Unit: Water and the Ocean!

Transcription

1 Name: Block: ELL Notes and Activity Package Unit: Water and the Ocean Chapters in book Learning Goals page Chapter I can outline the kinetic molecular theory 2. I can distinguish between solids, liquids, and gases based on particle arrangement and motion 3. I can define terms related to changes of state (e.g., temperature, heat, evaporation, condensation, solidification, melting, sublimation) Chapter 7.2 Chapter 10.1 Chapter 10.2 Chapter I can describe the differences between volume and density. 5. I can describe the effects of changes in temperature on the density of solids, liquids, and gases (e.g., compression and expansion) 6. I can calculate the density of regularly shaped objects [D= m/v] and irregularly shaped objects [D= m/(v2-v1)] 7. I can illustrate the water cycle 8. I can describe the distribution of water on Earth 9. I can deferenciate between fresh and salt water. 10. I can define salinity 11. I can define ocean currents 12. I can explain the effect of temperature and density on water movement in the ocean Chapter I can classify the different zones in the ocean (benthic and pelagic). 2. I can discuss how organisms adapt to the different zones in the ocean. 3. I can explain various relationships with respect to food chains and food webs in the ocean including tropic levels (primary producer, primary, secondary and tertiary consumer) Note: If you lose this package it is your responsibility to print out a new copy from Ms. Veenstra s webpage: 1 of 26

2 Chapter 7.1: What is matter What is Matter? Use the cards provided to put together sentences about matter, mass and volume. Complete the sentences below. My sentences Use the cards provided to make up sentences about matter, mass and volume. Add the sentences below What is Matter? Matter is Mass is Volume is 2 of 26

3 Ch. 7.1 Kinetic Molecular Theory (KMT) The main points of the kinetic molecular theory include: 1. All matter is made up of very small particles (atoms and molecules). 2. There is empty space between particles. 3. Particles are constantly moving. The particles are colliding with each other and the walls of their container. (a) Particles of a solid are so tightly packed together they cannot move around freely. They can only vibrate. (b) Particles of a liquid are farther apart and they can move by sliding past each other. (c) Particles of a gas are very far apart and they move around quickly. 4. Energy makes particles move. The more energy the particles have, the faster they can move and the farther apart they can get. My sentences: Use the following words to create sentences about the the KMT: liquid, solid, gas, vibrate, volume, particles, close together, fixed of 26

4 Solid Liquid Gas Possible descriptions Shape Volume Space between particles Movement of particles 1. Fixed 2. Not fixed (take shape of container) 1. Fixed 2. Not fixed (fills all the space in the container) 1. particles are very far apart 2. very little space between particles 3. particles are somewhat close together. 1. particles can slide past each other 2. particles can move freely and quickly 3. particles can only vibrate Illustration 4 of 26

5 Do heating and cooling have an effect on matter? Activity 7.1A: Thermal Expansion and contraction 1. Watch the demo and draw what you see: Hot water Cold water Thermal Expansion is Thermal Contraction is My sentence: Use the following words to create sentences about the the thermal expansion and contraction: particles, gas, expands, volume, temperature, slow down, less space, contract, expand of 26

6 Activity 7.1B: Thermal Expansion and contraction Procedure Heating a gas 1. Add hot water to a wide cup until it is about 1/3 full. 2. Lower the open mouth of the bottle into the cup with detergent solution as shown. Carefully tilt and lift the bottle out so that a film of detergent solution covers the opening of the bottle. 3. Slowly push the bottom of the bottle down into the hot water. Cooling a gas 4. Add cold water to a wide cup until it is about 1/3 full. 5. Re-dip the opening of the bottle in the detergent solution and place it in hot water again to form a bubble. 6. Then slowly push the bottom of the bottle into the cold water. Alternate placing the bottle in hot and cold water. 7. Draw what happened to the bubble film when the bottle was placed in hot and cold water. Hot water Cold water 8. What is in the bottle? 9. Explain why the bubble film moved? 6 of 26

7 Activity 7.1C: Evaporation Does adding heat to water increase the rate of evaporation? 1. List at least two examples of water disappearing as something wet be comes dry. 2. What do you think you could do to make the water dry up faster in one of your examples? 3. Watch demo and explain what happens (help words: water, disappear, faster, slower, evaporate, hand, table, heat) When water dries up, changing from a liquid to the gas water vapor, we say that it evaporates. Notice that the words evaporate and water vapor both contain the word vapor. Acticity 7.1D: Condensation What happens when water vapor is cooled? 1. List at least two examples of where you have noticed tiny drops of water appear on a cold surface. 2. Watch the demo and make a drawing: 3. What is on the inside surface of the top cup? Changing state from a liquid to a gas is called evaporation. Changing state from a gas to a liquid is called condensation. 7 of 26

8 Activity 7.1E: Deposition What causes frost to form on the outside of a cold container? 1. Watch the demo and draw what you see. 2. Why do you think there is frost on one part of the can and water on another part? Changing state from a gas to a solid is called deposition. Changing state from a gas to a liquid is called condensation. 3. Use the terms to describe what happened. 8 of 26

9 Activity 7.1F: Sublimation What is the difference between dry ice and normal ice? Procedure 1. Spread newspaper on the countertop to protect the table. 2. Ms. Veenstra will place one piece of dry ice and one regular ice cube on the countertop in front of you. Make sure not to touch the dry ice. 3. Observe the changes happening. 1. Describe or draw what happens to the dry ice and the ice cube Changing state from a solid to a gas is called sublimation. Changing state from a solid to a liquid is called melting. 2. Use the terms to describe what happened. The dry ice is The regular ice cube is 3. What do you think would happen if a piece of dry ice was placed in warm water? Observe the demonstration 4. Draw what you observed. 5. Explain what you observed 9 of 26

10 ;,2)"4)>4"*+-=#"//"-<,-$;,2)"4)>4"*+-=B,4>#$:D,>)"-"772,")6*6+/"/+; 0,>9$2$/,4B+-=;,2"->-E-,9-+-#"*6)4"//,20,>)"->/$*6$<$-/+*0*2+"-=4$: Chapter 7.2 Density F-)$0,>6"B$"44*62$$;,2#>4"/C>/$*6$#*,/,4B$G>$/*+,-/H5I: Density (d)"#$%$'(#)*++)#,-. is defined as the ratio of the (m) of a sample to its (V): 5*4 /012'345* 6#+$%0 6#+$%04 HJ K6"*+/*6$#"//,;"LMN)# L /"#74$,;7>2$/+4+),-9+*6"<$-/+*0,;?:LLI=8)# L O Practice 1) What is the mass of a 350 cm3 sample of pure silicon with a density of g/cm 3??J P/*><$-*;+-</"2,)E,-*6$9"0*,/)6,,4:Q-*6$4"3,2"*,206$<$*$2#+-$/*6"* *6$B,4>#$,;*6$2,)E+/??:@)# 2) A student finds a rock on the way to school. L C"-<*6$#"//+/LR:RSL=:K6"*+/*6$<$-/+*0,; In the laboratory he determines that the volume of the *6$2,)EO rock is 22.7 cm 3, and the mass is g. What is the density of the rock? 3) The density LJ T6$<$-/+*0,;4$"<+/HH:LS?=8)# of lead is g/cm3. What would L :K6"*9,>4<3$*6$B,4>#$,;"?NN:N=/"#74$ be the volume of a g sample of this metal?,;*6+/#$*"4o SJ T6$<$-/+*0,;/+4B$2+/HN:SR=8)# Density - Finding the Volume L :Q;"/"#74$,;7>2$/+4B$26"/"B,4>#$,; H?:RRL)# L C96"*9,>4<*6$#"//3$O Simple shape - calculate Irregular shape - displacement Displacement is the amount of space that an object MJ Q;LN:RSL=,;"4+G>+<,))>70"/7")$,;LM:N#4C96"*+/*6$<$-/+*0,;*6$4+G>+<+- takes up when places in a fluid. h =8)# L O Vobject l Example: w Volume = IJ length 1>2$=,4<6"/"<$-/+*0,;HR:L?=8)# x width x height L :U,94"2=$9,>4<"7+$)$,;=,4<3$+;+*6"<" #"//,;LHV:R@=O Example: 10 of 26

11 Activity 7.2A: Lab Equipment - The Graduated Cylinder Read the following directions for using and reading a graduated cylinder: 1. Place the cylinder on a flat surface. 2. Look at the cylinder from the side at eye level. The top of the liquid should be at eye level. The view of the surface of the liquid will be curved. This curved surface is called the meniscus. 3. Read the graduated cylinder at the bottom of the meniscus. Examples 1. For A-D, determine the volume of liquid in each graduated cylinders. For E-H, draw in a meniscus for the indicated volume. Be precise Try it out 2. Look at the graduated cylinders provided by Ms. Veenstra and determine the Volume. A. B. C. D. A. B. C. D. E ml F ml G ml H ml 11 of 26

12 Activity 7.2B: Lab Equipment - The Quadruple-Beam Balance Balances are sensitive equipment and must be handled with care. Read the following directions for using and reading a balance. 1. Move all of the riders as far as they will go to the left. The pointer should now be in line with the zero marking. If not, move the adjustment knob very slowly until the pointer is in line with the zero marking. 2. Place an object on the pan. The pointer will swing up. Move the riders, starting with the back beam, until the pointer returns to the zero mark. 3. Total the masses indicated by each rider to find the mass of the object. 4. Move the riders to the left again and remove the object. Practice 1. Study the diagrams below. What are the masses of the objects indicated by these balances? a) b) Try it 2. Use the balance on your table to determine the mass of these objects: a. rubber stopper g b. coin g c. 50 ml beaker g 3. What is the largest mass that this balance can measure? 4. What is the smallest mass that this balance can measure? 12 of 26

13 Activity 7.2C: Changing the density of a liquid Heating and cooling Is there a difference in density between hot and cold water? Hot and cold just beneath the surface Demonstration 1. Watch your teacher do the following demonstration and draw your observations: 2. Describe the movement of the hot and cold water after each liquid was released. (help words: hot, cold, surface, bottom, move, flow) warm red water released just below surface 3. Which temperature of water is the most dense? hot and cold water? 4. Which is the least dense? hot or cold water? Room temperature cold blue water released just below surface 5. If you went scuba diving, would you expect the water temperature to get warmer or colder as you dove deeper below the surface? Scuba diving 13 of 26

14 Chapter 7.2 Lab Determining the density of regular and irregular shapes Criteria: 1. Dertermine the mass of an object using a beam balance 2. Determine the volume of a regular object 3. Determine the volume of an irregular object using water displacement a. Define the term "meniscus" b. Read a graduated cylinder using the meniscus 4. Determine the density of both irregular and regular objects using the formula: D = m/v Materials: Beam balance Graduated cylinder calculator ruler A variety of materials such as blocks of wood, marbles, paper clips, box of tissues, etc, set up around the room at stations Procedure: 1. There are numbered stations around the room. You will be assigned a station to start at. 2. At the station you will find the volume and mass of the object(s) 3. Record your results in Table 1. Data: Table 1: Volume of regular and irregular objects Object Mass (g) Volume Density Object Mass (g) Volume [ml] [g/ml] [ml] 1 5 Analysis/Results: Which method found the volume the fastest (calculation or displacement)? What is a meniscus? Include a drawing. What item had the largest volume? What item had the smallest volume? Did the item with the smallest volume also have the smallest density? Why? Why not? Conclusion: Write 2-3 sentences demonstrating what you learned in this lab. Density [g/ml] 14 of 26

15 Chapter 10.1 Water cycle Activity 10.1A: The incredible journey of water Where will the water you drink today be tomorrow? Warm Up Where can water go? You are going to become a water molecule moving through the water cycle. There are nine stations around the room.. 1. Go to your assigned station. 2. Role the dice to determine where you will go next.. 3. Record your location after EACH role of the dice. 4. Complete the diagram on the following page Activity 10.1B Drop in the Bucket What percentage of water on Earth is available for drinking? My estimate: Actual water available: All the water on Earth Only the fresh water (3% of all water) Only the non-frozen fresh water (0.6% of all water) Available fresh water for drinking (0.003% of all water) % of total water Amount available (liters/person) degrees(º) in a pie chart 15 of 26

16 insert flowchart 16 of 26

17 Chapter 10.2 Ocean Water Lab 10.2A Mini Distillation Equip - ment Drawing watch glass stirring rod beaker heating plate Read p. 369 in the BC Science 8 textbook and fill out the procedure below. Make a drawing for each step in the square on the right. Procedure 1 Measure and record the of the 2 Put into and add. Stir until the salt is completely. 3 Carefully pour the into the watch glass. 4 Heat the watch glass at temperature until the water has disappeared. 5 Wait until the materials have and measure the of the and. 17 of 26

18 Lab 10.2A Mini Distillation Continued Safety concerns Data Mass of watch glass Mass of watch glass and residue Mass of residue Analyse 1. Describe the residue left after the water had evaporated? 2. What is the name of the residue? 3a. How does the amount of residue compare with the original amount of salt? b. Is this what you would expect? Explain. Extension. Read p. 152 and 153 in the workbook before answer the questions below. 1. Give two examples of where salts in the ocean come from. a. b. 2. Define salinity 3. Why does the ocean near equator have higher salinity? 4. Why does the ocean near the poles have higher salinity? 18 of 26

19 Lab 10.2AB Salinity s effect on Density How does salinity change the density of water? Prediction What do you think is more dense? Salt water or freshwater? Explain Procedure and Observations Conduct the following experiments and record your observations (include a drawing) 1. Observation very salty water (green) 2. Observation 3. Observation 4. Observation slightly salty water (red) tap water (colourless) tap water (blue) very salty water (colourless) slightly salty water (red) tap water (colourless) very salty water (colourless) (help words: sink, sinking, denser, density, less, more) 19 of 26

20 Analyse 1. List the following according to density: slightly salty water, tap water, very salty water least dense most dense 2. Describe how salinity effect density. 3. Describe what happens when fresh water from a river meets salty ocean water. 4. Mention two factors that makes water more dense. a. b. 5. Based on your answer above where in the world would you expect to find the most dense water? 6. What do you think happens to the salinity, temperature and the density as you go deeper into the ocean. salinity temperature density 20 of 26

21 Type of ocean movement Chapter 11.2 Ocean Currents Notes Causes Explanation Deep water current surface current actual path rotation of Earth path if Earth were not rotating Tides L Moon s orbit H H Moon L L = low tide H = high tide (not to scale) Earth s rotation 21 of 26

22 Chapter 12.2 Saltwater Environments Activity 12.2 A: Adaptations to Ocean Environments Part 1 Types of adaptations 1. Study the structural adaptations in the table below. 2. For each structure, match the adaptation to the appropriate advantage. 3. Add your answer to the line on the left 0 m 200 m 1000 m 4000 m 6000 m m Structure Structural adaptation Advantage to organism sunlight zone twilight zone midnight zone earth/rock abyssal zone hadal zone earth/rock benthic zone pelagic zone Body Mouth Eyes Round 2. Torpedo-shaped 3. Flat from side to side 4. Flat from top to bottom 1. No teeth 2. Strong jaws; has teeth 3. Mouth angled downward; longer upper jaw 4. Mouth angled upward; longer lower jaw 5. Whisker-like structures called 1. Large eyes 2. Both eyes on same side of head 3. Small eyes (a) Hides on the bottom (b) Swims at high speed (c) Is difficult to swallow (d) Is almost invisible from front and rear (a) Feeds on bottom; senses food in murky water (b) Feeds on prey that live above it at the surface (c) Eats easily swallowed micro-organisms (d) Preys on other fish barbels (like those on a catfish) (e) Feeds on prey that live below it on the bottom (a) Lives in shallow water (b) Lives in deeper water (c) (c) Lies flat on the bottom 22 of 26

23 Sun Notes 12.2: Ocean Food Webs Producers Consumers Primary consumers Secondary consumers Tertiary consumers Water Different levels of consumers Names and word definition 23 of 26

24 Activity 12.2 B: Ocean Food webs 1. You will receive 12 animal/plant cards from Ms. Veenstra 2. Using a whiteboard organize the animals into a food web. You can ask for a clue if you are having difficulty. 3. When done have Ms. Veenstra check your food web and the draw it below. 4. Answer the questions below. Questions: 1. Describe the role of the algae within the food web. 2. Identify and draw two different food chains within the food web: 24 of 26

25 Unit 1 Self assessment Directions: Consider each of the following learning targets (objectives) and use the rating scale below to rate yourself based on how well you think you understand or can explain the learning target. I have no understanding and/or knowledge of the learning target (objective) I have a complete understanding and/or knowledge of the learning target (objective); I can be the teacher Chapters in book Learning Goals Rating 1-4 Chapter I can outline the kinetic molecular theory 2. I can distinguish between solids, liquids, and gases based on particle arrangement and motion 3. I can define terms related to changes of state (e.g., temperature, heat, evaporation, condensation, solidification, melting, sublimation) Chapter 7.2 Chapter 10.1 Chapter 10.2 Chapter 11.2 Chapter 12.2 Review: 4. I can describe the differences between volume and density. 5. I can describe the effects of changes in temperature on the density of solids, liquids, and gases (e.g., compression and expansion) 6. I can calculate the density of regularly shaped objects [D= m/v] and irregularly shaped objects [D= m/(v2-v1)] 7. I can illustrate the water cycle 8. I can describe the distribution of water on Earth 9. I can deferenciate between fresh and salt water. 10. I can define salinity 11. I can define ocean currents 12. I can explain the effect of temperature and density on water movement in the ocean 1. I can classify the different zones in the ocean (benthic and pelagic). 2. I can discuss how organisms adapt to the different zones in the ocean. 3. I can explain various relationships with respect to food chains and food webs in the ocean including tropic levels (primary producer, primary, secondary and tertiary consumer) Since a test is coming up, it is now necessary for you to identify learning targets that may still need some reviewing. 25 of 26

26 Directions: Consider the following work habits and circle the descriptor that best describe your effort in Unit 1. Work habits will be evaluated based on the following rubric: Equipment Use of Class Time Attitude and Behaviour Class Work and Assignments Good Satisfactory Needs Improvement Consistently brings materials to class Starts seat work promptly, works quietly and diligently Consistently works until the end of the period Participates frequently in an appropriate manner Is always attentive Attendance is exemplary and is rarely late Shows a genuine commitment to learning Consistently courteous and respectful Demonstrates leadership in group work Homework is consistently completed Assignments always submitted on time All work is authentic Consistently takes the initiative to catch up on missed work Takes initiative to seek additional help Brings materials to class most days Starts seat work with teacher encouragement, and works with few interruptions Works most days until the end of the period Participates at appropriate times Is usually attentive Occasionally/ legitimately absent or late to class Shows interest in learning most of the time Courteous and respectful most of the time Works well with others Homework is often completed prior to class Assignments are usually submitted on time All work is authentic Often takes the initiative to catch up on any missed work Often seeks additional help Unit 1 Assessment Often forgets to bring materials to class Starts seat work only with teacher supervision, is easily distracted Frequently packs up before the end of class Talks frequently at inappropriate times Often inattentive Frequently absent from class, often late to class Often appears disinterested in learning Is often discourteous and disrespectful Does not work well with others Homework is frequently incomplete Assignments are rarely submitted on time Rarely takes the initiative to catch up on any missed work Rarely seeks additional help Quizzes Test Dictionary Project Letter grade Work habit 26 of 26