Hodder Science-MYP3

MYP by Concept Sciences Paul Morris Patricia Deo Gg HopperDYNAMIC LEARNING Dynamic Learning is an online subscription solution that supports teachers and students with quality content and unique tools. Dynamic Leaming includes Teaching and Learning Resources, Whiteboard Textbooks and Student eTextbooks, Sciences for the IB MYP3 Teaching and Learning Resources help teachers create outstanding lessons and encourage students to develop, progress and achieve. Using the Lesson Bullder tool teachers can © create, organise and edit lessons share plans, lessons and resources with colleagues assign lessons and resources to students expt lessons and pre-tagged content to VLE atthe click of a button. Teachers can also combine thei own trusted resources alongside those from Sciences for the IB MYP 3 which has a whole host of informative, exciting and interactive resources including: ‘© Unit planners for every chapter, including teaching notes and guidance for extension and enrichment of learning PowerPoint presentations to introduce the topics ‘Surnmative assessment tasks for each unit/chapter with task-adapted assessment rubrics ‘Student materials and worksheet MYP Sciences Key Skills student worksheets ‘Sciences for the 1B MYP33 (s also avalable as a Whiteboard eTextbook whic is ideal for front-of-class teaching and lesson planning, \Whiteboard eTextbooks are zoomable,flckable, searchable pages of traditional printed textbooks that enable teachers to display pages to their class export sections ofthe book to their VLE ‘add notes and highlight areas bookmark key pages Find out more and sign up fr fee trials — visit: [Link]/dynamiclearningTEA £00 MaR UN eee a clences k sas Paul Morris \ Patricia Deo | Series editor: Paul Morris HODDER | op oruamic b EDUCATION } eal AN HACHETTE UK COMPANYoe 8 98 ° 9 ° How do we make it work? 2 How do humans impact the natural world? 32 What should | eat? 52 How do we put electricity and magnetism to work? 72 How can we connect? 94 How do our bodies work? 122 Glossary 153 Acknowledgements 155 IndexHow to use eee A Related concept and is set in a Global context. this book Welcome to Hodder Education’s MYP by Concept series! Each chapter is designed to lead you through an inquiry into the concepts of MYP Sciences, and how they interact in real-life global contexts. The Statement of Inquiry : provides the framework for = this inguiry, and the inquiry questions then lead us through the exploration as they are developed through each chapter ~_| Key words are included to give you access to vocabulary for the topic. Glossary terms are highlighted and where applicable, search ‘eos are given to encourage independent learning and research skills, | isnt ‘As you explore, activities suggest (aN ways to learn through action. lesa fireenrelsCcu Key Approaches to Learning skills for MYP Sciences are highlighted whenever we a P a encounter them, Pee rahe} Cecilie. deen Ce a as ‘ erent! Insane ofthe Astiultes, we rove f Hinds to help you workeow the assignment. Tis aso introduces EXTENSION a (jou to the ne Hint feature ithe wsoreen assessnunnt Extension activities allow you to explore a to 0 further. Information boxes are included to give more detail and explanation.We have incorporated Visible Thinking — ideas, framework, protocol and thinking routines ~ from Project Zero at the Harvard Graduate School of Education into many of our activities. You are prompted to consider your conceptual understanding in a variety of activities throughout each chapter. Finally, at the end of the chapter you are asked to reflect back on what you have learned with our Reflection table, maybe to think of new questions brought to light by your learning, Pees eer cn ein Make Questions we Answers we found | Any further asked i = Conceptual Debatable ‘Approaches to | Description - what learning you used new skills did you Sarena inthischapter | learn? How well did you master the skills? Leaner Practitioner Expert attibute) for your learning in his chapter. Ticiaael rei eau ev Ce Pe cae cee as its theme, and you are encouraged to reflect recyCONSIDER THESE Find out how energy changes form and type, but is never created or QUESTIONS destroyed, and how work is done when energy changes. Explore simple machines for doing work and how they make work more efficient, the use of energy resources globally, and some of the problems with global dependency on fossil fuels. Take action to increase access to a simple machine that can make a real difference to people's lives ~ a water pump. arma eed Ue ROR aL Cetera DU Tet neu reird oer ety SL Te- mi tCct Teenie: ning skills Conceptual PeaM Ce} eee ey PEt een eect} of using machines to do Collaboration skil recur a) meer tome a Now share and compare thoughts and ideas Oak Ieee 9 Critical-thinking ski ea eee | 2 | Sciences for the IB MY? 3: by Conceptm Figure 1.1 Theo Jansen’s Strandbeest machine We will reflect on this learner profile attribute. © Thinkers - in this chapter, we will think critically and creatively to evaluate different points of OE RL icy SEE-THINK-WONDER Theo Jansen is an artist from the Netherlands who makes amazing machines like the one in Figure 1.1. Look at the image, and some of Theo's other machines at [Link]. © What do you see? ‘¢ What does it make you think? © What does it make you wonder? Want to find out more? Watch Theo's TED talk at [Link] and search form Figure 1.3 WHAT MAKES YOU SAY THAT? On your own: Look at the images in Figure 1.2 and Figure 1.3. ‘[Link]: Answer the following questions with reference to the pictures. + What is happening in the images? What is being done? + What do the images have in common? What makes them different? + What do you see that makes you say that? For most of human history, we have relied on nature to directly provide us with eneray to do the work we need to do. What couldn't be done by the power of human muscles had to be done by the power of animals - for example, oxen, horses, donkeys, mules, elephants, yaks ... whatever ‘beast of burden’ was available. Like all living things, animals require regular inputs of energy in the form of food, They also require rest after a day of work has been extracted from them. So important were these working animals that their human users often gave them a place to lve that was at least as good as their own! Of course, restless humans wanted to improve on vhat nature has to offer, and dreamt of a ‘beast of burden’ that needed no rest, and whose energy input gave more and more ‘work. The first technological solution to this problem was the steam locomotive ces for the IB MYP 3: by ConceptMachines don’t have to be as complicated as a steam engine or a solar power plant. The very first machines were made by the earliest humans in the form of tools to make the everyday work of survival more efficient. in fact, non-human animals such as higher primates like chimpanzees or bonobos use sticks and other natural implements to help them to do their work. A machine is really any device or mechanism for helping us to do work more efficiently, by using the least amount of energy to do the most amount of work. 1m Figure 1.4 Thisis a replica of one of the earest steam locomotives, originally builtin 1804, It was designed by Richard Trevithick, and was known as the ‘Puffing Devil Figure 1.5 These chimpanzees are using twigs as simple tools to make it quicker and easier to extract termites from the colony How do we make it work?In MYP Sciences by Concept 1, Chapter 4, we inquired into what we mean by energy. Energy is an important concept in science, because it helps us to make sense ‘of changes such a movement or transformation in nature — and we can see how these changes are very Closely related. Because energy is an important concept the word appears in many different contexts — and these changing contexts can make it difficult to have a lear picture of what, exactly, we mean by energy. In researching the concept of ‘energy’ you will discover that energy is often categorized in terms of the form in \which it appears. The energy stored in a stretched spring and the energy held in the chemical bonds in a food are both forms of energy. The eneray is not ‘ifferent’ as such ~ energy is energy ~ the forms are just handy ways for us to visualize what is taking place and how the energy might make itself avalable to do work. Energy changes form when it does work. In doing so, it wil often change from a ‘stored’ state to an ‘active’ state — that is, itis ‘released! from a system to cause a change of motion or form. This gives us another way to categorize or think about eneray types: as ‘stored’ or potential energy, or as ‘active’ or kinetic energy. Often it isn’t apparent that something contains ‘energy until the energy changes form. When we eat rice, the chemical eneray stored in the rice is released through the chemical reactions of digestion and then cellular respiration to provide us with energy far movement, to keep our bodies working, and as heat. A battery is pretty boring until you connect it to something which releases the eneray stored inside (in a chemical form) to make other things happen! All changes are caused by energy = or, to put it differently, all energy is potential or active change. ACTIVITY: Making sense of energy ey ideas and ledge with peer and depict In this activity you will work individually to research uses of the word ‘eneray’, and then work collaboratively to organize your findings according ‘to different applications of energy as a concept. You will need © A device with an internet connection @ Large poster paper Marker pens 1. Taster: to get a quick overview of the concept of energy, watch these videc httpi/[Link]/lessonsia-guide-to-the- ‘energy-of-the-earth-joshua-m-sneideman [Link] energy-literacy-videos In the middle of your poster paper, write the word ENERGY. Choose an icon (image) to represent what you understand by the concept and draw it in the centre. Brainstorm in pairs al the phrases you know containing the word ‘energy’. Tell each other what the phrases are and discuss what you think they mean. Write the ideas down around ‘the middle of the paper. If you think that some cof them might be connected or belong tagether, ‘then write them next to each other in a cluster. Read the energy categories below. Define what you think these categories mean. If you need clarificati energy types energy laws energy forms energy impacts energy sources 5 Choose an icon to represent each of the different categories. Along the edges of your poster, draw your icons and then write down short sentences that summarize what you understand by the categories. Classify and organize the energy phrases into ‘groups by drawing your icons next to them on the energy word cluster you have created. Sciences for the IB MYP 3: by ConceptBrainstorms, mindmaps and visual Venns Brainstorming is a way to think creatively, Whether individually or in groups. The idea is that you start with a key concept or idea and then write down anything that occurs to you in relation to that concept or idea. The only rules are: don't keep ideas to yourself, and don't ‘block’ or judge other people's ideas. Collaborative brainstorming works well when you know and ‘rust the people you are working with - although itis sometimes equally important that you have quite different points of view! For more information, try online resources such as [Link]/[Link] Visual Venns are an adaptation of Venn diagrams, as used in logic and mathematics. Venn diagrams are a visual representation of the way that items are grouped by shared characteristics. Where items ina group share some properties with items in another group, the Venn circles overlap (see MYP Sciences by Concept 1, Chapter 6, for an example). Visual Venns can help you sort and organize ideas, without necessarily structuring them. Mindmapping isa tool for structuring ideas. Again, start with a central concept or idea —it often works best to represent this as an icon or image of some kind. Then use ‘branches’ out from the central idea ‘0 introduce related concepts or ideas that are perhaps subsidiary to (less important, but related to) the central idea. You can then break these branches down again into ‘twigs’. Mindmapping takes you from a big picture to details ina structured way and can be a good way to organize arguments. Find out more by searching mindmapping online. ACTIVITY: Stored and active energy Ni Pacer coma mete ge an Cae Individually or in pairs: In this activity you will describe different forms in which energy appears, identify real-life objects in which energy is stored or active, and so classify energy as potential or kinetic, (You may find it useful to review the activity Energy learn and tell in MYP Sciences by Concept 1, Chapter 4) 1. Search online or use your own ideas to write descriptions of these different forms of energy. (The first example has been done for you.) Mechanical energy Energy held in the physical bonds that hold a material together Chemical energy ‘Thermal energy Electrical energy Magnetic energy Nuclear energy Electromagnetic energy 1. How do we make it work? 2 Now identify and connect the objects shown in Figure 1.9 with the energy form(s) they suggest. ‘You may need to connect more than one image with some energy forms. When you have done this, classify the energy forms according to whether they are potential or kinetic in the examples shown. m Figure 1.9 Discuss: Was it difficult to decide on the energy form for any of the images? Why?ACTIVITY: Energy change matrices Ni Ormesea ca ane Individually: In this activity you will identify some ‘machines in terms of energy changes. We can represent energy changes using a simple matrix like the one below. One example has been completed to give you the idea. A light bulb is a device for changing electrical energy to light energy, so we begin with the row for ‘electrical’ energy and then move across to the column for ‘light’ energy, and write ‘ight bulb’ in the corresponding square. Notice the arrow in the top left corner of the matrix, This tes us the direction of the energy change. The diagonal cells from top left are filled in, since no energy change would be achieved by objects in ‘those boxes. 1. Identify and complete the table by wri ‘energy changers in the empty cells. Light Light bull Sound Explain why it would have been incorrect to write ‘light bulb’ in the first box of the second row. Does the matrix enable us to show al! the energy changes taking place in these machines or processes? Explain your answer. Identify and state what other energy changes might be ‘taking place in each of the machines or processes you have selected. ‘what do you fet f you pu your hd wet (rt on!) a Light bub tat kas ben switched on for awhile? 4. Now design your own matrix using three different energy forms. Test your friends by asking them to identify the energy changes and skil Sciences for the IB MYP 3: by ConceptTo make better machines, we need to understand better how energy is changed — and how to measure it. Two people who researched a solution to these problems were James Joule and James Watt - both from Scotland (UK), and both living in the nineteenth ‘century. As perhaps you realized in the Energy change matrices activity, wherever energy is being changed we often feel heat being produced. Joule realized that heat must be a sort of energy. If only he could figure out a way to ‘capture’ the energy in heat, he thought, then surely there must be a way to put that energy to work. In the past, energy was measured in a unit called the calorie - for a clue as to why, find out what the word- stem calor means in Latin, or in languages that derive from Latin such as Spanish. In the science of nutrition, the energy content of food is still sometimes given in calories (See Chapter 3 for more on this). Now we measure quantity of energy in a unit called the joule. James Joule was interested in understanding better how thermal eneray could be used to do useful work, because for some years previously engineers had been devising machines that could turn the heat released from burning coal into work. James Watt and his partner Matthew Boulton had improved the design of steam engines so that they could be used reliably to drive the machinery in factories and mills. They were interested in maximizing the amount of energy that ‘could be gained from a machine in a certain amount of time, This is known as the power of a machine, and Watt's research in this area of science is acknowledged in the name of the unit for power ~ the watt. 1 How do we make it work? Figure 1.10 James Watt (1736-1819) and Matthew Boulton (1728-1809) on the British £50 banknote The power of a machine is related to the energy we gain from it by this equation: energy change = work done = power x time taken or work done where power is measured in watts (W), energy changed in joules (1) and time in seconds (s). This means that the power of a machine is related to the amount of energy it can change in a certain time. Equations are powerful tools in sciences. They help us to calculate exactly how different variables are connected, and so compare and evaluate different relationships in science.ACTIVITY: The broken-down car problem Ni ee eur das eee eee Your science teacher is very fond of her old car. Unfortunately your school is at the top of a small mountain, and she has to drive her clattering old banger up that mountain to school every day! Today, the worst-case scenario actually happened: her car broke down at the bottom of the hill while you and your four friends were walking by. Of course you volunteered to push your science teacher's car up that hill...! But how much work will you have to do? And will you be late for school?! For this problem, you will need to know that the mass of the car = 1.5 tonnes, the mass of your teacher = 60kg, and the height of the hill, h, 1 How much work will you have to do? To calculate the work done to push the car from the bottom to the top of the hill, we need to know the energy changed. Remember that. 100m, weight = mass x gravitational acceleration where weight is a force measured in newtons (N), mass is measured in kilograms (kg) and the gravitational acceleration on Earth has the value 9 = 10ms* The amount of work done in using a force to move an object a certain distance is given by work done = force x distance moved Where work done isin joules (), force is in newtons (N) and distance moved is in metres (m). 'n our case, the object we are moving is the car, and ‘the distance we are moving itis up the hill. n fact, if we make certain assumptions, the distance we are moving the car is the same as if we were lifting it vertically to the top of the hill. So: work done = weight of car x height of the hill Wa = mgh « Use this equation to calculate the work done in lifting the car up the hill while your teacher is ide steering. FRemente that all masses aust Bln Rg, How many kg aren atorset 2 How quickly can you do it? Notice that the equation for work done above does not include the time taken. It doesn't matter how long it takes to lift the car up the hil, the amount. of energy changed will be exactly the samme. The time taken to do the work does become important when we consider the power we can produce. It is also important for your science teacher, since she has half an hour before her first class is due to start! Can you help her get the car to school in time? Rearranging our equation for power above: work done power + If the average power produced by the muscles of an adult (student) human being is 50, calculate the quickest (minimum) time in which you and your friends can push the car to the top of the hill, time taken = ‘Remenber there are Fiepenpe pushing the cal * Will your teacher (and you and your friends!) be on time? 3 In part 1, we made a big assumption: that the work done in pushing the car up the hill was the same as to liftit vertically. Is this true? Discuss the assumption you have made, and so evaluate the accuracy of your calculations. State whether the real values would be more or less than those you have calculated. Sciences forthe 18 MYP 3: by ConceptACTIVITY: Feel the power! ue t Dee eae al eee Se eee co Pees oa ea Horse | C20th truck C21st Cn eg err} Serr between refuelling (h) Petey SCE) avec) = Gritical-thinking skills: Interpret data Take care! Sone machines use energy therasevs, while right be decep ori a central en dots wack use eneroy — ls just dstrbuting e enero produced by the central henting boiler. An. etic hemter ina room however itself uses sry 1. How do we make it work? Interpret the information in Table 1.1 to estimate the amount of energy changed (work done) by each ‘machine in between energy inputs. State any assumptions you have made in your calculations for question 1 State whether the actual work obtained from these machines would be more or less than your calculated value. Explain your answer. With reference to what you know about energy changes, power and work, describe ways in Which the machines have improved over time. reneUsing spreadsheets Use a spreadsheet to help organize your eneray audit data and carry out the calculations. 1 Organize your data in columns, starting with the name of the device. You can change the width of the columns to fit the labels by dragging the borders of the columns at the top of the sheet, ‘where you see the column labels A, B, Cand so on, 2 Type a formula in column D. ‘2! tells the spreadsheet that you are about to enter a formula, not a number. 3] 4 3 With the pointer, select the cell for the first number you want to multiply: the number of devices, SM a1 SalI VE ah ae ME HOS _ A ro econ 5 4. Type ’*"—this tells the spreadsheet to multiply the numbers. oer 5 With the pointer, select the cell for the second number you want to multiply: the power of the device. i Device grt bulb Sees eee pee eg ery 6 Press enter. You should see the result of the calculation appear in the spreadsheet. a 7 Key in the data for the other devices. 8 To copy the formula for all the devices, select the cell containing the formula with the pointer and then select ‘copy’. (On a PC, press CRTL#C; on an Apple computer, use COMMANDs<,) Highlight the cells that you wish to paste into by pointing and dragging down the column (with the mouse or tracker button held). Paste the formula into these cells (using CTRL+V on a PC or COMMANDsV on an Apple computer). Number Power (W)_ Teta power (w) 20 12) 240, 1 2 1000] 000 250| 509 Sciences for the IB MYP 3: by Concept|IW Figure 1.12 A Rube Goldberg machine Rube Goldberg was a cartoonist and inventor from the United States. In the early twentieth century he became famous for inventing and drawing crazy machines like that shown in Figure 1.12. Other cartoorists, such as Heath Robinson in the United Kingdom and Storm P in Denmark, became famous for similar ideas. Find out more by searching online for Video: Rube Goldberg machine. Why would anyone make such an unnecessarily complex machine to carry out a simple task? Of course, this isthe point: Rube Goldberg makes us think about what machines are, and why we might use them — or choose not to. Because Rube Goldberg machines have so many complicated stages, they would involve many energy transformations. However, as we saw in the Energy change matrices activity above, there is always more than one energy change going on, and not all the energy that gets changed is then used to do the jab we want it to do - the work. How do we make it work? SEE-THINK-WONDER Look at Figure 1.12, What do you see? What does it make you think? What does it make you wonder? work out energy in “Work out’ and ‘energy in’ are both measured in joules () — since they are really just energy. Since we are usually doing work for a certain amount of time, it is more useful to write this equation in terms of the power used and the power produced by the machine, 50 we can substitute in our power equation above to show that efficiency (e) = Power out power in Efficiency doesn’t have a unit of its own, since it is actually 2 ratio of the two values. However, it is usually given as a percentage: efficiency = (6) =) x 100 In MYP Sciences by Concept 1, Chapter 4, we inquired into the concepts of ‘useful’ and ‘wasted’ eneray. For example, the heat produced by alight bulb is considered wasted energy, since we do net use alight bulb as a heater although we might have to if we had 1 heater!) The light produced is then the useful work we require the ight bulb, as a machine, to do. On the other hand, the heat produced by a heating element ian electric toaster is useful work, but the light that is produced when it glows is wasted energy, because we do not generally use a toaster to light the room. For more deta on this, see M¥P Physics by Concept 485, Chapter 6.ACTIVITY: Humans versus automobiles! rie Pein lor cn to be informed and inform other = Gritical-thinking skills: Interpret data Porat CAC) Form of eee err Human walking Human riding a bicycle Internal combustion by he eee In this activity, you will carry out some calculations to compare the power and efficiency of human beings and automobiles (cars) Table 1.2 shows some information about power output and efficiency of some different machines. ry ee errs [A Gunes aelt m Table 1.2 Typical values for power input and output ‘ Interpret the data in the table. Which machine has the highest efficiency? Which has the lowest? Is this what you expected? ‘* Make your own copy of the table. In the columns headed ‘Form of energy’, state the form of energy input and output for each machine. + Use the efficiency values in the table to calculate the power input, P,, for each of the machines. * Suggest the forms of wasted energy for each of the mac! jure 1.13 What is wasted energy, and what is Useful work? Thus evaluate each of the machines in terms of their efficiency and the power they produce. Consider: why do we use expensive automobiles, when they are little more efficient than walking? o NSS cui Figure 1.14 Human power has been used throughout the ages, and can stil be very useful when no other power source is available — for example, to use this wind-up emergency radio ’ Sciences for the IB MYP 3: by Concept'W Figure 1.15 (a) An automaton, (b) a scene from the movie of Karel Capek's play, RUR, (c) real robots! Theo Jansen's Strandbeest (Figure 1.1) is fascinating to watch. His work draws on a long tradition of human fascination with machines. In the myths of ancient Greece, the god Hephaestus was said to have created mechanical people to work in his foundry, and there are stories of mechanical animals built during the middle ages in China and in the Middle East. In western Europe in the eighteenth and nineteenth centuries, it \was fashionable for wealthy people to be entertained, by very complex mechanical puppets called automata The puppets were very life-like and led many to believe that they really were living things. The idea of creating a machine to do work for humans inspired Czech writer Karel Capek’s 1920 play RUR, or Rossum's Universal Robots, which introduced the word ‘robot’ into the English language. The purpose of machines is usually to make life easier for us by enabling us to do work with ‘greater efficiency. As our statement of inquiry suggests, machines work by transforming potential eneray into movernent, or the reverse. 1. How do we make it work? Y Links to: D ACTIVITY: Engineering problems Look again at the images of machines in Figure 1.2 and Figure 1.3. For each image, discuss and then outline the following. ‘» What is the problem that the machine in the picture aims to solve? «How does the machine solve it? ‘¢ What disadvantages might the machine have? ‘« In what ways does the machine solve the problem better than the machines in some of the other pictures? Summarize the ways in which the machines solve the problem of work, using energy chain diagrams.So what are the simplest kinds of machine? In the following activities we will investigate some fundamental kinds of machine: wedges and knives, levers and balances, gears and pulleys ACTIVITY: Under pressure? Pen ie e tare aerate} neralizations a Te aE Maen a Experiment inquiry question: How does shape affect the amount of force required to cut an object? Background information: The pressure exerted on a surface is given by the equation force area where pressure is measured in newtons per metre squared (Nm, also called a pascal (Pa), force is measured in newtons (N) and area is measured in metres squared (m?). pressure 1. Design an experiment that will enable you to ‘measure the force required to cut into some different materials with different shaped objects. You might wish to use some of the following equipment: « Masses « Blocks of wood of different shapes and sizes « Fine sand, dry rice, modelling putty + Millimetre ruler m Figure 1.16 m Figure 1.17 Identify your independent (changed) and dependent (measured) variables. Suggest any other variables that must be controlled in order to ensure your experiment is valid, Outline the expected effect of your independent variable on the dependent variable, with reference to the background information. Predict what will happen in your experiment with the equipment you have chosen to use. Record your data and organize clearly using a table with suitable headings, and showing all measurement units. Interpret your data, Plot a suitable graph to suggest a relationship between your independent and dependent variables, or summarize your findings with reference to your results. In your conclusion, summarize the effect of ‘changing shape (or the independent variable ‘that you identified) on the force required to cut into the material. State whether or not your hypothesis was correct and valid. Evaluate your experiment, stating any difficulties you encountered. Was the experiment valid? Suggest any improvements you could have made. Sciences for the IB MYP 3: by ConceptTHINK-PAIR-SHARE Look at the images in Figures 1.16 and 1.17.4 camel's foot and a knife have opposite functions. On your own, think about the function of the Complete the Activity: Staying balanced on the following page to explore how different masses can be balanced around a turning point. Wedges (lke knives) work by minimizing the surface area over which a force is applied, so that maximum pressure is exerted at the thin edge. Wooden wedges were used in ancient times to split rock, before humans had discovered how to extract and work hard metals such as iron. A wooden wedge or peg could be hammered into @ natural fissure in the rock; if this was not enough to split the tock apart, then the wood could be soaked in water, making it expand and so breaking the rock. Another example of a wedge we still use very commonly is an axe: the blade on the axe head is actually a very heavy steel wedge for splitting wood THINK-PAIR-SHARE Look at the images in Figure 1.18. On your own, think about the way forces are acting in the images. Now share your ideas with your partner. Did you agree? Discuss your ideas in class. 1m Figure 1.18 {How do we make it work? ‘wo objects. In pairs, discuss how the shape of the ‘object improves its function. Share your ideas as 2 class 1m Figure 1.20 The balance in the Staying balanced activity is a special kind of lever. A lever produces a tuming force by using a turning point or fulcrum (Figure 1.20) The force that the lever is trying to lift is often called the load, while the force used ta do the lifting is called the effort. ‘The turning effect of the different forces around the fulcrum is called the moment and is calculated using the distance of the force from the fulcrum: moment = force x distance from pivot where the moment has units of newton metres (Nm), force isin newtons (N) and distance from pivot is in metres (7). In the Staying balanced activity, we can see from our results that it was possible for a small mass (such as 109 or 20g) to balance a larger mass (254) if the mass was positioned such that the turning force ‘or moment was large enough, The lever was balanced when the tuning force or moment on the left-hand side of the fulerum was equel to the moment on the right- hand side. This is known as the principle of moments. When a smaller effort is used to lft a larger load, the moments are not balanced and so the load is accelerated or moved. This kind of lever is then known as a force magnifier. (On the other hand, it may be necessary to use a much bigger effort applied to a smal load, When this happens, the results cen be spectacular! To find out how, position a pencil as a fulcrum just 10cm from one end of a 30cm ruler, and then place a smal piace of balled-up paper on the end furthest from the fulcrum. Take care to make sure aACTIVITY: Staying balanced ATL Pere ed CNET eect ee Inquiry question: How can different masses be balanced around a turning point? In pairs: In this activity you will investigate how forces can cause turning motion, and how turning forces can be balanced. Equipment ¢ Ametre ruler Small masses (e.g. 10g, 209, 259) Apencil Method 1 Set up the metre ruler so that it balances at its centre point on the pencil, as shown in Figure 1.19, The pencil in this experiment is cre ‘turning point, This is called a fulcrum, Small masses ete rule i Figure 1.19 Position one or more 10g masses at different points on the ruler, as described in Table 1.3, on the left-hand side of the per (fulcrum). Now find the position of a single 25g mass on the right-hand side that just balances the ruler. Record your observations in a copy of Table 1.3. Figure 1.21 Some force-magnifier levers in action ea Eee eno maes hand side eenair RECOM acne Nc) freee eas 10) 0.50 10 0.40 10 030 10 0.20) 20 050 20 0.40) 20 0.30 20 0.20 30 030 30 020 30 ‘0.10 40. 0.20 40. 010) side m Table 1.3 Balancing positions for different masses Interpret your data. Can you identify a pattern in the results? ‘Summarize your conclusions. Can you deduce a rule for balancing the masses? Evaluate your experiment. Describe the factors affecting the accuracy of your readings. Discuss how you might have improved the accuracy. ‘Why was it not possible to balance 30g at 0.50m, or 40g at 0.30m? Suggest what modification to ent would have made this possible. Ee hs mencucuke your eyes are notin the firing-path of the ball or wear safety glasses. Now press down on the other end of the ruler. What happens to the paper ball? In this situation, the large effort you have applied to the ‘short’ end of the ruler produces a moment that moves the ‘long’ end of the ruler very quickly and quite a large. distance. This kind of lever is called a distance magnifier. Sciences for the 1B MYP 3: by Conceptry . “| =f Fulcrum 1 Figure 1.22 The human arm isa lever system EXTENSION Search online for this video about the bite force of a piranha: river monsters piranha bite, Research and find out how different lever ACTIVITY: Taking the load ATL Renee nee ee We ets: Pere ech cn eae ea ent} inthesize to create new understanding 1. Agardener is using a wheelbarrow to carry gravel for a pathway (Figure 1.24). The gravel weighs 200N and its centre weight acts 0.5m from the central axle of the wheel. The length of the wheelbarrow, from wheel axle to handles, is 1.5m. im Figure 1.24 Wheelbarrow problem a Calculate the moment of the gravel around the wheel axle. b Apply the principle of moments to calculate the size of the effort the gardener needs to make to lift the barrow handles. 1. How do we make it work? i Figure 1.23 Jaws are powerful levers systems work in different animals. Describe how the levers function, and explain why the animal needs the lever to do this. ¢ State whether this is a force magnifier or a distance magnifier, and explain your reasoning. 2. The arm of the construction crane in Figure 1.18 is 50m long from one end to the other. The fulcrum of the crane is positioned 10m from the counter- weight. The crane has to lift a block of concrete. that weighs 25000N. Calculate how large the counter-weight must be. ‘A woman has to carry a load of grain across a creek using a bridge made from a single, narrow wooden plank. She places the grain in two separate bags, and attaches the bags to the ends of a long wooden pole. Then she lifts the pole and carries it across her shoulders. Identify the fulcrum in the lever system formed by the woman, her load and the bridge. b Outline the turning forces acting on her as she crosses the bridge. ‘A young boy follows her over the bridge with his hands in his pockets, but loses his balance and falls into the creek. Compare the turning forces on the woman and the young boy and suggest why the boy loses his balance, but the woman does not.1m Figure 1.25 Maybe it wasn't so easy to invent the wheel ‘One of the oldest machines invented by humans is the wheel. Certainly, wheeled vehicles have existed for millennia. It is thought that the great blocks of stone Used to build the pyramids of ancient Egypt were rolled Up ramps using tree-trunk rollers —a frst prototype of awheel? The genius of the wheel is that it converts linear (6traighr-line) motion into continuous turing motion The friction caused by the turning of a wheel ax support (or bearing) is much lower than for dragging objects along the ground, so wheels also increase efficiency. its Ih 1900 archeologists found the submerged wreck of an ancient Mediterranean cargo ship. The wreck contained pieces of a mysterious, corroded object made from bronze, which was called the Antkythera mechanism. Only in the 1970s did X-ray examination reveal that the object was very complicated, with many interlocking whee's and gears. In 2006 further CT scans by Cardiff University in Wales revealed that the mechanism is probably a complex mechanical computer for making astronomical calculations - the sort of machine that was not seen in the rest of the ‘world until at least a thousand years later! Gears work by using different radi to change the turing effect of a force applied at their circumference. When the gear hes a large radius, the force has a large distance of action. When the gear has a small radius, the effort force has a smaller distance of action. When two gears are interlinked, they must tum through the same angle in a certain time — this is called the angular 1m Figure 1.26 The Antikythera mechanism speed of a turning object. The radius of the gears affects the amount of effort required to do this, and the ‘amount of turning force produced in the second gear. Pulleys also exploit turning force in a wheel to reduce effort. The simplest pulleys are grooved wheels fixed in place, with a rope passing around them (Figure 1.27) This allows us to control the direction of action of the effort force, but it doesn't reduce it. A pulley that is free moving, with the string looped around it, does reduce the effort force (Figure 1.276), @ bi i Figure 1.27 (2) A fixed pulley, (b} a movable pulley EXTENSION Experiment with model gears from construction sets to find out more about machines with gears, turning force and effort. Can you build a machine that converts the falling motion of a mass into a timing device? What might this kind of machine be called? Sciences for the IB MYP 3: by Conceot |ACTIVITY: Cycle gear i = Gritical-thinking skills: Int alizations and conclusions tive-thinking skills: pe ea gene eee aee aes Sec Inquiry question: What is the effect of gears on effort? Bicycles have two sets of gears. The ‘gear train’ is attached to the pedals. The turning motion of the pedals is transmitted through the chain to the rear set, often called the ‘cassette’. Most bicycles have multiple gears on the cassette, and some also have multiple gears on the gear train (especially mountain bikes). Pedal attachment Front gear shifter Rear Gear shitter "Gear trai Im Figure 1.28 Bicycle gears, = Gritical-thinking skills: P Teaches In groups of three: In this demonstration you will experience the effect of movable pulleys. Equipment ‘* 2broomsticks or circular-section rods, plastic piping or similar, each 1.0-1.5m long ‘* String or thin rope, approximately 1m long Method 1 Tie one end of the rope to a broomstick Wrap the other end once around the second. broomstick. How do we make it work? Write a hypothesis, summarizing how you think the size of the gear used will affect the motion of the bicycle. Use scientific reasoning, referring to what you have learned about turning forces. Predict what you expect to see when you measure the average speed of the cyclist using different gears. Equipment cycle with at least three gears ‘« 3 stopwatches © Ameasuring tape (25m minimum length) + Abicycle odometer (speedometer), or a ‘smartphone cycling app with GPS location + Acydlist with plenty of energy! Design an experiment that allows you to compare the effect on the bicycle's motion of different gear combinations, Organize your data and present it as a graph. Interpret your data and so write a conclusion about the effect of the different gears. State whether your prediction was correct. Evaluate your investigation — how could it be improved? ‘Two of your group should hold the broomsticks vertically with both hands. The third member of your group now tries to pull the broomsticks together by pulling the free end of the rope. Now wrap the free end of the rope around both broomsticks another time and pull Continue to wrap the rope around the sticks, one loop at a time, and repeat the demonstration, What do you notice about the effort required each time? ‘Summarize your observations. Describe how the number of ‘turns’ of rope around the broomstick ‘pulley’ affected the effort required to move the broomsticks together.Of course all machines need an energy input to work In the case of our simple machines in the previous section, energy is provided by human effort - muscle power! As we saw in MYP Sciences by Concept 1, Chapter 4, the origin of this energy is the chemical energy stored in our foods and released through the biological processes of digestion and respiration (see also Chapter 3 of this book). In the case of electrical devices, the energy is provided from stored electrical ‘energy (see Chapter 4 of this book) that has been produced elsewhere ~ whether in a power station, or in the manufacturing of batteries. As we saw at the beginning of the chapter, many forms of transportation were developed to extract energy directly from fossil fuels such as coal, oil, or petroleum (gasoline) extracted from oil through cistilation (see MYP Sciences by Concept 1, Chapter 2). A fuel is any substance containing potential energy that can be extracted to provide energy for a machine. In the case of fossil fuels, energy is released by the process of combustion, or burning. Fossil fuel ‘combustion is a relatively rapid chemical reaction in which hydrocarbons are oxidized. Hydrocarbons are molecules formed from carbon and hydrogen. When ‘combustion occurs, the bonds between the carbon and hydrogen break and oxygen is added to the reactants. Since the products of this reaction require less potential energy than the reactants, the ‘extra’ energy is released in the form of light and heat. This is an example of an exothermic process. For the reaction to take place, the activation energy must first be overcome (Figure 1.29). Inan endothermic process, the opposite occurs. The initial activation energy is used to break the bonds of the reactants, and afterwards some of this energy remains stored in the bonds of the products. The additional energy is taken from the surroundings as heat (Figure 1.30) Energy Progress of reaction ‘= Figure 1.29 Eneray changes in an exothermic reaction ~ the potential energy in the bonds of the products is lower than the energy stored in the bonds of the reactants Energy reais vera energy “| change ct eaeet ae Reactant Progress of reaction 1@ Figure 1.30 Energy changes in an endothermic reaction — the potential energy in the bonds of the products is higher than the eneray stored in the bonds of the reactants Sciences for the I8 MYP 3: 6y ConceptMethane is the simplest example of a hydrocarbon, found in the Earth as natural gas. A methane molecule consists of one carbon atom with four hydrogen atoms attached. When methane undergoes combustion, the products are carbon dioxide and water (Figure 1.31) methane + oxygen — carbon dioxide + water CH,(g) + 20,(g) > COQ) + 2H, 000 Provided there is plenty of oxygen available, all pure hydrocarbons burn to produce carbon dioxide and ‘water. Both water (as steam) and carbon dioxide are greenhouse gases (see MYP Physics by Concept 485, Chapter 8, for more detail on this). If the hydrocarbon undergoes combustion when the amount of oxygen is limited, this can also produce the gas carbon monoxide (CO), which is toxic. if you have Bunsen burners in your laboratory, they ‘may use methane or its bigger cousin propane (C,H,). In 4 1 Figure 1.31 A landfll gas flare. Organic matter in landfill sites decays and produces methane gas, which ‘an build up and cause explosions if it's not removed Methane fs 20 times more effective than carbon dioxide as @ greenhouse gas, so buming it reduces the impact on the environment. I there is enough methane produced, it can be used to generate electricity in a power station 1 How do we make it work? Most fuels are nat pure hydrocarbons. Coal and gasoline contain a mixture of hydrocarbon molecules with chains of carbon atoms of different lengths, and often many other impurities as well, such 2s sulphur compounds. When these fuels undergo combustion, the impurities are released into the atmosphere as pollutants such as sulphur dioxide (SO). Fuel injection Brhaust ave j up tolet gases ‘escape ater each ‘exlosion Fuels ignited andexplodes Pistons pushed down 2 gas pres fombusten reaialy exoand, moves up aaain Air ima Crank case Up-and-down: motion of nston uses uring Cank shat il for Hncaion 'm Figure 1.32 In an intemal combustion engine, fuel is ignited so that it explodes inside a piston. The rapid combustion releases heat, which causes the gas reaction products to expand rapidly, and so do work on the pistonACTIVITY: Heating up, cooling down Measure the temperature of the acid, Repeat the procedure for experiment 1, but this time adding sodium bicarbonate (sodium hydrogen carbonate) instead of calcium carbonate. Measure the temperatures as before. eee eae en Individually or in pairs: In this activity you will ‘observe and measure energy changes in exothermic Experiment 3 and endothermic reactions. 1. Measure 25 cm of dilute sulphuric acid into a 4 beaker. Measure the temperature of the aci Equipment 2 Now add Scm? of sodium hydroxide solution. Stir + 3x 100ml beakers and measure the temperature. © Spatulas 3 Repeat until you have added 30cm? of sodium ¢ Thermometer and stopwatch, or temperature hydroxide, measuring the temperature change sensor and datalogging device foreach addtional sen™ «Aqueous (dissolved) citric acid (C,H,0,) «Crushed limestone (calcium carbonate, CaCo,) Organize your results in a suitable table, showing + Sodium bicarbeharte(Gbsitany ode units of measurement. Present your data using a geer ogeriag carbonate, NaHCO.) graph « Dilute sulphuric acid (H,S0,) Ina conclusion, summarize your findings in each. ¢ Dilute sodium hydroxide (NaOH) experiment. State whether the reactions were endothermic or exothermic. Compare the energy changes in each reaction. Experiment 1 1. Pour 50cm? of aqueous citric acid into a beaker. - ‘ Measure the ten erseneetineeetd Evaluate your experiment, Could you have improve 2 Add 1 spatula of calcium carbonate and stir. tts perrecy ok velicity state knoe you. Measure the temperature of the solution until it ®U!d have made. has returned to the starting temperature. 3. Now ail dmorasprtdasof cle catbonae and stir, Measure the temperature as before. ity eer Experiment 2 Again, pour 50cm? of citric acid into a beaker. DISCUSS Many other reactions are endothermic or exothermic. What kind of energy change is occurring in these heat pads, and in the cold pack? IB MYP 3: by ConceptWe saw earlier in the Energy matrices and Humans versus automobiles activities that all energy changes produce wasted energy, most often in the form of heat. This is due to the effect of friction, Consequently, the efficiency of a machine is always less than 100% (more on this in MYP Physics by Concept 485, Chapter 6). So will energy ever run out? Energy is a property of the universe ~ it could be ‘thought of as an expression of the way the universe is ‘uneven’ or inhomogeneous. If everything was the same everywhere, there would be no eneray difference and so there would be no change at all. This is the logical outcome of the idea that some energy in a change is always tuned into heat — hypothetically, in the end ail energy will have turned into heat. This idea isknown as ‘heat death’ in Physics. Fortunately, we ‘expect that this process would take a very long time ~ in fact, longer than estimates of the likely remaining) lifetime of the universe itself (for scientists who believe that the universe will eventually end), and certainly longer than the Ifetime of our star, the Sun, Notice, though, that heat death does nat mean that. energy wil have run out, rather that energy differences will have disappeared, The ‘total’ amount of energy in the universe is thought by most cosmologists to be the same as it was when the universe began in the Big Bang, itis just that the energy changes form over time. This is known as the principle of conservation of energy, For human purposes, it makes more sense to ask when (our energy resources will run out. This is a far more practical problem, but not one with a clear answer. We saw in MYP Sciences by Concept 1, Chapter 4, that humanity takes energy from a variety of energy resources; Table 1.4 provides a quick summary of these. You may know that renewable energy resources are those that will never run out — at least for as long as we can imagine. Non-renewable energy resources, however, are finite — they will eventually run out. This 1. How do we make it work? Fossi fuels | Solar Coal | Wind oil | Tidal Natural gas | Wave Nudear | Hydroelectric Uranium Geothermal Biomass or waste 1m Table 1.4 Summary of global energy resource types is because they are mineral resources found in the Earth. Fossil fuels were all created in the Earth many millions of years ago. During the Carboniferous period around 300 milion years ago the Earth's tropical regions were covered with forest. When the vegetation died and decayed in the ground, geological processes converted the carbon in the plant matter into hydrocarbons containing carbon and hydrogen. This formed coal. Similarly, oil was formed from the remains of tiny animals in the ocean beds. Nuclear power, on the other hand, uses a less-common isotope of the element uranium, which is found in small quantities in ‘ore minerals such as pitchblende (UO,). None of these substances are being renewed in the Earth, and so we are dependent on what we find Tables 1.5 and 1.6 and Figures 1.35 to 1.37 give some information on eneray resource use in different places. Complete the activities on pages 26-27 to understand better the problem of non-renewable eneray resource depletion How long will non-renewable resources last? In the case of uranium, itis thought that reserves are plentiful and will last many hundreds of years — at current rates of consumption. However, energy consumption is generally increasing, and is likely to continue to do so unless some global disaster reduces the human populationACTIVITY: Case study - comparing energy consumption rie munication skills: Read criti San aM Saat ic) eon = Critical-think erpret re ; - Identify trends and forecast pc Individually: In this activity you will use data on energy resource consumption in the United States to understand the factors affecting energy use. ‘Summarize what the data show for each column of Table 1.5. Consider the units. Present the data in a visual form, such as a chart or graph, that helps you to compare the different energy resources, ‘You niay wish touse a sprendsheet to produce your graph. To do this, you will wed te regrane te spandshect te show te data onthe samems, for ensy comparison. tf you are nok sue how todothis, efecto MyP Salonces by Concept 2 Ohaper Seren nur 63 1950 | 123 130 Interpret the data in Table 1.5 and in your chart or graph. Summarize your conclusions in the form of a paragraph. In your writing, consider the following, questions: © What factors might cause the increase in total energy consumption during the period 1950-2013? © Why is there no contribution from nuclear energy until 19707 ‘» Using calculations, outline the relative importance of renewable and non-renewable energy resources to the United States. Now compare the data for the United States to that for other countries shown in Figures 1.35 and 1,36, and in Table 1.6. Describe how the energy resource use differs for different countries. Research online to find out a little more about all ‘these countries. Find out about their economy and their history during the years shown in the graphs and tables. Suggest or identify the factors that might contribute to these differences in energy resource use. With reference to the trends you identify in the data for the last 40 years, suggest what changes may occur in pattems of energy resource use during your lifetime. CO} a0 30 346 1960 98 134 193 0.0 23 451 1970 | 123 29 283 oz 4d 678 tsa0 | 15.4 207, 330 27 55 783 1990 | 192 208 32.4 61 61 246 2000 | 226 258 364 79 62 989) 23 | 185 283 352 85 95 7000 Table 1.5 United States eneray consumption by source (%). Consumption includes power generation, dome: tic and industrial use, and transportation (source: US Energy information Administration, [Link]) itis less clear how jong fossil fuels will last. In the 1950s, it was proposed that oil reserves would last about another 40 years, a prediction that tumed out to be highly inaccurate, since estimates of global oil reserves are now far greater than before. In 1996 about 90% of global energy consumption was stil provided for by fossil fuels. Geologists point out that as technology develops, we are likely to be able to find new reserves of fossil fuels. Economists argue that as oil becomes more scarce, some ‘conditional’ reserves that we already know about become economical to exploit, The only thing that all parties agree on is that fossil fuels will run out at some point. Sciences for the IB MYP 3: by Concept3 rw) 3 1000] a 1 Electrical energy produced per year See 980 1985 199) 1995 2000 2005 2010 Year °. 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 Year iearay comineed pare! (ellos of termes of cll equivalent) Key — Fonsi fue — Renewable (not hydroelectric — Hyfroetectic: — Nuclear IB Figure 1.35 Energy production in China (source: US Energy Information Administration (E1A)) Australia ‘al Ges Hyteclecrc Oil Nuclear IM Other renewables jure 1.36 Energy consumption in France (source: BP) 5372.80 Brazil 11801.16 China 135070 121231.07 France 65.43 1056.16 Haiti 10.17 168.89 India 123769 3301792 Japan 127.55 1894730 Kuwait 3.25 1446.12 Russia 43.53 3168791 Saud Arabia 28.29 8391.70 UK 671 8053.92 USA’ 314.28 39669.82 Im Table 1.6 Fopulation and energy use for selected countries, 2012 (source: US Energy Information Administration, [Link]) Of course, there is another argument for reducing ‘our reliance on fossil fuels. As we saw in MYP Sciences by Concept 1, Chapters 4 and 6, fossil fuel combustion is agreed by scientists worldwide to be the main contributor to carbon and other pollutants in the atinosphere that are leading to global climate change. What do you think we should do? And just as importantly, how are we going to do it? How do we make it work? + This acti 5 sed using Criterion A: Knowing and understanding, SEE-THINK-WONDER Look at the fossil fuel consumption calculator at http:/[Link]-much-fossil-fuel-has-been- used-in-your-lifetime. What information do you see? What does it make you think? What does it make you wonder?ACTIVITY: You don’t know what you've got until it's gone Peetu csp tas and inforn SC) eet] others; £ ae: Sete Paci! CMe ills: Seek Paes et aa = Critical-thinking skills: Re ee and bias; Co Mo istestaat In pairs: In this activity you will be a science journalist. Your task is to produce a balanced article for the science section of your school magazine or online newsletter. You will research some ideas about how long fossil fuels will last, and about new sources of oil. You will also compare sources and make judgments about their reliability. Before you begin, search the terms below to find definitions, Write the definitions down. production cost reserves inferred resource conditional resource Read the article reproduced here: [Link] fuels-last Summarize what you consider to be the most important information in the article in five bullet points. Discuss: What organization is using this article? Why do you think this organization might be interested in sharing this information? Does this affect your view of the information in the article? The same article was originally hosted by this online news source: www. [Link]/article/punditry/how- long-will-ossil-fuels-last-115092201397_1.html Discuss: Does this change your view of the information in the article? If so, why? Now read another discussion of the question of fossil fuel use here: www [Link]/our-green-energylenergy- independence/the-end-of-fossil-fuels Summarize what you consider to be new information in the article in bullet points as before. Discuss: What organization produced this article? Why do you think this organization might be interested in sharing this information? Does this affect your view of the information in the article? Finally, read this article: [Link]/[Link] Discuss: What organization is using this article? Why do you think this organization might be interested in sharing this information? Does this affect your view of the information in the article? Finally, research online to find out about shale oil and fracking, Find out what shale oll is, and how it is extracted. Find out how fracking is used to extract new reserves of oil. Find out also what are some of the benefits and disadvantages of these new ways to extract oil from the Earth. As above, try to use a variety of sources, with different viewpoints on the issue. Summarize your findings in bullet points. Now write your magazine article, outlining the information you have researched in an interesting way that can easily be understood by other students in your school. Include any data you found, and if possible present the data in new ways using charts, diagrams or graphs. Describe how new sources of oil are affecting predictions about fossil fuel use Discuss and evaluate the advantages of these new sources, and evaluate their disadvantages. Use the new scientific vocabulary you have researched. Be sure to source and reference all your research using the referencing standards your school recommends Display your articles in school on a noticeboard, or post them online in your class blogThere seems little doubt that we need machines ~ but cdo machines need us? As our machines have become more and more complex, many have asked whether ‘one day machines might become jike us - intelligent, thinking beings. There are different visions of this future. Some have argued that as machines become better at thinking, they will do more of the work that humans have to do. Humanity will then lve in a ‘leisure society’, where we are freed from work to enjoy the richer things in lfe, to create, imagine, and play. Others have suggested that maybe inteligent machines will come to the conclusion that we need them more than they need us ~ and then humanity will become no more than an inconvenience. And what if they decide to do away with that inconvenience? gf eT Us oY iubeal Ge sar st 1m Figure 1.38 Different visions of the technologicel future: @) the movie , robot (b) The Shape of Things to Come by HG Wells IB Figure 1.37 World reserves of shale oil (source: US Energy Information Administration, [Link])Invreality, we have already seen some of these predictions come true. In the developed world, fewer people now work in manual labour (with their hands) than ever before, and technology plays an incre ion! Machi ATL = Collaboration skills: Practise empathy; Help ization skil als that are challenging and realist role in both our leisure and working lives. On the other hand, in many parts of the world people still have to make their living through the physical work they do with their own bodies Sciences for the IB MYP 3: byReflection In this chapter, we have described how energy changes form but is never created or destroyed. We have described how work is done when energy CAIS Library ] ‘changes, and calculated work done in some different situations. We have A analysed simple machines for doing work, and we have explained how they make work more efficient. We have summarized the use of energy resources globally, and outlined some of the problems with global dependency on fossil fuels. We have taken action to increase access to a simple machine that, can make a real difference to people's lives — a water pump. Questions we asked ‘Answers we found Any further questions now? Factual: What a machine? What do we mean by ‘energy’? How do we measure energetic change? What is efficiency? What kinds of machines are there? What are fuels? Conceptual: How do energy changes determine chemical change? Will eneray ever run out? Debatable: What have been the good and the bad consequences of using machines to do work? Approaches to learning you used in this chapter: Description-whatnew How well did you master skills did you learn? the skills? Practitioner Communication skils Collaboration skis Organization skils information literacy skils Mecia literacy skils ritical-thinking skis Creativesthinking skills Learner profile attribute(s) Reflect on the importance of thinking for your learning in this chapter. Thinkers@ Figure 2.1 Humans have harvested the vironment’ natural resources for thousands years CONSIDER THESE QUESTIONS Find out what makes healthy environment and how environments change Tea Cole EUR alee} Explore how human actions can have consequences: ICU Sas aera eas for the environment, etter ee ieee a te] Take action by suggesting options to bring about Sener ak Oe positive change in the environment Een ie eect ere ea eae Maen Cee rue arc tga and eeu) loping natural resources [one l points on the environment influence he nee ele will be useful = Communicati¢ Pe eee) m= Critical-thinking skills Deel eon Tenet ante ak hinking skills Ane ose eee ue aR) ae aon Now share and compare your thoughts and ideas h your partner, or with the wh Sciences forthe MY 3 by Coren« Principled - we will practise bei Beene eat meee! 3 principled in which people use eee] aT ool Wi ag this chapter. environment nature resource 2__How do humans impact the natural world? Throughout this chapter your job is to think lke a mobile application designer. You will need to design an application for a mobile device that will be used to help people make decisions that contribute to the healthy management and development of natural fesources around the world. There is no requirement. for exactly what your app must do, but it will help users understand the relationship between us and the condition of the environment and offer suagestions or guidance for how we can take actions that contribute to positive change in the environment. DISCUSS Do your actions have an impact on the natural world? Do you think that impact is positive or negative?What do you personally appreciate about nature? Aldo Leopold, who lived from 1887 to 1948 in the United States, is considered by mary people to be the ‘father’ of the modern environmental conservation movement. He was a strong supporter ofthe idea that all people share the resporsibiity of environmental stewardship, In other words, we all share the duty of protecting and caring for the environment by conserving, or preventing the waste of, the land and natural resources, He worried how people used the land and the resources it holds, and believed that, “We abuse land because we regard it as a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect He spent his lfe learning, writing, talking and teaching about ecology and conservation of nature. Many of the ideas and principles Leopold developed and shared are still valid messages ~ some are even more valid today in the face of the rapid social, political, economic and environmental changes that are ‘occurring now across the planet. In this chapter, we consider more deeply what it means to be members of the ‘Earth community’, and what we might do, and help others to do, so that we can all be good stewards of the land that supports us. DISCUSS In MYP Science by Concept 1, you learned the terms biotic and abiotic. What is the difference between biotic and abiotic? What are some examples of biotic components of an ecosystem? What are some abiotic components? im Figure 2.2 Natural landscapes may be fertile and productive or harsh and unforgiving People have different relationships with or feelings about the environment and nature. As with many things — lke food, sports, movies, or books - what some people really embrace or care for, others may reject or cisike. There are people who are in the middle, who are more neutral - they feel neither love nor hate, or they both agree and disagree with some aspects of something. And then there are those who don't totaly love or totally hate, or totally agree or totally disagree with something, but they are not neutral either. Itis the same when we consider the environment, in particular when we think about our relationship, with nature and natural resources, The beliefs and values that we have about nature and the use of natural resources are our environmental ethics, or our environmental values system Sciences for the IB MYP 3:Where do you stand on the environment? ATL = Reflection skills: Consider ethical, cu environmental implication What are your beliefs about our relationship with nature? For this activity, your class will need three pieces of paper to create a ‘spectrum’ of responses to some environmental statements, which say ‘Completely disagree’, ‘Completely agree’ and ‘Agree in some ways, disagree in some ways’ Next, create the ‘spectrum’ of responses by putting the paper with ‘Completely disagree’ on the wall 0r floor at one end of the room, the paper with ‘Completely agree’ at the other end, and the paper with ‘Agree in some ways, disagree in some ways! somewhere in the middle (Figure 2.3). Now, holding your own piece of paper horizontally, draw three boxes containing the same response categories. Connect the boxes with arrows. Next, listen to your teacher read a statement about the environment, nature, and natural resources, and ur relationships with them, from the list below. Think about the statement and decide how you fee! about it: do you completely agree, completely disagree, or agree in some ways and disagree in some ways? Or are you somewhere in between these categories of response? Whatever you believe is fine — just be ready to explain what makes you feel that way. When your teacher says so, move to the area of the spectrum that best represents how you feel in response to the statement. Share what you believe and why according to your teacher's instructions. As you listen to your classmates, you may reconsider or think about the statement from a different perspective — that is okay! Feel free to move around the spectrum as your views change and become more clear. ‘Once everyone has had a chance to share and explain their views about the statement and you have settled on where you are on the spectrum, write the statement number on your personal spectrum in the position where you stand on this issue. So, after the first four statements, your personal spectrum might look something like Figure 2.3. ] ‘Aerie same aye, ‘sagas { = 1m Figure 2.3 Wiite the number of each statement to show ‘where you stand on it, on the spectrum of responses Competely ie Statements about the environment, nature and natural resources 1 Humans have the right to use natural resources as much as we want, and in any way ‘we want. 2 Scientific and technological developments will bbe the solution to any problems that come from orare related to the environment 3 We can use natural resources to help make our lives better, but we should create laws or other systems to be sure we use them responsibly. 4 Everything that makes up the environment, including all living things and non-living natural 2. How do humans impact the natural world? resources and people, has equal value and importance — we should respect everything that makes up nature 5 Countries ean develop economically by using natural resources in a responsible way. 6 There are plenty of natural resources to ‘maintain, and continue to improve, human lifestyles —and, if not, we will be able to think of some way to get around it 7 People have the responsibility to care for, protect, and save nature and natural resources,ACTIVITY: It’s only natural ae ak and concisely; Previe understanding We have been talking a lot about natural resources, and how people use them. But what do we actually mean by ‘natural resources’, other than resources ‘that come from nature? Describe the term ‘natural resources’ and source photos or drawings of both biotic and abiotic natural resources and where they are found. if possible, use your phone or camera to take your own photos. Otherwise, you can search for images online or draw your own pictures. Describe the cultural, economic, environmental, ethical, political, or social factors that affect the use of natural resources. Present your information to the rest of the class. You might choose to use a graphic organizer, such ‘As we saw in the Where do you stand on the environment? activity, we can think about our relationship with and beliefs abourt nature on a spectrum. At one end are those who feel that we do not have to manage or care for natural resources, because we will be able to develop technology in time to overcome any environmental problems. From this viewpoint, shortages in natural resources or changes in the environment are not a concern because, through scientific development, we will find solutions to make life on Earth possible and comfortable for humans. These beliefs are technocentric, because they put technology (represented by the root techno) at the focus or centre (represented by the root centric) of our interactions with nature. At the other end of the spectrum are people who feel that we have a duty and responsibilty to treat everything in nature with respect and care, as all of the biotic and abiotic things in nature play important roles in maintaining a healthy global community. People who feel this way can be described as ecocentric, because they believe that the needs of al things coming from asa table, or a slideshow, to organize and share what you learn about the types of natural resources and factors that might affect how they are used. im Figure 2.4 The planet contains a variety of natural resources nature (represented by the root eco) should be the focus or centre of life on Earth, Aldo Leopold, wha you read about in the introduction, would be considered an ecocentrist Somewhere in the middle of the spectrum are those who feel that humans are the most important species con the planet, and, therefore, can use and develop natural resources for economic growth — as long as we regulate what we use through political or social solutions, such as laws and taxes. Those who feel this way can be described as anthropocentric, because they consider humans (from the root anthropo) to be at the focus or centre of environmental systems. Of course, most people do not agree 100% with any of the response categories, Some tend to share more beliefs with the technocentrists and feel that our technological developments give us access and rights to se natural resources in ary way that we want in order to develop our societies, while others tend to share more beliefs with the ecocentrists, believing that we need to care for nature as well as we care for ourselves Sciences for the IB MYP 3: by Concept‘A sports team is successful when itis made up of different players, each playing their own position but cooperating and working together. If a soccer team of 11 goalkeepers were on the pitch, they would not have a very successful match. They would not know whose responsibility it was to guard the net, and they would not have all the skil associated with the other positions. An orchestra produces beautiful music because so many different people are playing different instruments and notes, which they rehearse and synchronize together. Similarly, the erwironment is successful when there are a variety of different species, each with its own role, but dependent on the others. As you know from What you have studied about food webs and species interactions, each species is important in the flow of energy from sunlight throughout the ecosystem. The interactions between different species — lke predation, herbivory and competition, as well as symbiotic relationships like mutualism, parasitism and commensalism — result in balanced population sizes. When population sizes are balanced, the resources in the environment are not overused, and there are enough resources to support all the species. This variety of different species is called biodiversity, and itis one of the key features of a healthy environment, oF, more specifically, a healthy ecosystem, DISCUSS With your partner, consider the analogy of the players of a sport team or the members of an orchestra, and discuss why biodiversity is so important to the health of an ecosystem 2 How do humans impact the natural word? im Figure 2.5 A healthy coral reef with a high biodiversity, {and one that has been ‘bleached! and has low biodiversity Then, think of some of the different roles that different species play in an ecosystem, What would happen if some of the species no longer lived in the ecosystem?EXTENSION What is the current state of biodiversity in the world? How is biodiversity being protected? Search for Global Biodiversity Outlook 3 on [Link] for a video summary of recent studies. Biodiversity is key to the health of an ecosystem so j that all the processes that living things depend on | «an occur. If you think back to what you have learned about ecosystems, you will remember that plants are vital, as they convert the energy of sunlight into Usable forms of energy for other organisms, and produce oxygen needed for respiration through the process of photosynthesis (more on that in Chapter 3). Decomposers like worms, insects and bacteria are crucial for breaking down dead matter and replenishing the nutrients in the soi, allowing plants to grow. Animals in the ecosystem feed on plants and on other animals, keeping populations in balance, and all ‘organisms release carbon dioxide into the environment during respiration, which is required for photosynthesis in plants Another reason why a wide variety of species is important for ecosystem stability is that if the population of one species is significantly reduced, there are other species with a similar role in the ecosystem ‘that remain and keep the system in balance. For example, if large numbers of rabbits in an ecosystem were wiped out by a virus, but there was stil a healthy deer population, the deer would help keep the population of grasses and other plants under control Furthermore, because the abiotic conditions in an ecosystem do not stay the same throughout the year, a high biodiversity means that there are more likely to be species adapted to the various conditions at different times. This makes it possible for the necessary species interactions to occur all year long. ——_ a DISCUSS ‘As you will have learned if you carried out research for the Extension activity on this page, in 2010, a report called Global Biodiversity Outlook 3 was published to summarize the state of biodiversity and progress towards conserving biodiversity at that time. But what were some of the important messages in the report? Read the following two excerpts and discuss the questions that follow. The overall message of this Global Biodiversity ‘Outlook is clear We ean no longer see the continued Joss of biodiversity as an issue separate from the core concerns of society: to tackle (Fight) poverty. t0 improve the health, prosperity and security of present and farute generations, and to deal with climate change. Each of those objectives is undermined {influenced) by current ends in the state of our ecosystems, and each will be greatly strengthened if sve finally give biodiversity the priority it deserves What is the relationship between bio and other concerns like fighting poverty, improving conditions for current and future generations, and managing climate change? Why is there a relationship between biodiversity and those other concerns? sity ‘Welltargeted policies focusing on tical areas, species and ecosystem services can help to avoid the ‘most dangerous impacts on people and societies fiom biodiversity loss in the near-term future, which it will be extremely challenging to avoid. In the longer term, biodiversity loss may be halted (stopped) and then reversed, if urgent, concerted and effective action is applied in support of an agreed long-term vision, Does this excerpt from the report indicate that it is possible to make positive changes towards biodiversity, or that it is not possible? What makes you say that? What is needed in order to prevent serious negative consequences resulting from the loss of biodiversity? Sciences for the |B MYP 3: by ConceptAlthough we often refer to healthy ecosystems as “balanced! or ‘stable, it does not mean that they will never change. If we look at the trees of the temperate forest pictured in Figure 2.6, we can see an example of natural changes that an ecosystem experiences, When changes occur naturally in an ecosystem, there are systems and cycles in place that allow the ‘organisms that live there to survive or recover from the changes. For example, some animals — like bears, bats and chipmunks — survive the winter months when little food is available by hibemating, so they can still be strong enough to reproduce in the spring. Many plants are adapted to survive the destruction of forest fires, Indeed, the seeds of some species, such as giant sequoias, actually need fire to initiate the process of 1 Figure 2.6 The changing of leaves through the seasons is an example of a natural change that ean occur in an ecosystem 2 How do humans impact the: germination so that new trees can grow. Even after a devastating natural event causing massive destruction, such as the eruption of the Mount St Helen’s volcano in Washington State, in the United States of America, in 1980, ecosystems are able to recover. DISCUSS What are some natural changes that occur in different ecosystems? Consider different ‘ecosystems around the world, and try to come up with examples of natural changes for each one. EXTENSION Explore the natural changes in an ecosystem further. There are many photos and videos of the changes that occurred in the ecosystem surrounding Mount St Helen’s. Try image or video searches for Mount St Helen's before and after and Mount St Helen’s present day. i Figure 2.7 Different species are able to cope with the natural changes that occur in an ecosystem, such as this dormouse hibernating in the winter and giant sequoia seeds germinating only after a fireACTIVITY: Everything changes = Criticalthinking skills: Interpret data; Draw ‘easonable conclusions and generalization In order to inform the public about the changes that are occurring throughout the global environment, ecologists and other scientists often create graphics to represent and illustrate the findings from their research in a concise way. However, in order for the findings to be meaningful, itis important that the people who are looking at the graphics are able to analyse and understand what the data says. In this activity, using Figures 2.8a to 2.84, you will practise the skill of reading and analysing data when it is presented in different types of graphics. To get a realistic understanding of what each graphic illustrates, you should foo Arctic sea ice read the titles of the graphic, and, if present, the labels on the x and y axes look for a legend or key and read what it represents identify the units read the caption identify trends: ‘© What increases and when? » What decreases and when? ‘© What stays steady? '» Are the increases and decreases slight, gradual, sudden, or sharp? ‘Once you have considered those points, and perhaps some others that you think of, summarize what you understand from Figures 2.8a to 2.8d in a copy of Table 2.2. An example has been done for you for Arctic sea ice in Figure 2.8a. This means that. The y axis shows the area (in km?) of Arctic sea ice there i. The x axis shows time, from 1980 to 2009, The area of Arctic sea ice goes up and down every year. The largest area was about 78km? in 1980 and 1896, The smallest area was about 4.4km? in Even though the area of Arctic sea ice goes up and down over the years, the overall tend is that the area is decreasing, ‘The habitat and living space of animals that depend on Arctic sea ice is decreasing ‘There ate fewer resources for the animals that live and depend on Arctic sea ice. 2007. The red line shows an overall negative trend, Many changes in ecosystems are not natural, and are ‘therefore difficult for organisms to survive and recover from. These changes mainly result from human actions. Some human actions directly change an ecosystem, such as deforestation to clear land for building or ranching. Other human actions indirectly change an ecosystem, such as the melting of polar ice caps as a resutt of climate change due to greenhouse gas emissions. Sciences for the IB MYP 3: by ConceptPercentage of species that are endangered 2% (875) Decline in Arctic sea ke Key Hm Wirerabie Tipsta decent angered Bieast concern "os0 1985 ~«1980~«9@S~=~«GOO.~*«GOS«SC«N UCricaly endangered MllNeorthestened Year MH Extinct ox extinct the wid Figure 2.8 (3) The amount of Arctic sea ice that is floating in 1m Figure 2.8 (b) The proportion of species September of each year (September is when sea ice i at ts under threat of becoming endangered or minimum) (source: Convention on Biological Diversity) extinct, based on data from 47677 species (source: IUCN) Deforestation of the Amazon in Brazil Stace (04) wow yousbu0 0 poveduo> 550) onneyun Living Planet index Forest lost per year (km2) a5 : 00 1970 1980 1980 2000 2010 Gi i Year ia ene ane eas a OER eR & Figure 2.8 (d) Ecological sensitivity mi refers to the percentage of 'm Figure 2.8 (c) Annual and cumulative deforestation of the Brazilian Amazon, _ecosystems that are projected to ‘The blue bars are the projected, or predicted, area of deforestation, while undergo changes in plant life by the orange bars represent the actual area. The sold line shows the actual 2100 as a result of the current total oss due to deforestation, while the dotted line shows the projected tvends in cimate change (source total loss (source: Brazilian National Space Research Agency) NASA/PL-Caltech) a. von dohuner ine eae wiDISCUSS Ariddle - ‘Suppose you own a pond on which some water lilies are growing. The lity planes double in area each day. Ifthe lies were allowed to grow unchecked, they would completely cover the pond in 30 days, |} choking off the other forms of tife i the } water. Fora long time the area covered by | the lilies seents smal, and so you decide } not to worry about cutting them back wot they cover half the pond. On what day will that be?! _adapted from The Limits to Growth, by Donella H. Meadows Although positive changes can and do occur in the environment, many changes are associated with serious negative consequences. However, because the negative consequences are usually not immediately obvious ~ some may take years and years to occur — itis possible for people to ignore or not consider the results of their actions. For example, if you eat a lot of candy and drink a lot of sugary drinks and don’t brush your teeth as regularly you should, you will not immediately get a cavity —as a result, because there is no clear negative consequence (your teeth stil fee! okay), you might think itis fine to consume lots of sugar and not brush your teeth afterwards. In other words, you will probably continue with your habits. ‘Some may argue that this is not necessarily a bad thing since we cannot observe any negative consequences, they do not yet exist, and we can just fix the problem once it appears. you followed ths thinking, you would continue your poor dental hygiene until you got a cavity, and then just get your tooth dried and filled. However, itis not as easy as that to fix a problem in nature, Read and discuss the riddle above to understand why unseen consequences are not always easy to fix og In other words, if you wait until the water lilies cover half of your pond, how many days (before the 30th day) will you have to clear them out before they completely cover the pond and kill the other things living here? Why is this a problem? Figure 2.9 How long willit take before the water lilies completely cover your pond? ‘As you discussed when considering the riddle, sometimes by the time we notice the negative consequences, itis just t00 late to take enough actions for positive change Going back to the dental hygiene example, if you wait too long before taking care of your teeth, they might get so damaged that they could not be fixed by dliling and filing the cavities, and the only solution would be getting your teeth pulled out. This is because, as smal changes build up little by little over time, one day, a tipping point is reached, and a large, irreversible change occurs without our being able to control it. But, again, why is this huge, uncontrollable change such ‘a bad thing? Let's go back to our riddle, If we know that on the 30th day the uncontrolled lily plants will cover the pond completely, that means that the day before — on ‘the 29th day ~ the lily plants will cover only half of the pond (because they double in size each day). This leaves you only one day to dear out all the lily plants so that ‘the rest of the living things in your pond can survive. Sciences for the MYP 3: by ConceptVISIBLE THINKING — Headlines What is the important message about tipping points? Write a newspaper headline to show what you understand about tipping points, and why it is important to consider tipping points when thinking about human impacts on the environment. Before you write, discuss with your class what makes a good headline, so you can make yours as clear and effective as possible, Share your headline with the class. Are there any big ideas that you understand from hearing your classmates’ headlines? AAs you may have already discussed, this is a bad thing because you would have very litte time to clear out all the lily plants. Maybe you would have to hire some People to help, or maybe you would have to buy some equipment to clear them out. This means thet dearing out your pond would be expensive at best and impossible at worst ~ maybe the number of lily plants is so big that you would not be able to clear them out fast enough in order to avoid permanent damage to and loss of life in your pond. Biologically, this is a problem because since the lily plants were able 10 take over the pond and make it impossible for other living things to survive, the biodiversity of your pond thinking skill How can you represent the principle of tipping points in a non-verbal way? You may use an environmental example of a tipping point, such as what happened with the lily plants and biodiversity, or you may think of another example. What ‘non-verbal’ way do you prefer to represent tipping points? Will you draw a series of pictures? Make a graph? Maybe act something out? ‘Whatever you choose to do, you must make it clear ‘that you understand the seriousness of reaching a tipping point. 2 How do humans impact the natural word? Changed sta Lesser scot, with severe consenuence fochuman welloeng Changed Time 1m Figure 2.10 An ilustration of how reaching the tipping, point of biodiversity loss can impact human life as well a that of other organisms, How does this compare to your non-verbal representation? How can you summarize the effect of tipping points when looking at this graphic? ‘was drastically reduced and the pond was no longer a healthy ecosystem, Reaching the tipping point of environmental change is serious because once the tipping point is reached, the changes that occur cannot be reversed - a new reality now exists. In an ecosystem, depending on the nature of the changes, this often means that the conditions necessary for the native organisms to live no longer exist, and the native organisms cannot survive. In other ‘words, the biodiversity is reduced and the ecosystem is 1no longer healthy and in balance ACTIVITY: You've reached the tipping point Key subject skills In this activity we have practised using non- scientific metaphors and analogies to explain scientific ideas. Ths is an important skill that scientists frequently use to help people understand complex scientific processes or concepts. Creating models is another way that scientists help people understand scientific processes that cannot otherwise be visualizedHow do humans develop and manage MLC M Rel eats Human survival depends on materials, or resources, that come from nature. From people who live in the most remote and traditional villages to those who live in the middle of the largest and most modern cities, all that we do requires the use and processing of natural resources. Because we depend so much cn natural resources, they have become very valuable, Even in our modern lives, natural resources surround us. Itis not only the water that we drink or the fossil fuels that we use in our cars and for electricity. we look at Figure 2.11, we can see many more examples of natural resources. The cotton fibres that are used to make this woman’s T-shirt, the wood that is used for the chair, table and cooking utensils, and the grains that have been made into her breakfast cereal all ‘come from the natural resource of plants that grow in the natural resource of soil, and require the natural resource of water. The milk in her cereal comes from Im Figure 2.11 What natural resources are being used here? the natural resource of animals (which also require the natural resources of plants, soil and water). The cement that was used to build parts of her house comes from the natural resource of rocks. The plastic covering of her cell phone and the paint on the woodwork and walls all contain petroleum, a natural resource from fossil fuels. And the list could go on and on, All of these products from natural resources that we use in our daily lves are important to us. Some are necessary for our survival ~ like water and the resources that provide us with food and shelter. Others make our lives easier, more convenient or more entertaining. Therefore, natural resources hold great value for us — economically as well as personally. Some people who live in regions containing large amounts of important natural resources may make money — sometimes large amounts of money ~ by extracting them from the Earth and selling ther to ‘companies that process them into different products. |m Figure 2.12 4 map showing where some of the natural resources that are used for cell phones may come from. ui Scenes forthe W MVP 3:0 CoesACTIVITY: Natural resources in our lives ATL = Critical-thinking skills: Gather and organize CMa Ice erat Peetstt Most of what we use in our daily lives comes directly or indirectly from natural resources. Beyond those we have already mentioned, what are some other products that come from or contain natural resources? Make a copy of Table 2.3. Research in order to find ‘out how people get access to the following natural resources: fossil fuels, plants, animals, rocks, soil and minerals, and find products or uses of them, Indicate whether the natural resource is renewable or non-renewable. Be sure to cite the sources of your information, Pec Peer toit examples) Using pumps to gett from underground wells; collecting it from lakes or rivers; collecting it from rain, collecting it from the ‘ocean and removing it from the salt Im Table 2.3 Uses of natural resources Some natural resources take so long to form inside the Earth that once we use them up, they will be gone. These are non-renewable resources, For example, the petrol and gas we use to run our vehicles and heat ‘our homes formed over millions of years as tiny, dead sea plants and animals got buried and compressed under layers of rock by huge amounts of pressure nd heat, until they were transformed into petroleum and natural gas, Because that process of turning the 2. How do humans impact the natural world? How itis used (specific Drinking, cooking, hygiene (Ghowering, brushing teeth), washing and cleaning, irigating crops, hnydroelecric power (from http:/[Link]. ‘govfeduwudo shtml) Try starting your search with products made from a vesoue, or uses of For example, you tou env for products made fron minerals, orusts of water Once you have completed your research, complete the last column about the consequences of using each natural resource. What happens to the environment as a result of people getting access to the natural resource? What are the possible political, economic, or cultural effects? Consequences of Raa Peru) Surface water (lke lakes and rivers is renewable; ‘groundwater under the surface of the Earth is | non-renewable (from www.fa0.0rg/ docrep/005iy4473e/ [Link]) remains of dead organisms into fossil fuels takes so long, once we use up the fossil fuel reserves we have in ‘our Earth, we will not have access to any more. Other natural resources are ‘refreshed’ by natural cycles and processes, For example, the water that forms lakes, vers and oceans is replenished through the water cycle, a process that occurs constantly all over the world. These types of natural resources are called renewableBecause natural resources are a source of income, countries manage how they exploit, or develop, them in different ways. Most countries have a governmental agency or ministry that is in charge of monitoring, researching and protecting natural resources, so that they are hopefully exploited in a sustainable way. However, because many natural resources, such as fossil fuels, timber (trees), and the land itself, have such high monetary value, countries depend on the extraction and sale of their natural resources as a large source of income for the country. Some of the currently more economically developed countries (MEDCS), such as those in North America and in Western Europe, have been developing and exploiting their natural resources, such as coal, land and timber, since the nineteenth and early twentieth centuries, while some of the currentty less economically developed countries (LEDCs), such as Brazil, India and China, have recently begun exploiting their natural resources, including oil, natural gas, timber and land. Intergovernmental agencies, such as the United Nations Environment Programme (UNEP), are working with governments around the world to establish a way for countries to find environmentally sustainable solutions to development and avoid the overexploitation of natural resources The consequences of exploiting natural resources are not limited to a reduction in the quantity of the resource itself. In fact, the entire process of extracting the resource from the land, getting it to and from processing plants, and processing it into forms that we use, has many consequences. For example, in order to get access to timber, ol and land for development in the Brazilian rainforest, itis necessary to build roads that can support large vehicles in previously untouched natural areas. Building the roads means the habitats of different plants, insects, amphibians, reptiles, birds, ‘ish and mammals are disrupted or even destroyed This causes a reduction in biodiversity. Furthermore, some indigenous tribes who live in these remote areas are forced to leave their homes, where they have lived sustainably from the land for generations. The vehicles that take the workers to and from the natural area and that are used to carry out ‘the extracted resources, as well as the extraction machinery, al polute the environment with exhaust fumes and fuel spill. The factories that are used to process the resource require fossil fuels for power, large amounts of water, and, often, dangerous chemicals that are a risk to the environment as well as to the health of people who work there. Moreover, the people who are hired to extract the resource, such as miners, and to process the resource in factories, may be exposed to dangerous working conditions, work long hours, and receive low wages. DISCUSS Besides the fact that the resources themselves, ‘many of which are non-renewable, are being used up, what are some other consequences of ‘the exploitation of natural resources? Think about what has to be done to the natural resource ~such as oil, land, or diamonds - before itis ina usable form. You might want to do some research to learn about the industries associated with different types of natural resources. In your discussions, consider the cultural, economic, environmental, ethical, political and moral factors. Sciences for the IB MYP 3: by Conceptim Figure 2.13 There are many impacts of developing natural resources: (a) petroleum and gas refineries use huge amounts of water and energy, (b) slash-and-burn ofa rainforest to get land for ranching results in the loss of habitat and biodiversity (sulphur miners go into the mouths of volcanoes to remove huge chunks of sulphur, (d) diamond miners face difficult working conditions to extract diamonds from the Earth ACTIVITY: Case study - processing petrochemical products ATL itical-thinking skills: Revise understanding based on r Gienmer egies ietie ates For this activity, you will read information about petrochemicals over the next few pages. While reading, write down the points that you find most interesting and questions that you have. Read the information silently, or out loud with your partner or class. Then, write or discuss your response respond to the questions below. Questions 1. What effect does the variety and popularity of petrochemical products (Figure 2.14) have on the demand for petroleum? 2. What might be some economic, environmental, or political factors associated with the production and use of petrochemical products? 3. Using the facts you have learned about how fossil fuels are formed and processed, make a judgment on the extent to which the use of and demand for petrochemical products contributes to the enhanced greenhouse effect and climate change. 4 What are the implications of using petrochemical products when searching for ways to reduce the amount of CO, that is released into the environment from processing fossil fuels? 5 What are the environmental impacts of the disposal of unused or unwanted petrochemical products? 6 What are some actions that people can take to reduce the environmental impacts of using petrochemical products? lm Figure 2.14 What do these products have in common? 2 ais hia eaeIm Figure 2.15 Crude petroleum isa thick, sticky black liquid Take a look at the products in Figure 2.14. What do. they all have in common? Believe it or not, these products are related because they all contain petroleum — the same suiostance that is used a5 fuel for our vehicles is also used for many of the things we use in our daily lives. But how can that be? How can. petroleum ~a thick, black quid — also be a piece of red plastic, ora soft fleece jacket, or pink lipstick? The answer lies in the basic chemical components of petroleum. As you know, petroleum and other fossil fuels have formed over milions of years as the remains of dead plants and animals have been compressed and heated deep under the surface of the Earth. Because fossil fuels have formed from the remains of living things, they are made up of some of the same compounds that living things are made of, in particular thase that contain carbon and hydrogen, or hydrocarbons. “This patern repeats 1m Figure 2.17 Polyester is 2 carbon polymer that is used for different types of clothes a. bia eae (ay a *-s— a ei onoineino (0) For oynch-o- Electron shells — ‘lectrons in ihe inner shel, and a elecvors in the ote shell Nucleus — comtaiing S rotors and 6 neutrons Figure 2.16 A carbon atom has four outer electrons Carbon is a unique atom. Because of its atornic structure with four valence electrons, it is able to bond with a variety of other atoms and molecules and form different types of bonds, including single bonds, double bonds, or a combination of both. Carbon is often part of large molecules called polymers. A polymer is formed when many molecules of the same chemical structure bind together to form one large molecule. For example, carbon is part of polyester, a polymer that is used to make some clothes, like fleece jackets and sports jerseys (Figure 2.17). Polyester isa long chain of molecules bound together. Yehicle emissions, manufacturing, powerplants 1 Figure 2.18 The carbon cycle shows that processing fossil fuels in the petrochemical industry contributes a large amount of the CO,, a major greenhouse gas, that is released into the atmosphere Sciences for the |B MYP 3: by Concept1m Figure 2.20 Polypropylene is one of the carbon compounds used to make plastic containers Carbon is also part of polypropylene (Figure 2.20), one of the polymers that makes up plastic containers, and polystyrene, the polymer that makes up insulated packaging (Figure 2.21), Currently, the largest source of the hydrocarbons that are used to make all of these different products is petroleum — which is why these products are known as petrochemicals. This is because petroleum is, at this time, the largest, most convenient, and least expensive source of molecular raw materials (hydrocarbons) that can be processed in a variety of ways to make a variety of products. So petroleum is used not only to make fuel for different vehicles, but also to make the different plastics, fabrics, paints and other products shown in Figure 2.16 that we use in our daly lives. In the process of making these products, petroleum extracted from oll ‘wells is transported to processing plants, where large amounts of electricity, water and chemicals are used to transform the crude petroleum into the designated product. Throughout this process, significant amounts Of toxic waste substances are produced. In addition, as the petroleum is processed, much of the carbon that was stored in itis released in the form of carbon dioxide (CO,), which is one of the main molecules in the atmosphere contributing to the enhanced greenhouse effect and climate change. ‘As well as being very versatile, petrochemicals are also very durable. This means that polyester fabric used to 2._ How do humans impact the natural world? his patents gehen Cth Hh NN ce ety 606065 1m Figure 2.21 Polystyrene i a carbon polymer that is used in insulated packaging make your clothes will not easily tear, and petroleumn- based paint will not fade on your house. However, it also means that petrochemical products do not biodegrade, (or break down, due to natural decomoosition processes. Asa result, any petrochemical products released into the environment, either accidentally through a leak or spl, or on purpose when we throw them into landfils, will stay there unless we do something to remove them from the environment. Some petrochemical products, like some plastics, can be recycled, but mast must be either stored or left to build up in the environment when they are no longer wanted The petrochemical industry began with some accidental discoveries in the mid 1800s, though purposeful production of most products did not begin nti early in the 1900s. (Go to wwwpetrochemistry. eu to learn more about this industry and find a timeline of discoveries) Since that time, due to the demand for and popularity of petrochemical products, the petrochemical industry has grown to be one of the most profitable in the world. In fact, itis expected to grow to be worth $758.3 billion (US dollars) by 2022, compared to $514.5 billion in 2014. lused to think, now | think... How has your understanding of the ways in which humans impact the natural world changed as a result of what you have learned in this chapter? Make a two-column chert, with the left column, labelled ‘I used to think..." and the right column labelled ‘but now I think... Fill in some of the things you used to think about the consequences of our actions on the environment, and what you now think based on what you have read, discussed and done in this chapter. Share your lst with your class. How has your classmates’ thinking changed?Pe eae ener solutions Reed elisa a stats fa ae een uses) aCe Meee eae} eee tat ar Peal environmental apps or eco-friendly apps Sciences for the IB MYP 3: by ConceptReflection In this chapter, we have described what makes a reflected on and discussed how different factors and healthy environment and how human actions can values can impact our approach to conservation. Finally, impact the balance and health of different ecosystems. we used our understanding of the consequences of ‘We have analysed data to get a better understanding human actions on the environment to create solutions of the changes that are occurring. In addition, we have for some current environmental problems, (ete eee Questions we asked Factua: it diferent vals and viewpoints on be } environment do people have? What are fe characters ofa heathy enaronmant? Hoss dors the endrment change? How Go humarsdewlep ard manage natutl rescues? Conceptual: What determines how humans develop and Imanage trl estes? Row can managing and developing natural estes change the envronment” How can aferent Vales and veponts onthe eatorment inves how changes) Debatable To wht exert do people have he ght to use trl estes? To whet extent soul st peop have the Same respon ocr fo th enironment? ‘Approaches to learning you used in this chapter: ‘Communication skills “Reflection skis Creativ thinking skils Learner profile attribute(s) Reflect on the importance of being principled for your Jeaming in his chapter. sai | Critca-thinking skills Principled | 2. How do humans impact the natural world?OEE CONSII THESE QUESTIONS: Cree set edd organism need to function? een a ieee aes Cee eas Cerna Cereal iste era EAC’ SoU es has scientific understanding been applied to improve the ere pean arcu should people rely on eager Ce ues en maintain good health De Reo ST thoughts and ideas with your eae RMR a ker fee ema Wm Figure 3.1 What does it mean if ‘you ‘are what you eat’ Find out the basic components of a balanced and healthy diet Explore the ways in which the science of nutrition is used to influence what people eat. Take action to design a he: preferences and lifestyles meal plan to meet specific f Teens es Teele ela ia cM ama Raar-]o) + Criterion A: Knowing and understanding + Griterion B: Inquiring and designing eet tenet nesi EUC RTE) Jences for the I8 MYP 3: by ConceptFigure 3.2 People eat different foods for different reasons. Is there any way to decide what foods are ‘best’? ACTIVITY: Healthy restaurant DISCUSS Imagine you are going to open a healthy restaurant filled with all of What do you think about the your favourite healthy foods. What would you include in your menu? |} expression “You are what you Some traditional meals from a country you have lived in or visited? eat’? In what ways do you think Or maybe some unique dishes you have had only in your home? the expression is true? In what Create a colourful menu of a few beverage and food options, with ways do you think itis not true? a brief description of each item. Find and include pictures from an conline image search. Try to make your menu look as appealing as possible, Show your menu to the class. Who would like to eat at your restaurant? In what ways are your classmates’ menus similar? In what. ways are they different? "You are what you eat’ is a popular expression in English. But what exactly does this expression mean? Of course, it does not literally mean that if you eat a hamburger you are a hamburger! But is there any truth behind this saying? In this chapter we will take a closer look at what happens to the food and drinks we consume, and at the relationship between what we eat and drink and how we feel and how aur bodies work. calories diet fats nutrients consume. energy molecules SanianaR P53 |iN OUR (M Utell sre what are you? What molecules do organisms need to function? Food is an important part of life, Not only is it biologically necessary for survival, but it also has strong cultural, social and personal connections, When we are children, we eat what we are given or what we ate told to eat but as we get older, and become more independent from our parents, choosing what to eat or drink on our own becomes an important decision. This is because everything that we consume has an impact on our health and how we feel not only today, but far into the future, We want to eat what tastes good to us, things that smell good and look good, things that we like = but, in order to be as healthy as possible, in order to have the hichest levels of performance that we can, we need to put in the best possible ‘fuel’ for our bodies But, how do we know what is the best ‘fuel’? We hear 2 ot about eating protein, carbohydrates and fats, ‘out how much of each should we eat? Where can we look if we want to know what to eat and drink in order to have healthy skin, or build muscle, or conserve the environment, or become vegetarian or vegan? It tums ut, there is not just one place to go for the answer, there are more than 37 trillon places to go - our body cells! igure 3.3 Food is more than just a biological need - it is related to our family, culture and iestyie VISIBLE THINKING - Zoom in key WProtcin MCarbohyerate pid Rough endoplasmic reieun _— Nuceus ona Cytoplasm membrane J & Figure 3.4 This ‘zoomed in’ look ata cal can help to determine what cells need to function Look carefully at the illustration of a generalized human body cell. What cell structures are labelled? Then, look at the ‘zoomed in’ illustrations. What molecules make up or are used by the different cell structures? Cells work independently and in coordination with each other, forming functioning tissues, organs, systems and organisms. Therefore, if we want to know what we humans — as organisms — need to consume to function, be healthy and do all the things we like to do in our daly lives, al we have to do is ‘zoom in’ to our cells and see what they need in order to function and be healthy. In the Zoom in visible thinking activity, you and your classmates probably noted that different cell structures, or organelles, are made up of or require substances in order to function. For example, ribosomes use substances called amino acids to make proteins. The plasma membrane and nuclear membrane are made up mostly of fats, but also include some proteins and carbohydrates. DNA is made up af sugars and proteins. Sugars that have been processed by the cell go into mitochondria and they produce energy. When we zoom in on the cytoplasm, we see the substances used Sciences for the IB MYP 3: by Concept