it has, and we do not find
creative ways to replenish our resources and manage our global population, we may eventually exceed the
___________________ ________________________ of our planet. When this happens, our planet will no
longer be able to sustain the human population, and the death rate globally will rise.
_________________________ _________________________ is one practical way that we can use our
resources in such a way that it ensures the availability of these resources in the future.
The following is a graph that illustrates yeast growth over a period of time. Yeast, just like other
organisms, require food, water, and favorable conditions to grow. Yeast also need to get rid of
wastes as well. Refer to this graph and answer the following questions:
1. What type of growth curve does this illustrate?
2. What are some reasons why the yeast are experiencing growth during hours 4-8?
3. The graph refers to a carrying capacity. What is the carrying capacity of this yeast
culture?
4. What does the carrying capacity tell us?
5. Although it is not represented on this graph, the scientists allow this culture to stay in the
incubator beyond 20 hours. They noticed a small decline in the number of yeast cultures
after two more hours, followed by a rapid decline to almost no active yeast after 4 more
hours. What do you think might have happened? Why do you believe this happened?