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Unit 3H: Wilderness Survival (3H.1)Pool Party IIIndicator(s)5.3.1 The student will relate thermodynamics to the balance ofenergy in a system.A local pool was getting ready for a night time pool party. They heated the water to 85oF.When the party started the water felt very warm, but as the night went on it felt cooler andcooler. An employee of the pool decided to record the temperature every half an hour.Temperature of Pool Water over TimeTemperature of the Pool Water(degrees fahrenheit)8684828078767472Explain why the temperature of the pool was changing. In your reponse, be sure to include: what happened to the heat that was leaving the pool. what must be true of the air temperature based on the recorded pool temperatures. what could be done on nights that there is not a party to keep the pool warm.Be sure to consider the completeness of your response, supporting details, and accurate useof terms.

Unit 3H: Wilderness Survival (3H.1)Volcanic Ash IIndicator(s)5.4.1 The student will compare qualitatively how waves arepropagated and transmit energy.Typically, people think of a lava flow when they think of volcanoes. However, someeruptions are mostly ash and steam released into the atmosphere. This type of volcaniceruption is blamed for causing what is referred to as a “Little Ice Age” starting in the 13thcentury. The ash and steam blocked the sun’s rays causing extreme cold andagricultural difficulty which lead to massive decreases in populations.Describe how the energy from the sun warms the Earth. In your reponse, be sure toinclude: the form(s) of energy that the sun provides to the Earth. how energy from the sun warms the surface of the Earth. why the Earth’s temperature does not drop instantly when shaded from the sunby something such as a cloud.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.1 & 3H.2) Pilots’ Risk of Skin CancerIndicator(s)5.4.1 The student will compare qualitatively how waves arepropagated and transmit energy.For years, exposure to ultra‐violet radiation from prolonged time in the sun has been the majoridentified cause of skin cancer. New research is showing that ultra‐violet is not the only type ofradiation from the sun that can increase the risk of skin cancer. Rates of skin cancer amongpilots are twice that of non‐pilots, but the glass used in planes blocks most the ultra‐violetradiation. Pilots are also exposed to x‐rays from the sun during flight. The x‐rays that pilots areexposed to in one day of work are equivalent to a chest x‐ray. Although getting an x‐ray formedical reasons is believed to be safe, researchers believe that the frequent exposure thatpilots experience increases their risk for skin cancer.Use your knowledge of the electromagnetic spectrum to support the claim that pilots are at agreater risk of skin cancer from their exposure to x‐rays. In your reponse, be sure to include: how ultra‐violet radiation and x‐rays are different. why exposure to ulta‐violet radiation and x‐rays can cause can cause cancer but visiblelight and infra‐red can not. why pilots have a greater exposure to x‐rays than someone walking down the street.Be sure to consider the completeness of your response, supporting details, and accurate use ofterms.

Unit 3H: Wilderness Survival (3H.2)WaterIndicator(s)4.2.1 The student will explain how the properties of a moleculeThe response should are determined by the atoms it contains and their arrangement.address one of the4.2.3 The student will describe the properties of solutions andindicators.explain how they form.4.3.1 The student will explain that thermal energy in a materialconsists of the ordered and disordered motions of its collidingparticles.4.5.1 The student will describe the general types of chemicalreactions.5.4.2 The student will describe wave characteristics using bothdiagrams and calculations.How can safe drinking water be obtained in a wilderness survival situation? In yourreponse, be sure to include: a possible plan for obtaining water. possible strengths and weaknesses of this plan for obtaining water that shouldbe considered. a detailed explanation of how a chemistry or physics concept relates to this planfor obtaining water. a visual representation (picture, diagram, graph, table, etc.), with labels, tosupport the physics or chemistry concept.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.2)Packing PeanutsIndicator(s)4.2.1 The student will explain how the properties of a moleculeare determined by the atoms it contains and their arrangement.A new package delivery company has a goal of being environmentally friendly. They didsome research and found out that boxes are often recycled, but packing peanuts (smallfoam pieces used to protect delicate objects) are usually thrown out. The averagepeanut can take up to 50 years to decompose but some brands claim to degrade muchquicker. These companies claim that water dissolves their peanuts. The companywanted to test these claims before supporting one particular packing peanut brand. Totest the claim they put one peanut in a beaker of water for 1 hour. Below are theresults.Brand A in waterBrand B in waterBrand C in waterWATER MOLECULEHHOExplain why some packing peanuts dissolve in water and others do not. In yourreponse, be sure to include: what determines if one substance will dissolve into another substance. the type of substance that water is: ionic, polar covalent or nonpolar covalent. The type of substance that each brand of packing peanut might be: ionic, polarcovalent or nonpolar covalent.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.2)Make it SweetIndicator(s)4.2.3 The student will describe the properties of solutions andexplain how they form.A student’s favorite drink is sweet tea. Every morning he makes it by adding exactly thirtygrams of sugar and one tea bag to one liter of hot water. Some days his tea does not taste assweet as other days. Those same days he notices that there is sugar sitting at the bottom ofthe cup that will not dissolve no matter how long he stirs. He decided to filter out theremaining sugar and keep track of the data in the graph below.Amount of Sugar Undissolved in One Liter of TeaAmount of Sugar Undissolved (grams)54.543.532.521.510.50Day 1Day 2Day 3Day 4Day 5Day 6Day 7Explain why different amounts of sugar might dissolve at different times. In your reponse, besure to include: which day the least sugar dissolved and which day the most sugar dissolved. what could have caused less sugar to dissolve on some days. what the student could do to his drink to make more sugar dissolve.Be sure to consider the completeness of your response, supporting details, and accurate useof terms.

Unit 3H: Wilderness Survival (3H.2)Birthday CandlesIndicator(s)4.3.1 The student will explain that thermal energy in a materialconsists of the ordered and disordered motions of its collidingparticles.At a birthday party, two friends, get into a discussion about how a candle burns. Onefriend says that the wick in a candle burns, giving off heat which makes the wax melt.The other friend replies, “It is the wax that actually burns to make the flame. It gets sohot, it evaporates and the vapors burn.”Explain how the wax is fuel for a candle. In your response, be sure to include: A description of how atoms and molecules move differently in the solid, liquid,and gas phases. Which phase of matter has the most energy based on the movement of theatoms and molecules. A definition of melting and vaporizing. An explanation of why a flame is at the top of the candle even though the wholething is made of waxBe sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.2)AnalogiesIndicator(s)4.5.1 The student will describe the general types of chemicalreactions.A tutor comes up with analogies to help students to remember the types of reactions:single displacement, double displacement, synthesis and decomposition. He representsthe analogies with the pictures below.Analogy 1: Analogy 2: Analogy 3:Analogy 4: Explain how the analogies relate to the types of chemical reactions. In your reponse, besure to include: the type of reaction that each analogy represents: single displacement, doubledisplacement, synthesis and decomposition. a description of what happens to molecules in each type of reaction.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.3)FireIndicator(s)4.2.3 The student will describe the properties of solutions andThe response should explain how they form.address one of the4.3.2 The student will describe observed changes in pressure,indicators.volume, or temperature of a sample in terms of macroscopicchanges and the behavior of particles.4.3.3 The students will explain why the interactions amongparticles involve a change in the energy system.5.1.4 The student will analyze the behavior of forces.5.2.1 The student will describe the types of electric charges andthe forces that exist between them.How can fire be made in a wilderness survival situation? In your reponse, be sure toinclude: a possible plan for making fire. possible strengths and weaknesses of this plan for making fire that should beconsidered. a detailed explanation of how a chemistry or physics concept relates to this planfor making fire. a visual representation (picture, diagram, graph, table, etc.), with labels, tosupport the physics or chemistry concept.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.3)Pennies and MagnetsIndicator(s)4.2.3 The student will describe the properties of solutions andexplain how they form.A student visits Niagara Falls during spring break, and comes back with some Canadianpennies. She brings the pennies to school to show her friends, them puts them in herlocker. At the end of the year, the student cleans out her locker and finds the Canadianpennies, which are stuck to locker magnets. She also finds some American pennieswhich are not stuck to magnets. Out of curiosity of why this is, the student looks upwhat the two types of pennies are made of. The tables below show the student’sfindings.Canadian Penny94 % iron3.5% zinc1.5 % nickel1% copperAmerican Penny97.5% zinc2.5 % copperIdentify why to two types of pennies behave differently when in contact with a magnet.In your response, be sure to include: The definition of an alloy, solute and solvent. Identification of the solvent(s) and solute(s) in the Canadian penny. Identification of the solvent(s) and solute(s) in the American penny. Explanation of why the Canadian penny is magnetic, while the American penny isnot.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.3)Scuba DivingIndicator(s)4.3.2 The student will describe observed changes in pressure,volume, or temperature of a sample in terms of macroscopicchanges and the behavior of particles.Scuba diving tanks are filled with a mixture of oxygen and nitrogen gas. The gas is undera very high pressure (3,000 psi) inside of the tank. When it leaves the tank and goes tothe regulator, the pressure is much less (14.7 psi) resulting in a change in both volumeof the gas and temperature.RegulatorTankExplain how the change in pressure affects the gas as it leaves the scuba tank. In yourresponse, be sure to include: How the change in pressure affects the volume of the gas. How this change in the volume affect the temperature of the gas. A description of what is happening on the molecular level.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.3)Instant Ice PackIndicator(s)4.3.3 The student will explain why the interactions amongparticles involve a change in the energy system.An accident prone student wanted to stock up on instant ice packs. When she wentshopping, she notices that some brands contained ammonium nitrate (NH4NO3) andothers contained ammonium chloride (NH4Cl). Both had the same directions of poppingthe bubble in the middle of the pack, shaking, and then applying to injury. Beforebuying a large amount of any one she wanted to test which was more effective.Explain how the effectiveness of each ice pack could be tested. In your reponse, be sureto include: a detailed procedure. the name of the process used to determine the amount of energy released orabsorbed by a reaction. if instant ice packs undergo endothermic or exothermic reactions.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.3)Hot BladeIndicator(s)5.1.4 The student will analyze the behavior of forces.While working on some home repairs with his uncle, a student helps cut the wood.After the cut is made, she blows off the dust and feels the heat coming up from thewood onto his face. She also smells a slight burning smell. The student asks her uncle,“why did it get so hot?” and her uncle responds with one word: friction.Explain why the blade and wood became so hot while cutting. In your response, be sureto include: A definition of friction. How friction changes the temperature of substances. How the width of the blade and depth of the cut would affect the amount ofheat produced and why.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.3)Seasonal ShockIndicator(s)5.2.1 The student will describe the types of electric charges andthe forces that exist between them.A student reaches to open a door and gets a small electric shock. She knows that theshock is caused by static electricity, but it seems like in the winter she gets shockedmore than in the summer. The student asks her science teacher if there are times of theyear when there is more static electricity that builds up than other times of the year.The teacher replies that there is, and it depends on the humidity, or moisture in the air.The more humid the air is, the less static will build up and, therefore, the less you getshocked.Explain why static electricity does not build up as much when the air is humid. In yourresponse, be sure to include: an explanation of static electricity is formed. an explanation of why the student felt a shock when reaching for the doorhandle. an explanation of how moisture in the air allows static electricity to dissipate.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.4)FoodIndicator(s)4.5.4 The student will recognize that chemical reactions occur atThe response should different speeds.address one of the5.1.1 The student will use analytical techniques appropriate toindicators.the study of physics.5.1.3 The student will analyze and explain how Newton’s Lawsdescribe changes in an object’s motion.5.1.4 The student will analyze the behavior of forces.How can food be obtained in a wilderness survival situation? In your reponse, be sureto include: a possible plan for obtaining food. possible strengths and weaknesses of this plan for obtaining food that should beconsidered. a detailed explanation of how a chemistry or physics concept relates to this planfor obtaining food. a visual representation (picture, diagram, graph, table, etc.), with labels, tosupport the physics or chemistry concept.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.4)Burning SugarIndicator(s)4.5.4 The student will recognize that chemical reactions occur atdifferent speeds.Sugar combines with oxygen in the body to form carbon dioxide, water, and releasesenergy according to the following equation:C12H22O11(solid) 12 O2(gas) 12 CO2(gas) 11 H2O(gas) energyThis energy is harnessed by cells to provide the energy needed for cellular processes.Enzymes in the cells are catalysts that control the rate of the reaction.Sugar can also combine with oxygen in the air, as observed by anyone who has roasted amarshmallow and caught it on fire. At high enough temperatures and in a small space,the reaction between sugar and oxygen can be explosive. In February of 2008,explosion occurred at the largest sugar refining plant in the USA, killing 13 and injuring40.Explain how the rate of the reaction between sugar and oxygen is different in cells,roasting marshmallows and the industrial explosion. In your response, be sure toinclude: A definition of a reaction rate. The effect of surface area, temperature and catalysts on reaction rate. An explanation of why surface area, temperature and catalysts effect reactionrate based on what occurs on the molecular level.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.4)Three Legged StoolIndicator(s)5.1.3 The student will analyze and explain how Newton’s Lawsdescribe changes in an object’s motion.A large high school football player starts to sit on his teacher’s stool. The teachersuggests that he sit on a different stool, which has four legs.Explain why the teacher suggested that the student sit on the other stool. In yourresponse, be sure to include: Why a four legged stool is less likely to tip over than a three legged stool. Why a larger student, like the football player, would be more likely to tip overthe stool. A drawing showing the forces acting on each stool when someone sits on themto support your explanations.Be sure to consider the completeness of your response, supporting details, and accurateuse of terms.

Unit 3H: Wilderness Survival (3H.4)Fruit5.1.4 The student will analyze the behavior of forces.Indicator(s)Fruit is a healthy part of every diet. In order to sell the fruit at a market, it must beharvested from the tree at the right time: just when it is about to ripen, but before itgets too ripe. In order to harvest the fruit, it is important to pick the fruit before it fallsto the ground and gets smashed or eaten by animals.Why does the fruit fall to the ground after it ripens? In your response, be sure toinclude: Names and directions of forces acting on the fruit while it is in the tree. How the size of those forces changes as the fruit grows. Names and directions of forces acting on the fruit while it is falling.Be sur

Unit 3H: Wilderness Survival (3H.1 & 3H.4) Swinging in the Trees Indicator(s) 5.1.1 The student will use analytical techniques appropriate to the study of physics. Two monkeys are swinging on vines together. On