STAR’S DUST: Using Internet-based resources to learn
about the evolution and ecology of the Solar System
Montserrat Perpinyà
Llicència C 2007/8
IES Màrius Torres
STUDENT WORKSHEETS
1
TIMELINE
http://www.scientificpsychic.com/etc/timeline/timeline.html
13.7 Ga -- Universe forms (Big Bang)
5 Ga -- Our solar system forms (Solar System Formation)
4.55 Ga -- Planet Earth forms from the accretion of meteorites orbiting our Early Sun. Earth's timeline
begins (Timelines).
4.55-4.5 Ga -- Earth's surface continually bombarded by meteorites (Meteorites) as Earth's layers form
(Earth Layers).
4.5 Ga -- The Moon forms (Moon).
4.4 Ga -- The earliest evidence of a solid crust (Zircons)
4.55 to 4.0 Ga -- Early atmosphere forms on Earth (Atmosphere)
4.0 Ga -- First Oceans form on Earth (Oceans Formation)
3.8 Ga -- Oldest crust and evidence of life still found on Earth’s Surface (the Isua Formation in southwest
Greenland): sedimentary and volcanic rocks that were laid down in shallow water, long since having
undergone various episodes of metamorphism. Photo of the Isua Formation from
http://www.ess.washington.edu/~jelte/FirstLife.html
3.8 Ga -- The earliest known life forms develop in the oceans where they are hidden from the sun’s
ultraviolet rays (no ozone layer yet, because no oxygen in the atmosphere). These early bacteria were
known as prokaryotes: single celled organisms with no nucleus. (First Evidence; The First Spark)
3.5 Ga -- Evolution of first organisms (prokaryotes) to perform photosynthesis. Stromatolites are an
example of these types of early organisms (Stone Blankets). Carbon Dioxide (CO2) is depleted as
Oxygen (O2) is produced and begins to accumulate in the oceans.
3.8 - 2.0 Ga -- Banded iron formations: alternating layers of red hematite and grey chert. Occurs as free
oxygen combines with iron in the oceans. Only after most of this iron has been deposited as iron oxide is
free oxygen available to begin accumulating in the atmosphere. (The amount of oxygen in these deposits
is about 20x what we have in our atmosphere today!) The atmosphere begins to change as O2 is added
and CO2 removed, but the process is slow!
2.1 Ga -- Single cell gets a nucleus! Oldest fossils of eukaryotes, the protists, Grypania spiralis, were
found in Banded Iron Formations in Michigan.
1.4 Ga -- First chlorophyll-using photosynthetic life -- Green Algae (Green Planet). ADDENDUM: unlike
what this panel describes, green algae were NOT the first photosynthesizers -- see above, 3.5 Ga, for
more information.
1.2 Ga -- Supercontinent Rodinia forms.
1 Ga -- The atmosphere has changed to one closer to today’s: 80% Nitrogen, 20% Oxygen.
1.1-0.9 Ga -- Meiosis leads to a large change in the rate of evolution of protists! (Seaweed fossils are
found in rocks between 750 and 1250 Ma.)
2
1.1-0.6 Ga -- Evolution and fundamental diversification of multicellular eukaryotes: animals.
700 Ma -- Supercontinent Rodinia begins breaking up – two pieces: Gondwana (Australia, India, Africa,
South America, Antarctica) and Laurasia (North America, Greenland, Europe, much of Asia).
600 Ma -- First organisms with segmented body parts: predecessors to annelids and arthropods (Soft
Body, Hard Body)
590-545 Ma -- Ediacarian age: Ediacaran Fauna three types: ones that resemble jellyfish and related
animals (radially symmetrical ); frond-like forms that resemble modern sea pens; ones that are loosely
described at worm like. These organisms have led to the view of the Ediacaran world as gentle, with large
jelly-like animals living on small particles or obataining their nutrition from symbiotic alga (the
Ediacaran Garden). (Old Softies)
540 Ma -- See how Earth's continents grew and evolved from 4.6 Ga up to 540 Ma, when life was
evolving so quickly in the seas (Earth Station: Early Life In The Sea). Learn more about how scientists
study past climates on Earth (Earth Station: Lines Of Evidence).
530 Ma -- First Chordates: organims with some kind of dorsal support found anytime during an
organism's development (Blueprint For Backbones). ADDENDUM: since the fossil record does not
document origin of vertebrates, in addition to lookin to their ancestors for understanding their evolution,
we also look to their living and fossil relatives.
520 Ma -- First Vertebrates (A Little Backbone)
500 Ma -- First Arthropods (Leg Up On Evolution)
430 Ma -- First plants evolved to live on the land (Happy Landings) and first jawed vertebrates (Jaws)
425 Ma -- First animals evolved to live on the land: Arthropods, like scorpions (Patter of Little Feet)
400 Ma -- First lunged vertebrates (Breath Of Fresh Air)
380 Ma -- First jawed fishes (Something Fishy and WhiteDeath) including Sharks (Skin and Bones); and
first Lobefins: limbed vertebrates, including four-legged land animals (From Fins To Limbs).
370 Ma -- First leaf-bearing plants (A New Leaf)
350 Ma -- See how Earth's continents grew and evolved from 460 Ma to 350 Ma, the time when life was
moving onto land (Earth Station: TheTransition to Land). Learn more about how scientists study past
climates on Earth (Earth Station: Lines Of Evidence).
300 Ma -- First Dragonflies and nonfolding wings (Winging It); first Amniotes (Have Eggshell Will
Travel), which include Synapsids and Reptiles (A Hole In the Head); and first Cycads: palm-like, slowgrowing plants (Seeds of Change)
245 Ma -- Major Extinction Event end of the Paleozoic Era (Here Today Gone Tomorrow)
240 Ma -- First seed-bearing plants (Going To Seed)
235 Ma -- First Dinosaurs: Upright, Walking Dinosaurs (Up And At 'Em), Pterosaurs with leathery wings
(Flying Fingers). Learn how footprints are fossilized (Good Impressions), or read more about what fossil
evidence tells us about what dinosaurs looked like (A New Look).
235 Ma -- First Ichthyosaurs. See our Ichthyosaurs AND Plesiosaurs -- Stroking Dinosaurs -- display
fossil.
3
230 Ma -- First Amphibians (Water Babies)
225 Ma -- Pangaea, the most recent supercontinent completes its formation, and then begins its breakup
(to create the Atlantic Ocean).
220 Ma -- First Crocodilians (In A While, Crocodile
215 Ma -- First Plesiosaurs. See our Plesiosaur display fossil.
160 Ma -- First Sauropods: long-necked, plant-eating dinosaurs (Four On The Floor)
152 Ma -- First Birds: evolved from dinosaurs (Birds Are Dinosaurs)
145 Ma -- First Mammals (If The Shrew Fits)
73 Ma -- First Hornless Rhinos (Headlines)
71 Ma -- First Tyrannosaurus Rex (Face To Face)
65 Ma -- Dinosaurs and other organisms go extinct (End Of The Line); Bird and Mammal species take
their place (Land Of Opportunity)
65 Ma -- See how Earth's continents grew and evolved from during the Age of Reptiles, from 240 Ma to
65 Ma (Earth Station: The Age Of Reptiles). Learn more about how scientists study past climates on
Earth (Earth Station: Lines Of Evidence).
63 Ma -- First Primates (Monkey Puzzle)
55 Ma -- First grazing teeth in mammals (Grass Guzzlers)
50 Ma -- First Cetaceans: whales (Warm Blood, Cold Water), Grasses (Sea of Grass), and meat-eating
mammals like the Smilodon, a sabertooth cat and the California State Fossil (California Cat)
30 Ma -- First Elephants (Mammoth or Mastodon)
15 Ma -- See how Earth's continents grew and evolved from 65 Ma to 15 Ma, during the Age of the
Mammals (Earth Station: Age Of Mammals). Learn more about how scientists study past climates on
Earth (Earth Station: Lines Of Evidence).
12 Ma -- First Horned Rhinos (Headlines)
4 Ma to 500 Ka -- Early Elephant Species. See our Elephant Footprint display fossil.
2-4 Ma -- Ancient Hominids first appear.
1.6 Ma -- Period of frequent Ice Ages begins and continues to today (Ice Ages)
100-300 Ka -- Homo Sapiens first appear.
Today -- See how Earth's continents grew and evolved from 15 Ma up to today (Earth Station: The
Modern World). Learn more about how scientists study past climates on Earth (Earth Station: Lines Of
Evidence
4
1 Introduction
Scientific vocabulary is not difficult
Name ……………………………Number.……Group ….…. Date …….. Page …
http://www.wordreference.com/es/
http://www.thefreedictionary.com/dictionary.htm
Can atoms be observed?
1. Complete the sentence using the information listed below:
Cartoon showing a (1 )……………… looking through a (2) ………….. seeing the
same….. as another (1)………..……… looking through a (3)……………..
(1)Person who does research works
(2)Useful device to observe stars
(3)Robert Hook devised the first
2. 1. Write in google:
“Atoms observed by” / “Cells observed by/through” / “Stars observed through”
2.2. Discover the missing words (?):
“Cells observed by/through” -----------------------
“Atoms observed by”--------------------------
5
“Stars observed through”-------------------------2.3. Beyond the eye: Use the missing words to label the pictures :
1
2
3
2.3.1.Can we see an atom? Has anyone seen an atom?
A) Build a geometric form with your pens and pencils in order to understand how the
atomic microscope works. Then translate the sentence below into a drawing
” The AFM works in the same way as our fingers which touch and probe the
environment when we cannot see it. By using a finger/tip to “visualize” an object, our
brain/computer is able to deduce its topography while touching it “
STM (scanning tunnelling microscope)images
http://picasaweb.google.com/mattmak54/IBMAndTheAtom#
3. In 1981, Gerd Binnig and Heinrich Rohrer at the IBM Zurich Research Laboratory in Switzerland
developed a significantly superior tool for observing surfaces atom by atom: the scanning tunneling
microscope (STM). (Binnig and Rohrer would share the 1986 Nobel prize with Ernst Ruska, designer of
the electron microscope.)
Here’s the basic concept: The STM has a metal needle that scans a sample by moving back and
forth over it, gathering information about the curvature of the surface.
6
1. Introduction
Scientific vocabulary is not difficult
Name ……………………………Number.……Group ….…. Date …….. Page …
3. Questionnaire
1) Is there a relationship between atoms and planets?
Yes/ Not
2) Is there a relationship between atoms and molecules?
Yes/ Not
3) Is there a relationship between cells and bodies?
Yes/ Not
4) Is there a relationship between life and atoms ?
Yes/ Not
5) Can atoms be observed? What do you think?
Yes/ Not
6) Can cells be observed? What do you think?
Yes/ Not
7) Can black holes be observed? What do you think?
Yes/ Not
8) Is a cell composed by atoms?
Yes/ Not
9) Is a table composed by atoms?
Yes/ Not
10)
Is a star composed by atoms?
Yes/ Not
11)
Is a horse composed by atoms?
Yes/ Not
12)
Is the table salt composed by atoms?
Yes/ Not
Do atoms die?
7
1 Introduction
Scientific vocabulary is not difficult
Name ……………………………Number.……Group ….…. Date …….. Page …
CONCLUSION
Everything is made of atoms
4.Optional work.
Write a short essay (about ten lines) about the questions:
Is there a relationship between atoms and planets?
4.1.First of all discuss with the others members of the group and write down
some notes answering the following questions:
•
•
•
•
•
What did you think before?
What do you think now?
How could you observe this relationship?
What did the class say about this question?
Did you know that telescopes and cells are made of the same components?
Can atoms be observed?
4.1. First of all discuss with the others members of the group and write down
some notes answering the following questions:
•
•
•
•
What did you think before?
What do you think now?
How important is to you to observe atoms? How important is to society ?
Observing atoms could improve our well-being?
4.2. HEADLINE : ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
8
1 Introduction
Nature’s scale
Name ……………………………Number.……Group ….…. Date …….. Page …
Would you like to play a tune ?
Would you earn Einstein’s bucks ?
1. You can play the Nature’scale. Let’s go, try to do it.
Nature’s scale
http://ed.fnal.gov/projects/labyrinth/games/lawnorder/natures_scale/activity.html?name
=montse
published by Fermi National Accelerator Laboratory , written by Liz Quigg
1.1. Label the keys in Nature’s Scale from small to large using the words given:
Atom,cell,proton&neutron,nucleus of atom,human, heart,electron&quarks, DNA.
1.2. Check the answers when finished.
1.3. Add a new label
1.4. Listen to the new words
http://www.thefreedictionary.com/Dictionary.htm or http://www.wordreference.com/es/
Small
Large
9
1 Introduction
Nature’s scale
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Earn Einstein Bucks in Nature’s Scale Go to Double your bucks
http://ed.fnal.gov/projects/labyrinth/games/lawnorder/natures_scale/natures_scale.html?
name=montse
2.1. Play the game
2.2. Copy and read aloud the size of the following atom particles using the
following mathematical notations, e.g. :
10-8 it is read (-8 is the exponent, 10 is the base) :
Ten raised to the power of minus eight
Ten to the minus eight
Ten to the power of minus eight
To understand better, complete the series
10
10
101 = 10
102 = 100
103 = 1000
10
10
Quarks
Protons
Neutrons
Atom nucleus
2.3. Copy and read aloud , using logarithmic scale, the size of
Blood cell:
Atom :
Atomic Nucleus:
Seating person:
http://www.phys.unsw.edu.au/einsteinlight/jw/images/Planck_scale.gif
3. Play the game. Arrange the following pictures into size order. Put the biggest
at the top of the table.
The smallest thing
http://www.rsc.org/education/teachers/learnnet/contemporary/student/nano_qOne.html
10
1 Introduction
Nature’s scale
Name ……………………………Number.……Group ….…. Date …….. Page …
4. How big is big? How small is small?
NASA interactive
http://genesismission.jpl.nasa.gov/hbib.htm
Questionnaire
1) What is the diameter of Earth’s Orbit using astronomical units?
2) What is the size of The Sun in meters using scientific notation?
3) What is the speed of light in Kilometres per second?
4) What is the width of USA in meters?
5) What is the height of Mount Everest in meters and in Astronomical
units?
6) What is the length of a football field using Kilometres?
11
1 Introduction
Nature’s scale
Name ……………………………Number.……Group ….…. Date …….. Page …
7) What is the length of a hot dog using meters? Calculate how big is a
football field compared to a hot dog.
8) What is the size of a grain of salt in meters and in angstroms using
scientific units?
9) What is the width of human hair? Calculate how big is a human hair
compared to a bacterium and to a virus
10)
What is the distance between gold atoms in meters?
12
1 Introduction
Nature’s scale
Name ……………………………Number.……Group ….…. Date …….. Page …
5. Arrange the following pictures into size order. Put the biggest at the top of
the table.
5.1 Match the pictures animations with the words :
Saturn http://www.avertedimagination.com/img_pages/saturn_04_07.html
DNA http://www.lifehouseproductions.com/DNAmovie.html
Neutron http://web.jjay.cuny.edu/~acarpi/NSC/3-atoms.htm
Paramecium http://getyourwebsitehere.com/jswb/paramecium/index.html
Cell http://www.cellsalive.com/cells/cell_model.htm
The biggest
Picture 1
Picture 2
Picture 3
Picture 4
The smallest
5.2. Can you spot the key similarity?
_________________________________________________________________
13
1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Match the pictures with the labels
1
2
3
4
5
6
7
8
9
10
11
12
1.
5.
Erlenmeyer
flask
Funnel
9.
Burette
2.
6.
Beaker
Graduated
cylinder
10. Test tube rack
3.
7.
Dropping
pipette
Petri dishes
11. Graduated
pipette
4.
Test tube
8.
Volumetric
flask
12. Stirring rod
14
1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Volumetric Glassware
Many operations in the chemistry laboratory, such as weighing (
)
a
compound or measuring the volume of a liquid, involve measurements of some kind.
Because every measurement made in the laboratory is really an approximation, it is
important that the numbers recorded reflect the accuracy (
) and
precision of the measuring device (
) used.
Introduction .Play the game . http://www.epa.gov/region3/esc/library/games.htm
SAFETY RULES
Not to use your mouth to suck liquid into a pipette
PROCEDURE
Grasp the pipette in your fist (like hitchhiking) and use your thumb to firmly cover the
top of the pipette
1) Draw a 5mL (millilitre) pipette. ( horizontal ).
Volume is most accurately reading at the bottom of the meniscus.
2) Measure 2mL of water and finally draw the 2mL measure of water.
( horizontal ).
15
3) Draw a 1mL (millilitre) pipette. ( horizontal ).
4) Measure 0.6 mL of water and finally draw the 0.6 mL measure of
water.
5) Draw a 100mL volumetric flask (
beaker.
) and a 100mL
6) Pour (
) 100mL of water into each. Which measurement
is the most accurate?.
16
7) Fill the pipette with 3 mL and then drain out 2 mL
8) Fill the pipette with 10 mL and then drain out 8 mL
9) Draw a cover glass and a glass slide in order to do a preparation.
10)
Draw a single depression slide and a watch glass.
11)
Guess the item !: Is used to prepare a known amount of a
liquid solution when it is filled to the line marked on the neck of the
flask.
12)
Guess the item !:Scientists use it a flask to mix and measure
liquids and pour them into other containers.
17
1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
3.Use a converter. How useful it is!
http://www.onlineconversion.com/
Convert what quantity?
1
From:
marco [Spanish]
mark [English]
mark [German]
maund [India]
maund [Pakistan]
megadalton
megagram
megatonne
mercantile pound
metric ton
Result:
To:
maund [Pakistan]
megadalton
megagram
megatonne
mercantile pound
metric ton
mic
microgram
millidalton
millier
See Also: Common Weight Conversions | Metric Mass Conversions
1 microgram = 0.001 milligram
1 mile
1 Hectare
1 meter/metre
1 millimetre
1 square Kilometer
1 light second
1 astronomical unit
1 meter
Barcelona 12 h
Barcelona 12 h
Barcelona 12 h
1 liter
1 liter
1 kelvin
25 degree Celsius
1 atomic mass unit [1998]
1609.344
meter
square meter
nanometer
micrometer
square meter
kilometer
Kilometer
angstrom
London
GMT
New York
cubic decimeter
cubic centimeter
degree Celsius
degree Fahrenheit
gram
18
1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
INFORMATION
It’s very important to work safely.In addition, many of the reagents, equipment, and
procedures used are potentially hazardous. Attention to proper procedures and prudent
laboratory practices are required for your safety and protection.
Carelessness can cause accidents!!!
That’s why it is a good idea to have a set of safety rules to follow
Safety video
http://es.youtube.com/watch?v=Kn5XfHHED9c&feature=related Audio
http://es.youtube.com/watch?v=gSHflgZLV24&feature=related
4. Watch the videos carefully , take notes and see if you can spot the safety
rules .
Safety rules
•
19
5. Safety drawings
Look at the web page
http://nobel.scas.bcit.ca/debeck_pt/science/safety.htm Safety rules
Draw a picture corresponding to following rules and perform a Role- play
RULES
DRAWINGS
Observe good
housekeeping practices.
Work areas should be kept
clean and tidy at all times
Do not eat food, drink
beverages, or chew gum in
the laboratory. Do not use
laboratory glassware as
containers for food or
beverages.
Never work alone in the
laboratory. No student
may work in the science
classroom without the
presence of the teacher.
Dispose of all chemical
waste properly. Never mix
chemicals in sink drains.
Sinks are to be used only
for water. Check with your
teacher for disposal of
chemicals and solutions.
20
Keep hands away from
face, eyes, mouth, and
body while using
chemicals or lab
equipment. Wash your
hands with soap and
water after performing all
experiments.
Dress properly during a
laboratory activity. Long
hair, dangling jewellery,
and loose or baggy
clothing are a hazard in
the laboratory. Long hair
must be tied back, and
dangling jewellery and
baggy clothing must be
secured. Shoes must
completely cover the foot.
No sandals allowed on lab
days.
A lab coat or smock
should be worn during
laboratory experiments.
Report any accident
(spill, breakage, etc.) or
injury (cut, burn, etc.) to
the teacher immediately,
no matter how trivial it
seems. Do not panic. If
you or your lab partner is
hurt, immediately (and
loudly) yell out the
teacher's name to get the
teacher's attention. Do not
panic.
21
If a chemical should splash
in your eye(s) or on your
skin, immediately flush
with running water for at
least 20 minutes.
Immediately (and loudly)
yell out the teacher's
name to get the teacher's
attention.
All chemicals in the
laboratory are to be
considered dangerous.
Avoid handling
chemicals with fingers.
Always use a tweezers.
When making an
observation, keep at least
1 foot away from the
specimen. Do not taste, or
smell any chemicals.
Never remove chemicals
or other materials from the
laboratory area.
Do not immerse hot
glassware in cold water.
The glassware may
shatter.
Heated glassware
remains very hot for a long
time. They should be set
aside in a designated
place to cool, and picked
up with caution. Use tongs
or heat protective gloves if
necessary.
22
1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
Extension work
Lab safety web quest http://dvhs.dvusd.org/Science/LabSafety/
6. Safety Poster
Your teacher will randomly assign a safety rule that you will need to create a safety
poster of. Keep in mind this is an individual assignment! You may get ideas and
suggestions from your group members but you must complete the poster by yourself.
This safety poster must clearly depict the safety rule. These posters will be displayed
around the room as reminders to students during future laboratory investigations of the
safety rules. Please make sure they are easily seen. Be creative!
7. Safety Quiz
You will take a safety quiz. The quiz is on-line at www.quia.com/tq/228866.html.
You may take the quiz as many times as you want to until you achieve the score you
are satisfied with. Once you have completed the quiz, print out the final score page and
turn it into your teacher by the due date.
8. Safety worksheet
All questions must be answered as completely as possible using the information
provided. Work with your group to make sure all questions are answered properly. Be
sure to answer the final “big” question as well.
23
1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
9. Hunt for Lab Safety : Internet Treasure Hunt on Lab Safety
1) How should you dress for a laboratory investigation?
If you have long hair, how should it be worn during any
investigation?
2) What should be done with any used or unused chemical once it has
been taken from the original container? Be specific.
3) If any injury occurs, how should it be handled?
Specify procedures in three specific injuries.
4) How should one test for odors during a lab investigation?
5) Explain how one would use a fire extinguisher.
6) When should you use the fume hood?
7) How would one use a fire blanket?
24
1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
8) How is broken glass to be disposed of properly?
9) When should food and drinks be brought into the laboratory?
10)
When should you wear goggles?
11)
Explain the dangers of not wearing goggles. When should
safety goggles be worn? How should safety goggles be worn?
12)
Explain how your workstation should look during an
experiment?
13)
What should you do prior to any experiment?
25
1 I1 Introduction
Safety &glassware
Name ……………………………Number.……Group ….…. Date …….. Page …
14)
What is the proper procedure for adding water and acid
together? Why is it important to follow this procedure (What are the
consequences?)?
15)
Is horseplay allowed in the laboratory? Why is this an
important rule to follow?
16)
Describe three important pieces of safety equipment that no
chemistry laboratory should be without? How would you correctly
use each piece?
26
2 Timeline
How old is...?
Name ……………………………Number.……Group ….…. Date …….. Page …
Practical activity
How old is this rock?
Terradets/Montsec/Lleida
Gardeny/Lleida
Outcrop/Aflorament , from exposed or crop out, is a geological term referring to the
appearance of bedrock or suoperficial deposists exposed at the surface of the Earth.
1. Find the geologic map corresponding to Terradets canyon and to Gardeny hill
using the following steps :
• Look at the Internet the Institut Geografic de Catalunya web page
http://www.icc.es/portal/
• Go to the bottom and find Institut Geologic de Catalunya
• In option A (Cercar directament pel nom del lloc desitjat )write
Lleida or Terradets
Cercar directament pel nom del lloc desitjat
lleida
Cercar mapa
27
• Click on geologic map 1: 25 000
Cartografia de base
Topogràfica
Imatge
Geològica
Informació addicional
Fulls de la sèrie 1:5 000
Fulls de la sèrie 1:10 000
Fulls de la sèrie 1:25 000
• Click on (Cercador /Search ) “Lleida “
Cercador
Introduïu el text de cerca:
Topònim. Exemple: Vic
UTM. Exemple: 438300, 4642360
lleida
Lleida
Pla de Lleida
Artesa de Lleida
• Look at the period time
• Click on “Llegenda “ on the right side.
Mapa geològic 1:50.000 [Llegenda]
• Use the geological scale to find out the estimated age
http://3dparks.wr.usgs.gov/coloradoplateau/timescale.htm
• Type the answer
Terradets canyon is …………….…..years old
Gardeny hill is ……………….……… years old
……………….. is …………………..years old
28
2 Timeline
How old is...?
Name ……………………………Number.……Group ….…. Date …….. Page …
And now don’t be afraid
How old is this rock?
2. Find the geologic map corresponding to Mount Saint Helens using the
following steps :
• Search the State and County for the Mount Saint Helens in the
Internet
• Find a picture and stick it here.
29
2 Timeline
How old is...?
Name ……………………………Number.……Group ….…. Date …….. Page …
• Look at the Internet web page US Geological Survey
http://www.usgs.gov/
• Click on Maps , Imagery and Publications
• Look at Portals and collections, on the right side and click on
Geologic Maps (NGMDB)
• Enter in Geoscience Map Catalog
• Now you are in National Geologic Map Database. Enter in Place
Name search
• Enter Your query and then click search
a. Place name : ……Mount Saint Helens…..
b. State : ………..Look for ?
c. County : ……optional……
• Choose the option: Mount Saint Helens National Volcanic
Monument
• Use some of the optional criteria to narrow your search :
Geology /Hazards/Geochronology/Palaeontology/Online Maps and
Reports/ Detailed maps
And finally click search
Geologic theme(s)
GEOLOGY
GEOPHYSICS
MARINE GEOLOGY
RESOURCES
HAZARDS
Bedrock
Magnetics
Geophysics
Metals
Earthquakes
Surficial
Gravity
Coastal
Nonmetals
Volcanoes
Structure Contours
Radiometrics
GLORIA
Petroleum
Landslides
Engineering
Other
Other
Coal
Environmental
Other Energy
Other
Other
Water
Other
GEOCHRONOLOGY
PALEONTOLOGY
GEOCHEMISTRY
ALL THEMES
30
Product Format ( Help)
Paper
Digital
Maps in NGMDB library
Online maps and reports
Scale (Help)
detailed maps
(1:100,000 and more
detailed)
all maps, of any scale
Date (Help)
First or only
year
Ending year
Includes GIS data
Maps and reports not
online
Both
• Look at the first entry :
Hausback, B.P., 2000, Geologic map of the Sasquatch
Steps area,north flank of Mount St. Helens, Washington:
U.S. Geological Survey, Geologic Investigations Series
Map I-2463, scale 1:4000.
• Go to the bottom and click View the publication
• Download a PDF version of the map for viewing (2.4 MB)
• Look at the period time
• Use the geological scale to find out the age
• Type the answer
The Mount Saint Helens is …… …………years old
3. Think about why Mount Saint Helens is younger than Montsec canyon.
………………………………………………………..
………………………………………………………
31
2 Timeline
How old is...?
Name ……………………………Number.……Group ….…. Date …….. Page …
Extension Activity
4. Search the Internet for geologic maps is so easy…..
• Search the grand Canyon geologic map in a easier way
http://pubs.usgs.gov/imap/i-2688/i-2688.pdf
• or write in google Grand canyon geologic map and you will find
this pdf
http://www2.nature.nps.gov/geology/education/Foos/grand.pdf
• or this USGS page
http://pubs.usgs.gov/imap/i-2688/
• and only what you need is download it
4.Look at this web page and fill in the table
http://facstaff.gpc.edu/~pgore/geology/historical_lab/grandcanyonlab.htm
a. What are the ages of rocks are present on this map? Put an X in the box below
each period abbreviation if it is on the map or in the legend.
pC
C
O
S
D
M
P
P
Tr
J
K
T
Q
b. What ages (periods) are missing from this sequence? Put an X in the boxes of those
which you cannot find on the map or in the legend.
pC
C
O
S
D
M
P
P
Tr
J
K
T
Q
32
2 Timeline
Misconceptions Astronomy
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduction
Modeling the Universe
http://www.cfa.harvard.edu/seuforum/mtu/
A model is a simplified imitation of something that we hope can help us explain and
understand it better.
• Create a model of the universe in less than 30 minutes.
• One person in the group should write down the features of the model as it is
built.
• Another person should write down what questions came up as your group
worked on the model
• Another person should take photographs
What You Need:
modeling clay
paper
balloons
different sized balls and marbles
string
markers
scissors
straws
Sharing Models with the Class
Each group will :
• Present their model to the class
• Explain what features of the universe the model represent
• Read the questions that came up as your group worked on the model.
Create a wall poster sticking the pictures, typing the questions and
outlining the basic features of each model .
33
2 Timeline
Misconceptions Astronomy
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Choose the correct option:
1. The origin of the Universe is studied through:
1a Astronomy
1b Astrology
2. The Moon has a Hemisphere in Perpetual Darkness called the
Dark Side
2a True
2b False
3. The Moon Rotate
3a False
3b True
4. The Moon has Gravity
4a True
4b False
5. The Blue Moon is really Blue
5a. False
5b. True
6. When the Moon is Full, Lunacy Reigns
6a. False
6b. True.
7. The Seasons are the Result of the Changing Distance of the
Earth from the Sun
7a. True
7b. False
8. The Earth does not Rotates iin a Period of One Day
8a. False
8b. True
9. The Earth Revolves the Sun in a Period of One Year
9a.True
9b. False
34
10. The Aurora is Caused by Reflected Sunlight from the Ice Caps
of the Polar Regions
10a. False
10b. True
11. The Earth was Considered to be Flat During the Time When
Columbus Discovered the New World
11a. True
11b. False
12. Jupiter Won’t Become a Star One Day
12a.True
12b.False.
13. The Jovian Planets have Solid Surfaces
13a. True
13b. False
14. The Telescope was Invented by Galileo
14a. False
14b.True
15. The Sun will Explode at the End of its Lifetime
15a. True
15b. False
16. Polaris, the North Star, is the Brightest Star of Sky
16 a .True
16b. False.
17. Stars are Burning Hydrogen
17a. True
17b. False
18. Isaac Newton Invented Gravity
18a. True
19b. False.
19. It is Possible to Travel Faster than the Speed of Light
19a. True
19b. False.
20. Copernicus was the First Person to Give Us the Concept of a
Sun-Centered Universe
20a. True
20b. False .
35
2 Timeline
Misconceptions Astronomy
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Just a Little Bit More Information.
Do the exercise again
Look at the definitions or explanations and choose the correct option:
1. The origin of the Universe is studied through:
1a.ASTROLOGY deals with how stars influence the attitudes and lives of humans.
1b. ASTRONOMY is the science which investigates all matter-energy in the universe.
2. The Moon has a Hemisphere in Perpetual Darkness called the
Dark Side
2a. True
2b All places on the moon experience a day and night cycle.
3. The Moon Rotate
3a. False
3b. The moon completes exactly one rotation about its axis in the same period of time it
takes to make one revolution around the Earth.
4. The Moon has no Gravity
4a. True. That is the reason why the astronauts were able to jump so high
4b. Any object which possesses mass has the force of gravity as a condition of its being.
5. The Blue Moon is really Blue
5a. The blue moon is not blue at all, since the light which we see reflected from its
surface is only sunlight.
5b.True
6. When the Moon is Full, Lunacy Reigns
6a. False. There is no statistical proof from hospital or police records that people are
crazier when the moon is full
6b. True.
36
7. The Seasons are the Result of the Changing Distance of the
Earth from the Sun
7a. People believe this to be true.
7b. The seasons are caused by the 23.5° tilt of the Earth's axis.
8. The Earth does not Rotates in a Period of One Day
8a. The Earth rotates on the average in a period of 23 hours, 56 minutes.
8b. False
9. The Earth Revolves the Sun in a Period of One Year
9a.True
9b. The Earth requires a period of 365.24 days to complete one revolution. We must,
therefore, add an extra day to the calendar every four years.
10. The Aurora is Caused by Reflected Sunlight from the Ice Caps
of the Polar Regions
10a. False. The Aurora is an electrical discharge which occurs thousands of miles
above the Earth's surface following lines of magnetic force .
10b. True
11. The Earth was considered to be Flat During the Time When
Columbus Discovered the New World
11a. True
11b. False. Greek texts spoke of a spherical Earth as well as the circumference of the
Herat
12. Jupiter Won’t Become a Star One Day
12a. True Jupiter would need to become at the very least 70 times more massive to
evolve into a star in order to be sufficient material to allow thermonuclear fusion.
13b. False.
13. The Jovian Planets have Solid Surfaces
13a. True
13b. False. They have gaseous atmospheres which eventually become compressed into
liquid oceans of primarily hydrogen and helium.
37
14. The Telescope was Invented by Hans Lippershey .
14a. False. The telescope was invented in the year 1608 by Galileo
14b. True
15. The Sun will Explode at the End of its Lifetime
15a. True
15b. False. Near the end of its existence, the sun will became a red giant star and then it
will shed its outer layers.At this point the sun will be called a white dwarf star
16. Polaris. the North Star, is the Brightest Star of ky
16a . True
16. False. The brightest star of the nighttimes sky is Sirius
17. Stars are Burning Hydrogen
17a. True
17b. False . Through the fusion process some mass is converted into energy as helium
atoms are created.
18. Isaac Newton Invented Gravity
18a. True
18b. False. Gravity was always around. It is a condition of any object which possesses
mass.
19. It is Possible to Travel Faster than the Speed of Light
19a. True
19b. False. Only the limitlessness of the human imagination can entreat an object to
travel as fast or faster than the velocity of light.
20. Copernicus was the First Person to Give Us the Concept of a
Sun-Centered Universe
20a. True
20b. False . It was the Greeks who first entertained the heliocentric notion that a rotating
Earth could be in revolution around the sun.
38
2 Timeline
Explore
Name ……………………………Number.……Group ….…. Date …….. Page …
The Story of the Time
TIMELINE.
Super !!!!!!
1. Look at the timelines and answer the questions
http://www.ccsf.edu/Departments/History_of_Time_and_Life/
http://pubs.usgs.gov/gip/geotime/
1) How old is The Earth?
The Earth is ………………………….. …………………. years old
2) When did life begin on Earth?
The life begun ………………………………………… years ……
3) Where do we come from?
4) What are we?
5) How long did it take for life to begin and evolve to fish or to
mammals?
6) Where are we going?
39
2 Timeline
Explore
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Could you find your favourite timeline? Bring it to the classroom as soon
as possible and arrange items in the right order
Extinction of Dinosaurs
Origin of bacteria
Big Bang
Earth accretion
Origin of animals
Homo sapiens appear
Origin of life
Origin of protists
Origin of Universe
Origin of cells
First Primates
Origin of mammals
Appearance of jellyfish
First dinosaurs
Alps & Himalaya’ forming
Invasion of the land by plants
Origin of Eukaryotic cells
Origin of life
Planetesimal accretion
40
2 Timeline
Explore
Name ……………………………Number.……Group ….…. Date …….. Page …
3. Watch the first part of chapter (3) of 6. Complete the chart drawing and dating
the main events in the evolution of life after looking at the example.
Videos. Facts of evolution
1. http://es.youtube.com/watch?v=rajouw6zFDY&feature=related
2. http://es.youtube.com/watch?v=n6zsWcaDQBY&feature=related
3. http://es.youtube.com/watch?v=WPB_Up91lUM&feature=related
4. http://es.youtube.com/watch?v=rbMsJ0oPhw8&feature=related
5. http://es.youtube.com/watch?v=vemIfOggbyk&feature=related
6. http://es.youtube.com/watch?v=8_VTo-sUqYU&feature=related
First multicellular
organisms
First bacteria fossils
First cells with nucleus
First Trilobites
1.75 billion-y-a (1750 m)
First Fishes with jaws
First Ferns
First Tetrapods
First Mammals
First Birds
41
2 Timeline
Explore
Name ……………………………Number.……Group ….…. Date …….. Page …
4. Watch the video and fill the gaps : Transcrit 2.13-2.26
http://www.allaboutthejourney.org/evolution-timeline-video.htm
“ We have a macro evolutionary process of these protozoans becoming
all kinds of ..............we will see to date: from ................. and
amphibians to birds and animals to ............... beings. OK?”
5. Read the text http://pubs.usgs.gov/gip/geotime/geotime.html
1) How then do scientists reckon geologic time?
Scientists reckon geologic time using ………………..
a)
b)
2) Why do they believe the Earth is so old?
Measuring …………
6. Look at the table and find out where this words come from:
Jurassic
Ordovician
Cretaceous
Permian
Cambrian
Silurian
42
2 Timeline
Explore
Name ……………………………Number.……Group ….…. Date …….. Page …
43
3. Origin and evolution of the Universe
Big Bang/Big Crunch
Name ……………………………Number.……Group ….…. Date …….. Page …
What is everything made of?
………………………………………………………………………………………
INTRODUCTION
1. Bring a complete periodic table. e.g.
http://www.doccasagrande.net/Images/Periodic_Table.jpg
and if you like comics go to http://www.uky.edu/Projects/Chemcomics/
1.1. Would you play? The first 20 elements jigsaw. Stick the correct answer.
http://www.creative-chemistry.org.uk/funstuff/jigsaw/table.htm
44
3. Origin and evolution of the Universe
Big Bang/Big Crunch
Name ……………………………Number.……Group ….…. Date …….. Page …
Think to yourself..
How old is time?/ How long ago did time begin? / How long ago did
time start?
How did the Universe begin?/How long ago did the Universe begin?/
When did the Universe begin?
1. Search the Internet for an image (google images) about the origin of the
Universe and copy it.
If you don’t find any one!!!, at least look at BIG BANG
http://biologaenpotencia.files.wordpress.com/2008/03/bigbang_03.jpg
45
3. Origin and evolution of the Universe
Big Bang/Big Crunch
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Read the information about The Big Bang, see the videos below and answer
the questions
Big Bang
http://ssscott.tripod.com/bang.jpg
http://www.ccsf.edu/Departments/History_of_Time_and_Life/content/BigBang.htm
46
3. MATTER STRUCTURE.
Look at the movies and draw the following components. Place the previous
drawing in the following one.
http://archive.ncsa.uiuc.edu/Cyberia/Cosmos/CosmicMysteryTour.html
http://www.fnal.gov/pub/inquiring/matter/madeof/ + Audio
Quark soup
The family of fundamental particles is
divided into two groups : quarks and
leptons. Quarks are the building blocks
of protons and neutrons. One of the
leptons is the familiar electron. Also in
the lepton class are neutrinos, which
may be candidates for the missing dark
matter. Quarks and leptons and their
corresponding anti-matter particles were
constantly colliding and annihilating
each other with a release of energy.
.
Hadrons
The most stable, and therefore familiar,
hadrons are called baryons. Baryons (a
unit of three quarks) are also known as
protons and neutrons
Two first atom nucleis
One hundred seconds after the Big Bang,
the conditions were suddenly ripe for
nucleus formation. Protons and neutrons
could stick together without being torn
apart by highly energetic photons. The
neutrinos and antineutrinos had lost their
ability to interact with protons or
neutrons. The protons that were left over
were destined to become hydrogen
nuclei.
First atom
About 300,000 years, the opaque soup of
matter and radiation began to clear.
Photons no longer had enough energy to
knock electrons free from atomic nuclei
and protons.
47
3. Origin and evolution of the Universe
Big Bang/Big Crunch
Name ……………………………Number.……Group ….…. Date …….. Page …
4.VIDEO LISTENING ACTIVITY
See the video and fill the gaps
Big Bang. The expanding Universe. (9’)
http://www.youtube.com/watch?v=QRp_iBYlyEI
Perhaps the greatest Q_______________ facing the human
R____ is to discover W_________ we come ______and to find
out what is our ultimate F_____.
Every culture, every age…
And try to answer…
The human M______to find out where we come from, where we
_____ and ____ __________ and the end where we are going.
Astronomy provides the _______ I______________ that each
person needs to __________________ where he or she comes
from, where the human race is G______.
48
5. Watch the video Elements of Physics: The Big Bang Theory. Complete the
scheme drawing the main events and filling the gaps.
http://videos.howstuffworks.com/hsw/10768-elements-of-physics-the-big-bang-theoryvideo.htm
15.000 my ago
The Universe and all the matter and ………………. was infinitely
……… and ……..
The Universe exploded : BIG BANG
10-43
Universe were formed in this instant along all forms of … …., ……
….., as well …… …….and ………
10-36
The expansion begun:
Matter separated into a type of quark … …. Contains elementary
particles as a :… ……. & … ………& ………..
10-5
Quarks condensed into ……………and ……………
49
1”-3’
Protons and neutrons combined creating the first nuclei of …….and
……..
300.000
……….. were attracted to the nuclei to form ………
1 billion ¿how many ? ____________________
Clusters of dens masses which became ………..
………. Expontainly begun. .. …….. were born in this process radiating
……. In form of electromagnetic waves.
Some stars collapsed under the own ……………. and exploded into
…………. And the matter spread into space forming new …….., …….
And ……..
THE UNIVERSE CONTINUOUS TO COOL
50
3. Origin and evolution of the Universe
Big Bang/Big Crunch
Name ……………………………Number.……Group ….…. Date …….. Page …
Revision work
6. VIDEO Big bang Theory
http://www.big-bang-theory.com/
1) What types of matter and energy fill the universe?
2) How old is the universe today?
3) How long ago did time begin?
4) What was there before the Big Bang?
5) What made the Big Bang happen?
6) How big it is?
7) Could there be other universes?
8) What is the ultimate fate of the universe?
51
3. Origin and evolution of the Universe
Big Bang/Big Crunch
Name ……………………………Number.……Group ….…. Date …….. Page …
Extension work
7. From BIG BANG to BIG CRUNCH
7.1.Match the questions to the answers
I
II
III
IV
V
VI
VII
I.Q: In the possibility of the event of the Big Crunch, how would we notice
it beforehand?
II.Q: How was SPACE created?
III.Q: If the universe gradually slows down and stops, will it eventually
contract and then result in a big bang?
IV.Q: Is Gravity the result of mass and rotation?
V.Q: How many of the scientific community disagree with the "fact" that
the universe is expanding.
VI.Q: Steven Hawking admitted that he had made mistake about his views
on the Big Bang, and the beginning of time. Is this common among
cosmologists?
VII.. Q: Is the Universe finite or infinite?
1.A: When new observations which contradict the existing models are made, the
models are modified to be consistent with all the available data, this is the way that
scientific progress is achieved
2. A: In order for a big crunch to occur, the universe would have to be
contracting. In the final stages atoms will no longer exist.
3. A: We don't know. The Universe has a very large volume now, but finite, but the
Universe could expand forever, so only in the infinite future will it actually be
infinite.
52
3. Origin and evolution of the Universe
Big Bang/Big Crunch
Name ……………………………Number.……Group ….…. Date …….. Page …
4.A: It seems that the density in the universe is not sufficient to actually stop the
universe in its expansion. If the density was enough, then indeed it would have
started contracting, and eventually reach a "big crunch."
5.A: There are very few scientists who at this point disagree with the expanding
universe.
6. A: Space, and indeed time was created at the big bang.
7. A: Gravity is one of the four basic forces that we see in the universe today.
Gravity, which is generated by masses, nothing to do with rotation, acts on other
masses and on light.
7.2.
A very difficult question
Read the information about The Big Bang and answer the question:
In the possibility of the event of the Big
beforehand?
Crunch,
how would we notice it
Analysis of the spectrum of light from galaxies reveals a redshift towards longer wavelengths
indicating that space-time is undergoing a continuous and uniform expansion from Big Bang
…………………………………………………………………………………..
…………………………………………………………………………………..
…………………………………………………………………………………..
53
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
1.Find out the relationship between the periodic table and the Universe origin
(to think about) completing the mind map below
Periodic table
Big Bang
P………..
N……….
E……….
A…….
2. Copy the legend from the periodic table
Atom AUDIO
**http://yteach.co.uk/index.php/resources/atom_atomic_number_mass_nuclei_symbol_
isotope_electron_proton.html
3. Find out the meaning of:
Atomic number
Atomic weight
54
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
4. Label this image of Carbon and count the number of protons…..,
neutrons,…
and
electrons…..
5. Draw and label the atomic structure of Helium using the periodic
table and comparing it to the atomic structure of carbon
6. Look for, draw and label the structure of hydrogen 1
7. Look for, draw and label the structure of hydrogen 2
55
8. Look for draw and label the structure of hydrogen 3
9. Look at the drawing and count the number of protons, electrons and
neutrons. What is this?
It’s …………
…… neutrons +
….protons +
….electrons
10. Discover the element
11. What is a molecule? An element ? The periodic Table?
56
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
12. Search the Internet for images about the atomic structure of
oxygen, nitrogen, iron, uranium,….. Entry, for instance: atom nitrogen ó
orbital iron.
e.g.
Iron
http://www.chemistry.pomona.edu/Chemistry/Periodic_Table/Elements/Iron/iron%20or
bital%20diagram.gif
57
13. Draw a atom card but don’t label it, e.g. Write down the the answer in a
sheet of paper or memorize it.
1. ………..
14.
1) Show your picture to your mates and explain them how many protons,
electrons and neutrons it is made of ?
e.g. It’s made of 26 protons,30 neutrons and 26 electrons.
2) Ask them for the proper name of element.
e.g. Iron
3) Ask them about its atomic mass/weight
4) Telling your partners the atomic number and the atomic mass, ask
them the atom’s name and how many neutrons this atom should have.
15. Revision exercise. Look at this interactive web page and answer the
questions
http://www.bbc.co.uk/worldservice/sci_tech/features/elementary/index.shtml
58
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
16. Atomic mass unit
http://www.colorado.edu/physics/2000/periodic_table/atomic_mass.html
http://www.sparknotes.com/testprep/books/sat2/physics/chapter19section4.rhtml
Concept maps
http://www.concord.org/~btinker/molo/molo_concept_maps/index.html
Complete the table
Particle
Mass (kg)
Mass (amu)
Proton
Neutron
Electron
As conclusion
1 Proton is approximately ……………………….. a.m.u.
1 Neutron is approximately ……………………….. a.m.u.
1 Electron is approximately ……………………….. a.m.u.
59
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
Extension work
17. ATOMS &MOLECULES
1) Why is carbon an element?
2) Write down three pieces of information which suggest that atoms are
tiny
3) What are atoms and molecules?
4) How are atoms and molecules arranged in water molecule?
5) How many kinds of atom are in a lump of copper? Explain
6) Which of the elements in the Periodic Table/photograph is used in a)
jewellery b) in thermometers.
60
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
7) Try to find out: what some of the other elements are used for.
8) What is the chemical name for water?
9) How is water different from the elements which make it up?
10) Milk is good for making teeth because it contains calcium. Do you
think that milk contains calcium as an element or a compound?
Explain your answer. Extra-information: Calcium, phosphorus and oxygen
are joined in the compound calcium phosphate, found in teeth. Luckily it does
not fizz in water or burn when dry!!
11)
A compound can be more dangerous than the elements which make
it up. Hydrogen sulphide-rotten egg gas- is much more poisonous
than either hydrogen or sulphur. Try to find out : what phosphorus
element is used for. http://www.creative-chemistry.org.uk/funstuff/jigsaw/table.htm
61
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
18. Playing games
http://ed.fnal.gov/projects/labyrinth/games/index1.html
INSTRUCCIONS:
Open the page
There are 4 games
1. Warp speed
2. Ghost Bustin
3. Code Crackin’
4. Law’n order
5.
1. Read the history
When scientists study the subatomic particles and forces that bind them together, they also learn
about the early history of the universe and how it began with the "Big Bang."
When the universe was very young, atoms didn't exist, because it was too hot for them to form.
The only form of matter was a sort of "primordial soup," consisting of the most basic particles.
Fermilab scientists are leading the international search to learn how the universe works. At
Fermilab, scientists use the Tevatron to make the ingredients of primordial soup by smashing
together protons and antiprotons at very high energies. Their studies have led to a search for
particles that are the smallest, simplest building blocks of matter, and for the forces that control
their behaviour.
2. Answer the questions using the words below :
Gravity, quarks, protons, electromagnetism, strong force, atoms,
leptons , the weak force
The particles are:
• ……….
• ……….
And the forces are:
•
•
•
•
……….
……….
……….
……….
62
3. Origin and evolution of the Universe
The matter : Structure and origin
Name ……………………………Number.……Group ….…. Date …….. Page …
19. Enjoy the quizzes
•
•
Chem4Kids Quiz: Periodic Table AND MORE
http://www.chem4kids.com/extras/quiz_elempertable/index.html
20. Watch the video: “Atomic structure” and fill the gaps
http://es.youtube.com/watch?v=xkvYBkIorIQ
1. A proton is form of _________ _________ _________ _________
_________ _________ quark
2. A neutron is form of _________ _________ _________
_________ _________ _________ quark
3. _________ _______ _________ _________ _________ made H
4. _________ _________ He
5. _________ C , _________ O
6. _________ _________ gold
7. _________ _________ U
8. So H _________ _________ _________ _________ _________
_________ _________ _________ proton
9. He _________ electrons
10.C has _________
11. O _________
12.Gold _________ _________
13. And U _________
63
3. Origin and evolution of the Universe
Fireworks.Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
Play the game.
The first 20 elements jigsaw Fireworks
http://www.chemsoc.org/networks/learnnet/contemporary/student/Fireworks_intro.html#
e.g. Sodium / yellow
What light is really made of ?
You are lucky !!!. It only takes two hours to find out !!!
A piece of information
Exciting Electrons using LIGHT
http://www.chemicalconnection.org.uk/chemistry/topics/view.
When metals or metal salts are heated in a flame, the flame becomes highly coloured.
These colours are due to the electrons getting excited!
Fireworks are made up of metal salts - they take advantage of the different colours that
are produced when metal ions or atoms are heated.
Lithium , sodium and copper salts give pink, yellow and green flame colours.
1.1. Match the chemical elements to their correct flame colours by dragging and
dropping the names of the elements into the appropriate boxes. Once complete
click the Check Answer button.
Fireworks. What is in a fireworks
http://www.rsc.org/education/teachers/learnnet/contemporary/student/fire_qOne.html
1.2. Complete:
At a fireworks display you will see a spectacular array of different colours. These
colours are produced by the different __________ ______________ that are in
fireworks.
2. Flame colours experiment
http://www.chemicalconnection.org.uk/chemistry/experiments/flame%20colours/teach.
pdf
2.1. Read carefully the procedure
2.2.Work safety
2.3. Observe the different colours.
2.4. Note down which colour each metal turns the flame
64
a. Barium
…………..
b. Lithium
…………..
c. Potassium …………..
d. Calcium
…………..
e. Copper
…………..
f. Sodium
…………..
3. Can you think of a spectacular use for this effect?
4. A simplified electron energy diagram is shown below. Mark on the energy
level that electron is in at each stage.
What’s the Chemistry?
The heat of the flame causes electrons in the metal atom to rise up to higher energy
levels. This "excited state" is not stable so the electron falls back to its original energy
level ("ground state"). As it falls, it releases the energy as LIGHT.
Why do different metals cause different flame colours?
Different metal atoms have different separations between their ground and excited states
("energy gap"). This means that they emit different amounts of energy when electrons
fall from the excited state to the ground state.
65
3. Origin and evolution of the Universe
Fireworks.Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
Observing atoms, discovering The Solar Spectrum
5. Getting a sneak peak at what light is really made of
http://www.spartechsoftware.com/reeko/Experiments/ExpPrism.htm
Procedure:
•
•
•
•
Place a mirror against a glass of water (let it lean against the side of the glass )
Turn the glass so that the mirror faces the Sun
Hold the paper at a sland in front of the glass. Move the paper around until you
get the rainbow colours. You may need to move the paper around slightly until
the colours come into full focus,
Take two photos and print them Stick the photos and label them
What are you observing ?
____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
66
3. Origin and evolution of the Universe
Fireworks.Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
If you look at the spectrum of visible light below, you can see that different colours
correspond to different energies (i.e. red light is at the 700 nm end of the spectrum and
blue is at the 400 nm end).
The solar spectrum consists of a continuum with thousands of dark absorption lines
superposed. These lines are produced primarily in the photosphere.
6.Look at the solar spectrum. http://media-2.web.britannica.com/eb-media/30/27030004-293E0372.jpg. Draw, colour and label it.
7. Optional: Place properly (in terms of wavelength) at the SPECTRUM the
following elements:
Oxygen, Sodium, Calcium and Hydrogen
Designation
B
C
D2
E
F
H
Table 1 -- "Known" Lines
Wavelength (nm)
686.7
oxygen
656.3
hydrogen
589.0
sodium
527.0
iron
486.1
hydrogen
396.8
calcium
Origin
Light is really made of ………………….
67
4 Stellar evolution
The life & dead of stars
Name ……………………………Number.……Group ….…. Date …….. Page …
INTRODUCTION
http://universe.nasa.gov/press/2003.html
a)What are stars?
b) What are they made of?
c) How is a red star different from a blue star?
d) What happens at the edge of a Black hole?
1. Look at the pictures . Pay attention to the movies.
1.1.History of the Universe
The Birth of the Universe Big Bang and Beyond
http://es.youtube.com/watch?v=hSZqhqR5XKM&feature=related
http://crd.lbl.gov/~borrill/presentations/sc2002/hou.jpg
1.2. Stellar evolution
The Life cycle of a star. Animation
http://www.virtualsciencefair.org/2002/wongj/public_html/animations.html
How a Star forms with a Solar System ***Animation
http://www.valdosta.edu/~cbarnbau/astro_demos/stellar_evol/home_stellar.html.
68
INFORMATION Here is a bit of a summary for high mass stars:
http://universe.nasa.gov/press/2003/2003images/supernova_cycle.gif
(Image credit: Brooks/Cole Thomson Learning)
69
4 Stellar evolution
The life & dead of stars
Name ……………………………Number.……Group ….…. Date …….. Page …
Previously, look at this video *** Birth of the Solar System
http://www.youtube.com/watch?v=B1AXbpYndGc&NR=1
• Sum up the main idea
• Write another heading
2. 1. See the mind map below
EVOLUTION OF THE UNIVERSE : From cosmic egg to dead stars
2.2. Fill the mind map with the proper words instead of (?):
2.3. Write a short essay based on the mind map
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
70
EVOLUTION OF THE UNIVERSE : From cosmic egg to dead stars
+ T /12 to 20 billion (10 9) years ago
HOW?
WHO?
Very high Temperature
&density
1?
All matter and energy at a
single point
B
I
G
B
A
N
G
E
X
P
N
S
I
O
A
Nuclear fusion : quarks
& leptons →atom
H+H→He
+E2;Synthesis of
chemical elements: He
is obtained from 2?
When?
N1
Nebula of dust & gas with H
& He
3?
QUASARS3
Asymmetric distribution of matter
Galaxies
NUCL H+H→He +E
EAR Synthesis of
chemical elements:
He is obtained
from 4?
?
5
Red giant
1
2
All forms of matter and energy, as well as space and time itself, were formed at this instant
The energy that is given off by the Sun reaches in the form as visible Light,),
7?
8?
.UV(ultraviolet radiation )and...
QUASAR: Quasi-stellar Radio Sources (meaning "star-like radio sources")
3
71
FUSIO Explosion
N
9?
10?
?+ ?→ Fe + E
?+?
Xe +E
22 + 56
Pt + E
Synthesis of chemical
elements: reminder
elements are obtained from
Fe
Remnant
Nebula with H,He,
C,….Fe, ..Si,…….U
11?
12?
rotating star
Expansion
galaxies moving away
Primordial nebula H,He, C,….Fe, ..Si,…….U of the
Solar System
13?
Planetary rings of dust &gas : 14?
15?
PLANETS & 16?
17?
Solid, silicated,, CO2
atmosphere, small,
Nuclear fusion:
H+H→He+E, now
Nucleus
Atmosphere
Photosphere
Stains
Lowe rotational speed ,
greenhouse effect of
Venus.
18?
Silicated, unfinished
accretion , coal
Chromosphere meteorites : impact
Prominences
crater, falling stars.
72
Corona
19?
gaseous, H,He
NH3,CH4
atmosphere,big
Solar wind
Higher rotational
speed. Rings
&increasing number of
satellites
20?
frozen ocean
,O2,life ?
2I?
methane ocean
,bacteria?
Frozen , rocky, graphite, ice
H2O,ammonia, methane,
22?
Fossil planetesimals, Oort cloud , sublimation, tail
Nuclear fusion : He +He→C+E
24?
?stopstopping nuclear fusion
25?
-T
26?
EXPANSION, galaxies moving
23?
Red shifted
away
73
4 Stellar evolution
The life & dead of stars
Name ……………………………Number.……Group ….…. Date …….. Page …
3. Complete the table using some of the below listed words
Sun /Supernova/IR (infra-red)/Silicate/Red stars/Big Bang/Doppler effect/ Titan
Hydrogen/Europe/Comets/Black holes/Protosol/X-ray/Fe/Blue Stars/Helium
Stars
Satellites
Univers
Explosion
Accretion
Expansion
Nuclear Fusion
4. EXTENSION work A nuclear furnace
http://aspire.cosmic-ray.org/labs/star_life/hr_interactive.html QUIZ
the HR diagram will help you understand how a star changes throughout its life
5. What materials are believed to compose dark matter, and what can we learn
about the universe by examining it?
_____________________________________________________________________
_____________________________________________________________________
74
4 Stellar evolution
The life & dead of stars
Name ……………………………Number.……Group ….…. Date …….. Page …
Revision work
6. Find ,through google images, another drawing about stars evolution, copy,
colour and label it .
http://aspire.cosmic-ray.org/labs/star_life/hr_interactive.html Enjoy the Animation.
75
4 Stellar evolution
The life & dead of stars
Name ……………………………Number.……Group ….…. Date …….. Page …
7. Look at this web pages & answer the questions
http://www.virtualsciencefair.org/2002/wongj/public_html/animations.html
http://outreach.physics.utah.edu/labs/star_life/starlife_main.html
1) What are stars?
2) What are they made of?
3) How is a red star different from a blue star?
4) What is the first stage in the life cycle of a star?
5) How does a large star die?
6) How many kinds of stars do you know?. Find different sorts of stars
on the chart.
7) What are the stars that explode and then shine intensily for several
months called?
76
4 Stellar evolution
The life & dead of stars
Name ……………………………Number.……Group ….…. Date …….. Page …
8) Where in the universe are the chemical elements made?
9) What name do we give to dead stars?
10)
Explain how Helium (He) is obtained from Hydrogen( H ),
using the corresponding atomic number. How many H atoms are
required to make a He atom?
11)
Explain how Carbon (C) is obtained from Helium ( He ), using
the corresponding atomic number. How many He atoms are required
to make a C atom?
12)
In what kind of stars is Oxygen created?
13)
What is the fuel consumed by blue stars?
14)
What is the main difference between the Sun and the planets?
77
4 Stellar evolution
The life & dead of stars
Name ……………………………Number.……Group ….…. Date …….. Page …
8. What do we call the process by which the solar system was formed?
9. Draw a diagram to explain it.
78
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Information
The KISS principle ( "Keep It Simple, Stupid") states that design simplicity would be a
key goal and unnecessary complexity avoided. Common variants of the acronym
include: "Keep It Sweet & Simple", and "Keep It Short & Simple". "Keep It Simple,
Silly”"Mantenlo simple, estúpido" .
NUCLEAR FISSION ANIMATION
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0702/es07
02page01.cfm?chapter_no=visualization
NUCLEAR FUSION ANIMATIONS
http://www.atomicarchive.com/Movies/Movie5.shtml
http://www.sciencemuseum.org.uk/onlinestuff/subjects/energy.aspx
Go to :
smashing the atom /on the rigt side 6. fusion, the science of the sun / movie: explore a
fusion reactor
1.1. Compare nuclear and fission reactions
79
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
2.
See carefully the animations and complete the table comparing nuclear
fission and nuclear fusion. Place the words given in the correct place.
Someone must be used twice
ITER, uranium, high, no, yes, solarpower,water (helium & tritium), Vandellòs, few,
wind, no, a lot, helium, break up,yes, low, join, gold,
Power
Fuel
plant/rea
ctor
Problems Nett
Greenhous Atomic
with
production e effect
nucleus
radioactiv of electricity
e waste
Fusion
Fission
Sun
80
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
3. EXTENSION WORK
DRAMA
Enjoy the Play
http://www.sycd.co.uk/only_connect/pdf/everywhere/drama/drama_pupil.pdf
Casting will be done in alphabetical order by actor
The first character: “Becquerel “will be performed by the student number 1
81
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
4.
4.1. Find the son’s answer
..........................................................................................................................................
..........................................................................................................................................
A Bit of information.
Nuclear fusion: Four protons are 0.7 % heavier than helium nucleus. The surplus mass
is converted to energy according to the Einstein’s famous equation (E=mc2) c= speed
of light.
82
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
4.2. Just for discussion : What does the cartoon mean?
What are they doing there?
..........................................................................................................................................
4.3. Draw your own cartoon about the energy issue
83
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
5. Find the information using for e.g. the BBC search service. Key words : spent
nuclear fuel Vandellòs.
Spent fuel contains approximately 96% uranium, 1% plutonium and 3% fission products.
5.1. How do we store spent uranium from a nuclear power reactor?. Attach a
picture to illustrate the problem.
•
until now
•
in the near future
5.2. What did we do with the spent nuclear fuel (uranium) from Vandellòs 1
when the nuclear power station was closed down?.
84
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
6. Working in groups of four: Choose a power station among : fission nuclear,
fusion nuclear or wind/hydroelectric/coal-fire power.
6.1. Taking notes, explain to each other if you are in favour or against
e.g. Fission nuclear power
In favour
Against
No greenhouse effect
Radioactive waste
6.2. Sharing our ideas.
Tell the rest of the class your conclusions about the pros and cons of the power
station .
85
4 Stellar evolution
energy nuclear reactions
Name ……………………………Number.……Group ….…. Date …….. Page …
7. To sum up, build up a MINDMAP about power stations using this frame :
radioactive
Fission power
WASTE
GREENHOUSE
EFFECT
COST
ENVIRONMENT
AL IMPACT
NOISE
POLLUTION
Fusion power
RAW
MATERIAL
8. Make a crossword puzzle, print it and ply with your partner
http://www.puzzle-maker.com/
86
4 Stellar evolution
Black Holes & supernovas
Name ……………………………Number.……Group ….…. Date …….. Page …
SUPERNOVAS
1. Match the questions to the answers
1
2
3
4
5
6
1.Q: How close must a Star be to affect us in the event that it explodes into
supernovae?
2.Q: Some of the supernovas’ pictures have blue and other colours
associated with them. Are these colours the result of a computer imaging
process or do the images actually emit colour ?
3.Q: When you look at the spectra of supernovae can you determine the
elements in the ejection of the supernovae explosions? If so, can you then
determine their relative abundance?
4.Q: What's the current understanding of the conditions required for a
supernovae?
5. Q: How are elements heavier than iron formed in supernovae? What are
some typical reactions?
6. Q: Any idea where the supernovae was located that supplied the
elements for our sun and earth?
I.A: There is no known massive star that is so near that it will actually
destroy the earth .
II.A: We do not know which supernova triggered the formation of the
Solar system, although some speculations about the Geminga pulsar
were made.
87
III.A: The heavy elements are formed by nuclear fusion reactions
under explosive conditions.
IV.A: What is meant by “true” colours is that the images were taken
in several filters.Those colours were then combined to form the colours
you see in the image.
V.A: Supernovae form either from the cores of massive stars which
collapse, when the cores are composed of iron or from white dwarfs
which grow in mass .
VI.A: Absolutely. The relative abundances of many elements are
determined from the spectra of supernovae.
EXTENSION WORK
History.
Black holes are aptly named – “The black hole of Calcutta “ was a room in 18th century
India used to hold three prisoners. Once, 46 were crammed in- and 24 died- just as in its
astronomical counterpart, a large amount of matter was concentrated in a small space
from which there was no escape.
2.Look at the animations
•
•
Spinning Black Hole Animation +text
http://www.spaceref.com/tools/vi.html?id=139&cat=blackholes&imgs=
movie
Black Hole Animation +text http://www.freemars.org/jeff2/BH3.htm
•
Black Hole Model http://planetquest.jpl.nasa.gov/bh_launch_page.html
•
Animations NASA. http://heasarc.gsfc.nasa.gov/docs/blackhole.html
http://www.nasa.gov/vision/universe/starsgalaxies/gwave.html
Animation Harvard
http://chandra.harvard.edu/resources/animations/blackholes.html?page=1
#anim_38
•
How to Feed a Black Hole. Animation
http://wps.prenhall.com/esm_chaisson_BG4/10/2719/696201.cw/index.html
88
4 Stellar evolution
Black Holes & supernovas
Name ……………………………Number.……Group ….…. Date …….. Page …
3. BLACK HOLE
Match the questions to the answers. Difficulty level easy
1
2
3
4
5
6
7
8
9
10
1.Q: Some time in the future could our sun become a black hole?
2.Q: Does anyone have any theories about what happens to matter when it
is sucked into a black hole?
3.Q: Where does all of the stuff, matter and light, go once its been caught
by a Black Hole?
4.Q: If light is sucked into a black hole because of the intense gravitation,
that infers that light has mass ?
5.Q: What is at the end of a Black Hole?
6.Q: What would happen if a Black Hole swallowed a star?
7.Q: If all of our physics become meaningless at the beginning of a black
hole, isn't it discouraging to scientists who are pursuing an understanding
of them?
8.Q: Might the matter pulled into a black hole leave this universe and enter
another ?
9.Q: How many sizes of black holes can we find in the space ?
10.Q. Is there a mechanism for the formation of miniature black holes?
89
4 Stellar evolution
Black Holes & supernovas
Name ……………………………Number.……Group ….…. Date …….. Page …
I. A: The matter that goes in never crosses the “horizon “, although it
gets nearer.
II. A: Our sun will not become a black hole.
III. A: Matter no longer exists in the form we know it.
IV. A: Black holes evaporate slowly by radiation.
V. A: Matter disappears from view when it gets close to the "horizon"
of the black hole. However, the mass of the black hole increase.
VI. A: Things become more complicated, but even there, progress is
being made.
VII. A: The star will be torn apart by tidal forces.
VIII. A: The most common ones, are the remains of supernovas, also
there are super massive black holes and finally mini black holes the
size of atoms.
IX. A: Mini black holes the size of atoms could have formed during the
big bang.
X. A: The photon has a zero rest mass.
90
4 Stellar evolution
Black Holes & supernovas
Name ……………………………Number.……Group ….…. Date …….. Page …
4.BLACK HOLE
Match the questions to the answers. Difficulty level moderate
1
2
3
4
5
6
7
8
9
10
1.Q: Some time in the future could our sun become a black hole?
2.Q: Does anyone have any theories about what happens to matter when it
is sucked into a black hole?
3.Q: Black Holes swallow everything in sight , including light, where does
all of this stuff go once its been caught by this Black Hole? Does it get
transported to some distant place in our universe? Does it go forward or
back in time?
4.Q: If light is sucked into a black hole because of the intense gravitation,
that infers that light has mass ?
5.Q: What is at the end of a Black Hole?
6.Q: What would happen if a Black Hole swallowed a star?
7.Q: If all of our physics become meaningless at the beginning of a black
hole, then isn't it somewhat discouraging to scientists who are pursuing an
understanding of them?
8.Q: Might the matter pulled into a black hole leave this universe and enter
another ?
9.Q: How many sizes of black holes can we find in the space ?
10.Q. Is there a mechanism for the formation of miniature black holes?
91
4 Stellar evolution
Black Holes & supernovas
Name ……………………………Number.……Group ….…. Date …….. Page …
I. A: From the point of view of an outside observer, the matter that
goes in never crosses the event horizon, although it gets nearer and
nearer.
II. A: Our sun will not become a black hole. Only stars more massive
than about 30 times the mass of our sun can become black holes.
III .A: Matter no longer exists in the form we know it, because even on
the smallest scale particles are torn apart (split into pieces). At the
singularity itself even space-time disappears.
IV. A: Black holes evaporate slowly by radiation. This takes very long
for solar mass black holes, but for very small black holes it can be very
quick.
V.A: Matter disappears from view when it gets close to the “horizon"
of the black hole. Hence this matter is essentially lost from our
universe. However, the mass of the black hole increase.
VI.A: Only when we look from the inside at the singularity, things
become more complicated, but even there, progress is being made.
VII. A: The star will be torn apart by tidal forces, and the gravitational
energy will be released as a burst (explosion ) of radiation.
VIII. A: The most common ones, are the remains of supernovas, also
there are super massive black holes and finally mini black holes the
size of atoms.
IX. A: Countless Mini black holes the size of atoms could have formed
during the big bang. These holes have been getting steadily smaller.
X. A: The photon has a zero rest mass, and therefore it does not
become infinitely massive even though it moves at the speed of light.
92
4 Stellar evolution
Black Holes & supernovas
Name ……………………………Number.……Group ….…. Date …….. Page …
Extension work 2
5. Read the information and catch the main idea
Is it possible to catch the main idea of the passage even without understanding all the
vocabulary?
http://math.ucr.edu/home/baez/physics/Relativity/BlackHoles/fall_in.html
1) What happens to you if you fall into a black hole?
2) Won't it take forever for you to fall in?
3) Will you see the universe end?
93
5 Origin & evolution Solar System
Introduction/ Accretion video
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduction
How Much do you Weigh on Other Objects in the Solar System?
http://btc.montana.edu/ceres/html/Weight/weight.html
Playing games
CERES NASA Project
http://btc.montana.edu/ceres/
Solar System jigsaw. Drag the planets to their home
http://www.bbc.co.uk/science/space/playspace/games/jigsaw/launch.html
1. Predict which planet characteristics cause a planet to have more or less
gravity? Which do you think is most important in determining a planet's
gravitational strength?
_____________________________________________________________
• Presence of an atmosphere
• Planet diameter
• Planet mass
• Planet temperature
• Distance from the Sun.
To investigate your hypothesis, find out how much you weigh on other
planets using the CERES Solar System Weight Calculator. Then use the
Solar System Data Table to see which planets have properties that might
affect your weight on other planets.
94
5 Origin & evolution Solar System
Introduction/ Accretion video
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Working in groups of four, make and fill in a comparison chart about planets
without reference to books or the Internet
Sun
95
5 Origin & evolution Solar System
Accretion video
Name ……………………………Number.……Group ….…. Date …….. Page …
1. What does Accretion mean?
Video-Listening exercise. If you listen carefully, you will find it easier
Solar System accretion
http://ircamera.as.arizona.edu/NatSci102/text/planetgrowth.htm
Put in the right order:
Solution
1) There were too small and their gravitational fields too weak
to capture and hold the gases from the nebula.
2) But far from the Sun, the massive planets: Jupiter and
Saturn with powerful gravitational fields did attract and hold
thick gaseous atmospheres of hydrogen and helium.
3) Planets near the Sun: Mercury, Venus, Earth and Mars
evolved as globes of rock.
4) Solar system formed from an immense rotating cloud of gas
and dust: the Solar Nebula.
5) The planets were born in the swirling currents of the great
cloud.
6) The Sun’s nuclear fires ignited at the dense center of this
nebula
96
5 Origin & evolution Solar System
Accretion video
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Find these words in the text:
Camps gravitacionals
Corrents giratòries
Espessa
Núvol
Poderosos
Pols
Dèbil
Néixer
Aguantar
3. Why could the inner planets not maintain their atmospheres ?
4. Choose the right question. Answer: solar Nebula
a) Where did the planets come from?
b) Why was the solar system formed?
5. What term do we use to refer to “The Sun’s nuclear fires”
97
6. Solar System Formation.
Make a drawing from each description.
http://www.astronomynotes.com/solfluf/s11.htm
From dust grains to planetesimals to planets
1.Large gas cloud collapsesSisk of gas
and dust spinning around hot proto- Sun.
Centrifugal effects caused the outer parts
of the nebula to flatten into a disk
2.Solid particles collide and stick together
Dust grains clump into planetessimals
3. The larger planetesimals were able to
attract other planetesimals through gravity
and increase in size. This process is called
accretion. Planetesimals collide and
collect into planets
4.Sun begins fusion. Remaining
planetesimals nera planets get swept up or
flung out
98
5 Origin & evolution Solar System
text about Mars
Name ……………………………Number.……Group ….…. Date …….. Page …
MARS
Play the game: Who wants to be a Martian?
http://www.tsgc.utexas.edu/space_games/who/#
1. Looking for water . .
Catastrophic flooging on Mars?
Predict
Yes
. everywhere!
No
Look for the answer
http://spaceplace.jpl.nasa.gov/en/kids/ice/index.shtml#
2. Read and highlighted the text below
Mars now has a planet-wide ozone hole. It allows ultraviolet radiation from
the Sun to penetrate all the way to the surface –sterilizing the soil and
leaving any emergent life without a chance of survival.
Mars’ soil is red because it’s rusty –a result of the water that flowed in the
past.
Mariner 9 discovered traces of dried-up river beds. If there had ever been
water on Mars, then life might have started. Particles of red soil, suspended
in the air, tinge Mars’ sky salmon-pink.
Although barren now, Mars was a very different World in the past. Closeup scouting by space probes has revealed evidence that Mars once had
tumbling streams and a substantial atmosphere. Billions of years ago, the
planet itself was far more active, with volcanoes and Mars-quakes, and it
was a hot warmer. Scientists have even proposed that there may have been
shallow oceans. In there conditions –similar to those prevailing on the
young Earth -life may well have got under way99
5 Origin & evolution Solar System
text about Mars
Name ……………………………Number.……Group ….…. Date …….. Page …
3. Draw the Mars’ landscape millions years ago
4. Find the solution:
Mars +rivers+oceans+ volcanoes+quakes. ?
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5 Origin & evolution Solar System
Life in space
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Listening activity
Life in space : Where are they?.
BBC-El País
Listen carefully and do this questionnaire
Don’t worry; we are not in a hurry.
1)
Write two headlines. (This question should be answer at the end of the video)
2) Why is everyone on Earth an alien?.
3) What was the composition of the Universe for millions of years?.
4) What is the most destructive weapon on our planet?.
5) What is the main source of energy (fuel) for stars in the Universe?.
6) Where do all the atoms such as helium, iron and carbon came from?
101
7) How are Helium or Carbon formed from other elements?
8) What do we call a kind of star that dies by exploding?
9) What do we call the reaction that takes place (occurs) inside a star
before it explodes?
10)
What kind of elements are formed in a supernova, the heaviest
or the lightest?
11)
Which two places could life have originated in?.
12)
Why isn’t research a waste of time (in vain) ?.
13)
Where is the largest telescope in the world?.
14)
How many planets do we discover every month?.
15)
Write three environmental conditions associated with a
volcanic vent.
102
16)
Write a similarity between the landscapes of Mars and the
Earth
17)
What kind of information about us are we frequently sending
through space, according to the video.
18)
Describe the surface of Jupiter’s moon Europe: What could we
find beneath its surface?
19)
How old is the Universe?
20)
What are the probabilities of finding some form of life in the
solar system?
21)
What was detected from a star in 1977 with the help of a
computer?
Vocabulary.
Billow
Oleada
Span
Extender
Brewing up
Swirl
Remolino
Gantry
Torre
lanzamiento
Horno
Grupo
Scatter
Whirlpool
Remolino
Breathtaking Vertiginoso
Mingle
Mezclar
Wobbles
Shred
Balancearse
Trozo
Furnace
Clump
Trigger the
explosion
Wondrons
Lump
Preparar el
té
Esparcir
Pattern
Encounter
Desencadenar Spark
Muestra
Encontrar
Chispa
Maravilloso Cauldrons
Pedazo/protu Gather
berancia
Caldera
Reunir
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5 Origin & evolution Solar System
Life in space
Name ……………………………Number.……Group ….…. Date …….. Page …
LIFE ON SOLAR SYSTEM
2. Listening activity
Fill the table
Atmosphere
Tectonic activity
Surface and subsurface
composition
Kind of
Bugs
Titan
•
•
•
•
Europe
•
•
•
•
Europa, like Mars and the Saturn moon Titan, is a laboratory for the study of conditions
that might have led to the formation and evolution of life
Conditions for life. Complete
It was established that life requires:
1. the presence of ………………
2. the elements needed for metabolism and reproduction;
•
•
•
•
•
•
atomic carbon (C) which comes mainly from ……………..
atomic hydrogen (H) which can be generated from ……………….. and molecular
Hydrogen (H2);
atomic oxygen (O) from …………………
atomic nitrogen (N) from molecular Nitrogen (N2);
atomic sulphur (S) from hydrogen sulphide (H2S); and
atomic phosphor (P) obtained from the phosphatic anion (PO43-);
3. a source of energy; and
4. suitable environmental conditions
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5 Origin & evolution Solar System
Life in space
Name ……………………………Number.……Group ….…. Date …….. Page …
EUROPE
http://es.youtube.com/watch?v=IkKcLmCi7hk
Atmosphere
Europa has a very tenuous atmosphere (1 micropascal surface pressure) composed of
oxygen.[9] Unlike the oxygen in Earth's atmosphere, Europa's is not of biologic origin.
It is most likely generated by ultraviolet sunlight and charged particles hitting Europa's
icy surface, splitting water into hydrogen and oxygen. The hydrogen escapes Europa's
gravity due to its low atomic mass, leaving the oxygen behind.
Surface and Subsurface ocean
The surface water ice is permanently frozen. It is thought that under the surface there is
a layer of liquid water kept warm by tidally generated heat. The temperature on the
surface of Europa averages about 110 K (-163 °C) at the equator and only 50 K (-223
°C) at the poles, The different models for the estimation of the ice shell thickness give
values between a few kilometers and tens of kilometers. The cracks on ice may have
been produced by a series of volcanic water eruptions or geysers as the Europan crust
spread open to expose warmer layers beneath.
Possible life
It has been suggested that life may exist in this under-ice ocean, perhaps subsisting in an
environment similar to Earth's deep-ocean hydrothermal vents or the Antarctic Lake
Vostok. So far, there is no evidence that life exists on Europa.
The combination of interior heat, liquid water, and infall of organic material from
comets and meteorites means that Europa has the key ingredients for life
______________________________________________________________________
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5 Origin & evolution Solar System
Life in space
Name ……………………………Number.……Group ….…. Date …….. Page …
TITAN
http://www.esa.int/SPECIALS/Cassini-Huygens/SEMPXZ2AR2E_0.html
Clues to how life began
Listen to The video talk
Atmosphere
Titan, Saturn's largest moon, is a mysterious place. Its thick atmosphere is rich in
organic compounds. Some of them would be signs of life if they were on our planet.
Titan's atmosphere is mostly nitrogen but there are also methane and many other
organic compounds. Organic compounds form when sunlight destroys methane. If
sunlight is continuously destroying methane, how is methane getting into the
atmosphere?
Surface and Subsurface
Titan is not a pleasant place for life. It is far too cold for liquid water to exist, and all
known forms of life need liquid water. Titan's surface is -180°C. According to one
exotic theory, long ago, the impact of a meteorite, for example, might have provided
enough heat to liquify water for perhaps a few hundred or thousand years. Could there
be oceans of methane on or under the surface?
Possible life
On Earth today, it is life itself that refreshes the methane supply. Methane is a byproduct of the metabolism of many organisms. On Earth, the simplest biological
sources, such as those associated with peat bogs, rice fields and ruminant animals,
continuously supply fresh gas to replace that destroyed by oxidation. Could this mean
there is life on Titan?
However, it is unlikely that Titan is a site for life today. But scientists are still currently
puzzled by the amount of methane that persists in Titan's atmosphere.
______________________________________________________________________
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5 Origin & evolution Solar System
Planets comparative
Name ……………………………Number.……Group ….…. Date …….. Page …
1.1. Find Kepler’s second law and write down it .
1.2. See the animations and explain the drawing
http://www.edumedia-sciences.com/en/a243-kepler-s-laws
http://www.physics.sjsu.edu/tomley/Kepler12.html
1.3. Fill the gaps
When a planet passes closer to the Sun moves ………..…… in its orbit; on
the other hand when it passes further from the Sun moves
more
…..…………..
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5 Origin & evolution Solar System
Planets comparative
Name ……………………………Number.……Group ….…. Date …….. Page …
2. The Law of Titius-Bode
Look at the following data
1) The following table shows the distances of the planets from
the Sun, measured in millions of kilometres (Gm)
Planet
Least
Average
Gm
Mercury
Greatest
Gm
Gm
46
58
70
Venus
106
108
109
Earth
147
150
152
Mars
207
228
249
Jupiter
741
778
816
Saturn
1348
1427
1506
Uranus
?
?
?
Neptune
?
?
?
4425
5900
7359
Pluto
2.1. Predict and complete the blanks (?) for Uranus and Neptune.
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5 Origin & evolution Solar System
Planets comparative
Name ……………………………Number.……Group ….…. Date …….. Page …
2) There is a pattern to the distances between the Sun some of
the planets, which is called the Law of Titius-Bode
The next table shows some numbers:
• an is the distance according to the Law of Titius-Bode.
• The "(real)" column next to that shows what the real average distance of the
planet is.
(real)
an
Mercury
0.4
0.39
0.55
Venus
0.7
0.72
Earth
1.0
1.00
Mars
1.6
1.52
?
2.8
Jupiter
5.2
5.20
Saturn
10.0
9.54
Uranus
?
?
Neptune
?
?
38.8
39.44
Pluto
77.2
154.0
2.2. Discuss in groups of four:
What is the meaning of distance in bold?
______________________________________________________________________
______________________________________________________________________
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5 Origin & evolution Solar System
Planets comparative
Name ……………………………Number.……Group ….…. Date …….. Page …
3. Play the game: Solar System trading cards
http://amazing-space.stsci.edu/resources/explorations/trading/
INSTRUCCIONS
• On the next page, you will see 12 pictures of solar system objects.
Click on any picture.
• After choosing an object, you will be given a question and three
possible answers for what the object is that you are looking at.
• If correct, you will see a page with information about the object.
•
If incorrect, you will be given information about the three
possible answers. This information should give you clues as to
what the correct answer is.
e.g. Which space object is made of chunks of rock, metal ore and some ice?
• A comet
• An asteroid
• Uranus
4. Planets questionnaire
Planets Data table
http://www.windows.ucar.edu/tour/link=/our_solar_system/planets_table.html
1) Which planet has the longest and fewest days (period of
rotation) ?
2) Which are the two biggest planets in the Solar System ?
3) Does the Sun rotate on its axis more quickly than the Earth ?
Why?
4) Why do you think the temperature on Venus is higher than on
Mercury?
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5 Origin & evolution Solar System
Planets comparative
Name ……………………………Number.……Group ….…. Date …….. Page …
5) Is there more CO2 on Mars than on Venus or the Earth ?
6) What kind of ice could you find at the Poles of Mars.
7) Fill the gap
If we move away the Sun the temperature ……………..
8) Fill the gap
The inner planets are rocky and the outer ones are …….
9) Fill the gap
The basic composition of the inner planets is ………
10)
Fill the gap
Jupiter is mainly composed of ……
11)
Fill the gap
We can find clouds of ………….on Venus
12)
Fill the gap
The density of the inner planets is …………. than the outer plannets
due to ………………
13)
Fill the gap
The …………..planets have more moons and rings.
111
6. History of Earth : Climate change
Geosphere, Atmosphere and Hydrosphere
Name ……………………………Number.……Group ….…. Date …….. Page …
Is Greenhouse effect essential to life on Earth?
1. How do Earth's components (atmosphere, biosphere,hydrosphere,
geosphere) interact with one another?
http://www.math.montana.edu/~nmp/materials/ess/index.html
The carbon cycle is the biogeochemical cycle by which carbon is exchanged between
the biosphere, geosphere, hydrosphere and atmosphere of the Earth
http://resources.edb.gov.hk/biology/english/images/environment/carbon_cycle2.jpg
112
6. History of Earth : Climate change
Earth Seasons practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduction
Look at this video and answer the question:
History of Earth's Oceans
http://www.youtube.com/watch?v=5huGCDBJc7s&NR=1 Audio
Where does the water in the ocean come from?
Read this article and answer the question
Where do the oceans come from?
http://cat.inist.fr/?aModele=afficheN&cpsidt=16425897
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6. History of Earth : Climate change
Earth Seasons practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Discuss with your partner. What is the main reason for the seasons on
earth? Why do have four seasons during the year in Earth? . Write a
definition
The Seasons in the Northern Hemisphere
http://csep10.phys.utk.edu/astr161/lect/time/seasons.html
2. What causes night and day?
3. Why are the seasons in the Southern Hemisphere opposite to those in
the Northern Hemisphere?
4. Why are the days longer in the summer than in winter?
5. What causes the apparent changes in the sun’s position during the
year?
114
6. History of Earth : Climate change
Earth Seasons practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
6. Do a drawing to explain it.
http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.ht
ml
7. Do the QUIZ
http://www.greatauk.com/wqseasons.html
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6. History of Earth : Climate change
Earth Seasons practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
8. Working in groups of four make a ppoint to better understand the seasons:
Look at these WEB PAGES
http://es.youtube.com/watch?v=taHTA7S_JGk&NR=1
http://www.astro.uiuc.edu/projects/data/Seasons/seasons.html
http://www.astronomy.org/programs/seasons/index.html
•
Take Pictures lighting a wall or the floor with a torch moving back and forward
and changing its inclination. Observe the patch of light projected onto the wall
or floor and draw it.
What do you work out, in terms of amount of light received?
…………………………………………………………………………………….
…………………………………………………………………………………….
116
•
•
•
•
•
•
•
•
•
•
•
•
Set the Earth globe on a table
Mark the equator, tropics of Cancer and Capricorn.
Insert a thumb tack at the tropic of Cancer
Point the beam of the flashlight at the tropic of Cancer, forming a 90º angle. The
North pole tips into the Sun and the South Pole is tipped away from the Sun,
Take a picture
Carry the globe in a counter clockwise revolution around the flashlight making
sure to keep it tilted toward the key object in the room. Observe how much
daylight the tack experiences.
Point the beam of the flashlight at the equator, forming a 90º angle
Repeat the same procedure as above. Observe how much daylight the tack
experiences.
Point the beam of the flashlight at the Tropic of Capricorn, forming a 90º angle .
The North Pole is facing away from the Sun and the South Pole is tipping into
the Sun.
Take a picture
Discuss in your group to predict which flashlight location represents each season
of the year for their city (marked by the tack.)
Label the drawing below
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6. History of Earth : Climate change
Earth Seasons practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
•
Stick the pictures as you can see in the drawing above.
http://en.wikipedia.org/wiki/Season
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6. History of Earth : Climate change
Production of Gas. Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
What is the formation of limestone from rock?
Does acid on limestone produce carbon dioxide?
Some common chemicals will produce carbon dioxide. Some of the properties of carbon
dioxide are easily observed.
http://www.science-house.org/learn/CountertopChem/exp9.html
1. Production of Gas
Materials
Balloons
Baking soda
Vinegar
Limestone’s dust
125 mL Erlenmeyer flask
pipette/dropper
Distilled water
H Cl 10%
1) General Procedure
Flask 1
•
•
•
Measure approximately 3 grams (1/2 teaspoon) of baking soda and place it in the
flask 1
Using the pipette, add a few drops of vinegar to the baking soda.
Make a hole in the stopper and attach a balloon as you can see in the picture
below
Dispite the scientist quotation:
"Prediction is very difficult, especially if it's about the future." – Niels Bohr.
Predict what is about to happen
………………………………………………………………………………
•
Observe what happens to the mixture, take a photo and write down your
observations in the table below
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6. History of Earth : Climate change
Production of Gas. Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
2) Repeat the experiment , preparing as well :
o Flask 2, control A
o Flask 3, control B
o Flask 4, limestone’s dust instead of baking soda
o Flask 5, HCl, instead of vinegar
Draw up a wall chart to plan all the observations
Reagent 1
Reagent 2
Prediction
Flask 1
3) Before doing the experiments , complete each procedure and predict the
results
Flask 2
1. Measure …………………………………….
2. Using the pipette, add ………………….
3. Make a hole…..
4. Observe what happens to the mixture and ……………….
5. PREDICTION
120
6. History of Earth : Climate change
Production of Gas. Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
Flask 3
1. Measure …………………………………….
2. Using the pipette, add ………………….
3. Make a hole…..
4. Observe what happens to the mixture and ………………
5. PREDICTION
Flask 4
1. Measure …………………………………….
2. Using the pipette, add ………………….
3. Make a hole…..
4. Observe what happens to the mixture and ………………
5. PREDICTION
Flask 5
1. Measure …………………………………….
2. Using the pipette, add ………………….
3. Make a hole
4. Observe what happens to the mixture and ………………
5. PREDICTION
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6. History of Earth : Climate change
Production of Gas. Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
4) Add the Results to the wall chart above
5) Take your pictures doing the experiments and stick them here
122
6. History of Earth : Climate change
Production of Gas. Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Conclusions
1) Look at the Internet
a) What is the chemical composition of Baking soda?
b) What is the chemical composition of vinegar?
c) What is the chemical composition of Limestone?
d) What is the chemical composition of hydrogen chloride?
2) Predict
a) Which gas is expected to be produced?
b) What is the function of vinegar in this reaction?
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6. History of Earth : Climate change
Production of Gas. Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
c) What is the function of baking soda in this reaction?
d) What is the function of H Cl in this reaction?
3) What happened?
1. Which compounds are expected to produce Carbon Dioxide?
Why?
2. What is the chemical composition of carbon dioxide?
3. Write and explain the equation for the reaction occurring in the
experiment.
124
3. First of all, look at the diagram and complete the mind map about the
formation of limestone caves
http://www.elmhurst.edu/~chm/vchembook/306carbon.html
http://www.vtaide.com/png/images/carbonCycle2.jpg
Framework
C02
LIMESTONE
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6. History of Earth : Climate change
Production of Gas. Practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
4. EXTENSION
Which property of carbon dioxide could be tested with a candle?
Procedure
1. Light a wooden splint or toothpick with the candle.
2. Carefully tip the flask 1 & 2, insert the burning splint into the neck of the flask,
and observe the effect the gas has on the flame.
3. Using the candle, re-light the splint and test the gas again.
Questions
1. Does carbon dioxide burn?
2. Can a candle burn in oxygen?
3. Can a candle burn in carbon dioxide?
4. What happened to the burning candle?
5. Describe the effect of carbon dioxide on the burning splint.
6. Could carbon dioxide be used as a fire extinguisher?
126
7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
Is oxygen essential for life?
Look at these videos Life to Eve
1. http://es.youtube.com/watch?v=65joV9M11Rg
2. http://es.youtube.com/watch?v=mlhFvyeJrNc&feature=related
3. http://es.youtube.com/watch?v=3lvlrJCTDH8&feature=related
Is oxygen essential for life?
1. Explore the tree of life. http://tolweb.org/tree/phylogeny.html
Browse the site/Images &movies/ Insects /movies/e.g. Backswimmer with prey, p1
1.1. Write down some notes referring to
PARTS OF THE
BODY (drawing)
MOVEMENT
BREATHING
EATING
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7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
Look at these web pages
http://tolweb.org/tree/home.pages/popular.html
http://www.greenspirit.org.uk/resources/FiveKingdoms.htm
and see carefully this picture
http://www.greenspirit.org.uk/resources/TreeOfLife.JPG
2. SCIENTIFICS SETS
First of all, play the game : Drag and drop
http://www.glencoe.com/sec/science/activities/bdol/dragdrop/BDOL17.html?iRef=17&i
Chapter=17&book=bio2000
• What is meant by: a) genus b) a species? Using an example
• Explain why using a scientific name can be less confusing than using
a common name.
3. Filling sets
http://www.nclark.net/Classification
It is often useful to put animals of the same type into groups called sets:
Here are three different ways of doing this.
a) You can make sets by thinking of where the animals live. Put all the
animals which live on the land in one set. Put all the animals which
live in the water into another set.
WATER
LAND
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7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
b) You can make sets by thinking of what the animals can do. Make a
set of animals which can fly.
c) You can make sets by thinking of what the animals are like. Make
sets of animals with: feathers, fur or hair, fins.
129
7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
4.1. Which set does each of these living things fit into: lobster, butterfly, dog,
human, fir tree, daffodil, primrose?
4.2. What do a tulip and a rose have in common?
4.3. What is the difference between a fish and a reptile?
4.4. Why is a dolphin put in the same set as a bat?
4.5. Why is a shark put in the set of fishes?
4.6. How is the bat different from most other mammals?
130
7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
4.7. Why is a primrose put in the same set as a birch?
4.8. Why is a platypus (ornithorhynchus) put in the set of mammals?
4.9. What do a bacterium and a horse have in common?
4.10. What is the difference between a rabbit and a fungus ?
4.11. What do an oak and an ape have in common?
4.12. Why is a beetle put in the set of insects?
4.13. What is the difference between a butterfly and a spider?
131
7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
5. USING KEYS
When you are trying to name mammals, a special table called a key can be very useful.
Identifying plants
5.1. Use the web from U.S. National Park Service to learn how to use a
dichotomous plant key
http://www.nps.gov/goga/forteachers/upload/dichotomous.pdf
e.g.
Observe the sketch . Fill in the blank by clicking one of the characteristics below:
The plant has_______________ leaves
Simple
compound
5.2. Look at the web page and do the exercises
http://www.lmpc.edu.au/resources/science/livingthings/week4.htm
Go to Plant groups / A quick look at each plant group
Usually lives in damp, shaded places. Roots, stems and leaves fronds but no flowers or
seeds.
132
5.3. Match the pictures with the description. Use this web to check the answer.
http://www.oplin.org/tree/name/commonname.html
ANSWER
1
2
3
1 Large trees, normally reaching a height of 20–35 m , with some specimens in China
being over 50 m. During autumn, the leaves turn a bright yellow, then fall. A
combination of resistance to disease, insect-resistant wood and the ability to form
aerial roots makes ginkgos very long-lived, with some specimens claimed to be more
than 2,500 years old. The leaves are unique among seed plants, being fan-shaped
with
veins
radiating
out
.http://en.wikipedia.org/wiki/Image:Ginkgo_Tree_Ginkgo_biloba_Trunk_Bark_200
0px.jpgBecause of the short internodes, leaves appear to be clustered at the tips of
short shoots. Ginkgos have separate sexes. Male plants produce small pollen cones.
Female plants do not produce cones. Two ovules are formed at the end of a stalk,
and one or both develop into seeds. The seed is ellipsoid 1.5-2 cm long. Its outer
layer is yellow-brown, soft, and fruit -like.
2 The ashes are usually medium to large trees, mostly deciduous. The leaves are
opposite and mostly pinnately-compound, simple in a few species. The seeds,
popularly known as keys or helicopter seeds, are a type of fruit known as a samara.
3 Oaks have spirally arranged leaves, with a lobed margin in many species; some
have serrated leaves or entire leaves with a smooth margin. The flowers catkins,
produced in spring. The fruit is a nut called an acorn, borne in a cup-like structure
known as a cupule.
a
b
c
5.4. Use the two self-correcting keys listed below to classify animals
http://students.ed.qut.edu.au/n2364379/MDB377/DichotomousKey.html
http://www.quia.com/cm/1130.html?AP_rand=1660480775
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7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
5.1. Use the key to classify the following plants: pine, oak, rosebay, wheat,
rosemary, hazel. Complete the dichotomous key with them.
5.2.
Write the scientific and Catalan name
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7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
6. Make a key
http://www.thesciencedesk.com/pdffiles/DICHOTOMOUSKEYACTIVITY.pdf
In this activity you will be creating a dichotomous key to classify Stationery
items such as :
Tape/Marker/Binder/Board pin/Crayon/Diary/Eraser/Folder/Glue stick
/Paper shredder/Post-it/Ruler/Scissor/Sharpener/Staple/
135
7. Origin of Life
Life classification
Name ……………………………Number.……Group ….…. Date …….. Page …
7. Play games to better understand “ the Classification of species”
http://www.kew.org/education/wildlifezone/4_env_games.pdf
http://www.nclark.net/Classification
Activities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use a dichotomous key to identify common animals here. The
teacher lesson plan for this site is here.
Have students do this NOVA activity for classifying fish.
The worksheet is in html or .
Try this "Animal Classifications" game.
This "Drag and Drop" game has students put the
classification categories in the correct order.
Glencoe has online worksheets for "Classification" and
"The Six Kingdoms" .
Have students do this "Classification" wordsearch puzzle
with answers .
Here is an activity for making a cladogram .
Have students do this "Invent a Key for Echinoderms"
activity.
Using a dichotomous key to identify "Pamishan Creatures."
Use a dichotomous key to identify imaginary creatures of the
genus "Norno."
Try this "Interpreting Graphics--Taxonomy" worksheet.
Have students construct a simple cladogram in this
"Constructing a Cladogram" activity.
"All In the Family" is an online PBS activity in which students
construct a cladogram.
In this "Dichotomous Key" activity, students create a key
to classify all the students in the class.
"Molecular Evidence for Evolutionary Relationships" is a
Teacher's Domain lesson (You must register for free to
access.) that includes videos, readings, and worksheets. In
136
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one activity, students construct a cladogram.
"Harry Potter and the Dichotomous Key" uses jelly beans
and includes many ideas for every grade level.
Try this "Cladograms and Genetics" activity from Mrs.
Rebello.
And do Mrs. Rebello's "Constructing a Cladogram" activity,
and extention of the Biology Corner activity.
Have students classify these "Creepy Critters" into similar
groups. Creepy Critter cards are included.
•
Have students do this worksheet on "The Six
Kingdom System" .
•
"The Mystery of the Chamber of Living Things"
has students use the description of living things found on
Egyptian hieroglyphics to determine the kingdom in which
they belong.
•
Play the Who Wants to Be a Millionaire game on
"Classification."
Back to the top
Labs
•
•
•
Use pictures of labware (or the actual labware) to make a
dichotomous key . This diagram can be used to organize
the labware.
"Cladistics Is a Zip. . . Baggie" uses ziploc bags of varying
sizes to produce a cladogram. PDF files are included for
student handouts and much more.
NOVA's "Hardware Organism" lab has students classify
types of screws and nails and develop a cladogram for them.
It includes HTML and PDF handouts for students. I
developed a blank characterics chart and cladogram to use
with this activity.
Back to the top
Links
137
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Tips for using a dichotomous key:
http://www.ekcsk12.org/science/lelab/dichotomouskeys.html
Glencoe's Section Launcher movie, "Classify This":
http://www.glencoe.com/sec/science/biology/bio2000/biomo
vies/e20_1int.html
A mnemonic for remembering the order of classification
groups:
http://vilenski.org/science/safari/classifyall/classify_all.htm
l
Good pictoral of six kingdoms:
http://www.ric.edu/ptiskus/Six_Kingdoms/Index.htm
The phylogenetic relationships of major groups:
http://www.bookrags.com/sciences/biology/phylogeneticrelationships-of-major-ansc-04.html
Biography of Carl Linnaeus:
http://www.ucmp.berkeley.edu/history/linnaeus.html
An introduction to taxonomy with student worksheets:
http://www.personal.psu.edu/faculty/w/x/wxm15/Online/Tax
onomy/taxonomy_lec01.htm
This SeaWorld/Busch Gardens "Diversity of Life" site has
many activities: http://www.seaworld.org/just-forteachers/guides/diversity-of-life/introduction.html
The Linnean System of classification:
http://www.palaeos.com/Systematics/Linnean/Linnean.htm
Good tutorial on dichotomous keys with several exercises:
http://www.biologyjunction.com/dichotomous_keying.htm
Back to the top
138
7. Origin of Life
Bujalaroz /Artemia practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
Life under extreme conditions
1. INTRODUCTION practical ACTIVITY
1) Prepare three slides with different plasma salt concentrations
A: Plant cell + distilled water
B: Plant cell + 5% salt. Control experiment
C :Plant cell +10% salt
2) Predict the RESULTS, working out what is meant by “osmosis “
A
B
C
Water in /out
Shrunk/turgid
No change
--------------------
3) Write down the Results
A
B
C
Water in /out
Shrunk/turgid
No change
--------------------
4) Analyse the correspondence between predicted and obtained results.
139
7. Origin of Life
Bujalaroz /Artemia practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
5) Match the drawing with the proper slide. Justify the answer.
Cell wall
Cell
membrane
Vacuole
Cytoplasm
The sketch corresponds to a slide …………………… because ……………
…………………………………………………………………
…
6) Mark the levels and concentrations in the containers after a while.
http://www.cellprotect.net/osmosis.gif
140
7. Origin of Life
Bujalaroz /Artemia practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Artemia Salina
Introduction, biology and ecology . FAO.
**http://www.fao.org/DOCREP/003/W3732E/w3732e0m.htm
http://www.afsc.noaa.gov/Kodiak/shellfish/cultivation/artemia.htm
http://www.captain.at/artemia/
1) What is the name of this animal ?. …………………………….
2) Draw a picture of the invertebrate. Translate the names below using the
words given : intestí, ull , bossa d’ous, apèndix nedadors i filtradors,
solc alimentari .1.3.Place the estructures : trunk and stalks
An adult Artemia salina is usually about 8-10 mm . It has an elongated body divided into at least
20 segments and attached to its trunk are approximately 10 sets of flat, leaf-like appendages
that beat in a regular rhythm. The adults can be pale white, pink, green, or transparent. They
have compound eyes set on stalks and reduced mouthparts.
3) Write the appropiate taxonomy.
141
7. Origin of Life
Bujalaroz /Artemia practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
4) Read the information about reproduction and answer:
The reproduction occurs when a male clasps (subjecta) a female with his large second antennae
and fertilizes her eggs, producing diploid zygotes. Then she lays the eggs in a brood sac (bossa
incubadora) in the water. Parthenogenesis, or reproduction without fertilization, is also common
among A. salina, Parthenogenesis is common when males are not present. During
parthenogenesis, a female lays unfertilized eggs that will develop into female offspring (cria).
Under bad conditions , fertilized eggs are deposited as cysts and remain dried and surrounded
by a thick shell until they are ready to develop, possibly up to 50 years. A brine shrimp (gamba
salobre) takes about one week to mature from a nauplii larva to an adult and then lives for
several months and can reproduce up to 300 new nauplii every four days.
4.1. How long do they live?
4.2. How the larva is named ?
4.3. What does it happen under bad conditions?
4.4. What does it happen when males are not present ?
142
7. Origin of Life
Bujalaroz /Artemia practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
5) What are their Food Habits ?
Artemia salina live on photosynthetic green algae, one type is Dunaliella4. They obtain
food by filtering small particles with fine spines on the legs as they swim. After the
algae is captured, a feeding current moves it anteriorly to the mouth via a central
median food groove, utilizing the regular rhythm of th leaf-like appendages.
6.Read about Dunaliella and answer: Why are they attract to the light and rise
toward the surface during the day?
Dunaliella es muy nutritiva para utilizarla como alimento, tanto de humanos como de
otros animales como peces, aves y ganado. La ausencia de pared celular en esta alga, en
contraste con la mayoría la hace mucho más digestible. El incomparable contenido en
carotenoides de Dunaliella salina procura un montón de beneficios para la salud. Los
antioxidantes protegen al cuerpo de los radicales libres. Reducen drásticamente el riesgo
de enfermedades cardiovasculares. Previenen la artritis, cáncer, cataratas, el daño por
rayos UV. Todo ello la convierte en un producto atractivo para distintas industrias como
la cosmética y alimentaria.
5.1. Economic Importance for humans: Choose the right answer
The brine shrimp does not adversely affect humans, because it is not bothersome or poisonous.
Negative
Positive
5.2. Economic Importance for humans: Choose the right answer
Both the eggs and adults are used as feed for coral, larval fish and other crustacean,
because of their low cost and ease of use.
Negative
Positive
143
8. On the origin of Mountains
Topographical maps
Name ……………………………Number.……Group ….…. Date …….. Page …
WORKING WITH TOPOGRAPHICAL MAPS.
Why do roads in mountainous country zigzag up steep slopes
rather than take a shorter, more direct route?
1. Understanding scales
What does 1: 10,000 mean? (One to ten thousand)
Scales do not have dimensions, a scale is a proportional relationship and the units can
vary (m, cm, Km, ..)
For example: 1 m on a map or in a scale model represents …………… m
in reality (on the landscape)
For example: 1 cm on a map or in a scale model represents ………… cm
in reality (on the landscape)
2. Using the decimal system
• How many metres are equivalent to 10,000 cm
…………… m
• How many metres are there in 10,000 mm?
…………… m
3. Drawing a topographical cross section
Note that the contours do not cross each other: they are concentric. If you find a line that
crosses another, it could be a river, a pathway, a road or a railway.
a) What is the interval between the different contour lines?
…………………… m
144
8. On the origin of Mountains
Topographical maps
Name ……………………………Number.……Group ….…. Date …….. Page …
Look at the map and say :
b) What is the highest point in the cross section A_______________A’
………………m
c) What is the lowest point in the cross section A_______________A’
……………… m
Paint all the contour lines in the cross section A________A’ in different
colours.
d) WHAT IS THE MAP SCALE?
4. Using graph paper, draw a cross section.
If the minimum altitude (lowest point) is 15,000 m (height/altitude-cota), label the
Y axis with altitudes and label the X axis with distances that correspond to the scale
1: 10,000.
http://www.zoomschool.com/math/glossary/A.shtml
The abscissa is the x-axis of a coordinate system. The abscissa is the first number, x,
in the coordinates of a point (x, y).
Ordinate is another name for the y-axis (the vertical axis). The ordinate is the second
number in a point (x, y).
145
8. On the origin of Mountains
Continental Drift
Name ……………………………Number.……Group ….…. Date …….. Page …
http://geology.com/plate-tectonics/
INTRODUCTION Test your knowledge
http://kids.earth.nasa.gov/archive/pangaea/quiz.html
http://kids.earth.nasa.gov/archive/pangaea/Pangaea_game.html
Play in group of four. Make a puzzle cross-word and print it
http://www.puzzle-maker.com/CW/
1.
2. INFORMATION
The shape of the geosphere is constantly changing. Erosion of beaches and
landscapes occurs on a small level. Volcanoes can make larger changes all
at once. But over millions of years the greatest change in the geosphere is
due to continental drift.
The surface of the Earth and the crust beneath it float on a sea of molten
lava called the mantle. Major cracks in the Earth, called faults, let some
parts of the crust sink down into the mantle while others rise up out of it.
Eventually this causes the continents to glide and shift their positions. The
continents are moving about four inches a year, but over millions of years
this adds up.
What about Rodinia or Pannotia ?
146
8. On the origin of Mountains
Continental Drift
Name ……………………………Number.……Group ….…. Date …….. Page …
2. THOUGHT QUESTIONS
Rodinia .Pangaea I. Look at these webs
http://www.geologyrocks.co.uk/image
http://www.peripatus.gen.nz/Paleontology/Rodinia.html
http://www.jamestown-ri.info/prelude.htm
1) Which continents were next to each other in the past?
2) When were the continents closest together?
3) Was the Atlantic Ocean smaller, larger, or the same 130 million years
ago?
4) Do you think it will be cold or warm in Antarctica 250 million years from
now?
147
8. On the origin of Mountains
Tectonic plates-I
Name ……………………………Number.……Group ….…. Date …….. Page …
1. ROLE PLAY
The mystery of the volcano
Pretend that one day you are out for a walk in a lonely part of the country. Suddenly
you feel the ground beneath your feet rumbling and shaking. From a crack in a
nearby rock you see smoke and sparks drifting upwards . Have you discovered a
new volcano?
Working in group of four, draw and label a story about your adventures:
1)
2)
3)
4)
Describe what the countryside is like.
What you see
How you feel and
What you do.
5) Extension: Can you think of a funny explanation for the ground rumbling
and shaking and for the smoke and sparks coming from the rocks?
148
8. On the origin of Mountains
Tectonic plates-I
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Click a red icon
http://geology.com/plate-tectonics.shtml
3. 1. Look at the picture and draw it.
http://www.platetectonics.com/book/images/Subduction2.gif
3.2.
Write a title below it.
3.3.
Describe the picture to your partner using the words given:
Process, move towards one another, oceanic, continental, creates, orogenic-volcanic arc,
oceanic trench, plate, pushed downward beneath, collide, denser, slide, thicker, deep
depression.
149
8. On the origin of Mountains
Tectonic plates-I
Name ……………………………Number.……Group ….…. Date …….. Page …
4.1. Look at the picture and draw it.
http://www.dkimages.com/discover/previews/1013/50244959.JPG
4.2.
4.3.
Label it.
Write a summary below the picture telling what happened using the
words given.
Ocean floor, undersea volcano, seeps out, new crust, the size, increases, solidifies, piles
up, chain of mountains, oceanic ridge, boundaries, solidifies, piles up, chain of
mountains, oceanic ridge, boundaries, constructive spreading, plates, move apart, crack,
magma, rises.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
150
8. On the origin of Mountains
Tectonic plates-I
Name ……………………………Number.……Group ….…. Date …….. Page …
5. Working in groups of four , link the two columns using the tectonic plates
map.
http://standeyo.com/Reports/041222.EQ.warning/West.Coast/tectonic_plates.gif
Rift
Spreading ocean
Subduction
Transform fault
Trench
Volcanic island
Volcanic mountain
New Zeeland
Borneo
Iceland
Red Sea
Andes
Atlantic
Gibraltar
6. Draw a continental rift and label it.
151
8. On the origin of Mountains
Tectonic plates-II
Name ……………………………Number.……Group ….…. Date …….. Page …
Dynamic earth
http://see.leeds.ac.uk/structure/dynamicearth/index.htm
1. Consult the web and put in the right order:
Seafloor drifting
Colliding
Continent
Continental rifting
Subduction
2. Observe the animation of the Himalayas forming as well and draw the
position of Indian continent 50 millions years ago
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1105/e
s1105page01.cfm?chapter_no=visualization
152
8. On the origin of Mountains
Tectonic plates-II
Name ……………………………Number.……Group ….…. Date …….. Page …
3. EXTENSION work
http://csmres.jmu.edu/geollab/vageol/vahist/images/hierchrt2.gif
http://aragorn.leeds.ac.uk/dynamicearth/history/wilson/wilson2.gif
3.1. Consult these webs and try to find others by yourself . Draw a diagram that
includes the rock cycle linked to the Wilson tectonic cycle.
3.2. Summarize in two words the Wilson cycle.
3.3. Attach pictures to the diagram.
153
8. On the origin of Mountains
Tectonic plates-II
Name ……………………………Number.……Group ….…. Date …….. Page …
4. MAKE A WALL CHART
Collect pictures of mountain scenery. Make a wall chart with your pictures. Write
a sentence or two about each of the pictures.
154
8. On the origin of Mountains
Pyrenees/Himalayan formation
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduction.
How to Formulate a Hypothesis Using the Scientific Method
A hypothesis is a concept that has yet to be verified, but if proved true
would explain certain facts about a specific phenomena.
Scientific method consists of four simple stages:
•
•
•
•
Ask a clear, unambiguous question
Turn that question into an hypothesis
Test that hypothesis with an experiment
Draw a conclusion
1. Formulate a hypothesis about Himalayan
1. Discuss the hypothesis :The Himalayan and Pyrenees were formed in a
similar way
2. Look at this animation : Formation of the Himalayas
http://www.pbs.org/wgbh/nova/everest/earth/shock.html
155
8. On the origin of Mountains
Pyrenees/Himalayan formation
Name ……………………………Number.……Group ….…. Date …….. Page …
3. Compare the cross- sections of the Himalaya and Pyrenees, read the
information, highlighted it and complete the wall chart
Himalaya
Pyrenees
How long ago did
these mountains
collide?
Which plates collided?
Was there oceanic
crust between the two
plates my ago?
What is the name of
main fold tectonic
system?
What kind of rocks are
found in these
mountains?
Can fossils be found at
the top of these
mountains ?
156
8. On the origin of Mountains
Pyrenees/Himalayan formation
Name ……………………………Number.……Group ….…. Date …….. Page …
PYRENEES CROSS SECTION
J.A.Muñoz http://www.ub.es/ggac/research/piris/piris.htm#model
http://wija.ija.csic.es/gt/gdl/Pyrenees-2004/
157
HIMALAYA CROSS SECTION
http://www.geo.arizona.edu/~ozacar/fig3~1.jpe
http://comp1.geol.unibas.ch/~zanskar/CHAPITRE4/Images4/coupeHimal2.JPGPyrenee
s geology.
158
8. On the origin of Mountains
Pyrenees/Himalayan formation
Name ……………………………Number.……Group ….…. Date …….. Page …
INFORMATION
Pyrenees Geology
Virtual field trip http://www.pyrenees.sedgeol.de/
The Pyrenees extend for some 1500 km from the eastern Alps, along the
Mediterranean coast, to the Atlantic ocean northwest of the Iberian
Peninsula.
The Pyrenees resulted from the Mesozoic-Cenozoic interaction between the
Afro-Iberian and European plates.
The Pyrenees is a mountain range which is superimposed on TriassicCretaceous extensional rift systems. These are associated with the
fragmentation of southern Hercynian Europe and western Tethys as a result
of the break-up of Pangea, as well as the opening of the Central Atlantic
Ocean and the Bay of Biscay, and the resulting rotation of Iberia.
Convergence occurred from Late Santonian to Middle Miocene time as the
Afro-Iberian plates moved generally northward against Europe. As a result,
the earlier extensional structures were inverted, then incorporated into the
thrust system.
The Pyrenees display different characteristics: In the east, the Pyrenees
were overprinted by the Neogene extensional features related with the
opening of the Gulf of Lions. The main part of the range between France
and Spain corresponds with a continental collisional orogen. Here, the
orogen developed over a previously thinned continental crust but without
intervening oceanic crust between the two plates.
This profile has been interpreted to show the subduction of the Iberian plate
below the European one and has been the basis for the construction of
crustal balanced cross-sections.
• The orogen's section is characterized by north vergent thrusts
composed of Mesozoic sediments.
• The central part of the Pyrenees consists largely of granite and
gneissose rocks, flanked by layers of limestone .
• The southern part of the orogen is characterized by south vergent
thrusts involving Mesozoic and Tertiary synorogenic sediments .
159
8. On the origin of Mountains
Pyrenees/Himalayan formation
Name ……………………………Number.……Group ….…. Date …….. Page …
Himalayan Geology
Virtual field trip
http://www.see.leeds.ac.uk/structure/virtualfield/index.htm
Geology of the Himalayas is extremely complex as it represents a site of
continental collision.
Approximately 55 million years ago India was connected to the southeastern tip of Africa.
Stresses in the earth's crust resulted in the development of a rift between
them. India broke free and began drifting north as part of the IndoAustralian Plate. The leading edge of the plate was oceanic crust.
Several millions of years later this leading oceanic edge collided with the
Eurasian Plate. Eventually, the deep sea-floor of the Indo-Australian Plate
rose above sea level, and the Himalayas were born.
Today, India continues it's push northward. The Himalayan mountain
ranges extend for over 2400 km length from west to east.
The collision of the Indian Plate and the Eurasian Plate led to joining of the
two continents along a suture zone. From north to south the zones are:
• The Central Crystalline Zone is made of Precambrian basement
rocks mixed with granitic intrusions of Tertiary age. This zone
contains the highest mountain ranges of the Himalayas.
• This zone separates the northern Tethyan Himalayas from the
southern Lesser Himalayas. These two zones contain sedimentary
rocks of Palaeozoic-Mesozoic ages deposited over Precambrian
basement.
• The Lesser Himalayas contains several thrust sheets or nappes and is
generally devoid (lack) of fossils.
160
9 Water ecosystems evolution
Protists . Ecology practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
Who performs as a “worker class” in a sewage treatment plant?
ENJOY PROTISTS
1. Look at this video and Complete the sentences.
http://es.youtube.com/watch?v=SCfg3sywC7k&feature=related
Protists are abundant in ______________ and in land.
Most, like this _________________ , are single cell. Its false feeds or
pseudopodia are used for _________________ or locomotion.
Volvox is a colony of single cell __________________. Special
reproductive cells give rise to new _________________.
Paramecium is covered in tiny ________________ called cilia that beat
in time to produce ________________________ and uses structures
called vacuoles to engulf and ___________________ food.
2. Draw a Paramecium and label the cilia.
161
9 Water ecosystems evolution
Protists . Ecology practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
3. 1Draw an Spirogyra and find out the cell wall and the chloroplast
http://es.youtube.com/watch?v=98Ra2q1ZqUU&feature=related
3.2. Draw an Stentor and its cilia. Work out it has a green colour.
http://es.youtube.com/watch?v=rqD3m9hHhlo&feature=related
____________________________________________________________________________
162
9 Water ecosystems evolution
Protists . Ecology practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
4. INVESTIGATING THE EFFECT OF EUTROPHICATION
Investigating the effect of increasing concentration of nitrate on algal growth
4.1. PROCEDURE
1. Take a sample of unicellular algae from a pond
2. Pour down 100 cm3 of algal suspension in each flask
3. Different masses (0.25-1.0) of nitrate fertiliser are added to five flasks
containing the solution of algae
4. A further flask receives no fertiliser and acts as the control.
5. The flasks are kept in constant illumination in a warm room.
6. Distilled water is added as required to compensate for loss by evaporation and to
maintain the solution in each flask at starting level.
7. After four weeks the appearance of the plant population in each flask is noted
and then the contents are filtered.
8. Each filter paper is dried in a war oven to constant mass and the dry mass of
algae from each flask calculated by subtracting the weight of an unused filter
paper.
9. The experiment is repeated several times and the class results pooled to allow
averages to be calculated.
Thinking about procedure
Complete the table
DESIGN FEATURE
REASON
Use of control flask A
Light intensity, temperature and
volume of liquid kept equal for all
flasks
Experiment repeated, results pooled
and averages calculated
4.2. PREDICT THE RESULTS
_____________________________________________________________________
_____________________________________________________________________
163
9 Water ecosystems evolution
Protists . Ecology practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
4.3. RESULTS
FLASK
A PHOTO
SHOULD BE
ATTACHED
MASS OF
NITRATE
FERTILISE
R ADDED
(G)
COLOUR OF SOLUTION DRY WEIGHT
IN FLASK
OF ALGAE (G)
AT START
A
0.0
Faint green
B
0.25
Faint green
C
0.5
Faint green
D
1.0
Faint green
AFTER 4
WEEKS
164
9 Water ecosystems evolution
Protists . Ecology practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
4.4. The effect of increasing concentration of nitrate fertiliser on dry mass of
algae should be represented by a graph
CONCLUSIONS.
At he end of the investigation the population of algae in the control flask is
found to be ………………………………… It is concluded that the
………. concentration of nitrate present in the solution acts as the
………….. ………………. and prevents a population explosion in flask A.
In the other flasks increasing ………………… of the solution by
…………….. promotes algal growth and the population
……………………., as indicated by dry mass. The cells are also
…………………., as indicated by their dark colour . The population does
not show uncontrolled growth, however. At the higher concentration of
nitrate, the graph levels off showing that some other factors like
………………. has become limiting. The mains effects of algal blooms
are:
• The decrease in level of dissolved …………………..
• The ………….. in light.
• The poisoning of the …………… …………………
165
9 Water ecosystems evolution
Invertebrate evolution video
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Look at this video about invertebrate evolution and complete the
questionnaire
http://es.youtube.com/watch?v=kHiYFl5Zlxk&feature=related
1) When did the first multicellular organisms begin to appear?
2) Make a drawing of the following unicellular organisms: protozoa
Amoeba
Vorticella
Paramecium
Stentor
166
9 Water ecosystems evolution
Invertebrate evolution video
Name ……………………………Number.……Group ….…. Date …….. Page …
3) Explain the meaning of “Protozoa conjugation” and make a
drawing
4) What were the first animals to live in a colony?
5) How long has life been exclusively unicellular?
6) When did invertebrate appear?
7) What are coral reefs composed of?
167
9 Water ecosystems evolution
Invertebrate evolution video
Name ……………………………Number.……Group ….…. Date …….. Page …
8) Complete :
The sea urchin is protected by….?
9) How many arms do starfish have ?
10)
Complete and stick a picture :
The most striking feature of echinoderms such a :
A…………………………….
C………………………..
B………………………
D…………………………
is their pentamerous radial …………………………..
168
9 Water ecosystems evolution
Jellyfish Bloom
Name ……………………………Number.……Group ….…. Date …….. Page …
Jellyfish taking over the seas
Do jellyfish have any enemies??
1, Read the information below and design your own questionnaire about life
cycle of Jellyfish. Five questions related to short answers would be enough.
http://en.wikipedia.org/wiki/Jellyfish
http://www.dnr.sc.gov/marine/pub/seascience/jellyfi.html
e.g.
1) Do jellyfish have an anus ?
2) What causes jellyfish blooms? Find the four mean reasons.
http://www.wemjournal.org/wmsonline/?request=get-document&issn=10806032&volume=014&issue=01&page=0066
1.
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9 Water ecosystems evolution
Vertebrates in land. Family tree
Name ……………………………Number.……Group ….…. Date …….. Page …
Vertebrates In Land
"The Missing Link" or how and why creatures first left the water to live on
land or how limbs developed from fins.
Transcript
http://www.pbs.org/wgbh/nova/transcripts/2905_link.html
1. Read the sentences, Look at the web pages and build up a family tree
in order to explain the transition from fish to amphibians
The water-to-land transition must have occurred during the Devonian
Period, between about 410 and 360 million years ago.
Lobe-fin fishes, Hynerpeton, were common during a time in Earth's history
called the Devonian Period,
Coelacanths are close relatives of the fish that scientists consider was the
ancestor of all land animals
Still, there must have been several intermediate creatures between a fish
like Eusthenopteron and Ichthyostega
Ichthyostega, a Devonian creature ,was then the most primitive tetrapod
ever found that definitely was not a fish.
170
Ichthyostega lived around the same time as Acanthostega, 360 million
years ago. And while they both had limbs and gills, Acanthostega was a bit
more fish-like, especially in the structure of its tail.
Acanthostega, a four-legged Devonian creature, had eight fingers on one
hand.,Acanthostega's legs would have been useless for walking.
It had been widely accepted that fish evolved legs to move between bodies
of water during times of drought, the drying pond scenario. But now that
explanation no longer fit the facts. More able to carry its own weight than
either Acanthostega or Ichthyostega, Hynerpeton could possibly have
walked on land.
By the end of the Devonian, the Earth was densely forested and etched with
rivers. These were bordered by something completely new, swamp. The
first four-limbed creatures may have evolved in this wholly new ecosystem
Limbs seem to have evolved not after a fish ventured onto land, but before.
They were useful to navigate through swamps, to avoid predators, or,
perhaps, to lay eggs on shore, out of harm's way. Using them to walk on
dry land was a happy accident.
http://vivaldi.zool.gu.se/Fiskfysiologi_2001/Course_material/Introduction_fish_evolution/Images/teleost_
evolution.GIF
http://upload.wikimedia.org/wikipedia/commons/d/db/Fishapods.jpg
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9 Water ecosystems evolution
Vertebrates in land. Family tree
Name ……………………………Number.……Group ….…. Date …….. Page …
Vertebrates In Land
FAMILY TREE
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9 Water ecosystems evolution
From stars to Octopus
Name ……………………………Number.……Group ….…. Date …….. Page …
Conclusion
1.How To Make a Mind Map
http://www.mind-mapping.co.uk/make-mind-map.htm
1.1 Build a mind map tracking an copper atom from stars to Octopus blood
http://en.wikipedia.org/wiki/Octopus
SUPERNOVA
Nuclear Fusion: Fe
173
10. Plant evolution
Germination of seeds
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduction
Wildlife games
Find out an array of interactive games.
http://www.naturedetectives.org.uk/play/games/
http://www.earthpeace.com/Games.htm
Changing Blooms
Instructions
• To create your very own virtual wildlife haven simply click on a
square to highlight it and select a habitat item
• Read the information
• Make a poster that shows and explains some examples of food
chains involving:
1. earwigs and woodlice
2. snake and frog
3. Many Zone polypore and logs
4. Great spearwort
5. Stagnalis snails and curled ponweed
6. Freshwater shrimp
7. Tadpole frog and willow moss
8. Oak, squirrel, honey bee and caterpillars
• Could you merge some of them? Could you establish any
relationships between them and design a more complex food chain?
• Save your garden, countryside or wildlife pond
http://upload.wikimedia.org/wikipedia/en/8/89/Soil_food_webUSDA.jpg
174
10. Plant evolution
Germination of seeds
Name ……………………………Number.……Group ….…. Date …….. Page …
My Garden
This is my garden. I'll rake it with care.
And then some flower seeds I'll plant there.
The sun will shine,
And rain will fall,
And my garden will blossom and grow straight and tall.
Science through seeds
http://www.bbsrc.ac.uk/society/schools/secondary/science_through_seeds/worksheets.pdf
1. INVESTIGATING THE CONDITIONS NECESSARY FOR GERMINATION
OF SEEDS
http://www.saburchill.com/lab/experiments/expt14.html
http://www.triplescience.org.uk/teaching/howteach/practical/#Cat-385
Introduction
Complete the wall chart : Animals and plants are partners.
PLANTS
ANIMALS
What do plants get
from the air?
How does it get into
the air?
What do animals get
from the air?
How does it get into
the air?
1) Predict
The germination of seeds depends mainly on three factors:
1. O2
2. ……….
3. ………
175
2) Procedure
1. Tubes B, C and D each differ from tube A by only one factor.
2. The same large number of cress seeds is used in each tube to allow for a few
seeds being unusual or dead.
3. Complete the procedure adding the factors in the drawing below
A
Moist cotton
wool
B
Tube at 20ºC
Chemical
to remove
02
O2/……… /………. ………./……
C
D
tube at 0ºC
Moist
cotton
Dry cotton
O2/………..
O2/……….
3) Results
4 DAYS LATER
Predict
A
B
O2/……… /………. ………./……
C
O2/………..
D
O2/……….
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10. Plant evolution
Germination of seeds
Name ……………………………Number.……Group ….…. Date …….. Page …
4) Add your photos
A
B
C
D
C
D
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10. Plant evolution
Germination of seeds
Name ……………………………Number.……Group ….…. Date …….. Page …
5) Conclusions
Fill in the gaps
5.1. The results show that seeds need :
• ……………………
• ……………………
• ……………………
for germination.
5.2. Germinating seeds need:
• Oxygen for ……………………… to give …………………….
for growth.
• Water to allow chemical called ……………………. to digest
stored food for the growing ……………
• Warmth to give a suitable ………………………. for
……………….. to act.
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10. Plant evolution
Uptake of oxygen
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Uptake of oxygen . Practical work
http://www.saburchill.com/lab/experiments/expt18.html
1) Procedure
•
•
•
Place live germinating peas in a damp cotton wool into a jar A
Place dead peas in a damp cotton wool into a jar B
After three days plunge a burning splint into each jar
2) Predict
The burning splint will ……………………………. in jar A
The burning splint will ……………………………. in jar B
3) Results
Observe what happens and complete the drawings
Jar A : Live germinating peas
Damp cotton wool
after 3 days
Jar B : Dead (boiled + cooled) peas
Damp cotton wool
After 3 days
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10. Plant evolution
Uptake of oxygen
Name ……………………………Number.……Group ….…. Date …….. Page …
4) Conclusions
Fill in the gaps:
It goes out immediately in gas jar ……… but continues to ……………..
for a few seconds in B, showing that A contains …………………. than B.
It is therefore concluded that germinating seeds have taken in ……………
2. GENERAL CONCLUSION
Green plants can manufacture their own food from ………………….. and
………………. but like all living things, need certain chemicals to live and
grow. Normally plants obtain these chemicals from the ………...
Organic matter in the soil is decomposed into basic nutrient ………….
providing plant food. ……….. helps to dissolve the salts, making them
available to plants through absorption by the ……………
The primary nutrient …………………… is necessary for the formation of
proteins and chlorophyll. …………………………… provides
energy
production for root growth and flower production. …………………..is
associated with movement of water, nutrients, and carbohydrates in plant
tissue.
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10. Plant evolution
Uptake of oxygen
Name ……………………………Number.……Group ….…. Date …….. Page …
3. What benefits do people and animals get from plants?
http://www.pub.ac.za/resources/docs/poster_medplants.pdf
1. Wood
2.
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11 Land ecosystems evolution
Family Tree practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
1.Game evolution -FAMILY TREE
http://jrscience.wcp.muohio.edu/lab/taxonomylab.html
http://www.pbs.org/wgbh/nova/teachers/activities/2905_link_02.html
Build a cladogram /family tree about Vertebrate Evolution using bolts,
nails,staples and screws .
As renowned taxonomists, you are to develop a classification scheme that meets the
established rules of the Linnaean system.
1.1. Information
Vertebrate Evolution easy Cladogram
http://www.cartage.org.lb/en/themes/Sciences/Zoology/Biologicaldiverstity/Classificati
on/cladogram_1.gif
182
Vertebrate Evolution complex Cladogram
http://www.amnh.org/exhibitions/permanent/fossilhalls/vertebrate/images/vertev
_cladogram2.gif
http://www.mun.ca/biology/scarr/Fish_radiation.gif
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11 Land ecosystems evolution
Family Tree practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
1.2. Procedure
Short Task
•
Match every group of vertebrates listed below with the hardware.
o Shark, bird, coelacanth , reptile, lamprey and amphibian
•
Reflect the evolutionary relationships
o Who evolved from whom?
o Which "body type" do you consider to be the most primitive?
o The most advanced?
• Read carefully Annex 1 How to built a cladogram?
• Draw a draft copy
184
Long Task
• The class will be divided into five research teams
• Each group will bring about 10 different hardware items and a colour card A3
size
• Reflect the evolutionary relationships
o Who evolved from whom?
o Which "body type" do you consider to be the most primitive?
o The most advanced?
o what roles did form/function
o derived characters
o ancestral traits
•
Made a cladogram worksheet ,using information through the Internet and
determining which of the characteristics each animal has.
JAWS
Mammals
185
11 Land ecosystems evolution
Family Tree practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
• Read carefully Annex 1 How to built a cladogram?
• Make a phylogenetic chart of your classification scheme using the
poster card and hardware
• Apply descriptive names for each category from phylum, class, order,
family, genus and species that best describe each object and their
hierarchical location in your classification scheme.
• Be prepared to defend your classification scheme orally
Annex 1 How to built a cladogram?
http://scienceblogs.com/evolvingthoughts/cladogram.png
Here, species B and C are more closely related to each other than either is to A. B and C
form a clade, relative to the outgroup species A. :
A might have evolved from its common ancestor with B and C, and so on.
http://www.indiana.edu/~ensiweb/lessons/mclad.ws.pdf
Model Cladogram
Mammals Cladogram
186
11 Land ecosystems evolution
Family Tree practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
http://www.life.uiuc.edu/ib/335/cladogram.jpeg
187
11 Land ecosystems evolution
Family Tree practical work
Name ……………………………Number.……Group ….…. Date …….. Page …
FAMILY TREE
The anterior arches of gills became modified
into an articulating jaw
JAWLESS FISH (lamprey)
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11 Land ecosystems evolution
What killed the Dinosaurs ?
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduction
How human actions modify the physical environment ?
Imagine that a plant is the last existing specimen of this specie on Earth.
What do you think? What can we do about it?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
1. Find out through the Internet: What killed the Dinosaurs?
Fill in the table
CAUSES
EFFECTS
Greenhouse effect
PROOF
K-T boundary: Clay
with high iridium
189
11 Land ecosystems evolution
Tiger Ecology
Name ……………………………Number.……Group ….…. Date …….. Page …
Tigers - Ecology & Habitat.
At the top of the food chain
The habitat requirement of tigers are dense vegetation, the presence
of large ungulate prey, and access to water. These felines inhabit
such habitats as tropical rainforests, evergreen forests, mangrove
swamps, grasslands, savannas, temperate forests and and rocky
areas.
Social Structure
Tigers are mostly solitary, apart from mother-offspring associations.
However, individuals living close to one another may display sociable
behaviour and at times, and adults may even share a kill.
Life Cycle
Tigers generally gain independence at 2 years of age and attain sexual
maturity at 3-4 years for females and at 4-5 years for males. Juvenile
mortality is high however: about half of all cubs do not survive more than 2
years. Tigers have been known to reach the age of 26 in the wild.
Breeding
Although tigers can mate at any time, breeding is more frequent from
November to April. On average, they give birth to 2 to 3 cubs every 2 to
2.5 years, sometimes 3 to 4 years; if they all die, a second litter may be
produced within 5 months. Gestation is usually 104-6 days and births occur
in a cave, a rocky crevice, or in dense vegetation.
Diet
Tigers are at the top of the food chain. Hunting primarily by sight and
sound, their diet consists mainly of large mammals, such as pigs, deer,
antelope, buffalo, and gaur. Smaller mammals and birds are occasional
prey. Tigers have also been known to eat crocodiles, fish, birds, reptiles,
and even other predators like leopards and bears. Their preferred and
essential food however is ungulates - hoofed animals such as deer and pigs.
After eating its fill, the tiger may cover the remains with grass or debris and
then return for additional meals over the next several days. A tiger can
consume up to 40 kg of meat at one time, but individuals in zoos are given
5-6 kg per day.
190
11 Land ecosystems evolution
Tiger Ecology
Name ……………………………Number.……Group ….…. Date …….. Page …
A symbol of conservation under immediate threat
Throughout their range in Asia (including the Russian Far East) tiger
populations are threatened, either directly from poaching, or from habitat
and prey loss. In many places, they struggle for survival with burgeoning
human populations competing for similar resources of food and
shelter.
Hunted for their pelt and bones, tiger populations in many areas are dwindling. Until the
1930s, hunting for sport was probably the main cause of decline in tiger populations.
Between 1940 and the late 1980s, the greatest threat was loss of habitat due to human
population expansion and activities such as logging.
While poaching for illegal trade continues to be a major threat, habitat destruction and
decimation of prey populations also contribute to the decline of tiger populations.
Threats to tigers can be separated into two categories: Poaching and retributive killing,
which includes the illegal trade of tiger parts and human wildlife conflict, and habitat
destruction and fragmentation, including illegal logging and commercial plantations.
Many range countries lack the capacity and resources to properly monitor tiger and prey
populations.
Habitat loss and fragmentation
Habitat destruction reduces both tigers and its prey. As a result tigers move into settled
areas in search of food, where they are more likely to get killed.
Illegal trade - Traditional "cures" a curse for tigers
In recent years, the illegal hunting of tigers for body parts used in traditional Chinese
medicines has become a major problem. The growing prosperity of the Southeast Asian
and East Asian economies since the 1970s has led to an ever-increasing demand for
these medicines.
There are also significant markets amongst Asian communities in North America and
Europe. In India many hundreds of Bengal tigers are known to have been killed by
poachers, but this is probably the tip of an iceberg, since most poaching is clandestine
and difficult to detect.
Today, wild tigers occur mostly in small "island" populations. Such isolated populations
are predisposed to inbreeding and are increasingly vulnerable to the pressures of
encroachment and poaching.
Keeping tiger "islands" intact amid some of the most densely human-populated
countries on earth is possible, but offers little hope for the tiger's genetic vigour and
long-term viability. Hence the need to conserve core areas connected by natural
biological corridors, providing large enough habitat for tigers to live, breed and disperse
in.
191
11 Land ecosystems evolution
Tiger Ecology
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Questionnaire ; Save the tiger
1) What does endangered species mean?
2) Do you think that the tiger is an endangered species?
3) Do you know any other endangered species ?
4) List and classify ten species that are habitually eaten by the tiger
5) Tigers are mostly solitary but they can share their ……………. / …………
6) How long does gestation usually last?
192
11 Land ecosystems evolution
Tiger Ecology
Name ……………………………Number.……Group ….…. Date …….. Page …
7) How does the tiger keep its spare food?
8) List three different ecosystems in which tigers can be found.
9) List three things that may threaten the tigers survival.
10) What was the greatest threat to tigers between the 1940’s and 1980’s
11) Traditional Chinese culture uses tigers for ….
12) What is the relationship between habitat destruction and logging?.
193
11 Land ecosystems evolution
Vertebrate Mind Map
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduction
What does it mean?
Look at the images and discuss in groups how could it have formed?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
194
11 Land ecosystems evolution
Vertebrate Mind Map
Name ……………………………Number.……Group ….…. Date …….. Page …
1. In groups of five build a mind map about Vertebrate evolution
First of all, look at these videos about vertebrate evolution:
•
•
•
“Evolution in action” http://es.youtube.com/watch?v=mX4pXFhZA28 images
+music
Vertebrate evolution.C.Sagan. http://es.youtube.com/watch?v=hly1PtrAUtc
Vertebrate History. NHM. ***
http://es.youtube.com/watch?v=tQzOD9HTRww&feature=related Audio +
transcript (download)
If you are designing a mind map about Vertebrates evolution, there will be
some information that you absolutely cannot leave out, e.g.
1) Circulatory system. Main idea
2)
3)
4)
195
Vertebrate Mind Map
11 Land ecosystems evolution
Name ……………………………Number.……Group ….…. Date …….. Page …
VERTEBRATE EVOLUTION.
Mind map
Circulatory system
196
11 Land ecosystems evolution
Rainforest Story
Name ……………………………Number.……Group ….…. Date …….. Page …
Extension work 1:Listen to the Hominids
Ape Genius http://www.pbs.org/wgbh/nova/apegenius/primate.html
Extension work 2 : Rainforest deforestation
Forest Biomes http://www.worldbiomes.com/biomes_forest.htm
Rainforest deforestation http://rainforests.mongabay.com/0801.htm#tables
Read about rainforests. Make up a story about someone who comes to the
forest to start a business. Imagine a way that person can create their business
without harming the forest and its inhabitants. You can write a story or work in
groups to create a play.
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11 Land ecosystems evolution
Rainforest Story
Name ……………………………Number.……Group ….…. Date …….. Page …
Handwrite your first draft
198
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
Introduccion
Playing environmental games
http://www.environment-agency.gov.uk/fun/?version=1&lang=_e
1. Power Plant Role Playing Game
How stuff works?
• The class will be divided into five groups.
• Teacher will hand out to each group a piece of paper with the information
needed.
• Group number 1
o How Power Plant works?
will perform a general explanation about power plants
• Groups number 2 to 5
o
o
o
o
How “A” works ?
How “B” works?
How “C” works?
How “D “ works?
will perform a role- play describing the layout of a specific Power Plant.
• The rest of the class will try to work out what sort of fuel groups 2 to 5 are
talking about.
Extension work
NUCLEAR POWER PLANT ROLE PLAYING GAME
http://web.stclair.k12.il.us/splashd/nuclearroleplay.pdf
Roles students play
•
•
•
•
•
•
•
•
•
•
Monitor
Security expert
Risk management
Resident
Plant operator
Town Major
Protester
Safety expert
Consultant
Engineer
199
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
1.1.Group 1. How Power Plant works?
** http://www.footprints-science.co.uk/power.htm drag &drop
http://www.srpnet.com/education/tour/default.aspx#start AUDIO +ANIMATION
http://www.green-energy.de/index.php?id=1557&L=1
1. Electricity is actually the flow or movement of electrons through a
material.
2. Steam-electric plants produce electricity by using heat energy from
fuels to turn water into steam.
3. The highly pressurized steam then travels through pipes to the blades
in the turbine.
4. When the steam hits the turbine, it causes fan-like blades to spin.
5. These blades are attached to a pole-like shaft. When the blades inside
the turbine begin to turn, the shaft begins to turn.
6. This causes giant wire coils inside the generator to turn.
7. This creates an electromagnetic field, which forces electrons to move
and starts the flow of electricity.
8. The flow of electricity is conducted out and “stepped up” so that it
can be sent to customers through the power grid
http://powerelectrical.blogspot.com/2007/03/thermal-power-plant-layout-and.html
200
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
1.2. Group 2: How “A” works ?
How a Fuel Cell Works “A”?
http://www.digitalsplashstudios.com/fuel-cell.html
1. A fuel cell is a device that uses hydrogen and oxygen to create
electricity. If pure hydrogen is used as a fuel, fuel cells emit only
heat and water, eliminating concerns about air pollutants or
greenhouse gases.
2. Hydrogen fuel (H2) is channelled to the anode, electrically negative,
, where the catalyst, platinum, separates the hydrogen's negatively
charged electrons from the positively charged protons.
3. The membrane allows the protons to pass through to the cathode,
electrically positive ,but not the electrons.
4. The negatively charged electrons must flow around the membrane
through an external circuit. This flow of electrons forms an electrical
current ,so bulb light up
5. At the cathode, the electrons and protons combine with oxygen to
form water (H20) and heat.
http://www.greencar.com/images/5-fuel-cell-facts/hydrogen-car-layout-1.jpg
201
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
1.3. Group 3 How “B” works?
How a tidal barrage plant works “B”?
http://www.virtualsciencefair.org/2003/wongj3j/public_html/tidalanimation.swf
1. When the tide falls, water behind the barrage is held in the estuary.
2. The water is then released, flowing toward the sea turning a turbine
and generator, which creates electricity.
3. Later, when the tide rises, it will be held back in the barrage and then
released back into the estuary
4. So, it flows back through another turbine, allowing the electricityproducing process to be repeated
http://visual.merriam-webster.com/images/energy/hydroelectricity/tidal-powerplant/tidal-power-plant.jpg
202
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
1.4. Group 4. How “C” works?
How a Geothermal plant Works “ C”?
http://www.virtualsciencefair.org/2003/wongj3j/public_html/geoanimation.swf
1. A production well is drilled into a known geothermal reservoir.
Typically, an injection well is also drilled to return used geothermal
fluids to the geothermal reservoir.
2. Hot geothermal fluids flow through pipes to a power plant .
3. Hot, pressurized Steam Turns the turbine blades on a shaft.
4. Rotational energy from the turning turbine shaft is used to spin
magnets inside a large coil and create electrical current.
http://geothermal.marin.org/GEOpresentation/images/img037.jpg
203
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
1.5. Group 5. How “D “ works?
How a Solar Cell Works “ D”?
http://www.virtualsciencefair.org/2003/wongj3j/public_html/solaranimation.swf
http://pagesperso-orange.fr/prof.danglais/animations/solarcells/index.htm
http://www.explainthatstuff.com/solarcells.html
1. A solar cell is a sandwich of n-negative silicon layer and p-positive
silicon layer
2. Photons are absorbed by the cell
3. Their energy causes electrons to become free in the lower p-layer
4. The electrons jump into the upper n-layer
5. The complementary positive charges, called holes, flow in the
direction opposite of the electrons.
6. The electrons move through the external circuit lighting up the bulb
7. The electrons return to the solar cell
http://www.specmat.com/Solar%20Cell%20Description.jpg
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12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
2. Power stations
http://www.nucleartourist.com/images/plant-c.jpg
QUESTIONS
1) What do power stations burn to generate electricity?
2) When power stations burn fossil fuels, what gases are given off?
3) How does increased carbon dioxide harm the environment?
4) When sulphur dioxide reacts with water vapour, what kind of rain
forms? How does it harm the environment?
205
3. Biogas Plant
Look at the web pages, try to understand how it works and answer the
questions
Biomass Power Generation Using Excrement of Livestock and Food Residues
http://www.tohoku-epco.co.jp/enviro/tea2005e/07/img/07g_03.gif
Digester
http://www.unu.edu/unupress/unupbooks/80434e/80434E1U.GIF/http://www.gobartimes.org/200612
31/61.jpg
http://www.veoliawater.com/library/en/repository/3464,braunschweig_EN.gif
1) Who produces methane at a biogas plant?. Where are they?.
2) What does anaerobic digestion mean?.
3) Biogas come from
a.
b.
c.
206
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
4) Write a heading:
http://www.r-e-a.net/image-library/diagrams/EnPv_Biogas-cycle.bmp
5) How does this biogas plant work ?. Explain it step by step.
•
•
•
•
•
•
•
•
207
6) Read the text and answer the question:
Sulphur and nitrogen gases produced when fossil fuels are burnt cause acid
rain which can damage forests, lakes, rivers, the land and the plants and
animals living there.
How do we prevent acid rain from biogas?
7) Match the two columns.
http://www.apqj64.dsl.pipex.com/sfa/id129.htm
1
2
3
4
5
6
7
8
9
10
1.SO2 & NOx
a. Is measured using a scale called "pH."
2.CO2
b.Caused by acid rain
3.NOx
c.Caused by global warming
4..High T
d.Primary causes of acid rain
5. CO2 & SO2 emissions
e.Gas which causes global warming
6.Damaged trees &dead fish
f. Occurs naturally in gases from
volcanoes
7.Fossil fuels
g.Are burned in power stations to make
energy
8. Acid rain
h. HNO3 is formed when it reacts with
water in the atmosphere
9.CO2 & SO2
i. It dissolves calcium carbonate
10.Acid rain
j.Gases released when fossil fuels are
burned
208
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
4. Dams: what are their advantages and disadvantages?
Environmental Health & Safety in the Home & Community
http://www.ehso.com/ehshome/energydams.htm
Welcome to the Kent National Grid for Learning (NGfL) website
http://www.kented.org.uk/ngfl/
http://www.kented.org.uk/ngfl/subjects/geography/rivers/TeacherPlans/whatisadam.htm
Read the statements below. Sum up the statements and arrange them in a
wall chart according to whether they are:
•
•
•
facts about the barrage
advantages of building the barrage
disadvantages of building the barrage.
1) The barrage could generate about 7% of the electricity we use in
Catalonia .
2) The Severn is a good site because the river estuary funnels the site.
3) The barrage could affect the homes of the birds which live on the mud
flats.
4) There would be a main road across the barrage.
5) The scheme would create about 20 000 permanent jobs in the area.
6) The barrage would make electricity without causing pollution, because
do not produce green house gases.
7) The barrage would be very expensive to build.
8) The barrage would make the river look ugly.
9) The peace and quiet of nearby country areas would be lost.
10) The flooding of large areas of land means that the natural environment is
destroyed.
11) The lake's water can be used for irrigation purposes.
12) The flooding of large areas of land means that the natural environment is
destroyed.
13) Silt from the uplands which previously fertilised the downstream fields
may clog up the dam. In addition, expensive fertiliser may be needed to
restore fertility in the affected fields.
14) Irrigation channels may carry parasites which are harmful or even lethal
to the local community.
209
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
FACTS
ADVANTAGES
DISADVANTAGES
210
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
Advantages and disadvantages of hydropower
Read the statements below. Sum up and arrange the statements in a wall chart
according to whether they are:
•
•
Pros
Cons
http://www.technologystudent.com/energy1/hydr2.htm
1. Shallow water at the edge of a hydroelectric power reservoir may provide the
conditions for malaria-carrying mosquitoes to breed.
2. People living in villages and towns that are in the valley to be flooded, must
move out. This means that they lose their farms and businesses.
3. Once a dam is constructed, electricity can be produced at a constant rate. If
electricity is not needed, the sluice gates can be shut, stopping electricity
generation. The water can be saved for use another time when electricity
demand is high.
4. The building of large dams can cause serious geological damage. For example,
the building of the Hoover Dam in the USA has depressed the earth’s surface at
its location.
5. Dams are designed to last many decades and so can contribute to the generation
of electricity for many years / decades.
6. The lake that forms behind the dam can be used for water sports and leisure /
pleasure activities. Often large dams become tourist attractions in their own
right.
7. The flooding of large areas of land means that the natural environment is
destroyed. Habitat destruction of the lands upstream from the dam may leave
communities homeless and in need of resettlement
8. Dams built blocking the progress of a river in one country usually means that the
water supply from the same river in the following country is out of their control.
This can lead to serious problems between neighbouring countries.
9. Building a large dam alters the natural water table level. This is slowly leading
to damage of many of its ancient monuments as salts and destructive minerals
are deposited in the stone work from ‘rising damp’ caused by the changing water
table level
10. The lake's water can be used for irrigation purposes, for drinking and industry.
11. When in use, electricity produced by dam systems do not produce green house
gases. They do not pollute the atmosphere.
12. Regulates the flow of the river thereby preventing seasonal flooding of
farmlands.
13. Although modern planning and design of dams is good, in the past old dams
have been known to be breached (the dam gives under the weight of water in the
lake). This has led to deaths and flooding
211
12. Challenges for the future /Energy
Power Plant
Name ……………………………Number.……Group ….…. Date …….. Page …
PROS
CONS
212
12. Challenges for the future/Waste
Recycling
Name ……………………………Number.……Group ….…. Date …….. Page …
WHAT DOES RECYCLING MEAN?
1. SAW project .Domestic waste
http://www.scienceacross.org/media/docs/253/students-notes.pdf
Practical activity
Waste At Home
1) On average, how much solid waste is generated per day per
person in the homes of the students in your school? _______
kg.
2) What is the average percentage (by mass) of different types of
the waste produced in students’ homes?
WASTE
Average Percent (By Mass)
Paper products
Organic waste
Glass
Metal
Plastics
Other (e.g. batteries and packing
made of composite materials)
Total
3) Do most students separate waste at home? Yes No If yes, into what categories is it most commonly separated?
Newspaper
Cardboard
Glass bottles
Plastic
Fabrics (such as old clothes)
Aluminium cans
Steel cans
Kitchen waste
Garden rubbish
Hazardous chemicals (oil, paint, spray cans etc.)
Batteries
Medicines
Others, please specify ________________________
213
12. Challenges for the future/Waste
Recycling
Name ……………………………Number.……Group ….…. Date …….. Page …
4) Is waste normally collected from students’ homes? Yes No Waste At School
5) What happens to the waste at school?
Is the waste at school separated?
Yes No If yes, into what categories is it separated?
Newspaper Aluminium cans
Steel cans
Office paper Kitchen waste
Glass bottles Hazardous chemicals
Cardboard
Plastic
Batteries
Others, please specify:
________________________________________
6) Try to find out where your nearest recycling centres are.
7) What materials are recycled there?
8) What action has your class proposed that the school should
take to cut down on the amount of waste or to improve the
management of school waste?
214
12. Challenges for the future/Waste
Recycling
Name ……………………………Number.……Group ….…. Date …….. Page …
2. INFORMATION
•
•
•
•
•
About one tonne of rubbish is thrown away by the average family each year.
Almost all of the gold used today is recycled. People don’t throw their old
jewellery away.
Metals are not the only materials that can be recycled, glass, paper, oil, plastics
and even old clothes can all be used over again.
More of the valuable earth’s resources are saved and it cuts down the amount of
rubbish to be disposed of.
Plastics are made from oil . Most plastic is not biodegradable and will not “rot “
away.
QUESTIONS
1) Give some examples of material which can be recycled
2) Why is the recycling of metals important?
3) Give some examples of recycling of metals
4) What can you do to help?
•
215
12. Challenges for the future /Waste
Recycling
Name ……………………………Number.……Group ….…. Date …….. Page …
3. CONCLUSION
3.1. Add your photos
Recycling means:
•
•
•
Using waste materials to make new ones.
….
…
216
12. Challenges for the future/Water
Water eutrophication
Name ……………………………Number.……Group ….…. Date …….. Page …
1. Effect of fertilizers on a loch
Outlines events that take place after fertilizer enters a loch
Normal algae
population
Death of algae
Algal bloom
Decomposition of dead
algae by bacteria and
fungi
1) Name one chemical nutrient present in fertiliser that causes an algal
bloom.
2) Explain why an algal bloom causes the death of other plants in the
loch.
3) Describe how the decomposition of dead algae by bacteria and fungi
can lead to the death of fish in the loch.
4) When bacteria decompose the dead algae which important gas is
used up?
217
12. Challenges for the future/Water
Water eutrophication
Name ……………………………Number.……Group ….…. Date …….. Page …
5) What happens to river animals that depend on oxygen?
6) What two things can be done to reduce eutrophication ?
2. Look at the picture and discuss with your partner if Rufea marsh is
suffering an inexorable eutrophication process
…………………………………………………………………………………………….
…………………………………………………………………………………………….
Stick your picture
218
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
1992 Rio Declaration on Environmment and Development
Recognizing the integral and interdependent nature of the Earth, our home, proclaims that: Principle 1
Human beings are at the centre of concerns for sustainable development. They are entitled to a healthy
and productive life in harmony with nature.
Principle 3
The right to development must be fulfilled so as to equitably meet developmental and environmental needs
of present and future generations.
Principle 5
All States and all people shall cooperate in the essential task of eradicating poverty as an indispensable
requirement for sustainable development,…
Principle 8
…, States should reduce and eliminate unsustainable patterns of production and consumption and
promote appropriate demographic policies.
Principle 9
States should cooperate to strengthen endogenous capacity-building for sustainable development by
improving scientific understanding through exchanges of scientific and technological knowledge,
….including new and innovative technologies.
Principle 16
National authorities should endeavour to promote the internalization of environmental costs and the use of
economic instruments, taking into account the approach that the polluter should, in principle, bear the cost
of pollution, with due regard to the public interest…
Principle 21
The creativity, ideals and courage of the youth of the world should be mobilized to forge a global
partnership in order to achieve sustainable development and ensure a better future for all.
Principle 22
Indigenous people and their communities and other local communities have a vital role in environmental
management and development because of their knowledge..
Principle 25
Peace, development and environmental protection are interdependent and indivisible.
219
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
INFORMATION
http://www.un.org/documents/ga/conf151/aconf15126-1annex1.htm
http://es.wikipedia.org/wiki/Agenda_21
http://sostenibilitat.paeria.cat/ecologiasostenibilitat/gestiorecuperacioespaisnaturals/aigu
amollsrufea.asp
http://sostenibilitat.paeria.cat/ecologiasostenibilitat/agenda21/
1. Questionnaire
1) What does Agenda 21 mean?
2) Do you know any other projects related to Agenda 21 in Lleida?
Work out it in the Council web
.
.
.
220
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
3) Write a brief description below each photo and arrange the
pictures in the right order.
1
2
3
4
5
6
7
8
9
221
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
4) Stick up your own pictures and write a description as well
222
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
5) Discuss in groups the pros and cons of restoration process of rubble
landfill for re-establishing a freshwater ecosystem near the Segre
river in Lleida.
Take this information into account:
• Rubble fill materials can and should be recycled.
• This landfill will sit directly over a Aquifer. Landfill liners can leak and
contaminate our water supply.
PROS
CONS
223
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
6) Who is the alien?
Taking samples
Working in groups of four, bring the freshwater kit
Attach your photo
Pour the water into the tray in order to take pictures
224
Attach your own picture, draw every detail you can see and identify the
bugs
225
226
7) Build up the food chain of the pond looking at the food web
below
http://www.yvw.com.au/waterschool/seniors/ecology/freshwatereco/cycle.gif
227
8) The invasion of the alien crayfish Procambarus clarkii in Europe
http://www.springerlink.com/content/k768062p38214n83/
Crayfish have been moved outside their natural ranges through different mechanisms,
either natural, such as migrations, accidental, such as escape from holding facilities, or
deliberate, by humans. Several crayfish species (mostly North American ) such us
Procambarus clarkii have been deliberately introduced into European waters to
alleviate the problem of reduced stocks of native species, due to the crayfish plague
(whose vector is the fungus Aphanomyces astaci). The red swamp crayfish, P. clarkii
native to the southcentral United States (Louisiana) have been transplanted world-wide
This is a large, prolific, aggressive species, and it is well adapted to life in areas with
drastic, seasonal fluctuations in water levels, where it survives by digging deep burrows.
A number of life history traits make this species suitable for commercial exploitation,
including rapid growth, high fecundity, resistance to extreme environmental conditions
and resistance to disease. P. clarkii may mature at three to five months old (total length
range 55–125 mm) and adults reach on average 85–90 mm total length. Embryonic
development takes two to three weeks at 22_C and in warmer latitudes females produce
multiple broods in a year .The red swamp crayfish consumes mainly microbiallyenriched detritus, benthic and planktonic invertebrates, and succulent green plant
material. This species tolerates low oxygen concentrations , drought periods and a wide
range of water salinity and acidity.
In Europe, P. clarkii was first imported into Spain in 1972 and then was introduced in
Portugal, Cyprus, England, ... Since then , P. clarkii has been found in a number of
ponds and streams of several provinces where populations seem to increase rapidly, in
contrast to the native species, Austropotamobius pallipes.
To learn more. Egypt's crayfish invasion
http://edition.cnn.com/2008/WORLD/asiapcf/08/17/eco.crayfishegypt/index.html
Read and highlight the text. Look for four characteristics that allow them to
adapt and to survive under bad conditions.
1
2
3
4
Who is the alien?
228
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
9) But, the restoration is not over yet!!
Look at these images and describe them.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Where are they taken from ?
______________________________________________________________________
229
12. Challenges for the future /Biodiversity
Rufea marsh Restoration
Name ……………………………Number.……Group ….…. Date …….. Page …
10) Role play : Environmental debates
Discuss if any damage is inflicted to the Segre river
PROCEDURE
The class will be divided in four groups
• Group A: Bridge builder company
• Group B: Ecologists
• Group C: Farmers
• Group D: Council authorities
Each group should write down at least three problems, their corresponding solutions
and their viability
PROBLEMS
SOLUTIONS
AND eventually at least two
proposals
VIABILITY
must be agreed.
1
2
230
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Fecha de creación:
05/01/2009 21:17:00
Cambio número:
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Guardado el:
05/01/2009 21:17:00
Guardado por:
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