Transcript Review Activity 39

Major Concepts: Activity 31
• Drinking water comes from either
surface water (lakes and rivers) or
groundwater accessed by springs or
wells.
• Water may contain chemical or
biological contaminants, which may
have come from wastewater.
Major Concepts: Activity 32
• Scientists use appropriate tools and
techniques to gather, analyze, and
interpret data
• Scientists formulate and test their
explanations of natural phenomena
using observations, experiments, and
physical, theoretical, and mathematical
models
Major Concepts: Activity 34
• Water pollution can be categorized as
chemical contamination or biological
contamination.
Major Concepts: Activity 35
• Substances have characteristic properties, such
as density, melting point, and boiling point, that
are independent of the amount of the sample.
• Phase changes, such as melting and boiling, are
physical changes.
• Substances generally exist in one or more of the
three phases: solid, liquid, and gas.
Major Concepts: Activity 36
• An element is a substance made up of only a
single type of atom.
• Elements combine with each other in characteristic
ways to form new substances (compounds) with
different characteristic properties.
• Molecules are combinations of atoms held together
by forces called bonds.
• A compound is a substance made up of atoms of
more than one kind of element, bonded together to
form molecules.
• The properties of different compounds are related
to their molecular structure.
Major Concepts: Activity 37
• Dissolved particles may be detected by sight
as a color change of the solution;
undissolved particles are always visible.
• A filter can remove only undissolved solid
particles from a mixture.
• Scientists design controlled variables in
investigations to obtain fair and informative
comparisons.
Major Concepts: Activity 38
• A solution exists when one substance, the
solute (solid), dissolves in another, the
solvent (liquid). A solution is clear.
• Solubility, the amount of a substance that
can dissolve in a particular solvent, such
as water or ethanol, varies from substance
to substance.
• A solution reaches saturation when no
more of the solute can dissolve.
• Water can dissolve many different solutes
and is often called the universal solvent.
Major Concepts: Activity 39
• Water circulates through the earth’s crust,
oceans, and atmosphere in the water
cycle. It evaporates from the surface,
rises, cools at higher evaluations,
condenses as rain or snow, and falls to
the surface where it collects in lakes,
oceans, soil, and rock layers
underground.
Activity 39 Analysis
2. Explain why the water lost contaminants when it
moved into the atmosphere.
• The contaminants do not evaporate and are left behind when the
water evaporates into the atmosphere
3.At what points in the water cycle did the water
molecules not pick up any contaminants?
•
•
•
•
No contaminants go into the atmosphere
Get left behind when water evaporates
Very few contaminants are picked up in the atmosphere
It didn’t pick up contaminants from organisms because the parts of
the organism listed do not produce significant water contaminants—
only waste does
• Sometimes the die roll stated no contaminants were picked up,
because contaminants aren’t always present or there aren’t enough
of them to pick up
4. The term “water cycle” describes the movement of
water on earth and in the earth’s atmosphere. Do
you think that your diagram is a good summary of
the water cycle? Why or why not?
•
The diagram shows most parts of the water cycle, but
does not clearly represent a cycle that repeats.
7. Expand you notes from “My Water Cycle Story,”
into a story that describes the journey of your
water molecules. You story should follow your
water through at least five places. Be as creative
and scientifically accurate as you can be. Be
sure to:
•
•
•
Describe or draw how your water molecules moved
from one place to another.
Identify any changes in state (solid, liquid, gas) that
occur.
Describe any contaminants the water picks up as it
travels and how the contaminants got there.
There was a freezing rainstorm in our town. One
water molecule formed icicles with other molecules
on the door of a car. As the water molecules sat on
the car, they picked up detergent that had been
used to wash the car. When the hailstorm stopped,
the molecules melted with the rest of the icicle
onto the pavement. As they flowed with the melted
water down the gutter, they picked up oil that had
leaked onto the pavement from vehicles. The
water traveled down the gutter until it reached a
storm sewer that led to the ocean. The ocean
water had been contaminated with oil from a major
spill from a barge, so the molecules picked up
more oil when they entered the ocean.
The ocean water molecules evaporated into water vapor,
leaving the detergent and oil behind. Some time later, they
condensed and precipitated as pure rain molecules and
rained down into a lake. The lake was next to a copperprocessing plant, so copper waste was picked up by the pure
molecules. A horse drank from the lake and started to sweat.
The water molecules were part of the liquid sweat on the
horse’s skin. The horse’s sweat didn’t contain contamination,
but the copper could make the horse sick if there was enough
of it in the lake. Eventually, the molecules evaporated from
the horse’s skin as it grazed in the sunlight. When the
molecules became pure precipitation once again, they were
part of snow that fell on a river in the mountains. The river
contained bacteria from the animal waste of animals living
nearby, such as beavers. The water molecules ran with the
river down to a lake where they picked up more bacteria that
ran into the lake from the cows on a dairy farm near the lake.
Make up a Progressive Story
• We will start with the precipitation card
• As the number cube is rolled and we
move to the next location, each student
must add to the story one sentence at a
time
• Include information about where the
molecule goes what kind of
contaminants it picks up and where it
leaves them