00i-00x FM SE-877133 5/30/06 2:02 PM Page i … © Glencoe/McGraw-Hill, a division of The...

ConsultantDouglas Fisher, Ph.D.

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Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the materialcontained herein on the condition that such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with Science Level Red. Any other reproduction,for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027

ISBN-13: 978-0-07-877133-0ISBN-10: 0-07-877133-1

Printed in the United States of America

1 2 3 4 5 6 7 8 9 024 08 07 06

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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New York Science Notebook iii

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

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

Chapter 1 Nature of ScienceChapter Preview ....................................... 1

1-1 ............................................................... 2

1-2 ............................................................... 5

1-3 ............................................................... 8

1-4............................................................. 11

Wrap-Up ................................................. 14

Chapter 2 Energy andEnergy Resources

Chapter Preview ..................................... 15

2-1............................................................. 16

2-2............................................................. 19

2-3............................................................. 22

Wrap-Up ................................................. 26

Chapter 3 Work and Simple Machines

Chapter Preview ..................................... 27

3-1............................................................. 28

3-2............................................................. 31

3-3............................................................. 34

Wrap-Up ................................................. 38

Chapter 4 States of MatterChapter Preview ..................................... 39

4-1............................................................. 40

4-2............................................................. 43

4-3............................................................. 46

Wrap-Up ................................................. 50

Chapter 5 Thermal EnergyChapter Preview ..................................... 51

5-1............................................................. 52

5-2............................................................. 55

5-3............................................................. 58

Wrap-Up ................................................. 62

Chapter 6 AtmosphereChapter Preview ..................................... 63

6-1............................................................. 64

6-2............................................................. 67

6-3............................................................. 70

Wrap-Up ................................................. 74

Chapter 7 WeatherChapter Preview ..................................... 75

7-1............................................................. 76

7-2............................................................. 79

7-3............................................................. 82

Wrap-Up ................................................. 86

Chapter 8 Life’s Structureand Classification

Chapter Preview ..................................... 87

8-1............................................................. 88

8-2............................................................. 91

8-3............................................................. 94

8-4............................................................. 97

Wrap-Up ............................................... 100

Chapter 9 Interactions of LifeChapter Preview................................... 101

9-1........................................................... 102

9-2........................................................... 105

9-3........................................................... 108

Wrap-Up ............................................... 112

Chapter 10 The Nonliving Environment

Chapter Preview................................... 113

10-1 ........................................................ 114

10-2 ........................................................ 117

10-3 ........................................................ 120

Wrap-Up ............................................... 124

Chapter 11 EcosystemsChapter Preview................................... 125

11-1 ........................................................ 126

11-2 ........................................................ 129

11-3 ........................................................ 132

Wrap-Up ............................................... 136

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New York Science Notebook 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 (★) 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 New York Science Notebook

Using Your New York Science Notebook

Academic Vocabulary

accumulate: to increase gradually in

quantity or number; to gather or pile up

affect: to bring about a change in

apparent: appearing as actual

available: suitable or ready for use or

service or at hand; readily obtainable

or accessible

category: group or class of things

chart: organizational tool that gives

information about something in the form

of a diagram, graph, or table

chemical: acting to change the identity, or

chemical makeup, of a substance

complex: made up of complicated and

related parts

compound: substance produced when

elements combine and whose properties

are different from each of the elements

in it

constant: continual; going on all the time

contact: act or state of touching or meeting

contract: to become smaller

convert: to change from one form or use

to another

cycle: series of events or actions that

repeat regularly

decline: to become less in health, power,

value, or number

design: to build or create to satisfy a need

distribute: to divide among several or many

things; scatter

encounter: to meet or experience

erode: to wear away

evaluate: to carefully judge the significance

of something

eventual: taking place at an unspecified

later time

exert: to bring to bear

expose: to reveal or make known

factor: something that contributes to

a result

feature: part, appearance, or characteristic

of something

framework: supporting structure

function: special work or purpose of an

object or a person

goal: objective or end that one strives

to achieve

identical: exactly the same

identify: to recognize or show to be a

person or thing that is known

indicate: to point out, give evidence of,

or show

inject: to force into something

injure: to cause bodily harm

input: power or energy that is put into

a machine or system

interact: to act on each other

internal: happening or arising or

located within

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Science Level Red 251

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

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

1. Write an A if you agree with the statement.

2. Write a D if you disagree with the statement.

Name Date

• Science and technology are independent ofone another.

• Only scientists use science skills.

• Scientific theories can change if new informationbecomes available.

• Science experiments that are done by professionalscientists do not need to be repeated.

Write down three examples of science in your everyday life.

Student responses may vary, but may include cooking food, heating your home,

or digesting food.

Science Journal

Before You The Nature of ScienceRead

The Nature of Science 1

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Compare and contrast types of variables by writing a sentencethat describes each type.

Analyze each procedure below and write the precautions youshould take to keep safe. Accept all reasonable responses.

Heating a liquid on a hot plate: use a temperature mitt, wear

goggles, wear appropriate clothing, use plug carefully

Going outside to observe nature: wear appropriate clothing, be

careful near natural hazards, never reach your hand into places

where your eyes can’t see, wash your hands afterward

Handling plants or animals in the lab: wear an apron and

goggles, handle animals gently and cautiously, wash your hands

thoroughly afterward

Section 2 Science in Action (continued)

ExperimentsI found this information

on page .

SE, p. 18RE, pp. 14–15

LaboratorySafety

I found this information

on page .

SE, pp. 19–20RE, pp. 15–16

Name Date


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Think of a scientific question that you would like to answer.

Then, write three hypotheses, or possible answers, to your question. How could you

test your hypotheses? Accept all reasonable responses.

Which type of baseball bat—aluminum or wooden—is better for hitting homeruns?

Hypotheses: The aluminum bat is better. The wooden bat is better. Both bats are equally

good. Testing: Have hitters use both types of bats; record number of homeruns.

CONNECT IT

How Variables Change

Type of Variable Description

Independent The independent variable is the variable variable that is changed in an experiment.

Dependent The dependent variable changes because variable of a change to the independent variable.

Constant The constant must stay the same for the experiment to be valid.

This note-taking guide is designed to

help you succeed in learning science

content. 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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New York Science Notebook vii

Complete the graphic organizer to show what may happen to a scientific theory when new data are discovered. Use thefollowing phrases:

• Evaluate scientific theory. • Theory is modified.

• Theory is discarded. • Theory stays same.

Synthesize information from your book to list some of thestructures, cycles, and processes in your school day.

Choose at least one structure, one cycle, and one process from yourlist and describe the ways they interact.

Accept all reasonable responses. The routine I follow when I

arrive at school isa process. This process takes place first in the

hallway structure where I collect my books and proceed to a

classroom (also a structure). My class schedule and the weekly

calendar are cycles that tell me where and when my classes are.

New data

New data do not

fit theory.

New data fits

theory.

Theory stays same.

Theory is modified.

Theory is modified.

Theory is discarded.

Evaluate scientific

theory

Structures Cycles Processes

classroom class schedule arriving at school in themorning

school building lunch menus changing classes

hallways calendar note taking

Section 1 What is science? (continued)

Learning Aboutthe World


on page .

SE, p. 7RE, p. 6

Systems inScience


on page .

SE, pp. 8–9RE, p. 7

Name Date


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The Nature of Science Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.



Name Date

After reading this chapter, identify three things that you have

learned about the nature of scientific investigation. Accept all reasonable responses.

1. Scientists want to know why, how, or when something happens. 2. Different types

of questions need different types of investigations. 3. Scientists use three types of

models.

SUMMARIZE IT

ReviewUse this checklist to help you study.

Review the information you included in your Foldable.

Study your Science Notebook on this chapter.

Study the definitions of vocabulary words.

Review daily homework assignments.

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

Review the Self Check at the end of each section.

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

• Science and technology are independent of Done another.

• Only scientists use science skills. D

• Scientific theories can change if new information Abecomes available.

• Science experiments that are done by professional Dscientists do not need to be repeated.

The Nature of Science After YouRead

14 The Nature of Science

SE, p. 11RE, p. 8

SE, pp. 12–17RE, pp. 10–13

SE, p. 7RE, p. 6

SE, p. 29RE, p. 23

Connect concepts by completing the concept map below aboutscientific methods.

Complete the outline below by writing answers on the lines.

Making Conclusions and Communicating

I. Conclusions Accept all reasonable responses.

A. Definition of conclusion

1. statements inferred from the experimental data

2. made near the end of a scientific investigation

B. Reasons why scientists often test the conclusions of

another scientist

1. to find out whether the conclusions are still correct

when more data are gathered

2. to make certain that errors were not made in the

original investigation

II. Communicating—Reasons why it is important for scientists

to communicate

A. conclusions can be tested by others

B. conclusions can be used by others

observations

and questions

hypotheses

conclusions

data such as

measurements

and descriptions

ScientificMethods

often begin with

lead to resultsand judgementscalled

can includeexperimentsto collect

include possibleanswerscalled


Science SkillsI found this information

on page .

SE, pp. 12–17RE, pp. 10–13

DrawingConclusions


on page .

SE, pp. 16–17RE, pp. 13–14

Name Date


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Chapter Wrap-UpThis brings the information together for you. Revisiting what you thought

at the beginning of the chapter providesanother opportunity for you to discuss

what you have learned.

Note-Taking Based on the Cornell Two-Column Format

Practice effective note-taking through the use of graphic organizers, outlines,

and written summaries.

Review Checklist This list helps you assess whatyou have learned and prepare

for your chapter tests.

Graphic OrganizersA variety of visual organizers help you to analyze and summarize information

and remember content.

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



Name Date



• Scientific theories can change if new informationbecomes available.

• Science experiments that are done by professionalscientists do not need to be repeated.

Write down three examples of science in your everyday life.

Science Journal

Before You The Nature of ScienceRead


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001-014_CH01-877133 5/31/06 2:34 PM Page 1 (Black plate)

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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 1 What is science?


Skim through Section 1 of your text. Write three questions thatcome to mind from reading the headings and looking at theillustrations.

1.

2.

3.

Define theory using your book or a dictionary. Write a sentenceabout a theory you have heard people talk about in everyday life.

Write the correct key term from your text next to each definition.

an explanation of a pattern observed repeatedly in the natural

world

a way of learning more about the natural world

a collection of structures, cycles, and processes that relate to and

interact with each other

a rule that describes a pattern in nature

Use a dictionary to help you write a scientific definition of theword cycle.

theory

cycle

AID S1.1a: formulate questions about natural phenomena. S1.1c: refine and clarify questions sothat they are subject to scientific investigation. ICT 1.2: Describe the differences and similaritiesamong engineering systems, natural systems, and social systems. Also covered: AID T1.1a.


Complete the graphic organizer to show what may happen to a scientific theory when new data are discovered. Use thefollowing phrases:

• Evaluate scientific theory. • Theory is modified.

• Theory is discarded. • Theory stays same.

Synthesize information from your book to list some of thestructures, cycles, and processes in your school day.

Choose at least one structure, one cycle, and one process from yourlist and describe the ways they interact.

New data

New data do not

fit theory.

New data fits

theory. Theory is modified.

Structures Cycles Processes


Learning Aboutthe World


on page .

Systems inScience


on page .

Name Date


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Classify which branch of science—physical science, Earth science,or life science—includes each of the following examples. Then, writeone additional example studied by that science.

Complete the following paragraph about the relationship betweenscience and technology.

is a way to learn about the natural world.

To use these answers for helping people, however, they must be

applied in some way. is the practical use of

in our everyday lives.


The Branches of Science


on page .

Science andTechnology


on page .

Name Date


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Example Branch of Additional Science Example

Soil

Fish

Light

Meteors

Chemical reactions

Body systems

Plants

Clouds

Write about a time that you used science to figure out a problem

in your everyday life. Include an additional question about this topic that you might

like to investigate.

CONNECT IT


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ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 2 Science in Action

NewVocabulary


observation

hypothesis

infer

controlled experiment

variable

constant

chart

Skim the headings in Section 2. Then make three predictions aboutwhat you will learn.

1.

2.

3.

Define observation and give an example of an observation youmade today.

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

Use a dictionary to define chart as it refers to science.

AID S2.2b: design scientific investigations, S2.2c: design a simple controlled experiment, S2.2d: identify independent variables, dependent variables, and constants in a simple controlledexperiment. Also covered: S1.1a, S1.1b, S1.1c, S1.2a, S1.2b, S1.2c, S2.1a, S2.1d, S2.2a, S3.1a.


Connect concepts by completing the concept map below aboutscientific methods.

Complete the outline below by writing answers on the lines.

Making Conclusions and Communicating

I. Conclusions

A. Definition of conclusion

1.

2.

B. Reasons why scientists often test the conclusions of

another scientist

1.

2.

II. Communicating—Reasons why it is important for scientists

to communicate

A.

B.

ScientificMethods

often begin with

lead to resultsand judgementscalled

can includeexperimentsto collect

include possibleanswerscalled


Science SkillsI found this information

on page .

DrawingConclusions


on page .

Name Date


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Compare and contrast types of variables by writing a sentencethat describes each type.

Analyze each procedure below and write the precautions youshould take to keep safe.

Heating a liquid on a hot plate:

Going outside to observe nature:

Handling plants or animals in the lab:


ExperimentsI found this information

on page .

LaboratorySafety


on page .

Name Date


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Think of a scientific question that you would like to answer.

Then, write three hypotheses, or possible answers, to your question. How could you

test your hypotheses?

CONNECT IT

How Variables Change

Type of Variable Description

Independent

variable

Dependent

variable

Constant


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ReviewVocabulary

Name Date

The Nature of ScienceSection 3 Models in Science


scientific method

model

encounter

Scan Section 3 of your book. Then write three questions that youhave about the use of models in science. Try to answer yourquestions as you read.

1.

2.

3.

Define scientific method using your book or a dictionary. Thengive an example of the scientific method in action.

Use your book or a dictionary to define model. Then give someexamples of real-life and scientific models.

Use a dictionary to define encounter. Then use the term in anoriginal sentence that shows its scientific meaning.

AcademicVocabulary

NewVocabulary

ICT 2.1: Select an appropriate model to begin the search for answers or solutions to a question orproblem. 2.2: Use models to study processes that cannot be studied directly. Also covered:AID M1.1c, S1.2b, 2: IS 1.5.


Summarize how models are helpful.

Organize information in the chart to describe the three types ofmodels and their uses.

Create a diagram of the building in which you live. Provide asmuch detail as possible so that your model will be accurate. Identifyuses for this model.

Section 3 Models in Science (continued)

Why are modelsnecessary?


on page .

Types of ModelsI found this information

on page .

Making ModelsI found this information

on page .

Name Date


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Models

Type Description Use

Physical

built using

computer

software

help people understand abstract

concepts that often are beyond

common experience


Complete the graphic organizer about three ways that models areuseful and three examples of scientific models.

Identify two reasons that models have limitations and list anexample of a model for each reason.

1.

2.

ModelsUses Examples

Section 3 Models in Science (continued)

Using ModelsI found this information

on page .

Limitations of Models


on page .

Name Date


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As more has been learned about the solar system, the models

used to represent it have changed. What are some other models that might have

changed over time as new discoveries were made?

CONNECT IT


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ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 4 EvaluatingScientific Explanation

NewVocabulary


prediction

critical thinking

data

evaluate

Skim through the section. Read the headings and look at theillustrations. Then write three questions that come to mind.Add to these impressions as you read the section.

1.

2.

3.

Define prediction using your book. Write a scientific sentence togive an example of a prediction.

Use your book to define the following terms.

Use evaluate in a scientific sentence.

AID S3.2b: identify sources of error and the limitations of data collected. IPS 1.2: Make informed consumerdecisions by seeking answers to appropriate questions about products, services, and systems; determining thecost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.


Complete the following sentences using these terms.

sense inferences evaluate observations

conclusions accurate critical

You can an explanation using

thinking. First, you should examine the and

decide if you believe they are . Then, look at the

or made about the data and

decide if they make .

Summarize three features of reliable data.

1.

2.

3.

Organize three characteristics of good notes.

Good notes are

Section 4 Evaluating Scientific Explanation (continued)

Believe it or not?I found this information

on page .

Evaluating the Data


on page .

Name Date


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Section 4 Evaluating Scientific Explanation (continued)

Evaluating theConclusions


on page .

Name Date


Create your own advertisement for a wrinkle cream. Include

claims about the product’s safety and effectiveness, and use information that might

help support those claims. List reasons why another person should or should not

believe your ad.

Advertisement:

Reasons:

CONNECT IT

Complete the concept web to show the steps you might use whenevaluating a scientific explanation. Use phrases:

• Are there good notes? • Could there be another explanation?

• Can the data be repeated? • Evaluate the conclusion.

Scientific Explanation

Evaluatethe data

Are the data specific?

Are the data reliable?

Does it make sense based on what I know?


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The Nature of Science Chapter Wrap-Up




Name Date


learned about the nature of scientific investigation.

SUMMARIZE IT











• Scientific theories can change if new information becomes available.

• Science experiments that are done by professional scientists do not need to be repeated.

The Nature of Science After YouRead



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Energy and Energy Resources 15


Energy and Energy ResourcesBefore You ReadPreview the chapter title, the section titles, and the section headings. List at least two ideasfor each section in each column.

Name Date

Choose three devices that use electricity and identify the function of each device.

Science Journal

K WWhat I know What I want to find out


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16 Energy and Energy Resources

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Energy and Energy ResourcesSection 1 What is energy?

mass

enormous

Analyze the objectives for Section 1. Write three questions youhave. Look for responses to each question as you read the section.

1.

2.

3.

Define mass to show its scientific meaning.

Read each definition below. Write the correct vocabulary term on the blank in the left column.

energy in the nucleus of an atom

ability to cause change

energy stored in chemical bonds

energy that an object has as a result of its motion

current that comes out of batteries and wall sockets

energy that increases with temperature

energy that is stored because of an object’s position

energy carried by light

Use a dictionary to define enormous.

PS 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, andchemical. Energy is transformed in many ways. 4.1e: Energy can be considered to be either kineticenergy, which is the energy of motion, or potential energy, which depends on relative position.


Create a list of three examples of how energy causes changes thatyou observe in your classroom.

1.

2.

3.

Complete the graphic organizer by using information from yourbook to describe energy of motion.

Complete the graphic organizer by using information from yourbook to describe energy of position.

Energy an object has as a result of its

position is

which increases or decreases with

Energy an object has as a result of its

motion is

which increases or decreases with

Section 1 What is energy? (continued)

The Nature ofEnergy


on page .

Energy of Motion I found this information

on page .

Energy ofPosition


on page .

Name Date


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Synthesize your knowledge of each form of energy by providingexamples of them.

Section 1 What is energy? (continued)

Forms of EnergyI found this information

on page .

Name Date


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Form of ExampleEnergy

Thermal

Chemical

Radiant

Electrical

Nuclear

Choose any three forms of energy discussed in this lesson.

Explain how each form of energy is important in your daily life.

CONNECT IT


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ReviewVocabulary

Name Date

Energy and Energy ResourcesSection 2 EnergyTransformations

NewVocabulary

AcademicVocabulary

transformation

law of conservation of energy

generator

turbine

convert

Preview Section 2 of your book using the checklist.

Read all section headings.

Read all bold words.

Look at all of the pictures and read their labels.

Think about what you already know about how energy

changes form.

Write three facts you discovered about energy transformations asyou scanned the section.

1.

2.

3.

Define the vocabulary terms using your book.

Use a dictionary to define convert.

PS 4.1c: Most activities in everyday life involve one form of energy being transformed into another. Energy, in the form ofheat, is almost always one of the products of energy transformations. Also covered: 4.1d, 4.1e, 4.3a, 4.4d, 4.5a, 4.5b.


State the law of conservation of energy.

The law of conservation of energy states that

Model the potential and kinetic energy transformations thattake place as a person tosses a ball into the air and then catches it.

• Label the points at which the ball has the greatest potential

energy and the greatest kinetic energy.

Analyze the energy flow in a gasoline-powered engine andcomplete the diagram below.

movement of engine

heating ofengine

Section 2 Energy Transformations (continued)

The Law ofConservation of

EnergyI found this information

on page .

Changing Kineticand Potential


on page .

Energy ChangesForm


on page .

Name Date


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Compare and contrast energy transformations that occur whenelectrical energy is generated in coal power plants with energytransformations that occur when energy is used to help you hear.Sequence steps in each process side-by-side.

Contrast a turbine with a generator.

Section 2 Energy Transformations (continued)

GeneratingElectrical EnergyI found this information

on page .

Name Date


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Coal Power Plants Energy in Hearing

Turbine

Generator

Identify some points in the energy flow through a power plant

that might produce unwanted forms of energy and make the plant less efficient.

SYNTHESIZE IT


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Energy and Energy ResourcesSection 3 Sources of Energy

AcademicVocabulary

resource

nonrenewable resource

renewable resource

alternative resource

inexhaustible resource

photovoltaic

percent

Predict what you will learn in this section. Read the title. Thenwrite two topics that might be discussed.

1.

2.

Write a sentence using the word resource that shows its scientificmeaning.

Define the key terms using your book or a dictionary.

Use a dictionary to define percent.

PS 4.1a: The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. 4.1b: Fossil fuels contain stored solar energy and are considered nonrenewable resources. Also covered: 2.2r, 4.4d.


Identify two types of energy from the natural world that Earth’ssurface receives.

1.

2.

Compare energy resources by completing the table.

Section 3 Sources of Energy (continued)

EnergyResources


on page .

Fossil Fuels,Nuclear Energy,

andHydroelectricity


on page .

Name Date


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Energy Resources

Fossil Fuels Nuclear Hydroelectric

Source of

energy

Renewable

Advantages

DisadvantagesDisadvantages


Complete the concept map by listing four alternative sources

of energy.

Identify two reasons to conserve fossil fuels.

1.

2.

Alternative sourcesof energy

Section 3 Sources of Energy (continued)

AlternativeSources of


on page .

ConservingEnergy


on page .

Name Date


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List three specific things you can do to conserve fossil fuels.CONNECT IT

solar energy wind energy

geothermalenergy

energy fromocean tides


Tie It All TogetherEnergy and Energy ResourcesMake a concept map that includes all of the ways energy can be generated that arementioned in this chapter.

Name Date

Now imagine you are an energy expert on a planning council for a new town to be built on an island. Evaluate resources and/or methods you will suggest that the new town use.Justify your choices and provide possible challenges to the project.


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Energy and Energy ResourcesChapter 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

Summarize three main points of the chapter in a paragraph or

by using a concept map.

SUMMARIZE IT

K W LWhat I know What I want to find out What I learned










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Work and Simple Machines 27

Work and Simple MachinesBefore You ReadPreview 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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AcademicVocabulary

Name Date

Work and Simple MachinesSection 1 Work and Power

28 Work and Simple Machines

force

work

power

version

Review the objectives for Section 1. Write three questions that cometo mind from reading these statements. Look for answers to eachquestion as you read the section.

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 originalsentence to show its scientific meaning.

AID M1.1c: apply mathematical equations to describe relationships among variables in the naturalworld. PS 5.1c: An object's motion is the result of the combined effect of all forces acting on the object.An object at rest will remain at rest.


Summarize what must occur for work to be done.

Model the relationship between an applied force and work bysketching two drawings in the boxes provided. In the top box, showa situation in which work is done. In the bottom box, show asituation 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?I found this information

on page .


on page .

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Complete the mathematical equation describing how work iscalculated. Complete the same equation below it, using the units inwhich each measurement is recorded. Then write the same equationusing the correct symbols.

work � �

joules � �

�

Define the term power. Complete the mathematical equationdescribing how power is calculated in word and symbol form.

Power is .

power � P �

Identify the unit in which power is measured.

Summarize the way in which work, energy, and power arerelated 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 WorkI found this information

on page .

What is power?I found this information

on page .


on page .

Name Date

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

people as they play the sport.

CONNECT IT


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Predict three things that might be discussed in Section 2 afterreading the headings in this section.

1.

2.

3.

Define friction to show its scientific meaning.

Write the correct vocabulary term next to its definition.

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

PS 5.2c: Machines transfer mechanical energy from one object to another. 5.2d: Friction is a forcethat opposes motion. 5.2e: A machine can be made more efficient by reducing friction. Also covered: AID M1.1c, PS 5.2f.


Organize information by listing the three ways a machine canmake work easier.

A machine makes work easier by changing

1. .

2. .

3. .

Summarize mechanical advantage. Then write the formula forcalculating it.

Mechanical advantage is

.

The equation for calculating mechanical advantage is

mechanical advantage �

Analyze the diagrams in your book that show the three waysmachines make work easier. Complete the chart by describing theeffect of the machine on the output force.

Section 2 Using Machines (continued)

What is amachine? and

MechanicalAdvantage


on page .


on page .

Name Date


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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 bycompleting 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.

� 100%efficiency (in percent) �

Model how oil reduces the friction between two surfaces. Sketch across-section view of two horizontal surfaces sliding past each other.Indicate contact points on the upper and lower surfaces and a layerof oil between them.

Section 2 Using Machines (continued)

EfficiencyI found this information

on page .


on page .


on page .

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ReviewVocabulary

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 section titles.


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 itsscientific meaning.

AID M1.1c: apply mathematical equations to describe relationships among variables in the naturalworld. PS 5.2g: Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane.A complex machine uses a combination of interacting simple machines.


Contrast simple and compound machines by completing the chart.

Compare how the amount of force needed to move an objectchanges with the length of the inclined plane. Complete the phrasesbelow with less, more, and the most.

Model how changing the location of a fulcrum in a lever affects itsmechanical advantage. Draw two levers of the same length butwith 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 simplemachine?


on page .

Inclined PlaneI found this information

on page .

LeverI found this information

on page .

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Simple Machine Compound Machine

Description

Examples


Pulleys

Type of Effect on force Mechanical advantagepulley

Fixed

pulley

Movable

pulley

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 AxleI found this information

on page .

PulleyI found this information

on page .

Name Date


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Tie It TogetherSynthesize ItYou 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.

Name Date


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Work and Simple MachinesChapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the thirdcolumn. 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




States of MatterBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• There are four states of matter.

• Solids take the shape of their containers.

• Substances cannot change directly from a solid to a gas.

• The air around you is putting pressure onyour body.

Write about what you predict is a source of the warm water in a hot natural spring in a cold, snowy climate.

Science Journal

Before You States of MatterRead

States of Matter 39

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AcademicVocabulary

Name Date

States of MatterSection 1 Matter

40 States of Matter

atom

definite

Skim through Section 1 of your text. Write three questions thatcome to mind when reading the headings and looking at theillustrations.

1.

2.

3.

Define the word atom in a scientific sentence.

Write the correct vocabulary term next to each definition.

matter that does not have a definite shape or volume

anything that takes up space and has mass

matter with a definite shape and volume

liquid’s resistance to flow

uneven forces acting on the particles on the surface of a liquid

matter with a definite volume but no definite shape

Use a dictionary to define definite.

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PS 3.1c: The motion of particles helps to explain the phases (states) of matter as well as changes from one phase toanother. The phase in which matter exists depends on the attractive forces among its particles. Also covered: 3.1a, 3.1e, 3.1f, 3.3a, 3.3b.


Define matter, and identify the four states of matter.

Matter:

Complete the statements about properties of solids.

Do solids have definite shape?

Do solids have definite volume?

Do solids take the shape of its container?

How do particles in solids move?

How are particles in crystalline solids arranged?

How are particles in amorphous solids arranged?

Contrast liquids with solids.

1.

2.

3.

The FourStates of Matter

Section 1 Matter (continued)

What is matter?I found this information

on page .

SolidsI found this information

on page .

LiquidsI found this information

on page .

Name Date

States of Matter 41

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Distinguish between viscosity and surface tension.

Organize information about gases.

Gases

or

are made ofparticles that move

do nothave definite

fill the

Section 1 Matter (continued)

LiquidsI found this information

on page .

GasesI found this information

on page .

Name Date

42 States of Matter

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Compare and contrast the motion of particles in a solid with

those in a gas.

SUMMARIZE IT


ReviewVocabulary

AcademicVocabulary

Name Date

States of MatterSection 2 MatterChanges of State

NewVocabulary

States of Matter 43

energy

item

Predict three things that might be discussed in this section afterreading the title and headings.

1.

2.

3.

Define the word energy using a dictionary or your book.


average kinetic energy of the particles in a substance

the change from a gas state to a liquid state

the change from a solid state to a liquid state

total kinetic energy of the particles in a material

the change from a liquid state to a gas state

the change from a liquid state to a solid state

movement of thermal energy from a substance at a higher

temperature to one at a lower temperature

Use a dictionary to define item.

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PS 3.2a: During a physical change a substance keeps its chemical composition and properties. Examples ofphysical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing.Also covered: 3.1c, 3.3b, 4.1c, 4.1d, 4.2c.


Classify each phrase to show whether it describes thermal energy,

temperature, or both.

Create a drawing to show a glass of lemonade with ice cubes in it. Use arrows to show the movement of thermal energy.

Complete the chart below on specific heat.

Thermal Energy TemperatureBoth

• depends on the number ofparticles

• average energy of particles

• involves kinetic energy ofparticles

• total energy of particles

Section 2 Matter Changes of State (continued)

Thermal Energyand Heat


on page .


on page .

Specific HeatI found this information

on page .

Name Date

44 States of Matter

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Cool Heat Example

Substances with slowly

high specific heats

Substances with quickly

low specific heats


Compare the changes between the solid and liquid states bycompleting the chart.

Distinguish the changes between gas and liquid states by filling inthe graphic organizer.

Summarize information about sublimation.

gas liquid

Section 2 Matter Changes of State (continued)

ChangesBetween the

Solid and Liquid States


on page .

ChangesBetween the

Liquid and Gas States


on page .

ChangesBetween the

Solid and Gas States


on page .

Name Date

States of Matter 45

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Melting Freezing

What is it?

Thermal energy

released or

absorbed?

Explain the relationship between heat and temperature.SYNTHESIZE IT


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ReviewVocabulary

Name Date

States of MatterSection 3 Behavior of Fluids

46 States of Matter

AcademicVocabulary

force

pressure

buoyant force

Archimedes’ principle

density

Pascal’s principle

expand

Scan Section 3 of your book. Write three facts you discoveredabout fluids as you scanned the section.

1.

2.

3.

Define the word force in a sentence to show its scientificmeaning.

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

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

PS 3.1h: Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser. Also Covered: 3.1c, 3.1i, 3.3b.


Section 3 Behavior of Fluids (continued)

PressureI found this information

on page .


on page .


on page .

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States of Matter 47

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If force and area then pressure

increases stays the same

decreases stays the same

stays the same increases

stays the same decreases

Complete the formula for pressure. Then analyze how pressurechanges with a change in force or area.

Pressure �

Define atmospheric pressure and describe why you do not feel it.

Analyze how the size of a weather balloon would change as it risesinto the atmosphere. Create and label a drawing or write sentencesto explain why the balloon changes size.


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Complete the graphic organizer to show how changes in volumeand temperature can increase pressure.

Compare the buoyancy of an object that is more dense than waterwith an object that is less dense than water. Draw and label arrowsto show the buoyant force and weight of each.

Summarize Pascal’s principle, and give an example thatillustrates the principle.

Less DenseMore Dense

as volume

as temperature

Pressure

increases

Section 3 Behavior of Fluids (continued)

Name Date

48 States of Matter

An ice cube (solid water) floats in liquid water. Explain this

in terms of density and buoyant force.

SYNTHESIZE IT

Changes in Gas Pressure


on page .

Float or SinkI found this information

on page .

Pascal’s PrincipleI found this information

on page .


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States of Matter 49

Tie It TogetherSynthesize ItDescribe a situation from daily life in which you have experienced each change of stateidentified below. Explain how thermal energy was involved in the change of state.

Condensation

Melting

Freezing

Evaporation

Name Date

Freezing


States of Matter Chapter Wrap-Up




Name Date


learned about states of matter.

SUMMARIZE IT









• There are four states of matter.

• Solids take the shape of their containers.

• Substances cannot change directly from a solid to a gas.

• The air around you is putting pressure on your body.

States of Matter After YouRead

50 States of Matter

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Thermal Energy 51


Thermal EnergyBefore You ReadThink about the term thermal energy. List as many words as you can think of that usetherm- 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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52 Thermal Energy

NewVocabulary

ReviewVocabulary

Name Date

Thermal EnergySection 1 Temperature andThermal Energy

AcademicVocabulary

kinetic energy

temperature

thermal energy

random

What istemperature?


on page .

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

.

PS 4.1e: Energy can be considered to be either kinetic energy, which is the energy of motion, orpotential energy, which depends on relative position.


Sequence the steps to show how temperature changes cause mostobjects 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 istemperature?


on page .

MeasuringTemperature


on page .


on page .

Name Date

Thermal Energy 53

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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 betweenwater’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 on

each 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 potentialenergy of a ball. Complete the statements that have been started for you.

Synthesize Suppose you have two balls of colored dough, each at22°C. One ball is blue, the other is yellow. When the two balls aremixed together, their total mass is 100g of green dough. Mark thestatements that are true about this thermal energy analogy. Correctany 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 gblue

22°C

50 gyellow

100 ggreen� �

Section 1 Temperature and Thermal Energy (continued)

Thermal EnergyI found this information

on page .


on page .

Name Date

54 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 55

ReviewVocabulary

Name Date

Thermal EnergySection 2 Heat

NewVocabulary

AcademicVocabulary

electromagnetic wave

transfer

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

PS 4.2a: Heat moves in predictable ways, flowing from warmer objects to cooler ones, until bothreach the same temperature. Also covered: 4.2b.


Label the two drawings to illustrate the statement: Heat istransferred 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 energytransfer 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 ThermalEnergy


on page .

Conduction,Radiation, and

ConvectionI found this information

on page .

Name Date

56 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 InsulatorsBoth

Section 2 Heat (continued)

ThermalConductors and

ThermalInsulators


on page .

Name Date

Thermal Energy 57

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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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58 Thermal Energy

Name Date

Thermal EnergySection 3 Engines andRefrigerators

AcademicVocabulary

NewVocabulary

ReviewVocabulary

work

heat engine

internal combustionengine

internal

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

PS 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, andchemical. 4.5a: Energy cannot be created or destroyed, but only changed from one form into another. Also covered: 5.2c.


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 EnginesI found this information

on page .


on page .

Name Date

Thermal Energy 59

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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.

Freezerunit

Heat

Section 3 Engines and Refrigerators (continued)

RefrigeratorsI found this information

on page .

Name Date

60 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 61

Tie It TogetherSynthesize

Suppose that you are a television weather forecaster. As a part of your job, you have beenasked to help educate people about science. On the lines below, plan a weather forecast foryour region. After you have finished planning, present your forecast to the class. Explain asmany 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:

Name Date


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


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



Name Date

Atmosphere 63

• Earth’s early atmosphere was produced by erupting volcanoes.

• Nitrogen makes up most of Earth’s atmosphere.

• Energy from the Moon causes winds and ocean currents.

• Wind is the movement of air from an area ofhigher pressure to an area of lower pressure.

Write an article describing how you might prepare to climb Mt. Everest.

Science Journal

Before You AtmosphereRead

063-074_CH06_877133 5/31/06 2:42 PM Page 63 (Black plate)

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ReviewVocabulary

AcademicVocabulary

Name Date

AtmosphereSection 1 Earth’s Atmosphere

64 Atmosphere

pressure

atmosphere

ionosphere

ultraviolet radiation

chlorofluorocarbon

trace

Skim the headings in Section 1. Then make three predictions aboutwhat you will learn.

1.

2.

3.

Define pressure in a sentence that shows its scientific meaning.

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

Use a dictionary to define trace in terms of a scientific amount.

PS 2.1a: Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere isa mixture of gases. The atmosphere is stratified into layers, each having distinct properties. Nearly allweather occurs in the lowest layer of the atmosphere. Also covered: 2.1b, 2.1c, 2.1d.

1.

2.

3.


Summarize why Earth’s atmosphere is important to life on Earth.

Compare the amount of gases in the atmosphere by rereading thesection and analyzing the circle graph in your book. Then completethe following paragraph.

The gas that makes up most of the atmosphere is .

makes up 21 percent of the atmosphere. Oxygen

gas is important because

Although carbon dioxide

makes up only 0.03% of the atmosphere it is a concern because

Model the layers of the atmosphere by drawing them below. Labeland describe the characteristics of each layer.

Section 1 Earth’s Atmosphere (continued)

Importance ofthe Atmosphere


on page .

Makeup of theAtmosphere


on page .

Layers of theAtmosphere


on page .

Name Date

Atmosphere 65

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Model how air pressure changes as you go higher in theatmosphere with dots representing air molecules. Describe the causeof air pressure.

Compare the temperature changes that occur as you go higher inthe troposphere, stratosphere, mesosphere, and thermosphere.

Use the figure in your book to help you.

Air Molecules

Section 1 Earth’s Atmosphere (continued)

AtmosphericPressure


on page .

Temperature inAtmospheric

LayersI found this information

on page .

Name Date

66 Atmosphere

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Why did many governments around the world agree to ban the

production and use of CFCs in the mid-1990s?

CONNECT IT


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ReviewVocabulary

AcademicVocabulary

Name Date

AtmosphereSection 2 Energy Transferin the Atmosphere

NewVocabulary

Atmosphere 67

evaporation

displace

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.

Use your book to define the term evaporation.

Write the correct key term next to each definition.

energy that is transferred in the form of rays or waves

transfer of energy that occurs when molecules bump into

one another

transfer of heat by the flow of material

term that describes all of the water on Earth’s surface

process of water vapor changing to a liquid

Use a dictionary to define displace.

PS 4.1a: The Sun is a major source of energy for Earth. 4.2b: Heat can be transferred through matterby the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid orgas, currents will facilitate the transfer of heat (convection). Also covered: 2.1j, 3.3b, 4.1d, 4.2a.


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Analyze the figure in your book that shows what percent of theSun’s energy is absorbed and reflected by Earth. Then, label the circle graph to represent the data.

Compare and contrast the three forms of energy transfer in the chart.

Describe the types of energy transfer that occur when you burnyour bare feet when walking on hot sand.

Section 2 Energy Transfer in the Atmosphere (continued)

Energy from the Sun


on page .

HeatI found this information

on page .

Name Date

68 Atmosphere

Heat Energy

Process How Energy Is Transferred

Radiation

Conduction

Convection


Create a flow chart to describe the water cycle.

Compare Earth’s atmosphere to the atmospheres of Venus and Mars.

Section 2 Energy Transfer in the Atmosphere (continued)

The Water CycleI found this information

on page .

Earth’sAtmosphere is

UniqueI found this information

on page .

Name Date

Atmosphere 69

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Amount of Heat Held by Atmospheres

Planet Description of Atmosphere

Venus

Mars

Earth

Infer from your reading three ways in which the atmosphere

allows for life on Earth.

SUMMARIZE IT

precipitation

runoff

condensation

evaporation

rivers and oceans


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NewVocabulary

ReviewVocabulary

Name Date

AtmosphereSection 3 Air Movement

70 Atmosphere

AcademicVocabulary

density

Coriolis effect

jet stream

sea breeze

land breeze

create

Scan Section 3 in your book. Then write three ways that moving air affects people.

1.

2.

3.

Use density in a sentence that shows its scientific meaning.

Use the following key terms in sentences that reflect theirscientific meanings.

Define create using a dictionary.

PS 2.2k: The uneven heating of Earth's surface is the cause of weather.Also covered: 2.2l, 2.2m, 2.2n.


Sequence how heated air and the Coriolis effect form wind.

Analyze the models of the surface winds and winds of the uppertroposphere in your book. Then complete the following statements.

1. The equatorial doldrums are located at

latitude.

2. blow from the east in areas north and

south of the equator.

3. move weather systems across most of

North America.

4. Most surface wind systems are named

.

5. The jet stream in the United States travels from

.

6. The jet stream travels at the border between

.

Section 3 Air Movement (continued)

Forming WindI found this information

on page .

Global WindsI found this information

on page .

Name Date

Atmosphere 71

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1. The equator receives

2. As a result, air near the equator is

3. Dense air moves from

4. The rotation of Earth causes

5. Thus, the Coriolis effect causes


Model how air flows where the land meets the sea during the dayand at night. Draw the two conditions below using arrows toindicate the direction of air flow.

Sequence three steps that occurred in each of your drawingsabove.

Section 3 Air Movement (continued)

Local WindSystems


on page .


on page .

Name Date

72 Atmosphere

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Day Night

Day: Night:

1. 1.

2. 2.

3. 3.

Describe the role that the Sun’s energy has in creating wind.CONNECT IT


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Tie It TogetherModel

Name Date

Atmosphere 73

Design a way to model how the curved surface of Earth affects how much direct sunlight the equator receives compared to the north pole. Discuss how you could test your model,and describe what you would hope to observe.

Materials might include: flashlight or lamp, a round object like a basketball,

darkened room

1.

2.

Results:


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Atmosphere Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and completethe table below. Compare your previous answers with these.



Name Date









• Earth’s early atmosphere was produced by erupting volcanoes.

• Nitrogen makes up most of Earth’s atmosphere.

• Energy from the Moon causes winds and ocean currents.

• Wind is the movement of air from an area ofhigher pressure to an area of lower pressure.

Atmosphere After YouRead

74 Atmosphere

After reading this chapter, identify three main ideas that you

have learned about Earth’s atmosphere.

SUMMARIZE IT


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Name Date

Weather 75

WeatherBefore You ReadBefore you read the chapter, look at the headings throughout the chapter and complete the chart below.

What I know What I want to find out


Write three questions you would ask a meteorologist about weather.

Science Journal


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NewVocabulary

ReviewVocabulary

Name Date

WeatherSection 1 What is weather?

76 Weather

AcademicVocabulary

factor

weather

humidity

relative humidity

dew point

fog

precipitation

role

Scan the headings of the paragraphs throughout Section 1. Write asentence about a topic that interests you.

Define each vocabulary term below.

Use a dictionary to define role.

PS 2.2i: Weather describes the conditions of the atmosphere at a given location for a short period oftime. Also covered: 2.2k, 2.2l, 2.2n, 2.2o.


Organize information about factors that determine the weather bycompleting the concept map.

Contrast the characteristics of low and high air pressure.

Summarize the relationship between the dew point and theamount of water vapor in the air.

Factors that determine the weather

Section 1 What is weather? (continued)

Weather FactorsI found this information

on page .


on page .

Dew PointI found this information

on page .

Name Date

Weather 77

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Low High


Sequence the steps in cloud formation. The first step is filled in for you.

Complete the following concept map about clouds and cloud types.

Types of Clouds

appear as

at

stratusclouds

appear

at

puffy, oftenwith flat

bases

appear

at

cirrusclouds

appear

at

dark

low to highaltitudes

Section 1 What is weather? (continued)

Forming CloudsI found this information

on page .

ClassifyingClouds


on page .

Name Date

78 Weather

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Cloud Formation

1. Warm air is forced upward.

2.

3.

4.

5.

A bottle of water sitting on a picnic table has droplets of water

covering it. Analyze what this tells you about the temperatures of the water bottle

and the air around it.

CONNECT IT


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Name Date

WeatherSection 2 WeatherPatterns

NewVocabulary

Weather 79

AcademicVocabulary

barometer

air mass

front

tornado

hurricane

blizzard

accompany

Scan the headings throughout Section 2. Write three questionsabout the topics covered in the section.

1.

2.

3.

Define barometer using your book or a dictionary.

Use your book or a dictionary to define each key term.

Use a dictionary to define the term accompany.

PS 2.2l: Air masses form when air remains nearly stationary over a large section of Earth's surface and takes on theconditions of temperature and humidity from that location. Weather conditions at a location are determined primarilyby temperature, humidity, and pressure of air masses over that location. Also covered: 2.2m, 2.2n, 2.2o, 2.2p.


Classify the characteristics of air masses according to where theydevelop by completing the chart below.

Model the directions in which winds blow in high- and low-pressuresystems of the northern hemisphere. Use arrows to draw the direction the winds move. Then describe the weatherassociated with each.

Compare and describe the four types of fronts.

Low-pressure Winds High-pressure Winds

Section 2 Weather Patterns (continued)

WeatherChanges


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80 Weather

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Tropics Polar regions

Land warm, dry

Water

Fronts

Type Description


Organize the information on severe weather by completing theVenn diagram using the list of items below.

Thunderstorm

All

Hurricane

Tornado

• may be accompanied by

damaging hail

• pose danger to people,

structures, and animals

• measured by the Fujita scale

• the most powerful type of

storm

• occurs in warm, moist air

masses along fronts

• violently rotating column of air

in contact with ground

• heavy rains can cause flooding

• turns heat from ocean into wind

Section 2 Weather Patterns (continued)

Severe Weather I found this information

on page .

Name Date

Weather 81

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Summarize what actions to take during severe weather.CONNECT IT


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Name Date

WeatherSection 3 Weather Forecasts

82 Weather

predict

Scan the headings and look at the illustrations throughout Section 3.List four things you would like to learn about.

1.

2.

3.

4.


to predict a condition or event on the basis of observations

a scientist who studies weather and weather patterns in an

effort to predict changing weather conditions

combination of symbols that meteorologists record on a map

showing weather conditions at one specific location

line on a weather map drawn to connect locations of equal

temperature

line on a weather map drawn to connect points of equal

atmospheric pressure

Define predict using a dictionary.

PS 2.2i: Weather describes the conditions of the atmosphere at a given location for a short period oftime. Also covered: 2.2j, 2.2l, 2.2m.


Organize information about a meteorologist’s work. List fivemeasurements that a meteorologist takes and four instruments that improve a meteorologist’s ability to predict weather.

Measurements

1.

2.

3.

4.

5.

Instruments

1.

2.

3.

4.

Compare and contrast isobars and isotherms by completing theVenn diagram with at least one fact in each part of the diagram.

IsobarsBoth

Isotherms

Section 3 Weather Forecasts (continued)

WeatherObservations


on page .

ForecastingWeather


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Name Date

Weather 83

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Summarize information provided by the spacing of isobars on aweather map by completing the chart.

Analyze the information provided by the weather map in yourbook. Choose a city, and describe the weather it is experiencing.

Section 3 Weather Forecasts (continued)


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84 Weather

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Spacing of Isobars

What spacing What spacing indicates about indicates aboutatmospheric wind conditionspressure

Isobars close

together

Isobars

far apart

Evaluate the information you have learned in this chapter to

predict whether forecasting the weather will become more accurate or less accurate

in the coming years. Support your position with facts.

CONNECT IT


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Tie It TogetherSynthesize

You live in a region that sometimes is struck by hurricanes. Describe the plans that youwould make to prepare for and respond to a hurricane.

Long-term planning for hurricane

When a hurricane has been predicted

Following a hurricane

Name Date

Weather 85


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Name Date

After reading this chapter, identify three main ideas that you

have learned about weather.

SUMMARIZE IT

86 Weather

Weather Chapter Wrap-Up

Review the chart that you completed before you read the chapter. Then complete the chart below.












Life’s Structure and ClassificationBefore You ReadBefore you read the chapter, think about what you know about the topic. List three thingsthat you already know about life’s structure and classification in the first column. Thenlist three things that you would like to learn about life’s structure and classification in thesecond column.

Name Date

Make a list of the living things you might see in a forest.

Science Journal


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Life’s Structure and Classification 87


88 Life’s Structure and Classification

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AcademicVocabulary

Name Date

Life’s Structure and ClassificationSection 1 Living Things

trait

organism

cell

homeostasis

feature

Scan the headings in Section 1 of your book. Identify three topicsthat will be discussed.

1.

2.

3.

Define trait using your book or a dictionary.

Use your book to define the following terms. Then use each termin a sentence to show its scientific meaning.

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

LE 1.1a: Living things are composed of cells. Cells provide structure and carry on major functions tosustain life. Cells are usually microscopic in size. Also covered: 4.3d, 5.1a, 5.1c.


Create a graphic organizer about the cell in the space below.

Analyze how organisms grow by completing the statements below.

1. A one-celled organism grows by

.

2. A many-celled organism grows by

.

Contrast the way plants get energy with the way animals get energyby completing the paragraph below.

Plants make food by using to combine

and . Plant cells

then use this food as a source of . Animals

cannot use to make their own food. Animals

must get the energy they need by . The

energy is then released in animal cells when food is combined with

.

Section 1 Living Things (continued)

What are livingthings like?


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Summarize six features that all organisms have in common bycompleting the graphic organizer.

Identify three factors living things need to survive and an exampleof each.

1.

2.

3.

Describe how substances that make up living things are recycled.

All organisms

are organized

Section 1 Living Things (continued)


on page .

What do livingthings need?


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Infer why you depend on the Sun for energy.SYNTHESIZE IT



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AcademicVocabulary

Name Date

Life’s Structure and ClassificationSection 2 How are livingthings classified?

NewVocabulary

Skim Section 2 of your book. Write three questions that come tomind. Look for answers to your questions as you read the section.

1.

2.

3.

Define hereditary using your book or a dictionary.

Use your book to define the following terms.

Use a dictionary to define category to show its scientificmeaning.

hereditary

binomial nomenclature

genus

phylogeny

kingdom

category

LE 1.1h: Living things are classified by shared characteristics on the cellular and organism level. Inclassifying organisms, biologists consider details of internal and external structures. Biological classi-fication systems are arranged from general (kingdom) to specific (species).


Complete the graphic organizer below to identify the parts of atwo-word scientific name.

Summarize four reasons for using scientific names to classifyorganisms.

1.

2.

3.

4.

Organize the kinds of information modern scientists use todetermine the phylogeny of a type of organism.

similarities in structure

Used to determine phylogeny

First Word Second Word

Binomial Nomenclature

Section 2 How are living things classified? (continued)

ClassificationI found this information

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Sequence today’s classification system from the largest group tothe smallest group.

1.

2.

3.

4.

5.

6.

7.

Identify the characteristics used in the dichotomous key to identifythe different types of mice in North America.

1.

2.

3.

4.

Classify a mouse that has the following features: hair on tail, earsnearly hidden in fur, tail more than 25 mm long.

Common name:

Scientific name:

Section 2 How are living things classified? (continued)


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Tools forIdentifyingOrganisms


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Suggest at least three characteristics that could be used to

identify your favorite type of pet.

Type of animal:

Characteristics:

SYNTHESIZE IT



NewVocabulary

ReviewVocabulary

Name Date

Life’s Structure and ClassificationSection 3 Cell Structure

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AcademicVocabulary

theory

tissue

organ

organ system

rigid

Scan the What You’ll Learn statements for Section 3 of your book.Identify four topics that will be discussed.

1.

2.

3.

4.

Define theory using your book or a dictionary.

Use your book to define the following terms. Then provide anexample of each.

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

LE 1.1c: Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cellwall and/or chloroplasts. Many cells have a nucleus. Also covered: 1.1a, 1.1b, 1.1d, 1.1e, 1.1f, 1.1g.


Sequence the contributions that different scientists made towardthe development of cell theory.

Summarize cell theory by writing its three main points.

1.

2.

3.

Model a prokaryotic cell, and label its parts.

Antonie van Leeuwenhoek

proposed that every cell came from

a cell that already existed

Section 3 Cell Structure (continued)

Viewing Cells andDevelopment of

Cell TheoryI found this information

on page .


on page .

CellularOrganization


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Model a eukaryotic cell and label its parts.

Organize the levels of cell organization from simplest to most complex.

1.

2.

3.

4.

Section 3 Cell Structure (continued)


on page .

Many-CelledOrganisms


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Compare and contrast the way single-celled

organisms carry out life processes with the way many-celled organisms carry out life

processes.

COMPARE AND CONTRAST IT


ReviewVocabulary

AcademicVocabulary

Name Date

Life’s Structure and ClassificationSection 4 Viruses

NewVocabulary

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bacteria

virus

host cell

substitute

Scan Section 4 of your book. Use the checklist below.

Read all section headings.


Look at the charts, graphs, and pictures.

Think about what you already know about viruses.

Write three things that you want to learn about viruses.

1.

2.

3.

Define bacteria using your book or a dictionary.

Use your book to define the following terms. Then use both termsin a single sentence that shows the relationship between the terms.

Use a dictionary to define substitute to show its scientificmeaning.

LE 1.2a: Each system is composed of organs and tissues which perform specific functions and interact with each other.1.2j: Disease breaks down the structures or functions of an organism.


Model the process by which a virus multiplies and destroys the host cell.

Drawing Caption

Identify what a latent virus is and an example of one.

Section 4 Viruses (continued)

What areviruses?


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Analyze why the potato leafroll virus can infect only a potato andnot a human.

Organize the ways viral diseases can be prevented by completingthe graphic organizer below.

Summarize how viruses are used in gene therapy.

Viral diseases can

be prevented by

Section 4 Viruses (continued)

How do virusesaffect

organisms?I found this information

on page .

Treating andPreventing

Viral DiseasesI found this information

on page .

Research withViruses


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List diseases caused by viruses that you have been

vaccinated against.

SYNTHESIZE IT



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Life’s Structure and ClassificationChapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the third column.

Name Date

After reading this chapter, identify three main ideas you

learned that you did not know before.

SUMMARIZE IT












Interactions of LifeBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

Interactions of Life 101

• 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 You Interactions of LifeRead

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Interactions of LifeSection 1 Living Earth

102 Interactions of Life

NewVocabulary

ReviewVocabulary

AcademicVocabulary

adaptation

biosphere

ecology

population

community

habitat

community

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

.

LE 7.1a: A population consists of all individuals of a species that are found together at a given placeand time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. Also covered: 7.1c, 7.2a.


Complete this chart to identify three parts of the biosphere.

Contrast the organisms found in different environments as youcomplete the concept map. Provide examples of both plants and animals.

Analyze the amount of solar energy that makes Earth the onlyplanet known to support life. Explain why other planets are notsuitable for life.

Desert

TropicalRain Forest

Arctic

Environments Organisms

Section 1 Living Earth (continued)

The BiosphereI found this information

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Parts of the Biosphere


Organize the parts of a prairie ecosystem. List three living organismsand three nonliving parts of the ecosystem.

Sequence the four levels of organization of living organisms fromsmallest 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)

EcosystemsI found this information

on page .

PopulationsI found this information

on page .

Name Date


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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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AcademicVocabulary

Name Date

Interactions of LifeSection 2 Populations

NewVocabulary


natural selection

limiting factor

carrying capacity

resource

Predict Read the headings in Section 2. Predict three topics thatyou 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 itsscientific meaning.

Define resource using a dictionary. Then write a sentence relatedto the topic of Section 2 using the term.

LE 7.1b: Given adequate resources and no disease or predators, populations (including humans)increase. Lack of resources, habitat destruction, and other factors such as predation and climate limitthe growth of certain populations in the ecosystem. Also covered: 3.2a, 7.1a, 7.1c, 7.2a.


Complete the chart below to identify how competing for certainlimited resources can affect population growth.

Compare the two ways of measuring populations by filling in thegraphic organizer below.

Contrast carrying capacity and biotic potential. Then identifyone factor that can limit each.

Measuring Populations

Methodsinclude

Definitions

Section 2 Populations (continued)

CompetitionI found this information

on page .

Population SizeI found this information

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Limited Why It Limits Population GrowthResource

What It Is Limiting Factor

Carrying

capacity

Biotic

potential


Compare the effect of differing birth rates and death rates onpopulation growth as you complete the chart below.

Evaluate the effects of exponential growth on a population.

Summarize the environmental effects of the exponential growth ofa population.

Size ofPopulation increases

leads to

leads to

Section 2 Populations (continued)

Changes inPopulations


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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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ReviewVocabulary

AcademicVocabulary

Name Date

Interactions of LifeSection 3 Interactions Within Communities


social behavior

consume

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

LE 5.1d: The methods for obtaining nutrients vary among organisms.6.1b: Food webs identify feeding relationships among producers, con-sumers, and decomposers in an ecosystem. Also covered: 5.1e, 6.2c.


Compare and contrast producers and consumers by describingthe 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

Herbivoreseat

Producers gain energy from

different types of consumers

Consumers gain energy from

Decomposers consume

Omnivoreseat

Carnivoreseat

Section 3 Interactions Within Communities (continued)

Obtaining EnergyI found this information

on page .

SymbioticRelationships


on page .

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Type of Who Benefits? ExampleSymbiosis

mutualism

commensalism

parasitism


Organize important points about niches by creating an outline ofyour 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)

NichesI found this information

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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 TogetherObservation

Observe the behaviors of a species of animal (for example, squirrels in a park) for at least15 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 Life After YouRead



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The Nonliving Environment 113


The Nonliving EnvironmentBefore You ReadPreview 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 ofimportance. Explain your reasoning for the order you choose.

Science Journal



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114 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. Rewriteeach 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.

LE 7.1a: A population consists of all individuals of a species that are found together at a givenplace and time. Populations living in one place form a community. The community and thephysical factors with which it interacts compose an ecosystem. Also covered: 7.1b.


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 thesentences.

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)

EnvironmentalFactors


on page .

AirI found this information

on page .

Water and SoilI found this information

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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)

SunlightI found this information

on page .

TemperatureI found this information

on page .

ClimateI found this information

on page .

Name Date


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2.

3.

4.


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ReviewVocabulary

AcademicVocabulary

Name Date

The Nonliving EnvironmentSection 2 Cycles in Nature

NewVocabulary


biosphere

model

Skim the headings and illustrations in Section 2. List three kinds ofcycles 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 onthe 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 adictionary to help you.

LE 6.1c: Matter is transferred from one organism to another and between organisms and their phys-ical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycledbetween the living and nonliving environment. Also covered: PS: 2.1j.


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 nitrogencompounds to build cells.

Section 2 Cycles in Nature (continued)

The Cycles ofMatter


on page .

The Water CycleI found this information

on page .

The NitrogenCycle


on page .

Name Date


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Describe how harvesting removes soil nitrogen and how fertilizerand 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 thecycle. 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)


on page .

The Carbon CycleI found this information

on page .

Name Date

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

carbon cycles.

CONNECT IT


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ReviewVocabulary

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 theillustrations. Write three questions that come to mind.

1.

2.

3.

Define energy to show its scientific meaning.

Define the following terms to show their scientific meanings.

Use a dictionary to locate the scientific meaning of convert.Write a sentence using that scientific meaning.

LE 6.1a: Energy flows through ecosystems in one direction, usually from the Sun, through producersto consumers and then to decomposers. This process may be visualized with food chains or energypyramids. Also covered: 6.1b.


Compare and contrast photosynthesis and chemosynthesis.

Complete the Venn diagram with at least seven points ofinformation 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)

ConvertingEnergy


on page .

Energy TransferI found this information

on page .

Name Date


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Synthesize information about food webs. Draw arrows to showthe 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)


on page .

Energy PyramidsI found this information

on page .

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

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 compare with those you provided at the beginning of the chapter?

Name Date


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










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Ecosystems 125


EcosystemsBefore You ReadThink about the terms and descriptions below. Infer which term most closely matches thedescription 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

126 Ecosystems

ecosystem

climax community

pioneer species

succession

process

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

LE 7.2b: The environment may be altered through the activities of organisms.Alterations are sometimes abrupt. Some species may replace others over time, result-ing in long-term gradual changes (ecological succession). Also covered: 7.1c, 7.2a.


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)

EcologicalSuccession


on page .


on page .

Name Date

Ecosystems 127

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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 thecharacteristics of a climax community.

Identify the three main characteristics of a forest climax community.

1.

2.

3.

is is

hasreached

Aclimax

community

Section 1 How Ecosystems Change (continued)


on page .


on page .

Name Date

128 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 129

AcademicVocabulary

Name Date

EcosystemsSection 2 Biomes

NewVocabulary

ReviewVocabulary

climate

mature

Analyze Look at the world map of the seven major land biomes inyour book. Infer two factors you think scientists might use to classifybiomes of the world.

1.

2.

Use the word climate in a scientific sentence.

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

LE 7.1a: A population consists of all individuals of a species that are found together at a givenplace and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. Also covered: 7.2c, 7.2d.


Complete the comparison chart using the world map ofseven biomes.

Section 2 Biomes (continued)

Major BiomesI found this information

on page .

Name Date

130 Ecosystems

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Physical Average Temperature Location Plant andDescription Precipitation Animal Life

Tundra less than Plants:25 cm per

year

Taiga temperature Plants:range: �54°C

to 21°C

Animals:

Temperate eastern US, Plants:Deciduous Europe,

Forest parts of Asia

and Africa

Animals:

Temperate dense forest Plants:Rain with a variety

Forest of plants and

animals

Animals:


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Section 2 Biomes (continued)

Name Date

Ecosystems 131

Physical Average Temperature Location Plant andDescription Precipitation Animal Life

Tropical 4 zones of

Rain 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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AcademicVocabulary

Name Date

EcosystemsSection 3 Aquatic Ecosystems

132 Ecosystems

1.

2.

3.

4.

aquatic

coral reef

wetland

promote

FreshwaterEcosystems


on page .

Read the What You’ll Learn objectives of Section 3. Writequestions 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 aspecies can survive in an aquatic environment.

LE 7.1a: A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. Also covered: 7.2c, 7.2d.


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Section 3 Aquatic Ecosystems (continued)



on page .


on page .

Name Date

Ecosystems 133

Compare fast-moving streams with slower-moving streams as youcomplete 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)



on page .

SaltwaterEcosystems


on page .

Name Date

134 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 TogetherInteractions within EcosystemsSelect 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 notesabout your ecosystem on the lines below. Then, draw a picture of your ecosystem with itsanimal and plant inhabitants. Show any interactions that you described in your picture.

My ecosystem is a/an .

Name Date

Ecosystems 135

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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136 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


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