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NOVEMBER 8-22, 2010 TEACHER’S EDITIONSupplement to Science World

ISSUE DATES 9/6 9/27 10/18 11/8-22 12/6 1/3 1/24 2/14 3/7 3/21 4/4-18 5/9

In addition to the regular science news stories

and features, this special double issue includes

Science World’s annual Science-Project Guide.

Turn to page 23 to read about award-winning

projects from teens across the country. Also, be

sure to visit www.scholastic.com/scienceworld

for a special online supplement that accompanies

the guide. As always, e-mail any tips, topics,

comments, or suggestions to us at

[email protected]. —The Editors

Vol. 67, noS. 4 & 5 ISSn 1041-1410

Take Science World ’s Fall Survey at: WWW.SCHOLASTIC.COM/SCIENCEWORLDFALL10SURVEY.

Content and Summary

national SCienCeeduCation StandardS

online materialS www.scholastic.com

/scienceworld

t. rex brought to life

EARTH: FossilsDino Sue was unearthed 20 years ago. learn about this spectacular fossil.

Grades 5-8: earth’s historyGrades 9-12: Geochemical cycles

test your students’ reading comprehension with the Check for Understanding online reproducible.

name that element!

CHEMISTRY: ElementsStudents follow eight clues to sleuth out a mystery element.

Grades 5-8: properties and changes of properties in matterGrades 9-12: Structure and properties of atoms

use the Check for Understanding online reproducible to expand your students’ chemistry knowledge.

taking StoCk of Sea life

EARTH: OceansScientists are tracking and counting new sea creatures.

Grades 5-8: Structure of the earth systemGrades 9-12: Interdependence of organisms

Singing SenSationS

BIOLOGY: PhysiologySee what makes the teens on Glee such great singers.

Grades 5-8: Form and functionGrades 9-12: Form and function

Challenge your students to defend and dispute arguments in the Check for Understanding online reproducible.

SCienCe-projeCt guide

SPECIAL SUPPLEMENTteens share their science-project success stories.

Grades 5-8, 9-12: understandings about scientific inquiry; evidence, models, and explanation; nature of science

Download a special Online Science-Project Guide with extra skills sheets at www.scholastic.com/scienceworld.

featureSPAGE 6

PAGE 14

PAGE 10

Melinda Mills, this teacher’s edition’s contributor, suggests creating classroom research centers where students investigate topics discussed in Science World articles. the centers should include a simple activity and one or two

questions requiring students to apply information

from their reading. For example, set up a station with tuning forks and Slinkies to investigate pitch, resonance, and sound waves as discussed in “Singing Sensations,” (p. 18). Have them experiment with the equipment. then ask questions about how these concepts affect singers. Research centers not only reinforce the concepts Science World presents, they also provide a direct link between the magazine and your classroom.

Melinda Mills

teaCher to teaCher

• meet some mixed-up species

• Danger! Sinkholes!• See the new $100

note’s antiforgery technology

Comingnext iSSue

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CONTAINS

A MINIMUM

OF 10% POST-

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FIBER

Download a PowerPoint about

new ocean species at www.scholastic.com

/scienceworld

melinda mills, an education consultant and retired science teacher from Houston, texas, with more than 30 years of teaching experience, contributed to this issue’s teacher’s edition.

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TE 2 l Science World l November 8-22, 2010

POSTAL INFORMATION: Science World (ISSn 1041-1410; in Canada, 2-c no. 55948) is published biweekly during the school year, 14 issues, by Scholastic Inc., 2931 east mcCarty St., p.o. Box 3710 Jefferson City, mo 65102-3710. periodical postage paid at Jefferson City, mo 65102 and at additional mailing offices. poStmASteRS: Send notice of address changes to Science World, 2931 east mcCarty St., p.o. Box 3710 Jefferson City, mo 65102-3710.

PAGE 6EARTH: Fossils

T. rex Brought to Life

reSourCeS You can access these Web links at www.scholastic.com/scienceworld.■ VIDEO EXTRA: For a time-lapse video of Sue’s skeleton being

assembled, visit: www.fieldmuseum.org/sue/#video-gallery.

■ Read a transcript of Scholastic’s interview with Sue Hendrickson here: http://www2.scholastic.com/browse /subarticle.jsp?id=21.

■ Discover why T. rex was such a great predator at: http://kids.nationalgeographic.com/kids/animals /creaturefeature/tyrannosaurus-rex.

■ Check out Wired magazine’s online gallery of dinosaur spikes, jaws, and claws at: www.wired.com/wiredscience /2010/08/dinosaur-arsenal-gallery/all/1.

reSourCeS You can access these Web links at www.scholastic.com/scienceworld.■ Visit the Jefferson lab’s It’s elemental Web site to learn more

about iodine and other elements on the periodic table at: http://education.jlab.org/itselemental/ele053.html.

■ learn more about the history of iodized salt at the Salt Institute: www.saltinstitute.org/Issues-in-focus/Food-salt-health /Iodized-salt-other-additives.

■ For a photographic tour of the periodic table, check out theodore Gray’s The elements: A Visual exploration of every Atom in the Universe, Black Dog & leventhal publishers, 2009. Gray also has an ipad app based on this book called The elements.

pre-reading promptS:• What are fossils? How do they form?• How long ago was the Cretaceous period? Can you name

three dinosaurs that roamed the earth during this era?• Why do scientists think birds may be related to

carnivorous dinosaurs?

did you knoW?• Paleontologist Richard Owen coined the term dinosaur

in 1842. It means “terrible, powerful, wondrous lizard” in Greek. The name Tyrannosaurus rex means “tyrant lizard king” in Greek.

• Dinosaur eggs came in all shapes and sizes. Some were as small as tennis balls; others were as large as footballs.

• In addition to eating the flesh of its prey, the T. rex probably also ate the prey’s bones. Paleontologists have found bone fragments in fossils of T. rex dung.

CritiCal thinking:• Paleontologists in North Dakota recently made a rare

discovery: a 66 million-year-old hadrosaur skeleton with fossilized skin still attached. How do you think the dinosaur came to be so well-preserved? What do you think scientists can learn by studying this unique find?

projeCt-baSed learning:HISTORY/ART: Pick one of the geological eras in the diagram on pp. 8-9 of the Student Edition. Research the plants and animals that thrived during this time period. Then draw or paint a scene depicting these creatures in their natural habitat. Take it further by displaying the scenes on the bulletin board in chronological order to see how Earth has changed over time.

pre-reading promptS:• What is a diatomic molecule?• Why do you think maraschino cherries are bright red?• Why do halogen headlights last longer than incandescent

ones?

did you knoW?• Since iodine is a heavy metal, it blocks X-rays. This makes

it a useful element for medical imaging. Patients drink or are given an iodine solution via IV that allows doctors to see the body’s internal structures better.

• When iodine and silver combine, they form tiny crystals. Spraying these crystals into clouds helps increase rainfall. Water molecules in the clouds attach to the crystals, forming heavy, moisture-rich droplets that fall to the ground. This process is called cloud seeding.

CritiCal thinking:• Archaeologists use Lugol’s solution to test for starch

molecules on tools used by ancient cultures. How might this test help scientists learn about a group’s culture?

projeCt-baSed learning:MATH: The Food and Drug Administration recommends that teens consume at least 150 micrograms of iodine each day. If two fish sticks contain approximately 35 mcg of iodine, how many fish sticks would you have to eat in a day to meet your iodine requirement? In a week? (Answer: 35 mcg/2= 17.5 mcg per fish stick; 150 mcg per day/17.5 mcg per fish stick = 8.6 fish sticks per day 5 7 = 60.2 fish sticks per week.)

PAGE 10CHEMISTRY: Elements

Name That Element!

editorial offices: Science World, 557 Broadway, new York, nY 10012-3999. Canadian address: Scholastic Canada ltd., 175 Hillmount Road, markham, on, Canada l6C 1Z7. original contributions to Science World magazine or to contests, projects, and special features sponsored by Science World magazine become the property of Scholastic Inc. Contributions cannot be acknowledged and cannot be returned. please send to editor, Science World, Scholastic Inc., 557 Broadway, new York, nY 10012-3999.

LESSON PLANS

Teacher Instructions for preparing the Hands-On (p. 13)teachers, the Hands-on experiment on page 13 requires a little preparation. the experiment tests various types of salt to see whether they contain iodine, the mystery element. You will need iodized salt, table salt, kosher salt, sea salt, and pickling salt. only the iodized salt (and possibly some brands of sea salt) will turn blue/purple, due to their iodine content.

Science World l November 8-22, 2010 l TE 3

LESSON PLANSPAGE 14

reSourCeS You can access these Web links at www.scholastic.com/scienceworld.■ VIDEO EXTRA: Watch interviews with scientists and videos of

weird sea creatures at: http://coml.org/video-gallery.■ learn all about the ocean at this Smithsonian Web site:

http://ocean.si.edu. ■ Find lesson plans and activities about the ocean sorted by

grade level at this Web site run by the national oceanic and Atmospheric Administration: http://oceanservice.noaa.gov/education/welcome.html.

pre-reading promptS:• What is the Census of

Marine Life project? What do scientists hope to learn from it?

• What is the deepest point in the ocean?• What methods might researchers use to track the

movement of ocean animals?

did you knoW?• Talk about a group effort: Approximately 2,700 scientists

from 80 countries participated in the 10-year Census of Marine Life project.

• More than 16 percent of all animal protein consumed worldwide comes from the ocean.

• The supply of Atlantic bluefin tuna can’t keep up with demand as populations continue to decline. In Japan, each tuna can sell for more than $100,000.

CritiCal thinking:• Current threats to ocean biodiversity include habitat loss,

overfishing, pollution, invasive species, and climate change. Yet when surveyed, many Americans—45 percent—say their personal lifestyle has little impact on the oceans’ health. What is your opinion? Explain why you agree or disagree.

projeCt-baSed learning:LANGUAGE ARTS/TECHNOLOGY: You’re applying to participate in the Marine Census project! Use the diagram on p. 16 of the Student Edition to choose the ocean area you would like to explore. Think about and research what creatures you want to study there. Next, select the underwater submersible best suited for this environment. Research the pros and cons of HOVs (human-operated vehicles), ROVs (remotely operated vehicles), and AUVs (autonomous underwater vehicles) at www.divediscover .whoi.edu/robotics/vehicles.html and http://ocean.si.edu /ocean-news/submarines-robots-exploring-deep-ocean. Then write a research proposal describing what you’d like to study and what type of submersible you want to use.

EARTH: Oceans

Taking Stock of Sea Life

Download a PowerPoint about new ocean species

at www.scholastic.com /scienceworld

PAGE 18

reSourCeS You can access these Web links at www.scholastic.com/scienceworld.■ VIDEO EXTRA: Watch scientist nandhu Radhakrishnan test

singers’ vocal abilities, at: http://news.discovery.com /videos/human-the-science-of-singing.html.

■ learn all about the science of singing at this online exhibit: www.exploratorium.edu/music.

■ Read how puberty affects the vocal cords, larynx, and sound of male teens’ voices here: http://kidshealth.org/kid/grow /boy/changing_voice.html.

pre-reading promptS:• What is pitch?• How do vocal cords create sound?• How does expanding the abdomen improve singing?

did you knoW?• Singing is an aerobic workout! It increases oxygen levels

in the blood and exercises major muscles in a person’s upper body.

• Laryngitis occurs when your larynx and vocal cords are infected, causing your larynx to become swollen and sore. The swelling and soreness can make you hoarse or you can temporarily lose your voice.

• Roughly 1 in 10,000 people have perfect pitch, or the ability to identify the pitch of any tone heard or to sing a given tone without having heard it beforehand.

CritiCal thinking:• With every vocalization you make, the sound waves

produced form a pattern unique to you. Now, electronically recorded images of these wave patterns, called voiceprints, are being used in several schools across the country as a means of student identification. What are some ways voiceprints could be used at your school? Do you think students would prefer using this type of identification as opposed to the traditional photo IDs?

projeCt-baSed learning:MUSIC/LANGUAGE ARTS: Studies suggest it’s easier to memorize a list of terms if we replace the words in a simple nursery rhyme or song with the words we want to remember. Write a parody of your favorite song or rhyme to help you remember the functions of the larynx, vocal cords, lungs, and diaphragm. Take it further by performing your nursery rhyme or song in groups and have the class vote on their favorite.

BIOLOGY: Physiology

Singing Sensations


C h e C k f o r u n d e r S t a n d i n g

Name:

Science NewsDIRECTIONS: Read the “Science News” section on pages 2 to 5.

Then test your knowledge, filling in the letters of the correct answers below.

1. Sea hares defend themselves by_____.A using their poisonous spines B hiding under a rockC squirting a dark-purple cloud

of chemicals and distracting attackers

D swimming away very fast

2. How does the sea hare make ink?A It chews on purple coral, so it

spits purple saliva.B The animal has a special gland

for making ink.C Sea hares transform pigment

found in red algae into ink molecules.

D It remains a mystery.

3. What is a rostrum?A the device Merlin the dolphin

uses to communicate with his trainers

B an area of a dolphin’s brainC a dolphin’s beakD a dolphin’s side fin

4. Merlin is a _____ dolphin.A spotted B bottlenose C black D common

5. What body system is responsible for attacking viruses?A immune systemB endocrine systemC nervous systemD digestive system

6. What percentage of plastic bottles used in the U.S. are recycled?A 5 percentB 20 percentC 35 percentD 100 percent

7. Why did a crew decide to sail across the Pacific Ocean in Plastiki?A to show that plastic bottles can

be used to make a boatB to see the Eastern Garbage PatchC to observe and count marine

mammalsD to raise awareness about plastic

pollution

8. The Plastiki traveled from _____ to _____.A Tokyo to Los AngelesB New York to LondonC San Francisco to SydneyD Miami to Rio de Janeiro

9. Which of the following is a cause of coral bleaching in Aceh, Indonesia?A People have been disposing of

bleach in the ocean.B The sun bleaches the coral white.C Warmer waters are killing off

algae that live on the coral and provide it with food.

D Coral predators are eating the living polyps that make the coral skeleton.

10. Archaeologists believe that the two newly discovered ancient Mayan reservoirs in Uxul, Mexico, were used for ___.A storing drinking waterB swimmingC irrigationD farming fish

Permission granted by Science World to reproduce for classroom use only. Copyright © 2010 by Scholastic Inc.

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Permission granted by Science World to reproduce for classroom use only. Copyright © 2010 by scholastic Inc.

R e a d i n g C o m p R e h e n s i o n s k i l l s

name:

What Killed the Dinosaurs?In “T. rex Brought to Life” (p. 6), you read about the excavation and reconstruction of Sue, the largest, most complete Tyrannosaurus rex found to date. Scientists believe Sue died of natural causes, but most dinosaur species died off during an event called the Cretaceous–Tertiary extinction. Read the passage below to learn about what caused the extinction, then answer the questions that follow.

Deadly AsteroidApproximately 65 million years ago, dinosaurs and most other species suddenly became extinct. Some scientists have theorized that a single, large asteroid may have hit the Yucatan Peninsula in present-day Mexico, sparking the die-off. Another theory blames multiple asteroid impacts for the mass extinction. Which is correct? Now, soil samples from the bottom of the ocean suggest it was indeed one giant asteroid that did in the dinos.

Ken MacLeod, a geologist at the University of Missouri, was part of a drilling expedition in the Atlantic Ocean that collected the new evidence. Roughly 4,500 kilometers (2,800 miles) from the Yucatan Peninsula, the team collected sediment samples from deep beneath the seafloor. If many asteroid impacts had occurred, debris would be scattered throughout multiple sediment layers. Instead, scientists found only one layer loaded with elements common in space rocks. The conclusion: a single impact.

Upon slamming into Earth, the massive space rock probably sent dirt flying into the atmosphere. This would have blocked sunlight and killed off plants, which are the food source of many dinosaurs. And plant-eating dinosaurs were in turn food for meat-eating ones. “It sometimes seems harder to explain how anything survived [the impact] rather than how so much died,” says MacLeod.

1. which of the following BesT summarizes the passage above? A Dinosaurs died of an epidemic 65 million years ago. B Multiple asteroid impacts are responsible for the

mass extinction of dinosaurs. C Asteroids often cause large extinctions. D Scientists have found evidence that supports the

theory that a single asteroid was responsible for the mass extinction of dinosaurs.

2. what is the purpose of the second paragraph?A to describe the landscape of the Yucatan PeninsulaB to introduce how long ago dinosaurs became extinctC to describe how scientists collected evidence of the

single asteroid impactD to argue that many asteroid impacts wiped out the

dinosaurs

3. Approximately how many years ago did the mass extinction occur?A 25 million years ago C 81 million years agoB 65 million years ago D 130 million years ago

4. The asteroid hit the Yucatan Peninsula, which is located in ___. A Mexico C PeruB Japan D Russia

5. which of these statements is noT a fact from the passage?A Only plant-eating dinosaurs died off, because they

lost their food source.B The drilling team searched for evidence 4,500

kilometers (2,800 miles) from the Yucatan Peninsula.C The sediment samples contained one layer loaded

with elements common in space rocks.D One theory of what caused dinosaurs’ extinction was

that many asteroid impacts killed them.

6. Answer the following question on a separate sheet of paper: Do you think that layers of sediment in other parts of the world might also contain elements commonly found in space rocks? explain your reasoning.


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Counting CrittersIn “Taking Stock of Sea Life” (p. 14), you read about how scientists from around the world are working to count and catalogue ocean creatures. Use the data in the chart below to learn more about what they’ve found.

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SOURCE: CENSUS OF MARINE LIFE

Taxonomic Group Percent

CrusTACeAns (lobsters, shrimp, krill) 19Mollusks (squid, clams, snails) 17

FIsh (cod, catfish, tuna) 12AlGAe (and other plantlike organisms) 10

ProTozoA (unicellular microorganisms) 10CnIDArIAns

(jellyfish, corals, hydra) 5

eChInoDerMs (starfish, sea urchins, sea cucumbers) 3

oTher VerTeBrATes (seals, seabirds, turtles) 2

oTher InVerTeBrATes (sponges, sea squirts, worms) 22

Percent of Total known Marine species by Taxonomic Group

Graph It1. Use the circle (above right) to make a circle graph

from the data in the table. Each wedge will start from the center point marked on the circle.

2. Convert the data from percents to angle degrees by multiplying the percentage by 360. For example: 19 percent of marine species are crustaceans, so the pie wedge for that group would be 19 percent of the 360° circle, or 68° (360 x .19 = 68.4, rounded to 68). Position a protractor at the center point of the circle. Mark 0° and 68° angles with points on the edge of the circle. Draw a line from each of these points to the center of the circle.

3. Label the wedge (include its percent).4. Measure your next wedge from the edge of the first.

When finished, the entire circle should be filled and the wedges should add up to 360°.

5. Don’t forget to give your graph a title!

Analyze It1. What percent of the organisms identified are

mollusks? Echinoderms?

2. Which group of organisms makes up about one fifth of all marine life counted?

3. Mollusks make up the same percent of marine life as which two groups combined?

4. Think about what eats what in the aquatic food chain, why do you think that vertebrates like seals and seabirds represent the smallest percent of marine life?

Title: _____________________________________


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h a n d s - o n a C T i V i T Y

name:

Measuring BreathsIn “Singing Sensations” (p. 18), you read how the first step to singing is breathing. Spirometry is the science of measuring people’s breaths. There are two main components of breathing: tidal volume and lung capacity. Tidal volume is the amount of air you regularly breathe in and out, and lung capacity is the maximum amount of air your lungs can hold. Complete the activity below to learn more about breathing. (Note: If you have breathing difficulties, you should not participate in this activity. Instead, record the data for your lab partner.)

MATerIAlsround balloons • metric ruler • paper • pen or pencil

ProCeDure1. Stretch a balloon several times to loosen it up. Inhale normally and then exhale normally into the balloon. 2. Pinch the end of the balloon and measure its diameter in centimeters. This is your tidal volume. Record this number in the appropriate cell of the data table below.3. Use the graph “Lung-Volume Conversion” (right) to convert from balloon diameter (cm) to lung volume (cubic cm). 4. Repeat steps 1 through 3 two more times. Then calculate the average and record it in the data table. 5. Repeat step 1, only this time inhale as much air as you can, and exhale forcefully. This will measure your lung capacity. 6. Repeat steps 2 through 4 filling out the cells under “Lung Capacity” in the data table.

ConClusIons1. Which measurement—tidal volume or lung capacity—was greater?

2. Compare your results with those of classmates. Does everyone in the class have the same lung capacity? Why do you think this is so?

3. Now that you know what your lung capacity is, can you think of any exercises that can increase it? How would you design an experiment to test if your exercise routine worked?

Student Name: Tidal Volume lung Capacity

BalloonDiameter

(cm)

Volume(in cubic cm from graph)

BalloonDiameter

(cm)

Volume(in cubic cm from graph)

Trial 1

Trial 2

Trial 3

Average

Balloon Diameter (cm)

lung

Vol

ume

(cub

ic c

m)

7000

8000

6000

5000

4000

3000

2000

1000

0

2 4 6 8 10 12 14 16 18 20 22

lung-Volume Conversion

Data Table

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