Common Types of Energy
1. Research the different types of energy listed in the table. Give a description or definition of each one and put a real life example in the final column.
The link below is for the worksheet and for one source of information. You may want to Google each type of energy as well.
1. Research the different types of energy listed in the table. Give a description or definition of each one and put a real life example in the final column.
The link below is for the worksheet and for one source of information. You may want to Google each type of energy as well.
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HEAT
Introduction - with your group - fill in the Thayer model worksheet with information on the four topics/questions 1) Definition of Heat 2) What do we know about heat (try to put information in this box that has NOT appeared in another box) 3) Common Sources of Heat 4) Heat in the Environment |
Science Curriculum and Interest Questions
The website for the Ontario Science Curriculum document is:
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
Go to this link and download the document. Look at the Table of Contents for the Grade Level you have chosen. Read the curriculum expectations for the unit you have chosen. Follow the instructions on your research sheet.
Research Sheet
grade_7_science_questions.docx | |
File Size: | 14 kb |
File Type: | docx |
Pure Substances and Mixtures Science Test
Date Thursday May 23, 2019
You will need to be able to:
1) Identify the 6 postulates of the particle theory
2) Draw a diagram to illustrate each of the postulates of the particle theory
3) Explain the difference between a pure substance and a mixture. Give at least two examples of a pure substance and mixture.
4) Identify and describe the three states of Matter
5) Define a mechanical mixture and give an example of it
6) Define and give examples of solutes and solvents
7) Make qualitative and quantitative observations about a solution, solute or solvent
8) Explain saturated, unsaturated, concentration, dilute, dissolve, soluble, insoluble
9) Explain and give an example of Evaporation, Sifting, Filtration, Distillation, Magnetism, Separation, Flotation or Settling
Date Thursday May 23, 2019
You will need to be able to:
1) Identify the 6 postulates of the particle theory
2) Draw a diagram to illustrate each of the postulates of the particle theory
3) Explain the difference between a pure substance and a mixture. Give at least two examples of a pure substance and mixture.
4) Identify and describe the three states of Matter
5) Define a mechanical mixture and give an example of it
6) Define and give examples of solutes and solvents
7) Make qualitative and quantitative observations about a solution, solute or solvent
8) Explain saturated, unsaturated, concentration, dilute, dissolve, soluble, insoluble
9) Explain and give an example of Evaporation, Sifting, Filtration, Distillation, Magnetism, Separation, Flotation or Settling
The Matter in Mixtures Assignment
Your assignment is to create a visual dictionary of the key terms we have learned in Science.
1. The terms are as follows:
evaporation magnetism
separation filtration
flotation distillation
settling sifting
2. Divide your page into eight equal sections.
3. Write the title in the centre of the page - at the top. middle or bottom of the page.
4. Write the type of process/method in the centre at the top of each section.
5. Under the name of the process/method, write a definition or explanation of the process.
6. In the remaining area, draw a diagram of an example of the process. You can research an example of the process on the Internet. The diagram should be of a real life example. Scientific diagrams are drawn in pencil, then coloured. Labels are printed and connected to the diagram with a ruler.
7. Your name is written in the top right corner.
8. All words and definitions are spelled correctly.
Check the homework calendar for the due date.
Your assignment is to create a visual dictionary of the key terms we have learned in Science.
1. The terms are as follows:
evaporation magnetism
separation filtration
flotation distillation
settling sifting
2. Divide your page into eight equal sections.
3. Write the title in the centre of the page - at the top. middle or bottom of the page.
4. Write the type of process/method in the centre at the top of each section.
5. Under the name of the process/method, write a definition or explanation of the process.
6. In the remaining area, draw a diagram of an example of the process. You can research an example of the process on the Internet. The diagram should be of a real life example. Scientific diagrams are drawn in pencil, then coloured. Labels are printed and connected to the diagram with a ruler.
7. Your name is written in the top right corner.
8. All words and definitions are spelled correctly.
Check the homework calendar for the due date.
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Science Test on Friday February 1, 2019
What do you need to know?
- a definition and example of the three types of structures - solid, frame and shell
- a man made example and a natural example of each type of structure
- an explanation of a combination or complex structure
- an understanding of why a building is a combinations structure
- a definition or explanation of what stability is - in reference to structures (external and internal forces)
- a definition of gravity
- an understanding of the centre of gravity of a structure and why that makes the structure more or less stable
- an ability to compare the centre of gravity of a structure that is lower and has a wide base with a structure that is taller and has a small or narrow base (Tall Towers Experiment)
- an understanding of where the centre of gravity might be found (Balancing a Ruler Experiment #1 and #2)
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What do you need to know?
- a definition and example of the three types of structures - solid, frame and shell
- a man made example and a natural example of each type of structure
- an explanation of a combination or complex structure
- an understanding of why a building is a combinations structure
- a definition or explanation of what stability is - in reference to structures (external and internal forces)
- a definition of gravity
- an understanding of the centre of gravity of a structure and why that makes the structure more or less stable
- an ability to compare the centre of gravity of a structure that is lower and has a wide base with a structure that is taller and has a small or narrow base (Tall Towers Experiment)
- an understanding of where the centre of gravity might be found (Balancing a Ruler Experiment #1 and #2)
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Yellowstone Park Flow Chart
Create a flow chart showing what happened after wolves were introduced into Yellowstone Park.
Use your class notes, examples of what a flow chart looks like, and the video we watched, to create your flow chart.
Things to include in your flow chart
Bald Eagle
consumer
scavenger
Grey Wolves
Consumer
Apex Predator
Use your class notes, examples of what a flow chart looks like, and the video we watched, to create your flow chart.
Things to include in your flow chart
- Your title should go at the top in the centre. Under your title write a definition of "trophic cascade"
- Your top bubble/box should be Wolves.
- Use a different shape - for producers (use red trapezoids to trace the shape), for consumers (use yellow hexagons to trace the shape) and for decomposers/scavengers (use rectangles). For the changes in the river - use a cloud shape
- Label all animals with their proper name and their function (producer, decomposer, consumer)
Bald Eagle
consumer
scavenger
- Label each animal as either predator or prey
Grey Wolves
Consumer
Apex Predator
- Use colour and arrows to show connections. Use arrows to connect different parts of the tropic cascade.
- Use a ruler for all lines
- Add arrows to show transfer of energy from one animal to another
- At the bottom of the page, add three details about Yellowstone National Park that you discovered through your own research.
- Make a plan first - What do you want your flow chart to look like?
- Do you have enough space?
Researching and creating a food chain
1. Research a food chain for a specific ecosystem. For example, you might do a Google search for "Prairie grassland food chain" or "Pacific Ocean" food chain. You could also work backwards, starting with your apex predator (i.e. search "what does an Orca eat?" then moving back from there)
Use one blank sheet of paper - one food chain on the front and one on the back.
2. Your title should be the name of the ecosystem and Food chain.
3. You should have at least five elements in your food chain - starting with the sun.
4. Each elements in your food chain should be labelled with its proper name ("Birch tree bark" not tree bark) as well as producer, consumer, or decomposer, predator or prey. The final animal in your food chain should be the apex predator.
5. Each elements should be in its own box or bubble and energy transfer lines should be drawn with a ruler. The whole Food chain should be in the shape of a circle or oval.
6. Your grade on this will be based on level of detail, neatness and effort - so go deep in your research.
Use one blank sheet of paper - one food chain on the front and one on the back.
2. Your title should be the name of the ecosystem and Food chain.
3. You should have at least five elements in your food chain - starting with the sun.
4. Each elements in your food chain should be labelled with its proper name ("Birch tree bark" not tree bark) as well as producer, consumer, or decomposer, predator or prey. The final animal in your food chain should be the apex predator.
5. Each elements should be in its own box or bubble and energy transfer lines should be drawn with a ruler. The whole Food chain should be in the shape of a circle or oval.
6. Your grade on this will be based on level of detail, neatness and effort - so go deep in your research.
"Leave it to beavers" - how beavers can change the ecosystem
NOTES FROM THE VIDEO
1. beavers - are builders/engineers - called "hydro engineers" - HYDRO = WATER
2. beavers are vegetarian - eat leaves and the inner layer of wood - called cambium - under the bark (like Aspen, Poplar, Willow and Birch trees)
3. Teeth - grow constantly, don't wear down, orange colour because of their diet
4. Dams
- stones support the bottom of the dam
- pond mud seals the dam,
- branches and logs are interlocked, to create a lasting structure
5. Dams:
- filter the water of the river/stream system
- increase the wetland area
- increase pond size and available fresh water for other animals,
- create a pond ecosystem,
- enrich the soil
6,. Beaver vs People problems:
- beavers block culverts in roads which can cause flooding
- beavers build dams where we want to build houses
- beavers don't quit - they keep rebuilding
7. Beavers don't like the sound of running water - they will fix leaks and rebuild dams
8. In the Rocky Mountains, BC
- beaver ponds have created acres of wetlands
- pond offers protection for bird species
- habitat and breeding grounds for a variety of small animals and birds
- pond allows animals to feed and drink
- pond protects animals from wolves and bears
9. Nevada Desert, US
- 20 years ago the Suzy Creek area was a desert ecosystem
- cattle had over grazed and there had been drought for many years
- surface and ground water had dried up
- summer temperatures reached to 100 degrees and further dried out the soil
- beavers were introduced to the area
- beavers built a dam (damming the small creek) and lodge
- the dam allowed the creek to expand
- created a large pond ecosystem
- overall water level rose as water was stored in the pond
- surface and ground water recovered
- created a grassland that hadn't been there for 20 years
- native plant species started to return
- by bringing beavers into a desert habitat, the beavers changed the ecosystem to a grassland/wetland habitat
BEAVERS ARE CALLED A KEYSTONE SPECIES FOR AN AQUATIC ECOSYSTEM
1. beavers - are builders/engineers - called "hydro engineers" - HYDRO = WATER
2. beavers are vegetarian - eat leaves and the inner layer of wood - called cambium - under the bark (like Aspen, Poplar, Willow and Birch trees)
3. Teeth - grow constantly, don't wear down, orange colour because of their diet
4. Dams
- stones support the bottom of the dam
- pond mud seals the dam,
- branches and logs are interlocked, to create a lasting structure
5. Dams:
- filter the water of the river/stream system
- increase the wetland area
- increase pond size and available fresh water for other animals,
- create a pond ecosystem,
- enrich the soil
6,. Beaver vs People problems:
- beavers block culverts in roads which can cause flooding
- beavers build dams where we want to build houses
- beavers don't quit - they keep rebuilding
7. Beavers don't like the sound of running water - they will fix leaks and rebuild dams
8. In the Rocky Mountains, BC
- beaver ponds have created acres of wetlands
- pond offers protection for bird species
- habitat and breeding grounds for a variety of small animals and birds
- pond allows animals to feed and drink
- pond protects animals from wolves and bears
9. Nevada Desert, US
- 20 years ago the Suzy Creek area was a desert ecosystem
- cattle had over grazed and there had been drought for many years
- surface and ground water had dried up
- summer temperatures reached to 100 degrees and further dried out the soil
- beavers were introduced to the area
- beavers built a dam (damming the small creek) and lodge
- the dam allowed the creek to expand
- created a large pond ecosystem
- overall water level rose as water was stored in the pond
- surface and ground water recovered
- created a grassland that hadn't been there for 20 years
- native plant species started to return
- by bringing beavers into a desert habitat, the beavers changed the ecosystem to a grassland/wetland habitat
BEAVERS ARE CALLED A KEYSTONE SPECIES FOR AN AQUATIC ECOSYSTEM
24_steps_to_climate_change.docx | |
File Size: | 19 kb |
File Type: | docx |