1999 frq standards corrected
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This document outlines the criteria for an experimental design that measures the rate of photosynthesis under different conditions. It receives up to 7 points for characteristics of the experimental design such as manipulating one independent variable (e.g. temperature), including a control group, measuring a dependent variable (e.g. oxygen production), and using statistical analysis. The design can also earn up to 2 points for calculating the rate of photosynthesis and explaining the calculation. Finally, it receives up to 3 points for expected results by describing and graphing expected changes across conditions and providing biological explanations for the effects of temperature, wavelength, and intensity on photosynthesis.
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This document provides an overview of physics concepts and measurement techniques. It discusses the following key points:
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This document provides an overview of physics and measurements. It discusses the following key points:
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- Models are used to represent physical systems and make predictions. Matter is modeled at the atomic level down to quarks.
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- Classical physics developed theories of mechanics, thermodynamics, and electromagnetism, while modern physics addresses relativity and quantum mechanics.
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- Models represent systems using components and interactions to make predictions. Matter is modeled as atoms with electrons, nuclei, and quarks.
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2) Calculating typical energy ratios by dividing consumption by activity indicators like area to allow comparisons across buildings.
3) Developing a climate-based energy signature by relating consumption to temperature data to isolate the climate-dependent portion.
4) Creating a multi-parameter energy signature using regression analysis to relate consumption to multiple factors like climate and activity simultaneously.
The document provides details on carrying out each part and emphasizes
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1. The document outlines the procedures for a lab experiment on photosynthesis, including measuring the effects of light intensity and wavelength on photosynthetic rate.
2. Students will take readings from cuvettes containing chloroplasts, water and a dye to act as the electron acceptor over time when exposed to different light conditions.
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This document provides an Ohm's Law worksheet with 6 practice problems calculating voltage, current, and resistance using the equations: I = V/R, R = V/I, and V = IR. Students are asked to use these equations to find the missing value in each circuit scenario, such as calculating the voltage applied to a light bulb with a known current and resistance.
Ohm's law's calculations
This document contains a worksheet on Ohm's Law with 14 problems. The worksheet provides the three forms of Ohm's Law and asks students to calculate values like voltage, current, and resistance using circuits with resistors and batteries. Students are asked to determine unknown values, total resistances, and currents in various circuit diagrams applying the relationships defined by Ohm's Law.
Ohm's law worksheet ccp
This document provides an Ohm's Law worksheet with 6 practice problems calculating voltage, current, and resistance using the equations: I = V/R, R = V/I, and V = IR. Students are asked to use these equations to find the missing value in each circuit scenario, such as calculating the voltage applied to a light bulb with a known current and resistance.
Ohm's law
This document discusses resistance and Ohm's Law. It describes the key parts of Ohm's Law including volts, amps, and resistance. It also explains how to calculate an unknown value using two known values and Ohm's Law. Examples are provided to demonstrate calculating current and resistance using Ohm's Law. The document also discusses how resistance affects current and electric shock, and provides examples of calculating current through the body at different resistances and voltages.
Static electricity and electrical currants
This document defines static electricity and current electricity. It explains that static electricity is caused by an imbalance of electric charges, usually through rubbing materials together, while current electricity involves the controlled flow of electrons. It distinguishes conductors that allow electron flow from insulators that do not, and describes how static charges build up and arc in lightning.
Acid bases and nuclear review sheet
This document covers acids and bases, including definitions, properties, examples and the pH scale. It also discusses acid rain, its effects and causes. For radioactivity, it defines different types and compares the strong force to the electric force in alpha and beta equations. It explains transmutation, half-life, fission and chain reactions. Additionally, it outlines nuclear power plants, how they create electricity from fission, reasons for past meltdowns and pros and cons of nuclear power. Finally, it addresses the big bang theory, evidence supporting it, the potential end of the universe, star formation, star types and life cycles.
Chemical reactions
This document discusses chemical equations and reactions. It explains that chemical equations are used to represent chemical reactions, and that they consist of reactants on the left side of the arrow yielding products on the right. It also describes how to balance chemical equations by adjusting coefficients so that the same number of each type of atom is on both sides of the equation. Balancing chemical equations ensures conservation of mass during chemical reactions.
Naming and writing compounds and molecules
This document provides instructions for writing formulas and naming ionic compounds, covalent molecules, and polyatomic ions. It explains that for ionic compounds, you write the symbols of the ions and use the crossover method to determine subscripts before naming the compound by writing the cation name followed by the anion name with "ide." For covalent molecules, Greek prefixes indicate subscripts and the name is written by specifying each element followed by the number of atoms. Polyatomic ions are also named and included in ionic compounds by looking up their formula and charge. Examples and practice problems are provided to demonstrate the process.
Bonding practice
1) The document provides instructions for drawing Lewis structures to show ionic and covalent bonding between various elements. Students are asked to draw Lewis structures for pairs of elements, and indicate electron transfers or sharing to write chemical formulas. 2) For ionic bonds, students should draw Lewis structures, arrows to show electron transfer, charges for each ion, and chemical formulas. 3) For covalent bonds, the instructions are to draw Lewis structures, circles around shared electrons, bond structures, and chemical formulas.
Atomic spectrum
The document discusses atomic spectra and the Bohr model. It explains that atoms can absorb and emit light at specific frequencies, and this atomic spectrum acts as a fingerprint that can be used to identify elements. The Bohr model describes electrons occupying different energy shells around the nucleus, and electrons absorbing and emitting energy by jumping between shells and releasing light. The document also briefly mentions flame tests and spectroscopes as methods to observe atomic spectra.
Rutherford
Ernest Rutherford (1871-1937) was a notable British physicist and chemist who made seminal contributions to the development of the modern atomic model. Through his gold foil experiment in 1911, Rutherford was able to formulate the Rutherford model of the atom, which established that atoms have a small, positively charged nucleus surrounded by low-mass electrons. For this breakthrough discovery, Rutherford received numerous honors including the Nobel Prize in Chemistry in 1908. His work fundamentally changed scientific understanding of atomic structure.
Meinter
Lise Meitner was an Austrian/German physicist born in 1878 who made significant contributions to nuclear physics. She received her doctorate in 1905 as the second woman to earn a PhD from the University of Vienna. In 1938, Meitner, Otto Hahn, and Fritz Strassmann discovered nuclear fission when bombarding uranium with neutrons. This splitting of uranium atoms led to additional neutrons and the potential for an explosive chain reaction. Sadly, her discovery was later used in 1945 for the atomic bomb dropped on Hiroshima. Meitner received several honors for her work, including the Max Planck medal in 1949.
Gell mann
Murray Gell-Mann was born in 1929 and is still living. He graduated valedictorian from Columbia Grammar School and attended Yale University at age 15. Gell-Mann won the 1969 Nobel Prize in Physics. In 1964, he discovered the quark, which makes up protons and neutrons in the nucleus. Quarks have never been isolated due to their small size of 10-15 mm. Gell-Mann is also interested in activities like bird watching and collecting antiques.
Democritus
Democritus was a Greek philosopher born around 460-457 BC in Abdera, Thrace. He developed the first atomic theory, proposing that all matter is made up of indivisible atoms moving through empty space. Democritus believed that atoms were the fundamental building blocks of the natural world and that their behavior determined natural phenomena. He and his mentor Leucippus are considered the founders of atomic theory. Democritus was highly respected in his lifetime for making discoveries and predictions that were later proven true.
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1999 frq standards corrected
- 1. 1999 A. Experimental Design: The following experimental characteristics may earn 1 point each. ( 7 points Max) st Score only the 1 independent variable (temperature, wavelength, intensity) manipulated st and the 1 factor used by the students to measure photosynthetic rate (O2, CO2, etc) A 3 point maximum in Section A if the experiment will not work biologically. Examples: Using an organism that is not photosynthetic, or using an apparatus that biologically will not measure photosynthesis as designed. Not intended to mean a technical design flaw. State hypothesis (clear statement of a hypothesis, identifies it as a hypothesis, uses “if/then” statement Specify a control group for comparison Identify and hold constant at least one experimental factor that can affect photosynthetic rate Manipulate the independent variable (change the temperature, wavelength of light, intensity of light) Describe what is being measured to determine rate (CO2 or H2O consumption, O2, or carbohydrate productions, growth, e- flow measured with dye reductions, production of an intermediate product, etc.) Quantify the measurement of the variable (method and time frame of measurement) Verify results through sample size or repetition Utilize statistical application of data (mean, t-test, ANOVA, etc.) Design an exemplary experiment B. Measuring the rate of photosynthesis (Max 2 points) Rate calculation Definition or explanation of calculation C. Expected Results. Explanation of Results ( Max 3 points) Expected: Verbal or graphic description of expected experimental results Verbal or graphic description of expected results across entire range of biological activity Graphs below, accurately labeled
- 2. Explanation: Temperature – Enzyme kinetics or metabolic changes Enzyme denatures Photorespiration Stomatal closing w/high temperatures, limits CO2 and lowers rate Excessive water loss, less reactant available for reaction Elaboration WavelengthAbsorption on reflection of light by chlorophyll Accessory pigments absorbing green light Relation between wavelength and energy Elaboration IntensityMore photons hit photosystems More e-flow in the electron transport system/time Plateau caused by limiting factors Elaboration