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Grade 9 Science – Unit 3 – Biology – Ecology
Published by Aune Kahma Modified over 6 years ago
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Presentation on theme: "Grade 9 Science – Unit 3 – Biology – Ecology"— Presentation transcript:
UNIT ONE: General Ecology and Population Part 1: Content Food Chains, Food Webs Energy Flow and Trophic Levels. Time: 5 days.
Chapter 2. Biospheres Made up of Atmosphere gases Lithosphere earths outer layer Hydrosphere Water Gaia Hypothesis Earth behaves like a living organism.
Science Chapter 5 Test Review
ecology ecosystem abiotic
Energy flow in Ecosystems
INTERACTION OF LIVING THINGS AND CYCLES IN NATURE. Chapter 2 and 3 review.
BIOSPHERE Chapter 3 VOCAB ONLY
Ecology The study of the interaction of living things with their environment.
What is the difference between how plants and humans get food? (Use a compound sentence with AND, BUT, or OR)
Ecology Standards 6a. Know biodiversity is the sum total of different kinds of organisms & is affected by alterations of habitats 6b. Know how to analyze.
The Biosphere Chapter 3.
Ecology. Rd_w.
Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu UNIT ONE: General Ecology and Population Part 1: Content Food Chains,
The Biosphere. Warm Up April 17 What is a predator? What is a herbivore? What is a carnivore?
Ecology. What is Ecology? Ecology is the study of interactions among organisms (biotic factors) and between organisms and their environment (abiotic factors).
3.1 Energy Flow in Ecosystem Mrs. Trimble Mrs. Perryman.
Energy Flows Through Ecosystems Sun: Makes all energy on Earth. Producers: Make their own food. Consumers: Get their food by eating other organisms. Decomposers:
PRINCIPALS OF ECOLOGY CHAPTER 3 BEGININIGS OF ECOLOGY ECOLOGY- SCIENTIFIC STUDY OF INTERACTIONS BETWEEN ORGANISMS AND THEIR ENVIRONMENTS ECOLOGY- SCIENTIFIC.
Grade 9 Science – Unit 3 – Biology – Ecology EcologyCarbon CycleEnergy in Ecosystems DefinitionsMore Ecology
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Grade 9 Science
Jul 24, 2014
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Grade 9 Science. Unit 1: Atoms, Elements, and Compounds. Grade 9 Science... Unit 1. Chapter 1: Atomic theory explains the composition and behaviour of matter. Lab Safety... A Review. Safety rules and procedures MUST be your top priority.
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- early ideas
Presentation Transcript
Grade 9 Science Unit 1: Atoms, Elements, and Compounds
Grade 9 Science... Unit 1 Chapter 1: Atomic theory explains the composition and behaviour of matter.
Lab Safety... A Review • Safety rules and procedures MUST be your top priority. • Know them before you do the lab and use them while doing the lab.
Complete activity 1-1A pg. 9 Laboratory Safety
Safety Rules for the Science Labpages 10-11 • General • Glassware • Chemicals • Hot plates and open flames • Electrical equipment
WHMIS... Page 12 W workplace H hazardous M materials I information S system
Hazard Symbols... Page 13 Dangerous Container Dangerous Contents
Properties of Matter • Matter is anything that has mass and volume. • Mass is the amount of matter in a substance or object. • Volume is the amount of space a substance or object occupies.
Matter is made up of elements. • Elements are substances that contain one type of matter and cannot be broken down or separated into simpler substances.
Describing Matter 1. Physical Properties pg. 18 Characteristics of matter that are often observed or measured. Can be either qualitative (observed) or quantitative (measured).
Color • Malleability • Lustre • Conductivity • Boiling point • Melting point • Texture • Magnetism • Density
2. Chemical Properties pg. 19 Observed when substances react with each other. Determines a substances usefulness.
Reactivity • Combustibility
Core Lab Activity 1-2C pg. 20 Physical and Chemical Properties
Theory vs. Law • A law is better supported than a theory. • Most laws are supported by different and robust experimental evidence. • Theories can change or be modified • Laws rarely change
Atomic Theory
Atomic Theory • The descriptions of matter and how it behaves. • Has undergone many modifications as new facts became available.
An atom consists of a • nucleus • (of protonsand neutrons) • electrons in space about the nucleus
Inside the Atom
Early ideas... 2000 years ago • Empedocles: matter was composed of four “elements”; earth, air, wind, and fire.
460 BC • Democritus: eventually a substance will be cut into a piece that can no longer be cut. • He called this piece atomos.
Aristotle • All matter was composed of four elements • Earth, air, water and fire
Development of Atomic Theory • John Dalton - 1808 • He suggested that the particles that make up matter are like small, hard spheres that are different for different elements. • He defined an atom as the smallest particle of an element.
Dalton’s Model... Billiard Ball Model
J.J. Thomson - 1898 • He suggested that all atoms must contain electrons (negative charge). • His model pictured a positively charged ball with the negatively charged electrons embedded in it.
Thomson’s Model... Raisin Bun Model
Ernst Rutherford - 1910 • He discovered that atoms have a nucleus. • There are two kinds of particles in the nucleus; protons (positive charge) and neutrons (neutral).
Rutherford’s Model... Planetary Model
Rutherford was able to develop Thomson’s model due to the development of new technologies. (gold foil experiment) • The development of cyclotrons and proton accelerators have further developed the model accepted today.
Rutherford’s Experiment • they fired Helium nuclei at a piece of gold foil which was only a few atoms thick. Gold foil They found that while most of the helium nuclei passed through the foil, a small number were deflected and, to their surprise, some helium nuclei bounced straight back. Helium nuclei
Rutherford’s new evidence allowed him to propose a more detailed model with a central nucleus. • He suggested that the positive charge was all in a central nucleus. With this holding the electrons in place by electrical attraction • However, this was not the end of the story.
Niels Bohr - 1913 • He proposed that electrons surround the nucleus in specific energy levels or shells. • Each electron has a particular amount of energy.
Bohr’s Model... Orbital Model
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Prototype Learning Activities for Grade 9 Science
This research ascertained the effectiveness of prototype learning activities in teaching Grade 9 Science at Consolacion National High School Day Class, Poblacion Occidental, Consolacion, Cebu. It was carried out to 200 Grade 9 students using the quantitative inferential method. The study utilized a 50 item multiple test type which covered the competencies on characterizing the properties of metals in terms of their structure, explaining the formation of ionic and covalent bonding, and using the mole concept to express the mass of substances. This set of questions was given to the teacher and the student respondents to find out if there was a notable difference in the perceptions of the two respondent groups on the effectiveness of the prototype learning activities in terms of comprehensibility, ease of use, and relevance. Results showed that there was no significant difference in the perceptions of the two respondent groups of the aforementioned variables of effectiveness. There was no significant correlation between the students' perception on effectiveness and performance. The prototype learning activities were utilized during the intervention phase of this study as basis for an enhanced activities to be developed as the output of the study. It is composed of group simulations and questions to enhance learning and improve students' performance. Hence, it is recommended to all Grade 9 science teachers to arouse students' interest and increase their participation in the science activities. Gwelyne Albaracin | Roberto L. Suson "Prototype Learning Activities for Grade 9 Science" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28115.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/28115/prototype-learning-activities-for-grade-9-science/gwelyne-albaracin
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