Forces/Motion
What do we call the tendency of an object to resist changes in its motion?
Inertia.
What is the basic unit of structure and function in all living things?
Cells
Name the three major "spheres" involved when we talk about Earth’s systems cycling matter and flow of energy.
Atmosphere, hydrosphere, geosphere.
What two main factors cause changes in weather according to common atmospheric models?
Air mass movement (wind) and differences in temperature and humidity (fronts).
Name two ways electromagnetic forces can act between objects (how they interact).
Attraction and repulsion (opposite vs. like charges/poles); force varies with distance/strength.
State Newton’s Second Law in words relating force, mass, and acceleration.
Net force equals mass times acceleration; force causes acceleration in proportion to mass. (Newton’s Second Law conceptually.)
Describe one piece of evidence that supports the idea that all cells come from preexisting cells.
Observations of cell division under microscopes (mitosis) showing new cells forming from existing cells; Pasteur/Louis, historical evidence.
Give one example of matter cycling between the atmosphere and hydrosphere.
Evaporation from ocean, condensation into clouds, precipitation returning water to surface.
Describe one way advances in technology have improved weather prediction (name the technology and what it measures).
Example: Doppler radar measures precipitation motion and intensity; satellites provide large-scale cloud and temperature data.
Explain, using a simple model, why opposite magnetic poles attract and like poles repel.
Model: field lines leave north pole and enter south pole; opposite poles' field lines connect (attract), like poles have field lines that push away (repel).
A 2 kg toy car accelerates at 2 m/s22 m/s2. Calculate the net force on the car (show your math).
Use F=maF=ma: F=2 kg×2 m/s2=4 N.F=2 kg×2 m/s2=4 N.
Match each cell part: nucleus, mitochondria, cell membrane, chloroplast, to its main function: captures light for photosynthesis, produces energy, controls cell/stores DNA, controls what enters/leaves the cell.
nucleus- controls cell
mitochondria- produces energy
cell membrane: controls enters/leaves cell
chloroplast: photosynthesis
Explain how the movement of tectonic plates can be inferred from the distribution of similar fossils on different continents.
Similar fossils on separated continents (e.g., Mesosaurus) indicate continents were once connected; matching fossil distributions align when continents are fitted together.
Interpret this dataset scenario: Meteorologists observe a cold front moving into a warm, humid region. Predict at least two weather changes likely to occur and explain why.
Likely outcomes: thunderstorms, heavy rain, possible severe weather due to uplift and instability; temperature drop after passage of cold front.
A charged balloon sticks to a wall after rubbing on hair. Identify the type of force involved and explain why the balloon is attracted to the wall even though they are not touching.
Electrostatic (electromagnetic) force; induced opposite charges or polarization in wall surfaces cause attraction without contact.
Give an example (not from class demos) of Newton’s Third Law and explain the action–reaction pair.
Example: When you push on a wall, the wall pushes back on you with equal and opposite force. Action: hand pushes wall; Reaction: wall pushes hand.
Explain how tissues, organs, and organ systems work together to maintain life in an animal. Give one specific example (name a tissue, organ, and organ system).
Example: Muscle tissue → heart (organ) → circulatory system (organ system) pumps blood to deliver oxygen and nutrients.
Construct (describe) a simple model showing how energy from the Sun and gravity drive the water cycle among atmosphere, hydrosphere, and geosphere. Include at least three processes (use labels like evaporation, precipitation, runoff).
Model: Sun heats water causing evaporation; water vapor rises and cools (condensation) to form clouds; precipitation falls and gravity drives runoff back to oceans; energy transfer and gravitational pull complete cycle
Explain how analyzing large amounts of weather data helps improve forecasts—name one type of data visualization or analysis method used.
Examples: ensemble modeling, graphical displays like time–series plots or maps showing probability; statistical verification methods.
Describe an investigation you could carry out to collect data showing that magnetic force strength changes with distance. List one variable to measure and one control to keep constant.
Example investigation: measure force between magnet and metal with a force sensor at set distances; independent variable: distance; control: magnet orientation and temperature.
Describe how non-algebraic mathematics (such as proportional reasoning or a numerical table) can show the relationship between mass, total force, and resulting acceleration in a multi-force scenario.
Create a table with total net force values and mass values, compute accelerations by dividing force by mass, and show proportional decrease in acceleration when mass increases for same net force.
Describe homeostasis and give one external factor that could challenge internal stability in an organism and how the organism might respond.
Homeostasis is maintaining internal stable conditions (e.g., body temperature). External factor: temperature drop; response: shivering, vasoconstriction
Explain how seafloor structures provide evidence that plates have moved over time (mention one specific type of seafloor feature).
Mid-ocean ridges and magnetic striping show new crust formation and seafloor spreading; age of rocks increases away from ridges.
Design (briefly) a classroom investigation using publicly available weather data to test whether storm prediction accuracy has improved over the last 20 years. List the data you would collect and one method of analysis.
Data: archived radar/satellite observations, forecast products, verification reports over 20 years; analysis: compute forecast error rates over time, use trend analysis or skill scores.
Sketch or describe a model that predicts how electric or magnetic field lines change when two like charges/like poles are placed near each other vs. two opposite charges/poles. (Explain qualitative differences in field density and direction.)
Opposite poles: field lines dense and directed between poles; like poles: field lines diverge and show regions of canceling directions between them.