Science Final Exam Study Guide PDF

‭Science‬‭Final‬‭Exam‬‭Study‬‭Guide‬ ‭ hemical‬‭Reactions:‬ C ‭Definitions:‬ ‭ hemical‬‭Reaction‬‭-‬‭a‬‭change‬‭in‬‭the‬‭chemical‬‭properties‬‭of‬‭the‬‭substance‬‭creating‬‭a‬‭new‬ C ‭substance.‬ I‭nternational‬‭Hazard‬‭System‬‭vs‬‭WHMIS‬‭System‬‭-‬ ‭International‬‭Hazard‬‭System:‬ ‭‬ ‭T...

‭Science‬‭Final‬‭Exam‬‭Study‬‭Guide‬ ‭ hemical‬‭Reactions:‬ C ‭Definitions:‬ ‭ hemical‬‭Reaction‬‭-‬‭a‬‭change‬‭in‬‭the‬‭chemical‬‭properties‬‭of‬‭the‬‭substance‬‭creating‬‭a‬‭new‬ C ‭substance.‬ I‭nternational‬‭Hazard‬‭System‬‭vs‬‭WHMIS‬‭System‬‭-‬ ‭International‬‭Hazard‬‭System:‬ ‭‬ ‭The‬‭border‬‭shape‬‭around‬‭the‬‭symbol‬‭signifies‬‭the‬‭level‬‭of‬‭danger‬‭in‬‭the‬‭International‬ ‭Hazard‬‭System.‬ ‭‬ ‭Only‬‭four‬‭symbols‬‭-‬‭poison,‬‭flammable.‬‭explosive,‬‭corrosive.‬ ‭Workplace‬‭Hazardous‬‭Materials‬‭Information‬‭System‬‭(WHMIS):rr]]‬ 1‭ 0‬‭symbols‬‭-‬‭flame,‬‭skull‬‭&‬‭crossbones,‬‭biohazardous,‬‭health‬‭hazard,‬‭flame‬‭over‬‭circle,‬ ‭exploding‬‭bomb,‬‭gas‬‭cylinder,‬‭corrosion,‬‭exclamation‬‭mark,‬‭environment.‬ ‭Includes‬‭more‬‭detailed‬‭information‬‭on‬‭the‬‭WHMIS‬‭label.‬ ‭Endothermic‬‭Chemical‬‭Reaction‬‭-‬‭absorbs‬‭heat‬‭and‬‭cools‬‭the‬‭surroundings.‬ E‭ nergy‬‭can‬‭not‬‭be‬‭created‬‭or‬‭destroyed.‬‭Energy‬‭is‬‭either…‬‭-‬‭lost‬‭(released)‬‭or‬‭gained‬ ‭(absorbed).‬ E‭ xothermic‬‭Chemical‬‭Reaction‬‭-‬‭releases‬‭heat,‬‭and‬‭causes‬‭the‬‭temperature‬‭of‬‭the‬‭immediate‬ ‭surroundings‬‭to‬‭rise.‬ 5‭ ‬‭Indicators‬‭of‬‭Chemical‬‭Reactions‬‭-‬‭colour‬‭change,‬‭odour/gas‬‭produced,‬‭temperature‬‭change,‬ ‭heat/light‬‭produced,‬‭precipitate‬‭formed.‬ ‭Indicators‬‭-‬‭chemicals‬‭used‬‭to‬‭determine‬‭if‬‭a‬‭solution‬‭is‬‭an‬‭acid‬‭or‬‭a‬‭base.‬ ‭Inferences‬‭-‬‭explaining‬‭observations‬‭based‬‭on‬‭past‬‭experiences‬ ‭MSDS‬‭Stands‬‭For…‬‭-‬‭Material‬‭Safety‬‭Data‬‭Sheet.‬ ‭ SDS‬‭Sheets‬‭contain‬‭information‬‭in‬‭the‬‭following‬‭sections‬‭-‬‭Product‬‭information,‬‭hazardous‬ M ‭ingredients,‬‭physical‬‭data,‬‭reactivity‬‭data,‬‭fire‬‭&‬‭explosive‬‭hazard,‬‭toxicological‬‭properties,‬ ‭preventive‬‭measures,‬‭first‬‭aid‬‭measures,‬‭when‬‭it‬‭was‬‭made‬‭&‬‭who‬‭to‬‭contact‬‭for‬‭more‬ ‭information.‬ ‭Observations‬‭-‬‭collecting‬‭data‬‭using‬‭our‬‭senses.‬ ‭Products‬‭-‬‭substances‬‭that‬‭form‬‭in‬‭a‬‭chemical‬‭reaction.‬ ‭Reactants‬‭-‬‭substances‬‭that‬‭undergo‬‭a‬‭change‬‭in‬‭a‬‭chemical‬‭reaction.‬ ‭Anion‬‭-‬‭negatively‬‭charged‬‭ion.‬ ‭ alanced‬‭Chemical‬‭Equations‬‭-‬‭represent‬‭the‬‭identities‬‭and‬‭relative‬‭amounts‬‭of‬‭reactants‬‭and‬ B ‭products‬‭in‬‭a‬‭chemical‬‭reaction;‬‭the‬‭total‬‭number‬‭of‬‭each‬‭type‬‭of‬‭atom‬‭remains‬‭the‬‭same.‬ ‭Binary‬‭Compound‬‭-‬‭a‬‭type‬‭of‬‭compound‬‭that‬‭contains‬‭2‬‭different‬‭elements.‬ ‭Cation‬‭-‬‭positively‬‭charged‬‭ion.‬ ‭ hemical‬‭Equation‬‭-‬‭a‬‭way‬‭to‬‭describe‬‭what‬‭goes‬‭on‬‭in‬‭a‬‭chemical‬‭reaction,‬‭the‬‭actual‬‭change‬ C ‭in‬‭a‬‭material.‬ ‭Covalent‬‭Bond‬‭-‬‭type‬‭of‬‭bond‬‭formed‬‭from‬‭two‬‭or‬‭more‬‭atoms‬‭sharing‬‭electrons.‬ ‭Diatomic‬‭Molecule‬‭-‬‭a‬‭type‬‭of‬‭molecule‬‭that‬‭contains‬‭2‬‭identical‬‭elements.‬ ‭Ion‬‭-‬‭an‬‭atom‬‭that‬‭has‬‭been‬‭charged‬‭by‬‭gaining‬‭or‬‭losing‬‭electrons.‬ I‭onic‬‭Bond‬‭-‬‭type‬‭of‬‭bond‬‭formed‬‭by‬‭the‬‭transfer‬‭of‬‭electrons‬‭from‬‭one‬‭atom‬‭(metal)‬‭to‬ ‭another‬‭(non-metal).‬ I‭onic‬‭Compound‬‭-‬‭when‬‭a‬‭metal‬‭(+)‬‭and‬‭a‬‭non-metal‬‭(-)‬‭are‬‭attracted‬‭to‬‭each‬‭other‬‭forming‬‭a‬ ‭new‬‭molecule.‬ ‭Law‬‭of‬‭Conservation‬‭of‬‭Mass‬‭-‬‭total‬‭mass‬‭of‬‭reactants‬‭equals‬‭total‬‭mass‬‭of‬‭products.‬ ‭ olecular‬‭Compound‬‭-‬‭A‬‭neutral‬‭compound‬‭composed‬‭of‬‭two‬‭(2)‬‭or‬‭more‬‭non-metals‬‭held‬ M ‭together‬‭by‬‭covalent‬‭bonds.‬ ‭Polyatomic‬‭Ion‬‭-‬‭an‬‭ion‬‭composed‬‭of‬‭2‬‭or‬‭more‬‭non-metals‬‭bonded‬‭covalently.‬ ‭Scientific‬‭Law‬‭-‬‭A‬‭statement‬‭that‬‭summarizes‬‭an‬‭observed‬‭pattern‬‭in‬‭nature‬‭fully‬‭proven‬ ‭Valence‬‭Electrons‬‭-‬‭the‬‭electrons‬‭on‬‭the‬‭outer‬‭ring‬‭of‬‭the‬‭atom.‬ ‭ ord‬‭Equation‬‭-‬‭Identifies‬‭reactants,‬‭products,‬‭and‬‭states‬‭of‬‭matter‬‭in‬‭a‬‭chemical‬‭reaction‬ W ‭using‬‭names‬‭of‬‭the‬‭elements‬‭and‬‭compounds.‬ ‭Combustion‬‭-‬‭the‬‭rapid‬‭reaction‬‭of‬‭oxygen‬‭to‬‭produce‬‭oxides‬‭and‬‭energy‬ ‭Hydrocarbons‬‭-‬‭compounds‬‭of‬‭hydrogen‬‭and‬‭carbon‬‭found‬‭in‬‭many‬‭combinations.‬ I‭ncomplete‬‭Combustion‬‭-‬‭Occurs‬‭when‬‭there‬‭is‬‭NOT‬‭enough‬‭oxygen‬‭available‬‭to‬‭complete‬‭the‬ ‭full‬‭combustion‬‭reaction‬‭resulting‬‭in‬‭carbon‬‭monoxide‬‭being‬‭produced‬‭instead‬‭of‬‭or‬‭in‬‭addition‬ ‭to‬‭carbon‬‭dioxide.‬ ‭Organic‬‭Compounds‬‭-‬‭molecular‬‭substances‬‭that‬‭contain‬‭carbon‬‭atoms.‬ ‭ atalyst‬‭-‬‭A‬‭substance‬‭that‬‭changes‬‭the‬‭rate‬‭of‬‭a‬‭chemical‬‭reaction‬‭when‬‭present‬‭but‬‭is‬‭not‬ C ‭changed‬‭in‬‭the‬‭chemical‬‭reaction.‬ ‭ ollision‬‭Model‬‭-‬‭the‬‭rate‬‭of‬‭reaction‬‭is‬‭affected‬‭by‬‭the‬‭number‬‭of‬‭collisions‬‭between‬‭reactant‬ C ‭molecules.‬ I‭nterpreting‬‭Data‬‭Is‬‭Based‬‭On…‬‭-‬‭finding‬‭a‬‭pattern‬‭in‬‭a‬‭collection‬‭of‬‭data‬‭that‬‭leads‬‭to‬ ‭generalizations.‬ S‭ cience‬‭Is‬‭Based‬‭On‬‭Evidence‬‭That…‬‭-‬‭could‬‭be‬‭obtained‬‭by‬‭other‬‭people‬‭working‬‭in‬‭a‬‭different‬ ‭place‬‭and‬‭time‬‭under‬‭similar‬‭conditions.‬ ‭Scientific‬‭Knowledge‬‭Is‬‭Based‬‭On…‬‭-‬‭experimentation‬‭and‬‭observation.‬ 6‭ ‬‭Factors‬‭Affecting‬‭Reaction‬‭Rate‬‭-‬‭nature‬‭of‬‭the‬‭reactants,‬‭temperature,‬‭pressure,‬ ‭concentration,‬‭surface‬‭area,‬‭presence‬‭or‬‭absence‬‭of‬‭a‬‭catalyst.‬ ‭ cids‬‭-‬‭substances‬‭with‬‭a‬‭pH‬‭LESS‬‭than‬‭7‬‭that‬‭produce‬‭hydrogen‬‭ions‬‭(H+)‬‭when‬‭dissolved‬‭in‬ A ‭water;‬‭sour‬‭tasting,‬‭good‬‭conductors‬‭of‬‭electricity,‬‭turn‬‭blue‬‭litmus‬‭paper‬‭red,‬‭and‬‭react‬‭with‬ ‭bases‬‭to‬‭form‬‭salt‬‭and‬‭water.‬ ‭ ases‬‭-‬‭substances‬‭with‬‭a‬‭pH‬‭MORE‬‭than‬‭7‬‭that‬‭produce‬‭hydroxide‬‭ions‬‭(OH-)‬‭when‬‭dissolved‬ B ‭in‬‭water;‬‭bitter‬‭tasting,‬‭good‬‭conductors‬‭of‬‭electricity,‬‭feel‬‭slippery,‬‭turn‬‭red‬‭litmus‬‭paper‬‭blue,‬ ‭and‬‭react‬‭with‬‭acids‬‭to‬‭form‬‭salt‬‭and‬‭water.‬ ‭Neutral‬‭Substance‬‭-‬‭a‬‭substance‬‭with‬‭a‬‭pH‬‭of‬‭7‬‭that‬‭is‬‭neither‬‭acidic‬‭or‬‭basic‬ ‭Neutralization‬‭-‬‭the‬‭reaction‬‭between‬‭an‬‭acid‬‭and‬‭a‬‭base‬‭that‬‭produces‬‭salt‬‭and‬‭water.‬ ‭ H‬‭Scale‬‭-‬‭a‬‭scale‬‭that‬‭indicates‬‭the‬‭acidity‬‭or‬‭alkalinity‬‭of‬‭a‬‭solution;‬‭a‬‭change‬‭in‬‭1‬‭level‬‭of‬‭pH‬ p ‭on‬‭the‬‭scale‬‭indicates‬‭a‬‭ten-fold‬‭change‬‭in‬‭acidity‬‭or‬‭alkalinity.‬ ‭Salt‬‭-‬‭an‬‭ionic‬‭compound‬‭composed‬‭of‬‭a‬‭cation‬‭(+)‬‭from‬‭a‬‭base‬‭and‬‭an‬‭anion‬‭(-)‬‭from‬‭an‬‭acid.‬ ‭The‬‭pH‬‭Scale‬‭Measures…‬‭-‬‭the‬‭presence‬‭of‬‭hydrogen‬‭ions‬ ‭ ypothesizing‬‭Is…‬‭-‬‭stating‬‭a‬‭tentative‬‭generalization‬‭that‬‭may‬‭explain‬‭events‬‭that‬‭can‬‭be‬ H ‭tested‬‭with‬‭an‬‭experiment.‬ ‭ ontrolling‬‭Variables‬‭In‬‭Experiments‬‭Is‬‭Done‬‭To…‬‭-‬‭isolate‬‭factors‬‭that‬‭may‬‭influence‬‭a‬‭situation‬ C ‭or‬‭event.‬ ‭WHMIS‬‭&‬‭MSDS:‬ ‭Workplace‬‭Hazardous‬‭Materials‬‭Information‬‭System,‬‭Material‬‭Safety‬‭Data‬‭Sheet.‬ T‭ o‬‭help‬‭students‬‭know‬‭more‬‭about‬‭the‬‭safety‬‭and‬‭health‬‭hazards‬‭of‬‭materials‬‭that‬‭they‬ ‭use‬‭in‬‭the‬‭workplace.‬  ‭ ctagon‬‭-‬‭Danger,‬‭Diamond‬‭-‬‭Warning,‬‭Triangle‬‭-‬‭Caution.‬‭flame,‬‭flame‬‭over‬‭circle,‬ O ‭exploding‬‭bomb,‬‭skull‬‭and‬‭crossbones,‬‭gas‬‭cylinder,‬‭corrosion,‬‭exclamation‬‭mark,‬ ‭biohazardous,‬‭health‬‭hazard,‬‭environment.‬‭Red‬‭-‬‭Fire,‬‭Blue‬‭-‬‭Health‬‭Hazard,‬‭Yellow‬‭-‬ ‭Reactivity,‬‭White‬‭-‬‭Specific‬‭Hazard.‬ ‭‬ N ‭ ever‬‭begin‬‭an‬‭experiment‬‭or‬‭lab‬‭without‬‭your‬‭teacher’s‬‭permission.‬ ‭‬ ‭Read‬‭and‬‭study‬‭the‬‭procedure‬‭from‬‭start‬‭to‬‭finish‬‭before‬‭beginning‬‭any‬‭experiment.‬‭If‬ ‭you‬‭have‬‭any‬‭questions,‬‭ask‬‭your‬‭teacher.‬‭Make‬‭sure‬‭you‬‭understand‬‭any‬‭safety‬ ‭symbols‬‭on‬‭materials‬‭you‬‭will‬‭be‬‭using,‬‭and‬‭the‬‭hazards‬‭they‬‭represent.‬‭Follow‬‭the‬ ‭procedure‬‭exactly‬‭as‬‭specified.‬ ‭‬ ‭Always‬‭wear‬‭safety‬‭goggles‬‭throughout‬‭a‬‭lab‬‭that‬‭requires‬‭chemicals.‬‭Keep‬‭the‬‭goggles‬ ‭on‬‭for‬‭as‬‭long‬‭as‬‭there‬‭are‬‭any‬‭chemicals‬‭being‬‭used‬‭by‬‭anyone‬‭in‬‭the‬‭lab.‬‭Do‬‭not‬‭take‬ ‭your‬‭goggles‬‭off‬‭or‬‭move‬‭them‬‭from‬‭your‬‭eyes‬‭(for‬‭example,‬‭to‬‭write‬‭down‬ ‭observations)‬‭at‬‭any‬‭time‬‭during‬‭the‬‭lab.‬‭Wear‬‭other‬‭safety‬‭equipment,‬‭such‬‭as‬‭aprons,‬ ‭gloves,‬‭and‬‭lab‬‭coats,‬‭as‬‭required.‬ ‭‬ ‭Never‬‭eat‬‭or‬‭drink‬‭anything‬‭in‬‭the‬‭lab.‬‭Do‬‭not‬‭chew‬‭gum‬‭during‬‭labs.‬ ‭‬ ‭Never‬‭inhale‬‭chemicals.‬‭Use‬‭the‬‭“wafting”‬‭technique‬‭if‬‭you‬‭need‬‭to‬‭smell‬‭a‬‭chemical.‬ ‭Do‬‭not‬‭taste‬‭any‬‭substances‬‭or‬‭draw‬‭any‬‭material‬‭into‬‭a‬‭tube‬‭with‬‭your‬‭mouth.‬ ‭‬ ‭If‬‭you‬‭are‬‭taking‬‭chemicals‬‭from‬‭one‬‭container‬‭and‬‭putting‬‭them‬‭into‬‭smaller‬ ‭containers,‬‭make‬‭sure‬‭you‬‭label‬‭all‬‭the‬‭containers.‬ ‭‬ ‭When‬‭pouring‬‭liquids‬‭hold‬‭the‬‭containers‬‭away‬‭from‬‭your‬‭face.‬‭Put‬‭test‬‭tubes‬‭in‬‭a‬‭test‬ ‭tube‬‭rack‬‭before‬‭pouring‬‭liquids‬‭into‬‭them.‬ ‭‬ ‭Use‬‭only‬‭Pyrex‬‭or‬‭Kimax‬‭glass‬‭containers‬‭when‬‭heating.‬‭Never‬‭use‬‭chipped‬‭or‬‭cracked‬ ‭glass‬‭wear.‬‭Never‬‭allow‬‭a‬‭container‬‭to‬‭boil‬‭dry.‬ ‭‬ ‭Report‬‭all‬‭chemical‬‭spills‬‭to‬‭your‬‭teacher.‬‭All‬‭chemical‬‭spills‬‭must‬‭be‬‭cleaned‬‭up‬ ‭completely‬‭and‬‭immediately.‬‭Wipe‬‭up‬‭any‬‭splashes‬‭or‬‭spills‬‭of‬‭water‬‭immediately.‬ ‭‬ ‭Use‬‭a‬‭test‬‭tube‬‭holder‬‭and‬‭always‬‭slant‬‭test‬‭tubes‬‭away‬‭from‬‭yourself‬‭and‬‭others‬‭when‬ ‭heating‬‭them.‬‭Keep‬‭materials‬‭away‬‭from‬‭flames.‬‭Follow‬‭all‬‭instructions‬‭for‬‭using‬ ‭bunsen‬‭burners‬‭carefully.‬ ‭‬ ‭Take‬‭caution‬‭with‬‭hotplates‬‭-‬‭you‬‭can’t‬‭tell‬‭by‬‭looking‬‭if‬‭they‬‭are‬‭hot,‬‭but‬‭they‬‭can‬ ‭remain‬‭hot‬‭for‬‭up‬‭to‬‭one‬‭hour‬‭after‬‭being‬‭turned‬‭off.‬‭To‬‭see‬‭if‬‭one‬‭is‬‭still‬‭hot,‬‭don’t‬ ‭touch‬‭it!‬‭Instead,‬‭carefully‬‭put‬‭a‬‭drop‬‭of‬‭water‬‭on‬‭its’‬‭surface.‬‭If‬‭the‬‭water‬‭bubbles‬‭or‬ ‭boils,‬‭the‬‭hot‬‭plate‬‭is‬‭too‬‭hot‬‭to‬‭touch!‬ ‭‬ ‭Make‬‭sure‬‭your‬‭hands‬‭are‬‭dry‬‭when‬‭using‬‭electrical‬‭equipment.‬‭Unplug‬‭electrical‬‭cords‬ ‭by‬‭pulling‬‭on‬‭the‬‭plug,‬‭not‬‭the‬‭cord.‬‭Don’t‬‭use‬‭equipment‬‭with‬‭frayed‬‭wires‬‭or‬‭cords.‬ ‭Be‬‭sure‬‭to‬‭report‬‭any‬‭defective‬‭equipment‬‭or‬‭outlets‬‭to‬‭your‬‭teacher.‬ ‭‬ ‭When‬‭cutting‬‭materials,‬‭follow‬‭the‬‭following‬‭guidelines:‬ ‭○‬ ‭Do‬‭not‬‭cut‬‭anything‬‭with‬‭a‬‭scalpel‬‭or‬‭razor‬‭blade‬‭by‬‭holding‬‭it‬‭in‬‭one‬‭hand‬‭while‬ ‭cutting‬‭it‬‭with‬‭the‬‭other.‬‭Always‬‭put‬‭the‬‭item‬‭down‬‭(for‬‭example,‬‭into‬‭a‬  ‭ issecting‬‭tray)‬‭on‬‭a‬‭flat‬‭surface.‬‭Hold‬‭it‬‭down‬‭with‬‭pins‬‭or‬‭clamps,‬‭not‬‭your‬ d ‭fingers.‬ ‭○‬ ‭Always‬‭cut‬‭away‬‭from‬‭yourself‬‭and‬‭away‬‭from‬‭others‬‭when‬‭using‬‭a‬‭scalpel.‬ ‭○‬ ‭When‬‭walking‬‭with‬‭or‬‭handling‬‭a‬‭scalpel‬‭or‬‭sharp‬‭or‬‭pointed‬‭object,‬‭keep‬‭sharp‬ ‭or‬‭pointed‬‭surfaces‬‭facing‬‭the‬‭floor‬‭away‬‭from‬‭others‬‭when‬‭using‬‭a‬‭scalpel.‬ ‭‬ ‭Tie‬‭back‬‭long‬‭hair‬‭and‬‭loose‬‭clothing.‬ ‭‬ ‭When‬‭holding‬‭a‬‭bottle‬‭from‬‭which‬‭you‬‭are‬‭going‬‭to‬‭pour‬‭chemicals,‬‭keep‬‭the‬‭label‬ ‭against‬‭the‬‭palm‬‭of‬‭your‬‭hand.‬‭If‬‭everyone‬‭does‬‭this,‬‭any‬‭drips‬‭will‬‭only‬‭touch‬‭the‬ ‭opposite‬‭side‬‭of‬‭the‬‭bottle,‬‭and‬‭not‬‭get‬‭on‬‭your‬‭hand.‬ ‭‬ ‭When‬‭diluting‬‭acid,‬‭always‬‭add‬‭small‬‭amounts‬‭of‬‭acid‬‭to‬‭large‬‭amounts‬‭of‬‭water.‬‭Never‬ ‭vice‬‭versa.‬ ‭‬ ‭Know‬‭the‬‭location‬‭and‬‭proper‬‭use‬‭of‬‭the‬‭fire‬‭extinguisher,‬‭safety‬‭shower,‬‭fire‬‭blanket,‬ ‭first‬‭aid‬‭kit,‬‭and‬‭fire‬‭alarm.‬ ‭‬ ‭If‬‭your‬‭clothing‬‭catches‬‭on‬‭fire,‬‭smother‬‭it‬‭with‬‭the‬‭fire‬‭blanket‬‭or‬‭a‬‭coat.‬‭“Stop,‬‭Drop,‬ ‭and‬‭Roll”‬‭NEVER‬‭RUN.‬ ‭‬ ‭Report‬‭any‬‭accident‬‭or‬‭injury,‬‭no‬‭matter‬‭how‬‭small,‬‭to‬‭your‬‭teacher.‬ ‭‬ ‭When‬‭cleaning‬‭up,‬‭be‬‭sure‬‭to:‬ ‭○‬ ‭Turn‬‭off‬‭the‬‭gas‬‭if‬‭it‬‭is‬‭used.‬ ‭○‬ ‭Disconnect‬‭electrical‬‭apparatus.‬ ‭○‬ ‭Return‬‭all‬‭materials‬‭to‬‭their‬‭proper‬‭places.‬ ‭○‬ ‭Do‬‭not‬‭return‬‭unused‬‭chemicals‬‭to‬‭the‬‭original‬‭containers.‬‭Your‬‭teacher‬‭will‬‭tell‬ ‭you‬‭what‬‭to‬‭do‬‭with‬‭the‬‭unused‬‭chemicals‬‭and‬‭how‬‭to‬‭dispose‬‭of‬‭any‬‭other‬ ‭materials.‬‭Never‬‭pour‬‭unused‬‭chemicals‬‭down‬‭the‬‭drain‬‭without‬‭permission‬ ‭from‬‭your‬‭teacher.‬ ‭○‬ ‭Place‬‭any‬‭broken‬‭glass‬‭in‬‭the‬‭container(s)‬‭reserved‬‭for‬‭broken‬‭glass.‬‭Do‬‭not‬‭put‬ ‭broken‬‭glass‬‭in‬‭the‬‭regular‬‭garbage.‬ ‭○‬ ‭Clean‬‭and‬‭dry‬‭your‬‭work‬‭area.‬‭Do‬‭not‬‭leave‬‭water‬‭on‬‭the‬‭counter‬‭or‬‭floor.‬ ‭○‬ ‭The‬‭last‬‭thing‬‭you‬‭should‬‭do‬‭after‬‭a‬‭lab‬‭is‬‭wash‬‭your‬‭hands‬‭with‬‭soap‬‭and‬‭water.‬ ‭Physical‬‭vs.‬‭Chemical‬‭Change‬ ‭1.‬ P ‭ hysical‬‭-‬‭observed‬‭with‬‭senses,‬‭determined‬‭without‬‭destroying‬‭matter,‬‭a‬‭change‬‭in‬ ‭size,‬‭shape,‬‭or‬‭state,‬‭no‬‭new‬‭substance‬‭is‬‭formed.‬‭(a‬‭tire‬‭is‬‭inflated)‬ ‭ hemical‬‭-‬‭indicates‬‭how‬‭a‬‭substance‬‭reacts‬‭with‬‭another,‬‭matter‬‭is‬‭changed‬‭into‬‭a‬‭new‬ C ‭substance,‬‭a‬‭change‬‭in‬‭physical‬‭and‬‭chemical‬‭properties,‬‭a‬‭new‬‭substance‬‭is‬‭formed.‬ ‭(pancakes‬‭cook)‬ ‭Exothermic‬‭vs.‬‭Endothermic‬ ‭1.‬ E‭ xothermic‬‭-‬‭releases‬‭heat‬‭and‬‭causes‬‭the‬‭temperature‬‭of‬‭the‬‭immediate‬‭surroundings‬ ‭to‬‭rise.‬‭(making‬‭ice‬‭cubes)‬ ‭Endothermic‬‭-‬‭absorbs‬‭heat‬‭and‬‭cools‬‭the‬‭surroundings.‬‭(melting‬‭ice‬‭cubes)‬ ‭Indicators‬‭of‬‭Chemical‬‭Change‬ 1‭.‬ ‭ olour‬‭change‬ C ‭2.‬ ‭Odour/gas‬‭produced‬ ‭3.‬ ‭Temperature‬‭change‬ ‭4.‬ ‭Heat/light‬‭produced‬ ‭5.‬ ‭Precipitate‬‭formed‬ ‭Rate‬‭of‬‭Chemical‬‭Reaction‬‭Factors‬ 1‭.‬ T‭ emperature‬ ‭2.‬ ‭Catalyst‬ ‭3.‬ ‭Concentration‬ ‭4.‬ ‭Pressure‬ ‭5.‬ ‭Surface‬‭Area‬ ‭Counting‬‭Atoms‬ ‭1.‬ ‭Remember‬‭brackets‬‭and‬‭what‬‭applies‬‭to‬‭what.‬ ‭Determining‬‭Molecular‬‭Mass‬ ‭1.‬ T‭ he‬‭number‬‭of‬‭atoms‬‭x‬‭the‬‭atomic‬‭mass‬‭of‬‭the‬‭element.‬‭Add‬‭together‬‭all‬‭of‬‭the‬ ‭elements’‬‭weights.‬‭Add‬‭the‬‭units‬‭g /mol.‬ ‭Ionic‬‭and‬‭Molecular‬‭Compounds‬ ‭1.‬ I‭onic‬‭contains‬‭a‬‭non-metal‬‭and‬‭a‬‭metal‬‭while‬‭compound‬‭contains‬‭two‬‭non-metals.‬‭Ionic‬ ‭will‬‭have‬‭Roman‬‭numerals,‬‭and‬‭compounds‬‭will‬‭have‬‭Greek‬‭prefixes.‬  ‭2.‬ ‭Greek‬‭Prefixes‬‭-‬‭mono,‬‭di,‬‭tri,‬‭tetra,‬‭penta,‬‭hexa,‬‭hepta,‬‭octa,‬‭nona,‬‭deca.‬ ‭Organic‬‭Compounds‬‭and‬‭Hydrocarbons‬ ‭1.‬ ‭Organic‬‭compounds‬‭-‬‭molecular‬‭substances‬‭that‬‭contain‬‭carbon‬‭atoms‬ ‭Hydrocarbons‬‭-‬‭compounds‬‭of‬‭hydrogen‬‭and‬‭carbon‬‭found‬‭in‬‭many‬‭combinations‬ ‭Combustion‬‭-‬‭CxHy‬‭+‬‭O2‬‭→‬‭CO2‬‭+‬‭H2O‬‭+‬‭energy‬ ‭2.‬ ‭Compare‬‭and‬‭contrast‬‭complete‬‭and‬‭incomplete‬‭combustion‬ ‭Acids‬‭and‬‭Bases‬ ‭1.‬ A ‭ cid‬‭-‬‭substances‬‭with‬‭a‬‭pH‬‭LESS‬‭than‬‭7‬‭that‬‭produce‬‭hydrogen‬‭ions‬‭when‬‭dissolved‬‭in‬ ‭water;‬‭sour‬‭tasting,‬‭good‬‭conductors‬‭of‬‭electricity,‬‭turn‬‭blue‬‭litmus‬‭paper‬‭red,‬‭and‬ ‭react‬‭with‬‭bases‬‭to‬‭form‬‭salt‬‭and‬‭water.‬ ‭ ases‬‭-‬‭substances‬‭with‬‭a‬‭pH‬‭MORE‬‭than‬‭7‬‭that‬‭produce‬‭hydroxide‬‭ions‬‭when‬‭dissolved‬ B ‭in‬‭water;‬‭bitter‬‭tasting,‬‭good‬‭conductors‬‭of‬‭electricity,‬‭feel‬‭slippery,‬‭turn‬‭red‬‭litmus‬ ‭paper‬‭blue,‬‭and‬‭react‬‭with‬‭acids‬‭to‬‭form‬‭salt‬‭and‬‭water.‬ ‭2.‬  ‭3.‬ M ‭ easures‬‭the‬‭“Presence‬‭of‬‭Hydrogen‬‭Ions”‬‭=‬‭concentration‬‭of‬‭hydrogen‬‭ions‬‭in‬‭a‬ ‭solution.‬ ‭Neutralization‬ 1‭.‬ N‭ eutralization‬‭=‬‭Acid‬‭+‬‭Base‬‭→‬‭Water‬‭+‬‭Salt.‬ ‭2.‬ ‭Neutralization‬‭means‬‭it‬‭has‬‭a‬‭neutral‬‭pH.‬‭(7)‬ ‭Climate‬‭&‬‭Ecosystems:‬ ‭Definitions:‬ S‭ ustainability‬‭-‬‭The‬‭ability‬‭to‬‭meet‬‭the‬‭needs‬‭of‬‭the‬‭present‬‭generation‬‭without‬‭compromising‬ ‭the‬‭ability‬‭of‬‭future‬‭generations‬‭to‬‭meet‬‭their‬‭needs.‬ ‭Ecological‬‭Footprint‬‭-‬‭A‬‭measure‬‭of‬‭an‬‭individual’s‬‭or‬‭population’s‬‭impact‬‭on‬‭the‬‭environment.‬ ‭ uman‬‭Impact‬‭-‬‭The‬‭environmental‬‭impact‬‭of‬‭human‬‭lifestyle,‬‭scientific‬‭discoveries,‬‭and‬ H ‭technological‬‭developments.‬ ‭System‬‭-‬‭A‬‭set‬‭of‬‭interrelated‬‭components.‬ ‭Ecosystem‬‭-‬‭The‬‭living‬‭and‬‭non-living‬‭components‬‭of‬‭a‬‭community‬‭and‬‭their‬‭interrelationships.‬ ‭Abiotic‬‭-‬‭Non-living‬‭component‬‭of‬‭an‬‭ecosystem‬ ‭Biotic‬‭-‬‭Living‬‭component‬‭of‬‭an‬‭ecosystem.‬ ‭Organism‬‭-‬‭A‬‭living‬‭thing‬‭or‬‭recently‬‭living.‬ ‭Individual‬‭-‬‭One‬‭single,‬‭living,‬‭member‬‭of‬‭a‬‭population.‬ ‭Population‬‭-‬‭All‬‭the‬‭members‬‭of‬‭a‬‭species‬‭living‬‭together‬‭at‬‭the‬‭same‬‭time.‬ ‭Community‬‭-‬‭All‬‭of‬‭the‬‭living‬‭things‬‭(organisms)‬‭in‬‭an‬‭area.‬ ‭ iome‬‭-‬‭A‬‭large‬‭area‬‭with‬‭characteristic‬‭climate,‬‭vegetation‬‭&‬‭animal‬‭life.‬‭Reminder:‬‭Climate‬ B ‭determines‬‭vegetation‬‭and‬‭vegetation‬‭determines‬‭animal‬‭life.‬ ‭Biosphere‬‭-‬‭The‬‭region‬‭around‬‭Earth‬‭where‬‭life‬‭exists.‬ ‭Biodiversity‬‭-‬‭A‬‭measure‬‭of‬‭the‬‭number‬‭and‬‭variety‬‭of‬‭species‬‭in‬‭an‬‭ecosystem.‬ ‭ iotic‬‭Potential‬‭-‬‭The‬‭maximum‬‭#‬‭of‬‭offspring‬‭that‬‭a‬‭species‬‭could‬‭produce‬‭if‬‭resources‬‭were‬ B ‭unlimited.‬ ‭ arrying‬‭Capacity‬‭-‬ ‭The‬‭maximum‬‭#‬‭of‬‭individuals‬‭of‬‭a‬‭species‬‭that‬‭an‬‭ecosystem‬‭can‬‭support‬ C ‭based‬‭on‬‭the‬‭available‬‭resources.‬ ‭Natalitly‬‭-‬‭Birth‬‭rate‬‭in‬‭a‬‭population.‬ ‭Mortality‬‭-‬‭Death‬‭rate‬‭in‬‭a‬‭population.‬ ‭Immigration‬‭-‬‭The‬‭movement‬‭of‬‭individuals‬‭into‬‭a‬‭population.‬ ‭Emigration‬‭-‬‭The‬‭movement‬‭of‬‭individuals‬‭leaving‬‭a‬‭population.‬ ‭Closed‬‭System‬‭-‬‭One‬‭in‬‭which‬‭individuals‬‭can‬‭not‬‭enter‬‭or‬‭leave.‬ ‭Open‬‭System‬‭-‬‭One‬‭in‬‭which‬‭individuals‬‭can‬‭enter‬‭or‬‭leave.‬ ‭Limiting‬‭Factors‬‭-‬‭Factors‬‭that‬‭regulate‬‭the‬‭size‬‭of‬‭populations.‬ ‭ ensity-dependent‬‭Limiting‬‭Factors‬‭-‬‭Limiting‬‭factors‬‭that‬‭come‬‭into‬‭effect‬‭when‬‭population‬ D ‭density‬‭rises.‬ ‭ ensity-independent‬‭Limiting‬‭Factors‬‭-‬‭Limiting‬‭factors‬‭that‬‭do‬‭NOT‬‭depend‬‭on‬‭population‬ D ‭density‬‭to‬‭come‬‭into‬‭effect.‬ ‭Autotroph‬‭-‬‭a‬‭producer.‬ ‭Heterotroph‬‭-‬‭a‬‭consumer.‬ ‭Producer‬‭-‬‭A‬‭type‬‭of‬‭organism‬‭that‬‭can‬‭make‬‭its‬‭own‬‭food‬‭(glucose‬‭sugar‬‭via‬‭photosynthesis).‬ ‭Consumer‬‭-‬‭A‬‭type‬‭of‬‭organism‬‭that‬‭can’t‬‭make‬‭its‬‭own‬‭food.‬ T‭ rophic‬‭Level‬‭-‬‭The‬‭level‬‭(within‬‭food‬‭chains/webs‬‭&‬‭energy‬‭pyramids)‬‭that‬‭identifies‬‭its‬‭position‬ ‭in‬‭the‬‭energy‬‭flow‬‭of‬‭an‬‭ecosystem.‬ F‭ ood‬‭Chain‬‭-‬‭Shows‬‭the‬‭movement‬‭of‬‭energy‬‭through‬‭a‬‭system‬‭by‬‭indicating‬‭the‬‭path‬‭of‬‭food‬ ‭from‬‭a‬‭producer‬‭to‬‭a‬‭final‬‭consumer.‬ F‭ ood‬‭Web‬‭-‬‭A‬‭pictorial‬‭representation‬‭of‬‭the‬‭feeding‬‭relationships‬‭between‬‭organisms‬‭in‬‭an‬ ‭ecosystem‬‭and‬‭consists‬‭of‬‭interlocking‬‭food‬‭chains.‬ F‭ ood‬‭Web‬‭and‬‭Food‬‭Chain‬‭Arrows‬‭Represent…‬‭-‬‭the‬‭direction‬‭energy‬‭is‬‭flowing;‬‭a.k.a.‬‭where‬ ‭the‬‭energy‬‭is‬‭going‬‭or‬‭who‬‭is‬‭receiving‬‭the‬‭energy‬ ‭ iomass‬‭-‬‭A‬‭measure‬‭of‬‭the‬‭mass‬‭of‬‭dry‬‭matter‬‭contained‬‭in‬‭a‬‭group‬‭of‬‭living‬‭things;‬‭a.k.a.‬‭The‬ B ‭remaining‬‭mass‬‭after‬‭dehydrating‬‭water‬‭out‬‭of‬‭organisms‬ ‭ yramid‬‭of‬‭Energy‬‭-‬‭A‬‭graphical‬‭model‬‭that‬‭shows‬‭the‬‭amount‬‭of‬‭energy‬‭available‬‭at‬‭each‬ P ‭trophic‬‭level‬‭of‬‭an‬‭ecosystem.‬ ‭ yramid‬‭of‬‭Numbers‬‭-‬‭A‬‭graphical‬‭model‬‭that‬‭shows‬‭the‬‭number‬‭of‬‭organisms‬‭that‬‭exist‬‭at‬‭each‬ P ‭trophic‬‭level‬‭in‬‭an‬‭ecosystem.‬ ‭ yramid‬‭of‬‭Biomass‬‭-‬‭A‬‭graphical‬‭model‬‭that‬‭shows‬‭the‬‭dry‬‭mass‬‭of‬‭organisms‬‭that‬‭exists‬‭at‬ P ‭each‬‭level‬‭of‬‭an‬‭ecosystem.‬‭Remember:‬‭Aquatic‬‭ecosystems‬‭have‬‭inverted‬‭Biomass‬‭Pyramids‬ ‭whereas‬‭Terrestrial‬‭ecosystems‬‭have‬‭regular‬‭Biomass‬‭Pyramids!‬ ‭ utrient‬‭-‬‭Any‬‭substance‬‭an‬‭organism‬‭needs‬‭for‬‭proper‬‭growth,‬‭repair,‬‭and‬‭function‬‭such‬‭as‬ N ‭nitrogen,‬‭oxygen,‬‭carbon,‬‭water,‬‭phosphorous,‬‭sulphur,‬‭and‬‭hydrogen.‬ ‭Biogeochemical‬‭or‬‭Nutrient‬‭Cycle‬‭-‬‭The‬‭path‬‭of‬‭a‬‭nutrients‬‭through‬‭an‬‭ecosystem.‬ ‭ ioaccumulation‬‭-‬‭The‬‭introduction‬‭or‬‭increase‬‭in‬‭concentration‬‭of‬‭a‬‭pollutant‬‭from‬‭the‬ B ‭environment‬‭in‬‭the‬‭first‬‭organism‬‭in‬‭a‬‭food‬‭chain.‬ ‭ iomagnification‬‭-‬‭The‬‭tendency‬‭for‬‭pollutants‬‭to‬‭become‬‭concentrated‬‭in‬‭successive‬‭trophic‬ B ‭levels.‬ ‭ ellular‬‭Respiration‬‭-‬‭Process‬‭where‬‭organisms‬‭take‬‭oxygen‬‭and‬‭release‬‭energy‬‭stored‬‭in‬‭glucose‬ C ‭fuel‬‭producing‬‭carbon‬‭dioxide‬‭and‬‭water.‬ ‭ hotosynthesis‬‭-‬‭Process‬‭where‬‭plants‬‭take‬‭carbon‬‭dioxide‬‭and‬‭water‬‭to‬‭produce‬‭energy‬‭stored‬ P ‭in‬‭glucose‬‭sugar‬‭and‬‭oxygen.‬ ‭ itrogen-fixing‬‭-‬‭The‬‭process‬‭of‬‭plants‬‭converting‬‭atmospheric‬‭nitrogen‬‭gas‬‭(unusable)‬‭into‬ N ‭nitrate‬‭ions‬‭(NO3-)‬‭or‬‭ammonia‬‭(NH3)‬‭which‬‭are‬‭stable,‬‭usable‬‭compounds‬‭for‬‭other‬‭organisms.‬ ‭ itrification‬‭-‬‭Converting‬‭nitrogen‬‭gas‬‭(N2)‬‭into‬‭nitrate‬‭ions‬‭(NO3_)or‬‭ammonia‬ N ‭(NH3).‬ ‭Denitrification‬‭-‬‭Converting‬‭nitrate‬‭ions‬‭(NO3-)‬‭or‬‭ammonia‬‭(NH3)‬‭into‬‭nitrogen‬‭gas‬‭(N2).‬ ‭Questions:‬ ‭1.‬ R ‭ eflect‬‭upon‬‭your‬‭personal‬‭view‬‭of‬‭humanity’s‬‭relationship‬‭with‬‭the‬‭environment.‬ ‭Humanity’s‬‭relationship‬‭with‬‭the‬‭environment‬‭is‬‭very‬‭rocky.‬‭it‬‭is‬‭not‬‭healthy,‬‭because‬‭we‬ ‭are‬‭polluting‬‭it‬‭and‬‭killing‬‭the‬‭planet.‬‭It‬‭is‬‭good,‬‭however,‬‭because‬‭we‬‭are‬‭trying‬‭to‬‭make‬ ‭a‬‭difference‬‭and‬‭fix‬‭our‬‭past‬‭mistakes.‬ ‭2.‬ I‭dentify‬‭biotic‬‭and‬‭abiotic‬‭components‬‭of‬‭an‬‭ecosystem.‬ ‭Biotic‬‭parts‬‭of‬‭the‬‭ecosystem‬‭are‬‭living‬‭factors,‬‭including‬‭plants,‬‭animals,‬‭fungi,‬‭protists,‬ ‭and‬‭bacteria.‬‭Abiotic‬‭factors‬‭are‬‭the‬‭nonliving‬‭factors‬‭these‬‭are‬‭things‬‭like‬‭habitat,‬‭rock‬ ‭soil,‬‭and‬‭water‬‭or‬‭weather‬‭like‬‭temperature,‬‭cloud‬‭cover,‬‭rain,‬‭snow,‬‭and‬‭hurricanes.‬ ‭3.‬ E‭ xplain‬‭how‬‭the‬‭biodiversity‬‭of‬‭an‬‭ecosystem‬‭contributes‬‭to‬‭its‬‭sustainability.‬ ‭Biodiversity‬‭gives‬‭more‬‭variety‬‭to‬‭an‬‭ecosystem‬‭which‬‭makes‬‭it‬‭less‬‭impactful‬‭if‬‭a‬‭certain‬ ‭species‬‭population‬‭lows‬‭because‬‭there‬‭may‬‭be‬‭other‬‭similar‬‭varieties‬‭as‬‭well.‬ ‭4.‬ I‭dentify‬‭how‬‭relationships‬‭between‬‭organisms‬‭(symbiotic,‬‭mutualism,‬‭predation,‬ ‭parasitism,‬‭commensalism)‬‭contribute‬‭to‬‭their‬‭sustainability.‬ ‭It‬‭contributes‬‭because‬‭one‬‭organism‬‭is‬‭always‬‭benefiting‬‭from‬‭something.‬‭Predation‬‭is‬ ‭like‬‭it‬‭benefits‬‭from‬‭eating‬‭the‬‭other‬‭things‬‭which‬‭also‬‭benefits‬‭the‬‭ecosystem‬‭because‬ ‭it's‬‭keeping‬‭everything‬‭else‬‭under‬‭control‬‭you‬‭know.‬ ‭5.‬ I‭dentify‬‭energy‬‭flow‬‭in‬‭ecosystems‬‭using‬‭the‬‭concept‬‭of‬‭the‬‭pyramid‬‭of‬‭energy,‬‭numbers,‬ ‭or‬‭biomass.‬ ‭The‬‭flow‬‭of‬‭energy‬‭through‬‭ecosystems‬‭can‬‭be‬‭presented‬‭in‬‭many‬‭different‬‭ways.‬‭the‬ ‭pyramid‬‭of‬‭energy‬‭involves‬‭mainly‬‭tertiary‬‭consumers,‬‭secondary‬‭consumers,‬‭and‬ ‭primary‬‭consumers.‬‭There‬‭are‬‭also‬‭producers‬‭as‬‭well.‬‭These‬‭are‬‭in‬‭order‬‭the‬‭pyramid‬ ‭steps‬‭with‬‭tertiary‬‭being‬‭on‬‭the‬‭very‬‭top‬‭and‬‭producer‬‭being‬‭on‬‭the‬‭bottom‬‭the‬‭more‬ ‭tertiary‬‭consumers‬‭the‬‭less‬‭of‬‭the‬‭secondary‬‭consumer‬‭making‬‭more‬‭primary‬‭consumers‬ ‭making‬‭fewer‬‭primary‬‭producers‬‭the‬‭same‬‭goes‬‭for‬‭primary‬‭consumers‬‭or‬‭secondary‬ ‭consumers‬‭it‬‭affects‬‭every‬‭other‬‭thing‬‭well‬‭it‬‭affects‬‭everything‬‭but‬‭it‬‭will‬‭match‬‭every‬ ‭other‬‭thing‬‭so‬‭if‬‭a‬‭primary‬‭producer‬‭suddenly‬‭becomes‬‭depleted‬‭everything‬‭will‬‭go‬ ‭down‬‭because‬‭everything‬‭is‬‭losing‬‭food‬‭sources.‬‭biomass‬‭is‬‭also‬‭affected‬‭because‬‭the‬ ‭larger‬‭the‬‭biomass‬‭the‬‭easier‬‭it‬‭is‬‭to‬‭reproduce,‬ ‭or‬‭the‬‭more‬‭food/energy‬‭needs‬‭to‬‭be‬ ‭supplied‬‭for‬‭it‬‭to‬‭continue‬‭living.‬ ‭6.‬ D ‭ escribe‬‭the‬‭mechanisms‬‭of‬‭bioaccumulation‬‭and‬‭biomagnifications‬‭and‬‭their‬‭impact‬‭on‬ ‭consumers‬‭at‬‭all‬‭trophic‬‭levels,‬‭including‬‭their‬‭impact‬‭on‬‭biodiversity.‬ ‭Bioaccumulation‬‭and‬‭biomagnification’s‬‭impact‬‭on‬‭all‬‭traffic‬‭levels‬‭is‬‭extremely‬ ‭important.‬‭This‬‭is‬‭because‬‭if‬‭one‬‭producer‬‭is‬‭infected‬‭with‬‭a‬‭pollutant‬‭then‬‭it‬‭will‬‭travel‬ ‭up‬‭the‬‭food‬‭chain‬‭or‬‭web‬‭and‬‭infect‬‭all‬‭of‬‭the‬‭other‬‭predators‬‭and‬‭potentially‬‭harm‬‭them‬ ‭it‬‭will‬‭be‬‭less‬‭because‬‭the‬‭pollutant‬‭will‬‭have‬‭not‬‭been‬‭as‬‭concentrated‬‭but‬‭it‬‭will‬‭still‬ ‭impact‬‭the‬‭entire‬‭red‬‭and‬‭pyramid‬‭as‬‭well‬‭as‬‭the‬‭habitat‬‭around‬‭it‬‭because‬‭the‬‭animals‬ ‭in‬‭an‬‭ecosystem‬‭effect‬‭it's‬‭habitat‬‭with‬‭what‬‭grows‬‭and‬‭what‬‭doesn't‬‭grow‬‭and‬‭how‬ ‭healthy‬‭everything‬‭is.‬ ‭7.‬ E‭ xplain‬‭various‬‭ways‬‭in‬‭which‬‭natural‬‭populations‬‭maintain‬‭equilibrium‬‭and‬‭relate‬‭this‬ ‭equilibrium‬‭to‬‭the‬‭carrying‬‭capacity‬‭and‬‭limiting‬‭factors‬‭of‬‭populations.‬ ‭Natural‬‭populations‬‭maintain‬‭equal‬‭equilibrium‬‭by‬‭having‬‭and‬‭knowing‬‭their‬‭carrying‬ ‭capacity.‬‭Because‬‭once‬‭they‬‭meet‬‭their‬‭carrying‬‭capacity‬‭or‬‭if‬‭they‬‭go‬‭over,‬‭their‬‭food‬ ‭source‬‭will‬‭start‬‭getting‬‭low‬‭and‬‭the‬‭population‬‭will‬‭drop‬‭making‬‭the‬‭carrying‬‭capacity‬ ‭the‬‭same‬‭but‬‭the‬‭population‬‭is‬‭less‬‭than‬‭the‬‭carrying‬‭capacity‬‭then.‬‭This‬‭goes‬‭the‬‭same‬ ‭way‬‭when‬‭the‬‭prey‬‭has‬‭more‬‭predators.‬ ‭8.‬ I‭nterpret‬‭graphs‬‭of‬‭population‬‭dynamics.‬ ‭Know‬‭what‬‭each‬‭graph‬‭represents,‬‭and‬‭how‬‭many‬‭there‬‭are‬‭of‬‭everything.‬‭Also,‬‭take‬ ‭into‬‭account‬‭all‬‭of‬‭the‬‭other‬‭aspects‬‭of‬‭the‬‭graph.‬ ‭9.‬ D ‭ iscuss‬‭the‬‭cycling‬‭of‬‭nutrients‬‭and‬‭matter‬‭through‬‭an‬‭ecosystem‬‭by‬‭tracking‬‭carbon,‬ ‭nitrogen,‬‭water‬‭and‬‭oxygen,‬‭along‬‭with‬‭human‬‭impact‬‭on‬‭these‬‭cycles.‬  ‭ utrients‬‭and‬‭matter‬‭are‬‭large‬‭parts‬‭of‬‭the‬‭ecosystem.‬‭In‬‭many‬‭different‬‭cycles,‬‭there‬ N ‭are‬‭multiple‬‭things‬‭they‬‭have‬‭in‬‭common.‬‭Like‬‭plants‬‭and‬‭animals‬‭die‬‭and‬‭go‬‭into‬‭the‬ ‭soil.‬‭Or‬‭that‬‭plants‬‭and‬‭animals‬‭breathe.‬‭Along‬‭with‬‭water‬‭and‬‭its‬‭impact‬‭on‬‭plants‬‭and‬ ‭animals.‬‭Human‬‭impact‬‭is‬‭very‬‭important‬‭because‬‭it‬‭can‬‭disrupt‬‭cycles.‬‭Like‬‭if‬‭we‬‭kill‬‭a‬ ‭bunch‬‭of‬‭trees,‬‭there‬‭is‬‭nothing‬‭to‬‭keep‬‭CO2‬‭out‬‭of‬‭the‬‭air‬‭so‬‭there‬‭is‬‭more‬‭CO2‬‭and‬‭less‬ ‭oxygen‬‭so‬‭some‬‭animals‬‭may‬‭die‬‭which‬‭produces‬‭less‬‭CO2.‬‭However‬‭CO2‬‭doesn’t‬‭always‬ ‭leave‬‭the‬‭planet‬‭so‬‭it‬‭also‬‭warms‬‭the‬‭entire‬‭planet.‬‭Causing‬‭drastic‬‭changes‬‭in‬‭our‬ ‭weather.‬ ‭10.‬‭Discuss‬‭the‬‭importance‬‭of‬‭ecological‬‭footprints‬‭to‬‭sustainability,‬‭along‬‭with‬‭ways‬‭to‬ ‭decrease‬‭them.‬ ‭Ecological‬‭footprints‬‭are‬‭extremely‬‭important‬‭to‬‭sustainability‬‭because‬‭they‬‭describe‬ ‭how‬‭we‬‭are‬‭leaving‬‭this‬‭earth.‬‭And‬‭we‬‭need‬‭to‬‭decrease‬‭our‬‭ecological‬‭footprint‬‭in‬‭order‬ ‭to‬‭be‬‭sustainable‬‭and‬‭continue‬‭living‬‭on‬‭this‬‭planet‬‭otherwise‬‭we‬‭will‬‭not‬‭be‬‭able‬‭to‬‭live‬ ‭off‬‭of‬‭our‬‭resources.‬‭We‬‭can‬‭decrease‬‭these‬‭by‬‭being‬‭more‬‭green,‬‭planting‬‭trees,‬ ‭recycling,‬‭making‬‭less‬‭waste,‬‭etc.‬ ‭11.‬‭Compare‬‭and‬‭contrast‬‭weather‬‭and‬‭climate.‬ ‭Weather‬‭is‬‭the‬‭day-to-day‬‭temperature,‬‭wind,‬‭visibility‬‭levels,‬‭etc.‬‭Climate‬‭is‬‭a‬‭prediction‬ ‭of‬‭the‬‭weather‬‭based‬‭on‬‭the‬‭past‬‭30‬‭years‬‭of‬‭data‬‭taken‬‭from‬‭that‬‭area.‬ ‭12.‬‭Discuss‬‭how‬‭the‬‭four‬‭methods‬‭of‬‭heat‬‭transfer‬‭(radiation,‬‭conduction,‬‭convection,‬‭and‬ ‭advection)‬‭apply‬‭to‬‭understanding‬‭weather/climate.‬ ‭Radiation‬‭is‬‭the‬‭sun,‬‭so‬‭depending‬‭on‬‭the‬‭Earth’s‬‭tilt‬‭and‬‭how‬‭close‬‭you‬‭are‬‭to‬‭the‬‭sun,‬ ‭the‬‭radiation‬‭will‬‭be‬‭more,‬‭or‬‭less.‬‭Convection‬‭and‬‭advection‬‭are‬‭because‬‭when‬‭certain‬ ‭materials‬‭heat‬‭up‬‭like‬‭water,‬‭will‬‭is‬‭the‬‭horizontal‬‭and‬‭vertical‬‭energy‬‭in‬‭the‬‭fluids.‬‭And‬ ‭conduction‬‭is‬‭when‬‭water‬‭particles‬‭move‬‭faster‬‭when‬‭there‬‭is‬‭more‬‭heat‬‭apply‬‭because‬ ‭there‬‭is‬‭more‬‭energy,‬‭this‬‭moves‬‭the‬‭water‬‭more‬‭and‬‭makes‬‭more‬‭natural‬‭disasters‬‭like‬ ‭tsunamis‬‭and‬‭hurricanes.‬ ‭13.‬‭Discuss‬‭why‬‭warm‬‭water/air‬‭rises.‬‭Explain‬‭how‬‭this‬‭action‬‭contributes‬‭to‬‭convection‬ ‭currents.‬ ‭Warm‬‭water/air‬‭rises‬‭because‬‭it‬‭has‬‭more‬‭energy‬‭and‬‭is‬‭less‬‭dense‬‭than‬‭cold‬‭water/air.‬ ‭This‬‭contributes‬‭to‬‭convection‬‭currents‬‭because‬‭it‬‭becomes‬‭a‬‭cycle.‬‭As‬‭the‬‭cold‬‭air‬‭falls‬ ‭new‬‭air‬‭rises,‬‭and‬‭as‬‭the‬‭cold‬‭air‬‭warms‬‭up,‬‭it‬‭rises‬‭again‬‭while‬‭warm‬‭are‬‭cools‬‭up‬‭and‬ ‭falls‬‭making‬‭a‬‭cycle‬‭and‬‭current.‬ ‭14.‬‭Discuss‬‭why‬‭additional‬‭seawater‬‭from‬‭melting‬‭ice‬‭caps‬‭is‬‭a‬‭global‬‭warming‬‭concern‬ ‭regarding‬‭heat‬‭capacity‬‭and‬‭the‬‭greenhouse‬‭effect.‬ ‭It‬‭is‬‭decreasing‬‭the‬‭amount‬‭of‬‭land‬‭we‬‭have‬‭(water‬‭displacement‬‭method)‬‭and‬ ‭increasing‬‭sea‬‭levels‬‭meaning‬‭there‬‭can‬‭be‬‭more‬‭warmth‬‭held‬‭by‬‭more‬‭water,‬‭warming‬ ‭the‬‭earth‬‭more.‬‭The‬‭UV‬‭rays‬‭from‬‭the‬‭sun‬‭also‬‭have‬‭less‬‭area‬‭to‬‭bounce‬‭off‬‭of‬‭things‬‭in‬ ‭order‬‭for‬‭it‬‭to‬‭be‬‭reflected‬‭out‬‭of‬‭the‬‭atmosphere.‬‭When‬‭water‬‭absorbs‬‭light,‬‭however,‬‭it‬ ‭slows‬‭down‬‭the‬‭UV‬‭rays‬‭so‬‭they‬‭are‬‭more‬‭likely‬‭to‬‭get‬‭trapped‬‭in‬‭the‬‭atmosphere.‬ ‭15.‬‭Explain‬‭why‬‭atmospheric‬‭air‬‭is‬‭denser‬‭at‬‭sea‬‭level‬‭and‬‭less‬‭dense‬‭as‬‭altitude‬‭increases.‬ ‭Because‬‭the‬‭higher‬‭you‬‭move‬‭up‬‭the‬‭more‬‭space‬‭you‬‭have,‬‭the‬‭more‬‭energy,‬‭which‬ ‭makes‬‭it‬‭rise.‬‭Hot‬‭air‬‭rises‬‭because‬‭of‬‭faster‬‭moving‬‭particles‬‭and‬‭cold‬‭air‬‭falls‬‭due‬‭to‬‭it‬ ‭not‬‭moving‬‭as‬‭much.‬ ‭16.‬‭Explain‬‭how‬‭prevailing‬‭winds‬‭form.‬ ‭Prevailing‬‭winds‬‭form‬‭from‬‭air‬‭moving‬‭in‬‭high-pressure‬‭to‬‭low-pressure‬‭areas,‬‭making‬‭air‬ ‭twist,‬‭from‬‭heated‬‭water.‬‭And‬‭air,‬‭as‬‭well‬‭as‬‭the‬‭cycle.‬ ‭17.‬‭Explain‬‭the‬‭Coriolis‬‭Effect.‬ ‭When‬‭the‬‭change‬‭of‬‭direction‬‭in‬‭a‬‭moving‬‭object‬‭makes‬‭another‬‭object‬‭appear‬‭to‬‭move‬ ‭in‬‭the‬‭same‬‭direction.‬ ‭18.‬‭Discuss‬‭the‬‭factors‬‭that‬‭form‬‭ocean‬‭currents‬‭(convection‬‭currents,‬‭winds‬‭across‬‭the‬ ‭oceans,‬‭the‬‭influence‬‭of‬‭Earth’s‬‭rotation,‬‭the‬‭shape‬‭of‬‭the‬‭continents,‬‭the‬‭heat‬‭capacity‬ ‭of‬‭water,‬‭and‬‭the‬‭amount‬‭of‬‭salt‬‭in‬‭the‬‭ocean).‬ ‭Convection‬‭currents,‬‭wind,‬‭and‬‭the‬‭earth’s‬‭rotation‬‭are‬‭all‬‭factors‬‭that‬‭affect‬‭the‬ ‭direction‬‭in‬‭which‬‭water‬‭moves.‬‭The‬‭shape‬‭of‬‭the‬‭continents‬‭also‬‭affects‬‭this‬‭because‬ ‭water‬‭works‬‭its‬‭way‬‭around‬‭all‬‭of‬‭the‬‭islands.‬‭Heat‬‭capacity‬‭makes‬‭water‬‭run‬‭faster‬‭and‬ ‭saltier‬‭water‬‭runs‬‭faster‬‭because‬‭it‬‭is‬‭more‬‭lightweight.‬ ‭19.‬‭Provide‬‭examples‬‭of‬‭human‬‭actions‬‭that‬‭have‬‭contributed‬‭to‬‭the‬‭anthropogenic‬ ‭(human-impacted)‬‭greenhouse‬‭effect.‬ ‭We‬‭have‬‭been‬‭using‬‭more‬‭fossil‬‭fuels‬‭which‬‭release‬‭carbon‬‭dioxide‬‭which‬‭warms‬‭the‬ ‭planet,‬‭melting‬‭ice‬‭caps,‬‭and‬‭warming‬‭the‬‭planet‬‭even‬‭more.‬ ‭20.‬‭Discuss‬‭global‬‭signs‬‭of‬‭climate‬‭change‬‭(impacts‬‭on‬‭water,‬‭forests,‬‭species‬‭and‬ ‭ecosystems,‬‭health,‬‭deadly‬‭heat,‬‭and‬‭air‬‭pollution).‬ ‭Ice‬‭caps‬‭are‬‭melting,‬‭more‬‭fires‬‭are‬‭starting,‬‭and‬‭carbon‬‭emissions‬‭as‬‭well‬‭as‬‭methane‬ ‭are‬‭becoming‬‭more‬‭concentrated.‬  ‭21.‬‭Reflect‬‭upon‬‭individual‬‭and‬‭society’s‬‭behaviour‬‭and‬‭lifestyle‬‭choices‬‭that‬‭can‬‭help‬ ‭minimize‬‭the‬‭human‬‭impact‬‭caused‬‭by‬‭global‬‭climate‬‭change.‬ ‭If‬‭we‬‭use‬‭less‬‭fossil‬‭fuels‬‭and‬‭become‬‭more‬‭green‬‭with‬‭our‬‭energy‬‭consumption,‬‭we‬‭can‬ ‭start‬‭saving‬‭resources,‬‭and‬‭saving‬‭the‬‭planet.‬ ‭Forces‬‭&‬‭Motion:‬ ‭ efinitions:‬ D ‭These‬‭three‬‭(3)‬‭things‬‭can‬‭describe‬‭motion…‬‭-‬‭Position,‬‭Direction‬‭of‬‭Motion,‬‭and‬‭Speed.‬ ‭All‬‭motion‬‭is‬‭relative‬‭to…‬‭-‬‭the‬‭reference‬‭point‬‭the‬‭observer‬‭chooses.‬ S‭ cience‬‭-‬‭Systematic‬‭knowledge‬‭of‬‭the‬‭universe‬‭gained‬‭through‬‭predictions,‬‭observation‬‭and‬ ‭experimentation.‬ ‭Technology‬‭-‬‭design,‬‭development,‬‭and‬‭application‬‭of‬‭applying‬‭scientific‬‭or‬‭technical‬‭knowledge.‬ ‭Frame‬‭of‬‭reference‬‭-‬‭The‬‭point‬‭or‬‭object‬‭of‬‭comparison‬‭when‬‭deciding‬‭if‬‭an‬‭object‬‭is‬‭in‬‭motion.‬ ‭Uniform‬‭motion‬‭-‬‭motion‬‭at‬‭a‬‭constant‬‭speed‬‭in‬‭a‬‭straight‬‭line.‬ ‭Rate‬‭of‬‭change‬‭-‬‭a‬‭measure‬‭of‬‭how‬‭fast‬‭a‬‭quantity‬‭changes‬‭over‬‭a‬‭unit‬‭of‬‭time.‬ ‭Position‬‭-‬‭an‬‭object's‬‭location‬‭relative‬‭to‬‭a‬‭reference‬‭point.‬ ‭Distance‬‭=‬‭d‬‭-‬‭length‬‭of‬‭path‬‭travelled‬‭between‬‭two‬‭points.‬ ‭Speed‬‭=‬‭velocity‬‭=‬‭v‬‭-‬‭rate‬‭of‬‭change‬‭of‬‭distance‬‭of‬‭an‬‭object;‬‭d‬‭/‬‭t‬ ‭Instantaneous‬‭speed‬‭-‬‭the‬‭actual‬‭speed‬‭of‬‭an‬‭object‬‭at‬‭a‬‭particular‬‭moment‬‭in‬‭time.‬ ‭Instantaneous‬‭speed‬‭equation‬‭-‬‭v‬‭=‬‭d‬‭/‬‭t‬ ‭ verage‬‭Speed‬‭=‬‭Vav‬‭-‬‭rate‬‭of‬‭change‬‭in‬‭distance‬‭over‬‭a‬‭time‬‭interval‬‭for‬‭a‬‭moving‬‭object.‬ A △ △ ‭ d‬‭/‬‭ t‬ △ △ ‭Average‬‭speed‬‭equation‬‭-‬‭v‬‭=‬‭ d‬‭/‬‭ t‬  △ △ △ △ ‭Acceleration‬‭=‬‭a‬‭-‬‭rate‬‭of‬‭change‬‭of‬‭an‬‭object’s‬‭speed.‬‭ speed‬‭/‬‭ time‬‭=‬‭ v‬‭/‬‭ t‬ ‭Acceleration‬‭can‬‭be‬‭a‬‭change‬‭of‬‭either…‬‭-‬‭magnitude‬‭of‬‭speed‬‭or,‬‭change‬‭in‬‭direction‬‭of‬‭speed.‬ △ △ ‭Acceleration‬‭equation‬‭-‬‭a‬‭=‬‭ v‬‭/‬‭ t‬ ‭ odels‬‭-‬‭Simplified‬‭representations‬‭of‬‭real‬‭phenomena‬‭that‬‭facilitate‬‭a‬‭better‬‭understanding‬‭of‬ M ‭scientific‬‭concepts‬‭of‬‭principles.‬ ‭ ypothesizing‬‭-‬‭a‬‭tentative‬‭generalization‬‭that‬‭may‬‭explain‬‭events‬‭that‬‭can‬‭be‬‭tested‬‭with‬‭an‬ H ‭experiment.‬ ‭How‬‭to‬‭read‬‭uniform‬‭motion‬‭on‬‭a‬‭distance-time‬‭graph‬‭-‬‭appears‬‭as‬‭a‬‭straight,‬‭sloped‬‭line.‬ ‭How‬‭to‬‭read‬‭uniform‬‭motion‬‭on‬‭a‬‭speed-time‬‭graph‬‭-‬‭appears‬‭as‬‭a‬‭straight,‬‭horizontal‬‭line.‬ ‭Slope‬‭on‬‭a‬‭distance-time‬‭graph‬‭represents…‬‭-‬‭speed‬‭of‬‭the‬‭object.‬ △ △ ‭Equation‬‭for‬‭uniform‬‭motion‬‭-‬‭Vav‬‭=‬‭ d‬‭/‬‭ t‬ ‭How‬‭to‬‭read‬‭uniform‬‭accelerated‬‭motion‬‭on‬‭a‬‭distance-time‬‭graph‬‭-‬‭appears‬‭as‬‭a‬‭parabola‬ ‭ ow‬‭to‬‭read‬‭uniform‬‭accelerated‬‭motion‬‭on‬‭a‬‭speed-time‬‭graph‬‭-‬‭appears‬‭as‬‭a‬‭straight,‬‭sloped‬ H ‭line.‬ ‭Slope‬‭on‬‭a‬‭speed-time‬‭graph‬‭represents…‬‭-‬‭acceleration.‬ ‭Area‬‭under‬‭a‬‭speed-time‬‭graph‬‭represents…‬‭-‬‭the‬‭change‬‭in‬‭distance‬‭of‬‭an‬‭object.‬ △ △ ‭Equation‬‭for‬‭uniform‬‭accelerated‬‭motion‬‭-‬‭a‬‭=‬‭ v‬‭/‬‭ t.‬ ‭Questions:‬ ‭1.‬ ‭Describe‬‭motion‬‭using‬‭definition‬‭words.‬ ‭A:‬‭When‬‭a‬‭force‬‭is‬‭acted‬‭upon‬‭an‬‭object‬‭wich‬‭changes‬‭its‬‭direction,‬‭adding‬‭distance.‬ ‭2.‬ ‭……‬‭.‬‭.‬‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬ ‭.‬‭.‬‭.‬‭.‬‭………...‬ ‭A:‬‭Gaining‬‭speed,‬ ‭Maintaining‬‭speed,‬‭slow‬‭down‬ ‭3.‬ ‭Construct‬‭distance-time‬‭(velocity)‬‭graphs‬‭and‬‭velocity-time‬‭(acceleration)‬‭graphs‬  ‭A:‬ ‭4.‬ D ‭ escribe‬‭motion‬‭and‬‭distance-time‬‭(velocity)‬‭graphs‬‭and‬‭velocity-time‬‭(acceleration)‬ ‭graphs.‬ ‭5.‬ C ‭ alculate‬‭slope‬‭in‬‭both‬‭types‬‭of‬‭graphs‬‭(rise/run).‬ △ ‭A:‬‭V‬‭=‬‭d‬‭f‬‭-‬‭d‬‭i‬‭=‬‭d‭2‬ ‬ ‭-‬‭d‬‭1‬ ‭=‬‭ d‬ △ ‭a‬‭=‬‭v‭f‬‬‭-‬‭v‭i‬‬‭=‬‭v‭2‬ ‬ ‭-‬‭v‭1‬ ‬‭=‬‭ v‬ △ ‭t‭f‬‬ ‭-‬‭t‭i‬‬ ‭t‭2‬ ‬ ‭-‬‭t‬‭1‬ ‭ t‬ △ ‭t‬‭f‬ ‭-‬‭t‬‭i‬ ‭t‬‭2‬ ‭-‬‭t‬‭1‬ ‭ t‬ ‭6.‬ C‭ alculate‬‭instantaneous‬‭and‬‭average‬‭velocity‬‭on‬‭a‬‭d-t‬‭graph.‬ ‭A:‬‭v‬‭=‬‭d/t‬ ‭Vav‬‭=‬‭ d/ t‬ △ △ ‭7.‬ C ‭ alculate‬‭the‬‭instantaneous‬‭and‬‭average‬‭acceleration‬‭on‬‭a‬‭v-t‬‭graph.‬ ‭A:‬‭a‬‭=‬‭v/t‬ ‭Aav‬‭ v/ t‬ △ △ ‭8.‬ C ‭ alculate‬‭distance‬‭of‬‭a‬‭v-t‬‭graph‬‭by‬‭calculating‬‭area‬‭under‬‭a‬‭graph.‬ ‭A:‬‭(b*h)/2‬‭for‬‭triangles,‬‭l*w‬‭for‬‭rectangles/squares‬  ‭9.‬ C ‭ alculate‬‭velocity,‬‭distance,‬‭and‬‭time‬‭using‬‭v‬‭=‬‭d/t.‬ ‭A:‬‭v‬‭=‬‭d/t,‬‭d‬‭=‬‭v*t,‬‭t‬‭=‬‭v*d‬ ‭10.‬‭Calculate‬‭acceleration,‬‭velocity,‬‭and‬‭time‬‭using‬‭a‬‭=‬‭v/t.‬ ‭A:‬‭a‬‭=‬‭v/t,‬‭v‬‭=‬‭a*t,‬‭t‬‭=‬‭a*v‬ ‭11.‬‭Apply‬‭Newton's‬‭Laws‬‭of‬‭motion.‬ ‭A:‬‭The‬‭Law‬‭of‬‭Inertia:‬‭an‬‭object‬‭at‬‭rest‬‭tends‬‭to‬‭stay‬‭at‬‭rest,‬ ‭as‬‭well‬‭as‬‭an‬‭object‬‭in‬ ‭motion‬‭tends‬‭to‬‭stay‬‭in‬‭motion.‬ ‭The‬‭Law‬‭of‬‭Force‬‭=‬‭mass‬‭x‬‭acceleration‬‭[F‬‭=‬‭ma]:‬‭the‬‭acceleration‬‭of‬‭an‬‭object‬‭depends‬ ‭upon‬‭the‬‭net‬‭force‬‭acting‬‭on‬‭the‬‭object‬‭as‬‭well‬‭as‬‭the‬‭mass‬‭of‬‭the‬‭object.‬ ‭The‬‭Law‬‭of‬‭Action‬‭&‬‭Reaction:‬‭every‬‭action‬‭has‬‭an‬‭equal‬‭and‬‭opposite‬‭reaction.‬ ‭Tips:‬‭Units‬‭may‬‭have‬‭to‬‭be‬‭converted,‬‭as‬‭well‬‭as‬‭use‬‭significant‬‭digits.‬