BC Science 10) are added to provide quick reference back while studying for ...
know the basics of the equipment for a lab activity (what is it, where do I get it and
put it .... Distinguish between metal oxide solutions (basic) and non-metal oxide ...
Science 10 Workbook
Name______________ Block _______ Jan 2012 The intent of this document is to provide students with a template to summarize the Science 10 curriculum and help focus studying. It is recommended that any corrections made be done in a different coloured pen so students can refer back and identify possible trouble areas.
Many diagrams in this document have been taken from past government exams.
Ensure that page number references from the textbook (McGraw-Hill Ryerson, BC Science 10) are added to provide quick reference back while studying for the provincial exam.
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Unit A
Processes of Science:
A1 demonstrate safe procedures The ALWAYS of Labs • • • • •
identify in procedures the dangers and what to do for emergencies BEFORE THE LAB STARTS know the basics of the equipment for a lab activity (what is it, where do I get it and put it after, when do I need it, why do I need it, how do I use it safely) use appropriate personal protective equipment (goggles, lab coat, gloves etc. when needed) have respect for equipment, chemicals, creatures etc. found in the classroom, using it carefully observe, record and question what you observe, comparing it with what you expected (your hypothesis)
A2 Perform experiments using the scientific method 1. Describe the elements of a valid experiment: a.
What is a hypothesis?
b. Distinguish between an independent and a dependant variable
c. Distinguish between experimental and control variables
d. What are included in each of these sections of a lab write-up? i. Observations ii. Results iii. Conclusion
B1 Explain the interactions of abiotic and biotic factors within an ecosystem. 1. Draw a diagram that illustrates the relationship between the Biosphere, Biomes, ecosystems and habitats (pg 9, 10)
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2. Name the major biomes of Canada (pg19)
3. Why are biomes, like the temperate rainforest considered the same when they are located in very different parts of the world?
4. What are the two most important abiotic factors that influence the characteristics of biomes and distribution of biomes on Earth and why?
5. What are the 8 biomes and some features of them (pg 20-28) Biome
Features including Location, Climate, Physical Features, Plant Adaptations and Animal Adaptations
a.
b.
c.
d.
e.
f.
g.
h.
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6. Using a T chart, show you understand (compare) biotic vs. abiotic (pg 9, 37-38)
7. Identify the biotic and abiotic components in the ecosystem picture provided
Using the diagram of a food web, explain what would happen in the following situations: i. Reduction of grass
ii.
Increase in rabbit population
iii. Increase in Fox population
8. Illustrate the relationships between producers and consumers (herbivores and carnivores) and how they are related (predation, decomposition and symbiosis) using a food web, food chain or food pyramid.
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9.
Describe the 5 interactions and give one example of each: i.
ii.
iii.
iv.
v.
10. Explain or Illustrate the cycling of matter through abiotic and biotic components of an ecosystem by identifying how the examples fit into their cycles (hint, what are the examples produced by and removed by, use the pictures in your Data Booklet)
i. carbon (carbon dioxide – CO2, carbonate CO32-, oxygen – O2, photosynthesis, respiration, decomposition, volcanic activity, carbonate formation, greenhouse gases from human activity, combustion)
ii. nitrogen (with reference to nitrate – NO3-, nitrite – NO2-, ammonium – NH4+, nitrogen gas – N2, nitrogen fixation, bacteria, lightning, nitrification, denitrification, decomposition, eutrophication)
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iii.
Phosphorus
(with reference to phosphate – PO43-, weathering, sedimentation, geological uplift)
11. Using the graph on page 13, identify the precipitation and temperature ranges that affect the global distribution of the following biomes: i. tropical rainforest ii.
temperate rainforest
iii.
temperate deciduous forest
iv.
boreal forest
v.
grasslands
vi.
desert
vii.
tundra
viii. polar ice 12. Using examples, explain why ecosystems with similar characteristics can exist in different geographical locations (i.e., significance of abiotic factors) .
13. Identify the effects on living things within an ecosystem resulting from changes in abiotic factors, including; i. climate change (drought, flooding, changes in ocean current patterns, extreme weather).
ii. Soil degradation and deforestation.
iii. water contamination
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B2 Assess the potential impacts of bioaccumulation 14. Define, using examples, the following terms (with reference to producers and to primary, secondary, and tertiary consumers). i. Bioaccumulation ii. parts per million (ppm) iii. biodegradation iv. trophic levels
15. List at least 5 contaminants that can bioaccumulate.
16. Describe the mechanisms (how it works) of Bioaccumulation:
17. What are some possible impacts of bioaccumulation (e.g., eradication of keystone species, reproductive impacts and one more).
18. Compare the impact of bioaccumulation on consumers at different trophic levels (e.g., red tide in oysters and humans; heavy metals in fish and humans; PCBs in fish, birds, whales)
B3 explain various ways in which natural populations are altered or kept in equilibrium 19. Explain by defining or using illustrations each of the following and how each relates to a species: i. natural selection ii. proliferation iii. predator/prey cycle iv. ecological succession v. climax community vi. extinction vii. adaptive radiation
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20. Describe the impact of natural phenomena (e.g., drought, fire, temperature change, flooding, tsunamis, infestations—pine beetle, volcanic eruptions) on ecosystems.
21. Give two examples of foreign species and how they can affect an ecosystem.
22. Give examples of how traditional ecological knowledge (TEK) can affect biodiversity (e.g., spring burning by Cree in northern Alberta) .
Physical Science: Chemistry C1 Differentiate between atoms, ions, and molecules using knowledge of their structure and components 1. Demonstrate knowledge of the three subatomic particles, their properties, and their location within the atom (e.g., by creating models)
2. Define and distinguish between ionic bonding and covalent bonding. Terms to include: metal, nonmetal, electron sharing, electron donating, diatomic A. Ionic Bonding B Covalent Bonding
3. Using elements 1 to 20 on the periodic table, draw the Bohr Model for an element from each group: include protons, neutrons, and electrons
a.
Atoms (neutral)
Hydrogen
Alkali Metals
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Alkaline Earth Metals
Halogens
Nobel Gases
Explain the electron arrangement.
4. Now draw the ion and explain the difference Hydrogen
Alkali Metals
Alkaline Earth Metals
Halogens
Nobel Gases
Explain the electron arrangement:
5. Draw the Bohr model and explain Molecules - covalent bonding (e.g., CH4) Eg. 1 Rules are?
6. Draw the Bohr model and explain Ionic compounds (e.g., CaCl2) Rules are? Eg. 2
7. Identify valence electrons using the periodic table
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8. Distinguish between paired and unpaired electrons for a single atom
9. Draw Lewis diagrams showing single bonds for simple ionic compounds and covalent molecules. For Covalent compounds label lone pairs and bonding pairs (e.g., MgO, BaBr2, H2O, NH3)
10. Distinguish between lone pairs and bonding pairs of electrons in molecules
C2 Classify substances as acids, bases, or salts, based on their characteristics, name, and formula 1.
Use the periodic table to a. Explain how you know which elements are metals and nonmetals in point form
b. Where do metalloids fit and identify ALL the metalloids (symbols are fine)
2.
c.
What are Diatomics and identify ALL the elements that form diatomic compounds.
d.
Identify the relative reactivity of elements in the alkali metal, alkaline earth metal, halogen, and noble gas, and explain why groups in point form (hint: think of the valence electrons)
e.
Distinguish between metal oxide solutions (basic) and non-metal oxide solutions (acidic) in point form
List the rules for NAMING all compounds (simple, multivalent, polyatomic, covalent and acids/bases) starting with how you know whether the compound is ionic or covalent). Organize it in a table or ‘decision tree’ form.
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3.
List the rules for determining the FORMULAS for all compounds (simple, multivalent, polyatomic, covalent and acids/bases) starting with how you know whether the compound is ionic or covalent). Organize it in a table or ‘decision tree’ form.
4. Use the periodic table and a list of ions (including polyatomic ions) to name and write chemical formulae for common ionic compounds, using appropriate terminology (e.g., Roman numerals) g. HgCO3 a. Li3N b. MnBr2
h. aluminum fluoride
c. Ag2O
i. calcium hydroxide
d. RbF
j. iron (III) oxide
e. AgI
k. sodium chloride
f. AlBr3
l. Rubidium Phosphate
5. Convert names to formulae and formulae to names for covalent compounds, using prefixes up to “deca” a. silicon tetrafluoride f. selenium dioxide
b.
phosphorus trioxide
g.
BrF9
c.
nitrogen pentachloride
h.
CCl4
d.
sulphur hexafluoride
i.
XeF6
e.
nitrogen monoxide
j.
C3F8
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6. Mixed Covalent and Ionic HCl
(NH4)2O
Pentanitrogen Nonachloride
Platinum (IV) Phosphide
7. Which of the following are used and how do they identify acids and bases a. methyl orange b. bromthymol blue c. Red litmus d. Blue litmus e. phenolphthalein f. indigo carmine 8. What is the pH scale, what is it used for and name 4 common substances and their pH (2 acids and 2 bases)
9. How are acids, bases, and salts different in their chemical formulae and properties Acids Bases Salts 10. What are the names and formulae of some common acids (pg 225) a. b. c. d.
C3 distinguish between organic and inorganic compounds 1. Distinguish between organic and inorganic compounds, based on their chemical structures Organic Inorganic
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2. Use examples to show a compound as organic or inorganic from its name, from its chemical formula, or from a diagram or model
C4 analyse chemical reactions, including reference to conservation of mass and rate of reaction 1. Define and explain the law of conservation of mass
2. Show chemical reactions and the conservation of atoms using Lewis Structures a. Methane + Oxygen → Water + Carbon Dioxide
3. Write and balance (using the lowest whole number coefficients) chemical equations from_formulae, word equations, or descriptions of experiments- you will need more practice than this, redo old worksheets!
a.
Iron + Copper (II) Chloride → Iron (III) Chloride + Copper
b.
4. Identify the 6 types of chemical reactions and give an example (a chemical equation) of each. Describe what makes each chemical reaction different from the others. Chemical Example Memory cue/description reaction
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5. Predict the products: a. Octane fuel burning
b. Reacting Sodium phosphate with Calcium chloride
6. In point form, explain how temperature, concentration, presence of a catalyst, and surface area can affect the rate of chemical reactions.
Physical Science: Radioactivity C5 explain radioactivity using modern atomic theory 1. Define isotope in terms of atomic number and mass number, recognizing how these are communicat ed in standard atomic notation (e.g., Uranium-238: 238 92 U)
2. Describe how each radioactive decay changes the nucleus (alpha, beta and gamma decays) a.
b.
c. 3. How are the following subatomic particles related to radioactive decay: a. proton (11 p) b. neutron (10 n) c. electron (01−e) d. alpha particle (42 α) (42 He) e. beta particle (01−β)
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4. Explain half-life with reference to rates of radioactive decay
5. Using a T chart, compare fission and fusion
6. Complete and balance nuclear equations to illustrate: a. Fission (eg Uranium-238)
b. Fusion (eg Hydrogen-2 and hydrogen-3)
c. By giving an equation, come up with one example from each type of radioactive decay • Equation example for Beta Decay – show the equation for Carbon-14
•
•
Physical Science: Motion C6 Explain the relationship of displacement and time interval to velocity for objects in uniform motion 1. Define a. Variable b. Scalar c. Vector d. Magnitude e. Direction
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2. Identify as a vector or scalar, give the symbols and give an example of 2 units you may see for each of the following: a. Displacement b. Time interval c. Velocity d. Distance e. Speed f. Acceleration 3. Use this graph to show and interpret the relationship between displacement and time interval for an object travelling in uniform motion. Be sure to include proper labels on the chart
C7 Demonstrate the relationship between velocity, time interval, and acceleration 4. define acceleration a. positive b. negative c. zero 5. give examples of positive, negative, and zero acceleration, for the following (use a diagram if it helps): a. falling objects (positive – a gymnast landing on a trampoline) b. accelerating from rest c. slowing down or stopping d. uniform motion
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Earth Science: Atmospheric Science D1 explain the characteristics and sources of thermal energy 1. Define a. Heat b. Thermal energy. 2. Explain and illustrate (using a diagram) how thermal energy is transferred through conduction, convection, and radiation, with reference to a. kinetic molecular theory
b. 2 practical examples (common examples such as an oven)
3. Describe Earth’s energy sources: a. residual thermal energy from Earth’s formation b. energy from radioactive decay c. solar energy (with reference to absorption and radiation in the atmosphere)
D4 Analyse the processes and features associated with plate tectonics 4. Define a. plate tectonics b. plate boundary c. earthquake d. trench e. volcano f. spreading ridge g. subduction zone h. hot spot
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i. ridge push j. slab pull 5. Identify the composition of the following layers of the Earth a. crust b. lithosphere c. asthenosphere d. mantle e. outer core f. inner core 6. Describe the 3 seismic waves, include what phases of mater they can pass through: i.
ii.
iii. 7. Describe tectonic plate boundaries; a. transform boundaries
b. divergent boundaries
c. convergent boundaries (oceanic-oceanic crust, oceanic-continental crust, and continental-continental crust).
8. Draw and label the tectonic mapping symbols.
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9. Explain how plate movement produces the following features: a. epicentres and shallow-focus to deep-focus earthquakes
b. volcanism at subduction zones (e.g., volcanic island arcs, volcanic belts) and at spreading ridges
c. mountain ranges and mid-ocean ridges
d. Hot spot chains (e.g., Hawaiian Islands, Yellowstone).
10. Identify sources of heat within the Earth that produce mantle convection and hot spot activity.
11. Explain how mantle convection, ridge push and slab pull are believed to contribute to plate motion.
D5 Demonstrate knowledge of evidence that supports plate tectonic theory. 12. Describe evidence for continental drift theory a. fossil evidence b. mountain belts c. paleoglaciation
d. Give one more example
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13. Relate the following to plate tectonic theory: a. the world distribution of volcanoes, earthquakes, mountain belts, trenches, mid-ocean ridges, and rift valleys
b. hot spot and subduction zone eruptions
c. magnetic reversals and age of rocks relative to spreading ridges
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