Science Speed Bag - Grade 8 - Preview

science

SCIENCE

grade 8

jandj@educationalbootcamp.net www.educationalbootcamp.net Tel. 305-423-1999 Fax. 305-423-1132

STUDENT BOOKLET

Educational Bootcamp

SPEED BAG

speed bag

boot camp

GRADE 8 EDUCATIONAL BOOTCAMP

THE SPEED BAG STUDENT BOOKLET INCLUDES: 











Student Reading Passages - provides students with a snapshot of the benchmarks being addressed.

Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation.

Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons.

Vocabulary Matching – allows students to apply vocabulary terms necessary for mastering the Next Generation Sunshine State Standards for science.

Writing to Tie It Together – provides an opportunity for students to demonstrate an understanding of the benchmark through summary writing.

Multiple Choice Practice Questions – gives students practice in answering SSA-like questions. Multiple-choice items are scored by awarding one point for each correct answer.

The Science Section of the Science Statewide Assessment (SSA) The Statewide Science Assessment (SSA) evaluates students' knowledge of scientific process/content. Students analyze and apply these principles in order to demonstrate scientific understanding. The Assessment is adapted from Florida's Next Generation Sunshine State Standard benchmarks that encompass specific concepts involving several Big Ideas. Among these concepts are items involving the following clusters: Nature of Science, Life Science, Physical Science and Earth & Space Science.

Science Speed Bag, Student Booklet Grade 8 Publisher: Educational Bootcamp Content Development: Educational Bootcamp Senior Editor: C L Watson Literary Services Cover Design: Sadiq Malik Copyright © 2011 by J & J Educational Bootcamp Educational Bootcamp Sunrise, Florida 33351 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp.

Printed in the United States of America

ISBN: 0-85-8343001 10 9 8 7 6 5

4

3

2

1 i

T A B L E Lesson

Scientific Investigations Repeating and Replicating Investigations

Hypotheses, Models, Theories & Laws

Florida Benchmark

SC.8.N.1.1

THE NATURE OF SCIENCE -- Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.8.N.1.2

-- Design and conduct a study using repeated trials and replication.

SC.7.N.1.2

-- Differentiate replication (by others) from repetition (multiple trials).

SC.8.N.1.5 SC.8.E.5.10

SC.7.N.3.1 SC.8.N.3.2 SC.8.E.5.1

Relationships Between Astronomical Bodies

Properties of Stars

SC.8.E.5.2 SC.8.E.5.3 SC.8.E.5.5 SC.8.E.5.6 SC.8.E.5.4

Gravity and the Solar System

SC.8.E.5.7

SC.8.E.5.8

Interactions Between Objects in Space

C O N T E N T S

FL Code

SC.7.N.1.5

Methods for Exploring Different Fields in Science

O F

SC.8.E.5.9

-- Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.

-- Analyze the methods used to develop a scientific explanation as seen in different fields of science.

-- Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.

-- Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.

-- Explain why theories may be modified but are rarely discarded.

EARTH AND SPACE SCIENCE -- Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.

-- Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars -- Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.

-- Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness).

-- Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.

-- Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions.

-- Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.

-- Compare various historical models of the Solar System, including geocentric and heliocentric.

-- Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.

Page Number

pp. 1 - 6

pp. 7 - 12

pp. 13 - 18

pp. 19 – 24

pp. 25 - 30

pp. 31 - 36

pp. 37 - 42

pp. 43 - 48

ii

The Rock Cycle & Earth’s Surface

SC.7.E.6.2

Earth and Floridian Landforms

SC.6.E.6.2

Earth’s Evolution and Dating

SC.7.E.6.4

The Movement of the Earth’s Plates Earth’s Functional Systems Global Patterns Influenced by the Sun

Physical Properties of Matter

SC.7.E.6.6

SC.7.E.6.3 SC.7.E.6.5 SC.6.E.7.4

SC.6.E.7.1

SC.6.E.7.5 SC.8.P.8.3 SC.8.P.8.4

Separating Mixtures and Forming Solutions

SC.8.P.8.5 SC.8.P.8.1 SC.8.P.8.6 SC.8.P.8.7

Properties of Compounds Physical and Chemical Changes

SC.8.P.8.8

Energy and the Electromagnetic Spectrum Movement of Waves

SC.8.P.8.9 SC.8.P.9.2 SC.8.P.9.1 SC.8.P.9.3 SC.7.P.10.1

SC.8.E.5.11 SC.7.P.10.3 SC.7.P.10.2

-- Identify the patterns within the rock cycle and relate them to surface events and sub­surface event .

--Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.

-- Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

-- Explain how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes.

-- Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.

-- Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building.

-- Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.

-- Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transfer red through Earth’s system.

-- Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.

PHYSICAL SCIENCE -- Explore and describe the densities of various materials through measurement of their masses and volumes.

-- Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

-- Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter.

-- Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.

-- Distinguish among mixtures (including solutions) and pure substances.

-- Differentiate between physical changes and chemical changes.

-- Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.

-- Describe how temperature influences chemical changes.

-- Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.

-- Compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs.

-- Recognize that light waves, sound waves, and other waves move at different speeds in different materials.

-- Observe and explain that light can be reflected, refracted, and/or absorbed.

pp. 49 - 54

pp. 55 - 60

pp. 61 - 66

pp. 67 - 72

pp. 73 -78

pp. 79 - 84

pp. 85 -90

pp. 91 - 96

pp. 97 - 102 pp. 103 - 108

pp. 109 - 114

pp. 115 - 120

iii

Energy Transformation Force and Motion

SC.7.P.11.2

-- Investigate and describe the transformation of energy from one form to another.

SC.7.P.11.4

-- Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.

-- Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.

-- Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass.

-- Investigate and describe that an unbalanced force Benchmark acting on an object changes its speed, or direction of motion, or both.

LIFE SCIENCE -- Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.

SC.6.P.13.1 SC.8.P.8.2 SC.6.P.13.3

Organization and Development of Living Organisms

SC.6.L.14.1

SC.6.L.14.2

Cell Theory and Organelles SC.6.L.14.4

Human Body Systems Classifying Organisms Scientific Theory of Evolution Determining Hereditary Probabilities Hereditary and Reproduction Interdependence Among Organisms Photosynthesis and Cellular Respiration Matter and Energy Transformations

SC.6.L.14.5 SC.6.L.15.1 SC.7.L.15.2 SC.7.L.16.1

SC.7.L.16.2 SC.7.L.16.3 SC.7.L.17.2

SC.8.L.18.1 SC.8.L.18.2 SC.8.L.18.4 SC.8.L.18.3

-- Investigate and explain the components of the scientific theory of cells all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre­existing cells, and cells are the basic unit of life.

--Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

--Identify and investigate the general functions of the major systems of the human body and describe ways these systems interact with each other to maintain homeostasis.

--Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

--Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.

--Understand that every organism requires a set of instructions that specifies its traits, that this hereditary information contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.

-- Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.

-- Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.

--Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.

-- Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.

-- Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.

-- Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.

-- Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.

pp. 121 - 126

pp. 127 - 132

pp. 133 - 138

pp. 139 - 144

pp. 145 - 150

pp. 151 - 156 pp. 157 - 162

pp. 163 - 168

pp. 169 - 174

pp. 175 - 180

pp. 181 - 186

pp. 187 - 192

iv

DETERMINING HEREDITARY PROBABILITIES Every organism begins as a single cell that multiplies into many cells. Within these cells is a set of instructions that specifies the organism’s traits. These instructions are better known as DNA, and they determine everything about the organism. DNA decides whether the organism is a fish or a dog, male or female, short or tall. DNA not only specifies traits but also tells each cell within the organism precisely what to do.

DNA is comprised of genes located on the chromosomes of each cell. These genes determine traits such as eye and hair color. There are thousands of genes in the human body. Organisms carry two genes for each trait– one-half of the genes are inherited from the father and the other half from the mother. In this way, information is passed from one generation to the next in the process of heredity.

Of the two genes carried by each individual, one of those genes exhibits dominance over the other one. This gene is called the dominant allele and will mask the other gene's effects, called the recessive allele. Take height, for example. An offspring that receives a short allele from the father and a tall allele from the mother will ultimately end up being on the taller side because it is dominant over the recessive short allele. To understand this better, a British biologist named R.C. Punnett developed a simple graph called a Punnett Square. In a Punnett Square, the father’s genetic information for a specific trait, known as his genotype, is crossed with the mother’s genotype. This graph is a quick way to determine the genotypic (inherited traits) and phenotypic (characteristics of observable traits) probabilities of the offspring for a specific gene.

Follow a few simple rules to create a Punnett Square: 1. Draw a square composed of four boxes.

2. At the top of the Punnett Square, label the two alleles from one of the parents. On the left side of the square, label the alleles from the other parent. Dominant alleles are notated by a capital letter, while recessive alleles are shown by the same letter but lowercase.

3. Cross the alleles and write the letters that result in each of the four boxes of the Punnett Square.

4. Finally, study the resulting Punnett Square and determine the genotypic and phenotypic probabilities of the offspring.

Educational Bootcamp

Copying is strictly prohibited by law. |

163

SC.7.L.16.1 In the Punnet Square below, a heterozygote father with a tall and short allele (Tt) is crossed with a homozygote mother carrying two tall alleles (TT). As for genotype probability, the offspring has a 50% chance of carrying two tall alleles (TT) and a 50% chance of carrying a mixture of tall and short alleles (Tt). But all the offspring will exhibit the tall phenotype because the tall allele (T) is dominant over the short allele (t), and each of the offspring will inherit at least one tall (T) allele.

T T

T

t

TT

Tt

TT

Tt Punnett Square

164

Educational Bootcamp

Copying is strictly prohibited by law.

TWO COLUMN NOTES

DNA

GENES

DOMINANT ALLELES

RECESSIVE ALLELES

PUNNETT SQUARE

GENOTYPE

PHENOTYPE

Educational Bootcamp

Copying is strictly prohibited by law. |

165

____ 1. Graph used to determine the genotypic and phenotypic probabilities of an offspring

____ 2. Of the two alleles an offspring receives, this allele can mask the effects of the other one

KEY VOCABULARY A. DNA B. Genes

____ 3. A set of instructions that specifies an organism’s traits

C. Punnett Square

____ 4. An organism’s observable characteristics

D. Phenotype

____ 5. Determines traits such as eye and hair color

E. Dominant Allele

Writing to Tie It Together Describe how genes are passed on from one generation to the next.

166

Educational Bootcamp

Copying is strictly prohibited by law.

PRACTICE QUESTIONS SC.7.L.16.1

1

2

3

The black coat color (B) gene is dominant over the gene for brown coat color (b).

What percent of the offspring are expected to have brown coat color due to a cross between a dog with black coat color (Bb) and a dog with brown coat color (bb)?

A

25

B

50

C

75

D

100

Albinism is a recessive genetic disorder that results in a lack of skin pigmentation.

People with albinism often have decreased visual acuity (sharpness) and sunburn easily. What is the genotype of an albino woman?

A

AA

B

aA

C

Aa

D

aa

In garden peas, purple flowers (P) are dominant to white flowers (p). If a purpleflowered pea plant is crossed with a white-colored pea plant, the offspring will be purple and possess the Pp genotype. What are the genotypes of the parental pea plants?

A

PP and pp

B

Pp and pp

C

PP and PP

D

pp and pp

Educational Bootcamp

Copying is strictly prohibited by law. |

167

PRACTICE QUESTIONS SC.7.L.16.1

4

In Drosophila melanogaster, commonly known as the fruit fly, the recessive eye color allele causes the flies to have very dark-colored eyes. The dominant eye color allele causes the fruit flies to have normal red eyes. Two fruit flies are crossed, and they produce several hundred offspring—twenty-five percent of their offspring exhibit the dark eye color allele.

Which of the following statements best describes the assumption that can be formulated about the parental generation?

5

A

Both parents exhibit the recessive dark-eyed phenotype.

B

Neither parent carries the recessive dark-eyed allele.

C

Both parents carry the recessive dark-eyed allele.

D

Only one parent carries the recessive dark-eyed allele.

Genes for all traits are positioned on chromosomes located within each cell's nucleus in the human body. Normal human cells contain 23 pairs of chromosomes for a total of 46 chromosomes. One set of 23 chromosomes is inherited from the mother, and the other set of 23 chromosomes comes from the father. In rare instances, offspring will be born with an extra chromosome. What will be the result of an offspring that inherits an extra chromosome from the father?

168

A

The offspring will resemble the father more than the mother.

B

The offspring will resemble the mother more than the father.

C

The offspring will be born with a genetic disorder.

D

The offspring will be unaffected.

Educational Bootcamp

Copying is strictly prohibited by law.

INTERDEPENDENCE AMONG ORGANISMS Species on Earth interact with each other and their environment daily. This interaction affects how organisms change and develop over time. There are five basic types of relationships that organisms carry on with one another: mutualism, predation, parasitism, competition, and commensalism.

When two species live together and benefit one another, they are living in mutualism. Both parties involved receive an advantage. Mutualism helps both species survive.

In a relationship where predation takes place, one organism eats the other. The predator eats the prey to survive. Predators and prey come in various sizes and shapes. It is also important to remember that a species can be a predator in one situation but prey in another.

Parasitism is a unique predator-prey relationship where the predator lives in a very close relationship with the prey, known as the host. It feeds off the organism without killing it immediately. In fact, the parasite may not kill the host at all, but it may significantly harm or weaken the host by stealing its nutrients. The parasite is dependent upon the host for survival. In parasitism, only the parasite benefits from the relationship. Many mosquitoes and viruses are parasites.

A competitive relationship occurs between species when there are limited resources and more than one species needs the same resource. Sometimes, in competition, no species wins. If different species have many of the same adaptations that allow them to compete for the same resource successfully, both species can compete and survive.

In a commensalism relationship, one species benefits from another species, and while the other species do not necessarily benefit from the relationship, it is not harmed either. In fact, the species that are not benefiting from the relationship couldn’t care one way or another.

The relationships between organisms can also be classified in terms of energy transfer in a food web. A food web shows how living things are interconnected by different energy paths. A food web is essentially a diagram showing the various ways in which organisms in an ecosystem obtain their nutrients and contribute to the diet of other organisms within that ecosystem. The base of the food web contains mostly producers like plants and other vegetation that make their own food by photosynthesis. Decomposers can also be found at Educational Bootcamp

Copying is strictly prohibited by law. |

175

SC.7.L.17.2 the base of the food web. Like fungi and mushrooms, decomposers break down dead plants and animals into simple substances that are returned to the Earth. In turn, producers reuse this energy again for growth. Consumers claim the higher levels of the food web. Unlike producers, consumers cannot make food of their own, so they get their energy by eating other organisms. Consumers can be classified as primary, secondary, or tertiary consumers.

Primary consumers are herbivores. Herbivores eat only plants. Carnivores are secondary consumers, and they are meat-eaters. They typically eat the primary consumers. Omnivores eat both plants and animals and can be classified as secondary or tertiary consumers.

Omnivores usually occupy an intermediate level within a food web.

The survival of native populations within an ecosystem is dependent upon the availability of resources from the environment. The environment must provide the native populations with the basic needs for survival. If resources are not available, plants and wildlife can die and become extinct. All living things compete for food, water, shelter, nesting sites, and space. The number of resources in a habitat will determine the number of organisms that will survive and reproduce and those that will die or relocate. Disease, parasitism, and predation can also have a negative influence on native populations within an ecosystem.

When one population of animals, plants, or insects increases or decreases, other native species are also affected. For example, rabbits in a particular ecosystem will decrease if shrubs and brushy areas are destroyed. As a result, the reduced rabbit population will decrease predator populations that consume rabbits as a food source.

Interdependence Among Organisms

176

Educational Bootcamp

Copying is strictly prohibited by law.

MUTUALISM

INTERDEPENDENCE

PREDATION

PARASITISM

COMPETITIVE

COMMENSALISM

PRODUCER

CONSUMER

DECOMPOSER

HERBIVORES

OMNIVORES

CARNIVORES

Educational Bootcamp

Copying is strictly prohibited by law. |

177

KEY VOCABULARY

____ 1. A consumer that eats both plants and animals ____ 2. Organisms like fungi and mushrooms that break down dead organisms into simpler substances

A. Omnivore B. Food Web

____ 3. When two organisms live together and benefit from each other

C. Decomposer

____ 4. An organism that lives and feeds off a host without killing it

D. Parasite

immediately

E. Mutualism

____ 5. Illustrates how organisms are interconnected via different energy pathways

Writing to Tie It Together Describe the relationships between living organisms, such as mutualism, predation, parasitism, competition, and commensalism.

178

Educational Bootcamp

Copying is strictly prohibited by law.

PRACTICE QUESTIONS SC.7.L.17.2

All plants and animals in an ecosystem depend on the flow of energy. Which of the following sources do decomposers rely on for their energy needs?

1

A

green grass

B

deceased plants and animals

C

active secondary consumers

D

healthy herbivores

The black widow spider is the most venomous spider in North America. After spinning its strong web of silk threads, the black widow waits nearby for its food to become trapped. The black widow then enjoys its share of various insects such as beetles and cockroaches. Which best describes the relationship between the black widow spider and cockroaches?

2

3

A

predator-prey relationship

B

parasitic relationship

C

competitive relationship

D

commensalism relationship

The ability of native populations to survive in the wild depends on the availability of essential resources like shelter, nesting sites, and space. The ongoing destruction of the wilderness has a detrimental effect on primary consumers like rabbits who lose their natural habitat. How does the reduction of the rabbit population most likely affect the flow of energy in a forest ecosystem?

A

The population of producers will decrease.

B

The population of tertiary consumers will increase.

C

The population of secondary consumers will increase.

D

The population of secondary consumers will decrease.

Educational Bootcamp

Copying is strictly prohibited by law. |

179

PRACTICE QUESTIONS SC.7.L.17.2

4

A particular ecosystem's food web helps show the various energy exchanges that regularly occur in a particular ecosystem.

Which of these terms describes the role of the red squirrel in the forest food web above?

5

A

producer

B

primary consumer

C

secondary consumer

D

decomposer

Birds, bees, butterflies, and other insects feed on the seeds and nectar of flowering plants. Which of the following statements best explains the relationship between insects and flowers?

180

A

Predation because the insect kills the flower when it feeds on the nectar.

B

Parasitism because the flower is harmed as the insect drinks the nectar.

C

Mutualism because the flower gets pollinated, and the insect gets food.

D

Commensalism because only the insect benefits from the exchange.

Educational Bootcamp

Copying is strictly prohibited by law.

PHOTOSYNTHESIS AND CELLULAR RESPIRATION Photosynthesis and cellular respiration are the two major processes on Earth that encompass energy transfer.

Photosynthesis is the process by which green plants make their own food using the energy from sunlight in order to sustain life. Sunlight, carbon dioxide, water, and chlorophyll are the fundamental requirements in the process of photosynthesis.

Carbon dioxide exhaled by animals is ever-present in the atmosphere and enters through the stomata on plant leaves. Stomata are small pores located on the underside of plants' leaves that allow the exchange of gases and water vapor between the plant and the surrounding atmosphere.

Water then enters the leaves through the underground roots of the plant. The roots draw in the groundwater and transport the water through the stem up to the plant's leaves. Water is necessary in order for the process of photosynthesis to take place.

Sunlight shines down on plants' leaves, and electromagnetic energy from the sun is converted to chemical energy during photosynthesis. Photosynthesis takes place in the chloroplasts, small organelles on plant leaves, where chlorophyll is present. Chlorophyll is responsible for capturing the energy from sunlight and giving plants their green color.

The sunlight then combines with carbon dioxide and water to produce oxygen and glucose sugar. The oxygen is released through the stomata into the environment. Oxygen created by plants is vital for the survival of all animals as animal cells need to live in aerobic conditions (environments rich in oxygen). Glucose, the other essential product of photosynthesis, is used as food for the plant and in various forms by all living organisms on Earth.

The photosynthetic process can be summarized by a single chemical formula: 6CO2 + 6H2O + Light

C6H12O6 + 6O2

Plants rely on us just as much as we depend on them. Animals inhale oxygen and exhale carbon dioxide as a waste product, while plants give out oxygen and take in carbon dioxide, thereby removing it from the air.

Cellular respiration is the process by which chemical energy is captured from glucose sugar and converted to energy to be stored for later use. Cellular respiration occurs in the mitochondria of the cell and yields the energy that keeps our bodies functioning.

Educational Bootcamp

Copying is strictly prohibited by law. |

181

SC.8.L.18.1/SC.8.L.18.2 During cellular respiration, cells use oxygen to break down and store the energy from glucose into adenosine triphosphate molecules, better known as ATP. The energy in glucose is not usable until it is stored as ATP, so cellular respiration constantly occurs within cells to keep the organism alive. Only about 40 percent of the energy from glucose is converted to ATP. The remaining energy from glucose is turned into heat to allow warm-blooded animals to maintain their body temperature. Cold-blooded animals release this heat back into the environment.

Glucose and oxygen are the basic requirements for cellular respiration. Animals obtain glucose from the food they consume, while plants make their own glucose through photosynthesis. Animals inhale oxygen from the air. This oxygen is the same oxygen that plants release as a byproduct of photosynthesis.

Glucose joins with oxygen to form carbon dioxide, water, and energy in the form of ATP. The carbon dioxide is released back into the environment by animals as a waste product of cellular respiration. Plants use this carbon dioxide as a reactant in the process of photosynthesis.

The following chemical formula can summarize the cellular respiration process: C6H12O6 + 6O2 → 6CO2 + 6H2O + ATP Photosynthesis

182

Educational Bootcamp

Copying is strictly prohibited by law.

THE PROCESS OF PHOTOSYNTHESIS Label the arrows with the appropriate things required to carry out photosynthesis.

Educational Bootcamp

Copying is strictly prohibited by law. |

183

____ 1. Responsible for capturing energy from the Sun and giving plants their green appearance

KEY VOCABULARY A. Photosynthesis

____ 2. A form of sugar

B. Chlorophyll

____ 3. The process by which plants use sunlight, CO2, H2O, and

C. Cellular Respiration

chlorophyll to make glucose

____ 4. Pores on the leaves of plants that allow the exchange of gases and water vapor between the plant and the environment

D. Glucose E. Stomata

____ 5. The process by which chemical energy is drawn from glucose and converted to energy for later use

Writing to Tie It Together Describe the general processes of photosynthesis and cellular respiration.

184

Educational Bootcamp

Copying is strictly prohibited by law.

PRACTICE QUESTIONS SC.8.L.18.1/SC.8.L.18.2

1

2

3

Photosynthesis most likely takes place in which of the following plant parts?

A

In the xylem cells of the stem

B

In the pistil of the flower

C

In the soil, before entering the roots

D

In the chloroplasts of the plant leaves

During cellular respiration, energy is captured from the food that we eat and stored in our bodies for future use. Which of the following is not a product of cellular respiration?

A

carbon dioxide

B

water

C

oxygen

D

adenosine triphosphate

How does the energy from the Sun help the tree in the process of photosynthesis?

A

Chlorophyll in the leaves captures the Sun’s energy and causes it to make glucose sugar from carbon dioxide and water.

B

The leaves of the tree absorb much of the Sun’s heat so that the surrounding environment is cooler.

C D

The tree captures the electromagnetic energy from the Sun and releases carbon dioxide into the atmosphere.

The tree relies on carbon dioxide, water, and chlorophyll for Photosynthesis, but the Sun’s energy is not required.

Educational Bootcamp

Copying is strictly prohibited by law. |

185

PRACTICE QUESTIONS SC.8.L.18.1/SC.8.L.18.2

4

5

Which of the following organisms most likely carries out cellular respiration?

A

a cactus

B

a bottlenose dolphin

C

a corn plant

D

all of the above

Which of the following statements best describes the products of the photosynthetic process?

186

A

The products of photosynthesis are the products of glucose.

B

The products of photosynthesis are the starting materials of glucose.

C

The products of photosynthesis are the starting materials of cellular respiration.

D

The products of photosynthesis are the products of cellular respiration.

Educational Bootcamp

Copying is strictly prohibited by law.

MATTER AND ENERGY TRANSFORMATIONS All living systems obey the Laws of Conservation of Mass and Energy. The Law of Conservation of Mass states that the total amount of mass in an isolated system remains constant despite any physical or chemical changes that might occur. In a chemical reaction, the mass of the ending products should always be equal to the mass of the starting reactants. Matter, however, can be rearranged. For example, if you measure the mass of a whole sheet of notebook paper, then tear it into ten pieces, and measure each piece separately, the total mass of the torn pieces should equal the mass of the whole original sheet of paper.

The Law of Conservation of Energy says that the total amount of energy in an isolated system, remains constant. In other words, energy cannot be created or destroyed in a closed system, but it can change forms. When work is done on an object, an energy transfer takes place. For example, if a baseball player uses a bat to hit a baseball, the bat does work on the baseball as it strikes the ball. Energy moves from the bat to the baseball, and the bat did work on the baseball. The energy from the bat did not disappear or decrease. The energy stayed constant in magnitude but moved from one object to another in this closed system.

Matter and energy are continuously being transferred between organisms and their environments through the Carbon Cycle. Carbon is a gas that, along with hydrogen and oxygen, forms the building blocks of Earth. It is the fourth most abundant element in the universe. All around us, carbon is constantly being exchanged between the atmosphere, land, water, and living organisms, in order to maintain a delicate balance of carbon in the atmosphere.

Here are a few key steps of the carbon cycle: 1. Carbon is taken out of the atmosphere by plants that use carbon dioxide in the process of photosynthesis.

2. Carbon moves from plants into animals through the food chain. Primary consumers or herbivores eat plants, and then carnivores eat these herbivores, thereby ingesting the carbon.

3. Carbon also travels from the atmosphere to the bodies of water that lie upon the Earth. Carbon in the form of carbon dioxide is dissolved into oceans, rivers, and lakes.

This dissolved carbon dioxide can remain as is, or it can be converted into carbonates Educational Bootcamp

Copying is strictly prohibited by law. |

187

SC.8.L.18.3/SC.8.L.18.4 and bicarbonates. Corals and oysters use carbonate to make their shells, while marine plants use intact carbon dioxide for photosynthesis. The largest reservoir of carbon is in our oceans and seas, thanks to microscopic organisms called phytoplankton.

4. Carbon becomes a part of the land after organisms die. When plants and animals die and become buried underground, they break down, and carbon is released.

5. Carbon eventually returns to the atmosphere by respiration in plants and animals.

The burning of fossil fuels and wood also releases carbon dioxide into the atmosphere.

The Carbon Cycle

188

Educational Bootcamp

Copying is strictly prohibited by law.

THE LAW OF CONSERVATION OF MASS

THE LAW OF CONSERVATION OF ENERGY

CARBON CYCLE

Educational Bootcamp

Copying is strictly prohibited by law. |

189

KEY VOCABULARY ____ 1. The exchange of carbon between organisms and the

A. Law of Conservation of Mass

____ 2. The total amount of mass in an isolated system always remains

B. Law of Conservation of Energy

environment

the same despite any physical or chemical changes

____ 3. The total amount of energy in an isolated system remains the

C. Carbon Cycle

same

Writing to Tie It Together Describe how matter and energy are transferred between organisms and their surroundings during the carbon cycle.

190

Educational Bootcamp

Copying is strictly prohibited by law.

PRACTICE QUESTIONS SC.8.L.18.3/SC.8.L.18.4

There are several gases that make up the basic building blocks of Earth. Among the most abundant elements within these gases are hydrogen, oxygen, and carbon.

Which of the following is the largest reservoir for the element carbon?

1

2

A

animal-life

B

ocean

C

atmosphere

D

soil

The Carbon Cycle is a series of steps in which carbon atoms are recycled. Carbon atoms found in all animals have been reused since the beginning of time. Wood and fossil fuels burned years ago produce the carbon dioxide necessary for photosynthesis. Without the proper functioning of the carbon cycle, life would be very different. oxygen

respiration (plants and animals)

photosynthesis (green plants)

dead organisms

combustion

respiration (decomposes)

carbon dioxide

How is the element carbon isolated for use in the Carbon Cycle?

A

Through the respiration of the decomposers

B

Through soil absorption as a result of dead organisms decaying

C

Through plants that take in carbon dioxide from the atmosphere

D

Both B and C

Educational Bootcamp

Copying is strictly prohibited by law. |

191

PRACTICE QUESTIONS SC.8.L.18.3/SC.8.L.18.4

3

4

Which scientific law is best illustrated by the diagram below?

A

The Law of Conservation of Matter

B

The Law of Conservation of Energy

C

The Law of Conservation of Mass

D

The Law of Universal Gravitation

Which of the following human activities most likely contributes the greatest amount of carbon to the atmosphere?

192

A

cutting down vegetation

B

burning fossil fuels

C

adding new animal populations

D

increasing soil erosion

Educational Bootcamp

Copying is strictly prohibited by law.

EARTH AND SPACE SCIENCE Apparent magnitude Asteroid belt Astronomical unit Biosphere Coastline Conduction Continental drift Convection Comet Desertification Dunes Dwarf planet Erosion Fault Fold Fossils Galaxy Geocentric model Heliocentric model Igneous rock Infiltration Jovian Planets Light-year Luminosity Lunar eclipse Metamorphic rock Neap tides Nebula Percolation Prominences Radioactive dating Satellite Sedimentary rock Solar eclipse Solar flare Spring tides Sunspots Tectonic plates Terrestrial planets Weathering

194

a measure of apparent brightness as viewed by an observer on Earth an area made of rocks and metal that separates the inner and outer planets unit used to measure distances in the solar system refers to the part of the Earth in which all the life forms exist the point where land meets a body of water is heat transfer that occurs when there is direct contact between objects suggests that large pieces of Earth’s crust glide slowly upon the mantle movement of heat molecules through or a gas a small celestial body made up of ice that release dust and gas degradation of drylands as result of climate change and human interaction hills of sand built by the blowing of the wind a celestial body like a planet orbiting in a zone that has many other objects the process of weathered rock being carried to another location a crack in Earth’s crust along which movement has occurred a bend in a layer or several layers of rock remains that show how living things have evolved over time consists of gas, dust, stars, and any objects orbiting the stars theory that the Sun, Moon, planets, and stars rotate around the Earth theory that the Sun is the center of the universe rock formed from the cooling of magma or lava a process in which water soaks into the soil outer planet composed of gaseous or liquid fluids unit of length that measures objects in outer space a measurement of a star’s brightness when the moon passes behind the Earth so that the Sun’s rays are blocked rock formed from extreme heat and pressure lower high tides and higher low tides as the Sun and Moon are at right angles mass of gas and dust in space that can lead to the formation of a star the movement of water through rock or soil large, bright features extending outward from the Sun's surface process used to determine the age of Earth and its components any object that orbits or revolves around another object a type of rock formed from layers of sediment occurs when the moon passes in between the Sun and Earth magnetic storms characterized as explosive eruptions on the Sun’s surface higher high tides and lower low tides from the Sun and Moon being in alignment large dark regions in the photosphere of the Sun huge plates of rock that float across Earth’s mantle the rocky inner planets characterized by their closeness to the sun the process by which rocks break down through natural or chemical means

Educational Bootcamp

Copying is strictly prohibited by law.

PHYSICAL SCIENCE Acceleration Amplitude Boiling point Chemical change Chemical properties Conduction Contact force Convection Conductivity Electromagnetic spectrum Element Frequency Heterogeneous Homogeneous Infrared light Magnet force Melting point Mixtures Molecule Net force Opaque Periodic table Physical change Physical property pH Pressure Radiation Reflection Refraction Saturation Solubility Solute Solution Solvent Specific heat Translucent Transparent Ultraviolet light Visible light Wavelength

Educational Bootcamp

the rate at which velocity is changing the maximum absolute variation of any periodic function the temperature at which a liquid changes to a gas the change of a substance into a new substance description of a substance’s composition, reactivity, and ability to change heat transfer between objects that have direct contact a push or pull that makes direct physical contact with an object heat transferred through the flow of currents in a liquid or a gas refers to a substance’s ability to transfer heat to another substance or object the range of all possible frequencies of electromagnetic radiation any substance that cannot be broken down into simpler substances the number of waves that pass a fixed place in a given amount of time type of mixture in which different parts can be easily distinguished type of mixture in which the different parts are blended evenly throughout has wavelengths longer than the red end of visible light a force that attracts magnetic materials the temperature at which a solid changes to a liquid a combination of two or more compounds held together by physical forces the smallest unit of matter that retains all of its original properties the sum of all the forces acting on an object a term used to describe a material that absorbs and/or reflects light table of chemical elements arranged in order of increasing atomic number to alter the size, shape, or form of a substance any measurable or observable attribute that describes matter measure of the acidity or alkalinity of a solution based on a scale from 0 to 14 the force exerted per unit area heat transfer through electromagnetic waves light waves bouncing off of a surface the bending of light waves as they pass from one medium to another condition of a solution whereby it has reached a maximum amount of solute physical property that describes a substance’s ability to dissolve in another a substance that is being dissolved by another substance when two or more substances are completely dissolved in another substance a substance that dissolves another substance how willing the substance is to change its temperature allowing light, but not detailed images to pass through term used to describe a material that can be clearly seen through below visible light with wavelengths shorter than the color violet is light that humans can see the distance between the high points or peaks of a wave

Copying is strictly prohibited by law. |

195

science

SCIENCE

grade 8

jandj@educationalbootcamp.net www.educationalbootcamp.net Tel. 305-423-1999 Fax. 305-423-1132

STUDENT BOOKLET

Educational Bootcamp

SPEED BAG

speed bag

boot camp

GRADE 8 EDUCATIONAL BOOTCAMP