The Study of Living Things TIMELINE 1 The Study of Living Things Life science is the study of living...

UNIT

T I M E L I N E

1

The Study of

Living ThingsLife science is the study of living thingsfrom the tini-est bacterium to the largest tree! In this unit, you will discover the similarities of all living things. You will learn about the tools that life scientists use, and youll learn to ask your own ques-tions about the living world around you.

People have always searched for answers about life. This timeline includes a few of the many people who have studied living things and a few events that have shaped the history of life science. And theres always more to be learned, so keep your eyes open.

2 Unit 1

Around2700 BCE

Si Ling-Chi, empress

of China, observes

silkworms in her garden

and develops a process

to cultivate them and

make silk.

1931The first electron

microscope is

developed.

Dorothy Crowfoot

Hodgkin uses

X-ray techniques

to determine

the protein

structure of

insulin.

1970Floppy disks

for computer

data storage are

introduced.

Dian Fossey writes Gorillas in the

Mist, a book about her research

on mountain gorillas in Africa

and her efforts to save them

from poachers.

1934

1983

3

Oswald T. Avery

demonstrates that

DNA is the material

that carries genetic

properties in living

organisms.

Dr. Christiaan

Barnard performs

the first successful

human heart

transplant.

ENIAC, the first

entirely electronic

computer, is built.

It weighs 30 tons.

A team of scientists

led by Philippa Uwins

announces that tiny

nanobes that are 20 to

150 nanometers wide

have been found in

Australia. Scientists

debate whether these

particles are living.

1998In China, scientists discover a fossil

of a dinosaur that had feathers.

A process

known as DNA

fingerprinting is

developed by

Alec Jeffreys.

1944

Arab mathematician and

physicist Ibn al Haytham

discovers that vision is

caused by the reflection

of light from objects into

the eye.

Around1000

Improvements to

microscopes allow

the first observation

of red blood cells.

1684

1946 1967

1984 2001

His studies on

agriculture and soil

conservation lead

George Washington

Carver to perform

research on peanuts.

1914

OBJECTIVES LABS, DEMONSTRATIONS, AND ACTIVITIES TECHNOLOGY RESOURCES

Compression guide:To shorten instructionbecause of time limitations,omit Section 1.

1 The World of Life ScienceChapter Planning Guide

Chapter Opener

OSP Lesson Plans (also in print) TR Bellringer Transparency* TE Internet Activity p. 6gCD Science Tutor

TE Group Activity Local Life Scientists, p. 6 g TE Group Activity Wildlife Safari, p. 7 g TE Connection Activity Environmental Science,

p. 8 b LB Long-Term Projects & Research Ideas The Length of

a Fethel*a

Section 1 Asking About Life Explain the importance of asking questions in

life science. State examples of life scientists at work. List three ways life science is beneficial to

living things.

OSP Lesson Plans (also in print) TR Bellringer Transparency* TR L1 Scientific Methods*VID Lab Videos for Life ScienceCD Science Tutor

TE Activity Now You See It, p. 10 g TE Connection Activity Social Studies, p. 11g TE Demonstration Frog Call, p. 12 g TE Activity Test a Hypothesis, p. 12a TE Activity Writing Predictions, p. 13g TE Connection Activity Math, p. 16b SE Skills Practice Lab Does It All Add Up?, p. 28 g SE Skills Practice Lab Graphing Data, p. 760g LB Whiz-Bang Demonstrations Air Ball* g LB Whiz-Bang Demonstrations Getting to

the Point* g

PACING 90 min pp. 1017Section 2 Scientific Methods Describe scientific methods. Determine the appropriate design of a controlled

experiment. Use information in tables and graphs to analyze

experimental results. Explain how scientific knowledge can change.

OSP Lesson Plans (also in print) TR Bellringer Transparency*CD Science Tutor

TE Group Activity Classifying, p. 19 g SE Model-Making Lab A Window to a Hidden World,

p. 761 gCRF Datasheet for LabBook* LB Inquiry Lab One Side or Two?* g SE Science in Action Math, Social Studies, and Language

Arts Activities, pp. 3435g

PACING 45 min pp. 1821Section 3 Scientific Models Give examples of three types of models. Identify the benefits and limitations of models. Compare the ways that scientists use hypotheses,

theories, and laws.

OSP Lesson Plans (also in print) TR Bellringer Transparency* TR L2 Compound Light Microscope* TR L3 Common SI Units and

Conversions* TR LINK TOLINK TO PHYSICAL SCIENCEPHYSICAL SCIENCE P39 Three

Temperature Scales*CRF SciLinks Activity*g CD Interactive Explorations CD-ROM

Somethings Fishy!gCD Science Tutor

TE Demonstration Tools for Seeing, p. 22 g TE Activity Using a Microscope, p. 23 g TE Group Activity X Rays, p. 23g SE School-to-Home Activity How You Measure Matters,

p. 24g TE Demonstration Measuring Mass and Volume,

p. 25 b SE Quick Lab Measure Up!, p. 26 g

CRF Datasheet for Quick Lab*

PACING 45 min pp. 2227Section 4 Tools, Measurement, and Safety Give three examples of how life scientists use

computers and technology. Describe three tools life scientists use to observe

organisms. Explain the importance of the International System

of Units, and give four examples of SI units.

OSP Parent Letter CD Student Edition on CD-ROM CD Guided Reading Audio CD TR Chapter Starter Transparency*VID Brain Food Video Quiz

SE Start-up Activity, p. 5 gpp. 49PACING 90 min

CRF Vocabulary Activity*g SE Chapter Review, pp. 3031g

CRF Chapter Review* gCRF Chapter Tests A* g, B*a, C*s SE Standardized Test Preparation, pp. 3233g

CRF Standardized Test Preparation*gCRF Performance-Based Assessment*gOSP Test Generator, Test Item Listing

CHAPTER REVIEW, ASSESSMENT, ANDSTANDARDIZED TEST PREPARATION

Online and Technology Resources

Visit go.hrw.com foraccess to Holt OnlineLearning, or enter thekeyword HL7 Homefor a variety of freeonline resources.

This CD-ROM package includes: Lab Materials QuickList Software Holt Calendar Planner Customizable Lesson Plans Printable Worksheets

ExamView Test Generator Interactive Teachers Edition Holt PuzzlePro Holt PowerPoint Resources

PACING 90 min

3A Chapter 1 The World of Life Science

STANDARDS CORRELATION SKILLS DEVELOPMENT RESOURCES SECTION REVIEW AND ASSESSMENT CORRELATIONS

CRF Directed Reading A* b, B*sIT Interactive Textbook* Struggling ReadersStruggling Readers

CRF Vocabulary and Section Summary* g SE Reading Strategy Paired Summarizing, p. 6g SE Connection to Language Arts Profile of a Life Scientist, p. 7g TE Support for English Language Learners, p. 7 TE Inclusion Strategies, p. 8

SE Reading Checks, pp. 6, 9g TE Homework, p. 8g SE Section Review,* p. 9 g TE Reteaching, p. 9b TE Quiz, p. 9g TE Alternative Assessment, p. 9g

CRF Section Quiz* g

UCP 1; SAI 1, 2; ST 2; SPSP 1, 2,4, 5; HNS 1, 2, 3


CRF Vocabulary and Section Summary* g SE Reading Strategy Reading Organizer, p. 10g TE Support for English Language Learners, p. 12 SE Connection to Environmental Science Vanishing Amphibians,

p. 12g SE Connection to Language Arts Have Aliens Landed?, p. 13g SE Math Practice Averages, p. 16g MS Math Skills for Science What Is an Average?*gCRF Reinforcement Worksheet The Mystery of the Bubbling Top*b

SE Reading Checks, pp. 10, 12, 14, 16g TE Homework, p. 12g TE Reteaching, p. 16b TE Quiz, p. 16g TE Alternative Assessment, p. 16a SE Section Review,* p. 17 g

CRF Section Quiz* g

UCP 2, 3; SAI 1, 2; SPSP 2, 5;HNS 1, 2, 3; Chapter Lab:UCP 2; SAI 1, 2; HNS 1, 2;LabBook: SAI 1


CRF Vocabulary and Section Summary* g SE Reading Strategy Reading Organizer, p. 18g SE Connection to Social Studies Gregor Mendel, p. 19g TE Support for English Language Learners, p. 19

SS Science Skills Study Habitsg MS Math Skills for Science Arithmetic with Decimals*g

SE Reading Checks, pp. 19, 20g TE Reteaching, p. 20b TE Quiz, p. 20g TE Homework, p. 20a TE Alternative Assessment, p. 20g SE Section Review,* p. 21 g

CRF Section Quiz* g

UCP 2, 3; SAI 1, 2; ST 2; SPSP 5;HNS 1, 2, 3; LabBook: SAI 1, 2;ST 1, 2; HNS 2, 3


CRF Vocabulary and Section Summary* g SE Reading Strategy Reading Organizer, p. 22g TE Support for English Language Learners, p. 24 MS Math Skills for Science A Formula for SI Catch-up*g MS Math Skills for Science What Is SI?*g MS Math Skills for Science Finding Perimeter and Area*g MS Math Skills for Science Finding Volume*g SS Science Skills Safety Rules!gCRF Critical Thinking The Case of the Bulge*a

SE Reading Checks, pp. 23, 25, 26g TE Reteaching, p. 26b TE Quiz, p. 26g TE Alternative Assessment, p. 26b SE Section Review,* p. 27 g

CRF Section Quiz* g

UCP 3; SAI 1, 2; ST 1, 2

SE Pre-Reading Activity, p. 4gOSP Science Puzzlers, Twisters & Teasersg SS Science Skills Reading a Science Textbook*a

National ScienceEducation Standards

UCP 2; SAI 1, 2; HNS 1, 2, 3;LS 1f

CRF Chapter Resource File SS Science Skills Worksheets IT Interactive TextbookOSP One-Stop Planner MS Math Skills for Science Worksheets * Also on One-Stop Planner

SE Student Edition LB Lab Bank CD CD or CD-ROM Requires advance prepTE Teacher Edition TR Transparencies VID Classroom Video/DVD Also available in Spanish

KEY

Maintained by the NationalScience Teachers Association.See Chapter Enrichment pagesthat follow for a complete listof topics.

www.scilinks.orgCheck out Current Sciencearticles and activities byvisiting the HRW Web siteat go.hrw.com. Just typein the keyword HL5CS01T.

Lab Videos demonstratethe chapter lab.

Brain Food Video Quizzeshelp students review thechapter material.

ClassroomVideos

Holt Lab GeneratorCD-ROM

Search for any lab by topic, standard,difficulty level, or time. Edit any labto fit your needs, or create your ownlabs. Use the Lab Materials QuickListsoftware to customize your labmaterials list.

Guided Reading Audio CD(Also in Spanish)

Interactive Explorations Virtual Investigations Visual Concepts Science Tutor

ClassroomCD-ROMs

Chapter 1 Chapter Planning Guide 3B

Planning ResourcesTEST ITEM LISTINGPARENT LETTERLESSON PLANS

Visual ResourcesCHAPTER STARTER

TRANSPARENCY TEACHING TRANSPARENCIESBELLRINGER

TRANSPARENCIES

CONCEPT MAPPINGTRANSPARENCYTEACHING TRANSPARENCIES

TEACHER RESOURCE PAGE

Lesson Plan

Section: Waves

PacingRegular Schedule: with lab(s):2 days without lab(s):2 days

Block Schedule: with lab(s): 1 1/2 days without lab(s): 1 day

Objectives1. Relate the seven properties of life to a living organism.

2. Describe seven themes that can help you to organize what you learn aboutbiology.

3. Identify the tiny structures that make up all living organisms.

4. Differentiate between reproduction and heredity and between metabolismand homeostasis.

National Science Education Standards CoveredLSInter6: Cells have particular structures that underlie their functions.

LSMat1: Most cell functions involve chemical reactions.

LSBeh1:Cells store and use information to guide their functions.

UCP1:Cell functions are regulated.

SI1: Cells can differentiate and form complete multicellular organisms.

PS1: Species evolve over time.

ESS1: The great diversity of organisms is the result of more than 3.5 billion yearsof evolution.

ESS2: Natural selection and its evolutionary consequences provide a scientificexplanation for the fossil record of ancient life forms as well as for the strikingmolecular similarities observed among the diverse species of living organisms.

ST1: The millions of different species of plants, animals, and microorganismsthat live on Earth today are related by descent from common ancestors.

ST2: The energy for life primarily comes from the sun.

SPSP1: The complexity and organization of organisms accommodates the needfor obtaining, transforming, transporting, releasing, and eliminating the matterand energy used to sustain the organism.

SPSP6: As matter and energy flows through different levels of organization ofliving systemscells, organs, communitiesand between living systems and thephysical environment, chemical elements are recombined in different ways.

HNS1: Organisms have behavioral responses to internal changes and to externalstimuli.

This CD-ROM includes all of theresources shown here and thefollowing time-saving tools:

Lab Materials QuickListSoftware

Customizable lesson plans Holt Calendar PlannerThe powerful

ExamView TestGenerator

Chapter Resources

Dear Parent,

Your son's or daughter's science class will soon begin exploring the chapter entitled The

World of Physical Science. In this chapter, students will learn about how the scientific

method applies to the world of physical science and the role of physical science in the

world. By the end of the chapter, students should demonstrate a clear understanding of the

chapters main ideas and be able to discuss the following topics:

1. physical science as the study of energy and matter (Section 1)

2. the role of physical science in the world around them (Section 1)

3. careers that rely on physical science (Section 1)

4. the steps used in the scientific method (Section 2)

5. examples of technology (Section 2)

6. how the scientific method is used to answer questions and solve problems (Section 2)

7. how our knowledge of science changes over time (Section 2)

8. how models represent real objects or systems (Section 3)

9. examples of different ways models are used in science (Section 3)

10. the importance of the International System of Units (Section 4)

11. the appropriate units to use for particular measurements (Section 4)

12. how area and density are derived quantities (Section 4)

Questions to Ask Along the Way

You can help your son or daughter learn about these topics by asking interesting questions

such as the following:

What are some surprising careers that use physical science?

What is a characteristic of a good hypothesis?

When is it a good idea to use a model?

Why do Americans measure things in terms of inches and yards instead of centimetersand meters ?

1

Copyright by Holt, Rinehart and Winston. All rights reserved.

TEACH

ING

TRA

NSPA

REN

CY

Three Temperature Scales

37

310

212

98

.6

32

100

20

0

373

293

273

68

Water boils

Kelvin

Celsiu

sFah

renh

eit

Body tem

perature

Room tem

perature

Water freezes

P39

Chapter: Heat and Heat Technology

The World of Life Science CHAPTER STARTER


Imagine . . .You are walking through a field withsome classmates. Suddenly you noticethat there are frogs hopping around allover the place! You and your classmatesstart catching the frogs with a net. Asyou lift the first frog from the net, younotice something. Its legs seem to bebroken. You look at your friends frog.It seems to be injured, too. You lookat another. A frog with no eyes? Waita minute! These frogs arent injured.Theyre deformed! What are these, aliensfrom outer space?

Believe it or not, this really happenedto a group of students from Le Sueur,Minnesota, during a visit to a wildliferefuge. About half of the frogs they col-lected were deformed. The students andtheir teacher were stunned by what theyfound. What could have caused thesedeformities? Was it just some weirdnatural phenomenon, or were the frogs

exposed to some sort of chemical? Thestudents gathered more information onthe frogs and alerted local scientists.Students and scientists from all over thecountry are now working together tosolve the mystery of the freaky frogs.

The students, like almost all scientists,began their research by noticing some-thing about the natural world and thenasking questions about what theyobserved. In this chapter, you will learnhow questions fuel the study of scienceand how scientists go about findinganswers to these questions.

Comm

on SI Units and Conversions


TEACH

ING

TRA

NSPA

REN

CY

Length

meter (m

)

kilometer (km

)1 km

1,000 m

decimeter (dm

)1 dm

0.1 m

centimeter (cm

)1 cm

0.01 m

millim

eter (mm

)1 m

m

0.001 mm

icrometer (m

)1 m

0.000001 m

nanometer (nm

)1 nm

0.000000001 m

Volu

me

cub

ic meter (m

3)

cubic centimeter (cm

3) 1 cm3

0.000001 m

3

liter (L)1 L

1 dm

3

0.001 m3

milliliter (m

L)1 m

L

0.001 L

1 cm3

Mass

kilogram

(kg)

gram (g)

1 g

0.001 kgm

illigram (m

g)1 m

g

0.000001 kg

Temp

erature

kelvin(K

)

Celsius (C

)0

C

273 K100

C

373 K

L3

is the study of

using

which include

predictions

The World of Life Science CONCEPT MAPPING TRANSPARENCY


Use the following terms to complete the concept map below:scientific methods, observations, controlled experiments, living things,life science, drawing conclusions

The World of Life Science BELLRINGER TRANSPARENCY


Section: Asking About LifeHave you ever wondered how homing pigeons findtheir way home? Do you know why the dinosaurswent extinct? Write five questions about the naturalworld that you hope to have answered in this class.

Record your questions in your science journal.

Section: Scientific MethodsWhich do you think is more important: imaginationor knowledge? Can one exist without the other?

Reflect on this in your science journal. You maywant to think of some famous scientists to writeabout in your answer. Then share your answer withthe class and have a debate.

Scientific Methods


TEACH

ING

TRA

NSPA

REN

CY

No

Yes

Draw

Conclusions

Do they support

your hypothesis?

Make

Observations

Test theH

ypothesisA

nalyzethe R

esults

Ask a

Question

Comm

unicateR

esults

Form a

Hypothesis

L1

TEST ITEM LISTING

Copyright by Holt Rinehart and Winston All rights reserved

The World of ScienceMULTIPLE CHOICE

1. A limitation of models is thata. they are large enough to see.b. they do not act exactly like the things that they model.c. they are smaller than the things that they model.d. they model unfamiliar things.Answer: B Difficulty: I Section: 3 Objective: 2

2. The length 10 m is equal toa. 100 cm. c. 10,000 mm.b. 1,000 cm. d. Both (b) and (c)Answer: B Difficulty: I Section: 3 Objective: 2

3. To be valid, a hypothesis must bea. testable. c. made into a law.b. supported by evidence. d. Both (a) and (b)Answer: B Difficulty: I Section: 3 Objective: 2 1

4. The statement "Sheila has a stain on her shirt" is an example of a(n)a. law. c. observation.b. hypothesis. d. prediction.Answer: B Difficulty: I Section: 3 Objective: 2

5. A hypothesis is often developed out ofa. observations. c. laws.b. experiments. d. Both (a) and (b)Answer: B Difficulty: I Section: 3 Objective: 2

6. How many milliliters are in 3.5 kL?a. 3,500 mL c. 3,500, 000 mLb. 0.0035 mL d. 35,000 mLAnswer: B Difficulty: I Section: 3 Objective: 2

7. A map of Seattle is an example of aa. law. c. model.b. theory. d. unit.Answer: B Difficulty: I Section: 3 Objective: 2

8. A lab has the safety icons shown below. These icons mean that you should weara. only safety goggles. c. safety goggles and a lab apron.b. only a lab apron. d. safety goggles, a lab apron, and gloves.Answer: B Difficulty: I Section: 3 Objective: 2

9. The law of conservation of mass says the tot al mass before a chemical change isa. more than the total mass after the change.b. less than the total mass after the change.c. the same as the total mass after the change.d. not the same as the total mass after the change.Answer: B Difficulty: I Section: 3 Objective: 2

10. In which of the following areas might you find a geochemist at work?a. studying the chemistry of rocks c. studying fishesb. studying forestry d. studying the atmosphereAnswer: B Difficulty: I Section: 3 Objective: 2

Compound Light MicroscopeTEACHING TRANSPARENCY


Ocular lens

Body tube

Revolving nosepiece

Objective lens

Stage clip

Stage

Diaphragm

Light

Coarse-adjustment knob

Arm

Base

L2

SAMPLE SAMPLE SAMPLE

3C Chapter 1 The World of Life Science

Meeting Individual Needs

Review and Assessments

Labs and Activities

DIRECTED READING A VOCABULARY ACTIVITY REINFORCEMENT

INQUIRY LABS

STANDARDIZED TEST PREPARATIONCHAPTER TEST BCHAPTER REVIEWSECTION QUIZ

SCILINKS ACTIVITY

MARINE ECOSYSTEMS

Go to www.scilinks.com. To find links relatedto marine ecosystems, type in the keywordHL5490. Then, use the links to answer thefollowing questions about marine ecosys-tems.

1. What percentage of the Earths surface iscovered by water?

2. What percentage of the Earths water is found in the oceans?

3. What is the largest animal on Earth?

4. Describe an ocean animal.

Name Class Date

SciLinks ActivityActivity

Developed and maintained by theNational Science Teachers Association

Topic: Reproductive SystemIrregularitiesSciLinks code: HL5490


Name Class Date

Vocabulary ActivityActivity

Getting the Dirt on the SoilAfter you finish reading Chapter: [Unique Title], try this puzzle! Use the clues belowto unscramble the vocabulary words. Write your answer in the space provided.

1. the breakdown of rock intosmaller and smaller pieces:AWERIGNETH

2. layer of rock lying beneath soil:CROKDEB

3. type of crop that is plantedbetween harvests to reduce soilerosion: CROVE

4. action of rocks and sedimentscraping against each other andwearing away exposed surfaces:SABRONIA

5. a mixture of small mineral frag-ments and organic matter: LISO

6. rock that is a source of soil:PRATEN CORK

7. type of reaction that occurs whenoxygen combines with iron toform rust: oxidation

8. type of weathering caused byphysical means: CLEMANIACH

9. the chemical breakdown of rocksand minerals into new substances: CAMILCHETHEARIGWEN

10. layers of soil, to a geologist:SNORHIZO

11. the uppermost layer of soil:SPOTOIL

12. process in which rainwater car-ries dissolved substances fromthe uppermost layers of soil to thebottom layers: HELANCIG

13. small particles of decayed plantand animal material in soil:MUUSH

14. the process in which wind, water,or ice moves soil from one location to another: ROOSINE

15. the methods humans use to takecare of soil:OSIL VASETONRICON

WHIZ-BANGDEMONSTRATIONS

LONG-TERM PROJECTS & RESEARCH IDEAS

VOCABULARY AND SECTION SUMMARY


Section: EnergIn the space provided, write the letter of the description that best matches theterm or phrase.

______ 1. building molecules that can be used asan energy source. or breaking down moleculesin which energy is stored

______ 2. the process by which light energy is convertedto chemical energy

______ 3. an organism that uses sunlight or inorganicsubstances to make organic compounds

______ 4. an organism that uses sunlight or inorganicsubstances to make organic compounds

______ 5. an organism that consumes food to get energy

______ 6. the process of getting energy from food

In the space provided, write the letter of the term or phrase that best completeseach statement or best answers each question.

Name Class Date

Section QuizAssessment

a. photosynthesis

b. autotroph

c. heterotroph

d. cellular respiration

e. metabolism

f. cellular respiration

______ 7. Which of the following mostclosely resembles cellularrespiration?a. warm water moving

through copper pipesb. people movimg alomg a

escalatorc. mixing different foods in

a blenderd. logs burning in a fire

______ 8. An organisms reproductivecells, such as sperm or eggcells, are called?a. genesb. chromosomesc. gamates.d. zygotes.

______ 9. An organisms reproductivecells, such as sperm or eggcells, are called?a. genesb. chromosomesc. gamates.d. zygotes.

______10. Which of the following mostclosely resembles cellularrespiration?a. warm water moving

through copper pipesb. people movimg alomg a

escalatorc. mixing different foods in

a blenderd.

logs burning in a fire


Section: ExploringTHATS SCIENCE!

1. How did James Czarnowski get his idea for the penguin boat, Proteus?Explain.

2. What is unusual about the way that Proteus moves through the water?

MATTER + AIR PHYSICAL SCIENCE

3. What do air, a ball, and a cheetah have in common?

4. What is one question you will answer as you explore physical science?

5. Chemistry and physics are both fields of . Chemists

study the different forms of and how they interact.

and how it affects are

studied in physics.

Identify the field of physical science to which each of the following descriptionsbelongs by writing physics or chemistry in the space provided.

_______________________ 6. how a compass works

_______________________ 7. why water boils at 100C

_______________________ 8. how chlorine and sodium combine to form table salt

_______________________ 9. why you move to the right when the car you are inturns left

Directed Reading A

Name Class Date

Skills Worksheet

DIRECTED READING B

Section: ExploringTHATS SCIENCE!

1. How did James Czarnowski get his idea for the penguin boat, Proteus?Explain.

2. What is unusual about the way that Proteus moves through the water?

MATTER + AIR PHYSICAL SCIENCE

3. What do air, a ball, and a cheetah have in common?

Directed Reading B

Name Class Date

Skills Worksheet

Section: UniqueVOCABULARY

In your own words, write a definition of the following term in the space provided.

1. scientific method

2. technology

3. observation

Name Class Date

Vocabulary & NotesSkills Worksheet

Name Class Date

ReinforcementSkills Worksheet

The Plane TruthComplete this worksheet after you finish reading the Section: [Unique SectionTitle]

You plan to enter a paper airplane contest sponsoredby Talkin Physical Science magazine. The personwhose airplane flies the farthest wins a lifetime sub-scription to the magazine! The week before the con-test, you watch an airplane landing at a nearbyairport. You notice that the wings of the airplane haveflaps, as shown in the illustration at right. The paperairplanes youve been testing do not have wing flaps.What question would you ask yourself based on these observations? Write yourquestion in the space below for State the problem. Then tell how you could usethe other steps in the scientific method to investigate the problem.

1. State the problem.

2. Form a hypothesis.

3. Test the hypothesis.

4. Analyze the results.

5. Draw conclusions.

Flaps


CRITICAL THINKING

A Solar Solution

Name Class Date

Critical Thinking Skills Worksheet

Joseph D. Burns

Inventors Advisory Consultants

Portland, OR 97201

Dear Mr. Burns,Ive got this great idea for a new product called the BlissHeater. Its a portable, solar-powered space heater. The heaters design includes these features:T

he heater will be as longas an adults arm and aswide as a

packing box.

T

he heater will have aglass top set at an angleto catch the suns rays.

T

he inside of the heaterwill be dark colored toabsorb solar heat.If you think my idea will work, I will make the Bliss

Heaters right away without wasting time and money on test-ing and making models. Please write back soon with youropinion.

SECTION REVIEW

Section: UniqueKEY TERMS

1. What do paleontologist study?

2. How does a trace fossil differ from petrified wood?

3. Define fossil.

UNDERSTANDING KEY IDEAS

Name Class Date

Section ReviewSkills Worksheet


[UniqueMULTIPLE CHOICE


______ 1. Surface currents are formed by a. the moons gravity. c. wind.b. the suns gravity. d. increased water density.

______ 2. When waves come near the shore, a. they speed up. c. their wavelength increases.b. they maintain their speed. d. their wave height increases.

______ 3. Longshore currents transport sediment a . out to the open ocean. c. only during low tide.b. along the shore. d. only during high tide.

______ 4. Which of the following does NOT control surface currents?a. global wind c. Coriolis effectb. tides d. continental deflections

______ 5. Whitecaps break a. in the surf. c. in the open ocean.b. in the breaker zone. d. as their wavelength increases.

______ 6. Most ocean waves are formed by a . earthquakes. c. landsides.b. wind. d. impacts by cosmic bodies.

______ 7. Which factor controls surface currents? a. global winds c. continental deflectionb. the Coriolis effect d. all of the above

______ 8. Streamlike movments of ocean water far below the surface arecalleda. jet currents c. surface currents.b. Coriolis currents. d. deep currents.

______ 9. When the sunlit part of the moon that can be seen from Earthgrows larger, it is a. waxing. c. in the new moon phase.b. waning. d. in the full moon phase.

______10. The Milky Way is thought to be a. an elliptical galaxy. c. a spiral galaxy.

Name Class Date

Chapter Test BAssessment


READING

Read the passages below. Then, read each question that follows the passage.Decide which is the best answer to each question.

Passage 1 adventurous summer camp in the world. Billy cantwait to head for the outdoors. Billy checked the recommendedsupply list: light, summer clothes; sunscreen; rain gear; heavy,down-filled jacket; ski mask; and thick gloves. Wait a minute! Billythought he was traveling to only one destination, so why does heneed to bring such a wide variety of clothes? On further investiga-tion, Billy learns that the brochure advertises the opportunity toclimb the biomes of the world in just three days. The destinationis Africas tallest mountain, Kilimanjaro.

______ 1. The word destination in this passage means A camp B vacation.C place. D mountain.

______ 2. Which of the following is a FACT in the passage? F People ski on Kilimanjaro.G Kilimanjaro is Africas tallest mountain.H It rains a lot on Kilimanjaro.J The summers are cold on Kilimanjaro.

______ 3. Billy wondered if the camp was advertising only one destination afterhe read the brochure, which said thatA the camp was the most adventurous summer camp in the world. B he would need light, summer clothes and sunscreen.C he would need light, summer clothes and a heavy, down-filled

jacket.D the summers are cold on Kilimanjaro.

Name Class Date

Standardized Test PreparationAssessment

PERFORMANCE-BASEDASSESSMENT

OBJECTIVEDetermine which factors cause some sugar shapes to break down faster than others.

KNOW THE SCORE!As you work through the activity, keep in mind that you will be earning a gradefor the following:

how you form and test the hypothesis (30%) the quality of your analysis (40%) the clarity of your conclusions (30%)

ASK A QUESTIONSWhy do some sugar shapes erode more rapidly than others?

MATERIALS AND EQUIPMENT

Name Class Date

Performanced-Based AssessmentAssessment SKILL BUILDER

Using Scientific Methods

1 regular sugar cube 90 mL of waterCopyright by Holt, Rinehart and Winston. All rights reserved.

USING VOCABULARY

1. Define biome in your own words.

2. Describe the characteristics of a savanna and a desert.

3. Identify the relationship between tundra and permafrost.

4. Compare the open-water zone and the deep-water zone.

5. Use each of the following terms in an original sentence: plankton, littoralzone, and estuary.

6. Describe how marshes and swamps differ.

Name Class Date

Chapter ReviewSkills Worksheet

SCIENCE PUZZLERS, TWISTERS & TEASERS

CHAPTER TEST A






______ 4. Which of the following does NOT control surface currents?a global wind c Coriolis effect

Name Class Date

Chapter Test AAssessment

CHAPTER TEST C






______ 4. Which of the following does NOT control surface currents?a global wind c Coriolis effect

Name Class Date

Chapter Test CAssessment

For a preview of available worksheets covering math and science skills, see pages T26T33. All of these resources are also on the One-Stop Planner.

Chapter 1 Chapter Resources 3D

Listening In1. Figure out what step in the scientific method the scientists are

practicing. Write the name of the step in the blank.a. Wow! I cant believe how green the grass is over there. Why

isnt it brown like on our side of the mountain?

b. All right, Nan, flip that switch and cross your fingers.

c. And that concludes my presentation on the effects of musicon mollusk reproduction rates. Are there any questions?

Name _______________________________________________ Date ________________ Class______________

SCIENCE PUZZLERS, TWISTERS & TEASERS1

The World of Life Science

CHAPTER

Paris, France, July 26, 2033. After three weeks, the world is still amazed at the discovery of a hidden civilization of intelligent creatures living underground on

an island off the coast of France. Called Singelapins by locals,they have thrived for millennia untouched by above-groundsociety. Their name means ape-bunnies, which is fittingsince they look like gorillas but have long, rabbitlike ears on

the top of their heads. Anthropologists and ambassadors havebeen trying to communicate with this strange subterranean

society. They have learned a little about the Singelapinianmeasuring systems. For example, the basic Singelapinianunit of length is the fethel, which is the average length of one of a Singelapins ears.

Measure for Measure1. Sharing scientific discoveries in the ancient world would

probably have been a lot harder than it is now. The an-cient Egyptians, Babylonians, Greeks, and Chinese hadtheir own measuring systems. How did those ancient mea-suring systems develop? What other systems came intocommon use over the centuries? What caused systems tobecome standardized? How did standardization lead to thedevelopment of the International System of Units, or SI?How do past systems compare with SI? Share what youvelearned in the form of a poster display.

Long-Term Project Ideas2. What if our system of measurement was based on the vol-

ume of a goldfish, the mass of a kernel of corn, and thelength of a videocassette? Develop your own system ofmeasurement for mass, length, and volume. Name yoursystem, and then design an all-in-one device that measuresthe mass, volume, and length of an object using your sys-tem. Your device cannot use any standard measurementtools such as a ruler or measuring cup as part of thedesign. You should be able to measure the volume of acube and an irregularly shaped object. Write a manual toexplain how to use your machine. Be sure to include abrief explanation of the origin of your measuring systemas well as a table for converting units in your system to SIunits.

Name ___________________________________________________ Date _________________ Class _____________

STUDENT WORKSHEET1

The Length of a Fethel

PROJECT

LIF

E S

CIE

NC

E

Purpose

Students are presented with a tricky prob-lem to solve in order to prepare them for adiscussion about the scientific method.

Time Required

1015 minutes

the most feasible. Then call on volun-teers to test that hypothesis.

6. Analyze the Results If the experimentisnt successful, ask for feedback fromthe students. Explain to students thattrial and error is an important part ofthe scientific method. Add new hy-potheses or revise existing hypothesesas necessary. You may also wish to callon a student to make notes on theblackboard about why each hypothesisthat fails does so.

7. Draw Conclusions Call on new volun-teers to test a new hypothesis.Continue this process until a solutionis reached. (Answer: Blow a short, hardgust of air at an angle toward the ball.This will push the ball from one cup to thenext. Students will probably need to try

TEACHER-LED DEMONSTRATION

DEMO

1

LIF

E S

CIE

NC

E

MATERIALS

masking tape 2 plastic cups (about 250 mL or 9 oz) metric ruler

TEACHER PREP

CONCEPT LEVEL

CLEAN UP

E A S Y H A R D

Lab Ratings

Air Ball

WHIZ-BANGDEMONSTRATIONS

Ask a QuestionHow many sides does a piece of paper have?

The Line Stops Here1. Cut a 75 cm strip of adding-machine tape. Bring the two

ends of the strip together, but give one end half a twist.

2. Tape the two ends together to form a Mbius strip, asshown.

Make a Prediction3. How many sides do you think the strip has?

Conduct an Experiment4. Put a dot near the middle of the strip. Starting from the dot,

draw a line down the length of the strip until you reach aboundary.

Analyze the Results5. Where did the line end? How much of the Mbius strip has

a line drawn on it?

Draw Conclusions6. How many sides does a Mbius strip have? How do you

know?

One Side or Two?

STUDENT WORKSHEET

LAB

1

LIF

E S

CIE

NC

E

Name Date Class

How many sides does a piece of paper have? The answer seems obvious enough:two, a front side and a back side. But be careful! As you will soon find out in thisactivity, the most obvious answer is not always the correct one.

MATERIALS

adding-machine tape scissors meterstick transparent tape pen or pencil

TEACHER-LED DEMONSTRATION

DEMO

2

Purpose

Students use scientific methods to makesense of a discrepant event.

Time Required

1015 minutes

2. Show students the balloons and theneedle, and ask them to predict whatwould happen if you were to stick theneedle into the balloons. (Expected an-swer: The balloons will pop.)

3. Ask students: Do you mean like this?Then quickly insert the needle throughthe side of one balloon, as shown be-low. The balloon should pop loudly.

MATERIALS

metal nail file aluminum knitting needle (size 2 or 3), or a

very large upholstery needle glycerin

TEACHER PREP

CONCEPT LEVEL

CLEAN UP

E A S Y H A R D

Lab Ratings

Getting to the Point

GENERAL

GENERAL

GENERAL GENERAL

GENERAL

SPECIAL NEEDS

GENERAL GENERAL

GENERAL

GENERAL

GENERAL

GENERAL SPECIAL NEEDS

GENERAL

GENERAL

SAMPLE

SAMPLE SAMPLE

SAMPLE SAMPLE

SAMPLE

SAMPLE

SAMPLE

SAMPLESAMPLE

SAMPLE

SAMPLE

SAMPLE

SAMPLE

SAMPLE

DATASHEETS FOR QUICKLABS

DATASHEETS FOR QUICK LABS


Name Class Date

Reaction to StressQuick Lab DATASHEET FOR QUICK LAB

BackgroundThe graph below illustrates changes that occur in the membrane potential of aneuron during an action potential. Use the graph to answer the followingquestions. Refer to Figure 3 as needed.

Analysis1. Determine about how long an action potential lasts.

SAMPLE

DATASHEETS FORCHAPTER LABS

Teachers NotesTIME REQUIRED

One 45-minute class period.

RATINGTeacher Prep3Student Set-Up2Concept Level2Clean Up2

MATERIALS

The materials listed on the student page are enough for a group of 45 students.Large, dried beans of any kind will work well in this exercise.

SAFETY CAUTION

Remind students to review all safety cautions and icons before beginning this labactivity.

Using Scientific MethodsSkills Practice Lab DATASHEET FOR CHAPTER LAB


1 2 3 4Easy Hard

Jason MarshMontevideo High

and Country School

SAMPLE

DATASHEETS FORLABBOOK

Teachers NotesTIME REQUIRED

One 45-minute class period.

Does It All Add Up?Skills Practice Lab DATASHEET FOR LABBOOK LAB


Jason MarshM t id Hi h

SAMPLE

Chapter Enrichment

3E Chapter 1 The World of Life Science

This Chapter Enrichment provides relevant and interesting information to expand and enhance your presentation of the chapter material.

Asking About LifeDeformed Frogs The discovery of deformed frogs by Minnesota middle

school students in 1995 sparked much attention around the country. Since that summer, reports of amphibian deformations have poured into agencies from many parts of the continent.

The reported deformities include extra limbs, mal-formed or missing limbs, and facial malformations. Deformities have been documented in 44 states and involve nearly 60 species. In some local populations, up to 60% of the amphibians exhibit deformities.

Dr. Pepperbergs Studies on Parrots Parrots, or psittacids, are

rarely mentioned during discussions of animal intelligence, but recent studies indicate that they are intelligent animals. Dr. Irene Pepperberg, while an associate professor at the University of Arizonas Department of Ecology and Evolutionary Biology, demonstrated that African gray parrots can process information and make decisions.

Pepperberg has studied Alex, an African gray parrot, for more than 20 years. Pepperberg says that she has used a variety of techniques to establish a form of interspecies communication with Alex. The existence of such behavior, she says, demonstrates that at least one avian species is capable of interactive, referential communication.

Alex can count and identify more than 35 objects, such as paper, a key, wood, and grain; recognize seven colors; identify five different shapes; and combine names to identify, request, refuse, and categorize more than 100 objects. Alex even learned to boss around lab assistants in order to modify his environment.

Is That a Fact! In this century, the Siberian, or Amur, tiger, has sur-

vived wars, revolutions, and deforestation in eastern Asia. Its numbers in the wild were below 100 in the 1940s, but conservation efforts have brought numbers to around 400. There are now over 4,500 km2 of pro-tected areas for these tigers in Russia. About 500 addi-tional Siberian tigers live in captivity.

Scientific MethodsVanishing Amphibians Scientists are perplexed by

steady declines in the worlds amphibian populations since the mid-1980s. Whats causing these mysterious declines? Scientists conducting field research have produced evidence that the causes may include habitat loss, climate change, UV radiation, contaminants and pollutants, disease and parasitism, and predation by invasive species.

Alarmingly, declines are not simply occurring in places where human impacts are obvious; some of the most dramatic declines are happening in wilderness areas and parks. In the United States, declines are particu-larly serious in California, the Rocky Mountains, the Southwest, and Puerto Rico. Worldwide, areas of con-cern include Australia and Central America.

1

Chapter 1 Chapter Enrichment 3F

The scientific community suspects that there is no sin-gle reason for the declines. Different possible causes seem to be at work in different parts of the world. The cause is clear in some cases but not in others. Many researchers believe that multiple causes are adding up to endanger the worlds amphibians.

Is That a Fact! The continental United States is home to at least

230 amphibian species.

Scientific ModelsModeling Dinosaurs In 1995, the unearthing of a rare fossil Parasaurolophus

skull prompted a unique form of computer-based mod-eling. Scientists hypothesized that the cavity-filled crest atop the skull might have been used to produce a low-frequency sound that could vary in pitch. In 1997, scientists in New Mexico used computed tomography scans and powerful computers to simulate the sounds that the crest could have produced. The same tech-niques may be used in other engineering applications, such as predicting the stength of structural materials.

A Model Birthday In 1953, scientists James Watson and Francis Crick

assembled the first accurate model of a DNA molecule. Their discovery of DNAs structure was celebrated as one of the key scientific achievements of the 20th century. Fifty years later, the anniversary of this event was marked by a variety of commemorative events. Art historian Martin Kemp dubbed the double helix the Mona Lisa of modern science.

Tools, Measurement, and SafetyHow Does MRI Work? Magnetic resonance imag-

ing (MRI) utilizes large magnets, radio-frequency signals, and computers to capture images of internal body structures. When a body is placed in a mag-net, hydrogen protons in the body (which is mostly water) align themselves with the magnetic field. A radio-frequency signal is then transmitted through the body. An interaction between the newly aligned protons and the radio-frequency signal produces a new signal, which is then received by a computer. The computer uses the data to produce detailed magnetic resonance images.

Is That a Fact! Almost every country in the world has officially

adopted the International System of Units (SI). The only countries that have not are Bangladesh and Liberia. All other countries either use the SI or are in the process of making the transition.

For background information about teaching strategies and issues, refer to the Professional Reference for Teachers.

Topic: Careers in Life ScienceSciLinks code: HSM0224

Topic: Deformed FrogsSciLinks code: HSM0383

Topic: Scientific MethodsSciLinks code: HSM1359

Topic: Tools of Life ScienceSciLinks code: HSM1535

Topic: SI UnitsSciLinks code: HSM1390

Topic: Using ModelsSciLinks code: HSM1588

Topic: Safety in the LaboratorySciLinks code: HSM1341

Visit www.scilinks.org and enter the SciLinks code for more information about the topic listed.


SciLinks is maintained by the National Science Teachers Association to provide you and your students with interesting, up-to-date links that will enrich your classroom presentation of the chapter.

Standards Correlations

National Science Education Standards

The following codes indicate the National Science EducationStandards that correlate to this chapter. The full text of thestandards is at the front of the book.

Chapter OpenerUCP 2; SAI 1, 2; HNS 1, 2, 3; LS 1f

Section 1 Asking About LifeUCP 1; SAI 1, 2; ST 2; SPSP 1, 2, 4, 5; HNS 1, 2, 3

Section 2 Scientific MethodsUCP 2, 3; SAI 1, 2; SPSP 2, 5; HNS 1, 2, 3; Lab Book: SAI 1

Section 3 Scientific ModelsUCP 2, 3; SAI 1, 2; ST 2; SPSP 5; HNS 1, 2, 3; Lab Book:SAI 1, 2; ST 1, 2; HNS 2, 3

Section 4 Tools, Measurement, andSafetyUCP 3; SAI 1, 2; ST 1, 2

Chapter LabUCP 2; SAI 1, 2; HNS 1, 2

Chapter ReviewUCP 1, 2, 3; SAI 1, 2; HNS 2

Science in ActionUPC 1, 2, 3; SAI 2; SPSP 4, 5; HNS 1, 3; LS 3a

1

OverviewTell students that this chap-ter will introduce them to theworld of life sciencethe worldof plants, animals, bacteria,mushrooms, health, disease,and anything related to livingorganisms. Students will see thatscience is about asking questionsand using scientific methods tofind answers and build knowl-edge. Science is also about usingmodels and tools to investigatequestions and share answers.

Assessing PriorKnowledgeStudents should be familiarwith the following topics:

measurement

basic arithmetic

IdentifyingMisconceptionsAs students approach life sci-ence, they may have very lim-ited ideas about what life andliving mean. Research showsthat even after a significantamount of direct instruction,students often maintain miscon-ceptions, such as the idea thatanything that moves is alive.Also, students may have priorconceptions that science is tooboring or too hard or that italways involves conducting elab-orate experiments in a lab. Asyou begin this chapter, observeand query students about theirconceptions of life science.

4 Chapter 1 The World of Life Science

PRE-READINGPRE-READING

The World of Life Science

About the

What happened to the legs of these frogs?Life science can help answer this question. Deformed frogs, such as the ones in this photo, have been found in the northern United States and southern Canada. Scientists and students like you have been using life science to find out how frogs can develop deformities.

Layered Book Beforeyou read the chapter, createthe FoldNote entitled

Layered Book described in the StudySkills section of the Appendix. Label the tabs of the layered book with Examples of life scientists, Scientific methods, Scientific models, and Tools, measure-ment, and safety. As you read the chapter, write information you learn about each category under the appropriate tab.

1

SECTION

Scientists use scientificprocesses to study the patterns of natural events and to solve problems.

1 Asking About Life . . . . . . . . . . . 6

2 Scientific Methods . . . . . . . . . . . 10

3 Scientific Models . . . . . . . . . . . 18

4 Tools, Measurement, and Safety . . . . . . . . . . . . . . . . . 22

START-UPA Little Bit of ScienceIn this activity, youll find out that you can learn about the unknown without having to see it.

Procedure1. Your teacher will give you a coffee can to which a

sock has been attached. Do not look into the can.

2. Reach through the opening in the sock. You will feel several objects inside the can.

3. Record observations you make about the objects by feeling them, shaking the can, and so on.

4. What do you think is in the can? List your guesses. State some reasons for your guesses.

5. Pour the contents of the can onto your desk. Compare your list with what was in the can.

Analysis1. Did you guess the contents of the can correctly?

What might have caused you to guess wrongly?

2. What observations did you make about each of the objects while they were in the can? Which of your senses did you use?

Chapter 1 The World of Life Science 5

START-UPSTART-UP vvM A T E R I A L S

FOR EACH STUDENT PAIR can, coffee, 1/21 lb size, empty objects, various, small (such as rocks, nuts, washers, pencils, silverware, small toys, dried fruit, crumpled paper, or paper clips) sock, sport, long

Safety Caution: Cover any sharp edges around the rim of the cofee cans with tape. Be sure that the objects placed in the cans are safe to handle. Students should wear safety gloves.

Teachers Notes: You must pre-pare this activity ahead of time. Fill the cans with four or five small objects. Try to choose some common and some uncommon objects that would require more than one of the senses to identify. To assemble each setup, cut the toe out of a sport sock, stretch the open toe around the open end of the cof-fee can, and use duct tape to secure the sock to the can.

Answers1. Students may guess wrong

based on assumptions made from the first thing they notice (such as the sound or shape of the object).

2. Students are likely to make observations using hearing, touch (including sensing weight), and perhaps smell but not sight or taste.

The World of Life Science CHAPTER STARTER


Imagine . . .You are walking through a field withsome classmates. Suddenly you noticethat there are frogs hopping around allover the place! You and your classmatesstart catching the frogs with a net. Asyou lift the first frog from the net, younotice something. Its legs seem to bebroken. You look at your friends frog.It seems to be injured, too. You lookat another. A frog with no eyes? Waita minute! These frogs arent injured.Theyre deformed! What are these, aliensfrom outer space?

Believe it or not, this really happenedto a group of students from Le Sueur,Minnesota, during a visit to a wildliferefuge. About half of the frogs they col-lected were deformed. The students andtheir teacher were stunned by what theyfound. What could have caused thesedeformities? Was it just some weirdnatural phenomenon, or were the frogs

exposed to some sort of chemical? Thestudents gathered more information onthe frogs and alerted local scientists.Students and scientists from all over thecountry are now working together tosolve the mystery of the freaky frogs.

The students, like almost all scientists,began their research by noticing some-thing about the natural world and thenasking questions about what theyobserved. In this chapter, you will learnhow questions fuel the study of scienceand how scientists go about findinganswers to these questions.

Chapter Starter TransparencyUse this transparency to help students begin thinking about the world of life science and using scientific methods.

CHAPTER RESOURCESTechnology

Transparencies Chapter Starter Transparency

Student Edition on CD-ROM

Guided Reading Audio CD English or Spanish

Classroom Videos Brain Food Video Quiz

Workbooks

Science Puzzlers, Twisters & Teasers The World of Life Science g

READINGSKILLS

READING STRATEGY

Asking About LifeImagine that its summer. You are lying in the grass at the park, casually looking around. Three dogs are playing on your left. A few bumblebees are visiting nearby flowers. And an ant is carrying a crumb away from your sandwich.

Suddenly, a question pops into your head: How do ants findfood? Then, you think of another question: Why do the beesvisit the yellow flowers but not the red ones? Congratulations!You have just taken the first steps toward becoming a lifescientist. How did you do it? You observed the living worldaround you. You were curious, and you asked questions aboutyour observations. Those steps are what science is all about.Life scienceLife science is the study of living things.

Reading Check What is life science? (See the Appendix for answers to Reading Checks.)

It All Starts with a QuestionThe world around you is full of an amazing diversity of life.Single-celled algae float unseen in ponds. Giant redwood treesseem to touch the sky. And 40-ton whales swim through theoceans. For every living thing, or organism, that has ever lived,you could ask many questions. Those questions could include(1) How does the organism get its food? (2) Where does it live?and (3) Why does it behave in a particular way?

In Your Own BackyardQuestions are easy to think of. Take a look around your room,your home, and your neighborhood. What questions about lifescience come to mind? The student in Figure 1 has questionsabout some very familiar organisms. Do you know the answerto any of his questions?

Touring the WorldThe questions you can ask about your neighborhood are justa sample of all the questions you could ask about the world.The world is made up of many different places to live, such asdeserts, forests, coral reefs, and tide pools. Just about anywhereyou go, you will find some kind of living organism. If youobserve these organisms, you can easily think of questions toask about them.

Figure 1 Part of science is asking questions about the world around you.

Why doleaves change

color in thefall?

Why didthe dinosaurs

die out?

life sciencelife science the study of living things

1

How dobirds knowwhere to gowhen theymigrate?

What You Will Learn

Explain the importance of askingquestions in life science.State examples of life scientists atwork.List three ways life science isbeneficial to living things.

Vocabularylife science

Paired Summarizing Read this sec-tion silently. In pairs, take turns sum-marizing the material. Stop to discussideas that seem confusing.

1

OverviewThis section provides studentswith an introduction to the lifesciences. Students discover thatthe first step in learning aboutthe living world around us is toask questions. Students alsolearn about areas of study in thelife sciences and about scientistswho are conducting importantstudies in their fields.

BellringerHave students write five ques-tions about the natural world.(Examples might include the follow-ing: How do insects find food? Dotrees breathe? Why are dinosaursextinct?) Ask several students toshare their questions with theclass.

GroupGroup vv -------g

PORTFOLIO

Local Life ScientistsOrganize the class into

groups. Have the groups brain-storm about what types of peo-ple in their community mightbe using life science. Have eachgroup choose a professional tointerview by phone or e-mail.Encourage students to considera variety of life sciencerelatedprofessions. Each group shouldprepare and present a briefreport. l Verbal cc INTERNETINTERNET vv

Essay -----------------------------------------------------------------------gFor an internet activity related to thischapter, have students go to go.hrw.comand type in the keyword HL5LIVW.

CHAPTER RESOURCES

Chapter Resource File

CRF Lesson Plan Directed Reading Ab Directed Reading Bs

Technology

Transparencies Bellringer

Workbooks

Interactive Textbook Struggling Readers Struggling Readers


Life ScientistsClose your eyes for a moment, and imagine a life scientist.What do you see? Do you see someone who is in a laboratoryand peering into a microscope? Which of the people in Figure 2do you think are life scientists?

AnyoneIf you guessed that all of the people in Figure 2 are life scientists,then you are right. Anyone can investigate the world aroundus. Women and men from any cultural or ethnic backgroundcan become life scientists.

AnywhereMaking investigations in a laboratory is an important partof life science, but life science can be studied in many otherplaces, too. Life scientists carry out investigations on farms,in forests, on the ocean flooreven in space. They work forbusinesses, hospitals, government agencies, and universities.Many are also teachers.

AnythingWhat a life scientist studies is determined by one thinghis orher curiosity. Life scientists specialize in many different areasof life science. They may study how organisms function andbehave. Or they may study how organisms interact with eachother and with their environment. Some life scientists explorehow organisms reproduce and pass traits from one generationto the next. Some life scientists investigate the ancient originsof organisms and the ways in which organisms have changedover time.

Irene Duhart Long asks, Howdoes the human body respondto space travel?

Geerat Vermeij asks, Howhave shells changed overtime?

Figure 2 Life scientists ask manydifferent kinds of questions aboutliving things.

Irene Pepperberg asks, Areparrots smart enough to learnhuman language?

Profile of a LifeScientist Research

some of the life scientistsnamed in this chapter. Choosethe scientist who interestsyou the most. In your sciencejournal, write a short biogra-phy, career feature, or informa-tional piece about your chosenscientist and the work he orshe does. Style the article as anewspaper or magazine article.

WRITING

SKILL

SUPPORT FOR

English Language Learners20 Questions For extra practice withEnglish word order in questions, havegroups of 3 students play 20 Questions.Explain that each group member willtake a turn thinking of some item. Oth-ers will guess the item by asking ques-tions that have only one-word answers.Suggest that students start out withyes/no questions, and, then, move tomore specific ones. Monitor the groupsfor correct word order in their ques-tions. l Verbal/Interpersonal

Answer to Reading Checkthe study of living things

Discussion ---------------------------------------bWriting Why Ask Why? Ask stu-

dents to write a para-graph that explains the

benefit of studying how thehuman body responds to spacetravel. Why might that be impor-tant? Write the reasons on theboard as students read theirparagraphs. l Verbal/Intrapersonal

GroupGroup vv -------gWildlife Safari Arrange a visitto a local zoo or wildlife area,and guide students in a fact-finding mission about thekinds of animals found there.Encourage students to compilea list of questions in advancethat they can ask the caretakers.Discuss your fact-finding mis-sion when you return toclass. l Verbal/Kinesthetic

CONNECTION toCONNECTION toReal World --------------------------------------------gCrime-Fighting Bugs Dr. NealHaskell is a forensic entomolo-gista scientist trained in get-ting information about crimesfrom insects. Insects developand grow at rapidbut regularrates. When Dr. Haskell findsparticular larvae on a corpse, hecan calculate exactly how longago a person must have died.When a man was murdered andleft in a junk pile in Oklahoma,Dr. Haskell was asked to estab-lish the time of death by usingphotographs, case reports, anda few vials of fly larvae. Usingthis information, Dr. Haskelldetermined exactly when themurder took place. This infor-mation was crucial to the teamthat solved the crime.

Answer to Connection to Language ArtsStudents articles should be styled as shortmagazine articles that profile the scientist, witha focus on the scientists life history, interestingresearch, or type of work as a career opportu-nity. If it is early in the course, give students asmuch positive and encouraging feedback aspossible regarding their articles.

Section 1 Asking About Life 7

Why Ask Questions?What is the point of asking all these questions? Life scientists might find some interesting answers, but do any of the answers really matter? Will the answers affect your life? Absolutely! As you study life science, you will see how the investigations of life science affect you and all the living things around you.

Fighting DiseasesPolio is a disease that causes paralysis by affecting the brain and nerves. Do you know anyone who has had polio? Prob-ably not. The polio virus has been eliminated from most of the world. But at one time, it was much more common. In 1952, before life scientists discovered ways to prevent the spread of the polio virus, it infected 58,000 Americans.

Today, life scientists continue to search for ways to fight diseases. Acquired immune deficiency syndrome (AIDS) is a disease that kills millions of people every year. The scientist in Figure 3 is trying to learn more about AIDS. Life scientists have discovered how the virus that causes AIDS is carried from one person to another. Scientists have also learned about how the virus affects the body. By learning more about the virus, scientists may find a cure for this deadly disease.

Understanding Inherited DiseasesSome diseases, such as cystic fibrosis, are inherited. They are passed from parents to children. Most of the information that controls an organisms cells is inherited as coded information. Changes in small parts of this information may cause the organ-ism to be born with or to develop certain diseases. The scientist in Figure 4 is one of the many scientists worldwide who are studying the way humans inherit the code that controls their cells. By learning about this code, scientists hope to find ways to cure or prevent inherited diseases.

Figure 3 Abdul Lakhani studies AIDS to try to find a cure for the disease.

Figure 4 Susumu Tonegawas work may help in the battle to fight inherited diseases.

How do certain chemicals affect

the virus that causes AIDS?

Which part of a persons inherited

information is responsible for certain inherited

diseases?


CONNECTIONCONNECTION vvEnvironmental Science ----------------------------------------------------------------bPollution Demonstration To help students understand how air pollution is spread from one area to the next, squeeze or peel a lemon or an orange in front of the class. Tell students to raise their hand when they can smell the fragrance. l Kinesthetic ee

h-----------------------------gWriting Critter Comics Have students

create an imaginary organism and an environment in which it can

live. Then, have them create a comic book about it. Students should con sider how the organism will eat, which other organisms will live near it, and how the organisms will coexist.l Visual ee PORTFOLIO

CulturalAwarenessCulturalAwareness g

Historic Disease ResearcherShibasaburo Kitasato was an important Japanese life scien-tist in the late 1800s and early 1900s. Kitasato was one of the first scientists to discover the bacteria for tetanus, diphthe-ria, and the bubonic plague. Kitasato accomplished what many thought was impossible: He developed a procedure to grow pure tetanus bacte-ria. This success led him to develop treatments for tetanus infections and discover new ways to fight diphtheria and plague. Ask students if they have had shots or treatments for these diseases. (Diphtheriaand plague have been almost eradicated, but most students have been vaccinated for diphtheria. Some may have been vaccinated or treated for tetanus.)l Verbal

StrategiesStrategiesINCLUSIONINCLUSION

Gifted and TalentedAsk students to extend their understanding of polio and other diseases by researching these questions:

What are the symptoms of a person with polio?

When was polio common?

Why did people stop get-ting polio?

What other diseases used to be more serious threats than they are now?l Verbal

www.scilinks.org


SummarySummary

Review

Protecting the EnvironmentLife scientists also study environmental problems on Earth.Many environmental problems are caused by peoples misuseof natural resources. Understanding how we affect the worldaround us is the first step in finding solutions to problemssuch as pollution and the extinction of wildlife.

Why should we try to decrease pollution? Pollution canharm our health and the health of other organisms. Waterpollution may be a cause of frog deformities seen in Minnesotaand other states. Pollution in oceans kills marine mammals,birds, and fish. By finding ways to produce less pollution, wecan help make the world a healthier place.

When we cut down trees to clear land for crops or forlumber, we change and sometimes destroy habitats. The manin Figure 5 is part of a team of Russian and American scien-tists studying the Siberian tiger. Hunting and loss of forestshave caused the tigers to become almost extinct. By learningabout the tigers food and habitat needs, the scientists hopeto develop a plan that will ensure their survival.

Reading Check Give an example of a pollution problem.

Science is a process ofgathering knowledgeabout the natural world.Science includes mak-ing observations andasking questions aboutthose observations. Lifescience is the study ofliving things.

A variety of people maybecome life scientists fora variety of reasons.

Life science can helpsolve problems such asdisease or pollution, andit can be applied to helpliving things survive.

Using Key Terms

1. In your own words, write a defi-nition for the term life science.

Understanding Key Ideas

2. Life scientists may study any ofthe following EXCEPT

a. things that were once living.b. environmental problems.c. stars in outer space.d. diseases that are not inherited

by humans.

3. What is the importance of ask-ing questions in life science?

4. Where do life scientists work?What do life scientists study?

Math Skills

5. Students in a science class col-lected 50 frogs from a pond andfound that 15 of these frogs haddeformities. What percentage ofthe frogs had deformities?

Critical Thinking

6. Identifying RelationshipsMake a list of five things youdo or deal with daily. Give anexample of how life sciencemight relate to each of thesethings.

7. Applying Concepts Look atFigure 5. Propose five questionsabout what you see. Share oneof your questions with yourclassmates.

Topic: Careers in Life ScienceSciLinks code: HSM0224

Figure 5 To learn how muchland area is used by anindividual Siberian tiger, DaleMiquelle puts radio-transmittingcollars on the tigers.

How muchspace does a

tiger need in orderto survive? Reteaching -------------------------------------b

Asking Questions Display apicture of a scene with organ-isms in it, or take studentsoutside. Challenge them towrite as many questions asthey can think of about theorganisms. l Verbal/Visual

Quiz ---------------------------------------------------------------------g1.Who can be a life scientist?

(Anyone from any backgroundcan learn to be a life scientist.)

2.Why is polio a less serioushealth concern now? (Sci-entists developed a vaccine.)

AlternativeAssessment ---------------------------g

Writing Habitat HelpersAsk students to developideas about what they

can do to help preserve wildlifehabitats in their area. Suggestthat they contact local environ-mental organizations for infor-mation. Have the studentsprepare a poster on whatthey learned.l Intrapersonal PORTFOLIO

Answers to Section Review1. Sample answer: Life science is

the study of living things.2. c3. Scientific investigations usually

start with a question.4. anywhere; anything having to do

with living things5. 15/50 = 30%6. Sample answer: eat lunchhow

digestion works; play with thedoghow animals behave; driveto schoolenvironmental prob-lems; play soccerhow muscleswork; play chesshow the brainworks

7. Sample answer: How does thescientist get close to the tiger?Where do Siberian tigers live?What do Siberian tigers eat?Do Siberian tigers get cold? AreSiberian tigers the same as othertigers?

Answer to Reading CheckSample answers: ocean pollution thatharms mammals, birds, and fish

CHAPTER RESOURCES


CRF Section Quizg Section Reviewg Vocabulary and Section Summaryg

Section 1 Asking About Life 9

No

Yes

Draw Conclusions

Do they support your hypothesis?

MakeObservations

Test theHypothesis

Analyzethe Results

Ask a Question

CommunicateResults

Form aHypothesis

READING STRATEGY

2 Scientific MethodsImagine that your class is on a field trip to a wildlife refuge. You discover several deformed frogs. You wonder what could be causing the frogs deformities.

A group of students from Le Sueur, Minnesota, actually madethis discovery! By making observations and asking questionsabout the observations, the students used scientific methods.

What Are Scientific Methods?When scientists observe the natural world, they often thinkof a question or problem. But scientists dont just guess atanswers. They use scientific methods. Scientific methodsScientific methods are theways in which scientists follow steps to answer questions andsolve problems. The steps used for all investigations are thesame. But the order in which the steps are followed may vary,as shown in Figure 1. Scientists may use all of the steps or justsome of the steps during an investigation. They may even repeatsome of the steps. The order depends on what works best toanswer their question. No matter where life scientists work orwhat questions they try to answer, all life scientists have twothings in common. They are curious about the natural world,and they use similar methods to investigate it.

Reading Check What are scientific methods? (See the Appendix for answers to Reading Checks.)

scientific methodsscientific methods a series of steps followed to solve problems

Figure 1 Scientificmethods often include the same steps, but the steps are not always used in the same order.

What You Will Learn

Describe scientific methods.Determine the appropriate design ofa controlled experiment.Use information in tables and graphsto analyze experimental results.Explain how scientific knowledge canchange.

Vocabularyscientific methodshypothesiscontrolled experimentvariable

Reading Organizer As you readthis section, make a flowchart of thepossible steps in scientific methods.

2

OverviewThis section introduces scientificmethods used by scientiststhrough a case study of anactual investigation of deformedfrogs. The section also demon-strates the development oftestable hypotheses and theimportance of sharing informa-tion among scientists.

BellringerAsk students to write a briefresponse to this question:

Which is more important,imagination or knowledge?

Have students share theirresponses and then debate thisquestion. Raise the point thatmany important scientists wereknown for their original think-ing and sometimes faced resis-tance to their new ideas.

vv------------------------------------------------gNow You See It As an exercisein observation, display a collec-tion of assorted shapes on theoverhead projector. Allow thestudents to look at the shapesfor 15 seconds. Turn the projec-tor off, and have the studentsspend 5 minutes describing ordrawing as many of the shapesas they can in their sciencejournal. l Visual/Intrapersonal

Answer to Reading Checka series of steps used by scientists tosolve problems

CHAPTER RESOURCES


CRF Lesson Plan Directed Reading Ab Directed Reading Bs

Technology

Transparencies Bellringer L1 Scientifi c Methods

Workbooks

Interactive Textbook Struggling Readers Struggling Readers


Ask a QuestionHave you ever observed something out of the ordinary or dif-ficult to explain? Such an observation usually raises questions. For example, you might ask, Could something in the water be causing the frog deformities? Looking for answers may include making more observations.

Make ObservationsAfter the students from Minnesota realized something was wrong with the frogs, they decided to make additional, careful observations, as shown in Figure 2. They counted the number of deformed frogs and the number of normal frogs they caught. The students also photographed the frogs, took measure ments,and wrote a thorough description of each frog.

In addition, the students collected data on other organisms living in the pond. They also conducted many tests on the pond water, measuring things such as the level of acidity. The students carefully recorded their data and observations.

Accurate ObservationsAny information you gather through your senses is an obser-vation. Observations can take many forms. They may be measurements of length, volume, time, or speed or of how loud or soft a sound is. They may describe the color or shape of an organism. Or they may record the behavior of organisms in an area. The range of observations a scientist can make is endless. But no matter what observations reveal, they are use-ful only if they are accurately made and recorded. Scientists use many standard tools and methods to make and record observations. Examples of these tools are shown in Figure 3.

Figure 3 Microscopes, rulers, and thermometers are some of the many tools scientists use to collect information. Scientists also record their observations carefully.

Figure 2 Making careful observations is often the first step in an investigation.

Section 2 Scientific Methods 11

READINGSTRATEGY --------------------b

Mnemonics Have students develop a mnemonic device that will remind them of the six steps of scientific methods: Ask a question, Form a hypothe-sis, Test the hypothesis, Analyze results, Draw conclu-sions, and Communicate results. An example is Anne FoundTwenty Adorable Dogs and Cats.l Verbal/Auditory ee

CONNECTIONCONNECTION vvSocial Studies -------------------------gA Lifetime of Discoveries To help students become aware of how science and technology affect their lives, have them work together to develop a time-line of discoveries that have occurred during their lifetime. Divide the class into small groups, and assign each group a year. Have them use library resources or the Internet to research their year. Each student will be responsible for selecting two events, pre paring a note card for each event, and illus-trating at least one of the events. The cards should include the year, the discovery, and a few descriptive sentences about the discovery and its significance. Have several volunteers assemble the timeline on a bulletin board. l Intrapersonalcc

ee

Frog Legs In 1786, Luigi Galvani noted that the legs of a dead frog jerked when he touched them with a brass hook. The hook created a small electric current, which stimulated the nerve. The nerve in turn stimulated the mus-cle. With these observations, Galvani helped to establish the fields of neuro-physiology and clinical neurology.

Imagination Albert Einstein said, Imagination is more important than knowledge. Knowledge is limited. Imagi-nation encircles the world. He also said, Logic will get you from A to B. Imagination will take you everywhere.

Form a HypothesisAfter asking questions and making observations, scientists mayform a hypothesis. A hypothesis (hie PAHTH uh sis) is a possibleexplanation or answer to a question. A good hypothesis isbased on observation and can be tested. When scientists formhypotheses, they think logically and creatively and considerwhat they already know.

To be useful, a hypothesis must be testable. A hypoth-esis is testable if an experiment can be designed to test thehypothesis. Yet, if a hypothesis is not testable, it is not alwayswrong. An untestable hypothesis is simply one that cannot besupported or disproved. Sometimes, it may be impossible togather enough observations to test a hypothesis.

Scientists may form different hypotheses for the same prob-lem. In the case of the Minnesota frogs, scientists formed thehypotheses shown in Figure 4. Were any of these explanationscorrect? To find out, each hypothesis had to be tested.

Reading Check What makes a hypothesis testable?

hypothesis an explanation that isbased on prior scientific research orobservations and that can be tested

Figure 4More than onehypothesis canbe made for asingle question.

Hypothesis 1:

The deformities were caused by one or more

chemical pollutants in the water.

Hypothesis 2:

The deformities were caused by attacks

from parasites or other frogs.

Hypothesis 3:

The deformities were caused by an increase

in exposure to ultraviolet light from the sun.

WRITING

SKILLVanishingAmphibians

Since the 1980s, scientistshave been concerned abouta steady worldwide declinein the number of amphibians,such as frogs and salamanders.Scientists have studied severalpossible causes, including UVradiation, chemical pollutants,parasites, and skin fungi. Finda recent news article aboutone such study, and write ashort summary of the article.

Demonstration --------------gFrog Call Scientists who studyfrogs often locate the frogs bytheir calls. The northern leopardfrog, which inhabits the pondthat was studied by the Minnesotastudents, has quite a peculiarcalla mixture of grunts, snores,and squeaks that sounds like awet palm being rubbed across aninflated balloon. Ask a volunteerto use a balloon to demonstratethe frogs call for the class.l Auditory

Answer to Reading Checkthe possibility that an experimentcan be designed to test thehypothesis.

h-----------------------------gWriting Investigate Your Area Have stu-

dents observe the daily activities inand around a local pond, woods, or

garden over a period of several weeks. Tellstudents to record their observations intheir science journal.l Visual/Intrapersonal PORTFOLIO

vv---------------------------------------a

PORTFOLIO

Test a Hypothesis Encourage stu-dents to come up with a very sim-

ple hypothesis that they can easily testthemselves. Require students to have youapprove the design of their experimentbefore they begin. l Logical/Intrapersonal

SUPPORT FOR

English LanguageLearnersPrediction LanguageStudents may have troublecreating if/then statements.Write If it is hot outside,the ice cream will melt onthe board. Point out the firstpart of the sentence, the ifclause, mentions somethingthat might be true right now,so present tense is used. Thesecond part of the sentence,the then clause, is about some-thing that will happen in thefuture, so future tense is used(will, going to, etc.). The sec-ond part will happen ONLY ifthe first part of the sentence istrue. If it is not hot outside,the ice cream will not melt.To check comprehension,ask students to say some oftheir own if/then statements.l Verbal


PredictionsBefore scientists can test a hypothesis, they must first make predictions. A prediction is a statement of cause and effect that can be used to set up a test for a hypothesis. Predictions are usually stated in an if-then format, as shown in Figure 5.

More than one prediction may be made for each hypothesis. For each of the hypotheses on the previous page, the predic-tions shown in Figure 5 were made. After predictions are made, scientists can conduct experiments to see which predictions, if any, prove to be true and support the hypotheses.

Figure 5 More than one prediction may be made for a single hypothesis.

Have Aliens Landed? Suppose that you and a friend are walking through a heavily wooded park. Suddenly,

you come upon a small cluster of trees lying on the ground. What caused them to fall over? Your friend thinks that extraterrestrials knocked the trees down. Write a dialogue of the debate you might have with your friend about whether this hypothesis is testable.

WRITING

SKILL

Hypothesis 1:

Prediction: If a substance in the

pond water is causing the deform iti

es,

then the water from ponds that ha

ve

deformed frogs will be different fro

m

the water from ponds in which no

abnormal frogs have been found.

Prediction: If a substance in the

pond water is causing the deform iti

es,

then some tadpoles will develop

deformities when they are raised in

pond water collected from ponds th

at

have deformed frogs.

Hypothesis 2:

Prediction: If a parasite is

causing the deformities, then this

parasite will be found more often

in frogs that have deformities.

Hypothesis 3:Prediction: If an increase in exposure to ultraviolet light is causing the deformities, then some frog eggs exposed to ultra violet light in a laboratory will develop into deformed frogs.

Section 2 Scientific Methods 13

READINGSTRATEGY ----------------------b

Roots of Words Have students use a dictionary to find the defi-nition and root origins of the word hypothesis. Have volun-teers write on the board the information they find. Small groups of students could then compile lists of words that con-tain the word roots hypo- or -thesis, as an alternative or additional activity. Example words include hypothermia, hypo-allergenic, syn thesis, prosthesis,and photosynthesis.l Verbal/Auditory ee

vv--------------------------------------gWriting Writing Predictions

Have students practice writing predictions as

ifthen statements. Some questions they can consider when writing their predictions are the following:

Is an unknown liquid water or rubbing alcohol? (Sample pre-diction: If the liquid is alcohol, then it will have an odor.)

Can plants sense which way is up? (Sample prediction: If the plant is laid on its side for several days, then the stem will begin to curve upward.)

Do cardinals prefer sunflower seeds to millet? (Sample predic-tion: If cardinals are offered both sunflower seeds and millet, then they will eat the sunflower seeds first.)l Verbal/Logical ee

Answer to Connection to Language ArtsAnswers may vary. Sample answer: The hypoth-esis that extraterrestrials caused the trees to fall is not testable because there is no way to support or disprove the hypothesis. No observa-tions or experiments can be performed to test this hypothesis if the extraterrestrials do not exist or if they are simply gone. A testable hypoth esis is that a volcanic eruption knocked the trees down. We can observe volcanoes in action in several places on the planet.

MISCONCEPTIONALERT

It Never Fails Students may believe that an experiment is a failure if their hypothesis is not supported by the data gathered. Remind them that t

The Study of Living Things TIMELINE 1 The Study of Living Things Life science is the study of living...

Documents

Transcript of The Study of Living Things TIMELINE 1 The Study of Living Things Life science is the study of living...