On the next page, you will take a 35-question unit test. Are you confident you know the Unit E material well?
It's always a good idea to make sure you are prepared for a test by studying. You can do this by returning to the Table of Contents and reviewing any Unit E lessons you are not sure about.
Also, you can review unit E material by trying three review exercises.
Create a mind map of the unit material.
A mind map is a visual representation of how all the ideas and concepts of the unit connect with each other. Try building a mind map by clicking the first tab below.
Do a puzzle! A puzzle can be a fun way to review unit concepts or terms. Try the puzzle we have prepared for you by clicking the second tab below.
Practice answering some questions. We have prepared some questions that will really get you thinking about the unit material. Try the practice questions by clicking the third tab below.
Remember, these are just suggestions for review! In addition to doing these three review exercises, you might also:
Contact your teacher for assistance if you are not sure about any concepts.
Check the course glossary and read all the unit E terms.
Make your own study cards and test yourself.
Whatever you choose to do, good luck with your unit review!
A mind map is a visual representation of how all the ideas and concepts of the unit connect with each other. There are several ways you can create a mind map:
You can create a mind map simply with just a pen and a sheet of paper.
You might try to build one using a free drawing program such as GIMP.
As an example to get you started, below you will see the start
of a mind map for Unit E that was built using MindMup. You can re-create it and build on it, or create a completely new one of your own.
Do a Puzzle
A puzzle can be a fun way to review unit concepts or terms. We have prepared a Unit E review puzzle for you, and there are several ways you can make the most of it:
The following 5 questions are meant to get you thinking about the Unit E material. Answers are provided below each question, but before you look at the answer, you should really try hard at answering the question yourself. If you have to,
review the Unit E lessons.
Question 1 2 marks
You are camping in the woods, and forgot to bring a water filter with you. A rocky stream is nearby, but it contains
muddy water. You have a plastic sheet, a cooking pot, a mug, and a shovel.
Describe how you could use these items to obtain clean potable water.
2 marks total
1 mark for description of evaporation, 1 mark for description of condensation.
Sample answer:
You could use these items to build a solar still. First, dig a hole in the ground in a sunny spot. Fill the cooking pot with water from the stream. Put both the cooking pot and the mug into the hole in the ground. Cover the hole
with the plastic sheet, holding it down with rocks on the sides. Place one rock on the plastic sheet directly over the mug.
Warmed by the sun, water will evaporate from the dirty water in the cooking pot. The water will condense on the plastic sheet, and run downwards to the low spot directly over the mug. Clean, fresh, and potable water will collect
in the mug.
Question 2 4 marks
One consequence of climate change is glaciers melting.
List two negative situations that can occur when glaciers melt. Describe how these situations affect people’s lives.
4 marks total
2 marks per listed answer and explanation
Sample answers:
Melting mountain glaciers can eliminate sources of fresh water. Mountain glaciers are the source of many rivers that supply fresh water to humans for personal and agricultural use. Rivers will dry up if mountain glaciers melt completely.
This is a problem for millions of people who rely on rivers to meet their water needs.
Melting continental ice sheets can raise sea levels. Rising sea levels will flood coastal communities and displace millions of people from their homes.
Melting continental ice sheets can change ocean currents. Large amounts of cold fresh water entering the ocean from melting continental ice sheets can disrupt warm ocean currents, such as the Gulf Stream. The disruption of ocean
currents can change the climate in places that are affected by ocean currents, such as northern Europe.
Accept any other reasonable answers.
Question 3 1 mark
The North Pacific Current carries warm water across the Pacific Ocean to Vancouver Island.
How does the North Pacific Current affect the climate of Vancouver Island?
The North Pacific Current carries warm water. The warm water increases the temperature of the air over the current. When this warm air over the North Pacific Current reaches Vancouver Island, it makes the climate warmer compared
to other locations in Canada at a similar latitude.
Question 4 2 marks
Why does eating a meat-heavy diet use more water than eating a vegan (plant-only) diet?
2 marks
1 mark for reference to direct water use, 1 mark for reference to indirect water use.
Sample answer:
Raising animals for agriculture requires more water than raising plants for agriculture, because animals use water both directly and indirectly. Animals directly use water for drinking and being cleaned. Animals consume water indirectly
from the plants they eat as feed.
A vegan diet uses less water because plants directly use water. Most crops require far less water than animals.
Question 5 2 marks
Scientists have monitored and managed a pond for 20 years. The information they have collected about the pond’s water quality is summarized in this table.
Year
Dissolved Oxygen
Dissolved Substances from Fertilizer
Fish Population
1995
high
low
410
2000
high
low
425
2005
low
high
10
2010
medium
low
180
2015
high
low
340
What changes did scientists observe in the pond’s water quality over 20 years? What was the likely cause of any changes in the pond’s water quality?
How did monitoring help scientists manage the water quality in the pond?
Until 2005, the pond had good water quality, indicated by low dissolved substances from fertilizers, high dissolved oxygen, and a high fish population. In 2005, substances from fertilizer entered the pond, which likely caused algae
growth in the pond. Decomposing algae decreased the dissolved oxygen levels in the pond, which caused the fish population to decrease.
The water quality of the pond started to increase again by 2010. The levels of fertilizer substances were low in the pond. The scientists likely took action to eliminate fertilizer addition to the water. This decreased algae growth,
which increased dissolved oxygen, and improved the pond’s water quality and fish populations again by 2015.
