Download solar energy in the biosphere

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SOLAR ENERGY IN
THE BIOSPHERE
Team Leader:
Bob Holzer
Writer:
John Watson
Editor:
CHAOS Communications
Producer:
Michele Boniface
Content Reviewers:
Donna Matovinovic
Stella Shrum
Produced by ACCESS The Education Station
© 1997 Alberta Education
Published & Distributed by…
AGC/UNITED LEARNING
1560 Sherman Avenue
Suite 100
Evanston, IL 60201
1-800-323-9084
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E-Mail: [email protected]
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SOLAR ENERGY IN
THE BIOSPHERE
Teacher’s Guide
Table of Contents
Introduction ............................................................1
Program Summary ................................................1
Links to Curriculum Standards ...........................1
Pre-Test ....................................................................2
Teacher Preparation/Instructional Notes ..........3
Student Objectives .................................................3
Student Preparation...............................................4
Blackline Masters ...................................................4
Answer Key ............................................................5
Script of Video Narration ................................... 11
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INTRODUCTION
This Teacher’s Guide accompanies Program One, “Solar
Energy in the Biosphere,” from the Simply Science series.
Simply Science is a series of twenty-five science programs
for high school students. These instructional programs use
practical applications as context to the interdisciplinary concept development emphasizing the connections among science, technology, and society. This comprehensive
Teacher’s Guide and accompanying blackline master activity sheets provide extended practice and additional learning opportunities.
PROGRAM SUMMARY
“Solar Energy in the Biosphere” looks at the variety of
changes energy causes on earth. We see evidence of energy as it changes from one form to another, and recognize
energy changes by the physical and chemical changes they
cause in matter.
LINKS TO CURRICULUM STANDARDS
“Solar Energy in the Biosphere” correlates with the following National Science Education Standards for grades 9-12:
Physical Science: Chemical reactions
• Chemical reactions may release or consume energy. Some
reactions such as burning fossil fuels release large amounts
of energy by losing heat and by emitting light. Light can
initiate many chemical reactions such as photosynthesis and
the evolution of urban smog.
Physical Science: Conservation of energy and the increase
in disorder
• The total energy of the universe is constant. Energy can
be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many
other ways. However, it can never be destroyed. As these
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transfers occur, the matter involved becomes steadily less
ordered.
Life Science: The cell
• Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms use solar energy to
combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen
to the environment. This process of photosynthesis provides a vital connection between the sun and the energy
needs of living systems.
Life Science: The interdependence of organisms
• The atoms and molecules on the earth cycle among the
living and nonliving components of the biosphere.
• Energy flows through ecosystems in one direction, from
photosynthetic organisms to herbivores to carnivores and
decomposers.
Life Science: Matter, energy, and organization in living systems
• As matter and energy flows through different levels of
organization of living systems cells, organs, organisms,
communities and between living systems and the physical environment, chemical elements are recombined in different ways.
• Each recombination results in storage and dissipation of
energy into the environment as heat. Matter and energy
are conserved in each change.
Earth and Space Science: Energy in the system
• Heating of earth's surface and atmosphere by the sun
drives convection within the atmosphere and oceans, producing winds and ocean currents.
PRE-TEST
A Pre-Test is included with the Blackline Masters for this
program. It is meant to be administered before the video
and its ensuing activities are used. This assessment tool
allows you to gauge student comprehension of the Objectives before completing the lesson; its results may be con6
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trasted with those of the Post-Test, also included herein, to
assess comprehension of the Objectives after completing
the lesson.
TEACHER PREPARATION/INSTRUCTIONAL NOTES
Before presenting this lesson to your students we suggest
that you preview the video and review this guide, and the
accompanying blackline master activities in order to familiarize yourself with their content.
As you review the materials presented in this guide, you
may find it necessary to make some changes, additions, or
deletions to meet the specific needs of your class. We encourage you to do so, for only by tailoring this program to
your class will they obtain the maximum instructional benefits afforded by the materials.
It is also suggested that the video presentation take place
before the entire group under your supervision. The lesson activities grow out of the context of the video, therefore, the presentation should be a common experience for
all students.
STUDENT OBJECTIVES
After viewing the video and participating in the follow-up
activities, students will be able to:
• Describe the biosphere and its parts.
• Define “matter.”
• Describe the process which converts light energy into
chemical energy.
• Contrast physical and chemical changes.
• Provide examples that show the sun is the source of most
energy forms on earth.
• Analyze evidence that tests the effects of light on plants.
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• Describe the importance of solar energy in maintaining
life on earth.
STUDENT PREPARATION
This video is one of a series. Before students view this program and complete the follow-up activities, they should
be able to:
Outline the scientific problem-solving process.
The scientific problem-solving process usually begins with
a question and the gathering of background information.
This is followed by making a hypothesis, developing an
experimental design, making observations and recording
data, analyzing the data, and evaluating the process.
If students have difficulty with this item, review the concept before viewing the video.
BLACKLINE MASTERS
The following blackline master activity sheets are included
with this guide. Duplicate and distribute those you wish to
use. An Answer Key appears on pages 5-9.
(1.) Blackline Master #1: Pre-Test is to be given to your
students prior to viewing the video to assess their prior
knowledge of the topic. It may be contrasted to Blackline
Master #8: Post-Test to gauge student comprehension of
the Objectives after the lesson has been completed.
(2.) Blackline Master #2: Glossary is a list of terms from
the video. Students may find this handout helpful when
completing the activities which accompany this lesson, as
well as for preparation for the Post-Test.
(3.) Blackline Master #3: The Biosphere introduces the
concept of earth’s biosphere, and asks students to identify
its components.
(4.) Blackline Master #4: Energy and Matter delineates
the difference between physical and chemical properties.
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(5.) Blackline Masters #5a-5b: Energy Absorption and
Conversion defines these concepts using solar homes as
an example.
(6.) Blackline Masters #6a-6b: Energy Conversions in Living Organisms examines whether the amount of light a
plant receives a affect the amount of food stored in its leaves.
(7.) Blackline Master #7: Energy Conversions in Weather
examines the role of convection currents in airplane flight.
(8.) Blackline Masters #8a-8c: Post-Test is an assessment
tool to be used after the video and follow-up activities have
been completed. The test is based directly on the Student
Objectives for this program and the National Science Education Standards for grades 9-12.
ANSWER KEY
Blackline Master #1: Pre-Test
1.F
2.F
3.T
4.T
5.T
6.F
7.F
8.T
9.T
10.T
Blackline Masters #3-7
Note that some of these questions have more than one
possible answer.
1. Labels should include:
atmosphere:
hydrosphere:
all the air;
all the water;
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lithosphere:
the land.
2. The atmosphere provides necessary gases to all organisms; it also helps to maintain temperatures
within a small range all over the planet.
3. The hydrosphere provides water, which is essential to
life, and helps to moderate temperature because it
stores, transports, and releases energy.
4. Matter is anything which has mass and occupies
space.
5. Atoms are the basic building blocks of matter.
6. A vacuum – it is an area in space which contains no
matter, so it has no mass.
7. a. physical; b. physical; c. chemical; d. chemical
8. A chemical change means a chemical reaction has occurred and new substances are produced. Evidence for
a chemical reaction could be: bubbles form, precipitate
forms, color or odor changes, or an energy change –
energy is absorbed or released.
9. The test must show that combustion does not occur
when oxygen is not present. For example, light a
small candle and cover it with a glass. The flame will
go out when all the oxygen in the air has been used
up.
10. Firefighters carry their own air so they can breathe
cool, clean air when entering an environment filled
with toxic products of combustion, particulates, and
very hot air.
11. Black objects absorb all the light which hits them, so a
black collector would be the most efficient at collecting solar energy.
12. The windows should face towards the north.
13. It would not matter; the sun spends equal time to the
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north and to the south.
14. The concrete pad is the heat sink. It stores thermal
energy.
15. When considering improvements, think about the
direction the windows face and how well solar energy, which the home collects, is distributed throughout the home.
16. Most food stored in the leaves would be consumed in
that time.
17. Ethanol removed the green color from the leaves. It
was used so that the results of the starch test would
be easier to see.
18. When iodine is added to starch, a blue-black color
appears.
19. This is like a control experiment. We compared the
areas covered by paper to the area not covered.
Any difference is a result of the exposure to light.
20. 105 molecules would fit. Cold water is more dense,
meaning more molecules per volume than hot water.
21. Students should find that the mantle, the layer of
earth under the solid crust, is a fluid; heating of the
mantle causes convection currents that can lead to
volcanoes.
22. Solar radiation is also absorbed by the soil and water.
Air is heated by these when it is in contact with them.
23. The home is designed to allow convection currents to
flow relatively freely. Warm air from below can travel
up to the second level and warm the upstairs.
Blackline Masters #8a-8c: Post-Test
Multiple Choice
1.d.it's destroyed
2.c.how it reacts with others
3.d.any one or all of the above
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4.b.ice melting
5.a.fluids
Long Answer
1.The biosphere, a relatively thin life-supporting layer of
Earth, consists of the lower atmosphere, hydrosphere, soil,
and the lithosphere to a depth of about 2 km.
2.Matter is anything that has mass and occupies space.
3.About 34% of solar energy reaching Earth is reflected back
into space, never absorbed. The rest drives the water cycle,
air and ocean currents and very little is captured by photosynthesis. Absorbed energy is reradiated (infrared) and
can escape into space.
4.Scientist define energy as the ability to do work.
5.protection - absorbs damaging UV radiation
source of oxygen
circulates energy, moderates temperatures
6.The process which captures and converts solar energy into
a form which can be used in life-processes is photosynthesis.
7.It absorbs energy during the day from sunlight; Radiates
energy during the night, convection currents distribute the
thermal energy.
8.Producers, such as plants, are organisms which convert
light energy into glucose.
9.The ethanol removed the chlorophyll, the green color,
making it easier to observe the iodine starch reaction.
10.During photosynthesis one of the products produced is
glucose, some of which is stored as starch.
11.They bathed the leaf with an iodine solution. Iodine and
starch react to produce a deep blue-black substance (color
would do).
12.Photosynthesis and photographic film development are
two examples where a chemical change, caused by light
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energy, occurs in matter.
13.Uneven heating of atmosphere, surface and oceans leads
to convection cells (winds) and ocean currents - moving
and interacting air masses provide the weather, ocean currents moderate the climate of adjacent land masses. Evaporation of surface water leads to precipitation.
14.The melt water would sink (denser than the warmer
water). Warm water takes its place setting up the convection current.
15.On warm days, the direction of the breeze at the beach
is usually from the water toward the land during the day,
and from the land toward the water in the evening. Explain this weather phenomenon. Lands heats up and cools
faster than water because of its lower specific heat capacity. During the day the air above the land is heated and
rises, cooler air from over the water takes its place. In the
evening the air over the water is heated more and rises causing cooler air from land taking its place.
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SCRIPT OF NARRATION
WE HAVE ENGINE START.
THREE, TWO, ONE.
WE HAVE IGNITION AND LIFT-OFF OF DISCOVERY...
ROBERT THIRSK: AT THE MOMENT OF LAUNCH, IT’S LIKE A
GIANT. IT PICKS UP THE SHUTTLE AND JUST SORT OF LURCHES
IT FORWARD. AND YOU
REALLY FEEL THAT TREMENDOUS ACCELERATION, AND
THAT’S THE MOST EXCITING PART ABOUT THE WHOLE
LAUNCH FOR ME. WHEN I WAS IN GRADE 3, I WAS IN MY CLASSROOM LISTENING TO THE VOICE OF JOHN GLENN, THE FIRST
AMERICAN ASTRONAUT TO DO AN ORBIT AROUND THE
EARTH.AND IT WAS ON THAT DAY WHEN I DECIDED THAT I
WANTED TO BECOME AN ASTRONAUT, AND WHEN I LEARNED
WHAT SPACE WAS ALL ABOUT FOR THE FIRST TIME.
VELOCITY AT 1,000 FEET PER SECOND. ALTITUDE, 200,000 FEET.
DISCOVERY GO WITH THROTTLE UP.
SARAH: HAVE YOU EVER WONDERED WHAT IT WOULD BE LIKE
TO TRAVEL THROUGH THE SOLAR SYSTEM? WHAT WOULD YOU
NEED TO TAKE WITH YOU? HOW LONG COULD YOU SURVIVE?
WE JOURNEY THROUGH SPACE EVERYDAY ON A SHIP CALLED
EARTH. WHAT MAKES LIFE POSSIBLE ON OUR SPACECRAFT? IT’S
THE INTERACTION BETWEEN THE ENERGY OF THE SUN AND
THE COMPONENTS OF OUR THIN LAYER OF EXISTENCE, THE
BIOSPHERE.
DEVENDRA: THE SUN IS SO FAR AWAY, YOU’D THINK MOST OF
ITS ENERGY WOULD BE LOST BEFORE IT REACHED EARTH.
SARAH: SUNLIGHT TRAVELS NEARLY 150 MILLION KILOMETERS ON ITS JOURNEY TO EARTH. ALTHOUGH ONLY ONE TWOBILLIONTH OF THE ENERGY THE SUN GIVES OFF REACHES US,
IT’S MORE THAN ENOUGH TO SUSTAIN LIFE.EVERYWHERE YOU
LOOK, THE EARTH’S LIVING AND NON-LIVING SYSTEMS ARE
USING
THE
SUN’S
IMMENSE
ENERGY.
PLANTS...ANIMALS...AIR...WATER...EVEN THE LAND ABSORBS
ENERGY. HOW IS ENERGY FROM THE SUN CAPTURED OR ABSORBED ON OUR PLANET?
DEVENDRA: HEY!
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TANYA: HEY! READY TO GO?
DEVENDRA: YEAH.
SARAH: HOW IS SOLAR ENERGY STORED?
DEVENDRA: LOOKS LIKE IT’S GOING TO BE A GOOD DAY, TODAY.
TANYA: OH, IT’S GORGEOUS OUT!
SARAH: AND HOW IS IT USED? THE FLOW OF SOLAR ENERGY
THROUGH OUR BIOSPHERE IS SIMPLY SCIENCE! OUR SPACESHIP,
EARTH, ACTS AS AN OPEN SYSTEM WITH ENERGY FROM THE
SUN ENTERING AND LEAVING IT EVERY SECOND.THIS HUGE
ECOSYSTEM, CALLED THE BIOSPHERE, CONSISTS OF EARTH’S
LAND, AIR, AND WATER. LIFE ON OUR PLANET EXISTS ONLY
WITHIN THE BIOSPHERE AND REQUIRES A CONSTANT SUPPLY
OF ENERGY; FOR THE MOST PART, SOLAR ENERGY.ALTHOUGH
THE BIOSPHERE HAS A LARGE SURFACE AREA, IT’S ONLY ABOUT
15 KILOMETERS DEEP AT ITS THICKEST POINT.THE BIOSPHERE
EXTENDS FROM THE TOPS OF MOUNTAINS, DOWN INTO THE
DEEPEST CAVES.IT INCLUDES THE SOIL, ALL
SURFACE WATERS, AND THE OCEANS.
ROBERT THIRSK: THIRTY MINUTES AFTER LAUNCH, FOR THE
FIRST TIME I LOOKED OUT THE WINDOW THERE AND SAW
EARTH. TO ME IT REALLY LOOKED LIKE A SPACESHIP, EARTH,
YOU KNOW. I WAS IN A SPACESHIP CALLED THE SPACE
SHUTTLE COLUMBIA, BUT LOOKING AT THIS ORB JUST FLOATING IN SPACE. IT VERY MUCH HAD ITS OWN SELF-CONTAINED
LIFE SUPPORT SYSTEM. IT HAD WATER THERE. IT HAD AN ATMOSPHERE THERE. BUT IT LOOKED VULNERABLE BECAUSE THE
ATMOSPHERE IS VERY, VERY THIN.
DARREN: HEY, HOW’S IT GOING?
TANYA: GREAT!
DEVENDRA: EXCELLENT!
DARREN: CAN I GIVE YOU A HAND? YOU KNOW, IT’S A GOOD
THING WE AREN’T GOING UP INTO SPACE. WE’D BE PRETTY ILL
EQUIPPED.
TANYA: THAT’S FOR SURE!
DARREN: WHAT WOULD YOU TAKE FOR SURVIVAL?
DEVENDRA: I DON’T KNOW...CD’S, VIDEO GAMES, A DOUBLE
CHEESE PIZZA.
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TANYA: YOU MIGHT WANT TO LEAVE ROOM FOR SOMETHING
LIKE...I DON’T KNOW, OXYGEN?
DEVENDRA: YEAH, THAT MIGHT COME IN HANDY!
ROBERT THIRSK: ABOARD THE SPACE SHUTTLE, WE HAVE
WHAT WE CALL AN OPEN LOOP LIFE SUPPORT SYSTEM.SO
WE’RE NOT ABLE TO RECYCLE ALL THE GASES THAT WE GENERATE, OR THE WASTE WATER THAT WE GENERATE AS
WELL.INSTEAD, WE BRING ALONG OUR OWN OXYGEN WITH
US.AND THEN WE HAVE TO REMOVE CARBON DIOXIDE FROM
THE AIR BECAUSE, AS YOU KNOW, WE EXPIRE CARBON DIOXIDE INTO THE AIR.WE GET OUR POWER, NOT FROM SOLAR RAYS
OR FROM NUCLEAR POWER REACTORS, BUT FROM SOMETHING
CALLED FUEL CELLS.THAT IS, WE FLY TANKS OF LIQUID OXYGEN AND LIQUID HYDROGEN.AND WHEN YOU COMBINE OXYGEN AND HYDROGEN TOGETHER, YOU GET TWO THINGS: ONE,
YOU GET WATER; NUMBER TWO, YOU GET ELECTRICITY.SO WE
USE ELECTRICITY TO POWER ALL OUR SYSTEMS INSIDE THE
SHUTTLE, AND THEN THE WATER THAT WE GENERATED WE
USED FOR DRINKING.
DARREN: IT SOUNDS LIKE YOUR CD’S AND VIDEO GAMES
WOULDN’T CUT IT UP THERE.
DEVENDRA: YEAH.I THINK I’LL HAVE TO PACK LIGHTER.
TANYA: I THINK YOU’RE A SPACESHIP EARTH KIND OF GUY.
SARAH: THE SUN’S ENERGY REACHES THE UPPER SURFACE OF
THE BIOSPHERE AT AN AVERAGE RATE OF 1,360 WATTS PER
SQUARE METER. THIS MEANS EACH SQUARE METER RECEIVES
ENOUGH SOLAR ENERGY TO LIGHT ALMOST 14 100-WATT LIGHT
BULBS. THAT’S A LOT OF POWER!THE TOTAL SOLAR ENERGY
THAT REACHES THE UPPER ATMOSPHERE IN A YEAR IS
GREATER THAN THE ENERGY OF AN ATOMIC BOMB.
ROBERT THIRSK: I GUESS THE MAIN THING THAT I NOTICED
WHEN I TURNED MY VIEW AWAY FROM EARTH AND OUT INTO
SPACE WERE THE STARS AND THE MOON.AND, OBVIOUSLY, THE
SUN SEEMED A LOT BRIGHTER FROM MY VANTAGE POINT IN
SPACE THAN IT DID ON EARTH. OF COURSE, IT MAKES SENSE
BECAUSE THERE’S NO INTERVENING ATMOSPHERE BETWEEN
MY EYEBALL AND THESE CELESTIAL OBJECTS. AH...ALSO, OF
COURSE, STARS DON’T TWINKLE IN SPACE FOR THE SAME REASON — THERE’S NO INTERVENING ATMOSPHERE THERE. SO
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YOU LOOK AT THE STARS AND YOU SEE ONE SINGLE BRIGHT
SPOT.
DARREN: OUR PLANET NOT ONLY RECEIVES SOLAR ENERGY,
IT ALSO RELEASES IT.THERE’S A BALANCE BETWEEN THE TOTAL AMOUNT OF ENERGY THE EARTH ABSORBS AND GIVES OFF
TO OUTER SPACE.
TANYA: WHAT IF THE BALANCE WEREN’T MAINTAINED?
DARREN: IF EARTH ONLY ABSORBED ENERGY, IT WOULD BECOME UNBEARABLY HOT.
TANYA: LIKE MERCURY.
DARREN: AND IF OUR PLANET ONLY RELEASED ENERGY?
DEVENDRA: WELL, THEN IT WOULD BE TOO COLD FOR LIFE
TO EXIST.
DARREN: THIS STEADY STATE OR BALANCE IS CALLED THE
“HEAT BUDGET”.IT’S MAINTAINED BY THE COMPONENTS OF
THE BIOSPHERE INTERACTING WITH THE SOLAR ENERGY THEY
RECEIVE. WHAT ARE THE COMPONENTS OF THE BIOSPHERE?
TANYA: WELL, SARAH SAID THAT THE BIOSPHERE GOES AS
HIGH AS THE MOUNTAIN TOPS, SO I GUESS THAT INCLUDES
THE AIR.
DARREN: WELL, THE ATMOSPHERE, ACTUALLY. ALL LIFE DEPENDS ON THIS THIN LAYER OF GASES WHICH SURROUNDS
EARTH. IT ALLOWS LIGHT RAYS TO PASS THROUGH, PROTECTS
US FROM EXTREME TEMPERATURE CHANGES, AND CAUSES
MOST METEORITES ENTERING TO BURN TO DUST.WHAT’S ANOTHER COMPONENT OF THE BIOSPHERE?
TANYA: WATER...YOU KNOW, LAKES, RIVERS, OCEANS.
DARREN: IT’S CALLED THE HYDROSPHERE, AND IT INCLUDES
ALL BODIES OF WATER — SURFACE WATER AND OCEAN
DEPTHS, AS WELL AS WATER IN THE AIR AND GROUND. WATER
IS ALWAYS CYCLING IN AND OUT OF OUR ATMOSPHERE.IT
EVAPORATES, RISES AND CONDENSES INTO CLOUDS, AND
FALLS AS RAIN AND SNOW, FORMING STREAMS, LAKES, AND
RIVERS.
DEVENDRA: AND THAT CYCLING CAUSES WEATHER.
DARREN: IT’S AN IMPORTANT ELEMENT OF CLIMATE. SO
WHAT’S THE THIRD COMPONENT?
TANYA: THE SOIL...WHERE ROOTS AND MICROORGANISMS
EXIST.
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DARREN: WE REFER TO THE RIGID OUTER CRUST OF ROCK ON
EARTH AS THE LITHOSPHERE. IT’S ABOUT 80 KILOMETERS
THICK. OVER MILLIONS OF YEARS, OUR PLANET’S ROCKY SURFACE HAS ERODED. CRUMBLED ROCK, COMBINED WITH DECOMPOSED PLANT AND ANIMAL MATERIAL, FORMED SOIL.
TANYA: SO THE BIOSPHERE —
DEVENDRA: CONSISTS OF THE ATMOSPHERE, HYDROSPHERE,
AND LITHOSPHERE.
TANYA: RIGHT. IT BALANCES THE SUN’S ENERGY ON EARTH
AND PROVIDES FOR THE CONDITIONS OF LIFE.
DEVENDRA: HEY, WHERE AM I? SO, DARREN, IF ENERGY IS ALWAYS MOVING THROUGH THE BIOSPHERE, CAN SOME OF IT
GET DESTROYED?
TANYA: I SAY NO; IT JUST CHANGES.
DARREN: THAT’S RIGHT. ENERGY CAN NEVER BE CREATED OR
DESTROYED, ONLY CONVERTED FROM ONE FORM TO ANOTHER. AND JUST LIKE MATTER, IT’S ALWAYS CHANGING
FORM.
TANYA: WHAT DO YOU CONSIDER MATTER?
DEVENDRA: WELL, ANYTHING THAT HAS MASS, RIGHT?
DARREN: AND OCCUPIES SPACE. MATTER CAN INCLUDE
THINGS THAT WE CAN’T SEE, LIKE GASES.
DEVENDRA: SO OUR SPACESHIP, EARTH, HAS A WAY OF USING
THE SUN’S ENERGY.
TANYA: AND IT CONVERTS ENERGY AND MATTER SO WE CAN
SURVIVE THE TRIP THROUGH SPACE!
DARREN: RIGHT. THE SUN’S ENERGY IS ABSORBED AND CONVERTED INTO MANY DIFFERENT FORMS. AND ENERGY IS THE
ABILITY TO DO WORK. SO HOW DO WE KNOW IF SOMETHING
HAS ENERGY?
TANYA: YOU CAN SEE THE EVIDENCE OF ENERGY WHEN WORK
IS DONE.
DARREN: RIGHT. THE ADDITION OR REMOVAL OF ENERGY CAN
CAUSE CHANGES IN MATTER WHICH YOU CAN OBSERVE.
DEVENDRA: SO WHEN ENERGY CHANGES, SO DOES MATTER.
DARREN: ENERGY CAN CHANGE THE PHYSICAL AND CHEMICAL PROPERTIES OF MATTER.
TANYA: PHYSICAL PROPERTIES, THAT’S WHAT WE CAN SEE,
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RIGHT? LIKE THIS LOG — WE CAN SEE THAT IT’S SOLID, BROWN,
AND ROUGH.
DARREN: PHYSICAL PROPERTIES ARE THE THINGS WE CAN
SENSE. THEY DESCRIBE WHAT SOMETHING’S LIKE.
TANYA: HOW ABOUT CHEMICAL PROPERTIES?
DARREN: WELL, THEY CAN’T BE DESCRIBED UNTIL A SUBSTANCE UNDERGOES A CHEMICAL REACTION. THEY DESCRIBE
HOW ONE SUBSTANCE REACTS WITH OTHERS.
DEVENDRA: SO THE CHEMICAL PROPERTIES OF THIS LOG DESCRIBE HOW IT REACTS WITH THE OXYGEN IN THE AIR WHEN
IT BURNS.
DARREN: WATCH THIS MINI-MOVIE OF TANYA’S AND
DEVENDRA’S ACTIVITIES. SEE IF YOU CAN FIND ANY SIGNS
THAT ENERGY WAS CONVERTED. HERE’S A HINT: LOOK FOR
ANY CHANGES IN MATTER. HOW DID YOU DO? WELL, LET’S
TAKE ANOTHER LOOK. AND REMEMBER, CHANGES TO MATTER ARE SIGNS THAT ENERGY IS PRESENT.
TANYA: ENERGY WAS CONVERTED WHEN THE LOG WAS
PLACED IN THE FIRE. IT BURNT TO ASHES.
DEVENDRA: SO A CHANGE IN ENERGY CAUSED A CHANGE TO
THE LOG.
TANYA: THE OUTSIDE OF THE MARSHMALLOW TURNED
BROWN AND BECAME CRISP; AND THE INSIDE, GOOEY.
DEVENDRA: AN INCREASE IN TEMPERATURE CHANGED THE
MARSHMALLOW’S PROPERTIES.
TANYA: MY WET TOWEL DRIED IN THE HOT SUN.
DARREN: ENERGY CAUSED THE LIQUID TO BECOME VAPOR.
TANYA: WHAT ABOUT THE CAMERA?
DARREN: THE CAMERA USED LIGHT ENERGY TO CREATE IMAGES ON THE FILM.
DEVENDRA: OUR CHOCOLATE BAR MELTED WHEN IT WAS
LEFT OUT IN THE HOT SUN.
DARREN: AGAIN, AN INCREASE IN TEMPERATURE ALTERED
THE PROPERTIES OF THE CHOCOLATE BAR. IN ALL OF THESE
EXAMPLES, A PHYSICAL OR CHEMICAL CHANGE INDICATED
THE TRANSFER OR CONVERSION OF ENERGY. SO HOW DID THE
ENERGY AFFECT YOUR MARSHMALLOWS?
TANYA: WELL, THE MARSHMALLOW GAINED ENERGY FROM
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THE FIRE, WHICH CAUSED IT TO START TO CHANGE FROM A
SOLID TO A LIQUID.
DARREN: SINCE ENERGY IS THE ABILITY TO DO WORK, WHEN
MATTER CHANGES, WE KNOW WORK HAS BEEN DONE.
DEVENDRA: IF WORK HAS BEEN DONE, THERE’S BEEN A
CHANGE IN ENERGY.
SARAH: THROUGHOUT OUR BIOSPHERE, MANY PROCESSES
CAPTURE, CONVERT, AND DISTRIBUTE ENERGY FROM THE SUN.
ONE IS PHOTOSYNTHESIS, WHICH MOST PLANTS USE TO ABSORB, CONVERT, AND STORE LIGHT ENERGY. THIS PROCESS
ENABLES THEM TO LIVE. THE PRODUCTS OF PHOTOSYNTHESIS ALLOW PEOPLE AND ANIMALS TO EXIST. IN A SIMILAR
CHEMICAL REACTION, LIGHT ENERGY IS USED TO CREATE IMAGES ON FILM. AND SOMETIMES, JUST BY FOCUSING ENERGY,
YOU CAN CONTROL IT. THESE PROCESSES ARE PART OF AN
OPEN SYSTEM, EARTH, THAT RELIES ON ENERGY FROM THE
SUN.
RANIA: PEOPLE WHO BUILD SOLAR HOUSES HAVE BORROWED
THIS IDEA. THEY USE SYSTEMS OF CAPTURING, CONVERTING,
AND DISTRIBUTING LIGHT ENERGY TO RUN THE HOME.
NATHAN: THIS HOUSE HAS THREE MAIN SYSTEMS FOR ABSORBING SOLAR ENERGY. A CENTRAL FIREPLACE —
RANIA: WHICH BURNS WOOD, A RENEWABLE RESOURCE.
NATHAN: A CONCRETE SLAB UNDER HERE. AND SOLAR ELECTRIC PANELS ON THE ROOF AND ON THE SOUTHERN WALL OF
THE HOUSE.
RANIA: THE FIREPLACE AND THE CONCRETE SLAB ABSORB
THE SOLAR ENERGY THAT COMES THROUGH THIS SOUTH-FACING WINDOW.
NATHAN: THIS ENERGY IS CHANGED TO THERMAL ENERGY
OF THE AIR, WHICH HEATS THE ROOMS ON BOTH FLOORS.
RANIA: THE ENERGY TRAPPED IN THE FIREPLACE IS ALSO
USED, ALONG WITH THE ENERGY CAPTURED BY THE SOLAR
COLLECTION SYSTEM, TO HEAT THE WATER FOR THE HOT
WATER STORAGE TANK.
NATHAN: EVEN THE HEAT FROM THE WATER IS RECAPTURED.
AS WARM WATER FROM THE BATHTUB GOES DOWN THE DRAIN
THROUGH A PIPE, THE HEAT IS TRANSFERRED TO WATER COMING UP THROUGH A SMALLER PIPE.
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RANIA: HOMES LIKE THIS MAKE A LOT OF SENSE. RENEWABLE
RESOURCES ARE USED TO OPERATE THE HOUSE SO OWNERS
DON’T HAVE TO PAY
BIG UTILITY BILLS.
NATHAN: SOLAR HOMES ARE THE WAVE OF THE FUTURE, YET
THEY USE PROCESSES THAT HAVE BEEN IN EXISTENCE SINCE
THE BEGINNING OF TIME ON EARTH.
RANIA: RIGHT, PROCESSES THAT USE THE ENERGY OF THE SUN
BY HARNESSING IT IN A NUMBER OF DIFFERENT WAYS.
SARAH: LIGHT ENERGY CAN CAUSE CHANGES IN MATTER.
PHOTOSYNTHESIS IS AN EXAMPLE OF AN ENERGY CONVERSION IN A LIVING ORGANISM. WE CAN OFTEN SEE ENERGY AT
WORK BECAUSE OF THE PHYSICAL CHANGES IT CAUSES. BUT
HOW DO WE KNOW IF A CHEMICAL CHANGE HAS OCCURRED?
FOR EXAMPLE, HOW CAN WE SHOW THAT A CHEMICAL REACTION HAS OCCURRED IN PHOTOSYNTHESIS? IN A CHEMICAL
REACTION, MATTER CHANGES TO PRODUCE A NEW SUBSTANCE WITH PROPERTIES DIFFERENT FROM THOSE OF THE
ORIGINAL. SO WHAT’S OUR NEXT STEP?
STEPHANIE: IF PHOTOSYNTHESIS IS A CHEMICAL REACTION
CAUSED BY LIGHT, WE PREDICT WE’LL FIND DIFFERENT SUBSTANCES IN A LEAF THAT’S BEEN EXPOSED TO LIGHT —
ANDY: RATHER THAN ONE THAT’S BEEN DEPRIVED OF LIGHT.
THIS GERANIUM HAS BEEN IN A DARK CUPBOARD FOR THE
PAST FEW DAYS.
STEPHANIE: WE’RE GOING TO COVER ONE OF THE LEAVES
WITH A PIECE OF ALUMINUM FOIL. AS YOU CAN SEE, WE CUT
A SMALL SQUARE IN THE FOIL TO ALLOW LIGHT TO REACH
THE TOP OF THE LEAF.
ANDY: NOW WE’LL PLACE THE GERANIUM IN A BRIGHT LIGHT
FOR THE NEXT 24 HOURS.
SARAH: DO YOU THINK WE’LL FIND A DIFFERENCE IN THE
LEAF? DURING PHOTOSYNTHESIS, PLANTS PRODUCE GLUCOSE. SOME OF THE GLUCOSE IS STORED AS STARCH. WE CAN
TEST FOR THIS SUBSTANCE USING IODINE. A
BLUE-BLACK COLOR INDICATES THE PRESENCE OF STARCH.
ANDY: THE GERANIUM HAS BEEN EXPOSED TO BRIGHT LIGHT
FOR 24 HOURS NOW. TO PREPARE OUR LEAF FOR THE STARCH
TEST, WE PUT IT IN BOILING WATER.
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STEPHANIE: WHEN THE LEAF BECOMES LIMP, WE TRANSFER
IT TO ANOTHER BEAKER HALF FULL OF ETHANOL.
ANDY: WE SET THE SMALLER BEAKER INTO THIS ONE TO WARM
THE ETHANOL.
STEPHANIE: THEN WE WAIT FIVE MINUTES AND SEE WHAT
HAPPENS. NOW THE LEAF IS A PALE YELLOW COLOR. IT LOOKS
LIKE THE ETHANOL REMOVED THE GREEN.
ANDY: I’LL RECORD THIS OBSERVATION.
STEPHANIE: WE REMOVE THE LEAF AND PLACE IT INTO A BEAKER OF COLD WATER.
ANDY: NEXT, WE SPREAD THE LEAF, RIGHT SIDE UP, IN A PETRI
DISH. AND THEN PLACE IT ON A PIECE OF WHITE BOARD.
STEPHANIE: WE FLOOD THE LEAF WITH AN IODINE SOLUTION
AND OBSERVE FOR SEVERAL MINUTES. THE SMALL SQUARE —
THE PART OF THE LEAF THAT WAS EXPOSED TO THE LIGHT —
TURNED BLACK FROM THE IODINE SOLUTION —
ANDY: WHILE THE PART OF THE LEAF THAT WASN’T EXPOSED
STILL REMAINED YELLOW.
SARAH: SO WHAT DO YOUR OBSERVATIONS TELL YOU?
ANDY: WE SEE THAT THE PART OF THE LEAF EXPOSED TO LIGHT
CONTAINS STARCH; THE PART OF THE LEAF SHIELDED FROM
THE LIGHT DOESN’T.
STEPHANIE: SO OUR PREDICTION IS RIGHT. LIGHT IS REQUIRED
FOR PHOTOSYNTHESIS.
SARAH: GOOD. PLANTS, WHICH BELONG TO A GROUP OF ORGANISMS CALLED PRODUCERS, CONVERT LIGHT ENERGY INTO
STORED CHEMICAL ENERGY DURING PHOTOSYNTHESIS. IN
FACT, CHEMICAL CHANGES IN PHOTOSYNTHESIS AND MANY
OTHER PROCESSES CANNOT OCCUR WITHOUT LIGHT ENERGY.
DARREN: THE SUN’S ENERGY CAUSES CHEMICAL REACTIONS
IN PROCESSES LIKE PHOTOSYNTHESIS. BUT DID YOU KNOW
SOLAR ENERGY IS ALSO THE ENERGY SOURCE FOR WINDS? OUR
ATMOSPHERE IS A COMPLEX WEATHER MACHINE WITH MOVING PARTS FUELED BY THE ENERGY OF THE SUN. SUNLIGHT
WARMS OUR BIOSPHERE, CAUSING WATER TO EVAPORATE AND
AIR TO MOVE. THIS MOVEMENT OF AIR DRIVES OUR WEATHER
AND IS A MAJOR FACTOR AFFECTING TEMPERATURE, PRECIPITATION, WINDS, HUMIDITY, CLOUDS, STORMS, AND AIR PRESSURE. HAVE YOU EVER WATCHED A HOT AIR BALLOON FLOAT?
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THE BALLOON IS EQUIPPED WITH A HEATER WHICH WARMS
THE AIR INSIDE THE BALLOON. WHEN THIS AIR IS HEATED, IT
EXPANDS BECOMING LESS DENSE THAN THE COOLER AIR SURROUNDING THE BALLOON. THIS MAKES THE BALLOON RISE.
THIS SAME PRINCIPLE APPLIES IN OUR BIOSPHERE. THE WARMING OF THE LOWER ATMOSPHERE CAUSES THE AIR TO EXPAND
AND RISE, REPLACING THE COOLER AIR. THIS IS CALLED CONVECTION. CONVECTION MOVES THERMAL ENERGY IN GASES
AND LIQUIDS. CONVECTION EXPLAINS WHY WINDS OCCUR
WHERE LARGE BODIES OF WATER AND LAND MEET. WHEN THE
SUN SHINES, THE AIR ABOVE THE LAND WARMS UP FASTER
THAN THE AIR ABOVE THE WATER. THIS IS DUE TO THE FACT
THAT THE LAND’S HEAT CAPACITY IS LOWER THAN THAT OF
THE WATER.
DEVENDRA: WARM AIR RISES, SO —
TANYA: SO IF THE AIR ABOVE THE LAND RISES, IT MUST BE
REPLACED BY SOME OTHER AIR —
DEVENDRA: THE COOLER AIR BLOWING IN FROM THE WATER.
DARREN: THIS IS CALLED A CONVECTION CURRENT.
TANYA: WHEN THE SUN GOES DOWN, DOES THE OPPOSITE
HAPPEN?
DARREN: EXACTLY. AT NIGHT, THE LAND AND THE AIR ABOVE
IT IS COOLER THAN THE WATER AND THE AIR ABOVE IT. AND
THIS CREATES A CONVECTION CURRENT FLOWING FROM THE
LAND OUT
OVER THE WATER.
SCOTT: SEEING IS BELIEVING, RIGHT? LET’S CREATE A CONVECTION CURRENT THAT WE CAN ACTUALLY LOOK AT. WE TAKE
AN AQUARIUM AND FILL IT WITH WATER. THEN WE’LL ADD
SOME ICE CUBES TO ONE END. ABOUT HALF A DOZEN OR SO
SHOULD BE ENOUGH FOR THIS SIZE OF AQUARIUM. NEXT
WE’LL ADD SOME POTASSIUM PERMANGANATE CRYSTALS TO
THE END WHERE THE ICE CUBES ARE. AS THE CRYSTALS DISSOLVE, THE SOLUTION INDICATES THAT THE WATER IS FLOWING. A CONVECTION CURRENT IS CREATED WHEN THE COLD
WATER AT THIS END SINKS AND THE WARM WATER, HERE,
MOVES IN TO REPLACE IT. YOU CAN SEE THAT THE CURRENT
CIRCULATES IN THIS DIRECTION. IT’S EVEN STRONG ENOUGH
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TO HOLD THE ICE CUBES AT THIS END OF THE AQUARIUM. KEEP
IN MIND THAT CONVECTION CURRENTS CAN OCCUR IN AIR,
AS WELL AS IN WATER. A CONVECTION CURRENT...YOU SAW IT
HERE ON “SIXTY SECONDS OF SCIENCE”!
RANIA: SOME SOLAR HOUSES ALSO USE CONVECTION CURRENTS AS A WAY OF HEATING ROOMS.
NATHAN: WARM AIR RISES TO THE SECOND FLOOR, WHERE
THE DOORS AND LOFT-LIKE OPENINGS ALLOW IT TO CIRCULATE.
SARAH: IN SOME WAYS WE’RE ALL ASTRONAUTS TRAVELING
ON A SPACESHIP CALLED EARTH. OUR CRAFT’S SUPPORT SYSTEM IS THE BIOSPHERE, WHICH IS FUELED BY THE SUN. THE
COMPONENTS OF OUR ENGINE CAPTURE THIS ENERGY AND
CONVERT IT INTO USABLE FORMS. THE FLOW OF SOLAR ENERGY THROUGH THE BIOSPHERE SUSTAINS LIFE AND
IS...SIMPLY SCIENCE!
ROBERT THIRSK: WHEN I LOOKED BACK AT EARTH, EVEN
THOUGH I WAS IN A RELATIVELY LOW ORBIT, I COULD SEE THAT
IT WAS A ROUND PLANET FLOATING IN THE MIDDLE OF NOTHINGNESS. AND IT’S A VERY BEAUTIFUL PLANET. IT HAD WONDERFUL SHADES OF GREEN, AND BLUE IN THE OCEANS, AND
EVEN YELLOWS IN THE DESERT AREAS. BUT VERY MUCH I FELT
LIKE WE WERE VULNERABLE LIVING ON EARTH. IT’S VERY
MUCH A SPACESHIP MOVING THE EARTH WITH A VERY FRAGILE ENVIRONMENTAL CONTROL SYSTEM. THE ATMOSPHERE
AROUND THE EARTH IS VERY DELICATE — THIN, LIKE A VEIL.
SO I GOT THE IMPRESSION THAT, NUMBER ONE, WE’RE VERY
VULNERABLE ON THIS SPACESHIP EARTH; AND, NUMBER TWO,
WE HAVE TO DO A LITTLE BETTER JOB OF TAKING CARE OF OUR
LIFE SUPPORT SYSTEM.
24
1
Name___________________________________
PRE-TEST
Directions: Circle the letter indicating whether the following statements are either true (“T”) or false
(“F”).
T
F
1.
Photosynthesis converts solar energy into oxygen and water.
T
F
2.
We are able to measure and observe energy directly.
T
F
3.
Plants absorb carbon dioxide from the atmosphere and release oxygen.
T
F
4.
Life on Earth can only exist in a thin layer near the surface called the
biosphere.
T
F
5.
The sun is the source of most energy on Earth.
T
F
6.
By carefully observing and analyzing events, scientists are able to explain
the natural world with certainty.
T
F
7.
A chocolate bar melting is an example of a chemical change.
T
F
8.
Energy can change the physical and chemical properties of matter
T
F
9.
All matter is composed of particles in constant motion.
T
F
10.
Energy cannot be created or destroyed.
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GLOSSARY
Atmosphere – the thin layer of gases surrounding a planet; earth’s atmosphere is mainly composed of
nitrogen and oxygen
Biosphere – the thin layer of planet earth which supports life; it includes the lower atmosphere, the
hydrosphere, soil, and the lithosphere to a depth of about two kilometers
Chemical properties – describe how one substance reacts with others
Convection – a transfer of thermal energy by medium molecules moving from one place to another
Convection current – the flow of a fluid, such as air, due to uneven heating; warm air rises and cool
air moves in to take its place
Energy – the ability to do work; energy exists in a variety of forms: thermal, kinetic, chemical potential, etc.
Heat – the flow of thermal energy from one object or system to another due to a temperature difference
Hydrosphere – all the water on Earth; the hydrosphere is one part of the biosphere
Hypothesis – a preliminary idea that requires testing
Lithosphere – the rigid outer crust on Earth, about 80 kilometers thick; the lithosphere is one part of
the biosphere
Manipulated variable – the variable that is changed by the experimenter; it is also known as the independent variable
Matter – anything which has mass and occupies space
Photosynthesis – the biological process which uses light energy to convert carbon dioxide and water
to oxygen and glucose, a high energy molecule
Physical properties – describe the characteristics of a substance we can observe with our senses
Responding variable – the variable in an experiment which changes as a result of manipulating another variable; it is also known as the dependent variable
Thermal energy – the total energy of all the particles of a substance; changes in thermal energy are
measured as changes in temperature
Practice Exercise Suggested Answers
e
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3
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THE BIOSPHERE
Earth constantly receives solar energy – a lot of solar energy. So why does the average temperature of
the planet stay so constant?
The constant temperature is a result of earth’s heat budget. Many processes on earth use solar energy;
plants need it to grow, water evaporates from lakes, some of the energy drives weather and storms, and
some is reflected back to space. As a result, the amount of solar energy that reaches earth is equal to the
amount that is used or changed by all of these processes – so the temperature stays constant.
Check your understanding of this segment by completing the following. Use the back of the sheet if
necessary.
1. On the diagram of the globe below, label and describe the three parts of the biosphere.
2
2. Describe how the atmosphere helps to maintain life on earth.
3. Describe how the hydrosphere helps to maintain life on earth.
4
4. Define “matter.”
5
5. What is the basic building block of all matter?
6
6. Name one example that has no mass.
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ENERGY AND MATTER
Samples, Solutions, and Extensions
We recognize energy by the effect it has on matter. When matter absorbs, releases, or converts energy,
we usually observe physical or chemical changes in the matter. So, changes in these properties indicate energy has been absorbed or converted.
Physical Properties
These are properties we can observe or measure. Examples of physical properties include: color,
state of matter, density, specific heat capacity, melting point, etc.
Chemical Properties
These properties describe how a substance reacts with others.
Example
Describe some of the physical and chemical properties of oxygen.
Physical Properties
Occurs as
O2
State 1
gas
Color
colorless
Atomic Mass2
16.00 g/mol
Boiling Point
-183°C
Melting Point
-219°C
1
State (solid, liquid or gas) of matter is at standard ambient temperature and pressure
(SATP) which is 25°C and 100 kPa.
2
Mass is reported as the mass of a specific number of atoms of the element.
That number, 6.02 x 1023 atoms, is called a “mole” of atoms of that element.
Chemical Properties
Oxygen is highly reactive; it takes part in combustion and oxidation reactions.
Combustion reactions release a lot of thermal energy and light.
Check your understanding of this segment by completing the following. Use the back of the sheet if
necessary.
7. For each of these situations state whether a physical or a chemical change has occurred.
a. A freshly painted wall dries.
b. A chocolate bar melts in the sunshine.
c. A plant makes its own food using sunlight.
d. Light exposes the film in a camera.
8. What is evidence that a chemical change has occurred?
9.A combustion reaction requires a source of oxygen, such as air. Describe a test you could carry out
that shows combustion requires oxygen.
10.Firefighters often use tanks of compressed air when they enter a burning building. Why?
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5a
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ENERGY ABSORPTION AND CONVERSION
Samples, Solutions, and Extensions
Solar homes are becoming increasingly popular. Even in northern climates, careful design allows
new homes to incorporate features that make use of solar energy, such as south-facing windows.
These design features are called passive solar systems. Systems which are added on to a house, but
are not a part of it, are called active systems. Both types of solar collection reduce costs because less
fuel is burned for heating and cooling the home.
Typical Solar Home Systems
Solar collectors on the
roof can be used to heat
water.
In the northern hemisphere windows
are placed on the south side of the
house. North walls have fewer and
smaller windows.
Modern homes are well
insulated, including walls,
windows and roof.
A large water tank is a common method of
storing the energy that has been gathered
by the solar collector.
Solar homes are an environmentally attractive alternative to traditional design and
construction methods. However, when assessing the features of a solar home all
“costs” must be considered. There are greater initial materials and construction
costs; the materials used in solar panels need to be mined and refined. These materials pose a potential disposal problem when the panel becomes unusable. Using
wood to supplement heating has an environmental impact of its own. In this case,
one cord of wood is used during winter. This represents approximately three trees
13 m high with a diameter of 30 cm. A city of 500 000 would require 1.5 million trees
each winter.
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ENERGY ABSORPTION AND CONVERSION
Check your understanding of this segment by completing the following. Use the back of the sheet if
necessary.
11. What color would you make a solar water heater, such as the one on the roof of the house on the
previous page?
12. What direction would you face most of your windows if you lived in the southern part of Argentina, a country in the southern hemisphere?
13. What direction would you face most windows if you lived on the equator?
14. The solar home shown in the video did not use water to store the solar energy – what did it use?
15. Draw the main floor plan of your own home or apartment. Compare it to the design you saw in
the video and the ideas identified here. What would you have to do to increase the amount of solar
energy it collects?
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6a
ENERGY CONVERSIONS IN LIVING ORGANISMS
Getting Started
• Review the meaning of manipulated and responding variables – see the Glossary if necessary.
• An hypothesis is an educated guess to a scientific question. Write an hypothesis for the question:
Does the amount of light a plant receives affect the amount of food stored in its leaves?
One hypothesis is shown on this page. Others are acceptable, but they should include an answer and
a reason based on experience of scientific laws or hypotheses.
Samples, Solutions, and Extensions
A basic laboratory report includes the same basic components as a scientific investigation. When
writing a lab report, you should have this model in mind.
Scientific questions usually
ask: how does the manipulated variable affect the responding variable?
Title: The Effects of Light on a Plant
Name
Date
Problem
Does the amount of light a plant receives affect the amount of food stored
in its leaves?
Background Information (Optional)
A valid hypothesis includes an
answer to the question and one
or more reasons to back up the
answer.
A list of materials is included
so that others may repeat the
investigation.
Describe the steps followed in
the lab. The procedure steps
should be detailed enough so
that another person could
follow them successfully.
The observations/data section
should include all relevant
observations made, and data
collected, while carrying out
the procedures.
Discuss the meaning of the
data and describe how the
evidence allows you to answer
the question. If your data does
not allow you to answer the
question, say so.
© 1997 Alberta Education
Hypothesis
Yes, the amount of light received affects the amount of food stored in the
leaves. Plants require light to live; without light they would likely have
no food.
Materials
geranium
beakers (600 mL, 250 mL, and 100 mL)
Petri dish
iodine solution
hot plate
forceps
ethanol
water
Procedure
1.
Place the geranium in the dark for 48 hours or longer.
2.
Remove it, cover one leaf with black construction paper which has a
small design (circle, square, star, etc.) cut in it.
3.
Place the plant in direct sunlight.
4.
After 24 hours remove the leaf and boil it in 75 mL of water in a 250
mL beaker until limp.
5.
Remove the leaf from the water and place it in the 100 mL beaker;
add approximately 50 mL of ethanol.
6.
Warm the ethanol by placing the 100 mL beaker in the beaker of hot
water for five to 10 minutes.
7.
Remove the leaf from the ethanol and place it in a Petri dish.
8.
Pour iodine solution over the leaf and observe for five minutes.
Observations
Analysis
The area of the leaf that was exposed to sunlight showed a positive test for
starch; it became dark in colour. The remainder of the leaf was unaffected
by the iodine solution. This clearly shows that the amount of food stored
in a plant’s leaves depends upon the amount of light it receives.
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ENERGY CONVERSIONS IN LIVING ORGANISMS
Check your understanding of this segment by completing the following. Use the back of the sheet if
necessary.
16. Why was the plant kept in the dark for a few days in this experiment?
17. What did ethanol do to the plant leaf and why was it used?
18. Describe the test for starch.
19. Why was a design cut in the construction paper that covered the leaf?
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7
ENERGY CONVERSIONS IN WEATHER
Glider pilots can keep their planes aloft for hours by searching out “thermals.” What is a “thermal?”
• Thermals are areas of rising warm air – they keep the plane aloft by applying an upward force on
the plane. Pilots can locate them by the cumulus clouds that accompany them – these result when
air, heated by the ground, rises, expands and cools, causing the water vapour in it to condense.
Samples, Solutions, and Extensions
Convection currents occur whenever there are areas of different temperature in a fluid such as water
or air. Warm air becomes less dense and rises, and the air is replaced by nearby cooler air.
ice cubes
dissolving
potassium
permanganate
Direction of
convection
current
Convection currents occur in any fluid as a result of density differences. In the example here, the cold
water falls because it is more dense. If we have equal volumes of cold and warm water the cold
water has a greater mass. The denser cold water sinks, and warm water moves in on top of it.
Check your understanding of this segment by completing the following. Use the back of the sheet if
necessary.
20. We can show density by comparing the number of molecules of a substance in a given volume. A
container can hold 102 water molecules when the water is hot. How many water molecules would fit
into the same container when the water is cold? Estimate either 100 molecules or 105 molecules.
Explain your answer.
21. Research the role of convection currents in the formation and explosion of a volcano.
22. Only 20% of solar radiation is absorbed directly by the air. How else does sunlight warm the air?
23. Describe how convection currents are used to transfer thermal energy around the solar home
shown in the video.
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8a
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POST-TEST
MULTIPLE CHOICE
Directions: Decide which of the choices best completes the statement or answers the question,
then circle the letter that corresponds to your choice. (3 marks each)
1.
Energy from the sun flows through the biosphere. The one thing that doesn't happen to it is
a.
b.
c.
d.
2.
Chemical properties of a substance describe
a.
b.
c.
d.
3.
phase change
chemical change
temperature change
any one or all of the above
An example of a physical change is
a.
b.
c.
d.
5.
how it looks
when it melts or boils
how it reacts with others
its state (solid, liquid, gas)
Adding energy to, or removing it from, matter may results in
a.
b.
c.
d.
4.
it's changed into other forms of energy
it's reflected back into space
it's stored in the biosphere
it's destroyed
ice floating
ice melting
a log burning
photosynthesis
Convection currents occur in
a.
b.
c.
d.
fluids
solids
a vacuum
liquids only
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8b
POST-TEST
LONG ANSWER
Directions: Answer the following questions in the spaces provided. Use the back of the sheet if necessary.
1.
The biosphere, a relatively thin life-supporting layer of Earth, consists of the ______________________,
______________________, ______________________, and _________________________. (8 marks)
2.
Matter is anything that has ______________________ and ________________________. (6 marks)
3.
Earth continuously receives a great deal of solar energy. Describe some of the processes which prevent the
planet from overheating. (6 marks)
4.
Scientists define energy as __________________________________________. (4 marks)
5.
Describe the role the atmosphere plays in maintaining life on Earth. (6 marks)
6.
The process which captures and converts solar energy into a form which can be used in life-processes is
_________________________________. (3 marks)
7.
Explain how the concrete floor slab in the solar house in the video is used to help heat the interior of the
house. (6 marks)
8.
Producers, such as plants, are organisms which convert light energy into ________________________. (3
marks)
© 1997 Alberta Education
Distributed by AGC/United Learning
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8c
Name___________________________________
POST-TEST
9.
In the geranium leaf experiment, one step of the procedure calls for placing the leaf into a hot ethanol bath
for about five minutes. What is the purpose of this part of the procedure? (6 marks)
10. During photosynthesis one of the products produced is _________________________, some of which is
stored as _________________________. (6 marks)
11. How did the students, in the video, test for a new substance in the geranium leaf. (5 marks)
12. __________________________ and _____________________________ are two examples where a
chemical change, caused by light energy, occurs in matter. (6 marks)
13. Explain the statement "Solar energy drives the weather." (6 marks)
14. Why were ice cubes added to the aquarium tank during the convection current demonstration conducted in
the video? (6 marks)
15. On warm days, the direction of the breeze at the beach is usually from the water toward the land during the
day, and from the land toward the water in the evening. Explain this weather phenomenon. (8 marks)
© 1997 Alberta Education
Distributed by AGC/United Learning
AGC/United Learning • 1560 Sherman Ave., Suite 100 • Evanston, IL 60201 • 800-323-9084