Name: _______________________________________ Class Period: ______

Fall Mid-Term Review: 7th grade 2016 – Student Packet TEKS and Concepts Covered:

Unit 1 Scientific Investigations:

7. 2A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using

appropriate equipment and technology;

7.2B design and implement experimental investigations by making observations, asking well-defined questions, formulating testable

hypotheses, and using appropriate equipment and technology;

7.2C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and

graphic organizers;

7.2D construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

7.2E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

7.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and

experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to

encourage critical thinking by the student

Unit 2 – What moves you? (Changes in ecosystems):

7.7A contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box

with a ramp and without a ramp, or standing still

7.10B describe how biodiversity contributes to the sustainability of an ecosystem

7.10A observe and describe how different environments, including microhabitats in school yards and biomes, support different

varieties of organisms

7.10C observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds

7.8B analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas

7.8A predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes

7.8C model the effects of human activity on groundwater and surface water in a watershed

Unit 3 – What is a cycle? (Cycles in Nature):

5A recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis

5C diagram the flow of energy through living systems, including food chains, food webs, and energy pyramid

How and What to Study: Everything from this semester that we have covered is on the exam in one way or another.

Complete this review and study prior test reviews, along with unit overviews.

Know vocabulary terms and the context to use them in.

Review power points posted in each unit.

Look through your textbook for the same content.

Look over warm up questions (look in the warm up section on teacher’s website). Warm

up questions are similar in style and depth to test questions.

On the landing page of the teacher’s website, there is a button to click that leads to a

review page just for this mid-term. It has review websites, power points, videos and

articles to enhance your understanding of these topics.

Make flash cards, form study groups, quiz yourself and teach others – actively study (not

passively)!

Scientific Investigations: Key Points –

Measurement:

- Length: a measure of how long an object is end-to-end - The base metric unit for length is the meter (m). In 7th grade, we most typically used the centimeter (cm, 1/100 of a meter) to measure length. - The tool used to measure length is a ruler. - Mass: a measure of the total amount of matter in an object or substance. - The base metric unit for mass is the gram (g). - The tool used to measure mass is a triple beam balance. - Volume: a measure of the amount of space an object or substance takes up. In other words, it’s how big an object or substance is. - The base metric unit for solid volume is the cubic centimeter (cm3). The base metric unit for liquid length is the liter. In 7th grade, we most typically used the milliliter (mL, 1/1000 of a liter) to measure liquid volume. - The tool used to measure liquid volume is a graduated cylinder. - To measure the solid volume of a rectangular prism, the formula used is as follows: Volume of a rectangular prism = length x width x height - To find the volume of an irregularly (strangely) shaped object, like a rock, the water displacement method is used. - To find volume, subtract the starting volume of the water from the combined volume of the water and the object(s). The difference is equal to the volume of the object(s). The unit for solid volume is cm3. However, 1 mL = 1 cm3, so you do not have to change the number of your measurement, just the unit. Scientific Method and Experimental Design:

The scientific method consists of 5-6 basic steps:

1) Make observations (quantitative and/or qualitative). 2) Based on observations, recognize a problem or form a question. Conduct background research

about your problem or question. 3) Identify variables and construct a hypothesis (It’s a possible answer to your question or solution to

your problem.). 4) Design an experiment and test the hypothesis. 5) Analyze your results. 6) Draw conclusions

Observations and Data:

- There are two types of observations and/or data: quantitative and qualitative. - QuaNtitative observation: an observation about the Number or amount of something. - Examples of quantitative observations: Crystal is 113 centimeters tall. The mass of the rock is 873 grams. The volume of the pool is 2,000,000 liters. - A qualitative observation is an observation made using your five senses, but is not made using numbers. Examples of qualitative observations: I can see the flowers from the tree are yellow. The sandpaper feels rough. The rock smells like rotten eggs. The liquid tastes sour. The smaller tuning-fork produced a high-pitched sound.

Inference vs. observation

- An inference is something that you think you know based on observations and prior

knowledge. It is a conclusion based on observation.

Identifying a problem or asking a question

Imagine that you are curious about whether people would prefer fruit or candy for dessert.

- A possible question is: Do people prefer to eat candy instead of fruit?

- Next, variables must be identified.

- Variable: something that might change (in an experiment). There are three types of variables, independent, dependent, and controlled.

- Independent Variable: a variable in an experiment which is intentionally changed or manipulated by the person conducting the experiment to affect the dependent variable. (It’s the variable I control).

- If we were to make an experiment regarding our question about candy and fruit, an independent variable could be the choice of food being presented to people. The person designing this experiment would be in complete control of giving people the choice of eating fruit or candy.

- Dependent Variable: a variable in an experiment which is measured or studied. The person conducting the experiment cannot precisely control the dependent variable.

- If we were to make an experiment regarding our question about candy and fruit, the dependent variable could be what food people choose to eat. The person designing this experiment would not be in control of what choice people make.

- Controlled variables: variables which are kept constant (they do not change)

- If we were to make an experiment regarding our question about candy and fruit, controlled variables would be things like making sure each person has the same type of candy and the same type of fruit to choose between; making sure that each person is tested at the same time of day; making sure that the food is presented in the same way to each person.

Scientific Investigations: Questions for Review -

1. Explain what an experiment is: __________________________________________________

2. What are the steps of the scientific method? ______________________________________

____________________________________________________________________________

____________________________________________________________________________

3. Define the problem or question of an experiment ___________________________________

____________________________________________________________________________

4. Which step requires you to use your senses? _________________________________

5. Define hypothesis: _____________________________________________________________

6. What is data? _________________________________________________________________

7. What are the two types of data and explain the difference between them: ________________

____________________________________________________________________________

____________________________________________________________________________

8. Explain what a variable is: ______________________________________________________

9. Explain the two types of variables:

Independent variable:

Dependent variable:

10. Mass is defined as ___________________________________________________________.

11. Mass is measured with a triple-beam balance in units of ___________________.

12. What is the mass of the object using the triple beam balance image below? _______________

13. Volume is defined as ___________________________________________________________.

14. Volume can be measured with a _______________________ if the object is regularly shaped,

like a cube. But volume can also be measured with a ________________________________

using water displacement if the object is irregular in shape.

15. What is formula for volume when using water displacement? __________________________

16. What is the volume of the object above? _______________________________________

17. What is the volume of this cube? ___________________________________________

7 cm

Example Test Questions:

1. In the above picture, an object is placed into containers of water with different

temperatures. The object will sink down further as the water temperature increases.

Which statement explains why the object moves down as the water temperature

increases?

a. The object becomes more dense

b. The water becomes more dense

c. The object becomes less dense

d. The water becomes less dense

2. In an experiment, the variable that changes as a result of manipulating the independent

variable is the __________________________ ?

a. Hypothesis

b. Controlled variable

c. Dependent variable

d. Independent variable

3. Your teacher hands out a copy of a laboratory experiment. What is the first thing you

should do to conduct the experiment safely?

a. Gather supplies

b. Begin heating any materials that need to be hot

c. Pre-mix your substances to save time

d. Read the procedure before starting

4. In a controlled experiment, a scientist is studying how long it takes pea plants growing in

different soil types to develop flower buds. What is the independent variable?

________________________________________________________________________

5. What is the purpose of collecting data?

a. To show time increments

b. To see if the data supports the hypothesis

c. To develop a good beginning question

d. To determine the order of your procedures

Force and Work: *remember to review your test review from this unit

What to know: there is a relationship among force, motion and energy

7.7A contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp; or standing still Students should use the formula for work to calculate work in various situations with and

without simple machines. The amount of force and the distance over which that force is exerted in the direction of the

force can be used to calculate the amount of work done W = F x d If the distance the force is exerted over is zero no work was done even if a force was applied.

(Example: Pushing on a large box without it moving, or a weightlifter holding a barbell over his head does no work. Lifting the barbell is work, but holding it is not.) If there is no force applied there is no work done (Example: an object moving at a

constant speed through space.) If the change in position (distance) is not in the same direction as the applied force, no

work is done by that force. (Example: I push up on a box against gravity as I hold it and walk forward. No work is done by the force I am exerting upward, because the distance is not in the same direction I am applying the force. The force exerted to lift it upward did work, but moving horizontally is not work done by the upward force. The distance must be the distance over which THAT force is exerted.)

If the distance the force is applied over increases, the amount of work increases. (Example: Dragging a cart twice the distance is twice the amount of work.)

If the amount of force applied increases, the amount of work increases (Example: A weightlifter lifts twice the amount of mass doing twice the work)

Students compare and contrast the work done in situations where work is done and where no work is done

Standing still – when standing still there is no change in position so there is no work done

Work is measured in joules (J). One joule is the work done when the force of 1 N is exerted over the distance of 1 m.

Questions for Review:

1. Define “force”: ______________________________________________

2. What is the difference between an unbalanced force and a balanced force?

Balance forces –

Unbalanced forces –

3. If you happen to kick a ball that isn’t moving, what type of force causes the ball to

move?

4. What will happen if someone else kicks that ball while it is still moving?

5. What makes the ball eventually roll to a stop, if it is not kicked again?

6. If effort is applied and nothing moves, is work done? Explain your answer: _____

____________________________________________________________________

____________________________________________________________________

7. What two things must happen in order for work to be done? ________________

___________________________________________________________________

8. You use 200N of force to push a lawn mower 10m along the ground. How much work

was done? Show your work by starting with the formula. ______________________

____________________________________________________________________

9. In the diagrams above which of the following is true about the work being done

using the same box that has 5N of force, use W = F x D.

a. there is more work being done in diagram A

b. there is more work being done in diagram B

Example Test Questions:

1. According to the scientific definition of work, which of these best shows that work is

being done? (7.7A)

a. a lamp hanging from a ceiling

b. a man pushing against a concrete wall

c. a car being towed down a street

d. a rocket floating through space

2. If we ignore friction, which of the following two ramps will require less work to ride

up on a bicycle? (7.7A, 6.8E)

a. Ramp A

b. Ramp B

c. Both A and B will require the same amount of work to ride up.

d. Neither ramp A or B will required work to ride a bicycle up.

3. A large man is pushing a 150-pound box up a ramp into a truck, as shown in the picture below. (7.7A)

If the man were to lift the box straight up into the truck instead of using the ramp, what would be the difference in the amount of work done assuming there is no friction?

A. The amount of work would increase greatly.

B. The amount of work would increase slightly.

C. The amount of work would be the same.

D. The amount of work would decrease.

A B

4 m 6 m 4 m

3 m

4. If a force of 11 N is applied upward to a box, and then the box moves 2 meters

upward, how much work was done on the box? Identify the correct formula below: (7.7A)

a. 5.5J = 11N ÷ 2m

b. 22J = 11N × 2m

c. 11N = F × 2m

d. 22N = 11J × 2m

5. Two boxes and their masses are shown. Which of the following situations shows work being done? (7.7A)

a. A student sitting in a chair holding both boxes

b. A student is holding the large box 1 meter above the floor

c. A student is standing and holding the small box

d. A student is lifting the small box .5 m from the floor to a table

6. Is work occurring if a man is lifting weights? (7.7A)

a. Yes, the force applied and direction of the object’s movement are in

opposite directions

b. No, the force applied and the direction of the object’s movement are in

opposite directions

c. Yes, the force applied and the direction of movement are in the same

direction

d. No, the force applied and the direction of movement are in opposite

directions

Biodiversity, Ecosystems and Water (*remember to read over the test review and unit overview for definitions and key things that were discussed in this unit)

7.10A Observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms Microhabitats in schoolyards (anthills, shade, sun, puddle, log, garden, etc.) Biomes (deserts, forests, grasslands, tundra, aquatic or marine)

General characteristics of biomes (climate, temperature, sunlight) Characteristics of plants and animals found in different biomes; know the connection

between biomes and biodiversity

7.10B Describe how biodiversity contributes to the sustainability of an ecosystem

Biodiversity relates to the variety of species in an ecosystem not the size of the populations of organisms.

Organisms within a community have different niches(roles) including energy roles in habitats to use resources and keep populations in balance (food webs, predator/prey relationships, feeding times, use of limited resources such as space, light)

If the population of a species decreases it has less of an impact on an ecosystem if there are other species that can fulfill its niche/energy role.

The more diverse an energy level is the more sustainable the ecosystem is. Different niches are filled = greater diversity An ecosystem with greater biodiversity is more sustainable because it is better able to

survive changes in the environment such as disease and catastrophic events. Invasive species adapted to similar environments in other parts of the world disrupt

ecosystems because the new location doesn’t have the same biodiversity to keep the invasive species under control. When invasive species replace multiple native species biodiversity decreases. (fire ants, gypsy moths, kudzu, rabbits in Australia, Japanese honeysuckle in Central Texas, etc)

7.8C Model the effects of human activity on groundwater and surface water in a watershed Understand the relationship between surface water and groundwater in a watershed Effects on groundwater (aquifer, karst, springs) through percolation, porosity, and

permeability Human activity o Pollution (chemicals from factories, fertilizer, oil on roadways, animal wastes) o Impervious cover (how much of the land is covered) o Overuse of water reduces water table o Water use and conservation (wells)

Effects on surface water (lakes, rivers, streams, ponds, wetlands) Human activity

o Pollution (chemicals from factories, fertilizer, oil on roadways, farming chemicals and runoff wastes, antibacterial soaps )

o Water use and conservation

Questions for Review:

1. What is the difference between a microhabitat and a habitat?

Habitat is –

Microhabitat is –

2. Why can microhabitats be different than the larger habitats they exist within?

3. What is a biome?

4. What is an organism’s niche?

Define and give an example of each of the following:

5. Species -

6. Population –

7. Community –

8. Ecosystem –

9. Fill in the blanks with the term that completes it:

a. The biodiversity of an ecosystem contributes to the s_______________ of that

ecosystem.

b. An ecosystem with higher/more biodiversity = ________ _______________

c. High biodiversity in an ecosystem means that there is a great variety of

__________________ and _______________ ______ in that ecosystem.

10. Why is an ecosystem with more organisms more stable?

10.How does groundwater get clean from the surface to the underground layers?

11. What types of pollution are endangering our clean water resources?

12. Permeability is _______________________________________________.

Example Test Questions:

1. What is a population? (7.10A)

a. a group of organisms that can produce fertile offspring

b. a group of organisms of the same species that live in the same area

c. a community of organisms that live in the same area

d. a large area that flora and fauna live in to make an ecosystem

2. Which of the following best describes a biome? (7.10A)

a. A natural community that is unaffected by human activity

b. The quantity of water within an area for a specific time period

c. A group of ecosystems with similar climates and organisms

d. A community that is able to survive prolonged high temperatures

3. Which of the following explains why microhabitats are best able to support a variety of

organisms? (7.10A)

a. Microhabitats can vary in abiotic factors such as wind, air, light, and soil even from the

larger surrounding habitat

b. Microhabitats always have the same biotic and abiotic factors as the surrounding

habitat

c. All microhabitats have similar biotic and abiotic factors

d. Microhabitats are always found in the most unusual spots

4. Which of the following phrases describes the term biodiversity? (7.10B)

a. The role of an organism within a community.

b. The variety of species present in an ecosystem

c. The types of environments in which organisms normally live.

d. Organism that cannot manufacture its own food.

5. Otters have adaptive traits that allow them to survive by eating shellfish (shrimp) and

crustaceans (crabs). If changes in biotic factors of the ecosystem result in reduced number

of shellfish and crustaceans, the otters will most likely (7.10B)

a. Experience a population decline

b. Adapt to a different ecosystem

c. Change the genetic makeup of their bodies

d. Increase reproduction rates

6. If too much groundwater is pumped out of the water table, what might happen? (7.8C)

a. The water table could be permanently lowered

b. It might cause the land to rise

c. The permeable materials will become impermeable

d. The ground will become very saturated and not hold water

7. In some areas of Texas, rainfall quickly soaks through layers of porous rock and is stored

naturally underground. The water is then pumped into homes for people to use. What

would have the greatest impact on the amount of water available for people in this area?

(7.8C)

a. Long periods of high temperatures

b. Long periods without rainfall

c. Below freezing temperatures for many consecutive days

d. Flooding of a local creek

Weathering, Erosion, Deposition and Ecological Succession: (*remember to read over the test review and unit overview for definitions and key things that were

discussed in this part of the unit)

7.8A – Predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes or tornadoes. This includes predict and describe the impact (positive and negative) of catastrophic events on Earth:

The following “agents” are the catastrophic events however the focus of study is on the results or effects of such events on ecosystems.

Flooding

Forest fires

Drought

Tornadoes

Volcanoes

Hurricanes

Earthquakes

7.8B Analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas

Ecoregions of Texas- an area of Texas with distinctive regional ecological factors, including climate, vegetation, soil, water, animals, and land use. East Texas Pineywoods Gulf Coast Prairies and Marshes Edwards Plateau / Llano Uplift High Plains Trans-Pecos/Chihuahuan Desert

Analyze which ecoregions are more or less susceptible to different types of weathering due to its

characteristics

The following are the “agents” of weathering, erosion and deposition that occur due to gravity, wind, ice and water; however the focus of study should be the effects on the environment in the ecoregions of Texas.

Weathering - Chemical Weathering

o Examples: Carbonation such as in cave formation Oxidation such as iron turning red and copper turning green Plant acid breakdown of soil and rock Acid rain dissolving statues

Mechanical Weathering (also called physical weathering)

Examples: Abrasion by sand and other rock particles Roots from trees or other plants forcing cracks apart Ice Wedging from water freezing and expanding in cracks such as potholes on the street Exfoliation from extreme high temperatures causing rock to crack and flake off like an

onion Animal actions such as burrowing loosening the ground

Erosion Agents of Erosion

o Moving Water such as rain water, streams, rivers, and beach erosion o Wind such as dust storms and general blowing of sediments o Gravity such as landslides and mudslides o Glaciers

Deposition

Examples

River deltas

Meander

Oxbow lake

Alluvial fan

Sand dunes, new beach sand, sediments on ocean and lake floors

7.10C observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds

Observe and record the stages of succession - specifically, observe and record succession in a microhabitat - like weeds invading a garden space, but other examples of succession may also be used

Describe the role of succession - The role of succession is to produce a stable ecosystem based on the

limiting factors in the environment

Secondary succession – a process in an ecosystem that has been disrupted that changes the community of organisms over time and results in a different community- flood, fire, humans clearing land for a farm, pond to field, – destroys the community and it has to go through the latter stages again – soil is already present.

The example in the TEKS/SE suggests a microhabitat in the school yard – invasion of weeds in a cleared area represents secondary succession, while evidence of lichens on rocks is an example of primary succession breaking down rocks to form soil

Questions for Review:

1. Define weathering:

2. What is erosion?

3. Define deposition:

4. List the types of mechanical weathering:

5. List the types of chemical weathering:

6. Label these ecoregions of Texas: Piney Woods,

Edwards Plateau, Gulf Coast Prairies

and Marshes, Trans Pecos and High

Plains.

7. Water is the biggest agent of change on our planet. How does increasing the

speed of water cause an increase of erosion?

8. How might a hurricane affect the Gulf Coast region of Texas and its

ecosystem?

9. What is the process of succession?

10.What does the beginning of secondary succession look like?

11.Succession is directional, different stages can be predicted, in order. What is

the final level of the process of succession? _________________________

12. How do lichens contribute to primary succession?

13. Describe the difference between a pioneer species and a climax species:

14. What types of events might change a microhabitat and cause succession to

take place?

Example Test Questions:

1. A farmer in the Hill Country is trying to figure out how to best prevent soil erosion

when planting his crops. He created the experiment above to help him figure it out. Which flat of crops would most likely suffer the least amount of erosion? (7.8B)

a. Both would suffer the same amount of erosion

b. The one with vertical rows c. It is impossible to tell from this

d. The one with horizontal rows

2. Why is biodiversity important to ecosystems? (7.10B)

a. It allows organisms to feed from one type of plant b. It increases the populations of each level of the food chain

c. It helps ecosystems withstand natural disasters

d. It reduces the number of organisms in an ecosystem

3. Which ecosystem most likely has the greatest biological biodiversity and the

highest sustainability? (7.10B) a. A rain forest that has many different types of plants and animals b. An aquarium that has several goldfish

c. A tundra ecosystem that has many penguins

d. A pine tree in which three groups of birds live

4. The Piney woods region of Texas has over 85 species of trees and over a thousand

species of flowering plants. What can you assume is true about erosion in this

region? (7.8B)

a. There is little soil erosion due to the large amount of vegetation

b. The falling leaves act as compost and fertilize the soil

c. There is lots of soil erosion due to the large amount of vegetation

d. The plants soak up all the water drying the soil leaving it exposed to

erosion

5. How is secondary succession different from primary succession? (7.10C)

a. Secondary succession occurs after a disturbance in an area which the soil

remained intact

b. Secondary succession occurs after a disturbance in an area that was

previously uninhabited

c. Secondary succession occurs over a longer period of time than primary

succession

d. Secondary succession occurs when animals are introduced to an area that

had only plants

6. When a terrible natural or manmade disaster strikes an ecosystem, wiping out all

life including the soil, eventually small plants like lichen and algae will blow in on the wind and begin to live there. This process is called: (7.10C)

a. Primary succession b. Pioneer succession c. Secondary succession

d. Climax succession

7. Which of the following best explains how a hurricane might affect an ecosystem on the Texas coast? (7.8A)

a. The ecosystem would experience flooding, uprooted trees and animals

would be killed or displaced

b. The ecosystem would experience some rain and flooding, trees would be

standing and the animals would swim

c. People would be displaced, but the animals and plants would remain

d. After the flood waters recede or go down, everything will return back to

the way it was before

8. What is one of the issues that delays ecosystem recovery after a wildfire removes

plants from an ecosystem? (7.8A)

a. Animals eat the remaining plants that are left

b. Not enough rain for new plants to sprout and grow

c. New fires burn out and remove those remaining plants

d. New plants don’t have enough soil to grow in due to soil erosion

Cycles in Nature (very little from this unit is on the final, review the below concepts)

7.5A Recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis.

Radiant energy from the Sun drives much of the flow of energy throughout living systems due to the process of photosynthesis in producers.

Plants absorb radiant energy and use it to power chemical reactions that form new bonds between the elements in CO2 and H2O making C6H12O6 and releasing O2.

Radiant energy is transformed through photosynthesis into chemical energy in the form of food

Energy from food undergoes transformations in organisms to power life processes

7.5C Diagram the flow of energy through living systems, including food chains, food webs, and energy

pyramids

Energy role of: Producer/autotroph – organism that makes its own food, such as a plant or photosynthetic

alga. Consumer/heterotroph - an organism that feeds on other organisms Herbivore – an animal that feeds on plants Carnivore – an animal that feeds on other animals Omnivore – an animal that feeds on both plants and animals

Decomposer – bacteria and fungi are consumers that feed on dead organisms and waste material and in the process return important nutrients to the environment

Transfer of Energy in Communities

Food chain – path of food energy from the sun to the producer to a series of consumers in an ecosystem.

Diagram with arrows shows energy flow Example: Food Chain – Grass grasshopper frog snake

Arrows in a food chain or food web point in the direction that energy is being passed from one organism to another

Food web – is a complex system of energy flow through overlapping and interconnected food chains Describe the effect of removing an organism from a simple food web

Questions for Review:

1. Find a diagram of a food chain, re-write it here and label the different

energy levels underneath the organisms.

2. Draw a diagram of an energy pyramid and identify the different energy

levels.

3. What role do producers play in the ecosystem?

4. What role do decomposers play in the ecosystem?

Use this diagram for the next set of questions:

5. List the first-level consumer(s) in the food web above:

_______________________________________________________________

6. List the second-level consumer(s) in the food web above:

_______________________________________________________________

7. List the third-level consumer(s) in the food web above:

_______________________________________________________________

8. If all the grasshoppers were removed from the food web above,

______________ and ______________will increase, _______________,

______________ & _______________ and ____________ will decrease.

9. If all the hawks are removed from the food web above…

What will increase?

What will decrease?

10.Write the correct formula for the process of photosynthesis. (Write the

chemical formula and then the word “equation” underneath.)

11. _________________ energy is converted to _________________ energy

during photosynthesis.

12. Why are plants so important for our survival? How are we important for the survival of plants?

Example Test Questions:

1. The diagram illustrates photosynthesis in a plant. What form of energy is taken in

by the leaf? (7.5A)

a. Heat energy

b. Radiant energy

c. Chemical energy

d. Electrical energy

2. Where do plants get the carbon dioxide needed for photosynthesis? (7.5A)

a. Water b. The sun

c. The air d. Glucose

3. How do decomposers obtain energy in an ecosystem? (7.5C)

a. Through photosynthesis b. Through symbiosis

c. From breaking down dead organisms d. From the atmosphere

4. As energy flows through a food web, what statement best characterizes the

transformation of energy within the cycle? (7.5C)

a. Energy is gained and lost

b. Energy is lost

c. No energy is lost or gained

d. None of the above

5. Which one of the following would be an example of an organism you would expect

to find at the bottom of an ecological pyramid? (7.5C)

a. Beetle

b. Squirrel c. Human d. Grasses