Topics A, B, and

cience

Grade Nine
 About the Lesson Plans
Required Resources

Students must havc the following textbook.

Science iii Actian 9, student resource (Pearson)

It is also highly recommended that teachers have access to the Science in Act fOf2 9, teacher rcsource
package. Both the student rcsourcc and teacher resource packagc are available from the Alberta
Education Learning Resources Centre.

(Using the Lesson Plans

"1“eachers are encouraged to use the lessons anal accompanying worksheets as they see fit and as their
situations dictates. Most lessons are designed to be done in onc or two class periods, although some may
take longer. Some of the content covered in the textbook is quite technical. In thcse cases, it is important
that you go through as much of it as you can with students.

1“hc hands-on activities in the student text are all very useful, and teachers should consider doing as many
of them as possible. I lowever, many of thc hands-on activities require the use of materials and equipment
that most colony sch‹ ols do not have. For this reason, I h£lVe not includcd them in the lesson plans.

Assessment

A typical unit has been divided into two sections for assessment purposcs. At the cnd of cach section there
is revlcw and a test, if you elect to use them. I hcre is also a unit test, for those who prefer stucJcnts have a
unit wrap-up. Of coursc, assessnicnt involvcs more than formal testing. These tests are provided as
assessment rcsources to fit in with your overall assessment and evaluation plan.

Year End Activities

Comprehensive Reviews. the two C’omprc1iensive Rcvicws can be used as you see fit. "they are each
made up of one hundred multiple choice questions. As the namc implics, they cover the entire year’s
work. You may want to use them as reviews, as the name suggests, or as tests.
Mini Review. "I“his is composed of a mini textbook and accompanying worksheets. "I“hcy are specifically
designed to be done towards the cnd of the ycar by thosc grade ninc studcnts who took the grade nine
science program in a year other than their grade nine year.
 Science Grade N inc
Outcomes

Science
Grade
Nine
Outcomes
Skills Outcomes

Initiating and Planning

Ask questions about the relationships bctwecn and among observable variables, and plan
investigations to addrcss those questions
• identify scicnce-related issues
• identify questions to investigate arising from science-related issues
• state a predictitin and a hypothcsis based on background information or an observcd pattern o1
events
• define and delimit questions and problems to fHCIlltate

investigation Performing and Recording

Conduct investigations into the relationshi r› ^etween and among observations, and gather and record
qualitative and quantitative data
• observc and record data, and prepare simple line di awinqus
• estimatc measurements
• research information related to a given issue

Analyzing and Interpreting

SluJt•nt.s will.’
Analyze qualitative and quantitative data, and devclop and assess possible cxplanations
• identify strengths and weaknesscs of different ways of dISplaying data
• interpret pattcrns and trends in data, and infer and explain relationships among the variables
• apply givcn criteria for cvidence and sources of information
• identify new questlons and problems that arise from what was

learned Communication and Teamwork

\\ ork collaborativel on problems; and use appropriate language and formats to communicate ideas,
procedures and results
• communicate questions, ideas, intentions, plans and results, using lists, notes in point form.
sentences, data tables, graphs, drawings, oral language and other means
• evaluate individual and group processes using in investigating an issue and evaluating alternative
decisions
• defend a given position on an issuc, based on their findings
 Science Grade Nine
Outcomes
Attitude Outcomes

Interest in Science

Show interest in science-relatcd questions and issues, and confidently pursue personal interests and
career possibilities within science-related ficlds

Mutual Respect

Appreciate that scientific understanding evolves from the interaction of’ ideas involving people with
different views and backgrounds

Scientific Inquiry

Students’ will be enc’ouragc•tl to.

Seek and apply evidence when cvaluating alternative approaches to investigations, problems and
issues

Collaboration

Student. will be encouraged lo.’

Work collaborativcly in carrying out investigations and in generating and evaluating ideas

Stewardship

Stu‹lenls will bed encouraged to.

Demonstrate sensitivity and responsibility in pursuing a balance betwecn the needs of humans and a
sustainable environment

Safety

Students will be ent’ouraged to.‘

Show concern for safety in planning, carrying out and reviewing actlvities
Unit A: Biological Diversity (Social and Environmental Emphasis)

Overview: Biological diversity is reflected in the range o1 species found in local and global
environments and by subtle variations in characteristics found within individual species. In this unit,
students learn that diversity is maintained through natural processes r›f sexual and asexual reproduction,
though the survival of individual species and variations within those species — may be influenced by
ecological and human-caused factors. Students examine trends toward loss o1 diversity and examine
related issues concerning environmental quality and the impact of tcchnologies.

this unit builds on ideas introduced in Grade 7 Science, Unit A: Intcractions and Ecosystems and
introduces ideas that will be developed further in Science 20, Unit B: Changes in 1 tying Systems.

Focusing Questions: What is biological diversity, and by what processes do diverse living things pass on
their characteristics to future generation? What impact docs human activity have on biological diversity?

Key Concepts

The following concepts are developed in this unit and may also be addrcssed in other units at other grade
levcls. Thc intended level and scope of treatment is defined hy the outcomes below.

biological divcrsity inheritancc

species chromosomes, genes anal DNA
diversity within species (introductory treatment)
- habitat diversity cell division — includes binary fission and
- niches formation of sex cells
- populations natural and artificial selection of genetic
asexual and sexual reproduction characteristics

€)utcomcs for Science, Technology and Society and Knowledge

1. Invcstigate and interpret diversity among spccics and within spccics, and describc how divcrsity
contributes to species survival
• observc variation in living things, and describc cxamples o1 variation among species and within
species
• identify examples of niches, and describe the role o1 variation in enabling closely related living
things to survive in the same ecosystciii
• investigate and intcrpret dcpcndencies among species that link thc survival of onc species to the
survival of others
identify examples of symbiotic relationships
classify symbiotic relationships as mutitalism. commensalisms, parasitism
• identify the role of variation in species survival under changing environmental conditions

Ill
2. Investigate the nature of reproductivc proccsses and thcir role in transmitting species characteristics
• distinguish bctween sexual and asexual reproduction, and identify and interpret examples of
asexual and sexual reproduction in different species by:
- describing mechanisms or asexual reproduction including binary fission, budding and the
production of spores
- descrlbing examples of organisms that show both sexual and asexual rcproduction
- describing the formation of zygote and embryo in plant and animal reproduction
• describe examples of variation of characteristics within a species, and identify examples of both
discrete and continuous variation
• investigate the transmission of characteristics from parcnts to offspring, and identify examples of
characterlstics in offspring that are:
- thc samc as the characteristics of both parents
- the same as the characteristics of one parent
- intermediatc bctwecn parent characteristics
- different from both parcnts
• distinguish those characteristics that are herit‹tble from those that are not heritable, and identify
characteristics for which hercdity and environment may both play a role
• identify examples of dominant and recesslve characteristics and recognize that dominance and
recessiveness provide only a partial explanation for the variation of characteristics in offspring

3. Dcscribe, in general temps, the role of genetic materials in the continuity and variation of specics
characteristics; and invcstigatc and interpret related technologies
• describe, in general terms, the role and relationship of chrr›mosomcs, genes and DNA
• distinguish between cell division that leads to identical daughter cclls, as in binary fission and
mitosis, and cell division that leads to formation of sex cells, as in rnci‹ sis; and describc, in
general tcrms, the synthesis o1“ genetic materials that takes place during fertilization.
• compare sexual and asexual reprtiduction, in tcrms of the advantages and disadvantages.
» distinguish between, and identify examples of, natural and artificial selcction.
• describe, in simple terms, some genetic technologies; and identify questions and issues related to
thcir application

4. Identify impacts of human action on species survival and variation within specics, and analyxe related
issues for personal and public decision making
• describe thc relative abundance o* r ecies on I.anh and in diffcrent en ironments
• describe ongoing changes in biological diversity through cxtinction and extirpation of native
species, and investigate the role of environmental factors in causing these changes
• evaluate the success and limitations of various local and global strategies for minimizing loss of
species diversity
» investigatc and describe the use of biotechnology in environmental, agricultural or forest
management; and identify potential impacts and issucs

tV
Unit B: Matter and Chemical Change (Nature of Science Emphasis)

f)verview: Different materials have diffcrent properties. The ability to distinguish between diferent
substances and make sense of their properties, interactions and changes rcquires the development of ideas
about chemical substance.

In this unit, students are introduced to the formal study of chemical substance through laboratory
investigations and introductory studies of chemical theory. In the laboratory, students observe an
compare chemical substances and, with guidance on safety’, investigate the propertics of materials and the
ways they interact. In conjunction with these studies, students are introduced to ideas about elements and
compounds, and corresponding structural idcas about atoms and molecules. Theorctical ideas are
introduced as means for explaining, interpreting and extending their laboratory findings; these ideas
include a general introduction to the pcriodic table, chemical nomenclature and simplified ways of
reprcsenting chemical reactions.

This unit builds on ideas introduced in Grade 8 Science, Unit A: Mix and Flow of Matter and introduces
idcas that will be dcveloped further in Scicnce 10, Unit A: Energy and Matter In Chemical Change.

Focusing Questions: What arc the propertics of materials, and what happcns to them during chemical
change? What evidence do we have of chemical change; and what ideas, theories or models helps us
explain that evidencc?

Kcy Conccpts

T he following concepts arc developed in this unit and may also be addressed in other units at other grade
levels. The intended lcvcl and scope of treatment is dciined by the outcomes below.

- Workplace hazardous Materials Information factors affecting reaction rates

System (WHMIS) and safety periodic table
- substances and propertics elements, compounds and atomic theory
- cndothermic and exothcrmic reactions - chemical nomenclature (introductory
reactants and products treatment)
- conservation of mass

Outcomes for Science, Technolo and Society (STS) and Knowledge

1. Investigate materials, and describe them in terms of their physical and chemical properties
» investigate and describe properties of materials
• describe and apply different ways of classifying materials and mechanical mixtures
- distinguishing between pure substances, solutions, and mechanical mixtures
- distinguishing between nictals and nonmetals
- identifying and applying other methods of classification
• identify conditions under which properties of a material are changed, and critically evaluate if a
new substance has been produced

2. Describe and interpret patterns in chemical reactions

• identify and evaluate dangers of caustic materials and potentially explosive reactions
 Science Grade Nine
Outcomes
• observe and describe evidence of chemical chan8• in reactions between familiar materials, by:
- describing combustion, corrosion and other reactions involving oxygen
- observing and inferring evidence of chemical reactlons between familiar household materials
• distinguish between materials that react readily and those that do not
• observe and describe patterns of chemical change by:
- observing heat generated or absorbed in chemical reactions, and identifying examples of
exothermic and endothcrmic reactions
- identifying conditions that affect rates of reactions
- identifying evidence for conservation of mass in chemical reactions, and demonstrating and
describing techniques by which that evidence is gathered.

3. Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and
identify example cvidence that has contributed to the development of these ideas
• demonstrate understanding of the origins of the periodic tablc, and relate patterns in the physical
and chemical properties of elements to their positions in the periodic tablc — focusing on the first
18 elements
• distinguish between observation and theory, and provide cxamples of how models and theoretical
ideas arc used in explaining observations
• use the periodic tablc to identify thc numbcr of protons, electrons and other information about
each atom; and describe, in gcneral terms, the relatitinship between the structure of atoms in each
group and the properties of clenicnts in that group
• dlstinguish between ionic and molecular compounds, and describe the propertics of some common
examples of each

4. Apply simplified cheiiiical nomenclature in describing elements, compounds and chemical reactions
• read and interpret chemical formulas for compound o1 two clements, and give the IUPA C
(International Union of Pure and Applied Chemistry) name and common name of these
compounds
• identify’/describc chemicals commonly found in the home, and write the chemical symbols
• identify examples of combining ratios/numbers of atoms per molecule found in some common
materials, and use of information on ion chargcs to predict combining ratios in ionic compounds
of two elements [Prerequisite Skill: Grade 8 Mathematics, Number, Specific Outcome 15]
• asscmblc or draw simple models of molecular and ionic compounds
• describe familiar chemical reactions, and represent thesc reactions by using word equations and
chemical ii rmulas and by constructing models of reactants and products

Vl
 Science Grade Nine
Outcomes
Unit C: Environmental Chemistry (Social and Environmental Emphasis)

Overview: Environments are often viewed from a physical and biological perspective, but to fully
understand how they function, it 1s important to view them from a chemical perspective as well. A study
of environmental chemistry helps students to understand that chemical substances make up the underlying
fabric of the world and are part of the process in all natural cycles and changes. Through this unit,
students also becomc aware of human-produced chemical substances that enter and interact with
environments, and they investigate potential impacts of different substances on the distribution and
abundancc of living things.

This unit builds on ideas introduced in Grade 8 Science, Unit A: Mix and f"low of Matter, Unit B: Cclls
and Systems and Unit E: Fresh and SaltWdtcr Systems, and on ideas introduced in Crade 9 Science, Unit
13: Matter and Chemical Change. The unit introduces ideas that will be dcveloped further in Science 10.
Unit C: Flow of Matter in Living Systcms and in Science 20, Unit g: Changes in 1.iving Systems.

Focusing Questions: What substanccs do we find in local and global environments? What role do they
play, and how do changes in their concentration and distribution affect living things?

Key Concepts

The following concepts are developed in lhis unit and may also be addressed in other units at other grade
levels. T he intended level and scope of trcatment is dcfincd by thc outcomes below.

chemicals essential to life - concentration and dispcrsal

substratcs and nutrients - evidence of toxicity
air and water quality - stability and biodegradability
organic ams inorganic material hazards, probabilities and risk assessmcnt
dCi S find bases - uncertaintles in cnvironmcntal monitoring and
ingestion and absorption o1 matcrials in assessing toxicity and risk

Outcomes for Science, J’echnology and Society (STS) and Knowledge

Students will.’
1. Investigate and describe, in general terms, thc rolc of different substances in the environment in
supporting and harming humans and other living things
• identify common organic and inorganic substances that arc essential to the health and growth o1
humans and other living things, and illustrate the roles served by these substanccs
• describe, in general terms, the forms or organic matter synthcsized by plants and animals,
including carbohydrates, protclns and lipids
• describe and illustrate proccsses by which chemicals are introduced to the environment ortheir
concentrations are changed
• describe the uptake of materials by living things through ingestion or absorption, and investigate
and describe evidence that some materials arc difficult for organisms to break down or eliminate
• identify questions that may necd to be addressed in deciding what substanccs — in what amounts
— can be safely released into the enx’ironment

VH
 Science Grade Nine
Outcomes
2. Identify processes for measuring the quantity of diferent substances in the environment and for
monitoring air and water quality
• identify substrates and nutrient sources for living things within a variety of environments
• describe and illustrate the use o1"biological monitoring as one method for determining
environmental quality
• identify chemical factors in an environment that might affect the health and distribution of living
things in that environment
• apply and interpret measures of chemical conccntration in parts per million, billion or trillion
[Prerequisite Skills: Grade 8 Mathematics, Number, Specific Outcomes 14, 15]
• identify acids, bases and neutral substances, based on measures of their pL1
• investigatc, safely, and describe the el‘fccts of acids and bases on each other and on other
substances
• describe effects of acids and bases on living things

3. Analyze and evalii‹ite mechanism affecting the distribution of potentially harmful substances within an
environment
• describe mechanism for the transfer of materials through air, water and soil; and identify factors
that may accelerate or retard distribution
• describe mechanisms for biodegradation, and interpret information on the biodegradability of
di1‘ferent materials
• comprehend information on the biological impacts of hazardous chemicals on local and global
environments by:
- interpreting evidence for environmental changes in the vicinity of a substance release
interpreting LI350 data and other lntormation on toxicity
idcntifying concerns with the disposal of domestic wastes, such as paints and oils, and industrial
wastes
• describc and CVaJtlatc methods used to transport, store and dispose of hazardous
household chemicals
• investigate and cvaluate potential risks resulting from consumer practices and industrial processes,
and identify processes used in providing information and setting standards to manage those risks
• identify and evaluate information and evidence related tO an issuc in which environmental
chemistry plays a major rr le

viii
 Science Grade Nine
Outcomes
Unit D: Electrical Principles and Technologies (Science and Technology Emphasis)

Overview: Electricity provides the means to encrgize many devices, systems and processes that are part
of our technological environment. Electrical devices are used to transfer and transform energy, to provide
mechanisms for control and to transmit information in a variety of forms. In this unit, students learn the
principles that underlie electrical technologies, by studying the form and function of electrical devices and
by investigating ways to transfer, modify, measure, transform and control electrical cncrgy. Using a
problem-solving approach, students create and modify circuits to meet a variety o1 needs. Studcnts also
develop skills for evaluating technologies, by comparing alternative designs and by considering their
efficiency, effectivencss and environmental impact.

This unit builds on idcas introduced in Grade 8 Science, Unit D: Mcchanical Systems and introduces
ideas that will be developed further in Science 10: Unit B: Energy I low in Technological Systems and in
Science 30, Unit C: Electromagnetic Energy.

Focusing Questions: how do wc obtain and use electrical energy’! What scientific principles are
involved? What approaches can be we use in selecting, dcveloping and using energy-consuming devices
that are efficient and cfective in their energy use?

Key Concepts

The following concepts arc developed in this unit and may also be addressed in other units at other grade
levels. the intended level and scope of treatment is defined by the outcomes below.

forms of energy electrical energy storage

energy transformation energy transmission
5 neration of elcctrical energy measures and units of electrical energy
electric charge and current
clectrical resistance and Ohm’s law
- circuits renewable and non-renewablc energy

Outcomes for Science, Tcchnology and Society (STS) and Knowledge

1. Investig‹itc and interpret thc use of dcvices to convert various forms of cnergy to electrical energy, and
elcctrical energy to other forms of energy.
• identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light
encrgy
» investigate and describe evidcnce of energy transfer and transformation
• investigatc and evaluate the use of different electrodes, electrolytes and clcctrolytic concentrations
in designing electrical storage cells
• construct, use and evaluate devices for transforming mechanical energy into electrical energy and
for transforming electrical energy into mechanical energy
• modify the design of an elcctrical device, and observe and evaluate resulting changes

lX
 Science Grade Nine
Outcomes
2. Describe technologies for transfer and control of electrical energy
• assess the potential danger of electrical devices, by referring to the voltage and current rating
(amperage) of the devices; and distinguish between safe and unsafe activitics.
• distinguish between static and currcnt electricity, and identify example evidence of each electric

• use switches and resistors to control electrical flow, and predict the effects of these and other
devices in given applications
• describe, using models, the nature of electrical current; and explain the relationship among current,
resistance and voltage
• measure voltages and amperages in circuits
- apply Ohm’s 1.aw to calculate resistance, voltage and current in simple circuits [Prerequisite
Skill: Grade 8 Mathematics, Patterns and Relations, Specific Outcome 5[
• develop, test and troublcshoot circuit designs for a varicty of specific purposes, based on low
voltage circuits
• investigate toys, models and household appliances; and draw circuit diagrams to show the flow of
electricity through them
• identify similarities and differences between microelectronic circuits and circuits in a housc

3. Identify and estimate energy inputs and outputs in a device or system

• identify the forms of energy inputs and outputs in a device or system
• apply appropriate units, measures and devices in determining and describing quantities of energy
transformcd by an electrical device, by:
- measuring amperage and voltage, and calculating the number of watts consumed by an electrical
device, using thc formula P IV [powcr (in watts) time (in seconds)]
calculating the quantity of clectrical energy, In joulcs, transformed by an electrical device, using
the formula E P t [energy (in joules) power (in watts) time (in scconds)] [P rerequiste
Skill: Grade 8 Mathematics, Pattcrns and Relati‹›ns, Special Outcome 5J
• apply the concepts of conservation of cnergy and efficiency to the analysis of energy devices
• compare energy inputs and outputs of a device, and calculate its efficiency, using the formula,
perccnt eiiiciency = energy output/encrgy input 100 |1’rerequisite Skills: Grade 7
Mathematics, Number, Specific (Outcome 18; Grade 8 Mathematics, Number, Specific
Outcome 12]
• invcstigate and describe techniques for reducing waste of cnergy in commen household dc›°ices

4. Describe and discuss eh socictal and environmental implications of the usc of electrical energy
• identify and evaluate sources of clectrical energy, including oil, gas, coal, biomass, wind and solar
• describc the by-products of electrical generation and their impacts on the environment
• identify example uses of"elcctrical technologies, and evaluate tcchnologies in tennis of benefits and
impacts
• identify concerns regarding conservation of energy resources, and cvaluate means for improving
the sustainability ot energy use
 Science Grade N
inc Outcomes
Unit E: Space Exploration (Science and Technology Emphasis)

Overview. T’echno1ogies have played an essential role in the study of space and in thc emergin g use of
space environments. Our modern understanding of space has developed in conjunction with advances in
tcchnologies for viewing distant objects, for transmitting images and data through space. .ind for manned
and unmanned space exploration. A study of space exploration provides an opportunit} for students to
examine how science and tcchnologies interact and to learn how one process augments the other.
Students become aware that technologies developcd to nicet the challenges of space are applied to new
purposes.
T his unit build on ideas introduced in Grade 6 Science. 4 opic C: Sky Science and introduccs ideas that
will be developed further in Science 30, Unit C: Electromagnetic Energy.

Focusing Questions: How have humans attained a presence in space? What technologies have been
developed and on what scientific ideas are they bascd’? How has the developmcnt o1 thcsc technologies
contributed to the exploration, usc and understanding of space and to benefits on Larth?

Kcy Concepts

the following concepts are devcloped in this unit and may also be addresscd in other units at other grade
levels. The intended level and scope of treatment is defined by thc outcomes below.

- technologics for space exploration and distribution of matter through space

observation composition and characteristics of bodies in
- refercnce frames for describing position and space
motion in space life-support technologies
satellites ‹ind orbits communication technologies

Outcomes for Science, Technology and Society (S4“S) and Knowledge

1 . Investigatc and describe ways that human understanding of Earth and space has dcpcnded on
technological developmcnt
• identify diferent ideas about the nature of F arth and space, based on culture and science
• investigatc and illustrate the contributions of technological advance—s including optical
telescopes, special analysis and space travel — to a scientific understanding of space
• describe, in general terms. the distribution of matter in star systems, galaxics, nebulae and the
universe as a whole
• identify evidence for, and describe characteristics of, bodies that make up the solar system; and
compare their composition and characteristics with those of Lash
• describe and apply techniques for determining the position and motion of objccts in space,
including:
- constructing and interpreting drawings and physical medels that illustrate the motion of objects
in space
- describing in general terms how parallax and the Doppler effect are uscd to estimate distanccs of
objects in space and to determine their motion
- describing the position of objects in spacc, using angular coordinates [Prerequisite Skills:
Grade 7 Mathematics, Shape and Space, Specific Outcomes 11, 13; Related Skills: Grade
9 Mathematics, Shape and Space, Specific Outcomes 13, 14]
• investigate predictions about the motion, alignment and collision of bodies in space

Xl
 Science Grade Nine
Outcomes
2. Identify problems in developing technologies for space exploration, describe technologies developed
for life in space, and explain the scientific principles involved
• analyze space environments, and idcntify challenges that must be met in developing life-
supporting systems
• describe technologies foT life-support systems, and interprct the scientific principlcs ‹in which they
are based
• describe technologies for space transport, and interprct the scientific principles involvcd
• identify materials and processes developed to meet needs in space, and identify rclated
applications
• describe the development of artificial satellites, and explain the major purposes for which thcy are
used

.3. Describe and interpret the science of optical and radio telescopex, space probes and remote scnsing
technologies
• explain, in general terms, the operation of optical telescopes, including telescopes that are
positioned in space environments
• explain the role of radio and optical telescopes in detcrmining characteristics or stars and star
systems
• describe and interpret, in general terms, the techntilogies used in global positioning systems and in
remotc sensing

4. Identify issues and opportunities arising from the ar plication of space technology, identify alternatives
involved, and analyze implications
• recognize risks and dangcrs associated with space cxploration
• dcscribc Canadian contributions to space research and dcvelopmcnt and to the astronaut program
• identify and analyze factors that arc important to decisions regarding space exploration and
devclopment
Science Grade Nine Topic A: Biological Diversity, Part I 1
Lesson Plans

Biotogir
Diversity
 Science Grade Nine 4 opic A: Biological Diversity, 2
Part I
Lesson Plans
Science Grade Nine
Topic A: Biological Diversity
Contents

Part I: Diversity nnd Reproduction

Lcsson One Introduction 4

Lesson Two Understanding Biological Diversity 5
Lesson Threc Classifying I3iological Diversity 6
Lesson Four
Interdependence 7
Lesson Five Variations within Species 8

Lessen Six Variation 9

Lesson Seven Asexual Reproduction 10

Lesson Eight Sexual Reproduction 1I

Lcsson Nine
Ileproductive Structures of a Flower 12
Lesson I en
Biological Diversity, Part I Review 13
Lesson Eleven
Biological Diversity, Part I Test 14
 Science Grade N inc "I opic A: B steal Diversity, Part
to Lesson I
Plans
Part II: Inheriting Characterfstics

Lesson Twelve DMA 15

Lesson Thirteen Chromosomes and Gencs 16

Lesson I oiirteen Cell Division 17

Lesson Fifteen Patterns o1 Inheritance ia

I esson Sixteen Reduction of Riological Diversity 19

Lesson Seventeen Fluman Causes of Extinction and F.xtirpation 20

I csson 1/ightecn Selecting Desirable Traits ?i

Lesson Nineteen Reducing Our Impact on Biological Diversity 22

Lcsson fwcnty Biological Diversity, Part II Review 23

1.esson 4 wenty-onc 13iological Divcrsity, Part II "I est 24

I.csson twenty-two Biological Diversity, Culmination

 Science Grade Nine Topic A: Biological Diversity, Part I
Lesson Plans
Lesson One
Resources/Materials: Science in Action 9, pages 2 — 7
Concept: Introduction Worksheets #9A. la and ñ9A.lb (student copies)

Introduction: Discuss “people watching”. One of the most interesting things

about this way to pass time is that you get to see such a variety of peoplc.
Discuss the kinds of differences in people (race, coleuration, body type, facial
features, hair colour, and so on). L.xp1ain that this variation is called
biol E’lcal dfversity. Note that biological diversity docs not just apply to
humans, but to all living things. So, one red ant may look exactly like all the
others, but closer examination will rcveal differences.

Procedure:

1. Explain that Unit A is aboitt biological diversity and why it is important to the
survival o1 a

2. have students tiirn to tcxtbOok, bulges 2 and 3. l3riefly go over the

contents and allow the students to flip through the unit.

3. Guide thc rcading of pagcs 4 7.

4. Distribute Worksheets #9.A.1 a and #'9A. 1 b. Co over tlac directions, iI necessary.

5. OP I IONAL. 1 lave students make a title page for the unit.

Assignments:

1. Read !Sc’iencc• in cfir›u 9, pages 2 — 7.

2. Do Worksheets #'9.A.1 a anal #9A.lb.
3. OPTIONAL. Makc a titlc page.
 Science Grade Nine topic A: Bto logical Diversity, Part
I Worksheets
Biological Diversity

Directions: Use Science in Action 9, pages 4 — 7 to help you with the questions

1. What is biological diversity?

2. The Yellowstone to Yukon Conservation Initiative involves twelve different governments

(two national and ten provincial or state). Why is this necessary and preferable over
each government running its own program?

3. The Y2Y initiative’s goal is to preserve as many different species of plants and animals
as possible. Some people say that we shouldn't worry about particular species of plants
or animals becoming extinct; that is just nature’s way. Do you think people should try to
preserve existing species of plants and animals or do you feel that plants and animals
dying out is just part of nature? Tell why you think as you do
 Science Grade Nine Topic A: B iolo ical Diversity, Part I
Worksheets
4. Use the grid and the lines below to do the Skill Practice activity on page 6.

a. What trends do you see in the data and in your graph?

b. For each trend, suggest factors that may have affected the average number of wolves.

c. Habitat loss can put a species at risk of extinction. It has been estimated that 97 ha
of natural Canadian habitat are destroyed every hour. Use that figure to calculate the
number of hectares lost in a

day month
year
 Science Grade Nine Topic A: E iological Diversity,
Part I Worksheets
Bioloqical Diversity

Directions: Use Science in Action 9, pages 4 — 7 to help you with the questions

1. What is biological diversity?

2. The Yellowstone to Yukon Conservation Initiative involves twelve different governments

(two national and ten provincial or state). Why is this necessary and preferable over
each government running its own program?

3. The Y2Y initiative’s goal is to preserve as many different species of plants and animals
as possible. Some people say that we shouldn’t worry about particular species of plants
or animals becoming extinct; that is just nature’s way. Do you think people should try to
preserve existing species of plants and animals or do you feel that plants and animals
dying out is just part of nature? Tell why you think as you do.

Works heel #9A. 1 a

 Science Grade Ninc 4 opic A: R iological D iversity,
Part I Worksheets
4. Use the grid and the lines below to do the Skill Practice activity on page 6.

a. What trends do you see in the data and in your graph?

b. For each trend, suggest factors that may have affected the average number of wolves.

od

c. Habitat loss can put a species at risk of extinction. It has been estimated that 97
ha of natural Canadian habitat are destroyed every hour. Use that figure to
calculate the number of hectares lost in a

day 2ñ 2 & k1 month /u

\\ crkshcct #9A. I b
 Science Grade Nine topic A: Biological Divers ity, Part I 5
Lesson Plans
Lesson Two
Concept: Understdnding

Biological Diversity

Resources/Materials: Science

in Action 9. pagcs S 11
Worksheets #9A.2a. #9A.2b, #9A.2c, and #9A.2d (student copies)

Introduction: With students discuss the different types o1 organisms found on

the colony. Discuss whether the orgaFtIsms found in the holTle $£1CC (i.e.,
the yard) are different from those found in the fields. Conclude that there is
divcrsity in the various ccosystcnis on the lands that the colony covers.

Explain that today’s lesson is about the dit“fcrent aspccts of diversity.

Procedure:

1. have students turn to tcxlbook, page S. (Guide the reading.

2. Have students look at the headings on pages 9 — 11. Discuss meanings of the
headings.

3. Have students read textbook, Pages °9 — 1 I independently. (Of course,

if you can sparc the time, it is always better to guidc the reading.)

4. Explain that students will bc doing the five lt a I iy activity on tcxtbook,

page 10, cxccpt they will not be using Internet resources to vcrify their
findings. (4 his activity is part of Worksheets ñ9A.2a and #9A.2b.)

5. Distribute W‹irksheets #9A.2a, #9A.2b, #9A.2c, and f'7A.2d. Go over the

directions, if necessary.

Assignments:

1. Read .Scienr‘e iN fi cfi‹›n 9, pages 811.

2. Do Workshcets d9A.2a, #9A.2b, #9A.2c, and ñ9A.2d.
 Sc icnce Grade N inc Topic A: Biol ogic‹il Divers ity,
Part I Worksheets
Examininq Diversity

Directions: Use Science in Action 9, pages 8 — 11 to answer the questions.

1. Define these terms.

b. biological diversity

2. Examine the photos of the ecosystems pictured on Figure 1.1, 1.2, and 1.3. From what
you see and what you can infer, what are three abiotic and three biotic factors present in
each ecosystem?

Ecosystem Abiotic Factors Biotic Factors

Boreal Forest

Prairie Slough

Serengeti Plain
 Science Grade N rue topic A: Biological Divcrsity, Part
1 Worksheets
3. Examine the chart and map of Alberta’s Natural Regions. For each region write three
biotic and three abiotic factors. Note: Use the knowledge that you have already learned
from studying about these regions. In some cases you may have to infer what these
factors might be. You may also want to look in reference books like encyclopedias to get
some answers.

Natural Region Abiotic Factors Biotic Factors

Canadian Shield

Boreal Forest

Foothills

Rocky Mountain

Parkland

Grassland

Worksheet #9A. 2b
 Science Grade line T opic A: Biological Diversity, Part I
Worksheets
The Natural Regions of Alberta

Canadian Shield
• Rocky
• Many lakes and marshes
• Littlc soil
• Only certain types of plants can grow
• Cool summers, cold winters
Bores I Forest
• Almost entirely covered with trees
• Rolling hills and plains
• Many rivers and wetlands
• Coo1 summers, cold winters
Foothills
• Made up ef hills that lead to Rocky Mounl£lins
• In far south, covered with grasslands
• In north, covercd with trees
• Cool to warm summers, cold winters
Rocky Mountain
• Deep valleys and rugged peaks
• Some glaciers
• Trees grow in some areas
• Small planets grow on rocky soil
Parkland
• Area of both grass and trees
• Rich soil and gently rolling hills
• Warm summcrs, cool to cold winters
€irassland
• Grasslands

• Some large rivers and a some lakes

• Warm to hot summers, cool to cold winters

” boceal Foxes'
 Science Grade N inc Topic A: l3 in logical D ivers ity, l°art I
Worksheets
4. Each of the following statements is false. Make each true by crossing out the incorrect
word or words and writing the correct word or words above those words

a. When members of a species live in a specific area and share the same

resources, these individuals form a perspective.

b. Populations refer to both abiotic and biotic factors of an ecosystem

c. When populations of different species live in the same area, these populations form a

convention.

d. Polar bears and giraffes are two of the populations that live in the ecosystem in our

colony’s yard

e. A population is a group of organisms that all have the same basic structures.

f. Even though the members of a population of a particular species may look alike, there

is a door within the species

g. Genetic domination refers to the variations between members of a population

h. All variations between individuals in a population are visible.

i. When humans breed plants and animals so that as many individuals as possible show

the same useful characteristics, they are accidentally reducing the amount of

variation.

j. The species on our planet are evenly distributed throughout the earth.

k. Areas around the poles have the greatest number of plant species

l. The number of plant and animals species is least around tropical regions.

m. As you move away from the tropical regions, you will find more biological diversity.

n. Generally, Canada has more biological diversity than Mexico.

 Science Grade Nine Topic A: Biological Diversity, Part I
Workshects
Examininq Diversity

Directions: Use Science in Action 9, pages 8 — 11 to answer the questions.

1. Define these terms

a. species

b. biological diversity

2. Examine the photos of the ecosystems pictured on Figure 1.1, 1.2, and 1.3. From what
you see and what you can infer, what are three abiotic and three biotic factors present in
each ecosystem?

Ecosystem Abiotic Factors Biotic Factors

Boreal Forest

.‹g
Prairie Slough

r‹:dw›<¿ bt«ti-b'r‹k

Serengeti Plain q r

Worksheet #9A.2a
 Science Grade Nine Topic A: i3iolo*ical Diversity, Part I
Worksheets
3. Examine the chart and map of Alberta’s Natural Regions. For each region write three
biotic and three abiotic factors. Note: Use the knowledge that you have already learned
from studying about these regions. In some cases you may have to infer what these
factors might be. You may also want to look in reference books like encyclopedias to get
some answers.

Natural R gion Abiotic Factors Biotic Factors

Canadian Shield I

Boreal Forest

Foothills

Rocky Mountain 8 ’*

Parkland

Grassland >“^*!§

Workshtct#9 .2b
 Science Grade Nine Topic A: Biological Diversity, Part I
Worksheets
4. Each of the following statements is false. Make each true by crossing out the incorrect
word or words and writing the correct word or words above those words.

a. When members of a species live in a specific area and share the same resources,

these individuals form a Que.

b. Populations refer tot t›ietic factors of an ecosystem

c. When populations of different species live in the same area, these populations form a

colony’s yard.
+P
e. Reputation
A is a group of organisms that all have the same basic structures.

f. Even though the members of a population of a particular species may look alike, there
V5rto4 m
is a Year within the species.

g. Genetic prefers to the variations between members of a population.

not
h. All variations between individuals in a population ar visible.

i. When humans breed plants and animals so that as many individuals as possible show

the same useful characteristics, they are reducing the amount of

variation.
^°=“!Y
j. The species on our planet are eveofy distributed throughout the earth.
1 •+’
k. Areas around the poles have the greatest number of plant species.

I. The number of plant and animals species least around tropical regions.

m. As you move away from the tropical regions, you will find more biological diversity.
\&s
n. Generally, Canada has more biological diversity than Mexico.

Worksheet #9A.2d
 Science Gradc Nine I opic A: B iolo•qical Diversity, Part 1 6
Lesson Plans
Lcsson Three
Concept: Cfalsifying biological

Diversity Resources/Materials:

Science in Action '9, pages 1 2 15

Workshccts #9A.3a. ñ9A 3b, and #9A.3c (student copies)
graph paper

Introduction: On the board write the words/cmi/J, I c•lirc•rleul bor Darius

leant or Schmiedele ul), Ilulterilc, incliviJual, colony. Ask students to arrange
them from most general to least general. (Hutterite. Lchrerleut, colony,
family, individual).

F.xplain that similarly, biologists classify organisms from most

general to most specific. Proccdure:

1. I xplaln that scicntists put all living things into five major
categories called kingdoms. kach kingdom is then clivided into
phyla, and so on.

2. I lave students turn to textbook, page 12. Guidc the reading of pagcs 12 and 13
(top).

3. I lave students read ilidcpcndently, tcxtbook, page 14.

4. Distribute Worksheets f9A.3a, #9A.3b, and #9A.3c, which givc thcm directions
on complcting the
Skill 1’raclicc• activity, page 13. Cio over the directions, if nec SSg1 .

5. I lave students do the Piso hlc m N‹›/v/up activity, page 1 4.

6. OP"fIONAL. I lavc students do the €’hc•c’k cin‹l Re flec'l qucstions on textbook,

page 15.

Assignments:

1 . Read 6’ñc•ck nnd ñc ccl, pages 12 — 15.

2. Do Workshects !)L.3 u, #9A.3b, and d9A.3c.
3. Do the Problem Solving activity, page 14.
4. OPTIONAL. Do /"heck and Refiect, page 15.
 Science Grade N inc "I“op ic A: Biological Diversity,
Part I Worksheets
Classifyinq Bioloqical Diversity

Directions: Use Science in Action 9, pages 12 — 15 to help you with the questions.

1. Arrange the following in order from most general to most specific:

kingdom phylum
subphylum species genus order
family class

2. Into which five kingdoms are all living things divided?

a.

3. Why are coral reefs referred to as “amazons of the oceans"?

4. Would you expect to find coral reefs mostly in tropical climates or in polar climates?
Tell why.
 Science Grade N inc Topic A: B iologiCdl l9i vers iiy, Part I
Worksheets
Questions 5 and 6 have to do with the Skill Practice activity on page 13.

5. Use the information from Data Set 1 to make a pie chart (also called circle graph).
To do this follow these steps:

• Convert each of the fractions to a percent. (e.g., 9/16 = 56%)

• Multiply each percent by 360° to determine the number of degrees that percent would
represent on the pie chart. (56% • 360° = 207°)
• On the pie chart draw in the appropriate sections, using the degrees you calculated
• Label is section with the type of fruit fly and the percent. (e.g. Red Eyes, Long Wings
56%)
• Give your pie chart a title.
 Science Gradc N rue Topic A: Biological Diversity, Part I
Worksheets
6. Use the information from Data Set 2 to make a bar graph. To do this follow these
directions.

• Label the horizontal (x) axis with the word Type of Virus)
• Label each section on the horizontal axis with the types of virus
• Label the vertical (y) axis with the word Size (nm)
• Decide on the interval (the number of nm that each space stands for) the number the
lines on the vertical axis.
• Draw in the bars with a ruler. Colour the bars.
• Give your bar graph a title.
 Science Grade Nine Topic A: biological Diversity, Part I
Worksheets
Classifying Bioloqical Diversity

Directions: Use Science in Action 9, pages 12 — 15 to help you with the questions.

1. Arrange the following in order from most general to most specific:

subphylum genus kingdom phylum

species ordeF family class

2. Into which five kingdoms are all living things divided?

a.

b.

e.

3. Why are coral reefs referred to as “amazons of the oceans"?

4. Would you expect to find coral reefs mostly in tropical climates or in polar climates? Tell
why.
 Scicnce Grade N inc Topic A: Biological Diversity, Part I
Worksheets
Questions 5 and 6 have to do with the Skill Practice activity on page 13.

5. Use the information from Data Set 1 to make a pie chart (also called circle graph). To do
this follow these steps:

• Convert each of the fractions to a percent. (e.g., 9/16 = 56%)

• Multiply each percent by 360° to determine the number of degrees that percent would
represent on the pie chart. (56% • 360° — 207°)
• On the pie chart draw in the appropriate sections, using the degrees you calculated.
• Label is section with the type of fruit fly and the percent. (e.g. Red Eyes, Long Wings
56%)
• Give your pie chart a title.
 Science Grade Nine Topic A: Biological Diversity, Part I
Worksheets
6. Use the information from Data Set 2 to make a bar graph. To do this, follow these
directions

• Label the horizontal (x) axis with the word type of Virus)
• Label each section on the horizontal axis with the types of virus.
• Label the vertical (y) axis with the word Size (nm)
• Decide on the interval (the number of nm that each space stands for) the number the
lines on the vertical axis.
• Draw in the bars with a ruler. Colour the bars
• Give your bar graph a title.

8
 Sciencc Grade N inc Fopic A: Biological Diversity, Part I
Lesson P loins
Lesson Four
Concept: Interdependence

Resources/Materials: Science in Action 9. pages 1 6 19

Worksheets #9A.4a, ñ°7A 4b. #9A.4c, and #'9A.4d (student copics)

Introduction: Discuss itcins at the colony that are not produced by thc colony
(motor vehicles, building supplies, chicks, piglets, cloth, appliances, etc.). then
clisciiss things produced by the colony that it provides to others (livestock,
grain, etc.). Explain that when w’e rely on others to things and they rely on
us, this is referred to as interJepc•riJence•. The opposite of interdependence is
independence.

Procedure:

1. Havc students recall thc concept oY food cluiins. FOOd ChtNns

arc one example of a typc of interdependence. (Write loo‹l
cha/nX on the board.)

2. I lavc students recall thc concept of .symbiosis frem Cirade Seven

Scicnce. I.xp1ain that textbook, page 17 reviews the three types of
symbiosis. (Write .symhiosi.› on the bo‹trd.)

3. Explain that CVery organism has what is called a iiic'lic• (Writc uic‘fic
on the board.). Niche refers to the role an organism has within in an
ecosystem.

4. With students discuss how different grades of barley arc in demand from
dillcrent people. I hosc who want cattlc feed most likely wantcd the
lowest grades o1 barley because it is the cheapcst. "I“htise who want
barlcy to make beer want the highest grades because the highcr grades of
barley make the bcst tasting beer. When tw‹ or more pet ple want the
same product, but a ccrtain segment of it, it is called re.source
partilianing. (Writc re.vourc'e parlil.toning on the b‹ ard.)

5. I-Iave stiidcnts read textbot›k, P^8CS 1 6 19 tO find out more about

interdependence, symbiosis, nichcs, and resourcc partitioning.

6. Distribute Worksheets #9A.4a, ñ9A.4b, #9A.4c and #9A.4d. tio over the
directions, if necessary.
7. OPB IONAI.. Slave studcnts do the € heck am Le ‹ ct questions ‹ n textbook, page l9.

Assignments:

1. Read Scic•nce in Action *9. pages 16 — 19.

2. Do Workshects #9A.4a. #9A.4b, ñ9A.4c, and #9A.4ct.
3. OI*TIONAI.. Do Check ‹tnJ Reflect, page 19.
 Scic•nce G radc N inc ’I op ic A: B in logical Divers ity.
Part I Workshects
Interdependence

Directions: Use Sclence in Action 9, pages 16 — 19 to help you with the questions.

1. In the web explain what each heading in the boxes means

Mutualism Parasitism

Food Chains and Food Webs Symbiotic llelationships

INTrRDI.PENDr rscx

Interspceies Competition Niche

itesource Partitioning

fi’orkshcet #'9 A.4a

 Science Grade N tire Topic A: E to logical D ivcrs ity,
Part I Worksheets
2. Tell about two examples of interdependence in your life.

3. Examine the food chain below. Then answer the questions

wheat grasshopper frog garter snake hawk

a. The grasshoppers are eating too much of a farmer’s wheat crop so he sprays to get
rid of the grasshoppers. What effect will this have on the frog population?

b. Due to a warm spring and summer, the hawk population has exploded. What effect
will this have on the garter snake population?

What effect might this eventually have on the hawk population itself?

4. Following are examples of different symbiotic relationships. Tell what type of

symbiosis is being described (commensalisms, mutualism, or parasitism)

a. Bed bugs are tiny bugs that like to live in dark areas such as the mattresses. When a
person goes to sleep, the bed bugs bite the person, sucking out some of his or her
blood. The bed bugs get food, while the person loses blood

Worksheet #9a.4fi
 Sciencc Grade Nine T opic A: Biological Divers ity,
Part I Worksheets
b. Bees travel from blossom to blossom, gathering nectar for food. As they do this
pollen from the blossom of one flower sticks to the bees’ hairy legs. When the bees
go to another blossom to get more nectar, the pollen from the previous blossom gets
deposited in that flower. The bees get nectar and the plants with the blossoms get
pollinated

c. Certain bacteria live in the intestines of cows. These bacteria produce a

substance called cellulose, which aids in the cows’ digestion. Meanwhile the
bacteria feed off what is in the cows’ intestines and have a nice warm and
moist place to live.

d. In India the golden jackal trails behind, at a safe distance, a particular tiger. When the
tiger kills its prey and has eaten its fill, the tiger moves away from its kill and the
golden jackal moves in and eats what the tiger has left behind.

e. Tapeworms live in the digestive tracts of vertebrates (animals with backbones). They
eat the food digested by the vertebrate. The vertebrate, meanwhile, does not get
all the nutrients it needs.

f. The cattle egret is a bird that forages in fields where cattle and horse are grazing.
The feeding livestock stir up insects as they graze. The cattle egret feeds on these
insects. The egret benefits, while the livestock are typically unaffected.

5. Give two examples from nature where there is interspecies competition

6. Describe the niche of one plant and one animal in the general location of your colony.

Worksheet #'7A.
4c
 Science Grade Nine Topic A: Biological Diversity, Pan I
Workshcets
b.

7. The illustration shows how seven species of lizard practise resource partitioning in
some areas. Describe where each lives, perches, and looks for food.
A.distichus perches on fence A. inso/itus usually perches
a. A.ditichus posts and other sunny surfaces. on shady branches.

b. A.insolitus

c. A.aliniger

A’.l’ns I us

d. A.ricordil ' A.atiniger ” .,.JNop eT ”

e. A.christophei

f. A.cybotes

g. A.etheridgei

Worksheet //VA.4d
 Science Grade Nine 3 op ic A: R it›logical Divers ity, Part I
JOFkSlleOtS

Interdependence

Directions: Use Science in Action 9, pages 16 — 19 to help you with the questions.

1. In the web explain what each heading in the boxes means

Commensalism Mutualism I’arasitism

nQh§ e no’rl›‹t

Food Chains and Food Webs Symbiotic Relationships

Interspccies Competition Niche

 Science tirade Ninc Topic A: E iolog ical Diversity, Part I
Worksheets
2. Tell about two examples of interdependence in your life.

a.

b.

3. Examine the food chain below. Then answer the questions.

wheat grasshopper frog garter snake hawk

a. The grasshoppers are eating too much of a farmer’s wheat crop so he sprays to get
rid of the grasshoppers. What effect will this have on the frog population?

b. Due to a warm spring and summer, the hawk population has exploded. What
effect will this have on the garter snake population?

What effect might this eventually have on the hawk population itself?

4. Following are examples of different symbiotic relationships. Tell what type of symbiosis is
being described (commensalisms, mutualism, or parasitism)

a. Bed bugs are tiny bugs that like to live in dark areas such as the mattresses. When a
person goes to sleep, the bed bugs bite the person, sucking out some of his or her
blood. The bed bugs get food, while the person loses blood.

rkshcct #9a.4h
 Science Grade Nine ’topic A: B iolo3ical Diversity, Part I
Worksheets
b. Bees travel from blossom to blossom, gathering nectar for food. As they do this pollen
from the blossom of one flower sticks to the bees’ hairy legs. When the bees go to
another blossom to get more nectar, the pollen from the previous blossom gets
deposited in that flower. The bees get nectar and the plants with the blossoms get
pollinated

Certain bacteria live in the intestines of cows. These bacteria produce a

substance called cellulase, which aids in the cows’ digestion. Meanwhile the
bacteria feed off what is in the cows’ intestines and have a nice warm and
moist place to live.

d. In India the golden jackal trails behind, at a safe distance, a particular tiger. When
the tiger kills its prey and has eaten its fill, the tiger moves away from its kill and
the polden jackal moves in and eats what the tiger has left behind.

e Tapeworms live in the digestive tracts of vertebrates (animals with backbones). They
eat the food digested by the vertebrate. The vertebrate, meanwhile, does not get all
the nutrients it needs.

f. The cattle egret is a bird that forages in fields wheFe cattle and horse are grazing.
The feeding livestock stir up insects as they graze. The cattle egFet feeds on these
insects. The egret benefits, while the livestock are typically unaffected.

Give tWO e mples from nature where there is interspecies competition.

a {e n

6. Describe the niche of one plant and one animal in the general location of your colony.

a.

Worksheet !/9A. 4c
 Science Grade Nine 4 opic A: i3iolos ical Diversity, Pan 1
Worksheets
b.

7. The illustration shows how seven species of lizard practise resource partitioning in some
vary
A. distichus perches onusually perches
posts and other sunny surfaces. on shady branches.
a. A.ditichus

b. A.insolitus

c. A.aliniger

d. A.ricordil ef

e. A.christophei _

f. A.cybotes

g. A.etheridgei

Wnrkshccl fi9A.4d
 Sc IeHce Grades N inc top ie A: Biological Divers ity, Part I
Lesson P lans
Lesson Five
C.vncept: Variations within Species

Resources/Materials: Science in Action 9, pages 20, 21, 23, and 24

Worksheets #9A.5a and #9A 5b (student copies)

Introduction: Discuss how no two people are alike. Even though all of us are
members of the same species, ñoiao .vspies›, there is variability among us.
Explain that in nature, this variability can be linked to survival if
cnvironmental conditions change.

Proccdure:

1. Discuss how ideal environmental conditions are related to survival,

and that in good conditions almost all men bcrs or a specics living in
a particular area can survive.

2. Discuss how this is not necessarily the case when conditions change
for the worse. Discuss who survives then? (Some students may say it
is always the biggest and strongest, but this is not
‹ilways the case. It all depends on the nature of the change. Some
membcrs of a species arc more able to cope with certain types of
changcs than others.)

I lavc students turn to textbook, page 20. Cuidc the reading or pages 20, 21, 23,
and 24.

4. Distribute Worksheets #9A.5a and #9A.5b. Go over the directions.

5. OPTIONAL. If you have enough students, you might want

students to do the Ski// /’rric/ice activity on tcxtb‹iok. page 21.

6. OPB IONAL. loo the /."hc•ck and Rc•llecl questions on textbook, page 24.

Assignments:

1. Read Sc’ic•nce in Ac’lion *9, pages 21, 22, 23, and 24.
2. Do Worksheets f9A.5a and f9A.5b.
3. OPB IONAI.. Do Skill Prac’tic’e, page 21.
4. OPTIf3NAL. Do Check cmd Rc•fic•cl, pagc 24.
 Science trade Nine Topic A: B iolo ical Diversity, Part
Worksh cts
Variation within Species

Directions: Use Science in Action 9, pages 20, 21, and 24 to help you with the questions

1. What is meant by variability?

2. What is the connection between variability in a species and survival?

3. Read the following about the experiences of a group of American pioneers in the 1800s,
as they tried to make their way across the Sierra Nevada mountains.

4“he Donner Party was a group of B7 pioneers who decidcd to move from the eastern United States
to California in thc 1800s. the journey provcd to be long, dangerous, and difficult. When crossing
the Sierra Nevada Mountains in October, therc was an unexpected, hcavy snowfall. Their wagons
became stuck and thcir horses and oxen could not pull the hcax’y wag‹iris. Thcir food ran out. The
had to kill their livestock and eat thcni for foed, j ust to survl ve. Soon there was nothing left to eat —
and it wits the middle of wintcr. fly the time thcy where rescued, half of the Dt›liner I°arty members
held diCd. By far, most of those who did survivc wcrc females. Most of the males who were bigger
and stronger than the females, died. Llistoi ians and scientists who have studicci the journey ot the
Doliner Party figured out that the lemalcs survived bccausc females naturally have more body fat than
men. When food ran ‹but and thc tempcr‹itures became more and more I rigid. the women’s body fat
helped them to survivc and keep them warmer. On the other hand, the men had little body fat. When
food ran out, they had no body fat to help kccp thcin alive.

Explain how variability affected who survived in the Donner Party.

4. What is meant by the term natural se/ecu/on?

Wcrks1Jcct #9A.3 a
 Science Grade Nine Topic A: Biological Divcrsity, Part I
Worksheets
5. Following are some changes in environment that could occur in an ecosystem. What
kinds of variability might determine which members of a species would survive and which
would not?

a. Algal bloom covered a wetland when too much fertilizer from a nearby farmer’s field
washed into the wetland’s water. The algae cover now prevented much of the
sunlight from getting to the plants who live on the bottom of the water.

b. In recent years the winds have been blowing with much more force. This has caused
many poplar trees to break and fall over.

c. Field mice can range in colour to light, almost white to various shades of grey to
black. Usually by April all the snow is gone and the mice can forage for food in the
fields without easily being spotted by hawks. One year, the snow did not entirely
disappear well into June.

d. Antibiotics are medications that are designed to kill harmful bacteria in humans.
When a person has a sickness that is caused by these harmful bacteria, he or
she is usually given antibiotics.

e. The mountain pine beetle burrows underneath the bark of pine trees and sucks the
moisture and sap from the trees. If enough pine beetles attack a tree, it will die. It
takes an extremely cold winter to kill them.

Worksheet #'7A. 5 b
 Science Grade N rue Topic A: Biological D iversity, Part I
Worksheets
Variation within Species

Directions: Use Science in Action 9, pages 20, 21, and 24 to help you with the questions.

1. What is meant by variability?

2. What is the connection between variability in a species and survival?

3. Read the following about the experiences of a group of American pioneers in the 1800s,
as they tried to make their way across the Sierra Nevada mountains.

The Donner Party was a greup of 87 pioneers who decided to meve mom the eastern United States
to California in the 1800s. 4 he journey proved to bc long, dangcrous, and diffcult. When crossing
tlic Sierra Ncvada Mountains in October, there was an uncxpected, heavy snowiall. Their wagons
became stuck and their horses and oxcn could not pull the heavy wagons. Their food ran out. They
had to kill their livcstock and eat them Tor food, jtist te survive. Soon there was nothing left to eat —
and it was the middlc of wintcr. By the time they were rescued, half of the Donncr Party members
had dicd. By far, most of those who did survive were females. Most of the males who were bigger
and strongcr than the females, dicd. Historians and scientists who havc stuclicd thc journey of the
Donner Party figured out that the fcmales survived bccausc fcrnales natuTally have mere body fat than
men. When food ran out and the temperaturcs became more and more frigid, the women’s body fat
hclped them to survive and keep them warmer. On thc other hand, the men had littlc body hit. When
tood ran out, they had no body fat to help kcep them alive.

Explain how variability affected who survived in the Donner Party.

4. What is meant by the term natural selection?

e
 Science Grade Nine Topic A: Biological Diversity, Part 1
Worksheets
5. Following are some changes in environment that could occur in an ecosystem. What
kinds of variability might determine which members of a species would survive and which
would not? g yy¿ y

a Algal bloom covered a wetland when too much fertilizer from a nearby farmer’s field
washed into the wetland’s water. The algae cover now prevented much of the
sunlight from getting to the plants who live on the bottom of the water.

b. In recent years the winds have been blowing with much more force. This has caused
many poplar trees to break and fall over.

C. Field mice can range in colour to light, almost white to various shades of grey to
black. Usually by April all the snow is gone and the mice can forage for food in the
fields without easily being spotted by hawks. One year, the snow did not entirely
disappear well into June.

d Antibiotics are medications that are designed to kill harmful bacteria in humans.
When a person has a sickness that is caused by these harmful bacteria, he or she is
usually given antibiotics.

e The mountain pine beetle burrows underneath the bark of pine trees and
sucks the moisture and sap from the trees. If enough pine beetles attack a
tree, it will die. It takes an extremely cold winter to kill them.

\Vorksheet #9A. 5 b
 Science Grade N rue T F'< B i O logical Divcrs ity, Part I
Lesson Plans
Lesson Six Resources/Materials: Science in Action 9, pages 26— 29
Worksheets #9A.6a and #9A.6b (studcnt copies)
Concept: Variation
Introduction: Revicw the concept o1 rarin/ion as referring to slight
differences among species. Explain that today’s lesson takes a closer look at
variation.

Procedure:

Heritable and Non-Veritable Characteristics. fly show of hands ask

students if they have the same hair colour as one of their parents or
grandparents. Most will raise their hands. Explain that hair colour is
referrcd to as a lieritable cluiriicteristic because people get their hair
colour from thcir parcnts or grandparents. T hen present thc situation
whcre a person walks with a lirnp becausc of an acctdent. Explain that
this characteristic is referred to as non-Iieritiible.

2. I3iscretc and Continuous Variation. I3iscuss that with st›me

characteristics, you either have it (ir you don’t. This is referrcd to as
Jiscrefe varfafiori. (Example: eye colour). On the other hand, with
some characteristics, there is a r£lFl@C. ( Xilmple: hair colour). 4 his is
referred to as continuous variation.

3. have studcnts turn to textb(iok, page 26. Slave stutlents read pages 26 29.

4. OPTIt9NAl.. If you have enough students in your school, have

students do the Given II a Try activities on page 27 anal 29. You can
vary thc activity by having students sam Ple their community to get
data.

5. Distribute Workshcets #9A.6a and #9A.6b. Go over the directions, if necessary.

OP"FIONAL. Do thc 6"heck and be]lect questions on tcxtbook, page 29.

Assignments:

1. Read NUfCuce in c lien 9, pages 26 — 29.

2. O1°"l’IONAL. Do the Give If a Try activities on pages 27 and 29.
3. Do Worksheets #9A.6a and #9A.6b.
4. OP I“IONAL. Do 6’heck and Reflc•ct, page 29.
 Sc ience Cirnde N inc topic A: B iolocical Divers ity. Part I
Worksheets
Variation

Directions: Use Science in Action 9, pages 26 — 29 to help you with the questions.

1. In two or three sentences explain the difference between heritable characteristics and
non-heritable characteristics.

2. Put a check mark ( ) in front of the heritable characteristics and an X in front of those that
are non-heritable.

eye colour height

misshapen nose caused by an accident skin colour

ability to drive a car clothing style

shape of your nose love of sports

3. In two or three sentences explain the difference between discrete and

continuous variation.

4. Write D for discrete variation and C for continuous variation

hair colour length of middle finger

height eye colour

plant or animal attached or free-hanging earlobe

\\’crkshcct #fiA.5a
 Scicnce Grade Nine I opic A: B iolog ical Divers ity, Part I
Worksheets
5. Give an example of each of the following variations

a. a heritable characteristic that can also be affected by environment

b. a non-heritable characteristic that has been affected by environment

c. a discrete variation that could be changed by the environment or by learning

d. a continuous variation that could be changed by the environment or by learning

6. Offspring inherit characteristics from their parents. Identify an example of a characteristic

in offspring that is:

a. the same as the characteristics of both parents

b. the same as the characteristic of one parent

c. intermediate between parent characteristics

d. different from both parents

W orkshect #9A.6b
 Science Grade N inc 1 op ic A: Biological Diversity,
Part I Workshects
Variation

Directions: Use Science in Action 9, pages 26 — 29 to help you with the questions.

1. In two or three sentences explain the difference between heritable characteristics and
non-heritable characteristics.

2. Put a check mark (/) in front of the heritable characteristics and an X in front of those
that are non-heritable.

eye colour height

misshapen nose caused by an accident skin colour

ability to drive a car clothing style

shape of your nose X love of sports

3. In two or three sentences explain the difference between discrete and continuous
variation.

4. Write D for discrete variation and C for continuous variation.

hair colour length of middle finger

height
eye colour

plant or animal attached or free-hanging earlobe

 Sciencc Grade N inc Topic A: Biological Diversity, Part I
Worksheets
5. Give an example of each of the following variations.

a. a heritable characteristic that can also Ceded by environment

b. a non-heritable characteristic that has been affected by environment

c. a discrete variation that could be changed by the environment or by learning

d. a continuous variation that could be changed by the environment or by learning

6. Offspring inherit characteristics from their parents. Identify an example of a characteristic

in offspring that is: yg t t t

a. the same as the characteristics of both parents v

b. the same as the characteristic of one parent t ¿¿[ t r

c. intermediate between parent characteristics

d. different from both parents

Wotkshcet #9A.6b
 Sc ience Grade Nine Topic A: Biological Diversity, Part I 10
1.esson Plans
Lesson Seven
Concept: Asexual Reproduction

Itesources/Materials: Science in Action 9, pages 30 and 31

Worksheet #9A.7a and #9A.7b (optional, student copies)

Introduction: Review that one characteristic of living things is that they have
the ability to reproduce. Discuss why this is necessary for species survival.

Explain that scicntists classify how organisms reproduce into two catcgories: ascxiia1
and sexual. Sexuiil reprotliicfioii iii velvet.v two indiviJu ils, either pliint ar anfmiff.
As€'xunI reproductfon involves only one
Ifl 1Vf ffs/.

Procedure:

1. I:xplain that today’s lesson involves lcarning more about how

some organisms reproduce asexually.

2. I love students turn to textbook, page 30. Guide thc rcading of pages 30 and 31.

o. Distribute Worksheets #9A.7a and #9A.7b. Cio over the directions,

i1“ necessary. Alternately, have studcnts make notes on what they
read on textbook, pages 30 and 31.

Assignments:

1. Read icimce in Nc/ion !9, pages 30 and 31.

2. Do Worksliccts #9A.7a and #9A.7b.
3. OR Make notes on what was read on pages 30 and 31.
 Science Grade Nine Topic A: Biological Diversity, Part I
Worksheets
Asexual Reproduction

Directions: Use Science in Action 9, pages 30 and 31 to help you with the questions.

1. Complete the web below by explaining each of the methods of asexual reproduction and
providing an example of each.

Binary Fission Budding Spore Production

F.xample: Example: Example:

ASF.XUA REPRODUCTION

Vegetative Iteproduction

Cuttings Runners Tubers Suckers

Example: Example: Example: Example:

 Science Grade Nine T opic A: Biological I0iversity,
Part I Worksheets
2. Draw and label a diagram of each of the different kinds of asexual reproduction.

Binary Fission Budding

Spore Production Cutting

Runner Tuber

Sucker

fi’orkshcet #9A. 7b
 Science Grade N inc Topic A: Biological Diversitv,
Hart I Worksheets
Asexual Reproduction

Directions: Use Sclence in Action 9, pages 30 and 31 to help you with the questions.

1. Complete the web below by explaining each of the methods of asexual reproduction and
providing an example of each

Binary Fission budding Spore Production

g„y

Ex:imple: fi trips Example: tts

ASEXUAL REPRODUCTION

Vegetative Reproduction

Cuttings Runners Tubers Suckers

Example: Nz

Worksheet #9A. 7a
 Science Grade N rue Topic A: g iological Divers ity,
Part I Workshccts
2. Draw and label a diagram of each of the different kinds of asexual reproduction.

Dinary Fission Budding

Spore Production Cutting

Runner Tuber

Sucker
 Science Grade Nine topic A: R iological Diversity, Part I 11
Lesson P lans
Lesson Eight
Concept: Sexual Reproduction

Resources/Materials: Science in Action 9, pages 32, 33, 35, and 36

Worksheets #9A.8a, #9A.8b, and #9A.Sc (student copies)

Introduction: Review that with organisms that uscd asexual reproduction

only an individual organism was needed. Explain that today’s lesson is
about sexual reproduction, whcre it takes two individuals.

Procedure:

1. Explain that the offspring of sexual reproduction will have a mix of

the characteristics of both parents.

2. Explain that sexual reproduction of animals is slightly different from sexual

reproduction in r ' ants.

3. Have students turn to textbook, page 32. Cuidc the reading of pages 32 and 33.

4. lixplain that asexual and sexual reproduction both have their pros and
cons. Have students read tcxtbook, pages 35 and 36.

5. Distribute Worksheets #°9A.8a, ñ9A.8b, and f9A.8c. Co over the dircctlons, lf

necessary.

6. OP flONAI . Do the k’hc•c'k anJ llejlecl questions on textbook, page 36.

Assignments:

1. Read Science in Action 9, pages 32, 33, 35, and 3ñ.

2. Do Workshcets #9A.8a, #9A.8b, anal #9A.Bc.
3. t3PTIONAI.. Do Check anal Reflect, page 36.
 Science Grade Nine Topic A: Biol ogiciil Divers ity, Part I
Worksheets
Sexual Reproduction

Directions: Use Science in Action 9, pages 32, 33, 35, and 36 to help you with the questions.

1 The following sentences have to do with sexual reproduction in animals. The

word in boldface type in each of the sentences is wrong. Write the correct word
above it.

a A zygote is a female or male sex cell that can unite with another to foFm a fertiliZed
cell, that can develop into a new individual.

b. Male gametes are called mammal cells and female games are called egg cells or
sperm.

Cleavage is a process that occurs with the union of the egg cell and a sperm cell.

d. The cell created by the joining of an egg cell with a sperm cell is called a gamete. It
is the first cell of a new individual.

e. Fertilization is the process of a zygote dividing into two cells. Then these two cells
both divide into two cells, and so on

f. An ova is a multicellular life form that results after the zygote has subdivided many
times.

g. The development of the embryo takes place inside the female in most insects.

h. With other animals the development of the embryo takes place outside the body in an
embryo.

2. In the space below draw and label a diagram of a flower.

Worksheet #9A.
Sa
 Science Grade N inc Topic A: Biological Diversity, Part I
Worksheets
3. Fill the spaces with the words in the box.

anther cross-fertilization cross-pollin‹ition embryo pollen seed zygote

fertilisation gametes pistil
pollination OVil ' ovules
stamen stigma style

Sexual reproduction in plants requires the joining of male and female

to produce a which then develops into an

Most plants produce both male and female gametes. However, some plants only produce

female gametes and others only male.

contains the male gametes of a plant. It is found on the

or male part. contain the female gametes of a

plant. They are found in the or female part of the plant.

occurs when pollen is transferred from the

of the stamen to the of the pistil. occurs when

the male and female gametes unite. occurs when the pollen of one

plant is carried to the stigma of another by wind, water, or animals.

occurs when a grain of this pollen produces a long tube that eventually grows down the

into the that contains the ovules.

The embryo will eventually develop into a new individual. In most plants, the embryo is

produced inside a The seed protects the embryo and stores food for

the embryo when it begins to grow into a new individual.

Worksheet #9A.Sb
 Science Grade Nine Topic A: Biological Diversity, Part I
Workshects
4. Complete the chart to show the advantages and disadvantages of asexual reproduction

Advantages of Asexual Reproduction Disadvantages of Asexual Reproduction

5. Complete the chart to show the advantages and disadvantages of sexual reproduction.

Advantages of Sexual Reproduction Disadvantages of Sexual Reproduction

7. Complete the chart to show examples of plants and animals that can reproduce sexually
and asexually.

Plants That Can Reproduce Both Sexually Animals That Can Reproduce Both Sexually
and Asexually and Asexually
 Science Grade Nine Topic A: Biological Diversitv, Part
I Worksheets
Sexual Reproduction

Directions: Use Science in Action 9, pages 32, 33, 35, and 36 to help you with the questions.

1. The following sentences have to do with sexual reproduction in animals. The word
in boldface type in each of the sentences is wrong. Write the correct word above
it.
«Q”**°
a. A
Xygete a female or male sex cell that can unite with another to form
is
a fertilized cell, that can develop into a new individual.

b. Male gametes are called II cells and female games are called egg cells or

Ie t t‹vAv
c. Gteovage is a process that occurs with the union of the egg cell and a sperm cell.
*1g
d. The cell created by the joining of an egg cell with a sperm cell is called a +. It
is the first cell of a new individual.
6\<••a¿
e. FosUbzatton is the process of a zygote dividing into two cells. Then these two cells
both divide into two cells, and so on

f. An OMd— IS a multicellular life form that results after the zygote has subdivided many
times

g. The development of the embryo takes place inside the female in most *

h. With other animals the development of the embryo takes place outside the body in an

Worksheet #9A.8a
 Science Grade Nine Topic A: Biological Diversity, Part
I Worksheets
3. Fill the spaces with the words in the box.

cross-fertilization cross-pollination embryo

fertilization gametes pistil pollen
pollination OVER ovules seed
stamen stigma style zygote

Sexual reproduction in plants requires the joining of male and female

to produce a e , which then develops into an m

Most plants produce both male and female gametes. However, some plants only produce

female gametes and others only male.

contains the male gametes of a plant. It is found on the

I or male part. (gteu contain the female gametes of a

plant. They are found in the or female part of the plant.

occurs when pollen is transferred from the yw

of the stamen to the of the pistil. u r l:l ›<oho‹ occurs when

the male and female gametes unite. wps>— p of 1‹ g/ occurs when the pollen of one

plant is carried to the stigma of another by wind, water, or animals. o

occurs when a grain of this pollen produces a long tube that eventually grows down the

into the that contains the ovules.

The embryo will eventually develop into a new individual. In most plants, the embryo is

produced inside a seek The seed protects the embryo and stores food for

the embryo when it begins to grow into a new individual.

Wurksh ct #9A.gb
 Science Grade Nine Topic A: Biological Divers ity, Part I
Worksheets
4. Complete the chart to show the advantages and disadvantages of asexual reproduction.

Advantages of Asexual Reproduction Disadvantages of Asexual Reproduction

5. Complete the chart to show the advantages and disadvantages of sexual reproduction.

Advantages of Sexual Reproduction Disadvantages of Sexual Reproduction

7. Complete the chart to show examples of plants and animals that can reproduce sexually
and asexually.

Plants That Can Reproduce Both Sexually Animals That Can Reproduce Both Sexually
and Asexually and Asexually
‹5omespec‹m jm<,sunâo aph #

Worksheet #9A. 8c
 Science Grade Nine T opic A: Biological Diversity,
Part I
1 esson Nine Lesson Plans

Concept: Rcproducti›•e Structures of a Flower

Resources/Materials: Science in Action 9, pages 33 and 34

Large flower (lily, tulip, poppy)
X-acto knife or scalpel
piece of dark cloth
compound light microscope
slide and cover slip
cyedropper
5 recipe cards
white glue
poster board

Introduction: Revlcw that plants that produce flowers use sexual reproduction. Explain that today
studcnts will have the chance to t.ike apart a blossom and try to identify the reproductive parts.

Procedure:

1. Have students turn to textbook, page 33. Go over the parts of the tlower. Identify the pistil as
having thc female parts and the stamen as having thc male parts.

2. T hen have studcnts turn to textbook, page 34. fell students to read the 1n‹Juiry activity over
carefully; then do the activity.

3. Stave the materials and equipment ready. Warn them about safety and respect for the materials.

Assignments:

1. Read Science in Action 9, pagc 34.

2. Do the Inquiry activity, page 34.
 Science Grade Nine topic A: B iolo3ical Diversity, Part
I
Lesson Ten Lesson P lans

Concept: Biological Diversity, Part I Review

Resources/Materials: Biological Diversity, Hart I Study Guide (student copies)

Science in Action 9, pages 25 and 37

Introduction: Explain the first half of the unit of Biological Diversity is now almost complete. It is time
to prepare for a test.

Procedure:

1. With students briefly go over the topics/concepts that werc covered.

• Diversity between ecosystems

• Diversity within ecosystems
• Diversity within species
• Species distribution
• Classifying biological diversity
• The three types of symbiosis: commcnsalisms, mutualism, parasitism
• Niches
• Resource partitioning
• Relationship between variation and survival
• Natural selection
• Heritable and non-heritable charactcristics
• I3iscretc and continuous variation
• Asexual reproduction
• Sexual rcproduction

2. Distribute the Biological Diversity, Part I Study Guide shcets. I lave students work on the
independently.

3. As a group, go over the study guide sheets, once they are completed.

4. AI.TERNATELY. Ilavc students do thc Nsse.s.s Your Learning questions on textbook, pages25 and

Assignments:

1. Do the Biologit’al Diver.‹it y, Part I study guide sheets.

2. ALTO RNAV El.Y. Do the A.ss’c•ss Your Learning questions, pages 25 and 37.
 Science Grade Nine Topic A: Biological Diversity, Part I
Review
Biological Diversity, Part I
Study Guide

1. Match the words and phrases in the box with their meanings.

heritablc characteristic biological diversity embryo niche

cleavage vegctative reproduction symbiosis ecosystem
discrete variation variability resource partitioning community
gamete asexual reproduction sexual reproduction population

sex cell

production of a plant that does not involve the formation of a

seed

the role of an organism within an ecosystem

division of a resource among two or more coexisting species

group of populations of different species living in the same area

characteristic that is transmitted from generation to generation

reproduction without the fusion of sex cells

variations within a species

the first divisions of a fertilized egg

an undeveloped organism in its beginning stages

reproduction involving two individuals of the same species

differences in characteristics that have a defined form

group of individuals of the same species living in an area

particular environment where biotic and abiotic things interact

the relationship between two different species

all the different types of organisms on Earth

 Science G rate N inc Topic A: Biological D iversity, Part 1

2. Why is there diversity between ecosystems?

3. Why must there be diversity within a particular ecosystem?

4. How does diversity within a species help the species to survive?

5. In which areas of the world is there the greatest diversity of species?

6. In which areas of the world is there the least diversity of species?

7. When classifying living things, list the category names starting with the most general.

8. In which ocean ecosystems is there generally the greatest diversity?

2
 Science Grade Nine Topic A: Biological Diversity,
Part 1 Review
9. Tell what kind of symbiotic relationship each of the following describes.

a. Mosquitoes bite and suck blood from animals.

b. The clownfish seeks shelter and protection by swimming around among the tentacles
of the sea anemone. The anemone is not affected by this.

c. The pilot fish cleans sharks of parasites. So sharks get cleaned and the pilot fish gets
a free meal.

10. Give an example of interspecies competition.

11. Explain how the niches of the organisms that live in an ecosystem enab(e them to survive
in that ecosystem.

12. Explain how resource partitioning helps different species survive in the same ecosystem.

13. Explain how variability within a species is connected to the survival of that species.
 Science Grade Nine Topic A: BiolOglcal Diversity,
Part I Review
14. Think about yourself. Give two examples of each of the following:

a. heritable characteFistics

b. non-heritable characteristics

15. Give two examples of each:

a. discrete variations

b. continuous variations

16. Match these forms of asexual reproduction with their descriptions

binary fission budding spores vegetative reproduction

Examples are tubers, cuttings, runners, and suckers

Unicellular organism splits exactly in two, producing two

identical organisms

Similar to seeds, except that they are produced by the

division of cells of the parent

Parent produces a bud which is a smaller version of itself;

can eventually detach or stay attached to the parent

4
 Science Grade N rue Topic A: Biological Diversity, Part I
Review
17. NumbeF the sentences in order to show the process of sexual reproduction in animals.

The fusion of a sperm cell and an egg cell produces a zygote.

The zygote divides into two cells.

The zygote cells continue to divide in a process called cleavage.

After many divisions and subdivisions, an embryo is formed.

Fertilization occurs when a sperm cell penetrates an egg cell.

18. Number the sentences in order to show the process of sexual reproduction in plants.

Pollination occurs when pollen is transferred from the anther of the stamen to
the stigma of the pistil.

A zygote is formed when a gamete in a pollen grain and a gamete in an ovule

join.

The zygote begins a series of divisions.

After the zygote divides many times, an embryo is formed.

Fertilization occurs when the male and female gametes unite.

19. Tell about one advantage and one disadvantage of asexual reproduction

a. advantage

b. disadvantage

20. Tell about one advantage and one disadvantage of sexual reproduction.

a. advantage

b. disadvantage
 Science Grade Nine Topic A: Biolopical D iversity, Part I
Review
Biological Diversity, Part I
Study Guide

1. Match the words and phrases in the box with their meanings

hcritable characteristic biological divcrsity embryo niche

cleavage vegetative rcr roduction symbiosis ecosystem
discrete variation variability resource partitioning community
gamete asexual reproduction sexual reproduction population

sex cell

production of a plant that does not invo(ve the formation of a

seed

the role of an organism within an ecosystem

division of a resource among two or more coexisting species

group of populations of different species living in the same area

characteristic that is transmitted from generation to generation

reproduction without the fusion of sex cells

/1 variations within a species

I the first divisions of a fertilized egg

an undeveloped organism in its beginning stages

reproduction involving two individuals of the same species

differences in characteristics that have a defined form

group of individuals of the same species living in an area

particular environment where biotic and abiotic things interact

the relationship between two different species

all the different types of organisms on Earth

 Science Grade N inc Topic A: Biological Diversity, Part I
keview
2. Why is there diversity between ecosystems?

3. Why must there be diversity within a particular ecosystem?

4. How does diversity within a species help the species to survive?

5. In which areas of the world is there the greatest diversity of species?

6. In which areas of the world is there the least diversity of species?

7. When classifying living things, list the category names starting with the most general.

8. In which ocean ecosystems is there generally the greatest diversity?

 Sciencc Grade Nine Topic A: Biological Diversity,
Part I Review
9. Tell what kind of symbiotic relationship each of the following describes.

a. Mosquitoes bite and suck blood from animals.

b. The clownfish seeks shelter and protection by swimming around among the tentacles
of the sea anemone. The anemone is not affected by this.

c. The pilot fish cleans sharks of parasites. So sharks get cleaned and the pilot fish gets a
free meal.

10. Give an example of interspecies competition.

11. Explain how the niches of the organisms that live in an ecosystem enable them to
survive in that ecosystem.

12. Explain how resource partitioning helps different species survive in the same
ecosystem.

13. Explain how variability within a species is connected to the survival of that species.
 Science Grade Nine 4 opt c A: Biological D iversity,
Part I
14. Review of each of the following:
Think about yourself. Give two examples

a. heritable characteristics

b. non-heritable characteristics

15. Give two examples of each: * “ V“

a. discrete variations & e cutcar, /y ty n

b. continuous variations

16. Match these forms of asexual reproduction with their descriptions

binary fission budding spores vegetative reproduction

Examples are tubers, cuttings, runners, and suckers.

b‹n‹ Unicellular organism splits exactly in two, producing two

identical organisms

Similar to seeds, except that they are produced by the

division of cells of the parent

Parent produces a bud which is a smaller version of

itself, can eventually detach or stay attached to the
parent

4
 Science Grade Nine Topic A: Biological Diversity, Part I
Review
17. Number the sentences in order to show the process of sexual reproduction in animals.

The fusion of a sperm cell and an egg cell produces a zygote.

The zygote divides into two cells.

The zygote cells continue to divide in a process called cleavage.

After many divisions and subdivisions, an embryo is formed.

Fertilization occurs when a sperm cell penetrates an egg cell.

18. Number the sentences in order to show the process of sexual reproduction in plants.

/ Pollination occurs when pollen is transferred from the anther of the

stamen to the stigma of the pistil.

A zygote is formed when a gamete in a pollen grain and a gamete in an ovule

join.

The zygote begins a series of divisions.

After the zygote divides many times, an embryo is formed.

Fertilization occurs when the male and female gametes unite.

19. Tell about one advantage and one disadvantage of asexual reproduction.

a. advantage

b. disadvantage

20. Tell about one advantage and one disadvantage of sexual reproduction.

a. advantage h

b. disadvantage
 Science Grade Nine Top ic A: B iolo3ical Diversity, Part I 14
Lesson P lans
Lesson Eleven
Concept: Biological Diversity, Part I Test

Resources/Materials: Biological Diversity, Part I Test (student copies)

 Science Grade Nine T opic A: Biological Diversity, Part I
Test
Biological Diversity, Part I
Test

1. Match the words and phrases in the box with their meanings.

a. asexual reproduction b. cleavage c. community d. discrcte variation

e. diversity 1. ccosystem g. embryo h. gamete
i. heritable characteristic j. niche k. population 1. resource partitioning
m. sexual rcproduction n. symbiosis o. vegetativc reproduction p. variability

production of a plant that does not involve the formation of a seed

sex cell

the role of an organism within an ecosystem

differences in characteristics that have a defined form

group of populations of different species living in the same area

characteristic that is transmitted from generation to generation

reproduction without the fusion of sex cells

variations within a species

the first divisions of a fertilized egg

an undeveloped organism in its beginning stages

particular environment where biotic and abiotic things interact

reproduction involving two individuals of the same species

group of individuals of the same species living in an area

the relationship between two different species

all the different types of organisms on Earth

division of a resource among two or more coexisting species

 Science Grade Nine Topic A: R iol optical Diversity,
Part I 4 est
2. Answer true or false.

There is diversity between ecosystems because some species are

more suited to some environments than they are to others.

All of Alberta’s six natural regions have totally different species living in them.

There is diversity within an ecosystem because different kinds of organisms have

different roles within the ecosystem.

Diversity within a species is what has made some bacteria resistant to antibiotics.

The areas around the poles have the greatest diversity of plant and
animal species.

Diversity in ocean waters is about the same in all locations.

No two people having the same fingerprints is an example of diversity within a

species.

All organisms can be categorized into six kingdoms.

3. Janine gathered information about the eye colour and hair colour of the students in her
class. On the next page construct a pie chart to represent the information below.

There are 25 people in Janine’s class.

• 7 out of 25 have blond hair and blue eyes
• 3 out of 25 have black hair and brown eyes
• 7 out of 25 have blond hair and green eyes
• 1 out of 25 has black hair and green eyes
• 5 out of 25 have brown hair and brown eyes
• 2 out of 25 have brown hair and blue eyes

(Use the space below to make your calculations.)

2
 Science Grade Nine Topic A: Biological Diversity, Part I
Test

4. Tell whether each of these symbiotic relationships is an example of commensalism ‹,

mutualism, or parasitism

a. Barnacles attach themselves to whales in order to move from one place to

another. The barnacles benefit, while the whales are not affected.

b. Lichens are the result of the interactions between fungi and algae. They depend on
each other for survival.

c. Leeches attach themselves to certain fish in wetlands, ponds, and lakes. They suck
blood, making the fish weaker.

3
 Science Grade Nine Topic A: Biological Diversity, Part I
Test
5. Choose an organism that lives in an ecosystem near your colony. Tell about four things
that describe its niche

b.

d.

6. Explain the term resource partitioning and give an example.

Example:

7. When there is a great deal of variation among the individuals in a species, it is more likely
that some of the individuals will survive environmental changes. Give an example of this.

8. Tell whether each of the following is a heritable or a non-heritable characteristic.

skin colour

corn plants produce seeds attached to a cob

Beth knows how to multiply fractions

shape of eyes

4
 Science Grade Nine 4 opic A: D iological Diversity, Part I
Test
9. Tell whether each of the variations is discrete or continuous

length of feet

number of branches on a tree

round hairline or V-shaped hairline

albino or not albino

10. What are four different types of asexual reproduction?

b.

d.

11. Use the words to fill in the spaces

zygote
embryo egg cells gametes sperm cells fertilization
cleavage

In animals sexual reproduction involves specialized cells called

In males they are called and in females they are called

occurs when a sperm cells

fuses with an egg cell to form a It is the first cell of a new

individual. It divides into two cells. These cells then diyide again and again. This process is

called
After several divisions have occurred, an
is formed.
 Science Grade Nine Topic A: Biological Diversity, Part I
Test
12. Use the words to fill the spaces.

pistil stamen cross-fertilizationpollination antherstigma ovules pollen style

ovary

In order for plants to reproduce, male and female gametes must join. The

contains the male gametes. It is found on the The female gametes are

found in the , which are found in the , or

female part of the plant.

occurs when pollen is transferred from the

of the stamen to the

occurs when a grain of pollen produces a long tube that eventually

grows down the into the that contains the

ovules. When a gamete in the pollen grain and a gamete in an ovule join, a zygote is formed

6
 Science Grade N rue "Lopic A: Biological Diversity, Part I
Test
13. Tell about an advantage and a disadvantage of asexual reproduction

a. advantage

b. disadvantage

14. Tell about an advantage and a disadvantage of sexual reproduction

a. advantage

b. disadvantage

7
 Science Grade Nine Topic A: R iological Diversity, Part I
Test
Biological Diversity, Part I
Test

1. Match the words and phrases in the box with their meanings.

a. asexual reproduction b. cleavagc c. community d. discrete variation

e. diversity f. ecosystcm g. emb ’o h. gamete
i. heritable characteristic j. nlche k. population 1. resource partitioning
m. scxual reproduction n. symbiosis o. vegetative reproduction p. variability

production of a plant that does not involve the formation of a seed

sex cell

the role of an organism within an ecosystem

differences in characteristics that have a defined form

group of populations of different species living in the same area

characteristic that is transmitted from generation to generation

reproduction without the fusion of sex cells

variations within a species

the first divisions of a fertilized egg

an undeveloped organism in its beginning stages

particular environment where biotic and abiotic things interact

reproduction involving two individuals of the same species

group of individuals of the same species living in an area

the relationship between two different species

all the different types of organisms on Earth

division of a resource among two or more coexisting species

 Science Grade Nine Topic A: Biological Diversity, Part I
Test
2. Answer true or false.

There is diversity between ecosystems because some species are more

suited to some environments than they are to others.

All of Alberta’s six natural regions have totally different species living in them.

There is diversity within an ecosystem because different kinds of organisms have

different roles within the ecosystem.

Diversity within a species is what has made some bacteria resistant to antibiotics

The areas around the poles have the greatest diversity of plant and animal
species.

Diversity in ocean waters is about the same in all locations

No two people having the same fingerprints is an example of diversity within a

species.

All organisms can be categorized into six kingdoms.

3 Janine gathered information about the eye colour and hair colour of the students in her
class. On the next page construct a pie chart to represent the information below.

There are 25 people in Janine’s class.

• 7 out of 25 have blond hair and blue eyes
• 3 out of 25 have black hair and brown eyes
• 7 out of 25 have blond hair and green eyes
• 1 out of 25 has black hair and green eyes
• 5 out of 25 have brown hair and brown eyes
• 2 out of 25 have brown hair and blue eyes

(Use the space be/or to make your calculations.)

p¿g 0 &x bLo / +/

O
c Q. 1 0 * 1 0°'

2
 Scicnce Grade Nine Topic A: Eiological Diversity, Part I
Test

4. Tell whether each of these symbiotic relationships is an example of commensalism

mutualism, or parasitism.

a. Barnacles attach themselves to whales in order to move from one place to

another. The barnacles benefit, while the whales are not affected.

b. Lichens are the result of the interactions between fungi and algae. They depend on
each other for survival.

c. Leeches attach themselves to certain fish in wetlands, ponds, and lakes. They suck
blood, making the fish weaker.

3
 Scicnce Gi ade N inc topic A: E iological Diversity, Part 1
Test
5. Choose an organism that lives in an ecosystem near your colony. Tell about four things
that describe its niche. ¿ p

a.

b.

c.

d.

6. Explain the term resource partitioning and give an example.

Example: ei

7. When there is a great deal of variation among the individuals in a species, it is more
likely that some of the individuals will survive environmental changes. Give an

example of this.

8. Tell whether each of the following is a heritable or a non-heritable characteristic.

skin colour

g<i \/ t ' corn plants produce seeds attached to a cob

gg g-/yw fc Ie Beth knows how to multiply fractions

shape of eyes

4
 Science Grade Nine Topic A: l3 iological Divcrs ity, Part I
Test
9. Tell whether each of the variations is discrete or continuous.

0 length of feet

number of branches on a tree

round hairline or V-shaped hairline

albino or not albino

10. What are four different types of asexual reproduction?

a.

C.

11. Use the words to fill in the spaces.

embryo egg cells zygote gametes sperm cells fertilization

cleavage

In animals sexual reproduction involves specialized cells called .

In males they are called and in females they are called

occurs when a sperm cells

fuses with an egg cell to form a . It is the first cell of a

new individual. It divides into two cells. These cells then divide again and again. This process

is called eye . After several divisions have occurred, an

is formed.
 SCICHCe Grade Nine Topic A: Biol ogicn I Divers ity, Part
I Test
12. Use the words to fill the spaces.

pistil cross-fertilization pollination ovules stye

stamen anther stigma pollen ovary

In order for plants to reproduce, male and female gametes must join. The

contains the male gametes. It is found on the p The female gametes are

found in the /\/ tg which are found in the g t , or

female part of the plant.

occurs when pollen is transferred from the \/pw

of the stamen to the .

occurs when a grain of pollen produces a long tube that eventually

grows down the into the p that contains the

ovules. When a gamete in the pollen grain and a gamete in an ovule join, a zygote is formed
 Science Grade N inc Topic A: Biological Diversity, Part I
Test
13. Tell about an advantage and a disadvantage of asexual reproduction.

a. advantage

b. disadvantage

14. Tell about an advantage and a disadvantage of sexual reproduction.

a. advantage

b. disadvantage

7
 Science Grade Nine Topic A: Biological Diversity, Part 1 I
Lesson l°lans
Lesson Twelve Resources/Materials: Science in Action 9, pages 38 41
Worksheets #9A.1 2a and #9A. 1 2b (student copies)
Concept: DNA
Introduction: Review some of thc characteristics we inherit mom our parents
and grandparents. Review that some of thesc characterlstics can be discrete
and other continuous. Finally, review that no two human beings are exactly
alike. l'Of lhal lTlRlCr no two organisms are exactly alike. (An exception
might be those animals that have been cloned, but that concept should be
reserved for later courses.)

Procedure:

1. Explain that scientists have figured out how exactly organisms inherit
characteristics, whilc there arc still variations within a species.

2. Have students turn to tcxtbook, page 38. Ciuide the reading.

3. "then direct students’ attention to textbook, pages 39 to the top section

o1 pagc 41. DNA is a vcry abstract concept. If at all possible, guide the
reading of pages 39 — 41.

4. Clarify that within each nuclcus thcre are several DNA strands; it is
not one continuous double ladclcr.

5. Distribute Worksheets #9A.12a and 69a. 12b. Go over the directions, if possible.

Assignments:

1. Head Scienc‘e in Acl ion 9, pages 3S — 41.

2. Do Worksheets #9A.12a and #9A.12b.
 Science Grade Nine Topic A: Biological Diversity, Part II
Worksheets
DNA

Directions: Use Science in Action 9, pages 38 — 41 to help you with the questions.

1. Complete the sentences with groups of words that make sense.

a. One important way to save the Bengal tiger is to develop

b. The Bengal tiger has the best chance of survival if there is a lot of

c. Using modern technology, scientists called geneticists can analyze tigers’ genetic

material to

d. To do this, scientists and breeders must have a thorough knowledge of the structure

of

e. This knowledge helps them analyze the tigers’ genetic material, decide if the two

tigers are different enough from each other to breed, and predict the

2. Complete the sentences with groups of words that make sense.

a. Canadian scientist Oswald Avery proposed that a large molecule first found in cells’

nuclei is responsible for

b. DNA is short for

c. The DNA molecule is the inherited

d. All living organisms have DNA in

e. James Watson and Francis Crick revealed how the same chemical building blocks

could carry such a wide range of instructions needed for

W‹›rLshect 49A. 12a

 Sciencc Grade Nine Topic A: Biological Diversity, Part II
Worksheets
f. The DNA molecule can be compared to a ladder that has been twisted into a

g. The uprights of the twisted molecular ladder are

h. Each individual rung on the ladder pairs up just two of the following four chemicals:

i. The arrangement of these fouF chemicals, G, D, A, and T, forms a

i. The genetic code is based on arranging the four chemical letters into “words" or

instructions, that describe

3. How might information about DNA be useful to police services when they try to
solve crimes?

WorLshect #9‹\. I
2b
 Science trade N inc 4 opic A: Biological Divers ity, Part
I I Worksheets
DNA
Directions: Use Science in Action 9, pages 38 — 41 to help you with the questions.

1. Complete the sentences with groups of words that make sense.

a. One important way to save the Bengal tiger is to develop

b. The Bengal tiger has the best chance of survival if there is a lot of Q I

c. Using modern technology, scientists called geneticists can analyze tigers’ genetic

material to
d. To do this, scientists and breeders must have a thorough knowledge of the structure

e. This knowledge helps them analyze the tigers’ genetic material, decide if the two tigers

are different enough from each other to breed, and predict the

2. Complete the sentences with groups of words that make sense.

a. Canadian scientist Oswald Avery proposed that a large molecule first found in cells’

nuclei is responsible for

b. DNA is short for

c. The DNA molecule is the inherited

d. All living organisms have DNA in I’ ¿p t tg

e. James Watson and Francis Crick revealed how the same chemical building blocks

could carry such a wide range of instructions needed for

Worksheet #9A. 1 2a
 Science Grade line Topic A: R iological Diversity, Part I I
Worksheets
f. The DNA molecule can be compared to a ladder that has been twisted into a

g. The uprights of the twisted molecular ladder are i €1 a 11 1

h. Each individual rung on the ladder pairs up just two of the following four chemicals:

i. The arrangement of these four chemicals, G, D, A, and T, fOFms a co & c

i. The genetic code is based on arranging the four chemical letters into “words” or

instructions, that describe

3. How might information about DNA be useful to police services when they try to solve
crimes?

\Vorksheet #9A.1 2b
 Science Grade Nine d opic A: Biological Diversity, Part 11
Lesson Plans
Lesson Thirteen
NOTE: The content of this lcsson may prove very challenging for many
students. If at all possible, guide the reading of the pages.

Concept: Chromosomcs and Genes

Resources/Materials: Science in Action 9, pages 41, 43 45

Worksheets f9A.13a and f9a.13b (stiidcnt copics)

Introduction: Review that DNA is found th the nuclei of cells and that every
organisms DNA is unique. DNA is contains thc maternal that detcrmines the
types of heritable characteristics.

Today we will team more about IONA and about how characteristics can
actually be passed on from parent to offspring.

Procedurc:

. LX@$£lin that one way to think about DNA is to think of It as a set of

instructions that tell how an organism should be structured; that is, four
legs, fur, two eyes, and so on.

*. Ask students to speculate how IONA is organized in the body. Then

have them turn to textbook, page 41. (iuide the reading of the section
on chromosomes on pages 41 and 43.

3. Rccall that a DNA molecule is made up of two spiral uprights joined

by many rungs. Lach of the rungs is unique. Each section o1 DNA is
referred to a genes and lt is genes that contain specific information
about what specific characteristics a particular organism will have.

4. Have students turn to tcxtbook, page 43. Guide thc rcading of the
section on genes on pages 43 and 45. Pay special attention to Figure
3.9.

5. Explain that humans have about 30 000 genes. Also explain that
humalis are genetically 99.9% the same and only 0.1 % different.

6. Have students cxamine the froh/c•m .Solving activity on textbook,

page 44. Cio over the activity with the students. Have students do the
activity.

7. Distribute Worksheets ñ9A.13a and #9A.13b. Go over the directions, i I

necessary.

8. OP fIONAI.. Do the t. heck anal Rcfiect questions, page 45.

Assignments:

1. Read Science in Action 9, pages 41, 43 45.

2. Do the Prahlem Solving activity, page 44.
3. Do Worksheets #9A.13a and #9A.13b.
4. OPTIONAL. Do Chc•ck and Refiect, page 45.
 Science Grade Nine Topic A: Biological Diversity, Part lI
Workshcets
Chromosomes and Genes

Directions: Use Science in Action 9, pages 41, 43, and 45 to help you with the questions.

1. Read the following information

The Basic of (Genetics

Each cell in thc human body (except for red blood cclls) contains 23 pairs of
chromosomes. Chromosomes are inherited. Each parent contributes onc chromosome per pair to
their children.
(a) Lach chromosome is made up of a tightly coiled strand of DNA. When this DNA
strand is uncoiled (b), it has a shaped known as duub/e helix. If we picture DNA as a twisted
ladder, the sides are connected by (c) rungs made of chemicals called bases. DNA has four, and
only four, bases — adrenine (A), thymine (T), guanine (G) and cytocine (C) — that form
interlocking pairs. The order of the bases along the length oi"the laddcr is called the DNA
.‹eryuence. Thc hunt for genes is focuscd on reading the order of the bases for each DNA strand
and determining which parts of the sequence constitute genes. Genes arc uninterrupted scctions of
DNA.
It is thc genes that detcrmine the specific characteristics an organism will have. A human
has about 30 000 genes. Of these 30 000 genes 99.9% are alike in all humans. Only ().1 % are
different.

\\'orkshcci #9A. I 3a
 Science Grade Ninc "topic A: Biological Divers ity, Part II
Worksliects
From what you read, which of the following can you infer? (Circle them.)

• All humans have the same DNA.

• Each human cell has many DNA molecules

• Humans are more alike than they are different.

• The different orders of the bases along DNA strands accounts for the variability in
humans.

• It is through the chromosomes that humans get their heritable characteristics.

• DNA molecules are straight.

• Each human cell has 46 chromosomes.

• There are many genes located on each chromosome.

• Each gene contains information about a structure in the human body.

• The four DNA bases are always in the same order.

2. Where in a cell would you find chromosomes?

3. What are genes?

4. What is the connection between genes and heritable characteristics?

5. What are alleles*

 Science Grade Ninc T opic A: Biological Diversity, Part II
Worksheets
From what you read, which of the following can you infer? (Circle them.)

• All humans have the same DNA.

• Each human cell has many DNA molecules.

Humans are more alike than they are different.

W• The different orders of the bases along DNA strands accounts for the
variability in humans.

• It is through the chromosomes that humans get their heritable characteristics.

• DNA molecules are straight.

• Each human cell has 46 chromosomes.

• There are many genes located on each chromosome.

• Each gene contains information about a structure in the human body.

• The four DNA bases are always in the same order.

2. Where in a cell would you find chromosomes?

3. What are genes?

4. What is the connection between genes and heritable characteristics?

5. What are alleles?

Worksheet #9A. 13 b
 Science Grade Nine Topic A: Biological Diversity, Part II 17
Lesson Plans
I csson Fourteen Resources/Materials: Science in Action 9, pages 46 49
Worksheets #9a. 14a and #9A 14b (student copics)
Concept: Cell Division
Introduction: Discuss with students that thc cells in an organism are
continually dividing. Discuss reasons for this (replacing or repairing cells,
growth).
Discuss also that cclls also divide ln order for sexual reproduction to take place.

Procedure:

1. Explain that cell division occuTs in two diflérent ways.

] lavc studcnts turn to textbook, page 46. Guide the readilig of’ the
top sections of‘page 4f›, using the graphic on rnito.sis to help with the
rcading. Be .vurc• to emphasize //int mitosis is the process where
unicelliihir organisms repro Ince anal through wl1fé'/i multicelluliir
organisms grow anJ
rcF*!• •’•-**•-
3. Thcn guidc the bottom of page 46 and page 47. Empluisize lhiit
meiosis is a type of cell division involveJ in seximl reprorliiction,
enabling• offspring to gain characteristics of both parent

4. Slave students examine thc blue It a 1ry activity on textbook, pagc 48.
I lien iissign thcm to do the activity independently in their notcbooks.
(See answers below.)

5 I lave students read textbook, page 4!)

OrganismNu mber 0f Number of Number of Numb er of Numbe r ol

chromosomes chr0mos0mes chromosomes pa irs of
in a body cell ' in a gamete in a zygote chromosomes
in cell at the end of mtsis
18

blackbear 76 ”
46 23
46 23 46
40 20 4.0
40 20

6. Distribute Worksheets 9A.14a and #9A.14b. Go over thc clirections, il

necessary.

7. OPTIONAL. Do the 0’ñcc’k nu‹/ fieJ/cci questions, pagc 45.

Assignments:
1. head Science in Aclion 9, pages 46 — 49.
2. Do Give /f n Try, page 48.
3. Do Workshcets #9A.14a and #9A.14b.
4. OPTIONAI.. Do Check ‹ind beflecl, page 48.
 Science Grade Nine Topic A: Bioloqical Diversity, Part I I
Worksheets
Cell Division

Directions: Use Science in Action 9, pages 46 — 49 to help you with the questions.

1. In a short paragraph describe the process of mitosis. Make diagrams in the form of a flow
chart to support your description

2. What are three reasons that cells divide using mitosis?

Worksheet # 9A, I 4a
 Science Grade Nine Topic A: B to logical Diversity, Part II
Worksheets
3. In a paragraph describe the process of meiosis. Make diagrams in the form of a flow
chart to support your description.

4. Why is meiosis more appropriate than mitosis for organisms that reproduce sexually?

5. How does a genetic associate use knowledge about DNA?

Workshc I ñ9A.14b
 Science Gradc Nine Topic A: 13 iological Divcrsity, Part II
Worksheets
Cell Division

Directions: Use Science in Action 9, pages 46 — 49 to help you with the questions.

1. In a short paragraph describe the process of mitOSls. Make diagrams in the form of a flow
chart to support your description.

2. What are three reasons that cells divide using mitosis?

a.

b.
C.
 Science Grade Nine Topic A: Biological Diversity, Part I I
Worksheets
3. In a paragraph describe the process of meiosis. Make diagrams in the form of a flow
chart to support your description.

Meiosis

4. Why is meiosis more appropriate than mitosis for organisms that reproduce sexually?

0Sg .

5. How does a genetic associate use knowledge about DNA?

Worksheet #fiA. I 4b
 Science Grade Nine Topic A: Biological Diversity, Part II }g
Lesson Plans
messon Fifteen
Concept: Patterns of Inheritance

nesources/Materials: Science in Action 9, pages 50 — 54

Worksheet #9A.15a
(optional, student copies)
Worksheet #9A.15b
(student copies)

Introduction: Have students discuss how they have inherited certain

physical traits from their parents. 4 hcn rcview that in sexual rcproduction,
an offspring gets an equal number of gencs from each of its parents. Pose the
question “What happens when one parent has blue eyes and the other grcen
eyes'?” Explain that today’s lesson gives them an explanation.

Procedure:

1. Discuss the concept oI“yfircbred with students as being a plant or

animal whose ancestors all have the same form of trait. When two
purebred organisms are bred, thc offspring will also have exactly the
same traits.

2. have students turn to textbook, page 50. Ciuide the reading of the
opening paragraph as well as the subsection cntitlecl “Purebred
versus Hybrid”.

3. Explain that when two organisms of the same species that have do not
have the samc genes are brcd. something interesting happcns. Whcn it
comcs to things like fur colour or wing length, there arc dominant and
recessive genes. So i1’ two purebred cats are bred and one of the cats
has black fur and one tif them has white fur, the offspring will have
black fur. Where fur colour is concerned black is the ilaminant trait
and white is the recessive trait.
With many traits, one is dominant and thc othcr is recessive. In humans
this only applics to the I).1% of the genes that are dii’fcrent.

4. Have studcnts rcacl textbook, pages 50 —54,

5. Havc students do tlic Give // n Try activity on textbook, pagC 52.

6. Distribute WorksheCtS ñ'9A 15a and #9A.15b. Go over thc directions,

if necessary. Note: Instead of Worksheet #9A.15a, you might want
students to make notes on the pages read.

7 OP IONAf.. Do the t. hcc’k anâ befeet questions on tcxtbook, page 54.

Assignments:

1. Read Science in ction 9, pages 50 — 54.

2. Do Give II a I"ry, page 52.
3. Do Worksheets #9A.15a and #9A.15b.
4. OPTIONAL. Do Check nut Reflecl, page 54.
 Science Grade Nine Topic A: Biological Diversity, Part I1
Worksheets
Patterns of Inheritance

Directions: Use Science in Action 9, pages 50 — 54 to help you with the questions.

1. Explain these terms.

a. trait

b. purebred

c. hybrid

d. dominant trait

e. recessive trait

f. incomplete dominance

2. Give an example of where the ideas of dominant and recessive traits do not explain a
characteristic of an offspring.

3. Give an example where the genes are greatly influenced by the environment in which an
offspring develops.
 Science Grade N inc Topic A: Biological Diversity, Part I I
Worksheets
Read the information about dominant and recessive characteristics. Then answer the
questions.

Dominant and Recessive Characteristics

The characteristics in the left-hand column dominate over those characteristics in the right-hand column

DOMINANT TRAITS RECESSIVE TRAITS

Eye Colouirng brown eyes grey, green, hazel, blue eyes

normal
Vision farsightedness normal vision normal vision vision
normal nearsightedness night blindness colour blindness*
vision

Hair dark hair non-red hair curly hair blond, light, red hair red hair
full head of hair widow’s peak straight hair baldness* normal hairline

Facial Features dimples no dimples attached earlobes no freckles

unattached earlobes freckles thin lips
broad lips

extra digits fused digits shortnormal

Appendages digits number normal digits normal digits normal joints normal proportion normal thumb normal joints
fingers lack 1 joint limb dwarfing clubbed thumb double-jointedness

immunity
Other to poison ivy normal pigmented skin normal blood clotting normal
susceptibility hearing
to poison ivy
normal hearing and speaking albinism hemophelia* congenital deafness deaf mutism
normal — no PKU phenylketonuria (PKU)

”gender-linked characteristic

4. Tell what trait would result in offspring from each of the following:

a. brown eyes + green eyes

b. broad lips + broad lips

c. straight hair + straight hair

d. normal thumb + clubbed thumb

Work sheet #9a. 13b

 Science Grade Nine Topic A: 13 lological Diversity, Part
I I Worksheets
Patterns of Inheritance

Directions: Use Science in Action 9, pages 50 — 54 to help you with the questions.

1. Explain these terms.

a. rait c/

b. purebred +h

c. hybrid

e. recessive trait /w

2. Give an example of where the ideas of dominant and recessive traits do not explain a
characteristic of an offspring.

3. Give an example where the genes are greatly influenced by the environment in which an
offspring develops.
 Science Grade Nine Topic A: Biological Divcrsity, Part I I
Worksheets
Read the information about dominant and recessive characteristics. Then answer the
questions.

Dominant and Recessive Characteristics

The characteristics in the left-hand column dominate over those characteristics in the right-hand column.

DOMINANT TRAITS RECESSIVE TRAITS

Eye Colouirng brown eyes grey, green, hazel, blue eyes

normal vision nearsightedness night blindness colour blindness*
Visionfarsightedness normal vision normal vision normal vision

Hair dark hair non-red hair curly hair blond, light, red hair red hair
full head of hair widow’s peak straight hair baldness* normal hairline

Facial Features dimples no dimples attached earlobes no freckles

unattached earlobes freckles thin lips
broad lips

normal
extra digits fused digits short
Appendages number normal digits normal digits normal joints normal proportion normal thumb normal joints
digits
fingers lack 1 joint limb dwarfing clubbed thumb double-jointedness

immunity to poison ivy normal pigmented skin normal blood

Other susceptibility
clotting normal
to poison
hearing
ivy
normal hearing and speaking normal — no PKU aTbinism hemophelia* congenital deafness deaf mutism
phenylketonuria (PKU)

*gender-linked characteristic

4. Tell what trait would result in offspring from each of the following:

a. brown eyes + green eyes eg

b. broad lips + broad lips fi o p¿

c. straight hair + straight hair

d. normal thumb + clubbed thumb C bh am b

Worksheet #9a.1 5 b
 Science Grade Nine Topic A: Biological Diversity, Part I I 19
Lesson Plans
Lesson Sixteen
Concept: Reduction of

Biological Diversity

Resources/Materials: Science

in Action 9, pages 56 — 60

Introduction: Discuss with students why the dinosaurs seemed to have

disappeared from earth in a very short time period (Most likely a very sudden
and catastrophic event that caused the earth’s temperature to d£Op
signlficantly).

Explain that when a species no longer exists any place on I:arth, it is extinct.
When a species no longer exists in one particular place on Earth, it is
extirpated.

Procedure:

1. Have studcnts turn to textbook, page 56. Guide the reading.

2. Direct students to read textbook, pages 57 — ñ0 having to do with extinction

and extirpation.

3. lJavc students do the Girl // ri Try activity on textbook, page 57.

4. then have thern make notes on what they rcad from pages 57 — 60.

Assignments:

I . Read Sc‘ieuc’c in ci/‹›n 9, pages 56 — 6().

2. Do Give It ci I"ry, page 57.
“z. Make notcs on pages 57 - 60.
 Science tirade Nine 4“opic A: Biological Diversity, Part I I 20
1. esson Plans
Lesson Seventeen
Concept: human Causes of

Extinctions and Extirpations

Resources/Materials: Science

in Action 9, pages 61 65
Workshcet #9A 17a and #9A.17b (student copies)

Introduction: Explain that in order to create cultivated land, farms had to

clear the land of trees and shrubs and then plough the grasses. this activity
greatly affected the plants and anim‹ils that grew naturally in the area.
Human activity has bccn a major cause of cxtinctions and extirpations on thc
carth.

Procedure:

1. Have students turn to textbook, page 61. I lave thcm read pages 61, 62, and 65.

2. OPB IONAL. Have students do tlic feet› ion Making activity on

textbook, page 63. Note: To do this activity, students will have to
have access to current research information about grizzly bear
populations.

3. L3PTIONAL. Do the Experimc•nl on Your Cm activity on

textbook, page 64. Note: This activity is highly recommended.
However, the logistics of the activity m:iy not make it practicable
for many colony schools.

4. Distribute Worksheets #'?A. 17a and #9A. 17b. Go ovcr the directions, I I
necessary.

5. OP"fIONA1.. Do the C’hc‹k and Lc•llecl questions on textbook, pagc /›5.

Assignments:

1. Read .Science in Acli‹›n 9, pages 61 65.

2. OP I IONAI.. Do the Dec’isfon Making activity, page 63.
3. OPTIONAL. Do the Lxperimc•nt on Your Own activity, page 64.
4. Do Worksheets #9a.l7a and #9A.17b.
5. OP FIONAI . Do the C'heck anal Reject questions, pagc 65.
 Science Grade N inc Topic A: Biological Diversity, Part II
Worksheets
Human Causes of Extinctions and Extirpations

Directions: Use Science in Action 9, pages 61, 62 and 65 to help you with the questions.

1. Complete the web using information from your textbook.

HUMANS CAUSES OF EXJ"INCTIONS AND

EXTIRPATIONS

Habitat Destruction Introduction of Over-Hunting

Non-Native Species

2. What effect do extinctions and extirpations have on other species in an ecosystem?

Worksheet #9A. 17a

 Science Grade Nine "I opic A: Biological Diversity, Part I I
Worksheets
3. Think about the types of human activities in your area. What specific organisms
might become extirpated if these activities remain the same or increase?

4. Farmers often use herbicides and insecticides to increase yields. How might biological
diversity prevent the extirpation of the plant diseases and pests these chemicals are
designed to destroy?

5. In some areas of Alberta and Saskatchewan, the government is encouraging the killing
of coyotes because they have been attacking livestock. What consequences might this
have on other species that live in the same ecosystems as the coyotes?

Worksheet #9A. 17b

 Science Grade Nine Topic A: Biological Di versity, Part
II Worksheets
Human Causes of Extinctions and Extirpations

Directions: Use Science in Action 9, pages 61, 62 and 65 to help you with the questions.

1. Complete the web using information from your textbook.

HUMANS CAUSES
OF EXTI NCTIONS AND
rxTIRPATIONS

Habitat Destruction Introduction of Non-Native Species ()ver-Hunting

2. What effect do extinctions and extirpations have on other species in an ecosystem?

Worksheet # 9A. I 7a
 Science Grade N rue Topic A: biological Diversity, Part 1I
Worksheets
3. Think about the types of human activities in your aFea. What specific organisms
might become extirpated if these activities remain the same or increase?

4. Farmers often use herbicides and insecticides to increase yields. How might biological
diversity prevent the extirpation of the plant diseases and pests these chemicals are
designed to destroy?

5. In some areas of Alberta and Saskatchewan, the government is encouraging the killing of
coyotes because they have been attacking livestock. What consequences might this
have on other species that live in the same ecosystems as the coyotes?

Worksh ct #9A. I 7h
 Science Grade N inc "1 opic A: B ielogical Diversity, Part II 21
1. esson Plans
Lesson Eighteen
Concept: Selectins *desirable

"traits Resources/Materials:

Science in Action 9, pages 66

— 71
Worksheets #9A.18a and #9A.18b (student copies)
Worksheets ñ9A.18c, #9A.1Sd, #9A.l Se, #9A.1 8i, and #9A.
lsg (optional,
stude
nt
copi
es)

Introduction: Discuss with students how a hundrcd years ago there were
different wheat varieties, but not nearly the number there are today. The
varieties of wheat were much more susceptible to plant diseases ‹ind insect
damage and thc kernels were much more liable to fall out of thc husks when
a slight breeze blcw. In addition, each wheat plant produced far fewer
kennels. This all meant lower yiclds.
Today’s wheat is much more resistant to disease and insects and produces larger heads.

Procedure:

1. Discuss that today’s higher yielding wheat varieties are a product or’
plant breeding. Research scicntists artificially pollinated wheat
varieties to try to produce new wheat strains that had traits that more
desirable traits. this is referred to as rirfi ricf .sefecffoff.

2. Have students turn to tcxtbook, page 66. Guide the reading or the page.

Explain that the tcrm hioteclinoloffy is a general term uscd to rciér to

using science to improve living things to suit human needs.

4. I lave students turn to textbook, page 67. Explain that pages 67 and
68 arc about three kinds of biotechnology. Pages 68 70 havc
to do with some of the consequences of biotechnology on society.
Somc are positivc; others are not.

5. 1 lave students read textbook, pages 67 — 70.

6. Distribute Worksheets #9A.18a and //9A.18b.

7. OP"fIONAL/IIL:COMMENDF.D. I have students do the Deci.sion

Marking activity on textbook, page 70, using Worksheets #9A. 1
Sc, //9A. 18d, #9A. 18e, #9A.1 8f, and #9A.1 8g as reference
materials as well as any other available reference matcrials you may
havc in thc school.

S. OPTIONAL.. Do thc C’heck and Reflect questions on textbook, page 71.

Assignments:
1. Read
Science in
Action 9,
pagc 66
71.
2. Do
Workshee
ts
#9A.18a
and
#9A.15b.
o. OPTION
AL. Do
the Neci.‹i
u Moking
activity,
page 70.
4.
OPTIONAL.
Do Chec k
and Refiecl,
page 71.
 Science Grade N inc Topic A: Biological Diversity. Part I I
Workshects
Selectinq Desirable Traits

Directions: Use Science In Action 9, pages 66 — 71 and the following outline to help you make
notes.

Selectinq Desirable Traits

Artificial Selection — (define this term)

Examples: (tell about two examples where artificial selection has been used to
develop plants or animals.

Biotechnoloqy

Biotechnology — (define this term)

There are several ways in which biotechnology is used to develop plants and animals.

1. Creating Clones

clone — (define)

Clones can be made in two ways:

a.

2. Artificial Reproductive Technology

(Write a sentence telling what artificial reproductive technology is.)

There are two main artificial reproductive technologies:

a. artificial insemination — (tell what it is)

b. in vitro fertilization — (tell what it is)

3. Genetic Engineerinq

(Write sentence telling what genetic engineering is and explain how it works.)

orks heet #9A.1 Sa

 Science Grade N rue Topic A: Biological Diversity,
Part II Worksheets
Biotechnology and Society

Using biotechnology has both benefits and risks to society.

Benefits

Biotechnology allows us to select or introduce desirable traits of the organisms around us. The
enables people to do such things increase crop yields and shorten the time it takes livestock to
mature.

There are risks to using biotechnology, however:

1. Risks in Animals -

2. Risks in Plants -

Worksheet #9A. 1 bb
 Science Grade Nine Topic A: D iological Divers ity,
Part II Worksheets
Selectinq Desirable Traits

Directions: Use Science in Action 9, pages 66 —71 and the following outline to help you
make notes.

Selecting Desirable Traits

Artificial Selection — (define this term) /W %* +g ^^ *S “‘ ““ “

• «s=« l& »‹ ,•,**4••° +•'°
Examples: (tell about two examples where artificial selection has been used to develop
plants or animals.
ho' 3m
‹ \
Biotechnoloqy

There are several ways in which biotechnology is used to develop plants and animals

1. Creating Clones

clone — (define) ia•.+<•‹ ‹o,‹ I °^ °•"« o•s=• •= * * ‘°

Clones can be made in two ways:

2. i icia Re roductive Tec oo

(Write a sentence telling what artificial reproductive technology is.) ^^ ^3

in c& o ‹em a m art m• amw&
There are two main artificial reproductive technologies:

a. artificial insemination — (tell what it is) coff•C in W^ ^ @< ^* *^§ ^ ^5

3. Genetic Engineering

(Write sentence telling what genetic engineerinq lS plaihow it works.)

 Science Grade Nine Topic A: Biological Diversity, Part I I
Worksheets
Biotechnology and Society

Using biotechnology has both benefits and risks to society.

Benefits

Biotechnology allows us to select or introduce desirable traits of the organisms around us. The
enables people to do such things increase crop yields and shorten the time it takes livestock to
mature.

There are risks to using biotechnology, however:

2. Risks in PlantS - p
 Homet/Pros And ConsDiseasesPollutionLinks
Pros and Cons of Fish Farmin
In the industry of fish
farming everybody has
different opinions. Here is
mine. I think fish farms
should sink, why? HOW IS
my dad supposed to make
hls Smoked salmon, which is
the best I have ever tasted, if
the wild salmon that he is
catching could be getting
sick from the pollutants of
fish farming?
Against Fish Farming
Many other people also think fish farming is having a negative impact on the wild fish and the
environment. Here are some reasons why...
Many other marine animals feed off fish and by having a fish
farm they are highly attracted to hang around and try to get a
couple of meals in. Fish farmers try and protect their farms by
stronger nets and barriers but a lot of the time the animals can
still get through. The farmers also use a device that makes
loud sounds to scare them away. While using this machine
many of the animals lose their sense of hearing and have
trouble interacting with others in their school or pod, such as
killer whales.

If the devices fish farmers are using to keep the animals out
aren’t working, they are allowed to kill them. They can only do
this if the government licenses the farm. Fish farmers do this so
the animals do not cause any harm to the fish farm.
Researchers estimate that there are about 500 seals shot each vq
year. In addition birds get tangled and drown in the nets when
dive bombing for the fish.

In addition birds get tangled and drown in the nets when dive
bombing for the fish. Even after a farm has moved, their nets
are usually left behind, which is very harmful to other marine
mammals passing by. Many of the mammals get caught in the
nets and die. There is also residue left on the bottom of the
ocean floor containing lots of bacteria. This can spread
causing a lot of pollution that effects the environment and
wild fish, which you will read more about on page 3. Many
diseases also occur in the processes of fish farming, and can
 harm the fish in many ways but you will gather more
information on that subject on page 2.

For Fish Farming

Here are some things that the government and other people
might think of when they hear the word fish farming. Their
opinions are that fish farming is good, read on to find out why.

Everybody knows that salmon is a very healthy and well-

known dish all over the world. Many people love salmon but
don’t have the time to catch it themselves so they buy it from
a store. Often this fish lS farmed salmon. It is at the stores
because they are just trying to make lt easier for the salmon
lovers to fill their plates without going through the trouble of
going out on the ocean. I once had salmon from a store and it
wasn’t nearly as good as fresh wild salmon that my dad
catches.
Many people also have to make a living to support their families now a day and many peo le
think that fish farming is a great job. Fish farms
provide many jobs in lots of costal communities for
both men and women. Another reason why people
think that aquaculture is good is because it is a source
that contributes to the provincial economy. This means
it generates an income (lots of money) to the people of
BC
Those in favour of fish farming believe that they are reducing
the stress on our wild salmon stocks, they are providing jobs
for many people and glving people the opportunity to buy
fresh fish. Do you agree?

Worksheet #9/\ 1 8d Pros And Cons Diseases Pollution Links

Find Articles in:
All
Business
Reference
Technology
Lifestyle
Newspaper Collection

Reference Publications
o Comments

Pro s a d Co s o l i
st Fa i - B r i
sk

e
USA Today (Society for the Advancement of Education), June,
2OOl
The world is dependent on fish farms. In fact, one out of every four fish consumed worldwide has
been raised on a farm. The irony is that fish farming, or aquaculture, while helping to feed a
growing human population, often comes at a surprising cost to wild fish populations.

"A lot of countries could use more protein, and aquaculture is a good way to get there,”
indicates Rosamond Naylor, an economist at the Stanford (Calif.) Institute for International
Studies. The problem, she points out, is that farmed salmon, shrimp, and other carnivorous
species often take more out of the oceans than they keep in. That's because certain farmed
fish are given processed feed made from wild catches of herring, mackerel, sardine, and other
varieties. Naylor estimates that nearly two pounds of wild fish are required for every pound
of farmed fish raised on processed meal.

While, on balance, aquaculture still adds to the world's supply of seafood, fish farming often
influences wild populations--displacing natural breeding habitats, spreading disease, and
polluting the oceans in many ways that haven't been measured.
Aquaculture needn’t be so disruptive, she maintains. ”There are now identifiable ways to improve
shrimp aquaculture,” such as reducing food input and developing closed-water systems that
Worksheet #9A. 1 8e
prevent waste and parasites from escaping. Farming more-vegetarian fish and shellfish--such
as carp and mussels--is ono way to produce needed fish protein for people without depleting
ocean populations. Moreover, shellfish farming purifies the water by filtering out algae and
waste.
Naylor believes that aquacultiire, when done correctly, can provide more benefit than harm
and that scientists and economists can offer critical improvements to a rapidly expanding
industry. Commercial fish farms should take advantage of the new research on fish nutrition,
she says. In the meantime, those at the fish market should watch what they eat. ”People should
be aware that they are not doing the environment a favor at all by eating farmed salmon."
COPYRIGHT moor Society for the Advancement of Education
COPYRIGI IT 2OO1 Gale Croup

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eHaiw
u(timate guide
0 Sf IS

Fish Farming Pros & Cons

By Brenton Shields, eHow Contributor
updated. April 2. 2010

(http //i ehow corn/ mages/a05/rn/ou/fish-farming-pros-cons-1 1-800X 800 |pq)

Fish farming, which is more commonly known as aquaculture, is a common practice all over the world and makes up a very large portion of the food
industry In fact, it‘s estimated that one of every four fish consumed was bred on a flsh farm. Aquaculture is necessary for keeping up with the demand of
a seafood-loving world and comes with an assortment of advantages and disadvantages

Pro: Replenishment
Fish farming allows us to replenish the food fish supply at a faster rate than the oceans can produce it. allowing suppliers to keep up with demand

Pro: Employment
The aquaculture industry has created numerous jobs flttp //ww'w ehow com/careers/) for people who reside in impoverished areas where unemployment is
rampant. It’s highly prevalent in Asia, where it provides thousands of jobs

Pro: Nutritional Provisions

Seafood is typically loaded with protein, omega-3 fish oils and other nutnents that are hiphly beneficial to impoverished areas Fish farming can increase
the supply of fish available for these regions, fighting malnutrition.

Con: Environmental Damage

Fish farms consists of large amounts of fish condensed into a single area Men these fish excrete waste or die, they're released into local water
sources, polluting and contaminating them

Con: Feeding
Fish raised on farms need feed, with much of their feed consisting of fish meal This fish meal consists of ground-up smaller fish usually caught in the
open ocean. Unfortunately, the resources required to feed the fish typically outweigh what is prodvced For example, according to the San Francisco
Chronicle, it takes about 26 pounds of fish meal to create one pound of bluefin tuna, making many farms extremely inefficient.

Con: Lice and Bacteria

Because of the large numbers of fish contained in fish farms, they can be breeding grounds for bacteria, sea lice and various diseases If fish escape into
the wild ecosystem, which is inevitable with such large numbers, these diseases may rapidly spread

References
• USA Today: Pros anti Cons of Fish Farming

•Advocacy for Animals: The Pros anti Cons of Fish

Farming Worksheet #9A 18 g
 Science Ci rade Nine 4 opic A: B •s' al Diverxity, Hart II 22
I. esson Plans
Lcsson Nineteen
Concept: Reducing Our

Impact on Biological Diversity

Resources/Materials: Science

in Action 9, pages 72 — 75
Worksheets f9A.19a and #9A.19b (optional, student copies)

Intr(›duction: Review that artificial selection actually is a way to reduce

biological diversity, yet scientists also understand that biological diversity is
necessary for species survival. I’hcre must be a balance between dcveloping
plants and animals that havc traits that suit human purposes and trying to
maintain biological diversity.

Procedure:

1. Flave students turn to textbook, P*8* 72. Guide the reading of the two
introtluctory paragraphs.

2. 1 hen have students react tcxtbook pages 71 76 to find out more

about spccific ways in which humans are trying to rcduce impact on
biological diversity. Guiding the reading of this page will beiieficiril
for most stu‹Ic•nts.

3. With students read the Deci.› ion Making activity on textbook, page 77.
Instead of having students do the activity, you might w‹int to discuss
that the whooping cranes are an example of human intervention
succeeding in prescrving a species that was on the brink of cxtinction.

4. Distribute Worksheets d'9A.19a and #9A. 19b or have students

do something similar in their notebooks.

5. 1 lave students tlo the /vc• /f n 7’ry activity on textbook, page 78.

6. OP SIONAL. Have students do the Check and Lefiect questions on textbook,

page 75.

Assignments:

1. head .Sc recce in ficfir›ri 9, p.igcs 71 76.

2. to Workshcets #9A. 19a and #9A.19b (or have students make notcs in their
notebooks).
3. Do the five // o Try activity, page 78.
4. OPTIONAL. loo Chc•ck cind £efic•cl, pagc 78.
 Science Grade Nine Topic A: Biological Diversity, Part II
Worksheets
Reducinq Our Impact on Bioloqical Diversity

Directions: Use Science in Action 9, pages 72 — 77 to help you with the questions

1. What three goals were established at the Earth Summit in 1992?

b.

c.

2. Read the Give It a Try activity on textbook, page 78. In the chart below tell about ten
activities you do on a regular basis. Then tell how each affects biological diversity.

Activity How the Activity Affects Biological

Diversi

10
 Science Grade Nine Topic A: Biological Divers ity. Part I I
Worksheets
3. In the boxes make notes to complete the web.

Protected Areas Restoration of Ecosystems Resource Use Policies

and Species

s"FRATEGIES TO CONSERVE lIIOI.OGICAL IJIVERSITY

Controlling the Spread of Exotic Species Conservation of Genetic Rcsources

 Science Grade Nine Topic A: Biological Diversity, Part
I I Worksheets
Reducinq Our Impact on Bioloqical Diversity

Directions: Use Science in Action 9, pages 72 — 77 to help you with the questions.

1. What three goals were established at the Earth Summit in 1992?

a.

2. Read the Give It a 7 activity on textbook, page 78. In the chart below tell about ten
activities you do on a regular basis. Then tell how each affects biological diversity.

Activity How the Activity Affects Biological

10
Worksheet # 9A
 Science Grade Ninc topic A: Biological Diversity, Part
I I Worksheets
3. In the boxes make notes to complete the web.

Protected Areas Restoration of Ecosystems Itesource Use Policics

and Species

’
0

iTnaTnCiIES TO CONSERVE BI OLOG ICAL DIVERSITY

Controlling the Spread of Exotic Species Conservation of Genetic Resources

 Science Grade N inc Topic A: E iological Diversity, Part I I
Lesson Plans
Lesson Twentv
Concept: Biological Diversity, Part II Review

Resources/Materials: Biological Diversity, Hart II

Study (Guide (stuclcnt copies)
Science in Action 9, pages 55
and 79

Introduction: Explain that the second half of the unit is now almost complete
and it is time to prepare for a test.

Procedure:

1. With students orally and briefly go over thc concepts covercd in the second halt
of the unit:

• Extinction and extirpation — human and natural causes

• Artificial selection techniques
- clones
- artificial reproduction technology
- genetic cngineering
• Renefits versus risks to socicty of bititechnology
• Strategies to conserve biotechnology

2. Distribute the Biological Diversity, Hart II Study Guide sheets. I lavc

studcnts work on them independcntly.

3. Go over the sheets as a class.

4. AI.’I 1/ KNA RELY. I lave students do the N.›.‹e›s Your L6nNf7ff7,g•

qucstiriiis on tcxtbook, pages 55 and 79.

Assignments:
 Science Grade Nine ’I“opic A: i3iological IN iversity, Part II
Review
Biological Diversity, Part II
Study Guide

1. Match the words and phrases in the box with their meanings

DNA chromosome genetic code gene

helix allele mitosis meiosis
purebred hybrid extirpation biotechnology
clone artificial insemination in-situ conservation ex-situ conservation

a structure in which DNA is arranged and along which genes

are located

genetically identical copy of an entire organism or of its cells or

genes

the use of living things to make agricultural, industrial, or

medicinal products

deoxyribonucleic acid. It refers to the genetic material found

mainly in the nuclei of cells of living things

the maintenance of organisms outside of their ecosystems or

natural habitats

spiral-shaped

arrangement of the four chemical letters on a DNA molecule

form the instructions for making an organism

a segment of DNA which determines a specific characteristic

of an organism

an organism produced by crossing two individual purebreds

the maintenance of wild organisms within their functioning

ecosystems

extinction of an organism from a specific region

a possible form of a gene

artificial collection and injection of sperm from a male into a

female

type of cell division that produces two identical daughter cells

from one parent cell
 Science Grade N inc Topic A: i3iological Diversity, Part II
Review
referring to a plant or animal that has ancestors all with the
same form of a trait

a type of cell division that produces four sex cells from one
parent cell

2. Fill the spaces with words and phrases from the box.

alleles genes pairs twenty-three nuclei inheritance identical

chromosomes two spiral

a. DNA is found in the of cells.

b. The DNA molecule is like a ladder that has been twisted into a continuous

The uprights of the ladder are along

its length. The “rungs" that join the uprights vary in composition. Each individual run

pairs up just of the following four chemicals: guanine, cytosine,

adenine, and thiamine.

c. To fit a large amount of DNA into their cells, organisms arrange their DNA into

packages called Each chromosome has the instructions for

making one part of the organism. In most organisms the chromosome are organized

into Humans have pairs

d are uninterrupted segments of DNA. They are responsible for

the of an organism’s characteristic features. They are

located on the
chromosomes.

e. Genes exist in many different possible forms, which are known as

2
 Science Grade Nine Topic A: Biological Diversity, Part II
keview
3 Tell whether each statement tells about mitosis or meiosis.

usually associated with asexual reproduction

usually associated with sexual reproduction

takes place using a process called binary fission

responsible for reproduction of unicellular organisms

one parent cells produces four daughter cells

involves two cell divisions

responsible for growth and cellular repair of multicellular organisms

produces cells with only half the DNA of a normal cell

4. Examine the chart showing some dominant and recessive tFaits. Then describe
the outcome if two the gametes are joined.

Dominant Traits Recessive Traits

immunity to poison ivy susceptibility to poison ivy
normal pigmented skin albinism
normal blood clotting hemophelia
normal hearing congenital deafness
normal hearing and speaking
deaf mutism
normal — no PKU
phenylketonuria (PKU)

normal hearing + normal hearing =

deaf mutism + normal hearing and speaking =

albinism + albinism =

5. Explain the term incomplete dominance.

 Science Grade N rue Topic A: Biolog ical Divers ity, Part II
Review
6. Explain the difference between extinction and extirpation.

7. What are four natural causes of extinction and extirpation?

b.

d.

8. What are three human causes of extinction and extirpation?

a.

9. Briefly describe each of these biotechnologies.

a. cloning

b. artificial reproduction

c. genetic engineering
 Science Grade N inc Topic A: Eiological Diversity, Part II
Review
10. Briefly explain the risks of using biotechnology to animals.

11. Briefly explain the risks of using biotechnology to plants.

12. List five strategies used to conserve biological diversity.

b.

d.

e
 Science Grade Nine ’I opic A: Biological Diversity, Part I I
Review
Biological Diversity, Part II
Study Guide

1. Match the words and phrases in the box with their meanings

DNA chromosome genetic code gene

helix allele mitosis meiosis
purebred hybrid extirpation biotechnology
clone artificial insemination in-situ conservation ex-situ conservation

a structure in which DNA is arranged and along which genes

are located

genetically identical copy of an entire organism or of its cells or

genes

the use of living things to make agricultural, industrial, or

medicinal products

deoxyribonucleic acid. It refers to the genetic material found

mainly in the nuclei of cells of living things

the maintenance of organisms outside of their ecosystems or

natural habitats

spiral-shaped

arrangement of the four chemical letters on a DNA molecule

form the instructions for making an organism

a segment of DNA which determines a specific characteristic

of an organism

an organism produced by crossing two individual purebreds

the maintenance of wild organisms within their functioning

ecosystems

extinction of an organism from a specific region

a possible form of a gene

artificial collection and injection of sperm from a male

into a female

type of cell division that produces two identical daughter cells

1
Science Grade Nine ’I opic A: Biological Diversity, Part I I
Review
from one parent cell

2
 Science Grade Nine ’topic A: Biological Divcrsity, Part I I
Review
referring to a plant or animal that has ancestors all with the
same form of a trait

a type of cell division that produces four sex cells from one
parent cell

2. Fill the spaces with words and phrases from the box.

alleles pairs twenty-three nuclei inheritance

genes chromosomes two spiral identical

a. DNA is found in the of cells.

b. The DNA molecule is like a ladder that has been twisted into a continuous

» ptiol The uprights of the ladder are aGtr I along

its length. The “rungs” that join the uprights vary in composition. Each individual run

pairs up just yg of the following four chemicals: guanine, cytosine,

adenine, and thiamine.
c. To fit a large amount of DNA into their cells, organisms arrange their DNA

into packages called Each chromosome has the instructions for

making one part of the organism. In most organisms the chromosome are organized

into i . Humans have \we - pairs.

are uninterrupted segments of DNA. They are responsible for

the of an organism’s characteristic features. They are

located on the chromosomes

e. Genes exist in many different possible forms, which are known as p[(e(cS

2
 Science Grade Nine Topic A: Biological Divers ity, Part II
9tVlCW
3. Tell whether each statement tells about mitosis or meios/s.

usually associated with asexual reproduction

usually associated with sexual reproduction

uptakes place using a process called binary fission

responsible for reproduction of unicellular organisms

one parent cells produces four daughter cells

i involves two cell divisions

t "s responsible for growth and cellular repair of multicellular organisms

produces cells with only half the DNA of a normal cell

4. Examine the chart showing some dominant and recessive traits. Then describe the
outcome if two the gametes are joined.

Dominant Traits Recessive Traits

immunity to poison ivy susceptibility to poison ivy
normal pigmented skin albinism
normal blood clotting hemophelia
normal hearing congenital deafness
normal hearing and speaking deaf mutism
normal — no PKU phenylketonuria (PKU)

normal hearing + normal hearing = T

deaf mutism + normal hearing and speaking = Y sy uh

albinism + albinism = c 1 1 ii Sin

5. Explain the term incomplete dominance.

3
 Science Grade N rue Topic A: Diological Diversity, I*art 11
Review
6. Explain the difference between extinction and extirpation

7. What are four natural causes of extinction and extirpation?

a.

b.

c.

d.

8. What are three human causes of extinction and extirpation?

a.

b.

9. Briefly describe each of these biotechnologies.

b. artificial reproduction - I

c. genetic engineering

4
 Science Grade N inc Topic A: Biological Divers ity, Hart II
Review
10. Briefly explain the risks of using biotechnology to animals.

11. Briefly explain the risks of using biotechnology to plants.

12. List five strategies used to conserve biological diveFsity.

a.

b.

d.

e
 Science Grade Nine topic A: Biological Diversity, Part II 24
Lesson Plans
Lcsson Twentv-one
Concept: Biological Diversity, Part II Test

Resources/Materials: l3iological Diversity, Part II Tcst (student copics)

 Science Grade Nine "topic A: Biological Divcrsity, Part I
I Test
Biological Diversity, Part II
Test

1. Match the words and phrases in the box with their meanings.

a. allele b. artificial insemination c. biotechnology d. chromosomc

e. clone f\ DNA g. cx-situ conservation h. extirpation
i. gcne j. genetic code k. helix 1. hybrid
m. in-situ conservation n. meiosis o. mitosis p. purcbrcd

extinction of an organism from a specific region

genetically identical copy of an entire organism or of its cells or genes

the use of living things to make agricultural, industrial, or medicinal plants

deoxyribonucleic acid. It refers to the genetic material mainly in the nuclei of cells of
living things

the maintenance of organisms outside of their ecosystems or natural habitats

a structure in which DNA is arranged and along which genes are located

spiral-shaped

arrangement of the four chemical letters on a DNA molecule form the instructions for
making an organism

the maintenance of wild organisms within their functioning ecosystems

referring to a plant or animal that has ancestors all with the same form of a trait

a possible form of a gene

artificial collection and injection of sperm from a male into a female

type of cell division that produces two identical daughter cells from one parent cell

a type of cell division that produces four sex cells from one parent cell

a segment of DNA which determines a specific characteristic of an organism

an organism produced by crossing two individual purebreds

 Science Grade N inc T opic A: Biological Diversity, Part 11
Test
2. Answer true or false.

The DNA molecule is the inherited material responsible for variation

The DNA molecule is found in the nucleus of a plant or animal cell.

The arrangement of the chemicals, G, C, A, and T forms a code that cells can
read.

The genetic code is based on how the four chemical letters are arranged.

There is only one DNA molecule in each nucleus.

Chromosomes are DNA packages.

A human cell has 46 pairs of chromosomes.

Genes are located on the chromosomes.

Genes come in pairs.

A single gene contains coded instructions about some part of an

organism’s structure.

The different possible forms in which genes are organized are called alleles

3. Write MI if the sentence or phrase tells about mitosis and ME if it tells about meiosis.

describes cell division in sexual reproduction

A parent cell produces two daughter cells.

Each parent cell produces four daughter cells, each with half the
number of chromosomes as the parent cell.

describes cell division in asexual reproduction

occurs in the body of cells of multicellular organisms and is responsible for

growth and cellular repair
 Science Grade Nine Topic A: t3iological Diversity, Part I I
Test
Use the following information to answer question 6.

Dominant Traits Recessive Traits

dimples no dimples
unattached earlobes attached earlobes
freckles no freckles
thick lips thin lips

6. Describe the offspring of parents with these traits:

a. thin lips + thick lips —

b. attached earlobes + attached earlobes =

c. dimples + no dimples =

d. freckles + freckles =

7. Give an example of an inheritance pattern referred to as incomplete dominance.

8. What are four natural causes of extinction and extirpation?

b.

c.

9. What are three human causes of extinction and extirpation?

a.

b.

c.
 Science Grade N inc Topic A: Biological Diversity, Part I
I test
10. Match the biotechnologies with their descriptions

cloning artificial insemination in vitro fertilization

genetic engineering

the DNA of an organism is

altered

Sperm from the male and an eggs from the female are
placed in Petri dish, and the eggs are fertilized,
producing several embryos.

Sperm from the male are inserted into the females of the
same species.

Cells from an individual organism are placed in a

container with nutrients and hormones that the cells
need. These cells then begin to grow and multiply,
producing offspring that are identical to the parent.

11. What risk is there to animals that have been produced using biotechnology?

12.What risk is there to plants that have been produced using biotechnology?

13.What are four strategies to conserve biological diversity?

a.

b.

d.

4
 Sciencc Grade N rue topic A: R iological Diversity, Part
11 7 est
Biological Diversity, Part II
Test

1. Match the words and phrases in the box with their meanings

a. allcle b. artificial insemination c. biotechnology d. chromosomc

e. clone f. DNA g. ex-situ conservation h. extirpation
i. gene j. genetic code k. helix 1. hybrid
m. in-situ conservation n. meiosis o. mitosis p. purebred

extinction of an organism from a specific region

y, genetically identical copy of an entire organism or of its cells or genes

the use of living things to make agricultural, industrial, or medicinal plants

deoxyribonucleic acid. It refers to the genetic material mainly in the nuclei of cells of
living things

the maintenance of organisms outside of their ecosystems or natural habitats

a structure in which DNA is arranged and along which genes are located

spiral-shaped

arrangement of the four chemical letters on a DNA molecule form the instructions for
making an organism

the maintenance of wild organisms within their functioning ecosystems

referring to a plant or animal that has ancestors all with the same form of a

trait a possible form of a gene

artificial collection and injection of sperm from a male into a female

type of cell division that produces two identical daughter cells from one parent

cell a type of cell division that produces four sex cells from one parent cell

a segment of DNA which determines a specific characteristic of an organism

an organism produced by crossing two individual purebreds

1
 Science Grade Nine Topic A: l3iological Divcrsity, Part II
’test
2. Answer true or false.

The DNA molecule is the inherited material responsible for

variation. The DNA molecule is found in the nucleus of a plant

or animal cell.

The arrangement of the chemicals, G, C, A, and T forms a code that cells can
read.

The genetic code is based on how the four chemical IetteFs are arranged.

There is only one DNA molecule in each nucleus

ChFomosomes are DNA packages.

A human cell has 46 pairs of chromosomes

Genes are located on the chromosomes.

Genes come in pairs.

A single gene contains coded instructions about some part of an organism’s

structure

The different possible forms in which genes are organized are called alleles.

3. Write MI if the sentence or phrase tells about mitosis and ME if it tells about meiosis.

describes cell division in sexual reproduction

A parent cell produces two daughter cells

Each parent cell produces four daughter cells, each with half the number of
chromosomes as the parent cell

describes cell division in asexual reproduction

occurs in the body of cells of multicellular organisms and is

responsible for growth and cellular repair
 Science Grade N inc Topic A: B iolegical Diversity, Hart
II "test
Use the following information to answer question 6.

Dominant Traits Recessive Traits

dimples no dimples
unattached attached earlobes
earlobes freckles
no freckles
thick lips thin lips

6. Describe the offspring of parents with these traits:

a. thin lips + thick lips =

b. attached earlobes + attached earlobes =

c. dimples + no dimples = /\

d. freckles + freckles —

7.

8. What are four natural causes of extinction and extirpation?

b.

d.

9. What are three human causes of extinction and extirpation?

b.

3
 Science Grade Nine Fopic A: Biological Diversily, P‹irt I I
Tcst
10. Match the biotechnologies with their descriptions.

cloning artificial insemination in vitro fertilization genetic engineering

the DNA of an organism is altered

Sperm from the male and an eggs from the female are
placed in Petri dish, and the eggs are fertilized,
producing several embryos.

Sperm from the male are inserted into the females of

the same species.

Cells from an individual organism are placed

in a container with nutrients and hormones that
the cells need. These cells then begin to grow
and multiply, producing offspring that are
identical to the parent.

11. What risk is there to animals that have been produced using biotechnology?

12. What risk is there to plants that have been produced using biotechnology?

13. What are four strategies to conserve biological diversity?

b.

c.

4
 Science tirade Nine Topic A: B iolos ical Diversity, l'‹ut 11
Lesson Plans
I. csson Twentv-
two Concept: Biological Divcrsity Culmination

Resources/Materials: Biological Divcrsity, Final

Examination (student copies)
Science in Action 9, page 01
Science in Action 9, pages 82 and 53
Science in Action 9, pages 84 — 87

Introduction: FxpJain that the unit on Biological Diversity is now almost at

an cnd. It is time to do one last activity.

Procedure:

1. As a unit culmination, choose from one of the following activitics:

• I lave students write an essay about how the conccpt of

biological di› ersity is related to the activities on their colony.

• Do the l3iological Diversity 1 inal Examination

• Do the Unif Review on textbook, pages 84 57.

 Science Grade Nine Topic A: R iological Divcrs ity
I°inal Examination
Biological Diversity
Final Examination

Directions: Write the letter of the best answer to each question on the answer
sheet. Do not write in this booklet.

1. Biological diversity refers to

a. all the different types of organisms on Earth

b. the different types of abiotic factors found in an ecosystem
c. the biotic and abiotic factors found in an ecosystem.
d. the populations of plants found in a community.

2. Diversity found between ecosystems is mainly due to

a. the roads and pathways found in the ecosystems.

b. differences in environments.
c. the amount of sunlight.
d. the amount of precipitation.

3. A food web would be one way to represent

a. the diversity of organisms within an ecosystem

b. all organisms on Earth.
c. the consequences of artificial plant breeding.
d. biotechnology.

Use the following information to answer question 4.

Humans can have one of four basic blood types: A, B, AI3, or O.

4. The above is an example of

a. diversity within an ecosystem

b. diversity between ecosystems.
c. unusual variances.
d. diversity within a species.
 Science Grade Nine Topic A: Biological Diversity
Final Examination
5. Which of the following is true about species distribution?

a. Biological diversity is greatest in areas where it is not too hot or too cold.
b. Polar regions have greater biological diversity than tropical areas.
c. Biological diversity is greatest in areas close to the equator.
d. Biological diversity is consistent in all areas of the earth.

6. Scientists classify all oFganisms into five

a. genera.
b. kingdoms.
c. classes.
d. orders.

7. When it comes to water ecosystems, the greatest diversity is found

a. in coral reefs.
b. freshwater lakes.
c. glacial lakes
d. slow-moving riveFs.

Use the information below to answer question 8.

I he sizc in nan‹ mctrcs (nm or 10 ") ter the following viruses.

smallpox virus 250 nm

flu virus 100 nrn
yellow fever virus 22 nm
polie virus 20 nm
foot and mouth virus 1 0 nm

8. The best way to represent the data set is to use a

a. pie chart.
b. line graph.
c. bar graph.
d. pictograph.

2
 Science Gradc Nine Topic A: Biological Diversity
I“inal Examination
Use the following information to answer question 9.

grass grdsshopper frog garter snake hawk

9. Food chains such as the one shown above illustFate

a. interdependence.
b. the reduction in biological diversity.
c. the increase in biological diversity in an ecosystem
d. how wetland ecosystems are healthier than other types of ecosystems.

Use he following information to answer question 10.

Lichens are formed when 1“ungi and algae live together. I“he interactions bctween the
fungi and algae enhance the survival of each specics.

10. Lichens are an example of

a. commensalism.
b. mutualism.
c. parasitism
d. botulism.

11. Interspecies competition occurs when

a. two or more species need the same resource.

b. species have no natural enemies.
c. species crossbreed.
d. only purebred organisms live in an ecosystem

12. Resource partitioning occurs when

a. one species no longer lives in a particular ecosystem

b. two species abandon the same ecosystem at approximately the same

c. only one species lives in a particular area.

d. two or more species divide up a resource
 Science Grade Nine Topic A: H iological Diversity
F inal Examination
Use the following information to answer question 13.

• What thc organism cats

• What eats it
• Its habitat
• Range
• Its effect on the populatitins around it
• Its effect on the environment

13. The above list describes

a. an ecosystem
b. a population
c. a niche.
d. variation.

14. Which of the following is true about the relationship between variation and
survival?

a. The less variation within a species, the greater its chances of survival.
b. The greater the variation within a species, the less it chances of survival.
c. The amount of variation within a species has no relationship with its
chances of survival.
d. The greater the variation within a species, the greater its chances of
survival.

15. Eye colour in humans is an example of

a. discrete variation.
b. continuous variation.
c. a non-heritable characteristic.
d. random selection

16. Binary fission, budding, spore production, and vegetative reproduction are all
examples of

a. asexual reproduction.
b. resource partitioning.
c. genetic coding.
d. sexual reproduction.

4
 Science Grade Nine topic A: Biological
Diversity
17. The cell created by F inal
the joining of twoExamination
gametes is called

a. an embryo
b. cleavage.
c. a zygote.
d. an ovule.

18. One disadvantage of sexual reproduction is

a. it provides a lot of variation within a species

b. it takes a lot of time and energy.
c. organisms are more likely to become extinct compared to offspring
produced by asexual reproduction
d. it can produce a lot of individuals quickly.

19. DNA is found in the

a. nucleus of a cell.
b. cytoplasm
c. cell membrane.
d. mitochondrion.

20. The uprights of a DNA molecule are joined by rungs, each composed of

a. four chemicals.
b. two chemicals
c. only one chemical.
d. Three or four chemicals.

21. To fit a large amount of DNA into their cells, organisms arrange their DNA is
into tightly coiled packages called

a. genes.
b. alleles.
c. chromosomes.
d. single helixes.

22. The number 30 000 is important to humans because it is approximately

a. the number of chromosomes each person has.

b. the number of genes each person has.
c. the number of pairs of genes each person has.
d. the number of cells each person has
 Science Grade Nine Topic A: Biological
Divcrsity Final Examination
23. A gene

a. determines a specific characteristic of an organism.

b. is always found in outside the nucleus of a cell
c. is another name for an allele.
d. Is another name for a chromosome.

Use the followlng Information to answer questions 24 and 25.

24. The above illustrates the process of

a. mitosis.
b. fertilization.
c. pollination
d. meiosis.

25. The process shown is a necessary part of

a. asexual reproduction.
b. sexual reproduction.
c. growth.
d. cell repair.

6
 Science Grade N inc Topic A: Biological Diversity
I inal Examination
Use the following information to answer questions 26 and 27.

A purebred white cat and r• rebrcd black cat have a litter of four kittens. teach of the
four kittens is black.

26. The reason that none of the kittens in the litter is white is that

a. white is the dominant trait.

b. black is the recessive trait.
c. black is the dominant trait.
d. there is no dominant trait.

27. You can infer from the information above that

a. white is the dominant trait.

b. black is the recessive trait.
c. there is no dominant trait.
d. white is the recessive trait.

Use the following information to answer question 28.

Metal alcohol syndroInc occurs when a prcgnant wont an consumes alctihol or drugs. 4 his
intcrfcres with the development oJ brains structurCS find 1‹icia1 features, evcn though the
baby’s DNA is normal.

28. From the information above, you can conclude that

a. alcohol should be banned altogether.

b. most women are not affected by alcohol
c. the environment can affect the development of an unborn baby.
d. genetic make up is affected by alcohol.

7
 Science Grade Nine Topic A: Biological Diversity
Final Examination
Use the follOwlng information to answer questions 29 and 30.

Extirpated black-footed ferret greater prairie-

grizzly bear (prairie ChlCk80
population)
Endangered
swift fox burrowing ow!
whooping crane
mountain plover
piping plover
sage grouse
sage thrashes
Eskimo curlew
Threatened peregrine falcon
wood bison short-jailed Western blue-flag
prairie loggerhead cisco soapweed
shrike Western spiderwort
Sprague's pipit slender mouse-ear-
cress
sand verbena
SoeCial Concern woodland caribou ferruginous hay/k great plains toad Bolander's qu4lv ort
y/oIver›ne long-billed curlers Northern leopard hare-footed lo0ov/eed
0rd's kangaroo rat frog short-eared »i (prairie population) smooth goosefoot “
yellow rai! Western silvery tall v/ooley-heads
minn0w

29. From the information about you can tell that

a. grizzly bears no longer live in some areas

b. the grizzly bear population is increasing on the prairies.
c. the greater prairie chicken and grizzly bear both live in prairie ecosystems.
d. there are no peregrine falcons left on earth.

30. From the information above you can tell that

a. the burrowing owl population is increasing.

b. there is evidence that the Eskimo curlew is declining in number.
c. the leopard frog is no longer found on the prairies.
d. there are no longer any Ord’s kangaroo rats anywhere on Earth
 Science G radc h'inc Topic A: D iol o ical Divers ity
1 inal Exam ination

Use the following information to answer question 31.

Thc giant panda eats only one thing, bamboo shoots. because the pancJa only cats
bamboo, it cannot switch t‹i other sources of food. l3amboo lorcsts somctilnes die off or are
cut clown, reducing the pand ts’ food supply.

31. From the above information you can infer that the giant panda is in danger of
extinction because of

a. overspecialization.
b. catastrophic events.
c. lack of food due to overpopulation.
d. disease.

32. Overuse of fertilizers, pesticides, and herbicides may lead to extinctions or

extirpations because of

a. habitat destruction
b. overspecialization
c. an increase in diversity.
d. exotic species introduction

33. The process of selecting and breeding individuals with desirable traits to
produce offspring with those desired traits is referred to as

a. cross-pollination
b. cross-fertilization.
c. mitosis.
d. artificial selection

34. One of the risks of genetic engineering is that it may lead to

a. the development of plants that are resistant to any known herbicides.

b. crops that produce more food than the world can consume.
c. greater biological diversity.
d. greater variation within a species of plant.
 Science Grade Nine Topic A: 13 iological Diveivs ity
I inal Examination
Use the following information to answer questions 35 and 36.

• Protecting specific areas mom

hunting and habitat destruction
• Restoring ccosJ sterns and species
• Developing policies old dppropriatc
resource use
• Controlling the spread of exotic
species
• Conserving o1 genetic resources

35. A good heading for the above is

a. Strategies to Conserve Biological Diversity.

b. The Roles of Zoos.
c. Reducing Biological Diversity.
d. Saving Wildlife.

36. Which of ideas above would have to do with keeping seeds of the wild
ancestors of our crop species?

a. Protecting specific areas from hunting and habitat destruction.

b. Controlling the spread of exotic species.
c. Developing policies on appropriate resource use
d. Conserving of genetic resources.

10
 Science Grade N inc Topic A: 13 iol ogical Divers ity
Linal Examination
Name:
Biological Diversity
Final Examination

Answer Sheet

1. 13. 25

2 14. 26.

3 45 27.

4. 16. 28

5. 17. 29.

6 18. 30

7. 19. 31.

8 20 32

9. 21. 33

10. 22 34.

11. 23. 35

12 24. 36.

11
 Science Grade Nine top ic A: 13 Vol oaical Diversity
Einal Examination
Name:
Biological Diversity
Final Examination

Answer Sheet

13. 25

2. 14. 26.

3 15. 27.

16. 28.

5. 17. 29.

6. 18 30

7. 19. 31.

8. 20. 32

9 21 33

10. 22. 34. CI

11. 23. 35

12 24. 36.

11
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Lesson Plans

Matter
hemic
ange
 Science Grade Nine 4 opic B: Matter and Chemical Change,
Part I

Science Grade NineLesson Plans

Topic B: Matter and Chemical Change

Contents

Part I: Mutter rind Theories of Mutter

Lesson One Introduction 4

1.csson Two Safety in the Science Class 5

Lesson Three Physical Propcrties of Matter

Lesson Four Chemical Properties of Matter 7

I.esson I ive Observing Changes in Matter

Lesson Six Invcstigating I’hysical and Chcmical Change

Cresson Seven Evolving Theories of Matter: Part I 10

Lesson Eight Evol ving theories of Matter: Part II 1

Lesson Nine l Organizing the Elements

Lesson I cn the Periodic Table

1.csson Llcven Patterns of Information in the Pcriodic 4 able 14

Lesson Twelve Matter and Chemical Change, Part I Revicw 16

I.esson Thirteen Matter and Chemical Change, Part I Tcst 17

rY2r
aLaHi
e
 Science Grade Nine Topic B: Matter and Chemical Change, 3
Part I
Part II: Compoffnds andPlans
Lesson Chemical Reactions

Lesson Fourteen Naming Compounds: Part I 18

Lesson Fifteen
Naming Compounds: Part II 19
Lesson Sixteen Ionic Compounds 20

Lesson Seventeen Naming Ionic Compounds 21

Lesson Eighteen Molecular Compounds 23

Lesson Nineteen Chemical Reactions 24

Lesson Twenty Conservation of Mass in Chemical Reactions 25

Lesson Twenty-one Factors Affectin g the Rate of a Chcmical Reaction 26

Lesson Twenty-two Matter and Chemical Change, Part II Review 27

Lesson Twenty-three Matter and Chemical Change, Part II T“est 28

Lesson Twenty-four Matter and Chemical Change, Culmination 29

 Science Grade Nine "topic B: Matter and Chem ical Change, Part 4
I
Lesson Onc Lesson Plans

Concept: Introduction

Resources/Materials: Science in Action 9, pages 58 — 91

Workshcet #9D.1 (optional, student copies)
corn syrup two 250 ml. beakers
cyc dropper baking soda
water vcgctable oil
vinegar food colouring
any object or thing made mainly of one substance (like plastic ru I er)

I ntroduction: I fold up an objact, such as a plastic ruler. With studcnts discuss the properties of plastic,
(If necessary, rcvicw that propc•rties are cluiractc•rfstfC.$ tlitit Je.vcrfbe ii substance.) such as:
• Melts at a rclativcly low temperature.
• Can be molded.
• Softer than glass r›r iron
• Some are flcxiblc
• Can bc dyed
Discuss that it is thCSc propcrtles and others that detcrmine how we use plastics in our lives.
I xplain that tlals in this unit studcnts will review what some of the things they lcarned about matter in
previous grades and learn more about how substanccs combinc to make new ones.

Procedure:

1. Havc students turn to textbook, page SS. Allow thcm a few moments to hip through thc unit.

2. Have students turn to tcxtbook, page 90. Guide thc reading of pages '70 and 91.

3. Slave studcnts do the Quiz kLah activity on textbo‹ik, page 90. Distribute the materials. Warm
students ta follow the Jirections c•xactly as stateil. ( I hey should be able t‹ make two
observations: first, the layering or water and oil; second the chemical reaction bctwecn the buking
soda anal vinegar.)

4. OP TIONAL. Distributc Worksheet #9R.1 . Go over the directions, if necessary.

Assignments:

1. JCdd .Sc’ieuce in ficfir›n *9, pages 8S 91 .

2. Do the QuickLab actiVlty, page 91
3. OI°TIONAI . Do Worksheet #9B.1.
4. OP TIONAL. Make a titlc page for thc unit.
 Science Grade N inc 3 opic D: Matter and Chemical Change,
Part I Wr›rksheets
The Properties of Matter

Directions: For each of the following types of matter, tell about at least two properties. Then
write the name of a different type of matter and list some of its properties.

Type of MaNer Properties

water

steel

vinegar

wood

Worksheet #9D. I
 Science Grade N inc Topic 13: Matter and Cheniical Change,
Part I Worksheets
The Properties of Matter

Directions: For each of the following types of matter, tell about at least two properties. Then
write the name of a different type of matter and list some of its properties
OS -1 . “

Type of Matter Properties

water

steel

vinegar

wood
 Science Grade line Topic B: Matter and Chemical Change, Part I
Lesson Plans
Lcsson Two
Concept: Safety in the Science Class

Resources/Materials: Science in Action 9, pages 92 — 96

Worksheets #9B 2a, #9i3.2b, and #9B.2c (student copies)

Introduction: Bricfly review some faITR Safety rules. Explain that when
woTking diffcrent kinds of substances in scicnce class, students must know and
practise safety rules as wc11.

Procedure:

1. Ilave students turn to textbook, pagc 92. Guide the reading.

2. Have students turn to tcxtbook, page '93. If possible, guide the reading of pages 93
96.

3. Note: Students can record their responses to the Skill Practice activity on
Worksheet #9B.2a.

4. Distribute Worksheets #913.2a, #9B.2b, and ñ9B.2c. Go over the clirections, if

necessary.

5. OPB IONAL. I3o the 6 heed nud ñcJ/cc/ questions, on textbook, page 96.

Assignments:

1. Acad zsc ience in Action 9, pages ^?2 — 96.

2. Do Worksheets #9B.2a, fl9I3.2b, and #9D.2c.
3. OP) IONA I . Do C’h‹• I k anal Leflet’l, page 96
 Science Grade Nine Topic B: Matter and Chem ical Change, Part
1 Worksheets
Safety in Science Class

Directions: Use Science in Action 9, pages 92 — 96 to help you with the questions.

1. Examine the picture on the Skill Practice activity on page 93. Use the Lab Safety Rules,
page 95 and the Toolbox 1, page 478 to identify the problem actions and your
suggestions for safer ways to perform each action

Inappropriate Action Safe Procedure

Workshcet #9D.2a
 Science Grade Nine Fopic B: Matter and Chemical Change, Part I
Worksheets
2. Tell what two types of information you can get from each symbol. Then try to think of a
container that might display each symbol. Choose from the list on the next page.

Symbol Information Example

\\'orks heet #913 2b

 Scicnce Grade Nine 3 opic B: Matter and ChClTl iCD1 Chan s•. *•<
Worksheets

bottle of acid can of gasoline can of oven

cleaner bottle of propane fibreglass insulation
electrical transformer container of medical
waste

3. For what does the acronym WHMIS stand?

4. For what does each of the WHMIS symbols stand?

Worksheet #5I3 2c
 Science Grade Ninc Topic 13: Matter and Chemical Change, Part I
Workshects

Inappropriate Action Safe Procedure

Students are not wearing safety Wear safety glasses or popgles
glasses or goggles where there are chemicals or open
flames
Boy on the left is pouring liquids into Never pour liquids from a
a funnel in an unsafe manner position above your head
The Erlenmeyer flask is near the Position all equipment safely away
corner of the table and a stirring from the edge oT the table
rod is left in
Food is left on the table Do not bring food or drink into the
lab
Liquid has been spilled on the Clean up all spills immediately.
floor Beakers and boxes arr not Label all containers
labelled A student has a hand Always be careful around an open
flame, Test tubes and beaker should
over a Bunsen
be secured using a retort stand
burned
and not pointed towards anyone
The use oT Not plates instead of
Buns n Turners is encouraged
Tie long hair back and roll up
long sleeves
Girl with lonp hair and a loose shirt is
near an open flame Always be ayvare of where you
walking and what others are doing
Girl is carrying boxes r/itLoUt being
able to see adhere she is going Never put anyhirp into an
electrical outlet unless s an
Girl is poking a screwdriver into ar
approved electrical device.
electrical outlet
 Science Grab e N inc Topic B: M attcr and Chemic‹il Change, Part l
Worksheets

2. Tell what two types of information you can get from each symbol. Then try to think of a
Symbol Information Example

boYY o ° •'‘

Worksheet #9B.2b
 Science G radc N inc 4 opic B: Matter and Chemical Change, Part I
Worksheets

bottle of acid can of gasoline can of oven cleaner

bottle of propane fibreglass insulation electrical transformer
container of medical waste

3. For what does the acronym WHMIS stand?

4. For what does each of the WHMIS symbols stand?

Worksheet #9B 2c
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I Lesson Plans
Lesson Three
Concept: Physical Properties of" Matter

Resources/Materials: Science in Action 9, pages 97 — 101

Worksheets #9B.3a, #9B 3b, and #9B.3c
(student copies)
QuickLab. pace 97: paper, copper wire, vinegar, salad
oil, aluminum foil, granite, graphite, rock salt.
lemonade, baking soda
Quickl.ab, page 98: soda pop, 2 glasses, chewy mint candy (like
Menthos)
Inquirv Acti itv. pauc 100: salt, baking soda, comstarch,
sailium nitrate, sod fufft tliia.sulfate, black pepper, hand
lens, water, vinegar, iodine solution, wax paper

Introduction: Review that properties are characteristics

of substances that distinguish it from other substances.
Physical properties describe the appearance of a
substance its composition.

Revicw the three statcs of matter (s(slid, liquid, gas) and

how matter changes from one state to another (increasing
or decreasing temperature). Physical change refers to a
change in the appearance or state of a substance, but
not a change to its composition. Whcn matter changes
from one state to another, it undergoes a physical
change.

Proccdurc:

1. I lave students turn to tcxtbook, page 97. F.xplaln

that we can classify changes to matter as either
physical or chemical. A physical changc is a
change in appearance or state of matter, but in a
chemical change, a substance’s composition is
changed.

2. Foday’s lcsson focuses on physical properties and physical

change.

. With students scan the textual material as well as the

activities.

4. Distribute Workshcets #913.3a, #9B.3b, and #9f3.3c. Go

over the directions, if nccessary.

5. RF.COMMENDED. I lave students do the

QuickLuh activity on textbook, page 97. (If you
cannot get graphite substitute pcncil lead or lead
from a mechanical pencil. If you cannot get
granite, substitute any rock, preferably igneous.)

6. I lave studcnts do the QuickLah activity on textbook, page

98.
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I 102. (If you do not havc any sodium nitrate, try
7. h substituting any fertilizer powder or pellets with
a a high first number. If you do not have any
v sodium thiosulfate, leave it out altogether.)
e
s Assignments:
t
u 1. Read Science in Action *9, pages 97 — 101.
d 2. Do Worksheets #9B.3a, #9B.3b, and #9B.3c.
e 3. RECOMMENDED. Do the QuickLab activity, page 97.
n 4. Do the QuickLab activity, page 98.
t 5. Do the Inquiry activity, pages 101 and 102.
s
d
o
t
h
e
I
n
t
J
u
i
r
y
a
c
ti
v
it
y
o
n
t
e
x
t
b
o
o
k
,
p
a
g
e
s
1
0
1
a
n
d
 Science Grade Nlne Topic B: Matter and Chemical Change,
Part I Worksheets
Organizing Matter: The Physical Properties of Matter

Directions: Use Science in Action 9, pages 97 — 99 to help you with the questions.

1. What are the three states of matter?

2. Tell what happens in each of these processes.

a. melting

b. evaporation

c. condensation

d. freezing

e. sublimation

f. deposition

3. What is meant by the term physlcal proped .

4. What is a physical change?

5. Unscramble each of the following to make a word or phrase that describes a physical
property of matter. Then match them to the definitions on the next page.

cdiiII tuy ccdiinottuv y

bgiiIon ino pt acIrsIy aehpa
eigImnI inopt deinsty
adenhr ss biiIIosIuy
aabeiiIIImty
Workshcct #0B.3 a
 Science Grade Nine Topic B: Matter and Chemical Chansc, Part
1 Worksheets

Physical Description Example

Property

the ability of a substance to be dissolved in

another

the temperature at which a substance changes

from a solid to a liquid

the ability
heat of a substance to conduct electricity or

the ability of a substance to be stretched into a

long wire

the temperature at which a liquid changes to a gas

the amount of mass in a given volume

of a substance

the shape of a substance’s crystals

a substance’s ability to resist being scratched. It is

usually measured on the Mohs’ Scale

The ability of a substance to be rolled or pounded

into sheets

6. Which substance can only be scratched by diamond?

7. Which substance can be scratched by apatite, but not calcite?

8. Which substance can be scratched by most other minerals?

Worksheet #9B.3 b
 Science Grade Nine Topic B: Matter and Chemical Change, Part
1 Worksheets
9. Tell which physical property is being described.

a. Copper can be made into wire of various thicknesses.

b. Water boils at 100°C.

c. RubbeF is often used to coat electrical wire.

d. Salt has cubed-shaped crystals.

e. Pots sometimes have wooden handles so you can pick them up without getting
burned

f. Quartz can be scratched by topaz but not feldspart or fluorite

g. One cubic centimetre of iron has a mass of 7086 grams.

h. Mercury freezes at —61.1° C.

i. Oil will not dissolve in water.

j. Gold boils at 2807° C.

k. Granite cannot be rolled into thin sheets.

l. A quartz crystal has the shape of a six-sided prism with six-sided pyramids at each
end.

m. Lead can be pounded into sheets that are quite thin.

n. Aluminum can be shaped into wire.

o. Styrofoam is used as insulation.

p. No substances can scratch diamond.

q. Talc is one of the softest minerals.

r. Different kinds of plastics liquefy at different temperatures.

Worksheet #913.3 c
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I Worksheets
Orqanizinq Matter: The Physical Properties of Matter

Directions: Use Science in Action 9, pages 97 — 99 to help you with the questions.

1. What are the three states of matter?

2. Tell what happens in each of these processes.

a. melting

b. evaporation

c. condensation

d. freezing

e. sublimation

f. deposition

3. What is meant by the term physical property.

4. What is a physical changed

5. Unscramble each of the following to make a word or phrase that describes a physical
property of matter. Then match them to the definitions on the next page.

cdiiItI uy ccdiinotIuv y ¿o c gy
bgiiI on inopI acIrsty aehp a c 'sf4t step
eigImnt ino pt deinst y
adenhr ss runess biiIIosIuy

Worksheet ñ9B.3
a
 aabeiiIIImty b

Worksheet ñ9B.3
a
 Science Gradc Nine Topic B: Matter and Chemical Chan•qe, Part I

%nsvv rsro¿vop.
Physical Description Exampe
Property

the ability of a substance to be disso(ved in ou II /‹1O \ V66 i WQ

another

the temperature at which a substance changes ymp«se me \+s

from a solid to a liquid

the ability of a substance to conduct electricity t op,»r cond«u« «l<=t•=

or
heat

the ability of a substance to be stretched into a P@^ C“* *” P“

long wire t,p /<

p the temperature at which a liquid changes to a gas we r !be t\ s &6 IO*

O
T

the amount of mass in a given volume of a

substance

“’1 ^‘ * 0+ the shape of a substance’s crystals

a substance’s ability to resist being scratched. It is , ‹ hoJe›4

usually measured on the Mohs’ Scale b

The ability of a substance to be rolled or pounded }t » mt *^

into sheets /nty g end

6. Which substance can only be scratched by diamond? ggv x in

7. Which substance can be scratched by apatite, but not calcite? I pt

Workshect #0f3..3 h
 8. Which substance can be scratched by most other minerals? p(

Workshect #0f3..3 h
 Science Grade N rue Topic l3: Matter and Chem ical Change, Part I
Worksheets
9. Tell which physical property is being described

a. CoppeF can be made into wire of various thicknesses. 4

b. Water boils at 100°C.

c. Rubber is often used to coat electrical wire.

d. Salt has cubed-shaped crystals. A ¿

e. Pots sometimes have wooden handles so you can pick them up without getting
burned. IQ

f. Quartz can be scratched by topaz but not feldspart or fluorite

g. One cubic centimetre of iron has a mass of 7086 grams.

h. Mercury freezes at —61.1° C. 1 at

i. Oil will not dissolve in water. o/ " ”

Gold boils at 2807° C.

k. Granite cannot be rolled into thin sheets.

l. A quartz crystal has the shape of a six-sided prism with six-sided pyramids at each
end.

m. Lead can be pounded into sheets that are quite thin.

n. Aluminum can be shaped into wire. /\y¿y[t

o. Styrofoam is used as insulation. fi

p. No substances can scratch diamond. g<§n<a

q. Talc is one of the softest minerals.

r. Different kinds of plastics liquefy at different temperatures.

Workshect #9B.3c
 Science Grade N rue Topic D: Matter and Chemical Change. Part l
Lesson Plans
Lesson
Four Concept: Chemical Properties of Matter

Resources/Materials: Sciencc in Action 9, pages 102 -- 104

Worksheets #9B 4a and #9B.4b (student copies)

Introduction: Review that physical properties have to do with characteristics of

substances that you can observe. Discuss the physical properties of an uncooked
egg. 4 hen discuss what happens when an egg is heated in a frying pan. Explain
that heat causes a change in the makc up of the egg. I he egg has undergone a
chemical change.

Chemical properties describe how a substance interacts with other

substances. They can only be observed when substances interact to form new
substances.

Procedure:

1. Have studcnts turn to textbook, pages 102. (itiide the reading.

2. Slave students rcad textbook, page 103. Note: If your studcnts have not
taken the grade eight science course, guide the reading of this page as
well.

3. Distribute Worksheets #913.4a and #'9B.4b. Go over the directions, if ncccssary.

4. OPTIONAl.. Do the C’heck anal be flewc’t questions on textbook, page 104.

Assignments:

1. Read dcicec‘e in At’tian ^. r=a•s 102 and 103.

2. Do Worksheets #9B.4a and #9D.4b.
3. OPTIONAL. Do Ghec’k anal fie/ecf, pagc 104.
 Science Grade Nine Fopic B: Matter and Chemical Change, Part I
Worksheets
Chemical Properties of Matter

Directions: Use Science in Action 9, pages 102 and 103 to help you with the questions.

1. Complete the web by giving the meaning and/or an example for the headings.

MATTER

PURE SUDS"FANCES MIXTURES

F.lemcnts Compounds

Mechanical Mixtures Colloids

Solutions Suspensions

Solid dissolved in Liquid dissolved Gas dissolved in Gas dissolved in Solid dissolved in
liquid in liquid liquid gas solid
e.g. e.g. e.g. e.g. 2.J ,

\Vt rks hect # 9B.4a

 Science Grade Nine Topic B: Matter and Chemical Chan se,
Part I Worksheets
2. Write P for pure substance and M for mixture.

oxygen air

salad concrete

salt vegetable oil

SOII water

3. Write E for element and C for compound. (The elements are listed in the Periodic Table
found on pages 126 and 127.)

carbon dioxide nitrogen

water baking soda

gold neon

salt hydrochloric acid

4. Write MM for mechanical mixture, SO for solution, SU for suspension, and CO for colloid.

SOll ketchup

mayonnaise fruit punch

tomato juice whole milk

gravel coffee

salad apple juice

5. Classify the following solutions as solid in liquid, liquid in liquid, gas in liquid, gas in
gas, or solid in solid.

copper and zinc are combined to make brass

drink crystals are dissolved in water

vinegar is acetic acid and water

carbon dioxide is dissolved in water to make soda pop

many gases combine to form the atmosphere

Worksheet #?U.4d
 Science Grade Nine Topic E: Matter and Chemical Change, Part I
Worksheets
Chemical Properties of Matter

Directions: Use Science in Action 9, pages 102 and 103 to help you with the questions.

1. Complete the web by giving the meaning and/or an example for the headings.

MATTER

PURE SUBSTANCES MIXTURES

Elements Compounds

Mechanical Mixtures Colloids

Solid dissolved in Liquid dissolved Gas dissolved in (has dissolved in Solid dissolved in
liquid in liquid liquid gas solid

Worksheet #9a.4a
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Worksheets
2. Write P for pure substance and M for mixture.

oxygen
air

salad
concrete
salt
vegetable oil

SOiI water

3. Write E for element and C for compound. (The elements are listed in the Periodic Table
found on pages 126 and 127.)

carbon dioxide nitrogen

water baking soda

gold neon

salt hydrochloric acid

4. Write MM for mechanical mixture, SO for solution, SU for suspension, and CO for colloid.

SOII
ketchup
mayonnaise 0 fruit punch
tomato juice g or whole milk
gravel coffee
salad O apple juice

5. Classify the following solutions as solid in liquid, liquid in liquid, gas in liquid, gas in
gas, or solid in solid.

copper and zinc are combined to make brass

drink crystals are dissolved in water

vinegar is acetic acid and water

carbon dioxide is dissolved in water to make soda pop

many gases combine to form the atmosphere

WorLshcet #9f3. 4b
 Science Grade Nine Topic B: Matter and Chemical Change, Part I 8
Lesson Plans
I.esson Five
Concept: Observing Changes in Matter

Resources/Materials: Science in Action 9, pages 105,

108, and 109
Sheets or paper aluminum pie pan

lighter/match Worksheets
#9B.5a and #9B.5b (student
copies)

Note: In Lesson Six, students have the opportunity to do hands-on activities

having to do with chemical change.

Introduction: ) ake a sheet of paper and tear it in half. Then use the lighter or
match to burn another shects of paper (set it in the pie pan). Discuss the
differences between the two changes.

Explain that the tearing of paper is a physical change — no new substances were
formed. The burning of the papcr iS £1 Chemical change — oxygen from the air
combined with the paper to produce carbon dioxide and ash.

Procedure:

1. Have students turn to textbook, page 105. Guide the reatling. Explain
that sometimes when Two substances, usually liquids, combine, one new
substance which is a solid is formed. This substance is called a precipitate.
Precipitates are insoluble. Kidney stones are really a precipitate made of
calcium ions.

2. 4 hen have studcnts turn to textbook, page 108. Ciuide the reading of pages 108 and
109.

3. Distribute Workshcets #913.5a and #9B.5b. Go over thc directions, if necessary.

4. OPTIONAL. Have students do the Check cmd Refiecl questions on textbook, page
109.

Assignments:

1. Read Scieur e in define 9, pages 105, 108, and 109.

2. Do Worksheets #9B.5a and #9B.5b.
o. OPTIONAL.. Do Check anJ Reficcl, page 10*9.
 Science Grade Nine Topic B: Matter and Chemical Change, Part l
Worksheets
Physical and Chemical Chanqe

Directions: Use Science In Action 9, pages 105, 108, and 109 to help you with the questions

1. Write P for physical change and C for chemical change.

stretching an elastic band sawing a log in half

food rotting burning gasoline in a car

cutting a loaf of bread a car rusting

blowing up a balloon a vinegar and baking soda mixture

bubbling up

battery acid eating a hole in freezing water

your shirt

leaves changing colour in fall baking a cake

the formation of kidney stones writing your name on a book

bread rising concrete hardening

2. Complete the chart showing evidence of chemical change. (If possible, do not use
the same examples as in the chart on textbook, page 105.)

Evidence of Chemical Change Example

Worksheet #9B. 5a
 Science Grade Nine Topic B: Matter and Chemical Chans• , Part I
Worksheets
3. Explain how humans control changes in matter to meet their basic needs with each of the
following:

a. freeze-drying

b. corn-based plastics

4. Give two examples of physical changes that are not discussed in the textbook.

a.

b.

5. Give two examples of chemical changes that are not discussed in the textbook.

a.

b.

Worksheet #9B.5 b
 Science Grade Nine Topic B: Mattcr and Chemical Chan3e, Part l
Worksheets
Physical and Chemical Chanqe

Directions: Use Science in Action 9, pages 105, 108, and 109 to help you with the questions.

1. Write P for physical change and C for chemical change.

stretching an elastic band sawing a log in half

food rotting burning gasoline in a car

cutting a loaf of bread a car rusting

blowing up a balloon a vinegar and baking soda mixture

bubbling up

battery acid eating a hole in freezing water

your shirt

leaves changing colour in fall baking a cake

the formation of kidney stones writing your name on a book

bread rising concrete hardening

2. Complete the chart showing evidence of chemical change. (If possible, do not use the
same examples as in the chart on textbook, page 105.)

Evidence of Chemical Change Example

W orksliCet #913.5 a
 Science Grade N inc Topic l3: Matter and Chemical Change, Hart I
Worksheets
3. Explain how humans control changes in matter to meet their basic needs with each of the
following

a. freeze-drying

b. corn-based plastics core

4. Give two examples Of physical changes that are not discussed in the textbook.
/g¿ w\
a.

b.

5 Give exam les of chemical changes that are not discussed in the textbook.

a.

b.

Worksheet #9 B.5b
 Science Grade Nine Topic l3: Matter and Chemical Change, Part I
Lesson Plans
Lesson Six
Concept: Investigating Physical and Chcmical Change

For this lesson you may choose to have students do one or more of the
activities involving physical and/or chcmical changes.

Resources/Materials:

1. In ui Ac ivi Science in ct on es 10
n 107 sodium carbonate Pla
250 ml. beaker sti
dilute hydrochloric acid aluminum cin
foil c
sugar candle ma
3 test tubes sodium tch
carbonate solution es
5 rnL measuring spoon test-tubc holder stirringwooden
rod clothcspin
copper sulfate
2. Po Rockets W rksh t ñ9B 6a solution watcr
file folder or cardstock

blunt-end scissors empty film canister

or pill bottle double-sided tape half an g
cftervescent antacid table stopwatch l
u
3. 4 he Fate of Calcium Carbonatc, e
Worksheet #9B.6b egg shell from
hard boiled egg calcium tablet metal w
tablespoon 2 small cups a
vinegar two straws t
or Cropper e
r
4. It’s a Gas! Worksheet ñ9B.6c
empty 125 mL plastic bottlc, clean water
effcrvcscent antacid tablet clock or timer latex
balloon (about 30 cm in diamcter) wh
ite
ch
alk
wa
ter

paper towel

A Gas Sudsation!
Worksheet #9B.6d vincgar baking soda measuring
liquid dish detergent plastic pop spoons tape
bottle
paper or plastic cups scissors

6. A Plastcr Master or a PldStc£ Disaster. Worksheet #9B.6c

 p changes.
l wate
a r Procedure: Explain to students that they will receive the directions and materials
s 2 to do an activity involving either a physical change, a chemical change, or both.
t plast Then distribute the appropriate materials.
e ic
r spoo Assignment: Do one or morc of the activities.
o ns
f pen
P
a
r
i
s

s
m
a
l
l
d
i
s
p
o
s
a
b
l
e

c
u
p
s
salt

vine
gar
wax
pap
er

mas
king
tape

Introductio
n: Briefly
review the
characteristi
cs of
physical
and
chcmical
 Science Grade Nine T opic B: Matter and Chemical Change, Part
I Worksheets

Pop RoeketS Celebrstin$ Chemistry

one important characteristic of O4edtiz'e 4 Close fhe canister, quickly place it

gas is pressure. Increasing the
on the launch area with the lid Of
amount of gas in a container can the bofiom, and take at least three
ra ise the pressure of a gas. In fhis fluild the Rocket big steps backwards.
activity, you will use the build-up 1. To make fins for fhe rockef,
5 The tablet should produce enoug h
of gas pressure to launch a film- froce fhe pattern below (four
gas in the canister to pop oH its
canister rocket. times) onto a file folder, or a
lid, which will propel the rocket
piece of card stock.
into the air.
Materials 2. Cut along the solid lines so that
you make four fins. b Dissolve any unreacted pieces
Fi(e folder or card sfock of the effervescent tablets by
Blunt-end scissors 3. Fold the fins along the dotted placing them in a bowl of water.
Glue lines. Thoroughly clean the work a rea
Empfy fil m conister 4. Place glue on each of the fins in and wash your hands.
Double-sided tape the area marked “Glue here“ in 7. Record your experimental data
Half of an effervescent antocid tablet ‹he picture above, and attach each in the “What Did You Observe?"
Water of the tins to the film canister. Be section.
tO W Uh sure to have the poinf of the
NOTE: this ocfivify con be messy and triangle towa rds the closed end
should be conducted offside. O! the canister ord to leave
enough room to put the lio on
the open end of the co
nisler.
5. Fold the fins so they stick straight
out (rom the canister.

SAFETY. Be sure to
follow Willi’s Solety Tips
and do this ocfivify only
wifi odu/f supervision! Do nof eat or
drink he wafer used in this activity!
Eye protection m ust be worn by
eve one present in he launch area! Where’s the Chemistry?
Effervescent antacid tablets contain
an acid and a base, similar to baking
powder. When the acid and base are
Make 4 ol these dry, they do not react, but when they
dissolve in the woter, they react to
produce carbon dioxide gas. As the
Fuel t,he Rocket gas is formed, pressure builds up
1. Ask your adult partner to help you until, fina lly, the cop is blown off the
select on appropriate areo outside canister and your rocket is launched.
for the launch of your rocket.
2. Fill the canister half full of water.
3. Tape the half fablet of the
effervescent antacid inside the
lid of the canister using a piece
of double-sided tape.
Worksheet #913.6a
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I Worksheets

The Fate of Calcium Carbonate

Calcium is a chemical that is always grabbing onto other
3. Place about '7 of each sample under its name in
chemicals. One of the most common chemicals connected
the water row and the other ?• under its name in
to calcium is called carbonate, Together, the calcium and the
the vinegar row.
carbonate are called calcium carbonate. Calcium carbonate
4. Place a few drops of water on the samples in the
is in eggshells, seashelTs, limestone, and many other
water row and watch them very closely. What do you
materials In this a4ivity, you can use a common liquid to
observe?
detect calcium carbonate!
5. Now place a few drops of vinegar on the samples in
the vinegar row and watch them very closely. What
Materials:
do you observe?
• Egg shell from hard boiled egg
• Calcium tablet (made from oyster shell) Think a tout this
• White chalk If vinegar ca uses the calcium carbonate to come apart, what
• Metal tablespoon do you think would happen to an egg if it were left in vinegar
• 2 small cups for a few days? How about a bone, which has a lot of calcium
• Water phosphate? Let's try it and find out!
• Vinegar Place the egg and a chicken bone in separate jars. Add
• Two straws or droppers enough vinegar to cover them completely Cover the opening
of each jar with aluminum foil. Observe the egg and the bone
Procedure over the next three days. What do you notice? After three
1. Cover your work surface with newspaper or paper days, take each one out of its jar. How are they different from
towels. Place some egg shell, about '/ piece of chalk, when you put them in? What do you think caused them to
and a calcium tablet on your work surface. look and feel the way they do?
2. Use paper and pencil to make a chart like the one
shown. Use the back of a tablespoon to crush each Where's the hemistry°*
of yOUr Vinegar is an acid called acetic acid. When it combines with
samples the calcium carbonate, the acetic acid and the calcium
into small carbonate come apart and reform in diilerent waY S lo make
pieces. new chemicals. One of these chemicals is the gas carbon
Clean the dioxide. That's why you see the bubbles!
spoon off
between
@2008 Amencan ChemicaJ Society
samples www acs.org/kids
so the
pieces
don’t get
mixed
together. -‘ -

Worksheet #9B.6
b
 s’’'''e Grade Nine Topic B: Matter and Chemical Change, Part I
It’s a W ksh eetS
mo Celebrating Chemistry

Gas! hemical reactions

happen when some
Be sure to follow After one minute has
Mi///’s passed, remove the
substances are Safety Tips and do balloon from the
mixed together. th is boftle by pinching the
There a re activity with an neck of the baIloon
toys that use chem icaI adult! and gently pulling it
reactions to ma ke them go Do not eat or drink any of the off the mouth of the
— like toy rockets that blast materials in this activity. bottle. Slowly release
into the air and the Hot
the air from the
Wheels “Formul a Fuelers”
balloon. Note: If af
cars. Chemica I reactions
any time,
sometimes make products
you or your adult pa rfner
that we cannot see. If we co
notices the balloon has
nnot see them we can still
gotten too big, remove it
find ways to show that they
from the bottle.
are there. When an eHer-
vescent antacid tablet is
Draw a picture of fhe balloon
dropped
|usf aHer you put it in the
into water, a gas is bottle
produced, but we
do not see the gas in the air. Instead, and one afier a
Pz'o«et1urc minute has passed in
we see the gas in the form of bub- 1. Fill the the “What Did You
plastic bofile haIf way Observe?” section.
bles in the water. In this activity you with water.
will use a balloon to hel p you show
that gas is made when an 2. Break one eHervescent 8. Pour the liquids down
antacid tablet is put into antacid tablet into the drain and throw
water. several pieces over a o•^ Y the balloon
paper towel Carefully and other materials.
place the pieces of the Thoroughly clean the
M»teri•ls tablet into the water. work area and wash
yoUr hands.
' Empfy 4 oz. plastic boftle, Hold the
clean bottle steady
while your
' Water
adult partner
6 EHervescent quickly pulls
antocid tablet fi the opening
Paper towe! of the
balloon over
'' Latex balloon (about 30 cm the mouth of
or 1 2 the boftle.
inches inflated diameter)
6 Clock or timer Look at the
balloon once
it is on the
bottle so you
can later
draw a
picture of it
in the “What
Did You
Observe?”
section.

wa lls of the balloon to more easily expand to show the presence

NOTE: It is helpful to blow of the gas. It is also help(ul to practice putting the balloon over
the bal- loon up and let the the top of the empty boftle before conducting the activity.
air out o few times before A D A PTATI0 N
using the balloon in the
activity. This will allow fhe the activity can
 be liquid.
5 Use the clock or timer and r adult
by Balloons
w partner
p should be
a may hel p
laci disposed of
t with the
ng immediately
c fimi ng so
so alter use.
w urk meet e v N, h that you
me 6c
can wafch
sm the
t
all balloon).
h
pie
e
ces
of Where’s the Chemist
ant b Effervescent
aci a antacid tablets
d l conta in an acid,
tabl l similar to
es o vinegar or lemon
dire o |uice, and a
ctly n base, simila r to
into baking soda.
the t When the acid
ball o and base are a
oon ry like they are
bef s In the tablet,
ore e they do not
pull e react. When
ing they dissolve
the w in the water,
bal- h they react to
loo o produce carbon
n t dioxide gas. You
ove cannot see this
r h gas, but you can
top a show that it is
of p there by
the p collecting it in
bott e the balloon.
le. n
Wh s
en
the i
ball n
oon
is
o
sec
n
ure/
e
y
on
m
top,
i
the
n
ball
u
oon
t
can
e
be
’
mo
s
ved
so
that t
the i
m
ant
e
aci
d
fa/i (
s y
into o
the u
 Science Grade N rue 4 opic B: Matter and Chemical Change, Part I
Worksheets

A Gas Sudsation!
You can use chemistry to make something new. In this activity,
5. Make a funnel out of a piece of
you will combine baking soda and vinegar and see bubbles
paper and tape it so that it
These new bubbles will be filled with a g as that was not there
doesn‘t come apart. %
before. Combining substances and getting something new is
called a chemical change because the chemicals you start
6. Place 3 teaspoons of baking
with change to become different chemicals
soda into its labeled cup

• Vinegar
7 Use the funnel to dump all
• Baking soda
the baking soda into the
• Liquid dish detergent
bottle at once. Swirl the
• Measuring spoons mixture. What do you
• Plastic soda bottle observe? Even if you think
• Paper or plastic cups the reaction has stopped,
• Tape keep swirling because there
• Scissors may be lots more bubbling
still to come!
Procedures:
Think about this
1. Use your masking tape and
If you continue to add more and more baking soda, do you
pen to label one cup vinegar
think you will continue to get more and more bubbles? Why or
and one cup baking soda why not?

2. Pour 3 tablespoons of Try this: See if you can find the exact amount of vinegar,
vinegar and 3 water, detergent, and baking soda to bubble right to the very
tablespoons of water top of the bottle but no further. Good Luck!
into the vinegar cup
Where's the Chemistry?
Whenever you see bubbling after combining substances, it is
quite likely that the substances have changed to form
Pour the vinegar and something new. In the baking soda and vinegar reaction, the
water solution into the new substances created are ca rbon dioxide gas, water, and
bottle. something called sodium acetate. Carbon dioxide gas was
inside the bubbles you saw. The detergent did not change in
4. Add teaspoon of the reaction. It helped the bubbles last longer.
dish detergent. Swirl
• @2008 American Chemical Society
gently to mix. www.acs.org/kids
DO NOT SHAKE

Worksheet #913.6d
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Worksheets

A Plaster Master or a Plaster Disaster

Plaster of Paris has calcium carbonate in it and also
contains another chemical called calcium sulfate. Both teaspoons of warm water Stir until as much saIt
these calcium chemicals are used to make cement, Plaster dissolves as possible
of Paris, and similar building materials that have to start off 3 Add about 1 teaspoon of water to the plaster of Paris
wet and then harden. These calcium chemicals work well in the water cup Stir
when mixed with water so let’s see how well they work until the plaster and
when mixed with other liquids. water are
thoroughly mixed
MatenaIs Add a little
ore water or a little
• Plaster of Paris
more plaster until the
(Please follow all warnings on the Plaster of Paris
mixture is not runny
label.) but thich enough that
• 4 small disposable cups it can be molded.
• Water 4 Scrape the mixture
• Salt out with a spoon and
• Vinegar use another spoon to
• 2 Plastic spoons move the glob of
• Wax paper plaster into its
• Masking tape labeled
• Pen area on a piece of wax paper.
5 Repeat step 2 and 3 using salt water and vinegar.
Prose dures: 6. Wait about 5 minutes and gently press down on each
1. Label 3 cups water, salt water, and vinegar. Use plaster glob with a spoon. What do you notice? Check
masking tape and a pen to label a piece of wax paper the globs in the same way again in 5 minutes and then
water, salt water, and vineg ar, Place a heaping again in 5 more minutes. Which liquid seems to work
best with the plaster to make it hard? Which seems to
work worst?
teaspoon of Think about this
plaster of Plaster hardens well when it is mixed with water and placed on
Paris into wax paper. Let's see if the wet plaster hardens if it \s placed
each labeled under water!
cup. Mix plaster and water the way you did in the activity to make a
2. In another nice glob of plaster. Then, instead of placing the glob of plaster
small cup, on wax paper, gently place it in a small cup about >- full of
make a salt water. Check the plaster for hardness every 5 minutes for
water solution “ about 15 minutes
by adding
about ’/
teaspoon of “ Where‘s the Chemistry?
salt to 2 When the chemicals that make up plaster are thoroughly
mixed with water, the water and the chemicals begin to
interact with each other. The water works with the chemicals
as part of the hardening process which is called curing. In
curing, the water doesn’t evaporate but actually becomes part
of the hardened plaster

W0rkshect #9B.Gc
 Science Grade Nine Topic B: Matter and Chemical Change, Part I 10
Lesson Plans
Lesson Seven
Concept: Evolving 4“hcories of

Matter: Part 1 Resources/Materials:

Science in Action 9, pages 112 117

large sheets of paper or roll paper
Worksheets #9B.7a and #9B.7b (student copies)

Introduction: Discuss with students that studying history helps us to understand

how things change over timc. We can often learn lessons about the present and
future by learning more about thc past.

Explain that for the next couple of classes, students will be finding more about
how people’s knowledge and ideas about matter have changed over the years.

I'rocedure:

1 . have students turn to textbook, page 112. Guide the reading of pages 112
to the top of b agi 117 or as much of it as you can.

2. Distribute Worksheet #9B.7a along with the large sheets of paper or roll
paper. ( this worksheet basically gives students more detailed information
on completing the five // a I"ry activity, page 113.) Note: Once students
construct the timeline, they will use it to add dates and events from
today’s and next day’s class.

3. Distribute Worksheet #9E.7b. Go over the directions.

Assiq•nments:

1. Make a timeline using Worksheet f9B.7a and large sheets of paper or roll paper.
2. Do Worksheet #9B.7b.
 Science Grade line Topic B: Matter and Chemical Change, Part I
Worksheets
Evolvinq Theories of Matter

Directions: Use Sclence in Action 9, pages 112 — 121 as well as the following instructions to complete a timeline about the
“Evolving Theories of Matter”.

1. Measure and cut large sheets of paper or roll paper into strips that are approximately 30 cm wide.

2. Place the strips end-to-end so that you have one long strip approximately 2.2 m long. Tape the strips together carefully.

3. Measure. then draw a straight line across the centre of your strip, starting about 5 cm from the left edge.

4. Starting at the left hand side of the line, mark points every 20 cm.

5. Label the marks in increments of 1000 years, starting with 8000 B.C. (See below.)

6. Use the information from the textbook to complete the timeline by writing the key ideas that were proposed and who
proposed them. For each idea, be sure to include the observations the people/person made that led to the new theory.

7. Where appropriate, beneath the timeline, sketch the model that resulted from the key idea.

8. Mark the final point on youF time line “Today”. Draw a diagram beneath this that shows your own understanding of the
structure of matter.

7000 5000 3 OOG 2000 1000 T 000 2000

BCF

Workslzcet #9B.7a
 Science Grade N rue Topic B: Matter and Chemical Change, Part I
Worksheets
Evolving Theories of Matter: Part I

Directions: Use Science in Action 9, pages 112 — 117 to help you with the questions

Complete the chart to tell about early ideas about matter.

Who? When? What They Accomplished/ How It Affected People’s

Their Ideas/Their Observations Lives

First
Chemists

Early
Chemists

Hittites

Greek
Philosophers

Alchemists

Andrea Libau

Worksheet #9B.7b
 Science Grade Nine "topic B: Matter and Chemical Change,
Part I Worksheets
Evolving Theories of Matter — Timeline — ANSWERS

Students should include the following on their timelines

Date(s) Person Ideas/Accomplishments

8000 BC Stone Age Used fire to change substances to their advantage
Chemists

6000 — Early Chemists Investigated and used materials of high value to

1000 BC humans, such as gold and copper
1200 BC Hittites Discovered how to extract iron from iron ore.
400 BC Democritus Came up with idea of the atom.
350 BC Aristotle Believed everything was made of earth, air, fire, and
water
400 BC — Alchemists Believed it was possible to change metals into gold
1600s

1597 Andreas Libau Published book about achievement of alchemists

1660s Robert Boyle Said that matter was made up of tiny particles
1770s Antoine Lavoisier Developed system for naming chemicals. Called the
“Father of Modern Chemistry"
1808 John Dalton Matter is made up of elements and each element is
composed of an atom
1897 J.J. Thomson “Raisin bun model" — described atom as a
positively charged sphere in which negatively
charged electrons were embedded like raisins in a
bun.
1904 Hantaro Nagaoka
Thought atom resembled a miniature solar system with
negatively electrons orbiting around a positively charged
centre.
1908 Ernest Rutherford
Suggested that atoms were mainly empty space with
a nucleus in the centre
1922 Niels Bohr
Suggested electrons orbit nucleus in electron shells.
James Chadwick
Discovered that nucleus contained positively charged
particles called protons and neutral particles called
Worksheet #913. 7a - Answers
neutrons.
 Science Grade Nine Topic R: Matter and Chemical Change, Part I
Worksheets
Evolvinq Theories of Matter: Part I

Directions: Use Science in Action 9, pages 112 — 117 to help you with the questions.

Complete the chart to tell about early ideas about matter.

Who? When? What They Accomplished/ How It Affected People’s

Their IdeaslTheir Observations Lives

First
Chemists

@g O
Early BL-
Chemists

Hittites Iboa

b
d»‹• •‹ ••+* ’=“ * ‘ c ‘°*

Andrea Libau /0 k,t

9
 Science Grade Nine Topic l3: Matter and Chemical Change, Part l 11
Lesson Plans
l.esson Eight
Concept: Evolving Theories of Matter: Part II

Resources/Materials: Science in Action 9, pages 117 — 121

Timcline (constructed during
the last class) Worksheets
#9B.Sa and #9B.8b (student
copies)

Introduction: Brie0y review’ the differcnt ideas that chemists had about matter
that were covered in the last class. Explain that today S C$aSS Continues from
the last day’s class.

Procedure:

1. have students turn to tcxtbook, page 117. Cuidc the reading o1 pages 117
— 120, if at all possible, as some of the contcnt may be difficult for some
students.

2. Tell students to add the information mom today’s reading onto their
timelines.

3. Distribute Worksheets #'9B.0a and #9B.8b. Go over the directions, if

necessary.

4. OP"I“IONAL. Do the 6'ñeck nnJ ñr//ecf qucstions on textbook, page 121.

1. Reatl Scic•nce in A Alton 9, pages 117 — 1 20.

2. Do Worksheets #°913.8a anti #913.8b.
3. Completc the timelinc.
4. OPB IONAL. Do C’heck and lief!ccl, page 121.
 Sciencc Grade N inc T opic B: Matter and Chemical Change, Part I
Workshects
Evolvinq Theories of Matter: Part II

Directions: Use Science In Action 9, pages 117 — 120 to help you with the questions.

1. Complete the chart to show the evolving theories of matter.

What They Accomplished/

Who? When? Their Ideas/Their Observations

Robert Boyle

Antoine
Laurent
Lavoisier

John Dalton

J.J. Thomson

Hantaro
Nagaoka

Ernest
Rutherford

Niels Bohr

James
Chadwick

WorLshcct #9h
 Science Gradc N inc T opic 13: Matter and Chemical Chan se, Part l
Worksheets
2. Tell which scientists are associated with each the following.

Because of a system he developed, scientists could use the

same words to describe their observations

He was the first to have the idea that matter was composed of
tiny particles.

He was known as the “father of modern chemistry.”

He was the first to state that each element is composed of a

particle called an atom.

Today most people use his model to describe the particles that
make up the atom

He developed a system for naming chemicals.

He felt that the purpose of chemistry was to determine the

types of particles making up each substance.

He was the first scientist to define an element as a pure

substance that contained no other substances.

He suggested that electrons orbited an atom in specific

circular orbits called electron shells.

In his “raisin bun model”, he described the atom as a positively

charged sphere in which negatively charged electrons were
embedded.

He is credited with being the first person to discover a

subatomic particle called an electron.

He theorized that the atom was like a miniature solar system,

in which negatively charged electrons orbited around the
centre, which was positively charged.

He suggested that atoms were mainly empty space.

He suggested that there was a nucleus at the core of an atom.

He discovered that the nucleus of an atom contained positively

charged particles called protons and neutral particles called
neutrons.
He believed that electrons jump between their orbits by gaining
or losing energy.

W0rkshecl #9I3.8b.
 Science Grade Nine Topic B: Matter and Chemical Chan S•,
Part I
Worksheets
Evolvinq Theories of Matter: Part II

Directions: Use Science in Action 9, pages 117 — 120 to help you with the questions.

1. Complete the chart to show the evolving theories of matter.

What They Accomplished/

Who? When? Their Ideas/Their Observations

S
Robert Boyle

Antoine
Laurent
Lavoisier

John Dalton !

J.J. Thomson

Hantaro
Nagaoka I JO

Ernest
Rutherford

Niels Bohr ty

James
Chadwick

Lsl ect #9b Sa

 Science Grade N rue Topic B: Matter and Chemical Change, Part
I Worksheets
2. Tell which scientists are associated with each the following.

Because of a system he developed, scientists could use the

same words to describe their observations

He was the first to have the idea that matter was

composed of tiny particles.

He was known as the “father of modern chemistry."

He was the fiFSt to state that each element is composed

of a
particle called an atom.

Today most people use his model to describe the particles that
make up the atom.

He developed a system for naming chemicals.

“8oj|e
He felt that the purpose of chemistry was to determine the
types of particles making up each substance.

He was the first scientist to define an element as a pure

substance that contained no other substances.

He suggested that electrons orbited an atom in specific

circular orbits called electron shells.

In his “raisin bun model", he described the atom as a positively

charged sphere in which negatively charged electrons were
embedded.

He is credited with being the first person to discover a

subatomic particle called an electron.

He theorized that the atom was like a miniature solar

system, in which negatively charged electrons orbited
around the centre, which was positively charged.

He suggested that atoms were mainly empty space.

He suggested that there was a nucleus at the core of an atom.

He discovered that the nucleus of an atom contained positively

charged particles called protons and neutral particles called
neutrons
He believed that electrons jump between their orbits by gaining
or losing energy.

\Vurkshcct #9B.8h
 Sciencc Grade Nine Topic B: Matter and Chemical Change, Part I 12
Lesson Plans
Lesson Nine
Concept: Organizing the Elements

Resources/Materials: Science in Action 9, pages 122 — 125.

Worksheets #9B.9a and #9B 9b (student copies)
Optional/Highly Recommended: QuickLab: samples of a variety of elements:
carbon, iodine, siillphur, aluminum, lead, tin, magnesium,
silicon, iron, cobalt, nickel, copper, xinc. silver, lead, and
mercury
hardness testing items: penny, nail, sandpaper
magnct battery and lamp and holder
holder
three 30 cm insulated wires with
alligator clamps

Introduction: Write these words in one list: zinc, copper, oxygen,

nitrogen, helium.
Write these words in another list: sodium chloride, copper sulphate,
calcium carbonate,
hydrogen pcroxide

Ask students to speculate as to how these two lists differ. Lead the discussion
around to the fact that the first list is made of purc substances that contain only
one kind of atom. 4 hc sccond is a made up of purc substances that are made up
of different kinds of atoms.

Pure substances that contain only one kind of atom cannot be broken down
further and are referred to as elements. Pure substances that contain more
than one kind of atom are referred to as conipaun‹Is.

Procedure:

1. F.xplain that for hundreds of years, chemists have tried to figure out a good
way to organixe the elements into categories. This section explains how the
system we use today, called the “Pcriodic Table”, was developed.

/. I lave students turn to textbook, pagc 122. Guide thc rcading o1 pages 122 —
125.

3. OPTIONAL/H1GI1I.Y REC(3MMENDED. Do the QuickLah activity on

textbook, page 122. Before students begin they ar/ivfy, luive them read
through it and create a table to record lheir observations.

4. Distribute WorksheetS f9I).9a and #9B.9b. Cio over the directions, if

neccssary.

5. OP TIONAL. Do the C'heck and Refiect questions on tcxtbook, page 125.

Assignments:

1. Rcad Science in Aclian 9, pages 122 — 125.

2. Do Worksheets #9B.9a and #9B.9b.
3. OP I“IONAL/HIGHLY RF.COMMENDED. Do the Quickl.ab activity, page
 122.
4. OPTI
ONA
L. Do
Chc•c
k and
Refie
ct,
page
125.
 Science Grade N inc Topic B: Matter and Chemical Change, Part I
Worksheets
Orqanizinq the Elements

Directions: Use Science in Action 9, pages 122 — 125 to help you with the questions.

1. Define the term e/emenf.

2. Define the term compound.

3. Explain how early chemists represented the seven known elements of the time.

4. What kind of system did John Dalton use to represent the elements?

5. How did Jons Jacob Berzelius modify Dalton’s symbols?

6. What is atomic mass*

Worksheet #'7D.9a
 Science tirade Nine Topic B: Matter and Chemical Change,
Part I Worksheets
7. How did John Newlands contribute to ideas about how to organize the elements?

8. How did Dmitri Mendeleev contribute to ideas about how to organize the
elements?

9. What are six properties that can be used to describe an element?

b.

d.

e.

10. Use the information from Toolbox 12 to tell what elements are in
each of these substances.

a. acetone

b. Aspirin (ASA)

c. natural gas

d. sugar

e. table salt

11. What are two properties that distinguish helium from silver?

a.

b.
Worksheet #9B.9b
 Science Grade N inc Topic B: Matter and Chemical Change,
Part I Worksheets
Orqanizinq the Elements

Directions: Use Science in Action 9, pages 122 — 125 to help you with the questions.

1. Define the term e/ement.

2. Define the term compound.

3. Explain how early chemists represented the seven known elements of the time.

4. What kind of system did John Dalton use to represent the elements?

5. How did Jons Jacob Berzelius modify Dalton’s symbols?

6. What is atomic mass*

Workshcct 496.9a
 Science Gr‹ide Nine Topic R: Matter and Chemical Change, Part I
Worksheets
7. How did John Newlands contribute to ideas about how to organize the elements?

8. How did Dmitri Mendeleev contribute to ideas about how to organize the elements?

Ct

9. What are six properties that can be used to describe an element?

a.

b.

C.

e.

10. Use the information from Toolbox 12 to tell what elements are in each of these
substances.

a. acetone

b. Aspirin (ASA)

c. natural gas
d. sugar web

e. table salt

11. What are two properties that distinguish helium from silver?

a.

b.
Worksheet #913. 9b
 Science Grade Nine Topic B: Matter and Chemical Change, Part I 13
Lesson Plans
Lesson Ten
Concept: The Periodlc Table

Resources/Materials: Science in Action 9, pages 126 — 129

Worksheets #9B 10a, #9B 10b, and #9B.10c (student copies)

Introduction: Review that the Russian chemist Dmitri Mendeleev organized the
elements in a table according to their properties. It is called the Periodic Table.
When Mendeleev made up the periodic table, he predicted there were elements
yet to be discovered by scientists, because there were gaps in the table.
Scientist’s used Mendeleev’s table to help to find new elements — and it
worked!

Procedure:

1. Have students turn to textbook, page 126. Guide the reading of pages 126
— 129. Note that the Periodic Table is also reproduced in Toolbox 11.

2. Have students do the Skill Practice activity on textbook, page 129. (See
answers below.)

Answers
V23 protons, 23 el ectrons, 28 neutrons
Ni2 b protons, 2b cl e‹:trons, 30 neutrons
PIN protons, 1o el ectrons, 1fi neutrons
Br35 proton s, 35 el ectrons . 44 neutron s
Be4 p roions, 4 electrons, 5 ne utro us
Ar18 protons, ld clef:tro ns, 2 2 new tro ns
Mg 12 poor on s, 12 electron s, 12 neutrons
U92 protons, 92 electrons, 146 neutrons
S i14 protons, 14 electrons, 14 neutrons
Cr24 protons, 24 ele‹:trons, 2 b neutrons
Ti22 protons, 22 el ectrons. 26 neutron s

3. Distribute Worksheets #9B.10a, #9B.10b, and #9B.10c. Go over the

directions, if neccssary.

Assignments:

1. Read Science in Action 9, pages 126 — 129.

2. Do Skill Practice, page 129.
3. Do Worksheets #9B.10a, #9B.10b, and #9B.10c.
 Science Grade Nrue Topic D: Maner and Chemical Change. Part I
\Vorksheets
The Periodic Table

Directions: Use the Periodic Table shown on pages 126 and 127 of Science in Action 9 to make your own periodic table. Be
sure to colour code the boxes in the table. Make a legend to explain the colour code.
 Sciencc Grade Nine Topic E: Matter and Chemical Change, Part I
Workshcets
The Periodic Table

Directions: Use Science in Action 9, pages 126 — 129 to help you with the questions.

1. Match the words and phrases with their meanings.

Periodic Table atomic mass period groups atomic number

mass number atomic mass unit

elements in the Periodic table that have similar chemical

properties. They are organized in vertical columns.

chart which organizes all the know elements

horizontal row in the Periodic Table

unit for measuring atomic mass

the number of protons in the nucleus of on atom

sum of the number of protons and neutrons in an atom

mass of one atom of an element.

2. Explain how Mendeleev’s table was useful in the discovery of new elements.

3. What seven types of information are included in each box of the Periodic Table/

b.

d.

e.
Worksheet #9l3. 1 0b
 Science Gracie Nine Topic B: Matter and Chemical Change, Part I
Worksheets

4. If you know the mass number and the atomic number of an element, how can you figure
out the number of neutrons in an atom of that element?

5. In a neutral atom, if you know the number of protons, how can you figure out the number
of electrons?

6. Examine the periods in the Periodic Table. What general pattern do you notice?

7. Name the first element in each of these compounds.

a. plumbous nitrate

b. cupric sulphate

c. auric oxide

c. stannic fluoride

d. argentic oxide

e. ferrous chloride
 Science Grade Nine Topic B: Max.er and Chemical Chanse,
Part I Worksheets

1
IA
PERIODIC TABLE OF THE 2
18
VNA

3
H oqenELEMENTS
H
'1 4
2 13
IIIA
14
IVA
15
VA
16
VIA
17
VIIA , •^
He
Helium

Li Be
Ox%n S*ates

1
Lithivr Beryllium
Elect‹m 15.995 16.S98 TO.179
2- I
11 ’ 12 7 13 *3 14 ^ 15 -3 16 2 17 1 18 0

2
‘
Mg
Na Magnesium 3 4 5 6 7 8 9 10 11 12
AI Si P ' S ' CI:S Ar
Aluminium Simeon Phosphorus S‹ lphur Chlorine Argon
Sodium
18 20 •t 21 *8 22 {2 33 25

3 X Ca Sc Ti V Mn•4 Fe ' Co' Ni Cu Zn Ga Ge'

'
Ltanganese Iron Cobalt Zinc Gallium Gerrranium Arsenic Solenium Bromine Kn/pton
39.09B 40.078 4t.9S6 47.887 SO.942 51.996
3
Nickel Copper
37 ** 38 *2 39 *3 40 *^ 41 *3 4 43 '^ 44 •3 45 *3 46 *2 47 48 *2 49 *3 50 *7 51 -3 52 -2 53

Rb Sr Y Zr Nb Mo Tc“ Ru Rh Pd Ag Cd In Sn Sb Te I '' *Xe:6

Rvbidium Stronlium Yttrium Zircon\um Niobium Mo num Techne1lum Ruthenium Rhodium Palladium Silver Cadmium Indium
'
Ten 6
Iodine Xenon

Antimony Tellunum
7:t +b 7S *^ 76 77 *I 78 •2 79 + 80 * 81 '1 82 7 83 •3 84 2 85 86

Cs Ba La Hf Ta Re 0s Ir Pt Au' Hg TI Pb Bi ' Po’ At Rn

'
Cesium Bantim Lanthande Hafnium Tantaium Rhenium Osmium Imhm Platinum Gold Thallium Lead Bismuth Polonium Aslalme Radon
i32.9i i3733 1t8.*9 JOBS
6 Lanthanide
87 * 88 •7 89-103 J04 J05 106 107 108 109 110 *• 111
f3ercury
112 113 114 115 116 117 ”
118

Gd Uub
Fr Ra As Rf Db Sg Bh Hs Mt Uuri‘ Uuu Tb Uut
Dy Uuq
No Uup
Er Uuh
Tm Uus
Yb LUuo
Lu P
7
C •3

a
62
*
“” 459
*2
63
t

“
J
G
O
3

*
3
6
1
 *^ 65 3 66 *3 67 ** 68 *J 69 *8 70 *2 71
Lanthanium Cenum Neodymium Promelhium Samarium Europum Gadolinium Terbium QySprOSlum Holmium Erbium Thulium

Yherbum Lulelium
3&.1g•2l&.2
Actinide
gg •3 90 92 9t ’8 94 *8 95 ,3 96 •3 97 *^ 99 100 101 102 J03
91 98

Ac Th Pa U - Np , Pux Am. Cm Bk Cf Es Fm IUId

No Lr
Worksheet #9B.l 0a - Actln\um Protact\nium Uranium Neptunium Plutonium Amer1cium Cunum Berkelium Catifomiurn Einsteinium Fermium Mendeleviurn Nobelium
Answers Lawrencium 22104
-\8-32-20-9-2 -IB-33-2*-&2 -18 24(02
Thorium
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Worksheets
The Periodic Table

Directions: Use Science in Action 9, pages 126 — 129 to help you with the questions.

1. Match the words and phrases with their meanings.

Periodic Table period groups atomic number

atomic mass mass number atomic mass unit

elements in the Periodic table that have similar chemical

properties. They are organized in vertical columns.

chart which organizes all the know elements

horizontal row in the Periodic Table

unit for measuring atomic mass

bytethe number of protons in the nucleus of on atom

sum of the number of protons and neutrons in an atom

0 Um ‹ gg6 mass of one atom of an element.

2. Explain how Mendeleev’s table was useful in the discovery of new elements.

3. What seven types of information are included in each box of the Periodic Table/

b.

c.

e
 Science Grade Nine I“opic B: Matter and Chemical Change, Part I
Worksheets

4. If you know the mass number and the atomic number of an element, how can you figure
out the number of neutrons in an atom of that element?

5. In a neutral atom, if you know the number of protons, how can you figure out the number
of electrons?

6. Examine the periods in the Periodic Table. What general pattern do you notice?

7. Name the first element in each of these compounds.

a. plumbous nitrate

b. cupric sulphate

c. auric oxide

c. stannic fluoride

d. argentic oxide

e. ferrous chloride A
 Science Grade N inc 3 opic B: Matter and Cheniical Change. Part I 14
I. esson Plans
Lesson Eleven
Concept: Patterns of Information in the

Periodic Table Resources/Materials:

Science in Action 9, pages 130 — 134

Workshects #9B.11a and #9D.11b (student copies)
Optional: 25 assorted nuts and bolts (See
notes in box below.) bag
1 extra nut or bolt
2
l
a
r
g
e

s
h
e
e
t
s

o
f

p
a
p
e
r

b
a
l
a
n
c
e

s
c
a
l
e
element cards
(From Worksheet
#9B.11 c) graph
paper

Introduction: Review that the known elements arc organizccl into the Periodic
Table, and that the periods (horizontal rows) •** E•' nc•riilly arranged from least
to greatest atomic mass. Explain that there are other patterns that can be
identified by examining the Periodic Table.
 do the Inquiry activity on textbook, Pages 130 and 131. There is some
Procedure: preparation to do before the class, however. See the Activity Notes on
page 15 of theve Ie.s.ven plans.
1. O
I 2. Have students turn to tcxtbook, page 132. Cuide the reading of pages 132 and
° 133.
’
I 3. LIavc students do the Skill I’ractice activity on textbook, page 133. Scc
“ answers in the box below.
I

O 4. Distribute Workshects #913.11a and #9E.11b. Go over thc directions, if

N nccessary.
A
L 5. OP TIONAL. Have students do the I hc•ck and Feflecl questions on textbook,
/ page 134.
R
F ASsignments:
. 1. OPTJONAL/RECOMMI N UED. Do the Inquiry activity, pages 130 and 131.
C (Worksheet
O
M
ssn i ic)
M 2. head Science in Acti‹›n 9, pagcs 132 and 133.
E 3. Do Worksheets #9B.11a and #9B.l lb.
N 4. OPTIONAL. Do Chec k anal £efiect, page 134.
D
E
D
.
I
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 Science Grade Nine Topic B: Matter and Chemical Change, Part I 15
Lesson Plans
INQUIRY ACTIVITY B-3 — BUILDING A PERIODIC TABLE

’ ” ““ ' !* ‹8 ! ’ ! * ! I \ I (I I tJ tfi\ I ! /! ‹J I | ) [( ,I V t p LO I

I" ' " ” i l )1 U( UL' I ,E' EU I I |J ‹1 I .(. f3 F I I ) I\ ( NJ I )) £' t. LV I MJ 11 I J 11

I’' ‹› lJ u rt i‹'ñ * lJ ‹\ i e‹J I› V I I \ ‹' i i t! I r* i i I «i \ I . ’1’I i « I ‹I ri«r

› J(’F(' (JT( ‹) J‹lj T1«1\ ( (JT) 3l ñ 1\ {’ i ( TJ1 J(J S

li (' ñ(:|) l)‹Jlls, |ivf 7.1(’nl |()l|s, Div('l 'x |nlt ,‹)T ()’ have s(t'()(’ntsgraph '° "’° *"**'^*°' ° "' l)arts
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I Worksheets
Patterns of Information in the Periodic Table

Directions: Use Science In ActiOri 9, pages 132 and 133 to help you with the questions.

1. Complete the chart about metals, non-metals, and metalloids in the Period Table.

Category of Description Colour in the Periodic TableThree Examples

Element

Metals

Metalloids

Non-metals

2. Answer these questions about the groups in the Periodic Table.

a. How are they named?

b. Why is each categorized as a group?

3. Answer these questions about the periods in the Periodic Table.

a. How do you identify the periods?

b. What pattern do you notice as you move from left to right across a period?

28
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Worksheets
4. Complete the chart about these categories of elements.

Category Description Where You Find the Elements in the PeriodThree

TableExamples

Alkali metals

Alkaline-earth metals

Halogens

Noble gases

5. Complete the table with the words alkali metals, alkaline-earth metals, halogens, and
noble gases.

Category of Element State at Room Temperature Reactivity Conductivity

gas none no

solid high yes

solid, liquid, or gas very high no

solid moderate yes

Worksheet #9B. l l
b
 Science Grade Nine Topic B: Maner and Chemical Change,
Part I Worksheets
Inquiry Activity - Buildinq a Periodic Table

Element Cards

Elciticnt Nan›e: Lithium E lenient Nuiuc: Hcryllitiiu EIct»tl N*thJc: P‹›Ia.'.'•iunJ I-lcfJtciti N:\itic: ITl”‹›i\tiito

S ynlhol: Li Symb‹›l: he S yi1\hol: K Synlhul: hr

Aloiiiic Nunihei : 3 Atutt›i« Numhcr: 4 Ai‹›it1ic Numhc•i : 10 Atui»ic N‹in1hci. 3ñ

Atomic Mass: fr9 Al‹›i»ic Maxs: 0.NJ Al‹›i\ti‹° M:›ss: 1‘ . I Ai‹›i1›ic Mais: ?‘J ‘J

Ion Charm°c: I + I‹›n Ch:iigc: 2+ I‹›n Ch.›‹°«: I + It›n Ch:n m°«: I -

Llccti uns in Uuter Shell: I Elc«ti“‹›i› in Outci fitml: * Elccli uns in (0u Icr the I I: I ' Elccii oils in f)uicr Sftcll: 7

E lcntcnl Nan›e: Sclcnilin› ElcntciJl Name: fJxy°cn Flciueol Name: Elcn›cttt Naittc•: Nc‹›n

Syiiibol: Se Symbul: (J l°ltiui’ine S yiiihol: 1' Symbol: Ne

Atomic NumCei : 34 At‹›mic Nuitthcl : Aluirh‹ Number . 9 Aioiiiic Nunihci . 10

Atomic Moss: 79.0 8 Aioniic Mass: Atomic Mass: l 9.0 AtoMic Mass: 20.2

lori Charge: 2— 15.0 Ion CI1ai”gc: Ion Charge: l -- Ion C1iarp°e: 0

Electrons in Outer Shell: 6 *— Elccti’un iu Outci Shell: 7 Electrons in Ouler Shell: b

fi\ucta on« in fJut«i Shell: (›

klcntcnl Npnte: Sodium Elvnicni Name: Calcium Elciricn‹ Name: Kryptun

$ymhol: Na Syiub‹›l: Cir Syl›th‹›l: Kr

Atcntic Nu›1›hci. I I Alt›iuic Number: 2(l Al‹›n1i‹ NuHthcr: 16

Atomic M.wx: 21.(J Aloiiiiv Miros: 4tl. 1 Aicn›ic M:ter: g4

I‹›n Charge: I + lori Char5e: 2+ I‹›N Ch:in c: ()

Electron's in Uulcr I P.lccli’ous in tauter Shell: 2 Elccli“‹›t› in U‹itcr SItml: b

Shell:

Element N:uue: barium l- lantern N:nuc: S tillur Elciiicoi Name: f'hl‹›riiic f3lciucnl N:inlc: Ai iton

Symbol: Ba Svlul›‹›l. S Sylilh‹il: Cl Syiuli‹›l: Ai’

Al‹iniic Nuiuhei‘: file Atomic N mutter : l G Aloiiiic Number: 17 At‹›iuic Ntiniher: l S

Atomic Mass: 1.37.3 Al‹›luic‘ Mass: ?2. l Atomic i'v1iiss: 3'i.'i

ton Ch.ge: 2 + ! lori Ch:u be: l —

L.lecli‘t›ns in Comer Shell: 2 F-1ccti’otls iil tJuicr 'shell: 7

Worksheet #9D. I I
c
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Worksheets
Patterns of Information in the Periodic Table

Directions: Use Science in Action 9, pages 132 and 133 to help you with the questions.

Category of Element DescHpGon Colour in the Periodic Table Three Examples

Metals
’=Pr•
bo mn
Metalloids *

Non-metals

2. Answer these questions about the groups in the Periodic Table.

a. How are they named?

b. Why is each categorized as a group?

3. Answer these questions about the periods in the Periodic Table.

a. How do you identify the periods?

b. What pattern do you notice as you move from left to right across a period?

Worksheet #9B.l la
 Science tirade Nine 3 opic B: Matter and Chemical Change,
Part I Worksheets
4. Complete the chart about these categories of elements.
/Swt•C ‹I va

Category Description Where You Find the Three Examples

Elements in the
Period Table

Alkaline-earth
metals

Halogens

Noble gases
•has

5. Complete the table with the words alkali metals, alkaline-earth metals, halogens, and
noble gases.

Category of Element State at Room Temperature Reactivity Conductivity

gas none no

solid high yes

solid, liquid, or gas very high no

solid moderate yes

Werkshcet #9B. 11
b
 Sciencc Grade Nine Topic B: Matter and Chemical Change, Part I
Lesson Plans
Lesson Twelve
Concept: Matter and Chemical Change, Part I Review

Resources/Materials: Matter and Chemical Change, Part I Study

Csuide (student copies) Science in Action
9, pages 110. 111, 135, I o 6, 137

Introduction: Explain that the first half of the unit is ntiw almost complete.
It is time to prepare for a tcst.

Procedure:

1. Briefly, as a class, go over the main topics covcred in the first half of the unit:

• Safety rules and hazardous goods symbols

• Physical propcrties of matter
• Chemical properties of matter
• Physical chans cs
• Chemical changes
• Controlling changes to mcet human needs
• Evol ving theories of matter
• Organizing the elements — the Periodic fable
• Patterns within thc Periodic Table

2. have studcnts turn to textbook, page 135. Guide the reacting.

3. If you like, have students do the ‹. •X.‹ Fr›iir leriruiup questi‹ins on

tcxtbook pages 1 10, 111, 136, and 137.

4. Distribute the Matter and Chemical Change, Part I Study Guide shects.
I-Iave students work on them independently.

5. If possible, go through the complcted study guide sheets, dS £1 group.

Assignments:

1. Read Sciences in Ac’liOn !. Y•^b*‘ 135.

2. OP"I“IONAL. Do the N›seJX Pour /.carving questions on pages 110, l l 1,136,
and 137.
3. Do the Matter and Chemical Change, Part I Study Guide questions.
 Science Grade Nine Topic B: Matter and Chemical Chans e, Part I
Review
Matter and Chemical Change, Part I
Study t3uide

1. Match the words and phrases in the box with their meanings.

matter properties deposition sublimation

physical change chemical change elemcnt compound
pure substance mixture alchemist electron
atomic number atomic mass group period

a horizontal row in the Periodic Table

anything that has mass and occupies space

change from a solid to a gas

a vertical column in the Periodic Table

a substance made of only one kind of matter

a substance made up of only one type of atom

a substance made up of two or more different kinds of atoms

person who is part magician and part scientist

shows the number of protons in the nucleus of an atom of an

element

change in the physical appearance or state of a substance, but

does not alter the composition

change from a gas to a solid

negatively charged particle that orbits the nucleus of an atom

mass of one atom of an element

change that results when two or more substances react to

create a different substance or substances

combination of pure substances

characteristics that describe a particular substance

 Science Grade Nine Topic B: Matter and Chemical Change,
Part I Review
2. Match the WHMIS symbols with their meanings.

a. compressed gas

b. dangerously reactive material

c. oxidizing material

d. poisonous and infectious causing

other toxic effects

3. Match the WHMIS symbols with their meanings.

a. biohazardous infectious material

b. poisonous and infectious causing immediate

and serious toxic effects

t\.›/**•*’

c. flammable and combustible material

d. corrosive material

2
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I
4. Circle those that are physical changes.Review
Underline those that are chemical changes.

sawing a log in two toasting slice of bread

a tin can rusting carbon dioxide freezing
sharpening a pencil frying an egg
denting a car fender baking powder raising a cake

5. Match these changes of state with their meanings.

a. melting from a solid to a gas

b. evaporation from a gas to a liquid

c. condensation from a gas to a solid

d. freezing from a liquid to a gas

e. sublimation from a solid to a liquid

f. deposition from a liquid to a solid

6. Answer true or false.

a Mohs’ Scale is used to measure hardness?

b. Most metals are malleable and conduct heat and electricity well.

c. Substances that are gases at room temperature have a higher boiling point
than substances that are liquids at room temperature.

d Solids are less dense than liquids

Metals are more ductile than metalloids and non-metals.

f. All crystals have the same basic shape.

g. The only substances that are soluble in water are solids.

7. What is the difference between an element and a compound?

 Science Grade Nine Topic B: Matter and Chemical Change,
Part I Review
8. What kind of mixtures are each of the following? (mechanical mixture, solution,
suspension, colloid)

ketchup, mayonnaise, prepared mustard

mixed vegetables, gravel, salad

whole milk, mud, tomato juice

vinegar, fruit punch, air

9. The melting and boiling points of five chemical substances are shown in the table.
What state of matter does each exist in at room temperature?

Substance Melting Point (°C) Boiling Point (°C) State at Room

Temperature
cadmium 321 765
hydrogen -259 -252
methane -183 -161
hydrochloric acid -25 109
sodium chloride 801 1413

10. For each of the following, tell what evidence there is that a chemical change has
occurred. (change in colour, change in odour, formation of a precipitate, formation of a
gas, release or absorption of heat energy)

Bread rises because you add yeast.

Leaves turn from green to fall colours.

Insoluble solids coat the insides of plumbing pipes.

You can smell wood burning.

In cooler weather you can actually see steam rising out

of a rotting manure pile.

4
 Science Grade Nine 4 opic B: Matter anJ Chemical Change,
Part I Review
11. Match the people with their descriptions.

Democritus alchemists Robert Boyle

Antoine Lavoisier John Dalton J.J. Thomson
Hantaro Nagaoka Ernest Rutherford Niels Bohr
James Chadwick

Called the “father of modern chemistry”, he

developed a system for naming chemicals.

He used the word atomos to describe the smallest particle

that could not be broken down further.

Suggested that atoms were mostly empty space with a tiny

positively charged nucleus

Combined magic and chemistry.

Found that electrons orbited an atom’s nucleus in specific

circular orbits

First to determine that negatively charged particles called

electrons orbited around a positively charged core.

First to define an element as a pure substance.

First to discover the electron.

Determined that an atom’s nucleus contained protons and

neutrons.

Believed that matter was made up of tiny particles that existed

in various shapes and sizes that grouped together in diffeFent
ways to form individual substances.

12. Explain each of the following terms having to do with the Periodic Table.

a. Periodic Table

b. period
 Science Gradc Nine Topic B: Mattcr and Chemical Change,
Part I Review
c. group

d. atomic number

e. atomic mass unit

f. mass number

13. Match the elements in the list below with one of the following two descriptions.

a. shiny, ductile, conductor of electricity

b. dull, brittle insulator

Cr Ti

B Fe

14. Following is some information that a student got from two squares on the Periodic Table:

Period 6, Group Period 5, Group 18 Period 4, Group 14

11
79 34 32

Au Xe Ge
197.0 1 31.3 72.6

a. Which has the greatest number of protons?

b. How many electrons does Xe have?

c. What is the atomic mass of Au?

d. Which is most likely to conduct electricity?

e. Which is most likely a metalloid?

f. Which is the least reactive?

6
 Science Grade Nine 4 opic B: Matter and Chemical Changc,
Part I Review
Matter and Chemical Change, Part I
Study Guide

1. Match the words and phrases in the box with their meanings.

matter properties dcposition sublimation

physical change chemical change element compound
pure substance mixture alchemist electron
atomic number atomic mass group period

a horizontal row in the Periodic Table

ct gr anything that has mass and occupies space

i change from a solid to a gas

a vertical column in the Periodic Table

a substance made of only one kind of matter

a substance made up of only one type of atom

a substance made up of two or more different kinds of atoms

person who is part magician and part scientist

i shows the number of protons in the nucleus of an atom of an

element

change in the physical appearance or state of a substance, but

does not alter the composition

ihon change from a gas to a solid

negatively charged particle that orbits the nucleus of an atom

om’ps mass of one atom of an element

change that results when two or more substances react to

create a different substance or substances

combination of pure substances

characteristics that describe a particular substance

1
 Science Grade Nine Topic B: Matter and Chem ical Change,
Part I Review
2 Match the WHMIS symbols with their meanings.

a. compressed gas

b. dangerously reactive material

c. oxidizing material

d. poisonous and infectious causing

other toxic effects

3. Match the WHMIS symbols with their meanings.

a. biohazardous infectious material

b. poisonous and infectious causing

immediate and serious toxic effects

c. flammable and combustible material

d. corrosive material

2
 Science Grade Nine T opic B: Matter and Chemical Change, Part 1
Review
4. Circle those that are physical changes. Underline those that are chemical changes.
sawing a log in two
toastinli of bread

a ti can ust n arbo dioxide eezi

sharpening a penci
frying an egg
denting a car fender baking powder raising a cake

5. Match these changes of state with their meanings.

a. melting ,e from a solid to a gas

b. evaporation
y. from a gas to a liquid
c. condensation from a gas to a solid
d. freezing from a liquid to a gas
e. sublimation a from a solid to a liquid
f. deposition from a liquid to a solid

6. Answer true or false.

a. Mohs’ Scale is used to measure hardness?

b. Most metals are malleable and conduct heat and electricity well.

c. Substances that are gases at room temperature have a higher boiling point
than substances that are liquids at room temperature.

d. Solids are less dense than liquids.

e. Metals are more ductile than metalloids and non-metals.

f. All crystals have the same basic shape.

g. The only substances that are soluble in water are solids.

7. What is the difference between an element and a compound?

3
 Science Grade Nine Topic B: Matter and Chcmical Change,
Part I Review
8. What kind of mixtures are each of the following? (mechanical mixture, solution,
suspension, colloid)

ketchup, mayonnaise, prepared mustard

t mixed vegetables, gravel, salad

e whole milk, mud, tomato juice

vinegar, fruit punch, air

9. The melting and boiling points of five chemical substances are shown in the table. What
state of matter does each exist in at room temperature?

Substance Melting Point (°C) Boiling Point (°C) State at Room

Temperature
cadmium 321 765
hydrogen -259 -252
methane -183 -161
hydrochloric acid -25 109
sodium chloride 801 1413

10. For each of the following, tell what evidence there is that a chemical change has
occurred. (change in colour, change in odour, formation of a precipitate, formation of a
gas, release or absorption of heat energy)

Bread rises because you add yeast.

Leaves turn from green to fall colours.

Insoluble solids coat the insides of plumbing pipes.

You can smell wood burning.

In cooler weather you can actually see steam rising out

of a rotting manure pile.

4
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Review
11. Match the people with their descriptions.

Democritus alchemists Robert Boyle

Antoine Lavoisier John Dalton J.J. Thomson
Hantaro Nagaoka Ernest Rutherford Niels Bohr
James Chadwick

Called the “father of modern chemistry", he developed a

system for naming chemicals.

He used the word atomos to describe the smallest particle

that could not be broken down further.

Suggested that atoms were mostly empty space with a tiny

positively charged nucleus

Combined magic and chemistry.

Found that electrons orbited an atom’s nucleus in specific

circular orbits.

First to determine that negatively charged particles called

electrons orbited around a positively charged core.

First to define an element as a pure substance.

First to discover the electron.

Determined that an atom’s nucleus contained protons and

neutrons.

Believed that matter was made up of tiny particles that existed

in various shapes and sizes that grouped together in different
ways to form individual substances.

12. Explain each of the following terms having to do with the Periodic Table.

a. Periodic Table e cue

b. period c@
 Science Grade Nine Topic B: Matter and Chemical Change, Part I
Review

d. atomic number

e. atomic mass unit

f. mass number

13. Match the elements in the list below with one of the following two descriptions.

a. shiny, ductile, conductor of electricity

b. dull, brittle insulator

a Cr b c Ti

0 VV Fe

14. Following is some information that a student got from two squares on the Periodic Table:

Period 6, Group 11 Period 5, Group 18 Period 4, Group 14

79 54

Au Xe Ge
197.0 131 .3 72.d

a. Which has the greatest number of protons? u

b. How many electrons does Xe have? 5'I

c. What is the atomic mass of Au? | ?Y. g

d. Which is most likely to conduct electricity? /q

e. Which is most likely a metalloid? g

f. Which is the least reactive? g

 Science Grade Nine Topic B: Matter and Chemical Change, Part l 17
l.esson I'lans
Lesson Thirteen
Concept: Matter and Chemical Change, Part I Test

Resources/Materials: Matter and Chemical Change, Hart I Test (student copies)

 Science Grade Nine Topic l3: Matter and Chemical Change, Part I
Test
Matter and Chemical Change, Part I
Test

1. Match the words and phrases from the box with their meanings.

a. alchemist b. atomic mass c. atomic number d. chemIC‹ll Change e. compound

f. deposition g. electron h. element i. group j. matter
k. mixture 1. physical change m. period n. properties o. proton
p. sublimation q. pure substance r. colloid s. physical property t. corrosion

change from a solid to a gas

a vertical column in the Periodic Table

a substance made of only one kind of matter

a substance made up of only one type of atom

a horizontal row in the Periodic Table

anything that has mass and occupies space

person who is part magician and part scientist

a substance whose molecules are made up of two or more different kinds of atoms

shows the number of protons in the nucleus of an atom of an element

change in the physical appearance or state of a substance, but not its composition

change from a gas to a solid

negatively charged particle that orbits the nucleus of an atom

mass of one atom of an element

change that results when two or more substances react to create different substances

combination of pure substances

characteristics that describe a particular substance

chemical change that occurs when oxygen reacts with a metal

cloudy mixture with substances that do not separate out easily

positively charged particle

characteristic that describes the physical appearance or composition of a substance

l
 Science G radc Nine Topic B: Matter and Cheinicai Chan 8•, Ar t
Test
2. Match the WHMIS symbols to their meanings.

a. oxidizing material

b. corrosive material

c. biohazardous infectious material

d. flammable and combustible material

3. Match the changes with their names.

a. melting

b. vaporization liquid to a solid

c. condensation solid to a liquid

d. freezing solid to a gas

e. sublimation liquid to a gas

f. deposition gas to a liquid

2
 Science Grade Ninc topic R: Matter and Chemical Change,
Part I Test
4. Answer T for true and F for false.

Metalloids have characteristics of metals and non-metals.

Most metals are shiny, ductile and malleable.

A precipitate is soluble in water.

Non-metals are usually dull and brittle.

Substances that are liquids at room temperature have a higher vaporization

point than substances that are gases at room temperature.

Metals have higher density than gases.

Non-metals, metalloids, and non-metals equally conduct heat and electricity.

Mohs’ Scale helps to determine hardness.

Colour is a physical property.

5. Put a check mark (/) in front of the chemical changes.

acid eating away at a metal

a slice of apple turning brown

an egg frying

a pencil being sharpened

water condensing

kidney stones forming

pounding a nail into a piece of wood

whipping cream

wood burning

garbage rotting

enzymes digesting food in your stomach

 Sci e nce Grade Nine Topic B: Matter and Chem ical Chan sC,
Part I Test
6. Examine the table. Then decide the same of matter for each substance at room
temperature.

Subtance Melting Point (°C) Boiling Point (°C) State at Room

Temperature
ferrous oxide 1377 3414
argon -189.3 -186.0
acetone -94.9 56.53
tungsten 3422 5555
fluorine -219 -188

7. What are four types of evidence that would be signs that a chemical change has
taken place?

a.

b.

d.

8. Describe an example of how humans control changes in matter to meet their needs.

4
 Science Grade Nine Topic B: Matter and Chemical Change,
Part J Test
9. Match the scientist with the theories of matter.

a. Hantaro Nagoka b. Niels Bohr c. John Dalton

d. J.J. Thomson e. Modern-day Scientists

Electrons move in specific circular orbits

Atoms are like solid billiard balls. The atoms

of each element have a different mass than
atoms in other elements.

The atom is a positively charged sphere

in which negatively charged atoms
are embedded, like raisins in a bun.

The atom is a cloud of electrons surrounding

a nucleus.

The atom is a positive sphere around which

electrons orbit in a ring, like the Earth orbiting
the sun.
 3 | 4 8 6 z 8 ' 9 10

Li Be ‹ B C N O 7
Sci
1617 en
SArCl ce
Svl!u‹ Ch' 'ne
Gr
19 20i”2J 22 223 3 ” 24 ”25,36 21 t8 SeBrKr ad
Ti| V CrMni Fe Co Zn 9380 ' eN
ine
To
42 43;44 pB

Ma
”55 8 ,82 83;›44“8586 nae

Cs To) Os Ir Pt Au ' H TI , Pb Bi.PoAIRn nrd

J 09 110
89,"“04” !” “
87 88 f07 " “"”?08 Ch
, “7,..r,. !, †.„A..c,. |,/.,.”R.f„..B, h„.
R„,.,o.. em
ical
Ch
an
S8 S9 6o 61 62 63 64 6S 66 &7 68 69 7o | 71 ;
Pg
aer,
! *Lanthanide Series be Pr Nd Ppm Sm Eu Gd Tb Dy No Er Tm Tb I Lu ;
90 9J 92 93 94 9S 9& 97 98 99 100 1OJ J 02 103

Actinide Series Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
”
 Science Grade Nine 7 opic B: Matter and Chemical Change, Part I
Test
10. According to the Periodic Table

a. how many protons does lithium have?

b. how many electrons does carbon have?

c. what is the combined weight of the neutrons, protons, and electrons in one atom of
francium?

11.The elements in which family are non-reactive?

a. 1
b. 13
c. 14
d. 18

12.In which family are the elements most likely to be shiny, ductile, and conductive

a. 8
b. 14
c. 16
d. 18

13.Which of the following elements is most likely to be a metalloid?

a. Y
b. Kr
c. Ce
d. As

14. In which family are most of the elements most likely to be dull, brittle,
and non- conductive?

a. 4
b. 10
c. 12
d. 16

15. In which family are the elements most likely to be very reactive?

a. 1
b. 2
c. 15
d. 18
7
 Sciencc Grade Nine Topic B: Matter and Chemical Clian s•. a rt I
Test
Matter and Chemical Change, Part I
Test

1. Match the words and phrases from the box with their meanings.

a. alchemist b. atomic mass c. atomic number d. chemical change e. compound

f. deposition g. electron h. element L group j. matter
k. mixture 1. physical change m. period n. properties o. proton
p. sublimation q. pure substance r. colloid s. physical property t. corrosion

change from a solid to a gas

\ a vertical column in the Periodic Table

a substance made of only one kind of matter

a substance made up of only one type of atom

a horizontal row in the Periodic Table

anything that has mass and occupies space

person who is part magician and part scientist

a substance whose molecules are made up of two or more different kinds of atoms

shows the number of protons in the nucleus of an atom of an element

change in the physical appearance or state of a substance, but not its composition

change from a gas to a solid

negatively charged particle that orbits the nucleus of an atom

mass of one atom of an element

change that results when two or more substances react to create different substances

combination of pure substances

characteristics that describe a particular substance

chemical change that occurs when oxygen reacts with a metal

cloudy mixture with substances that do not separate out easily

positively charged particle

S characteristic that describes the physical appearance or composition of a substance

l
2 Match the WHMIS symbols to their meanings.

a. oxidizing material

b. corrosive material

c. biohazardous infectious material

d. flammable and combustible material

3 Match the changes with their names

a. melting gas to a solid

b. vaporization liquid to a solid

c. condensation solid to a liquid

d. freezing @ solid to a gas

e sublimation liquid to a gas

f. deposition gas to a liquid

 Science Grade Nine Topic B: Matter and Chemical Changc, Part I
Test
4. Answer T for true and F for false.

Metalloids have characteristics of metals and non-metals.

Most metals are shiny, ductile and malleable.

A precipitate is soluble in water.

Non-metals are usually dull and brittle.

Substances that are liquids at room temperature have a higher vaporization

point than substances that are gases at room temperature.

Metals have higher density than gases.

Non-metals, metalloids, and non-metals equally conduct heat and electricity.

Mohs’ Scale helps to determine hardness.

Colour is a physical property.

5. Put a check mark (/) in front of the chemical changes.

acid eating away at a metal

a slice of apple turning brown

an egg frying

a pencil being sharpened

water condensing

kidney stones forming

pounding a nail into a piece of wood

whipping cream

wood burning

garbage rotting

enzymes digesting food in your stomach

3
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I Test
6. Examine the table. Then decide the same of matter for each substance at
room temperature.

Subtance Melting Point (°C) Boiling Point (°C) State at Room

Temperature
ferrous oxide 1377 3414
argon -189.3 -186.0
acetone -94.9 56.53 \ i<tuid
tungsten 3422 5555
fluorine -219 -188

7. Wha ar ypes of evidence that would be signs that a chemical change has taken
ae

a.

d.

8. Descri e an example Of how h mans control changes in matter to meet their needs.

4
9. Match the scientist with the theories of matter.

a. Hantaro Nagoka b. Niels Bohr c. John Dalton

d. J.J. Thomson e. Modern-day Scientists

Electrons move in specific circular orbits

C Atoms are like solid billiard balls. The atoms

of each element have a different mass than
atoms in other elements.

The atom is a positively charged sphere in

which negatively charged atoms are
embedded, like raisins in a bun

The atom is a cloud of electrons surrounding

a nucleus

The atom is a positive sphere around which

electrons orbit in a ring, like the Earth orbiting
the sun
 H
›
Li Be ‹
Sci
en
No,M ce
Chlorine Gr

I
”20I" 21 22 ”"23 ”" 24 ” ]6 l ’2728 | t9 34 35 ad

KlColSc TiV Cr FeCoNi I Cu ! Zn Go Se BrKr eN

in
e
37 38i39 Z,.r.
.40 1 47 , 48,49 !SO To
..S, ,r !' .T. pB
i:c
Mr
72 73 " 79“ !80”” 181
a
Cs . Ba Re ter

t04105 I 10111 112 Ch

R!.,.
, ,oF„.
. r!• †, A,.c,.!- ,Rf | Db.Bh
. !i,..Hs em
ical
Ch
anP
gae
58 59 6162636465 666768 69 r,t

, *Lanthanibe Series b-e. . -.,Pr . Pm Sm EuG-d¿b Dp° j3oEr Tm Lu i

9J
Th
90 92 93 949S969798 99J 00J 01 103

Actinide Series Pa U Nip Pu Am Cm BkCf EsFm Md Lr

I
 Science Grade Ninc 4 opic B: Matter and Chemical Chan s e, Part I
Test
10. According to the Periodic Table

a. how many protons does lithium have?

b. how many electrons does carbon have?

c. what is the combined weight of the neutrons, protons, and electrons in one atom of
francium?

11. The elements in which family are non-reactive?

a. 1
b. 13
c. 14
d. 18

12. In which family are the elements most likely to be shiny, ductile, and conductive

8
b. 14
c. 16
d. 18

13. Which of the following elements is most likely to be a metalloid?

a. Y
b. Kr
c. Ce
d As

14. In which family are most of the elements most likely to be dull, brittle, and non-
conductive?

a. 4
b. 10
c. 12
d. 16

15. In which family are the elements most likely to be very reactive?

a
b. 2
c. 15
d. 18
7
 Sciencc Grade N inc Topic 13: Mattcr and Chemical Change, Part I I 18
Lesson P lans
Lesson Fourteen
Concept: Naming Compounds: Part

I Resources/Materials: Science in

Action 9, pages 13S 140

Worksheet #9B. 14a (optional, student cr›pies)
Worksliects #9B.14b and #9B.14c (optional, student copics)
papcr clips Plasticinc
miniature
marshmallows plastic Bingo markers
toothpicks
Optional: Various objects: See below.

I ntroduction: Review that an c•lement is ri substances made up of only one type

of ‹ilom. Review also that a compountl is a .substiincc• tluit is a combination of two
or more elements in ii specific ratio. This mcans that for every atom of one
substance in thc compound, there is a certain number of another element. For
example, wuter is a compound made up of the elements hydrogen and oxygen.
For evcry two hydrogen atoms, there is exactly one oxygen atom.

Explain that today’s lcss‹in is about compounds and how we name thcm.

Pr‹icedure:

1. Have students turn to textbook, page 138. finite thc rcading.

2. Then have students turn to textbook, page 139. Guide the reading of pagcs
139 and 140.

3. OPTIONAL. If you want students to have a copy of the Pcriodic Table to

which they can easily refer without having to flip back and forth in the
textbook, distribute Worksheet #9B.14a.

4. Have students do thc !?kill Pracl ices activity, pnge 139. Ct rve them objects,
such as thosc suggested in the Rcsources/Materials
,on oua Value
" / h ash NaF
5. OPB IONAL. Do the sand S i0
/7ulck/.nñ activity, page 140. a oCi 8
Insteacl of bringing in the Fe 0
real objects, you could tip
write the namcs of the
objects/substaliccs on cards
50
and display them. You
must fill in the first two
columns on Worksheet /c '› area B0C 8

#911.14b bcfore you »rbecuc cbarcoa! HzS0

battery acid vinegar CH/C00H
distribute them to
students. What you
include in these columns 20
depends on what you "h ”' 4
" file salt flaC1 1
decide to put up “for sale”.
«ace A9
Choose from the god nn Au
s found on Workshect
u #9B.14c
b
s Assignments:
t
a 1. Read ScieHce in Action F, page.s 138 — 140.
n 2. Do the Skill Practice activity, pagc 139.
c 3. OPB IONAL. TO UC QHickI ah activity, pagc 140.
e
s

l
i
s
t
e
d

t
o

t
h
e

r
i
g
h
t
.

T
h
e

L
l
c
m
e
n
t

M
o
n
c
y

i
s
 Science Grade Nine Topic B: Matter and Physical Change, Part II
Worksheets

t/e
a 0S2dU
3 4
Li Be
la is ›z is
3 4 5 o 2 B 9 ’0 )1 tg AI P Cl Ar
22.98977 24.305 2d 981 Rd
19 20 11 22 13 24 25 36 27 28 29 30 3J 35 36

K Ca Sc Ti V Cr Mn Pe Co Ni Cu Zn Go Br Kr
79.RW ,
37 38 39 40 41 42 43 44 45 46 47 49 50 53 54

Rb Sr Zr Nb Mo Tc Ru Rh Pd Codmi»m
In Sn
•d=m t•
I Xe
85.4678 9 I 22J 9, 9C6J VS V |98; IOI D7 ! 02 9055 10C 42 \ 07 8682 I › 2 4\ * 1 4 87 118 7I 0 126.904S 131 .29
55 S6 57 72 73 74 75 76 77 y8 79 60 61 82 83

Cs Ba Lo Hf To W Re
87 88 89 104 105 J 06 ” 107 108 109 110 11 1 T2
¥r Mt

*£anthanide Series Coriuio trosoodtrt»ivm Neodyr iv‹n tromcihivm iotitotioi* I vropivm Gudplinium tcnsm Oy›ptotium Ho!miurn t ‹biu'o Jhulivm Yrorñ›pm t v'cHum
t40lTS t4Ct9O7Z t %74 {1451 tSOZO t51 955 IS72S 1$g9254 t6t5O T6m9Z0J 16K36 t68.93a2 t?3,0d T7*967
90 9J 92 93 9J 95 96 97 96 99 100 tOt tO2 yO3

Actinide Series Th
ttoriem
PM
Pro ndin‹um
U
U‹ «ivm N '
Pu Am Cm Bk Cf Es Fm Md No Lr
Plutonium Ameociv‹r C•nvio &rkelivm Colilornium Cio›leiniu*r to‹wuuni n•andele•ivm bio6ol'om to •rrryum
23?.0381 231 .0359 238.0289 237.0a8 l?4 4] IN d31 {247j t247’} {251) {?32] ]23ZI (258) ]759) {26G}

Worksheet #9B.14a
 Sciencc Grade line Topic B: Matter and Physical Change,
Part II Worksheets

QuickLab — Common Chemicals

in Your Home
I Student boo" r=*e 140)

In this acti v ity, you will shop for a variety of common chemical substances by purchasing them
with “element money.” To purchase a substance, you will need to know in composition. You
can find out the composition of a substance by lookinp• at its chemical I‘ormula.
A chemical formula consists of two main parts: symbols for each element and a number
heside and slightly helow each symbol (a subscript). For cxample, water is HCO. This means
that water is made of hydrogen (H) and ‹ax ygen (O). Thc numher 2 beside the H (hydrogen)
indicates that there are two atoms of hydrogen. No number beside the O (oxygen) indicates that
there is one atom of oxygen. So there are two atoms of hydrogen for every atom or’ oxygen in
water.
Your teacher will give you some element cards for use as “element money.” This money
represents the different elements. You purchase a substance by having the correct number of element
cards or element money to match that substance’s chemical formula. If you do not have enough
money representing the elements you need, you may trade element cards with others in your
class.
Fill in the table bclow when your teacher tells you what substances are available for purchase.

Worksheet #9B, 14b

 Science Grade Nine Topic B: Matter and Physical Change,
Pan II Worksheets

QuickLab — Common Chemicals

in Your Home
(Student book page 140)

Element Money

Worksheet #9B.14c
 Science Grade Nine Topic B: Matter and Chemical Change, Part I I 19
Lesson Plans
Lesson Fifteen
Concept: Naming Compounds: Part

II Resources/Materials: Science in

Action 9, pages 141 — 143

Worksheets #9B.15a and #9B.15b (student copies)

Introduction: Review that compounds are made up of elements in specific ratios.

Review also that each compound has a chemical name and a chemical formula,
which is made up of symbols. For many everyday items we have household
names for common compounds. For example, table salt is the household name
for sodium chloride.

Explain that many compounds are made up of a metal and a non-metal. In these
cases, the name of metal is always named first in both the chemical namc and the
chemical formula.

Explain that today’s lesson has to do with interpreting chemical names and

formulae (or formulas). Procedure:

1. Write the chemical formula for water on the board. (I4tO) With students
identify that the two elements in water are llydrogcn (H) and oxygen (O).
Have students locate them on the PeriodlC "tablc. Explain that the “2”
indicates that there are 2 atoms of hydrogen. Because there is no number
after the O, we assume that thc number of atoms is 1. Note that the
number of atoms of each elemcnt is written as a subscript.

2. Slave students turn to textbook, page 141 . Guide thc reading of pages 141 and
142.

3. Distribute Worksheets #9B. 15a and ñ9I3.15b.

4. Have studcnts do thc Skill Practices activity on textbook, page 142.

5. OP FIONAf.. Do the Chec k and Re]lc•ct questions on textbook, page 143.

Assignments:

1. head !Sciencc• in Actftln 9, pages 141 — 143.

2. Do Worksheets #9B.l 5a and //9I3.15b.
3. Do Nli// Practice, page 14°.
4. OP TIONAL. Do Check anti' Refiect, page 142.
 Science Grade Nine Topic B: Matter and Physical Change, Part I I
Worksheets
Naminq Compounds

Directions: Use Science in Action 9, pages 138 — 142 to help you with the questions.

1. Define these terms.

a. element

b. compound

2. Use the Periodic Table to determine the names of the elements for each of these
symbols.

Ni Cu

Na CI

Ra H

F Li

Ne He
Cr Al

3. For each household pood, write the chemical name and the chemical formula.

a. baking soda

b. table salt

4. What two types of information do a chemical formula give?

a.

b.

5. Explain what information is given in these chemical formulas.

a. sugar — C 12H 22O 11(s)

Worksheet #913. I .
5a
 Science Grade Nine Topic B: Matter and Physical Change,
Part I I
b. hydrochloric acid — HS )(aq) Worksheets

c. propane — C3Hg q

d. water — H 2O(I)

6. Identify the elements found in each of these compounds.

HgKr

LiF

H 2S

Aul

AgBr

7. Examine each chemical formula. Then determine the number of atoms.

a. nitrogen dioxide — NU›

b. hydrogen chloride — HCI

c. aluminum chloride — A1CI 3

d. magnesium nitride — M gtN 2

e. starch — C/t I

8. Write the chemical formula for each of the following.

a. iron oxide (two atoms of iron; three atoms of oxygen )

b. silver nitrate (one atom of silver; one of nitrogen; three of oxygen)

c. sodium hypochorite (one atom of sodium; one of oxygen; one of chlorine)

Worksheet #9D. I
5b
 Science Grade Nine Topic B: Matter and Physical Change, Part II
Worksheets
Naminq Compounds

Directions: Use Science in Action 9, pages 138 — 142 to help you with the questions.

1. Define these terms.

a. element

b. compound

2. Use the Periodic Table to determine the names of the elements for each of these
symbols.

Ra r odl vr•

Ne

3 For each household good, write the chemical name and the chemical formula.
a. baking soda

b. table salt

4. What two types of information do a chemical formula give?

a.

b.

5. Explain what information is given in these chemical formulas.

a. sugar — C 12 H 22O 11(s) ' W

Worksheet #9B. 1 5a
 Science Grade Nine "Fopic B: Matter and Physical Change, Part l I
Worksheets
b. hydrochloric acid — HC {aq)

c. propane — C 3 Hg{g/ '

d. water — H 2O /t •

6. Identify the elements found in each of these compounds.

H2 S

AuI

KzSe

7. Examine each chemical formula. Then determine the number of atoms.

a. nitrogen dioxide — N+ 2

b. hydrogen chloride — I IC1

c. aluminum chloride — A1CIi›/

d. magnesium nitride — Mg/N 2 b

e. starch — C/Hi/O/

8. Write the chemical formula for each of the following.

a. iron oxide (two atoms of iron; three atoms of oxygen ) e

b. silver nitrate (one atom of silver; one of nitrogen; three of oxygen)

c. sodium hypochorite (one atom of sodium; one of oxygen; one of chlorine) q

Worksheet #9D.1 5 b
 Science Grade Nine Topic B: Matter and Chemical Chans e, Part II 20
Lesson Plans
Lesson Sixteen
Concept: Ionic Compounds

NOTE: The content of this lesson will be challenging for most studcnts. If at all
possible, guide the reading of the textbook pages.

Resources/Materials: Science in Action 9, pages 144 — 146

Worksheet #9B l 6a and #9B l 6b
(optional, student copies) Worksheet
#9B.1 6c (student copies)

Introduction: On the board writc:

mass number — atomic number = number of neutrons.
Remind students that the mass number tells the total mass of an atom and the
atomic number is the total number of protons. The formula is used to calculate
the number of ncutrons in the nucleus of an atom. Remind students as well, that
in a neutral atom, the number of protons — the number of electrons. Protons
have a positive charge and electrons have a negative charge.

Explain that in most atoms, there are electrons closer to the nucleus and some
that are farther away from the nuclcus. Some of’the elcctrons, that are farther
away from lhc nucleus, can sometime be attracted to atoms of a different element.
When an atom loses or gains electrons, it is referred to as an for.

Procedure:

1. Explain that, in general, some atoms of some elements arc more likely to
losc electrons and some are more likely to gain electrons ivhcn they come
into contact with atoms of a different element.

2. Explain that, in general, a compound ft›rms when an elemcnt whose atoms

are more likely to losc clcctrons jeins up with an element whosc atoms are
more likely to want to gain elcctrons. In other words, the elements arc
attracted to each other because one of them wants to gain electrons and the
other can casily let go of its electrons. When the atoms of these elements
join together, the result is an ionic compound. As part ef an ionic
compound, the atoms in the compound are no longer neutral. They have
either lost or gained in clectrons. They are now refcrred to as ions. The ones
with the positive charge are called cations and the ones with the negative
charge are called anions.

3. Have students turn to textbook, page 144. Guidc the reading of pages 144 146
(to the end of the section on lanic k"hargc•s.)

4. OPTIONAL. If you feel your studcnts nced more information about ion
formation, have them rcad the article and do the qucstions on
Worksheets f9B.l 6a and #9D.l 6b.

5. Distribute Worksheet #913.16c. Go over the directions, if necessary.

Assignments:

1. Read Science in Action 9, pages 144 — 146.

2. OPTIONAL. Do Worksheets #9B.16a and #9B.16b.
3. Do
Workshe
et
#9B.16c.
 Science Grade Nine topic B: Matter and Physical Change, Part I I
Worksheets
tonic Compounds

Directions: Read the information. Then answer the questions.

Atoms

Atoms are composed of three types of particles: neutrons, protons, and electrons. The
neutrons and protons make up the nucleus and are at the corc of atoms. "the electrons orbit
around the nucleus.
I'rotons carry a positive (+) charge, while electrons carry a negative (—) chargc. The
neutrons do not have a charge. In an atom the number of protons equals the number of electrons.
this makes an atom neutral because the positive charges of the protons cancel out the negative
charges of the electrons. "the result is an overall charge of zero. The atomic number of an
element tells how many protons an atom has. So in an atom, the atomic number also tells how
many electrons thc atom has. For example, if you look at the Pcriodic Table, Group 1, Period 4,
you will sce that potassium (K) has an atomic number of 19. That means a potassium atom has 19
protons and l9 clectrons.
Nucleus

Electron
tdolec me

Electrons
Molecule
Ions PoS itively
O Ft Cluster
Ghar9ed loci
3 he number o1 neutrons and protons never changes, but this is not the case with electrons.
Some atoms have a tendency to losc electrons, while others try to gain them. When an atom has
gained or lost electrons, it is referred to as an ion.
An ion has a charge, cither positive or negativc because the number o1 protons no longer
equals the number of electrons. An ion with a positive (+) charge has lost one or more electrons.
When it has lost electrons, the number of protons outnumbers of the number of electrons, resulting
in the positive charge. An ion with a positive charge is called a cation.
An ion with a negative (—) charge is called an artion. It has attracted electrons from
another atom, and so it has more elcctrons than protons, resulting in the negative charge.
Let’s look at some examples. An atom of potassium has 19 protons and 19 electrons. It is
neutral. If it loses an electron, it will still have 19 protons, but only 18 electrons. This means it
will have one more positive charge than it has negative charges. This is expressed as 1+.
An atom of oxygen has 8 protons and 8 elcctrons. If it gains two electrons, it will still have
8 protons, but it now will have 10 electrons. It will have two more electrons than protons,
rcsulting in a charge of 2 .

Worksheet
 Science Grade Nine Topic B: Matter and Physical Change, Part II
Worksheets
Why Do Ions Form’?

You know from studying magnets that opposite poles attract. The same goes for protons
and electrons. The negatively charged electrons are attracted to the positively charged protons in
the nuclcus. This has a lot to do with why ions form.
In an atom the electrons are continually revolving around the nucleus. Some revolve in
orbits close to the nucleus while others have orbits that are farther from the nucleus. It is those
electrons that have orbits farther from the nucleus that are most likely to pass from one atom to
another. This is because when the electrons are farther from the nucleus, the magnitude or strength
of the attraction o1’the protons is weaker.
Why some atoms tend to lose electrons and other tend to gain electrons is a very complex
and will be covered in grade ten science. I or now, the most important thing to know is that when
electrons pass from the atoms of one element to the atoms of a different element a bond is formed
between the atoms. "lhe different kinds o1 atoms that bond becausc of gains and losses of
electrons form ionic compounds.

1. Explain why some electrons in an atoms are more likely to pass from one atom to another
than others.

2. Calculate these ion charges.

a. a loss of 3 electrons b. a gain of 2 electrons

c. a gain of 1 electron d. a loss of 2 electrons

3. Use the Periodic Table on pages 126 and 127 to complete the table.

Number of
Element Electrons in an Cation or Anion? Ion Charge
Atom
be Ilium
ox en
hafnium
phos horus
sodium

Worksheet #9B. I 6b
 Science Grade Nine Topic B: Matter and Physical Change,
Part II Worksheets
Ionic Compounds

Directions: Use Science in Action 9, pages 144 — 146 to help you with the questions.

1. What is an ionic compound?

2. What are four properties of ionic compounds?

a.

b.

d.

3. What happens to make an atom into an ion?

4. Complete the table. Use the Periodic Table on pages 126 and 127.

Element Titanium Arsenic dro en Ion Char Ion Notation

iodine fluorine

5. What are polyatomic ions? Give two examples.

 Sciencc Grade Nine Topic B: Matter and Physical Change, Part II
Worksheets
Why Do Ions Form?

You know from studying magnets that opposite poles attract. The same goes for protons
and electrons. The negatively charged electrons are attracted to the positively charged protons in
the nucleus. 4 his has a lot to do with why ions form.
In an atom the electrons are continually revolving around the nucleus. Some revolve in
orbits close to the nucleus while others have orbits that are farther from the nucleus. It is those
electrons that have orbits farther from the nucleus that are most likely to pass from one atom to
another. 4 his is because when the electrons are farther from the nucleus, the magnitude or strength
of the attraction of thc protons is weaker.
Why some atoms tend to lose clectrons and other tend to gain electrons is a very complex
and will be covered in gradc ten science. For now, the most important thing to know is that when
electrons pass from the atoms of one element to the atoms of a different element a bond is formed
between the atoms. The different kinds of atoms that bond because of gains and losses of
electrons form ionic compaunils.

1. Explain why some electrons in an atom are more likely to pass from one atom to another
than others.

2. Calculate these ion charges.

a. a loss of 3 electrons b. a gain of 2 electrons “

c. a gain of 1 electron t” d. a loss of 2 electrons

3 Use the Periodic Table on pages 126 and 127 to complete the table.

Number of
Element Electrons in an Cation or Anion? Ion
Charge Atom
be Ilium a•
o en y-
hafnium 7l
phosphorus 3-
sodium |( i+
WorLshcct //9B. I
6b
 Science Grade Nine Topic B: Matter and Physical Change, Part II
Worksheets
Ionic Compounds

Directions: Use Science in Action 9, pages 144 — 146 to help you with the questions.

1. What is an ionic compound?

2. What are four properties of ionic compounds?

a.

b.

C.

d.

3. What happens to make an atom into an ion?

4. Complete the table. Use the Periodic Table on pages 126 and 127.

Element Ion Char e Ion Notation

Titanium
Arsenic
h dro en
iodine
fluorine F“

5. What are polyatomic ions? Give two examples.

Worksheet #9B. I
6c
 Science Grade Nine Topic B: Matter and Chemlcal Change, Part II 21
Lesson Plans
Lesson Seventeen

Concept: Naming Ionic Compounds

Resources/Materials: Science in Action 9, pages 146 — 149.

Optional/Recommended. Inquiry Activity: marshmallows, marbles, toothpicks, paper clips, etc.

Introduction: Review that an atom becomes an ion when it either loses or gains an electron or electrons,
resulting in an imbalance between the number of electrons and protons in the atom. Ionic compounds
form as a rcsult of electron exchanges between the atoms of elements.

On the board write the chemical formula NaCl. With students use the Periodic 4’ab1e to determine that
the substance being named is an ionic compound composed of sodium and chlorine. Explain that in
today’s lesson, students will learn how to “read” the chemical formulas of ionic compounds.

Procedure:
1. Flave students turn to tcxtbook, page 146. Guide the reading of pages 146 and 147.
Again, there is a lot of contcnt on these pages which may prove challenging for some
students.

2. You may want to practise naming compounds as a group. here are some to try
• Mg,N, (magnesium nitride)
• HCI (hydrogcn chloride)
• AuI (silver iodide)
• L 2 (lithium oxide)

3 Explain that most often metals and non-metals combine to form ionic compounds. 4 his means
that elements from groups with green-shaded areas combine with the orange-shaded arcas.

4. With students explain how the charges can give them clues as to which and how many ions will
combinc to form a compound. Emphasize that in the end, the total ion charges of all the
molecules must equal 0. This can be done in two ways:

• A positively chargcd ion (cation) joins with a negatively charged ion (anion) of equal
strcngth. (Lxamp1e: an ion with a 2“ charge joins with an ion with a 2 charge, such as
LiCl)
• one or more ions with a positive charge join up with one or more ions with a negative
charge. (Example: two ions with a 1' charge join up with one ion with a 2 charge, such
as 14 O)

5. OPTIONAL/RECOMMENDED. Slave students do the Inquiry activity on textbook, page 148. If

you like, you may want to suggest compounds you want studcnts to model, such as H2S, CC 4›
2s lO 2a ACID, AgNO .

6. Have students do the Chc•ck and Refiect questions on textbook, page 149.

Assignments:
1. Read Science in Action 9, pages 146 and 147.
2. OPTIONAL/RECOMMENDED. Do the Inquiry activity, page 148.
3. Do Chc•ck and Refiect, page 149. See answers on next page.)
 Science Grade Nine Topic B: Matter and Chemical Change, 22
Part II
Lesson Plans

CHE€K AND REFLECT

Key COncept Review

2.

4.

5.

Connect Your Understanding

G. ’to n ame a n i on i‹. t:oirJiou ii d , el e rn e i41s p rese nt iii
I li c t:orrt Jao ri ii d i‹'i th ‹i n ion I:li arge a i e I i sIeel w it
li I h c metal s fi rs t. Th t:n the i on i:harges are b‹i
lan‹:ed .
Mn I I i ple ii umbers ot on ele men I a re r:oirbi ii ed an d
s h own as a subst:ript. I I‘ t)i c meta l h as m o re I hari one
ion c harge, then t he ap pro pri ate Rotiio ii ii u vie r‹i I

7.

c) o I u not n un› brorn i d c

d) luad IV) su I fi d e
e) i row(Ill) ox ide

¿) ‹:al‹'i rind su lti d

Extend Your Understanding

Extension Strategy
 Science Grade Nine Topic B: Matter and Chemical Change, 23
Part II
Lesson Eighteen Lesson Plans

Concept: Molecular Compounds

Resources/Materlals: Science in Action 9, pages 150 — 153

Worksheets #9B.18a and #9B.18b (student copies)
O tion / ecommended In ui Acti t : marshmallows, toothpicks, Styrofoam balls, paper clips, etc.

Introduction: Review that ionic compounds formed because electrons o1 atoms of one element passed to
the atoms of another element. Ionic compounds are solids at room temperature, have a high meJting
etocin o c sta s and are ood conduc o s of e ric t hen elted or d so ved n tc Thc a e
formed when metals and non-metals combine

Explain that today’s lesson is about another type of compound called a molecular compound. These
compounds can be solids, liquids, or gases at room temperature, are poor conductors of electricity, and
have low melting and boiling points. Thev are formed when non-mctals combine.

Procedure:

1. Have students turn to textbook, pagcs 150. Guide the reading of pages 150, 152 and 153.
Again, many students may find the content challenging. Explain that molecular compounds are
also referred to as cow/ant compounds. The atoms that make up these compounds share
electrons, as opposed to ionic compounds where electrons are transferred from one atom to
others.

2. With students practise naming some molecular compounds, such as

CO (carbon monoxide)
H2O (dihydrogen oxide)
N 2 (nitrogen dioxide)
PC 5 (phosphorous pentachloride)
NI J3 (nitrogen trihydride)
N2JJ4 (dinitrogen tetrahydride)

3. OPTIONAL. Have students do the QuickLah activity on textbook, page 150.

4. OPTIONAL/RECOMMENDED. have students do the Inquiry activity on textbook, page 151.

5. Distribute Worksheets #9B.18a and #913.18b. Go over the dircctions, if necessary.

6. OPTIONAL.. Have students do the ’heck and Refiect questions on textbook, page 153.

Assignments:

1. Read !?cienc’e in Actin n 9, pages 150 — 153.

2. OPTIONAL. Do the QuickLab activity, page 150.
3. OPTIONAL/RECOMMENDED. Do the Inquiry activity, page 151.
4. Do Workshcets #9B.l 8a and #9B.18b.
5. OPTIONAL. Do Check and Refiect, page 153.
 Science Grade Nine Topic B: Matter and Physical Change, Part l I
Worksheets
Molecular Compounds

Directions: Use Science In Action 9, pages 150 — 153 to help you with the questions.

Molecular Compound Prefixes

Number Prcfix

mono-
2 di- tri- tetra-
penta- hexa- hcpta- octa- nona- deca-
4
5
6
7
8

10

1. What is a molecular compound?

2. What are three properties of molecular compounds?

b.

3. Write the chemical formula for each of these molecular compounds.

a. sulphur dioxide

b. sulphur hexafluoride

c. carbon tetrachloride

d. nitrogen triiodide

e. dinitrogen monoxide
Worksheet #9B. I 8a
 Science Grade Nine "I"opic B: Matter and Physical Change, Part I
I
Worksheets
4. Write the name for each of these molecular compounds.

a. H2S

b. PH 3

c. NH3

d. N 2O 4

e. NO2

f. S 2F 10

g. N/H 4

5. Write I if the phrase tells about the property of a ionic compound and M if it tells about
the property of a molecular compound. You may put more than one letter in each space.

poor conductor of electricity good conductor of electricity

low melting and boiling points form crystals

6. Complete the table by deciding whether these unknown compounds are ionic or
molecular.

tonic or Melting Point Boiling Point Conducts Forms

Molecular? °C (°C) Electrici ? C stals?
-11.2 21.1 no no
192.4 220.0 yes yes
800 925 yes yes
-83.2 -60.3 no no
-146 -52 no no

Worksheet #9b. I 8b
 Science Grade line 3 opic B: Matter and Physical Change,
Part II Worksheets
Molecular Compounds

Directions: Use Science in Action 9, pages 150 — 153 to help you with the questions.

Molecular Compound Prefixes

Number Prefix

1 mono-
2 di- tri- tetra-
3 penta- hexa- hcpta- octa- nona-
4 dcca-
5
6
7

9
10

1. What is a molecular compound?

2. What are three properties of molecular compounds?

a.

b.

5ol‹J,l:q«'J,›y„
3. Write the chemical formula for each of these molecular compounds.

a. sulphur dioxide Q

b. sulphur hexafluoride

c. carbon tetrachloride /g t

d. nitrogen triiodide

e. dinitrogen monoxide
Workshcet #9B. 1 S a
 Science Grade Nine "topic B: Matter and Physical Change,
Part l I
Worksheets compounds.
4. Write the name for each of these molecular

a. H 2S

b. PH3

c. NH 3

d. N 2O 4

e.

f. S 2F 10

g. N 2H 4

5. Write I if the phrase tells about the property of a ionic compound and M if it tells about
the property of a molecular compound. You may put more than one letter in each space.

poor conductor of electricity I good conductor of electricity

low melting and boiling points I form crystals

6. Complete the table by deciding whether these unknown compounds are ionic or
molecular.

Ionic or Melting Point Boiling Point Conducts Forms

Molecular? (°C °C Electrici ? C stals?
-11.2 21.1 F\0 no
192.4 220.0 yes yes
800 925 yes yes
-83.2 -60.3 no no
-146 -52 no no

Worksheet #9b.I 8b
 Sciencc Grade Nine ’I opic D: Matter and Chemical Change, 24
Part II
Lesson Nineteen Lesson Plans

Concept: Chemical Reactions

Resources/Materials: Sciencc in Action 9, pages 156 — 162

Worksheets #9B.19a, #9B 19b, and #9B.l 9c (student copies)
baking soda vinegar taller clear jar
QuickLab Activity: plastic pill bottle with snap on lid
Water Alka-Selzter tablet
n ui Ac ivi a e 5 o o al: See the list of materials in the textbook

Introduction: Review that pure substances can bc made from just one element or when elements
combine to form compounds.

Put a teaspoon or so of baking soda into the jar. Then add a little vinegar. Ask students to dcscribe what
they saw. (The vinegar with combine with thc baking soda and foam up.) What evidence is there that a
chemical change has taken place. (bubbles)

Sometimes two or more substances combine to form new substances. This is called a chemical reaction
and it results in a chemical change.

Procedure:

1. Have students turn to tcxtbook, page 156. Guide the reading of pages 156 — 158.

2. Have studcnts read textbook, pages 160 independently.

3. I lave students do the nicking activity, page 157.

4. 1lave students do the five /f a Try activity, page 158.

5. OP TIONAL. Do the In‹juiry activity, page 159 and the Experiment on Your 61wn activity on page
160. Note: These activities require that you have many different kinds of chemicals and
materials. If you do not presently have them in your school, you may want to keep them
activity in mind when you are placing your next order from a Science education supply
company.

6. Distribute Workshcets #9B.19u, #9B.19b, and #913.19c. Go over the directions, if neccssary.

7. OPTIONAL. Do the Uheck aod Reject questions on textbook, page 162.

Assignments:

1. Read Science in Action 9, pages 156 — 158 and 160.

2. Do the QuickLab activity, page 157.
3. Do the Give It a 1"ry activity, page 158.
4. OPTIONAL. Do the Inquiry activity. page 159.
5. OPTIONAL. Do the Experiment on Your Own activity. P•s• 160.
6. Do Workshccts #9B.19a, #9B.19b, and #9B.19c.
 Science Grade Nine Topic B: Matter and Physical Change,
Part II Worksheets
Chemical Reactions

Directions: Use Science in Action 9, pages 156 — 160 to help you with the questions.

1. What is a chemical reaction?

2. In a chemical reaction, what are the

a. reactants?

b. products?

3. What are four types of evidence that tell that a chemical reaction is taking place?

a.

b.

d.

4. Tell more about these types of chemical reactions that release or absorb heat.

a. endothermic

b. exothermic

5. Tell more about these chemical changes that involve oxygen.

a. combustion

b. corrosion

Wokew#9B19a
 Science Grade Nine Topic B: Matter and Physical Change, Part l I
Worksheets
c. cellular respiration

6. Write chemical equations using chemical formulas to represent each of the following.

a. Iron (Fe) combines with oxygen (O2) to form iron oxide (FE2O3).

b. Sulphuric acid (H2SO4) and potassium hydroxide (KOH) make potassium sulphate
(K2SO4) and water (H2O).

c. In order to produce sodium nitride (NaN 3{ag ) and silver chloride (AgC!(s ), you can
mix sodium chloride (NaC ag)) and silver nitrate (AgN 2(aq})

Use the following Information to answer questions 7 — 9.

Brandon carefully pourcd some hydrochloric acid (HCI ever some xinc (Zn s))- His teacher told
him that a chemical reaction had taken place. This chemical change resulted in two different
substances being produced, zinc chloride (ZnC 2 and hydrogen (H 2LJ)

7. Write a chemical equation to represent the chemical reaction that took place.

8. In Brandon’s activity, what are the

a. reactants?

b. products?

9. How do you know that a chemical change took place?

Worksheet #9b. I 9b
 Science Grade line Topic B: Matter and Physical Chansc,
Part II Worksheets
Use the following information to answer questlons 10 and 11.

Lily had just finished painting. She used some turpentine and rags to clean the brushes and other
equipment. When she finished, the rags were all soaked with turpentine, so she put the dirty rags in a pail
and left them in the shade beside the back door. Two hours later, she went to get the rags so she could
wash them. Lily noticed that the rags were actually hot, even though they were in the shade and there was
no sign of fire.

10. What sign is there that a chemical change was taking place?

11. Was the chemical reaction endothermic or exothermic? How do you know?

12.Tell which kind of chemical reactions involving oxygen are involved in each of the
following:

a. In order to get energy, your body takes the oxygen you inhale and the food you eat.
This process also produces water and carbon dioxide.

b. All the motor vehicles on the colony use either diesel fuel or gasoline in order to
create the energy necessary for the vehicles to move.

c. If you leave a tin can out, you will soon notice rust appearing on the can.

\Vorksheel #9B, 19c

 Science Grade Nine Topic B: Matter and Physical Change,
Part II Worksheets
Chemical Reactions

Directions: Use Science in Action 9, pages 156 — 160 to help you with the questions.

1. What is a chemical reaction?

2. In a chemical reaction, what are the

a. reactants?

3. What are four types of evidence that tell that a chemical reaction is taking place?

a.

C.

4. Tell more about these types of chemical reactions that release or absorb heat.

a. endothermic a

b. exothermic

5. Tell more about these chemical changes that involve oxygen.

a. combustion cv

b. corrosion

Wurkshcct f/9I3. I 9a
 Science Grade Nine "top ic B: Matter and Physical Change, Part I I
Worksheets
c. cellular respiration

6. Write chemical equations using chemical formulas to represent each of the following.

a. Iron (Fe) combines with oxygen (O2) to form iron oxide (FE2O3)

b. Sulphuric acid (H2SO4) and potassium hydroxide (KOH) make potassium sulphate
(K2SO4) and water (H2O).

c. In order to produce sodium nitride (NaNO3(‹ )) and silver chloride (AgC\ )), you can
mix sodium chloride (NaC (aq ) and silver nitrate (AgNO 2{aqj)

Use the following information to answer questions 7 — 9.

Brandon carefully poured some hydrochloric acid (I ICI( ) over some zinc (Zn¿s)). his teacher told
him that a chemical reaction had taken place. This chemical change resultcd in two different
substanccs being produccd, zinc chloricle (F.nCJ2 ) and hydrogcn (H ¿p).

7. Write a chemical equation to represent the chemical reaction that took place.

8. In Brandon’s activity, what are the

a. reactants?

b. products?

9. How do you know that a chemical change took place?

 Science Grade Nine Topic B: Matter and Physical Changc,
Part II Worksheets
Use the follOwlng information to answer questions 10 and 11.

Lily had just finished painting. She used some turpentine and rags to clean the brushes and other
equipment. When she finished, the rags were all soaked with turpentine, so she put the dirty rags in a pail
and left them in the shade beside the back door. Two hours later, she went to get the rags so she could
wash them. Lily noticed that the rags were actually hot, even though they were in the shade and there was
no sign of fire.

10. What sign is there that a chemical change was taking place?

11. Was the chemical reaction endothermic or exothermic? How do you know?

12. Tell which kind of chemical reactions involving oxygen are involved in each of the
following:

a. In order to get energy, your body takes the oxygen you inhale and the food you eat.
This process also produces water and carbon dioxide.

b. All the motor vehicles on the colony use either diesel fuel or gasoline in order to
create the energy necessary for the vehicles to move.

c. If you leave a tin can out, you will soon notice rust appearing on the can.

Worksheet #9I3. I9c

 Science Grade Nine Topic H: Matter and Chemical Change, Part II
Lesson Plans
Lesson Twentv
Concept: Conservation of Mass in Chemical Reactions

Resources/Materi:ils: Science in Action 9, pages 163 — 165

Worksheets #9B.20a and é9B.20b (student copics)
Optional: Inquiry Activity. pane 1 64: triple beam balance baking soda
calcium chloride bromomythol blue
large Z.iploc bag water
pill bottle

Introduction: Review that when a chemical change takes place, the atoms of the
reactants rearrangement themselves in new combinations to producc new
substances. Explain that in this process, the total number of atoms present in the
reactants equals the total number of atoms in the products. Decausc the number of
atoms docs not change, the mass or“thc reactants cqual the mass or the products.

Procedure:

1. Explain that cooking on the stove or in thc oven almost always involves
chemical reactions. You can smell something cooking because gases are
often one of the products. If you weighed the ingredients that you started
with and then weighed the finished dish you are preparing, you might
notice that thc finished dish has a smaller mass than thc ingredients. That
does not mean that the m‹iss of the ingredients was not equal to the mass
of“the products. Much of the product escaped into the air as water vapour
and other gascs.

2. I lave students turn to textbook, page 163. ()uide the reading.

3. OPTIONAI./RECOMMENDED. If you have the materials and ingredients,

have students do the
Inquiry activity on textbook, page 164.

4. Distribute Worksheets #9R.20a and f9B.20b. Go over the directions.

5. OPTIONAL. Have studcnts do the Chc•ck and Rellc•ct qucstions on textbook,

page 165.

Assignments:

1. Read Science in Action 9, page 163.

2. OPTIONAL. Do the Inquiry activity, pagc 164.
3. Do Worksheets #9B.20a and #9B.20b.
4. OPTIONAL. Do Check and Refiec’l, page 165.
 Science Grade line topic B: Matter and Physical Change,
Part II Worksheets
Conservation of Mass in Chemical Reactions

Directions: Use Science in Action 9, page 163 to help you with the questions.

1. How many atoms are there in each of the following compounds?

2 4 MgO2 HCI

KOH Fe 2O 3 AgNO2

2. What is the law of conservation of mass?

3. Sarah wanted to brown some meat in a frying pan. She decided not to put a lid on the
frying meat.

a. Was Sarah using a closed system or an open system?

b. By not putting a lid on the frying meat, what would happen?

4. Mary was heating some oil in a large pot so that she could deep fry some potatoes. To
her surprise, the oil caught on fire. Quickly, she put a lid on the pot of oil.

a. Was Mary trying to create a closed system or an open system?

b. What was the idea of putting a lid on the pot of burning oil?

5. Dave mixed 5 g of vinegar with 10 g. of baking soda. He waited to five minutes and then
weighed the product left in the dish. It had a mass of only 12.5 g. How could this be?

Worksheet 49H.20a
 Science Grade Nlne Topic B: Matter and Physical Chans ,
Part ti Worksheets
6. For each of the following, tell what mass the question mark (?) represents.

a. iron + oxygen iron oxide ?=

100 g 43 g ?

b. magnesium + oxygen magnesium oxide ?=

10 g 6.6 g ?

c. hydrogen + oxygen water ?

35.6 g ? 265.4 g

d. ethanol oxygen ethanoic acid ?

+ ? 1809 g
1.2 kg

e. hydrochloric acid + iron oxide iron chloride + water ?

? 650 g 290.4 g 659.6 g

f. sodium chloride + silver nitrate sodium nitrate + silver chloride

500 g 80.76 g 125.3 g ?

7. Some crystals with a mass of 57 g are mixed with a liquid with a mass of 190 g. The
mass of the solution was 220 g. What was the mass of the gas that was released?

8. Marty mixed 80 g of one substance with 35 g of another. What will be the total mass of
the products?

9. June mixed 100 g of one substance with 75 g of another in a jar. A chemical reaction
took place. She weighed the products in the jar and found they had a mass of 161.4 g.
Was June using an open or closed system? Tell how you know.

Worksheet #9B.20b
 Science Gradc Nine Topic B: Matter and Ph sical Change,
Part I l Worksheets
Conservation of Mass in Chemical Reactions

Directions: Use Science in Action 9, page 163 to help you with the questions.

1. How many atoms are there in each of the following compounds?

MgO2 HCI

KOH Fe 2O 3 ’* AgNO2

2. What is the law of conservation of mass?

3. Sarah wanted to brown some meat in a frying pan. She decided not to put a lid on the
frying meat.

a. Was Sarah using a closed system or an open system?

b. By not putting a lid on the frying meat, what would happen?

4. Mary was heating some oil in a large pot so that she could deep fry some potatoes. To
her surprise, the oil caught on fire. Quickly, she put a lid on the pot of oil.

a. Was Mary trying to create a closed system or an open system?

tQ¿e/

b. What was the idea of putting a lid on the pot of burning oil?

5. Dave mixed 5 g of vinegar with 10 g. of baking soda. He waited to five minutes and then
weighed the product left in the dish. It had a mass of only 12.5 g. How could this be?

Worksh ct #9I3.2da
 Science Grade Nine Topic B: Matter and Physical Change, Part l I
Worksheets
6. For each of the following, tell what mass the question mark (?) represents.

a. iron + oxygen iron oxide ?=

100 g 43 g ?

b. magnesium
10 g
+ oxygen
6.6 g
magnesium oxide ?= 6.
?

c. hydrogen + oxygen water ?

35.6 g ? 265.4 g

d. ethanol + oxygen ethanoic acid

1.2 kg ? 1809 g

e. hydrochloric acid + iron oxide iron chloride + water

? 650 g 290.4 g 659.6 g

f. sodium chloride + silver nitrate sodium nitrate + silver chloride

500 g 80.76 g 125.3 g ?

7. Some crystals with a mass of 57 g are mixed with a liquid with a mass of 190 g. The
mass of the solution was 220 g. What was the mass of the gas that was released?

8. Marty mixed 80 g of one substance with 35 g of another. What will be the total mass of
the products?

9. June mixed 100 g of one substance with 75 g of another in a jar. A chemical reaction
took place. She weighed the products in the jar and found they had a mass of 161.4 g.
Was June using an open or closed system? Tell how you know.

CS

Worksheet # 9B.20b
 Science Grade Nine T opic B: Matter and Chemical Change, Part II 26
Lesson Plans
Lesson Twentv-one
Concept: Factors Affecting the Rate

of a Chemical Reaction

Resources/Materials: Science in

Action 9, pages 166 — 170

Worksheet #9B.21a and #9B 21b (optional, student copies)
QuickLab Activitv — Optional: hydrogen peroxide manganese(V) oxide
wooden
splint matches
test tube

Introduction: Review chemical reactions with students, making sure that they
understand that chemical reactions result in changes to the molecular structure of
substances. Review from grade eight science that our glands secrete enzymes.
Enzymes help to speed up the rate of chemical reactions in our bodies.

Explain that there are several factors that affect the rate at which chemical reactions
take place.

Procedure:

1. Have students turn to textbook, page 166. Guide thc reading of the top part
o1 the page. Then have students rcad the rest of page 166 and all of
page169.

2. OP"I IONAL. If you have the equipment and materials, have students do
the QuickLah activity on textbook, page 167.

3. Distribute Workshects #9B.21a and #913.21 b. Have studcnts complete

the wcb OR have them make notcs in their notebooks.

4. OPTIONAL. Have students complete the Check and Lc•flecl questions on

textbook, page 170.

Assignments:

1. Read !Scic•nce in Action 9, pages 1 66 — 169.

2. OP TIONAL. Do the Quickl ab activity, page 169.
3. Do Worksheets #9B.21a and #9b.21b OR make notcs in notebooks.
4. OPTIONAL. Do the Check and Re]lc•ct questions, page 170.
 Science Grade Nine Topic B: Matter and Physical Change,
Part I I
Factors Affectinq theWorksheets
Rate of a Chemical Reaction

Directions: Use Science in Action 9, pages 166 and 169 to help you with the questions.

1. Write notes to complete the web.

Concentration

FACTORS AFFECTING
THE itxrc oF A
CHEMICAL REACTION

Temperature Surface Area

Worksheet #913.21a
 Science Grade Nine Topic B: Matter and Physical Change, Part II
Worksheets
2. Some animals like snakes, swallow their food whole, while other animals like humans
chew their food before swallowing it. Snakes take longer to digest their food than
humans. Explain why.

3. Why do people keep foods in a refrigerator?

4. Vinegar is acetic acid diluted with water. Why do you think vinegar is more suitable for
cooking than a more concentrated form of acetic acid?

5. How do your salivary glands speed up digestion?

6. Why do plants not grow quickly when the temperatures are cool?

7. Why is it difficult to start a large log on fire with a match? What could you do to get the
log to burn?

Wcrkshcet #9h.2 I b
 Science Grade line Topic B: Matter and Physical Change,
Part I I Worksheets
Factors Affectinq the Rate of a Chemical Reaction

Directions: Use Science in Action 9, pages 166 and 169 to help you with the questions.

1. Write notes to complete the web

Catalysts Concentration

FACTORS AFFECTING "FHE RATE OF A CHEMICAL REACTION

Temperature Surface Area

Workshcct #9h.2 I a
 Science Grade Nine Topic B: Matter and Physical Change,
Part II Worksheets
2. Some animals like snakes, swallow their food whole, while other animals like humans
chew their food before swallowing it. Snakes take longer to digest their food than
humans. Explain why.

3. Why do people keep foods in a refrigerator?

4. Vinegar is acetic acid diluted with water. Why do you think vinegar is more suitable for
cooking than a more concentrated form of acetic acid?

5. How do your salivary glands speed up digestion?

6. Why do plants not grow quickly when the temperatures are cool?

7. Why is it difficult to start a large log on fire with a match? What could you do to get the
log to burn?

Worksheet #9E.2 l h
 Science Grade Nine Topic B: Matter and Chemical Change,
Part II
Lesson Twcntv-two Lesson P lans

Concept: Matter and Chemical Change, Part II Review

Resources/Materials: Matter and Chemical Change, Part II Study Guide (student copies)
Science in Action 9, pages 154, 155, 171

Introduction: Explain that the unit on Matter and Chemical Change is now almost completed. It is time
to prepare for a test.

Procedure:

1. As a class, briefly rcview thc main concepts covered in the second half of the unit:

• Naming compound
• Determining the number of atoms in a compound
• Ionic compounds
- ion charges
naming
properties
• Molccular compounds
- naming
- propertics
• Chemical reactions
- evidence of chemical reactions
- endothermic and eXothermic reaCtIons
- types o1 chemical reactions involving oxygen
• Law of Conservation Mass
« Factors affecting the rate of a chemical reaction
- catalysts
- concentration
- surface arca
- tempcrature

2. Distribute the Matter and Chemical Changc, Part II Study Cniide sheets. I lave students complete
them independcntly. Go over them as a class.

3. ALL ERNATEI.Y. Have students do the Assess Your Learning questions on tcxtbook, pages 154,
155, and 171.

Assignments:

l . Do the Malter and C’hemical Change, Parl II Sludy Guiâe sheets.

2. AL FERNATELY. Do the fis.ve.vs Your Learning questions on pages 154, 155, and 171.
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I I
ReviewChange, Part II
Matter and Chemical
Study Guide

1. Match the words and phrases in the box with their meanings.

chemical formula compound ’ion ionic compound

molecule molecular compound polyatomic ion reactant
product endothermic catalyst corrosion

occurs when oxygen in the air reacts with a metal

formed when an atom loses or gains electrons

new substance formed as a result of a chemical reaction

chemical reaction in which heat is absorbed

identifies the elements and how many atoms of each

element
are in a compound

chemical combination of two or more elements in a specific

ratio

group of atoms acting as one

pure substance formed when non-metals combine

substance that speeds up a chemical reaction

a group of atoms joined by covalent bonds

pure substance formed when a metal and a non-metal

combine

a pure substance that reacts with another in a chemical

reaction

2. Rewrite the chemical formulas to show the state at room temperature.

a. H 2S is a gas. b. H2O is a liquid.

c. K2SO4 is a solid. g$ (y d. HCI is dissolved in water. (

1
 Science Grade Nine I epic B: Matter and Chemical Change,
Part I I
3. Complete the table. Review

Compound Chemical Formula Elements

Number of AtomsTotal Number of of EachAtoms

table salt NaC|

sulfuric acid HSO

baking soda Nal ICO

sugar

4. In the PeFiodic Table, which groups or families are the

a. most reactive?

b. least reactive?

5. What happens when an atom becomes an ion?

6. Compare the properties of ionic and molecular compounds by completing the chart.

Type of Compound
Types of Substances that Combine Conductivity
to Format ItRoom Temperature
State of Matter Melting and Boiling Points

2
 Science G i-ade Nine Topic B: Matter and Chemical Change,
Part II
7. For each of the following determine theReview
ion charge and the ion notation.

Element Ion Charge

Electrons Gained/Lost Ion Notation

Polonium (Po) Lost 2 2*

Barium (Ba) Lost 2 1*

Phosphorous (P) Chained 3 8

Iodine (l) Gained I I-

Radon (Rn) None Pn

8. Name these ionic compounds.

a. HIS

b. Fe 2O 3

c. ZC!2

9. Name these molecular compounds.

a CO 2 rb
b. CC!4

c N2O

10. What types of evidence might there be that a chemical reaction has taken place?

a.

b.

d.
 Science Grade Nine Topic B: Matter and Chemical Change, Part l I
Review
11.In each box put a check mark (/) for yes and an X for no about these chemical reactions
involving oxygen.

Type of Chemical Reaction kes place quie y Resul s n a e e se of Takes place in

| energy organisms
Combustion

Corrosion

Cellular rcspiration

12.What is the law of conservation of mass?

13. Bob combined 45 g of one substance with another substance that resulted in a chemical
change. The products had a mass of 238 g. What was the mass of the other reactant?

14.Explain why it is difficult to test for the law of conservation of mass in an open system?

nd w›

15.What are four factors that affect the rate of a chemical reaction?

b.

C.

d.

4
 Science Grade Nine Topic B: Matter and Chemical Chan se, Part
IJ Review
MaNer and Chemical Change, Part II
Study Guide

1. Match the words and phrases in the box with their meanings.

chemical formula compound ion ionic compound

molecule molecular compound polyatomic ion reactant
product endothermic catalyst corrosion

occurs when oxygen in the air reacts with a metal

formed when an atom loses or gains electrons

new substance formed as a result of a chemical reaction

chemical reaction in which heat is absorbed

identifies the elements and how many atoms of each element

are in a compound

chemical combination of two or more elements in a specific

ratio

group of atoms acting as one

pure substance formed when non-metals combine

substance that speeds up a chemical reaction

a group of atoms joined by covalent bonds

pure substance formed when a metal and a non-metal combine

a pure substance that reacts with another in a chemical

reaction

2. Rewrite the chemical formulas to show the state at room temperature.

a. H2S is a gas. b, H2O is a liquid.

c. K2SO4 is a solid. d. HCI is dissolved in water.

l
 Science Grade Nine TopIC B: Matter and Cherriical Change, Part
II
3. Complete the table. Review

Compound Chemical Elements Number of Atoms Total Number of

Formula of Each Atoms

tablc salt NaC1 a. most

reactive
?
sulfuric acid LIPS 4
b. least
reactive
baking soda Nabla( 3 ?

C l2FI 22d l l 5. What

happens
when an
atom
becomes
4. In the Periodic Table, which groups or families are the
an ion?

6. Compare
the
properties
of ionic and
molecular
compounds
by
completing
the chart.

Type of Ty
Compound Substa
Combin

ionic

molecular

2
 Science Grade Nine topic B: Matter and Chemical Chanhe, Part II
Review
7. For each of the following determine the ion charge and the ion notation.

Element Electrons Gained/Lost Ion Charge Ion Notation

Polonium (Po) LOSt

Barium (Ba) LOSt

Phosphorous (P) Gained 3

Iodine (I) Gained 1

Radon (Ibn) None

8. Name these ionlc compounds.

a. H2S

b. Fe2o 3

C. Z C !2

9. Name these molecular compounds.

a. COC

c. N2O

10. What types of evidence might there be that a chemical reaction has taken place?

a.
b.

d.
 Science Grade Nine Topic B: Matter and Chemical Chan s e, Part I I
Review
11. In each box put a check mark (/) for yes and an X for no about these chemical reactions
involving oxygen.

Type of Chemical Takes place quickly Results in a release ace in isms

Takes pl
Reaction of energy organ

Combustion

Corrosion

Cellular respiration

12. What is the law of conservation of mass?

13. Bob combined 45 g of one substance with another substance that resulted in a chemical
change. The products had a mass of 238 g. What was the mass of the other reactant?

14. Explain why it is difficult to test for the law of conservation of mass in an open system?

15. What are four factors that affect the rate of a chemical reaction?

a.

b.

d.

4
 Science Grade Nine Topic B: Matter and Chemical Change, Part I I 28
Lesson Plans
Lcsson Twentv-three
Concept: Matter and Chemical Change, Part II Test

Resources/Materials: Matter and Chemical Change, Part II I“est (studcnt copies)

 Science Grade line Topic B: Matter and Chemical Changc, Part 11
Test
Matter and Chemical Change, Part II
Test

1. Match the words and phFases with their meanings

a. catalyst b. chemical formula c. combustion d. compound

e. exothermic f. ion g. ionic compound h. molecule
i. molecular compound j. open system k. product 1. reactant

formed when an atom has a change in the number of electrons

a pure substance that reacts with another, resulting in a chemical change

a substance that increases the rate of a chemical reaction

symbols that tell the elements and numbers of atoms of each element in a pure
substance
describes a chemical reaction in which heat is released

formed when a metal and a non-metal combined chemically

substance formed as a result of a chemical reaction

chemical combination of two or more elements in a specific ratio

formed when two non-metals combine

takes place when oxygen quickly combines with a substance and releases heat

type of process where substances can enter or leave a chemical reaction

chemical combination to two or more elements in a specific ratio

2. The picture shows a model of a methane molecule. The large ball in the centre represents
a carbon and the four smaller balls represent hydrogen atoms. Methane is a molecular
compound

a. Write the chemical formula for methane.

b. Write the chemical name for methane.

c. What is the total number of atoms in a methane molecule?

1
 Science Grade Nine Topic B: Matter and Chemical Change, Part II
Test
3. Complete the chart. You may refer to the Periodic Table included with the test.

Compound Elements in the Total Number of State

Compound Atoms in a Molecule

HgF(

4. Calcium and chlorine can combine to form an ionic compound. Calcium has a charge of
2+ and chlorine has a charge of 1—. (You may use the Periodic Table.)

a. Write the chemical formula for the ionic compound that forms.

b. Write the name for this ionic compound.

5. Write the chemical formulas for these molecular compounds.

a. dinitrogen monoxide

b. phosphorous pentafluoride

c. carbon disulfide

6. Read each of the following. Then tell whether it tells about an ionic or a molecular
compound.

formed from two non-metals

poor conductor of electricity

high melting and boiling points

formed from a metal and a non-metal

2
 Science Grade Nine 7 op ic B: Matter and Chemical Change,
Part II Test
forms crystals

formed from covalent bonds

low melting and boiling points

7. Is combustion an endothermic or an exothermic reaction? Explain why.

8. Write the chemical equations for each of the following.

a. Iron (Fe) and oxygen (O2) combine to form iron oxide (Fe2O3).

b. Zinc (Z) and hydrogen chloride (HCI) combine to form zinc chloride (ZC!2) and
hydrogen gas (H2)

9. Examine the following chemical equation that represents a chemical reaction that took
place in a closed system. Then answer the questions.

NaC t ag} + Ag N O 2(
NaNO/{ + AgC (s)
»
19 g 45 g
36 g ?

a. What are the products?

b. What are the reactants?

c. What was the mass of the AgNO2(‹ )›

10. What are four factors that affect the speed at which a chemical reaction takes place.

a.

b.

c.

d.

3
 Science Grade Nine Topic B: Matter and Chemical Change, Part II
Test

H
4i TO
Li Be C N
3O.8ltt2'0tt la"OCd7
OF
15 0994
Ne
20 1I57

AISi P
]425 '2627 |28 i2930 34 3s 36

i Co i Sc |Ti Cr )Mn‹ Fe | Co | Ni Cu ‹ Zn Se Br Kr
38|49 40 4t 42 4344 4514G

Sr 1Y ) Zr t Nbt to) Tc › Ru
R.. h ! P..d.. ! AQ lidn | SPSbTe /Xe
PtAu
82

CsBaLo |lHf | ToW *1 10

›’' o.'!' t •’'"'

88 . 04 “” ”"105
Fr Ro †Ac RfDb › Sg,Bh

S8 59 62 63 64 63 66 67 68 69

* Lanthanibe Series Ce
90 91 92 93 94 9S 96 97 98 99 100 1Ot 102 " T 03

† Actinide Series Th P U Py A Cm Bk C't ts 7m Md No

Nr ’°

4
 Science Cirade Nine Topic B: Matter and Chemical Change, Part I I
Test
Matter and Chemical Change, Part II
Test

1. Match the words and phrases With their meanings

a. catalyst b. chemical formula combustion

c. ionic compound product d. compound
c. exothcrmic f. ion g. molecule
i. molecular compound j. open system k. reactant

formed when an atom has a change in the number of electrons

a pure substance that reacts with another, resulting in a chemical change

a substance that increases the rate of a chemical reaction

symbols that tell the elements and numbers of atoms of each element in a pure
substance
@ describes a chemical reaction in which heat is released

formed when a metal and a non-metal combined chemically

substance formed as a result of a chemical reaction

chemical combination of two or more elements in a specific ratio

formed when two non-metals combine

takes place when oxygen quickly combines with a substance and releases heat

type of process where substances can enter or leave a chemical reaction

chemical combination to two or more elements in a specific ratio

2. The picture shows a model of a methane molecule. The large ball in the centre
represents a carbon and the four smaller balls represent hydrogen atoms. Methane is a
molecular compound

a. Write the chemical formula for methane.

b. Write the chemical name for methane.

c. What is the total number of atoms in a methane molecule?

 Science Grade Nine Topic B: Matter and Chemical Change, Part II
Test
3. Complete the chart. You may refer to the Periodic Table included with the test.

Compound Elements in the Total Number of State

Compound Atoms in a Molecule

AgC1 $)

CCl 4L/)

HgF

4. Calcium and chlorine can combine to form an ionic compound. Calcium has a charge of
2+ and chlorine has a charge of 1—. (You may use the Periodic Table.)

a. Write the chemical formula for the ionic compound that forms.

b. Write the name for this ionic compound. ca I ci ur» r. tqr//{c

5. Write the chemical formulas for these molecular compounds.

a. dinitrogen monoxide

b. phosphorous pentafluoride

c. carbon disulfide

6. Read each of the following. Then tell whether it tells about an ionic or a molecular
compound.

formed from two non-metals

rn old Ic poor conductor of electricity

high melting and boiling points

formed from a metal and a non-metal

2
 Science Grade Nine Topic B: Matter and Chemical Change,
Part I I Test
forms crystals

of ecXG formed from covalent bonds

low melting and boiling points

7. Is combustion an endothermic or an exothermic reaction? Explain why.

8. Write the chemical equations for each of the following.

a. Iron (Fe) and oxygen (o 2) combine to form iron oxide (Fe2O3)

b. Zinc (Z) and hydrogen chloride (HCI) combine to form zinc chloride (ZCIt) and
hydrogen gas (H2)

9. Examine the following chemical equation that represents a chemical reaction that took
place in a closed system. Then answer the questions.

N aC ! (aq) + Ag N 2{aq
Na N 3(aq} AgC !(s)
36 g ? 19 g 45 g

a. What are the products?

b. What are the reactants?

c. What was the mass of the AgNO 2{aq}?

10.What are four factors that affect the speed at which a chemical reaction takes place.

a.

b.

c.

d.
 Science Grade Nine Topic H: Matter and Chemical Change, 29
Part II
Lesson Twentv-four Lesson Plans

Concept: Matter and Chemical Change, Culmination

Resources/Materials: Matter and Chemical Changc, Final Examination (student copies)

Science in Action 9, page 173
Science in Action 9, page 174
Science in Action 9, pages 175 — 177

Introduction: Explain that it is time to bring together the ideas o1 this unit.

Procedurc:

II you would like a culminating activity, choose from one or more of the following:

1. Do the Matter and Chc•mic‹tl Change Final Examination.

2. Do the Science World Case Study: Metal Contamination of our Environment — Science in Ac’tion
9. page 173.

3. Do the Project: What’s in the Bottle‘? — Science in Acl IO11 9, page 174.

4. Do the Unit Review — Science in Action 9, pages 175 177.

5. Any other activity(s) you deem appropriate.

 Science Grade Nine Topic B: Matter and Chemical
Change Final Examination
Matter and Chemical Change
Final Examination

Directions: Write the letter of the best answer on the answer sheet. Do not write in
this booklet.

1. What would be the best precautionary measure you could

take when handling a substance found in a container with
this label on it?

a. wear rubber gloves

b. keep it away from a flame
c. keep it in a warm room
d. make sure it is kept cool

2. Which of the following best describe properties of most metals?

a. low melting and boiling points

b. ductile and malleable
c. low conductivity
d. do not react with other substances

Use the following informatlon to answer question 3.

Following is a list of things the ladies in the kitchen were doing:

I. whipping cream until it forms soft peaks

II. grinding up beef to make hamburger
III. allowing bread dough to rise in a warm place
IV. making pickles
V. freezing chickens

3. Which of the above activities involve only chemical changes?

a. I and II
b. III and V
c. II and Ill
d. III and IV

4. When two or more elements combine chemically in a specific ratio, they form a

a. mechanical mixture.
b. compound.
c. solution.
d. suspension.
 Science Grade Nine Topic B: Matter and Chemical Change
Final Examination
5. Which of the following would not be a colloid?

a. ketchup
b. mayonnaise
c. tomato juice
d. prepared mustard

Use the following informatiOn to answer question 6.

• Formation of a solid or a

• Release or absorption of
heat
• Change in colour
• Change in odour

6. What would be the best heading for the list above?

a. Evidence of Physical Changes

b. Types of Physical Changes
c. Evidence of Chemical Changes
d. Types of Chemical Changes

Use the following information to answer questlori 7.

Scientists have discovered how to make com into soda pop bottles, nail polish and
paint remover, and fuel for motor vehicles. the corn is put through a chcmical change called
fc•rmentation. Once this process is complete, the new substances are recovered, purificd, and
made into biodegradablc plastics, solvents, and gasohol. These corn-based products are bettcr
for the environment bccause they can be decomposed by bacteria.

7. The above describes an example of how

a. our understanding of changes in matter can be used to meet human needs.

b. humans recycle.
c. humans can reuse materials.
d. community projects reduce waste.

2
 Science Grade Nine Topic B: Matter and Chcmical Change
Final Examination
8. Alchemy is considered a pseudo-science because

a. alchemists did nothing to improve the lives of humans.

b. alchemists used only magic to provide cures for people’s illnesses.
c. it combined magic with science.
d. it did not involve doing any experiments

9. The model of an atom shown is based on the research of

a. John Dalton.
b. J.J. Thomson.
c. the early Greeks.
d. Niels Bohr.

10. The atomic mass of an atom describes the total mass of the

a. electrons.
b. neutrons
c. atom.
d. protons.

Use the information below to answer questions 11 — 17.

1 .01

hydrogen

3 6.94 4 9 01 5 to.81 6 \z o 7 14,o1 8 s.oo 9 19.oo 10 20.1B

Li Be boron carbon nitrogen oxygen ltuorlne ngon

13 26.98 1 4 28 09 15 30.97 16 32.07 17 35.45 18 39,95

11 22.99 1 2 24.31 3* — 3 2- \- —

Na Mg AI Si P S Of %r
aluminium silicon phospho rms sulfur chlodne argon
sodium magnesium

Legend for Elements

Solid Atomic numbe‹ - 3 6.94 - Atomic motar mass
• - Common ion charges
L i (most common IirsI)
Note: The legend denotes the states
of elements at a temperature of
25°C.
 Science Grade Nine T opic B: Matter and Chemical
Change Final Examination
11. The Periodic Table was organized according to

a. the properties of the elements.

b. the colours of the elements.
c. the order in which the elements were discovered
d. how common the elements are.

12. Which of the following would be the least reactive group of elements?

a. lithium and beryllium

b. helium and argon
c. boron and aluminum
d. sodium and magnesium

13. Which of the following tells how many neutrons there are in an atom of
phosphorous?

a. 15
b. 16
c. 30
d. 31

14. Which of the following would most likely combine to form an ionic compound?

a. lithium and sodium

b. magnesium and aluminum
c. hydrogen and chlorine
d. sulfur and fluorine

15. Which of the following compounds would least likely conduct electricity?

a. CO 2(g
b. NaC aq}
c. Mg (s)
d. LiF{$/

16. What would be the correct chemical formula for a compound made from
beryllium and chlorine?

a. BeCl
b. ClBe
c. Be2CI
d. BeCl2

4
 Science Grade Nine Topic B: Matter and Chcmical Change
Final Examination
17. In the Periodic Table the alkali metals are the most reactive and are found in

a. Group 1.
b. Group 5.
c. Group 17.
d. Group 18.

Use the following information to answer questions 18 — 20.

Substance Chemical Formula

calcium carbonate CaCO3b›

ammonia
C „LI„ O ll\sj
sucrose

pror anone
hydrogen sulfide" I J2 S

18. Which of the substances in the chart is usually dissolved in water?

a. propanone
b. ammonia
c. calcium carbonate
d. sucrose

19. Of the substances in the chart, which would have the lowest boiling point?

a. calcium carbonate.
b. hydrogen sulfide.
c. sucrose.
d. propanone.

20. The total number of atoms in a molecule of calcium carbonate is

a. 4.
b. 5.
c. 12.
d. 8.
 Science Grade Nine Topic B: Matter and Chemical
Change Final Examination
21. An ion with a negative charge was formed from an atom

a. that has gained electrons.

b. that has lost electrons.
c. that had more electrons than protons in its neutral state.
d. that had fewer electrons than protons in its neutral state.

22. The picture shows a model of an

a. ion.
b. ion pair.
c. ion cluster
d. ion crystal.

23. The model at the right represents a sulphuric

acid molecule. From examining the model you
can tell that the chemical formula for sulfuric acid is

a. H 2SO4
b. HCI.
c. CaCO3
d. AgNO2

Use the following information to answer question 24.

Ionic Com ounds

No. Chemical Formula Chemical Name
l Fe2O3 iron oxide
2 BaCl barium chloride
3 KI potassium iodine
4 NaBr sodium bromide

24. Which of the chemical formulas is incorrectly named?

a. 1
b. 2
c. 3
d. 4

6
 Science Grade N inc Topic B: Matter and Chemical Change
Final Examination
Use the following information to answer question 25.

Miss Pinkerton gave Peter a sample of a powdery substance that was a molecular compound.
She told him to perform tests on it to determine its properties. He made a list of what he
found.

1. low melting point

2. low boiling point
3. a solid at room temperature
4. good conductor of clectricity

25. Miss Pinkerton told Peter that was of the properties he found was not correct.
Which one was it?

a. 1
b. 2
c. 3
d. 4

26. Which of the following molecular compounds is not correctly named?

a. CO2 — carbon dioxide.

b. N2O3 — dinitrogen trioxide
c. NF3 — nitrogen trifluoride
d. PFs — monophosphorous pentafluoride

27. An endothermic reaction is one in which

a. a precipitate is formed.
b. a gas is formed.
c. heat is produced.
d. heat is absorbed.

28. Rust forming on a tin can left outside for several weeks is an example of

a. decomposition.
b. corrosion.
c. cellular respiration.
d. internal combustion.

7
 Scicnce Grade Nine Topic B: Matter and Chemical Change
Final Examination
29. Our bodies stay warm because of

a. cellular respiration.
b. transpiration.
c. perspiration.
d. transformation.

Use the following information to answer questions 30 and 31

potassium chlorate heat potassium + chlorlne oxygen

245 g 78 g 71 g ?

30. In the above equation, a product is

a. potassium chlorate.
b. oxygen
c. heat.
d. none of the above.

31. The question mark (?) represents

a. 149 g.
b. 394 g.
c. 96 g.
d. 7 g.

Use the following Information to answer question 32.

combined CI J4 and 0 2 Ice wanted to produce CO and HCO. It happened so quickly that he could not observe thc chemical reacti

32. What might Billy do to try to slow down the chemical reaction?

a. raise the temperature

b. increase the concentration of the reactants
c. increase the surface area of the products
d. lower the temperature

8
 Science Grade Nine Topic B: Matter and Chemical
Change Final Examination
Name:
Matter and Chemical Change
Final Examination

Answer Sheet

1. 12. 23.

2. 13. 24.

3. 14. 25.

4. 15. 26.

5. 16. 27.

6. 17. 28.

7. 18. 29.

8. 19. 30.

9. 20. 31.

10. 21. 32.

11. 22.
 Science Grade Nine Topic B: Matter and Chemical
Change Final Examination
Name:
Matter and Chemical Change
Final Examination

Answer Sheet

1. 0 12. 23.

2. 13. Q 24.

3. 14. 25.

4. 15. Q 26.

5 16. 27.

6. C. 17. 0 28.

7. 18. 29.

8. C 19. 30

9. 20. 31.

10. 21 32.

11. 22.

9
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Lesson Plans

nvironmenta4
hemistry
 Science Grade Nine Topic C: Environmental Chemistry, 2
Pan I

Science Grade NineLesson Plans

Topic C: Environmental Chemistry

Contents
Part I. Chemicals in the E nvironment

Lesson One Introduction 4

Lesson Two Chemicals in the Environment: Natural Processes

Lesson Three Chemicals in the Environment: Human Activities 6

Lesson Four Acids and Bases

Lesson Five Neutralization

Lesson Six Common Substances Essential to Living Things 9

Lesson Seven How Organisms Take in Substances 10

Lesson Eight Environmental Chemistry, Part I 11

Lesson Nine Environmental Chemistry, Part 1 12

 Science Grade Nine Topic C: Environmental Chemistry, Part I 3
Lesson Plans
Part II: Monitorfng the Environment

Lesson Ten Monitoring Water Quality: Part I 13

Lesson Eleven Monitoring Water Quality: Part II 14
Lesson Twelve Monitoring Air Quality 15

Lesson Thirteen Monitoring the Atmosphere 16

Lesson Fourteen Transport of Materials Through Air, Soil, and Water 17

Lesson Fifteen Changing the Concentration of Harmful Chemicals in the 18

Environment

I.esson Sixteen how Hazardous Chemicals Affect Living Things 19

Lesson Seventeen hazardous Household Chemicals 20

Lesson Eighteen Environmental Chemistry, Part II Review 22

Lesson Nineteen Environmental Chemistry, Part II 4“est 23

Lesson Twenty Environmental Chemistry, Culmination 23

 Science Grade Nine Topic C: Environmental Chemistry, Part I 4
Lesson Plans
Lesson ()ne
Resources/Materials: Science in Action 9, pages 178 — 181
Concept: Introduction uick b ct vi : Aspirin suspension Echinacea suspension vitamin
C suspension antacid suspension
eyedroppers litmus paper
(neutral OR red and blue) spot plates (or
microscope slides or any clear glass surfaces
Note: Make the four suspensions by finely grinding/pounding
tablets of Aspirin, F.chinacea, vitamin C and antacid and mixing
each with a little water.

Introduction: Ask students if they know of anyone who suffers from some kind
of respiratory condition such as asthma, allergies, emphysema, or lung cancer.
Explain that the occurrence of these conditions is on the rise. Discuss possible
reasons why.

f‹xp1ain that there is strong evidence that human activities may be at the root
of the increase of these problems. T he unit “Environmental Chemistry”
explores how human activity affects the environment, and how, in turn, these
effects affect humans.

Procedure:

1. Have studcnts turn to textbook, page 178. Briefly go over the topic outline on
page 1 79.

2. Then have students turn to textbook, page 180 and guide the reading.

3. I lavc studcnts do the Qi1ickI.ab activity on textbook, page 181. You

may have to remind them to prcpare their notebooks bcfore beginning
the hands-on part of the activity:

• Give the activity a title.

• Write down the purpose.
• Write down a procedure.
• Set up a table to record observations.

4. If necessary, remind students how to use the litmus paper(s) as a test to

determine if a substance is an acid or a base.
QuickLab
5. OP TIONAL. Make a title page for thc unit.
• Aspirin in acidic.
• Echinacea is neutral.
Assignments: • Vitamin C I acidic.
• Antacid is basic.
1. Read Science in fic/foD 9, pages 178 — 181
2. Do the QuickLah activity, page 181.
3. OPTIONAL. Make a title page.
 Science Grade Nine Topic C: Environmental Chemistry, Part 1 5
Lesson Plans
Lcsson Two
Concept: Chemicals in the Environment: Natural

Processes Resources/Materials: Science in Action 9,

pages 183 — 185.

Worksheets #9C 2a, #9C.2b, and
#9C.2c (student copies)

Introduction: Ask “What is a chemical?” (Most students associate the word

chemical with man-made substances used as pesticides or food additives.)
Explain that a chemical is any pure substance.
For example, water is made up of hydrogen and oxygen in a two to one ratio.
The elements in the Periodic Table are all chemicals.

Explain that chemicals occur naturally in our environment and that nature has a way of
using chemicals to support 1ifc on earth. Today’s lesson is about the importance of
chemicals in the environment.

Procedure:

1. Have studcnts turn to textbook, page 182. Guide the reading.

2. Then have students turn to textbook, page 183. Itave them read pages 103 and
184.

3. OPTIONAI . Slave students do the Given If a Try activity, page 183. 4

hey can use encyclopedias to do their research, if you have a set. "I“hey
can record their findings in a simple chart.

4. Distribute Worksheets #9C.2a, #9b.2b, and #9C.2c. Cio over the directions, if
necessary.

Assignments:

1. Read Science in Action 9, pages 182 — 185.

2. OPTIONAL. Do the Give /f a Try activity, page 183.
3. Do Worksheets #9C.2a, #9C.2b. and #9C.2c.
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
Chemicals in the Environment

Directions: Use Science in Action 9, pages 182 — 185 to help you with the questions.

1. What is meant by the term chemical?

2. Complete the chart to show how chemicals in the environment support or do not support
life.

CHEMICALS IN THE ENVIRONMENT

How Chemicals Support Life How Chemicals Do Not Support Life

3. Human activities can cause chemical changes. Fill in the chart to tell about ways that
these types of chemical changes are beneficial and harmful.

CHEMICAL CHANGES CAUSED BY HUMANS

How They Are Beneficial How They Are Harmful

Worksheet #fiC.2a
 Science Cirade Nine Topic C: Environmental Chemistry, Part I
Worksheets
4. What is nitrogen fixation?

Why is nitrogen fixation necessary?

What are two ways in which nitrogen fixation occur?

a.

b.

5. Number the steps in the nitrogen cycle in order.

1 Bacteria fix the nitrogen so that it can combine with other elements.

Plants use the nitrogen-containing compounds.

Some nitrogen-containing compounds are broken down further by other bacteria

in the soil and is eventually released back into the air as free nitrogen.

Decomposers break down the large nitrogen-containing molecules in dead and

decaying organisms into simpler nitrogen compounds in the soil.

Animals eat the plants, using the nitrogen in the compounds to make more
complex substances like proteins.

6. What are three processes or activities that affect environmental chemicals?

a.

b.

C.

7. On the diagram of the Nitrogen Cycle on the next page, draw arrows and tell what
happens at each stage.
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
The Nitroqen Cycle

Workshcct #9C.2c
 Science Grade Ninc Topic C: Environmental Chemistry, Part I
Worksheets
Chemicals in the Environment

Directions: Use Sclence in Action 9, pages 182 — 185 to help you with the questions.

1. What is meant by the term chemical?

2. Complete the chart to show how chemicals in the environment support or do not support
life.

CHEMICALS IN THE ENVIRONMENT

How Chemicals Support Life How Chemicals Do Not Support Life

a•1 un‹r«uh ^tco^ygen ^°* “*"'!^ "‘n *“ *’“’*”’“’

3. Human activities can cause chemical changes. Fill in the chart to tell about ways that
these types of chemical changes are beneficial and harmful

CHEMICAL CHANGES CAUSED BY HUMANS

How They Are Beneficial How They Are Harmful

5c O Cl3O t
bred unnunt

Worksheet #'9C.2a
 Science Grade Ninc Topic C: Environmental Chemistry, Part I
Worksheets
4. What is nitrogen fixation?

Why is nitrogen fixation necessary?

What are two ways in which nitrogen fixation occur?

a.

b.

5. Number the steps in the nitrogen cycle in order.

1 Bacteria fix the nitrogen so that it can combine with other elements.

Plants use the nitrogen-containing compounds.

S Some nitrogen-containing compounds are broken down further by other bacteria

in the soil and is eventually released back into the air as free nitrogen.

Decomposers break down the large nitrogen-containing molecules in dead and

decaying organisms into simpler nitrogen compounds in the soil.

Animals eat the plants, using the nitrogen in the compounds to make more
complex substances like proteins.

6. What are three processes or activities that affect environmental chemicals?

b.

c. co w›ba

7. On the diagram of the Nitrogen Cycle on the next page, draw arrows and tell what
happens at each stage.

Worksheet #9C.2b
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
The Nitroqen Cycle

ba‹k•% ‘"*.

nodkki c«o••'8

Worksheet #9C.2c
 Sciencc Grade N inc Topic C: Environmental Chemistry, Part I 6
Lesson Plans
Lesson Three
Concept: Chemicals in the k.nvironment: Human

Activitics Resources/Materials: Science in Action 9,

pagcs 186 — 190

Worksheets #9C.3a, #9C.3b, and #9C.3c (optional, student
copies)

Introduction: Review that in nature there are chemicals in the air, the soil, and
in the water. Nature has a way of recycling chcmicals to maintain a bal‹ince.
Onc of the charactcristics of humans is that they are ablc to use their brains to
change the environment. Most often this is beneficiary, but often it is not.

Explain that human activities can change the chemical balances in nature. In
this lesson, students will learn about some of these activities.

Procedure:

1. With students discuss the ways in which their colony might change the
chemical balance in the environment (fertilixing, spraying, ploughing,
sewage, etc.) Discuss the benefits and problems of’ each.

2. Have students turn to textbook, page 186. C›uide the rcading of the
introductory paragraph and the section on “Agriculture Activities”. Then
have students read pages 187, 1 88, and 190 independently.

3 Have studcnts turn to textbook, pagc 189 and go over the

Decision Making activity. 1 lave students do this activity.

4. Distributc Worksheets #9C.3, #9c.3b, and #9c.3c. Go over the directions, if

necessary.

5. AL"FERNAd ELY. Have students make notes on pages 1 87, 1 88, and 190
in their notebooks.

6. OPTIONAL. Do the Check and Reflect questions on textbook, page 190.

Assignments:

1. Read NciCffce in Action 9, pages 186 9.

2. Do the Deci.s ion Making activity, page 189.
3. Do Workshccts #9C.3a, f9C.3b, and #9C.3c OR make notes in notebooks.
 Science Grade Nine Topic C: knvironmcntal Chemistry, Part I
Worksheets
Human Activities and Chemicals in the Environment

Directions: Use Science in Action 9, pages 186 — 189 and 191 to help you with the questions.

1. Fill the spaces with words that make sense.

Aqricultural Activities

Fertilizers

A is a substance that enriches soil so that plants will grow

better. If the soil is low in nitrogen, the soil must be enriched by adding a
fertilizer.
Fertilizers are described by the major elements they contain.
These elements are , and

Fertilizers may come from sources or

chemicals. They must be applied carefully. Too much can damage It
can even the crop it is supposed to help. If fertilizer enters ponds,
streams, lakes, or rivers, it may damage those by changing the
of chemicals.

Pesticides
are chemicals used to kill A
is an organism that harms people, crops, or structures. are grouped
according to the pest that they can kill. kill or control weeds.
kill or control insects. kill fungi.
At least 50% of the world’s food would be lost to pests if
pesticides were not used. However, improper of pesticides can be
harmful to people and other non-pest organisms.
Some pesticides are not - they kill both pest and non-pest
species. Another problem occurs with pesticides that stay in the for
a long time. The pests can become to the pesticide, so new pesticides
must be developed to control them.

Worksheet #9C.3a
 Scicnce Grade Nine Topic C: Environmental Chemistry, Part
I Worksheets
Solid Wastes
Chemicals may be introduced to the environment when we dispose of
or . Solid waste includes the garbage that is collected
from commercial
buildings, institutions, and and demolition sites. It includes large
items, such as all the way down to small items.
Some solid waste can be or , but most of it is
placed in sites. Some hazardous wastes are burn in special plants called

landfill sites are specially built to prevent waste chemicals from

moving into the soil. They use and
to prevent waste chemicals from entering the soil and
the soil and the groundwater.

Waste Water
Wastewater containing dissolved and undissolved materials from your kitchen, bathroom,
and laundry is called It moves through pipes into a
in rural areas or to a plant in towns and
cities. A septic tank is a container where break down organic materials
before they are released into the soil. A sewage treatment plants treats wastes before it is
released back into rivers or lakes. Treated waste water is called
Often large quantities of rain water from streets goes directly into a river or lake through
large pipes called . This water can contain
washed off the streets, such as oil or salt.

Fuel Combustion
Coal, oil, and natural gas are called because they
formed from dead plants and animals. They are called because
they are made up mainly of the elements of and
When fossil fuels are burned, they produce large amounts of
and
The combustion of fossil
fuels may also release
Worksheet #9C.3 b
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
Industrial Processes
Industrial processes such as power generation,
processing, and production may release chemicals
into the air. A common industrial process in Alberta is
processing. Natural gas is processed to separate its components into different uses. It is also
processed to unwanted substances such as hydrogen sulfide. Since the
1970s, natural gas plants have been required by law to their sulfur dioxide

2. Complete the chart to show how human activities can be beneficial and harmful.

Activity How It is Beneficial How It is Harmful

agricultural activities

solid wastes

wastewater

fuel consumption

industrial processes

Worksheet #9C.3c
 Science Grade Nine "topic C: Environmental Chemistry, Part I
Worksheets
Human Activities and Chemicals in the Environment

Directions: Use Science In Action 9, pages 186 — 189 and 191 to help you with the questions.

1. Fill the spaces with words that make sense.

Aqricultural Activities

Fertilizers

A p tr r is a substance that enriches soil so that plants will grow

better. If the soil is low in nitrogen, the soil must be enriched by adding a \
fertilizer.
Fertilizers are described by the major n g{r tp 1 E lements they contain
These elements are , , and

Fertilizers may come from gy ( sources or

chemicals. They must be applied carefully. Too much can damage . It
can even the crop it is supposed to help. If fertilizer enters ponds,
streams, lakes, or rivers, it may damage those s by changing the
o Wm of chemicals.

Pesticides
euhc›1e= are chemicals used to kill ^ A fl
is an organism that harms people, crops, or structures. gs iat are grouped
according to the pest that they can kill. c rb ‹aW kill or control wets.
kill or control insects. kill fungi.
At least 50% of the world’s food would be lost to pests if
pesticides were not used. However, improper ppptt of pesticides can
be harmful to people and other non-pest organisms.
Some pesticides are not p c ve - they kill both pest and non-pest species.
Another problem occurs with pesticides that stay in the g n\/‹YD n for
a long time. The pests can become ace Ta \ to the pesticide, so new pesticides
must be developed to control them.

\\’crLsheet fl9T.3a
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
Solid Wastes
Chemicals may be introduced to the environment when we dispose of o
or . Solid waste includes the garbage that is collected
from , , commercial
buildings, institutions, and and demolition sites. It includes large
items, such as , all the way down to small items.
Some solid waste can be y¿ qp § or , but most of it is
placed in tp tt sites. Some hazardous wastes are burn in special plants called

landfill sites are specially built to prevent waste chemicals from

moving into the soil. They use tg(gs ¿ lt and
to prevent waste chemicals from entering the soil and
the soil and the groundwater.

Waste Water
Wastewater containing dissolved and undissolved materials from your kitchen, bathroom,
and laundry is called eg. It moves through pipes into a se p6‹
in rural areas or to a plant in towns and
cities. A septic tank is a container where §/t mg break down organic materials
before they are released into the soil. A sewage treatment plants treats wastes before it is
released back into rivers or lakes. Treated waste water is called .
Often large quantities of rain water from streets goes directly into a river or lake through
large pipes called SP rT never . This water can contain
washed off the streets, such as oil or salt.

Fuel Combustion
Coal, oil, and natural gas are called psi t ip because they
formed from dead plants and animals. They are called because
they are made up mainly of the elements of and c §o
When fossil fuels are burned, they produce large amounts of

â:‹ovl1a and g\¿ The combustion of

fossil fuels may also release o I I .
Workshcct #9C.3 h
 Science tirade N rue Topic C: Environmental Chemistry. Part I
Worksheets
Industrial Processes
Industrial processes such as pte/ ( power generation,
I processing, and production may release chemicals
into the air. A common industrial process in Alberta is aC pL processing.
Natural gas is processed to separate its components into different uses. It is also processed to &
I unwanted substances such as hydrogen sulfide. Since the 1970s, natural
gas plants have been required by law to 1 their sulfur dioxide

2. Complete the chart to show how human activities can be beneficial and harmful.

Activity How It is Beneficial How It is Harmful

agricultural activities

solid wastes ” P^

wastewater

fuel consumption

tndustrial processes ” “*

Worksheet #9C,3c
 Science Grade Nine 3 opic C: Environmental Chemistry, Part 1 7
Lesson Plans
Lesson Four
Concept: Acids and Bases

Resources/Materials: Science in Action 9, pages 191 — 193.

Worksheets #9C.4a and #9C.4b (optional, student copics)
Inquire Activitv: litmus paper (red and blue OR neutral

small beakers (or pill bottles) Various acids:

vinegar, lemon juicc, fruit juice, soda pop
Various bases: ammonia, antacid solution, baking soda
solution, shampoo Distilled water, tap watcr

Introduction: On the board or on chart paper write:

• Bitter • Sour taste

• Soapy to • Red litmus stays red
the touch
• I3lue litmus turns red
• Blue litmus
stays blue
• Red litmus
turns blue

Explain these two lists describe the properties of two types of substances. I lave
students speculate as they what they might be. (Some students may recall this front
grade five science.)

F.xplain that the first set of properties describes a group of substances called
bases and the second acids. Some substances are more acidic than others and
somc substances are morc basic than others. I or this reason acids and bases can
be put on a scale from 0 to 14. this is called a pH scale. PLI stands for potential
or power of liyJrogen. It is an indication of the number of hydrogen ions present
in a substance. It may seem strange, but the higher the number the few hydrogen
ions prcsent in the sustance.

Procedure:

1. I4avc students turn to textbook, page 191. Ciuide the reading of pagcs
191 and thc top section of 193.

2. The main points to remember are:

• Aqueous solutions can be acidic, basic, or neutral.
• The pH scalc is used to indicate relative acidity or basic-ness.
• The difference between one number and thc next on the pt I
scale represents a 10-fold difference.
• PH is important because it influences the functionint of
organisms: plants, animals, and humans.

2. Go over the Inquiry activity with students. Then direct them to set up
their notebooks to establish the purpose and procedure and set up a way
to record observations.

3. Distribute Workshcets ñ9C.4a and #9c.4b. Go over the directions, if

necessary. OR Make notes.
Assignments
:
1. Read
Sclon
ce in
Action
9,
pages
191 —
193
(top)
2. Do the
Inquir
y
activit
y,
page
192.
3. Do
Works
heets
#9C.4
a and
#9c.4b
OR
make
notes
in
noteb
ooks.
 Science Grade N inc 4 opic C: Environmental Chemistry, Part l
Worksheets
Acids and Bases

Directions: Use Science in Action 9, pages 191 — 193 to help you with the questions.

1. Write A for acid and B for base.

sour to the taste has pH of more than 7

has pH of less than 7 bitter to the taste

soapy to the touch blue litmus turns red

red litmus stays red blue litmus stays blue

red litmus turns blue

2. What does it mean when a substance is neutral?

3. Which is more acidic, a substance that is 5 on the pH scale or one that is 2?

4. How much more basic is a substance with a pH of 8 than a substance with a pH of 12?

5. How is acid rain formed?

6. Why is it important for farmers to know the pH levels of the soil in the fields?

Worksheet #9C.4a
 Science Grade Nine Topic C: Environmental Chemistry, Part I
\Vorksheets
The PH Scale

8. Make a copy of the pH scale at the bottom of page 191. In addition to the materials shown on the scale, add the following:

5.2 acid rain 2.9 apple juice 8 eggs 3.5 grapes

3 grapefruit juice 7.4 human blood 6.5 human saliva 10.5 milk of magnesia
8 seawater 12.4 limewater 5.5 white bread 2 lime

Worksheet #9C.4b
 Science Grade N inc Topic C: Environmental Chcniistry, Part l
Worksheets
Acids and Bases

Directions: Use Science in Action 9, pages 191 — 193 to help you with the questions.

1. Write A for acid and B for base.

sour to the taste has pH of more than 7

has pH of less than 7 bitter to the taste

soapy to the touch @ blue litmus turns red

red litmus stays red blue litmus stays blue

red litmus turns blue

2. What does it mean when a substance is neutral?

3. Which is more acidic, a substance that is 5 on the pH scale or one that is 2?

4. How much more basic is a substance with a pH of 8 than a substance with a pH

of 12?

5. How is acid rain formed?

6. Why is it important for farmers to know the pH levels of the soil in the fields?

Worksheet #9C.4a
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
The PH Scale

8. Make a copy of the pH scale at the bottom of page 191. In addition to the materials shown on the scale, add the following:

5.2 acid rain 2.9 apple juice 8 eggs 3.5 grapes

3 grapefruit juice 7.4 human blood 6.5 human saliva 10.5 milk of magnesia
8 seawater 2 stomach acids 5.5 white bread 2 lime

8.0

15 8

Worksheet C9C.4h
 Science Grade Nine Topic C: Environmental Chemistry, Part
I Lesson Plans

l.esson Five

Concept: Ncutralization

Rcsources/Materials: Science in Action 9, pages 193 — 195

Workshcets #9C.5a and #9C.5b (student copies)
Inquiry Activity: baking powder water 2 50-mL beakers
vinegar 2 mL measuring spoon
red and blue litmus paper (or neutral litmus paper)

Introduction: Review the idea that pit is an indication of a substance’s relative acidity or base-ness.
Review that some organisms grow best in more acidic environments while others grow best in more basic
cnvironments.

l°.xplain that just like integcrs and ions, opposites can balance cach other out. When it comes to acids and
bases, this is called neutralization.

Procedure:

1. Explain that acids and bases can neutraliz.e each other. Whcn an acid and a base are thc reactants,
a salt and water are thc products. In science a salt is an ionic compound composed of a cation
(positively charged) and an anion (negatively charged). A salt results from the
neutralization reaction of an acid and base. Table salt (NaC1) is merely one of the most
common salts.

2. When something is too acidic, you can makc it lcss acidic by adding a base, and vice versa.

3. I lave students turn to textbook, page 193. Guide thc reading of pages 193 and 195.

4. have studcnts do the Inquiry activity on textbook, page 194. Remind students to sct up their
notcbooks before starting the hands-on part of the activity.

5. Distribute Worksheets #9C.5a and #9C.5b. Go over thc dircctions, if necessary.

6. OP TIONAL. Do the C’hec k ‹ind Reflec t questions on lextbook, page US.

Assignments:

1. Read Ncic•nce in fic//on 9, pages 193 195.

2. Do thc Inquiry activity, page 194.
3. Do Worksheets #9C.5a and #9C.5b.
4. OPTIONAL. Do Check find Refiecl, page 195.
 Science Grade Nine Topic C: Environmental Chemistry, Part
I Worksheets
Neutralization

Directions: Use Science in Action 9, pages 193 — 195 to help you with the questions.

1. What is neutralization?

2. What two products form when the reactants are an acid and a base?

3. Stomach aches are caused when there is too much acid in your stomach. What could
you take to ease your stomach ache?

4. A farmer has the soil in one of his fields tested. The test results show that the soil is too
basic for the crop he wants to grow. What can he do to make the soil more suitable?

5. Explain how you could treat a lake whose waters are too acidic to support most life.

Worksheet #9C.5 a
 Science Grade Nine "topic C: Fin vironmcntal Chemistry, Pdf1 1
Workshects
Use the followlng graph to answer questions 6 — 8.

pH of Eight Substances

14

12

2 -

Substance

6. Of the acids shown on the graph, which is most acidic?

7. Of the acids shown on the graph, which is closest to neutral?

8. Of the bases shown, which is the most basic?

9. Of the bases shown, which is closes to neutral?

10. About how many times more acidic is vinegar than tomato juice?

11. Which substance from the graph would be the best to use if you wanted to
neutralize ammonia? Tell why.
 Science tirade Nine Topic C: Environmental Chemistry, Part l
Worksheets
Neutralization

Directions: Use Science in Action 9, pages 193 — 195 to help you with the questions.

1. What is neutralization?

2. What two products form when the reactants are an acid and a base?

3. Stomach aches are caused when there is too much acid in your stomach. What
could you take to ease your stomach ache?

4. A farmer has the soil in one of his fields tested. The test results show that the soil
is too basic for the crop he wants to grow. What can he do to make the soil
more suitable?

bstz

5. Explain how you could treat a lake whose waters are too acidic to support most life.

Worksheet #9a . 5ii

 Science Grade N rue Topic C: Environmental Chemistry, Part I
Worksheets
Use the following graph to answer questloFlS 6 — 8.

pH of Eight Substances

14

12

10

Substance

6. Of the acids shown on the graph, which is most acidic?

7. Of the acids shown on the graph, which is closest to neutral?

8. Of the bases shown, which is the most basic?

9. Of the bases shown, which is closes to neutral?

10. About how many times more acidic is vinegar than tomato juice? / p

11. Which substance from the graph would be the best to use if you wanted to neutralize
ammonia? Tell why.

use

Worksheet #9C.5b
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Lesson Plans
Lesson Six
Concept: Common Substanccs L.ssential to Living Things

Resources/Materials: Science in Action 9, pages 196 — 20c.

\\'orksheets #9C.6a, #9c.6b, and #9C.6c (optional, student
copies)

Introduction: Review how knowing the pH of a substance can help humans

make decisions about how to maintain or improve the environment and their
own lives.

Explain that today’s lesson is about

nutrients. What are nutrients? Procedure:

I . Flave students turn to textbook, page 196. Guide the reading of pages
196 198. FmF
iii substance.s that are lfvinq or were nnce iIon .
Organic compOfl f2 Is must contain both CARBON and HYDROGEN.
Ilwnans need both organic und fnorganic nutrfents in orde•r to live
and be healthy. You may have to explain that thc word “optimum”
means the most favourable.

2. Flave students rcad textbook pages l9'9, 202, and 203.

3. OPTIONAL. Most colony schools will not have some of thc materials
necessary to do the /uquirJ
activity on textbook, pages 200 and 201. If you do, it would bc very beneficial
for students.

4. Distribute Wr rkshects #9C.6a, #9C.6b, and #9C.6c. ()R Have

students make notes on today’s readings.

5. OP TIONAL. Do the Check and Rcfec I questions on textbook, pagc 203.

Assignments:

1. Read Science in Actin n 9, pages 196 — 203.

2. OP"I“IONAL. Uo the Inquiry activity, pages 200 and 201.
3. Do Worksheets #9C.6a, #9c.6b, and #'9C.6c.
4. OPTIONAL. Do the Check and ñe//ecf questions, pages 203.
 Science Grade N rue Topic C: Environmental Chemistry, Part I
Worksheets
Common Substances Essential to Livinq Thinqs

Directions: Use Science in Action 9, pages 196 — 203 to help you with the questions.

1. Fill in the web.

COMPOUNDS
Inorganic Compounds

Organic Compounds

E.g.

E.g.

2. Fill in the web.

NU"FRIENTS

Macronutrients Micronutrients

K.g. E.g.

3. Tell how each of these macronutrients is used by plants and humans.

Nutrient Plants Humans

nitrogen

sulfur

potassium

calcium
\Vorksheet #9C.6a
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
4. A farmer has several different crops planted in several different fields. He wants to
choose fertilizers that would suit the various crops in the fields. For each crop decide if the
farmer should choose a fertilizer high in nitrogen, phosphorous, or potassium.

Fertilizer What the Farmer Wants Roots to grow in the corn

Lots of leaf growth in the barley Potato plants to prt duce potatoes
Increase the sugar content in sugar beets

Increase disease resistance in the canola

5. What is meant by the term optimum amount. Give an example.

6. Complete the chart about types of organic compounds.

Organic Compound What They Are Tyyes Common Foods

Carbohydrates

Lipids

Proteins and Amino

Acids

Nucleic Acids

Workshee[ #9C 6b
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
7. One of the items in each list does not belong. Tell which one and why.

a. potassium, magnesium, selenium, calcium

b. baking soda, sugar, starch, fat, coal

c. starch, cellulose, glycogen, carbon dioxide

d. coffee, corn, peanuts, soybeans

e. fish, meat, eggs, asparagus

f. phosphates, ribose, nitrogen-containing molecules, fluorides

Workshcct #fiC.bc
 Science Grade Nine "Fopic C: Environmental Chemistry, Part I
Worksheets
Common Substances Essential to Livinq Thinqs
Organic Compounds
Directions: Use Science in Action 9, pages 196 — 203 to help you with the questions.

1. Fill in the web.

COMPOUNDS

Inorganic Compounds

2. Fill in the web.

NUTRIENTS

Macronutrients

3. Tell how each of these macronutrients is used by plants and humans.

Nutrient Plants Humans

.COM@p pm Mchbmy#l 'tOMQO8 A 0 $ i n >coJ#

nitrogen

sulfur

calcium
Worksheet #9C.f›a
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
4. A farmer has several different crops planted in several different fields. He wants to
choose fertilizers that would suit the various crops in the fields. For each crop decide if the
farmer should choose a fertilizer high in nitrogen, phosphorous, oF potassium.

Fertilizer What the Farmer Wants

Roots to grow in thc corn

Lots of leaf growth in the barley

Pr›tato plants to produce potatoes

Increase the sugar content in sugar beets

Increasc disease resistance in the canola

5. What is meant by the term optimum amount. Give an example.

6. Complete the chart about types of organic compounds.

Organic Compound What They Are Types Common Foods

Proteins and Amino Acids

Nucleic Acids

Workshcct 49C Oh
 Sciencc Grade Nine Topic C: Environmcntal Chemistry, Part I
Worksheets
7. One of the items in each list does not belong. Tell which one and why.

a. potassium, magnesium, selenium calcium

b. baking soda sugar, starch, fat, coal

c. starch, cellulose, glycoge , carbon dioxi

d. coffee corn, peanuts, soybeans

e. fish, meat, eggs, asparagu

f. phosphates, ribose, nitrogen-containing molecules luorides

 Science Grade Nine Topic C: Environmental Chemistry, Part I 10
Lesson Plans
Lesson Seven
Concept: How Organisms Take in

Substances Resources/Materials:

Science in Action 9, pages 204 — 209

Worksheets #9C.7a, #9C 7b, and fi9C 7c (optional, student
copies)

Introduction: Discuss that organisms need nutrients in order to survive. The past
couple of’ lessons have been about the organic and inorganic nutrients plants
and animals, including humans, need to live.

Discuss that humans get their nutrients by eating foods. What about plants?

Procedure:

1. On the board

write a food

chain. such as

barley COVv

human

Discuss that the barley is a plant. It gets its nutrients mom the soil. 4 hen
uses inorganic compounds - carbon dioxide, water, and sunlight to make
organic compounds. Consumers like cows and humans get the organic
nutrients from plants.

2. Have studcnts turn to textbook, page 204. Guide thc reading of

pages 204 and 205. Some students may nced guidance in
understanding the concept of active transport.

3 Have studcnts read tcxtbook, pages 206, 208, and 209.

4. Have studcnt makcs notes on what they read on thcse pages OR

distribute Workshects #9C.7a, #9C.7b, and #9C.7c. Go over the
directions, if ncccssary.

5. OP4“IONAL. Do the C’het’k and Reflect questions on textbook, page 209.

Assignments:

1. Read Science in Action 9, pages 204 — 209.

2. Make notcs on the pages OR do Worksheets #9C.7a, #9C.7b, and f9C.7c.
3. OPTIONAL. I3o Chec k anJ Refiecl, page 209.
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
How Orqanisms Take in Substances

Directions: Use Science in Action 9, pages 204 — 209 to help you with the questions.

1. What is it that green plants can do that consumers cannot?

2. Complete the web about how plants take in substances.

PROCI3SSES PLANTS USE TO TAKE IN SUBSTANCES

Diffusion Active Transport

OSIHOsis
Illustration

Illustration
 Science Grade Nine topic C: Environmental Chemistry, Part I
Worksheets
3. Complete the web about how animals take in and absorb nutrients.

PROCESSF.S ANIMALS USE TO TAKE IN AND ABSORB SUBSTANCES

Ingestion
Chemical Breakdown

Mechanical Breakdown
Hydrolysis

Absorption

Worksheet #9C. 7 b
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
4. Use the Venn diagram to compare and contrast diffusion and active transport.

Diffusion Active Transport

5. What is a substrate?

6. Examine Figure 1.30 on page 208. Describe the substrate for each.

a. anemone

b. lichen

c. bread mold

d. desert plants and animals

e. grassland grass

f. tundra plants

7. Name a wild plant or animal in or near your colony. Then describe its substrate.

Worksheet #9C.7c
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
How Orqanisms Take in Substances

Directions: Use Science in Action 9, pages 204 — 209 to help you with the questions.

1. What is it that green plants can do that consumers cannot?

2. Complete the web about how plants take in substances.

PROCESSES PI.ANTS USE TO TAKE IN SUBSTANCES

Diffusion Active Transport

.plantse tnog
iuv‹vwc(°°*•u

Illustration

Illustration

WorLshcct //9 7a
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
3. Complete the web about how animals take in and absorb nutrients.

PROCESSES ANIMALS USE TO TAKE IN AND ABSORB SUDSTANCES

Ingestion

Chemical Breakdown

Mechanical breakdown
Hydrolysis

Absorption

Worksheet ñ9C.7b
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Worksheets
4. Use the Venn diagram to compare and contrast diffusion and active transport.

Diffusion Active Transport

5. What is a substrate?

6. Examine Figure 1.30 on page 208. Describe the substrate for each.

a. anemone

b. lichen

c. bread mold

d. desert plants and animals del s• 1

e. grassland grass

f. tundra plants

7. Name a wild plant or animal in or near your colony. Then describe its substrate.

Worksheet #9C.
7c
 Science Grade Nine Topic C: Environmental Chemistry, Part I 11
Lesson Plans
Lesson F.ight

Concept: Environmental Chemistry, Part I Rcview

Resources/Materials: Science in Action 9, page 210

Science in Action 9, page 211
Environmental Chemistry, Part I Study Guidc (student copics)

Introduction: L.xplain that the first of thrce scctions in the unit is now complete. It is time to prepare for
a test.

Procedure:

1. First, have students turn to textbook, page 210. Guide the reading about a career involving
environmental chemistry.

2. Briefly go over the topics covered in this section of the unit:

a. Chemicals in the environment

b. How nature uses and cycles chemicals
c. The effects of human activities involving chemicals
d. Acids and bases
e. PI I
f. Neutralization
g. Macronutrients and micronutrients
h. Organic compounds and inorganic compounds
i. Types of organic compounds
j. Processes used by plants to take in substanccs
k Processes used by animals to take in substances
Substrates

3. Distribute the Environmental Chemistry, Part I Study Guide sheets. have students co 'r 'ete them
independently.

4. Check the study guide sheets as a group, if possible.

5. ALTERNATELY. have students do the N.‹se.›.v Your Learning questions on tcxtbook, page 211.

Assignments:

1. Read Science in Action 9, page 210.

2. Do the Environmental Chemistry, Part I Study Guide sheets
3. ALTERNATELY. Do the Assess Your Lc•arning questions, page 211.
 Science Grade Nine Topic C: Environmental Chemistry, Part I 12
Lesson Plans
Lesson Nine

Concept: Environmental Chemistry, Part I Test

Resources/Materials: Environmental Chemistry, Part I Test (student copies)

 Science Grade Nine Topic C: Environmental Chemistry, Part
I Review
Environmental Chemistry, Part I
Study Guide

1. Match the words and phrases with their meanings.

septic tank pollution fertilizer herbicide

effluent fossil fuel pH salt
inorganic compound lipids
carbohydrate nucleic acids

does not contain carbon

compound produced when an acid neutralizes a base

pesticide used to kill plants

scale which indicates the concentration of hydrogen ions

substance that is burned that was formed long ago from some-
thing once living

underground container where bacteria break down organic

materials

change in the environment that produces a condition that is

harmful to living things

organic molecules such as starch, cellulose, and glycogen

include DNA and RNA

treated wastewater

substance that enriches the soil to make plants grow better

include fats, oils, and waxes

2. Explain why nitrogen fixation is necessary.

l
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Review
3. Answer true or false.

Plants can use nitrogen only when it is combined with other elements.

Bacteria can separate the two atoms of a nitrogen molecule

The concentration of nitrogen is the same everywhere.

Nitrogen is necessary for healthy plant growth

Lightning can convert free nitrogen to nitrogen compounds.

Cellular respiration occurs in animals, but not in plants.

4. Many human activities have both beneficial and harmful effects. Tell about how each of
the following human activities can be harmful.

a. agriculture

b. disposal of solid waste

c. wastewater

d. fuel combustion

e. industrial processes

2
 Science Grade N inc Topic C: Environmental Client istry, Part I
Review
5. The numbers below are the pH levels of some substances. Tell whether the numbers
indicate if the substances are acids, bases, or neutral.

10.1 13

6.8 2.2
7.0 4.2

6. If you dip a strip of neutral litmus into a base, what colour will it turn?

7. If you dip a strip of neutral litmus into an acid, what colour will it turn?

8. Fill in the spaces in the equation

acid base

What process does this equation represent?

9. What could you add to an acidic lake so that more things could live in it?

10. In each pair circle the substance that is more acidic.

apple juice 3.3 orange juice 3 grape 4.5

lemon juice 2.3 tomato juice 4.2 acid rain 5.2

11.A sample of drinking water had a pH level of 6.5, while a sample of white bread had a pH
level of 5.5. How many times more acidic was the bread than the water?

12. In each pair circle the substance that is more basic.

ammonia water 11.6 eggs 7.6 lye 14.0

borax 9.2 human blood 7.4 seawater 8.2

13.Explain why farmers want to know about pH levels when they get soil tested.

3
 Science Grade Nine T“opic C: Environmental Chemistry, Part I
Review
14. Classify the following as organic or inorganic.

natural gas carbon dioxide

starch fats

RNA baking soda

aluminum oxide sugar

15. Tell which macronutrient is needed for each of the following.

a blood clotting

b. leaf and stem growth

C repairing damaged tissues

d. getting rid of toxins

e development of fruit

f. getting young plants started

g. cellular respiration

16. Match these organic molecules to the lists.

carbohydrates RNA, DNA

lipids cellulose, starch, glucose

proteins and amino acids waxes, fats, oils

nucleic acids meat, fish, eggs, dairy products

4
 Science Grade line 7’opic C: Environmental Chemistry, Part I
Review
17. Explain each of these ways that plants take in nutrients.

a. diffusion

b. osmosis

c. active transport

18. Explain each of these terms associated with how animals take in nutrients.

a. ingestion

b. mechanical digestion

c. chemical digestion

d. hydrolysis

19. What is a substrate? Give two examples.

 Science Grade Nine Topic C: Environmental Chemistry, Part I
Review
Environmental Chemistry, Part I
Study Guide

1. Match the words and phrases with their meanings.

septic tank pollution fertilizer herbicide

effluent fossil fuel pH salt
inorganic compound lipids carbohydrate nucleic acids

does not contain carbon

compound produced when an acid neutralizes a base

e•bic‹ ie pesticide used to kill plants

scale which indicates the concentration of hydrogen ions

substance that is burned that was formed long ago from some-
thing once living

underground container where bacteria break down organic

materials

change in the environment that produces a condition that is

harmful to living things

organic molecules such as starch, cellulose, and glycogen

include DNA and RNA

treated wastewater

substance that enriches the soil to make plants grow better

include fats, oils, and waxes

2. Explain why nitrogen fixation is necessary.

ee

1
 Science Grade Nine Topic C: Environmental Chemistry, Part 1
Review
3. Answer true or false.

Plants can use nitrogen only when it is combined with other elements.

Bacteria can separate the two atoms of a nitrogen molecule.

The concentration of nitrogen is the same everywhere.

Nitrogen is necessary for healthy plant growth.

T Lightning can convert free nitrogen to nitrogen compounds.

Cellular respiration occurs in animals, but not in plants.

4. Many human activities have both beneficial and harmful effects. Tell about how each of
the following human activities can be harmful.

a. agriculture

b. disposal of solid waste

c. wastewater

d. fuel combustion

e. industrial processes

2
 Sclerite Grade Nrue topic C: Environmental Chemistry, Part 1
Review
5. The numbers below are the pH levels of some substances. Tell whether the numbers
indicate if the substances are acids, bases, oF neutral.

bo>e 10 1
43
68
2.2

4.2

6. If you dip a strip of neutral litmus into a base, what colour will it turn? I

7. If you dip a strip of neutFal litmus into an acid, what colour will it turn? /)

8. Fill in the spaces in the equation

acid base
so l4
What process does this equation represent?

9. What could you add to an acidic lake so that more things could live in it?

10. In each pair circle the substance that is more acidic.

app e u ce 3 ag p 4 5
e on ju ce 2 3 ac a n
5.2

11. A sample of drinking water had a pH level of 6.5, while a sample of white bread had
a pH level of 5 5. How many times more acidic was the bread than the water? /

12. In each pair circle the substance that is more basic.

a onia wa e 11 g s 6 ye 14
axe food seawater 8.2
7.4

13. Explain why farmers want to know about pH levels when they get soil tested.
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Review
14. Classify the following as organic or inorganic.

c natural gas carbon dioxide

starch
fats
RNA
baking soda
aluminum oxide sugar

15. Tell which macronutrient is needed for each of the following.

a. yct[t t blood clotting

b. i e leaf and stem growth

c. repairing damaged tissues

d. Sh cr getting rid of toxins

development of fruit

f. getting young plants started

g. /gSp/o mug cellular respiration

16. Match these organic molecules to the lists.

carbohydrates RNA, DNA

lipids cellulose, starch, glucose

proteins and amino acids waxes, fats, oiis

nucleic acids meat, fish, eggs, dairy products

4
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Review
17. Explain each of these ways that plants take in nutrients.

a. diffusion

b. osmosis 0s s

c. active transport

18. Explain each of these terms associated with how animals take in nutrients.

a. ingestion

b. mechanical digestion

c. chemical digestion o

d. hydrolysis

19.What is a substrate? Give two examples.

 Science Grade Nine Topic C: Environmental Chemistry, Part I
Test
Environmental Chemistry, Part I
Test

1. Match the words and phrases in the box with their meanings.

a. active transport b. base c. carbohydrates d. effluent

e. fossil fuels f. fungicide g. hydrolysis h. lipids
i. macronutrients j. nitrogen fixation k. optimum amount 1. organic compound
m. proteins n. salt o. sour gas p. substrate

chemical digestion involving water

occurs when plants use energy to move nutrients into their roots

material on which an organism moves or lives

substances formed long ago and are burned

treated wastewater

organic compounds made up of amino acids

elements needed in relatively large amounts by organisms

substance used to ki| molds and fungi

one of the products of neutralizing an acid with a base

refers to most compounds containing carbon atoms

substance that has a pH of higher than 7

process of changing free nitrogen and making nitrogen compounds

organic compounds that include fats, oils, and waxes

amount of a substance that provides an organism with the best health

natural gas that contains hydrogen sulfide

organic compounds that include starches and sugars

1
 Science Grade Nine ’I’opic C: Environmental Chemistry, Part I
Test
2. The nitrogen cycle, photosynthesis, cellular respiration, and combustion are all

a. carried out only by plants.

b. carried out only by animals.
c. processes that cause changes in the environment.
d. involve only inorganic compounds.

3. The picture at the right is of a container of fertilizer.

The numbers on the label tell the

a. amounts of nitrogen, phosphorous, and potassium.

b. ratio of acids, bases, and neutrals.
c. types of crops that are best suited to the fertilizer.
d. the mass of the fertilizer’s ingredients.

Use the information below to answer question 4.

• Improper application can be harmful to people and other organisms.

• "they are non-selective.
• Some stay in the environment for many years
• Some organisms can become resistant to them
• Overuse can cause damagc to nearby ccosystems.

4. A good heading for the above is

a. The Benefits of Agriculture.

b. Harmful Effects of Pesticides
c. Dangerous Agricultural Practices
d. Reasons to Ban Fertilizer Use

5. One of the problems with returning effluent to lakes and rivers is that it

a. contains untreated wastewater.

b. usually contains illegal amounts of toxins.
c. may contain excessive amounts of phosphorous and nitrogen.
d. contains oils and salts from the streets.

6. The installation of “scrubbers” in factory smokestacks is mainly intended to

a. reduce the volume of chemicals released into the air.

b. help make factories more attractive.
c. produce by-products that can be sold for profit.
d. Make it less expensive to produce products.
2
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Test
7. Match the processes with the chemical equations.

fuel combustion b. neutralization c. h drolysi

H C) (aq} + NaOH (aq}

N a C \(s) + H 2 {//
acid base
salt water

CH 4(g} 2 0 2(g) CO 2(g/ ” 2 H 2O g) + energy

hydrocarbon oxygen carbon dioxide water

C 12H 22 11(ag} HCO(/}

2C 6H 12O $(¿q/
maltose water
glucose

Use the information in the chart to answer questions 8 — 12.

pH Values for Common Items

ammonia water 5.2 milk of magnesia 10.5

distilled water 7.0 vinegar 3.2
sour milk 4.4 human saliva 6.5
battery acid 0.5 toothpaste 10.0
baking soda 8.2 eggs 7.6
tomatoes 4.2 lye 14.0

8. Which substance from the box is most acidic?

9. Which substance from the box is most basic?

10.Which substance from the box is neutral?

11.If you dipped neutral litmus paper into ammonia water, what colour would the litmus
paper turn?

12.How many times more basic is lye than toothpaste?

3
Use the Information below to answer questloFlS 13 — 15.

Many organisms are sensitive to changes in the pH of their environments.

Thc graph be1r›w shows the concentrations ot organisms ot four di fferent
species as a function of the pH o1 a lake.

Concentration of Organisms of Four

Different Species in Water with Varying pH
100

80
70
60
50

Legend
’‘ — - — - Species A
' • • • • • • • Species B
-— — Species C
Species D
5.0 5.5 6.0 6.5 7.0 7.5 8.0
pH of lake

13. According to the information in the graph, which of the species is most sensitive to
changes in the pH of the lake?

a. Species A
b. Species B
c. Species C
d. Species D

14. Which species has the greatest number of organisms present in the lake when it has a
neutral pH?

a. Species A
b. Species B
c. Species C
d. Species D

15. Which species does best in more basic water?

a. Species A
b. Species B
c. Species C
d. Species D
 Science Grade Nine "I opic C: Environmental Chemistry, Part I
Test

16. Which of the following would not be considered a macronutrient?

a. nitrogen
b. potassium
c. sulfur
d. selenium

17. What are four classes of complex organic compounds?

a.

b.

c.

d.

18. Fill the spaces with words from the box.

ingest hydrolysis osmosis active transport substrates mechanical digestion

chemical digestion enzymes

When plants take in water from the soil into their roots, it is through a process
called Plants use energy to take nutrients from the soil through a
process called
Animals substances when they eat or drink. Their teeth grind
the food into smaller particles through . In the mouth,
stomach, and small intestine takes place.
help to speed up this process. Animals often use water to digest food through a process
called
Both plants and animals get their food in well-defined locations called
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Test
Environmental Chemistry, Part I
Test

1. Match the words and phrases in the box with their meanings.

a. active transport b. base c. carbohydrates d. effluent

e. fossil fuels f. fungicide g. hydrolysis h. lipids
i. macronutrients j. nitrogen fixation k. optimum amount 1. organic compound
m. proteins n. salt o. sour gas p. substrate

chemical digestion involving water

Q occurs when plants use enerpy to move nutrients into their roots

material on which an organism moves or lives

substances formed long ago and are burned

treated wastewater

organic compounds made up of amino acids

I elements needed in relatively large amounts by organisms

substance used to kill molds and fungi

one of the products of neutralizing an acid with a base

refers to most compounds containing carbon atoms

substance that has a pH of higher than 7

process of changing free nitrogen and making nitrogen compounds

organic compounds that include fats, oils, and waxes

amount of a substance that provides an organism with the best health

natural gas that contains hydrogen sulfide

organic compounds that include starches and sugars

1
 2. The nitrogen cycle, photosynthesis, cellular respiration, and combustion are all

a. carried out only by plants.

b. carried out only by animals.
c rocesses at cau e chan e i h ent.
d. involve only inorganic compounds.

3 The picture at the right is of a container of fertilizer.

The numbers on the label tell the

a a ou ts o ni ro en hos horous a d otas u

b. ratio of acids, bases, and neutrals
c. types of crops that are best suited to the fertilizer.
d. the mass of the fertilizer’s ingredients

Use the information below to answer question 4.

• lrnpropcr appliciition can be harm hit to petiplc and other tirganl SlTls.
• l hey are non-sclcclive.
• ionlc stay in the cnvironrrlent fc›r many years
• Sr›mc organisms can become resistant t‹i them
• Overuse can cause damrigc to nearby ecosystems.

4 A good heading for the above is

a. The Benefits of Agriculture.

b. Harmful Effects of Pesticides
c. Dangerous Agricultural Practices
d. Reasons to Ban Fertilizer Use

5 One of the problems with returning effluent to lakes and rivers is that it

a. contains untreated wastewater

b. usually contains illegal amounts of toxins
ay contain excessive o os orou a d n r
nd contains oils and salts from
the streets

6. The installation of “scrubbers" in factory smokestacks is mainly intended to

a. reduce the volume of chemicals released into the airy

b. help make factories more attractive.
c. produce by-products that can be sold for profit.
d. Make it less expensive to produce products
2
 Science Grade Nine Topic C: Environmental Chemistry, Part I
Test
7. Match the processes with the chemical equations.

a. fuel combustion b. neutralixation c. hydrolysi.«

HC {aq + NaOH{ NaC {s} H 2O {/

acid base salt water

CH 4{g 2O/(qt CO 2(g} 2H2 (g) + energy

hydrocarbon oxygen carbon dioxide water

C 12H 22 11(aq) H 2 {/
2 C 6H 12 @(aq)
maltose water
glucose

Use the information in the chart to answer questions 8 — 12.

pH Values for Common Items

ammonia water 5.2 milk of magnesia 10.5

distilled water 7.0 vinegar 3.2
sour milk 4.4 human saliva 6.5
battery acid 0.5 toothpaste 10.0
baking soda 8.2 eggs 7.6
tomatoes 4.2 lye 14.0

8. Which substance from the box is most acidic?

9. Which substance from the box is most basic?

10. Which substance from the box is neutral? i

11. If you dipped neutral litmus paper into ammonia water, what colour would the litmus
paper turn?

12. How many times more basic is lye than toothpaste? /O U OC

3
 Science Grade N inc Topic C: Environmental Chemistry, Part l
Test
Use the information below to answer questions 13 — 15.

Many organisms are sen sa ivc to changes in the pH of their environ ments. The
*raph belt w shows the concentrations of organisms ot’ tour di I tcrent species as
a tuner ion ‹ I’ the pH ot a hike.

Concentration of Organisms of Four

Different Species in Water with Varying pH

7b
60

40

20
10

6.0 7.(I7.5
pH of lake

13. According to the information in the graph, which of the species is most sensitive to
changes in the pH of the lake?

a. Species A
b
c. Species C
d. Species D

14.Which species has the greatest number of organisms present in the lake when it has a
neutral pH?

a. Species A
b. Species B
c. Species C
d. Species D

15. Which species does best in more basic water?

a S eci
b. Species B
c. Species C
d. Species D

4
 Science Grade Nine Topic C: Environmental Chemistry. Part I
Test

16. Which of the following would not be considered a macronutrient?

a. nitrogen
b. potassium
c. sulfur
d. selenium

17. What are four classes of complex organic compounds?

a.

b.

C.

d.

18. Fill the spaces with words from the box.

ingest hydrolysis osmosis activc transport substrates

mechanical digestion enzymes
chemical digcstion

When plants take in water from the soil into their roots, it is through a process
called Os i s . Plants use energy to take nutrients from the soil through
a process called ¿ i p/wunu go
Animals substances when they eat or drink. Their teeth grind
the food into smaller particles through in In the mouth,
stomach, and small intestine ,n takes place.
help to speed up this process. Animals often use water to digest food through a process
called .
Both plants and animals get their food in well-defined locations called

5
 Sciencc Grade Nine Topic C: Environmental Chemistry, Part I I 13
Lesson Plans
Lcsson Ten
Concept: Monitoring Water Quality:

Part I Resources/Materials: Science in

Action 9, pages 212 — 217

Worksheets #9C.10a, #9C.10b, and
#9C.10c (student copies)

Introduction: Discuss with students the colony’s domestic water supply: what
it comes from and how it is treated before it is consumcd. I3iscuss the reasons
that water must be trcatcd prior to usage.

Explain that both the provincial and federal governments have put in place
guldelincs for acceptable water quality, depending on the intcnded use of the
water.

Procedure:

1. Discuss why therc arc different guiclelines with regard to water quality
for household cr›nsumption compared to irrigation or use by livestock.

2. Have students turn to textbook, pagc 212. Guide the reading of pages
212 — 214. "then have studcnts read pages 215 and 216 independently.
Note: If one or more of your students finds mathematics challenging,
you may have to guide page 216.

3. Thcn have thc students do the Skill Prat’lit’e activity on textbook, page 217.

Skill Practice Activity, page 217

"the answcrs arc:

10 000 ppm
100 ppm

4. Distribute Worksheets f9C.10a, #9a“.10b, and #9C.10b. Cio over the directions,
if ncccssary.

Assignments:

1. Read Scic•nce in Action 9, pages 212 — 216.

2. Do the Skill Practice activity, page 217.
3. Do Worksheets #'9C.10a, #9C.10b, and #9C.10c.
 Science Grade Nine Topic C: Environmental Chemistry. Part I
I Worksheets
Monitoring Water Quality

Directions: Use Science in Action 9, pages 212 — 216 to help you with the questions

1. Explain why governments have established guidelines for water quality.

2. Why is it that water quality must be monitored continually.

3. Why are there different guidelines for water quality, based on how the water is used?

4. Many people use water clarity as an indicator of water quality. Is this a good idea? Tell
why or why not.

5. What can the numbers and types of invertebrates found in a water sample tell about
water quality?
 Scicnce Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
Use the information below to answer questions 6 and 7.

PH in Smaller Lakes

pal No. of Species of

A uatic Organsms
b.0 13
7.5 29
7.0 57
6.5 35
6.0 10
5.5 4
5.0 2

6. According the information in the chart, what pH level do the healthiest small lakes have?

7. According to the information in the chart, what will happen if the pH level of a small lake
drops below 5.0?

8. What are the six most commonly monitored water quality indicators?

b.

d.

Worksheet #9C.10b
 Science Grade Nine Topic C: Environmental Chemistry, Part I
l
9. Jane placed 0.05 mL of alcohol in 100Worksheets
mL of water. Express the concentration of alcohol
in ppm.

10. Recent water testing found that for every litre of water, there was 0.002 mL of mercury.
Express this concentration in ppm.

11. Complete the table to show the concentration of each solution.

Solute (mL) Volume of Solution Concentration (ppm)

3.0 L

0.007 600 mL

20 000

0.25 1.5 L

Worksheet #9C.10c
 Science Grade N Ine "topic C: Environmental Chemistry, Part I
I
Worksheets
Monitorinq Water Quality

Directions: Use Science in Action 9, pages 212 — 216 to help you with the questions.

1. Explain why governments have established guidelines for water quality.

2. Why is it that water quality must be monitored continually.

3. Why are there different guidelines for water quality, based on how the water is used?

4. Many people use water clarity as an indicator of water quality. Is this a good idea?
Tell why or why not.

5. What can the numbers and types of invertebrates found in a water sample tell
about water quality?

Worksheet #9C.10a
 Sciencc Grade Nine Top ic C: Environmcntal Cheriiistry, Part
II Worksheets
L/se the information below to answer questions 6 and 7.

PH in Smaller Lakes

pH No. of Species of
A uatic Or a sms
8.0 13
7.5 29
7.0 57
6.5 35
6.0 10
5.5 4
5.0 2

6. According the information in the chart, what pH level do the healthiest small lakes have?

7. According to the information in the chart, what will happen if the pH level of a small lake
drops below 5.0?

8. What are the six most commonly monitored water quality indicators?

a. ox

b.

C.

d.

e.

f.

Work sheet #9a. I Oh

 Science Grade line ’top ic C: Environmental Chemistry,
Part I I
9. Jane placed 0.05 mL of alcohol in 100 mL of water. Express the concentration
Worksheets of alcohol
in ppm.

Q Q 1 00 00 0

10. Recent water testing found that for every litre of water, there was 0.002 mL of mercury.
Express this concentration in ppm.

11. Complete the table to show the concentration of each solution.

Solute (mL) Volume of Solution Concentration (ppm)

3.5 3.0 I

0.007 600 mm

0.43 20 000

0.25

Workshcct #9C. 10s

 Science Grade Nine Topic C: Environmental Chemistry, Part II 14
Lesson Plans
Lesson Eleven
Concept: Monitoring Water

Quality: Part II

Resources/Materials: Sclence in

Action 9, pages 217 222

Worksheets #9C.11a, #9C 11b, #9C.11 c, and #9C 11d
(optional, student copies)
uick ab ctiv t t onal : sample of pond water test
tubes

eyedropper dilute ammonium hydroxide

solution
magnesium sulfate solution

Introduction: Review that when measuring water quality, we look for the
presence of organic and inorganic substances. Water quality is also determined
by its suitability for specific purposes.

Today’s lesson examines some of thc specific chemicals in water and how each
affects the health of a body of water.

Procedure:

1. have students turn to tcxtbook, page 217. Guide the reading on “Dissolved
Oxygen”. Discuss the positive effccts that oxygen dissolved in water has
on life in water.

2. Discuss that other chemicals can have positive and negative effects on a
body o1 water’s ability to support life.

3. I lave students turn to tcxtbook, page 219. have students read pages 219 — 222.

4. l lave studcnts makc notes on pages 217, 219 — 222. OR Distribute

Worksheets #9C.l l a, #9C.11b, fl9C.l lc, and #9C.l ld. Cm over thc
directions, if necessary.

5. OPTIONAL. If you have the materials, have studcnt do thc QuickLab activity on
textbook, page

6. Have students do the I.xperimenl on Your Uwu activity on textbook, page

223. If students need a rcfresher on how to prepare and write up an
inquiry, have them refer to Toolbox 2, pages 479 — 451.

7. OPB IONAL. I lave students do the Uhcr‘k rind ñe/leaf questions on textbook,
page 224.

Assignments:

1. Read Science in Action 9, pages 217 — 222.

2. Do Worksheets #9C.l la, #9C.11 b, ñ9C.11c, and #9C.l1d.
3. OPB
IONAI..
Do the
QuickL
ab
activity,
page
220.
4. Do the
Experi
ment on
Y‹ ur
Own
activity,
page
223.
5. OPTIO
NAI..
Do
C’heck
and
Refiect,
page
224.
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
The Effects of Chemicals on Water Quality

Directions: Use Science in Action 9, pages 217 — 222 to help you with the questions.

1. What are four factors that can influence the amount of dissolved oxygen in a particular
body of water?

a.

d.

2. For each of the following, explain the consequences of increasing the amount
of the particular substances to a body of water.

SUBSTANCE WHAT HAPPENS WHEN MORE IS ADDED?

Oxygen

Phosphorous and Nitrogen

'’orksheet #9C.1 la
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
SUBSTANCE WHAT HAPPENS WHEN MORE IS ADDED?

Acids

Pesticides

Heavy Metals

Worksheet #9C. 11
b
 Science Gradc Nine Topic C: Environmental Chemistry, Part II
Workshccts
3. What are toxins?

4. How are toxins measured?

Following is a copy of the table from page 221 of

Science in Action 9. Examine the table, then answer
questions 5 and 6.

Substance LD50 Subject/How delivered

"Table salt 3000 mg/kg Rat,/by mouth

Caffeine 92 mg/kg Rat/by mouth

DD 1“ 87 mg/kg Rat/by mouth

(pesticide)

5. Of the substances shown, which is the least toxic?

6. Of the substances shown, which is the most toxic?

Worksheet #9C. l I c
 Science Grade N inc Topic C: Environmental Chemistry, Part l I
Worksheets
7. Arrange the substances listed below from most toxic to least toxic.

Substance LD50
A 325 mg/kg
D 23 mg/kg
C 1200 mg/kg

D 3500 mg/kg

L 888 mg/kg

202 mg/kg

most least
toxic toxic

Worksheet #9C. I I d
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
The Effects of Chemicals on Water Quality

Directions: Use Science in Action 9, pages 217 — 222 to help you with the questions.

1. What are four factors that can influence the amount of dissolved oxygen in a particular
body of water?

b.

C.

d.

2. For each of the following, explain the consequences of increasing the amount of the
particular substances to a body of water.

SUBSTANCE WHAT HAPPENS WHEN MORE IS ADDED?

Oxygen . U $1e s*pp or"°°= °t=*°*

Phosphorous and Nitrogen

Worksheet #9C. I l
a
 Science Grade N inc Topic C: Environmental Chemistry, Part I l
Worksheets
SUBSTANCE WHAT HAPPENS WHEN MORE IS ADDED?

Acids

Pesticides

Heavy Metals

Worksheet #9C. l l b
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
3. What are toxins?

4. How are toxins measured?

L -I

Following is a copy of the table from page 221 of Science in Action 9. Examine the table, then
answer questions 5 and 6.

Substance LD50 Subject/How dclivered

Table salt 3000 mg/kg Rat,/by mouth

Catfelnc 192 mg/kg Rat/by mouth

DDE 87 mg/kg Rat/by mortth

(pesticicle)

5. Of the substances shown, which is the least toxic?

6. Of the substances shown, which is the most toxic?

Workshcct #9C. I I c
 Science Grade Nine "I’opic C: Environmental Chemistry, Part II
Worksheets
7. Arrange the substances listed below from most toxic to least toxic.

Substance
LD50
A
328 mg/kg
B
23 mg/kg

1200m/kg

3500 mg/kg
E
885 rng/kg

202 nag/kg

lTlOSt
tOXic
least
tOxic

Wurk8hcct #0C. I I d
 Science Grade Nine topic C: Environmental Chcmistry, Part II 15
Lesson Plans
Lesson Twelve
Concept: Monitoring Air Quality

Resources/Materlals: Science in Action 9, pages 225 -- 228

Worksheets #9C.12a and #9C. 12b (student copies)

Introduction: Review that water quality in our area is regularly monitored for a
variety of reasons. Eut what about the air'? Explain that the earth’s atmosphere
is approximately 560 km deep. Scientists have determined that what happens in
the surface of the earth affects all of the atmosphere. The quality of the air we
breathe affects the quality of life we have as humans.

Procedure:

1. Have students turn to textbook, pagc 225. Guide the reading of the
introductory section. Then have students read the rest of page 225 and
pages 226 and 227 to find out about some of the harmful pollutants
found in the air.

2. Skill
havePractice, page 226 - answers
students do
The
thetrapSkill
hs in Fig i r: 2.12 are plotted t:um ul ati ve I v; v'‹i I u es of emi ss) riD s to r in cliv id Ha l ser:1ors r.u n f
J°raclic’e:
Measuring
Nitrogen
Oxides
activity on
textbook,
page 226.

2. I)istribute
Worksheet
s #9C.12a
and
f9C.12b.
Cio over
thc
directions,
i»‹
iI r »‹' i n
ncccssary.

3. OP
TIONAL.
have
students
do the
(’heck and
Re fleet
questions
on
textbook,
page 228.
Assignments: she
ets
l. Read St #9
ience in C.1
Aation 9, 2a
pages and
225 —
f9C
227.
.12
2. D b.
o 4. OPTIONAL. Do Check anâ Reject, pagc 228.
t
h
e

S
k
i
l
l

P
r
a
c
t
i
c
e
s

a
c
t
i
v
i
t
y
,

p
a
g
c

2
2
6
.
3. D
o

W
o
r
k
 Sciencc Grade line ’1 opic C: Environmental Chemistry, Part II
Workshects
Monitorinq Air Quality

Directions: Use Science in Action 9, pages 225 — 227 to help you with the questions.

1. What are two ways in which air quality can be determined?

b.

2. Which way is preferable and why?

3. Complete the chart about some of the pollutants that affect air quality.

General Description How It Forms Wh It is a Concern

Sulfur Dioxide

Nitrogcn Oxides

Carbon Monoxide

Ground-level Ozone

\\’‹›rkshect #0C. l2a

 Scicnce C radc Nine 4 opic C: Environmental ChClTllStry, Part I I
Worksheets
4. The air is naturally composed of many different gases. Tell what percent of each gas
makes up the atmosphere.

nitrogen oxygen argon

carbon dioxide hydrogen neon

5. Describe what is being done to address the problems caused by each of the pollutants.

Pollutant What Is Being Done t‹› Address The Problcm‘?

Sulfur Dioxide

Nitrogen Oxides

Carbon Monoxidc

Ground-Level Ozone

6. Ozone can be both harmful and helpful. How can this be? Explain.

7. What are some things that individual citizens can do to improve air quality?

W’orksheel #9c. I 2b
 Science Grade Nine Topic C: Environmental Chemistry, Part I I
Worksheets
Monitorinq Air Quality

Directions: Use Science in Action 9, pages 225 — 227 to help you with the questions

1. What are two ways in which air quality can be determined?

2. Which way is preferable and why?

3. Complete the chart about some of the pollutants that affect air quality.

Pollutant General I3escrition " Howe It FormsWahIt s a Concern

Sulfur Dioxide “"“"

CyW

Nitrogen Oxides
b•o=r»ih

Ground-level Ozone

Worksheet #9C.l 2a
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
4. The air is naturally composed of many different gases. Tell what percent of each gas
makes up the atmosphere.

nitrogen @°/, oxygen I ‘/, argon | ^/

carbon dioxide o.0 +°I• hydrogen \¿g neon

5. Describe what is being done to address the problems caused by each of the pollutants.

Pollutant What Is Being Done to Address The l'roblem?

Sulfur Dioxide

Nitrogen Oxides fYl 0 < I

CTround-l.eve1 Ozone

6. Ozone can be both harmful and helpful. How can this be? Explain.

7. What are some things that individual citizens can do to improve air quality?

Works1\cct #9c, I 2b
 Scicnce Grade N rue "topic C: Environmental Chem istry, Part 16
II
Lesson Thirteen Lesson Plans

Concept: Monitoring the Atmosphere

Resources/Materials: Science in Action 9, pages 229 — 233

Worksheets #9C 13a and #9C.13b (student copies)
IuinqryAciivlyt : Worksheets #9C.13c and #9C.13d (student coples)
graph paper

Introduction: Lxplain that since people have learned how to bum fossil fuels to power cars, heat homes,
and run factories, the amount of carbon dioxide in the atmosphere has grown exponentially. Meanwhile,
the number of forests and green areas has been reduced. this lesson is mainly about how the excesses of
carbon dioxide in thc air affects the atmosphere, and in turn, affccts our lives on earth.

Procedure:

1. I lave students turn to textbook, page 229. Guide the reading of pagcs 229 and 230.

2. 3 hen have students read page 232 independently.

3. Distribute Worksheets #9C.13a and #9C.l 3b. Go over the directions, if necessary.

4. Have students do the Inquiry activity on tcxtbook, page 231. 4 hey will need the information from
Workshects #9C.l 3c and #9C.13d as well as graph paper.

5. OPTIONAI.. Have students do the 6’hc•ck and Reflect questions on textbook, page 233.

Assignments:

1. Rcad dcieec‘c in Action !9, pages 229 — *32.

2. Do Worksheets #9C.13a and #9C.13b.
3. Do thc Inquiry acli›!ily, pagc 231 (Workshccts #9C.13c and #'9C.13d).
4. OPTIONAI . Do the Check and £eflecl questions, pas e 233.
 Science Grade Nine Topic C: F.nvironmental Chemistry, Part
11 Worksheets
Monitorinq the Atmosphere

Directions: Use Science in Action 9, pages 229 — 232 to help you with the questions.

1. Why is carbon dioxide not considered to be a pollutant?

2. What natural processes release carbon dioxide into the atmosphere?

3. What human activities release carbon dioxide into the atmosphere?

4. What is the greenhouse e/7ec/ and what gases contribute to it?

5. How is the greenhouse effect related to global warming?

6. What are some of the effects of global warming?

Worksheet #9C. I 3a
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
Use the follOwlng information to answer questlons 7 — 9.

POLLUTANTS IN THE ATM OSP HERE

Pollutant Where It Comes From Why It is a Problem

Sulfur Dioxide • volcanoes • combines with H O in the atmosphere to form sulfuric

(SO ) • burning of coal and petroleum acid (HMSO,) and falls as acid rain.

Nitrogen Oxides • high temperature combustion • seen as a brown haze over cities
(N 2 and NO;) • c and can be problematic for people with respiratory
problems

Carbon Monox ide • result of incomplete combustion • poisonous

(CO) ot natural gas, wood, and coal
• much comes from vehicle exhaust

Volative O•S•nic • found in paints, Formaldehyde, • not toxic, but have chronic effects related to allCr8' e S.
Compounds chlorocarbons respiratory illness, immune system, and leukemia
(VOCS) • contributor to greenhouse effect

Particulate Matter • volcanoes, dust storms, fires • contribute to heart disease and rcspiratory illnesses
(free floating p‹irticles • burning of fossil fuels and
in industrial processes
iltmOS§1lCFC)
• spray cans • contribute to ozone depletion
• rcfr s•••• S
Chlorofluorocarbons
(CFCS)

7. Which pollutants result from the combustion of fossil fuels?

8. Do you think the burning of fossil fuels should be banned? Why or why not?

9. What do you think should be done to reduce the amount of air pollution?

Worksheet #9C. 13
b
 Science Grade Nine Topic C: Environmental Chemistry, Part
11 Worksheets

Inquiry Activity C-8 — Analyzing

Carbon Dioxide Measurements

365
I-eb 366
367
Apr 368
369
June 369
368
Aug 366
kept 364
Oct 364
365
Dec 367

Tilble 2 Monthly atm‹ispherit (“f)2 ¿ levels derived from air suitiples collected at I oint Harrow,
filaska for the year l99fl

369
-e b
371

June 369
362
Au 9 357
kept
366
369
bec 373

Worksheet #9C. I3c From Science in Action 9, teacher’s Resource Package

 Science Grade Nine Topic C: Environmental Cheriiistry, Part
Worksheets II

Table ñ Yearl}’ atmosyñertc fiN,/y/ levels derived frnm air samples collected at Mauna I oo
Ol›servator}‘ in Hawnii in day for cach year

1974 333

1975 334

1976 335
1977 33 7

1978 338

1979 339
1980

1981 343
1982
1983 346
1984

t98 5 349

1986 350
1987 352

1988 354

1989 356

1990 357

1991 359

1992 359

1993
1994
1995 364
1996 365

1997
1998 369

Worksheet #9C. 13 From Science in Action 9, Teacher’s Resoz/rce

d Package
 Science Grade Nine Topic C: Environmental Chemistry, Part
11 Worksheets
Monitorinq the Atmosphere

Oirections: Use Science in Action 9, pages 229 — 232 to help you with the questions.

1. Why is carbon dioxide not considered to be pollutant?

2. What natural processes release carbon dioxide into the atmosphere?

3. What human activities release carbon dioxide into the atmosphere?

4. What is the greenhouse elect and what gases contribute to it?

5. How is the greenhouse effect related to global warming?

6. What are some of the effects of global warming?

WOrksheet #Pñ . 13a

 Science Grade N inc Topic C: Environmental Chemistry, Part
II Worksheets
Use the following information to answer questions 7 — 9.

POLLUJ AN4“S I N TH E ATM OSPH ERE

Pof lutant Where It Comes From Why It is a Problem

Sulfur Dioxide • volcanoes combines with fJ,O in the atmosphere to form sulfuric acid (H2,) and falls as acid
(S 2) • burning of coal and petroleum

Nitrogen Oxides • high temperature combustion seen as a brown haze over cities
(fiO; and NO,) toxic and can be problematic for people with respiratory problems

poisonous
Carbon Monoxide
• result of’ incomplete combustion
(CO)
of natural gas, wood, and
coal
• much comes from vehicle exhaust
not toxic, but have chron ic effects related to allergies, respiratory illness, immunc system, and leukem
contributor to greenhouse effect
Volative Organic
• found in paints, Formaldehyde,
Compounds
chlorocarbons contribute to heart disease and respiratory illnesses
(VOCS)

Particulate Matter
(free floating particles in
• volcanoes, dust storms, fires
atmosphere)
• burnin5 of fossil fucls and contribute to ozone depletion
i du t rat oces

Ch lorofiuorocarbons
• spray cans
(CFCS)
• refrigcrants

7. Which pollutants result from the combustion of fossil fuels?

8. Do you think the burning of fossil fuels should be banned? Why or why not?

9. What do you think should be done to reduce the amount of air pollution?
 Science Grade Nine Topic C: lan vironmental Chem istry, Part 17
II
Lesson Fourteen l.esson Plans

Concept: Transport of Materials Through Air, Soil, and V'ater

Resources/Materials: Scicnce in Action 9, pages 236 — 242

Worksheets #9c.14a, #9C 14b, and #9C.14c (optional student copies)
Wall Map of the World (or of Europe)
IntJuirr Activity. Optional: clay soil potting soil sandy soil vinegar
funnels filter papers retort stand with ring clamp
litmus paper

Introduction: Explain that during the early to mid 1900s, J3ritain, the Netherlands, €)ermany, France
became highly industrialized. The main fuel ttsed to run factories WaS CORl. Remind students that one of
the by products of burning coal is the sulfur dioxide. Oddly, somc of the first countries to feel the effects
of acid rain were those in Norway, Sweden, and Finland. Point out countries on wall map. These
countries were not highly industrialized. I tave students discuss reasons for this phenomenon.
Conclude that winds movcd the sulfur dioxide north to Norway, Sweden, and Finland. Conclude also that
the effects of pollutants arc not necessarily limited to where they are produced.

Procedure:

1. Explain that today’s lesson has to do with how materials travel mom one place to another.

2. Have students turn to textbook, page 236. Guide the reading of thc page.

3. then have students read textbook, pages 237 242 indepcndently. (If you do have time to guide
part or all of thcsc sections, that would be best, however.)

4. Assign students to do the {9uickLab activity on tcxtbook, page 238. Sec answers in box bclow.
QuickLab Activitv, pagc 238
2. The prcvailing wind (wcsterlles) carry matcrials in an easterly direction.
3. Winds can carry cmissions from a smeltcr in 4 rail, BC, into Idaho.
4. Chemicals can be carried to Antarctica in oceans by water currents and in air
by upper level winds.

5. Have students makc point form notes on pages 237, 238 - 242. AL"1“F.RNATELY. Distribute
Workshects #9C.14a, #9C.l 4b, and #9C.14c. Go over the directions, i1 necessary.

6. OPTIONAL. Have students do the Inquiry activity on textbook, page 240.

7. OPTIONAL. Do the Check and Refiect questions on textbook, page 242.

Assignments:

1. Read Science in Actian 9, pages 236 — 242.

2. Do the QuickLab activity, page 238.
3. Make notes on what was read OR do Worksheets #9C.14a, #9C.14b, and #9C.14c.
4. OPTIONAL. Do the Inquiry activity, page 240.
5. OPTIONAL. Do the Check and Refiect questions, page 242.
 Science Grade Nine Topic C: Environmental Chemistry, Part
II Worksheets
Transport of Materials

Directions: Use Science in Action 9, pages 237 — 242 to help you with the questions.

1. Complete the chart to show how materials are transported in air, groundwater, surface
water, and soil.

Medium Stages of Transport How Materials Move Factors That Affect

Movement

Air

Groundwater

Surface Water

Worksheet #9C. l4ii

 Science Grade Nine Topic C: Environmental Chemistry, Part
II Worksheets
2. In what way or ways might each of the following travel?

air roundwater surface water SOll

pesticides
leachate from landfills

chemicals from factory smokestacks

salt from roads

hydrocarbons

fertilizers

chemicals in industry wastewater

3. Explain how soil type affects which contaminants find their way into the groundwater.

4. In 1980, Mount St. Helens, a volcano just off the Pacific coast in Oregon, erupted. Ash
from Mount St. Helens fell on most parts of Alberta, which is thousand of kilometres
away. How can this be?

5. The following contaminants are frequently found in groundwater. What are possible
sources for them?

bacteria selenium
salt detergents
solvents natural gas
mercury

WorkslJcct CfiC. I 1b
 Science Grade Nine 3 opic C: Environmental Chemistry, Part II
Worksheets
Use the information below to answer questions 6 — 8.

A group of grade nine students wanted to find out if soil type affected the pH of an acidic
solution that passed through soil. To do thls they passed a fixed amount of mild vinegar solution
through filter papers containing two di//eren/ types of soils. Identical filter papers were placed in
identical funnels. One funnel contained a sandy/potting soil mixture, the otheF contalned a
clay/potting soil mixture.
A pH meter was used to determine that the pH of the vinegar solution before it was
poured through the soils was 2.2. Then the pH of the vinegar solution was measured after it
filtered through each of the different soils. the table shows what the students observed.

SoiIT e pH
sandy 7.0
clay 4.3

6. Write a testable question for the fair test.

7. In the above fair test what is the manipulated variable?

8. In the above fair test what is the responding variable?

9. What are two constants?

10. The students’ teacher told them that they should have made one more variable constant.
What variable do you think that was?

11. Based on their observations, what conclusion could the students make?

\Vorksheet #9C. 14c

 Science Grade Nine topic C: Environmental Chemistry, Part II
Worksheets
Transport of Materials

Directions: Use Science in Action 9, pages 237 — 242 to help you with the questions.

1. Complete the chart to show how materials are transported in air, groundwater,
surface water, and soil.

Medium Stages of Transport How Materials Move Factors That Affcct

Movement

Air

s› -›••°* •° d ••
Groundwater

‹*••»f r-n• •›" --"•^

Surface Water 4 * *‘*‘

Soil
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
2. In what way or ways might each of the following travel?

air roundwater surface a er so I

pesticides

leachate from landfills to I I

chemicals from factory smokestacks t'n salt

from roads
0“\I
hydrocarbons

fertilizers
chemicals in industry wastewater <

3. Explain how soil type affects which contaminants find their way into the groundwater.

4. In 1980, Mount St. Helens, a volcano just off the Pacific coast in Oregon, erupted.
Ash from Mount St. Helens fell on most parts of Alberta, which is thousand of
kilometres away. How can this be?

5. The following contaminants are frequently found in groundwater. What are possible
sources for them?

bacteria s selenium o
salt opgg detergents house ‹t/ a/ mm

solvents e natural gas

mercury
 Science Grade Nine Topic C: Environmental Chemistry, Part II
Worksheets
Use the information below to answer questions 6 — 8.

A group of grade nine students wanted to find out if soil type affected the pH of an acidic
solution that passed through soil. To do this they passed a fixed amount of mild vinegar solution
through filter papers containlng two different types of soils. Identical filter papers were placed in
identical funnels. One funnel contained a sandy/potting soil mixture, the other contained a
clay/potting soll mlxture.
A pH meter was used to determine that the pH of the vinegar solution before it was
poured through the soils was 2.2. Then the pH of the vinegar solutlon was measured after it
filtered through each of the different soils. The table shows what the students observed.

Soil T pe sand cla pH

7.0
4.3

6. Write a testable question for the fair test.

7. In the above fair test what is the manipulated variable? oI

8. In the above fair test what is the responding variable? s »

9. What are two constants? oral

10. The students’ teacher told them that they should have made one more variable constant.

11. Based on their observations, what conclusion could the students make?

Worksheet #9c i 4
 Science Grade Nine topic C: Environmental Chemistry, Part I I 18
Lesson Plans
Lesson Fifteen

Concept: Changing the Concentration of Harmful ChemicalS In the Environment

Resources/Materials: Science in Action 9, pages 243 — 247

Worksheets #9C.15a, #9C.15b, and #9c.15c (student copies)
Inquiry Activity: soil large plastic glasses refrigerator
pieces of biodegradable material (like pieces of apple)
balance (preferably triple beam) ruler water
Popsicle sticks

Introduction: Review with students that too much concentration of pollutants in the air, soil, and watcr
is harmful to the health of organisms, including humans. One of the ways to deal with the problem ot too
many pollutants is to put laws into place that make people and industries reduce the types and volumes of
pollutants they release. But “What are some ways in which we can reduce the concentrations of
pollutants already in our environment?”

Procedure:

1. Explain that there are several ways that are presently uscd to rcducc thc concentration of
chemicals in the environment. The textbook talks about five ways.

2. Have students turn to textbook, page 243. With students read the first two paragraphs. Identify
the five ways.

3. Have students read textbook, pages 244, 246, and 247 independently, if you do not have the time
to guide the reading.

4. Distribute Workshects #9C.15a, #9C.15b, and d9C.15c. Go over thc directions, if necessary.

5. Have students do the Inquiry activity on textbook, page 245.

6. OP TIONAL. Itave students make a display or poster showing, with text and illustrations, ways in
which concentrations of chemicals can be reduccd.

7. OPTIONAL. Have students do the Check null deflect qricstions on textbook, page 246.

Assignments:

1. Read Sc’ierice in Action 9, pages 243 — 247.

2. Do Worksheets #9C.15a, #9C.15b, and #9C.15c.
3. Do the /uryoiry activity, page 245.
4. OPTIONAL. Make a poster about ways to reduce concentrations of chemical in the environment.
5. OPTIONAL. Do the Check and Reflect questions, page 247.
 Science Grade Nine Topic C: Environmental Chemistry, Part l
I Worksheets
Changing the Concentration of Harmful Chemicals in the Environment

Directions: Use Science in Action 9, pages 243 — 247 to help you with the questions.

1. Complete the web to show five techniques that can be used to change the concentration
of pollutants in the environment.

CHANGING THE CONCENTRATION OF POLLUTANTS IN THE ENVIRONMENT

Answer questions 2 — 6 by unscrambling the words to make a sentence.

2. What is dispersion?

is the dispersion scattering of source a substance from away its.

3. How does dilUtlOn change the concentration of a pollutant?

reduces the of a pollutant dilution by mixing the polluting quantities substance with large
of air or concentration water.

Worksheet #9C I ña
 Science Grade line Topic C: Environmental Chemistry, Part I I
Worksheets
4. How does biodegradation reduce the concentration of a substance?

in biodegradation such as earthworms, bacteria, and organisms fungi are used a

substance to break up.

5. What is phytoremediatlon*

is a technique where soil or plants are used to reduce the concentration phytoremediation
of harmful chemicals in the groundwater.

6. What is photolysis*

photoylsis of compounds is the breakdown by sunlight using.

7. For each of the following tell whether the statement refers to diversion, dilution,
biodegradation, phytoremediation, or photolysis.

The sun is used to break down some plastics.

In the aerobic process, oxygen is used.

Wind carries volcanic ash to other locations.

Chemicals from a factory mix with lake water, making them

less concentrated.

Sunflowers have been used to remove dangerous radioactive

substances from the soil.

Bacteria and fungi break down substances more quickly in

soil where there are plants.

Some bacteria break down substances in anaerobic

environments; that is, where there is not oxygen present.

Worksheet #9C.l 5 b
 Science Parade Nine Topic C: Environmental Chemistry, Part II
Worksheets

rivers carry harmful chemicals away from where they

washed
into the river

Micro-organisms are especially important in this process

This process has been used to clean up metals, hydrocarbons,

solvents, pesticides, radioactive materials, explosives, and
landfill leachates.

In this process anaerobic bacteria are used to remove

chlorine from PCBs.

Factors such as temperature, soil moisture, pH, oxygen

supply, and nutrient availability affect the rate at which
the concentration of pollutants is reduced.

Read the following informatlOrt. Then answer questions 8 — 10.

On April 20, 2010 the I3eepwatcr Horizon Oil Well suffered a massive explosion, killing 11 crcw mcmbers. ’the mem
Besides thc tragic dcaths of the 11 workers, environmcntalists worricd about the effects the oil would have on ocean an
Most environmentalists realized that in spite of the above great damage would be done to coral reef ecosystems, marsh

8. In what three ways did environmentalists hope the concentration of oil would be reduced?

9. What factors might influence the rate of biodegradation?

10.Why might government regulations be important when it comes to companies that work
with potentially environmentally harmful substances like petroleum?

Worksheet #9C. 15c

 Science Grade N inc topic C: Environmental Chemistry, Part I l
Worksheets
Changing the Concentration of Harmful Chemicals in the Environment

Directions: Use Science in Action 9, pages 243 — 247 to help you with the questions.

1. Complete the web to show five techniques that can be used to change the concentration
of pollutants in the environment.

CHANGING THE CONCENTRATION OF POLLUTANTS IN THE ENVIRONMENT

Answer questions 2 — 6 by unscrambling the words to make a sentence.

2. What is dispersion?

is the dispersion scattering of source a substance from away its.

3. How does dilution change the concentration of a pollutant?

reduces the of a pollutant dilution by mixing the polluting quantities substance with large
of air or concentration water.

Worksheet #9C. T ñ‹t

 Science Grade Nine Topic C: Environmental Chemistry, Part I
I Worksheets
4. How does biodegradation reduce the concentration of a substance?

in biodegradation such as earthworms, bacteria, and organisms fungi are used a

substance to break up.

h<•

5. What is phytoremediation*

is a technique where soil or plants are used to reduce the concentration phytoremediation
of harmful chemicals in the groundwater.

6. What is photolysis?

photoylsis of compounds is the breakdown by sunlight using.

7. For each of the following tell whether the statement refers to diversion, dilution,
biodegradation, phytoremediation, or photolysis.

The sun is used to break down some plastics.

i In the aerobic process, oxygen is used.

Wind carries volcanic ash to other locations.

Chemicals from a factory mix with lake water, making them

less concentrated.

Sunflowers have been used to remove dangerous radioactive

" substances from the soil.

Bacteria and fungi break down substances more quickly in

soil where there are plants.

Some bacteria break down substances in anaerobic

environments; that is, where there is not oxygen present.

Worksheet #9C. 1 5 b
 Science Grade Nine "topic C: Environmental Chemistry, Part I
I Worksheets

rivers carry harmful chemicals away from where they washed

into the river

Micro-organisms are especially important in this process

This process has been used to clean up metals, hydrocarbons,

solvents, pesticides, radioactive materials, explosives, and
landfill leachates.

In this process anaerobic bacteria are used to remove

chlorine from PCBs.

Factors such as temperature, soil moisture, pH, oxygen

supply, and nutrient availability affect the rate at which
the concentration of pollutants is reduced.

Read the following information. Then answer questions 8 — 10.

On April 20, 2010 the Deepwater Horizon Oil Well suffered a massive explosion, killing 11 crew
mcmbers. The member members were workers on a floating platform that was connected to an oil well
10 683 m bclow the ocean floor in the midclle of the Gulf of Mexico. the explosion caused the pipe that
connected the platform to the oil itself to brcak, allowing 4.9 million barrels of petroleum to spill into the
waters of the Gulf of Mexico. It is estimated that the spill spread over an area of 75 000 square
kilometres.
I3esides the tragic dcaths of the 11 workers, environmentalists worried about the cff’ects the oil
woulrl have on ocean and shoreline ecosystems. 4 hey knew that some of the oil would be carried away
by ocean currents and that the concentration of petroleum would be reduced as it mixed with scawater.
4“hey also felt that bacteria present in the water would break down much of the oil into harmless
substances. Fortunately, thc waters in the Gulf of“ Mexico are warm and usually have high oxygen levels.
Most environmcntalists realized that in spite of the above great damage would be done to coral
reef ccosystems, marshl‹inds bordering the Gulf, and the once-clean and beautiful beaches.

8. In what three ways did environmentalists hope the concentration of oil would be reduced?

9. What factors might influence the rate of biodegradation?

10.Why might government regulations be important when it comes to companies that work
with potentially environmentally harmful substances like petroleum?

(t<‹,k. qu al›£t otfur<=>n s

 Science Grade Ninc Topic C: Environmental Chemistry, Part II 19
Lesson Plans
Lesson Sixteen

Concept: How Hazardous Chemicals Affect Living Things

Resources/Materials: Science in Action 9, pages 248 — 252

Worksheets #9C.l 6a and #9C.l 6b (optional, student copies)

Introduction: Read the following to students:

Hungary declared a state of emergency in three western coun/fes wi October 5, 201h after a5out 700 000 cubic metre.s of
to.sic real .sludge fmrn an alumiztum factary ture throu gh locaf villages, I illing three peayle and Injuring 100 more.
Between 80 and 90 people were tiiken to hospital with chemical burns rind six people were reported missing. The
clii Jge is to.xic if infested. It flnoileil out of a burst dam, affecting a/ lenst seven village.v anal towns, including Devecser,
'here it stovd seven metres keep.
Troaps in protecfive ffeur helped cle in up the spill, while pla.ster wars beinff poreil fftfo tlte Mnrcal River to bind with
the sludge an J stop further flooding. It wets the wars’t chemical accident iii Hungary’s history.

Discuss the impact on the people living in the area. Then have students speculate about damage to
the environment. 4“hen have students think about immediate, medium-term, and long-term consequences
of the spill.

Procedure:

1. With students recall the case where babies in Minamata Bay in Japan were born with severe
ma1li›rmation from cating fish lived in waters where a factory was discarding mercury. Explain
that mercury is harmful to human health. I he concentrations of mercury in the people was higher
than in the fish they ate. Ask “Why would this be‘!”

2. have students turn to tcxtbook, page 248. Guide the reading.

3. Then have studcnts read about the F.xxv n Valdez oil spill on pages 250 — 252. Emphasize that this
is a case study, which is an example of something that happened.

4. Stave students make notes en what they rcad. OR Distribute Worksheets #9C.16a and #9C.16b.
Go over the directions, if necessary.

5. OPTIONAL. Have students do the Check and Refiec t questions on textbook, page 252.

Assignments:

1. Rcad Science in Aclion *9, pages 248 — 252.

2. Make notes OR do Worksheets #9C.l 6a and #9C.16b.
3. OPB IONAL. Do Check and Reflex I, page 252.
 Science Grade Nine Topic C: Environmental Chemistry, Part I
I Worksheets
Hazardous Chemical Affect Livinq Thinqs

Directions: Use Science in Action 9, pages 248 — 252 to help you with the questions.

1. Write a paragraph to explain the concept to biomagnification.

2. Think about the information given in the Decision Making activity, page 249. How might
biomagnification be a factor when deciding whether or not to spray mosquitoes with
insecticides?

Think about the Exxon Valdez oil spill. Then answer questions 3 — 7.

3. What happened to the crude oil after it spilled?

b.

c.

4. What impact did the oil spill have on the environment?

 Science Grade Nine topic C: Environmental Chemistry, Part I I
Worksheets
5. What impact did the oil spill have on plants and animals?

6. What impact did the oil spill have on people?

7. What happened to the spilled oil?

8. Some people say that in order to protect the environment, there need to be strict
regulations and laws for industries like the ones that have to do with the drilling and
transportation of crude oil. Others say that those industries should be allowed to
regulate themselves. What do you think? Write a paragraph stating your opinion and
support your opinion with facts and ideas from your textbook.

Worksheet 49C.
16h
 Science Grade N inc Top ic C: Environmental Chemistry, Part
II Worksheets
Hazardous Chemical Affect Living Thinqs

Directions: Use Science in Action 9, pages 248 — 252 to help you with the questions.

1. Write a paragraph to explain the concept to biomagnification.

2. Think about the information given in the Decision Maklng activity, page 249. How might
biomagnification be a factor when deciding whether or not to spray mosquitoes with
insecticides?

Thlnk about the Exxon Valdez oil spill. Then answer questions 3 — 7.

3. What happened to the crude oil after it spilled?

a.

b.

4. What impact did the oil spill have on the environment?

Worksheet #fiC. 16a

 Science Grade Nine Topic C: Environmental Chcmistry, Part I I
Worksheets
5. What impact did the oil spill have on plants and animals?

6. What impact did the oil spill have on people?

7. What happened to the spilled oil?

8. Some people say that in order to protect the environment, there need to be strict
regulations and laws for industries like the ones that have to do with the drilling and
transportation of crude oil. Others say that those industries should be allowed to
regulate themselves. What do you think? Write a paragraph stating your opinion and
support your opinion with facts and ideas from your textbook.
 Science Grade Nine Topic C: Environmental Chemistry, Part I I
Lesson l°lans
Lesson Seventeen
Concept: Hazardous Household Chemicals

Resources/Materials: Science in Action 9, pages 253 259

Containers with household cleaners/sprays (preferably
those with hazardous goods symbols on the
labels)

Introduction: Distribute the containers to the students. Have them take turns
reading the warning labels. Explain that government laws require companies
who manufacture these substanccs to include these types of information on the
products themselves.

Nonetheless, each year many people become seriously ill or even die because
they did not use the products safely.

i'rocedure:

1. Have students turn to textbook, pagc 253. Guide the reading.

Remind students also that the symbols on domestic and household
hazardous goods are shown on pages 94 and 95 of the textbook, as
well as in Toolbox 1.

2. Have students read textbook, pages 254, 255, 257. and 255 independcntly.

3. I lave students do the Incjuiry activity on textbook, pagc 256. See answers
below.

Inquiry Activity, l'age 258 - Answers

preservat I vt• w on l d sp reacl it over too largt? an a rea kceping preserve I rve o way front r: h ild ren
— not getting an v preservative in th e vva ter

4. Have students do the Chec k and Refiect questions on textbook, page

259. Answers are on the following page.

Assignments:

1. Read .Science in Action 9, pages 253 — 258.

2. Do the Inquiry activity, page 256.
3. Do the Check and Refiect questions on page 259.
 Science Grade Nine Topic C: Environmental Chemistry, Part II 2l
l.esson P laws
Check and Reflect, Page 259 — Answers

Key Concept Review

Connect Your Understanding

Extend Your Understanding

sj'stOl) s o"Cn’¿ñT)isn)s in(l(• soil.

1)) |!(:‹wJ))('t‹+L(|T!(J‹i l)‹)z›l|’(#()tis u'‹str (oil(!(:ti())
si|e !(r t)is)t)sal

Extension Strategy

Refeoching Strategy
 Sciencc Grade Nine Topic C: Environmental Chemistry, Part II 22
Lesson P lans
Lesson Eighteen
Concept: Environmental Chemistry, Part II Review

Resources/Materials: Environmcntal Chemistry, Part II Study Guide

Sheets (student copies) Sciencc in Action 9,
pages 235, 236. 260, and 261

Introduction: Explain that the second section of the unit on Environmental

Chemistry is coming to a close. lt is time to prepare for a test.

Procedure:

1. As a group, go over the main concepts covered in the second part of the unit:

• Monitoring water quality

- biological indicators
- measuring chemicals in the environment — parts per million (ppm)
- effects of oxygen, phosphorous and nitrogen, acidity, pesticides, and
heavy metals
• Monitoring air quality
• Monitoring the atmosphere
g
r
e
e
n
h
o
u
s
e

g
a
s
e
s

o
z
o
n
e

l
a
y
e
r

d
e
p
l
 e students do the Environmental Chemistry, Part II Study Guide sheets
t independently. If possible, check them as a group.
i
o 3. AISI ERNATELY. Have students do the Asse. .s Your Lenrniny questions
n on textbook, pages 235, 236, 260, and 261.
- eff
ect
s Assignments:
Of
@J 1. Do the Environmental Chemistry, Hart II Study Guide sheets.
Ob 2. AIR FERNATELY. Do the fi.‹sees Your £earnin( questions, pages 235, 236,
g4) 260, and 261.
W
ar
mi
ng
• transp
ort of
materi
als
throug
h air,
soil,
and
water
• changi
ng
conce
ntratio
n r›f
harmf
ul
chemi
cals in
the
enviro
nment
• how
hazard
ous
chemi
cals
affect
living
things
• hazard
ous
house
hold
chemi
cals

2. Sl
a
v
e
 Science trade Nine Topic C: Environmental Chemistry, Part 11
Review
Environmental Chemistry, Part II
Study Guide

1. Match the words and phrases in the box with their meanings.

ppm toxin LD50 heavy metals

ozone greenhouse gases global warming dispersion
permeable leachate dilution photolysis
biodegradation biomagnification phytoremediation aerobic

breakdown of materials by organisms

have a density of 5 or higher

refers to processes that require or contain oxygen

liquid that contains dissolved substances from the soil

odourless, colourless gas composed of three oxygen atoms

poisonous substance

breakdown of substances using sunlight

atmospheric gases that trap heat

the increase in concentration of a chemical as it moves up the

food chain

the amount of a substance that causes 50% of a group of test

animals to die if they are given a specified does of the
substance all at once

carrying away of a substance by water or air

measurement used to describe a very small concentration of a

chemical

breakdown of substances by plants

increased worldwide atmospheric temperatures

mixing of a substance with water or air

description of a substance that contains connected pores

l
 Science Grade Nine topic C: Environmental Chemistry, Part I I

2. Answer true or false about these sentences about water quality.

Clarity is a good indicator of water quality.

Lots of algal growth increases the oxygen content in a lake, improving

conditions for organisms like fish and bacteria.

Water quality is determined based on what it is to be used for.

Monitoring aquatic invertebrates can help determine water quality.

The diversity of all organisms decreases as acidity increases and

dissolved oxygen decreases.

Large amounts of phosphorous and nitrogen that enter a lake lead to a

period of good plant growth followed by a period where the number of fish
and insects is reduced.

Normal rain and snow are slightly acidic, but are often neutralized by
substances in the soil.

The effects of pesticides are not long-lasting, so after a year in a body of

water, they cannot harm aquatic organisms.

Heavy metals such as mercury, lead, and cadmium, dissolved in bodies of

water can lead to serious health risks

3. A water tester took a one litre sample of water from a lake. When she analyzed the
water sample, she found there 0.002 mL of mercury and 0.04 mL of phosphorous.
Calculate the concentrations of mercury and of phosphorous in the sample in parts
per million.

4. What are four factors that influence the amount of dissolved oxygen in a body of water?

b.

d.
2
 Scicnce Grade N rue topic C: Environmental Chemistry, Part l I
Review
5. Match the possible effects listed in the box with the air pollutants. You may put more
than one letter in front of each pollutant.

a. respiratory difficulties
b. eye irritation
c. formation of acid rain
d. formation of smog
e. headaches, sleepiness, chest pains, brain
damage, and/or death
f. crop growth
g. rapid deterioration of plastics

sulfur dioxide nitrogen oxides

carbon monoxide ground-level ozone

6. In a short paragraph explain the relationship between the increasing amount of carbon
dioxide in the air to the greenhouse effect and to global warming.

7. What is the relationship between cancer and cataracts, the ozone layer, and CFCs?

3
 Science Grade N rue Topic C: Environmental Chemistry, Part II
Review
8. Chemicals can be transported through the air, soil, and water. Write the letters of the
sentences next to the correct words. You may put more than one letter next to each
word.

a. The water table is the top of the zone.

b. Pollutants can comes from thc air, groundwater, run off from agricultural fields,
industrial sites, and outflow from storm sewers and sewage treatment plants.
c. Wind disperses the particles
d. Prevailing wind dircction and speed affect dispersal.
e. Soil permeability affects the distance and direction of transportation
r. It is slower than surface water so contamtnants cannot be dispersed quickly.
g. Substances that dissolve easily in water will disperse more quickly that substances
that do not dissolve easily in water.
h. Water quality is espccially important for those who get their drinking water from
lakes and rivers.
Hydrocarbons from vehicles and industries are especially problematic because
thcy are toxic to plants and animals, including humans.
Water quality is especially important for those who get their drlnking watcr from
wells.
k Leachate carries contaminants through it.
Clay allows little r›r not contaminants to move through it.
m. Organic material can slow the movement o1 chemicals.
n. Haxardous materials can be changed by chemical reactions that occur in the soil.
O. Am(stint of prccipitation affects deposition.

a. Air

b. Soil

c. Ground Water

d. Surface Water

9. Write dispersion, dilution, biodegradation, phytoremediation, or photolysis beside the

descriptions of means of reducing the concentration of harmful chemicals.

This happens when a contaminant mixes with large

amounts of water or air.

b. In order for this to happen the environment must be

healthy enough for bacteria, fungi, algae, and protozoa to survive.

C. This occurs when green plants absorb and accumulate

large amounts of pollutants.

4
 Science Grade N inc Topic C: Environmental Chemistry, Part 11
Review
d. Wind and water take harmful chemicals away from their
sources.

e This happens when substances are exposed to light.

10. What is biomagnification? Tell about an example.

11. Briefly tell about the impact that the Exxon la/dez oil spill had on the following:

a. environment

b. plants and animals

c. people

12. How much of the Exxon Valdez oil spill was

a. degraded in some way?

b. recovered?

c. not degraded or recovered?

13. Fill the spaces in the following sentences about hazardous household chemicals with
words and phrases that make sense.

a. The average North American house contains an estimated

of hazardous products.

b. Government regulations are designed to protect and

reduce the risks of tFansporting , storing, using, and disposing of hazardous materials.
 Science Grade Nine Topic C: Environmental Chcmistry, Part II
Review
C If a potentially hazardous chemical is to be transported, stored, or used, it must be
to alert workers to the dangers of the product. These include
the use of WHMIS symbols.

d. All suppliers of potentially hazardous materials will provide the buyer with additional
information about their products in a (MSDS).

e. Certain types of products, such as pesticides, require

approval before they can be sold

f. There are two times when you can transport hazardous household materials. The
first is when you first buy the product. The second is when you are taking the
portion or the waste to a hazardous waste collection site.

9 It is important to never pour hazardous wastes down a or into

h. Hazardous waste collection sites can be found in almost all Alberta communities.
Wastes such as paints and fertilizers can be taken to these for

14. Explain what caution each of the WHMIS symbols stands for.

Symbol Caution Symbol Caution

6
 Scicnce Grade N inc Topic C: Environmental Chemistry, Part
II Review
Environmental Chemistry, Part II
Study Guide

1. Match the words and phrases in the box with their meanings.

ppm toxin LD50 heavy metals

ozone greenhouse gases global warming dispersion
permeable leachate dilution photolysis
biodegradation biomagnification phytoremediation aerobic

breakdown of materials by organisms

have a density of 5 or higher

refers to processes that require or contain oxygen

liquid that contains dissolved substances from the soil

odourless, colourless gas composed of three oxygen atoms

poisonous substance

breakdown of substances using sunlight

atmospheric gases that trap heat

the increase in concentration of a chemical as it moves up
the food chain

the amount of a substance that causes 50% of a group of test

animals to die if they are given a specified does of the
substance all at once

carrying away of a substance by water or air

measurement used to describe a very small concentration

of a chemical

breakdown of substances by plants

increased worldwide atmospheric temperatures

mixing of a substance with water or air

description of a substance that contains connected pores

1
 Science Grade Nine Topic C: Environmental Chemistry, Part I
I Review
2. Answer true or false about these sentences about water quality.

Clarity is a good indicator of water quality.

Lots of algal growth increases the oxygen content in a lake, improving
conditions for organisms like fish and bacteria.

Water quality is determined based on what it is to be used for.

Monitoring aquatic invertebrates can help determine water quality.

The diversity of all organisms decreases as acidity increases and dissolved

oxygen decreases.

Large amounts of phosphorous and nitrogen that enter a lake lead to a

period of good plant growth followed by a period where the number of fish
and insects is reduced.

Normal rain and snow are slightly acidic, but are often
neutralized by substances in the soil.

The effects of pesticides are not long-lasting, so after a year in a body of

water, they cannot harm aquatic organisms.

Heavy metals such as mercury, lead, and cadmium, dissolved in bodies of

water can lead to serious health risks.

3. A water tester took a one litre sample of water from a lake. When she analyzed the water
sample, she found there 0.002 mL of mercury and 0.04 mL of phosphorous. Calculate
the concentrations of mercury and of phosphorous in the sample in parts per million.

O .OF
/ Q OO | OOo OO 0 ” / O0 000

4. What are four factors that influence the amount of dissolved oxygen in a body of water?

a.

2
 Science Grade Nine Topic C: Environmental Chemistry, Part I
I Review
d.

3
5. Match the possible effects listed in the box with the air pollutants. You may put more
than one letter in front of each pollutant.

a. respiratory difficulties
b. eye irritation
c. formation of acid rain
d. formation of smog
e. headaches, sleepiness, chcst pains, brain
damage, and/or death
f. crop growth
g. rapid deterioration of plastics

sulfur dioxide nitrogen oxides p L ‹ . rt

carbon monoxide g ground-level ozone

6. In a short paragraph explain the relationship between the increasing amount of carbon
dioxide in the air to the greenhouse effect and to global warming.

7. What is the relationship between cancer and cataracts, the ozone layer, and CFCs?

04
 Science trade Nine Topic C: Ln vironmental Chemistry, Part
11 Review
8. Chemicals can be transported through the air, soil, and water. Write the letters of the
sentences next to the correct words. You may put more than one letter next to each
word.

le is the top of the zone.

comes from the air, groundwater, run off from agricultural fields, industrial sites, and outflow from storm sewers and scwage trca
es thc particles
nd direction and speed affect dispersal.
ility affects the distance and direction of transportation
an surface water so contaminants cannot be dispersed quickly.
at dissolve casily in water will disperse more quickly that substances that do not dissolve easily in water.
is especially important for those who get their drinking water from lakes and rivcrs.
mom vehicles and industries are especially problematic because they arc toxic to plants and animals, including humans.
is especially important for those who get their drinking water from wells.
ries contaminants through it.
little or not contaminants to move through it. ni. Organic material can slow the movement of chcmicals.
aterials can be changed by chemical rcactions that occur in the soil.
ecipitation affects deposition.

a. Air

b.

c. Ground Water

d. Surface Water

9. Write dispersion, dilution, blodegradation, phytoremediation, or photolysis beside the

descriptions of means of reducing the concentration of harmful chemicals.

a. i This happens when a contaminant mixes with large

amounts of water or air.

b. i In order for this to happen environment must be healthy

enough or bacteria, fungi, algae, and protozoa to survive.

c. rym* I‘ This occurs when green plants absorb and accumulate

I rge amounts of pollutants.

4
 Science Grade Nine I opic C: Environmental Chemistry, Part II
Review
d Wind and water take harmful chemicals away from their

e This happens when substances are exposed to light.

10. What is biomagnification? Tell about an example.

11. Briefly tell about the impact that the Exxon Valdez oil spill had on the following:

a. environment

b. plants and animals

c. people

12. How much of the Exxon Valdez oil spill was

a. degraded in some way? g%

b. recovered? / *•

c. not degraded or recovered? / °/

13. Fill the spaces in the following sentences about hazardous household chemicals with
words and phrases that make sense.

a. The average North American house contains an estimated

of hazardous products.

b. Government regulations are designed to protect and

reduce the risks of transporting , storing, using, and disposing of hazardous materials.
 Sciencc Grade Nine Topic C: Environmental Chemistry, Part II
Review
c. If a potentially hazardous chemical is to be transported, stored, or used, it must be
to alert workers to the dangers of the product. These include
the use of WHMIS symbols.

d. All suppliers of potentially hazardous materials will provide the buyer with additional
information about their products in a (MSDS).

e. Certain types of products, such as pesticides, require

approval before they can be sold.

f. There are two times when you can transport hazardous household materials. The
first is when you first buy the product. The second is when you are taking the
portion or the waste to a hazardous waste collection site.

g. It is important to never pour hazardous wastes down a or into

h. Hazardous waste collection sites can be found in almost all Alberta communities.
Wastes such as paints and fertilizers can be taken to these for

14. Explain what caution each of the WHMIS symbols stands for.

Symbol Caution Symbol Caution

6
 Science Gr‹ide Nine Topic C: Environmental Chemistry, Part 11 23
l.esson Plans
Lesson Nineteen
Concept: Environmental Chemistry, Part II 4 est

Resources/Materials: Environmental Chemistry, Part II Test (student copies)

 Science Grade Nine Topic C: Environmental Chemistry, Part II
Test
Environmental Chemistry, Part II
Test

1. Match the words and phrases in the box with their meanings.

a. aerobic b. biodegradation c. biomagnification d. dilution

e. disperson f. global warming g. greenhouse gases h. heavy metals
i. LD50 j. leachate k. ozone l ppm
m. permeable n. photolysis o. phytoremediation p. toxin

breakdown of materials by organisms

have a density of 5 or higher

refers to processes that require or contain oxygen

liquid that contains dissolved substances from the soil

odourless, colourless gas composed of three oxygen atoms

poisonous substance

breakdown of substances using sunlight

atmospheric gases that trap heat

the increase in concentration of a chemical as it moves up the food chain

the amount of a substance that causes 50% of a group of test animals to die if they are
given a specified does of the substance all at once

carrying away of a substance by water or air

measurement used to describe a very small concentration of a chemical

breakdown of substances by plants

increased worldwide atmospheric temperatures

mixing of a substance with water or air

description of a substance that contains connected pores

 Science Grade Nine Topic C: Environmental Chemistry, Part II
Test
2. Answer T for true and F for false about these statements having to do with monitoring
water quality.

A cloudy lake could be a sign of low oxygen levels.

A clear lake is always a sign of good water quality.

Water quality guidelines are met by monitoring chemical and biological indicators.

No microscopic organisms in a water supply are threats to human health.

The types of invertebrates living in a particular body of water are indicators of

its pH and oxygen levels.

A pond that supports a wide variety of organisms is a good indication that it will
be safe for humans to drink.

A concentration of 8 ppm of lead in a water supply means that in a sample of

80 000 mL of water, you will find 8 mL of lead.

If large amounts of phosphorous and nitrogen are added to a lake, the result will
be an increase of algal and plant growth followed by a decrease in bacteria and
aquatic insect, fish, and animal populations.

The purpose of adding calcium carbonate to a lake with a pH level of 5.0 is to

get the pH level of the lake to be close to 0.

The higher a substance’s LD50 level, the more toxic it is.

3. In a short paragraph, explain the relationship between CFCs and the ozone layer.
Explain what the thinning of ozone layer is a threat to human health.

2
 Science Grade Nine Topic C: Environmental Chcmistry, Hart II
4 est
4. Match the air pollutants with their descriptions.

sulfur dioxide nitrogen oxide carbon monoxide ground-level ozone

When combined with water vapour, it can form acid rain.

Its presence in the air can cause respiratory problems and eye
irritation. Motor vehicles are its main source. It forms a brown
haze over many cities.

It forms from reactions between oxygen, nitrogen oxides, and

VOCs. Vehicles and industries are its main sources. It is
especially harmful to people with lung disease and may cause
asthma to develop in children.

It is referred to as the “silent killer”. It can cause brain

damage or even death. It is formed when there is lack of
oxygen during combustion. Symptoms include headaches,
dizziness, chest pains, and sleepiness.

It presence in the atmosphere causes respiratory problems

and eye irritation. It contributes to the formation of acid rain
and smog. Industries and power plants are major sources.
Government regulations require that factories install scrubbers
to reduce the amount of this substance that gets released into
the air.

5. In a brief paragraph describe the relationship between carbon dioxide, the greenhouse
effect, and global warming.

3
 Sciencc Grade Nine Topic C: Environmental Chemistry, Part I
I Tcst
For questions 6 — 12 underline the best answer.

Use the following information to answer question 6.

Release of the chemical at the source

Dispersion of the chemical
Deposition of the chemical

6. The information lists the steps in the transport of materials through

a. air.
b. soil.
c. water.
d. air, soil, and water.

7. Sulfur dioxide mixing with air is an example of

a. dilution.
b. dispersion.
c. a chemical reaction
d. neutralization.

8. A layer of compacted clay is usually found at the bottom of landfill sites because

a. clay is permeable and will allow leachate to enter the groundwater.

b. clay is permeable and will not allow leachate to enter the groundwater.
c. clay is not permeable and will allow leachate to enter the groundwater.
d. clay is not permeable and will not allow leachate to enter the groundwater.

9. The city of Victoria, British Columbia dumps its raw sewage into the Pacific Ocean. Many
environmentalists are concerned about this practice because

a. winds high above the earth’s surface may transport the sewage.
b. it reduces the amount of water available for nearby towns and cities.
c. it negatively affects the quality of water for aquatic organisms and humans.
d. they feel that most of the sewage is biodegradable.

10. Which of the following substances is biodegradable?

a. potassium
b. salt
4
 Sciencc Grade Nine Topic C: Environmental Chemistry, Part I
I
c. carbon monoxide
d. carbohydrate

5
 Test
Use the information below to answer question 11.

In strip mining, layers of dirt and rock are removed to get at the valuable minerals below. One
problem is that once most of the desired mineral has been removed, the land is bare of vegetation, and
heavy metals are often lefi exposed to the air and water. In order to counteract the negative effects of
thesc heavy metals, companics often plants certain grasses and trces, such as willow and poplar. these
plants reduce the concentration of harmful chemicals in the soil or groundwater.

11. The process described in the passage above is

a. photolysis.
b. phytoremediation.
c. bioremediation.
d. biomagnification.

Use the Information below to answer question 12.

12. The illustration above shows the effects of

a. photolysis.
b. phytoremediation
c. bioremediation.
d. biomagnification.
 Science Grade Nine Topic C: Environmental Chemistry, Part JI
T“est
13. Match the WHMIS symbols with their meanings

a. poisonous and infectious causing other toxic effects

b. poisonous and infectious causing immediate and

serious toxic effects

c. biohazardous infectious material

d. compressed gas

e. flammable and combustible material

14.The main purpose of an MSDS is to

a. provide a description of a product.

b. describe the precautions that should be taken when handling, transporting, and
disposing of a product.
c. provide information about the health effects, first aid treatments, and spill procedures
for a product.
d. to provide information for all of the above.

15.Two times when you or your family is allowed to transport hazardous household goods
are when you first buy the product and when you

a. take the unused portion to the landfill.

b. take the unused portion to a hazardous waste collection site.
c. pour the unused portion down the drain.
d. take the unused portion to a lake or stream for disposal.
6
 Science Grade N rue Topic C: Environmental Chemistry, Part I I
Test
Environmental Chemistry, Part II
Test

1. Match the words and phrases in the box with their meanings.

a. acrobic b. biodegradation c. biomagnification d. dilution

e. disperson f. global warming g. greenhouse gases h. heavy mctals
i. LD50 j. leachate k. ozonc 1. ppm
m. permeable n. photolysis o. phytoremediation p. toxin

breakdown of materials by organisms

have a density of 5 or higher

refers to processes that require or contain oxygen

liquid that contains dissolved substances from the soil

odourless, colourless gas composed of three oxygen atoms

poisonous substance

breakdown of substances using sunlight

atmospheric gases that trap heat

the increase in concentration of a chemical as it moves up the food chain

the amount of a substance that causes 50% of a group of test animals to die if they are
given a specified does of the substance all at once

carrying away of a substance by water or air

I measurement used to describe a very small concentration of a chemical

breakdown of substances by plants

increased worldwide atmospheric temperatures

mixing of a substance with water or air

description of a substance that contains connected pores

1
 Science Grade Nine Topic C: Environmental Chemistry, Part I I
Test
2. Answer T for true and F for false about these statements having to do with monitoring
water quality.

A cloudy lake could be a sign of low oxygen levels.

A clear lake is always a sign of good water quality.

Water quality guidelines are met by monitoring chemical and biological indicators.

No microscopic organisms in a water supply are threats to human health.

The types of invertebrates living in a particular body of water are indicators of

its pH and oxygen levels.

A pond that supports a wide variety of organisms is a good indication that it will
be safe for humans to drink.

A concentration of 8 ppm of lead in a water supply means that in a sample of

80 000 mL of water, you will find 8 mL of lead.

If large amounts of phosphorous and nitrogen are added to a lake, the result will
be an increase of algal and plant growth followed by a decrease in bacteria and
aquatic insect, fish, and animal populations.

The purpose of adding calcium carbonate to a lake with a pH level of 5.0 is to

get the pH level of the lake to be close to 0.

The higher a substance’s LD50 level, the more toxic it is.

3. In a short paragraph, explain the relationship between CFCs and the ozone layer.
Explain what the thinning of ozone layer is a threat to human health.

2
4. Match the air pollutants with their descriptions.

sulfur dioxide nitrogen oxide carbon monoxide ground-level ozone

When combined with water vapour, it can form acid rain.

Its presence in the air can cause respiratory problems and
eye irritation. Motor vehicles are its main source. It forms a
brown haze over many cities

It forms from reactions between oxygen, nitrogen oxides, and

VOCs. Vehicles and industries are its main sources. It is
especially harmful to people with lung disease and may cause
asthma to develop in children.

It is referred to as the “silent killer". It can cause brain

damage or even death. It is formed when there is lack of
oxygen during combustion. Symptoms include headaches,
dizziness, chest pains, and sleepiness.

It presence in the atmosphere causes respiratory problems

and eye irritation. It contributes to the formation of acid rain
and smog. Industries and power plants are major sources.
Government regulations require that factories install scrubbers
to reduce the amount of this substance that gets released into
the air.

5. In a brief paragraph describe the relationship between carbon dioxide, the greenhouse
effect, and global warming.
 Science Grade Nine 3 opic C: Environmental Chemistry, Part II
Test
For questions 6 — 12 underline the best answer.

Use he following information to answer questi”on 6.

• Release of thc chemical at the source

• Dispersion of the chemical
• Deposition of the chemical

6. The information lists the steps in the transport of materials through

a. air.
b. soil.
c. water.
d. air, soil, and water.

7. Sulfur dioxide mixing with air is an example of

a. dilution.
b. dispersion.
c. a chemical reaction.
d. neutralization.

8. A layer of compacted clay is usually found at the bottom of landfill sites because

a. clay is permeable and will allow leachate to enter the groundwater.

b. clay is permeable and will not allow leachate to enter the groundwater.
c. clay is not permeable and will allow leachate to enter the groundwater.
d clay is not pe eable and will not allow leachate to enter the roundwater.

9. The city of Victoria, British Columbia dumps its raw sewage into the Pacific Ocean. Many
environmentalists are concerned about this practice because

a. winds high above the earth’s surface may transport the sewage.
b. it reduces the amount of water available for nearby towns and cities.
c. it negatively affects the quality of water for aquatic organisms and humans.
its t ey ee t a ost o t e sewage biodegradable

10. Which of the following substances is biodegradable?

a. potassium
b. salt
c. carbon monoxide
d. carbohydrate
4
 Science Grade Nine Topic C: Environmcntal Chemistry, Part II
4 est
Use the information below to answer question 11.

In strip mining, layers of dirt and rock are removed to get at the valuablc minerals bclow. One
problem is that once most of the desired mineral has been removed, the land is bare of vegetation, and
heavy metals are often left exposed to the air and water. In order to counteract the negative effects of
these heavy metals, companies often plants certain grasses and trees, such as willow and poplar. These
plants reduce the concentration of harmful chemicals in the soil or groundwater.

11. The process described in the passage above is

a. photolysis.
b. phytoremediation
c. bioremediation.
d. biomagnification

Use the information below to answer question 12.

12. The illustration above shows the effects of

a. photolysis.
b. phytoremediation
c. bioremediation.
d. biomagnification.

5
 Science Grade Nine Topic C: Environmental Chemistry, Part I I
Test
13. Match the WHMIS symbols with their meanings.

a. poisonous and infectious causing other toxic effects

b. poisonous and infectious causing immediate and

serious toxic effects

c. biohazardous infectious material

d. compressed gas

e. flammable and combustible material

14. The main purpose of an MSDS is to

a. provide a description of a product.

b. describe the precautions that should be taken when handling, transporting, and
disposing of a product.
c. provide information about the health effects, first aid treatments, and spill procedures
for a product.
d. to provide information for all of the above.

15. Two times when you or your family is allowed to transport hazardous household goods
are when you first buy the product and when you

a. take the unused portion to the landfill.

b take he u used o ion to a azardou waste co lec o s te.
c. pour the unused portion down the drain
d. take the unused portion to a lake or stream for disposal.
 Science Grade N inc Topic C: Environmental Chemistry, Part II 24
Lesson Plans
Lesson Twentv
Concept: Environmental Chemistry, Part II Culmination

Resources/Materials: Environmental Chemistry, Part II Final

Examination (student copies) Science in
Action 9, page 263
Science in Action 9, pages, 264 and 265
Science in Action

9, pagcs 266 — 269 Introduction: Explain

that it is time to swap up the unit .

Procedure:

If you decide to have studcnts do a final unit activity, have them do one or more of the
following.

1. F.nvironmental Chemistry, Part II — Final Examination

2. Fuel C’omhu.vtion in Electrical Plants. Science In Action 9, page 263.

3. Project: Refinery Megci-Pr‹›jc•ct — 6'onsidc•ring lhe t1ption.v. Science

in Action, pages 264 and 265.

4. Unit R‹ view.‘ Environmental Chemi.stry. Sciencc in Action 9, pagcs 266 — 269.

5. Write an cssay about the impact of human activities on the chemicals in the
environment.
 Science Grade Nine Topic C: Environmental Chemistry
Final Examination
Environmental Chemistry
Final Examination

Directions: Write the letter of the best answer to each question on the answer
sheet. Do not write in this booklet.

Use the informatlon below to answer question 1.

Steps in the Nitrogen Cycle

1. Bacteria are involved in nitrogen fixation.

2. Plants use the nitrogen compounds.
3. Animals eat the
plants. 4. ''
5. Decomposers break down
nitrogen- containing compounds.
6. Nitrogcn is released into the air as free
nitrogen.

1. Step 4 in the nitrogen cycle would be:

a. Animals use the nitrogen from the plants to make more

complex substances such as proteins.
b. Animals free the nitrogen from complex molecules.
c. Animal waste turns proteins into carbohydrates.
d. Animals use the nitrogen from the plants to make their own food.

2. The process of hydrocarbons reacting with oxygen to produce carbon

dioxide, water, and energy is called

a. cellular respiration.
b. photosynthesis.
c. combustion
d. corrosion.

Use the following information to answer questions 3 and 4.

H Substance
6.0 Milk
12.0 Ammonia
0.5 Battery acid
4.2 Tomatoes
10.0 Toothpaste
10.5 Milk of magnesia
2.3 Lemon juice
 Science Grade Nine Topic C: Environmental
Chemistry Final Examination
3. Which of the substances from the table is closest to neutral?

a. toothpaste
b. battery acid
c. tomatoes
d. milk

4. Which of the substances from the table would be most effective in neutralizing
ammonia?

a. milk of magnesia
b. tomatoes
c. lemon juice
d. toothpaste

Use the following information to answer questlon 5.

Acid Basc Water

5. What product is missing from the chemical equation?

a. salt
b. gas
c. acid rain
d. hydrocarbon

6. Which of the following is made up of inorganic molecules?

a. peanut butter
b. corn oil
c. carbon dioxide
d. sugar

7. Which of the following would be considered a micronutrient?

a. potassium
b. sulfur
c. magnesium
d. selenium

2
 Science Grade Nine Topic C: Environmental Chemistry
Final Examlnation
Use the Information below to answer questions 8 and 9.

fertilizing his fields, heavy rains caused extensive flooding. Fhis led to a great deal of nitrogen from the fertilizer to dissolve and d

8. What will most likely be the immediate outcome of the nitrogen entering the
pond?

a. Plants and algae will grow more quickly and larger.

b. Plants and algae will begin to die.
c. Fish will grow more quickly.
d. The pond’s water will grow clearer.

9. Why would there be fewer fish in the pond after several weeks?

a. Bacteria will multiply quickly as the plants and algae die and use up much
of the dissolved oxygen in the water.
b. The nitrogen causes the fish to grow so quickly that their body systems
cannot cope.
c. Nitrogen is toxic to fish.
d. The plants and algae use up all the oxygen in the water.

10. Carbohydrates, lipids, nucleic acids, and amino acids are all made up of

a. hydrocarbons.
b. complex organic compounds.
c. complex inorganic compounds.
d. metals.

U'se the followlng Information /o answer questions 11 and 12.

Osmosis
3
 Science Grade Nine Topic C: Environmental Chemistry
Final Examination
11. You can tell from the illustration that osmosis is a form of

a. dilution.
b. biodegradation.
c. diffusion.
d. photosynthesis.

12. You can tell from the illustration that in active transport, plants use energy to

a. move nutrients from an area of high concentration to an area of low

concentration.
b. move nutrients from an area of low concentration to an area of high
concentration.
c. move nutrients from the roots to the soil.
d. distribute nutrients without using water.

13. Hydrolysis occurs in the human body when

a. enzymes increase the rate of digestion.

b. teeth are used to break down particles of food.
c. the small intestine passes undigested food particles into large intestine.
d. water reacts chemically with food particles to create glucose.

14. The substrate on which you would most likely find lichen is

a. a piece of mouldy bread.

b. in the intertidal zone.
c. on a rock in the tundra.
d. on the ocean floor.

15. Clarity is not a good indicator of water quality because

a. it indicates that there is a lack of oxygen.

b. bacteria and animals do not thrive in water where there is a great deal of
oxygen
c. it indicates that there are heavy metals dissolved in the water.
d. harmful microorganisms may be living in the water.

16. Water quality is determined according to

a. how the water will be used.

b. the amount of oxygen in the water.
c. the source of the water.
d. its availability.
4
 Science Grade Nine I’opic C: Environmental Chcmistry
Final Examination
L/se the following information to answer question 17.

r the presence of four heavy metals. I rom a two-litre sample of the pond’s water he used tests to detemiine how much of each meta

Metal Amount Found ppm

in Saempl(jnL)
mercury 3.0 1500
lead 0.6 30
copper 0.05 25
zinc 0.1 50

17. The environmentalist made an error in calculating the concentration of

a. mercury.
b. lead.
c. copper.
d. zinc.

18. Which of the following is not true about water quality?

a. Water in the environment is never completely pure.

b. A pond that supports a wide variety of organisms probably has good water
quality for allowing organisms to survive.
c. The presence of salts such as sodium chloride and magnesium sulfate can
lower the quality of water meant for human consumption.
d. Water that is cloudy is a sign that there is a high degree of toxins in the
water.

19. Which of the following substances can be synthesized by plants?

a. salt
b. sugar
c. silicon
d. sulfur

20. One of the problems with long-term use of pesticides is that

a. it may cause pesticide-resistant pests to develop.

b. the soil and water may become too nutrient-rich.
c. crops will tend to overgrow.
d. No crops will have resistance to any pests.
 Science Grade Nine Topic C: Environmental Chemistry
Final Examination
21. Scrubbers installed in factory smoke stacks and catalytic converters in motor
vehicle exhaust systems both

a. increase the volume of pollutants that enter the atmosphere.

b. decrease the volume of pollutants that enter the atmosphere.
c. increase the volume of organic compounds that enter the atmosphere.
d. decrease the volume of organic compounds that enter the atmosphere.

22. Ozone and carbon monoxide are both

a. inert gases.
b. colourless and odourless gases.
c. a result of complete combustion of fossil fuels.
d. harmful to crops such as onions, wheat, and soybeans.

23. Upper atmosphere ozone is beneficial to humans because

a. it allows ultraviolet rays to enter the earth’s atmosphere with

greater intensity.
b. it is necessary for cellular respiration.
c. it blocks some of the ultraviolet rays from leaving the sun.
d. it block some of the ultraviolet rays from the sun.

24. Increasing amounts of carbon dioxide in the atmosphere are a concern for
governments because

a. there are too many trees on earth absorb it.

b. it is now not necessary for cellular respiration.
c. it is one of the gases that is trapping heat and preventing it from escaping
out of the atmosphere.
d. it is causing a general cooling of the earth’s atmosphere.

25. A most common source of leachate would be

a. septic tanks.
b. factory smoke stacks.
c. power generators.
d. Irrigation dams.

26. A soil is considered to be permeable when water

a. cannot travel through it easily.

b. runs off its surface without soaking it.
c. its pores are not connected.
d. its pores are interconnected.
 Science Grade Nine "I opic C: Environmental Chemistry
Final Exaiiiination
Use the following Information to answer question 27.

Scientists were surprised u hen they took measurements of the contaminants in the soil in
farmer Boston’s field over a fivc-year period. They found that the volume of contaminants
stcadily decreased, even though no one had actively tried to reduce the volume of
contaminants.

27. The biggest factor in the volume of contaminants decreasing was most likely

a. dilution.
b. dispersion.
c. deposition.
d. biodegradation.

28. The use of plants to break down harmful chemicals is called

a. photolysis.
b. phytoremediation.
c. biomagnification.
d. biodegradation.

Use the following information to answer questions 29 and 30.

Mercury dissolved in pond water enters thc food

pyramid when it is absorbed by algae, diatoms,
and other small organisms.

29. If you were to test the osprey and kingfisher

for the presence of mercury, you would most
likely find that

a. the concentration of mercury has increased

b. the concentration of mercury has decreased.
c. the concentration of mercury is unchanged
d. there is no trace of mercury.

30. This process is referred to as

a. biodegradation.
b. biomagnification.
c. biomassification.
d. biotechnology.
7
 Science Grade N inc T"opic C: Environmental
Chemistry F inal Examination
Use the information below to answer question 31.

Substance table salt caffeine DDT LD50

nicotine 3000 mg/kg
192 mg/kg
57 mg/kg
53 mg/kg

31. According to the information in the table, the most toxic substance is

a. table salt.
b. caffeine.
c. DDT.
d. nicotine.

Use the following informatlon to answer questions 32 — 34.

Number of Oil Spills

 Science Grade Nine Topic C: Environmental Chemistry
Final Examination
32. From the information in the graph, you can conclude that

a. technology has not affected the number of oil spills.

b. there were fewer ships and pipelines transporting oil in 2009 compared to
1970.
c. oil pipeline and transport ship technology has improved over the years.
d. the demand for oil has decreased over the year.

33. If the trend shown in the graph was to continue, you would expect that
the average number of oil spills per year in the next several years

a. will be about 3.3.

b. will increase.
c. will decrease.
d. will be fewer than zero.

34. Who would most likely use the graph to support the view that oil spills are not a
threat to the environment?

a. environmentalists
b. oil companies
c. consumers of petroleum products
d. promoters of alternative sources of energy.

9
 Science G radc Nine Topic C: Environmental Chemistry
Final Examination
Use the following information to answer questloFl 35.

WHMIS Symbols

PeteT’s teacher asked hint to match the symbols with their meanings.

WHMIS
Symbol:
Meaning: Dangerously Biohazardous Oxidizing Poisonous and
reactive material infectious material material infectious causing
immediate and
seririus toxic effects

35. Which of the following shows the correct order in which the numbers should be
written?

a. 1 2 3 4
b. 1 3 4 2
c. 3 4 2 1
d. 4 2 1 3

10
 Science Grade Nine Topic C: Environmental Chemistry
Final Examination
Name:

Environmental
Chemistry Final
Examination
Answer Sheet

1. 13. 25.

2. 14. 26

3. 15. 27.

4. 16. 28.

5 17. 29.

6. 18. 30.

7. 19 31.

8. 20. 32.

9. 21. 33.

10. 22. 34.

11. 23 35.

12. 24.

11
 Science Grade N rue Topic C: Environmental
Chemistry Final Examination
Name:

Environmental
Chemistry Final
Examination
Answer Sheet

1 13. 25

2. 14. 26.

3. 15. 27.

4. 16. 28.

5. 17. 29.

6. 18. 30

7. 19. 31.

8. 20. 32

9. 21. 33

10. 22. 34.

11. 23 35

12. 24.

1I