Assignment Worksheet Keys - BC Learning...

Science 7 Assignment Worksheet

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U01L01: While you Read (Pages 5 - 7 of your Textbook):

1. Why is the Khutzeymateen Valley an important ecosystem? (Page 5) It is a traditional hunting and fishing area of the Gitsiis people. It is a grizzly bear sanctuary. It is home to salmon, beavers, wolves, otters, birds, insects, trees, …….

2. What organisms form the community in the Khutzeymateen Valley? (Page 6)

Plants, animals and micro-organisms live in the Khutzeymateen Valley. The community of organisms in the Khutzeymateen Valley includes populations of grizzly bears, coho salmon, red elderberries, Sitka spruce, and ravens.

3. What do the non-living parts of the Khutzeymateen Valley provide? (Page 7) The non-living parts of the Khutzeymateen Valley provide what the organisms need to survive. They provide animals with water, shelter, and appropriate temperature. They provide plants with soil, water, and sunlight.

4. What is an ecosystem? (Page 8)

An ecosystem is the network of interactions that link the living and non-living parts of an environment.

Lesson Reflection: Answers will vary.


1. What is a biome? (Page 12) Large regions of Earth where temp and precipitation are the same and similar plants and animals are found.

2. What is your biome (use Figure 3 on page 12)? Briefly describe it. (2-3 sentences) BC Coast = rain forest Interior BC = coniferous forest Descriptions will vary. 3. The Khutzeymateen Valley and a koi pond are both examples of ecosystems. How are they

different? How are they the same? (Page 11) The Khutzeymateen Valley and a koi pond differ in size and in the fact that one is a natural ecosystem and the other – the koi pond – has been created by humans. They are the same in that they both have a number of organisms interacting with each other and with the non-living environment.



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1. What is a limiting factor? (Page 16) Any part of the non-living environment that determines whether or not an organism can survive.

2. Complete the following chart. (Pages 16-19) Limiting factor Explanation of limiting factor Example Physical Barriers

A landform that blocks an organism from moving to another suitable place.

Answers will vary.

Sunlight

The amount of sunlight determines whether an organism can live in a particular place.

Water

The availability of water in an ecosystem determines what organisms can live there (eg. salt vs fresh).

Temperature

Average temperatures and variations can limit the survival of some organisms.

Soil

Places with lots of decomposed plants and animals can hold plenty of water.



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1. How does competition in nature compare to your example above? (Page 22) To win is to survive. As teams compete for self gratification, money, fame……animals compete for the survival of their young and themselves.

2. Provide an example of competition in nature. Answers will vary.

3. Describe the predator-prey relationship. (Page 23) A predator-prey relationship involves survival by hunting. The organism hunting another living thing for food is the predator. The organism being hunted is the prey.

Lesson Reflection:

1. Why do gardeners or orchardists thin out the fruit or vegetables while the produce is young? Individual plants or fruit on a tree use nutrients as available. This creates competition. By reducing competition, more nutrients are available and the remaining fruit and vegetables have more to work with, causing them to be larger and healthier.

2. Why might a pet cat have a greater effect than a wild predator on a bird population?

A pet cat is fed and cared for, which removes the effects of competition and natural cycles that impact natural predators.


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U02L01: Pre-Reading:

Complete the following table that will assist you in remembering some important terms. word part meaning 2 examples vore To eat Answers will vary. herbi Plants carne Meat omni All detritus Waste

While you Read (Pages 22 - 25 of your Textbook):

Complete the following table. Organism How they obtain food Examples Producers

Make their own food by photosynthesis.

Plants on land or in water.

Consumers

Obtain food from the living environment by eating other organisms.

Herbivores (deer, horses), carnivores (wolves, orca), and omnivores (bat, jays)

Detrivores Obtain food by eating dead plants and animals.

Crabs, worms, beetles, wolverines

Decomposers

Obtain food energy by breaking down the final remains of living things.

Bacteria, fungi



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1. What is a food chain? (Page 33) A food chain is a model that shows how energy flows through ecosystems – how energy is passed from one organism to another in a feeding pathway.

2. What is a food web? (Page 34) A food web is a model that shows several different food chains and the connections between them.

3. What type of living thing does the food chain begin with? Why? (Page 33-35) A food chain always begins with plants, because the animals that we eat have eaten something that ate a plant, which grew using the sun’s energy.

Lesson Reflection:

Create three food chains that are part of the food webs found in Figure 2 and 3 on pages 33 and 34 of your text.

Chains found within these webs.


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U02L04:

While you Read (Pages 41 - 43 of your Textbook):

1. What is the main energy supply for our world? (Page 41) The sun.

2. What is an ecological pyramid? (Page 42) A model that shows the energy loss in a food chain.

3. Why is an ecological pyramid and not an ecological cube or circle? (Page 43) Because energy is lost at each level in the food chain, represented by smaller and smaller levels as we move up the food chain.

Lesson Reflection:

Level Description Units of Energy

The sun is the original source of energy, in the form of light, for the food chain.

100,000

Plants capture approximately 1% of the available light energy from the sun for biomass production by way of photosynthesis.

ie. What is 1% of 100,000 1000

Herbivores consume approximately 10% of the plant biomass produced in a typical food chain.

100

Carnivores capture and consume about 10% of the energy stored by the herbivores.

10


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1. Why is decomposition important? (Page 44) They release nutrients for reuse. They keep matter moving between living and non-living. They break down waste. 2. What is composting? (Page 46) Creating a situation where kitchen scraps and/or plant waste can be broken down by decomposers, so that the released nutrients can be reused.

3. Describe how decomposers link the living and non-living parts of an ecosystem. By reducing dead plant and animal matter into a form so small or liquid-like that it can get into the soil, water, or air.

Lesson Reflection:

1. What does it mean when we say something is biodegradable? (you may have to look this up in a dictionary) Something that is capable of being broken down by decomposers.

2. List 4 things that are not biodegradable and 4 things that are biodegradable.

Biodegradable Not Biodegradable

Answers will vary.

3. Are we making more biodegradable items today than 100 years ago? How does this impact our world?

Discuss this in the following box.

A discussion about the increase in the use of materials (like plastics) that are not biodegradable. This makes things last longer, which is good in some ways, but it also means that landfills are less effective and we are creating piles of things that don’t break down, or take centuries to do so. Recycling is becoming more and more important.


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U02L07: While you Read (Pages 52-53 of your Textbook):

1. Why do we call it the water cycle? (Page 52) The water moves through a number of different forms, and then repeats itself in a continuing cycle. 2. What is precipitation? (Page 53) Water falling to earth in the form of rain, snow, hail….

3. What is condensation? (Page 53) The process of changing from a gas to a liquid.

4. What is evaporation? (Page 53) The process of changing from a liquid to a gas.

5. What is carbon? (Page 54) An element that occurs in ALL organic compounds and many inorganic compounds.

6. How does photosynthesis relate to the carbon cycle? (Page 53) Photosynthesis allows plants to use carbon-based nutrients from the soil to build new plant growth, carbon-based food.

7. How are fossil fuels formed? (Page 53) In the ground from the remains of dead plants and animals. It takes millions of years to form fossil fuels.

Lesson Reflection:

1. What are your results of the observation on the top of page 54 in your text? Is this what you expected? Why?

The larger leaf will produce more water in the bag, as the a larger leaf has more surface area.


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2. Draw a labelled diagram of the Water Cycle in the space below.

The Water Cycle

3. Draw a labelled diagram of the Carbon Cycle in the space below. The Carbon Cycle


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1. Give an example of a sustainable ecosystem. What makes it so? (Page 60) Many natural ecosystems could be used for an example. The resources being used are continually being replaced.

2. Give an example of an unsustainable ecosystem. What makes it so? (Page 60) Most ecosystems that involve significant human population. Heavy consumption means that it is often not possible to replace the resources that are being used.

3. Compare the biodiversity found in a wild meadow, a maintained lawn, and a parking lot. Wild Meadow – examples showing a large biodiversity. A Maintained Lawn – By reducing the variety of plants and keeping the lawn sort, the biodiversity is limited. Parking Lot – very limited.

Lesson Reflection: Answers will vary. U03L02: While you Read (Pages 62 - 65 of your Textbook):

1. Describe Land Pollution. What are the main causes? What are the main effects? (Page 63) Material in the form of litter or in a landfill. People generate the waste. An ecosystem with an unnatural portion of decomposers, poisoning, and leaching into water.

2. Describe Air Pollution. What are the main causes? What are the main effects? (Page 64) The presence of dangerous substances in the air that we breathe. People generate air pollution with vehicles, burning coal,…. Acid rain, climate change….

3. Describe Water Pollution. What are the main causes? What are the main effects? (Page 65) The presence in water of enough harmful or objectionable material to damage the water's quality. Excess water use, sewage dumping….. Kills many plants and animals.

Lesson Reflection:

“Through pollution, humans are poisoning themselves.” Justify this statement using a labelled diagram of a food web, showing how the three forms of pollution eventually affect the human at the top of the chain. A diagram showing how each type of pollution can enter the food chain at various points. This results in the top consumer (humans) eating the organisms that have been “tainted” by the pollutions.


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1. Define “Habitat.” (Dictionary or Glossary) The natural home of a plant or animal.

2. What are the pro’s and con’s of having a “high standard of living?” (Page 71) Pro’s: nice way to live, good health, low death rate, plenty of resources….. Con’s: it is no longer possible to replace resources and we expand our impact as we look for ways to fill our “needs,” creating a wider impact on other organisms.



1. List 5 reasons that humans may introduce non-native species. (Page 77) - setting pets free - expanding a garden - trying to reduce pests - for hunting purposes - for fishing purposes - accidents (on boots or boats….)

2. Even in situations where people have done studies prior to releasing non-native species, there have

been problems. Why? (Page 77) Often the issues are not easy to predict, as ecosystems have many interdependencies that we may not know about.



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1. What does it mean to preserve an ecosystem? (Page 78) Actively saving an ecosystem from destruction.

2. What does it mean to conserve an ecosystem? (Page 78) Keeping an ecosystem from damage (or further damage).

3. What does it mean to restore an ecosystem? (Page 79) Repairing or restoring an ecosystem.

Lesson Reflection:

For each of the Figures 3 to 10 on pages 80-81 of your text, determine if it shows an attempt to preserve, conserve, or restore. Explain why. Note that they may fit more than one category. Figure 3 shows _conservation_ Why?

Answers will vary.

Figure 4 shows _restoration_ Why?


Figure 6 shows__preservation_ Why?


Figure 8 shows _preservation_ Why?

Figure 9 shows _conservation_ Why?

Figure 10 shows _conservation, restoration_ Why?


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1. What does the term “ecological footprint” mean? (Page 82) When you use resources, you leave an effect, or “footprint,” on the ecosystem in which you live. It is important to reduce your footprint because this means you will have a smaller negative impact on your ecosystem.

2. List three ways that you could lessen your ecological footprint, without help from anyone else.

(Page 83) Lots of possibilities – here’s some: Walk, bike, turn off tap, turn out lights, use microwave, close doors, recycle, compose, avoid packaging, ……..



1. What are some properties that you can observe with your senses? (Page 91) Answers will vary.

2. What are some properties that you can measure? (Page 92)

Answers will vary.

3. Describe the three states of matter? (Page 92) Solid - of definite shape and volume; firm (eg. ice) Liquid – fixed volume, but no fixed shape (eg. water) Gas – neither fixed volume nor fixed shape (eg. air)

Lesson Reflection:

Use the following property tree …… Answers will vary. Describe how you could determine whether a clear liquid is water, or not, using either freezing or boiling points. Cool or heat the substance while keeping track of temperature. By observing when it freezes or boils, one can determine a freezing or boiling point. By knowing the freezing and boiling points of water, you can predict whether the substance is water or not.


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1. matter 2. kg 3. g 4. mg 5. two, directly, indirectly

6. space 7. L 8. mL 9. graduated cylinder, meniscus 10. length x width x height (any order) 11. displacement

Lesson Reflection:

1. Find the volume of each object, showing all work.

V = length x width x height V = 10 cm x 5 cm x 6 cm V = 300 cm3

V = length x width x height V = 5 m x 2.5 m x 3 m V = 37.5 m3

2. Use >, <, or = to complete each phrase.

a. > b. < c. >

c. < d. > e. >

3. Convert each volume to the unit indicated in brackets.

a. 3.6 kg b. 3000 mL c. 0.5 kg d. 20 mL

e. 2500 g f. 0.26 L g. 8500 kg h. 3000


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1. mass, unit 2. 1.0 g/mL 3. sink 4. float 5. comparing densities 6. mass, volume 7. Density = Mass / Volume 8. The first 5 have density less than water, second 5 have density greater than water.

Lesson Reflection:

9. Calculate the density of the following blocks if they both have a mass of 10 kg.

V = length x width x height V = 10 cm x 5 cm x 6 cm V = 300 cm3

Density = mass/volume Density = 10 kg / 300 cm3

Density = 0.033 kg/cm3

V = length x width x height V = 5 m x 2.5 m x 3 m V = 37.5 m3

Density = mass/volume Density = 10 kg / 37.5 m3

Density = 0.27 kg/m3

10. A CSI unit finds unknown pieces of metal at a scene. Using the reference table at the bottom of

the page, determine the unknown metals. (show all work)

a. A block of 70 cm3 has a mass of 1498 g. Density = mass/volume = 1498 g / 70 cm3 = 21.4 g/cm3 platinum b. A block of 120 cm3 has a mass of 2316 g. Density = mass/volume = 2316 g / 120 cm3 = 19.3 g/cm3 gold


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Complete the figure below to describe and illustrate the 4 main ideas in the particle model of matter.

1. All matter is made of tiny particles. 2. Particles of matter are always moving 3. Particles have spaces between them. 4. Adding heat to matter makes the particles move faster.

Lesson Reflection:

Use the words listed at the bottom of the page to complete the blanks: 1. solid deodorizer, dry ice 2. gain, mass 3. behaviour, properties, state 4. small 5. melting 6. freezing 7. shape 8. fixed 9. slowly 10. gains 11. gas 12. evaporation 13. condensation 14. bigger 15. fills


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U05L02:

While you Read (Pages 121-124 of your Textbook):

Complete the following chart using information from your reading. Clues that a Chemical Change has occurred Clues that a Physical Change has occurred

• New color • Heat, light or sound is given off or

absorbed • Bubbles of gas are formed • A new odour may be noticed • A solid material (precipitate) forms in a

liquid • Changes are difficult or impossible to

reverse

• Substances remain the same (though state may change)

• Particles of substance may move closer together or further apart

• No new substances are produced • Often reversible (though not always)

Lesson Reflection:

Using your reading material along with the glossary and online material, provide definitions and examples.

A change in the properties of a substance, such as in form or state

Physical Change

Chopped wood, freezing water, melting water

A change in a substance that can be reversed

Reversible Change

Freezing water, melting water

A change in a substance that cannot be reversed

Non-Reversible Change

Chopping wood into pieces

A reaction in which the original substance is changed into one or more different substance with different properties

Chemical Change

Burning a log, frying an egg, burning a candle


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Complete the following chart using information from your reading. • Forest fire • Rotting leaves • Trees decaying

• Rusting cars • Rusting garden tools • When iron rusts it joins with oxygen to

form a new substance

• Industries carry out chemical changes to make materials such as plastics, vinyl, and polyester

• In mining, chemical changes are carried out to separate valuable mineral minerals from rock.

Lesson Reflection:

1. How is a forest fire an example of a chemical change? List specific clues that support your answer. Color is produced, heat and light are produced, carbon dioxide (a new substance) is produced, the burning of trees during a forest fire cannot be reversed

2. What is rusting? Rusting is the corrosion of iron. Oxygen from the air reacts with iron to form iron oxide and, at the same time, this iron oxide combines with water to form hydrated iron oxide. Other forms of metal oxidation are called corrosion.

3. Name 3 chemical changes that do not require living organisms. Rusting, separation of metal from rock, production of plastics…..

4. Name 3 chemical changes that people try to stop from happening. Rusting, sun burns, forest fires……

5. Name 3 chemical changes that people want to let happen. Composting, fire places, cooking an egg…..


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1. particle 2. substances 3. diamonds 4. refining 5. properties 6. pure substances, properties, identify 7. mixture 8. solids, liquids, gases 9. different

Lesson Reflection: Provide 10 examples of each, mixtures and pure substances.

Mixtures Pure Substances Gravel, granola, salad, salad dressing…..

Water, carbon, gold, salt, carbon dioxide….


Complete the following chart. Elements Compounds

A pure substance that cannot be broken down into any other pure substance and consists of only one type of particle.

A pure substance that is made up of two or more different elements and consists of only one kind of particle.

Lesson Reflection:

Mixtures Pure Substances

Elements Compounds

Gravel, granola, salad, salad dressing…..

Carbon, gold…. Water, carbon dioxide….


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1. mixtures 2. mechanical mixture 3. suspension 4. solution 5. emulsion

Lesson Reflection:

Provide 5 examples of each, mechanical mixtures, suspensions, solutions, elements, and compounds. You may wish to use examples from the previous section, splitting up the mixtures.

Mechanical Suspensions Solutions Elements Compounds

Gravel, granola,…

Orange juice, muddy water…

Tea, apple juice…

Carbon, gold…. Water, carbon dioxide….


Method Description Example

Picking Apart Physically separating by hand.

Filtering

Pass materials through some type of material where one is caught while other passes.

Using Density

If you can add a liquid where one floats while the other sinks, you can skim one off the top.

Using Magnetism

If one substance is iron based, a magnet can pick up the substance while the other is left.

Dissolving

If one substance dissolves by adding a liquid, you can use this for more effective filtering.

Evaporating

If one substance is dissolved in the other, you can evaporate the liquid to leave the solid.

Various


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Lesson Reflection: Complete the following table. The first one is done for you.

Mixture Best Separation Method(s) Worst Separation Method(s)

marbles and foam balls

Pick apart – they look very different. Using Density – foam balls would float while marbles sink.

Evaporating – neither would evaporate. Using Magnetism – neither is attracted to a magnet.

sand and water

Evaporating – water evaporates and leaves sand. Filter – pass water and filter out the sand

Pick apart – this would not be practical. Using Magnetism – neither is attracted to a magnet.

oil and water

Using density – skim the oil off the top. Evaporating – water evaporates and leaves oil (stir).


salt and pepper

Dissolving – salt dissolves and pepper can then be filtered.


wood and brick pieces

Pick apart – they look quite different. Using Density – wood would float while brick sinks.


sand and pebbles

Filter – pass sand and filter out the rocks Pick apart – only if the pebbles were big enough.


sugar and water

Evaporating – water evaporates and leaves sugar


aluminum and iron nails

Using Magnetism – iron nails attracted to magnet Pick apart – only if easy to see difference.

Evaporating – neither would evaporate. Using Density – they would have similar enough density


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1. solvent 2. solute 3. concentration 4. dilute 5. soluble 6. no more of the solute can be dissolved in it 7. more of the solute can be dissolved in it 8. solubility 9. more of the solute than can be found in a saturated solution

Lesson Reflection:

Saturated Once the water is saturated with salt, it will not dissolve sugar.


1. pH 2. 1 to 14 3. acidic 4. basic 5. acidic, basic, neutral 6. acidity 7. acid 8. base

Lesson Reflection:

Complete the following table. Acid Base

Properties

Have sour taste React with (corrode) metals Can cause serious burns on skin

Have a bitter taste Feel slippery React with fats and oils Can cause serious burns on skin

Examples (identify and give the pH of 5 examples for each)

Lemon juice (pH 2.0) Vinegar (pH 2.2) Apples (pH 3.0)…..

Drain Cleaner (pH 13.8) Ammonia (pH 11.1) Ocean Water (pH 8.3)…..


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1. minerals, minerals 2. geologists 3. yellow 4. streak 5. metallic, glassy 6. softer 7. Mohs 8. talc 9. diamond 10. crystals 11. iron

Lesson Reflection:

Complete the following table. The first is done for you. Property Description 2 Examples

Colour - The visible colour of the mineral. - 2 minerals may have same colour.

- Gold is yellow - Jade is green

Streak - Rub mineral on streak plate - Color of streak is indicator

- Gold streak is yellow - Pyrite streak is dark

Lustre - Type of shine it has

- Gold has metallic lustre - Asbestos is dull

Harness - Mohs hardness scale - Minerals scratch softer minerals

- Diamond is hardest - Talc is softest

Crystal Structure - All minerals are crystals - Specific patterns

- quartz is hexagonal - pyrite is cubic

Cleavage - How a mineral breaks

- Mica breaks in thin sheets - Salt breaks in blocks

Magnetism - Only those containing iron - Check with magnet

- Iron is magnetic - Anything else isn’t

Reaction with certain chemicals

- identify based on reaction with certain chemicals

- Calcite with vinegar - Limestone with vinegar


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Provide definitions for each of the following terms: Term Definition Magma Hot molten rock under Earth’s surface.

Igneous Rock Rock that forms from the hardening of liquid magma.

Intrusive Igneous Rock Igneous rock that is cooled underground.

Lava Magma that is forced onto Earth’s surface.

Extrusive Igneous Rock

Igneous rock that is cooled above ground.

Sediment Rocks, clay, mud sand, gravel…..that are carried by moving water and settle to the bottom of a lake or ocean.

Sedimentary Rock Rock that is formed by the breaking down, depositing, compacting, and cementing of sediment.

Metamorphic Rock Rock that is formed below Earth’s surface when heat and pressure cause the characteristics of an existing rock to change.

Lesson Reflection: Use labelled diagram(s) to show how each type of rock is formed.

Igneous Rock

Sedimentary Rock

Metamorphic Rock

Showing a rock shifted deep then heat and pressure causing some change(s).


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1. What is a fossil? Fossils are casts, impressions, or remains of organisms that died and were covered by sediment before they decomposed.

2. Why are more fossils not found? Most organisms do not become fossils because most dead organisms decompose or are eaten by scavengers. So, there aren’t many to find.

3. How are fossils formed? An organism dies and its body is covered by sediment. The sediment and the organism’s body gets covered by more layers of sediment and becomes sedimentary rock. Minerals in water replace minerals in organism.

4. How do geologists use the location of a fossil to determine possible age? If you look at sedimentary rock from the top to bottom, the youngest fossils will be at the top and the oldest at the bottom.

Lesson Reflection:

1. Why are fossils found in sedimentary rock but not in metamorphic rock?

(think about how the three families of rock are formed) If a fossil (in sedimentary rock) undergoes a change to metamorphic rock, the heat and pressure involved would also change / destroy the fossil.

2. Would you expect to find fossils of dinosaur bones in rock that was estimated to be 250 million years

old? Why or why not? No. It is estimated that dinosaurs didn’t appear until 245 million year ago.

3. How could you use a fossil of a fish found several kilometres inland as a clue to explain geological

change in the area? The area was likely once covered by water, and this water was there long enough for sediment to build up and form the fossil. Depending on where the fossil was found, the age in which the water was present might be predicted.


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U07L05:


1. What is weathering? The process that slowly breaks down natural materials, such as rocks and boulders, into smaller pieces.

2. What is mechanical weathering? Weathering that is caused by physical force.

3. What is chemical weathering? Weathering that is caused by chemical reaction, such as rock with water, air, or some other substance.

4. What is biological weathering? Weathering where some living organism triggers mechanical or chemical weathering.

Lesson Reflection:

Complete the following table by filling in the non-shaded regions. Type of Weathering What causes this type of

weathering? What is an example of this type of weathering?

Biological

- caused by living things - can be mechanical or

chemical weathering

- tree roots splitting rock - lichen producing acid

Mechanical

- caused by physical forces, such as ice, wind, water, and glaciers

Rocks in fast flowing water rub each other causing rocks to become smooth.

Chemical

- chemical reaction, such as rock with water, air, or some other substance.

- Carbon dioxide gas dissolves in rainwater to make acid.

- This acid rainwater dissolves limestone.

- Caves form over time


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U07L06:

While you Read (Pages 204-207 of your Textbook): 1. Erosion 2. sediments 3. gravity 4. valley 5. delta 6. down 7. valleys 8. fiord 9. quickly: rock slide, sand storm, slowly: valleys, fiords

Lesson Reflection:

Gravity: The force of gravity causes rocks to fall Example: Hope Landslide Wind: The wind carries dust, sand , and soil. Example: Prairie drought (1930’s) Water: Rivers move rocks, gravel, sand, and mud. Example: The Fraser River carves out the Fraser Canyon Ice: The weight of ice causes glaciers to move slowly downhill and cut fiords. Example: Howe Sound and Knight Inlet


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U07L08:


Sedimentary: Rocks on the surface of Earth wear down into sediments. Sediiments are carried to the bottom of lakes and oceans. Layers of sediment pile on top of each other. Pressure compacts lower layers of sediments to form sedimentary rock Metamorphic: Igneous and sedimentary rock are pushed far beneath Earth’s surface. The pressure and temperature changes the rocks into metamorphic rocks. Igneous: Metamorphic rock that is deep enough under Earth’s surface will melt to form magma. Magma can cool beneath the surface to form intrusive igneous rock or can erupt out of a volcano and cool to form extrusive igneous rock.

Lesson Reflection:

Create a labelled diagram showing the rock cycle below. Use color and a legend to show the different processes.


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U08L01:


Create a labelled diagram showing the 4 layers of the earth. Label the layers then write two pieces of information about each layer. Crust: - thin layer of solid rock - floats on inner layers - lighter than material in inner layers - up to 50 km thick

Outer Core: - dense, hot region - mostly liquid iron and some nickel - flows like mantle - high pressure - 2200 km thick

Mantle: - hot thick layer of solid and partly melted

rock - sluggish like thick syrup - about 2900 km thick

Inner Core: - large ball of iron and nickel - pressure keeps it solid - about 1250 km thick - almost as hot as the sun

Lesson Reflection:

Do “TRY THIS: MODEL A LAYERED EARTH on page 220 of your text, by completing the tables below.

Model Strengths of Model Weakness of Model Orange crust (peal)

mantle(flesh) core(white)

Crust too thick Mantle is to big Core too small

Peach crust (peal) mantle(flesh) core outer(shell of pit) core inner(inner of pit) best thicknesses

Not perfectly round pit

Egg crust (shell) mantle(white) core(yolk) between thicknesses

Not inner and outer cores Mantle is too thin

Conclusion: Which is the best model? Peach. Best proportions. Inner and outer core.


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Fill in a few details within each puzzle piece to explain the evidence. Shape of Continents - the continents of South America and

Africa fit like pieces of a jigsaw puzzle

Fossil Record - fossil records showed identical plants

and animals on different continents

Ice Age - patterns of glacier striations were the

same on rock surfaces in South America and South Africa

- deposits left by glaciers during an ice age were the same in Africa, India, Australia, and Antarctica

Landforms - landforms on different continents

matched when put together to form Pangaea

Lesson Reflection:

Colour the continent shelves on the following page, then cut them out and glue them below in an arrangement that forms Pangaea.


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U08L04:

While you Read (Pages 226-229 of your Textbook), fill in the diagram below.

The ocean floor was not as old as they had thought. Young rocks were at the top of mid-ocean ridges and got older the further they were from the ridges.

The ocean floor is not as flat as was believed. There is a mid-ocean ridge that almost encircles Earth. There are deep narrow trenches running parallel to and near the edges of oceans.

There are magnetic reversals in parallel strips of rock as you move further away from mid-ocean ridges.

The pattern of volcanoes and earthquakes helped them understand that Earth consists of about a dozen plates of oceanic and continental crust that are continually moving.

Lesson Reflection:

1. What is the theory of plate tectonics? How is it different from Wegener’s theory of continental drift? The theory of plate tectonics states that the surface of Earth consists of about a dozen large plates that are continually moving. These plates can be made up of continental crust (land), oceanic crust (ocean), or both. This theory is different from the theory of continental drift, which stated only that the continents were on plates that moved. Also, the theory of continental drift did not include any explanation for the mechanism that caused continental drift. 2. Why are we not able to observe with our senses that the Earth’s plates are moving? This process is too slow to be perceived by us. The fastest movement is only 15 cm per year. 3. What question about plate movement are scientists STILL working on? Scientists are still working on the question of what makes the plates move.


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Fill in the diagram below, by completing each area with a labelled diagram showing what’s happening at this type of boundary, along with an example of where this type of boundary is found in the world.

Divergent Boundaries: - boundaries where plates are moving apart - hot molten magma rises to form new crust. - Mid-ocean ridge is an example on the ocean

floor - On land, this movement forms valleys called

rifts - And example of this rift is in Thingvellir,

Iceland

Transform Fault Boundaries: - boundaries where two plates are slipping past

each other. - Most are found on ocean floor - San Andreas Fault is one example on land

Convergent Boundaries: - boundaries where plates move towards each other. - When an oceanic plate collides with a continental plate, oceanic plate is subducted under - Example is Andes Mountains - When two oceanic plates collide, on is subducted under - Example is Mariana Trench in the Pacific Ocean - When two continental plates collide, the crust buckles and crumbles - Example is Himalaya Mountains

Lesson Reflection:

1. divergent 2. oceanic, continental, convergent 3. oceanic, oceanic 4. oceanic, continental, convergent 5. continental, continental, convergent 6. river, continental


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Fill in the table below, making point-form notes about the causes and characteristics of earthquakes at each type of boundary.

Earthquakes at Divergent Boundaries

Earthquakes at Convergent Boundaries

Earthquakes at Transform Fault Boundaries

- hot magma rising below the crust pushes upward toward an opening in the crust

- pressure builds up where the plates are joined

- pressure is enough to push the plates apart and the crust shakes

- produces small local earthquakes

- constant small earthquakes along the Mid-Atlantic Ridge

- an oceanic plate is subducted under another oceanic plate or a continental plate and might get stuck

- force builds up until the top plate moves suddenly

- can cause a large earthquake

- the longer the plates are stuck the larger the earthquake potential

- two plates moving past each other in opposite directions can sometimes get stuck

- force builds up until plates shift suddenly

- can cause a large earthquake - the longer the plates are stuck

the larger the earthquake potential

Lesson Reflection:

Complete the following graphic organizer to show the effects of earthquakes. Add more arrows if necessary.

- Produces P and S waves - P waves cause first movements felt in an earthquake - S waves make rocks vibrate up, down, or sideways - S waves usually cause more building damage - Buildings sway back and forth - Tunnels and overpasses collapse - Fires can start when fuel tanks and gas lines break - Can cause Tsunamis


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Fill in the table below, making point-form notes about the causes and characteristics of earthquakes at each type of boundary.

Divergent Boundaries

- usually on the ocean bottom - magma pushes through where plates are moving apart - lava erupts and cools to form ridges on both sides of the crack - sometimes lava reaches above the surface of the ocean to form

islands - Iceland was formed this way

Convergent Boundaries

- volcanoes found on land - some of the most powerful happen at convergent boundary - magma formed is thick and sticky - tremendous pressure builds up so eruptions are explosive when

pressure is released - Mount St. Helen’s erupted in 1980

Hot Spots

- magma collects in pools below the Earth’s surface - magma melts a hole in Earth’s crust and pours out and hardens - lava is runny so does not erupt explosively - underwater volcanoes form a cone-shaped mountain that might rise

above the ocean’s surface to form an island - the Hawaiian Islands were formed this way

Lesson Reflection:

Consider the following questions related to the results of earthquakes and volcanoes. 1. Why do seismologists (scientists who study earthquakes) worry if a plate stops moving?

This means that the plates are stuck. Thus, pressure is slowly building up. The longer they are stuck, the larger the earthquake.

2. What are aftershocks? Why do they present a special danger? Tremors that happen at any time for months after the earthquake, as pressure releases. People forget about the earthquake and move back into homes and are caught unaware.

3. All volcanoes in Canada are located in British Columbia and the Yukon Territory. Why? These areas are close to plate boundaries.

4. Some Volcanoes are volatile and kill people (eg. Mount St. Helens) while some are relatively calm and accessible to tourists (eg. Hawaii). Why? Mount St. Helens is a volcano at a convergent boundary. These are explosive as pressure is quickly released. Hawaii has volcanoes formed at hot spots. These are slow moving.

Assignment Worksheet Keys - BC Learning...

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