SCIENCE HOMEWORK FOR 9TH A / B

SCIENCE HOMEWORK 9 A / B LCDA. DIANA MONTERO

THE DARKEST PLACE IN THE OCEAN: APHOTIC AREA

DIPOSKAN OLEH ROSMANA A.P. SUNDAY, FEBRUARY 7, 2010

2/3 parts of our world are covered with oceans. But, our's knowledge about the oceans isn't much, especcially about the aphotic area at the depth of the ocean.

Aphotic areas are an extreme area, because it has an extreme water pressure, pH, and there is almost no light. It depth are more than 200 meters, that's why there isn't any light in this area (sunshine can reach the depth only around 200 meters, these areas called as photic areas).

the scientists founds, the aphotic areas have a few floras and faunas that can adapted for these extreme conditions, most of them are carnivorous organisms because these kind of areas almost have no plants. In this area, the plant's role as the producents are replaced by bacteries. This bacteries use some kind ofsulfide particles that burst from some craters into the water. this particles will be transformed by the bacteries with kemosynthetsis. This anabolism process will create many particles that used by the filter-feeder animal as their food.
Many faunas in this area have a weird and unic form like the lanturn fish that has a part of his head which transform into a rod for fishing-liked, this part can be glowed and used like a bait to catch some prey. Most of the faunas that lived in afotic areas can glows, because they have some fluorecent subtances in their body.
The aphotic areas have many food chains which mostly carnivorous. The recidue from the food chains like organics waste will be eaten by the deposit-feeders which mostly from echinoderm phyllum. these organism are the cleaners of the ocean because they make the decompose process faster.
The Characteristic of Aphotic Areas:

• sunlight can't reach this area caused by it's depthness that more than 200 meters
• there's only a few floras in this area
• almost all of the creatures in this area are carnivorous
• many animals in this area have some weirds and unics form
• in this area, the water pressure may make a submarine crush

SCIENCE HOMEWORK FOR 8TH A / B

SCIENCE HOMEWORK 8 A/B LCDA:DIANA MONTERO

WATER IN DESERTS Deserts are fantastic places to explore and make great destinations for hikers, backpackers, mountain bikers and horseback riders who have a yearning for solitude and wild natural beauty. But deserts are what they are because of their scarcity of water, and this lack of easily available drinking water makes desert travel both difficult and dangerous. Those who would travel off the beaten path in desert regions are, of course, well-advised to carry all the drinking water they plan to need for their excursion, but the unexpected can always happen, so it pays to have some knowledge of how to locate water in the event you run out, or get lost or injured and have to outstay your available supply. Most people simply assume there is no water to be found at all in the desert, but in truth, there are only a few extreme deserts in the world that are totally devoid of water. These are places like Death Valley and parts of the Sahara where there is absolutely no vegetation and little if any life. In most other desert and arid mountain regions, there is quite a bit of life, though species are limited and all are well-adapted to surviving in conditions of extreme drought. These deserts all receive some rainfall or snow, though it may be months between such events and there may not be any readily available surface water such as lakes or streams. In such deserts, one way to find water is to dig for it. Water often seeps just beneath the surface, where it is retained by underlying layers of rock and cannot evaporate since it is not exposed to the sun. The key to finding such hidden reservoirs of water is to know where to dig. Dry washes are often located in ravines or hollows between hills or in the bottoms of canyons in mountainous deserts. These washes are streambeds in times of rare rains and can become raging torrents in a flash flood. Water is often found by digging in such dry stream beds. You can make an educated guess as to where to dig by looking for signs of moisture, such as damp sand. If conditions are too dry for this to occur, look for areas along the streambed with the most vegetation and dig adjacent to this greenery. Chances are you’ll find moisture within a couple of feet of the surface if there is much plant life nearby. Water often collects beneath the surface in areas of the streambed where there are sharp bends. Dig near the outside of such bends if there is no indicating greenery anywhere to be found. If you do find water by digging like this, it may not be in large quantities. When you dig down and find wet sand or gravel, keep scooping out this material until water gradually seeps into the hole. If there is not enough water to dip out and drink in a conventional way, you can sponge it up with a shirt or other article of clothing and squeeze it out into your mouth. Another way to get water in the desert with this sponging method is to use cloth like this to mop up dew early in the morning. If there is any vegetation at all, there will usually be dew on it before sunrise, and you can collect surprisingly large quantities by mopping it up and squeezing out the cloth. Some desert vegetation such as certain species of cactus contains a lot of water. The barrel cactus is one example. If you can cut open some of these larger cacti to get to the pulpy inside, you can suck the water out them. Water can also be found in natural rock pockets that are common in arid mountains and hills. Sometimes these natural pools can contain a large quantity of easily obtained surface water. Before drinking such water look for signs of mineral poisoning by checking for signs of animals using the water. If you see lizard, rodent or other animal tracks leading to and from the pool, but don’t see any remains of small animals nearby, chances are the water is okay to drink. The most important thing to remember if you are stranded in a desert without water is to not give up. Don’t die of thirst when salvation may be just beneath your feet or nearby in a hidden rock grotto. If there are animals and plants living in the desert in which you are lost, then there is surely water if you know how to find it.

SCIENCE HOMEWORK FOR 9TH A / B

Biodiversity in the marine environment. 2/08/2010

The marine environment has received much less attention than its terrestrial counterpart in the area of biodiversity. This is surprizing considering that marineevolution has a 2.7 billion year head start over terrestrial environments. This lack of attention probably results from the relatively limited accessibility of the ocean as well as its vast nature (i.e. covers approximately 70% of the earth's surface). Moreover, the previous train of thought depicted the marine environment as an area of low biodiversity and thus, research focused on land. Although an extensive amount of important biodiversity information has been addressed on land, the need for more research in the marine realm is great.

There exists a wealth of biodiversity in marine environments as a consequence of millions of years of evolutionary history. All except one of the presently described phyla (33; Norse, 1993) occur in the ocean while only about half that occur on land. Consequently, marine organisms display a much larger phyletic diversity than those on land (Ray, 1988). Furthermore, 15 phyla are exclusively marine! Ocean creatures contain a diversity of survival strategies not found on land and therefore, they may exhibit a higher functional diversity. Therefore, it is possible that the marine environment has not only a high phyletic diversity but also a great functional diversity. Further research is necessary to better the understanding of how diverse the marine environment actually is.

SCIENCE HOMEWORK FOR 8TH A / B

SCIENCE EXERCISES FOR 8 A/B LCDA. DIANA MONTERO

Typical Desert Food Chains

Mountain Lion Mule Deer Plant (forbs)

Coyote Quail Plant (shrub seeds)

Snakes Lizards Insects Plant (wildflower/grass seeds)

Hawk Snakes Rats Plant (seeds)

Typical Desert Food Pyramid

4th Trophic Level:
Tertiary Consumers
Carnivores
These are high level consumers, carnivores that will eat other carnivores.


3rd Trophic Level:
Secondary Consumers
Small Carnivores
The predators are the secondary consumers.

snakes, insect-eating lizards, and tarantualas.. In the harsher desert environments, they are the top predators.

2nd Trophic Level:
Primary Consumers
Herbivores
These animals are usually small and eat little. Many are insects, or reptiles Including:
Ants and other insects, rats and mice, some reptiles the largest of which are the tortoise and chuckwalla.

1st Trophic Level:
Primary Producers
Plants
These are plants that make food through photosynthesis. Limited by the availability of water,.
Including:
Trees, shrubs, cactus, wildflowers, grasses

Secondary Consumers - Small Predators
Tertiary Consumers - Large Predators

THEMES FOR THE EXAM / FIRST TERM

UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL

THEMES FOR THE FIRST TERM

LCDA. DIANA MONTERO READING 8 A / B

UNIT 1 SPORTS

LESSON 1 THE BEAUTIFUL GAME

· THINK ABOUT IT

· VOCABULARY SKILLS: WORD GROUPS

· PREDICTING: PELE

· UNDERSTANDING THE TEXT

· READING SKILLS: SEPARATING FACT AND OPINION

LESSON 2 THE SCIENCE OF SPORTS

· THINK ABOUT IT

· VOCABULARY SKILLS: USING A DICTIONARY

· PREDICTING: SCIENCE IN SPORTS

· UNDERSTANDING THE TEXT

· READING SKILLS: IDENTIFY COHESION

LESSON 3 SCIENCE INTO SPORTS

· THINK ABOUT IT

· VOCABULARY SKILLS: WORD GROUPS

· PREDICTING: SPRING MAN

· UNDERSTANDING THE TEXT

· READING SKILLS: SEPARATING FACT AND OPINION

UNIT 2 PEOPLE AT WORK

LESSON 4 WORK AROUND THE WORLD

· THINK ABOUT IT

· VOCABULARY SKILLS: SYNONYMS / ANTONYMS

· PREDICTING: WORK AROUND THE WORLD

· UNDERSTANDING THE TEXT

· READING SKILLS: IDENTIFY COHESION

LESSON 5 A JOB AT ANY PRICE ?

· THINK ABOUT IT

· VOCABULARY SKILLS: SYNONYMS

· PREDICTING: READER´S LETTER

· UNDERSTANDING THE TEXT

· READING SKILLS: SKIMMING

UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL

THEMES FOR THE FIRST TERM

READING 9 A / B

UNIT 1 EDUCATION

LESSON 1 STUDENT DAYS

· THINK ABOUT IT

· VOCABULARY SKILLS: WORD GROUPS

· PREDICTING: LOWOOD SCHOOL

· UNDERSTANDING THE TEXT

· READING SKILLS: SKIMMING

LESSON 2 STUDYING ABROAD

· THINK ABOUT IT

· VOCABULARY SKILLS: GUESSING MEANING FROM THE CONTEXT

· PREDICTING:

· UNDERSTANDING THE TEXT

· READING SKILLS: IDENTIFY TEXT ORGANIZATION

LESSON3 ALTERNATIVE EDUCATION

· THINK ABOUT IT

· VOCABULARY SKILLS: IDENTIFY THE TOPIC

· PREDICTING: HERTFORD HOUSE

· UNDERSTANDING THE TEXT

· READING SKILLS:

UNIT 2 FAMILY AFFAIRS

LESSON 4 TALKING THROUGH PROBLEMS

· THINK ABOUT IT

· VOCABULARY SKILLS: ANTONYMS / SYNONYMS

· PREDICTING: 30-SECONDS CHAT WITH DAD

· UNDERSTANDING THE TEXT

· READING SKILLS: IDENTIFY COHESION

LESSON 5 LOVE AROUND THE WORLD

· THINK ABOUT IT

· VOCABULARY SKILLS: USING DICTIONARY

· PREDICTING: THE LETTER

· UNDERSTANDING THE TEXT

· READING SKILLS: SELECTING

UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL

THEMES FOR THE FIRST TERM

READING 10 A / B

UNIT 1 LIFE WITH THE INTERNET

LESSON 1 CHAT ROOM-ROMANCE

· THINK ABOUT IT

· VOCABULARY SKILLS: PREFIXES

· PREDICTING: LOVE ON LINE PERSONALS

· UNDERSTANDING THE TEXT

· READING SKILLS: IDENTIFY TEXT ORGANIZATION

LESSON 2 CONNECTING PEOPLE

· THINK ABOUT IT

· VOCABULARY SKILLS: USING DICTIONARY

· PREDICTING: SEARCH FOR A STRANGER

· UNDERSTANDING THE TEXT

· READING SKILLS: INFERRING MEANING

LESSON 3 THE INTERNET AND SOCIETY

· THINK ABOUT IT

· VOCABULARY SKILLS: SYNONYMS / ANTONYMS

· PREDICTING: THE PROS AND CONS OF INTERNET LIFE

· UNDERSTANDING THE TEXT

· READING SKILLS: SEPARATING FACT AND OPINION

UNIT 2 YOUTH CULTURE

LESSON 4 FINDING AN IDENTITY

· THINK ABOUT IT

· VOCABULARY SKILLS: GUESSING MEANING FROM THE CONTEXT

· PREDICTING: GROWING PAIN

· UNDERSTANDING THE TEXT

· READING SKILLS: IDENTIFY COHESION

LESSON 5 KIDS, MOVIES AND VIDEO GAMES

· THINK ABOUT IT

· VOCABULARY SKILLS:

· PREDICTING: ONLY A GAME

· UNDERSTANDING THE TEXT

· READING SKILLS: SCANING

UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL

THEMES FOR THE FIRST TERM

SCIENCE 8 A / B LCDA. DIANA MONTERO

UNIT 1 THE EARTH A PLANET WITH LIFE

LESSON 1 : TECTONIC PLATES: OCEANIC AND CONTINENTAL PLATES

• Vocabulary
• Answer the questions
• Write true or false sentences

LESSON 2 . INFLUENCE OF TECTONIC PLATES ABOUT THE MODIFICATION OF ECUADORIAN RELIEF

· Complete the sentences

· Write true or false sentences

· Vocabulary

LESSON 3 : DESERTED ZONES FROM LITORAL AND INTER-ANDEAN REGION AND FROM THE ATHROPIC DESOLATION ZONES

· Read and correct the mistakes

· Complete the word map

· Answer the questions

LESSON 4: ALTERNATIVE ENERGY. EOLIC ENERGY

· Vocabulary

· Answer the questions

· Choose the correct answer

UNIT 2 THE SOIL AND IT´S FEATURES

LESSON 1: FORMATION OF DIFFERENT KINDS OF DESERTED SOILS

• Vocabulary
• Match with the correct answer
• Choose the correct answer
• Read and correct the mistakes

LESSON 2: PHYSICAL FACTORS THAT ESTABLISH CONDITIONS ON LIVING DESERTS, AND LITORAL AND INTERANDINE REGIONS

• Vocabulary
• Complete the statements
• Write true or false sentences

LESSON 3: DIVERSITY OF FLORA IN DESERTS AND IN DESOLATION ZONES IN ECUADOR

• Vocabulary
• Complete the table about Diversity of flora on desert soils

LESSON 4 : DIVERSITY OF FAUNA IN THE DESERTS AND IN DESOLATION ZONES IN ECUADOR

• Vocabulary
• Complete the table about Diversity of Fauna on desert soils

LESSON 5: FOOD WEB IN DESERTS

· Answer the questions

· Complete pyramid of desert food chain

THEMES FOR THE FIRST TERM

SCIENCE 9 A / B

UNIT 1 THE EARTH A PLANET WITH LIFE

LESSON 1 : THEORIES ABOUT THE ORIGIN OF THE UNIVERSE, CREATIONISM AND BIG BANG

UNIT 1 THE EARTH A PLANET WITH LIFE

LESSON 1: THEORIES ABOUT THE ORIGIN OF THE UNIVERSE, CREATIONISM, AND BIG BANG

• Vocabulary
• Answer the questions
• Write true or false sentences

LESSON 2: THEORIES OBOUT THE OIGING OF LIFE

· Complete the sentences

· Write true or false sentences

LESSON 3: GALAPAGOS´S ISLANDS: RELATION OF THE RELIEF THAT THE ISLANDS PRESENT WITH TH ADAPTATION DEVELOPED BY THE ENDEMIC FLORA AND FAUNA

· Read and correct the mistakes

· Complete the word map

· Answer the questions

LESSON 4:VOLCANIC ORIGIN OF GALAPAGOS ISLANDS´S

· Match with the correct answers

· Answer the questions

· Choose the correct answer

UNIT 2 THE SOILS AND ITS FEATURES

LESSON 1 : CHARACTERISTICS OF VOLCANIC SOILS

• Vocabulary
• Match with the correct answer
• Choose the correct answer
• Read and correct the mistakes

LESSON 2 : PHYSICAL FACTORS THAT ESTABLISH CONDITIONS IN THE ISLAND´S LIFE

• Vocabulary
• Complete the statements
• Write true or false sentences

LESSON 3: CELL: PROKARIOTIC AND EUKARIOTIC

• Vocabulary
• Complete the sentences
• Write true or false sentences

LESSON 4: VEGETABLES CELLS AND TISSUES

• Answer the questions
• Fill in the blanks

LESSON 5 : FLORA AND FAUNA IN DANGER BY ENVIRONMENTAL DETERIIRATION AND ENTROPIC

• Complete the table about the flora and fauna in danger
• Vocabulary

PLANT CELLS AND TISSUES

SCIENCE EXERCISES FOR 9 A/ B JULY 8TH /2010

MATCH WITH THE CORRECT ANSWER

1.-SIEVE TUBE MEMBERS

A.- have a support function in plants, particularly in young plants.

2.- WATER CONDUCTING CELLS

B.- they have a hardening agent and are much more rigid.

3.- SCLERENCHYMA CELLS..........

C .- xylem are usually of two types, tracheids and vessel elements. Both allow water to flow to different parts of a plant.

4.- COLLENCHYMA CELLS

D.- phloem conduct organic nutrients such as sugar throughout.

the plant