Name___________________________________Date____________________________ Section_________________ Science Final Exam Review The following are concepts you should understand when preparing for the final exam Tuesday February 2 nd , 2016 Ecology 1. Why are producers/autotrophs important to ecosystems? Terms to discuss: photosynthesis, cellular respiration, oxygen, carbon dioxide, energy level (trophic levels), glucose Key Points: 2. What is required for photosynthesis? What is produced? Chemical Equation: The chemical equation for photosynthesis is: CO 2 + H 20 +( energy )−→C 6 H 12 O 6 + O 2 Key Points: 3. What biogeochemical cycle are producers directly involved in? What biogeochemical cycle are they indirectly involved in? Explain. Terms to discuss: carbon cycle, nitrogen cycle Key Points: 4. Who are consumers/heterotrophs?
Science Final Exam ReviewThe following are concepts you should understand when preparing for the final exam Tuesday February 2nd, 2016
Ecology
1. Why are producers/autotrophs important to ecosystems?
Terms to discuss: photosynthesis, cellular respiration, oxygen, carbon dioxide, energy level (trophic levels), glucose
Key Points:
2. What is required for photosynthesis? What is produced? Chemical Equation: The chemical equation for photosynthesis is:CO2+H 20+(energy )−→C6H12O6 + O2
Key Points:
3. What biogeochemical cycle are producers directly involved in? What biogeochemical cycle are they indirectly involved in? Explain.
Terms to discuss: carbon cycle, nitrogen cycle
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4. Who are consumers/heterotrophs?
Terms to discuss: trophic levels, process of getting glucose and nitrogen
Key Points:
Name___________________________________Date____________________________Section_________________5. What is cellular respiration and why do consumers/heterotrophs perform C.R? What is required (inputs)?
What is produced (outputs)? What biogeochemical cycle(s) are consumers involved in? Explain.
The chemical equation for C.R. is: C6H12O6 + 02 = CO2 + water+ (energy )
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6. Describe decomposers and their role in biogeochemical cycles and food chains/food pyramids.
Terms to discuss: Where they are located on trophic levels, what do they do in nitrogen cycle? What do they do in carbon cycle?
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7. Describe examples of human impact on biogeochemical cycles and/or ecosystems in general? What are some things humans do that impact the carbon cycle? The nitrogen cycle? Give specific examples.
Things to consider: deforestation, impacts to soil, water, greenhouse gases, extraction of oil, fusel fuels,
Key Points:
8. Describe the nitrogen cycle and the steps involved. Start with nitrogen in the atmosphere. What form is it in? How does nitrogen get “fixed” so plants/animals can use it? What is nitrogen used for in plants/animals? How is it converted back to atmospheric nitrogen?
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9. Describe the carbon cycle. Why is carbon easier for plants/animals to obtain than nitrogen? What type(s) of organisms are able to convert carbon directly from the atmosphere into usable forms?
10. Describe the difference between a food web, food chain, food/energy pyramid
11. Trophic levels.
Key concepts to discuss: How does energy move through a food chain? Who produces the most energy? Why? Who needs the most energy? List possible organisms at each trophic level.
Key Points:
12. Describe the terms producer, abiotic, biotic, heterotroph, primary consumer, secondary consumer, tertiary consumer, decomposer, 1st trophic level, 2nd trophic level, 3rd trophic level, herbivore, carnivore, and omnivore. You can use a diagram to help with your explanation.
13. Discuss bioaccumulation and biomagnification
Name___________________________________Date____________________________Section_________________Concepts to discuss: what is the difference between bioaccumulation and biomagnification? Which trophic level is affected the most? The least? How are humans impacted by biomagnification (give specific example).
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14. Population dynamic graphs
Concepts to discuss: What does a J-curve represent? A sigmoid curve? Delayed density dependent? Which of the population dynamic graphs is density independent? What happens when carrying capacity has been reached in a population? Is carrying capacity density independent or density dependent? You may use a diagram to help with your explanation. Be sure to include the different phases of the graph (lag phase, acceleration…)
Key Points
15. Predator-prey relationships
Concepts to discuss: What type of population dynamic (graph) is represented by predator-prey relationships. Give an example of predator and prey. Is this density dependent or density independent? Explain
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16. What are examples of density independent limiting factors? What are examples of density dependent limiting factors? Explain.
Be able to predict density-dependent or density-independent based on a scenario such as, “A spring flood in the Red River valley wipes out the population of Canadian violets. Is this a density independent or density dependent limiting factor? “
Terms to discuss: carrying capacity, density independent and density dependent factors
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18. What is the difference between a population and a community?
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19. Discuss invasive species.
Concepts to discuss: What are invasive species, how do they get into ecosystems, provide examples of invasive species in Manitoba and how they affect ecosystems.
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20. Discuss sampling techniques and in what situation you would use which technique.
Concepts: quadrats, scaling it up, transects, using a grid
Concepts: discuss the law in terms of chemical reactions, from demos in class, which reaction was the mass not EXACTLY the same? Why might this have occurred? Which reaction was had the mass stay exactly the same? Why might this have happened?
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3. Discuss acids and bases in terms of chemical reactions
Concepts: What are some common acids? Bases? What is a neutralization reaction?
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4. Draw and label a pH scale.
Concepts: Where do acids and bases fit on this scale? How can you identify a strong acid? Strong base?
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5. Discuss trends and patterns in the periodic table
Concepts: Reactivity (least reactive, most reactive), Names (alkali metals, alkaline earth metals), Groups, families, periods (which share similar properties), Cations/anions (which elements will give up valence electrons, which will take?)
Key Points:
6. Discuss different types of chemical reactions
Name___________________________________Date____________________________Section_________________Concepts: single displacement, double displacement, combustion, decomposition, synthesis and provide examples of each
Key Points
7. IONIC VS COVALENT BONDING
Concepts: Difference between ionic and covalent bonding, octet rule for bonding, writing chemical formulas for ionic vs covalent bonding,
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8. NAMING IONIC VS COVALENT COMPOUNDS
Concepts: recognizing ionic vs covalent, rules for transition metals, prefixes, second word ends in “ide” unless polyatomic
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Name___________________________________Date____________________________Section_________________9. BALANCING CHEMICAL EQUATIONS
Review: Watch video on website (writing formulas with polyatomic ions)
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10. DRAWING LEWIS DOT AND BOHR DIAGRAMS
Concepts: Differences between Lewis dot and Bohr diagrams, be able to draw either or answer questions on either
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11. POLYATOMIC IONS
Concepts: What are they? Be able to recognize simple polyatomic ions. What type of bonding occurs in polyatomic ions?
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PHYSICS
1. TERMS:
Concepts: discuss vectors, scalars, distance, displacement, speed, velocity, position, acceleration, force (balanced and unbalanced), momentum, impulse
Concepts: displacement calculations, theory questions on displacement and describe units for displacement.
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3. POSITION (displacement):
Concepts: position time graphs, be able to interpret graphs such as motion, velocity, and direction. Be able to create a position time graph based on data (table of values) and calculate velocity.
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4. VELOCITY:
Concepts: What is velocity connected to (Hint: think of the graph you need to look at in order to find velocity). What are the units for velocity? Can there be different units? Velocity calculations, describe an object’s acceleration based on graph, be able to create a v-t graph based on data and calculate acceleration.
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5. ACCELERATION:
Concepts: What is acceleration connected to? What are examples of how an object can accelerate? Be able to calculate acceleration from a v-t graph and/or word problem. Discuss acceleration in terms of Newton’s 2nd Law
Concepts: What is inertia? For example: Why does the “tablecloth” trick work? Why does the water bottle on your desk “stay” there? Why does a ball set in motion continue in motion? When/why will it stop? What is the common misconception here?
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7. NEWTON’S FIRST LAW:
Concepts: How is Newton’s First Law connected to inertia? Who were the major contributors to the idea of “motion”. Describe Galileo’s Thought Experiment
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8. NEWTON’S SECOND LAW:
Concepts: Describe this law in words and formula. Be able to make calculations based on the formula. Be able to answer “theory” type questions based on this: how are mass and acceleration related? Acceleration and force?
