Outcomes for Final Rebel Assessment
Ecosystems
LS1 • identify examples where scientific understanding about an ecosystem was enhanced or revised as a
result of human invention or related technologies
At the start of the year we went out to the beach ecosystem. One of the residents was angered that we were
walking on the dunes to collect some vegetation samples. Why was this the case? What holds the dunes
together? Is there any habitat concerns there? How does human activity impact ecosystems?
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dunes block wind and provide organisms with habitat
piping plovers use the dunes to live and reproduce/certain areas are protected/fines issued for
harming the dunes
human activity on the dunes causes damage to the maram(crab) grass whose root system hold the
sand together and provide the habitat
crab grass is very sensitive to impact/trampling caused by foot traffic
if the piping plover’s habitat disappears then so will they
erosion occurs when the grass dies and wind blows the loose sand away
crab grass also acts as a producer in beach ecosystems providing food for other organisms
the ecosystem here is fragile because it does not have many organisms in it
Also see LS 8 below
LS2 • analyze the impact of external factors on an ecosystem
Think of things like climate, soil, and the “lay of the land”(topography) and talk about how they would affect
what will live there. Don’t get too complicated, relate this to Beck’s farm and some of the things we did there.
Why did we move the trees? Why did we build the check dams? Why does he grow many types of crops?
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external factors that affect ecosystems are: wind, precipitation, the climate(temperature)
at Beck’s farm we transplanted trees to create a wind buffer to protect the more economically
valuable crops
excessive wind causes lack of adequate moisture and limb breakage that can kill/destroy crops
the check dams we built to slow down the flow of water and prevent flooding/erosion
too much erosion leads to loss of nutrients important in plant growth
the loss of nutrients leads to poor growing conditions
Outcomes for Final Rebel Assessment
LS3 • explain how biodiversity of an ecosystem contributes to its sustainability
Why is it important to have all kinds of organisms living in one geographical area? Use Beck’s farm as an
example or just think of the Riverdale woods. Why is it good to have the trees and animals interacting?
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The more organisms you have in a food web/ecosystem the less chance there is for it to fall apart
Organisms support one another – example – a consumer that has access to 10 or 12 food items will
not really suffer too much if the numbers of one food item drops
At a farm having many crop types(diversity) will allow many different possible money makers
Crops must be rotated to prevent too much of the same nutrient from being removed
Also allowing the “death” of one crop in an area returns some of those valuable nutrients back to
the soil
LS4 • state a prediction and a hypothesis based on available evidence and background information
Consider a real field scenario, wherein snakes hunt frogs. The environment in which these predator/prey
species exist has a specific carrying capacity. The frogs can grow at a specific growth rate and only can reach up
to the carrying capacity for the frogs in that environment. If the frog population grows beyond that, then their
population would be wiped out as all the available food resources would have been consumed. The most
limiting factor in nature is the food resource. The intrinsic growth rate of the prey population is controlled by
predators. The prey species has to add the number of prey individuals equal to the number of prey individuals
that have been removed by the predator. If they cannot maintain this balance, then both the species will
become experience population fluctuation.
Having said that, let us look into the example of snakes hunting down frogs. The snakes would hunt down at its
maximum predation rate when it feels very hungry. Hungriness is the driving force for the maximum predation
rate, which we refer to here as satiation. State a prediction on the population of snakes and a hypothesis for
the situation in which the frogs food resource is dropping due to increased use of pesticides.
Prediction:
An If/Then Hypothesis statement:
Outcomes for Final Rebel Assessment
LS6 • compile and display evidence and information, by hand or computer, in a variety of formats, including
diagrams, flow charts, tables, graphs, and scatter plots
This is all about drawing graphs. Include a title, x(bottom) and y(top) axis labels using the independent(x) and
dependant(y) variables and use an appropriate scale.
Time (s)
Distance (m)
0.0
0.00
0.50
1.2
1.00
3.5
1.50
4.7
2.0
6.8
2.5
9.2
3.0
14.3
Outcomes for Final Rebel Assessment
LS8 • analyze and interpret information in a variety of formats
Use the figure below to outline the trend in CO2 levels in the past 5 years.
a) What is happening to the overall level of CO2? The overall level of CO2 is increasing.
b) Can you think of a reason that the levels fluctuate every year? Think of the seasons here and the amount of
photosynthesis going on in summer compared to the winter
c) What is causing the change that you can see in the levels of CO2? Increased level of fossil fuel consumption
and the products this produces.
d) What human activities are contributing to this trend? Travel, energy in our houses, cars, food transport and
porduction
Outcomes for Final Rebel Assessment
LS 8 con’t
Oceans and seas
Table 1. Estimate of the world water balance. Source: MIT OpenCourseWare.
Surface area
Volume
Volume
Equivalent
Residence time
(million km2)
(million km 3)
(%)
depth (m)
361
1,370
94
2,500
~4,000 years
Lakes and reservoirs
Swamps
River channels
Soil moisture
Groundwater
Icecaps and glaciers
Atmospheric water
Biospheric water
1.55
0.13
<0.01
0.25
<0.1
<0.01
<0.01
0.007
<0.1
<0.01
<0.01
0.003
~2 weeks
130
0.07
<0.01
0.13
2 weeks to 50 years
130
60
4
120
2 weeks to 100,000
years
17.8
30
2
60
10 to 1,000 years
504
0.01
<0.01
0.025
~10 days
<0.1
<0.01
<0.01
0.001
a) List the types of H2O would be most likely incorporated in your bodies?
b) How many Km deep are the oceans and seas?
c) In what form does H2O in the atmosphere exist?
d) How does the H20 move from the soil into the atmosphere?
~10 years
1-10 years
~1 week
Outcomes for Final Rebel Assessment
LS9 • illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking
carbon, nitrogen, and oxygen
Focus on our visit to the cow farm here. Where do each of the above molecules originate? For example, the
sun provides energy for photosynthesis, what gas do plants “breath in” to make their energy(sugar). Then
where does that energy go up the food chain?
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energy from the sun fuels the production of food energy by the producers
sugar is produced through photosynthesis and uses CO2 and H2O
cows eat grass and absorbs the vitamins and nutrients and incorporates them into its body
predators and other consumers(carnivores) use the energy from the meat of prey items and
all organisms use O2 gas that is also produced during photosynthesis to “burn” the sugar energy
we all then breath out CO2 that can then be used to fuel photosynthesis
as humans we are increasing the amount of this gas by removing some of the producers that use it
for life’s processes
LS11 • describe the role peer review has in the development of scientific knowledge
This is the firing line scenario. What kinds of questions do you ask and what type of information do you get.
Why is it important to question the things that people do in science?
__________________________________________________________________________________________
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LS15 • select and integrate information from various print and electronic sources
Darcy is in the process of collecting data from the bonesauce and tree protection work we did in October. He
will send it to me and we can compare how these variables affected the condition of the trees.
LS17 • explain various ways in which natural populations are kept in equilibrium, and relate this equilibrium
to the resource limits of an ecosystem
Use the work we did on predator and prey for this. Try and incorporate any terms you can remember about
what eats what.
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Make sure to focus on terms like birth, death immigration and emigration
Learn what carrying capacity means
Producers use what process to make their own energy___________________________
What are three type of “vores” ______________
_________________
________________
Outcomes for Final Rebel Assessment
PHYSICS
PH1 • estimate quantities and PH2 • identify and explain sources of errors and uncertainty in measurement,
and express results in a form that acknowledges the degree of uncertainty
Tell me about accuracy and precision here. Also describe the uncertainty of a tool like a measuring tape. How
many decimal places do you know versus which ones you estimate? Indicate the measurements for each
arrow and circle the uncertain digit(the rulers are in cm):
a) =7.4 cm
b)=3.2 cm
c)=8.4 cm
d)=3.8 cm
2.15 cm
6.35 cm
12.06 cm
Which of these measurement tools is better than the other? Why?
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the bottom ruler is better
it has more divisions marked between the values
this leads to more accuracy because you know more numbers for sure
Outcomes for Final Rebel Assessment
Significant Figures Practice
How many significant figures do the following numbers have?
1) 1234 4
2) 0.023 2
3) 890 2
4) 91010 5 (or 3)
5) 9010.0 5
6) 1090.0010 8
7) 0.00120 3
8) 3.4 x 104 2
9) 9.0 x 10-3 2
10) 9.010 x 10-2 4
Common Weights and Measures
Length
Metric System
1 millimeter = 0.001 meter
1 centimeter = 0.01 meter
1 decimeter = 0.1 meter
1 meter (basic unit of length)
1 decameter = 10 meters
1 kilometer = 1,000 meters
American and British Units
1 inch = 1/36 yard = 1/12 foot
1 foot = 1/3 yard
1 yard (basic unit of length)
1 mile = 1,760 yards = 5,280 feet
Conversion Factors
1 centimeter = 0.39 inch
1 inch = 2.54 centimeters
1 meter = 39.37 inches
1 foot = 0.305 meter
1 meter = 3.28 feet
1 yard = 0.914 meter
1 meter = 1.094 yards
1 kilometer = 0.62 mile
1 mile = 1.609 kilometers
Volume and Capacity (Liquid and Dry)
Metric System
1 milliliter = 0.001 liter
1 centiliter = 0.01 liter
1 deciliter = 0.1 liter
1 decaliter = 10 liters
1 hectoliter = 100 liters
Conversion Factors
1 milliliter = 0.034 fluid ounce
1 fluid ounce = 29.6 milliliters 1 U.S. quart = 0.946 liter
1 liter = 1.06 U.S. quarts
1 U.S. gallon = 3.8 liters
Convert the following and give your answers with the correct significant figures – can only have as many as
the least number has.(hint:use scientific notation if you have to 1.0 x 10-5)
a) 9.8 miles to ft
9.8 mi x
5280 ft
1.0 mi
c) 5.33 gallons to mL
b) if 1.0 ft = 0.3048 m how many km is this?
=
1.0 ft x 0.3048m x
1.0 ft
d) 3.22 quarts to decaliters
1 km
1000 m
5.33 gal x 3.8 L x 1000 mL =
3.22 qts x 0.964 L x 10 deL
1.0 gal
1.0 L
1.0 qts
1.0 L
-4
Give the last two answers using scientific notation (example 1.0 x 10 )
e) 7.55 mm to yards
f) 9 876 ft to cm
7.55 mm x 1 m
x
1 yd
=
9876 ft x 12 in x 2.54 cm
1000 mm
0.914 m
1.0 ft
1.0 in
=
=
=
Outcomes for Final Rebel Assessment
PH5 • design an experiment and identify specific variables
You need to test whether a compound archery bow is more accurate than a long bow. Outline what you
would do to accomplish this. Include an intro and a materials/methods section.
Intro
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Materials
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PH6 • formulate operational definitions of major variables
What are the dependant and independent variables from your experiment and what are the ones you are
going to control?
Dependant
Independent
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Controlled
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Outcomes for Final Rebel Assessment
PH11 • describe quantitatively the relationship among displacement, time, and velocity
Example 1. A bus travels along a straight road for 600 m. It travels at a constant velocity for the
whole journey, which takes 90 s. a) Sketch the displacement-time graph. b) What was the velocity of
the bus?
a) the graph
b) the work:
velocity = distance
time
V =
V =
600 m
90 s
000
PH12 • distinguish between instantaneous and average velocity
PH14 • interpret patterns and trends in data, and infer or calculate linear and non-linear relationships
among variables
Use the graph that you drew above and tell me if the object is accelerating constantly or not.(hint: is the line
connecting the points constant?)
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Outcomes for Final Rebel Assessment
PH19 • describe quantitatively the relationship among velocity, time, and acceleration
acceleration = final velocity – initial velocity =  v
time
t
(∆ = change)
Here is how to use this:
A skater goes from a standstill to a speed of 6.7 m/s in 12 seconds. What is the acceleration of the skater?
a = 6.7 m/s – 0.0 m/s
12 s
a = 6.7 m/s
12 s
a = 0.56 m/s2 (don’t cancel the seconds)
Make up a question and show me how to do it:
Question:__________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Solution:
Outcomes for Final Rebel Assessment
Chemistry
CR7 • name and write formulas for some common ionic compounds (both binary and complex), using the
periodic table, a list of ions, and appropriate nomenclature for metal and non-metal ions
Here we go back to the days in September when we were out on the field with our golf balls. Think back. How
many balls(electrons) in total did an atom want to have. How could you figure this out from the periodic
table? Could you use the chemical symbol of the element and draw a simple diagram showing the electrons
arranged around that looks like these:
Lewis Dot Structures
Bohr Models
Complete the table below by inserting the correct number into the space provided:
Symbol
Atomic number
Electrons
Valence electrons
Period #
K
19
19
1
4
Mg
12
12
2
3
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_
_
_
Draw the Lewis Dot structures and Bohr Models for each of the above elements
Outcomes for Final Rebel Assessment
Complete each ionic bond.
(1) Potassium + Fluorine
(2) Magnesium + Iodine
K 1+ and F1-
Mg2+ and
(3) Sodium + Oxygen
Na+ and
I-
(4) Sodium + Chlorine
O2-
Na+ and
(5) Calcium + Chlorine
Cl-
(6) Aluminum + Chlorine
Ca 2+ and Cl-
Al3+
and
Cl-
CR8 • name and write formulas for some common molecular compounds, including the use of prefixes
(1) Chromium (VI) phosphate
(2) Aluminum cyanide
(3) Potassium chromate
(4) Ammonium chloride
(5) Iron (III) nitrate
(6.)Titanium (II) acetate
CR13 • represent chemical reactions and the conservation of mass, using molecular models, and balanced
symbolic equations
+
O2(g)
oxygen
→
CO2(g)
carbon dioxide
CO2(g)
+
carbon dioxide +
H2O (l)
water
→
H2CO3(aq)
carbonic acid
CH4(g)
methane
+
+
O2(g)
oxygen
→
CO2(g)
+
carbon dioxide +
S8(s)
sulphur
+
+
8O2(g)
oxygen
→
8SO2(g)
sulphur dioxide
2C (s)
carbon +
2H2O (g)
water
Outcomes for Final Rebel Assessment
CR15 • compile and organize data, using appropriate formats and data treatments to facilitate
interpretation of data
This goes back to the carb tracking data you recorded based on the amount of it you ate. There will be
a question using the data from Beck’s farm that looks similar to this.
Pesticides were used to treat three different rows of trees to determine their effectiveness with
respect to damage by rodents. Here are the results:
Tree
Row
1
2
3
4
Chemical
A
B
C
H2O
Number
Treated
176
154
174
186
Number
Damaged
23
11
42
39
% damaged
Overall
Effectiveness(rank)
13%
7%
24%
21%
a) Which chemical was the best at protecting the trees?__________________________
b) Why was water used on row four?________________________________________________________
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c) Further analysis of the fruit from the trees in row two showed a decrease in the overall size and
amount of nutrients. How would this affect the future use of this pesticide?
_______________________________________________________________________________________
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_______________________________________________________________________________________
Outcomes for Final Rebel Assessment
CR16 • represent chemical reactions and the conservation of mass, using molecular models, and balanced
symbolic equations illustrate how factors such as heat, concentration, and surface area can affect chemical
reactions
In the elephant toothpaste lab we combined KI(potassium iodide) with H2O2(hydrogen peroxide).
H2O2(aq) + KI(aq) → I-(aq) + K-(aq) + H2O(l) + O2(g)
a) What happened?
b) What gas was released to form the soap bubbles?
c) The KI was used to act as a catalyst. What is this?
d) We used a splint to insert into the foam created. Why?
e) How come we did not just add a solid chunk of the KI to the H2O2?
Outcomes for Final Rebel Assessment
Weather – Section Under Construction – come back soon
WE1 • describe and explain heat transfer within the water cycle : Fill in the boxes
WE3 • describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water
currents
WE4 • describe how the hydrosphere and atmosphere act as heat sinks within the water cycle
WE8 • describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the
development, severity, and movement of weather systems
WE13• analyze why scientific and technological activities take place in a variety of individual and group
settings