Chemistry Of Life Chapter Test B Answer Key

[FREE] Chemistry Of Life Chapter Test B Answer Key

Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked....

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Chapter 2 the chemistry of life vocabulary answer key

A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested.

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Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. The student is expected to: A demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

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The student uses scientific methods during laboratory and field investigations. The student is expected to: A know the definition of science and understand that it has limitations, as specified in subsection b 2 of this section; B know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; C know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers.

Unit: Chemistry of life

The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; B communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; C draw inferences based on data related to promotional materials for products and services; D evaluate the impact of research and technology on scientific thought, society, and the environment; E describe the connection between aquatic science and future careers; and F research and describe the history of aquatic science and contributions of scientists.

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Students know that aquatic environments are the product of Earth systems interactions. The student is expected to: A identify key features and characteristics of atmospheric, geological, hydrological, and biological systems as they relate to aquatic environments; B apply systems thinking to the examination of aquatic environments, including positive and negative feedback cycles; and C collect and evaluate global environmental data using technology such as maps, visualizations, satellite data, Global Positioning System GPS , Geographic Information System GIS , weather balloons, buoys, etc.

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The student conducts long-term studies on local aquatic environments. Local natural environments are to be preferred over artificial or virtual environments. The student is expected to: A evaluate data over a period of time from an established aquatic environment documenting seasonal changes and the behavior of organisms; B collect baseline quantitative data, including pH, salinity, temperature, mineral content, nitrogen compounds, and turbidity from an aquatic environment; C analyze interrelationships among producers, consumers, and decomposers in a local aquatic ecosystem; and D identify the interdependence of organisms in an aquatic environment such as in a pond, river, lake, ocean, or aquifer and the biosphere.

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The student knows the role of cycles in an aquatic environment. The student knows the origin and use of water in a watershed. The student is expected to: A identify sources and determine the amounts of water in a watershed, including rainfall, groundwater, and surface water; B identify factors that contribute to how water flows through a watershed; and C identify water quantity and quality in a local watershed. The student knows that geological phenomena and fluid dynamics affect aquatic systems.

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The student is expected to: A demonstrate basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancy; B identify interrelationships between ocean currents, climates, and geologic features; and C describe and explain fluid dynamics in an upwelling and lake turnover. The student knows the types and components of aquatic ecosystems. The student is expected to: A differentiate among freshwater, brackish, and saltwater ecosystems; B identify the major properties and components of different marine and freshwater life zones; and C identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it. The student knows environmental adaptations of aquatic organisms. The student is expected to: A classify different aquatic organisms using tools such as dichotomous keys; B compare and describe how adaptations allow an organism to exist within an aquatic environment; and C compare differences in adaptations of aquatic organisms to fresh water and marine environments.

Chapter 2 The Chemistry Of Life Test B Answer Key

The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to: A identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids; and B evaluate the factors affecting aquatic population cycles.

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The student understands how human activities impact aquatic environments. The student is expected to: A predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem; B analyze the cumulative impact of human population growth on an aquatic system; C investigate the role of humans in unbalanced systems such as invasive species, fish farming, cultural eutrophication, or red tides; D analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; and E understand the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems. Suggested prerequisite: one unit of high school science. This course is recommended for students in Grade 11 or In Astronomy, students conduct laboratory and field investigations, use scientific methods, and make informed decisions using critical thinking and scientific problem solving.

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Students study the following topics: astronomy in civilization, patterns and objects in the sky, our place in space, the moon, reasons for the seasons, planets, the sun, stars, galaxies, cosmology, and space exploration. Students who successfully complete Astronomy will acquire knowledge within a conceptual framework, conduct observations of the sky, work collaboratively, and develop critical-thinking skills. The student is expected to: A demonstrate safe practices during laboratory and field investigations; and B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; D distinguish between scientific hypotheses and scientific theories; E plan and implement investigative procedures, including making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology; F collect data and make measurements with accuracy and precision; G organize, analyze, evaluate, make inferences, and predict trends from data, including making new revised hypotheses when appropriate; H communicate valid conclusions in writing, oral presentations, and through collaborative projects; and I use astronomical technology such as telescopes, binoculars, sextants, computers, and software.

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The student is expected to: A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; B communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; C draw inferences based on data related to promotional materials for products and services; D evaluate the impact of research on scientific thought, society, and the environment; and E describe the connection between astronomy and future careers. The student recognizes the importance and uses of astronomy in civilization. The student develops a familiarity with the sky.

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The student is expected to: A observe and record the apparent movement of the Sun and Moon during the day; B observe and record the apparent movement of the Moon, planets, and stars in the nighttime sky; and C recognize and identify constellations such as Ursa Major, Ursa Minor, Orion, Cassiopeia, and constellations of the zodiac. The student knows our place in space.

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The student knows the role of the Moon in the Sun, Earth, and Moon system. The student is expected to: A observe and record data about lunar phases and use that information to model the Sun, Earth, and Moon system; B illustrate the cause of lunar phases by showing positions of the Moon relative to Earth and the Sun for each phase, including new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent; C identify and differentiate the causes of lunar and solar eclipses, including differentiating between lunar phases and eclipses; and D identify the effects of the Moon on tides. The student knows the reasons for the seasons. The student is expected to: A recognize that seasons are caused by the tilt of Earth's axis; B explain how latitudinal position affects the length of day and night throughout the year; C recognize that the angle of incidence of sunlight determines the concentration of solar energy received on Earth at a particular location; and D examine the relationship of the seasons to equinoxes, solstices, the tropics, and the equator.

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The student knows that planets of different size, composition, and surface features orbit around the Sun. The student is expected to: A compare and contrast the factors essential to life on Earth such as temperature, water, mass, and gases to conditions on other planets; B compare the planets in terms of orbit, size, composition, rotation, atmosphere, natural satellites, and geological activity; C relate the role of Newton's law of universal gravitation to the motion of the planets around the Sun and to the motion of natural and artificial satellites around the planets; and D explore the origins and significance of small solar system bodies, including asteroids, comets, and Kuiper belt objects.

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The student knows the role of the Sun as the star in our solar system. The student is expected to: A identify the approximate mass, size, motion, temperature, structure, and composition of the Sun; B distinguish between nuclear fusion and nuclear fission, and identify the source of energy within the Sun as nuclear fusion of hydrogen to helium; C describe the eleven-year solar cycle and the significance of sunspots; and D analyze solar magnetic storm activity, including coronal mass ejections, prominences, flares, and sunspots. The student knows the characteristics and life cycle of stars. The student is expected to: A identify the characteristics of main sequence stars, including surface temperature, age, relative size, and composition; B characterize star formation in stellar nurseries from giant molecular clouds, to protostars, to the development of main sequence stars; C evaluate the relationship between mass and fusion on the dying process and properties of stars; D differentiate among the end states of stars, including white dwarfs, neutron stars, and black holes; E compare how the mass and gravity of a main sequence star will determine its end state as a white dwarf, neutron star, or black hole; F relate the use of spectroscopy in obtaining physical data on celestial objects such as temperature, chemical composition, and relative motion; and G use the Hertzsprung-Russell diagram to plot and examine the life cycle of stars from birth to death.

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The student knows the variety and properties of galaxies. The student is expected to: A describe characteristics of galaxies; B recognize the type, structure, and components of our Milky Way galaxy and location of our solar system within it; and C compare and contrast the different types of galaxies, including spiral, elliptical, irregular, and dwarf. The student knows the scientific theories of cosmology.

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The student is expected to: A research and describe the historical development of the Big Bang Theory, including red shift, cosmic microwave background radiation, and other supporting evidence; B research and describe current theories of the evolution of the universe, including estimates for the age of the universe; and C research and describe scientific hypotheses of the fate of the universe, including open and closed universes and the role of dark matter and dark energy.

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The student recognizes the benefits and challenges of space exploration to the study of the universe. The student is expected to: A identify and explain the contributions of human space flight and future plans and challenges; B recognize the advancement of knowledge in astronomy through robotic space flight; C analyze the importance of ground-based technology in astronomical studies; D recognize the importance of space telescopes to the collection of astronomical data across the electromagnetic spectrum; and E demonstrate an awareness of new developments and discoveries in astronomy. Biology One Credit , Adopted Prerequisites: none. This course is recommended for students in Grade 9, 10, or In Biology, students conduct laboratory and field investigations, use scientific practices during investigations, and make informed decisions using critical thinking and scientific problem solving.

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Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment. Students should know that some questions are outside the realm of science because they deal with phenomena that are not currently scientifically testable. Scientific methods of investigation are experimental, descriptive, or comparative. Students should be able to distinguish between scientific decision-making methods scientific methods and ethical and social decisions that involve science the application of scientific information.

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All systems have basic properties that can be described in space, time, energy, and matter. The student uses scientific practices and equipment during laboratory and field investigations. The student is expected to: A know the definition of science and understand that it has limitations, as specified in subsection b 2 of this section; B know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories; C know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers.

Chemistry of life

The student is expected to: A compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity; B investigate and explain cellular processes, including homeostasis and transport of molecules; and C compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus HIV and influenza. The student knows how an organism grows and the importance of cell differentiation.

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The student is expected to: A describe the stages of the cell cycle, including deoxyribonucleic acid DNA replication and mitosis, and the importance of the cell cycle to the growth of organisms; B describe the roles of DNA, ribonucleic acid RNA , and environmental factors in cell differentiation; and C recognize that disruptions of the cell cycle lead to diseases such as cancer. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics.

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