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glencoe.com

Mastering the Tennessee Comprehensive Assessment

(TCAP)

Tennessee ScienceGrade 6

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Tennessee Science Grade 6 program. Any other reproduction, for sale or other use, is expressly prohibited.

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

ISBN: 978-0-07-890140-9MHID: 0-07-890140-5

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 13 12 11 10 09 08

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Mastering the TCAP, Grade 6 iii

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.Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Student Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

State Performance Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Indicator Practice for TCAP Achievement Test . . . . . . . . . . . . . . . . . . 7

Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

iv Mastering the TCAP, Grade 6

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Introduction to the StudentOn the fi rst day of science class, you will receive a copy of the academic standards for the Tennessee Comprehensive Assessment Program (TCAP) for science. Your teachers will incorporate the standards and the appropriate course content into the classroom curriculum.

The questions in this workbook are aligned with the State Performance Indicators and are designed to assess your mastery of these standards. These academic standards and questions encompass Inquiry, Technology and Engineering, Life Science, Earth and Space Science, and Physical Science.

The sample questions in this workbook are representative of the questions used on the TCAP Achievement Test. These questions are only a sample of what you should expect to encounter on the actual examination.

Mastering the TCAP, Grade 6 v

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OverviewThe material in this workbook is designed to prepare you for the science portion of the TCAP Achievement Test. It contains:

• a Student Recording Chart,• the Tennessee Science State Performance Indicators,• a Diagnostic Test,• indicator practice for each indicator,• and a Posttest.

How to Use this BookDiagnostic Test This test will help you identify any content that you need to review as you prepare to take the TCAP Achievement Test. Once you have taken the Diagnostic Test and it has been graded, complete the Student Recording Chart on page vi. Circle each question that you answered incorrectly. If there is a circle marked for an indicator, write YES in the Need Practice? question box. Then complete the page of practice questions for that indicator.

Standards Practice If you incorrectly answered questions for a particular indicator, you could probably use some extra practice with that indicator. The Student Recording Chart lists a practice page for each indicator. Complete the appropriate practice page. If you are unsure about how to answer some of the questions, you might want to refer to your science book.

Posttest After you have completed the practice worksheet(s), take the Posttest on pages 37–42.

Test-Taking TipsBefore the Test:• Be sure to get plenty of sleep the week before the test. A healthy amount of sleep is eight to

nine hours every night.• On the night before the test, try to do something relaxing but stimulating, such as playing a

board game, exercising, or reading an enjoyable book. Cramming the night before the test can hamper your memory and make you tired.

• On the morning of the test, eat a healthy breakfast with fresh foods.• On the morning of the test, clear your mind of any outside distractions so that you will be

better able to focus on the test. If breaks are given during the test, use that time to relax and clear your mind.

During the Test:• Listen and read all directions.• Be sure you understand the questions before reading the answer choices. Then, make sure to

read and consider every answer choice.• Remember to consider carefully all the information presented in the test’s graphics.• If the test is timed, be sure to pace yourself.• Always choose an answer. By eliminating as many incorrect choices as possible, you will

have a good chance at guessing correctly and obtaining more points.

vi Mastering the TCAP, Grade 6

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Student Recording ChartDirections: Circle each question from the Diagnostic Test that you answered incorrectly. If there is a circle marked for an indicator, write Yes in the Need Practice? box. Then complete the practice page for that indicator.

Indicator Inq.1 Inq.2 Inq.3 Inq.4 Inq.5

Test Question 1 2 3 4 6

Need Practice?

Practice Page 7 8 9 10 11

Indicator T/E.1 T/E.2 T/E.3 T/E.4

Test Question 5 7 8 11

Need Practice?

Practice Page 12 13 14 15

Indicator 2.1 2.2 2.3 2.4


Need Practice?


Name

Mastering the TCAP, Grade 6 vii

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Student Recording Chart (continued)

Indicator 6.1 6.2 6.3 6.4 6.5 6.6 6.7

Test Question 14 15 16 17 18 19 20

Need Practice?

Practice Page 20 21 22 23 24 25 26

Indicator 8.1 8.2 8.3 8.4


Need Practice?


Indicator 10.1 10.2 10.3 10.4


Need Practice?


Indicator 12.1 12.2

Test Question 29 30

Need Practice?

Practice Page 35 36

Name

viii Mastering the TCAP, Grade 6

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Tennessee Science Standards, Grade 6InquiryGuiding Question: What tools, skills, knowledge, and dispositions are needed to conduct

scientifi c inquiry?

Indicators

Inq.1 Design a simple experimental procedure with an identifi ed control and appropriate variables.

Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.Inq.3 Interpret and translate data into a table, graph, or diagram.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by

evidence.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

Technology and EngineeringGuiding Question: How do science concepts, engineering skills, and applications

of technology improve the quality of life?

Indicators

T/E.1 Identify the tools and procedures needed to test the design features of a prototype.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully

applied.T/E.3 Distinguish between the intended benefi ts and unintended consequences of a new

technology.T/E.4 Differentiate between adaptive and assistive bioengineered products (e.g., food, biofuels,

medicines, integrated pest management).

Life ScienceStandard 2: Interdependence

Guiding Question 2: How do living things interact with one another and with the non-living elements of their environment?

Indicators

2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.

2.2 Interpret how materials and energy are transferred through an ecosystem.2.3 Identify the biotic and abiotic elements of the major biomes.2.4 Identify the environmental conditions and interdependencies among organisms found

in the major biomes.

Mastering the TCAP, Grade 6 ix

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Tennessee Science Standards, Grade 6

Earth and Space Science

Standard 6: The Universe

Guiding Question 6: What big ideas guide human understanding about the origin and structure of the universe, Earth's place in the cosmos, and observable motions and patterns in the sky?

Indicators

6.1 Use data to draw conclusions about the major components of the universe. 6.2 Explain how the relative distance of objects from the earth affects how they appear. 6.3 Distinguish among a day, lunar cycle, and year based on the movements of the earth, sun,

and moon.6.4 Explain the different phases of the moon using a model of the earth, moon, and sun.6.5 Predict the types of tides that occur when the earth and moon occupy various positions.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons.6.7 Explain the difference between a solar and a lunar eclipse.

Standard 8: The Atmosphere

Guiding Question 8: How do the physical characteristics and the chemical makeup of the atmosphere infl uence surface processes and life on Earth?

Indicators

8.1 Analyze data to identify events associated with heat convection in the atmosphere.8.2 Recognize the connection between the sun’s energy and the wind.8.3 Describe how temperature differences in the ocean account for currents.8.4 Interpret meteorological data to make predictions about the weather.

x Mastering the TCAP, Grade 6

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Tennessee Science Standards, Grade 6

Physical Science

Standard 10: Energy

Guiding Question 10: What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?

Indicators

10.1 Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy.

10.2 Interpret the relationship between potential and kinetic energy.10.3 Recognize that energy can be transformed from one type to another.10.4 Explain the Law of Conservation of Energy using data from a variety of energy

transformations.

Standard 12: Forces in Nature

Guiding Question 12: What are the scientifi c principles that explain gravity and electromagnetism?

Indicators

12.1 Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced.

12.2 Identify materials that can conduct electricity.

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1 Chelsea wants to know which brand of potting soil is most nutritious for plants. She decides to design an experiment to test different types of soil. Which of the following is an important step in designing her reliable experiment?

A making sure there have not been experiments like it

B making a guess as to the outcome, without prior research

C making sure that the outcome matches the expected results

D making sure to test one variable while controlling all others

2 The instruments in Group A are different from the instruments in Group B because only the instruments in Group A are

F objects that produce visible light.G objects that can be found in school

classrooms.H tools for observing visible light coming

from a distance.J tools for measuring the temperature of

very hot objects.

The Brightest Stars

StarDistance

(light-years)

Altair 16

Procyon 11

Sirius 9

3 The chart shows the distances from Earth to three of the brightest stars visible in the night sky. Which of the graphs below best represents these data?

A

B

C

D

Diagnostic Test

Grade 6 Diagnostic Test 1

Group A Group B

181614121086420

Altair Procyon Sirius

1816141210

86420


1816141210

86420


1816141210

86420


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2 Grade 6 Diagnostic Test

4 The graph shows the relationship between temperature and brightness for Main Sequence stars. What is a reasonable hypothesis that can be drawn from these data?

F Hotter stars will have more surrounding planets than cooler stars.

G Hotter stars last longer than cooler stars.

H Cooler stars will be less bright than hotter stars.

J Cooler stars are denser than hotter stars.

5 Scientists monitoring an active volcano have collected a huge amount of data. They want to use the data to help them predict when the volcano may erupt. What would help them the most to organize and analyze their data so they can make their predictions?

A recording the data on paper tablets and using a hand-held calculator

B putting the data into computer graphs, tables, and spreadsheets

C recording their findings on a tape recorder and discussing the information

D spending less time with the data and more time watching the volcano

6 Leslie wanted to determine if there would be a difference in the number of eggs her chickens produced depending upon their living conditions. She purchased 24 laying hens of the same breed that were the same age. She put 12 hens in cages. She put the other 12 hens in a fenced pasture. She fed the caged hens high-protein chicken feed. The chickens in the pasture ate forage, such as bugs and grass, and supplemental whole grains such as corn. The results are shown in the graph. Leslie concluded that it was best to raise her chickens in cages. Which is most likely to have been an error in her experiment?

F The number of eggs produced could have been affected by the different food.

G The number of eggs produced could have been affected by the breed of chicken.

H The caged hens should have been let out of their pens.

J The free-range hens should have been put in cages.

Diagnostic Test (continued)

Incr

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Tem

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re

Increasing Brightness

Main Sequence Stars Productivity of Laying Hens

Nu

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s

929088868482807876

Week 1 Week 2 Week 3

Caged Free-Range

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7 Which is a design feature of an ergonomic office chair, which reduces strain on the back?

A The chair is molded to fit the human body more precisely.

B The chair is lightweight.C The chair has a stylish all-wood design

with no upholstery.D none of the above

8 Which could be an unintended result of building a new hydroelectric dam?

F The dam produces renewable energy.G The dam harms aquatic wildlife.H The dam produces no toxic

hydrocarbons.J The dam produces no radioactive

waste.

9 Which is a decomposer?

A mushroomB grassC cricketD fish

10 In which process is carbon dioxide consumed and oxygen produced?

F combustionG respirationH photosynthesisJ condensation

Ethanol

Pros Cons

Good for farm economy

Farm land switched from food to fuel production, increasing the cost of grain

Lower price per gallon than gasoline in some regions

Lower energy content than gas; cost per mile may be higher

Cuts carbon monoxide emissions

Uses huge amounts of fresh water

May reduce imports of foreign oil

May use more energy to make (in fossil fuels) than it produces

Made from renewable resources (corn or other plant material)

11 Akemi is concerned about the environment. Since she has a flex-fuel car, she decided to fill it with a fuel called E85 which is a blend of 85 percent ethanol and 15 percent gasoline. Akemi decided to research the pros and cons of ethanol. Her notes are shown in the chart above. She recently read that scientists are trying to develop better ways of producing ethanol. The current process makes ethanol from starch and sugars. Scientists are developing ways to make ethanol from cellulose using other plants instead of corn. What can you conclude from Akemi’s research?

A New technologies are seldom reevaluated.

B New technologies are often reevaluated.C Ethanol does not work as

an alternative fuel.D Ethanol production gets

rid of unwanted plants.


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12 Which belongs with the group above?

F snowG windH grass J sand

13 The main problem that occurs when humans pour their waste into rivers is

A the greenhouse effect.B the rivers overflow and destroy farms,

roads, and personal property.C the aquatic organisms living in the area

are harmed.D the ozone layer is affected.

Layers of the Sun’s Atmosphere

Height Name

Surface to 100 km Photosphere

100 km to 2,000 km Chromosphere

2,000 km to 10,000 km

Transition Zone

Above 10,000 km Corona

14 According to the chart, which sectionof the Sun’s atmosphere is at a height of 1,800 kilometers above the surface of the Sun?

F chromosphereG photosphereH transition zoneJ corona

15 The Sun and the star Alpha Centauri shine with about the same brightness, yet the Sun appears to us to be several hundred times brighter than Alpha Centauri. What is the most likely explanation for this?

A Alpha Centauri is a larger star than the Sun.

B The Sun generates energy through the process of fusion.

C The Sun is much closer to Earth than Alpha Centauri.

D Light from Alpha Centauri is blocked by the Moon.

16 Which statement is true about how day and night occur on Earth?

F Day and night occur when Earth tilts on its axis.

G The Sun revolves around the Earth, causing day and night.

H Night occurs when the Moon gets between the Earth and the Sun.

J The rotation of Earth on its axis causes day and night to occur.

17 Identify the position of the third quarter moon in the diagram.

A ZB WC XD Y

RAIN HAIL SLEET

Earth

Z

X

Y W SUNLIGHT

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18 During spring tides, high tides are higher than normal and low tides are lower than normal. What is the most likely cause of spring tides?

F the Sun, Earth, and Moon forming a right angle

G an increase in wind speedH the Sun, Earth, and Moon line upJ an increase in the ocean’s salinity

19 The diagram above shows Earth in relation to the Sun. Which solstice or equinox is represented by this diagram?

A spring equinoxB summer solsticeC fall equinoxD winter solstice

20 Which occurs when Earth is positioned directly between the Sun and the Moon, making the Moon invisible to observers on Earth?

F a lunar eclipseG a solar eclipseH a full MoonJ a waxing Moon

21 Which type of wind generally moves from the southwest to the northeast in the northern hemisphere?

A polar easterliesB jet streamC sea breezeD prevailing westerlies

22 Which helps to explain how global wind systems are formed?

F The South Pole receives more of the Sun’s rays than the equator.

G The North Pole receives more of the Sun’s rays than the equator.

H The Sun’s rays create colder, denser air near the equator.

J The equator receives more of the Sun’s rays than areas to the north or south.

23 In certain parts of the ocean, cold, deep water is forced to the surface by winds that blow away warmer surface water. This effect is called

A the Coriolis effect.B upwelling.C downwelling.D thermocline.

Precipitation Amounts

Month Precipitation (cm)

March 10.63

April 11.47

May 14.68

June 9.32

July 5.87

August 4.99

24 The chart shows the average precipitation in a certain area. In which month would you predict the LEAST precipitation?

F MarchG MayH JuneJ August

Equator

Sun’s rays

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25 There is energy stored inside the molecules of food that we eat. This energy is classified as

A chemical potential energy.B eating potential energy.C kinetic potential energy.D nuclear potential energy.

26 Which is the best definition of kinetic energy?

F Kinetic energy is potential energy.G Kinetic energy is energy of motion.H All forms of energy are kinetic energy.J Only living things can have kinetic

energy.

27 What type of energy transformation is taking place in the picture?

A chemosynthesisB photosynthesisC commensalismD mutualism

28 The law of conservation of energy states that energy cannot be created or destroyed; it only changes from one form to another. The kinetic energy of a moving car is not equal to the chemical energy in the car’s gasoline. Which of the following partly explains why this is so?

F The energy transformation is 100 percent efficient.

G Thermal energy is lost in the car’s exhaust.

H Some chemical energy is converted to natural gas.

J Some chemical energy is converted to nuclear energy.

29 In a circuit that includes bulbs, the bulbs

A reduce the current.B replenish the current.C keep the current flowing at a constant

rate.D cool the circuit.

30 The filament of a lightbulb is made of what material that has a high melting point?

F tungsten metalG copperH aluminumJ glass

Stop

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Grade 6 Standards Practice 7

Go on

State Performance Indicator: InquirySPI 0607.Inq.1Design a simple experimental procedure with an identified control and appropriate

variables.

1 Doug wanted to find out what kind of food his dog preferred. If he designed an experiment to answer this question, what would the variable be?

A what type of dog he hasB how many times a day his dog eatsC the different types of dog foodD how many days he did his experiment

2 Cameron wanted to learn if bananas would ripen more quickly in an enclosed space than in an open space. He placed a bunch of bananas in a paper bag on the counter. This experiment could have been improved by placing a second bunch of bananas

F in a plastic bag.G in a paper bag outdoors.H under water.J on the counter without a bag.

3 Alicia wants to study the effect of moisture on the growth of bean seedlings. How should she set up her experiment?

A She should water ten bean seedlings every day.

B She should deprive ten bean seedlings of water.

C She should water five bean seedlings every day and deprive five radish seedlings of water.

D She should water five bean seedlings every day and deprive five bean seedlings of water.

4 Jean filled three pots that were the same size with equal portions of soil. She planted five flower seeds in Pot A, 10 seeds in Pot B, and 15 seeds in Pot C. All other conditions of the experiment were identical. After the flowers grew, she noticed that Pot A had bigger, healthier flowers. What is the variable that may have caused this result?

F the amount of space in which the seeds had to grow

G the placement of the seeds within the pots

H the amount of soil over the roots of the plants

J the amount of moisture on the roots of the plants

5 Kaylie wanted to find out which type of sunscreen best protected her skin from the sun. She rubbed one type of sunscreen on her right arm and another type of sunscreen on her left arm. Then she sat near a window with her right arm in the sunlight and her left arm in the shadow. Her experiment could be improved by

A placing her left arm near a bright lamp.B sitting near a window during the

sunniest hours of the day.C putting a third type of sunscreen on

her right arm.D placing both arms in an equal amount

of sunlight.

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8 Grade 6 Standards Practice

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SPI 0607.Inq.2Select tools and procedures needed to conduct a moderately complex experiment.

1 Lisa wanted to observe the planet Jupiter with a telescope. Under what conditions would she best be able to do this?

A a day with a clear skyB a night with a clear skyC a rainy dayD a rainy night

2 As part of an experiment, you must measure wind direction and wind speed. Which tools could you use to accomplish this?

F direction: anemometer; speed, wind sock

G direction: anemometer; speed: barometer

H direction: anemometer; speed: wind vane

J direction: wind sock; speed: anemometer

3 Your class will meet during the evening to observe and record data about the Moon. Your teacher mentions that the class will be using a reflecting telescope. What will your telescope look like?

A C

B D

1/2 liter 1/2 liter 1/2 liter

Sponge A Sponge B Sponge C

4 Which of these questions would most likely be answered by the tools and procedure suggested in these pictures?

F How does room temperature affect water?

G Which sponge is the most absorbent?H How fast will the water evaporate?J Which sponge cleans the best?

State Performance Indicator: Inquiry(continued)

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SPI 0607.Inq.3Interpret and translate data into a table, graph, or diagram.

1 The data table shows the number of Gila woodpeckers found in Wright County. Which of the graphs best represents these data?

A C

B D

Source Amount

Coal 55%

Nuclear 22%

Natural Gas 11%

Hydroelectric 10%

Petroleum 2%

2 The data table shows the percentages of electric power generated from various sources in the United States. What type of graph would best help you to visualize each fuel source as part of the total?

F circle graphG line graphH bar graphJ number line

3 Josie is helping organize a play at school. So far, she has sold 50 tickets—25 to students, 15 to parents, and 10 to teachers. The drama club coordinator needs a report on the number of tickets purchased by each group. What kind of graph would be best for Josie to use?

A line graphB pie chartC range graphD bar graph

Year 1985 1986 1987 1988 1989

Number of Gila Woodpeckers 250 270 285 310 260

310300290280270260250240230220210200

1985 1986 1987 1988 1989Nu

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Year

310300290280270260250240230220210200

1985 1986 1987 1988 1989

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Year

310300290280270260250240230220210200

1985 1986 1987 1988 1989Nu

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Year

310300290280270260250240230220210200

1985 1986 1987 1988 1989

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Year


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SPI 0607.Inq.4Draw a conclusion that establishes a cause and effect relationship supported by

evidence.

Facts about Venus

Size and mass similar to Earth

Temperature 475°C

Atmosphere mostly carbon dioxide

1 In some ways Venus is very similar to Earth. What is the best explanation of why there are no living ecosystems on Venus?

A There is too much rain.B There is no oxygen.C There is too much photosynthesis.D The planet has no estuaries.

Growth of Lima Bean Plants in Different Materials

Material Height (cm)Number of

Leaves

Potting Soil 4.5 6

Sand 3.5 6

Gravel 2 6

Water 1 2

2 The chart shows how lima bean plants grew in different kinds of planting material under controlled conditions. Another lima bean plant was grown for the same amount of time as the other plants, but it was grown in mud. It grew 1.2 centimeters and had 1 leaf, which is similar to the plants grown in

F potting soil.G sand.H gravel.J water.

3 The picture shows four plants set up in an experiment. The plants were left under these conditions for a week. Which plant grew the most?

A plant in box WB plant in box XC plant in box YD plant in box Z

4 A farmer tells you that modern technology has improved the rate of growth of his farm’s plants. Which of these might technology have improved?

F sunlightG waterH soilJ fertilizer

W X Y Z

Water Dry Soil Moist Soil Moist Soil


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SPI 0607.Inq.5Identify a faulty interpretation of data that is due to bias or experimental error.

SchoolTotal

EnrollmentAsthmatic Children

Percent Asthmatic

Oakwood 347 5 1

Franklin 765 14 1.9

Lincoln 1,280 25 2

1 Toby noticed significant air pollution from a chemical plant near his home. He thought it was possible that the area might have a greater-than-average number of children with asthma. To support this prediction, he collected data from three nearby schools, shown in the chart above. From the data, he concluded that the chemical plant was responsible for the high rate of asthma in the children. To improve his experiment, he could have

A collected information from a control group.

B collected data on other types of health problems.

C found articles about asthma to use in the results.

D collected data from only one school.

2 Maria wanted to find out if pond plants would grow better in the light or in the dark. She put some pond plants in a container of water in a dark closet. As she expected, the plants did not grow. This experiment could have been improved by putting a second group of pond plants in a container of water

F under a light colored cloth.G in a different closet.H under an electric blanket.J in the sunlight.

Plant Growth (30 days)

X 6 cm

Y 4 cm

Z 3 cm

3 Dennis decided to test the effect of light exposure on the growth rate of a particular species of plant. He set up his experiment as shown in the picture. He made sure to water the plants daily, each with the same amount of water. At the end of the month, he recorded the results in the table. He concluded that the plants grew taller when they received more light. What error did he make in his experiment?

A He could not control the light from the window.

B He should have given the plants different amounts of water.

C Y should have been placed next to the window.

D Z should have been placed next to the window.

XY

Z


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SPI 0607.T/E.1Identify the tools and procedures needed to test the design features of a prototype.

1. Clearly identify the problem or need.

2. Search for and evaluate possible solutions.

3. Select the best possible solution.

4. Develop a process or procedure for a prototype.

5. Test and evaluate the prototype.

6. Communicate the results.

7. Redesign and retest as necessary.

1 A group of engineers and scientists at a university are working together to develop a new medication to help people that suffer with daily pain. They have created a successful prototype in their lab. They plan to hire an outside company to manufacture the drug to make it affordable for the people who need it. While developing the drug, they have been very careful to follow the steps shown in the list above. How could they improve their process?

A They should consider developing other types of drugs.

B They should make a new scientific discovery.

C They should consult a business professional to determine costs.

D They should use only the scientific names for objects or processes.

2 A group of engineers is working to develop new construction guidelines for homes in hurricane-prone areas. They want to reduce the damage to homes during a hurricane by using special fasteners and construction techniques. Why do they use computer models to simulate the effects of hurricane-force winds?

F to learn more about new and exciting technology

G to sell their ideas more easily to government agencies

H to determine the most attractive carpentry details of home exteriors

J to determine the constraints, or limiting factors, of their designs

3 Scientists and engineers have developed a prototype for a new portable water filtration system. Their goal is to develop an inexpensive system that can be used anywhere in the world to make large quantities of clean, drinkable water. Their model has passed all their design tests and they are ready to manufacture the product. Why have they decided to build a pilot plant?

A to test the need for water filtration systems

B to test the manufacturing process on a small scale

C to help them develop other types of filtration systems

D to get pilots to fly the product to remote areas

State Performance Indicator: Technology& Engineering

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SPI 0607.T/E.2Evaluate a protocol to determine if the engineering design process was successfully

applied.

1 A group of scientists genetically engineered a type of bean plant so it was naturally resistant to insect pests. Which of these was most likely part of their original definition of the problem they wished to solve?

A Keep insects away from where people live.

B Grow bean plants with less water.C Use fewer chemical pesticides.D Store beans longer without fear of

spoilage.

2 Engineers are designing a highway bridge in an earthquake zone in Southern California. The bridge will carry a huge volume of traffic each day. It also must span a wide waterway. What is likely to be the most important design protocol for the bridge?

F The bridge must be the most beautiful in the state.

G The bridge must be the longest in the state.

H The bridge should have more traffic lanes than other bridges.

J The bridge should withstand the forces of a potential earthquake.

3 Engineers are developing the design protocols for an intelligent transportation system for the future. In this system, the number of cars allowed on the highway and their speed will be determined by people in a central control center. Which of these will probably NOT be an important design protocol for this project?

A Reduce traffic accidents.B Reduce traffic congestion.C Allow individuals to drive their

own cars.D Allow cars to travel at higher speeds.

4 Kelly is an engineer who is helping to design a new type of geothermal home heating system. Though the technology is already available, this type of system is currently too expensive for most homeowners. Kelly knows that geothermal heating systems are much more efficient than gas or oil home heating systems. Widespread use of geothermal energy could reduce the use of fossil fuels. Which is likely to be one of Kelly’s main design protocols?

F Decrease new installations of oil and gas home heating systems.

G Increase new installations of geothermal home heating systems.

H Make geothermal heating systems more efficient.

J Make geothermal heating systems more affordable for businesses.

State Performance Indicator: Technology & Engineering (continued)

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SPI 0607.T/E.3Distinguish between the intended benefits and unintended consequences of a new

technology.

Benefits and Unintended Consequences of New

Information Technology

S. Automation of complex processes

W. Increased interruptions of employees during work

T. Increased employee stress

X. Employee resistance to learning new technology

U. Faster processing of product orders

Y. Instant access to technical information

V. Creation of useless information

Z. Longer employee work hours

1 Over three years a large corporation spent millions of dollars on the installation of new information technology and communications systems. These new systems include computer databases with information to help automate daily work. New communication systems such as email help employees exchange information. After three years, managers made the list shown above. Which are most likely to be the unintended consequences of this new technology?

A S, U, X, Y, ZB T, V, W, X, ZC T, V, W, Y, ZD V, W, X, Y, Z

Benefits and Unintended Consequences of

Electronic Voting Technology

S. No verifi able paper ballot

W. May provide opportunity for electronic fraud

T. Accessible for the disabled

X. Makes it impossible to run out of paper ballots

U. Diffi cult method for the visually impaired

Y. Faster voting results

V. May provide ballots in multiple languages

Z. Vulnerable to a power outage or software problems

2 Election officials in a Midwestern state have done research into the possible use of electronic touch screen ballots as an alternative to paper ballots. Using these ballots, voters would select their candidates and issues by pressing a location on a computer touch screen. As part of their evaluation, the officials made this list from information gathered from other states. Which are most likely the intended benefits of this new technology?

F T, V, X, YG S, U, W, Z H S, T, U, VJ T, V, X, Z


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SPI 0607.T/E.4Differentiate between adaptive and assistive bioengineered products (e.g., food, biofuels,

medicines, integrated pest management).

Food Irradiation Facts

Used for preservation and sterilization

Regulated by the Food and Drug Administration (FDA)

Reduces bacteria, allowing a greater shelf life for products

Produces no signifi cant loss of nutrients

Reduces cases of food borne illness

Does not change the taste or other characteristics of food

Kills insects in wheat, fruits, vegetables; kills bacteria in meat and poultry

Irradiation is a type of radiant energy. Irradiated food is not radioactive.

1 Kurt bought strawberries at a local grocery. When he got home, he noticed a sticker on the package that said the fruit had been treated by irradiation. Kurt wanted to learn more about irradiation, so he researched the subject. He made the list of facts shown in the chart. Based on the chart, what may have been part of the original statement of the problem that scientists wished to address with this process?

A Food spoilage can be reduced through refrigeration.

B Food spoilage is costly to both producers and consumers.

C Irradiation can make many foods more flavorful.

D Irradiation can make many foods more nutritious.

2 Angelica noticed tiny bugs on her peach trees. Because she sells her peaches at an organic fruit market, she decided not to use a chemical pesticide. Instead, she consulted Tom, an expert in integrated pest management (IPM). Tom identified the bugs as aphids and told Angelica that she could remove many of the aphids from the trees with water sprayed from a garden hose. Since in her area, ladybugs are natural predators of aphids, Tom also gave Angelica the name of a web site where she could buy ladybug larva. How does IPM differ from traditional pest control?

F IPM recommends using ladybugs as a solution for all pest problems.

G IPM develops specific solutions by analyzing each situation.

H IPM recommends spraying with a garden hose as a solution for all pest problems.

J IPM develops experimental solutions for unusual pest situations.


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SPI 0607.2.1Classify organisms as producers, consumers, scavengers, or decomposers according to

their role in a food chain or food web.

1 How do the plants and animals shown in the picture differ?

A As producers, animals create their own energy-rich molecules.

B As consumers, animals create their own energy-rich molecules.

C As consumers, plants create their own energy-rich molecules.

D As producers, plants create their own energy-rich molecules.

2 Which correctly describes a decomposer and what it consumes?

F frog: eats a variety of insectsG hummingbird: collects energy-rich

nectarH bacteria: consume dead organisms J earthworm: collects energy from the

Sun

Animal What it Eats

Spider Centipede

Lizard Centipede

Hawk Snake

Snake Lizard

3 Children at summer camp made a list of consumers they saw in the forest around them and what the animals ate. Which food web represents the part of the forest ecosystem the children observed?

A

B

C

D

State Performance Indicator: Life Science: Interdependence

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SPI 0607.2.2Interpret how materials and energy are transferred through an ecosystem.

wolf

Energy Pyramid

rabbit

sunflower

1 The diagram shows an energy pyramid within an ecosystem. Only 10 percent of the available energy is transferred from one level of the pyramid to the next. If the Sun provides 100,000 kilocalories (kcals) of energy to the sunflower, how much energy is available for the wolf ?

A 10 kcalsB 100 kcalsC 1,000 kcalsD 10,000 kcals

2 Which of these is the best explanation for farmers planting crops with nitrogen-fixing bacteria?

F Crops benefit from higher levels of nitrogen in the soil.

G Crops benefit by developing a resistance to bacteria.

H Bacteria benefit from higher levels of nitrogen in the soil.

J Bacteria compete with crops for nitrogen.

Eagles

SnakesSparrows

Mice

Grasshoppers

3 Which of the statements is true?

A Energy transfers from sparrows to grasshoppers.

B Energy transfers from eagles to snakes.C Energy transfers from grasshoppers

to mice.D Energy transfers from snakes to mice.

4 Which of these would be affected immediately if energy from the Sun were stopped?

F the flying birdsG the ability of wood to burnH the chemical reaction that makes ashJ the growth of trees

State Performance Indicator: Life Science(continued)

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SPI 0607.2.3Identify the biotic and abiotic elements of the major biomes.

Abiotic Features of Ecosystems

1 The pictures show three abiotic features of ecosystems. Which is the major characteristic of abiotic features?

A They are all non-living.B They are in all ecosystems.C They are necessary for life. D They are impossible to measure.

2 A forest is composed of four main biotic layers: the canopy, the understory and shrub, leaf litter, and soil. Leaf litter is the layer of the forest that is made up of dead leaves, dead plants, and other organisms. Why is this layer important to the cycle of the forest?

F This layer is the main site of photosynthesis.

G This layer is the waste that is generated by the forest.

H This layer is where nitrogen is captured from the atmosphere.

J This layer can be broken down into nutrients to be used again by producers in the forest.

3 Which best explains what a population is?

A A population is all of the animals in a habitat.

B A population is all of the carnivores in an ecosystem.

C A population is all of the animals of one specific species in an ecosystem.

D A population is all of the animals that an ecologist can count in a habitat.

4 In general, coral reefs benefit the environment most by

F making shorelines across the world beautiful.

G secreting their hard external skeletons.H providing one of the most productive

ecosystems.J providing food for various types of

tropical fish.

ALGAE BLUEBERRY BUSH GRASS


A mushroomB mothC pine treeD worm

LAKE POND STREAM


F riverG icebergH coral reef J lily pad


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SPI 0607.2.4

Stinging Cells

Tentacles

1 For what purpose do you think this animal uses its stinging cells?

A to reproduceB to capture foodC to digest foodD to absorb water

A B C D�Yellow Red Black Green

2 The picture above shows four different types of beetles. Which beetle probably would have the least chance of being eaten by a predator in typical lawn?

F AG BH CJ D

3 A limiting factor is something that limits the size of a population in an ecosystem. According to this definition, which could be a limiting factor for the rabbits in the picture?

A number of edible plantsB human homes and buildingsC lack of waterD cloudy weather

4 In general, estuaries benefit ocean fish most by

F being good areas for humans to fish.G serving as nurseries for their young.H being completely freshwater

ecosystems.J having low levels of nutrients.

Identify the environmental conditions and interdependencies among organisms found in

the major biomes.


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SPI 0607.6.1Use data to draw conclusions about the major components of the universe.

1 An ellipse is an elongated, closed curve. According to this information, which of these orbits is an ellipse?

A C

B D

2 The largest crater on the Moon is 12 kilometers deep and 2,500 kilometers in diameter. If craters are caused by large objects striking the lunar surface, the crater was probably caused by a

F pebble.G planet.H galaxy.J meteorite.

3 The Moon is visible to us because the Moon

A reflects light from the Sun.B reflects light from Earth.C produces light through fusion.D produces light through combustion.

Characteristics of Some Planets

Planet

Distance from the Sun (millions of kilometers)

Diameter (km)

Mercury 58 4,880

Venus 108 12,104

Earth 149 12,756

Mars 228 6,787

4 According to the information in the chart, which planet is more than 200 million kilometers from the Sun?

F MercuryG VenusH EarthJ Mars

5 A science class has studied the characteristics of different asteroids. Which is the best explanation for an asteroid with many craters?

A Craters are revealed when an asteroid’s crust burns up in the atmosphere.

B Craters were made when the asteroid was collected by scientists.

C The asteroid has had many collisions over a long period of time.

D The asteroid is composed of very fragile materials.

State Performance Indicator: Earth and Space Science: The Universe

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SPI 0607.6.2Explain how the relative distance of objects from the earth affects how they appear.

1 Which of the diagrams below shows the three planets in the correct order of their distance from the Sun?

A

B

C

D

2 What are the inner planets relative to their distance from the Sun?

F Mercury, Venus, Earth, MarsG Venus, Earth, Mars, JupiterH Mercury, Venus, Earth, NeptuneJ Jupiter, Saturn, Uranus, Neptune

3 Based on its size, the planet on the right side of the picture must be

A Jupiter.B Saturn.C Mercury.D Uranus.

Planet

Distance from the Sun (millions of

kilometers)

Mercury 58

Earth 149

Jupiter 778

Venus 108

Mars 228

4 Based on the chart, which planet comes closest to Earth in its orbit?

F MercuryG MarsH VenusJ Jupiter

State Performance Indicator: Earth and Space Science (continued)

Earth

Venus

Mercury

Earth

Venus

Mercury

Earth Venus

Mercury

Earth

VenusMercuryEarth21,756 km

4,880 km

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SPI 0607.6.3Distinguish among a day, lunar cycle, and year based on the movements of the earth,

sun, and moon.

NE

SW

Q R S T

1 Which is the order of the stages, from the earliest in the day to the end of the day, of the position of the Sun in the sky?

A Q, R, S, TB Q, T, S, RC S, R, T, QD T, S, R, Q

Q

T S

2 In the picture of Earth in space, it is most likely sunrise at

F QG RH SJ T

3 About how long does it take for the Moon to complete its cycle of phases?

A 6 monthsB 48 hoursC 24 hoursD 29.5 days

4 Which correctly describes a year?

F the time it takes for the Moon to complete its orbit around the Earth

G the time it takes for Earth to complete its orbit around the Sun

H the time it takes for the hours of daylight to increase

J the time it takes for the hours of daylight to decrease


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SPI 0607.6.4Explain the different phases of the moon using a model of the earth, moon, and sun.

Full Moon March 1

Waning CrescentMarch 12

New Moon March 16

Waning Gibbous March 5

Last QuarterMarch 8

1 Based on the information in the diagram, which of these shows how the Moon will appear on March 19?

A C

B D

Earth

Z

W

X Y SUNLIGHT

2 Which is true in relation to the diagram?

F Y: The new moon cannot be seen, since its dark side faces Earth.

G X: The first quarter moon occurs about a week after the new moon.

H W: A full moon occurs when all of the Moon’s surface reflects light to Earth.

J Z: The waxing crescent can be seen about 24 hours after the new moon.

3 These pictures show the waxing phases of the Moon. Which of these orders the waxing phases of the Moon from first to last?

A S, T, Q, RB S, Q, T, RC R, T, Q, SD Q, S, T, R

Earth

Z

X

Y

W

SUNLIGHT

4 Identify the phases of the Moon in the sequence shown by W, X, Y, Z in the diagram.

F waning crescent, waning gibbous, waxing gibbous, waxing crescent

G waxing crescent, waning gibbous, waxing gibbous, waning crescent

H waxing gibbous, waxing crescent, waning crescent, waning gibbous

J waxing crescent, waxing gibbous, waning gibbous, waning crescent


Q R S T

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SPI 0607.6.5Predict the types of tides that occur when the earth and moon occupy various positions.

Y

X Z

W

Earth SunMoon

1 Select the correct information about the tides based on the diagram.

A Spring tides: W high tide; Z low tideB Spring tides: X high tide; Y low tideC Neap tides: W high tide; X low tideD Neap tides: X high tide; Y low tide

Y

X Z

W

Earth Sun

Moon

2 Select the correct information about the tides based on the diagram.

F Spring tides: W high tide; Z low tideG Spring tides: X high tide; Y low tideH Neap tides: W high tide; X low tideJ Neap tides: X high tide; Y low tide

3 The gravitational pull of the Moon has a greater effect than the pull of the Sun on the tidal changes in Earth’s oceans. The most likely reason for this is

A the Sun is closer to Earth.B the Moon is closer to Earth.C the Sun is larger than the Moon.D Earth is larger than the Moon.

High and Low Tides in Alligator Reef, Florida

Tide TimeHeight

(in meters)

Low 12:24 A.M. EST .018

High 7:02 A.M. EST .560

Low 1:02 P.M. EST .128

High 6:56 P.M. EST .512

4 The chart shows the high and low tides of Alligator Reef, Florida, on Saturday, January 22, 2005. Assuming today is January 10, 2005, how can scientists provide such charts well in advance of the dates and times of the tides?

F Since the Moon’s orbit is predictable, they can predict the tide changes.

G They provide their best guess for the tide changes due to seasonal variation in weather patterns.

H Since they calculate average rainfall in a particular region, they know when the tides will be high or low.

J Evaporation causes the tide to decrease during the day and condensation causes the tide to increase at night.


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SPI 0607.6.6Use a diagram that shows the positions of the earth and sun to explain the four seasons.

1 Which of the diagrams below depicts an equinox?

A Washington, D.C.

Equator

C Washington, D.C.

Equator

B Washington, D.C.

Equator

D Washington, D.C.

Equator

Earth

X

Earth

Equator

Equator

Equator

Earth

SunEquator

Earth

Z

WY

2 Which position in the diagram allows the southern hemisphere to receive the longest period of daylight of the year?

F WG XH YJ Z

EarthTropic ofCapricorn

Equator

Tropic ofCancer

Sun

3 What season would it be in the northern hemisphere with the Earth in the position shown in diagram?

A fallB winter C springD summer

Sun

4 How does the diagram explain the reason why seasonal changes take place on Earth?

F Earth is tilted on its axis as it orbits the Sun.

G Earth’s location in the solar system changes.

H The distance between Earth and the Sun changes.

J The speed of Earth changes as it orbits the Sun.


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SPI 0607.6.7Explain the difference between a solar and a lunar eclipse.

1 Which of the diagrams depicts a lunar eclipse?

A

B

C

D

2 What causes a solar eclipse?

F Earth rotates around its axis at exactly the same rate that it revolves around the Moon, casting a shadow that momentarily blocks out sunlight.

G Earth passes between the Sun and the Moon, casting a shadow that momentarily blocks out moonlight.

H The Moon passes between Earth and the Sun, momentarily blocking out sunlight.

J The Sun passes between Earth and the Moon, momentarily blocking out sunlight.

3 How does a total solar eclipse appear different than a total lunar eclipse?

A The glow of the Sun is visible around the edge of the Moon.

B The glow of the Moon is visible around the edge of the Sun.

C The glow of the Earth is visible around the edge of the Moon.

D The glow of the Moon is visible around the edge of the Earth.

4 What kind of eclipse occurs when the Moon goes dark?

F solar eclipseG lunar eclipseH waning crescent eclipseJ waxing gibbous eclipse

5 What kind of eclipse occurs when the Earth goes dark during the daytime?

A waning gibbous eclipseB waxing crescent eclipseC lunar eclipseD solar eclipse


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SPI 0607.8.1Analyze data to identify events associated with heat convection in the atmosphere.

RADIATION CONVECTION CONDUCTION

1 Which of these can be associated with the group above?

A ozoneB ultravioletC heatD thermosphere

2 During El Niño, wind and precipitation patterns are affected around the world. Which of these changes can occur as a result?

F floods in Australia and AfricaG storms in CaliforniaH droughts in the southern United StatesJ decrease in ocean temperatures

3 This diagram depicts

A tectonic plate movement.B the water cycle.C the solar system.D evolution.

4 Which of these helps to create global wind systems?

F Warmer air moves from the poles to the equator.

G Colder wind moves from the poles to the equator.

H The North Pole receives more solar radiation than the South Pole.

J The South Pole receives more solar radiation than the North Pole.

Location Air Temperature

45 degrees north latitude

7 degrees Celsius

35 degrees north latitude

35 degrees Celsius

5 Which is most likely true based on the information in the chart?

A The warmer air will move south toward the area of high pressure.

B The colder air will move south toward the area of high pressure.

C The colder air will move south toward the area of low pressure.

D The colder air will move north toward the area of low pressure.

State Performance Indicator: Earth and Space Science: The Atmosphere

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SPI 0607.8.2Recognize the connection between the sun’s energy and the wind.

1 What is the best explanation of how is the Sun’s radiant energy is connected to the wind?

A The uneven heating of Earth’s surface creates giant loops of moving air.

B The gravitational pull of the Moon creates Earth’s global wind system.

C The gravitational pull of the Sun creates Earth’s global wind system.

D The uneven heating of Earth’s surface makes it rotate and create winds.

2 What is the cause of the equatorial doldrums?

F Air warmed at the North Pole travels toward the equator.

G Air warmed near the equator travels toward the South Pole.

H The Sun’s radiant heat creates a zone of high pressure.

J The Sun’s radiant heat creates a zone of low pressure.

3 Which type of wind generally moves from the southwest to the northeast in the northern hemisphere?

A polar easterliesB jet streamC sea breezeD prevailing westerlies

Cold Air

Warm Air

4 Identify the winds shown by the arrow in the picture.

F trade windsG polar jet streamH land breezeJ equatorial jet stream

5 Which helps to create global winds?

A The poles receive less radiation from the Sun than the equator.

B The equator receives less radiation from the Sun than the poles.

C Cool, dense air tends to sink creating low atmospheric pressure.

D Warm, rising air has high atmospheric pressure.


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SPI 0607.8.3Describe how temperature differences in the ocean account for currents.

1 Which statement is true about density currents?

A They move cold water faster than surface currents.

B They occur only in the Pacific Ocean.C They circulate cold ocean water very

slowly.D They are only formed in Antarctica.

700 meters T

700 meters S

700 meters R

700 meters Q

2 The diagram shows a cross section of the Atlantic Ocean. A cold density current from Antarctica would most likely be at which level?

F QG R H SJ T

3 What helps to create a density current in Antarctica in the winter?

A Salinity increases the density of the cold water.

B Salinity decreases the density of the cold water.

C Fresh water increases the density of the cold water.

D Warm water decreases the density of the cold water.

4 What is the best description of a density current?

F Surface winds cause cold, dense water to sink beneath less dense water.

G Upwelling causes cold, dense water to sink beneath less dense water.

H Gravity causes cold, dense water to sink beneath less dense water.

J Gravity causes cold, dense water to rise above less dense water.

5 Mediterranean Intermediate Water is

A dense water that flows into the Mediterranean Sea from Antarctica.

B dense water that flows into the Mediterranean Sea from the Atlantic Ocean.

C dense water that flows into the Atlantic Ocean from the Baltic Sea.

D dense water that flows into the Atlantic Ocean from the Mediterranean Sea.


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SPI 0607.8.4Interpret meteorological data to make predictions about the weather.

1 What is the correct sequence for the formation of a cold front?

A W, Y, X, Z C Y, Z, X, WB Y, W, X, Z D Z, X, W, Y

W X

Y Z

Cold�air

Warm�air

Cold�air

Warm�air

Cold�air

Warm�air


2 You hear that cumulonimbus clouds are moving toward your town. What weather event is most like to occur?

F thunderstormG air massH fair weatherJ high pressure

3 You live at a low elevation near a lake. Stratus clouds have formed and the air has cooled to its dew point. What can you expect to see when you go outside?

A thunderstormB blizzardC tornadoD fog

Temperature of Air ( C)

Atm

osp

her

ic p

ress

ure

10 20 30 40

4 The graph above shows the atmospheric pressure and air temperature over the last 24 hours. Which is most likely to happen?

F anticyclonesG cloudy weatherH sunny weatherJ high pressure

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SPI 0607.10.1Distinguish among gravitational potential energy, elastic potential energy, and chemical

potential energy.

1 Elastic potential energy is energy stored in an object, such as a spring, due to the object being stretched or compressed. In which position is it most likely that the spring has lost its elastic potential energy?

A W C YB X D Z

State Performance Indicator: Physical Science: Energy

Z

XYW

2 At which position does the child on the swing have the most gravitational potential energy?

F WG XH YJ Z

3 What type of potential energy does this automobile battery contain?

A nuclear potential energyB chemical potential energyC radiant potential energyD kinetic potential energy

W

X

Y

Z

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SPI 0607.10.2

1 The diagram shows the energy changes in a hydroelectric power plant. Which stages depend upon the energy of motion?

A A, B, D C B, C, DB A, B, C D A, C, D

State Performance Indicator: Physical Science(continued)

Interpret the relationship between potential and kinetic energy.

2 Samuel is preparing dinner for his family and is using the food items shown in the pictures. Which has the LEAST amount of kinetic energy?

F boiling spaghettiG ice creamH loaf of breadJ head of lettuce

Z

X

YW

3 You throw a ball into the air as shown in the diagram. At what point does the ball have the most potential energy?

A WB XC YD Z

A B C D

Potential Energy of

Water

Kinetic Energy of

Water

Kinetic Energy ofTurbine

Electrical Energy out of Generator

A

B

C

D

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Recognize that energy can be transformed from one type to another.

SPI 0607.10.3

1 What energy transformation takes place in this toaster?

A electrical energy to radiant energy B chemical energy to radiant energy C gravitational energy to potential energy D atomic energy to thermal energy

2 As an experiment, a science class put vinegar and baking soda into a large bottle and then put a cork in the bottle. The carbon dioxide gas from this mixture shot the cork into the air. What kind of energy transformation took place in this experiment?

F thermal energy to atomic energyG radiant energy to gravitational energy H chemical energy to acoustical energy J chemical energy to kinetic energy

Z

X

Y

Wind

Generator

Wind TurbineBlade

3 Identify the energy transformations taking place in the wind turbine diagram.

A X: gravitational; Y: kinetic to electrical; Z: electrical to radiant

B X: kinetic; Y: kinetic to electrical; Z: electrical to radiant

C X: kinetic; Y: kinetic to chemical; Z: radiant to electrical

D X: kinetic; Y: kinetic to nuclear; Z: nuclear to radiant

4 When you drive a car, not all the chemical energy in gasoline is transformed into useful kinetic energy. What happens to it?

F Some of the initial amount of energy is destroyed.

G Some of the initial amount of energy is recycled.

H Some of the initial amount of energy is converted to radioactive energy.

J Some of the initial amount of energy is converted to waste thermal energy.


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SPI 0607.10.4Explain the Law of Conservation of Energy using data from a variety of energy

transformations.

1 A student determined that 1 liter of gasoline has about 34 million joules. He calculated that if all 34 million joules were converted to useful kinetic energy in his car, that he should get about 32 miles per liter. However, he only gets about 9 miles per liter. Where does the rest of the energy go?

A It was destroyed when it was converted to mechanical energy.

B It was destroyed when it was converted from chemical to kinetic energy.

C It was converted to other types of energy.

D It is in the rest of the gasoline in his fuel tank.

2 Assume that a 150 watt lightbulb transforms 100 percent of the 150 joules of the electrical energy it uses to light and heat energy. How much light and heat energy does it use?

F 30 joules of light energy and 120 joules of heat energy

G 20 joules of light energy and 120 joules of heat energy

H 30 joules of light energy and 100 joules of heat energy

J 50 joules of light energy and 150 joules of heat energy

Electrical Energy

Trans-formed

to Sound and Light

Energy

Trans-formed to Heat Energy

Television A

(52 inches)100,000 J 25,000 J 75,000 J

Television B

(40 inches)80,000 J 20,000 J 60,000 J

3 Mike wants to buy a plasma television. Of the two televisions shown in the chart, he wants to buy the model that is most efficient at converting electrical energy into useful energy. To calculate the efficiency of each television, he divides the amount of useful energy by the amount of electrical energy the television consumes. He then multiplies that figure by 100 to get a percentage. What is his conclusion?

A Television A is more efficient.B Television B is more efficient.C The efficiency of each television is the

same.D Television A destroys more electrical

energy.

4 Carla owns a 150 watt laptop computer. It transforms all of its 150 joules of electrical energy into heat energy, sound energy, and light energy. It uses 90 joules of heat energy and 40 joules of light energy. How much sound energy does it use?

F 10 joulesG 20 joulesH 30 joules J 40 joules


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Identify how simple circuits are associated with the transfer of electrical energy when

heat, light, sound, and chemical changes are produced.

Lamp

Battery+

1 The diagram shows an electrical circuit. Which is the initial form of energy in the circuit?

A kinetic energyB thermal energyC chemical energyD electromagnetic energy

2 According to Ohm’s Law, if the voltage in a battery is increased, what will happen to the current produced by the battery?

F It will increase.G It will decrease.H It will stay the same.J It is impossible to determine.

3 How does plastic insulation around a wire help people to use electricity?

A It creates heat. B It prevents electric shock.C It helps conduct electricity.D It provides volume control.

4 In the chart, the appliance that draws the most current is the

F microwave.G blender.H coffeemaker.J toaster.

5 Which of these factors would have the LEAST effect on a battery’s ability to power a portable radio?

A the voltage of the batteryB the battery’s ability to separate chargesC the resistance inside the batteryD the shape of the battery

SPI 0607.12.1

State Performance Indicator: Physical Science: Forces in Nature

Power Requirements for Household Appliances

Appliance Power (in watts)

Coffeemaker 1,625

Blender 800

Toaster 950

Microwave 625

Go on

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SPI 0607.12.2

1 If lightning strikes a house, the lightning rod on the roof will prevent damage because

A an electrical charge is not able to move through the rod.

B the rod is an insulator and cannot receive an electrical charge.

C the excess electrical charge will be conducted into the ground.

D the rod will disperse the excess electrical charge into air.

2 Which materials are under the incorrect heading in the chart?

F copper, aluminumG plastic, aluminumH gold, woodJ plastic, glass

3 Which material would be best at conducting electricity?

A copperB clothC woodD paper

4 What statement helps describe how aluminum conducts electricity?

F Electrons move easily in aluminum.G Electrons cannot move at all in

aluminum.H Chloride ions move easily in aluminum.J There is no electric field in aluminum.

Stop

Conductors Insulators

copper wood

plastic glass

gold aluminum

Identify materials that can conduct electricity.

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Grade 6 Posttest 37

1 In an experiment designed to determine if a specific brand of cat food (Brand X) is causing cats to meow excessively, it would be best to

A keep feeding Brand X to the cats and record the results.

B combine Brand X with another brand of food and feed the mixture to the cats.

C let some of the cats drink water with Brand X.

D feed Brand X to the cats and another brand to another group of cats and record the results.

2 Which of the following pieces of equipment would be the most useful when comparing changes in a leaf’s color over a 30-day period?

F

G

H

J

3 The composition of the air we breathe is about 78% nitrogen, 21% oxygen, and 1% other gases. Which of these graphs best illustrates this information?

A Other

Nitrogen

Oxygen

B Other

Nitrogen

Oxygen

C Other

Nitrogen

Oxygen

D Other

Nitrogen

Oxygen

Posttest

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38 Grade 6 Posttest

1009080706050403020100

1900 1910 1920 1930 1940 1950 1960 1970 1980

Ocean Salinity

Sal

init

y (p

pt)

Year

4 The graph shows the average ocean salinity over an 80-year period. A reasonable conclusion based on these data is that over time

F the average ocean salinity has increased.

G the average ocean salinity has remained constant.

H the average ocean salinity has decreased.

J the average ocean salinity has remained in a state of unbalance.

5 Trina wanted to find out which of her two rubber balls could bounce the highest. She took the first ball and dropped it onto the cement sidewalk. She then dropped the second ball from the same height onto the grass. She recorded how high each ball bounced. Her experiment could be improved by

A measuring the time it takes for each ball to reach its maximum height.

B bouncing both balls on the same surface.

C dropping the second ball from a higher position.

D bouncing each ball a different number of times.

6 Which of these is a limitation of using models in science?

F delaying the outcome of an experimentG hindering experimenters from testing

their hypothesesH basing models on an incomplete or

inaccurate observationJ inhibiting the ability of scientists to

communicate with each other

7 A group of engineers wants to develop a new kind of athletic shoe to prevent injuries. Which of the following could be a clear statement of the problem they have identified?

A Running shoes may create knee disorders.

B Running shoes are generally uncomfortable.

C Running shoes are not bright, colorful, or attractive.

D Running shoes are too heavy for most runners.

8 Through video conferencing, doctors are able to provide medical advice to patients who otherwise do not have access to a doctor. What could be an unintended consequence of this new technology?

F patients get the medical care they need G the new video equipment is expensiveH patients are reluctant to discuss their

symptoms J sales of the video equipment increase

Posttest (continued)

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Grade 6 Posttest 39

9 In 1982, the Federal Drug Administration approved human insulin, the first genetically engineered drug. Why did scientists develop a new kind of genetically engineered insulin when people were already being treated with insulin taken from animals?

A Animal insulin could not be processed by humans.

B Genetically engineered insulin is superior to human insulin.

C Doctors were worried that animal insulin might not cure the disease.

D Doctors were worried about the long-term effects of taking animal insulin.

10 Which organism in this food web consumes producers?

F plantG caterpillarH spiderJ fox

11 What is the major characteristic of chemosynthesis?

A transfer of energy from one organism to another

B change of nitrogen gas into a usable form for plants

C conversion of sunlight into chemical energy

D production of energy-rich food from chemicals

12 Which of these is the major characteristic of climax communities?

F place in which animals and plants have reached a stable stage

G succession that begins in a place that does not have any soil and did not ever support living organisms

H a place that contains multiple varieties of lichens

J succession that begins in a place that already has soil and was once the home of living organisms

13 Certain animals survive only if they live and feed inside another animal or are attached to an animal’s outer surface. These animals are called

A herbivoresB free-living organismsC parasitesD vertebrates

14 A scientist is attempting to classify a large object in space. The scientist has determined that the object is in orbit around the planet Jupiter. The object is most likely a

F planet.G star.H moon.J meteor.


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40 Grade 6 Posttest


15 Dan viewed two lightbulbs of equal power. Bulb A appeared dimmer than Bulb B. A possible explanation for this is that

A Bulb B is farther away from Dan than Bulb A.

B Bulb A is farther away from Dan than Bulb B.

C Bulb A and Bulb B are next to each other.

D Bulb A and Bulb B are connected to the same battery.

16 The gradual change in the length of your shadow over the course of the day is caused by

F the revolution of Earth around the Sun.

G the rotation of Earth on its axis.H the revolution of the Moon around

Earth.J the rotation of the Moon on its axis.

Earth

Z

SUNLIGHT

17 Identify the phase of the moon indicated by the letter Z in the diagram.

A waning gibbousB waxing gibbousC waning crescentD waxing crescent

18 Which of these pictures is most likely to have the highest high tide at the letter T?

F

T

G

T

H

T

J

T

Sun

EarthTropic ofCapricorn

Equator

Tropic ofCancer

19 Which indicates the season in the northern hemisphere when Earth is in the position shown in the diagram?

A spring equinoxB fall equinoxC summer solsticeD winter solstice

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Grade 6 Posttest 41


20 Very occasionally, a full moon seems to temporarily darken as the Earth passes between it and the Sun. This situation is called a

F lunar eclipse.G solar eclipse.H planetary eclipse.J Earth eclipse.

21 Which causes cool air to move from the land to the water?

A sea breezeB jet streamC land breezeD polar easterlies

22 What can result when solar radiation warms the land more than the water near the ocean?

F sea breezeG Coriolis effectH land breezeJ trade winds

Ocean Water at20°C

Ocean Water at1°C

23 According to the diagram, which statement best describes what happens to ocean water when it is cooled?

A It moves faster than warmer water.B It is more dense than warmer water.C It will rise above warmer water.D It is less dense than warmer water.

Temperature Readings

Day TimeTemperature

(degrees Celsius)

Day 1 8:00 A.M. 2

Day 1 12:00 P.M. 5

Day 2 8:00 A.M. 7

Day 2 12:00 P.M. 10

Day 3 8:00 A.M. 15

Day 3 12:00 P.M. 21

24 Tony recorded the outside temperature at regular intervals during a period of several days. The table shows the temperature changes. Based on the temperature data, which is likely occurring?

F cold frontG warm frontH calm windsJ snowstorm

25 The boulder on the cliff has what kind of energy?

A electrical potential energyB chemical potential energyC elastic potential energyD gravitational potential energy

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42 Grade 6 Posttest


26 Which of the balls described below would have the most kinetic energy?

F a bowling ball standing still on the floor

G a basketball resting on a chairH a golf ball flying through the airJ a tennis ball rolling to a stop on the

ground

27 What energy transformation takes place through photovoltaic devices like those often seen on the roofs of homes?

A radiant energy to tidal energyB geothermal energy to nuclear energyC geothermal energy to electrical energyD radiant energy to electrical energy

28 Assume that your body is only about 5 percent efficient in converting the chemical energy in food into energy for useful work. What is the best explanation of where the rest of the energy goes?

F It is converted to potential energy.G It is converted to radiant energy.H It is lost as heat or thermal energy.J It is lost as electrical energy.

29 What is the measure of the electrical potential energy each electron can gain in an electric circuit?

A pathwayB resistanceC voltageD amperes

30 How can the electric resistance of a copper wire be increased?

F changing the color of the wireG decreasing the length and increasing

the width of the wireH increasing the length and decreasing

the width of the wireJ changing the direction of the wire

Stop

TennesseeScience

ConsultantDouglas Fisher, Ph.D.

Grade 6

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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.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce thematerial contained herein on the condition that such materials be reproduced only for classroom use; be pro-vided to students, teachers, and families without charge; and be used solely in conjunction with the GlencoeTennessee Science Grade 6 program. Any other reproduction, for sale or other use, is expressly prohibited.

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

ISBN: 978-0-07-890140-9MHID: 0-07-890140-5

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 13 12 11 10 09 08

Tennessee Science Grade 6 iii

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

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

Chapter 1 The Nature of Scienceand Technology

Chapter Preview ................................. 1

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

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

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

Wrap-Up ........................................... 12

Chapter 2 Interactions of LifeChapter Preview ................................13

2-1................................................14

2-2................................................17

2-3................................................20

Wrap-Up ......................................24

Chapter 3 The NonlivingEnvironment

Chapter Preview ................................25

3-1................................................26

3-2................................................29

3-3................................................32

Wrap-Up ......................................36

Chapter 4 EcosystemsChapter Preview ................................37

4-1................................................38

4-2................................................41

4-3................................................44

Wrap-Up ......................................48

Chapter 5 Exploring SpaceChapter Preview ................................49

5-1................................................50

5-2................................................53

5-3................................................56

Wrap-Up ......................................60

Chapter 6 The Sun-Earth-MoonSystem

Chapter Preview ................................61

6-1................................................62

6-2................................................65

6-3................................................68

Wrap-Up ......................................72

Chapter 7 The Solar SystemChapter Preview ................................73

7-1................................................74

7-2................................................77

7-3................................................80

7-4................................................83

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

Chapter 8 Stars and GalaxiesChapter Preview ................................87

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

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

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

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

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

Chapter 9 Views of EarthChapter Preview ..............................101

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

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

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

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

Chapter 10 AtmosphereChapter Preview ..............................113

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

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

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

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

iv Tennessee Science Grade 6

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Chapter 11 WeatherChapter Preview ..............................125

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

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

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

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

Chapter 12 ClimateChapter Preview ..............................137

12-1............................................138

12-2............................................140

12-3............................................142

Wrap-Up ....................................146

Chapter 13 Ocean MotionChapter Preview ..............................147

13-1............................................148

13-2............................................151

13-3............................................154

Wrap-Up ....................................158

Chapter 14 Energy and EnergyResources

Chapter Preview ..............................159

14-1............................................160

14-2............................................163

14-3............................................166

Wrap-Up ....................................170

Chapter 15 ElectricityChapter Preview ..............................171

15-1............................................172

15-2............................................175

15-3............................................178

Wrap-Up ....................................182

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Tennessee Science Grade 6 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 emphasize

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.

that is 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.

etaD emaN

Interactions of LifeSection 1 Living Earth

14 Interactions of Life

NewVocabulary

ReviewVocabulary

AcademicVocabulary

adaptation

biosphere

ecology

population

community

habitat

interact

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 interact using a dictionary.

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes acontrol and appropriate variables. SPI 0607.Inq.3 Interpret and translate data into a table, graph, or diagram.

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

Interactions of Life

Before 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.

etaD emaN

Interactions of Life 13

• 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

GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a biological community.Also covers: GLE 0607.2.2, GLE 0607.2.3, GLE 0607.2.4, SPI 0607.2.1, SPI 0607.2.2, SPI 0607.2.3, SPI 0607.2.4

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vi Tennessee Science Grade 6

Using Your Science NotebookThis 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.

Anticipation Guide/KWL ChartsThink about what you already know

before beginning a lesson and identify what you would like

to learn from reading.

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

tsegraLtsellamS

Prairie Ecosystem

Living Organisms Nonliving Parts

Section 1 Living Earth (continued)

EcosystemsI found this information

on page .

PopulationsI found this information

on page .

etaD emaN


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

population, and ecosystem to describe your every day interactions.

SYNTHESIZE IT

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.

Science Journal Write about what

you know.

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

I found this information

on page .


on page .

etaD emaN


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

Interactions of Life 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.



etaD emaN

After reading this chapter, identify three things that you have

learned about interactions among living organisms.

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.

• 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.



Interactions of Life After YouRead


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


CompetitionI found this information

on page .

Population SizeI found this information

on page .


on page .

etaD emaN


Limited Why It Limits Population GrowthResource

What It Is Limiting Factor

Carrying

capacity

Biotic

potential

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Tennessee Science Grade 6 vii

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.

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.

Note-Taking Based on the Cornell Two-Column Format

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

and written summaries.

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The Nature of Science and Technology

Before You ReadPreview the chapter title, section titles, and section headings. List at least two ideas for each section in each column.

Name Date

Describe the most interesting science activity you’ve ever done. Identify as many parts of the scientific process used in the activity as you can.

Science Journal

The Nature of Science and Technology 1

K WWhat I know What I want to find out

GLE 0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question thatincludes a control and appropriate variables. Also covers: GLE 0607.Inq.2, GLE 0607.T/E.1, GLE0607.T/E.4, SPI 0607.T/E.4

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of Science and TechnologySection 1 What is science?

2 The Nature of Science and Technology

observation

science

scientist

technology

investigate

Skim the headings in Section 1. Write three questions that come to mind from reading these headings. Look for answers to eachquestion as you read the section.

1.

2.

3.

Define observation to show its scientific meaning.

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

Use a dictionary to define investigate.

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✓0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes acontrol and appropriate variables. SPI 0607.Inq.3 Interpret and translate data into a table, graph, or diagram.

Identify three ways scientists find answers about the natural world.

1.

2.

3.

Compare ways that people seek answers to questions in daily lifewith ways that scientists seek answers to their questions.

Sequence the steps that scientists take to form theories.

Scientists use to make predictions

about what will happen in investigations.

Scientists test .

Scientists form when predictions

have been well-tested.

Section 1 What is science? (continued)

Scientific InquiryI found this information

on page .

Using ScienceEvery Day


on page .

Using PriorKnowledge


on page .

Name Date


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Identify five information resource materials.

1. 4.

2. 5.

3.

Complete the graphic organizer to identify scientific skills.

Summarize seven kinds of information you should record in ascience journal.

1.

2.

3.

4.

5.

6.

7.

Skills thatScientists Use

Section 1 What is science? (continued)

Using Science and Technology


on page .


on page .

Communicationin Science


on page .

Name Date


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Describe a news item you have heard or read about scientific

methods being used in society.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of Science and TechnologySection 2 Doing Science

NewVocabulary


experiment

method

Predict three things that might be discussed in Section 2 as youskim the title and headings.

1.

2.

3.

Define experiment to show its scientific meaning.

Write the correct vocabulary term next to each definition.

standard used for comparison of test results in an experiment

answers scientific questions through observation

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

too time consuming, or too expensive to observe directly

testing a hypothesis by using carefully controlled steps

variable that does not change when other variables change

factor that changes as a result of changes in the other variables

factor that, as it changes, affects the measure of another variable

prediction or statement that can be tested

ways, or steps to follow, to solve problems

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

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✓0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collectedfrom a moderately complex scientific investigation. Also covers: 0607.Inq.5, GLE 0607.Inq.1, GLE 0607.Inq.2

Complete the concept map about the 2 types of research used tosolve problems.

Describe each part of descriptive research listed below.

1. Research objective:

2. Research design:

3. Bias:

Identify six reasons scientists often use models rather than directobservation. List the reasons beneath the correct heading.

used to solve

problems by

Descriptive research

used to solve

problems by

Types of Research

Section 2 Doing Science (continued)

Solving ProblemsI found this information

on page .

DescriptiveResearch


on page .

Equipment,Materials,

and ModelsI found this information

on page .

Name Date


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

Skim the Data and Draw Conclusions sections. Then completeeach statement to summarize the main ideas.

1. Data can be recorded and organized by using

2. When drawing conclusions about data, you decide

3. After an investigation ends, scientists often

Sequence the steps involved in experimental research design.

1. Form a(n) .

2. Plan and perform a(n) .

3. the experiment

to make sure results are valid.

4. the results.

One variable, called the , is changed.

Measure the change in the and make

sure the rest of the variables are .

Section 2 Doing Science (continued)

DataDraw

ConclusionsI found this information

on page .

ExperimentalResearch


on page .

Name Date


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

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NewVocabulary

ReviewVocabulary

Name Date

The Nature of Science and TechnologySection 3 Science, Technology, and Engineering


AcademicVocabulary

process

biotechnology

engineer

constraint

pilot plant

communicate

Scan the section. Use the checklist below.

Read all of the section headings.

Read all of the bold words.

Look at all the charts, graphs, and pictures.

Think about what you already know about science, technology,

and engineering.

Write two facts about science, technology, and engineering.

1.

2.

Define process as a verb.

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

Use a dictionary to define communicate.

GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs. Also covers: SPI 0607.T/E.4, GLE 0607.Inq.4, SPI 0607.Inq.3

Summarize how scientific discoveries influence your daily life.Include examples.

Complete the graphic organizer to describe technology.

Define biotechnology and evaluate how it benefits people.

Technologyincludes

E

X

A

M

P

L

E

S

compact discs

methods

and

techniques

assembly line to produce

products faster and more

cheaply

social-

technical

systems

Section 3 Science, Technology, and Engineering (continued)

ScientificDiscoveries


on page .

The Concept ofTechnology


on page .

Biotechnologyand the

Human BodyI found this information

on page .

Name Date


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Complete the chart about engineers.

Sequence the steps taken by scientists and engineers to findsolutions to human needs or problems.

Evaluate

1.

2.

the solution, often by building a .

Search for .

Clearly define .

Section 3 Science, Technology, and Engineering (continued)

What isengineering?


on page .

Finding ScientificSolutions


on page .

Name Date


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Engineers

What are some

specific jobs

done by

engineers?

What are some

fields in which

engineers work?

Identify a problem that you encounter in your everyday life

that you think could be solved by using technology. Apply the steps that engineers

use to search for and evaluate possible solutions.

SYNTHESIZE IT

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Tie It TogetherSuppose you are going to interview an engineer.Prepare five interview questions about the engineer’s work, equipment, and methods.

Interview Questions

1.

2.

3.

4.

5.

Name Date


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The Nature of Science and Technology Chapter Wrap-Up

Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column. How do your ideas now compare with those you provided at thebeginning of the chapter?

Name Date

After reading this chapter, identify three things you have

learned about science and technology.

SUMMARIZE IT










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


Interactions of Life




Name Date


• 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.



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

Science Journal

Before You Interactions of LifeRead

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GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a biological community.Also covers: GLE 0607.2.2, GLE 0607.2.3, GLE 0607.2.4, SPI 0607.2.1, SPI 0607.2.2, SPI 0607.2.3, SPI 0607.2.4

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Interactions of LifeSection 1 Living Earth


NewVocabulary

ReviewVocabulary

AcademicVocabulary

adaptation

biosphere

ecology

population

community

habitat

interact

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 interact using a dictionary.

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s majorbiomes. Also covers: SPI 0607.2.3

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


The BiosphereI found this information

on page .


on page .


on page .

Name Date


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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


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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ReviewVocabulary

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.

GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of aparticular environment. SPI 0607.2.4 Also covers: SPI 0607.2.4 ✓0607.Inq.1, ✓0607.2.2

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


CompetitionI found this information

on page .

Population SizeI found this information

on page .


on page .

Name Date


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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


Changes inPopulations


on page .


on page .

Name Date


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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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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Interactions of LifeSection 3 Interactions Within Communities


social behavior

constant

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 constant as an adjective. Then use it in a scientificsentence.

SPI 0607.2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web. Also covers: GLE 0607.2.1, GLE 0607.2.2, GLE 0607.2.3, GLE 0607.2.4, SPI 0607.2.2

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 .

Name Date


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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

on page .

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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.



Interactions of Life After YouRead


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The Nonliving Environment 25


The Nonliving Environment

Before 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


GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. Also covers: GLE 0607.2.4, GLE 0607.2.2, GLE 0607.8.1, GLE 0607.8.2, SPI 0607.2.2, SPI 0607.2.3, SPI 0607.2.4, SPI 0607.8.4

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26 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.

GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment., Also covers: GLE 0607.2.2, ✓0607.Inq.1, SPI 0607.Inq.3, SPI 0607.2.2, SPI 0607.2.3, SPI 0607.8.4

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

on page .

Name Date


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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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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.

GLE 0607.8.1 Design and conduct an investigation to determine how the sun drives atmospheric convection.Also covers: GLE 0607.2.2, GLE 0607.2.3, GLE 0607.8.2, ✓0607.Inq.1, ✓0607.8.1, SPI 0607.2.2, SPI 0607.2.3

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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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.


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

GLE 0607.2.2 Describe how matter and energy are transferred through an ecosystem. SPI 0607.2.2Interpret how materials and energy are transferred through an ecosystem. Also covers: GLE 0607.2.4, SPI 0607.2.4

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 37


Ecosystems

Before 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 salt water and serves as a nursery for many species

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’smajor biomes. Also covers: GLE 0607.Inq.1, GLE 0607.Inq.2, SPI 0607.Inq.1, SPI 0607.Inq.3, SPI 0607.2.4

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Name Date

EcosystemsSection 1 How Ecosystems Change

38 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.

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’smajor biomes. Also covers: SPI 0607.2.4

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 39

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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

40 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 41

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.

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’smajor biomes. Also covers: SPI 0607.2.4, ✓0607.Inq.1

Complete the comparison chart using the world map ofseven biomes.

Section 2 Biomes (continued)

Major BiomesI found this information

on page .

Name Date

42 Ecosystems

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Physical Average Temperature Location Plant andDescription Precipitation Animal Life

Tundra less than Plants:25 cm per

year

Animals:

Taiga temperature Plants:range: �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 43

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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EcosystemsSection 3 Aquatic Ecosystems

44 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.

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’smajor biomes. Also covers: SPI 0607.2.4, GLE 0607.Inq.1, GLE 0607.Inq.2, SPI 0607.Inq.3

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Section 3 Aquatic Ecosystems (continued)


on page .


on page .

Name Date

Ecosystems 45

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

46 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 47

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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48 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 salt water and serves as a nursery for many species

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Exploring Space

Before You ReadPreview the chapter, including section titles and the section headings. Complete the chart by listing at least one idea for each of the three sections in each column.

Name Date

Exploring Space 49

Do you think space exploration is worth the risk and expense? Explain why.

Science Journal


GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs. GLE 0607.6.1Analyze information about the major components of the universe. Also covers: GLE 0607.6.2, ✓0607.Inq.1

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ReviewVocabulary

Name Date

Exploring SpaceSection 1 Radiation from Space

50 Exploring Space

AcademicVocabulary

telescope

electromagneticspectrum

refracting telescope

reflecting telescope

observatory

radio telescope

visible

Evaluate the objectives found in What You’ll Learn for Section 1. Write three questions that come to mind from reading these statements.

1.

2.

3.

Define telescope using your book or a dictionary.

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

Use a dictionary to define visible.

GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs. GLE 0607.6.1Analyze information about the major components of the universe. Also covers: GLE 0607.6.2, ✓0607.Inq.1

List seven forms of electromagnetic radiation.

1. 5.

2. 6.

3. 7.

4.

Compare and contrast short wavelength radiation with long

wavelength radiation by completing the chart below.

Compare a refracting telescope with a reflecting telescope.

• Use your book to help you draw cross-sections of each telescope.

• Use arrows to indicate the path taken by light in each type.

• Label the eyepiece lens, focal point, and any other mirrors or lenses.

• Model the shapes of a convex lens and a concave mirror.

concave mirrorconvex lens

reflecting telescoperefracting telescope

Section 1 Radiation from Space (continued)

ElectromagneticWaves


on page .

OpticalTelescopes


on page .

Name Date

Exploring Space 51

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Short Wavelength Long Wavelength

Sketch of

each wave

Description

of frequency

Summarize information about the Hubble Space Telescope bycompleting the paragraph.

In , the

was launched. Scientists expected clear pictures from this

telescope because it was

. However, a mistake was made when

the telescope’s , so it did

not make . Repair missions were made in

(years) , when small

were added to correct the images.

Organize information about radio telescopes in the chart below.

Section 1 Radiation from Space (continued)


on page .

Radio TelescopesI found this information

on page .

Name Date

52 Exploring Space

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Radio telescopes

Purpose:

Design:

Collect information used to:

1. 3.

2.

Radio waves from space have been studied for decades, but

scientists have yet to find signs of intelligent life. Suggest several explanations for this.

CONNECT IT

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AcademicVocabulary

Name Date

Exploring SpaceSection 2 Early Space Missions

NewVocabulary

Exploring Space 53

goal

Predict three things that you think might be discussed in this sectionafter reading its headings.

1.

2.

3.


force that propels an aircraft or missile

curved path followed by a satellite as it revolves around an object

space mission with goal of landing a human on the Moon’s surface

special engine that can work in space and burns liquid or

solid fuel

space mission with goals of connecting spacecraft in orbit and

investigating the effects of space travel on the human body

any object that revolves around another object in space

space mission with goal of orbiting a piloted spacecraft around

Earth and bringing it back safely

instrument that gathers information and sends it back to Earth

Define the scientific meaning of goal using a dictionary.

GLE 0607.6.1 Analyze information about the major components of the universe. GLE 0607.6.2 Describe therelative distance of objects in the solar system from earth. Also covers: ✓0607.Inq.1, SPI 0607.Inq.3

Compare and contrast the two types of rockets by completing theVenn diagram with the information below.

Model the path of a satellite. Draw a satellite in orbit around Earth.Show the complete path of the satellite and the path it would take ifit were not affected by gravity.

Solid-propellantrockets

Liquid-propellantrockets

Both

• can be shut down andrestarted

• do not require air for operation

• liquid fuel and oxidizer storedin separate tanks

• preferred for long-term spacemissions

• gases thrust it forward

• rubberlike fuel containsoxidizer

• generally simpler

• cannot be shut down once ignited

Section 2 Early Space Missions (continued)

The FirstMissions

into SpaceI found this information

on page .


on page .

Name Date

54 Exploring Space

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Compare the advantages and disadvantages of space probes withspacecraft piloted by humans.

Create a time line of the United States’ quest to reach the Moon by identifying an event that corresponds to each date.

1.

1.

3.

1.

5.

1.

4.

1.

2.

1.

1961

1962

1966

1969

1972

Section 2 Early Space Missions (continued)

Space ProbesI found this information

on page .

Moon QuestI found this information

on page .

Name Date

Exploring Space 55

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Design a plan for a space mission to take humans to Mars.

Analyze challenges the crew would have to face. Develop a simple program to help

prepare the crew to face these challenges.

CONNECT IT

Comparison of Space Probes to Piloted Spacecraft

Advantages Disadvantages

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AcademicVocabulary

Name Date

Exploring SpaceSection 3 Current and Future Space Missions

56 Exploring Space

cosmonaut

space shuttle

space station

technology

Skim through Section 3 of your text. Read the headings and examinethe illustrations. Write three questions that come to mind. Try toanswer your questions as you read.

1.

2.

3.

Use cosmonaut in a sentence that shows its scientific meaning.

Use the following key terms in original sentences to show theirscientific meaning.

Define the scientific meaning of technology using a dictionary.

GLE 0607.6.1 Analyze information about the major components of the universe. Also covers: GLE 0607.T/E.1, SPI 0607.Inq.3

Summarize characteristics of the space shuttle below.

Organize information about missions to Mars by completing thediagram. Identify each probe by its name and mission.

ExploringMars

2002

2003

2008

1996

Section 3 Current and Future Space Missions (continued)

The SpaceShuttle


on page .

Exploring MarsI found this information

on page .

Name Date

Exploring Space 57

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Engines: Cargo bay:

Landings: Reusability:

Research and construction of the earliest space stations was

undertaken by nations working independently. Work on the International Space Station

is being performed by many nations working together. Analyze some benefits to such

international cooperation in scientific research.

CONNECT IT

Complete the chart with information about the Lunar Prospector

and Cassini spacecraft.

Organize information by identifying an example of technologydeveloped for space programs that is useful in everyday life.

Everyday uses of space technology

transportationand construction medicine law enforcement

and safety

Section 3 Current and Future Space Missions (continued)

Exploring theMoon and CassiniI found this information

on page .


on page .

Name Date

58 Exploring Space

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Spacecraft Launch Destination GoalsDate

Lunar

Prospector

Cassini

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Tie It TogetherSynthesize It

Much of today’s planetary research is carried out using remote-controlled rovers that are monitored and maneuvered by scientists on Earth. Suppose that you could design aremote-controlled rover to conduct research on a planet or the Moon.• Draw a sketch of your rover below.

• Identify features you would include on your rover.

• Explain why you would include each feature.

• Use what you have learned about space technologies in this section.

Name Date

Exploring Space 59

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Exploring Space Chapter Wrap-Up

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

Name Date









60 Exploring Space



learned about exploring space.

SUMMARIZE IT

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The Sun-Earth-Moon System 61

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

• The spinning of Earth on its axis is rotation.

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

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

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

Science Journal

Before You The Sun-Earth-Moon SystemRead

The Sun-Earth-Moon System




GLE 0607.6.3 Explain how the positional relationships among the earth, moon, and sun control the length ofthe day, lunar cycle, and year. Also covers: GLE 0607.6.6, GLE 0607.6.1

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The Sun-Earth-Moon SystemSection 1 Earth

62 The Sun-Earth-Moon System

AcademicVocabulary

orbit

maintain

Scan the tables and illustrations in Section 1, and write threequestions you have about Earth.

1.

2.

3.

Use orbit in a sentence that reflects its scientific meaning.

Write the correct vocabulary term on each blank.

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

Earth’s yearly orbit around the Sun

imaginary line around which Earth spins

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

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

number of daylight and nighttime hours are nearly equal

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

the equator

round, three-dimensional object

Define maintain using a dictionary.

GLE 0607.6.3 Explain how the positional relationships among the earth, moon, and sun control the length ofthe day, lunar cycle, and year. GLE 0607.6.6 Illustrate the relationship between the seasons and the earth-sun system.

Label the diagram of Earth.

Compare Earth’s magnetic poles with its rotational poles bydrawing them on the circle below. Label Earth’s:

Summarize why Earth has a magnetic field.

• rotational axis

• rotational poles

• north magnetic pole

• south magnetic pole

• the difference in degreesbetween the magnetic androtational poles

Period of rotation (1 day):

Period of revolution

(1 year):

Diameter(pole to pole):

Diameter(equator):

Section 1 Earth (continued)

Properties ofEarth


on page .

Magnetic FieldI found this information

on page .

Name Date


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Compare facts about summer and winter in the chart.

Compare and contrast solstices and equinoxes by completing theVenn diagram using the phrases below.

Solstice EquinoxBoth

• caused by tilt of Earth’s axis

• daylight hours and nighttime

hours nearly equal

• longest or shortest period of

daylight of the year

• occur twice yearly

• Sun at 90° angle to equator

• Sun reaches greatest distance

from equator

Section 1 Earth (continued)

What causeschangingseasons?


on page .

Solstices andEquinoxes


on page .

Name Date


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Seasonal Conditions

Summer Winter

Hemisphere tilts

Hours of daylight

Solar radiation

Temperatures

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

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

Explain your reasoning.

CONNECT IT

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Name Date

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

NewVocabulary


AcademicVocabulary

mantle

cycle

Predict three things that might be discussed in Section 2 based onits title and headings.

1.

2.

3.

Define mantle to show its scientific meaning.


different ways the Moon appears from Earth

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

between Earth and the Sun

describes the Moon when more of its lighted portion is visible

each night

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

describes the Moon when less of its lighted portion is visible

each night

occurs when the Moon moves between the Sun and Earth and

casts a shadow over part of Earth

occurs when Earth moves between the Sun and the Moon and

casts a shadow on the Moon

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

the surface

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

GLE 0607.6.1 Analyze information about the major components of the universe. ✓0607.6.7 Model thepositions of the earth, moon, and sun during solar and lunar eclipses. Also covers: SPI 0607.6.1

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

Analyze the diagram below. Imagine that you are standing onEarth and that the Sun’s rays are coming from the direction shown.Draw a picture showing how the moon would look from Earth ateach of the labeled positions. The first one has been done for you.

Earth

Sunlight

15

3

7

4 2

6 8

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

Motions of theMoon


on page .

Phases of theMoon


on page .

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5 6 7 8

The Moon cannot be seen from Earth. Its opposite side

is lit.

1 2 3 4

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Compare the alignments that cause solar and lunar eclipses bydrawing diagrams of the positions of the Sun, the Moon, and Earthrelative to one another. Show how the shadow is cast in each case.

Summarize the Moon’s structure according to one model.

Lunar Eclipse

Solar Eclipse

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

Name Date

Surface and Interior of the Moon

Zone Description

Crust

Upper Mantle

Lower Mantle

Core


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

Eclipses I found this information

on page .

Inside the Moon I found this information

on page .

Objectives Review the objectives for Section 3. Write two questionsthat come to mind.

1.

2.

Define comet using your book or a dictionary. Then write asentence or make a sketch to show its scientific meaning.

Define impact basin using your book or a dictionary. Then sketchhow an impact basin forms.

Use a dictionary to define core as it relates to planets and moons.Then sketch the Moon, and show where you think its core is.

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


comet

impact basin

core

GLE 0607.6.1 Analyze information about the major components of the universe. ✓0607.6.1 Use data to drawconclusions about the major components of the universe.

Distinguish between the following Moon missions by indicatingwhen they took place and what they accomplished.

Organize information about Clementine’s mission by outlining it below.

Clementine’s mission

I. Objectives

A.

B.

II. Instruments

A.

B.

III. Discoveries

A.

B.

Section 3 Exploring Earth’s Moon (continued)

Missions to theMoon


on page .


on page .

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Mission Year Accomplishment

Luna 3

Surveyor 1

Lunar

Orbiters

Apollo 8

Apollo 11

Apollo 15

Apollo 17

Organize information about the Lunar Prospector by completingthe diagram.

Analyze why the presence of water on the Moon would be a benefitto humans.

To map the Moon’s:

Lunar ProspectorMission

Confirmed that the Moon has:

Section 3 Exploring Earth’s Moon (continued)


on page .

Name Date


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Missions to the Moon have included some with astronauts

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

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

SYNTHESIZE IT

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Tie It TogetherSynthesize It

Name Date


Suppose that you are on a mission to explore the Moon. In the spaces provided, describewhat you think you will observe from each location.

From the windows of your spacecraft orbiting the Moon

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

On the surface near the Moon’s south pole

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The Earth-Moon-Sun System Chapter Wrap-Up




Name Date

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

• The spinning of Earth on its axis is rotation.

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

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

The Sun-Earth-Moon System After YouRead



learned about the Sun-Earth-Moon system.

SUMMARIZE IT









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The Solar System 73


Name Date

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

Science Journal

• The planets revolve around Earth.

• The solar system is more than 4.6 billion years old.

• Mercury has an atmosphere similar to Earth’s.

• Uranus has craters and deep valleys.

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

Before You The Solar SystemRead

GLE 0607.6.1 Analyze information about the major components of the universe. SPI 0607.6.1 Use data todraw conclusions about the major components of the universe. Also covers: ✓0607.Inq.1

The Solar System




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74 The Solar System

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Solar SystemSection 1 The Solar System

system

solar system

contract

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

1.

2.

3.

Define system using your book or a dictionary. Give an example of a system.

Write a scientific sentence describing the solar system.

Define contract as a verb, using a dictionary. Then rewrite thefollowing sentence, using the word contracted.

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

forming a large, tightly packed, spinning disk.


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

Evaluate how Galileo’s discoveries provided evidence for the Sun-centered model of the solar system. Complete the statements.

Galileo discovered that the planet went through

like our . These changes could

occur only .

Create a drawing of the solar system.

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

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

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

Section 1 The Solar System (continued)

Ideas About theSolar System


on page .


on page .


on page .

Name Date

The Solar System 75

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Earth-centered Sun-centered

How many

planets are

in the

system?

Describe

motions

in the

system.

Sequence the steps in the formation of the solar system.

1.

2.

3.

4.

Classify the eight planets as inner or outer planets, using the chartbelow. Identify a characteristic of each group of planets.

Section 1 The Solar System (continued)

How the SolarSystem Formed


on page .


on page .

Name Date

76 The Solar System

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The Eight Planets

Inner Outer

Names of

Planets

Characteristics

Summarize how ideas about the structure and motions of the

solar system changed over time.

SUMMARIZE IT

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The Solar SystemSection 2 The Inner Planets

NewVocabulary

The Solar System 77

space probe

Mercury

Venus

Earth

Mars

reveal

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

Mercury:

Venus:

Earth:

Mars:

Define space probe using your book or a dictionary.

Write a scientific sentence using each vocabulary term.

Use a dictionary to define reveal.

GLE 0607.6.1 Analyze information about the major components of the universe. ✓0607.6.1 Use data to drawconclusions about the major components of the universe. SPI 0607.6.1 Use data to draw conclusions aboutthe major components of the universe.

Organize key facts about Mercury. Complete the chart.

Complete the graphic organizer to identify key features of Venus.

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

Size and Mass Atmosphere Temperature Space Probes

Venus

Section 2 The Inner Planets (continued)

MercuryI found this information

on page .

VenusI found this information

on page .

EarthI found this information

on page .

Name Date

78 The Solar System

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Mercury

Location

Surface

Core

Atmosphere

Temperature

Explored By

Summarize important information about Mars.

Surface Features

Mars

Space Probes

Atmosphere Seasons

Moons

Section 2 The Inner Planets (continued)

MarsI found this information

on page .

Name Date

The Solar System 79

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Compare and contrast the inner planets. Choose one feature,

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

contrasting this feature for the four inner planets.

SYNTHESIZE IT

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AcademicVocabulary

Name Date

The Solar SystemSection 3 The Outer Planets

80 The Solar System

moon

survey

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

1.

2.

Define the word moon using a dictionary or your book.

Label each definition with the correct vocabulary term.

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

distinct bluish-green color

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

all of the other planets combined

dwarf planet; has a solid icy-rock surface

giant, high-pressure storm in Jupiter’s atmosphere

the eighth planet from the Sun; large and gaseous, with rings that

vary in thickness

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

system and at least 31 moons

Define survey as a verb, using a dictionary. Then use this term in a sentence related to the topic of Section 3.

GLE 0607.6.1 Analyze information about the major components of the universe. SPI 0607.6.1 Use data todraw conclusions about the major components of the universe.

Identify the space probes that have explored Jupiter.

Complete the chart to identify key facts about Jupiter.

Organize key facts about Saturn.

Section 3 The Outer Planets (continued)

JupiterI found this information

on page .

SaturnI found this information

on page .

Name Date

The Solar System 81

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Saturn

Space Probes

Atmosphere

Rings

Moons

Jupiter

Atmosphere

Moons

Summarize details about Uranus in the graphic organizer.

Complete the chart of key facts about Neptune.

Summarize the features of the dwarf planets.

Moons Rotation

Uranus

Composition

Section 3 The Outer Planets (continued)

UranusI found this information

on page .

NeptuneI found this information

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Dwarf PlanetsI found this information

on page .

Name Date

82 The Solar System

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Neptune

Atmosphere

Moons

Summarize the major features that distinguish the outer planets

from the inner planets.

CONNECT IT

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The Solar SystemSection 4 Other Objects in the Solar System

NewVocabulary

The Solar System 83

crater

comet

meteor

meteorite

asteroid

approach

Scan the title and headings in Section 4. Write a sentence thatdescribes what you think will be covered in the section.

Write a scientific sentence using the term crater.

Define each term using your book or a dictionary.

Define approach, using a dictionary. Then locate a sentence inSection 4 that uses the word or a form of the word.

GLE 0607.6.1 Analyze information about the major components of the universe. SPI 0607.6.1 Use data todraw conclusions about the major components of the universe.

Summarize two facts about the Oort Cloud.

1.

2.

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

wind coming from the Sun and where the Sun is in relation to thecomet’s tail.

Distinguish between meteoroids, meteors, and meteorites.

Identify key features of meteoroids, and then contrast meteors and meteorites.

Do they burn up in the atmosphere?

Yes

No

Meteoroids are

They are called

.

Another term for these is

.

They are called . They come from

1. 2.

3. 4.

Section 4 Other Objects in the Solar System (continued)

CometsI found this information

on page .

Meteoroids,Meteors, and

Meteorites I found this information

on page .

Name Date

84 The Solar System

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Organize information about asteroids. Complete the outline.

Asteroids are

.

A. Location

1.

2.

B. What scientists learn from asteroids

1.

2.

Model the appearance of the asteroid belt in the solar system.Identify the two planets between which it lies.

Section 4 Other Objects in the Solar System (continued)

AsteroidsI found this information

on page .

Name Date

The Solar System 85

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Compare and contrast comets, meteoroids, and asteroids in

a paragraph or a chart.

SYNTHESIZE IT

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You are planning a new space probe mission to the solar

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

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

SUMMARIZE IT

86 The Solar System

The Solar System Chapter Wrap-Up




Name Date

• The planets revolve around Earth.

• The solar system is more than 4.6 billion years old.

• Mercury has an atmosphere similar to Earth’s.

• Uranus has craters and deep valleys.

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

The Solar System After YouRead










Stars and Galaxies




Name Date

• Modern astronomy divides the sky into 88 constellations.

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

• All stars have the same brightness.

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

Write a description in your Science Journal of a galaxy.

Science Journal

Before You Stars and GalaxiesRead

Stars and Galaxies 87

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SPI 0607.6.2 Explain how the relative distance of objects from the earth affects how they appear. Also covers: GLE 0607.6.1, SPI 0607.6.1

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AcademicVocabulary

Name Date

Stars and GalaxiesSection 1 Stars

88 Stars and Galaxies

star

constellation

absolute magnitude

apparent magnitude

light-year

component

Predict three topics that will be discussed in Section 1 as you scanthe headings and illustrations.

1.

2.

3.

Define star to show its scientific meaning.


Use a dictionary to define component as a noun. Then explainwhat the statement “breaking it down into its component parts”might mean.

SPI 0607.6.2 Explain how the relative distance of objects from the earth affects how they appear. Also covers: GLE 0607.6.1, ✓0607.6.1

Organize facts about constellations into an outline. Use thestructure provided below as a guide.

I. Constellations

A.

B.

C.

II. Movement of constellations

A. Circumpolar constellations

1.

2.

B. Other constellations

1.

2.

Complete the diagram to show how each type of magnitude isrelated to a star’s distance.

Absolute magnitude

.

Apparent magnitude

.

Effect of Distance on Magnitude

Section 1 Stars (continued)

ConstellationsI found this information

on page .

Absolute andApparent

MagnitudesI found this information

on page .

Name Date


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Analyze the diagram below that shows how parallax occurs asEarth moves in its orbit.

Summarize how astronomers use parallax.

Sequence the colors of stars by temperature. Complete thediagram by writing the correct color in each box.

Cooler Medium HotterTemperature

Star Color

Star A has a

small parallax

A

BStar B has a

large parallaxLines of sight

from Earth

to star A

Lines of sight

from Earth

to star B

Background of distant stars

Earth in JulyEarth in January

Section 1 Stars (continued)

Measurement inSpace


on page .

Properties of Stars


on page .

Name Date


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

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

about the two stars?

SYNTHESIZE IT

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Stars and GalaxiesSection 2 The Sun

NewVocabulary


cycle

photosphere

chromosphere

corona

sunspots

nuclear

Skim through Section 2 of your book. Write three questions thatcome to mind from reading the headings and examining theillustrations.

1.

2.

3.

Define cycle to show its scientific meaning.

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

Use a dictionary to define nuclear to show its scientific meaning.Use nuclear in an original sentence.


Summarize basic information about the Sun. Complete the graphicorganizer.

Model the Sun, including the following features. Include captionssummarizing each feature.

• chromosphere • core • photosphere

• convection zone • corona • radiation zone

Relationship to Earth Energy Production

Sun

Section 2 The Sun (continued)

The Sun’s LayersI found this information

on page .

The Sun’sAtmosphere


on page .

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Organize information about the Sun’s surface features.

Sunspots:

Prominences:

Flares:

Coronal mass ejection (CME):

Compare and contrast the Sun with other stars. Complete theparagraph below.

Compared with other stars, the Sun’s ,

, and are about average. In contrast with

other stars, the Sun

and .

Section 2 The Sun (continued)

Surface FeaturesI found this information

on page .

The Sun—AnAverage Star


on page .

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

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

Predict how this would affect life on Earth.

CONNECT IT

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Stars and GalaxiesSection 3 Evolution of Stars


gravity

nebula

white dwarf

neutron star

enormous

Scan the headings of Section 3 to find three stages of the evolutionof stars.

1. 2. 3.

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

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

Define enormous using a dictionary.


Classify stars using the H-R diagram. Label the diagram below to show where you would expect to find white dwarfs, the main

sequence, supergiants, giants, and the Sun.

Summarize how stars generate energy.

Temperature (K)

increasing brightness

Spectra Class

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

O B A F G MK

Section 3 Evolution of Stars (continued)

Classifying StarsI found this information

on page .

How do starsshine?


on page .

Name Date


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Sequence the evolution of stars. Complete the flow chart.

contracts and

fusion begins

contracts and

fusion begins

hydrogen fuel

runs out

hydrogen fuel runs out;

heavy elements form

outer layers escape,

leaving core

iron forms in core;

core collapses violently

core mass more

than 3 times the

mass of the Sun

core mass between

1.4 and 3 times the

mass of the Sun

Stars with mass 8 timesthe Sun’s mass or less

Stars with mass more than8 times the Sun’s mass

Section 3 Evolution of Stars (continued)

Evolution ofStars


on page .

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Evaluate why supernovas are important to the existence of life

on Earth.

CONNECT IT

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Stars and GalaxiesSection 4 Galaxies and the Universe

NewVocabulary

AcademicVocabulary

universe

galaxy

big bang theory

normal

Preview Section 4 of your book using the list below.

Read all section headings.

Read all bold words.

Look at all of the pictures.

Think about what you already know about galaxies

and the universe.

Write two facts that you discovered during your preview.

1.

2.

Define universe to reflect its scientific meaning.

Define the following key terms. Then write sentences to show thescientific meaning of each term.

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

GLE 0607.6.1 Analyze information about the major components of the universe. ✓0607.6.2 Construct amodel of the solar system showing accurate positional relationships and relative distances.

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

Model the Milky Way galaxy.

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

• Mark the Sun’s position on both views.

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

to the Sun’s position on the overhead view.

Identify three other facts about the Milky Way.

Overhead viewSide view

Section 4 Galaxies and the Universe (continued)

GalaxiesI found this information

on page .

The Milky WayGalaxy


on page .

Name Date


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Galaxy Type Description

Spiral arms that wind outward from the

center

Does not look like the other two types

of galaxies; many possible shapes

Contrast two models of the origin of the universe: the steady state theory and the oscillating model.

Steady state theory:

Oscillating model:

Analyze how scientists used the Doppler shift to reach a conclusionabout whether the universe is expanding or contracting.

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

Observation Conclusion

Section 4 Galaxies and the Universe (continued)

Origin of theUniverse


on page .

Expansion of the Universe


on page .

The Big BangTheory


on page .

Name Date


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Describe your location in the universe as completely as

you can.

SUMMARIZE IT

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Stars and Galaxies Chapter Wrap-Up




Name Date









• Modern astronomy divides the sky into 88 constellations.

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

• All stars have the same brightness.

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

Stars and Galaxies After YouRead


learned about stars and galaxies.

SUMMARIZE IT


Views of Earth




Name Date

• All mountains form in the same way.

• Lines of longitude run parallel to the equator.

• All maps of Earth distort the shapes and sizes of landmasses.

Assume that you want to build a home and have a satellite photo to guide you.Describe where you would build your new home and why you would build at your chosen location.

Science Journal

Before You Views of EarthRead

Views of Earth 101

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GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.Also covers: GLE 0607.T/E.1, GLE 0607.6.1, GLE 0607.8.4, SPI 0607.2.4, SPI 0607.8.4

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Views of EarthSection 1 Landforms

102 Views of Earth

landform

expose

Skim the headings in Section 1. Write three questions that come tomind from reading these headings.

1.

2.

3.

Define landform to show its scientific meaning.

Write the vocabulary term that matches each definition.

large, flat area, often found in the interior regions of continents

flat, raised area of land made up of nearly horizontal rocks that

have been uplifted by forces within Earth

mountain in which rock layers are folded

mountain formed when blocks of Earth’s crust are pushed up by

forces inside Earth

mountain made of huge, tilted blocks of rock separated from

surrounding rock by faults

mountain formed when molten material reaches the surface

through a weak area of Earth’s crust

Use a dictionary to define expose.

SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in themajor biomes. Also covers: GLE 0607.Inq.5, ✓0607.Inq.5, SPI 0607.Inq.3

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Views of Earth 103

Name Date

Distinguish two reasons that plains are useful for agriculture.

1.

2.

Compare and contrast coastal plains and interior plains.

Summarize key characteristics of the Great Plains.

The Great Plains are an example of a(n) .

They are located

. The area is

and covered with . The Great Plains

are made of .

Compare and contrast plains and plateaus. Complete the Venndiagram with at least three facts.

Plateaus PlainsBoth

Section 1 Landforms (continued)

PlainsI found this information

on page .


on page .


on page .

PlateausI found this information

on page .

Name Date

Coastal Plains Interior Plains

Location

Characteristics

Use a physical map to identify the landforms in your area.CONNECT IT

Section 1 Landforms (continued)

MountainsI found this information

on page .

Name Date

104 Views of Earth

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Model the four types of mountains. Draw a diagram of each type.

Summarize how mountains form. Give an example of each.

Folded Mountain:

Upwarped Mountain:

Fault-Block Mountain:

Volcanic Mountain:

Volcanic MountainFault-Block Mountain

Upwarped MountainFolded Mountain

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Views of EarthSection 2 Viewpoints

NewVocabulary

Views of Earth 105

pole

equator

latitude

prime meridian

longitude

parallel

Preview the What You’ll Learn statements for Section 2. Predictthree topics that will be discussed in this section.

1.

2.

3.

Define pole as it is used when describing Earth.

Define each vocabulary term.

Use a dictionary to define parallel as an adjective. Then find asentence in Section 2 that contains the term.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models. Also covers: GLE 0607.Inq.3

Model the system used to measure position on Earth.

• Draw a view of Earth.

• Label important features on the diagram with the following terms.

Summarize how latitude and longitude are measured.

Latitude is measured

.

Longitude is measured

.

Degrees of latitude and longitude are divided into

and .

equator

north pole

south pole

prime meridian

0° latitude

90°S latitude

90°N latitude

Section 2 Viewpoints (continued)

Latitude andLongitude


on page .

Name Date

106 Views of Earth

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Look at the map of time zones in your book. Infer why the

International Date Line does not follow the 180° meridian exactly.

SYNTHESIZE IT

Organize information about time zones. Complete the outline.

Time Zones

I. Measuring time

A.

B.

II. Characteristics of time zones

A.

B.

C.

Summarize what a person should do when crossing theInternational Date Line. Complete the cause-and-effect diagrams.

Travel west across the

International Date Line

Travel east across the

International Date Line

Section 2 Viewpoints (continued)

Time ZonesI found this information

on page .

Calendar DatesI found this information

on page .

Name Date

Views of Earth 107

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Name Date

Views of EarthSection 3 Maps

108 Views of Earth

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globe

conic projection

topographic map

contour line

map scale

map legend

physical

Scan the section headings, bold words, and illustrations. Write twofacts that you discovered as you scanned the section.

1.

2.

Define globe to show its scientific meaning.

Use your book to define each vocabulary term.

Use a dictionary to define physical. Use physical in a sentenceto show its scientific meaning.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models. Also covers: GLE 0607.T/E.1, GLE 0607.6.1, GLE 0607.8.4, ✓0607.Inq.5, SPI 0607.Inq.3, SPI 0607.8.4

Define map. Then complete the statements below about mapprojections.

A map is .

A map projection is made when

.

All map projections the shapes and sizes of land-

masses to some extent.

Compare and contrast Mercator, Robinson, and conic

projections.

Summarize the purpose of a topographic map.

Section 3 Maps (continued)

Map ProjectionsI found this information

on page .


on page .

TopographicMaps


on page .

Name Date

Views of Earth 109

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Mercator Robinson Conic

How is it

made?

What does

it show

accurately?

How is it

used?

If you were going to map your classroom, which map scale

would be better: 1 cm:1 m or 1 cm: 10 m? Explain your reasoning.

CONNECT IT

Organize information about contour lines in the concept web.

Summarize what a map scale and map legend show.

Summarize what geologic maps are and how they are used.

Map Elements

Map LegendMap Scale

Contour Lines

Section 3 Maps (continued)


on page .


on page .

Geologic MapsI found this information

on page .

Name Date

110 Views of Earth

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Tie It TogetherModelCreate a two-dimension physical map of your state in the space provided below.Include the major landforms found in your state. Use symbols to indicate these landforms on the map. Be sure to explain the symbols you use in a map legend.Your map should be proportional to the actual size of your state. Include a map scale to help others determine distances.

Name Date

Views of Earth 111

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Views of Earth Chapter Wrap-Up




Name Date

Identify three important ideas in this chapter.SUMMARIZE IT









• All mountains form in the same way.

• Lines of longitude run parallel tothe equator.

• All maps of Earth distort the shapesand sizes of landmasses.

Views of Earth After YouRead

112 Views of Earth

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Atmosphere




Name Date

Atmosphere 113

• 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

GLE 0607.8.2 Describe how the sun’s energy produces the wind. SPI 0607.8.2 Recognize the connectionbetween the sun’s energy and the wind. Also covers: GLE 0607.T/E.3, GLE 0607.2.3, GLE 0607.6.1, SPI 0607.8.1

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Name Date

AtmosphereSection 1 Earth’s Atmosphere

114 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.

SPI 0607.8.2 Recognize the connection between the sun’s energy and the wind. GLE 0607.T/E.3 Comparethe intended benefits with the unintended consequences of a new technology. Also covers: GLE 0607.2.3

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. Label anddescribe 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 115

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Model how air pressure changes as you go higher in theatmosphere by creating a drawing in which dots represent airmolecules. To the right, describe the cause of air pressure.

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

116 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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Name Date

AtmosphereSection 2 Energy Transfer in the Atmosphere

NewVocabulary

Atmosphere 117

evaporation

transfer

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 transfer.

SPI 0607.8.1 Analyze data to identify events associated with heat convection in the atmosphere. Also covers: GLE 0607.6.1, GLE 0607.Inq.3, GLE 0607.Inq.5

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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

118 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 119

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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

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AtmosphereSection 3 Air Movement

120 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 a sentence that reflects its scientific meaning.

Use a dictionary to define create.

GLE 0607.8.2 Describe how the sun’s energy produces the wind. ✓0607.8.4 Analyze ocean temperature datato demonstrate how these conditions affect the weather in nearby land masses. Also covers: SPI 0607.8.2

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 121

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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

122 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 123

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:

• 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

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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









124 Atmosphere


learned about Earth’s atmosphere.

SUMMARIZE IT

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Weather

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

Name Date

Weather 125

What I know What I want to find out


Write three questions you would ask a meteorologist about weather.

Science Journal

GLE 0607.8.4 Analyze meteorological data to predict weather conditions. SPI 0607.8.4 Interpretmeteorological data to make predictions about the weather. Also covers: GLE 0607.8.4, SPI 0607.2.4, SPI 0607.8.1, SPI 0607.8.4

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WeatherSection 1 What is weather?

126 Weather

AcademicVocabulary

factor

weather

humidity

relative humidity

dew point

fog

precipitation

role

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

Define each vocabulary word below.

Use a dictionary to write a definition of role.

GLE 0607.8.4 Analyze meteorological data to predict weather conditions. Also covers: ✓0607.8.4,✓0607.Inq.2, ✓0607.Inq.3, ✓0607.Inq.5, SPI 0607.Inq.3, SPI 0607.Inq.4, SPI 0607.2.4, SPI 0607.8.4

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 127

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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

128 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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ReviewVocabulary

Name Date

WeatherSection 2 Weather Patterns

NewVocabulary

Weather 129

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.

SPI 0607.8.4 Interpret meteorological data to make predictions about the weather. Also covers: GLE 0607.Inq.5, GLE 0607.8.4, ✓0607.T/E.3, SPI 0607.Inq.3

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

Model the directions in which winds blow in high- and low-pressure systems 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


on page .


on page .

FrontsI found this information

on page .

Name Date

130 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 131

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Summarize what actions to take during severe weather.CONNECT IT

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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

WeatherSection 3 Weather Forecasts

132 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.

Write the correct vocabulary word next to each definition.

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.

GLE 0607.8.4 Analyze meteorological data to predict weather conditions. SPI 0607.8.4Interpret meteorological data to make predictions about the weather. Also covers: GLE 0607.Inq.2, GLE 0607.Inq.5, ✓0607.8.6

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 the Venn diagram. List at least one descriptor in each part of thediagram.

IsobarsBoth

Isotherms

Section 3 Weather Forecasts (continued)

WeatherObservations


on page .

ForecastingWeather


on page .

Name Date

Weather 133

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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)


on page .


on page .

Name Date

134 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 135

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Weather Chapter Wrap-Up

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

Name Date


learned about weather.

SUMMARIZE IT









136 Weather

What I learned What I still want to find out

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Climate




Name Date

Climate 137

• Climate is the state of the atmosphere at a specific time and place.

• The polar zones generally have cooler temperatures because solar radiation hits these zones at a more direct angle.

• The climate of an area can be affected by a large lake.

• El Niño and La Niña are climatic events that can disrupt normaltemperature and precipitation patterns around the world.

Write a paragraph explaining what you already know about the causes of seasons.

Science Journal

Before You ClimateRead

GLE 0607.8.3 Investigate the relationship between currents and oceanic temperature differences. Also covers: SPI 0607.2.4, GLE 0607.6.6, GLE 0607.T/E.3, GLE 0607.2.3, GLE 0607.2.4, SPI 0607.T/E.3,SPI 0607.2.3, SPI 0607.6.6, SPI 0607.8.2, SPI 0607.8.3

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

ClimateSection 1 What is climate?

138 Climate

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latitude

climate

tropics

polar zone

temperate zone

affect

Scan the Section 1 headings and illustrations. Formulate twoquestions about this section that come to mind.

1.

2.

Define the following key terms to show their scientific meanings.

SPI 0607.8.3 Describe how temperature differences in the ocean account for currents. Also covers: GLE 0607.8.2

Identify and label the climate zones on the globe below. Alsoinclude:

the equator Tropic of Cancer Tropic of Capricorn

Organize factors that affect climate on the concept map below.

latitute

Factorsthat affect

climate

Section 1 What is climate? (continued)

Latitude andClimate


on page .

Other FactorsI found this information

on page .

Name Date

Climate 139

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Contrast the climate of Buffalo, New York and Yuma, Arizona.

Discuss the geographical features that affect the two climates.

COMPARE IT

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AcademicVocabulary

Name Date

ClimateSection 2 Climate Types

140 Climate

regions

adaptation

hibernation

vary

ClassifyingClimates


on page .

Predict Read the title and the headings of Section 2. List threethings that might be discussed in this section.

1.

2.

3.

Define the following key terms. Use your book or a dictionary tohelp you.

Complete the following paragraph about climates.

Wladimir Köppen developed a

. He noticed that different types of

. He was able to relate

.

GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of aparticular environment. Also covers: GLE 0607.2.4, SPI 0607.Inq.3, SPI 0607.2.3, SPI 0607.2.4

Summarize the six major climate zones shown in your book.Describe the important characteristics of each.

Section 2 Climate Types (continued)


on page .

Name Date

Climate 141

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World Climates

Climate Zone Description

Analyze the two types of adaptations organisms have to

climate. Discuss structural and behavioral adaptations, give an example of each, and

then tell how both are similar.

SYNTHESIZE IT

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NewVocabulary

Name Date

ClimateSection 3 Climate Changes

142 Climate

ReviewVocabulary

AcademicVocabulary

solar radiation

reverse

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

Read all section titles.


Look at all pictures, charts, and graphs.

Think about what you already know about climates.

Write three facts you discovered about climatic changes as youscanned the section.

1.

2.

3.

Define solar radiation using a dictionary.


increase in the average world temperature of Earth

natural heating that occurs when certain gases in Earth’s

atmosphere trap heat

climatic event that may occur when trade winds weaken or

reverse, and can disrupt normal temperature and precipitation

patterns around the world

destruction of woodlands that can result in increased atmospheric

carbon dioxide levels

short period of climatic change caused by the tilt of Earth’s axis

as Earth revolves around the Sun

Use a dictionary to find the scientific definition of reverse.

GLE 0607.6.6 Illustrate the relationship between the seasons and the earth-sun system. Also covers: GLE 0607.T/E.3, GLE 0607.8.2, SPI 0607.T/E.3, SPI 0607.6.6, SPI 0607.8.2, SPI 0607.8.3

Synthesize information from your book to explain why thenorthern hemisphere has winter at the time when Earth is closest to the Sun.

Contrast conditions that occur during El Niño years with thosethat occur during La Niña years in the chart below.

Section 3 Climate Changes (continued)

Earth’s SeasonsI found this information

on page .

El Niño and La Niña


on page .

Name Date

Climate 143

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El Niño and La Niña

El Niño Year La Niña Year

Strength of

trade winds

Water temper-

ature along

west coast of

South America

Typical

climate

effects

Complete the paragraph below about climate change.

In the past, Earth’s overall climate has been

and . During

the last two million years, Earth’s climate has cycled between

when glaciers advanced and

when climate was similar to today’s climate.

Sequence events to explain how an erupting volcano can causeshort-term climate change.

Complete the following chart about sunspots.

A volcano erupts adding

small particles called

aerosols to atmosphere.

The particles block

some sunlight from

reaching Earth.


Climatic ChangeI found this information

on page .

What causesclimatic change?I found this information

on page .


on page .

Name Date

144 Climate

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Sunspots

Definition of sunspots How sunspots affect climate

Period between 1645 and 1715 Safety warning

Sequence steps explaining the greenhouse effect. The first onehas been done for you.

Analyze global warming by completing the concept map below.

GlobalWarming

Related Human Activities Effect on carbon cycle

Definition


Climatic Changes Today


on page .

Global Warmingand Human

Activities andThe Carbon CycleI found this information

on page .

Name Date

The Greenhouse Effect

1. Radiation from the Sun strikes Earth’s surface.

2.

3.

4.

5.

Climate 145

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Analyze how humans impact Earth’s atmosphere and how it

may have long term effects on global climates.

SYNTHESIZE IT

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Climate 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


learned about climate.

SUMMARIZE IT









• Climate is the state of the atmosphere at a specific time and place.

• The polar zones generally have cooler temperatures because solar radiation hits these zones at a more direct angle.

• The climate of an area can be affected by a large lake.

• El Niño and La Niña are climatic events that can disrupt normal temperature and precipitation patterns around the world.

Climate After YouRead

146 Climate

Ocean Motion 147

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Ocean Motion

Before You ReadPreview the chapter title, the section titles, and the section headings. List at least one idea for each section in each column.

Name Date

Record some facts you know about ocean currents, waves, or tides. Include some pictures to show your ideas.

Science Journal


SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions. Also covers: GLE 0607.T/E.1, GLE 0607.2.3, GLE 0607.2.4, GLE 0607.6.5, GLE 0607.8.2, SPI 0607.2.4,SPI 0607.8.3

148 Ocean Motion

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Name Date

Ocean MotionSection 1 Ocean Water

AcademicVocabulary

resource

basin

salinity

constant

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

1.

2.

3.

Define resource using your book or a dictionary.

Use your book or a dictionary to define the vocabulary terms.Then use each term in a sentence that shows its scientificmeaning.

Use a dictionary to define constant to show its scientificmeaning.

GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs. Also covers: SPI 0607.Inq.3

Organize information about the importance of oceans bycompleting the chart below.

Model the part of Earth that is covered by oceans by shading inthe correct percentage in the blocks below. Each block is equal toten percent.

Summarize the composition of ocean water by completing thegraphic organizer.

Examples: ,

nitrogen, and

Sources: the ,

respiration, and

dissolved

Examples: ,

, sulfate,

, potassium,

and

Sources: from

dissolved

carried by rivers and erupting

dissolved salts

Ocean Water contains

Percentage of Earth Covered by Oceans0 10 20 30 40 50 60 70 80 90 100

Section 1 Ocean Water (continued)

Importance ofOceans and

Origin of OceansI found this information

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Composition of Oceans


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Ocean Motion 149

Importance of Oceans

Type of Use Examples

Food

Energy

Minerals

Transportation

How does a solar desalination plant make use of natural

processes of the water cycle and gravity to remove salts and produce freshwater?

SUMMARIZE IT

Complete the statement about how minerals form in seawater.

As seawater , ions, such as and

sodium, to form minerals called .

Organize information about salinity in the chart below.

Create an organizer to list three ways people can remove salt

from ocean water.

Section 1 Ocean Water (continued)


on page .


on page .


on page .

Name Date

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150 Ocean Motion

Salinity

Definition

How is it

measured?

How are elements

added to seawater?

How are dissolved

elements removed

from seawater?

Ocean Motion 151

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Name Date

Ocean MotionSection 2 Ocean Currents

NewVocabulary

circulation

layer

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 circulation using your book or a dictionary.

Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.

forms when a mass of more dense seawater sinks beneath less

dense seawater

causes moving air and water to turn left in the southern hemisphere

and turn right in the northern hemisphere due to Earth’s rotation

wind-powered ocean current that moves the upper few hundred

meters of seawater horizontally, parallel to Earth’s surface

vertical circulation in the ocean that brings deep, cold water to the

ocean surface

Use a dictionary to define layer. Then use the term in a sentenceto show its scientific meaning.

AcademicVocabulary

GLE 0607.8.3 Investigate the relationship between currents and oceanic temperature differences.✓0607.8.5 Interpret data found on ocean current maps. Also covers: GLE 0607.Inq.5, GLE 0607.T/E.1,

SPI 0607.8.3

Describe the characteristics of surface currents by completing thegraphic organizer below.

Complete the sequence to explain how surface currents form.

1. Surface cause water to

in the ocean.

2. pulls water off the pile.

3. The Coriolis effect the water.

4. The surface water around the piles

of water.

Model the direction that surface currents circulate for the areas of Earth listed in the chart by drawing arrows showing the direction of the currents.

Powered by Move in huge,

patterns

Move only the upper

meters of seawater

Parallel to

Turned by the

SurfaceCurrents

Section 2 Ocean Currents (continued)

Surface CurrentsI found this information

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152 Ocean Motion

Surface Currents

Place on Earth Direction of Current

North of

the equator

South of

the equator

Analyze how surface currents affect climate by completing theflow chart below.

Summarize an effect of upwelling.

Compare information about density currents as they form in theAntarctic and the North Atlantic oceans.

surface currents flow

from the equator.

is released.

The is warmed.

Section 2 Ocean Currents (continued)


on page .

UpwellingI found this information

on page .

Density CurrentsI found this information

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Ocean Motion 153

Density Currents

Where does Antarctic North Atlantic

it form?

How does

it form?

Where does

it move?

Compare the characteristics of surface currents with those of

density currents.

SUMMARIZE IT

154 Ocean Motion

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AcademicVocabulary

Name Date

Ocean MotionSection 3 Ocean Waves and Tides

energy

wavecrest

trough

range

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

1.

2.

3.

Define energy using your book or a dictionary.

Write a paragraph using the three vocabulary terms.

Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.

collapsing ocean wave that forms in shallow water and breaks

onto the shore

difference between the level of the ocean at high tide and the

level at low tide

daily rise and fall of sea level caused by the gravitational pull

of the Sun and the Moon on Earth

Use a dictionary to define range to show its meaning in scienceand math.

GLE 0607.6.5 Produce a model to demonstrate how the moon produces tides. Also covers: SPI 0607.6.5,GLE 0607.Inq.3, GLE 0607.Inq.5, GLE 0607.2.3, GLE 0607.2.4, ✓0607.6.5, SPI 0607.Inq.3, SPI 0607.2.4

Model a wave below by drawing it and labeling the followingparts: crest, trough, wavelength, and wave height.

Summarize information in your book to complete the chart about waves.

Sequence the formation of a breaker onto shore.

1. slows water at the bottom of a wave near shore.

2. The of the wave keeps .

3. The top of the wave outruns the bottom and ,

or , onto the shore.

4. pulls the water back to sea.

Section 3 Ocean Waves and Tides (continued)

WavesI found this information

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Ocean Motion 155

Waves

Question Answer

How do waves

form?

How does water

move in waves?

What do waves

carry?

When do waves

stop forming?

What affects

the height of

waves?

Complete the graphic organizer about tides.

Tides

Are produced by the

.

Each giant wave is usually 1 to 2 high. Its

is thousands of kilometers long.

High Tide

As the crest nears shore, the sea

seems to .

Low Tide

As the trough nears shore, the sea

seems to .

The between the level of the ocean at high tide

and the level at low tide is .

Section 3 Ocean Waves and Tides (continued)

TidesI found this information

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156 Ocean Motion

Draw two pictures, one that shows waves forming in wind that

is blowing at 5 kilometers per hour and one that shows waves forming in wind that is

blowing at 20 kilometers per hour. Describe how the waves in each picture are different.

CONNECT IT

Ocean Motion 157

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Tie It TogetherTracking CurrentsGoods lost from wrecked ships have been used to track ocean currents. Read abouttracking ocean currents in your book. Then, using the map of surface currents in yourbook, predict where 80,000 pairs of shoes lost overboard by a freighter in the northernPacific would wash ashore. Explain your prediction, and draw a picture showing the pathsthe shoes might travel.

Prediction:

Name Date

158 Ocean Motion

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Ocean Motion Chapter Wrap-Up

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

Name Date










After reading this chapter, identify three main ideas from

the chapter.

SUMMARIZE IT

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Energy and Energy Resources 159


Energy and Energy Resources

Before 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


GLE 0607.10.2 Analyze various types of energy transformations. Also covers: GLE 0607.10.3, SPI 0607.10.1, ✓0607.T/E.3, ✓0607.10.1, ✓0607.10.3, SPI 0607.2.2, SPI 0607.10.2, SPI 0607.10.3, SPI 0607.10.4

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160 Energy and Energy Resources

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Energy and Energy ResourcesSection 1 What is energy?

mass

transfer

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 an object has due to its motion

energy carried by electric current

the sum of the kinetic and potential energy of the particles

in a material

energy stored in an object due to its position

energy carried by electromagnetic waves

Use a dictionary to define transfer.

✓0607.10.3 Design a model that demonstrates a specific energy transformation. SPI 0607.10.1 Distinguishamong gravitational potential energy, elastic potential energy, and chemical potential energy. Also covers: GLE 0607.10.2

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

1.

2.

3.

Organize information from your book to describe energy of

motion.

Complete the graphic organizer about 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 .

Kinetic Energy I found this information

on page .

Potential Energy I found this information

on page .

Name Date


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Synthesize your knowledge of each form of energy by providingexamples.

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 Energy Transformations

NewVocabulary

AcademicVocabulary

transformation

law of conservation of energy

generator

turbine

convert

Preview Section 2 of your book using the checklist.

Read all section headings.


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 to show their scientific meanings.

Use a dictionary to define convert.

✓0607.10.1 Compare potential and kinetic energy. SPI 0607.10.2 Interpret the relationship between potentialand kinetic energy. Also covers: GLE 0607.10.2, GLE 0607.10.3, SPI 0607.10.1, SPI 0607.10.3, SPI 0607.10.4

State the law of conservation of energy.

The law of conservation of energy states that

Model the potential and kinetic energy transformations that takeplace 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

EnergyI found this information

on page .

Using Energy I found this information

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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NewVocabulary

ReviewVocabulary

Name Date

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.Then write two topics that might be discussed.

1.

2.

Use resource in a sentence that shows its scientific meaning.

Define the key terms.

Use a dictionary to define percent.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another. Also covers: GLE 0607.Inq.2, GLE 0607.10.2, ✓0607.Inq.1, ✓0607.T/E.3, ✓0607.10.3, SPI 0607.Inq.3, SPI 0607.2.2

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

Disadvantages

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

EnergyI found this information

on page .

ConservingEnergy


on page .

Name Date


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

Tie It TogetherMake a Concept MapMake 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 table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.

Name Date

Summarize the main points of the chapter in a paragraph or

by using a concept map.

SUMMARIZE IT










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Electricity 171


Electricity

Before You ReadPreview the chapter and section titles and the section headings. List at least two ideas for each section in each column.

Name Date

Electricity 171

Write a paragraph describing a lightning flash you have seen. Include information about the weather conditions at the time.

Science Journal


GLE 0607.12.1 Describe how simple circuits are associated with the transfer of electrical energy. Also covers: GLE 0607.Inq.2, GLE 0607.12.2, ✓0607.Inq.1, ✓0607.12.1, ✓0607.12.3, SPI 0607.10.3, SPI 0607.12.1, SPI 0607.12.2

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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

ElectricitySection 1 Electric Charge

172 Electricity

element

overall

Skim Section 1 of your text. Write three questions that come tomind from reading the headings and looking at the illustrations.

1.

2.

3.

Write a scientific sentence using the term element.

Write the correct vocabulary term next to its definition.

material in which electrons cannot move easily from place

to place

positively or negatively charged atom

attractive force between positively and negatively charged objects

material through which electrons can easily move

space in which charges exert a force on each other

rapid movement of excess charge from one place to another

imbalance of electric charges on an object

Define overall using a dictionary.

GLE 0607.12.1 Describe how simple circuits are associated with the transfer of electrical energy. GLE 0607.12.2 Explain how simple electrical circuits can be used to determine which materials conductelectricity.

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

When an atom electrons, it becomes a negative ion.

When an atom electrons, it becomes a positive ion.

Compare and contrast how electrons and ions move. Completethe chart.

Create sketches to show how like and unlike charges attract orrepel each other.

Section 1 Electric Charge (continued)

ElectricityI found this information

on page .


on page .

Electric ForcesI found this information

on page .

Name Date

Electricity 173

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Electrons Ions

How they

move

Can they

move

through

solids?

Example

Compare conductors and insulators by completing the chart below.

Sequence the events leading to an electric discharge by lightning.

Summarize why grounding is important.

A cloud-to-ground lightning strike occurs when

.

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

.

The negative charge of the cloud

in the ground below.

Section 1 Electric Charge (continued)

Insulators andConductors


on page .

Induced ChargeI found this information

on page .

GroundingI found this information

on page .

Name Date

174 Electricity

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Insulator Conductor

Definition

Examples

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

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

CONNECT IT

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Electricity 175

ReviewVocabulary

Name Date

ElectricitySection 2 Electric Current

NewVocabulary

AcademicVocabulary

gravitational potentialenergy

electric current

circuit

voltage

resistance

potential

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

1.

2.

3.

Define gravitational potential energy using your book.

Use your book to define each key term.

Use a dictionary to define potential as it is used to discusselectricity.

✓0607.12.3 Compare and contrast the characteristics of objects and materials that conduct electricity withthose that are electrical insulators. Also covers: GLE 0607.12.1, GLE 0607.12.2, SPI 0607.10.3, SPI 0607.12.2

Model a simple electric circuit by completing the diagram below.• Mark the positive and negative ends of the battery.

• Draw wires to complete the circuit.

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

Organize information by completing the flow chart describing howa current flows in a circuit powered by a battery.

The battery produces in the wire.

The electric field forces to move toward the

.

The electrons with in the wire.

After each collision, electrons

.

Section 2 Electric Current (continued)

Flow of ChargeI found this information

on page .


on page .

Name Date

176 Electricity

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

conclude about these wires.

CONNECT IT

Create a concept web to summarize at least six facts aboutbatteries.

Classify the following pairs of items according to their resistance.List each item on a line beneath the correct end of the arrow.

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

• insulator/conductor • tungsten filament/copper

Lower Resistance Higher Resistance

Section 2 Electric Current (continued)


on page .

Resistance


on page .

Name Date

Electricity 177

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178 Electricity

NewVocabulary

ReviewVocabulary

Name Date

ElectricitySection 3 Electric Circuits

AcademicVocabulary

power

Ohm’s law

series circuit

parallel circuit

electric power

output

Scan Section 3 of your book. Write three facts you discovered aboutelectric circuits as you scanned the section.

1.

2.

3.

Write a sentence using the word power to show its scientificmeaning.

Define each key term using your book or a dictionary.

Use a dictionary to define output.

SPI 0607.12.1 Identify how simple circuits are associated with the transfer of electrical energy when heat,light, sound, and chemical changes are produced. Also covers: GLE 0607.12.1, ✓0607.12.1, ✓0607.12.2

Identify how voltage and resistance affect current.

Complete the mathematical equation that describes Ohm’s law.

voltage (volts) � (amperes) � (ohms)

OR

I �

Model a simple series circuit and a simple parallel circuit bydrawing a diagram of each.

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

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

Current Voltage increases

Current Resistance increases

Section 3 Electric Circuits (continued)

Controlling theCurrent


on page .


on page .

Series andParallel Circuits


on page .

Name Date

Electricity 179

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Series Circuit

Parallel Circuit

Compare two ways that electric circuits are protected.

Summarize how electric power is calculated. Complete theequation.

power (watts) � (amperes) � (volts)

OR

P �

Create a list of tips that people can use to prevent electrical shockand a list of tips to avoid being injured by lightning.

Section 3 Electric Circuits (continued)

ProtectingElectric Circuits


on page .

Electric PowerI found this information

on page .

Electrical SafetyI found this information

on page .

Name Date

180 Electricity

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Protecting Electric Circuits

Device How It Works

Fuse

Circuit

breaker

Ways to Prevent Ways to Keep Safe Electrical Shock from Lightning

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

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

SYNTHESIZE IT

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Electricity 181

Tie It TogetherInvent an electrical device that uses a simple circuit powered by a battery.You can design your device to use a series circuit, a parallel circuit, or both.For example, it can power an electric motor, light a bulb, or ring a bell.Draw a diagram of your device below, label its parts, and explain its purpose and how it works.

Name Date

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182 Electricity

Electricity Chapter Wrap-Up

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

Name Date


learned about electricity.

SUMMARIZE IT










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