CAPT Review
Core Scientific Inquiry, Literacy and Numeracy
Expected Performances D INQ. 1 – 10
Embedded Task:
BROWNFIELDS
PART A: Use the links below to learn about brownfields, and then answer the questions below.
1.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEAQFjAC&url=http%3A%2F%2Fwww.darienps.org%2Fteache
rs%2Fpzago%2Fconnecticutbrownfieldsites.pptx&ei=JC4VUfHJKIu60AHb14HICg&usg=AFQjCNGOKtqRrfzxi3jEiptMBR1umTFgw&sig2=dtxWT93hb95YUuzkqLBMdQ&bvm=bv.42080656,d.dmQ
2.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDIQFjAA&url=http%3A%2F%2Fwww.greenwichschools.org%2
Fuploaded%2Fhigh_school%2Facademics%2Fscience%2FCONNECTICUT_BROWNFIELDS_Review.ppt&ei=Wy8VUa7MKKyB0QHxYDoBQ&usg=AFQjCNFEEoie8Mg9iFPc53z3oiP2L7vO0w&sig2=AyeYesG_qwQDnQ1S-W3ysA&bvm=bv.42080656,d.dmQ
3. http://www.sustainablecitynetwork.com/blogs/waste/article_d41d3b76-cb76-11e1-b3a8-0019bb30f31a.html
1.) How are Greenfields and Brownfields different?
2.) What are the 3 main types of contamination/pollutants that are found in Brownfields and what
are their sources?
3.) What is one major environmental impact from a gas station Brownfield?
4.) When taking inventory of a Brownfield site, what are 3 questions that must be asked in order to
determine how to clean up the land?
5.) When assessing a Brownfield site, what important question must be answered?
6.) When considering how to pay for the clean-up of a Brownfield site, what question must be
asked?
7.) What is remediation?
8.) Read about the Georgetown Wire Mill (Redding CT). List all contaminants found in the
Georgetown Wire Mill Brownfield and the ways each specific chemical was treated for
remediation of the land.
PART B: Answer the sample CAPT question below.
CAPT Review
Strand I: Energy Transformations
Expected Performances D. 1 - 9
D 1 Phase Changes
Click the link, scroll down and click “Phase Changes.” Download the model to review the molecular nature of phase
changes. Answer the questions on the separate answer sheet. http://mw.concord.org/modeler/
D 2 Energy Transfer: Conduction, Convection and Radiation
Click the link, scroll down and click “Heat and Temperature.” Download the model to review the molecular nature of
phase changes. Answer the questions on the separate answer sheet. http://mw.concord.org/modeler/
D 3 Energy Transformations
Click the link and answer the questions to learn about different forms of energy and energy transformations:
http://www.poweringourfuture.com/students/energy/index.html#
D 5 Incandescent Light Bulbs
Click the links below to learn about how electricity can be used to produce light and heat:
1. http://www.youtube.com/watch?v=YnMP1Uj2nz0
2. http://www.youtube.com/watch?v=k_qbCuSllYk
D 7 From Heat to Electricity
Click the links below to learn about how electricity can be produced from heat:
Coal Burning Plant:
1. http://www.srpnet.com/education/tour/
a. Scroll down and choose: “View the entire tour from start to finish”
Nuclear Power Plant:
2. http://www.westinghousenuclear.com/docs/WhatIsNuclearEnergy/AP1000%20Loop%20Animation.swf
1. What energy conversion(s) takes place in a coal burning power plant?
2. Why do nuclear power plants use surrounding water sources? Describe the environmental problems
associated with this.
3. Electricity is the movement of electrons. How is electricity produced in each power plant?
CAPT Review
Strand I: Energy Transformations
Expected Performances D. 1 - 9
D 8-9. RENEWABLE & NONREWABLE ENERGY RESOURCES
PART A: Use this website to help answer the questions below.
http://www.eia.doe.gov/kids/energy.cfm?page=nonrenewable_home-basics
1. What is the difference between a renewable and a nonrenewable energy source?
2. Using the graph below, categorize the following sources of energy as either renewable or
nonrenewable: wind, solar, coal, natural gas, nuclear, hydropower, biomass, petroleum,
geothermal
Renewable
Nonrenewable
D 9. RENEWABLE ENERGY RESOURCE USE
D 4 + 6. Voltage, Current, Resistance and Magnetism
Resources:
 http://www.ridgefield.org/subsite/rhs/page/science-capt-resources-959
 http://oviattfamily.net/electricity/flash/seriesCircuit.swf
 http://www.flashscience.com/electricity/voltage_divider.htm
 http://www.dnatube.com/video/5243/Electrical-Voltage-Current-and-Resistance
 http://phet.colorado.edu/sims/ohms-law/ohms-law_en.html
1. As you change the value of the battery voltage, how does this change the current through the circuit and
the resistance of the resistor? If the current or resistance remains constant, why do you think?
2. As you change the value of the resistance of the resistor, how does this change the current through the
circuit and the battery voltage? If the current or voltage remains constant, why do you think?
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
http://www.youtube.com/watch?v=LWey-OImGGs
http://www.yteach.co.uk/page.php/resources/view_all?id=Circuit_breaker_Levitation_electromagnets_el
ectric_bell_solenoid_magnet_magnetic_field_t_page_4&from=search
CAPT Review
Strand II: Chemical Structures and Properties
Expected Performances D. 10 - 18
Resources:
Periodic Table link:
http://science.widener.edu/~svanbram/ptable_6.pdf
Link to RHS Chemistry Power point:
http://www.ridgefield.org/subsite/rhs/page/science-capt-resources-959
Link to RHS Polymer Power point:
http://www.ridgefield.org/subsite/rhs/page/science-capt-resources-959
D 10. Atomic Structure and Properties of Elements
1. What charge does an Al ion have if it has only 10 electrons?
2. Which column of elements in the periodic table is most stable and least reactive? What are these elements called?
3. Which element in this group would be the least likely to react with other elements?
a. Boron
b. Carbon
c. Neon
d. Oxygen
4. What element has 14 protons?
5. How many valence electrons does Sulfur have?
6. How many shells does Boron have? How do you know based on the periodic table?
D 11. Chemical Bonding
Click the link, scroll down and click “Chemical Bonding.” Download the model to review the molecular nature of phase
changes. Answer the questions on the separate answer sheet. http://mw.concord.org/modeler/
D 12. Composition of Acids and Bases; pH scale
1. How can you tell if a substance is an acid or a base?
2. 2Na + 2H2O  2NaOH + H2 is an example of what kind of reaction?
D 13. Carbon atom structure and resulting bonds
D 14. Hydrocarbon combustion reactions
1. What are the byproducts of the combustion of a hydrocarbon?
2. What is a combustion reaction?
3. Complete the following combustion reaction
C10H8 + 12 O2 ---> _
D 15. Formation and structure of carbon-based polymers
1. What is a polymer?
2. What are some examples of synthetic polymers?
D 16. Linear, branched and cross-linked polymers
D 17. Polymer structure and properties
D 18. Environmental impacts from waste incineration and landfill materials
D 12. Acids and Bases
CAPT Review
Strand III: Global Interdependence
Expected Performances D. 19 - 26
D 22. ACID RAIN
PART A: REVIEW
RHS Acid Rain Power point: http://www.ridgefield.org/subsite/rhs/page/science-capt-resources-959
1.) Neutral substances have a pH of _______.
2.) Acidic substances have a pH between _______ and _______.
3.) Basic substances have a pH between _______ and _______.
4.) Circle the correct answer: Rain water normally has a pH around 5. Therefore, for rain to be
considered acid rain, its pH must be
above / below 5.
PART B: Use the following online tutorial to answer questions about the causes of acid rain.
http://www.epa.gov/acidrain/education/site_students/acid_anim.html
1.) What fossil fuel is burned to generate electricity? _____________
2.) What two harmful gases are released into the atmosphere when coal is burned?
______________________ and _______________________
3.) What do sulfur dioxide and nitrogen oxides do to rain/snow?
4.) Based on this website, does carbon dioxide (CO2) create acid rain? ______
5.) What are two things we can do to prevent acid rain?
6.) Why are renewable energy sources (like solar or wind energy) considered “clean” energy
sources, whereas nonrenewable energy sources (fossil fuels) are considered “dirty” energy
sources?
PART C: Read the following online tutorial to answer questions about why acid rain is bad.
http://www.epa.gov/acidrain/education/site_students/whyharmful.html
1.) Why is acid rain bad for trees?
2.) Why is acid rain bad for fish and other aquatic organisms?
3.) What does acid rain do to the paint on cars?
4.) What does acid rain do to buildings and monuments?
PART D: ACID RAIN EXPERIMENTS
EXPERIMENT 1:
1.) What was the problem the students were investigating?
2.) Based on the data, which type of building material is most easily damaged by acid rain?
3.) Describe two things the students could do to increase confidence in their results.
EXPERIMENT 2:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
PART E: Answer the sample CAPT questions to the best of your ability.
D 19,23. THE CARBON CYCLE & GLOBAL WARMING____________
PART A: Use Chapter 36.6 (p. 796) of the CP Bio book to answer the questions below.
1. What atmospheric gas contains carbon atoms?
2. What are 3 types of fossil fuels?
3. How long does it take for fossil fuels to form?
4. What gas does burning fossil fuels release into the atmosphere?
5. What geologic events release carbon dioxide into the atmosphere?
PART B: Use Chapter 36.4 (p.800) of the CP Bio book to answer the questions below.
1. What is the greenhouse effect?
2. What is global warming?
3. An increase in what gas is responsible for global warming?
4. What are 2 human activities that contribute to global warming?
PART C: Answer the sample CAPT questions.
CAPT Review
Strand IV: Cell Chemistry and BioTechnology
Expected Performances D. 27 – 35
To answer the following questions you may need to use Ch. 6 of the CP Bio
textbook or Chapters 3 & 6 of the Bio Honors textbook.
D 27,30+32. Animal vs. plant cells, cell membranes, infections and treatment
D 29. ENZYMES
PART A: Answer the questions using Ch. 5.5 of the CP Bio textbook or Chapter 2 of the Bio Honors
textbook.
1.) What type of molecule are enzymes made of?
2.) What do enzymes do?
3.) A change in what two things could cause an enzyme to denature?
PART B: ENZYME EXPERIMENT
D 29. METABOLISM
PART A: Answer the questions below using Ch. 7 & 8 of the CP Bio textbook or Ch. 4 & 5 of the Bio
Honors textbook.
1.) What is the chemical equation for photosynthesis?
2.) What are the two products of photosynthesis?
3.) What is the chemical equation for cellular respiration?
4.) What gas molecule is made as a waste product of cellular respiration?
PART B: Answer the sample CAPT questions to the best of your ability.
D 33. Yeast________________________________________________
PART C: YEAST METABOLISM EXPERIMENT
D 28 Protein Synthesis (the role of DNA and RNA)
Click the link, scroll down and click “Proteins and DNA.” Download the model to review the molecular nature of phase
changes. Answer the questions on the separate answer sheet. http://mw.concord.org/modeler/
D 34+35 DNA & BIOTECHNOLOGY (MANIPULATING DNA)
PART A: Label the molecule of DNA with the following terms: nitrogenous base, base
pair, sugar-phosphate backbone (Ch. 11 of CP Bio textbook, Ch. 1 of the Bio Honors
textbook)
PART B: Learn about genetically modified foods and answer the questions below.
1.) Learn about genetically modified foods, their benefits, and their potential hazards by using the
following websites:
http://www.csa.com/discoveryguides/gmfood/overview.php
www.who.int/foodsafety/publications/biotech/20questions/en/
2. Answer the questions below.
a. What is genetically modified food?
b. Give four examples of genetically modified vegetables, fruits, or meat products (Google it!).
c. List 4 benefits of (pros) and 4 concerns (cons) people have about genetically modified food.
Benefits
Concerns
PART C: Answer the sample CAPT questions to the best of your ability.
CAPT Review
Strand V: Genetics, Evolution and Biodiversity
Expected Performances D. 36 - 45
D 37+38 GENETICS
PART A: Answer the basic genetics questions below.
1. If a child inherits a dominant allele from his mother and a recessive allele from his father, is
that child homozygous or heterozygous? ____________
2. If an individual’s genotype is RR, is she heterozygous, homozygous dominant, or homozygous
recessive? _____________________________
3. In dogs, brown fur is dominant to white fur. If a heterozygous brown dog mates with a white
dog, what is the chance that they will have brown puppies? YOU MUST SHOW THE
CORRECT PUNNETT SQUARE.
D 40 + 41 EVOLUTION & BIODIVERSITY
.
D 44. HUMAN POPULATION GROWTH
PART A: Learn about human population growth through the tutorials below.
Factors that Affect Human Population Growth
Factors that encourage population growth in a country:
1.) Technological advances in food production/agriculture (farming technology, clean water)
2.) Medicinal advances
3.) Good economy & Immigration
Agricultural and medical advances increase the food available to members of a population and help
individuals remain healthy.
A strong job market will also encourage the growth of a population because people from other
countries will move to the area to get jobs. Movement of individuals into a new country is called
immigration.
Factors that limit population growth in a country:
1.) Low food supply (famine)
2.) Disease
3.) Poor economy & Emigration
Limited food and water and high disease rates will increase the death toll in a country. A poor job market will
encourage people to leave the country in search of jobs, which will reduce the population size of the country
they are leaving. Movement of individuals out of a country in search of jobs is called emigration.
How to Read Age Structure Graphs
Age structure graphs show how a population is distributed. It divides the population into
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Males (left side of graph) vs. females (right side of graph)
Age groups (each bar represents a different age group, like 0-4, 5-10, etc.)
Youngest ages in the population are the lowest bars
Oldest ages in the population are the highest bars
The number of individuals of this age is always indicated (be careful to look at the scale – could be millions,
thousands, or hundreds of people)
The shape of the diagram can show you if a country is growing rapidly, slowly/not at all, or negatively. Here’s how:

POPULATION GROWTH IS EXPECTED WHEN…
o The base/bottom of the graph is larger than the top (creates a pyramid
shape).
o Countries like this have way more children than adults.
o Soon enough, the children will reach reproductive age and will have their
own children, causing the population to grow quickly.
o This is called exponential growth (very fast)
o The more extreme of a pyramid, the faster the growth
o This is indicative of a country that is still developing, like many African
countries (Ethiopia, Nigeria, Kenya, etc)
o Example: Japan in 1950 
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NO POPULATION GROWTH IS EXPECTED WHEN…
o The graph looks more like a box, with just as many children as adults.
o If not a complete box shape, there can still be growth, but it is not
exponential. It is more steady (linear).
o If mostly box-like (except for the very elderly), then the population is
not growing. It is maintaining its current size (two children replace two
adults)
o This is indicative of a country that has been developed for a long time,
like the United States, England, Australia, or many European countries.
o Example: Japan in 2007 
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REDUCTION OF POPULATION SIZE IS EXPECTED WHEN…
o
o
o
o
the top of the graph is larger than the base bottom
Countries like this have more adults than children (one or fewer children is born for every two adults).
With fewer children, there will not be as many people to have children in the near future.
This is currently a rare situation, and it can indicate two things:
1.) The country has enforced a limit on number of births per family or has increased sexual education and birth
control practices (highly developed country)
2.) The country is suffering targeted child death (due to war, etc.)
o Example (increased sex ed): Japan’s projected population for 2050 
PART B: Answer the sample questions below.
4. The graph above represents the age structure of Taiwan in 2000. Based on the shape of this graph, is
this population of this country expected to grow or not? EXPLAIN why you think this.
5. What are two factors that would allow the Taiwan population to continue to grow?