Physical Science Study Guide Answers
Answers to Physical Science Study Guide
- The nucleus has a positive charge
- Atoms are made of even smaller particles
- Proton, neutron, electron
- The masses and distribution of the elements isotopes
- 14
- 35 protons, 46 neutrons, and 35 electrons
- Two
- Metal cations and shared electrons that surround them
- One-twelfth (1/12)
- Increasing atomic mass, with similar elements grouped in columns
- Elements that filled blank spaces in the table
- Answers will vary:
- Halogens – F, Cl, Br, I, At
- Noble gases – He, Ne, Ar, Kr, Xe, Rn
- Alkali metals – Li, Na, K, Rb, Cs, Fr
- Carbon family – C, Si, Ge, Sn, Pb
- Ionic compound
- Become less metallic
- +1
- The reactivity of barium is greater because reactivity of group 2A metals increases from top to bottom of the column
- Ionic because there is electron transfer
- Metalloid
- Types and amounts of elements in the alloy
- Bronze is harder than copper
- Less
- Ca2+ and Br-
- Covalent
- Given
- 2
- They become more stable
- Electrons are not shared equally between atoms
- Aluminum sulfide
- Iron(III) hydroxide
- Iron and carbon
biology study guide answers
Biology study guide answer sheet
- Mitosis
- Prophase – spindle fibers appear, chromosomes condense, nuclear envelope disappears
- Metaphase – chromosomes line up in middle of cell
- Anaphase – chromosomes separate
- Telophase – chromosomes unravel, nuclear envelope appears
- See in class
- Before – interphase (cell growing and DNA is copied); After – cytokinesis (final division of cell. Forms a cleavage furrow in animal cells and a cell plate in plant cells)
- Helps to move the chromosomes during mitosis
- Mitosis is cell growth and replication. Chromosome number is same as the parent (haploid to haploid). Meiosis is responsible for genetic variation and the chromosome number is split in half (diploid to haploid).
- Crossing over of chromosomes in Prophase I
- Split in half
- Gametes/sex cells: egg and sperm
- Nucleotides; sugar, base, nitrogen base
- Adenine pairs with thymine, cytosine pairs with guanine
- To copy genetic information; interphase
- DNA to RNA to Protein
- All living things are made of cells, new cells come from existing cells, the cell is the basic unit of life
- Prokaryotic and eukaryotic; eukaryotic cells have a nucleus and membrane bound organelles, while prokaryotes do not
- Diffusion
- Active transport moves substances against the concentration gradient
- ATP (adenosine triphosphate); energy is released when the bond is broken between the 2nd and 3rd phosphate
- Observe, question, make a testable explanation, experiment, collect and analyze data, state findings
- Independent variable is the variable that is manipulated by the scientist. Dependent variable changes according to the independent variable. A control is what is used to compare results, like baseline data.
- Different alleles; same alleles
- 50
- 50
- Pure breed
- Living things
- 0
- It will swell
- 75 rose comb and 25 single comb
- Response to the environment; rabbit running in the rain
- Tt
- A control
Book Review: Never Work Harder Than Your Students & Other Principles of Great Teaching (Part I)
Never Work Harder Than Your Students & Other Principles of Great Teaching by Robin R. Jackson is the book that has been assigned to our faculty to read. Normally, I would look at the books with disdain as there really does not seem to be enough hours in the day, but the title of this one has me hooked.
Last year, I felt as if I worked harder than ever before and my students performed at the lowest levels I’ve seen since my teaching career. I feel like this book may possess the secret to solve all my problems!
One thing I like about this book is that it is interactive. By that I mean that there was a quiz in the introduction to determine what type of teacher you are and the chapters have sections titled “Try This” where you stop and reflect on what you just read.
Chapter One – Start Where Your Students Are
This chapter is focused on getting to know your students. Not only in the sense of favorites or family life, but getting to know what their values are and what particular traits they have. Jackson writes about teaching your students how to take a trait that may be negative and teach them how to use it in a good way. I’ve seen this first hand, as students that may be very disruptive do a complete 180 once they have a specific role in the class.
Another takeaway from this chapter is the “Activity Bag”. Students bring in 5 items that represent themselves and place it in a bag. Throughout the month, randomly select a bag, go through its contents and see if the students can guess who it is. Then the student comes up and explains why they chose the 5 items. I feel this is a good way to help instill community in the classroom.
Chapter Two – Know Where Your Students Are Going
This chapter emphasizes focusing on the standards, similar to unwrapping the standards as mentioned in the book by Larry Ainsworth. Last year I was very overwhelmed by unpacking the first nine weeks and never finished the year. Reading this chapter has encouraged me to unpack one unit at a time. That way, the task won’t seem as daunting. One interesting mention in this chapter is to lower your standards for students. This struck me as odd initially because we want our students to reach for high expectations. By setting the performance standards lower, students actually have a chance to reach above and beyond what is expected. Of course, in order for students to excel beyond the given standard, they must KNOW what the standard is.
Chapter Three – Expect to Get Your Students There
This chapter has very little to do with teacher expectations of students and instead focuses on teacher expectations of ourselves. Do we really believe that we can teach students and move them to proficiency despite their shortcomings. Are we honest enough to realize the difficulties and weaknesses of our students. This chapter reminded me of how I felt when my AP Environmental Science Students did not do so well on their test. I actually wrote about it here. I mentioned that I felt they should have excelled and that their background should not have influenced their performance based on how they did in my class. An excerpt from the chapter that really spoke out to me…
Many teachers suffer from the same misplaced optimism. The same false hope that comes from believing that they and their students will be successful without also confronting the brutal facts of their current reality. We cannot hold onto high expectations for students without also considering the reality of who they are and what they are able to do.
Another important part of this chapter is the mention of not accepting failure in the classroom. This reminded me of the NMS (not meeting standards) grading policy of our district. There were many teachers in an uproar regarding the policy, but I favored slightly because it prompted discussion among teachers, students, and parents. Parents and students were now concerned and asking about grades where before they would receive an F and accept it as if it was the normal grade to receive.
Clearing Desktop Clutter
As the new school year approaches, I want to start fresh…have a clean slate….um….not add to my current state of chaos…
My personal laptop. My computer at work is much, much worse. 
Tired of all the clutter, I spent an afternoon cleaning up my space.
Since this is my personal laptop, I designated a folder called “Work” on my desktop for easy access.
There are several categories in this folder:
- AP Biology
- AP Environmental Science
- Biology
- Curriculum and Standards
- Grad School – Union
- Grants/PD
- MEA
- MET Project
- Reference
- Assessments
- Assignments
- Lesson Plans
- Media
- Reports
- Resources
This project is far from finished though.THEC Workshop Documentary
I know I’m a little late with this, but I wanted to share the documentary I created at the THEC Non-Fiction Workshop. I learned so much at that workshop and am excited because now my ThinkShow project is done – in my head anyways.
Enjoy!
Accessing You Tube in the Classroom (Memphis City Schools)
If you teach in Memphis City Schools, I’m sure that you are all too familiar with You Tube being blocked in the classroom and seeing this web page.
Not all items on You Tube are bad, but the reality is that there are many items on the site that are not conducive to a positive school climate. Few people are aware that there is a resource provided by the district where teachers and access and show You Tube videos without consequence, and that resource is Gaggle.
Yes…Gaggle…the email and student learning portal that you may have heard about, but never really took or had the time to see what it is. To access this resource, all you really need is the website to login and the name of your You Tube video. Let’s walk through this with a few screenshots.
To log into Gaggle, you will need to enter
http://memphis.gaggletn.com/
into the web address bar. The following screen will appear.
Your login information is the same as your teacher workstation. You do not have to register or create a new account.
Once you login, you should see this screen. (Note: Before this screen, another one may appear asking you for an alternative email address in case you forget your password or you may have to approve the “Terms of Use” for the site.)
There are some really cool features listed and I highly encourage you play around to see what is available for you to use in the classroom. For now, we’ll stick to You Tube.
Under “Applications” scroll down until you find Gaggletube (filtered You Tube) and click on the icon.
I like to type in the specific name of the video along with the You Tube author name for quick results.
All related videos appear and now all you have to do is click and play! Quite simple isn’t it! You can even add them to “My Videos” for quick future access.
I love using Gaggletube because it is safe and reliable. You will never have to worry about it being blocked one day because it is provided by the district and only teachers can access Gaggletube.
Give it a try and please let me know how it works for you!
Welcome to the wonderful world of teaching!
So you have just received your teaching contract or have been offered a position…great…except for maybe you have not set foot in a classroom for many, many years. Maybe you went to school for another discipline or you had a different career for 20 years before coming to the classroom. Whatever the case may be, I’m sure there are many emotions running through you – whether it is fear, anxiety, or excitement.
As a new teacher, it can be very tempting to read every book, scour the web for strategies and advice (maybe that’s how you got here!), or ask veteran teachers for advice. There is nothing wrong about doing these things and you should be commended for your enthusiasm, but before you do anything else I need you to STOP!
Take a minute to envision how YOU want to run your classroom. How do you see your daily lessons? What specific procedures do you want to take place in your class? How do you want your papers headed?
Some may view those questions as a given, but the truth is that there are many teachers that fail to establish classroom routine and procedures. This is your LIFELINE!!! Your class will sink or swim based on what you procedures you choose to set up or not set up.
Once you have a clear picture of how you want your class to run, try it out during the school year. I’m sure that you will discover that some methods are effective while others are not. This time is an excellent learning opportunity and as the year progresses, you can modify your procedures as you see fit. The key is that the procedures exist to begin with.
Again, reaching out to outside sources may not be a bad thing. It’s just very easy to get overwhelmed by information. Also, the person advising you may like to lead the classroom while you may like for the students to lead with guidance from you. By setting the stage and determining your classroom routines and procedures, everything else will fall in line.
