Let's Do Science 4 – Activity Book B by Regal_Education

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Prr i ma P mary 4

Activity Book Ac Act

Let’s Do Science

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Let’s Do Science is based on the United States Next Generation n Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Let’s Do Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks books and places an emphasis on applying scientific knowledge dge e using stigations. ations. NGSS practices through numerous scientific investigations. tial element of Let’s Do Science sees engineering as an essential science education and as such is tightly integrated grated into both the textbooks and activity books. ude the follow fe The Let’s Do Science activity books include features:

AB Activity

3. Use the skipping

s Your Heart and Lung

rope 4. Use the skipping

. Repeat Steps 1 and 5. Rest for five minutes

ls als als iia errials e tter atte a ater ate Ma Mate Mat M

Record the times take Activity

taken in the table below. Breathing Rate (Breaths/min)

Pulse Rate (Beats/min)

Resting

on tiion cti c diicti redicti Pred ke a Pre ake a Mak M Ma Make

ow will exercise affect 1. How

ns ions atio vati rvatio erva bser Obse O

• skipping rope

• stopwatch

Activities and investigations related to concepts and topics covered in the Let’s Do Science Textbook.

Skipping 15 s

your breathing rate?

Skipping 30 s

2. How will

pulse rate? exercise affect your

Rest 5 min

u e ure dure ced ce ced oce roce Proc Proc

chest. Use o your ch ur hand on 1. Place your how many tch to titime ho atch the stopwa 0 seconds. u take in 30 breaths you by numberr of breaths e numbe Multiply the ng rate. breathi b bre your et get two to

pulse by gently placing 2. Locate your pu neck. on the side of your two fingerss o tch to count how sst Use the stopwa in 30 times your pulse beats many tim r of onds. Multiply the numbe rate. secon your pulse eats by two to gett bea

Engineer It!

3 93 9

Engineer It!

Model Animal Structures

Design, draw and label your solution.

A train engineer from Japan had a problem. The high-speed train he designed made too much noise when traveling at high speeds. As a keen bird-watcher, he used inspiration from m the th shape of a kingfisher’s beak to design and build a solution for the nose of the high-speed eed train. It was a success!

Goes beyond inquiry uiry by udentss to encouraging students d build design, modell and tions to to engineer solutions defined problems. roblems. ms.

Now it’s yourr turn. t Identify a problem people face e e. Use your knowledge kn of the external and internall structures es of animals to design and build a solutitiion to the pr problem.

Th The T he P Proble roblem robl roble oble ble em

Define fine a problem affecting affecti people.

The he Soluti olution olut olution l on n

Explain your solution to the problem.

Anal An A Analy Analyz naly lyze e an and In In Int nttte errpret e erpr erpre prret pre

Present your model to other groups. Evaluate the effectivene ss of your model. How could it be improved?

table. 2. Complete the

Review

2. s. Repeat Steps 1 and rope to skip for 15 second 2. s. Repeat Steps 1 and to skip for 30 second

Activity 4.4

an eagle. al structures of the eagle structure helps 1. Label the extern describe how each Use the table to

Functions

Structure

ns es and Functio Animal Structur

e.. survive surviv

lungs

skeleton

Pull on bones to

Topical opical questions at th the chapter for end of each ch chapte formative mative assessment. assessm

l to move enable the anima its parts.

gills

intestines

Pumps blood throug

Function

Structure

l’s body. hout the anima

res internal structu l’s external and le of how an anima animal survive. 3. Provide an examp part of a system that helps an er as function togeth

brain? ry function of the

4. What is the prima

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Contents

Unit 6 - Processes That Shape the he Earth

Unit 7 - Mapping the Earth’s Surface

Unit 8 - Using Earth’s Resources ources

Unit 9 - Energy and Motion

104

Unit 10 - Waves and nd Information Info

133

iii

Activity 6.1

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Minerals and Their Uses 1. What are minerals and where are they found?

2. Describe how each mineral is used by people. (a) copper

(b) talc

(c)

salt saltt

(e) copper

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(d) diamond

nt to plants ants and animals? 3. Why are minerals important

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4. How do plants get the he minerals the they need?

5. List two wo minerals used by humans. Describe how they help the body.

Activity 6.2

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Properties of Minerals Materials

• assorted minerals

• hand lens

• porcelain tile

• flashlight

• metal nail

Procedure

1. Your teacher will set up mineral neral testing esting stations stat sta around the classroom. Each station is set up to test of the minerals. est a specific property pro 2. Conduct the test and record Then move on to the rd d your observations. ob next station.

Color and Luster Shine the flashlight on the mineral and observe it closely using the hand lens. Record your observations. Streak Take a mineral and firmly strike it along the e surface of the porcelain tile. Observe the mark it makes on the tile and record your observations.

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Hardness Take the metal nail and scratch the mineral. ra a al. Observe how the mineral is scratched and d record your observations.

Observations

Mineral:

Color

Luster shiny

dull

Streak (describe the color)

Hardness (1 – scratches easily, 5 – does not scratch)

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Mineral:

Color

Luster shiny

dull

Streak (describe the color) lor

Hardness (1 – scratches atches easily, 5 – does not scratch)

Luster shiny

dull

Mineral:

Color olo

Streak (describe the color)

Hardness (1 – scratches easily, 5 – does not scratch)

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Mineral:

Color

Luster shiny

dull

Streak (describe the color) lor

Hardness (1 – scratches atches easily, 5 – does not scratch)

Luster shiny

dull

Mineral:

Color olo

Streak (describe the color)

Hardness (1 – scratches easily, 5 – does not scratch)

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Mineral:

Color

Luster shiny

dull

Streak (describe the color) or)

Hardness (1 – scratches tches easily, 5 – does not scratch)

Analyze and Interpret nte errpret

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1. Did any minerals have ave a different rent streak st than their color? If so, why is streak a more useful of minerals to measure? ul property prop

2. Rank the minerals nerals you tested te by their hardness.

3. Why W is it usefu useful to know the properties of minerals?

Activity 6.3

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Comprehension – Types of Rocks 1. Use your textbook to help you fill in the blanks. (a) There are three main types of rocks –

and

form when hen molten rock, rock ro called

(b)

, cools beneath th the he Earth’s surface. su

(c)

re, magma gma can break through the With enough heat and pressure,

Earth’s surface as

form when minerals and organic

(d)

particles settle in layers on or just below the Earth’s surface.

(e)

is the process of the particles settling. Over millions of years layers are slowly compacted and bind earss the sediment sedimen sedim i a process p togetherr to form rock in called

(f)

form deep below the surface of the

h through a process pr Earth called

Metamorphosing occurs when rock is subject to immense (g) Me Metamorphos tamor and

2. Use the three-part Venn diagram to compare and contrast the three types if rocks.

phic Rocks

ck s o R s u o ne

or tam Me

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ocks R y r a t n e dim e S

Activity 6.4

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Properties of Soil Warning: Soil contains microorganisms that can be harmful if they hey get ge inside your body. Be sure to wash your hands thoroughly after er completing completin your observations.

Materials • 3 labeled soil samples

• funnel u

• paper towel towe

g • 2 measuring cylinders

• hand and nd lens

blesp • tablespoon

• filter paper

• stopwatch

Make ke a Prediction Prediction

e hand lenss to observe each eac e Use the soil sample. Predict mple. Pred edict which sam sample e is i clay, sand and and d potting otting soil. so Sample e A: Sample e B::

Sample ample e C:

1. Spread soil sample A onto the paper towel. Use the hand lens to closely observe the soil particles. Record the properties of the soil including particle size and amount of humus.. 2. Line the funnel with filter paper. Place two tablespoons of soil sample A into the funnel. el. Place the funnel of soil on the top of one measuring cylinder.

ion

Procedure

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3. Use the other measuring cylinder to pour 100 ml of water into the funnel.

4. Using the stopwatch, observe the volume me of water that flows through the soil into the e measuring cylinder.

5. Repeat Steps 1 to 4 for the other soil samples. samples.

Observations

Use the table to record d your observations. Soil Sample A

Properties Prop

Water in Cylinder

Analyze and Interpret

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1. Was your prediction correct? Which type of soil was in each sample? mple?

2. Order the soils by the amount of water that passed ed through, from f the least (1) to the most (3). 1.

3. Which type of soil do you think would be the best b for growing plants? Explain your answer.

4. Which type of soil would not be suitable for growing plants? Explain your answer.

Activity 6.5

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Observing Soil Particles at School Warning: Soil contains microorganisms that can be harmful if they hey get ge inside your body. Be sure to wash your hands thoroughly after er completing completin your observations.

Materials

• 3 beakers

• funnel f l

• spade

• hand h d lens

• stir st sstirring rring rod

• stopwatch stopw p

Procedure

1. Go into your schoolyard yard and a collect soil from m three different locations. tions. Try to t find locationss ties of the soil s will be where the properties p soil into each different. Use the spade to put beaker so thatt it is about o one third full. oom, add w 2. In the classroom, water to each beaker he water is two centimeters from so that the the top. Use the stirrin stirring rod to thoroughly stirr each beaker.

3. Start the stopwatch. stop e After one hour, observe the so e soil layers and water in each beaker. Use the hand lens to observe the soil particles in each layer. Record you observations.

Observations

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Draw, label and describe the soil and water in each beaker after it settled. settle

Location:

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Location:

Analyze and Interpret nterpret

1. Describe the soil particles rtic in each ach layer. la

2. The bottom layer laye of soil likely contained sand and small rocks. Why did they settle on the bottom?

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3. At which location in the schoolyard does the soil contain the most sand?

4. At which location in the schoolyard does the soil contain the he least san sand?

5. Laying on the sand particles and small rocks are siltt and clay particles. Why did these settle on top of the sand and small all rocks?

6. At which location in the schoolyard does oes the soil so contain the most silt and clay?

7. At which location in the schoolyard oolyard does doe the soil contain the least silt and clay?

8. Floating on the water ater is likely humus. h At which location in the schoolyard does the soil contain ain the most mo humus?

9. At which location in the schoolyard does the soil contain the least humus??

10. 0. How do the size and type of soil particles affect the properties of soil?

Activity 6.6

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Chemical Weathering Materials

• chalk

• 2 beakers

• masking tape

• spoon

• vinegar

Procedure

e 1. Use the masking tape to label the beakers A and B.

2. Place two whole pieces of chalk into Beaker A.

3. Break up two piecess of chalk into c small pieces. Place the piece pieces of chalk into Beaker B.

4. Pour vinegar into so that nto each beaker be all of the chalk covered. alk is cove

5. Start the e stopwatch and observe what happens. s.

6. After Aft r 5 minutes, minute use the spoon to raise and observe the chalk in both beakers. 7. Repeat Step 6 after 30 minutes and peat S after 60 minutes.

gog • safety goggles

Observations

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In the table below, describe the chalk in each beaker. Time (min)

Chalk in Beaker A

Chalk in Beaker aker B

Analyze and Interpret erpret

1. What caused the changes you observed obse in the chalk?

2. In which beaker was the chalk ch broken down the most? Why?

3. How are the changes cha you observed similar to the chemical weathering limestone in nature? of lime

Activity 6.7

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Physical Weathering Materials

• 3 plastic containers with lids

• hand lens

• clay

• stopwatch

Procedure

1. Use the clay to make nine small balls of th the same size. Allow the balls to harden n by placing them in sunlight for a day or letting them sit overnight. o 2. Use the masking tape pe to labell the containers c A, B and C.

3. Place three clay balls into each eac container. Fill each container with ith the e same amount a am amou of water. Place the lid on each h container. ntainer.

• masking tape ta

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4. Start the stopwatch and shake Container A for 30 seconds. Remove the alls. lid, drain the water and use the hand lens to observe the clay balls. s. Remove 5. Restart the stopwatch and shake Container B for two minutes. bal the lid, drain the water and use the hand lens to observe the clay balls.

nd use the hand han lens 6. Remove the lid from Container C, drain the water and to observe the clay balls.

Observations

Draw and describe the clay balls in each container. nta

Container A:

Container B:

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Container C:

Analyze and Interpret et

1. Explain the cause of the changes es you observed. observe

2. What differences did d you observe ob in the balls in Containers B and C?

3. How ow is what happened hap to the clay balls similar to weathering in nature?

Activity 6.8

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Comprehension – Weathering 1. Use your textbook to help you fill in the blanks.

cks to break (a) The process whereby a chemical reaction causess rocks down is called

al weathering. athering. (b) List two common examples of chemical

(c)

Acid rain occurs when harmfull

the oxygen and falls back to Earth to be acidic. acidic c.

combine with

in tthe air causing the rain that

ween the (d) A chemical reaction between oxygen in the air or water cause rocks to rust. ter er can ca

in rocks and

(e) Weathering caused is called aused ed by forces fo

(f)

e forces rces that can ca ca List three cause physical weathering.

2. Are e chemical wea weathering weatheri and physical weathering rapid or slow processes? rocesses? Expla Explain your yo answer.

Activity 6.9

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Comprehension – Erosion 1. Use your textbook to help you fill in the blanks.

(a) The process by which weathered rock particles are moved to ne new .

locations is called

(b) List three main causes of erosion.

(c)

The slow movement of

also cause

down mountains can

and a (d) On beaches, breezes move sand from place. This forms large piles of m place to p sand, called

(e) Describe one way animals can contribute to erosion. anima ca

2. How do weathering and erosion work together to change the surface of the Earth? h?

Activity 6.10

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Weathering, Erosion and Deposition Wind and water are continually changing the surface of the e Earth th through the processes of weathering, erosion and deposition. In this is investigation, vestigation you will build a model of a natural environment to demonstrate these onstrate ate how the processes shape the land.

Materials

List the objects or materials you will need to carry y out this in investigation.

Procedure

List the steps you will take to carry out the investigation. Describe how you will simulate the wind and moving ving water. wat

Draw a Model

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Draw your model before and after weathering, erosion and deposition osition took place. Label any landforms and water sources.

Before

After

Observations

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Describe how your model showed the processes of weathering, erosion and deposition. Weathering:

Erosion:

Deposition:

Analyze and nd Interpret Inte r

1. Using your model, what things could you do to increase the rate of erosion and deposition? sition?

2. Using your mode model, what things could you do to decrease the rate of deposition? erosion and de

Activity 6.11

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Factors Affecting Erosion – Plants Materials

• 2 radish seedling g trays y

• beaker

• large g aluminum tray y

• masking tape

Make a Prediction

How will the removal of radish seedlings dlings affect affe the rate of erosion by water? Explain your answer.

ced c edu urre Procedure

1. Use the masking king tape to t label the seedling trays ays A and B.

ray A in the th aluminum tray at 2. Place Tray an angle as sho shown.

to slowly pour 250 ml 3. Use the beaker bea of water wa over the soil. Observe the water er and an soil that is washed into the he aluminum tray.

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5. Repeat Steps 2 and 3 using Tray B.

4. Remove all of the radish seedlingss from Tray B.

Observations

Describe what you observed in each aluminum um tray. W Which aluminum tray contained the most soil?

Analyze and nd Interpret Int re

1. Was your prediction on correct? What effect did removing the seedings from the soil have e on the rate rat of erosion?

2. How ow would clearing clear the trees and other plants from a forest affect the rate of erosion when it rains?

Activity 6.12

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Slope and Erosion As a class, plan and conduct an investigation to find out the effect ct of slope on the rate of erosion caused by the downhill movement ment nt of water. water

Materials

List the materials you will use to carry out the investigation. gation.

Make a Prediction

How do you think the rate of soil erosion will wi be affected when the slope angle of the soil is increased? Explain your you answer.

Procedure Pr P roce ced c edu urre ure

List the steps eps you will ta take to carry out the investigation.

Re ga le du ca tio n Draw a Model

Draw a labeled model to show how you carried arried out the investigation.

Observations

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Describe what you observed during the investigation.

Analyze and Interpret et

1. Was your prediction correct? Based sed on your o observations, what can you infer about the effect of slope on n the rate of soil erosion?

2. Which things did you u keep the same in this investigation? Why was this important?

3. What effect ffect would chan changing the amount and speed of the flowing water have the rate of soil erosion? How could you find out? ave on th

Activity 6.13

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Weathering and Erosion by People 1. Provide two examples of weathering that is caused by people. ople.

2. Provide two examples of erosion that is caused sed by people.

3. Describe an example in your local cal area where people p are contributing to weathering and erosion. How is the he shape of o the land changing?

4. Using the e example mple you p provi provided in question 3, suggest a way the weathering ering g and erosion can ca c be prevented or reduced.

Activity 6.14

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Water, Erosion and Deposition Materials

• aluminum tray

• sand

• measuring cylinder

• books

• stones

Make a Prediction n

How do you think the rate of soil erosion erosio and deposition of sand and rock by water will be affected when of water is increased? n the amount am Explain your answer.

Procedure P roc ced edu urre

1. Mix the sand and stones together sandstone-like mountain to form a sa slope at one end of the aluminum tray as sshown.

3. Fill the measuring cylinder with 25 milliliters of water and gently pour the water on top of the mountain. Observe the effect of the water on the mountain.

2. Place some books under one end of the tray so that the mountain sits at the higher end of the tray.

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4. Rebuild another mountain of the same size. Repeat Step 3 three more times, increasing the amount of water by 25 milliliters each time.

Observations

Use the table to record your observations. vations. Amount of Water

How the Mountain he Mountai Was Affected as Affec

Diagram

25 ml

50 ml

75 5 ml

100 10 ml

Analyze and Interpret

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1. Was your prediction correct? How did increasing the amount of water wate affect the rate of erosion?

2. Which things did you keep the same in this investigation? ation? Why was this important?

3. Use the words ‘erosion’ and ‘deposition’ on’ to descr describe what occurred when water was poured on the mountain. tain.

Engineer It!

The Impacts of Floods

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Floods can impact people in a number of ways. In this activity, you will build a model of a river and the surrounding land to show w how floods can impact people. Using the same model, design and build a solution to reduce the impact of a flood.

Materials

• plastic container

• newspaper p

• soil

• sticks and d leaves

• watering can

• art and craft supplies

• jug

Procedure roc ced edu urrre e

1. In the plastic astic container, use u the newspaper and soil to make a model of a river er and flat land as shown on the next page. 2. Use Us art and craft cr supplies to build models of objects such as houses, roads and vehicles. farmland, roa 3. Pour ur water wa into to the ‘river’ part of your model. Keep adding water until the river floods onto land. 37

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4. Use the watering can to pour water over the land to simulate further flooding of the flood on the g by y rain. Observe the impacts p he land and objects.

Observations

Describe the impacts the flood had on the coastline. c

Analyze yzze and y and Interpret Inte

In small groups, oups, discuss an and list some solutions to the problems caused by flooding.

The Solution

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1. Describe the solution you will use to reduce the impacts of flooding. ding.

2. Draw a model to show how your solution will work. k.

3. Set up the river and land model odel in the th same way as outlined in the procedure. Add your it by simulating flooding again. ur solution so and test t

4. Evaluate the effectiveness iveness of your design. How could it be improved?

5. Compare re your solution with others in your class. What were some other solutionss to the im impacts of flooding?

Activity 6.15

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Comprehension – Structure of the Earth 1. Use your textbook to help you fill in the blanks.

(a) The Earth is made up of three layers – the and

ed the e (b) The inner-most part of the Earth is called It is also the

(c)

part.

ner core. re. It is made ma m The center of the core is the inner of

. Surrounding rrounding unding the in inner core is the outer core.

e of The outer core is made

lies be between the core and the crust.

(d) The

(e) The is the thinnest, outer-most part of the Earth and the part we live liv on. The crust is made up of and an

(f)

The out outer er part of the Earth is divided into large, slow-moving pieces off solid rock calle called o

List four even events th 2. List that can occur when tectonic plates interact at ounda oundaries. boundaries.

Engineer It!

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Withstanding an Earthquake! A common impact of large earthquakes in cities is the collapse of buildings due to the force of the Earth’s shaking crust.t. Along g with destroying buildings, the collapses sess can cause serious injury and death. Replacing ac cing and repairing buildings also costs a lot ott of money. To reduce the impact of earthquakes in cities, engineers design and construct buildings that are able to withstand the violent shaking caused by earthquakes. They do this by using materials that are strong, flexible or that can n absorb the vibrations caused by y the e earthquake.

Now it’s your turn. In small groups, ps, design de esig esign ign ign and build a tall building that can an n withstand withsta hstan ta and an earthquake. Your building uildi must uilding stt be between 30 and 40 centimeters tall. Test centimeter timet the effectiveness of each design ach group’s de by the y seeing g which building ding g can withstand withsta wit most shaking.

Materials

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List the materials you will use to construct the building.

Draw a Model

Draw a labeled diagram of your design.

Procedure

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As a class, decide on a way to test the effectiveness of each group’s up’s design. Write the steps you will take.

Analyze and Interpret

1. What properties of the materials you used sed make th them suitable for their purpose?

2. Describe how your building will withstand withs the shaking of an earthquake.

3. Evaluate the effectiveness fectiveness of your group’s design. How did it compare with the designs gns made by other groups?

4.. Ho How could your yo group’s design be improved?

Activity 6.16

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How Tsunamis Can Change the Coastline Materials

• large aluminum tray

• sticks and leaves

• newspaper

ft supplies pp i • art and craft

Procedure

1. In the aluminum tray, use the newspaper wspaper and soil to create a flat coastal stal area of land that slopes to the bottom off the tray as shown. 2. Use the art and craft supplies supplie to construct model houses and Place them on d shops. Plac the flat part of the e land you created. 3. Pour water into part of the nto the uncovered unco tray to represent sent water in the ocean.

4. Place the vertically in the he corrugated plastic p water ater and move it gently back and forth. the waves affect the land. Observe how th 5. Use stronger back and forth movements to 5 s create large tsunami-like waves. Observe eate la how the he waves affect the land.

• so s soil

corrugated plastic • corru

n Re ga le du ca t Draw a Model

Draw labeled diagrams to show the model before efore and an after the ‘tsunami’.

Before

After

Observations

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Describe the impact the tsunami had on the coastline.

Analyze and Interpret

1. Describe the ways in which a tsunami can n change chan a coastal area.

2. Describe the impacts ts a tsunamii can have on the people living in the coastal area.

3. What can n people do to rreduce the impact of a tsunami?

Activity 6.17

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Rapid Changes to the Earth’s Surface 1. Describe each hazard and its effect on the Earth’s surface. e. Listt some som ways the hazard affects people.

(a) Natural Hazard:

Effect on Earth’s th’s ’s surface:

Effects cts on people

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(b) Natural Hazard:

Effect on Earth’s surface:

Effects on people

Effect on Earth’s surface: e::

ion

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Effects on people eoplee

(d) Natural Hazard:

Effect ect ct oon Earth’s surface:

Effects on people

Effect on Earth’s surface: e::

ion

(e) Natural Hazard:

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Effects on people eoplee

(f) Natural Hazard:

Effect ect ct oon Earth’s surface:

Effects on people

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2. Use a Venn diagram to compare and contrast the causes and impacts of earthquakes and volcanic eruptions.

Earthquakes

Volcanic Eruptions

3. Use a Venn diagram to compare and contrast the th causes and impacts of hurricanes and tsunamis. amis. mis.

Hurricanes es

Tsunamis

4. Ho of earthquakes, volcanoes and tsunamis related? How are the causes c

Activity 6.18

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Learning From Fossils Materials

• assorted fossils

• hand and lens le

Procedure

1. Your teacher will set up fossil observation ation stations station in the classroom.

2. Move from station to station and examine each ea fossil. Use the hand lens to observe each fossil closely.

Observations

Record your observation n in th the space below.

Fossil A:

Type of organism:

Where it lived:

land

water

Similar organisms alive today:

Type of organism:

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Fossil B:

Where it lived:

land

water wa

Similar organisms alive today: oday:

Fossil C:

Type of organism: anism: ism:

Where ree it lived: lived

land

water

Similar or organisms alive today:

Fossil D:

Type of organism:

Where it lived:

land

Similar organisms alive today:

water

Analyze and Interpret

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1. What characteristics of each fossil helped you determine the type ype of organism?

2. How were you able to determine where the organism sm lived?

3. Observe the fossils below.

Fossil W

Fossil sssil ssi sil X

Fossil Y

Fossil Z

(a) What can you infer about out the environment en where the organism in Fossil X lived?

(b) Scientists discovered iscovered Fo Fossil W and Fossil Z in the same layer of sedimentary can you infer about the organisms that tary rock. What W made these ese fossils?

Scientists Sc ntists dis discovered Fossil Z several rock layers below Fossil Y. What can ca you infer about the organisms that made these fossils?

Activity 6.19

Earth Long Ago Use the diagram below to answer the questions on the next page. ge.

1. What can you infer about the organism that formed each fossil?

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(a)

(b)

(c)

2. What likely formed the canyon How do you know? nyon in the picture? pictu

3. What can you infer nfer about all of the fossils in the uppermost layer of rock? How do you know? now??

4. Scientists entists have dis discove discovered fossilized seashells in the center of the United States, thousand thousands of kilometers from the ocean. What can they infer about the area in tthe past? Explain your answer.

Review

Re ga le du ca tio n

Processes That Shape the Earth 1. Why are minerals important to plants and animals?

2. How do plants and animals get the minerals they need?

ties of m 3. Why is it useful to know about the properties minerals?

4. How is sand different from humus? umus?

5. Use the Venn diagram agram to compare co and contrast chemical and physical weathering. hering.

Chemical Weathering Wea

Physical Weathering

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6. Describe the process of frost wedging.

7. List three forces in nature that cause erosion.

8. How does removing vegetation from an area a affect the rate of erosion?

9. Use the diagram to list six ways in which the th surface of the Earth can be changed rapidly.

Rapid Changes

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10. Describe how living things affect the physical characteristics of their environments.

11. List the three layers of the Earth.

12. List three natural hazards that can occur due to interactio interactions at the boundaries of tectonic plates.

13. Provide an example of how we can an reduce reduc the impacts of floods.

14. Scientists discover fossils ssils in three different rock layers in the same location. What can they infer a about the fossils in the bottom layer of rock? Explain your answer.

Activity 7.1

du ca tio n

Earth’s Landforms Chelsea and her class went on a field trip to a national park nearr her schoo school. On the field trip, she made some great sketches of the diverse verse e landforms landform sea name and a and water sources scattered throughout the park. Help Chelsea briefly describe the features she sketched.

Name of feature:

eg a

Description:

Name of feature: Description:

Name of feature:

ca tio

Description:

Name of feature: Description:

Name of feature:

ga l

ati o

Description:

NName of feature: Na Description:

Activity 7.2

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Comprehension – Earth’s Landforms 1. Use your textbook to help you fill in the blanks.

is a landform that rises above ve the

(a) A

surrounding land. It has steep and a sh sharp or rounded peak. They are formed by the pushing ushing hing together togethe of the

or volcanic c eruptions. uptions. They The Th often form

Earth’s

in groups called

are wide, e, flat landscapes landscape andscap with little elevation.

(b)

Many are formed over time e by the

of the

untains. Ot O land from nearby hills or mountains. Other plains were formed by of sediment sedime by water or wind.

(c)

is low-lying area between mountains.

Often, water ter flows ows through throu a valley as

t Some are formed by the

Others herss are formed by b running water such as a

of glaciers.

(d) A

is a deep, narrow channel that . They are created by

Re ga le du ca tio n

runs through

of uplifted sedimentary rock k usually ually caused cause running through it.

by a

(e) A

is flat terrain thatt elevates vates sharply sharpl sharp from

dge. A the surrounding land on at least one edge.

forms as the result of the upward movement the ement of th .A

flow of

is formed by the

as the result of volcanic eruptions.

2. In what ways are valleys and canyons sim similar? How are they different?

3. In what ways are e plains ains and plate plateaus pla similar? How are they different?

4. List three ee processes cesses that shape sh s the Earth’s landforms.

Activity 7.3

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Local Land and Water Features 1. As a class, visit a local natural area. Observe the features of the he land and water. Draw a labeled diagram of four features. Provide e the e location and an a a description of each feature. Tell how each feature may have formed formed. forme

Type of feature:

Location:

Description: n:

How it may m have formed:

Type of feature:

Location:

Description:

How it may have formed:

Location:

Re ga le du ca tio n

Type of feature:

Description:

How it mayy have formed: forme fo

Type of feature:

Location: Loca Locat

DDescription:

How it may have formed:

2. D Do o you think the are area you visited will have the same features millions of Explain your answer. years from no now? E

Activity 7.4

Modeling the Earth’ss Features

Re ga le du c

If you have ever visited a museum, m, you may have seen a diorama. A diorama is a three-dimensional at model of an area. They are a great way to show the Earth’s features and are fun to make too! In this activity, you are going to make a diorama of your favorite place in el nature. Be sure to include and label the different features of the area.

Suggested Materials

• shoebox

• newspaper

supplies • art and craft supplies

• scissors sciss i sors

sti stic • sticks, tiicks, stones and leaves

• paint

• glue ue

1. Name and give the location of you your favorite place in nature that you will be modeling in n your ur diorama. diorama

2. Describe scribe the area, area its landforms la and water sources.

Draw a Model

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1. Use the materials to create your diorama. Paste a photograph or dra draw a labeled diagram of your diorama.

2. Present your diorama ma to your cla classmates. See if they are able to identify its features and name the place or location. p

eing the he dioramas diorama made m 3. After seeing by your classmates, can you suggest some ways ys your diorama could be improved?

Activity 7.5

du ca tio n

The Ocean 1. Why does the Earth look blue when viewed from space?

2. How much of the Earth’s surface is covered by y the e ocean?

3. Where does the salt in the ocean’s salt water er come from? ffro

ed uc ati on

4. In what ways are features of the ocean floor similar to Earth’s landforms?

5. How does the depth of the ocean change as you move ove away from the coast?

6. Use the words in the box to label the diagram. agram. m Try to do this without looking in your textbook. book.

abyssal sal plain pla sea mount island d continental inental slope slo

continent continental shelf trench mid-ocean ridge

Activity 7.6

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Earth’s Fresh Water 1. What percent of the water on Earth is fresh water?

2. Why is most of the fresh water on Earth unavailable ble e for use by people? pe

3. What percent of the fresh water on Earth rth is available for f people to use?

4. What is groundwater and how can n it be used b by people?

5. List four places where ere re usable usab us fresh esh water can be found on Earth.

6. Why is it important ortant to keep kee our o freshwater resources clean?

al ed uc ati on

7. Look at the water cycle diagram below. Explain what occurs at each stage. Draw arrows to show how water moves.

Activity 7.7

uc ati on

Using Maps Look at each map. Describe what the map shows and who o may y find the map useful. 1.

Re g

What thee mapp shows:

Who would find fin th this map useful:

Re ga

ion

What the hee map ap shows:

Who would find fi this th map useful:

Re ga le

What the map ap shows: ws:

Who ho would find tthis m map useful:

tio n

Re g

What the map aapp shows: shows hhows ows:s

Who ho would find fin this th ma map m useful:

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ca tio n

What the map shows:

Who would find this t m map useful:

Activity 7.8

ca tio n

Map Features Label the features of a map and explain its purpose.

Feature:

Purpose:

in Map C ping nd Camp Lake Boulder National Park – Hiking and Key campfire toilet

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campsite bridge

lookout

ail TTrrai Arrow Ridgee Trail aailil rai ra Trail TTrai ose Tr os Big Moose

ailil rail Tra Bearr Trail Be own Bear row Brown

Fea ure Feature:

Feature:

Purpo Purpos Purpose:

Purpose:

Activity 7.9

Map Patterns in the United States

In small groups, observe the map below. Discuss the things the map shows and any patterns you can see.

Re ga le du ca tio n

1. What does the map show?

2. What water sources can you see on the map?

3. What landforms can you see on the map? p?

4. Describe any patterns in the he location ocation of la landforms you see on the map.

5. Circle an area on the map ma that is likely to have volcanic activity. Explain in why why you circled that th part of the map..

Activity 7.10

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Comprehension – Ocean Patterns 1. Use your textbook to help you fill in the blanks.

d also o shape the (a) Many of the processes that shape the Earth’s land .

are narrow and very long sunken sunk areas

(b)

on the ocean floor. They have

parts of the he ocean.

the

(c)

sides and form

Like mountains and volcanoes, trenches commonly occur at noes, s, ocean tren .

is a wid wide,

(d) An

area on the deep eep ocean ocea ffloor. They are usually found at depths over .

ntains on land, la (e) Like mountains an

is a sudden rising

of the e ocean floor caused ca by the movement of the Earth’s plates.

2. What is the m mid-ocean ridge? mid-o c

Activity 7.11

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Observing Ocean Patterns Your teacher will display a digital map of the ocean floor. Ass a class, ass, identify some ocean floor features. Discuss some patterns you see e on n the map. n the map. Dra Draw and 1. List some of the ocean floor features you can see on label them on the map on the next two pages.

2. Describe any patterns you can see.

3. Identify the Ring of Fire and nd draw it on the th map on the next page. r re? 4. What is the Ring of Fire?

5. Why are earthquakes and an volcanic eruptions common in the Ring of Fire?

Review

Re ga le du ca tio n

Mapping the Earth’s Surface 1. Complete the table. Landform

Characteristics

Mountain Plain

Valley

Canyon

Plateau

2. Use the Venn diagram to compare mpare and an contrast the ocean and a lake.

Ocean Oce

Lake

3. How depth of the ocean change with distance from a continent? ow does the de

Re ga le du ca tio n

4. Where can fresh water be found on Earth?

5. What percent of the fresh water on Earth is available e for people to use?

6. Why is the scale a useful map feature?

7. Why do earthquakes and volcanoes oes often occur in the same area?

8. Complete the table.

Ocean Floor Feature re

Characteristics

h Ocean Trench Pl Abyssal Plain ean Ridg Ocean Ridge

Activity 8.1

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What Are Natural Resources? 1. What are natural resources?

2. What is the difference between renewable and d non-renewable non-renewab on-renewab resources?

3. Name each natural resource. Describe scribe where it comes c from and how it is used by people. Circle to indicate dicate ate whether it is a non-renewable or renewable resource.

Natural Resource:

Where it comes from:

How it is used:

Renewable

Non-renewable

Where it comes from:

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Natural Resource:

How it is used: sed:

Renewable

Natural Resource:

Non-rene Non-renew Non-renewable

Where it comes from:

How it is used:

Renewable

Non-renewable

Where it comes from:

Re ga le du ca tio n

Natural Resource:

How it is used: sed:

Renewable

Natural Resource:

Non-rene Non-renew Non-renewable

Where it comes from:

How it is used:

Renewable

Non-renewable

Where it comes from:

ed uc ati on

Natural Resource:

How it is used: d:

Renewable

Natural Resource:

Non-renewable Non-renewa

Where it comes from:

How it is used:

Renewable

Non-renewable

Activity 8.2

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Fossil Fuels 1. Use your textbook to help you answer the questions and fill in the blanks. (a) What are fossil fuels?

(b) List three fuels produced from fossil fuels. ls.

(c)

Fossil fuels take

of y years to form.

They are called

resources because they are

an they can ca be used up much fasterr than

2. Describe how fossilil fuels els are formed. f

3. Wh Why y should we conserve cons c fossil fuels?

Activity 8.3

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Comprehension – Fossil Fuels and Electricity 1. Use your textbook to help you answer the questions and fill in the blanks. (a) Coal, natural gas and petroleum are

commonly used to produce

(b) The fuels are burned to transform the

energy nergy which is used to convert

in the fuel into

water into

(c)

which then turn

The steam generated spin

energy into

energy

which ch converts conver the energy.

2. How can producing ng electricity ectrici by burning fossil fuels harm the environment?

Activity 8.4

Re ga le du ca tio n

Renewable Energy 1. List the renewable energy source and describe how electricity tricity is produced.

(a) Solar Electricity

Renewable energy nerggy sou ne ssource: ouurcee:

How w electricity ric t is generated:

(b) Wind Turbine

Renewable energy source:

How electricity is generated:

Renewable energy source:

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How electricity tyy is generated: gen rated

(d) Tidal Energy

RRenewable Ren enne ab able energy source:

Re g

How electricity is generated:

2. What at are e the advantag advantages of producing electricity using renewable energy nergy ergy sources?

Activity 8.5

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Environmental Impacts 1. Describe the environmental impacts of using the Earth’s resources. esources. rces

(a) Mining Coal:

Environmental Impact:

(b) Drilling for Petroleum:

EEnvironmental Impact:

Environmental Impact:

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2. What is acid rain? How is it produced? ced?

3. Why is it importantt to o conserve cons conser the Earth’s non-renewable natural resources?

Activity 8.6

ca tio n

Solutions to Environmental Impacts Read the problem caused by using the Earth’s natural resources. urces. Provide a solution to the problem. 1.

Problem

Re ga

The construction of a dam will result in the loss off habitat of m many organisms. Changes to the natural water flow willl also impa imp impact organisms downstream of the dam.

Solution S ollut utio on n

Problem

tio n

Re ga

Emissions from a coal-fired power plant is causing poor air quality ality in a nearby city. Strong winds are causing acid rain to fall in a nearby nearb nature reserve.

Solution S ollut utio ion

Problem

tio n

Re ga

Heavy traffic in a city is causing increased emissions from carss and other vehicles. The emissions are causing air pollution which is affecting cting the health of the people in the city.

Solution S ollut utio ion

Problem

tio n

Re ga

A town closed down a coal-fired power plant and now relies onlyy on wind farms to generate electricity. During summer, the electricityy supply is insufficient to run air conditioners in buildings and homes.

Solution S ollut utio ion

Activity 8.7

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Local Environmental Impacts 1. As a class, discuss some of the ways in which the use of the Earth’s arth’ natural resources is impacting your local environment. List the impact impacts you identify.

2. In small groups, choose one impactt to the e environm environ environment caused by using natural resources. Define the problem provide a solution. blem and provid

Problem

100

Re ga le du ca tio n

Solution

3. What other solutions were re proposed roposed by b other groups?

4. Reflect on n the design of your solution. How could you improve the effectiveness solution? veness of your solu soluti

1 01

Review

eg al ed uc ati on

Using Earth’s Resources 1. What is a natural resource?

2. Why are fossil fuels non-renewable resources?

3. List two ways people use fossil fuels.

4. List three renewable resources. es

5. Use the words in the box to fill in the blanks. generator

electricity

Coal is a type of

fossil fuel

. In a coal-fired power plant, coal

d to turn water iinto is burned then turn a which th

. This spins turbines

. The

produc produced is sent to homes, buildings and cities.

102

steam

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6. Provide two reasons why producing solar electricity is less harmful to the environment than electricity produced by burning fossil fuels.

7. How does the release of harmful emissions into the e air affect people and other organisms?

8. What effect does increased greenhouse nhouse gas leve levels have on the atmosphere?

9. List three effects of global glob climate ate change. c

10 . How can n technology help he to reduce the impact of using the Earth’s natural resources resources?

103

Activity 9.1

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What Is Energy? 1. What is energy? Give two examples.

2. Where do plants get the energy they need?

3. Give three examples of how you use energy nergy y in your da daily life.

4. Where do animals and people eople le get the energy en they need?

5. Use your textbook ook to help you fill in the blanks. (a) Energy y cannot annot be

e It can be

from one form to another.

(b) A television device that uses evision is a de The he

energy is transformed into

and

energy. 104

energy.

Activity 9.2

al ed uc ati on

Potential and Kinetic Energy Materials • toy car

• blocks

• cardboard or corrugated pla plastic astic

• measuring meas tape

Procedure

1. Use the cardboard and blocks to o make a ramp. ramp

e ramp and an release it. 2. Place the toy car at the top of the

3. Measure the distance ce the car travels from the bottom of the ramp. Repeat four times and record your observations.

105

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4. Use more blocks to increase the height of the ramp. Repeat Steps 2 and 3.

Observations

Draw the two ramps you constructed. ed. Show the difference in height.

106

Record the distance the toy car traveled in each trial in the table below. Ramp 1

Ramp 2

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Trial 1

3 4 5

Analyze and Interpret et

1. Compare the speed of the toy car ar when released relea from each ramp.

2. Which ramp resulted ed in the toy y car traveling further?

3. Describe your results esults in terms ter of potential and kinetic energy.

4. Based on your observations, o what can you infer about an object’s speed energy? and its energ

107

Activity 9.3

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Potential and Kinetic Energy Conversion Color the bars to show how the amount of potential energy and kinetic kine energy of a roller coaster car changes as it moves. (a) The car is at rest at the top of the track.

Kinetic Energy

Potential Energy

Kinetic Energy

Potential Energy

Kinetic Energy

Potential Energy

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(b) The car is about half way down own the track.

(c)

108

The carr is att the bottom botto of the track.

Activity 9.4

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Energy and Mass As a class, plan and conduct an investigation to find out how w mass ass effects the kinetic energy of a moving object.

Materials

List the materials you will use to carry out the investigation. gation.

Make a Prediction

Will objects with greater mass have ave greater greate kinetic energy? Explain your answer.

Procedure Pr P roce ced c edu urre ure

List the steps eps you will ta take to carry out the investigation.

109

Re ga le du ca tio n Draw a Model

Draw a labeled model to show how you carried arried out the investigation.

1 10

Observations

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Describe what you observed during the investigation.

Analyze and Interpret et

1. Was your prediction correct? Based sed on your o observations, what can you infer about the effect of mass on n the kinetic kine energy of an object?

2. Which things did d you keep tthe same in this investigation? Why was this important?

111

Activity 9.5

Materials • roll of pennies

du ca tio n

Coin Collisions

• smooth surface

Procedure

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1. Place a penny on a smooth surface ace such as a table ta top. Take another penny and slide it towards the placed aced penny with w a small force. Observe the sound when the two pennies collide. O Observe their new positions.

2. Repeat Step 1 but apply a grea greater force to the sliding penny. 3. Make a stack of 5 pennies and repeat Steps 1 and 2.

4. Make a stack k of 10 pennies penn and repeat Step 3.

1 12

Observations

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Draw the pennies after the collision. Describe the sound made by the collision.

One penny

small force

large force

Five pennies small force

large force

113

Ten pennies large force

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small force

Analyze and Interpret nterpret

1. In what ways did applying pply a larger arger force to the penny affect the collisions?

2. In what ways did the larger stacks of pennies affect the collisions?

1 14

Activity 9.6

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Forms of Energy 1. Complete the tables for each form of energy. Sound Energy

Brief Description

Example Source

How is it useful?

Thermal ermal Energy

Brief Description

Example e Source

How w is it useful?

1 15

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Light Energy

Brief Description

Example Source

How is it useful?

Electrical ectrical Energy

Brief Description

Example e Source

How w is it useful?

1 16

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Chemical Energy

Brief Description

Example Source

How is it useful?

2. Give an example of a device ice that outputs two or more forms of energy. Draw and label a diagram device. m off the device dev

117

Engineer It!

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Transforming Energy Many devices you are familiar with transform energy from one form to another. A flashlight transforms electrical energy into light ght and heat. Flashlights are useful as they solve a human problem off seeing ing in the dark. da d

input energy

output utput energy

electrical

light and heat

vice Device

Now it’s your turn. Identify and define that can be solved fine e a human problem pr p with a device that transforms energy nergy y from one on form to another. Design, build and test the device.

Materials

List the materials you will us use to build your device.

1 18

Draw a Model

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1. Draw a labeled diagram of your design.

2. Show how your device energy. evice transforms trans

input nput energy

output energy

Device

1 19

Procedure

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Write the steps you will take to build and test your device.

Analyze and Interpret

1. What properties of the materials you used make them th suitable for their purpose?

2. Describe how your device solved olved a huma human problem.

3. Evaluate the effectiveness tiveness o of your design in solving the human problem.

4. How w could the design de be improved?

120

Activity 9.7

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Energy Conversion 1. What energy conversion takes place when you rub the palms of your yo hands together?

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2. What energy conversion takes place your hands? ace when you clap c

3. What energy place when a stretched bow is released? gy conversion onversion takes ta

121

Re ga le du ca tio n

4. What energy conversion takes place in a solar panel?

5. What energy conversion takes place when a gas burner is lit? burn bu

6. What energy place when a flashlight is switched on? rgy conversion takes ta

122

Activity 9.8

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Comprehension – Electric Charge and Circuits 1. Use your textbook to help you fill in the blanks.

(a) Charges are small particles that exist in all forms of matter. They can be

es an n (b) An imbalance of charge in matter causes

(c)

Like charges

each ch other. Opposite O charges

each other. her.

(d) When charges build up, they can move ffrom once place to another. This movement ent is called an

(e)

is the e co continuous flow of electric charge.

(f)

allow c allo charges to flow freely. restrict the flow of charges. res

(g) An

is a path around which electricity flow.

123

Re ga le du ca tio n

2. Dominic rubs a balloon on a fabric cloth and holds it to a wall. He observes that the balloon appears to stick to the wall. Describe what is happening in happe terms of electric charge.

3. What are electrical conductors? Provide e an example. example

4. What are electrical insulators? rs? Provide ovide an e example.

5. Draw and label a diagram gram that tth shows a closed electric circuit with a battery, switch, a bulb lb and wires. wire

124

Activity 9.9

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Building Electric Circuits Materials • dry cell in holder

• wires

ht bulb in holder h • light

• crocodile clips ips

• buzzer

• switch

• fan

Procedure

1. Assemble the circuit componentss as shown. show

2. Use the crocodile clips to conn connect the buzzer to the circuit. Close the switch and nd observe observ what happens. p

3. Use the circuit symbols on the next page to draw a circuit diagram. sy Add arrows to t show how electricity flowed through the circuit. 4. Repea Repeat Steps 2 and 3 using the light bulb.

5. Repeat Steps 2 and 3 using the fan. 1 25

Draw a Model

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Use the circuit symbols below to draw a circuit diagram for each circuit you built.

wire

dry cell

Circuit with light bulb:

Circuit with buzzer:

126

open switch

light bulb

closed losed osed swit switch swi

motor or

buzzer

Re ga le du ca tio n

Circuit with fan:

Analyze and Interpret pret

1. What energy conversion occurred ed when you yo closed the switch in the circuit with the light bulb?

2. What energy conversion version occurred occu when you closed the switch in the circuit with the buzzer? zzer?

3. What energy con conversion occurred when you closed the switch in the circuit with the fan?

127

Activity 9.10

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Energy Transfer As a class, plan and conduct an investigation that shows how w energy ergy can be b transferred from place to place. You may wish to show how w collisions ollisions transfer tran tra kinetic energy or how light, heat and sound move from place e to place. place

Materials

List the materials you will use to carry out the investigation. stigation.

Make a Prediction on

Describe how you think energy y will be transferred t from place to place in this investigation.

Procedure Pr P roce ced c edu urre ure

List the steps eps you will ta take to carry out the investigation.

128

Re ga le du ca tio n Draw a Model

Draw a labeled model to show how you carried arried out the investigation.

1 29

Observations

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Describe what you observed during the investigation.

Analyze and Interpret

1. Was your prediction correct? Describe how w energy was transferred during the investigation.

2. Describe how energy moves es from plac place to place when the switch is turned to the ‘on’ position.

130

Review

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Energy and Motion 1. What is energy?

2. Provide an example where potential energy is converted verted into kinetic energy.

3. How is the speed of an object related energy? ated to its energ

4. What affects the impact of a collision? collision

5. True or false. (a) Sound and nd lightt are examples of potential energy.

(b) Sound through solids, liquids and gases. nd can travel thr

6. How ow is the movement movem of particles within an object related to its energy? thermal energ

1 31

7. Complete the table. Brief Description

Example e

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Form of Energy Sound

Thermal Light

Electrical

Chemical

8. What energy conversion takes place is switched on? ace when a flashlight fla

9. What is the difference between en elect electric charge and electric current?

e table. 10. Complete the

Circuit Component Battery attery Switch S it Wires

132

Function

Activity 10.1

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Creating and Observing Waves Materials • large tub of water

• plastic bottle

• cork

Procedure

1. Make sure the water in the tub iss calm and still. Place the cork in the middle of the tub.

rface of the water at one end of the 2. Place the plastic bottle on the surface tub. Gently move the bottle up and down dow to create waves.

the cork 3. Observe b th the motion ti off th k and d record d your observations. b ti 4. Create larger waves by using a greater force to move the bottle up and ate la down. Observe the motion of the cork and record your observations. 1 33

Observations

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Draw two diagrams to show how the cork moved. Show how it moved from its starting position and how its height changed with the motion of the waves.

Small waves:

Large waves:

134

Analyze and Interpret

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1. Describe the motion of the waves in the tub.

2. Describe the motion of the cork when small waves ves were produced. pro

3. Describe the motion of the cork when large waves w were produced.

1 35

Activity 10.2

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Characteristics of Waves 1. Draw a wave that has a greater amplitude.

2. Draw a wave that has a shorter wavelength. wavelen

3. Draw a wave ave that has a longer lo longe wavelength and smaller amplitude.

136

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2. Halle hits some keys on a xylophone. Match the wave that best describes the sound produced.

Shortest key hit very softly.

Shortest key hit very hard.

Middle key hit very hard. rd.

Longest Longes ongest onge ngest nnges gest st key ke k y hit hhi ver very ery ry har ry hard ha hard. arrd. rdd.

LLongest key hit very softly

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Activity 10.3

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Reflecting Sound Waves As a class, plan and conduct an investigation to find out if sound ound waves wa can be reflected.

Materials

List the materials you will use to carry out the investigation. gation.

Make a Prediction

Can sound waves be reflected? Explain your you answer.

Procedure Pr P roce ced c edu urre ure

List the steps eps you will ta take to carry out the investigation.

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Draw a labeled model to show how you carried arried out the investigation.

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Observations

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Describe what you observed during the investigation.

Analyze and Interpret et

1. Was your prediction correct? Based sed on your o observations, what can you infer about the properties of sound nd waves? waves

2. Which things did d you keep the t same in this investigation? Why was this important?

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Activity 10.4

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Creating and Observing Waves Materials

• 2 mirrors

• electrical tape

• marble

Procedure

1. Place the mirrors side by side and nd faced down. Use a strip of electrical tape pe to join the mirrors together.

2. Turn the mirrors over. Place the marble on the face of one mirror. Turn the other o mirror so that it forms an angle ngle of about a 120º. Observe the mar marble and its it refection d your observations. in the mirrors. Record 3. Adjust the mirrorss so that they th form an angle of 90º. Record ecord your observations.

120o

90o

4. Repeat for angles ngles of 45º 45 and an 20º.

45o

20o

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Observations

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Draw a diagram to show what you observed for each angle. How many marbles could you see?

120o

I could see

90o

marbles.

45o

I could d see se

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co I could see

marbles.

20o

marbles.

I could see

marbles.

Analyze and Interpret

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1. Describe what you observed as the angle between the mirrors decreased.

2. Explain why the number of marbles observed increased ncreased as the mirrors were brought closer together.

3. Provide two examples of how mirrors irrors and their ability to reflect light help us in our daily lives.

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Activity 10.5

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Refracting Light Materials

• drinking g glass g

• sheet of white paper

Procedure

1. Draw an arrow on the paper with h the marker pointing to the right.

i 2. Fill the glass with water and place it in arrow front of the paper with the arrow. 3. Observe the arrow through throug the glass of water while you move the glass arrow further and closer to the arrow. 4. Record your observations. bservations.

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• marker mark

Observations

Directly:

du ca tio n

1. Draw a diagram of the arrow when observed directly and through ugh th the glass of water.

Through water:

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e rays of light ligh as they pass 2. Draw lines to show what happens to the through the glass of water.

Analyze alyze and and Interpret Int

What can you infer about abou light waves from this activity?

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Engineer It!

tio n

Absorbing Sound

Re ga le

When sound waves hit an object, they can be absorbed or reflected. cted Different materials reflect and absorb sounds differently. As a class, desig design desi and build changes to a shoebox so that it absorbs as much uch sound as possible. You will test the effectiveness of your box by placing an alarm alar clock inside and observing how much of the sound iss absorbed.

Materials rials

List the materials you u will use to t build your sound-absorbing box.

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Draw a Model

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Draw a labeled diagram of your design.

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Procedure

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Write the steps you will take to build and test your design.

Analyze and Interpret

1. What properties of the materials you used ed make them suitable for their purpose?

2. Evaluate the effectiveness off your de design in absorbing sound.

3. How could the e design be improved? i

4. Ho How can absorbing abs sound waves be used to solve human problems?

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Activity 10.6

ed uc ati on

Types of Waves Materials • slinky y

• masking tape

Procedure

1. Attach a piece of masking tape at the center o of the slinky.

eg a

ach of the slinky and move about 2. With your partner, take an end each two meters apart so that the slink slinky is stretched stre str out.

0 cm of the th slinky and compress it together with your 3. Take about 20 free hand.

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uc ati on

4. Quickly release the compressed part of the slinky and record your observations. Observe the motion of the piece of masking tape the e at th center of the slinky.

5. Remain standing two meters apart and wait ait for the slinky slin to come to rest. Quickly move your hand that is holding g the slinky slin up and down once. Observe and record the motion off the slinky and the piece of masking g tape. p

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6. Try and create other er waves and a motions with the slinky.

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Observations

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Draw and label a diagram to show the waves you observed in Step ep 4. Describe the motion of the piece of masking tape.

Draw and label a diagram to show the waves you observed in Step 5. wa Describe the motion of the piece masking tape. ece of ma

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Analyze and Interpret

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1. Waves in which matter moves perpendicular to the direction off motion motio ed could are called transverse waves. Which of the waves you produced best be described as transverse? Explain your answer.

2. Waves in which matter moves parallel to the he direction of motion are called longitudinal waves. Which of the waves you produced could best p be described as longitudinal? Explain your our answer.

3. Give an example of ttransverse se and longitudinal waves that you can find in nature.

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Activity 10.7

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Comprehension – Light Waves 1. Use your textbook to help you fill in the blanks.

(a) Light waves are caused by the vibration of and

fields. These fieldss are perpendicular perpendicu

to the direction of motion of the light wave. are e. Light ght waves a waves.

(b)

light is a mixture xture of different differen differ colors

rmined by b the color of light it of light. The color of an object is determined and reflects. eflects

an eye. 2. Label the parts of the human

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3. Describe how light moves through the eye and allows us to see. Include the labels from question 2 in your description.

Name and give two examples of light we cannot cann see because it has a very short wavelength.

Name and give two o examples examp exam of light we cannot see because it has a very long wavelength. elength. ngth.

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Activity 10.8

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Sending and Receiving Digital Messages Computers process information in digital form. This is usually y represented presented with ones and zeros. The tables below shows how letters of the e alphabet alphabe can be coded in such a way.

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1. Think of a short, secret message for your classmates to decode. Write the letters and words of your message using the 1s and 0s from the he table. tab

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My Coded Message

2. Exchange your coded ed message messag with w a classmate. See if you can message. n decode ode their mess m

My DDec Decoded Message

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Review

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Waves and Information 1. In terms of energy, what are waves?

2. Describe how sound energy moves when a drum is struck.

3. How is the sound wave produced by a loud ud sound different from that of a soft sound?

4. How is the sound wave produced uced by a low-pitched low sound different from that of a high-pitched sound??

5. Provide two everyday ay examples example where light or sound waves are reflected.

6. True or false. alse. (a) Lightt moves iin transverse waves.

moves in transverse waves. (b) Sound ound mo

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7. Complete table. Brief Description

Example e

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Material Transparent Translucent Opaque

8. Use the words ‘reflect’ and ‘absorb’ to explain why we see se the lemons as yellow and the leaves as green.

9. Use the Venn diagram to compare c and contrast analog and digital signals.

Analog Si Signal

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Digital Signal