Science Level Blue - mrphome.net © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies,...

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Consultant

Douglas Fisher, Ph.D.

Science

Level Blue

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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 Blue. 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 0-07-874565-9

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, differentiated

instruction, and curriculum design as well as books, such as Improving

Adolescent 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 as

graduate-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 Blue iii

Note-Taking Tips ........................................ v

Using Your Science Notebook ............... vi

Chapter 1 The Nature of Science

Chapter Preview ....................................... 11-1 ............................................................... 21-2 ............................................................... 51-3 ............................................................... 8Wrap-Up ................................................. 12

Chapter 2 Traits and How They Change

Chapter Preview ..................................... 132-1............................................................. 142-2............................................................. 172-3............................................................. 20Wrap-Up ................................................. 24

Chapter 3 Interactions ofHuman Systems

Chapter Preview ..................................... 253-1............................................................. 263-2............................................................. 29Wrap-Up ................................................. 32

Chapter 4 Interactions of Life


Chapter 5 The Nonliving Environment


Chapter 6 Ecosystems


Chapter 7 Plate Tectonics


Chapter 8 Earthquakes and Volcanoes


Chapter 9 Clues to Earth’s Past

Chapter Preview ..................................... 939-1............................................................. 949-2............................................................. 979-3........................................................... 100Wrap-Up ............................................... 104

Chapter 10 Geologic Time

Chapter Preview................................... 10510-1 ........................................................ 10610-2 ........................................................ 10910-3 ........................................................ 112Wrap-Up ............................................... 116

Chapter 11 The Sun-Earth-MoonSystem


Chapter 12 The Solar System

Chapter Preview................................... 12912-1 ........................................................ 13012-2 ........................................................ 13312-3 ........................................................ 13612-4 ........................................................ 139Wrap-Up ............................................... 142

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iv Science Level Blue

Chapter 13 Stars and Galaxies

Chapter Preview................................... 14313-1 ........................................................ 14413-2 ........................................................ 14713-3 ........................................................ 15013-4 ........................................................ 153Wrap-Up ............................................... 156

Chapter 14 Inside the Atom

Chapter Preview................................... 15714-1 ........................................................ 15814-2 ........................................................ 161Wrap-Up ............................................... 164

Chapter 15 The Periodic Table


Chapter 16 Atomic Structure andChemical Bonds


Chapter 17 Chemical Reactions


Chapter 18 Motion and Momentum


Chapter 19 Force and Newton’s Laws


Chapter 20 Work and Simple Machines


Chapter 21 Thermal Energy


Chapter 22 Electricity


Chapter 23 Magnetism


Chapter 24 Waves, Sound, and Light


Academic Vocabulary ............................ 273

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Science Level Blue v

Your notes are a reminder of what you learned in class. Taking good

notes can help you succeed in science. These tips will help you take

better 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 following

symbols and abbreviations may be helpful in your note-taking.

• Use a symbol such as a star (H) or an asterisk (*) to emphasis

important concepts. Place a question mark (?) next to anything that

you 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 Blue

Using Your Science Notebook

Academic Vocabulary

achieve: to gain, accomplish, attain, reach

adjacent: near, close, or adjoining

approach: to come near

collapse: to fall together or inward

communicate: to make known or

give information

community: a group of organisms that

live together in the same place

complex: made up of different parts

connected in a way that is hard

to understand

component: part of a machine or system

constant: not changing; continuing

consume: to eat

contract: to make or become shorter

or smaller

controversy: argument or debate

convert: to change from one form into

another form

core: center; a central part of something

cycle: a repeating sequence of events

device: tool or instrument designed for

a particular purpose

displace: to take the place of or remove

from the usual or proper place

diverse: not all the same; varied

domain: region with the same physical

feature

eliminate: to get rid of

emerge: to come out; to appear

enormous: having great size

factor: any of the circumstances or

conditions that bring about a result

fundamental: serving as an original or

generating source; primary

hypothesis: a reasonable guess that can

be tested and is based on what is known

and what is observed

interact: to act upon one another

internal: having to do with the inside

interval: space or time between events

investigate: to search into something in

order to learn the facts

isolate: to separate from others

maintain: to continue

mature: to become fully developed

or ripe

method: particular procedure, technique,

or way to do something

model: a tool used to help visualize

something that cannot be directly

observed

nuclear: of or relating to the atomic

nucleus

occur: to take place or happen; to be found

or appear

output: useful power delivered by a circuit

or device

overall: including everything; total

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Science Level Blue 273

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Construct the Foldable as directed at the beginning of this chapter.

Motion and Momentum

Before You Read

Preview the chapter and section titles and the section headings. Complete the

two columns of the chart by listing at least two ideas in each column.

Name Date

Motion and Momentum 193

Describe how your motion changed as you moved from your school’s entrance to

your classroom.

Student responses will vary, but should include concepts of distance, speed,

velocity, and maybe elevation, as they move up stairs, around corners, or

between peers.

Science Journal

K W

What I know What I want to find out

Accept all reasonable

responses.

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Analyze the acceleration graph below. Label the parts of the graph

showing zero acceleration, positive acceleration, and negative

acceleration.

Summarize how you can identify each type of acceleration on an

acceleration graph. Complete the sentences.

A line for positive acceleration slopes .

A line for negative acceleration slopes .

A line for zero acceleration .is horizontal

down from left to right

up from left to right

Section 2 Acceleration (continued)

Calculating

Acceleration

I found this informationon page .

SE, p. 532

RE, p. 274

Name Date


A jogger runs around a circular track. She starts at a speed

of 2 m/s, then speeds up to 6 m/s. She runs at that speed for 20 minutes, and then

comes to a stop. Describe her acceleration. Is it ever zero?

Her acceleration is positive as she speeds up, and negative as she slows down. Her

acceleration is never zero, because she is always changing direction as she moves

around the circle of the track.

SYNTHESIZE IT

Speed v. Time

1 2 3 4 5 6 7 8 9

Time (s)

8

7

6

5

4

3

2

1

0

Sp

eed

(m

/s)

Zero acceleration

Negative

accelerationPositive

acceleration

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 Blue vii

Distinguish the three ways that an object can accelerate. Complete

the concept map.

Complete the mathematical equation to calculate acceleration for

objects moving in a straight line.

Acceleration Equation

acceleration 5

(in m/s) 2 (in m/s)

(in m/s2) time (in s)

Analyze the equation above to rewrite it using symbols.

(sf 2 si)a 5

t

Compare and contrast positive and negative acceleration by

completing the chart.

initial speedfinal speed


Acceleration

and Motion


SE, pp. 528–529

RE, pp. 272–273

Calculating

Acceleration


SE, p. 530

RE, p. 273

Have students who

are good in math

partner with students

who are less skilled

to work several exam-

ples of acceleration

calculations.


SE, p. 531

RE, p. 274

Name Date

198 Motion and Momentum

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Types of Acceleration

Positive Negative

Change in increase decrease

speed

Relationship of Initial speed is Initial speed is

initial speed to less than final greater than final

final speed speed. speed.

Acceleration

includes

2. slowing down1. speeding up 3. changing

direction

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Motion and Momentum 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 have

learned about motion and momentum. Accept all reasonable responses.

1. Motion must be measured by comparing it with a reference point. 2. Acceleration

measures how velocity changes over time. 3. Momentum equals an object’s mass times

its velocity.

SUMMARIZE IT

ReviewUse this checklist to help you study.

Review the information you included in your Foldable.

Study your Science Notebook on this chapter.

Study the definitions of vocabulary words.

Review daily homework assignments.

Re-read the chapter and review the charts, graphs, and illustrations.

Review the Self Check at the end of each section.

Look over the Chapter Review at the end of the chapter.


K W L

What I know What I want to find out What I learned

Accept all reasonable

responses.

Label the arrow below to show the relationship between mass

and inertia.

List two factors that affect an object’s momentum.

Summarize the calculation of momentum in words on the

lines below.

The momentum of an object is calculated by multiplying

its mass in kilograms by its velocity in meters per second.

Complete the equation used to calculate momentum.

momentum 5 (in kg) 3 (in m/s)(in kg • m/s)

Analyze the equation above and rewrite it using symbols. Use the

letter p to represent momentum.

Summarize the law of conservation of momentum in your own

words using two balls that collide as an example.

After two balls collide, the total momentum is the same as before

the collision.

p 5 mv

velocitymass

momentum1.

affect

2.

Section 3 Momentum (continued)

Mass and Inertia


SE, p. 533

RE, p. 276

Momentum


SE, p. 534

RE, pp. 276–277

Provide students with

sample momentum

problems to help them

become acquainted

with the calculations

and units.

Conservation

of Momentum


SE, p. 535

RE, p. 277

Name Date


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Has inertiamore

Has inertialess

Greater

mass

Less

mass

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.

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The Nature of Science

Before You Read

Preview the chapter title, section titles, and section headings. List at least two ideas

for each section in each column.

Name Date

Describe the most interesting science activity you’ve ever done. Identify as many parts

of the scientific process used in the activity as you can.

Science Journal

The Nature of Science 1

K W


NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of Science Section 1 What is science?

2 The Nature of Science

observation

science

scientist

technology

investigate

Skim the headings in Section 1. Write three questions that come

to mind from reading these headings. Look for answers to each

question as you read the section.

1.

2.

3.

Define observation to show its scientific meaning.

Use each key term in a sentence to show it scientific meaning.

Use a dictionary to define investigate.

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Identify three ways scientists find answers about the natural world.

1.

2.

3.

Compare ways that people seek answers to questions in daily life

with ways that scientists seek answers to their questions.

Sequence the steps that scientists take to form theories.

Scientists use to make predictions

about what will happen in investigations.

Scientists form when predictions have

been well-tested.

Section 1 What is science? (continued)

Science in

Society


Using Science

Every Day


Using Prior

Knowledge


Name Date


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Identify five information resource materials.

1. 4.

2. 5.

3.

Complete the graphic organizer to identify scientific skills.

Summarize seven kinds of information you should record in a

science journal.

1.

2.

3.

4.

5.

6.

7.

Skills that

Scientists Use

Section 1 What is science? (continued)

Using Science

and Technology



Communication

in Science


Name Date


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Describe a news item you have heard or read about scientific

methods being used in society.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 2 Doing Science

NewVocabulary


experiment

method

Predict three things that might be discussed in Section 2 as you

skim the title and headings.

1.

2.

3.

Define experiment to show its scientific meaning.

Write the correct vocabulary term next to each definition.

sample to which the independent variable is not applied

answers scientific questions through observation

represents something that is too big, too small, too dangerous,

too time consuming, or too expensive to observe directly

testing a hypothesis by using carefully controlled steps

variable that stays the same during an experiment

factor that is being measured during an experiment

variable that is changed during an experiment

prediction or statement that can be tested

ways, or steps to follow, to solve problems

Use a dictionary to define method to show its scientific meaning.

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Complete the concept map about the 2 types of research used to

solve problems.

Describe each part of descriptive research listed below.

1. Research objective:

2. Research design:

3. Bias:

Identify six reasons scientists often use models rather than direct

observation. Identify the reasons beneath the correct heading.

used to solve

problems by

Descriptive research

used to solve

problems by

Types of Research

Section 2 Doing Science (continued)

Solving Problems


Descriptive

Research


Equipment,

Materials,

and Models


Name Date


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Models are used to study Models are used to study things that are . . . things that happen . . .

Skim the information in the Data and Draw Conclusions sections.

Then complete each statement to summarize the main ideas.

1. Data can be recorded and organized by using

2. When drawing conclusions about data, you decide

3. After an investigation ends, scientists often

Sequence the steps involved in experimental research design.

1. Form a(n) .

2. Plan and perform a(n) .

3. the experiment

to make sure results are valid.

4. the results.

One variable, called the , is changed.

Measure the change in the and make

sure the rest of the variables are .

Section 2 Doing Science (continued)

Data and

Draw

Conclusions


Experimental

Research Design


Name Date


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How might sharing your research results with others help you?CONNECT IT

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NewVocabulary

ReviewVocabulary

Name Date

The Nature of ScienceSection 3 Science and Technology


AcademicVocabulary

computer

information technology

communicate

Scan the section. Use the checklist below.

Read all of the section headings.

Read all of the bold words.

Look at all the charts, graphs, and pictures.

Think about what you already know about science, technology,

and engineering.

Write two facts about science, technology, and engineering.

1.

2.

Define computer.

Use your book or a dictionary to define the following term.

Use a dictionary to define communicate.

Summarize how scientific discoveries influence your daily life.

Include examples.

Complete the graphic organizer to describe technology.

Technology

includes

Example: compact discs

methods and

techniques

Example:

Example: hydraulic tools make

construction work easier

and faster

social-technical

systems

Example:

Section 3 Science and Technology (continued)

Scientific

Discoveries



Name Date


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Complete the chart about scientists.

Explain how computers have changed how modern scientists work.

Section 3 Science and Technology (continued)

Science—The

Product of Many


Looking to the

Future


Name Date


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Engineers

What are some specific jobs done by scientists?

What are some fields in whichscientists work?

Identify a problem that you encounter in your everyday life.

Explain how you think it could be helped by technology.

SYNTHESIZE IT

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Tie It Together

Suppose you are going to interview a scientist. Prepare five interview questions about the

scientist’s work, equipment, and methods.

Interview Questions

1.

2.

3.

4.

5.

Name Date


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The Nature of Science 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. How do your ideas now compare with those you provided at the

beginning of the chapter?

Name Date


learned about science.

SUMMARIZE IT










K W L


Traits and How They Change 13

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Traits and How They Change

Before You Read

Before 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

• Traits result from coded information in DNA.

• The different forms of a gene are called alleles.

• The chance that an organism will inherit a certain trait cannot be predicted.

• Mutation is the process by which changes to DNA form new alleles.

List two traits that a dog inherits and two traits that are determined by the

dog’s environment.

Science Journal

Before You Traits and How They ChangeRead

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NewVocabulary

ReviewVocabulary

Name Date

Traits and How They ChangeSection 1 Traits and the Environment

14 Traits and How They Change

AcademicVocabulary

variation

trait

gene

genotype

phenotype

structure

Scan the What You’ll Learn statements for Section 1 of your book.

Identify three topics that will be discussed.

1.

2.

3.

Define variation using your book or a dictionary.

Use your book or a dictionary to define the vocabulary terms.

Use a dictionary to define structure to show its scientific

meaning.

Organize information about traits by completing the blanks in

the paragraph.

Traits are that an organism has. Two examples

of traits are and .

You have of traits. Information for traits is found

on material called in cells.

Summarize some characteristics of DNA by completing the

graphic organizer below.

Compare genotype and phenotype by completing the Venn

diagram with at least 5 facts.

Genotype Phenotype

Both

DNA

Contains information

needed to produce a

Exists as

in cells with a

Has segments of the

DNA on

a chromosome called

Section 1 Traits and the Environment (continued)

What are traits?




Name Date C

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Summarize how the environment affects phenotypes by

supplying examples of external and internal influences.

Model one example of how the environment can affect appearance

by drawing the example in the box below. Label parts of your

drawing to identify what part of the organism is affected.

Explain how some species benefit from organisms’ ability to change

sex, or gender.

ExternalHow tree leaves grow depends on the

they receive and the at which they grow.

InternalHuman brain cells need to

normally.

Section 1 Traits and the Environment (continued)

Effects of the

Environment



Name Date

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Summarize some features of your own phenotype.CONNECT IT

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ReviewVocabulary

AcademicVocabulary

Name Date

Traits and How They ChangeSection 2 Genetics

NewVocabulary


cloning

proportion

Scan the headings in Section 2 of your book. Identify three topics

that will be discussed.

1.

2.

3.

Define cloning using your book or a dictionary.

Read the definitions below. Write the correct vocabulary term

on the blank to the left of each definition.

model that is used to predict the possible offspring of crosses

between different organisms of known genotypes

different form of a gene

study of heredity that developed into a science

type of allele that shows its effect on the phenotype only

when two of them are present in the genotype

type of allele that shows its effect on the phenotype whenever

it is present in the genotype

Use a dictionary to define proportion to show its scientific

meaning.

Evaluate why the study of genetics is important by writing

three key concepts.

1.

2.

3.

Complete the paragraph about genes and alleles.

Each in an individual is determined by at least

factors called . Each gene has

different forms called .

Model the different combinations of alleles possible in sex cells of

a parent cell with alleles AaBbCc. Select either a lowercase letter

or a capital letter from each column for each row. Find all eight

different combinations. The first one has been done for you.

Section 2 Genetics (continued)

Science of

Genetics


Beginning with

Mendel



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Aa Bb Cc

A B C

Summarize Mendel’s principles and laws of heredity in the

chart below.

Model how a Punnett square shows the outcomes for whether

offspring will be male or female.

Male (XY)

Female (XX)

X X

X

Y

Section 2 Genetics (continued)


Predicting

Genetic

Outcomes


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Mendel’s Principles and Laws of Heredity

Principle What the principle or law or Law says or means

Only one form of a trait shows, even when bothalleles are present.

Segregation

Independent Assortment

Use a Punnett square

to predict the possible genotype outcomes

for the height of plants. Cross one plant that

is tall (Tt) with one plant that is short (tt).

Show each outcome by writing the correct

letters in the square. State the predicted

percentage for each possible genotype.

CONNECT IT

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Traits and How They ChangeSection 3 Environmental Impact over Time


environment

evolutionnatural selection

mutationadaptive radiation

extinction

isolate

Skim Section 3 of your book. Write three questions that come to

mind. Look for answers to your questions as you read the section.

1.

2.

3.

Define environment using your book or a dictionary.

Write a paragraph using these two vocabulary terms.

Write a paragraph that contains these three vocabulary terms.

Use a dictionary to define isolate to show its scientific meaning.

Compare nonliving and living influences that affect the survival

of species. List at least ten influences.

Describe the hypothesis of Charles Darwin and Alfred Wallace

about environmental influences on species.

Darwin and Wallace hypothesized that

Summarize information about the theory of evolution through

natural selection.

Proposed:

Concluded:

Darwin and Wallace

Section 3 Environmental Impact over Time (continued)

Survival and the

Environment


Species and the

Environment


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Influences That Affect Survival

Nonliving Influences Living Influences

A new road is planned near a national park. The new road is

needed to handle the large numbers of people who visit the park each year. Before

building the road, the planners have to complete an environmental study. Predict how

a road will impact the species in the area.

CONNECT IT

Compare ways in which species change by writing about each in

the chart below.

Identify two reasons for extinction.

1. Habitats are .

2. are introduced that or

existing species.

Section 3 Environmental Impact over Time (continued)



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Changes to Species

Cause of DescriptionChange

Mutation

Selective Breeding

Adaptive Radiation

Tie It Together

All of the members of a rare species of spider live only on a small island. The spider has

no predators on the island. During a hurricane, birds that feed on spiders are blown onto

the island.

Predict whether the spider species can become extinct. Give reasons for your prediction.

Predict what would happen to the rest of the food chain on the island if the spider

becomes extinct.

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Traits and How They ChangeChapter 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









• Traits result from coded information in DNA.

• The different forms of a gene are called alleles.

• The chance that an organism will inherit a certain trait cannot be predicted.

• Mutation is the process by which changes to DNA form new alleles.

Traits and How They Change After YouRead

After reading this chapter, identify three important ideas in

the chapter.

SUMMARIZE IT


Interactions of Human Systems

Before You Read

Before you read the chapter, think about what you know about the topic. List three

things that you already know about human body systems in the first column. Then

list three things that you would like to learn about human body systems in the

second column.

Name Date

Write a paragraph describing why it is important for the members of a sports team,

orchestra, or another group to work together.

Science Journal

K W


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Interactions of Human Systems 25

26 Interactions of Human Systems

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Name Date

Interactions of Human SystemsSection 1 The Human Organism

matter

complex

Scan the headings in Section 1 of your book. Identify three topics

that will be discussed.

1.

2.

3.

Define matter using your book or a dictionary.


to the left of each definition.

structure made of different kinds of tissue that work together

inorganic substance that is involved in many of the body’s

chemical reactions

carbon-containing compound found in living things

group of similar cells that do the same type of work

group of organs that work together to do a job

smallest functional unit in an organism

Use a dictionary to define complex to show its scientific

meaning.

Create a graphic organizer to describe matter.

Identify the minerals in a meal with a whole wheat bun, spinach

salad, and chili that contains beef, kidney beans, lentils, and peas.

in the whole wheat bun:

in the spinach salad:

in the chili:

Complete the chart to identify four groups of organic compounds.

Section 1 The Human Organism (continued)

Chemical Basis

of Life




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1. Name of Compound: 2. Name of Compound:

Function: Function:

3. Name of Compound: 4. Name of Compound:

Function: Function:

Model a human body cell by drawing and labeling the cell’s

structures in the space below.

Sequence the levels of organization of the body, starting with the

smallest level. Give an example of each.

1.

2.

3.

4.

5.

Section 1 The Human Organism (continued)

Cells—Living

Factories



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Explain why it is important to eat a healthy, well-balanced diet.SYNTHESIZE IT


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Interactions of Human SystemsSection 2 How Your Body Works

NewVocabulary

Skim Section 2 of your book. Write three questions that come

to mind.

1.

2.

3.

Define energy using your book or a dictionary.


to the left of each definition.

passing of food molecules through the villi and into the

bloodstream

protein that helps the body carry out chemical reactions

series of chemical processes in which oxygen combines with

food molecules and energy is released

process by which the body maintains a stable internal environment

breakdown of foods into smaller and simpler molecules that can

be used by the body

process by which the body reduces the effect of a change to

maintain normal conditions

small fingerlike projections that line the small intestine

thin-walled sacs in the lungs where oxygen enters and carbon

dioxide leaves the bloodstream

removal of waste materials

Define eliminate to show its scientific meaning.

energy

eliminate

Model the digestive system by drawing and labeling the system’s

structures. Then underline the label of the structure that

contains villi.

Analyze why the small intestine is well suited for the absorption of

food into the circulatory system. List three reasons.

1.

2.

3.

Section 2 How Your Body Works (continued)

Body System

Connections and

Feeding Cells



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A home heating and cooling system turns on every time the

temperature on the thermostat varies from 70º. Which type of feedback is this? How

is this similar to what happens in the human body?

CONNECT IT

Summarize how the respiratory system and the circulatory

system work together in the lungs. Draw a diagram to show how

they work.

Compare negative feedback and positive feedback by completing

the graphic organizer below.

Positive Feedback

Function:

Examples:

1.

2.

Negative Feedback

Function:

Examples:

1.

2.

Section 2 How Your Body Works (continued)

Energy for

the Body


Interdependence

of Body Systems


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Interactions of Human SystemsChapter Wrap-Up



third column.

Name Date

After reading this chapter, identify three main ideas you

learned that you did not know before.

SUMMARIZE IT









K W L



Interactions of Life

Before You Read




Name Date

Interactions of Life 33

• The community includes the top part of Earth’s crust, water thatcovers Earth’s surface, and Earth’s atmosphere.

• In nature, most competition occurs between individuals of thesame species.

• Plants and microscopic organisms can move from place to place.

• Living organisms do not need a constant supply of energy.

Describe how a familiar bird, insect, or other animal depends on other organisms.

Science Journal

Before YouInteractions of Life

Read

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Interactions of LifeSection 1 Living Earth

34 Interactions of Life

NewVocabulary

ReviewVocabulary

AcademicVocabulary

adaptation

biosphere

ecology

population

community

habitat

community

Skim through Section 1 of your book. Read the headings and look

at the figures. Write three questions that come to mind.

1.

2.

3.

Define adaptation using your book or a dictionary.

Define each new vocabulary term using your book.

Define community using a dictionary.

Complete this chart to identify three parts of the biosphere.

Contrast the organisms found in different environments as you

complete the concept map. Provide examples of both plants

and animals.

Analyze the amount of solar energy that makes Earth the only

planet known to support life. Explain why other planets are not

suitable for life.

Desert

Tropical

Rain Forest

Arctic

Environments Organisms

Section 1 Living Earth (continued)

The Biosphere




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Parts of the Biosphere

Organize the parts of a prairie ecosystem. List three living organisms

and three nonliving parts of the ecosystem.

Sequence the four levels of organization of living organisms from

smallest to largest. Then write an example of each one.

community organism ecosystem population

Smallest Largest

Prairie Ecosystem

Living Organisms Nonliving Parts

Section 1 Living Earth (continued)

Ecosystems


Populations


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Write about your own life. Use the terms habitat, community,

population, and ecosystem to describe your every day interactions.

SYNTHESIZE IT

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Interactions of LifeSection 2 Populations

NewVocabulary


natural selection

limiting factor

carrying capacity

resource

Predict Read the headings in Section 2. Predict three topics that

you think will be discussed in this section.

1.

2.

3.

Define natural selection using your book or a dictionary.

Then use it in a sentence to show its scientific meaning.

Create an original sentence using each vocabulary term to show its

scientific meaning.

Define resource using a dictionary. Then write a sentence related

to the topic of Section 2 using the term.

Complete the chart below to identify how competing for certain

limited resources can affect population growth.

Compare the two ways of measuring populations by filling in the

graphic organizer below.

Contrast carrying capacity and biotic potential. Then identify

one factor that can limit each.

Measuring Populations

Methodsinclude

Definitions

Section 2 Populations (continued)

Competition


Population Size



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Limited Why It Limits Population GrowthResource

What It Is Limiting Factor

Carryingcapacity

Bioticpotential

Compare the effect of differing birth rates and death rates on

population growth as you complete the chart below.

Evaluate the effects of exponential growth on a population.

Summarize the environmental effects of the exponential growth of

a population.

Size of

Population increases

leads to

leads to

Section 2 Populations (continued)

Changes in

Populations



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Population Growth

Birth Rate Compared Change in Populationto Death Rate

much higher

slightly higher

lower

A field is crowded with mice. A new group of mice migrate

into the field. Describe how the crowded conditions could affect the mice.

SYNTHESIZE IT

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Interactions of LifeSection 3 Interactions Within Communities


social behavior

consume

Scan the What You’ll Learn statements for Section 3. Rewrite each

statement as a question. As you read the section, try to answer

your questions.

1.

2.

3.

Define social behavior using your book or a dictionary.

Label each definition with the correct vocabulary term.

an organism that can use an outside energy source like the Sun

to make energy-rich molecules

an organism that cannot make its own energy-rich molecules

any close relationship between species

an organism’s role in its environment

Define consume. Then use it in a scientific sentence.

Compare and contrast producers and consumers by describing

the processes by which each group gets the energy it needs.

Classify examples of symbiosis by completing the chart below.

processes that producers

use to make food

Herbivores

eat

Producers gain energy from

different types of consumers

Consumers gain energy from

Decomposers

consume

Omnivores

eat

Carnivores

eat

Section 3 Interactions Within Communities (continued)

Obtaining Energy


Symbiotic

Relationships


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Type of Who Benefits? ExampleSymbiosis

mutualism

commensalism

parasitism

Organize important points about niches by creating an outline of

your reading.

I. A niche is .

A. how it obtains food

B.

C.

D.

E.

II. Special adaptations that

can be part of a niche.

A. Example:

B. Example:

Section 3 Interactions Within Communities (continued)

Niches


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Draw and label organisms that are in your food chain. Include

at least three organisms. Then show how each of these organisms can get the energy

it needs.

SYNTHESIZE IT

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Tie It Together

Observation

Observe the behaviors of a species of animal (for example, squirrels in a park) for at least

15 minutes. Use the chart below to take notes on your observations.

Name Date


Species:

Date and time of observation:

Number of individuals observed:

Interactions within species:

Food sources observed:

Habitat:

Special adaptations of species:

Interactions observed with other species:

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Interactions of Life Chapter Wrap-Up





Name Date


learned about interactions among living organisms.

SUMMARIZE IT









• The community includes the top part of Earth’s crust, water that covers Earth’s surface, and Earth’s atmosphere.

• In nature, most competition occurs between individuals of the same species.

• Plants and microscopic organisms can move from place to place.

• Living organisms do not need a constant supply of energy.

Interactions of LifeAfter You

Read


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The Nonliving Environment 45


The Nonliving Environment

Before You Read

Preview the chapter title, the section titles, and the section headings. List at least

two ideas for each section in each column.

Name Date

List all the nonliving things that you might see in a picture of a beach, in order of

importance. Explain your reasoning for the order you choose.

Science Journal

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46 The Nonliving Environment

NewVocabulary

ReviewVocabulary

Name Date

The Nonliving EnvironmentSection 1 Abiotic Factors

AcademicVocabulary

environment

biotic

abiotic

atmosphere

soil

climate

fundamental

Preview the What You’ll Learn statements for Section 1. Rewrite

each statement into a question.

1.

2.

3.

Define environment to show its scientific meaning.

Define the following terms to show their scientific meanings.

Use a dictionary to define fundamental as an adjective.

Classify seven environmental factors as biotic or abiotic.

Compare and contrast how gases are used during photosynthesis

and respiration.

Summarize how organisms use water and soil. Complete the

sentences.

Most organisms are percent water. Processes

such as , , and

need water to occur. Environments with plenty of water usually

have of organisms than

environments with little water. Organisms also need .

, , , and

all live in soil. The type of soil influences the

types of that can grow in a region.

Section 1 Abiotic Factors (continued)

Environmental

Factors


Air


Water and Soil


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Factors needed for life

Biotic Abiotic

1. 1.

2. 2.

3.

4.

5.

Photosynthesis Respiration

Gas used

Gas released

Purpose

Describe the climate of your community. Identify its latitude,

elevation, temperature, and precipitation characteristics.

CONNECT IT

Label the diagram to show the flow of energy through living things.

Label consumers, producers, and sunlight.

Analyze how latitude and elevation affect temperature.

Latitude:

Elevation:

Sequence steps to explain the rain shadow effect.

Section 1 Abiotic Factors (continued)

Sunlight


Temperature


Climate


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1. Moist air is forced upward by a mountain.

2.

3.

4.

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Name Date

The Nonliving EnvironmentSection 2 Cycles in Nature

NewVocabulary


biosphere

model

Skim the headings and illustrations in Section 2. List three kinds of

cycles you will learn about in the section.

1.

2.

3.

Define biosphere to show its scientific meaning.

Read the definitions below. Write the correct vocabulary term on

the blank to the left.

model describing how carbon molecules move between the living

and the nonliving world

process that takes place when a gas changes to a liquid

process in which some types of bacteria in the soil change nitrogen

gas into a form of nitrogen that plants can use

process that takes place when a liquid changes to a gas

model describing how water moves from Earth’s surface to the

atmosphere and back again through evaporation, condensation,

and precipitation

model describing how nitrogen moves from the atmosphere to the

soil, to living organisms, and then back to the atmosphere

Define model as it is used in the definitions above. Use a

dictionary to help you.

Summarize the importance of cycles to life on Earth.

Model the water cycle in a drawing.

• Label phases of the cycle including evaporation, transpiration,

condensation, and precipitation.

• Label the sources and forms the water takes.

• Use arrows to show the direction in which water is moving at

each part of the cycle.

Identify the three ways that nitrogen is made available to plants.

Plants use nitrogen

compounds to build cells.

Section 2 Cycles in Nature (continued)

The Cycles of

Matter


The Water Cycle


The Nitrogen

Cycle


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Describe how harvesting removes soil nitrogen and how fertilizer

and nitrogen-fixing crops can increase the amount of nitrogen in soil.

Harvesting:

Fertilizer:

Nitrogen-fixing crops:

Model the carbon cycle. Identify the role of each item shown in the

cycle. Draw arrows showing the flow of carbon through the system.

Air

.

Consumers

.

Producers (Plants and algae)

.

Burning wood and fossil fuels

.

Section 2 Cycles in Nature (continued)


The Carbon Cycle


Name Date

Choose an organism. Explain its role in the water, nitrogen, and

carbon cycles.

CONNECT IT


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AcademicVocabulary

Name Date

The Nonliving EnvironmentSection 3 Energy Flow


energy

chemosynthesis

food web

energy pyramid

convert

Skim Section 3 of your book. Read the headings and look at the

illustrations. Write three questions that come to mind.

1.

2.

3.

Define energy to show its scientific meaning.


Use a dictionary to locate the scientific meaning of convert.

Write a sentence using that scientific meaning.

Compare and contrast photosynthesis and chemosynthesis.

Complete the Venn diagram with at least seven points of

information from your book.

Create an example of a food chain.

• Include and label a producer, a herbivore, and a carnivore or

omnivore that eats the herbivore.

• Use arrows to show the transfer of energy.

Photosynthesis ChemosynthesisBoth

Section 3 Energy Flow (continued)

Converting

Energy


Energy Transfer


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Synthesize information about food webs. Draw arrows to show

the energy transfers in the food web shown.

Sequence the levels of an energy pyramid.

• Label each level as containing carnivores, herbivores, or

producers.

• Label each level with the percentage of total energy that is

available at that level.

%

%

%

eagle

weasel

squirrel

plants

mouse

rattlesnake

Section 3 Energy Flow (continued)


Energy Pyramids


Name Date


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Describe the flow of matter and energy in a food chain made

up of grasses, mice, and hawks, and what might happen to the food chain if a fire

destroyed much of the grass.

SYNTHESIZE IT

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Tie It TogetherA developer wants to build homes on land near your community and wants to know how

the environment will affect the people who live in the homes, and how the homes will

affect the environment.

Prepare an environmental study for the developer, including information about

• the abiotic factors in the area that could affect the people in the home

• how the new homes might affect natural cycles and food webs in the area

Use paragraphs and/or pictures to help you explain your points.

Name Date

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The Nonliving EnvironmentChapter Wrap-Up


any incorrect information in the first column, then complete the chart by filling

in the third column. How do your ideas compare with those you provided at the

beginning of the chapter?

Name Date

K W L


Write three things that you learned while studying this chapter.SUMMARIZE IT









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Ecosystems 57


Ecosystems

Before You Read

Think about the terms and descriptions below. Infer which term most closely matches the

description and write it on the line.

Name Date

What traits might plants on a burning hillside have that enable them to survive

and reproduce?

Science Journal

biome ecosystem estuary intertidal zone

community of living organisms interacting with each other and their physical environment

part of the shoreline that is under water at high tide and exposed to the air at low tide

a large geographic area with an interactive environmental community and similar climate

extremely fertile area where a river meets an ocean; contains a mixture of freshwater and saltwater and serves as a nursery for many species

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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

EcosystemsSection 1 How Ecosystems Change

58 Ecosystems

ecosystem

climax community

pioneer species

succession

process

Skim through Section 1 of your text. Write three things that might

be discussed in this section.

1.

2.

3.

Define the following key term using your book or a dictionary.

Define these terms using your book or a dictionary.

Define process using a dictionary.

Sequence the steps in the succession of a lawn to a climax

community. The first one has been completed for you.

Organize the information from your book to compare primary

succession with secondary succession.

Section 1 How Ecosystems Change (continued)

Ecological

Succession



Name Date

Ecosystems 59

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Succession of a Lawn to Climax Community

1. The grass would get longer.

2.

3.

4.

5.

Primary Succession Secondary Succession

Lava from a volcano Fire consumes a forest

Land consists of

Starts break down Soil contains .with rock and decay, adding

.

Animals and wind carry

Plants add

Wildlife

Complete the graphic organizer to better understand the

characteristics of a climax community.

Identify the three main characteristics of a forest climax community.

1.

2.

3.

is is

hasreached

A

climax

community

Section 1 How Ecosystems Change (continued)



Name Date

60 Ecosystems

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Use the information you have learned about succession to

predict the growth of a community in a flooded river basin. Hypothesize whether

the succession would be primary succession or secondary succession. Support your

answer with facts from your book.

CONNECT IT

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Ecosystems 61

AcademicVocabulary

Name Date

EcosystemsSection 2 Biomes

NewVocabulary

ReviewVocabulary

climate

mature

Analyze Look at the world map of the seven major land biomes in

your book. Infer two factors you think scientists might use to classify

biomes of the world.

1.

2.

Use the word climate in a scientific sentence.

Read the definitions below. Write the key terms on the blanks in

the left column.

most biologically diverse biome

ideal biome for growing crops and raising cattle and

sheep

biome usually having four distinct seasons

cold, dry, treeless biome with a short growing season and

permafrost

biome with thin soil where organisms are adapted to survive

extreme conditions

biome containing cone-bearing evergreen trees and dense forests

Define mature as a verb using a dictionary.

Complete the comparison chart using the world map of

seven biomes.

Section 2 Biomes (continued)

Major Biomes


Name Date

62 Ecosystems

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Physical Average Temperature Location Plant andDescription Precipitation Animal Life

Tundra less than Plants:25 cm per year

Animals:

Taiga temperature Plants:range: 254°C to 21°C

Animals:

Temperate eastern US, Plants:Deciduous Europe,Forest parts of Asia

and AfricaAnimals:

Temperate dense forest Plants:Rain with a variety Forest of plants and

animalsAnimals:

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Section 2 Biomes (continued)

Name Date

Ecosystems 63

Physical Average Temperature Location Plant andDescription Precipitation Animal Life

Tropical 4 zones ofRain plant and Forest animal life

Plants:

Animals:

Desert western Plants:US and S. America,Africa, parts of Australia Animals:and Asia

Grasslands mild to hot prairies— Plants:N. America,steppes—Asia,savannas— Animals:Africa,pampas—S. America

Analyze the information you recorded about biomes. Compare

and contrast the tundra with the desert.

CONNECT IT

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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

EcosystemsSection 3 Aquatic Ecosystems

64 Ecosystems

1.

2.

3.

4.

aquatic

coral reef

wetland

promote

Freshwater

Ecosystems


Read the What You’ll Learn objectives of Section 3. Write

questions that come to mind from reading these statements.

1.

2.

3.

Define the key term using your book or a dictionary.

Define these words using your book or a dictionary.

Define promote.

Organize the four important factors that determine how well a

species can survive in an aquatic environment.

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Section 3 Aquatic Ecosystems (continued)

Freshwater

Ecosystems



Name Date

Ecosystems 65

Compare fast-moving streams with slower-moving streams as you

complete the sentences below about freshwater environments.

Classify each statement as a characteristic of pond ecosystems,

lake ecosystems, or both. Mark P for pond, L for lake, or B for

both ecosystems.

more plants than flowing water environments

deeper water and colder water temperatures

larger body of water

plankton floating near the surface

ecosystem high in nutrients

small, shallow body of water

lower light levels at depth limit types of organisms

plant growth limited to shallow water near shore

water hardly moves

Fast-moving Streams

Currents quickly

.

As water tumbles, air .

These streams have clearer and higher

.

Slow-moving Streams

Water moves slowly and debris .

These environments have higher , more

plant , and organisms

.

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Section 3 Aquatic Ecosystems (continued)

Freshwater

Ecosystems


Saltwater

Ecosystems


Name Date

66 Ecosystems

Organize information about wetlands in the concept map.

Complete the outline about saltwater ecosystems.

I. Coral Reef ecosystems are

A. reefs formed by

B. damaged by

II. Seashores

A. affected by and

B. intertidal zone organisms must adapt to ,

, and changes

III. Estuaries

A. contain

B. are important for

filled with animalsmay include

located between

also known

as

Wetlands

and

well-adapted to

and

source of productssuch as

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Tie It Together

Interactions within Ecosystems

Select one of the ecosystems discussed in this chapter. You might choose a tundra ecosystem,

a rain forest ecosystem, a coral reef ecosystem, or one of the other ecosystems. Take notes

about your ecosystem on the lines below. Then, draw a picture of your ecosystem with its

animal and plant inhabitants. Show any interactions that you described in your picture.

My ecosystem is a/an .

Name Date

Ecosystems 67

It includes these plants:

It includes these animals:

Its environment includes these

conditions:

Interactions between organisms

include these:

Interactions between organisms and

the environment include these:

Sketch of My Ecosystem

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68 Ecosystems

Ecosystems Chapter Wrap-Up

Think about the terms and descriptions below. Write the term that most closely

matches the description on the line in front of the description. Compare your

previous responses with these.

Name Date


learned about ecosystems.

SUMMARIZE IT









biome ecosystem estuary intertidal zone

community of living organisms interacting with each other and their physical environment

part of the shoreline that is under water at high tide and exposed to the air at low tide

a large geographic area with an interactive environmental community and similar climate

extremely fertile area where a river meets an ocean; contains a mixture of freshwater and saltwater and serves as a nursery for many species


Plate Tectonics

Before You Read




Name Date

Plate Tectonics 69

• Fossil evidence provides support for the ideathat continents have moved over time.

• New seafloor is continuously forming while old seafloor is being destroyed.

• Earth’s crust is broken into sections calledplates.

• Rock flows deep inside Earth.

Pretend you’re a journalist with an audience that assumes the continents have never

moved. Write about the kinds of evidence you’ll need to convince people otherwise.

Science Journal

Before YouPlate Tectonics

Read

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ReviewVocabulary

Name Date

Plate TectonicsSection 1 Continental Drift

70 Plate Tectonics

AcademicVocabulary

continent

continental drift

Pangaea

controversy

Skim through Section 1 of your book. Write three questions that

come to mind from reading the headings and examining the

illustrations.

1.

2.

3.

Define continent to show its scientific meaning.

Use your book to define the following terms. Then write an

original sentence using each term.

Use a dictionary to define controversy.

Summarize Alfred Wegener’s hypothesis about Earth’s continents.

Create a graphic organizer to identify the three types of clues that

are evidence for continental drift.

Analyze the clue in the left column below. Then describe how

Alfred Wegener would have explained it in the right column.

Section 1 Continental Drift (continued)

Evidence for

Continental Drift




Name Date

Plate Tectonics 71

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Clue Wegener’s Response

Fossils of Mesosaurus found in South America and Africa

Fossil plant found in five continents,including Antarctica

Fossils of warm weather plants found on Arctic island

Glacial deposits found in Africa, India, and Australia

Model what the continents may have looked like 250 million

years ago.

Summarize Wegener’s explanations of how and why continental

drift occurs.

Wegener’s explanation for continental drift

How:

Why:

Section 1 Continental Drift (continued)


How could

continents drift?


Name Date

72 Plate Tectonics

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Do you think it was reasonable for scientists initially to reject

the hypothesis of continental drift? Explain your response.

EVALUATE IT

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ReviewVocabulary

Name Date

Plate TectonicsSection 2 Seafloor Spreading

NewVocabulary

Plate Tectonics 73

AcademicVocabulary

seafloor

seafloor spreading

interval

Predict three things that might be discussed in Section 2 after

reading its headings.

1.

2.

3.

Define seafloor. Then use the word in a sentence.

Use your book to define seafloor spreading. Then use the term

in a sentence.

Use a dictionary to define interval. Then use the word in a

sentence about magnetic clues to seafloor spreading.

Summarize how sound waves are used to map the seafloor.

Model the process of seafloor spreading by drawing a cross section

of a mid-ocean ridge and the magma below it. Use arrows to

indicate the directions of motion.

Sequence steps describing seafloor spreading.

The less dense material flows

.

As the seafloor spreads apart, magma is

.

Hot, less dense material below Earth’s crust rises toward the surface

at a mid-ocean ridge.

Section 2 Seafloor Spreading (continued)

Mapping the

Ocean Floor



Name Date

74 Plate Tectonics

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Label the diagram below to identify evidence for seafloor

spreading. Add arrows to show the direction of spreading, and

indicate where older rock and newer rock occur.

Model the polarity of Earth’s magnetic field today.

Summarize how reversals in the direction of Earth’s magnetic

field have provided evidence of seafloor spreading.

At times, the that pass

through Earth have . of

Earth’s magnetic field are recorded in that forms

along . Scientists can detect

that are to mid-ocean

ridges. This occurs on .

• Draw a sphere to represent

Earth.

• Label the north pole and

south pole.

• Draw arrows indicating the

direction in which magnetic

lines of force enter and

leave Earth.

Center of Ridge

Section 2 Seafloor Spreading (continued)

Evidence forSpreading



Name Date

Plate Tectonics 75

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ReviewVocabulary

Name Date

Plate TectonicsSection 3 Theory of Plate Tectonics

76 Plate Tectonics

AcademicVocabulary

converge

diverge

transform

plate

plate tectonics

lithosphere

asthenosphere

convection current

rigid

Scan the headings and illustrations in Section 3. List four features

caused by plate tectonics.

1. 3.

2. 4.

Define the review terms to show their scientific meanings.

Use your book to define the following terms.

Use a dictionary to define rigid.

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Section 3 Theory of Plate Tectonics (continued)

Plate Tectonics


Plate Boundaries


Name Date

Plate Tectonics 77

Complete the following outline on the theory of plate tectonics.

I. A new theory

A. In the 1960s, a new theory called was

developed.

B. Earth’s and part of the

are broken into sections called , that move

slowly.

II. Details about the theory

A. The layer of Earth that is broken into sections is called

the .

B. The is the plasticlike layer below the

.

C. The rigid plates move over the .

Compare and contrast the different plate boundaries by defining

them side by side. Draw the plates of the world. Identify plate

motion by using arrows.

Divergent Convergent Transform

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Section 3 Theory of Plate Tectonics (continued)

Causes of Plate

Tectonics


Features Caused

by Plate

Tectonics


Testing for

Plate Tectonics


Name Date

78 Plate Tectonics

Label the convection currents depicted below with heating, rising,

cooling, and sinking.

Organize information to describe features caused by plate

tectonics. Fill in the chart below.

Summarize how the Satellite Laser Ranging System measures

plate movement.

Feature Description

Rift valley

Folded and faulted mountains

Strike-slip faults

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Tie It Together

Synthesize It

Your book has a picture showing how continents may have drifted. It shows their positions

250 million years ago, 125 million years ago, and at the present. Work with a partner to

trace the paths that the continents have taken. Then extend their paths forward in time

to project where they may be 125 million years from now. Draw a map in the space below,

showing your prediction.

Name Date

Plate Tectonics 79

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Plate Tectonics Chapter Wrap-Up





Name Date









• Fossil evidence provides support for the idea that continents have moved over time.

• New seafloor is continuously forming while old seafloor is being destroyed.

• Earth’s crust is broken into sections called plates.

• Rock flows deep inside Earth.

Plate TectonicsAfter You

Read

80 Plate Tectonics


learned about plate tectonics.

SUMMARIZE IT

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Earthquakes and Volcanoes

Before You Read

Preview the chapter title, the section titles, and the section headings. Complete

the first two columns of the chart by listing at least two ideas for each section

in each column.

Name Date

Earthquakes and Volcanoes 81

Are earthquakes and volcanoes completely unrelated, or could there be a possible

connection? Propose several ideas that might explain what causes these events.

Science Journal

K W

What I know What I want to learn

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ReviewVocabulary

Name Date

Earthquakes and VolcanoesSection 1 Earthquakes

82 Earthquakes and Volcanoes

AcademicVocabulary

energy

earthquake

fault

seismic wave

focus

epicenter

seismograph

magnitude

tsunami

seismic safe

collapse

Scan the headings in Section 1 and write three questions you have

about earthquakes.

1.

2.

3.

Write six original sentences with at least two vocabulary terms in

each. Include the review, new, and academic vocabulary items.

Underline the vocabulary terms that you use. Words may be used

more than once. Use all of the words.

Model the direction of motion in the three types of faults below.

Use arrows to indicate direction of force and direction of

movement. Label the arrows.

Compare primary, secondary, and surface seismic waves by

completing the chart below. Put an X in the column of the type

of wave that causes the most damage.

Normal Fault Reverse Fault

Strike-slip Fault

Section 1 Earthquakes (continued)

What causes

earthquakes?


Making Waves


Name Date


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Seismic Waves

Primary Secondary Surface

Most damage

Relativespeed

Motion

Where they travel

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Section 1 Earthquakes (continued)

Learning from

Earthquakes


How strong are

earthquakes?


Earthquake

Safety


Name Date


Comparing Earthquake Scales

Richter Mercalli

Model how an earthquake’s epicenter is located. The stars in the

diagram indicate seismograph stations. The circles show their

distance from the epicenter. Mark the epicenter with an X, and use

arrows to show the directions in which seismic waves travel.

Compare the Richter scale and the Mercalli scale in the chart.

Organize information by listing two things that individuals can do

and two things that cities can do to prepare for earthquakes.

Individuals

1.

2.

Cities

1.

2.

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ReviewVocabulary

Name Date

Earthquakes and VolcanoesSection 2 Volcanoes

NewVocabulary


AcademicVocabulary

plate

factor

Predict what you’ll learn in this section by reading the What

You’ll Learn statements. Rewrite each statement as a question.

Use these questions as a guide to the content of Section 2.

1.

2.

3.

Define plate to show its scientific meaning.

Write the correct vocabulary term from your book next to each

definition.

cone-shaped hill or mountain formed when hot magma, solids,

and gases erupt onto Earth’s surface

molten rock flowing onto Earth’s surface

large, broad volcano with gently sloping sides that is formed by

the build up of basaltic layers

relatively small volcano formed by moderate to explosive

eruptions of tephra

steep-sided volcano formed from alternating layers of tephra

and lava

Read the sentence below. Use a dictionary to determine how

the term factor is being used.

Different factors affect volcanic eruptions.

In this sentence, the word factor means:

Sequence the events that result in volcanic eruptions where plates

collide by filling in the blanks below.

1. An older, denser plate a less dense plate.

2. Rock in and above the sinking plate .

3. form.

4. The magma to form .

Analyze the way silica content helps determine how a volcano

erupts to complete the following chart.

Model the 3 types of volcanoes by drawing a cross-section of each

in the boxes on this page and the next. To the right of each drawing,

write a caption that includes

• how this type of volcano forms

• what this type of volcano is made of

Shield volcano

Section 2 Volcanoes (continued)

How do volcanoes

form?


Forms of

Volcanoes



Name Date


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How the composition of magma affects eruptions

High silica Low silica

Consistencyand flow

Eruption

Describe a fissure eruption, and give an example.

Composite volcano

Cinder cone volcano

Section 2 Volcanoes (continued)


Name Date


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What type of volcano do you think appears most in the news?

Why? Identify any real-life volcanoes you have heard about.

CONNECT IT

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NewVocabulary

ReviewVocabulary

Name Date

Earthquakes and VolcanoesSection 3 Earthquakes, Volcanoes, and Plate Tectonics


AcademicVocabulary

asthenosphere

rift

hot spot

occur

Skim Section 3. Predict three things that you will learn.

1.

2.

3.

Define asthenosphere, then use a dictionary to break down the

word into its two parts and give the meaning of each part.

asthenes:

sphere:

Find the definitions of rift and hot spot in your book. Then

locate another sentence in the section that uses these terms and

write it in the space below.

Definition:

Sentence:

Definition:

Sentence:

Use a dictionary to define occur.

Model the plates of Earth’s lithosphere that contribute to

earthquake and volcanic activity in North America. Draw a simple

map of North America and its plate and the boundaries with the

plates that surround it. Label the plates.

Organize information about where volcanoes form by completing

the concept map.

Volcanoes

form

at

form

at

form

at

Section 3 Earthquakes, Volcanoes, and Plate Tectonics (continued)

Earth’s Moving

Plates


Where Volcanoes

Form


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Identify three places where earthquakes frequently occur.

1.

2.

3.

Model what drives Earth’s plates.

• In the diagram below, label Earth’s core and mantle.

• Draw three convection currents. Use arrows to show the

direction of flow.

• Show a convergent boundary between two currents and

a divergent boundary between two currents.

In your own words, explain how seismic waves help scientists

learn about Earth’s layers.

SYNTHESIZE IT

Section 3 Earthquakes, Volcanoes, and Plate Tectonics (continued)

Moving Plates

Cause

Earthquakes



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Tie It Together

SummarizeCreate a concept map or other diagram to connect concepts you have learned about

volcanoes and earthquakes. Include information about

• why they occur

• how they affect humans

• how scientists measure and observe them

• what scientists know about them.

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Earthquakes and VolcanoesChapter Wrap-Up

Review the ideas that 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


K W L

What I know What I want to learn What I learned










learned about earthquakes and volcanoes.

SUMMARIZE IT

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Clues to Earth’s Past 93


Clues to Earth’s Past

Before You Read




Name Date

• The footprint of a dinosaur is considered a fossil.

• Scientists use fossils to learn what an environment was like long ago.

• The oldest rock layer is always the onefound on top.

• Scientists can determine the age ofsome rocks.

Before YouClues to Earth’s Past

Read

List three fossils that you would expect to find a million years from now in the place

you live today.

Science Journal

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Clues to Earth’s PastSection 1 Fossils

94 Clues to Earth’s Past

paleontologist

permineralizedremains

carbon film

cast

index fossils

emerge

Skim Section 1 of your book. Read the headings and examine the


1.

2.

3.

Define paleontologist to show its scientific meaning.

Define the following terms to show their scientific meaning.

Define emerge to show its scientific meaning.

Complete the chart to describe the two conditions that improve the

chances of fossil formation. Give an example of each.

Create a concept web to summarize the types of preservation.

Sequence the steps involved in the making of the cast of a shell.

Sediment

buries shell.

Mold results. Cast results.

Section 1 Fossils (continued)

Formation of

Fossils


Types of

Preservation



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Condition Example

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Section 1 Fossils (continued)

Index Fossils


Fossils and

Ancient

Environments


Name Date


Summarize the three characteristics of index fossils.

1.

2.

3.

Analyze why index fossils are more useful to paleontologists than

many other fossils.

Organize the kinds of information about ancient environments that

scientists can learn from fossils. Complete the graphic organizer.

Information about environment

revealed by fossils

You find a fossil shell in a layer of rock. It appears to be a clam.

What type of rock must the rock layer be? What type of environment would the

animal have lived in?

CONNECT IT

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ReviewVocabulary

AcademicVocabulary

Name Date

Clues to Earth’s PastSection 2 Relative Ages of Rocks

NewVocabulary


sedimentary rock

sequence

Scan the list below to preview Section 2 of your book.

• Read all section headings.

• Read all bold words.

• Look at all of the pictures.

• Think about what you already know about rock.

Write three facts you discovered about the relative ages of rocks as

you scanned the section.

1.

2.

3.

Define sedimentary rock to show its scientific meaning.

Read each definition below. Write the correct vocabulary term in

the blank to the left.

states that in undisturbed rock layers, the oldest rocks are on the

bottom and the rocks are progressively younger toward the top

age of something compared with the ages of other things

gap in a sequence of rock layers that is due to erosion or periods

without any deposition

Define sequence to show its scientific meaning.

Model the principle of superposition by sketching a cross-section

of layers of undisturbed sedimentary rock. Number the layers,

starting with 1 for the oldest layer.

Describe how the relative age of a rock layer is different from the

actual age of the rock layer.

Model how a folded rock formation containing limestone, coal,

and sandstone would form. Draw and label the layers as they

would form originally. Then draw what they would look like after

being folded.

Section 2 Relative Ages of Rocks (continued)

Superposition


Relative Ages



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As you pass through a highway cut, you notice distinct layers

of rock. Can you be sure that the top layer is the youngest one? Explain.

SYNTHESIZE IT

Compare and contrast angular unconformity, disconformity,

and nonconformity in rocks by sequencing the steps in their

formation.

Identify the two ways to match up, or correlate, exposed rock

layers from two different places. Complete the graphic organizer.

Match up

rock layers by

Section 2 Relative Ages of Rocks (continued)

Unconformities


Matching Up

Rock Layers


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Unconformities

Type How It Forms

Angular 1.unconformity

2.

3.

Disconformity 1.

2.

3.

Nonconformity 1.

2.

3.

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Clues to Earth’s PastSection 3 Absolute Ages of Rocks


isotopes

radioactive decay

radiometric dating

uniformitarianism

ratio

Predict three things that might be discussed in Section 3 as you

read the headings.

1.

2.

3.

Define isotopes to show its scientific meaning.

Define these key terms to show their scientific meaning.

Define ratio to show its scientific meaning.

Organize information about radioactive decay as a tool to find a

rock’s absolute age. Complete the Venn diagram below with at least

six points of information.

Create a bar chart to show four half-lives. Then draw a curve

connecting the tops of the bars. Label each axis.

Half-lives

Pare

nt

iso

top

e

Beta decay

Radioactive Decay

Alpha decayBoth

Section 3 Absolute Ages of Rocks (continued)

Absolute Ages

and Radioactive

Decay



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Analyze carbon-14 dating by completing the statements.

The half-life of carbon-14 is .

When carbon-14 decays, it becomes .

Carbon-14 radiometric dating is used for ,

, and samples up

to old. Scientists compare amounts of

carbon-14 in the to the amount in a fossil

of an organism that lived long ago. While the organism was alive,

it took in and processed carbon-14 and .

The of carbon-14 to carbon-12 tells the

approximate of the fossil.

Summarize Hutton’s view of uniformitarianism and the modern

view of changes that affect Earth.

Hutton’s view:

Modern view:

Section 3 Absolute Ages of Rocks (continued)

Radiometric Ages


Uniformitarianism


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Explain why the principle of uniformitarianism is critical to

what you have learned about determining the absolute age of rocks.

SYNTHESIZE IT

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Tie It Together

A paleontologist found the following composition of rock layers at a site. The

paleontologist concludes that no folding or other disruption has happened to

the layers. What can you conclude about the area’s history? Write a summary

of your conclusions.

Top layer: coal layer made up of altered plant material

Middle layer: mix of sandstone and shale, with some tracks made by dinosaurs

Bottom layer: limestone with fossils of clams, snails, and sea lilies

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Identify three facts about fossils and rock layers that you

found interesting.

SUMMARIZE IT


Clues to Earth’s Past Chapter Wrap-Up





Name Date









• The footprint of a dinosaur is considered a fossil.

• Scientists use fossils to learn what an environment was like long ago.

• The oldest rock layer is always the one found on top.

• Scientists can determine the age ofsome rocks.

Clues to Earth’s PastAfter You

Read

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Geologic Time

Before You Read

Preview the chapter title, section titles, and section headings. Complete the

first two columns of the chart by listing at least two ideas for each section

in each column.

Name Date

Geologic Time 105

Describe how an animal or a plant might change if Earth becomes hotter in the next

million years.

Science Journal

K W


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NewVocabulary

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Name Date

Geologic TimeSection 1 Life and Geologic Time

106 Geologic Time

AcademicVocabulary

fossils

survive

Skim the headings in Section 1. Predict two topics that will be

covered in this section.

1.

2.

Define fossils to show its scientific meaning.


representation of Earth’s history that shows the time units used

to divide it

longest subdivision of geologic time

second-longest subdivision of geologic time

subdivision of an era

subdivision of a period

change of species through time

group of organisms that normally reproduce only with other

members of their group

process by which organisms that have characteristics that are

better suited to an environment have a better chance of surviving

and reproducing than those that do not

organism with a three-lobed exoskeleton that was abundant in

Paleozoic oceans

large ancient landmass composed of all the continents

joined together

Use a dictionary to define survive.

Distinguish the units of geologic time. Give examples of each.

Largest subdivision:

Examples:

Second-largest subdivision:

Examples:

Third-largest subdivision:

Examples:

Fourth-largest subdivision:

Examples:

Complete the chart to identify when each of the following key

developments in the history of Earth occurred.

Sequence the steps of natural selection as described by Darwin.

1.

2.

3.

Section 1 Life and Geologic Time (continued)

Geologic Time


Organic Evolution


Name Date

Geologic Time 107

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Event Eon Era Period (if identified) (if identified)

First life

First trilobites

First flowering plants

Identify two factors that are necessary for natural selection to

occur within a species.

1.

2.

Organize information about how trilobites evolved over time.

Complete the flow charts.

Contrast two theories explaining the extinction of trilobites at the

end of the Paleozoic era. Fill in the missing words.

Some scientists believe that the formation of

caused .

Trilobites could not .

Other scientists suggest that

caused the extinction.

Early trilobites Later trilobites

Eyes

Body

Section 1 Life and Geologic Time (continued)


Trilobites


Plate Tectonics

and Earth History


Name Date

108 Geologic Time

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Compare and contrast natural selection and artificial selection.CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

Geologic TimeSection 2 Early Earth History

NewVocabulary

Geologic Time 109

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life

Precambrian time

cyanobacteria

Paleozoic Era

hypothesis

Skim Section 2. Write three questions that come to mind from

looking at the headings and illustrations.

1.

2.

3.

Define life to show its scientific meaning.

Use your book to define each vocabulary term.

Use a dictionary to define hypothesis. Use hypothesis in a

sentence to show its scientific meaning.

Summarize two reasons why little is known about the organisms

that lived during Precambrian time.

1.

2.

Sequence important events in the evolution of life during

Precambrian time. Complete the flowchart.

Organize information about life during the Paleozoic Era.

Complete the concept web with examples of life that appeared

during the Paleozoic Era.

Paleozoic

Life

The first appeared on Earth. They used

and produced .

Section 2 Early Earth History (continued)

Precambrian

Time



The Paleozoic Era


Name Date

110 Geologic Time

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Analyze how the characteristics of amphibians and reptiles allowed

them to live on land.

Organize information about three possible explanations of the

extinctions that took place at the end of the Paleozoic Era.

Possible Explanations

Section 2 Early Earth History (continued)

The Paleozoic Era



Name Date

Geologic Time 111

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Amphibians

Characteristic Effect

Lungs

Legs

Reptiles

Characteristic Effect

Protective coating on eggs

Skin covered with hard scales

SEE OVERSET PGAnalyze why rock formations that show the soft parts of

Paleozoic organisms are important.

SYNTHESIZE IT

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Geologic TimeSection 3 Middle and Recent Earth History

112 Geologic Time

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dinosaur

Mesozoic Era

Cenozoic Era

diverse

Preview the What You’ll Learn statements for Section 3. Rewrite

each statement as a question. Look for the answers as you read.

1.

2.

3.

Define dinosaur to show its scientific meaning.


Use a dictionary to define diverse. Then use the term in an

original scientific sentence.

Organize key information about dinosaurs.

Complete the chart to identify key characteristics of other

important organisms from the Mesozoic Era.

Size Activity

Caring for Young

Dinosaurs

Section 3 Middle and Recent Earth History (continued)

The Mesozoic Era



Name Date

Geologic Time 113

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Description When TheyAppeared

Birds

Mammals

Gymnosperms

Angiosperms

Summarize what happened at the end of the Mesozoic Era to the

environment and many species.

Distinguish the two periods that make up the Cenozoic Era.

1. , began about million years ago

2. , began about million years ago

Analyze the effects of changes that occurred during the Cenozoic

Era. Complete the diagrams.

Grasslandsexpanded.

Continentsmoved apart.

Homo sapiensappeared.

Section 3 Middle and Recent Earth History (continued)

The Mesozoic Era


The Cenozoic Era


Name Date

114 Geologic Time

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Infer how paleontologists study the behaviors of extinct

animals, such as taking care of young.

SYNTHESIZE IT

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Tie It Together

You are directing a new movie about prehistoric times. The script you get shows humans

interacting with dinosaurs. Write a memo to the scriptwriter explaining why this would

not be scientifically accurate. Suggest two other possible settings, one that includes

dinosaurs and one that includes humans.

Memo:

Name Date

Geologic Time 115

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Geologic Time Chapter Wrap-Up

After You Read


any incorrect information in the first column. Then complete the chart by filling

in the third column.

Name Date

116 Geologic Time

K W L











learned about geologic time.

SUMMARIZE IT

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The Sun-Earth-Moon System

Before You Read




Name Date

The Sun-Earth-Moon System 117

• The Sun appears to move across the sky each day.

• The spinning of Earth on its axis is rotation.

• The Moon’s rotation and revolution take the same amount of time, so the same side of the Moon always faces Earth.

• No evidence of water has been found on the Moon.

Rotation or revolution—which motion of Earth brings morning and which brings

summer?

Science Journal

Before You The Sun-Earth-Moon SystemRead

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The Sun-Earth-Moon SystemSection 1 Earth

118 The Sun-Earth-Moon System

AcademicVocabulary

orbit

maintain

Scan the tables and illustrations in Section 1, and write three

questions you have about Earth.

1.

2.

3.

Use orbit in a sentence that reflects its scientific meaning.

Write the correct vocabulary term on each blank.

spinning of Earth on its axis, which causes day and night to occur

Earth’s yearly orbit around the Sun

imaginary line around which Earth spins

elongated, closed curve, such as Earth’s orbit around the Sun

occurs when the Sun is directly above Earth’s equator and the

number of daylight and nighttime hours are nearly equal

day when the Sun reaches its greatest distance north or south of

the equator

round, three-dimensional object

Define maintain using a dictionary.

Label the diagram of Earth.

Compare Earth’s magnetic poles with its rotational poles by

drawing them on the circle below. Label Earth’s:

Summarize why Earth has a magnetic field.

• rotational axis

• rotational poles

• north magnetic pole

• south magnetic pole

• the difference in degreesbetween the magnetic androtational poles

Period of rotation (1 day):

Period of revolution

(1 year):

Diameter(pole to pole):

Diameter(equator):

Section 1 Earth (continued)

Properties of

Earth


Magnetic Field


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Compare facts about summer and winter in the chart.

Compare and contrast solstices and equinoxes by completing the

Venn diagram using the phrases below.

Solstice EquinoxBoth

• caused by tilt of Earth’s axis

• daylight hours and nighttime

hours nearly equal

• longest or shortest period of

daylight of the year

• occur twice yearly

• Sun at 90° angle to equator

• Sun reaches greatest distance

from equator

Section 1 Earth (continued)

What causes

changing

seasons?


Solstices and

Equinoxes


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Seasonal Conditions

Summer Winter

Hemisphere tilts

Hours of daylight

Solar radiation

Temperatures

It takes Earth one year to make a complete revolution around the

Sun. Determine how much time passes between one spring equinox and the next.

Explain your reasoning.

CONNECT IT

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Name Date

The Sun-Earth-Moon SystemSection 2 The Moon—Earth’s Satellite

NewVocabulary


AcademicVocabulary

mantle

cycle

Predict three things that might be discussed in Section 2 based on

its title and headings.

1.

2.

3.

Define mantle to show its scientific meaning.


different ways the Moon appears from Earth

occurs when the lit side of the moon is not visible; the moon is

between Earth and the Sun

describes the Moon when more of its lighted portion is visible

each night

occurs when all of the Moon’s surface that faces Earth is lit

describes the Moon when less of its lighted portion is visible

each night

occurs when the Moon moves between the Sun and Earth and

casts a shadow over part of Earth

occurs when Earth moves between the Sun and the Moon and

casts a shadow on the Moon

dark, flat regions on the Moon that formed as lava spread over

the surface

Use the term cycle in a sentence that reflects its scientific meaning.

Describe why the face of the Moon that we see does not change.

Analyze the diagram below. Imagine that you are standing on

Earth and that the Sun’s rays are coming from the direction shown.

Draw a picture showing how the moon would look from Earth at

each of the labeled positions. The first one has been done for you.

Earth

Sunlight

15

3

7

4 2

6 8

Section 2 The Moon—Earth’s Satellite (continued)

Motions of the

Moon


Phases of the

Moon


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5 6 7 8

The Moon

cannot be seen

from Earth. Its

opposite side

is lit.

1 2 3 4

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Compare the alignments that cause solar and lunar eclipses by

drawing diagrams of the positions of the Sun, the Moon, and Earth

relative to one another. Show how the shadow is cast in each case.

Summarize the Moon’s structure according to one model.

Lunar Eclipse

Solar Eclipse

Section 2 The Moon—Earth’s Satellite (continued)

Eclipses


Inside the Moon


Name Date

Surface and Interior of the Moon

Zone Description

Crust

Upper Mantle

Lower Mantle

Core


Summarize the impact theory of how the Moon formed.SUMMARIZE IT

Objectives Review the objectives for Section 3. Write two questions

that come to mind.

1.

2.

Define comet using your book or a dictionary. Then write a

sentence and make a sketch to show its scientific meaning.

Define impact basin using your book or a dictionary. Then sketch

how an impact basin forms.

Use a dictionary to define core as it relates to planets and moons.

Then sketch the Moon, and show where you think its core is.

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AcademicVocabulary

Name Date

The Sun-Earth-Moon SystemSection 3 Exploring Earth’s Moon


comet

impact basin

core

Distinguish between the following Moon missions by indicating

when each took place and what each accomplished.

Organize information about Clementine’s mission by outlining

it below.

Clementine’s mission

I. Objectives

A.

B.

II. Instruments

A.

B.

III. Discoveries

A.

B.

Section 3 Exploring Earth’s Moon (continued)

Missions to the

Moon



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Mission Year Accomplishment

Luna 3

Surveyor 1

Lunar Orbiters

Apollo 8

Apollo 11

Apollo 15

Apollo 17

Organize information about the Lunar Prospector by completing

the diagram.

Analyze why the presence of water on the Moon would be a benefit

to humans.

To map the Moon’s:

Lunar Prospector

Mission

Confirmed that the

Moon has:

Section 3 Exploring Earth’s Moon (continued)


Name Date


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Missions to the Moon have included some with astronauts

and some without astronauts. Predict whether astronauts will be sent on Moon

missions in the future. Support your position with three facts or examples.

SYNTHESIZE IT

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Tie It Together

Synthesize It

Name Date


Suppose that you are on a mission to explore the Moon. In the spaces provided, describe

what you think you will observe from each location.

From the windows of your spacecraft orbiting the Moon

On the Moon’s surface near the Moon’s equator

On the surface near the Moon’s south pole

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The Earth-Moon-Sun System Chapter Wrap-Up





Name Date

• The Sun appears to move across the sky each day.

• The spinning of Earth on its axis is rotation.

• The Moon’s rotation and revolution take the same amount of time, so the same side of the Moon always faces Earth.

• No evidence of water has been found on the Moon.

The Sun-Earth-Moon System After YouRead



learned about the Sun-Earth-Moon system.

SUMMARIZE IT









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The Solar System 129


The Solar System

Before You Read




Name Date

If you could command the Keck telescope, what would you view? Describe what you

would see.

Science Journal

• The planets revolve around Earth.

• Our solar system has 9 planets.

• Mercury has an atmosphere similar to Earth’s.

• Uranus has craters and deep valleys.

• Earth is the only planet known to be able to support life.

Before You The Solar SystemRead

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130 The Solar System

NewVocabulary

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The Solar SystemSection 1 The Solar System

system

solar system

contract

Skim the headings in Section 1. Write three things you expect to

learn in Section 1.

1.

2.

3.

Define system using your book or a dictionary. Give an

example of a system.

Write a scientific sentence describing the solar system.

Define contract as a verb using a dictionary. Then rewrite the

following sentence using the word contracted.

Over time, the cloud of gas and dust became smaller,

forming a large, tightly packed, spinning disk.

Sentence:

Contrast the Earth-centered model of the solar system and

the Sun-centered model of the solar system in the chart below.

Evaluate how Galileo’s discoveries provided evidence for the

Sun-centered model of the solar system. Complete the statements.

Galileo discovered that the planet went through

like our . These changes could

occur only .

Create a drawing of the solar system.

• Draw and label the Sun and the planets in the correct order.

• Identify which planets were included in the Earth-centered model

of the solar system by putting a check mark beside those.

Section 1 The Solar System (continued)

Ideas About the

Solar System




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Earth-centered Sun-centered

How many planets are in the system?

Describe motions in the system.

Sequence the steps in the formation of the solar system.

1.

2.

3.

4.

Classify the nine planets as inner or outer planets, using the chart

below. Identify a characteristic of each group of planets.

Section 1 The Solar System (continued)

How the Solar

System Formed



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The Nine Planets

Inner Outer

Names of

Planets

Characteristics

Summarize how ideas about the structure and motions of the

solar system changed over time.

SUMMARIZE IT

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The Solar SystemSection 2 The Inner Planets

NewVocabulary


space probe

Mercury

Venus

Earth

Mars

reveal

Scan the headings of Section 2. Write a question for each heading.

Mercury:

Venus:

Earth:

Mars:

Define space probe using your book or a dictionary.

Write a scientific sentence using each vocabulary term.

Use a dictionary to define reveal.

Organize key facts about Mercury. Complete the chart.

Complete the graphic organizer to identify key features of Venus.

Summarize unique features of Earth that allow it to support life.

Size and Mass Atmosphere Temperature Space Probes

Venus

Section 2 The Inner Planets (continued)

Mercury


Venus


Earth


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Mercury

Location

Surface

Core

Atmosphere

Temperature

Explored By

Summarize important information about Mars.

Surface Features

Mars

Space Probes

Atmosphere Seasons

Moons

Section 2 The Inner Planets (continued)

Mars


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Compare and contrast the inner planets. Choose one feature,

such as temperature, size, or atmosphere, and write a paragraph comparing and

contrasting this feature for the four inner planets.

SYNTHESIZE IT

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Name Date

The Solar SystemSection 3 The Outer Planets


moon

survey

Skim Section 3. Predict two ways in which the outer planets differ

from the inner planets.

1.

2.

Define the word moon using a dictionary or your book.

Label each definition with the correct vocabulary term.

the seventh planet from the Sun; large and gaseous, with a

distinct bluish-green color

largest planet and fifth from the Sun; contains more mass than

all of the other planets combined

considered to be the ninth planet from the Sun; has a solid

icy-rock surface

giant, high-pressure storm in Jupiter’s atmosphere

usually the eighth planet from the Sun; large and gaseous, with

rings that vary in thickness

second-largest planet and sixth from the Sun; has a complex ring

system and at least 31 moons

Define survey as a verb using a dictionary. Then use this term

in a sentence related to the topic of Section 3.

Identify the space probes that have explored Jupiter.

Complete the chart to identify key facts about Jupiter.

Organize key facts about Saturn.

Section 3 The Outer Planets (continued)

Jupiter


Saturn


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Saturn

Space Probes

Atmosphere

Rings

Moons

Jupiter

Atmosphere

Moons

Summarize details about Uranus in the graphic organizer.

Complete the chart of key facts about Neptune.

Summarize the features that make Pluto unique.

Uranus

Composition

RotationMoons

Section 3 The Outer Planets (continued)

Uranus


Neptune


Pluto


Name Date


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Neptune

Atmosphere

Moons

Summarize the major features that distinguish the outer planets

from the inner planets.

CONNECT IT

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The Solar SystemSection 4 Other Objects in the Solar System

NewVocabulary


crater

comet

meteor

meteorite

asteroid

approach

Scan the title and headings in Section 4. Write a sentence that

describes what you think will be covered in the section.

Write a scientific sentence using the term crater.

Define each term using your book or a dictionary.

Define approach, using a dictionary. Then locate a sentence in

Section 4 that uses the word or a form of the word.

Summarize two facts about the Oort Cloud.

1.

2.

Model a comet. Label its nucleus, coma, and tail. Show the solar

wind coming from the Sun and where the Sun is in relation to the

comet’s tail.

Distinguish between meteoroids, meteors, and meteorites.

Identify key features of meteoroids, and then contrast meteors

and meteorites.

Do they

burn up in the

atmosphere?Yes

No

Meteoroids are

They are called

.

Another term

for these is

.

They are called . They come from

1. 2.

3. 4.

Section 4 Other Objects in the Solar System (continued)

Comets


Meteoroids,

Meteors, and

Meteorites


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Organize information about asteroids. Complete the outline.

Asteroids are

.

A. Location

1.

2.

B. What scientists learn from asteroids

1.

2.

Model the appearance of the asteroid belt in the solar system.

Identify the two planets between which it lies.

Section 4 Other Objects in the Solar System (continued)

Asteroids


Name Date


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Compare and contrast comets, meteoroids, and asteroids in

a paragraph or a chart.

SYNTHESIZE IT

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You are planning a new space probe mission to the solar

system. Decide on one or more planets, moons, comets, or asteroids that you would

like to study. Explain what you expect to see and learn about each object.

SUMMARIZE IT


The Solar System Chapter Wrap-Up





Name Date

• The planets revolve around Earth.

• Our solar system has 9 planets.

• Mercury has an atmosphere similar to Earth’s.

• Uranus has craters and deep valleys.

• Earth is the only planet known to be able to support life.

The Solar System After YouRead










Stars and Galaxies

Before You Read




Name Date

• Modern astronomy divides the sky into 88 constellations.

• The Sun is an ordinary star and is the center of our solar system.

• All stars have the same brightness.

• The Milky Way is a part of a cluster called theLocal Group, made up of about 45 galaxies.

Write a description in your Science Journal of a galaxy.

Science Journal

Before YouStars and Galaxies

Read

Stars and Galaxies 143

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Stars and GalaxiesSection 1 Stars

144 Stars and Galaxies

star

constellation

absolute magnitude

apparent magnitude

light-year

component

Predict three topics that will be discussed in Section 1 as you scan

the headings and illustrations.

1.

2.

3.

Define star to show its scientific meaning.


Use a dictionary to define component as a noun. Then explain

what the statement “breaking it down into its component parts”

might mean.

Organize facts about constellations into an outline. Use the

structure provided below as a guide.

I. Constellations

A.

B.

C.

II. Movement of constellations

A. Circumpolar constellations

1.

2.

B. Other constellations

1.

2.

Complete the diagram to show how each type of magnitude is

related to a star’s distance.

Absolute magnitude

.

Apparent magnitude

.

Effect of Distance

on Magnitude

Section 1 Stars (continued)

Constellations


Absolute and

Apparent

Magnitudes


Name Date


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Analyze the diagram below that shows how parallax occurs as

Earth moves in its orbit. Then explain how astronomers use parallax.

Sequence the colors of stars by temperature. Complete the

diagram by writing the correct color in each box.

Cooler Medium HotterTemperature

Star Color

Star A has a

small parallax

A

BStar B has a

large parallaxLines of sight

from Earth

to star A

Lines of sight

from Earth

to star B

Background of distant stars

Earth in JulyEarth in January

Section 1 Stars (continued)

Measurement in

Space


Properties

of Stars


Name Date


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A hot, blue-white star has brighter absolute magnitude than

a cooler, red star. The red star appears brighter from Earth. What can you conclude

about the two stars?

SYNTHESIZE IT

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Name Date

Stars and GalaxiesSection 2 The Sun

NewVocabulary


cycle

photosphere

chromosphere

corona

sunspots

nuclear

Skim through Section 2 of your book. Write three questions that

come to mind from reading the headings and examining the

illustrations.

1.

2.

3.

Define cycle to show its scientific meaning.

Write a sentence from your book in which each term appears.

Use a dictionary to define nuclear to show its scientific meaning.

Use nuclear in an original sentence.

Summarize basic information about the Sun. Complete the

graphic organizer.

Model the Sun, including the following features. Include captions

summarizing each feature.

• chromosphere • core • photosphere

• convection zone • corona • radiation zone

Relationship to Earth Energy Production

Sun

Section 2 The Sun (continued)

The Sun’s Layers


The Sun’s

Atmosphere


Name Date


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Organize information about the Sun’s surface features.

Sunspots:

Prominences:

Flares:

Coronal mass ejection (CME):

Compare and contrast the Sun with other stars. Complete the

paragraph below.

Compared with other stars, the Sun’s ,

, and are about average. In contrast with

other stars, the Sun

and .

Section 2 The Sun (continued)

Surface Features


The Sun—An

Average Star


Name Date


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Choose one characteristic you have learned about the Sun, such as

its size, structure, or distance from Earth. Suppose that the characteristic was different.

Predict how this would affect life on Earth.

CONNECT IT

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Name Date

Stars and GalaxiesSection 3 Evolution of Stars


gravity

nebula

white dwarf

neutron star

enormous

Scan the headings of Section 3 to find three stages of the evolution

of stars.

1. 2. 3.

Define gravity. Use the term in a sentence to show its

scientific meaning.

Define the following terms. Write a sentence to show each term’s

scientific meaning.

Define enormous using a dictionary.

Classify stars using the H-R diagram. Label the diagram below

to show where you would expect to find white dwarfs, the main

sequence, supergiants, giants, and the Sun.

Summarize how stars generate energy.

Temperature (K)

increasing brightness

Spectra Class

20,000 15,000 10,000 6,000 3,000

O B A F G MK

Section 3 Evolution of Stars (continued)

Classifying Stars


How do stars

shine?


Name Date


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Sequence the evolution of stars. Complete the flow chart.

contracts andfusion begins

contracts andfusion begins

hydrogen fuelruns out

hydrogen fuel runs out;heavy elements form

outer layers escape,leaving core

iron forms in core;core collapses violently

core mass morethan 3 times themass of the Sun

core mass between1.4 and 3 times the

mass of the Sun

Stars with mass 8 times

the Sun’s mass or less

Stars with mass more than

8 times the Sun’s mass

Section 3 Evolution of Stars (continued)

Evolution of

Stars


Name Date


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Evaluate why supernovas are important to the existence of life

on Earth.

CONNECT IT

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Name Date

Stars and GalaxiesSection 4 Galaxies and the Universe

NewVocabulary

AcademicVocabulary

universe

galaxy

big bang theory

normal

Preview Section 4 of your book using the list below.

Read all section headings.

Read all bold words.

Look at all of the pictures.

Think about what you already know about galaxies

and the universe.

Write two facts that you discovered during your preview.

1.

2.

Define universe to reflect its scientific meaning.

Define the following key terms. Then write sentences to show the

scientific meaning of each term.

Define normal. Write a sentence to show its scientific meaning.

Classify the three major types of galaxies. Complete the chart.

Model the Milky Way Galaxy.

• Draw a side view and overhead view of the Milky Way.

• Mark the Sun’s position on both views.

• Label the size of the Milky Way and the distance from the center

to the Sun’s position on the overhead view.

Identify three other facts about the Milky Way.

Overhead viewSide view

Section 4 Galaxies and the Universe (continued)

Galaxies


The Milky Way


Name Date


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Galaxy Type Description

Spiral arms that wind outward from the center

Does not look like the other two types of galaxies; many possible shapes

Contrast two models of the origin of the universe: the steady

state theory and the oscillating model.

Steady state theory:

Oscillating model:

Analyze how scientists used the Doppler shift to reach a conclusion

about whether the universe is expanding or contracting.

Summarize the big bang theory of the origin of the universe.

Observation Conclusion

Section 4 Galaxies and the Universe (continued)

Origin of the

Universe


Expansion of

the Universe


The Big Bang

Theory


Name Date


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Describe your location in the universe as completely as

you can.

SUMMARIZE IT

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Stars and Galaxies Chapter Wrap-Up


the chart below. Compare your previous answers with these.



Name Date









• Modern astronomy divides the sky into 88 constellations.

• The Sun is an ordinary star and is the center of our solar system.

• All stars have the same brightness.

• The Milky Way is a part of a cluster called the Local Group, made up of about 45 galaxies.

Stars and GalaxiesAfter You

Read


learned about stars and galaxies.

SUMMARIZE IT

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Describe, based on your current knowledge, what an atom is.

Science Journal

Inside the Atom 157

Inside the Atom

Before You Read



Name Date

K W


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Inside the AtomSection 1 Models of the Atom

158 Inside the Atom

matter

theory

Preview the title and headings of Section 1. Predict three topics

that will be discussed in the section.

1.

2.

3.

Define matter to show its scientific meaning.


electrode with a positive charge

region surrounding the nucleus in which electrons travel

electrode with a negative charge

particle in the nucleus of an atom that has the same mass as a

proton and is electrically neutral

fast-moving, positively charged bit of matter

positively charged particle present in the nucleus of all atoms

negatively charged particle located outside the nucleus of an atom

matter made up of only one type of atom

Use a dictionary to define theory.

Summarize early ideas about the structure of matter.

Organize Dalton’s ideas about matter. Complete the concept web.

Summarize the following cathode ray tube experiments.

Crookes’s experiments

Thomson’s experiments

Dalton’s Ideas

About Matter

Section 1 Models of the Atom (continued)

First Thoughts


A Model of

the Atom



Discovering

Charged

Particles


Name Date

Inside the Atom 159

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Explain how the development of atomic models demonstrates

the scientific process.

CONNECT IT

Analyze Rutherford’s gold foil experiments. Identify what

Rutherford expected to happen and what actually happened.

The experiment:

Expected result:

Actual result:

Conclusion:

Describe the following improvements to atomic theory.

Section 1 Models of the Atom (continued)

Rutherford’s

Experiments


A Model with a

Nucleus and

Further

Developments


Name Date

160 Inside the Atom

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After Rutherford’s model, how How electrons are thought to the extra mass in the nucleus move in the most current was explained atomic model

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Name Date

Inside the AtomSection 2 The Nucleus

NewVocabulary

Inside the Atom 161

atom

atomic number

isotope

mass number

radioactive decay

transmutation

beta particle

half-life

stable

Read the What You’ll Learn statements. Rewrite each as a

question. Then look for the answers as you read.

1.

2.

3.

Use atom in a scientific sentence.

Define each of the following vocabulary terms using your book.

Use a dictionary to define stable as an adjective.

Complete the chart to compare three isotopes of carbon.

Summarize what the strong nuclear force does.

Analyze radioactive decay that is caused by the loss of

alpha particles.

Sequence the steps of radioactive decay through which a beta

particle is released. Complete the flow chart.

Neutron

becomes

unstable.

The electron

.

The protron

.

Section 2 The Nucleus (continued)

Identifying

Numbers



Radioactive

Decay



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162 Inside the Atom

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Carbon-12 Carbon-13 Carbon-14

Atomic number

Number of protons

Number of neutrons

Mass number

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Inside the Atom 163

Complete the chart to show how the mass of a sample changes

during radioactive decay. Then define half-life.

half-life:

Identify uses and hazards of radioactive material.

Summarize how synthetic radioactive isotopes are made.

Radioactive

material

HazardsUses

Section 2 The Nucleus (continued)

Rate of Decay



Making Synthetic

Elements


Name Date

Start First Second Third

Half-life Half-life Half-life

Time elapsed 0 days 8 days

Mass 20 g

Compare and contrast radioactive decay and the making of

synthetic elements.

CONNECT IT

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164 Inside the Atom

Inside the Atom Chapter Wrap-Up



the third column. Compare your previous answers with these.

Name Date


learned about atoms that surprised you.

SUMMARIZE IT









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The Periodic Table

Before You Read



Name Date

The Periodic Table 165

Think of an element you have heard about. Make a list of the properties you know

and the properties you want to learn about.

Science Journal

K W


element

symbol

Skim Section 1 of your book. Write three questions that come to

mind from reading the headings and looking at the illustrations.

1.

2.

3.

Use element in a sentence to show its scientific meaning.

Write the correct vocabulary term next to its definition.

column of elements in the periodic table that have similar physical

or chemical properties

element that shares some properties with metals and some with

nonmetals

element in Groups 1, 2, or 13–18

element that has a shiny luster, is a good conductor of heat and

electricity, is malleable, and is ductile

element in Groups 3–12

element that is usually a gas or brittle solid at room temperature

and does not conduct heat and electricity well

row of elements in the periodic table whose properties change

gradually

Define symbol to show its scientific meaning.

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The Periodic TableSection 1 Introduction to the Periodic Table

166 The Periodic Table

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Organize information about the development of the periodic table.

Complete the outline.

History of the Periodic Table

I. Mendeleev’s contributions

A.

B.

C.

II. Moseley’s contributions

A.

B.

Distinguish a period from a group by completing the sentences.

A period is

. A group is

.

Create a drawing of an empty periodic table. Shade the

representative elements one color, the transition elements

another, and the inner transition elements a third color.

Section 1 Introduction to the Periodic Table (continued)

Development of

the Periodic

Table


Today’s Periodic

Table



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Suppose you discovered a new element. How would you predict

where it would fit in the periodic table if you did not know its atomic number?

CONNECT IT

Contrast metals, nonmetals, and metalloids in the chart.

Label the block below with the information you would find about

hydrogen in its element key. Fill in the missing information.

Summarize how names and symbols for elements are chosen.

Include both existing and newly discovered elements.

H

Section 1 Introduction to the Periodic Table (continued)

Today’s Periodic

Table




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Metals Nonmetals Metalloids

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The Periodic TableSection 2 Representative Elements

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atomic number

alkali metal

alkaline earth metal

semiconductor

halogen

noble gas

representative

Read the What You’ll Learn statements for Section 2. Predict three

topics that will be discussed in the section.

1.

2.

3.

Define atomic number using your book or a dictionary.


Use a dictionary to define representative as an adjective.

Summarize the properties of the alkali metals.

Compare and contrast the alkaline earth metals and the alkali

metals. Describe the hardness, density, melting points, and

reactivity of elements in the two groups.

Summarize information about elements in the boron family by

filling in the missing words.

All the elements in group 13 are except

, which is a metalloid. The elements in this family

are used to make many different things. Pots and pans made with

can move straight from the refrigerator to the oven

without cracking. is used to make soft drink cans.

, which will melt in your hands, is used to make

computer chips.

Alkali

Metals

Color and State

Density

Melting Point

Reactivity

Section 2 Representative Elements (continued)

Groups 1 and 2



Groups 13

through 18


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Choose any three elements from this section and explain how

each is important to your daily life.

CONNECT IT

Compare the elements in the carbon group.

Complete the outline to identify important points about certain

elements in Groups 15 and 16.

I. Group 15

A. : makes up about 80% of the air you breathe

B. Phosphorus:

II. Group 16

A. Oxygen:

B. : combines with hydrogen and oxygen to

make sulfuric acid, one of the most commonly used

chemicals

C. Selenium:

Identify at least one important fact about each group of elements.

Halogens:

Noble gases:

Section 2 Representative Elements (continued)




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Metal, Non- Where it is Found metal, or or How it is Used

Metalloid?

Carbon nonmetal

Silicon metalloid

Germanium metalloid

Tin metal

Lead metal

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The Periodic TableSection 3 Transition Elements


mass number

catalyst

lanthanide

actinide

synthetic element

series

Scan the headings and illustrations in this section. Write three facts

you learned about transition elements as you scanned the section.

1.

2.

3.

Define mass number in a scientific sentence.


Use a dictionary to define series to show its scientific meaning.

Identify four key characteristics of the transition elements

including their location in the periodic table.

1.

2.

3.

4.

Summarize the properties of the iron triad.

Identify uses of transition elements.

Iron Triad

What these elements have in common:

Element:

Uses:

Element:

Uses:

Element:

Uses:

Section 3 Transition Elements (continued)

The Metals in

the Middle




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Element(s) Uses

Tungsten

Mercury

Elements in the platinum group

Compare and contrast the lanthanides and actinides.

Summarize how scientists create synthetic elements.

Using a particle accelerator scientists make

. The nuclei

to form .

Some of these elements are and last only

.

Identify two ways dentists and orthodontists use transition

elements.

1.

2.

Section 3 Transition Elements (continued)

Inner Transition

Elements



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Lanthanides Actinides

Properties

Uses

Hypothesize why a scientist should be extra careful when using

a mercury thermometer.

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Tie It Together

The Periodic Table

Create a periodic table puzzle.

1. Obtain six pieces of paper. Cut each piece of paper into six equal pieces.

2. Make an element box for each of the first 36 elements in the periodic table. On

each element box, fill in only part of the information shown on the periodic table.

3. Swap your set of partially complete element boxes with a partner.

4. Complete each element box in your partner’s set.

5. Then, piece together your partner’s periodic table in order.

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The Periodic Table Chapter Wrap-Up

After You Read


incorrect information in the first column. Then complete the chart by filling in the third

column. Compare your previous responses with these.

Name Date


learned about elements and the periodic table.

SUMMARIZE IT










K W L


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Atomic Structure and Chemical Bonds

Before You Read




Name Date

Atomic Structure and Chemical Bonds 177

• Electrons exist with specific levels of energy.

• Elements can be arranged according to their properties.

• An atom that loses an electron is called a molecule.

• Elements can form bonds by sharing electrons.

Write a sentence comparing household glue to chemical bonds.

Science Journal

Before YouAtomic Structure and Chemical Bonds

Read

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178 Atomic Structure and Chemical Bonds

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Atomic Structure and Chemical BondsSection 1 Why do atoms combine?

AcademicVocabulary

atom

period

Skim the objectives for Section 1. Write three questions that come

to mind from reading these statements. Look for answers to each


1.

2.

3.

Define atom to show its scientific meaning.


model of the area around the nucleus where electrons

usually travel

the different areas for an electron in an atom

symbol for an element surrounded by as many dots as there

are electrons in its outer energy level

force that holds two atoms together

Use a dictionary to define period. Then tell how the word is used

in the context of the periodic table.

Model the structure of an atom that has 3 protons, 4 neutrons,

and 3 electrons. Label the protons, neutrons, electrons, and

nucleus in your drawing.

Complete the chart to show the maximum number of electrons

that can exist in each energy level of an atom.

Write the formula for calculating the maximum number of electrons

that can occupy an energy level.

Formula for calculating electrons per energy level:

Analyze the relationship of the atomic number of a neutral atom

to the number of electrons and protons it contains.

Section 1 Why do atoms combine? (continued)

Atomic Structure


Electron

Arrangement


Periodic Tableand Energy

LevelsI found this information

on page .

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1

2

3

4

Hydrogen gas is lighter than helium gas. Hypothesize why airships

use helium for buoyancy instead of hydrogen.

CONNECT IT

Identify the number of electrons each atom has in its outer energy

level. Then shade the boxes of the elements that are stable.

Compare how the elements in a family are similar. Use the noble

gases and alkali metals as examples.

Model the arrangement of electrons by making electron dot

diagrams for the elements represented below.

Li Be B C N O F Ne

Li Be

2

B

13

C

14

N

15

O

16

F

17

Ne

H

1

He

18

Section 1 Why do atoms combine? (continued)

Electron

Configuration


Element FamiliesI found this information

on page .

Electron DotDiagrams


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Name Date

Atomic Structure and Chemical BondsSection 2 How Elements Bond

NewVocabulary


AcademicVocabulary

electron

achieve

Predict three things that might be discussed in this section after

reading the headings that appear in it.

1.

2.

3.

Write a sentence using the word electron that shows its scientific

meaning.


combination of chemical symbols and numbers that shows which

elements are present in a compound and how many atoms of

each element are present

chemical bond that forms between nonmetal atoms when they

share electrons

atom that is no longer neutral because it has gained or lost

electrons

pure substance containing two or more elements that are

chemically bonded

bond in which electrons are shared unevenly

chemical bond formed when metal atoms share their pooled

electrons

chemical bond formed from an attraction between ions

neutral particle formed when atoms share electrons

Define achieve using a dictionary.

Complete the electron dot diagram below to show the

final compound.

Summarize what is occurring in the diagram. Your description

should include the words ion, negative, positive, and compound.

Compare and contrast metallic bonds with ionic bonds by

completing the Venn diagram with at least five facts.

Describe two characteristics of metals that are caused by

metallic bonding.

Ionic Bonds Metallic BondsBoth

1Na Cl1 2

Na Cl

Section 2 How Elements Bond (continued)

Ionic Bonds—Loss and Gain


Metallic

Bonding—

Pooling


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Section 2 How Elements Bond (continued)

CovalentBonds—Sharing


Polar andNonpolar

MoleculesI found this information

on page .

ChemicalShorthand


Name Date


Organize information about covalent bonds.

I. Covalent Bond

A. Definition:

B. How atoms share electrons

1.

2.

C. Multiple bonds:

Model a polar molecule, and label the ends as more positive or

more negative.

Label the parts of the chemical formula shown. Then summarize

what the formula tells you about the compound.

H2O

Chlorine is a gas with a distinct odor. Do you think that someone

with an acute sense of smell would be able to smell chlorine in table salt? Explain.

CONNECT IT

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Atomic Structure and Chemical Bonds Chapter Wrap-Up





Name Date









• Electrons exist with specific levels of energy.

• Elements can be arranged according to their properties.

• An atom that loses an electron is called a molecule.

• Elements can form bonds by sharing electrons.

Atomic Structure and Chemical BondsAfter You

Read



learned about how chemicals bond.

SUMMARIZE IT

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Chemical Reactions

Before You Read



Name Date

Chemical Reactions 185

What types of products do you think are manufactured in a chemical plant?

Science Journal

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Chemical ReactionsSection 1 Chemical Formulas and Equations

186 Chemical Reactions

atom

undergo

Skim Section 1 of your text. Read the headings and look at the


1.

2.

3.

Define atom to show its scientific meaning.


substance that exists before a chemical reaction begins

chemical reaction that releases heat energy

process that produces a chemical change

chemical reaction that absorbs heat energy

substance that forms as a result of a chemical reaction

tells the reactants, products, physical state, and proportions

of each substance in a chemical reaction

Use a dictionary to define undergo.

Compare and contrast the two types of changes in matter by


Label the products, reactants, and subscripts in the

chemical equation.

CH3COOH 1 NaHCO3 CH3COONa 1 H2O 1 CO2

Complete the chart below about the chemical reaction above.

Then summarize the law of conservation of mass.

The law of conservation of mass states that

.

Section 1 Chemical Formulas and Equations (continued)

Physical orChemicalChange?


ChemicalEquations


Conservation of Mass


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Physical Change Chemical Change

Description

Examples

Element C H O Na

Number of atoms 3 5in reactants

Number of atoms in products

Complete the process of balancing the chemical equation below.

First, count the number of atoms of each element in the products

and the reactants to complete the chart.

CH4

1 O2

CO2

1 H2O

Balance the number of hydrogen atoms in the equation by writing

the correct coefficient in front of the correct molecule. Then count

and record the atoms in the new equation.

CH4

1 O2

CO2

1 H2O

Finish balancing the equation by balancing the number of oxygen

atoms in the equation.

CH4

1 O2

CO2

1 H2O

Predict whether the reaction above is endothermic or exothermic

and explain why. The energy term would appear on the right side

of the equation.

Section 1 Chemical Formulas and Equations (continued)

Balancing

Chemical

Equations


Energy in

Chemical

Reactions


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Carbon Hydrogen Oxygen

Reactants

Products

Compare the terms endothermic and exothermic.COMPARE IT

Carbon Hydrogen Oxygen

Reactants

Products

state of matter

volume

Scan the headings, bold words, and illustrations in Section 2. Write

two facts that you learned as you scanned the section.

1.

2.

Define state of matter in a scientific sentence.


substance that slows down a chemical reaction

large protein molecule that speeds up a chemical reaction

substance that speeds up a chemical reaction without changing

permanently or being used up

energy needed to start a chemical reaction

amount of a substance present in a certain volume

how fast a chemical reaction happens after it is started

Use a dictionary to define volume.

ReviewVocabulary

AcademicVocabulary

Name Date

Chemical ReactionsSection 2 Rates of Chemical Reactions

NewVocabulary


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Evaluate the events that occur during a chemical reaction by

completing the paragraph.

Activation energy is the needed to start a(n)

. Molecules of the reactants can then

with enough energy to

the of the reactants. New bonds to

create the products of the reaction.

Describe two ways that the rate of a reaction can be measured.

Complete the concept map by identifying factors that affect

reaction rate.

Factors that Affect Reaction Rate

Changing the speed

and energy with

which molecules

collide affects the

reaction rate.

The number of

reactant molecules

in a given volume

affects the chance

that molecules will

collide and react.

Only atoms in the

outer layer of the

reactant material

can react—the

number of molecules

out in the open

affects reaction rate.

Reaction rate can be found

by measuring

Section 2 Rates of Chemical Reactions (continued)

How fast? and

Activation

Energy—Starting

a Reaction


Reaction RateI found this information

on page .


Name Date


Summarize the information about inhibitors. Include an example.

Complete the graphic organizer about ways catalysts can work.

Identify four other functions that enzymes carry out in the body.

1.

2.

3.

4.

Catalysts can

speed up

reactions by

providing

.

holding

.

reducing

.

Section 2 Rates of Chemical Reactions (continued)

Slowing Down

Reactions


Speeding Up

Reactions



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A scientist adds 1 mg of a catalyst to a solution to speed

reaction rate. How much of the catalyst will be left after the reaction occurs? Explain.

SYNTHESIZE IT

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Chemical Reactions Chapter Wrap-Up


any incorrect information in the first column. Then complete the chart by filling

in the third column. Compare your previous responses with these.

Name Date


learned about chemical reactions.

SUMMARIZE IT










K W L


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Motion and Momentum

Before You Read

Preview the chapter and section titles and the section headings. Complete the

two columns of the chart by listing at least two ideas in each column.

Name Date


Describe how your motion changed as you moved from your school’s entrance to

your classroom.

Science Journal

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AcademicVocabulary

Name Date

Motion and MomentumSection 1 What is motion?


meter

speed

average speed

instantaneous speed

velocity

displace

Preview the section by reading the What You’ll Learn statements.

Write three questions that come to mind from reading these

statements.

1.

2.

3.

Write a sentence that uses the word meter to show its scientific

meaning.

Define the new vocabulary terms using your book or a

dictionary.

Use a dictionary to define displace in its scientific sense.

Analyze the meaning of relative motion. Complete the sentences.

To determine whether something changes position, you must

identify . An object changes position if

.

Contrast distance and displacement. Draw a diagram showing

distance and displacement for a person jogging halfway around a

lake. Label the distance and displacement.

Complete the equation for calculating speed.

speed (in meters/second) =

Compare and contrast average speed and instantaneous

speed. Give an example of average speed, instantaneous speed,

and one in which instantaneous speed changes.

Average speed:

Instantaneous speed:

Example:

Section 1 What is motion? (continued)

Changing

Position


Speed


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Analyze the distance-time graph. Graph lines to show:

• Person C, whose speed is 2 m/s.

• Person D, who is standing still.

Compare the speed of each person by completing the paragraph.

is plotted on the horizontal axis and

is plotted on the vertical axis. A steeper

line indicates . On this graph, Person A

has a speed of and Person B has a speed

of . If speed were zero, the line would

be .

Section 1 What is motion? (continued)

Graphing Motion


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Distance v. Time

Person A

Person B

0 0.5 1.0 1.5 2.0 2.5 3.0

Time

2.0

1.5

1.0

0.5

0

Dis

ta

nce

Think of a time recently when you might have run around a track

or traveled in a car or bus. Describe the motion thoroughly. Remember to include how

your velocity changed.

CONNECT IT

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ReviewVocabulary

AcademicVocabulary

Name Date

Motion and MomentumSection 2 Acceleration

NewVocabulary


kilogram

acceleration

positive

Predict three things you will learn in this section. Read the section

title and subheadings to help you make your predictions.

1.

2.

3.

Define kilogram using your book or a dictionary.

Use your book to write the scientific definition of acceleration.

Use a dictionary to find the mathematical definition of positive.

Distinguish the three ways that an object can accelerate. Complete

the concept map.

Complete the mathematical equation to calculate acceleration for

objects moving in a straight line.

Acceleration Equation

acceleration 5

(in m/s) 2 (in m/s)

(in m/s2) time (in s)

Analyze the equation above to rewrite it using symbols.

a 5

Compare and contrast positive and negative acceleration by



Acceleration

and Motion


Calculating

Acceleration



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Types of Acceleration

Positive Negative

Change inspeed

Relationship of Initial speed is initial speed to less than final final speed speed.

Acceleration

includes

2.1. 3.

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Analyze the acceleration graph below. Label the parts of the graph

showing zero acceleration, positive acceleration, and negative

acceleration.

Summarize how you can identify each type of acceleration on an

acceleration graph. Complete the sentences.

A line for positive acceleration slopes .

A line for negative acceleration slopes .

A line for zero acceleration .


Calculating

Acceleration


Name Date


A jogger runs around a circular track. She starts at a speed

of 2 m/s, then speeds up to 6 m/s. She runs at that speed for 20 minutes, and then

comes to a stop. Describe her acceleration. Is it ever zero?

SYNTHESIZE IT

Speed v. Time

1 2 3 4 5 6 7 8 9

Time (s)

8

7

6

5

4

3

2

1

0

Sp

eed

(m

/s)

triple-beam balance

mass

inertia

momentum

law of conservation of momentum

predict

Scan the headings, bold words, and illustrations in Section 3.

Write two facts you discovered about momentum as you scanned

the section.

1.

2.

Write a sentence using the term triple-beam balance.

Define the scientific meanings of the new vocabulary terms using

your book or a dictionary.

Use a dictionary to define predict.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Motion and MomentumSection 3 Momentum


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Label the arrow below to show the relationship between mass

and inertia.

List two factors that affect an object’s momentum.

Summarize the calculation of momentum in words on the

lines below.

Complete the equation used to calculate momentum.

momentum 5 (in kg) 3 (in m/s)(in kg • m/s)

Analyze the equation above and rewrite it using symbols. Use the

letter p to represent momentum.

Summarize the law of conservation of momentum in your own

words using two balls that collide as an example.

momentum1.

affect

2.


Mass and Inertia


Momentum


Conservation

of Momentum


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Has inertia

Has inertia

Greater

mass

Less

mass

Model the law of conservation of momentum when a moving object

of small mass collides with an object of greater mass that is initially

at rest. In the first row, model what happens if the two objects

stick together. In the second, model what happens if the two

bounce away from each other.

• Use arrows to show the size and direction of each object’smomentum.

• Label each object with its mass, speed, and direction.


Using Momentum

Conservation


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Before Impact After Impact

Bo

un

ce o

ffS

tick t

ogeth

er

At a science fair, contestants can win a prize if they can roll a ball

with a specific momentum chosen by the presenter. The contestants have a choice of

two balls. One has greater mass than the other. Which would you choose, and why?

CONNECT IT

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Tie It Together

Name Date


Work with a partner to perform the experiment below to explore changes in momentum.

Materials

wooden block stopwatch

ball that will roll easily tape

meterstick triple-beam balance

1. Find and record the mass of the block and ball, using the balance.

Block:

Ball:

2. Mark a line on the floor with tape. Place the block on the line. Measure a distance of

5 m from the line and mark a second line.

3. Practice rolling the ball until you can roll it from the 5-m line to the block.

4. Roll the ball from the 5-m line to the block. Use the stopwatch to time the roll.

Then measure how far the block moved from the line when the ball hit it. Use a chart

like the one below to record your data.

5. Repeat step 4 four more times, varying the speed with which you roll the ball. Record

the time and distance for each trial.

6. Use your data to calculate the speed for each trial. Then use that information and the

mass of the ball to calculate the momentum of the ball in each trial.

7. Analyze your data. What relationship do you see between the momentum of the ball

and the distance the block moved? Why do you think this relationship exists?

Trial Time Speed Momentum Distance Block Moved

1

2

3

4

5

Data Chart

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Motion and Momentum Chapter Wrap-Up



third column.

Name Date


learned about motion and momentum.

SUMMARIZE IT










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Force and Newton’s Laws

Before You Read

Preview the chapter and section titles and the section headings. List at least two ideas


Name Date

Describe three examples of pushing or pulling an object. How did the object move?

Science Journal

Force and Newton’s Laws 205

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AcademicVocabulary

Name Date

Force and Newton’s LawsSection 1 Newton’s First Law

206 Force and Newton’s Laws

velocity

constant

Predict three topics that will be discussed in Section 1 as you scan

the headings.

1.

2.

3.

Define velocity using your book or a dictionary.


force that opposes sliding between two touching surfaces

two or more forces that act on an object and do not cancel

each other

combination of all of the forces acting on an object

two or more forces whose effects cancel each other

states that if the net force acting on an object is zero, the object will

remain at rest or, if it is moving, continue to move in a straight line

with constant speed

a push or pull

Use a dictionary to define constant in its scientific sense.

Analyze how forces combine to form a net force.

If forces act in the same direction .

If forces act in opposite directions

.

Create two drawings to show how an object is affected by

balanced and unbalanced forces. Use arrows and labels to show

the forces and motion. Below each drawing, explain the effect

of the forces.

Unbalanced Forces

Balanced Forces

Section 1 Newton’s First Law (continued)

Force



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Summarize Newton’s first law of motion in your own words.

Compare the three types of friction. Complete the concept map.

Example

What It Is

Friction

Example

What It Is

Example

What It Is

Section 1 Newton’s First Law (continued)

Newton’s First

Law of Motion


Friction


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A carpenter uses sandpaper to smooth a rough piece of wood.

State what type of friction the carpenter is using.

SYNTHESIZE IT

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ReviewVocabulary

AcademicVocabulary

Name Date

Force and Newton’s LawsSection 2 Newton’s Second Law

NewVocabulary


acceleration

Newton’s second lawof motion

weight

center of mass

require

Read the What You’ll Learn statements. Write two questions that

come to mind as you read the statements.

1.

2.

Define acceleration to show its scientific meaning.


Use a dictionary to define require to show its scientific meaning.

Summarize Newton’s second law of motion in your own words.

Then complete the equation used to calculate acceleration.

in newtonsacceleration (in meters/second2) 5

in kilograms

Complete the chart to show how mass and distance affect

gravitational force.

Distinguish between weight and mass by explaining what would

happen to the weight and mass of an object if it were taken from

Earth to Mars.

On Mars, the weight would because

. The mass would because

.

Contrast speeding up, slowing down, and turning as forms of

acceleration. Identify the direction of the force in each case.

speeding up

slowing down

turning

Acceleration Direction of Force

Section 2 Newton’s Second Law (continued)

Force and

Acceleration


Gravity


Using Newton’s

Second Law


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If . . . Then gravity . . .

mass is larger

mass is smaller

distance increases

distance decreases

Model how a satellite stays in orbit around Earth. Label

the direction of centripetal force and the direction of the

satellite’s motion.

Summarize the two factors that affect the air resistance on a

falling object.

1.

2.

Label the center of mass of common objects. In the space below,

draw a wrench, a ball, and a book. Place a dot to represent where

you predict the center of mass of each object will be found.

Section 2 Newton’s Second Law (continued)

Circular Motion


Air Resistance


Center of Mass


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The gravitational force on the Moon is one-sixth the gravitational

force on Earth. Hypothesize what it would be like to jump or play ball on the Moon.

CONNECT IT

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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Force and Newton’s LawsSection 3 Newton’s Third Law


force

Newton’s third law of motion

react

Scan the list below to preview Section 3 of your book.

Read all section titles.



Think about what you already know about forces

and gravity.

Write two facts you discovered about Newton’s third law of motion

as you scanned the section.

1.

2.

Define force to show its scientific meaning.

Use your book to define Newton’s third law of motion.

Use a dictionary to define react in its scientific sense.

Summarize Newton’s third law in your own words.

Model how action and reaction forces act in pairs.

• Draw a situation in which a force pair acts.

• Use arrows to label the action and reaction forces.

Analyze how the forces act and how the motions of the objects

change.

Sequence the events in a rocket launch that show Newton’s third

law. Complete the flow chart.

Rocket fuel is ignited, producing hot gas.

Action force

Reaction force

Section 3 Newton’s Third Law (continued)

Action and

Reaction



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Organize information about weightlessness. Complete the

concept web.

Weightlessness

Occurs during: Happens

because:

Causes a

sensation of:

Happens in

spacecraft because:

Section 3 Newton’s Third Law (continued)

Weightlessness


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Explain why action and reaction forces do not cancel each

other’s effects. Give an example.

SUMMARIZE IT

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Tie It Together

Think of an activity that you enjoy in your daily life. Describe how each of Newton’s

laws applies to your chosen activity. Then, draw a diagram to show how you use force

in the activity.

Newton’s First Law of Motion:

Newton’s Second Law of Motion:

Newton’s Third Law of Motion:

Diagram:

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Force and Newton’s LawsChapter Wrap-Up



the third column.

Name Date


learned about forces and Newton’s laws.

SUMMARIZE IT










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Work and Simple Machines 217

Work and Simple Machines

Before You Read

Preview the chapter and section titles and the section headings. Complete the first

two columns of the chart by listing at least two ideas for each section in each column.

Name Date


Describe three machines you used today and how they made doing a task easier.

Science Journal

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Name Date

Work and Simple MachinesSection 1 Work and Power

218 Work and Simple Machines

force

work

power

version

Review the objectives for Section 1. Write three questions that come

to mind from reading these statements. Look for answers to each


1.

2.

3.

Define force to show its scientific meaning.

Use each key term in a scientific sentence.

Use a dictionary to define version. Use version in an original

sentence to show its scientific meaning.

Summarize what must occur for work to be done.

Model the relationship between an applied force and work by

sketching two drawings in the boxes provided. In the top box, show

a situation in which work is done. In the bottom box, show a

situation in which no work is done.

• Use arrows to show the direction of the applied force and any

motion that results.

• Write a caption explaining each illustration.

Work is not done.

Caption:

Work is done.

Caption:

Section 1 Work and Power (continued)

What is work?



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Complete the mathematical equation describing how work is

calculated. Complete the same equation below it, using the units in

which each measurement is recorded. Then write the same equation

using the correct symbols.

work 5 3

joules 5 3

5

Define the term power. Complete the mathematical equation

describing how power is calculated in word and symbol form.

Power is .

power 5 P 5

Identify the unit in which power is measured.

Summarize the way in which work, energy, and power are

related by filling in the blanks below.

When you do on an object, you

the energy of that object. Energy is from

yourself to . Power is equal to the amount of

transferred over a certain .

Section 1 Work and Power (continued)

Calculating Work


What is power?



Name Date

Consider an active sport. Describe the work that is done by

people as they play the sport.

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Predict three things that might be discussed in Section 2 after

reading the headings in this section.

1.

2.

3.

Define friction to show its scientific meaning.


output work divided by input work

force exerted on a machine

number of times that a machine increases the input force; equal to

the output force divided by the input force

force exerted by a machine

Use a dictionary to define device to show its scientific meaning.

ReviewVocabulary

AcademicVocabulary

Name Date

Work and Simple MachinesSection 2 Using Machines

NewVocabulary


friction

device

Organize information by listing the three ways a machine can

make work easier.

A machine makes work easier by changing

1. .

2. .

3. .

Summarize mechanical advantage. Then write the formula for

calculating it.

Mechanical advantage is

.

The equation for calculating mechanical advantage is

mechanical advantage 5

Analyze the diagrams in your book that show the three ways

machines make work easier. Complete the chart by describing the

effect of the machine on the output force.

Section 2 Using Machines (continued)

What is a

machine? and

Mechanical

Advantage



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What Machine Does How Force Is Changed

Increases force

Increases distance

Changes direction of force

Think of some machines that you use. List the machines and the

parts that may be affected by friction.

CONNECT IT

Summarize the relationship between efficiency and friction by

completing the paragraph.

The of a machine is the ratio of the

work to the work.

is a force that the motion of one object sliding over

another. This a machine’s .

Complete the mathematical equation that describes how efficiency

is calculated.

3 100%efficiency (in percent) 5

Model how oil reduces the friction between two surfaces. Sketch a

cross-section view of two horizontal surfaces sliding past each other.

Indicate contact points on the upper and lower surfaces and a layer

of oil between them.

Section 2 Using Machines (continued)

EfficiencyI found this information

on page .



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Name Date

Work and Simple MachinesSection 3 Simple Machines

AcademicVocabulary

compound

section

Scan Use the checklist below to preview Section 3 of your book.



Read all charts and graphs.

Look at all the pictures, and read their captions.

Think about what you already know about machines.

Write two facts you discovered about simple machines.

1.

2.

Define the term compound to show its scientific meaning.


a grooved wheel with a rope or cable wrapped around the groove

machine that does work only with one movement

an inclined plane that moves

a flat, sloped surface, or ramp

an inclined plane wrapped around a cylinder or post

machine made up of two or more simple machines

two circular objects of different sizes that rotate together

a rigid rod or plank that pivots about a point called the fulcrum

Define section. Use section in an original sentence to show its

scientific meaning.

Contrast simple and compound machines by completing the chart.

Compare how the amount of force needed to move an object

changes with the length of the inclined plane. Complete the phrases

below with less, more, and the most.

Model how changing the location of a fulcrum in a lever affects its

mechanical advantage. Draw two levers of the same length but

with fulcrums at different points.

• Label the input force, output force, and fulcrum in your drawings

as well as the distances between the fulcrum and each force.

• Show a calculation of the mechanical advantage of each.

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 Simple Machines (continued)

What is a simple

machine?


Inclined Plane


Lever


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Simple Machine Compound Machine

Description

Examples

Pulleys

Type of Effect on force Mechanical advantagepulley

Fixed pulley

Movablepulley

Pulley system

Analyze what types of wheel and axles are on a bicycle. List

and describe them in terms of their mechanical advantage.

CONNECT IT

Analyze the wheel and axle by completing the paragraph below.

If the input force is applied to the axle, the mechanical advantage

is one. If the input force is applied to the wheel,

the mechanical advantage is almost always one.

Classify the three types of pulleys by completing the chart.

Section 3 Simple Machines (continued)

Wheel and Axle


Pulley


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Tie It Together

Synthesize It

You will be loading heavy crates into a truck. The crates are too heavy to lift to the bed

of the truck by yourself. Make use of as many simple machines as you can to help you.

Explain how you would use them.

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Work and Simple MachinesChapter Wrap-Up


incorrect information in the first column. Then complete the chart by filling in the third

column. How do your ideas about what you know now compare with those you provided

at the beginning of the chapter?

Name Date










learned about work and simple machines.

SUMMARIZE IT

K W L


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Thermal Energy 229


Thermal Energy

Before You Read

Think about the term thermal energy. List as many words as you can think of that use

therm- as part of their root word.

Name Date

Describe five things that you do to make yourself feel warmer or cooler.

Science Journal

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230 Thermal Energy

NewVocabulary

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Thermal EnergySection 1 Temperature and Thermal Energy

AcademicVocabulary

kinetic energy

temperature

thermal energy

random

What is

temperature?


Skim through Section 1 of your text. Write three topics that might

be discussed in this section.

1.

2.

3.

Define the following key term using your book or a dictionary.

Define the following vocabulary terms using your book or

a dictionary.

Define the word random using a dictionary.

Complete the statements about temperature.

Molecules are always . Energy of motion is

called . Molecules have more

when they are moving . Temperature is

.

Sequence the steps to show how temperature changes cause most

objects to expand or contract. The first step has been done for you.

Compare the three temperature scales in the chart below.

Organize the formulas from your book into the conversion chart.

Section 1 Temperature and Thermal Energy (continued)

What is

temperature?


Measuring

Temperature



Name Date

Thermal Energy 231

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Object Is Heated Object Is Cooled

molecules move apart molecules move closer together

molecules moves faster molecules moves slower

object becomes warmer object becomes cooler

object expands object shrinks, or contracts

11

Characteristics Fahrenheit Celsius Kelvinof Each Scale

Temperature at which water freezes

Temperature at which water boils

Number of degrees between water’s freezing and boiling points

Fahrenheit Celsius Celsiusto Celsius to Fahrenheit to Kelvin

Formula

Break it down

Knowing that metals expand when heated, explain how you can

apply this knowledge to a metal jar lid that is screwed on too tightly.

COMPARE IT

Potential Energy Ball Analogy Statements Statement

1. molecules in a material exert attractive forces oneach other

2. molecules in a material have potential energy

3. as molecules move closer together or farther apart,potential energy changes

Compare the potential energy of molecules with the potential

energy of a ball. Complete the statements that have been started

for you.

Synthesize Suppose you have two balls of colored dough, each at

22°C. One ball is blue, the other is yellow. When the two balls are

mixed together, their total mass is 100g of green dough. Mark the

statements that are true about this thermal energy analogy. Correct

any false statements so they become true.

The mass of the green dough is twice the mass

of the blue dough.

The mass of the green dough is equal to the sum of

the mass of the yellow and the blue dough.

The thermal energy of the green dough is equal to

twice the sum of thermal energy of the yellow and the

blue dough.

50 g

blue

22°C

50 g

yellow

100 g

green1 5

Section 1 Temperature and Thermal Energy (continued)

Thermal Energy



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232 Thermal Energy

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Gravity exerts an

A ball has potential energy.

As a ball moves closer to or farther from Earth’s surface,

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Thermal Energy 233

ReviewVocabulary

Name Date

Thermal EnergySection 2 Heat

NewVocabulary

AcademicVocabulary

electromagnetic wave

transfer

Skim through Section 2 of your text. Write three facts you discovered

about heat.

1.

2.

3.

Write a scientific sentence using the term electromagnetic wave.


transfer of thermal energy by the movement of particles in

a gas or liquid

transfer of thermal energy by direct contact by collisions

between particles

thermal energy that is transferred from a substance at higher

temperature to a substance at a lower temperature

material that transfers heat easily

amount of heat needed to raise the temperature of 1 kg

of a substance by 1°C

transfer of energy by electromagnetic waves

Define transfer using a dictionary.

Label the two drawings to illustrate the statement: Heat is

transferred when objects that differ in temperature are brought

into contact.

• Label the temperature of each object

• Draw an arrow showing the direction of heat transfer.

Analyze the drawing below to help classify each type of energy

transfer as conduction, convection, or radiation.

The Sun’s rays heat the sand particles by .

Body heat transferred to the air by .

Cool air pushes in to replace warm, air flow by natural

.

Heat transferred from sand to towel to body by .

Heat from the Sun warms iced tea by .

Fan pushes air molecules by forced .

Warmer molecules move more quickly, transferring heat throughout

the iced tea by .

Section 2 Heat (continued)

Heat and Thermal

Energy


Conduction,

Radiation, and

Convection


Name Date

234 Thermal Energy

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Heat transfer No heat transfer

Compare and contrast thermal conductors and thermal

insulators by writing the words and phrases in the Venn diagram.

depend on how

strongly atoms

hold electrons

Thermal Conductors Thermal Insulators

Both

Section 2 Heat (continued)

Thermal

Conductors and

Thermal

Insulators


Name Date

Thermal Energy 235

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• does not conduct heat easily

• conducts heat easily

• gold and copper

• air

• material contains some looselyheld electrons

• materials do not containloosely held electrons

Analyze sources of thermal pollution and their effects on

organisms and the environment. Design a possible plan to reduce thermal pollution.

CONNECT IT

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236 Thermal Energy

Name Date

Thermal EnergySection 3 Engines and Refrigerators

AcademicVocabulary

NewVocabulary

ReviewVocabulary

work

heat engine

internal combustionengine

internal

Read the What You’ll Learn objectives of Section 3. Write four

questions that come to mind from reading these statements.

1.

2.

3.

4.

Define the terms using your book or a dictionary.

Use a dictionary to define internal in its scientific sense.

Identify the six different forms of energy and give an example

of each.

Sequence the steps of a four-stroke cycle engine in the chart.

Section 3 Engines and Refrigerators (continued)

Heat Engines



Name Date

Thermal Energy 237

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Types of Energy

Steps in the Four-Stroke Cycle

Intake The piston moves downward.stroke

Compression stroke

Power stroke

Exhaust stroke

6. The warmer gas releases its heat to

the cooler air outside the refrigerator.

Sequence steps to show how a refrigerator stays cold inside.

Explain what happens as coolant moves through a refrigerator

by writing what occurs at each location.

Freezer

unit

Heat

Section 3 Engines and Refrigerators (continued)

Refrigerators


Name Date

238 Thermal Energy

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Analyze and discuss why the statement “An air conditioned

building is like stepping into a giant refrigerator!” is true.

SYNTHESIZE IT

3.

2. Liquid coolant passes

through the expansion valve

and changes into a gas.

1.

7.

5.

4.

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Thermal Energy 239

Tie It Together

Synthesize

Suppose that you are a television weather forecaster. As a part of your job, you have been

asked to help educate people about science. On the lines below, plan a weather forecast for

your region. After you have finished planning, present your forecast to the class. Explain as

many of the following terms as possible during your forecast.

temperature Fahrenheit scale Celsius scale radiation convection conduction

Tomorrow’s Weather Forecast

Date: Location:

Forecast:

Notes about terms:

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240 Thermal Energy

Thermal Energy Chapter Wrap-Up

After You Read

Name Date


learned about the movement of molecules.

SUMMARIZE IT









Examine the list of terms that include the root therm- that you wrote at the beginning of

this chapter. Write in the space below what you think therm- means.

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Electricity 241


Electricity

Before You Read

Preview the chapter and section titles and the section headings. List at least two ideas


Name Date

Electricity 241

Write a paragraph describing a lightning flash you have seen. Include information

about the weather conditions at the time.

Science Journal

K W


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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

ElectricitySection 1 Electric Charge

242 Electricity

element

overall

Skim Section 1 of your text. Write three questions that come to

mind from reading the headings and looking at the illustrations.

1.

2.

3.

Write a scientific sentence using the term element.


material in which electrons cannot move easily from place

to place

positively or negatively charged atom

attractive force between positively and negatively charged objects

material through which electrons can easily move

space in which charges exert a force on each other

rapid movement of excess charge from one place to another

imbalance of electric charges on an object

Define overall using a dictionary.

Summarize how an atom can become a positive or negative ion.

When an atom electrons, it becomes a negative ion.

When an atom electrons, it becomes a positive ion.

Compare and contrast how electrons and ions move. Complete

the chart.

Create sketches to show how like and unlike charges attract or

repel each other.

Section 1 Electric Charge (continued)

Electricity



Electric Forces


Name Date

Electricity 243

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Electrons Ions

How they move

Can they move through solids?

Example

Compare conductors and insulators by completing the chart below.

Sequence the events leading to an electric discharge by lightning.

Summarize why grounding is important.

A cloud-to-ground lightning strike occurs when

.

Air currents may cause the bottom of a storm cloud to become

.

The negative charge of the cloud

in the ground below.

Section 1 Electric Charge (continued)

Insulators and

Conductors


Induced Charge


Grounding


Name Date

244 Electricity

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Insulator Conductor

Definition

Examples

Some electric lamps are made of metal, which is a conductor.

Explain why people do not get a shock when they touch lamps

CONNECT IT

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Electricity 245

ReviewVocabulary

Name Date

ElectricitySection 2 Electric Current

NewVocabulary

AcademicVocabulary

gravitational potentialenergy

electric current

circuit

voltage

resistance

potential

Predict three things that might be discussed in this section after

reading the headings.

1.

2.

3.

Define gravitational potential energy using your book.

Use your book to define each key term.

Use a dictionary to define potential as it is used to discuss

electricity.

Model a simple electric circuit by completing the diagram below.

• Mark the positive and negative ends of the battery.

• Draw wires to complete the circuit.

• Use arrows to indicate the direction of the flow of current.

Organize information by completing the flow chart describing how

a current flows in a circuit powered by a battery.

The battery produces in the wire.

The electric field forces to move toward the

.

The electrons with

in the wire.

After each collision, electrons

.

Section 2 Electric Current (continued)

Flow of Charge



Name Date

246 Electricity

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A toaster uses wires to heat bread. Describe what you can

conclude about these wires.

CONNECT IT

Create a concept web to summarize at least six facts about

batteries.

Classify the following pairs of items according to their resistance.

List each item on a line beneath the correct end of the arrow.

• long wire/short wire • thin wire/thick wire

• insulator/conductor • tungsten filament/copper

Lower Resistance Higher Resistance

Section 2 Electric Current (continued)


Resistance


Name Date

Electricity 247

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248 Electricity

NewVocabulary

ReviewVocabulary

Name Date

ElectricitySection 3 Electric Circuits

AcademicVocabulary

power

Ohm’s law

series circuit

parallel circuit

electric power

output

Scan Section 3 of your book. Write three facts you discovered about

electric circuits as you scanned the section.

1.

2.

3.

Write a sentence using the word power to show its scientific

meaning.

Define each key term using your book or a dictionary.

Use a dictionary to define output.

Identify how voltage and resistance affect current.

Complete the mathematical equation that describes Ohm’s law.

voltage (volts) 5 (amperes) 3 (ohms)

OR

I 5

Model a simple series circuit and a simple parallel circuit by

drawing a diagram of each.

• Label the energy source, devices, and wires in each circuit.

• Use arrows to show the paths electrons can follow in each circuit.

CurrentVoltage increases

CurrentResistance increases

Section 3 Electric Circuits (continued)

Controlling the

Current



Series and

Parallel Circuits


Name Date

Electricity 249

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Series Circuit

Parallel Circuit

Compare two ways that electric circuits are protected.

Summarize how electric power is calculated. Complete the

equation.

power (watts) 5 (amperes) 3 (volts)

OR

P 5

Create a list of tips that people can use to prevent electrical shock

and a list of tips to avoid being injured by lightning.

Section 3 Electric Circuits (continued)

Protecting

Electric Circuits


Electric Power


Electrical Safety


Name Date

250 Electricity

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Protecting Electric Circuits

Device How It Works

Fuse

Circuit breaker

Ways to Prevent Ways to Keep Safe Electrical Shock from Lightning

Describe why it might be useful for a set of decorative lights

to be connected in a parallel circuit instead of a series circuit.

SYNTHESIZE IT

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Electricity 251

Tie It TogetherInvent an electrical device that uses a simple circuit powered by a battery.

You can design your device to use a series circuit, a parallel circuit, or both.

For example, it can power an electric motor, light a bulb, or ring a bell.

Draw a diagram of your device below, label its parts, and explain its

purpose and how it works.

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252 Electricity

Electricity Chapter Wrap-Up


incorrect information in the first column. Then complete the chart.

Name Date


learned about electricity.

SUMMARIZE IT









K W L


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Magnetism

Before You Read




Name Date

Magnetism 253

• Some minerals are natural magnets.

• A compass needle is a small bar magnet.

• Electricity cannot be used to make a magnet.

• Many electric motors contain magnets.

List three ways you have seen magnets used.

Science Journal

Before You MagnetismRead

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Name Date

MagnetismSection 1 What is magnetism?

254 Magnetism

AcademicVocabulary

Scan Section 1 of your book using the checklist below.

Read all section headings.




Think about what you already know about magnetism.

Write two things you learned about magnetism.

1.

2.

Define compass using a dictionary or your book.

Use a dictionary or your book to define each of the following terms.

Define domain. Why is this term used when discussing magnetism?

compass

magnetic field

magnetic domain

magnetosphere

domain

Summarize how people might have made the first compasses.

Complete the sentences about magnetic poles.

Like magnetic poles each other.

Unlike magnetic poles each other.

Model the magnetic field of a bar magnet.

• Draw the magnet, its poles, and its magnetic field lines.

• Include arrows showing the direction of the field.

• Add captions explaining the field strength.

Contrast magnetic domains in a nonmagnetic piece of iron and

in a magnetized piece of iron. Draw and label the domains.

Section 1 What is magnetism? (continued)

Early Uses


Magnets




Name Date

Magnetism 255

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Sequence the steps through which iron can become a magnet.

Complete the following statements about Earth’s magnetic field.

The region of space affected by Earth’s magnetic field is called

the . Earth’s magnetic field may be caused by the

in the outer .

Earth’s magnetic field is like a huge . The

of Earth’s magnetic field and

sometimes the field direction. Some kinds of

rocks record the of Earth’s in

their as the rocks .

Electrons in iron atoms spin, producing magnetic fields.

Section 1 What is magnetism? (continued)


Earth’s Magnetic

Field


Name Date

256 Magnetism

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How do animals and humans use magnetism to find direction?SUMMARIZE IT

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ReviewVocabulary

AcademicVocabulary

Name Date

MagnetismSection 2 Electricity and Magnetism

NewVocabulary

Magnetism 257

electric current

source

Predict three topics that might be discussed in Section 2. Skim the

headings and illustrations to help you make your predictions.

1.

2.

3.

Write a scientific sentence with electric current.


current that periodically changes direction

any device that converts electric energy into kinetic energy

device used to increase or decrease the voltage of an

alternating current

current-carrying wire wrapped around an iron core

current in which electrons flow in only one direction

device that uses a magnetic field to change kinetic energy

into electricity

light given off when charged particles collide with

Earth’s atmosphere

Define source using a dictionary.

Organize information about electromagnets.

Summarize how an electric motor works.

Identify ways that magnets can be used to generate electricity.

Description: Description:

Alternating current Direct current

How it works: Generating Electricity Using Magnets

ElectromagnetWhat it is How it works

How it is changed

Section 2 Electricity and Magnetism (continued)

Current Can

Make a Magnet


Magnets Push

and Pull Currents


Using Magnets to

Create Current


Name Date

258 Magnetism

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Identify the results when a current passes through a transformer.

Complete the chart about the properties of superconductors.

Summarize how magnetic resonance imaging is useful.

Current enters

the transformer

through the coils

on the input side.More coils

on theinput side

More coilson the

output side

Section 2 Electricity and Magnetism (continued)

Changing Voltage


Superconductors


Magnetic

Resonance

Imaging


Name Date

Magnetism 259

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Superconductors

What they are

How they are made

How they reactto magnets

Uses

Describe how magnetism and electricity are related.CONNECT IT

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Magnetism Chapter Wrap-Up





Name Date


learned about magnetism.

SUMMARIZE IT









• Some minerals are natural magnets.

• A compass needle is a small bar magnet.

• Electricity cannot be used to make a magnet.

• Many electric motors contain magnets.

Magnetism After YouRead

260 Magnetism

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Waves, Sound, and Light 261


Waves, Sound, and Light

Before You Read




Name Date

• Waves carry both matter and energy.

• Waves occur only in water.

• Sound travels at the same speed through all materials.

• Light does not require matter to movethrough.

Write a short paragraph describing water waves you have seen.

Science Journal

Before You Waves, Sound, and LightRead

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262 Waves, Sound, and Light

NewVocabulary

ReviewVocabulary

Name Date

Waves, Sound, and LightSection 1 Waves

AcademicVocabulary

density

adjacent

Skim Section 1 in your book. Write three questions that come to

mind from what you have skimmed.

1.

2.

3.

Define density using your book or a dictionary.


distance between one point on a wave and the nearest point

moving with the same speed and direction

wave that causes particles in matter to move at right angles to

the direction the wave travels

angle an incoming wave makes with the normal equals angle the

reflected wave makes with the normal

disturbance that moves through matter or space and

carries energy

change in direction of a wave when it changes speed as it travels

from one material to another

number of wavelengths that pass a given point in one second,

measured in hertz

wave that causes particles in matter to move back and forth along

the direction the wave travels

bending of waves around an object

Use a dictionary to define adjacent.

Contrast mechanical and electromagnetic waves. Fill in the

missing words.

Mechanical waves travel through . They may

be waves or waves.

Electromagnetic waves travel through or

. They are always waves.

Create drawings of a transverse wave and a compressional wave.

Label a trough, a crest, a compression, and a rarefaction.

Compare and contrast the properties of transverse and

compressional waves by defining the wave characteristics for each.

Transverse wave

Compressional wave

Section 1 Waves (continued)

What are waves?


Types of Waves


Properties

of Waves


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Property Wave Type

Transverse Compressional

Wavelength

Frequency

Amplitude

Complete the equation for wave speed. Then rewrite the equation

using the correct symbols.

wave speed (m/s) 5 (m) 3 (Hz)

Wave Speed Equation

Model the ways waves change direction by drawing examples

using light waves in the boxes below.

Section 1 Waves (continued)

Properties

of Waves


Waves Can

Change

Directions


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Light Waves Change Direction

Reflection Refraction Diffraction

Create, label, and describe a water wave. Identify its

wavelength, frequency, and amplitude. Draw what would happen if the wave is

reflected, refracted, and diffracted.

SUMMARIZE IT

Water Wave Refracted Wave

Reflected Wave Diffracted Wave

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ReviewVocabulary

Name Date

Waves, Sound, and LightSection 2 Sound Waves

NewVocabulary

AcademicVocabulary

perception

intensity

pitch

reverberation

perceive

Scan Section 2 of your book using the checklist below.




Look at the pictures.

Think about what you already know about sound waves.

Write three facts you discovered about sound waves as you scanned

the section.

1.

2.

3.

Define perception using a dictionary or your book.

Write a sentence using the scientific meaning of each of the

vocabulary words.

Use a dictionary to define perceive.

Organize the features of sound waves in the chart below.

Identify 2 factors that affect the speed of sound.

1.

2.

Model Draw and label arrows to show whether intensity, loudness,

and energy increase or decrease as the amplitude of a sound wave

increases.

Amplitude increases

Intensity

Loudness

Energy

Describe the relationship between frequency and pitch.

Section 2 Sound Waves (continued)

Making Sound

Waves


Speed of Sound


The Loudness of Sound


Frequency and Pitch


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Properties of Sound Waves

Produced by

Type of wave

How they transfer energy

Sequence the path of sound through the ear by completing the

flowchart with the function and main structures of each part

of the ear.

Distinguish two uses of reflected sound.

1.

2.

Section 2 Sound Waves (continued)

Hearing and

the Ear


The Reflection

of Sound


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Sound in an empty room can be very loud, with many echoes.

Describe three ways to make the room quieter.

CONNECT IT

Inner Ear

Function:

Main Structures:

Middle Ear

Function:

Main Structures:

Outer Ear

Function:

Main Structures:

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NewVocabulary

ReviewVocabulary

Name Date

Waves, Sound, and LightSection 3 Light

AcademicVocabulary

spectrum

electromagnetic waves

electromagneticspectrum

infrared waves

ultraviolet waves

interact

Predict three things that might be discussed in Section 3. Read the

section headings and subheadings to help make your predictions.

1.

2.

3.

Define spectrum and use it in a sentence.

Use your book to define each of the new vocabulary terms.

Use a dictionary to define interact.

Analyze why light travels faster in empty space than when it

travels through matter.

Model an electromagnetic wave. Draw and label both the electric

and the magnetic fields, and indicate the wavelength and the

direction of travel.

Organize information about the uses of electromagnetic waves.

Section 3 Light (continued)

Waves in Empty

Space


Properties of

Light Waves


The

Electromagnetic

Spectrum


Name Date


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Wave Type Used For

radio waves

microwaves

infrared waves

visible light

ultraviolet waves

X rays

gamma rays

Sequence the path of light through the eye and organize the

structures involved at each step.

Summarize what determines the color of objects that emit light

and what determines the color of objects that do not.

Contrast the roles of rods and cones. Complete the chart.

Section 3 Light (continued)

The Eye and

Seeing Light



Name Date


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Cell Sensitive to:

rod

cone

Think of a source of electromagnetic waves, such as a radio

station or a microwave oven. Describe the waves given off by the source, including

their wavelength and frequency.

SYNTHESIZE IT

Light enters eye

Main Structures:

Light waves are focused

Main Structures:

Image formed

Main Structures:

Carries messages to brain

Main Structures:

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Tie It Together

Name Date

Identify ways that sound waves, visible light waves, and other types of electromagnetic

waves play a role in your daily life. For each type of wave, give an example of when the

waves are useful. Identify any problems the waves can cause.

Sound Waves

Visible Light

Other Types of Electromagnetic Waves

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Waves, Sound, and LightChapter Wrap-Up





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• Waves carry both matter and energy.

• Waves occur only in water.

• Sound travels at the same speed through all materials.

• Light does not require matter to move through.

Waves, Sound, and Light After YouRead


learned about waves, sound, and light.

SUMMARIZE IT

Academic Vocabulary

achieve: to gain, accomplish, attain, reach

adjacent: near, close, or adjoining

approach: to come near

collapse: to fall together or inward

communicate: to make known or

give information

community: a group of organisms that

live together in the same place

complex: made up of different parts

connected in a way that is hard

to understand

component: part of a machine or system

constant: not changing; continuing

consume: to eat

contract: to make or become shorter

or smaller

controversy: argument or debate

convert: to change from one form into

another form

core: center; a central part of something

cycle: a repeating sequence of events

device: tool or instrument designed for

a particular purpose

displace: to take the place of or remove

from the usual or proper place

diverse: not all the same; varied

domain: region with the same physical

feature

eliminate: to get rid of

emerge: to come out; to appear

enormous: having great size

factor: any of the circumstances or

conditions that bring about a result

fundamental: serving as an original or

generating source; primary

hypothesis: a reasonable guess that can

be tested and is based on what is known

and what is observed

interact: to act upon one another

internal: having to do with the inside

interval: space or time between events

investigate: to search into something in

order to learn the facts

isolate: to separate from others

maintain: to continue

mature: to become fully developed

or ripe

method: particular procedure, technique,

or way to do something

model: a tool used to help visualize

something that cannot be directly

observed

nuclear: of or relating to the atomic

nucleus

occur: to take place or happen; to be found

or appear

output: useful power delivered by a circuit

or device

overall: including everything; total

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Science Level Blue 273

Academic Vocabulary

perceive: to observe or become aware

of through the senses

period: a repeating interval; row of the

periodic table

positive: real and numerically greater

than zero

potential: a difference in voltage between

two points of an electrical circuit

predict: to foretell in advance on the

basis of observation, experience, or

scientific reason

process: a series of things done in order

to make or do something

promote: to contribute to the growth of;

to help bring into being

proportion: an equation that shows two

ratios are equivalent

random: a haphazard course; without

definite aim, direction, rule, or method;

lacking a definite plan, purpose,

or pattern

ratio: relation of one thing to another in

size or amount

react: to act because something has

happened; to respond

representative: characteristic of a group

or kind

require: to need

resource: something used for help

or support

reveal: to make known; to show

or display

rigid: not bending or moving; stiff

and hard

section: one of several parts that together

make up the whole

sequence: one thing following another

in a fixed order

series: a number of similar things coming

one after another

source: point of origin

stable: not easily moved or changed

structure: the arrangement of particles

or parts in a substance or body

survey: to look at or study in detail

survive: to continue to exist; to

live through

symbol: something that represents

something else

theory: group of ideas or principles that

explain why or how something happens

transfer: to send from one place to another

undergo: to experience

version: variant of an original

volume: amount of space that makes up

or fills something

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274 Science Level Blue

Science Level Blue - mrphome.net © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies,...

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