Name______________________________
Ms. Nersesian/Mrs. Bonewald
Date________________
Period_____________
8th Grade Honors
Living Environment
Unit 1 Study Outline
This handout will serve as a resource to help guide you in studying for the Unit 1 Test. We
encourage that you find a study method that works best for you. Use this page as a reference as you
review class notes, handouts, quizzes, Castle Learning assignments, etc. In addition, there are
excellent resources on the internet that you can use for supplemental review and reinforcement. Visit
our teacher webpages for some suggestions on internet sources. As always, come to extra help and to
our review sessions if you have any questions. Best of luck!
1.
Scientific Method
A. Observation vs. Inference
B. Quantitative vs. Qualitative Observations
C. The steps of the scientific method:
i. Identify a Problem.
ii. Gather Information
iii. Conduct Research
iv.
Form a Hypothesis
v. Experiment and Collect Data
vi. Analyze data: Hypothesis confirmed or rejected?
vii. Communicate Results (Conclusion)
D. Experimental Design
i. Hypothesis
 Write as an “IF…THEN…” Statement
 If (INDEPENDENT VARIABLE), then (DEPENDENT VARIABLE)
 Make a specific prediction (remember, it does not have to be correct!)
ii. Variables
 Independent variable
 Manipulating variable
 Treatment
 What the scientist is studying the effects of.
 Dependent variable
 Responding variable
 What you are measuring!! This is the data you will be collecting during
the experiment.
 Constant/Controlled Variables
 What other factors must you keep the same between groups? (Think of
anything, besides the independent variable, that could have an effect
on your dependent variable)
 Be specific! “Conditions” or “Environment” are too vague.
Name______________________________
Ms. Nersesian/Mrs. Bonewald
Date________________
Period_____________
iii.
Groups
 Control Croup
 Either staying under NORMAL conditions (example: normal water
temperature) or NOT receiving the independent variable.
 Experimental Group
 Receives the independent variable or treatment
E. Valid Experiment
i. Large sample size (better statistics)
ii. Experiment has been repeated many times and gets the same results
iii. Peer-Reviewed
F. Graphing
i. Organizing Data
 Use a data table!
 Independent variable is in the left column.
 Dependent variable is in the right column.
ii. For line graphs:
 Independent variable goes on the x-axis
 Dependent variable goes on the y-axis
 Label your axes (WITH UNITS!!!!)
 Provide a title
 Include a key (if necessary)
 Mark an appropriate scale on each axis (must go up by equal increments)
 Do not connect graph to (0, 0) unless that is a data point.
 See our webpage for a more detailed guide to graphing.
iii. State the relationship.
 Must mention both variables.
 Example: As the (INDEPENDENT VARIABLE) increases/decreases, the
(DEPENDENT VARIABLE) increases/decreases.
G. Hypothesis vs. Theory vs. Law
2.
Tools of Biologist
A. Metric Conversions
i. Use the acronym: KHDUDCM (kilo, hecto, deca, base unit (g,l,m), deci, centi,
milli) to remember prefixes
ii. Utilize dimensional analysis or the staircase method to convert between units.
B. Reading Instruments
i. Be familiar with how to read measurements from the following instruments:
a) Ruler
b) Graduated cylinder
c) Thermometer
d) Triple beam balance
Name______________________________
Ms. Nersesian/Mrs. Bonewald
Date________________
Period_____________
C. Microscopes
i. For this test…be familiar with the use and function of the microscope. You do not need
to identify the parts and functions for this test. You will need to know this for future
exams!
ii. Microscopic Measurement
a) 1mm= 1,000µm
b) Divide the diameter of the field of view by the estimated number of times
the object fits across the field of view.
D. Electron Microscope
i. Scanning Electron Microscope (SEM)
ii. Transmission Electron Microscope (TEM)
E. Centrifuge/Ultracentrifuge
3. Life Functions
A. Living vs. Nonliving
B. Know definitions and examples of life functions
i. Metabolism (not life function, but important term to know)
ii. Respiration
iii. Reproduction
iv. Synthesis
v. Regulation
a) homeostasis
vi. Growth
vii. Excretion
viii. Nutrition
ix. Transport
4. Test Taking Strategies
A. Do not leave studying until the night before the test! Try to start studying a little every
night so it does not seem so overwhelming!
B. Bring pens, pencils, highlighters, graphing calculator, and straightedge (ruler) to the test.
Being prepared will help save time and stress.
C. Dress comfortably. Wear layers so you can be comfortable during the test. You want to
eliminate all other distractions so you can focus on your exam.
D. Wear a watch so you can manage how much time you have left for the exam. Our tests
are 60 minute exams that are administered on our double period. (No breaks during the
bell in between periods).
E. Get a good night sleep the night before your test! Sleeping 8+ hours a night is VERY
important.
F. READ all of the information provided to you on your test. Make sure to read directions,
diagrams, charts, background information, etc. Most importantly, READ WHAT THE
QUESTION IS ASKING!!
G. Underline or highlight key words.
Name______________________________
Ms. Nersesian/Mrs. Bonewald
Date________________
Period_____________
H. After you answer a question, go back and make sure it actually answered the question that
is being asked!
I. When answering multiple-choice questions, read all responses and cross out responses
that you are certain are incorrect. Try to narrow it down to two choices and choose the
response you feel best answers the question. There may be other tempting choices, so look
for key words or distinctions between the choices to determine which one is the best
answer.
J. Short and concise responses are best. Sometimes writing too much can make an answer
go from correct to incorrect.
i. If the question says “state” or “identify” you do NOT need to write a full
sentence. Just write your response on the line provided.
ii. If the question asks you to “describe” or “explain” you must write in full
sentences. Make sure to answer the question entirely! For example, if it asks you
to DESCRIBE HOW the control group is treated from the experimental group,
you must acknowledge both groups in your response!
iii. If the question asks you to identify ONE or TWO factors, only write down the
amount that is asked! If you write down three or four, the teacher will only
grade you on the first two you have written.
iv. Check your work for spelling! There is no excuses for misspelling words that are
written in the question or information provided. We strive for excellence!
One final thought…
You are in an honors class which is going to be both a challenging experience and a rewarding one. Do your
best to keep on top of your work and prepare for assessments well in advance. The more prepared, the more
confident you will feel! These tips are general guidelines to help you in preparation for your first exam in
Honors Living Environment. You are not limited to the information provided. Find what works best for YOU!