DOCUMENT RESUME

ED 190 362 SE 031 306

AUTHOR Ronar, John R.., Ed.: Mathray, James A., Ed.TITLE Probing the Natural WorlA, Level III, Record Book,

Student Guide: Environmental Science. IntermediateScience Curriculum>Study:

INSTITUT/ON Florida State Univ., Tallahassee. Dept. of ScienceEducation.

SPONS 'AGENCY National Science Foundation, Washington, D.C.: Officeof Education (DHEW), Washington, D.C.k.

ruB DATE 72NOTE', 78p.: For related documents, set SE 031 ,300-330, ED

135 559-560, ED 049 032, and ED 052 940.

EDIRS PRICE MF01/PC04 Pins Postage.DESCRIPTORS Environmental. 14ucati.PA; Grade 9: *IndividualiZed_

'"--ThstiUCtion: Industry: InstruCtional Materials:Junior Righ.Schools: *Laboratory Manuals: LaboratoryProcedures: Natural Resources: Recqrds (Forms):*Science Activities: Science Course ImprovementProjectsf Science Education: Secondary Education:Secondary School Science: Worksheets

IDENTIFIERS *Imtermediate Science Curriculum Study ,

ABSTRACT ,

This is the student's e&ttion of the Recora Bookwhich accompanies tIe.unit ',Environmental' Science', of theIritermediate 'Science Curriculum Study (ISCS) for level III stUdents(grade 9). Space is provided for ansWers to the questions from tlestudent's text as well as for the optional excutsions' and the selfevaluation. An introductory note to the student'explains how to. usethe book. (5 A1

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***********************************A***********************W************ Reproductiors supl.lied by EDPS are the best that can be made ** from the original document. ************************************************************************

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EDUCATION THILPRESNeTIONAL iNSTITUTE OP

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THIS DOCUMENT WA MN REPRO., &MED ExacTsv es RECEIvED ROmTHE PERSON Cte O*GANIZAt ION ORIGIN.ATINO IT POINTS OP VIEW on OPINIONS

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2. The following terms should be used In recording the condition of the books News Good; Pali;*eon tad-

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INTERMEDIATE SCIENCE CURRICULUM STUDY

Record ok

Environmental ScienceProbing the Natt;a1 World / Level III

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SILVER BURDETTNAIL GENERAL I.EARNINg CORPORATION

Morristown, New Jersey ,Par Ridge, ill.. Palo Alto . Dallas . Atlanta

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ISCS PROGRAM

LEVEL I Probing the Natumi 1tort o / VolOme 1 / with Teacher% EditionStudent Record olume 1 / with Teacher's EditionMister Set of Equipment / Volume 1Test Resource Booklet

LEVEL it Probing the Natural WOW / Volume 2 / with Teacher's EditionRedord Book / Volume 2 / with Teachers.EditionMaster Set of Equipment / Volume 2Test Resource Sookiet

--LEVEL lit Why You're'llou 7 ifilti TeaChers *EditioniRecord Bqok / with Teachers Edition / Master Sal ofEnvironmental Science /_with Teacher's EditionRecord Book / with-Tea-0es Edition / Master Set ofnvestigating Varlition / with Teacher's'Edition

cord Book / with Teachers Edition / Master Sat ofrbit 1 with Teacher's ion,

ecord Book / with Te chers Edition / MasteOet ofWhat's Up? / with Te cher's dtIon,Record Book / with Teacher' Edition I. Master Set ofCrusty Problems / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set ofW ds supd Weather / with Teacher's EatonR ord Book / with Teacher's Edition / Master Set ofW II-Being / with Teacher's Edition

.%\.1.3..., rd 1300aaecTeacher's Edition / Master Stet of

00ACKNOWLE ENTS '

Equipment

Equipment

Equipment

Equipment

Equipment

EqUipment

Equipment

Equipment

The work presented,or reported herein was performed pursuant to a Contract wfth. the U. S.Office of Education, Department of Health, Education, and Welfare. It was supported, also, bythe National Sciento Foundation. However, the opinions expressed herein do not necessarilyreflect the position fr policy of the U. S. Office of Education or the National Sélence Foundation,and no official endo,sement by either agency sliguld be inferred.

© 1972 THE FLORIDA STATE UNIVERSITY

AO rights reserved . Printed in theLliMited States of America.Published simultaneously InCanada . Copyright is claimed until 1977. Except for the rights to materials reserved by others.the Publishers and the copyright owner hereby grant permission lo domestic persona of the'hilted States and Canada for use of this work without charge in the English language In the.)United States and Canada after 1977 provided that the publications incorating raidertaillcovered by the copyrights contain an acknowledgment of thorn and 8.14tement that thepubtication Is not endorsed by the Copyright owner. r:or conditions of use and permission to utematerials contained herein for foreign publications in other than the English language, apply to thecopyright owner. This publication, or parts thereof, may not be rejproduced in any form byphotographic, electrostatic, mechanical, or any other method, for ahy use, including informationstorage and retrieval, without written permission from the publisher.

!LLUPTRATIONS: ® 1972 GENERAL LEARNING CORPORATION.ALL I IGHTS RESERVED.

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ISCS STAFF

David D. Redfield, VoDireetorWilliam R. Snyder. Co-Director.Ernest Buckman, Steering Cortunittee Chairman

Liture M. Bell, Amiss*John R. !lunar. EditorMennen A. Browne. Artist

Harold L. Sae% Administration*ben 1., Cocanougher. An birecior

Seisy Conlon Balzano. EvaluationIseetart P. Darrow. Field Trial.Teacher EducationGeorge 0. Dawson,'TeacAer Educaiion

.4ames-k-Hattrway;-Editar.

ISCS ADVIS04 COMMITTEI

*lobo S. Hutch&son, Field Thal Teacher Education*Silly Diana Knights. Art pew&*Jane Larsen. Art Director

Adrian D. LovellAdministrationAudley C. MeDWald. Adminutration*W. T. Myers, Administration

Lynn H. Roiers. ArtistStephen C. Smith. Atilit-Lois S. Wilson, Assistant Editor

J. Myron Atkin. University of IllinoisBetsy Conlon Balton% State University of New York at BrockportWerner A. Baum, University of Rhode islandHerMan Branson, Lincoln Uniersite* Martha Duncan Camp. the Florida State UniversityClifton B. Clark.Viversity of North Carolina at GreensboroSteve Edwards. The Florida State UniversityRobert M. Gagne. The Florida State UniversityEdward Haenisch, Wabash College' Michael Kasha, The Florida State UniversityRussell P. Kropp, The Florida Stoic UniversityI. SMaley Marshall. The Florida State University*Sham V. Mayer. University of ColoradoHerman Parker. University of VirginiaCraig Sipe,State University.of New York at AlbanyHany SisIer. University of FloridaClifford Swartz, State University of New York at Stony BrookClaude A. Welch. Macalester CollegeGates Witlatd, Manhasset Junior. High School. Manhanet. N.Herbert Zim. Science Writer. Tavernier. Florida

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MATERIALS DEVELOPMENT CONTRIBUTORS4

This list includes writing-conference panteipants and others who maksignificant contributions tothe materials, including tem and art for the experimental

414,

Janet Anderton. Nyack, N. Y. Gerild R. Bakker. &Awn College Frank Salaam F.S.11. Harald N.CBliss.Mayville Sun; Callege. Olaf A. Boedtker. Oregon State Univ. Calvin E. Bohn. F.S.0 F.1111 Brakken. No'Harbors, Minn. Bobby R. Brown. F.S.C. Robert J. Callahan. Jr. (deceased). Brian W. Carsa, University ofIllinors Lois H. Case; Lombard III. Clifton B. Clark. University of North Carolina at Greensboro. Sara P.Craig. Et. U. John D. Cunningham. Keene State College David FL Daienbrock,Fail. Doris Dasenbrodr.F.S.U. Jeff C. Davis. Oniverstry of South Florida. Alan D. Dawson. Dewborn Publir Schools, Mich. George0. DaWson, F.S.U. Gerrit H. DeBoer. F.S.U. Howard E. DeCamp, Glenn Ellyn,, ill James V. DeRose,Newtown Square. Pa William A. Deskin, Cornell College. William K. Easley, Northeast Louisiana State-cow' OTARiir SikirorRonald A:Fisher. Maquoketa. lima. Edwin H. Flemming. F.U.S. Paul K. Flood, F.S.11.fraiper W. Fritlitt,Pasadena City College (Emeritus). Earl Friesen. San Francisco State College. Bob Galati, Fullerton, Cal(fJ. David Gavenda, The University of Texas. Charles A. Gilman, Winchester, N.H. RobertJ. (loll. lacksorwilkUniversity. Kalph H. Granger. Jr., Walpole, N.H. H. Winter Griffith. ESL/. William Gunn, Miami, FloridaJohn Hart, Xavier University. John R. Hassard. Georgia State University. J. Dudley Herron. Purdue Valuer-;sky. Father Francis Heyden, Si.. Georgetown University Leonard Mimes, Sarasota, Florida. Evelyn M.'Hurlbut, Montgomery Junior. College. John R. Jablonski. Bohn University. Bert M. Johnson, SalemMkhigan University. Roger S. Jones, auversity of Minnesota. Leonard A. Kale!. Colorado School of MinesTheodore M. Kellogg. University of Rhode Island Elizabeth A. Kendziftr. University of Illinois F..1. King,F.S.U. David Klasson, MillvIlle Calif Ken Kramer. If/right State University. Milian H. Long, F.S.1.1.`Robert Itepper. California State College Harold G. Liebherr: Milwaukee. IfiT. Williant D. Ulan. College .

of St. Thomas Mable M. Lund, Beaverton, Oregon. H. D. Luttrell; North Texas State University. MamaMaddock. F.S.U. Solomon Malinsky. Sarasota, Floridc. Eloise A. Mann. Sarasota, Florida Harleen W.McAda. University of California at Santa Barbara. Auley A. McAuley, Michigan State University. E. WesleyMcNair. F.S.U. Marilyn Miklos, F.S.U. Floyd V. Monaghan, Michigan State University. Ruftis F. Morton,Westport, Conn. Tamson Myer, FS.U. Gerald Neufeld. F.S.U. James Okey. Uffiversity of Califorida.Lawrence E. Oliver, F.S.U. Larry O'Rea. Mae. Texas Herman Parker. University of Virginia. Harty A.Pearson, WesteM Australia. James E. Perham. Randolph-Macon *Oman's College. Darrell G. Phillips,Universitx of Iowa Howard Pierce. FS.U. David Poch& F.S.U. les 0. Pollard, Georgia Institute ofTechnology Glenn F: Powers. Northeast Louisiana State College E est Gate Preston. Louisville, ICy.Edward Ramey. F.S.L'. Earl R. Rich. Univlisity of Miami. John cha Syracuse University. Carroll A.Scott. lVilliamsburg, Iowa Earle S. Scott. Ripon College. Thomas R. _Spifding. F.S.U. Michael E. Stuart.L'iltversity of Texas. 'Sister Joseph Sun. Mur>grove C011ege. Clifford Swartz State Unipersiv of NewYork ,thomas Testes. FS.U. Bill W. Tillery. Univenity of Wyoming. Ronald Townsend. University of Iowa.Mordecai Treblow, Bloomsburg State College. Henry .1. Triezenberg. National Union of Christian SchoolsPaul A. Vestal. Rollins College. Robert L. Vickery. Western Australia. Frederick B. Voight. F.S.U. Claude A.Welch. Maralester College. . Paul Westmeyer. F.S.U. Earl Williams. 'Anuersiry of Tampa. G. R. Wilson,Jr.. University of South Alabama. Harry K. Wong. Atherton, California. Charles M. Woolheater, F.S.U.Jay Young. King's College. Victor J. Young. Queensborough Community College

The genesis of some of the ISCS material stems from a summer writing conference in 1964. lie eparticipants were:

Frances Abbott. MiamtDade Junior College. Ronald Atwood. University of Kentucky. eorgc Assousa.Carnegie Institute. Cohn H. Barrow. University of West Indies. Pegg? 'Hanel. F. S. U. Robert Binger,(deceased). Donald Rocklin. Um nay of Wisconsin. Martha Duncan Camp. ESA'. Roy Campbell.

. Broward Comm' Board of Public nunictiorc Fla. Bruce E. Cleare. Tallahassee Junior College. Ann-cileHall. Pensacola. Florida. Charles Holcolmb. Mississippi Stale 7ollege. Robert Kemman. Mt. Prospect.III. Gregory Mem!, . Coral Gables. Florida. Elra Palmer. Rabin :r. James Van Pierce. Indiana UniversitySoushinnit. Guenter Schwarz. F.S..U. James E. Smeland. ES.C. C. Richard Tiflis:Pine Jog Nature Center.Florida. Peggy Wiegand. Emory University. Elizabeth Woodward. Augusta College. John Woolever. Sar-asota. Florida.

7

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Foreword

A pupil's experiences between the ages of 11 and 46 probably shape hisultimate view of science and of the natural world. During these yearsmost youngsters become more adept at thinking conceptually. Sinceconcepts are at the heart of science, this is the age at which most stu-

t) dents first gain the ability to study science in a really organized way.Here, too, the commitment for or against,science as an interest or avocation is often made.

Paradoxically, the students at this critical age Cave been the onesleast affected by the recebt effort to0produce new science instructionalmaterials. Despite a number, of commendable efforts to improve thesituation, the middle years stand today as a comparatively weak link inscience education between the rapidly changing elementary curriculumand the recently revitalized high school science courses. This volumeand its accompanying materials represent one 'attempt to 'provide asound approach to instruction for this relatively uncharted level. ,

-At-the-outset-the-organizers-of -the-ISCS Project_decided that itwould .be shortsighted and unwise to try to fill the gap in middleschool science education by simply writing another textbook. We choseinstead to challenge some of the most firmly establighed conceptsabout how to teach and just what science material cin and should betaught to adolescents. The ISCS staff liave tended to mistrust whatauthorities believe about schools, teachers, children, and teaching untilwe have had the Chalice to test these assimptions in actual classroomswith real children. As conflicts have arisen, our policy has been to relymore upon what we saw happening in the khools than upon whatauthorities said could or would happen. It is largely because of thispolicy that the ISCS materials represent a substantial departure fromthe norm,.

The primary difference bet een the ISCS program and moreventional approaches is the 4ct that it allows each student to travel

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at his own pact, and it permits the scope and sequence of inStructionto vary with his interests, abilities, and background. The 1SCS writershave systematically tried, to give the student more of a role in decidingwhat he should study next and how soon he should study it. When thematerials are used as intended, the 1SCS teacher serves more as a"task easer" than a "task master." It is his job to help the studentanswer the questions -that arise from his own study rather than to tryto anticipate and package what the student needs to know.

There is nothing radically new in the ISCS approach to instruction.Outstanding teachers from Socrates to Mark Hopkins have stressed the

--need to-,personalize"educatiottISCS hat Tried to -dö- Soinethinginorethan pay lip service to this goal. ISCS' major contribution has been todesign a system whereby an average teacher, operating under normalconstraints, in an Ordinary classroom with ordinary children, can in-deed give maximum attention to each student's progress.

The development of the ISCS material has been a group effort fromthe outset:It began in 1962, when outstanding educators met to decidewhat might be done to improve middle-grade scienceli3ching. TherecomrnendatioRsgthese conferences were converted into a tentativeplan for a set Cif initructional materials by a small group' of FloridaState University faculty members. Small-scale writing sessions con-ducted on the Florida State Campus- durthg 1964 and 1965 resulted inpilot curriculum materials that were tested in selected Florida schoolsduring the, 1965-66 school year. All this preliminary work was sup-ported by funds generonsly provided by The Florida State University.

In June of 1966; financial support wat,provided by the United StatesOffice of Ethication, -and the preliminary effort was formalival intothe ISCS, Project. Later, the National Science Foundation made sev-eral additional grants in support of the ISCS effort

The first draft of these materials was produced in 1968, during asummer writing con(erence. The conferees were scientists, scienceeducators, and juinior high school teachers drawn from all over theUnited States. The original materials have been revised three timesprior to their publitation in this volume. More tlian 150 writers havecontributed to the iiateriah, an4 more than 180,000 children, in 46states, have been Involved in their field resting.

We sincerely tope Mkt the teachers and students who will use thismaterial will find that the great arnoureof time, money, and effortthat has gone into its development has been worthwhile.

Tallahassee, Florida The DirectorsFebruary 1972. INTERMEDIATE SCIENCE CURRICULUM STUDY

9

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Contents

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.FOREWORD

NOTES TO ME STUDENT

CHAPTERS

Ix

1 The Black Death 1S

2 Carl You Match it? 23 Water, Water Everywhere . . . But . . . 54 The Undesirables

Getting All Steamed Up 11

.6 Slck Alr? 14T The Environment Throwpa Curve 17

4Facing Real. problems 19

EXCURSIONS ,

11 A Real Killer 262-1 Rearranging Particles 263-1 A Drink of the Nile 274-1 Clean Vegetables ,28

3

6-1 Smoggy London Town 297-1 The More the Merrier? 307-2 Escape Into Space 337-3 Birthday Control 3311-1 Uhl You're Polluting the Environment, 35

HOW WELL. AM I DOING? 37 vU

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SELF-EVALUATIONS

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SELF-EVALUATION ANSWER KEY

MY PROGRESS

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Notes to the §tudent

:-This -Record- -116ok Is--where-yöu hóüIdiiitiyöiii -answers.Try to fill in the answer to each question as you *come to it.If the lines are' not ?long enough for your answers, use the mar-gin, too.

.

Fill in the blank tables with the data from your experiments.And use the grids to plot your graphs. Naturally, the answersdepend on what has come before in the particular chapter orexcursion. Do your reading in the textbook and use this bookonly for writing down your answers.

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Chapter 4 ifThe Undesirables

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Chapter 5Getting AllSteamed Up

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0814 Table 8-1

WORLD POPULATION

Birthrate

Death rate

= 311,0130 per day

= 138,200 per day

Gain in piptdation = per day

08-7.

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23

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23

1,

Table 1

AverageHeight-eV-Seedlings

GeneralCenditon-

of Roots Additional Observations

I day afterplanting

2 days afterplanting

3 days afterplanting

Container A

Container B

Container C

Container A

Container B

4 days afterplanting

5 days afterplanting

6 days afterplanting

7 days afterplanting

Container A

Container B

Container C

Container A

Container B

Container C

Container A

Container B

Container B

Container C

Container A

Container B

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Di.

39

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33

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4

How Well Am I Doing?

You probably wonder what you are expected to learn in this sciencecourse. You would like to know he w well you are doing. This sectidnof the book will help you find out. It contains a Self-Evaluation foreach chapter. If you can answer all the questions, you're doing verywell. .

The Self-Evaluations are for your benefit. Your teacher will not usethe restilts to give you a grade. Instead, you will grade yourself; sinceyou are able to check your own answers as you go along.

Here's how to use the Self-Evaluations. When you finish a chapter,take the Self-Evaluation for that chapter. After answering the questions,turn to th5I Answer Key thaOs at the end Rf this section. The AnswerKey will ell you whether yOur answers were right or wrong.

Some uestions can be answered in more than one way. Your answersto these uestions may not quite agree with those in the Answer Key.If you in fs, a question, review the material upon which it was basedbefore going on to the next chapter. Page references are frequentlyincluded in the Answer Key to help you review.

On the next to last page of this booklet, there is a grid, which youcan use to keep a record of your own progress.

1837

Circle the excursion for this chapter if you completed it.1.1

014. Write a definition for plague.

014. Circle the answer that best describes the proportion ofEuropeanswho died of the plague in'the 14th century.

a. 1 out of tob. 3 out of 10a. 5 out of 10t 7 out of 10. 9 out of 10

014. Circle the answer that best describes the movement of the plague. across Europe ir the 14th century. The plague started in the

a. west and moved east.b. east and moved west.e. south and moved north.d. north and moved south.. central portion and spread out in all directions.

014. An oil tanker spilled oil during a storm in the Gulf of Mexico.The ocean currents quickly moved the oil in a southerly direction. Foreach half-hour period, show how far the oil had spread by sketchinga line across the map on page 40. (Notice that a line has already beendrawn for the 2:00 P.M. information.)

19

SELF-EVALUATION 1

39i:

Time(P.m.)

Distance of Oilfrom Ship (m)

2.'10 5002:30 1500

.3;00 17503:30 22504:00 3000

Figure 1-1

D1.5. The nature of disease was little known in the 14th century. Listtwo or more of the ideas offered at the time to explain the plague andits spread.

211. 0 P.M.

eplowsm

..1:

ED1-6. We now know much more about the nature of disease than wasknown in the 14th century. List two or more of the conditions that wenow know helped the plague spread so quickly.

SELF-EVALUATION 2 Circle any of the excursions for this chapter that you completed.2-1; 2-2

40

- 7171Wrf

02-1. Name two factors that are necessary for a match to burn.

5 0f.

J4\

7S _

f

%ft

02-2. What is the main input from the surroundings "to a burningmatch?

024. Is oxygen an input to, or an output from:a burning match?

U704. List thttoutputs from a burning match to its surroundings.

02-5. Define the word system as used in this unit.

024. Describe how the following terms are related: component system,input, and output.

i

02-7. Many people have pets and house plants in their homes. Figure2-1 shows a cat-geranium-human air system. Complete the figure bydrawing input-output arrows for th exchange of gases between theanimals and the plant.

A

-

Figure 2-1

41

1,"-;-.4*.

11',0 we, 011,

42

02-8. Name the gas output of the geranium that is an input for humansand cats.

02-9. Name the gas output of humans and cats that is an input forgerani s.

02-10. A system that includes several kinds of organisms is shown inFlgure 2-2. Place each organism. in the appropriate category below:

Producer(s)

Decomposer(s)

Consumer(s)

Microscopic view of bacteria

1,5"-rINIJlb

Hawks

5 2

Figure 2-2

0241. Figure 2-3 includes each of the organisms shown in Figure 2-2.Complete the diagram by drawing input-output arrows labeled "Food,""Oxygen," "CO2, ' and, "Wastes.'

Gopher

Carrot

Badtaria

Sal**

Hawk

Flours 2-3

02-12. Suppose a combination of poisoning and trapping removed allthe gophers from the \system shown in Figure 2-3. Describe the effectthis rmght have on the

a. number of carroti.

b. number of snakes.

,...=1414

c. number of hawks.

d. kinds of bacteria.

0243. Explain why green . plants in a food-chain system are calledproducers. (Oxygen is not to be considered as a food.

t_

3

;

-51`

J:1:1 . .1.,

,,,,r,V1.:,'.4

""-W -

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02-14. Construct a diagram using labeled arrows to show the inputand output of a green. plant° in sunlight,

02-15. In what way or ways do living things change their surroundings?

02-16. What kinds of effects do you have on your environment in justone day's time

SELF-EVALUAT1ON 3 Circle the excursion for this chapter if yOu completed it.3-1

44

03-1. Most organisms require oxygen. Aquatic organiSms (those livingin water) get their oxygen from the oxygen gas dissolved in the water.What type of organisms supply oxygen to the water?

03-2. Define biochemical oxygen demand (B.O.D.).

5 4

-ig

.11

034. In Chapter 3, you did various experiments with yeast and milkIfl order to study some of the changes that take place in surface waters.What organisms did the yeast represent in thme investigations?amiImg111.R.1=11.1=

What did the milk represent in those investigations?/MIIIeI.MM

C334. Methylene blue solution may be added to water as an indicatorfor what substonce?

034. A scientist has three test tubes (A, B. and C) of clear solutions.He adds a little methylene blue solution to each of the tubes, shakesthem, and looks for a color change. He observes that tubes A and Cbecome evlorless, while tube B remains blue. Circle the statement belowthat would be a logical conclusion from the experiment.

et. Oxygen is present in tubes A and C but not in B.b. CO2 is present in tubes A and C but not in B.C. Oxygen is present in tube B but not in A and C.cit. CO2 is present in tube B but not in A and C.e. Oxygen is present in all tubes, but only tube B has CO2.

0343. Circle the statement that best describes what happens to thebiochemical oxygen demand when the concentration of sewage isincreand in surface waters.

6. It remains the same because microorganisms take in the oxygenreleased by sewage.

b. It remains the same because sewage takes in the oxygen releasedby microorganisms.

e. it increases because microorganisms use up oxygen whendecomposing sewage.

d. It decreases because microorganisms release oxygen when de-composing sewage.

034. For years, the same amount of sewage has been dumped intoa river daily. Now the people want to dump less sewage. As the amountof sewage is reduced in the river, what will happen to the

population of microorganisms that are decomposers?

a55

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b. biochemical oxygen demand of the living organisms?

r.

03-8. An organism called "glug" reproduces every 30 seconds bydividing into two glugs. Ifyou start out with one glug, how many glugswill there be at the end of three minutes if all glugs live?

A E)3.9. Define pollution.

SELF-EVALUATION 4 Circle the excursion for this chapter if you completed it.4-1

46

[34-1. Detergents, while better than soap for washing clothes, createpollution problems. What are three pollution problems caused bydetergent use?

04-2. For animals, the most important gas output from plants is

044. For plants, the most important gas output from animals is

04-4. What is meant when a substance is called "bioctegradable"?

56

" ;

04-5. Below is a list of organisms. Complete the table by writing thename of each organism next to the concentration of DDT you predictit would have in its body.

Concentration of DDT Organism

0.3,

Minnow

0.9 Bigger fish

2.4

-Algae and. microszopieorganisms

21.6 Fish-eating bird

044 Phenol red is used as an indicator for

044. Is the gas exchange of germinating seeds with their environmentmost like the gas exchange between gre.,n plants and air, or betweenanimals and air?

044. A student placed 24 radish seeds on a damp paper towel in asmall dish. Three days later he observed that 18 of the seeds hadgerminated. What percentage of the radish seeds had germinated atthat time?

.11111.6d1.

044. Rearrange the following list of organisms in the order of ;heirrelative numbers in an area. That is, list the most abundant organismfirst, and the least abundant organism last: RabbitsGreen PlantsCoyotes.

47

1

0440. There is no farming anywhere near Antarctica. Yet DDT hasbeen found in the fish-eating birds that live there. DDT is used tocontrol pests on land many thousands of miles away. Explain how DD16can get from the area where it is used, into fish-eating birds in Antarc-tica.

C4-11. List three causes of pollution problems.

04-12. Circle one of the following characteristics of a certain substancethat cannot cause pollution problems.

a. Serves as food for microorganisms.b. Is nonbiodegradable.c. Has poisonous effect when present in large amounts.d. Changes phenol red color to yellow.

[D4-13. List three foods from which you might pick up nonbiodegrad-. able pesticides such as DDT.

SELF-EVALUATION 5 05-1. According to the graph in Figure 5-1. which one of the followingstatements best describes the relationship between the concentrationof dissolved gas in water and the temperature of that water? Circle the

443 answer you select.

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.

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Temperature of Water ----41°Figur. 94

The graph indicates that the amount of dissolved gasa. increases with increiAing temperature.b1 decreases with increasing temperature.Ca decreases with decreasing temperature.d. doesn't change with changes in temperature.

054, Study Table 5-1. It shows possible relationships between watertemperature and the amount of dissolved gas.

Which column best describes the relationship of temperature anddissolved oxygen?

Table 54

Temperature(C)

0

Amount of Dissolved Gas(gm/100 ml)

A

.0029

B C

.0061

D

.0000.0065

20 .0008 .0049 .0042 .0011

40 .0052 .0030 .0028 .0023

60 .0012 .0019 .0014 .0035

80 . 0043 .0008i

.0031 .0054

100 .0019 .0000 .0068 .0069

59

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.

so

054. Circle the statement that best describe the relationslip betweentemperature and the rate of chemical change.

a. As the temperature increases, the rate of chemical change de-creases.

b. As the temperature increases, the rate of chemical change in-creases.

c. As the temperature decreases, the rate of chemical change in-creases.

d. The rate of chemical change is not affected by temperature.

0S-4. The water temperature in a river is being increased because ofthermal pollution. This increased temperature would cause the ratesof the chemical reactions of photosynthesis in aquatic plants to

at. increase.b. decrease.vs stop.d. remain the same.

Explain your answer.

6-5. Circle the statement that best describes the meaning of cold-blooded.The temperature of a cold-blooded animal

a. is,lower than that of a warm-blooded arlimal.b. is always close to the freezing point of water.c. changes as the environmental temperature changes.d. stays the same even if the temperature of the environment changes.

05-6. What is meant by saying that animals are temperature sensitive?

05-7. Name a common source of thermal pollution.

E15-8. In terms of temperature sensitivity, why are goldfish goodhousehold pets?

1

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r- 4

054. Why are trout likely to die in thermally polluted rivers?111111,

05-10. Using Figure 5-2, select the numbered part of the graph thatbest represents each of the following:

8. Highest oxygen coneentration

b. Lowest oxygen concentration

e. Lowest water temperature

d. Highest B.O.D.

e. Lowest B D

f. Highest water temperature

OxygenTemperatureB.O.D.

(Biochemicalomen demand)

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SEWAGE. HOT WATERINPUT INPUT

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INCREASING DISTANCE DOWNSTREAM 1111111111INN. %Mr

61-1 1. A study was made of the oxygen content of two areas of a river.One area is near a power-generating plant that adds warm water tothe river. In this area it was observed that the oxygen content was muchless than in the colder water area. What are two factors that can explainthis difference?

1)

51

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0542. Describe in your own words what you think is harmful aboutthermal pollution.

0543. In what way do you contribute to sources of thermal pollution?

[3544. The diagram below shows the proposed plans for an atomicpower plant.

If you Had to vote on whether or not the plant could be built at the

location suggested, would you vote Yes, or No? Explain your answer.

Ocean

I ifCooling-system pipes in the oceanwill cool steam tO water.

Water

AMMEM1111,

Steam

Atomicpowerplant

SLLF-EVALUATION 6 Circle the excursion for this chapter if you completed it.6-1

GA. Define air pollution.

52

Power to city

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0114. Circle one of the following statements that 'will not be true ifpresent trends continue.

.

a. The number of motor vehicle registrations will increase.b. The number of families owning only one automobile will increase.

i G. The number of families owning two or more automobiles willincrease.

d. The number of families owning automobiles will increase.

064. Describe why carbon monoxide is so dangerous to human health.:064, L.,isrthree ways in which air pollutants may injure human health.

OS.S. List three other ways in which air pollutants create problemsfor humans.

064. How might you reduce smog in a city?

S.

064. The automobile is considered by some to be the single mostimportant contributor to air pollution in the U.S. How can you explainthis? (Or why is this possible?)

084. What recommendations do you have for reducing air pollution'due to automobile exhaust?

SELF-EVALUAT1ON 7 Circle any of the excursions for this chapter that you completed.7-1; 7-2; 7-3

54

07-1. Draw a typical population curve on the blank graph in Figtir;7-1.

a

aa

Figure 7-1 maussermunseiu

07-2. On the blank graph in Figure 7-2, draw the general shape ofthe human population curve as it presently looks.

Figure 7-2 Time

07-3. A number of variables may contribute to the leveling off of -apopulation, Describe at least three of these variables.

Prosent

64

y.

074. Give two reasons why early settlers in the western United States,were not bothered by pollution problems.

1S11.11.1Ial

014. Define population explosion.

111074. Can the present human population growth rate continue in-definitely? Explain your answer.

07-7. What effects could pollution have on the human populationgrowth?

074. The curve in the graph of Figure 7-3 represents a populationcurve.

65SS

Po' ,"-54,....

'zi..TV,PFt-47, "- d. . ...N .w.. .

Label the following two points on the _ekirve.A. The point at which the number of deaths about equals the num-

ber of birthsB. The point of the Most rapid population increase

Figure 74 Time

SELF-EVALUATION 8 Circle the excursion for this chapter if you completed it.8-1

66

08-1. Write a word formula that could be used in calculating the dailypopulation change for a city.

D8-2. Circle one of the following statements that will not be true ifpresent trends conlinue in the United States.

a. The population will continue to grow as fast as it has in the past,at least for some time.

b. Human birthrate will equal human death rate.c. Pollution problems will become more serious as population be-

comes more concentrated.d. Cities will grow in size.

06-3. How could stopping the use of all pesticides cause other prob-lems for humans?

66

4111--

DOA Suggest a solution to city noise pollution resulting from air-, planesb

014. Is your solution (from question 8-4) likely to produce otherproblems for humans? If so, what are these problems?

08-6. What makes the solution to our major pollution problems sodifficult? Why is there not a simple solution?

01.7. You live in a small town. A.large chemica'. industry is interestedin locating a new plant there. The plant would provide employmentfor 500 to 600 people. This would add more than $1,000,000 to thetown's economy, not to mention a big increase in tax money. If thecity encourages this company, other industries may, in turn, decide tolocate in or near the town. This could be the beginning of major growthfor your area.

The head man of the chemical industry admits that the new industrymay cause same pollution of a nearby river. He says, however, thatat this time his company could' not spend more than a few thousanddollars in trying to eliminate this pollution.

As chairman of the city planners, you have to vote for or againstallowing the industry to locate in your town. Think about the advantagesand the disadvantages to your city.

a. What additional information would help you decide how to vote?

P.*

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58

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b. What will your vote be and why?

A. her, .1=1111MM

0843. Disposing of junked car bodies has become a serious and en-pensive problem in the United States. After all usable parts have beenremoved, the car bodies are treated in one of several ways. They mayaccumulate in junkyards, piling up for years. They may be,phipped bybarge out to sea and dumped overboard to make artificial reefs. Orthey may be compressed by machine into a small bale, shipped to a

tie steel mill, and converted into new metal products. (Heat generated bythe compression burns up the cloth and plastic in each car.)

a. What are the economic problems associated with each of thersemethods of disposal?

7 'a

b. How'claS each reduce or add to the pollution of our environment?

ri8-9. A newly constructed lumber mill on occasion has produced asmog probl.m in a small nearby city. The following solutions to thissmog problem have been proposed.

1. Warn the residents when smog levels become dangerous, so theymay stay indoors.

2. Close the lumber mill,3. Close the lumber mill on days when weather conditions are likely

to produce smog in the city.

68

1

1

4

3

4

4. Construct giant air-deflection fans to change the direction of smokemovement.

5. Consuuct a smoke-tiltering system at the lumber mill.e. Move the lumber mill to the other side of the city.

Which of the suggested solutions is most impractical? Couldeub be considered impractical?

b. Which of the suggested wlutions will Orobably raise taxes?Could each polvilbly raise taxes?

11

c. What are two problems associated with solution 3?

d. Which of the suggested solutions might increase the cost oflumber? Could each possibly faise.lumber costs?

Who is responsible for the solution of the prol. ?a, Lumber companyb. City governmentc. City citizensd. State governmenta. All of the aboveI. None of the above

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E18.10. A pesty insect in the southeastern United States is the fi..z ant.One of the suggested solutions to this problem is to spray the laud witha chemical called mirex. Mirex kills fire ants. What are some questionsyou would raise before allowing the chemical to be used?

08-11. Two of the world's greatest problems are called the two P's:population and pollution.

a. Explain how these two probltms are related.

b. If population is controlled, will pollution disappear? Explain youranswer.

70

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Self-Evaluation Answer Key

SELF-EVALUATION 1

1-1. Your definition should include the idea that a ?lague refers to an epidemic disease causinga high rate of mortality.

1-2, b. 3 out of 10

14. G. south and moved north.

14.

200PM

4:00 P.M.

14. Some said it was spread by the miasma, or poison cloud. Others suspected such things asearthquakes, fire pillars, and other mysterious occurrences. Some suggested that it was bottledup in vessels and carried by evil men and released.

1-13. Crowded living, unsanitary conditions, and infestation by rats and other vermin 61

1-NiNol§gfriltik.04,400.+01.4V,- . .

SELF-EVALUATION 2

2-1. Heat and oxygen. You will remetaber that you used friction as your source of heat energyto light your match.

2-2. Oxygen lions the air

2-3. Input to

2-4. Carbon dioxide. water vapor, ash, sulfur oxide, phosphorus oxide, energy

24. A system is a set of things that influence each other.

24. A system is a. set of things that influence each other. The things that make up a system arecalled components. The input to one component consists of those things that it takes from thesurroundings. The output consists of those things that are released to the surroundings. Recallthe match-air system.

2-7.

2-5. Oxygen

2-9. Carbon dioxide

2-10. Producer(s): carrotsDecomposer(s): bacteriaConsumer(s): gopher, snake, hawks

2-11.

Figure 2-3

002

Gopher

Food Oxygen

Food

Ox on

Ox iCflWastesCarrot

Snake

Food

Hawk

CO2

Wastes

WastesBacteria [01,

CO

Wasteu

242. a. The number of carrots would probably increase because the gophers were not thereto eat them.

It The number of snakes .would probably detrease because there would be fewer gophersthen: for them to eat, and so the snakes would probably leave the area.

O. Since the number of snakes would probably decrease, the number of hawks probably woulddecrease also, since the hawks feed on the snakes. The hawks would also probably leave the area

d. The number of bacteria would probably decrease because the number of animals supplyingwastes decreased, or animal decomposers would decrease while plant decomposers increased.

2-13. Green plants use energy from the sun to build chemicals needed for growth. These chemicalsstore some of the energy that came originally from the sun. They are therefore called producers,since they produce the -food" utilized by other organisms.

2.14

PLANTOxygen

1-1 5. Living things remove things from their surroundings and add things to their surroundings.

2-19. You should have included in your description all the things you took from your environmentand all the things you added to your environment during one day.

These include the following.Input to you Output from you

I. Food I. Carbon dioxide2. Oxygen 2. Other waste:,3. Water 3. Heat

SELF-EVALUATION 3

3-1. Green aquatic plants

3-2. The need for oxygen by living things

9-3. The yeast represented the decay organisms. The milk represented the sewage.

3-4. Dissolved oxygen

34. e. Oxygen is present in tube B but not in A and C. (Remember that methylene blue turnedcolorless as dissolved oxygen was removed from the solution.)

34. c It increases because microorganisms use up oxygen when decomposing sewage. (Remem-ber that in your experiment oxygen was used up faster when the concentration of sewage wasincreased. This was caused by the microbrganisms using up oxygen in decomposing sewage.)

3-7. a. The population of microorganisms that are decomposers will decrease, since there willnot be as much sewage available for them.

b. The biochemical oxygen demand will decrease. since the amount of sewage to be decomposedwill be less. There will he less oxygen needed to decompose the smaller amount.

34. 64 glugs (At the cnd of 30 seconds, you will have 2: at the end of 1 minute. you will have4; at the end of l minutes. you will have 8: at the end of 2 minutes, you will have 16; at theend of 2 4 minutes, you will have 32; at the end of 3 minutes, you will have 64.)

3-2. Your definition should indicate that it is the addition of some excess to the environmentthat results in changing the environment so that it is no longer suitable to support that life whichoriginally inhabited that environment. 63

qa

64

SELF-EVALUATION 4

4-1. Detergents are longer lasting than soap, have more suds than soap, affect the germinationof seeds, and are biodegradable by algae, resulting in algae population explosions.

4-2. oxygen.

4-3. carbon dioxide.

44. A substance is biodegradable if it is capable of being decomposed (chemically broken down)and utilized by organisms.

Concentration of DDT Organism

0.3 Algae and microscopicorganisms

0.9 Minnow r...--,2.4 Bigger fish

21.6 Fish-eating bird

4-6. carbon dioxide.

4.7. Germinating seeds use oxygen from the environment, so they are more like animals in theirexchange of gases in the air.

44. x 100 = 75%

44. Green plants (most common)RabbitsCoyotes (least common) a,

4.10. We find DDT entering oceans along the land areas where it is used. Plants in the oceanpick up the DDT. Small organisms feeding on plants pick up the DDT. Small fish feeding onthese small organisms concentrate DDT in their bodies. These fish are able to move farther fromthe place where DDT was applied. Larger and larger fish concentrate DDT in their bodies. Thesefish move great distances from the place of application, eventually reaching the Antarctic waterswhere fish-eating birds feed on them.

4-11. Excess sewage; cleaning agents (detergents); pesticides

4-12. d. Changes phenol red color to yellow (the fact that a substance causes an indicator tochange color does not make it a contributor to pollution).

4-13. Meat, fish, eggs, milk, and vegetables are all possible sources of pesticides.

SELF-EVALUATION 6

5-1. b. decreases with increasing temperature.

, 0 1 O's

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54. Column B(The amount of oxygen that can dissolVe in water decreases with increasing temperature. ColumnB is the only column that shows this relationship.)

54. b. As the temperature increases, the rate of chemical change increases.

54. ta. increase. Since photosynthesis involves chemical changes and increasing the temperatureincreases the rate of a chemical change. photosynthesis may increase.

54. O. 'changes ws the environmental temperature changes.

54. When art animal is cold-blooded, its temperature changes asthe environmental temperaturechanges. If the temperature of the environment is too low or tr,va high, the animal will dic.Therefore, certain animals are temperature sensitive.

54. Power-generating plants

54. Goldfish "prefer" water that is room temperature.

54. Trout "prefer" colder water temperatures. They will die if the water is too warm because ofinsufficient oxygen.

5-10. a. I; b. III; C. I; d. e. I; P. III

5.11. The concentration of dissolved oxygen is less in warm water than in cold water. Livingorganisms use dissolved oxygen more rapidly in warm water than in cold water.

5-12. Your description should include the effects thermal pollution will have on plant and animallife in the water.

5-13. You should include any ways in which you increase the temperature of surface waters.

5e14. Your explanation should indicate what you think about the resulting thermal pollution.

SELF-EVALUATION 6

6-1. Air pollution may be considered as any of the materials that man adds to the air. Yourdefinition may be quite different, depending on your way of thinking. Even good thinp in largeamounts may be bad.

64. b. The number of families owning only one automobile will increase. (The trend is towardfamilies owning two or more automobiles instead of one.)

6-3. Carbon monoxide can cause death if its concentration is high enough. Small concentrationscan cause dizziness. headaches, fatigue, and slowed reactions. It reduces the ability Us olood tocarry oxygen..

54. They may produce lung diseases. They can irritate the eyes. nose, and throat. They can causeheadaches, general fatigue, and interfere with normal breathing.

84. They can kill plants. destroy metals, produce smog, dirty objects, and reduce visibility.

64. Reduce the amount of air pollution.

54. Motor vehicles are the largest contributor to air pollution. Since there are more cars thanany other types of motor vehicles, cars could be considered the single most important contributor.64. Possible recommendations may include the use of anti-pollution devices, changing the typesofengines, or even reducing the number of automobiles. The practicality of each recommendationshould be considered. 65

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SELF-EVALUATION 7

Time -Au-Present

7-3. The presence of disease organisms; the presence of wastes and poisons; the amount of foodand needed gases; and the availability of space for the organism.

74. There were very few people in the area, and there was no real industry to cause pollutionproblems.

74. Population explosic.n refers to a population increue of an organism at an explosive rate.

74. One or more of the variables that you should have listed in 7-3 will probably cause thehuman population growth to level off.

7-7. Pollution can cause disease and reduce food supplies, resulting in a leveling off of humanpopulation growth.

74.

68 Time

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ULF-EVALUATION 8Peoples Peoples

Population = births + moving Deaths movingchange in away

114. b. Human birthrate will equal human death rate.

114. Your answer should include the idea that the number of pests ci.ould become so large asto possibly cause sickness or disease. Food supplies could become smaller if plants and animalsare being attacked by the pests.

1.4. There are several possible solutions. How economically feasible is the one you suggested?

04. The problems could be economic, or perhaps simply cause inconveniences. The importantthing to see is that by trying to solve one problem. you usually create others.

14. As you have probably already seen many times, a solution to one problem creates differentproblems. Hopefully, you could give several good examples of this.

1.7. You ehould be able to defend whatever decision you made.

Junkyards MI of cars take up valuable Ian i Machines to compress the cars and convertthem into new metal products are expensive; so also is the transportation necessary for dumpingat Sea.

b. There are several pollution problems associated with junkyards. The ugly sight and problemswith flitS are just two you may have mentioned. The heat generated by the compression machinesand the hurtling of the cloth and plastic are pollution problems associated with the other disposalmethod.

04. & The one that is MOM impractical depends on your point of view. Some are more impracticalthan others.

b. Solutions 2 and 3 perhaps would raise taxes more than the other solutions wduld.c. It's often difficult to predict weather conditions. and they can change rapidly. It would be

difficult for employees to have their jobs depend on the weather.d. Solutions 2 through 6 could possibly cause an increase in the cost of lumber.IL 0

140. Among the questions you may ask are the following: (a) How big a pest are the fire ants?(b) What problems do they cause? (c) What are the problems that Mirex would cause if it wasused? (d) How much do we really know about Mirex?

6-11. 1. The larger the population, the greater the pollution seems to be.tit Population control probably wouldn't make pollution disappear. You should be able to

explain why. But you should also be able to explain bow it would help the pollution problemto control population.

!optional

141.

v.

S.

67

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611

ft

My ProgressKeep track of your\Rtiogress in the course by plotting the percentcorrect for each Self E aluation as you complete it.

ber correctPercent Correct = NumX 100Number of question&

To find how you are doing, draw lines comitecting these pmts. Afteryou've tested yourself on all chapters, you mil/ want to draw a best-fitline. But in the meantime, unless you always get the same percentcorrect, your graph look like a series of mountain peaks.

RECORD OF MY PROGRESS

90

80

70

30

20

10

,.....41.-1116emsom.

2 3 4 5 6 7 8CHAPTERS

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