chapter 13: the nonliving...

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sections

1 Abiotic FactorsLab Humus Farm

2 Cycles in Nature

3 Energy FlowLab Where does the mass of a plant come from?

Virtual Lab How doorganisms react to changes inabiotic factors?

Sun, Surf, and SandLiving things on this coast directly or indi-rectly depend on nonliving things, such assunlight, water, and rocks, for energy andraw materials needed for their life processes.In this chapter, you will read how these andother nonliving things affect life on Earth.

List all the nonliving things thatyou can see in this picture in order of importance. Explain your reasoning for the order you chose.

Science Journal

The NonlivingEnvironment

Competency Goals1: The learner will design and conduct investigations to demonstrate anunderstanding of scientific inquiry. 4: The learner will investigate the cycling of matter. 7: Thelearner will conduct investigations and use technologies and information systems to build anunderstanding of population dynamics.

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Nonliving Factors Make thefollowing Foldable to help youunderstand the cause and effect

relationships within the nonliving environment.

Fold two vertical sheets of paper inhalf from top to bottom. Cut thepapers in half along the folds.

Discard one piece and fold the three vertical pieces in half from top to bottom.

Turn the papers horizontally. Tapethe short ends of the pieces together(overlapping the edges slightly).

On one side, label the folds: Nonliving,Water, Soil, Wind, Temperature, andElevation. Draw a picture of a familiarecosystem on the other side.

Sequence As you read the chapter, write on thefolds how each nonliving factor affects the envi-ronment that you draw.

STEP 4

STEP 3

STEP 2

STEP 1

1. Locate your city or town on a globe orworld map. Find your latitude. Latitudeshows your distance from the equator and is expressed in degrees, minutes, and seconds.

2. Locate another city with the same latitudeas your city but on a different continent.

3. Locate a third city with latitude close tothe equator.

4. Using references, compare average annualprecipitation and average high and lowtemperatures for all three cities.

5. Think Critically Hypothesize how lati-tude affects average temperatures andrainfall.

Earth Has Many EcosystemsDo you live in a dry, sandy region coveredwith cactus plants or desert scrub? Is yourhome in the mountains? Does snow fall dur-ing the winter? In this chapter, youll learnwhy the nonliving factors in each ecosystemare different. The following lab will get youstarted.

Start-Up Activities

Preview this chapters contentand activities at nc6.msscience.com

Tape

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Environmental FactorsLiving organisms depend on one another for food and shel-

ter. The leaves of plants provide food and a home for grass-hoppers, caterpillars, and other insects. Many birds depend oninsects for food. Dead plants and animals decay and becomepart of the soil. The features of the environment that are alive,or were once alive, are called biotic (bi AH tihk) factors. Theterm biotic means living.

Biotic factors are not the only things in an environment thatare important to life. Most plants cannot grow without sunlight,air, water, and soil. Animals cannot survive without air, water, orthe warmth that sunlight provides. The nonliving, physical fea-tures of the environment are called abiotic (ay bi AH tihk) fac-tors. The prefix a means not. The term abiotic means notliving. Abiotic factors include air, water, soil, sunlight, temper-ature, and climate. The abiotic factors in an environment oftendetermine which kinds of organisms can live there. For example,water is an important abiotic factor in the environment, asshown in Figure 1.

Identify common abiotic factorsin most ecosystems.

List the components of air thatare needed for life.

Explain how climate influenceslife in an ecosystem.

Knowing how organisms depend onthe nonliving world can help humansmaintain a healthy environment.

Review Vocabularyenvironment: everything, such asclimate, soil, and living things,that surrounds and affects anorganism

New Vocabulary

biotic soil abiotic climate atmosphere

Abiotic Factors

Figure 1 Abiotic factorsair,water, soil, sunlight, temperature,and climateinfluence all life on Earth.

370 CHAPTER 13

Objectives4.04: Evaluate the significance of photosynthesis to other organisms . . . 7.02: Investigate factorsthat determine the growth and survival of organisms including: Light; Temperature range; Mineral availability;Soil/rock type; Water; Energy.

Also covers: 1.03, 1.05, 1.06, 1.08, 1.09, 1.10 (Detailed standards begin on page NC8.)

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SECTION 1 Abiotic Factors 371

AirAir is invisible and plentiful, so it is easily overlooked as an

abiotic factor of the environment. The air that surrounds Earthis called the atmosphere. Air contains 78 percent nitrogen,21 percent oxygen, 0.94 percent argon, 0.03 percent carbondioxide, and trace amounts of other gases. Some of these gasesprovide substances that support life.

Carbon dioxide (CO2) is required for photosynthesis. Photo-synthesisa series of chemical reactionsuses CO2, water, andenergy from sunlight to produce sugar molecules. Organisms,like plants, that can use photosynthesis are called producersbecause they produce their own food. During photosynthesis,oxygen is released into the atmosphere.

When a candle burns, oxygen from the air chemically com-bines with the molecules of candle wax. Chemical energystored in the wax is converted and released as heat and lightenergy. In a similar way, cells use oxygen to release the chemi-cal energy stored in sugar mole-cules. This process is calledrespiration. Through respiration,cells obtain the energy needed forall life processes. Air-breathinganimals arent the only organismsthat need oxygen. Plants, somebacteria, algae, fish, and otherorganisms need oxygen for respi-ration at the cellular level.

Water Water is essential to life on

Earth. It is a major ingredient ofthe fluid inside the cells of allorganisms. In fact, most organ-isms are 50 percent to 95 percentwater. Respiration, digestion,photosynthesis, and many otherimportant life processes can takeplace only in the presence ofwater. As Figure 2 shows, envi-ronments that have plenty ofwater usually support a greaterdiversity of and a larger numberof organisms than environmentsthat have little water.

Life in deserts is limited to species that can survive for long periodswithout water.

Thousands of species can live in lush rain forests where rain fallsalmost every day.

Figure 2 Water is an impor-tant abiotic factor in deserts andrain forests.

North Carolina

Objective Check

7.02: Investigate factors thatdetermine the growth and survivalof organisms including: Water.

Where would you mostlikely find more organisms, in adesert or a rain forest?

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372 CHAPTER 13 The Nonliving Environment

Soil Soil is a mixture of mineral and rock particles, the remains

of dead organisms, water, and air. It is the topmost layer ofEarths crust, and it supports plant growth. Soil is formed, inpart, of rock that has been broken down into tiny particles.

Soil is considered an abiotic factor because most of it ismade up of nonliving rock and mineral particles. However, soilalso contains living organisms and the decaying remains of deadorganisms. Soil life includes bacteria, fungi, insects, and worms.The decaying matter found in soil is called humus. Soils containdifferent combinations of sand, clay, and humus. The type ofsoil present in a region has an important influence on the kindsof plant life that grow there.

SunlightAll life requires energy, and sunlight is the energy source for

almost all life on Earth. During photosynthesis, producers con-vert light energy into chemical energy that is stored in sugarmolecules. Consumers are organisms that cannot make theirown food. Energy is passed to consumers when they eat produc-ers or other consumers. As shown in Figure 3, photosynthesiscannot take place if light is never available.

Figure 3 Photosynthesis requires light. Littlesunlight reaches the shady forest floor, so plantgrowth beneath trees is limited. Sunlight does notreach into deep lake or ocean waters. Photosynthesiscan take place only in shallow water or near thewaters surface. Infer how fish that live at the bottom of the deepocean obtain energy.

Determining SoilMakeupProcedure1. Collect 2 cups of soil.

Remove large pieces ofdebris and break up clods.

2. Put the soil in a quart jaror similar container thathas a lid.

3. Fill the container with water and add 1 teaspoon of dishwashing liquid.

4. Put the lid on tightly andshake the container.

5. After 1 min, measure andrecord the depth of sandthat settled on the bottom.

6. After 2 h, measure andrecord the depth of silt thatsettles on top of the sand.

7. After 24 h, measure andrecord the depth of thelayer between the silt andthe floating organic matter.

Analysis1. Clay particles are so small

that they can remain sus-pended in water. Where isthe clay in your sample?

2. Is sand, silt, or clay thegreatest part of your soil sample?

Shady forest

Bottom of deep ocean

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TemperatureSunlight supplies life on Earth with light energy for photo-

synthesis and heat energy for warmth. Most organisms can sur-vive only if their body temperatures stay within the range of 0Cto 50C. Water freezes at 0C. The penguins in Figure 4 areadapted for survival in the freezing Antarctic. Camels can survivethe hot temperatures of the Arabian Desert because their bodiesare adapted for staying cool. The temperature of a regiondepends in part on the amount of sunlight it receives. Theamount of sunlight depends on the lands latitude and elevation.

What does sunlight provide for life on Earth?

Latitude In this chapters Launch Lab,you discovered that temperature is affectedby latitude. You found that cities located at latitudes farther from the equator tend to have colder temperatures than cities at latitudes nearer to the equator. As Figure 5 shows, polar regions receive less ofthe Suns energy than equatorial regions.Near the equator, sunlight strikes Earthdirectly. Near the poles, sunlight strikesEarth at an angle, which spreads the energyover a larger area.

Figure 4 Temperature is an abiotic factorthat can affect an organisms survival.

Figure 5 Because Earth iscurved, latitudes farther from theequator are colder than latitudesnear the equator.

The penguin has a thick layer of fat to hold in heat andkeep the bird from freezing. These emperor penguinshuddle together for added warmth.

The Arabian camel stores fat only in its hump. This way,the camel loses heat from other parts of its body, whichhelps it stay cool in the hot desert.

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Elevation If you have climbed or driven up a mountain, youprobably noticed that the temperature got cooler as you wenthigher. A regions elevation, or distance above sea level, affects itstemperature. Earths atmosphere acts as insulation that traps theSuns heat. At higher elevations, the atmosphere is thinner thanit is at lower elevations. Air becomes warmer when sunlightheats the air molecules. Because there are fewer air molecules athigher elevations, air temperatures there tend to be cooler.

At higher elevations, trees are shorter and the ground isrocky, as shown in Figure 6. Above the timberlinethe eleva-tion beyond which trees do not growplant life is limited tolow-growing plants. The tops of some mountains are so coldthat no plants can survive. Some mountain peaks are coveredwith snow year-round.

Figure 6 The stunted growth of these trees is a result of abioticfactors.

Solve for an Unknown

1. Temperatures on another mountain are 33C at sea level, 31C at 125 m, 29C at 250 m,and 26C at 425 m. Graph the data and predict the temperature at 550 m.

2. Predict what the temperature would be at 375 m.

TEMPERATURE CHANGES You climb a mountain and recordthe temperature every 1,000 m of elevation. The tem-perature is 30C at 304.8 m, 25C at 609.6 m, 20C at914.4 m, 15C at 1,219.2 m, and 5C at 1,828.8 m. Makea graph of the data. Use your graph to predict the tem-perature at an altitude of 2,133.6 m.

SolutionThis is what you know:

This is what you wantto find:

This is what you needto do:

Predict the tempera-ture at 2,133.6 m:

The data can be written asordered pairs (elevation,temperature). The orderedpairs for these data are (304.8, 30), (609.6, 25),(914.4, 20), (1,219.2, 15), (1,828.8, 5).

Predict the temperature at an elevation of 2,133.6 m.

Graph the data by plotting elevation on the x-axis andtemperature on the y-axis.

Extend the graph line to predict the temperature at2,133.6 m.

16

24

8

0

32

12

20

4

28

36

Elevation (meters)

Tem

per

atu

re (

C)

304.8

914.4

1,524

2,133

.6

For more practice, visit nc6.msscience.com/math_practice

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ClimateIn Fairbanks, Alaska, winter temperatures may be as low as

52C, and more than a meter of snow might fall in one month. In Key West, Florida, snow never falls and winter tem-peratures rarely dip below 5C. These two cities have differentclimates. Climate refers to an areas average weather conditionsover time, including temperature, rainfall or other precipitation,and wind.

For the majority of living things, temperature and precipita-tion are the two most important components of climate. Theaverage temperature and rainfall in an area influence the type oflife found there. Suppose a region has an average temperature of25C and receives an average of less than 25 cm of rain everyyear. It is likely to be the home of cactus plants and other desertlife. A region with similar temperatures that receives more than300 cm of rain every year is probably a tropical rain forest.

Wind Heat energy from the Sun not only determines temper-ature, but also is responsible for the wind. The air is made up ofmolecules of gas. As the temperature increases, the moleculesspread farther apart. As a result, warm air is lighter than cold air.Colder air sinks below warmer air and pushes it upward, asshown in Figure 7. These motions create air currents that arecalled wind.

Figure 7 Winds are createdwhen sunlight heats some portionsof Earths surface more than oth-ers. In areas that receive moreheat, the air becomes warmer.Cold air sinks beneath the warmair, forcing the warm air upward.

Coolsinking

air

Coolsinking

air Warmrising

air

Hot spot

Cool air displaces warm aircreating surface winds

Topic: Weather DataVisit nc6.msscience.com for Weblinks to information about recentweather data for your area.

Activity In your Science Journal,describe how these weather condi-tions affect plants or animals thatlive in your area.

Farmer Changes in weath-er have a strong influence incrop production. Farmerssometimes adapt by chang-ing planting and harvestingdates, selecting a differentcrop, or changing wateruse. In your Science Journal,describe another professionaffected by climate.

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Self Check1. Compare and contrast biotic factors and abiotic factors

in ecosystems.

2. Explain why soil is considered an abiotic factor and abiotic factor.

3. Think Critically On day 1, you hike in shade under talltrees. On day 2, the trees are shorter and farther apart.On day 3, you see small plants but no trees. On day 4,you see snow. What abiotic factors might contribute tothese changes?

SummaryEnvironmental Factors

Organisms depend on one another as well assunlight, air, water, and soil.

Air, Water, and Soil

Some of the gases in air provide substances tosupport life.

Water is a major component of the cells in allorganisms.

Soil supports plant growth.Sunlight, Temperature, and Climate

Light energy supports almost all life on Earth. Most organisms require temperature between

0C and 50C to survive.

For most organisms, temperature and precipi-tation are the two most important compo-nents of climate.

4. Use a Spreadsheet Obtain two months of tempera-ture and precipitation data for two cities in your state.Enter the data in a spreadsheet and calculate averagedaily temperature and precipitation. Use your calcula-tions to compare the two climates.

The Rain Shadow Effect The pres-ence of mountains can affect rainfall pat-

terns. As Figure 8 shows, wind blowing toward one side of amountain is forced upward by the mountains shape. As the airnears the top of the mountain, it cools. When air cools, themoisture it contains falls as rain or snow. By the time the cool aircrosses over the top of the mountain, it has lost most of its mois-ture. The other side of the mountain range receives much lessprecipitation. It is not uncommon to find lush forests on oneside of a mountain range and desert on the other side.

Figure 8 In Washington State,the western side of the CascadeMountains receives an average of101 cm of rain each year. The east-ern side of the Cascades is in a rainshadow that receives only about25 cm of rain per year.

Moist air

Air coolsas it rises

Cold airloses moisture

Cool, dry airdescends and warms

Ocean

Forest

Desert

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Besides abiotic factors, such as rock particles andminerals, soil also contains biotic factors, includ-ing bacteria, molds, fungi, worms, insects, anddecayed organisms. Crumbly, dark brown soilcontains a high percentage of humus that isformed primarily from the decayed remains ofplants, animals, and animal droppings. In thislab, you will cultivate your own humus.

Real-World QuestionHow does humus form?

Goals Observe the formation of humus. Observe biotic factors in the soil. Infer how humus forms naturally.

Materialswidemouthed jar watersoil markergrass clippings metric ruler

or green leaves graduated cylinder

Safety Precautions

Wash your hands thoroughly after handlingsoil, grass clippings, or leaves.

Procedure1. Copy the data table below into your Science

Journal.

2. Place 4 cm of soil in the jar. Pour 30 mL ofwater into the jar to moisten the soil.

3. Place 2 cm of grass clippings or green leaveson top of the soil in the jar.

4. Use a marker to mark the height of the grassclippings or green leaves in the jar.

5. Put the jar in a sunny place. Every other day,add 30 mL of water to it. In your Science Journal, write a prediction of what you think will happen in your jar.

6. Observe your jar every other day for fourweeks. Record your observations in your data table.

Conclude and Apply1. Describe what happened during your

investigation.

2. Infer how molds and bacteria help theprocess of humus formation.

3. Infer how humus forms on forest floors or in grasslands.

Humu Farmw

Compare your humus farm with those of your classmates. With several classmates,write a recipe for creating the richesthumus. Ask your teacher to post your recipein the classroom. For more help, refer tothe Science Skill Handbook.

LAB 377

Humus Formation

Date Observations

Do not write in this book.

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The Cycles of Matter Imagine an aquarium containing water, fish, snails, plants,

algae, and bacteria. The tank is sealed so that only light canenter. Food, water, and air cannot be added. Will the organismsin this environment survive? Through photosynthesis, plantsand algae produce their own food. They also supply oxygen tothe tank. Fish and snails take in oxygen and eat plants and algae.Wastes from fish and snails fertilize plants and algae. Organismsthat die are decomposed by the bacteria. The organisms in thisclosed environment can survive because the materials are recy-cled. A constant supply of light energy is the only requirement.Earths biosphere also contains a fixed amount of water, carbon,nitrogen, oxygen, and other materials required for life. Thesematerials cycle through the environment and are reused by dif-ferent organisms.

The Water CycleIf you leave a glass of water on a sunny windowsill, the water

will evaporate. Evaporation takes place when liquid waterchanges into water vapor, which is a gas, and enters the atmos-phere, shown in Figure 9. Water evaporates from the surfaces oflakes, streams, puddles, and oceans. Water vapor enters theatmosphere from plant leaves in a process known as transpira-tion (trans puh RAY shun). Animals release water vapor into theair when they exhale. Water also returns to the environmentfrom animal wastes.

Explain the importance ofEarths water cycle.

Diagram the carbon cycle. Recognize the role of nitrogen in

life on Earth.

The recycling of matter on Earthdemonstrates natural processes.

Review Vocabularybiosphere: the part of the worldin which life can exist

New Vocabulary

evaporation condensation water cycle nitrogen fixation nitrogen cycle carbon cycle

Cycles in Nature

Figure 9 Water vapor is a gasthat is present in the atmosphere.

Objective4.01: Describe the flow of energy and matter in natural systems: Water, nitrogen, carbon dioxide,and oxygen are substances cycled between the living and non-living environment.


Jim Grattan

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SECTION 2 Cycles in Nature 379

Condensation Water vapor that has been released into theatmosphere eventually comes into contact with colder air. The tem-perature of the water vapor drops. Over time, the water vapor coolsenough to change back into liquid water. The process of changingfrom a gas to a liquid is called condensation. Water vapor con-denses on particles of dust in the air, forming tiny droplets. At first,the droplets clump together to form clouds. When they becomelarge and heavy enough, they fall to the ground as rain or other pre-cipitation. As the diagram in Figure 10 shows, the water cycle is amodel that describes how watermoves from the surface of Earthto the atmosphere and back to thesurface again.

Water Use Data about theamount of water people takefrom reservoirs, rivers, and lakesfor use in households, busi-nesses, agriculture, and powerproduction is shown in Table 1.These actions can reduce theamount of water that evaporatesinto the atmosphere. They alsocan influence how much waterreturns to the atmosphere bylimiting the amount of wateravailable to plants and animals.

Figure 10 The water cycleinvolves evaporation, condensa-tion, and precipitation. Water mol-ecules can follow several pathwaysthrough the water cycle. Identify as many water cycle path-ways as you can from this diagram.

Transpiration Precipitation Condensation

Evaporation

Groundwater

Table 1 U.S. Estimated Water Use in 1995

Water Use Millions of Percent Gallons per Day of Total

Homes and 41,600 12.2 Businesses

Industry and 28,000 8.2 Mining

Farms and 139,200 40.9 Ranches

Electricity 131,800 38.7 Production

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The Nitrogen CycleThe element nitrogen is important to all living things. Nitro-

gen is a necessary ingredient of proteins. Proteins are required for the life processes that take place in the cells of all organisms.Nitrogen is also an essential part of the DNA of all organisms.Although nitrogen is the most plentiful gas in the atmosphere,most organisms cannot use nitrogen directly from the air. Plantsneed nitrogen that has been combined with other elements toform nitrogen compounds. Through a process called nitrogen fixation, some types of soil bacteria can form the nitrogen com-pounds that plants need. Plants absorb these nitrogen com-pounds through their roots. Animals obtain the nitrogen they need by eating plants or other animals. When dead organismsdecay, the nitrogen in their bodies returns to the soil or to theatmosphere. This transfer of nitrogen from the atmosphere tothe soil, to living organisms, and back to the atmosphere iscalled the nitrogen cycle, shown in Figure 11.

What is nitrogen fixation?

Animals eat plants.Animal wastes returnsome nitrogen com-pounds to the soil.

Animals eat plants.Animal wastes returnsome nitrogen com-pounds to the soil.

Animals and plants die anddecompose, releasing nitrogencompounds back into the soil.

Nitrogen gas is changedinto usable compounds bylightning or by nitrogen-fixingbacteria that live on the rootsof certain plants.

Plants use nitrogencompounds to build cells.

Figure 11 During the nitrogencycle, nitrogen gas from theatmosphere is converted to a soilcompound that plants can use. State one source of recycled nitrogen.


North Carolina

Objective Check

4.01: Describe the flow of energy:. . . nitrogen . . . cycled betweenthe living and non-living environment.

Name an abiotic factor thatis a part of the nitrogen cycle.

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Comparing FertilizersProcedure1. Examine the three numbers

(e.g., 5-10-5) on the labels of three brands of houseplant fertilizer.The numbers indicate thepercentages of nitrogen,phosphorus, and potassium,respectively, that the prod-uct contains.

2. Compare the prices of thethree brands of fertilizer.

3. Compare the amount ofeach brand needed to fertil-ize a typical houseplant.

Analysis1. Identify the brand with

the highest percentage of nitrogen.

2. Calculate which brand isthe most expensive sourceof nitrogen. The leastexpensive.


Soil Nitrogen Human activities can affect the part of thenitrogen cycle that takes place in the soil. If a farmer grows acrop, such as corn or wheat, most of the plant material is takenaway when the crop is harvested. The plants are not left in thefield to decay and return their nitrogen compounds to the soil.If these nitrogen compounds are not replaced, the soil couldbecome infertile. You might have noticed that adding fertilizerto soil can make plants grow greener, bushier, or taller. Most fer-tilizers contain the kinds of nitrogen compounds that plantsneed for growth. Fertilizers can be used to replace soil nitrogenin crop fields, lawns, and gardens. Compost and animal manurealso contain nitrogen compounds that plants can use. They alsocan be added to soil to improve fertility.

Another method farmers use to replace soil nitrogen is togrow nitrogen-fixing crops. Most nitrogen-fixing bacteria liveon or in the roots of certain plants. Some plants, such as peas,clover, and beans, including the soybeans shown in Figure 12,have roots with swollen nodules that contain nitrogen-fixingbacteria. These bacteria supply nitrogen compounds to the soy-bean plants and add nitrogen compounds to the soil.

Figure 12 The swollen noduleson the roots of soybean plants con-tain colonies of nitrogen-fixing bac-teria that help restore nitrogen tothe soil.The bacteria depend on theplant for food, while the plantdepends on the bacteria to form the nitrogen compounds the plant needs.

Soybeans

Nitrogen-fixingbacteria

Nodules onroots

Stained LM Magnification: 1000

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Burning fossil fuels andwood releases carbon dioxideinto the atmosphere.

CAir contains carbon in theform of carbon dioxide gas.Plants and algae use carbondioxide to make sugars, whichare energy-rich, carbon-containing compounds.

Organisms break downsugar molecules made byplants and algae to obtainenergy for life and growth.Carbon dioxide is releasedas a waste.

B

C arbonin the form of different kinds of carbon-containing moleculesmovesthrough an endless cycle. The diagram below shows several stages of the carboncycle. It begins when plants and algae remove carbon from the environment duringphotosynthesis. This carbon returns to the atmosphere via several carbon-cycle pathways.

A

When organisms die, their carbon-containing molecules become part of the soil.The molecules are broken down byfungi, bacteria, and other decom-posers. During this decay process, car-bon dioxide is released into the air.

D

Under certain conditions, theremains of some dead organisms maygradually be changed into fossil fuelssuch as coal, gas, and oil. These carboncompounds are energy rich.

E

E

Figure 13

B

CA

D

VISUALIZING THE CARBON CYCLE


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The Carbon Cycle Carbon atoms are found in the molecules that make up liv-

ing organisms. Carbon is an important part of soil humus,which is formed when dead organisms decay, and it is found inthe atmosphere as carbon dioxide gas (CO2). The carbon cycledescribes how carbon molecules move between the living andnonliving world, as shown in Figure 13.

The carbon cycle begins when producers remove CO2 fromthe air during photosynthesis. They use CO2, water, and sun-light to produce energy-rich sugar molecules. Energy is releasedfrom these molecules during respirationthe chemical processthat provides energy for cells. Respiration uses oxygen andreleases CO2. Photosynthesis uses CO2 and releases oxygen.These two processes help recycle carbon on Earth.

How does carbon dioxide enter the atmosphere?

Human activities also release CO2 into the atmosphere. Fos-sil fuels such as gasoline, coal, and heating oil are the remains oforganisms that lived millions of years ago. These fuels are madeof energy-rich, carbon-based molecules. When people burnthese fuels, CO2 is released into the atmosphere as a waste prod-uct. People also use wood for construction and for fuel. Trees thatare harvested for these purposes no longer remove CO2 from theatmosphere during photosynthesis. The amount of CO2 in the atmosphere is increasing. Extra CO2 could trap more heatfrom the Sun and cause average temperatures on Earth to rise.

Topic: Life ProcessesVisit nc6.msscience.com for Web links to information aboutchemical equations that describephotosynthesis and respiration.

Activity Use these equations toexplain how respiration is thereverse of photosynthesis.

SummaryThe Cycles of Matter

Earths biosphere contains a fixed amount ofwater, carbon, nitrogen, oxygen, and othermaterials that cycle through the environment.

The Water Cycle

Water cycles through the environment usingseveral pathways.

The Nitrogen Cycle

Some types of bacteria can form nitrogencompounds that plants and animals can use.

The Carbon Cycle

Producers remove CO2 from the air duringphotosynthesis and produce O2.

Consumers remove O2 and produce CO2.

Self Check1. Describe the water cycle.

2. Infer how burning fossil fuels might affect the makeupof gases in the atmosphere.

3. Explain why plants, animals, and other organisms neednitrogen.

4. Think Critically Most chemical fertilizers contain nitro-gen, phosphorous, and potassium. If they do not con-tain carbon, how do plants obtain carbon?

5. Identify and Manipulate Variables and ControlsDescribe an experiment that would determinewhether extra carbon dioxide enhances the growth oftomato plants.

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Converting EnergyAll living things are made of matter, and all living things

need energy. Matter and energy move through the natural worldin different ways. Matter can be recycled over and over again.The recycling of matter requires energy. Energy is not recycled,but it is converted from one form to another. The conversion ofenergy is important to all life on Earth.

Photosynthesis During photosynthesis, producers convertlight energy into the chemical energy in sugar molecules. Someof these sugar molecules are broken down as energy. Others areused to build complex carbohydrate molecules that become partof the producers body. Fats and proteins also contain storedenergy.

Chemosynthesis Not all producers rely on light for energy.During the 1970s, scientists exploring the ocean floor wereamazed to find communities teeming with life. These commu-nities were at a depth of almost 3.2 km and living in total dark-ness. They were found near powerful hydrothermal vents likethe one shown in Figure 14.

Explain how organisms produceenergy-rich compounds.

Describe how energy flowsthrough ecosystems.

Recognize how much energy isavailable at different levels in afood chain.

All living things, including people,need a constant supply of energy.

Review Vocabularyenergy: the capacity for doingwork

New Vocabulary

chemosynthesis food web energy pyramid

Energy Flow

Figure 14 Chemicals in thewater that flows from hydrothermalvents provide bacteria with a sourceof energy. The bacterial producersuse this energy to make nutrientsthrough the process of chemosyn-thesis. Consumers, such as tube-worms, feed on the bacteria.

384 CHAPTER 13

Objective4.01: Describe the flow of energy and matter in natural systems: Energy flows through ecosystemsin one direction, from the sun through producers to consumers to decomposers; Matter is transferred fromone organism to another and between organisms and their environment. .


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Heat

Soil

Energy Matter

Heat

Soil

Heat

Soil

SECTION 3 Energy Flow 385

Hydrothermal Vents A hydrothermal vent is a deep crack inthe ocean floor through which the heat of molten magma canescape. The water from hydrothermal vents is extremely hotfrom contact with molten rock that lies deep in Earths crust.

Because no sunlight reaches these deep ocean regions, plantsor algae cannot grow there. How do the organisms living in thiscommunity obtain energy? Scientists learned that the hot watercontains nutrients such as sulfur molecules that bacteria use toproduce their own food. The production of energy-rich nutrientmolecules from chemicals is called chemosynthesis (kee mohSIHN thuh sus). Consumers living in the hydrothermal ventcommunities rely on chemosynthetic bacteria for nutrients andenergy. Chemosynthesis and photosynthesis allow producers tomake their own energy-rich molecules.

What is chemosynthesis?

Energy TransferEnergy can be converted from one form to another. It also

can be transferred from one organism to another. Consumerscannot make their own food. Instead, they obtain energy by eat-ing producers or other consumers. The energy stored in themolecules of one organism is transferred to another organism.That organism can oxidize food to release energy that it can usefor maintenance and growth or is transformed into heat. At thesame time, the matter that makes up those molecules is trans-ferred from one organism to another.

Food Chains A food chain is a way of showing how matter andenergy pass from one organism to another. Producersplants,algae, and other organisms that are capable of photosynthesis orchemosynthesisare always the first step in a food chain. Animalsthat consume producers such as herbivores are the second step.Carnivores and omnivoresanimals that eatother consumersare the third and higher stepsof food chains. One example of a food chain isshown in Figure 15.

Figure 15 In this food chain,grasses are producers, marmotsare herbivores that eat the grasses,and grizzly bears are consumersthat eat marmots. The arrowsshow the direction in which matter and energy flow.Infer what might happen if grizzly bears disappeared from this ecosystem.

Hydrothermal Vents Thefirst hydrothermal ventcommunity discovered wasfound along the Galpagosrift zone. A rift zone formswhere two plates of Earthscrust are spreading apart.In your Science Journal,describe the energy sourcethat heats the water in thehydrothermal vents of theGalpagos rift zone.

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Food Webs A forest community includes many feeding rela-tionships. These relationships can be too complex to show witha food chain. For example, grizzly bears eat many differentorganisms, including berries, insects, chipmunks, and fish.Berries are eaten by bears, birds, insects, and other animals. Abear carcass might be eaten by wolves, birds, or insects. A foodweb is a model that shows all the possible feeding relationshipsamong the organisms in a community. A food web is made upof many different food chains, as shown in Figure 16.

Energy PyramidsFood chains usually have at least three links, but rarely more

than five. This limit exists because the amount of availableenergy is reduced as you move from one level to the next in afood chain. Imagine a grass plant that absorbs energy from theSun. The plant uses some of this energy to grow and produceseeds. Some of the energy is stored in the seeds.

Bear

Red-tailed hawk

Marmot

ChipmunkGrouse

Insects

Grasses

Berries and flowers

SeedsDecomposers

Deer

Figure 16 Compared to a foodchain, a food web provides a morecomplete model of the feedingrelationships in a community.

North Carolina

Objective Check

4.01: Describe the flow of energyand matter in natural systems:Matter is transferred from oneorganism to another and betweenorganisms and their environment.

What shows the transfer ofall matter in a community?

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SECTION 3 Energy Flow 387

Available Energy When a mouse eatsgrass seeds, energy stored in the seeds istransferred to the mouse. However, most ofthe energy the plant absorbed from the Sunwas used for the plants growth. The mouseuses energy from the seed for its own lifeprocesses, including respiration, digestion,and growth. Some of this energy was givenoff as heat. A hawk that eats the mouseobtains even less energy. The amount ofavailable energy is reduced from one feedinglevel of a food chain to another.

An energy pyramid, like the one inFigure 17, shows the amount of energyavailable at each feeding level in an ecosys-tem. The bottom of the pyramid, which rep-resents all of the producers, is the firstfeeding level. It is the largest level because itcontains the most energy and the largestnumber of organisms. As you move up the pyramid, the trans-fer of energy is less efficient and each level becomes smaller.Only about ten percent of the energy available at each feedinglevel of an energy pyramid is transferred to the next higher level.

Why does the first feeding level of an energypyramid contain the most energy?

Figure 17 An energy pyramidshows that each feeding level hasless energy than the one below it.Describe what would happen if thehawks and snakes outnumbered therabbits and mice in this ecosystem.

Carnivores

Herbivores

Producers

SummaryConverting Energy

Most producers convert light energy intochemical energy.

Some producers can produce their own foodusing energy in chemicals such as sulfur.

Energy Transfer

Producers convert energy into forms thatother organisms can use.

Food chains show how matter and energypass from one organism to another.

Energy Pyramids

Energy pyramids show the amount of energyavailable at each feeding level.

The amount of available energy decreases fromthe base to the top of the energy pyramid.

Self Check1. Compare and contrast a food web and an energy

pyramid.

2. Explain why there is a limit to the number of links in afood chain.

3. Think Critically Use your knowledge of food chains andthe energy pyramid to explain why the number of micein a grassland ecosystem is greater than the number ofhawks.

4. Solve One-Step Equations A forest has 24,055,000kilocalories (kcals) of producers, 2,515,000 kcals ofherbivores, and 235,000 kcals of carnivores. Howmuch energy is lost between producers and herbi-vores? Between herbivores and carnivores?

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Real-World QuestionAn enormous oak tree starts out as a tiny acorn. The acorn sprouts indark, moist soil. Roots grow down through the soil. Its stem andleaves grow up toward the light and air. Year after year, the treegrows taller, its trunk grows thicker, and its roots grow deeper. Itbecomes a towering oak that produces thousands of acorns of its own.An oak tree has much more mass than an acorn. Where does this masscome from? The soil? The air? In this activity, youll find out by con-ducting an experiment with radish plants. Does all of the matter in aradish plant come from the soil?

Where does the massof a plan6come from?

Goals Measure the mass of

soil before and afterradish plants have beengrown in it.

Measure the mass ofradish plants grown inthe soil.

Analyze the data todetermine whether themass gained by theplants equals the masslost by the soil.

Materials8-oz plastic or paper cup potting soil to fill cupscale or balanceradish seeds (4)waterpaper towels

Safety Precautions

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Procedure1. Copy the data table into your Science

Journal.

2. Fill the cup with dry soil.

3. Find the mass of the cup of soil and recordthis value in your data table.

4. Moisten the soil in the cup. Plant four radishseeds 2 cm deep in the soil. Space the seedsan equal distance apart. Wash your hands.

5. Add water to keep the soil barely moist as the seeds sprout and grow.

6. When the plants have developed four to six true leaves, usu-ally after two to three weeks, carefully remove the plantsfrom the soil. Gently brush the soil off the roots. Make sureall the soil remains in the cup.

7. Spread the plants out on a paper towel. Place the plants andthe cup of soil in a warm area to dry out.

8. When the plants are dry, measure their mass and record thisvalue in your data table. Write this number with a plus sign inthe Gain or Loss column.

9. When the soil is dry, find the mass of the cup of soil. Recordthis value in your data table. Subtract the End mass from theStart mass and record this number with a minus sign in theGain or Loss column.

Analyze Your Data1. Calculate how much mass was gained or lost by the soil. By the radish plants.

2. Did the mass of the plants come completely from the soil? How do you know?

Conclude and Apply1. In the early 1600s, a Belgian scientist named

J. B. van Helmont conducted this experimentwith a willow tree. What is the advantage ofusing radishes instead of a tree?

2. Predict where all of the mass gained by theplants came from.

Compare your conclusions with those ofother students in your class. For more help,refer to the Science Skill Handbook.

LAB 389

Mass of Soil and Radish Plants

Start

End

Gain () or Loss ()

Mass of dry soiland cup

Mass of dried 0 gradish plants

Jeff J. Daly/Visuals Unlimited

Do not write in this book.

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Graph ItVisit nc6.msscience.com/science_stats to find the average monthly rainfall in a tropical rain

forest. Make a line graph to show how the amount of precipitation changes during the 12 months of the year.

The greatest snowfall in one yearoccurred at Mount Baker in Washington State.Approximately 2,896 cm of snow fell during the199899, 12-month snowfall season. Thatsenough snow to bury an eight-story building.

The hottest climate in theUnited States is found in DeathValley, California. In July 1913, DeathValley reached approximately 57C. Asa comparison, a comfortable roomtemperature is about 20C.

What was the average monthlysnowfall at Mount Baker during the 199899 snowfall season?

The record low temperature of a frigid 89C was set in Antarcticain 1983. As a comparison, the temperature of a home freezer is about 15C.


Extreme ClimatesDid you know...

2,896 cm

Highest Average Annual Rainfall

700

1,050

350

0

1,400

Rai

nfa

ll (c

m)

Llor,Colombia

(SouthAmerica)

Mawsynram,India(Asia)

MountWaialeale,

Hawaii(Pacific Ocean)

Debundscha,Cameroon

(Africa)

Lowest Average Annual Rainfall

2.0

3.0

1.0

0

4.0

1.5

2.5

0.5

3.5

Rai

nfa

ll (c

m)

Arica, Chile

(SouthAmerica)

WadiHalfa,Sudan(Africa)

SouthPole,

(Antarctica)

Batagues,Mexico(North

America)

Gordon Wiltsie/Peter Arnold, Inc.

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Abiotic Factors

1. Abiotic factors include air, water, soil, sun-light, temperature, and climate.

2. The availability of water and light influ-ences where life exists on Earth.

3. Soil and climate have an important influ-ence on the types of organisms that cansurvive in different environments.

4. High latitudes and elevations generally have lower average temperatures.

Cycles in Nature

1. Matter is limited on Earth and is recycledthrough the environment.

2. The water cycle involves evaporation, con-densation, and precipitation.

3. The carbon cycle involves photosynthesisand respiration.

4. Nitrogen in the form of soil compoundsenters plants, which then are consumed byother organisms.

Energy Flow

1. Producers make energy-rich moleculesthrough photosynthesis or chemosynthesis.

2. When organisms feed on other organisms,they obtain matter and energy.

3. Matter can be recycled, but energy cannot.

4. Food webs are models of the complex feed-ing relationships in communities.

5. Available energy decreases as you go tohigher feeding levels in an energy pyramid.

CHAPTER STUDY GUIDE 391

Water

Water vapor

A

B

C

This diagram represents photosynthesis in a leaf.Match each letter with one of the following terms:light, carbon dioxide, or oxygen.

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Which vocabulary word best corresponds to eachof the following events?

1. A liquid changes to a gas.

2. Some types of bacteria form nitrogencompounds in the soil.

3. Decaying plants add nitrogen to the soil.

4. Chemical energy is used to make energy-rich molecules.

5. Decaying plants add carbon to the soil.

6. A gas changes to a liquid.

7. Water flows downhill into a stream.The stream flows into a lake, and waterevaporates from the lake.

8. Burning coal and exhaust from auto-mobiles release carbon into the air.

Choose the word or phrase that best answers thequestion.

9. Which of the following is an abiotic factor?A) penguins C) soil bacteriaB) rain D) redwood trees

Use the equation below to answer question 10.

CO2 H2O sugar O210. Which of the following processes is shown

in the equation above?A) condensation C) burningB) photosynthesis D) respiration

11. Which of the following applies to latitudesfarther from the equator?A) higher elevationsB) higher temperaturesC) higher precipitation levelsD) lower temperatures

12. Water vapor forming droplets that formclouds directly involves which process?A) condensation C) evaporationB) respiration D) transpiration

13. Which one of the following componentsof air is least necessary for life on Earth?A) argon C) carbon dioxideB) nitrogen D) oxygen

14. Which group makes up the largest level ofan energy pyramid?A) herbivores C) decomposersB) producers D) carnivores

15. Earth receives a constant supply of whichof the following items?A) light energy C) nitrogenB) carbon D) water

16. Which of these is an energy source forchemosynthesis?A) sunlight C) sulfur moleculesB) moonlight D) carnivores

Use the illustration below to answer question 17.

17. What is the illustration above an example of?A) food chain C) energy pyramidB) food web D) carbon cycle

lightenergy

392 CHAPTER REVIEW

abiotic p. 370atmosphere p. 371biotic p. 370carbon cycle p. 383chemosynthesis p. 385climate p. 375condensation p. 379

energy pyramid p. 387evaporation p. 378food web p. 386nitrogen cycle p. 380nitrogen fixation p. 380soil p. 372water cycle p. 379

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18. Draw a Conclusion A country has many starv-ing people. Should they grow vegetablesand corn to eat, or should they grow cornto feed cattle so they can eat beef? Explain.

19. Explain why a food web is a better model ofenergy flow than a food chain.

20. Infer Do bacteria need nitrogen? Why orwhy not?

21. Describe why it is often easier to walkthrough an old, mature forest of tall treesthan through a young forest of small trees.

22. Explain why giant sequoia trees grow on thewest side of Californias Inyo Mountainsand Death Valley, a desert, is on the eastside of the mountains.

23. Concept Map Copy and complete this foodweb using the following information:caterpillars and rabbits eat grasses, raccoonseat rabbits and mice, mice eat grass seeds,and birds eat caterpillars.

24. Form a Hypothesis For each hectare of land,ecologists found 10,000 kcals of produc-ers, 10,000 kcals of herbivores, and 2,000kcals of carnivores. Suggest a reason whyproducer and herbivore levels are equal.

25. Recognize Cause and Effect A lake in Kenya hasbeen taken over by a floating weed. Howcould you determine if nitrogen fertilizerrunoff from farms is causing the problem?

26. Poster Use magazine photographs to makea visual representation of the water cycle.

CHAPTER REVIEW 393

27. Energy Budget Raymond Lindeman, from theUniversity of Minnesota, was the first person tocalculate the total energy budget of an entirecommunity at Cedar Bog Lake in MN. He foundthe total amount of energy produced by pro-ducers was 1,114 kilocalories per meter squaredper year. About 20% of the 1,114 kilocalorieswere used up during respiration. How manykilocalories were used during respiration?

28. Kilocalorie Use Of the 600 kilocalories of pro-ducers available to a caterpillar, the caterpillarconsumes about 150 kilocalories. About 25% ofthe 150 kilocalories is used to maintain its lifeprocesses and is lost as heat, while 16% cannotbe digested. How many kilocalories are lost asheat? What percentage of the 600 kilocalories isavailable to the next feeding level?

Use the table below to answer question 29.

Grasses

Mighty Migrators

Species Distance (km)

Desert locust 4,800

Caribou 800

Green turtle 1,900

Arctic tern 35,000

Gray whale 19,000

29. Make and Use Graphs Climate can cause popu-lations to move from place to place. Make a bargraph of migration distances shown above.

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The assessed North Carolina objectiveappears above the question.

Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

1. What is the abiotic factor that providesenergy for nearly all life on Earth?

A air

B soil

C sunlight

D water

The illustration below shows the rain shadoweffect.

2. Which describes the air at point C?

A dry and cool

B dry and warm

C moist and cool

D moist and warm

3. Which describes the air at point A in the illustration above?

A dry and cool

B dry and warm

C moist and cool

D moist and warm

4. Which is characteristic of places at high elevations?

A fertile soil

B fewer oxygen molecules in air

C tall trees

D warmer air temperatures

The nitrogen cycle is illustrated below.

5. Which only absorbs nitrogen?

A decaying organisms

B grazing cows

C lightning

D trees

6. Which in the illustration above onlyreleases nitrogen?

A decaying organisms

B grazing cows

C lightning

D trees

394 NORTH CAROLINA

North CarolinaNorth Carolinachapter chapter

A

BC

Ocean

ForestDesert

4.01 7.02

7.02

4.01 7.01

4.01 7.01

435-CR-MSS05-NC6 8/17/04 10:25 AM Page 394

OBJECTIVES REVIEW 395

7. What plant process returns water vapor tothe atmosphere?

A condensation

B evaporation

C respiration

D transpiration

The table below lists data about water use.

8. What accounted for the highest water use?

A electricity production

B farms and ranches

C homes and businesses

D industry and mining

9. Using the table above, what percentage ofthe total amount of water use results fromelectricity production and homes and busi-ness combined?

A 20.4%

B 49.1%

C 50.9%

D 79.6%

10. Where is most of the energy found in anenergy pyramid?

A in the bottom level

B in the second level

C in the third level

D in the top level

11. What organisms can remove carbon diox-ide from the air during photosynthesis?

A consumers

B herbivores

C omnivores

D producers

12. The illustration below represents howenergy and matter move in nature.

What term describes the illustration above?

A carbon cycle

B energy pyramid

C food chain

D food web

Heat

Soil

Heat

Soil

Heat

Soil

nc6.msscience.com/objectives_review

Objectives ReviewObjectives Review

U.S. Estimated Water Use in 1995

Water UseMillions of

Gallons per DayPercent of Total

Homes andbusinesses

41,600 12.2

Industry and mining 28,000 8.2

Farms and ranches 139,200 40.9

Electricityproduction

131,800 38.7

4.01

Answer All Questions Never leave any answer blank.

4.01 7.01 7.02

4.01 7.01

4.01 4.04 7.01

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Glencoe North Carolina Science, Grade 6Contents in BriefThe Glencoe FormulaNorth Carolina Standard Course of Study OverviewNorth Carolina Standard Course of Study Correlated to Glencoe North Carolina Science, Grade 6Table of ContentsUnit 1: Science InquiryChapter 1: The Nature of Science and TechnologyLaunch Lab: Model an ExcavationFoldablesSection 1: How Science WorksScience OnlineIntegrate Earth Science

Section 2: Scientific Problem SolvingMiniLAB: Observing and InferringVisualizing a HypothesisScience OnlineLab: Advertising Inferences

Section 3: Science, Engineering, and TechnologyApplying ScienceScience OnlineLab: Model an Archeological DigScience and Language Arts: Mama Solves a Murder

Chapter 1 Study GuideChapter 1 ReviewChapter 1 North Carolina Objectives Review

Chapter 2: Rocks and MineralsLaunch Lab: Observe a RockFoldablesSection 1: MineralsEarth's JewelsIntegrate Life ScienceMiniLAB: Classifying MineralsApplying Science: How hard are these minerals?Science Online

Section 2: Igneous and Sedimentary RocksIntegrate Social StudiesIntegrate PhysicsVisualizing Igneous Rock FeaturesMiniLAB: Modeling How Fossils Form Rocks

Section 3: Metamorphic Rocks and the Rock CycleScience OnlineLab: Gneiss RiceLab: Classifying MineralsOops! Accidents in Science: Going for the Gold


Chapter 3: Erosional ForcesLaunch Lab: Demonstrate Sediment MovementFoldablesSection 1: Erosion by GravityMiniLAB: Modeling SlumpIntegrate Physics

Section 2: GlaciersScience OnlineLab: Glacial Grooving

Section 3: WindIntegrate HistoryApplying Science: What factors affect wind erosion?MiniLAB: Observing How Soil Is Held in PlaceScience OnlineVisualizing How Dunes Form and MigrateLab: Blowing in the WindScience Stats: Losing Against Erosion


Unit 2: The Dynamic EarthChapter 4: Forces Shaping EarthLaunch Lab: Model Earth's InteriorFoldablesSection 1: Earth's Moving PlatesIntegrate ChemistryScience OnlineVisualizing Rift ValleysMiniLAB: Modeling Tension and CompressionLab: Earth's Moving Plates

Section 2: Uplift of Earth's CrustMiniLAB: Modeling MountainsScience OnlineIntegrate Language ArtsApplying Science: How can glaciers cause land to rise?Lab: IsostasyScience Stats: Mountains


Chapter 5: Earthquakes and VolcanoesLaunch Lab: Construct with StrengthFoldablesSection 1: EarthquakesMiniLAB: Observing DeformationScience OnlineVisualizing Tsunamis

Section 2: VolcanoesMiniLAB: Modeling an EruptionScience OnlineLab: Disruptive Eruptions

Section 3: Earthquakes, Volcanoes, and Plate TectonicsIntegrate ChemistryIntegrate Language ArtsApplying Math: P-wave Travel TimeLab: Seismic WavesScience and History: Quake


Chapter 6: Weathering and SoilLaunch Lab: Stalactites and StalagmitesFoldablesSection 1: WeatheringScience OnlineMiniLAB: Observing the Formation of Rust

Section 2: The Nature of SoilVisualizing Soil FormationMiniLAB: Comparing Components of SoilIntegrate ChemistryApplying Math: Soil TextureLab: Soil Texture

Section 3: Soil ErosionIntegrate CareerScience OnlineLab: Weathering ChalkScience and Language Arts: Landscape, History, and the Pueblo Imagination


Chapter 7: Our Impact on LandLaunch Lab: What happens as the human population grows?FoldablesSection 1: Population Impact on the EnvironmentScience OnlineIntegrate Career

Section 2: Using LandMiniLAB: Modeling Earth's FarmlandApplying Science: How does land use affect stream discharge?Integrate PhysicsLab: What to Wear?

Section 3: Conserving ResourcesMiniLAB: Classifying Your Trash for One DayVisualizing Trash DisposalLab: A World Full of PeopleScience and Society: Hazardous Waste


Unit 3: Earth and BeyondChapter 8: Exploring SpaceLaunch Lab: An Astronomer's ViewFoldablesSection 1: Radiation from SpaceIntegrate PhysicsMiniLAB: Observing Effects of Light PollutionLab: Building a Reflecting Telescope

Section 2: Early Space MissionsApplying Math: Drawing by NumbersIntegrate CareerVisualizing Space ProbesScience OnlineMiniLAB: Modeling a Satellite

Section 3: Current and Future Space MissionsScience OnlineScience OnlineLab: Star SightingsScience and Society: Cities in Space


Chapter 9: The SunEarthMoon SystemLaunch Lab: Model Rotation and RevolutionFoldablesSection 1: EarthIntegrate Life ScienceMiniLAB: Making Your Own CompassScience OnlineScience Online

Section 2: The MoonEarth's SatelliteMiniLAB: Comparing the Sun and the MoonScience OnlineIntegrate CareerVisualizing the Moon's SurfaceApplying Science: What will you use to survive on the Moon?Lab: Moon Phases and Eclipses

Section 3: Exploring Earth's MoonScience OnlineLab: Tilt and TemperatureScience and History: The Mayan Calendar


Chapter 10: The Solar SystemLaunch Lab: Model Crater FormationFoldablesSection 1: The Solar SystemScience OnlineIntegrate PhysicsVisualizing the Solar System's FormationLab: Planetary Orbits

Section 2: The Inner PlanetsMiniLAB: Inferring Effects of GravityScience OnlineApplying Math: Diameter of Mars

Section 3: The Outer PlanetsMiniLAB: Modeling PlanetsIntegrate Language Arts

Section 4: Other Objects in the Solar SystemLab: Solar System Distance ModelOops! Accidents in Science: It Came from Outer Space


Unit 4: Energy and Matter in NatureChapter 11: PlantsLaunch Lab: How to you use plants?FoldablesSection 1: An Overview of PlantsIntegrate HistoryVisualizing Plant Classification

Section 2: Seedless PlantsMiniLAB: Measuring Water Absorption by a MossScience OnlineApplying Science: What is the value of rain forests?

Section 3: Seed PlantsMiniLAB: Observing Water Moving in a PlantIntegrate HealthScience OnlineLab: Identifying ConifersLab: Plants as MedicineOops! Accidents in Science: A Loopy Idea Inspires a "Fastenating" Invention


Chapter 12: Plant ProcessesLaunch Lab: Do plants lose water?FoldablesSection 1: Photosynthesis and RespirationIntegrate CareerMiniLAB: Inferring What Plants Need to Produce ChlorophyllScience OnlineLab: Stomata in Leaves

Section 2: Plant ResponsesIntegrate PhysicsApplying Math: Growth HormonesMiniLAB: Observing RipeningVisualizing Plant HormonesScience OnlineLab: Tropism in PlantsScience and Language Arts: Sunkissed: An Indian Legend


Chapter 13: The Nonliving EnvironmentLaunch Lab: Earth Has Many EcosystemsFoldablesSection 1: Abiotic FactorsMiniLAB: Determining Soil MakeupApplying Math: Temperature ChangesIntegrate CareerScience OnlineLab: Humus Farm

Section 2: Cycles in NatureMiniLAB: Comparing FertilizersVisualizing the Carbon CycleScience Online

Section 3: Energy FlowIntegrate Earth ScienceLab: Where does the mass of a plant come from?Science Stats: Extreme Climates


Unit 5: Population DynamicsChapter 14: Interactions of LifeLaunch Lab: How do lawn organisms survive?FoldablesSection 1: Living EarthScience Online

Section 2: PopulationsMiniLAB: Observe Seedling CompetitionApplying Science: Do you have too many crickets?Science OnlineMiniLAB: Comparing Biotic PotentialVisualizing Population Growth

Section 3: Interactions Within CommunitiesIntegrate ChemistryIntegrate HistoryLab: Feeding Habits of PlanariaLab: Population Growth in Fruit FliesScience and History: The Census Measures a Human Population


Chapter 15: EcosystemsLaunch Lab: What environment do houseplants need?FoldablesSection 1: How Ecosystems ChangeScience OnlineVisualizing Secondary Succession

Section 2: BiomesMiniLAB: Modeling Rain Forest LeavesIntegrate Earth ScienceLab: Studying a Land Ecosystem

Section 3: Aquatic EcosystemsMiniLAB: Modeling Freshwater EnvironmentsIntegrate CareerApplying Math: TemperatureScience OnlineLab: Exploring WetlandsScience and Society: Creating Wetlands to Purify Wastewater


Chapter 16: Adaptations over TimeLaunch Lab: Adaptation for a HunterFoldablesSection 1: Ideas About EvolutionIntegrate Language ArtsScience OnlineApplying Science: Does natural selection take place in a fish tank?MiniLAB: Relating Evolution to SpeciesLab: Hidden Frogs

Section 2: Clues About EvolutionScience OnlineVisualizing the Geologic Time ScaleIntegrate Earth Science

Section 3: The Evolution of PrimatesMiniLAB: Living Without ThumbsLab: Recognizing Variation in a PopulationScience and History: Fighting HIV


Unit 6: Energy and WavesChapter 17: Energy and Energy ResourcesLaunch Lab: Marbles and EnergyFoldablesSection 1: What is energy?Section 2: Energy TransformationScience OnlineMiniLAB: Analyzing Energy TransformationsVisualizing Energy TransformationsIntegrate Life ScienceLab: Hearing with Your Jaw

Section 3: Sources of EnergyIntegrate Earth ScienceScience OnlineApplying Science: Is energy consumption outpacing production?MiniLAB: Building a Solar CollectorLab: Energy to Power Your LifeScience Stats: Energy to Burn


Chapter 18: Thermal EnergyLaunch Lab: Measuring TemperatureFoldablesSection 1: Temperature and Thermal EnergyApplying Math: Converting to Celsius

Section 2: HeatMiniLAB: Comparing Rates of MeltingMiniLAB: Observing ConvectionIntegrate Life ScienceLab: Heating Up and Cooling Down

Section 3: Engines and RefrigeratorsScience OnlineVisualizing the Four-Stroke CycleIntegrate CareerLab: Comparing Thermal InsulatorsScience and Society: The Heat is On


Chapter 19: SoundLaunch Lab: Making Human SoundsFoldablesSection 1: What is sound?MiniLAB: Comparing and Contrasting SoundsScience OnlineIntegrate AstronomyApplying Science: How does Doppler radar work?Visualizing the Doppler EffectLab: Observe and Measure Reflection of Sound

Section 2: MusicIntegrate Social StudiesMiniLAB: Modeling a Stringed InstrumentScience OnlineLab: MusicScience and Society: It's a Wrap


Chapter 20: Light, Mirrors, and LensesLaunch Lab: Bending LightFoldablesSection 1: Properties of LightMiniLAB: Observing Colors in the Dark

Section 2: Reflection and MirrorsIntegrate PhysicsScience OnlineVisualizing Reflections in Concave MirrorsLab: Reflection from a Plane Mirror

Section 3: Refraction and LensesSection 4: Using Mirrors and LensesMiniLAB: Forming an Image with a LensIntegrate HistoryScience OnlineLab: Image Formation by a Convex LensOops! Accidents in Science: Eyeglasses: Inventor Unknown


Student ResourcesScience Skill HandbookScientific MethodsSafety SymbolsSafety in the Science Laboratory

Extra Try at Home LabsTechnology Skill HandbookComputer SkillsPresentation Skills

Math Skill HandbookMath ReviewScience Applications

Reference HandbooksRocksMineralsDiversity of Life: Classification of Living OrganismsPhysical Science Reference TablesPeriodic Table of the Elements

English/Spanish GlossaryIndexCredits

Feature ContentsCross-Curricular ReadingsNational GeographicUnit OpenersVisualizing

TIME Science and SocietyTIME Science and HistoryOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs

ActivitiesApplying MathApplying ScienceIntegrateScience OnlineObjectives Review

Student WorksheetsChapter 1: The Nature of Science and TechnologyChapter 2: Rocks and MineralsChapter 3: Erosional ForcesChapter 4: Forces Shaping EarthChapter 5: Earthquakes and VolcanoesChapter 6: Weathering and SoilChapter 7: Our Impact on LandChapter 8: Exploring SpaceChapter 9: The SunEarthMoon SystemChapter 10: The Solar SystemChapter 11: PlantsChapter 12: Plant ProcessesChapter 13: The Nonliving EnvironmentChapter 14: Interactions of LifeChapter 15: EcosystemsChapter 16: Adaptations over TimeChapter 17: Energy and Energy ResourcesChapter 18: Thermal EnergyChapter 19: SoundChapter 20: Light, Mirrors, and LensesMastering the Grade 6 North Carolina Science ObjectivesIntroductionTask RegimenCompetency Goal 1: Scientific InquiryCompetency Goals 1.01-1.10

Competency Goal 2: Technological DesignCompetency Goals 2.01-2.03Benchmark Test (Competency Goals 1.01-1.10, 2.01-2.03)

Competency Goal 3: GeologyCompetency Goals 3.01-3.08Benchmark Test (Competency Goals 3.01-3.08)

Competency Goal 4: The Cycling of MatterCompetency Goals 4.01-4.05Benchmark Test (Competency Goals 4.01-4.05)

Competency Goal 5: The Solar SystemCompetency Goals 5.01-5.06Benchmark Test (Competency Goals 5.01-5.06)

Competency Goal 6: Energy Transfer and TransformationCompetency Goals 6.01-6.07Benchmark Test (Competency Goals 6.01-6.07)

Competency Goal 7: Population DynamicsCompetency Goals 7.01-7.06Benchmark Test (Competency Goals 7.01-7.06)

Probeware Lab ManualTo the StudentGetting Started with ProbewareSafety in the LabSafety SymbolsLife Science LabsLab 1: Size Limits of CellsLab 2: Exercise and Heart RateLab 3: Cooking with BacteriaLab 4: Sweat is CoolLab 5: Biodiversity and Ecosystems

Earth Science LabsLab 6: The Effect of Acid Rain on LimestoneLab 7: The Formation of CavesLab 8: Measuring EarthquakesLab 9: Predicting the WeatherLab 10: How are distance and light intensity related?

Physical Science LabsLab 11: How fast do you walk?Lab 12: Transforming EnergyLab 13: Endothermic and Exothermic ProcessesLab 14: Thermal ConductivityLab 15: Let the Races Begin!

Appendix A: Using the TI-73 to Create a HistogramAppendix B: Using the TI-83 Plus Graphing Calculator to Create a HistogramAppendix C: Using the TI-73 Graphing Calculator to Create a Box Plot and Display StatisticsAppendix D: Using the TI-83 Plus Graphing Calculator to Box Plot and Display StatisticsAppendix E: Using the TI-73 Graphing Calculator to Create a Circle Graph

Reading EssentialsChapter 1: The Nature of Science and TechnologyChapter 2: Rocks and MineralsChapter 3: Erosional ForcesChapter 4: Forces Shaping EarthChapter 5: Earthquakes and VolcanoesChapter 6: Weathering and SoilChapter 7: Our Impact on LandChapter 8: Exploring SpaceChapter 9: The SunEarthMoon SystemChapter 10: The Solar SystemChapter 11: PlantsChapter 12: Plant ProcessesChapter 13: The Nonliving EnvironmentChapter 14: Interactions of LifeChapter 15: EcosystemsChapter 16: Adaptations over TimeChapter 17: Energy and Energy ResourcesChapter 18: Thermal EnergyChapter 19: SoundChapter 20: Light, Mirrors, and Lenses

Science Inquiry Lab ManualSafety SymbolsSafety GuidelinesSI Reference SheetLaboratory EquipmentScience as InquiryActivity 1: It's a Small WorldActivity 2: Designing a Classification SystemActivity 3: Effects of Acid RainActivity 4: Growth Rings as Indicators of ClimateActivity 5: Radiation and Its Effects on SeedsActivity 6: Survival in Extreme ClimatesActivity 7: Upfolds and DownfoldsActivity 8: Making WavesActivity 9: A Trip Around the WorldActivity 10: Investigating DiatomiteActivity 11: Coal: What's My Rank?Activity 12: Tornado in a JarActivity 13: Identifying Metals and NonmetalsActivity 14: The Inside Story of PackagingActivity 15: Lenses that MagnifyActivity 16: Electrolytes and ConductivityActivity 17: Curds and WheyActivity 18: Cabbage ChemistryActivity 19: States of MatterActivity 20: Isotopes And Atomic Mass

Science NotebookNote-Taking TipsUsing Your Science NotebookChapter 1: The Nature of Science and TechnologyChapter PreviewSection 1: How Science WorksSection 2: Scientific Problem SolvingSection 3: Science, Engineering, and TechnologyWrap-Up

Chapter 2: Rocks and MineralsChapter PreviewSection 1: MineralsEarth's JewelsSection 2: Igneous and Sedimentary RocksSection 3: Metamorphic Rocks and the Rock CycleWrap-Up

Chapter 3: Erosional ForcesChapter PreviewSection 1: Erosion by GravitySection 2: GlaciersSection 3: WindWrap-Up

Chapter 4: Forces Shaping EarthChapter PreviewSection 1: Earth's Moving PlatesSection 2: Uplift of Earth's CrustWrap-Up

Chapter 5: Earthquakes and VolcanoesChapter PreviewSection 1: EarthquakesSection 2: VolcanoesSection 3: Earthquakes, Volcanoes, and Plate TectonicsWrap-Up

Chapter 6: Weathering and SoilChapter PreviewSection 1: WeatheringSection 2: The Nature of SoilSection 3: Soil ErosionWrap-Up

Chapter 7: Our Impact on LandChapter PreviewSection 1: Population Impact on the EnvironmentSection 2: Using LandSection 3: Conserving ResourcesWrap-Up

Chapter 8: Exploring SpaceChapter PreviewSection 1: Radiation from SpaceSection 2: Early Space MissionsSection 3: Current and Future Space MissionsWrap-Up

Chapter 9: The SunEarthMoon SystemChapter PreviewSection 1: EarthSection 2: The MoonEarth's SatelliteSection 3: Exploring Earth's MoonWrap-Up

Chapter 10: The Solar SystemChapter PreviewSection 1: The Solar SystemSection 2: The Inner PlanetsSection 3: The Outer PlanetsSection 4: Other Objects in the Solar SystemWrap-Up

Chapter 11: PlantsChapter PreviewSection 1: An Overview of PlantsSection 2: Seedless PlantsSection 3: Seed PlantsWrap-Up

Chapter 12: Plant ProcessesChapter PreviewSection 1: Photosynthesis and RespirationSection 2: Plant ResponsesWrap-Up

Chapter 13: The Nonliving EnvironmentChapter PreviewSection 1: Abiotic FactorsSection 2: Cycles in NatureSection 3: Energy FlowWrap-Up

Chapter 14: Interactions of LifeChapter PreviewSection 1: Living EarthSection 2: PopulationsSection 3: Interactions Within CommunitiesWrap-Up

Chapter 15: EcosystemsChapter PreviewSection 1: How Ecosystems ChangeSection 2: BiomesSection 3: Aquatic EcosystemsWrap-Up

Chapter 16: Adaptations over TimeChapter PreviewSection 1: Ideas About EvolutionSection 2: Clues About EvolutionSection 3: The Evolution of PrimatesWrap-Up

Chapter 17: Energy and Energy ResourcesChapter PreviewSection 1: What is energy?Section 2: Energy TransformationSection 3: Sources of EnergyWrap-Up

Chapter 18: Thermal EnergyChapter PreviewSection 1: Temperature and Thermal EnergySection 2: HeatSection 3: Engines and RefrigeratorsWrap-Up

Chapter 19: SoundChapter PreviewSection 1: What is sound?Section 2: MusicWrap-Up

Chapter 20: Light, Mirrors, and LensesChapter PreviewSection 1: Properties of LightSection 2: Reflection and MirrorsSection 3: Refraction and LensesSection 4: Using Mirrors and LensesWrap-Up

Study Guide and ReinforcementChapter 1: The Nature of Science and TechnologyChapter 2: Rocks and MineralsChapter 3: Erosional ForcesChapter 4: Forces Shaping EarthChapter 5: Earthquakes and VolcanoesChapter 6: Weathering and SoilChapter 7: Our Impact on LandChapter 8: Exploring SpaceChapter 9: The SunEarthMoon SystemChapter 10: The Solar SystemChapter 11: PlantsChapter 12: Plant ProcessesChapter 13: The Nonliving EnvironmentChapter 14: Interactions of LifeChapter 15: EcosystemsChapter 16: Adaptations over TimeChapter 17: Energy and Energy ResourcesChapter 18: Thermal EnergyChapter 19: SoundChapter 20: Light, Mirrors, and Lenses

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