CHAPTER 3 Answers 1, A nutrient is a chemical substance that is taken in through diet and that provides the body with energy and materials used in building required structures (eg., for growth and repair of tissues). 2 some starch. The presence and amount of starch is indicated by the intensity of colour change. Analyze 1, In addition to those foods indicated in Observations above, the starch-containing foods that students may test from their lunch, for example) might include: bread, rice, potato chips, Mutrient | Function in badly Food source carbotyraes | man source of quick | plant feds or food oerved energy rom plans thet are ih in atbohydraes proteins | provide substances for [animal-ervd foods (nwa, | bulging and repair | sh, e905) sirutres (growth repair tissues) as ‘iso a source of energy | ama-erved foods but can be stored bythe boty to suppiy energy er fog erm 3. Before a race the ideal food for a marathon run- ner is one that provides plenty of carbohydrates, which the runner will need for energy. 4. Minerals, vitamins, and water and requiced for a healthy body. 5. Eating a healthy diet is important for helping to maintain the body’ internal environment, or homeostasis (which includes providing the required substances for repair). The body's ability to maintain its health is influenced by too much ‘of some substances as well, Surplus fa, for exam- ple, will be stored by the body, which may lead to increased weight, meaning the body’s systems will have to work harder than they should. BLM 3-22, Testing for Carbohydrates/Science Inquiry Goal Scadents use this page to record observations and complete Conduct an Investigation 3-C: ‘Testing for Carbohydrates. Answers: 1. Purpose: Students test samples of different food items to determine the presence of starch. 2. Safety considerations: Students should wear lab aprons, safety gougles, and be careful when using sharp objects. 3. Observations: The potato will show the most pos- itive test, whereas the carrot and apple may show Copyright © Meow FE Rysron Limited. crackers, pears, and pasta. 2, Yes, starch-containing foods are solids. 3. See answers to question 1. Conclude and Apply 4. A balanced diet is one that contains all the nutri- cents required by the body for its proper function- ing in sufficient amounts. For farther informa- tion, obtain a recent copy of Canadai Food Guide. Extend Your Knowledge 5. "The body controls blood sugar levels by releasing the hormone insulin from the pancreas. Diabetes is caused by the body's inability to produce or use this hormone, This disorder is treated by taking insulin and by controlling diet. BLM 3-23, Design Your Own “Extraterrestrial"/Design Your Own Investigation Goal: This BLM has students use their knowledge ‘on biological systems to design their own biologi- cally correct “extraterrestrial.” Answers ‘Students’ creatures will vary. Encourage them to be as creative as possible. The only restriction should be ‘that their ercatures conform to the biological irulest that they have learned about in Unit 1; that is, they should take into consideration such factors as surface area-to-volume relationships, the need for an organism +o supply all of its cells with the nutrients and other substances required to maintain life (in other words, the need for systems in multicellalar organisms), and homeostasis. Also, students should take into account the sorts of adaptations required by an organism. If, for example, their creature is terrestrial then the crea~ ‘ure must have features that permiciit to live on land (rather than gills and fins, for instance), Neatly any adaptation may be accepted, so long as the student can support it with biological examples. 247Dare: NAME: cuass: nT r ~ REINFORCEMENT Fluids and Non-Fluids Identification | Goall + Use this page for practice in identifying fluids and non-fluids. | What to Do * Answer the question at the bottom of the © Draw a circle around all the pictures of page. fluids you can identify. © What other fluids can you identify in your own environment? List at least three more. 2AB Copmrigs: © McGrew Till Ryeeson Limited. Permimion to reproduce cis page is granted tothe pareharer for ose in hers elastrocen only,cr soe a Particles in Solids, Liquids, — Gas Liquid Solid According to the particle This liquid is held in a This solid cube of sugar does theory, the particles of a gas container. You have probably —_not need a container to keep will completely fila container. noticed that liquids take the _its shape, If you removed the stopper in shape of the container in this flask, what would happen —_ which they are placed. to the gas? (Copyighs © McGraw-Hill Ryerwon Linitod.Permlon wo reproduc thls pages rated othe purcine fo we in erhlscasom on, 248)bare: NAME: REINFORCEMENT The Part Theory Goal + Demonstrate your understanding of the particle theory. What to Do 1. There are three circles below, labelled solid, liquid, and gas. Use Xs to repre- sent particles of matter. Draw Xs inside each circle to illustrate the distance between particles in each state of matter. x OOO . Use your knowledge of the particle theory of matter to fill in the blanks in the following sentences. (@ Solids, liquids and gases are made up of A is made up of particles that are closely packed together. (©) A gas is made up of particles that are (@ Particles in aliquid are Liquid than those in a solid. (©The explains the differences in states of matter. 250. cinigh© Macro HRs Lined Pension repair ppie pnt pane in eso onyATE: NAME: cuass. ScIENcE INqUIRY {| Can Solids Flow, Too? Recording Sheet Goal + Use this page to record your findings in the At Home Activity: Can Solids Flow, Too? Think About It * Sand and sugar are both solids. They can be poured, but can they flow like a fluid such as water? Pour one of them to find out. What to Do * Record your findings in the chart below. [ Substance | Diagram of Findings Description of Findings Sugar or Sand LL * Use the space on this page or a separate page to write your answers to the Activity questions on page 110 in your textbook. Then answer the Going Further question below. Going Further * Name three more substances that would behave like sand or sugar. L 2. 3. (Copyright © McGeaw-2il Ryerton Limited. Perission to reproduce this page is granted tothe porchase: for we in bechiscaawoom onl, 254DATE: NAME: [REINFORCEMENT Magic Mud Des: ption | Goal + Write a creative, but accurate, description of Magic Mud. Think About It * How thick is too thick? Can a liquid become so viscous that it can no longer flow? What to Do © Now that you have explored and handled Magic Mud, let your imagination flow. What did Magic Mud feel like? How did it move? Use the space on this page to write a descriptive paragraph or poem that would allow a student who had not explored Magic Mud to have an idea of what it was like. 252 copyright © Mecraw-TUl Ryerson Linited. Priston to reproduce this page is granted to the purchaser for sein hers clssroon nlyDATE: NAME: Corr Powerful lasms HANDOUT Goal + Learn more about plasma, a fourth state of matter. Did You Know? Solid ice, liquid water, and water vapour are just some of the many examples of solids, liquids, and gases here on Earth. However, solids, liquids, and gases are not the most common forms of matter in the universe. ‘The most common form of matter is called “plasma.” Most of the universe, including our solar system, is made up of plasma, Plasma is a very hot gas in an ionized state. It has a mixture of positively and nega- tively charged particles. The negatively charged electrons and the positively charged ions exhibit certain characteristics when they interact. When matter is heated to extremely high temperatures, the particles begin to collide violently and to break apart into smaller particles that can conduct electricity. ‘The particles in plasma vibrate at certain frequencies, which allows scientists to mea- sure the electric fields in plasma. They can use this information to determine the elec- tron density of plasma. This information is important in the study of astronomy. Glowing plasmas occur naturally in stars such as the Sun and in lightning. Much cooler plasmas are formed in fluorescent tubes and neon signs. Further applications of plasma technology are being studied because plasma technology seems to be efficient in many ways. Gas plasma technology seems to be cleaner and to require less energy than conventional methods. What to Do © Investigate! Find out more about plasma in an encyclopedia, on the Internet, or from reference books at the library. Present this information on a poster for the class to enjoy. Copyright © McGrew Hil Ryenon Lite’, Pecinion to repre tis pge sree tothe prchuer froin aeons only. 2BBETO Changes of State melting (also called fusion) freezing (also called solidification) 254 copysigh: © MeGraw-Hil Ryeon Limited. Pesmision vo reproduc this page is granted wo the purchaser for ase in her/his asso only,NAME: Magical Morphing Goal + Read this page to learn more about “morphing” and special animation software that can be used to create a morphing scene. Did You Know? Did you know that science fiction script writers often feature changes of state in imaginary ways? “Morphing” has become one of the most popular special effects devel- oped for science fiction movies. The term “morphing” comes from “metamorphosing” or “metamorphosis.” Many living organisms (for example, some amphibians and insects) experience slow metamorphosis. Over time, they change form as they go through the stages of their life cycle. If we could video- tape a person's entire lifetime, and then play back the tape at a higher speed, the person would appear to be morphing! The changes that would take years to occur would seem to go much faster on the video. Morphing was first invented to produce a special effect for the film Wille. Today, morphing is popular in music videos, tele- vision programs, and commercials. The mor- phing that we see in movies or on video is an animation technique that slowly changes one image into another. The animation artists use computer-generated graphics to make the characters change, or morph, into some- one or something else. In the middle of the morphing, the image appears fluid. Some- times solid beings appear to morph into a liquid that can creep under doors, or slip through cracks, and then quickly resolidify. When characters can morph, the writers have more options for ways to let them escape or get out of tight spots. Morphing is also used when things need to be “squashed” for a special effect. It would be very expen- sive to compress car after car week after week. Morphing used to be a rare technique, but now we see it almost every day. What to Do * Do one or more of the following projects. Project A ‘Use your understanding of morphing to cre- ate a scene in which morphing takes place. ‘Write a short summary of the scene, then illustrate it, using “flip book” technology. (In a flip book, the images are “animated.” The reader “flips through” the pages of the book from beginning to end in the same way a person “lips through” a deck of cards. The image on each page changes very slightly. ‘The reader’ eyes catch only a glimpse of each image, so it looks like the image has moved.) Project B Ifyou have access to software for computer animation, see if you can create a morphing scene with your program. Remember the key is a gradual transformation. Project C Investigate some of the specialized morphing software that is available. (Is it expensive? Who is using it these days, and for what?) Capi: © Meme FE yer Limited. Perminon m repo tht pge erie othe archaner for we inhefe ceoom only 2BDATE: NAME: CLASS. | Identifying Changes of State _ Goal + Build your skill in recognizing and defining the changes of state. What to Do * Match each description with the correct change of state. Write the letter for the change of state in the space at the end of the descriptions. You may ‘use some changes of state more than once, Descriptions Changes of State 1. ice is left out on the counter _ {a) sublimation (solid to gas) 2. frost forms on the window on a cold day _ (b) condensation 3. water is left in a freezer _ (© vaporization 4. clothes are left out to dry _ (d) sublimation (gas to solid) 5. dey ice is used to create fog _ (©) melting (fusion) 6. the bathroom mirror gets fogged up after a (freezing (solidification) shower 7. a pond gets shallower at the end of a long hot summer _ 8. your hair was wet when you left the house, but dries by the time you get to school _ 9. the ice cream you are eating drips down your arm _ 10. a full pot of soup fills only half of the pot after simmering for 2h __ 11. sap is turned into maple syrup _ 12. a cold drink is wet on the outside of the glass _ 256 Copyright © McGraw Fil Ryeron Limited, Permission to reproduce chi page is gramed to the purchase for use in hess clasroor oxy.cuass: Goal + Use this page to demonstrate your knowledge of the states of matter as they occur in a natural cycle that you have studied in previous grades. —_— What to Do * The three states of matter are 20GB _ represented in the water e Ly. cycle. Label the diagram of the water cycle to explain what is occurring at each oe) nse stage of the cycle. Then sun SF answer the questions under the diagram. or ores, SRR MI—— Water (oceans, rivers, lakes) Questions 1. What stage of the cycle involves the liquid state? Where is the liquid found? 2. Athow many points during the cycle does water take its solid form? What stages of the cycle are involved? 3. Which stage of the cycle has water in its geseous state? 4, Are all three states of matter always present? What do you think causes this to occur? Ccoprgs © MeGaRyeson Lie Feminion reproach prc we ihr decom oxy. 287DATE: NAME: CHAPTER 4 = The Flow Rate of Liquids Table Goal - Use this page to record data and to plot a graph according to the instructions in Conduct an Investigation 4-A: The Flow Rate of Liquids, on page 118 of your textbook. What to Do I . Record the temperature of the room here: . i { Record your flow rate data in the Flow Rate of Liquids { ‘Table provided below: Complete the Investigation { questions. Use the space on this page or a separate page to answer the Investigation questions on page 119 in your textbook. a Use your class data to plot a bar graph on the graph paper + - at right. (See question Son page 119 in your textbook) . Answer the Going Further i | question after completing your __| I graph. Going Further * Consider the results plotted on your graph. Based on your graph, do you think that viscosity affects the flow rate? Flow Rate of Liquids Table Liquid Time (6) | Average | Ranked | Ranked flow rate | average | viscosity | (m/s) _| flowrate | average 25B Copyghs € McGraw-Hill Renn Limited Perio orepradee thi page i granted to the porchaer or te in Sais clasroom elyare: NAME: Modified Flow Rate Table CLASS: Goal + Use this page to record data and to plot a graph according to the instructions in Conduct an Investigation 4-A: The Flow Rate of Liquids, on page 118 of your textbook. What to Do 1 Record the temperature of the room here: 2. Record your flow rate data in the * Flow Rate of Liquids Table pro- vided below. . Complete the Investigation ques- tions. Use the space on this page or a separate page to answer the Investigation questions on page 119 in your textbook. Use your class data to plot a bar graph on the graph paper. (‘See question 8 on page 119 in your textbook) Answer the Going Further ques- tion after completing your graph. Going Further + Consider the results plotted oa your graph. Based on your graph, do you think that viscosity affects the flow rate? Modified Flow Rate of Liquids Table Liquid Time(s) | Average | Ranked | Ranked | ‘Trial | THal | Trial flow rate | average | viscosity | #1 | #2 | #8 (cm/s)_| flowrate | average Copyright © MeCrew-Hl Ryenion Limited, Permision to reproduce this page ls granted w the purebusr for ws in her/his chseroom onl, 259DATE: cass. REINFORCENE Viscosity at Work Goal + Use this page with the CareerConnect on page 121 of your textbook to help you | understand how a knowledge of viscosity can be used in the real world. What to Do ‘Many occupations make use of the principles you have studied in this chapter. Look at the occupations listed in the table below. For each one, think of one way that a knowledge of viscosity would be used by someone working in that field. You may do research or ask someone who works in the field. Occupation How Knowledge of Viscosity Is Applicd Candy maker Glass blower Bee-keeper Baker Motor mechanic Maple syrup manufacturer Other 2GO copyign © Mew 1 Bynoa Lint, Peon pode hi pes ret tothe pucker fr in hehe soo nlpart Nan. cuss Erne té‘éREE ‘ASSESSMENT 1 The Particle Theory Quiz Goal » Demonstrate your understanding of matter and the particle theory of matter. What to Do * Read the five points listed below that make up the particle theory of matter. Use these five points to explain the statements in A, B, C, D, E, and F. ‘The Particle Theory of Matter 1, All matter is made up of very small particles. 2, All particles in a pure substance are identical. Different substances are made of different particles. 3. There is space between the particles. 4, The particles are always moving. As the particles gain energy, they move faster. 5. The particles in a substance are attracted to one another. The strength of the attractive forces depends on the type of particle. Statements According to the particle theory, A. Solids have a definite shape because B. Fluids (liquids and gases) flow because C. Ice cubes form in the freezer because D. Ice cream melts quickly on a hot day because E. Gases do not have a definite shape because F. A substance has a constant flow rate if all variables remain constant because (Copyright © McGraw-Hill Ryerion Limite, Perision to reprodce this page is grant tothe purchase for we in hev/is clswoom onl. 2G 4DATE: NAME. CLASS: SCIENCE INQUIRY 1 The Value of Viscosity Table Goal this page to record your results for the Find Out Activity: The Value of Viscosity, on page 122 of your textbook. What to Do 1, Puta check mark beside the type of product you chose. __ hair conditioner __ hand lotion — shampoo ti — water-based paint — Higuid desergent ~ yogurt __ face lotion — salad dressing _— ketchup — nail polish a — jeecream topping __ liquid bubble bath other 2. Record your findings and calculations in the following table. Name Brand Cast | Volume Relative of Product ® {ml} Viscosity (high, medium, tow) | | | + Use the space on this page or a separate page to answer the Activity questions on page 122 in your textbook. 262 copyright © McGraw-Hil Ryecwor Limited. Permission to reproduce this pege is granted to he purchaser foros in be/his cascoom only.are NAME: cass PROBLEM Solvins | Viscosity and the Real World Goal + Apply your knowledge and understanding of viscosity to solve the following problems related to some real-world applications of viscosity. What to Do * Answer the following questions by applying your knowledge of viscosity. You ‘may need to do some research to find the answers to some of the questions. Questions 1. The straw served with a soft drink and the straw served with a milkshake are different. Explain how and why they are different. 2. (a) Ifyou had to design a pipeline to transport molasses from one part of a factory to another, how would the diameter of the pipeline for molasses differ from the diameter of the water pipes in the factory? (b) What could you do to make the molasses flow more quickly? 3. (@)Some viscous liquids come in squeeze bottles. Find a few and list them. (b) Does this type of bottle make it easier or harder to use the product? Explain your answer. \Copyrigi © McGrew-2ill Ryeron Limite. Permission wo reprodace chin page is granted tthe paschase for ase in her/his chaaroom oni, 263DATE: NAME: CG Lass Cie VOCABULARY CHECK | Crossword Puzzle ‘Thick or Thin? What to Do * Read the clues and complete the following crossword puzzle with the correct terms. Goal + Check your understanding of vocabulary terms from Chapter 4 Viscosity: Crossword Clues Across 2. any substance that flows 3. slow vaporization 8, how fast a fluid “runs” 9. . the transformation of a physical state of a substance into a different physical state 11. rapid vaporization 13. the change of state from liquid to solid Down 1, resistance to flow 4, the change of state from solid to liquid 5. a ° the change of state from liquid to gas ». the state of matter of a substance that has neither definite shape nor definite volume . the state of matter of a substance that has a definite shape and volume the change of state from gas to liquid . the change of state directly from solid to gas or from gas to solid . the state of matter of a substance that has a definite volume 2G Copyright © McGraw-Hill Ryerson Limited. Permission 2 reproduce this page i granted to the purchaser for we in her/his csssoom only.Dare: ‘NAME: Viscosity in Action — Performance Task Goal + Use and demonstrate your knowledge and understanding of viscosity. Think About It © The right viscosity can make a product appealing. Itis important for people who develop a new product to make sure the viscosity is right for the product’ use. For example, shampoo is a liquid that is used for a specific purpose — washing hair. How it is used may affect its ideal viscosity. As well, viscosity is an important consider- ation when the developers select the prod- uct container. Think for a moment about how these things might be related. What to Do * You will work as part of a three-person team. Your team is employed by a large cosmetics company. Your team has been asked to develop a new shampoo with a “perfect” viscosity and a “perfect” con- tainer. When you have developed your product, you will have an opportunity to present and “sell” your product to the company’s President and executives. Your teacher will provide you with a rubric so you know exactly what is expected of you and what you must submit for evalua~ tion. ‘Use the steps below as a guideline for your team’s product development. 1, Discuss the following issues with your team, (2) the steps for washing hair (b) how viscosity is related to the steps (© how viscosity is related to the container, and how the container is related to the product 2. (a) Create a sample of shampoo that has the perfect viscosity. You may use flour and water to make your shampoo. Begin with 200 ml. of each substance. (Note: You must submit a recipe for your shampoo, so keep track of how much extra water OF flour you add) (b) When you have the perfect viscosity, waite a brief description of the vis- cosity and the recipe for it. Explain why you think this viscosity is perfect for your new shampoo. 3. (a) Think about the perfect container for your shampoo, Look at pictures or samples of containers to help you. (©) Draw a sketch of your perfect container and use labels and 2 caption to explain how it works. ‘Copyrigh © McGras-Hil Ryeroe Limited. Permision to reproduce thi page is granted wo the purchaser for uae in herhis classroom onl, 265pare, NAME: ‘ASSESSMENT 1 Viscosity in Action — cass: BLM 4-18 Performance Task ¢on:nes) (©) Create a product label for your new shampoo. Include the product's name and a logo, as well as anything else that you feel should be on the label. (Look at pictures or sample containers with labels for ideas.) 4, Prepare a three-minute presentation about your new shampoo that summarizes your development process and outlines the advantages of your new product. You will be presenting to the company’s President and executives, and you must convince or “sell” them on your new product and its container. 5. Your team’s work will be evaluated. See the Viscosity at Work Rubric for specific evaluation criteria. Submit the following materials as part of the evaluation. + shampoo recipe + sample of shampoo + sample label for container * sketch of design for container + report (half-page to one full page) describing how your team developed the product, its label, and its container QEE copyighe © McGeww Hil Ryeron Lined, Peoinion to rprodece thi pee granted to the porch for nei ericson: olyeo moos yn 0; pod ok pz a a septa nn pM] won EARS @ xh SupMenUeW oodureys Suymaoynuew Sunmoeynueur Supmoynuen | Suumoenuepy pue Aysoosia uaemioq | oodureys pue Aysoosta | oodureys put Ausoosta | oodureys pur Artsoosra oodureys, suonsates at JO wsamiaq suopssut0] ‘usedieq suonoouOD ‘uaamjaq suonsauU0D 0) Ayysoost,, Surpueasropun auay[a0x9 ay jo Sumpurasrapun atp yo Stypueasiopun atp jo Suipurssopun yo sxdaowo,) ‘SsMoys uapmis a1 — smoys iuapms arp — | autos smoys auapms amp — | apy smoqsauapms ap— | — aup Sunepy Axenqesoa | Aremquooa aeidordde | Aremquooa arvudosdde ‘Arepnqeooa sneudordde ayp sosn ou sasn Afjensn pue ‘up sasn saumauros arendosdde arp sasn Apuanstsuoo pure Aare worsroud pue Are pue vorstzeud pue | Aporex put vorstoard 10 afpamouyy pus sazzorunuruz09 TBIA smeounuros «| Auep autos qm sacs | Anrep pay ypu sare pasmbay jo Apuaisisuoo wapms ayy — | Aljeroued avapmas ap — | -runumuoo wwapmis ap — | murs Jwepms ox — | woRoFMMUTMIOD ‘OURASTSSE OW IO opr yp Apoaaios sper aoUTeasIsse [EUOTSEII0 souezsisse urs SOUEISISSE UIA swore pue ausmdmbe =| Aquo wpm Apoautoo se {pus Apoousos sper Aquo £paaxs09 sper ayp sosn quapmas ap — | -trayeur pueauomdmbs | -so1ew pue quousdmbs -ayeur pu quourdmba Ausoosta axe sosn quapmas oup — sosn auepms ay — sasn auapmis xp — -udordde qua aonpoad Ausoosta a1eudosdde Aysoosta awudordde Axsoosta aaepdosdde ogeon on saideyp wpm sonpord v o1ea19 tpi sonpord v ayeaz9 ‘yiuss aonpoad e aaeaz9 Aysoosta aup ut or zadeyp Arsoosia op | on sondeyo Aarsoosta aya ‘01 sandeyp Artsoosta 9yp 30 (fe asowye 10) Ur STIPAS ap Jo aout UW SIPS 2x Jo auos | Ou UT ST|EAS op Jo may qeeddy re saqdde auapms orp — soydde auapmas ap — soydde auapms ayp — soqdde wopms amp — yonposg v len] 19437 7 lenny bpeney ouqny 4SeL eOURWO}jA[g — UO}}9y Ul A}ISOOSIA bom , ss NWN avaD&T: NAME: cass. ‘ASSESSMENT 1 Viscosity in Action — a Performance Task Certificate Certificate of Accomplishment This certifies that has successfully completed the Viscosity in Action Performance Task with an achievement level of % Teacher Date 2GB cozyigh © Gray Ell Byes Lita Pension to seprodace thie page ie raced othe parchaer ore in bri custo olyGoal + Apply your understanding of viscosity and the factors that affect viscosity to design a method to control the viscosity of different fluids Think About It In this chapter, you learned how to measure flow rates by measuring the time it took for a certain liquid to flow down a 10-cm track. Could you do it the other way around — that is, make the liquids flow at a specific or desired flow rate? What to Do 1. Look at the table below. It lists three liquids and a desired flow rate. Instead of finding out how fast the liquids flow, work with a partner to design a proce- dure to make these liquids flow at the desired rate. Liquid Desired flow rate ketchup 1.0 cm/s 1. @) Did you do the same thing to change the flow rate of each liquid? (b) Describe how you changed the flow rate of each of the liquids. 2. What types of things make a fluid more viscous? honey 3.0 cm/s 0.5 cm/s cooking oil Nv . Outline your procedure, Inclide any necessary safety precautions. Identify the apparatus, materials, and amounts of materials you need. . Decide how you will record your results (for example, in a table or as a list). * Your teacher must approve your proce- dure before you test it. . “Try out your procedure and analyze your results, Then answer the following ques- tions. 3. What types of things make a fluid less viscous? 4. Which liquid was the easiest to manipu- late to get the desired flow rate? Explain why. Coppighe © McGee Hil Ryo Linked Femina ede hs pag ranted whe packer re aes sami 268DATE: NAME: ‘ASSESSMENT j Portfolio Organizer Goal « Select pieces of work from the chapter for your portfolio evaluation. Think About It © Can you imagine trying to carry a build- ing, a railway bridge, or a large bronze sculpture to a meeting with clients? So how do architects, engineers, or sculptors catty their work? Professionals such as these often present their work in a portfo- lio. A portfolio is a collection of their best work and often includes plans, samples, or photographs and drawings. In your science studies, you do a lot of different kinds of work. It is important to have examples that demonstrate what you have learned. Like artists, engineers, or Mathematical Piece architects, it would be difficult for you to carry all your projects, assignments, and science investigations for people to review. Instead, why not select pieces of work from different categories and develop your own portfolio of what you have learned in this chapter? What to Do * Use this page as a guide to selecting pieces of work to create a portfolio. Choose the best examples of your work in each cate- gory. Include one graph or chart which has been properly labelled. Why did you choose this particular graph or chart? What information does it summarize? ‘What conclusions can you make from this data? Creative Piece Include one descriptive essay or diagram. Why did you choose this particular piece of work? What specific new skill, idea, or information did you learn by doing this piece of wo Reflective Piece Summarize what you have learned in this chapter. Show that you understand these things by relating the concepts to examples from your daily life. ‘Think about what you would like to learn next about fluids and explain why. _ Your Own Choice Choose a piece of work that y you would like to include. Why is a Piece of work RTO Copyright © McGrow-HiE Ryerso Litited. Peston to zeproduce this pags is granted to the purchaser for use i: her/his cnmoom only.DATE: NAME: cass: Crs PEs (WocaBULARY cHeck | Matching Terms ding and use of vocabulary from Chapter 4 Viscosi What to Do * Match the definitions below with the correct terms in the list on the right. Write the letter of the matching term in the space at the end of each definition. 1. slow vaporization _ Terms 2, the change of state from a gas to a solid or from a solid @ condensation toa gas (b) change of state 3, the state of matter that has a definite volume __ (©) internal friction 4, the change of state from liquid to solid _ @ ane 5. the transformation of a physical state of a substance into a © oe ora different physical state ¢ a i 6. rapid vaporization © liquid 2) viscosity 7, the change of state from solid to liquid __ @ melting 8, the change of state from gas to liquid _ ® solid 9. resistance to flow _ @ gas 10. the state of matter of a substance that has a definite shape (m) freezing and volume __ (a) sublimation 11. how fast a fluid “runs” _ (©) boiling 12. the state of matter of a substance that has neither definite shape nor a definite volume _ 13. any substance that flows _ Copyright © McGraw-Hill Ryerson Limited. Permission io reproduce this page is granted vo the purchaser for use in her/his casroom oni, 274BLM 4-1, Fluids and Non-Fluids Identification/Reinforcement Goal: Students use this page for practice in identi- fying fluids and non-fluids. Answers: The fluids in the list are: food colouring, ‘molten lava, bleach, shampoo, engine oil, steam, syrup, milk, glue, hand lotion, smoke, salad dress- ing, paint, rain, perfume, condensation, natural 2s, nail polish, sweat, dew on grass, pasta sauce, tears, liquid make-up, blood, ocean water Answer to Question: Students’ answers ‘will vary based on the environment the students identify as their own. Check to make sure that they have identified substances that “flow.” BLM 4-2, Particles in Solids, Liquids and Gases/Overhead Mast. Goal: Use this diagram to help students understand particles and states of matter. Hints & Helps: + Use this Overhead Master during the lesson to discuss the particle theory and how particles behave in solids, liquids, and gases. ‘* Make photocopies of this BLM to distribute to sta- dents s0 they can add notes to enhance their under- standing, Answers: not applicable LM 4-3, The Particle Theory/ Reinforcement Goal: Students demonstrate their knowledge and ‘understanding of the particle theory. Hints & Helps: Use this BLM as reinforcement and as a quick check to see that students under- stand the particle theory before you move on to the next topic in the student textbook. Implementing the Activity: Students should be able to complete this activity with their textbooks closed. 272 Answers: L. The gas particles should be spaced farthest apart and there should be few of them. ‘The solid particles should be closest together and there should be a lot of them. The liquid particles should be spaced something berween the gas and solid. 2. (@) particles (b) solid (© far apart (@ farther epart © particle theory BLM 4-4, Can Solids Flow, Too? Recording Sheet/Science Inquiry Goal: Students can use this page to record their ind- ings in the At Home Activity: Can Solids Flow, Te Implementing the Activity: Detailed instructions for the At Home Activity: Can Solids Flow, Too? are found in the Teacher's Resource Binder.CHAPTER 4 [ANSWER KEY Answers: ‘Substance Diagram of Findings Description of Findings Sugar or i can + Sand or sugar formed a pile. ‘Water a ‘| Water formed a level surface. BLM 4-5, Magic Mud Description/ Reinforcement Goal: Students use this page to record their in the At Home Activity: Can Solids Flow, Too? Hints & Helps: When students have completed the “Magic Mud activity, reinforce the experience and their observations with this activity. Is ideal for creative students who like to write. ‘Answers: Student’ descriptions and poems will vary, but look for an understanding of the chang- ing properties of the Magic Mud. It seems to be a solid when under pressure, but a liquid when it is not under pressure. BLM 4-6, Powerful Plasma/ Information Handout Goal: Students read more about plasma and do research to make a poster about plasma. Hints & Helps: Most students at this grade level will have difficulty understanding a great deal about plasma. They may have limited knowledge and experience with atomic structure, which they do not learn until Grade 9. This activity is inten- ded for students who need additional challenge. Cop © Metco Hl Rye Line Implementing the Activity: This activity is developed with your more able and interested students in mind, Much of the information zvail- able about plasma is very technical, and even your best students may need help finding appropriate research material. BLM 4-7, Changes of State/ Overhead Master Goal: Use this diagram as an aid in discussing the changes of state. Hints & Helps: This Overhead Master can also be photocopied snd distributed to the students. Encourage students to add their notes to the diagram to help their understanding. Answers: not applicable BLM 4-8, Magical Morphing/ Information Handout Goals Students lear more about tools and tech- ‘niques used in morphing effects. Hints & Helps: Information about morphing can be found under the key words animation tech- niques. There are websites about this topic andsoftware to produce morphing effects is available (but can be costly). Simple morphing can be pro- duced on animation programs such as Hypercard Implementing the Activity: ‘+ The BLM briefly describes what flip book is. You ‘may want to provide a demonstration of a flip book for students to study in more detail + Encourage students who are interested in software and computer technology to find out more about the animation techniques available through new software. IFanyone has animation software and has experience with it, perhaps they could give a demonstration of how it works. BLM 4.9, Identifying Changes of State/Skill Builder Goal: Stadents match descriptions of changes of state with the correct term. Implementing the Activity: + This BLM is useful for students who are unfamiliar with the terminology and concepts of changes of state. + Distribute this page to help students learn the terms for changes of state. Answers 1. (@) melting (fusion) 2. (@) sublimation (gas to solid) 3. (9 freezing (solidification) 4. (© vaporization 5. (@) sublimation (solid to gas) 6. () condensation 7. (© vaporization 8, (©) vaporization 9. (@) melting (Fusion) 10. (© vaporization 11. (©) vaporization 12. (© vaporization BLM 4-10, Making Rain/ Reinforce- ment Goali Students look at changes of state that occur ‘naturally in the water cycle. Hints & Helps: If necessary, review the water cycle ‘with students, As water is heated by the Sun, it 274 rises in the form of a gas (water vapour). In the clouds, millions of droplets of water condense to form each rain drop. The precipitation may fall as a liquid (rain) or a solid (hal). ‘The weather condi- tions dictate the state of matter of the precipita~ tion. Answers: 1. Liguid water is found mainly in oceans, rivers, and lakes. Students are likely to think of these large bodies of water as the beginning of the water cycle. 2, There are two stages in the water cycle where the water is ice Golid). If the ground and surface tem- perature are 0° C or lower, precipitation may fall as snow, and fresh watcr that is not flowing may freeze. At high altitudes, ice crystals and hail may form in the clouds, Ice is always present in the Arctic and in Antarctica, 3. ‘The water isin its gaseous state when it evapo- rates. When the gas rises to high altitudes, the temperature drops, and the water vapour con- denses and forms clouds made of very tiny water droplets. 4, Yes, water is always found somewhere on Earth or in Farth’ atmosphere in all three staves of matter. BLM 4-11, Flow Rate Table/Science Inquiry Goal: Students use the table and the graph paper on this page to record and analyze data from Conduet an Investigation 4-4: The Flow Rate of Liquids (and possibly, with the Find Out Activity: Cool In). Hints & Helps: Suggestions for doing the Investigation and the Find Out Activity are in the “Teacher's Resource Binder. Answers: Deniled answers to the Investigation and the Find Out Activity are in the Teacher's Resource Binder. Note that the table will be dif- ferent for each experiment. The flow rates will depend on the temperature of the room, substance and plate used, There should be a correlation between the ranked viscosity and the ranked Sow rate, CCoprihs © Meer Hl Ryerion Lined.KEY GE sw BLM 4-12, Modified Flow Rate Table/Science Inquiry Goals Students use the (modified) table and the graph paper on this page to record and analyze data from Conduct an Investigation 4-A: The Flow Rate of Liquids (and possibly, with the Find Out Aativity: Cool Ie). Hints & Helps: Suggestions for doing the Investigation and the Find Out Activity are in the ‘Teacher's Resource Binder Answers: Scc BLM 4-11, Flow Rate Table/Science Inquiry, above. BLM 4-13, Viscosity at Work/ Reinforcement Goal: Students consider how viscosity is related to snd applied in jobs in the real world. Implementing the Activity: Use this activity with the CareerConnect on page 121 of the student textbook. The activity emphasizes that viscosity is important in real life by having stu- dents consider viscosity in terms of is use in various jobs. ‘Answers: Students’ answers will vary, but could include ideas such as those listed in the table ‘opposite. BLM 4-14, The Particle Theory Quiz/Assessment Goal: Students demonstrate their understanding of matter and the particle theory. Answers: ‘A. Solids have a definite shape becanse the particles are close together. The particle theory suggests that the particles ofa solid are so close together that they ‘cannot move around freely, and can only vibrate. B. Fluids (iquids and gases) low because their particles are farther apart than those ofa solid. The particle theory says that the particles in fluids can move more freely than the particles in a solid. Cilce cubes form in the freezer because the water pa ticles lose energy and slow down when the tempera- ture decreases. The particle theory states that parti- cles are always in motion, but the slower they are, the closer together they are. Copyright © McGrew Hl yen Lind. How Knowledge of Viscosity Is Applied Sugar is boiled until it reaches the proper viscosity. Syrups for harder candies need to be boiled until they are more viscous. “The glass is heated until i is hot enough to flow. Then, the glass blowers shape the glass while it is hot. If the glass cools off while they are working with it, they must reheat the glas, “Honey is less runny (more vis- cous) and easier to collect when itis cool, ‘The amounts of liquid ingredi- ents in cake batters and other pastries must be adjusted. A cake batter which is too viscous may not rise as well asa less viscous one. ‘The performance of a car depends on the ability of its parts to move properly. Different motor oils that have different viscosities can be used to accommodate driving and weather conditions, Each litre of maple syrup takes many more litres of sap to pro- duce. The end product is much ‘more viscous than the starting: product. Other answers will vary. Occupation Candy maker Glass blower Baker Motor ‘Maple syrup ‘manufacturer D, Ice cream melts quickly on a hot day because the particles in the ice cream are speeding up since they gain energy when the temperature increases, E, Gases do not have a definite shape because their particles are far apart. Their attractive forces are ‘weak, so they can flow. FA substance has a constant flow rat ifall the vari- ables (temperature, etc.) remain constant because all the particles in a pure substance are identical, and the particles are attracted to one another. The strength of the attractive force depends on the type of particle. 275ER KEY Ponarrens EEL BLM 4-15, The Value of Viscosity Table/Science Inquiry Goal: Students use the table on this page to record their results from the Find Out Activity: The ‘Value of Viscosity. Hints & Helps: Suggestions for implementing the Find Out Activity are found in the Teacher’ Resource Binder. Answers: * Complete answers to the questions in the Find Out Activity are found in the Teacher’ Resource Binder. '* Nove that the answers will vary depending on the type of product chosen, There should be a correla- tion between the cost per volume and relative vis- cosity when the product is “concentrated”. For example, a liquid detergent may have a low cost per ‘volume but its concentrated version may have a higher cost per volume because the consumer is supposed to use less of it. celftonw c O1WIR’ Vv A 276 a | BLM 4-16, Viscosity and the Real World/Problem Solving Goal: Students apply their knowledge and under standing of viscosity to solve a variety of real ‘world problems that involve viscosity. 1, A straw served with a milkshake has a larger diameter than the one served with the soft drink. A milkshake is more viscous than a soft drink 50 3 larger straw is needed in order to “suck up” an adequate amount to drink. 2. The pipeline for the molasses would be larger than the one for the water because the molasses is more viscous. The pipe might also be heated in order to reduce the viscosity of the molasses soit will ow more easily. The cost to do this should be investigated before a decision is made. 3. Several viscous liquids are available in squeeze bottles, including chocolate syrup, nacho cheese sauce, shampoos, ketchup, and mustard. This type of bottle makes it easier to use the product because consumers do not have to wait for the product to flow out of the bottle, they can give the product a “push” by compressing the bottle, which compresses the product and forces ic out of the bottle more quickly. BLM 4-17, Crossword Puzzle/ Vocabulary Check Goal: Students use their knowledge of the termin- ‘ology from the chapter to solve the crossword puzzle. mw Answers: ett _ _ c felv[AlPfolalArTiifotw — $ [a aI : A fc afstmrere te STETOLETS TIAN E of 1s uf uP N cr fe jo) fe} Ss} Mi Al 3 LN’ (Copyright © MGeow-Hil Ryerson LinedEE Answee Key BLM 4-18, Viscosity in Action — Performance Task/Assessment Goals Students demonstrate and apply their know! edge of viscosity in a hands-on performance task in which they develop a viscous product and its container. + water “paper (for bottle design sketches and labels) Time Required: 60 min Hints & Helps: ‘+ Bring in a variety of empty shampoo bottles with labels (or store ads for shampoo) for students to examine, * Give each student a copy of BLM 4-20, Viscosity in Action — Performance Task Rubric/Assess i Hints & Holps: * Prepare copies of the Certificate forms so that they are readily available when students have successfully completed the task. Have BLM 4.20, Viscosity in Action — Performance Tsk Rubrie/Assessment on hand, in case students want an explanation of their grade. Answers: not applicable BLM 4-21, Controlling Viscosity/ Design Your Own Goal: Students apply their understanding of viscosity. and the factors that affect viscosity to design a ‘method to contol the viseosty of different fluids Answers: See the table below. Methods Liquid and discuss the criteria. You and your students may ‘want to modify it by adding or deleting criteria. * Have a station for Apparatus/Miterials pick up. * Provide clean-up instructions. Implementing the Activity: Students work on their own to develop the shampoo ‘product in this activity. ‘+ Monitor groups for problems with the process or with group dynamics. © Seta time limit forthe activity. Answers: not applicable BLM 4-19, Viscosity in Action — Performance Task Rubric/ Assessment Answers: not applicable; use the rubric to evaluate students’ group work and the items they submit. Goal: Use this rubric with scudents to define the cri teria for evaluation and achievement. BLM 4-20, Viscosity in Action — Performance Task Certificate/Assessment Goalt This page provides a certificate of achievement for students when they have completed the acti- vity. CCopyight © MGraw Hl Ryeson Limite. * To slow down ketchup, it could be chilled/reftigerated. To speed up Ketchup, it could heated or thinned with water. * To slow down honey, it could be chilled/refrigerated. To speed up honey, it could heated or thinned with water. cooking | * To slow down cooking oil, it eould oil be chilled/refrigersted. To speed up cooking oil, it could heated or thinned with water. ketchup honey 1. Students’ answers may vary, depending on whether they had to speed up or slow down the liquids. As well, they may have tried different things to slow down or specd up the flow rates. 2. A fluid becomes more viscous if itis cooled or concentrated by chilling. 3. A fluid becomes less viscous if it is heated up or thinned with water. 4. Fluids which blend easily are easier to manipu- late. “Sticky” things are not as easy to manipulate. As wel, ifthe substances will not form a solution ‘or mixture, they are difficult to manipulate. 277LG ewes M 4-22, Portfolio Organizer/Assessment Goal: Students answer questions and use suggestions ‘on the BLM to help them select pieces of work for their portfolios. Implementing the Activity The students will choose various pieces of work to include in their portfolio. Check to see if their reasons for picking each piece make sense when you look at the work. Answers: not applicable BLM 4-23, Matching Exercise/Vocabulary Check Goal: Students match terms with definitions using terminology from the chapter. Implementing the Activity: ‘Lhis Vocabulary (Check uses all the terms from the chapter. If seu- dents have had trouble with the Reviewing Key “Terms in the End of Chapter materials, have them review their textbooks and then complete this matching activity. . @) - 278 Copyright © Mer Hl Rye Limi.