Name: ________________________________________
Period: ___________
Date: ___________
Study Guide for Semester 1 Final Exam
***DO NOT LOSE THIS STUDY GUIDE!!!!!!!!
Unit 1: Scientific Processes/ Organic Molecules and life
SWBAT formulate testable questions and hypotheses
- Questions and hypotheses need to be testable Example: Which plane can fly further? NonExample: Which plane is best?
- Hypotheses should be written in if…then…format (If your IV, then your DV)
- Hypothesis should be informed (not wild guesses) and testable
Practice: Write a hypothesis for each question
1. Does drinking Gatorade improve athletic performance?
______________________________________________________________________________________________________
2. Do mechanical pencils last longer than wooden pencils?
______________________________________________________________________________________________________
3. Do people who drink milk have stronger bones?
______________________________________________________________________________________________________
SWBAT analyze an experiment, identifying the components (i.e., independent variable, dependent variables, control of constants,
multiple trials) and explaining their importance to the design of a valid experiment.
- IV= what you test/change
DV = what you measure Control of Constants = keep everything the same between
the experimental and control group except the IV
- Experimental group = gets the IV
Control group = used for comparison, no IV
- Multiple trials make your experiment more credible
Practice: A gardener wanted to see if Grow-More fertilizer helped plants grow taller. He planted 3 tomato plants of equal size in
three identical containers using the same type of soil. He put all three plants in front of the same window and watered them at the
same time each day. He gave 1 plant store brand fertilizer, the other plant Grow-More fertilizer and no fertilizer to the third plant. At
the end of three weeks he measured the plants to see which one had grown the tallest.
Identify the following:
4. IV:________________________________
DV:_____________________________
Experimental Group(s): _______________________________________________________________________________________
Control Group: ___________________________________________________________
Constants: _____________________________ ______________________________ ____________________________
SWBAT design and conduct a valid experiment
Practice: Select questions #1, #2 or #3 to test. Give the following information (Your question and hypothesis will already be done!):
5. Question: __________________________________________________________________________________________
Hypothesis: __________________________________________________________________________________________________
IV:________________________________
DV:_____________________________
Experimental Group(s): _________________________________________________________________________________________
Control Group: ___________________________________________________________
Constants: ______________________________ _________________________________ _________________________________
SWBAT identify the possible effects of errors in observations, measurements, and calculations, on the validity and reliability of
data and resultant explanations (conclusions)
- Common errors include testing more than one variable at the same time, not controlling constants, too few trials
Practice: A math teacher wants to see if giving kids study guides increases test scores. She gives her best Geometry class a study
guide to help prepare them for their unit test. She compares their test scores to quiz scores from her Algebra I class. Since the scores
were similar she decided that study guides don’t work.
6.
What is wrong with this experiment?
7.
How can it be improved?
SWBAT analyze whether evidence (data) and scientific principles support proposed explanations
- Does your data support your hypothesis?
- Does your conclusion make sense?
Practice:
Time Rats Took to Complete a Maze
Trial 1
Trial 2
Trial 3
Average
Female Rats
64 seconds
51 seconds
48 seconds
54.3 seconds
Male Rats
65 seconds
62 seconds
45 seconds
57.3 seconds
8. What conclusion can you draw from the data table: _________________________________________________________
SWBAT communicate the procedures and results of investigations and explanations through:
⇛ Data tables and graphs (bar, single, and multiple line)
- Data tables: are used to collect and share data, IV on the left, DV on the top
- Graphs need: titles (Effect of IV on DV), labeled x and y axes with equal intervals and units, IV on x and DV on y
- Bar graphs: compare Line graphs: show change over time
9. Practice: Create a graph from the following data table:
Effect of Time of Price of Gas
Average Gas Price (dollars)
January
February
March
April
May
June
Premium Gas
Regular Gas
3.09
3.04
3.11
3.06
3.12
3.10
3.15
3.12
3.18
3.15
3.25
3.22
Unit 2: Ecology
SWBAT explain the nature of interactions between organisms in predator/prey relationships and different symbiotic relationships
- Predator/prey: one organism hunts and feeds on another
- Mutualism: both species benefit (+,+)
- Commensalism: one species benefits and the other is neither helped nor harmed (+, 0)
- Parasitism: one species benefits while living on or in a host that is harmed (+,-)
Practice:
State which relationship is demonstrated:
10. A wolf hunts down a deer for dinner: __________________________________________________
11. A fish cleans a shark off by eating parasites off the shark: _________________________________
12. A bird follows rhinos to eat the bugs that the rhinos attract: _________________________________
13. A tick lives on a deer and sucks its blood: ________________________________________________
SWBAT explain how cooperative (e.g., symbiotic) and competitive (e.g., predator/prey) relationships help maintain balance
within an ecosystem
-If an organism has no predators it will grow rapidly until it reaches carrying capacity (usually happens when a new species
is introduced)
- If an organism has no prey (food) it will die
- If organisms depend on each other (mutualism) and one is harmed, the other will be harmed as well
Practice:
14. If a disease kills of all of the deer in an area, what will happen to the wolves (their predators)? Why?
_________________________________________________________________________________________________
15. If a pond is polluted and the frogs die, what will happen to the insects (their prey)? Why?
____________________________________________________________________________________________________
SWBAT explain why no two species can occupy the same niche in a community
- Habitat is where you live, niche is how you live
- If two species try to share the same niche they will compete  always a winner and loser!
Practice:
16. Describe the habitat of a squirrel.
17. Describe the niche of a squirrel. Be specific!
____________________________________________________________________________________________________________
SWBAT predict how populations within an ecosystem may change in number and/or structure in response to hypothesized
changes in biotic and/or abiotic factors
- Populations increase with births, immigration, abundant food, water, space and few predators
- Populations decrease with deaths, emigration, lack of food, water, space and too many predators
- Populations cannot increase without limits; eventually they will reach carrying capacity
Practice:
18. What would happen to a population of woodpeckers if the forest they lived in got cut down? Why?
19. If lions were suddenly introduced to Forest Park (where they have no predators) what would happen to the lion
population? Why?
SWBAT illustrate and describe the flow of energy within a food web
- Energy flows in ONE direction (This is the opposite of matter, which cycles!)
- Arrows show the transfer of energy and always point to the organism that is receiving the
energy.
- Each step in the food web is called a trophic level.
SWBAT explain why there are generally more producers than consumers in an energy pyramid
- All organisms need energy to survive
- About 10% of the energy available at one trophic level is available to the next.
Practice:
20. Draw a food chain with 3 trophic levels:___________________________________________________________________
21. Draw a food chain with 5 trophic levels: ___________________________________________________________________
22. If both these food chains started with 2,000 kCals of energy, which one would end up with the least energy? Why?
23. Create your own food web using all of the organisms in the chart below. If you are unsure of what each animal eats, use the
chart to help you.
Organism
Squirrel
Type of
Heterotroph
Herbivore
Fox
Rabbit
Grass
Raccoon
Snake
Hawk
Carnivore
Herbivore
Producer
Omnivore
Carnivore
Carnivore
SWBAT predict how the use and flow of energy will be altered due to changes in a food web
- The stability of all food webs depends on the amount of producers there are in that ecosystem.
- Organisms may have multiple feeding relationships within a food web
- If one organism is removed a negative “domino effect” will occur with the remaining organisms
Practice:
24. What would most likely happen in this food web if the rabbits had fewer offspring?
25. What would most likely happen in this food web if the berry tree became extinct?
Unit 3: Cells and Cellular Processes
Unit 3: Cells
SWBAT recognize all organisms are composed of cells, the fundamental units of structure and function
- Cells are the building blocks of life
- Every living thing is composed of one or more cells (prokaryotes = single cell)
- Cells have different structures depending on their functions (differentiation)
Practice:
26. What theory states that all living things are made up of cells? ____________________________________
27. What type of cells have no nucleus?
28. What type of cells have membrane bound organelles?
SWBAT describe the structure of cell parts found in different types of cells and the functions they that are necessary to the
survival of the cell and organism
SWBAT compare and contrast the structure and function of mitochondria and chloroplasts
-Mitochondria and chloroplast give energy to the cell
-Chloroplasts are found only in plant cells
Practice:
29. What is an organelle? __________________________________________________________________________________
State the organelle that performs each function:
30. Digests unwanted material in the cell: ___________________________
31. Controls what enters and exits the cell: ______________________
32. Makes proteins: _______________________
33. Creates energy for the cell: _________________________
34. Controls activities and stores DNA: _______________________
35. What two organelles are found in plant cells but not in animal cells?
36.
Draw a sketch of a eukaryotic cell with at least FIVE organelles and label them!!
SWBAT compare and contrast the structure and function of cell wall and cell membranes
-Cell membrane found in both plants and animals and consists of a phospholipid bilayer
- Cell membrane controls what substances can enter and exit the cell
-Cell wall is found only in plants and provides structure and support
Practice:
37. Why is the cell membrane important? ________________________________________________________________________
38. What is the cell membrane composed of? ______________________________________________________________________
SWBAT explain the significance of the selectively permeable membrane to the transport of molecules
- Cell membrane allows only certain materials in and out (semi-permeable)
- Larger molecules need proteins to help them cross the cell membrane
- Osmosis: movement of water from high to low concentration (form of passive transport)
- Diffusion: movement of molecules from high to low concentration (form of passive transport)
- Active Transport: movement that requires energy, usually moving from low to high concentration (up the gradient) or
moving very large molecules (endo- and exocytosis)
Practice:
39. What is the difference between active and passive transport?
40. What does selectively permeable mean?
41. What are some real-life examples of selectively permeable membranes?
42. What kinds of cells have cell membranes?
SWBAT predict the movement of molecules across a selectively permeable membrane (i.e., diffusion, osmosis, active transport)
needed for a cell to maintain homeostasis given concentration gradients and different sizes of molecules
- Goal is for concentration of solute and solvent to be equal on both sides of membrane, using
as little energy as possible
- DRAW A PICTURE to solve prediction problems  label water (not particles!) inside + out, draw arrows showing how
water moves (hypo- in, hyper- out, iso- same)
Practice:
43. If a cell with 3% concentration of salt is placed in a solution of 8% salt, is the solution hypotonic, hypertonic or isotonic? Why?
Draw a picture and SHOW YOUR WORK!
44. If a cell with 9% concentration of particles is placed in pure water, is the solution hypotonic, hypertonic or isotonic? Why? Draw a
picture and SHOW YOUR WORK!