Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-B3 understanding that an atom’s electron configuration,
particular that of the outermost electrons determines
the chemical properties of that atom
Lesson
27.1
Introduction to Students:
The chemical property of an element is a description of a substance’s ability to participate in a
chemical reaction. Some elements react very easily with other elements, while some elements will
not react with certain other elements. The elements listed in the Periodic Table of Elements are
grouped by their similar chemical properties. For example, hydrogen will react violently with
oxygen, but hydrogen will not react with sodium.
1. The chemical properties of an element are determined by its
A. atomic mass.
B. proton number.
C. electron arrangement.
D. atomic size.
If you answered A, B, or D, your answer was incorrect. Let's talk about why.
A. The atomic mass is determined by the sum of the masses of the protons and neutrons in
the nucleus of the atom.
B. The proton number is the number of protons in the nucleus of the atom and
determines the identity of the element.
D. The atomic size is determined by the number of energy levels filled by electrons in the
atom.
C. Correct. The electron arrangement or configuration in the atom determines the
atom’s ability to participate in a chemical reaction. This ability of an atom to
participate in a chemical reaction depends on the number of electrons in the
outermost energy level of the atom. The outermost level will hold 1 to 8 electrons, with
8 electrons filling the level and thus making the atom stable. The number of electrons
in the outermost level also helps determine whether the atom will attract or release
electrons easily and how many electrons will be released or attracted.
Follow-up:
1. Look at the chart below that shows electron arrangements for several atoms. Which of the
atoms have similar electrons arrangements?
“Electron Configuration.” 29 July 2004 <http://www.chem.purdue.edu/chm125/pproblems/e3115f97.gif)>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
2. Observe the electron configuration (picture) for each atom of the third energy level
(Period 3) of the Periodic Table of Elements, and compare the number of electrons in the
outermost level.
“Period 3, Periodic Table of Elements.” 29 July 2004
<http://www.schoolresult.com/chemistry/classification>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-C7 using the kinetic theory to describe the behavior of
atoms and molecules during phase changes and to
describe the behavior of matter in its different phases
Lesson
27.2
Introduction to Students:
Gases are described as matter particles that move rapidly and fully occupy their container.
Gases do not have a definite shape or definite volume. This question involves the result of one of
the gas properties.
2.
Some air was pumped out of a closed can, and the can collapsed. Which of the following
best explains why this happened?
A. Air molecules inside the can condensed.
B. Pumping out the air molecules weakened the can.
C. Pumping air out of the can made the can hotter and caused it to collapse.
D. Pumping air out of the can created a large difference between the pressures inside and
outside the can.
If you answered A, B, or C, your answer was incorrect. Let's talk about why.
A. Removing air molecules from the can would reduce the pressure inside the can but
the temperature would remain almost the same. Condensation would require a
decrease in temperature or increase in pressure.
B. Removing air molecules from the can would not affect the strength of the can.
C. Pumping air out of the can would reduce the number of air molecules inside the
can and reduce the pressure but not increase the temperature.
D. Correct. A number of the moving air molecules inside the can collide with the
sides of the can each second. This continuous collision of air molecules exerts an
outward force on the walls of the can that results in creating pressure on the can
walls. The air molecules on the outside of the can also exert pressure. As long as
the two pressures are equal, the can walls remain stable. However, when air
molecules are removed from the inside of the can, the inside pressure decreases
and the outside pressure is greater. When the pressure difference becomes large,
the pressure of the outside air molecules pushes the walls and the can collapses.
Follow-up:
1. Hold a paper bag or plastic bag over your mouth but do not breathe through your mouth.
Notice the sides of the bag. Now, breath in through the mouth, inhaling the air molecules in
the bag. Notice the bag’s movement.
2. Draw a picture of the pressure balance in blowing-up a balloon.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-D4 analyzing the factors that affect the rate and
equilibrium of a chemical reaction
Lesson
28.1
Introduction to Students:
For a chemical reaction to occur, the reactant molecules must separate and collide with each other
to form the products. There are several factors that can increase the rate of these collisions and
thereby make the reaction occur faster. Consider the following question regarding reaction rate.
1. Given the reaction:
Mg(s) + 2HCl(aq)→ MgCl2(aq) + H2(g)
The reaction occurs more rapidly when a 10-gram sample of Mg is powdered, rather than solid.
This is because, compared to the solid piece, the powdered Mg has more
A.
B.
C.
D.
surface area.
mass.
potential energy.
volume.
If you answered B, C, or D your answer was incorrect. Let's talk about why.
B. The powdered Mg has the same mass as the solid piece of Mg.
C. The potential energy of powdered Mg and solid Mg is the same.
D. Although turning the solid Mg into powdered Mg may result in a smaller volume, this
will not affect the reaction.
A. Correct. Reactions take place at the surface of solids. By increasing the amount of
surface area by powdering the Mg, there are more surfaces for the reaction to occur
resulting in an increase in the reaction rate.
Follow-up:
1. How would each of the following factors affect the rate of a reaction?
1. Surface area
2. Temperature
3. Stirring
4. Presence of a catalyst
5. Removing the product as is formed.
2. Take a sugar cube and measure each side to find the total surface area. Next mark off on a
piece of graph paper the area determined from the sugar cube. Now grind the sugar cube
into a powder and spread on the graph paper as thin a layer as possible. Observe how the
sugar now easily covers the area and more.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-B2 comparing and contrasting mitosis and meiosis
Lesson
28.2
Introduction to Students:
Mitosis and meiosis are both a type of cell division. Mitosis provides cells for growth, cell
replacement, and asexual reproduction. Meiosis produces cells for sexual reproduction. Mitosis
maintains the chromosome number while meiosis reduces the chromosome number by half.
2.
Which of the following events occurs in meiosis but not in mitosis?
A.
pairing up of homologous chromosomes
B.
duplication of chromosomes before division
C.
separation of chromosomes into two cells
D.
separation of chromosomes into chromotids
If you answered B, C, or D your answer was incorrect. Let's talk about why.
B. Both mitosis and meiosis must duplicate chromosomes before cell division can
occur to pass on a set of chromosomes to the daughter cells.
C. Both mitosis and meiosis must separate the chromosomes into the daughter cells in
order for each daughter cell to have a set of chromosomes.
D. Both mitosis and meiosis must separate chromotids after duplication.
A. Correct. Meiosis consists of two stages: Meiosis I and Meiosis II. The pairing up
of homologous chromosomes occurs in the meiosis I stage of cell division where the
chromosome number remains diploid. Meiosis I stage does not occur in mitosis.
Follow-up:
Compare mitosis and meiosis features in the chart below.
MITOSIS
1. Occurs in somatic cells.
2. Consists of only one nuclear division.
3. Cytokinesis takes place only once.
4. Involves division of chromosomes.
5. Dividing cells can be haploid or
diploid.
6. Does not involve either pairing of
homologous chromosomes or crossing
over.
MEIOSIS
1. Occurs in reproductive cells.
2. Consists of two nuclear divisions MI and M-II.
3. May take place only once
(simultaneous type) or twice
(successive type).
4. Involves separation of homologous
chromosomes in M-I and division of
chromosomes in M-II
5. Dividing cells are diploid.
6. Pairing of homologous chromosomes
and crossing over occur during
Prophase-I.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
7. Two daughter cells are formed.
8. Number of chromosomes present in
the mother cell is maintained in both the
daughter cells. Therefore it is an
equational division.
9. Original characters of the
chromosomes are maintained in the
daughter cells.
10. Daughter cells are similar to each
other and also to the original mother cell.
11. Helps in growth and body repairs.
7. Four daughter cells are formed.
8. Diploid number of chromosomes is
reduced to haploid in each daughter
cell. Therefore it is a reduction
division.
9. Chromosomal characters are altered
due to "crossing over" causing
recombination of genes.
10. Daughter cells differ from each
other as well as from the original
mother cell.
11. Helps in the sexual reproduction
and regulation of chromosome number
in the life cycle of sexually reproducing
organism.
“PinkMonkey.com Study Guides, 6.4.” Pink Monkey.com. 29 July 2004
<http://www.pinkmonkey.com/studyguides/subjects/biology-edited/chap6/b0606401.asp>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
Lesson
ESS-H-A6 describing the energy transfer from the sun to the
earth and its atmosphere as it relates to the
development of weather and climate patterns
29.1
Introduction to Students:
Weather and climate patterns develop because of the transfer of energy from the sun to Earth
and its atmosphere. There is a dynamic relationship in the transfer of this energy between land
and air that determines the weather and climate.
1.
It gets hotter in the summer and colder in the winter in the middle of a continent than it
does near an ocean. Which statement best explains this observation?
A.
It rains more in the middle of a continent.
B.
Land warms up and cools off faster than water.
C.
Land has hills, so it traps more air.
D.
Water reflects more heat in the summer than in the winter
If you answered A, C, or D your answer was incorrect. Let's talk about why.
A. There is more rain near the ocean shores than in the middle of the continent.
C. Hills are not tall enough to trap sufficient air to cause this kind of condition.
D. If water reflected heat in the summer, it would be cooler. Water absorbs heat.
B. Correct. Water has one of the highest heat capacities of all known substances and
thus absorbs a tremendous amount of heat energy from solar radiation (the Sun).
Water and water vapor absorb, transport, and redistribute the heat energy from
the sun. During the summer, hot, moist air (from the south) releases its water as it
moves across the hot land as rain nears the ocean coasts and the hot dry air
continues to the middle of the continent. During the winter, the cold dry air (from
the north) continues to the middle of the continent. Without the water to absorb
and transport heat, the middle of the continent gets cooler.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
SE-H-C1 evaluating the dynamic interaction of land, water, and air
and its relationship to living things in maintaining a
healthy environment
29.2
Introduction to Students:
Living things depend on a healthy environment to furnish their basic needs to live. When their
environment is changed and their basic needs are no longer met, their population declines.
Consider the following question about a change in population of living things in a region.
2.
A wetland area was drained for development. Over the next two years, the toad population
slowly decreased. The best possible explanation for this change is that
A.
the toads relied on the water for most of their food.
B.
the toads moved into nearby woods or other isolated areas.
C.
the toads died because they could not live long out of water.
D.
the toads could not reproduce in the same numbers without nearby water.
If you answered A, B, or C, your answer was incorrect. Let's talk about why.
A.
If this were true, the toad population would have dropped immediately, not
over a period of two years. They could not survive very long without food.
B.
If this were true, the toads would have moved to the same kind of environment
they need to survive. Nearby woods and other isolated areas are not the same
environments.
C.
If this were true, the toad population would have declined immediately, not
over a period of two years.
D.
Correct. Toads need an aquatic environment to reproduce. They lay their
eggs in water, and the tadpoles begin their lives in water. Without the
wetlands, the toads would have been unable to reproduce in the same numbers
as before the area was drained.
Follow-up:
1. Living things have basic needs to survive, reproduce, and maintain their population. List the
basic needs for all living things.
2. Make a list of what a healthy environment would look like for a rabbit.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
SI-H-B2 communicating that scientists conduct investigations for
a variety of reasons, such as exploration of new areas,
discovery of new aspects of the natural world,
confirmation of prior investigations, evaluation of
current theories, and comparison of models and theories
30.1
Introduction to Students:
Scientists conduct investigations for many reasons, such as monitoring our environment, and often
organize their findings into graphs. Graphs provide much information as a “picture.” This
informational “picture” then must be interpreted according to prior models or theories. Consider
the following graphs for interpretation.
Use the graphs below to answer question 1.
1.
Which is the best interpretation that can be made from the graphs about the changes in
temperature and carbon dioxide levels between 1870 and 1955?
A.
The amount of carbon dioxide steadily increased, and the temperature showed an
overall increase.
B.
The amount of carbon dioxide steadily increased, and the temperature also steadily
increased.
C.
The amount of carbon dioxide steadily decreased, and the temperature showed an
overall decrease.
D.
The amount of carbon dioxide steadily increased, causing decreasing changes in
temperature.
If you answered B, C, or D your answer was incorrect. Let's talk about why.
B.
If this were true, the graph line would be a smooth line. Here, the temperature
fluctuated greatly at some points over the time period shown.
C.
If this were true, both graph lines would overall rise to the right. Here, neither
the amount of carbon dioxide nor the temperature showed overall decreases
over the time period.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
D.
The increase in the amount of carbon dioxide has had this effect. However, the
steadily increasing carbon dioxide has not been followed by the steadily
increase in temperature.
A.
Correct. The graphs illustrate the trend of global warming. As the
concentration of carbon dioxide in the atmosphere has increased over time,
overall temperatures have also continued to rise. The overall increase in
temperature does not show a steady rise.
Follow-up:
1. Read the following excerpt about the trend of global warming and compare the different
models of the argument.
Greenhouse Effect. The greenhouse effect is a process by which certain gases in a planet's
atmosphere give it a higher temperature than the planet would have otherwise.
Global Warming Hypothesis. The global warming hypothesis states that the increase in
atmospheric carbon dioxide (caused by mankind) will increase the greenhouse effect, significantly
raising global temperatures and having disastrous consequences. Supporters of this hypothesis
argue:
• Ground-based measurements show that average global temperature is 0.5° C higher than a
century ago.
• Computer models predict increases in global temperature between 1° and 8° C by 2100,
resulting from assumed increases in atmospheric carbon dioxide.
• This is predicted to have various effects including sea level rise, more disease and famine
in many areas, extinction of plant and animal species, and more adverse weather.
Some people go on to argue that we need to take drastic action to avoid these predicted
consequences of catastrophic increases in temperature. Specifically, they propose drastic limits on
energy consumption.
Problems with the Hypothesis. The global warming hypothesis is not scientifically verified.
Critics of the hypothesis argue:
• About 60% of the temperature increase mentioned above occurred before 1940, but only
33% of the increase in carbon dioxide concentration had occurred by then. This indicates
that increased carbon dioxide was not the cause of the temperature increase.
• The observed temperature rise is not accelerating: temperatures increased from 1880 to
1940, dropped slightly from 1940 to 1980, and have by some reports increased since then.
• The reported increase since 1980 is not confirmed by satellites or air-borne measurements
and may result from weather stations being close to urban areas. In fact, there is specific
evidence that the reports of higher temperatures since 1980 by some sources reflect
dishonest science.
• Changes in global temperature are better correlated with changes in solar activity. Solar
magnetic flux shows trends similar to that for temperatures from 1880 to the present.
• Observations contradict the computer model predictions, indicating that the computer
models are significantly exaggerating any potential warming. Also, the computer models
are predicting smaller temperature increases than they did ten years ago, as they have
become more sophisticated.
• The various predicted disastrous results of a temperature increase are doubtful, with
different studies often making opposite predictions. Historically, however, civilizations
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
have prospered in times of warmer climate. Various studies also indicate that plant life is
prospering from the increased carbon dioxide levels.
These critics point out that we have not scientifically verified that mankind is causing a measurable
increase in global temperatures. They say we should therefore wait for more evidence before we
take actions that will cause immediate harm to people.
Johnston, Wm. Robert. “Global Warming.” 21 July 2004
<http://www.johnstonsarchive.net/environment/wrjp365g.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-C1 distinguishing among elements, compounds, and/or
mixtures
Lesson
30.2
Introduction to Students:
Matter can be classified as an element, mixture, or compound depending on the chemical and
physical properties of the sample of the substance. Separation is a common criteria used to
make the distinction as each classification has a different result. Consider the following
situation.
2.
A yellowish, cloudy liquid is poured through a filter into a beaker. A yellow solid remains
in the filter, and a clear, colorless liquid appears in the beaker. Which of the following
conclusions is valid?
A.
The yellowish, cloudy liquid was probably a compound.
B.
The yellowish, cloudy liquid was probably a mixture.
C.
The yellow solid and clear liquid are probably both elements.
D.
Neither the yellow solid nor the clear liquid is a compound.
If you answered A, C, or D your answer was incorrect. Let's talk about why.
A.
Compounds are not separated into pure substances by physical means.
Compounds are usually separated by chemical means.
C.
Most elements are not easily separated from each other and require a chemical
means to separate.
D.
Either the yellow solid or the clear liquid may be a compound.
B.
Correct. Mixtures can be physically separated into component substances by
using a physical property in which they differ. These substances can be either
compounds or elements. Compounds and elements are usually separated by
chemical means.
Follow-up:
1. Review the classification scheme of matter as shown in the chart below.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
“All Matter.” 29 July 2004
<http://cwx.prenhall.com/bookbind/pubbooks/hillchem3/medialib/media_portfolio/text_images
/CH01/FG01_03.JPG>
2. In a beaker, place 1 teaspoon of iron dust, 1 teaspoon of sugar, and water to cover. How would
you separate this combination into its component parts?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-B2 describing the transmission of traits from parent to
offspring and the influence of environmental factors on
gene expression
Lesson
31.1
Introduction to Students:
The traits of living things are passed from parents to offspring. The expression of these traits
depend on whether the genes for these traits are recessive or dominant; however, there are other
factors that can influence the expression of traits. Consider the following question.
1.
The information in the graph below was collected from an experiment on fruit flies that were
all homozygous recessive for shriveled wings. What is the best interpretation of the observed
result?
A. Environmental factors affect gene expression.
B. Longer wings are produced at higher temperatures.
C. Longer wings are produced at lower temperatures.
D. Environmental change always produces recessive genes.
If you answered B, C, or D your answer was incorrect. Let's talk about why.
B. Although the wing length does appear to be correlated to temperature, there is a point
at which the wing length decreases with an increase in temperature.
C. Longer wing lengths appear to be correlated (to a point) to an increase in
temperature, not a decrease.
D. While this statement may be true for this particular experiment, we cannot make
general conclusion that this is always true.
A. Correct. In the experiment, the fruit flies had recessive genes for shriveled, or
shorter, wings. The environmental factor of temperature was a variable in the
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
experiment. The length of the wings correlated to the rise in temperature up to 350 C,
but the wing lengths leveled off and then began to shorten again. At lower
temperatures and at temperatures above 350 C, the recessive genes were expressed
more frequently. This shows that environmental factors can have an effect of the way
in which genes are expressed.
Follow-up:
1. Using the information in the graph above, draw the graph for a constant temperature.
2. List other environmental factors (besides temperature) that could influence the expression of
traits.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-F3
recognizing that behavior is the response of an
organism to internal changes and/or external stimuli
Lesson
31.2
Introduction to Students:
Living organisms respond to internal changes and/or external stimuli. The growth of a plant, for
example, is affected by the internal genetic makeup and the external environmental stimuli such as
temperature, availability of nutrients, and several other factors.
Use the picture below to answer question 2.
2.
If the plant pictured above were tipped on its side and left in place for a month, what would
it look like?
A.
B.
C.
D.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
If you answered A, C, or D your answer was incorrect. Let's talk about why.
A. This picture does not correctly show what the roots would look like after a month.
The leaves are growing toward the sunlight but the roots are not growing towards
the earth.
C. This picture does not show correctly what the roots look like after a month. The
leaves are growing toward the sunlight but the roots are not growing towards the
earth.
D. This picture does not show correctly what the roots look like after a month. The
leaves are not growing toward the sunlight and the roots are not growing towards
the earth.
B. Correct. If the plant pictured were tipped on its side and left in place for a month,
it would look like picture B. Gravity would cause the roots of the plant to grow
downwards, toward the earth (geotropism). The plant’s leaves would seek out the
sunlight, and tend to grow toward it (phototropism), even if the stem were lying
sideways.
Follow-up:
1. What would the plant look like if the pot were placed upside down?
2. What would the plant look like if it were placed aboard a space station with no gravity?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-D1
illustrating the biogeochemical cycles and
explaining their importance
Lesson
32.1
Introduction to Students:
The biogeochemical cycle is natural process that cycles nutrients in various chemical forms from
the environment, to organisms, and then back to the environment. All non-living and living things
have a place in the process. Consider the following question involving this process.
1.
If all bacteria were to suddenly disappear from the surface of Earth, one consequence might
be that
A. all diseases would disappear.
B. the number of viruses would increase.
C. organic waste would increase.
D. no major changes would be noted.
If you answered A, B, or D, your answer was incorrect. Let's talk about why.
A. Bacteria are not the only cause of diseases.
B. The loss of all bacteria would not necessarily lead to an increase in the number of
viruses.
D. Though bacteria are microscopic, they have a great affect on life on Earth.
C. Correct. If all bacteria were to suddenly disappear from the surface of Earth, one
consequence might be that organic waste would increase. Though some bacteria can
be harmful, many other types of bacteria are helpful. One way in which bacteria help
life on our planet is by decomposing dead plants and animals. Bacteria turn this
matter into useful nutrients that enrich the soil.
Follow-up:
1. Bacteria are part of the food web of life that recycles nutrients in the environment.
Consider the following diagram. Find where bacteria fit into the food web.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
What is decomposition?
Decomposition is the natural process of dead animal or plant tissue being rotted or broken
down. This process is carried out by invertebrates, fungi and bacteria. The result of
decomposition is that the building blocks required for life can be recycled.
“A food web that shows the energy transformations in an ecosystem looks like this2:
As you can see from this picture, food webs, with all their dependencies, can be very complex, but
somehow nature balances things out so that food webs last a long time. Many species share the
same habitat, their populations survive for many years, and they all live happily together.”
Arcytech.org. “Food Web.” 2002. 29 July 2004
<http://www.arcytech.org/java/population/facts_foodchain.html>
Bacteria have the role of decomposing dead plants and animals and returning their nutrients back
to the soil, as shown in the photograph of a decomposing rabbit below.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
LEFT: The body of a dead rabbit
after several weeks of
decomposition. Most of the flesh
has been eaten by beetles, beetle
larvae, fly maggots, carnivorous
slugs, and bacteria. The outline of
the skeleton is starting to appear.
All living organisms on earth will eventually die. Many plants naturally complete their life cycle
and die within a year, but even the longer-lived plants such as trees have a limited natural life span.
Nearly all animals in nature will succumb to disease, being killed or being eaten, it is very rare for
any to make it to old age. If every organism that died did not decay and rot away, the earth's surface
would soon be covered in a deep layer of dead bodies that would remain intact indefinitely. A
similar situation would arise if animal and plant wastes never rotted away. Fortunately this does not
happen because dead organisms and animal wastes become food or a habitat for some other
organisms to live on. Scavenging animals such as foxes or crows will eat some dead animals.
Those which are not eaten by larger animals are quickly decomposed or broken down into their
constituent chemicals by a host of creatures including beetles and their larva, flies, maggots and
worms as well as bacteria, moulds, and fungi. Collectively these are known as decomposers. The
lives of many of these organisms depend on the death of others.
During the process of decomposition, the decomposers provide food for themselves by extracting
chemicals from the dead bodies or organic wastes; using these to produce energy. The decomposers
will then produce waste of their own. In turn, this will also decompose, eventually returning
nutrients to the soil. These nutrients are then taken up by the roots of living plants enabling them to
grow and develop.The results are that organic material is naturally recycled. Virtually nothing goes
to waste in nature. When an animal dies and decomposes, usually only the bones remain, but even
these will decompose over a much longer period of time.
“What Is Decomposition?” 29 July 2004
<http://www.offwell.free-online.co.uk/decompos.htm>
What contributes to decomposition besides the bacteria?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-D3 investigating population dynamics
Lesson
32.2
Introduction to Students:
The ecological balance of an ecosystem in an area depends on many things. The introduction or
removal of a member of the ecosystem may cause the ecological balance to change. Consider the
following situation.
2. After a new species of fish is released in a lake, which would be least likely to disrupt the
ecological balance in the lake environment?
A.
the new fish eating other species of fish in the lake
B.
the new fish become a popular food for other fish in the lake
C.
the new fish competing for food eaten by the other species of fish in the lake
D.
the new fish dying in the strange environment and then decaying
If you answered A, B, or C, your answer was incorrect. Let's talk about why.
A.
This effect would cause a disruption in the ecological balance of the lake. Certain
fish would decrease in numbers.
B.
This effect would cause a disruption in the ecological balance of the lake. Certain
fish was being eaten less and thus increase their numbers.
C.
This effect would cause a disruption in the ecological balance of the lake. The food
supply would decrease.
D.
Correct. After a new species of fish is released in a lake, the new fish dying in the
strange environment and then decaying would be least likely to disrupt the
ecological balance in the lake environment. Though this would disrupt the
ecological balance somewhat, it would not be as noticeable as if the fish were to
survive and end up changing the food web in the lake.
Follow-up:
1. The classic example of introducing a new animal into a region is the introduction of the rabbit
into Australia. The rabbit did not have any natural predators to feed on them. Their
population increased without any limits except disease. They increased into such numbers that
they ate the vegetation needed to feed other animals. Consider what would happen if an
animal that feeds on dogs and has no natural predators would be introduced in your region.
2. Suppose that all girls were to be removed from your state and sent to another state. What do
you think would be the effect on the local population?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
PS-H-D2
Content Standard
comparing, contrasting, and measuring the pH of acids
and bases using a variety of indicators
Lesson
33.1
Introduction to Students:
Chemical substances may be classified according to their characteristics such as smell, taste, color,
texture, chemical reactions, as well as many other properties. Consider the following question.
1.
Lemons and vinegar have a sour taste. This taste is characteristic of what kind of chemical
substances?
If you answered acid or acids, your answer was correct. Let's talk about why.
The sour taste of lemons and vinegar is characteristic of acids.
The properties of acids include the following:
• Taste sour (but don't taste them!!)
• Their water solutions conduct electrical current (electrolytes)
• The react with bases to form salts and water
• Turns blue litmus paper to red
• pH is less than 7
• Reacts with metals
+
• Is a hydrogen ion (H ) donor
Some common examples of acids are vinegar (5% acetic acid), citric acid (found in citrus
vegetables and fruits), muriatic acid (hydrochloric acid), carbonic acid (found in carbonated
drinks), and lactic acid (found in buttermilk).
The properties of bases include the following:
•
•
•
•
•
•
•
Have a slippery feel between the fingers
Have a bitter taste (but don't taste them!!)
React with acids to form salts and water
Turns red litmus blue
Their water solutions conduct electrical current (electrolytes)
pH is greater than 7
Is a hydrogen ion (H+) acceptor
Some common bases include aqueous ammonia (household cleaner), detergents, soaps,
antacid tablets, and lye (NaOH).
Follow-up:
1. The determination of whether a substance is acid or base is based on the concentration of
hydrogen ions as commonly expressed in terms of the pH. Low pH corresponds to high
hydrogen ion concentration and vice versa. A substance that when added to water increases the
concentration of hydrogen ions (lowers the pH) is called an acid. A substance that reduces the
concentration of hydrogen ions (raises the pH) is called a base.
Carefully study the pH chart given below. Note that each decrease in pH by one pH unit means
a tenfold increase in the concentration of hydrogen ions. Can you find four substances that are
a base?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-C5 distinguishing among the kingdoms
Lesson
33.2
Introduction to Students:
All living things are divided into kingdoms. Each kingdom shares certain characteristics that help
us to classify the living organisms. These characteristics include the type of cell, type of cellular
organization, type of reproduction, type of food production, body covering, and ability to move.
Consider the following question.
2.
An aquatic organism has these characteristics:
single cell
•
chloroplasts
•
ability to move
•
a nucleus
•
This organism should be classified in which kingdom?
If you answered protista, protists, or protist, your answer was correct. Let's talk about why.
An aquatic organism with the stated characteristics should be classified in the kingdom
protista. All protists are unicellular organisms with a nucleus. Some have the ability to
move and may also contain chloroplasts to make food. From these characteristics, the
organism is most likely a type of algae.
Follow-up:
1. Consider the following chart. How would you classify an organism that is multicellular, has an
ability to move, has no chloroplasts (is heterotrophic), and has vertebrae?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
The Kingdoms of Living Things
Monera
This kingdom may now be divided into two kingdoms:
and Eubacteria
Archaebacteria
Type of cells: Prokaryotic
Cellular organization: Unicellular/Colonial
Type of reproduction: Asexual by binary fission
Food production: Autotropic
Organisms: Bacteria
Protista
Type of cells: Eukaryotic
Cellular organization: Unicellular/Colonial
Type of reproduction: Asexual by mitosis
Food production: Heterotrophic or Autotropic
Organisms: Ciliates
Fungi
Type of cells: Eukaryotic
Cellular organization: Multicellular
Type of reproduction: Sexual/Asexual
Food production: Heterotrophic by absorption
Organisms: Mushrooms
Plantae
Type of cells: Eukaryotic
Cellular organization: Multicellular
Type of reproduction: Sexual/Asexual
Food production: Autotrophic by photosynthesis
Organisms: Herbs, Shrubs, and Trees
Animalia
Type of cells: Eukaryotic
Cellular organization: Multicellular
Type of reproduction: Sexual/Asexual
Food production: Heterotrophic by ingestion
Organisms: Invertebrates and Vertabrates
Howe High School. Biology: Classification. 28 April 28 2004
<http://www.howe.k12.ok.us/~jimaskew/bkingdm.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-A1
observing cells, identifying organelles, relating
structure to function, and differentiating among
cell types
Lesson
34.1
Introduction to Students:
Cells include several organelles each performing different functions. For the cell to live, the
organelles must perform these various functions or disease will follow. Consider the following
question.
Use the diagram below to answer question 1.
1. The diagram above shows how
A.
cells divide.
B.
mRNA is made.
C.
proteins are released.
D.
DNA is replicated.
If you answered A, B, or D, your answer was incorrect. Let's talk about why.
A.
B.
D.
C.
Remember that in a cell division, there are two resulting daughter cells. Here nothing
is dividing.
No mRNA strands are being shown here, only a round apparatus releasing something.
For DNA replication to occur, there must be two strands shown. Two strands are not
shown here.
Correct. The diagram shows how proteins are released. The diagram shows how the
Golgi apparatus works. Proteins are sorted and packaged in vesicles by the Golgi and
then released into the cytoplasm. The release of proteins from the vesicle occurs
through a process called exocytosis.
Follow-up:
1. Cells contain several organelles each with their own function within the cell. After
reviewing the following chart of cell organelles and their function, try to draw a cell and
label the parts.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Cell Organelle
Function
nucleus
the control centre of the cell
nucleolus
small circular structure(s) within the
nucleus; may be involved in protein
synthesis
chromosomes
genetic material found in the nucleus
mitochondria
where energy in the form of ATP is
produced
ribosomes
where proteins are made
endoplasmic reticulum
transport system in the cell
Golgi apparatus
packages up and releases protein
lysosome
special type of vacuole that breaks
down large molecules and cell parts
chloroplast
where photosynthesis occurs
cell membrane
semi-permeable; it controls what
moves in and out of the cell
cell wall
protects and supports plant cells
eukaryote
cell that has a membrane-bound
nucleus
prokaryote
a cell with no nuclear membrane and
few (if any) membrane bound
organelles
vacuole
stores wastes, water, food
Quia.com. “Organelles.” 2004. 29 July 2004
<http://www.quia.com/mc/65947.html >
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
Lesson
LS-H-G3 explaining the role of the immune system in fighting
disease
34.2
Introduction to Students:
The blood plays a vital role in the immune system. It is composed of several parts and circulates
throughout the body. The following question concerns which part changes as an infection appears.
Use the picture below to answer question 2.
2. The blood sample shown above is from a healthy patient. How would a blood sample from a
person with an infection differ from the sample?
A.
B.
C.
D.
There would be less plasma.
There would be more platelets.
The number of red blood cells would decrease.
The number of white blood cells would increase.
Louisiana Department of Education
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If you answered A, B, or C, your answer was incorrect. Let's talk about why.
A. The amount of Plasma (the watery part of the blood) remains fairly constant unless a
person loses blood or becomes very dehydrated. This does not usually happen with an
infection.
B. Platelets are responsible for the clotting of blood to stop bleeding. The number of
platelets does not change easily. No bleeding or clotting of blood has happened here.
C. Red blood cells play a vital part in carrying oxygen throughout the body. The number of
red blood cells remains fairly constant even during infections.
D. Correct. A blood sample from a person with an infection differs from the sample in that
the number of white blood cells would increase. White blood cells, or leukocytes, help
our bodies fight infection. When you get an infection, the number of white blood cells
increases.
Follow-up:
The immune system is a complex mechanism to protect the body from infections and is composed
of several parts of the body. The purpose of the immune system is to keep infectious
microorganisms, such as certain bacteria, viruses, and fungi, out of the body, and to destroy any
infectious microorganisms that do invade the body. The immune system is made up of a complex
and vital network of cells and organs that protect the body from infection.
The organs involved with the immune system are called the lymphoid organs, which affect growth,
development, and the release of lymphocytes (a certain type of white blood cell). The blood
vessels and lymphatic vessels are important parts of the lymphoid organs, because they carry the
lymphocytes to and from different areas in the body. Each lymphoid organ plays a role in the
production and activation of lymphocytes. Lymphoid organs include:
•
•
•
•
•
•
•
•
•
•
adenoids (two glands located at the back of the nasal passage)
appendix (a small tube that is connected to the large intestine)
blood vessels (the arteries, veins, and capillaries through which blood flows)
bone marrow (the soft tissue found in bone cavities – produces blood cells)
lymph nodes (small organs shaped like beans, which are located throughout the body and
connect via the lymphatic vessels)
lymphatic vessels (a network of channels throughout the body that carries lymphocytes to
the lymphoid organs and bloodstream)
Peyer’s patches (lymphoid tissue in the small intestine)
spleen (a fist-sized organ located in the abdominal cavity)
thymus (two lobes that join in front of the trachea behind the breast bone)
tonsils (two oval masses in the back of the throat)
Can you find the immune-related organs listed above in the diagram that follows?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Viahealth.org. “Immune System.” 2004. 29 July 2004
<http://www.viahealth.org/disease/infectiousdisease/immune.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
Lesson
SI-H-A4 formulating and revising scientific explanations and
models using logic and evidence
LS-H-F3
35.1
recognizing that behavior is the response of an
organism to internal changes and/or external stimuli
Introduction to Students:
Vital signs are measurements that can be made of the internal condition of a living organism.
The most common vital signs for humans are blood pressure, heart rate, body temperature, and
breathing rate. By analyzing these signs and how far from normal they are, decisions may be
made as the health of the person and that person’s need for care. Consider the following
situation.
Use the table below to answer question 1.
Blood Pressure
(systolic is the top number,
diastolic is the bottom number)
Heart Rate
(beats per minute)
Temperature
Breathing Rate
(respirations per minute)
Range of Vital Signs
Normal
Serious
110/70–140/90
90–100 (systolic)
Critical
< 90 (systolic)
60–100
<60 or >100
<50 or >120
98.6°F
10–20
102.2-104°F
<10 or >20
>104°F
<10 or >30
1. Four patients (Bobby, Irene, Antoinette, and Juan) are in the emergency room of the hospital. The
nurse collected information from each of them. Study the symptoms described below and decide
which patient is the most critical.
Patient
Bobby
Irene
Antoinette
Juan
A.
B.
C.
D.
Blood
Pressure
110/70
87/50
95/65
85/50
Heart Rate
(beats per minute)
80
150
105
45
Vital Signs
Temperature
104°F
102.8°F
98.6°F
104.9°F
Breathing Rate
(respirations per minute)
21
20
22
10
Bobby
Irene
Antoinette
Juan
If you answered A, B, or C, your answer is incorrect. Let's talk about why.
A. Bobby has a high temperature and a slightly elevated breathing rate, but his vital signs
are not the most critical (different from the normal). His hear rate and blood pressure
are within the normal range.
B. Irene’s blood pressure and heart rate are critical, while her temperature is serious. Still,
she is not the most critical. Her breathing is just slightly high.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
C. While Antoinette’s blood pressure, heart rate, and breathing rate are serious, she is not
the most critical. Her temperature is normal.
D. Correct. Juan is the most critical. Juan’s blood pressure is critically low (85 systolic).
His heart rate is critically low (45 beats per minute). His temperature is critically high
(104.9 oF), and his breathing rate is on the low side of the normal range (10 respirations
per minute). Juan is the patient most urgently in need of care. None of his vital signs are
within normal ranges.
Follow-up:
1. Using the student and data above, whom would you consider to be the least critical in need?
Explain how you arrive at your answer.
2. Using the data from the Range of Vital Signs table, how would you rate a patient with the
following vital signs? Explain your choice.
Blood pressure
Heart rate
Temperature
Breathing rate
130/80
35
103
19
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-F4 recognizing that behavior patterns have adaptive value
Lesson
35.2
Introduction to Students:
Behaviors have adaptive value. For example, certain behaviors can increase or decrease the risks
for illness or medical problems. Consider the following situation regarding certain behaviors that
may affect health.
2. Many people suffer from a chronic condition where their blood pressure is always high. Which
factor contributes to high blood pressure?
A.
a diet low in sodium
B.
consumption of small amounts of alcohol
C.
exposure to nicotine through smoking
D.
repetitive motions for long periods of time
If you answered A, B, or D, your answer was incorrect. Let's talk about why.
A.
B.
Low-sodium diets do not contribute to high blood pressure.
The consumption of small amounts of alcohol does not contribute to high blood
pressure.
Repetitive motions for long periods of time do not contribute to high blood pressure.
Correct. Exposure to nicotine through smoking is a contributing factor to high blood
pressure. Smoking causes constriction of blood vessels, which causes your heart to
pump with more force, thereby increasing your blood pressure.
D.
C.
Follow-up:
1. Medical science has identified some factors that may contribute to high blood pressure. Using
the list below, which do you think is the easiest to change? In which category do you think
smoking falls under?
•
•
•
•
•
•
•
•
•
•
•
•
•
Heredity
Race
Sex
Increasing age
Excessive Sodium (salt) in diet
Obesity (overweight)
Inactive lifestyle
Heavy alcohol intake
Diabetes mellitus, gout, and kidney disease
Pregnancy
Some oral contraceptives
Some medications and drugs
Excessive stress in life
(If you responded “drugs” to both questions, you are correct.)
2.
Can you name three behaviors that would increase the chances for getting AIDS?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
LS-H-F3 recognizing that behavior is the response of an organism
to internal changes and/or external stimuli
36.1
Introduction to Students: Internal conditions of living things are the reaction to external stimuli.
Human beings have many health conditions that can be affected by choices of lifestyle. Consider
the following question.
1. Which of the following helps reduce blood pressure for people with high blood pressure?
A.
regular exercise and loss of excess weight
B.
large amounts of Vitamin C and Vitamin E
C.
daily calcium supplements
D.
drinking more caffeinated beverages
If you answered B, C, or D, your answer is incorrect. Let’s talk about why.
B. While taking these vitamins can be helpful, taking them in large amounts can actually be
harmful. This would not necessarily help someone with high blood pressure.
C. While taking calcium supplements can be helpful, it would not necessarily help someone
with high blood pressure.
D. Drinking more caffeinated beverages is more likely to increase blood pressure.
A. Correct. Regular exercise and loss of excess weight helps reduce blood pressure for
people with high blood pressure. Blood pressure can increase as weight increases, so it is
important to maintain a healthy weight. Getting regular exercise can also help keep
weight under control and control blood pressure.
Follow-up:
1. Read the following:
High blood pressure (sometimes called hypertension) is a major risk factor for heart and kidney
diseases, stroke, and heart failure. Normal blood pressure is 120/80 or less, while blood pressure
of 140/90 or higher is considered high. Blood pressure between 120/80 and 139/89 is called prehypertension (which means you are likely to develop it in the future unless you change your
lifestyle).
Changes in lifestyle can include:
•
Maintaining a healthy weight
•
Getting more exercise.
•
Reducing the amount of salt in your diet.
•
Drinking alcoholic beverages in moderation, if you drink at all.
Sometimes medicine is prescribed for treating high blood pressure.
Which of the above strategies for reducing blood pressure would be the easiest for you to do in
your life? Can you add additional behavior changes that may help reduce high blood pressure?
2. Can you name three common caffeinated beverages that should be avoided if you have high blood
pressure?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
LS-H-F1 identifying the structure and functions of organ systems
36.2
Introduction to Students:
The human organ systems each perform unique a function which serves to preserve the state of
homeostasis (internal balance). For each system, there is a way for a doctor to monitor that system
to aid in the diagnosis. Consider the following situation.
The diagram below shows the major sources of water intake and major routes of water loss
from the human body. A healthy person has a balance between water intake and output. Use
this information to answer question 2.
2.
Which organ system is most likely being monitored when a doctor uses the information in the
chart?
A.
excretory system
B.
digestive system
C.
nervous system
D.
cardiopulmonary system
If you answered B, C, or D, your answer is incorrect. Let’s talk about why.
B.
C.
D.
The digestive system is responsible for the digestion and absorption of food. Here
minor water elimination is being monitored.
The nervous system is responsible for communication and organization of the
body signals. No signals are being monitored here.
The cardiopulmonary system is responsible for the circulation of oxygen and
nutrients to the body. No oxygen is being monitored here.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
A.
Correct. The organ system that is most likely being monitored when a doctor uses
the information in the chart is the excretory system. The excretory system is
responsible for the removal, or excretion, of waste products and excess fluid from
the body. If wastes or fluids are allowed to build up in the body, they can cause
serious problems. The diagram shows that the person being monitored excretes
about the same amount of fluid as the quantity of fluids taken in.
Follow-up:
The body has 11 organ systems. Each organ system’s function is described as:
A. Muscular System allows movement and locomotion. The muscular system produces body
movements, body heat, maintains posture, and supports the body
B. Skeletal System provides support and protection, and attachment points for muscles. The
skeletal system provides rigid framework for movement. It supports and protects the body
and body parts, produces blood cells, and stores minerals.
C. Skin or Integumentary System is the outermost protective layer. It prevents water loss from
and invasion of foreign microorganisms and viruses into the body. There are three layers of
the skin.
D. Respiratory System moves oxygen from the external environment into the internal
environment; also removes carbon dioxide. The respiratory system exchanges gas between
lungs (gills in fish) and the outside environment. It also maintains pH of the blood and
facilitates exchange of carbon dioxide and oxygen.
E. Digestive System digests and absorbs food into nutrient molecules by chemical and
mechanical breakdown; eliminates solid wastes into the environment. Digestion is
accomplished by mechanical and chemical means,breaking food into particles small
enough to pass into bloodstream. Absorbtion of food molecules occurs in the small
intestine and sends them into circulatory system. The digestive system also recycles water
and reclaims vitamins from food in the large intestine.
F. Circulatory System transports oxygen, carbon dioxide, nutrients, waste products, immune
components, and hormones. Major organs include the heart, capillaries, arteries, and veins.
The lymphatic system also transports excess fluids to and from circulatory system and
transports fat to the heart.
G. Immune System defends the internal environment from invading microorganisms and
viruses, as well as cancerous cell growth. The immune system provides cells that aid in
protection of the body from disease via the antigen/antibody response.
H. Excretory System regulates volume of internal body fluids as well as eliminates metabolic
wastes from the internal environment. The excretory system removes organic wastes from
the blood, accumulating wastes as urea in the kidneys. These wastes are then removed as
urine. this system is also responsible for maintaining fluid levels.
I. Nervous System coordinates and controls actions of internal organs and body systems.
Memory, learning, and conscious thought are a few aspects of the functions of the nervous
system. Maintaining autonomic functions such as heartbeat, breathing, control of
involuntary muscle actions are performed by some of the parts of this system.
J. Endocrine System works with the nervous system to control the activity internal organs as
well as coordinating long-range response to external stimuli. The endocrine system secretes
hormones that regulate body metabolism, growth, and reproduction. These organs are not
in contact with each other, although they communicate by chemical messages dumped into
the circulatory system.
K. Reproductive System is mostly controlled by the endocrine system, and is responsible for
survival and perpetuation of the species. Elements of the reproductive system produce
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
hormones (from endocrine control) that control and aid in sexual development. Organs of
this system produce gametes that combine in the female system to produce the next
generation (embryo).
1.
After reading the above descriptions, can you name the eleven systems and the organs for
each system?
Farabee, M.J. Online Biology Book. 2002. 22 July 2004
<http://www.emc.Maricopa.edu/faculty/farabee/BIOBK/BioBookANIMORGSYS.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-G4 exploring current research on the major diseases with
regard to cause, symptoms, treatment, prevention, and
cure
Lesson
37.1
Introduction to Students:
There are many substances in the body. Sometimes these substances interfere with the normal
functioning of a body part. Cardiovascular disease is the leading cause of death in our country,
so diagnosis and treatment of related conditions are vital research topics in the medical
community. Diet, exercise, and other life-style changes are used to prevent such diseases.
Consider the following question about one of the chemicals that interferes with normal
cardiovascular functions.
Use the diagrams below to answer question 1.
1. The substance that is blocking the artery on the right is known as
A.
cholesterol.
B.
fatty tissue.
C.
nicotine.
D.
plaque.
If you answered A, B, or C, your answer was incorrect. Let's talk about why.
A.
B.
C.
Cholesterol can contribute to blocked arteries, but it is not the substance pictured.
Fatty tissue may be found in arteries, but it is not the substance pictured.
The intake of nicotine (via cigarette smoking) is a risk factor for having blocked
arteries, but it is not the substance pictured.
D.
Correct. The substance that is blocking the artery on the right is known as plaque.
In people with hardened arteries, plaque has built up in the arterial walls over
several years. The arteries become constricted and lose elasticity, and the amount of
blood that can travel through them is greatly reduced.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Follow-up:
Arteries are one of the three types of blood vessels that carry blood through your body: arteries,
capillaries, and veins.
If you hear or read the word vascular or vasculature, it means your blood vessels.
A. Arteries carry oxygen-rich blood from your heart to the tissues and organs in your body, like
your brain, kidneys, and liver. Because they carry blood with oxygen, arteries appear red.
Blood flows through arteries with great force. So the walls of arteries are thick and flexible.
The thicker walls help protect the arteries against damage from the high pressure. Arteries get
smaller and smaller as they get farther from your heart. At their smallest point, arteries become
capillaries.
B. Capillaries connect arteries to veins. As the tiniest blood vessels, capillaries carry blood to and
from every cell in your body. In an adult body, that means trillions of cells. Capillary walls are
so thin that oxygen and nutrients can pass right through them into your body's cells. Waste
products and carbon dioxide from the cells can also pass through the walls of capillaries back
into your bloodstream.
C. Capillaries get larger and larger as they leave each cell and quickly become veins. Veins carry
the oxygen-poor blood back to your heart. Because they carry blood without oxygen, veins
appear blue. The walls of veins are much thinner than artery walls—they don't have to be as
thick because blood flows through veins at a lower pressure. Because veins carry blood against
the force of gravity (back up to the heart) they contain valves that prevent back-flow.
Can you name two major arteries and two major veins?
Guidant Corporation. 23 July 2004. <http://www.guidant.com/condition/heart/vessel_intro.shtml>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-G4 exploring current research on the major diseases with
regard to cause, symptoms, treatment, prevention, and
cure
Lesson
37.2
Introduction to Students:
Diseases often occur when a body part is not allowed to function properly or is damaged. Over the
years, scientists have identified certain diseases and their causes. Some diseases result in further
health problems. Consider the following.
2. Blocked blood vessels can result in a disease known as arteriosclerosis (ar-tee-ree-oh-SKLA-rowsis). Gradually the smooth muscle of the blood vessels is replaced by scar tissue that does not
stretch. Name one common result of this disease.
If you answered one of the following, you are correct:
Heart attack
Myocardial infarction
Stroke
Kidney failure
Hypertension
A common result of the disease arteriosclerosis is heart attack. When blood vessels are
blocked by plaque, blood clots, high blood pressure, and leg pains can ensue. The blocked
vessels can also rupture and cause serious problems such as heart attack, stroke, and kidney
failure.
Follow-up:
Arteriosclerosis can be prevented. There are many things you can do such as the following to
reduce risks for atherosclerosis and heart attack:
• Controlling high blood pressure and diabetes mellitus
• Stopping cigarette smoking
• Exercising regularly
• Losing excess weight
• Lowering blood level of LDL cholesterol
• Increasing blood level of HDL cholesterol
• Lowering blood levels of Lp(a) cholesterol and triglyceride
• Anti-platelet medications (such as low dose aspirin) to prevent blood clots
• Antibiotics to eradicate chronic infection
• Antioxidants to prevent blood vessel damage
How many of these changes can you incorporate into your life? After reading the above list, what
do you think are some of the symptoms of arteriosclerosis?
MedicineNet.com. 23 July 2004.
http://www.medicinenet.com/Heart_Attack_and_Atherosclerosis_Prevention/page3.htm
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-A1 observing cells, identifying organelles, relating
structure to function, and differentiating among
cell types
Lesson
38.1
Introduction to Students:
Each organ of the body is made up unique types of cells. Each type of cell can be
identified by the organelles it contains, how it appears, and how the structure is suited
to perform its functions. Consider the following cell.
Use the diagram below to answer question 1.
1.
Name an organ in the human body that is made mostly of this type of cell.
If you answered any of the following, you are correct:
Spinal cord
Brain
Let’s talk about why.
This is a nerve cell (or neuron). The brain and spinal cord are mostly made of this type of
cell.
Nerve cells are designed to carry electrochemical messages. The human brain has about 100
billion nerve cells
Follow-up:
1. After reading the following, can you name the major parts of a neuron and explain how they
are different from other cells in the body?
Louisiana Department of Education
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Neurons are similar to other cells in the body because:
1. Neurons are surrounded by a cell membrane.
2. Neurons have a nucleus that contains DNA.
3. Neurons contain cytoplasm, mitochondria, and other organelles.
4. Neurons carry out basic cellular processes such as protein synthesis and energy
production.
However, neurons differ from other cells in the body because:
1. Neurons have specialized extensions called dendrites and axons. Dendrites
bring information to the cell body and axons take information away from
the cell body.
2. Neurons communicate with each other through an electrochemical process.
3. Neurons contain some specialized structures (for example, synapses) and
chemicals (for example, neurotransmitters).
Eric H. Chudler. 2004. Neuroscience for Kids. “Types of Neurons.” 29 July 2004
<http://faculty.washington.edu/chudler/cells.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-G2
Lesson
contrasting how organisms cause disease
38.2
Introduction to Students:
Different organisms cause many diseases and infections. Although the organisms may be
similar, their composition and metabolisms vary, so they cannot be controlled by the same
methods. What may work to control or kill one organism will not necessarily control or kill
another organisms causing a disease. Consider the following.
2. Bacteria, virus, fungi, and parasites can all cause infection in the human body. An antibiotic will
only work against an infection caused by __________________________.
If you answered bacteria, you are correct. Let’s talk about why.
An antibiotic will only work against an infection caused by bacteria. Antibiotics, such as
penicillin, are used to kill specific bacteria. Antibiotics may be used to treat pneumonia, for
example, because it is caused by a bacterium. However, antibiotics cannot be used to treat
the flu, which is caused by a virus.
Follow-up:
After reading the following, can you tell for which of the common diseases that antibiotics do not
work?
•
•
•
Fast Facts on Antibiotics
Antibiotics don't work for viruses that cause colds, flu and bronchitis.
Overuse of antibiotics creates resistant bacteria.
Infections caused by antibiotic-resistant bacteria are hard to treat and can be serious.
Usual Cause
Illness
Virus
Bacteria
Antibiotic
Needed?
Cold
Flu (Influenza)
X
X
No
No
Chest Cold
Bronchitis
Green/yellow
runny nose
Middle Ear
Infection
Strep Throat
Sinus Infection
X
X
X
No
No
No
X
Sometimes
X
X
Yes
Sometimes
Potawatomi Traveling Times. “Fast Facts on Antibiotics.” 2001. 29 July 2004
<www.fcpotawatomi.com/nov_15_01/ departments.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-F2
Lesson
identifying mechanisms involved in homeostasis
Introduction to Students:
Homeostasis is the body’s attempt to keep the internal conditions constant while external
conditions change. The body has many tasks to do in this process and different ways of
accomplishing the task. Consider the following task.
Use the diagram below to answer question 1.
1.
Explain one way the body attempts to correct low blood pressure.
Louisiana Department of Education
39
Grade 11 Teachers Guide: PASS on Paper
If you have answered any of the following, you are correct.
(Note: Words and phrases in parentheses need not be included in a “complete” answer but are
correct.)
1) Falling blood pressure stimulates the hypothalamus (in the brain), which stimulates the
(posterior) pituitary to produce a hormone (anti-diruretic hormone ADH) that affects the
kidney. In response to this hormone, the kidney reabsorbs more water, which means less water
in urine and more water in the blood, and this causes the blood pressure to rise.
2) Falling blood pressure stimulates the adrenal cortex (of the kidney), causing it to produce a
hormone (aldosterone) that affects the kidney. In response to this hormone, the kidney
reabsorbs more sodium ions (Na+). More water is then retained in the blood rather than filtered
into the urine. This causes the blood pressure to rise.
There are three pathways that all begin with the kidney. Any of them is acceptable IF the
pathway is described completely and in detail.
3) Falling blood pressure stimulates the kidneys to produce several different hormones. One of
these hormones acts on the adrenal cortex (of the kidney) causing it to produce a hormone
(aldosterone) that affects the kidney. In response to this hormone, the kidney reabsorbs more
sodium ions (Na+). More water is then retained in the blood rather than filtered into the urine.
This causes the blood pressure to rise.
4) Falling blood pressure stimulates the kidneys to produce several different hormones. One of
these hormones acts on the smooth muscle of blood vessels causing them to constrict or get
smaller. This in turn raises blood pressure.
5) Falling blood pressure stimulates the kidney to reduce the amount of urine formed, which
means an increase in blood volume, which means an increase in blood pressure.
Follow-up:
You might ask students to describe another homeostatic mechanism.
Excretory System Functions:
1. Collect water and filter body fluids.
2. Remove and concentrate waste products from body fluids and return other substances to
body fluids as necessary for homeostasis.
3. Eliminate excretory products from the body.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Human Excretory Organs
1. KIDNEYS
You probably know that the kidneys filter blood, so it's no surprise that there are a couple of blood
vessels attached directly to each kidney. The full names of these vessels are the renal artery and
the renal vein. Kidneys are the major organs of the excretory system.
2. LIVER
The liver is a large, important organ. In fact it is the largest internal organ in our bodies. Its
numerous functions make it "part" of the circulatory, digestive, and excretory systems. Its function
in the excretory system includes:
• Some proteins & other nitrogenous compounds are broken down in the liver by a
process called deamination.
• As a result of these reactions, a nitrogenous waste called urea is formed.
3. SKIN
As you already know, sweat comes out of pores in your skin. As you may not know, sweat is a
mixture of three metabolic wastes: water, salts, & urea. So as you sweat, your body accomplishes
two things:
• Sweating has a cooling effect on the body.
• Metabolic wastes are excreted.
4. LUNGS
As respiration occurs carbon dioxide is produced as a waste product. As the carbon dioxide
accumulates in body cells, it eventually diffuses out of the cells and into the bloodstream, which
eventually circulates to the lungs. And here, in the alveoli of the lungs, carbon dioxide diffuses
from the blood, into the lung tissue, and then leaves the body every time we exhale. We should
note that some water vapor also exits the body during exhalation.
The Human Urinary System (Often called the excretory system)
The urinary system is made-up of the kidneys, ureters, bladder, and urethra. The nephron, an
evolutionary modification of the nephridium, is the kidney's functional unit. Waste is filtered from
the blood and collected as urine in each kidney. Urine leaves the kidneys by ureters, and collects in
the bladder. The bladder can distend to store urine that eventually leaves through the urethra.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Ureter
Kidneys perform a number of homeostatic functions:
o Maintain volume of extra-cellular fluid
o Maintain ionic balance in extra-cellular fluid
o Maintain pH and osmotic concentration of the extra-cellular fluid.
o Excrete toxic metabolic by-products such as urea, ammonia, and uric acid.
Hormone Control of Water and Salt
Water reabsorption is controlled by the antidiuretic hormone (ADH) in negative feedback. ADH is
released from the pituitary gland in the brain. Dropping levels of fluid in the blood signal the
hypothalamus to cause the pituitary to release ADH into the blood. ADH acts to increase water
absorption in the kidneys. This puts more water back in the blood, increasing the concentration of
the urine. When too much fluid is present in the blood, sensors in the heart signal the
hypothalamus to cause a reduction of the amounts of ADH in the blood. This increases the amount
of water absorbed by the kidneys, producing large quantities of more dilute urine.
Online Biology Book. 2004. 29 July 2004
<www.emc.maricopa.edu/faculty/farabee/ BIOBK/BioBookEXCRET.html>
Lubey’s BioHELP! 2004. 29 July 2004 <www.borg.com/~lubehawk/hexcrsys.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-E1
comparing and contrasting photosynthesis and cellular
respiration; emphasizing their relationships
Lesson
40.1
Introduction to Students:
Photosynthesis and cellular respiration are related. Photosynthesis is the manufacture of food
while respiration is the consumption of the food for energy. Both processes have products form
in their chemical process. Consider the following question.
1. Phytoplankton are found in lakes and ponds. In the morning, some types rise slowly to the surface
and remain there until nightfall when they sink to the bottom. This movement is directly related to
the rate at which phytoplankton produce
A.
energy.
B.
oxygen.
C.
chlorophyll.
D.
sugars.
If your have answered A, C, or D, your answer is incorrect. Let’s talk about why:
A. The phytoplankton rise to the surface to absorb sunlight energy not to release energy.
C. The phytoplankton do contain chlorophyll where photosynthesis occurs, but this is not
related to movement.
D. The phytoplankton do produce sugars and carbohydrates for food, but this is not related
to their movement.
B.
Correct. Phytoplankton are microscopic plants that live in lakes, ponds, and the ocean.
Phytoplankton require sunlight, water, and nutrients for growth. Because sunlight is
most abundant at and near the water’s surface, phytoplankton remain at or near the
surface during sunlight hours. They absorb sunlight to carry on photosynthesis, in
which sunlight is used as an energy source to fuse water molecules and carbon dioxide
to produce carbohydrates (plant food) and oxygen.
Follow-up:
1. After studying the following chart, can you answer these questions?
a.
b.
c.
d.
e.
f.
g.
What are the products of photosynthesis?
What are the products of respiration?
In what organelles does photosynthesis occur?
In what organelles does respiration occur?
What chemical transports the energy?
In what kind of cells does respiration occur?
In what kinds of cells does photosynthesis occur?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
2. Can you write the chemical equations for photosynthesis and respiration?
“Photosynthesis and Respiration.” 29 July 2004. <marshallteachers.sandi.net/.../ CellEnergy.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-F1
identifying the structure and functions of organ
systems
Lesson
40.2
Introduction to Students:
The nervous system controls movement in the body. Some of these movements are voluntary
and some are involuntary. One type of movement is the reflex action. Consider the following
question about the nervous system’s role in movement.
2. Which of the following is not a reflex action?
A.
quickly closing your eyelid when something is about to hit your eye
B.
jerking your leg when the doctor taps your knee
C.
pulling away your hand when you accidentally touch a hot iron
D.
falling over or tripping on a stone
If you have answered A, B, or C, your answer is incorrect. Let’s talk about why.
A.
B.
C.
D.
Although closing your eyelid can be a voluntary response, in this case it was
automatic and involuntary and thus a reflex action.
Jerking your leg when the doctor taps your knee is a response that is automatic and
does not require thought; thus it is a reflex action.
Pulling away your hand was an automatic response that did not require thought; thus
it is a reflex action.
Correct. Although falling over or tripping on a stone is an involuntary action and did
not require thought, it was not a response to an impulse. Reflexes are rapid,
involuntary responses to stimuli, which are mediated over simple nerve pathways
called reflex arcs. Involuntary reflexes are very fast, traveling in milliseconds.
Reflexes can be categorized as either autonomic or somatic. Autonomic reflexes are
not subject to conscious control and are mediated by the autonomic division of the
nervous system. Somatic reflexes involve stimulation of skeletal muscles by the
somatic division of the nervous system.
Follow-up:
1. Observe the following picture. Trace with your finger the impulse’s path (from the hammer on
the knee to its return to the leg muscle). Describe the sequence of events from an impulse on
the knee to the movement of the leg in a leg jerk.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
“Reflexes.” 29 July 2004. <omega.dawsoncollege.qc.ca/ ray/neuron/reflex.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
2. Another classification of the nervous system consists of the sympathetic and parasympathetic
divisions as shown below. Can you name five organs that are controlled by the sympathetic division?
“Sympathetic and Parasympathetic Divisions.” 29 July 2004.
<www.mhhe.com/socscience/ intro/ibank/set4.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
LS-H-F3 recognizing that behavior is the response of an organism
to internal changes and/or external stimuli
41.1
Introduction to Students:
Behavior is the way an organism reacts to changes in its internal or external environment. A
stimulus is any kind of signal that carries information and can be detected by a living organism.
A response is a specific reaction to a stimulus. Consider the following question.
1. Organisms react to their environment. Which of the following pairs is not an example of an
external stimulus causing an internal response?
A.
cold shivering
B.
hunger eating
C.
frightening experience increased heart rate
D.
heat sweating
If you answered A, C, or D, your answer is incorrect. Let’s talk about why.
A.
C.
D.
B.
Experiencing cold is an external stimuli and shivering is an internal response to the
cold.
A frightening experience is originates externally and increased heart rate is an
internal response.
Experiencing heat is external and the sweating is the internal response to cool off.
Correct. Feeling hunger is an internal stimuli and eating is an external response.
Hunger is an internal need for food, which originates as a signal in the brain. Eating
is an external activity to satisfy the urge of hunger.
Follow-up:
1. The response to a stimulus can be positive, negative, or ignored as not important.
Examples of positive responses or behavior include:
• A plant grows toward sunlight.
• Your cat purrs when in a comfortable bed.
• A person laughs after hearing a funny joke.
Examples of negative responses or behavior include:
• The roots of a plant avoid a piece of copper in the ground.
• Your dog hides when you want to give her a bath.
• You make a face after smelling a sour odor.
Examples of responding to a stimulus by deciding to ignore it:
• A dog pays no attention to sounds from the television.
• Your child ignores your order to clean up his room.
• You pay no attention to slight changes in the room's temperature.
For the above examples of stimulus-response pairs, can you tell if they are internal or external?
Kurtus, Ron. “How a Stimulus Results in Behavior.” 2000. 26 July 2004
<http://www.school-for-champions.com/behavior/stimulus.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
2.
Fill in the following chart to tell if the stimulus and response are external or internal for
each behavior.
Behavior
Stimulus
Internal
External
A cat sees a dog and climbs a tree.
A girl is insulted and feels her stomach ache.
A person feels angry and yells at another
person.
When too much sugar is in the blood stream
and insulin is release.
Louisiana Department of Education
Response
Internal
External
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
ESS-H-A5 demonstrating how the sun’s radiant energy causes
convection currents within the atmosphere and the
oceans
Lesson
41.2
Introduction to Students:
Looking at the earth from space, you will see a thin blue halo of light surrounding the earth
called the atmosphere. The atmosphere provides the air we breathe, absorbs the dangerous
radiation from the Sun, and stabilizes the temperature of the earth. Consider the following
question.
2. Which statement most accurately describes Earth’s atmosphere?
A.
The atmosphere is layered, with each layer having certain characteristics.
B.
The atmosphere is a uniform shell of gases surrounding most of Earth.
C.
The atmosphere’s height is less than the depth of the ocean.
D.
The atmosphere gets denser farther away from Earth.
If you answered B, C, or D, your answer was incorrect. Let’s talk about why.
B.
C.
D.
A.
Looking from space, you can clearly see that the earth’s atmosphere is not uniform.
You can see the clear blue areas and white areas.
The height of the atmosphere is many times greater then the ocean’s depth. It extends
over 100 miles from the earth’s surface. The deepest part of the ocean is about 3
miles.
The atmosphere gets less dense farther from the earth as gravity gets less. Gravity is
the force that holds the atmosphere to the earth.
Correct. The atmosphere is layered, with each layer having certain characteristics.
Each layer differs in density, temperature, and composition of gases. From the
ground upwards, the layers are the troposphere, stratosphere, mesosphere, and the
thermosphere.
Follow-up:
1. After reading and looking at the chart that follows, complete the table below.
The atmosphere of the earth may be divided into several distinct layers, as the following
figure indicates.
The troposphere is where all weather takes place; it is the region of rising and falling
packets of air. There is a thin buffer zone between the troposphere and the next layer called the
tropopause.
Above the troposphere is the stratosphere, where air flow is mostly horizontal. The thin
ozone layer in the upper stratosphere has a high concentration of ozone, a particularly reactive
form of oxygen. This layer is primarily responsible for absorbing the ultraviolet radiation from the
Sun.
Above the stratosphere is the mesosphere and above that is the ionosphere (or thermosphere),
where many atoms are ionized (have gained or lost electrons so they have a net electrical charge).
The ionosphere is very thin, but it is where aurora take place, and is also responsible for absorbing
the most energetic photons from the Sun, and for reflecting radio waves, thereby making longdistance radio communication possible.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
The structure of the ionosphere is strongly influenced by the charged particle wind from the
Sun (solar wind), which is in turn governed by the level of solar activity.
Layers of the Earth's atmosphere
“Layers of the Earth’s Atmosphere.” 29 July 2004 <csep10.phys.utk.edu/.../ earth/atmosphere.html>
Can you fill in the following table?
Atmosphere Layer
Troposphere
Main Feature
Stratosphere
Mesosphere
Thermosphere
Louisiana Department of Education
Height from Ground
Grade 11 Teachers Guide: PASS on Paper
2. After reviewing the chart below, can you answer the following questions?
1. Which of the atmospheric layers is the hottest?
2. Which atmospheric layer stops ultraviolet light?
3. Which atmospheric layer stops solar radiation?
4. Which type(s) of radiation penetrate to ground level?
“Atmospheric Layers.” 29 July 2004 <zeus.nascom.nasa.gov/ ~pbrekke/new/>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
SI-H-A5
recognizing and analyzing alternative explanations and
models
Lesson
42.1
Introduction to Students:
Analyzing data presented in graphs is an important skill. Graphs are pictorial representations
that allow us to easily see trends in data collected. The shape of the graph’s line depends on
how the dependent variable (vertical axis) of the data varies as the independent variable
(horizontal axis) changes. Consider the following question about graphs.
Use the table below to answer question 1.
Day
1
2
3
4
Number of
Bacteria
Colonies
4
16
64
256
1. Which graph best shows the results of the data collected?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
If you answered A, B, or C, your answer is incorrect. Let’s talk about why.
A. This graph-line for colonies increases and then levels off. The data numbers of colonies
continues to increase and not level off as the days increase. This is an s-shaped curve.
B. This graph-line for colonies increases and then decreases as the days increase. The data
numbers of colonies increases without decreasing. This is a bell-shaped curve.
C. This graph-line for colonies is increasing at a constant rate as the days increase. The data
number of colonies does not increase at a constant rate from day to day. This is a
straight-line graph.
D. Correct. Notice that the number of colonies increases very rapidly and the graph-line for
the number of colonies increases much faster than the number of days. This is a match of
the behavior of the data.
Follow-up:
1. Knowing what questions to ask when looking a data that is in graphical form is important. Here
are some of the most important questions to ask:
a. What is the subject of the graph?
b. What is measured on the horizontal axis (the independent variable)?
c. What is measured on the vertical axis (the dependent variable)?
d. What is the relationship between the variables?
e. How is the line changing as it proceeds to the right?
2. Answer these questions about the graph below.
How much rain fell in March of 1989?
How much more rain fell in February of 1990 than in February of 1989?
Which year had the most rainfall?
What is the wettest month on the graph?
Comparison of Rainfall
Rainfall in inches
a.
b.
c.
d.
10
8
Rainfall 1990
Rainfall 1989
6
4
2
0
Jan Feb Mar Apr May June
Months
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-C7 using the kinetic theory to describe the behavior of
atoms and molecules during phase changes and to
describe the behavior of matter in its different phases
Lesson
42.2
Introduction to Students:
The kinetic theory describes the behavior of particles and substances as their temperature
changes during a period of time. Consider the following question.
Use the graph below to answer question 2.
2. A beaker containing crushed ice and liquid water was heated. As shown in the graph, the
temperature remained constant from 0 to 6 minutes and again after 16 minutes. During these
two time periods, the heat energy was used to
A. change the state of matter of the substance in the beaker.
B. heat the sides of the beaker.
C. decrease the distance between the molecules of water.
D. remove air molecules from the water.
If you answered B, C, or D, your answer is incorrect. Let’s talk about why.
B. Although some heat energy is used to heat the sides of the beaker, the graph is a record of
the water-ice mixture and the beaker as a system.
C. Heating the water increases the distance between water molecules.
D. Very few (if any) air molecules are in the water. The air molecules will remove
themselves because of a difference in density.
A. Correct. During the two periods, heat energy is being absorbed to change state the state
of the matter. During the first period, ice is changing to liquid water (melting). During
the second, the water is changing to steam (vaporizing).
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Follow-up:
1. Consider the diagram below.
“Phase Diagram for Water.” 29 July 2004 <www.thesciencedesk.com/ studyguidephasechanges.htm>
If the diagram above is the phase diagram for water, can you answer the following questions?
a) As the temperature increases, what is the order of physical states changes that occur?
b) As the temperature increases, what happens to the arrangement of the molecules?
c) Where the line is horizontal between the solid and liquid phases, what is happening as the
temperature is increasing?
d) Where the line is horizontal between liquid and gas states, what is happening as the
temperature is decreasing?
2. A substance can change directly from the solid phase to the gaseous phase when its
temperature increases. Can you pick the name of this process from the list below?
a) melting
b) vaporizing
c) sublimation
d) freezing
e) condensation
f)
boiling
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-D6 comparing and contrasting the energy changes that
accompany changes in matter
Lesson
43.1
Introduction to Students:
When two different substances meet and form a solution together, there may be physical,
chemical, as well as energy changes in the resulting mixtures. Consider the following question
about two substances meeting.
1. Equal amounts of Salt A and Salt B were dissolved separately in beakers containing equal
volumes of water. The water temperatures were measured and recorded in the table below.
Salt A
Salt B
Initial water temperature: 25.1°C
25.1°C
Final water temperature: 30.2°C
20.0°C
Which statement is a correct interpretation of these data?
A. The salt dissolving cannot be responsible for the temperature change. Another reason is
more likely.
B. The dissolving of Salt A and the dissolving of Salt B released energy to the water.
C. The dissolving of Salt A absorbed energy from the water and the dissolving of Salt B
released energy to the water.
D. The dissolving of Salt A released energy to the water and the dissolving of Salt B absorbed
energy from the water.
If your have answered A, B, or C, your answer is incorrect. Let’s talk about why.
A. Since the temperature of the water changed and the only difference is the salt added,
the salt must be responsible.
B. For salt A, an increase in temperature indicates the salt released energy. For salt B, a
decrease in temperature indicates the salt absorbed energy.
C. Since the temperature for salt A increased, energy was released to the water; and the
temperature for salt B decreased, indicating absorption of energy.
D. For Salt A, the temperature of the water increased indicating energy was released by
the salt and for Salt B, the temperature of the water decreased indicating energy was
absorbed by the salt. These changes in temperature depend on the heats of solution,
which may be exothermic or endothermic.
Follow-up:
The addition of some solutes to a solvent will raise the temperature of the solution, while others
may lower the temperature and still others will have no noticeable effect. This behavior depends
on the heat of solution of the solute in the given solvent. The heat of solution (i.e., the amount of
heat given off or absorbed during the process of solution) is equal to the difference between the
energy that must be supplied to break up the crystals of the solute and the energy that is released
when the solute particles are taken into solution by the solvent. If the heat of solution is negative
(i.e., more energy is required to break up the crystal than is released in forming the solution), then
the temperature will decrease; if the heat of solution is positive, the temperature will increase. Can
you tell the relationship between exothermic-endothermic reactions and heats of solution?
Fact Monstor. 26 July 2004. <http://www.factmonster.com/ce6/sci/A0861176.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
PS-H-E3 understanding effects of forces on changes in motion as
explained by Newtonian mechanics
43.2
Introduction to Students:
A force is a push or pull on an object. For the object mass to accelerate, an amount of force must
be applied. This amount of force can be calculated from a simple equation. Consider the
following question.
2. Assume that a 55 kg ice-skater is on a nearly frictionless surface. What force would be needed
to accelerate the skater at 4 m/sec2? (Force equals mass times acceleration: F = ma)
A.
55 newtons
B.
110 newtons
C.
220 newtons
D.
440 newtons
If you answered A, B, or D, your answer is incorrect. Let’s talk about why.
A, B, C.
D.
Since force = mass times acceleration (in units of newtons), 55 kg x 4 m/sec 2
is not equal any of these responses.
Correct. Since force = mass times acceleration (in units of newtons), 55 kg x 4
m/sec 2 is equal to 220 newtons. This equation is a statement of Newton’s
Second Law.
Follow-up:
Can you remember Newton’s 3 Laws of motion? If not, here they are:
Newton's first law of motion (sometimes referred to as the "Law of Inertia”) is often stated as
“An object at rest tends to stay at rest and an object in motion tends to stay in
motion with the same speed and in the same direction unless acted upon by an
unbalanced force.”
There are two parts to this statement - one that predicts the behavior of stationary objects
and the other, which predicts the behavior of moving objects. The behavior of all objects
can be described by saying that objects tend to "keep on doing what they're doing."
Newton's second law of motion (sometimes referred to as the “Law of Acceleration”) can be
formally stated as follows:
“The acceleration of an object as produced by a net force is directly proportional to
the magnitude of the net force, in the same direction as the net force, and inversely
proportional to the mass of the object.”
In terms of an equation, the net force is equated to the product of the mass times the
acceleration.
Fnet = m * a
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
The acceleration
is directly proportional to the "net force;
the "net force" equals mass times acceleration;
the acceleration in the same direction as the "net force.
The above equation also indicates that a unit of force is equal to a unit of mass times a unit of
acceleration. Substituting standard metric units for force, mass, and acceleration into the above
equation can write the following unit equivalency. The definition of the standard metric unit of
force is 1 Newton is defined as the amount of force required to give a 1-kg mass an acceleration of
1 m/s/s. The Fnet = m a equation can also be used as a "recipe" for algebraic problem solving. The
Newton is the SI unit for force. One Newton is the force required to move 1 kg mass at a rate of 1
m/sec each second. (1N = 1kg x 1 m/ s2)
Newton's third law of motion (sometimes referred to as the “Law of Action-Reaction) is:
"For every action, there is an equal and opposite reaction."
The statement means that in every interaction, there is a pair of forces acting on the two interacting
objects. The size of the forces on the first object equals the size of the force on the second object.
The direction of the force on the first object is opposite to the direction of the force on the second
object. Forces always come in pairs - equal and opposite action-reaction force pairs.
Can you solve the following problem? (HINT: By dividing both sides of the original formula by
mass, the formula for finding acceleration can be derived; a = F/m.)
If a force of 100 newtons is applied to a 25 kg object (mass), how much acceleration can be
expected if the object is on a frictionless surface?
(You should get the answer 4 m/s2.)
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-F2
Lesson
applying the universal law of conservation of matter,
energy, and momentum, and recognizing their
implications
44.1
Introduction to Students:
Applying the universal laws of Conservation of Matter, Energy, and Momentum to situations
allows us to predict what an object will most likely to do in that situation. Consider the
following questions.
Use the diagram below to answer question 1.
1. As the diagram above shows, a ball is dropped on a sidewalk from a height of one meter.
Which of the following diagrams shows how high the ball would most likely rebound?
If you answered A, C, or D, your answer is incorrect. Let’s talk about why.
A. When the ball is dropped, it begins with a definite amount of potential energy related to
the height. Assuming that no energy is lost in the collision of the ball and the sidewalk,
the law of conservation of energy demands that the rebound return to the same energy
level or height. This has not happened here; it’s less.
C. When the ball is dropped, it begins with a definite amount of potential energy related to
the height. Assuming that no energy is lost in the collision of the ball and the sidewalk,
the law of conservation of energy demands that the rebound return to the same energy
level or height. This has not happened here; it’s more, meaning it gained energy from
somewhere.
D. When the ball is dropped, it begins with a definite amount of potential energy related to
the height. Assuming that no energy is lost in the collision of the ball and the sidewalk,
the law of conservation of energy demands that the rebound return to the same energy
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
level or height. This has not happened here; it’s more, meaning it gained energy from
somewhere.
B. Correct. When the ball is dropped, it begins with a definite amount of potential energy
related to the height. Assuming that no energy is lost in the collision of the ball and the
sidewalk, the law of conservation of energy demands that the rebound return to the same
energy level or height. This has happened here. The laws of conservation of energy states
that energy cannot be created or destroyed only transformed.
Follow-up:
1. The Law of Conservation of Energy states that energy may not be created nor destroyed, only
transformed. Consider the following diagrams showing the Potential Energy (PE) and the
Kinetic Energy (KE) of a ball that is released and allowed to swing.
Can you answer the following questions.
a. How much potential energy does the ball start with on the left?
b. How much kinetic energy does the ball have at the beginning on the left?
c. How much potential energy does the ball have at the middle?
d. How much kinetic energy does the ball have in the middle?
e. How much potential energy does the ball have at the far right?
f. How much kinetic energy does the ball have at the far right?
10
0
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
PS-H-G3 characterizing and differentiating electromagnetic and
mechanical waves and their effects on objects as well as
humans
44.2
Introduction to Students:
We as humans see only a small portion of the electromagnetic spectrum. The portion we can
see is called the visible light spectrum. We see this visible light as the different colors. Consider
the following questions about seeing an object as a color.
2.
A sweater appears red because it
A. absorbs most colors and reflects red light.
B. reflects red light.
C. absorbs red light and reflects most colors.
D. absorbs red light.
If you have answered B, C, or D, your answer is incorrect. Let’s talk about why.
B. Simply because it reflects red light is not enough. Different colors reaching our eyes may
combine to produce other colors that we will perceive as a combination of the colors.
C. If the sweater absorbs the red light, then no red light reaches our eyes for us to perceive;
we then see the combination of the other colors reaching our eyes.
D. If the sweater absorbs the red light, then we cannot perceive red light since no red light
reaches our eyes.
A. Correct. For humans to see red, red light must reach our eyes for us to perceive red
without most of the other colors. Since the light mostly reaching our eyes is red in this
case, we see red.
Follow-up:
1.
Can you explain the difference between reflected color and transmitted color?
Light waves reach our eyes in a number of ways: directly (when we stare into the sun or a light
bulb), or indirectly (when light waves pass through a transparent object held between the source of
light and our eyes (called transmission) or when light bounces from an object to our eyes (called
reflection).
In other words, an opaque substance like an apple appears to be a particular color because it
reflects the wavelengths corresponding to that color and absorbs those that don't. If it reflected all
wavelengths without any one wavelength dominating the other, the substance would be perceived
as white.
The principle remains the same for a transparent substance, such as colored glass or film.
The transparent substance absorbs some wavelengths and transmits others. A transparent
object such as a green bottle is seen as green by the same principle that the apple is seen as
red. All wave lengths but green are absorbed. The green wavelength is transmitted rather
than reflected to the eye, and that is how we see color.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-A1
observing cells, identifying organelles, relating
structure to function, and differentiating among cell
types
Lesson
45.1
Introduction to Students:
Cells contain several organelles each performing a different function. Since the cells carry
out many functions, the number of the organelles varies with the functions of the particular
type of cell. Consider the following question.
1.
Mitochondria are used to produce energy for cells. Which type of cell would contain the
most mitochondria?
A. fat cells
B. bone cells
C. red blood cells
D. muscle cells
If you answered A, B, or C, your answer is incorrect. Let’s talk about why.
A. The fat cell’s basic function is to store energy therefore they have less use for
mitochondria.
B. The bone cell’s basic function is to store calcium and has less need to produce energy.
C. The red blood cell’s function is to transport oxygen and carbon dioxide and has less use
for produce energy.
D. Correct. Muscle cells need a lot of energy (which is in the form of ATP) so they have lots
of mitochondria. Muscle cells convert chemical energy (in ATP) into kinetic energy.
Every time a muscle contracts, chemical energy is converted into kinetic energy.
Follow-up:
Mitochondria are oblong shaped organelles that are found in the cytoplasm of every eukaryotic
cell. They occur in varying numbers, depending on the cell and its function. These organelles are
the power generators of the cell, converting oxygen and nutrients into ATP (adenosine
triphosphate). ATP is the chemical energy "currency" of the cell that powers the cell's metabolic
activities. This process is called aerobic respiration and is the reason animals breathe oxygen.
Gondar Design. 26 July 2004 <http://www.purchon.net/cells/mitochondria.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-C2
recognizing the evidence for evolution
Lesson
45.2
Introduction to Students:
The theory of evolution proposes that living things change over a long period of time. This
theory was first made popular by Charles Darwin after he made many observations and
proposed a theory of how these changes could occur. Consider the following question.
2. Which of the following statements supports the theory of evolution?
A.
Variations in organisms provide the basis for natural selection.
B.
Carbon dating indicates that Earth is 4.5 billion years old.
C.
Traits acquired during an organism’s life will be passed on to the next generation.
D.
Environmental factors are responsible for the formation of a new species.
If you answered B, C, or D, your answer is incorrect. Let’s talk about why.
B.
Although carbon dating can be used to date things, it can be used only for a few
tens of thousands of years if the thing was alive and absorb the carbon from
carbon dioxide in the air or consumed plants.
C.
Traits acquired during an organism’s life are not generally passed on to the next
generation. Only those traits that are genetically based are passed on.
D.
Environmental factors generally affect the formation of a new species.
Environmental influences are indirectly involved because inherited traits may
result from a mutation that better allows the organisms to live in that
environmental.
A.
Correct. Variations in organisms provide the basis for natural selection. The
concept of natural selection was proposed by Charles Darwin to explain how
evolution could occur. His explanation includes:
1. All organisms produce far more offspring than can survive to adulthood and
reproduce thus many of those offspring will die without reproduction.
2. Organisms vary in many ways, and much of that variation is heritable (genetic)
and the variations that exist in the parents are passed on to the offspring.
3. Some of those heritable, variable traits affect an organism's fitness, increasing
its ability to survive to reproductive maturity.
4. Those traits that increase an organism's fitness will tend to be passed on to the
organism's offspring through reproduction of the next generation.
Follow-up:
Evolution has been the generally accepted scientific explanation for the diversity of life for over a
hundred and fifty years, and in that time overwhelming amounts of evidence have poured in to
support it from diverse fields ranging to paleontology and geology to modern molecular biology
and genetics.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
The evidence falls into six major categories:
1. taxonomic (evidence from the classification and relation of living things)
2. genetic (evidence from DNA and molecular biology)
3. morphological (evidence from the shape and body plans of living things)
4. fossil (evidence from the geological record)
5. biogeographical (evidence from the habitats and dispersion of living things)
6. observed (miscellaneous evidence from directly observed events and verified predictions of
evolution
Can you think of an example of each of the above categories?
Evidence for Evolution. 26 July 2004.
<http://www.ebonmusings.org/evolution/evoevidence.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
LS-H-B3
describing the transmission of traits from
parent to offspring and the influence of
environmental factors on gene expression
Lesson
46.1
Introduction to Students:
Since the transmission of traits from parents to offspring can be predicted due to
specific rules of inheritance, the appearance of offspring can be predicted with
much accuracy. Consider the following situation.
1.
In watermelon plants, the allele for solid green fruit (G) is dominant over the allele for
striped fruit (g). Pollen from a flower of a homozygous green watermelon plant is used to
pollinate a flower from a heterozygous green watermelon plant. What percent of the
offspring of this cross will produce striped watermelons?
Feedback:
If you have answered none or zero percent, you are correct. Let’s talk about why.
Homozygous green would have alleles alike and thus GG. Heterozygous green would have
alleles different and thus Gg. Completing the Punnett Square for GG with Gg gives:
G
G
G
GG
GG
g
Gg
Gg
The offspring are 2 GG (homozygous green) and 2 Gg (heterozygous green). No striped
watermelons are produced; thus 0/4 gives 0 percent.
Follow-up:
1. A Punnett square is a chart that shows/predicts all possible gene combinations in a cross of
parents (whose genes are known).
Using Punnett Squares, you can predict the genotypes (the gene pair) and phenotypes (the
expressed appearance of a gene pair) of the offspring of a cross. Predict the offspring of a
cross between a homozygous (purebred, identical dominant gene) tall pea plant and a
homozygous (purebred) short pea plant by following the steps below:
Step 1.
Designate letters to represent the genes for traits. Capital letters represent dominant traits,
and lowercase letters represent recessive traits.
Example: T = tall and t = short
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Step 2.
Write the genotypes (genes) of each parent. These are often given to you or are possible to
determine.
Example: TT X tt
(tall)
(short) - both homozygous (same) or purebred
Step 3.
List the genes that each parent can contribute.
Parent 1
Parent 2
T T
tt
T
T
t
t
Step 4.
Draw a Punnett square - 4 small squares in the shape of a window. Write the possible
gene(s) of one parent across the top and the gene(s) of the other parent along the side of the
Punnett square.
t
t
T
T
Step 5.
Fill in each box of the Punnett square by transferring the letter above and in front of each
box into each appropriate box. As a general rule, the capital letter goes first and a
lowercase letter follows.
T
T
t
Tt
Tt
t
Tt
Tt
Step 6.
List the possible genotypes and phenotypes of the offspring for this cross.
The letters inside the boxes indicate probable genotypes (genetic makeup) of offspring
resulting from the cross of these particular parents. There are 4 boxes, and the genotypic
results can be written either as fractions or percents. In this case, all 4 boxes out of the 4 are
showing the Tt genotype. Therefore, each of the offspring has a 4/4 or 100% chance of
showing the Tt genotype.
Remember, T = tall and t = short (see step #1 above). Since a capital letter indicates a dominant
gene, T (tall) is dominant over t (short). Therefore, each of the offspring has a 4/4 or 100%
chance of being tall.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Can you predict the offspring for the following pairing?
The dominant gene (allele) color for a flower plant is blue and the recessive color is yellow. A
heterozygous (genes/alleles different) blue is mated with a homozygous yellow.
a)
b)
c)
d)
e)
f)
What are the possible genotype(s) of a blue flower plant?
What are the possible genotype(s) of a yellow flower plant?
What would be the phenotype of Bb?
What would be the phenotype of bb?
Why is the phenotype of BB?
What is the percentage of yellow flower plants?
2. Can your predict the offspring for a pairing of a homozygous long hair rabbit (long is
dominant) and a homozygous short hair rabbit (short is recessive)? What percentage of the
offspring will have long hair?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
PS-H-E2 understanding the relationship of displacement, time,
rate of motion, and rate of change of motion;
representing rate and changes of motion mathematically
and graphically
46.2
Introduction to Students:
The Law of Conservation of Momentum states that momentum cannot be created or
destroyed. This allows calculations to be made to predict what objects will do when they
collide. Consider the collision below.
Use the information and figure below to answer question 2.
momentum = mass X velocity
or
p=mv
2.
If objects A and B collide, how much momentum will A and B have if they stick together
after the collision?
Feedback:
If you answered 8 kg m/s, you are correct. Let’s talk about why.
Object A has a momentum of 20 kg m/s to the east ( p = m v gives p = 4 kg X 5 m/s east = 20
kg m/s east). Object B has a momentum of 12 kg m/s to the west ( p= mv gives p= 6 kg X 2
m/s west = 12 kg m/s west).
Remember, momentum is conserved in a collision; thus, the total momentum before a
collision is the same as after the collision. Since the momentum of object A and object B are
in opposite direction, the total momentum is the difference:
Total momentum = momentum of object A - momentum of object B
Total momentum = 20 kg m/s east
- 12 kg m/s west = 8 kg m/s.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
ESS-H-A7
Content Standard
modeling the transfer of the Earth’s internal
heat by way of convection currents in the
mantle, which powers the movement of the
lithospheric plates
Lesson
47.1
Introduction to Students:
The earth’s crust is comprised of several different parts. One of these parts of the earth
is called the lithosphere (solid outer crust), which rests upon the deeper, hot, flowing
asthenosphere (lower part of the crust and upper mantle). Consider the following
question.
1.
What is the theory that Earth’s crust is divided into sections that interact with each other over
time called?
If you answered Plate Tectonics, you are correct. Let’s talk about why.
The theory that Earth’s crust is divided into sections that interact with each other over time
is called plate tectonics. The main features of plate tectonics are:
•
•
•
•
Earth's surface is covered by a series of crustal plates.
The ocean floors are continually, moving, spreading from the center, sinking at the edges,
and being regenerated.
Convection currents beneath the plates move the crustal plates in different directions.
The source of heat driving the convection currents is radioactivity deep in Earth’s
mantle.
Follow-up:
1. Consider the following diagram. Notice the number of plates and where they interact (meet).
Which two plates account for the earthquakes in California? Is the state of Louisiana near or on
one of these plates?
NASA Observatorium. 26 July 2004. <observe.arc.nasa.gov/.../ Tectonics2.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
2. The movement of the tectonic plates has changed the location of the continents over time.
Observe the following diagram. Notice how the continents are no longer joined.
Public domain: www.geog.ouc.bc.ca/physgeog/ contents/10i_3.html
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
Lesson
PS-H-C5 understanding that chemical bonds are formed between
atoms when the outermost electrons are transferred or
shared to produce ionic and covalent compounds
47.2
Introduction to Students:
Chemical bonds are formed between atoms that hold the atoms together. The type of chemical
bond formed determines the properties of the substance. Can you answer the following
question?
2. Name one type of chemical bond that forms between atoms.
If you answered ionic or covalent bonds, you are correct. (Also correct: metallic or hydrogen
bonds) Let’s talk about why.
Ionic bonding is the type of chemical bond formed when electrons are transferred from one atom to
another. Covalent bonding is when electrons are shared between two atoms.
Follow-up:
1.
Consider the following chart about the properties of the types of chemical bonding. Can
you answer the questions following the chart?
Ionic Bond Properties
Covalent Bond Properties
Property Explanation
Property Explanation
High Melting point and boiling point
The melting and boiling points of ionic
compounds are high because a large amount of
thermal energy is required to separate the ions
which are bound by strong electrical forces.
Low Melting and boiling points
During melting/boiling, molecules become
separated
Forces of attraction between molecules are
weak and little thermal energy is required to
separate them
Electrical conductivity
Solid ionic compounds do not conduct
electricity when a potential is applied because
there are no mobile charged particles.
No free electrons causes the ions to be firmly
bound and unable to carry charge by moving.
Hardness
Most ionic compounds are hard; the surfaces of
their crystals are not easily scratches. This is
because the ions are bound strongly to the
lattice and aren't easily displaced.
Do not conduct electricity
No mobile charged particles
Molecules not charged
Electrons tightly bound to atoms or shared by
atoms in covalent bonds
Softness
Molecules weakly attracted to each other and
are easily displaced
Brittleness
Most ionic compounds are brittle; a crystal will
shatter if we try to distort it. This happens
because distortion causes ions of like charges to
come close together, and then sharply repel.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
2.
Which type of chemical bond do you think each of the following substances has?
a) table salt
b) rubber
c) plastic
d) bricks
e) water
Rowan Beckworth. “Chemical Bonding Information. 1998. 26 July 2004
<http://users.senet.com.au/~rowanb/chem/chembond.htm>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
SI-H-A4
Lesson
formulating and revising scientific explanations
and models using logic and evidence
48.1
Introduction to Students:
Scientific models and explanations are never “finished.” They are constantly being
reformulated and revised as new information and models are obtained. This constant
revision process is an important process in science. Consider the following situation.
The questions in Lessons 48 to 51 refer to the newspaper article below.
Air Pollution Linked to Drought
Air pollution may be one reason for the
Sahel drought in Africa, says an Australian
researcher, Dr. Leon Rotstayn. Sulfate
particles in the atmosphere may contribute
to a global climate shift. The majority of
sulfate aerosol comes from burning of fossil
fuels and metal smelting. Smaller amounts
come from burning vegetation in the tropics
and natural sources, such as marine
plankton.
Dr. Rotstayn explained that the sulfate
particles make cloud droplets smaller. This
makes the clouds brighter, last longer, and
reflect more sunlight into space, which cools
Earth’s surface.
Sulfate concentrations and surface cooling
are greater in the Northern Hemisphere.
This imbalance affects the tropical rain belt.
The main impact of the weaker rain belt is in
the Sahel, the region of northern Africa
bordering the fringe of the Sahara.
Since the 1960s, rainfall in the Sahel was
twenty to forty-nine percent lower than in
the first half of the 20th century. This caused
a serious drought, widespread famine, and
many deaths.
Dr. Rotstayn has investigated the importance
of sulfate aerosols by using a supercomputer
to run sophisticated global climate
simulations. When the computer ran the
simulation without any aerosol pollution,
there was no drought in the Sahel. But when
aerosols were added, the computer
simulation showed a drop in rainfall similar
to what happened over northern Africa.
During the 1990s, Europe and North
America put stricter controls on sulfate
emissions. Atmospheric aerosol
concentration decreased, and the drought in
the Sahel has been less severe during the
past decade. Dr. Rotstayn believes this
additional evidence supports his theory.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Use the maps below to answer question 1.
1. What additional map would provide the most convincing evidence that a link exists between
sulfate aerosols and the Sahel drought?
A. a map that shows more kinds of air pollution
B. a map that shows which countries produce the most sulfates
C. a map that shows the actual rainfall over Africa after the 1990s
D. a map that shows cloud cover in the Northern and Southern Hemispheres
If you answered A, B, or D, your answer is incorrect. Let’s talk about why.
A. A map that shows more kinds of pollution would not show the changes in rainfall as
related to changes of sulfate aerosols.
B. A map showing which countries produce the most sulfates does not address the
changes in rainfall.
D. A map that shows the cloud cover in both hemispheres does address rainfall. Cloud
cover does not automatically mean rainfall.
C. Correct. A map that shows the actual rainfall over Africa after the 1990s would show
the effect of the reduction of the sulfates in the air on the rainfall. When compared to
the pre-1980s map, the effects would be readily seen.
Follow-up:
1. Using the maps above, what would you expect to see if the reduction of sulfates were not
related to rainfall?
2. Using the maps above, what would you expect to see if the sulfates levels increased?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
ESS-H-B1 illustrating how stable chemical atoms or elements
are recycled through the solid earth, oceans,
atmosphere, and organisms
48.2
Introduction to Students:
There are several biochemical and geochemical cycles that recycle the elements on Earth. In some
of the cycles, living organisms play and important role in this recycling certain elements. Consider
the following question.
2. Marine plankton play a major role in the biogeochemical cycling of which elements?
A.
carbon and oxygen
B.
sulfur and nitrogen
C.
hydrogen and oxygen
D.
nitrogen and phosphorus
If you answered B, C, or D, your answer is incorrect. Let’s talk about why.
B. Sulfur and nitrogen are recycled primarily by bacteria in the soil, not by plankton in the
oceans.
C. Hydrogen and oxygen are recycled mostly through the soil and through the water cycle.
D. Nitrogen and phosphorous are recycled primarily by bacteria in the soil.
A. Correct. Marine plankton play a major role in the recycling of carbon and oxygen
through the process of photosynthesis. Most of the photosynthesis of the world occurs in
plankton in the oceans.
Follow-up:
1. Review the graphic of the carbon-oxygen cycle (on the next page).
Carbon-Oxygen Cycle Summary:
• Photosynthesis removes CO2 from the air and adds O2.
• Cellular respiration removes O2 from the air and adds CO2.
• Photosynthesis and respiration usually balance out.
• Decomposers break down organic material releasing CO2.
2. Can you find the marine plankton in the cycle?
3. Can you find other living organisms that recycle carbon and oxygen?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Bigelow.org. “Carbon-Oxygen Cycle.” 29 July 2004 <http://www.bigelow.org/foodweb/carbon_cycle.jpg>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
ESS-H-B1 illustrating how stable chemical atoms or elements are
recycled through the solid earth, oceans, atmosphere,
and organisms
Lesson
49.1
Introduction to Students:
There are many sources for recycled elements to enter the atmosphere. Consider the following
question. (Ensure that students have their copy of the news article from Lesson 48.)
1. The news article mentions four sources of atmospheric sulfate particles: burning of fossil fuels,
smelting of metals, burning vegetation, and marine plankton. Which of the following is another
source of atmospheric sulfate particles?
A.
lightning strikes
B.
volcanic eruptions
C.
bacteria on legume roots
D.
termites and cows
If you answered A, C, or D, your answer is incorrect. Let’s talk about why.
A. Lightning strikes produce ozone and nitrous oxide.
C. Bacteria on legume help to form nitrogen compounds but do not release sulfates into the
atmosphere.
D. Termites and cows produce methane gas, not sulfates.
B. Correct. Volcanic eruptions release sulfate gases into the atmosphere, which in turn
produces small amounts of sulfuric acid (referred to as acid rain).
Follow-up:
1. Consider the chart below. What other types of gases may be produced in volcanic eruptions?
U.S. Geological Survey. 26 July 2004. <http://volcanoes.usgs.gov/Hazards/What/hazards.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
SE-H-A11 understanding how pollutants can affect living systems
Lesson
49.2
Introduction to Students:
Pollutants in the atmosphere contribute to many problems that can affect atmospheric conditions
and thus living systems in a negative way. Consider the following question.
The following question refers back to the news article in Lesson 48.
2. In addition to affecting droplet formation within clouds, sulfates in the atmosphere also
contribute to the problem of
A. El Niño.
B. acid rain.
C. ozone depletion.
D. ground ozone.
If you answered A, C, or D, your answer is incorrect. Let’s talk about why.
A. El Nino is a change in the ocean-atmosphere temperature regulation system in the
eastern Pacific, which contributes to significant weather changes around the world,
usually resulting in increased rain.
C. Ozone depletion is mostly related to the increase of chlorofluorocarbons (CFCs),
along with other chlorine- and bromine-containing compounds into the atmosphere.
D. Ground-level ozone is formed from nitrogen oxides and hydrocarbons pollution from
vehicles, industry, and consumer products.
B. Correct. "Acid rain" is a broad term used to describe several ways that acids fall out
of the atmosphere. Scientists have discovered, and have confirmed, that sulfur dioxide
(SO2) and nitrogen oxides (NOx) are the primary causes of acid rain. Acid rain occurs
when these gases react in the atmosphere with water, oxygen, and other chemicals to
form various acidic compounds. Sunlight increases the rate of most of these reactions.
The result is a mild solution of sulfuric acid and nitric acid.
Follow-up:
1. Consider the following picture. Can you describe the chemical reactions that form acid rain
and tell its affects?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
SI-H-A5
recognizing and analyzing alternative explanations and
models
Lesson
50.1
Introduction to Students:
Scientific models and arguments are based on facts and evidence collected from various sources.
From these models, scientists may infer conclusions. Consider the following question.
The following question refers back to the news article in Lesson 48.
1. Soil studies have shown that the Sahel region of Africa has had milder droughts in the 1680s,
the 1750s, the mid-1800s and the early 20th century. This information supports the argument
that
A. periodic droughts occur in this region.
B. sulfate air pollution has been present for a long time.
C. overgrazing by animals probably causes the Sahel droughts.
D. El Niño, the periodic warming of the oceans, causes the droughts.
If you have answered B, C, or D, your answer is incorrect. Let’s talk about why.
A. This is true but is not the best answer represented by the information.
C. Overgrazing by animals could not cause droughts to be milder but might make the
droughts worst.
D. El Nino occurs in the Pacific Ocean, causes more rainfall and not likely to affect the
Sahel region.
B. Correct. Based on the information presented and the information from the article,
this is a valid argument.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
PS-H-D7 identifying important chemical reactions that occur in
living systems, the home, industry, and the environment
Lesson
50.2
Introduction to Students:
The Sun’s energy enters the food chain of Earth through chemical reactions to provide the
energy for living systems. Consider the following question.
2.
Which chemical reaction describes the entry of the sun’s energy into the food chain?
If you have answered A, C, or D, your answer in incorrect. Let’s talk about why.
A.
This chemical reaction is respiration for the release of energy for use by living cells, not
energy entering the food chain. Energy from the sun enters by the chemical reaction of
photosynthesis.
C.
This chemical reaction is not photosynthesis or the sun’s energy entering the food chain.
D.
This reaction is the combustion reaction of methane gas, not photosynthesis.
B.
Correct. The sun’s energy enters the food chain through the photosynthesis reaction (in
the presence of sunlight) in green plants. Carbon dioxide and water react to form glucose
(food) and oxygen. This reaction is the opposite of respiration.
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
ESS-H-C5 explaining that natural processes and changes in the
earth system may take place in a matter of seconds or
develop over billions of years
51.1
Introduction to Students:
Changes to an ecosystem can occur over a short time or an extended time through such ways as
fires, droughts, floods, hurricanes, and other weather phenomena. Each can damage the
ecosystem in to various levels. Consider the following question.
1. A major damage to the ecosystem that occurs during periods of extended drought is the
A. increase in severe storms after the drought.
B. change in economic development patterns.
C. change in migration routes of animals.
D. loss of soil through wind erosion.
If you have answered A, B, or C, your answer is incorrect. Let’s talk about why.
A. Although there may be an increase in storms after the drought, this is uncommon. There
are more severe damages.
B. There are changes in economic development patterns but this is not the major damage to
the ecosystem. This damage may be overcome when the drought ends are adjusted to
during the drought.
C. Animals change their routes of migration often to account for changes in weather
patterns. This is not a major damage, as they will return when conditions change again.
D. Correct. The major damage is the loss of soil through wind erosion. Wind erosion
physically removes the most fertile part of the soil and lowers soil productivity which in
turn reduces potential soil productivity, decreases seedling survival and growth,
depresses crop yields, increases the susceptibility of plants to certain types of stress,
including diseases, and contributes to transmission to some plant pathogens. The soil lost
is not easily replaced, as time is needed to replace the organic component. Further effects
are the economic impact and the reduction of food production.
Follow-up:
1. Consider the following map. Where would you expect to find the most soil erosion and its
economic effects?
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Map. 26 July 2004. <www.somwat.com>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
Content Standard
Lesson
11 Science
ESS-H-B2 demonstrating Earth’s internal and external energy
sources as forces in moving chemical atoms or elements
51.2
Introduction to Students:
The Sun’s energy absorbed by Earth’s atmosphere influences the motion of the atmosphere’s
atoms and molecules on a global scale. Consider the following question.
2.
Identify one factor that influences the global movement of rain clouds between the
Northern and Southern Hemispheres.
If you answered Earth’s spin or rotation, trade winds, air pressure, or jet stream, your
answer is correct. Let’s talk about why.
As the earth rotates, the sun heats the atmosphere on the sunny side while the dark side cools
creating a difference in air pressure. The differences in air pressure causes the winds to flow
in streams called jet streams. The jet streams cause the atmosphere to divide into trade
winds carrying clouds to different areas.
Follow-up:
1. Compare the two pictures below. Can you recognize that earth’s rotation and pressure
variations due to energy changes cause the trade winds and jet streams that move air and water
vapor?
Observe cloud movements and the direction of air currents in the two images below. Recall that
Earth rotates and revolves in a counterclockwise direction.
Public domain
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
“Coriolis Deflection,” image courtesy of Laura Naranjo, National Snow and Ice Data Center,
University of Colorado, Boulder. 29 July 2004 <http://www.nsidc.org/.../ factors/>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
Lesson
ESS-H-A1 investigating the methods of energy transfer and
identifying the sun as the major source of energy for
most of the earth’s systems
52.1
Introduction to Students:
The earth requires energy for its cycles to function. This energy drives weather and maintains
climate. It also furnishes the energy to support life. This required energy must come from
somewhere. Consider the following question.
1.
What is the major source of energy that drives the formation of clouds in the water cycle?
If you answered Sun or Solar Energy, you are correct. Let’s talk about why.
The major source of energy for the earth comes from the Sun. It drives the earth’s cycles,
especially the water cycle.
Follow-up:
1. Consider the picture below. Can you name the part of the water cycle that stores the absorbed
sun energy?
“The Water Cycle.” 26 July 2004. <http://ga.water.usgs.gov/edu/watercyclegraphiclo.html>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
SE-H-B1 explaining the relationships between renewable and
nonrenewable resources
Lesson
52.2
Introduction to Students:
The earth has resources that are renewable and nonrenewable. One of the nonrenewable resources
groups is fossil fuels. Fossil fuels are considered nonrenewable because of the millions of years
required to compose them.
2.
What non-renewable fossil fuel is a major source of high sulfur emissions?
If you answered coal, you are correct. Let’s talk about why.
Coal is composed of organic materials accumulated over millions of years from the remains
of organisms. Since coal comes from living organisms, it contains the mineral sulfur. When
coal is burned as a fuel, the sulfur is emitted.
Follow-up:
1.
Consider the following chart. Can you name the stages of coal formation?
“Swamp Environment.” 26 July 2004.
<http://caldera.calstatela.edu/urbangeology/Earth_Revealed/coal_formation.jpg>
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
2.
All forms of energy come from somewhere. These sources can be sorted into two groups.
The first is renewable (a type of energy that can be used over and over, like the sun). The
second is nonrenewable (an energy source that can be used up and is unable to renew—or
create more of itself—in a short amount of time).
Can you place a checkmark in the correct column to indicate which of the following energy
sources are renewable and which are nonrenewable?
SOURCES OF ENERGY
Nonrenewable
Fossil fuels (coal, oil, natural gas)
Minerals (Uranium)
Nuclear power (fission or fusion)
Sun
Wind
Water
Geothermal heat
Biomass (plant waste)
Renewable
If you have placed your checkmarks as follows, you are correct.
SOURCES OF ENERGY
Nonrenewable
Fossil fuels (coal, oil, natural gas)
Minerals (Uranium)
Nuclear power (fission or fusion)
Sun
Wind
Water
Geothermal heat
Biomass (plant waste)
Renewable
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
SE-H-A8 analyzing evidence that plant and animal species have
evolved physical, biochemical, and/or behavioral
adaptations to their environments
Lesson
53
Introduction to Students:
Plants and animals evolve physical, biochemical, and /or behavioral adaptations to survive in their
environments. These specialized adaptations sometimes determine the structures and appearances
of organisms. Consider the following question about adaptation to desert survival.
1.
Describe one way plants have adapted to a desert environment and one way animals have
adapted to a desert environment. Then, for each adaptation, identify the structure that is
adapted and explain how the adaptation helps the organism survive in the desert.
If your answer is similar to any of the following, you are correct.
Plant structural/functional adaptations include (but are not limited to):
• Deep roots to reach water
• Ability to bloom and produce seed only after rainfall so there is adequate water to ensure cell
division, cell growth, nutrient storage in seeds, etc.
• Thick cuticle (epidermal covering, skin) to prevent water loss
• Seeds that germinate only after rainfall when there is adequate water to ensure cell growth
• Small leaves to prevent water loss from large areas
• Chlorophyll in stems and other on-leafy areas to allow for maximum photosynthesis in spite of
small leaves
• A structure designed to store water (e.g., cactus stems, succulent leaves)
Animal structural/functional adaptations include (but are not limited to):
• Nocturnal life style to avoid the heat of the day
• Cold-blooded (i.e., to adjust body temperature to ambient air temperature vs. consumption to
regulate body temperature)
• Metabolic cycles that rely on the “capture” of the water produced during cellular respiration
• Large feet, ears, and other projections to radiate heat
• High vascularization (lots of blood vessels) near skin to radiate heat
• Kidneys function to concentrate urine to minimize water loss
• High color skin/outer covering to radiate light and its associated heat
Unacceptable answers include:
• Protective camouflage (this protects from predators)
• Camels store water in their hump (they store fat and as the fat is metabolized during cellular
respiration, water is produced)
• Spines on cactus (this is ad adaptation against predators)
Follow-up:
1. Give examples of desert animals and plants that used the adaptations mentioned above.
2. More information on plant and animal adaptations to desert life may be found at:
http://www.desertusa.com/animal.html
http://www.earlham.edu/~biol/desert/adapt.htm
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Grade/Subject
11 Science
Content Standard
Lesson
SE-H-A8 analyzing evidence that plant and animal species have
evolved physical, biochemical, and/or behavioral
adaptations to their environments
53
Introduction to Students:
Plants and animals evolve physical, biochemical, and /or behavioral adaptations to survive in their
environments. These specialized adaptations sometimes determine the structures and appearances
of organisms. Consider the following question about adaptation to desert survival.
2.
Describe one way plants have adapted to a desert environment and one way animals have
adapted to a desert environment. Then, for each adaptation, identify the structure that is
adapted and explain how the adaptation helps the organism survive in the desert.
If your answer is similar to any of the following, you are correct.
Plant structural/functional adaptations include (but are not limited to):
• Deep roots to reach water
• Ability to bloom and produce seed only after rainfall so there is adequate water to ensure
cell division, cell growth, nutrient storage in seeds, etc.
• Thick cuticle (epidermal covering, skin) to prevent water loss
• Seeds that germinate only after rainfall when there is adequate water to ensure cell
growth
• Small leaves to prevent water loss from large areas
• Chlorophyll in stems and other on-leafy areas to allow for maximum photosynthesis in
spite of small leaves
• A structure designed to store water (e.g., cactus stems, succulent leaves)
Animal structural/functional adaptations include (but are not limited to):
• Nocturnal life style to avoid the heat of the day
• Cold-blooded (i.e., to adjust body temperature to ambient air temperature vs.
consumption to regulate body temperature)
• Metabolic cycles that rely on the “capture” of the water produced during cellular
respiration
• Large feet, ears, and other projections to radiate heat
• High vascularization (lots of blood vessels) near skin to radiate heat
• Kidneys function to concentrate urine to minimize water loss
• High color skin/outer covering to radiate light and its associated heat
Unacceptable answers include:
• Protective camouflage (this protects from predators)
• Camels store water in their hump (they store fat and as the fat is metabolized during
cellular respiration, water is produced)
• Spines on cactus (this is ad adaptation against predators)
Louisiana Department of Education
Grade 11 Teachers Guide: PASS on Paper
Follow-up:
1. Give examples of desert animals and plants that used the adaptations mentioned above.
2. More information on plant and animal adaptations to desert life may be found at:
http://www.desertusa.com/animal.html
http://www.earlham.edu/~biol/desert/adapt.htm
Louisiana Department of Education