Grade Core SAGE REVIEW - davis.k12.ut.us€¦ · 7th Grade Core SAGE REVIEW STANDARD I: Students will understand the structure of matter. Objective 1: ... Solid – Definite Shape,

7th Grade Core

SAGE REVIEW

STANDARD I: Students will understand the structure of matter.

Objective 1: Describe the structure of matter in terms of atoms and molecules.

Recognize that atoms are

too small to see. All matter is made up of atoms that are too small to see with the naked eye New technology is improving our ability to see atoms and their structure all

the time.

Relate atoms to mole-

cules (e.g., atoms com-

bine to make mole-

cules).

Atoms are the smallest unit of matter Two or more atoms combined form molecules Examples: O is an atom of oxygen. O2 is a molecule of oxygen

Water is made of H2O making it a molecule with smaller parts (atoms) Basic Element Symbols C is Carbon, O is Oxygen, H is Hydrogen Bond is a force of attraction between atoms that holds atoms together. Bonds are modeled when we model molecules.

Diagram the arrangement

of particles in the phys-

ical states of matter

(i.e., solid, liquid, gas).

Solid – Definite Shape, Definite Volume Liquid – No Definite Shape, Definite Volume Gas – No Definite Shape, No Definite Volume Example: Ice is solid, water, is liquid, water vapor is a gas Definite shape means it will hold its shape and does not take the shape of its con-

tainer. Definite Volume means that the volume cannot be compressed. No definite volume means that the volume can be compressed or expanded to fit a

container.

Describe the limitations of

using models to repre-

sent atoms (e.g., distance

between particles in at-

oms cannot be represent-

ed to scale in models, the

motion of electrons can-

not be described in most

models).

All models of atoms have limitations. Examples of limitations are distance between parts of the atom are not to scale,

relative sizes are not to scale, no moving parts, not 3-dimensional Most of atom is empty space Models are useful even though they are not perfect representations of things.

What’s Correct What’s Incorrect

All the correct parts Electrons are too close to

Names of parts the nucleus

Electrons are too big

The nucleus and electrons

are not moving

Investigate and report how

our knowledge of the

structure of matter has

been developed over

time.

Knowledge and models change as new technology and ideas build upon previous

knowledge Example: Scanning electron microscope Scientists work together and share information with each other. Our ideas

can change when we learn new stuff.

Objective 2: Accurately measure the characteristics of matter in different states.

Use appropriate instru-

ments to determine

mass and volume of

solids and liquids and

record data.

Equipment to measure mass (measured in grams): Digital Scale Triple Beam Balance – Add the values from each lever to get the mass.

To find the mass of a fluid, you must subtract the Mass of the container.

Equipment to measure volume (measured in mL or cm3):

For Fluids (liquids and gases): Graduated cylinder and beakers (always measure from the bottom of the meniscus) The meniscus is the curved upper surface of a Liquid in a graduated cylinder.

For Solids: Cubes and rectangular pr isms = L x W x H

For Solids: Ir r egular ly shaped objects: Use water displacement

method (ending volume – starting volume = volume of object)

Use observations to pre-

dict the relative density

of various solids and

liquids.

Gravity pulls all objects towards the center of the earth. The most dense objects move towards the center of the earth. The least dense objects move away from the center of the earth. In the picture to the right, the alcohol is the least dense and the corn syrup is the most dense.

“Less Dense Floats and More Dense Sinks”

Calculate the density of

various solids and liq-

uids.

Density = Mass / Volume

ALWAYS PUT THE MASS # into the Calculator 1st

Describe the relationship

between mass and vol-

ume as it relates to den-

sity

More mass in same volume = more dense Same mass in more volume = less dense

Design a procedure to

measure mass and vol-

ume of gases.

A balloon with air in it weighs more than a balloon without air in it showing

that gas has MASS

Objective 3: Investigate the motion of particles.

Identify evidence that

particles are in constant

motion.

Atoms are in perpetual (constant) motion Diffusion is evidence that atoms are in constant motion Temperature affects motion

Compare the motion of

particles at various

temperatures by meas-

uring changes in the

volume of gases, liq-

uids, or solids.

As temperature increases, the particles move faster. Faster moving particles occupy greater space and expand. (Thermal Expansion) Slower moving particles occupy less space and contract. (Thermal Contraction)

State of Matter

Motion of Particles Volume

Solid Vibrating in place Particles are close together, (low volume)

Liquid Vibrating, but able to slip/slide around

Particles are medium dis-tance apart (med. volume)

Gas Bouncing all around Particles are far apart (high volume)

Design and conduct an

experiment investigat-

ing the diffusion of

particles.

Diffusion is the movement of particles from high concentration to low concen-

tration. Concentration is the ratio of one substance compared to another substance.

Diffusion rates are affected by temperature and density. Example: Perfume sprayed into a room, food coloring into water.

Formulate and test a hy-

pothesis on the rela-

tionship between tem-

perature and motion.

Temperature increases as the motion of the particles in a substance increase Diffusion rates increase as temperature increases, because the motion of the

particles increases Example: food coloring dropped into different temperatures of water. Diffu-

sion of perfume on warm day vs cold day.

Describe the impact of

expansion and contrac-

tion of solid materials

on the design of build-

ings, highways, and

other structures.

All materials (especially metals) expand and contract as their temperatures

change Engineers design their products with expansion and contraction in mind.

Examples include: Sidewalks have cracks built into them, doors and

windows have gaps between their frames so that they don’t get stuck

when they get hot, gaps in railroad tracks, gaps in bridges

What I can Do Check the Box

I can compare the sizes of atoms vs molecules.

I can explain that molecules are made of atoms.

I can draw a diagram showing the particle arrangement in solids, liquids, and gases.

I can explain the correct and incorrect parts of an model of an atom.

I can describe how models of the atom have changed over time and why.

I can correctly measure the mass and volume of a substance.

I can provide evidence or examples that show that particles are always moving.

I can compare how temperature changes particle motion.

I can draw a model that shows how temperature changes affect the volume or size

of a substance.

I can design an experiment that shows the relationship between temperature and

motion.

I can describe how temperature can affect road, sidewalks, windows and bridges.

and what builders must do to fix the problem.

Vocab

Atom

Density

Diffusion

Gas

Liquid

Solid

Model

Matter

Molecule

Particle

Heat energy

Mass

Volume

Scale/balance

STANDARD II:

Students will understand the relationship between properties of matter and Earth’s structure.

Objective 1: Examine the effects of density and particle size on the behavior of materials

in mixtures. Compare the density of

various objects to the

density of known earth

materials.

The relative Density of a substance can be determined by observing behaviors.

like floating or sinking. Larger Density values are more dense. Smaller density values are less dense. Given the opportunity, substances will layer according to density with the

most dense on the bottom and least dense on the top. Water has a density of 1 g/mL= 1 g/cm3 Material that has a density greater than 1g/mL will sink. Material that has a density less than 1g/mL will float. Example rock sinks, wood floats in water

Calculate the density of

earth materials (e.g.,

rocks, water, air).

The formula for calculating density is Density = Mass/ Volume To calculate Density Mass and volume of the substance must be measured. To compare density values, density values must be stated in standard units.

ALWAYS put the MASS # into the calculator 1st. It is the # with a g by it.

Observe and describe the

sorting of earth materi-

als in a mixture based

on density and particle

size (e.g., sorting grains

of sand of the same size

with different densities,

sort materials of differ-

ent particle size with

equal densities).

All objects fall at the same rate in a vacuum. When objects fall through a fluid (air, or water) they experience resistance

which will cause them to fall at different speeds. Different sizes and densities will cause eroded rock material to sort as they

fall through a fluid or as fluids flow past them. The earth’s materials are naturally sorted according to density AND particle

size. More dense items settle on the bottom. Items with larger particle size settle on the bottom, then smaller particles fill in

the empty spaces between the more dense objects.

Relate the sorting of ma-

terials that can be ob-

served in streambeds,

road cuts, or beaches to

the density and particle

size of those materials.

Larger, more dense materials are found at the beginning of a stream bed and fin-

er, less dense particles are found at the end of a streambed. On a beach, more dense particles stay at the bottom of ocean and sand on beach

all has the same density.

Design and conduct an

experiment that pro-

vides data on the natu-

ral sorting of various

earth materials.

Have students sort silt, gravel, pebbles and rocks. Place them in a jar with wa-

ter. Shake it up and let it the materials settle and have them explain

where and why they settled that way. Have students observe soil horizons and relate this phenomenon to the sorting

of materials by particle size and density. Have students drop rocks of same volume but different densities in large gradu-

ated cylinder and see if one falls faster. Have students drop rocks of different sizes but same densities in large graduat-

ed cylinder to see if one falls faster.

Objective 2: Analyze how density affects Earth's structure.

Compare the densities of

Earth's atmosphere, wa-

ter, crust, and interior

layers.

More Dense to Less Dense:

Inner Core- 12.8-13.1 Outer core- 9.9-12.2 Pure Water- 1.0 Mantle- 3.4 – 5.6 Salt Water- 1.02 Ocean Crust- 3.0- 3.4 Atmosphere- .0012

Relate density to the rela-

tive positioning of

Earth’s atmosphere,

water, crust, and interi-

or.

The earth is layered because of density. The order from most dense to least:

Inner Core – Outer Core – Mantle – Crust – Water – Atmosphere Most dense material is pulled to center of earth.

Model the layering of Earth's

atmosphere, water, crust,

and interior due to density

differences.

Distinguish between

models of Earth with

accurate and inaccurate

attributes.

Many models of Earth exaggerate the size of surface features such as moun-

tains. If Earth were shrunk to globe size, it would be very smooth. Earth’s interior is inferred from wave evidence from earthquakes and from rock

evidence. We have never been to the center of the earth. It is inferred that the earth was once completely fluid rock material and when it

cooled, it layered because of density

What I can Do Check the Box

I can calculate the density of different earth materials.

I can describe the how the sorting of earth’s materials creates different patterns.

I can compare the densities of the atmosphere, water, crust, mantle, outer core and inner

core.

I can relate how earth’s structure is due to the density of the layers

I can create a model to show the layers of the Earth.

I can identify accurate and inaccurate models of the Earth.

Vocab

Atmosphere Matter Scale

Crust Particle

Density Solid

Gas Sorting

Liquid Mantle

Models Inner core

Mass Outer core

STANDARD III: Students will understand that the organs in an organism are made of cells that have structures and per-

form specific life functions.

Objective 1: Observe and describe cellular structures and functions.

Use appropriate instru-

ments to observe, de-

scribe, and compare

various types of cells

(e.g., onion, diatoms).

Use a microscope to observe cells and tissues Microscopes help us to see very small things like cells. recognize cell wall, nucleus and cytoplasm of various types of cells Leeuwenhoek developed first microscope Hooke was first to see and name cells using his microscope

Observe and distinguish

the cell wall, cell mem-

brane, nucleus, chloro-

plast, and cytoplasm of

cells.

Recognize key organelles in various cells (cell wall, cell membrane, nucleus,

chloroplast, cytoplasm, vacuole)

Differentiate between

plant and animal cells

based on cell wall and

cell membrane.

Model the cell processes

of diffusion and osmo-

sis and relate this mo-

tion to the motion of

particles.

Osmosis is a type of diffusion Osmosis is the diffusion of water across a cell membrane from an area of high

concentration of water to low concentration of water. Osmosis is important for maintaining homeostasis (balance and health) Cells can be greatly affected by osmosis Examples: carrot or celery cells in fresh will swell up and get crisp. If put in

salt water they can get wilty.

Humans drink water so water can go into cells. When you feel thirsty, your cells

have run out of water. Gather information to

report on how the basic

functions of organisms

are carried out within

cells (e.g., extract ener-

gy from food, remove

waste, produce their

own food).

Nucleus directs all functions of the cell, control center and contains genetic

material (DNA) Vacuole holds water in a plant cell Chloroplasts are where food (sugar) is made through photosynthesis (Plants

don’t have mouths but still need food) Cell membrane controls what goes into and out of a cell Cell wall- protects cell and gives cell structure-Makes wood hard Mitochondria use food and oxygen to produce ENERGY for the cell.

Objective 2: Identify and describe the function and interdependence of various organs and

tissues.

Order the levels of organiza-

tion from simple to com-

plex (e.g., cell, tissue, or-

gan, system, organism).

Cells make tissues, tissues make organs, organs make organ systems, organ systems make organisms

Cells are most simple, organisms are most complex cells-tissues-organs-organ systems- organism

Match a particular structure to

the appropriate level (e.g.,

heart to organ, cactus to or-

ganism, muscle to tissue).

Cells- nerves, bone cells, muscle cells, lung cells, plant cells Tissues- bone tissue, blood, muscle tissue, xylem, phloem Organs- heart, lung, brain, bone, skin, kidney, leaf, stomach, intestines Systems- Nervous, Respiratory, Circulatory, Digestive, Excretory, in-

tegumentary Organism- dog, cat, tree, Person, bacteria

Relate the structure of an or-

gan to its component parts

and the larger system of

which it is a part.

Respiratory- lung, lung tissue, lung cells Circulatory- heart, veins, arteries, blood Nervous- Brain, eyes, ears, nerves, spinal cord Digestive- stomach, small intestines, large intestine, liver Excretory- kidney, bladder Integumentary system- skin, glands, hair Organ systems are made of individual organs that work together

towards a common function Organ systems work together for survival of organism

Describe how the needs of

organisms at the cellular

level for food, air, and

waste removal are met by

tissues and organs (e.g.,

lungs provide oxygen to

cells, kidneys remove

wastes from cells).

If one system fails, all systems are affected Lungs provide oxygen to cells, remove carbon dioxide from body kidneys regulates osmosis and eliminates waste from blood stomach breaks down and absorbs food into blood. skin protect organism from outside, sweat removes wastes through

the pores circulatory system functions as heart cells beat, and the heart pumps

blood and circulates nutrients and gasses throughout the body.

What I can Do Check the Box

I can use a microscope to observe and describe cells.

I can identify and explain the function of: cell wall, cell membrane, nucleus, chlo-

roplast, cytoplasm

I can draw a diagram showing the differences between plant and animal cells.

I can show when water would move into or out of a cell. (Osmosis)

I can show how food and oxygen get into a cell.

I can explain on a cellular level why living things must have food, oxygen and wa-

ter.

I can put the levels of organism in order from simplest to complex.

I can give example of different cells, tissues, organs, organ systems and organ-

isms.

I can relate how the structure or organs is related to its function.

I can identify the needs of living things.

Vocab

Cell

Cell wall

Nucleus

Cytoplasm

Cell Membrane

Chloroplast

Diffusion

Osmosis

Organ

Organism

Organ System

Tissue

STANDARD IV: Students will understand that offspring inherit traits that make them more or less suitable to survive in

the environment.

Objective 1: Compare how sexual and asexual reproduction passes genetic information

from parent to offspring. Distinguish between inherited

and acquired traits. Inherited traits are traits that you get genetically from your parents or

"inherit". Examples include: dimples, ear lobe shape, right or left

handedness, etc. Acquired traits are traits that you learn. These do NOT come from

your parents DNA. Examples include: scars, playing an instru-

ment, playing a sport, learning a new dance, cooking, sewing,

crafts, skateboarding, multiplication tables, learning a lay-up in

basketball, etc.

Contrast the exchange of ge-

netic information in sexual

and asexual reproduction

(e.g., number of parents,

variation of genetic materi-

al).

Sexual reproduction involves 2 parents. It is the joining of an egg and a

sperm. The final result is a new organism that is a genetic combination

of both parents. Sexual reproduction introduces variety in the species. Females produce eggs. Males produce sperm.

Flowers result in sexual reproduction of plants. (The seed is the baby) Asexual reproduction involves 1 parent. Offspring are produced identical

to parent. They have the exact same sequence of DNA. Think "clone"

of parent. The genetic material does NOT change from parent to off-

spring.

Some organisms can reproduce BOTH ways. Mutation is the process of changing DNA sequences and change traits. Mutations create diversity.

Cite examples of organisms

that reproduce sexually

(e.g., rats, mosquitoes,

salmon, sunflowers) and

those that reproduce asexu-

ally (e.g., hydra, planaria,

bacteria, fungi, cuttings

from house plants).

Sexual reproduction include these examples: humans, rats, mosquitoes, in-

sects, dairy cows, salmon, sunflowers, dandelions, clams, dolphins,

earthworms, cats, dogs, pollen blowing from one flower to another

flower, pollen carried by one insect from one flower to another flower,

etc. Asexual reproduction include these examples: bacteria, hydra, ameba, pla-

naria, fungi, yeast, sea star being cut in half and each half regrowing

into a full sea star, plant cuttings from house plants, etc.

Compare inherited structural

traits of offspring and their

parents.

Offspring of asexual reproduction will have exactly the same characteristics

as parent. Offspring of sexual reproduction will have same body structure as parents,

but will be a genetic combination of both parents. Shape of earlobes, dimples, length of toes, bone structure, etc. Darwin stated that mutation of inherited traits create opportunities for natu-

ral selection of individual traits to occur.

Objective 2: Relate the adaptability of organisms in an environment to their inherited traits

and structures. Predict why certain traits

(e.g., structure of teeth,

body structure, coloration)

are more likely to offer an

advantage for survival of an

organism.

Bird beaks Structure of teeth Body structure Spots and stripes

Mimicry in insects

Cite examples of traits that pro-

vide an advantage for survival

in one environment but not

other environments.

Birds in desert survive on soft parts of cactus. Birds with large beaks can

crack open and eat hard seeds. Many animals near the North Pole are white. Organisms with colorful appearances (in a dull environment) warn their

predators that they are harmful or do not taste good. Dolphins, fish, sharks have fins that help them move in water and are stream-

lined. Giraffes have long necks to eat leaves off taller trees. Whales have long bodies to move through the water. Honeybees have stingers to protect themselves. Warm fur in a tropical climate. If plants or animals cannot adapt, they will move to another location, or

change over time genetically or eventually become extinct. Darwin’s finches are an example of specific trait variation that occurred

because the trait was better suited to one environment than another

Cite examples of changes in ge-

netic traits due to natural and

manmade influences (e.g.,

mimicry in insects, plant hy-

bridization to develop a specif-

ic trait, breeding of dairy cows

to produce more milk).

Plant hybridization to develop a specific trait like drought tolerance Breeding of dairy cows to produce more milk Increased speed for prey animals Increased stealth in predators Artificial selection to develop a specific trait Viceroy butterfly resembles a monarch butterfly in color to keep from

being eaten. Corn snakes (“red next to black, friendly jack” resemble coral snakes

(“red next to yellow, deadly fellow”) in color. Antibiotic resistance Resistant strains of weeds and insects.

Relate the structure of organs to

an organism’s ability to sur-

vive in a specific environment

(e.g., hollow bird bones allow

them to fly in air, hollow struc-

ture of hair insulates animals

from hot or cold, dense root

structure allows plants to grow

in compact soil, fish fins aid

fish in moving in water).

Goosebumps raise hairs on body to warm body Horse hair growing thicker in winter Hollow bird bones allow them to fly in air Hollow structure of hair insulates animals from hot or cold Dense root structure allows plants to grow in compact soil Fish fins aid fish in moving in water Hummingbirds have long thin beaks to suck nectar Hawks have curved, sharp beaks and talons for ripping flesh

What I can Do Check the Box

I can tell the difference between inherited and acquired traits.

I can explain how asexual reproduction and sexual reproduction are different.

I can explain the genetic make up of offspring created by sexual and asexual reproduction.

I can give examples of organisms that reproduce sexually and asexually.

I can infer how certain traits might help an organism survive in its environment.

I can give examples of traits that are helpful in one environment but not in another one.

I can identify genetic traits which are caused by nature and those that are influenced by humans.

I can relate the structure of specific organs to an organisms ability to survive.

Vocab

Acquired Trait

Inherited Trait

Asexual Reproduction

Sexual Reproduction

Chromosomes

DNA

Genetic Engineering

Genetics

Heredity

Adaptations

Natural Selection

Artificial Breeding

Mutation

STANDARD V: Students will understand that structure is used to develop classification systems.

Objective 1: Classify based on observable properties.

Categorize nonliving objects

based on external structures

(e.g., hard, soft).

Scientists observe physical characteristics to develop classification systems

for nonliving things Examples: rocks, stars, snowflakes, clouds, etc.

Compare living, once living, and

nonliving things. Living organisms are made of cells, use energy, and can re-

produce and respond to their environment. Example: tree Once living organisms were at one time a par t of a living sys-

tem. Example: leaf on the ground Nonliving things do not have all the character istics of living

things. Example: rock

Defend the importance of obser-

vation in scientific classifica-

tion.

Observation is acquiring information by using all 5 senses. Information about an organism is required to classify and name

the organism.

Demonstrate that there are many

ways to classify things. Recognize that organisms can be grouped differently. (Body segments vs.

number of legs)

Objective 2: Use and develop a simple classification system.

Using a provided classification

scheme, classify things (e.g.,

shells, leaves, rocks, bones,

fossils, weather, clouds, stars,

planets).

1a. rectangular in shape……………………………………….go to 2

1b. not rectangular………………………………………...…go to 3

2A. greater width than height……………………………………..A

2b. greater height than width…………………………….………..D

3A. triangular in shape…………………………………...………..C

3B. not triangular…………………………………….………go to 4

4A. single round circle…………………………………...……… B

4B. double round circle……………………………………………E

Develop a classification system

based on observed structural

characteristics.

Same as a

Generalize rules for classifica-

tion.

Organisms are classified based on observable external characteristics. Classi-

fication goes from broad to specific with more closely related individuals

sharing more specific characteristics. Classification keys use sets of paired statements to break large groups into

smaller groups until organism is identified. The scientific name of an organisms is the expression of the classification of

that living thing.

Relate the importance of clas-

sification systems to the de-

velopment of science

knowledge.

Recognize that classification systems are used for identifying items with

a common language so communication is global. Different classification systems have been developed for living things

starting with Aristotle and extending to Linneus.

Recognize that classification is

a tool made by science to

describe perceived patterns

in nature.

Recognize patterns in leaves Recognize patterns in animals Look for symmetry to help in identifying species

Objective 3: Classify organisms using an orderly pattern based upon structure.

Identify types of organisms

that are not classified as ei-

ther plant or animal.

Recognize that organisms that are single cellular or don’t have any organelles

will not be plants or animals.

Arrange organisms according to

kingdom (i.e., plant, animal,

monera, fungi, protist).

Recognize defining features of individual kingdoms. Monerans (bacteria) have no nucleus and are single-celled. Protists have a nucleus and are mostly single-celled or have similar col-

lections of cells with animal, fungal, and plant like characteristics. Fungi have nuclei, are multicellular, and absorb their food. Plants have a nuclei, are able to make their own food (photosynthesize.) Animals have nuclei, are multicellular, and are usually capable of move-

ment, cannot make their own food.

Use a classification key or field

guide to identify organisms.

Key to Common Evergreens 1a. Leaves linear, needle-like, or scale like..................go to 2 1b. Leaves broad, not needle-like nor scale-like..........go to 5 2a. Leaves needle-like..................................................go to 3 2b. Leaves scale-like..............................................Red Cedar 3a. Leaves in groups of 2 or 3.....................................go to 4 3b. Leaves in groups of 5.........................Eastern White Pine 4a. Leaves in groups of 2 …..............................Virginia Pine 4b. Leaves in groups of 3 ….............................Loblolly Pine 5a. Leaf margin smooth...........................................Magnolia 5b. Leaf margin spiny …...............................American Holly

Report on changes in classifica-

tion systems as a result of new

information or technology.

Aristotle grouped similar organisms. With advanced technology, Linnaeus classified organisms from general to

specific characteristics. His system used two-part name including genus

and species. Example: a lion is Panthera leo Classification systems will change as technology provides more infor-

mation. Example: Hyena categorized as cat instead of dog because of

gene mapping. When new organisms are discovered they are added to the existing system.

What I can Do Check the Box

I can classify non-living objects by their traits.

I can classify living, once living, and non-living objects.

I can develop a classification scheme based on observable structural

traits.

I can use a classification or dichotomous key to identify objects.

I can explain how classification increases scientific knowledge.

I can identify organisms based on what Kingdom they belong to.

I can explain how changes are made to classification keys when new

information is discovered.

I can identify and correct write an organisms scientific name.

Vocab

Classification

Dichotomous

Key

Kingdom

Genus

Species

Organism

Scientific Name

7th Grade Questions

1. What is matter made of?

2. How can matter be measured?

3. How is matter affected by the motion of particles?

4. How are models used as a tool to help us understand our natural world?

5. How has the model of the atom changes with the increase of technology?

6. How are models used to show particle movement in the different states of matter?

7. How can observations be used to predict density?

8. How are earth materials sorted?

9. How is earth’s structure affected by density?

10. How does density affect the model of the earth?

11. How is the structure of cells related to their function?

12. How do individual structures contribute to the function of the whole?

13. How can microscopes be used to observe cell parts?

14. What are differences between plant and animal cells?

15. How does the environment affect a cell?

16. How do tissues and organs meet the needs of an organism?

17. How do the structure of organisms determine their functions?

18. How do individual structures interact with one another to form complex systems?

19. How do organelles work to support the function of cells?

20. What are the levels of organization of life?

21. What are the functions of organs and how do they relate to the system they belong to?

22.What influences the traits of offspring?

23. How has technology influenced genetics?

24. What are the advantages and disadvantages of asexual reproduction?

25. What are the advantages and disadvantages of sexual reproduction?

26. How do traits influence the success of an organism?

27. How can a species' traits be altered?

28. How are traits passed from parent to offspring?

29. How do inherited traits affect an organism’s chance of survival?

30. What are the differences between acquired and inherited traits?

31. What allows an organism to be successful in the environments?

32. How are observable properties used in classification?

33. What patterns are used to build a classification system?

34. How do classifying organisms help us understand relationships?

35. What are different ways in which objects or organisms could be classified?

36. What is the purpose of a classification key?

Clues for Remembering

Molecules are made of atoms. Atoms are the smallest thing in the world. Can’t see them. They are always moving, even when frozen.

Water is a MOLECULE!!

Less Dense FLOATS and More Dense SINKS!

Mass rhymes with grass and a grass bag is HEAVY….Mass is measured on a SCALE

Volume is another name for SIZE or space an object takes up. Length x Width x Height = Volume or Use a graduated cylinder or water

displacement.

ALWAYS put the MASS # in the calculator 1st. Look for g for grams.

D..i..f..f..u..s..i..o..n……. P-U-SION (Farts spread) Molecules spread out

Inner Core-Outer Core-Mantle-Crust is MOST DENSE to LEAST. Pay attention to if it is asking you to go from MOST to LEAST or LEAST

to MOST.

All cells have a cell membrane. PLANTS have a cell wall on top of that. (and Chloroplasts and a Central Vacuole (swimming pool))

All cells have a nucleus that holds DNA except BACTERIA.

Cells cells are made of organelles

Water moves from a lot to a little or will move into a wilted plant cell to make it crisp.

Osmosis: Water moves from a lot to a little, more to less, clean to dirty, high to low

SALT does not move….just water. Water follows the salt.

PLANTS MAKE THEIR FOOD needed for ENERGY in CHLOROPLASTS. Animals EAT food. Fungi adsorb food.

Heart PUMPS Blood (circulatory system)

Lungs EXCHANGE GASES with the blood (respiratory system)

Small Intestine put food into blood (digestive system)

STOMACH does not adsorb food—only blends it up

CELLS are SIMPLE (less complicated than…) ORGANISMS which are the most COMPLEX

Inherited traits come from PARENTS DNA. Acquired are learned or changed.

(Inherited sounds like HAIR, a trait that you get from your parents)

Asexual is ONE PARENT (a bike is one bike, a bird is one bird, asexual is one parent)

Sexual reproduction makes offspring with mixed traits.

FLOWER or SEEDS or EGG or SPERM are clues for SEXUAL REPRODUCTION

Adaptations allow survival long enough to reproduce

Humans can mix two plants or animals on purpose to get desired traits

Classification looks at PHYSICAL TRAITS and BODY STRUCTURES to group things together

Genus and species make Scientific name - Capitalize first word. Lower case 2nd word.

Kingdoms have the most different kinds of organisms—Moving down to species gets more specific

King Phillip Coughed On Fred and he Got SICK

Plants have more than one cell are make their own food. Animals have more than one cell and eat. Fungi have more than one (except

yeast) but adsorb their food. Protista are mostly single or uni-celled and eat or make their own food. Bacteria are FOR SURE single

celled and DO NOT HAVE A NUCLEUS.