UNIDAD EDUCATIVA MONTE TABOR NAZARET
Área de Science
Actividades de refuerzo académico
I QM
2015 - 2016
NOMBRE: _____________________________ CURSO:_______
FECHA: __________________
Contenido:
Caligrafía:
Presentación
10
Ortografía:
PROFESOR/A: ______________________________
Instrucciones sobre las actividades de refuerzo:
Estas actividades de refuerzo académico tienen como objetivo mejorar el desempeño académico de los estudiantes que han obtenido una nota
inferior a 7/10 en el examen quimestral y/o en el promedio quimestral, lo cual indica de acuerdo a la escala cualitativa de evaluación que el
estudiante está próximo a alcanzar los aprendizajes requeridos o no ha alcanzado los aprendizajes requeridos. La actividad desarrollada debe
entregarse al profesor de la asignatura a partir del 19 de octubre en la primera hora de clases de esa asignatura. Se realizará una retroalimentación
del trabajo y la calificación corresponderá como lección del primer parcial del segundo quimestre.
Semana 1
Chapter Review (Land Biomes)
USING KEY TERMS
1. In your own words, write a definition for the following terms: biome and tundra.
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2. Use each of the following terms in a separate sentence: intertidal zone, neritic zone, and
oceanic zone.
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For each pair of terms, explain how the meanings of the terms differ.
3. savanna and desert
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4. open-water zone and deep-water zone
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5. marsh and swamp
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UNDERSTANDING KEY IDEAS
Multiple Choice
_____ 6. Trees that lose their leaves in the winter are called
a. evergreen trees.
c. deciduous trees.
b. coniferous trees.
d. None of the above
_____ 7. In which major ocean zone are plants and animals exposed to air for part of the
day?
a. intertidal zone
c. oceanic zone
b. neritic zone
d. benthic zone
_____ 8. An abiotic factor that affects marine ecosystems is
a. the temperature of the water.
b. the depth of the water.
c. the amount of sunlight that passes through the water.
d. All of the above
_____ 9. is a marine ecosystem that includes mudflats, sandy beaches, and rocky shores.
a. An intertidal area
b. Polar ice
c. A coral reef
d. The Sargasso Sea
Short Answer
10. What are seven land biomes?
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11. Explain how a small lake can become a forest.
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12. What are two factors that characterize biomes?
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13. Describe the three zones of a lake.
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14. How do rivers form?
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15. What are three abiotic factors in land biomes? three abiotic factors in marine ecosystems?
an abiotic factor in freshwater ecosystems?
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CRITICAL THINKING
16 .Concept Mapping Use the following terms to create a concept map: plants and animals,
tropical rain forest, tundra, biomes, permafrost, canopy, desert, and abiotic factors.
17. Making Inferences Plankton use photosynthesis to make their own food. They need
sunlight for photosynthesis. Which of the four major ocean zones can support plankton
growth? Explain your answer.
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18. Predicting Consequences Wetlands, such as marshes and swamps, play an important role
in flood control. Wetlands also help replenish underground water supplies. Predict what
might happen if a wetland dries out.
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19. Analyzing Ideas A scientist has a new hypothesis. He or she thinks that savannas and
deserts are part of one biome rather than two separate biomes. Based on what you’ve
learned, decide if the scientist’s hypothesis is correct. Explain your answer.
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20. Applying Concepts Imagine that you are a scientist. You are studying an area that gets
about 100 cm of rain each year. The average summer temperatures are near 30ºC. What
biome are you in? What are some plants and animals you will likely encounter? If you
stayed in this area for the winter, what kind of preparations might you need to make?
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INTERPRETING GRAPHICS
Use the graphs below to answer the questions that follow.
21. Which biome is most likely found in the region described by the graphs above? Explain
your answer.
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22. How many centimeters of rain fell in the region during the course of the year?
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23. Which month is the hottest in the region? the coolest in the region?
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24. What is the average monthly precipitation for the month that has the highest average high
temperature?
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Chapter Review - Intro to Atoms
USING KEY TERMS
The statements below are false. For each statement, replace the underlined term to make a
true statement.
1. Electrons have a positive charge.
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2. All atoms of the same element contain the same number of neutrons.
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3. Protons have no electrical charge.
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4. The atomic number of an element is the number of protons and neutrons in the nucleus.
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5. The mass number is an average of the masses of all naturally occurring
isotopes of an element.
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UNDERSTANDING KEY IDEAS
Multiple Choice
_____ 6. The discovery of which particle proved that the atom is not indivisible?
a. proton
c. electron
b. neutron
d. nucleus
_____ 7. How many protons does an atom with an atomic number of 23 and a mass number
of 51 have?
a. 23
c. 51
b. 28
d. 74
_____ 8. In Rutherford’s gold-foil experiment, Rutherford concluded that the atom is mostly
empty space with a small, massive, positively charged center because
a. most of the particles passed straight through the foil.
b. some particles were slightly deflected.
c. a few particles bounced straight back.
d. All of the above
_____ 9. Which of the following determines the identity of an element?
a. atomic number
b. mass number
c. atomic mass
d. overall charge
_____10. Isotopes exist because atoms of the same element can have different numbers of
a. protons.
c. electrons.
b. neutrons.
d. None of the above
Short Answer
11. What force holds electrons in atoms?
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12. In two or three sentences, describe Thomson’s plum-pudding model of the atom.
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Math Skills
13. Calculate the atomic mass of gallium, which consists of 60% gallium-69 and 40%
gallium-71. Show your work below.
14. Calculate the number of protons, neutrons, and electrons in an atom of zirconium-90 that
has no overall charge and an atomic number of 40. Show your work below.
CRITICAL THINKING
15. Concept Mapping Use the following terms to create a concept map: atom, nucleus,
protons, neutrons, electrons, isotopes, atomic number, and mass number.
16. Analyzing Processes Particle accelerators are devices that speed up charged particles in
order to smash them together. Scientists use these devices to make atoms. How can
scientists determine whether the atoms formed are a new element or a new isotope of a
known element?
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17. Analyzing Ideas John Dalton made a number of statements about atoms that are now
known to be incorrect. Why do you think his atomic theory is still found in science
textbooks?
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18. Analyzing Methods If scientists had tried to repeat Thomson’s experiment and found that
they could not, would Thomson’s conclusion still have been valid? Explain your answer.
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Interpreting Graphics
Use the diagrams below to answer the questions that follow.
19. Which diagrams represent isotopes of the same element?
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20. What is the atomic number for A?
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21. What is the mass number for B?
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Semana 2
Chapter Review – Periodic Table
USING KEY TERMS
Complete each of the following sentences by choosing the correct term from the word bank.
group
halogens
period
alkaline-earth metals
alkali metals
noble gases
1. Elements in the same vertical column on the periodic table belong to the same
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2. Elements in the same horizontal row on the periodic table belong to the same
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3. The most reactive metals are ______________________.
4. Elements that are unreactive are called ______________________.
UNDERSTANDING KEY IDEAS
Multiple Choice
_____ 5. Mendeleev’s periodic table was useful because it
a. showed the elements arranged by atomic number.
b. had no empty spaces.
c. showed the atomic number of the elements.
d. allowed for the prediction of the properties of missing elements.
_____ 6. Most nonmetals are
a. shiny.
b. poor conductors of electric current.
c. flattened when hit with a hammer.
d. solids at room temperature.
_____ 7. Which of the following items is NOT found on the periodic table?
a. the atomic number of each element
b. the name of each element
c. the date that each element was discovered
d. the atomic mass of each element
_____ 8. Which of the following statements about the periodic table is false?
a. There are more metals than nonmetals on the periodic table.
b. Atoms of elements in the same group have the same number of electrons in their
outer level.
c. The elements at the far left of the periodic table are nonmetals.
d. Elements are arranged by increasing atomic number.
_____ 9. Which of the following statements about alkali metals is true?
a. Alkali metals are generally found in their uncombined form.
b. Alkali metals are Group 1 elements.
c. Alkali metals should be stored underwater.
d. Alkali metals are unreactive.
_____10. Which of the following statements about elements is true?
a. Every element occurs naturally.
b. All elements are found in their uncombined form in nature.
c. Each element has a unique atomic number.
d. All of the elements exist in approximately equal quantities.
Short Answer
11. How is Moseley’s basis for arranging the elements different from Mendeleev’s?
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12. How is the periodic table like a calendar?
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Math Skills
Examine the chart of the percentages of elements in the Earth’s crust below. Then, answer the
questions that follow.
13. Excluding the “Other” category, what percentage of the Earth’s crust are alkalimetals?
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14. Excluding the “Other” category, what percentage of the Earth’s crust arealkaline-earth
metals?
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CRITICAL THINKING
15 . Concept Mapping Use the following terms to create a concept map: periodic table,
elements, groups, periods, metals, nonmetals, and metalloids.
16. Forming Hypotheses Why was Mendeleev unable to make any predictions about the noble
gas elements?
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17. Identifying Relationships When an element that has 115 protons in its nucleus is
synthesized, will it be a metal, a nonmetal, or a metalloid? Explain your answer.
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18. Applying Concepts Your classmate offers to give you a piece of sodium that he found on a
hiking trip. What is your response? Explain.
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19. Applying Concepts Identify each element described below.
a. This metal is very reactive, has properties similar to those of magnesium, and is in the
same period as bromine.
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b. This nonmetal is in the same group as lead.
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INTERPRETING GRAPHICS
20. Study the diagram below to determine the pattern of the images. Predict the missing
image, and draw it. Identify which properties are periodic and which properties are shared
within a group.
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Chapter Review – Environmental
Problems and Solutions
USING KEY TERMS
Complete each of the following sentences by choosing the correct term from the word bank.
conservation
biodiversity
recycling
pollution
overpopulation
nonrenewable resource
renewable resource
1. A(n) ______________________ is a resource that is replaced at a much slower rate than it
is used.
2. The presence of too many individuals in a population for available resources is called
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3. ______________________ is an unwanted change in the environment caused by wastes.
4. The preservation and wise use of natural resources is called ______________________.
5. ______________________ is the number and variety of organisms in an area.
UNDERSTANDING KEY IDEAS
Multiple Choice
_____ 6. Preventing habitat destruction is important because
a. organisms do not live independently of each other.
b. protection of habitats is a way to promote biodiversity.
c. the balance of nature could be disrupted if habitats were destroyed.
d. All of the above
_____ 7. Exotic species
a. do not affect native species.
b. are species that make a home for themselves in a new place.
c. are not introduced by human activity.
d. do not take over an area.
_____ 8. A renewable resource
a. is a natural resource that can be replaced as quickly as it is used.
b. is a natural resource that takes thousands or millions of years to be replaced.
c. includes fossil fuels, such as coal or oil.
d. will eventually run out.
Short Answer
9. Describe how you can use the three Rs to conserve resources.
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10. What are five kinds of pollutants?
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11. Explain why human population growth has increased.
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12. What are two things that can be done to maintain biodiversity?
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13. List five environmental strategies.
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Critical Thinking
14. Concept Mapping Use the following terms to create a concept map: pollution, radioactive
wastes, gases, pollutants, CFCs, PCBs, hazardous wastes, chemicals, noise, and garbage.
15 Analyzing Ideas How might deforestation have contributed to the extinction of some
species?
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16. Predicting Consequences Imagine that the supply of fossil fuels is going to run out in 50
years. What will happen if people are not prepared when the supply runs out? What might
be done to prepare for such an event?
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17. Evaluating Conclusions A scientist thinks that farms should be planted with many
different kinds of crops instead of a single crop. Based on what you learned about
biodiversity, evaluate the scientist’s conclusion. What problems might this cause?
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18. Applying Concepts Imagine that a new species has moved into a local habitat. The
species feeds on some of the same plants that the native species do, but it has no natural
predators. Describe what might happen to local habitats as a result.
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19. Making Inferences Many scientists think that forests are nonrenewable resources. Explain
why they might have this opinion.
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INTERPRETING GRAPHICS
The line graph below shows the concentration of carbon dioxide in the atmosphere between
1958 and 1994. Use this graph to answer the questions that follow.
20. What was the concentration of carbon dioxide in parts per million in 1960? in 1994?
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21. What is the average change in carbon dioxide concentration every 4 years?
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22. If the concentration of carbon dioxide continues to change at the rate shown in the graph,
what will the concentration be in 2010?
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