ADLC Science 8 - Fresh & Saltwater Systems PDF

Preview/Review Concepts
for
Grade Eight Science
W3 - Lesson 3B:
Water in its Various States Affects
Earth’s Landforms and Climate
OBJECTIVES
By the end of this lesson, you should
• describe how water in its various states affects landforms
• describe how glaciers change the earth’s surface
• describe how the movement of tectonic plates affects the Earth’s surface
• describe how water affects Earth’s climate
GLOSSARY
climate - long term temperature, glacier - very large, moving body of

wind, and precipitation patterns ice
for an area
tide - twice daily rise and fall in
delta - land formed by sediment water level in the ocean (caused
deposits at the mouth of a river by the gravitational pull of the
where it flows into a lake or ocean moon)
erosion - the wearing away and tsunami - very large ocean wave
movement of rock fragments and usually produced by underwater
soil earthquakes
Preview/Review Concepts W3 - Lesson 3B Science Grade 8
W3 - Lesson 3B: Water in its Various States Affects Earth’s Land

forms and Climate
Welcome to W3 - Lesson 3B. This lesson is designed to teach
you that water in its various states has an effect on the Earth’s
landforms and climate. It should take about 1 hour to complete this
lesson, there will be a small homework assignment at the end.
How Water in its Various States Affects Earth’s Landforms
Water is found in three states: a solid (ice or snow), a liquid (water),

and a gas (water vapour or humidity). Water is key to the survival
of all organisms and can be found just about anywhere. Oceans,
rivers, polar ice caps, underground aquifers, even the air you
breathe has some form of water in it.
Did you know that less than 1% of all the water in the world
is suitable to drink? Canada is one of the few countries in
the world where fresh water is in a great supply.
Liquid water, whether it be freshwater or saltwater, can affect

both land formations and climate. One way is by the action of
waves and tides. Waves are created mostly by the energy of moving
air. This air along with water that is constantly crashing onto the
shoreline causes the land formation to change over time. These
land formations affect the types of vegetation and other organisms
that can live in an area.
Large waves called tsunamis are created by earthquakes under the

oceans. When an undersea earthquake occurs, energy is transferred
from the earth’s crust to the oceans causing large ocean waves close
to shore. These waves can flood small islands and land close to
shore. They can tear away large pieces of rock and salt, and deposit
them in various places.
Tides are created by the gravitational force of the moon and its
location around the world at various times of day. The moon’s
gravity pulls the water towards itself. The location of the moon over
time can be predicted, so tides can be predicted. This movement
of water on the shoreline causes land formations to appear and
disappear depending on whether it is a high tide or a low tide.
During high tide the water level is at its highest; during low tide
the water levels are at their lowest.
Developed by Alberta Distance Learning Centre .......................................................................................................... 1

Science Grade 8 Preview/Review Concepts W3 - Lesson 3B
Read pages 349, 351-353 for more details.
1. How do small waves change shorelines compared to large waves?
___________________________________________________________
___________________________________________________________
Streams and Rivers
Streams and rivers also play a large part in creating landforms.

They carry sediments of sand, silt, clay, and rock that they pick
up from the land they move through. These materials are then
deposited at points where the stream or river slows, forming what
are known as deltas. Deltas are usually located where a river or
stream meets a larger body of water such as a lake or an ocean.
Large deltas have developed over long periods of time.
Another example of land formations

are coastline beaches. Strong ocean
currents that carry and deposit
sediments along the coastline tend to
create beaches of various shapes and
forms.
Activity 1
Read and understand the information

above and pages 355, 358-359 in
Science in Action 8. Then answer the
following questions.
1. __________________________ are rock fragments and soil carried

by a river and deposited.
2. Describe what happens to the sediment load when a river slows.
___________________________________________________________
___________________________________________________________
2 ............................................................................................................. Developed by Alberta Distance Learning Centre

3. If water did not carry sand, silt, or clay, what landforms would
not occur?
___________________________________________________________
Weathering
Physical weathering is another form of erosion. This is the moving

of soil and rock from areas such as hillsides to new formations at
their base. Temperature has a key role in the structure of the land.
As the temperature increases, the movement of water increases,
causing greater amounts of erosion.
If you have ever placed a closed container full of water in a deep

freeze, you might have discovered that when the water froze, the
container broke. This is because water expands as it freezes. The
effect of water freezing and expanding also contributes to the
weathering of landforms.
If water pools in cracks on a mountainside and the

temperature decreases to cause the water to freeze, the frozen,
expanded water forces chunks of rocks apart. These pieces
will eventually end up at the bottom of the slope. This prying
apart of materials, commonly rock, by the expansion of water
freezing is known as frost wedging.
Another way landforms are created by water is through chemical

weathering. This occurs when rainwater slowly reacts with rock
such as limestone. Over time the limestone is dissolved and huge
underground caverns are formed.
Activity 2
Read and understand page 359 in Science in Action 8. Then, answer

the following questions.
1. Describe how chemical weathering affects limestone and other

rocks.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are two reasons water is a very strong force in erosion?
___________________________________________________________
___________________________________________________________
Glaciers
Glaciers are large bodies of ice that move across the earth’s surface,
changing the shape of the land. As the temperature increases, the
glacier melts. Sediments, ranging from large boulders to small
pebbles are left behind. This type of erosion is found in mountain
valleys where the valley walls are a distinctive u shape as opposed
to a v shape, indicating the erosion was caused by streams and
rivers. Glacial erosion can also occur over entire continents. Glacial
melt waters can also change the shape of the land by carrying and
depositing sediment.
Activity 3
Read and understand pages 363 to 365 in Science in Action 8. Then,

answer the following questions.
1. Identify and define two different types of glaciers.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. How do glaciers erode and shape the land they go over?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Glaciers are snow that is compressed to ice. Identify and define at least three features
that glaciers have left on the landscape.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Tectonics Plates
Other makers of landforms are the tectonics plates that fit together to make the earth’s
crust. These plates are in constant motion. As these plates move apart and together, so
does the earth’s crust. Some areas are enlarged while other areas vanish completely. One
result of this constant motion is the formation of volcanoes and mountain ranges, both
underwater and on land.

Activity 4

1. The ____________________ _____________________ Theory states

that the surface of Earth is divided into huge moving plates.
2. Define the lithosphere.
___________________________________________________________
___________________________________________________________
Water in its Various States Affects Earth’s Climate
Water affects climate in several ways. The combination of

precipitation (rain, snow, etc.), the amount of sunshine a region
experiences yearly, and the temperature is known as climate.
Climates can be influenced by ocean currents. These currents can
affect the temperature of the air and the amount of precipation that
occurs. The temperature of these ocean currents warm or cool the
air that is above them, causing the air to move.
When air is cooled, it tends to lose some of the water it is carrying,

producing precipitation. During some years, the warm water at
the equator may increase in temperature making the ocean water
warmer further north. This has an effect on weather and could
possibly cause droughts and other catastrophic weather events in
some areas. This effect is called El Nino. Chinooks that Albertans
experience in the southern part of the province occur when air loses
much of its moisture while rising when warm and cold water mix
together. Their different densities cause them to move and form
currents over the mountains. The air is then warmed as it descends
to the prairies and is compressed.

Activity 5
Read and understand the above and then answer the following questions.
1. How does a chinook form?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Name one way that each state of water affects landforms.
Solid water _____________________________________________________________________
Liquid water ____________________________________________________________________
Gas water ______________________________________________________________________
The Future Effect of Water on Climate and Landforms
Water will always affect climate and landforms. Scientists are

concerned about global warming and the greenhouse effect. The
greenhouse effect involves greenhouse gases
such as carbon dioxide and methane. As
their levels increase in the atmosphere, the
Earth’s average temperaure increases.
As global warming continues,

temperatures and climates will change
even more. These changes caused by
temperature increases include the rate
of melting of the polar ice caps and
an increase in the number of violent storms. These will increase
the water levels not only in the ocean but also in rivers and lakes.
These climatic changes would have an enormous effect on coastal
cities and coastal swamp lands, which would be flooded.

Activity 6
Read and understand the above paragraphs then answer the

following questions.
1. What is the main concern with water, climate, and landforms?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What effect does a very large body of water have on an area’s

climate?
___________________________________________________________
___________________________________________________________
3. In your view, which landform process is responsible for the

greatest change?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
You should now be able to meet all the objectives

listed at the beginning of the lesson. Go through the
list to see if there is anything you need to spend more
time on.

Extended Activity (Homework)
Take a container such as a plastic pop bottle and fill it with water.
Put the cap on. Place the pop bottle in a larger container such as
an ice cream bucket and place them in the freezer. Leave them
overnight. What happened to the pop bottle?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Science Grade 8
W3 - Lesson 4: Adaptations to Aquatic
Ecosystems
V5-07
Important Concepts of Grade 8 Science Materials
Required
W1 - Lesson 1 ...................................................................... Mass, Volume, and Density
W1 - Lesson 2 ............................................................. Solubility and Saturation Points
Textbook:
W1 - Lesson 3A ...................................................... Viscosity, Flow Rate, and Buoyancy
Science in
W1 - Lesson 3B .................................................................................... Simple Machines
Action 8
W1 - Lesson 4 .................Gears, Mechanical Advantage, Speed Ratios, and Efficiency
W1 - Lesson 5 .....................................................................Hydraulics and Pneumatics
W1- Quiz
W2 - Lesson 1 ....The Role of Cells within Living Things, Cells-Tissue-Organ System
W2 - Lesson 2 ......................................................................................... The Microscope
W2 - Lesson 3 ................................................................................ Body Systems Part 1
W2 - Lesson 5 ................................................ Problems Associated with Body Systems
W2 - Quiz
W3 - Lesson 1 ....................................................Transmission and Absorption of Light
W3 - Lesson 2 .......................................................... Reflection and Refraction of Light
W3 - Lesson 3A ...................................................................................Vision and Lenses
W3 - Lesson 3B .. Water in its Various States Affects Earth’s Landforms and Climate
W3 - Lesson 4 ........................................................ Adaptations to Aquatic Ecosystems
W3 - Lesson 5 ........................................................................................... Water Quality
W3 - Quiz ..........................................................................................................................
Science Grade 8
Version 5
Preview/Review W3 - Lesson 4
Publisher: Alberta Distance Learning Centre

Author: Kevin De Clerq
In-House Teachers: Barb Philips and Norene Pinder
Project Coordinator: Dennis McCarthy

Preview/Review Publishing Coordinating Team: Nina Johnson,
Laura Renkema, and Donna Silgard
The Alberta Distance Learning Centre has an Internet site that you may find useful. The address is as follows: http://www.adlc.ca
The use of the Internet is optional. Exploring the electronic information superhighway can be educational and entertaining. However, be
aware that these computer networks are not censored. Students may unintentionally or purposely find articles on the Internet that may
be offensive or inappropriate. As well, the sources of information are not always cited and the content may not be accurate. Therefore,
students may wish to confirm facts with a second source.
ALL RIGHTS RESERVED

Copyright © 2007, by Alberta Distance Learning Centre, 4601-63 Avenue, Barrhead, Alberta, Canada, T7N 1P4. Additional copies
may be obtained from the Alberta Distance Learning Centre.
No part of this courseware may be reproduced or transmitted in any form, electronic or mechanical, including photocopying (unless
otherwise indicated), recording, or any information storage and retrieval system, without the written permission of Alberta Distance
Learning Centre.
Every effort has been made both to provide proper acknowledgement of the original source and to comply with copyright law. If
cases are identified where this effort has been unsuccessful, please notify Alberta Distance Learning Centre so that appropriate
corrective action can be taken.
IT IS STRICTLY PROHIBITED TO COPY ANY PART OF THESE MATERIALS UNDER THE TERMS OF
A LICENCE FROM A COLLECTIVE OR A LICENSING BODY.
for
Grade Eight Science
W3 - Lesson 4:
Adaptations to Aquatic
Ecosystems
OBJECTIVES
• explain the concept of Natural Selection
• describe some adaptations of organisms living in aquatic ecosystems
• list and describe factors that cause adaptations in aquatic organisms
• describe how humans have influenced the adaptation of aquatic organisms
GLOSSARY
adaptation - a feature that gives natural selection - the process

an organism a better chance where individuals well
of surviving in a particular suited to their environment
environment survive and pass on their
advantageous traits (Others
evolution - change in a species over not suited to the environment
time die.)
Preview/Review Concepts W3 - Lesson 4 Science Grade 8
W3 - Lesson 4: Adaptations to Aquatic Ecosystems

Welcome to W3 - Lesson 4. This lesson is designed to teach you
about adaptations to aquatic ecosystems. It should take about
1.5 hours to complete this lesson; there will be a small homework
assignment at the end.
Adaptations to Aquatic Ecosystems.
The term aquatic life refers to organisms that live in water.

Ecosystems are a network of interactions linking living (biotic)
and non-living (abiotic) things. Therefore, aquatic ecosystems are
areas of water where organisms live.
The role an organism plays in its environment is called a niche.

Ecosystems are as diverse in the different kinds of species as people
within a town. The more complex the ecosystem, the more diversity
is shown.
The more adaptative a species is to changes in an environment,

the greater its chances of survival within that habitat. Therefore,
adaptation to aquatic ecosystems means survival of the fittest.
Organisms that fail to adapt to changes in their environment
become extinct. Organisms who have adjusted to the new
environment and survive are able to pass these distinctive
characteristics on through generations. This is more commonly
known as natural selection. This natural selection process over
time allows those organisms to evolve into more adaptable species,
which is called evolution.

Science Grade 8 Preview/Review Concepts W3 - Lesson 4
Activity 1

1. ___________________ is a physical characteristic or behaviour of

a species developed through time.
2. List and describe three different adaptations that aquatic

animals possess.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Define diversity in an ecosystem.
___________________________________________________________
___________________________________________________________
4. How is the ocean able to support a great diversity of living

things?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

5. Page 375 discusses lake diversity. A freshwater lake has three

zones. Why are very few organisms living in the lowest zone?
Why do most of the aquatic animals live in the upper zone?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
6. Pages 376 to 377 discuss ocean diversity. Briefly list and

summarize the four different ocean zones in which animals can
live.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Factors that Cause Adaptations
Organisms in water adapt for several reasons. Temperature is an

important factor. Each species has a temperature range in which
it can survive. Tropical fish are not able to survive and reproduce
in Alberta’s cold mountain lakes. Similarly, some species of fish
cannot survive in warm water year round. For example, Arctic char
cannot survive in water at the equator because some of their life
processes requires very cold water for part of the year.
Light is another factor. Most organisms thrive in light. Plants

need light for photosynthesis so they can grow and reproduce.
However, some organisms have adapted to low light conditions. In
the deep ocean, certain species of crab do not need light to survive.
Pressure is a third factor. Deep water has great pressure, but

certain animals can survive and thrive. A fish from extremely deep
water will not survive when brought to the surface because the
lower pressure will damage it.
The fourth factor is salinity. Salinity refers to the amounts of

minerals and salts in water. Ocean water has high salinity because
it is very salty. Some inland lakes have high salinity because the
rivers and streams feeding them flow through soil and/or rock
containing salt and pick up more of the salts and minerals from
the riverbed. This higher concentration gets even higher when it is
deposited into one place such as a lake.
Most freshwater organisms cannot live in salt water. The salt in the
water actually draws fluid out of their organs and kills them. Some
species have adapted. Certain salmon species spend part of their
lives in the ocean and part in freshwater rivers. The explanation of
this adaptation goes back to the time when there were continental
glaciers in North America. These glaciers covered the lakes and
rivers causing the fish to move, in this case, to the ocean such as the
Bering Strait Refuga (a refuge for fish). Those fish that survived
adapted back to fresh water, such as many of the trout species did,
and some adapted to using both fresh and salt water as part of their
life cycles.
Water movement is also a factor for adaptation. Some plants

and animals prefer fast wave action water and thrive there.
Some plants and animals prefer very still water, such as in a
swamp.

Activity 2

1. The textbook lists five factors that lead to the development of

adaptations by species. List them and explain the main cause of
animals adapting for each.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________
________________________________________________________
________________________________________________________

2. Choose an adaptation an aquatic animal has developed

and describe how the animal has changed physically or
behaviourally.
___________________________________________________________
___________________________________________________________
3. What other factors may cause aquatic species to adapt?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Aquatic Adaptations with Human Interaction
Organisms have adapted to the natural environment over long

periods of time. Although organisms have the ability to evolve in
an ever-changing environment, the most difficult task is to adapt to
human patterns of life. This is because the changes we make are
often very major and quick.
We harm aquatic ecosystems in many ways. Loss of habitat is

a very large concern. Wetlands are drained to plant crops.
Shorelines are altered to become attractive beaches.
Shrimp and fish farms fill areas where once a diverse
group of organisms lived. We pollute bodies of
water with our sewage and when we drill for oil
and gas. Pesticides and other chemicals run
into waterways. Humans have also introduced
new plant and animal species to foreign areas.
They interact with, and sometimes seriously
harm, native species. All of this has a great
effect on the diversity in all types of aquatic
ecosystems.
Human interaction does not allow for many

generations of organisms to deal with the
changes; rather, we demand immediate change.
This has caused extinction and near-extinction
of many species.

Fortunately government agencies in many parts of the world are

starting to recognize the impact that humans have on aquatic
species and are conducting research to reduce the impact of some
of these activities. They are also providing guidance in how
activities affecting water and the organisms that rely on it should
be performed.
Activity 3
Read and understand the previous paragraphs and pages 383 to

384 in Science in Action 8. Then, answer the following questions.
1. In your own words, describe two human-caused problems

aquatic species encounter. What effects do these problems have
on aquatic species?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Use the Internet or other sources of information. In a few

sentences, describe a problem caused by man that is affecting an
aquatic species.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

You should now be able to meet all the objectives

listed at the beginning of the lesson. Go through the
list to see if there is anything you need to spend more
time on.
Extended Activity (Homework)
Using resources available to you (books, Internet, etc.), make a list

of organizations that help to promote aquatic diversity.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Science Grade 8
W3 - Lesson 5: Water Quality

V5-07
Important Concepts of Grade 8 Science Materials
Required
W1 - Lesson 1 ...................................................................... Mass, Volume, and Density
W1 - Lesson 2 ............................................................. Solubility and Saturation Points
Textbook:
W1 - Lesson 3A ...................................................... Viscosity, Flow Rate, and Buoyancy
Science in
W1 - Lesson 3B .................................................................................... Simple Machines
Action 8
W1 - Lesson 4 .................Gears, Mechanical Advantage, Speed Ratios, and Efficiency
W1 - Lesson 5 .....................................................................Hydraulics and Pneumatics
W1- Quiz
W2 - Lesson 1 ....The Role of Cells within Living Things, Cells-Tissue-Organ System
W2 - Lesson 2 ......................................................................................... The Microscope
W2 - Lesson 5 ................................................ Problems Associated with Body Systems
W2 - Quiz
W3 - Lesson 1 ....................................................Transmission and Absorption of Light
W3 - Lesson 2 .......................................................... Reflection and Refraction of Light
W3 - Lesson 3A ...................................................................................Vision and Lenses
W3 - Lesson 3B .. Water in its Various States Affects Earth’s Landforms and Climate
W3 - Lesson 4 ........................................................ Adaptations to Aquatic Ecosystems
W3 - Lesson 5 ........................................................................................... Water Quality
W3 - Quiz ..........................................................................................................................
Science Grade 8
Version 5
Preview/Review W3 - Lesson 5
Publisher: Alberta Distance Learning Centre

Author: Kevin De Clerq
In-House Teachers: Barb Philips and Norene Pinder
Project Coordinator: Dennis McCarthy

Preview/Review Publishing Coordinating Team: Nina Johnson,
Laura Renkema, and Donna Silgard
The Alberta Distance Learning Centre has an Internet site that you may find useful. The address is as follows: http://www.adlc.ca
The use of the Internet is optional. Exploring the electronic information superhighway can be educational and entertaining. However, be
aware that these computer networks are not censored. Students may unintentionally or purposely find articles on the Internet that may
be offensive or inappropriate. As well, the sources of information are not always cited and the content may not be accurate. Therefore,
students may wish to confirm facts with a second source.
ALL RIGHTS RESERVED

Copyright © 2007, by Alberta Distance Learning Centre, 4601-63 Avenue, Barrhead, Alberta, Canada, T7N 1P4. Additional copies
may be obtained from the Alberta Distance Learning Centre.
No part of this courseware may be reproduced or transmitted in any form, electronic or mechanical, including photocopying (unless
otherwise indicated), recording, or any information storage and retrieval system, without the written permission of Alberta Distance
Learning Centre.
Every effort has been made both to provide proper acknowledgement of the original source and to comply with copyright law. If
cases are identified where this effort has been unsuccessful, please notify Alberta Distance Learning Centre so that appropriate
corrective action can be taken.
IT IS STRICTLY PROHIBITED TO COPY ANY PART OF THESE MATERIALS UNDER THE TERMS OF
A LICENCE FROM A COLLECTIVE OR A LICENSING BODY.
for
Grade Eight Science
W3 - Lesson 5:
Water Quality
OBJECTIVES
• name and define various features of water quality
• explain how those features affect water quality
• name and explain some water quality problems
• explain some ways that water quality is determined
GLOSSARY
effluent - fluid that flows into a body water quality - the purity of a
of water from human activity sample of water
spillway - a passage for water, fish, watershed - area of land that

etc., to go around a dam drains into a body of water
W3 - Lesson 5: Water Quality
Welcome to W3 - Lesson 5. This lesson is designed to teach you

what water quality means to the survival of a species. It should
take about 1 hour to complete this lesson. Before you go home, you
will write a short quiz on what you learned this week.
Water Quality
Water quality refers to the level of impurities in the water and the
amount of life it will support. In Alberta, many lakes, rivers, and
streams are monitored regularly to ensure that the water quality is
suitable for living organisms. This quality of water can be affected
by both natural and artificial means.
Within the environment are natural changes such as spring run

off, that allow decayed plant materials to become trapped in the
river. This causes changes in the quality and levels of the water.
An artificial means of change is acid rain created from products of
combustion, causing acid levels to affect various ecosystems.
Turbidity is best described as how clear the water is. Increased

sediment makes water very murky looking, and is described as
having high turbidity. In the spring, flooding rivers tend to have
high turbidity to the point where a city’s or a town’s water could
look quite brown.
Fish also have a problem with high turbidity because fish may not
see their predators and food supply in murky water. High levels of
suspended sediment could also clog gills.

Salinity also has a key role in the quality of water whether it be

in fresh or salt water. The amount of salts and other minerals
that have dissolved in the water have a direct affect on the type of
organism that can survive in that body of water. If there are high
levels of calcium and magnesium, the water is said to be hard. Soft
water contains sodium and potassium. As water travels through
a river system, it collects more salts and minerals the further it
moves; therefore, when it reaches an ocean the water may contain
high levels of salinity.
Fresh water species have difficulty living in salt water due to the
high levels of salts. Salt water species have a struggle to survive in
fresh water because of the low levels of salts.
Flow rate can affect water quality and the type of species capable
of surviving in a particular body of water. The faster the water is
flowing, the fewer the organisms able to survive the turbulence
of the water. Most game species of fish such as trout require
pea-sized gravel to lay their eggs in streams and rivers. The
flowing water provides oxygen to those eggs and removes
sediments from the gravel. If the flow rate is too
low, the suspended load of sediments in the water
deposits onto the pea gravel, and cover the eggs
with silt. This prevents oxygen from getting to
the eggs, preventing them from hatching.
Water levels also affect water quality

for fish and other aquatic organisms. If pools are not deep enough
in a river in the summer, the fish have difficulty surviving because
the water warms and releases dissolved oxygen. One factor that
affects water levels is the amount of vegetation growing along the
river banks and on the watershed. Trees actually slow the melt
rates of snow so that runoff is longer and more even.
Clearing along the river wall allows the snow to melt away quickly,
causing a week or two of flooding and then very little runoff for the
remainder of the year.
Man has used artificial means to help control the water levels by
building dams on some major rivers for the purpose of irrigation or
flood control. These dams provide a constant flow of water at the
spillway. This is good for fish species that are down river, but it
interferes with migration of fish.

Reservoirs behind dams may cause problems resulting from

fluctuating water levels. In the spring, the dams are at full capacity
and by the fall the water level may have dropped as much as 10
metres. Most aquatic plants grow in certain depths of water. When
the depths change dramatically, these plant species have difficulty
growing.
Activity 1
Read and understand the previous paragraphs and pages 386 and
388 in Science in Action 8. Then, answer the following questions.
1. What are four factors that affect water quality?
___________________________________________________________
___________________________________________________________
2. In a slow-flowing river, what is one thing that kills fish eggs?
___________________________________________________________
3. What is the danger to aquatic ecosystems created by farmers

using herbicides and pesticides on their crops?
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. What happens to water in a river when it reaches and flows into

an ocean?
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. Why are fresh water organisms unable to live in salt water?
___________________________________________________________
___________________________________________________________
Water Quality Problems
A problem that the province of Alberta has encountered on some of

its rivers has to do with effluent. Effluent is the water that comes
from industrial and sewage plants and runs into rivers, streams,
or lakes. The province has set minimum standards so that this
effluent is relatively safe for plants and animals. However, constant
monitoring and strict guidelines for industry must be established
and followed to help improve already delicate aquatic ecosystems.
Sewage treatment plants have difficulty processing phosphates.

Phosphates are found in some detergents and soaps. In water, they
act like a fertilizer and promote excessive amounts of algae.
Phosphate levels are usually high in rivers downstream from

sewage treatment plants, causing an over-abundance of algae. This
growth chokes other forms of plant
life that fish survive on, thus reducing
the levels of fish in the stream.
Decomposition of dead plant matter
also robs the water of oxygen.

Acid rain is also a factor that reduces water quality and can
destroy all aquatic life in a lake. Many industries burn coal.
Electricity in Alberta is mostly produced by coal-burning plants.
When coal and other high sulfur fuel are burned, pollutants such
as sulfur are released into the atmosphere. These pollutants
combine with water vapor to turn rain slightly acidic. When acid
rain gets into a watersystem where there is no base to counteract
it, pH levels drop. Organisms need a specific pH range for survival.
Above or below that, the organism is harmed or killed.
Activity 2
Use the above reading to answer the following questions.
1. Why is it important to humans and aquatic life to keep

pollutants out of water?
___________________________________________________________
2. What do you suggest could be done to bring lakes that have been
killed by acid rain back to normal?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Determining Water Quality
Today, researchers can determine the water quality of a body of

water. This usually means going out to the lake, river, or stream and
looking for various indicators such as the following:
• What is there for the fish to eat?

• What bugs are there?
• What is the flow rate?
• What is the turbidity of the water?
• What is the dissolved oxygen level?
Another way to determine water quality is to do some electrofishing

and look at the health of fish in the water. A researcher takes a
device that sends an electric current into the water to stun fish.
The stunned fish are collected and data is recorded such as weight,
length, evidence of parasites, the number of fish collected in a certain
area. Even the age of the fish can be determined—by collecting and
examining scales. The fish can then be released back into the water.
All of this information gives researchers better understanding of

how well game species are doing in a particular body of water and
how healthy the system is. As a result of this data, various artificial
means can be introduced to improve the water quality.
Activity 3
Read and understand the above readings and pages 400 to 401.
Then answer the following questions.
1. The Bow River has some of the best trout fishing in Alberta. This
river supplies the people of Calgary with all their water needs.
This includes both industrial and residential water. Most people
who fish the Bow River do not eat the fish they catch. Why do you
think the fish are returned to the river?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. In your area, perhaps a project is underway to enhance a body of

water, be it a lake, river, stream, or wetland. If you know about
one such project, name it and describe what was done to enhance
aquatic life.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. What can the information from monitoring be used for?
___________________________________________________________
___________________________________________________________
4. What does a change in the number of species an aquatic

environment tell us?
___________________________________________________________
___________________________________________________________
Take some time to review the material you learned

this week. You will be writing a short quiz before
you go home.

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Preview/Review Concepts

• describe how water in its various states affects landforms

• describe how glaciers change the earth’s surface

• describe how water affects Earth’s climate

climate - long term temperature, glacier - very large, moving body of

W3 - Lesson 3B: Water in its Various States Affects Earth’s Land

How Water in its Various States Affects Earth’s Landforms

Water is found in three states: a solid (ice or snow), a liquid (water),

Liquid water, whether it be freshwater or saltwater, can affect

Large waves called tsunamis are created by earthquakes under the

Developed by Alberta Distance Learning Centre .......................................................................................................... 1

Read pages 349, 351-353 for more details.

1. How do small waves change shorelines compared to large waves?

Streams and Rivers

Streams and rivers also play a large part in creating landforms.

Another example of land formations

Read and understand the information

1. __________________________ are rock fragments and soil carried

2. Describe what happens to the sediment load when a river slows.

2 ............................................................................................................. Developed by Alberta Distance Learning Centre

Physical weathering is another form of erosion. This is the moving

If you have ever placed a closed container full of water in a deep

If water pools in cracks on a mountainside and the

Another way landforms are created by water is through chemical

Read and understand page 359 in Science in Action 8. Then, answer

1. Describe how chemical weathering affects limestone and other

2. What are two reasons water is a very strong force in erosion?

Read and understand pages 363 to 365 in Science in Action 8. Then,

1. Identify and deﬁne two different types of glaciers.

2. How do glaciers erode and shape the land they go over?

4 ............................................................................................................. Developed by Alberta Distance Learning Centre

Developed by Alberta Distance Learning Centre .......................................................................................................... 5

Read and understand pages 361 to 362 in Science in Action 8. Then,

1. The ____________________ _____________________ Theory states

2. Deﬁne the lithosphere.

Water in its Various States Affects Earth’s Climate

Water affects climate in several ways. The combination of

When air is cooled, it tends to lose some of the water it is carrying,

6 ............................................................................................................. Developed by Alberta Distance Learning Centre

1. How does a chinook form?

2. Name one way that each state of water affects landforms.

Solid water _____________________________________________________________________

Liquid water ____________________________________________________________________

Gas water ______________________________________________________________________

The Future Effect of Water on Climate and Landforms

Water will always affect climate and landforms. Scientists are

As global warming continues,

Developed by Alberta Distance Learning Centre .......................................................................................................... 7

Read and understand the above paragraphs then answer the

1. What is the main concern with water, climate, and landforms?

2. What effect does a very large body of water have on an area’s

3. In your view, which landform process is responsible for the

You should now be able to meet all the objectives

8 ............................................................................................................. Developed by Alberta Distance Learning Centre

Extended Activity (Homework)

Developed by Alberta Distance Learning Centre .......................................................................................................... 9

Publisher: Alberta Distance Learning Centre

Project Coordinator: Dennis McCarthy

ALL RIGHTS RESERVED

1. The _ Theory states