Next Generation Science Level 5 - Activity Book B

Science for the Next Generation

Science Gra d e F i ve

Activity Book

B

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

Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

The Next Generation Science activity books include the follow features:

AB Activity

Activity 5.1

move are touching. Gently on the frosting so they sliding Place two crackers another. Repeat by rse they slide past one is modeling transve the crackers so that ns. This movement them in opposite directio observations. plates Record your boundaries of tectonic

4.

nics Modeling Plate Tecto Materials • crackers

Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.

• powdered sugar

• paper plate

Procedure sugar with water Mix the powdered frosting will to create frosting. The . represent Earth’s magma

1.

5.

the plate to a Spread the icing on 2 cm. thickness of about

2.

3.

are touching. Place on the frosting so they together. This Place two crackers and gently push them ries of tectonic a finger on each cracker g convergent bounda movement is modelin observations. plates Record your

s are touching. The cracker on the frosting so they on each cracker and Place two crackers plates. Place a finger nt represent Earth’s tectonic ent is modeling diverge s apart. This movem tions. gently pull the cracker Record your observa plates. tectonic of boundaries

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Engineer It!

Engineer 124It!

Storing Water

Draw a Model

The amount of precipitation in a region changes throughout the year.

This results in changes to the amount of fresh water available for people to use.

To help make water available all year round, people often store water in reservoirs.

Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.

Draw a labeled diagram of your

Imagine the town you live in has a shortage of water due to a drought.

The weather forecast has predicted heavy rains to fall over the coming weeks.

Work in groups to design, test and build a model of a water storage structure for your town to ensure it has a steady supply of water after the rains pass.

Materials List the materials you will use

to build your structure.

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4.

Review

Review Topical questions at the end of each chapter for formative assessment.

design.

ems Energy in Ecosyst

in e in an abiotic factor le where a chang stem.

Provide an examp factors in an ecosy can affect the biotic

1.

2.

le of a population

Provide an examp

that all of the model to show energy from , draw a simple back to the light In the space below stem can be traced energy in an ecosy the Sun. 137

an ecosystem

stem. in a coral reef ecosy

5.

3.

Complete the table.

Role Producer

Description

nce between a What is the differe

food chain and

Example

a food web?

stem than there mers in an ecosy

6.

more primary consu Why are there are top predators?

Primary Consumer Secondary Consumer Tertiary Consumer 123 Top Predator 122

ii

Contents Unit 6 - Earth’s Systems

2

Unit 7 - Space

36

Unit 8 - Forces and Interactions

76

Unit 9 - Matter and Materials

114

Unit 10 - Energy

156

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Activity 6.1

Earth’s Spheres 1. Write the things you know about each Earth system. As you progress through this unit, write the things you learn about each system.

Things I know about the geosphere:

Things I learned about the geosphere:

Things I know about the hydrosphere:

Things I learned about the hydrosphere:

2

Things I know about the atmosphere:

Things I learned about the atmosphere:

Things I know about the biosphere:

Things I learned about the biosphere:

2. Provide an example whereby interactions between two or more Earth systems work together to help the Earth function as a whole.

3

Activity 6.2

Geosphere – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The of

is all of the rock and the inorganic parts .

(b) The geosphere includes all the layers of the from the crust to the (c)

.

The part of the geosphere we are most familiar with are the Earth’s

rocky

and

floor.

2. Why is the humus in soil not part of the geosphere?

3. Would the coral in the photograph below be considered part of the geosphere? Explain your answer.

4

4. Draw a labeled model to show the interactions between the geosphere and the atmosphere.

5. Draw a labeled model to show the interactions between the geosphere and the hydrosphere.

5

Activity 6.3

Hydrosphere – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The hydrosphere is the combined mass of all of the

on Earth.

(b) The hydrosphere includes

(c)

,

in all three states – and

The vast majority of the hydrosphere is

. in the

which accounts for about of all water on Earth.

2. In the space below, draw a labeled graph to show how fresh water is distributed on Earth.

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3. Draw a labeled model to show the interactions between the hydrosphere and atmosphere.

4. Draw a labeled model to show the interactions between the hydrosphere and biosphere.

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Activity 6.4

Atmosphere – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The Earth’s atmosphere is the

of

that surrounds the Earth.

(b) The Earth’s atmosphere is held in place due to the

of the Earth itself.

2. In which layer of the atmosphere is air pressure the highest?

Why is this so?

3. Briefly describe how air pressure changes with height.

8

4. In the space below, draw a labeled graph to show the gases that make up the Earth’s atmosphere.

5. Draw a labeled model to show the interactions between the atmosphere and biosphere.

9

6. Label the layers of the atmosphere.

10

7. Provide a brief description of the five layers of the atmosphere. (a) Layer name:

(b) Layer name:

(c)

Layer name:

(d) Layer name:

(e) Layer name:

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Activity 6.5

Biosphere – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The biosphere is all of the (b) contain a biosphere. (c)

on a planet.

is the only

known to

The vast majority of life exists between a few hundred

meters below the about

to an altitude of .

2. Why are there fewer organisms in the Earth’s biosphere in the ocean at depths greater than a few hundred meters?

3. Explain why the Earth’s biosphere continually interacts with Earth’s geosphere, hydrosphere and atmosphere.

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4. Draw a labeled model to show the interactions between the biosphere and geosphere.

5. Describe how pollution to the Earth’s atmosphere could impact the Earth’s biosphere.

6. Describe how pollution to the Earth’s hydrosphere could impact the Earth’s biosphere.

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Engineer It!

Life on Mars Earth is the only place in the universe known to contain life. Scientists believe that Mars, the fourth planet from our Sun, may be able to sustain life if an artificial capsule was built to overcome many of the conditions on Mars that make it uninhabitable.

Read about the conditions on the surface of Mars that make it unsuitable to sustain life.

Then, in small groups, design and build a capsule on Mars that will support a human colony.

Conditions on Mars Atmosphere Mars does not have air as found in the Earth’s atmosphere.

Its atmosphere is made of about 95% carbon dioxide and less than 1% oxygen.

Temperature Mars has an average temperature of about −60°C, although it can vary from −140°C near the poles during the winter to as much as +20°C at midday near the equator.

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Surface Mars has a rocky surface covered in sand and fine, red dust. There are many landforms similar to those on Earth, including volcanoes, mountains and open plains littered with rocks and boulders.

Soil samples taken by Mars rovers suggest it contains some minerals that could support plant growth. Mars has two polar ice caps which scientists believe hold large amounts of frozen water.

With much less mass than the Earth, the gravity on Mars is about 38% that of Earth.

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Make a Plan

Describe how your design will support life on Mars.

Show it to your teacher before you begin construction.

Draw a Model Draw a labeled model of your design.

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Analyze and Interpret Describe how your design provides solutions to the problems presented by the conditions on Mars.

1. How will people and other organisms get the air and water they need to survive?

2. How will your design provide enough food for the people and other organisms on Mars?

3. How did you solve the problem of the cold temperatures on Mars?

4. What do you think is the biggest challenge in trying to establish a colony on Mars that can support life?

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Activity 6.6

Biome Research Project In small groups, conduct research on the characteristics of the biomes below. Provide a brief description of the climate, vegetation and organisms in each biome.

Temperate Forests:

Tropical Rainforests:

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Tundra:

Deserts:

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Activity 6.7

Carbon Dioxide–Oxygen Cycle Carbon dioxide and oxygen cycle through the biosphere in three key stages. Write a brief description of each stage and add arrows to show the direction in which the gases cycle.

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Activity 6.8

Create a Mini Water Cycle Materials • clear plastic container

• rocks

• aluminum foil

• cling wrap

• soil

• small potted plants

• bottle cap

Procedure 1. Place soil on the bottom of the container. Carefully transfer the plants and soil from the pots to the container. Place rocks in the container to build a mountain. Put the bottle cap on top of the mountain as shown in the illustration below 2. Use the aluminum foil to create a pond at the base of the mountain and fill it with water.

3. Cover the container with cling wrap. Place a small rock on the cling wrap in the area above the mountain.

4. Place the container in sunlight. Observe the container throughout the day. At the end of the day, remove the cling wrap and observe the bottle cap.

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Observations 1. Describe what you observed on the sides of the container and the cling wrap.

2. Describe what you observed in the bottle cap at the end of your observations. Why did this occur?

3. Draw a diagram of your mini water cycle. Use the words in the box to label the places where each process occurred. evaporation transpiration condensation precipitation

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Analyze and Interpret

1. What caused the water in the container to evaporate?

2. What role did the small plants in the container play in the water cycle?

3. If the container is kept closed for another day, would you expect the amount of water in the container to change? Explain your answer.

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Activity 6.9

Water Cycle – Comprehension 1. Use your textbook to help you fill in the blanks. (a)

is constantly moving in a pattern between

the Earth’s spheres in a process called the

(b) During the cycle, the

. from the Sun causes

water on Earth to

into the atmosphere.

(c) Plants also release

into the atmosphere

through a process called (d) Water vapor

. in clouds and falls back to the

Earth’s surface as

.

(e) The water flows through streams and rivers and collects in

, lakes and the

.

2. List the four main types of precipitation.

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Activity 6.10

Carbon Cycle – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The carbon cycle is the process by which carbon travels

from the to the and

back into the atmosphere. During the carbon cycle, carbon is also stored in the Earth’s

and hydrosphere.

(b) Plants, phytoplankton and other

organisms

take in carbon dioxide from the

to produce

and store carbon-based food in the form of

.

(c) Carbon-rich food is passed to non-photosynthetic organisms when they feed on

. During cellular , energy is released from food and carbon

dioxide is produced. (d) Carbon is

in the bodies of organisms. When

an organism dies, the carbon is the

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.

back into

(e) Decomposed organisms can be stored deep underground as

. The carbon in

is released back into the atmosphere when people extract and

the fuels.

2. Describe what happens to the carbon stored in wood when the wood is burnt during a fire.

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Activity 6.11

Nitrogen Cycle – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Nitrogen is the most abundant

in our

. It makes up around

of the gases in air. Nitrogen is important to all forms of

. It makes up part of the

material in cells and is used to build

that

perform a large range of cell functions. (b) The nitrogen in the atmosphere cannot be used directly by most

. It first must move into

, change form and be taken in by

.

(c) Decomposers release nitrogen back into the

. This movement of nitrogen between

the atmosphere and the soil in the the nitrogen cycle.

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is called

(d)

Nitrogen that enters the soil from the

changed by nitrogen-fixing

is into nitrogen

compounds that can be used by

.

(e)

take in nitrogen compounds through their

which is used to carry out cell processes.

get the nitrogen they need by consuming

plants and other organisms that consume plants.

(f) Nitrogen is released back into the

by as they decompose dead organisms and their wastes.

2. As the most abundant gas in the atmosphere, Jordan thinks humans get the nitrogen they need when they breathe in air. Is Jordan correct?

Explain your answer.

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Activity 6.12

Modeling the Rock Cycle Materials • wax crayons in different colors

• potato peeler

• aluminum foil

• Bunsen burner

• ice and water

• tongs

Procedure 1. Take some different color crayons and use the potato peeler to make a pile of crayon shavings. This process models the weathering of rocks. The shavings represent sediment.

2. Place the shavings onto a sheet of aluminum foil. Fold the foil so that the shavings are enclosed inside.

3. Apply pressure to the foil packet using your hands. Place the foil on the floor and stand on it for 10 seconds.

4. Open the foil packet and observe the compacted shavings inside. These shavings represent sedimentary rock.

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5. Place the compacted shavings back into the foil. Your teacher will use the tongs to place the foil over a Bunsen burner flame for 10 seconds.

Allow the foil to cool before opening.

The contents inside represent metamorphic rock. Record your observations.

6. Take a new sheet of aluminum foil and mold it into a small open container.

Place your metamorphic rock inside.

Your teacher will use the tongs to place the foil over a Bunsen burner flame for 10 seconds.

7. Your teacher will slowly pour the molten crayon into the ice water. This will model the cooling and solidification of magma to form igneous rock.

Record your observations.

Observations Label the type of rock each part of the activity modeled.

Write a brief description of what you observed.

(crayon shavings)

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(compressed crayon shavings)

(compressed and heated crayon shavings)

(molten crayon cooled in ice water)

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Analyze and Interpret 1. Describe how the crayon shavings model the weathering of rock.

2. How did the shavings combine to form sedimentary rock?

3. List some similarities and differences between your sedimentary rock and your metamorphic rock.

4. Describe how pouring molten crayons into ice water models the formation of igneous rock.

5. Describe the similarities and differences between your metamorphic rock and your igneous rock.

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Review

Earth’s Systems 1. Riley thinks fish are part of the hydrosphere as they live in water. Do you think Riley is correct? Explain your answer.

2. To which sphere does the sand in a desert belong?

Explain your answer.

3. How do animals get the nitrogen they need?

4. Where is most of the water on Earth found? Why is this water not suitable for human consumption?

5. Where is most of the fresh water found on Earth? Why is this water not readily available for human consumption?

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6. What is transpiration?

7. What is groundwater? To which sphere does it belong?

8. Describe the interactions that take place between plants and animals in the carbon dioxide–oxygen cycle.

9. Which gases in our atmosphere are needed to support life on Earth?

10. Explain why air pressure increases in the layers closer to the Earth’s surface.

11. Describe how sedimentary rock forms.

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Activity 7.1

Space 1. Write the things you know about space. As you progress through this unit, write the things you learn about space.

Things I know about the solar system:

Things I learned about the solar system:

Things I know about the movement of the Earth in space:

Things I learned about the movement of the Earth in space:

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Things I know about the movement of the Earth’s moon:

Things I learned about the movement of the Earth’s moon:

Things I know about stars:

Things I learned about stars:

2. Write a question about space which you would like to find the answer to. As the unit progresses, come back and write the answer.

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Activity 7.2

Modeling the Earth’s Rotation Materials • modeling clay (blue, green and red)

• wooden craft sticks (skewer)

• flashlight

Procedure 1. Use the blue and green modeling clay to make a model of the Earth about the size of a table tennis ball.

2. Add a piece of red modeling clay to represent the position of your country.

3. Carefully push the craft stick through the model with the pointed end first.

4. Have a friend hold the flashlight a few centimeters above your desk.

Turn off the classroom lights and turn on the flashlight.

5. Place the pointed end of the craft stick on the table. Slowly twist the craft stick at a slight angle to demonstrate the rotation of the Earth.

Discuss the times when your country is experiencing day and night.

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Observations Draw a labeled diagram of your model. Include the flashlight and label day and night.

Analyze and Interpret 1. Why did you tilt the craft stick at a slight angle?

2. When your country was in daylight, which area of the Earth was experiencing night-time?

3. Why are we not able to see the Sun at night?

4. How long does it take the Earth to complete one rotation?

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Activity 7.3

Daily Shadow Patterns Materials • small toy

• ruler or measuring tape

• flashlight

Procedure In this activity, you are going to model the position of the Sun in the sky during the day to observe how it affects the length of shadows. Complete this activity in small groups.

1. Place the small toy on your desk.

2. Hold the flashlight at a position that represents the Sun in the sky at sunrise as shown.

3. Turn on the flashlight. Observe and measure the length of the shadow that forms. Draw the shadow on the next page.

4. Repeat Steps 2 and 3 by holding the flashlight at different positions to represent the position of the Sun in the sky every two hours.

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Observations 1. Write the time of day represented by the position of the flashlight.

Draw each shadow and record its length.

Time: Sunrise

Time:

Shadow length:

Shadow length:

Time:

Time:

Shadow length:

Shadow length:

Time:

Time:

Shadow length:

Shadow length: 41

2. In the space below, represent the data you collected in a bar chart or line graph.

Analyze and Interpret

1. Describe how the length and direction of the shadows changed as you moved the flashlight.

2. What causes the change in the length and direction of the shadows we see during the day?

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Activity 7.4

Earth’s Orbit and Seasons – Comprehension 1. Use your textbook to help you fill in the blanks. (a) As the Earth rotates about its

, it also

revolves in a curved path, called an the Sun.

, around

(b) One complete orbit of the Sun is called a (c)

.

As the Earth orbits the Sun, the part tilted

the Sun gets more direct sunlight and is in

.

At the same time, the part tilted

the Sun

gets less direct sunlight and is in

.

(d) During fall and spring, both amounts of

receive similar .

2. How long does it take the Earth to complete one revolution of the Sun?

3. At what angle is the Earth tilted on its axis?

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4. Draw the Earth’s position for each season in the Northern Hemisphere.

Add arrows to show the direction of the Earth’s orbit. Label the seasons.

5. Describe how the Earth’s orbit affects the climate throughout the year in your region.

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Activity 7.5

Moon Diary 1. Observe the moon in the night sky every two days for 28 days. Record your observations by drawing the moon and recording the time and date of the observation. Name the phase of the moon. If the moon is not visible due to cloudy weather, use your textbook to draw and name the moon phase.

Date:

Time:

Phase: Date:

Phase:

Date:

Time:

Phase: Time:

Date:

Time:

Phase: 45

Date:

Time:

Phase: Date:

Phase: 46

Time:

Phase: Time:

Phase: Date:

Date:

Date:

Time:

Phase: Time:

Date:

Phase:

Time:

Date:

Time:

Phase: Date:

Phase:

Date:

Time:

Phase: Time:

Date:

Time:

Phase:

2. What causes the moon to appear to change its shape?

3. Ethan observed a first quarter moon on Saturday night. What phases of the moon will he observe the on the following two Saturday nights?

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Activity 7.6

The Sun – Comprehension 1. Use your textbook to help you fill in the blanks. (a) A star is a very large, hot ball of glowing that is held together by

.

(b) Stars give out large amounts of and (c)

.

About

kilometers from Earth lies our

nearest star, the

.

(d) The light and heat produced by the Sun is caused by

in its

.

2. Why are astronomical units (AU) used to measure distances in the solar system?

3. Why is the Sun the only star we can see in the sky during the day?

4. Why do the stars we see in the sky at night appear small and less bright than our Sun?

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5. Label the parts of the Sun.

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Activity 7.7

Inner Planets Fact Sheet Watch the video ‘The Inner Planets’ or research online to help you complete these fact sheets.

Mercury Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

Venus Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

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Earth Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

Mars Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

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Activity 7.8

Outer Planets Fact Sheet Watch the video ‘The Outer Planets’ or research online to help you complete these fact sheets.

Jupiter Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

Saturn Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

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Uranus Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

Neptune Diameter (km): Distance from Sun (million km): Length of a day (hours): Length of a year (days): Number of moons: Ring system?: Yes No

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Activity 7.9

Orbit Distance and Time Like the Earth, all of the planets in the solar system orbit the Sun. In this investigation, you will use a model to demonstrate how a planet’s distance from the Sun affects the time it takes to orbit the Sun.

Materials List the materials you will use to make your model.

Procedure Write the steps you will take.

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Observations Draw the model you used and record your observations below.

Analyze and Interpret 1. Based on your observations, how does a planet’s distance from the Sun affect its orbit?

2. How did your model provide evidence to support your claim?

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Activity 7.10

Other Solar System Objects Label the objects and provide a brief description of each object.

Object: Description:

Object: Description:

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Object: Description:

Object: Description:

Object: Description:

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Activity 7.11

NASA Space Missions Research Project 1 On November 26, 2011, NASA launched the Mars Science Laboratory (MSL) mission to Mars. The mission successfully landed a robotic rover, Curiosity, on the surface of the planet. It carried out a number of scientific tests on the rocks and soil and also took measurements of the Martian atmosphere.

Conduct research on this MSL mission and the Curiosity rover to complete the project on these pages.

The Curiosity rover

Mission name: Launch date:

Mission duration:

Launch location:

Rocket used:

What were the objectives of the mission?

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These are my favorite images from the mission.

What is an interesting fact about this mission?

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Activity 7.12

NASA Space Missions Research Project 2 Choose a NASA mission below. Research the mission and complete the project on these pages.

STS-1 Columbia

Voyager

Apollo 11

Mission name: Launch date:

Mission duration:

Launch location:

Rocket used:

What were the objectives of the mission?

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Mars 2020

These are my favorite images from the mission.

What is an interesting fact about this mission?

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Engineer It!

Comparing Spacecrafts An important part of engineering is comparing and evaluating the effectiveness of other objects that have been designed to solve the same problem. This allows engineers to identify the strengths and weaknesses of existing designs and use this information to improve a design and develop a more effective solution.

Now it’s your turn to be an engineer! In this activity, you are going to compare and evaluate the effectiveness of an existing spacecraft, then design your own new and improved spacecraft.

Apollo Spacecraft Crew module diameter: 3.9 m (12.8 ft) Crew size: 3 Service module length: 7.7 m (25.4 ft) Service module mass: 23,244 kg (54,000 lb) Power in space: fuel cells Landing: water Docking: Lunar module Main missions: Earth’s moon Galley (kitchen): No Waste management system: No Back-up landing engines: No 62

Apollo service module and crew module

Orion Spacecraft Crew module diameter: 5 m (16.5ft) Crew size: 4-6 Service module length: 4.8 m (15.7 ft) Service module mass: 12,473.8 kg (27,500 lb) Power in space: solar Landing: water Docking: Lunar multi-purpose Main missions: Earth’s moon, Mars and asteroids Galley (kitchen): Yes Waste management system: Yes Back-up landing engines: Yes

Orion service module and crew module

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1. Evaluate each spacecraft by listing their strengths and weaknesses.

Apollo Spacecraft Strengths:

Weaknesses:

Orion Spacecraft Strengths:

Weaknesses:

2. Which spacecraft do you think is more effective in carrying astronauts and sustaining them in space? Explain your answer.

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3. Design and draw a labeled model of a more effective spacecraft that makes use of your evaluation of the Apollo and Orion spacecraft designs.

4. Explain how your spacecraft design improves on the designs of Apollo and Orion.

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Activity 7.13

Movement of Stars Across the Sky As a class, plan and conduct an investigation to observe and track the movement of stars across the night sky.

Materials List the materials you will use.

Procedure Write the steps you will take.

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Observations Use the space below to record your observations.

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Analyze and Interpret

1. Describe how the stars moved across the sky. In which direction did the stars move?

2. Did the stars directly overhead move differently to those closer to the horizon? If yes, describe the difference in their paths.

3. What causes the apparent movement of the stars in the night sky?

4. Your younger sister thinks that stars rise in the evening and set in the early morning. She thinks there are no stars in the sky during the day.

Is she correct? Provide an explanation with your answer.

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Activity 7.14

Light Brightness and Distance Materials • flashlight

• light meter

• tape measure

• tape

• graph paper

• chair

Procedure 1. Use tape to attach a sheet of graph paper to your classroom wall.

2. Use tape to attached the flashlight to a chair and use the tape measure to measure a distance of 20 cm from the flashlight to the graph paper.

3. Turn off the lights in your classroom.

4. Turn on the flashlight and trace the bright area of light made by the flashlight on the graph paper.

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5. Use the light meter to measure the brightness of the light. Record your observations.

6. Repeat Steps 4 and 5 as you move the chair and flashlight further apart by 20 cm each time until you reach a distance of 100 cm.

Observations Use the space below to record your observations.

Distance

20 cm

40 cm

60 cm

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Sketch of bright spot

Measured brightness

80 cm

100 cm

Analyze and Interpret 1. Describe how the size and intensity of the bright spot on the graph paper changed as the flashlight was moved further away.

2. What can you conclude about the brightness of light and the distance from the light source?

3. Use the findings from this activity to explain why stars appear faint in the sky even though they are as large and bright as our own Sun.

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Activity 7.15

Observing Constellations 1. As a class, conduct research about the constellations that appear in the night sky in your region. List them below.

2. Observe the night sky at home and try to spot constellations.

Draw the stars that make up each constellation. Connect the stars with straight lines. Label the constellation.

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Activity 7.16

Stars and Galaxies 1. Why is the Sun the only star we can see in the sky during the day?

2. What is the brightest star in the sky at night?

Why is it brighter than other stars?

3. What unit of measurement is used to measure the distance between stars? Why is this unit used?

4. Use the Venn diagram to compare and contrast galaxies and the universe.

Galaxy

Universe

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Review

Space 1. List two patterns of daily change that occur as the Earth rotates on its axis.

2. What season will the Northern Hemisphere be in when it is summer in the Southern Hemisphere? Why does this occur?

3. What causes the phases of the moon?

4. How long does it take for:

(a) the Earth to complete one full rotation?

(b) the Earth to complete one full revolution of the Sun?

(c)

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the Earth’s moon to complete one full revolution of the Earth?

5. How far is the Sun from the Earth?

6. True of false. (a) The moon is the smallest planet in the solar system. (b) Jupiter and Saturn are gas giants. (c)

The inner planets do not have moons.

(d) All of the outer planets have moons. (e) Saturn is the second largest planet in the solar system. (f) Earth and Mars are the only planets known to contain life.

7. What causes a comet to form a tail?

8. How does a star’s distance from Earth affect its apparent brightness?

9. Why is our Sun the only star visible in the sky during the day?

10. What is a galaxy?

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Activity 8.1

Paper Airplane Challenge Materials • sheets of scrap copy paper

• trundle wheel or measuring tape

• rocks or sticks

Procedure 1. Work in pairs to design a paper airplane that will travel the longest distance when thrown. You may wish to research designs online.

2. Fold your paper airplane using the scrap copy paper. Follow your design as closely as possible.

3. In the schoolyard, use the trundle wheel to mark out one-meter intervals to a distance of 20 meters. Use rocks or sticks to mark the intervals.

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4. Take two turns each throwing the paper airplane. Record the distance it flies each time. Record your results in the table provided.

5. Observe the paper airplanes of other groups. Work with your partner to improve and adjust your design. Repeat Step 4 with your adjusted design.

Observations Draw a diagram of your paper airplane. Label its features.

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Throw 1 (meters)

Throw 2 (meters)

Throw 3 (meters)

Throw 4 (meters)

Best Throw (meters)

Design 1

Design 2

Analyze and Interpret

1. Describe the motion of your paper airplane when it was thrown.

2. Which design produced the longest flight? Explain why you think this design resulted in a longer flight.

3. Compare and contrast your design with that of other groups.

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Activity 8.2

Average Speed 1. Calculate the average speed, distance or time.

A car travels 75 kilometers in 2 hours. Find its average speed.

How long would it take Riley to hike 12 kilometers at an average speed of 3 km/h?

Average speed:

Time:

An airplane traveled at an average speed of 900 km/h for 12 hours. How far did it travel?

A snail moves at an average speed of 10 cm/min. How long will it take to move 2 meters?

Distance:

Time:

A train travels 225 kilometers in 5 hours. Find its average speed.

A fighter jet travels at an average speed of 1,300 km/h for 2.5 hours. What distance did the fighter jet travel?

Average speed:

Distance:

2. What is the difference between speed and average speed?

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Activity 8.3

Measuring the Speed of a Marble Materials • marble

• stopwatch

• 2 rulers

• books

• measuring tape

Procedure 1. Work in pairs. Use the measuring tape to measure an interval of 2 m on the classroom floor. Place a small stack of books at one end of the interval and a single book at the opposite end of the interval.

2. At the start line, create a ramp by leaning the rulers on the small stack of books with a 5 mm gap between. Hold the marble at the top of the ramp.

3. Prepare the stopwatch and release the marble. Begin timing when the marble reaches the floor at the bottom of the ruler.

4. Stop the stopwatch when the marble hits the book at the opposite end. Record your observations in the table provided.

5. Repeat Steps 3 and 4 two more times.

6. Add two more books to your stack and repeat Steps 3 to 5.

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Observations Write your measured times in the table below.

Calculate the speed using a calculator.

Roll 1 (time)

Roll 1 (speed)

Roll 2 (time)

Roll 2 (speed)

Roll 3 (time)

Roll 3 (speed)

Average Speed

Stack 1

Stack 2

Analyze and Interpret 1. Describe the motion of the marble when it was released.

2. How did raising the height from which the marble was released affect its speed?

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Activity 8.4

Acceleration Describe the roller coaster’s acceleration at each point on the track.

Acceleration:

Acceleration:

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Acceleration:

Acceleration:

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Activity 8.5

Describing Motion – Comprehension 1. Use your textbook to help you fill in the blanks. (a) When something is changing position in relation to other objects, we say it is in (b)

. describes how fast or slow something is

moving. It describes the a certain (c)

an object travels in .

To calculate the speed of an object, we need to

the distance it travels by the

taken to cover that distance.

(d)

is calculated by dividing the

distance covered by the total

taken to cover that distance.

(e) to another.

is the course or line from one object

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(f) The speed and direction an object is moving is its

.

(g)

is any change in the velocity of an object.

2. In a running race, Sophie’s top speed was 18 km/h. Explain why this is different from her average speed for the race.

3. Describe the acceleration of a train between one station to another.

4. Provide an example where knowing the velocity of an object can help us to predict its motion.

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Activity 8.6

Catapult Battles In small groups, design and build a small catapult. The catapult should be able to launch a plasticine ball across the classroom and hit a target of 10 stacked paper cups. Consider how your catapult will use forces to change the speed and direction of the plasticine ball with the aim of knocking over as many paper cups as possible.

Materials • art and craft supplies

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• 10 paper cups

• modeling clay

Procedure Write the steps you will take.

Observations Draw and label your catapult design.

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Observe the path of the plasticine ball as it moves under forces of different magnitude and direction. Draw and label a diagram to show the different directions and paths the ball took.

Make a table to show how many attempts it took each group to knock over all of the paper cups.

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Analyze and Interpret 1. How was your catapult able to change the speed and direction of the plasticine ball?

2. Describe the effectiveness of your catapult. How many attempts did it take your group to knock over all the paper cups?

3. Compare your catapult design with that of other groups. Which group had the most effective design?

4. In what ways could your design be improved?

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Activity 8.7

Balanced and Unbalanced Forces In small groups, plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Materials List the materials you will use.

Procedure List the steps you will take.

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Observations Draw diagrams to show how you provided evidence of the effect of balanced and unbalanced forces on the motion of an object. Label the types of forces acting on the object. Use arrows to show the direction and magnitude of the forces.

Balanced forces acting on the object:

Unbalanced forces acting on the object:

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Analyze and Interpret

1. List the forces acting on the object at rest.

2. Describe a way in which the object at rest could be set in motion.

3. What forces were applied to the object to set it in motion?

4. Describe the motion of the object when the forces were unbalanced in terms of its velocity.

5. Describe a way in which forces on the object in motion could be balanced again.

6. What effect would increasing the magnitude of the unbalanced forces have on the motion of the object?

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Activity 8.8

Applied Force and Motion 1. What is an applied force?

2. Provide an example of how an applied force can be used to change the velocity of an object in the following ways. (a) Set an object at rest in motion.

(b) Change the direction of an object in motion.

(c)

Speed up an object in motion.

(d) Slow down an object in motion.

(e) Stop an object in motion.

3. How does changing the direction and magnitude of an applied force affect the motion of an object?

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Engineer It!

Friction – A Problem and Solution Friction is a force that opposes motion.

Engineers are constantly trying to find ways to either reduce or increase the friction between objects and surfaces.

The soles of shoes are designed to increase friction between people and the ground they are walking on. On most surfaces, the friction between the ground and your shoes prevents you from slipping as you walk. On very smooth surfaces, such as ice, your shoes are less effective.

In this activity, your challenge is to design and build a shoe sole that creates enough friction to prevent you from slipping on very smooth surfaces.

Materials • shoe sole template

• tape

• gloss cardboard

• 200-gram weights

• aluminum foil

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• scissors

• plastic container

• art and craft supplies

• wooden plank

• books

• chair

Procedure Part 1 – Setting up the challenge 1. Cover the wooden plank with a smooth layer of aluminum foil.

2. Rest one end of the plank on your chair to create a ramp as shown.

Your challenge is to create a shoe sole that, when attached to a weighed ‘shoe’, will not slide down when placed at the top of the ramp. Evaluate the effectiveness of your design by seeing how high you can make the ramp before your shoe slides off.

Part 2 – Preparing your shoe and identifying the problem 1. Place the shoe template on the gloss cardboard and trace around it.

2. Use the scissors to cut out the shoe sole.

3. Use the tape to attach the plastic container to the non-gloss side of the shoe sole to make your shoe.

4. Place a 200-gram weight into the shoe.

Place the shoe on the top of the ramp and release it. Observe what happens.

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Part 3 – Designing and testing a solution 1. Use any of the art and craft supplies and any other items to design and construct a new sole for your shoe.

2. Repeat Part 2, Step 4. If your shoe slides down the ramp, discuss ways to improve the design and repeat Part 3, Step 1.

Part 4 – Evaluating and improving your design 1. Repeat Part 2, Step 4 but this time use a book to increase the height of the ramp. Continue increasing the height until your shoe slides down the ramp.

2. Evaluate the effectiveness of your shoe sole design by seeing how high you can make the ramp before the shoe slides down.

Compare your results with other groups.

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Observations 1. Draw your design. Label the materials used.

2. Create a table to show the height of the ramp at which each group’s shoe slid down the ramp.

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Analyze and Interpret

1. What did you observe when you placed the shoe on the ramp in Part 2, Step 4? Why did this occur?

2. What forces were acting on the shoe each time it was placed on the ramp?

3. What happens when these forces are balanced?

4. What happens when these forces are unbalanced?

5. What did you need to do to increase the friction between the shoe and the ramp?

6. In what ways could your design be improved?

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Activity 8.9

Air and Water Resistance – Comprehension 1. Use your textbook to help you fill in the blanks. (a) is a force that opposes motion when a solid object comes into contact with the particles in a liquid or

(b)

.

Drag that occurs when an object is moving through water is called

(c)

.

Drag that occurs when an object is moving through air is called

.

(d) To reduce the effect of drag, people design objects to be

. This means they are shaped in a way

to reduce drag.

2. Provide an example of an object that is streamlined to reduce water resistance.

3. Provide an example of an object that is streamlined to reduce air resistance.

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Activity 8.10

Magnet Car Race Materials • assorted magnets

• art and craft supplies

• glue

• tape

• string

• stopwatch

Procedure 1. In small groups, use the tape to mark out a track on your classroom floor. The track should include corners and turns as show below. Use the art and craft supplies to add obstacles to the track.

2. Use the magnets and art and craft materials to design and build a toy car that can only be moved by non-contact magnetic force.

3. Challenge other groups to a magnet car race. Use the stopwatch to time how long it takes each group to complete the course.

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Observations 1. Draw a labeled model of your design. Include the magnets you used to move the toy car.

2. Create a table to record the times taken by each group to complete the course.

Analyze and Interpret Compare your design with that of other groups. How could your design be improved?

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Activity 8.11

Egg Parachutes In small groups, design and build a parachute that will protect an egg when dropped from different heights.

Materials • hard-boiled eggs

• sheets of plastic or paper

• baking cups

• scissors

• string

• tape

Procedure 1. Work with your group to design a parachute for your egg. The goal should be to maximize air resistance and reduce the speed of the falling egg as much as possible. The materials used in your construction should also be as light as possible.

2. Use scissors to cut out your parachute from the plastic sheets. Attach the parachute to the baking cup with masking tape and string.

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3. Take your parachute and egg outside. Take turns placing the egg into the baking cup and releasing it from heights of 1 m, 2 m and 3 m.

4. Examine your egg for cracks or damage after each drop and replace with a fresh egg if the egg breaks. Record your observations in the table provided.

Observations Draw and label your parachute design.

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Drop Height

Damage Score (0 = no damage, 5 = badly broken)

Trial 1

Trial 2

Trial 3

Trial 1

Trial 2

Trial 3

Trial 1

Trial 2

Trial 3

Overall Score

1m

2m

3m

Analyze and Interpret

1. How effective was your parachute in protecting the egg? From what height was the parachute most effective?

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2. In what ways is knowing about the force of gravity and air resistance helpful to people?

3. Compare your parachute design with that of other groups.

Which group had the most effective design?

4. In what ways could your design be improved?

5. On the moon, the force of gravity is about one-sixth that of the force of gravity on Earth. There is also no atmosphere on the moon.

How do you think your parachute would perform on the moon?

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Activity 8.12

Earth and Gravity In each example below, use your knowledge of the Earth’s gravitational force to provide evidence and explain that the Earth is spherical in shape and not flat. You may wish to draw models to assist in your explanations.

1.

2.

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A sailboat disappears as it sails into the distance.

Objects are pulled down towards the center of the Earth.

Activity 8.13

Non-contact Forces – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Forces that can act on objects without direct are called

forces.

(b) , forces are non-contact forces. (c) A magnet has

and

force. Magnetic force occurs

due to the motion of

particles.

(d) are created when there are unbalanced electrical charges inside an object. (e) All objects have an invisible force that other objects. The force is called

on .

2. How does the mass of an object affect the magnitude of its gravitational force?

3. How does the distance between objects affect the magnitude of the gravitational force between them?

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Activity 8.14

Mass vs Weight – Comprehension 1. Use your textbook to help you fill in the blanks. (a)

is a measure of how much

is in an object.

measure of the force of

is a pulling an object.

(b) On Earth, everything is pulled by the

force

of the Earth. So, both the and (c)

of an object are the same.

The gravity on the Earth’s moon is about one-sixth that of the Earth.

This means you would weigh when on the surface of the (d) An object in

as much . , where there is no observable

acting on it, would have the same mass as

it does on Earth, but would have no

at all.

2. Use your knowledge of forces, motion, mass and gravity to describe how your mass and weight would change on a journey from the surface of Earth to the surface of Earth’s moon.

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Activity 8.15

Newton’s Laws of Motion Make posters about Newton’s Laws of Motion. Write the law in your own words. Give an example by drawing a labeled diagram.

Newton’s 1st Law of Motion

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Newton’s 2nd Law of Motion

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Newton’s 3rd Law of Motion

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Review

Forces and Interactions 1. An airplane flies 2,000 kilometers from City A to City B in a total time of 4 hours. What was the average speed of the airplane?

2. What occurs when an object accelerates in the opposite direction to its motion?

3. How does the magnitude of a force applied to an object affect its motion?

4. How does the mass of an object affect its motion when a force is applied to it?

5. How does the direction of a force applied to an object affect its motion?

6. An object is at rest on a table. (a) What can you infer about the forces acting on the object?

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(b) The object is set in motion. What can you infer about the forces acting on the object?

7. In terms of force, what must a team do to win a game of tug-of-war?

8. An object is placed on the ground. List two factors that affect the amount of friction between the object and the ground.

9. A skydiver leaps from an airplane. (a) What force pulls the skydiver to the Earth’s surface?

(b) How does a parachute slow the skydiver’s fall?

10. Why does an astronaut weigh much less on the moon than on Earth?

11. The Voyager 1 spacecraft’s rockets were last fired more than 40 years ago. Use Newton’s laws of motion to explain why Voyager 1 is still in motion today.

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Activity 9.1

Transparency of Materials Materials • flashlight

• paper bag

• light meter

• wax paper

• ruler

• cling wrap

• tissue

• aluminum foil

Make a Prediction Make a prediction about the transparency of each material.

Rank the materials from least transparent to most transparent.

least transparent

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most transparent

Procedure 1. Place the light meter on a table or desk. Hold the material to be tested 10 cm in front of the light meter. Use your ruler to measure the distance accurately.

2. Hold the flashlight 10 cm in front of the material to be tested.

Turn the lights off in the classroom and turn on the flashlight.

3. Record your observations and light meter measurements.

4. Repeat Steps 1 to 3 for the remaining materials.

Observations Draw a diagram to show how you tested the transparency of a material.

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Record your measurements in the table below. Rank the materials from least transparent (1) to most transparent (5).

Material Aluminum foil

Paper bag

Cling wrap

Tissue

Wax paper

Measured brightness Rank (1 - 5)

Analyze and Interpret

1. Compare your prediction to your observations.

Was your prediction correct?

2. How does measuring the brightness of light passing through a material relate to the material’s transparency?

3. List some other materials whose transparency you would like to test.

Predict the transparency of each material.

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Activity 9.2

Electrical Conductivity In this investigation, you will set up a simple electric circuit to test which objects are electrical conductors and which are not.

Materials • electric circuit components

• classroom objects of different materials

Make a Prediction List the objects you will be testing in the table on the next page.

Predict if they are electrical conductors or electrical insulators.

Procedure 1. Use the circuit components to set up a simple electric circuit as shown below.

2. With the switch open, connect an object to the circuit. Close the switch and observe the bulb. Record your observations.

3. Repeat Step 2 for each of the objects.

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Observations Record your observations in the table.

Object

Prediction

Observation

Analyze and Interpret

1. What did the objects that are electrical conductors have in common?

2. Ethan connected a copper wire to a circuit as shown below. When he closed the switch, the bulb did not light up. What could be the reason?

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Activity 9.3

Strength, Hardness and Flexibility As a class, plan and conduct an investigation to test the strength, hardness or flexibility of five different objects.

Check the property you will test.

strength

hardness

flexibility

Materials List the materials you will use.

Make a Prediction As a class, make predictions about the results of testing your chosen objects by your chosen property. Rank the objects.

1 19

Procedure Write the steps you will take.

Observations Use the space below to draw and label a diagram to show how you tested the chosen property of the objects.

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Complete the table.

Rank

Object

Results or Observations

Analyze and Interpret 1. How effective was your chosen method in testing the property of the objects?

2. Why is it useful to know about the property you tested?

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Engineer It!

Design, Build and Improve a Boat Engineers are scientists that design and build solutions to given problems.

Rather than inventing a new solution or technology to every problem, engineers often evaluate existing solutions and find ways to improve their effectiveness. In this activity, you are going to design a boat that can keep a mass afloat. Then you will find a way to improve your design to make it more effective.

Materials • container

• aluminum foil

• marbles

Procedure 1. In small groups, use aluminum foil to design and build a boat that can hold as many marbles afloat as possible.

2. Fill the container with water and test your design. Record the number of marbles it can hold before sinking.

3. Based on your observations of your boat and those of other groups, discuss ways in which you could improve your design.

4. Build your new design and repeat Step 2.

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Observations Draw a model of your boat for each design. Write the number of marbles each boat could hold afloat.

Initial design:

Number of marbles held afloat: Improved design:

Number of marbles held afloat:

\

Analyze and Interpret

Describe what you did to improve your design. Was it effective?

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Activity 9.4

Safe and Suitable Materials I dentify the materials used to make each object. List the properties of each material that make it safe and suitable for how the object is used.

1.

Material:

Material:

Properties:

Properties:

Material: Properties:

2.

12 4

Material:

Material:

Properties:

Properties:

3.

Material: Properties:

Material: Properties:

4.

Material: Properties: Material: Properties: Material: Properties:

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Engineer It!

Design and Build a Tent Design your own camping tent. Label the different parts and the materials they are made of. To be useful, your tent should: • be rain and wind proof • be held firmly in the ground • allow you to see in and out • be comfortable • allow for airflow • be lightweight 1. Draw a diagram of your design. Label the parts.

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2. List the parts of your tent, the materials they are made of and the properties that make the material suitable.

Part

Material

Properties

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Activity 9.5

States of Matter – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Matter is anything that has

and

.

(b)

is the amount of matter an object has.

is how much space the matter takes up.

(c)

Matter is made up of tiny particles, called

.

They can only be seen with a (d) The arrangement of its

.

matter is in depends on the .

2. What can you infer about the density of an object if it has the same volume as another object, but a much greater mass?

3. Jordan observed matter as it moved from one container to another.

He noticed its shape changed but its volume remained the same.

Which state of matter did Jordan observe?

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4. Name each state of matter. Draw and describe the arrangement of the particles. (a)

air in a glass Particle arrangement:

(b)

water in a glass Particle arrangement:

(c)

ice in a glass Particle arrangement:

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Activity 9.6

Properties of the Different States of Matter In small groups, plan and conduct an experiment to provide evidence of the properties of each state of matter.

Before you begin, list the properties of each state of matter below.

Properties

Solid

Liquid

Gas

Materials List the materials you will use.

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Procedure List the steps you will take.

Observations Show your findings by describing what you observed. Use simple labeled diagrams to assist your description.

Solids

131

Liquids

Gases

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Analyze and Interpret 1. Describe what happens to the volume and shape of a liquid as it is moved from one container to another.

2. Describe what happens to the volume of air as it is pumped into a bicycle tire.

3. If you squeezed a sealed bottle of water with all your might, would its volume change? Explain you answer.

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Activity 9.7

Physical Changes to Matter– Comprehension 1. Use your textbook to help you fill in the blanks. (a) A

is a change to matter in which no new is made. The

of

matter also does not change. (b) Physical changes in states of matter can occur when matter is

(c)

or A change to matter is

. if it can be changed

back to its state or condition before the change occurred .

2. Draw a simple labeled diagram with arrows to provide an example of a reversible physical change.

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Activity 9.8

The Changing States of Water 1. Name the three states of water on Earth.

2. At what temperature does water begin to change into solid ice?

What is the name given to this temperature?

3. At what temperature does ice begin to change into liquid water?

What is the name given to this temperature?

4. What change in state occurs when water is heated? What is the name of this process?

5. Describe the process of boiling. At what temperature does this occur in water?

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Activity 9.9

Observing Changes in State As a class, plan and conduct an investigation to change water between its different states. Your investigation should include the four changes to different states of matter. boiling / evaporation

melting

condensation

freezing

Materials List the materials you will use.

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Procedure List the steps you will take.

Gas to Liquid

Liquid to Solid

Solid to Liquid

Liquid to Gas

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Observations Show your findings by describing what you observed. Use simple labeled diagrams to assist your description.

Gas to Liquid

Liquid to Solid

Solid to Liquid

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Liquid to Gas

Analyze and Interpret 1. Riley rode her bike to school on a hot day. On the way to school, she passed a large puddle of water. On her way home, the puddle was gone. Use your knowledge of the changing states of matter to explain what happened to the puddle and where the water went.

2. Chelsea thinks that the water droplets on the side of her glass of cold water is due to the water leaking out from inside the glass. Explain to Chelsea what is causing the formation of the water droplets.

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Activity 9.10

Chemical Changes to Matter– Comprehension 1. Use your textbook to help you fill in the blanks. (a) A

occurs when two or more substances

combine and a new

is formed.

(b) We can identify when a chemical change is taking place by looking for

.

(c) Chemical changes are

. Once the chemical

of matter are changed, the matter cannot return to its original state.

2. List three things we can look for that indicate a chemical change is occurring or occurred in the past.

3. Provide three examples of chemical change.

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Activity 9.11

Chemical Changes In this investigation, you will observe the characteristics and evidence of chemical change in three different activities.

Materials • 2 beakers

• matches

• steel wool

• baking soda

• heat-proof mat

• vinegar

• spoon

Procedure Change 1 Place the steel wool in a beaker and add vinegar to cover the wool. Periodically observe the beaker over a period of 20 minutes and record your observations.

Change 2 Light the safety match and place it on the heat-proof mat. Repeat two more times and record your observations.

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Change 3 Add three teaspoonfuls of baking soda to a beaker. Add half a cup of vinegar and record your observations.

Observations Use the table below to record your observations.

Change 1

Change 2

Change in color?

Odor produced?

New solids formed?

Change in temperature?

Formation of bubbles?

Analyze and Interpret

How did you know each of the changes you observed were chemical changes?

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Change 3

Activity 9.12

Physical or Chemical Change?

Label the change to matter as a physical change or a chemical change.

State whether the change is reversible or irreversible.

1. A teaspoon of salt is added to a glass of warm water.

2. Rust forms on a metal statue.

3. Food is digested in your stomach.

4. A marshmallow burns on a fire.

5. A glass window is shattered.

6. An ice cream melts in the Sun.

7. Water vapor condensing on a mirror.

8. Fireworks exploding in the sky.

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Activity 9.13

Mixtures and Solutions – Comprehension 1. Use your textbook to help you fill in the blanks. (a) A mixed together.

is two or more kinds of matter that are

(b) The different kinds of matter in a mixture retain their individual

(c)

, but the mixture may have new properties.

A

blended

is a mixture in which the matter has and remain evenly mixed.

2. Provide three examples of mixtures we encounter in everyday life.

3. What is an alloy?

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Activity 9.14

Separating Mixtures – Sifting

Materials • sieve

• fine-grained sand

• stopwatch

• trowel

• gravel

• 2 containers

Procedure 1. Use the trowel to place a few scoops of sand in a container.

2. Place a small handful of gravel in the container. Use the trowel to mix the sand and gravel.

3. Use the stopwatch to time how long it takes you to separate the sand and gravel mixture by picking out the gravel using your hands and placing it in the other container.

4. Tip the gravel back into the container of sand and use the trowel to mix the sand and gravel.

5. Start the stopwatch and use the sieve to separate the sand and gravel as shown.

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Observations Complete the table.

Separation Technique

Time Taken to Separate

Using hands Sifting

Analyze and Interpret

1. Provide an example where a mixture is separated by sifting.

2. Riley has a mixture of salt and sugar. Can she use sifting to separate the mixture? Explain your answer.

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Activity 9.15

Separating Mixtures – Decanting Plan and conduct an investigation to demonstrate how to separate a mixture of sand and water using decanting.

Materials List the materials you will use for this investigation.

Procedure List the steps you will take.

Creating the mixture:

Separating the mixture:

Evaluating the separation:

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Observations Draw a simple labeled diagram to show how you separated the mixture.

Analyze and Interpret

1. Evaluate the effectiveness of your separation technique. Suggest a way it could be improved.

2. Why is sifting not an appropriate technique for separating a mixture of sand and water?

3. Suggest another way you could separate a mixture of sand and water.

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Activity 9.16

Separating Mixtures – Filtering

Materials • plain flour

• conical flask

• beaker

• filter paper

• spoon

• glass rod

• funnel

Procedure 1. Add a spoonful of plain flour to the beaker. Fill the beaker to about two-thirds with water and stir the mixture thoroughly.

2. Place the funnel into the opening of the conical flask.

3. Fold the filter paper into a cone shape and place it in the funnel.

4. Carefully pour the mixture into the funnel. Record your observations over a period of 10 minutes.

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Observations Draw and label a diagram that shows the filtration of your mixture.

Analyze and Interpret

1. What substance was left in the flask?

2. What can you conclude about the solubility of flour in water?

3. Provide an example where filtration is used in everyday life.

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Activity 9.17

Separating Solutions – Evaporation

Materials • beakers

• beaker tongs

• spoon and stirrer

• measuring cup • table salt

• Bunsen burner

• tripod and gauze mat

Procedure 1. Add half a cup of table salt to a large beaker of warm water and stir thoroughly until the salt is completely dissolved.

2. Place an equal volume of the solution into two smaller beakers.

3. Take one beaker and leave it in a warm, sunny place by a window or outside. Record the time the beaker was placed by the window.

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4. Place the other beaker on a gauze mat and tripod.

5. Your teacher will help you light the Bunsen burner and bring the solution to the boil. Record the time the solution began to boil.

6. Observe the boiling solution until the water completely evaporates. Take note of the time.

7. Observe the substance that remains in the beaker.

8. Record the time taken for the solution left by the window to evaporate and observe the substance that remains.

Observations Draw and label a diagram that shows the two methods of evaporation.

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Complete the table. Draw a diagram or provide a short description of what you observed in the beaker after the water evaporated.

What remained in the beaker?

Time taken to evaporate

Solution left by window

Solution boiled with heat

Analyze and Interpret 1. What substance was left in the beakers?

2. What can you conclude about the rate of evaporation in each beaker?

3. Why is it useful to know how to separate solutions?

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Review

Matter and Materials 1. Complete the table.

Property Transparent

Translucent

Electrical insulator

Good conductor of heat Poor conductor of heat

Strong

Hard

Flexible

Floats in water

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Object

Purpose/use

2. Describe the properties of each state of matter in terms of shape and volume. (a) Solid: (b) Liquid: (c)

Gas:

3. Provide an example of a reversible physical change.

4. Complete the table.

Temperature (oC)

Change in State

Melting point of ice Freezing point of water Boiling point of water 5. Label the separation techniques. (a)

(b)

(c)

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Activity 10.1

Forms of Energy 1. Read the clues and complete the crossword.

Forms of Energy 1 2 3

4 5

6 8 9

10

Down 1. The movement of thermal energy.

2. Gasoline is an example of this form of stored energy.

4. Energy of moving objects.

7. This form of energy moves in waves and allows us to see.

8. Energy that moves in pressure waves in the air.

Across 3. Energy is the ability to do .

5. A form of energy related to heat.

6. This form of energy powers your smartphone.

9. Another word for stored energy.

10. Light travels as waves of and electrical fields.

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2. List and briefly describe the different forms of energy in each image.

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Activity 10.2

Heat

Materials • plastic container

• beaker

• thermometer

• ice

• stopwatch

Make a Prediction How will thermal energy move when a beaker of cold water is placed in a container of warm water?

Procedure 1. Fill the plastic container with warm water until it is three-quarters full.

2. Fill the beaker with water and ice.

3. Use the thermometer to measure the temperature of the water in the container and the beaker.

4. Place the beaker in the container of warm water. Start the stopwatch. Use the thermometer to measure the temperature of the water in the beaker and the container every 5 minutes for 20 minutes.

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Observations 1. Record your observations in the table.

Start

5 min

10 min 15 min 20 min

Temperature of Water in Beaker (oC) Temperature of Water in Container (oC) 2. In the space below, create a line graph to represent the data in the table.

Analyze and Interpret

Was your prediction correct? Describe how thermal energy moved between the water in the beaker and the water in the container.

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Activity 10.3

Thermal Energy Transfer 1. Use your textbook to help you fill in the blanks. (a) The movement of thermal energy within an object is called

. Thermal energy also moves in this way

when objects are

.

(b) Thermal energy transferred from one region of a fluid to another due to movements within the fluid is called

.

(c) is the transfer of energy through electromagnetic waves.

2. Label the types of heat transfer.

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Engineer It!

Thermal Conductivity Challenge Thermal conductivity is an important property for engineers designing solutions where it is required to keep things warm. Examples of such solutions include vacuum flasks, fleece clothing and insulation for houses and buildings.

Now it’s your turn. In small groups, design and build a container that can keep one liter of water warm for as long as possible. Use a thermometer to monitor the water temperature over time.

Materials List the materials you will use.

Procedure List the steps you will take to build your design.

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Draw a Model Draw a labeled model of your design.

Observations Create a table to record the changes in water temperature over time.

Analyze and Interpret Compare your observations and design with other groups. How could you improve your design to keep water warm for a longer time?

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Activity 10.4

How Light Travels – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Light is a form of

that is made of vibrating and

fields.

(b) Light waves vibrate to one another and also to the direction the light waves are travelling. (c)

Light can travel through

,

and in a

, .

(d) Light waves travel out from their source in straight lines called

.

2. What type of waves are light waves?

3. What is the speed of light in the vacuum of space?

4. How long does it take for the light from the Sun to reach the Earth?

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Activity 10.5

Reflection Challenge Materials • flashlight

• index card

• mirrors

• clothes pegs

Procedure

1. Draw a target on the index card and attach two clothes peg to its base, as shown in the illustration.

Place the target on the far end of a table.

2. Use stacks of books, pencil cases and any other classroom objects to set up obstacles around the target. Make sure that the target cannot be seen directly from the opposite end of the table.

3. Turn on the flashlight and place it on the table.

4. Attach clothes pegs to the base of each mirror so that it can stand up on the table.

5. The challenge is to place the mirrors on the table such that they reflect the light from the flashlight to hit the target.

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Observations Draw and label your maze. Use a ruler to draw the path of the light from the flashlight to the target.

Analyze and Interpret

1. Were you able to hit the target with the light from the flashlight?

2. What properties of light can you infer from this activity?

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Activity 10.6

Refraction of Light

Materials • two beakers

• cooking oil

• two pencils

Procedure 1. Fill one beaker with water until it is two-thirds full.

2. Fill the other beaker with oil until it is two-thirds full.

3. Place a pencil into each beaker and observe how they appear from the side.

4. Draw how the pencils looked in each beaker.

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Observations Draw how the pencils looked in each beaker.

water

oil

Analyze and Interpret

1. Describe what you observed in each beaker. Why did this occur?

2. What can you infer about how light travels in oil compared to water?

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Activity 10.7

Make a Sundial Materials • ruler

• modeling clay

• pebbles

• watch or clock

Procedure

1. Find a suitable spot outside that receives direct sunlight.

2. Place one end of the ruler in a piece of modeling clay and place it on the ground so that it is standing straight up.

3. Every hour, place a pebble at the end of the shadow formed by the ruler. You may need to do this over a few days to ensure you have markings for the morning and late afternoon hours.

4. Take a reading of the sundial at three different times during the day. Compare your readings to the actual time on a clock and record your observations.

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Observations 1. Draw and label your sundial.

2. Complete the table.

Sundial Time

Actual Time

Difference

Occasion 1 Occasion 2 Occasion 3

Analyze and Interpret

1. Were you able to accurately tell the time using the sundial? Explain.

2. Why are sundials not reliable at telling the time every day?

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Activity 10.8

Visible Light – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The color of light we see depends on the and

of the light waves.

(b) We see light waves with

(c)

wavelengths and

frequencies as violets and blues.

We see light waves with

wavelengths and

frequencies as reds and oranges.

(d) The light from the Sun, called

light is a

mixture of all of the colors in the light spectrum. (e) The spreading of white light into its component colors is called

.

(f) We see a white piece of paper as it

because

all of the light waves that hit it.

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2. Explain why the blocks appear as green and blue respectively. (a)

(b)

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Review

Energy 1. Provide an example where energy causes change.

2. How is the speed and mass of an object related to the amount of kinetic energy it has?

3. Describe the energy conversion that takes place as an apple falls from a branch.

4. What makes electrical energy useful to people?

5. Describe how heat moves when a hot spoon is placed into a glass of cold water.

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6. What is a convection current? Draw a simple diagram with arrows to assist in your explanation.

7. How does bringing an object closer to a light source affect the shadow that is made?

8. What causes a rainbow?

9. Describe the shadows formed when light hits:

(a) a transparent object. (b) a translucent object. (c)

an opaque object.

10. What is ultraviolet light?

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