physical science with earth science - glencoe.com

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ConsultantDouglas Fisher, Ph.D.

Physical Sciencewith Earth Science

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

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

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

ISBN 0-07-869578-3

Printed in the United States of America

1 2 3 4 5 6 7 8 9 024 08 07 06 05

About the Consultant

Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiatedinstruction, and curriculum design as well as books, such as ImprovingAdolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher-credentialing program as well asgraduate-level courses on English language development and literacy.He also has taught classes in English, writing, and literacy development to secondary school students.

Physical Science with Earth Science iii

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

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

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

Chapter 1 The Nature of ScienceChapter Preview ....................................... 11-1 ............................................................... 21-2 ............................................................... 51-3 ............................................................... 8Wrap-Up ................................................. 12

Chapter 2 Science, Technology,and Society

Chapter Preview ..................................... 132-1............................................................. 142-2............................................................. 172-3............................................................. 20Wrap-Up ................................................. 24

Chapter 3 Motion, Acceleration,and Forces

Chapter Preview ..................................... 253-1............................................................. 263-2............................................................. 293-3............................................................. 32Wrap-Up ................................................. 36

Chapter 4 The Laws of MotionChapter Preview ..................................... 374-1............................................................. 384-2............................................................. 414-3............................................................. 44Wrap-Up ................................................. 48

Chapter 5 EnergyChapter Preview ..................................... 495-1............................................................. 505-2............................................................. 53Wrap-Up ................................................. 56

Chapter 6 Work and MachinesChapter Preview ..................................... 576-1............................................................. 586-2............................................................. 616-3............................................................. 64Wrap-Up ................................................. 68

Chapter 7 The Earth-Moon-Sun SystemChapter Preview ..................................... 697-1............................................................. 707-2............................................................. 73

7-3............................................................. 76Wrap-Up ................................................. 80

Chapter 8 The Solar SystemChapter Preview ..................................... 818-1............................................................. 828-2............................................................. 858-3............................................................. 888-4............................................................. 91Wrap-Up ................................................. 94

Chapter 9 Heat and States of MatterChapter Preview ..................................... 959-1............................................................. 969-2............................................................. 999-3........................................................... 1029-4........................................................... 105Wrap-Up ............................................... 108

Chapter 10 WavesChapter Preview................................... 10910-1 ........................................................ 11010-2 ........................................................ 11310-3 ........................................................ 116Wrap-Up ............................................... 120

Chapter 11 Sound and LightChapter Preview................................... 12111-1 ........................................................ 12211-2 ........................................................ 12511-3 ........................................................ 12811-4 ........................................................ 131Wrap-Up ............................................... 134

Chapter 12 Earth’s Internal ProcessesChapter Preview................................... 13512-1 ........................................................ 13612-2 ........................................................ 13912-3 ........................................................ 14212-4 ........................................................ 145Wrap-Up ............................................... 148

Chapter 13 ElectricityChapter Preview................................... 14913-1 ........................................................ 15013-2 ........................................................ 15313-3 ........................................................ 156Wrap-Up ............................................... 160

iv Physical Science with Earth Science

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Chapter 14 MagnetismChapter Preview................................... 16114-1 ........................................................ 16214-2 ........................................................ 16514-3 ........................................................ 168Wrap-Up ............................................... 172

Chapter 15 Electromagnetic RadiationChapter Preview................................... 17315-1 ........................................................ 17415-2 ........................................................ 17715-3 ........................................................ 180Wrap-Up ............................................... 184

Chapter 16 Energy SourcesChapter Preview................................... 18516-1 ........................................................ 18616-2 ........................................................ 18916-3 ........................................................ 192Wrap-Up ............................................... 196

Chapter 17 Weather and ClimateChapter Preview................................... 19717-1 ........................................................ 19817-2 ........................................................ 20117-3 ........................................................ 20417-4 ........................................................ 207Wrap-Up ............................................... 210

Chapter 18 Classification of MatterChapter Preview................................... 21118-1 ........................................................ 21218-2 ........................................................ 215Wrap-Up ............................................... 218

Chapter 19 Properties of Atoms andthe Periodic Table

Chapter Preview................................... 21919-1 ........................................................ 22019-2 ........................................................ 22319-3 ........................................................ 226Wrap-Up ............................................... 230

Chapter 20 Earth MaterialsChapter Preview................................... 23120-1 ........................................................ 23220-2 ........................................................ 23520-3 ........................................................ 23820-4 ........................................................ 241Wrap-Up ............................................... 244

Chapter 21 Earth’s Changing SurfaceChapter Preview................................... 24521-1 ........................................................ 24621-2 ........................................................ 24921-3 ........................................................ 25221-4 ........................................................ 255Wrap-Up ............................................... 258

Chapter 22 Chemical BondsChapter Preview................................... 25922-1 ........................................................ 26022-2 ........................................................ 26322-3 ........................................................ 266Wrap-Up ............................................... 270

Chapter 23 Chemical ReactionsChapter Preview................................... 27123-1 ........................................................ 27223-2 ........................................................ 27523-3 ........................................................ 27823-4 ........................................................ 281Wrap-Up ............................................... 284

Chapter 24 Solutions, Acids, and BasesChapter Preview................................... 28524-1 ........................................................ 28624-2 ........................................................ 28924-3 ........................................................ 29224-4 ........................................................ 295Wrap-Up ............................................... 298

Chapter 25 Nuclear ChangesChapter Preview................................... 29925-1 ........................................................ 30025-2 ........................................................ 30325-3 ........................................................ 30625-4 ........................................................ 309Wrap-Up ............................................... 312

Chapter 26 Stars and GalaxiesChapter Preview................................... 31326-1 ........................................................ 31426-2 ........................................................ 31723-3 ........................................................ 32023-4 ........................................................ 323Wrap-Up ............................................... 326

FCAT Vocabulary Glossary .................. 327

Florida Science Academic VocabularyGlossary ............................................... 329

Physical Science with Earth Science v

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Your notes are a reminder of what you learned in class. Taking goodnotes can help you succeed in science. These tips will help you takebetter notes.

• Be an active listener. Listen for important concepts. Pay attention to words, examples, and/or diagrams your teacher emphasizes.

• Write your notes as clearly and concisely as possible. The followingsymbols and abbreviations may be helpful in your note-taking.

• Use a symbol such as a star (★) or an asterisk (*) to emphasisimportant concepts. Place a question mark (?) next to anything thatyou do not understand.

• Ask questions and participate in class discussion.

• Draw and label pictures or diagrams to help clarify a concept.

Word or Symbol orPhrase Abbreviation

for example e.g.

such as i.e.

with w/

without w/o

Word or Symbol orPhrase Abbreviation

and +

approximately �

therefore �

versus vs

Note-Taking Tips

Note-Taking Don’ts

• Don’t write every word. Concentrate on the main ideas and concepts.

• Don’t use someone else’s notes—they may not make sense.

• Don’t doodle. It distracts you from listening actively.

• Don’t lose focus or you will become lost in your note-taking.

Florida Science Academic Vocabulary Glossary

accurate: free from error; close to thecorrect amount

achieve: to gain, accomplish, attain, reach

adapt: to change to fit new conditions;to change in order to make suitable

adjacent: near, close, or adjoining

adjust: to arrange the parts of something to make it work correctly

adult: fully developed; grown

affect: to bring about a change in

aggregate: material, such as sand or gravel,that is used to make concrete or mortar

analogy: a comparison involving asimilarity between two otherwisedissimilar objects or situations

apparent: appearing to be but notnecessarily so; seeming; readily seen,visible, readily understood or perceived;evident; obvious

approach: to come near

available: ready to use

benefit: something that helps or betters a person or thing; advantage

bond: to cause to adhere or stick together

capable: able to do things; fit

category: group or class of things; adivision in a classification system

chart: a sheet that gives information aboutsomething in the form of a diagram,graph, or table

chemical: any substance used in orobtained by a chemical process

code: (noun) set of signals representingletters or numerals, used to sendmessages; (verb) to put in the form of symbols of a code

collapse: to fall together, shrink

communicate: to make known or giveinformation

compensate: to make up for

component: part of a machine or system

compound: made up of individual parts;made of two or more separate parts or elements

concentrate: to bring or come closetogether in one place

conduct: to transmit energy such as heat,light, sound, or electricity

constant: not changing, especially notchanging over time

contact: the act or state of touching or meeting

contract: to draw together; shrink in size

controversy: argument or debate

convert: to change from one form or use toanother; to alter the physical or chemicalnature or properties of

coordinate: to cause to work well together

core: a central part; center

create: to bring into existence

cycle: a repeating sequence of events

decline: to become less in health, power,value, or number

define: to determine or identify theessential qualities or meaning of something

definite: clear; without doubt

derive: to get or receive from a source

detect: to perceive, discover, or uncover

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Physical Science with Earth Science 329

Properties of Atoms and the Periodic Table 219

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

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

Properties of Atoms and the Periodic TableBefore you read the chapter, respond to these statements.

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

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

Name Date

Write a few sentences telling what you know about atoms.

Accept all reasonable responses. Student responses may include information about

the components that make up atoms or the methods of studying atoms.

Science Journal

• An atom is the smallest unit of an element that stillhas all the properties of the element.

• An atom is made up of a positively charged nucleusand negatively charged electrons.

• Quarks are so tiny that they orbit the nucleus withthe electrons.

• Isotopes of an element only differ in their number of neutrons.

• An element’s chemical and physical properties maybe predicted by its location on the periodic table.

Before You Properties of Atoms and Read the Periodic Table

Model carbon-12 and carbon-14 by sketching each atom.

• Remember that carbon’s atomic number is 6.

• Label each atom’s protons, neutrons, and electrons.

• Show the charges of the particles.

Section 2 Masses of Atoms (continued)

IsotopesI found this information

on page .FL SE, p. 587FL RE, p. 335

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Student drawings should resemble figure

on FL SE, p. 587 or FL RE, p. 335, but

with 6 protons, and 6 neutrons.

Student drawings should resemble figure

on FL SE, p. 587 or FL RE, p. 335, but

with 6 protons, and 8 neutrons.

Carbon-12 Carbon-14

While exploring on your grandfather’s farm, you find a layer ofcharcoal that might represent a campfire built by Native Americans. Explain how youcould find the age of the charcoal layer.

Accept all reasonable responses. Students should describe how carbon-14 dating could

be used to date the charcoal layer.

CONNECT IT

Summarize how to calculate the average atomic mass of anelement. Then perform the calculation for the element Chlorineusing these data: Cl-35 makes up about �1

7060� of the abundance and

Cl-37 makes up about �12040� of the abundance.

Multiply the atomic mass for each isotope by the corresponding

proportion of abundance and add the two values. Average

atomic mass Cl � �17060� (35amu) � �1

2040� (37 amu) � 35.5 amu

vi Physical Science with Earth Science

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Using Your Science NotebookThis note-taking guide is designed tohelp you succeed in learning sciencecontent. Each chapter includes:

Language-Based Activities Activities cover the content

in your science book includingvocabulary, writing, note-taking,

and problem solving.

Science Journal Write about what

you know.

Writing Activities These activities help you think

about what you’re learning and make connections to

your life.

Vocabulary DevelopmentVocabulary words help you to better

understand your science lessons. Learning the Academic Glossary can help you score

higher on standardized tests.

Anticipation Guide/KWL ChartsThink about what you already know

before beginning a lesson and identify what you would like

to learn from reading.

Compare Mendeleev’s early periodic table to that of today bycompleting the Venn diagram.

Section 3 The Periodic Table (continued)

Organizing theElements

I found this informationon page .

FL SE, pp. 588–589FL RE, pp. 337–338

The Atom and thePeriodic Table


FL SE, p. 592FL RE, p. 339

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


increasingatomic massvertically

predict properties of

unknown elements

allow for future additions

repeating patterns

increasingatomic numberhorizontally

Both

Today (Moseley)Mendeleev

Sequence the energy levels in the electron cloud diagram andwrite the maximum number of electrons that can be contained ineach level.

Level 4; 32

Level 3; 18

Level 2; 8

Level 1; 2

Nucleus; 0

230 Properties of Atoms and the Periodic Table

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Properties of Atoms and the Periodic Table Chapter Wrap-Up

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



Name Date

ReviewUse this checklist to help you study.

Review the information you included in your Foldable.

Study your Science Notebook on this chapter.

Study the definitions of vocabulary words.

Review daily homework assignments.

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

Review the Self Check at the end of each section.

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

• An atom is the smallest unit of an element that still A FL SE, p. 579has all the properties of the element. FL RE, p. 328

• An atom is made up of a positively charged nucleus A FL SE, p. 579and negatively charged electrons. FL RE, p. 327

• Quarks are so tiny that they orbit the nucleus with D FL SE, p. 579the electrons. FL RE, p. 328

• Isotopes of an element only differ in their number A FL SE, p. 586of neutrons. FL RE, p. 334

• An element’s chemical and physical properties may A FL SE, p. 589be predicted by its location on the periodic table. FL RE, p. 338

Properties of Atoms and After Youthe Periodic Table Read

After reading this chapter, identify three things you havelearned about the properties of atoms and the periodic table.

Accept all reasonable responses. Sample answer: 1. Atoms consist of protons, neutrons,

and electrons. 2. Properties of elements show repeating patterns. 3. The periodic table

can be divided into regions.

SUMMARIZE IT

Analyze how electron dot diagrams show similarities betweenelements within a group. Accept all reasonable responses.

Elements within a group all have the same electron dot diagrams,

because they have the same number of electrons in their outer

energy levels. They are similar in how they combine with other

elements to fill the outermost level.

Classify the regions of the periodic table as metals, nonmetals, ormetalloids.

• Shade the regions on the blank periodic table.

• Label each region and write its characteristics.




FL SE, p. 594FL RE, p. 341

Regions on thePeriodic Table


FL SE, p. 595FLRE, p. 342

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Write a paragraph showing the relationship betweenchemistry and physics based on what you’ve learned from the periodic table.

Accept all reasonable answers. Students may mention that the chemical behavior of

matter can be described in terms of energy and forces, both electrical and magnetic. The

structure of the atom is described in terms of energy levels. Reactivity between atoms is

described in terms of energy as well.

SYNTHESIZE IT

Physical Science with Earth Science vii

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

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

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

what you have learned.

Note-Taking Based on the Cornell Two-Column Format

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

and written summaries.

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

for your chapter tests.

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

and remember content.

The Nature of Science 1

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

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

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

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

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

Name Date


• A scientific theory will always be true.

• A scientific experiment is valid as long as you don’t vary morethan two factors.

• By choosing an appropriate unit of measurement, you can avoidworking with large-digit numbers and with many decimal places.

• Any type of graph is appropriate for displaying any type of information.

List possible reasons that scientists study space.

Science Journal

Before You The Nature of ScienceRead

Benchmarks—SC.H.1.4.4: The student knows that scientists in any one research group tend to see things alike and thattherefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in theirdata analysis. Also covers: SC.H.1.4.1, SC.H.1.4.2, SC.H.1.4.3, SC.H.1.4.5, SC.H.1.4.6, SC.H.1.4.7, SC.H.2.4.1, SC.H.2.4.2

2 The Nature of Science

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Name Date

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 1 The Methods of Science

investigation

survey

Skim the headings and bold words in this section. Write four stepsscientists might take to solve a problem.

Define investigation to show its scientific meaning.

Read the definitions below, then write the key term on the blankin the left column.

variable whose value changes as a result of changes in other vari-ables

standard used to compare the results of the experiment

a factor that can cause a change in the results of an experiment

the application of science to help people

a factor in an experiment that does not change

represents an idea, event, or object to help people observe or test it

the variable you change to see how it affects another variable

occurs when a scientist’s expectations change how the results are viewed

Use a dictionary to define survey.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 The Methods of Science (continued)

Name Date

Identify the three main categories of science. Summarize the topicstudied in each category.

1.

2.

3.

Sequence the common steps found in scientific methods in thecorrect order. The first step has been completed for you.

Organize the advantages and disadvantages of a pilot flying a realairplane and flying a simulator.

What is science?I found this information

on page .

ScientificMethods


Visualizing withModels

I found this informationon page . Advantages Disadvantages

Real airplane

Simulator

1. State the problem

2.

3.

4.

5.

6.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 The Methods of Science (continued)

Name Date

Distinguish between a scientific theory and a scientific law.

Complete the paragraph about the limitations of science.

Science explain or solve everything. A scientist has to

make sure his or her guesses can be and .

Science cannot answer questions about and .

For example, a of people’s opinions about such ques-

tions would not prove that the opinions are true for everyone.

Create your own real-world example of how the application of ascientific discovery has helped create a new technology.

ScientificTheories and

LawsI found this information

on page .

The Limitationsof Science


Using Science—Technology


Name Date

Summarize the steps a scientist might take to determine if a newdrug works in cancer patients.

CONNECT IT

Benchmarks—SC.H.1.4: The student uses the scientific processes and habits of mind to solve problems. Also covers:SC.H.2.4


ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 2 Standards of Measurement

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

measurement

precision

accuracy

volume

mass

density

ratio

Skim the headings in Section 2. Write three questions that come tomind about measurement.

1.

2.

3.

Define measurement to show its scientific meaning.

Use your book to define the following terms.

Define ratio to show its scientific meaning. Then use it in asentence as a noun.

Summarize why measurement standards are necessary.

Complete the table of SI base units used to measure variousquantities.

Create an example of a real-world object that could beappropriately measured using each SI unit.

meter

kilometer

millimeter

micrometer

Organize the steps for finding the volume of a rectangular solid bylisting them below.

Section 2 Standards of Measurement (continued)

Units andStandards


InternationalSystem of Units


MeasuringDistance


MeasuringVolume


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Quantity Measured Unit Symbol

Time s

kilogram

K

candela

Length

mole

A

Identify two pairs of objects that have about the same size butdifferent masses.

Complete the table below. Place an X in the appropriate box toindicate the type of each measurement unit.

Section 2 Standards of Measurement (continued)

Measuring MatterI found this information

on page .


Measuring Timeand TemperatureI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Measurement SI Unit Derived Unit

gram per centimeter cubed (g/cm3)

decimeter (dm)

liter (L)

meter cubed (m3)

kilogram (kg)

Model three thermometers, a Fahrenheit scale, a Kelvin scale,and a Celsius scale. Label each to include the boiling and freezingpoints of water.

Compare the advantages and disadvantages of convertingour system of measurement in the United States from the English system to theInternational System of units.

SYNTHESIZE IT

Benchmarks—SC.H.1.4: The student uses the scientific processes and habits of mind to solve problems.Also covers: SC.H.2.4


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Name Date

The Nature of ScienceSection 3 Communicating with Graphs

NewVocabulary

AcademicVocabulary

data

graph

detect

A Visual DisplayI found this information

on page .

Scan the headings, figures, and captions in Section 3 of your text.Write three questions that came to mind as you scanned this section.

1.

2.

3.

Define data to show its scientific meaning.

Use your book to define graph to show its scientific meaning.

Use a dictionary to define the word detect.

Distinguish between the three types of graphs described in thissection. Draw and label a simple example of each graph.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Summarize four reasons scientists graph the results of theirexperiments.

Evaluate the effectiveness of two fertilizers on plant growth byplotting the following data on a line graph. Be sure to label each axis.

Section 3 Communicating with Graphs (continued)

A Visual DisplayI found this information

on page .

Line GraphsI found this information

on page .

Bar GraphsI found this information

on page .

Name Date

Week Type A Type B

1 2 cm 2 cm

2 7 cm 9 cm

3 15 cm 19 cm

4 20 cm 24 cm

Identify the features of the bar graph in your book titled“Classroom Size (January 20, 2004)” by completing the table.

Feature Description Feature Description

x-axis maximum bar 5height

y-axis minimum bar 1height

horizontal maximum classscale size 27

vertical minimum classscale size 20


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Complete the following paragraph.

A graph is used to show how a certain quantity

is into parts. The circle represents the

and the segments represent the of the whole. The

segments are usually given as of the whole.

Analyze the circle graph titled “Heating Fuel Usage” in your book tocomplete the first column in the table. Then use the formula providedfor you in the table to complete the second column. Remember to usethe decimal form of the percent of whole in the formula when findingangle of slice. The first one has been done for you.

Section 3 Communicating with Graphs (continued)

Circle GraphsI found this information

on page .


Name Date

Heating Percent Angle of Slice Fuel of whole [percent of whole � 360˚ � angle of slice˚]

Gas 50 0.5 � 360˚ � 180˚

Steam

Coal

Electric

Other

Describe when you would use each type of graph (linegraph, bar graph, and circle graph) to show information.

SUMMARIZE IT

Tie It TogetherThe Nature of ScienceEngage your imagination and sharpen your writing skills to produce a draft of an articlefor a science magazine. You have recently conducted a scientific experiment, and you wantto report the results to your colleagues. Use the outline below to help you organize yourdraft. Provide as much detail as possible, and include units of measurement with all ofyour data.

1. Identify the problem that interested you in this experiment.

2. Summarize your background information.

3. State your hypothesis.

4. Describe your experiment.

5. Present and analyze your data.Include a graphical display.

6. Draw a conclusion.

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

The Nature of Science Chapter Wrap-Up




Name Date









• A scientific theory will always be true.

• A scientific experiment is valid as long as you don’t vary more than two factors.

• By choosing an appropriate unit of measurement, you can avoidworking with large-digit numbers with many decimal places.

• Any type of graph is appropriate for displaying any type of information.

The Nature of Science After YouRead

After reading this chapter, identify three things you havelearned about the nature of science.

SUMMARIZE IT

Science, Technology, and Society 13

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Science, Technology, and SocietyBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

List 10 types of technology you have used today.

Science Journal

• The study of science usually leads to a betterunderstanding of the world around you.

• The development of technology is not affected by society.

• Engineers use scientific information to developproducts or solve problems.

• Building a prototype is usually the first step takento find a technological solution.

Before You Science, Technology, and SocietyRead

Benchmarks—SC.H.3.4.3: The student knows that scientists can explain causes and effects of events, thevalue of technology, and how science relates to technological practice. Also covers: SC.H.3.4.5, SC.H.3.4.6

14 Science, Technology, and Society

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Name Date

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Science, Technology, and SocietySection 1 Science and Technology

technology

agriculturalbiotechnology

technique

Scan the section headings, boldface words, and illustrations. Writefour facts you discovered as you scanned the section.

1.

2.

3.

4.

Define technology to show its scientific meaning.

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

Use a dictionary to define technique. Then use the wordtechnique in a sentence to show its scientific meaning.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 Science and Technology (continued)

Name Date

Complete the statement about science.

The study of science usually leads to

Now write three examples of science.

1.

2.

3.

Organize examples of how scientific insight has contributed todisease prevention and improved weather forecasting.

Compare and contrast science and technology.

ScientificDiscovery


Scientific InsightI found this information

on page .

What istechnology?


Disease Prevention Weather Forecasting

1. 1.

2. 2.

3.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 Science and Technology (continued)

Name Date

Organize information about types of technology by completingthe concept web. Provide two examples of each type of technology.

Summarize how global technological needs differ in developingcountries and industrialized countries.

DevelopingCountries

IndustrializedCountries

GlobalTechnological

Needs

Methods or Techniques

1.

2.

1. 2.

Objects

Types ofTechnology

Systems

1. 2.

1.

2.

Knowledge or Skills


GlobalTechnological

NeedsI found this information

on page .

Name Date

What is the most important piece of technology you use on adaily basis? Support your choice with an example.

CONNECT IT

Benchmarks—SC.H.3.4.4: The student knows that funds for science research come from various agencies and industries,and that this funding influences areas of discovery.


ReviewVocabulary

AcademicVocabulary

Name Date

Science, Technology, and SocietySection 2 Forces that Shape Technology

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ecosystem

society

benefit

Predict three things that might be discussed in this section after youread the Section 2 title.

1.

2.

3.

Define ecosystem to show its scientific meaning.

Use your book to define society. Then write a sentence thatincludes the term society and the term technology.

Definition:

Sentence:

Use a dictionary to define benefit to show its scientific meaning.List three examples of things that are benefits to people.

Examples:

Complete the concept web to identify the social forces that shapetechnology.

Summarize how social forces shape technology.

Organize information about economic forces that shapetechnology by completing the concept web.

Economic Forcesthat Shape Technology

which which which

include

Social Forcesthat

Shape Technology

include

Section 2 Forces that Shape Technology (continued)

Social Forcesthat ShapeTechnology



Economic Forcesthat ShapeTechnology


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Complete the statement below about developing technologyresponsibly.

To develop technology responsibly, people must evaluate both

the and the consequences of the

technology.

Summarize the types of issues involved when developingtechnology responsibly by completing the table.

Section 2 Forces that Shape Technology (continued)

ResponsibleTechnology



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Issues Involved when Developing Technology Responsibly

Type of Issue Description of Issue Example

Environmental how technology affects plants, animals, and ecosystems

Moral

Ethical Humane treatment of organisms shouldoccur during scientificinvestigations.

Evaluate how moral and ethical values related to animalsand humans have affected the methods by which technology is developed.

SYNTHESIZE IT

Benchmarks—SC.H.3.4.1: The student knows that the value of a technology may differ for different peopleand at different times. Also covers: SC.H.3.4.2


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Name Date

Science, Technology, and SocietySection 3 Developing Technology

NewVocabulary

AcademicVocabulary

system

factor

Preview the What You’ll Learn statements for Section 3. Predictthree topics that will be discussed in this section.

1.

2

3.

Define system to show its scientific meaning.

Write the correct vocabulary word next to each definition.

device or collection of devices used to monitor a system and limitsystem failures

researcher who uses scientific information or ideas to solveproblems or human needs and bring technology to consumers

performance-testing method using a computer to imitate a processor procedure or to gather data

first full-scale model built to performance-test a new product

scaled-down version of real production equipment that closelymodels actual manufacturing conditions and is used to test a newmanufacturing process

design limitations placed on products by outside factors, such asavailable materials, cost, and environmental impact

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


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Summarize important characteristics of scientists and engineers.

A scientist is someone who studies .

Scientists often do research in ,

although some work is done in the .

Scientists may not know whether or how their work will be used.

An engineer is a who is

responsible for bringing to the

consumer. Engineers use scientific information or ideas to

or

.

Identify seven different areas in which engineers work.

Section 3 Developing Technology (continued)

Scientists andEngineers



Name Date

Some Areas in Which Engineers Work

1.

2.

3.

4.

5.

6.

7.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Complete the flowchart to identify the processes used by scientistsand engineers to find technological solutions to problems. Use theinformation provided and your book to help you.

Identify two types of intellectual property.

1.

2.

1.Clearly define the problem.

2.Begin the search for a solution.

4.

includes

includes

whichhelps to

3.Use models to find design flaws.

Section 3 Developing Technology (continued)

Finding SolutionsI found this information

on page .


Name Date

A prototype is a model. Think of a time when you have used aprototype to study or learn about something. Identify an advantage of a model.Identify a disadvantage.

CONNECT IT

Tie It TogetherSynthesize ItSuppose you are part of a team that designs robots. In the spaces provided, describe therobot you would like to build and some things you would have to consider to actually buildit. Use the writing prompts to help you.

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Jobs my robot would do:

Features my robot would need:

Constraints of building my robot:


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Science, Technology, and SocietyChapter Wrap-Up




Name Date

After reading this chapter, identify three things you havelearned about science, technology, and society.

SUMMARIZE IT

• The study of science usually leads to a better understanding of the world around you.

• The development of technology is not affected by society.

• Engineers use scientific information to develop products or solve problems.

• Building a prototype is usually the first step taken to find a technological solution.

Science, Technology, and Society After YouRead










Motion, Acceleration, and ForcesBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• Distance and displacement are the same thing.

• Velocity and speed are the same thing.

• Whenever an object accelerates, its speed increases.

• It takes force to change an object’s direction of motion.

• Objects in motion tend to slow down and come torest unless acted on by outside forces.

Write a paragraph describing three rides in an amusement park and how rides cause you to move.

Science Journal

Before You Motion, Acceleration, and ForcesRead

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Motion, Acceleration, and Forces 25

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Motion, Acceleration, and ForcesSection 1 Describing Motion

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

26 Motion, Acceleration, and Forces

Benchmarks—SC.C.1.4.1: The student knows that all motion is relative to whatever frame of reference is chosen and thatthere is no absolute frame of reference from which to observe all motion.

instantaneous

average speed

instantaneous speed

constant

Skim Section 1 of the chapter. Read the headings and illustrationcaptions. Write two questions that come to mind.

1.

2.

Analyze why the word instantaneous, as used in the book, doesnot mean “sudden.”

Define each vocabulary term by writing it next to the correctdefinition.

the distance and direction that something moved from a starting point

a quantity that is specified by size and direction

the distance an object travels in an amount of time

a measure of the speed of an object and the direction it is traveling

Contrast the average speed and the instantaneous speed of a runnerin a race.

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

Draw a winding path that covers a distance of 70 miles and finisheswith a displacement 20 miles southwest of the starting point. Labelyour diagram with the distance and direction traveled.

Section 1 Describing Motion (continued)

MotionI found this information

on page .

SpeedI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Analyze the formula for average speed by looking at the diagramand filling in the prompts.

Put your finger over the v on the diagram. Now write the formula for average speed.

Put your finger over the d on the diagram. Write the calculation to find total distance if you know average speed and total time.

Prove to yourself that these formulas are correct by checking the units.

v � d/t• d has units of , and t has units of .

• Therefore, v has units of .

d � vt• v has units of , and t has units of

• Therefore, d has units of .

d

v t

Section 1 Describing Motion (continued)

VelocityI found this information

on page .

Graphing MotionI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Analyze the following statement. “A boat traveled at 10 km/hfor one hour, then at 13 km/h for two hours, and finally at 11 km/h for another hour.The average speed over the whole trip was 15 km/h.” Support your analysis with acalculation.

ANALYZE IT

Critique the phrase “airspeed velocity of a swallow”.

Model a swallow in flight.

• Use an arrow to show the swallow’s velocity.

• Label the arrow to indicate the swallow’s speed.

Create a graph to show the progress of a runner who runs a 1-kilometer race in 3 minutes. The runner gets off to a fast start,runs the middle of the race at a more moderate pace, and thensprints to the finish.

Graphing Checklist:• title• scale on x axis• units on x axis• label on x axis• scale on y axis• units on y axis• label on y axis

30k/h

ReviewVocabulary

AcademicVocabulary

Name Date

Motion, Acceleration, and ForcesSection 2 Acceleration

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.C.1.4.2: The student knows that any change in velocity is an acceleration.

velocity

acceleration

positive

Scan Use the checklist below to preview Section 2 of your book.

Read all section titles.

Read all boldfaced words.

Read all graphs and equations.

Look at all the pictures and read their captions.

Define velocity in a sentence to show its scientific meaning.

Use your book to define the word acceleration.

Analyze why we say an object is accelerating, when we usuallymean that it is speeding up. An object that is slowing down also isaccelerating.

Use a dictionary to define the word positive. Then write ascientific sentence that includes the word.

Draw a closed racecourse with parts labeled A, B, C, and D, wherethe following occurs: [Hint: the path crosses itself once.]

A. The car is speeding up while traveling in a straight line.

B. The car is curving left at constant speed.

C. The car is traveling in a straight line at a constant speed.

D. The car is curving right while slowing down.

Section 2 Acceleration (continued)

Acceleration,Speed, and

VelocityI found this information

on page .


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Synthesize Create a graph titled “Speed Changing Over Time”to show the acceleration of the car traveling around your course(above). Place the labels A, B, C, and D along the horizontal axis torepresent the time when the car travels each part of the course.

• Draw a line on the graph Speed Changing Over Time

to show how the speed of the car changes with time.

• Label each of the four parts of the graph with either a plus sign, a minus sign, or a zero to indicate where the car’sacceleration is positive,negative, or zero.

• Describe the relationship between speed and acceleration asshown in your graph.

41 2 3 10min98765Time

Spe

ed

Analyze why the SI unit of acceleration is m/s2.

Compare the results of applying the acceleration equation in the following two cases: (1) an object that goes from 0 to 10 m/s in4 s, and (2) then goes from 10 m/s to 30 m/s in 8 s.

(1) a � (vf – vi )/t

� �

(2) a � (vf – vi )/t

� �

Predict the acceleration of a roller coaster that goes from 0 to 190 km/h in 4 s. Express your answer in km/s2. Round to threedecimal places.

Section 2 Acceleration (continued)

CalculatingAcceleration


Amusement ParkAcceleration


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Distinguish between average acceleration and instantaneous acceleration.

SYNTHESIZE IT

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Motion, Acceleration, and ForcesSection 3 Motion and Forces

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.H.1.4.1: The student knows that investigations are conducted to explore new phenomena, to checkon previous results, to test how well a theory predicts, and to compare different theories. Also covers: SC.H.1.4.4,SC.H.1.4.7, SC.H.2.4.2

vector

force

net force

balanced forces

unbalanced forces

survive

Predict Read the title of Section 3. List three things that might bediscussed in this section.

1.

2.

3.

Define vector in a sentence to show its scientific meaning.

Use your book or dictionary to define the following terms.

Use a dictionary to define survive.

Model an apple hanging from a tree and a falling apple. Includearrows with labels to show all forces acting on the apples.

Analyze the forces acting on the apple in each drawing and howthey combine to form the net force.

Complete the concept map about types of friction.

Section 3 Motion and Forces (continued)

What is force?I found this information

on page .

FrictionI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Hanging Apple Falling Apple

Types of Friction

sliding friction

prevents two surfaces from sliding past each other

less than slidingfriction

Contrast the terminal velocity of a parachutist with an openchute to the terminal velocity of the same parachutist with a closed chute. Draw sketches below to show the forces in each case.

Section 3 Motion and Forces (continued)

Air ResistanceI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Since rolling is a type of motion, and static means “notmoving,” it doesn’t seem that rolling friction could be a type of static friction—and yetit is. Explain why this is so, using the example of a tire rolling down a road. Describewhat happens when the tire skids.

SYNTHESIZE IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherMotion, Acceleration, and ForcesAnalyze the motion of a water balloon you toss at a partner during a contest. You launchthe balloon in a steep arc, it reaches the top of its flight, and then it falls back to Earth,landing with a splat in your partner’s hands.

1. Draw the balloon’s path and include arrows showing the forces acting on the balloon atseveral points along the path.

2. Describe the forces acting on the balloon. Identify the effects they have on the balloon’s horizontal speed and vertical speed during its flight.

Name Date

Motion, Acceleration, and ForcesChapter Wrap-Up




Name Date









• Distance and displacement are the same thing.

• Velocity and speed are the same thing.

• Whenever an object accelerates, its speed increases.

• It takes force to change an object’s direction of motion.

• Objects in motion tend to slow down and come to rest unless acted on by outside forces.

Motion, Acceleration, and Forces After YouRead

After reading this chapter, identify three things you havelearned about motion, acceleration, and forces.

SUMMARIZE IT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


The Laws of Motion 37

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,


The Laws of MotionBefore You ReadBefore you read the chapter, use the “What I know” column to list threethings you know about motion. Then list three questions you have aboutmotion in the “What I want to find out” column.

Name Date

Explain which would be a safer car—a car with a front end that crumples in a crash or one with a front end that doesn’t crumple.

Science Journal

K WWhat I know What I want to find out

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Laws of MotionSection 1 The First Two Laws of Motion

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

38 The Laws of Motion

Benchmarks—SC.H.1.4.1: The student knows that investigations are conducted to explore new phenomena, to checkon previous results, to test how well a theory predicts, and to compare different theories. Also covers: SC.C.1.4.2

net force

period

Objectives Read the section objectives. Then write three questionsthat come to mind from reading these statements.

1.

2.

3.

Explain how the idea of a sum is important for thinking aboutnet force.

Define each vocabulary term by writing it next to the correctdefinition.

if the net force acting on an object is zero, the object remains atrest, or if the object is moving, it continues in a straight line withconstant speed

the tendency of an object to resist a change in its motion

the acceleration of an object is in the same direction as the netforce on the object

Define the term period using a dictionary.

Complete the concept map by defining Newton’s first law of motion.

Summarize the concept of inertia by completing the statements.

Inertia is the

. The amount of inertia that an object has

depends on its . A large truck, for example, has

than a small car. This is why it is more difficult

to stop a in a short distance.

Newton'sFirst Law of Motion

net force equals zero

states that states that

if if

Section 1 The First Two Laws of Motion (continued)

The First Law ofMotion


Inertia and MassI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Analyze the effects on a passenger riding in a car traveling at 50 km/h that collides head-on with a solid object.

Organize the three variables related by Newton’s second lawin the table. Show equations to find each variable if you know thevalues of the other two variables.

Section 1 The First Two Laws of Motion (continued)

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Without Restraints With Safety Belts and Air Bags

Summarize the relationship between a moving object’smass, its inertia, and the forces acting on it.

SUMMARIZE IT

What happens ina crash?


The Second Lawof Motion


Newton’s Second Law of Motion

Unknown Known EquationsVariable Variables

Acceleration

Net force

Mass

ReviewVocabulary

AcademicVocabulary

Name Date

The Laws of MotionSection 2 Gravity

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.C.2.4.1: The student knows that acceleration due to gravitational force is proportional to massand inversely proportional to the square of the distance between the objects. Also covers: SC.C.2.4.4; SC.E.1.4.1;SC.H.1.4.1; SC.H.1.4.3; SC.H.1.4.6; SC.H.1.4.7; SC.H.2.4.1; SC.H.2.4.2; SC.H.3.4.1; SC.H.3.4.6

acceleration

gravity

weight

centripetal acceleration

centripetal force

range



Read all bold words.

Read all equations.


Mentally review what you already know about gravity.

Suppose an object’s acceleration is negative. Use the formula foracceleration to explain what this implies about the initial andfinal velocities.

Define the following key terms using a dictionary or your book.

Use the word range in a scientific sentence.

Complete the concept map to explain why the force of gravity varies

Summarize the law of universal gravitation by writing the equationin the space below. Define each variable or constant in the equation.

Analyze the formula W � mg to explain how an object’s weightcan change even when its mass remains constant.

Gravitationalforce

increases

increases

increases if

decreases if

Section 2 Gravity (continued)

What is gravity?I found this information

on page .

The Law ofUniversal

GravitationI found this information

on page .

Earth’sGravitationalAcceleration


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Distinguish between an object that is truly weightless and anobject that is weightless because it is in free fall.

Model a ball thrown horizontally. Sketch the path of the ball anddraw arrows showing its horizontal and vertical velocity at three points along the path. Vary the length of your arrows to show the magnitude ofthe velocities.

Create a top view of an objectmoving in a circle at constant speed, such as a ball on a string.Show at least two positions ofthe object. At each position,draw an arrow for the object’svelocity and another arrow for the centripetal acceleration of the object.

Section 2 Gravity (continued)

Weightlessnessand Free Fall


Projectile MotionI found this information

on page .

Centripetal ForceI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


The force of gravity between two objects is F � G m1 m2/d2,and the force of gravity between Earth and object of mass m on Earth’s surface is F � mg. Use F � F to make an equation for g in terms of the variables of the universalgravitation equation. [Hint: the distance between Earth and an object on its surface ismeasured from the object to Earth’s center.]

SUMMARIZE IT

Velocity

Centripetalacceleration

Velocity

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Laws of MotionSection 3 The Third Law of Motion

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.C.2.4.6: The student explains that all forces come in pairs commonly called action and reaction.Also covers: SC.E.1.4.1; SC.H.1.4.1-SC.H.1.4.7; SC.H.2.4.1; SC.H.2.4.2

speed

velocity

third law of motion

momentum

law of conservation of momentum

initial

Skim through Section 3 of your book. Write three questions thatcome to mind from reading the headings and the illustrationcaptions.

1.

2.

3.

Describe the difference between velocity and speed.

State Newton’s third law of motion as found in your book.

Define the following key terms using a dictionary or your book.

Use a dictionary to define initial. Then use it as an adjective in asentence to show its scientific meaning.

Summarize Newton’s third law of motion in your own words.

Predict the corresponding reaction for each action.

Section 3 The Third Law of Motion (continued)

Newton’s ThirdLaw




Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Analyze the motion of a child on a swing. The child swingsforward, then back. Explain why the backward swing is not anexample of reaction in the sense of Newton’s third law.

Action Reaction

A high-jumper lands on a mat.

A fisherman tosses an anchor away from his boat.

An airplane’s jet engine pushes air toward the back of the airplane.

Analyze the property of momentum in words and with anequation. Include units and identify all variables.

Section 3 The Third Law of Motion (continued)

MomentumI found this information

on page .



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Predict why momentum is a property of moving objects, but not ofstationary objects.

Create an example of a situation in which momentum isconserved. Explain how the law of conservation of momentumapplies to your example.

Words Equation

Use what you know about force and momentum to explain why abaseball player’s position determines the amount of padding in the baseball glove.

CONNECT IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherThe Laws of MotionCombine some of what you have learned about forces in this chapter into a picture of a wooden block sliding across a table. Use arrows to show the following:

• As the block slides, friction with the table slows the block down.

• Gravity pulls the block downward.

• The force of gravity is balanced by an upward force exerted by the table on the block.

Suppose the block has a mass of 0.2 kg. Use W � mg, with g � 9.8 m/s 2, to calculate the weight of the block.

The block continues to slide until it strikes a second block. Draw this event below. Usearrows to show the following:

• During the collision, the first block exerts a force on second block which causes the second block to move.

• The second block exerts an equal and opposite reaction force on the first block, slowing it down.

Name Date


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

The Laws of Motion Chapter Wrap-UpIn the left column, copy the questions you listed in the Chapter Preview. Inthe right column, write down the answers you discovered as you workedthrough the chapter.

Name Date









After reading this chapter, identify three things you havelearned about the laws of motion.

SUMMARIZE IT

W LWhat I wanted to find out What I learned

Energy 49


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



Name Date

• The total amount of energy in the universenever changes.

• Any two objects on the same shelf of a cupboard have the same potential energy.

• Energy is lost when an object is motionless.

• A lightbulb transforms electrical energy into light and thermal energy.

Which takes more energy: walking up stairs or taking an escalator? Explain yourreasoning.

Science Journal

Before You EnergyRead

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

EnergySection 1 The Nature of Energy

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

50 Energy

Benchmarks—SC.B.1.4.1: The student understands how knowledge of energy is fundamental to all the scientificdisciplines. Also covers: SC.B.1.4.3, SC.H.1.4.7, SC.H.2.4.2

gravity

analogy

Scan Section 1 to find at least four forms of energy.

Define gravity to show its scientific meaning.

Read the definitions below, then write the key term for each onein the left column.

the ability to do work

energy a moving object has because of its motion

the standard unit for measuring energy

energy stored in an object

energy stored by things that stretch or shrink

energy stored in chemical bonds

energy stored in objects because of their position above Earth’s surface

Use a dictionary to define analogy.

Identify at least eight familiar items that consume energy. Groupitems by the form of energy they use.

Section 1 The Nature of Energy (continued)

What is energy?I found this information

on page .

Kinetic EnergyI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Energy 51

Chemical Electrical

Create an analogy to show how energy is like water.

Complete the formula for the kinetic energy equation of a movingobject. Use mass (kg), speed (m/s), and kinetic energy (joules) inyour equation.

word equation:

� ��12

�� 2

symbol equation:

Analyze the types of potential energy being used by an athletecompeting in each of these athletic events.

archery

sprinting

platform diving

Complete the concept map by entering each term or phrase in theappropriate location.• chemical • mgh• energy • potential energy• gravitational • mass � velocity21

�2

Section 1 The Nature of Energy (continued)

Potential EnergyI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

52 Energy

Make an analogy comparing energy and money.ANALYZE IT

kinetic energy

elastic

GPE �KE �

ReviewVocabulary

AcademicVocabulary

Name Date

EnergySection 2 Conservation of Energy

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Energy 53

Benchmarks—SC.B.1.4.2: There is conservation of mass and energy when matter is transformed. Also covers: SC.F.1.4.4, SC.G.1.4.2, SC.H.1.4.1, SC.H.1.4.6, SC.H.1.4.7, SC.H.2.4.2

friction

mechanical energy

law of conservation of energy

convert

Predict three things you think might be discussed in this section.Read the section title to help you make your predictions.

1.

2.

3.

Define friction in a sentence that shows its scientific meaning.

Use your book to define the following key terms.

Find convert in a dictionary, and then use it as a verb in ascientific sentence.

54 Energy

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Sequence four energy transformations, such as those related tofossil fuels.

1.

2.

3.

4.

Create a drawing of an apple falling from a tree. Label where:

• kinetic energy is low and gravitational potential energy is high• kinetic energy is high and gravitational potential energy is low• kinetic energy is about equal to gravitational potential energy

Section 2 Conservation of Energy (continued)

Changing Formsof Energy


ConversionsBetween Kinetic

and PotentialEnergy


The Law ofConservation of

EnergyI found this information

on page .

Name Date

Predict the energy transformations when a fast-moving rollercoaster finishes its ride and comes to a stop. Give three possibilities.

1.

2.

3.

Energy 55

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Create two examples of changes that might be brought about bythermal energy produced through friction when two materials rubtogether. Remember, energy is defined as the ability to cause change.

Compare and contrast nuclear fission and nuclear fusion.Complete the Venn diagram with at least six facts.

Section 2 Conservation of Energy (continued)

The Law ofConservation of


on page .


The Human Body-Balancing the

Energy EquationI found this information

on page .

Name Date

Nuclear Fission Nuclear Fusion

Analyze information in your book to explain why athletes need tomonitor their intake of chemical potential energy.

Describe an experience where it would have been helpful for youor someone you know to understand how energy can change form.

CONNECT IT

Both

56 Energy

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Energy Chapter Wrap-Up




Name Date









• The total amount of energy in the universenever changes.

• Any two objects on the same shelf of a cupboard have the same potential energy.

• Energy is lost when an object is motionless.

• A lightbulb transforms electrical energy into light and thermal energy.

Energy After YouRead

After reading this chapter, identify three things you havelearned about energy.

SUMMARIZE IT


Work and MachinesBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• A person does work on a heavy object whileholding it up above the ground.

• Machines are tools for making work easier.

• A machine is a device that creates energy.

• A baseball bat can be considered a machine.

Diagram a bicycle and identify the parts you think are simple machines.

Science Journal

Before You Work and MachinesRead

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Work and Machines 57

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Work and MachinesSection 1 Work

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

58 Work and Machines

Benchmarks—SC.B.1.4: The student recognizes that energy may be changed in form with varying efficiency.

energy

work

power

transfer

Skim Section 1 of your text. Write three questions that come tomind from reading the headings and the illustration captions.

1.

2.

3.

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

Use your book or a dictionary to define the terms work andpower.

Sometimes the word power means ability to do something. Explainwhy this is not how the word is used in physical science.

Use a dictionary to define the term transfer.

Create three sketches showing the following situations involvingwork.

A force is not doingA force is not doing work because the

A force is doing work because there force is not in thework. is no motion. direction of motion.

Section 1 Work (continued)

What is work?I found this information

on page .

Work and EnergyI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Complete the concept map relating work and energy.

is the ability to do

is the transfer of

Complete the equation for the calculation of work when force anddistance are known.

Work (in joules) �

W �

Describe the relationship between joules, meters, and newtons.

Analyze the meaning of the equation P � W/t by completing thesentences.

To increase power, one must either do in

time or

in time.

To decrease power, one must either do in

time or

in time.

Evaluate A candle is a device that converts chemical energy intoheat energy. Start by writing the power equation. Then assume thewax in your candle contains 216,000 joules of energy, and it takes 3 hours for all of the wax to be consumed. Then calculate thecandle’s power output, and compare it to that of a 60-watt light bulb.

Power (in watts) �

Section 1 Work (continued)

PowerI found this information

on page .


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


A child sits at the top of a slide at a playground. He wiggles forwardslightly, and then slides all the way down with no further effort. Explain the source ofthe force acting on the child, and how you would calculate the work being done.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

Work and MachinesSection 2 Using Machines

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.B.1.4.7: The student knows that the total amount of usable energy always decreases, even thoughthe total amount of energy is conserved in any transfer. Also covers: SC.F.1.4.4, SC.G.1.4.2, SC.H.1.4.1, SC.H.1.4.6,SC.H.1.4.7, SC.H.2.4.2

force

percent

Read the section What You’ll Learn statements. Then write threequestions that come to mind from reviewing these statements.

1.

2.

3.

Define the word force in a sentence that shows its scientificmeaning.

Read through the section to find a key term to match eachdefinition below.

the force applied by a machine

the force that is applied to a machine

a device that makes doing work easier

ratio of output work done by a machine to the input work done on the machine

the ratio of the output force to the input force

Look up the words per and cent in a dictionary. Then explainwhy 68 percent is the same as 68/100.

Summarize the three different ways machines make work easier.Give an example of each, and explain why the work is easier.

1.

2.

3.

Create a diagram of a machine. Show the input force and theoutput force.

Section 2 Using Machines (continued)

What is amachine?


The Work Doneby Machines


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Analyze the input work and output work of your machine.

Organize your knowledge of the mechanical advantage and theefficiency of a machine. Complete the table of definitions.

Section 2 Using Machines (continued)

MechanicalAdvantage,Efficiency



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Mechanical Advantage Efficiency

DefineinWords

Equation

Predict what happens to the mechanical advantage of a machine iffriction is reduced through the use of oil or some other means.

Analyze why it might be useful to know a machine’s efficiency.

Suppose that someone claims to have invented a machine withan efficiency greater than 100%. Explain what would have to be true for the person’sclaim to be correct.

ANALYZE IT

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Work and MachinesSection 3 Simple Machines

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.H.3.4.5: The student knows that the value of technology may differ for different people and at differenttimes. Also covers: SC.B.1.4.7, SC.F.1.4.2, SC.H.1.4.1, SC.H.1.4.4, SC.H.3.4.1, SC.H.3.4.2, SC.H.3.4.5, SC.H.3.4.6

compound

reverse


1.

2.

3.

Use the meaning of the word compound to predict the meaningof compound machine.


a bar that is free to pivot or turn around a fixed point

a sloping surface that reduces the amount of force required to do work

an inclined plane wrapped in a spiral around a cylindrical post

an inclined plane with one or two sloping sides

a grooved wheel with a rope, chain, or cable running along the groove

a simple machine consisting of a shaft, or axle, attached to the center a larger wheel so that the wheel and axle rotate together

a machine that does work with only one movement of the machine

two or more simple machines that operate together

Define reverse as a verb using a dictionary.

Identify two types of simple machines and two examples of each.

Organize information about levers in the chart below.

Section 3 Simple Machines (continued)

Types of SimpleMachines


LeversI found this information

on page .

PulleysI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Class Force Closest Direction of Is the IMA Exampleto Fulcrum Output Force greater than

1?

First

Second

Third

Compare the three types of pulleys that can be used to lift anobject. Sketch a diagram of the input and output force for eachpulley type.

Pulley Type Direction of Input Force SketchOutput Force Needed

Fixed

Movable

Block and Tackle

Distinguish between the two ways to use a wheel and axle.Explain how the forces differ when (1) the input force turns thewheel, and (2) the input force turns the axle.

Summarize the factors that increase the ideal mechanicaladvantage of each of the following machines.

Inclined plane

Screw

Wedge

Create a compound machine, showing the input force and thefinal output force. Include at least one lever, one pulley, one wheeland axle, one inclined plane, one screw, and one wedge.

Section 3 Simple Machines (continued)

Wheel and AxleI found this information

on page .

Inclined Planes,the Screw, the

WedgeI found this information

on page .

CompoundMachines


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


A student states, “A lever whose ideal mechanical advantage (IMA) is less than 1 can still be a useful machine.” Analyze this statement.State whether you agree or disagree and why.

SYNTHESIZE IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherWork and MachinesCombine what you have learned about work and machines in this chapter into an analysisof the ideal machine pictured below.

Name Date

Complete the table, assuming that the output force is located at point B.

Fin Win IMA Fout Wout

15 newtons 3 joules 1

2 joules 21 newtons

36 newtons 4 joules

18 newtons 2.5 joules

Fin Win IMA Fout Wout

12 newtons 7 joules

1.5 joules 10 newtons

2 joules 6 newtons

21 newtons 11 joules

Complete the table, assuming the output force is located at point C.

Predict what happens to the Ideal Mechanical Advantage of any machine if the inputforce and the output force trade places. (In the above diagram, imagine the input force at C and the output force at A.)

A

Fin Fout Fout

3 meters 3 meters 6 metersB C

Work and Machines Chapter Wrap-Up




Name Date









• A person does work on a heavy object while holding it up above the ground.

• Machines are tools for making work easier.

• A machine is a device that creates energy.

• A baseball bat can be considered a machine.

Work and Machines After YouRead

After reading this chapter, identify three things you havelearned about work and machines.

SUMMARIZE IT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


The Earth-Moon-Sun System 69

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


The Earth-Moon-Sun SystemBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• Earth’s orbit around the Sun is shaped like anellipse.

• Seasons on Earth change partly because Earth is tilted on its axis.

• Mountains exist on the Moon.

• The same side of the Moon always faces Earth.

Research to discover what landforms or events are affected by the Moon’s gravitationalforce on Earth.

Science Journal

Before You The Earth-Moon-Sun SystemRead

Benchmarks—SC.E.1.4.2: The student knows how the characteristics of other planets and satellites are similar to and differentfrom Earth. Also covers: SC.E.1.4.3, SC.E.2.4.3

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

The Earth-Moon-Sun SystemSection 1 Earth in Space

70 The Earth-Moon-Sun System

AcademicVocabulary

orbit

sphere

gravity

ellipse

physical

Skim the headings in Section 1. Write three questions that come to mind.

1.

2.

3.

Define orbit to show its scientific meaning.

Use your book to define each vocabulary term.

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

Summarize four pieces of evidence that indicate that Earth is asphere.

1.

2.

3.

4.

Model Earth’s magnetic field.

• Draw Earth. Show Earth’s tilt on its axis in your drawing.

• Add a line through Earth to show where Earth’s magnetic field is centered.

• Label important features on the diagram with the following terms.• north magnetic pole • south magnetic pole• Van Allen belts • magnetic axis

• Identify with Xs the two points where Earth’s magnetic field is strongest.

Section 1 Earth in Space (continued)

Earth’s Size and Shape


Earth’s MagneticField


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Organize information about Earth’s orbit around the Sun bycompleting the paragraph.

The average distance between Earth and the Sun is

kilometers. Because Earth’s orbit is an

, the actual distance between Earth and the

Sun varies throughout the year. Earth comes closest to the Sun on

when it is kilometers away

from the Sun. Earth is farthest from the Sun on

when it is kilometers from the Sun.

Compare and contrast Earth and Venus. Complete the Venndiagram with at least eight different facts.

Earth VenusBoth

Section 1 Earth in Space (continued)

Earth Orbits the Sun



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Imagine the shape of Earth’s orbit. If Earth is nearest the Sun inwinter and farthest from the Sun in summer, analyze at which two times of the year Earth is nearest to its average distance from the Sun. Predict the approximate dates of these events.

CONNECT IT

Benchmarks—SC.E.1.4.1: The student understands the relationships between events on Earth and the movementsof the Earth. Also covers: SC.E.2.4.3

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

AcademicVocabulary

Name Date

The Earth-Moon-Sun SystemSection 2 Time and Seasons

NewVocabulary


latitude

intense

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

1.

2.

Define latitude to show its scientific meaning.

Write the vocabulary term that matches each definition.

twice yearly time at which the Sun reaches its greatest distancenorth or south of the equator

movement of Earth in its orbit around the Sun; used to measuretime in years

15˚-wide area on Earth’s surface in which the time is the same

twice yearly time when the Sun is directly over Earth’s equator andthe number of daylight and nighttime hours are equal worldwide

plane that contains Earth’s orbit around the Sun

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

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

Summarize information about how Earth movements are relatedto time. Complete the diagram.

Define the international date line. Explain why it is necessary.

Earth Movement

Time is measured in days, which last 24 hours.

Earth spins 15˚ in one hour.

Earth orbits the Sun in 365 days.

Relationship to Time

Section 2 Time and Seasons (continued)

Measuring Timeon Earth



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Identify the two factors that cause seasonal change.

Complete the paragraphs with key characteristics of equinoxesand solstices.

An equinox occurs when the Sun is

. During an equinox, the number of

hours are equal all over the

world. Equinoxes occur twice a year, in the

and in the .

A occurs when the Sun reaches

of the equator. On the

summer solstice, there are more hours of

than on any other day of the year. On the winter solstice, there are

more hours than on any other day of the year.

Causes of Seasonal Change

Section 2 Time and Seasons (continued)

Why do seasonschange?



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


The southern hemisphere has summer when the northernhemisphere has winter. Explain why the southern hemisphere has warmer temperatures at this time of the year.

SYNTHESIZE IT

Benchmarks—SC.E.1.4.1: The student understands the relationships between events on Earth and the movementsof the Earth.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

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


lava

phase


1.

2.

3.

Define lava to show its scientific meaning.

Read the definitions below. Write the key term on the blank in theleft column.

periodic rise and fall in sea level caused by the gravitational attraction among Earth, the Moon and the Sun

change in appearance of the Moon as viewed from Earth, due tothe relative positions of Earth, the Sun, and the Moon

occurs when the Moon passes between the Sun and Earth, andcasts a shadow on part of Earth

occurs when Earth’s shadow falls on the Moon

relatively flat, dark-colored regions on the Moon’s surface

layer of loose, ground-up rock on the lunar surface formed by theaccumulation of impact material

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

Identify and summarize the 2 movements of the Moon.

Model the Earth-Moon-Sun system during spring and neap tides.

• Show the positions of each body during each type of tide.• Label Earth, the Sun, the Moon, and the Tidal bulge.

Create and label a cycle diagram of the phases of the Moon.

Earth

Sun

Neap TideSpring Tide

Section 3 Earth’s Moon (continued)

Movement of the Moon


How does theMoon affect

Earth?I found this information

on page .

MoonlightI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Model the 2 types of eclipses to show the positions of Earth, theSun, and the Moon.

Distinguish features on the Moon’s surface.

Crater:

Maria:

Mountains:

Sequence the 4 parts of the Moon’s interior.

Summarize results from Clementine and Lunar Prospector.

Summarize the current theory of the Moon’s origin.

outermost Moon’s Interior innermost

Solar eclipseLunar eclipse

Section 3 Earth’s Moon (continued)

EclipsesI found this information

on page .

The Moon’sSurface


The Moon’sInterior


Exploring the Moon


Origin of the Moon


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Tie It TogetherSynthesize ItMake a drawing of the Earth-Moon-Sun system in the space below. Use arrows to showorbital motion.

List and explain at least three ways that objects in the Earth-Moon-Sun system affect each other.

1.

2.

3.

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


After reading this chapter, identify three things you havelearned about the Earth-Moon-Sun system.

SUMMARIZE IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

The Earth-Moon-Sun SystemChapter Wrap-Up




Name Date









• Earth’s orbit around the Sun is shaped like an ellipse.

• Seasons on Earth change partly because Earth is tilted on its axis.

• Mountains exist on the Moon.

• The same side of the Moon always faces Earth.

The Earth-Moon-Sun System After YouRead

The Solar System 81

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


The Solar SystemBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• The planets of the solar system orbit Earth.

• Mercury, Venus, Earth, and Mars are theplanets nearest the Sun.

• Uranus has no moons.

• Life as we know it is carbon-based andrequires water for survival.

Write a hypothesis about whether life exists beyond Earth, or even beyond the solarsystem. Write how you would test the hypothesis.

Science Journal

Before You The Solar SystemRead

Benchmarks—SC.E.1.4.1: The student understands the relationship between events on Earth and the movementsof the Earth, its moon, the outer planets, and the sun. Also covers: SC.E.2.4.3, SC.H.1.4.2, SC.H.1.4.5,SC.H.1.4.6, SC.H.2.4.1

82 The Solar System

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

The Solar SystemSection 1 Planet Motion

AcademicVocabulary

ellipse

geocentric model

heliocentric model

astronomical unit

extrasolar planet

sphere


1.

2.

3.

Define ellipse to show its scientific meaning.


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

Compare and contrast the geocentric and heliocentric modelsof the solar system.

Model the shape of the planets’ orbits as described by Copernicusand Kepler. Write the name of each shape next to your drawing.

Identify and describe three ways to classify the planets of thesolar system.

1.

2.

3.

KeplerCopernicus

Section 1 Planet Motion (continued)

Models of theSolar System


Understanding theSolar System



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

The Solar System 83

Geocentric Model Heliocentric Model

What it is

Evidence that supportedthe model

Model devised by

Complete the sentences in the sequence of events that led to theformation of the solar system.

1. A nebula began contracting about billion years ago.

It might have been caused by a .

2. The contracting nebula broke into . The

fragment that became the solar system ,

causing it to flatten into .

3. Temperature rose near the of the disk.

4. began to fuse to form helium.

5. The formed.

6. Leftover matter in the cloud fragment formed

.

Evaluate why scientists are eager to detect Earth-like planetsaround other stars.

Section 1 Planet Motion (continued)

Understanding theSolar System


Other SolarSystems


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

84 The Solar System

Describe two ways to classify Mars according to its location.Name one way to classify Mars that shows it has characteristics similar to Earth’s.Support your responses with details from the section.

CONNECT IT

Benchmarks—SC.E.2.4.6: The student knows the ways in which scientists collect and generate data about our universe.Also covers: SC.E.1.4.2, SC.H.1.4.1, SC.H.1.4.2, SC.H.1.4.4

The Solar System 85

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

AcademicVocabulary

Name Date

The Solar SystemSection 2 The Inner Planets

NewVocabulary

robot lander

core

Scan the section headings, bold words, and illustrations. Write twofacts you find as you scan the section.

1.

2.

Define robot lander to show its scientific meaning.


third planet from the Sun; the only planet known to support life and the only planet to have temperatures that allow water to existas a gas, a liquid, and a solid

second planet from the Sun; has a dense atmosphere of mostly carbon dioxide and very high surface temperatures

fourth planet from the Sun; called the red planet because of highconcentrations of iron oxide in the soil

closest planet to the Sun; has a larger than expected iron core

Use a dictionary to define core to show its scientific meaning.Then use the term in a sentence that reflects the scientificmeaning.

Summarize information about Mercury by filling in the blanks.

1. Relative size and location:

2. Surface features:

3. Atmosphere:

Contrast Earth with Venus.

Compare and contrast Mars and Earth in the Venn diagram.

Mars EarthBoth

Section 2 The Inner Planets (continued)

MercuryI found this information

on page .

Venus and EarthI found this information

on page .

MarsI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

86 The Solar System

Property Earth Venus

Atmospheric temperature and pressure

Presence of water

Presence of life

Summarize NASA missions to Mars in the table.

Organize discoveries resulting from each mission to Mars.

1. Global Surveyor:

2. Mars Odyssey:

3. Mars Pathfinder and Sojourner:

4. Opportunity rover:

5. Spirit rover:

Section 2 The Inner Planets (continued)

NASA on MarsI found this information

on page .


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

The Solar System 87

Mission Year(s) What Was Studied/Learned

Mariner 9

Viking 1 and Viking 2

Some rovers sent to Mars are similar to the radio-controlledvehicles that people use as toys on Earth. Describe features or special equipment youwould include if you designed a rover to travel to Mars or another planet.

SYNTHESIZE IT

Benchmarks—SC.E.2.4.6: The student knows the ways in which scientists collect and generate data about our universe.Also covers: SC.E.1.4.2, SC.H.1.4.1

88 The Solar System

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

The Solar SystemSection 3 The Outer Planets

space probe

Skim the headings in Section 3. Write three questions that come tomind.

1.

2.

3.

Define space probe to show its scientific meaning.


unofficial name for object 2003 VB12, a distant planetoid with a very elliptical orbit

rocky solar system object that often is a piece from a comet or an asteroid

second-largest planet and sixth from the Sun; has the most complex system of rings

eighth planet from the Sun; has storms similar to Jupiter’s andappears blue because of atmospheric methane

smallest planet and ninth from the Sun; has a thin atmosphere and a solid, ice-rock surface

rocky solar system object of widely varying size often foundbetween the orbits of Mars and Jupiter

mass of dust, rock particles, frozen water, methane, and ammoniathat travels through space and develops a bright, distinctive tail as it approaches the Sun

seventh planet from the Sun; appears blue-green because ofatmospheric methane; axis of rotation is tilted on its side

largest and fifth planet from the Sun; has continuous, swirling,high-pressure gas storms, the largest of which is the Great Red Spot

Contrast the main difference between the outer planets and theinner planets.

Organize information about Jupiter and Saturn in the table.

Compare and contrast Uranus and Neptune. Complete the Venndiagram with at least nine different facts.

Uranus NeptuneBoth

Section 3 The Outer Planets (continued)

Why are theouter planets so different?


Jupiter andSaturn


Uranus andNeptune


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

The Solar System 89

Feature Jupiter Saturn

Relative size

Sequence from Sun

Number of moons

Special features

Distinguish three ways Pluto differs from the other outer planets.

1.

2.

3.

Analyze comets, asteroids, meteoroids, and Sedna bycompleting the table.

Section 3 The Outer Planets (continued)

PlutoI found this information

on page .

Comets andOther Objects


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

90 The Solar System

Describe why scientists are puzzled about how to classify Sedna.CONNECT IT

Body Description

Comet

Asteroid

Meteoroid

Sedna

ReviewVocabulary

AcademicVocabulary

Name Date

The Solar SystemSection 4 Life in the Solar System

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

The Solar System 91

Benchmarks—SC.E.1.4.2: The student knows how the characteristics of other planets and satellitesare similar to and different from those of the Earth. Also covers: SC.E.1.4.3, SC.E.1.4.2, SC.E.2.4.6,SC.F.2.4.3, SC.H.1.4.5, SC.H.3.4.2

fossil

extraterrestrial life

environment


1.

2.

3.

Define fossil to show its scientific meaning.

Define the vocabulary term.

Use a dictionary to define environment. Write a sentence aboutplanets that includes the term and shows its scientific meaning.

Identify two substances that are required for life as we know it.

1.

2.

Create a concept web showing at least three ways scientists mightdetermine whether life as we know it exists or once existed onanother planet.

Create a flow chart to show how organisms in extreme volcanicvent ecosystems on Earth get the energy they need to carry outlife processes.

Section 4 Life in the Solar System (continued)

Life as We Know It




Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

92 The Solar System

Summarize features of each planet listed that make it unlikely thatlife could exist there.

1. Mercury:

2. Venus:

3. Jupiter:

Compare and contrast the features of the planet and moonslisted that suggest that these objects may be capable of supportinglife, or may have supported life in the past.

Section 4 Life in the Solar System (continued)

Can life exist onother worlds?



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

The Solar System 93

A news report states that large organisms capable of movementhave been identified on the surface of Pluto. Critique this statement. Explain if you thinkit is reasonable or not.

SYNTHESIZE IT

Mars

Europa

Titan

94 The Solar System

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

The Solar System Chapter Wrap-Up




Name Date









• The planets of the solar system orbit Earth.

• Mercury, Venus, Earth, and Mars are the planets nearest the Sun.

• Uranus has no moons.

• Life as we know it is carbon-based and requires water for survival.

The Solar System After YouRead

After reading this chapter, identify three things you havelearned about the solar system.

SUMMARIZE IT

Heat and States of Matter 95

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Heat and States of MatterBefore You ReadBefore you read the chapter, use the “What I Know” column to list three thingsyou know about heat and thermal energy. Then list three questions you haveabout thermal energy in the “What I Want to Find Out” column.

Name Date

Describe things you do to make yourself feel warmer and cooler.

Science Journal


NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Heat and States of MatterSection 1 Temperature and Thermal Energy

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

96 Heat and States of Matter

Benchmarks—SC.B.1.4.3: The student knows that temperature is a measure of the average translational kinetic energyof motion of the molecules in an object.

kinetic energy

kinetic theory

temperature

thermal energy

heat

specific heat

random

Read the section objectives. Write three questions that come to mind.

1.

2.

3.

Define kinetic energy by using it in a sentence.

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

Look up the word random in a dictionary. Then use thedefinition to describe the phrase random motion.

Compare the motion of hot molecules to cold molecules.

Analyze how each of the three actions in the table increases thekinetic, potential, or total thermal energy of a substance.

Model the flow of heat from a hot object to a cold one. Show theheat flow and some particles in the hot and cold objects.

Compare and contrast what happens in a metal to what happensto a mass of water when each is heated.

Section 1 Temperature and Thermal Energy (continued)

TemperatureI found this information

on page .

Thermal EnergyI found this information

on page .

HeatI found this information

on page .

Specific HeatI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Actions that Increase ExplanationThermal Energy

raise the temperature of theobject

pull atoms or molecules thatattract one another farther apart

add mass to the object, without changing its temperature


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 Temperature and Thermal Energy (continued)


MeasuringSpecific Heat


Name Date

Describe some processes in nature or daily life that depend on the high specific heat of water.

CONNECT IT

Evaluate the amount of energy lost from a 0.5 kg glass casseroledish when it is placed in water. The dish’s temperature changesfrom 110˚C to 50˚C.

Hints: 1. Start by writing the equation for the change in thermal energy of an object.

2. Find the specific heat for glass in the table in your book.

Sequence steps to use a calorimeter to find the specific heat of amaterial. Include steps for measurement and steps for calculation.

1.

2.

3.

ReviewVocabulary

AcademicVocabulary

Name Date

Heat and States of MatterSection 2 States of Matter

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.A.1.4.3: The student knows that a change from one phase of matter to another involves a gainor loss of energy.

force

potential

Scan the headings, figures, and captions in Section 1 of your book.Write four facts about the states of matter you learned.

1.

2.

3.

4.

Define force.

Read the definitions below. Write the term that matches thedefinition on the blank in the left column.

state of matter consisting of positively and negatively charged particles

the amount of energy required for 1 kg of a liquid at its boilingpoint to become a gas

the amount of energy required to change 1 kg of a substance fromsolid to liquid at its melting point

Use a dictionary to define the term potential.

Complete the outline as you read about the states of matter.

States of Matter

I. Solid

A. Example:

B. Particle kinetic energy:

C. Other fact(s):

II. Liquid

A. Example:


C. Other fact(s):

III. Gas

A. Example:


C. Other fact(s):

IV. Plasma

A. Example:


C. Other fact(s):

Section 2 States of Matter (continued)

Four States of Matter





Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Refer to the graph titled “The Heating Curve of Water.”Imagine that you reverse the process to remove heat from water vapor. Describe thechanges to the temperature and energy at each level (a – d) in the reverse process.

SYNTHESIZE IT

Sequence the kinetic energy, temperature, and density of mostsolids, liquids, and gases. Use 1 to represent the lowest kineticenergy and 3 to represent the highest.

Compare and contrast the thermal expansion of solids, liquids,and gases by filling in two facts about each in the concept organizer.

Solid All Liquid

Gas

• •

• •

•

•

expandwhen

temperatureincreases

Section 2 States of Matter (continued)

ThermalExpansion



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Solid Liquid Gas

Kinetic energy

Temperature

Density

Benchmarks—SC.B.1.4.6: The student knows that the first law of thermodynamics relates the transfer of energyto the work done and the heat transferred. Also covers: SC.B.1.4.7

Name Date

Heat and States of MatterSection 3 Transferring Thermal Energy

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


NewVocabulary

ReviewVocabulary

AcademicVocabulary

Skim Section 3 of your text. Read the headings and the illustrationcaptions. Write four questions that come to mind.

1.

2.

3.

4.

Define density in a sentence that shows its scientific meaning.


Use a dictionary to define the word adapt.

density

conduction

convection

radiation

thermal insulator

adapt

Complete the table with what you have learned about the differentways thermal energy can be transferred.

Section 3 Transferring Thermal Energy (continued)

ConductionI found this information

on page .

ConvectionI found this information

on page .

RadiationI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Description Sketch Examples

Conduction:

Convection:

Radiation:

Organize the heat-controlling features of some animals in thefollowing table. Write the feature and describe its role in helping theanimal control heat.

Analyze how the vacuum between the inner and outer walls of avacuum bottle limits heat loss through conduction and convection.

Animal Feature Role

Antarctic fur seal

Emperor penguin

Desert spiny lizard

List the methods you use to control the flow of heat to and fromyour body. Explain the purpose of each method.

CONNECT IT

Section 3 Transferring Thermal Energy (continued)

The Flow ofThermal Energy


ThermalInsulators


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


ReviewVocabulary

AcademicVocabulary

Name Date

Heat and States of MatterSection 4 Using Thermal Energy

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.B.1.4.6: The student knows that the first law of thermodynamics relates the transfer of energyto the work done and the heat transferred. Also covers: SC.B.1.4.7

work

cycle


1.

2.

3.

Define the word work in a sentence to reflect its scientificmeaning.


heat cannot flow from a cool object to a warmer object unless workis done

a measure of how dispersed, or spreadout, energy is

the increase in thermal energy of a system equals the work doneon the system plus the heat transferred to the system

Use a dictionary to define the word cycle.

Compare and contrast forced-air, radiator-based, and electricheating systems for buildings.

Complete the equation to define the first law of thermodynamics.

Contrast the characteristics of an open system and a closed system.

Refer to your textbook to fill in the blanks in the paragraph below.

A car has an internal combustion engine, or engine.

Fuel burns inside the internal combustion engine in

called . A typical car engine has or more

cylinders. Inside the cylinders, move up and down.

A refers to each up-and-down movement a piston

makes. A car engine has a cycle.

to system

�

on system

�

Increase in

of system

Section 4 Using Thermal Energy (continued)

Heating SystemsI found this information

on page .

ThermodynamicsI found this information

on page .

ConvertingThermal Energy

to WorkI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


System Type Description

Forced air

radiator-based

electric

Summarize the steps a refrigerator takes to transfer heat by fillingin the blanks with words from the word bank. Some words may beused more than once.

colder gas heat liquid warmer work

Define entropy. Then use an example from your physicaleducation class to explain briefly how entropy increases. Sketch apicture of your example.

Section 4 Using Thermal Energy (continued)

Moving ThermalEnergy


EntropyI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


A refrigerator is a device that causes heat to flow from a coolobject (such as a pitcher of water) to a warm object (the air in the kitchen). Explainwhy this does not violate the second law of thermodynamics.

ANALYZE IT

Gas releases to

the room, and the gas

becomes . The gas

turns into a .

Liquid coolant changes

into a .

In doing so, it becomes

.

Cold gas absorbs

from refrigerator

interior, and the gas becomes

.

The compressor does

compressing

the gas, which becomes even

.

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Heat and States of MatterChapter Wrap-Up

In the left column, copy the questions you listed in the Chapter Preview. In theright column, write down the answers you discovered as you worked through the chapter.









After reading this chapter, identify three things you havelearned about thermal energy.

SUMMARIZE IT

W LWhat I wanted to find out What I learned

Waves 109

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


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



Name Date

Write down three things you already know about waves, and one thing you would like to learn about waves.

Science Journal

• Waves move only through water.

• Waves can bend.

• Waves can be different sizes and move atdifferent speeds.

• When a wave moves, the substance inwhich it travels moves with it.

Before You WavesRead

110 Waves

Benchmarks—SC.B.1.4.1: The student understands how knowledge of energy is fundamental to all the scientific disciplines(e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, andrebuilding of the Earth). Also covers: SC.D.1.4.2

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

WavesSection 1 The Nature of Waves

energy

wave

medium

transverse wave

compressional wave

transfer


1.

2.

3.

Define energy to show its scientific meaning.


Use a dictionary to define transfer.

Waves 111

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 The Nature of Waves (continued)

Name Date

Distinguish one way in which ocean waves and waves fromearthquakes are different.

Model energy transfer in waves.

• Draw a sketch of a pebble being dropped in the water and creating waves.

• Draw arrows to show the direction of the energy that is beingtransferred in the waves.

Analyze what happens when waves come into contact with a boat.Explain why they do not move the boat to a different position.

Complete the graphic organizer about waves.

What’s in awave?


Waves andEnergy




Wavesare created by

and carry

Classify each type of wave, mechanical wave or not and bywhether or not it needs a medium to move through.

Section 1 The Nature of Waves (continued)

MechanicalWaves



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

112 Waves

Type of Wave Is a medium Is it a mechanical required? wave?

ocean wave

sound wave

radio wave

light wave

Compare and contrast the 2 types of mechanical waves.• Draw a cross section of the ocean.• Use arrows to show how transverse and compressional

waves each move the water.

Design an experiment to show that water waves are both transverse waves and compressional waves. Explain how your experiment will work.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

WavesSection 2 Wave Properties

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.H.1.4.1: The student knows that investigations are conducted to explore new phenomena, to check onprevious results, to test how well a theory predicts, and to compare different theories. Also covers: SC.H.1.4.7

Waves 113

vibration

impact

Skim Section 2 of your book. Write three questions that come tomind from reading the headings and the illustration captions.

1.

2.

3.

Define vibration to show its scientific meaning.

Read the definitions below. Then write the key term on the blankin the left column.

the highest points of a transverse wave

the amount of time it takes one wavelength to pass a fixed point

the least dense compression regions of a wave

the lowest points of a transverse wave

measure of the energy carried by a wave

the number of wavelengths that pass a fixed point in one second

the distance between one point on a wave and the nearest pointjust like it

Use a dictionary to define impact.

Model two transverse waves, one with a short wavelength andone with a longer wavelength. Identify a crest, trough andwavelength for each wave.

Section 2 Wave Properties (continued)

The Parts of aWave and

WavelengthI found this information

on page .


Frequency andPeriod


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

114 Waves

Model two compressional waves, one with a small wavelengthand one with a larger wavelength. Identify a rarefaction andcompression in each wave. Label the wavelength.

Complete the flow chart to help you understand the relationshipbetween frequency and wavelength.

When the frequencyof a wave

the wavelength ofthe wave

increases,

Evaluate the speed of an ocean wave that has a wavelength of4.0 m and a frequency of 400 Hz.

Section 2 Wave Properties (continued)

Wave SpeedI found this information

on page .

Amplitude andEnergy



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Waves 115

Model two compressional waves by drawing them with twodifferent colors. One wave should have more energy than the other.Label the energy of each wave.

Identify how the amplitude of a transverse wave is measured.Make a sketch to show your answer.

� �

v � f � �

v � �

v � m/s

f �

Contrast the amplitude and energy of the sound waves you makewhen you shout across a room with the sound waves you make when you speak softly.

CONNECT IT

116 Waves

Benchmarks—SC.H.3.4.5: The student knows that the value of a technology may differ for different people and at differenttimes. Also covers: SC.H.3.4.2; SC.H.3.4.6

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

WavesSection 3 The Behavior of Waves

AcademicVocabulary

perpendicular

negate

Scan Write three facts you discovered about the behavior of wavesas you scanned the headings and illustrations.

1.

2.

3.

Define perpendicular to show its scientific meaning.

Write the correct vocabulary term next to each definition.

the bending of a wave caused by a change in its speed as it movesfrom one medium to another

a wave pattern that forms when waves of equal wavelength andamplitude but traveling in opposite directions continually interferewith each other

process by which an object vibrates by absorbing energy at its natural frequencies

the process by which two or more waves overlap to form a new wave

the bending of a wave around an obstacle

Use a dictionary to define the word negate.

Summarize the law of reflection by completing the sentence below.

The angle of is equal to .

Create a diagram showing a flashlight shining on a mirror. Labelyour diagram with the terms given.• angle of incidence • incident beam • the normal• angle of reflection • reflected beam

Section 3 The Behavior of Waves (continued)

ReflectionI found this information

on page .

RefractionI found this information

on page .

DiffractionI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Waves 117

Similarity

Difference

Summarize why a spoon placed in a clear glass of water appearsto be crooked. Make a sketch to help you explain.

Evaluate one similarity and one difference between refraction anddiffraction.

Complete the table describing the 2 types of interference.

Section 3 The Behavior of Waves (continued)

InterferenceI found this information

on page .

Standing Waves I found this information

on page .

ResonanceI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

118 Waves

Summarize what causes a standing wave to form.

Analyze why an opera singer singing a high note into a microphonecan cause a nearby drinking glass to shatter.

While in the mountains, you yell to a friend and hear yourvoice three times—Janet, Janet, Janet. Explain.

EVALUATE IT

Constructive Interference Destructive Interference

Cause: Cause:

Result: Result:

Waves 119

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherWaves

Name Date

Predict how resonance can cause earthquakes to do greater damage to some buildingsthan others.

Analyze If two astronauts were able to go on a space walk without wearing space suits,explain why they would not be able to talk to one another.

Describe how you could use interference to make a wave smaller in amplitude. Give a realworld example.

120 Waves

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Waves Chapter Wrap-Up




Name Date









• Waves move only through water.

• Waves can bend.

• Waves can be different sizes and move at different speeds.

• When a wave moves, the substance inwhich it travels moves with it.

Waves After YouRead

After reading this chapter, identify three things you havelearned about waves.

SUMMARIZE IT

Sound and Light 121

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Sound and LightBefore You ReadPreview the chapter and section titles and the section headings. Complete the two columns of the table by listing at least two ideas in each column.

Name Date

Write three things you would like to learn about sound.

Science Journal


122 Sound and Light

Benchmarks—SC.F.1.4: The student describes patterns of structure and function in living things.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Name Date

Sound and LightSection 1 Sound

ReviewVocabulary

AcademicVocabulary

NewVocabulary

vibration

intensity

loudness

decibel

pitch

Doppler effect

expand

Preview the photos and illustrations in Section 1. Read the captions.Write three things you think will be discussed in this section.

1.

2.

3.

Define vibration in a sentence that shows its scientific meaning.

Define the following key terms.

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

Sound and Light 123

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 Sound (continued)

Name Date

Sound WavesI found this information

on page .


The Speed of Sound

I found this informationon page

Summarize how sound forms on the lines below. Include oneexample of an object that is making sound.

Complete the sentence about sound waves.

Sound waves are , which are waves that

consist of alternating and .

Model a sound wave moving through air in the space below. Drawmolecules as the molecules would appear in compressions and inrarefactions. Label each region.

Sequence the words liquid, solid, and gas on the continuumbelow. Then describe how temperature affects the speed of sound onthe lines below.

Compression Rarefaction Compression Rarefaction Compression Rarefaction

sound travels slowest sound travels fastest

Section 1 Sound (continued)

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

124 Sound and Light

Intensity andLoudness


Pitch andFrequency


The DopplerEffect


Design a simple experiment to show younger students that soundintensity decreases with distance.

CONNECT IT

Identify the following key characteristics of sound intensity.

• how sound intensity is measured

• level of sound intensity that damages human hearing

• level of the faintest sound humans can hear

Organize information about sound frequencies in the table.

Complete the graphic organizer about the Doppler effect.

Name Frequencies Can humans Use or hear? Examples

Infrasonic

Sonic 20 Hz–20,000 Hz

Ultrasonic

When the source of sound is

moving you,

compressions are

, so the sound

has a frequency

and a pitch.

When the source of sound is

moving you,

compressions are

, so the sound

has a frequency

and a pitch.

Name Date

Sound and LightSection 2 Reflection and Refraction of Light

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.F.1.4: The student describes patterns of structure and function in living things.

Sound and Light 125

NewVocabulary

ReviewVocabulary

AcademicVocabulary

visible light

individual

Scan the headings, boldfaced words, figures, and captions inSection 2 of your book. Write four facts about light you learned asyou scanned the section.

1.

2.

3.

4.

Define visible light to show its scientific meaning.

Read the definitions below. Then write the key term for each onein the left column.

allows some light to pass through

transmits almost all light

absorbs or reflects all light

ratio of the speed of light in a vacuum to the speed of light in a material

Use a dictionary to define individual to show its scientificmeaning.

Section 2 Reflection and Refraction of Light (continued)

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

126 Sound and Light

Summarize each term below in your own words. Give threeexamples of a material that has the light-transmitting property.

Opaque:

Example:

Transluscent:

Example:

Transparent:

Example:

Model a light wave that hits a plane mirror at a 25º angle andreflects. Use a protractor to draw the angles. Include these labels.

• the angle of incidence • the angle of reflection

• the normal

The Interactionof Light

and MatterI found this information

on page .

Reflection of Light



Contrast regular reflection and diffuse reflection. Provide twoexamples of each.

Section 2 Reflection and Refraction of Light (continued)

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Sound and Light 127

Refraction ofLight




Create a concept map on a separate sheet of paper tosummarize facts and effects of reflection and refraction you learned in this chapter.

SYNTHESIZE IT

Analyze a spoon resting in a glass of water. Explain how you cantell water has a different index of refraction than air.

Evaluate how a prism separates white light by completing thestatements.

Summarize how mirages form.

A triangular prism light twice—once when it

the prism and again when it the prism.

wavelengths of light are refracted than

shorter wavelengths, so light is bent the least.

Because of the different amounts of , the different

colors are when they emerge from the prism.

128 Sound and Light

Benchmarks—SC.F.1.4.6: The student knows that separate parts of the body communicate with each other usingelectrical and/or chemical signals.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Name Date

Sound and LightSection 3 Mirrors, Lenses, and the Eye

NewVocabulary

ReviewVocabulary

AcademicVocabulary

reflection

source


1.

2.

3.

Define reflection by using it in a sentence.


a flat, smooth mirror

a curved mirror with edges that are closer to the viewer than thecenter of the mirror

a curved mirror with a center that is closer to the viewer than the edges of the mirror are

a lens that is thicker in the middle than at the edges

a lens that is thinner in the middle and thicker at the edges

Use a dictionary to define the term source as a noun.

Section 3 Mirrors, Lenses, and the Eye (continued)

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Sound and Light 129

Sequence the steps in the path that light rays take when a girlsees her image in a plane mirror. The steps are written in scrambledorder on the right. Rewrite them in the correct order in the boxes.

MirrorsI found this information

on page .


Some of the reflected lightrays hit the mirror.

The girl sees her image inthe mirror.

The light source puts outrays of light.

Some of the reflected lightrays hit the girl’s eyes.

The light rays reflect off ofthe mirror in all directions.

The light rays reflect off ofthe girl in all directions.

Some of the light raysstrike the girl.

The light source puts out raysof light.

Contrast concave and convex mirrors below by filling in thetable.

Mirror Direction of Direction ofCurvature Reflected Light

Concave

Convex

Section 3 Mirrors, Lenses, and the Eye (continued)

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

130 Sound and Light

LensesI found this information

on page .

Vision ProblemsI found this information

on page .

Explain how glasses help nearsighted and farsighted people see clearly and in focus.

SYNTHESIZE IT

Problem Can See Cause Image Eyeglass Location Lens Shape

Near-sighted

Far-sighted

Contrast convex lenses with concave lenses. Draw how light raystravel through each type of lens in the space below. Label the opticaxis in each drawing. Label the focal point and focal length of theconvex lens.

Organize information on common vision problems.

Concave Lens

Convex Lens

Name Date

Sound and LightSection 4 Light and Color

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.F.1.4.2: The student knows that body structures are uniquely designed and adapted for theirfunction. Also covers: SC.F.1.4.6

Sound and Light 131

ReviewVocabulary

AcademicVocabulary

NewVocabulary

retina

pigment

visible

Predict Read the title of Section 4. List three topics that might bediscussed in this section.

1.

2.

3.

Define retina to show its scientific meaning. Write a sentence todemonstrate the meaning.

Use your book to define pigment. Write a sentence todemonstrate the scientific meaning.

Use a dictionary to define the term visible. Write a sentence toshow its scientific meaning.

Section 4 Light and Color (continued)

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

132 Sound and Light

Complete the graphic organizer about white and black objects.

Distinguish the color reflected from the colors absorbed by eachblock. Fill in the table below. Part of the table has been filled in for you.

Complete the following paragraph about filters.

A filter is a material that transmits

but

all others. The name of the color of a is the

color of the that it .

Why ObjectsHave Color




A whiteobject

A black object

all of lightback to your eyes.

A blackobject

all colors of light and reflectslittle or no light back to your eyes.

Color(s) Block A Block B Block C

Reflected

Absorbed orange, yellow,green, blue,indigo, violet

red orange green

A B C

Section 4 Light and Color (continued)

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Sound and Light 133

Distinguish between the color blocks A (red), B (orange), and C(green) would look through a red filter. Label each block accordingto the color that it appears through the red filter.

Organize information about retinal cells.

A B C

Seeing ColorI found this information

on page .

Retinal Cells

Three typesinclude:

Most usefulfor seeing during the:

Most usefulfor seeing during the:

Describe how a rainbow would look if viewed through an indigo filter. Explain why the rainbow would appear this way.

CONNECT IT

134 Sound and Light

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Sound and Light Chapter Wrap-Up

Review the ideas that you listed in the table at the beginning of the chapter. Crossout any incorrect information in tlhe first column. Then complete the table by fillingin the third column. How do your ideas about what you know now compare withthose you provided at the beginning of the chapter?

Name Date









After reading this chapter, identify three things you havelearned about sound and light.

SUMMARIZE IT

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

Earth’s Internal Processes 135

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Earth’s Internal ProcessesBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• Scientists believe that Earth’s continentswere once joined as a single landmass.

• Earthquakes are distributed randomlyaround Earth.

• Earth’s core is made of metal.

• There are several kinds of volcanoes.

Do you know of any volcanic eruptions that have happened? Explain the effects ofvolcanoes that you know about.

Science Journal

Before You Earth’s Internal ProcessesRead

136 Earth’s Internal Processes

Benchmarks—SC.D.1.4.2: The student knows that the solid crust of Earth consists of slow-moving, separate plates.Also covers: SC.A.1.4.1, SC.H.1.4.1, SC.H.1.4.2, SC.H.1.4.3, SC.H.1.4.6, SC.H.2.4.1

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Earth’s Internal ProcessesSection 1 Evolution of Earth’s Crust

AcademicVocabulary

hypothesis

theory

Skim the headings in Section 1. Then write three questions thatcome to mind.

1.

2.

3.

Define hypothesis to show its scientific meaning.


plate tectonic boundary where lithospheric plates are moving apart

a continuous system of twin mountain ranges with a rift valleybetween them that extends around Earth on the seafloor

plate tectonic boundary that exists as a large fault, or crack, alongwhich lithospheric plates move in a horizontal direction

long, linear, dropped-down valley between twin, parallel mountainranges produced by faulting

plate tectonic boundary where lithospheric plates collide

occurs when lithospheric plates converge and the edge of one plateis forced downward beneath another

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

Summarize the continental drift hypothesis.

Identify three pieces of evidence that support Wegener’shypothesis about continental drift.

1.

2.

3.

Create a flow chart or concept diagram to sequence the steps in theprocess of seafloor spreading.

Section 1 Evolution of Earth’s Crust (continued)

Continental DriftI found this information

on page .


SeafloorSpreading

HypothesisI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Model and label the 3 types of plate motion.

• Make a drawing to show the movement of plates.

• Use arrows to show the direction the plates move.

• Label the lithosphere, continental crust, and oceanic crust in your drawings.

Identify four factors that affect plate movement.

1. 3.

2. 4.

Section 1 Evolution of Earth’s Crust (continued)

Theory of PlateTectonics


What drives the plates?


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Convection plays an important role in the movement of tectonicplates. Describe three other activities that rely on convection to occur.

CONNECT IT


Benchmarks—SC.D.1.4: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere,and biosphere interact to shape the Earth. Also covers: SC.H.1.4

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

AcademicVocabulary

Name Date

Earth’s Internal ProcessesSection 2 Earthquakes

NewVocabulary

friction

infer

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

1.

2.

Define friction to show its scientific meaning.


point of origin of an earthquake

sudden energy release that accompanies fault movement andcauses earthquakes, or seismic vibrations

crack in Earth’s crust along which movement has taken place

point on Earth’s surface directly above an earthquake’s focus

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

Describe the distribution of earthquakes on Earth.

Complete each sentence below about the depths of earthquakes.

1. Boundaries associated with transform faulting produce

.

2. Areas of convergent boundaries that are near the trench produce

.

3. Areas of convergent boundaries that are far from the trench

produce .

Explain the concept of deformation.

Distinguish four types of stress that cause deformation of Earth’scrust.

1.

2.

3.

4.

Section 2 Earthquakes (continued)

GlobalEarthquakeDistribution



Causes ofEarthquakes



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


In 1906, a major earthquake struck the city of San Francisco.It measured 8.3 on the Richter scale, and its epicenter was along the San Andreas fault.Use the information you have been given and your knowledge of earthquakes tohypothesize what types of damage may have occurred in the city.

SYNTHESIZE IT

Compare and contrast the 2 main types of earthquake waves bycompleting the table.

Compare and contrast the two ways to measure earthquakes.

Earthquake Measurement Scales

, or ground shaking and damage it causes

measures measures

magnitude, or thereleased during an earthquake

Section 2 Earthquakes (continued)

EarthquakeWaves


EarthquakeMeasurement


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Body Where they travel:Waves Types/Descriptions:

Materials they travel through:

Surface Where they travel:Waves Description:


Benchmarks—SC.D.1.4: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, andbiosphere interact to shape the Earth. Also covers: SC.H.1.4

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Earth’s Internal ProcessesSection 3 Earth’s Interior

AcademicVocabulary

refraction

shadow zone

asthenosphere

discontinuity

uniform

Preview the What You’ll Learn statements for Section 3. Predicttwo topics that will be discussed in this section.

1.

2.

Define refraction to show its scientific meaning.

Write the definition for each vocabulary term. Use your book or a dictionary for help.

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

Summarize how scientists are able to use seismic waves to showthat Earth is not uniform in its structure and composition.

Model the shadow zone by labeling the illustration below. Markthe region where both P-waves and S-waves are absent and theregion where only S-waves are absent.

Complete the sentences below about Earth’s solid inner core. Useyour book to help you choose correct words or phrases.

The refraction of as the waves pass through

proves that the is more

dense than the . The inner core consists of solid

, whereas the outer core is made of .

The reason that the inner core is solid is because

.

Earthquake epicenter

105˚ 105˚

140˚ 140˚

*

Section 3 Earth’s Interior (continued)

What’s inside?I found this information

on page .

EarthquakeObservations



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Explain why scientists must infer what Earth’s interior looks like.CONNECT IT

Section 3 Earth’s Interior (continued)

Composition ofEarth’s Layers



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Distinguish the layers of Earth to complete the table below.

Summarize how astronomers believe early Earth formed.

Earth’s Layers Description

Crust

below the lithosphere; made of weaker,plasticlike rock

below the asthenosphere; made of silicates similar to crust and mantle, mineral structure is different because of higher pressure

Outer core

innermost layer composed of solid metallicmaterials, including nickel and iron

ReviewVocabulary

AcademicVocabulary

Name Date

Earth’s Internal ProcessesSection 4 Volcanoes

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.A.1.4.2: The student knows that the diversity of the properties of materials is due to variations in forcesthat hold molecules together. Also covers: SC.A.1.4.3, SC.D.1.4.2


melting point

viscosity

cinder cone volcano

shield volcano

composite volcano

generate

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

1.

2.

Define melting point to show its scientific meaning.

Use your book to define each vocabulary term.

Use a dictionary to define generate to show its scientificmeaning.

Summarize why and how magma that forms within Earth canrise to the surface.

Distinguish between the 2 physical settings on Earth where mostlava flows occur.

1.

2.

Complete the table to describe the types of products releasedduring a volcanic eruption.

Section 4 Volcanoes (continued)

Origin of MagmaI found this information

on page .


EruptiveProducts


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Eruptive Description of TypesProducts

Solids

Liquids

Gases

The Cascade Range in the northwestern United States has manyvolcanoes, including Mount St. Helens. The Cascades are at a convergent plate boundary. Identify the type of volcano you would most expect to find in the Cascade Range and the nature of the eruptions.

CONNECT IT

Compare and contrast the types of eruptions that occur at eachlocation by completing the table.

Model the shapes and sizes of the 3 types of volcanoes.

Section 4 Volcanoes (continued)

Eruptive StylesI found this information

on page .

Types ofVolcanoes


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Location of Eruption Style (Description of Eruption)Eruption

violent volcanic eruptions with a variety ofmagma types

most activity under water and unseen by people;usually low viscosity, basaltic lava may occur on land with a variety of lava compositions

magma moves to surface in plumes; lava is fluidand basaltic


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Earth’s Internal ProcessesChapter Wrap-Up




Name Date









• Scientists believe that Earth’s continents were once joined as a single landmass.

• Earthquakes are distributed randomly around Earth.

• Earth’s core is made of metal.

• There are several kinds of volcanoes.

Earth’s Internal Processes After YouRead

After reading this chapter, identify three things you havelearned about Earth’s internal processes.

SUMMARIZE IT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


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



Name Date

Electricity 149

List five devices that use electrical energy. Write the forms of energy into which electrical energy is converted by each device.

Science Journal

• Electrical forces act at a distance.

• Electric charges can be created anddestroyed.

• All circuits contain electrical resistance.

• Electricity can flow only through an opencircuit.

Before You ElectricityRead

Benchmarks—SC.C.2.4.2: The student knows that electrical forces exist between any two charged objects. Also covers: SC.C.2.4.5, SC.H.1.4.1, SC.H.1.4.7

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

atom

create

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

ElectricitySection 1 Electric Charge

150 Electricity


1.

2.

3.

Describe the structure of an atom.

Read the definitions below. Write the key term that matches eachdefinition in the left column.

a material in which electrons are able to move easily

when electrons on a neutral object are moved by a charged object

the buildup of electric charge on an object

a material in which electrons cannot move easily

the process of transferring charge by touching or rubbing

charge can be transferred from one thing to another, but it cannotbe created or destroyed

Define the term create to show its scientific meaning.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 Electric Charge (continued)

Name Date

Electricity 151

Model charges and forces of two items that have just beenremoved from a clothes dryer.

Compare the force of electricity to the force of gravity. Provideexamples to complete the table.

Location of Force Force Example

Within an atom Electricity

Between atoms Electricity

Between objects Gravity

Between objects Electricity

Positive andNegative ChargeI found this information

on page .


Conductors andInsulators


Classify five conductors and five insulators in the correct spacebelow.

InsulatorsConductors

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

2.

Section 1 Electric Charge (continued)

Name Date

152 Electricity

Describe the type of charging that occurs in each event.

1. Lightning strikes a lightning rod on a tall building.

2. The lightning rod moves excess charges to Earth’s surface.

Sequence the events that occur when an electroscope is used todetect a charge on an object.

1. A negatively (or positively)charged object touches the knob.

4.3.

Hypothesize what might happen if you use electrical appliances while standing or sitting in water.

CONNECT IT

Charging ObjectsI found this information

on page .

DetectingElectric Charge


Benchmarks—SC.H.1.4.1: The student knows that investigations are conducted to explore new phenomena, to check onprevious results, to test how well a theory predicts, and to compare different theories. Also covers: SC.H.1.4.7, SC.H.2.4.1

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

pressure

electric current

voltage difference

circuit

resistance

Ohm’s law

terminate




Read all charts and graphs.


Think about what you already know about electricity.

Write two facts you discovered about electric currents as youscanned the section.

1.

2.

Use the term pressure in a scientific sentence.

Define the following key terms.

Use a dictionary to define terminate.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

ElectrictySection 2 Electric Current

Electricity 153

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Create a drawing of an electric circuit that has a batterypowering a digital clock. Show the direction of electron flow, anddescribe the movement of the electrons in the circuit.

Compare dry-cell batteries to wet-cell batteries. Describe thecomponents of each type of battery. In your own words, explainhow each works.

Section 2 Electric Current (continued)

Current andVoltage

DifferenceI found this information

on page .

BatteriesI found this information

on page .

Name Date

154 Electricity

Battery Type Components How It Works

Dry-cell

Wet-cell

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Electricity 155

Summarize the source of resistance in a material.

Organize the factors that affect the electrical resistance of amaterial. Write each word in one of the boxes below.

hotter cooler longer shorter thicker thinner

Section 2 Electric Current (continued)

ResistanceI found this information

on page .


The Current in aSimple Circuit


Name Date

More Resistance Less Resistance

Define the three equations that come from Ohm’s law.

Unknown Value Known Values Equation

Current Voltage differenceResistance

Resistance

Voltage difference

Electricians use different thickness of copper wire whenthey create the electrical circuits in a home. Use your knowledge of resistance toexplain why an electrician would choose a thicker wire for a circuit that will providepower to a high-current appliance.

SYNTHESIZE IT

Benchmarks—SC.C.2.4.2: The student knows that electrical forces exist between any two charged objects. Also covers: SC.H.1.4.1 Annually Assessed, SC.H.1.4.7, SC.H.3.4.5, SC.H.3.4.6

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

AcademicVocabulary

Name Date

ElectricitySection 3 Electrical Energy

NewVocabulary

156 Electricity

energy

series circuit

parallel circuit

electrical power

parallel


1.

2.

3.

Define energy to show its scientific meaning.


Use a dictionary to define parallel. Use the term in a sentence toshow its scientific meaning.

Electric charges move:

Heat is produced:

Air is moved:

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Analyze what happens when you turn on a hair dryer. Explaineach of the following results.

Section 3 Electrical Energy (continued)

Series andParallel Circuits



HouseholdCircuits


Name Date

Electricity 157

Describe the circuits in three strings of patio lights. One wholestring does not light, but all bulbs in the other two strings do.

Compare a fuse to a circuit breaker.

Similarities Differences

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Evaluate the three equations that come from the definition ofelectric power.

Section 3 Electrical Energy (continued)

Electric PowerI found this information

on page .



Name Date

158 Electricity

Unknown Value Known Values Equation

Electric power

Current

Voltage difference

Distinguish between electric power and electrical energy.Include units in your answer.

A man-hour is defined as “a unit of one hour’s work by oneperson.” Describe how the unit man-hour is similar to the kilowatt hour, the unit ofelectrical energy. Then explain how the two units are different.

COMPARE IT

Identify three ways electrical energy is converted to other types ofenergy, and provide an example of each.

Electrical Energy Converted to Example

Electrical energy

Electrical energy

Electrical energy

Tie It TogetherElectricity

Name Date

Electricity 159

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Use your knowledge of electricity to become an “Electrical Detective.”Draw a wiring diagram of a room in your house, and imagine that aproblem has occurred. One of the appliances has suddenly stoppedworking, and it is your job to figure out why. Describe the steps you mighttake to analyze the problem and list several possible causes and solutions.Be creative!

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Electricity Chapter Wrap-Up




Name Date

After reading this chapter, identify three things you havelearned that will help you make better decisions about electricity use.

SUMMARIZE IT









• Electrical forces act at a distance.

• Electric charges can be created and destroyed.

• All circuits contain electrical resistance.

• Electricity can flow only through an open circuit.

Electricity After YouRead

160 Electricity

Magnetism 161

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


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



Name Date

• A magnetic field is weakest close to the magnet.

• The north pole of a compass always points to Earth’s south magnetic pole.

• Moving charges can produce magnetic fields.

• Windmills change chemical energy into electrical energy.

List three things you know about magnets.

Science Journal

Before You MagnetismRead

Sunshine State Standards: SC.C.2.4: The student understands that the types of force that act on an object and the effectof that force can be described, measured, and predicted.

162 Magnetism

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

MagnetismSection 1 Magnetism

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

electric field

region

Skim through Section 1 of your book. Read the headings and theillustration captions. Write three questions that come to mind.

1.

2.

3.

Define electric field to show its scientific meaning.

Read the definitions below, then write the vocabulary term foreach one in the left column.

groups of atoms with aligned magnetic poles

properties and interactions of magnets

a region where a magnet’s force is strongest

something that exerts a force on magnets and objects made ofmagnetic materials

Define region as it might be used in science.

Magnetism 163

Organize important facts about magnets by completing theoutline.

Magnets

A. Magnetic force

1.

2.

3.

B. Magnetic field

1.

2.

3.

C. Magnetic poles

1.

2.

3.

4. Interaction of two magnets

a.

b.

D. Compass

1.

2.

3.

E. Earth as a magnet

1.

2.

3.

Section 1 Magnetism (continued)

MagnetsI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Classify each metal as magnetic or nonmagnetic.

Section 1 Magnetism (continued)

MagneticMaterials




Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

164 Magnetism

aluminum cobalt copper goldiron mercury nickel silver

Model a close-up of the magnetic domains of the cross sections of an iron rod in each of these situations.

Identify the poles of a magnet before and after it is sliced intothree pieces.

Outline the steps a recycling company might use to separate metallic, nonmetallic, and other recyclable materials. (Hint: Some of the materials are magnetic.)

CONNECT IT

normal state rod is brought magnet isnear magnet removed

Magnetic Nonmagnetic

N

N

S

N

S

N

SN

SN

S

N

S

N SN

S

S

N

S N

S

N

S

N

S

N

S N

S

N

S

N

S

N

S

N

S

N

S

N

SN S

N

S

N

S

NS NS

N

S

ReviewVocabulary

AcademicVocabulary

Name Date

MagnetismSection 2 Electricity and Magnetism

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Magnetism 165

Sunshine State Standards: SC.C.2.4: The student understands that the types of force that act on an object and the effectof that force can be described, measured, and predicted.

electric current

electromagnet

solenoid

galvanometer

electric motor

temporary

Scan the headings, figures, and captions in Section 2 of your text.Write three questions that come to mind.

1.

2.

3.

Define electric current to show its scientific meaning.


Use temporary in a sentence that shows its scientific meaning.

Evaluate the magnetic fields that surround two identical pieces ofwire carrying the same electric current. One wire is straight, andthe other wire is coiled into a solenoid.

Sequence the steps in the explanation of how electromagnetsmake sound when you listen to a CD. Some terms from the wordbank may be used more than once.

Section 2 Electricity and Magnetism (continued)

Electric Currentand Magnetism,Electromagnets



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

166 Magnetism

amount current direction electromagnetmagnetic field repels reproduces voltage

The CD player produces a .

The produces an electric inthe electromagnet next to the speaker cone.

The CD contains information that changes the of current and its .

The changing electric current changes the direction and strengthof the around the electromagnet.

The electromagnet attracts or the permenantmagnet.

The moving vibrates the speaker cone andthe sound recorded on the CD.

Model and label a galvanometer and describe how it works.

Section 2 Electricity and Magnetism (continued)

ElectromagnetsI found this information

on page .

Electric MotorsI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Magnetism 167

Sequence the steps an electric motor uses to change electricalenergy to mechanical energy. Make a sketch and label the motor.

1.

2.

3.

Describe the properties of magnets that make them useful to humans. Include an example for each property.

SYNTHESIZE IT

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

MagnetismSection 3 Producing Electric Current

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

168 Magnetism

Benchmarks—SC.C.2.4.3: The student describes how magnetic force and electrical forces are two aspects of asingle force.

voltage difference

electromagneticinduction

generator

turbine

direct current (DC)

alternating current(AC)

transformer

regulate

Scan the headings, figures, and captions in Section 3 of your book.Write three questions that come to mind.

1.

2.

3.

Define voltage difference to show its scientific meaning.

Use your book to define the following vocabulary terms.

Use a dictionary to define regulate as it might be used in science.

Organize the process of changing mechanical energy to electricalenergy. Complete the concept map.

Section 3 Producing Electric Current (continued)

From Mechanicalto Electrical


on page .

Direct andAlternating

CurrentsI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Magnetism 169

Power source

Generator

Fossil fuels

Induceelectrical energy you use

Works Doesn’t Work

Devices

Description of Current

Predict and list three electrical devices that will stop working in apower failure, and three that will continue to work. Describe thetype of current used by these devices.

process ofelectromagneticinduction

Analyze why a transformer is needed to provide power at thecorrect voltage to your home.

Compare the two types of transformers using a Venn diagram. Listat least two pieces of information in each category.

Section 3 Producing Electric Current (continued)

TransmittingElectrical EnergyI found this information

on page .

TransformersI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

170 Magnetism

Step-Up Step-DownTransformer Transformer

Evaluate how the current produced from a hand-crankgenerator would change as the handle is rotated forward and then backward.

SYNTHESIZE IT

Both

Magnetism 171

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherMagnetism

Name Date

Plan an expedition to find Earth’s south magnetic pole. Plan an experiment to see how nearthe south magnetic pole is to the geographic north pole. Don’t forget that you will requirepower on your trip to run various communication and scientific equipment.

Equipment list:

State your hypothesis.

Describe your experiment.

Analyze and interpret your predicted data.

Draw a top view of Earth from your hypothesis and proposed data. Include some meridians and the positions of both poles.

Magnetism Chapter Wrap-Up




Name Date









• A magnetic field is weakest close to the magnet.

• The north pole of a compass always points to Earth’s south magnetic pole.

• Moving charges can produce magnetic fields.

• Windmills change chemical energy into electrical energy.

Magnetism After YouRead

After reading this chapter, identify three ways magnets are used.

SUMMARIZE IT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

172 Magnetism

Electromagnetic Radiation 173

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


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



Name Date

• Electromagnetic waves can be transmitted only through matter.

• Electromagnetic waves are produced byvibrating electric charges.

• Visible light is only a small part of the electromagnetic spectrum.

• Communications satellites send outmicrowaves.

List six objects around you that emit light or feel warm.

Science Journal

Before You Electromagnetic RadiationRead

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Electromagnetic RadiationSection 1 What are electromagnetic waves?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

174 Electromagnetic Radiation

Benchmarks—SC.A.2.4.6: The student understands that matter may act as a wave, a particle, or something else entirelydifferent with its own characteristic behavior. Also covers: SC.B.1.4.4, SC.H.1.4.1, SC.H.1.4.2, SC.H.1.4.3, SC.H.2.4.1

hertz

enable

Scan the headings, bold words, figures, and captions in Section 1 ofyour book. Write four facts you learned about electromagnetic wavesas you scanned the section.

1.

2.

3.

4.

Define hertz.

Read the definitions below. Then write the key term for eachdefinition in the left column.

waves made by vibrating electric charges that can travel throughspace where there is no matter

energy carried by an electromagnetic wave

an electromagnetic wave that behaves like a particle and whoseenergy depends on the frequency of the wave

Use a dictionary to define enable.

Compare sound and water waves with electromagnetic wavesby completing the Venn diagram. Place each characteristic in thecorrect place in the diagram.

• carry energy from one • transfer energy between vibratingplace to another electric and magnetic fields

• do not require matter to • transfer energy from particle totransfer energy particle

• must move through matter • produced by vibrations

Section 1 What are electromagnetic waves? (continued)

Waves in SpaceI found this information

on page .

Electric andMagnetic Fields


MakingElectromagnetic

WavesI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Sound and Water Waves

ElectromagneticWaves

Both

Complete the information about electric and magnetic fields.

All magnets are surrounded by

All electric charges are surrounded by

a/an field. a/an field.

Sequence steps as vibrating electric and magnetic fields become awave that travels through space.

1. The changing electric field

2.

3.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 1 What are electromagnetic waves? (continued)

Properties ofElectromagnetic

WavesI found this information

on page .

Waves andParticles


Name Date

Model an electromagnetic wave with a 1-m wavelength. Beneaththis, model a second wave whose wavelength is shorter than thefirst one.

Analyze which wave above has a greater frequency.

Summarize waves and particles by completing the paragraph.Model a diagram of the electron wave pattern described below.

All can behave like . One example

of this behavior is electrons passing through two slits to form

.

Predict how jewelers could use electromagnetic waves todetermine the composition of unknown materials in the course of their job.

SYNTHESIZE IT

Benchmarks—SC.H.3.4.5: The student knows that the value of a technology may differ for different people and at differenttimes. Also covers: SC.H.1.4.1, SC.H.1.4.4, SC.H.1.4.7, SC.H.3.4.1, SC.H.3.4.2, SC.H.3.4.6


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Name Date

Electromagnetic RadiationSection 2 The Electromagnetic Spectrum

NewVocabulary

AcademicVocabulary

spectrum

radio waves

microwaves

infrared waves

visible light

ultraviolet waves

X rays

gamma rays

internal

Skim Section 2 of your book. Read the headings and the illustrationcaptions. Write two questions that come to mind.

1.

2.

Define spectrum to reflect its scientific meaning.


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

Organize electromagnetic waves of different frequencies.

Section 2 The Electromagnetic Spectrum (continued)

A Range ofFrequencies


Radio Waves,Infrared Waves,

Visible Light,Ultraviolet Waves,

and X Rays andGamma Rays



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Waves with Lower Frequency Waves with Higher Frequency Than Visible Light Than Visible Light

1. 1.

2. 2.

3. 3.

Summarize the different types of electromagnetic waves bycompleting the following paragraph.

Radio waves are

with wavelengths longer than about 1 mm. Radio waves that are less

than 30 cm, called , make it possible to

. Some are used for finding the location

of planes and boats by a method called . Satellites may

have to help identify vegetation on Earth. Near

the middle of the frequency range, makes it possible

for us to . Some electromagnetic

waves can be dangerous. Both and

can kill . This is useful in treating ,

but doctors must be careful not to kill healthy cells as well.

Identify the key features of some electromagnetic waves by fillingin the table below.

Wave Feature

radio

radio waves that produce thermal energy

infrared

short wavelength waves that can cause sunburn

Compare the advantages and disadvantages to humans ofultraviolet waves by filling in the blanks in the following graphicorganizer.

Section 2 The Electromagnetic Spectrum (continued)

Ultraviolet WavesI found this information

on page .


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Ultraviolet Waves

Advantages1.

2.

Disadvantages1.

2.

Analyze how chlorofluorocarbons are destroying Earth’s ozonelayer and why this is a concern to scientists.

MRIs and X rays are both useful for diagnosing and treating somemedical conditions. Explain why X rays are still being used even though MRIs are safer.

CONNECT IT

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Electromagnetic RadiationSection 3 Radio Communication

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.H.1.4.2: The student knows that from time to time, major shifts occur in the scientific views of how theworld works. . . . Also covers: SC.E.2.4.6, SC.H.1.4.3, SC.H.1.4.6, SC.H.1.4.7, SC.H.3.4.5

modulate

carrier wave

cathode-ray tube

transceiver

Global PositioningSystem (GPS)

transmit

Predict three topics that might be discussed in Section 3.

1.

2.

3.

Define modulate to show its scientific meaning.


Use a dictionary to define transmit.

The three spots together can form any . The

colors that are formed by these spots create the full-color image

you see on your TV.

The electron beams move back and forth across your screen,

striking groups of , , and spots.

Compare AM and FM radio transmission by completing theorganizer below.

Section 3 Radio Communication (continued)

RadioTransmission


TelevisionI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Radio Transmission

AM radio stations broadcastinformation by

FM radio stations broadcastinformation by

Complete the flowchart below to describe the transmission oftelevision signals.

A television station changes sounds and images into

.

part is sent

by waves.

Information about color and

is sent by

signals.

The (CRT) in a color TV produces

electron beams.

Organize what you have learned about telephones by completingthe table below.

Section 3 Radio Communication (continued)

TelephonesI found this information

on page .

CommunicationsSatellites,The Global

PositioningSystem


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Model how a satellite telephone system works.

• Use arrows to show the path of the signal.

• Include the sender, a satellite, and the ground system in your sketch.

Type Features Advantage Disadvantage

Corded stays in sends/receives must use in oneone place consistent signal place

not linked to the base

Pager

tower needed

Analyze the information on GPS. Infer why the system uses 24 satellites to get 24-hour around-the-world coverage.

ANALYZE IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherElectromagnetic RadiationSynthesize It Draw a large diagram of part of Earth and the sky above it. Add theozone layer, and show its effect on one type of radiation. Include a few communicationsatellites, vehicles, and buildings. (One building should be a hospital.) Your drawing willnot be to scale. Show and label the following where they may be expected: radio waves,radar, infrared waves, gamma rays, microwaves, visible light waves, UV waves, X rays.

Name Date

Communication satellites

Visible light

Radio wavesVisible light

Radar

Ships

UV waves

Ozone layer

MicrowavesX raysGamma rays

Hospital

Electromagnetic RadiationChapter Wrap-Up




Name Date









• Electromagnetic waves can be transmitted only through matter.

• Electromagnetic waves are produced by vibrating electric charges.

• Visible light is only a small part of the electromagnetic spectrum.

• Communications satellites send out microwaves.

Electromagnetic Radiation After YouRead

After reading this chapter, identify three things you havelearned about Electromagnetic Radiation.

SUMMARIZE IT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Energy Sources 185

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


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



Name Date

• According to the law of conservation of energy,energy cannot be created or destroyed.

• Nonrenewable resources cannot quickly be replacedby natural processes.

• Nuclear power plants produce about eight percent ofthe energy consumed in the United States.

• Nuclear fusion releases energy when nuclei are split.

Describe how your day would be different if the electric power were off all day.

Science Journal

Before You EnergyRead

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Energy SourcesSection 1 Fossil Fuels

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

186 Energy Sources

Benchmarks—SC.B.1.4.5: The student knows that each source of energy presents advantages and disadvantages to its usein society. Also covers: SC.H.3.4.5, SC.H.3.4.6

chemical potentialenergy

generate

Using EnergyI found this information

on page .

Skim through Section 1 of your book. Identify three fuels madefrom fossil materials.

, , and

Define chemical potential energy.


fuel formed from the decayed remains of ancient organisms

a liquid fossil fuel formed from remains of decayed organisms

resource that cannot be replaced by natural processes as quickly as it is used

Use a dictionary to define generate.

Analyze the Energy Usage and Sources of Energy graphs in yourbook to complete the statements.

More energy is used for in the United States than for

anything else. users use 17 percent less energy than

industry. Petroleum and natural gas together supply

of our energy needs. supply only 3 percent

of our energy needs. supplies 4 percent of energy

needs in the United States. Almost 85 percent of the energy used

comes from burning , , and .

Energy Sources 187

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Sequence the steps involved in the formation of oil and naturalgas. The first step has been done for you.

Section 1 Fossil Fuels (continued)

Making FossilFuels



PetroleumI found this information

on page .

Name Date

Complete the paragraph about fossil fuels.

Fossil fuels store energy in

. When a fossil fuel burns, a chemical reaction takes

place. and in the fuel combine with

in the air to form , water,

, and light. Chemical potential energy in fossil fuels

is more than other fuels. Burning

releases two to three times as much energy as burning .

Label the fractional distillation tower with the contents of eachchamber.

• crude oil • hydrocarbons with • hydrocarbons with high boiling points low boiling points

1. Plants and animals die.

2.

3. Organic matter is

4.

5. Chemical reactions change matter into

Use the diagram to summarize the types and uses offossil fuels.

SUMMARIZE IT

188 Energy Sources

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Complete the paragraphs below.

Because fossil fuels are , their supply is .

As the human population grows and demands

, reserves are . This means that

the remaining supplies is extremely important.

In addition to being limited, fossil fuels cause air

in the form of , , and .

Natural gas contains more and burns more

cleanly than other . is mainly used

in to . When the fuel is

, chemical energy is converted to .

This energy heats water, which changes to and turns a

connected to a , producing .

When fossil fuels are converted from to other

forms, the of the conversion varies greatly. Overall,

it is only . Much of the remaining

65 percent is .

Section 1 Fossil Fuels (continued)

Natural Gas,Coal, Generating

Electricity,Efficiency of

Power Plants,The Costs

of Using Fossil Fuels,

NonrenewableResources,Conserving

Fossil FuelsI found this information

on page .

Name Date

Three types of fossil fuels

are used for

Benchmarks—SC.B.1.4.5: The student knows that each source of energy presents advantages and disadvantages to itsuse in society (e.g., political and economic implications may determine a society’s selection of renewable or nonrenewableenergy sources). Also covers: SC.H.3.4.6

Energy Sources 189

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Name Date

Energy SourcesSection 2 Nuclear Energy

NewVocabulary

nuclear fission

Using Nuclear Energy


Scan the headings, figures, and captions in Section 2 of your book.Write three questions that come to mind.

1.

2.

3.

Define nuclear fission.


system that generates electricity from controlled nuclear reactions

any radioactive by-product of the use of radioactive materials

Analyze nuclear energy use by filling in the correct numeral inthe left column for each statement.

percent of all electricity produced in the United Statesthat comes from nuclear power plants

percent of energy used in the United States produced by nuclear plants

number of nuclear power plants in the United States in 2003

number of nuclear reactors contained in these power plants

Describe the four common parts of all nuclear reactors.

1.

2.

3.

4.

Sequence a uranium nuclear fission reaction by completing theflow chart below. The first step has been done for you.

Section 2 Nuclear Energy (continued)

Nuclear ReactorsI found this information

on page .



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

190 Energy Sources

Model and label thecontrol rods in anuclear reactor. Usearrows to show howthe rods would bemoved to slow thereaction.

1.A neutron splits the nucleus of a U-235 atom.

2.

3.

Summarize how the control rods affect the rate of reaction in thenuclear reactor.

Predict what would happen if the control rods were completelyremoved from a nuclear reaction.

Energy Sources 191

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 2 Nuclear Energy (continued)

Nuclear PowerPlants


The Risks ofNuclear Power,Nuclear Fusion


Name Date

A coolant ispumped throughthe reactor.

Complete the graphic organizer to explain how nuclear fissionproduces electricity.

Identify three advantages and three disadvantages of usingnuclear power.

Advantages Disadvantages

1. 1.

2. 2.

3. 3.

Compare and contrast nuclear fusion to nuclear fission.SYNTHESIZE IT

Scan the headings in Section 3 of your book. Then list six sources ofenergy that will be discussed in the section.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Energy SourcesSection 3 Renewable Energy Sources

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

192 Energy Sources

Benchmarks—SC.B.1.4.5: The student knows that each source of energy presents advantages and disadvantages to itsuse in society (e.g., political and economic implications may determine a society’s selection of renewable or nonrenewableenergy sources). Also covers: SC.H.1.4.1, SC.H.1.4.7, SC.H.2.4.2, SC.H.3.4.3, SC.H.3.4.5

1.

2.

3.

4.

5.

6.

radiant energy

renewable resource

photovoltaic cell

hydroelectricity

geothermal energy

biomass

migrate

Define radiant energy.


Use a dictionary to define migrate.

Summarize the need for alternative energy sources.

Complete the statements to make them true.

The solar energy that falls on the United States in one day is more

than .

When sunlight strikes a solar cell, flow

through the system.

Conversion of solar energy to electrical energy by solar cells is

only percent efficient.

Another way to generate electricity from solar energy is in a

.

Sequence the steps in the production of hydroelectric energy.The first step has been completed for you.

Section 3 Renewable Energy Sources (continued)

Energy OptionsI found this information

on page .

Energy from the Sun


Energy fromWater


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Energy Sources 193

Water flows through tunnels near the base of a dam.

Complete the table comparing information about tides, wind, andgeothermal energy sources.

Section 3 Renewable Energy Sources (continued)

Energy from theTides, Harnessingthe Wind, Energyfrom Inside Earth I found this informationon page .

Alternative FuelsI found this informationon page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

194 Energy Sources

Tides Wind Geothermal

efficiency

availability must be in areasof the where windsource blows steadily

effect on can disturbplants and marine lifeanimals

pollution can release created some gases

Identify three other alternative fuels.

Alternative Fuels

Evaluate one renewable energy source that you think is promising for our future energy needs. Support your choice.

ANALYZE IT

Energy Sources 195

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherEnergy SourcesCreate your own graphic organizer(s) similar to the ones you have seen in your Science Notebook to clearly summarize important information about each of the renewable energy sources in this section. Leave some of the information out, and have a friend try to complete your organizer.

Name Date

196 Energy Sources

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Energy Sources Chapter Wrap-Up




Name Date









• According to the law of conservation of energy,energy cannot be created or destroyed.

• Nonrenewable resources cannot quickly be replaced by natural processes.

• Nuclear power plants produce about eight percent ofthe energy consumed in the United States.

• Nuclear fusion releases energy when nuclei are split.

Energy After YouRead

Identify the three major types of energy sources discussedin this chapter. Then indicate one major disadvantage to using each source of energy.

SUMMARIZE IT

Weather and Climate 197

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Weather and ClimateBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• The words weather and climate have basically the same meaning.

• Wind blows across lines of equal pressure.

• Oceans and mountains have an importanteffect on the climate of a region.

• Much of the northern United States wascovered by glacier ice 18,000 years ago.

Describe some severe weather that you have observed. Hypothesize what might causethese weather events.

Science Journal

Before You Weather and ClimateRead

198 Weather and Climate

Benchmarks—SC.D.1.4.4: The student knows that Earth’s systems and organisms are the result of long, continuouschange over time. Also covers: SC.A.1.4.4, SC.B.1.4.1, SC.G.1.4.3

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Weather and ClimateSection 1 Earth’s Atmosphere

AcademicVocabulary

nucleus

latent heat

temperature inversion

troposphere

greenhouse effect

structure

Scan the headings and illustrations in Section 1. Write threequestions that come to mind about Earth’s atmosphere.

1.

2.

3.

Define nucleus. Then use the word in a scientific sentence.

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

Use a dictionary to define the term structure to reflect itsscientific meaning.

Complete the graph by identifying the main components of theatmosphere and indicating the percentage of each.

Organize information about the layers of the atmosphere.

Stratosphere:

Troposphere:

Complete the chart by describing the factors that contribute toheating Earth’s atmosphere.

Nitrogen: %

Percentage of Gases in the Atmosphere

: %

: 1%

Section 1 Earth’s Atmosphere (continued)

AtmosphericComposition


AtmosphericStructure


Heating theAtmosphere


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Heating the Atmosphere

Factor Description

Solar radiation

Ozone layer

Earth’s surface

Trace gases

Latent heat

Compare the rates at which dry land and water absorb andrelease heat into the atmosphere.

Summarize cloud formation by completing the paragraph.

As air rises in the atmosphere, it and

. When the air temperature reaches its

, condensation can occur. Water droplets or

ice crystals begin to form on small .

If the droplets or ice crystals grow large,

may occur.

Model the water cycle in the space below.

Dry Land Water

Section 1 Earth’s Atmosphere (continued)

A Varied SurfaceI found this information

on page .

Water in theAtmosphere


Global WaterCycle


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Write a short explanation of how people affect the water cycle.SYNTHESIZE IT


Benchmarks—SC.D.1.4.1: The student knows how climatic patterns on Earth result from an interplay of many factors.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

AcademicVocabulary

Name Date

Weather and ClimateSection 2 Weather

NewVocabulary

gradient

westerlies

jet stream

subtropical high

weather front

source

Scan the headings in Section 2 of your book. Predict three topicsthat will be discussed in this section.

1.

2.

3.

Define gradient to show its scientific meaning.

Define the following terms. Use each term in a scientific sentence.

Use a dictionary to define the term source.

Complete the statements about air pressure.

The exerts pressure on objects within it.

Air pressure is caused by

. Air pressure

with altitude because the of air molecules

.

Summarize the causes of Earth’s major wind belts by completingthe graphic organizer.

Compare and contrast high and low pressure systems bycompleting the Venn diagram using at least 10 different facts.

High Pressure Low PressureBoth

Global winds are produced by

.

.

Section 2 Weather (continued)

AtmosphericPressure



High and LowPressureSystems


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


A warm front is approaching your area and is expected to arrivein three days. Predict the weather you should expect during this three-day period.

SYNTHESIZE IT

List the 4 types of weather fronts.

1. 3.

2. 4.

Classify severe weather by completing the outline.

Severe Weather

I. Thunderstorms

A. Characteristics

1.

2.

B. Hazards

1.

2.

II. Rotating windstorms

A. Characteristics of tornadoes

1.

2.

B. Characteristics of Hurricanes

1.

2.

Section 2 Weather (continued)

Air Masses andWeather Fronts


Severe WeatherI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.



Benchmarks—SC.D.1.4.3: The student knows that changes in Earth’s climate, geological activity, and life forms maybe traced and compared. Also covers: SC.B.1.4.1, SC.D.1.4.4, SC.D.2.4.1, SC.F.2.4.3, SC.G.1.4.1, SC.H.2.4.1

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Weather and ClimateSection 3 Climate

AcademicVocabulary

boreal

biosphere

continental climate

maritime climate

lee rain shadow

sea breeze

environment

Scan the headings and illustrations in this section. Predict threethings that you will learn about climate.

1.

2.

3.

Define boreal to show its scientific meaning.


Use a dictionary to define environment to show its scientificmeaning.

Distinguish climate and weather by writing the correct word infront of its definition.

means the day-to-day conditions of temperature,wind, precipitation, pressure, and more.

means the long-term averages of weather for a region.

Identify and define each of the 5 spheres that make up the Earth system.

Summarize the interaction of the five spheres on the lines below.

The Five Spheres

Section 3 Climate (continued)

Climate andWeather




Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.



Section 3 Climate (continued)

What causesclimate?



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Summarize factors that affect large-scale climate in the conceptmap.

Describe how climate can vary on a small scale by completing theparagraph below.

Climates vary both and .

Cities create a condition called the effect.

This effect occurs because heat

rapidly than land. Also, air tends

to retain heat. For example, on clear, calm nights, San Francisco

may be warmer than surrounding areas.

Forces that affect climate

Summarize how climates are classified. Give a reason why it isuseful to classify Earth’s climates.

SUMMARIZE IT

ReviewVocabulary

AcademicVocabulary

Name Date

Weather and ClimateSection 4 Earth’s Changing Climates

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.D.1.4.3: The student knows that changes in Earth’s climate, geological activity, and life forms maybe traced and compared. Also covers: SC.D.1.4.1, SC.D.1.4.4, SC.E.1.4.1, SC.H.1.4.1, SC.H.1.4.4, SC.H.2.4.1,SC.H.3.4.3, SC.H.3.4.6


trace

global warming

El Niño

La Niña

link

Scan the headings in Section 4. Write three questions that you haveabout how and why climates change.

1.

2.

3.

Define trace to show its scientific meaning.


Use a dictionary to define the term link. Then explain how theterm applies to the ocean and the atmosphere.

Complete the statements about seasonal changes.

Seasonal changes occur because .

When Earth revolves to a position in which one hemisphere is tilted

toward the Sun, that hemisphere experiences . In

the mid-latitudes, seasonal changes are because

of the temperature contrast between the and

.

Summarize factors that cause climate change by completing the chart.

Summarize human factors that may affect climate by completingthe diagram.

Human factors include

Section 4 Earth’s Changing Climates (continued)

SeasonalChanges


Long-termChanges


The HumanFactor


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Factors That Cause Climate Change

Over hundreds orthousands of years

Over millions of years

Contrast global warming with ozone layer depletion bycompleting the cause-and-effect table.

Compare and contrast El Niño and La Niña by completing theVenn diagram. Give at least seven different facts.

El Niño La NiñoBoth

Section 4 Earth’s Changing Climates (continued)

The HumanFactor


El Niño and La Niña


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Cause Effect

Global warming

Ozone layer depletion

Explain why an understanding of the carbon cycle is important for understanding global warming.

SYNTHESIZE IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Weather and Climate Chapter Wrap-Up




Name Date









• The words weather and climate have basically the same meaning.

• Wind blows across lines of equal pressure.

• Oceans and mountains have an important effect on the climate of a region.

• Much of the northern United States was covered by glacier ice 18,000 years ago.

Weather and Climate After YouRead

After reading this chapter, identify three things you havelearned about weather and climate.

SUMMARIZE IT

Classification of Matter 211

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Classification of MatterBefore You ReadBefore you read the chapter, use the “What I know” column to list threethings you know about how different substances are classified. Then list three questions you have about matter in the “What I want to findout” column.

Name Date

Describe the physical changes that take place as paint dries.

Science Journal


Benchmarks—SC.A.2.4.2: The student knows the difference between an element, a molecule, and a compound.

212 Classification of Matter

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Classification of MatterSection 1 Composition of Matter

Predict three things that might be discussed in this section.

1.

2.

3.

Define property by circling the phrase that comes closest to themeaning of the word as it is used in your book.

a piece of land

something that is owned

a quality or attribute

a stage prop

AcademicVocabulary

property

colloid

compound

element

heterogeneous mixture

homogeneous mixture

solution

substance

suspension

Tyndall effect

error

Use the terms on the left to fill in the blanks.

A is an if all the

atoms in the substance are the same. A is

a substance in which two or more elements are combined in the

same proportion.

A contains two or more substances

blended evenly throughout. A is a mix-

ture in which different materials can be identified easily.

A is a homogeneous mixture of particles

too small to see with a microscope and too small to settle. A

is a heterogeneous mixture containing a

liquid in which you can see particles settle.

The is observed when light passes through

a .

Use a dictionary to define error.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Classify each substance as an element or a compound.

calcium chalk graphite sugarcarbon hydrogen salt watercarbon dioxide mercury sodium zinc

Section 1 Composition of Matter (continued)

Pure SubstancesI found this information

on page .

MixturesI found this information

on page .

Name Date

Elements Compounds

Organize information about mixtures in the outline below.

I. Mixtures

A. Heterogeneous mixtures

1.

2.

3.

4. Examples:

B. Homogeneous mixtures

1.

2.

3.

4. Examples:

C. Colloids

1.

2.

3.

4.

5. Examples:

Classify each substance as a solution, a colloid, or a suspension. Write each name in one of the boxes below.

herbed salad dressing paint pulpy orange juice teamilk perfume smoke vinegar

SYNTHESIZE IT

colloids suspensions solutions


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Sequence the types of mixtures according to particle size.

colloids solutions suspensions

Section 1 Composition of Matter (continued)

MixturesI found this information

on page .


Name Date

Largest particles

Smallest particles

Compare and contrast colloids, solutions, and suspensions.Write the characteristics of each in the table.

colloids solutions suspensions

particles

appearance

Predict what an observer who looks directly into a light sourcethrough a colloid will see.

ReviewVocabulary

AcademicVocabulary

Name Date

Classification of MatterSection 2 Properties of Matter

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.B.1.4.2: The student understands that there is conservation of mass and energy when matteris transformed. Also covers: SC.D.1.4.4

state of matter

identify


1.

2.

3.

Use the phrase state of matter in a sentence.


a feature or characteristic that describes an object or substance

a change in size, shape, or state of matter

change of one substance to another

characteristic of a substance that indicates whether it can undergoa certain chemical change

the process of separating substances in a mixture by evaporating aliquid and condensing its vapor

the mass of all substances that are present before a chemicalchange equals the mass of all substances that remain after the change

Define the word identify using a dictionary.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Distinguish between the materials listed below. Describe a uniquephysical property for each one that is not true for the othermaterials in this group.

Section 2 Properties of Matter (continued)

PhysicalProperties


Physical ChangeI found this information

on page .

ChemicalProperties

and Changes,Detecting

Chemical ChangeI found this information

on page .

Name Date

Describe how freezing could be used to remove sugar from a mixture of sugar and water.

Identify four properties of a substance that will never change.

, , ,

Organize five kinds of physical changes and five kinds ofchemical changes.

Material Unique physical property

rubber

applesauce

marble

mercury

Chemical Physical


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 2 Properties of Matter (continued)

Weathering—Chemical or

Physical Change?I found this information

on page .

The Conservationof Mass


Name Date

Identify chemical and physical changes that occur as a car ages.

Physical Changes Chemical Changes

Describe how the law of conservation of mass could be useful forinvestigating chemical changes.

Describe some ways that industry and agriculture use physicalproperties to separate substances.

CONNECT IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Classification of MatterChapter Wrap-Up

Review the ideas that you listed in the table at the beginning of the chapter. Crossout any incorrect information in the first column. Then complete the table by fillingin the third column. How do your ideas about what you know now compare withthose you provided at the beginning of the chapter?

Name Date









After reading this chapter, identify three things you havelearned about matter and how substances are classified.

SUMMARIZE IT

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


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,


Properties of Atoms and the Periodic TableBefore you read the chapter, respond to these statements.



Name Date

Write a few sentences telling what you know about atoms.

Science Journal


• An atom is made up of a positively charged nucleusand negatively charged electrons.

• Quarks are so tiny that they orbit the nucleus withthe electrons.



Before You Properties of Atoms and Read the Periodic Table

NewVocabulary

ReviewVocabulary

Name Date

Properties of Atoms and the Periodic TableSection 1 Structure of the Atom

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.E.2.4.6: The student knows the various ways in which scientists collect and generate data about ouruniverse (e.g., X-ray telescopes, computer simulations of gravitational systems, nuclear reactions, space probes, andsupercollider simulations). Also covers: SC.H.1.4.2, SC.H.1.4.3

AcademicVocabulary

element

atom

electron

electron cloud

neutron

nucleus

proton

quark

neutral

Scan Section 1. Write two things you might learn from the section.

1.

2.

Define element to show its scientific meaning.


Use a dictionary to define neutral.

Identify some of the elements and their symbols by filling in thetable. Reference the Symbols of Some Elements table in your book.

Section 1 Structure of the Atom (continued)

ScientificShorthand


AtomicComponents


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Symbol Name

Na

oxygen

Hg

hydrogen

Cl

calcium

K

nitrogen

Fe

gold

C

aluminum

Complete the diagram showing how the parts of an atom arerelated. Indicate the charge of each particle where applicable.

atom proton nucleus electron neutron quark


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Summarize key ideas about quarks.

Section 1 Structure of the Atom (continued)

Quarks: EvenSmaller ParticlesI found this information

on page .

Models—Toolsfor Scientists


Name Date

Theories about Quarks Finding Quarks

Detecting Quarks Sixth Quark

Dalton

Electron CloudBohr

Create a time line of the changes that have occurred in modelingthe atomic structure since the 1800s. Sketch and label each model.

ThomsonRutherford

ReviewVocabulary

AcademicVocabulary

Name Date

Properties of Atoms and the Periodic TableSection 2 Masses of Atoms

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.D.1.4.3: The student knows that changes in Earth’s climate, geological activity, and life forms may betraced and compared.

mass

atomic number

mass number

isotope

average atomic mass

define

Preview Section 2 of your book, using the checklist below.


Read all boldfaced words.

Look at all the illustrations and read their captions.

Write three facts you learned.

1.

2.

3.

Define mass to show its scientific meaning.

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

Use a dictionary to find the scientific meaning of define.

Organize the information on atomic mass to complete the outline.

Atomic Mass

A. Nucleus of atom

1.

2.

3.

B. Atomic mass unit

1.

2.

3.

C. Protons

1.

2.

3.

4.

D. Mass number

1.

2.


Atomic MassI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Model carbon-12 and carbon-14 by sketching each atom.

• Remember that carbon’s atomic number is 6.

• Label each atom’s protons, neutrons, and electrons.

• Show the charges of the particles.


IsotopesI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Carbon-12 Carbon-14

While exploring on your grandfather’s farm, you find a layer ofcharcoal that might represent a campfire built by Native Americans. Explain how youcould find the age of the charcoal layer.

CONNECT IT

Summarize how to calculate the average atomic mass of anelement. Then perform the calculation for the element Chlorineusing these data: Cl-35 makes up about �1

7060� of the abundance and

Cl-37 makes up about �12040� of the abundance.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Properties of Atoms and the Periodic TableSection 3 The Periodic Table

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.A.2.4.1: The student knows that the number and configuration of electrons will equal the numberof protons in an electrically neutral atom and when an atom gains or loses electrons, the charge is unbalanced.Also covers: SC.A.1.4.1, SC.A.1.4.5, SC.A.2.4.5

chemical property

periodic table

group

electron dot diagram

period

similar

Skim Section 3 and write three questions based on your briefpreview.

1.

2.

3.

Define chemical property to show its scientific meaning..


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

Compare Mendeleev’s early periodic table to that of today bycompleting the Venn diagram.


Organizing theElements




Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Both

Today (Moseley)Mendeleev

Sequence the energy levels in the electron cloud diagram andwrite the maximum number of electrons that can be contained ineach level.

Analyze how electron dot diagrams show similarities betweenelements within a group.

Classify the regions of the periodic table as metals, nonmetals, ormetalloids.

• Shade the regions on the blank periodic table.

• Label each region and write its characteristics.




Regions on thePeriodic Table


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Write a paragraph showing the relationship betweenchemistry and physics based on what you’ve learned from the periodic table.

SYNTHESIZE IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Tie It TogetherProperties of Atoms and the Periodic TableSince organizing the elements into a periodic table worked so well for scientists, create your own periodic table to organize another category of items. Pick a group containingmany items which exhibit repeating, predictable patterns of behavior. List characteristics by which they are ordered and sorted, and organize them into columns and rows. Justifyyour methods for organization. Some suggestions include fashion trends or fads, types ofmusic, beverages, or political and voting trends.

Name Date


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Properties of Atoms and the Periodic Table Chapter Wrap-Up




Name Date










• An atom is made up of a positively charged nucleus and negatively charged electrons.

• Quarks are so tiny that they orbit the nucleus with the electrons.



Properties of Atoms and After Youthe Periodic Table Read

After reading this chapter, identify three things you havelearned about the properties of atoms and the periodic table.

SUMMARIZE IT

Earth Materials 231

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


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



Name Date

• Most of Earth’s crust is made of only a few elements.

• The composition of magma changes as mineralscrystallize from it.

• Metamorphic rocks can form within a few years.

• Some Earth processes, such as weathering,destroy matter and reduce the mass of Earth.

List ten of the most important materials you can think of and where you think they come from.

Science Journal

Before You Earth MaterialsRead

232 Earth Materials

Benchmarks—SC.A.1.4.2: The student knows that the vast diversity of the properties of materials is primarilydue to variations in the forces that hold molecules together. Also covers: SC.A.1.4.4, SC.A.1.4.5, SC.A.2.4.2,SC.H.2.4.2, SC.H.3.4.1, SC.H.3.4.5

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Earth MaterialsSection 1 Minerals

AcademicVocabulary

ionic bond

bond

Scan the headings and illustrations in Section 1. Write threequestions you have about minerals. Look for answers to your questions as you read.

1.

2.

3.

Define ionic bond to show its scientific meaning.

Write the correct vocabulary word next to each definition.

irregular break characteristic of some minerals

naturally occurring inorganic solid with a crystalline structure thatforms from magma or supersaturated solution

measure of how easily a mineral can be scratched

molten material found beneath Earth’s crust

color a mineral leaves when rubbed across an unglazed porcelainplate or in powdered form

ability of a mineral to break easily and evenly along one or moreflat planes

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

Organize information about the 8 most abundant elements inEarth’s crust by labeling the circle graph.

Complete the concept map about characteristics of minerals.

Identify six physical properties of minerals.

1. 4.

2. 5.

3. 6.

inorganic

Minerals

Oxygen: %

Major Elements in Earth’s Crust

All others: %Sodium: %

Potassium: %

Magnesium: %

: %

: %

: %

: %

Section 1 Minerals (continued)

CommonElements


What’s amineral?


PhysicalProperties


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Earth Materials 233

Describe at least 3 ways that you used minerals today.CONNECT IT

Complete the concept map about ways minerals form.

Summarize your knowledge of mineral groups by completing theparagraph.

Minerals are categorized according to their

and .

The most common group in Earth’s crust is the .

These minerals contain and .

Other important groups in the crust include

.

Organize information about the uses of minerals in the chart.

Ways minerals form

Section 1 Minerals (continued)

MineralFormation


Mineral GroupsI found this information

on page .

Mineral UsesI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

234 Earth Materials

Some Uses of Minerals

Mineral Uses

Gold

Hematite

Quartz

Earth Materials 235

Benchmarks—SC.A.1.4.3: The student knows that a change from one phase of matter to another involves a gainor loss of energy.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Name Date

Earth MaterialsSection 2 Igneous Rocks

NewVocabulary

mixture

rock

texture

intrusive igneous rock

extrusive igneous rock

intermediate

Scan Section 2. Identify three topics that will be discussed.

1.

2.

3.

Define mixture to show its scientific meaning.

Define each vocabulary term. Then use each term in a sentence.

Use a dictionary to define intermediate.Academic

Vocabulary

Contrast a rock with a mineral.

Sequence the process by which rocks with different compositionscan form from the same original magma as it cools beneath Earth’s surface.

As the magma starts to cool, minerals

including

.

Because these minerals are than

magma, they

.

The magma now contains a higher percentage of

such as

.

When the remaining magma cools, ,

such as

.

Mineral Rock

Section 2 Igneous Rocks (continued)

What’s a rock?I found this information

on page .

Intrusive IgneousRocks


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

236 Earth Materials

Distinguish igneous textures by completing the concept map.

Compare intrusive and extrusive igneous rocks by completing the chart.

rapid cooling slow cooling

Molten Rock

Section 2 Igneous Rocks (continued)

ExtrusiveIgneous Rocks



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Earth Materials 237

Intrusive Extrusive

Where formed within crust

Formed from lava

Texture

Rate of cooling

Examples

Two igneous rocks have exactly the same composition. One isdense and has coarse crystals. The other has low density and is full of holes. Predicthow each rock formed.

COMPARE IT

238 Earth Materials

Benchmarks—SC.A.1.4: The student understands that all matter has observable, measurable properties.Also covers: SC.B.1.4

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Earth MaterialsSection 3 Sedimentary Rocks

precipitate

clast

porosity

cementation

aggregate

Scan the headings and illustrations in this section. Predict threethings that you will learn about sedimentary rocks.

1.

2.

3.

Define precipitate to show its scientific meaning.

Use each vocabulary term in a scientific sentence.

Use a dictionary to define aggregate as a noun.Academic

Vocabulary

Model the formation of sandstone by writing the correct processesin the concept map.

Classify detrital sedimentary rocks by completing the table.

Preexisting rock

weathering and erosion

Sediment grains

Layer of sediment

Consolidated sandstone

Section 3 Sedimentary Rocks (continued)

Rocks fromSurface

MaterialsI found this information

on page .

DetritalSedimentary

RocksI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Earth Materials 239

Detrital Sedimentary Rocks

Sediment Rock

Coarsest gravel

shaleFinest

Organize information about chemical sedimentary rocks bycompleting the chart.

Complete the steps by which biochemical sedimentary rockis formed.

marine organisms containing calcium carbonate

plant matter such as peat

Section 3 Sedimentary Rocks (continued)

ChemicalSedimentary


on page .

BiochemicalSedimentary


on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

240 Earth Materials

A sedimentary rock consists entirely of large, interlocking crystals.Classify which type of sedimentary rock it is. Support your answer with details from this chapter.

EVALUATE IT

Formation of Chemical Sedimentary Rocks

Process Description Examples

Precipitation

Evaporation

ReviewVocabulary

AcademicVocabulary

Name Date

Earth MaterialsSection 4 Metamorphic Rocks and the Rock Cycle

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.B.1.4.2: The student understands that there is conservation of mass and energy when matter istransformed. Also covers: SC.A.1.4.3, SC.A.1.4.4, SC.H.1.4.1, SC.H.2.4.2, SC.H.3.4.1, SC.H.3.4.6

Earth Materials 241

chemical reaction

foliated

rock cycle

cycle

Scan the headings in Section 4. Write three questions that you haveabout metamorphic rocks and the rock cycle.

1.

2.

3.

Define chemical reaction using your book or a dictionary.

Define both new vocabulary terms. Then write a short paragraphto show the scientific meanings of both terms.

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

Complete the paragraph about how metamorphic rocks form.

Metamorphic rocks form from preexisting

that might be igneous, , or even other

. In order for metamorphic

rocks to form, conditions of high , high

, or the presence of must

exist. Metamorphic rocks normally require

of years to form.

Summarize two environments of metamorphism by completingthe chart.

Model foliated and nonfoliated rocks by drawing an example of each.

NonfoliatedFoliated

Section 4 Metamorphic Rocks and the Rock Cycle (continued)

MetamorphicRocks and

MetamorphicRock

CompositionI found this information

on page .

MetamorphicRock

CompositionI found this information

on page .

MetamorphicRock Textures


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

242 Earth Materials

Metamorphic Rock Formation

Type of EnvironmentMetamorphism

Regional

Contact

Complete the concept map about metamorphic rockclassification.

Model the rock cycle in the space below.

Criteria for classifying metamorphic rocks include

Section 4 Metamorphic Rocks and the Rock Cycle (continued)

MetamorphicRock

ClassificationI found this information

on page .

The Rock CycleI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Earth Materials 243

You find a shiny, layered metamorphic rock. Predict what type of rock it may be. Support you answer with details from the chapter.

EVALUATE IT

244 Earth Materials

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Earth Materials Chapter Wrap-Up




Name Date









• Most of Earth’s crust is made of only a few elements.

• The composition of magma changes as minerals crystallize from it.

• Metamorphic rocks can form within a few years.

• Some Earth processes, such as weathering,destroy matter and reduce the mass of Earth.

Earth Materials After YouRead

After reading this chapter, identify three things you havelearned about Earth materials.

SUMMARIZE IT

Earth’s Changing Surface 245

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Earth’s Changing SurfaceBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• A region’s climate can affect the soil that develops there.

• Water in the Mississippi River comes from a region that stretchesfrom the Appalachian Mountains to the Rocky Mountains.

• Most of the land in deserts is covered by sand dunes.

• Some water wells flow without pumping.

Describe some clues that could indicate a glacier once covered a region.

Science Journal

Before You Earth’s Changing SurfaceRead

246 Earth’s Changing Surface

Benchmarks—SC.D.1.4: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere,and biosphere interact to shape the Earth. Also covers: SC.A.2.4

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Earth’s Changing SurfaceSection 1 Weathering and Soil

AcademicVocabulary

sediment

weathering

soil

expand

Scan the headings and illustrations in Section 1. Write threequestions that you have about weathering and soil. Look foranswers to your questions as you read.

1.

2.

3.

Use the term sediment in a scientific sentence.

Define the following terms to show their scientific meaning.

Use a dictionary to define expand. Then use the term in asentence that shows its scientific meaning.

Identify factors that affect the weathering of rock by completingthe concept map.

Compare and contrast mechanical weathering and chemicalweathering by completing the Venn diagram. Use the phrases listed below.

Mechanical ChemicalBoth

• weakens rock

• releases ions into water solution

• does not affect composition of rock

• increases surface area of rockbeing weathered

• forms new minerals

Factors that AffectWeathering

Section 1 Weathering and Soil (continued)

WeatheringI found this information

on page .

MechanicalWeathering and

ChemicalWeathering


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Describe the relationship between weathering and soil.SYNTHESIZE IT

Summarize characteristics of soil horizons below.

Complete the graphic organizer about soil conservation.

soil conservation includes

Section 1 Weathering and Soil (continued)

SoilI found this information

on page .

SoilConservation


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


O Horizon

A Horizon

E Horizon

B Horizon

C Horizon

R Horizon



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Name Date

Earth’s Changing SurfaceSection 2 Shaping the Landscape

NewVocabulary

AcademicVocabulary

physical change

erosion

sediment transport

deposition

drainage basin

longshore current

transport

Scan the headings in Section 2 of your book. Identify three topicsthat will be discussed in this section.

1.

2.

3.

Define physical change to shows its scientific meaning.

Write a scientific sentence using each of the vocabulary terms.

Use a dictionary to define the term transport to shows itsscientific meaning.

Complete the following paragraph about how the landscape isshaped.

is the process by which rock, sediment,

and soil are picked up and removed from an area.

all can cause erosion.

Once the material has been picked up, it can be moved to another

location. This process of moving sediment from one place to

another is called . Eventually, the

transporting agent no longer will be able to move the sediment

and will occur.

Model a river system in the space below. Include tributaries, atrunk stream, and a delta in your sketch. Label and describeplaces where you think erosion, transportation, and depositionare occurring.

Section 2 Shaping the Landscape (continued)

Erosion,Transport, and

DepositionI found this information

on page .

Running WaterI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Classify glacial features as erosional or depositional by writingas many features as you can in the table.

Sequence the migration of a dune. Draw a sand dune in thespace below. Label the dune T1. Then draw the position of the duneat two times in the future (T2 and T3 ).

Summarize how dunes migrate.

Section 2 Shaping the Landscape (continued)

GlaciersI found this information

on page .

WindI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Erosional Features Depositional Features

Mudflows are a dangerous type of mass-wasting event.Describe a mudflow. How might damage and loss of life from mudflows be prevented?

SYNTHESIZE IT



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Earth’s Changing SurfaceSection 3 Groundwater

porosity

infiltration

water table

aquifer

permeability

transmit

Scan the illustrations in this section. Write three things that youlearned about water or groundwater.

1.

2.

3.

Define porosity to show its scientific meaning.


Use a dictionary to define transmit to show its scientific meaning.Academic

Vocabulary

Summarize on the lines below how the water cycle provides waterto the groundwater system.

Create a drawing of porous sediment in the space below. Labelyour drawing to show where groundwater could be held.

Model an aquifer in the space below. Label the land’s surface,the water table, the unsaturated zone, and the saturated zone.Add arrows to your sketch to show how groundwater moves in your aquifer.

Section 3 Groundwater (continued)

The Water CycleI found this information

on page .

GroundwaterI found this information

on page .


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Summarize how groundwater is obtained by completing the chart.

Organize information about artesian wells by sketching a crosssection of one. Label the aquifer and aquitards. Then describe howwater flows from an artesian well.

Section 3 Groundwater (continued)

Water ResourcesI found this information

on page .


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Polluted groundwater is a difficult problem. Infer why a pollutedaquifer might remain polluted for a long period of time.

EVALUATE IT

Sources of Groundwater

Source Description

springs

wells

ReviewVocabulary

AcademicVocabulary

Name Date

Earth’s Changing SurfaceSection 4 Geologic Time

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.D.1.4.4: The student knows that Earth’s systems and organisms are the result of a long, continuouschange over time. Also covers: SC.D.1.4.3


radioactivity

structure

Scan the headings in Section 4. Write three questions that you haveabout geologic time.

1.

2.

3.

Define radioactivity to shows its scientific meaning.

Write the correct vocabulary term on the blank next to eachdefinition.

Hutton’s concept that the laws of nature act today as they have inthe past

gap in the rock record that represents a period of erosion or nondeposition

remains or traces of an organism in the geologic rock record

states that the oldest rocks in an undisturbed sequence of rock layers are at the bottom of the undisturbed sequence

process of dating objects or events in time order or sequence

process of assigning a precise numerical age to an organism,object, or event based on its absolute reference

Use a dictionary to define structure to shows its scientificmeaning.

Distinguish absolute ages and relative ages by writing threeeveryday examples of each type in the table below.

Classify the following statements according to whether thestatement reflects use of the principle of superposition, theprinciple of uniformitarianism, or the principle of originalhorizontality.

1. The principle of allows me to concludethat a sandstone near the bottom of an undisturbed sequence of rock layers must be older than a limestone near the top.

2. The principle of allows meto conclude that folded or tilted rock layers must have beendisturbed sometime after the layers formed.

3. The principle of allows me to concludethat ancient rock that is similar to volcanic rock forming today in Hawaii probably formed in the same way.

Sequence the units of geologic time from the longest type of unitto the shortest type of unit.

Longest unit Shortest unit

Section 4 Geologic Time (continued)

TimeI found this information

on page .

Principles ofRelative Dating


FossilsI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Everyday Examples of Relative Ages and Absolute Ages

Relative ages Absolute ages

1. 1.

2. 2.

3. 3.

Define a pattern of half-life by completing the blanks to showhow much parent isotope and daughter isotope remain. Assumethat no atoms can enter or escape from the system.

Summarize how knowing the half-life of an isotope and thedaughter to parent ratio of a rock sample allows scientists todetermine the age of rocks.

Section 4 Geologic Time (continued)

Absolute DatingI found this information

on page .


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


After oil forms, it tends to rise toward the surface. Hypothesizehow folded rocks can trap oil in economic amounts. Include a description of which type of fold would be most effective at trapping oil.

SYNTHESIZE IT

Half-lives Amount of daughter Daughter to parent and parent (moles) ratio

0 D: P: 0

1 D: P:

2 D: P:

3 D: P:

4 D: P:

160


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Earth’s Changing SurfaceChapter Wrap-Up




Name Date









• A region’s climate can affect the soil that develops there.

• Water in the Mississippi River comes from a region that stretches from the Appalachian Mountains to the Rocky Mountains.

• Most of the land in deserts is covered by sand dunes.

• Some water wells flow without pumping.

Earth’s Changing Surface After YouRead

After reading this chapter, identify three things you havelearned about Earth’s surface.

SUMMARIZE IT

Chemical Bonds 259

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


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



Name Date

• The properties of a chemical compound are thesame as the properties of each element it contains.

• An ion forms when an atom gains or loses electronsin its outer shell.

• Covalent bonds form when atoms share electrons.

• The oxidation number is the number of oxygenatoms in a molecule.

Describe how glue is similar to chemical bonds.

Science Journal

Before You Chemical BondsRead

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Chemical BondsSection 1 Stability in Bonding

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

260 Chemical Bonds

Benchmarks—SC.A.1.4.5: The student knows that connections (bonds) form between substances when outer-shellelectrons are either transferred or shared between their atoms, changing the properties of substances. Also covers: SC.A.2.4.5; SC.C.1.4.2

compound

chemical formula

ion

unique

Predict four topics that might be discussed after reviewing theobjectives of Section 1.

1.

2.

3.

4.

Define compound.

Define the following vocabulary terms.

Use a dictionary to define unique. Then use the word in asentence that demonstrates its scientific meaning.

Evaluate why sodium chloride is not like the elements that form it.

Complete the graphic organizer. Use the table in your book forinformation.

Section 1 Stability in Bonding (continued)

CombinedElements


FormulasI found this information

on page .

Atomic StabilityI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Chemical Bonds 261

Silicon dioxidecontains

Summarize what can be learned about an element from itselectron dot diagram. Then draw an electron dot diagram oflithium below your answer. Use the examples of electron dotdiagrams shown in your book for help.

and atoms

of .

one atom of

Create your own electron dot diagrams for sodium and chlorine.Explain how both atoms could become more stable.

Complete the statements about ions.

To become more , atoms and

electrons. An atom that has gained or lost an electron is called an

. An ion is a particle that has

or electrons than protons. An ion does not have a

charge. between ions can hold

compounds together.

Section 1 Stability in Bonding (continued)

Atomic StabilityI found this information

on page .


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

262 Chemical Bonds

Make an analogy between the sharing of electrons and the completion of a jigsaw puzzle.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

Chemical BondsSection 2 Types of Bonds

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Chemical Bonds 263

Benchmarks—SC.A.1.4.1: The student knows that the electron configuration in atoms determines how a substance reactsand how much energy is involved in its reactions. Also covers: SC.A.1.4.2; SC.A.1.4.5; SC.A.2.4.1; SC.A.2.4.5

atom

neutral

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

1.

2.

3.

Define atom using your book or a dictionary.

Read the definitions below. Then write the vocabulary word thatmatches each definition in the left column.

the force that holds atoms together in a compound

the force of attraction between a positive ion and a negative ion in an ionic compound

the force of attraction between two atoms that share electrons

the neutral particle that forms when atoms share electrons

a molecule that has a slightly positive end and a slightly negativeend, but the molecule itself is neutral

a molecule where the electrons are shared equally in the bond

Use a dictionary to define neutral.

Complete the steps in the formation of a potassium ion.

1. An atom of potassium has electron in its

.

2. A potassium atom one electron in its outer

level when it combines with an .

3. The potassium atom is now a .

4. The potassium ion has a charge.

5. The symbol for a positive potassium ion is .

Compare ionic and covalent bonds in the Venn diagram belowwith at least eight facts.

Section 2 Types of Bonds (continued)

Gain or Loss ofElectrons


The Ionic Bondand Sharing

ElectronsI found this information

on page .


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

264 Chemical Bonds

IonicBoth

Covalent

Analyze and discuss why it is much easier for Group 14 elements tobecome stable by sharing instead of transferring electrons.

Write two key facts in each of the boxes below.SUMMARIZE IT

Chemical Bonds 265

Section 2 Types of Bonds (continued)

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Covalent Bonds

1.

2.

Polar Covalent Bonds

1.

2.

Unequal Sharing

1.

2.

Nonpolar Covalent Bonds

1.

2.

Sharing Electrons

1. Sharing requires less energy.

2. A covalent bond is formed.

Benchmarks—SC.A.2.4.5: The student knows that elements are arranged into groups and families based on similarities inelectron structure and that their physical and chemical properties can be predicted. Also covers: SC.A.2.4.1

266 Chemical Bonds

NewVocabulary

AcademicVocabulary

Name Date

Chemical BondsSection 3 Writing Formulas and Naming Compounds

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Scan Section 3 of your book, using the checklist below.





Think about what you already know about chemical formulasand compounds.

Formulate two questions about what you would like to learn.

1.

2.

Define anion using your book or a dictionary.

Define the following vocabulary words. Use your book for help.

Use a dictionary to define negate.

anion

binary compound

oxidation number

polyatomic ion

hydrate

negate

Complete the table below for sodium and chlorine. Use theperiodic table in your book.

Define what an oxidation number of 1� means.

Summarize the three steps in writing a formula for an ioniccompound by completing the graphic organizer below.

Section 3 Writing Formulas and Naming Compounds (continued)

Binary IonicCompounds



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Chemical Bonds 267

Element Oxidation Positive or Negative Number Charge?

Sodium

Chlorine

1.

2.

3.

Organize the steps for finding the formula for ammonium sulfateby completing the questions and answers below. Look at thePolyatomic Ions table in your book for help.

Question: What is the positive ion and its charge?

Answer:

Question: What is the negative ion and its charge?

Answer:

Question: Balance the charges to make the compound neutral.

Answer:

The formula is:

Summarize the information about hydrates by filling in the blanksbelow.

Some ionic compounds have as part of

their structure. A has water

and written into its .

The can be removed from the hydrate crystals by

them. The form of the compound without water is

described as . The formula CaSO4 � 2H2O is named

, whose common name is gypsum.

The form (without water), is the

common powder known as plaster of paris.


Compounds withPolyatomic Ions


Compounds withAdded Water


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

268 Chemical Bonds

Analyze eight different binary covalent compounds of yourchoice. Write the formula for each compound in the left column.Write out the name in the right column. Use the Prefixes forCovalent Compounds table in your book for help.


Naming BinaryCovalent Bonds


Name Date

Formula Name

Think of three common chemical compounds people use everyday. Based on the rules listed throughout this section, write out the chemical formulasand chemical names of each one.

CONNECT IT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Chemical Bonds 269

270 Chemical Bonds

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Chemical Bonds Chapter Wrap-Up




Name Date









After reading this chapter, identify three things youlearned about chemical bonds.

SUMMARIZE IT

• The properties of a chemical compound are the same as the properties of each element it contains.

• An ion forms when an atom gains or loses electrons in its outer shell.

• Covalent bonds form when atoms share electrons.

• The oxidation number is the number of oxygen atoms in a molecule.

Chemical Bonds After YouRead

Chemical Reactions 271


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



Name Date

• There is no gain or loss of matter in achemical reaction.

• In synthesis reactions, one elementreplaces another in a compound.

• Energy is required to initiate a chemicalreaction.

• A catalyst is used to slow down a chemical reaction.

Describe several cause-and-effect types of events that might happen in your refrigerator.Decide which of the events are chemical reactions.

Science Journal

Before You Chemical ReactionsRead

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Chemical ReactionsSection 1 Chemical Changes

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

272 Chemical Reactions

Benchmarks—SC.B.1.4.2: The student understands that there is conservation of mass and energy when matteris transformed.

chemical change

chemical reaction

reactant

product

chemical equation

component

Predict Review the objectives of Section 1. Predict three topics thatmight be discussed.

1.

2.

3.

Define chemical change. Give an example of chemical changeyou might see in your everyday life.


Use a dictionary to define component. Then give an example ofa component.

Identify the reactants and the products in the following chemicalequations.

Section 1 Chemical Changes (continued)

DescribingChemical

ReactionsI found this information

on page .

Conservation of Mass


Writing EquationsI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Summarize the contributions of Lavoisier by filling out theorganizer. Include information on his experiments, observations,and theories.

Chemical Equation Reactants Products

Zn � S → ZnS

AgNO3 � NaCl → AgCl � NaNO3

C12H22O11 → 12C � 11H2O

Fe � CuSO4 → FeSO4 � Cu

CaCO3 � 2HCl → H2O � CO2 � CaCl2

Complete the graphic organizer about symbols used in chemicalequations.

Lavoisier

Symbols Used in Chemical Equations

states of matter conditions that may be required for a reaction to occur

Conservation of Mass:

NamingCompounds:

Father of ModernChemistry:

Complete the following chemical formula and its translation.

Section 1 Chemical Changes (continued)

Writing EquationsI found this information

on page .

Unit ManagersI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


2Mg � → 2MgO � light

Magnesium oxygen magnesium

oxide and .

Analyze the role of coefficients as unit managers in writingchemical equations.

Evaluate how students balanced the equation.

Mg(s) � O2(g) → MgO(s)

Student Student’s Evaluation: Would the equation balance?Name Answer What does the student’s answer mean?

Melinda put a 2 in front of the Mg anda 2 in frontof MgO

Barni put a 2 in front of the MgO

Ali This would mathematically balancethe equation, but you cannot really cut the molecule in half and thencombine it.

Use what you have learned about chemical reactions to contrastthe processes of cooking a hard-boiled egg and cutting paper to make confetti.

COMPARE IT

ReviewVocabulary

AcademicVocabulary

Name Date

Chemical ReactionsSection 2 Chemical Equations

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.



subscript

balanced chemicalequation

formula






Think about what you already know about chemical equations.

Write two questions about what you would like to learn.

1.

2.

Define subscript. Write a chemical formula that has a subscriptand draw an arrow pointing to the subscript.

Use your book or a dictionary to define balanced chemicalequation.

Use a dictionary to define formula. Then use the word in asentence that shows its scientific meaning.

Summarize information about balancing equations by completingthe prompts.

Balancing an equation means

.

Coefficients are the numbers that show

.

Subscripts are numbers that show there is

.

Identify each number 3 below as a coefficient (C) or a subscript (S).

2 FeSO3 3 Na 4 Al2O3

3 HCl 6 AlH3 3 H2

Complete the right side of the equation. The first one has beenstarted for you.

Evaluate whether the equation above is balanced. Give the totalnumber of atoms on the left side and the total number on the right side.

Identify the coefficient for HCl that would balance the equationabove.

Section 2 Chemical Equations (continued)

BalancedEquations


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Atoms BaCl2 � H2SO4 → BaSO4 � HCl

Ba 1

Cl 2

H

S

O

Sequence and describe the 4 steps involved in balancing a chemicalequation. In the right column, write an example for each step.

Identify coefficients that balance each equation.

1. P(s) � O2(g) → P4O10(s)

2. KClO3(s) → KCl(s) � O2(g)

3. H2O(l) → H2(s) � O2(g)

4. CH4(s) � O2(g) → CO2(g) � H2O(g)

5. Al2O3(s) → Al(s) � O2(g)

6. MgSO4(aq) � KCl(aq) → MgCl2(s) � K2SO4(aq)

Section 2 Chemical Equations (continued)

BalancedEquations



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Analyze how chemical equations and mathematical equations aresimilar. Provide an example to illustrate your point.

CONNECT IT

1. Write equation. Check that symbols and formulas for reactants and products are correct.

2.

3.

4.



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

Name Date

Chemical ReactionsSection 3 Classifying Chemical Reactions

ReviewVocabulary

AcademicVocabulary

states of matter

accumulate

Skim Section 3. Write two statements about what you plan to learnfrom the reading.

1.

2.

Define states of matter to show its scientific meaning.


a reaction in which a substance reacts with oxygen to produce heat and light

a reaction in which two or more substances combine to form another substance

a reaction in which one substance breaks down, or decomposes,into two or more substances

a reaction in which one element replaces another element in a compound

a reaction in which the positive ion of one compound replaces the positive ion of the other compound to form two new compounds

Use a dictionary to define accumulate. Then use the term in ascientific sentence.

Describe each type of chemical reaction in words. Give thegeneral form if it exists and an example for each.

I. Combustion Reaction

Description:

Example:

II. Synthesis Reaction

Description:

General form:

Example:

III. Decomposition Reaction

Description:

General form:

Example:

IV. Single-Displacement Reaction

Description:

General form:

Example:

V. Double-Displacement Reaction

Description:

General form:

Example:

VI. Oxidation-Reduction Reaction

Description:

Example:

Section 3 Classifying Chemical Reactions (continued)

Types ofReactions


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Analyze the activity series chart in your book to decide whichmetal will replace the other in a displacement reaction.1. calcium 2. tin 3. copper

lead zinc aluminum

Classify each chemical reaction by writing the reaction type inthe blank to the left.

• decomposition • single displacement• double displacement • synthesis

2LiBr � Pb(NO3)2 → 2LiNO3 � PbBr2

Fe � 2HCl → FeCl2 � H2

CaO � H2O → Ca(OH)2

NiCl2 → Ni � Cl2

Model the reaction setup for the decomposition of water. Use thefigure in your book to help you.

• Label the test tubes,beaker, and battery.

• Show the electrodes that conduct the electricity to the waterto make the reaction happen.

• Show the amounts of hydrogen and oxygen that are produced.

Section 3 Classifying Chemical Reactions (continued)

Type ofReactions



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Select an example of a chemical reaction that you have observedin real life. Describe the reaction and try to write an equation for it.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

Chemical ReactionsSection 4 Reaction Rates and Energy

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.A.1.4.4: The student experiments and determines that the rates of reaction among atoms and moleculesdepend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.

chemical bond

activation energy

endothermic reaction

exothermic reaction

rate of reaction

catalyst

inhibitor

release

Preview Section 4 of this chapter. Read the headings and theillustration captions.Write three questions that come to mind.

1.

2.

3.

Define chemical bond to show its scientific meaning.


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

Identify three facts about chemical reations and energy.

1.

2.

3.

Complete the following paragraphs about energy reactions.

All exothermic reactions are , but not all

exergonic reactions are .

reactions give off heat energy, while reactions

give off any sort of energy.

All reactions are endergonic, but not all

reactions are endothermic.

reactions absorb heat energy, while reactions

absorb any sort of energy.

Classify each reaction as endergonic or exergonic.

Section 4 Reaction Rates and Energy (continued)

ChemicalReactions and

Energy I found this information

on page .

Endergonic andExergonicReactions


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Exergonic Endergonic

• combustion of fossil fuels• dissolving salt in water• dynamite explosions• electroplating• fireflies’ light

• glow sticks• photosynthesis• rusting iron• separating aluminum metal

from its ore


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 4 Reaction Rates and Energy (continued)

ChemicalReaction Rates



Name Date

Use what you have learned in this section to explain why a matchwill not light if you do not strike it hard enough.

CONNECT IT

Catylyst Inhibitors

Both

• does not enter into the reaction itself

• enzymes in body• food preservatives

• temperature change• used in auto industry• used to make polymers

Match the condition that controls reaction rates to its clue byplacing the correct letter on the line.

1. temperature

2. concentration

3. surface area

4. agitation

5. pressure

Compare and contrast the roles of catalysts and inhibitors inreactions. Fill in the Venn diagram with the phrases below.

a. stirring helps reactants collide more often

b. increasing this reduces the amountof space atoms have to move in

c. raising this makes atoms and molecules move faster

d. this increases when a substance issplit into pieces

e. the closer atoms are to one another,the more likely they are to collide

Chemical Reactions Chapter Wrap-Up




Name Date









• There is no gain or loss of matter in achemical reaction.

• In synthesis reactions, one elementreplaces another in a compound.

• Energy is required to initiate a chemicalreaction.

• A catalyst is used to slow down a chemical reaction.

Chemical Reactions After YouRead

After reading this chapter, identify three things you havelearned about chemical reactions.

SUMMARIZE IT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Solutions, Acids, and Bases 285


Solutions, Acids, and BasesBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• A solution is a mixture that has the same composition,color, density, and taste throughout.

• The solubility of a compound cannot be measured.

• pH measures how acidic a solution is.

• Bases are commonly found in household cleaners.

Write an answer to this question: Are all liquids solutions, and are all solutions liquids?Check your answer later and revise it if you’ve learned differently.

Science Journal

Before You Solutions, Acids, and BasesRead

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Solutions, Acids, and BasesSection 1 How Solutions Form

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

286 Solutions, Acids, and Bases

Benchmarks—SC.A.1.4: The student understands that all matter has observable, measurable properties.

homogeneous mixture

solution

solute

solvent

aqueous solution

process

Scan the headings, charts, graphs, and illustrations of Section 1.List 3 solutions not mentioned in your book that you might find inyour house.

1.

2.

3.

Define homogeneous mixture.


Use a dictionary to define process. Then use the word in asentence that demonstrates you know its scientific meaning.

Create an example of a gas, liquid, and solid phase of a solutionin the boxes below. Label the solute and solvent in each box. Use thefigures in your book for help.

Section 1 How Solutions Form (continued)

What is asolution?

Solutes andSolvents


How SubstancesDissolve


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Gas Phase Liquid Phase Solid Phase

Sequence a three-step process of dissolving a polar solid in apolar liquid.

Step 3.

Step 2.

Step 1.

Define one unique characteristic of dissolving a gas in a liquidand one unique characteristic of dissolving a solid in a solid.

Dissolving a gas in a liquid:

Dissolving a solid in a solid:

Organize how crystal size, stirring, and temperature are used tospeed up the rate of dissolving.

Section 1 How Solutions Form (continued)

How SubstancesDissolve


Rate ofDissolving


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


The instructions for a medication say to “crush tablets before stirring into water at room temperature.” Consider why this would be more effectivethan simply dropping the whole tablets in cold water. Explain your reasoning.

CONNECT IT

Increasing the Rate of Dissolving

Stirring:

Crystal Size:

Temperature:


Benchmarks—SC.A.1.4.3: The student knows that a change from one phase of matter to another involves a gainor loss of energy. Also covers: SC.A.1.4.4

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

AcademicVocabulary

Name Date

Solutions, Acids, and BasesSection 2 Solubility and Concentration

NewVocabulary

substance

precise

Skim the objectives of Section 2 in your book. Write three topicsyou expect to be covered in the reading.

1.

2.

3.

Define substance to reflect its scientific meaning.


the greatest amount of solute that can dissolve in a specific amountof solvent at a given temperature

how much solute is in a solution compared to how much solvent

a mixture that contains all the solute it can hold at a given temperature

a mixture that can dissolve more solute at a given temperature

a mixture that has more solute than a saturated solution at thesame temperature

Use a dictionary to define precise.

Synthesize Suppose you and a friend are making iced tea usingidentical glasses. You both use the same amount of water, and thewater temperature is the same in both glasses. Explain how can youtell who added more ice tea mix to the glass.

Identify four items that you might buy in concentrated form butwould dilute before using them.

1.

2.

3.

4.

Organize, name, and define the three types of solutions discussedin your book.

Section 2 Solubility and Concentration (continued)

How much candissolve?


ConcentrationI found this informationon page

Types ofSolutions


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Types of Solutions

increases

increases

Evaluate why many people prefer to store carbonated beverages inthe refrigerator.

Analyze the Temperature Effects on Solubility graph in yourbook. Then list the four substances from least soluble to most soluble at70°C.

1.

2.

3.

4.

Complete the graphic organizer about the solubility of gases.

Section 2 Solubility and Concentration (continued)

Types ofSolutions


Solubility of Gases


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Relate how a household sponge and water can be used to modelthe concept of an unsaturated solution, a saturated solution, and a supersaturatedsolution.

CONNECT IT

Increasing the pressureof a gas over a liquid

Cooling the liquid


Benchmarks—SC.A.1.4.2: The student knows that the vast diversity of the properties of materials is primarilydue to variations in the forces that hold molecules together.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Solutions, Acids, and BasesSection 3 Acids, Bases, and Salts

AcademicVocabulary

electrolyte

predict

Skim Section 3. Look at the headings, photos, illustrations, andcaptions. Write three questions you have about the information youthink may be covered in this section. Try to answer your questionsas you read.

Question: ?

Answer:

Question: ?

Answer:

Question: ?

Answer:

Define electrolyte to show its scientific meaning.


a substance tht produces hydrogen ions, H+, in a water solution

an organic compound that changes color in an acid or a base

any substance that forms hydroxide ions, OH� in a water solution,or a substance that accepts H+ ions from acids

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

Organize information about acids using the table below.

Identify a fact or example about bases on each line.

Section 3 Acids, Bases, and Salts (continued)

AcidsI found this information

on page .

BasesI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Acids

Definition: Four Common Properties:

Four Common Acids: Four Uses of Acids:

Common Properties

Bases Common Bases

The smell of fish is caused by a base. Hypothesize why lemonjuice can be used to neutralize the smell of fish.

CONNECT IT

Section 3 Acids, Bases, and Salts (continued)

Solutions ofAcids and BasesI found this information

on page .


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Create one review question dealing with the dissociation of acidsand one review question dealing with the dissociation of bases.Give answers to your two questions.

Question: ?

Answer:

Question: ?

Answer:

Model an ammonia molecule and a water molecule. Show whathappens during dissociation.

Analyze how ammonia can be a base even though it does notcontain –OH.

ReviewVocabulary

AcademicVocabulary

Name Date

Solutions, Acids, and BasesSection 4 Strength of Acids and Bases

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Benchmarks—SC.A.1.4: The student understands that all matter has observable, measurable properties.

acid strength

conduct

Predict Look at the headings in Section 4. Write two predictionsabout what you will learn in this section.

1.

2.

Define acid strength in a sentence to show its scientific meaning.

Read the definitions below. Then write the key term for each onein the blank in the left column.

an acid in which almost all the acid molecules dissociate in water

a base that dissociates completely in solution

a measure of the concentration of H� ions in a solution

an acid in which only a small number of the acid molecules dissociate in water

a base that does not dissociate completely in solution

Use a dictionary to define conduct as a verb in science.

Evaluate why acids are able to conduct electricity. Then describewhich types of acids are better conductors and why.

Analyze information about strong and weak acids and bases.

Contrast the terms weak and dilute as they describe acids and bases.

Describe what the particles of an acid or base would look like with each combination of characteristics listed below.

Section 4 Strength of Acids and Bases (continued)

Strong and WeakAcids and BasesI found this information

on page .



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Equation for Arrow Directions DemonstrateDissociation

Weak acid

Weak base

Strong acid

Strong base

Weak Dilute

Concentrate Diluted

Weak There are many particles,but not all are dissociated ions.

Strong

Model a pH scale from 0 to 14. Then complete the following:

• Circle and label a neutral pH.

• Use arrows to show which direction indicates more acidic andwhich direction indicates more basic.

• Circle and label the pH level with the highest concentration ofH+ ions and the pH level with the lowest concentration of H+ ions.

Analyze how buffers allow you to eat acidic and basic foodswithout changing your blood pH.

Section 4 Strength of Acids and Bases (continued)

Solution pH I found this information

on page .


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


People with fish tanks test the water regularly to check its pH.Predict what the fish owner would do if the water were too acidic or too basic. Predicthow these conditions might affect the fish.

CONNECT IT


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Solutions, Acids, and BasesChapter Wrap-Up




Name Date









• A solution is a mixture that has the same composition,color, density, and taste throughout.

• The solubility of a compound cannot be measured.

• pH measures how acidic a solution is.

• Bases are commonly found in household cleaners.

Solutions, Acids, and Bases After YouRead

After reading this chapter, identify three things you havelearned about solutions, acids, and bases.

SUMMARIZE IT


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



Name Date

• An atom’s nucleus takes up most of the spaceoccupied by the atom.

• An atom’s nucleus contains nearly all the mass of the atom.

• The strong force holds large nuclei togethermore effectively than small nuclei.

• Radioactive dating uses radioactive isotopes and their half-lives.

• Mass and energy are interchangeable accordingto Einstein’s theory of relativity.

Write a paragraph describing your impressions of the Sun.

Science Journal

Before You Nuclear ChangesRead

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Nuclear Changes 299

300 Nuclear Changes

Benchmarks—SC.A.2.4.3: The student knows that a number of elements have heavier, unstable nuclei that decay,spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amountof energy. Also covers: SC.A.2.4.1, SC.B.1.4.2, SC.B.2.4.1, SC.C.2.4.4

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Nuclear ChangesSection 1 Radioactivity

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

long-range force

strong force

radioactivity

stable

Scan Section 1 and write down three topics that might be coveredin this section.

1.

2.

3.

Define long-range force.


Use a dictionary to define stable as it might be used in thissection.

Nuclear Changes 301

Describe the nucleus. Discuss its size and what it contains.

Compare and contrast the strong force and the electrical forcein the nuclei of atoms. Describe each force for a small and a largenucleus.

Section 1 Radioactivity (continued)

The NucleusI found this information

on page .

The Strong ForceI found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Nucleus Strong Force Electrical Comparison:Size Force Total Effect

small between relatively weak;

holds nucleus tightly together because

large

Organize important information about radioactivity in the boxes below.

Section 1 Radioactivity (continued)

RadioactivityI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

302 Nuclear Changes

Describe how “finding a needle in a haystack” is similar to findingthe nucleus in an atom.

CONNECT IT

Isotopes Nuclear Decay

Discovery Element Symbols

Radioactivity

ReviewVocabulary

AcademicVocabulary

Name Date

Nuclear ChangesSection 2 Nuclear Decay

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.A.2.4.3: The student knows that a number of elements have heavier, unstable nuclei that decay,spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amountof energy. Also covers: SC.H.3.4.5

Nuclear Changes 303

electromagnetic wave

alpha particle

transmutation

beta particle

gamma rays

half-life

nuclear

Preview the section and list three possible effects of radiationexposure.

1.

2.

3.

Define electromagnetic wave.

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

Use a dictionary to define nuclear.

Compare and contrast the properties of alpha, beta, andgamma radiation. For mass, speed, and penetration, write wordsthat compare the three types.

Section 2 Nuclear Decay (continued)

NuclearRadiation;

Alpha Particles;Beta Particles;

Gamma RaysI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

304 Nuclear Changes

Nuclear Radiation

Alpha Beta Gamma

Symbol �

Form

Cause weak force causes a neutron to decay into a proton plusbeta radiation

Charge none

Mass

Speed faster than alpha

Penetration

Example of sheet ofa material paperthat can stop it

Effect on cells

Compare the transmutation that occurs in alpha radiation andthe transmutation that occurs in beta radiation.

In both alpha and beta transmutation, a nucleus becomes a

. In alpha radiation, a nucleus emits

and , so its atomic number by 2 and the

mass number decreases by .

In beta radiation, decays into a proton, emitting

. The atomic number , but the

mass number .

Summarize information about radioactive dating.

Section 2 Nuclear Decay (continued)

Alpha Particles;Beta Particles


Radioactive Half-Life,

RadioactiveDating


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Nuclear Changes 305

Radioactive Dating

Uranium DatingCarbon Dating

Hypothesize how a museum might validate the age of an ancientart masterpiece.

CONNECT IT

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Nuclear ChangesSection 3 Detecting Radioactivity

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.A.2.4.3: The student knows that a number of elements have heavier, unstable nuclei that decay,spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amountof energy.

306 Nuclear Changes

ion

cloud chamber

bubble chamber

Geiger counter

expose






Think about what you already know about detecting radioactivity.

Write three questions that come to mind after scanning this section.

1.

2.

3.

Define ion to show its scientific meaning.


Use a dictionary to define expose as it might be used in thissection. Then use it in a sentence that reflects this definition.

Describe how each instrument works to detect or measureradiation.

Cloud Chamber:

Bubble Chamber:

Electroscope:

Geiger Counter:

Sequence the sources of background radiation that occur innature. Order them from greatest percentage to least percentage.

Section 3 Detecting Radioactivity (continued)

RadiationDetectors;MeasuringRadiation


BackgroundRadiation


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.

Nuclear Changes 307

Background Radiation

Source Percent of Total Radiation

11%

Rocks and soil

Describe how to model a bubble chamber using a billiardtable and billiard balls. Make a sketch of sample paths of your billiard balls in thespace provided.

SYNTHESIZE IT

Identify four facts about radiation in the human body.

1.

2.

3.

4.

Section 3 Detecting Radioactivity (continued)


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

308 Nuclear Changes

ReviewVocabulary

AcademicVocabulary

Name Date

Nuclear ChangesSection 4 Nuclear Reactions

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.A.2.4.4: The student knows that nuclear energy is released when small, light atoms are fused intoheavier ones. Also covers: SC.B.1.4.2, SC.B.2.4.1, SC.C.2.4.4, SC.H.1.4.1, SC.H.1.4.2, SC.H.1.4.3, SC.H.1.4.5;SC.H.1.4.7, SC.H.3.4.3, SC.H.3.4.5, SC.H.3.4.6

Nuclear Changes 309

kinetic energy

nuclear fission

chain reaction

critical mass

nuclear fusion

tracer

target

Skim Section 4. Write three uses for nuclear reactions.

1.

2.

3.

Define kinetic energy using your book or a dictionary.

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

Use a dictionary to define target.

a neutron collides

several

Some mass is lost because

.

nucleus nucleus

this produces

Complete the table listing nuclear scientists and theircontributions to the theories of nuclear fission.

Section 4 Nuclear Reactions (continued)

Nuclear Fission I found this information

on page .



Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

310 Nuclear Changes

Year Scientist Contribution

1930s Enrico Fermi

1938 Found that when a neutron hits auranium-235 nucleus, the nucleussplits apart into smaller nuclei.

1939 Lise Meitner

Summarize the process of nuclear fission of uranium.

Define Einstein’s mass-energy equation in words and then writethe formula.

Words:

(joules) � (kg) � [ (m/s)]Formula:

Nuclear Changes 311

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Section 4 Nuclear Reactions (continued)

Nuclear FusionI found this information

on page .

Using NuclearReactions in

MedicineI found this information

on page .

Name Date

Summarize the energy requirements of nuclear fusion.

what must be overcome:

this is in order to:

type of energy that can do it:

this type of energy increases with:

common places to find enough energy:

Describe two ways nuclear reactions are used in medicine.

Using Einstein’s mass-energy equation, explain in your own words why a tremendous amount of energy is produced by a small amountof mass.

SYNTHESIZE IT

Tracers Cancer Treatment

312 Nuclear Changes

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Nuclear Changes Chapter Wrap-Up




Name Date









• An atom’s nucleus takes up most of the space occupied by the atom.

• An atom’s nucleus contains nearly all the mass of the atom.

• The strong force holds large nuclei together more effectively than small nuclei.

• Radioactive dating uses radioactive isotopes and their half-lives.

• Mass and energy are interchangeable according to Einstein’s theory of relativity.

Nuclear Changes After YouRead

After reading this chapter, identify three things you havelearned about radioactivity and nuclear reactions.

SUMMARIZE IT

Stars and Galaxies 313

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Stars and GalaxiesBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• The constellations that are visible in the nightsky change throughout the year.

• The Sun’s interior contains a core, radiation layer, and a convection layer.

• Stars outside the Milky Way galaxy can be seenfrom Earth.

• Much of the matter in the universe cannot be seen.

Write a paragraph about what you know about the Sun as a star.

Science Journal

Before You Stars and GalaxiesRead

314 Stars and Galaxies

Benchmarks—SC.E.2.4.3: The student knows astronomical distance and time.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Stars and GalaxiesSection 1 Observing the Universe

AcademicVocabulary

electromagneticspectrum

image

Scan the headings and illustrations in Section 1. Write threequestions you have about constellations or telescopes. Look foranswers to your questions as you read.

1.

2.

3.

Define electromagnetic spectrum using your book or adictionary.

Read the definitions below. Use your book to fill in the correctvocabulary term.

optical instrument that uses a concave mirror to collect light and a lens to magnify an image

distance that light travels in one year, about 9.5 trillion km

star pattern that appears to form an image and often is named for a mythological figure

telescope that collects and amplifies radiowaves coming fromobjects in space

instrument that disperses light into its component wavelengthsusing a prism or diffraction grating

optical instrument that uses double convex lenses to collect lightand magnify an image

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

Summarize the origin of the names of constellations.

Identify the 2 types of optical telescopes. Then state three factsabout each kind of telescope.

Complete the paragraph below about radio telescopes.

Radio waves are a form of .

Radio waves can be detected during both

and travel through Earth’s on both clear

days and . A

collects and amplifies . These instruments

usually are built with a very , similar to

a large dish antenna, to collect and amplify the

of radio waves.

Optical Telescopes

Section 1 Observing the Universe (continued)

ConstellationsI found this information

on page .



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Summarize four kinds of information a scientist can learn about astar by using a spectroscope.

1.

2.

3.

4.

Create a concept map to help identify and sequence the colors ofthe spectrum.

Evaluate how a star’s spectrum can be used to determine itssurface temperature. Provide an example to support your reasoning.

Section 1 Observing the Universe (continued)

SpectroscopesI found this information

on page .


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Compare optical telescopes on Earth with the Hubble SpaceTelescope. Describe advantages and disadvantages of each.

COMPARE IT


Benchmarks—SC.E.2.4.1: The student knows that stars have the approximate mass of our sun, and that stellar massesdevelop into neutron stars or black holes. Also covers: SC.E.2.4.4

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

ReviewVocabulary

Name Date

Stars and GalaxiesSection 2 Evolution of Stars

NewVocabulary

AcademicVocabulary

absolute magnitude

evolve

Scan the headings in Section 2 of your book. Identify three topicsthat will be discussed in this section.

1.

2.

3.

Define absolute magnitude to show its scientific meaning.

Read the definitions below. Use your book to fill in the correctvocabulary term.

section from the upper left to the lower right of an H-R diagramthat contains 90 percent of all stars

late stage in a star’s life cycle that occurs when its hydrogen fuel isdepleted, its core contracts, and its outer layers expand and cool

giant star that has lost its outer layers, leaving behind a hot, densecore that continues to contract under gravity

mass of the Sun

surface layer of the Sun that gives off light

cool, darker areas of the Sun’s photosphere

Use a dictionary to define the term evolve to show its scientificmeaning.

Write the 5 steps of star formation.

Complete the statement about stellar equilibrium in a mainsequence star. Then complete the table to summarize how starschange based on their total mass once they move off the mainsequence.

Stellar equilibrium exists when

Section 2 Evolution of Stars (continued)

How do stars form?


How do starschange?


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Formation of a Star

1.

2.

3.

4.

5.

Mass Initial Stage Middle Stage Final Stage

1 to 8 solar masses

8 to 25 solarmasses

25 or more solar masses

Sketch a diagram of the Sun below. Label your diagram withthese terms.• radiation zone • corona • core• photosphere • convection zone

Compare prominences, flares, and CMEs in the table.

Section 2 Evolution of Stars (continued)

The Sun—A MainSequence Star



Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Feature Description

Flare

CME

Prominence

A star in the sky suddenly brightens to many times its originalbrightness and then fades gradually over the next several years. Hypothesize what happened in terms of a star’s life cycle.

EVALUATE IT


Benchmarks—SC.E.2.4.2: The student identifies the arrangement of bodies found within and outside our galaxy;and various ways in which scientists collect and generate data about our universe.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

NewVocabulary

ReviewVocabulary

Name Date

Stars and GalaxiesSection 3 Galaxies and the Milky Way

AcademicVocabulary

ellipse

galaxy

Milky Way

Local Group

core

Scan the bold headings in this section. List three things you mightlearn about galaxies or the Milky Way.

1.

2.

3.

Define ellipse to show its scientific meaning.


Use a dictionary to define core. Then write a scientific sentencethat includes the word.

Classify galaxies into the 3 types and identify three facts abouteach. Record your information in the graphic organizer below.

Summarize how galaxies might have formed and grown.

Galaxies

Section 3 Galaxies and the Milky Way (continued)

GalaxiesI found this information

on page .

How do galaxies form?


Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Choose the correct number from the box below to complete eachsentence.

1. The Sun is about light-years from the center of the Milky Way.

2. It takes the Sun million years traveling at

km/s to orbit the Milky Way.

3. In the center of the Milky Way is a bulge that measures

light-years in diameter.

4. The Milky Way has been gobbling up the Sagittarius dwarf

galaxy for about billion years.

5. The Milky Way’s disk is about light-years thick.

6. The Milky Way contains about billion stars.

7. The Milky Way measures nearly light-years across.

26,000 2 10,000 225 400 1,000 100,000 220

Section 3 Galaxies and the Milky Way (continued)

The Milky WayI found this information

on page .

Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


We live in the Milky Way galaxy. Yet the Milky Way is not themost common type of galaxy. Identify three ways the Milky Way differs from the mostcommon type of galaxy in the universe.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

Stars and GalaxiesSection 4 Cosmology

NewVocabulary

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Benchmarks—SC.E.2.4.2: The student identifies the arrangement of bodies found within and outside our galaxy;scientific theories on how the universe was formed; and models and simulations are used to form a scientificaccount of the universe. Also covers: SC.H.1.4.1, SC.H.1.4.2, SC.H.1.4.3, SC.H.2.4.1, SC.H.2.4.2


universe

expansion

Scan the headings in Section 4. List three questions you have aboutcosmology.

1.

2.

3.

Define universe to show its scientific meaning.

Write the correct vocabulary term on the blank next to eachdefinition.

study of how the universe began, what it is made of, and how itcontinues to evolve

unseen mass that adds to the gravity of a galaxy, but cannot bedetected or seen

energy that might be causing accelerated expansion of the universe

the theory that the universe started with a big bang, or explosion,and has been expanding ever since

Use a dictionary to define the term expansion to show itsscientific meaning.

Identify two early theories given for the origin of the universe.Restate each theory.

Summarize the microwave background radiation and twoscientific findings about the universe in the graphic organizer below.

Microwave Background Radiation

1.

Wilkinson Microwave Anisotropy Probe

2.

Section 4 Cosmology (continued)

How did it begin?I found this information

on page .

The Big BangTheory


Name Date

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


Early Theories About How the Universe Formed

Theory Model

Description: Description:

Analyze why dark matter and dark energy are referred to as dark.

SYNTHESIZE IT

Complete the following paragraph about the Doppler shift.

The is a change in the wavelength of

waves or waves that occurs

when the waves are or .

When a galaxy is moving toward the Milky Way, its light waves are

, causing a . Light waves from

a galaxy moving away from the Milky Way are ,

causing a .

Organize information about dark matter and dark energy.

Section 4 Cosmology (continued)

Expansion of the Universe


What is theuniverse

made of?I found this information

on page .

Name Date C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill,

a di

visi

on o

f Th

e M

cGra

w-H

ill C

ompa

nies

, In

c.


Dark Matter Dark Energy

1. 1.

2. 2.

3. 3.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

Stars and Galaxies Chapter Wrap-Up




Name Date









• The constellations that are visible in the night sky change throughout the year.

• The Sun’s interior contains a core, radiation layer, and a convection layer.

• Stars outside the Milky Way galaxy can be seen from Earth.

• Much of the matter in the universe cannot be seen.

Stars and Galaxies After YouRead

After reading this chapter, identify three things you havelearned about stars and galaxies.

SUMMARIZE IT

FCAT Vocabulary Glossary

accuracy: the extent to which a measurement isin proximity to the standard or expected value

acid: a substance that increases the H+concentration when added to a water solution

activation energy: the least amount of energyrequired to start a particular chemical reaction

adaptation: a particular development, behavior,or physiological change in a population oforganisms, in response to changes in theenvironment

amino acids: an organic molecule containing anamino (-NH2) and a carboxyl (-COOH) groupfrom which proteins are synthesized

aqueous: a solution containing water

astronomical unit: the average distance fromEarth to the Sun, approximately 150 millionkilometers

atomic number: the number of protons in anatom’s nucleus; the atomic number determinesan element’s placement on the periodic table

base: a substance that increases the OH-concentration of a solution; a proton acceptor

biome: a complex biotic community characterizedby the interaction of living organisms andclimatic factors

catalyst: a substance that speeds up or slowsdown the rate of a reaction without beingconsumed or altered

centrifugal: the motion away from center or axis

centripetal force: the force on an object requiredto keep this object on a circular path, pullingtoward the center of the circle

compound: a substance made up of at least twodifferent elements held together by chemicalbonds that can only be broken down intoelements by chemical processes

concentration: the relative amount of a particularsubstance, a solute, or mixture

conservation of mass: the principle that masscannot be created or destroyed; alsoconservation of matter

convergent boundary: area where two tectonicplates collide

covalent bond: a chemical bond between twoatoms of the same or different elements inwhich each atom shares an electron

diffraction: the bending of a wave around anobstruction

DNA: a nucleic acid that carries genetic material;present in all cellular organisms

electromagnet: a magnet consisting of a coil ofwire wrapped around a core that becomesstrongly magnetized when current flows throughthe coil producing a magnetic field

electromagnetic waves: waves generated by theoscillation of a charged particle andcharacterized by periodic variations of electricand magnetic fields

fault: a rock fracture along which movement ordisplacement of Earth’s crust has taken place

first law of thermodynamics: a law that statesthat the increase in thermal energy of a systemequals the work done on the system plus theheat added to the system

genotype: the sum total of the geneticinformation contained in an organism

half-life: the amount of time required for half ofan original sample of radioactive material todecay or undergo radioactive transformation

heat of fusion: the amount of heat energyrequired to convert a unit mass of substancefrom a solid to a liquid through melting at aconstant temperature and pressure

heat of vaporization: the amount of heat energyneeded to change a unit mass of substancefrom a liquid to a gas at its boiling point

indicator: a chemical compound that changescolor depending on the pH of the solution orother chemical change

isotope: the form of an element with the samenumber of protons but a different number ofneutrons

Kelvin: fundamental SI unit of temperature wherezero degrees Kelvin is equal to absolute zero(One degree Kelvin equals one degree Celsius.)

mass number: the total number of protons andneutrons in a nucleus

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


FCAT Vocabulary Glossary

membrane: a thin layer of tissue that surroundsor lines a cell, a group of cells, or a cavity; anybarrier separating two fluids

mid-ocean ridge: a continuous, seismic mountainrange extending across the floor of the world’smajor oceans; area where two oceanic platesare moving away from each other; area wherenew crustal material may be released

molecule: the smallest unit of matter of asubstance that retains all the physical andchemical properties of that substance; consistsof a single atom or a group of atoms bondedtogether

momentum: a vector quantity that is the productof an object’s mass and velocity; the generaleffect of ongoing motion

mutation: the process by which a gene undergoesa change in DNA sequence or a structuralchange

natural selection: the theory stating everyorganism displays slight variations from otherorganisms of its kind, and the struggle forlimited natural resources results in individualswith certain natural variations adapted to theirspecific environments

niche: the unique position occupied by aparticular species in terms of the area it inhabitsand the function it performs within thecommunity

nuclear fission: the process by which an atomicnucleus splits into two or more large fragmentsof comparable mass, simultaneously producingadditional neutrons and vast amounts of energy

nuclear fusion: the process by which two lighteratomic nuclei combine at extremely hightemperatures to form a heavier nucleus andrelease vast amounts of energy

permeability: the capability of a poroussubstance or membrane to allow a fluid or gasto enter it; the measure or degree to which asubstance can be penetrated by a liquid or gas

pH: a symbol for the measure of the acidity oralkalinity of a solution

phenotype: the appearance or other observablecharacteristic of an organism resulting from theinteraction of its genetic makeup and itsenvironment

precision: how closely measurements are to each other and how carefully measurementswere made

product: a substance or compound resulting froma chemical reaction

protein: a biological macromolecule composed ofone or more chains of amino acids

rate of reaction: the speed at which reactants areconsumed and products are produced in a givenreaction

reactant: any substance or molecule thatparticipates in a chemical reaction

rift valley: a long, narrow valley in Earth’s crustwhere two continental plates are separating orbetween two faults

RNA: a single-stranded nucleic acid consisting ofa phosphate group and one of four nitrogenousbases that encodes information needed tosynthesize proteins

second law of thermodynamics: a law thatstates all natural processes proceed in apreferred direction (e.g., heat flows from hightemperature regions to low temperatureregions)

solar mass: the quantity equal to the mass ofthe Sun

solubility: the ability or tendency of onesubstance to dissolve in another at a giventemperature and pressure

species: a group of organisms of commonancestry able to reproduce only amongthemselves and usually geographically distinct

stimulus: a condition that produces a response

succession: the progressive replacement, on asingle site, of one type of community by another

vector: a physical quantity with both a magnitudeand direction

velocity: the time rate at which a body changesits position vector; quantity whose magnitude is expressed in units of distance over time

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.

328 Physical Science with Earth Science


accumulate: to increase in amount

accurate: free from error; close to thecorrect amount

achieve: to gain, accomplish, attain, reach

adapt: to change to fit new conditions;to change in order to make suitable

adjacent: near, close, or adjoining

adjust: to arrange the parts of something to make it work correctly

adult: fully developed; grown

affect: to bring about a change in

aggregate: material, such as sand or gravel,that is used to make concrete or mortar

analogy: a comparison involving asimilarity between two otherwisedissimilar objects or situations

apparent: appearing to be but notnecessarily so; seeming; readily seen,visible, readily understood or perceived;evident; obvious

approach: to come near

available: ready to use

benefit: something that helps or betters a person or thing; advantage

bond: to cause to adhere or stick together

capable: able to do things; fit

category: group or class of things; adivision in a classification system

chart: a sheet that gives information aboutsomething in the form of a diagram,graph, or table

chemical: any substance used in orobtained by a chemical process

code: (noun) set of signals representingletters or numerals, used to sendmessages; (verb) to put in the form of symbols of a code

collapse: to fall together, shrink

communicate: to make known or giveinformation

compensate: to make up for

component: part of a machine or system

compound: made up of individual parts;made of two or more separate parts or elements

concentrate: to bring or come closetogether in one place

conduct: to transmit energy such as heat,light, sound, or electricity

constant: not changing, especially notchanging over time

contact: the act or state of touching or meeting

contract: to draw together; shrink in size

controversy: argument or debate

convert: to change from one form or use toanother; to alter the physical or chemicalnature or properties of

coordinate: to cause to work well together

core: a central part; center

create: to bring into existence

cycle: a repeating sequence of events

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.



decline: to become less in health, power,value, or number

define: to determine or identify theessential qualities or meaning of something

definite: clear; without doubt

derive: to get or receive from a source

detect: to perceive, discover, or uncover

device: tool or instrument designed for aparticular purpose

differentiate: to tell or see the difference

displace: to take the place of or removefrom the usual or proper place

dominate: to have a command place; toexert mastery control, or preeminence;to control or rule

eliminate: to get rid of

emerge: to come out; to appear

enable: to make something possible or feasible

encounter: to meet or experience

enormous: having great size

environment: surroundings; all ofthe conditions, circumstances, andinfluences surrounding and affecting the development of an organism or group of organisms

erode: to wear away

error: an unintentional deviation fromaccuracy; a mistake

estimate: (noun) an opinion of the value,quality, size, or cost of something;(verb) to form an opinion by reasoning

evaluate: to determine the significance of something

evolve: to change in a certain way

exclude: to restrict or stop the entrance of

expand: to get bigger; to increase in extent,number, volume, or scope

expose: to subject to

external: positioned outside; beyond

extract: to take, get, or pull out

factor: one of several elements that bringabout a result; a substance that functionsin a body system

feature: part, appearance, or characteristicof something

formula: a general rule or principlerepresented in symbols, numbers, orletters, often in the form of an equation

function: (noun) a specific job or purpose;(verb) to carry out a specific action

fundamental: original or basic

generate: to produce or cause to exist

goal: objective or end that one strives to achieve

hierarchy: a ranked series or order

hypothesis: something that is suggested asbeing true for the purposes of argumentor of further investigation

identical: exactly the same; same as

identify: to establish the identity of

image: an optical representation of anobject produced by a mirror or lens

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.



impact: a strong, immediate effect; theaction of one object hitting another

indicate: to make known or show; to be or give a sign of; to point out

individual: being or characteristic of asingle thing; a single object or organism

infer: to conclude or decide from somethingknown or assumed

initial: of or relating to the beginning;the first

insert: to put or fit (something) intosomething else

intense: occurring or existing in a highdegree; very strong, violent, extreme,sharp, or vivid

interact: to act upon one another; toinfluence one another

intermediate: in the middle or beingbetween

internal: of or on the inside

interval: space or time between things

investigate: to search into something inorder to learn the facts

item: object or thing

layer: one thickness of something overanother, horizon

likewise: in the same way

link: a connecting structure

mechanism: part or piece of machinery

medium: substance through which a forceor effect is transmitted

method: particular procedure, technique,or way to do something; a process

migrate: to move from one habitat orenvironment to another

negate: to prove something to be false;to nullify or cancel an effect or action

neutral: not favoring either side; without an electric charge

normal: conforming to a type; standard,or regular pattern

nuclear: pertaining to the central point,group, or mass about which a gathering or concentration takes place; of or relating to the atomic nucleus

obtain: to get through effort; gain

occur: to happen; to take place

overlap: one thing extends over another

parallel: extending in the same direction,everywhere equidistant, and not meeting

passive: induced by an outside agent

perceive: to observe or become aware ofthrough the senses

percent: in, to, or for every one hundred

period: the completion of a cycle, a seriesof events, or a single action; row of theperiodic table

phase: a state in a repeating cycle of change

phenomenon: any fact, condition, orhappening that can be seen, heard, etc.and described in a scientific way

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.



physical: of or produced by the forces of nature; of or according to the laws of nature

positive: real and numerically greater than zero

potential: existing in possibility; capable of development into actuality

precise: exactly or sharply defined orstated; minutely exact; correct

predict: to tell what one thinks will happenin the future; to foretell in advance on thebasis of observation, experience, orscientific reason

principle: basic generalization that isaccepted as true and that can be used as a basis for reasoning

process: a series of changes by whichsomething develops or that leads to aresult; a natural phenomenon marked by gradual changes that lead toward a particular result

promote: to contribute to the growth of;to help bring into being

random: lacking a definite plan, purpose,or pattern

range: the distance over which an object or force extends

ratio: a relationship in quantity, amount,or size

react: to act because something hashappened; to respond

recover: to get back something that hasbeen lost

refine: to separate from impurities

region: an area

regulate: to fix or adjust the time, amount,degree, or rate of something

reject: to refuse to accept or use

release: to set free; to let go

require: to be in need of

resource: something that lies ready for useor that can be drawn on for aid or to takecare of a need

respond: to react to a stimulus

reveal: to make known; to show or display

reverse: to turn completely about inposition or direction

rigid: not bending or moving; stiff and hard

section: one of several parts that togethermake up a whole

sequence: series; an order of events; onething following another in a fixed order

series: a number of similar things comingone after another

significant: important; having meaning or effect

similar: having many but not all qualities in common; almost, but not exactly the same

source: a point or region of origin; thatfrom which something comes intoexistence, develops, or derives

sphere: a round body, such as a ball, onwhich all points are the same distancefrom the center

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.



stable: firmly established; not changing orfluctuating; not easily moved or changed

strategy: plan, scheme, or system

structure: arrangement of parts or the wayparts are arranged

survey: to look at or study in detail; toquery someone in order to collect data for the analysis of some aspect of a groupor area

survive: to remain alive or in existence; tocontinue to function or prosper

symbol: something that representssomething else

target: something to be affected by anaction or development; a goal to beachieved

technique: manner of attending to,performing, or accomplishing theparticulars and specialized procedures of a science, art, or profession

technology: use of science for practicalreasons, especially in engineering and industry

temporary: lasting for only a limited time

terminate: come to an end or capable of ending

theory: plausible or scientifically acceptablegeneral principle or body of principlesoffered to explain phenomena

transfer: to move something from one place or category to another

transform: to change the condition, nature,or function of; to convert

transmit: to send from one location toanother; to pass through space or a medium

transport: move from one place to anotherplace

trend: a general movement or tendency

undergo: to go through; have happen to one

underlie: to lie beneath

uniform: always the same; not varying

unique: being the only one; being without a like or equal

vary: to change; to make or becomedifferent

version: variant of an original

visible: capable of being seen by the human eye

voluntary: acting, done, or given of one’sown free will; by choice

widespread: widely scattered or prevalent

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a

divi

sion

of

The

McG

raw

-Hill

Com

pani

es,

Inc.


physical science with earth science - glencoe.com

Documents