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


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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


SE, p. 7RE, p. 6

Systems inScience


SE, pp. 8–9RE, p. 7

Name Date


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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.



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


Science SkillsI found this information

on page .SE, pp. 12–17RE, pp. 10–13

DrawingConclusions


SE, pp. 16–17RE, pp. 13–14

Name Date


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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.


The Nature of ScienceBefore You ReadBefore you read the chapter, respond to these statements.



Name Date



• 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


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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 1 What is 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


Learning Aboutthe World


Systems inScience


Name Date


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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.


The Branches of Science


Science andTechnology


Name Date


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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


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


Science SkillsI found this information

on page .

DrawingConclusions


Name Date


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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:


ExperimentsI found this information

on page .

LaboratorySafety


Name Date


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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


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?


Types of ModelsI found this information

on page .

Making ModelsI found this information

on page .

Name Date


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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


Name Date


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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


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


Name Date


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Section 4 Evaluating Scientific Explanation (continued)

Evaluating theConclusions


Name Date


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




Name Date

After reading this chapter, identify three things that you havelearned about the nature of scientific investigation.

SUMMARIZE IT











• 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


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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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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

on page .

EstimationI found this information

on page .

Precision andAccuracy


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



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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AcademicVocabulary

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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


LengthI found this information

on page .

VolumeI found this information

on page .

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

on page .

Time and RatesI found this information

on page .

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

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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.


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


Tables andGraphs



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




Name Date

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



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









• 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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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


PhysicalProperties


States of MatterI found this information

on page .

Name Date


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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.



Section 1 Physical Properties and Changes (continued)

MetallicProperties


Using PhysicalProperties


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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

Ability to Change I found this information

on page .

ReviewVocabulary

AcademicVocabulary

Name Date

Matter and Its ChangesSection 2 Chemical Properties and Changes

NewVocabulary


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

on page .

Something NewI found this information

on page .

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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

on page .

The Law ofConservation

of MassI found this information

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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










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


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


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AcademicVocabulary

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

on page .

What makes upmatter?


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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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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


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.


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)

The ElementsI found this information

on page .

The PeriodicTable


IdentifyingCharacteristics


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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


Classification of Elements


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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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AcademicVocabulary

Name Date

Atoms, Elements, and the Periodic TableSection 3 Compounds and Mixtures


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)

SubstancesI found this information

on page .


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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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Give examples of two mixtures and two compounds that areimportant to your everyday life.

CONNECT IT

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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):

Name Date

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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











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


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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 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

on page .


VelocityI found this information

on page .

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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)

AccelerationI found this information

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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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Name Date

Motion, Forces, and Simple MachinesSection 2 Newton’s Laws of Motion

NewVocabulary


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


Newton’s Second Law


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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)


Newton’s Third Law


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Motion, Forces, and Simple MachinesSection 3 Work 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?


The PulleyI found this information

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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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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.

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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











EnergyBefore You ReadBefore you read the chapter, respond to these statements.



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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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.


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


Name Date

62 Energy

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AcademicVocabulary

Name Date

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

on page .

MeasuringTemperature


Heat andTemperature


Name Date

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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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




Name Date

After reading this chapter, identify three main ideas that youhave learned about energy.

SUMMARIZE IT









• 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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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.

Science Journal


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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)

Electric ChargesI found this information

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The ForcesBetween ChargesI found this information

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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


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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


AcademicVocabulary

kinetic energy

neutral

Scan Use the checklist below to preview Section 2 of your book.


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


Making ElectricCharges Flow


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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


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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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Name Date

Electricity and MagnetismSection 3 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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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


GeneratingElectric Current


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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

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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


Name Date












WavesBefore You ReadBefore you read the chapter, read each statement below.



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.

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Before You WavesRead

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energy

wave

mechanical wave

transverse wave

compressional wave

electromagnetic wave

medium

NewVocabulary

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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.


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

on page .


A Model for Waves


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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


Making SoundWaves and

ElectromagneticWaves


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

on page .

WavelengthI found this information

on page .

FrequencyI found this information

on page .

Name Date

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

on page .

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

NewVocabulary

ReviewVocabulary

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

on page .

RefractionI found this information

on page .

Name Date

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

on page .

What happenswhen waves

meet?I found this information

on page .


Name Date

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.



Name Date

After reading this chapter, identify three things that you havelearned about waves.

SUMMARIZE IT









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


Rocks and MineralsBefore You ReadBefore you read the chapter, respond to these statements.



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?


Properties of Minerals



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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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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.

CONNECT IT

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Rocks and MineralsSection 2 Igneous and Sedimentary Rocks

NewVocabulary

lava

igneous rock

extrusive

intrusive

sedimentary rock

process


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

on page .


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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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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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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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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

on page .

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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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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.

Name Date

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Rocks and Minerals Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about rocks and minerals.

SUMMARIZE IT









• 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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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


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NewVocabulary

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.


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


Earth’s LayersI found this information

on page .

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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)

Earth’s PlatesI found this information

on page .

Plate BoundariesI found this information

on page .

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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


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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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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Use what you have learned about isostasy to compare the crustunder the Appalachian Mountains today with the crust when the mountains formed.

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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












Weathering and Erosion Before You ReadBefore you read the chapter, respond to these statements.



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

on page .

MechanicalWeathering



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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


SoilI found this information

on page .

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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.



Think about what you already know about features ofEarth’s surface.

1.

2.

3.


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


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Section 2 Erosion of Earth’s Surface (continued)

Agents ofErosion


GravityI found this information

on page .

IceI found this information

on page .

Name Date


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)

WindI found this information

on page .

WaterI found this information

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Effects ofErosion


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Effects of Erosion

Where Sediment Where Sediment is Removed (erosion) Accumulates (deposition)

Weathering and Erosion Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about weathering and erosion.

SUMMARIZE IT









• 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


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The Atmosphere in Motion 123

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The Atmosphere in MotionBefore You ReadBefore you read the chapter, respond to these statements.



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 charts and graphs.


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 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

of the AtmosphereI found this information

on page .



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Section 1 The Atmosphere (continued)

Layers of theAtmosphere


Earth’s WaterI found this information

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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 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)

WeatherI found this information

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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)

CloudsI found this information

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PrecipitationI found this information

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WindI found this information

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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


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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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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.


Section 3 Air Masses and Fronts (continued)

Severe WeatherI found this information

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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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After reading this chapter, identify three things that you havelearned about Earth’s atmosphere.

SUMMARIZE IT


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The Atmosphere in MotionChapter Wrap-Up




Name Date









• 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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OceansBefore You ReadBefore you read the chapter, respond to these statements.



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


Formation ofOceans


Composition ofOcean Water


Name Date

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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Name Date

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.

CONNECT IT

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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)

Surface CurrentsI found this information

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Name Date

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)

Density CurrentsI found this information

on page .

UpwellingI found this information

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Name Date

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



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)

TidesI found this information

on page .


Name Date

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


OceanEcosystems


Name Date

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)

Ocean NutrientsI found this information

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Name Date

Oceans 147

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Infer from your reading three ways that coral reefs are protected

from pollution and habitat destruction.

CONNECT IT

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




Name Date

Oceans After YouRead

After reading this chapter, identify three things that you havelearned about oceans.

SUMMARIZE IT

148 Oceans









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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


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Name Date

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


OpticalTelescopes


Name Date

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


Radio TelescopesI found this information

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Name Date

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.

CONNECT IT

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Name Date

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.


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

into SpaceI found this information

on page .


Name Date

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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Name Date

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


Exploring MarsI found this information

on page .

Name Date

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)

Exploring theMoon and CassiniI found this information

on page .


Name Date

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.

Name Date

Exploring Space 159

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Exploring Space Chapter Wrap-Up


Name Date









160 Exploring Space


After reading this chapter, identify three main ideas that youhave learned about exploring space.

SUMMARIZE IT

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The Solar System and BeyondBefore You ReadBefore you read the chapter, respond to these statements.



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)

Earth MovesI found this information

on page .



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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

on page .


Name Date


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

CONNECT IT

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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


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


Inner PlanetsI found this information

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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


CometsI found this information

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Describe factors that make it impossible for humans to visit someplanets in our solar system.

CONNECT IT

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


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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)

StarsI found this information

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The Lives of Stars


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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)

GalaxiesI found this information

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The UniverseI found this information

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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.

CONNECT IT

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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 Chapter Wrap-Up




Name Date










• 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


Cells—The Units of LifeBefore You ReadBefore you read the chapter, respond to these statements.



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


What are cellsmade of?


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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?


Energy and the Cell



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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


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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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

on page .

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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




Name Date

After reading this chapter, identify three things that you havelearned about cells.

SUMMARIZE IT










• 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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Invertebrate AnimalsBefore You ReadBefore you read the chapter, respond to these statements.



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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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


SymmetryI found this information

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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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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


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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)

SpongesI found this information

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CnidariansI found this information

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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


Flatworms AndRoundworms


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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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Name Date

Invertebrate AnimalsSection 3 Mollusks and Segmented Worms


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


CephalapodsI found this information

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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


Types ofSegmented

WormsI found this information

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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


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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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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)


EchinodermsI found this information

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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.



Name Date

After reading this chapter, identify three things that you havelearned about invertebrate animals.

SUMMARIZE IT









• 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


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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.

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Vertebrate AnimalsSection 1 Chordate Animals

196 Vertebrate Animals

maintain


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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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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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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Name Date

Vertebrate AnimalsSection 2 Amphibians and Reptiles

NewVocabulary


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

on page .



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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)

ReptilesI found this information

on page .


Name Date


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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AcademicVocabulary

Name Date

Vertebrate AnimalsSection 3 Birds


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


Adaptations for Flight


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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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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


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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Classify mammals by completing the following chart.

Section 4 Mammals (continued)

Mammal TypesI found this information

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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



After reading this chapter, identify three facts that you havelearned about vertebrate animals.

SUMMARIZE IT










The Human BodyBefore You ReadBefore you read the chapter, respond to these statements.



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




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:


Digestion andExcretion



Name Date

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.


Respiration andCirculation




Name Date

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


Respiration andCirculation


Control andCoordination


Name Date

214 The Human Body

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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



Name Date

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

on page .


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




Name Date

After reading this chapter, identify three things that you havelearned about the human body.

SUMMARIZE IT









• 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


The Role of Genes in InheritanceBefore You ReadBefore you read the chapter, respond to these statements.



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

on page .


Cell DivisionI found this information

on page .

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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


Sex Cells andReproduction,Production ofSex Cells, and

Sex Cells inPlants


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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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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.


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

on page .

What determinestraits?




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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


Differences inOrganisms


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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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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.



Name Date

What are three important ideas in this chapter?SUMMARIZE IT









• 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


EcologyBefore You ReadBefore you read the chapter, respond to these statements.



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

on page .

Living Parts ofEcosystems


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


A BalancedSystem


Name Date

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




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


Where and HowOrganisms Live


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

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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



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



Name Date

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.

Name Date

Ecology 237

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Ecology Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about ecology.

SUMMARIZE IT









• 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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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


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Earth’s Resources 239

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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

Rain ForestI found this information

on page .

NaturalResources


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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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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AcademicVocabulary

Name Date

Earth’s ResourcesSection 2 People and the Environment

NewVocabulary


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



Our Impact on Water


Name Date

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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


Our Impact on Air


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Laws to Reduce Water Pollution

Safe Drinking Water Act Clean Water Act

NewVocabulary

ReviewVocabulary

Name Date

Earth’s ResourcesSection 3 Protecting the Environment


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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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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)



Habits for aHealthier

EnvironmentI found this information

on page .

Name Date

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Describe instances in which you have reduced, reused, or recycledin your home.

CONNECT IT

Examples of Reusable Items

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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


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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










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

science level red - glencoe

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