Anser Keys Answer Keys - Amazon S3“The Destruction of Sennacherib” Instruction Rhyme scheme:...

Answer Keysfor Calvert Math

Lessons 1–40

08COREAKC0610-0615

Answer Keysfor Calvert Core Daily Work

Lessons 41–60

CONTENTS

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

History & Geography Workbook . . . . . . . . . . . . . . . . . . . . . . . . 82

Science Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Science Manual Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Please Note: Our History course does not reference questions in the History textbook, America: History of Our Nation. If you chose to use these as an additional resource, you can find the answers to the questions in the Learning Guide portal on My Calvert.

C A LV E R T E D U C AT I O N

08COREAKC

73

Answer KeysLessons 41–60 Reading

LESSON 41Learning to Read Images ActivelyApplication Answers listed are suggestions. As stated in the directions, the student should also decide if the image recalls an experience or presents a new one. a. sight (ramped) and sound (roared

and alliteration of Rs)b. sight (bloody foam) and sound

(whisking)c. sight (dust lifting to show position

of two men)d. sight (rubbed his hands and many

other examples), sound (tongues applauded)

e. sight (sneer) and sound (pounds)f. sight (appearance) and touch

(different textures)g. sight (clumsy yellow earrings) and

sound (metal)h. sight (red sun) and sound

(alliteration of Ds)i. sight (white and ghostly) and touch

(ghostly)j. sight (pit with sand and mane) and

sound (thunderous smother)k. sound (wheeze)l. sight (men carrying chest), smell

(marshes), sound (sucking, gasping), touch (sunburn, f lies, heat) and taste (longing for a long drink)

m. sound (Tlot-tlot)n. touch (wool, swan’s down)o. sound (squalling, squeaking,

howling)p. touch (cool, fresh, smooth, fair),

smell ( fresh, fair)q. sight (grain) and smell (rotting)

LESSON 42Analyzing Poetic ComparisonsApplication a a = hair

b = champagne or alelight color of hair (simile).

b a = she

b = cockatooscream (simile).

c a = woman

b = birch or maple limbslender (simile).

d a = skirts

b = bellcolor, shimmer, and shape (simile).

e a = rotting trees

b = clothes of corpsesappearance of trees washed up on shore (simile).

f a = Spanish waters

b = piece of musicsweet sound (simile).

g a = wind

b = torrentsound and feeling of a rush (metaphor).

h a = moon

b = galleonbeing tossed around like a boat on choppy seas (metaphor).

i a = road

b = ribbon of moonlightcolor and shape (metaphor)

Reading answeR Key Lessons 41–60


08COREAKC

74

j a = sea

b = treacherous smilertrickiness (metaphor).

k a = Maquoit Bay

b = shinerich color and shine (metaphor).

l a = Cerelle

b = flower, sands, shellsnatural beauty (similes).

m a = hair

b = haysight and smell of mold (simile).

n a = face

b = brandfiery (simile).

o a = irony

b = steelsharpness (simile).

p a = rocks

b = teethugly shape and old appearance (metaphor).

q a = fog

b = personembracing like a person would (metaphor).

r a = perfume

b = cascadea waterfall motion (metaphor).

s a = birds settling down

b = housewives putting linens awayaction of shaking and folding (simile).

t a = Hector springing forward

b = eagle diving for preya fast, strong, focused, and deadly motion (epic simile).

LESSON 43

“The Destruction of Sennacherib”Instruction Rhyme scheme: aabbDiscussion Questions 1 In the first stanza, King Sennacherib and his army pounce on Jerusalem, their armor and weapons both gleaming and numerous. 2 A fold is a f lock of chickens or other prey that a wolf would attack. This lets the reader know that the Jews are unprotected and in danger. In addition, Sennacherib is not attacking by himself; his army (cohorts) is with him. 3 In the second stanza, the Assyrian army is as fresh and numerous as leaves in a forest. Then like leaves fallen to earth in the autumn, the soldiers lie dead. 4 In lines 9–10, Death personified as an angel breathed on the soldiers and they died; there is action. In lines 11–12, death chills the corpses; there is no action. 5 In the fourth stanza, Byron describes a war horse frozen in death, its nostril wide but breathless, and foam from its mouth splashed on the ground. 6 The dead war horse in the fourth stanza seems to belong to the dead soldier in lines 17–18. 7 Jewish people call non-Jews Gentiles. Sennacherib and the Assyrian army are the Gentiles who are unsmote by the sword. Instead of being killed in battle, they were killed by a glance of the Lord.



08COREAKC

75

LESSON 44

“A Shot at Night”Discussion Questions 1 Answers will vary but the image may involve peacefulness and silence. 2 In line 7, fear is personified by the word creeping. People or animals creep. 3 Answers will vary and should be supported by logical reasoning. 4 Answers will vary but may include the ideas of shock, shattering, and jaggedness in sound. The poet probably used this image twice to emphasize that something whole has been violently broken. 5 In lines 8–11, the action halts. There is a moment of silence that even seems to affect the stars, moon, and trees. 6 Purnell appeals to the reader’s sense of hearing in lines 12–14. 7 The alliterated words, wind and weeping, in line 14 emphasize the sense of hearing. Those two words support the mood of the poem by imitating the sound of the wind and suggesting an effect of the gunshot. Perhaps a person is weeping. 8 Personal opinion should be supported by specific examples.

LESSON 45

“The Skater of Ghost Lake”Instruction Rhyme scheme: aabb Discussion Questions 1 In stanza 1, a faint sound whirrs develops into line 1 in stanza 2. 2 In stanza 2, lines 6–7 develop into Jeremy Randall in stanza 3. 3 In stanza 3 repetition develops character. 4 In stanza 4 one example of alliteration is glass and glides in line 1. The words that begin with gl- emphasize ice skating. 5 In stanzas 6–7, the couple is ice skating together so that it looks like a dance. 6 In stanza 6, the detail that Jeremy’s eyes are burning brilliantly is ominous. 7 The noun in stanza 7 that is an example of onomatopoeia is skurr, the sound of a metal skate blade on ice. 8 The word lacquered develops the image of the frozen, black lake by

adding shine to it. 9 In stanza 9, the sense of hearing is appealed to as the faint sound comes faster and faster. 10 In stanzas 11–13, Jeremy’s response to seeing something is to skate faster to the middle of the frozen lake. 11 In stanza 14, the sound is quickly following and then encircling the two skaters. 12 Speculation on what occurs in the first two lines of stanza 15 will vary. The description appeals to the senses of sight, touch, and hearing. In the last two lines of the same stanza, a shadowy phantom or a bird veers away from the scene. 13 Answers as to why the lake is called Ghost Lake will vary. The last line ends the story with an image that echoes the beginning. The dark scene is fenced in by trees that seem to keep something in or keep something out. 14 Answers will vary and should refer to details in the story. 15 Opinions should be supported by reasons.

LESSON 46

“The Lady of Shalott”Discussion Questions Part I 1 The poem is set in a beautiful rural area with roads and a river running through the fields to Camelot. 2 The Lady lives on an island in the middle of the river. 3 Although no one sees the Lady, the farm workers sometimes hear her singing. They call her the fairy Lady of Shalott. 4 Titles will vary. Part II 5 Because the Lady is under the impression that she should not look out the window, she occupies her time by singing and weaving. 6 Answers will vary, but should include the idea that if the Lady looks out the window at Camelot, something bad will happen to her. 7 The Lady sees shadows of the world in a mirror: the road, the river’s current, and the young men and women of the village. 8 The Lady is dissatisfied when she sees newly married lovers in her mirror. 9 Titles will vary.

Part III 10 Some of the images used to describe Lancelot are sunlight, a knight kneeling to a lady on his shield, stars, and meteors. In addition, some of the imagery appeals to the sense of hearing: the bells on the horse’s bridle, the bugle that could be sounded, and Lancelot’s singing. 11 Tennyson probably developed the description of Lancelot to emphasize how attractive he is. 12 The Lady’s reaction when she sees Lancelot in the mirror is to run to her window to see him. 13 Titles will vary. Part IV 14 The weather in the first stanza of Part I is unremarkable; it is an integral part of the rural scene. It may be late summer. In Part III the weather is stormy, and the season may be autumn as the pale yellow woods were waning. The difference in the weather subtly foreshadows that something bad will happen. 15 Tennyson compares the Lady to a seer. This simile is appropriate because she seemed to know about the curse from a whisper. In addition, she prepares for her death in a ritualistic manner as if it were written down in a book. 16 At first, as the Lady floats downriver, she stares at Camelot. Then she lies down in the boat and sings a song in a chanting manner. 17 Opinions should be supported by logical reasoning and references to the text. 18 Titles will vary.

LESSON 47

“From This the Strength”Discussion Questions First stanza 1 Answers will vary but may include the idea that thick fog can darken daytime. 2 The rocks are compared to ugly old teeth in a metaphor. 3 The alliteration of the s-sound recreates the sound of the sea, which supports the setting, while at the same time emphasizing the stillness of the gulls. 4 The atmosphere of the first stanza is ominous as developed by the fog, ugly and aged teeth, discoloured, hidden, and the silence of the birds.



08COREAKC

76

5 In the first stanza, the speaker sets the scene for the story. Second stanza 1 Two boys throw garbage on the rocky shore. In response, the birds come to life in sound and motion as they vie for the food. Afterward, the birds settle down again. 2 In line 14, the speaker compares the birds’ beating wings to butterflies in a simile. 3 In line 19, the gull’s tail is compared to a comet curving across the sky in a metaphor. 4 In line 23, the two gulls are compared, in a simile, to housewives putting away laundry. 5 In the second stanza, the speaker describes the scene or story. Third stanza 1 In lines 24–25, the boys leave the shore, and the birds, after eating the garbage, f ly away. 2 Observe that the garbage feeds the birds, making them strong creatures that have the strength to handle challenges in their lives such as wind currents. Wording will vary but content should focus on the following idea. The “garbage” with which people have to deal can make them stronger and better prepared to face life’s challenges. 3 In the third stanza, the speaker hints at the meaning of the scene.

LESSON 48

“King John and the Abbot of Canterbury”Discussion Questions 1 The king is jealous of the abbot because the abbot has more money than the king. 2 The abbot responds that all the money he spends belongs to him. The implication is that the king spends money but it really does not belong to him; perhaps the money comes from taxes. 3 The abbot has to answer three questions. What is the king’s net worth? How much time will it take for the king to travel around the world? What is the king thinking? 4 The shepherd helping the abbot is ironic because the wisest people at

Cambridge and Oxenford could not help him answer the three questions, yet an illiterate field worker can. 5 It is important that the shepherd impersonate the abbot because the shepherd can then tell the king what he is thinking: that he is talking to the abbot. 6 The humor in the shepherd’s answers saves the abbot’s life. 7 The king wants to make the shepherd the Abbot of Canterbury. 8 The king gives the shepherd four nobles a week; a noble is a gold coin. 9 Answers will vary and may include that as a leader King John does not seem to value life, but as a person he has a sense of humor.

LESSON 49

“Achilles Revenge”Discussion Questions 1 Hector jumping forward to engage Achilles in a personal battle is compared to a diving eagle. 2 Vulcan, the Roman god of fire and the forge (known as Hephaestus in Greek mythology), made Achilles’ armor. 3 Achilles’ spear is compared to the fairest star in the night sky, known in Roman and Greek mythology as Hesperus, or Vesper. 4 Achilles decides to stab Hector in the throat. 5 When Hector dies, his soul goes to Hades, the underground kingdom in Greek mythology where all souls were taken when they died. 6 Achilles removed Patroclus’s armor from Hector’s body. Hector had claimed the armor for himself when he killed Patroclus. 7 The Greek soldiers dishonor Hector’s corpse by mutilating it. 8 Achilles ties Hector’s body to the chariot (car) by threading leather thongs through Hector’s heels and ankles. 9 Achilles further insults Hector’s corpse by dragging it behind his chariot as he drives around in triumph. 10 Jove or Jupiter is the Roman name for the Greek god Zeus.

LESSON 50Application The Merchant of Venice Yes: It bless / eth him / that gives / and him / that takesOthello Yes: Of one / that loved / not wise / ly, but / too wellMacbeth NoJulius Caesar No

LESSON 51

Julius CaesarDiscussion Questions 1 Brutus means that his love for Rome is stronger than his love for Caesar. He helped to murder Caesar because of his love for Rome, not because he hated Caesar. 2 *Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all freemen? The two opposing situations are die as slaves under the rule of Caesar or live as freemen without Caesar. Brutus assumes that his listeners will choose to live as freemen without Caesar. *Who is here so base that would be a bondman? Brutus is expecting the crowd to answer that they want to live the lives of freemen. *Who is here so rude that would not be a Roman? Brutus expects his listeners to want to live as refined Romans. *Who is here so vile that will not love his country? Brutus expects them to choose love of country. 3 Brutus admires Caesar for his friendship, good fortune, and bravery. 4 Brutus thinks that Caesar’s ambition is not good for Rome. 5 Brutus says that he has offended or hurt no one by killing Caesar. 6 Brutus manages to make the murder of Caesar seem reasonable because, as he insists that he did it for the good of Rome, he offers to let himself be killed if he also is not good for Rome.



08COREAKC

77

LESSON 52

Julius CaesarInstruction

The valiant never taste of death but once. I know not what you mean by thatBut those that understood him smiled at one another

But wherefore do you hold me here so longDiscussion Questions 1 It is important for Antony to explain that he is burying Caesar rather than praising him because he too is in danger of being assassinated. He has just pretended to side with the conspirators to save his own life. In addition, Brutus has convinced the public that Caesar’s death was essential for the continuation and success of all that is Rome. 2 In lines 3–5, Antony seems to be implying that whatever good Caesar did will end and that whatever evil Caesar committed will now have to be dealt with. 3 In lines 5–8, the phrase that implies that Antony may not be agreeing with Brutus is if it were so. 4 The verb answered develops at a high price. 5 In line 13, the alliterated words emphasize that Caesar was a good friend to Antony. 6 Caesar’s virtues as a leader are: made Rome rich through ransoming captives, had compassion for the poor, and thrice refused the title of king. 7 Antony is communicating that Caesar is sensitive to the plight of poor people. The poor people would probably be too busy surviving to cry, and Caesar would not actually cry over this situation. 8 The effect of lines 28–29 on the crowd is probably to catalyze them into reacting against Brutus. The lines demonstrate Antony’s sense of fairness. He distances himself from Brutus and emphasizes that he speaks of his own experience. Yet he has just spent many minutes demonstrating Caesar’s greatness through the use of

irony. 9 In line 32, the alliterated words emphasize a low level of life, the life of animals that do not have the ability to reason. He implies that the crowd has not used their reason; they have been “herded” into supporting Brutus. It is interesting that the word brutish recalls Brutus’s name. 10 Antony stops speaking because he is overcome with grief. 11 The prediction of the crowd’s response should be supported by references to specific parts of Antony’s speech. 12 Shakespeare may have composed Brutus’s speech in prose and Antony’s in verse not only to provide a contrast in style but also to elevate Antony’s above Brutus’s. The poetry in Antony’s speech seems to indicate that his is somehow better or truer. 13 Opinion should be supported with specific references to the speeches.

LESSON 53

HamletDiscussion Questions 1 Laertes is traveling by boat as the words aboard and sail indicate. 2 A. T B. T C. F D. T E. F F. T G. F H. F 3 In lines 25–27, Polonius advices his son to consult his own heart and think and act accordingly. If Laertes is true to himself, then his interactions with others will then be honest. 4 An analysis of Polonius’s advice to his son should be supported by references to the speech and explanations. 5 From this speech, which includes advice on clothing, money, friendship, social interaction, psychology, and spirituality, Polonius seems to be the type of person who needs to address all the facets of a topic. He has no doubt that his advice is worthwhile, yet there is no logical order to the items. Also, he points out that Laertes is late, but he detains him with the advice.

LESSON 54

HamletInstruction Idiomatic translations of Polonius’s speech will vary.Application

Those friends thou hast, and their adoption tried Speak the speech, I pray you, as I pronounced it to you But such officers do the King best service in the endTherefore no more but to the matter

And it must follow, as the night the day

LESSON 55

Henry IVDiscussion Questions 1 Henry does not want more soldiers because the fewer the soldiers, the greater their share of honor. 2 honor 3 The mythological allusion in line 7 is to Jupiter or Jove, the king of the gods. 4 Henry’s “best hope” is to win this battle and then to win the war so that he can claim parts of France for England. 5 Henry wants to send any unwilling soldiers back to England. This is ironic because the English soldiers are already outnumbered and reluctant soldiers are usually forced to fight or are punished. 6 The old, retired soldiers will celebrate the anniversary of this battle with pride. 7 No old soldiers will ever forget the battle of Agincourt. In fact, they will be able to recall in detail how they fought and with whom. They will toast their fellow soldiers and tell their battle stories to their sons. 8 Henry builds a sense of community and comradeship when he calls his leaders and soldiers his brothers. Their fighting together in the battle creates a bond that will never be broken. 9 English gentlemen, who missed this opportunity to fight, will feel regret. They will also feel inferior



08COREAKC

78

as the veterans of the battle retell their stories. 10 Opinion should be supported by references to the speech and explanations.

LESSON 56

MacbethDiscussion Questions 1 Lady Macbeth wonders if her husband will ever be king because he is a moral person. 2 Lady Macbeth thinks that her husband lacks the ruthlessness that can convert ambition into success. 3 When Macbeth really desires something, he wants to attain it in a right and moral manner. 4 Lady Macbeth wants to inject her husband with her own single-minded resolve. 5 “Metaphysical aid” in line 15 probably refers to the witches. 6 In lines 21–22, Lady Macbeth is implying that King Duncan who plans on leaving tomorrow will never see the sun rise. He will be dead. 7 Answers will vary. The look on Macbeth’s face is so odd that people who see him will know that something unusual has occurred. 8 The hidden stage direction is that Macbeth, without words, will have a negative reaction to what his wife is saying about the king not waking up. Depending on the actor, Macbeth may bury his face in his hands, or look startled, or let his mouth drop open in shock. 9 Lady Macbeth wants her husband to look innocent or like a welcoming host. However, she wants him to act with the ruthlessness it will take to seize the throne. The images she uses are a flower and a serpent. 10 In line 27 he refers to King Duncan. 11 The king needs a bedroom for himself, and, because royalty rarely travel alone, rooms are needed for the people who accompany him. Duncan also needs a meal and entertainment suited for his station in life. In addition to these public preparations, private plans must be made for the king’s murder. 12 Lady Macbeth herself will be managing the preparations. 13 The

preparations will result in the king’s death. Shakespeare probably alliterated solely sovereign sway to emphasize the idea that in the near future Lady Macbeth and her husband will be the next queen and king of Scotland. 14 Yes, she is intent on bolstering her husband’s resolve to do whatever it takes to be king. Her ambition is so powerful that she believes that wickedness is an essential ingredient in the plan for Macbeth to be king.

LESSON 57

MacbethDiscussion Questions 1 In the first excerpt, the phrase “then ‘tis time to do’t” means it is time to murder the king. It is 2 o’clock in the morning when everyone should be asleep. 2 Macbeth seems to be feeling frightened. She tries to shame him into courage with “A soldier, and afeard?” 3 The Macbeths do not have to fear who knows Duncan is dead because no one would suspect the gracious host and hostess of having killed their royal guest. 4 The “old man” is the murdered King Duncan. 5 Lady Macbeth asks where Lady Macduff is. Then she notices that her hands are not clean, implying that they are stained with blood. 6 Lady Macbeth imagines that she is seeing her husband looking shocked or having a fit. 7 In the third excerpt, the reason for Lady Macbeth rubbing her hands becomes clear. They are figuratively stained with blood. She can actually wash blood off her hands but psychologically her guilt at the bloodshed she has initiated is making her replay actions that have actually occurred. 8 In the fourth excerpt, Lady Macbeth asks her husband to look natural to cover up what has happened. In this case, Banquo is dead, another bloody victim. 9 Lady Macbeth tries to assure her husband that once someone is buried, he cannot come to life again. 10 King Duncan has been murdered by the Macbeths. She wants to get in bed so

that when the murder is discovered she and her husband can pretend that they have been sleeping all night. It will further enhance their innocent appearance. 11 Shakespeare may have chosen prose instead of blank verse to create a contrast between Lady Macbeth’s evilly ambitious character at the beginning of the play and her pitiful guilt-ridden character later. The blank verse gives Lady Macbeth a vehicle to be powerfully and poetically ambitious.Contents of lists and informal paragraph will vary but should demonstrate the change in Lady Macbeth’s character. In Act I, Lady Macbeth is energized and goal-oriented, willing to use any means to attain her end. She analyzes her husband’s character traits, identifying which ones he lacks that would help him be king. She is so filled with ambition that she wants to infuse her husband with evil and to murder the king. In Act V, her guilty conscience causes her to sleep walk. In that state she thinks that her hands are stained with blood. She is obsessed with cleaning her hands, and she relives moments from the past that involve bloodshed and treachery. She is helpless.

LESSON 58

Romeo and JulietDiscussion Questions 1 During the Prince’s first two lines, he is trying to stop the fighting. Capulets and Montagues are fighting while others are trying to stop them. The action would be matched by sound: sighs, groans, yells, clashing swords, etc. 2 The Prince might address the first part of line 3 to one of his servants or fighting men. He also might be talking to himself. This is an example of how an actor can interpret Shakespeare in different ways. 3 subjects, enemies, profaners, men, beasts 4 Answers will vary. 5 Fighting has erupted three times. 6 Answers will vary. Temper can refer



08COREAKC

79

to a state or habit of mind; anger; or even calmness! Tempered also refers to the process by which metals, such as swords, are hardened. Mis- is a prefix which means mistaken or wrong. The mistempered weapons could mean mistakenly hardened for a fight that is not worth fighting for or angry swords that are being banged together and whipped around in a dangerous way. The misterpered weapons, although actual, could also symbolize hate. 7 The penalty is death. The fighters will be executed. 8 The Prince will talk to Capulet and Montague separately. He will apparently assess individual penalties (“our farther pleasure”). Capulet will meet with the Prince first; Montague will meet with him later in the day.

LESSON 59

Romeo and JulietDiscussion Questions 1 east, sun. The sun outshines the moon. 2 Romeo’s allusion to Diana suggests that Juliet is even more beautiful than a goddess. 3 Answers will vary. After Romeo speaks line 9, an actress could sigh or open her mouth as if she were going to speak. 4 Two stars ask Juliet’s eyes if they will take their place in heaven for a while. 5 Juliet’s cheeks would outshine her eyes. The simile is: “The brightness of her cheek would shame those stars, / As daylight doth a lamp.” 6 If Juliet’s eyes were in the sky, the night time birds would think day had arrived and would start singing. 7 In line 20, the hidden stage direction is that Juliet will rest her face on her hand. 8 Juliet is like an angel because she is on her balcony above Romeo just like angels step from cloud to cloud as astonished humans watch them with up-turned eyes. 9 Juliet is asking why Romeo is a Montague, a member of the family who is considered an enemy to her family. 10 Juliet decides that a person’s name is not essential to identity. If a rose were called a daisy, the rose would

still look and smell like itself. She realizes that if Romeo had a different name, he would still be himself. Therefore, his name, his family, is not important.


08COREAKC

80

Answer KeysLessons 41–60 Reading

ActivitiesACTIVITy 9

Comparing and Contrasting Two Poems(Reading Lesson 45) Answers will vary. Suggestions follow.Atmosphere 1 shocking and mysterious: after shot, silence then reaction 2 suspenseful and mysterious: dark, deep, cold; there’s a ghost Observation: In the first poem, there’s a silent shock after an event, then an uneasy reaction sets in. In the second poem, legend has increased the mysteriousness of the setting over time.Imagery that Supports Atmosphere 1 broken vase; broken jar 2 shadow, with a stoop and a swing; phantom, with a stoop and swing Observation In the first poem, some of the imagery is sharp and clear, just like the gunshot sounded. In the second poem, the imagery has movement and rhythm, just like the ghost who skates.Ending of the Story 1 The reader doesn’t know who fired the gun or at what or if there is danger. 2 The reader doesn’t know if there really is a ghost or if the “haunting” is just an owl.Observation The disturbing mystery in the first poem occurs once, yet it seems to say something about the danger that can intrude on peace even to the point of possibly being life-threatening. In the second poem, although there is the question of who or what is haunting the lake, being fearful of a natural setting does not seem as serious as the sound and effect of a gunshot. Some suggestions for additional categories are: Use of Sound Devices, Role of Nature, and Role of Humans.

ACTIVITy 10

The Roman Empire in The Time of Julius Caesar(Reading Lesson 51)

SPAIN

ITALY

GAUL

CRETECYPRUS

AFRICA

SICILY GREECE

PALE

STIN

E

ACTIVITy 11

Figurative Language in Julius Caesar(Reading Lesson 52)The following are suggested answers.A. Literal: Take your ears off your head and hand them to me. Figurative: Please listen to me.B. Literal: In addition to a corpse, a person’s coffin is crammed with all the good things they did in life. Figurative: The good that a person does in life ends with his death.C. Literal: In the coffin is Caesar’s corpse and someone else’s heart. Figurative: I am feeling depressed about Caesar’s death.D. Literal: Place a mountain in my upper chest between my heart and my tongue. Figurative: Keep me from saying what I really feel.E. Literal: The color on his lips sprouted wings and flew away. Figurative: He turned pale.F. Literal: Several guilty tongues were tied together. Figurative: Because of their guilt, they couldn’t speak.G. Literal: Brave people can put death in their mouths and taste it once. Figurative: Brave people often die.

Reading activities answeR Key Lessons 41–60


08COREAKC

81

ACTIVITy 12

The Danish Empire(Reading Lesson 53)

IRELAND

ENGLAND

SCOTLAND

DENMARK

SWEDEN

NORWAY

Copenhagen

Helsingør

ACTIVITy 13

Old, Middle, and Modern English(Reading Lesson 54)Following is a free translation of the passage. A series of dependent clauses leads to the last line, which is an independent clause. The student’s will differ.When in April the sweet showers Pierce the drought of March to the root,And when every living thing is bathed in such liquidThrough whose power the flower is born,And when the West Wind with his sweet breathHas given life in all the forests and pasturesTo the tender crops, and when the young sunHas run half its course (now that it’s April),And the little birds make musicThat sleep all night with open eyeSo Mother Nature pricks them in their hearts,At that time, people want to go on pilgrimages.

ACTIVITy 14

The World of King Henry V(Reading Lesson 55)

Seine River

Thames

River

E n g l i s h C h a n n e l

F R A N C E

Southampton

Amiens

Calais

London

Paris

Abbeville

Agincourt

Dieppe

HarfleurNesle

E N G L A N D

ACTIVITy 15

The Lowlands, the Highlands, and the Islands(Reading Lesson 56)

Inverness

Edinburgh

IRELANDENGLAND

Hebrid

es

OrkneyIslands

N o r t h

S e aGlamis

Cawdor

SCOTLAND

I r i s h

S e a

ACTIVITy 15

Comic Relief in Shakespeare’s Romeo and Juliet(Reading Lesson 58)

Profession Servant’s Version Correct Tool

Shoemaker yard last

Tailor last yard(stick)

Fisher pencil nets

Painter nets pencil The servant knows that he needs help. He decides to find someone (the learned) who can read the list for him.


08COREAKC

82

Answer KeysLessons 41–60 History &

Geography Workbook

ACTIVITy 33

A Constitutional Issue(Lesson 41–49)Answers will vary. Use the Rubric for Self-Assessment, p. 275, America, to evaluate the final written speech. Check each stage of the student’s work. He should have a list of sources, note cards, a sheet showing identification of his possible solutions, a thesis statement, a rough draft, and a final essay. Encourage him read his final draft aloud, just as it would be read if he were in Congress.

ACTIVITy 34

The Mountain States and Capitals(Lesson 45)

ACTIVITy 35

The Pacific States and Capitals(Lesson 50)

ACTIVITy 36

Taxes(Lesson 51)

Possible Revenue Choices for the New Government

Income Source Advantages Disadvantages

Sell land or exchangebonds for land westof the Appalachians.

Tax imports—allmanufactured goods.

Tax on all agriculturalproducts sold in the United States.

1, 6, 15

2, 9

8, 14

7, 10, 12

3, 5, 11, 13

4, 11

HistoRy & geogRapHy woRKbooK answeR Key Lessons 41–60


08COREAKC

83

ACTIVITy 37

The Northwest Territory(Lesson 52)1 Lake Erie to Erie Canal to the Hudson River 2 Mississippi River to Gulf of Mexico to Atlantic Ocean to Chesapeake Bay to Potomac River 3 Illinois River to Mississippi River 4 Lake Erie to Erie Canal to Hudson River to Atlantic Ocean 5 Wabash River to Ohio River to Mississippi River to Gulf of Mexico to Atlantic Ocean 6 Missouri River to Mississippi River to Gulf of Mexico to Atlantic Ocean

ACTIVITy 39

The Physical Features of the East(Lesson 55)

ACTIVITy 40

Obituary for a President (Lessons 56 and 58)George Washington 67 Virginia George Washington 67 December 14, 1799 Mount Vernon, Virginia his homeWashington February 22, 1732 Westmorland County, Virginia Augustine Washington and Mary Ball Washington He was educated only until his 16th birthday. Martha Dandridge Custis January 6, 1759 Virginia two stepchildren John Parke Custis and Martha (“Patsy”) Parke Custis

Answers will vary, but the remainder should be about the presidential accomplishments of his life. John Adams 91 Massachusetts John Adams 91 July 4, 1826 Braintree, Massachusetts United First Parish Church, Quincy, Massachusetts Adams October 30, 1735 Braintree, Massachusetts John Adams and Susanna Boylston. He was educated at Harvard University. Abigail Smith Adams October 25, 1764 Massachusetts five Abigail, John, Susanna, Charles, and Thomas AdamsAnswers will vary, but the remainder should be about the presidential accomplishments of his life. Thomas Jefferson 83 Virginia Thomas Jefferson 83 July 4, 1826 Monticello, Virginia his home in the family cemeteryJefferson April 23, 1743 Albemarle County, Virginia Jane Randolph and Peter Jefferson He was educated at the College of William and Mary. Martha Wayles Skelton January 1, 1772 Virginia three Martha, Patsy, and Mary Answers will vary, but the remainder should be about the presidential accomplishments of his life.

ACTIVITy 41

The Louisiana Purchase(Lesson 57)The final photo-essay will vary. Look for the following:1 a title 2 at least 12 photographs 3 Each photograph has a brief caption or explanation. 4 The choice of photographs that explains the title has a clear “theme.”

ACTIVITy 42

The Star-Spangled Banner(Lesson 59)Translations will vary.


08COREAKC

84

Answer KeysLessons 41–60 Science

Textbook© Pearson Prentice Hall

Earth’s Changing Surface

Page 46Skills Lab Rock Shake Expected Outcome The pieces in container D will show the greatest change in mass because those pieces were subjected to both chemical and mechanical weathering (acid and shaking). The pieces in container A will show little or no change in mass because they were subjected to neither chemical nor mechanical weathering. The pieces in container C will probably show a greater change in mass than the pieces in container B, depending on the type of limestone. Analyze and Conclude 1 The percent change in mass of the pieces in each container will vary significantly, depending on the type of limestone used, the original mass of the pieces, the strength of the acid, and the amount of shaking. The exact figures are not important but how the figures compare is important. 2 There should be a change in the mass of the pieces in containers B, C, and D. There should be little or no change in mass of the pieces in container A. 3 The pieces in container D should show the greatest change in total mass because they were subjected to both acid and shaking. The pieces in container A should show the least change because they were not subjected to acid or shaking. 4 Most students correctly predict that the acid and shaking will cause the greatest amount of weathering. 5 The mass of the pieces in container D showed the greatest change because those pieces were soaked in acid overnight and shaken the next day. 6 Most students will suggest that the acid was more responsible for breaking down the limestone because

the change in mass of the pieces in container C was greater than the change in mass of the pieces in container B. 7 Two variables were tested in this experiment—the effect of shaking and the effect of acid. The two containers that were not shaken differ only in the absence or presence of acid, so this variable is tested exclusively. Shaking the two containers the same amount of time allowed the acidity variable to be tested with shaking. The shaking variable is tested in water by the water, no shaking and water, shaking containers. The shaking variable is tested in acid by the vinegar, no shaking and vinegar, shaking containers.

Extend InquiryDesign an Experiment Encourage students to continue testing limestone or other types of rock. Granite, for example, is more resistant to both acid and shaking.

Section 2 How Soil Forms

Page 48Target Reading Skill As the student reads each passage that contains a key term, remind him to write a sentence in his own words. Encourage him to write one or two descriptive phrases to help him remember the key term. Call on him to share his definitions.

Discover Activity Expected Outcome Recipes should reflect a variety of different particles in the soil, including rock fragments and organic matter. Think It Over Answers will vary. A typical answer might suggest that soil is a mixture of different particles, including sand, clay, rock fragments,

and material derived from living things.

Page 49Figure 6 Water and air

Page 50Figure 8 The A horizon

Page 51Try This Activity Expected Outcome Students may find rocks, sand, clay, silt, insects, worms, and plants. The soil’s fertility is based on its composition, particularly the amount of humus. Figure 9 Alaska Reading Checkpoint forest, prairie, desert, mountain, tundra, and tropical

Page 53Figure 10 Earthworms and burrowing animals

Page 54Figure 11 The soil is likely to be very fertile because earthworms carry humus down to the subsoil and pass out soil as waste, which is enriched with substances plants need to grow. Reading Checkpoint Earthworms Reviewing Key Concepts 1 a Rock particles, minerals, decayed organic material, air, and water b Soil horizons form as bedrock weathers, and rock breaks up into soil particles. Plants weather rock mechanically and chemically and add organic material to the soil. Rainwater washes clay and minerals from topsoil to other soil horizons. c Topsoil, subsoil, C horizon, bedrock 2 a Climate, plants, and soil composition b Tundra soils and desert soils would form most slowly. Tundras are cold, and deserts are dry. 3 a Some soil organisms make humus, a material that makes

science textbooK answeR Key Lessons 41–60


08COREAKC

85

soil fertile. Other soil organisms mix the soil and make spaces for air and water. b Decomposers include fungi, bacteria, and worms. They digest or decompose dead organic material and mix it with the soil. c The soil would become less fertile because the decomposers make humus.

Writing in Science Writing Skill Persuasion Scoring Rubric: 4 Exceeds criteria in some way; for example, by reading and appearing like an actual product label 3 Meets criteria but does not go beyond requirements 2 Includes only brief description of required elements 1 Is incorrect and incomplete

Page 55Consumer Lab Comparing Soils Expected Outcome Specific outcomes will depend on the soil samples used. Student should be able to observe various characteristics of his sample. Analyze and Conclude 1 Answers will vary, depending on the local soil samples used. Most bagged topsoil samples will have high percentages of organic materials. Most natural soils will have less organic material. 2 Student should be able to estimate what proportions of the sample are clay, silt, and sand. Organic material will float in water. 3 Student might note that the bagged topsoil contains more organic matter and was formed from more plant matter than the local soil. 4 Hypotheses will vary depending on the soil samples. Normally, bagged topsoil is a good mix for flowers and vegetables. 5 Reports will vary. Student’s suggestions should be supported by data.

Extend Inquiry Design an Experiment Student’s experiments should have the two different soil samples as the independent variable. The factors to control include the amount of sunlight, the amount of water, and the temperature. Student should develop

a procedure, a list of materials, and a method of recording data.

Section 3 Soil Conservation

Page 56Target Reading Skill Possible answers: Where was the Dust Bowl? (The Dust Bowl was in western Oklahoma and parts of the surrounding states.) What caused the Dust Bowl? (Farming practices exposed the soil so that in times of drought the topsoil quickly dried out, turned to dust, and blew away.)

Discover Activity Expected Outcome Student will discover a variety of ways to prevent the soil from washing away. Think It Over Answers will vary. Typical answers might suggest ways that protect the soil or bind it together.

Page 57Figure 12 Nitrogen Reading Checkpoint Fertile soil is valuable because there is only a limited supply of it.

Page 58Reading Checkpoint A combination of overplowing and drought

Page 59Figure 14 It prevents excess rainfall from washing the soil away. Reading Checkpoint It disturbs the soil as little as possible, leaving plants in the ground to retain nutrients and moisture to prevent erosion. Reviewing Key Concepts 1 a Anything in the environment that humans use b All living organisms depend, either directly or indirectly, on soil to live and grow. 2 a Loss of fertility and loss of topsoil b Topsoil is lost because of erosion by wind and water. c A combination of overplowing and drought turned the soil in the Great Plains to dust.

3 a The management of soil to prevent its destruction b Contour plowing, conservation plowing, and crop rotation c A combination of conservation plowing to reduce erosion and crop rotation to maintain soil fertility

Writing in Science Writing Skill Persuasion Scoring Rubric: 4 Exceeds criteria in some way; for example, by referencing the Dust Bowl of the 1930s 3 Meets criteria but does not go beyond requirements 2 Includes only brief description of required elements 1 Is incorrect and incomplete

Page 61Review and Assessment Organizing Information a The C horizon forms as bedrock breaks apart. b The A horizon develops from the C horizon when plants grow in it. c The B horizon develops as clay and minerals wash down from the A horizon. Reviewing Key Terms 1 c 2 a 3 b 4 a 5 d 6 erosion 7 true 8 humus 9 true 10 conservation plowing

Writing in Science Writing Skill Description Scoring Rubric: 4 Exceeds criteria in some way; for example, by including methods the farmer might use to preserve topsoil 3 Meets criteria but does not go beyond requirements 2 Includes only brief description of required elements 1 Is incorrect and incomplete

Page 62Checking Concepts 11 The principle of uniformitarianism states that the same processes that operate today operated in the past. 12 Plants are an agent of mechanical weathering when their roots pry open cracks in rock. Plants are an agent of chemical weathering when their roots produce weak acids that slowly dissolve rock. 13 Oxygen combines with iron in a process called oxidation, which results



08COREAKC

86

in rust. Carbon dioxide dissolves in water to form carbonic acid, which weathers rock. 14 Soil forms as rock is broken down by weathering and mixes with other materials on the surface. 15 Topsoil contains more humus than subsoil. Because topsoil contains more humus, it is more fertile than subsoil. 16 Earthworms do most of the work of mixing humus into soil. 17 Grass held the soil in place and provided organic matter to the soil. 18 Conservation plowing disturbs the soil and plant cover as little as possible, thus keeping soil in place, retaining moisture, and conserving soil nutrients. When using crop rotation, the farmer plants different crops each year at the same location, allowing crops to periodically restore nutrients that have been lost. Thinking Critically 19 Breaking a rock into pieces increases the rate at which the rock will weather chemically because the broken rock has more surface area exposed to weathering agents. 20 a The A horizon contains highly weathered rock and mineral pieces and abundant humus from the decay of organic remains. b The B horizon is less weathered and contains less humus than the A horizon does. It is enriched in clay and some other minerals that were washed down from the A horizon. c The C horizon is the least weathered horizon. It is similar to bedrock. 21 Mechanical; chemical; chemical Applying Skills 22 The sandy soil would lose water more quickly because water can move through the spaces between grains easily. Clay particles hold water better. 23 Answers will vary. A typical design could include the following: use two identical flowerpots with drain holes; place gravel at the bottom of each pot, and cover with equal amounts of the sample soils; suspend the pots over two catch basins, and pour equal amounts of water into the pots.

Compare how quickly water passes through the pots. 24 Answers will vary. Sample questions: In what kind of soil do soybeans grow best? What needs to be added to either type of soil to make it suitable for growing soybeans?

Page 63Standardized Test Prep 1 D 2 H 3 D 4 J 5 A 6 The rates of chemical weathering, mechanical weathering, or both might have been faster where the mature soil formed. These differences could be due to climate or vegetation differences. Tree roots might have increased mechanical weathering. High temperature and moisture might have increased acid weathering and oxidation. Also, the type of rock in the area with immature soil might have been more resistant to weathering than the other type of rock.

ChAPTER 3

Section 1 Changing Earth’s Surface

Page 66Target Reading Skill One way that students might organize the information is as follows. Landslide: rapid, steep; Mudflow: rapid, gentle to steep; Slump: rapid, steep; Creep: slow, gentle to steep

Discover Activity Expected Outcome Upon tipping the board, the marble will immediately roll down the slope, but the block of wood will slide down only when the board is tipped higher. When the block of wood and board are covered with sandpaper, the block will not move unless the board is tipped up almost to vertical. Think It Over Hypotheses will vary. A typical hypothesis might suggest that downward movement depends on the slope angle and on the frictional resistance.

Page 67Figure 2 The land surface would become flat and featureless. Reading Checkpoint Loose pieces of rock, soil, or animal and plant remains that can be moved by erosion

Skills Activity Expected Outcome Student models and outcomes will vary. Student might suggest improvements that include changing the slope angle, sediment size, or amount of water.

Page 68Figure 3 Landslide

Page 69Reading Checkpoint The main difference between slump and landslide is that the material in a slump moves as one large mass. Reviewing Key Concepts 1 a Five agents of erosion are gravity, running water, glaciers, waves, and wind. b Deposition is a process that occurs when agents of erosion lay down sediment, which changes the shape of the land. c Erosion will gradually wear away the mountain range. Deposition will fill valleys with sediment. 2 a Four types of mass movement are landslide, mudflow, slump, and creep. b Gravity causes all types of mass movement. c The fence moved as a result of creep.

At-Home ActivityEvidence of Erosion Encourage student to make his erosion survey around his neighborhood. Advise him to look for evidence of sediment that has moved downhill because of gravity. Student can bring his drawings or photos and share interesting examples.

Page 70Skills Lab Sand Hills

Expected Outcome Both the height and the width of the sand hill increase as more sand is added. Repeated



08COREAKC

87

tests show that the ratio between the sand hill’s width and height remains constant (that is, the points form approximately a straight line on the graph). The value of this ratio can vary. It depends mostly on the characteristics of the sand grains (size, shape) and the amount of moisture in the sand. Analyze and Conclude 1 A typical graph should show a line rising from left to right. If height is on the x-axis and width on the y-axis, the slope of the line should be about 3. However, this value can vary slightly. 2 The ratio between height and width remains the same. 3 Answers will vary, depending on student’s hypotheses. Student should compare his original hypothesis with the data he collected. 4 Advise student who proposed a hypothesis that was not supported to develop a new hypothesis that is consistent with the data collected. 5 Student extends the line on the graph with a dashed line to indicate that the ratio between width and height will continue to remain the same. Student could test this prediction by trying to form sand hills of appropriate size. 6 Student’s answers will vary. Student might mention that disturbing the sand hills while taking measurements affected results.

Extend Inquiry Design an Experiment Hypotheses will vary. Using wet sand will produce hills that stand at a higher angle (lower width-to-height ratio). Using larger sediment, such as gravel, also will produce hills that stand at a higher angle.

Section 2 Water Erosion

Page 72Target Reading Skill Q What features does a river produce by erosion? A V-shaped valley, bluffs Q What feature does a river produce by deposition? A Delta

Discover Activity Expected Outcome The dripping water will wear a depression in the bar of soap. Think It Over Predictions will vary. Typical predictions might suggest that the depression would be larger after another 10 minutes and larger still after an hour. Increasing the flow would speed up the process; decreasing the flow would slow it down.

Page 73Figure 4 Less than 0.25 cm

Page 74Try This Activity Expected Outcome The drops from 2 m will cause splashes that travel farther than the splashes from the 1-m drops. Because the drops move sediment when they hit the soil, the 2-m drops will cause more erosion. The 2-m drops have more kinetic energy because the water falls from a greater distance.

Page 75Figure 5 The land between the gullies will become narrower as the sides of the gullies erode.Reading Checkpoint A stream or river that flows into a larger river

Page 76Reading Checkpoint An oxbow lake forms when a meander is cut off from the river.

Page 77Figure 9 The water in the river slows down and deposits sediment in the delta. The river’s main channel flows almost to the tip of the delta, where it divides into several channels to form the “bird foot.” Reading Checkpoint The sediment that is deposited by a flood becomes fertile soil.

Page 79Figure 10 Erosion: waterfalls, V-shaped valleys, flood plain, meanders, oxbow lake, bluffs; Deposition: beaches, delta Note: An oxbow lake involves both processes but is classified under erosion in this text.

Page 80Reading Checkpoint Water that contains calcium and carbonic acid drips into a cave. When carbon dioxide leaves the solution, a deposit of calcite is left behind.

Page 81Figure 12 The cave’s roof will collapse to form a sinkhole. Reviewing Key Concepts 1 a Moving water b Runoff, rill, gully, stream, tributary, river c A field with plowed soil and no plants—there would not be anything to hold the soil in place. 2 a Valleys, waterfalls, flood plains, meanders, and oxbow lakes b Alluvial fans, river deltas, and soil on flood plains c The flowing water of the river slows down and deposits its sediment. 3 a Chemical weathering b Carbonic acid in groundwater breaks down limestone, which is carried away in solution by the water. Eventually a cave forms. If the level of groundwater lowers, the cave becomes filled with air. Stalactites and stalagmites can form when water that contains carbonic acid and calcium drips into the cave.

At-Home ActivityErosion Cube Students will find that some of the sugar of the large cube dissolves in water from the paper towel, which leaves the cube smaller and misshapen. The purpose of building a large cube with smaller ones is to form cracks for water to seep through. This is analogous to water seeping through cracks in limestone, eroding the rock, and then carrying the material away in solution.



08COREAKC

88

Page 82Skills Lab Streams in Action Expected Outcome In Part 1, the water erodes the diatomaceous earth. The dripped water will form a channel; the 10-minute drip will cause a deeper channel than the 5-minute drip. In Part 2, increasing the angle of slope will produce a deeper channel and cause more erosion. Analyze and Conclude 1 The 10-minute stream should have a deeper channel than the 5-minute stream. The longer the water flowed, the more erosion occurred along the stream bed. 2 Most students will have predicted that increasing the angle of slope would result in a deeper channel and more erosion; the student’s results should confirm this prediction. 3 The eroded material moved down the slope until it was deposited. 4 Student observed a channel that is more deeply incised at its head. Other features, such as meanders, might have been observed away from the stream’s head. Student might suggest that allowing the drip to continue for a longer time will allow more features to develop. 5 The characteristics of the sediment or bedrock, the amount and type of vegetation, the frequency and intensity of floods 6 Answers will vary. Make certain student includes details about the erosion event he describes.

Extend InquiryDesign an Experiment Designs will vary. Student might suggest dripping water onto opposite sides of the slope at two different rates and measuring the erosion caused by each stream. After reviewing the design, encourage student to conduct his experiment.

Section 3 The Force of Moving WaterPage 86Target Reading SkillAs student reads each passage that contains a key term, remind him to write a sentence in his own words.

Encourage him to write one or two descriptive phrases to help him remember the key term. Ask him to share his definitions.

Discover Activity Expected Outcome Student will observe the settling of the sediments. The larger particles will settle first, and the smaller grains will settle last. After 10 to 15 minutes, most of the particles will have settled, but the water will remain cloudy because of the continued suspension of fine clay particles. Think It Over The particles are deposited according to size. Gravity acting on the different sizes of grains causes the pattern.

Page 87Figure 14 A boulder would likely roll or slide downstream. Reading Checkpoint Gravity and the force of the moving water

Skills Activity Expected Outcome A typical hypothesis might suggest that the river that produced the gravel-boulder alluvial fan had a greater slope and volume of flow than the river that produced the sand-silt fan. Extend Challenge student to design an experiment to test his hypothesis using a stream table.

Page 88Figure 15 At the highest point

Page 89Math Analyzing Data 1 Stream velocity 2 Diameter of sediment particles 3 About 50 cm/sec; about 90 cm/sec; about 800 cm/sec 4 Small boulders 5 Possible answer: The faster the speed of the flowing water, the larger the particles the stream is able to move.

Page 90Figure 17 The water speed is slowest there. Reading Checkpoint On the outside of the curve

Reviewing Key Concepts 1 a The ability to do work or to cause change b Gravity causes river water to move down a slope. As the water flows, its potential energy changes into kinetic energy. c Erosion and deposition 2 a Mass movement and runoff b Sand and other sediment grains can strike the rock of the stream’s bed and wear it away. This process is called abrasion. c The piece of rock will become smaller and more rounded as it bounces or rolls along the stream bed. This occurs because pieces get broken off the rock. Jagged corners are more easily broken, so the rock becomes rounded. 3 a Slope, volume of flow, and shape of the stream bed b The river’s bank will eventually erode, and the curve will become larger.

Writing in Science Writing Mode Description Scoring Rubric: 4 Exceeds criteria in some way, for example, explaining how the particles cause erosion of the stream bed 3 Meets criteria but does not go beyond requirements 2 Includes only brief description of required elements 1 Is incorrect and incomplete

Section 4 Glaciers

Page 91Target Reading Skill Q What kinds of glaciers are there? A Valley glaciers and continental glaciers Q How do glaciers shape the land? A By erosion and deposition

Discover Activity Expected Outcome The sand should have frozen into the bottom of the ice. Rubbing the sand side of the ice block over soap will produce grooves and striations. Think It Over Answers will vary. A typical answer might suggest that the sediment in ice changes the land by scratching and scraping the underlying rock.



08COREAKC

89

Page 93Figure 19 Sharp ridges called arêtes and valleys that hang above a lower valley Reading Checkpoint Mountain valleys that were formed originally by rivers

Page 95Figure 20 Drumlin, deposition; horn, erosion; cirque, erosion; moraine, deposition; U-shaped valley, erosion Reading Checkpoint A terminal moraine is a ridge of till deposited at the farthest point reached by a glacier. Reviewing Key Concepts 1 a A continental glacier is a glacier that covers much of a continent or large island. b A valley glacier is a long, narrow glacier in a mountain valley. c Both types of glaciers are large masses of ice that move over land. Valley glaciers are long and narrow—the sides of the valley keep them from spreading. Continental glaciers spread out over a large area of land. 2 a Glaciers form in areas where more snow falls than melts. b Glaciers flow downhill because of the force of gravity. c Snow changes to ice as it is compacted by overlying snow. 3 a Plucking and abrasion b Deposition occurs when the glacier melts and leaves rock and sediment on the land.

Writing in Science Writing Mode Persuasion Scoring Rubric: 4 Exceeds criteria in some way, for example, using vivid descriptions and engaging the reader 3 Meets criteria but does not go beyond requirements 2 Includes only brief description of required elements 1 Is incorrect and incomplete

Page 96Target Reading Skill Detail: Energy in waves breaks apart rocks. Detail: Sediment wears away rock. Detail: Landforms are created.

Discover Activity Expected Outcome Student probably will observe differences between the two samples. Differences might include grain shape, size, or color. Think It Over Questions will vary. Possible questions: Is beach sand a result of erosion? How is beach sand deposited? What causes differences in beach sand at different places?

Page 97Figure 21 The headlands will erode, and the shoreline will be straighter.

Page 99Figure 22 The sea arch eventually will collapse because of continued erosion. Reading Checkpoint Waves erode the base of a rocky cliff, causing sea caves or a collapse of the upper portion of the cliff.

Skills Activity Expected Outcome The student will set up and solve an equation to find the total erosion. Total Erosion = (1.25 m/y) (50 y) + (3.75 m/storm) (12 storms) = 107.5 meters

Page 100Figure 23 TwoReading Checkpoint Barrier beaches form when storm waves pile sand above sea level.

Writing in Science Writing Mode Exposition Cause and EffectScoring Rubric: 4 Exceeds criteria in some way, for example, explaining the risk of building a home on a barrier beach 3 Meets criteria but does not go beyond requirements 2 Includes only brief description of required elements 1 Is incorrect and incomplete

Section 6 WindPage 101Target Reading Skill Wind picks up smallest particles of sediment. Fine particles are carried

through the air. Medium-sized particles skip and bounce. Larger particles slide or roll.

Discover Activity Think It Over Student will observe that blowing gently through the straw eroded cornmeal from some places.

Page 103Figure 24 In both processes, larger grains slide or roll, and smaller grains are carried in suspension. One major difference is that water carries some dissolved material. Reading Checkpoint Wind erosion often is evident in areas where there are few plants to hold soil in place. Reviewing Key Concepts 1 a Deflation and abrasion b Fine particles are carried through air, medium-sized particles skip or bounce, and heavier particles slide or roll. c The sand would erode much more than the rocks, so the land surface eventually would be mostly rocks. 2 a Sediment is deposited when wind slows down or blows around an obstacle. b Sand dunes and loess deposits c Plants, such as grass, could be planted on the dunes, or a fence might be placed at the edge of the dunes.

At-Home ActivityDesert Pavement Caution student to make sure family members are far enough away to avoid getting flour in their eyes. Student should be prepared to explain what deflation is and what the coins and flour represent.

Page 105Review and Assessment Organizing Information a Rills form b Gullies form c Gullies join together d Stream forms Reviewing Key Terms 1 c 2 a 3 b 4 b 5 b 6 deposition 7 Runoff 8 true 9 true 10 moraine

Writing in Science Writing Mode Description



08COREAKC

90

Scoring Rubric: 4 Exceeds criteria in some way, for example, uses vivid adjectives and gives a personalized account 3 Meets criteria but does not go beyond requirements 2 Includes only brief description of required elements 1 Is incorrect and incomplete

Page 106Checking Concepts 11 The agents of erosion that are assisted by the force of gravity are moving water and glaciers. Gravity itself causes mass movement and is therefore also an agent of erosion. 12 In general, higher slope and higher volume of flow increase a river’s sediment load. 13 Turbulence is rough-flowing water. It slows the speed of a river but often increases its power to erode. 14 The speed of the flowing water in a river is the slowest near the bottom, where friction is greatest. 15 Ice ages are times when glaciers cover large parts of Earth’s surface. 16 Kettle lakes form when a large piece of glacial ice is left in a glacial deposit. When the ice melts, a depression forms and fills with water. 17 Loess deposits form as fine particles that are carried by wind fall to the ground and accumulate. Thinking Critically 18 Both are types of mass movement that occur rapidly and can be triggered by an earthquake. Unlike landslides, which are mostly dry, mudflows have a high percentage of water. 19 Abrasion occurs when particles of sediment in flowing water bump into the stream bed again and again. A very turbulent stream or the fast-flowing water of a flooding river would cause the most abrasion. 20 A house right on a riverbank is probably within the river’s flood plain. A family should hesitate because the house might be damaged or destroyed by a future flood. 21 a A sinkhole forms when the roof of a cave collapses. b Stalactites form as calcium carbonate precipitates from water dripping from the ceiling.

c Stalagmites form as calcium carbonate precipitates from drops that fall to the cave floor. 22 Answers will vary. Possible answer: You could observe the landforms in front of the glacier. If it is retreating, terminal moraines and other till deposits should exist far in front of the glacier. 23 The sand came from rivers that carried the grains to the ocean, where waves dropped them to form the beach. Applying Skills 24 The flow and load were greatest in April. They were lowest in January. 25 A river’s load varies directly with its volume of flow. 26 Rainfall or melting snow probably increased throughout the drainage basin in April, creating more runoff and eroding more sediment.

Page 107Standardized Test Prep 1 C 2 J 3 A 4 F 5 A 6 Erosion is the picking up and moving of rock, sediment, or soil. Gravity causes erosion by mass movement, running water, and glaciers. During mass movement, gravity pulls rock or sediment downhill. Running water moves downhill because of the force of gravity. As the water flows, it erodes Earth’s surface. Gravity also causes glacier ice to flow. The flowing ice erodes rock and sediment from some places and deposits rock and sediment at other places.

ChAPTER 4

Section 1 Fossils

Page 110Target Reading Skill Possible answers: What you Know 1 Fossils come from ancient organisms. 2 Fossils are found in hardened rock. 3 Fossils show us how some present-day organisms looked different in the past.

What you Learned 1 Molds and casts are types of fossils. 2 Organisms are also preserved in amber, tar, and ice. 3 Fossils tell us about past climates, changes in Earth’s surface, and how organisms have changed over time.

Discover Activity Think It Over The rock contains one or more fossils. A typical explanation of how the fossils formed might suggest that an organism fell into sediments that later solidified.

Page 111Figure 1 Sedimentary rock

Page 112Figure 2 Mold

Page 113Reading Checkpoint Remains can be trapped in tar, amber, or ice.

Try This Activity Expected Outcome The sugar cube entirely wrapped in clay is preserved, and the other sugar cube dissolves into the water. The activity models how mud or other sediment can prevent the decay of an organism by protecting it from exposure to water.

Page 115Figure 3 The bat’s body may have fallen into the mud when the bat died. Accept all reasonable responses.

Page 116Figure 4 It is an extinct animal. Reading Checkpoint A well-tested concept that explains a wide range of observations Reviewing Key Concepts 1 a The preserved remains or traces of a living thing b Most fossils are formed when living things die and are buried by sediments. The sediments slowly harden into rock and preserve the shapes of the organisms. c Hard parts of an organism usually form fossils because they are less likely to be lost by decay. 2 a Petrified fossils,



08COREAKC

91

molds, casts, carbon films, and trace fossils b When an organism is buried by sediment, gases from the organism evaporate, leaving behind a thin film of carbon that preserves parts of the organism. c They are similar because the remains of both are not destroyed by decay. They are different because preserved remains are the actual organism, whereas the soft parts of petrified organisms are replaced by minerals. 3 a Past environments and how groups of organisms have changed over time b Life on Earth has evolved, or changed over time. Simple organisms have given rise to more complex plants and animals.

At-Home ActivityFamily Fossils Encourage student to ask older members of his family to find something that has been passed down from generation to generation. Suggest that he write down why the object was preserved to help him remember in telling the story.

Section 2 The Relative Age of Rocks

Page 117Target Reading Skill Possible questions and answers: What does the position of rock layers reveal? (The oldest layers—and the oldest fossils—are at the bottom.) How do geologists determine the relative age of a rock? (The position of rock layers, extrusions and intrusions of igneous rock, faults, and gaps in the geologic record) How are fossils used to date rocks? (The age of an index fossil tells the age of the rock layer in which it occurs.)

Discover Activity Expected Outcome The oldest layer is the bottom layer when the layers are flat. When the layers are pressed over the bowl and the top of the dome is cut off, the oldest layer is in the center of the dome, even if it rises above the other layers.

Think It Over The oldest layer is found on the outside ring, touching the bowl.

Page 119Figure 5 The Supai Sandstone; the oldest layer is at the bottom. Reading Checkpoint The sediment that forms sedimentary rocks is deposited in flat layers one on top of the other.

Try This Activity Expected Outcome The oldest is the bottom; the youngest is the top. Core samples provide information about layers of rock.

Page 120Figure 7 Erosion and deposition Reading Checkpoint A gap in the geological record Reading Checkpoint It must be widely distributed, and it must have existed for only a brief period of time.

Page 121Figure 8 The trilobites in Layer A Reviewing Key Concepts 1 a Relative age states whether a rock is younger or older than another rock. Absolute age is a rock’s age in years. b In horizontal layers of sedimentary rock, the oldest layer is at the bottom, and each higher layer is younger than the layer below it. c The bottom; it was the first to be formed by deposits. 2 a Igneous rock intrusions and extrusions, faults, and unconformities b Both form from molten material. Lava that hardens on the surface is an extrusion. Magma that cools below the surface is an intrusion. c The extrusion; intrusions are always younger than the rock layers through which they pass. 3 a A fossil that is used to determine the relative age of rocks b No. They have existed with little change for a long time.

At-Home Activity Drawer to the Past Encourage student to carry out the activity. Clues used to determine relative ages might include

the memories of family members and the condition of an item. Some items, such as coins, may contain dates that indicate an absolute age.

Page 122Skills Lab Finding Clues to Rock Layers Analyze and Conclude 1 Fossils of marine animals in layers A and B indicate a marine environment. Dinosaur tracks and a leaf suggest that a land environment created layer D. 2 According to the law of superposition, layer A is the oldest because it is below all other layers. 3 According to the law of superposition, layer G formed most recently because it is above all other layers. 4 Layers C and E are extrusions of igneous rock, in which fossils can’t form. 5 Dinosaur, plant, and bird fossils 6 Layer B 7 Rock layers that are missing from the sequence at Site 2 provide clues of an unconformity. Layers E and D are missing between layers X and Y, which suggests that the boundary between Y and X is an unconformity. Layer A is also missing, which suggests that there is an unconformity below W. 8 Layer Y is older because an intrusion is always younger than the layer through which it passes. 9 The environment most likely started out as an ocean environment. Volcanic extrusions covered the environment over many years, eventually creating a swamplike environment in which dinosaurs lived.

Extend Inquiry More to Explore Because faults can occur only after rock layers have formed, any layers the fault cuts across would be older than the fault.

Section 3 Radioactive Dating

Page 123Target Reading Skill Possible answers: Main Idea: Using radioactive dating, scientists can



08COREAKC

92

determine . . .; Detail: the absolute ages of the most ancient rocks using potassium-40; Detail: the absolute ages of fossils using carbon-14 up to about 50,000 years ago; Detail: the ages of sedimentary rocks by dating the igneous intrusions and extrusions near the sedimentary rock.

Discover Activity Expected Outcome By cutting the clay in half three times, student will reduce the size of the cube to one-eighth the original size. Think It Over The remaining piece will be very small, possibly too small to cut in half again with the knife.

Page 124Figure 11 12.5% or 1/8 Reading Checkpoint The time it takes for half of the radioactive atoms in an element to decay

Page 125Math Skills 3.125%

Page 126Figure 13 The shale is younger than the extrusion but older than the intrusion. Reading Checkpoint Potassium-argon dating and carbon-14 dating Reviewing Key Concepts 1 a Possible answer: The process in which an element changes to another element because the atoms break down b The amount of the radioactive element decreases. The amount of the new element increases. c The rate of decay is constant—it never changes. 2 a Radioactive dating b The particles in sedimentary rocks are made up of different substances of different ages. c The scientist could use radioactive dating to find the ages of the two igneous extrusions. The age of the sedimentary rock would be somewhere in between the two ages. Math Practice 3 0.78125%

Section 4 The Geologic Time Scale

Page 127Target Reading Skill The flowchart will be filled in as follows: Geologic Time Scale Precambrian Time; Paleozoic Era: Cambrian Period; Paleozoic Era: Ordovician Period; Paleozoic Era: Silurian; Paleozoic Era: Devonian; Paleozoic Era: Carboniferous; Paleozoic Era: Permian; Mesozoic Era: Triassic; Mesozoic Era: Jurassic; Mesozoic Era: Cretaceous; Cenozoic Era: Tertiary; Cenozoic Era: Quaternary

Discover Activity Expected Outcome Student will place ten or more events along the timeline. Think It Over If student follows the suggested divisions, the most important events of his life will probably fall within the middle school years because he can more easily remember recent events than events earlier in life.

Page 128Figure 14 245 million years ago

Page 129Reading Checkpoint Mesozoic Reviewing Key Concepts 1 a A record of the life forms and geological events in Earth’s history b Scientists studied rock layers and fossils worldwide and placed Earth’s rock layers in order by relative age. Later, radioactive dating helped them determine the absolute ages of the divisions. 2 a Eras and periods b Precambrian Time; 4.6 billion years ago; 544 million years ago c Triassic, Jurassic, Cretaceous, Tertiary, Quaternary

Writing in Science Writing Skill Description Scoring rubric: 4 Exceeds criteria, includes its length, the era to which it

belongs, the names of the periods before and after it, and its position relative to the present 3 Meets criteria except position relative to the present 2 Includes two of the three criteria 1 Includes only one criterion or inaccurate information

Section 5 Early Earth

Page 130Target Reading Skill Possible answers: Early Earth: Atmosphere—Hydrogen and helium Oceans—Earth’s surface is too hot. All water evaporates into water vapor. Continents—Less dense rock at surface forms continents. Later Precambrian Earth: Atmosphere—Carbon dioxide, nitrogen, and water vapor Oceans—Earth cools, water vapor condenses, and rain falls. Rain forms oceans. Continents—Old continents break apart and new continents form as a result of continental drift.

Discover Activity Expected Outcome The iron filings will gather around the poles of the magnet. Think It Over The iron filings would continue to gather in clumps around the magnet. The model shows how early materials in space were gathered in a ball by the force of gravity to form Earth. In the magnet model, the force is the attraction of iron to the poles of the magnet.

Page 131Reading Checkpoint Gravity

Page 132Skills Activity Expected Outcome Precambrian Time lasted for 86% of Earth’s history. About 11% of Precambrian Time elapsed before the development of the continents.



08COREAKC

93

Figure 17 The first atmosphere contained hydrogen and helium. The second atmosphere contained nitrogen, oxygen, carbon dioxide, water vapor, and argon. Reading Checkpoint The process by which the continents move very slowly over Earth’s surface because of forces inside Earth

Page 133Reviewing Key Concepts 1 a About 4.6 billion years ago b Radioactive dating of rocks from Earth and the moon 2 a Oceans, the atmosphere, and continents b They released carbon dioxide and water vapor into the atmosphere. c Rain 3 a Bacteria-like organisms b It would have little or no oxygen.

Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria; plan includes information about early Earth’s atmosphere, oceans, continents, and life forms; sketches and descriptions are accurate and informative 3 Meets criteria but sketches and descriptions are not imaginative 2 Includes only some criteria 1 Is inaccurate and incomplete

Section 6 Eras of Earth’s History

Page 134Target Reading Skill Possible questions and answers: What geologic events happened during Precambrian Time? (Earth, the oceans, and the first sedimentary rocks formed.) When did dinosaurs appear on Earth? (About 225 million years ago.) What caused the mass extinction at the end of the Cretaceous Period? (An object from space struck Earth and blocked the sunlight.)

Discover Activity Expected Outcome Each fossil is an impression or carbon film. Fossil A is a leaf. Fossil B is a eurypterid, which

student will probably not be able to identify.Think It Over Student’s questions will vary. Typical questions: When did each of these organisms live? In what type of environment did these organisms live? What organisms ate these organisms?

Page 136Figure 21 Amphibians, reptiles, insects, ferns, and cone-bearing plants.

Page 137Math Analyzing Data 1 The x-axis shows time in millions of years before the present; the y-axis shows the number of families of ocean animals 2 Slightly more than 50 million years ago 3 The one that occurred about 230 million years ago 4 The number of families of ocean animals immediately dropped but then increased. Reading Checkpoint A supercontinent formed when Earth’s continents moved together about 260 million years ago.

Page 143Figure 23 It has claws on its wings. Reading Checkpoint Dinosaurs, mammals, birds, and flowering plants

Page 144Lab Zone

Try This Activity Expected Outcome Order of events: oldest fossils form, 3.5 billion years ago; “explosion” of invertebrates occurs, 544 million years ago; first fish appear, 400 million years ago; Pangaea forms, 260 million years ago; dinosaurs become extinct, 65 million years ago; human ancestors appear, 3.5 million years ago; continental glaciers retreat, 20,000 years ago. The time since the dinosaurs’ extinction is relatively recent.

Page 145Reading Checkpoint The climate cooled, causing continental glaciers to advance and retreat over Earth’s surface. Eventually, the climate warmed and glaciers melted. Reviewing Key Concepts 1 a Cambrian, Ordovician, Silurian, Devonian, Carboniferous, Permian b There was an invertebrate “explosion” as many new life forms appeared. c Climate change resulting from continental drift 2 a Reptiles b Possible answers: Mammals ate smaller organisms than themselves, such as insects, so they were not competing with dinosaurs for food. Mammals were small enough to hide from dinosaurs. c Plant-eating dinosaurs were food for the meat-eating dinosaurs. When the plant-eaters died out, there was no source of food for the meat-eaters, so they also died out. 3 a The Age of Mammals b Dinosaurs had become extinct, so it made way for the evolution of mammals. Grasses evolved, which provided food sources for larger, grazing animals.

Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria, includes a complete description of organisms and events for all periods of the era; description is accurate and detailed 3 Meets all criteria, but description is not detailed 2 Includes only one or two of the periods 1 Includes inaccurate information

Page 146Skills Lab As Time Goes By Expected Outcome Student will become aware of the immensity of geologic time, especially when compared with the span of his own life and the length of human history. Analyze and Conclude 1 Answers will vary depending on the height of the classroom. The height of a classroom is typically about 2.5 m,



08COREAKC

94

or 250 cm. About 55 reams of paper with a width of 4.5 cm each would be needed to reach the ceiling. That would represent 55 million years. Only two events, the end of the last ice age and the evolution of whales, would fall on a ream inside the classroom. 2 Answers will vary depending on the figure obtained in Question 1. At 55 reams per classroom, about 84 classrooms (4,600 ÷ 55) would be needed to represent the age of Earth. About 9.5 (530 ÷ 55) classrooms would be needed to represent the time when vertebrates appeared. 3 The thickness of the stack would need to be about 20 times higher (4,600 ÷ 225). 4 A typical answer might suggest using different colors of paper for each of the eras and then marking the divisions between periods with cardboard dividers. Major events can be shown with flags on sticks stuck in the stack. 5 Most students will think that the scale is not practical. Advantages of a 1-m model include that it could easily fit on a wall and that it could be used for quick reference. Disadvantages include that the time from the beginning of the Paleozoic Era to the present would be such a short length that it would be difficult to include many relatively recent major events.

Extend Inquiry More to Explore Student’s version will vary depending on the shape he chooses. Have him use the geologic time scale in the section The Geologic Time Scale to mark the divisions between eras and each of their periods. Student might draw the outline of a ribbon or spiral with a black pencil and then use the colored pencils to color in the era and period lengths.

Page 149Review and Assessment Organizing Information a molds and casts b trace fossils c amber d ice

Reviewing Key Terms 1 a 2 b 3 b 4 d 5 c 6 true 7 petrified fossil 8 absolute age 9 true 10 asteroid hitting Earth

Writing in Science Writing Mode Description Scoring Rubric: 4 Exceeds criteria, includes the different layers as shown in figure 5 and the life forms that existed at those times 3 Meets all criteria but is not as detailed 2 Includes only brief description 1 Includes inaccurate information

Page 150Checking Concepts 11 Sediment covers the remains of an organism. Then water rich in minerals seeps into the spaces of the organism’s cells. Over time, the water evaporates, leaving the hardened minerals behind. Petrified fossils also form by replacement, in which minerals in water make a copy of the organism. 12 A bony fish has a better chance of leaving a fossil because it has hard parts that do not decay quickly, but a jellyfish does not have hard parts. 13 Sometimes, deeply buried layers of rock are lifted up to Earth’s surface. At the surface, the exposed rock erodes away. Then sediments are deposited on top of the eroded surface of the older rocks and harden into rock layers. The place where an old eroded surface is in contact with a newer rock layer is called an unconformity. 14 A scientist would use radioactive dating to determine the absolute ages of intrusions and extrusions near the sedimentary rock in which the fossil was found. 15 Scientists think that the oceans formed during the first several hundred million years of Precambrian Time. As Earth cooled, water vapor condensed, forming rain. The rainwater eventually accumulated to form the oceans. 16 During the Tertiary Period, Earth’s climates were generally warm and mild. During the

Quaternary Period, Earth’s climate cooled, causing a series of ice ages. Thinking Critically 17 The paleontologists could conclude that both rock layers formed at about the same time. 18 Precambrian Time begins with the formation of Earth 4.6 billion years ago and ends 544 million years ago. Carbon-14 would be of no use in dating the fossil because its half-life is much too short. Therefore, the uranium-235 would be better to use. 19 Amphibians live part of their lives in water, and reptiles are land animals. When the climate became drier, the amphibians had less water. A drier climate, then, would favor reptiles. 20 The movie would not be scientifically accurate because dinosaurs became extinct at the end of the Mesozoic Era and humans did not evolve until well into the Cenozoic Era, over 60 million years later.

Math Practice 21 After 9 half-lives, 0.1953125 percent of a radioactive element will remain. Applying Skills 22 According to the law of superposition, layer 1 is the oldest layer and layer 4 is the youngest. 23 A scientist must have used radioactive dating to determine the ages of the intrusion and extrusion. 24 Layer 3 is younger than the 60-million-year-old intrusion but older than the 34-million-year-old intrusion. 25 Layer 4 is younger than the 34-million-year-old intrusion but older than the 20-million-year-old intrusion.

Page 151Standardized Test Prep 1 C 2 J 3 A 4 G 5 B 6 Possible answer: Scientists study the position of sedimentary rock layers to determine the relative ages of rocks by comparing where the rocks lie in relation to each other. According to the law of superposition, rocks on the bottom layers are generally younger than rocks on the top layers. Index



08COREAKC

95

fossils are also used to date rock layers. Scientists make use of the process of radioactive decay to find the absolute ages of igneous rock. They identify and measure the amount of a radioactive element in a rock and determine its half-life.


08COREAKC

96


Manual Exercises

LESSON 54Application The sediment that formed layer 3 could not have been deposited underneath the hardened rock of layer 4. Answers in chart will vary.

LESSON 57See the circle graph at the end of this section.1 The components in the atmosphere are different amounts. 2 Early life-forms gave off oxygen as a waste product.

Carbon Dioxide 92%

Nitrogen 5%

Other Gases 3%

Oxygen 0%

Earth’s Early Atmosphere

Nitrogen 78%

Oxygen 21%

Other Gases (including CO ) 1%

2

Today’s Atmosphere


08COREAKC

97


Activities© Pearson Prentice Hall

ACTIVITy 15

It’s Creepy(Science Lesson 44)1 creep 2 Water expands when it freezes. 3 The rock and soil particles rise because the water between them freezes and expands. 4 They rise perpendicular to the slope of the hill. 5 They fall when the ground thaws. 6 They fall down vertically toward the center of Earth. 7 Water seeps into the ground, filling spaces between soil and rock particles. When that water freezes, it lifts the particles up, perpendicular to the hill. When the ground thaws, the particles fall down vertically. The result is movement downhill.

ACTIVITy 16

Great Rivers of the World(Science Lesson 46)1 They are ranked on the basis of volume of flow. 2 The Mississippi has a volume of flow of 17.400 m3/s, while the Amazon has a volume of flow of 140,000 m3/s, or about eight times as much. 3 Nile River 4 The Amazon has the longest drainage basin. 5 Almost all encyclopedias contain an entry for each of these rivers. Student could also find these rivers on a world map and then use an atlas.

ACTIVITy 17

Glaciers(Science Lesson 49)1 moraine 2 erosion 3 erosion 4 kettle 5 erosion 6 erosion 7 deposition 8 A valley glacier is a long, narrow glacier that forms in a mountain valley. A continental glacier is a glacier that covers much of a continent or large island. 9 They form in areas where more snow falls than melts. Snow builds up, and pressure compacts snow, forming ice that then begins to move downhill. 10 Once the depth of a glacier reaches about 30–40 meters, the glacier begins to move downhill because of gravity. 11 When a glacier melts, it deposits sediment. 12 plucking and abrasion 13 Deposition occurs when the glacier melts and leaves rock and sediment on the land. 14 plucking 15 ice ages 16 glacier 17 till

ACTIVITy 18

Researching a Geologic Time Period(Science Lesson 56)Answers will vary.

Anser Keys Answer Keys - Amazon S3“The Destruction of Sennacherib” Instruction Rhyme scheme:...

Documents

Transcript of Anser Keys Answer Keys - Amazon S3“The Destruction of Sennacherib” Instruction Rhyme scheme:...