(Cover)            Scientist's Name
                        CAM 7 - Science
                        Period #

(p 1 / Title Page)        Env/Life Science Journal
                                    Name
                                    2013 - 2014

2-5 ... Table of Contents

6 ... What is life?

7-9 ... Living things in Clark Co. (WA)

 

 

4-7 ... Salmon

8  ... Scientific Method

10 ... Science Skills

12-13 ... Bottle Activity #1 – Sinking Eyedropper

14-15 ... Bouncing Ball

16-17 ... Characteristics & Needs of Living Things

20-21 ... Classifying Organisms

22-23 ... Six Kingdoms

24 - 31... Water Quality/Macroinvertebrate Investigation

32 - 33 ... Viruses

34 - 35 ... Bacteria

36 - 37 ... Protists

38 ... Fungi

50 - 54 ... Microscopes

1. Create a list of living things found in Clark Co. (SW WA) -- [observation & recording data]

2. What similarities & differences are there between these organisms? (discussion)

3. Create a sorted & numbered list of 50 non-domestic organisms found in Clark Co. (WA) - (may use PNW field guides or nwnature.net website). Sort the organisms into the following groups:

I. microorganisms:
II. plants:
III. fungi:
IV. animals

A. invertebrates:
B. vertebrates

1. amphibians:
2. reptiles:
3. fish:
4. birds:
5. mammals:

Salmon pretest: (answer the following)

1. Name four species of Pacific salmon.
2. State three reasons why a salmon may not complete its life cycle.
3. How are salmon able to find their way back to the stream of their birth?
4. How are fish able to breathe underwater?
5. A salmon is anadromous because it ...
6. How do alevin receive nourishment during their stay in the gravel?
7. How many eggs does a female salmon produce?

Salmon on the Brink (video)
Answer the following questions using complete sentences about Puget Sound Salmon

1. What’s the issue? - The concern regarding salmon is ...
2. Who’s concerned? - Three stakeholders are ... (groups of people involved or affected by this issue)
3. Proposal - The habitat some groups are trying to preserve is ... (Hint: Where do the salmon lay eggs & rear?)
4. Benefits - Preserving habitat for salmon also benefits other organisms by ... (explain)

(pp 6-7) Salmon cont.

Salmon information & links

What is anadromous? - give definition & examples

Salmon Life Cycle - seven stages of the Pacific salmon

1. eggs - laid in redds (nest formed in gravel/cobble)
2. alevin - eggs hatch but salmon remain in gravel and feed off yolk sac
3. fry - salmon emerge from gravel after depleting yolk sac and will need to feed; those that rear in streams will develop vertical stripes called parr marks
4. smolt migration - transformation occurs as salmon move downstreams & bodies prepare to leave freshwater for the ocean
5. ocean phase - salmon feed & grow in the ocean
6. adult migration - salmon leave the ocean and migrate to birth streams
7. spawn & die - the lucky ones survive journey to home stream; build nests (redds), lay/fertilize eggs; Pacific salmon die shortly after spawning

Species of Pacific Salmon:

1. chinook (king) - largest salmon (some over 100 lb); live 1 - 8 yrs; spawn in mainstem & larger tributaries; use cobble or larger gravel
2. coho (silver) - good jumpers; move farther upstream; rear in streams; most popular with sport fishermen
3. chum (dog salmon) - 2nd largest salmon; spawn in lower rivers; fry migrate early; rear in estuary
4. pink (humpback) - spawn close to ocean; fry migrate early; rear in estuary; two-year
   life cycle; runs occur in odd years in WA
5. sockeye (red salmon) - filter feed on plankton; rear in lakes
6. steelhead - same species as rainbow trout (recently reclassified as a salmon); 8-11 lb, up to 40 lb; summer & winter runs spawn in spring; can spawn multiple yrs; rear in streams 1-4 yrs.

The different species of salmon are adapted to utilize different parts of a watershed for spawning and rearing, which reduces the competition for nesting and resources needed for rearing (food & shelter)

4 C’s of health salmon streams:

1. cold - cool temperatures & well oxygenated streams are essential for salmonids
2. clean - free of pollution & disease
3. clear - minimal erosion & silt (turbidity) which limits visibility & can bury eggs/alevins
4. complex - pools, riffles, woody debris which provides shelter, resting & feeding spots

4 H’s (human activites) that affect salmon:

1. Habitat destruction - particularly spawning and rearing streams & healthy estuaries
2. Hydro-electric dams - halt, delay, or harm salmon during smolt & adult migrations
3. over-Harvest - catching of salmon in excess of a run's sustainable yield
4. Hatchery fish - provides fish for sport & commercial fisheries, but they compete with wild stock

What can people do ... to help salmon survive?

(pp ) Air Pollution

            questions & answers from video

(pp ) Science Skills (see p 200-201 in Environmental Science book)

• Observing - determining the properties of an object or event by use of the senses
• Measuring - quantitative (numeric description) using appropriate units of measurement
• Recording - document or capture observations/measurements in a timely manner (accurate & detailed)
• Classifying - grouping objects or events according to their properties
• Inferring - drawing a conclusion about a specific event based on observations and data; may include cause & effect relationships
• Predicting - anticipating consequences of a new or changed situation using past experiences & observations
• Modeling - representing the “real world” using a physical or mental model in order to understand a process or phenomenon
• Experimenting - investigating, manipulating materials, & testing hypotheses to determine results
• Communicating - using written/spoken words, graphs, tables, diagrams, and other methods, including technology, to share data & show relationships

(pp ) Scientific Method (see p 204-205 in Environmental Science book)

What is the scientific method?

It is a process used to find answers to questions about the world around us through careful observation and experimentation

Scientific Method (note: There are different versions with varying number of steps.)

1. Preliminary observations & experiences (needed to form a question or identify a problem)

2. Form a (scientific) question

What do you want to know? Identify the problem or question you wish to investigate. (Must be testable)

3. Research (needed to formulate a hypothesis & design a safe experiment)

What is known about the topic?

4. Construct a hypothesis

Predict the answer to your question or the outcome of the experiment

5. Design & conduct an experiment*

a) identify variables:

1) manipulated (independent or changed) - What’s changed?
2) responding (dependent) - What’s measured?
3) controlled - What’s kept the same?

b) define terms & determine how to measure variables
c) collect & record data (often helpful to organize in a table)
d) repeated trials (increases validity)

* follow safety procedures

6. Analyze data & draw conclusions

a) Do your observations  & data support the hypothesis?
b) graphs may help show trends or relationships
c) problems, concerns, or suggestions

7. Communicate Results

(pp 12-13) Bottle Activity #1

(pp 14-15) Bouncing Ball (planning a controlled experiment)

Write in your journal:

Q. Is a ball’s bounce affected by the height from which it is dropped?

Ask yourself ...

• Is the question testable?
• What is the … manipulate variable? … responding variable? … controlled variables? 
• What are some operational definitions? (type of ball, define affect on bounce, drop heights, ...)

In your journal:

• Write a hypothesis.

Write up a procedure for testing your hypothesis using a table tennis (ping pong) ball which includes the following:

• materials and tools needed to perform the investigation
• logical steps to perform the investigation
• one manipulated variable - state what is intentionally changed
• one responding variable - state what is measured/observed and recorded
• two controlled variables - state at least two ways that testing & measuring are kept the same
• state how often measurements are taken and recorded
• create a table for recording your results that includes the following:
  • drop height (in cm)
  • bounce height (in cm)
  • repeated trials (3 drops from each height)
  • average bounce height

Conduct your experiment

Create a graph of your results:

• MIX (Manipulated/Independent/X-axis)
• DRY (Dependent/Responding/Y-axis)

Writing a conclusion:

• Includes:
  • observations (description of data/event)
  • inferences (meaning of the data/event; explanation based on evidence)
• Four Parts:
  1. make a clear conclusive statement (Does the data support/not support the hypothesis? Restate hypothesis.)
  2. give specific, relevant data to support your conclusion; including (a minimum of) …
     • lowest data value
     • highest data value
  3. Use “explanatory language” to connect supporting data to conclusion
  4. Discuss results (reasons for discrepancies; ways to improve experiment; limit conclusions to conditions)

(pp 16-17) Characteristics & Needs of Living Things

In your journal, answer the following questions (information from B-P Ch 1-1):

• What are the six characteristics of living things? Briefly describe each characteristic.
• What are the major chemicals found in cells?
• Do organisms arise from non-lving matter? Explain.
• Which scientists’ experiments disproved spontaneous generation?
• What are the four basic needs of all living things?

List & define the following:

• organism
• cell
• unicellular
• multicellular
• growth
• development
• stimulus
• response
• reproduce
• spontaneous generation
• controlled experiment
• variable
• autotroph
• heterotroph
• homeostasis

(pp 20-21) Classifying Organisms

In your journal, answer the following questions (information from B-P Ch 1-3):

• Why do scientists classify organisms?
• Briefly describe the contributions of Aristotle, Carolus Linnaeus, and Charles Darwin to classification.
• What are three clues that help you recognize a scientific name?
• What are the seven (major) levels in the modern classification system?
• What are two tools to identify an organism?

List & define the following:

• fossil (section 2)
• classification
• taxonomy
• binomial nomenclature
• genus
• species
• evolution
• taxonomic key

(pp 22-23) Six Kingdoms

In your journal, answer the following questions (information from B-P Ch 1-3):

• What are three characteristics by which organisms are placed into kingdoms
• Create a table that contains the following:
  • The six kingdoms of organisms
  • List the identifying characteristics for the organisms found in each kingdoms

List & define the following terms:

• nucleus
• prokaryote
• eukaryote

(pp 24 - 31) WQ/Macros Project

• investigative question
• hypothesis
• background information on wq tests/macros
• procedure for conducting test
• data tables
• practice graphs
• conclusion,
  • observations - description of data
  • inferences - conclusions based on patterns/relationships in the data; comparison to standards

Resources & Scoring Guide
Due date: 5/24

(pp 32-33) Viruses

1) What is a virus?

2) How are viruses similar to living organisms? How are they different?

3) What is a parasite? What is a host? How are viruses similar to parasites?

4) What shapes and sizes are viruses? What is a nanometer?

5) What are the two basic parts of a virus? (Draw a diagram – see p. 50)
    What are their functions?

6) How do viruses multiply?

7) What is the difference between hidden and active viruses?

8) What organisms do viruses infect?

1) Are bacteria prokaryotes or eukaryotes? What does this mean? What are other organisms?

2) What are the 3 basic cell shapes of bacteria?

3) What are the functions of the following cell structures?

• cell wall
• cell membrane
• cytoplasm
• ribosomes
• flagellum

4) What are the two kingdoms of bacteria? How do scientists distinguish between them?

5) What are the two ways in which bacteria reproduce? Define binary fission & conjugation.

6) How do bacteria feed? (Are they autotrophs, heterotrophs, or ...?)

7) What is respiration?

8) What is an endospore and why does it form?

9) Why are bacteria important to people and the environment?

10) Describe the role (and importance) of bacteria as decomposers.

1. What is a protist?
2. What are the three types of protists? For each of the three types, list some common characteristics and examples. (suggestion: create a table)
3. Draw and label the parts of an ameba, include: pseudopod, cytoplasm, nucleus, food vacuole, cell membrane, contractile vacuole (p. 82)
4. Draw and label the parts of a paramecium, include: pellicle, nucleus, oral groove, food vacuole, cilia, anal pore, contractile vacuole, cytoplasm (p. 83)
5. Draw and label the parts of a euglena, include: chloroplast, contractile vacuole, eyespot, flagellum, nucleus, pellicle (p. 87)
6. Draw and label the parts of a giant kelp, include: holdfast, stalk, bladder, blade (p. 89)
7. Define the following:
   • protozoan -
   • pseudopod -
   • contractile vacuole -
   • cilia -
   • symbiosis        
   • mutualism -
   • spore -
   • algae –
   • pigment

Algal Blooms (3-2)

1. What is an algal bloom?
2. What are red tides? How do they form and why are they dangerous?
3. What is eutrophication? How does it occur? What are some causes and consequences?

(pp 38) Fungi (B-P 3-3)

Answer review questions p 104 #1-4 in your journal

50 - 54 ... Jr CAM Microscope webpage

• Add diagram & label parts (see link above)
• List the procedures for operating a microscope (see link above)

Created by M. Clapp
CAM 7/8 Science - BGSD
updated: 2/9/11