Weekly Bellringer 7 th Grade Supporting Standards Review

1. Date: _______ Easy Medium HardIdentify 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. All living things are classified or grouped into 6 Kingdoms. The characteristics of each organism will determine the Kingdom to which it belongs.

4. Weekly Bellringer 7th Grade Supporting Standards Review __________ Easy Medium Hard Be able to diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids. Which species have the most energy available? _______producers_____________________ Which species have the least energy available? __lion, cheetah________________________ What is the role of the dung beetle? ____scavenger (detrivore)_ What does the arrow represent? ____energy flow____________ ________________________________________________________________________________ Label the parts of the food chain Phytoplankton  Zooplankton  Small fish  Large fish Producer pimary consumersecondary consumertertiary consumer Fill in the names and % of energy each level has on the energy Pyramid. Start with 5,000 calories at the bottom Each level you go up, you lose 90% Name 5 % of Energy ____Tertiary_ 5 secondary 50 50 Primary 500 500___ Producer 5,000 cal

5. Weekly Bellringer 7th Grade Supporting Standards Review Date: __________ Easy Medium Hard How does biodiversity contribute to the sustainability of an ecosystem? The greater the biodiversity in an ecosystem, the greater the sustainability, however all ecosystems change over time as their populations transition through a natural ecological succession toward a climax population. A healthy ecosystem exhibits biological diversity within and between trophic levels. As biodiversity of an ecosystem increases, the ability to withstand environmental stress due to the loss of a single species or group also increases, improving the sustainability of the ecosystem. The higher the biodiversity of an ecosystem, the better that ecosystem can withstand environmental stress. Hence, if biodiversity is lost, that ecosystem has less ability to withstand the same environmental stress. • 1. Biodiversity means that ____________. • a. there are only a few *specialized organisms • b. there are many, many different organisms • c. all the biotic factors have been removed • 2. Why does biodiversity insure an ecosystem’s sustainability? Circle all answers that apply • a. So a small change in a population doesn’t cause a major change in the rest of the ecosystem. • b. When there are a lot of different organisms, competition for recourses are better balanced. • c. The competition for survival is extremely high • d. When the ecosystem consists of many populations, the *interdependent organisms are less affected by the loss of one specific population. • 3. Which of the following most likely supports the most sustainable ecosystem? • a. the habitat with the greatest number of green plants • b. the habitat with the greatest variety of living things • c. the habitat with the warmest average temperature • the habitat with the greatest number of consumers • 4. Which picture shows the most biodiverse ecosystem? • .

6. Weekly Bellringer 7th Grade Supporting Standards Review __________ : Easy Medium Hard Model the effects of human activity on groundwater and surface water in a watershed • Surface runoff • Dumping of waste • Algal bloom • Subsidence • Likely caused by agricultural runoff • Likely caused by over-pumping Circle the most appropriate term Groundwater / Surface water is water found in the ground in underground reservoirs called a/an lake/aquifer. Groundwater / Surface water is water that flows over Earth’s surface. Smaller streams and gullies flow into either larger moving bodies of water such as rivers or into still bodies of water like lakes and ponds. Eventually all of this water flows into oceans. Water sources are effected by both point source and non-point source pollution. Provide one example of each and explain. Point source pollution _________________________________________________________________ Non-point source pollution_______________________________________________________________ ________________________________________________ Rainwater flowing into a storm drain A student builds a model to show how pollutants move through an ecosystem. In a plastic tub, the student places a layer of small marbles, covers it with a thick cloth, and then adds a layer of sand. The student then sprinkles red powdered paint on top of the soil. When the student sprays water onto the model, red color appears in the cloth and in the water in the layer of marbles. Which part of the model represents pollutants introduced by humans? Write your explanation below. Sewer pipe leading into a reservoir sinkhole Ducks on a murky pond __________________________________________________ __________________________________________________ If the cause of specific pollution can be traced back to a particular event or place, it is called _______________________ pollution. Water in a watershed always flows ______________ and eventually end up in the ________________. What could be an easy way to prevent non-point source pollution? A. Keep businesses and industries from disposing of hazardous chemicals. B. Farmers can make sure that waste treatment tanks do not spill or leak into the groundwater. C. Only wash your car when it rains. Use only organic fertilizers and natural pesticides on your lawn to reduce the amount of runoff containing harmful chemicals.

7. 1. Rainwater flowing into a storm drain Surface runoff – 1, 2, 4 • Dumping of waste – 1, 2 • Algal bloom - 4 • Subsidence - 3 • Likely caused by agricultural runoff - 4 • Likely caused by over-pumping - 3 2. Sewer pipe leading into a reservoir 3. sinkhole 4. Ducks on a murky pond

8. Weekly Bellringer 7th Grade Supporting Standards Review __________ Easy Medium Hard Observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds 1. Observe and record the main differences between Primary and Secondary Succession. Primary=rock, secondary=dirt 2. Which type of succession takes longer to reach a climax community? Primary, from rock, duh 3 One of the two can be used as a tool of land management. Which one and how could be of help to farmers and ranchers? Secondary, not many farmers like to plant on rock 4. Explain the role of ecological succession in an ecosystem. Out with the old, in with the new. Allows more biodiversity. What catastrophic events could trigger primary succession? volcano. Sometimes flood, tsunami, tornado, hurricane (rarely causes primary). Erosion/mud slides/landslides. What catastrophic events could trigger secondary succession. mostly fires. Some of the above. If erosion moved all of the soil away from an area and left nothing but rock, explain what steps wouldhappen next. Lichen, moss, grasses/weeds, shrubs/bushes, small trees, larger trees

9. Weekly Bellringer 7th Grade Supporting Standards Review Date: 4/23 Easy Medium Hard Identify organisms based on their structures using a dichotomous key. Dichotomous keys are tools used to classify organisms based on their traits and their structures

10. Weekly Bellringer 7th Grade Supporting Standards Review Date: 4/23 Easy Medium Hard Sexual and asexual reproduction All living things reproduce to continue the species. Organisms will reproduce either sexually or asexually Sexual / Asexual Offspring's genes come from one parent Sexual / Asexual Offspring's genes come from two parents Identify the following as either sexual or asexual reproduction ______A____________Fissionof a bacteria ________A_________Buddingof a hydra ______S____________Puppies ________A_________Fragmentationsea star ______A___________Breakingoff a leaf and planting it _________S________Humans Identify diagram as sexual or asexual reproduction ______A____________ _______A___________ ___S______________ ________S__________ _________A_______ _______A___________

11. Weekly Bellringer 7th Grade Supporting Standards Review Date: 4/25 Easy Medium Hard Identify the main functions of the human body systems. Match the body system to the function. 1. __H____Digestivesystem 2. __E____Skeletalsystem 3. ___G___Respiratorysystem 4. ___I___Circulatorysystem 5. __J____Nervoussystem 6. __D____Muscularsystem 7. __A____Excretorysystem 8. ___C___ Integumentary 9. ___B___Endocrine 10. __F___Reproductive Removes extra water and waste materials from our body Produces hormones that regulate the body Covers the outer body. Helps regulate body temperature and removes waste allows us to move different parts of our body protects the major organs in our body, helps with movement, produces blood cells Helps continue the species takes air into and removes air out of our body breaks down food into substances our body can use made up of parts that help move substances to all parts of our body the control center of our body Indicate which organ system will be primarily used in the following situation. Write the beginning letter of correct organ system on the blank. M - muscular D - digestive C - circulatory S - skeletal R- respiratoryN - nervous Ex – Excretory En - Endocrine I – Integumentary 1.__D___ Prepare for a 5km run and eat lots of carbohydrates like rice to give you more energy. 2. __EN___ You get butterflies because of the adrenaline moving through your body 3.__M___ You lift your feet and move your legs as fast as you can. 4. _EX____Butyou have to go to the bathroom because you drank too much water before the run. 5.__R___ Your breathing is getting faster and faster. 6. __I__ Sweat starts to run down your back, cooling your body down 7. __N___Ouch! You accidentally tripped and scraped your knee. 8. __S___Goodthing you have strong bones to protect you. 9. __C___Theheart is pumping fast as you sprint for the final 100 m.

12. Weekly Bellringer 2.2 7th Grade Supporting Standards Review ___4/25______: Easy Medium Hard Cell theory All organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. • __________ Easy Medium Hard • Identify some changes in genetic traits that have occurred over several generation through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospizafortis) or domestic animals • 1. A barrel cactus is a plant adapted to survive in the harsh conditions of a desert. Individual barrel cacti might vary in several traits. Which of the following variations would have the greatest effect on the ability of individual barrel cacti to survive in an arid climate? • A Color of flower petals • B Thickness of waxy coating • C Length of spines • D Number of seeds produced in fruit • 2.Several years of drought affect a population of plants in southwest Texas. Which of the following characteristics would you expect to see more frequently in the plants over the next several generations? • A Abundant broad leaves • B Waxy coating on leaves • C Flowers blooming regularly • D Tall, narrow stems

13. Weekly Bellringer 2.4 7th Grade Supporting Standards Review __________ Easy Medium Hard Recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus C B A • Observe the cell to the right. Which organelle houses the genetic material for this cell? • b. c. d. • This organelle is called the __________ • a. Nucleus b. centriole • c. Vacuole d. mitochondria D Located in the (3)Nucleus of a cell is the genetic material in the form of chromosomes (pictured @ right). A human has (4)Twenty three pairs of chromosomes. Half of each of these pairs comes from the (5)Father by way of a(n) (6) Spermcell. The other half comes form the (7) Mother by way of the (8) Egg cell. Chromosomes are made of DNA. Two forms of a gene called (9)Alleles determine the traits of the offspring. Ex. For the trait eye color: A child received 1 Blue allele from the father, and one Green allele from the mother. 1 blue allele and one green allele is the child’s (10) Genotype(Genotype or Phenotype) When the child is born, he actually has green eyes. Green eyes is the child’s (11) Phenotype In this scenario, Blue eyes are (12) _Recessive green eyes are (13)_Dominant Nucleus Twenty three Father Mother Sperm Egg Alleles Genotype Phenotype Dominant Recessive

14. Weekly Bellringer 2.4 7th Grade Supporting Standards Review Date: 4/26 Easy Medium Hard Differentiate between structure and function in plant and animal cells. A plant cell has a cell wall for protection A ______________Cell____________________ is the smallest unit of living thing An animal cell has a cell membrane but no need of a cell wall ____________________organelles________________ are smaller structures of a cell Match the organelles with there function and put a “P” for plant only; “A” for animal only; or “B” if is found in both. Identify the cell parts in the picture above __________ 2. ___________ 3. ___________ 4. __________ 5. ___________ 6.____________ 7. ___________ Type of cell? _____________ 6 Type of cell? _____________ 4 1 3 1 5 7 2 3

15. Weekly Bellringer6thGrade Supporting Standards Review Date: __________ Easy Medium HardCompare and contrast potential and kinetic energy. Potential energy is the energy stored in a system or object. (Gravitational) potentialenergy increases with height and mass. Kinetic energy is the energy of moving objects. Kinetic energy increases with speed/velocity and mass. As the cart moves from point A to point B, its potential energy decreases as its kinetic energy increases. As the cart moves from point B to point C, its potential energy increases as its kinetic energy decreases. As the cart moves from point C to point D, its potential energy decreases as its kinetic energy increases. Date: __________ Easy Medium Hard Compare and contrast potential and kinetic energy. Analyze the pictures. Label each diagram as “potential energy (PE),” “kinetic energy (KE),” or both “potential and kinetic energy (Both).” Write the letter of the example above that best matches the energy described below. D.Low potential energy and low kinetic energy. B. Low potential energy and high kinetic energy. A . High potential energy and high kinetic energy. C . High potential energy and low kinetic energy. 1. PE 2. both 3. KE 4. both 5. PE Satellite orbiting the Earth Skier standing at the bottom of a slope. Motorcycle racing around track Boulder resting at the top of mountain

16. Weekly Bellringer 6th Grade Supporting Standards Review • Date: __________ Easy Medium Hard Differentiate between elements and compounds on the most basic level. • Determine if these substances are elements or compounds and identify the elements IN each. • H ELEMENT HYDROGEN • CO2 COMPOUNDCARBON, OXYGEN • Co ELEMENTCOBALT • Ca ELEMENT CALCIUM • CaCO3 COMPOUND CALCIUM, CARBON, OXYGEN Date: __________ Easy Medium Hard Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Fill in the Blank: Luster is a physical property, the way the surface of a substance shines or reflects light, most general classification between metallic (shiny) and non-metallic (dull). Conductivity physical property, the ability to easily transfer heat, electricity, or sound. Malleability is a physical property, able to be shaped or formed into thin sheets by hammering or pressure.

17. Weekly Bellringer 6th Grade Supporting Standards Review Date: __________ Easy Medium Hard Calculate density to identify an unknown substance. Fill in the Blank: Mass, Volume, Density The __________________ of an object is the amount of space it occupies. The __________________ of an object is the amount of matter in a certain volume. The __________________ of an object is the amount of matter in an object. Density = Mass D= M Volume V What is the density of an object with a mass of 60 g and a volume of 2 cm3? Show your work! 60 g /2 cm3 = 30 g/cm3 If a block of wood has a density of 0.6 g/cm3 and a mass of 120 g, what is its volume? Show your work! 120 g / 0.6 g/cm3 = 200 cm3 What is the mass of an object that has a volume of 30 cm3 and a density of 6 g/cm3? Show your work! 30 cm3 X 6 g/cm3 = 180 g Date: __________ Easy Medium Hard Calculate density to identify an unknown substance. A student needs to determine the identity of 4 unknown substances. The student collects data on the mass and the volume of each of the substances. Use the student’s mass and volume data to calculate the density for each substance. Then compare the density of each unknown substance to the density of known substances to determine the identity of each. Use this table of known substances and their densities to identify the unknown substances above.

18. Weekly Bellringer 6th Grade Supporting Standards Review Date: __________ Easy Medium Hard Understand that gravity is the force that governs the motion of our solar system. Fill in the blanks using words from the word bank. decreases energy gravity rotate Gravity is a forceof attraction between two or more objects with mass. The more mass an object has, the more gravitationalforceit has. As the distance between objects increases, the gravitational force between them decreases. The Sun has the most massorgravitationalforceof any object in our solar system therefore it has the greatest gravitational influence on all other bodies in the solar system. The celestial bodies in space move about in predictable paths called orbits. As a result, a planet is able to revolve around the Sun. Other objects in the solar system also revolve around the Sun. These objects include asteroids, comets, and moons. Continue on the back

19. Weekly Bellringer 7th Grade Supporting Standards Review Date: __________ Easy Medium Hard Calculate work. Work = Force x Distance How much work was done when you pushed a box across the floor with 50 N of force for 5 m? Show your work. 50 N x 5 m = 250 J How would the amount of work differ if you push with 50 N of force but the object did not move? Explain. 50 N x 0 m = 0 J Calculate work using simple machine. (Work = Force x Distance) Simple machines reduce the force / distance / work ? Simple machines increase the force / distance / work ? If you had to lift a box with 100 N of force to raise it 1.5 meters, how much work was done? Show your work 100 N x 1.5 m = 150 J To make it easier, you build a 7 meter ramp. Using the amount of work done in the question above, calculate how much force it would take to push the box up the ramp. Show your work. 150 J / 7 m = 21.4 N Which situation would require the least amount of work to push a 10 kg mass? Explain. All the same work. Longer ramp = less force, but same work. Lifting the box straight up 1 m (Force = 60N) Pushing the box up a 3 m ramp (Force = 20 N) Pushing the box up a 6 m ramp (Force = 10 N)

20. Weekly Bellringer 6th Grade Supporting Standards Review • Date: _4.1______ Easy Medium Hard • Calculate average speed using distance data and time measurements. • Speed = s = d / t • Use the formula for speed to solve the following problems. Show Your Work! • A school bus travels 15 kilometers in 0.75 hours. What is the speed of the school bus? • 15 km / .75 hr = 20 km/hr • A skier travels 1200 meters in 50 seconds. What is the speed of the skier? • 1200 m / 50 sec = 24 m/s • A cyclist travels 10,000 meters at a speed of 2.5 m/sec. How long will it take to complete the trip? • 10,000 m / 2.5 m/sec = 4000 sec. Date: __________ Easy Medium Hard Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energyDescribe the energy transformation in the following examples Fan – electric mechanical Photosynthesis light chemical Rubbing your hands together- mechanical to heat Toaster – electrical to heat Exercising – chemical to mechanical/heat • TYPES OF ENERGY • • Light (e.g., light bulbs, computer • monitor, TV screen)•Heat (e.g., toaster, oven, range) • • Sound (e.g., radio, TV, stereo)• Mechanical (e.g., motors in fans, • washing machine, blender) • Chemical (e.g., battery charger) • Electrical (moving electrons) In the diagram, a wind turbine is transforming energy from the wind. Between which two steps in the diagram is mechanical energy being converted into electrical energy? 1 and 2 2 and 3 3 and 4 4 and 5

21. Weekly Bellringer 6th Grade Supporting Standards Review Date: __________ Easy Medium Hard Measure and graph changes in motion. School Bus Ride Use the graph above to answer the following questions. The bus was moving at a steady speed (but not at rest) from 0 min to 5 min. During what time was the bus at rest? From 5 min to 7 min The bus was increasing in speed from 7 min to 10 min. What was the total distance that the bus traveled? 40 km What was the total time that the bus was traveling? 10 min What was the average speed (total distance/total time) of the bus for this trip?Show your work! 40 km / 10 min = 4 km/min A Student’s Journey to School Use the graph above to answer the following questions. When did the student stop to talk to a friend? 8-14 min. I don’t know why. When did the student’s speed increase (accelerate) (more than one answer)? 0-4 min, 14-24 min. When did the student’s speed decrease (accelerate)? 8 min When did the student’s speed remain constant (but not 0)? 4-8 min

22. Weekly Bellringer 7th Grade Supporting Standards Review Date:__________ Easy Medium Hard Identify organic compounds based on their elements. Organic compounds come from living or once living organisms. All organic compounds contain carbon and a combination of 5 other elements. CHNOPS What elements are be found in organic compounds? ***ALWAYS***Carbon________ Nitrogen________ Hydrogen______ Phosphorus_____ Oxygen________ Sulfur__________ Identify the compound as either organic or inorganic Glucose (C6H12O6) Org Acetic Acid (CH3COOH ) Org Water (H20) Inorg Vitamin B7 (C10H16N2O3S) Org Rust (Fe2O3) Inorg Oxygen gas (O2) Inorg Distinguish between physical and chemical changes in matter in the digestive system. Chemical / Physical changes chemically break down food pieces into smaller molecules. Chemical / Physicalchanges mechanically break down food pieces into smaller pieces. Place a check mark in the appropriate box to indicate what type of change is happening in the digestive system. The majority of chemical changes happen in the small intestine. Both chemical and physical changes happen in which organs? Mouth, stomach.