Section 7.1 Notes

Classification of Matter by Composition

Matter – anything that has mass and takes up space

Mass – the amount of matter in the object (grams, Kg)

Volume - the amount of space that matter occupies (m³, mL)

Solid - matter that has a definite shape and volume.

Particles are vibrating in place, but they cannot move freely.

Liquid – matter that does not have a definite shape but does have a definite volume; a liquid takes the shape of its container.

Particles can move freely past each other, however, they remain in a fixed volume.

A gas is matter that does not have a definite shape or volume.

Gas particles can move freely and fill the spaces they are in.

Pure substance – a substance made up of only one type of matter; e.g., sugar, distilled water, copper wire are all pure substances. Pure substances appear uniform or homogeneous; this means that every part of the substance has the same composition as every other part.

Mixture – a substance made up of two or more different substances; e.g., pizza, soft drinks, eggs. Each substance inside the mixture keeps its own properties; e.g., you can’t see the sugar in soft drinks, but you can taste it.

Classifying Mixtures – mixtures can be grouped into 2 major categories; mechanical mixtures and solutions.

Mechanical mixtures – the different parts of the mixture can be seen; the mixture does not have the same properties throughout.

Sometimes, it’s easy to see the different types of matter throughout the mixture; e.g., snack mix; sometimes you need a microscope.

These mixtures are said to be heterogeneous, this means that it is made up of different substances with different appearances and properties.

Solutions – these mixtures have the same appearance throughout, but they are made up of two or more substances. Solutions are made when you dissolve one substance into another.

All solutions are said to be homogeneous mixtures because they look the same throughout even though they are made up of different substances; e.g., dissolving sugar in tea.

Fibonacci Pattern Videos

Here a the 2 videos about the Fibonacci numbers that we viewed in class.

Non-Newtonian Fluid Lab Link and Videos

Great link to read about our experiment about non-Newtonian fluids.

http://scifun.chem.wisc.edu/homeexpts/lumpyliquids.htm

Grade 8 Data Management Survey Project

Part 1 - Create a survey on Google Docs and send it to at least 20 of your classmates.

Create a survey of 5 questions. Two of your questions must ask students to enter numerical data; e.g., how tall are you in cm? How many minutes do you study before a Math test?

The numerical data should be relate. If the data does not have a relationship, the scatter plot will make little sense.

Part 2 - Once you have your data, create 3 graphs:

A scatter plot
A histogram
A double bar graph

Please refer to the reference handout received in class.

Please copy and paste your tables and graphs into a word document. Please format the document so it is aesthetically pleasing.

Part 3 - Analyze your data

For one set of your numerical data, find the mean, median and mode. Explain how you found this data.

Describe any relationship that is evident when looking at the scatter plot. Make a conclusion based on this graph.

Make a conclusion about your histogram and double-bar graph as well.

Conclusions that are insightful and detailed will achieve higher levels.

Practice Quiz for Succession

http://www.sciencesource.ca/quizzes/quiz_03_1smLBv.htm

Succession Quiz Study Guide

Key Terms

□ climax community

□ pioneer species

□ primary succession

□ secondary succession

□ succession

□ sustainability

□ recovery

    

1. Differences between primary and secondary succession and the process of succession

My Ecological Footprint Assignment Outline

My Ecological Footprint

Your personal ecological footprint is how much land and resources it takes to maintain your lifestyle. For example; how much area of the planet you need to produce the resources you consume and to contain the waste you throw out. The less land and resources you use, the better it is for ecosystems.

In this activity, you will use an online ecological footprint calculator to determine how much land and resources you are using to maintain your personal lifestyle. The goal of this activity is to find ways to act more sustainably to help reduce your ecological footprint. In other words; how can you change your actions to help make ecosystems healthier?

Begin by reading about ecological footprints by following the link below:

http://www.footprintnetwork.org/en/index.php/GFN/page/basics_introduction/

The Task

PART A

1. Follow the link below to complete your ecological footprint

http://www.footprintnetwork.org/en/index.php/GFN/page/calculators

2. Select “Calgary” from the virtual map; unfortunately “Toronto” cannot be selected

3. Select “Kids Version”

4. Select “Detailed Version”

5. Build your “avatar” to represent you during the game

6. Answer the questions in the quiz as accurately as possible

7. Read through your results and print a copy to submit with this assignment.

PART B

Write a ONE PAGE response based on the results of your ecological footprint calculation. Your response should answer the following question:

What actions can you take to help reduce your ecological footprint and live in a more sustainable way?

Begin your research by reviewing sections 3.2 and 3.3 (pages 68-81) in your Science textbook.

The following links may also help guide your response. Do not follow the “Take Action” link on the results page of the ecological footprint; the link no longer works.

http://kids.niehs.nih.gov/explore/reduce/

http://www.davidsuzuki.org/what-you-can-do/reduce-your-carbon-footprint/four-places-to-cut-your-carbon/

Please review the success criteria below to help you write your response.

Response Success Criteria

Criteria	Details
Organization and communication	No more and no less than one page in length Written in 12 point font ONLY Written in an easy to read font Text is not bolded or italicized Written in proper paragraph form Several paragraphs are written There is no extra space between paragraphs There is a title and your name at the top of the page
Content	A minimum of five different strategies to reduce an ecological footprint are included Student has clearly researched the strategies  The information is detailed and informative Each strategy is clearly explained how it will reduce an ecological footprint A copy of the printed results of the ecological footprint online activity is included
Thinking	The strategies outlined in the response demonstrate a strong understanding of how to act more sustainably
Application	The results of the student’s ecological footprint have been used to guide the response Researched strategies have been described in the response

This assignment is due on Tuesday November 26, 2013

Succession Quiz Dates

Class 7D will have their Ecological Succession Quiz on Wednesday November 20th.

7A, 7B, 7C, and 7E will have their Ecological Succession Quiz on Thursday November 21st.

Grade 7 Chapter 2 Test Date Reminder

Classes 7A, 7B, 7C, and 7D will have their test on Friday November 8th.
Class 7E will have their test on Thursday November 7th.

Grade 7 Chapter 2 Study Guide

Key Terms

□   bioinvasion

□   cycle

□   cycling of matter

□   energy pyramid

□   food web

□   introduced species

□   invasive species

□   limiting factors

□   native species

□   primary consumers

□   secondary consumers

□   sustainability

□   tertiary consumers

□   wetlands

Review notes from section 2.1, 2.2 and 2.3 (can be found on blog)

Review crossword puzzles and worksheets for Chapter 2 in package

Review the following concepts:

1. How matter cycles through an ecosystem and list abiotic elements that go through this cycle
2. How much energy is passed along a food chain and why
3. herbivores, carnivores, omnivores, scavengers, detritivores, decomposers, and all other roles in the ecosystem
4. What is sustainability? How can we act in a sustainable way?
5. How ecosystems change naturally over time
6. How animals compete for resources
7. Bioinvasion, introduced species and their effects on ecosystems (examples of these)
8. How do limiting factors balance ecosystems?

Links for Review

Please browse these links for review:

The Carbon Cycle Game
http://www.windows2universe.org/earth/climate/carbon_cycle.html

Invasive Species (Bioinvasion)
http://www.hww.ca/en/issues-and-topics/invasive-alien-species-in.html

Limiting Factors
http://www.nhptv.org/natureworks/nwep12a.htm

You may also search through the links on ScienceSource
http://www.sciencesource.ca/pgs/index.php

In order to login, you must select "Login" and enter:

Username: ClassFollower
Password: Follower 

These are case sensitive.

Select "Sciencesource7 - Unit A"

From there you can scroll down to chapter 2 and investigate the links.

You will also find the link to the chapter 2 text right after you see the title for "Chapter 2" as you scroll down.

16:9 Asian Carp Video

Here is the video we viewed in class

Limiting Factors Notes

2.3 Interactions and Changes in Ecosystems

·        Limiting factors control or limit the number and health of biotic elements in ecosystems

·        Examples of limiting factors are the amount of food, water, energy, oxygen, and suitable habitat available to organisms

·        Other limiting factors can include; predators, hunting,  or natural or human made disasters

·        Availability of limiting factors can change in ecosystems; e.g., when higher rainfall increases the number of producers and then the consumers have more food

·        Sometimes changes can negatively impact availability of limiting factors; e.g., a forest fire or bioinvasion

·        Bioinvasion is when a foreign species is introduced into native ecosystems

·        A native species occurs naturally in a given area e.g., trout in Lake Ontario

·        An introduced species is one that is brought to an environment where it did not live before e.g., zebra mussels in Lake Ontario

·        Introduced species with no natural predators can quickly multiply and take over habitat and deplete the food source of native species

·         Zebra mussels and Asian carp are known as invasive species

·        Competition – all living things in a community compete for resources like food, water, and habitat; however, the supply of these resources are limited

·        Living things are always struggling to meet their basic needs at the expense of other living things

Section 2.2 Notes

2.2 Cycling Matter

• Matter moves from biotic elements into abiotic elements in a cycle.
• Decomposers are the engine of this cycle

Many abiotic elements move through cycles:

• Water
• Carbon
• Oxygen
• Hydrogen
• Phosphorus
• Nitrogen

The cycling of matter is a series of steps that allows abiotic elements to be used over and over again.

1. Abiotic elements (nutrients) in soil are absorbed and used by producers; this forms organic matter (the plants)
2. Consumers eat the plants and absorb the organic matter and nutrients
3. Consumers digest food and produce organic waste
4. Decomposers break down organic waste into abiotic elements that producers can use
5. The cycle begins again

This cycle allows for a constant supply of abiotic elements for organisms in an ecosystem.

• The cycling of matter is continuous
• Ecosystems are changed in small ways through this cycle
• Examples of these changes are:
• Plants grow and die
• Animals build nests and abandon them
• Animals reproduce
• Organic matter piles up

Section 2.1 Notes

The Transfer of Energy in Ecosystems

Energy Transfer

• Food chains show how energy is transferred through an ecosystem

For example:

Sun    to      Producers      to     Herbivores and Omnivores    to     Carnivores and Omnivores

	Primary Consumers	Secondary Consumers	Tertiary Consumers
What they eat	Producers	Primary Consumers	Secondary Consumers
Also known as	Herbivores and Omnivores	Carnivores and Omnivores	Carnivores and Omnivores
Examples	Rabbits Cows	Foxes Raccoons	Owls Wolves

Energy Pyramids

• Energy pyramids show the amount of energy transferred in a food chain
• There are fewer organisms as you  move up the pyramid
• Only 10% of energy is passed on to the next level
• Less energy passed on means fewer organisms

Food Webs

• Food webs show interconnected food chains
• They show complex network of feeding relationships
• More accurate model than a simple food chain

Grade 7 Assignment Due Dates

All group submissions for the Ecosystem Investigation must be submitted no later than Thursday October 17th.

All independent submissions for the Ecosystem Investigation must be submitted not later than Friday October 18th.

Grade 7 Ecosystem Investigation Group and Independent Assignment Outline

 

Ecosystem Investigation

Group Submission

Please submit the following in a group report:

1. Your completed recording sheet – Please rewrite a clean version, do not submit the sheet that was used outdoors

2. A sheet of completed calculations for all the estimated populations in the ecosystem

3. Three drawn and labeled biotic elements that your group observed in the ecosystem

4. Please include the answers to the following questions in complete sentences:

a.       Why was it important to throw a pencil to select the location of our quadrats?

b.      Aside from grass, the white clover was the most common plant. What features does the white clover have to make it grow so well? Do some research to find out!

c.       Compare your individual counts in your quadrats to the average of all 5 quadrats. How do they compare? Were the populations spread evenly?

d.      Did you observe any unusual features in one quadrat that were not found anywhere else on the site such as an ant hill?

e.      How is the sampling of animal populations more difficult than that of plant populations?

f.        Identify at least 5 different interactions in the lawn ecosystem you observed; these could be biotic-biotic, abiotic-abiotic, or biotic - abiotic

g.       Did you observe any scavengers, detritivores, or decomposers in the ecosystem? If you did, which ones? How do these organisms keep the ecosystem healthy?

h.      Explain what would happen in your lawn ecosystem if only the scavengers, detritivores and decomposers were removed from the site.

The group submission is due: _____________________________________________

Independent Submission

Instructions:

a)      Each student must work on the following questions independently

b)      The submitted work must be neatly written or typed

c)       All answers must be written in detailed sentences where possible

1.       As we investigated our ecosystem, we saw very few animals. Explain why the animals were not seen.

2.       Research what type of animals would be part of our lawn ecosystem and consider the animals you regularly see in your neighbourhood. Make a list of animals that could potentially be members of our lawn ecosystem.

3.       Research what some of the animals in our local ecosystem eat.

4.       Create at least 3 food chains that could exist in this ecosystem. Remember that all food chains begin with a producer. The food chains should include at least 3 organisms. You are not required to draw the organisms, simply write the name of the organism.

5.       Explain in a paragraph what would happen of one part of the food chain was removed.

The independent submission is due on:

 ___________________

Grade 7 Sampling Quiz Information

For this quiz: 

• You will be asked 5 multiple choice questions relating to our investigation. 

• You will also be required to perform calculations similar to those you did in class.

That's it! It will take only 5-10 minutes to complete.

Grade 7 Chapter 1 Test Study Guide

Study Guide for Grade 7 Chapter 1 Test

Key Terms

□   abiotic

□   bacteria

□   biotic

□   carnivores

□   chlorophyll

□   community

□   consumers

□   decomposers

□   detritivores

□   ecosystem

□   food chain

□   habitat

□   herbivores

□   nutrients

□   omnivores

□   organic matter

□   oxygen

□   photosynthesis

□   populations

□   predator

□   prey

□   producers

□   scavengers

□   species

·        Examples of biotic – biotic, abiotic – biotic, and biotic – abiotic interactions

·        The process of photosynthesis

·        The five basic needs of living things

·        The roles of producers

·        Predator-prey relationships

·        Food chains

Here are 6 additional practice quizzes for the test - some we did in class and some are new.


http://www.sciencesource.ca/quizzes/quiz_01_1SLjG2.htm

http://www.sciencesource.ca/quizzes/quiz_01_2vRCiM.htm

http://www.sciencesource.ca/quizzes/quiz_01_35YRu2.htm

http://wps.pearsoned.ca/ca_school_ist7-8preview/99/25479/6522653.cw/content/index.html

http://www.sciencesource.ca/resources/gr7_matchquiz_ch01/

http://www.sciencesource.ca/resources/gr7_labelquiz_ch01/

Grade 7 Sampling Quiz and Chapter 1 Test

The following are important dates for next week:

7A, 7B, 7C, 7E, will have their sampling quiz on Wednesday October 16th
7D will have their sampling quiz on Thursday October 17th

7A, 7B, 7C, 7D, will have their chapter 1 test on Friday October 18th
7E Will have their chapter 1 test on Thursday October 17th

Study guides will be posted soon.

Grade 7 Food Chain Activities

1. BrainPop videos and quizzes

http://www.brainpop.com/science/ecologyandbehavior/foodchains/

2. Food chain and food web examples

http://www.coolantarctica.com/Antarctica%20fact%20file/wildlife/whales/food%20web.htm

3. Food Chain Game

http://www.brainpop.com/games/foodchaingame/

Chain Reaction Food Chain Game

http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm#

4. Read about food chains

http://www.vtaide.com/png/foodchains.htm

5. Food Web Examples

a. Desert Food Web Example

http://www.vtaide.com/png/desertBiomes.htm

b. Boreal Forest Food Web Example

http://www.vtaide.com/png/taiga.htm

c. Temperate Forest Food Web Example

http://www.vtaide.com/png/temperateBiomes.htm

d. Temperate Rain Forest Food Web Example

http://www.vtaide.com/png/temperateBiomes.htm

6. Food Chain Quiz

http://www.vtaide.com/png/foodchains-mcq.htm

7. Food Chain Game

http://www.brainpop.com/games/foodchaingame/


8. 3 Food Webs to Practice

Meadow
http://www.harcourtschool.com/activity/food/meadow_activity.html

Arctic
http://www.harcourtschool.com/activity/food/arctic_activity.html

Pond
http://www.harcourtschool.com/activity/food/pond_activity.html

9. Build Your Own Food Web - Click on "Create a Food Web"

http://www.vtaide.com/png/foodwebS.htm

Grade 7 Science: Levels of Biological Organization

Levels of Biological Organization

1. Individual: One of the species; e.g., one chipmunk, one human, one maple tree

2. Population: A group of individuals of the same species; e.g., a group of mallard ducks. Species refers to the most closely relating living things in an ecosystem - they can reproduce among each other.

3. Community: populations of different species that live and interact in a habitat

4. Ecosystem: The interactions of the populations with each other and the local abiotic elements makes up the ecosystem

Grade 8 Chapter 1 Test

Your Test is on Wednesday October 2nd Period 2

Photosynthesis Videos

Please complete both worksheets for homework.

Here is the link to the first introduction to photosynthesis video we viewed in class:

http://www.teachersdomain.org/asset/tdc02_vid_photosynth/

Here is a playlist of 3 videos:

1. The chemical reaction of photosynthesis
2. The photosynthesis music video
3. An in depth enrichment video about photosynthesis for students interested in further study

Grade 8 Math Divisibility Rules

Divisibility by:

2	If the last digit is even, the number is divisible by 2.
3	If the sum of the digits is divisible by 3, the number is also.
4	If the last two digits form a number divisible by 4, the number is also.
5	If the last digit is a 5 or a 0, the number is divisible by 5.
6	If the number is divisible by both 3 and 2, it is also divisible by 6.
7	Take the last digit, double it, and subtract it from the rest of the number; if the answer is divisible by 7 (including 0), then the number is also.
8	If the last three digits form a number divisible by 8, then so is the whole number.
9	If the sum of the digits is divisible by 9, the number is also.
10	If the number ends in 0, it is divisible by 10.
11	Alternately add and subtract the digits from left to right. (You can think of the first digit as being 'added' to zero.) If the result (including 0) is divisible by 11, the number is also. Example: to see whether 365167484 is divisible by 11, start by subtracting: [0+]3-6+5-1+6-7+4-8+4 = 0; therefore 365167484 is divisible by 11.
12	If the number is divisible by both 3 and 4, it is also divisible by 12.

Grade 7 Equipment Activity Answers

Name	How it is used	Safety Procedures
Beaker	-mixing liquids -containing liquids -Heating substances -Measuring liquids	Use tongs or gloves if it is hot; careful not to spill; be careful because it’s fragile
Hot Plate	For heating substances	Wear safety goggles, gloves; -takes a while to cool down; -tie hair back -use tongs
Graduated cylinder	-Measuring liquids, powders. -Mix substances. -Very accurate measuring.	-Can be fragile. -Can easily tip over, be careful. -No hot substances in plastic.
Test tube	-Combining substances; -heating; -observing.	-Fragile, does not stand on its own. Use a stand.
Funnel	Pouring liquids into small containers	Pour slowly to avoid spills
Beaker Tongs	Picking up hot beakers	-Pick beaker up securely at top or in the middle. -Move slowly to avoid spills.
Microscope	Viewing microscopic specimens	They are expensive and fragile; be careful.
Triple Beam Balance	Weighing objects	-Be gentle with balance -Make sure objects are secure
Thermometer	Measuring temp.	Fragile, be gentle
Stirring rod	For stirring mixtures	-Be careful it’s fragile -Stir slowly to avoid spills.
Erlenmeyer Flask	Sealable container, good for heating	Fragile, use gloves when hot.