science level red - glencoe
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ConsultantDouglas Fisher, Ph.D.
Science Level Red
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Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the materialcontained herein on the condition that such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with Science Level Red. Any other reproduction,for use or sale, is prohibited without prior written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027
ISBN 0-07-874561-6
Printed in the United States of America
1 2 3 4 5 6 7 8 9 024 08 07 06 05
About the Consultant
Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiatedinstruction, and curriculum design as well as books, such as ImprovingAdolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher-credentialing program as well asgraduate-level courses on English language development and literacy.He also has taught classes in English, writing, and literacy development to secondary school students.
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Science Level Red iii
Note-Taking Tips ........................................ v
Using Your Science Notebook ............... vi
Chapter 1 The Nature of ScienceChapter Preview ....................................... 11-1 ............................................................... 21-2 ............................................................... 51-3 ............................................................... 81-4............................................................. 11Wrap-Up ................................................. 14
Chapter 2 MeasurementChapter Preview ..................................... 152-1............................................................. 162-2............................................................. 192-3............................................................. 22Wrap-Up ................................................. 26
Chapter 3 Matter and Its ChangesChapter Preview ..................................... 273-1............................................................. 283-2............................................................. 31Wrap-Up ................................................. 34
Chapter 4 Atoms, Elements, and the Periodic Table
Chapter Preview ..................................... 354-1............................................................. 364-2............................................................. 394-3............................................................. 42Wrap-Up ................................................. 46
Chapter 5 Motion, Forces, and Simple Machines
Chapter Preview ..................................... 475-1............................................................. 485-2............................................................. 515-3............................................................. 54Wrap-Up ................................................. 58
Chapter 6 EnergyChapter Preview ..................................... 596-1............................................................. 606-2............................................................. 636-3............................................................. 66Wrap-Up ................................................. 70
Chapter 7 Electricity and MagnetismChapter Preview ..................................... 717-1............................................................. 727-2............................................................. 757-3............................................................. 78Wrap-Up ................................................. 82
Chapter 8 WavesChapter Preview ..................................... 838-1............................................................. 848-2............................................................. 878-3............................................................. 90Wrap-Up ................................................. 94
Chapter 9 Rocks and MineralsChapter Preview ..................................... 959-1............................................................. 969-2............................................................. 999-3........................................................... 102Wrap-Up ............................................... 106
Chapter 10 Forces Shaping EarthChapter Preview................................... 10710-1 ........................................................ 10810-2 ........................................................ 111Wrap-Up ............................................... 114
Chapter 11 Weathering and ErosionChapter Preview................................... 11511-1 ........................................................ 11611-2 ........................................................ 119Wrap-Up ............................................... 122
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iv Science Level Red
Chapter 12 The Atmosphere in MotionChapter Preview................................... 12312-1 ........................................................ 12412-2 ........................................................ 12712-3 ........................................................ 130Wrap-Up ............................................... 134
Chapter 13 OceansChapter Preview................................... 13513-1 ........................................................ 13613-2 ........................................................ 13913-3 ........................................................ 14213-4 ........................................................ 145Wrap-Up ............................................... 148
Chapter 14 Exploring SpaceChapter Preview................................... 14914-1 ........................................................ 15014-2 ........................................................ 15314-3 ........................................................ 156Wrap-Up ............................................... 160
Chapter 15 The Solar System and Beyond
Chapter Preview................................... 16115-1 ........................................................ 16215-2 ........................................................ 16515-3 ........................................................ 168Wrap-Up ............................................... 172
Chapter 16 Cells—The Units of LifeChapter Preview................................... 17316-1 ........................................................ 17416-2 ........................................................ 177Wrap-Up ............................................... 180
Chapter 17 Invertebrate AnimalsChapter Preview................................... 18117-1 ........................................................ 18217-2 ........................................................ 18517-3 ........................................................ 18817-4 ........................................................ 191Wrap-Up ............................................... 194
Chapter 18 Vertebrate AnimalsChapter Preview................................... 19518-1 ........................................................ 19618-2 ........................................................ 19918-3 ........................................................ 20218-4 ........................................................ 205Wrap-Up ............................................... 208
Chapter 19 The Human BodyChapter Preview................................... 20919-1 ........................................................ 21019-2 ........................................................ 215Wrap-Up ............................................... 218
Chapter 20 The Role of Genes in Inheritance
Chapter Preview................................... 21920-1 ........................................................ 22020-2 ........................................................ 223Wrap-Up ............................................... 226
Chapter 21 EcologyChapter Preview................................... 22721-1 ........................................................ 22821-2 ........................................................ 23121-3 ........................................................ 234Wrap-Up ............................................... 238
Chapter 22 Earth’s ResourcesChapter Preview................................... 23922-1 ........................................................ 24022-2 ........................................................ 24322-3 ........................................................ 246Wrap-Up ............................................... 250
Academic Vocabulary ............................ 251
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Science Level Red v
Your notes are a reminder of what you learned in class. Taking goodnotes can help you succeed in science. These tips will help you takebetter notes.
• Be an active listener. Listen for important concepts. Pay attention to words, examples, and/or diagrams your teacher emphasizes.
• Write your notes as clearly and concisely as possible. The followingsymbols and abbreviations may be helpful in your note-taking.
• Use a symbol such as a star (★) or an asterisk (*) to emphasisimportant concepts. Place a question mark (?) next to anything thatyou do not understand.
• Ask questions and participate in class discussion.
• Draw and label pictures or diagrams to help clarify a concept.
Word or Symbol orPhrase Abbreviation
for example e.g.
such as i.e.
with w/
without w/o
Word or Symbol orPhrase Abbreviation
and +
approximately �
therefore �
versus vs
Note-Taking Tips
Note-Taking Don’ts
• Don’t write every word. Concentrate on the main ideas and concepts.
• Don’t use someone else’s notes—they may not make sense.
• Don’t doodle. It distracts you from listening actively.
• Don’t lose focus or you will become lost in your note-taking.
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vi Science Level Red
Using Your Science Notebook
Academic Vocabulary
accumulate: to increase gradually inquantity or number; to gather or pile up
affect: to bring about a change in
apparent: appearing as actual
available: suitable or ready for use orservice or at hand; readily obtainable or accessible
category: group or class of things
chart: organizational tool that givesinformation about something in the formof a diagram, graph, or table
chemical: acting to change the identity, orchemical makeup, of a substance
complex: made up of complicated andrelated parts
compound: substance produced whenelements combine and whose propertiesare different from each of the elements in it
constant: continual; going on all the time
contact: act or state of touching or meeting
contract: to become smaller
convert: to change from one form or use to another
cycle: series of events or actions thatrepeat regularly
decline: to become less in health, power,value, or number
design: to build or create to satisfy a need
distribute: to divide among several or manythings; scatter
encounter: to meet or experience
erode: to wear away
evaluate: to carefully judge the significanceof something
eventual: taking place at an unspecifiedlater time
exert: to bring to bear
expose: to reveal or make known
factor: something that contributes to a result
feature: part, appearance, or characteristicof something
framework: supporting structure
function: special work or purpose of anobject or a person
goal: objective or end that one strives to achieve
identical: exactly the same
identify: to recognize or show to be aperson or thing that is known
indicate: to point out, give evidence of,or show
inject: to force into something
injure: to cause bodily harm
input: power or energy that is put into a machine or system
interact: to act on each other
internal: happening or arising or located within
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Science Level Red 251
Construct the Foldable as directed at the beginning of this chapter.
The Nature of ScienceBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• Science and technology are independent ofone another.
• Only scientists use science skills.
• Scientific theories can change if new informationbecomes available.
• Science experiments that are done by professionalscientists do not need to be repeated.
Write down three examples of science in your everyday life.
Student responses may vary, but may include cooking food, heating your home,
or digesting food.
Science Journal
Before You The Nature of ScienceRead
The Nature of Science 1
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Compare and contrast types of variables by writing a sentencethat describes each type.
Analyze each procedure below and write the precautions youshould take to keep safe. Accept all reasonable responses.
Heating a liquid on a hot plate: use a temperature mitt, wear
goggles, wear appropriate clothing, use plug carefully
Going outside to observe nature: wear appropriate clothing, be
careful near natural hazards, never reach your hand into places
where your eyes can’t see, wash your hands afterward
Handling plants or animals in the lab: wear an apron and
goggles, handle animals gently and cautiously, wash your hands
thoroughly afterward
Section 2 Science in Action (continued)
ExperimentsI found this information
on page .SE, p. 18
RE, pp. 14–15
LaboratorySafety
I found this informationon page .
SE, pp. 19–20RE, pp. 15–16
Name Date
The Nature of Science 7
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Think of a scientific question that you would like to answer.Then, write three hypotheses, or possible answers, to your question. How could youtest your hypotheses? Accept all reasonable responses.
Which type of baseball bat—aluminum or wooden—is better for hitting homeruns?
Hypotheses: The aluminum bat is better. The wooden bat is better. Both bats are equally
good. Testing: Have hitters use both types of bats; record number of homeruns.
CONNECT IT
How Variables Change
Type of Variable Description
Independent The independent variable is the variable variable that is changed in an experiment.
Dependent The dependent variable changes because variable of a change to the independent variable.
Constant The constant must stay the same for the experiment to be valid.
This note-taking guide is designed tohelp you succeed in learning sciencecontent. Each chapter includes:
Language-Based Activities Activities cover the content
in your science book includingvocabulary, writing, note-taking,
and problem solving.
Science Journal Write about what
you know.
Writing Activities These activities help you think
about what you’re learning and make connections to
your life.
Vocabulary DevelopmentVocabulary words help you to better
understand your science lessons. Learning the Academic Glossary can help you score
higher on standardized tests.
Anticipation Guide/KWL ChartsThink about what you already know
before beginning a lesson and identify what you would like
to learn from reading.
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Science Level Red vii
Complete the graphic organizer to show what may happen to a scientific theory when new data are discovered. Use thefollowing phrases:
• Evaluate scientific theory. • Theory is modified.• Theory is discarded. • Theory stays same.
Synthesize information from your book to list some of thestructures, cycles, and processes in your school day.
Choose at least one structure, one cycle, and one process from yourlist and describe the ways they interact.
Accept all reasonable responses. The routine I follow when I
arrive at school isa process. This process takes place first in the
hallway structure where I collect my books and proceed to a
classroom (also a structure). My class schedule and the weekly
calendar are cycles that tell me where and when my classes are.
New data
New data do not
fit theory.
New data fits
theory. Theory is modified.
Structures Cycles Processes
classroom class schedule arriving at school in themorning
school building lunch menus changing classes
hallways calendar note taking
Section 1 What is science? (continued)
Learning Aboutthe World
I found this informationon page .
SE, p. 7RE, p. 6
Systems inScience
I found this informationon page .
SE, pp. 8–9RE, p. 7
Name Date
The Nature of Science 3
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The Nature of Science Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about the nature of scientific investigation. Accept all reasonable responses.
1. Scientists want to know why, how, or when something happens. 2. Different types
of questions need different types of investigations. 3. Scientists use three types of
models.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Science and technology are independent of Done another.
• Only scientists use science skills. D
• Scientific theories can change if new information Abecomes available.
• Science experiments that are done by professional Dscientists do not need to be repeated.
The Nature of Science After YouRead
14 The Nature of Science
SE, p. 11RE, p. 8
SE, pp. 12–17RE, pp. 10–13
SE, p. 7RE, p. 6
SE, p. 29RE, p. 23
Connect concepts by completing the concept map below aboutscientific methods.
Complete the outline below by writing answers on the lines.
Making Conclusions and Communicating
I. Conclusions Accept all reasonable responses.
A. Definition of conclusion
1. statements inferred from the experimental data
2. made near the end of a scientific investigation
B. Reasons why scientists often test the conclusions ofanother scientist
1. to find out whether the conclusions are still correct
when more data are gathered
2. to make certain that errors were not made in the
original investigation
II. Communicating—Reasons why it is important for scientists to communicate
A. conclusions can be tested by others
B. conclusions can be used by others
ScientificMethods
often begin with
lead to resultsand judgementscalled
can includeexperimentsto collect
include possibleanswerscalled
Section 2 Science in Action (continued)
Science SkillsI found this information
on page .SE, pp. 12–17RE, pp. 10–13
DrawingConclusions
I found this informationon page .
SE, pp. 16–17RE, pp. 13–14
Name Date
6 The Nature of Science
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Chapter Wrap-UpThis brings the information together for you. Revisiting what you thought
at the beginning of the chapter providesanother opportunity for you to discuss
what you have learned.
Note-Taking Based on the Cornell Two-Column Format
Practice effective note-taking through the use of graphic organizers, outlines,
and written summaries.
Review Checklist This list helps you assess whatyou have learned and prepare
for your chapter tests.
Graphic OrganizersA variety of visual organizers help you to analyze and summarize information
and remember content.
Construct the Foldable as directed at the beginning of this chapter.
The Nature of ScienceBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• Science and technology are independent ofone another.
• Only scientists use science skills.
• Scientific theories can change if new informationbecomes available.
• Science experiments that are done by professionalscientists do not need to be repeated.
Write down three examples of science in your everyday life.
Science Journal
Before You The Nature of ScienceRead
The Nature of Science 1
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NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Nature of ScienceSection 1 What is science?
2 The Nature of Science
Skim through Section 1 of your text. Write three questions thatcome to mind from reading the headings and looking at theillustrations.
1.
2.
3.
Define theory using your book or a dictionary. Write a sentenceabout a theory you have heard people talk about in everyday life.
Write the correct key term from your text next to each definition.
an explanation of a pattern observed repeatedly in the naturalworld
a way of learning more about the natural world
a collection of structures, cycles, and processes that relate to andinteract with each other
a rule that describes a pattern in nature
Use a dictionary to help you write a scientific definition of theword cycle.
theory
cycle
Complete the graphic organizer to show what may happen to a scientific theory when new data are discovered. Use thefollowing phrases:
• Evaluate scientific theory. • Theory is modified.• Theory is discarded. • Theory stays same.
Synthesize information from your book to list some of thestructures, cycles, and processes in your school day.
Choose at least one structure, one cycle, and one process from yourlist and describe the ways they interact.
New data
New data do not
fit theory.
New data fits
theory. Theory is modified.
Structures Cycles Processes
Section 1 What is science? (continued)
Learning Aboutthe World
I found this informationon page .
Systems inScience
I found this informationon page .
Name Date
The Nature of Science 3
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Classify which branch of science—physical science, Earth science,or life science—includes each of the following examples. Then, writeone additional example studied by that science.
Complete the following paragraph about the relationship betweenscience and technology.
is a way to learn about the natural world.
To use these answers for helping people, however, they must be
applied in some way. is the practical use of
in our everyday lives.
Section 1 What is science? (continued)
The Branches of Science
I found this informationon page .
Science andTechnology
I found this informationon page .
Name Date
4 The Nature of Science
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Example Branch of Additional Science Example
Soil
Fish
Light
Meteors
Chemical reactions
Body systems
Plants
Clouds
Write about a time that you used science to figure out a problem in your everyday life. Include an additional question about this topic that you might like to investigate.
CONNECT IT
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ReviewVocabulary
AcademicVocabulary
Name Date
The Nature of ScienceSection 2 Science in Action
NewVocabulary
The Nature of Science 5
observation
hypothesis
infer
controlled experiment
variable
constant
chart
Skim the headings in Section 2. Then make three predictions aboutwhat you will learn.
1.
2.
3.
Define observation and give an example of an observation youmade today.
Use your book or a dictionary to define the following key terms.
Use a dictionary to define chart as it refers to science.
Connect concepts by completing the concept map below aboutscientific methods.
Complete the outline below by writing answers on the lines.
Making Conclusions and Communicating
I. Conclusions
A. Definition of conclusion
1.
2.
B. Reasons why scientists often test the conclusions ofanother scientist
1.
2.
II. Communicating—Reasons why it is important for scientists to communicate
A.
B.
ScientificMethods
often begin with
lead to resultsand judgementscalled
can includeexperimentsto collect
include possibleanswerscalled
Section 2 Science in Action (continued)
Science SkillsI found this information
on page .
DrawingConclusions
I found this informationon page .
Name Date
6 The Nature of Science
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Compare and contrast types of variables by writing a sentencethat describes each type.
Analyze each procedure below and write the precautions youshould take to keep safe.
Heating a liquid on a hot plate:
Going outside to observe nature:
Handling plants or animals in the lab:
Section 2 Science in Action (continued)
ExperimentsI found this information
on page .
LaboratorySafety
I found this informationon page .
Name Date
The Nature of Science 7
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Think of a scientific question that you would like to answer.Then, write three hypotheses, or possible answers, to your question. How could youtest your hypotheses?
CONNECT IT
How Variables Change
Type of Variable Description
Independent variable
Dependent variable
Constant
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ReviewVocabulary
Name Date
The Nature of ScienceSection 3 Models in Science
8 The Nature of Science
scientific method
model
encounter
Scan Section 3 of your book. Then write three questions that youhave about the use of models in science. Try to answer yourquestions as you read.
1.
2.
3.
Define scientific method using your book or a dictionary. Thengive an example of the scientific method in action.
Use your book or a dictionary to define model. Then give someexamples of real-life and scientific models.
Use a dictionary to define encounter. Then use the term in anoriginal sentence that shows its scientific meaning.
AcademicVocabulary
NewVocabulary
Summarize how models are helpful.
Organize information in the chart to describe the three types ofmodels and their uses.
Create a diagram of the building in which you live. Provide asmuch detail as possible so that your model will be accurate. Identifyuses for this model.
Section 3 Models in Science (continued)
Why are modelsnecessary?
I found this informationon page .
Types of ModelsI found this information
on page .
Making ModelsI found this information
on page .
Name Date
The Nature of Science 9
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Models
Type Description Use
Physical
built using computer software
help people understand abstract concepts that often are beyond common experience
Complete the graphic organizer about three ways that models areuseful and three examples of scientific models.
Identify two reasons that models have limitations and list anexample of a model for each reason.
1.
2.
ModelsUses Examples
Section 3 Models in Science (continued)
Using ModelsI found this information
on page .
Limitations of Models
I found this informationon page .
Name Date
10 The Nature of Science
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As more has been learned about the solar system, the models used to represent it have changed. What are some other models that might havechanged over time as new discoveries were made?
CONNECT IT
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ReviewVocabulary
AcademicVocabulary
Name Date
The Nature of ScienceSection 4 Evaluating Scientific Explanation
NewVocabulary
The Nature of Science 11
prediction
critical thinking
data
evaluate
Skim through the section. Read the headings and look at theillustrations. Then write three questions that come to mind.Add to these impressions as you read the section.
1.
2.
3.
Define prediction using your book. Write a scientific sentence togive an example of a prediction.
Use your book to define the following terms.
Use evaluate in a scientific sentence.
Complete the following sentences using these terms.
sense inferences evaluate observations
conclusions accurate critical
You can an explanation using
thinking. First, you should examine the and
decide if you believe they are . Then, look at the
or made about the data and
decide if they make .
Summarize three features of reliable data.
1.
2.
3.
Organize three characteristics of good notes.
Good notes are
Section 4 Evaluating Scientific Explanation (continued)
Believe it or not?I found this information
on page .
Evaluating the Data
I found this informationon page .
Name Date
12 The Nature of Science
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Section 4 Evaluating Scientific Explanation (continued)
Evaluating theConclusions
I found this informationon page .
Name Date
The Nature of Science 13
Create your own advertisement for a wrinkle cream. Include claims about the product’s safety and effectiveness, and use information that might help support those claims. List reasons why another person should or should notbelieve your ad.
Advertisement:
Reasons:
CONNECT IT
Complete the concept web to show the steps you might use whenevaluating a scientific explanation. Use phrases:
• Are there good notes? • Could there be another explanation?• Can the data be repeated? • Evaluate the conclusion.
Scientific Explanation
Evaluatethe data
Are the data specific?
Are the data reliable?
Does it make sense based on what I know?
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The Nature of Science Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about the nature of scientific investigation.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Science and technology are independent ofone another.
• Only scientists use science skills.
• Scientific theories can change if new information becomes available.
• Science experiments that are done by professional scientists do not need to be repeated.
The Nature of Science After YouRead
14 The Nature of Science
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Measurement 15
Construct the Foldable as directed at the beginning of the chapter.
MeasurementBefore You ReadBefore you read the chapter, respond to these statements.
1. Write A if you agree with the statement.
2. Write D if you disagree with the statement.
Name Date
• Measurements are recorded by using numbers.
• Measurements can be precise but not accurate.
• Most scientists use inches and feet torecord length.
• A bar graph shows parts of a whole.
As a member of the pit crew, how can you determine the miles per gallon a car uses?Write in your Science Journal how you would calculate this.
Science Journal
Before You MeasurementRead
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ReviewVocabulary
AcademicVocabulary
Name Date
MeasurementSection 1 Description and Measurement
16 Measurement
description
estimation
precision
accuracy
significant
Skim Section 1 of your book. Write three questions that come tomind from reading the headings of this section.
1.
2.
3.
Define description to show its scientific meaning.
Define each vocabulary term using your book or a dictionary.
Use a dictionary to define significant. Use significant in anoriginal sentence to show its scientific meaning.
Define measurement. Then give five examples of things that aremeasured.
Measurement is .
Examples:
1.
2.
3.
4.
5.
Distinguish two situations in which you might use estimation.
1.
2.
Contrast precision and accuracy. Define each term. Then completethe Venn diagram with an example of measurements that are precise,accurate, and both precise and accurate.
Precision is .
Accuracy is .
PreciseBoth
Accurate
measurements of 13.54 cm
and 13.56 cmfor an actual
length of13.55 cm
Section 1 Description and Measurement (continued)
MeasurementI found this information
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EstimationI found this information
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Precision andAccuracy
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Name Date
Measurement 17
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Sequence the steps to follow when rounding a measurement.
Complete the chart of rules for using significant digits. Identifyeach category as always, sometimes, or never significant.
Summarize how to use significant digits in multiplication anddivision and in addition and subtraction.
When multiplying and dividing, the number of significant digits in
the answer is determined by
in the problem. In addition and subtraction,
the number of significant digits in the answer is determined by
.
Look at the digit .
If the digit is less than 5,
.
If the digit is 5 or greater,
.
Section 1 Description and Measurement (continued)
Precision andAccuracy
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Name Date
18 Measurement
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Type of Digit Significant?
non-zero digits
zeros between other digits
zeros at the beginning of a number
zeros in whole numbers
Give examples of exact measurements and estimated measurements.CONNECT IT
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MeasurementSection 2 SI Units
NewVocabulary
Measurement 19
variable
summary
Predict three things you expect to learn in Section 2 after readingits title and headings.
1.
2.
3.
Define variable to show its scientific meaning.
Write the correct vocabulary term next to each definition.
SI unit for mass
amount of change of one measurement in a given amount of time
International System of Units
amount of matter in an object
amount of space an object occupies
SI temperature scale
SI unit for length
measure of the gravitational force on an object
Use a dictionary to define summary.
Sequence the prefixes used in the SI system from smallest tolargest. Write each prefix in the proper place on the diagram.
centi- deka- hecto- mega- milli-deci- giga- kilo- micro- nano-
Organize information about length in the graphic organizer.
Distinguish methods of finding volume.
Regular, square or rectangular objects:
Irregular objects:
Tool:
SI units:
A measure of:
Length
one-
billi
onth
one-
mill
iont
h
one-
thou
sand
th
one-
hund
redt
h
one-
tent
h
ten
one
hund
red
one
thou
sand
one
mill
ion
one
billi
on
Smallest Largest
Section 2 SI Units (continued)
The InternationalSystem
I found this informationon page .
LengthI found this information
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VolumeI found this information
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Name Date
20 Measurement
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Explain why it is important to have a standard system ofunits for scientists to use for measuring.
SYNTHESIZE IT
Contrast mass and weight. Complete the chart.
Label the diagrams to identify important temperatures in the threetemperature scales. Circle the scale that is used for SI units.
Analyze the relationship between time and rate.
Time is measured in in the SI system. It tells
. A rate is
.
Kelvin (K) Fahrenheit (F)
Absolute zero
Celsius (C)
Freezing pointof water
Boiling pointof water
Section 2 SI Units (continued)
MassI found this information
on page .
TemperatureI found this information
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Time and RatesI found this information
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Name Date
Measurement 21
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Mass Weight
What is it a measure of ?
What SI units are used to measure it?
Is it the same everywhere?
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22 Measurement
NewVocabulary
ReviewVocabulary
Name Date
MeasurementSection 3 Drawings, Tables, and Graphs
AcademicVocabulary
model
circle graph
table
bar graph
line graph
graph
category
Scan Section 3. Write two facts you discovered as you scanned the section.
1.
2.
Write an original sentence to show the scientific meaning ofmodel.
Define each vocabulary term using your book or a dictionary.
Use a dictionary to define category. Use category in an originalsentence to show its scientific meaning.
Compare and contrast drawings, photographs, and movies.
Complete the outline to describe tables and graphs.
I. Tables
A.
B.
II. Graphs
A.
B.
Create a sample line graph. Label the x-axis and y-axis.
Summarize what kind of data can be shown on a line graph.
Section 3 Drawings, Tables, and Graphs (continued)
ScientificIllustrations
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Tables andGraphs
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Name Date
Measurement 23
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Drawings Photographs Movies
Compare the two graphs of U.S. endangered species per year in your book. Which do you think is more accurate? Which shows the data most clearly?Why? What other type of graph might you use to show these data?
SYNTHESIZE IT
Model a bar graph of your own. Write a caption explaining eachpart of the graph.
Sequence the steps to follow to create a circle graph.
1.
2.
3.
Evaluate why it is important to examine the scale on a graph.Explain why a broken scale is sometimes useful.
Section 3 Drawings, Tables, and Graphs (continued)
Tables andGraphs
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24 Measurement
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Measurement 25
Tie It TogetherSuppose that you have been asked to design your ideal science classroom. The builderwants to know what measurements will be needed to make your room. Create a plan foryour classroom. Include at least one item for which each of the following will need to bemeasured: length, volume, mass, and temperature. Predict a time measurement for yourconstruction. Suggest ways that each can be measured. Create a scientific illustrationshowing the design of your room.
Name Date
Measurement Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about measurement.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Measurements are recorded by using numbers.
• Measurements can be precise but not accurate.
• Most scientists use inches and feet to measure length.
• A bar graph shows parts of a whole.
Measurement After YouRead
26 Measurement
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Construct the Foldable as directed at the beginning of this chapter.
Matter and Its ChangesBefore You ReadPreview the chapter title, section titles, and section headings. Complete the chart by listing at least two ideas for each section in each column.
Name Date
Matter and Its Changes 27
Wendy Craig Duncan carried the Olympic flame underwater on the way to the 2000 Summer Olympics in Sydney, Australia. How many different states of matter do you think would be involved in this task? List as many as you can.
Science Journal
K WWhat I know What I want to find out
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mass
matter
physical change
density
states of matter
melting point
boiling point
identify
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Matter and Its ChangesSection 1 Physical Properties and Changes
28 Matter and Its Changes
Scan Section 1 of your book. Write a sentence about physicalproperties of matter.
Define mass to show its scientific meaning.
Use your book to write a definition for each word listed below.
Use your book or a dictionary to define identify.
Create a drawing below to represent the senses you use for makingobservations. Label each drawing with the sense it represents.Identify those senses that should not be used in the lab.
Complete the statement below about physical properties.
Physical Properties of a material can be
Physical Properties you observe include
1. 3.
2.
Physical Properties you can measure include
1. 3.
2. 4.
Sequence the four states of matter of any substance according to its temperature by completing the blanks.
1.
2.
Boiling point
3.
Melting point
4.
Section 1 Physical Properties and Changes (continued)
Using YourSenses
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PhysicalProperties
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States of MatterI found this information
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Name Date
Matter and Its Changes 29
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Temperature
High
Low
Organize the information on metallic properties below. Each circle should include a metallic property and a description of the property. The first one has been done for you.
Summarize three ways that you can use the physical properties of substances by completing the blanks in the sentences below.
1. Physical properties can be used to substances.
2. Physical properties can be used to substances.
3. Physical properties can be used to substances.
Section 1 Physical Properties and Changes (continued)
MetallicProperties
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Using PhysicalProperties
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30 Matter and Its Changes
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Choose an object in your classroom. Write a creative description of the object, using only physical properties. Have a classmate read your description and try to identify the object you have described.
CONNECT IT
1. Luster—shine, or how
a material reflects light
2.can be hammered,pressed, or rolled
into sheets
MetallicProperties
3. Ductility— 4.
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heat
chemical property
chemical change
law of conservation of mass
react
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AcademicVocabulary
Name Date
Matter and Its ChangesSection 2 Chemical Properties and Changes
NewVocabulary
Matter and Its Changes 31
Scan the title and headings in Section 2. Predict three things thatmight be discussed in this section.
1.
2.
3.
Define the word heat as it relates to the states of matter.Use your book or a dictionary for help.
Use each of the words below in an original sentence that reflectsthe word’s scientific meaning.
Use a dictionary to find the scientific meaning of react.
Contrast physical properties and chemical properties. Write asummary of the differences between these properties.
Complete the chart as you read the section. The left column listscommon chemical properties. The right column gives an example of that property. The first row of the chart has been done for you.
Identify six signs that a chemical change has occurred.
1.
2.
3.
4.
5.
6.
Section 2 Chemical Properties and Changes (continued)
CommonChemical
PropertiesI found this information
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Something NewI found this information
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Name Date
32 Matter and Its Changes
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Type of Chemical Property Example
Flammability Wood will burn.
Reacts with oxygen
Silver can tarnish.
A vitamin can change to another substance.
Reacts when heated or cooled
Water breaks down,or decomposes.
Compare and contrast chemical changes and physical changesby completing the Venn diagram with at least five facts.
Create a diagram of a campfire below. Label your drawing to showthe chemical change that is occurring and how mass is conserved.
•• •
••
•• •
••
••
Chemical Changes Physical Changes
•• •
Both
Section 2 Chemical Properties and Changes (continued)
Something NewI found this information
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The Law ofConservation
of MassI found this information
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Name Date
Matter and Its Changes 33
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Give two examples of how understanding chemical properties can be useful in your daily life.
1.
2.
CONNECT IT
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Matter and Its Changes Chapter Wrap-Up
Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column.
Name Date
After reading this chapter, identify three things that you havelearned about matter and how it changes.
SUMMARIZE IT
34 Matter and Its Changes
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
K W LWhat I know What I want to find out What I learned
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Atoms, Elements, and the Periodic Table 35
Construct the Foldable as directed at the beginning of this chapter.
Atoms, Elements, and the Periodic TableBefore You ReadPreview the chapter title, section titles, and the section headings. List at least two ideas foreach section in each column.
Name Date
Make a list of three questions that you think of when you see hot air balloons.
Science Journal
K WWhat I know What I want to find out
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Name Date
Atoms, Elements, and the Periodic TableSection 1 Structure of Matter
36 Atoms, Elements, and the Periodic Table
density
theory
Read the What You’ll Learn statements for Section 1. Write threequestions that come to mind. Look for answers to each question asyou read the section.
1.
2.
3.
Define density to show its scientific meaning.
Write the correct vocabulary word next to each definition.
small particle that makes up most kinds of matter
uncharged particle in the nucleus of an atom
invisible, negatively charged particle
anything that has mass and takes up space
statement that matter is not created or destroyed, but only changes its form
positively charged central part of an atom
positively charged particle in the nucleus of an atom
Use a dictionary to define theory.
State the two characteristics common to all matter.
1.
2.
Label each example as matter or not matter.
air light
heat water
Organize Democritus’s ideas about atoms. Complete the conceptmap.
Identify the two main ideas in Dalton’s atomic theory of matter.
1.
2.
Summarize Lavoisier’s experiment and the conclusion he drewfrom it.
Experiment: Conclusion:
Democritus’s Ideas about
Atoms
Section 1 Structure of Matter (continued)
What is matter?What isn’t
matter?I found this information
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What makes upmatter?
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Name Date
Atoms, Elements, and the Periodic Table 37
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Compare and contrast the Thomson and Rutherford atomicmodels.
Create a drawing of the Bohr atom. Label the positivelycharged, negatively charged, and neutral parts.
Identify how the modern model of the atom differs from the Bohr model.
Section 1 Structure of Matter (continued)
Models of theAtom
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Name Date
38 Atoms, Elements, and the Periodic Table
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Make a relative time line of atomic models. List the models fromoldest to youngest. State the new discovery that was made with the development ofeach new model.
ANALYZE IT
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Atoms, Elements, and the Periodic TableSection 2 The Simplest Matter
NewVocabulary
Atoms, Elements, and the Periodic Table 39
mass
unique
Skim the headings and subheadings in Section 2. Write threepredictions about what you will learn in this section.
1.
2.
3.
Write a scientific sentence using the word mass.
Write the correct vocabulary term next to each definition.
matter made of only one kind of atom
number of protons in the nucleus of each atom of an element
atom of an element with a different number of neutrons
the number of protons plus the number of neutrons in an atom
weighted average mass of the isotopes of an element
element that generally has a shiny luster and is a good conductor ofheat and electricity
element that is usually dull in appearance and is a poor conductorof heat and electricity
element that has characteristics of metals and nonmetals
Define unique using a dictionary.
Summarize three key facts about elements.
1.
2.
3.
Complete the graphic organizer to show how the periodic tableis organized.
Label the square below with information you would find aboutchlorine on the periodic table. Identify each piece of informationand explain what you can learn from it.
Cl
The Periodic Table
rows, called
isorganized in
that have that have
columns, called
Section 2 The Simplest Matter (continued)
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The PeriodicTable
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IdentifyingCharacteristics
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40 Atoms, Elements, and the Periodic Table
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Contrast the three isotopes of hydrogen. Complete the chart.
Summarize the four characteristics of each type of element in the chart below.
Section 2 The Simplest Matter (continued)
IdentifyingCharacteristics
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Classification of Elements
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Atoms, Elements, and the Periodic Table 41
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Isotope Protium Deuterium Tritium
Number of protons
Number of neutrons
Mass number
Metals, nonmetals, and metalloids are located in specific areas of the periodic table. Use what you know about elements and the periodic table to explain why this is.
SYNTHESIZE IT
Metals Nonmetals Metalloids
1.
2.
3.
4.
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Name Date
Atoms, Elements, and the Periodic TableSection 3 Compounds and Mixtures
42 Atoms, Elements, and the Periodic Table
formula
substance
compound
mixture
symbol
Scan Section 3 using the checklist below.
Read all section headings.
Read all bold words.
Read all charts and graphs.
Look at the pictures.
Think about what you already know about compounds and mixtures.
Write two facts you learned about compounds and mixtures as youscanned the section.
1.
2.
Define formula. Then use the term in an original sentence toshow its scientific meaning.
Use each vocabulary term in a scientific sentence.
Use a dictionary to define symbol. Give an example of a symbolyou have used in science.
Classify the types of substances. Complete the graphic organizerby describing each type and giving two examples.
Summarize what information is contained in the formula of acompound.
Analyze the formula of each compound. Identify which elementsare in each compound and how many atoms of each element makeup one unit of the compound.
Substances
Type:
Description:
Examples:
Type:
Description:
Examples:
Section 3 Compounds and Mixtures (continued)
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Atoms, Elements, and the Periodic Table 43
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Water Hydrogen Carbon Carbonperoxide dioxide monoxide
Formula H2O H2O2 CO2 CO
Atoms andelements
Contrast compounds and mixtures. Complete the Venn diagramwith at least five facts.
Summarize characteristics of homogeneous and heterogeneousmixtures.
A homogeneous mixture .
You see the individual parts. A heterogeneous mixture
.
You see the individual parts.
Examples of a homogeneous mixture:
Examples of a heterogeneous mixture:
Compounds MixturesBoth
Section 3 Compounds and Mixtures (continued)
MixturesI found this information
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44 Atoms, Elements, and the Periodic Table
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Give examples of two mixtures and two compounds that areimportant to your everyday life.
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Atoms, Elements, and the Periodic Table 45
Tie It TogetherThe formulas for three substances are listed below.
• Describe the properties of each substance as thoroughly as you can.
• Identify each as an element or a compound.
• Write the number of protons in the nuclei of the element or elements in each substance.
• State whether those elements are metals, nonmetals, or metalloids, and any propertiesyou can infer for those elements.
• Use a periodic table.
1. Water (H2O):
2. Table salt (NaCl):
3. Gold (Au):
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46 Atoms, Elements, and the Periodic Table
Atoms, Elements, and the Periodic Table Chapter Wrap-Up
Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the thirdcolumn. How do your ideas now compare with those you provided at the beginning ofthe chapter?
Name Date
After reading this chapter, identify three things that you havelearned about atoms and elements.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
K W LWhat I know What I want to find out What I learned
Construct the Foldable as directed at the beginning of this chapter.
Motion, Forces, and Simple MachinesBefore You ReadBefore you read the chapter, think about what you know about these topics. List threethings that you already know about motion, forces, and simple machines in the firstcolumn. Then list three things that you would like to learn about these topics in the second column.
Name Date
Write a paragraph comparing the motion of a ball and a paper airplane being thrownhigh in the air and returning to the ground.
Science Journal
K WWhat I know What I want to find out
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Motion, Forces, and Simple Machines 47
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Name Date
Motion, Forces, and Simple MachinesSection 1 Motion
48 Motion, Forces, and Simple Machines
meter
average speed
instantaneous speed
velocity
acceleration
exert
Scan the headings in Section 1 of your book. Identify three topicsthat will be discussed.
1.
2.
3.
Define meter using your book or a dictionary.
Use your book to define the following terms.
Use a dictionary to define exert to show its scientific meaning.
Skim the section, and create a graphic organizer that identifiesthree different ways speed can be described.
Complete the equations to show how to calculate average speedand distance.
Calculating Average Speed
(in m)speed � s �
(in m/s)(in s)
Calculating Distance Traveled
distancetraveled � � (in m)
(in m/s) (in s)
d �
Identify the factors that affect velocity.
Velocity changes when
Section 1 Motion (continued)
SpeedI found this information
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VelocityI found this information
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Motion, Forces, and Simple Machines 49
Complete the equations to show how to calculate the accelerationof an object that changes speed but not direction.
Calculating Acceleration
�
(in m/s) (in m/s)acceleration � (in m/s2)
(in s)
a �
Compare changes in the speed of an object by identifying what ishappening to the speed during each segment of the graph.
Time
Spee
d
acceleration in the direction of motion:
acceleration opposite the direction of motion:
zero acceleration:
�
Section 1 Motion (continued)
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50 Motion, Forces, and Simple Machines
Explain how you can use your watch and a car’s odometer to determine the average speed of a trip by car.
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Motion, Forces, and Simple MachinesSection 2 Newton’s Laws of Motion
NewVocabulary
Motion, Forces, and Simple Machines 51
Skim Section 2 of your book. Write three questions that come tomind. Look for answers to your questions as you read the section.
1.
2.
3.
Define gravity using your book or a dictionary.
Use your book to define the following terms. Then use each termin a sentence to show its scientific meaning.
Use a dictionary to define constant.
gravity
force
Newton’s laws of motion
friction
inertia
constant
Model two ways unbalanced forces can be combined. Use arrowslabeled as force 1, force 2, and net force to indicate sizes anddirections of force. Then draw a model to represent balanced forceson an object.
Organize information about Newton’s first law by completing thechart below.
Summarize Newton’s second law in your own words. Thencomplete the equation used to calculate acceleration.
Newton’s Second Law
(in newtons)acceleration �
(in meters/second2) (in kilograms)
Unbalanced Forces Balanced Forces
Section 2 Newton’s Laws of Motion (continued)
ForceI found this information
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Newton’s Lawsof Motion
and Newton’sFirst Law
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Newton’s Second Law
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52 Motion, Forces, and Simple Machines
Newton’s First Law
If an object is: Then: Unless:
at rest a net force is
in motionapplied to it
Describe why the equal forces involved in Newton’s third law ofmotion are not considered balanced forces.
CONNECT IT
Summarize the relationship between mass, inertia, andacceleration by completing the blanks.
As an object’s mass increases, its inertia , and
acceleration requires force.
As an object’s mass decreases, its inertia , and
acceleration requires force.
Model how action and reaction forces act in pairs. Draw asituation in which a force pair acts on different objects. Use arrowsto label the action and reaction forces. Below your drawing, explainhow the forces act and how the motions of the objects change.
Section 2 Newton’s Laws of Motion (continued)
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Newton’s Third Law
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NewVocabulary
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Name Date
Motion, Forces, and Simple MachinesSection 3 Work and Simple Machines
54 Motion, Forces, and Simple Machines
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AcademicVocabulary
radius
work
simple machine
compound machine
mechanical advantage
input
Scan Section 3 of your book. Write three things that you want tolearn about work and simple machines.
1.
2.
3.
Define radius using your book or a dictionary.
Use your book to define the following terms. Then write aparagraph using the terms.
Use a dictionary to define input to show its scientific meaning.
Define the two things that must happen for work to be done bycompleting the graphic organizer.
Complete the equations for calculating work.
Calculating Work
work � � (in J)
(in N) (in m)
�
Summarize two ways a machine can make work easier.
Machines make work easier by changing:
1.
2.
Compare pulleys by completing the chart.
For work to be done
Section 3 Work and Simple Machines (continued)
WorkI found this information
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Calculating WorkI found this information
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What is amachine?
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The PulleyI found this information
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Motion, Forces, and Simple Machines 55
Pulleys
Type of Effect on Force Mechanical Pulley System Advantage
Single pulley
Double-pulley system
Label the arrows on each of the diagrams below as either inputforce (Fi) or output force (Fo). Then identify the class of lever thateach diagram represents.
Compare how the amount of force needed to move an objectchanges with the length of the inclined plane. Complete the blanksbelow with less, more, or the most.
Complete the graphic organizer to identify three examples ofinclined planes.
Inclined Planes
Longer Inclined Plane:
force is needed to move an object
Shorter Inclined Plane:
Lifting Without an Inclined Plane:
force is needed to move the object
force is needed to move an object
Section 3 Work and Simple Machines (continued)
The LeverI found this information
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The InclinedPlane
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56 Motion, Forces, and Simple Machines
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Motion, Forces, and Simple Machines 57
Tie It TogetherSynthesizeYou will be loading heavy crates into a truck. The crates are too heavy to lift up to the bed of the truck. What simple machines could you use to help you, and how would you use them?Make use of as many as you can. Write about them and draw diagrams to show how theywill help you.
Name Date
58 Motion, Forces, and Simple Machines
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Motion, Forces, and Simple MachinesChapter Wrap-Up
Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the third column.
Name Date
After reading this chapter, identify three main ideas youlearned that you did not know before.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
K W LWhat I know What I want to find out What I learned
Construct the Foldable as directed at the beginning of this chapter.
EnergyBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Energy 59
• A moving object has energy.
• A generator creates new energy.
• Temperature is a form of energy.
• Chemical reactions can give off energy.
List three changes that you have seen occur today, and describe what changed.
Science Journal
Before You EnergyRead
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AcademicVocabulary
Name Date
EnergySection 1 Energy Changes
60 Energy
speed
energy
kinetic energy
potential energy
law of conservation of energy
transform
Scan the headings in Section 1 of your book. Then, write fourquestions about energy. Try to answer your questions as you read.
1.
2.
3.
4.
Use the term speed in a sentence that shows its scientificmeaning.
Define each vocabulary term using your book or a dictionary.
Use a dictionary to define transform.
Identify four changes caused by energy. Use your book to help you.
1.
2.
3.
4.
Organize some familiar energy transformations by completing thechart below.
Compare the effects of mass and speed on kinetic energy by fillingin the blanks below with the terms more or less.
A moving object with more mass has kinetic energy.
A moving object with less mass has kinetic energy.
A moving object moving with speed has morekinetic energy.
A moving object moving with speed has lesskinetic energy.
Section 1 Energy Changes (continued)
EnergyI found this information
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Forms of EnergyI found this information
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Kinetic EnergyI found this information
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Energy 61
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Energy Transformations
Energy Where the Change EnergyBegins as Takes Place Becomes
muscles in your body
hot sand at the beach
hands rubbing together
lightbulb
Create a diagram in the space below that shows the effect ofposition and gravity on potential and kinetic energy. If you needhelp, refer to the picture of a ski slope in your book. Be sure to showthe following points in your diagram:
• where kinetic energy is greatest and least
• where potential energy is greatest and least
• where potential energy is increasing
• where kinetic energy is increasing
Summarize the principles of the law of conservation of energy bycompleting the following paragraph.
The total amount of energy in the universe never .
This means that energy cannot be or .
Energy can, however, change from one to another.
One example of energy changing is when the
energy of water behind a dam is converted into the
energy that spins a generator. The generator converts
this energy into energy and heat. During this process,
the total amount of energy does not .
Section 1 Energy Changes (continued)
Potential EnergyI found this information
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Conservation of Energy
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62 Energy
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EnergySection 2 Temperature
NewVocabulary
Energy 63
transfer
Scan Section 2 of your book using the checklist below.
Read all section titles.
Read all boldface words.
Look at all of the pictures.
Think about what you already know about temperature.
Write three facts that you discovered about temperature and heat asyou scanned the section.
1.
2.
3.
Define the following terms by writing the term next to its definition.
particle formed when two or more atoms bond together
measure of the average kinetic energy of the particles in an object
transfer of energy from one object to another as a result of adifference in temperature
transfer of energy by collisions between atoms in a material
transfer of heat that occurs when particles move between objectsor areas that differ in temperature
the transfer of energy by waves
Use a dictionary to write the scientific definition for transfer.
Analyze the effect that temperature has on the speed of motion and kinetic energy of the molecules of a gas by completing the chart below.
Compare the Fahrenheit and Celsius temperature scales bydrawing a thermometer below and indicating water’s boiling pointand freezing point on each scale.
Complete the sentences below about temperature increase.
During summer, the water in a lake generally is
. During winter, lake
water generally is .
This temperature difference occurs because
or
. Water
absorbs a large amount of heat for each degree of temperature
. Once the lake is warm, it must lose a
.
Section 2 Temperature (continued)
TemperatureI found this information
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MeasuringTemperature
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Heat andTemperature
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64 Energy
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Molecules in a Gas
Temperature Speed of Motion Kinetic Energy
Low
High
Complete the concept map about the three methods of heattransfer.
molecules inliquid or gas move
from a warmer areato a colder area.
is transferred by
is transferred by
Heat
when when when
is transferred by
conduction radiation
Section 2 Temperature (continued)
Heat on theMove
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Name Date
Energy 65
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Imagine yourself stirring a hot cup of hot chocolate with a metalspoon. As you stir, you observe that the spoon becomes hot. Use what you’ve learnedabout heat to explain why this happens. In your explanation, describe the method ormethods of heat transfer involved.
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EnergySection 3 Chemical Energy
66 Energy
What I Know What I Will Learn
Predict what you will learn in this section by scanning theheadings. Complete the columns in the chart below.
Use chemical bonds in a scientific sentence. Use a dictionary oryour book for help.
Write the correct vocabulary word in the blank next to eachdefinition.
something that changes the rate of a chemical reaction withoutbeing changed itself
a chemical reaction that gives off heat energy
a chemical reaction that absorbs heat energy
Use the word compound in a scientific sentence.
chemical bonds
compound
List three examples of chemical reactions listed in your book.
1.
2.
3.
Draw a model of the chemical reactions that take place duringphotosynthesis. Refer to the figure in your book if you need help.Make sure to include these terms: carbon dioxide, oxygen,chlorophyll, sunlight, sugar, water.
Compare endothermic and exothermic reactions in the Venndiagram below. Use the following terms:
• require energy • combustion • release energy
• photosynthesis • chemical reaction • energy is transferred
Endothermic ExothermicBoth
Section 3 Chemical Energy (continued)
ChemicalReactions and
EnergyI found this information
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Energy inReactions
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Energy 67
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Classify the following reactions as exothermic or endothermic.Explain your reasoning.
candle burning
bread baking
photosynthesis
fireworks exploding
Identify two ways to increase the rate of a chemical reaction.
1.
2.
Summarize the characteristics of a catalyst by completing thefollowing sentence.
A catalyst
Predict what chemical reaction might be missed if you did notchew a piece of bread very well before swallowing it.
Section 3 Chemical Energy (continued)
Energy inReactions
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68 Energy
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Tie It TogetherSynthesize
Name Date
Energy 69
Use your knowledge of energy and your imagination to describe energy transformations inthree different situations. Use the topics suggested below, or choose your own.
Kinetic and Potential Energy Transformations
• Going on a roller coaster ride
I’ve just ridden the roller coaster at the amusement park. As the coaster moved up the
first hill, its potential energy increased, reaching its highest
Heat Energy
• Turning up the thermostat on a winter day
When I got home from school, the house felt cold, so I turned up the thermostat. After a
few minutes, I felt warmer, because
Chemical Energy
• Roasting marshmallows over a campfire
Energy Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three main ideas that youhave learned about energy.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• A moving object has energy.
• A generator creates new energy.
• Temperature is a form of energy.
• Chemical reactions can give off energy.
Energy After YouRead
70 Energy
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Construct the Foldable as directed at the beginning of this chapter.
Electricity and MagnetismBefore You ReadPreview the chapter title, the section titles, and the section headings. List at least one thingyou know and one thing you want to find out for each section of the chapter.
Name Date
Electricity and Magnetism 71
List five electrical devices you used today and describe what each device did.
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K WWhat I know What I want to find out
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Electricity and MagnetismSection 1 Electric Charge and Forces
72 Electricity and Magnetism
atom
charging by contact
charging by induction
static charge
electric discharge
contact
Objectives Review the section objectives. Write three questions thatthese statements bring to mind.
1.
2.
3.
Define atom to show its scientific meaning.
Use your book or a dictionary to define the key terms.
Use a dictionary to define contact.
Identify the parts of the atom in the chart below.
Complete the statements to determine when atoms have electric charge.
Atoms have positive charge
there are equal numbersof electrons and protons.
Atoms have negative charge
Model the forces between like and unlike charges. Draw pictures to show the forces for each situation.
Compose a sentence describing how electric force depends ondistance and on charge.
Sentence:
Section 1 Electric Charge and Forces (continued)
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Electricity and Magnetism 73
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Particles That Make Up Atoms
Particle Charge of Particle Particle Location
Proton
nucleus
negative
when
when
when
Positive Particle/ Positive Particle/ Negative Particle/Negative Particle Positive Particle Negative Particle
Identify and define the two ways objects become electricallycharged by completing the graphic organizer.
Organize information about insulators and conductors in the chart below.
Objects becomeelecrically charged by
Section 1 Electric Charge and Forces (continued)
Making ObjectsElectrically
ChargedI found this information
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Conductors andInsulators
I found this informationon page .
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74 Electricity and Magnetism
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Insulator Conductor
What is it? What is it?
Examples: Examples:
Make a diagram to show at least four people in a lightning storm.Show some of them acting safely, and some acting unsafely. Use information from thesection to explain why each behavior is safe or unsafe.
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Electricity and MagnetismSection 2 Electric Current
NewVocabulary
Electricity and Magnetism 75
AcademicVocabulary
kinetic energy
neutral
Scan Use the checklist below to preview Section 2 of your book.
Read all section titles.
Read all bold words.
Look at all of the pictures, charts, and graphs.
Think about what you already know about electric current.
Write three facts that you discovered about electric current as youscanned the section.
1.
2.
3.
Use kinetic energy in a scientific sentence.
Read the definitions below. Write the key term on the blank in the left column.
measure of how difficult it is for electrons to flow in an object
setup of devices that allows current to follow one closed path
the flow of electric charges
a measure of the amount of electrical energy transferred by anelectric charge as it moves from one point to another in a circuit
a setup of devices that allows current to follow more than oneclosed path
a closed path in which electric charges can flow
Define the word neutral using a dictionary.
Complete the sentences about electric current.
Electric current is .
Electric current is measured using an SI unit called
.
Create a drawing of a circuit that performs a useful function.
List two important facts about how a circuit works.
Connect how each factor affects electric charges in a circuit.
Section 2 Electric Current (continued)
Electric CurrentI found this information
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A Simple ElectricCircuit
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Making ElectricCharges Flow
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76 Electricity and Magnetism
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Term How It Affects Electric Charges
Electric field
Electric resistance
Battery
Define Ohm’s law by explaining the meaning of each letter in the equation: V = IR.
V = I x R
Design a parallel circuit that has three paths, a battery, and three lightbulbs. Use your book to help you.
• Label each device.
• Use arrows to show the direction in which electricity flows ineach path.
Section 2 Electric Current (continued)
TransferringElectrical Energy
and VoltageI found this informationon page .
Series andParallel Circuits
I found this informationon page .
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Electricity and Magnetism 77
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One bulb in a strand of decorative lights burns out and the rest of the strand stops working. Identify the type of circuit that was used to connectthe lights.
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AcademicVocabulary
Name Date
Electricity and MagnetismSection 3 Magnetism
78 Electricity and Magnetism
mechanical energy
magnetic domain
electromagnet
electromagnetic induction
temporary
Predict Read the title of Section 3. Predict three concepts that mightbe discussed in this section.
1.
2.
3.
Use mechanical energy in a sentence that shows its meaning.
Use the following key terms in original sentences that show their meaning.
Define temporary using a dictionary. Then use it in a sentencethat reflects its scientific meaning.
Model how magnets exert forces on each other in the boxes below. Use the figure in your book to help you.
• Label the poles of the magnets.
• Use arrows to show how the magnets exert forces on each other.
Write a general statement about attraction and repulsion of magnets.
Compare and contrast the way that paper clips interact with a magnet and the way paper clips interact with one another byfilling in the blanks below.
of a paper clip do
not normally all point in the same direction. Therefore, paper clips
to one another. The
of a magnet mostly point in the direction.
When a magnet is brought near a paper clip, the magnetic domains
of the paper clip so that
. This causes the paper
clip to be attracted to the magnet.
Section 3 Magnetism (continued)
MagnetsI found this information
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MagneticMaterials
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Electricity and Magnetism 79
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Two South Poles North Pole and Two North PolesSouth Pole
Analyze the way electromagnets work by completing the chart.Use your book to help you.
Sequence steps to generate electricity by electromagneticinduction.
Section 3 Magnetism (continued)
Electro-magnetism
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GeneratingElectric Current
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80 Electricity and Magnetism
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Cause Effect
Increasing the current of an electromagnet
The north and south poles of the magnet will change positions.
Electricity is generated using the following process:
1.
2.
3.
Suppose that you are given two iron nails, wire, and twobatteries of your choice. Draw and label designs for two electromagnets of differentstrengths made of these materials.
SYNTHESIZE IT
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Tie It TogetherSynthesize It
Identify five everyday devices that work by using electricity. Describe the energytransformations that take place within each device.
Device
Device
Device
Device
Device
Name Date
Electricity and Magnetism 81
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After reading this chapter, identify three things that you havelearned about electricity and magnetism.
SUMMARIZE IT
Electricity and MagnetismChapter Wrap-Up
Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
82 Electricity and Magnetism
K W LWhat I know What I want to find out What I learned
Construct the Foldable as directed at the beginning of this chapter.
WavesBefore You ReadBefore you read the chapter, read each statement below.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Waves 83
• Waves carry matter and energy.
• There is more than one kind of wave.
• Waves carry different amounts of energy.
• All waves travel at the same speed.
Write a paragraph about some places where you have seen water waves.
Science Journal
Before You WavesRead
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energy
wave
mechanical wave
transverse wave
compressional wave
electromagnetic wave
medium
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
WavesSection 1 What are waves?
84 Waves
Skim the title and headings of Section 1. List two things that mightbe discussed in this section.
1.
2.
Define energy in your own words.
Define each vocabulary term using your book or a dictionary.
Use a dictionary to define medium in its scientific sense.
Identify two types of waves that carry energy.
1.
2.
Contrast the energy carried in a sound wave and the energy in a moving ball.
Create your own model for a wave. Use information from yourbook to make a drawing that models how a wave can move energywithout moving matter.
• Label the parts of your drawing that represent matter and energy.
• Write a caption to explain your drawing.
Section 1 What are waves? (continued)
What is a wave?I found this information
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A Model for Waves
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Name Date
Waves 85
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My Model for Waves
Organize information from the section in the outline below.
Mechanical waves—Travel through a .
A. Types of wave mediums
1.
2.
3.
B. Types of Mechanical Waves
1.
2.
Compare and contrast the characteristics of sound waves andelectromagnetic waves by completing the Venn diagram below.
• carry energy • mechanical waves
• carry radiant energy • move through a medium
• do not need a medium
SoundBoth
Electromagnetic
Section 1 What are waves? (continued)
MechanicalWaves
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Making SoundWaves and
ElectromagneticWaves
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Name Date
86 Waves
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Evaluate how electromagnetic and mechanical waves are useful in your daily life.
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speed
amplitude
wavelength
frequency
parallel
ReviewVocabulary
Name Date
WavesSection 2 Wave Properties
NewVocabulary
Waves 87
AcademicVocabulary
Scan Section 2 of your book. Write three facts you discovered aboutwave properties as you scanned the section.
1.
2.
3.
Define each key term using your book or a dictionary.
Use the word parallel in a scientific sentence.
Create a transverse wave in the space below. Label the crest,trough, and amplitude of the wave on your drawing.
Complete the descriptions for determining wavelength of twotypes of waves in the chart below.
Model the relationship between frequency and wavelengthwhen wave speed is the same. In the top box, draw a wave with a frequency of one wavelength per second. In the bottom box,draw a wave with a frequency of two wavelengths per second.
Section 2 Wave Properties (continued)
AmplitudeI found this information
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WavelengthI found this information
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FrequencyI found this information
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88 Waves
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Wavelength is Type of Wavethe distance: Transverse Compressional
from one
to the next
or from one
to the next
Summarize how to use the wave speed equation to calculate wavespeed by completing the steps below.
1. The wave speed equation is
wave speed in m/s �
�
2. To calculate the speed of a wave that has a frequency of550 Hz and a wavelength of 0.8 m, insert the values into the wave speed equation.
wave speed � �
3. Multiply to find the answer.
Answer:
Compare the speeds of different types of waves in differentmediums by completing the chart below with the words gases,liquids, or solids.
Section 2 Wave Properties (continued)
Wave SpeedI found this information
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Name Date
Waves 89
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Individual members of a choir sing at different pitches. Analyze the wavelengths of the sound waves produced by soprano, alto, and baritone singers.
CONNECT IT
How mediums affect wave speed
Wave type move fastest move slowestthrough through
mechanical waves
electromagnetic waves
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echo
reflection
refraction
diffraction
interference
overlap
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AcademicVocabulary
Name Date
WavesSection 3 Wave Behavior
90 Waves
Predict by reading the title and subheadings three things thatmight be discussed in this section.
1.
2.
3.
Write a sentence using the word echo to reflect its scientific use.
Use the new vocabulary terms to write your own originalscientific sentences.
Define overlap using a dictionary.
Skim the section about reflection. In the Question spaces, writetwo questions you have about reflection. As you read the section,write answers to your questions.
Question:
Answer:
Question:
Answer:
Create a diagram below showing what happens to a light wave as it passes from water to air. Draw a second picture showing whathappens as light passes from air to water. Label the normal and the light ray’s direction of travel in each drawing.
Summarize why light refracts when it passes from one material to another.
Sequence the seven colors into which sunlight separates when itpasses through a prism.
Longest Wavelength Shortest
Section 3 Wave Behavior (continued)
ReflectionI found this information
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RefractionI found this information
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Waves 91
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Summarize two factors that affect how much a wave can be diffracted.
1.
2.
Model constructive and destructive interference in the two boxesbelow. Label the crests and troughs of the waves in your model.
Contrast the behavior of waves and particles by completing thechart below.
Section 3 Wave Behavior (continued)
DiffractionI found this information
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What happenswhen waves
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92 Waves
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Interference
Constructive Destructive
Behavior Waves Particles
When they passthrough an opening
When they meet
Use what you have learned about the behavior of waves toevaluate two ways to protect your ears from damage due to loud noises.
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Tie It TogetherModel Wave Motion
Design a model you could use to study the behavior and properties of waves. Draw yourmodel below.
Name Date
Answer each question about your model.
1. What medium does your model use?
2. How could you measure the wavelength of the waves in your model?
3. How could you use your model to demonstrate reflection, refraction, and diffraction of waves?
Waves 93
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Waves Chapter Wrap-UpNow that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about waves.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
94 Waves
• Waves carry matter and energy.
• There is more than one kind of wave.
• Waves carry different amounts of energy
• All waves travel at the same speed.
Waves After YouRead
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Rocks and Minerals 95
Construct the Foldable as directed at the beginning of this chapter.
Rocks and MineralsBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Observe a rock or mineral sample. Write three characteristics about it.
Science Journal
• Minerals are made by people.
• Most rocks consist of one or more minerals.
• Rocks are classified in three major groups.
• Rocks have stopped forming on Earth.
• Rocks and minerals have many uses in society.
Before You Rocks and MineralsRead
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96 Rocks and Minerals
AcademicVocabulary
Name Date
Rocks and MineralsSection 1 Minerals—Earth’s Jewels
NewVocabulary
ReviewVocabulary
physical property
refine
Scan Section 1 of your book. Then, write three questions that youhave about minerals. Try to answer your questions as you read.
1.
2.
3.
Define physical property with the help of your book or a dictionary.
Write the correct vocabulary word from your book next to each definition.
a solid material that has an orderly, repeating pattern of atoms
a mineral that contains enough of a useful substance that it can bemined at a profit
a rare, valuable mineral that can be cut and polished to give it abeautiful appearance
a solid that is usually made up of two or more minerals
Use a dictionary to find the definition of refine as it applies tometals. Write the definition below in your own words.
Complete the chart below about minerals.
Contrast cleavage and fracture by writing three differentcharacterisitcs of each in the following chart.
Contrast the qualities of mineral color and luster.
Color
Luster
Section 1 Minerals—Earth’s Jewels (continued)
What is a mineral?
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Properties of Minerals
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Rocks and Minerals 97
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Minerals
Definition:
Examples:
Ways minerals form:
1.
2.
3.
Cleavage Fracture
Sequence four steps that describe how copper ore is turned intouseful products. The first step has been completed for you.
1. Copper ore is mined and crushed.
2.
3.
4.
List characteristics of a gem and an ore in the chart below.
Section 1 Minerals—Earth’s Jewels (continued)
CommonMinerals
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98 Rocks and Minerals
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Gem Ore
Write the names of six objects in your classroom that are madeusing minerals. Then explain how minerals are important in your everyday life.
1. 2. 3.
4. 5. 6.
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Rocks and Minerals 99
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AcademicVocabulary
Name Date
Rocks and MineralsSection 2 Igneous and Sedimentary Rocks
NewVocabulary
lava
igneous rock
extrusive
intrusive
sedimentary rock
process
Skim the headings in Section 2. Then make three predictions aboutwhat you will learn.
1.
2.
3.
Define the following terms using your book or a dictionary.
Contrast extrusive and intrusive igneous rocks in the chart.
Organize a concept map about igneous rocks using these wordsand phrases.
• high silica content • low silica content
• granitic • dark colored
can be
Igneous Rocks
arecalled
have
basaltic
lightcolored
arecalled
have
Section 2 Igneous and Sedimentary Rocks (continued)
Igneous RocksI found this information
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I found this informationon page .
Name Date
100 Rocks and Minerals
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Igneous Rocks
Type Form from Have cooling Have crystal molten rate that is size that is
rock called
Extrusive
Intrusive
Classify sedimentary rocks by some of their characteristics.
Section 2 Igneous and Sedimentary Rocks (continued)
SedimentaryRocks
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Rocks and Minerals 101
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Detrital Chemical Organic
Form from
Howform
Whereform
Examples
Choose a sedimentary or igneous rock. You might pick basalt,granite, shale, or sandstone. Write a story from the rock’s perspective about how therock formed. When writing your story, you should pretend that you are the rock.
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102 Rocks and Minerals
NewVocabulary
ReviewVocabulary
Name Date
Rocks and MineralsSection 3 Metamorphic Rocks and the Rock Cycle
AcademicVocabulary
pressure
metamorphic rock
foliated
nonfoliated
rock cycle
layer
Scan the headings in Section 3. Write three predictions about whatyou will learn in this section.
1.
2.
3.
Define each vocabulary word. Then, write a sentence reflectingthe scientific meaning of each of the words.
Summarize the conditions under which rocks experiencemetamorphism as you complete the chart below.
Draw a metamorphic rock with a foliated texture and ametamorphic rock with a nonfoliated texture below. Show and label two characteristics of each type of rock in the top boxes,and list an example of each type in the bottom boxes.
Section 3 Metamorphic Rocks and the Rock Cycle (continued)
New Rock from Old
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Rocks and Minerals 103
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Conditions of Metamorphic Rock Formation
temperature
pressure
time
Foliated texture Nonfoliated texture
Examples: Examples:
Create a diagram of the rock cycle below.
• Label each type of rock in your diagram.
• Label the processes in your diagram. Use the words melting,cooling, weathering and erosion, compaction and cementation, andheat and pressure.
Identify two other cycles that occur in nature.
1.
2.
Section 3 Metamorphic Rocks and the Rock Cycle (continued)
Rock CycleI found this information
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104 Rocks and Minerals
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While on a leisurely hike, a geologist from the nearby universitynoticed that the gravel in a sedimentary rock consists of pieces of both igneous andmetamorphic rock. As the geologist, write a brief report explaining how this is possible.
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Rocks and Minerals 105
Tie It TogetherDesignSome artists specialize in making art from rock and mineral pieces. The different colors,textures, and other properties of the rocks and minerals can produce spectacular displays.In the space below, design your own rock and mineral art. It might be mounted on a wall,make up the courtyard of a building, or be a large monument. You may use any rock or mineral shown in your book in your art.
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106 Rocks and Minerals
Rocks and Minerals Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about rocks and minerals.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Minerals are made by people.
• Most rocks consist of one or more minerals.
• Rocks are classified in three major groups.
• Rocks have stopped forming on Earth.
• Rocks and minerals have many uses in society.
Rocks and Minerals After YouRead
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Inc. Construct the Foldable as directed at the beginning of this chapter.
Forces Shaping EarthBefore You ReadPreview the chapter title, the section titles, and the section headings. List at least two ideasfor each section in each column.
Name Date
Forces Shaping Earth 107
Use descriptive adjectives to describe mountains in a short paragraph.
Science Journal
K WWhat I know What I want to find out
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ReviewVocabulary
AcademicVocabulary
Name Date
Forces Shaping EarthSection 1 Earth’s Moving Plates
108 Forces Shaping Earth
magma
contract
Scan the section before you begin to read.
Read all section headings.
Read all bold words, highlighted in yellow.
Look at all of the pictures.
Write three facts that you discovered about Earth’s moving plates.
1.
2.
3.
Define magma to show its scientific meaning.
Write the vocabulary term that matches each definition.
solid, innermost layer of Earth’s interior
layer of Earth that lies above the inner core and is thought to bemade up mostly of molten metal
largest layer of Earth’s interior
Earth’s outermost layer
rigid layer of Earth made of the crust and a part of the upper mantle
section of Earth’s crust and rigid upper mantle
large fracture in rock along which movement occurs
type of plate movement that occurs when one plate sinks beneath another plate
Use contract in a sentence to reflect its scientific meaning.
Complete the graphic organizer to explain how scientists useindirect observations to learn about Earth’s interior.
Organize information about Earth’s layers. Complete the outline.
Earth’s Layers
A. Inner core
1.
2.
3.
B. Outer core
1.
2.
C. Mantle
1.
2.
D. Crust
1.
2.
3.
Seismic Waves Rocks
IndirectObservations
Section 1 Earth’s Moving Plates (continued)
Clues to Earth’s Interior
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Forces Shaping Earth 109
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Analyze Earth’s plates. Fill in the missing words.
Earth’s plates are sections of the . They move
on top of the , which is .
The plates move . Scientists measure plate
movements with and .
Summarize the different ways that plates interact at plateboundaries. Provide an example of each location.
Section 1 Earth’s Moving Plates (continued)
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110 Forces Shaping Earth
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Plate Results LocationInteraction Where Occurs
Plates move apart.
Continental plates collide.
One plate sinks beneath another plate.
Plates slide past one another.
Compare Earth’s plates to a jigsaw puzzle. How are they similar?CONNECT IT
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erosion
fault-block mountain
folded mountain
upwarped mountain
volcanic mountain
isostasy
erode
Scan Section 2. Then write three questions that occur to you.
1.
2.
3.
Define erosion using your book or a dictionary.
Write a sentence that reflects the scientific meaning of eachvocabulary term.
Write a two-line poem using the term erode.
ReviewVocabulary
Name Date
Forces Shaping EarthSection 2 Uplift of Earth’s Crust
NewVocabulary
Forces Shaping Earth 111
AcademicVocabulary
Identify the 4 main types of mountains.
1. 3.
2. 4.
Contrast mountains that are still forming with older mountains.
Mountains that are still forming are and .
Older mountains have .
Organize information from your book about fault-block, folded,and upwarped mountains.
Fault-blockExample:
FoldedExample:
UpwarpedExample:
interior of continent
how itforms
where itforms
how itforms
where itforms
how itforms
where itforms
Section 2 Uplift of Earth’s Crust (continued)
BuildingMountains
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112 Forces Shaping Earth
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Create a cross-section drawing of a volcanic mountain formed onland. Show the magma, magma chamber, pipe, vent, and crateras the magma flows from underground out of the crater.
Compare and contrast volcanic mountains formed at subductionzones with those formed over hot spots. Complete the Venn diagramwith at least 6 points of information from your book.
Subduction zone volcanoes Hot spot volcanoesBoth
erupt lava
Section 2 Uplift of Earth’s Crust (continued)
BuildingMountains
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Forces Shaping Earth 113
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Use what you have learned about isostasy to compare the crustunder the Appalachian Mountains today with the crust when the mountains formed.
CONNECT IT
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Forces Shaping Earth Chapter Wrap-Up
Review the ideas you listed in the K-W-L table at the beginning of the chapter. Cross outany incorrect information in the first column. Then complete the table by filling in the third column. How do your ideas now compare with those you provided at the beginning of the chapter?
Name Date
After reading this chapter, identify three things that you havelearned about forces that shape Earth.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
114 Forces Shaping Earth
K W LWhat I know What I want to find out What I learned
Construct the Foldable as directed at the beginning of this chapter.
Weathering and Erosion Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Weathering and Erosion 115
• Weathering is the conditions of the atmosphere at a given time.
• Soil forms from pieces of broken rock and other kinds of matter.
• Erosion moves rock and soil from oneplace to another.
• Water can cause erosion, but ice cannot.
Describe a place—a home, a park, a river, or a mountain. What might that place looklike in a year, a hundred years, even 5,000 years?
Science Journal
Before You Weathering and ErosionRead
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acid rain
weathering
mechanical weathering
chemical weathering
soil
topography
chemical
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Weathering and ErosionSection 1 Weathering and Soil Formation
116 Weathering and Erosion
Skim through Section 1 of your book. Read the headings and look atthe illustrations. Write three questions that come to mind.
1.
2.
3.
Define the key terms using your book or a dictionary.
Define chemical as an adjective. Use a dictionary to help you.
Organize information by listing three things that cause rocks to weather.
Identify major causes of mechanical weathering. Complete theconcept map below.
Create three drawings to show the process of ice wedging.
Water seeps Water freezes and Ice melts and the into cracks. expands, making process repeats.
cracks wider.
MechanicalWeathering
can becaused by
can becaused by
which include which include
Section 1 Weathering and Soil Formation (continued)
WeatheringI found this information
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MechanicalWeathering
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Weathering and Erosion 117
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Causes of Weathering
1.
2.
3.
Organize the information from your book in the outline below.
Chemical weathering
A. Definition:
B. Causes:
1.
2.
3.
Complete the graphic organizers about soil and soil formation.
soilmix to form
soil formationaffect
Section 1 Weathering and Soil Formation (continued)
ChemicalWeathering
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SoilI found this information
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118 Weathering and Erosion
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The temperature on some mountains is below freezing all year.Predict what soil on these mountains is like.
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occur
Scan Use the checklist below to preview Section 2 of your book.Then write three facts that you discovered about how erosion affectsEarth’s surface.
Read all headings.
Read all boldface words.
Look at all of the pictures.
Think about what you already know about features ofEarth’s surface.
1.
2.
3.
Write the correct vocabulary word next to each definition.
the dropping of sediment that occurs when an agent of erosion canno longer carry its load
the movement of rock or soil by gravity, ice, wind, or water
erosion that occurs when gravity alone causes rock or sediment to move down a slope
the process in which sediment moves slowly downhill
the movement of rock or sediment downhill along a curved surface
the erosion of the land by wind
erosion that occurs when wind blows sediment into rocks, makespits in the rocks, and produces a smooth, polished surface
water that flows over the ground
Define occur using a dictionary.
ReviewVocabulary
AcademicVocabulary
Name Date
Weathering and ErosionSection 2 Erosion of Earth’s Surface
NewVocabulary
Weathering and Erosion 119
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Section 2 Erosion of Earth’s Surface (continued)
Agents ofErosion
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120 Weathering and Erosion
Glaciers Form and Change Earth’s Surface
1.
2.
3.
4.
Mass Movements
Similarities Differences
Organize information from your book by filling in the concept mapwith the four agents, or causes, of erosion.
Compare and contrast the four types of mass movements. Writeways they are all the same and some ways they are different.
Sequence four steps explaining how glaciers form and changeEarth’s surface.
erosionall cause
Model how a sand dune moves by making a diagram in the box.Label the following features:
• sand blows up this side • dune movement (arrow)
• sand falls down this side • wind (arrow)
Complete the concept map by listing several ways that water canflow over Earth’s surface.
Analyze the effects of erosion. List three examples of landformscaused by erosion and three examples caused by deposition.
Runoff
Section 2 Erosion of Earth’s Surface (continued)
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WaterI found this information
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Effects ofErosion
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Weathering and Erosion 121
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Effects of Erosion
Where Sediment Where Sediment is Removed (erosion) Accumulates (deposition)
Weathering and Erosion Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about weathering and erosion.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Weathering is the conditions of the atmosphere at a given time.
• Soil forms from pieces of broken rock and other kinds of matter.
• Erosion moves rock and soil from one one place to another.
• Water can cause erosion, but ice cannot.
Weathering and Erosion After YouRead
122 Weathering and Erosion
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The Atmosphere in Motion 123
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Construct the Foldable as directed at the beginning of this chapter.
The Atmosphere in MotionBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• The atmosphere protects living things from harmfuldoses of ultraviolet radiation and X-ray radiation.
• Earth is often referred to as the water planet.
• Fast-moving molecules transfer energy to slower-movingmolecules when they bump into them.
• The highest layer of the atmosphere is the stratosphere.
Write a short newspaper article to warn people about the dangers of an approachinghurricane.
Science Journal
Before You The Atmosphere in MotionRead
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124 The Atmosphere in Motion
NewVocabulary
ReviewVocabulary
Name Date
The Atmosphere in MotionSection 1 The Atmosphere
AcademicVocabulary
evaporation
atmosphere
aerosols
water cycle
affect
Scan Section 1 of your book. Use the checklist below.
Read all section titles.
Read all boldface words.
Read all charts and graphs.
Look at all of the pictures.
Think about what you already know about the atmosphere.
Write three facts you discovered about the atmosphere as youscanned this section.
1.
2.
3.
Define evaporation to show its scientific meaning.
Use your book to define the following terms.
Use a dictionary to define affect as a verb.
Complete the graphic organizer below to identify the ways that theatmosphere makes Earth fit for life.
Label the gases that form the three main components of theatmosphere, and indicate the percentage of each.
Summarize information about aerosols by completing the outline.
I. Examples of aerosols
A. Solids
1.
2.
3.
B. Tiny liquid droplets
1.
Percentage of Gases in the Atmosphere
: % : % Other: ~1%
Atmosphere
Section 1 The Atmosphere (continued)
Investigating Airand Composition
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The Atmosphere in Motion 125
126 The Atmosphere in Motion
Section 1 The Atmosphere (continued)
Layers of theAtmosphere
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Organize information about the layers of the atmosphere bycompleting the diagram. Name and describe a characteristic ofeach layer, and identify how far up the layer extends.
Complete the diagram by identifying the four stages of the water cycle.
No clear border with space
Earth’s surface0 km
Troposphere: contains nearly all of Earth’s clouds
and weather
10 km
km
km
km
Exosphere: contains few atoms
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The Atmosphere in Motion 127
ReviewVocabulary
Name Date
The Atmosphere in MotionSection 2 Earth’s Weather
NewVocabulary
AcademicVocabulary
condensation
humidity
dew point
relative humidity
factor
Scan Section 2 of your book. Read the headings and look at theillustrations. Write three questions that come to mind.
1.
2.
3.
Define condensation to show its scientific meaning.
Use your book to define the following terms. Then write asentence using each term.
Use a dictionary to define factor as a noun.
Create a graphic organizer to identify the six weather factors.
Sequence how energy moves through the atmosphere bycompleting the labels on the diagram.
3. Cool air pushes warm air upward, creating a
.
Earth’s surface
2. Air at the surface is heated by
.
1. Earth’s surface is warmed by .
Section 2 Earth’s Weather (continued)
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128 The Atmosphere in Motion
Summarize types of clouds in the chart below.
Identify the different types of precipitation.
1. 2. 3.
4. 5.
Complete the diagram of Earth by identifying the major wind beltsand drawing arrows to indicate the prevailing direction of the windswithin each belt.
60° S
30° S
0°
30° N
60° N
Section 2 Earth’s Weather (continued)
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The Atmosphere in Motion 129
Explain how conduction warms bare feet when a person walks onhot sand along a beach.
CONNECT IT
Class Altitude Examples
Low 2,000 m cumulus,or below
Middle
High
a type that can extend from low to high:
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Atmosphere in MotionSection 3 Air Masses and Fronts
130 The Atmosphere in Motion
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thunderstorm
injure
Predict three things that will be discussed as you read the headingsof Section 3 of your book.
1.
2.
3.
Define thunderstorm to show its scientific meaning.
Write the terms to the left of their definitions.
large body of air that develops over a particular region ofEarth’s surface
boundary that develops where air masses of different temperatures collide
violent, whirling wind, usually less than 200 m in diameter, thattravels a narrow path over land and can be highly destructive
large storm that begins as an area of low pressure over tropicaloceans
Use a dictionary to define injure. Then use the word in asentence about severe weather.
Complete the blanks in the sentences about air masses.
Air masses that in one area for a few days pick
up the of that area. For example, an air mass
that stays over a tropical ocean will become and
.
Contrast the four types of fronts by completing the chart.
Compare ways that high pressure and low pressure affect weather.
Highpressureforms.
Air Moisturein air cannot
Lowpressureforms.
Air flows in and
Moisturein air
.
.
.
.
Section 3 Air Masses and Fronts (continued)
Air MassesI found this information
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FrontsI found this information
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High- and Low-Pressure CentersI found this information
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The Atmosphere in Motion 131
Type of Front How It Forms
Cold front
Warm air advances into region of colder air;the warm, less dense air slides up and over thecolder air.
Stationary front
Fast-moving cold front overtakes a slower warm front.
132 The Atmosphere in Motion
Section 3 Air Masses and Fronts (continued)
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Compare and contrast at least eight main characteristics ofthunderstorms and tornadoes in the Venn diagram below.
Describe each of the following characteristics of a hurricane.
1. Wind gusts
2. Storm surge
3. Beach erosion
ThunderstormsBoth
Tornadoes
Explain the difference between a severe weather watch and asevere weather warning in terms of how you should respond to each.
CONNECT IT
Tie It TogetherModel Sunlight on EarthDesign a way to demonstrate how the curved surface of Earth can affect how much sunlightthe equator receives versus how much the North Pole receives. Test your model. Write a listof detailed observations.
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The Atmosphere in Motion 133
After reading this chapter, identify three things that you havelearned about Earth’s atmosphere.
SUMMARIZE IT
134 The Atmosphere in Motion
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The Atmosphere in MotionChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• The atmosphere protects living things from harmful doses of ultraviolet radiation and X-ray radiation.
• Earth is often referred to as the water planet.
• Fast-moving molecules transfer energy to slower-movingmolecules when they bump into them.
• The highest layer of the atmosphere is the stratosphere.
The Atmosphere in Motion After YouRead
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Construct the Foldable as directed at the beginning of this chapter.
OceansBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Oceans 135
Write three questions that you would ask a scientist studying ocean life.
Science Journal
• Ocean water is about the same temperature all over the world.
• Global winds cause density currents tomove the ocean water.
• The Moon’s gravity affects the tides.
• Wave erosion affects marine life in coastal regions.
Before You OceansRead
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ReviewVocabulary
AcademicVocabulary
Name Date
OceansSection 1 Ocean Water
136 Oceans
atmosphere
salinity
photosynthesis
thermocline
accumulate
Skim through Section 1 of your book. Write three questions thatcome to mind from reading the headings and the illustration captions.
1.
2.
3.
Define atmosphere to show its scientific meaning.
Define the following terms.
Define accumulate. Use accumulate in a sentence to show itsscientific meaning.
when water evaporatesjoin to make
30.6%
55%
Identify four reasons the oceans are important as discussed in your book.
1.
2.
3.
4.
Sequence five steps to the formation of oceans, and write them inthe correct order.
Analyze the information in your book to complete the graphicorganizer below.
Salinity
Water makes up percent of seawater. Of the remainingsolids, the two most abundant elements in seawater are:
Section 1 Ocean Water (continued)
Importance ofOceans
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Formation ofOceans
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Composition ofOcean Water
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Oceans 137
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1. Gases and water vapor entered Earth’s atmosphere.
2.
3.
4.
5.
Outline the material about dissolved gases and ocean temperature.
I. The three most important gases are
, ,
A. Oxygen gas
1.
2.
B. Carbon dioxide gas
1.
2.
3.
C. Nitrogen gas
1.
2.
a.
b.
II. Oceans have three temperature layers.
A.
1.
2.
B. Thermocline layer
C.
Section 1 Ocean Water (continued)
Composition ofOcean Water and
WaterTemperature and
PressureI found this information
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138 Oceans
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Scuba divers don’t need the pressurized suits that deep-sea divers
do. Hypothesize why deep-sea divers must use special equipment.
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OceansSection 2 Ocean Currents and Climate
Oceans 139
NewVocabulary
AcademicVocabulary
current
surface current
density current
upwelling
distribute
Scan the list below to preview Section 2 of your book.
• Read all section titles.
• Read all bold words.
• Read all charts and graphs.
• Look at all the pictures and read their captions.
• Think about what you already know about oceans.
Write four facts you discovered about oceans as you scanned the section.
1.
2.
3.
4.
Define current to show its scientific meaning.
Define the following terms.
Define distribute to show its scientific meaning.
ReviewVocabulary
Complete the following sentences on surface currents.
When blow across the ocean’s surface, they can
set ocean water in motion. Ocean currents do not move in straight
lines because of . In the northern hemisphere,
currents circulate clockwise, or to the . In the
southern hemisphere, currents circulate counter-clockwise, or to the
. This is an example of the .
The Gulf Stream
Label Use the surface current map in your book and the directionsbelow to trace the Gulf Steam and other surface currents.
• Trace the equator in black.
• The Gulf Stream flows from Florida, northeast toward NorthCarolina, and then across the Atlantic Ocean. Trace and label the Gulf Stream in green.
• Currents that originate near the equator are warm. Trace thesecurrents in red.
• Use blue to trace the currents on the western coasts of conti-nents that return cold water back toward the equator.
• The warm Gulf Stream keeps Iceland’s climate mild and its harbors ice-free year-round. Outline Iceland in orange.
TradeW
indsW
esterlies
Wes
terli
es
Trade
Win
ds
TradeW
indsW
esterlies
Wes
terli
es
Trade
Win
ds
TradeW
indsW
esterlies
Trade
Win
ds
Wes
terli
es
TradeW
indsW
esterlies
Wes
terli
es
Trade
Win
ds
TradeW
indsW
esterlies
Wes
terli
es
Trade
Win
ds
North
America
South
America
Iceland
Africa
Europe
Greenland
Section 2 Ocean Currents and Climate (continued)
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140 Oceans
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Skim the information on density currents. In the Question spacesbelow, turn the bold-faced text headings into questions. The first one has been done for you. Then answer your questions.
Density Currents
Question: How are density currents formed?
Answer:
Cold and Salty Water
Question: ?
Answer:
Density Currents and Climate Change
Question: ?
Answer:
Sequence the steps in the process of upwelling.
Section 2 Ocean Currents and Climate (continued)
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Oceans 141
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1. Winds cause surface water to move away from the land because of the Coriolis effect.
2.
3.
4.
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OceansSection 3 Waves
142 Oceans
NewVocabulary
ReviewVocabulary
AcademicVocabulary
sediments
wave
tide
range
Predict Read the title of Section 3. List three things that might bediscussed in this section.
1.
2.
3.
Use sediments in a scientific sentence.
Locate and write the sentence where the new word appears.
Define range to show its scientific meaning.
Sequence the process of wave formation.
1. Wind blows across a body of water.
2.
3.
4. A wave forms.
Organize the 3 factors that affect the height of a wave.
Identify the parts of a wave using the terms below.
breaker trough crestwave height swells wave length
Beach
Wave direction
Sloping bottom
Section 3 Waves (continued)
Waves Causedby Wind
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Name Date
Oceans 143
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Organize each wave characteristic in the Venn diagram to showwhether it is a trait of tides, waves created by wind, or both.
Model spring and neap tides in the boxes below.
• Use the figure in your book to help you.
• Include the Sun, the Moon, and Earth in your model drawings.
Tides Waves Createdby WindBoth
• breakers
• higher different times ofthe month
• contain crests and troughs
• wavelength can be measured
• created by the Sun’s and theMoon’s gravity
• created by winds
• wave height can be measured
Section 3 Waves (continued)
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144 Oceans
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Spring Tide Neap Tide
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OceansSection 4 Life in the Oceans
Oceans 145
NewVocabulary
ReviewVocabulary
nutrients
Create a postcard of the ocean that is interesting and educational.Use the photos and captions in Section 4 for ideas.
Use nutrients in a scientific sentence.
Define Read the definitions below. Write the key term on theblank in the left column.
tiny marine organisms that drift in the surface waters of everyocean
marine animals that actively swim in ocean waters—turtles and fish
an organism that obtains food by eating other organisms
organism that can make its own food by photosynthesis orchemosynthesis
process in which bacteria make food from dissolved sulfur compounds
organism that breaks down tissue and releases nutrients and carbon dioxide back into the ecosystem
Classify plankton, nekton, or bottom dweller beside its description.Give three examples of each.
Create an ocean ecosystem with four producers, four consumers,and two decomposers.
• Label each organism as a producer, consumer, or decomposer.
• Draw arrows to show the transfer of energy in the food chain.
How many different transfer-of-energy arrows did you use to
connect the organisms in your food chain?
In all ecosystems, food chains are interconnected to form highly
complex systems called .
Section 4 Life in the Oceans (continued)
Types of Ocean Life
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OceanEcosystems
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146 Oceans
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Description Organism Examples
burrow, walk,swim, can attach to the bottom
actively swim in ocean
usually one-celled marine organisms that float in ocean currents
1.
2.
3.
1.
2.
3.
1.
2.
3.
Complete the chart below to describe how carbon is absorbed andreleased by the different parts of an ocean ecosystem.
Section 4 Life in the Oceans (continued)
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Oceans 147
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Infer from your reading three ways that coral reefs are protected
from pollution and habitat destruction.
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Atmosphere
Ocean Water
Producers
Consumers
Sediments
Where does carbon Where doescome from? carbon go?
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• Ocean water is about the sametemperature all over the world.
• Global winds cause density currents tomove the ocean water.
• The Moon’s gravity affects the tides.
• Wave erosion affects marine life incoastal regions.
Oceans Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Oceans After YouRead
After reading this chapter, identify three things that you havelearned about oceans.
SUMMARIZE IT
148 Oceans
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
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Exploring SpaceBefore You ReadPreview the chapter, including section titles and the section headings. Complete the chart by listing at least one idea for each of the three sections in each column.
Name Date
Exploring Space 149
Do you think space exploration is worth the risk and expense? Explain why.
Science Journal
K WWhat I know What I want to find out
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Exploring SpaceSection 1 Radiation from Space
150 Exploring Space
AcademicVocabulary
telescope
electromagneticspectrum
refracting telescope
reflecting telescope
observatory
radio telescope
design
Evaluate the objectives found in What You’ll Learn for Section 1. Write three questions that come to mind from reading these statements.
1.
2.
3.
Define telescope using your book or a dictionary.
Use your book or a dictionary to define the vocabulary terms.
Use a dictionary to define design as a verb.
List seven forms of electromagnetic radiation.
1. 5.
2. 6.
3. 7.
4.
Compare and contrast short wavelength radiation with longwavelength radiation by completing the chart below.
Compare a refracting telescope with a reflecting telescope.• Use your book to help you draw cross-sections of each telescope.• Use arrows to indicate the path taken by light in each type.• Label the eyepiece lens, focal point, and any other mirrors
or lenses.• Model the shapes of a convex lens and a concave mirror.
concave mirrorconvex lens
reflecting telescoperefracting telescope
Section 1 Radiation from Space (continued)
ElectromagneticWaves
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OpticalTelescopes
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Exploring Space 151
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Short Wavelength Long Wavelength
Sketch ofeach wave
Description of frequency
Summarize information about the Hubble Space Telescope bycompleting the paragraph.
In , the
was launched. Scientists expected clear pictures from this
telescope because it was
. However, a mistake was made when
the telescope’s , so it did
not make . Repair missions were made in
(years) , when small
were added to correct the images.
Organize information about radio telescopes in the chart below.
Section 1 Radiation from Space (continued)
OpticalTelescopes
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Radio TelescopesI found this information
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152 Exploring Space
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Radio telescopes
Purpose:
Design:
Collect information used to:
1. 3.
2.
Radio waves from space have been studied for decades, but scientists have yet to find signs of intelligent life. Suggest several explanations for this.
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Exploring SpaceSection 2 Early Space Missions
NewVocabulary
Exploring Space 153
goal
Predict three things that you think might be discussed in this sectionafter reading its headings.
1.
2.
3.
Write the correct vocabulary term next to each definition.
force that propels an aircraft or missile
curved path followed by a satellite as it revolves around an object
space mission with goal of landing a human on the Moon’s surface
special engine that can work in space and burns liquid or solid fuel
space mission with goals of connecting spacecraft in orbit andinvestigating the effects of space travel on the human body
any object that revolves around another object in space
space mission with goal of orbiting a piloted spacecraft aroundEarth and bringing it back safely
instrument that gathers information and sends it back to Earth
Define the scientific meaning of goal using a dictionary.
Compare and contrast the two types of rockets by completingthe Venn diagram with the information below.
Model the path of a satellite. Draw a satellite in orbit aroundEarth. Show the complete path of the satellite and the path it wouldtake if it were not affected by gravity.
Solid-propellantrockets
Liquid-propellantrockets
Both
• can be shut down andrestarted
• do not require air for operation• liquid fuel and oxidizer stored
in separate tanks• preferred for long-term space
missions
• gases thrust it forward• rubberlike fuel contains
oxidizer• generally simpler• cannot be shut down
once ignited
Section 2 Early Space Missions (continued)
The FirstMissions
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154 Exploring Space
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Compare the advantages and disadvantages of space probes withspacecraft piloted by humans.
Create a time line of the United States’ quest to reach the Moonby identifying an event that corresponds to each date.
1.
1.
3.
1.
5.
1.
4.
1.
2.
1.
1961
1962
1966
1969
1972
Section 2 Early Space Missions (continued)
Space ProbesI found this information
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Moon QuestI found this information
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Exploring Space 155
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Design a plan for a space mission to take humans to Mars.Analyze challenges the crew would have to face. Develop a simple program to help prepare the crew to face these challenges.
CONNECT IT
Comparison of Space Probes to Piloted Spacecraft
Advantages Disadvantages
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Exploring SpaceSection 3 Current and Future Space Missions
156 Exploring Space
cosmonaut
space shuttle
space station
technology
Skim through Section 3 of your text. Read the headings and examinethe illustrations. Write three questions that come to mind. Try toanswer your questions as you read.
1.
2.
3.
Use cosmonaut in a sentence that shows its scientific meaning.
Use the following key terms in original sentences to show theirscientific meaning.
Define the scientific meaning of technology using a dictionary.
Summarize characteristics of the space shuttle below.
Organize information about missions to Mars by completing thediagram. Identify each probe by its name and mission.
ExploringMars
2002
2003
2008
1996
Section 3 Current and Future Space Missions (continued)
The SpaceShuttle
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Exploring Space 157
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Engines: Cargo bay:
Landings: Reusability:
Research and construction of the earliest space stations was undertaken by nations working independently. Work on the International Space Stationis being performed by many nations working together. Analyze some benefits to suchinternational cooperation in scientific research.
CONNECT IT
Complete the chart with information about the Lunar Prospectorand Cassini spacecraft.
Organize information by identifying an example of technologydeveloped for space programs that is useful in everyday life.
Everyday uses of space technology
transportationand construction medicine law enforcement
and safety
Section 3 Current and Future Space Missions (continued)
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158 Exploring Space
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Spacecraft Launch Destination GoalsDate
Lunar Prospector
Cassini
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Tie It TogetherSynthesize It
Much of today’s planetary research is carried out using remote-controlled rovers that are monitored and maneuvered by scientists on Earth. Suppose that you could design aremote-controlled rover to conduct research on a planet or the Moon.• Draw a sketch of your rover below.• Identify features you would include on your rover.• Explain why you would include each feature.• Use what you have learned about space technologies in this section.
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Exploring Space 159
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Exploring Space Chapter Wrap-Up
Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
160 Exploring Space
K W LWhat I know What I want to find out What I learned
After reading this chapter, identify three main ideas that youhave learned about exploring space.
SUMMARIZE IT
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Construct the Foldable as directed at the beginning of this chapter.
The Solar System and BeyondBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
The Solar System and Beyond 161
Write a short story about what it would be like to ride on a comet as it orbits the Sun.
Science Journal
• The Sun appears each day because of Earth’srotation.
• Earth’s tilted axis combined with Earth’srevolution around the Sun produces the seasons.
• The solar system includes only the nine planetsthat orbit the Sun.
• Temperature differences cause stars to bedifferent sizes.
Before You The Solar System and BeyondRead
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Solar System and BeyondSection 1 Earth’s Place in Space
162 The Solar System and Beyond
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axis
visible
Skim Section 1 of your book. Read the headings. Write threequestions that come to mind.
1.
2.
3.
Define axis using your book.
Write the correct vocabulary term in the blank next to eachdefinition.
the alternating rise and fall in sea level
an event in which the Sun or Moon appears to grow dim due to a shadow cast by another body in space
the spinning of Earth on its axis
the movement of Earth around the Sun
a regular curved path around the Sun
Use a dictionary to define the word visible. Then use the word ina sentence about the solar system.
Create a concept map about Earth’s movement. Includeinformation about Earth’s rotation and revolution.
Model why Earth experiences day and night.
Contrast in the chart below Earth’s position compared to the Sunduring summer and winter in the northern hemisphere.
occurs occurs
once a once a
Earth movementsinclude
Section 1 Earth’s Place in Space (continued)
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The Solar System and Beyond 163
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Season Earth’s Tilt Sun’s Position in Sky
Summer
Winter
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Sequence the following stages of the lunar cycle: new moon, fullmoon, waning moon, waxing moon. Then draw a picture of theMoon that represents each stage.
Compare and contrast a lunar eclipse and a solar eclipse in the chart.
Section 1 Earth’s Place in Space (continued)
Earth’s MoonI found this information
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Name Date
164 The Solar System and Beyond
New moon
Solar Eclipse Lunar Eclipse
Draw the relativepositions of the Sun,Moon, and Earth and show where the shadow falls.
phase of the moon when this type ofeclipse takes place
Find out the date of the next new moon. Using what you havelearned in this section about the Moon’s phases, predict the date of the following firstquarter moon, full moon, and third quarter moon. Sketch the phases of the moon.
Third Quarter Full Moon
First QuarterNew Moon
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system
solar system
astronomical unit
comet
meteorite
expose
Scan Section 2 of your book. Write three facts that you discoveredabout the solar system as you scanned the section.
1.
2.
3.
Define system using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to define expose.
ReviewVocabulary
Name Date
The Solar System and BeyondSection 2 The Solar System
NewVocabulary
The Solar System and Beyond 165
AcademicVocabulary
Evaluate why scientists decided to make an astronomical unitequal to the average distance between Earth and the Sun instead of choosing some other distance, such as that between Earth andthe Moon.
Complete the outline below about the features of the inner planets.
I. Mercury
A. Atmosphere
B. Temperature
C. Surface
II. Venus
A. Atmosphere
B. Temperature
III. Earth
A. Atmosphere
B. Temperature
C. Surface
IV. Mars
A. Surface
B. Water
Section 2 The Solar System (continued)
Distances inSpace
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166 The Solar System and Beyond
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Compare the inner planets and outer planets by inserting thephrases into the Venn diagram.
Contrast a comet with a meteorite.
Inner PlanetsBoth
Outer Planets
• closer to the Sun
• rocky planets
• some have rings
• orbit the Sun
• include gas giants
• include Earth
• farther from the Sun
• include Pluto
Section 2 The Solar System (continued)
Inner Planets andOuter Planets
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CometsI found this information
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The Solar System and Beyond 167
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Describe factors that make it impossible for humans to visit someplanets in our solar system.
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star
constellation
supernova
galaxy
light-year
apparent
Skim the headings in Section 3. Then make 3 predictions aboutwhat you will learn.
1.
2.
3.
Use your book or a dictionary to define star.
Define each key term.
Use a dictionary to define apparent.
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Solar System and BeyondSection 3 Stars and Galaxies
168 The Solar System and Beyond
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Synthesize information from your book to write a short paragraphdescribing what you might see if you were to gaze at the stars for anentire night.
Sequence the phrases to show the life cycle of a medium-sized star.
1.
2.
3.
4.
5.
6.
7.
8.
• black dwarf forms
• cloud of dust and gascontracts
• main sequence star forms
• temperature rises at center of cloud
• star’s core collapses
• fusion begins
• white dwarf forms
• star expands to become a giant
Section 3 Stars and Galaxies (continued)
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The Lives of Stars
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The Solar System and Beyond 169
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Summarize the 3 types of galaxies.
Model the Milky Way by making a sketch. Label the 5 arms andthe location of our Sun. Use the figure in your book to help you.
Complete the blanks in the paragraph below.
Each contains billions of stars. As many as
galaxies might exist. All of these galaxies with
all of their billions of stars make up the .
Section 3 Stars and Galaxies (continued)
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The UniverseI found this information
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170 The Solar System and Beyond
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Galaxies
Category Description
The stars in the universe have been compared to the grains of sandon Earth. Write a sentence to explain this comparison.
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Tie It TogetherSynthesize
Imagine that you have just completed a trip through the universe. Write a journal entry ora story that you would tell your friends about your trip. Include what you saw and how youinteracted with your surroundings.
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The Solar System and Beyond 171
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The Solar System and Beyond Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
172 The Solar System and Beyond
• The Sun appears each day because of Earth’s rotation.
• Earth’s tilted axis combined with Earth’s revolution around the Sun produces the seasons.
• The solar system includes only the nine planets that orbit the Sun.
• Temperature differences cause stars to be different sizes.
The Solar System and Beyond After YouRead
After reading this chapter, identify three things that you havelearned about the solar system.
SUMMARIZE IT
Construct the Foldable as directed at the beginning of this chapter.
Cells—The Units of LifeBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Cells—The Units of Life 173
• Bacteria are the smallest organisms on Earth.
• All living things are made up of one or more cells.
• A cell’s shape and size can be related to its function.
• Cells are organized into systems to performfunctions that keep an organism alive.
Describe how building blocks fit together to build a larger structure.
Science Journal
Before You Cells—The Units of LifeRead
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theory
bacteria
cell wall
organelle
photosynthesis
convert
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Cells—The Units of LifeSection 1 The World of Cells
174 Cells—The Units of Life
Skim through Section 1 of your text. Write three questions that come to mind.
1.
2.
3.
Use the term theory in a sentence to illustrate its scientificmeaning.
Use the following key terms in a sentence to reflect their scientificmeanings.
Define convert using a dictionary. Then use the word in asentence to illustrate its scientific meaning.
Summarize the three main ideas of cell theory.
Organize information you have learned about parts of a cell.
Parts of a cell
I. The outside of the cell
A. (plants only)
supports and
B. cell membrane
1.
2.
II. The inside of the cell
A.
1. gelatin-like substance
2.
B.
1.
a. stores in chromosomes
b.
2. Vacuoles store , ,
, and
3. converts food energy into
Section 1 The World of Cells (continued)
Importance of Cells
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What are cellsmade of?
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Cells—The Units of Life 175
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Cell Theory
1. All living things are made up of one or more cells.
2.
3.
Model an animal cell. Use your book to help you sketch an animalcell and label its parts.
cell membrane cytoplasm nucleus
chromosomes mitochondrion vacuole
Compare cellular respiration and photosynthesis. Label eachinput and output flow chart with these same five labels.
carbon dioxide food energy oxygen water
Cellular Respiration
Photosynthesis
CHLOROPLAST
MITOCHONDRION
Section 1 The World of Cells (continued)
What are cellsmade of?
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Energy and the Cell
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Name Date
176 Cells—The Units of Life
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organism
function
Skim the section. Read the headings and the figure captions. Predictthree topics that might be discussed in this section.
1.
2.
3.
Define organism using a dictionary.
Read the definitions below. Write the key term on the blank in theleft column.
groups of similar cells that do the same type of work
different types of tissues working together
a group of organs that works together to do a certain job
Use a dictionary to define function. Then use the term in ascientific sentence.
ReviewVocabulary
AcademicVocabulary
Name Date
Cells—The Units of LifeSection 2 The Different Jobs of Cells
NewVocabulary
Cells—The Units of Life 177
Summarize information from your book about human cells.
Identify 3 functions of plant cells.
1. 3.
2.
Compare and Contrast human skin cells and the cells on theoutside of a plant stem. Put the statements into the Venn diagram.
•• •
•• • •
• •
•• •
••
Human SkinBoth
Outer Plant Cells
• cells are flat and close together• part of the outer layer of the
organism• cells are short and thick
• provide protection against sunand disease
• cells provide structure
Section 2 The Different Jobs of Cells (continued)
Special Cells forSpecial Jobs
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178 Cells—The Units of Life
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Type of Cell Description
Bone
long and have many branches to send and receive messages quickly
usually long and have many fibers that can contract and relax
Skin
Fat
Organize information about cell organization by completing the outline.
Cell organization of many-celled organisms
I. Tissues
A. Definition:
B. Example:
II. Organs
A. Definition:
B. Example:
Specific examples of tissue system
1.
2.
3.
III. Organ systems
A. Definition:
B. Example:
Specific examples of organs in system
1.
2.
3.
Section 2 The Different Jobs of Cells (continued)
Cell OrganizationI found this information
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Name Date
Cells—The Units of Life 179
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Create an analogy between the jobs of nerve cells and fat cells to real-life careers. For example, skin cells help protect the body, and police officershelp protect people.
CONNECT IT
Cells—The Units of Life Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about cells.
SUMMARIZE IT
180 Cells—The Units of Life
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Bacteria are the smallest organisms on Earth.
• All living things are made up of one or more cells.
• A cell’s shape and size can be related toits function.
• Cells are organized into systems to perform functions that keep an organism alive.
Cells—The Units of Life After YouRead
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Construct the Foldable as directed at the beginning of this chapter.
Invertebrate AnimalsBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Invertebrate Animals 181
• Most animals have a backbone.
• Animals are made up of many cells andhave many different types of cells.
• Animals can make their own food.
• All animals can digest their food.
• All animals can move from place to place.
Describe similarities and differences between you and an aquatic invertebrate animalsuch as a nudibranch, which is a type of sea slug.
Science Journal
Before You Invertebrate AnimalsRead
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AcademicVocabulary
Name Date
Invertebrate AnimalsSection 1 What is an animal?
182 Invertebrate Animals
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organelle
symmetry
invertebrate
indicate
Preview Section 1 by reading the headings. Write three questionsyou have about the content of the section.
1.
2.
3.
Define organelle using your book or a dictionary.
Define the following key terms. Below each definition, copy onesentence from Section 1 of your book that uses the word. Do notcopy the sentence that gives the definition.
Use a dictionary to define indicate.
Complete the following chart by writing a statement about eachcharacteristic of animals.
Compare forms of animal symmetry by drawing an example foreach of the three types of symmetry below.
Section 1 What is an animal? (continued)
AnimalCharacteristics
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SymmetryI found this information
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Invertebrate Animals 183
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Asymmetry BilateralSymmetry
Radial Symmetry
Animals
Characteristic Statement
Cells
Nucleus and organelles
Obtainingenergy
Digesting food
Movement
Classify the types of invertebrates in the chart below.
Section 1 What is an animal? (continued)
AnimalClassification
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184 Invertebrate Animals
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Design an imaginary animal species. Keep in mind the fivecommon characteristics of animals. Give your animal species a name. Draw it and label its parts.
My animal species:
CONNECT IT
Animal Kingdom
Invertebrates
ReviewVocabulary
AcademicVocabulary
Name Date
Invertebrate AnimalsSection 2 Sponges, Cnidarians, Flatworms, and Roundworms
NewVocabulary
Invertebrate Animals 185
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species
cnidarian
polyp
medusa
segment
Scan the figures in Section 2 of your book. Write three questionsthat come to your mind.
1.
2.
3.
Define species to show its scientific meaning.
Use your book to define the following key terms.
Use your book or a dictionary to find two meanings for the termsegment. Write both definitions below.
Organize the information about sponges by filling in the keyinformation.
A. Filter feeders
B. Body support and defense
C. Sponge reproduction
Compare the two body forms of cnidarians by describing them inwords and by drawing them in the chart below.
Section 2 Sponges, Cnidarians, Flatworms, and Roundworms (continued)
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186 Invertebrate Animals
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Cnidarian Body Forms
Form Description Drawing
Polyp
Medusa
Sequence the main stages of reproduction in medusa forms ofcnidarian, starting and ending with larva. Refer to the life cyclediagram in your book if you need help.
1.
2.
3.
4.
5.
Compare and contrast characteristics of flatworms androundworms by completing the chart below.
Section 2 Sponges, Cnidarians, Flatworms, and Roundworms (continued)
CnidarianReproduction
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Flatworms AndRoundworms
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Invertebrate Animals 187
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Evaluate how the ability to move from place to place would give an invertebrate an advantage in getting food and reproducing.
CONNECT IT
Flatworms Roundworms
Body shape
Body openings
Body construction
Digestive system
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Invertebrate AnimalsSection 3 Mollusks and Segmented Worms
188 Invertebrate Animals
AcademicVocabulary
organ
mollusk
mantle
radula
open circulatorysystem
closed circulatorysystem
rigid
Scan Section 3 of your textbook. Then write two facts that youlearned about mollusks and segmented worms.
1.
2.
Define organ using your book as it applies to living organisms.
Define the following key terms.
Use a dictionary to define the word rigid.
Organize the information in your book by writing the six importantcharacteristics of mollusks.
1.
2.
3.
4.
5.
6.
Classify the three types of mollusks by completing the chart below.
Describe the movement of a squid in water. Refer to the drawing ofa balloon in your book if you need help.
Section 3 Mollusks and Segmented Worms (continued)
MollusksI found this information
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Types ofMollusks
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Name Date
Invertebrate Animals 189
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Mollusks
Types
Where do they live?
How many shells?
Examples
Summarize the four characteristics of segmented worms below.
1.
2.
3.
4.
Classify types of segmented worms by completing the chart.
Section 3 Mollusks and Segmented Worms (continued)
SegmentedWorms
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Types ofSegmented
WormsI found this information
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190 Invertebrate Animals
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Write an account of an hour in the life of an earthworm. Includeinformation about how the worm moves and eats.
CONNECT IT
Types of Segmented Worms
Type Where Source of An Interesting Found Energy Characteristic
Earthworm
Leech
Marine worm
ReviewVocabulary
AcademicVocabulary
Name Date
Invertebrate AnimalsSection 4 Arthropods and Echinoderms
NewVocabulary
Invertebrate Animals 191
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regeneration
arthropod
appendage
exoskeleton
metamorphosis
inject
Scan the illustrations in this section. Write four things you learnedabout arthropods and echinoderms from the illustrations.
1.
2.
3.
4.
Define regeneration using your book or a dictionary.
Define the following vocabulary terms.
Use your book or a dictionary to define inject. Use the word in a sentence about how spiders capture prey.
Organize information from your book by filling in the web diagramwith the five characteristics shared by all arthropods.
Analyze the information in your book to complete the followingchart about the four types of arthropods.
Arthropods
Section 4 Arthropods and Echinoderms (continued)
ArthropodsI found this information
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192 Invertebrate Animals
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Types of Arthropods
Type Characteristics
Insects
Arachnids
Centipedesand millipedes
Crustaceans
Sequence the stages of complete and incomplete metamorphosisby labeling the charts.
Summarize characteristics common to echinoderms by making a list of characteristics below.
1.
2.
3.
4.
Complete Metamorphosis Incomplete Metamorphosis
Molt
Molt
Section 4 Arthropods and Echinoderms (continued)
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Invertebrate Animals 193
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Compare the circulatory systems of an insect and an earthworm.CONNECT IT
Invertebrate Animals Chapter Wrap-UpNow that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about invertebrate animals.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Most animals have a backbone.
• Animals are made up of many cells and have many different types of cells.
• Animals can make their own food.
• All animals can digest their food.
• All animals can move from place to place.
Invertebrate Animals After YouRead
194 Invertebrate Animals
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Construct the Foldable as directed at the beginning of this chapter.
Vertebrate AnimalsBefore You ReadBefore you read the chapter, think about what you know about the topic. List three thingsthat you already know about animals with backbones in the first column. Then list threethings that you would like to learn about them in the second column.
Name Date
Vertebrate Animals 195
An eagle, a salmon, a snake, and a grizzly bear all have a backbone. List other traitsthese animals and humans share.
Science Journal
K WWhat I know What I want to find out
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Vertebrate AnimalsSection 1 Chordate Animals
196 Vertebrate Animals
maintain
Skim the headings in Section 3. Then make three predictions aboutwhat you will learn.
1.
2.
3.
Define Write the correct word next to each definition.
an animal without a backbone
an animal with a notochord, a nerve cord, and pharyngeal pouchessometime during development
a vertebrate whose body temperature changes as the surroundingtemperature changes
an animal whose body temperature does not change with changesin the surrounding temperature
a tough flexible tissue that is similar to bone but not as hard or brittle
Use a dictionary to define maintain.
Identify and describe three characteristics of all chordates thatappear at some time during their development.
Model a simple chordate by copying the sketch of the lancelet.Sketch a human next to it.
Name each human structure with the same function as the followinglancelet structures.
• notochord:
• nerve cord:
• gill slit:
Compare the characteristics that all chordates share to thecharacteristics that only vertebrates share.
Section 1 Chordate Animals (continued)
What is achordate?
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Name Date
Vertebrate Animals 197
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Chordates
Characteristic Description
1.
2.
3.
All Chordates Only Vertebrates
Contrast the characteristics of bony fish, jawless fish, andcartilaginous fish by completing the diagram. Write 3–4characteristics for each type.
Analyze the adaptations of a typical bony fish. Use the figure inyour book to help you sketch and label the fish.
Section 1 Chordate Animals (continued)
Fish and Types of Fish
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Name Date
198 Vertebrate Animals
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Characteristics of All Fish
Bony Fish Jawless Fish Cartilaginous Fish
Compare ectotherms and endotherms. Hypothesize about theadvantages and disadvantages of each.
CONNECT IT
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Vertebrate AnimalsSection 2 Amphibians and Reptiles
NewVocabulary
Vertebrate Animals 199
metamorphosis
hibernation
estivation
amniotic egg
internal
Scan Section 1 of your book. Then write three questions that youhave about amphibians and reptiles. Try to answer your questionsas you read.
1.
2.
3.
Define metamorphosis to show its scientific meaning.
Use a dictionary or your book to define each key term.
Use a dictionary to define internal.
Complete the prompts about amphibians.
Definition:
Origin of the word amphibian:
Examples:
Contrast hibernation and estivation in amphibians by completingthe Venn diagram with at least five facts.
Organize amphibian characteristics by listing them below.
1.
2.
3.
4.
5.
HibernationBoth
period ofinactivity
Estivation
Section 2 Amphibians and Reptiles (continued)
AmphibiansI found this information
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I found this informationon page .
Name Date
200 Vertebrate Animals
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Organize information about reptiles by completing the diagram.
Summarize adaptations that are typical of reptiles by completingthe chart.
Section 2 Amphibians and Reptiles (continued)
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Name Date
Vertebrate Animals 201
Turtles Crocodiles and Alligators
Lizards Snakes
Reptile Adaptations
Characteristic Purpose
Skin
Neck
Lungs
Internal fertilization
Amniotic eggs
Compare and contrast amphibians and reptiles.CONNECT IT
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Name Date
Vertebrate AnimalsSection 3 Birds
202 Vertebrate Animals
appendage
contour feather
down feather
constant
Skim the headings in Section 3. Then make 3 predictions aboutwhat you will learn.
1.
2.
3.
Define appendage to show its scientific meaning. Think of twoexamples of appendages.
Use your book to define and sketch each type of feather.
Use a dictionary to define constant.
List six characteristics of birds.
1.
2.
3.
4.
5.
6.
Analyze how birds are adapted for flight. Make a concept web thatincludes five adaptations.
Section 3 Birds (continued)
Characteristicsof Birds
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Adaptations for Flight
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Name Date
Vertebrate Animals 203
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Compare and contrast contour feathers and down feathers.List characteristics of each type of feather.
Analyze at least three reasons why birds preen.
1.
2.
3.
Section 3 Birds (continued)
Functions ofFeathers
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Name Date
204 Vertebrate Animals
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Analyze which would be warmer: a winter coat stuffed with downfeathers, or one made of woven cloth. Provide reasons to support your answer.
COMPARE IT
Down Feathers Contour Feathers
1. 1.
2. 2.
3. 3.
4. 4.
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Vertebrate AnimalsSection 4 Mammals
NewVocabulary
Vertebrate Animals 205
complex
Skim Section 4, then write four topics about mammals that youwould like to know about.
1.
2.
3.
4.
Write the correct key word next to each definition.
the arrangement of the individual parts of an object that can bedivided into similar parts
plant-eating mammal with incisors specialized to cut vegetation and large, flat molars to grind it
meat-eating animal with sharp canine teeth specialized to rip andtear flesh
plant- and meat-eating animal with incisors that cut vegetables,sharp premolars that chew meat, and molars that grind food
mammal whose offspring develops inside the female’s uterus; has a placenta that supplies the embryo with food and oxygen andremoves waste
mammal that gives birth to incompletely developed young that finish developing in their mother’s pouch
mammal that lays eggs with tough, leathery shells instead ofgiving birth to live young
Use a dictionary to define complex.
Organize 7 characteristics common to mammals.
1.
2.
3.
4.
5.
6.
7.
Model and describe the different kinds of teeth carnivores,omnivores, and herbivores have. Use the figure in your book to help you.
Section 4 Mammals (continued)
MammalCharacteristics
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206 Vertebrate Animals
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Classify mammals by completing the following chart.
Section 4 Mammals (continued)
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Vertebrate Animals 207
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Types of Mammals
Type of Characteristics ExamplesMammal
Monotreme
Marsupial
Placental
Choose a wild mammal that is native to your area. Classify it using the information you have learned. Provide two unique characteristics. Tell how it is adapted to its environment.
CONNECT IT
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Vertebrate Animals Chapter Wrap-Up
Review the ideas you listed in the K-W-L chart at the beginning of the chapter. Cross outany incorrect information in the first column. Then complete the chart by filling in the third column.
Name Date
208 Vertebrate Animals
K W LWhat I know What I want to find out What I learned
After reading this chapter, identify three facts that you havelearned about vertebrate animals.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
Construct the Foldable as directed at the beginning of this chapter.
The Human BodyBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
The Human Body 209
• Skin is the largest body organ.
• Water is a nutrient.
• Food is absorbed in the small intestine.
• A human baby develops in about 28 days.
Write three things your body needs to keep you healthy.
Science Journal
Before You The Human BodyRead
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organ
skeletal system
melanin
muscle
nutrient
respiratory system
alveoli
capillary
reflex
framework
Scan the headings in Section 1. Write three questions that come tomind from your reading.
1.
2.
3.
Define the following terms using your book or a dictionary.
Explain how the word framework relates to the human body.
Name Date
The Human BodySection 1 Body Systems
210 The Human Body
NewVocabulary
AcademicVocabulary
ReviewVocabulary
Organize 5 important facts about the skeletal system.
1.
2.
3.
4.
5.
Create a concept map about the functions of skin. Include at least 6 pieces of information about the 4 important functions ofthis organ.
Compare and contrast your body’s two types of muscles.
nutrient
controlstemperature
vitamin D
Skin
protectivecovering
pigment
sweat and oil glands
nerve cells
unbrokenskin
sweat glands
Section 1 Body Systems (continued)
Structure andMovement
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Name Date
The Human Body 211
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Voluntary Muscles Involuntary Muscles
How theywork
Examples
Organize information about the 6 groups of nutrients in theconcept web. Name each nutrient and list its functions and foodsources (where asked).
Identify the two groups of vitamins and describe how they differ.
1.
2.
NUTRIENTS
Proteins
Functions:1.
2.
6 sources:
Vitamins
Functions:1.
2.
3.
Functions:1. carries other
nutrients within body
2.
Functions:1.
2. make and maintain bone
Function:1. main supplier
of energy for the body
7 sources:
Functions:1.
2.
3. cushion internal organs
4 sources:
Section 1 Body Systems (continued)
Digestion andExcretion
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212 The Human Body
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Create a sequence diagram to show how oxygen travels throughthe respiratory system.
Identify the three types of blood vessels in the cycle diagram.
Organize information about blood by completing the chart.
carry blood with wastes from body cellsback to the heart.
heart
Nutrients move easily from
to cells.
carry oxygen and nutrients away from the heart to cells.
Section 1 Body Systems (continued)
Respiration andCirculation
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The Human Body 213
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Blood
Blood Part Function
Red cells
White cells
Platelets and blood chemicals
Analogy Imagine your body is a factory and that your cells and body systems are workers. Describe the work at least three different types of workers do in your body factory.
SYNTHESIZE IT
Analyze why blood must be sorted by type when it is donated.
Compare the parts and function of the body’s control systems by completing the Venn diagram using the following:
Nervous system Endocrine systemBoth
• sends messages along nervecells called neurons
• sends messages through thebloodstream in the form ofchemicals called hormones
• send messages within the body
• includes brain, spinal cord,nerves, nerve receptors
• includes endocrine glands andtarget tissues
Section 1 Body Systems (continued)
Respiration andCirculation
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Control andCoordination
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214 The Human Body
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ReviewVocabulary
AcademicVocabulary
Name Date
The Human BodySection 2 Human Reproduction
NewVocabulary
The Human Body 215
phase
Preview Section 2 by reading each What You’ll Learn statement.Then, rewrite each statement so that it is a question. Try to answerthese questions as you study the Section 2.
1.
2.
3.
4.
Define the following terms by writing the term next to its definition.
chemical produced by the endocrine system and released directlyinto the bloodstream
male reproductive cells
mixture of fluid and sperm
release of an egg from an ovary
monthly cycle in a sexually mature female
period of development from fertilized egg to birth
zygote after it has attached to the wall of the uterus
developing embryo after the first two months
Use a dictionary to define phase.
Identify the organs of the male and female reproductive systems.
Describe the phases of the average menstrual cycle.
Phase 1, usually lasts 4–6 days.
Phase 2,
. This phase ends with .
Phase 3 can proceed in two different ways. If the egg is fertilized,
.
If the egg is not fertilized,
.
1.
3.
8.
10.
12.
4.
2.
Male Reproductive System
Female Reproductive System
PenisScrotumSeminal vesicleSperm ductTestisUrethra
5.
6.
Bladder
Bladder
9.
11.
CervixOvaryOviductUterusVagina
Section 2 Human Reproduction (continued)
MaleReproductive
System andFemale
ReproductiveSystem
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216 The Human Body
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Summarize the development of a baby before birth.
Identify the stages of development and write a sentence thatdescribes major changes that take place at each stage.
Section 2 Human Reproduction (continued)
Life StagesI found this information
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Name Date
Life Stages
Stage 1
Stage 2
Stage 3
Stage 4
Development Through Birth
Stage Description
Zygote
Embryo
Fetus
Birth
Analyze physical changes you notice happening during variousstages of life from infancy to late adulthood.
CONNECT IT
The Human Body 217
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The Human Body Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about the human body.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Skin is the largest body organ.
• Water is a nutrient.
• Food is absorbed in the small intestine.
• A human baby develops in about 28 days.
The Human Body After YouRead
218 The Human Body
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The Role of Genes in Inheritance 219
Construct the Foldable as directed at the beginning of this chapter.
The Role of Genes in InheritanceBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• Offspring always show the dominant traits of their parents.
• Some organisms can regrow parts of their bodies if theseparts are lost.
• Traits are passed from one generation to the next.
• The environment cannot affect the way a person appears.
Write three traits of horses that you could trace from parents to offspring.
Science Journal
Before You The Role of Genes in InheritanceRead
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220 The Role of Genes in Inheritance
NewVocabulary
ReviewVocabulary
Name Date
The Role of Genes in InheritanceSection 1 Continuing Life
AcademicVocabulary
chromosome
asexual reproduction/mitosis
DNA/cloning
sexual reproduction/fertilization
meiosis/sex cells
identical
Skim the headings, illustrations, and charts in Section 1. Writethree concepts that you predict this section will describe.
1.
2.
3.
Define chromosome to show its scientific meaning.
Write sentences that contain both terms in each pair.
Use your book or a dictionary to define the term identical.
State two reasons that reproduction is important.
1.
2.
Complete the following paragraph.
is in all cells. It is shaped like a
. The sides support the steps, or rungs, of the
ladder. Each rung is made up of .
There are bases, and they pair .
The order of the bases forms a that provides the
cell with about what materials to make, how to
make them, and when to make them.
Model the steps of mitosis and cell division, beginning with a cellthat has four chromosomes. Then complete the caption below.
Section 1 Continuing Life (continued)
ReproductionI found this information
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I found this informationon page .
Cell DivisionI found this information
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Name Date
The Role of Genes in Inheritance 221
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In a plant or animal cell, cell division results in
and the of aging or cells.
Complete the information below about some important processesthat rely on cell division.
: Some organisms can replace body parts thathave been lost.
Budding:
: A copy of the original organism is made.
Organize the information about sex cells by completing the outline.
I. Types of human sex cells
A. : sperm
B. :
II. Production of sex cells
A. Sex cells are formed through .
B. Sex cells have the genetic information of
.
III. Sex cells in flowering plants
A. After sperm and egg join,
.
B. A that contains may then develop.
Section 1 Continuing Life (continued)
Reproduction byOne Organism
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Sex Cells andReproduction,Production ofSex Cells, and
Sex Cells inPlants
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222 The Role of Genes in Inheritance
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Describe why it is important that sex cells are produced bymeiosis and not by mitosis.
SYNTHESIZE IT
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The Role of Genes in Inheritance 223
ReviewVocabulary
Name Date
The Role of Genes in InheritanceSection 2 Genetics—The Study of Inheritance
NewVocabulary
AcademicVocabulary
genotype
feature
Scan Section 2. Read all of the section headings and bold terms.Write two facts that you discovered about genetics as you scannedthe section.
1.
2.
Define the term genotype to show its scientific meaning.
Write the correct vocabulary word next to each definition.
passing of traits from parents to offspring
study of how traits are passed from parents to offspring
small section of DNA on a chromosome that has information about a trait
different way that a certain trait appears that results from permanent changes in an organism’s genes
change in a gene or chromosome
Define feature as it is used in the following sentence.
Eye color, nose shape, and other features are traits that are inherited from one’s parents.
Synthesize information about heredity by describing how traits arepassed from parent to offspring.
Analyze hybrid and pure traits by filling in the blanks.
Each gene of a gene pair is called a(n) . If a
gene pair contains different for a trait, that trait
is called a(n) . If a gene pair contains identical
for a trait, that trait is called .
Identify whether the dominant or recessive form of the trait willbe expressed in each case.
Summarize how environment can affect the expression of traits.
Section 2 Genetics—The Study of Inheritance (continued)
HeredityI found this information
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What determinestraits?
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224 The Role of Genes in Inheritance
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Alleles Form of the Trait Expressed
two dominant alleles
one dominant allele, one recessive allele
two recessive alleles
Analyze how a hybrid purple-flowered plant and a white-floweredplant can produce a purple-flowered plant. Fill in the correctallele(s) in each cell below.
Complete the chart that shows causes of variation in a species.
Purple-flowered parent plant sex cells
White-flowered parent plant sex cells
Offspringcell
Section 2 Genetics—The Study of Inheritance (continued)
Passing Traits toOffspring
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Differences inOrganisms
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The Role of Genes in Inheritance 225
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Description Example(s)
Multiple There are more than alleles two alleles for a trait in
a population.
Multiple genes
Mutations four-leaf clover
The allele that codes for the presence of dimples is a dominant allele. Explain why a girl might not have dimples even though both her parents have dimples.
SYNTHESIZE IT
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226 The Role of Genes in Inheritance
The Role of Genes in InheritanceChapter Wrap-UpNow that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
What are three important ideas in this chapter?SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• Offspring always show the dominant traits of their parents.
• Some organisms can regrow parts of their bodies if these parts are lost.
• Traits are passed from one generation to the next.
• The environment cannot affect the way a person appears.
The Role of Genes in Inheritance After YouRead
Construct the Foldable as directed at the beginning of this chapter.
EcologyBefore You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• The biosphere is made up of all of the ecosystemson Earth combined.
• Different species of organisms live in the samehabitat.
• Energy for most organisms comes from the Sun.
• A producer relies on prey for its energy.
Describe how fallen leaves and insects contribute to the survival of frogs in a system.
Science Journal
Before You EcologyRead
Ecology 227
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228 Ecology
EcologySection 1 What is an ecosystem?
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
organism
ecosystem
ecology
biotic factors
abiotic factors
interact
Skim Section 1. Predict three things that might be discussed in thissection.
1.
2.
3.
Define organism to show its scientific meaning.
Use your book to define the following key terms.
Use a dictionary to define interact to show its scientific meaning.
Identify some of the major ecosystems that make up the biosphereby completing the graphic organizer below.
Identify the four key needs of organisms and list them below.
Biosphere
mountains
Section 1 What is an ecosystem? (continued)
EcosystemsI found this information
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Living Parts ofEcosystems
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Name Date
Ecology 229
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Key Needs of Organisms
1.
2.
3.
4.
A fire sweeps through a forest ecosystem. Describe a destructiveeffect and a beneficial effect that may result.
CONNECT IT
Organize information about the four nonliving parts of ecosystems.Fill in the chart below, identifying and describing each.
Summarize the ways a hurricane may change an ecosystem bycompleting the diagram below.
Effects of a Hurricane
Destructive Beneficial
Section 1 What is an ecosystem? (continued)
Nonliving Partsof Ecosystems
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A BalancedSystem
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230 Ecology
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Nonliving Parts of Ecosystems
Factor Description
1. Soil
2.
3.
4.
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Ecology 231
EcologySection 2 Relationships Among Living Things
ReviewVocabulary
AcademicVocabulary
Name Date
NewVocabulary
adaptation
population
community
limiting factor
niche
habitat
decline
Skim Section 2 of your text. Write three questions that come tomind as you read the headings and examine the illustrations.
1.
2.
3.
Define the following terms to show their scientific meanings.
Use a dictionary to define decline to show its scientific meaning.
Complete the Venn diagram below to represent the relationshipbetween a population and a community.
Summarize the characteristics of populations that are studied byecologists. Complete the sentence.
The characteristics of a population include the size of the
population, ,
and .
Sequence the steps in the mark and recapture method ofstudying populations by completing the flow chart below.
Populations can also be studied by:
1.
2.
3.
4.
Organism is evaluated.
Organism is caught.
Section 2 Relationships Among Living Things (continued)
OrganizingEcosystems
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Name Date
232 Ecology
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Complete the graphic organizer below with some of the resourcesfor which organisms compete.
Analyze the niches of snails, fish, and algae in an aquarium.Describe how each organism interacts with the other organisms and the environment.
Niches inan Aquarium
Snails
Algae
Fish
Resources
Section 2 Relationships Among Living Things (continued)
Limits toPopulations
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Where and HowOrganisms Live
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Name Date
Ecology 233
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Describe how carpenter ants might both use resources and serveas a resource in the habitat of an apple tree.
CONNECT IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
EcologySection 3 Energy Through the Ecosystem
234 Ecology
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recycling
producer
consumer
decomposer
sequence
Scan the headings in Section 3 of your book. Identify four topicsthat will be discussed.
1.
2.
3.
4.
Define recycling to show its scientific meaning.
Use your book to define the following terms. Then use each termin a sentence to show its scientific meaning.
Use a dictionary to define sequence to show its scientific meaning.
Organize the following to show relationships to one another in theflow of energy.
grasshopper sunlight insect-eating bird grass
Model an ocean food web involving the following: the Sun,penguin, krill, whale, orca, plankton, fish, seal, and squid.
Flow of Energy
Section 3 Energy Through the Ecosystem (continued)
It’s All AboutFood and
Modeling TheFlow of Energy
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Name Date
Ecology 235
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Summarize matter that can be recycled by listing three types ofmatter that are recycled on the lines below.
1.
2.
3.
Analyze why matter must be recycled through ecosystems.
Complete the diagram to show the relationship of consumers,producers, and decomposers to each other in cycling nutrientsthrough an ecosystem.
Section 3 Energy Through the Ecosystem (continued)
Cycling ofMaterials
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236 Ecology
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Describe the importance of decomposers in an ecosystem.SUMMARIZE IT
Tie It TogetherMake a Food Web
With a partner, describe a habitat near where you live. Identify as many organisms as you can that share the habitat. Create a food web that shows the flow of energythrough the habitat, and then change a biotic factor in the habitat. Describe the effectthis change would have on the food web.
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Ecology 237
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Ecology Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After reading this chapter, identify three things that you havelearned about ecology.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
• The biosphere is made up of all of the ecosystems on Earth combined.
• Different species of organisms live in the same habitat.
• Energy for most organisms comes from the Sun.
• A producer relies on prey for its energy.
Ecology After YouRead
238 Ecology
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Construct the Foldable as directed at the beginning of this chapter.
Earth’s ResourcesBefore You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about Earth’s resources in the first column. Then list three things that you would like to learn about them in the second column.
Name Date
Use library or online resources to learn about other uses of the Sun’s energy. In yourScience Journal, describe how you could use one of them.
Science Journal
K WWhat I know What I want to find out
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Earth’s Resources 239
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NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s ResourcesSection 1 Natural Resource Use
240 Earth’s Resources
biome
natural resource
renewable resources
nonrenewableresources
available
Scan the headings in Section 1 of your book. Predict three topicsthat will be discussed.
1.
2.
3.
Define biome using your book or a dictionary.
Use your book or a dictionary to define each vocabulary term.Then use each term in a sentence that shows its scientificmeaning.
Use a dictionary to define available to show its scientificmeaning.
Summarize why rain forests are being destroyed and what theeffects of this destruction are.
Organize information about natural resources in the chart below.
Identify the two main categories of natural resources by labeling thesegments of the time line as renewable resources or nonrenewableresources. Then list at least three examples of each.
Years Required for Replacement by Natural Processes
0 years 100 years
Examples: Examples:
Section 1 Natural Resource Use (continued)
News Flash:Trouble in the
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NaturalResources
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Availability ofResources
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Destruction of Rain Forests
Reasons for Destruction Effects of Destruction
To clear land for By destroying habitat, species
. .
To harvest wood to be used as Plants that may potentially be
used for medicines
. .
Some Natural Resources and Their Products
Resource Products
trees
crude oil
minerals
coal
plants
Compare the proportions of different resources used to meet the world’s energy needs. Complete the bar graph to show thepercentages contributed by five categories of resources: crude oil,coal, natural gas, nuclear, and other.
Organize information about the benefits of conserving resources bycompleting the diagram.
Conserving resources
protects preserves
such as
Resources Used To Meet the World’s Energy Needs
crude oil coal natural gas nuclear other0%
20%
40%
Section 1 Natural Resource Use (continued)
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Name Date
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242 Earth’s Resources
The bar graph that you made shows that 8 percent of the world’senergy comes from resources labeled as “other.” List as many resources that you canthink of that are part of this category.
CONNECT IT
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ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s ResourcesSection 2 People and the Environment
NewVocabulary
Earth’s Resources 243
Skim Section 2 of your book. Write three questions that come tomind. Look for answers to your questions as you read the section.
1.
2.
3.
Define habitat using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
material that can harm living things by interfering with life processes
form of pollution that occurs when gases released by burning oiland coal mix with water in the air to form rain or snow that isstrongly acidic
area where garbage is deposited and buried
Use a dictionary to define eventual to show its scientificmeaning.
habitat
eventual
Identify the actions that land use laws require before majorconstruction takes place.
Describe two pathways that potentially hazardous householdwaste may follow upon disposal.
Complete the statements below about sources of water pollution.
1. and from farmland get intolakes and oceans.
2. Rain falling on roads and parking lots washes
into soil and waterways.
3. Some factories sometimes release polluted water into
.
Hazardous waste is taken to a
where it is
.
Hazardous waste may end up in a
where its
chemicals may
.
Potentially hazardous material such as
require disposal.
Hazardous waste is thrown away with ordinary trash.
Hazardous waste is
.
Studies must be completed to determine the impact of construction on
Section 2 People and the Environment (continued)
ExploringEnvironmental
Problems and OurImpact on Land
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Our Impact on Water
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244 Earth’s Resources
Some recycling centers have separate bins for disposing offluorescent lights and televisions. Explain why this is so.
CONNECT IT
Summarize two key laws that have helped to reduce waterpollution in the United States.
Complete the flow chart below to describe how acid rain or acid snow forms and affects organisms.
The mix with in the air to form acid rain or snow.
The acid rain or snow falls into rivers and lakes.
The acid rain or snow falls to the ground.
release as they are burned.
can be damaged. can be harmed.
Section 2 People and the Environment (continued)
Our Impact on Water
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Our Impact on Air
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Earth’s Resources 245
Laws to Reduce Water Pollution
Safe Drinking Water Act Clean Water Act
NewVocabulary
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Earth’s ResourcesSection 3 Protecting the Environment
246 Earth’s Resources
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AcademicVocabulary
biosphere
solid waste
recycling
item
Scan the What You’ll Learn statements for Section 3 of your book.Identify two major topics that will be discussed.
1.
2.
Define biosphere using your book or a dictionary.
Use your book or a dictionary to define each vocabulary term.Then use each term in a sentence that shows its scientificmeaning.
Use a dictionary to define item to show its scientific meaning.
Compare the approximate amounts of different sources of solidwaste produced in the United States every year by listing them inthe chart below.
Define what is meant by reduce in reduce, reuse, recycle.
“Reduce” refers to
. Compared to other ways to
help solve the solid waste problem, this is
.
Complete the graphic organizer by providing at least three waysto reduce the total amount of solid waste that you throw away.
Reducing Solid Waste
Section 3 Protecting the Environment (continued)
Cutting Down on Waste
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Earth’s Resources 247
Sources of Solid Waste
Source Approximate Amount (millions of tons)
Aluminum
Other metals
Glass
Plastics
Yard waste
Paper products
Other waste
Create a list of at least eight items that can be reused.
Connect products to new products into which they can be recycled.
Identify the benefits of practicing the Three Rs.
Practicing the Three Rs helps to
Recycling Products
Original Products Recycled Products
plastic bottles
glass
leftover food
Section 3 Protecting the Environment (continued)
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Habits for aHealthier
EnvironmentI found this information
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248 Earth’s Resources
Describe instances in which you have reduced, reused, or recycledin your home.
CONNECT IT
Examples of Reusable Items
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Earth’s Resources 249
Tie It TogetherConserving at SchoolThink about all of the things that you do in an ordinary school day. Write these activitiesdown on the left half of a piece of paper beginning with getting up in the morning to thesound of an alarm clock. Then, on the right side of the list, write what you could do toaccomplish each of these activities using less energy or fewer resources. Make sure that you note where you can reuse, recycle, or reduce the amount of materials you use.
Name Date
250 Earth’s Resources
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Earth’s Resources Chapter Wrap-Up
Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the third column.
Name Date
After reading this chapter, identify three main ideas from thechapter.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
K W LWhat I know What I want to find out What I learned
Academic Vocabulary
accumulate: to increase gradually inquantity or number; to gather or pile up
affect: to bring about a change in
apparent: appearing as actual
available: suitable or ready for use orservice or at hand; readily obtainable or accessible
category: group or class of things
chart: organizational tool that givesinformation about something in the formof a diagram, graph, or table
chemical: acting to change the identity, orchemical makeup, of a substance
complex: made up of complicated andrelated parts
compound: substance produced whenelements combine and whose propertiesare different from each of the elements in it
constant: continual; going on all the time
contact: act or state of touching or meeting
contract: to become smaller
convert: to change from one form or use to another
cycle: series of events or actions thatrepeat regularly
decline: to become less in health, power,value, or number
design: to build or create to satisfy a need
distribute: to divide among several or manythings; scatter
encounter: to meet or experience
erode: to wear away
evaluate: to carefully judge the significanceof something
eventual: taking place at an unspecifiedlater time
exert: to bring to bear
expose: to reveal or make known
factor: something that contributes to a result
feature: part, appearance, or characteristicof something
framework: supporting structure
function: special work or purpose of anobject or a person
goal: objective or end that one strives to achieve
identical: exactly the same
identify: to recognize or show to be aperson or thing that is known
indicate: to point out, give evidence of,or show
inject: to force into something
injure: to cause bodily harm
input: power or energy that is put into a machine or system
interact: to act on each other
internal: happening or arising or located within
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Science Level Red 251
Academic Vocabulary
item: distinct part in an enumeration,account, or series; an object of attention,concern, or interest
layer: one thickness over another
maintain: to keep or preserve in an existing state
medium: substance through which a forceor effect is transmitted
neutral: neither negative nor positive
occur: to take place or happen
overlap: one thing extends over another
parallel: being the same distance apart at all points
phase: stage of development
process: series of natural changes thatcause a particular result
range: the difference between the highestand lowest values
react: to undergo a chemical change
refine: to separate from impurities
rigid: stiff, inflexible
segment: piece or separate part ofsomething; to separate into parts or sections
significant: important
similar: having many but not all qualities alike
summary: brief account that covers themain points
symbol: something that representssomething else
technology: use of science for practicalpurposes, especially in engineering and industry
temporary: not permanent or lasting
theory: explanation of things or eventsbased on scientific knowledge resultingfrom many observations and experiments
transfer: to carry or send from one person,place, or position to another
transform: to change the condition, nature,or function of; to convert
unique: one of a kind
visible: capable of being seenC
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252 Science Level Red