Name_______________________________
Guided Study Teacher’s Name__________________
Science Gateway
Intervention Booklet
Brookwood High School
1
The Gateway Essay
An Introduction for Students Attending Gateway Intervention

All Gwinnett County students are required to pass the Gateway Assessment in order to graduate high
school. The Gateway is an essay-based test. There are 2 Gateway Assessments: 1 in Science and 1
in Social Studies.

Your first attempt at the Gateway is the Spring of your sophomore year. If you are unable to pass,
you will have several more opportunities to take and pass the test.

The Science Gateway is one essay question that comes from your Biology or Chemistry coursework.
When it is scored, you are graded on the Science and the Language Arts parts of the essay.

The Social Studies Gateway is a separate essay question that is based on your World History
coursework. When it is scored, you are graded on the Social Studies and Language Arts parts of the
essay.

How a Gateway question is set up:
o A scenario is given. It tells you the basics about what your essay should address.
o Writing Task Choices #1 and #2. You are given a choice of which task you want to answer.
Read both choices thoroughly and look over the documents before you decide which task to
answer.
o Each Task has 1 charge and usually 3 bullets. Be sure to answer the charge and try your
absolute best to answer every bullet (even if you are not sure, attempt to answer it).
o Documents are provided to help you answer the question. Usually 3 or more documents are
given. The documents were purposely put there to help you write your essay, so be sure to
use them!

Extra things included in the Gateway packet
o Science and Writing Checklist- reminds you of what you need to include
o Works Cited- shows you how to cite your documents in your essay

Major concepts covered on the Science Gateway
o Biology
 Cell Theory
 Energy/ Matter Transformations
 Genetics/ DNA
 Adaptation
 Basic Life Functions
o Chemistry
 States of Matter
 Atomic Structure and Bonding
 Periodic Tendencies
 Chemical Questions and Reactions
 Radioactivity and Chemical Spills
 Solutions and Concentrations
 Acids and Bases
2
Parts of a Gateway Question
The scenario sets the stages for the two
Writing Task Choices and should therefore
be read prior to reading each choice. It
explains the overall topic of the test form. It
describes an actual or hypothetical situation
upon which the two Writing Task Choices
are based.
The title of the test form
identifies the common link
between the two Writing Task
Choices.
IS IT LIVING?
Scenario:
Scientists have collected samples of sea water and sediments from the location known as
Challenger Deep (11,000 meters deep) in the Marianas Trench. They are in search of evidence
that living organisms exist in this harsh environment. Robot submarines have also taken
photographs of the trench which show hydrothermal vents and volcanic activity in the trench.
These features might provide raw materials and other conditions needed for the existence of life.
Respond to ONE of the following essay topics.
Writing Task Choice #1
All responses
should address
and develop the
topic presented
in the initial
statement.
The expected
format of the
response is
always specified
(i.e., essay,
report, letter,
proposal).
Write an essay explaining how scientist can determine that living organisms are
present in the samples of sea water and/or sediments collected from the
Marianas Trench.
In your essay, be sure to do the following.
 Describe three characteristics common to all living things.
 Defend your choice of these three characteristics to determine if life is
present.
 Describe a way to determine whether these samples exhibit the three
characteristics you have chosen.
(Documents A and B are related to this Writing Task.)
OR
Writing Task Choice #2
Bulleted statements of
some science form
present a series of
steps which should be
followed, in order, to
arrive at a complete
response. Some
statements will require
more development
than others.
Bulleted statements
list specific aspects
(subtopics) which
should be included
in a complete
response. They are
helptask.
Key termspresent
clarifytothe
students understand
the requirements of
the task.
Write an essay in which you identify or invent an organism which could
survive in the environment found in the Marianas Trench.
In your essay, be sure to do the following.
 Describe the organism.
 Discuss the organism’s adaptations to carry on three characteristics
common to all living things.
 Classify this organism into one of the five kingdoms and defend your
classification.
(Documents A and B are related to this Writing Task.)
3
Gateway Test-Taking Strategies
Before you Begin:
1. Carefully READ the directions, scenario, and both task choices.
2. Brainstorm both task choices. Quickly ‘jot’ down any prior knowledge you have about both
choices.
3. Choose to write about the task you know the most about.
Taking the Test:
1. In order to write a complete essay, you should have an introduction, supporting body paragraphs,
and a conclusion.
2. Make sure you address all parts of the task. Your task will have bulleted questions that you
must answer. You need to write at least one paragraph for each bullet. Do not skip bullets
because you don’t think you know anything about them.
3. Don’t copy the documents- use them and put them into your own words.
4. Cite your documents. Use phrases like “According to Document A,…” or “In Document B,…”.
You may also cite documents by writing (Document A) or (Document B) at the end of a sentence.
5. Use prior knowledge. Think of at least one thing that you know about each bullet and include it
in your essay.
6. Support your statements.
a. Don’t----“All animals move. People move, and so do birds.”
b. Do-----“Movement is a characteristic of all living things. Animals move themselves by
using legs, wings, or fins. Some microscopic life use cilia, which are short hairs that are
moved quickly to allow the creature to move.”
7. Pretend that the person reading your essay knows nothing about the topic you are writing about.
8. Write a full rough draft (with an introductory paragraph, body paragraph for each main point, and
concluding paragraph) before neatly copying your final draft.
4
You will be given this document in your test booklet.
Science and Writing Checklist
□ 1. Have you sufficiently developed all parts of the Writing Task?
□ 2. Does your essay contain a clear thesis statement? Does your response maintain a
consistent focus?
□ 3. Have you included supporting ideas and evidence for each of your main ideas?
□ 4. Have you included information from your science courses?
□ 5. Have you included relevant information from the documents?
□ 6. Have you combined information from the documents with information from your science
courses?
□ 7. Have you included an explanation of the reasoning you used in your response?
□ 8. Is the information in your response accurate?
□ 9. Have you provided a clear beginning, middle, and end to your essay?
□ 10. Have you used the most effective words for your purpose and audience?
□ 11. Have you written complete and correct sentences with appropriate punctuation,
coordination and subordination?
□ 12. Have you varied the structure, length, and types of sentences?
□ 13. Are your spelling, punctuation, capitalization, grammar, sentence formation, and
usage correct?
□ 14. Have you given credit to your sources when you paraphrased and quoted the
documents?
□ 15. Have you included the following (as necessary)?
□ facts
□
□ concepts, principles
□
□ methods
□
□ procedures
□
□ sequence
□
□ scientific vocabulary
diagrams
graphics
models
symbols
formulas
5
Using and Citing Resources
You can often strengthen your writing by including information from outside sources to support your ideas.
However, you must remember that the ideas and/or information are not yours. To avoid plagiarism, you
must properly document each piece of support, regardless of how you include the information in your
writing. Use one of the three types of citations described below.
Types of Citations
Direct Quotation: The placing of exact wording of a passage or phrase into your writing creates a direct
quotation which is enclosed in quotation marks. This is the best method for vivid wording or precise ideas
which could not be as effectively stated in any other choice of words.
Citation for a Direct Quotation within the Context of a Sentence
In Closing the Ring, Winston Churchill states the importance of a continued alliance between the United States, Britain,
and Russia: "We are the trustees for the peace of the world.... We must remain friends in order to ensure happy homes
in all countries."
Parenthetical Citation for a Direct Quotation from a Gateway Document
The depth of Challenger Deep is put into perspective with the knowledge that one would have "to stack 26 Empire State
Buildings (430 meters tall) on top of one another to reach the surface of the ocean from the bottom" (Document B).
Summary: A summary consists of the main points and/or ideas from an entire paragraph, page, or even
chapter into your own words. This is a process of condensing large amounts of text into a smaller amount.
Again, this information is not your own original thought and, therefore, must be documented.
Paraphrase: Paraphrasing involves putting an idea or a piece of specific information found in a source into
your own words. The meaning is the same as the original source. While these words are your own, you have
still used someone else’s original idea(s) in your paper. Documentation is again necessary.
Citation for a Paraphrased Passage within the Context of a Sentence
Winston Churchill, in Closing the Ring, states that if the United States, Britain, and Russia remain allies, lasting peace is
possible.
Parenthetical Citation for a Direct Quotation from a Gateway Document
The depth of Challenger Deep is put into perspective with the knowledge that one would have "to stack 26 Empire State
Buildings (430 meters tall) on top of one another to reach the surface of the ocean from the bottom" (Document B).
1.
2.
3.
4.
5.
How to Paraphrase
Read the passage carefully to determine exactly what is stated and/or implied.
Identify the important points that you want to include in your paraphrase.
Consider how to rephrase the exact point without using the words in the original passage.
Write the paraphrase without looking at the original source.
Document your source (see above for examples).
6
How You Will Be Scored: The Rubrics
Gateway Science Scoring Guidelines
I. Communication of Scientific Facts, Concepts, and Principles
High Range
6-5
Mid Range
4-3
□ Response addresses all parts of the task. □ Response addresses most of the task.
□ Support and explanation are complete □ Support and explanation are present
.
but incomplete.
□ Diagrams, graphs, and/or tables are
used to support explanation even when □ Diagrams, graphs, and/or tables are
not required.
used to support explanation when
required.
□ Organization is logical and coherent.
□ Organization generally promotes
understanding.
Low Range
2-1
□ Response is limited, wrong, or copied.
□ Support and explanation are limited or
absent
□ Diagrams, graphs, and/or tables are not
attempted or are incorrect.
□ Organization is weak.
II. Knowledge and Use of Science
High Range
6-5
□ Facts, concepts, models, and/or
methods are used correctly throughout
the response.
Low Range
Mid Range
2-1
4-3
□ Facts, concepts, models, and/or
□ Facts, concepts, models, and/or
methods are limited, incorrect, or
methods are used correctly in some of
copied.
the response.
□ Assumptions are clearly identified and □ Assumptions are correct though not
explained.
clearly identified or explained.
□ Assumptions are inappropriate or
incorrect
□ Correct scientific vocabulary is used
extensively.
□ Scientific vocabulary is copied or
incorrect
□ In depth connections are made between
the task and previous learning
experiences.
III. Use of Scientific Processes
High Range
6-5
□ Correct scientific vocabulary is used.
□ Some connections are made between
the task and previous learning
experiences.
Mid Range
4-3
□ Connections between the task and
previous learning experiences are
incorrect or absent
Low Range
2-1
□ Procedures are acceptable but limited □ Procedures are incomplete or absent.
in detail.
□ Sequencing is appropriate and processes
□ Sequencing is incomplete or missing and
□ Sequencing is present but connections
are connected.
processes are not connected.
between processes are incomplete or
absent
□ Required hypothesis is missing or is
□ Hypothesis addresses specifics of the
incorrect.
problem.
□ Hypothesis is present (if required) but
lacks depth or is incomplete.
□ Procedures are detailed and correct.
7
Gateway Rubric Tips- SCIENCE
Communication of Scientific Facts, Concepts, and Principles




Complete Response
Support/Explanation
Graphs and/or Tables
Organization
1. Complete Response: Do you clearly address all parts of the task?
 Your response should clearly demonstrate correct interpretation of the whole problem.
 Your response should clearly explain all parts of the Writing Task.
 You should give reasons for your thinking about all parts of the Writing Task.
2. Support/Explanation: Do you support and explain your position in reference to the Writing Task?
 Your response should interpret the problem and explain your interpretation.
 You should use the documents to help support your interpretation/position.
 Any limitations in the data should be explained in your explanation of the problem.
3. Graphs and/or Tables: Do you supply data to further address the Writing Task?
 Check to see if the documents supply relevant support for your position on the Writing Task.
 You should include diagrams, graphs, models, symbols, and/or formulas to help explain your
position on the Writing Task.
 Make sure the information in your diagrams, graphs, models, symbols, and/or formulas are
correct, complete, and relate to the Writing Task.
4. Organization: Is your science knowledge well organized?
 Your science information should flow in an organized fashion.
 Your details should logically relate to your topic.
 Your ideas should be coherent and help the reader understand your knowledge of science.
Knowledge and Use of Science




Concepts, Models, and/or Methods
Prior Knowledge and Documents
Scientific Vocabulary
Relationships and Assumptions
1. Concepts, Models, and/or Methods: Do you correctly use concepts, models, or methods to explain your
position?
 Your response should include facts and concepts.
 Your response should interpret any models used.
 Your response should interpret any methods used.
8
2. Prior Knowledge and Documents: Do you include prior knowledge and information from the documents
provided?
 Your response should use information you remember from your science classes, reading/video
material, or other learning experiences.
 Your response should correctly use and interpret the documents of the Writing Task.
 The data used from the documents should be relevant to the Writing Task.
3. Scientific Vocabulary: Do you include vocabulary specific to science?
 You should use scientific vocabulary wherever it is appropriate in your answer to the Writing
Task.
 Your scientific vocabulary should be correctly used.
 Your vocabulary should demonstrate an understanding of words beyond the definitions in the
documents.
4. Relationships and Assumptions: Do you identify relationships and make assumptions?
 Your response should identify correct relationships to answer the Writing Task.
 Your responses should make some assumptions and should explain your reasoning for making
any assumptions.
Use of Scientific Processes
 Procedures
 Sequence and Connections
 Hypothesis
1. Procedures: Do you include systematic procedures in your response?
 Your response should include correct and detailed procedures to complete the Writing Task.
 Your response should answer the Writing Task with details of a step-by-step process.
2. Sequence and Connections: Do you demonstrate a succession of and an association between ideas?
 Your response should show correct sequencing of processes mentioned in your response.
 There should be connections between the processes making your response complete and strong.
3. Hypothesis: Do you present a hypothesis that addresses the problem in the Writing Task?
 Your response should include a correct and complete hypothesis (possible solution) concerning
the Writing Task.
 Your response should present an in-depth question that restates the problem addressed in the
Writing Task.
9
Gateway Language Arts Scoring Guidelines
I. Focus/Development
High Range (6 - 5)
□ Focus is strong and consistent
□ Main points stand out in complete
exploration of die topic.
□ All aspects of task are developed.
□ Supporting details are relevant and
carefully selected.
II. Organization
High Range (6 - 5)
□ Format fits the content and purpose.
□ Introduction and conclusion are strong and
effective.
□ Transitions are effective among sentences,
paragraphs, and ideas.
□ Points are logically related throughout the
response. Q Details fit where placed.
III. Fluency
High Range (6 -5)
□ Sentence structure enhances relationships
among ideas.
□ Fluency is demonstrated with one sentence
flowing into the next
□ Sentence structure is effectively varied
with fragments used only for effect
□ Use of words is consistently accurate,
specific, and/or varied.
□ Language is carefully placed for impact.
IV. Conventions
High Range (6 - 5)
□ Few or no major sentence errors occur.
□ Both internal and end-of-sentence
punctuation are used effectively.
□ Correct grammar and usage contribute to
clarity.
□ Spelling of both common and difficult
words is correct
□ Capitalization is correct.
□ Paragraph breaks reinforce organizational
structure.
□ Citation of sources is evident.
Mid Range (4 -3)
Low Range (2- 1)
□ Focus and/or main points are extremely
□ Focus is easily identifiable.
limited or unclear.
□ Main points are clear but may be broad
□ Support is irrelevant, insufficient, illogical
or inconsistent with the task.
and/or nonexistent.
□ Most aspects of the task are developed.
□
Aspects
of the task are not addressed in
□ Support is relevant but may be uneven,
any substantive manner.
repetitive, or limited in scope.
□ Original writing is too limited to
demonstrate development.
Mid Range (4 • 3)
□ Format is consistent but may be
inappropriate.
□ Introduction and conclusion are present
but unexceptional.
□ Transitions are present but may be
repetitive or formulaic.
□ Points are generally logically related
□ Details may not always be effectively
placed.
Low Range (2- 1)
□ Format is unrecognizable.
□ Introduction and conclusions are
undeveloped or not present
□ Transitions are lacking, ineffective,
and/or overused.
□ Relationship and sequence among points
are unclear and/or ineffective.
□ Details are limited and/or randomly
placed.
Mid Range (4 - 3)
□ Sentence meaning is generally clear
though some awkward constructions may
require rereading.
□ Repetitive sentence structure may detract
from the flow of ideas.
□ Control is demonstrated in simple but not
complex sentence structures.
□ Use of words is generally accurate and
specific.
□ Language at times may rely on overused
expressions.
Low Range (2- 1)
□ Sentence structure frequently obscures
meaning.
□ Choppy or rambling sentence structure
damages the flow of ideas.
□ Sentence patterns are simple,
monotonous, and/or confusing.
□ Use of words is imprecise, inadequate, or
wrong.
□ Original writing is too limited to
demonstrate sentence fluency and word
choice.
Mid Range (4 - 3)
□ Some major sentence errors occur.
□ End-of-sentence punctuation is correct;
internal errors occur occasionally.
□ Errors in grammar and usage do not
interfere with meaning.
□ Spelling of common words is generally
correct; errors in difficult words occur
occasionally.
□ Capitalization is generally correct.
□ Paragraph breaks may run together or
occur too frequently.
□ Lapses in citation of sources may occur.
Low Range (2-1)
□ Major sentence errors occur frequently. □
Basic punctuation is omitted,
inconsistent, or incorrect
□ Errors in grammar and usage interfere
with or prevent meaning.
□ Frequent spelling errors impair
readability.
□ Capitalization is inconsistent, incorrect, or
random.
□ Paragraph breaks bear no relation to the
organization of the text.
□ Little or no citation of sources is present.
10
Gateway Rubric Tips- LANGUAGE ARTS
Focus and Development
 Focus
 Development
 Relevancy
1. Focus: Do you respond to the task?
 The beginning of your response should contain a thesis.
 Each of your paragraphs should contain a topic sentence that relates to your thesis.
 You should refer to the science or social studies task choice, the documents provided, and the
scenario or historical background.
2. Development: Do you explain yourself?
 Main points are developed by providing examples, comparisons, descriptions, and details.
 Your main points should be followed by specific supporting details.
3. Relevancy: Are your ideas relevant to the task?
 Your thesis should relate to the task.
 Your main points should relate to the thesis.
 Your details, examples, etc. should relate to your main points.
Organization
 Structure and Placement of Ideas
 Transitions: Relationships between Ideas and Clarity of Relationships
1. Structure and Placement of Ideas: Does your response go in a logical order?
 Your response should contain a beginning, middle, and end.
 Your topic sentences should be at the beginning of paragraphs.
 Your details should be placed logically within your paragraphs.
2. Transitions: Are there relationships between Ideas and Clarity of Relationships?
 Do you include clues when you shift from idea to idea?
 Use transition words or phrases to start new ideas (see attachment 1).
 Do your transitions connect ideas to one another?
 Do your transitions show how your ideas connect to one another?
Fluency
 Effectiveness of Sentences
 Sentence Structure
 Word Choice
11
1. Effectiveness of Sentences: Are the parts of your sentences arranged logically?
 Your details should be presented in a logical order (sequential, cause/effect, etc.).
 Your ideas should flow one into another.
2. Sentence Structure: Do you use a variety of sentence structures?
 You should use simple, compound, complex, and compound-complex sentence structures to add
variety to your writing.
 You should have variety in the lengths of your sentences.
3. Word Choice: Do you use a variety of words and phrases?
 You should select accurate words and use them correctly and you should use a variety of words to
avoid repetition.
 The words you select should be unique and specific.
Conventions






Internal and End-of-Sentence Punctuation
Spelling
Capitalization
Paragraph Breaks
Grammar and Usage
Citation of Sources
1. Internal and End-of-Sentence Punctuation: Is your writing free of major sentence errors?
 You should avoid making a comma splice within your writing.
 You should avoid writing run-on sentences or fragments.
 Your internal punctuation should be placed correctly.
2. Spelling: Do you spell common words correctly?
3. Capitalization: Do you correctly capitalize proper nouns and the first words of your sentences?
4. Paragraph Breaks: Do you indent at the beginning of each paragraph?
5. Grammar and usage: Do you demonstrate control of your language?
 Your subjects and verbs should agree in number and your pronouns and antecedents should agree
in number.
 Your verb tense should be consistent throughout your essay.
6. Citation of Sources: Do you correctly cite the sources you reference?
 You should use the proper format to cite your sources.
 Direct quotations should be in quotation marks and cited.
 Information you paraphrase should be in your own words and cited.
12
Content and Practice
I. Biology Topics
A. Cell Theory
 The Cell Theory:
o the cell is the basic unit of _____________ of living things
o all organisms are made of _______________ cells
o all cells ____________ from other cells

There are 2 types of cells: ____________ (small, simple, no nucleus, single chromosome; all bacteria)
and _______________ (nucleus, “typical” cell; anything other than bacteria)

Cells tissues  organs  organ systems  organism

Differences between animal and plant cells
o plant cells contain a _____________ and ___________
o animal cells contain ______________

Common Cell Organelles
controls things moving in and out of the cell, semipermeable
control center of the cell; contains DNA
gel-like material that fills the cells; all organelles are suspended in it
makes and release energy (ATP) for the cell; site of cellular respiration
modifies and packages proteins
transports materials throughout the cell
site of protein synthesis
supports and gives structure to plant, fungi, and bacterial cells
site of photosynthesis in plant, algal, and some bacterial cells
located inside the nucleus; location of ribosome synthesis
aides in cell reproduction in animal cells
storage of water and other materials; usually larger in plant cells
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Cell membrane
Cell wall
Centriole
Chloroplast
Cytoplasm
Endoplasmic reticulum
Golgi body
Mitochondria
Nucleolus
Nucleus
Ribosome
Vacuole
13
PRACTICE GATEWAY QUESTION
PLANT AND ANIMAL CELLS
Scenario:
You are an ecologist that specializes in plant and animal relationships. Photosynthesis and
respiration are both essential to the survival of all plants and animals. Without either one,
life could not exist on Earth. If every chloroplast and mitochondria were to all of a sudden
disappear from any cell in which they were contained, what would be the result? Would life
continue to exist on Earth?
Respond to ONE of the following essay topics.
Task 1
Write a letter to a newspaper column as a specialist in plants and animals and discuss the
following points:
 Tell 2 ways plants and animal cells are the same and 2 ways they are
different.
 Explain the process of photosynthesis.
 Predict how the loss of all chloroplast would affect all the plants and animals.
Use Documents A, B and C to complete this task..
Task 2
Write a lecture that you will give to a class of high school students on the topic of cells and
processes:
 Identify which cell organelle does photosynthesis and which does respiration.
 Explain the processes of photosynthesis and respiration.
 Predict how the loss of all mitochondria would affect all the plants and
animals.
Use Documents A, B and C to complete this task.
14
Document A
Reaction for Photosynthesis -- 6CO2 + 6H2O + Energy (sunlight) C6H12O6 + 6O2
Reaction for Respiration -- C6H12O6 + 6O2  6CO2 + 6H2O + 38ATP
Document B: Animal Cell
Document C: Plant Cell
15
Activity
B. Energy/Matter Transformations
 Law of Conservation of Matter: During an ordinary chemical change, there is no detectable increase
or decrease in the _______________ of matter.
 Law of Conservation of Energy— energy cannot be ____________ or _____________, but can
change its form.
 Macromolecules
o Carbohydrates, proteins, lipids, and nucleic acids are the organic macromolecules. They are
composed of __________ and ___________ with additional elements and are the building
blocks of all living things.
Carbohydrates
Proteins
Lipids
Nucleic Acids
Also Known As sugars
fats
Monosaccharide
Amino Acids
1 glycerol + 3 Fatty Nucleotide
Components
Acids
(Sugar + Phosphate +
Nitrogenous Base)
NONE
Polymer
 Short Term
 Store
Function
 ____________  Long Term
___________  Structure
________
_____________
Storage
Storage
Information
 Structure
 Padding
 Protein Synthesis
 Insulation
 Sugars
 Enzymes
 Body Fat
 DNA
Examples
 Starches
 Muscles
 Oils
 RNA

 Hair & nails
 Wax
 Cell membrane
Food Source
16


Matter and energy change forms by means of food chains and food webs (a series of interconnected
food chains).
o Producers come first in a food chain. Producers are also called _____________ and include
plants and other organisms that make their own food (usually through a process known as
_________________).
o Consumers (or _________) are shown in the order in which they consume their food or prey.
Consumers can obtain their food through ___________ or _____________.
o Decomposers are organisms that break down dead organisms and allow nutrients to be
recycled. They come last in a food chain.
o Example of a food chain:
Ecology is the study of the interaction among organisms and between organisms and their
environment.
o Levels of ecological organization:
o The environment is made up of living components (______________ factors) and nonliving
components (____________ factors)
o Organisms that live closely with other organisms are in a symbiotic relationship.
Mutualism
a. one organism benefits while the other is harmed
Commensalism
b. both organisms benefit
Parasitism
c. one organism benefits while the other is neither harmed nor helped
o Matter can also cycle through the Earth by means of the cycles of matter:
 Carbon cycle- includes respiration and photosynthesis
 Nitrogen cycle- includes nitrogen fixation and decomposition
 Water cycle- includes precipitation, evaporation, condensation, transpiration
o Biomes are large areas of land with similar climates and similar dominant communities of
organisms
Tropical rain forest
a. northernmost; permafrost; lichens and small shrubs; lemmings,
Desert
caribou
Savannah
b. hot and wet year-round; near equator; many different types of
Temperate deciduous forest
plants; monkeys, birds, and reptiles
Taiga/ coniferous forest
c. dry grassland; much of Africa; grasses; giraffes and lions
Tundra
d. very little rain; widely variable temperatures; cacti; reptiles and
many noctural animals
e. mild climate and plentiful rain; trees that lose their leaves in autumn
like oaks; squirrels and deer
f. cold and wet; cone-bearing trees like fir and spruce; elk, moose,
hares
o Other important ecology terms
 The place where an organisms lives:________________
 An organism’s role in the environment: _____________
 The series of predictable changes that occur in a community over time: ____________
17
PRACTICE GATEWAY QUESTION
ECOSYSTEMS AND COMMUNITY INTERACTIONS
Scenario:
In an ecosystem, groups of living organism interact with their surroundings and each other. Different
populations form relationships with each other; sometimes the relationships are helpful and other times they
are harmful. One of the largest relationships living things have with one another is through the food web.
Respond to ONE of the following essay topics.
Writing Task Choice #1
You are a scientific author and you are finishing writing a book about the relationships in the
forest. You are going to add a chapter called “Relationships: Cause and Effects.”
In your essay (“Chapter”), be sure to include the following:
 Compare 2 of the 4 types of relationships organism have in a forest ecosystem.
 Give an example of each type of relationship you chose to explain.
 Chose one example and describe the impact on the environment if one of the organisms
was destroyed.
(Must use Documents A and B to help complete your answer.)
Writing Task Choice #2
You work at the nature center guiding young kids through the forest and explaining how all the
organisms are involved in the food web. You are to prepare a “lesson” on the food web.
In your lecture, be sure to include the following:
 Tell how a food web is different from a food chain.
 Draw an example of a food chain and label the producers, consumers and decomposers.
 Explain what would happen if one level was removed from the food chain.
(Must use Documents B and C to help complete your answer.)
DOCUMENT A
LIST OF TYPES OF RELATIONSHIPS IN A COMMUNITY
Commensalism
Parasitism
Mutualism
Predator/Prey
18
DOCUMENT B
TERRESTRIAL FOREST FOOD WEB
DOCUMENT C
PYRAMID OF TROPHIC LEVELS
Activity
19
C. Genetics/DNA/Heredity




Genetics is the scientific study of ________________, or the passing of traits from parents to
offspring.
Traits are passed by means of _______, or deoxyribonucleic acid. DNA contains segments called
_________ which code for certain ________. These proteins control the traits of an organism.
More about DNA:
o DNA makes up the ______________ that are found in the nucleus of a cell.
o DNA is a type of nucleic acid.
o Its shape is a twisted ladder, or a _________________.
o DNA is made up of sugars and phosphates (the side of the “ladder”) and pairs of nitrogen
bases (the steps of the “ladder”). The bases in DNA are called adenine, thymine, guanine,
and cytosine. ___ always bonds with ____ and _____ always bonds with ____.
o Any change in the base sequence of DNA is known as a _________. Mutations can lead to a
change in the protein that is coded for by the affected gene. This change can lead to certain
disorders like sickle-cell anemia.
Important genetics terms:
a. Can be used to determine the possible phenotype and
Gene
genotype outcomes of a particular genetic cross
Allele
b. Different alleles ex. Aa
c. Different forms of genes ex. Tall or short plants
Dominant
d. Genetic makeup; allelic characteristic
Recessive
e. Masked by dominant; lowercase letter
f. Masks recessive; capital letter
Homozygous
g. Segment of DNA that controls the production of proteins;
Heterozygous aka hybrid
found on chromosomes
h. Trait; physical appearance, behavior, physiological trait, etc.
Phenotype
i. Two of the same alleles ex. AA or aa
Genotype
Punnett square
 Cells reproduce by means of mitosis or meiosis:
MITOSIS
MEIOSIS
 Produces __________ genetic copies
 Produces _________ or sex cells (sperm and
egg) for sexual reproduction
 1 cell copies its DNA and organelles and then
splits into____ cells
 1 cell copies its DNA and splits into ___ cells
during two cell divisions
 Occurs for the purposes of growth and repair
or asexual reproduction
 Each of the resulting gametes is __________
from the starting cell and from each other
 Happens in body cells
 The end cells have ½ the amount of DNA as
 Consists of Prophase, Metaphase, Anaphase,
the starting cell
Telophse
 Happens in cells of the testes and ovaries
only
 Consists of Prophase I, Metaphase I,
Anaphase I, Telophase I, Prophase II,
Metaphase II, Anaphase II, Telophase II
20
PRACTICE GATEWAY QUESTION
KARYOTYPING
Scenario:
You are a doctor who works with couples having babies. People often ask you to predict how their baby will
look or the probability of if they will be born with a genetic disease or not. There are several methods you
use to predict the genetics of an unborn baby, such as punnett squares, karyotypes, and amniocentesis.
Respond to ONE of the following essay topics.
Writing Task Choice #1
Write an essay that explains your job description to a prospective parent.
Include the following in your essay:

Define a genetic counselor

Explain one method you can use to predict the genes of an unborn baby

Give one example of a genetic disease and tell a symptom of the disease
Use Documents A and B to complete this task.
Writing Task Choice #2
Write a letter that explains the karyotype in Document C to prospective parents.
Include the following in your essay:

Explain how you make a karyotype

Give the normal chromosome number for a human and tell the difference in chromosomes for
male and female
 Tell whether the unborn baby will be born normal, using the karyotype in Document C and
explain how you know.
Use documents A, B and C to complete this task.
21
Document A
Humans, like all organisms, have a specific number of chromosomes. These chromosomes can be
photographed and the paired homologous chromosomes can be arranged in a karyotype. The karyotype will
show the paired homologous chromosomes arranged from longest to shortest with the sex chromosomes last.
The sex of the individual and abnormalities in chromosome numbers can be detected. This procedure can be
done before birth so that the parents can know if there are any chromosomal abnormalities. In this manner,
some genetic disorders can be diagnosed. Although this information is useful, this procedure is not
recommended for all pregnant women because of the risk to the fetus.
Document B
Normal human female karyotype
Document C
22
Activity
D. Adaptation and Natural Selection
 Natural Selection
o Idea first stated by __________________ __________________
o “Survival of the __________________”
o Organisms that are best __________________to their environment are more likely to live long
enough to produce offspring and pass their traits on to the next generation.

Adaptation
o Characteristic of an organism that helps it to better survive in a given environment.
o Types of adaptations
 Structural: characteristics of an organism’s anatomy. (wings on a bird)
 Physiological: characteristics relating to internal body processes. (antibiotic resistance)
 Behavioral: how an organism acts and responds to its environment. (bird migration)

Evolution
o Change in groups of organisms over a long period of time
o Evidence for evolutionary changes
 Fossils (The deeper the fossil, the ________ it is)
 Comparative anatomy and the study of ____________ structures (Example: human arm,
dolphin fin, bat wing, dog foreleg)
 Comparative ____________ (The fewer the differences in DNA, the closer the organisms are
related)
 Comparative _____________ (Example: all vertebrates have gill slits, tail, and notochord in
early development)
 ______________ evidence (Example: bacteria can quickly become resistant to antibiotics)
23
GATEWAY PRACTICE QUESTION
EVOLUTION
SCENARIO- Fossils record the past through bones, imprints, casts, and molds left behind by once living
organisms. A paleontologist is a scientist that studies fossils and paints a picture of what the past probably
looked like. There can be fossils of plants, animals and even single celled bacteria and protists!
Respond to ONE of the following essay topics.
TASK 1
You are a junior paleontologist working at a summer camp for younger kids. You lead them on a fossil
exploration into a dry lake area. As you dig, you uncover the fossils shown below and you place them in a
chart in the order you found them.
Discuss the following points as if you were giving a speech to the kids about what you found and its
importance. Mention the following points:
o Explain ways you can tell which fossils are oldest and which are youngest.
o Tell what the area might have looked like 500 years ago according to the fossil record
o Give 2 other forms of evidence for evolution and explain how they show changes in species.
TASK 2
You are a paleontologist assigned on a special mission… to go into outer space. The government has
discovered life on Venus after a meteor destroyed much of its surface and exposed fossils. You bring the
creatures back, assemble the fossils and make sketches which are found below. Make a report about what
life was like on Venus when these creatures lived and include the following points:
o Give the order in which these creatures evolved in and tell how you came to that conclusion.
o Explain how environmental changes are tied into changes in species (for example, how did the
changes help the creature better survive)?
o Give 2 other forms of evidence for evolution and explain how they show changes in species.
24
Document A: List of Evidence for Evolution terms
Comparative Biochemistry
Fossils
Vestigial structures
Comparative Anatomy
Molds
Comparative Embryology
Homologous structures
Imprints
Document B:
A group of mice lives in an area that has dark soil. Owls that eat mice also live in this area. Because dark
mice blend well with the soil, owls cannot see them as easily. Thus, the dark mice are better protected
because they blend with the soil color. Their color is an adaptation, a trait that helps them survive.
Glencoe/McGraw-Hill 2003
Document C:
http://www.bbc.co.uk/schools/gcsebitesize/biology/variationandinheritance/3evolutionrev3.shtml
Evolution and genetics
Although Darwin assumed that features or characteristics were inherited, he did not know how these
characteristics were passed on. The first scientist to explain how characteristics were inherited was the
Austrian monk Gregor Mendel (1822-1884). He invented the science of genetics, and so enabled the
mechanism of inheritance to be explained. As a result of Mendel's work, it became clear that evolution by
natural selection is made possible by changes in the genetic material that passes from parent to offspring, as a
result of either mutation, or the normal operation of sexual reproduction.
Mutations
During replication an organism's genetic material (DNA) can spontaneously change or mutate. If the
mutation is very large or harmful then the organism will probably not survive to reproduce. But if the
mutation is small and the change beneficial, then the offspring will flourish, doing better than others in the
species. Many more offspring will inherit the beneficial characteristic that make it better suited to the
environment, and will pass these on to others. This is how natural selection works.
Sexual reproduction
Sexual reproduction allows the genes from different individuals within the species to be 'shuffled' and
recombined in random ways, producing offspring with unique genetic make-ups. This may confer
advantages in the struggle for life. For this reason, evolution proceeds more rapidly if the organism
reproduces sexually rather than asexually.
Activity
25
E. Basic Life Functions and Organization
 Characteristics of Living Things
o Reproduce
o Made of cell(s)
o Grow
o Respond to environment
o Develop
o As a group, evolve over time
o Need food and require energy
 Homeostasis is an organism’s ability to maintain a ____________________________

Photosynthesis & Cellular Respiration are ways that cells obtain and utilize energy.
o Respiration
 Process of using energy from sugar (glucose) to produce __________________
 C6H12O6 +6O2  6CO2 + 6H2O + 38ATP
 Occurs in __________________
 Occurs in all living organisms
 ATP provides energy to do work in the cell
 When ATP is used, it is converted to __________________, releasing energy
o Photosynthesis

Process of using energy from the sun to produce __________________(glucose)

6CO2 + 6H2O + Light Energy  C6H12O6 +6O2

Occurs in __________________of plants and some algae (autotrophs)
o How are photosynthesis and respiration related?

Protein Synthesis
o Transcription
 _______________ information from DNA to mRNA
 mRNA then transported from DNA in the nucleus to a _____________
o Translation
 Information in mRNA used to construct specific sequence of amino acids
 Information is translated from language of nucleotides to the language of amino acids
 __________________carries amino acids to ribosomes where they are linked together

Cell Transport
o Active Transport- requires ATP (energy); particles move from a ________ to _______
concentration
 Endocytosis
 Exocytosis
o Passive Transport- does not require ATP (energy); particles move from a ________ to
_______ concentration; works to result in dynamic equilibrium


Diffusion- movement of particles down a concentration gradient
Osmosis- movement of _________________ through a semi-permeable membrane

Facilitated diffusion- movement of particles down a concentration gradient through
the use of a transport protein
26

Kingdoms
A. Eubacteria and Archaea- the bacteria
1. Prokaryotic
2. Microscopic and unicellular
3. Heterotrophic or autotrophic
4. Archaea are the “ancient” bacteria or the extremophiles and Eubacteria are the “true”
bacteria
5. Examples:
B. Protista
1.
2.
3.
4.
Eukaryotic
Unicellular and Multicellular
Heterotrophic or Autotrophic
Examples:
C. Fungi
1.
2.
3.
4.
5.
Eukaryotic
Unicellular or multicellular
Heterotrophic decomposers
Stationary
Examples:
D. Plantae
1.
2.
3.
4.
5.
Eukaryotic
Multicellular
Stationary
Photosynthetic autotrophs
Examples:
E. Animalia
1.
2.
3.
4.
Eukaryotic
Multicellular
Heterotrophic
Examples:
27
PRACTICE GATEWAY QUESTION
BIFF’S REUNION DILEMMA
Scenario:
Biff is an accountant who likes to eat lunch and breakfast at McDonald’s. Since his Class
Reunion is in Miami in 4 months, and many of the reunion activities will be held at the
beach, Biff wants to lose enough weight to look good in his Speedo bathing suit. Biff weighs
225 lbs. and is 5’9” tall. Biff wants to know if he can lose the desired amount of weight in the
desired amount of time by changing his food choices. He hates to exercise! You are a
nutrition specialist who has been asked to help Biff with his goals.
Respond to ONE of the following essay topics.
Task1 :
Write a plan for Biff to lose some weight. Include the following explanation in your plan:
 Calculate how much weight Biff should lose and how many calories a week Biff
needs to cut in order to lose 3 pounds per week.
 Give Biff’s ideal weight and explain whether Biff should be able to make this goal
in time for the reunion.
 Give a suggestion for his best choices of food for breakfast and lunch using the chart
in Document B.
Use Documents A, B and D to complete your answer.
Task 2 :
Write Biff an explanation of nutrition and calorie intake. Include the following in your
essay”
 Explain what a calorie is and tell how many calories Biff burns per day.
 Explain the function of carbohydrates, fats and proteins in the body.
 Give a suggestion for the most balanced choices of food for breakfast and lunch
using the chart in Document B.
Use Document B and C complete your answer.
28
Document A
Calories Burned Per Pound Per Day
Active life style Sedentary life style
18
14
Males
16
12
Females
 Pick the section of the chart that applies to Biff and his lifestyle.
 Multiply this times Biff’s weight to see the number of calories you would need in order to maintain your
weight.
 To loose 1 lb. of fat a week, you need to reduce your caloric intake by 3500 calories that week
Document B
Nutritional Values in Biff’s favorite fast food lunches.
Calories Fat (g) Protein (g)
Big Mac
570
32
26
Chicken Filet Sand.
390
12
33
Big Beef Burrito
510
23
23
Subway
224
3
12
Oatmeal
280
2
4
BK Cros’wich
600
46
13
Egg Mc Muffin
290
12
13
Sausage McMuffin
440
28
13
Carbohydrates (g)
45
38
52
37
26
23
33
33
Document CFood calorie (C)- the amount of energy required to raise 1 kilogram of water 1 degree Celcius.
Document D- Height Weight Table for Men
29
Activity
II. Chemistry Topics
A. States of Matter
 Matter is anything that has ____________ and takes up ___________.
 Matter is composed of units known as ________. Elements are substances that are made up of only
one kind of atom and that cannot be broken down by ordinary means such as heating, cooling, or
crushing.
 A substance made up of two or more elements chemically combined, such as H2O, is known as a
____________.
 The states of matter are the characteristic forms of all substances:
o ___________-matter that has a definite shape and volume
o ___________-matter that has a definite volume, but takes the shape of its container
o ___________-matter that has no definite shape and no definite volume; it fills its container
 Conversion between states




A ____________ is a combination of two or more kinds of matter that can be separated; there are 2
kinds of mixtures:
o Homogeneous- a mixture that is the same throughout
o Heterogeneous-a mixture with an unequal composition throughout
A homogeneous mixture of two or more substances is known as a _____________. It has two parts:
1. the _________, which is the substance that is doing the dissolving, and 2. the ___________, the
substance that is being dissolved
Physical properties are characteristics of a substance that can be observed with the senses.
Examples include:
Chemical properties are characteristics of a substance that describe how the substance reacts with
other substances. Examples:
30
PRACTICE GATEWAY QUESTION
PHASES OF MATTER AND SOLUTIONS
Scenario:
A laboratory technician for a chemical company has collected solubility data of two substances “X” and “Y”
which is listed in Document B. The technician forgot to label the substances to their corresponding data.
You are an assistant laboratory technician that has been given the task to correct the mistake and identify the
substances.
Respond to ONE of the following essay topics.
Task1 :
Graph the solubility data and then write a report. In your report, be sure to:
 Graph the solubility of substances “X” and “Y” and explain the trend of each graph.
 Explain the differences in the three phases of matter. Provide an example of each phase.
 Based on your solubility graphs, determine which substance, “X” or “Y” is a liquid and
explain why the trend proves that.
Use Documents A and B.
Task 2:
Graph the solubility data and then write a report. In your report, be sure to:
 Graph the solubility of substances “X” and “Y” and explain the trend of each graph.
 Explain how the molecular structure of a gas and a liquid can affect its solubility.
 Based on your solubility graphs, determine which substance, “X” or “Y” is a gas and
explain why the trend proves that.
Use Documents A and B.
31
Document A :
PHASES OF MATTER
SOLID
LIQUID
GAS
Document B:
Solubility Data of Substances X and Y in Water at Various Temperatures
Solubility (g/100g H2O)
0 ºC 20 ºC 60 ºC
Substance
1.17
0.88
0.36
X
Y
4.0
8.0
20.0
100 ºC
0
50.0
Solubility Graphs:
PRACTICE
32
B.
Atomic Structure and Bonding
 The ________ is the smallest unit of an element; all matter is composed of atoms
 Atomic structure
The central part of an atom containing protons and neutrons
The positively charged particle in an atom; located in the nucleus
The negatively charged particle in an atom; located outside of the nucleus in orbitals
The neutrally charged particle in an atom; located in the nucleus



A.
B.
C.
D.
protons
neutrons
electrons
nucleus
An atom that has gained or lost an electron is known as a _________. These have positive or
negative charges.
____________ are atoms of the same element with different numbers of neutrons.
The Periodic Table
o Atomic number identifies the element and tells the number of ____________ in an
element.
o Atomic mass is the average mass of one atom of that element in atomic mass units.
o Mass number is the number of protons plus neutrons in the nucleus.
The seven horizontal rows on the periodic table
The vertical columns of the periodic table; each consists of elements with similar
properties; these are also called groups
Elements that are dull in appearance and do not conduct heat; they are located to the
right of the stair step line on the periodic table
a.
b.
c.
d.
e.
family
metalloids
metals
nonmetals
period
Elements that have luster and are good conductors of heat and electricity; they are
located to the left of the stair step line on the periodic table
Elements that have properties of both metals and nonmetals; they are located along
the stair step line on the periodic table
33

Bonding
o Most atoms need 8 valence (outer) electrons to become stable. This is known as the
_________ rule.
o Ionic bonds are chemical bonds that result from the __________ of an electron.
 Ionic compounds contain an ionic bond; these compounds are electrically charged
o Covalent bonds are chemical bonds that results from the __________ of an electron.
 Covalent compounds contain a covalent bond and are also known as __________.

Chemical Formulas are combinations of symbols and subscripts that represent a compound.
Example: 3H20

Periodic Tendencies
Atomic Radii
Radius of an atom
Ionization Energy
Energy required to
remove an electron
What is the trend
across a period?
Decreases
Increases
What is the trend
down a family?
Increases
Decreases
What is it?
Electronegativity
Reactivity
An atom’s ability to The ability of an
attract electrons
atom to bond with
another atom
Increases
Most reactive
metal: Fr
Most reactive
nonmetal: F
Decreases
Metals- increase
Nonmetalsdecrease
34
PRACTICE GATEWAY QUESTION
WHAT ELEMENT IS IT?
revised
Scenario:
A small meteorite has been found in the Arctic. The chemical composition of its compounds has been
analyzed. Some of the results of the analysis for two unknown elements, X and Y, are presented in the Table
in Document C. The general public is concerned about possible danger from the elements in this sample.
Respond to ONE of the following essay topics:
Writing Task Choice #1
Write an article for a science magazine detailing what element is present in the meteorite and what data
supports this conclusion. Then address the public’s concern about the elements in this meteorite.
Include the following:
 Identify one of the two elements found in the meteorite and complete the data table.
 Describe how you identified the element.
 Determine if the public has reason for concern about possible danger and defend your answers.
OR
Writing Task Choice #2
Write a letter to a fellow scientist detailing what elements you believe to be present in the meteorite, how
you arrived at that conclusion, and then address the public’s concern about the element in this meteorite.
Include the following:
 Identify Element X found in the meteorite and complete the data
table. Describe how you identified the element.
 Identify the type of bond created when Element X bonds with Lithium.
 Determine if the public has reason for concern about possible danger and defend your
answers.
35
DOCUMENT A- THE PERIODIC TABLE
36
DOCUMENT B
Table of Values for Atomic Radii and Electronegativity
What Element Is It?
Key
0.152
Group
IA
Group
IIA
Atomic Radius (nm)
Li
Symbol
1
Electronegativity
Group
IIIA
Group
IVA
Group
VA
Group
VIA
Group
VIIA
0.152
0.111
0.088
0.077
0.07
0.066
0.064
Li
Be
B
C
N
O
F
1
1.5
2
2.5
3
3.5
4
0.186
0.16
0.143
0.117
0.11
0.104
0.099
Na
Mg
Al
Si
P
S
Cl
0.9
1.2
1.5
1.8
2.1
2.5
3
0.231
0.197
0.122
0.122
0.121
0.116
0.115
K
Ca
Ga
Ge
As
Se
Br
0.8
1
1.6
1.8
2
2.4
2.8
0.244
0.215
0.162
0.14
0.141
0.137
0.133
Rb
Sr
In
Sn
Sb
Te
I
0.8
1
1.7
1.8
1.9
2.1
2.5
0.262
0.217
0.171
0.175
0.146
0.14
0.14
Cs
Ba
Tl
Pb
Bi
Po
At
0.7
0.9
1.8
1.9
1.9
2
2.2
37
DOCUMENT C
CHARACTERISTICS OF UNKNOWN ELEMENTS
(determined experimentally)
Properties
Element X
Element Y
Electronegativity
3.5
0.9
Atomic Radius
.09 nm
.066 nm
Boiling Point
-183*C
895* C
Freezing Point/ Melting Point
-218*C
97* C
Atomic Mass
23 AMU
16 AMU
Atomic Number
Protons
________
________
________
________
Neutrons
Oxidation Number
________
________
________
________
Document D
CHEMICAL COMPOUNDS
Element X:
Compounds in the meteorite have been found to contain element Y combined with Iron (Fe) in the following
proportions by number of atoms:
1 atom of Fe to 1 atom of Y (1:1 ratio)
2 atoms of Fe to 3 atoms of Y (2:3 ratio)
Element Y:
Compounds from the meteorite contain element X combined with various members of the halogen family
(chlorine, bromine, iodine) in the following proportions by number of atoms:
1 atom of X to 1 atom of a halogen
Document E-GLOSSARY OF TERMS
reflects an atom’s ability to attract electrons in a chemical bond.
distance between the center of the nucleus of an atom and the
outermost electrons.
Oxidation number: indicates the number of electrons involved when the atom forms a
chemical bond.
Isotope:
the same element (constant proton number) but with different masses (neutron
number)
Electronegativity:
Atomic radius:
38
Practice
39
D. Chemical Reactions
 A physical change occurs when there is a change in the ____________ property of a substance. This
type of change does not change the original substance into something else. Includes:
 Dissolving
 Melting
 Freezing
o Examples

A chemical change occurs when there is a _____________ of atoms that makes or breaks chemical
bonds. This forms a different substance. Includes:
 Combustion
 Fermentation
 Electrolysis
 Rusting/ oxidation
 Tarnishing
o Examples

A chemical reaction is the process by which the atoms of one or more substances are ____________
to form different substances.
o Reactants yield product(s).
o A ___________ is a substance that can speed up the rate of a chemical reaction by lowering
the activation energy but is not itself consumed in the reaction.
o A chemical equation is a statement using chemical formulas to describe the identities and
relative amounts of the reactants and products involved in the chemical reaction.
 Remember the Law of Conservation of Matter: matter is neither ____________ nor
______________. Chemical equations should be balanced.
o Chemical reactions always involve a change in energy. But remember that energy is neither
created nor destroyed.
 Chemical reactions in which energy is absorbed are ______________. Energy is
required for the reaction to occur.
 Chemical reactions in which energy is released are _______________. The energy
that is released was originally stored in the chemical bonds of the reactants. Often the
heat give off causes the product(s) to feel hot.
o Examples of types of reactions
 Synthesis- two or more simple substances combine to form a more complex substance

reactant + reactant -------> product
Decomposition- a more complex substance breaks down into its more simple parts

reactant -------> product + product
Single displacement reaction- a single uncombined element replaces another in a
compound

reactant + reactant ---------> product + product
Double displacement reaction- parts of two reactions switch places to form two new
compounds
reactant + reactant ---------> product + product
40
PRACTICE GATEWAY QUESTION
CHEMICAL REACTIONS
Scenario:
A teacher planned to have her students perform an experiment on chemical reactions in chemistry class.
Before proceeding, the teacher gave her students a series of tables to help them prepare for the experiment.
Since the teacher had an emergency doctor’s appointment the day of the lab, it was important that the
students and substitute teacher know as much as possible about the reaction they would perform.
Respond to ONE of the following essay topics:
Writing Task Choice #1
As a student, write a pre-lab report on what you anticipate will happen when you perform this
experiment.
Be sure you include the following in your report:
 Write the complete balanced equation for this reaction, identifying the type of reaction and
explaining the balancing process.
 Determine if a precipitate will form. Explain how you arrived at these results.
 Describe the precautions you would take in order to complete this reaction safely.
OR
Writing Task Choice #2
As the teacher, write an email or letter to prepare the substitute teacher so he or she will know how to
safely conduct the experiment.
Be sure to include the following in the letter:



Using the chemicals mentioned in Document A, explain the Law of Conservation of Matter.
Using the Activity Series in Document B, explain why the reaction occurs.
Explain what the substitute teacher should observe after the reaction is complete.
41
Document A – The Reactants
Zinc metal reacts when placed in a Copper (II) Sulfate solution
Document B – Activity Series
Li K Ba Sr Ca Na Mg Al Mn Zn Cr Fe Cd Co Ni Sn Pb *H Sb As Bi Cu Ag Pd Hg Pt Au
Most Reactive
Least Reactive
Document C – Solubility Table
Cu Fe Fe Pb
Al NH4 Ba Ca
Zn
Li Mg K Ag Na Sr
(II) (II) (III) (II)
(II)
Acetate
S
S
S S
S
S
S
S S
S S sS S S S
Bromide
S
S
S S
S
S
S
-
S S I
Carbonate -
S
I
I
-
I
-
I sS I S I
S I
S
S S S
I
Chlorate
S
S
S S
S
S
S
-
S
S S S
S S S
Chloride
S
S
S S
S
S
S
I
S
S
I
S S S
Hydroxide I
S
S S
I
I
I
I S -
S S I
sS S
I
Iodide
S
S
S S
S
S
S
-
S
S S I
S S S
Nitrate
S
S
S S
S
S
S
S S
S S S
S S S
Oxide
I
-
sS sS I
I
I
-
S
I S I
S S I
Perchlorate S
S
S S
S
S
S
-
S
S S S
S S S
Phosphate I
S
I
I
I
I
I sS I S I
I
S I
I
Sulfate
S
S
I sS S
S
sS
I
S
S S sS S I S
Sulfide
d
S
d
I
d
I
S
d S I
I
I
S I
I
Practice
42
C. Radioactivity and Chemical Spills
 Radioactivity is the process in which some substances spontaneously emit radiation, which are the
_____________ rays and _________ and _________ particles that are emitted by radioactive
materials.
o Why do radioactive atoms emit radiation? Because their nuclei are ________________.
 What is the primary factor in determining an atom’s stability? Its ratio of _________
to ___________
o Types of Radiation
 Alpha radiation- deflected toward the negatively charged plate
 Beta radiation- deflected toward the positively charged plate
 Gamma rays- high-energy radiation that possess no mass and no electrical charge; not
deflected by electric or magnetic fields
43
PRACTICE GATEWAY QUESTION
CHATTAHOOCHEE RIVER
Scenario:
You are working at the EPA lab in Athens, Georgia. Your current job is to analyze water samples from
various locations sent to you by field agents along the Chattahoochee River. After this task is complete, you
have to use a map of the developments along the river, and try to predict the sources of the pollution in order
to carry out more refined sampling. Sample # 6279 contains a brownish water sample. When you turn the
sample bottle over, you notice that it separates into 3 layers: a yellowish, viscous layer on top, a precipitate,
and a muddy layer on the bottom. When you uncap the sample, you notice two distinct smells: decay and
hydrocarbons.
Respond to ONE of the following essay topics:
Task 1
Given the information, answer the following questions in a report to your supervisor:



Describe the methods you could use to separate the materials within the sample.
Which commercial properties are the logical sources of the observed pollutants, and why?
Describe a method for confirming the source or sources of the observed pollutants.
OR
Task 2
Write a letter to the businesses along the river explaining your findings:



Describe the methods you used to separate the materials within the sample.
Define density and explain how the densities of the three layers are different.
Determine the method for eliminating the odors coming off the river.
44
Document A- Location of Water Samples
Document B- Business Descriptions
Business
Battery Factory
Gasoline Station
Port-a-Potty Business
Country Club
MacDougal’s Restaurant
Business Description
Uses heavy metals to make batteries
Has underground gasoline tanks
Carries and maintains toilets around Atlanta
Grows grass and maintains golf course
Serves massive amounts of deep fried foods
Document C- Density Formula
Density = mass/volume
Practice
45
D. Solutions and Concentrations
 Solutions are _________________ mixtures of two or more substances.
o Solutions are composed of two parts:
 The _____________ does the dissolving.
 The _____________ is dissolved.

Solubility is the amount of solute that will ___________ in a given amount of solvent at a given
temperature
Cause
Effect on gases
Effect on solids and liquids
Temperature change
Decrease in temperature increases Increase in temperature increases
solubility of gases
solubility of solids and liquids
Pressure
Increase in pressure will allow
Increase in pressure does not
more gas to be dissolved in a
affect the solubility of solids or
liquid
liquids

There are three types of solutions:
o In an ___________ solution, more solute can be added at a certain temperature and still
dissolve.
o In a ____________ solution, the maximum amount of solute at a given temperature is able to
dissolve (if more solute is added, it will settle out).
o In a ____________ solution, more solute has been added than the solvent can typically hold at
a certain temperature because the solution was heated up and then allowed to cool slowly. A
supersaturated solution contains more solute than it would if the dissolved solute were in
equilibrium with the undissolved solute.
46
PRACTICE GATEWAY QUESTION
SOLUTIONS
Scenario:
You are a science teacher. It's nearing Mother's Day, and you decide the making of snowglobes would be a
great way to teach some important scientific principles. You've had your students make these gifts
personalized for their mothers.
Respond to one of the following essay topics.
Writing Task Choice #1
Write an article for a Science Teachers magazine about the use of snowglobes in the science classroom.
Make sure the article is both accurate and persuasive.
In your article, be sure to do the following:
 Using Alum in Document A, graph the solubility of the substance and be sure to label your graph.
 Explain the concepts of solute, solvent and saturation as it relates to your snowglobe.
 Using a polar solvent, state specifically which solvent and solute combination would be the best
choice for your snowglobe and defend your selection.
OR
Writing Task Choice #2
Write a letter to a friend of yours who teaches science in another state, explaining this unique project to him.
In your letter, be sure to do the following:



Using baking soda, graph the solubility of the substance and be sure to label your graph.
After explaining the concepts of saturated, unsaturated and supersaturated, determine which term
would apply if 10 grams of baking soda dissolved in 100 ml of water at 40oC.
Using a nonpolar solvent, state specifically which solvent and solute combination would be the best
choice for your snowglobe and defend your selection.
47
Document A- Solubility of solute in grams per 100 mL of WATER
Substance
Baking soda
(sodium bicarbonate)
Pickling salt
(sodium chloride)
Naphthalene
Alum
(aluminum potassium
sulfate heptahydrate)
0C
10 C
20 C
30 C
40C
50 C
Description
6.9
8.15
9.6
11.1
12.7
14.4
White, powdery
35.7
35.8
36.0
36.3
36.6
37.0
0
0
0
0
0
0
5.7
8.5
12.0
18.5
25.0
36.8
Large white
crystals
Flaky white
crystals
Large white
flakes
Document B- Simple solubility rules
Most salts of Na+ and K+ are soluble in water.
Most salts of Mg2+ and Al3+ are soluble in water.
Most carbonates are soluble in water
Most sulfates are soluble in water
Naphthalene is insoluble in water
Sulfates are soluble in water
Document C- Some common solvents
Solvent
Water
Baby oil
Alcohol
Syrup
Description
Clear, polar liquid
Clear, nonpolar thick liquid
Clear, slightly polar liquid
Brown, polar liquid very thick
Practice
48
E. Acids and Bases
 High concentrations of H+ ions indicate an _____________ solution.
 High concentrations of OH- ions indicated a ____________ (or alkaline) solution.
 Equal concentrations of H+ and OH- ions in the same solution indicates a ______________ solution.
 pH is the measure of hydronium ion concentration in a solution.


Characteristics of acids and bases
Acids
Taste
pH
Formula Often begins with H (ex. HCl, H2SO4)
Weak acids often an ingredient in foods
Uses
Bases
Often ends with OH (ex. NaOH)
Often used in cleaning products
Acid rain is rain that is more acidic than normal rain due to the addition of _________________.
Acid rain has a pH less than _____. The precursors of acid rain formation can result from both
natural sources (such as volcanoes and decaying vegetation) and man-made sources (primarily
emissions of sulfur dioxide and nitrogen oxide resulting from the burning of fossil fuels.
o Acid rain can
 Cause acidification of lakes and stream
 Contribute to damage of trees and many sensitive forest soils, thereby destroying
habitats which ultimately affect other species
 Speed up the decay of building materials and pains
49
PRACTICE GATEWAY QUESTION
PRODUCE PICKLE!
Scenario:
Biff and Muffy have decided to spend time gardening for both flowers and produce. When Biff sits
down with the Burpee’s seed catalog, he realizes that knowing the pH of soil is vitally important in
determining which flowers and produce to order, as well as how to prepare a garden before planting.
Respond to ONE of the following essay topics.
Task 1
Prepare a complete explanation answering the following questions for your partner:



Describe the properties of acids and bases, and how they can affect materials and equipment
that you might use in gardening.
Discuss pH, and explain how you can measure the pH of the soil in your garden.
Defend your reasoning in deciding on the types of plants you would select to plant in your
garden.
OR
Task 2
Prepare an information sheet that will be handed out at a local garden center to help new gardeners.
Make sure you include the following:



Describe the properties of acids and bases, and how they can affect materials and equipment
you might use in gardening.
Discuss pH, and explain how you can measure the pH of the soil in your garden
Explain the process you would use in adjusting the pH of your soil to meet the needs of the
plants you decide to grow.
50
Document A
There are several common chemicals that can adjust soil pH. Calcium oxide and calcium hydroxide are
found in lime, while pure sulfur or aluminum sulfate dissolved in water can change pH in the opposite way.
Document B- Ideal Soil pH Values for Various Plants
Vegetables:
Artichoke 6.5-7.5
Asparagus 7.0 – 8.0
Flowers:
Azalea 4.5 – 6.0
Crocus 7.0 - 8.0
Beans 6.0 - 7.0
Cauliflower 5.5 - 7.5
Corn 6.0 – 7.0
Potato 4.5 – 5.5
Potato- Sweet 5.5 - 6.0
Watermelon 5.5 - 6.5
Daffodil 6.0 - 6.5
Day Lily 6.0 - 8.0
Holly 5.0 - 6.5
Iris 5.0 - 6.5
Pansy 5.5 - 7.0
Zinnia 5.5 - 7.5
Document C
Document D
Bromphenol blue 3.0-4.6
Methyl red 4.4-6.2
Bromcresol purple 5.2-6.8
Phenol red 6.4-8.0
Thymol blue 8.0-9.6
Phenolphthalein 8.0-10.0
Practice
51
52