Science 7 Name: Per.

Semester 2 Study Guide

Macromolecules:

1. Complete the table below.

Carbohydrates Lipids Nucleic Acids Proteins

Composed of
what elements?

Also known as Sugars or starches or

2 special
functions of this
macromolecule

Structural formulas:

2. State the number of each: 6. State the number of each:

Carbon atoms Carbon atoms
Hydrogen atoms Hydrogen atoms
Oxygen atoms Oxygen atoms
Single bonds Single bonds
Double bonds Double bonds

3. Write the chemical formula for the molecule. 7. Write the chemical formula for the molecule.

4. State the number of each: 8. State the number of each:

Carbon atoms Carbon atoms
Hydrogen atoms Hydrogen atoms
Oxygen atoms Oxygen atoms
Single bonds Single bonds
Double bonds Double bonds

5. Write the chemical formula for the molecule. 9. Write the chemical formula for the molecule.

* Given a structural formula, be able to state whether it is a lipid, carbohydrate, or a protein.

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Macromolecule Testing: Most food is composed of 3 types of molecules: carbohydrates (sugars or starches),
proteins, and lipids. You can test for each of these using indicators, which are chemicals that change color in the
presence of a certain substance. A color change is a positive result, which is an indicator of the presence of the
substance being tested.

Benedict Test: Benedict’s solution will change from blue to orange in the presence of carbohydrate sugars. In
other words, orange is a positive test for Benedict’s solution.

Lugol Test: Lugol’s iodine will change from orange-brown to deep blue in the presence of carbohydrate
starches.

Biuret Test: The Biuret test uses a solution of potassium hydroxide (KOH) and copper sulfate (CuSO 4) to test
for protein. This solution changes from light blue to purple when proteins are present.

Sudan Red Test: The Sudan Red test uses a fat-soluble dye. When lipids are present, the dye will be absorbed
into the lipids, and will appear as concentrated spots of color in the test tube.

A student used these solutions to test five unknown substances. The results are recorded below.

Unknown Solution Benedict Test Lugol Test Biuret Test Sudan Red Test
Sample A Orange Brown Blue No red spots
Sample B Blue Brown Purple Red spots
Sample C ? ? ? ?
Sample D Blue Brown Blue Red spots
Sample E Blue Orange Blue No red spots

10. Use the table above to answer the questions that follow.
A. Sample A is more likely to be eggs/oatmeal/beans/apple juice because

B. Sample B is more likely to be chicken/avocado/noodles/butter because

C. Sample D is more likely to be table sugar/pasta/olive oil/pork because

D. Sample E is more likely to be steak/bread/butter/strawberry because

E. If Sample C were composed of peanuts, what would the test results be?

1) Benedict Test: positive/negative

2) Lugol Test: positive/negative

3) Biuret Test: positive/negative

4) Sudan Red Test: positive/negative

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11. Identify the reaction below as a dehydration synthesis or hydrolysis reaction:

A. This is a dehydration synthesis/hydrolysis reaction.

B. The product is a monomer/polymer.

12. Identify the reaction below as a dehydration synthesis or hydrolysis reaction:

C. This is a dehydration synthesis/hydrolysis reaction.

D. The product is a monomer/polymer.

13. When an herbivore eats a plant, the (specific carbohydrate name) in the plant’s
cell walls (and nutrients in other parts of the plant) gets broken down when the herbivore chews and digests
its food. In the herbivore’s system, this carbohydrate gets broken down into
polymers/monomers, then into the elements , , and
. These elements are then rearranged to form other macromolecules for the herbivore’s
structures such as skin, muscle, etc.

14. The process of digestion breaks the chemical bonds in macromolecules. The breaking of bonds releases
. This energy is used to power cellular processes such as
, which is a series of reactions that has the following chemical equation:
oxygen gas + glucose  _______________ + __________________ + _______ (energy molecule)

The chemical energy found in the bonds of glucose is used to make the energy molecule ________. This new
molecule now stores chemical energy in its , ready for the cell to use.

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Photosynthesis and Cellular Respiration:
15. Write the BALANCED equation for photosynthesis below: (The # of each type of atom in the reactants MUST
BE THE SAME as the # of each type of atom in the products.)

________________ + ______________ + sunlight  ________________ + ___________________

16. The reaction above has the SAME number of atoms in the reactants as the number of atoms in the products.
This supports the law of .
Count the atoms:
# of carbon atoms: ______ # of hydrogen atoms: ______ # of oxygen atoms: ______

17. Give 3 examples of organisms that can photosynthesize.

18. Give 2 reasons why photosynthesis is essential to life on Earth.

A.

B.

19. Which of the following does not enter a plant through the stomata in its leaves? Explain your answer.

Carbon dioxide Water Oxygen Gas

The purpose of the experimental setup below is to investigate the effect of light intensity on photosynthesis.
www.bbc.co.uk/bitesize
Sodium hydrogen carbonate solution is placed in a clean test
tube. A sprig of the pondweed Cabomba is added and the test tube
is placed 10 cm away from a light source for 5 minutes. The number
of bubbles released from the pondweed is counted for 1 minute.
The count is repeated 4 times, then the average of 5 trials is
recorded.
The experiment is repeated at different distances from the
light source.

20. The independent variable in this experiment is

21. The dependent variable in this experiment is

22. List at least 3 constants in this experiment:

23. Suggest a control group for this experiment:

24. What was the purpose of the sodium hydrogen carbonate solution?

25. Why were there 5 trials for each distance?

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The results from the experiment are shown on the graph below.

www.mmerevise.co.uk

26. What is the relationship between the distance of the plant from the lamp and the number of bubbles per
minute?
When distance from the lamp increases, the number of bubbles per minute .

The graph below shows what happens to the rate of photosynthesis when a plant is placed in water with different
concentrations of carbon dioxide.

www.evolvingsciences.com

27. What does “concentration” mean?

28. In the graph above, the dependent variable is

29. In the graph above, the independent variable is

30. Photosynthesis is a series of chemical reactions that involve enzymes. If you think of enzymes in the
chloroplast as the machinery in glucose production, why does the rate of photosynthesis level off after a
certain carbon dioxide concentration?

31. What is the relationship between the concentration of carbon dioxide and the rate of photosynthesis?
When the concentration of carbon dioxide increases,

until a certain concentration, then the rate of photosynthesis

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The graph below shows what happens when a plant is exposed to different temperatures.

www.thealevelbiologist.uk
32. The independent variable is
33. The dependent variable is
34. What is the relationship between temperature and the rate of photosynthesis?

35. Photosynthesis is a series of reactions that depend on the work of enzymes. Enzymes are examples of
_____________________ (macromolecule). What happens to enzymes when the temperature gets too
high?

The graph below shows the rate of photosynthesis for different wavelengths of light.

36. Which two wavelengths of light have the highest rates of photosynthesis? and

37. At which wavelength of light is Chlorophyll A absorption maximized?

38. What range of light wavelengths is Chlorophyll A unable to absorb?

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39. Living things can be organized based on whether they get their carbon from biotic or abiotic sources. Which
type(s) of organisms get their carbon from abiotic sources? (Circle ALL that apply.)
A. Producer
B. Heterotroph
C. Consumer
D. Decomposer
E. Autotroph

40. Write the BALANCED equation for cellular respiration below:

________________ + ______________  ________________ + _________________ + _____________

41. Note that, just as in photosynthesis, the reaction above supports the law of conservation of mass.
Count the atoms:
# of carbon atoms: ______ # of hydrogen atoms: ______ # of oxygen atoms: ______

42. Which terms do not belong to the concept of cellular respiration? Cross them out and explain your answer.

Autotroph Consumer Producer Heterotroph Decomposer

43. Label the diagram below.

A.
B.
C.
D. (process) that occurs in the (organelle)
E. Sugars or starches (generally written as “glucose” for simplicity) – energy is stored in chemical bonds
F. (process) that occurs in the (organelle)
G. – energy is stored in the chemical bonds
H.
I.
J.
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 44. Gases enter and leave a plant’s leaves through openings called . To reduce water
loss due to high daytime temperatures, cacti perform the light-independent reactions of photosynthesis
during the night, when the weather is . They also perform cellular
respiration at this time.

45. Bromothymol blue (BTB) is an indicator that changes from blue to yellow in the presence of carbon dioxide.
In the experiment below, three test tubes were set up as
follows:

Tube 1: BTB solution with carbon dioxide, a plant, and

covered with green film, which prevents chlorophyll from
absorbing sunlight
Tube 2: BTB solution with carbon dioxide and a plant
Tube 3: BTB solution with carbon dioxide only

All three test tubes were exposed to the same light for one hour.

Complete the data table below:

Color before light exposure Color after 1 hour of light exposure

Test Tube 1

Test Tube 2

Test Tube 3

A. What was the purpose of Test Tube 3?

Carbon Cycle:
46. The element carbon is essential for all living things because
. It is also economically important to modern
humans in the form of fossil fuels such as .
47. in the atmosphere is taken up by photosynthetic organisms and used to
make organic molecules, which travel through food chains. In the end, carbon atoms are released as CO2 in
the process of .
48. Geological processes tend to be slow (taking millions of years). Two examples of slow geological processes
are the formation of and of .
These two processes contribute to the carbon cycle over a long period of time.
49. The carbon cycle can be thought of as two interconnected cycles: one that deals with rapid carbon exchange
among living organisms and one dealing with long-term cycling of carbon through geologic processes. How
are these two cycles linked?

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50. Choose 3 processes from the carbon cycle above and explain them in more detail.
A.

B.

C.

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 51. Look at the trophic pyramid below and answer the questions that follow.

A. If 100% of the sun’s energy is available to primary producers, and with most of the energy lost as heat,
% of the sun’s energy is available for second-level consumers.
B. If the primary producer level received 2500 kilocalories of energy from the sun, how many kilocalories
did the first-level consumers receive?
C. What is another name for first-level consumer?
D. Which level contains the apex predators for this ecosystem?

Carbon Sinks and Carbon Sources

52. Match the correct definition with the term.
_____ carbon source A. absorbs more carbon than it releases
_____ carbon sink B. releases more carbon than it stores
_____ carbon store/reservoir C. maintains a constant amount of carbon

53. Look at the three diagrams on the next few pages and complete the chart below by writing a  or Yes in the
correct column for each item or process.

Carbon Store Carbon Sink Carbon Source

A young, growing tree

A mature, grown tree

Soil respiration

Photosynthesis

Lithosphere

Ocean

Coal power plant

Deforestation

Sedimentation

Decomposition

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 www.nap.nationalacademies.org

www.carbon2018.globalchange.gov

www.scied.ucar.edu

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Sea Level Rise
54. Glaciers are large masses of ice found on while sea ice are large masses of ice found
. Which do you think contributes more to sea level rise?

The following is the setup for an experiment to answer

this question.
(1) Press equal amount of clay into one side of
identical plastic containers, making a smooth,
flat surface representing land rising out of the
ocean.
(2) In one container, place as many ice cubes as
possible on the land. This represents land ice.
(3) In the other container, place the same number
of ice cubes on the bottom of the container,
next to the clay. This represents sea ice.
(4) Pour cold water into the sea-ice container until
the ice floats. Be sure no ice is resting on the bottom of the container and that the water isn’t higher
than the land level.
(5) Without disturbing the ice cubes, pour water into the land-ice container until the water level is
about equal to the water level in the sea-ice container.
(6) Make a note of the original water level, then measure and record the water level at regular intervals
as the ice cubes melt.

Results: On the right is a graph of the data recorded during

the experiment.

Based on the data, which contributes more to sea level rise,

land ice or sea ice?

Calculating Percent: Show your work and include units in your final answer.
55. In a certain climate, the total annual precipitation is 260 mm. In October, there is an average of 18 mm.
What percentage of the annual precipitation is in October?

56. One year, a household used a total of 1,535 therms of natural gas for heating and cooking. In August, they
used 20 therms. What percentage of the household’s annual gas use was in August?

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Climate:

57. Matching: Each choice is may be used once, more than once, or not at all.

(1.) _____ An area of low rainfall on the leeward slope of the mountain A. Albedo
(2.) _____ Causes the climate on a tall mountain to be cold and snowy B. Altitude
(3.) _____ Causes the amount of solar energy per unit of Earth’s surface to
C. Climate
vary
(4.) _____ The amount of thermal energy needed to increase the D. Correlation
temperature of 1 kg of a substance by 1 degree Celsius E. Latitude
(5.) _____ The distance north or south of the equator
F. Microclimate
(6.) _____ The long-term average weather conditions that occur in a region
(7.) _____ Has a high specific heat, which causes the climate along coastlines G. Precipitation
to differ from climates in the middle of a continent H. Rain shadow
(8.) _____ Liquid or frozen water that forms in the atmosphere and falls back
I. Specific heat
to Earth
(9.) _____ This is a localized climate that is different from the climate of the J. Water
larger area surrounding it K. Weather

58. True or False.

(1.) ________ Ocean currents can modify climate.
(2.) ________ A climatograph is a graph of temperature and precipitation in a certain location.
(3.) ________ The rain shadow effect causes less rain to fall on the windward side of a mountain.
(4.) ________ Sand higher lower albedo than ocean water and sea ice.
(5.) ________ The urban heat island effect is due to the large amount of heat absorbed by a city, which
makes its climate warmer than that of surrounding rural areas.
(6.) ________ The latitude at the equator is 0 degrees.
(7.) ________ Two cities are located at the same latitude. The city closer to the ocean would be colder in
winter.
(8.) ________ Two cities are located at the same latitude. The city at the lower altitude will be warmer year-
round.
(9.) ________ Because aerosols in the atmosphere can trigger cloud formation, they can cause cooler
temperatures.
(10.) _______ Deforestation always results in the land being used for something other than replanting trees.

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Short Answer Questions on Climate Change:
59. In the box on the right, draw how greenhouse gases warm the atmosphere. Your drawing should include
Earth, and arrows representing infrared radiation from the sun.

60. What evidence exists to support the claim that burning fossil
fuels leads to the warming of Earth’s atmosphere?

61. Why are the warming oceans a concern? (Relate to CO2. Note: The answer is NOT ocean acidification.)

62. How is deforestation different from clearcutting? List at least 3 ways land is used after deforestation.

63. When temperatures warm, the atmosphere will eventually contain more water vapor because
and because

64. What is permafrost? How is it related to ice cores?

65. List 3 different things that can result SPECIFICALLY from rising sea levels (not just things that can occur due
to global warming in general).

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66. At the upper layer of the ocean, (gas) diffuses into the ocean, dissolves and enters
into a series of chemical reactions. It first reacts with water to form acid, then
this compound breaks down into ions and .

From sustainability.yale.edu
67. pH is a measure of the amount of hydrogen ions in a solution. (Ions are atoms with a positive or negative
charge. For example, a hydrogen atom is written as H, and it is neutral. A hydrogen ion is written as H+, and it
is positively charged.)

A. Is apple juice acidic or basic?

B. Is saliva acidic or basic?
C. Is milk of magnesia acidic or basic?
D. Which is more acidic, lemon juice or gastric juices (stomach acid)?
E. Substances with a higher pH are more acidic/basic (choose one) than substances with a lower pH.
F. The pH of the ocean is increasing/decreasing (choose one).
G. True/False. Ocean waters are acidic.

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 68. Corals, mollusks, etc. are marine calcifers. Calcifers are organisms that use carbonate ions to make their
shells. Based on the diagram above, why would an increasing amount of bicarbonate ions in the ocean result
in fewer, smaller marine calcifers?

History of the Atmosphere:

69. Before life appeared on Earth, the atmosphere had a high percentage of
(gas) and no (gas). When _________________ such as cyanobacteria evolved, the levels
of CO2 in the atmosphere increased/decreased while the levels of oxygen gas (O2) increased/decreased. Over
time, plants evolved as new organisms that were capable of (process).
By 400,000 years ago, the levels of these gases in the atmosphere stabilized, with CO2 levels fluctuating
between ppm and ppm. During the Industrial Revolution (around 1750 and
onwards), humans began burning fossil fuels in great quantities to power machines, run factories, and supply
transportation. This caused atmospheric carbon dioxide levels to more
rapidly than it ever has in history. Today’s CO2 levels hover around ppm, and people are now
aware that record-high levels of this greenhouse gas in our atmosphere results in
warming.

Two Truths and a Lie:

70. Polar ice has albedo, which means that it reflects a lot of the sun’s heat energy. If global
warming causes more sea ice to melt, heat will be reflected and heat will be
absorbed, resulting in even more warming.
71. Warm air can contain water vapor than cooler air. This could result in
precipitation and flooding. In other areas, warmer temperatures increase of
water from soils, which can amplify droughts.
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72. Warming temperatures can also alter currents and provide more heat for the formation
of hurricanes (typhoons) and tornadoes. These result in precipitation.
73. When oceans absorb CO2, the carbon dioxide reacts with carbonate ions in the water to form
acid. This causes the pH of the ocean to and it also makes it difficult for
many marine organisms such as sea snails, clams, oysters, etc. to form .
74. means chopping down all the trees in an area of forest. Its purpose is to
harvest timber quickly and efficiently. After chopping down the trees, logging companies will plant saplings
so that this area of forest will regrow in about 200 years. Deforestation is different because after chopping
down all the trees in an area of forest, the land

75. Polar bears live on . They live and hunt for seals on these surfaces. If they need
to expend extra energy swimming from one ice floe to another, this is less energy available for them to be
able to . Also, sea-ice algae grow on the underside of sea ice, feeding zooplankton,
which in turn are food for marine organisms. See the food web below.

Sunlight (1) shines on the microscopic algae (2) in the sea ice. The sea ice algae perform photosynthesis (3).

The algae in the ice are eaten by small animals like copepods (4). Some of the algae in the ice are not eaten and melt out of the ice
and sink into the water (5) where they can be eaten by the small animals (4) or whales (6).

Some of the algae are heavy and sink to the sea floor (7) where they can be eaten by bottom-feeding animals such as isopods (8;
which are crustaceans, like the copepods).

The small animals in the water (4) and on the seafloor (8) might be eaten by fish (9), which are the food choice of seals (10).

Seals are a preferred food of polar bears (11), which inhabit the area and roam on top of the ice in search of food.

Inuit hunters (12) are also part of this food web. While only one Inuit hunter is pictured here, Inuit hunters often work together.
They share their catch among many families, and they are careful to not waste any part of the animal. If they take a larger animal,
just one may give them enough food to feed their whole family through the winter.

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 76. Information that scientists can get from ice core data:

77. Sea levels are increasing because (1) are melting, adding to the
water in the ocean, and (2) warming global temperatures are also warming the water in the sea, which
(and takes up more space) at higher temperatures.
78. We burn fossil fuels in coal power plants to produce to power our
homes, stores, city lights, electronics, etc. Fossil fuel combustion also occurs to power vehicles for
transportation such as (list
at least three). Together, these two contribute 60% – 70% of human-caused carbon dioxide emissions.
79. (gas) is a powerful heat absorber that can be released from oil and gas production
and refinery, animal agriculture, melting permafrost, landfills, and wetlands. In December 2023, atmospheric
levels were 1932 ppb (or 1.932 ppm). It can trap 100 times as much heat as carbon dioxide. However, CO 2
emissions are a greater concern to climatologists because:
A.

B.

C.

*Not included in this study guide but will also be on the exam:
 Climate Change CER
 Reading and analyzing graphs (such as you did on Graphing Climate Data: Parts 1-3)
 Interpreting diagrams

You may use a Notes Card during the final exam. Your Notes Card must be single-sided and no larger than one-half
of a sheet of A4 paper. Please write your name and period number on your Notes Card and turn it in when you
finish the final exam.
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