9TH GRADE SUMMER CAPT ASSIGNMENT
(For 8th grade students entering Honors Biology)
Name: _____________________________________
Why do you have a summer assignment?
 Students entering Honors Biology will be missing the 9th grade course information. The 9th grade Earth
Science course information will appear on the CAPT or the newer SBAC Test. The summer assignment
ensures that you are exposed to the information so that you can be successful on the state assessment.
What resources will you have in order to complete the summer assignment?

You will need to create an account on Schoology.com. The ACCESS CODE for the 9th Grade
Honors Biology Summer is 2H8X8-TP3BC

You will have access to the PowerPoints on Schoology, state laboratory materials, and a textbook. You
can also access the internet for further research if needed.
How will you be held accountable for the summer assignment?




The due date for the summer assignment is Monday,
August 25th.
If your packet is not at school
by this date, I will contact your counselor to place you in Honors Earth Science.
There are several options for turning in your packet
o Bring it to school and turn it in directly
o Scan the pages and email to jblasi@region16ct.org
o Fax it to the school (203)881-2015
o Mail it to the school
Jill Blasi
Woodland Regional High School
135 Back Rimmon Road
Beacon Falls, CT 06403
There will also be a mandatory assessment given within the first few classes that you will need to pass
in order to remain enrolled in Honors Biology.
It is suggested that you keep a copy of the summer assignment to use to study for the assessment (along
with the on-line PowerPoints). You will need to return the textbook before the start of the school year
as we need the books for the incoming Earth Science students.
What happens if you do not successfully complete the summer assignment and/or if you don’t pass the
mandatory assessment?
 You will be required to drop Honors Biology and enroll in Honors Earth Science.
What happens if I have a question on the summer assignment or need help?
 You can email Mrs. Blasi, the science department chairman at jblasi@region16ct.org.
Summer Assignment Details

Unit #1: Introduction and Scientific Method
o

Unit #2: Matter
o



o
View PowerPoints (Carbon Chemistry and Polymers) and complete Assignment #4: Carbon Chemistry
o
See CAPT Lab on Polymers (Unit 11)
Unit #5: Energy
o
View PowerPoints (Forms of Energy 2012 and Energy) and complete Assignment #5 A (Question packet)
o
Complete Assignment #5 B: Energy Webquest
o
See CAPT Lab on Solar Cooker (Unit 11)
Unit #6: Electricity


View PowerPoints 1, 2, and 3 and complete Assignment #7: Magnetism
Unit #8: Earth’s Surface and Human Impact
o
View PowerPoints: Earth’s Surface 1, 2, and 3 and complete Assignment #8A (Question sheet)
o
View PowerPoints Human Impact 1, 2 ,3, and 4 and complete Assignments #8B and #8C
Unit #9: Atmosphere
o
View PowerPoints 1, 2, 3, and 4 and complete Assignment #9 Atmosphere and Human Impact
o
See CAPT Lab on Acid Rain (Unit 11)
Unit #10: Hydrosphere
o

View PowerPoints 1, 2, and 3 and complete Assignment #6: Electricity
Unit #7: Magnetism
o

View PowerPoint 1, 2, 3, and 4 (each are short) and complete Assignment #3: Chemistry
Unit #4: Carbon Chemistry
o

View PowerPoint and complete Assignment #2: Matter
Unit #3: Chemistry
o

View PowerPoint and complete Assignment #1: Scientific Method
View PowerPoint on Hydrosphere and complete Assignment #10: Hydrosphere
Unit #11: CAPT Labs
o
Read Polymer Lab CAPT Materials and complete Polymer associated questions in packet
o
Read Solar Cooker Lab CAPT materials and complete Solar Cooker associated questions in packet
o
Read Acid Rain Lab CAPT materials and complete Acid Rain associated questions in packet
Assignment #1: Scientific Method
A group of students tested different soils to compare how much water they each can hold. They used the
following setup:
They used the following procedure:
1. Put some sand, clay, or garden soil into a funnel.
2. Pour water into the funnel and measure how much water drips through.
3. Repeat for all 3 soil types.
1. Describe 3 improvements that could be made to their procedure. Explain HOW each improvement would
make their data and conclusion more valid (reliable).
Improvement #1: _________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Improvement #2: _________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Improvement #3: _________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Lobster claws are made of muscle and can provide valuable meat to the seafood industry. Scientists wanted to
see if a certain drug would help make lobsters stronger and therefore have larger claws. They set up an
experiment with several tanks and lobsters in each.
2. What are three control factors the scientists should have in their experiment?
__________________________________
__________________________________
__________________________________
3. Describe what the scientists would have to do to have a control set up.
____________________________________________________________________________________
____________________________________________________________________________________
Assignment #2: Properties of Matter
_____ 1. Which substance(s) would be gases at 0ºC?
A. Hydrogen and Nitrogen
B. Gold
C. Acetic acid
D. Nitrogen and Acetic Acid
2. Diagram and Label. Label all the phase change processes for the diagram below and then list the 3
endothermic changes and 3 exothermic changes.
GAS
SOLID
LIQUID
Endothermic
Exothermic
_________________
_________________
_________________
__________________
__________________
__________________
3. Fill in the missing information in the table below.
Phase
Volume
Shape
Speed of Molecules
Definite
Definite
Not definite
Fastest
‘Hot’ lava
‘Cool’ lava
4. Lava is hot. But did you know that in Hawaii, there are names for two different types of lava; a’a and
pahoehoe. Volcanic eruptions in Hawaii are usually of the quiet type where the lava just oozes from the volcanic
vent. Pahoehoe lavas have a temperature of approximately 1100 ºC and a’a lavas have a temperature of about
1000 ºC. Above is a photo of each type of lava. Pahoehoe lava would reach a house that is located 1 mile from
the volcanic vent first.
A. Which type of lava is hotter? ___________________________
B. Do molecules move faster in hotter or cooler temperatures? _____________________
C. When molecules move slower, do you expect the substance to flow faster or slower? _______________
D. When molecules move faster, do you expect the substance to flow faster or slower? _______________
E. If a substance is highly viscous, does it flow fast or slow? _____________________
F. If a substance has a low viscosity, does it flow fast or slow? ______________________
G. Based on your answers from A-F, explain why the pahoehoe lava would reach the house first.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Use the diagrams of Substance A, B, and C to answer questions 5.
5. What substance is a solid? Explain how you know.
__________________________________________________________________________________
__________________________________________________________________________________
Use the description and graph below to answer question 6.
Students in a science class were studying the chemical and physical properties of water. One group of students
took a block of ice at -20ºC and heated it at a steady rate for 60 minutes. The graph below shows the temperature
changes over that time period.
_____
A.
B.
C.
D.
6. Which of the following happened between 50 and 60 minutes?
Solid water is changed into liquid water.
Liquid water is changed into water vapor.
Solid water is changed into oxygen and hydrogen gas.
Liquid water is changed into a solid.
7. A cup of gold colored metal beads was measured to have a mass 425 grams. The volume of the beads was 48.0
cm3.
A. Using the given formula below, calculate the density of the beads.
Density = Mass/Volume
Show all of your work here:
B. Given the following densities, identify the metal.
Gold: 19.3 g/mL
Copper: 8.86 g/mL
Identity of metal: _____________________________
Bronze: 9.87 g/mL
ASSIGNMENT #3: CHEMISTRY
1. Complete the following table.
Sub-Atomic Particle
Proton
Charge
Location
Mass
Negative
1 amu
2. A sample of calcium contains calcium-40, calcium-44, calcium-42, calcium-48, calcium-43, and calcium-46
atoms. Explain why these atoms have different mass numbers, but they must have the same atomic number.
__________________________________________________________________________________________
__________________________________________________________________________________________
Use the diagram below to answer questions 3– 7.
3. Which of the elements are in the same period? ___________________________
4. Which element is a noble gas? _______
5. Which elements have the same number of valence electrons? __________
6. Based on what you know about elements and the periodic table, compare and contrast the elements
beryllium (Be), and iodine (I) by filling in the table below.
Beryllium
(Be)
Category
(metal, non-metal or metalloid)
Number of Valence Electrons
7. Find the block labeled ? in the diagram.
How many valence electrons does it have? ________
Which of the elements in the diagram will it most resemble? ________
Iodine
(I)
8. An atom of fluorine has an atomic number of 9.
A. Please draw an atomic model of fluorine showing the placement of electrons.
B. How many electrons are in the outer energy level? _____
C. Will fluorine gain or lose electrons to become stable? __________
D. How many electrons will it gain or lose to become stable? ___________
E. What will be the charge when fluorine becomes stable? ____________ (positive, negative, neutral)
9. An atom of lithium has an atomic number of 3.
A. Please draw an atomic model of lithium showing the placement of electrons.
B. How many electrons are in the outer energy level? _____
C. Will lithium gain or lose electrons to become stable? __________
D. How many electrons will it gain or lose to become stable? ___________
E. What will be the charge when lithium becomes stable? ____________ (positive, negative, neutral)
10. How can fluorine and lithium become stable together?
__________________________________________________________________________________________
______________________________________________________________________________
11. What type of bond would they form? ______________________
12. Silicon has an atomic number of 14.
A. Please draw an atomic model of silicon showing the placement of electrons.
B. Why can silicon form only covalent bonds?
__________________________________________________________________________________________
_____________________________________________________________________________
13. Please complete the following table. Use the attached periodic table to help you.
Element
Atomic
Number
Mercury
Atomic
Mass
201
Number
Of protons
Number
of electrons
80
40
Number
of neutrons
51
17
14. Fluorine is the most reactive nonmetal. To fluorine’s immediate right in the periodic table is neon, a noble
gas that does not form chemical bonds. Explain this contrast in reactivity in terms of atomic structure.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
15. Complete the following chart to compare and contrast acids and bases.
Acids
Ions present
Hydrogen: H+
OR
Hydroxide: OHReaction to litmus paper
Blue  Red
OR
Red  Blue
Taste
Feel
Bases
Assignment #4: Carbon Chemistry
1. Label each of the following with the correct carbon structure: graphite, diamond or fullerene.
_________________ A.
_________________ B.
_________________ C. Network solid
_________________ D. Widely spaced layers
_________________ E. Hardest substance known
_________________ F. Very soft, good dry lubricant
_________________ G. Hollow sphere of carbon
_________________ H. Produced when carbon compounds burn (in soot)
_________________ I.
2. Why is a diamond extremely hard and graphite extremely soft? ____________________________________
__________________________________________________________________________________________
_____ 3. Which of the following (all made of polyethylene) would have the highest number of carbon atoms?
A.
plastic wrap
B.
plastic baggies
C.
plastic milk bottle
The tires on most cars are not made of natural rubber because it becomes brittle in the cold and sticky in the
heat. Instead, natural rubber is vulcanized by adding sulfur and heat, making it stronger and more elastic.
This process is represented in the diagram below.
_____ 4. During the vulcanization reaction shown above, the natural rubber polymer is converted to a new
polymer by the _____________.
A. cross-linking of carbon atoms with sulfur atoms
B. cross-linking of hydrogen atoms with sulfur atoms
C. replacement of carbon atoms with sulfur atoms
D. replacement of hydrogen atoms with sulfur atoms
5. Classify the following diagrams and descriptions as saturated or unsaturated hydrocarbons AND as an
alkane, alkene, alkyne, or aromatic hydrocarbon
Diagram or Description
Pentene
Pentane
Ring structure with double bonds
Most reactive hydrocarbons, contain double
bond(s)
Have a strong odor
Octane, has all single bonds
Saturated or
Unsaturated
Alkane, Alkene, Alkyne,
or
Aromatic Hydrocarbon
6. Label the equations complete combustion or incomplete combustion.
C3H8 + 5O2
3CO2 + 4H2O _____________________
What are the names of the products of this equation? ______________________
2C3H8 + 7O2
6CO + 8H2O _____________________
What are the names of the products of this equation? ______________________
7. Why is it important to make sure that there is plenty of air around a gas burner?
__________________________________________________________________________________________
_________________________________________________________________________________________
8. How is acid rain produced?
__________________________________________________________________________________________
__________________________________________________________________________________________
9. What are CFCs? _____________________________
Where do they come from (what is their source)? ___________________________________________
______________________________________________________________________________
Why are they harmful? ________________________________________________________________
______________________________________________________________________________
10. Match the following descriptions with the terms below.
_____ A large molecule that forms when many smaller molecules are linked together by covalent bonds
_____ The smaller molecules that join together to form a polymer
_____ The category polymers produced by organisms
_____ The category of polymers developed by chemists in research labs
_____ A polymer that can be natural or synthetic (it can come from trees or petroleum)
_____ A synthetic polymer that replaces silk; very strong, durable, and shiny; used in parachutes,
windbreakers, fishing line, carpets, and ropes.
_____ Forms when ethene (or ethylene) molecules link head to tail; used to make plastic milk bottles,
plastic wrap, and plastic shapes
_____ Made of many glucose monomers; plants store this for food and to build stems, seeds, and roots
_____ The carbohydrate monomer that makes up starch and cellulose
_____ The main component of cotton and wood; this gives strength to plant stems and tree trunks
_____ Large nitrogen-containing polymers found mainly in the nuclei of cells; contain information about
cell structure and function
_____ The monomers of nucleic acids (DNA and RNA)
_____ These large polymers make up the fibers of muscles, hair, fingernails, hemoglobin, and chemical
messengers
_____ The monomers of proteins
A.
B.
C.
D.
E.
Amino acids
Polymer
Starch
Nylon
Cellulose
F. Nucleotides
G. Monomer
H. Glucose
I. Rubber
J. Nucleic acids (DNA and RNA)
K. Protein
L. Natural Polymers
M. Synthetic Polymers
N. Polyethylene
Assignment #5A: Energy
1. For each of the following, fill in the type of energy or energy conversion
A. Friction causes kinetic energy to be converted into ___________________________
B. Solar cells converts ________________ energy into ______________________ energy.
C. Walking converts ________________ energy into ______________________ energy.
D. Burning fuel converts ________________ energy into ______________________ energy.
2. What factors determine the gravitational potential energy of an object?



_____________________
_____________________
_____________________
Use the diagram below to answer questions 3-4.
_____ 3. At what location in the diagram above does the ball have the least gravitational potential energy?
4. Compare the gravitational potential energy of the ball at locations B and E. Explain your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
5. A dump truck, a sports car, and a bicycle are traveling at the same velocity. Compare their kinetic energies.
__________________________________________________________________________________________
__________________________________________________________________________________________
6. Complete the following table with the 6 forms of energy and an example for each.
Energy Type
Example
Heat
Chemical
Light, X-rays
7. Use the chart below to answer 7A and 7B. Show your work and include units
Object
Mass
(kg)
Initial Upward
Speed (m/s)
Initial Height
Above Ground (m)
Ball 1
Ball 2
Ball 3
1
2
3
8
1
4
15
10
5
7a. How much kinetic energy does each ball have when it is thrown? Show your work!!!
7b. Which ball has the greatest gravitational potential energy when it reaches its maximum height? Show your work and
include units.
8. How much work is done by a crane lifting a 200.0 kg crate from the ground to a floor 21.0 m above the ground. What
is the change in gravitational potential energy of the crate?
9. A girl uses energy that originated from the sun to kick a soccer ball. Describe the energy transformations that occur
to accomplish this. (there are at least 4 energy conversions)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
10. An astronaut has a total mass of 110 kg. On the moon, he climbs into his spacecraft, 5 m up a ladder. His
Gravitational Potential Energy is 880 J. What is the strength of gravity on the moon? Show ALL of your work!!!
Assignment 5B: Energy Resources Web-Quest: Learning about the advantages and disadvantages of
both Renewable and Non-renewable resources:
Introduction: There are many different energy resources used today in both the United States and globally.
Energy use (or consumption) is in every aspect of our lives from crop and food production, fueling our cars,
heating/cooling our homes, powering our cell phones, etc. The list seems endless. Energy resources are divided
into two main categories: Renewable or Non-renewable.
Define a renewable energy resource and give an example:
_________________________________________________________________________________________________
_____________________________________________________________________________________
Define a non-renewable resource and give an example:
_________________________________________________________________________________________________
_____________________________________________________________________________________
Procedure:
1. Students must choose 3 non-renewable energy resources (choices, coal, natural gas, oil, nuclear) AND 4
renewable energy resources (your choice) and complete an analysis of the advantages and
disadvantages of EACH resource (7 in all).
2. You must define each resource: Example: Nuclear power: utilizes radioactive fuels like uranium in
nuclear fission that releases energy.
3. You must complete the accompanying chart.
Links to use to complete your research: (you may use your own as well)
Use this site to gather most of you information:
http://www.eia.doe.gov/kids/energy.cfm?page=2
Good resource for several types of energy.
http://energyquest.ca.gov/index.html
click on the “Energy story” tab
World Book Online Reference Desk - at school go the favorites tab or just click on the link below
http://www.worldbookonline.com/student/home
If you are at home go to the link below and type in the user name and password below
http://www.worldbookonline.com
Username = wrhsl
Password = hawks
http://www.energy.gov/forstudentsandkids.htm
Other possible links:
www.awea.org : American Wind Energy Association
www.nei.org : Nuclear Energy Institute
www.hydro.org : National Hydropower Association
www.ases.org : American Solar Energy Society
www.propanecouncil.org : Propane Education and Research Council
www.api.org : American Petroleum Institute
www.ngsa.org : Natural Gas Supply Association
Final information: List 7 sources of energy with two advantages and disadvantages for each and if it is renewable or
nonrenewable.
Energy resource:
What is it?
Renewable or
nonrenewable
2 advantages
2 disadvantages
Choose one of the above resources and discuss why it appeals to you for energy generation:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What do YOU think is the future for energy resources?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Assignment #6: Electricity
1. Analyze diagram A and B below. In which diagram would there be a greater force of attraction between the objects?
______ Why? ____________________________________________________________
DIAGRAM A
+
DIAGRAM B
-
+
-
2. When a glass rod is rubbed with neutral silk, the glass becomes positively charged. What charge does the silk now
have? Explain.
___________________________________________________________________________________________
3. Explain the three factors that affect the resistance of a metal wire. Explain how and why each factor affects
resistance.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
4. When you walk across a carpet, what is being transferred to your shoes? _______________________________
a. What method of charging is this? ______________________________
5. When you reach for a metal door knob after walking across a carpet, the doorknob becomes charged by your hand
(not touching it yet). Show what is happening to the charges by drawing in protons and electrons into the diagram
below.
a. What method of charging is this? _________________________________________________
6. After walking across a carpet, what happens when you touch (or just about touch) a metal doorknob?
________________________
What is happening during this process? _______________________________________________
7. When a person has their hand on a Van de Graff generator, ____________________ are being transferred to the
girl. Her hair becomes _____________________________ charged, therefore all her hairs
(positively / negatively)
___________________________ each other.
(attract / repel)
a. What method of charging is this? ______________________________________
8. Label the type of current (direct or alternating) used in each of the following.
__________________________
_________________________
_______________________
_________________________
_________________________
Ohm’s Law: V = I x R or I = V/R
9. Answer the set of questions that refers to Ohm’s Law
A. If resistance increases, current ______________________
B. If resistance decreases, current ______________________
C. If voltage is increased, current is _____________________
D. If voltage is decreased, current is ______________________
E. Would the voltage be greater with a 1.5 volt battery or a 9 volt battery? ______________________
F. Would the current be greater with a 1.5 volt battery or a 9 volt battery? ______________________
G. What is the unit of measurement for voltage? ______________
H. What is the unit of measurement for resistance? _____________
I. What is the unit of measurement for current? _________________
10. Power Source matching
_____ Converts electromagnetic energy to electrical energy.
_____ Converts mechanical energy to electrical energy.
_____ Converts chemical energy to electrical energy.
A. Battery
B. Solar Cell
C. Generator
11. Your hair dryer uses 16.82 amps of current from a 110-volt line. Calculate the power used by the hair dryer. Show
all work and include units.
_____ 12. Why does the tungsten filament glow in a light bulb?
A. resistance to electron flow causes the filament to heat up and glow
B. the filament attracts electrons and when it has enough of them, it glows
C. the filament melts and glows as it vaporizes
D. the filament releases electrons into the light bulb which glow
13. Based on the circuit diagrams in the figure above, what would happen if one of the bulbs in Circuit A
burned out? Why?
____________________________________________________________________________________
____________________________________________________________________________________
14. What would happen if one of the bulbs in Circuit B burned out? Why?
____________________________________________________________________________________
____________________________________________________________________________________
15. What happens in your house when you turn on a hair dryer, have a window air conditioner blasting, and start
heating up an iron? _______________________________________________
a. Why does this happen? _______________________________________________________________
b. If this didn’t happen, what would result? _________________________________________________
16. Compare the resistance in the three circuits shown above when the switches are closed.
a. Most resistance: Circuit _____
b. Least resistance: Circuit _____
17. When the switches are closed, which bulbs will be the brightest and which will be the dimmest? Assume
that all of the light bulbs and batteries are identical. Explain your answer.
____________________________________________________________________________________
____________________________________________________________________________________
18. Draw and label diagrams showing the formation of lightning. Include a diagram for each of the following steps:
friction, induction and static discharge.
19. You are an architect planning the design of a home for a family of four. Describe how you would design the electric
make-up of the home by answering the following;
A. What type of current, alternating or direct should be provided to the home?
______________________________________________________
B. List three safety devices that would you put in place to ensure that no major electric disasters occur?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Assignment #7: MAGNETISM
1.
The diagrams below show two magnets with iron filings sprinkled on them. Analyze the patterns of iron filings and
indicate whether the magnets are repelling or attracting each other.
______________________________
______________________________________
_____ 2. How can an unmagnetized ferromagnetic material become magnetized?
A. Hit it with a hammer
C. Bring it to the North Pole
B. Place it in a magnetic field
D. Cut it in half
_____ 3. How can a permanent magnet be demagnetized?
A. cut the magnet in half
C. strike the magnet forcefully with a hammer
B. heat the magnet up.
D. both B & C
4. Which of the following factors would INCREASE the strength of an electromagnet? Circle the factor in each pair
that would increase the strength of an electromagnet.
Connecting the wire to a 2 V battery
Connecting the wire to a 9 V battery
Using an iron nail
Using an aluminum nail
Coil the wire 10 times around the nail
5. Use the figure below to answer the following questions
Coil the wire 100 times around the nail
What is this a picture of? __________________________________________
_____ Which structure in figure 1 is the permanent magnet?
_____ Which structure in figure 1 is the power source?
_____ Which structure in figure 1 will become an electromagnet when current is supplied?
A group of students was studying simple electromagnets. They carried out the following experiment. Their
hypothesis was that if the number of loops of wire increase, then the number of paper clips lifted will increase.
1.
2.
3.
4.
5.
Take a nail and wrap a 10-cm wire around the nail five times.
Connect both ends of the wire to a 1.5-volt battery.
Measure how many paper clips can be lifted by the end of the nail.
Repeat this for three trials.
Repeat steps 1-4 using the same wire and increasing the number of loops of wire around the nail by five.
Number of Loops of Wire
5
10
15
Number of Paper Clips Lifted
Trial 1
Trial 2
Trial 3
4
2
3
4
5
5
7
5
6
Average
3.0
4.7
6.0
6. Write a statement of the problem that these students were exploring. Be sure to READ the experiment above
carefully!!! _________________________________________________________________________
7. What is the independent variable? ___________________________________________
8. What is the dependent variable? _____________________________________________
_____ 9. Which graph correctly displays the results of the experiment?
A.
B.
C.
D.
Two groups of students decided to have a competition on which group could make a given electric motor faster for a toy
car. They would set up a 5 meter flat, straight track and see whose car crossed the finish line first. They were given the
same materials to work with. Here is a list of their materials.
 Model car with on/off switch
 9V battery
 Assembled motor (permanent magnet, copper wire, commutator, brushes, iron core)
Group 1 performed the following procedure:
1. Gather materials
2. Disassemble the motor and wrap the copper wire around the iron core 150 times.
3. Reassemble the motor
4. Connect the motor to the front axle (which makes the wheels turn) of the toy car
5. Connect the motor to the 9V battery
6. Place car on track
7. On the word “GO!” flip the switch to go
Group 2 performed the following procedure:
1. Gather materials
2. Disassemble the motor and wrap the copper wire around the iron core 90 times.
3. Reassemble the motor
4. Connect the motor to the front axle (which makes the wheels turn) of the toy car
5. Connect the motor to the 9V battery
6. Place car on track
7. On the word “GO!” flip the switch to go
10. Which group’s car will finish first? Explain using the terms electromagnet, magnetic field, permanent magnet,
wheels and axle.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
11. What does the heat of burning the coal change water into? ____________________________________
12. What does the steam do? ________________________________
_____ 13. What is spinning inside the turbine to cause electrons to move in the coils?
A. Steam
B. Wires
C. A battery
D. Magnet
Unit #8, Assignment A: Earth’s Surface
1.
Place a check mark under the state of matter of each of the given layers.
Layer
Crust
Asthenosphere
Outer Core
Inner Core
2.
Solid
Liquid
The outer core is made of iron and nickel, which are both ferromagnetic materials. The outer core flows with the
rotation of the earth. What important feature is caused by the flowing ferromagnetic material of the outer core?
_____________________________________________
_____ 3. Rocks are placed in categories based on:
A. how they look.
C. their color.
B. their density.
D. how they form.
4. Types of Rock Questions
Scenario A: A volcano erupts and lava pours down the side of the volcano. The lava hits the ocean
and cools instantly.
a. What category of rock is this? ____________________________
b. Is it extrusive or intrusive? ____________________________
c. Would you expect to find large crystals or small crystals in the rock? __________________
Scenario B: A river has its source in a large mountain range and brings sediment to the ocean. By the
time the river reaches the ocean, it is flowing very slowly but still tan with sediment. The water from
the river flows about ¼ mile into the ocean. Over time, the sediment builds up in the ocean and over a
million years forms rock.
a. What category of rock is this? ______________________________
Scenario C: An ancient limestone coral reef is covered in sediments and then buried deep in the crust.
Over millions of years, it becomes buried deeper and exposed to extreme heat and pressure.
a. What category of rock is this? __________________________________
b. What is the name of the rock that limestone turns into? __________________________
Scenario D: A sample of granite has large mineral crystals. Later, it is exposed to extreme heat and
pressure. The mineral crystals become bands in the rock (not layers) and it is now called gneiss.
a. What category of rock is granite? ____________________________________
b. Do you think it cooled fast or slow? ____________________
c. What category of rock is gneiss? ____________________________________
5. Explain how fossils of Mesosaurus supported the theory of continental drift.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
6. In the figure above, what are the missing labels for each of the following.
A. _____________________________________
D. _________________________________
B. _____________________________________
E. _________________________________
C. _____________________________________
F. _________________________________
7. Using the figure, describe what happens as you follow a grain of sand through the rock cycle until it returns
to a beach as a grain of sand again.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. Explain how the data above supports the theory of sea floor spreading. Use at least two SPECIFIC data points in your
explanation!!
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
9. The mid-ocean ridge continues to build new crust. Why don’t the oceans continue to expand as well? Please make
sure you include the features associated with your explanation. (at least 3 features)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
10. Use the diagram below to answer the series of questions.
In what material are the atoms moving faster, hot or cool? ___________
In what material are the atoms moving slower, hot or cool? ___________
Is hot material more dense or less dense than cool material? ___________________
At what point is the mantle hotter, point A or B? _______
At what point is the mantle hotter, point B or C? _______
At what point is the mantle less dense? A or C ______
At what point is the mantle more dense? A or C? _______
Using the diagram above, explain what causes the movement of the plates. Use the terms hot, cool, more dense, less
dense, mantle and crust in your explanation.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
11. Use the diagram below to answer the series of questions.
What type of boundary is indicated at A? _________________________________
What boundary feature is indicated at A? ________________________________
What type of crust is indicated by B? ____________________________________
What type of boundary is indicated at C? _________________________________
What boundary feature is indicated at C? _________________________________
12. Label the three types of boundaries given.
Assignment #8B: Brownfield Sites – Webquest Activity
Use the following websites and your notes to help answer the questions below:
 http://science.howstuffworks.com/brownfield.htm/printable
 http://yosemite.epa.gov/R1/npl_pad.nsf/SelectedByType?OpenForm&View=Brownfields%20(BF)
 http://www.pca.state.mn.us/index.php/waste/waste-and-cleanup/cleanup-programs-and-topics/cleanupprograms/brownfields.html?menuid=&redirect=1
1. What is a Brownfield site?
2. Who or what is the EPA? What is the job of the EPA?
3. Find at 4 Brownfield sites in Connecticut, list them by location:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. List any sites that you now know to be Brownfield sites that are local in Beacon Falls or Prospect:
Decontamination Process
A process (phytoremediation) has been developed that uses plants to remove contaminants from soils and
water. Suppose a contaminated area (Brownfield site) in your town is being considered for this process.
Question: Identify at least three questions that would need to be answered before starting such a
program.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Now use the following websites and your notes to help answer the questions below:
 http://www.epa.gov/superfund/
 http://www.ct.gov/dep/cwp/view.asp?a=2715&depNav_GID=1626&q=325020 (CT superfund list)
5. What is meant by a SUPERFUND site? How is this different from a Brownfield site?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
6. Find at least 4 Superfund sites in Connecticut. List locations below.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
7. Choose one Superfund site in CT. See if you can find a listing of responsible parties for that site and
what hazardous waste is in that particular site.
Superfund site:____________________________________________________
Location: ________________________________________________________
Responsible Parties:
____________________________________________________________________________________
________________________________________________________________________
Type of hazardous waste: ______________________________________________________________
Beacon Falls has one of this country’s largest Superfund sites. It is considered to be ‘retired’ and effluent levels
are monitored and considered ‘safe.’
Use this website to answer the following questions:
 http://yosemite.epa.gov/r1/npl_pad.nsf/701b6886f189ceae85256bd20014e93d/e56156f7741704808525
68ff005adb10!OpenDocument
8. How big is this site? ___________
9. What types of wastes were found at this site? _______________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10. Given the location, why were these hazardous materials a problem? _____________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
11. How has this site been made safer? ________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
12. What is the current site status (IN YOUR OWN WORDS!!) ______________________________
_____________________________________________________________________________
_____________________________________________________________________________
Unit #8 Assignment C: Complete the Ecological Footprint
Calculator (separate packet) and answer the following
questions.
1. Name two activities that surprised you that use a lot of resources.
___________________________________________
___________________________________________
2.
List the actions you could take to reduce your ecological footprint by 1 earth.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Assignment #9: Atmosphere and Human Impacts
1. Analyze the following three pictures and place the name of the correct type of heat transfer on the line
below each picture.
___________________
_____________________
______________________
2. What is the advantage for placing heating vents on the floor in most buildings? As part of your detailed
explanation, include the type of heat transfer.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_____ 3. In the process of ____________, carbon dioxide is taken in from the atmosphere, while in the
process of ___________, carbon dioxide is released.
A. fermentation; respiration
C. photosynthesis; respiration
B. respiration; photosynthesis
D. respiration; carbon fixation
_____ 4. Which of the following pictures best represents the natural greenhouse effect?
5. List three human activities that add greenhouse gases to the atmosphere.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. The figures below both show the Carbon Cycle. Use the figures to answer the questions below.
How does carbon get into the atmosphere? (3 ways)
________________________________________
________________________________________
________________________________________
What process takes carbon dioxide out of the atmosphere? _______________________________
How would these diagrams be different if they were to show the carbon cycle before humans were on Earth?
a. What process would not be part of the cycle? ________________________________
b. What would be a major carbon sink (where carbon goes and stays for a long, long time)?
__________________
c. Would there be more or less carbon dioxide in the air? ______________
7. The atmosphere of Venus is 90% carbon dioxide. Based on this information, what can you infer about the
average surface temperature of Venus? Please explain your answer.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. List 5 effects of acid rain.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
9. Differentiate between the terms greenhouse effect and global warming. What does each term mean and
how does each happen?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
The London Smog Disaster of 1952
On December 5, 1952, London, England, experienced temperatures that were much colder than normal. As a
result, large amounts of coal were burned in furnaces to keep residences warm. This occurred at the same time
as the formation of a heavy fog. Water from the fog condensed around airborne soot particles and a thick smog
quickly developed. Nearly 12,000 human deaths resulted.
_____ 10. In addition to soot, what product of the burning coal contributed most to the extreme pollution
of London’s air?
A. Uranium (U)
B. Sulfur dioxide (SO2)
C. Methane (CH4)
D. Chlorofluorocarbons (CFCs)
The graph below shows the correlation between pollutants and human deaths during the London smog disaster
of 1952.
_____ 11. Which conclusion is BEST supported by the data in the above graph?
A. Acid rain fell from December 4 to December 10.
B. Smoke caused more deaths than sulfur dioxide.
C. Sulfur dioxide remains in the air longer than smoke.
D. Air pollution peaked between December 7 and December 8
Assignment #10: Hydrosphere
1. What do each of the following labels represent?
A. _______________________
C. _______________________
B. _______________________
D. _______________________
E. _______________________
F. _______________________
2. How can water from a waterfall in South America end up in your kitchen faucet?
___________________________________________________________________________________________
___________________________________________________________________________________________
3. How would the path of a water molecule moving through the water cycle be different in Antarctica than in Brazil?
____________________________________________________________________________________
__________________________________________________________________________________________
4. Which well(s) end in a saturated zone? ______________________
5. Which well(s) end in an unsaturated zone? ____________________
6. Which well(s) will not provide water? Explain why not. _____________________________________
__________________________________________________________________________________
7. Would Aquifer A or Aquifer B be more likely to produce an artesian well? Explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________
8. How does water get into Aquifer B. Explain AND place a label onto the diagram.
__________________________________________________________________________________
__________________________________________________________________________________
9. What is eutrophication? _______________________________________________________________________
_______________________________________________________________________________________________
10. Please place the following events in logical order.
_____ Sudden increase in phytoplankton in the pond
_____ Phytoplankton sink to the bottom of the pond
_____ Precipitation creates runoff from the field
_____ Oxygen levels in the pond drop
_____ Phytoplankton die
_____ Phytoplankton run out of nutrients
_____ Fertilizers are placed on a crop in a field.
_____ Phytoplankton decompose at the bottom of the pond
_____ Nutrients in the fertilizer contaminate a pond
11. What are three sources that can cause eutrophication?
______________________________
_____________________________
_______________________
12. How can eutrophication lead to fish kills?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
13. What is biomagnification? ____________________________________________________________
_______________________________________________________________________________________
14. How does mercury progress up the food chain? ________________________________________
_______________________________________________________________________________________
15. Why are birds and mammals are more effected than bacteria?
_______________________________________________________________________________________
_______________________________________________________________________________________
Assignment #11: CAPT Labs
Review the CAPT Lab documents on Ed-line and then answer the following set of questions. Please answer the following
questions on a separate piece of paper. Make sure your responses are numbered and in complete sentences.
Polymer Investigation
A group of students wrote the following procedure for their investigation.
Procedure:
1. Tightly wrap a sample of kitchen wrap from manufacturer A over the top of a coffee can.
2. Place a 10-gram weight on the kitchen wrap to see if it breaks.
3. Continue to add 10-gram weights one at a time until the kitchen wrap breaks and the weights fall
into the can.
4. Record the number of 10-gram weights the kitchen wrap held before breaking.
5. Repeat the procedure exactly for a sample of kitchen wrap from manufacturer B.
6. Repeat the procedure exactly for a sample of kitchen wrap from manufacturer C.
Question #1: What question were the students attempting to answer with this investigation?
Question #2: Identify the independent variable and the dependent variable in the group’s investigation.
Polymer Investigation
A manufacturer claims that its kitchen wrap will stretch twice as much as the leading competitor’s plastic
wrap without tearing. A group of students has gathered the following materials to test this claim.
•
•
•
•
•
•
one sample of kitchen wrap from the manufacturer making the claim
one sample of kitchen wrap from the leading competitor
masking tape
one clamp with a hook for adding weights
several weights
a metric ruler
The students wrote the following procedure for their investigation.
Procedure:
1. Take the sample of kitchen wrap from the manufacturer making the claim and attach one edge of
the wrap to a table or desk with the masking tape (leaving the free end hanging down).
2. Attach the clamp to the free-hanging end of the kitchen wrap.
3. Add weights to the clamp.
4. Measure how much the plastic stretches.
5. Repeat steps 1–4 for the leading competitor’s kitchen wrap.
Question #3: Describe at least three steps or pieces of information the students should add to the
procedure to improve the design of their experiment.
Polymer Investigation
A student performed the following investigation to test four different polymer plastics for stretchability.
Procedure:
1. Take a sample of one type of plastic, and measure its length.
2. Tape the top edge of the plastic sample to a table so that it is hanging freely down the side of
the table.
3. Attach a clamp to the bottom edge of the plastic sample.
4. Add weights to the clamp and allow them to hang for five minutes.
5. Remove the weights and clamp, and measure the length of the plastic types.
6. Repeat the procedure exactly for the remaining three plastic samples.
7. Perform a second trial (T2) exactly like the first trial (T1).
The student recorded the following data from the investigation.
Data Table
Plastic Type
A
B
C
D
Amount Stretched
(mm)
T1
T2
10
12
22
23
14
13
20
20
Question #4: Draw a conclusion based on the student’s data.
Question #5: Describe two ways the student could have improved the experimental design
and/or validity of the results.
Solar Cooker Investigation
A group of students has designed a solar cooker for an investigation. They are investigating whether the material
that a container is made of has an effect on the rate of temperature change over time. They obtain three
containers of identical size. They add water to each container. The containers are placed inside the solar cooker,
which is made of a box lined with aluminum foil.
Question #6: Identify two additional pieces of equipment that the students will need to use in
their investigation.
Question #7: Explain why each piece of equipment is necessary.
Solar Cooker Investigation
A student hypothesized that container size will affect the performance of solar cookers in heating water. The
student wrote and performed the following procedure to support her claim.
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Line three identical cardboard boxes with aluminum foil to use as solar cookers.
Place the solar cookers outside in direct sunlight.
Place a large glass container of water in the center of the first box.
Record the initial temperature of the water.
Allow the container to sit in the sun for 2 hours, and then check and record the final
temperature of the water.
Place a medium-sized glass container of water in the center of the second box.
Repeat steps 4 and 5.
Place a small-sized glass container of water in the center of the last box.
Repeat steps 4 and 5.
The chart below shows the student’s data.
Solar Cooker Data
Container
Large
Medium
Small
Temperature (°C)
Initial
Final
39
48
39
49
39
49
Question #8: Draw a conclusion regarding container size and the effectiveness of solar cookers in
heating water, based on the student’s results.
Question #9: Describe two ways the student could have improved her experimental design and/or
the validity of her results.
Acid Rain
A group of students wrote the following procedure for their investigation.
Procedure:
1. Determine the mass of four different samples.
2. Pour vinegar in each of four separate, but identical, containers.
3. Place a sample of one material into one container and label. Repeat with remaining samples,
placing a single sample into a single container.
4. After 24 hours, remove the samples from the containers and rinse each sample with distilled
water.
5. Allow the samples to sit and dry for 30 minutes.
6. Determine the mass of each sample.
The students’ data are recorded in the table below.
Sample
Marble
Limestone
Wood
Plastic
Starting
Mass (g)
9.8
10.4
11.2
7.2
Ending
Mass (g)
9.4
9.1
11.2
7.1
Difference in
Mass (g)
–0.4
–1.3
0.0
–0.1
Question #10: After reading the group’s procedure, describe what additional information you would need
in order to replicate the experiment. Make sure to include at least three pieces of information.
Acid Rain Investigation
A group of students wrote the following procedure for their acid rain investigation.
Procedure:
1.
2.
3.
4.
Find the mass of each of three different building materials being tested.
Pour 200 mL of acidified water, pH 4.5, into each of three clean containers.
Place each sample of building material into one of the three containers.
After two days, remove the samples, wash them with distilled water, and allow them to dry
completely.
5. Mass each sample.
The chart below shows the students’ investigation results.
Material
Granite
Marble
Limestone
Starting
Mass (g)
6.2
8.7
5.3
Ending
Mass (g)
6.2
8.1
4.1
Difference in
Mass (g)
0.0
0.6
1.2
Percent
Loss
0.0
6.9
22.6
Question #11: What was the problem the students were investigating?
Question #12: Describe two things the students could do to increase confidence in their results.