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Properties of Water
Explain why a water molecule is polar.It is caused by the chemical structure of the water. Hydrogen’s electrons tend to be more attracted to oxygen’s nucleus because it has more protons. Because electrons have a negative charge, this results in a water molecule that has a positive on the side where the hydrogen atoms are, and a negative charge on the other side where the oxygen atom is. Because of this property, water is said to be a polar molecule. It has a positive side and a negative side.
Draw a water molecule and show the charges
Using the idea of polarity, explain why water exhibits these properties: adhesion, cohesion, surface tension Adhesion: attraction between difficult kinds of molecules. Ex: H2O and glass water in tube stuck to it b/c polar. Cohesion: attraction between the same kinds of molecules. Ex: H20 and H20 stick together b/c attracted by different charges Surface tension: caused by the attraction of water molecules at the water’s surface (cohesion)
Use diagrams to show the properties listed above
Explain why water forms dropsBecause of cohesion there is a creation of surface tension which makes a drop.
Compare properties of water with properties of a nonpolar liquidAlcohol does not have polar molecules therefore there is no cohesion or surface tension
Explain what a meniscus is and why it forms differently in a glass and plastic containerWater molecules have polarity and creates adhesion with glass molecules, so the water climbs the sides a little bit. With plastic the adhesion is not so strong.
Explain capillary action in a glass tube and on filter paperSurface adhesion between water molecules and glass of the tube...same with the paper adhesion between the paper and water molecules.
Explain examples of interactions between the properties of water and living things Water rises from the roots to the top of a tree through the adhesion between the water molecules and the tree molecules.
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Insects can walk on water because of the cohesion between the water molecules that causes surface tension
Levels of biological organization
Ecosystem: a system formed by the interaction of a community of organisms with their environment – all the living things and physical components in an area (e.g. the squirrels, trees, birds, ants, soil, rocks, water in Parc La Fontaine)
Community: A group of plants and animals living and interacting with one another in a specific region under relatively similar environmental conditions – all living things in an area (e.g. the squirrels, trees, birds, ants, etc. in Parc La Fontaine)
Population: all the individuals of one species in a given area. – a group of one kind of living things in an area (e.g. the squirrels in Parc La Fontaine)
Organism: An individual form of life, such as a plant, animal, bacterium, protist, or fungus; a body made up of organs, organelles, or other parts that work together to carry on the various processes of life – a living thing (e.g. a squirrel)
System: a group or combination of interrelated, interdependent, or interacting elements forming a collective – an organism made of systems (e.g. excretory system)
Organ: a part of an organism that is typically selfcontained and has a specific vital function – a system is made of organs (e.g. heart or liver)
Cell: the smallest structural and functional unit of an organism, typically microscopic and consisting of cytoplasm and a nucleus enclosed in a membrane. Microscopic organisms typically consist of a single cell, which is either eukaryotic or prokaryotic – organs are made of cells (e.g. kidney cell)
Molecules: a group of atoms bonded together, representing the smallest fundamental unit of a chemical compound that can take part in a chemical reaction – cells are made of molecules (e.g. CO2)
Atom: the basic unit of a chemical element —molecules are made of atoms (e.g. C)
Ecosystem: All the living things and all the nonliving components in an area
Biotic: living things, organisms: plants, animals,
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Abiotic: nonliving things: soil, rock, rain, etc. *often called the environment
Natural Selection
Explain how populations become adapted to their habitat through natural selection. (Include selective pressure, differential survival and differential reproduction). Living things are adapted so that they “fit” into their environment, in order to ensure survival. An adaptation is an inherited characteristic that helps an organism survive and reproduce in its environment Over time, genetic traits that enable greater survival and greater reproduction become more common in the population over time. This is how organisms develop adaptations –Theory of Natural Selection
Wikipedia: Natural selection is the gradual process by which biological traits become either more or less common in a population as a function of the effect of inherited traits on the differential reproductive success of organisms interacting with their environment.
Selection pressure: Recall heart disease example in class – pressure from the environment was from the diseaseWikipedia: selective pressure can be produced by any aspect of the environment, including sexual selection and competition with members of the same or other species. However, this does not imply that natural selection is always directional and results in adaptive evolution; natural selection often results in the maintenance of the status quo by eliminating less fit variants.
Differential survival: in class – some survived others did not Recall: Survival of the Fittest
Differential reproduction: class: survivors reproducedBiology Forum: the idea that those organisms best adapted to a given environment will most likely survive to reproductive age and have offspring of their own. Organisms that are successful in their own environment, are successful in reproduction, therefore betteradapted organisms will reproduce at a greater rate than the less welladapted ones
Interpret population graphs that show natural selection Explain how resistance develops in populations of bacteria or bedbugs Class Notes: bacteria that are immune to the effects of the antibiotic are the ones that survive and reproduce.Their offspring inherit this resistance and they survive and reproduce…and so on
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Many bedbugs are no longer affected by insecticides, why is this so? There may have already been some bedbugs that were resistant in the initial population that reproduced to pass on this resistance
Discuss evidence for the theory of natural selection (e.g. Moths in England)Class Notes: Before the late 1800s, most (but not all) moths had light colouration that provided camouflage against light coloured trees and lichens. During the industrial revolution, pollution cause trees to darken and killed the light coloured lichens on the trees. Why role did predators (birds) play? Light coloured moths were unable to camouflage as lichen was destroyed by pollution and trees became darker making light coloured moths more visible. Which moths survived? Dark coloured moths as they were able to camouflage against the newly darken trees
Explain which of these statements is correct and why: “Organisms adapt to their environment.” OR “Populations of organisms adapt to their environment.” à Populations of organisms adapt to their environment (Lab #5)
Explain what a niche is; recognize examples of organisms behind adapted to particular nichesA particular role or position that an organism fills, how the organism “makes a living”
Distinguish between physical adaptations and behavioural adaptations Physical Adaptation: A changing characteristic of an organism that enables it to survive in a particular environment; these changes usually happen very gradually over generations – a turtle shell
Behavioural Adaptation: A thing that organisms do to survive in a particular environment, such as the way they feed, breed, or move. – Layering up in 40 weather
Compare natural selection and artificial selection Natural Selection: the process whereby organisms better adapted to their environment tend to survive and produce more offspring. The theory of its action was first fully expounded by Charles Darwin and is now believed to be the main process that brings about evolution (Google).
Artificial Selection: Class Notes: a process in which humans consciously select for or against particular features in organisms Selective breeding is the process by which humans breed other animals and plants for particular traits (Google).
Classification of living things
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Recognize the sequence of classification: kingdom, phylum, class, order, family, genus, species.King Phillip Came Over For Guacamole Stew
Explain the role of classification systems through history and why classification systems differ and change Class Notes: based on observations, function, and inference and recognition of patterns Has changed over time, new technology is now used
Explain how and why the number of Kingdoms has changed over timeClass Notes: Originally 2 Animal and Plant) à Fungi à Protista à Monera (Bacteria – Prokaryotes and Eukaryotes) – breaks down to Eubacteria and Archaea New discoveries, observation, and tools…
Recognize examples of each Kingdom
Plant Animal Fungi ProtistaMonera (Bacteria) – prokaryotic cells
MulticellularEukaryotic CellsPhotosynthesizeMost have leaves
MulticellularEukaryotic cells
Ingest food
Multi or unicellularEukaryotic cells
Absorb food from decaying organisms
Mushrooms, molds, mildew, yeast and lichen
Single eukaryotic cell; some form
chains or coloniesAbsorb, ingest,
and/or photosynthesize
foodThings swimming
around in pond water under
microscope…
EubacteriaTrue bacteria
MicrobesSome cause disease
Others used to make yogurt
ArchaeaMicrobes that live
in extreme environments
Explain how plants and animals differPlants Animals
Plants generally are rooted in one place and do not move on their own
Most animals have the ability to move freely
Plants contain chlorophyll and can make their own food
Animals cannot make their own food and are dependent on plants and other animals for food
Plants give off oxygen and take in carbon Animals give off carbon dioxide which plants
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dioxide given off by animals need to make food, and take in oxygen in which they need to breathe
Plant cells have cell walls and other structures that differ from those of animals
Animal cells do not have cell walls and have different structures than plants
Plants have either no or very basic ability to sense
Animals have a much more highly developed sensory and nervous system
http://www.mcwdn.org/Plants/PlantsDiffer.html
Explain how mold differs from plantsMold is classified in the fungi kingdom, it generally grows in the dark and unlike plants, it reproduces through spores and feeds on organic material and matter
Explain what is unique about lichensThey do not have leaves, usually gray or graying, green, white, or orange, often crusty, crunchy Some grown like a crust on rock, some form stalks, some have odd branching shapesIn the fungi kingdom à Lichen = fungus + algaeSymbiotic relationship longterm interaction between two or more different biological species (Wikipedia)Fungi cannot photosynthesizeAlgae lives within them, and algae photosynthesizes
Distinguish between bacteria and other living thingsOne of the major and most visible differences between prokaryotes (bacteria) and eukaryotes (everything else) is the presence of a membrane bound nucleus containing DNA. Eukaryotes have other membrane bound organelles such as chloroplasts and mitochondria and prokaryotes do not (wiki answers) à bacterial cells do not contain a nucleus
Describe the characteristic of living thingsMade of cellsCan reproduceObtain and use energyGrowShow some kind of movementReacts to changes around them
Discuss why viruses are generally considered to be nonliving They cannot reproduce on their own, can't use energy, can’t move on their own, cant respond to stimulus, and they don’t have cells or cellular partsNot considered living by most scientists, not classified in any kingdom, but they can evolve, then DNA/RNA changes
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Movement in living things
Recognize examples of the Big Idea of form and function.• Form and function are related. Form shapes function, and function shapes form. • Things look the way they do because of what they do, and how they do it.• This is true objects, organisms, and systems in the natural and designed world.• The importance of form and function is seen in both living and nonliving things, at all
levels from micro to macro.• Adaptations of organisms, design of objects, and properties of matter are examples of the
relationship between forma and function.
Discuss the statement: all living things move.All living things need to move for the same reasons that animals need to move
Identify the reasons why animals move.To obtain food, to reproduce, to protect themselves, to regulate body temperature
Compare types of animal skeletons (endo, exo, and calcareous shells). Recognize examples.Endoskeleton – Internal Exoskeleton – External Calcareous Shell – External
Made of boneLiving tissue (cells, nerves,
blood supply)Bones can grown and lengthenBones can repair themselves
Made of chitinNonliving substance
PolysaccharideCannot expand
Made of calcium and other minerals
Nonliving substance; growth rings often visible
Examples: Mammals, reptiles, amphibians
Examples: insect, crab Examples: clam, oyster, mussel, snail
Explain how an organism’s structure, movement, and habitat are interrelated. Relationship between form and function à types of movement (function), structure of organism (adaptation, form), habitat à From Lab #5: an organism’s structure, form of movement, and habitat are closely interrelated. Through natural selection, populations of organisms have become adapted for movement in their particular habitat.
Demonstrate how muscles and skeleton (both endo and exo) work together to enable an organism to move.Muscles create movement by exerting a force on a rigid skeleton of some type
Explain why some animals molt.
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To grow a new layer of skin, they shed the older worn out layer of skin in order to grow a stronger, more durable one, and the process repeats when that one becomes worn out
Explain why a turtle is said to have an endoskeleton.A turtle’s shell is part of their endoskeletonMade of bones (ribs, vertebrae, and clavicle)Inner layers of shell have cells and blood vesselsOuter surface is made or keratin (protein) like our fingernails, secreated by the cells underneath
Explain where the energy for animal movement comes from.Chemical energy in food
Explain animal motion in terms of forces.1. Gravity2. Wind 3. Air resistance 4. Friction with the ground
Recognize the adaptations of a cheetah for movement in its habitat.1. Small aerodynamic head2. Flexible spine for long strides3. Long flat tail for high speed cornering4. Light body weight for maximum speed5. Long legs for long strides6. Ridged paws with claws always out for increased grip/traction
Give examples of types of movement in plants and other organisms.Types of movement: from place to place, mobile stages in life cycle (barnacles), internal movement within an organism (sap flowing), movement in place (plant growing towards the light).
Plant Parts
Explain why certain things, which are commonly called vegetables, and are classified by botanists as fruits. According to botanists, a fruit is the part of the plant that develops from a flower. It's also the section of the plant that contains the seeds. The other parts of plants are considered vegetables. These include the stems, leaves and roots — and even the flower bud.(mayoclinic)à Lab #4: According to botanists, a fruit is the part of a plant that develops from a flower. A fruit is the reproductive part of a plan and contains the seeds, which can grow into new plants.
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Recognize form and function in plant parts.• Leaves: photosynthesis
o Main organs of photosynthesis and gas exchangeo Can have many different colours, surfaces and textureso Plants use sunlight and CO2 from the air to make glucose C6H12O6
Need chlorophyll, a green pigment and water to do thiso All plants have adaptation that allow them to photosynthesize and survive in their
particular habitat o CO2 + H2O + Chlorophyll + Sunlight à C 6H12O + O2
o Chloroplasts in plant cells – contain chlorophyllo Stomates – pores on a leaf’s surface that open and close – carbon dioxide enters
and oxygen exits • Stem: support
o The stalks of a planto Provides support for leaves, flowers, fruit, and seedso Thick succulent stems with thorns or spines; no real leaveso Succulent leaves with very short stem
• Roots: absorb water and minerals from soilo The part of a plant that anchors it to the ground or to another supporto Has numerous branches and fibers, usually undergroundo Absorbs water and minerals
• Flowers: sexual reproduction• Seeds & Fruit: distribution
Science Teaching
What is wrong with the ways science has commonly been taught in elementary schools?It’s too structured, and by the book…no room for exploration
o Teachers give information, definitions, explanations and students give information back on tests and assignments
o Worksheets – focus on terms and definitiono Cookbook labs – follow direction and get expected resultso Handson and fun, but does not require thinking and sense making
What is ambitious science teaching?• Teaching towards an instructional goal• Eliciting and responding appropriately to student thinking
o Pressing, revoicing • Orienting students to each other’s ideas
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• Positioning students competently • Establishing and maintaining expectations for student participation • Representing student thinking and key ideas• Using a public record of student thinking
What are the Principles and Practices of Ambitious Science Teaching?Principles for Ambitious Teaching Practices for Ambitious Teaching
• Children are sensemakers• Teachers must design instruction for all
children to do rigorous academic work in school and have equitable access to learning
• Ambitious instruction requires clear instruction goals
• The measure of good teaching is student learning
• Teachers must be responsive to the requirements of the school environment
• Teaching towards an instructional goal • Eliciting and responding appropriately
to student thinkingo e.g. pressing or revoicing
• Orienting student to each other’s ideas• Positioning students completely • Establishing and maintaining
expectations for student participation • Representing student thinking and key
ideas• Using a public record of student
thinking
Explain the relevance of Piaget’s Developmental Stages to teaching science.Children go through various stages of development, building and retaining information as they pass through each stage. Experience is the source of al learning and development Children are “little scientists,” actively constructing their own ideas about the world, testing these ideas, and adjusting to new information
Explain the Learning Cycle and how it is related to a 3E lesson.Starts with concrete experiences à critical reflection on experience (questioning: search and select information) à general principles (thinking) Emphasis on DOING science and the promotion of inquiry skills, rather than definitions of terms and recall of information 3E lesson à Engage, Explore, Explain
1. Concrete experience2. Observation and reflection3. Forming abstract concepts4. Testing in new situations
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Recognize and use productive questions.• Attentionfocusing question
o What do you notice?o Have you seen?
• Measuring and counting question?o How many?o How much?o How long?o How often?
• Comparison Questiono How is that different than…?o In what ways is it like…?
• Action question?o How about if you…?o What happens if…?o These encourage students to try simple variations, for example to hold a magnet
in a different position to see what happens • Problemposing question?
o Can you find a way to…? o These questions are a bit more sophisticated. They set up a problem students will
need to solve, for example to see if they can make a stronger static charge on an object
Recognize and use appropriate discourse moves.• Pressing
o For descriptions and observations Clarifying – can you tell me more about what you notice? Attention focusing – what do you notice? Measuring and counting – how long is it? Comparing – do you see that in any of the others? Noticing patterns – are there others that were the same?
o For explanations Can you tell me more about what you are thinking? Does anyone thinking of it a different way? Can someone who has another idea explain their idea?
o For evidence or reason How did you decide that? Why do you say that? What is your evidence for saying that?
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• Revoicing students ideaso I hear you saying that…
• Challenging student thinkingo So you’re saying that _______; but wouldn’t that mean that ________?
• Refraining from evaluating student responses• Orienting students to each other’s thinking• Connecting student ideas• Scaffolding everyday and scientific language
o Can you explain that using the idea of force? An example from your life?
Distinguish between concrete and abstract questions.Concrete: refers to concepts, ideas or things that you can see, hear, touch, taste, or smellAbstract: opposite of concrete In order from concrete to abstract:What do you notice about this shadow? (Pointing to a shadow).Who can find a shadow in the room?Who saw a shadow on their way to school today and can tell me about it?Where have you seen shadows?What do you think causes shadows?Recognize examples of how scaffolding can support student learning.
Differentiate and use these science process skills: Observe, infer, predict, hypothesize, interpret data, group or classify, order or rank, compare, notice patterns
Use claims, evidence, and reasoning to form scientific explanations.Claim: state or assert that something is the case, typically without providing evidence or proof E.g. wind and heat both increased the evaporation rate, wind more than heat
Evidence: the available body of facts or information indicating whether a belief or proposition is true or validE.g. With the fan, the water evaporated in less than 2 minutes. With the heat lamp, the water evaporated about 5 minutes. The control took almost 10 minutes.
Explain the purpose of these lesson parts: Engage, Explore, Explain.• Engage: goal is to motivate students about the topic, and elicit initial student thinking• Explore: goal is to make and record observations, and begin to notice patterns in data• Explain: goal is to develop evidencebased explanations to answer the initial question,
and to solidify other instructional goals
Design a graphic organizer to meet an instructional goal.
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A visual representation that shows knowledge, concepts, ideas or other information arranged in a way that makes the relationship between them more visible Organizes the information in ways that help the student make sense of it, notice, and remember the important things e.g. venn diagrams, webs, concept mapsConsider the science understanding and science skills you want students to developThe graphic organizer should facilitate those understandings and skills
What is the QEP science competency for Cycle 1?To explore the world of science and technology To become familiar with scientific and technological ways of reasoning and doing thingsTo learn to use simple tools and proceduresTo become familiar with certain aspects of the languages used in science and technology
What are the QEP science competencies for Cycle 2 and 3? (You don’t have to memorize them, just know them in general).Cycle 2 & 3
• Comp 1: to propose explanations for or solutions to scientific or technological problems• To identify a problem or define a set of problems• To use a variety of explorations strategies• To assess his/her approach
• Comp 2: to make the most of scientific and technological tools, objects and procedureso To become familiar with the roles and functions of scientific and technological
tools, techniques, instruments and procedureso To relate various technological tools, objects or procedures to the situations and
ways in which they are usedo To evaluate the impact of different tools, instruments or procedures
• Comp 3: to communicate in the languages used in science and technologyo To become familiar with everyday language related to science and technologyo To use everyday language and symbolic language related to science and
technologyo To make effective use of everyday and symbolic language to formulate a question,
explain a point of view or give an explanation
Use the Progressions of Learning and Big Ideas to develop instructional goals.
Movement in living things
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Explain how an earthworm movesCircular muscles cause segments to lengthen – these muscles contract firstLongitudinal muscles cause segments to shorten
Recognize the adaptations of an earthworm for movement in its habitat• No eyes but light sensitive cells in their outer skin, skin cells also sensitive to touch and
chemicals• Simple brains directed to body movement and response to light• No lungs gases exchanged through their skin – skin must be moist
Compare a hydrostatic skeleton with an exo and endo skeleton. Recognize examples of different types of skeletons
Hydrostatic skeleton: fluid in body cavity creates rigidity, as in a very full water balloon – supportive skeleton that is not solid – squeezing a water balloon and feeling how rigid it becomes, gives you an idea of how a hydrostatic skeleton provides rigidity for muscles to exert forces on. E.g. a worm
Endoskeleton: a series of bones that provide support as well as attachment points for muscles. Muscles are attached to bones by tendons, and muscles pulling on tendons cause the bones to movie. E.g. humans and turtles
Exoskeleton: hard material located on the outside of the organism. It also provides support as well as being an attachment point for muscles. E.g. crab, lobsters, insects.
Explain how earthworms respond to stimuli• Light vs. dark: () response to light, moves around light to get to dark. Important because
it avoids predators, live in the earth, the light from the sun would cause the worm to dry up
• Wet vs. dry: () response to dry paper, goes towards wet paper. Important because it moves easier, dampness prevents drying out
• Exposure to chemicals: () response, retracts from smell. Important because they can move away from something that can harm it
Identify characteristics of living things seen in earthwormsMade of cells – lightsensitive cells and skin cellsCan reproduce – yes Obtain and use energy – they eat dirtGrow – yes Show some kind of movement – the way they contract their muscles helps them moveReacts to changes around them – reacts to light and smell
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Diagram how nerve impulse enables us to move and react to stimuli
Characteristics of Living Things
Recognize the characteristics of living things.Made of cellsCan reproduceObtain and use energyGrowShow some kind of movementReacts to changes around them
Explain how these criteria are used to determine if something is a living thing.• Cells
o All living things are composed of one or more cells
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o Cells are the basic units of structure and function in living thingso New cells are produced from existing cells
• Growo Cells increase in size, the number of cells increase
• Obtain and use energy: they obtain food…and convert it to energy
Explain how organisms grow.Their cells grow in size…so they get bigger
Explain how organisms (plants, animals, fungi & bacteria) get and use energy.• Plants: make food from sunlight and CO2 through photosynthesis• Animals: cannot make their own food, eat other organisms• Fungi & Bacteria: cannot make their own food; eat dead and decaying organisms,
decomposers
Explain the role of plants, animals, fungi & bacteria in an ecosystem or food chain.
Distinguish between producers, consumers & decomposers.
Earthworm – decomposerLion – consumerCactus – producerMold – decomposer
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Explain how flowering plants reproduce.Sexual reproduction: flowering plants produce seeds and fruits, other plants like ferns and mosses, produce spores
Distinguish between fruits and vegetables as defined by botanists. – From midterm prep According to botanists, a fruit is the part of a plant that develops from a flower. A fruit is the reproductive part of a plan and contains the seeds, which can grow into new plants.
Explain what it means to say that living things respond to their environment.Stimulus – a detectable change in the environmentResponses – a reaction to a stimulusResponses can be positive (toward) or negative (away from) a stimulus
Recognize characteristics of living things that you observed in mold in the lab.The mold grew, obtain energy from the material it was growing on
Explain why mold is classified as a fungus.Mold and other fungi feed on dead and decaying organisms and organic matter; they are decomposers
Distinguish between stimulus and response.Stimulus is the cause and Response is the effect
Distinguish different kinds of tropisms in plants.
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Recognize examples of stimulus and response, in plants and animals (including humans).
Plants: move towards sunlight
Recognize examples of internal and external stimuli.• External stimulus: comes from outside an organism. (External outside) ie: you walk into
a dark room and the pupil in your eye becomes larger.• Internal stimulus: comes from inside an organism.(think INternal) ie: running and
sweating.
Recognize examples of innate and learned responses; also positive and negative responses
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• Innate responses : Genetically determined, inherited. No learning involved, an automatic response that did not have to be learned. Ie: shivering because you are cold (you subconsciously do it without thinking of doing it) another example, species that migrate to warmer weather because of the cold. It’s often called instincts or reflexes.
• Learned responses : a response that an organism learned. Can be developed through trial and error, or through observations of others. Ie: your pet dog learns to get a cookie once you ask it to sit.
• Stimulus: a detectable change in the environment• Positive response : moving toward the stimulus• Negative response : moving away from the stimulus
Adaptations of Desert Plants
Explain how desert plants demonstrate characteristics of living things.Made of cells – Can reproduce – Obtain and use energy – Grow – yes Show some kind of movement – Reacts to changes around them –
Explain what is needed for photosynthesis and what is produced by photosynthesis.1- Sunlight: the plant’s cells absorb light shining down from the sun. These tiny cells are
what make up the plant and its leaves.2- Chlorophyll: Inside some of these cells is a special ingredient called chlorophyll (it’s a
green pigment). This is the compound that traps the sun’s light to start the process of photosynthesis.
3- Water: water and carbon dioxide are two of the main ingredients needed for photosynthesis. These two substances are made of many smaller parts called molecules.
4- End result: the oxygen that is left from the transformation is released back into the air. The sugar (glucose) created by photosynthesis is sent to the rest of the plant for food.
a. All plants have adaptations that allow them to photosynthesize and survive in their natural habitat.
Link specific adaptations of desert plants with the characteristics of their environment and the need for plants to do photosynthesis
• No leaves – small leaves: reduces surface area for evaporation, to prevent water loss• Green stems – stems contain chlorophyll; can carry on photosynthesis without leaves –
why no leaves? Would lose too much water• Succulent stems or leaves – store water for dry periods • Deep and spreading roots – reach water sources deep underground; absorb a lot of water
quickly when it rains• Stomates must be open to let CO2 into the leaf but water is lost through open Stomates à
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photosynthesis needs sunlighto Solution: some plants have Stomates that open at night, when water loose will be
less, take in CO2, and store it. Then they complete photosynthesis during the day, when the sun is out with closed stomates
Compare adaptations of desert plants with plants in nondesert habitats, e.g., leaf size.
Explain how adaptations of desert plants illustrate natural selectionNatural selection can be related to how desert plant lives have adapted to survive. The fundamental adaption is to the condition of dryness in climate. Desert plants have accomplished a way of storing water in different ways
FossilsExplain how fossils are formed through mineralization.
• Organic material in hard tissue (endo & exoskeletons, teeth, wood) is replace by inorganic minerals and a fossil is made.
• How mineralization occurs:• Animal dies in or near water: bacteria consume soft tissue. Hard material remains (bones,
shells teeth etc.).• Sedimentation: sediments (sand, silt, tiny bits of shells) bury the remains and keep them
fro decomposing.• Sediments solidify (turn to rock) and form a mold around the remains. Minerals are
carried by percolating water into the mold and become hardened. That is, the remains turn to rock.
• Uplift: geologic movement may bring fossil closer to the surface. Erosion or excavation reveals fossil.
Distinguish between sedimentary, igneous, and metamorphic rocks and explain how the properties of each type of rock are related to how they were formed.
• Sedimentary rocks: In most places on the surface, the igneous rocks which make up the majority of the crust are covered by a thin veneer of loose sediment, and the rock which is made as layers of this debris get compacted and cemented together. Sedimentary rocks are called secondary, because they are often the result of the accumulation of small pieces broken off of preexisting rocks.
o Formed by deposition of soil, sand, silt particles and broken and dissolved shells (sediment) in water over time. Ie: limestone sandstone. Layers represent different periods of deposition.
• Igneous rocks: are crystalline solids which form directly from the cooling of magma. This is an exothermic process (it loses heat) and involves phase change from the liquid to the solid state. The earth is made of igneous rock at least at the surface where our planet is exposed to the coldness of space. Often is white, gray, and black. Some layered, and some are not. Can’t see particles and are smoother than others.
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• Metamorphic rocks (form has been changed): rock has been altered by intense heat and/or pressure. Formed from sedimentary rock (limestone changed to marble, shale changed to slate). Or formed from igneous rock.
Explain why fossils are found in sedimentary rocks, but not generally in other types of rocks.Fossils are typically found in sedimentary rock, almost all of which were originally deposited as sediments by moving water. Subsequent processes hardened them into sedimentary rock, as overlying pressure squeezed the water out and the grains were cemented together. Often plants and animals were trapped, being buried in the sediments. As the sediments hardened into sedimentary rock, the dead things hardened into fossils. Look at mineralization slide 10 ppt. 12.Also, metamorphic rock is formed by high heat and pressure, so any fossil remains would have been destroyed (Quiz 3)
Explain why fossils usually form from hard body parts.Hard parts, such as bones or shells, require a much longer time to decompose than soft body parts, such as internal organs. The additional time provides a greater opportunity for preservation.
Distinguish between body fossils & trace fossils and explain how they are formed.Body fossils: include the remains of organisms that were once living. Usually only the hard parts of animals like shells and teeth and bones become fossilized. Most body fossils are made when an animal dies and falls, or is washed into a stream and is covered in mud.
Trace fossils: are the signs that organisms were once present. Trace fossils can be tracks, footprints, trails, burrows, eggs, nests, leaf impressions, and feces. They are formed by the living part of an animal life. E.g. if there is a mud and an animal crawls, an imprint will be left.
Use observations and inferences to make sense of fossils.Observing a large fossil there could be an inference about the size and shape?E.g. if you find a small fossil, you can infer that it came from a small animal…I hope this isn’t on the exam :S
Demonstrate how paleontologists make inferences about past organisms, their niche and habitat, and the relative age of fossils.Paleontologists use fossil remains to trace the evolutionary history of extinct living organism and to study past climates.Make observations of evidence that remains and make inferences from those observations
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Paleontologists study prehistoric life including organisms’ evolution and interactions with each other and their environment
Discuss why so many fossils from the Ordivician period are found in Quebec.A sea covered Quebec for a very long time, much sedimentary rock was formed at the time and many fossils were formed in it Much of the rock dug out of quarries in the Montreal area is limestone, a type of sedimentary rock formed of coral and shells, that was laid down during the Ordovician period. This Montreal limestone is commonly used in construction with the result that fossils can be seen in many of the buildings of the city.
Identify the types of rocks seen on and near campus on the walking tour. (Don’t need to know specific building names.)
• Trenton limestone, a sedimentary rock from Quebec, formed during the Ordovician Period (ie: McGill Faculty Club)
• Anorthosite is a very hard, igneous rock formed from molten material that cooled inside the earth. Anorthosite is rare; it is more common on the surface of the moon than the earth. Anorthosite is known as ‘“Black Cambrian granite” and you will find it used for steps, statues and monuments. (ie: CIBC Building)
Identify the fossils seen on the fossil walking tour. (Don’t need to know the buildings where the fossils are located.)
Describe the evidence that helps explain why dinosaurs went extinct and what the best hypothesis is for their extinction.
Evidence/Observations InferencesDinosaur fossils are abundant in successive rock layers, then disappeared suddenly at the end of the cretaceous period
The iridium layer was caused by a large meteor hitting the Earth, so a meteor hit Earth at that time
Layers of clay from the late Cretaceous contain the element iridium
The meteor impact drastically changed the conditions on Earth, such as sunlight, and indirectly temperatures and oxygen levels
Iridium is rare on Earth, but common in meteorsA large impact crater, believed to be from that time period, was found off the Yucatan Peninsula
Hypothesis: Dinosaur species could not adapt and went extinct (natural selection)
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Sound and hearing
Describe what is needed for a sound to be heard.• Impact on object/substance• Vibrations à energy à movement• Air/Particles à to carry sound• Ears (something to hear with)
Sound is caused by energy, a force that makes something vibrate. When an object vibrates, it causes the air molecules nearby to vibrate as well. As these air molecules vibrate, they bump into other air molecules and causes them to vibrate. This continues until the molecules run out of energy and the vibrations stop.
Frequency: space between wavesHigh frequency = more waves = shower wavelength
Explain how sound waves travel.Sound travels in waves. There must be a medium or material to transmit the sound. In other words, the sound has to travel through something that is made of matter (atoms or molecules).
Identify the sequence of steps in how we hear a sound.Energy impact à vibrating object à air à ear drum à bones à liquid +hair àauditory nerve à brain
Recognize that different materials transmit sound differently and why.Some sounds travel better in some materials over others, depends on how the object or substance is madeRecall gas and solid diagram during lab Sound conducts better with metal because there are more vibrations
Explain how sounds of different pitch and loudness are created and relate that to a diagram of a wave.
• Sounds are different in how loud and how soft they are.• The more energy the sound wave has the louder the sound seems. The intensity of a
sound is the amount of energy it has. You hear intensity as loudness.• Remember the amplitude, or height of a sound wave is a measure of the amount of energy
in the wave. The greater the intensity of a sound, the greater the amplitude.Three characteristics are used to describe a sound wave. These are wavelength, frequency, and amplitude.
• Wavelength ; this is the distance from the crest of one wave to the crest of the next.• Frequency ; this is the number of waves that pass a point in each second.
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• Amplitude ; this is the measure of the amount of energy in a sound wave.
http://www.fi.edu/fellows/fellow2/apr99/soundvib.html
If you clap your hand softly, not much energy is being used, the sound wave will have a low amplitude
If you clap your hands loudly, it takes more energy and the sound will be louder, thus the sound wave will have a bigger amplitude
Explain how some musical instruments work.E.g. guitar...you strike the chords to create an impact on the strings, which causes vibrations from the strings to be transmitted/travel through the air...and then it goes through the many parts of our ear...and we hear the string being played…(I highly doubt she’ll ask something like this)
Nature of Science
Recognize aspects of the Nature of Science in various science activities and topics.• The use of inductive lessons and an inquiry approach promotes a more authentic view of
the NOS• Lessons engage students in science that is based on observation and inference and
emphasizes curiosity and creativity, vs. obtaining the right answer • Scientific knowledge is never proven, but rather is based on extensive accumulation of
observations and interpretation of data• Science understandings are reliable, durable, but also changeable• There is no oneway to do science• Science is often SUBJECTIVE
• Science• Is empirical• Makes inferences based on observations and prior knowledge• Tries to be objective, but is subjective• Is durable, but never absolute or certain• Explains and predicts• Uses a variety of methods• Involves creativity and imagination
Recognize examples of when/how new information has led scientists to revise their previous understandings.Classifying species New information, new findings, new technology allows scientists to revise previous finding and ideas
Give examples of how models are used in science.
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To illustrate ideas and concepts:smell model…water model…forces model
Use observations and data as evidence to support claims.Additional topics related to teaching science
Recognize examples from lab and lecture of these Big Ideas of Science:• Form & function – desert • Constancy & change• Systems & interactions – shadows, mold, desert• Energy & matter mold
Lab #2 – properties of water and how they relate to living thingsEarth and space – matter – properties and characteristic of Matter on earth – waterForm and function
Lab#4 – classifications of foods we eatLiving things – matter – organization of living things – transformation of living things
Lab #5 How do animals move?Living things – forces and motionAn organism’s structure, form of movement and habitat are closely interrelated
Lab#7 Movement, stimulus, and responseLiving things – forces and motion – how animals move and characteristics of living things
Lab# 8 Sound and HearingMaterial world – energy describes forms of energy (sound)Matter – energy – identifies the characteristic of a sound wave
Lab #11 Sounds, NOS, and Fossil Fragments Living things – systems and interactionsDescribes the impact of human activity on the environment
Explain the intent/goal and specific parts of a 5E lesson.Engage, Explore, Explain, Extend, and EvaluateEmphasizes doing science, and the promotion of inquiry skills, rather than definitions of terms and recall of information. It uses an inductive approach based on the learning cycle in which experience comes first vs. telling, explaining, and giving information
Recognize the use of appropriate discourse moves when teaching.
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• Pressing• Revoicing• Challenging student thinking• Refraining for evaluating student responses• Orienting students to each other’s thinking• Connecting student ideas• Scaffolding everyday and scientific language
Explain why it is important to use concrete examples and questions when teaching elementary students.So that they can relate to the information, relate it to their everyday experience to make sense of it, to make connections
Distinguish between concrete and abstract questions.Concrete: refers to concepts, ideas or things that you can see, hear, touch, taste, or smellAbstract: opposite of concrete
Distinguish between evidence, claims, and reasoning (as in What’s Your Evidence?)Claim: state or assert that something is the case, typically without providing evidence or proof E.g. mold eats the material it is growing on
Evidence: the available body of facts or information indicating whether a belief or proposition is true or validE.g. the material it was growing on became soft and mushy, like it was being digested
Associate science topics that we’ve studied with specific Worlds in the QEP (Living things; Material world; Earth & Space).Living things – desert and moldMaterial world – sound and hearing Earth & Space – Shadows
Recognize productive questions (as in Primary Science)Productive question – stimulates productive activity and thinking Does hot water or cold water freeze faster?
Recognize an investigable question (as in Primary Science)How can the length of shadows be used to tell time?
Recognize different types of investigations (as in Primary Science)
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Use appropriate graphic organizers to teach toward an instructional goal.A visual representation that shows knowledge, concepts, ideas or other information arranged in a way that makes the relationship between them more visible Organizes the information in ways that help the student make sense of it, notice, and remember the important things e.g. venn diagrams, webs, concept mapsConsider the science understanding and science skills you want students to developThe graphic organizer should facilitate those understandings and skills
Be able to recognize and teach these elementary science skills: sequencing, comparing, & finding patterns.
Distinguish between an experiment and other ways of doing science.• Experiment: a test done under controlled conditions
o Note: many investigations and handson activities are not experiments but they are still science
• Make detailed observations; look for patterns• Develop a model: physical, conceptual or mathematical • Use trial and error• Use a though experiment• Follow a hunch• Make a lucky discovery
Recognize the independent, dependent and control variables in an experiment• Independent Variable – variable that you can change• Control variable – variable that you keep the same• Dependent variable – variable that changes, that is what you observe and record
Investigation of touch vs. visual stimuli in the labA. Place where ruler was dropped fromB. Eyes open vs. hand touchedC. Speed of person’s reactionD. Sound of the dropper’s voiceE. How far the ruler dropped
1. What variable was changed? B2. What variable was kept the same? A3. What variable was observed and recorded? C
Social Constructivism – How people learn: • People learn by constructing their own understandings• Learning
o Builds on prior knowledgeo Involves sensemaking
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o Promoted by Experiences Testing out their ideas Communicating their ideas with others Building knowledge together
