Mr. Meles' Blog: 2016

Tuesday, 7 June 2016

Chapter 1 Links for Review

1.1 Crossword

https://sciencesource.pearsoncanada.ca/puzzles/puzzle_01_1/

1.2 Crossword

https://sciencesource.pearsoncanada.ca/puzzles/puzzle_01_2/

1.3 Crossword

https://sciencesource.pearsoncanada.ca/puzzles/puzzle_01_3/

1.1 Quiz

https://sciencesource.pearsoncanada.ca/quizzes/quiz_01_1SLjG2.htm

1.2 Quiz

https://sciencesource.pearsoncanada.ca/quizzes/quiz_01_2vRCiM.htm

1.3 Quiz

https://sciencesource.pearsoncanada.ca/quizzes/quiz_01_35YRu2.htm

Read about food chains

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

Food Chain Examples

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

Brain Pop Video on Food Chains

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

Brain Pop Food Chain Game

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

Desert Food Web Example

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

Boreal Forest Food Web Example

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

Temperate Rain Forest Example

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

Practice Food Webs

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

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 and food webs

Friday, 27 May 2016

Chapter 10 Links for Review

Wednesday, 25 May 2016

Chapter 10 Test will be on Friday June 3rd, 2016

Chapter 10 Test Study Guide

Review the following:

Textbook Section 10.1

1. All 10 forms of energy
2. How energy can be transformed from on type of energy to another; e.g., a candle burns chemical energy and it is changed to light energy and thermal energy.

Review Section 10.2

1. The definitions of temperature, heat, and thermal energy. Understand the difference between these three.

Review Section 10.3

1. Review how solids, liquids and gases behave when heated or cooled. (Expansion and Contraction)
2. Understand how we apply our knowledge of solids liquids and gases expanding and contracting in our daily lives; e.g., leaving space for air at the top of sealed bottles of liquids. (Review package worksheets)

10.4

1. Review the three forms of thermal energy transfer (conduction, convection, and radiation) and how they work.
2. Understand how we apply our knowledge of thermal energy transfer; e.g., wearing light clothes on hot days.

Key Terms

□ chemical energy

□ conduction

□ convection

□ convection current

□ elastic energy

□ electrical energy

□ energy

□ energy transformation

□ fluids

□ gravitational energy

□ heat

□ infrared waves

□ light energy

□ magnetic energy

□ mechanical energy

□ nuclear energy

□ particle theory of matter

□ thermometer

□ radiation

□ sound energy

□ temperature

□ thermal energy

Chapter 10 Notes

Here are some notes for section 10.2 and 10.3

Temperature – The average speed of the particles in a substance (we use a thermometer to take the temperature)

Heat – Is the thermal energy transferred from an area of higher temperature to lower temperature

Thermal Energy – This is the total energy of moving particles in a solid, liquid, or gas (requires measurement of mass and speed of particles)

Conduction

· The transfer of heat through a solid or between a solid and another solid, a liquid, or a gas that is in contact with it

· Conduction can also occur from liquid to solid and gas to solid.

· Conduction always occurs from a warmer region to a cooler region.

· Conduction occurs when warmer particles bump into cooler particles making them vibrate faster.

· Metals are better heat conductors than non-metals because free electrons carry heat quickly through the material.

Convection

· Convection - The transfer of thermal energy by moving particles in fluids

· As the particles of fluids (gases and liquids) are heated, they move faster and expand; this expansion makes the fluids less dense so they rise

· When warmer fluids rise, cooler fluids move downwards; this creates a “convection current”

· The convection current continues in a pot of soup because the warmer soup particles in a pot cool when they make contact with the air and then sink. These particles are heated again once they meet the bottom of the pot.

· Convection currents help heat your home through your furnace heating system.

Radiation

· Radiant energy is the transfer of energy by invisible waves given off by the energy source

· These invisible waves are called infrared waves (a type of electromagnetic wave from the sun)

· Infrared waves are given off by all heat sources, including you

· Heat is radiant energy from the sun that reaches your skin

· Radiant energy warms up objects when the waves of radiant energy come into contact with matter making the particles vibrate faster

Answers to Conduction and Radiation Worksheets

Answers to Conduction Worksheet

1. On a cold winter day, why would an iron post in a park feel much colder to the touch than a wooden bench?

Iron is a better heat conductor than wood. The iron will conduct the heat away from your hand faster than wood; this makes your hand feel colder when you touch iron

2. Potatoes cook from the outside in.

a) Why does a small potato cook faster than a large potato?

Smaller potatoes have fewer particles, so heat takes less time to reach the centre.

b) Why does sticking a metal skewer through the middle of a potato make it cook faster?

Heat will be conducted through the skewer into the centre of the potato and it will cook from the inside out.

Answers to Radiation Worksheet

1) Radiation waves are absorbed by the person in front of you so you do not feel the heat.

2) White clothing reflects infrared radiation and black clothing will absorb this radiation.

3) The shiny suits will reflect the strong heat radiation from the sun so the astronauts do not overheat.

4) Insulation is a poor heat conductor and it contains glass pieces to reflect heat back into your home.

5) In summer, heat is reflected out into the environment and in winter, heat is reflected back into your home.

Thursday, 19 May 2016

Thermal Energy Transfer Videos Viewed in Class

Answers to the Expansion and Contraction Worksheets

Solids Expanding and Contracting in our Daily Lives

Why is it important to place gaps at regular intervals in sidewalks?

In the summer the sidewalk expands and in the winter it contracts. The gaps allow space for the expansion and contraction so the sidewalk doesn’t crack.

Concrete and steel expand at almost the same rate. Explain why this is important in the construction of tall buildings.

If they did not expand and contract at the same rate, there would be many cracks in the building and it might fall down.

Gases Expanding and Contracting in our Daily Lives

Explain how a hot air balloon is lifted from the ground.

When the gas particles inside the hot air balloon are heated, they expand and some escape from the bottom of the balloon. This causes there to be fewer air particles inside the balloon then outside the balloon. The less dense hot air will float on more dense cold air so the balloon rises.

c) Once in the air, the burner is turned off and the balloon drifts along with the wind. What will eventually happen to the air inside the balloon?

Cooler air will enter the balloon and the air inside will become more dense. The balloon will begin to go down.

Liquids Expanding and Contracting in our Daily Lives

A bowl of hot soup was left on the table to cool. After a few minutes, the amount of soup in the bowl appeared to have decreased? Why?

The soup may have cooled down and there seems to be less soup because the particles become closer together (contract) and become denser.

When manufacturers pack liquids into bottles and jars, they leave a small space at the top before putting on the lids. Why?

The space allows for the liquid to expand without causing the bottle to break.

Mercury expands and contracts faster than alcohol. Which liquids would be better in a thermometer?

Mercury will tell the temperature faster, but it will also contract faster so it will drop more quickly making it harder to read the temperature. Also, mercury is poisonous!

Monday, 16 May 2016

Hot Air Balloon Video Viewed in Class

Eureka Videos Viewed in Class

Monday, 4 April 2016

Chapter 8 Test Study Guide

Chapter 8 Key Terms

□   alloy
□   concentrated solution
□   concentration
□   dilute solution
□   insoluble
□   saturated solution
□   saturation point
□   solubility
□   solute
□   solvent
□   supersaturated solution
□   unsaturated solution

□ universal solvent

□ rate of dissolving

Separation Methods

□ filtration

□ magnetism

□   evaporation
□   flotation
□   distillation
□   paper chromatography
□   sifting
□   settling

□ sorting

□ separation funnel

□ picking out with tongs

Areas to Review

What factors affect the rate of dissolving? How do these factors affect the rate of dissolving?
How can a solution be made more concentrated or less concentrated?
What are the 2 different meanings of the term “solubility”? (There is a qualitative and quantitative definition)
Calculate the concentration of of a solution in grams/100 mL and describe it as a concentrated or dilute solution
Complete the check and reflect questions in Chapter 8. They will be taken up in class.

Remember! you can access the textbook online from home!

Chapter 8 Review Activities

Wednesday, 30 March 2016

Filtration Worksheets Due on Monday April 4th

Please submit all completed worksheets for the filtration project on Monday April 4th.

Monday, 7 March 2016

Rate of Dissolving Lab Due Date

The rate of dissolving lab is due for all classes on:

Friday March 11th, 2016

I will collect the labs from all students by lunch so please bring your completed lab to Your period 3 class.

Wednesday, 2 March 2016

Dear Parents

Thank you for following my blog!

The TDSB has asked teachers to begin using Google Classroom. This is an app that allows students to download and upload documents from the site as well as complete quizzes, watch videos, etc.

I will continue updating the blog with assignment due dates, test dates, as well as study guides; however, it is important that every student is accessing the Google Classroom for additional materials.

I have included information in previous posts to help students access the Google Classroom. If your child has forgotten his or her username/password, I will happily help them upon request.

Please email me at anthony.meles@tdsb.on.ca with any questions or concerns.

Thank you,

Anthony Meles

Tuesday, 23 February 2016

Link to google classroom

Follow the link below to Google Classroom and use your username and password from school to log in.

https://classroom.google.com/u/1/h

Tuesday, 16 February 2016

Google Classroom Access and Class Codes

To access Google Classroom, you will first need to enter Academic Workspace.

To enter Academic Workspace

1. Google TDSB Academic Workspace and select first link
2. Enter you login and password you use at school; remember your user name is your student number

To enter Google Classroom

1. Click on the Google Apps tab and select Classroom

To join your class

1. Click on the + sign beside your name in the top right hand corner of the page
2. Select Join class
3. Enter your class code:

7A: ymg2d4
7B: xewfpl
7C: sd7jjcm
7D: nrh2k02
7E; jik5rg

Congratulations! Your in!

Thursday, 11 February 2016

At this point, some classes are brainstorming filter designs. Please follow these steps when brainstorming:

1. Read about water filter design by exploring the links provided below

2. Consider what would be a good design for a water filter?

3. Using the brainstorming worksheet provided in class, draw a filter you believe would work well to separate a mechanical mixture

4. Remember to add detailed notes to your diagram that explains the rationale behind the materials and design you used

5. You will also need to include estimated measurements for your design; remember that the filter must fit inside a 30 cubic centimeter box

Links to explore:

http://www.instructables.com/id/coffee-cup-water-filter/

http://www.hometrainingtools.com/a/water-filtration-science-project/

http://www.kindergarten-lessons.com/nature_education.html

http://www.ourtravellifestyle.com/tips-and-planning/travel-tips/science-fun-experiments-travel-kids/

http://www.science-sparks.com/2013/07/12/filtering-water/

http://www.doctordirt.org/teachingresources/soilfilter

https://crayonswandsandbuildingblocks.wordpress.com/tag/inquiry/

http://www.h2ouniversity.org/html/3-5_sci_clean_water.html

http://kitchenpantryscientist.com/survival-science-water-filters/

https://www.youtube.com/watch/?v=0K3skAECZRI

Wednesday, 10 February 2016

Section 8.1 Notes

Solutions: Concentration and Solubility

Solutions

are homogeneous mixtures
have the same appearance throughout

Alloys – a special name for solid solutions (e.g., steel)

Solute – the substance that dissolves

Solvent – the substance which does the dissolving

E.g., in sugar and water, the water is the solvent and the sugar is the solute

Water – The Universal Solvent

Water is able to dissolve many different solids, liquids and gases

Not all substances are soluble in water; e.g., fat is insoluble in water

Solubility

Solubility can be defined as:

a) the relative ability of a solute to form a solution when added to a certain solvent

b) the maximum amount of solute you can dissolve in a fixed amount of solvent at a given temperature

Forming a Solution

To form a solution, the solute particles must be attracted to the solvent particles; e.g., salt particles are attracted to water particles

We can say that salt is soluble in water because it dissolves in water

Salt and olive oil will not form a solution because the salt particles are not attracted to the oil particles

We can say that salt is insoluble in olive oil because it does not dissolve in olive oil

Concentration – Qualitative

A concentrated solution: A solution that contains a lot of dissolved solute compared to the amount of solvent; e.g., a can of frozen orange juice

A dilute solution: A solution that contains very little solute compared to the amount of solvent; e.g., a solution of water and the can of frozen orange juice

Concentration – Quantitative

The concentration of a solution can be written as the amount of solute dissolved in a specific amount of solvent.

For example, if 5 grams of salt are dissolved in 500 milliliters of water; the concentration is 5g/500mL

Often we reduce this to a value out of 100mL; so it can be written as 1 gram/100mL

This can also be called a 1 percent solution; this means that for 100mL of solvent there is 1g of solute dissolved in it

Saturation

Saturation: The maximum amount of solute that can be dissolved in a certain amount of solvent at a certain temperature

Saturated Solution: one that has been saturated; no more solute can be dissolved

Saturation Point: The point at which no more solute can be dissolved in a fixed volume of solvent at that temperature

If more solute can be dissolved into a solvent at a given temperature, then it is called an unsaturated solution.

Sometimes a saturated solution can be cooled below a critical temperature to form a supersaturated solution. This type of solution contains more solute that would normally be dissolved in the solution.

Tuesday, 9 February 2016

Winnipeg Water Advisory 2015

Monday, 8 February 2016

Non-Newtonian Fluids Videos

Wednesday, 3 February 2016

Review Activities for Chapter 7 Test

Chapter 7.1 Quiz

http://www.sciencesource.ca/quizzes/quiz_07_1BOmTe.htm

Chapter 7.2 Quiz

http://www.sciencesource.ca/quizzes/quiz_07_2b3Xn9.htm

Chapter 7 Quiz

http://wps.pearsoned.ca/ca_school_ontarioscience_7-8/102/26140/6692048.cw/content/index.html

Chapter Labeling Practice

http://www.sciencesource.ca/resources/gr7_matchquiz_ch07/

Chapter Matching Practice

http://www.sciencesource.ca/resources/gr7_matchquiz_ch07/

Chapter 7.1 Crossword

https://sciencesource.pearsoncanada.ca/puzzles/puzzle_07_1/

Chapter 7.2 Crossword

https://sciencesource.pearsoncanada.ca/puzzles/puzzle_07_2/

Tuesday, 2 February 2016

Eureka Videos About Particle Theory

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.

Friday, 29 January 2016

Chapter 7 Test Study Guide

Here is the study guide for your upcoming Chapter 7 Test on Friday February 5th, 2016

Classifying mixtures:

pure substances and mixtures
heterogeneous mixtures (mechanical mixtures) and homogeneous mixtures (solutions)
Provide examples of these substances

Review the 6 points of the particle theory of matter
Review the behaviour of particles in solids liquids and gases
Review the 6 changes of state and the diagram in the package; review which changes of state require energy and which require energy to be removed to occur
Understand how and why substances change state according the the particle theory
Review the difference between heat and temperature

Key Terms

Matter
Pure Substance
Solid, liquid, gas
Mixture
Homogeneous
Heterogeneous
Homogeneous mixture (Solution)
Heterogeneous mixture (Mechanical mixture
The particle theory of matter
Temperature
Heat
Change of state
Evaporation
Boiling
Condensation
Melting
Solidification (freezing)
Sublimation
Deposition

Thursday, 28 January 2016

Changes of State Videos Viewed in Class

Changes of State

Wednesday, 27 January 2016

Three States of Matter Notes

SOLID

Solids have very low kinetic energy (the energy of movement)
The particles vibrate in place
Solids have a definite shape and volume (they cannot be compressed)
The particles are very close together
The particle attraction is very strong

LIQUID

Liquids have high kinetic energy
The particles are able to move past each other
Liquids take the shape of the container they are in (they do not have a definite shape)
Liquids have a definite volume (they cannot be compressed into a smaller space)
There are spaces between the particles
The particles have low particle attraction

GAS

Gases have very high kinetic energy
Gas particles move freely
The particles fill the space they are in (they do not have a definite shape or volume)
Gases CAN be compressed into smaller spaces
There are very large spaces between the particles
The particles have very low particle attraction

*** Kinetic energy increases as you move from SOLIDS to GASES

*** Particle attraction decreases as you move from SOLIDS to GASES

Monday, 25 January 2016

Classifying Materials Worksheet Answers

Material	Heterogeneous or homogeneous	Reason
Honey	Homogeneous	If there are no bubbles, all parts of the honey look the same
Yogurt with fruit	Heterogeneous	We see the yogurt and the fruit separately
Marshmallow	Heterogeneous	The inside is sticky and the outside is dry and powdery
Raisin bread	Heterogeneous	There are raisins and the bread which can be easily identified
Orange juice with pulp	Heterogeneous	We can see solid pulp and liquid orange juice
Vanilla ice cream	Homogeneous	All parts of the vanilla ice cream look the same
Concrete sidewalk	Heterogeneous	Contains many different small rocks
Plastic cup	Homogeneous or heterogeneous	Depending on the cup, there may be different colours or textures
Ketchup	Heterogeneous	The liquid portion separates from the solid portion
Sand	Heterogeneous	Sand is made up of crushed rocks or different colours and materials

Chemistry! Hooray!