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1 Copyright 2013 Ivan Magnuson

STAAR TEST

8th Grade Science

Study Folder

This folder is for:

Table of Contents Study Log Page 2 Section 7.5 C Page 24

Section 8.5 A Page 3 Section 7.6 A Page 25 Section 8.5 B Page 4 Section 7.6 B Page 25

Section 8.5 C Page 5 Section 7.7 A Page 25 Section 8.5 D Page 6 Section 7.8 C Page 26

Section 8.5 E Page 7 Section 7.10 B Page 26 Section 8.5 F Page 7 Section 7.10 C Page 27 Section 8.6 A Page 8 Section 7.11 A Page 28

Section 8.6 B Page 9 Section 7.11 C Page 28 Section 8.6 C 0 Section 7.12 B Page 29

Section 8.7 A Page 11 Section 7.12 D Page 30 Section 8.7 B Page 12 Section 7.12 F Page 31 Section 8.7 C Page 13 Section 7.14 B Page 32

Section 8.8 A Page 14 Section 7.14 C Page 32 Section 8.8 B Page 15 Section 6.5 C Page 32

Section 8.8 C Page 15 Section 6.6 A Page 33 Section 8.8 D Page 15 Section 6.6 B Page 33 Section 8.9 A Page 16 Section 6.8 A Page 34

Section 8.9 B Page 17 Section 6.8 C Page 34 Section 8.9 C Page 18 Section 6.8 D Page 34

Section 8.10 A Page 19 Section 6.9 C Page 35 Section 8.10 C Page 19 Section 6.11 B Page 35 Section 8.10 B Page 20 Section 6.12 D Page 36

Section 8.11 A Page 21 Section 8.11 B Page 22

Section 8.11 C Page 23 Section 8.11 D Page 23


STUDY LOG

Date How long?

Sections Studied Who was your

study

partner?

Parent Signature


SECTION 8.5 A

The student is expected to describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and

electrons in the electron cloud.

Atom The smallest complete part of matter Made up of protons, neutrons, and electrons

Atomic Mass The total amount of mass of an Atom. Found by adding the protons and the neutrons together.

Protons Has a positive electrical charge

Found inside the Nucleus of the atom

Neutrons Found inside the Nucleus of the atom Has no electrical charge

Electrons Found outside the Nucleus of the atom in the electron cloud Has a negative electrical charge

Nucleus Found in the center of the atom

Contains all the mass of the atom Protons and Neutrons are found here

Electron Cloud Located outside the nucleus

Divided into different energy levels Level1: 2 electrons Level2: 8 electrons

Level3: 8 electrons


SECTION 8.5 B

The student is expected to identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity.

Reactivity A property that tells you how easily an atom will undergo

a chemical reaction

Valence Electrons The electrons located in the outside electron level

Determine the atoms chemical properties

Atomic Number The number of protons an atom has

Determines the identity of the atom

Equals the number of electrons in a neutral atom

Chemical Properties Property such as flammability and reactivity Only observed when a substance changes into a different substance


SECTION 8.5 C

The student is expected to interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify

elements.

Periodic Table A chart that organizes elements (Atoms) based on similar

properties

Groups Up and down columns on the table Have the same amount of valence electrons

Periods The horizontal row on the periodic table Determines the number of electron energy levels

Metals Located on the left of the periodic table

Metalloids Located along the “staircase” that that separates the metals from the non-metals

Non-Metals Located on the right of the periodic table

Properties of Metals Shiny 'metallic' appearance Solids at room temperature

Malleable Ductile

Conductors

Properties of Non-Metals Poor conductors Brittle solids

Little or no metallic luster


SECTION 8.5 D

The student is expected to recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical

formulas containing subscripts.

Chemical Formula Symbols and Subscripts used to represent a substance

Example: H20

Subscript Number at the lower right of an elements symbol

Shows the number of atoms for that element

Molecule Substance made up of 2 or more atoms Compound Substance made up of 2 or more different elements

Common Formulas Number of

Elements Number of Atoms

MgSiO3 3 1Mg + 1Si + 3O = 5 Total Atoms

H2SO4 3 2H + 1S + 4O = 7 Total Atoms

C6H12O6 3 6C + 12H + 6O = 24 Total Atoms

H20 2 2H + 1O = 3 Total Atoms


SECTION 8.5 E

The student is expected to investigate how evidence of chemical reactions indicates that new substances with different properties are formed.

Chemical Reaction Happen when two or more molecules interact and

the molecules change

Evidence of Chemical Reactions

Gas can form

Color Change Precipitate (solid is formed from liquids)

Temperature Change

SECTION 8.5 F

The student is expected to recognize whether a chemical equation containing

coefficients is balanced or not and how that relates to the law of conservation of mass.

Chemical Equation Shows the number and kind of substances involved in a reaction

Coefficient Number placed in front of a molecule or compound Tells you the total number of atoms for that

molecule or compound Reactants Starting substance in a chemical reaction

Located to the left of the arrow

Products Final substance in a chemical reaction (the stuff that the reaction made) Located to the right of the arrow

Law of Conservation of Mass Mass is neither created or destroyed in a chemical

reaction

REMEMBER: After the reaction ALL the atoms from the left side must appear somewhere on the right side. That is called a “Balanced Equation.”

http://www.chem4kids.com/files/atom_compounds.html


SECTION 8.6 A

The student is expected to demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion.

Balanced Force Opposite forces that are equal in size Do not change the speed or direction of an object

Unbalanced Force Opposite forces that is not equal in size Can change the speed or direction of an object

Motion Change in position over a certain amount of time

Force A push or a pull

Needed to start, stop, or change the motion of an object

Mass The amount of matter in an object

Newton(N) A unit of force

Consider the Following:

For something to start moving, it needs an unbalanced force.

For something to stop moving, it needs an unbalanced force. For something to change where it is moving, it needs an unbalanced force.


SECTION 8.6 B

The student is expected to differentiate between speed, velocity, and acceleration. Speed Total distance traveled divided by the total time it takes to get

there.

Velocity The speed and direction of an object

Acceleration The change in speed between 2 points

Consider the Following:

Differentiate means to “explain the differences between two things.”

How is velocity different from speed?

Velocity is speed and direction.

How is acceleration different from speed?

Acceleration is change in speed.


SECTION 8.6 C

The student is expected to investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle

restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches.

Newton’s Law of Inertia an object at rest will stay at rest and

an object in motion will stay in motion

unless acted on by an unbalanced force

Newton’s Law of Force and Acceleration the force on an object equals the

objects mass multiplied by the objects

acceleration This can be calculated using the

formula force = Mass X acceleration Newton’s Law of Action – Reaction when one object exerts a force on a

second object the second object will react with a force that is equal in

strength but opposite in direction

Consider the Following: Vehicle Restraints (Seat belts)

A car and driver are moving forward until the brakes are suddenly applied. Without the seat belt acting as an unbalanced force, the driver would continue moving

forward into the windshield. (Law of Inertia) Sports Activities

A basketball exerts a force when it hits the backboard. The backboard exerts and equal and opposite force on the ball, causing the ball to move away from the

backboard (Law of Action-Reaction) Amusement Park rides

A rollercoaster in motion continues to move with constant velocity unless acted upon by an unbalanced force. This force can either come from the frictional forces

of the track or from the braking system. (Law of Inertia) Tectonic Activities

Plates in motion (or locked in place against another plate) will stay in motion unless acted upon by an unbalanced force. (Law of Inertia)

Rocket Launches

The force provided by the rocket’s engine equals the mass of burned rocket fuel multiplied by the acceleration of the exhaust gas. (Law of Force and Acceleration)

or

The engine causes a downward force of exhaust force, resulting in an equal upward force on the rocket. (Law of Action-Reaction)


SECTION 8.7 A

The student is expected to model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in

seasons.

Seasons Earth’s tilt and its revolution around the sun cause seasons Indirect Light Allows for less heating and results in colder temperatures

Direct Light Allows for more heating and results in warmer temperatures

Tilt Earth is tilted at a 23.5° angle

This causes the daytime and nighttime amounts to change

throughout the year

Revolution The movement of earth around the sun The Earth takes one year (365 ¼ Days) to move once around the Sun

Rotation The spin of the Earth on its axis

Causes night and day

Consider the Following: Tilt + revolution = different amounts of direct and indirect light during the year, which = changes in the amount of heating, which = seasons.


SECTION 8.7 B

The student is expected to demonstrate and predict the sequence of events in the lunar cycle.

New Moon Occurs at the beginning of the lunar cycle

The Moon is located between the Sun and Earth 1st Quarter Moon Occurs about 7 days into the lunar cycle

The moon is located perpendicular to the earth and sun

Full Moon Occurs about halfway through the lunar cycle The Earth is located between the Moon and the Sun during this phase

Last Quarter Moon Occurs about 21 days into the lunar cycle

The moon is located perpendicular to the earth and sun


SECTION 8.7 C

The student is expected to relate the position of the Moon and Sun to their effect on ocean tides.

Ocean Tides Tides are created because the Earth and the moon are attracted to each other by the force of gravity. The moon tries to pull at anything on the Earth to bring it closer. But, the Earth is able to

hold onto everything except the water. The result is that large bodies of water will bulge out towards the moon. Each day,

there are two high tides and two low tides. Because the Earth is rotating the ocean is constantly moving from high tide to low tide, and then back to high tide.

Spring Tide Largest difference between low and high tide

Sun and moon are in a direct line with earth Occurs with New Moon or Full Moon

Neap Tide Smallest difference between low and high tide Sun, Moon, and Earth are perpendicular to each other

Occurs with 1st Quarter Moon or 3rd Quarter Moon


SECTION 8.8 A

The student is expected to describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for

classification.

Stars Very large collection of gasses, mostly hydrogen and helium The sun is the closest star and is average size and temperature

Nebulae Large cloud of gas and dust Stars form (born) in nebulae

Galaxy Large collection of stars

There are 3 types: Irregular, Spiral, and Elliptical

Milky Way is a spiral Galaxy

HR Diagram a tool (chart) to classify stars by their temperature and brightness

All stars are compared to the Sun


SECTION 8.8 B

The student is expected to recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times

closer to Earth than any other star.

The Sun A medium sized star with an average temperature and brightness located closest to Earth

Located at the edge of the spiral Milky Way Galaxy

SECTION 8.8 C

The student is expected to explore how different wavelengths of the

electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe.

Electromagnetic Spectrum Used to learn about the universe It’s the range of radiation at different wavelengths

Light Waves Light waves can tell us what an object is made up of in

space

Radio Waves Can be used to show us the existence and distances of

objects in space

Red Shift An object that has longer wave lengths appears red. This means the object is moving away from earth

Blue Shift An object that has shorter wave lengths appears blue. This means the object is moving toward earth

SECTION 8.8 D

The student is expected to model and describe how light years are used to measure

distances and sizes in the universe. Light Years The distance light travels in one year

Used to measure distances in space


SECTION 8.9 A

The student is expected to describe the historical development of evidence that supports plate tectonic theory.

Plate tectonic theory had its beginnings in 1915 when Alfred Wegener proposed

his theory of "continental drift." Wegener proposed that the continents plowed through crust of ocean basins, which would explain why the outlines of many

coastlines (like South America and Africa) look like they fit together like a puzzle. Following World War II, even more evidence was uncovered which supports the

theory of plate tectonics. In the 1960's a world-wide array of seismometers were installed, and these instruments revealed that earthquakes, volcanoes, lined up

along distinct belts around the world, and those belts were the edges of tectonic plates.


SECTION 8.9 B

The student is expected to relate plate tectonics to the formation of crustal features.

Tectonic Plates Sections of Earth’s crust that move slowly and are

responsible for land formation and features

Movement is caused by convection in the mantle

Volcanoes These are created when ocean crust converges with continental crust

Sea-floor spreading this happens at a divergent boundary

Creates new crust

Mountains These are created when 2 continental crusts converge

together Transform Boundary Location where two plates slide past each other

Can result in a fault line, and Earthquakes

Divergent Boundary Location where 2 plates move away from each other Can result in the formation of new crust

Convergent Boundary Location where 2 plates collide together Can result in volcanoes or mountains and trenches under

water

Subduction occurs when one crust moves under another crust The bottom crust is recycled back to the mantle


SECTION 8.9 C The student is expected to interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by

weathering.

Erosion Movement of matter from one place to another place

Caused by wind, water, ice, or gravity

Deposition The settling of eroded material in a new location Weathering Breaking down of materials like rock into smaller pieces

by wind or moving water Can cause mountains to become smaller

Topographic Map A map used to identify land features

Can be used to show weathering, erosion, and deposition


SECTION 8.10 A

The student is expected to recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents.

Convection Movement of molecules and energy

Hot air rises, cold air sinks creating a circular motion

Winds Caused by changes in pressure and changes in temperature

Ocean Currents Help carry warm and cold ocean water around the globe

Transfer energy from the equator to the poles

Consider the following:

The Sun provides energy to the atmosphere and ocean. Then convection starts. The circular movement of convection produces wind and ocean currents.

SECTION 8.10 C

The student is expected to identify the role of the oceans in the formation of

weather systems such as hurricanes.

Hurricanes require a large amount of energy from warm water in order to form.

This means that hurricanes can only form in areas with warm water such as around the equator.


SECTION 8.10 B

The student is expected to identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and

fronts. High Pressure Region where the atmosphere’s pressure is greater at

ground level than surrounding areas Results in nice weather

Low Pressure Region where the atmosphere’s pressure is less at ground

level than surrounding areas Results in potentially bad weather

Warm or Cold Front Boundary where an air masses meet; can be an area where storms form

WEATHER MAP SYMBOLS


SECTION 8.11 A The student is expected to describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater,

and terrestrial ecosystems.

Terrestrial Ecosystem An ecosystem that is characterized by land Freshwater Ecosystem An ecosystem that is characterized by fresh water

Marine Ecosystem An ecosystem that is characterized by Salt Water

Decomposer Breaks down dead organisms for nutrients

Host Provides benefits to a parasite but the parasite harms the host by taking nutrients

Parasite Receives nutrition from a host that it lives on but harms

the host in the process

Prey Hunted for food

Predator Hunts animals for food

Secondary Consumer Gets its energy from consuming producers and other consumers

Also known as Omnivores and carnivores Primary Consumer Gets its energy from consuming plants

Also known as Herbivores


SECTION 8.11 B The student is expected to investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as

quantity of light, water, range of temperatures, or soil composition.

Competition The struggle between organisms to get as many resources as possible to survive and reproduce

Abiotic The never living parts of an environment

Biotic The living parts of an environment

Consider the following: The concept that organisms compete with each other over resources like the ones above means there will be winners and losers. The organisms that win and get

what they need continue to live. The organisms that can’t get what they need die.


SECTION 8.11 C The student is expected to explore how short- and long-term environmental changes affect organisms and traits in subsequent populations.

Natural Selection Process by which organisms with favorable characteristics for

survival reproduce more successfully Adaptation The ability of an organism to survive longer, find food, and mate

Mutation A sudden change in a trait of an organisms that maybe

beneficial or harmful

Speciation the formation of new and distinct species in the course

of evolution

Long Term Can cause mass extinctions and lead to speciation Environmental Changes examples: global warming, ice ages

Short Term Will cause organisms to temporarily leave an area Environmental Changes examples: Storms, Hurricanes, Drought

SECTION 8.11 D The student is expected to recognize human dependence on ocean systems and

explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.


Oceans occupy greater than 70% of the planet’s surface. Oceans are the main source of water for the water cycle. Oceans provide food, travel, work, and

medicine.

Artificial reefs Man-made structures put under water that help house diverse

aquatic ecosystems Runoff water that flows over the ground surface rather than soaking

into the ground can carry poisons into the ocean

http://www.britannica.com/EBchecked/topic/558649/species

http://www.britannica.com/EBchecked/topic/197367/evolution


SECTION 7.5 C

The student is expected to diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.

Interaction of Energy Energy flows from one system to another.

Examples of this are food chains, food webs, and energy pyramids

FOOD CHAIN

FOOD WEB ENERGY PYRAMID

Something to Remember:

The arrows in food webs and chains point to the organism consuming the energy.


SECTION 7.6 A

The student is expected to identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur.

Organic Compound Compound that includes carbon along with elements:

hydrogen, oxygen, nitrogen, phosphorous, and/or sulfur

SECTION 7.6 B

The student is expected to distinguish between physical and chemical changes in

matter in the digestive system.

Physical Change A change that does not alter the chemical make-up of matter

Chemical Change A change that will alter the chemical make-up of matter

Types of Changes in Digestion

Physical Chemical Teeth grind up the food

Large Intestine forms wastes into solid

feces

Saliva has enzymes that start to dissolve

the food

The stomach produces digestive juices. These create chemical reactions in the

stomach, breaking down and dissolving its nutrients.

SECTION 7.7 A

The student is expected to contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still.

Work Force applied over a distance combined with motion

No Work Force applied but no motion occurs


Work is only done when the force you are using actually makes the object move. Work will almost always be easier (you’ll have to use less force) when you are using

something to help you, like a ramp, lever, or pulley.


SECTION 7.8 C The student is expected to model the effects of human activity on groundwater and surface water in a watershed.

Groundwater Water found inside the ground in places called aquifers

Provides the drinking water for humans Surface Water All the water found on the surface in places like rivers and lakes

Watershed An area of land from which water drains and runs off to a

particular body of water


Human activities such as pollution, chemical dumping, use of pesticides, over farming, and habitat destruction in a watershed area can pollute surface water and

groundwater making the water unusable.

SECTION 7.10 B The student is expected to describe how biodiversity contributes to the sustainability of an ecosystem.

Biodiversity when ecosystems have a variety of plant and animal

species

Sustained Ecosystem An ecosystem that contains the right amount of biotic and

abiotic factors


As biodiversity increases the ecosystem becomes more sustainable and stable. This is because the more different types of organisms an ecosystem has it would be less

likely the disappearance of any one species could negatively affect the ecosystem.


SECTION 7.10 C

The student is expected to observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

Ecological Succession A process of building or rebuilding a community over time

Diversity of populations and species changes during this process


Succession not just about how different plant life changes in an ecosystem. As

different plants take over an ecosystem different kinds of animals also come into an ecosystem. The change of plants creates changes in animal life as well.


SECTION 7.11 A The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The

student is expected to examine organisms or their structures such as insects or leaves and use dichotomous keys for identification

Dichotomous Key A tool used to identify an organism

Uses a serious of questions about traits to figure

out the type of organism

SECTION 7.11 C The student is expected to identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding

such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.

Consider the following: Over time organisms change to fit the environment they live in or sometimes the

type of food that is available to them. Each time a positive change is made that organism becomes better adapted to the place in which they live. Those

adaptations are passed on to offspring through the genes of the organism. Over time those changes can result in many different forms that once originated from a single species, for example, the Galapagos finch.


SECTION 7.12 B

The student is expected to identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive,

excretory, reproductive, integumentary, nervous, and endocrine systems.

Circulatory System controls the transport of materials to and from body cells

Respiratory System exchanges of gases between blood and the environment

Skeletal System supports and protects soft body parts and produces red blood cells

Muscular System allows the movement of the body

Digestive System breaks down of food and extract nutrients for absorption into the blood

Excretory System controls the water balance and chemical make-up of

blood Reproductive System produces sex cells

Integumentary System protects the body and prevents water loss

Nervous System controls mental and bodily functions

Endocrine System controls the body’s internal balance by releasing hormones


SECTION 7.12 D

The student is expected to differentiate between structure and function in plant and

animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole.

Organelle A small structure that makes a part of a cell and performs a

specific function Cell Membrane Acts as an outer covering for cells and lets particles in and out. Cell Wall The outer stiff covering of plant cells.

Gives the plant cell structure so plants can grow to large heights Nucleus Contains all the genetic information for the cell.

Provides the instructions on how the cell should function Cytoplasm A gelatin-like substance that is found throughout the inside of

the cell Mitochondrion An organelle that where energy is produced for the cell.

Cellular respiration takes place here

Chloroplast A structure found in plant cells Photosynthesis takes place here

Vacuole Small storage areas inside the cell Plant Cells have one; Animal cells have more than one


SECTION 7.12 F

The student is expected to recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy

from food to sustain life. Cell Theory 1. All living organisms are composed of one or more cells.

2. The cell is the basic unit of structure, function, and organization in all organisms.

3. All cells come from preexisting, living cells.

Cellular Respiration Cells in the body require oxygen and glucose in order to

make energy.

As a waste product the cells produce carbon dioxide and excess water the body has to get rid of.

Cellular Respiration Equation C6H12O6 + 6O2 6 CO2 + 6H2O + Energy


SECTION 7.14 B The student is expected to compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction.

Uniform Offspring Offspring are copies of each other and are easily

eliminated from environments Diverse Offspring Offspring are not copies of each and have a better chance

to adapt to environments

Sexual Reproduction Requires the genes from 2 different parents and creates a more diverse population

Asexual Reproduction Requires the genes from only one parent and creates a uniform population

SECTION 7.14 C The student is expected to recognize that inherited traits of individuals are

governed in the genetic material found in the genes within chromosomes in the nucleus.


The traits of organisms come from the genes of their parent organisms. Genes are located in the chromosomes of those organisms. Finally chromosomes are located

in the nucleus of cells.

SECTION 6.5 C

The student is expected to differentiate between elements and compounds on the most basic level.

Element a pure substance made up of one type of atom

Compound a substance made up of 2 or more elements


SECTION 6.6 A

The student is expected to compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability.

Physical Property A property that can be observed without changing the

substance into a different substance

Malleability A physical property How easily an object bends without breaking

Conductivity A physical property

How easily energy transfers through an object

Luster A physical property How shiny or reflective an object is

SECTION 6.6 B

The student is expected to calculate density to identify an unknown substance.

Density density is a comparison of the amount of matter in a

particular space


SECTION 6.8 A

The student is expected to compare and contrast potential and kinetic energy. Potential Energy Energy of position or stored energy

Potential energy can increase the higher the object

rises Kinetic Energy Energy in motion

Kinetic energy increases the closer the object gets

to the ground

SECTION 6.8 C The student is expected to calculate average speed using distance and time measurements.

SECTION 6.8 D

The student is expected to measure and graph changes in motion.

Increasing Decreasing Constant Speed Graph Speed Graph Speed Graph


SECTION 6.9 C The student is expected to demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

Law of Conservation of Energy Energy is never lost or destroyed, it just

changes forms Chemical Energy Stored potential energy

Some examples: batteries, gas, oil

Electrical Energy Energy that comes from energy fields or the movement of electrons

Light Energy Energy that travels in the form of electromagnetic waves

Thermal Energy Energy that comes from heat

Radiant Energy Energy that comes from the Sun

SECTION 6.11 B

The student is expected to understand that gravity is the force that governs the motion of our solar system.

Gravity A force that pulls objects in the universe closer to each other The strength of the force depends on the mass of the object and

the distance between the two objects


SECTION 6.12 D The student is expected to identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic,

and mode of reproduction, that further classify them in the currently recognized Kingdoms.

Prokaryotic Organism has a simple cell that contains no nucleus or

organelles

Eukaryotic Organism has a complex cell with a nucleus and organelles

Unicellular An organism made up of only one cell

Multicellular An organism made up of more than one cell

Autotrophic An organism that makes its own food Heterotrophic An organism that must consume another organism for food

Kingdoms Levels of classification for organisms

Based on how they reproduce, what type of cell the organism possesses, and how it obtains food.

Domains The highest level of classification for living organisms

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