Download STUDY GUIDE FOR 6TH GRADE SCIENCE MIDTERM EXAM

STUDY GUIDE FOR 6TH GRADE SCIENCE MIDTERM EXAM:
YOUR EXAM IS ON: WEDNESDAY, NOVEMBER 16TH, 2016
Students,
You will be taking an exam on everything you’ve learned from weeks 1 through 5. Fear not, for
this study guide plus your best effort will give you confidence and review your understanding of
the topics we’ve been learning about.
This exam will consist of multiple choice, fill-in-the-blanks, and short answers (open-ended
responses). If you have any last-minute questions, I will have tutoring hours on Monday,
November 14th from 2:45 to 4:15 PM. You may also email me anytime.
Some of my tips for success include: (1) studying in a quiet area so that you can focus without
distractions, (2) drinking water, (3) for every hour, taking a 15-minute break to stretch and
maybe get a snack, (4) having all of your notes, writing tools, and supplies near you, and (5)
remembering that you are capable of learning the material if you put in the time and above all,
believe in yourself.
By signing the line below, you’ve acknowledged that the exam is coming up on Wednesday,
November 16th, 2016. You can do it! (づ｡◕‿‿◕｡)づ
__________________________________
STUDENT SIGNATURE
_______________________
TODAY’S DATE
WEEK 1: INTRODUCTION TO SCIENCE & THE SCIENTIFIC METHOD
Step 1: I will check the box when I (1) fully understand the objective and I (2) can explain it to
someone else (i.e. a classmate, your parent, or a friend).
OBJECTIVES
1. EXPLAIN THE PURPOSE OF THE SCIENTIFIC METHOD
2. NAME THE STEPS OF THE SCIENTIFIC METHOD IN ORDER
3. BE ABLE TO DEFINE A FAIR TEST
4. BE FAMILIAR WITH THE DEFINITIONS FROM KEY VOCAB 01
Step 2: Use information from your worksheets, science notebook, and assignments here.
#
OBJECTIVE
1 Explain the
purpose of the
scientific method
(Why do
scientists use it?)
2 Name the steps of
the scientific
method in order
NOTES
The scientific method is a systematic approach to carrying out a
scientific investigation. It is an organized, efficient, step-by-step process
used to test a hypothesis.
3 Be able to define
a fair test
(include the
variables and
controls)
1. Observation/ Question
2. Research (look at other scientific investigations that relate to
your observation/ question)
3. Hypothesis (educated guess)
4. Experiment (performed in the lab or out in the field of study)
5. Collect Data (can be quantitative (i.e. measurements) or
qualitative (i.e. describing a characteristic like animal behavior)
6. Analysis (make sense of the data collected and look for patterns
or trends)
Conclusion (state whether the hypothesis was supported or not)
A fair test is when only one factor or variable of an experiment is
changed, while everything else remains constant (the same).
Example: During our airplane lab, we performed a fair test when we
only changed one factor - the placement of the paperclips on the plane,
keeping everything else the same.
It would NOT be fair if we changed the placement of the paperclips
AND the design of the airplane AND the paper type because now there
are 3 variables or factors changing (not a fair test).
4 Be familiar with
the definitions
from KEY
VOCAB 01
Know what the words mean in order to understand what an exam
question is asking for, but I will not specifically ask you to define every
term.
Refer to your key vocab packets or look at my BHM page for definitions.
WEEK 2: WHAT IS THE CELL?
Step 1: I will check the box when I (1) fully understand the objective and I (2) can explain it to
someone else (i.e. a classmate, your parent, or a friend).
OBJECTIVES
1. DETERMINE AND EXPLAIN IF AN OBJECT IS LIVING OR NONLIVING
2. DEFINE A CELL & THE MAIN TYPES
3. NAME THE ORGANELLES OF THE ANIMAL CELL AND PLANT CELL
4. BE FAMILIAR WITH THE DEFINITIONS FROM KEY VOCAB 02
Step 2: Use information from your worksheets, science notebook, and assignments here.
#
OBJECTIVE
1 Determine and
explain if an
object is living or
nonliving.
(Think: What is
the basic unit of
life?)
2 Define a cell and
the main types.
(start with
prokaryote vs.
eukaryote)
NOTES
The PRESENCE of cells indicates life and a living organism who had
cells to begin with, even if now dead, is still a living thing because the
cells don’t disappear.
3 Name the
organelles of
each cell type
and their
functions.
(animal cell and
plant cell)
ANIMAL CELL –
4 Be familiar with
the definitions
from KEY
VOCAB 02
Know what the words mean in order to understand what an exam
question is asking for, but I will not specifically ask you to define every
term.
A nonliving thing NEVER had cells to begin with (ex. Sand is made of
silicon dioxide, not cells).
Prokaryote- A simple organism. Example: Bacteria.
Unicellullar (one cell) only. Does not have membrane bound
organelles and does not have clearly defined nucleus.
Eukaryote- A complex organism. Example: Plant, Animal, Fungi.
Multicellular (many cells), but can also be unicellular. Has a clearly
defined nucleus AND membrane bound organelles.
PLANT CELL-
Refer to your key vocab packets or look at my BHM page for
definitions.
WEEK 3: THE ANATOMY OF THE CELL
Step 1: I will check the box when I (1) fully understand the objective and I (2) can explain it to
someone else (i.e. a classmate, your parent, or a friend).
OBJECTIVES
1. BE ABLE TO DRAW THE ANIMAL CELL & PLANT CELL WITH LABELS
2. NAME ORGANELLE FUNCTIONS
3. BE ABLE EXPLAIN THE POWER OF MAGNIFICATION ON MICROSCOPES
4. BE FAMILIAR WITH THE DEFINITIONS FROM KEY VOCAB 03
Step 2: Use information from your worksheets, science notebook, and assignments here.
#
OBJECTIV
E
1 Be able to
draw the
animal cell
and plant
cell with
labels (This
requires
knowing
their
locations)
2 Name
organelle
functions
(organelle=
the
specialized
structures
within a cell)
NOTES
IN BOTH PLANT AND ANIMAL
Cell membrane – a barrier that regulates what goes in and out of the cell
Mitochondria – the power house/ generator of the cell; breaks down sugars
through cellular respiration
Ribosome – creates proteins for the whole cell
Nucleus – the control center of the cell containing DNA
Chromosome – structures of DNA found in the nucleus
Vacuole- site for storage of chemicals or other essential nutrients needed
Cytoplasm- gel-like fluid that suspends organelles, keeping them in place;
site where cellular processes occur
ADDITIONALLY, ONLY THE PLANT HAS:
Cell wall- rigid, outer layer of the cell (outside of the cell membrane) that
provides structure and support for the plant
Chloroplast- contains chlorophyll and is used for photosynthesis
Large, permanent/ central vacuole- site for chemical and nutrient storage
3 Be able to
explain the
power of
magnificatio
n on
microscopes
(increasing
magnificatio
n does
what?)
4 Be familiar
with the
definitions
from KEY
VOCAB 03
By increasing the power of magnification on a microscope from the lowest
power setting of 4x  10x  40x  100x, the specimen being observed
appears closer and in greater detail. You can see the organelles of a cell
become more vivid and distinct as you increase the power of magnification.
Know what the words mean in order to understand what an exam question
is asking for, but I will not specifically ask you to define every term.
Refer to your key vocab packets or look at my BHM page for definitions.
WEEK 4: BODIES AND SYSTEMS
Step 1: I will check the box when I (1) fully understand the objective and I (2) can explain it to
someone else (i.e. a classmate, your parent, or a friend).
OBJECTIVES
1. CHART THE LEVELS OF ORGANIZATION OF THE BODY & THEIR
FEATURES
2. KNOW THE MAIN ORGAN SYSTEMS & THEIR FUNCTIONS
3. KNOW THE ORGANS OF THESE ORGAN SYSTEMS & THEIR FUNCTIONS
4. BE FAMILIAR WITH THE DEFINITIONS FROM KEY VOCAB 04
Step 2: Use information from your worksheets, science notebook, and assignments here.
#
OBJECTIVE
1 Chart the
levels of
organization of
the body &
their features.
(When I say
features, you
should be able
to define the
levels which
increase in
complexity)
NOTES
cells → tissues → organs → organ systems → organisms
From cells (simplest)…… to organisms (most complex)
Cell (feature) - The smallest structural and functional unit of
life.
Tissue (feature) - A collection of similar cells that perform a
specialized function.
Organ (feature) – A collection of similar tissues that perform a
specialized function.
Organ system (feature) –
A collection of similar organs that perform a specialized
function.
Organism (feature) – entire living things that perform basic life
processes. Organisms take in materials, release energy from
food, release wastes, grow, respond to the environment, and
reproduce.
2 Know the main
organ systems
and their
functions (8
systems in
total)
Circulatory system- The heart pumps blood through its
chambers to all parts of the body by cycles of contracting and
relaxing.
Nervous system- coordinate actions and responses according to
various stimuli
Skeletal system- protects and holds organs in place, provides
support for the body and coordinates movement with the
muscular system attached to the bones, stores minerals, and
contains resources to generate new blood cells.
Muscular system- attaches to the skeletal system to allow the
body to move and also permits movement of internal organs,
such as the heart and intestines.
Digestive system- processes food into small enough nutrients to
travel through the blood to all cells and passes through material
that cannot be digested as waste.
Excretory system- filters excess fluids, chemicals, vitamins,
minerals, salts, and works with the circulatory system to
eliminate wastes from the bloodstream into the kidneys.
Respiratory system - When we breathe, we inhale oxygen and
exhale carbon dioxide.
Integumentary system- gives protection, absorption, and
secretion
3 Know the
organs of these
organ systems
and their
functions
Circulatory system - The major organs of the circulatory system
are the heart, arteries, veins, and capillaries.
Nervous system- brain, spinal cord, nerves
Skeletal system- bones and joints
Muscular system- muscles (three types: skeletal, smooth, and
cardiac), ligaments, and tendons.
Digestive system- mouth, tongue, teeth, esophageal muscles,
stomach, small intestine, large intestine, rectum, anus
Excretory system – kidneys, bladder, urethra
Respiratory system – lungs, bronchial branches, alveoli
Integumentary system – skin, finger nails, sweat glands, oil
glands
4 Be familiar
with the
definitions
from KEY
VOCAB 04
Know what the words mean in order to understand what an
exam question is asking for, but I will not specifically ask you to
define every term.
Refer to your key vocab packets or look at my BHM page for
definitions.
WEEK 5: SENSORY RECEPTORS
Step 1: I will check the box when I (1) fully understand the objective and I (2) can explain it to
someone else (i.e. a classmate, your parent, or a friend).
OBJECTIVES
1. IDENTIFY THE 3 MAIN TYPES OF SENSORY RECEPTORS
2. KNOW THE 3 MAIN TYPE OF SENSORY INPUTS
3. KNOW THE SENSE ORGANS CORRESPONDING TO THE INPUT/ CHANGE
4. BE FAMILIAR WITH THE DEFINITIONS FROM KEY VOCAB 05
Step 2: Use information from your worksheets, science notebook, and assignments here.
#
OBJECTIVE
NOTES
1
2
Identify the 3
main types of
sensory
receptors (use
your assigned
reading packet:
Sense
Receptors). Be
able to list
their
specialized
functions.
MECHANORECEPTORS respond to mechanical pressure,
sound, touch, vibration.
Know the three
main types of
sensory inputs.
MECHANICAL INPUT- A signal that enters the body through
physical touch or vibration.
ELECTROMAGNETIC RADIATION RECEPTORS
(PHOTORECEPTORS) change visible light from the
electromagnetic spectrum into signals that are perceived as images
or sight.
CHEMORECEPTORS are stimulated by the presence of
chemicals.
ELECTROMAGNETIC INPUT- A light/ visual signal that
enters the body.
CHEMICAL INPUT- A chemical (signal) that enters the body.
p3 Know the sense
organs
corresponding
to the input/
change
occurring to
the organism.
MECHANICAL INPUT- A stimulus enters through the nose
and ears and skin.
ELECTROMAGNETIC INPUT- A stimulus enters through the
eyes.
CHEMICAL INPUT- A stimulus enters through the mouth
(tongue taste buds as direct chemoreceptors) and nose.
4
Be familiar
with the
definitions
from KEY
VOCAB 05.
Know what the words mean in order to understand what an
exam question is asking for, but I will not specifically ask you to
define every term.
Refer to your key vocab packets or look at my BHM page for
definitions.