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Instructions for CopyingAnswers are printed in non-reproducible blue. Copy pages on a light

setting in order to make multiple copies for classroom use.

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iiiActivity Lab Book

ContentsLIFE SCIENCE

Chapter 1 Kingdoms of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Chapter 2 The Animal Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Chapter 3 Living Things in Their Environments . . . . . . . . . . . . . . . . .42

EARTH SCIENCE

Chapter 4 The Solar System and Beyond . . . . . . . . . . . . . . . . . . . . . . .68

Chapter 5 Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

PHYSICAL SCIENCE

Chapter 6 Light and Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Chapter 7 Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Everyday Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Learning Labs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Teacher Notes for Everyday Science . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Teacher Notes for Learning Labs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

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vActivity Lab Book

Science Safety ContractScience Safety ContractScience Safety Contract

Dear Parent or Guardian,

Today our science class talked about how to work safely when doing

laboratory experiments. It is important that you be informed regarding the

school’s effort to promote a safe environment for students participating in

laboratory activities. Please review the safety rules and this entire Safety

Contract with your child. This contract must be signed by both you and your

child in order for your child to participate in laboratory activities.

Safety Rules:

1. Listen carefully and follow directions.

2. Perform only those experiments approved by your teacher. If you are not

sure about something, ask your teacher.

3. Take great care when handling and moving chemicals and hot materials.

4. Conduct yourself in a responsible manner at all times.

5. Always clean up after you have fi nished an experiment.

6. Always wash your hands before and after an experiment.

7. Do not eat, drink, or chew gum in the laboratory.

Date: __________

I have read and reviewed the science safety rules with my child. I consent to my child’s participation in science laboratory activities in a classroom environment where these rules are enforced.

Parent/Guardian signature: ___________________________

I understand that it is important to work safely in science class. I understand the rules and will follow them.

Student signature: __________________________________

A4_ALB_FM_SK07.indd 5 11/7/06 5:18:46 PM

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vi Guía de actividades de laboratorio

Acuerdo de Seguridad para Ciencias

Estimados padres o tutor:

Hoy hemos hablado en nuestra clase de Ciencias sobre cómo mantener

la seguridad al realizar experimentos científi cos. Es importante que ustedes

estén informados del propósito de la escuela de promover un entorno

seguro para los estudiantes que participan en las prácticas de laboratorio.

Por favor, examinen cuidadosamente con su niño o niña las reglas siguientes

y el Acuerdo de Seguridad. El acuerdo debe ser fi rmado tanto por uno de

ustedes como por su niño o niña para que él o ella pueda participar en las

actividades de laboratorio.

Reglas de Seguridad:

1. Escucha con atención y sigue las indicaciones.

2. Haz sólo los experimentos aprobados por tu maestro o maestra.

Pregúntale a él o a ella si no estás seguro de algo.

3. Ejercita sumo cuidado al manipular y transportar productos químicos y

materiales calientes.

4. Compórtate en todo momento de manera responsabla.

5. No te olvides de limpiar cuando termines de realizar un experimento.

6. Lávate siempre las manos antes y después de hacer un experimento.

7. No comas, bebas ni mastiques chicle en el laboratorio.

Fecha: __________

He leído y examinado las reglas de seguridad de ciencias con mi niño o niña. Doy mi consentimiento para su participación en las actividades del laboratorio de ciencias en un entorno donde se hagan cumplir estas reglas.

Firma de uno de los padres o tutor: _______________________

Sé la importancia que tiene trabajar con seguridad en la clase de Ciencias. Comprendo las reglas y me comprometo a seguirlas.

Firma del estudiante: ___________________________________

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ExploreName Date

What do you know about volcanoes?Inquiry Discuss with students what they know about volcanoes. Ask:

▶ Why are some mountains volcanoes?

▶ What happens when a volcano erupts?

▶ Why do some volcanoes explode more violently than others?

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1Be a Scientist Activity Lab Book

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Explore Name Date

Explore MoreHow does water vapor affect how volcanoes erupt? Design a plan to find out the answer.

Open Inquiry What are the possible effects of a gas being released by volcanic eruptions? Think of your own question about this topic. Make a plan to find out an answer to your question.

My question is:

How I can test it:

My results are:

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Alternative Explore

Name Date

What do you know about studying volcanoes?Explore volcanoes further.

What causes volcanic eruptions?

How do you think scientists such as Jim Webster and Francesca Sintoni study volcanoes?

Imagine you were going with Francesca to visit a volcano. What things would you bring?

Imagine you were working with Jim in the lab. What type of equipment would you use to study volcanoes?

On a separate piece of paper, draw a picture of yourself at work with either Jim or Francesca.

• encyclopedias

• Internet

• drawing supplies

Materials

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3Be a Scientist Activity Lab Book

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Explore Name Date

What are living things made of?

PurposeUse different ways of observing to explore the parts of plants.

Procedure

Infer Draw an onion plant. Label its parts. How might each part help the plant to live?

Ask your teacher to cut the plant lengthwise. Draw what you see in a data table.

Observe Look at the onion skin and the leaf with a hand lens. Draw what you see in your data table.

Ask your teacher for the prepared slides. One has onion skin. The other has a leaf. Look at the slides under a microscope. (Use high and low power.) Draw them in your data table.

• onion

• leaf

• hand lens

• prepared slides of onion skin and leaf

• microscope

Materials

Possible answer: The plant’s roots provide

it with nutrients and water, and the leaves

make food for the plant.

Students should draw and label

the layers of the onion bulb.

Drawings should show smaller

structures that are not fully

recognizable.

Students should draw small

boxes with small dots inside,

representing the individual

cells and nuclei.

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4 Chapter 1 • Kingdoms of Life Use with Lesson 1Activity Lab Book Cells

ExploreName Date

Draw Conclusions

Communicate How did your observations change as you looked more closely?

Interpret Data What do both the onion skin and the leaf seem to be made up of?

Explore MoreWhat might you see if you looked at the onion’s roots? Make a plan to test your idea. Then try it!

Open Inquiry Think of your own question about what other plants are made of.

My question is:

How I can test it:

My results are:

Both the onion skin and the leaf are made up of cells of similar size.

Students should report that they were able to see smaller structures

as they used the microscope.

Possible answer: I will look at the onion’s roots under a microscope. I

would expect to see similar cells in the onion root as in the onion skin.

Sample question: What are flowers made of?

Sample answer: I will take apart a flower and look at its

leaves, petals, and slices of its stalk under a microscope.

Sample answer: Flowers are made up of cells.

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5Chapter 1 • Kingdoms of Life Use with Lesson 1Activity Lab Book Cells

Name Date Alternative Explore

What are some different

shapes of cells?

PurposeResearch the different shapes of cells.

Procedure

Predict What are possible shapes of cells?

Observe Use reference materials to find out the different shapes of cells.

Interpret Data How are the shapes of cells different?

Communicate Make drawings of at least two different cell shapes you observed.

Materials

• encyclopedia, the Internet, or other reference materials

• paper

• crayons

Possible answers: round, flat, square,

rectangular, triangle-shaped, irregular shape

Possible answer: Some are round and others have irregular shapes.

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Quick LabName Date

Cells, Tissues, and Organs

One by one, each student calls out a cell name—blood, nerve, or muscle—in that order. Each student writes the name of the cell on a card.

Make a Model The “cells” students model organs by pairing up in groups of two. For example, two nerve cells standing together represent nerve tissue.

The “tissues” students model organs by forming groups of three different tissues.

Find a way to model an organ system.

Materials

• index cards or pieces of paper

• pencil

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Name Date

ObserveYou have read about the organ systems of plants. An organ system performs a job. Plants have an organ system to move water from the ground into the plant’s cells. How do scientists know this? They observe plants.

▶ Learn ItWhen you observe, you use one or more of your senses to learn about the world around you. Even though scientists know a lot about plants, they continue to observe them. Scientists are always learning new things about plants. They record their observations so they can share information with others. They use their observations to try to understand things in our world. You can, too.

Focus on Skills

• water

• jar

• blue food coloring

• spoon

• celery stalk

• scissors

Materials

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Focus on Skills

Name Date

▶ Try ItIn this activity, you will observe how water moves through a plant. Remember to record your observations.

Pour 100 mL of water into a jar. Add a few drops of blue food coloring to the jar. Stir the contents with a spoon.

Use scissors to cut about 3 cm off the bottom of a fresh celery stalk. Put the stalk in the jar of water. Record the time when you do this.

Observe the celery for 30 minutes. Record your observations. Use your observations to describe how water moves through a plant.

What I Did What I Observed

Add celery stalk to 100 mL of

water with blue food coloring.

the food coloring moving

through the celery stalk

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Name Date Focus on Skills

▶ Apply ItNow observe how water travels through other plants. Repeat your inquiry using a white flower, such as a carnation. Record your observations. Then share them with your classmates.

What I Did What I Observed

Students should repeat the experiment with a white carnation and record their results. Students may also wish to try the experiment with additional plants.

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10 Chapter 1 • Kingdom of Life Use with Lesson 1Activity Lab Book Cells

ExploreName Date

How are organisms classified?

PurposeExplore how to sort animals and plantsinto groups using different characteristics.

Procedure

Choose ten different animals and plants. You may pick organisms that you see in your neighborhood. You may also use some of the organisms shown in your textbook. Make a card for each organism you choose.

Observe How are the organisms alike? How are they different? Do the animals have wings, beaks, or tails? Do the plants have seeds or flowers? Make a data table on a separate piece of paper. Record each organism’s characteristics.

Classify Sort your cards into groups that have similar characteristics. This is one way scientists classify animals and plants.

Draw Conclusions

Observe What are the characteristics of the organisms in each group? Make a list.

• paper

• scissors

• colored markers

Materials

Possible answers: All of the plants are alike because they are green.

All of the animals are alike because they cannot make their own

food. Some plants grow flowers and others grow fruit. Birds fly; fish

swim; dogs and cats run.

Students should explain which characteristics they used to classify

their organisms.

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11Chapter 1 • Kingdoms of Life Use with Lesson 2Activity Lab Book Classifying Living Things

Explore Name Date

Predict Will your classification scheme work for other organisms? Think of other animals or plants that could be placed into each group.

Explore MoreFind out how other students sorted their organisms. Are their groups the same as yours? Which characteristics did other students use? Compare them to the characteristics of your organisms.

Open Inquiry Think of your own question about animals that fly. Design and carry out an experiment to classify these organisms.

My question is:

How I can test it:

My results are:

Students should discuss how their classmates sorted organisms and how

those classification methods differed from their own.

Sample question: How are animals that fly different from

each other?

Sample answer: I can observe animals that fly and

research them in books.

Sample answer: Birds use their wings to fly. Some birds

have long, narrow wings, and others have shorter wings.

Students should name other organisms that can be classified into

the groups they made.

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12 Chapter 1 • Kingdoms of Life Use with Lesson 2Activity Lab Book Classifying Living Things

Alternative Explore

Name Date

What are some characteristics

of insects?

PurposeIdentify which traits insects have in common.

Procedure

Predict Which traits do you think all insects have in common?

Observe Use reference materials to look at pictures of different insects. Look at how many legs each insect has. Do all insects have wings? How many body parts do you see?

Describe Write three sentences that describe the common traits you saw.

Communicate Record your observations of three insects in the chart below.

Insect Number of Legs

Number of Body Parts

Wings Other Observations

Materials


Answers will vary. 6 3 Yes Answers will vary.



Possible prediction: They are small, have wings, can fly, and have

lots of legs.

Possible answer: All of the insects have wings and three or more

body parts.

Possible answer: The insects I saw all had wings. They all had six

legs. The insects I saw had at least three body parts.

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13Chapter 1 • Kingdoms of Life Use with Lesson 2Activity Lab Book Classifying Living Things

Quick Lab Name Date

Observe a One-Celled Organism

Observe Using a microscope, look carefully at the organism on your slide.

Classify Is your organism made of one cell or many cells? How can you tell?

The microscope you are using is not strong enough to view individual bacteria. What kind of organisms are you observing?

• microscope

• prepared slides

Materials

Possible answer: It is a single-celled organism. I can see spaces

between the cells, which indicates that they are different organisms.

Possible answer: I am observing protists.

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14 Chapter 1 • Kingdoms of Life Use with Lesson 2Activity Lab Book Classifying Living Things

ExploreName Date

How are leaves different

from each other?

Make a Prediction How do leaves from different plants differ from each other? Write a prediction.

Test Your Prediction

Observe Use the hand lens to observe both leaves carefully. What do you notice?

Communicate Record your observations in the chart below. How are the leaves different?

Leaf Trait Leaf A Leaf B

texture

color

size

shape

• leaves from 2 plants

• hand lens

Materials

Possible prediction: Some leaves are larger or smaller than the others.

Some leaves are different colors. Some have different shapes.

Possible answers: One leaf is larger than the other; one is thicker

than the other; one is greener than the other.

Answers will vary. Answers will vary.




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15Chapter 1 • Kingdoms of Life Use with Lesson 3Activity Lab Book The Plant Kingdom

Explore Name Date

Draw Conclusions

Infer Tell what each leaf trait on the chart is for. For example, you might infer that fuzzy leaves are for catching rain. Colored leaves might be for attracting insects. Record your ideas.

Explore MoreWhat leaf traits do both leaves have in common? Tell what each shared leaf trait is for. Make a plan to test your idea.

Open Inquiry Think of your own question about the appearances of other kinds of leaves.

My question is:

How I can test it:

My results are:

Possible answers: Greener, larger leaves may make more food and

provide more shade to other plant parts. Pointy leaves protect the

plant from being eaten by animals.

Possible answer: Both leaves are thin. Both leaves are also shiny on one

side and dull on the other. Students should explain how they plan to find

out what each shared leaf trait is for.

Sample question: Are leaves with shiny surfaces different

from other leaves?

Sample answer: I will collect shiny leaves and observe

how they differ from regular leaves.

Sample answer: Shiny leaves are similar to regular

leaves, except that the shiny surface protects the plant from the Sun by

deflecting its rays.

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16 Chapter 1 • Kingdoms of Life Use with Lesson 3Activity Lab Book The Plant Kingdom

Alternative Explore

Name Date

How are flowers different?

PurposeLook at pictures of several kinds of flowers to determine how they are different from each other.

Procedure

Predict In what ways do you think flowers will be different from each other?

Observe Look at pictures of several different flowers. Observe their shapes, colors, sizes, and structures.

Infer Why do you think flowers have different shapes and sizes?

Communicate Draw two flowers that you observed that have different traits.

• encyclopedia, the Internet, and other reference materials

• paper

• crayons

Materials

Possible prediction: Flowers have different colors. Flowers have

different shapes and sizes. Flowers have different scents.

Possible answer: Flowers have different traits because they come

from different parent plants. Flowers also have different traits

because they do different things.

Drawings should include

details that show how the

traits of each plant are

different.

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Quick Lab Name Date

How do mosses get water?

Cut a sponge into strips of different lengths.

Pour water into several paper cups. Place the narrow end of each sponge into a cup of water. Some sponges will stand taller than others.

Observe What happens to the water?

Which sponge got completely wet first? Which took longest to become wet?

Infer Why do you think mosses are so small?

• pieces of sponge

• scissors Be Careful.

• paper cups

• water

Materials

Possible answer: It becomes absorbed by the

sponges.

Possible answer: The smallest sponge became completely wet first.

The largest sponge took the longest to become wet.

Possible answer: They do not have tubes to carry water. They are

small so that they can get water directly from the ground.

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Be a Scientist

Name Date

Structured Inquiry

How do root hairs affect the

amount of water a plant can

absorb?

Form a HypothesisRoot hairs are found on the roots of most plants. They help plants to take in water and nutrients. Does the number of root hairs affect the amount of water a plant can absorb? Write your answer as a hypothesis in the form, “If a plant has more root hairs, then . . .”

Test Your Hypothesis

Observe Look at the root slide with a microscope. Draw and describe the root and root hairs.

Measure Pour 100 mL of water into two jars. Mark the water level with a marker. Cover each jar with plastic wrap. Secure the plastic wrap with a rubber band.

Poke a small hole in the plastic wrap of one jar. Push one onion plant bulb through the hole. The bulb and roots should be under the water. Cut 3 cm off the ends of the leaves.

Take another onion plant bulb. Rub the root hairs off the roots using your fingernails. Repeat step 3 with the second jar.

Observe Check the jars every hour. Record your observations. Note any changes to the plants or the water level in the jars.

• microscope and prepared slide of root

• marker

• water

• 2 plastic jars

• plastic wrap

• 2 rubber bands


• onion plants with roots

Materials

Possible hypothesis: If a plant has more root

hairs, then it will absorb more water.

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Name Date Be a Scientist

Draw Conclusions

Communicate Did your results support your hypothesis? Why or why not?

What did you observe when you looked at the slide of the root?

Interpret Data What happened to the water level in each jar during the activity? Why do you think this happened?

9 Infer What would happen to a plant if the root hairs were damaged by insects?

Possible answer: Yes, my hypothesis was that more root hairs

absorbed more water. After I rubbed the root hairs off, the plant

absorbed less water.

Possible answer: I saw small hairs on each root.

Possible answer: The water level in the jar with the sample with root

hairs decreased more than in the jar with the sample without root

hairs. This happened because the root hairs absorbed more of the

water, causing the water level to decrease.

The plant would not be able to take in as much water. If the root

hairs do not grow back, the plant might die.

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Be a Scientist

Name Date

Guided Inquiry

How do taproots and fibrous

roots differ?

Form a HypothesisHow does the type of root affect the amount of water a plant can absorb? Do fibrous roots absorb more water than taproots? Write a hypothesis.

Test Your HypothesisDesign a model to illustrate how the type of root affects the amount of water a plant can absorb. Use classroom materials in your model. Write out the materials you need and the steps you will follow. Record your results and observations.

Draw ConclusionsDid your results support your hypothesis? Why or why not?

Possible hypothesis: Fibrous roots absorb the same amount of water as

taproots.

Possible answer: Make a model of fibrous roots by cutting four pieces of

string and tying them together at one end. Dip them briefly in water and

observe the water level. Take another four pieces of string and roll them

around your fingers to make a bundle. This models a taproot. Dip the

bundle briefly into the water and observe the water level.

Possible answer: The results supported my hypothesis. The fibrous root

model absorbed the same amount of water as the taproot model.

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Ask a Question

Form a Hypothesis


Draw Conclusions

Remember to follow the steps of the

scientific process.


Open Inquiry

What else would you like to learn about roots? Write a hypothesis. Then design an experiment to answer your question.

My question is:

How I can test it:

My results are:

Sample question: Are plant roots different on plants,

such as cactuses, that live in an environment with limited amounts of

water?

Sample answer: I can use available resource materials

to research how cactus roots provide water to plants in the desert.

Sample answer: Desert plants, such as cactuses, grow

long, shallow root systems that soak up as much water as possible when

it rains, since rainfall is brief and infrequent in the desert.

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ExploreName Date

Does a seed need water

to grow?

Make a PredictionWhat happens to a seed that does not get any water? Write a prediction.


Line each cup with a folded paper towel. Crumple two more paper towels. Place one in each cup to hold the lining in place. Label one cup water and the other no water.

Place one bean about two centimeters from the bottom of each cup. Place it between the paper towel lining and the side of the cup.

Use Variables Fill the graduated cylinder with water.Drip the water into the cup labeled water. Add just enough water to wet the paper towels. Do not wet the paper towels in the other cup.

Observe Place both cups in a sunny spot. Keep the lining of the cup labeled water moist. Observe the beans every day for ten days. Record your observations in a table like the one shown.

• 2 plastic cups

• paper towels

• marker

• lima beans

• water

• small graduated cylinder

Materials

Possible prediction: Seeds need water or they

will not grow.

After 3 or 4 days,

students should

observe seeds

sprouting in the cup

labeled water.

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23Chapter 1 • Kingdoms of Life Use with Lesson 4Activity Lab Book Flowers and Seeds

Explore Name Date

Draw Conclusions

Compare your results with those of your classmates. How are they alike? Different?

Infer Was your prediction correct? Does a seed need water to grow?

Explore MoreDoes a seed need sunlight to grow? Write a hypothesis. Plan an experiment to test it.

Open Inquiry Think of your own question about other factors that might affect how a seed grows.

My question is:

How I can test it:

My results are:

Students should explain how their results are similar to or different

from the results attained by their classmates.

Possible answer: If a seed does not get sunlight, then it will not grow.

I will repeat the previous activity, but this time I will place one cup in a

dark location and another in a sunny location.

Sample question: Does temperature affect seed growth?

Sample answer: I can repeat the previous activity but

this time vary the temperatures of the locations in which I place the

cups.

Sample answer: Seeds need the correct temperature in

order to grow.

Possible answer: Yes, my prediction was correct. A seed needs

water to grow.

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24 Chapter 1 • Kingdoms of Life Use with Lesson 4Activity Lab Book Flowers and Seeds

Alternative Explore

Name Date

Does a seed need to be

warm to grow?

Form a HypothesisHow does temperature affect seed growth?


Take 2 paper cups and put a piece of paper towel in each. Place two corn seeds in each cup. Put crumpled paper towels on top of the seeds. Add water until the paper towels are damp.

Put one cup in the refrigerator. Put the second cup in a warm place in the classroom.

Predict In which cup will the seed grow first?

Observe Check your seeds every day for at least five days. Be sure to keep the paper towels damp at all times. Record your observations in the table below.

Day 1 Day 2 Day 3 Day 4 Day 5

Warm Seed

Cold Seed

Was your hypothesis correct? How does temperature affect how a seed grows?

• paper cups

• paper towels

• corn seeds

• water

Materials

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25Chapter 1 • Kingdoms of Life Use with Lesson 4Activity Lab Book Flowers and Seeds

Quick Lab Name Date

Make a Seed Model

Design a “seed” that could be dropped from a tree. Your goal is to make the seed fall the farthest from where you drop it.

Make a Model Build your seed. Make sure it includes a weight, such as a paper clip.

Measure Drop your model from the same height several times. Each time, measure and record the distance that the seed travels.

Height Distance Traveled

Compare your results with those of your classmates. Which design worked best? Why?

• construction paper

• tape

• paper clips

• yardstick or tape measure

Materials

Students should cite specific details when explaining with which

design the seed traveled the farthest.

Students should record height

measurements.

Students should record

distance measurements.

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26 Chapter 1 • Kingdoms of Life Use with Lesson 4Activity Lab Book Flowers and Seeds

ExploreName Date

What makes an earthworman animal?Make a Prediction Which characteristics does an earthworm have that make it an animal? Write a prediction.


Observe Take the earthworm out of the terrarium. Place it on a damp paper towel. What does the earthworm do? Watch how it moves. Record your observations.

Observe Gently touch the worm with your finger. Watch what happens. Record your observations.

Observe After a few days, observe the terrarium. Do you notice any changes in the earthworm’s environment?

• living earthworm

• soil

• leaves

• damp paper towel

Materials

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27Chapter 2 • The Animal Kingdom Use with Lesson 1Activity Lab Book Invertebrates

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Explore Name Date

Draw Conclusions

Communicate How did the earthworm respond when you touched it?

Infer Does the earthworm have a skeleton? How can you tell?

What characteristics does the earthworm have that make it an animal?

Explore MoreObserve other kinds of animals. Do they have the same characteristics as the earthworm?

Open Inquiry Think of your own question about how animals respond and move.

My question is:

How I can test it:

My results are:

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28 Chapter 2 • The Animal Kingdom Use with Lesson 1Activity Lab Book Invertebrates

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Alternative Explore

Name Date

How does a snail respond?Make a PredictionHow do you think a snail will respond to its environment? Write a prediction.


Observe Place a snail in one side of a plastic petri dish. Observe the snail. What does the snail do? How does it move?

Observe Gently touch the snail’s head with a cotton swab. What happens to the snail when you touch it?

Observe Tear up a lettuce leaf into small pieces. Place the lettuce pieces in the dish with the snail. How does the snail react to the lettuce?

Communicate Was your prediction about how a snail would respond to the environment correct? Explain why or why not.

• snail

• plastic petri-dish lid

• cotton swabs

• lettuce leaf

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A4_ALB_C02_SK07.indd 29 11/3/06 3:20:22 PM

Quick Lab Name Date

How Jellyfish Move Make a Model Blow up a balloon. Hold the end of the balloon tight so the air cannot escape. The balloon models the hollow shape of a jellyfish. The air inside represents water that fills the animal’s body.

What do you think will happen when you let go of the balloon?

Observe Let go of your balloon. What happens? How does this model the way a jellyfish moves?

• balloon

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A4_ALB_C02_SK07.indd 30 11/3/06 3:20:26 PM

Focus on Skills

Name Date

ClassifyYou know that some animals are vertebrates and others are invertebrates. This grouping depends on whether or not an animal has a backbone. Scientists group, or classify, living things based on the traits they share.

One way to classify animals is by the presence of a backbone. You can also classify animals by other traits, such as symmetry. Symmetry describes how the body parts are arranged.

▶ Learn ItWhen you classify, you place things that share properties into groups. Classifying is a good way to organize data. You can probably remember the properties of a few groups. It’s harder to remember these properties when you have thousands of groups!

It’s important to keep good notes when you classify. Your notes can help you see why things belong in the same group. They also help you to classify things in the future.

▶ Try ItClassify animals by their symmetry. Most animals, like butterflies, have bilateral (by·LAT·uh·ruhl) symmetry. This means that their two sides are alike. Others, like sea stars, have radial (RAY·dee·uhl) symmetry. That means their body parts stretch out from a central point. A few animals have no symmetry at all.

Look at each animal pictured on the next page.

Write each animal’s name on a chart like the one shown at the end of the activity.

Mark an X on the chart to show the kind of symmetry each animal has.

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desert tortoise

bat

barrel sponge

June beetle

jellyfi sh

red fox

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Focus on Skills

Name Date

▶ Apply It

Study the data on your chart. How many animals have radial symmetry? Bilateral symmetry? How many animals had no symmetry?

Look at old magazines or the Internet for photos of animals. Add them to your chart. You can also make a new chart to compare them.

Classify the symmetry of each new animal. Try to find at least one animal that shows each type of symmetry.

Now classify all the animals in a new way. Use size, color, or any other property you choose. Share your findings with the class.

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A4_ALB_C02_SK07.indd 33 11/3/06 3:20:37 PM

Explore Name Date

• modeling clay

• pencil

MaterialsWhat does a backbone do?Make a PredictionWhich can support more weight—an animal with a backbone or one without? Write a prediction.


Make a Model Using clay, make a model of an animal with four legs but no backbone.

Now make an identical clay model, this time with a backbone. Make your model the same size and shape as the first. Assemble the “backbone” by molding clay around a pencil.

Observe Use balls of clay to add weight to your models. How much weight can each model hold before

it breaks?

Draw Conclusions

Which model supported the weight better—the one with a backbone or without?

What advantage does a backbone give to a land animal?

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34 Chapter 2 • The Animal Kingdom Use with Lesson 2Activity Lab Book Vertebrates

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ExploreName Date

Infer What advantage would a backbone give to an animal that lives underwater?

Explore MoreMake a third model that uses pencils for the legs and the backbone. How does your new model compare to the others? What do the pencils in the legs represent?

Open Inquiry Think of your own question about other materials that could be used to model animal parts.

My question is:

How I can test it:

My results are:

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35Chapter 2 • The Animal Kingdom Use with Lesson 2Activity Lab Book Vertebrates

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How big are animals? Form a Hypothesis

Which kind of animals are bigger—vertebrates or invertebrates?


Use available reference materials to research the sizes and weights of some animals. Be sure to research examples of both vertebrates and invertebrates. Record your findings in the table.

Type of Animal Size of Animal Weight of Animal

Communicate Was your hypothesis correct? Which kind of animals is bigger? Why?

• encyclopedias, the Internet, or other reference materials

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36 Chapter 2 • The Animal Kingdom Use with Lesson 2Activity Lab Book Vertebrates

A4_ALB_C02_SK07.indd 36 11/3/06 3:20:44 PM

Quick LabName Date

How Birds Fly Measure Cut a strip of paper about 5 cm wide and 20 cm long.

Put the top 2 cm of the strip between the cover and the first page of an open book. Close the book.

Hold the book near your mouth with the long side horizontal. Gently blow across the top of the paper.

What happens to the paper when you blow across it?

Infer The shape of a bird’s wing is like an airplane wing. Both keep more air moving across the top of the wing than below it. How does this help birds fly?

• paper

• scissors

• ruler

• book

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37Chapter 2 • The Animal Kingdom Use with Lesson 2Activity Lab Book Vertebrates

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Step

Explore Name Date

How does a caterpillarchange as it grows?PurposeExplore how a caterpillar changes into a butterfly.

Procedure

Your teacher will give you a caterpillar. Place it gently inside the butterfly kit. Put the food and water in the proper place inside the kit.

Observe Look carefully at your caterpillar each day. Record any changes in a table like the one shown.

Draw Conclusions

Interpret Data How many different forms did your caterpillar take? Describe each form.

• butterfly kit

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38 Chapter 2 • The Animal Kingdom Use with Lesson 3Activity Lab Book How Animals Change

A4_ALB_C02_SK07.indd 38 11/3/06 3:20:56 PM

ExploreName Date

How does the final stage of a caterpillar’s life compare with the first stage?

Predict Do all caterpillars go through these same life stages? Design an investigation that you could test.

Explore MoreDo other animals have different stages of development? How could you find out?

Open Inquiry Think of your own question about the things that happen to a caterpillar while it’s becoming a butterfly.

My question is:

How I can test it:

My results are:

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39Chapter 2 • The Animal Kingdom Use with Lesson 3Activity Lab Book How Animals Change

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What is incomplete metamorphosis? Make a PredictionWhich insects undergo an incomplete metamorphosis? Write a prediction.

Procedure

Research Use reference books to find out about the metamorphosis of the insects in your prediction.

Communicate What are the stages of incomplete metamorphosis?

Communicate Which insects go through incomplete metamorphosis?

Draw a Conclusion Was your prediction correct?


Materials

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40 Chapter 2 • The Animal Kingdom Use with Lesson 3Activity Lab Book How Animals Change

A4_ALB_C02_SK07.indd 40 11/3/06 3:21:00 PM

Quick LabName Date

Animal Cards Make two sets of inherited traits. Use yellow cards for female parents and orange cards for male parents.

Write an example of a trait on each yellow card. On each orange card, write different examples of the same traits.

Use Numbers Choose one card from each set. How many combinations of different traits can you make?

Infer How do the cards model reproduction with two parents?

TraitsTraits

TraitsTraitsTraits

TraitsTraits

TraitsTraitsTraits

• yellow index cards

• orange index cards

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41Chapter 2 • The Animal Kingdom Use with Lesson 3Activity Lab Book How Animals Change

A4_ALB_C02_SK07.indd 41 11/3/06 3:21:04 PM

Step

Explore Name Date

What can you find in an environment?Make a Prediction What living and nonliving things might you find in your environment? Write a prediction.


Measure Mark off an area of ground that is about one meter square. Push a clothespin in the ground at each corner. Wrap yarn around the tops of the four clothespins as a border.

Observe Using your hand lens, look at the living and nonliving things inside the square.

Make a data table on a separate piece of paper to record what you see. Label each object as living or nonliving.

Communicate Share your findings with a classmate. Compare what was in the environments each of you observed.

• tape measure

• 4 clothespins

• ball of yarn

• hand lens

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42 Chapter 3 • Living Things in Their Environments Use with Lesson 1Activity Lab Book Introduction to Ecosystems

A4_ALB_C03_SK07.indd 42 11/2/06 3:24:06 PM

ExploreName Date

Draw Conclusions

Classify How many different kinds of living and nonliving things were in your environment? Which did you see more of?

Does your data match your prediction? How?

How did your data differ from your classmate’s? How were the data similar?

Explore MoreWould you get the same results if you looked at a different square meter in the same environment? Try it. Compare and contrast your results. Include the results of your classmates.

Open Inquiry Think about how insects interact with their environment. Formulate a question on this topic. Then design and carry out an experiment to answer it.

My question is:

How I can test it:

My results are:

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43Chapter 3 • Living Things in Their Environments Use with Lesson 1Activity Lab Book Introduction to Ecosystems

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Which living and nonliving things make up an environment?Make a Prediction

The components of an environment can be divided into living and nonliving things. Make a prediction about the different living and nonliving things that you can find in different environments.


Find photos of desert and ocean environments. For each environment, make a list of the things you see in it. Divide the list into living and nonliving things.

Draw Conclusions

What things did you find in both desert and ocean environments? What things only existed in one of the environments?

How do the nonliving things that make up an environment affect the types of living things found there?

• research materials such as the Internet and books

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A4_ALB_C03_SK07.indd 44 11/2/06 3:24:11 PM

Quick LabName Date

Sun and Shade Obtain two plants of the same type that are of similar size. Label one pot shady and the other sunny.

Use Variables Put the plant labeled sunny in bright sunlight. Place the other plant in a dark or shady location.

Keep the soil in both plants moist using the same amounts of water.

Observe each plant every day for two weeks. Record your observations in a data table.

Interpret Data Which variables did you control? What can you conclude about how well each ecosystem supplied the needs of each plant?

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PredictScientists use what they know about a subject to plan their experiments. You know that plants depend on air, soil, light, and water. Knowing this information, you can investigate plants and their needs. You can predict what might happen in an experiment.

Learn ItWhen you predict, you state the possible results of an event or experiment. You base your statement on what you already know. First, you tell what you think will happen. Then, you conduct your experiment. Finally, you analyze your results to determine if your prediction was correct.

Try ItHow well do you predict a seed will grow in polluted soil? Use what you have learned about plants and ecosystems to make your prediction. Write your prediction. Then, experiment to see if your prediction was correct.

Label one milk carton A and the other one B. Place one cup of soil in each carton. Push 5 bean seeds just below the surface of the soil in each carton. Water the soil just until it is moist.

• 2 milk cartons

• measuring cup

• soil

• 10 bean seeds

• water

• safety goggles

• graduated cylinder

• vinegar

• red food coloring

Materials

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Focus on Skills

Name Date

Be Careful. Wear safety goggles. Measure 80 mL of vinegar into the measuring cup. Place 5 drops of red food coloring in the vinegar. Carefully pour the liquid into carton B.

Place the cartons near a sunny window. Add equal amounts of water to each carton every 2–3 days. Observe both cartons after 2 days, 7 days, and 10 days. Write your observations in a chart like the one shown.

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In which carton did the seeds grow better? Compare your results to your prediction. Was your prediction correct?

Carton B models polluted soil. Use a spoon to dig up the soil in carton B. Can you still see the food coloring? What does this tell you about pollution?

Apply ItNow that you have learned to think like a scientist, make another prediction. How do you predict different amounts of water will affect a plant’s growth? Plan an experiment to find out if your prediction is correct.

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Step

ExploreName Date

How much sunlight reaches a forest floor?PurposeModel how sunlight affects the kinds of plants that can grow on a forest floor.

Procedure

Use the materials to build paper trees with leaves. Remember that trees need many leaves to make their own food.

Make a Model With your classmates, tape all of the trees upright to a piece of cardboard. This is a model of a forest.

Shine a lamp over the top of the “forest.” Mark the places on the cardboard that get little or no light. Then mark the places that get a lot of light.


• scissors

• large piece of cardboard

• tape

• glue

• stapler

• lamp

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49Chapter 3 • Living Things in Their Environments Use with Lesson 2Activity Lab Book Biomes

A4_ALB_C03_SK07.indd 49 11/2/06 3:24:39 PM

Explore Name Date

Draw Conclusions

Interpret Data How would you describe the light that reaches a forest floor?

Infer What kinds of plants grow on the floor of a forest? Can you think of any examples?

Explore MoreWhat other factors affect the kinds of plants that can grow on the forest floor? Do some research. Report on your findings.

Open Inquiry Is there a relationship between the heights of trees in a forest and the needs of the trees? Think of your own question about the height of trees and how much light they need. Make a plan and carry out an experiment to answer your question.

My question is:

How I can test it:

My results are:

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50 Chapter 3 • Living Things in Their Environments Use with Lesson 2Activity Lab Book Biomes

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Alternative Explore

Name Date

How are animals suited to their environments?PurposeExamine the ways in which animals are suited to their particular environments.

Procedure

Predict Animals that live in different environments may appear or behave in very different ways. Some animals that thrive in one sort of environment are not able to live at all in another. How do you think animals that live in a cold, snowy environment or a hot, dry environment might look or behave?

With your group, choose one of these major environments, or biomes: tundra, taiga, deciduous forest, tropical rain forest, grassland, or desert. Research your environment and the animals that live there.

Communicate Make a group poster that shows these basic characteristics of your environment: temperature and rainfall, soil, plants, and animals. Highlight two animals that are well suited to this environment.

Communicate Give a group presentation of the highlighted animals and explain to the rest of the class why these animals are well suited to this environment.

• research materials such as the Internet and books

• color pencils or markers

• tape

• scissors

• poster board

Materials

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51Chapter 3 • Living Things in Their Environments Use with Lesson 2Activity Lab Book Biomes

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Quick Lab Name Date

Biome Soils Observe Examine each soil sample carefully. Record your observations in a table on a separate piece of paper.

Label three pots 1, 2, and 3. Place an equal amount of each soil type in its labeled pot.

Have your partner hold a pot over a pan. Pour in 120 mL of water.

Measure Record in the table above the time it takes for the water to drain. Measure and record the amount of drained water. Repeat with the other pots.

Infer Which soil holds water best? How might this affect how plants grow in different biomes?

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52 Chapter 3 • Living Things in Their Environments Use with Lesson 2Activity Lab Book Biomes

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ExploreName Date

Does the shape of a bird’s beak affect what it eats?PurposeExplore how the shape of a bird’s beak affects the kind of food the bird eats.

Procedure

Predict The first four materials represent different types of bird beaks. Which “beak” works best for picking up rice grains? Pieces of foam? Water? Record your predictions.

Experiment Try picking up each “food” with each type of beak. Record your results in the chart below.

• spoon

• fork

• straw

• chopsticks

• rice grains

• foam packing material

• cup of water

Materials

My Results

“Beak” Rice Foam Water My Prediction

spoon

fork

straw

chopsticks

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53Chapter 3 • Living Things in Their Environments Use with Lesson 3Activity Lab Book Animal Adaptations

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Explore Name Date

Draw Conclusions

Infer Were your predictions correct? Which beaks are best for picking up small, hard things? Large things? Soft things? Explain.

Explore MoreHow does the shape of an animal’s claw affect what it eats? Make a prediction. How could you test your ideas? Work with a partner to try it.

Open Inquiry Think about the relationship between bird migration and the availability of food. Develop a prediction and plan to find out if it is true.

My question is:

How I can test it:

My results are:

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54 Chapter 3 • Living Things in Their Environments Use with Lesson 3Activity Lab Book Animal Adaptations

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Alternative Explore

Name Date

How does beak shape affect a bird’s diet?Make a PredictionBirds have different types of beaks. Bird beaks are most often either long and thin or thick and wide. Predict which types of food each type of beak is suited for eating.


Observe Look at the pictures of bird beaks. Pick two with long, thin beaks and two with short, thick beaks. Write the names of the birds and a description of their beaks in a data table.

Classify Research what each bird eats. Write this information in the table.

Draw Conclusions

Interpret Data What types of food did the birds with thin beaks eat? With thick beaks?

Infer Why do you think these beak shapes are helpful with these particular types of food?

• pictures of different bird beaks

• reference materials

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55Chapter 3 • Living Things in Their Environments Use with Lesson 3Activity Lab Book Animal Adaptations

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Quick Lab Name Date

Mimicry Model Observe The animal on the right is a nonpoisonous scarlet king snake. The one below is a poisonous coral snake. Use these photos and the color ones in your textbook to compare the two snakes.

Make a Model Use markers, modeling clay, or other materials to model each snake. How are they alike? Different?

How could this saying save someone’s life? “Red touches yellow, kill a fellow. Red touches black, good for Jack.”

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56 Chapter 3 • Living Things in Their Environments Use with Lesson 3Activity Lab Book Animal Adaptations

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Focus on Skills

Name Date

Form a HypothesisYou have learned how adaptations such as camouflage help animals survive in their environments. Consider the skin of the salamander on the right. It lives in the forests of the southern United States. Its colors and patterns give the salamander camouflage in a forest. Scientists study camouflage to learn more about adaptations. They use what they learn to form a hypothesis they can test.

Learn ItWhen you form a hypothesis, you make a statement about what you think is true. A good hypothesis is based on observations or collected data. It’s important that your hypothesis makes sense and can be tested.

Try ItForm a hypothesis about how camouflage affects the ability of a predator to find prey. Will it take more time or less time? Write your hypothesis in the form, “If an animal is camouflaged, then the amount of time to find it . . .”

Choose a small animal from this lesson. Trace its outline on two sheets of tracing paper. Carefully cut out both shapes. Be Careful. Scissors are sharp.

marbled

salamander

• tracing paper

• color pencils or crayons

• scissors

• stopwatch

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Chapter 3 • Living Things in Their Environments Use with Lesson 3Activity Lab Book Animal Adaptations 57

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Color one copy of your animal to blend in with some visible part of your classroom. Record its traits in a chart like the one shown. Leave the other copy alone.

Predict how long it will take someone to spot the animal that is camouflaged. You cannot hide the animal under or behind anything.

Make a data table like the one shown. Then choose four classmates as “predators.” They will wear blindfolds or leave the classroom while you place your prey.

Test one predator at a time. Begin timing when your classmate takes off the blindfold or returns to the room. Record how long it takes each predator to find the prey.

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Focus on Skills

Name Date

Repeat steps 4–5 with the animal that is not camouflaged.

Compare both sets of data. How well do they match your prediction? Do your notice any patterns?

Apply ItDecide whether your results support or disprove your hypothesis. Explain your answer.

If your findings support your hypothesis, then choose a different variable to test. Does an animal’s shape or size affect how fast a predator finds it? Form a hypothesis that you can test. Then test it. Record and interpret your results.

If your findings do not support your hypothesis, go back and review your procedure. Was your animal well camouflaged? If not, try changing its colors or location. Review your original hypothesis. Does it still make sense? Form a new hypothesis if you need to. Then repeat the investigation using a different design or method.

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Chapter 3 • Living Things in Their Environments Use with Lesson 3Activity Lab Book Animal Adaptations 59

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Explore Name Date

How do plants respond to their environment?Make a Prediction Plants need sunlight to live. If the light is blocked, how will a plant respond? Write your prediction.


Be Careful. Handle scissors carefully. Cut an opening in one side of one end of a shoe box.

Measure Cut two dividers from the cardboard. Make them as tall as the shoe box but 3 cm narrower.

Place the dividers upright along the inside of the box. Tape the first divider to the same side as the opening you cut in step 1. Tape the other divider a few inches away on the opposite side, as shown. Put a plant in the end of the box opposite the opening. Put the lid on

the box. Turn the opening toward bright sunlight.

Observe Every 3–4 days for several weeks, remove the lid to water your plant. Observe and measure its growth. Record your observations in a data table.

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60 Chapter 3 • Living Things in Their Environments Use with Lesson 4Activity Lab Book Plants Respond to Their Surroundings

• shoe box

• scissors

• cardboard

• ruler

• tape

• potted plant

Materials

A4_ALB_C03_SK07.indd 60 11/2/06 3:25:16 PM

ExploreName Date

Draw Conclusions

Interpret Data What happened to the plant? Why?

Infer How did the plant get sunlight? How does this model plants that live on the forest floor?

Explore MoreWould a seed germinate in the box you made? Design an investigation to find out. Use several lima bean seeds placed in a damp paper towel.

Open Inquiry How is the structure of plant roots related to their function? Develop a question about this topic. Design an experiment to answer your question.

My question is:

How I can test it:

My results are:

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61Chapter 3 • Living Things in Their Environments Use with Lesson 4Activity Lab Book Plants Respond to Their Surroundings

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How do plant adaptations differ according to environment?All plants have the same basic parts. For example, most plants have leaves, stems, and roots. However, these parts can look and function very differently depending on the plant’s environment. How do you think the stem and leaves of a cactus plant are specially suited for its environment?

Observe Examine the cactus plant. Observe the “leaves,” or spines, and the stems of the cactus plant. What functions do you think the leaves and stems serve?

Draw Conclusions

Infer Why would the leaves of a cactus plant look the way they do instead of being large, flat, and green?

Infer Why might thin, large leaves be a problem for a cactus plant?

• cactus plant

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62 Chapter 3 • Living Things in Their Environments Use with Lesson 4Activity Lab Book Plants Respond to Their Surroundings

A4_ALB_C03_SK07.indd 62 11/2/06 3:25:19 PM

Quick LabName Date

Drying Time Wet two paper towels. Roll one into the shape of a tube. Lay the other towel flat on a tray.

Measure Place both towels in bright sunlight or under a lamp. Record the time they take to dry.

Look at the maple leaf and the branch of pine needles. Which towel is like the maple leaf? Which is like a pine needle?

Infer Which can get more sunlight—a maple leaf or a pine needle? Which holds more moisture? How is each kind of leaf adapted to its environment?

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Step

Explore Name Date

How can a change to an ecosystem affect living things?Make a Prediction How can a period of little to no rain affect living things? Write a prediction.


Write hawk on a yellow card, lizard on a green card, and fox on a red card. These are the predators. Write prey on the rest of the cards.

Each player takes one predator card. Mix ten prey cards of each color and stack them on the table. Put the other prey cards aside.

Make a Model Take turns drawing a prey card. Keep only the ones that match the color of your predator card. Return the others to the bottom of the pile. After every three turns, add a new prey card to the deck. This models the growth of the community. Play for 12 rounds. Count the cards left in the pile.

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64 Chapter 3 • Living Things in Their Environments Use with Lesson 5Activity Lab Book Changes in Environments

• 18 green index cards

• 18 yellow index cards

• 18 red index cards

Materials

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ExploreName Date

A long period of no rain kills half of the prey. Remove three prey cards of each color. Play again. After every six turns, add a prey card to the deck. Play for 12 rounds. Count again.

Draw Conclusions

Use Numbers How many cards were left at the end of each game?

Infer What did the model in step 3 represent? Did your results match your prediction?

Explore MoreWould your results change if there were fewer predators? Make a prediction and test it.

Open Inquiry How would an ecosystem be affected by a change that harmed some prey, but favored other prey? Develop your own question about this topic. Then design an experiment to answer this question.

My question is:

How I can test it:

My results are:

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65Chapter 3 • Living Things in Their Environments Use with Lesson 5Activity Lab Book Changes in Environments

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How do environmental changes affect a food chain in an ecosystem?Make a PredictionAll organisms rely on other organisms to survive in some way. Organisms also rely on their environments. In what way does a change in the environment affect all organisms in a food chain?


Observe Look at the diagram of the food chain your teacher has given you. If a drought struck the environment where this food chain existed, which organisms would be most harmed?

Interpret Data If you remove these organisms from the food chain, which other organisms would be left without food?

Infer Which organism in your food chain would cause the most problems in that environment if it died out?

• diagram of a food chain

• the Internet

• encyclopedias

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66 Chapter 3 • Living Things in Their Environments Use with Lesson 5Activity Lab Book Changes in Environments

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Quick LabName Date

Holding Soil Together Take a pot that has a seedling growing in it. Fill an empty pot of the same size with soil.

Measure Shake the dirt out of each pot onto a large sheet of newspaper. Record how long it takes to get all of the dirt out of each pot.

Which pot took longer to get the soil out? What caused it to take longer?

Infer How do plants help an ecosystem keep its soil?

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Explore Name Date

What causes day and night?PurposeExplore why Earth has both day and night.

Procedure

Write I live here on a self-stick note. Place the note over your home on the globe.

Make a Model Darken the room. Shine the flashlight on the self-stick note. The flashlight models the Sun.

Observe What part of the globe is lit? What part is dark? Record your observations on a separate piece of paper.

Form a Hypothesis What do you think causes Earth’s cycle of day and night? Write a hypothesis that you can test.

Make two plans to test your hypothesis. You can move the flashlight, the globe, or both. Carry out your plans to test your idea.

Draw Conclusions

Communicate Describe how you modeled day and night. How did your tests differ?

Do you think one of your models is correct? Which one? Why?

• self-stick notes

• globe

• flashlight

Materials

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68 Chapter 4 • The Solar System and Beyond Use with Lesson 1Activity Lab Book Earth and Sun

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ExploreName Date

How much of Earth is lit during the day? How much is lit at night?

Explore MoreThe Sun rose at a certain time this morning. It will set at a certain time tonight. Does the Sun rise and set at the same time everywhere on Earth? Use your model to support your answer.

Open Inquiry Think about how Earth’s motion affects the seasons at the North Pole. Make a plan and carry out an experiment to answer your question.

My question is:

How I can test it:

My results are:

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69Chapter 4 • The Solar System and Beyond Use with Lesson 1Activity Lab Book Earth and Sun

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Why does the amount of daylight change?PurposeDetermine how the length of the day changes throughout the year.

Procedure

Record Data Choose a location. Find the times for sunrise and sunset at this location for four days during the year. Choose a day each in January, April, July, and October. Write the dates and times in the chart below.

January: April: July: October:

Sunrise

Sunset

Use Numbers Determine the length in hours and minutes of each of the four days.

January April July October

Day Length

Interpret Data How does the amount of daylight change throughout the year?

Draw Conclusions

Infer What causes the lengths of the days to change?

• encyclopedia

• the Internet

• other reference sources

Materials

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70 Chapter 4 • The Solar System and Beyond Use with Lesson 1Activity Lab Book Earth and Sun

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Name Date

Sun and Seasons Hold the bottom of a flashlight 5 cm above a piece of graph paper. Trace the circle of light on the graph paper. Label the circle A.

Tilt the flashlight as shown. Keep it the same distance above the paper. Trace the circle of light. Label it B.

Use Numbers Count the squares on the graph paper that fall inside or mostly inside each circle.

Did tilting the flashlight change the number of squares? How?

Infer How do your results help explain the seasons?

Quick Lab©

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Explore Name Date

What affects the size of craters on the Moon?Form a HypothesisWhen rocks moving through space hit the Moon, they make holes called craters. Does a bigger rock make a larger crater? Write a hypothesis.


Make a Model Place a large dish or tray on a sheet of newspaper. Cover the inside of the dish or tray with waxed paper. Pour in a layer of flour about 3 cm thick. This models the surface of the Moon. Do not touch it!

Press the clay into three balls. One ball should have a diameter of about 1 cm. The second should be about 3 cm; the third, 5 cm. These are your model space rocks.

Measure Drop a model rock onto the flour from a height of 25 cm. Measure the width of the hole it makes. Repeat three times. Record your data in a chart on a separate piece of paper.

Experiment Repeat step 3 with the other models. Record these results in your chart.

• large dish or tray

• newspaper

• waxed paper

• flour

• metric ruler

• modeling clay

Materials

When rocks moving through space hit the Moon,

Materials

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72 Chapter 4 • The Solar System and Beyond Use with Lesson 2Activity Lab Book Earth and Moon

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ExploreName Date

Draw Conclusions

Interpret Data How does the size of the rock affect the size of the hole that it makes?

Infer How does this activity explain the Moon’s appearance?

Explore MoreWhat variables besides rock size affect the size of craters? Form a hypothesis. Make a plan to test it. Decide which variables will stay the same and which variable will change. Try it.

Open Inquiry What would happen if a space rock was made of a heavier material? Think of your own question about this topic. Then, make a plan and carry out an experiment to answer it.

My question is:

How I can test it:

My results are:

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73Chapter 4 • The Solar System and Beyond Use with Lesson 2Activity Lab Book Earth and Moon

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Does the mass of a space rock affect the crater?Form a HypothesisForm a hypothesis about how the mass of a space rock will affect the size of the crater formed when it hits the Moon’s surface.


Make a Model Fill the pan with flour to a depth of at least one-half inch. Make sure the flour surface is smooth and level. Spread newspaper under the pan to make it easier to clean up.

Measure and record the mass of the marble. Drop the marble into the pan from a height of 10 centimeters. Record the depth and width of the crater.

Repeat step 2 with the steel ball. Make sure to drop the steel ball in a different part of the pan so the craters do not overlap.

Observe Which object made the deepest crater?

Draw Conclusions

Interpret Data How does the mass of an object affect the size of the crater it forms?

• aluminum foil pan

• flour

• marble

• steel ball [same diameter as the marble]

• newspaper

• metric ruler

• balance

Materials

t

Answers will vary.

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Quick LabName Date

Moon and Earth Use a sticker to mark a spot on a small ball.

Make a Model Move the small ball in a revolution around a larger ball. Meanwhile, rotate the small ball in the same direction. Your rotation and revolution should finish at the same time.

How does this model the Moon and Earth?

Infer Will you ever see a different side of the Moon from Earth? Explain.

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Interpret DataDuring any month, you can see different phases of the Moon. The changing positions of Earth and the Moon cause these phases. Scientists can predict when the Moon will be in any of its phases. To do so, they collect and interpret data about the Moon.

Learn ItWhen you interpret data, you use information that has been gathered to answer questions or solve problems. Interpreting data from a written report can be difficult. It’s better to organize your data into a table, chart, or graph. These tools help you see and understand your data at a glance. They help others understand your data, too.

A calendar is a kind of table. The one below shows data gathered about the Moon’s phases during the month of May. Each drawing shows the phase that was observed on that day. The pattern in the calendar helps you predict other Moon phases.

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Focus on Skills

Name Date

Try ItInterpret data in the Moon phase calendar on the previous page. Answer the following questions.

On which day or days was there a new Moon?

On which day or days was there a first quarter Moon?

On which day or days was there a gibbous Moon?

Is there a pattern of Moon phases in this calendar? Describe it.

• Moon phase calendar

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Apply ItInterpret data by turning the information into a table.

Make a table with two columns. In one column, draw the Moon’s phases. You do not need to include the gibbous phase. In the other column, tally the number of times each phase appears in the calendar.

Find a new calendar at home or at school that shows the Moon’s phases. Look at the month of May. Make another table that shows the tally of Moon phases.

Compare the two tables. Are your tallies the same in both cases? How are they different?

Look at the two Moon phase calendars. Do the same phases of the Moon occur on the same days in May? Why or why not?

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ExploreName Date

• scissors


• metric ruler

• marker

How do sizes of objects in the solar system compare?PurposeExplore how Earth’s size compares to the Moon’s size and the sizes of other objects in the solar system.

Procedure

Be Careful! Handle scissors carefully.

Use Numbers Study the table. Compare the diameters of the different objects.

Measure Cut a paper circle with a diameter of 16 cm. This circle models Earth. Measure and cut circles to model the other objects in the table. Label each object. For at least one of the models, you will need to tape two or more sheets of construction paper together.

Classify Arrange the objects in a way that lets you compare their sizes.

Comparing Diameters

Object Size in Earth Diameters

Earth 1

Moon14

Mars12

Uranus 4

Materials

• scissors

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79Chapter 4 • The Solar System and Beyond Use with Lesson 3Activity Lab Book The Solar System

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Explore Name Date

Draw Conclusions

Communicate How do the sizes of the different objects compare?

Infer Why does the Moon appear larger than Mars in Earth’s night sky? Why does the Sun seem larger and brighter than other stars?

Explore MoreResearch the sizes of other objects in the solar system. Make large and small circles to represent them. Find out how these objects are arranged in the solar system. Then arrange your models to represent those locations.

Open Inquiry Are all planets made of the same substances? Think of your own question on this topic. Then design and carry out an experiment to answer it.

My question is:

How I can test it:

My results are:

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80 Chapter 4 • The Solar System and Beyond Use with Lesson 3Activity Lab Book The Solar System

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Alternative Explore

Name Date

What are the moons of Jupiter and Saturn like?PurposeFind out information about the moons of Jupiter and Saturn.

Procedure

Use reference materials to research the moons of Jupiter and Saturn. How many moons does Jupiter have?

How many moons does Saturn have?

Classify Which are the four largest moons of Jupiter?

Communicate Which moon of Jupiter is the most volcanically active body in the solar system?

Communicate Which moon of Jupiter has a surface of water ice?

Communicate What is the largest moon of Saturn?

Communicate What is the atmosphere of Saturn’s moon Titan made of?

• encyclopedia

• the Internet

• other reference materials

Materials

Io,

Europa

Titan

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81Chapter 4 • The Solar System and Beyond Use with Lesson 3Activity Lab Book The Solar System

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Quick Lab Name Date

Model the Solar System As a class, discuss how to best model the solar system.

Have each class member pick an object to model.

Make a Model Carry out the plan in an open space. Observe the model in motion.

What did the class model show about the solar system? How could the model be improved?

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Step

ExploreName Date

How does the wind move?Make a PredictionAir can move from place to place. When you open a sealed bottle of liquid that is under pressure, air moves. Does the air move into or out of the bottle? Why? Write your prediction.


Make a Model Fill an empty plastic bottle halfway with very warm water from a faucet.

Be Careful. Pour warm liquids carefully. Place the cap on the bottle. Shake the bottle several times. Pour the water out. Replace the cap and set the bottle on a table. Observe it for several minutes.

Observe Hold the bottle near your ear. Remove the cap slowly. Listen carefully.

Draw Conclusions

Did air move into or out of the bottle? What happened to the pressure inside the bottle before the cap came off? After it came off?

• bottle with cap

• funnel

• very warm water

Materials

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83Chapter 5 • Weather and Climate Use with Lesson 1Activity Lab Book Air and Weather

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Explore Name Date

Infer How might air pressure affect the direction from which winds blow? Use evidence from your model in your answer.

Explore MoreSuppose you warm the air inside a capped bottle. What will happen to the air pressure inside the bottle? Write a prediction. Try it!

Open Inquiry Think of your own question about what would happen to cold air in a bottle. Design and carry out an experiment to answer your question.

My question is:

How I can test it:

My results are:

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Alternative Explore

Name Date

How can air change a fall?Form a HypothesisHow will a parachute change the way an object falls? Write a hypothesis.


Observe Drop two washers from the same height at the same time. Look carefully at how they fall.

Make a Model Tie a piece of string to each handle of the shopping bag. Tie the other ends of the string to the washers.

Observe Drop the parachute. How did the plastic bag change as it fell?

Compare How does adding a parachute change the way a washer falls?

• large plastic shopping bag

• string


• 2 washers

Materials

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Quick Lab Name Date

Humidity in a Cup Pour 5 mL of water in each of two cups. Cover each cup with plastic wrap.

Place one cup in the refrigerator for ten minutes. Keep the other cup on a flat surface.

Observe Remove the cup from the refrigerator. Set it beside the other cup. Observe and compare the water in both cups. What differences do you notice?

Infer Which cup do you think has greater humidity—the warm cup or the cold cup? How do you know?

• 2 clear plastic cups

• water

• refrigerator

• measuring cup

• plastic wrap

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ExploreName Date

How does water change from a liquid to a gas?Form a HypothesisWhat variables affect how water changes from a liquid to a gas? Write a hypothesis.


Communicate Work in a small group. Discuss examples of water changing from a liquid to a gas.What might affect how fast this change occurs? Consider temperature, wind, area, and volume of water.

Use Variables Using the materials, design an experiment to test one of the variables you discussed. Use two water samples. One will test the independent variable. The other water sample is your control.

Experiment Conduct your experiment. Record your observations on a separate piece of paper at each step.

Draw Conclusions

Was your hypothesis correct? Does the variable you tested affect how water changes from a liquid to a gas? Give evidence to support your conclusion.

• water

• 2 plastic containers with lids

• spoon

• salt

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87Chapter 5 • Weather and Climate Use with Lesson 2Activity Lab Book The Water Cycle

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Explore Name Date

Classify Share your results as a class. Classify the variables you tested into those that affect the change and those that do not.

Explore MoreChoose a different variable that might affect how liquid water changes to a gas. Form a new hypothesis. Design an experiment to test it. Then conduct your experiment. Share your findings with the class.

Open Inquiry Think of your own question about how volume might affect the rate of evaporation. Design and carry out an experiment to answer your question.

My question is:

How I can test it:

My results are:

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Alternative Explore

Name Date

Does a container’s color affect the evaporation rate?Make a PredictionPredict whether water will evaporate faster from a dark-colored or light-colored container.


Experiment Paint the inside of one pan with black paint and the other with white paint. Place the pans next to a sunny window. Fill both pans with a half inch of water.

Observe Check the level of the water in the pans daily. From which pan does the water evaporate faster?

Infer Why was the evaporation rate faster in that pan?

Infer How does this reflect evaporation rates in nature?

• 2 shallow aluminum pie pans

• white paint

• black paint

• paint brush

• water

Materials

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Quick Lab Name Date

Cloud in a Jar Pour very warm water into a jar so that it is about 1 cm deep. Seal the jar tightly. Then shake it several times.

Open the jar and quickly place a plastic sandwich bag inside it. Using a rubber band, seal the bag tightly around the mouth of the jar.

Observe Reach into the bag. Gently pull it up. Then release the bag. Observe and describe what happens in the jar. Repeat this step several times.

Interpret Data When does the cloud form? When does it disappear? Why do you think this happens?

• small jar with lid

• water

• measuring cup

• plastic sandwich bag

• rubber band

Materials

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Focus on Skills

Name Date

Make a ModelYou’ve seen water collect in puddles during a heavy rainstorm. You’ve learned that evaporation causes puddles to dry up. Does the size of a puddle affect how fast it evaporates? To answer this question and still stay dry, you can make a model.

▶ Learn ItWhen you make a model, you build something to represent an object or event. A model helps you learn more about the real object or event you are investigating. It is important to record your observations about your model. Then you can make inferences about the real thing.

▶ Try ItMake a model to study how the size of a puddle affects evaporation.

Place the whole sponge in one balance pan and the half sponge in the other. The sponges represent puddles.

Add paper clips to the pan with the half sponge until both sides of the balance are equal in mass.

• whole kitchen sponge

• half kitchen sponge

• two-pan balance

• paper clips

• water

• measuring cup

• lamp

Materials

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Add equal amounts of water to each sponge.

Place the lamp so it will shine on both “puddles.” Turn on the lamp. This models the Sun.

Observe the sponges after 5 minutes. Read the measurement on the balance. Record your observations in a data table like the one shown.

Continue to read the balance every 5 minutes for 15 minutes. Record your observations.

Look at your results. Which sponge became lighter first? Why do you think it did?

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Focus on Skills

Name Date

How are your model puddles like real rain puddles? How are they different?

▶ Apply ItNow make a model to test the effect of wind on evaporation. Use two rectangular plastic containers.

Pour the same amount of water into each container. Place a fan so that it will blow across the surface of only one container. Turn the fan on. Use a low setting.

Wait 10–15 minutes. Then measure the amount of water in each container.

How much water evaporated from each container? What does this tell you about wind and evaporation?

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Explore Name Date

How do raindrops form?Form a HypothesisHow do changes in air temperature affect water in the liquid and gas states? Write a hypothesis.


Pour just enough water into each jar to cover the bottom of the jars.

Use Variables Place one lid upside down on one jar. Put three or four ice cubes in that lid. Place the other lid upside down on the second jar. Do not add ice cubes to that lid.

Observe Wait two minutes. Then look closely at the parts of the lids inside the jars. Record your observations on a separate piece of paper every two minutes over the next ten minutes.

Draw a diagram that shows what happened to the water inside the jars. Add labels and arrows to explain how the water changed.

• 2 jars with lids

• water

• ice cubes

Materials

How do changes in air temperature affect water in the liquid and gas states? Write a hypothesis.


Materials

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ExploreName Date

Draw Conclusions

Why did water droplets form mostly underneath the lid? Why didn’t they form inside the jar or on the upside-down lid?

Predict What if you shined a heat lamp on the water in the jars before step 3? Predict how your results would change.

Explore MoreWhat would happen if you used ice instead of water in step 1? Make a prediction. Then repeat the activity with the ice. Explain your results.

Open Inquiry Think of your own question about evaporation that occurs over the ocean. Then make a plan and carry out an experiment to answer your question.

My question is:

How I can test it:

My results are:

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95Chapter 5 • Weather and Climate Use with Lesson 3Activity Lab Book Tracking the Weather

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Does cold air hold more moisture than warm air?Make a PredictionPredict whether cold air or warm air will undergo more condensation when cooled.


Experiment Pour enough water into the two jars to cover the bottom of each jar. Place the lids upside-down on each of the jars. Then place four ice cubes on each lid. Put one jar in a sunny place and the other jar in the refrigerator.

Observe After ten minutes, check on the two jars. Which jar has more water droplets underneath the lid?

Infer What are the differences in evaporation that occur when cold air and warm air are cooled to a lower temperature?

Draw Conclusions How would you explain why clouds form where warm air rises?


• ice

• water

• refrigerator or cooler

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96 Chapter 5 • Weather and Climate Use with Lesson 3Activity Lab Book Tracking the Weather

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Quick LabName Date

Tornado in a Bottle Fill a 2-liter plastic bottle one-third full of water.

Place an empty 2-liter plastic bottle upside down over the mouth of the first bottle. Use duct tape or a connector to join the two bottles together.

Make a Model Holding the bottles by the necks, flip them upside-down so the bottle with the water in it is now on top. Place the bottles on a desk.

Observe What do you see?

How is this model similar to the movement of wind in a tornado?

Materials

• two 2-liter plastic bottles

• duct tape or a connector

• water

• paper towels

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97Chapter 5 • Weather and Climate Use with Lesson 3Activity Lab Book Tracking the Weather

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Explore Name Date

What affects weather patterns?PurposeExplore the factors that determine the weather patterns in different places.

Procedure

Locate the cities of Chicago, Miami, Phoenix, and Seattle on a map.

Predict The data table below shows the yearly temperature and precipitation for these four cities. Predict where each belongs in the table.

Classify Copy the table on a separate piece of paper. Research the weather patterns of the four cities. Fill in the cities where they belong.

Find out the yearly temperature and precipitation for the place where you live. Add this data to your table.

• paper

• markers

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ExploreName Date

Draw Conclusions

Compare the table to your prediction in step 2. How does it compare?

Interpret Data Which cities are near oceans? How does their data compare to the other cities? Which cities are farthest south? How do they compare to the northern cities?

Explore MoreLook at today’s weather map. Compare the weather in each of the four cities with your data table. Is today’s weather similar to or different from yearly patterns? Can you explain any differences?

Open Inquiry Think of your own question about the effect that mountains have on weather. Then make a plan to answer your question.

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How I can test it:

My results are: © M

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Does altitude affect climate?Make a PredictionPredict how the climate of a city that is close to sea level or has a low altitude will compare to the climate of a city at a higher altitude.


Use Numbers On the map, find two cities that are about the same distance from the ocean and at about the same latitude. The two cities should have altitudes that are very different. Write down the names and altitudes of each city.

Measure Use your available reference materials to research the average temperatures of the two cities.

Interpret Data Which city has lower average temperatures year-round?

Draw Conclusions Does altitude affect climate? Explain.

• topographic map of the United States

• encyclopedias, the Internet, or other reference materials

Materials

Y

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A4_ALB_C05_SK07.indd 100 11/3/06 3:34:27 PM

Quick LabName Date

Climate in Two Cities Study the data table below. It shows climate information for Seattle, WA, and Fargo, ND. Locate these two cities on a map.

Communicate Describe the climates of the two cities. How do the climates compare?

Infer What factor best explains the differences between the two climates? Why do you think so?

Month Property Seattle Fargo

July high temperature 75°F 83°F

July precipitation 19 mm 69 mm

December high temperature 45°F 20°F

December precipitation 150 mm 17 mm

Materials

• map of the United States

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Step


Structured Inquiry

How does warmed air affect the weather?Form a HypothesisLarge masses of warm air can affect the climate of a region. You can model how warm air moves. What do you think will happen if you hold a spiral of paper over a heat source? Write your hypothesis in the form “If the air warms, then the paper spiral will . . .”


Be Careful. Cut a circle of paper to form a spiral.

Tie a piece of string to one end of the paper.

• paper

• scissors

• string

• heat source

Materials

Have your teacher turn on a heat source, such as a lamp. Carefully hold or hang the spiral about 15 centimeters above the heat source.

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Be a Scientist

Name Date

Observe Describe what the spiral does.

While holding the spiral above the heat source, turn the heat off. Describe what happens to the spiral.

Draw Conclusions

Was your hypothesis correct? How did the paper spiral move when it was heated?

Communicate What happened to the paper spiral when you turned the heat off? How can you explain this?

Infer What happens to air over ground that is warmed throughout the day?

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Guided Inquiry

Which type of land changes temperature fastest?Form a HypothesisAir is warmed by heat released from the land or water. Of soil, sand, or rock, which type of land holds heat longest? Write your answer in the form of a hypothesis.

Test Your HypothesisDesign an investigation to find out which type of land holds heat longest. On a separate piece of paper, write out the materials you will need and the steps you will follow. Record your results and observations.


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Ask a Question

Form a Hypothesis


Draw Conclusions

Remember to follow the steps of the

scientific process.

Be a Scientist

Name Date

Open InquiryWhat else would you like to learn about air, heat, and climate? Design an investigation to answer your question. Your investigation must be written so that another group can repeat the investigation by following your instructions.

My question is:

How can I test it:

My results are:

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A4_ALB_C05_SK07.indd 105 11/3/06 3:34:39 PM

Explore Name Date

What makes white light?PurposeLearn about white light using prisms.

Procedure

Observe Hold the long side of a prism up to the sunlight. Direct the light through the prism so it shines on the floor. Slowly rotate the prism. How does the light change? Record your observations.

Place the cardboard box on a table near a sunny window. Face the slit side toward the window. Place the prism inside the box about three inches from the slit. Stand the prism on one of its triangular sides.

Have a partner hold a mirror so it reflects the sunlight toward the slit as shown. Slowly rotate the prism. What happens to the light on the bottom of the box? Record your observations.

Predict What will happen if you place a second prism in the path of light from the first prism? Try it. Slowly rotate the second prism. Record your observations.

• 2 prisms

• large cardboard box with a precut slit

• mirror

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Draw Conclusions

What happened to the light in step 4?

Infer Review your observations. What can you conclude about white light?

Explore MoreWhat would happen if you crossed the light beams from two different prisms? How would you design this investigation? Try it.

Open Inquiry How are white light and colored light different? Think of your own question about how light behaves. Make a plan and carry out an experiment to answer your question.

My question is:

How I can test it:

My results are:

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107Chapter 6 • Light and Electricity Use with Lesson 1Activity Lab Book Light

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How does a magnifying glass bend light?PurposeDiscover how a magnifying glass is used to bend and focus light.

Procedure

A magnifying glass uses a convex lens. Investigate how using a convex lens results in a magnified image.

Find out the year in which the scientist Roger Bacon invented the magnifying glass.

Explain Use your research to draw a diagram below that illustrates how a magnifying glass works.

• encyclopedias

• the Internet

• science reference books

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Quick LabName Date

Angle of Reflection Tape a mirror to the wall at eye level. Tape a piece of paper to the wall to cover the mirror.

Predict Work with a partner. Predict where you each need to stand to see the other in the mirror. Mark your predictions on the floor with a piece of tape.

Uncover the mirror. Stand at the places you marked. Were your predictions correct? If not, cover the mirror and repeat step 2.

Place a strip of tape on the floor where you each stood. Run the tape from each spot to the wall under the center of the mirror.

Infer What is true about the angles that the two strips of tape make with the mirror?

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Structured Inquiry

What happens to lightwhen it is reflected?Form a HypothesisWhen you look in a mirror, incoming rays from your body strike its surface. Those rays reflect off the mirror. What happens if you change the angle of the mirror? How will the outgoing rays change? Write a hypothesis in the form “If I tilt the surface of the mirror, then the outgoing angle of light . . .”


Work with a partner. Use the mirror as a straight edge. Draw a line across the center of large sheet of paper. Hold the long end of the mirror upright along this line.

Your teacher will darken the room. Hold the flashlight directly in front of the mirror. Aim the light at the base of the mirror where it meets the paper. Hold the mirror straight up and down. You should see the reflected ray of light on the paper.

Observe Slowly move one end of the mirror’s base away from the flashlight. What happens to the reflected light? Record your observations.

Continue to move the base of the mirror. Stop when the reflected light is parallel to the line on the paper. Trace a new line along the base. Label it mirror.

• large sheet of white paper

• markers

• flat mirror

• flashlight

Materials

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Be a Scientist

Name Date

Have your partner draw a line along the incoming light ray. Label it incoming ray. Then draw a line along the reflected ray. Label it outgoing ray.

Use Numbers Identify the angle that the incoming ray makes with the mirror. Do the same for the outgoing ray and the mirror. Compare these two angles.

Draw Conclusions

Communicate How did the incoming angle and the outgoing angle compare?

Infer What is true about the relationship between these angles?

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Guided Inquiry

How do curved mirrors reflect light?Form a HypothesisThe images reflected in concave and convex mirrors are different from those in flat mirrors. How does the shape of the mirror change the angle of reflection? Write a hypothesis.

Test Your HypothesisDesign a way to investigate how the shape of a mirror changes the angle of reflection. Write out the materials you need and the steps you will follow. Record your results and observations.

Draw ConclusionsDid your results support your hypothesis? Why or why not? Explain how you set up the investigation to test for only one variable.

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Be a Scientist

Name Date

Open InquiryWhat else would you like to learn about mirrors? Can you use mirrors to move light from the start to the finish of a “light maze”? Design an investigation to answer your question. Your investigation must be written so that another group can complete it by following your instructions

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Explore Name Date

How does light affect the color you see? Make a PredictionWill the color of an object appear to be different if you look at it through a colored filter?


Spread a sheet of white paper and a few sheets of colored paper on a desk. Choose at least three different colored filters (colored plastic sheets).

Make a chart on a separate sheet of paper. Down the left side of the chart, list each color of paper on the desk. Across the top of your chart, list each filter color.

Predict Which color will each sheet of paper appear to be if you observe it through the different filters? Write down your predictions.

Observe Look at the white paper and the colored paper through each filter. Write your observations on your chart in pencil.

• sheets of white and colored paper

• sheets of colored plastic

Materials

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114 Chapter 6 • Light and Electricity Use with Lesson 2Activity Lab Book Seeing Light and Color

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ExploreName Date

Draw Conclusions

Compare How do your observations compare to your predictions? How do they differ?

Interpret Data Why did you see different colors?

Explore MoreWhat color will a white object be if you look at it through two different colored filters at the same time? Try it, and explain what you see.

Open InquiryWhite objects will take on different colors when viewed through different combinations of green, red, and blue filters. Can you produce the appearance of yellow, purple, and black? Write a plan for your experiment. Then do the experiment to test your prediction. Make sure to record your results.

My question is:

How I can test it:

My results are:

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115Chapter 6 • Light and Electricity Use with Lesson 2Activity Lab Book Seeing Light and Color

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Projecting Color Your teacher will project white light onto a wall or screen and hold various objects in the light. Note the color of each object.

Make a Prediction

How will the color of each object change when the teacher places a colored report folder in front of the projector?

Record Data

Predict the color each object will appear under light colored by each folder. On a chart similar to the one below, write down your prediction and then what actually happens in the experiment.

Color of Object Color of Folder Your Prediction Actual Result

Analyze Data

Explain your observations. Why do you see different colors when using the colored filters?

• overhead projector

• colored transparent report folders

Materials

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116 Chapter 6 • Light and Electricity Use with Lesson 2Activity Lab Book Seeing Light and Color

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Quick LabName Date

Mixing Colors Put four clear plastic cups on a piece of white paper. Add just enough water to cover the bottom of each cup.

Predict what color will be made when you

• mix red and yellow food coloring

• mix red and blue food coloring

• mix yellow and blue food coloring

• mix red, yellow, blue, and green food coloring

Experiment Test your prediction by trying each mixture of food coloring in one of the cups. Always use one drop of each color. Record your results in the table below.

Mixture Prediction Resultred + yellowred + blue

yellow + bluered + yellow + blue + green

Compare How are your predictions the same as your results? How are they different?

• 4 clear plastic cups

• white paper

• water

• red, yellow, blue, and green food coloring

Materials

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117Chapter 6 • Light and Electricity Use with Lesson 2Activity Lab Book Seeing Light and Color

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Explore Name Date

How do rubbed balloons interact?Make a PredictionHow do balloons rubbed with wool cloth or plastic wrap interact?

Inflate two balloons. Then tie a piece of string to the end of each balloon.

Rub a wool cloth 20 times against one of the balloons. Rub the other balloon 20 times with plastic wrap.

Experiment Holding the strings, bring the balloons near each other. Observe what happens. Record the result.

Predict What would happen if you rubbed both balloons with the wool and held them near each other? Record the result.

Experiment Test your prediction. Record the result.

• 2 balloons

• 2 pieces of string, 25 cm each

• wool cloth

• plastic wrap

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118 Chapter 6 • Light and Electricity Use with Lesson 3Activity Lab Book Electricity

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Name Date

Draw Conclusions

How do balloons interact when rubbed with wool or plastic wrap?

Explore MoreWhat do you think would happen if you rubbed both balloons with plastic wrap? What would happen if you held one of the rubbed balloons near other objects? Plan a test and try it.

Open InquiryPredict what will happen when different combinations of silk cloth, nylon cloth, wool cloth, plastic, rubber, and glass are rubbed together? Design and perform an experiment to test your predictions.

My question is:

How I can test it:

My results are:

Explore©

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How can you produce an electrical charge?Procedure

Position the books spine-to-spine, flat on a desk. Then move the books a few inches apart. Suspend the clear plastic lid between the books, an inch or two above the surface of the desk.

Place the strips of paper on the desk, beneath the lid.

Vigorously rub the lid with the wool cloth.

Observe What happens to the strips of paper? Record your observations.

Interpret Data Explain what happened to the strips of paper.

• large clear plastic lid (from take-out container)

• 2 thick books

• wool cloth

• strips of paper

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A4_ALB_C06_SK07.indd 120 11/3/06 3:02:58 PM

Quick LabName Date

Producing Static Electricity Tear a piece of tissue paper into small pieces.

Give a comb a negative charge by running it through your hair about 10 times.

Observe Hold the comb near the tissue paper. What happens?

Experiment Repeat steps 2 and 3, running the comb through your hair 20 times, then 30 times.

Draw Conclusions What difference did you notice when you combed your hair more than 10 times? Why does this happen?

• hair comb

• tissue paper

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Interpret DataYou discovered that static electricity can cause objects to attract each other. How can you make that attraction stronger? Do some objects produce static electricity more easily than others? You can interpret data from experiments to help you answer questions like these.

Learn It

When people do experiments, they collect information called data. Data might be how many ducks hatched in a pond or at what temperature something melts. When you interpret data, you use information that has been gathered to answer questions or solve problems. It is usually easier to interpret the data if it has been organized and placed on a chart or a graph. In that way you can quickly see differences in the data.

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Try It

You know that scientists interpret data. They may make a chart of the data. This helps them organize the information and interpret the results of the experiment. You can do it, too.

Look at the chart. It shows how many pieces of cereal were picked up by a balloon rubbed with two different materials: wool and a paper towel.

Kind of Material Number of Rubs Pieces of Cereal

wool 1 8

wool 2 20

wool 3 34

paper towel 1 16

paper towel 2 32

paper towel 3 46

Study the data to help you answer these questions: How did the amount of cereal change with the number of rubbings?

Which material created the most powerful static attraction?

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Apply It

Charts and graphs not only help you interpret your data, but they also help you share that data with other people. Use the data from the chart to make a bar graph. Put the data in order from fewest rubbings to most rubbings.

Draw a vertical rule. Label it “Pieces of Cereal Picked Up.” This is the dependent variable. Space out the numbers evenly to show the number of pieces of cereal picked up. Select numbers that work. For example, start with 0 at the bottom and put the highest number of pieces at the top. It may be easiest to choose a scale that shows every 10th number, such as 0, 10, 20, 30.

Draw a horizontal rule for the independent variables. These variables are the kinds of materials used to rub the balloon. And they are the number of times the balloon was rubbed with each material. Leave space on the rule for a label for each type of material. Separate each material along the rule leaving room for the number of times it was used to rub the balloon.

Draw a bar above each material even with the number on the vertical rule closest to the number of pieces of cereal each material picked up.

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Use the data to answer these questions:

About how many pieces of cereal would be picked up if the balloon were rubbed with wool four times?

About how many pieces of cereal would be picked up if the balloon were rubbed with the paper towel four times?

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Explore Name Date

What makes a bulb light up?Make a PredictionHow can you connect a battery, a wire, and a light bulb to make the bulb light up?


Experiment Work with your group to try to light the bulb using the materials.

Communicate Draw each setup. Record your results.

Compare When your light bulb is lit, compare your setup to those of other groups. Which made the bulb light? How are the setups the same?

Draw Conclusions

How many setups could you find that made the bulb light? Compare with your classmates. Did they find other setups that worked?

Look at the setups that lit the bulb. What do you think is necessary to make a bulb light up?

• D-cell battery

• 20 cm long insulated wire

• light bulb

Materials

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ExploreName Date

Explore MoreExperiment How could you light two bulbs using only one battery? Can you think of more than one way?

Open Inquiry Think of ways that more than one battery can be used to light a single bulb, and predict how using additional batteries might affect the bulb. Design and perform an experiment to test your ideas and predictions.

My question is:

How I can test it:

My results are:

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127Chapter 6 • Light and Electricity Use with Lesson 4Activity Lab Book Electric Circuits

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• flashlight

• batteries

MaterialsPower Path How much do you know about flashlights? What is the source of the energy that lights the bulb, and what form does that energy take?

Observe Unscrew the flashlight and examine the light bulb fixture to find out how it is connected to the source of electricity. Look at the on/off switch to see what is different when the switch is in the “on” position. Examine the batteries, and then place them in the flashlight, noting how they are positioned inside the flashlight.

Observe Examine the inside of the bottom part of the flashlight to look for any electrical connections. Screw the flashlight back together and turn it on. If the bulb does not light, unscrew the flashlight and check the positioning of the batteries.

Identify the path that electricity follows to light the bulb.

Record Data Draw a picture of the electric circuit. Identify how the circuit changes when the switch is in the on and off positions.

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Quick LabName Date

• 2 light bulbs

• 2 sockets

• D-cell battery

• 3 insulated wires, each 30 cm long

MaterialsMake a Series Circuit Screw two light bulbs into sockets.

Use a wire to connect one socket to a battery’s positive terminal.

Use another wire to connect the second socket to the first socket.

Observe Use a third wire to connect the second socket to the battery’s negative terminal. What happens?

Experiment What happens if you remove one of the light bulbs?

Be Careful. The light bulbs may become hot.

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• D-cell battery

• 4 pieces of wire

• 3 light bulbs

• 3 bulb sockets

• battery holder

MaterialsHow do many loads affect electric current in a circuit?Form a HypothesisYou can compare the amount of electric current in circuits by observing light bulbs. A very bright bulb has more current than a dim bulb. How does connecting bulbs in a series circuit affect electric current in the circuit? Write your hypothesis in the form “If you add light bulbs to a circuit, then . . .”.


Insert the battery into the battery holder. Screw the light bulbs into the bulb sockets.

Use two wires to connect the battery holder to the bulb socket.

Observe Look at the light bulb. Does it shine brightly or is it dim?

Experiment Disconnect a wire from one side of the bulb socket. Make a series circuit by connecting another socket and light bulb with a piece of wire.

Observe Are the two bulbs brighter or dimmer than the bulb in the first circuit?

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Be a Scientist

Name Date

Experiment Add the third bulb and socket to the series circuit. How bright are the light bulbs now?

Draw Conclusions

How did adding bulbs to the circuit change the brightness of the bulbs?

Infer How did adding bulbs change the amount of current in the circuit?

9 Adding bulbs increases the amount of resistance in a circuit. Write a new hypothesis. “If you increase the resistance in a circuit, then . . .”

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Guided Inquiry

How do many power sources affect electric current in a circuit?Form a HypothesisHave you ever noticed that different devices use different numbers of batteries? A remote control might use two batteries. A stereo might use 6 or more batteries. How will adding batteries affect electric current in the circuit? Write your hypothesis in the form “If you add batteries to a circuit, then . . .”

Test Your HypothesisDesign an experiment to investigate how the number of batteries affects current in a circuit. Write out the materials you will need and the steps you will follow. Record your results and observations.

These are the steps I will follow:

These are my results and observations:


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Be a Scientist

Name Date

Parallel CircuitsOpen InquiryWhat else can you learn about circuits and how they work? For example, how do batteries and light bulbs change the electric current in parallel circuits? Design your own investigation to answer your question.

My question is:

How I can test it:

My results are:

Remember to follow the steps of the scientific process.

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Explore Name Date

What do appliances use electrical energy for?PurposeAppliances turn electrical energy into other kinds of energy. Find out what kinds of energy the appliances in your home produce.

Procedure

Observe Take a survey of the electrical devices in your home. Is there a fan? A toaster? A lamp? List all the appliances that use electricity.

Classify What type of energy does each device produce? Try to put them into groups that use electrical energy similarly. For example, a fan and a clothes dryer both produce motion.

Heat Other Energy

toaster

stove

Draw Conclusions

Interpret Data What are some ways that appliances use electrical energy?

• paper

• pencil

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ExploreName Date

Explore MoreName some appliances that produce more than one kind of energy.

Open Inquiry Think about devices you can make to convert electrical energy from a battery into light, heat, or motion. Design and build battery-powered devices using simple electrical components or parts from a construction set.

My question is:

How I can test it:

My results are:

Communicate Explain where energy conversions take place as you demonstrate your device to the class.

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135Chapter 6 • Light and Electricity Use with Lesson 5Activity Lab Book Using Electrical Energy

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• illustrations of a table fan and a light bulb

MaterialsHow can electrical energy change?Your teacher will give you pictures of a table fan and a light bulb.

Draw arrows to the part of each device that changes electricity into a different form.

Observe What kinds of energy changes take place in the table fan? In the light bulb?

Record Data Label the kind of energy change that takes place for each part you have identified.

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Quick LabName Date

• typical energy consumption table

MaterialHow much electrical energy do you use?

Observe List the major electrical appliances that your family uses each day, such as a clothes washer, clothes dryer, computer, and so on.

Use Numbers Look up each appliance in the table in your textbook. Multiply the value in the table by how many hours you use it. For example, if your family uses a computer about four hours per day: 270 watts 4 hours 1080 watt-hours

Device Watts Hours Watt-hours

computer 270 4 1080

Totals:

Then, add the amounts to find the total electrical energy used.

Think of some things you can do in your home to conserve electricity. Share ideas with your classmates.

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137Chapter 6 • Light and Electricity Use with Lesson 5Activity Lab Book Using Electrical Energy

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Explore Name Date

How do magnets interact?Make a PredictionWhat happens when one magnet is near another magnet? How do different parts of magnets interact?


Experiment Bring the north pole of one magnet close to the north pole of another magnet. Record what happens. Then try it again.

Predict What do you think will happen if you bring the south poles of the magnets near each other?

Experiment Try it and record the result.

Experiment Bring the north pole of one magnet close to the south pole of the other magnet. Record what happens. Try it again.

• 2 bar magnets with the poles marked

Materials

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138 Chapter 7 • Magnetism Use with Lesson 1Activity Lab Book Magnets

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ExploreName Date

Draw Conclusions

Interpret Data What happens when like poles (south-south or north-north) of two magnets are brought together? What happens when unlike poles (south-north) are brought together?

Explore MoreExperiment Are certain parts of the magnets stronger than other parts? How could you find the strongest parts of a horseshoe or disc magnet? Make a plan and try it.

Open Inquiry What else would you like to find out about magnets? Are some magnets more powerful than other magnets? Ask your own question. Then plan and carry out a procedure to answer your question.

My question is:

How I can test it:

My results are:

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139Chapter 7 • Magnetism Use with Lesson 1Activity Lab Book Magnets

A4_ALB_C07_SK07.indd 139 11/3/06 3:55:54 PM


How can you move a magnet?ProcedureTeam up with a partner to work in pairs.

Place a bar magnet at one end of a desk.

Hypothesize Think of at least two different ways to move this magnet to the other side of the desk using only the other bar magnet.

Experiment Try your two different ways to see if they work.

Observe Write what happened.

Communicate Share your results with the class.

• 2 bar magnets with the poles marked

Materials

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A4_ALB_C07_SK07.indd 140 11/3/06 3:55:56 PM

Quick LabName Date

What does a magnet attract? Predict Many foods, such as cereals, contain iron. Can a magnet attract the iron from these foods?

Pour some iron-fortified cereal into a plastic bag. Seal the bag and then crush the cereal.

Experiment Rub the magnet over the plastic bag. What happens?

Infer What do you think the tiny bits attracted to the magnet are? Explain.

How could you determine which cereal has the most iron?

• small magnet

• plastic bags

• iron-fortified cereal

Materials

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Name Date

Draw ConclusionsGather DataWhen people do an experiment, they are trying to answer a question. They make observations and study the results of the experiment in order to draw a conclusion. When you draw conclusions, you interpret the results of an experiment to answer a question. Your conclusions help explain things you observe. They can help you make predictions in future experiments.

Learn It

Work in a small group. Discuss examples of water changing from a liquid to a gas.What might affect how fast this change occurs? Consider temperature, wind, area, and volume of water.

Try It

Scientists use observations and information that they know to draw conclusions. You can, too.

• Make a clay base with one flat side. Stick a pencil in the clay. Place the clay on a table or desk. Make sure it holds the pencil upright and steady.

• clay

• pencil

• 6 ring magnet

Materials

Focus on Skills

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Name Date

• Place two ring magnets on the pencil. Try different ways of stacking the magnets. Flip one of them over or change their order. Record your observations.

• Next arrange three magnets on the pencil in different ways. Record what happens.

Now use your observations to draw conclusions. Why do some of the magnets float? Why do the others stick together? How could you make one of the magnets float?

My Observations About Magnets

Facts Observations Conclusions

Focus on Skills

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Apply It

Now draw conclusions on your own by experimenting and collecting data.

• Add more magnets above the rings on the pencil so that the magnets float.

• Push down on the top magnet, squeezing the magnets together. Then let go.

• Draw conclusions about how magnets behave. What happened when you let go? Why?

My Conclusions About Magnets

Facts Observations Conclusions

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ExploreName Date

How does an electric current affect a magnet?Make a PredictionCan an electric current move a magnet?


Wrap fine wire around a compass in several loops.

Turn the compass so its needle stays lined up with the coils of wire.

Observe Connect the wire ends to the battery to make a circuit. What change do you notice in the compass?

Experiment Open and close the circuit. What does the compass needle do?

Draw Conclusions

Infer What happened to the compass needle when electric current was flowing? Why did this happen?

• fine wire, about 40 cm

• compass

• D cell battery

• battery holder

Materials

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145145Chapter 7 • Magnetism Use with Lesson 2Activity Lab Book Electromagnets

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Explore Name Date

Did you detect a magnetic field around the wire when there was no current?

Explore More

Experiment Reverse the wires on the battery. What happens?

Explain the result.

Open Inquiry Encourage students to find out if the amount of wire wrapped around the compass has any effect on the needle’s movement. Or, students could walk around the school and note places and objects that seem to affect the compass needle.

My question is:

How I can test it:

My results are:

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146 Chapter 7 • Magnetism Use with Lesson 2Activity Lab Book Electromagnets

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Alternative Explore

Name Date

Which jobs use electromagnets?Procedure

Research Work with a partner or in a small group. Use the Internet and/or an encyclopedia to research the question, “Which jobs use electromagnets?”

Record Data Record your findings on the table below.

Name of Job How Electromagnets Are Used

Communicate Share your group’s results with the class.

• Internet

• encyclopedia

Materials

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Quick Lab Name Date

Make an Electromagnet Wind a 50-cm piece of wire around a nail about 20 times.

Attach the wire ends to a D cell battery. Test to see if your electromagnet will pick up paper clips.

Be Careful. The wire may become warm.

Predict How could you use a permanent magnet to find the poles of the electromagnet?

Observe Hold the north pole of a permanent magnet to one end of the nail. Then hold it to the other end. What happens?

Experiment Switch the wire connections on the battery. This makes the electric current run in the opposite direction through the wire. Repeat Step 4. What difference do you notice?

Infer What can you infer about the poles of an electromagnet?

• 50-cm of wire bare ends

• nail

• D cell battery

• paper clips

Materials

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Be a Scientist

Name Date

How do wire loops affect an electromagnet?Form a HypothesisElectromagnets are created from coiling wire around a metal core and running electric current through the wire.

How do these coils affect the metal core?

How does changing the number of coils affect the electromagnet?

Write your answer in the form of a hypothesis: “If you increase the number of wire coils on an electromagnet, then . . .”


Wind wire around the nail 5 times to make an electromagnet.

Put the battery in the battery holder. Connect one end of the wire to each terminal of the battery holder.

Experiment Hold one end of the electromagnet near a pile of paper clips. Record how many paper clips the electromagnet picked up.

Be Careful. Wires can become hot.

Use Variables Disconnect one wire from the battery holder. Then wrap the wire 5 more times around the nail. Reconnect the wire to the battery holder.

• fine wire, at least 60 cm

• D cell battery

• battery holder

• nail

• 50 paperclips

Materials

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0

5

10

15

20

25

5 10 15 20 25

Number of Coils

Nu

mb

er

of

Pap

er

Clip

sP

icked

up


Experiment Repeat steps 3 through 5 several times, and record how many paper clips the electromagnet attracts each time.

Number of Windings How Many Paper Clips Picked Up

5

10

15

20

25

Draw Conclusions

Interpret Data How did changing the number of wire loops change the number of paper clips the electromagnet attracted? Make a graph to show your results.

Infer Did adding wire loops make the magnet stronger or weaker? How could you tell?

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Be a Scientist

Name Date

Guided Inquiry

How does distance affect a magnet’s strength?Form a HypothesisDid you have to hold the electromagnet close to the paper clips to pick them up? How does distance affect the pull of an electromagnet? Write your answer in the form of a hypothesis: “If you move an electromagnet farther from an object, then . . .”

Test Your HypothesisDesign an experiment to investigate how distance affects magnetic force. Write out the steps you will follow. Record your results and observations.

My experiment is:

How I can test it:

My results are:

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Draw ConclusionsDid your experiment support your hypothesis? Why or why not? Compare your results with a classmate’s results.

Open Inquiry What else can you learn about how electromagnets work? For example, how can different numbers of batteries affect an electromagnet? Design an investigation to answer your question.

Remember to follow the steps of the scientific process.

Draw Conclusions Did your experiment support your hypothesis? Why or why not? Compare your results with your classmates.

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Everyday Science

Name Date

Change for the Better Adaptations are special features that help living things survive in their environments. The thick skin of a cactus allows it to store large amounts of water. Nocturnal animals have special adaptations that help them be active at night. For example, an owl is a nocturnal animal that has special adaptations in its eyes so it can see well at night. Organisms pass these kinds of helpful adaptations on to their offspring.

PurposeLearn about the kinds of adaptations organisms use.

Form a HypothesisPicture a large lake with several small islands. Each island has a very tall tree with lots of berries and leaves on its top branches. What kinds of adaptations would organisms need to live in these habitats?

• clay in assorted colors

Materials

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153Chapter 2 • The Animal Kingdom Activity Lab Book

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Name Date Everyday Science


Use clay to make three organisms with adaptations to this habitat. List the types of organisms and their adaptations below.

1.

2.

3.

Describe how these adaptations help your organisms survive.

Give your organisms names that help explain their adaptations.

1.

2.

3.

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154 Chapter 2 • The Animal Kingdom Activity Lab Book

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Everyday Science

Name Date

Draw Conclusions

Compare Look at the organisms that other students have made. How are they similar to yours? How are they different?

Infer What other adaptations would be advantageous to your organism?

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Critical Thinking

Suppose all these organisms lived together in the same habitat. Which organisms would thrive? Which ones would have a difficult time competing?

How is hibernation an adaptation for a chipmunk?

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156 Chapter 2 • The Animal Kingdom Activity Lab Book

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Everyday Science

Name Date

My Own Food WebWhat does your breakfast have to do with food chains and food webs? All the food we eat comes from plants and animals. You can look at a food label to find out the plants or animals that were part of your meal. For example, most cereals are made from grains or other plants. Many juices are made from fruits.

You can trace the flow of energy from your glass of juice all the way back to the Sun. The energy that you need in order to live and grow comes from the Sun. What would a food web that includes you look like?

PurposeLearn how humans are part of a food web.

Form a HypothesisDid you eat more producers or consumers today?


Write down all the foods you ate today.

List the plant or animal that each food came from.


• markers

Materials

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157Chapter 3 • Living Things in Their Environments Activity Lab Book

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Where did each of the plants and animals get energy to live and grow?

Make a Model Draw a diagram to show a possible food chain for each item you ate.

Link the food chains together to make a food web. Be sure to include yourself in the diagram. Include arrows to show how energy passed through the web.

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158 Chapter 3 • Living Things in Their Environments Activity Lab Book

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Everyday Science

Name Date

Draw Conclusions

Analyze Data How many food chains were in your food web?

Compare Did you eat more producers or consumers?

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Chapter 3 • Living Things in Their Environments Activity Lab Book 160

Critical Thinking

Are humans primary consumers or secondary consumers? How do you know?

9 What would a food web of your favorite meal look like?

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Everyday Science

Name Date

Rain, Rain, Go AwayBiotic and abiotic factors make up an ecosystem. Biotic factors are all the living organisms, plants, animals, and microorganisms in an ecosystem. Abiotic factors are all the nonliving factors that affect an ecosystem. Some examples are temperature, rainfall, and soil. A change in either biotic or abiotic factors can affect an ecosystem drastically.

Acid rain is an abiotic factor that has affected many ecosystems. Acid rain is rain (or snow, fog, or dew) that mixes with impurities. These impurities come from cars, trucks, buses, factories, and power plants. When this acid rain falls into ponds and lakes, animals such as fish cannot survive.

PurposeIn this activity, you will investigate how acid can affect a growing plant.

• seeds

• potting soil

• plastic cups

• water

• vinegar

Materials

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Chapter 3 • Living Things in Their Environments Activity Lab Book 161

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Form a HypothesisWhat would happen if you watered plants with vinegar instead of water?


Label one cup A and the second cup B.

Put soil in each cup and then add 10 seeds to each cup. Cover the seeds lightly with soil.

Put both cups in the same place with the same amount of light.

Experiment Pour 20 mL of water into cup A every day for 7 days. Pour 20 mL of vinegar into cup B every day for 7 days.

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Everyday Science

Name Date

Measure the growth of the seeds every day and record the results in a table. Plot your results on a graph.

Plant Growth

Day Plant A Plant B

1

2

3

4

5

6

7

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Draw Conclusions

Compare How are the results for cup A different from the results for cup B?

How does acid affect the growth of plants?

Critical Thinking

List the way you treated the plants in each cup. How did the treatments differ?

9 Why do you think that the most acidic rain is found in the northeastern part of the United States?

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Everyday Science

Name Date ©

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165Chapter 6 • Light and Electricity Activity Lab Book

A Shocking ExperimentElectricity is the result of electrical charges. Moving electrical charges power things, such as lights and radios. Static electricity is another kind of electricity. When something is static, it means that it is not moving. Static electricity is electricity that does not move. When an object has a charge, such as when you rub an object against your hair, it has static electricity.

PurposeLearn about how electric current and static electricity have the same source.

Form a HypothesisWhat would happen if you built up an electrical charge on a balloon and held it near a fluorescent light bulb?

• balloon

• wool cloth

• fluorescent light bulb

Materials

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Inflate a balloon. Rub the balloon vigorously with a wool cloth. Static electricity will build up on the balloon.

Observe Turn out most of the lights in your classroom. Hold the charged balloon near the side of the fluorescent bulb. Record what happens.

Experiment Rub the wool cloth against the balloon to build up more charge. Hold the balloon to different parts of the bulb. Record what happens now.

Rub the balloon a different number of times. Hold it near the bulb again. Record your observations.

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166 Chapter 6 • Light and Electricity Activity Lab Book

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Everyday Science

Name Date

Draw Conclusions

Infer What happened when the balloon was held near the bulb? What caused this to happen?

Compare How does rubbing the balloon more or fewer times affect what you observed?

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Critical Thinking

How is the gas inside a fluorescent bulb like air during a storm?

You might have seen antistatic sheets. These are sheets that are added to the clothes dryer. Why do you think these sheets are added?

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A4_ALB_BM_SK07.indd 168 11/7/06 5:24:24 PM

Everyday Science

Name Date

Choose Your Own PathElectric current is the movement of tiny charged particles. These particles can move through wires and make objects like lights and computers work. Electric current will flow only if it can flow in a complete circuit. Circuit comes from a Latin word that means “to go around.” As electric current goes around a circuit, it completes its path.

A circuit board is a board that lets electric current flow from one point to another through different electronic components. These electronic components form a circuit and often work together to perform a certain function.

PurposeMake a circuit board and see how electric current travels.

Form a HypothesisHow does a circuit board work? How could you make a model of a circuit board? What materials conduct electric current best?

• piece of carboard

• light bulb

• light-bulb socket

• D cell battery and holder

• wire

• foil and other materials

• glue

Materials

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Place a D cell battery in a battery holder. Connect a piece of wire to each end of the holder.

Screw a light bulb into the bulb socket. Connect a piece of wire to one socket terminal. Connect one of the wires from the battery holder to one of the socket terminals. Connect the third piece of wire to the other socket terminal.

Glue 2 small pieces of foil to opposite corners of the cardboard.

Now glue thin strips of foil to the cardboard to connect the 2 corners. Make sure that the path from one corner to the other is unbroken. Each piece of foil must touch the next piece of foil.

Observe Touch the end of each free wire to each corner of the foil on the circuit board. Record what happens to the light bulb.

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Everyday Science

Name Date

Experiment Make a new circuit board with a different pattern of foil strips. Repeat the experiment. Record your observations.

Experiment Test your circuit using other materials, such as wood, rubber, a penny, and plastic. Record your observations.

Draw Conclusions

How did the shape of the circuit board affect the circuit?

9 Compare What materials conducted the electric current well? What materials were poor conductors?

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Critical Thinking

10 Where are circuit boards found?

11 Why do you think electric eels are not good pets?

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Everyday Science

Name Date

An Attractive FaceAll magnets have a north pole and a south pole. Earth is a weak magnet and has a magnetic south pole and a magnetic north pole. Earth is magnetic because of charged particles that are found in its liquid core.

PurposeLearn about how a magnet can affect materials like iron.

Form a HypothesisWhat happens when a magnet is brought near iron filings? Can a magnetic force penetrate plastic?

• piece of cardboard

• markers

• clear plastic bag

• tape

• iron fillings

• magnet

Materials

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173Chapter 7 • Magnetism Activity Lab Book

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Draw a face on a piece of cardboard.

Cut out a large enough piece from a plastic bag to cover the cardboard.

Tape the plastic tightly around the cardboard, but leave one side open.

Pour the iron filings through the open side, and then tape the open side closed.

Use a magnet to move the iron filings around on the cardboard. Give your face some hair, a beard, or a moustache! Look at how the filings are arranged when they are near the magnet.

Turn the magnet around and use the other pole to move the filings.

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Everyday Science

Name Date

Draw Conclusions

What happened when the magnet was near the iron filings? Did the magnetic field go through the plastic?

Predict Could you make a similar face using real hair or fur? Why or why not?

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Critical Thinking

9 Why are some iron filings attracted to each other when the magnet is held near them?

10 Are all metals attracted to magnets?

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Name Date Learning Lab

Structured Inquiry

How can you find and test invisible forces?Testing the Force

Ask QuestionsPermanent magnets and electromagnets have invisible forces that may attract or repel other objects. What do electromagnets and permanent magnets attract? What do they repel? Are the forces of magnets and electromagnets the same or different? How do you know if something is a magnet?

Form a HypothesisHow would different objects around you react to a permanent magnet? How would they react to an electromagnet?

• 4 permanent magnets

• 4 electro-magnets, each made with a steel nail, 1 meter of wire, and a D cell battery

• various test objects

Materials

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Choose at least 5 items around you. Try to pick items that are made from different materials. You might test a ruler, chalk, paper clips, your desk, or some paper.

Predict How do you think each magnet will affect each item? Record your prediction for each object.

My Predictions

Object Permanent Magnet Electromagnet

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Bring the permanent magnet near each object, one at a time. Then bring the electromagnet near each object, one at a time. Record your observations.

My Observations

Object Permanent Magnet Electromagnet

Bring the permanent magnet near the electromagnet. Change their positions to see how they interact. Record your observations.

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Communicate Your Results▶ What objects did the permanent magnet attract? Did the

permanent magnet repel any objects?

▶ What objects did the electromagnet attract? Did the electromagnet repel any objects?

▶ Infer Are the forces of a permanent magnet and an electromagnet the same or different? How can you tell?

▶ Predict If someone gave you a bar made of metal, how could you find out if it were a magnet?

▶ Compare Discuss with other students what objects they tested. How did those objects react to the magnets? Try to make up rules about what objects are attracted to and repelled by magnets.

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Guided Inquiry

See the Invisible ForceAsk QuestionsWhat do magnetic fields look like? Do different magnets create different fields?

Form a HypothesisDraw a picture of what you think the magnetic field of one of your magnets looks like. How can you observe the shape of a magnet’s magnetic field?

• various magnets

• 1 tablespoon iron filings

• white paper

Materials

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Sprinkle iron filings on a large piece of white paper. Spread out the filings.

Be Careful. Iron filings can be very messy. Try not to get the filings directly on the magnet. Do not get the filings near a computer.

Hold the paper over a magnet and gently shake the paper.

On a separate piece of paper, draw a picture of the pattern made by the iron filings.

Move the magnet around under the paper and observe how the filings change. Record your observations.

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Experiment Put 2 magnets (attracting or repelling) below the paper and iron filings. Shake the paper and draw the new pattern on another piece of paper.

Repeat your experiment using other types and combinations of magnets.

Communicate Your Results▶ Share your drawings and discuss them with other students.

Decide what a magnetic field should look like.

▶ Compare Look at the drawings you made of the two magnets. Compare the magnetic fields of two attracting magnets to the fields of two repelling magnets.

▶ Can you actually see the magnetic fields? Are your descriptions of the shapes of the magnetic fields based upon observations or inferences?

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Open Inquiry

More Magnet ExperimentsWhat experiments would you like to develop to find out more about magnetic forces and magnets? Here are some ideas to get you started:

▶ What can you wrap around a permanent magnet to affect its force? Try wrapping it in paper, plastic, metal, or ice. How does the thickness of the material you wrap around the magnet affect its force?

▶ How can you place two magnets together so that the total force of both magnets acting together is either more or less than one magnet acting alone?

▶ What would happen to the magnetic force if you used 2 batteries instead of 1 battery? What would happen if the batteries were connected in series or in parallel?

▶ Build electromagnets using different sizes of batteries. Does the size of the battery (AA, AAA, C, D) make a difference in the force?

Make predictions and explain why you made those predictions. Design an experiment and communicate your findings to your classmates.

My question is:

How I can test it:

My results are:

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