BC Science 7 online
Here you go - activities, videos, multiple choice practice assessments: Everything you need to do better in Science 7 (well, almost everything!)
http://highered.mheducation.com/sites/0070947864/sitemap.html
http://highered.mheducation.com/sites/0070947864/sitemap.html
Scientific method
Variables (dependent, independent, and controlled) - see also text page 310. A 10 minute "Show Me": Variable types in an experiment (http://www.showme.com/sh/?h=eP7wpJQ)
The experiment question - see also textbook page 310. A quickie 2 minute "Show Me": Experiment question (http://www.showme.com/sh/?h=DGdBirY)
From question to hypothesis - see also the textbook page 310. A 3 minute "Show Me": From question to hypothesis (http://www.showme.com/sh/?h=08Hb20G)
The hypothesis, explained, a 6 minute show me by Kerri Marl, a Middle School teacher in NYC: hypothesis (http://www.showme.com/sh/?h=5OZ4w7M)
Provincial Learning Outcomes covered in this 'section':
Processes of Science ;
-Create models that help to explain scientific concepts and hypotheses.
-Test a hypothesis by planning and conducting an experiment that controls for two or more variables.
Hypothesizing;
-Examine previous predictions
-Formulate questions that can be answered by scientific investigations.
-Suggest possible explanation based upon a number of inferences.
-Identify the independent and dependent variables.
-Determine if the key variables can be isolated for testing.
-Predict cause and effect, and state a testable hypothesis.
-Determine limits for the controls.
-Design the experiment.
-Conduct the experiment and collect data
-Analyze the results.
-Communicate by reporting the result.
-Repeat and retest if necessary.
Writing a lab report (not my work, but grade appropriate). A 4 minute "Show: Me by Rosalinda Bajolo: How to write a lab report (http://www.showme.com/sh/?h=iDWu4S8)
The experiment question - see also textbook page 310. A quickie 2 minute "Show Me": Experiment question (http://www.showme.com/sh/?h=DGdBirY)
From question to hypothesis - see also the textbook page 310. A 3 minute "Show Me": From question to hypothesis (http://www.showme.com/sh/?h=08Hb20G)
The hypothesis, explained, a 6 minute show me by Kerri Marl, a Middle School teacher in NYC: hypothesis (http://www.showme.com/sh/?h=5OZ4w7M)
Provincial Learning Outcomes covered in this 'section':
Processes of Science ;
-Create models that help to explain scientific concepts and hypotheses.
-Test a hypothesis by planning and conducting an experiment that controls for two or more variables.
Hypothesizing;
-Examine previous predictions
-Formulate questions that can be answered by scientific investigations.
-Suggest possible explanation based upon a number of inferences.
-Identify the independent and dependent variables.
-Determine if the key variables can be isolated for testing.
-Predict cause and effect, and state a testable hypothesis.
-Determine limits for the controls.
-Design the experiment.
-Conduct the experiment and collect data
-Analyze the results.
-Communicate by reporting the result.
-Repeat and retest if necessary.
Writing a lab report (not my work, but grade appropriate). A 4 minute "Show: Me by Rosalinda Bajolo: How to write a lab report (http://www.showme.com/sh/?h=iDWu4S8)
Chapter 1
Welcome "Show Me" (Introduction to your textbook and workbook). http://www.showme.com/sh/?h=rlQF6WW
Section 1.1
Notes: Section 1.1 Notes
Adapted notes: Section 1.1 Adapted notes
Abiotic and Biotic environments: http://www.showme.com/sh/?h=9Lpf5cm
Ecosystems, Canadian Biomes, and Ecoprovinces: http://www.showme.com/sh/?h=VenmK9o
Section 1.2
Notes: Section 1.2 notes
Adapted notes: Section 1.2 Adapted notes
Levels of organization (pp 16 - 19): http://www.showme.com/sh/?h=Vp9hDFI
Section 1.3
Notes: Section 1.3 Notes
Adapted notes: Section 1.3A Adapted notes and Section 1.3B Adapted notes
Parasite example (cool photograph!): Parasite example (docx)
Salty Seeds marking guide (latest edition)
EXAMPLE of changes in an ecosystem (positive re-introduction of a species, biotic impact on abiotic factors):
http://themetapicture.com/when-they-brought-these-wolves/
Animation to practice identifying the roles of animals in ecosystems (10 minutes): http://www.showme.com/sh/?h=g7YJ27U
Provincial Learning Outcomes covered in this 'section':
-Living things interact with each other and their physical environment.
-Organisms are influenced by environmental forces, and each organism influences the environment to some extent.
-Ecosystems are entire systems formed by interactions among the different living and non-living parts of the environment (e.g., forests, deserts).
-Non-living physical characteristics of an ecosystem include: soil, landforms, water, sunlight, and temperature.
-Populations are groups of the same kinds of organisms (species) living together because they share common environmental needs.
-Explain how habitats provide basic needs for the organisms living in them (e.g., food, water, light)
-Identify factors that are critical for healthy populations and ecosystems, including air and water quality (e.g., acid rain, greenhouse gases, turbidity), and explain their significance
-Describe in detail how decomposers recycle nutrients within ecosystems, and how plants, animals, and decomposers depend on each other (composting).
Section 1.1
Notes: Section 1.1 Notes
Adapted notes: Section 1.1 Adapted notes
Abiotic and Biotic environments: http://www.showme.com/sh/?h=9Lpf5cm
Ecosystems, Canadian Biomes, and Ecoprovinces: http://www.showme.com/sh/?h=VenmK9o
Section 1.2
Notes: Section 1.2 notes
Adapted notes: Section 1.2 Adapted notes
Levels of organization (pp 16 - 19): http://www.showme.com/sh/?h=Vp9hDFI
Section 1.3
Notes: Section 1.3 Notes
Adapted notes: Section 1.3A Adapted notes and Section 1.3B Adapted notes
Parasite example (cool photograph!): Parasite example (docx)
Salty Seeds marking guide (latest edition)
EXAMPLE of changes in an ecosystem (positive re-introduction of a species, biotic impact on abiotic factors):
http://themetapicture.com/when-they-brought-these-wolves/
Animation to practice identifying the roles of animals in ecosystems (10 minutes): http://www.showme.com/sh/?h=g7YJ27U
Provincial Learning Outcomes covered in this 'section':
-Living things interact with each other and their physical environment.
-Organisms are influenced by environmental forces, and each organism influences the environment to some extent.
-Ecosystems are entire systems formed by interactions among the different living and non-living parts of the environment (e.g., forests, deserts).
-Non-living physical characteristics of an ecosystem include: soil, landforms, water, sunlight, and temperature.
-Populations are groups of the same kinds of organisms (species) living together because they share common environmental needs.
-Explain how habitats provide basic needs for the organisms living in them (e.g., food, water, light)
-Identify factors that are critical for healthy populations and ecosystems, including air and water quality (e.g., acid rain, greenhouse gases, turbidity), and explain their significance
-Describe in detail how decomposers recycle nutrients within ecosystems, and how plants, animals, and decomposers depend on each other (composting).
Chapter 2
Section 2.1 (Food Chains, Food Webs, and Energy Flow)
Notes:
Section 2.1 notes
Section 2.1 notes (adapted)
Food Chains (8 minutes and 31 seconds): http://www.showme.com/sh/?h=NMlZLJw
Producers, Chlorophyll, and Photosynthesis (6 minutes and 34 seconds): http://www.showme.com/sh/?h=yMfGdu4
Photosynthesis (from another ShowMe teacher, this one is very good, under 2 minutes): http://www.showme.com/sh/?h=eZUhgBr
Consumers and Cellular Respiration (6 minutes and 59 seconds): http://www.showme.com/sh/?h=Kj7MBg8
The Flow of Energy (2 minutes and 36 seconds): http://www.showme.com/sh/?h=8E4CpyC
Food Webs (4 minutes 49 seconds): http://www.showme.com/sh/?h=mgBT7QG
**see also "Food Chains, Food Webs, and Biomes (http://www1.teachertube.com/viewVideo.php?video_id=144619) under chapter 2 on the 'links' page. **
Pyramids of Numbers (**see video on the "links" page as well**) (4 minutes, 39 seconds): http://www.showme.com/sh/?h=hu8nYiO
Energy Flow (helps to explain the reason for a pyramid of numbers!) ( 6 minutes, 23 seconds): http://www.showme.com/sh/?h=MMG3qAS
Section 2.2 (Cycles of Matter)
Notes:
Section 2.2 notes
Section 2.2 notes (Adapted)
Mini Lessons:
The Water Cycle (from a fellow ShowMe teacher, 4 minutes, 56 seconds): http://www.showme.com/sh/?h=n1xJMsS
The Water Cycle (from a student ShowMe contributor, has a song! 1minute, 50 seconds): http://www.showme.com/sh/?h=By3PRVf
Diagram: The Carbon Cycle: The Carbon Cycle.pdf
Diagram: The Water Cycle: The Water Cycle.pdf
Diagram: Bioaccumulation: Bioaccumulation.pdf
Section 2.3 (Limiting Factors)
Notes:
Section 2.3 notes
Section 2.3 notes (adapted)
Provincial Learning Outcomes covered in this 'section':
-Non-living physical characteristics of an ecosystem include: soil, landforms, water, sunlight, and temperature.
-Organisms interact with each other and use and recycle chemicals from the environment.
-Living things need energy to carry out their activities; the flow of energy from one organism to another is part of an energy web.
-Producers of food such as plants are related to consumers (e.g., animals) and decomposers (e.g., bacteria and fungi) in webs of interdependence called food chains and food webs.
-Food webs are individual food chains that are linked.
-Populations are groups of the same kinds of organisms (species) living together because they share common environmental needs.
-Populations in ecosystems tend to be regulated by predation and competition.
-Human activity such as logging, farming, fishing, and buildings can impact the living (biotic) and physical (abiotic) components of an ecosystem.
-Analyse limiting factors in an ecosystem.
-Show respect for the environment.
-Identify populations of organisms in communities and ecosystems according to simplified food webs
-Identify interactions between decomposers, producers, and consumers, according to the food pyramid.
-Describe in detail how decomposers recycle nutrients within ecosystems, and how plants, animals, and decomposers depend on each other (composting).
-Explain and provide several examples of how energy is transferred through food webs and food chains within an ecosystem.
-Create and justify a description of a suitable environment for a specific organism, taking into account the limiting factors (e.g., food, water, light, living space).
-Explain relationships between living (biotic) and non-living (abiotic) things within an ecosystem (e.g., soil, bacteria, plants, animals), with reference to several examples.
-Evaluate the likely effects of habitat loss for certain species.
-Determine the sources of pollutants, and analyse their effects (e.g., autos and air quality, oil spills and water contamination).
Notes:
Section 2.1 notes
Section 2.1 notes (adapted)
Food Chains (8 minutes and 31 seconds): http://www.showme.com/sh/?h=NMlZLJw
Producers, Chlorophyll, and Photosynthesis (6 minutes and 34 seconds): http://www.showme.com/sh/?h=yMfGdu4
Photosynthesis (from another ShowMe teacher, this one is very good, under 2 minutes): http://www.showme.com/sh/?h=eZUhgBr
Consumers and Cellular Respiration (6 minutes and 59 seconds): http://www.showme.com/sh/?h=Kj7MBg8
The Flow of Energy (2 minutes and 36 seconds): http://www.showme.com/sh/?h=8E4CpyC
Food Webs (4 minutes 49 seconds): http://www.showme.com/sh/?h=mgBT7QG
**see also "Food Chains, Food Webs, and Biomes (http://www1.teachertube.com/viewVideo.php?video_id=144619) under chapter 2 on the 'links' page. **
Pyramids of Numbers (**see video on the "links" page as well**) (4 minutes, 39 seconds): http://www.showme.com/sh/?h=hu8nYiO
Energy Flow (helps to explain the reason for a pyramid of numbers!) ( 6 minutes, 23 seconds): http://www.showme.com/sh/?h=MMG3qAS
Section 2.2 (Cycles of Matter)
Notes:
Section 2.2 notes
Section 2.2 notes (Adapted)
Mini Lessons:
The Water Cycle (from a fellow ShowMe teacher, 4 minutes, 56 seconds): http://www.showme.com/sh/?h=n1xJMsS
The Water Cycle (from a student ShowMe contributor, has a song! 1minute, 50 seconds): http://www.showme.com/sh/?h=By3PRVf
Diagram: The Carbon Cycle: The Carbon Cycle.pdf
Diagram: The Water Cycle: The Water Cycle.pdf
Diagram: Bioaccumulation: Bioaccumulation.pdf
Section 2.3 (Limiting Factors)
Notes:
Section 2.3 notes
Section 2.3 notes (adapted)
Provincial Learning Outcomes covered in this 'section':
-Non-living physical characteristics of an ecosystem include: soil, landforms, water, sunlight, and temperature.
-Organisms interact with each other and use and recycle chemicals from the environment.
-Living things need energy to carry out their activities; the flow of energy from one organism to another is part of an energy web.
-Producers of food such as plants are related to consumers (e.g., animals) and decomposers (e.g., bacteria and fungi) in webs of interdependence called food chains and food webs.
-Food webs are individual food chains that are linked.
-Populations are groups of the same kinds of organisms (species) living together because they share common environmental needs.
-Populations in ecosystems tend to be regulated by predation and competition.
-Human activity such as logging, farming, fishing, and buildings can impact the living (biotic) and physical (abiotic) components of an ecosystem.
-Analyse limiting factors in an ecosystem.
-Show respect for the environment.
-Identify populations of organisms in communities and ecosystems according to simplified food webs
-Identify interactions between decomposers, producers, and consumers, according to the food pyramid.
-Describe in detail how decomposers recycle nutrients within ecosystems, and how plants, animals, and decomposers depend on each other (composting).
-Explain and provide several examples of how energy is transferred through food webs and food chains within an ecosystem.
-Create and justify a description of a suitable environment for a specific organism, taking into account the limiting factors (e.g., food, water, light, living space).
-Explain relationships between living (biotic) and non-living (abiotic) things within an ecosystem (e.g., soil, bacteria, plants, animals), with reference to several examples.
-Evaluate the likely effects of habitat loss for certain species.
-Determine the sources of pollutants, and analyse their effects (e.g., autos and air quality, oil spills and water contamination).
Chapter 3
Section 3.1, Ecosystems
Section 3.1 notes
Section 3.2, Human Impacts on Ecosystems
Section 3.2 notes
Section 3.3, Conserving and Protecting Ecosystems
Section 3.3 notes
Provincial Learning Outcomes covered in this 'section':
-Human activity such as logging, farming, fishing, and buildings can impact the living (biotic) and physical (abiotic) components of an ecosystem.
-Show respect for the environment.
-Identify factors that are critical for healthy populations and ecosystems, including air and water quality (e.g., acid rain, greenhouse gases, turbidity), and explain their significance
-Create and justify a description of a suitable environment for a specific organism, taking into account the limiting factors (e.g., food, water, light, living space).
-Evaluate the likely effects of habitat loss for certain species.
-Describe, using examples, how forestry practices affect ecosystems (e.g., riparian zones, fishing, forest debris, beetle kill, controlled burn).
-Determine the sources of pollutants, and analyse their effects (e.g., autos and air quality, oil spills and water contamination).
-Describe, using examples, how practices of Aboriginal peoples in BC affect environmental sustainability in a specific ecosystem.
Section 3.1 notes
Section 3.2, Human Impacts on Ecosystems
Section 3.2 notes
Section 3.3, Conserving and Protecting Ecosystems
Section 3.3 notes
Provincial Learning Outcomes covered in this 'section':
-Human activity such as logging, farming, fishing, and buildings can impact the living (biotic) and physical (abiotic) components of an ecosystem.
-Show respect for the environment.
-Identify factors that are critical for healthy populations and ecosystems, including air and water quality (e.g., acid rain, greenhouse gases, turbidity), and explain their significance
-Create and justify a description of a suitable environment for a specific organism, taking into account the limiting factors (e.g., food, water, light, living space).
-Evaluate the likely effects of habitat loss for certain species.
-Describe, using examples, how forestry practices affect ecosystems (e.g., riparian zones, fishing, forest debris, beetle kill, controlled burn).
-Determine the sources of pollutants, and analyse their effects (e.g., autos and air quality, oil spills and water contamination).
-Describe, using examples, how practices of Aboriginal peoples in BC affect environmental sustainability in a specific ecosystem.
Chapter 4
Section 4.1 - Describing Matter
What is Chemistry? What is Matter? (in simple terms): http://www.showme.com/sh/?h=hictlzM
Properties of Matter: http://www.showme.com/sh/?h=MAkA3RQ
Matter verses energy: http://www.youtube.com/watch?v=TF8rxXs-QSY , properties, how matter interacts with other matter.....
Notes: Section 4.1 Notes:
Section 4.2 - Measuring Matter.
Mass and weight, a song: http://www.youtube.com/watch?v=1whMAIGNq7E
Notes: Section 4.2 Notes
Section 4.3 - Changes in Matter
Notes: Section 4.3 Notes
Provincial Learning Outcomes covered in this 'section':
-Matter is anything that has mass and volume; it is generally classified as pure substances or mixtures.
-The observable properties of matter include colour, texture, and state.
-Changes to matter can be reversible (mixtures and changes of state) and non-reversible (mechanical change such as grinding, chemical change such as cooking).
-Matter is made up of tiny particles (particle model theory).
-Correctly relate the particle theory to the properties of elements, compounds, and mixtures
-Identify several qualitative (e.g., colour, texture, state) and quantitative (e.g., density, melting point, freezing point) properties of materials.
-Describe chemical and physical changes in matter, citing examples.
-Accurately measure, record, and present data collected during an experiment involving solutions and mixtures.
What is Chemistry? What is Matter? (in simple terms): http://www.showme.com/sh/?h=hictlzM
Properties of Matter: http://www.showme.com/sh/?h=MAkA3RQ
Matter verses energy: http://www.youtube.com/watch?v=TF8rxXs-QSY , properties, how matter interacts with other matter.....
Notes: Section 4.1 Notes:
Section 4.2 - Measuring Matter.
Mass and weight, a song: http://www.youtube.com/watch?v=1whMAIGNq7E
Notes: Section 4.2 Notes
Section 4.3 - Changes in Matter
Notes: Section 4.3 Notes
Provincial Learning Outcomes covered in this 'section':
-Matter is anything that has mass and volume; it is generally classified as pure substances or mixtures.
-The observable properties of matter include colour, texture, and state.
-Changes to matter can be reversible (mixtures and changes of state) and non-reversible (mechanical change such as grinding, chemical change such as cooking).
-Matter is made up of tiny particles (particle model theory).
-Correctly relate the particle theory to the properties of elements, compounds, and mixtures
-Identify several qualitative (e.g., colour, texture, state) and quantitative (e.g., density, melting point, freezing point) properties of materials.
-Describe chemical and physical changes in matter, citing examples.
-Accurately measure, record, and present data collected during an experiment involving solutions and mixtures.
Chapter 5
Section 5.1 - Pure Substances and Mixtures
notes: Section 5.1 notes
notes (adapted): Section 5.1 notes (adapted)
Section 5.2 - Classifying Mixtures
notes: Section 5.2 notesnotes (adapted): Section 5.2 notes (adapted)
Section 5.3 - Pure Substances
How small is an atom? (TED Talk, 5 minutes or so): http://www.ted.com/talks/just_how_small_is_an_atom.html
A brief history of the elements: (docx)
Common Elements: (docx)
Periodic Table of the Elements, grade 9 level maybe, but hey, why not?: http://www.youtube.com/watch?v=J2K3mAKr67U
Mercury, floating a ball bearing in it!: http://www.youtube.com/watch?v=kMR5KbNZ7b8
Mercury, in a balloon (at about 2:26 you'll see little mercury balls 'escape'!: http://www.youtube.com/watch?v=7HPxeASxXW0 also shows difference in density to water.
Alkali metals - softness, chemical reaction in water (hydrogen gas produced, ignited with heat from the reaction, and things go boom!): http://www.youtube.com/watch?v=uixxJtJPVXk
Alkaline Earth metals and Alkali metals in water....10 minutes, shows increasing reactivity... :http://www.youtube.com/watch?v=dUbjn3ix3ds
notes: Section 5.3 notes
notes (adapted): Section 5.3 notes (adapted)
Section 5.4 - Pure Substances From Mixtures
Notes:
Section 5.1:
Section 5.1 notes
Section 5.1 notes (adapted)
Section 5.2:
Section 5.2 notes
Section 5.2 notes (adapted)
Section 5.3:
Section 5.3 notes
Section 5.3 notes (adapted)
Atoms: (docx)
Atoms (adapted): (docx)
Elements: (docx)
Elements (adapted): (docx)
Section 5.4:
Provincial Learning Outcomes covered in this 'section':
-Pure substances are either elements or compounds, and their properties are always the same.
-Mixtures have two or more kinds of particles.
-Mixtures can be separated physically or chemically by removing one of the components (evaporation, crystallization, filtration, dissolving, magnetic separation, flotation).
-Suspensions consist of solid pieces scattered throughout the mixture.
-Accurately sort products found in the home into substances, suspensions, emulsions, mechanical mixtures, and solutions and summarize their similarities and differences
-Correctly relate the particle theory to the properties of elements, compounds, and mixtures
notes: Section 5.1 notes
notes (adapted): Section 5.1 notes (adapted)
Section 5.2 - Classifying Mixtures
notes: Section 5.2 notesnotes (adapted): Section 5.2 notes (adapted)
Section 5.3 - Pure Substances
How small is an atom? (TED Talk, 5 minutes or so): http://www.ted.com/talks/just_how_small_is_an_atom.html
A brief history of the elements: (docx)
Common Elements: (docx)
Periodic Table of the Elements, grade 9 level maybe, but hey, why not?: http://www.youtube.com/watch?v=J2K3mAKr67U
Mercury, floating a ball bearing in it!: http://www.youtube.com/watch?v=kMR5KbNZ7b8
Mercury, in a balloon (at about 2:26 you'll see little mercury balls 'escape'!: http://www.youtube.com/watch?v=7HPxeASxXW0 also shows difference in density to water.
Alkali metals - softness, chemical reaction in water (hydrogen gas produced, ignited with heat from the reaction, and things go boom!): http://www.youtube.com/watch?v=uixxJtJPVXk
Alkaline Earth metals and Alkali metals in water....10 minutes, shows increasing reactivity... :http://www.youtube.com/watch?v=dUbjn3ix3ds
notes: Section 5.3 notes
notes (adapted): Section 5.3 notes (adapted)
Section 5.4 - Pure Substances From Mixtures
Notes:
Section 5.1:
Section 5.1 notes
Section 5.1 notes (adapted)
Section 5.2:
Section 5.2 notes
Section 5.2 notes (adapted)
Section 5.3:
Section 5.3 notes
Section 5.3 notes (adapted)
Atoms: (docx)
Atoms (adapted): (docx)
Elements: (docx)
Elements (adapted): (docx)
Section 5.4:
Provincial Learning Outcomes covered in this 'section':
-Pure substances are either elements or compounds, and their properties are always the same.
-Mixtures have two or more kinds of particles.
-Mixtures can be separated physically or chemically by removing one of the components (evaporation, crystallization, filtration, dissolving, magnetic separation, flotation).
-Suspensions consist of solid pieces scattered throughout the mixture.
-Accurately sort products found in the home into substances, suspensions, emulsions, mechanical mixtures, and solutions and summarize their similarities and differences
-Correctly relate the particle theory to the properties of elements, compounds, and mixtures
Chapter 6
Section 6.1 - Solutes and Solvents
notes:
6.1 notes
6.1 notes (adapted)
Section 6.2 - Dissolving
6.2 notes
6.2 notes (adapted)
Section 6.3 - Acids and Bases
pH: http://en.wikipedia.org/wiki/PH
pH lesson: http://www.miamisci.org/ph/
6.3 notes
6.3 notes (adapted)
Section 6.4 - Processing Solutions
6.4 notes
6.4 notes (adapted)
Provincial Learning Outcomes covered in this 'section':
-Mixtures can be separated physically or chemically by removing one of the components (evaporation, crystallization, filtration, dissolving, magnetic separation, flotation).
-Suspensions consist of solid pieces scattered throughout the mixture.
-Solutions are mixtures that appear as a single substance.
-pH is the measure of the tendency toward acidic or basic conditions.
-Accurately measure, record, and present data collected during an experiment involving solutions and mixtures.
-Describe the effects of a variety of factors (e.g., type of solute, type of solvent, temperature) on solubility.
-Determine factors (e.g., heat, stirring, surface area) that affect the rate at which substances dissolve.
-Use test papers with teacher support to carefully analyse various substances and solutions for acidic or basic characteristics (pH scale).
notes:
6.1 notes
6.1 notes (adapted)
Section 6.2 - Dissolving
6.2 notes
6.2 notes (adapted)
Section 6.3 - Acids and Bases
pH: http://en.wikipedia.org/wiki/PH
pH lesson: http://www.miamisci.org/ph/
6.3 notes
6.3 notes (adapted)
Section 6.4 - Processing Solutions
6.4 notes
6.4 notes (adapted)
Provincial Learning Outcomes covered in this 'section':
-Mixtures can be separated physically or chemically by removing one of the components (evaporation, crystallization, filtration, dissolving, magnetic separation, flotation).
-Suspensions consist of solid pieces scattered throughout the mixture.
-Solutions are mixtures that appear as a single substance.
-pH is the measure of the tendency toward acidic or basic conditions.
-Accurately measure, record, and present data collected during an experiment involving solutions and mixtures.
-Describe the effects of a variety of factors (e.g., type of solute, type of solvent, temperature) on solubility.
-Determine factors (e.g., heat, stirring, surface area) that affect the rate at which substances dissolve.
-Use test papers with teacher support to carefully analyse various substances and solutions for acidic or basic characteristics (pH scale).
Chapter 7
7.1: The Structure Of The Earth
Earth's Basic Structure, part 1 (Basic Structures): http://www.showme.com/sh/?h=BdCYnC4
Earth's Basic Structure, part 2 (The Lithosphere): http://www.showme.com/sh/?h=nwvMfa4
Convection Currents animation: http://www.showme.com/sh/?h=xZZQ4B6
notes: 7_1_notes.docx
7.2: Minerals and Mineral Resources
Minerals animation: http://www.showme.com/sh/?h=Ppx84Zc
notes: 7_2_notes.docx
7.3: How Rocks Are Formed
General website to visit: http://www.rocksandminerals4u.com/
Igneous rocks:http://www.showme.com/sh/?h=JMD2aDA
Sedimentary rocks, part 1: http://www.showme.com/sh/?h=EZucc2y
Sedimentary rocks, part 2: http://www.showme.com/sh/?h=wUFRsO0
Metamorphic rocks: http://www.showme.com/sh/?h=2L6anzM
Sediments to rocks: http://www.showme.com/sh/?h=ECFnx7w
notes: 7_3_notes.docx
Provincial Learning Outcomes covered in this 'section':
-The Earth is broadly differentiated into a crust, mantle, and core.
-The geosphere refers to the physical Earth; the atmosphere refers to the air; the biosphere refers to life forms; and the hydrosphere refers to water.
-Rocks are made of minerals that have unique properties.
-Minerals are made from pure elements in the Earth.
-Minerals can be identified by their colour, lustre, hardness, cleavage, crystal structure, and their reaction to certain chemicals.
-Rocks are classified by how they are formed within the rock cycle and their mineral content.
-Igneous, sedimentary, and metamorphic rocks can be changed from one form to another.
-Fossils in sedimentary rocks allow us to interpret ancient environments.
-The history of changes in life on Earth are recorded in the fossil record.
-The geologic time scale is based on changes in life on Earth.
-Accurately list the characteristics of each layer of the Earth.
-Catalogue the properties of rock and mineral samples (e.g., cleavage, colour, crystal habit, fracture, hardness, lustre, and streak) on the basis of a detailed examination.
-Illustrate how fossils come to be associated with sedimentary rock.
Earth's Basic Structure, part 1 (Basic Structures): http://www.showme.com/sh/?h=BdCYnC4
Earth's Basic Structure, part 2 (The Lithosphere): http://www.showme.com/sh/?h=nwvMfa4
Convection Currents animation: http://www.showme.com/sh/?h=xZZQ4B6
notes: 7_1_notes.docx
7.2: Minerals and Mineral Resources
Minerals animation: http://www.showme.com/sh/?h=Ppx84Zc
notes: 7_2_notes.docx
7.3: How Rocks Are Formed
General website to visit: http://www.rocksandminerals4u.com/
Igneous rocks:http://www.showme.com/sh/?h=JMD2aDA
Sedimentary rocks, part 1: http://www.showme.com/sh/?h=EZucc2y
Sedimentary rocks, part 2: http://www.showme.com/sh/?h=wUFRsO0
Metamorphic rocks: http://www.showme.com/sh/?h=2L6anzM
Sediments to rocks: http://www.showme.com/sh/?h=ECFnx7w
notes: 7_3_notes.docx
Provincial Learning Outcomes covered in this 'section':
-The Earth is broadly differentiated into a crust, mantle, and core.
-The geosphere refers to the physical Earth; the atmosphere refers to the air; the biosphere refers to life forms; and the hydrosphere refers to water.
-Rocks are made of minerals that have unique properties.
-Minerals are made from pure elements in the Earth.
-Minerals can be identified by their colour, lustre, hardness, cleavage, crystal structure, and their reaction to certain chemicals.
-Rocks are classified by how they are formed within the rock cycle and their mineral content.
-Igneous, sedimentary, and metamorphic rocks can be changed from one form to another.
-Fossils in sedimentary rocks allow us to interpret ancient environments.
-The history of changes in life on Earth are recorded in the fossil record.
-The geologic time scale is based on changes in life on Earth.
-Accurately list the characteristics of each layer of the Earth.
-Catalogue the properties of rock and mineral samples (e.g., cleavage, colour, crystal habit, fracture, hardness, lustre, and streak) on the basis of a detailed examination.
-Illustrate how fossils come to be associated with sedimentary rock.
Chapter 8
8.1: Weathering and the Rock Cycle
notes: 8_1_notes.docx
Mechanical Weathering animation: http://www.showme.com/sh/?h=Z8g5Wwy
Chemical Weathering animation:http://www.showme.com/sh/?h=ejI6uu0
Stalagmites and Stalactites (straight forward visual showing which is which): http://www.jimloy.com/geology/stalac.htm
The Rock Cycle animation:http://www.showme.com/sh/?h=kJu8Iq0
8.2: Clues In The Crust
Sea Floor Features (includes a definition of a 'cross-section'): http://www.showme.com/sh/?h=4CEw1aq
Pangaea (adds outlines of the present-day continents and direction of movement): http://www.showme.com/sh/?h=v9PLekq
notes: 8_2_notes.docx
8.3: Theory of Plate Tectonics
Divergent and divergent plate boundaries (10 minutes, continental-continental, continental-oceanic, oceanic-oceanic):http://www.showme.com/sh/?h=d3kAv5s
Notes: 8_3_notes.docx
Provincial Learning Outcomes covered in this 'section':
-The Earth’s crust and upper most mantle are made of large moving sections called tectonic plates.
-The features on the surface of the Earth are formed by tectonic activity, particularly at convergent, divergent, or transform fault tectonic plate boundaries and by the processes of wind, water, and ice that wear down surface features over time.
-The theory of plate tectonics explains how and why the tectonic plates move and explains why the Earth’s surface is continually changing.
-Earthquakes are common along all tectonic plate boundaries and occur deep in the Earth at subduction zones.
-Fossils in sedimentary rocks allow us to interpret ancient environments.
-The history of changes in life on Earth are recorded in the fossil record.
-The geologic time scale is based on changes in life on Earth.
-Detail the effects of earthquakes, volcanoes, and fault boundaries on the Earth’s crust
-Model tectonic plate movement to show convergent, divergent, and transform plate boundaries
-Construct a flow chart to explain in detail the geological processes involved in forming minerals and rocks.
-Explain how scientists use the placement and position of an object to infer the time of events (e.g., superposition).
-Illustrate how fossils come to be associated with sedimentary rock.
-Report on how fossil record is used to identify Millennium changes in the Earth’s surfaces.
notes: 8_1_notes.docx
Mechanical Weathering animation: http://www.showme.com/sh/?h=Z8g5Wwy
Chemical Weathering animation:http://www.showme.com/sh/?h=ejI6uu0
Stalagmites and Stalactites (straight forward visual showing which is which): http://www.jimloy.com/geology/stalac.htm
The Rock Cycle animation:http://www.showme.com/sh/?h=kJu8Iq0
8.2: Clues In The Crust
Sea Floor Features (includes a definition of a 'cross-section'): http://www.showme.com/sh/?h=4CEw1aq
Pangaea (adds outlines of the present-day continents and direction of movement): http://www.showme.com/sh/?h=v9PLekq
notes: 8_2_notes.docx
8.3: Theory of Plate Tectonics
Divergent and divergent plate boundaries (10 minutes, continental-continental, continental-oceanic, oceanic-oceanic):http://www.showme.com/sh/?h=d3kAv5s
Notes: 8_3_notes.docx
Provincial Learning Outcomes covered in this 'section':
-The Earth’s crust and upper most mantle are made of large moving sections called tectonic plates.
-The features on the surface of the Earth are formed by tectonic activity, particularly at convergent, divergent, or transform fault tectonic plate boundaries and by the processes of wind, water, and ice that wear down surface features over time.
-The theory of plate tectonics explains how and why the tectonic plates move and explains why the Earth’s surface is continually changing.
-Earthquakes are common along all tectonic plate boundaries and occur deep in the Earth at subduction zones.
-Fossils in sedimentary rocks allow us to interpret ancient environments.
-The history of changes in life on Earth are recorded in the fossil record.
-The geologic time scale is based on changes in life on Earth.
-Detail the effects of earthquakes, volcanoes, and fault boundaries on the Earth’s crust
-Model tectonic plate movement to show convergent, divergent, and transform plate boundaries
-Construct a flow chart to explain in detail the geological processes involved in forming minerals and rocks.
-Explain how scientists use the placement and position of an object to infer the time of events (e.g., superposition).
-Illustrate how fossils come to be associated with sedimentary rock.
-Report on how fossil record is used to identify Millennium changes in the Earth’s surfaces.
Chapter 9
9.1: Changing Landforms
notes: 9_1_notes.docx
Introduction, and moving water/deposition: http://www.showme.com/sh/?h=BFHzioi
wind, and water features (basic plateaus): http://www.showme.com/sh/?h=PsjbTbk
Glaciers (alpine), an overview:http://www.showme.com/sh/?h=2CSPLzk
Images of the power of ice on the landscape, from around here!: http://www.showme.com/sh/?h=e0vSTo0
The power of water (Southern Alberta, 22X):http://www.showme.com/sh/?h=Uy5s6y0
Glacial features (glaciers and their water actually): http://www.showme.com/sh/?h=CsQhNJ2
Alpine Glacial Features in photographs:http://www.showme.com/sh/?h=62IXHG4 (taken from a plane while flying East of Creston BC!)
9.2: Earthquakes
notes: 9_2_notes.docx
The three fault line types: http://www.showme.com/sh/?h=RVsJ852
Seismic waves: http://www.showme.com/sh/?h=3pb70T2
9.3: Volcanoes
notes: 9_3_notes.docx
Provincial Learning Outcomes covered in this 'section':
-Mountains, valleys, plains, deserts, rivers, lakes, and oceans are features of the surface of Earth
-The features on the surface of the Earth are formed by tectonic activity, particularly at convergent, divergent, or transform fault tectonic plate boundaries and by the processes of wind, water, and ice that wear down surface features over time.
-Stress in the Earth’s crust is released in tectonic plate movement and earthquakes.
-Heat within the Earth is released in volcanic activity.
-Information about the mantle and core is obtained by recording and charting energy waves from earthquakes and by looking at rocks exposed at the Earth’s surface.
-Explain how earthquakes have helped scientists understand the Earth’s structure (e.g., primary and secondary seismic waves)
-Detail the effects of earthquakes, volcanoes, and fault boundaries on the Earth’s crust
notes: 9_1_notes.docx
Introduction, and moving water/deposition: http://www.showme.com/sh/?h=BFHzioi
wind, and water features (basic plateaus): http://www.showme.com/sh/?h=PsjbTbk
Glaciers (alpine), an overview:http://www.showme.com/sh/?h=2CSPLzk
Images of the power of ice on the landscape, from around here!: http://www.showme.com/sh/?h=e0vSTo0
The power of water (Southern Alberta, 22X):http://www.showme.com/sh/?h=Uy5s6y0
Glacial features (glaciers and their water actually): http://www.showme.com/sh/?h=CsQhNJ2
Alpine Glacial Features in photographs:http://www.showme.com/sh/?h=62IXHG4 (taken from a plane while flying East of Creston BC!)
9.2: Earthquakes
notes: 9_2_notes.docx
The three fault line types: http://www.showme.com/sh/?h=RVsJ852
Seismic waves: http://www.showme.com/sh/?h=3pb70T2
9.3: Volcanoes
notes: 9_3_notes.docx
Provincial Learning Outcomes covered in this 'section':
-Mountains, valleys, plains, deserts, rivers, lakes, and oceans are features of the surface of Earth
-The features on the surface of the Earth are formed by tectonic activity, particularly at convergent, divergent, or transform fault tectonic plate boundaries and by the processes of wind, water, and ice that wear down surface features over time.
-Stress in the Earth’s crust is released in tectonic plate movement and earthquakes.
-Heat within the Earth is released in volcanic activity.
-Information about the mantle and core is obtained by recording and charting energy waves from earthquakes and by looking at rocks exposed at the Earth’s surface.
-Explain how earthquakes have helped scientists understand the Earth’s structure (e.g., primary and secondary seismic waves)
-Detail the effects of earthquakes, volcanoes, and fault boundaries on the Earth’s crust