TAKS Warm Ups. Objective 1: Nature of Science ► Demonstrate safe practices during field and...

TAKS Warm TAKS Warm UpsUps

Objective 1: Nature of Objective 1: Nature of ScienceScience► Demonstrate safe practices during field and Demonstrate safe practices during field and

laboratory investigationslaboratory investigations► Plan and implement investigative procedures Plan and implement investigative procedures

including asking questions, formulating testable including asking questions, formulating testable hypotheses, and selecting equipment and technologyhypotheses, and selecting equipment and technology

► Collect data and make measurements with precisionCollect data and make measurements with precision► Organize, analyze, evaluate, make inferences, and Organize, analyze, evaluate, make inferences, and

predict trends from datapredict trends from data► Communicate valid conclusionsCommunicate valid conclusions► Analyze, review and critique scientific explanations, Analyze, review and critique scientific explanations,

including hypotheses and theories, as to their including hypotheses and theories, as to their strengths and weaknesses using scientific evidence strengths and weaknesses using scientific evidence and informationand information

► Draw inferences based on data related to promotional Draw inferences based on data related to promotional materials for products and services. materials for products and services.

Objective 1: Warm Up 1Objective 1: Warm Up 1

1. Four lab groups measuredthe volume of acid requiredto neutralize a standardsolution of sodium hydroxide base. Which of the groups measured the volume with the highest precision?

A ring is submerged in a graduated cylinder that is filled with exactly 48 mL of water. Using the final reading on the graduated cylinder, find the volume of the ring.

A 0.6 mLB 0.7 mLC 3.0 mLD 3.6 mL


Objective 1: Warm Up 4Objective 1: Warm Up 42. The diagram showsdifferent setups of anexperiment to determinehow sharks find their prey. Which experimental setup is the control?

A. QB. RC. SD. T


Some students conducted a survey about various energy sources used in Regions Q and R. The data table above shows the results of the survey. Which of the following best supports the data?

F Region Q conserves more energy than Region R.G Both regions spend the same on nonrenewable resources.H Region Q uses a higher percentage of nonrenewable energy sources than Region R.J Both regions use a higher percentage of renewable energy sources than nonrenewable sources.

Objective 2: Organization of Objective 2: Organization of Living SystemsLiving Systems

► Investigate and identify cellular processesInvestigate and identify cellular processes► Describe components of DNA and illustrate Describe components of DNA and illustrate

how information for specifying the traits of how information for specifying the traits of an organism is carried in the DNAan organism is carried in the DNA

► Identify and illustrate how changes in DNA Identify and illustrate how changes in DNA cause mutationscause mutations

► Compare genetic variations observed in Compare genetic variations observed in plants and animalsplants and animals

► Identify characteristics of kingdoms, Identify characteristics of kingdoms, including monerans, protists, fungi, plants including monerans, protists, fungi, plants and animalsand animals

► Interpret functions of systems in organisms ( Interpret functions of systems in organisms ( body systems)body systems)

Objective 2: Warm Up 1


Why will knowledge of the human genome enable scientists to better understand proteins involved in human diseases?

A DNA contains the information used to make proteins.B Nucleic acid molecules have shapes similar to those of proteins.C The bases that make up DNA are also present in RNA.D Chromosomes can combine to form proteins.


A mutation in a DNA molecule is passed to offspring only when the mutation occurs in a —

A neuronB cell wallC nuclear membraneD gamete


A hypothesis that two organisms fromdifferent species are related to each other is best supported by —

F the presence of homologous structuresG a similarity in dietH the presence of nitrogenous basesJ a similarity in method of reproduction

Objective 3: Interdependence of OrganismsObjective 3: Interdependence of Organisms► This objective will make up approximately This objective will make up approximately 14%14% of the TAKS test. of the TAKS test. ► ► The student will demonstrate an understanding of the interdependence of organisms and the The student will demonstrate an understanding of the interdependence of organisms and the

environment.environment.

► The student knows that cells are the basic structures of all living things and have specialized The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions,and that viruses are different from cells and have different parts that perform specific functions,and that viruses are different from cells and have different properties and functions. properties and functions.

► The student knows the theory of biological evolution.The student knows the theory of biological evolution.

► The student knows metabolic processes and energy transfers that occur in living organisms.The student knows metabolic processes and energy transfers that occur in living organisms.

► The student knows that interdependence and interactions occur within an ecosystem.The student knows that interdependence and interactions occur within an ecosystem.

► The student knows the significance of plants in the environment.The student knows the significance of plants in the environment.► The student is expected to compare the structures and functions of viruses to cells and The student is expected to compare the structures and functions of viruses to cells and

describe the role of viruses in causing diseases and conditions such as acquired immune describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts. deficiency syndrome, common colds, smallpox, influenza, and warts.

► The student is expected to identify and describe the role of bacteria in maintaining health such The student is expected to identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria. as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

► The student is expected to identify evidence of change in species using fossils,DNA The student is expected to identify evidence of change in species using fossils,DNA sequences,anatomical similarities,physiological similarities,and embryology. sequences,anatomical similarities,physiological similarities,and embryology.

► The student is expected to illustrate the results of natural selection in speciation, diversity, The student is expected to illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction. phylogeny, adaptation, behavior, and extinction.

► The student is expected to analyze the flow of matter and energy through different trophic The student is expected to analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment. levels and between organisms and the physical environment.

► The student is expected to interpet interactions among organisms exhibiting predation, The student is expected to interpet interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism. parasitism, commensalism, and mutualism.

► The student is expected to investigate and explain the interactions in an ecosystem including The student is expected to investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids. food chains, food webs, and food pyramids.

► The student is expected to evaluate the significance of structural and physiological adaptations The student is expected to evaluate the significance of structural and physiological adaptations of plants to their environments. of plants to their environments.

Which one of these is a food web based on the relationships described in the box above?

A B C D


A food chain, shown above, shows one path the energy can take. A food web is a collection of several food chains, linked together.

Wheat Mouse

Snake Owl

A food (or energy) pyramid is another way to represent this information. The pyramid gets its shape from the fact that the greatest amount of energy in the ecosystem is stored in the producers. (There is more grass than grasshoppers, and there are more grasshoppers than frogs.) There are very few tertiary consumers in ecosystems because it takes a lot of energy feed one.


About 10% of the energy at one trophic level is passed to the About 10% of the energy at one trophic level is passed to the next level. What usually happens to the energy that is not next level. What usually happens to the energy that is not passed to the next trophic level or used to carry out life passed to the next trophic level or used to carry out life processes?processes?

A A It is given off as heat. It is given off as heat. B B It is stored as vitamins. It is stored as vitamins. C C It is used in reproduction. It is used in reproduction. D D It is used in protein synthesis. It is used in protein synthesis.

Which word best describes the fungus in the Which word best describes the fungus in the situation above?situation above?

A A Predator Predator B B Producer Producer C C Parasite Parasite D D Decomposer Decomposer


Niche-Animal’s role in the ecosystem. Types of niches: Herbivore-eats only plants/producers, Omnivore-eats both plants and animals, Carnivore-eats consumers only (meat), Predator-hunts, Prey-what is being hunted, Decomposer-usually fungus or bacteria that eat dead material and returns nutrients to the environment (may not be included in food webs and pyramids).

Which of these is the Which of these is the best example of a best example of a mutualistic relationship mutualistic relationship in an aquatic in an aquatic environment?environment?

F Some fish can survive F Some fish can survive repeated infections by repeated infections by harmful bacteria. harmful bacteria.

G Some fish have bacteria G Some fish have bacteria living in their digestive living in their digestive tract that help the fish tract that help the fish digest food. digest food.

H Some bacteria are H Some bacteria are present in aquatic food present in aquatic food chains in which fish are chains in which fish are secondary consumers. secondary consumers.

J Some bacteria are J Some bacteria are aquatic decomposers aquatic decomposers that recycle nutrients that recycle nutrients useful to fish. useful to fish.


Symbiosis: Organisms can have dependent relationships. Mutualism(+,+)-both organisms benefit from the relationship. Remoras clean sharks. The remoras get food and protection. The sharks get clean. Commensalism (+,0) –one organism benefits, the other is not affected. Spanish moss grows on trees receiving light and nutrients from the air. The tree is not helped or harmed. Parasitism(+,-)-one organism benefits, the other is harmed. The tick receives food, the dog is bitten.


At one time large herds of bison roamed across the Great Plains. Brown- headed cowbirds often followed the bison, capturing and eating insects that scattered as the bison walked through the grasses. This relationship between the bison and the cowbird was —

F predatoryG competitiveH commensalJ parasitic

Objective 4: Objective 4: Structure & Properties of MatterStructure & Properties of Matter ► The student will demonstrate an understanding of the structures and properties of The student will demonstrate an understanding of the structures and properties of

matter. matter.

► The student knows relationships exist between properties of matter and its The student knows relationships exist between properties of matter and its components. components.

► The student knows that changes in matter affect everyday life. The student knows that changes in matter affect everyday life.

► The student knows how solution chemistry is a part of everyday life. The student knows how solution chemistry is a part of everyday life. ► The student is expected to investigate and identify properties of fluids including The student is expected to investigate and identify properties of fluids including

density, viscosity, and buoyancy. density, viscosity, and buoyancy. ► The student is expected to relate the chemical behavior of an element including The student is expected to relate the chemical behavior of an element including

bonding, to its placement on the periodic table. bonding, to its placement on the periodic table. ► The student is expected to distinguish between physical and chemical changes in The student is expected to distinguish between physical and chemical changes in

matter such as oxidation, digestion, changes in states, and stages in the rock cycle. matter such as oxidation, digestion, changes in states, and stages in the rock cycle. ► The student is expected to investigate and identify the law of conservation of mass. The student is expected to investigate and identify the law of conservation of mass. ► The student is expected to relate the structure of water to its function. The student is expected to relate the structure of water to its function. ► The student is expected to relate the concentration of ions in a solution to physical The student is expected to relate the concentration of ions in a solution to physical

and chemical properties such as pH, electrolytic behavior, and reactivity. and chemical properties such as pH, electrolytic behavior, and reactivity. ► The student is expected to demonstrate how various factors influence solubility The student is expected to demonstrate how various factors influence solubility

including temperature, pressure, and nature of the solute and solvent. including temperature, pressure, and nature of the solute and solvent.


What is the mass of a 500.00mL sample of What is the mass of a 500.00mL sample of seawater with a density of 1.025g/mL?seawater with a density of 1.025g/mL?

A 487.8gA 487.8g

B 500.0gB 500.0g

C 512.5gC 512.5g

D 625.0gD 625.0g

Hint: Density= mass/volume

1.025 g/mL= M/500.00mL

M= 512.5g

The The densitydensity of a piece of matter is a of a piece of matter is a combination of how compressed the combination of how compressed the material is and how much its atoms or material is and how much its atoms or molecules mass per unit volume. Water molecules mass per unit volume. Water has a greater density than steam because has a greater density than steam because the atoms in a liquid are closer together the atoms in a liquid are closer together than those in a gas. But iron is denser than those in a gas. But iron is denser than ice, because the iron atoms are than ice, because the iron atoms are heavier than the water molecules, even heavier than the water molecules, even though they both are solids.though they both are solids.

►DensityDensity is defined as the is defined as the mass of a substance divided mass of a substance divided by its volume. by its volume. The equation The equation that is used for determining the that is used for determining the density, D, of a substance is density, D, of a substance is D = D = m/v,m/v, where where m is the massm is the mass of the of the object, and object, and v is its volumev is its volume.. More More dense liquids will sink in the dense liquids will sink in the presence of less dense liquids. presence of less dense liquids.


Which of the following objects will float Which of the following objects will float on water?on water?

Density= mass/volume

An object will float on water if the object’s density is less than 1.00 g/cm3

Hint: density of water is Hint: density of water is 1.0g/cm31.0g/cm3


The reaction equation below shows the The reaction equation below shows the process of oxidizing iron. Balance the process of oxidizing iron. Balance the equation by calculating the equation by calculating the coefficients.coefficients.

Hint: The number of atoms on the reactant side must equal the number of atoms on the product side- “ Law of Conservation of Mass” if the number of atoms is equal then the mass is equal on both sides of the reaction also.

Chemical Equations:Chemical Equations: An expression in An expression in which symbols and formulas are used to which symbols and formulas are used to represent a chemical reaction.represent a chemical reaction.

sodium metal + chlorine gas sodium metal + chlorine gas table table saltsalt

((sodium chloride)sodium chloride)

Law of Conservation of MassLaw of Conservation of Mass

Total mass of reactants =

Total mass of productsAntoine Lavoisier

Mass is neither created nor destroyed during chemical or physical reactions.

The The Law of conservation of massLaw of conservation of mass states that states that matter cannot be created or destroyed in any matter cannot be created or destroyed in any chemical reactionchemical reaction

The bonds between atoms in the reactants are The bonds between atoms in the reactants are rearranged to form new compounds, but none of rearranged to form new compounds, but none of the atoms disappear, and no new atoms are the atoms disappear, and no new atoms are formed.formed.

So: So: Chemical equations must be Chemical equations must be balancedbalanced,, meaning the numbers and kinds of atoms must meaning the numbers and kinds of atoms must be the same on both sides of the reaction arrow.be the same on both sides of the reaction arrow.

The numbers placed in front of formulas to balance The numbers placed in front of formulas to balance equations are called equations are called coefficientscoefficients, and they , and they multiply all the atoms in the chemical formula.multiply all the atoms in the chemical formula.

Objective 4: Warm Up 4Objective 4: Warm Up 4To produce 4 molecules

of sugar, a plant needs-

A. 6 molecules of hydrogen

B. 12 molecules of ATP

C. 18 molecules of water

D. 24 molecules of carbon dioxide


A.Chemical Change

B.Physical Change

C.Nuclear Change

D.Atomic Change

Physical ChangePhysical ChangeA physical change is a

change in size shape or state of matter.

Examples: tearing a piece of paper, water freezing, crushing a

rock into pebbles

Chemical ChangeChemical Change

A substance is changed from one form to another. Examples: a bike rusting,

souring milk, burning paper

Objective 5: Objective 5: Motion, Forces & EnergyMotion, Forces & Energy► The student will demonstrate an understanding of motion, forces and energy.The student will demonstrate an understanding of motion, forces and energy.

► The student knows concepts of force and motion evident in everyday life.The student knows concepts of force and motion evident in everyday life.

► The student knows the effects of waves on everyday life. The student knows the effects of waves on everyday life.

► The student knows the impact of energy transformations in everyday life. The student knows the impact of energy transformations in everyday life. ► The student is expected to calculate speed, momentum, acceleration, work, and The student is expected to calculate speed, momentum, acceleration, work, and

power in systems such as in the human body, moving toys, and machines. power in systems such as in the human body, moving toys, and machines. ► The student is expected to investigate and describe applications of Newton’s laws The student is expected to investigate and describe applications of Newton’s laws

such as in vehicle restraints, sports activities, geological processes, and satellite such as in vehicle restraints, sports activities, geological processes, and satellite orbits. orbits.

► The student is expected to investigate and demonstrate efficiency of various The student is expected to investigate and demonstrate efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps. machines such as levers, motors, wheels and axles, pulleys, and ramps.

► The student is expected to demonstrate wave interactions including interference, The student is expected to demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials. polarization, reflection, refraction, and resonance within various materials.

► The student is expected to describe the law of conservation of energy. The student is expected to describe the law of conservation of energy. ► The student is expected to investigate and demonstrate the movement of heat The student is expected to investigate and demonstrate the movement of heat

through solids, liquids, and gases by convection, conduction, and radiation. through solids, liquids, and gases by convection, conduction, and radiation. ► The student is expected to investigate and compare economic and environmental The student is expected to investigate and compare economic and environmental

impacts of using various energy sources such as rechargeable or disposable batteries impacts of using various energy sources such as rechargeable or disposable batteries and solar cells. and solar cells.

What is the average speed of a jet plane that flies 8000 kilometers in 8.5 hours?

A 471 km/hB 941 km/hC 8009 km/hD 68,000 km/h


Speed= Distance/time

Speed= 8000km/8.5hrs

How much force is needed to accelerate a 1,300 kg car at a rate of 1.5 m/s2?

A 867 NB 1,950 NC 8,493 ND 16,562 N


Force= Mass x Acceleration

F= 1, 300kg x 1.5 m/s2

What is a Force?What is a Force?

Force can be defined as a push or a Force can be defined as a push or a pull… pull…

or anything else that has the ability to change motion.or anything else that has the ability to change motion.

What is Force?

Force = mass x accelerationNewton (N) (kg) (m/s2 )

NN Is even easier!Is even easier!

Easier than sayingEasier than saying kilogram kilogram m/sec m/sec22

F = ma

Which bike rider has the greatest momentum?

A A 40 kg person riding at 45 km/h B A 50 kg person riding at 35 km/h C A 60 kg person riding at 25 km/h D A 70 kg person riding at 15 km/h


Momentum= mass x velocity

The primary way liquids and gases transmit heat is by the process of

A reflectionB conductionC radiationD convection


Conduction - Transfer of heat through solids

Convection-Transfer of heat through liquids and gases

Reflection -the return of light, heat, sound, etc., after striking a surface.

Radiation- any process in which energy emitted by one body travels through a medium or through space, ultimately to be absorbed by another body.

Methods of Heat Energy Methods of Heat Energy TransferTransfer

►Conduction is the transfer of heat energy byConduction is the transfer of heat energy by Between particles of objects in direct contactBetween particles of objects in direct contact

►Convection is the transfer of heat energy byConvection is the transfer of heat energy by the movement of fluids(gas or liquid)the movement of fluids(gas or liquid) convection currents due to hot fluid rising and convection currents due to hot fluid rising and

cold fluid sinkingcold fluid sinking

►Radiation is the transfer of heat energy byRadiation is the transfer of heat energy by electromagnetic waveselectromagnetic waves does not involve the movement of matterdoes not involve the movement of matter

A Conduction transfers energy as heat along the wire and into the handB. Embers swirl upward in the convection currents that are created by the warmed air above the fire which rises

C. Electromagnetic waves emitted by the hot campfire transfer energy by radiation

Which switch, if opened, will cause the light bulb to stop glowing?

A QB RC SD T


The arrow points to the battery, the current will not travel through point Q then to point R, S, and T if the switch at Q is opened.

Energy Conversions in a Simple CircuitEnergy Conversions in a Simple Circuit

ChemicalChemicalEnergyEnergy

Electrical EnergyElectrical Energy

Light Light EnergyEnergy

If you add a light If you add a light bulb in the bulb in the circuit, electrical circuit, electrical energy is energy is converted into...converted into...

Battery converts Battery converts

Chemical EnergyChemical Energy into...into...

++

Light will not go onbecause the wire is

not connectednot connected to the battery;

no current will flow.no current will flow.

++

Light bulb turns on because the electrical current can now flow through the complete circuit.

http://itweb.fortworthisd.net/science/curhttp://itweb.fortworthisd.net/science/curriculum.htmlriculum.html

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