PAT Science Review 2024

Major Concepts from all 5 units

Air and Aerodynamics - Bernoulli's Principle
Key Points

- Wherever there is FAST MOVING AIR, there is low pressure.

-Planes use Bernoulli's principle in order to fly.

-Airplane wings are AIRFOIL shaped.

-Fast moving air flows ON TOP of the wing, creating LOW PRESSURE. Slow moving
air flows UNDER the wing, creating HIGH PRESSURE. The high pressure below the
wing CREATES LIFT.
Air and Aerodynamics - Bernoulli's Principle
Now You Try! -
Bernoulli's Principle

Question #1
Answer = C
Now You
Try! -
Bernoulli's
Principle

Question #2
Answer= B
Air and Aerodynamics - Adaptations
-An adaptation is when something CHANGES to become suitable to a new
situation.

-Birds and insects ADAPT to their environment in order to suit their needs (to
become faster flyers, be able to fly longer distances, fly swiftly).
Air and Aerodynamics - Adaptations
-Special Adaptations birds have:

1. Feathers - Give the bird a streamline shape (reducing drag, and maintains body
temperature)
2. Powerful flight muscles - designed so that they do not tire easily/quickly & are powerful
to achieve lift
3. Hollow bones - to decrease weight
4. Tail Feathers - To steer the bird during flight
5. Air Sacs- In order to power the bird's flight muscles, birds need a large, constant supply
of oxygen. Air sacs located in the bird's thorax/abdomen fill up with air and provide the bird
with enough oxygen during flight.
6. Wing Shape- The shape of a bird's wing is in an AIRFOIL shape, allowing the bird to
achieve lift through bernoulli's principle.
Air and Aerodynamics - Adaptations
Special Adaptations Insects Have:

1. Wings- Lightweight (lacks bone and muscle), Airfoil shape (bernoulli's

principle=lift), downward strokes=thrust

2. Blood-Filled Veins - Blood-filled veins in the wing help to give extra support the
the wing.

3. Figure-eight wing motion- on the insect's upstroke, the wings will move in a
figure-eight motion to speed up the airflow ON TOP OF the wing.
Now You Try! - Adaptations Question
#3
Answer = C
Now You Try! - Adaptations Question #4
Answer= C
Now You Try! - Adaptations Question
#5
Answer = B
Air and Aerodynamics - Streamlining
**STREAMLINING REDUCES DRAG**

--> Drag naturally occurs as objects pass through the air. The goal of animals,
objects, and airplanes IS TO REDUCE THE FORCE OF DRAG by being as
STREAMLINE AS POSSIBLE.
Now You
Try! -
Streamlining

Question #6
Answer = D
Now You Try! - Streamlining Question
#7
Answer = D
Air and Aerodynamics - Properties of Air
1. Air Takes Up Space

2. Air Can Be Compressed

3. Air Has Weight

4. Air Can Be Compressed (Cold Air) or Expanded (Hot Air)

5. Air is composed of gases (78% nitrogen, 21% oxygen, 1% argon, along wit
small traces of other gases).
Now You Try! -
Properties of Air

Question #8
Answer = B
Now You Try!
- Properties of
Air

Question #9
Answer= B
Now You
Try! -
Properties of
Air

Question
#10
Answer = C
Now You Try! - Properties of Air Question
#11
Answer = C
 Flight - Parachutes
-The goal of a parachute is TO INCREASE DRAG.
An Ideal Parachute Will Have....
1. A large canopy - The larger the surface area of the canopy, the MORE AIR it will
catch = INCREASING DRAG.
2. Light Materials/Light Load - A parachute should be made from light materials/have
a light load to DECREASE the force of gravity. THE LIGHTER SOMETHING IS, THE
SLOWER IT WILL FALL.
3. Shorter Shroud Lines - Shorter shroud lines will ensure the lines do not get tangled
and will help the canopy to stay open longer (canopy will not collapse).
4. Stabilizing Hole - In the top of a canopy, there is a small stabilizing hole that will
allow some air to escape out the top. This is so the air does not spill out the sides of the
canopy (which could potentially collapse the canopy, or make it wobble).
5. An extra canopy - Sometimes an extra canopy is added so the parachute has 2
CANOPIES = CREATING MORE DRAG.
Now You Try! - Parachutes Question
#12
Answer = D
Flight - Hot Air Balloons
IN ORDER FOR A HOT AIR BALLOON TO FLY, IT RELIES ON HOT AIR.

-Hot air balloons use a burner to heat the air inside a balloon.

WHEN AIR MOLECULES ARE HEATED THEY...

1. Rise
2. Gain energy and expand
3. Becomes LESS DENSE (speeds up and spreads out)
 Flight - Hot Air Balloons
HOT AIR BALLOON PILOTS CAN ONLY CONTROL 1 FORCE...LIFT! - The pilot can
decide to fly higher by turning on the burner to heat the air inside the ENVELOPE. If
the pilot wants to DESCEND, they open the parachute valve to let some of the hot air
out AND cool down some of the air remaining inside the envelope.

A HOT AIR BALLOON PILOT CANNOT CONTROL:

1. DRAG - Drag can be reduced BUT NOT CONTROLLED. Drag naturally occurs by
objects passing through the air.
2. GRAVITY - Gravity is the naturally occurring force that pulls objects towards the
earth. Gravity cannot be simply turned off...it is ALWAYS PRESENT!
3.THRUST - Created by the force of the wind. (A pilot can ascend or decend the
balloon to find an appropriate level to ride with the wind).
Now You Try! -
Hot Air Balloons

Question #13
Answer = A
Now You Try! - Hot Air Balloons Question
#14
Answer = A
Flight - Control Surfaces
CONTROL SURFACES OF AN AIRPLANE:

1. AILERONS - Controls ROLL

2. ELEVATORS - Controls PITCH

3. RUDDER - Controls Yaw

4. FLAPS - Used during takeoff and landing (PRIMARILY USED TO INCREASE

DRAG)When extended further, flaps also generate more drag which slows the
airplane down much faster than just reducing throttle.)
Flight - Movements of an Airplane
1. Roll (controlled by the ailerons). - Roll is the left or right movement OF THE
FUSELAGE.

--> If the pilot wants to ROLL RIGHT = RIGHT Aileron is RAISED ; LEFT
AILERON is LOWERED (the reason for this is when the right aileron is raised, this
creates more drag on the RIGHT wing, slowing the airflow over the top and
INCREASING THE PRESSURE OVER THE WING. The right wing gets pushed
down, allowing the plane to roll to the right).

--> If pilot wants to ROLL LEFT = LEFT aileron is RAISED ; RIGHT aileron is
LOWERED. (More pressure over the left wing, pushing the left wing down = plane
rolls to the left).
Flight - Movements of an Airplane
2. Pitch (Controlled by the elevators). - Pitch is the upward and downward
movement of the nose of the airplane.

--> When the pilot wants the nose of the plane to go DOWN = LOWER
ELEVATORS (the reason for this is when the elevators are lowered, the tail
becomes MORE STREAMLINE, decreasing drag. This causes the tail to lift and
the NOSE TO LOWER.) Just think...when you want to go down in a high-rise
building to take the ELEVATOR DOWN. Elevators Down = Airplane Goes Down

--> When the pilot wants the nose of the plane to go UP = RAISE ELEVATORS
(more drag is created ABOVE the tail, forcing the tail down and the NOSE UP.)
Just think...when you want to go to up to a higher floor in a high-rise building, you
take the ELEVATOR UP. Elevators Up = Airplane Goes Up
Flight - Movements of an Airplane
3. Yaw (Controlled by the Rudder). Yaw is the side to side movement of the
NOSE of the airplane without going up or down.

--> If the pilot wants to make the airplane YAW LEFT = RUDDER IS TURNED
LEFT (the reason for this is when the rudder is turned to the left, more drag is
created on the left side of the vertical stabilizer. It turns the nose of the airplane to
the left. RUDDER TO THE LEFT = AIRPLANE TURNS LEFT

-->If the pilot wants to make the airplane YAW RIGHT = RUDDER IS TURNED
RIGHT (More drag is created on the right side of the vertical stabilizer, turning the
nose of the plane right). RUDDER TO THE RIGHT = AIRPLANE YAWS RIGHT
Now You Try! - Control Surfaces/Movements of an
Airplane

Question #15
Answer = A
Now You Try! - Control Surfaces/Movements of an
Airplane Question #16
Answer = D
Now You Try! - Control Surfaces/Movements of an
Airplane Question #17
Answer = D
Now You Try! - Control Surfaces/Movements of an
Airplane Question #18
Answer = B
Now You Try! - Control Surfaces/Movements of an
Airplane Question #19
Answer = A
Now You Try! -
Control
Surfaces/
Movements of
an Airplane

Question #20
Answer = C
Now You Try! - Control Surfaces/
Movements of an Airplane
Question #21
Answer = C
 Flight - Propellers
Airplanes achieve thrust/propulsion through EITHER a JET ENGINE or
PROPELLERS.

1. Propellor Airplane - the propellor blades are twisted airfoil shapes that creates a low
pressure area IN FRONT OF THE PROPELLOR and and high pressure area BEHIND
THE PROPELLOR. Propellers help the airplane to cut through the air and push the
airplane forward.

2. Helicopters - Helicopter propellers are called ROTORS (used to create LIFT AND
THRUST).
1. Main Rotor - Pushes air down = helicopter goes up --> main rotor is used to
generate THRUST AND LIFT.
2. Tail Rotor - Used to stabilize the helicopter so it doesn't spin out of control.
Now You Try! - Propellers Question
#22
Answer = C
Now You Try! -
Propellers

Question #23
Answer = C
 Flight - Aircraft Vs. Spacecraft
Aircraft Both Spacecraft

-Stays in Atmosphere -Have control surfaces -Leaves Atmosphere/Enters Space

-Horizontal Take-Off -Vertical Stabilizer -Vertical Take-Off
-Achieves Lift by propellor or jet -Have fuselages to carry -Achieves Lift From ROCKET
engine and airflow over the wing. passengers/cargo BOOSTERS
-Jet engines/propellers reply on -Carries own supply of fuel and
oxygen in the air to burn the oxygen/not dependant on oxygen
engine's fuel to generate thrust. in the air to generate thrust.
Now You Try! - Aircraft vs. Spacecraft
Question #24
Answer = B
Sky Science - Emit and Reflect
Emit = Objects that can be seen because they produce their own light.

Examples: Sun, Stars, Galaxies, Nebulae, Meteors, Aurora Borealis.

Reflect = Objects that can be seen because they reflect light from objects that
emit light.

Examples: Comets, Planets, Asteroids, Meteoroids, Moons/Natural Satellites,

Artificial Satellites.
Now You Try! - Emit/Reflect Light Question
#25
Answer = D
Now You Try! - Emit/Reflect Light Question
#26
Answer = A
Sky Science - Constellations
Constellations = Recognizable patterns of stars.

**CIRCUMPOLAR CONSTELLATIONS** = Constellations that can be seen year-

round. --> Circumpolar constellations circle AROUND the star polaris every night.
They appear to be moving around polaris, but it is because the earth is rotating
on its axis.

Examples of Circumpolar Constellations = The Great Bear (Ursa Major), the Little
Bear (Ursa Minor), Cassiopeia.
Circumpolar constellations
appear to be in a different
position throughout the year.
This is because the earth
revolves around the sun and
our perspective of the
constellation changes.

A good way to remember where

to start when thinking about the
different positions of the big
dipper throughout the year is
remembering "autumn at the
bottom".
Now You Try! -
Constellations

Question #27
Answer = D
Now You Try! -
Constellations

Question #28
Answer = D
Sky Science - Objects "Moving" Across the Night Sky
-When we think about objects such as the sun, stars/constellations, the moon, etc.
moving across the sky each night, we can attribute that to the earth ROTATING
ON ITS AXIS. The earth rotating on its axis is also responsible for DAY AND
NIGHT.

-When we think about our perspective on objects changing THROUGHOUT THE

YEAR (ie. our perspective of circumpolar constellations), we can attribute that
to the earth REVOLVING AROUND THE SUN.
Now You Try! - Objects Moving Across the Sky

Question #29
Answer = D
Now You Try!
- Objects
Moving Across
the Sky

Question #30
Answer = B
Now You Try! - Objects Moving Across the Sky
Question #31
Answer = A
Sky Science - Safely Viewing the Sun
-Staring at the sun directly can cause our retinas in our eyes to burn. It is
important to take precautions when viewing the sun.

Safe Ways to View the Sun

1. Put #14 Welder's Goggles on

2. Use a Pinhole Camera (which will only reflect small amounts of light into your
eye).

3. Use SPECIAL LENSES when viewing with a telescope

Sky Science - Sundials
-An ancient way to tell time. A sundial uses
shadows to tell time!

Here's how it works:

When the earth rotates about its axis, the

sun appears to “move” across the sky,
causing objects to cast shadows. A sundial
contains a gnomon, or a thin rod, that casts
a shadow onto a platform etched with
different times.
Now You Try! - Sundials Question #32
Answer = A
Sky Science - Shadows
-The sun "rises" in the EAST and sets in the WEST

-The sun is not actually moving...it's us, the Earth! Because the earth rotates on
its axis, objects appear to move across the sky.

-When the sun is low in the sky, our shadows are long. When the sun is high in
the sky, our shadows are short.

-Shadows appear OPPOSITE from where the sun is (i.e. if the sun is in the east,
our shadow will be pointed towards the west). If the sun is directly above us (solar
noon), our shadow will be pointing neither east nor west.
Now You Try! -
Shadows

Question #33
Answer = A
Now You Try!
- Shadows

Question #34
Answer = D
Sky Science - Seasons
We have seasons for a couple of reasons:

1. The earth is tilted at 23.5 degrees. Since the earth is tilted, different parts of
Earth are tilted toward the sun at different times of the year. When the northern
hemisphere is tilted TOWARDS the sun, we experience MORE DIRECT
SUNLIGHT (Summer). When the northern hemisphere is tilted AWAY from the
sun, we experience INDIRECT SUNLIGHT (Winter). When it is summer in the
northern hemisphere, it is winter in the southern hemisphere. When it is winter in
the northern hemisphere, it is summer in the southern hemisphere (it's opposite!)

2. The earth revolves around the sun. This is what makes our seasons (fall,
winter, spring, summer).
Now You Try! -
Seasons

Question #35
Answer = C
Sky Science - Solstice/Equinox
Solstice = Marks the longest and shortest days of the year.

Summer Solstice = June 21st. Longest Day of the Year. (Sun riches the highest
point in the sky)

Winter Solstice = December 21st. Shortest Day of the Year. (Sun reaches its
lowest point in the sky).

Equinox = Marks the days that have an equal amount of sunlight and darkness.
(Day and night are EQUAL).

Autumn Equinox= September 22nd.

Spring Equinox= March 20th

 Sky Science - Moon Phases
-The light from the moon is reflected from the sun.
-The moon orbits the earth. As it orbits the earth,
we are able to see different parts of the moon.
-Regardless of where the moon is in its journey
around earth, we ALWAYS see the same side of
the moon (one side always faces the earth, the
other side always faces the sun). Gibbous=More than half
-It takes about 28 days for the moon to orbit the the moon is illuminated.
earth.
-Waxing = getting brighter ; Waning = getting
darker
 Sky Science - Moon Phases
1. New Moon - We cannot see the moon from earth.
2. Waxing Crescent- Light is on the RIGHT side of the moon
3. First Quarter- Light on the right half of the moon.
4. Waxing Gibbous - Light is on the right. More than half the moon is illuminated.
5. Full Moon - Entire moon is illuminated.
6. Waning Gibbous - Light is on the left (moon is getting dark). More than half of the moon
is illuminated.
7. Third Quarter - Light is on the left half of the moon.
8. Waning Crescent- Only a small portion of the moon can be seen on the left side of the
moon.
--> It takes approximately 3.5 days from one moon phase to the next. (About 7 days to go
from New Moon--> First Quarter). "If the light is on the RIGHT, the moon is getting bright".
Now You Try! -
Moon Phases

Question #36
Answer = D
Now You Try! - Moon Phases
Question #37
Answer = D
Now You Try! - Moon Phases
Question #38
Answer = C
Now You Try! -
Moon Phases

Question #39
Answer = B
Now You Try - Universe Question #40
Answer = A
 Sky Science - Space Technologies
-Many tools are used to explore and learn more about space.

1. Telescopes:

-optical telescopes: used to view stars, planets, and other objects in solar system.
-space telescopes: (ie. Hubble Telescope) - orbits around the earth.
-radio telescopes: collect radio waves that are analyzed by a computer. The computer translates the information
into a picture of the objects found by radio telescopes in outer space.

2. Space Exploration (Rockets).

3. Space Probes- a robotic spacecraft that leaves Earth's orbit. It gathers information about planets, moons, or
other objects. Some space probes send the information they gather to earth while other space probes return to
earth.
4. Orbital Spacecraft AKA Satellites/Space Shuttles - orbit earth to collect information
5. Space Stations - orbiting spacecraft that have living quarters, work areas, and all support systems necessary
for crew members to live and work for long periods of time in space.
Evidence and Investigation - Observation/Inference
Observation = information that can be gathered through using your 5 senses.

Inference = making a conclusion BASED ON your observations/data collected.

Now You Try! -
Observation/
Inference

Question #41
Answer = B
Now You Try - Observations/Inferences
Question #42
Answer = B
Now You Try -
Observation/
Inference

Question #43
Answer = A
Evidence and Investigation - Footprints
By looking at a set of footprints, you can infer 2 things:

1. The direction of travel - The direction that the toe of the footprint is facing shows
which way a person was travelling.

2. The speed they were travelling - footprints farther apart show that the person
was liking running. Footprints closer together show that the person was likely
walking. Footprints grouped together likely show a person/animal was jumping.

DEEPER FOOTPRINTS AT THE TOE AND HEEL SHOW THAT THE PERSON
WAS LIKELY RUNNING.

-A person who was running may only leave a partial footprint while a person who
was walking is more likely to leave a full footprint.
Now You Try! -
Footprints

Question #44
Answer = D
Now You Try -
Footprints

Question #45
Answer = A
 Evidence and Investigation - Classifying Evidence
-Investigators classify 3 different types of footprints:
1. Visible Prints - a person steps in substance and then steps on another surface, creating a
print.(ie. in mud, sand, dirt, water).
2. Plastic Prints - a person steps in mud, sand, dirt, or snow and leaves behind a print.
3. Latent Prints - Footprints that are not always visible to the eye. Special lights, powders, and
equipment are required for the footprint to be seen.
-A footprint can be used to tell how tall someone is (the bigger the print, the taller the person),
someone's approximate weight (the deeper the print, the heavier the person, type/brand of shoe
worn at the crime scene(logos, unique tread pattern).
Tire Tracks - tires can leave tracks in mud, dirt, or snow. Investigators can analyze the
size/mass of the vehicle (width & depth of print), direction of travel, imperfections in the tire, wear
of the tread, speed the vehicle was travelling as it left the crime scene.
Soil - soil can be tracked in and left behind at a crime scene OR disturbed and carried away by a
suspect (ie. on shoes, clothes, etc.) Soil can then be matched to a source. Investigators will look
at size, shape, colour of soil particles, amount of moisture in soil, texture, odor of soil.
Evidence and Investigation - Chromatography
-Chromatography = separates a substance to see what the ink is composed of.

-Some ink is water soluble = ink will spread out and dissolve when it comes in
contact with water.
Evidence and Investigation - Handwriting
-Investigators examine handwriting samples = forensic handwriting analysis.

2 reasons why handwriting samples are investigated:

1. Whether or not a document is real or forged.

2. To match handwriting from a crime scene to a suspect.

Characteristics of Handwriting:

-Shapes of letters, slant, angles, connections, and curves.

-Thickness of the letters/pressure exerted while writing

-Spacing of letters, unique characteristics

Now You Try! -
Handwriting

Question #46
Answer = A
Evidence and Investigation - Fabric Forensics
-Investigators will look for synthetic (polyester, acrylic, nylon, and spandex) and
natural (wool, silk, cotton, hair, fur) fabrics at a crime scene.

-Tests that can be conducted to determine the type of fabric/to match fabric found
at the crime scene with a suspect's sample:

1. Burn it - Fabric Melts = Synthetic ; Fabric Turns to Ash = Natural Fabric

2. Stretch test = how much will a sample stretch?

3. Weave pattern = how closely is the fabric woven together

4. Thread strand size

Now You Try! - Fabric Forensics Question #47
Answer = A
Now You Try! -
Fabric Forensics

Question #48
Answer = C
Now You Try! - Fabric Forensics Question
#49
Answer = D
Evidence and Investigation - Analyzing Fingerprints
Types of fingerprints: visible fingerprints(when a person touches a substance or
material like oil, mud, or ink, and touches another surface leaving a print behind),
plastic fingerprints (when a person touches a soft substance or material and
leaves a fingerprint behind in the substance/material), latent fingerprints (when a
fingerprint is not visible to the eye. Lights, powders, and equipment is needed to
see the fingerprint).
Evidence and Investigation - Fingerprint Characteristics
Evidence and Investigation - Fingerprints Question #50
Answer = B
Trees and Forests - importance of Trees
-Prevents erosion of the soil

-takes in carbon dioxide and produces oxygen

-source of fuel and building materials.

-provides food (berries, fruit).

-provides home for animals (ie. nests).

-produce natural ingredients for medicine

-beauty

-recreation (ie. camping)

Parts of the Forest
-The forest is made up of different layers:

1. Canopy - Highest level. Thick layer of leaves. Captures approximately 90% of

the sunlight. Place where photosynthesis occurs.

2. Understory - Small trees, large bushes, trunks of trees. Provides shelter for
forest animals.

3. Shrubbery Layer - Wildflowers, small shrubs, grasses. Deer, skunks, and

rabbits find their food at this level.

4. Forest Floor - Dark and damp. Small amount of plants live here due to little
sunlight. Branches and leaves fall to the forest floor. Decomposers convert dead
animals/plants and release nutrients back into the air.
Trees and Forests - Nutrient Cycle (AKA Nutrient
Cycle
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/nitrogen-
cycle.htm
-Nutrients in the soil are absorbed by the tree roots.

-Nutrients travel up the trunk to the leaves.

-Leaves fall to the ground or are eaten by the consumers.

-Decomposers break down dead plant or animal matter and return the nutrients to the soil, where they cycle begins again.
Now You Try! - Nutrient cycle Question
#51
Answer = A
Trees and Forests - Photosynthesis
Crash Course Kids Video Resource

Scholastic Study Jams Video Resource

1. Photosynthesis – Video Resources for Photosynthesi

- Photosynthesis - The cycle of plants and how they make energy! The sun(light energy), water, minerals and carbon
dioxide are all absorbed by the plant. The plant then uses them to make glucose/sugar, which is the energy/food for the
plant. Oxygen is also produced by the plant in this cycle, which is then let off into the air! Have you noticed how clean and
pure the air feels when there are plants around? They are filling the air with oxygen!
- Photosynthesis happens in the chloroplast (plant cell) where the chemical chlorophyll is located. When the sunlight
shines on a plant, the chlorophyll grabs the light energy and uses it to change water and carbon dioxide into sugar and
release oxygen into the air.
Trees and Forests - Cellular Respiration
1. Cellular Respiration

-Cellular respiration is the process that RELEASES the energy stored in the food so the plant can grow, repair itself, and
reproduce.

-the process that uses sugar (glucose) and oxygen to release energy from stored food for growth and reproduction.

-Cellular respiration occurs in both plants and animals.

Trees and Forests - Transpiration
-How water moves through a plant.

1. Water is first absorbed through the roots.

2. Water travels up the stem by capillary action.

3. Water evaporates at the leaves.

Now You Try! Question #52
Answer = C
Now You Try! Question
#53
Answer = C
Trees and Forests - Water Cycle
1. The Water Cycle – Video Resource

-Describes how water move through a forest ecosystem.

-Life as we know it cannot exist without water. Water is present in the air, soil, and rocks of the Earth’s crust, in all living
things. There is water in the oceans, lakes, ponds, rivers, and streams.

-From the land, water begins a downhill journey through the creeks, lakes, underground channels (ground water), and
rivers, eventually reaching the oceans. Some of this water will evaporate into the atmosphere.

-Water will then return to the Earth as precipitation in the forms of rain, snow or sleet. It may fall directly into oceans, or it
may fall onto land. Then it begins the cycle again.

-Land organisms use this water at various points in the cycle. Plants absorb water from the soil and use it to perform
chemical activities such as photosynthesis. The plants will then lose the water through evaporation from their leaves
(transpiration). Animals get water by drinking and eating foods that contain water. Animals lose water through breathing
(respiration), evaporation from their skin (transpiration), and passing off waste. In all organisms, some water is released
only through decomposition of the organism. Eventually all water taken in by organisms returns to the nonliving world.
Trees and Forests - Water Cycle
1. Precipitation – liquid in the form of snow, rain, or sleet. The process of liquid falling to the earth.

2.Evaporation (liquid to gas)

3.Condensation (gas into liquid)

Trees and Forests - Deciduous/Coniferous Trees
Now You Try! Question #54
Answer = D
Now You Try!

Question #55
Answer = A
Now You Try!

Question #56
Answer = D
Trees and Forests - Tree Cookies
-Many factors affect the growth of a tree. We can examine tree cookies to
infer the history of a tree. Observable factors that affect tree growth:

1. Optimal Conditions – Rings that are wide show that the tree
grew in optimal conditions (enough sunlight, water, room to grow, low
competition from other trees, gentle slopes, plenty of moisture). Rings that
are wide and evenly spaced indicate that a tree has grown under optimal
conditions.

2. Fire – Trees capture evidence of forest fires through fire scars.

Fire scars are often found on trees that have survived a fire hot enough to
damage the tree but not hot enough to kill the tree. A tree scar in one area
suggests damage to a tree that may be caused by a forest fire or
mechanical damage. Damage from fire always results in a darkened area
with rings looping toward the burn scar on the opposite side from the
direction of the fire.
Trees and Forests - Tree Cookies
Tight growth rings could mean a combination of things:

1.Drought – Not enough water

2. Competition - Too many other plants/trees competing for the same

resources

3. Insect Attack
Trees and Forests - Tree Cookies
Slope – a tree growing on an incline will show growth rings closer together on the uphill side of the tree.

Damage to the tree (broken branches) – Trauma damage may occur from dead branches or torn bark. The resulting
damage is less significant than that of fire damage.
Trees and Forests - Tree Cookies
How to tell the age of a tree by
examining a tree cookie

-Start at the innermost ring.

The innermost ring signifies
its first year of life. Label this
ring "1".

-Every ring after the inner ring

signifies 1 year. Number
each of the rings.
Now You Try!

Question #57
Answer = D
Trees and Forests - Leaf Shapes
Leaf Arrangements -
CLICK HERE

Leaf Margins - CLICK

HERE

Needle Arrangements -
CLICK HERE
Trees and Forests - Abiotic and Biotic
Video Resource: Scholastic Study Jams

Biotic=Living Things (ie. plants, animals, bacteria, funghi)

Abiotic=Nonliving things (sun, temperature, water, atmospheric gases, soil)
Trees and Forests - Producers/Consumers/Decomposers

Producers = Living things that make their own food (ie. plants). Producers PRODUCE food for other living things.
Plants are called producers. This is because they produce their own food! They do this by using light energy from the Sun, carbon
dioxide from the air and water from the soil to produce food - in the form of glucose/sugar.

Consumers=Animals are called consumers. This is because they cannot make their own food, so they need to consume
(eat) plants and/or animals.
-3 types of consumers: Herbivores, Carnivores, Omnivores
Types of Consumers - 1. Herbivores
Types of Consumers - 2. Carnivores
Types of Consumers - 3. Omnivores
Food Chains and Food Webs
A food chain shows how each living thing gets food, and how nutrients and energy are passed from creature to creature.
Food chains begin with plant-life, and end with decomposers.

*FOOD CHAINS SHOW THE TRANSFER OF ENERGY FROM ONE ORGANISM TO THE NEXT*.

A simple food chain could start with grass, which is eaten by rabbits. Then the rabbits are eaten by foxes.

***IMPORTANT: THE ARROWS ALWAYS POINT IN THE DIRECTION THAT THE ENERGY IS BEING TRANSFERRED!

For example: the grass gives energy by the rabbit who eats it, and the fox gets energy from the rabbit.
Now You Try! Question #58
Answer = B
Now You Try! Question #59
Answer = B
Human Uses For Forests
Trees and Forests are used by humans in many different ways. In class, we discussed
different ways the forest can be used and that there are differing opinions among humans on
how trees/forests should be used.
Here are some of the viewpoints we discussed:
1. Industry Managers - people who are in charge of deciding how many trees to cut down or
harvest so that they can produce lumber, paper, and other products. This industry is in favour
of cutting down trees and using the materials that can be made from them.
2. Wildlife Managers - Responsible for protecting the habitats of the animals in the forest and
monitoring the numbers and health of their populations.
3. Recreation Managers - in charge of helping people enjoy the forest. People who are in
favour of adding camp grounds, information booths, picnic tables, boat ramps, etc.
4. Wilderness Managers- in charge of ensuring that the forest remains wild and protected and
is not abused. This viewpoint is not in favor of making changes to the forest.
5. Watershed Managers- in charge of protecting the streams in the forest.
6. Fire, Insect, and Disease Managers - in charge of deciding how the forest is to be
protected from fire, insects, and disease.
Now You Try!

Question #60
Answer = A
Now You Try!

Question #60
Answer = B
Now you Try-

Question #61
Answer = C
Now you try -

Question #62
Answer = B