TEST DATE:
Final Exam Review Guide – Spring Semester ‘15
Integrated Science 4
Name
Per.:
The test will consist of matching, multiple choice, true-false, fill-in-the-blank, and a short
answer question. You may complete this study guide by hand for extra credit. It will be
collected the day of the final. Students should bring a scientific calculator and #2 pencil to the
exam. Students may prepare a hand-written 3x5 inch notecard to use on the exam (both sides
are OK). The final exam will be 15% of your semester grade.
 Island Geology
1.
Studying the Earth’s Interior
 Describe each layer of the earth in terms of its state of matter and relative depth in the Earth’s interior.
 Describe how the physical properties of density, pressure and temperature change as depth increases.
 Define convection. Describe how this activity affects the mantle and crust.
2.
Activities: Tectonic Plate Boundaries and Interactions, Evidences of Plate Tectonics
 Restate the theory of plate tectonics and sea floor spreading.
 Describe the following types of plate boundary interactions: divergent, convergent and transform/sliding. At
each type of boundary, state whether crust and lithosphere is being created, recycled or neither.
 Describe the geologic features formed by each of the following: a divergent boundary, convergent
(continental-continental) boundary, convergent (continental-oceanic) boundary and convergent (oceanicoceanic) boundary.
 Describe how each of the following types of evidence supports the theory of plate tectonics: continental drift,
magnetism, earthquake patterns, age of rocks and hot spots.
3.
Heat Flow at Ocean Ridges: Evidence for Plate Tectonics
 Describe what occurs at an ocean ridge. Include the types of geologic activities and features that exist at these
locations.
 Identify trends in heat flow values measured near ocean ridges. Explain how the heat flow values measured
on, adjacent to and away from ocean ridges support the theory of plate tectonics.
4.
Heat Flow at Ocean Trenches: Evidence for Plate Tectonics
 Describe what occurs at an ocean trench. Include the types of geologic activities and features that exist at
these locations.
 Describe how the Japanese Islands formed. Name the plates involved and explain how their movement has
resulted in this geologic feature.
 Identify trends in heat flow values measured near ocean trenches. Explain how the heat flow values measured
prior to, on and beyond subduction zones support the theory of plate tectonics.
5.
Hot Spots: Hawaii
 Define hot spot. Describe how the hot spot formed the Hawaiian Islands.
 Describe how rock age, island location, and island vegetation support the Hot Spot theory.
 Explain direction of the plate movement in relation to the hot spot.
6.
Video Notes: How the Earth was Made –Hawaii, Mt. St. Helens
 What evidences for plate tectonics were presented in these videos?
 Describe the plate movements that caused Hawaii to form and Mt. St. Helens to erupt.
7.
PowerPoint Notes: Igneous Rocks
 Define rock, sedimentary rock, metamorphic rock and igneous rock.
 Distinguish between intrusive and extrusive igneous rock.

8.
Distinguish between felsic, andesitic and mafic igneous rock by referring to differences in their chemistry,
color, density and volcanic source.
Observing Igneous Rocks, and Igneous Rock and Volcanic Chemistry
 Identify and classify an igneous rock as intrusive or extrusive based on its relative crystal size.
 Identify and classify an igneous rock as felsic, mafic or andesitic based on its color and chemical composition.
 Describe the relationship between depth of formation and density of common igneous rocks.
 Describe the relationship between chemical composition and density of common igneous rocks.
 Describe the relationship between volcanic eruption and type of igneous rock.
 Describe the relationship between plate boundary and type of igneous rock.
 Vertebrate Evolution
9.
Vertebrate Observations Reading Questions and PowerPoint Notes
 Identify the common characteristics shared by all vertebrates (phylum Chordata and sub-phylum Vertebrata).
 Define and describe each of the following vertebrate classes: Fish, Amphibians, Reptiles, Birds and Mammals.
 Discuss the following significant evolutionary advancements in vertebrates: jaws, strength of skeleton,
amniotic egg, and temperature control.
 Compare and contrast the following structures/systems in the vertebrate classes: type of body covering,
digestive system, lungs and respiratory system, heart and circulatory system, type of fertilization and body
temperature regulation.
10. Vertebrate Dissection
 Describe the differences and similarities between the internal physical structures of the pig and frog.
 Be able to identify the following structures from a picture of a pig and frog: heart, lungs, liver, eggs, stomach,
and intestines.
11. Activity: Comparative Vertebrate Anatomy
 Define primitive traits and derived traits.
 Analyze a cladogram in order to determine evolutionary relationships between a group of organisms.
12. DNA Replication Reading Questions, Protein Synthesis Reading Questions, and Biochemical Composition
PowerPoint Notes
 Describe the structure, function and location of DNA and RNA in a cell. Identify similarities and differences
between these two macromolecules.
 Compare and contrast mRNA, rRNA and tRNA. Define codon and amino acid.
 Describe the processes of transcription and translation.
 Given a DNA sequence, understand and complete the processes of replication, transcription and translation.
 What do you start with and what is created in each of these processes?
 Identify the subunits that make up DNA, RNA and proteins.
13. Genetic Engineering Textbook Research and PowerPoint and Propositions on Genetic Engineering Assignment
 Describe the following breeding techniques: selective breeding, hybridization, inbreeding.
 Define each of the following terms and describe the scientific processes: genetic engineering, restriction enzymes,
gel electrophoresis, DNA fingerprinting, transgenic organisms, gene therapy, cloning, stem cell research and human
genome project.
 Experimental Design
14. Guidelines For Independent Science Experiment
Given an experimental scenario and data set, be able to do the following:
 Identify the following components of the experiment: Independent variable(s), levels/treatments of the
independent variable, dependent variable(s), experimental constants and control.
 Calculate mean, median and mode for a given data set.
 Calculate frequency distribution for a given data set.
 Explain the significance of standard deviation and frequency distribution used in data analysis.
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TEST DATE:
Analyze a graph in order to determine and explain the results of the experiment.
Discuss reliability of the data set using values for standard deviation and frequency distribution.
Reflect on the hypothesis in order to determine if the data supports or refutes the initial predictions.