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In todays world, knowing science is important for thinking critically, solving problems, and making decision. However, understanding science sometimes can be a challenge. Mississippi Science Essentials provides an opportunity for you to prepare for the state science assessment. Each lesson is correlated to one or more of the standards on the Mississippi Science Framework for grade eight. In each lesson you will find: Before You Read sparks your interest in what youll learn and relates it to your world. Read to Learn describes important science concepts with words and graphics. Next to the text you can find a variety of study tips and ideas for organizing and learning information. The Study Coach offers tips for getting the main ideas out of the text. Foldables Study Organizers help you divide the information into smaller, easier-to-remember concepts. Reading Checks ask questions about key concepts. The questions are placed so you know whether you understand the material. Think It Over elements help you consider the material in-depth, giving you an opportunity to use your critical-thinking skills. Picture This questions specifically relate to the art and graphics used with the text. Youll find questions to get you actively involved in illustrating the concepts you read about. Applying Math reinforces the connection between math and science. Use After You Read to review key terms and answer questions about what you have learned. The Mini Glossary can assist you with science vocabulary. Review questions focus on the key concepts to help you evaluate your learning. Mississippi Science Essentials makes science easy to understand and enjoyable.
Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Science Level Blue program. Any other reproduction, for sale or other use, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-890399-1 MHID: 0-07-890399-8 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 045 12 11 10 09
Photography Credits
Cover (bc)Robert Campbell/Superstock, (t)US Fish and Wildlife Service/Ryan Hagerty, (b)Panoramic Images/Getty; 2 (tl, tr, bl, br)KS Studios, (c)Photodisc; 3 Geoff Butler; 7 Aaron Haupt; 40 John Evans; 41 John Evans; 117 Amanita Pictures; 160 Peter Fakler/Alamy; 195 David R. Frazier Photolibrary/Alamy Images; 196 NOAA In Space Collection/NOAA Central Library; 197 Steve Cole/Getty Images; 233 (l)Stocktrek/age footstock, (c)NASA, (r)Local Group Galaxies Survey Team, NOAO, AURA, NSF; 237 Brand X Pictures/Punchstock; 250 NASA; 251 Brand X Pictures/Punchstock.
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Table of Contents
To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Real-World Applications of Mississippi Science Framework . . . . . . . . . . . . . . . . . . . . . . . . . vi Mississippi Curriculum Framework Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Mississippi Science Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x Lesson A Lesson B Lesson C Lesson D Lesson E Lesson F Lesson G Lesson H Lesson I Lesson J Lesson K Lesson L Lesson M Lesson N Lesson O Lesson P Lesson Q Lesson R Lesson S Lesson T Lesson U Lesson V iv What is science? (1.e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Doing Science (1.a1.d, 1.f1.h) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Chemical Formulas and Equations (2.a, 2.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Introduction to the Periodic Table (2.a, 2.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Representative Elements (2.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Transition Elements (2.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Acidic and Basic Solutions (2.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 What is motion? (2.c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Acceleration (2.c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Electric Circuits (2.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Electricity and Magnetism (2.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Light (2.e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Newtons First Law (2.f) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Newtons Second Law (2.f) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Newtons Third Law (2.f) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Environmental Impact Over Time (3.a) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Cell Structure (3.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Viruses (3.c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 What are bacteria? (3.c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 Bacteria in Your Life (3.c, 3.g) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115 Traits and the Environment (3.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Genetics (3.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Lesson W Lesson X Lesson Y Lesson Z Lesson AA Lesson BB Lesson CC Lesson DD Lesson EE Lesson FF Lesson GG Lesson HH Lesson II Lesson JJ Lesson KK Lesson LL Lesson MM
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Living Earth (3.e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 Interactions Within Communities (3.e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133 Matter and Energy (3.e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137 Genetic Engineering (3.f) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 Photosynthesis and Respiration (3.h) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 How Your Body Works (3.h) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153 Earths Interior (4.a, 4.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159 Uplift of Earths Crust (4.a, 4.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167 Earthquakes (4.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173 Volcanoes (4.b) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181 Earths Weather (4.c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186 Weather Forecasts (4.c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194 Resources (4.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201 Pollution (4.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206 Conservation of Resources (4.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213 Cycles in Nature (4.d) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .218 Time and Seasons (4.e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224 Stars (4.f) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229 Galaxies and the Expanding Universe (4.f) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234 Natural Products (4.g) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239 Hurricanes (4.h) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
Oxford
Tupelo
Stoneville
Starkville
Canton
Jackson
State of Mississippi
State boundary County boundary State capital City Hancock County Pascagoula
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ississippi science connections are research institutions, manufacturers, and industries located throughout the state to provide local examples of real-world applications embedded in Mississippi Science Framework. The numbered content below corresponds to the numbers on the map. This content provides further information on how the principles of the Mississippi Science Framework are used by various businesses and institutions.
The Nissan Assembly Plant in Canton, MS uses Newtons Laws of Motion to produce cars by using technologically advanced robots that will work alongside skilled employees. (6.2.f) Newtons Laws of Motion are also used by the Toyota car assembly plant in Tupelo, MS.The car manufacturer will put 150,000 cars into motion annually. (6.2.f) Researchers at Raspet Flight Research Laboratory, housed at Mississippi State University near Starkville, MS are beating inertia as they use Newtons Laws of Motion to become one of the premier flight research centers in the country. (6.2.f) A ship in motion is hard to stop. Ingalls Shipbuilding located in Pascagoula, MS is a leading supplier of ships for the U.S. Navy. (6.2.f) Jackson, MS knows about the 3 Rs.The Recycling and Solid Waste Reduction Program located there strives to increase the amount of recycling and composting in the state and educate the public on the importance of recycling and solid waste reduction. (7.4.g) A lot of bright ideas come from the Electrical Power Products Division of Howard Industries located in Laurel and Ellisville, MS. Howard Industries is a leading manufacturer of electrical distribution equipment used by electric utility companies and by commercial and industrial companies worldwide. (8.2.d) Kuhlman Electric Company in Crystal Springs, MS keeps Mississippi powered up by designing, manufacturing, and marketing a broad range of electrical transformers for use on the electric utility system. (8.2.d) Gregor Mendel has influenced the work at the Animal Functional Genomics Laboratory at Mississippi State University in Starkville, MS. Research is aimed at selective breeding and genetic engineering. (8.3.f) Cotton is a large industry in Mississippi and the Stoneville Pedigreed Seed Company in Stoneville, MS is dedicated to improving the crop yield one of Mississippis most important crops. (8.3.f) Stoneville, MS is also home to the Thad Cochran National Warm Water Aquaculture Center. Researchers here are focused on solving problems facing the catfish farming industry. (8.3.f) The University of Mississippi in Oxford,MS is hosts the Thad Cochran National Center for Natural Products Research.Scientists are constantly looking for new uses for natural products.They believe that there are many yet undiscovered ways that natural products can be used for new drugs,as well as in the farming industry. (8.4.g) The natural products industry receives assistance from the Jamie Whitten Delta States Research Center in Stoneville, MS through research in genetics and basic physiology, control of principal crops enemies, and safety and human health issues.(8.4.g) The Mississippi Polymer Institute located at the University of Southern Mississippi in Hattiesburg, MS conducts research in the development and marketing of products derived through polymer science. (8.4.g) Hurricanes can be problematic for the John C.Stennis Space Center in Hancock County.The center uses a variety of technologies to monitor and track hurricanes.(8.4.h)
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Science as Inquiry Unifying Concepts and Processes Science and Technology Science in Personal and Social Perspectives History and Nature of Science
viii
EARTH AND SPACE SCIENCE COMPETENCIES 4. Describe the Earths System in terms of its position to objects in the universe, structure and composition, climate, and renewable and nonrenewable resources. OBJECTIVES a. Compare and contrast the lithosphere and asthenosphere. (DOK 1)
Composition, density, and location of continental crust and oceanic crust Physical nature of the lithosphere (brittle and rigid) with the asthenosphere (plastic and flowing) How the lithosphere responds to tectonic forces (faulting and folding)
ix
Lesson
B B B
B A B
g. Justify a scientists need to revise conclusions after encountering new experimental evidence that does not match B existing explanations. (DOK 3) h. Analyze different ideas and recognize the skepticism of others as part of the scientific process in considering alternative B conclusions. (DOK 3) PHYSICAL SCIENCE 2. Apply concepts relating to an understanding of chemical and physical changes, interactions involving energy, and forces that affect motion of objects. a. Identify patterns found in chemical symbols, formulas, reactions, and equations that apply to the law of conservation C, D of mass. (DOK 1) Chemical symbols and chemical formulas of common substances such as NaCl (table salt), H20 (water), C6H12O6 (sugar), O2 (oxygen gas), CO2 (carbon dioxide), and N2 (nitrogen gas) Mass of reactants before a change and products after a change Balanced chemical equations such as photosynthesis and respiration b. Predict the properties and interactions of given elements using the periodic table of the elements. (DOK 2) C, D, E, F, G Metals and nonmetals Acids and bases Chemical changes in matter (e.g., rusting [slow oxidation], combustion [fast oxidation], food spoilage) c. Distinguish the motion of an object by its position, direction of motion, speed, and acceleration and represent resulting H, I data in graphic form in order to make a prediction. (DOK 2) d. Relate how electrical energy transfers through electric circuits, generators, and power grids, including the importance of J, K contributions from Mississippi companies. (DOK 2) The Electrical Power Products Division of Howard Industries, a leading manufacturer of electrical distribution equipment in such locations as Laurel and Ellisville, MS Kuhlman Electric Corporation, located in Crystal Springs, MS e. Contrast various components of the electromagnetic spectrum (e.g., infrared, visible light, ultraviolet) and predict their L impacts on living things. (DOK 2 f. Recognize Newtons Three Laws of Motion and identify situations that illustrate each law (e.g., inertia, acceleration, M, N, O action, reaction forces). (DOK 2)
LIFE SCIENCE 3. Compare and contrast the structure and functions of the cell, levels of organization of living things, basis of heredity, and adaptations that explain variations in populations. a. Analyze how adaptations to a particular environment (e.g., desert, aquatic, high altitude) can increase an organisms P survival and reproduction and relate organisms and their ecological niches to evolutionary change and extinction. (DOK 3) b. Compare and contrast the major components and functions of different types of cells. (DOK 2) Q Differences in plant and animal cells Structures (nucleus, cytoplasm, cell membrane, cell wall, mitochondrion, and nuclear membrane) Different types of cells and tissues (e.g., epithelial, nerve, bone, blood, muscle) c. Describe how viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body R, S, T functions. (DOK 1) d. Describe heredity as the passage of instructions from one generation to another and recognize that hereditary U, V information is contained in genes, located in the chromosomes of each cell. (DOK 2) How traits are passed from parents to offspring through pairs of genes Phenotypes and genotypes Hierarchy of DNA, genes, and chromosomes and their relationship to phenotype Punnett square calculations e. Explain energy flow in a specified ecosystem. (DOK 2) W, X, Y Populations, communities, and habitats Niches, ecosystems and biomes Producers, consumers and decomposers in an ecosystem f. Develop a logical argument for or against research conducted in selective breeding and genetic engineering, including Z (but not limited to) research conducted in Mississippi. Examples from Mississippi include the following: (DOK 3) The Animal Functional Genomics Laboratory at Mississippi State University The Stoneville Pedigreed Seed Company in Stoneville, MS Catfish Genetics Research Unit at the Thad Cochran National Warm Water Aquaculture Center in Stoneville, MS g. Research and draw conclusions about the use of single-celled organisms in industry, in the production of food, and T impacts on life. (DOK 3) h. Describe how an organism gets energy from oxidizing its food and releasing some of its energy as heat. (DOK 1) AA, BB
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EARTH AND SPACE SCIENCE 4. Describe the Earths System in terms of its position to objects in the universe, structure and composition, climate, and renewable and nonrenewable resources. a. Compare and contrast the lithosphere and the asthenosphere. (DOK 1) CC, DD Composition, density, and location of continental crust and oceanic crust Physical nature of the lithosphere (brittle and rigid) with the asthenosphere (plastic and flowing) How the lithosphere responds to tectonic forces (faulting and folding) b. Describe the cause and effect relationship between the composition of and movement within the Earths CC, DD, EE, FF lithosphere. (DOK 1) Seismic wave velocities of earthquakes and volcanoes to lithospheric plate boundaries using seismic data Volcanoes formed at mid-ocean ridges, within intra-plate regions, at island arcs, and along some continental edges Modern distribution of continents to the movement of lithospheric plates since the formation of Pangaea c. Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict GG, HH the weather. (DOK 2) Temperature, precipitation, wind (speed/direction), dew point, relative humidity, and barometric pressure How the thermal energy transferred to the air results in vertical and horizontal movement of air masses, Coriolis effect Global wind patterns (e.g., trade winds, westerlies, jet streams) Satellites and computer modeling d. Research the importance of the conservation of renewable and nonrenewable resources, including (but not limited to) II, JJ, KK, LL Mississippi, and justify methods that might be useful in decreasing the human impact on global warming. (DOK 3) Greenhouse gases The effects of the human population Relationships of the cycles of water, carbon, oxygen, and nitrogen e. Explain how the tilt of Earths axis and the position of the Earth in relation to the sun determine MM climatic zones, seasons, and length of the days. (DOK 2) f. Describe the hierarchical structure (stars, clusters, galaxies, galactic clusters) of the universe and examine the NN, OO expanding universe to include its age and history and the modern techniques (e.g., radio, infrared, ultraviolet and X-ray astronomy) used to measure objects and distances in the universe). (DOK 2) g. Justify the importance of continued research and use of new technology in the development and commercialization PP of potentially useful natural products, including, but not limited to research efforts in Mississippi. (DOK 3) The Thad Cochran National Center for Natural Products Research, housed at the University of Mississippi The Jamie Whitten Delta States Research Center in Stoneville, MS The Mississippi Polymer Institute, housed at the University of Southern Mississippi h. Justify why an imaginary hurricane might or might not hit a particular area, using important technological resources QQ including (but not limited to) the following: (DOK 2) John C. Stennis Space Center Applied Research and Technology Project Office in Hancock County National Oceanic and Atmospheric Administration (NOAA) The National Weather Service
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Lesson
What is science?
A
Standard 1.e: Develop a logical argument defending conclusions of an experimental method. (DOK 3)
how science is part of everyday life skills and tools used in science
Read to Learn
Science in Society
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
What do you think of when you hear the word science? Do you think only about your science class or your science book? Is there any connection between what you learn in science class and the rest of your life? Perhaps you have problems to solve or questions to answer. Science is a way or a process used to investigate what is happening around you. It can give you possible answers to your questions.
Ask Questions Read each subhead. Then work with a partner to write questions about the information in each subhead. Take turns asking and answering the questions. Use the questions as a study guide.
Describe Make a two-tab book, as shown below. Use the Foldable to describe tools scientists use and skills they develop.
Science Tools
Science Skills
Picture This
1.
What is technology?
Modern scientists use the computer to nd and analyze data. The computer is a kind of technology. Technology is the application of science to make products or tools that people can use.
3.
Communication in Science
After scientists get the results of their observations, experiments, and investigations, they use several methods to share their observations with others. Results and conclusions of experiments often are reported in the many scientic journals or magazines that are published each year.
Picture This
4.
1. Review the terms and their denitions in the Mini Glossary. Write a sentence that describes a way scientists use technology in their work.
2. Complete the diagram by listing the skills that scientists need to do their work.
Skills Scientists Need
3. How did asking and answering questions help you remember what you have learned about science?
End of Lesson
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Lesson
Doing Science
B
Standard 1.a: Design, conduct, and analyze conclusions from an investigation that includes using experimental controls. (DOK 3) Also covers: 1.b1.d, 1.f1.h
the steps used to solve a problem in a scientic way how a well-designed investigation is developed
Read to Learn
Solving Problems
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
You know there is more than one way to solve a problem. This also is true of scientic problems. Every day, scientists work to solve scientic problems. The types of problems are different and require different kinds of investigations. However, scientists use some steps in all investigations.
Experimental research design is used to answer scientic questions by testing a hypothesis through the use of a series of carefully controlled steps. Scientic methods are ways, or steps to follow, to try to solve problems. Different problems will require different scientic methods to solve them. The gure below shows one way to use scientic methods.
Picture This
1.
Draw
co nc lu s
i on
Descriptive Research
Scientists solve some problems by using descriptive research. Descriptive research is based mostly on observations. Scientists use this method when it would be impossible to run experiments. Descriptive research involves several steps. Research objective The rst step in descriptive research is stating the research objective. A research objective is what you want to nd out. Research design A research design does several things. It tells how the investigation will be carried out. It tells what steps will be used and how the data will be recorded and analyzed. An important part of any research design is safety.
2.
Bias When scientists expect a certain result in an investigation, this is known as bias. A good investigation avoids bias. One way to avoid bias is by using careful numerical measurements for all data. Bias also can happen in surveys or groups that are chosen for investigation. To get an accurate result, you need to use a random sample.
Draw Conclusions
Why is up-to-date material important to scientists?
Scientists around the world use a system of measurement called the International System of Units, or SI, to make observations. By using the same system, they can understand each others research and compare results. The table below shows some common SI measurements.
Common SI Measurements Unit Symbol Equal to 1 millimeter mm 0.001 (1/1,000) m 1 centimeter cm 0.01 (1/100) m 1 meter m 100 cm 1 kilometer km 1,000 m 1 milliliter mL 0.001 L 1 liter L 1,000 mL 1 milligram mg 0.001 g 1 gram g 1,000 mg 1 kilogram kg 1,000 g 1 tonne t 1,000 kg 1 metric ton
Length
Volume
Mass
Measurement Length
Applying Math
5.
Calculate Use the table at the right to calculate the number of milligrams in three kilograms.
Qualitative Observations
Qualitative observations use words to describe what you see in your experiment. Qualitative observations are easy to make. For some investigations, qualitative data might be the only kind of data you can collect. Examples of qualitative observations are: The solution changed color from clear to pink. When two solutions were mixed, a solid was formed. The ower has white petals.
Quantitative Observations
Quantitative observations use numbers to describe what you see in your experiment. In most experiments, quantitative observations will provide you with greater precision in your data than qualitative observations. Examples of quantitative observations are: The temperature of the water is 25 C. The mass of the block is 150 grams. The container held 2.3 liters. After scientists have made their observations, they may draw conclusions based on what they observed. Scientists often make inferences based on their observations. An inference is an attempt to explain observations. An example of an inference is that you noticed the grass at school is wet in the morning. You then inferred that it rained overnight. An inference is not a fact, but a conclusion.
6.
Data
When you do scientic research, you have to collect and organize data. Organized data is easier to interpret and analyze.
One way to record results is to use data tables. Most tables have a title that quickly shows you what the table is about. The table is divided into columns and rows. These are usually trials or characteristics to be compared. You can set up your data tables before beginning the experiment. Then you will have a place to record your data.
Draw Conclusions
After your data is organized, you are ready to draw a conclusion. You have to decide if the data answered your question and if your prediction was correct. Your experiment can still be successful even if it does not come out the way you originally predicted.
8.
10
9.
Identify What is a
control?
10.
Draw Conclusions
Why do you think that an experiment that is run several times is more reliable than one that is run only once?
11
1. Review the terms and their denitions in the Mini Glossary. Write a sentence that compares descriptive research and experimental research design.
2. Imagine that you want to nd out whether plants grow better in red or blue light. Decide how you will set up the experiment. Identify the constants. Identify the dependent variable, the independent variable, and the control. Present the information in a summary paragraph.
End of Lesson
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12
Lesson
Standard 2.a: Identify patterns found in chemical symbols, formulas, reactions, and equations that apply to the law of conservation of mass. (DOK 1) Also covers: 2.b
identify a chemical reaction how to read a balanced chemical equation how reactions release or absorb energy the law of conservation of mass
Read to Learn
Physical or Chemical Change?
Have you ever seen smoke from a campre? Smoke is a clue that a chemical reaction is taking place. There are always clues when a chemical reaction is happening. Matter can change in two ways. It can have a physical change or a chemical change. Physical changes only affect physical properties. For example, the newspaper in the rst gure is folded. It is a different shape, but it is still a newspaper. This is a physical change. Chemical changes produce new substances. The newspaper in the second gure is burning. Burning is a chemical change because new substances are produced. The properties of the new substances are different from the properties of the original substances. A chemical reaction is a process that produces chemical change. Physical Change Chemical Change
Organize Information
Make the following Foldable to help you organize information in this lesson. Write information about each topic in the Foldable.
Chemical Formulas and Equations Physical or Chemical Change? Chemical Equations Conservation of Mass Balancing Chemical Equations Energy in Chemical Equations
13
Summarize What senses can you use to nd clues that a chemical reaction is happening?
Chemical Equations
How can you describe a chemical reaction? First, you need to know which substances are reacting. You also need to know which substances are formed in the reaction. The substances that react are called reactants (ree AK tunts). Reactants are the substances that exist before the reaction starts. Products are the substances that are formed in the reaction. Look at the gure below. A chemical reaction happens when you mix baking soda and vinegar. It bubbles and foams. The bubbles tell you that a chemical reaction happened. Baking soda and vinegar are the common names for the reactants in this reaction. They also have chemical names. Baking soda is sodium hydrogen carbonate (often called sodium bicarbonate). Vinegar is a solution of acetic (uh SEE tihk) acid in water. What are the products of the reaction? You can see that bubbles form. What else is happening? Chemical reaction with baking soda and vinegar
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2.
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3.
Reactions Around the Home Reactants Products Baking soda Vinegar Gas White solid Charcoal Oxygen Ash Gas Heat Iron Oxygen Water Rust Silver Hydrogen sulde Black tarnish Gas Gas (kitchen range) Oxygen Gas Heat Sliced apple Oxygen Apple turns brown
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4.
Apply Use words to write a chemical equation for what happens when you peel a banana but do not eat it right away.
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Identify How many hydrogen atoms are there in sodium acetate? How many sodium atoms (Na) are there?
Look at the small numbers in the formula above. These numbers are called subscripts. They tell you the number of atoms of each element in that compound. For example, the subscript 2 in CO2 means each molecule of carbon dioxide has two oxygen atoms. If an atom has no subscript, then there is only one atom of that element in the compound. There is only one atom of carbon in carbon dioxide.
Conservation of Mass
What happens to the atoms in the reactants when they are changed into products? The law of conservation of mass says that the mass of the products has to be the same as the mass of the reactants. French chemist Antoine Lavoisier proved that nothing is lost or created in chemical reactions. Chemical equations are like math equations. In math equations, the right and left sides of the equation are equal. In chemical equations, the number and kind of atoms are equal on both sides. The gure shows that every atom that is on the reactant side of the equation is also on the product side.
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6.
Identify How many hydrogen atoms are in the reactants in the gure? How many hydrogen atoms are in the products?
Na H C O H H H C O C O O O H
3 5 5 1
C H O Na
3 5 5 1
C H O Na O C O
O H H H Na H C C H O O
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7.
2Ag
H2S Ag2S
H2
The equation is now balanced. There are equal numbers of silver atoms in the reactants and the products. To balance chemical equations, numbers are placed before the formulas. These numbers, called coefcients, show how many molecules of a compound there are. Never change the subscripts in a formula. This changes the identity of the compound. Practice balancing equations with the following: CH4 O2 CO2 H2O Count the number of carbon, hydrogen and oxygen atoms on each side. There are 2 more hydrogen atoms in the reactants. Multiply H2O by 2 to give 4 hydrogen atoms. CH4 O2 CO2 2H2O Now there are 2 oxygen atoms in the reactants and 4 in the products. Multiply O2 by 2 to give 4 oxygen atoms. The balanced equation is: CH4 2O2 CO2 2H2O
Applying Math
8.
17
What is photosynthesis?
How do plants get their food? Plants can convert light energy into chemical energy. The process they used is called photosynthesis. Photosynthesis (foh toh SIHN thuh sus) is the process in which light energy from the Sun is changed into sugars. Plants need light, carbon dioxide, and water for photosynthesis. The balanced chemical equation is shown below. 6CO2 carbon dioxide 6H2O water light energy C6H12O6 6O2 glucose oxygen
chlorophyll
9.
Select What are the products of photosynthesis? a. glucose and oxygen b. carbon dioxide and water c. glucose and water d. carbon dioxide and oxygen
C6H12O6 glucose
6H2O water
energy
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Describe a reaction
where energy is released as heat.
In this reaction, electricity supplies the extra energy needed to break water into hydrogen and oxygen, as shown in the gure.
Hydrogen (H2) Oxygen (O 2)
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13.
Determine Where does the electrical energy come from to break water into hydrogen and oxygen atoms?
Water (H2O)
Reactions can release or absorb many forms of energy, including electricity, light, heat, and sound. Special terms are used when heat energy is gained or lost in reactions. Endothermic (en doh THUR mihk) reactions absorb heat energy. Exothermic (ek soh THUR mihk) reactions release heat energy. Therm means heat, as in thermometers.
Mississippi Science Essentials
19
14.
The word energy in equations can be either a reactant or a product. When it is written as a reactant, it is something needed for the reaction to happen. For example, electricity is needed to break water into hydrogen and oxygen. It is important to know that energy must be added for this to happen. In the equation for an exothermic reaction, energy often is written with the products. This tells you that energy is released. You include energy when you write the reaction that occurs between oxygen and methane in natural gas when you cook on a gas range. This heat energy is what cooks your food. CH4 Methane 2O2 CO2 Oxygen Carbon dioxide 2H2O Water energy
You dont have to write the word energy in an equation. But, if you do, it helps you remember that energy is an important part of the equation.
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1. Read the key terms and denitions in the Mini Glossary above. In your own words, describe how a reactant and a product are related.
Balanced Equation
H2 Al
CuCl2 AlCl3
3. How did highlighting the chemical equations in the section help you to understand chemical equations?
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End of Lesson
21
Lesson
D
Standard 2.a: Identify patterns found in chemical symbols, formulas, reactions, and equations that apply to the law of conservation of mass. (DOK 1) Also covers: 2.b
the history of the periodic table how to read an element key how the periodic table is organized
Identify Vocabulary
Highlight each vocabulary term you read in this lesson. Also, highlight the denition of each term. After you read the lesson, go back and read the vocabulary terms and their denitions again.
Read to Learn
Development of the Periodic Table
People who lived long ago knew about a few of the substances that are now called elements. They used gold and silver to make coins and jewelry. They used copper, tin, and iron to make tools. By 1830, scientists had found and named 55 different elements. The list of elements is still growing.
Mendeleev
Moseley
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Transition elements
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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2.
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Metal Properties Luster is the ability to reect light. A good conductor of heat and electricity lets heat and electricity pass through it easily. Something that is malleable can be shaped easily into objects or pounded into thin sheets. Something that is ductile can be stretched into wire.
Boron, a metalloid, has a slight luster and conducts electricity at high temperatures like a metal. But like a nonmetal, boron is brittle and does not conduct electricity well at low temperatures. Carbon is a nonmetal. In graphite, carbon is a soft, brittle solid. It is not reflective, ductile, or malleable.
Copper, a metal, is reflective, ductile, malleable, and a good conductor of heat and electricity.
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3.
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Identify How many letters do element symbols in the periodic table have?
Name
Mendelevium
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Symbol
Md Pb Th Po H Hg Au Uuu
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5.
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1. Read the key terms and denitions in the Mini Glossary above. Write a sentence that tells how to locate a period and a group on the periodic table of elements.
2. In the Venn diagram, write properties of metals and nonmetals. In the middle, write the name of the group that has properties of both.
Metals Nonmetals
3. How would you explain to an elementary school student what the periodic table is?
End of Lesson
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26
Lesson
Representative Elements
E
Standard 2.b: Predict the properties and interactions of given elements using the periodic table of the elements. (DOK 2)
the properties of representative elements uses for the representative elements to group elements based on similar properties
Identify Elements
Highlight each element that is mentioned in this lesson. Use another color to highlight examples of how it is used.
Read to Learn
Groups 1 and 2
Groups 1 and 2 are not found by themselves in nature. They are always combined with other elements. Groups 1 and 2 are called active metals because they easily make new substances with other elements. They are all metals except hydrogen. Hydrogen is the rst element in Group 1. Even though it is placed in Group 1, hydrogen shares properties with the elements in Group 1 and Group 17.
Lithium 3 Li
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
The Group 1 elements are shown in the gure. 37 Rb They have a family namealkali metals. All the alkali metals are silvery solids with low densities Cesium and low melting points. As you move from top 55 Cs to bottom on the periodic table, alkali metals increase in reactivity. Reactivity is how easily an Francium element combines with other elements. 87 Alkali metals are found in many things. Lithium Fr batteries are used in cameras. Sodium chloride is common table salt. Sodium and potassium are elements you need in your diet. They are found in potatoes and bananas.
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1.
Groups 13 through 18
The elements in Groups 1318 are not all solid metals like the elements in Groups 1 and 2. In fact, a single group can contain metals, nonmetals, and metalloids. A single group also can contain elements that are solid, liquids, and gases.
2.
3.
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4.
Silicon and Germanium After carbon in the Tin periodic table is the metalloid silicon. Silicon is 50 an element in sand. Sand has ground-up Sn particles of minerals like quartz. Quartz is made Lead of silicon and oxygen. Glass is an important 82 product made from sand. Pb Germanium, another metalloid, is found below silicon in the periodic table. They both are used in electronics as semiconductors. A semiconductor is a material that does not conduct electricity as well as a metal. It does, however, conduct electricity better than a nonmetal. Silicon and small amounts of other elements are used for computer chips. Tin and Lead Tin and lead are the two heaviest elements in Group 14. Lead is used in aprons you wear when the dentist takes X rays of your teeth. It protects the rest of your body from the radiation from X rays. Lead also is used in car batteries and X-ray equipment. Tin is used in toothpaste and the coating on steel cans used for food.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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5.
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Nitrogen, along with hydrogen, is used to make ammonia. When ammonia is dissolved in water, it can be used as a cleaner. Liquid ammonia is used as a soil fertilizer. Ammonia also is used to freeze-dry food and to make nylon for parachutes. Phosphorus Phosphorus also is in Group 15. It comes in two formswhite and red. White phosphorous combines easily with other elements. When it comes into contact with oxygen in air, it will burst into ames. The heads of matches are red because they are made of the less-reactive red phosphorus. The phosphorus in a match makes a re from the heat made by friction when the match is struck. Phosphorus compounds are important for healthy teeth and bones. Plants also need phosphorous. It is used in most fertilizers.
6.
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7.
Sulfur Sulfur is a solid, yellow nonmetal. Large amounts of sulfur are used to make sulfuric acid. This is one of the most commonly used chemicals in the world. Sulfuric acid is a combination of sulfur, hydrogen, and oxygen. It is used to make paints, fertilizers, detergents, synthetic bers, and rubber. Selenium Selenium conducts electricity when it is in the light. Selenium is used in solar cells, light meters, and photographic materials. It is also used in copy machines. Small amounts of selenium also are needed for good health.
Mississippi Science Essentials
31
Calculate What is the difference between the atomic number of bromine and the atomic number of chlorine?
The elements in Group 17 are called halogens. The word halogen means salt-former. All of the halogens make salts with sodium and with other alkali metals. Table salt is made from sodium and chlorine. All the elements in Group 17, shown in the gure to the right, are nonmetals except for astatine. Astatine is a radioactive metalloid. Fluorine is the most reactive of the halogens. Chlorine is less reactive than uorine. Chlorine is added to water to kill bacteria. Bromine is less reactive than chlorine. Iodine is the least reactive of the four nonmetals. Iodine is used by many systems of your body.
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9.
All of the noble gases, not just neon, are used 36 Kr in neon lights like those used for signs. The signs are made of glass tubes lled with noble Xenon gas. Electricity makes the noble gases in the glass 54 Xe tubes glow. Each noble gas makes a different color. Helium glows yellow, neon glows Radon red-orange, and argon glows bluish-violet. 86 Argon is the most common noble gas on Rn Earth. Argon, krypton, and xenon are used in lightbulbs. Krypton lights are used on airport runways. Xenon is used in strobe lights. Radon is a radioactive gas. It is made naturally from uranium that decays in rocks and soil. Radon can be harmful. When people breathe radon gas over a period of time, it can cause lung cancer.
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1. Review the terms and their denitions in the Mini Glossary. Describe how an alkali metal is different from an alkaline earth metal in the same period of the periodic table.
2. In the outline of the periodic table below, write the group number for each group of representative elements at the top of each column. Then, write the family name for each column.
transition elements
3. How did highlighting elements and their uses help you to learn about them?
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End of Lesson
33
Lesson
Transition Elements
F
Standard 2.b: Predict the properties and interactions of given elements using the periodic table of the elements. (DOK 2)
Study Coach
Read to Learn
The Metals in the Middle
Groups 312 are called the transition elements. All of them are metals. The properties of the transition elements change less as you move across a period than they do for the representative elements. Most transition elements are found combined with other elements in ores. An ore is a mineral that is found naturally on Earth. A few transition elements like gold and silver are found as pure elements.
Iron, cobalt, and nickel are in Iron Cobalt Nickel period 4 and are known as the 26 27 28 Fe Co Ni iron triad. They are shown in the gure. They have very similar properties. These elements and others have magnetic properties. Large magnets are made from a mixture of nickel, cobalt, and aluminum. The iron triad also has many other uses. Nickel is used in batteries along with cadmium. Iron is a necessary part of hemoglobin, the substance that moves oxygen in your blood. Iron is mixed with other metals and with carbon to create steels with different properties. Bridges and skyscrapers are built with steel because it is strong.
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Transition Metals
1.
Mercury Mercury has the lowest melting point of any metal (39C). It is used in thermometers and barometers. It is the only metal that is liquid at room temperature. Like many of the heavy metals, mercury is poisonous to living things. It must be handled carefully. Chromium The name chromium comes from the Greek word chroma. It means color. Chromium is a colorful element. Many other transition elements also combine to make colorful substances. Platinum Group Ruthenium, rhodium, palladium, osmium, iridium, and platinum are sometimes called the platinum group. They have similar properties. They do not combine easily with other elements. So, they can be used as catalysts.
What is a catalyst?
A catalyst is a substance that can make something happen faster. However, the catalyst is not changed. Other transition elements like nickel, zinc, and cobalt can be used as catalysts. Transition elements are used as catalysts to make electronics, plastics, and medicines.
2.
35
58 Ce 90 Th
59 Pr 91 Pa
60 Nd 92 U
61 Pm 93 Np
62 Sm 94 Pu
63 Eu 95 Am
64 Gd 96 Cm
65 Tb 97 Bk
66 Dy 98 Cf
67 Ho 99 Es
68 Er 100 Fm
69 Tm 101 Md
70 Yb 102 No
71 Lu 103 Lr
Applying Math
3.
4.
36
5.
6.
37
1. Review the terms and their denitions in the Mini Glossary. Write a sentence describing why you would add a catalyst to something.
2. Complete the table. In the second column, write whether each element is a regular transition element, a lanthanide, or an actinide. Write a use for the element in the third column.
Element Plutonium
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Element Group
Use
3. You were asked to make ash cards of the transition elements. What is another method you could use to learn the transition elements?
End of Lesson
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38
Lesson
G
Standard 2.b: Predict the properties and interactions of given elements using the periodic table of the elements. (DOK 2)
about acids, bases, and their properties uses of acids and bases pH of acids and bases
Read to Learn
Acids
If you like sour foods like dill pickles and lemons, you like foods that have acids in them. An acid is a substance that releases positively charged hydrogen ions (H ) in water. When an acid mixes with water, it dissolves, releasing hydrogen ions. The hydrogen ions then join with water molecules to form hydronium ions. A hydronium ion is a positively charged ion that has the formula H3O . The gure shows how a hydronium ion is made.
H H2O H3O
Study Coach
Hydrogen ion
Water molecule
Hydronium ion
Acid Properties
Base Properties
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Many acids are corrosive. This means they can break down certain substances. Many acids can corrode fabric, skin, and paper. Some acids react strongly with metals. When these acids are put on metal, metal compounds and hydrogen gas form, leaving holes in the metal.
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1.
Sulfuric acid is used to make fertilizers, steel, paints, and plastics. It is also called battery acid because it is used in many batteries, such as car batteries. Hydrochloric acid is also called muriatic acid. It is used to remove impurities from the surfaces of metals. Hydrochloric acid also can be used to clean mortar from brick walls. Nitric acid is used to make fertilizers, dyes, and plastics.
2.
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Bases
Many window and oor cleaners contain an ammonia solution. Ammonia contains a base. A base is a substance that can accept hydrogen ions. When bases dissolve in water, they release a hydroxide ion (OH). For example, when sodium hydroxide (NaOH) dissolves in water, it separates into sodium ions (Na+) and hydroxide ions (OH). Ammonia (NH3) is different. When it dissolves in water, it pulls a hydrogen atom away from water. This leaves a hydroxide ion. Look at the gure below.
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3.
Organize Information
Use quarter-sheets of paper to help you organize and list information about pH.
PH PH scale
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4.
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What is pH?
pH is a way to measure how acidic or basic a solution is. Perhaps youve seen someone check the pH of a swimming pool. The pH scale ranges from 0 to 14. Acids have a pH below 7. Bases have a pH above 7. Solutions with a pH of 7 are called neutral. They are neither acids nor bases. Strong acids, like hydrochloric acid, have a pH of 0. Strong bases have a pH of 14. The pH of a solution depends on its concentration of hydronium ions (H3O+) and hydroxide ions (OH). Acids have more hydronium ions than hydroxide ions. Neutral solutions have equal numbers of each ion. Basic solutions have more hydroxide ions than hydronium ions.
Applying Math
5.
Calculate Look at the pH scale. How many times more acidic is an acid with a pH of 2 than an acid with a pH of 5?
Blood plasma
Milk of magnesia
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6.
Some acids give foods a sour taste, and some other acids are so strong that they can cause burns. Vinegar, or acetic acid, makes pickles sour, but you can eat pickles because the acid is weak. Hydrochloric acid, a strong acid, would dangerously burn your mouth. What makes these acids different? The ions of strong acids break apart in water more easily than the ions of weak acids. Strong acids form many more hydronium ions than weak acids. More hydronium ions give a lower pH, which is more acidic. Strong bases form many more hydroxide ions than weak bases. More hydroxide ions give a higher pH, which is more basic.
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Indicators
Is there a safe way to nd out how acidic or basic a solution is? Yes, you can use an indicator. An indicator is a compound that turns a certain color in acidic or basic solutions, depending on the pH. An example of an indicator is litmus. This compound is soaked into paper strips. You place the paper strips in a solution and look at the color. Litmus paper turns red in acids and blue in bases.
Neutralization
Have you ever heard of heartburn? Someone with heartburn might take an antacid tablet. The prex antmeans opposite of. Heartburn is caused by having too much hydrochloric acid in the stomach. An antacid tablet neutralizes the extra acid. How does an antacid tablet work? An antacid is made from a base that neutralizes the extra acid in the stomach. Neutralization (new truh luh ZAY shun) is the reaction of an acid with a base. It is called this because properties of both the acid and the base are reduced, or neutralized. When a base and acid are mixed, they usually form water and a salt. Because of the reaction, there are fewer hydronium and hydroxide ions in the solution. This makes the pH of the solution more neutral. When a base such as magnesium hydroxide, Mg(OH)2, in an antacid reacts with hydrochloric acid in the stomach, some of the acid is neutralized. The gure shows the relative amounts of hydronium and hydroxide ions between pH 0 and pH 14.
pH 0 7 14
7.
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8.
Compare At pH 7, how
does the amount of hydronium ions compare to the amount of hydroxide ions?
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1. Review the terms and their denitions in the Mini Glossary. Write one or two sentences to explain the pH of pure water.
2. Label the location of pure water on the pH scale. Label the acidic side of the scale in red and the basic side in blue.
pH 1 2 3 4 5 6 7 8 9 10 11 12 13 14
4. Suppose you add water to solutions to make acids of different strengths. You add 100 mL of water to an acid to make an acid with pH of 6. How much water would you add to make an acid with pH of 5? Explain.
End of Lesson
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44
Lesson
What is motion?
H
Standard 2.c: Distinguish the motion of an object by its position, direction of motion, speed, and acceleration and represent resulting data in graphic form in order to make a prediction. (DOK 2)
Read to Learn
Matter and Motion
When you are sitting quietly in a chair, are you in motion? It may surprise you to know that all matter in the universe is always in motion. Think about it. In the chair, your heart beats and you breathe. Your blood circulates through your veins. Electrons move around the nuclei of every atom in your body. Underline As you read,
underline material you do not understand the rst time you read it. Reread the information until you understand it. Ask your teacher if you still do not understand it after rereading it.
Changing Position
How do you know if something is in motion? Something is in motion if it is changing position. Changing position means moving from one place to another. Imagine runners in a 100-meter race. They sprint from the start line to the nish line. Their positions change, so they are in motion.
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50 m
30 m
40 m
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2.
Speed
When you describe motion, you usually want to say how fast something is moving. The faster something is moving, the less time it takes to travel a certain distance. The slower something is moving, the more time it takes to travel a certain distance. Speed is the distance traveled divided by the time it takes to travel that distance. Speed can be calculated with this equation: speed (in meters/second)
Speed Distance Time
Organize Information
Make the following two-tab Foldable to help you organize information about how to describe and calculate speed. Write examples under the tabs.
SI units m/s
In SI units, distance is measured in m and time is measured in s. The SI measurement for speed is meters per second (m/s). This is the SI distance unit divided by the SI time unit.
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3.
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0m 1m 2m 3m
4.
0s
1s
2s
3s
4s
0m
1m
2m
3m
0s
1s
2s
3s
4s
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Graphing Motion
You can show the motion of an object with a distance-time graph. In a distance-time graph, time is plotted on the horizontal axis. Distance is plotted on the vertical axis.
Applying Math
5.
Distance v. Time
2.0 Distance (m) Student A 1.5 1.0 0.5
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Calculate Look at the graph. How much farther has student A walked in 2 seconds than student B?
Student B
0.5
2.0
2.5
Velocity
Suppose you are hiking in the woods. You may want to know how fast you are hiking. But you also need to know the direction you are going or you might get lost. The velocity of an object is the speed of the object and the direction of its motion. Velocity has the same units as speed and includes the direction of motion, for example 20 km/h east. Velocity can change when speed changes, direction changes, or both change. If a car that is moving 60 km/h slows to 40 km/h, its velocity has changed. Suppose a car is traveling 40 km/h north. It then goes around a curve until it is heading east. All the time, the cars speed was 40 km/h. But the velocity changed. The velocity was 40 km/h north. Now it is 40 km/h east.
6.
48
1. Review the terms and their denitions in the Mini Glossary. Ramona divided the distance from her house to school by the time it took her to walk that distance. What quantity did Ramona nd? Explain your answer in a complete sentence.
2. The distance-time graph below is for a bicyclist in a bicycle race. a. What was the bicyclists average speed after two hours?
Distance (km) 160 140 120
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
100 80 60 40
20 0 1 2 3 4 5 Time (hours) 6
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End of Lesson
49
Lesson
Acceleration
I
Standard 2.c: Distinguish the motion of an object by its position, direction of motion, speed, and acceleration and represent resulting data in graphic form in order to make a prediction. (DOK 2)
Study Coach
Read to Learn
Acceleration and Motion
Have you ever seen a rocket launch? When the rocket rst lifts off, it seems to move very slowly. But very soon the rocket is moving at a fast speed. How can you describe the change in the rockets motion? When an object changes its motion, it is accelerating. Acceleration is the change in velocity divided by the time it takes for the change to happen.
Classify Make the following three-tab Foldable to help you classify and understand the different types of acceleration.
Acceleration: Object Speeds Up Acceleration: Object Slows Down Acceleration: Object Turns, Changes Direction
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Lesson I Acceleration
Calculating Acceleration
If an object is moving in a straight line, its acceleration can be calculated with this equation. acceleration (m/s2) a nal speed (m/s) initial speed (m/s) time (seconds) (s f s i ) t
Applying Math
2.
In this equation, time is the length of time it takes for the motion to change. Initial speed is the starting speed. Acceleration has units of meters per second squared (m/s2).
Calculate A sports car accelerates from zero to 28 m/s in 4 seconds. What is its acceleration?
6 m/s 6s
1 m/s2
So your acceleration is 1 m/s2. Now suppose you slow down from 8 m/s to 2 m/s in 6 s. a (s f s i ) t (2 m/s 8 m/s) 6s 1 m/s2.
6 m/s 6s
1 m/s2
Your acceleration is
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Identify What type of acceleration do you have if you are slowing down?
Speed v. Time
12 10 Speed (m/s) 8 C 6 A 4 2 0 1 2 3 Time (s) 4 5 6 B
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4.
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Lesson I Acceleration
2. Fill in the chart with the different ways an object can accelerate.
Acceleration
3. Why do you think that slowing down is sometimes called deceleration instead of acceleration?
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End of Lesson
53
Lesson
Electric Circuits
J
Standard 2.d: Relate how electrical energy transfers through electric circuits, generators, and power grids, including the importance of contributions from Mississippi companies. (DOK 2)
how voltage, current, and resistance are related about series and parallel circuits how to avoid dangerous electric shock
Study Coach
Read to Learn
Controlling the Current
Electric current ows through a circuit when you connect a conductor, like a wire, between the positive and negative terminals of a battery. The amount of current depends on the voltage of the battery and the resistance of the conductor. Imagine a bucket of water with a hose attached in the bottom of it. Look at the gure. If you raise the bucket, you increase the potential energy of the water in the bucket. This causes the water to ow out of the hose faster. This happens with electric current, too. If the amount of voltage increases, the amount of current owing through a circuit will increase.
Picture This
1.
54
Applying Math
Calculate An iron is
plugged in a wall socket. The current in the iron is 5 A. The resistance is 20 . What is the voltage provided by the wall socket? Show your work.
If the voltage in a circuit stays the same, but the resistance changes, the current will change, too. If the resistance increases, the current in the circuit will decrease.
Organize Information
Use two half-sheets of notebook paper to write information about parallel and series circuits.
Parallel Circuits
Series Circuits
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3.
Ba tte ry
55
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5.
Parallel Circuit
In a parallel circuit, the resistance in each branch can be different. The resistance in a parallel circuit depends on the devices in the branch. If the resistance in one branch is low, then more current will ow through it than in other branches. The current in each branch of a parallel circuit can be different.
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Ba tte ry
Electric Power
When you use a toaster or a hair dryer, electrical energy changes into other kinds of energy. The rate, or speed, at which electrical energy is changed into other kinds of energy is electric power. In any electric device or electric circuit, the electric power that is used can be found by using the equation below.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Applying Math
7.
Calculate A toaster is plugged into a wall outlet. The current in the toaster is 10 A. The voltage of the wall outlet is 110 V. How much power in watts does the toaster use? Show your work.
The electric power is equal to voltage provided to the electrical device multiplied by the current that ows into the device. The SI unit of power is the watt. The table lists the electric power used by some common devices.
Power Used by Common Devices Device Power (in watts) Computer 350 Color TV 200 Stereo 250 Refrigerator 450 Microwave 7001,500 Hair dryer 1,000
Applying Math
8.
Interpret Data How many more watts does a hair dryer use than a color TV?
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Electrical Safety
Electricity can be very dangerous. In 1997, electric shocks killed about 490 people in the United States. Here are some tips that will help prevent electrical accidents.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Picture This
9.
Preventing Electric Shock Never use a device with frayed or damaged electric cords. Unplug appliances before you work on them. For example, if a piece of toast gets stuck in a toaster, unplug the toaster before you take the toast out. Never use an electric device near water. Never touch power lines with anything, including a kite string or ladder. Always pay attention to warning signs and labels.
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You actually become part of an electric circuit when current enters your body. The shock you feel can be mild or deadly, depending on the amount of current that ows into your body.
Currents Effects Amount of Current (in amperes) What You Feel 0.0005 A Tingle 0.001 A Pain 0.01 A Cant let go 0.025 A 0.05 A Difcult to breathe 0.10 A 0.25 A 0.50 A Heart failure 1.00 A
Picture This
11.
Interpret Data
Describe how you would feel if you were shocked by a current of 0.10 A.
12.
Explain Why should you stay away from metal fences when you see lightning or hear thunder?
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1. Review the terms and their denitions in the Mini Glossary. Explain why it is better to have a parallel circuit in your home than a series circuit.
2. Explain the main ideas of Ohms law in the cause-and-effect map below. Write increases or decreases in the blanks.
Ohms Law Cause Voltage increases Electric current Effect
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Effect
3. You were asked to write the main idea of each paragraph as you read this lesson. How did you decide which is the main idea for each paragraph?
End of Lesson
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Lesson
K
Standard 2.d: Relate how electrical energy transfers through electric circuits, generators, and power grids, including the importance of contributions from Mississippi companies. (DOK 2)
how electricity can make motion how motion can make electricity
Read to Learn
Current Can Make a Magnet
Magnetic elds are produced by moving electric charges. Electrons moving around the nuclei of atoms make magnetic elds. This motion causes some materials, like iron, to be magnetic. Electric charges move in a wire when it has electric current owing through it. A wire that has electric current owing is surrounded by a magnetic eld, too.
What is an electromagnet?
An electromagnet is a wire with current owing through it that is wrapped around an iron core. Look at the gure. There is a magnetic eld around each coil of wire. The magnetic elds add together to make a stronger magnetic eld inside the coil. When the coils are wrapped around an iron core, the magnetic eld of the coils makes the iron core magnetic. This makes the magnetic eld inside the coils even When a wire is wrapped in a coil, the field inside the coil is made stronger. stronger.
Picture This
1.
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A spring pulls the hammer back, closing the circuit and starting the cycle over.
Picture This
2.
Bell Power source When the circuit is closed, an electromagnet is turned on. The electromagnet attracts the hammer that strikes the bell.
Organize Information
Make the following Foldable to help you organize information about how electricity can produce motion and how motion can produce electricity.
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Motor
Generator
Transformer
Two magnets exert a force on each other. So do two wires that have current owing through them. The magnetic eld around a wire that has current owing through it causes it to be pushed or pulled by a magnet. Look at the rst part of the gure below. The magnetic eld will be pushed or pulled, depending on the direction the current is owing through the wire. A magnetic eld like the one shown will push a current-carrying wire upward. Some of the electric energy carried by a current is changed into kinetic energy of the moving wire. Any machine that changes electric energy into kinetic energy is a motor.
Electron flow +
Picture This
3.
Electron flow
Battery
How do charged particles from the Sun and Earths magnetosphere interact?
The Sun gives off charged particles. These particles ow through the solar system like a huge electric current. Earths magnetic eld pushes and pulls on the electric current made by the Sun. This is just like how a magnetic eld pushes and pulls on a wire that is carrying current. This pushing and pulling causes most of the charged particles from the Sun to be repelled. The charged particles do not hit Earth. This protects living things on Earth from damage that might be caused by the charged particles. The solar current also pushes on Earths magnetosphere. It stretches the magnetosphere away from the Sun.
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4.
Picture This
Electron flow
5.
Highlight Arrows In the gure on the right, highlight the arrows that show the direction of electric current ow in the wire.
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Picture This
6.
Electric Generator
Power source turns loop
Current
Refer to page vi for the locations of Howard Industries and Kuhlman Electric Companies.
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Changing Voltage
A machine that changes the voltage of an alternating current without losing much energy is a transformer. Some transformers increase the voltage before sending out an electric current through the power lines. Other transformers decrease the voltage so the energy can be used in homes and businesses. A transformer usually has two coils of wire wrapped around an iron core. One wire coil is connected to an alternating current source. The current produces a magnetic eld in the iron core, just like in an electromagnet. The magnetic eld it produces switches direction because the current is alternating. This alternating magnetic eld causes an alternating current in the other wire coil.
7.
Explain Why are transformers needed to decrease the voltage of electricity before it gets to homes and businesses?
Picture This
8.
Analyze Is the
transformer in the gure increasing or decreasing voltage?
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1. Review the terms and their denitions in the Mini Glossary. Describe how a generator and a motor can be used together to make kinetic energy from a magnetic eld.
2. Match each machine with the description of what the machine does. Write the letter of each machine in Column 2 on the line in front of the description in Column 1. Column 1 1. turns motion into electricity 2. a system used to distribute electricity over a geographic area 3. moves electricity without making heat 4. speeds up subatomic particles 5. changes the voltage of an alternating current 6. makes kinetic energy Column 2 a. particle accelerator
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. You were asked to highlight the main idea of each paragraph. How did you decide what the main ideas were?
End of Lesson
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Lesson
Light
L
Standard 2.e: Contrast various components of the electromagnetic spectrum (e.g., infrared, visible light, ultraviolet) and predict their impacts on living things. (DOK 2)
the properties of light waves about the electromagnetic spectrum how humans see
Read to Learn
Restate the Main Point
Highlight the main point in each paragraph. Restate the main point in your own words.
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Lesson L Light
Picture This
2.
Electric field
Direction of travel
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Picture This
4.
Radio waves
Infrared waves
Ultraviolet waves
Gamma rays
Microwaves
Visible light
X rays
INCREASING FREQUENCY
Organize Information
Make the following Foldable to help you organize the information you learn about electromagnetic waves.
aves & Radio W aves Microw Infrared ght Visible Lior and Col Ultraviolet Waves X Rays & ys Gamma Ra netic Electromag m Waves fro the Sun
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Lesson L Light
5.
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Picture This
7.
Cornea
When visible light waves hit an object, some of the waves are reected. The wavelengths of the light waves that are reected determine the objects color. For example, a red rose reects light waves that have the wavelengths in the red part of visible light. A green leaf reects the wavelengths that make green light. Some objects give off light. The color of objects that give off light is determined by the wavelengths they give off. For example, a neon sign looks red because it gives off red light waves. X-Rays Doctors use X-rays to see broken bones. X-rays have enough energy to go right through your skin. But, they cannot pass through dense objects, such as bones. This allows X-rays to produce an image of the inside of your body. Gamma Rays Gamma rays have even more energy than X-rays. Gamma rays are used on some foods to kill bacteria that make food spoil quickly.
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Lesson L Light
Lens
Lens
The lens becomes more curved when you focus on an object nearby.
Sometimes people need to wear glasses to correct their vision. Many people are nearsighted or farsighted. A person that is nearsighted can see nearby objects clearly. Objects that are far away are blurry. Nearsightedness results if the eyeball is too long. A farsighted person can see objects that are far away clearly. They cannot, however, focus on nearby objects. Farsightedness results if the eyeball is too short.
Picture This
9.
Describe What happens to the lens of your eye when you focus on an object that is far away?
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that tells how the electromagnetic spectrum and electromagnetic waves are related.
2. Complete the diagram with the information you learned from reading this lesson.
Radio waves Use: Use:
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Electromagnetic spectrum
Visible light
3. You highlighted the main idea of each paragraph as you read this lesson. How did you decide what to highlight each time?
End of Lesson
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Lesson L Light
Lesson
M
Standard 2.f: Recognize Newtons Three Laws of Motion and identify situations that illustrate each law (e.g., inertia, acceleration, action, reaction forces). (DOK 2)
the difference between balanced and net forces Newtons rst law of motion how friction affects motion
Read to Learn
Force
To make a soccer ball move, you kick it. You can pick up a book from your desk. If you hold the book in the air and then let it go, gravity pulls it to the oor. The motion of the soccer ball and the book was changed by something pushing or pulling on each of them. A force is a push or a pull. When you throw a ball, your hand exerts, or puts, a force on the ball. Then, gravity puts another force on the ball. Gravity pulls it to the ground. When the ball hits the ground, the ground exerts a force on the ball to stop it from moving. Forces can act on objects in different ways. For example, you can pick up a paper clip with a magnet. The magnet puts a force on the paper clip. Or, you can put a force on the paper clip with your hand to pick it up. If you let go of the paper clip, Earths gravity exerts a force on the paper clip and it falls to the ground.
Study Coach
Make Flash Cards As you read, write main ideas and vocabulary terms on note cards. When you nish reading, use your ash cards to make sure you understand the main ideas and terms.
Balanced Forces
Unbalanced Forces
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Suppose you and a friend push on opposite ends of a wagon. You both push with the same force, and the wagon does not move. Your forces cancel each other because they are equal and in opposite directions. Balanced forces are two or more forces acting on an object that cancel each other and do not change the objects motion. The net force is zero if the forces acting on an object are balanced. The gure below shows balanced forces.
No motion
Balanced
Picture This
2.
Identify Look at the box with unbalanced forces. In which direction is the strongest forceto the right or to the left? In which direction is the box moving?
Unbalanced
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First Law
Friction
Galileo knew that the motion of an object doesnt change unless an unbalanced force acts on it. Why does a book stop sliding across a desktop just after you push it? There is a force acting on the sliding book. Friction is the force that resists sliding motion between two touching surfaces. Friction also acts on objects moving through air or water. If two objects are touching each other, friction always will try to keep them from sliding past each other. Friction always will slow an object down.
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Picture This
4.
5.
Explain If a wheel is rolling forward, what type of friction pushes the wheel forward?
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1. Review the terms and their denitions in the Mini Glossary. When you push a skateboard on a at surface, why does it stop after a while? Use at least one term in your answer.
2. Complete the table below to show how Newtons rst law of motion affects objects at rest and objects that are moving. Name the types of friction that could affect objects at rest and moving objects.
How is the object affected by Newtons rst law? Object at rest
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Object in motion
3. At the beginning of the lesson, you were asked to make ash cards. Did your ash cards help you learn about Newtons rst law of motion? Why or why not?
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End of Lesson
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Lesson
N
Standard 2.f: Recognize Newtons Three Laws of Motion and identify situations that illustrate each law (e.g., inertia, acceleration, action, reaction forces). (DOK 2)
Read to Learn
Force and Acceleration
You know that it takes force to make a heavy shopping cart go faster. You must push harder and harder to make the cart speed up. When the heavy cart is moving, what do you have to do to slow it down? You have to use force to pull on the cart to make it slow down or stop. You also have to use force to turn a cart that is already moving. When the motion of an object changes, the object is accelerating. Speeding up, slowing down, and changing directions are all examples of acceleration. Newtons second law of motion states that when a force acts on an object, the object accelerates in the direction of the force. You can calculate acceleration by using the equation below. acceleration (in meters/second2) a net force (in newtons) mass (in kilograms) Fnet m
In this equation, a is acceleration, m is the mass of the object, and Fnet is the net force. You can multiply both sides of the equation by the mass, and write the equation this way: Fnet ma
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Gravity
One force that you may already know about is gravity. Gravity is the force that pulls you downward when you jump into a pool or coast down a hill on a bike. Gravity also keeps Earth in orbit around the Sun and the Moon in orbit around Earth.
What is gravity?
Gravity is a force that exists between any two objects that have mass. It pulls two objects toward each other. Gravity depends on the mass of the objects and the distance between them. The force of gravity becomes weaker as objects move away from each other or as the mass of objects gets smaller. Large objects like Earth and the Sun have great gravitational forces. Objects with less mass like you or a pencil have weak gravitational forces. There is a gravitational force between you and the Sun. There is also a gravitational force between you and Earth. Why doesnt the Suns gravity pull you off of Earth? The gravitational force between you and the Sun is very weak because the Sun is so far away. Only Earth is close enough and massive enough to exert a noticeable gravitational force on you. Earths gravitational force on you is 1,650 times greater than the Suns gravitational force on you.
What is weight?
Earths gravity causes all objects to fall toward Earth with an acceleration of 9.8 m/s2. You can use the equation of Newtons second law to nd the force of Earths gravity on any object near Earths surface: F ma m (9.8 m/s2) Weight is the amount of gravitational force on an object. Your weight on another planet would be different from your weight on Earth. Thats because the gravitational force on other planets is different. Other planets have masses different from Earths. So, your weight would be different on other planets.
Applying Math
2.
Calculate Jamie has a mass of 35 kg. What is her weight on Earth, in newtons? Use the formula for gravitational force. Show your work.
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3.
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Picture This
5.
Applying Math
Calculate Suppose you kick a 2-kg ball with a force of 14 N. What is the acceleration of the ball? Show your work.
The sled keeps accelerating as long as you keep pulling on it. The acceleration does not depend on how fast the sled is moving. It depends only on the net force and the mass of the sled.
Mississippi Science Essentials
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Forces and motion dont always happen in a straight line. If a net force acts at an angle to the direction an object is moving, the object will follow a curved path. Imagine shooting a basketball. When the ball leaves your hands, it doesnt continue to move in a straight line. Instead, it starts to curve downward due to gravity. The curved path of the ball is a combination of its original motion and the downward motion caused by gravity.
Circular Motion
You move in a circle when you ride on a merry-go-round. This motion is called circular motion. In circular motion, your direction of motion is constantly changing. This means you are constantly accelerating. There is a force acting on you the whole time. Thats why you have to hold on tightlyto keep the force from causing you to fall off. Imagine a ball on a string moving in a circle. The string pulls on the ball and keeps it moving in a circle. The force exerted by the string is called centripetal (cen TRIP eh tal) force. The centripetal force points to the center Motion of the circle. Centripetal ce r force is always l fo Ball ta pe perpendicular to the n tri io n at Ce motion. The gure ler ce shows the direction of Ac motion, centripetal force, String and acceleration of a ball traveling in a circle on a string.
Picture This
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9.
Air Resistance
Have you ever run against the wind? If so, you have felt the force of air resistance. When an object moves through air, there is friction between the object and the air. This friction, or air resistance, slows down the object. Air resistance is a force that gets larger as an object moves faster. Air resistance also depends on the shape of an object. Think about two pieces of paper. One piece is crumpled into a ball and the other piece is at. The paper that is crumpled into a ball will fall faster than the at piece of paper falls. When an object falls it speeds up as gravity pulls it downward. At the same time, the force of air resistance pushing up on the object is increasing as the object moves faster. Finally, the upward force of air resistance becomes large enough to equal the downward force of gravity. When the air resistance force equals the weight of an object, the net force on the object is zero. Newtons second law explains that the objects acceleration then is zero. Its speed no longer increases. When air resistance balances the force of gravity, the object falls at a constant speed. This constant speed is called the terminal velocity.
Center of Mass
Imagine throwing a stick. The stick spins while it ies through the air. Even though the stick spins, there is one point on the stick, the center of mass, that moves in a smooth path. The center of mass is the point in an object that moves as if all the objects mass was concentrated at that point. For a symmetrical object, such as a ball, the center of mass is the center of the object.
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1. Review the terms and their denitions in the Mini Glossary. What are three ways an object can accelerate? Answer in complete sentences.
2. Look at the gures below. For each object, draw and label an arrow to show the direction of the motion. Then draw and label an arrow to show the direction of acceleration.
3. You were asked to underline the main ideas as you read this section, then review what you underlined. Why do you think you were asked to review what you underlined?
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Lesson
O
Standard 2.f: Recognize Newtons Three Laws of Motion and identify situations that illustrate each law (e.g., inertia, acceleration, action, reaction forces). (DOK 2)
Read to Learn
Action and Reaction
Newtons rst two laws of motion explain how the motion of one object changes. You have learned that if balanced forces act on an object, the object will remain at rest or stay in motion with constant velocity. If the forces are unbalanced, the object will accelerate in the direction of the net force. Another of Newtons laws describes something else that happens when one object exerts a force on another object. When you push on a wall, did you know that the wall also pushes on you? Newtons third law of motion states that forces always act in equal but opposite pairs. When you push on a wall, you apply a force to the wall. However, the wall also applies a force equal in strength to you. When one object applies a force on another object, the second object exerts the same size force on the rst object.
Study Coach
Classify As you read this lesson, use your table Foldable to write about Newtons third law.
Force Example in Your Life
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Action and Reaction Forces Imagine a bowling ball hitting a bowling pin. The action force from the bowling ball acts on the pin. The pin ies in the direction of the force. The reaction force from the pin acts on the ball. It causes the ball to slow down.
Describe Why doesnt Earth appear to move when you push down on it with your foot?
Weightlessness
You may have seen pictures of astronauts oating inside a space shuttle. The astronauts are said to be weightlessas if Earths gravity were not pulling on them. But, Earths gravity is what keeps a shuttle in orbit. Newtons laws of motion can explain why the astronauts oat as if there werent any forces acting on them.
2.
Explain When you stand on a scale, which force balances the downward pull of gravity on you?
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Picture This
4.
Describe Look at the gure. What is the only force acting on the girl in the elevator on the right?
Weight of student
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2. On the gure below, draw arrows and label the action and reaction forces that are on the objects as the bat hits the baseball.
3. How could you use a skateboard to show Newtons third law of motion to a group of elementary school students?
End of Lesson
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Lesson
P
Standard 3.a: Analyze how adaptations to a particular environment (e.g., desert, aquatic, high altitude) can increase an organisms survival and reproduction and relate organisms and their ecological niches to evolutionary change and extinction. (DOK 3)
how environmental factors impact evolution how natural selection occurs in a species the differences between selective breeding and natural selection
Read to Learn
Survival and the Environment
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
The environment inuences which organisms can live in an area. You are not likely to see cacti in an area where it rains a lot. You would not see a large evergreen tree growing in a desert.
Create a Quiz Write a quiz question for each heading in this lesson. Be sure to answer the questions.
Identify Make a two-tab book, as shown below. Identify the living and nonliving factors that inuence the survival of species.
Living factors Nonliving factors
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Explain According to Darwin and Wallace, why is there a large variety of species on Earth?
Both
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2.
Extinctions
Picture This
3.
Interpret Data
According to the graph, how many species might be extinct by the yeat 2010?
0 1800
1830
1860
1890
1980
2010
2040
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1. Review the terms and their denitions in the Mini Glossary. Write one or two sentences that explain the difference between evolution and extinction.
2. Complete the concept web below to show the kinds of nonliving and living environmental inuences that affect the survival of species.
Nonliving Living
End of Lesson
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Lesson
Cell Structure
Q
Standard 3.b: Compare and contrast the major components and functions of different types of cells. (DOK 2)
the names and functions of cell parts the importance of a nucleus in a cell about tissues, organs, and organ systems
Read to Learn
Common Cell Traits
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Living cells have many things in common. A cell is the smallest unit that can perform life functions. All cells have an outer covering called a cell membrane. Inside every cell is a gelatinlike material called cytoplasm (SI tuh pla zum). Cytoplasm contains hereditary material that controls the life of the cell.
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Picture This
2.
Prokaryotic
Gel-like capsule
Cell Organization
Just as restaurant workers have specic jobs, each cell in your body has a certain job to do. Cells take in nutrients, release and store chemicals, and break down substances 24 hours a day.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3.
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What is cytoplasm?
Cytoplasm is a gelatin-like material in the cell. Many important chemical reactions occur within the cytoplasm. Cytoplasm has a framework called the cytoskeleton, which helps the cell keep or change its shape. The cytoskeleton helps some cells to move. The cytoskeleton is made up of thin, hollow tubes of protein and thin, solid protein bers.
4.
The nucleus (NEW klee us) directs all cell activities. The nucleus usually is the largest organelle in a cell. It is separated from the cytoplasm by a membrane. Materials enter and leave the nucleus through openings in the membrane. The nucleus contains DNA. DNA is the chemical that contains the code for the cells structure and activities.
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6.
Cell membrane
Golgi bodies
Picture This
7.
Plant Cell
Central vacuole
Golgi bodies
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Organ
Organ System
Picture This
8.
Organism
Sequence Write a number from 1 to 5 beside each label on the diagram. A 1 is the simplest level of organization and a 5 is the most complex level of organization.
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1. Review the terms and their denitions in the Mini Glossary. Choose one term that describes a cell structure and write a sentence to explain its function.
Tissue
Organism
3. Beside each organelle listed below, write Plant, Animal, or Both to show where the organelle is found. a. Nucleus b. Chloroplast c. Golgi bodies
End of Lesson
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Lesson
Viruses
R
Standard 3.c: Describe how viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions. (DOK 1)
how a virus copies itself how vaccines help people some uses of viruses
Study Coach
Read to Learn
What are viruses?
Cold sores, measles, chicken pox, colds, the u, and AIDS are some diseases caused by nonliving particles called viruses. A virus is a strand of hereditary material surrounded by a protein coating.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Lesson R Viruses
Picture This
1.
Sequence Circle the step that shows the viruss hereditary material entering the host cell. Highlight the step that shows new viruses forming inside a host cell.
Nucleus Viral hereditary material The viruss hereditary material enters the host cell.
Viral proteins The hereditary material of the virus causes the cell to make viral hereditary material and proteins.
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Picture This
3.
Identify Circle each of the places that the virus is attached to the cell.
Fighting Viruses
A vaccine is a kind of medicine used to prevent a disease. It is made from weakened virus materials that cannot cause disease anymore. Vaccines have been made to prevent many diseases, including chicken pox, measles, and mumps.
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Lesson R Viruses
5.
6.
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that describes the relationship between a virus and a host cell.
2. Choose one of the question headings in the Read to Learn section. Write the question in the space below. Then write your answer to that question on the lines that follow.
Write your question here.
3. Complete the diagram below to identify two ways viruses can act inside host cells.
Viruses enter host cells and become
or
End of Lesson
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Lesson R Viruses
Lesson
S
Standard 3.c: Describe how viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions. (DOK 1)
the characteristics of bacterial cells the difference between aerobic and anaerobic organisms
Read to Learn
Characteristics of Bacteria
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
Organize Information
Take notes as you read. Organize notes into two columns. On the left, list a main idea about the material in each subhead. On the right, list the details that support the main idea.
In the l600s, Antonie van Leeuwenhoek, a Dutch merchant, observed scrapings from his teeth under his microscope. He did not know it, but the organisms he was observing were bacteria. A hundred years later, bacteria were proven to be living cells.
Cocci
Bacilli
Spirilla
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Picture This
1.
Ribosome Cytoplasm
Identify Underline the names of the parts of the cell that are inside the cells membrane.
Chromosome
Flagellum
2.
What is ssion?
Bacteria usually reproduce by ssion. Fission produces two new cells that have genetic material identical to each other and to that of the original cell. Fission is the simplest form of asexual reproduction.
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3.
Identify What is the difference between producer bacteria and consumer bacteria?
Eubacteria
Bacteria are classied into two kingdomseubacteria (yew bak TIHR ee uh) and archaebacteria (ar kee bak TIHR ee uh). Most eubacteria are grouped by the following characteristics: the shape and structure of the cell how they get food the kind of food they consume the wastes they produce how they move whether they are aerobic or anaerobic
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Picture This
5.
Can they use lactose as a food? Yes Can they use citric acid as their only carbon source? No Escherichia Yes Do they produce acetoin as a waste? No Citrobacter Yes Enterobacter
Can they use citric acid as their only carbon source? No Shigella Yes Salmonella
An important group of producer eubacteria is the cyanobacteria (si an oh bak TIHR ee uh). Cyanobacteria live in water and use carbon dioxide, water, and energy from sunlight to make their own food. They produce oxygen as waste. Cyanobacteria have chlorophyll and a blue pigment, or coloring.
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Archaebacteria
Kingdom Archaebacteria contains certain kinds of bacteria that live in extreme conditions, such as hot springs. The conditions in which some archaebacteria live today are similar to conditions found during Earths early history. Archaebacteria is grouped according to where the bacteria live or how they get energy.
One group lives in salty environments, such as the Great Salt Lake in Utah. Other groups live in environments that are acidic or hot, such as in hot springs. The temperature of the water in hot springs is more than 100C.
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that explains the difference between aerobes and anaerobes.
2. Select one of the question headings and write it below. Then write an answer to the question on the lines that follow.
Write your question here.
3. You made an outline as you read this section. How did it help you understand bacteria?
End of Lesson
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Lesson
T
Standard 3.c: Describe how viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions. (DOK 1) Also covers: 3.g
how some bacteria are helpful why nitrogen-xing bacteria are important how some bacteria cause human disease
Read to Learn
Benecial Bacteria
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Only a few bacteria cause diseases. Most bacteria are more important because of the benets they provide.
Identify Key Words As you read this section, circle the ways bacteria are helpful. Underline the ways bacteria are harmful.
Helpful bacteria
Harmful bacteria
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Plants and animals must use nitrogen to make proteins and nucleic acids. Animals can eat plants or other animals that contain nitrogen. Plants have to take in nitrogen from the soil or air. Although the air is about 78 percent nitrogen, plants and animals cannot use it directly. Nitrogen-xing bacteria change the nitrogen from the air into forms that plants and animals can use. The roots of some plants such as peanuts and peas develop structures that contain nitrogen-xing bacteria.
What is bioremediation?
Bioremediation uses organisms to clean up or remove pollutants from the environment. One kind of bioremediation uses bacteria to break down wastes into harmless compounds. Other bacteria use pollutants as food. Bioremediation has been used to clean up oil spills.
Harmful Bacteria
2.
Some bacteria, known as pathogens, are harmful. A pathogen is any organism that causes disease. One bacterial pathogen, for example, causes strep throat.
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What is pasteurization?
All food contains bacteria. You can kill the bacteria by sterilizing it with heat. Heating food to high temperatures can change the taste of the food. Pasteurization is a way of heating food to a temperature that kills most harmful bacteria but causes little change in the foods taste. The photo below shows some of the foods that are pasteurized. Identify Use a half sheet of
notebook paper, as shown below, to identify important facts about pasteurization.
Pasteurization
3.
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Think about what you have eaten in the last few days. Have you had pizza? How about a cheeseburger? Cheese, yogurt, buttermilk, and pickles, as well as other foods, are made with the aid of bacteria. Bacteria are even used in the production of chocolate. Bacteria are not found in the chocolate products you eat. They are used to break down the covering of the cocoa beans during the production of chocolate. Bacteria are also used in the commercial production of vitamins, such as vitamin B12 and riboavin. Bacteria also are important in the elds of medicine and research. Although some bacteria cause disease, others are useful in ghting disease. Streptomycin and tetracycline are commonly prescribed antibiotics that were originally made by bacteria.
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1. Review the terms and their denitions in the Mini Glossary. Choose one term that refers to harmful bacteria and write a sentence describing how it is helpful.
2. In the chart below, list the ways bacteria are harmful to humans and the environment.
Harmful Roles of Bacteria
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
To humans
To the environment
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End of Lesson
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Lesson
U
Standard 3.d: Describe heredity as the passage of instructions from one generation to another and recognize that hereditary information is contained in genes, located in the chromosomes of each cell. (DOK 2)
the differences between phenotype and genotype effects the environment has on traits how traits are formed
Read to Learn
What are traits?
All the features that an organism inherits are its traits. Two of your traits are your eye color and ear shape.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
Describe Use quarter sheets of notebook paper, as shown below, to describe traits, genes, genotype, and phenotype.
Traits Gene
Genotype
Phenotype
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Picture This
1.
DNA Structure
Gene DNA
2.
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Picture This
3.
Identify Circle the leaves growing beneath the water. Highlight one of the leaves growing above the water.
The arctic fox is another species whose phenotype changes according to environmental conditions. Its fur changes color with the seasons. During the winter the arctic fox does not produce pigment that colors fur, so the foxs fur is white. As a result, the fox blends with its background helping it avoid predators. In warmer months, the arctic fox produces fur pigment, so the fur is brown. This color helps the fox blend into the tundra.
4.
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that explains the relationship of DNA and a gene.
2. Complete the diagram below to identify the inuences of the environment on phenotypes.
1.
2.
3.
4.
3. How does taking turns reviewing paragraphs with a partner help you understand what you have read?
End of Lesson
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Lesson
Genetics
V
Standard 3.d: Describe heredity as the passage of instructions from one generation to another and recognize that hereditary information is contained in genes, located in the chromosomes of each cell. (DOK 2)
the difference between genetics and heredity the results of Mendels pea plant experiments the results shown by a Punnett square
Read to Learn
Identify the Main Ideas
Science of Genetics
Heredity is the passing of traits from parents to offspring. One early idea about heredity proposed that the male contributed all of the traits and that the female only supplied food for the new organism. Others proposed that parents traits blended to form the traits of the offspring.
Highlight the main idea of each paragraph. Underline the details that support this idea.
What is genetics?
Over time, the study of heredity developed into a science called genetics (juh NE tihks). The study of genetics explains how species can change through generations.
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1.
Picture This
2.
AaBbCc
ABC
ABc
AbC
Abc
aBC
aBc
abC
abc
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Lesson V Genetics
X X Male (XY) Y XY XX
Picture This
XX
4.
XY
Identify Highlight the square or squares that indicate the offspring will be male.
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that compares dominant and recessive traits.
2. Complete the table below to explain the principles and laws that Gregor Mendel developed as a result of his experiments with pea plants.
Principle or Law Explanation
End of Lesson
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Lesson V Genetics
Lesson
Living Earth
W
Standard 3.e: Explain energy ow in a specied ecosystem. (DOK 2)
places where life is found on Earth what ecology is how the environment inuences life
Read to Learn
The Biosphere
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
Two-Column Notes
Organize notes into two columns. On the left, list a main idea about the material in each subheading. On the right, list the details that support the main idea.
Earth has many living organisms. The part of Earth that supports life is the biosphere (BI uh shr). The biosphere includes the top part of Earths crust, the waters that cover Earths surface, and the atmosphere that surrounds Earth. The biosphere is made up of different environments. Different kinds of organisms live in each environment. For example, a desert environment gets little rain. Organisms that live in a desert environment include cactus plants, coyotes, and lizards. Tropical rain forest environments get a lot of rain and warm weather. Parrots, monkeys, and tens of thousands of other organisms live in tropical rain forests.
Ecosystems
An ecosystem is all the organisms living in an area and the nonliving parts of that environment. In a prairie ecosystem, the living organisms include bison, grass, and birds. Water, sunlight, and soil are nonliving parts of the ecosystem. Ecology is the study of interactions that occur among organisms and their environments. Scientists who study these interactions are ecologists.
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Biomes Scientists divide Earth into different biomes (BI ohmz). A biome is a large geographic area with similar climate and ecosystem. A biome is made up of the plants and animals that have adapted to the soil and climate of the region. Many different ecosystems are found in a biome.
Populations
Organize Make a two-tab
concept map Foldable, as shown below. List facts about the living factors and the nonliving factors that help an organism survive in its habitat.
Organisms Ability to Survive in Its Habitat
Living Factors
Nonliving Factors
A population is all organisms of the same species that live in an area at the same time. For example, all the bison in a prairie ecosystem make up one population. Ecologists often study how populations in an ecosystem interact. For example, they might study a prairie ecosystem. How does grazing by bison affect prairie grasses and the insects that live in the grass? By studying the interactions of organisms in a place, ecologists are studying a community. A community is all the populations of all species living in an ecosystem, as shown in the gure below.
organism
population
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Picture This
2.
community
Habitats
The place in which an organism lives is called its habitat. In a forest ecosystem, trees are the habitat of the woodpecker. The forest oor is the habitat of the salamander. An organisms habitat provides the food, shelter, temperature, and the amount of moisture the organism needs to survive.
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that explains how a community is different from an ecosystem.
2. Complete the illustration below to help you understand how scientists organize the living organisms on Earth.
Biosphere 3.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. 1.
Organism
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End of Lesson
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Lesson
how organisms get energy for life how organisms interact that every organism occupies a niche
Read to Learn
Obtaining Energy
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Living organisms need a constant supply of energy. The Sun provides the energy for most of life on Earth. Some organisms use this energy to make energy-rich molecules through photosynthesis. The energy-rich molecules are food for the organism. They are made up of different combinations of carbon, hydrogen, and oxygen atoms. Chemical bonds hold the atoms of these molecules together. Energy is stored in the chemical bonds. During digestion, the molecules break apart and release energy. The organism uses the energy to grow, develop, and stay alive.
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Draw Conclusions To
which consumer group do humans belong? Why?
Organisms that get energy by eating other organisms are called consumers. There are four kinds of consumers. Herbivores, such as rabbits, eat plants. Carnivores, such as frogs, eat other animals. Omnivores, such as pigs, eat both plants and animals. Decomposers, such as earthworms, consume wastes and dead organisms. Decomposers help recycle once-living matter.
Picture This
2.
Identify Beneath the gure, write the food chain in words, using arrows to show relationships.
Symbiotic Relationships
Organisms may share food and other resources. Any close relationship between species is called symbiosis.
What is mutualism?
A symbiotic relationship in which both species benet is called mutualism (MYEW chuh wuh lih zum). Ants and acacia trees illustrate mutualism. The ants protect the tree by attacking any animal that tries to feed on it. The tree provides food and a home for ants.
Contrast Make a three-tab Foldable, as shown below. Use the Foldable to describe the three kinds of symbiosis.
Mutualism
What is commensalism?
A symbiotic relationship in which one organism benets and the other one is not affected is called commensalism (kuh MEN suh lih zum). For example, a sea anemone has tentacles that have a mild poison. The clown sh is not harmed by the poison. It swims among the tentacles and is protected from predators. The clown sh benets, but the sea anemone is not helped or hurt.
Commensalism
Parasitism
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What is parasitism?
A symbiotic relationship in which one organism benets and one is harmed is called parasitism (PER uh suh tih zum). An example of this relationship is a pet dog and roundworms. A roundworm sometimes attaches itself to the inside of the dogs intestine. It feeds on the nutrients in the dogs blood. The dog may have abdominal pain and diarrhea. Sometimes the dog may die. In this relationship, the roundworm benets, but the dog is harmed.
Niches
Hundreds of species might live in one habitat. For example, a rotting log is home to many species. Spiders, ants, termites, and worms are some species that live on or under the rotting log. Although many species use the log as their habitat, the species do not compete for resources. This is because each species needs different things to survive. So, each species has its own niche (NICH). An organisms niche is its role in its environmenthow it obtains food and shelter, nds a mate, cares for its young, and avoids danger. Special adaptations that improve survival are often part of an organisms niche. For example, a poison in milkweed plants stops many insects from eating them. Monarch buttery caterpillars have an adaptation that lets them eat milkweed. When they eat milkweed, the caterpillars become slightly poisonous. Birds avoid eating these caterpillars because they know that the caterpillars and adult butteries have an awful taste and can make them sick.
3.
4.
Explain How do predators increase the number of different species that can live in an ecosystem?
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that explains the difference between consumers and producers.
2. Choose one of the question headings in the Read to Learn section. Write the question in the space below. Then write your answer to that question on the lines that follow.
Write your question here.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
End of Lesson
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Lesson
Y
Standard 3.e: Explain energy ow in a specied ecosystem. (DOK 2)
the difference between a food chain and a food web how energy ows through ecosystems how materials such as water, carbon, and nitrogen are recycled
Read to Learn
Energy Flow Through Ecosystems
Organisms interact with members of their own species and members of other species. Most of the interactions among members of different species occur when one organism feeds on another. When one organism is food for another organism, some of the energy in the rst organism (the food) is transferred to the second organism (the eater). Producers are organisms that take in and use energy from the Sun or some other source to produce food. Plants are examples of producers. Consumers are organisms that take in energy when they feed on producers or other consumers. When organisms die, other organisms called decomposers take in energy as they break down the remains of organisms. The movement of energy through a community can be shown as a food chain or a food web.
Study Coach
Describe Create a four-tab Foldable, as shown below, to describe food chains. Write the specic species in a food chain as you read.
Plant
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Food Web
A food web is a series of overlapping food chains that exist in an ecosystem. It shows a more complete model of the way energy moves through an ecosystem. Food webs show that organisms are part of more than one food chain in an ecosystem. Humans are a part of several food chains. Most people eat foods from several different levels of a food chain.
Picture This
1.
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2.
After the carbon is returned to the atmosphere, the cycle begins again.
Picture This
3.
Identify Circle the object in the gure that removes carbon dioxide from the air.
Nitrogen is found in proteins and nucleic acids. Nitrogen cycles through the atmosphere to producers then to consumers. The matter that organisms need to live is constantly recycled in the biosphere.
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that explains why a food web gives a more complete picture of an ecosystem than a food chain does.
2. Choose one of the question headings in the Read to Learn section. Write the question in the space below. Then write your answer to that question on the lines that follow.
Write your question here.
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End of Lesson
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Lesson
Genetic Engineering
Z
Standard 3.f: Develop a logical argument for or against research conducted in selective breeding and genetic engineering, including (but not limited to) research conducted in Mississippi. (DOK 3)
the importance of advances in genetics the steps in making genetically engineered organisms
Read to Learn
Why is genetics important?
New developments in genetic research are happening all the time. The principles of heredity are being used to change the world.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Genetic Engineering
Genetic engineering is the use of biological and chemical methods to change the arrangement of DNA that makes up a gene. One use for genetic engineering is to produce large amounts of different medicines. Genes also can be inserted into cells to change how those cells perform their normal functions. Genetic engineering researchers are also looking for new ways to improve crop production and quality. Describe Make a three-tab
book, as shown below. Use the Foldable to describe genetic engineering, recombinant DNA, and gene therapy.
Genetic Recombinant engineering DNA Gene Transfer
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1.
Cold virus
Nucleus
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Picture This
2.
Lung
Explain Use the gure to explain to a partner how gene transfer works.
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Identify What is
agricultural biotechnology?
Refer to page vi for the locations of Thad Cochran National Warm Water Aquacultural Center and Animal Functional Genomics Laboratory.
Can technology stop world hunger? Not everyone in the world has enough food. Hunger is a worldwide problem, but technology can help. Technology can affect the food supply. Researchers at Mississippi State University are investigating ways to improve food production. Agricultural biotechnology are scientic techniques used to create or improve plants or animals. For example, changing the DNA of a plant, such as corn, can change its nutritional value or produce a larger crop. Controversy Bioengineering has potential benets and potential dangers. Some people argue that humans shouldnt change a species genes or that changed species may harm the natural world. New kinds of crops may create new kinds of poisons and allergies. Some people think that more food is not needed to feed the world population. They argue that enough food is now being produced, but the food is not distributed equally throughout the world. Technology which may not always be the answer to human problems, is not always easy. There are many obstacles and issues involved.
Selective Breeding
4. Conclude How does
selective breeding inuence the frequency of desired traits in a population?
Humans were involved with genetic engineering long before they knew what genes were. When farmers bred the calves of the best milk-producing cow, they were using selective breeding. Selective breeding is the process by which desired traits of certain plants and animals are selected and passed onto future generations. Selective breeding takes time. Several generations of offspring need to be bred before the desired trait becomes common in the population. Selective breeding increases the frequency of desired traits in a population. An example of successful selective breeding is found in dairy cows. Today, the average dairy cow produces three times more milk than the average dairy cow did 50 years ago. This means that fewer than half the number of cows are needed to produce the same amount of milk.
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1. Review the term and its denition in the Mini Glossary. Write a sentence that explains how genetic engineering can improve crop plants.
2. Complete the concept web below to show three kinds of genetic engineering and the methods used to carry them out.
Genetic Engineering
Method
Method
Method
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End of Lesson
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Lesson
AA
Standard 3.h: Describe how an organism gets energy from oxidizing its food and releasing some of its energy as heat. (DOK 1)
how plants take in and give off gases the differences and similarities between photosynthesis and respiration why photosynthesis and respiration are important
Read to Learn
Taking in Raw Materials
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
Plants make their own food using the raw materials water, carbon dioxide, and inorganic chemicals in the soil. Plants also produce wastes.
Picture This
1.
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Picture This
2.
Cuticle
Guard cells
3.
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Describe Use two quarter-sheets of notebook paper, as shown below, to take notes about photosynthesis.
Light-dependent reactions Light-independent reactions
6CO2
carbon dioxide
6H2O
water
light energy
C6H12O6
glucose
6O2
oxygen
What happens to the oxygen and glucose that are made during photosynthesis?
Most of the oxygen produced during photosynthesis is a waste product and is released through the stomata. Glucose is the main form of food for plant cells. A plant usually produces more glucose than it can use. The extra glucose is stored in plants as other sugars and starches. When you eat carrots or potatoes, you are eating the stored product of photosynthesis.
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149
Photosynthesis produces food. Photosynthesis uses carbon dioxide and releases oxygen. This removes carbon dioxide from the atmosphere and adds oxygen to it. Most organisms need oxygen to live. About 90 percent of the oxygen in the atmosphere today is a result of photosynthesis.
6O2
oxygen
6CO2
carbon dioxide
6H2O
water
energy
Picture This
6.
Identify Circle the part of the cell where cellular respiration occurs. Highlight the waste products of cellular respiration.
Before cellular respiration begins, glucose molecules in the cytoplasm are broken down into two smaller molecules. These molecules enter a mitochondrion, where cellular respiration takes place. Oxygen is used and molecules break down into water and carbon dioxide and energy is released. The gure below shows cellular respiration in a plant cell.
Mitochondrion C6H12O6 Small molecules Oxygen is used in the mitochondrion to break down these two molecules. O2 H2O In the cytoplasm, each glucose molecule is broken down into two smaller molecules. Water and carbon dioxide are waste products of cellular respiration. CO2
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Picture This
7.
The waste product carbon dioxide also is important. Cellular respiration returns carbon dioxide to the atmosphere, where plants and some other organisms use it for photosynthesis.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Picture This
8.
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1. Review the terms and their denitions in the Mini Glossary. Write one or two sentences that explain the difference between photosynthesis and cellular respiration.
2. Choose one of the question headings in the Read to Learn section. Write the question in the space below. Then write your answer to that question on the lines that follow.
Write your question here.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. How did your notes help you summarize what you read in this section?
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Lesson
BB
Standard 3.h: Describe how an organism gets energy from oxidizing its food and releasing some of its energy as heat. (DOK 1)
how body systems work together how negative feedback mechanisms help the body maintain homeostasis differences between negative and positive feedback mechanisms
Read to Learn
Body System Connections
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
Organ systems in your body are interdependent. The organ systems depend on each other and work together to carry out important life processes.
Make Flash Cards Write each vocabulary word or term on one side of the ash card and the denition on the other side. Keep quizzing yourself until you know the meanings of all the terms.
Feeding Cells
The foods you eat are lled with the chemicals that your body needs to grow strong and healthy. Organ systems help distribute these chemicals throughout your body for energy, growth, repair, and other important functions.
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Tongue
Stomach
Gallbladder
Picture This
1.
Identify Highlight the two structures where food is absorbed into the blood.
Pancreas Small intestine Large intestine Protein Fats Carbohydrates Vitamins and minerals Water Enzymes
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Appendix
Anus
2.
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Picture This
4.
Identify Highlight the structures in the gure that are used to exchange oxygen and carbon dioxide.
155
Both
In a negative feedback mechanism, the body changes an internal condition back to its normal state. The responses your body makes to exercise and to being overheated are examples of negative feedback. Blood pressure also is controlled by a negative feedback system. If blood pressure rises, special cells send a message to the brain. The brain responds by sending a message to the heart to slow down. Slowing the heart causes blood pressure to decrease.
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6.
Picture This
7.
Baby is pushed against opening of birth canal
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1. Review the terms and their denitions in the Mini Glossary. Select a term and write a sentence that explains to which organ system the term belongs.
2. Describe negative and positive feedback mechanisms in the Venn diagram below. Then write what both have in common in the overlapping area.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
End of Lesson
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Lesson
Earths Interior
CC
Standard 4.a: Compare and contrast the lithosphere and the asthenosphere. (DOK 1) Also covers: 4.b
about Earths interior layers how and why Earths plates move
Read to Learn
Clues to Earths Interior
If someone gives you a wrapped present, how can you gure out what it is? You might hold it and shake it gently to nd some clues. Even though you cant see whats inside, these clues can help you gure out what it might be. The observations you make are called indirect observations. Scientists do the same thing when they try to learn about Earths interior. Since it is not possible to directly observe what is deep inside Earth, scientists gather clues from earthquakes and rocks on the surface of Earth. These clues are indirect evidence about Earths interior.
Study Coach
Sticky-note Discussion
As you read, use sticky notes to mark pages you nd interesting or have a question about. Share the interesting fact or question with another student in your class or your teacher.
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Earths Layers
Based on evidence from seismic waves and exposed rocks, scientists have made a model of Earths interior. The model shows that Earths interior has four different layers. These layers include the inner core, the outer core, the mantle, and the crust. In some ways, Earths structure is similar to a peach, as shown in the gure. A peach has a thin skin covering the thick, juicy part that you eat. Under that is a large pit that surrounds a seed in the center.
Picture This
1.
Identify The peach pit has a seed inside. Color the center of the pit red to show where the seed lies. This is similar to where Earths inner core is located.
2.
160
Explain How did scientists determine that Earths outer core is liquid?
Outer core
Picture This
Inner core
4.
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Earths Structure
Earths structure is made up of four layers. It can also be divided into other layers. These layers are based on physical properties that change with depth beneath the surface. Density, temperature, and pressure are three properties that change as depth changes. These three properties are lowest in the crust and greatest in the core. Earth has two types of crustscontinental crust and oceanic crust. The continental crust is composed of granite rock, which has a density of 2.8 g/cm3. The oceanic crust is composed of basaltic (buh SAWL tihk) rock, which has a density of 2.9 g/cm3.
5.
Identify Name the three properties that change as you go deeper inside Earth.
Earths Plates
Even though the crust is separated from the mantle, the rigid uppermost part of the mantle moves with the crust. The rigid upper part of Earths mantle and the crust is called the lithosphere. The lithosphere is broken into about 30 sections, called plates. A plate is a section of Earths lithosphere that moves around slowly on another part of the mantle, called the asthenosphere. Plates can move because the asthenosphere below them is liquid and plasticlike. The gure below shows the lithosphere which is composed of crust and the uppermost part of the mantle. The asthenosphere, a plastic-like layer, is also shown.
Oceanic crust
Picture This
6.
Asthenosphere
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CARIBBEAN PLATE
PACIFIC PLATE
NAZCA PLATE
Plate Boundaries
The places where the edges of different plates meet are called plate boundaries. The constant movement of plates creates forces that affect Earths surface at the boundaries of the plates. At some boundaries, the forces are strong enough to cause mountains to form. At other boundaries, rift valleys and volcanoes form. At a third type of boundary, faults form. A fault is a large break in rocks along which movement occurs. The movement can cause earthquakes.
Picture This
7.
Locate and Label On the map, circle a place where two plates are moving apart. Draw a box around a place where two plates are moving together.
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Sometimes two plates move away from each other because of pulling forces that act in opposite directions on each plate. This pulling force is called tension. If tension continues to pull two plates apart, large slabs of rock may sink. This forms an area called a rift valley. Another result of plates separating is the formation of new crust. New crust forms in gaps where the plates pull apart. As tension continues along these boundaries, new gaps form. Then the gaps are lled in by magma that is pushed up from Earths mantle. Over time, the magma in the gaps cools to become new crust. This process of plates separating and new crust forming takes place under the oceans at places called mid-ocean ridges.
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164
Picture This
9.
10.
Determine When plates become cooler, do they become more dense or less dense?
165
1. Review the terms and their denitions in the Mini Glossary above. Write a sentence explaining how each of the following pairs of words is related. a. crust and fault
3. You used sticky-notes to mark pages that had interesting or difcult information. Did this strategy help you learn about Earths layers and plates? Explain why or why not.
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166
Lesson
DD
Standard 4.a: Compare and contrast the lithosphere and the asthenosphere. (DOK 1) Also covers: 4.b
how different types of mountains form forces that shape Earths mountains
Read to Learn
Building Mountains
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
Mountains tower over the surrounding land, offering spectacular views from their tops or from the areas around them. The highest mountain peak in the world is Mount Everest in the Himalaya in Asia. It is more than 8,800 m above sea level. In the United States, the highest mountain is more than 6,000 m high. There are four main types of mountainsfault-block, folded, upwarped, and volcanic. Since they form in different ways, these mountains have different looks and sizes.
Organize Information
Make a Foldable as shown to help organize information on each kind of mountain.
fault-block mountain folded mountain
unwarped mountain
volcanic mountain
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Picture This
1.
2.
168
3.
Identify What type of mountains form when forces inside Earth push up the crust?
Picture This
4.
Vent As magma flows up the pipe, it reaches the surface at an opening called the vent.
Crater This bowl-shaped part of the volcano surrounds the vent. Lava often collects here before it flows down the slope.
Pipe Magma flows through this nearly vertical crack in the rock called the pipe. Magma Chamber Magma that has been forced upward forms and fills a large pocket under the volcano. This pocket is called the magma chamber.
Magma The hot, molten mixture of rock material and gases is called magma.
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Lava Vent Ocean Underwater volcano Magma Ocean Lava layers Volcano Ocean
Picture This
5.
6.
170
7.
Picture This
8.
Observe Is the larger amount of ice in the icebergs above or below the water?
171
1. Review the terms and their denitions in the Mini Glossary. In your own words, explain the principle of isostasy.
2. Complete the chart to show what type of mountain is formed from each type of force.
Forces that form mountains Compression forces Tension forces Subduction Forces inside Earth push up the crust
3. In this lesson you used two-column notes to help you learn the information. Was this a helpful strategy? Would you use it again? Explain why or why not.
End of Lesson
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Lesson
Earthquakes
EE
Standard 4.b: Describe the cause and effect relationship between the composition of and movement within the Earth's lithosphere. (DOK 1)
how energy from an earthquake reaches points on Earths surface about primary, secondary, and surface waves produced by earthquakes how to recognize earthquake hazards and prepare for them
Read to Learn
What causes earthquakes?
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have you ever bent a stick? If so, you probably noticed that it changes shape while you are bending it and springs back when you stop. But if you dont stop bending the stick, it changes permanently. If its elastic limit is passed, the stick may break. As it breaks, you can feel vibrations in the stick.
Organize Information
Construct a three-tab Foldable as shown. Under the tabs, write information about faults.
Normal Faults
Reverse Faults
Strike-Slip Faults
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Types of Faults
Normal fault
Reverse fault
Strike-slip fault
Picture This
1.
What is a fault?
When part of a rock breaks, rocks on either side move as a result of elastic rebound. The surface where rocks break and move is called a fault. Rocks can break in different ways, depending on the forces that cause the break. The gures above show three different faults, a normal fault, a reverse fault, and a strike-slip fault.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Lesson EE Earthquakes
2.
Picture This
3.
1.
Fault
Focus 2.
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4.
5.
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Lesson EE Earthquakes
16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
Picture This
6.
First S wave
e rv cu
5 min
ve wa S- First P wave
Picture This
7.
Interpret On the map, which seismograph station is closest to the epicenter of the earthquake?
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Calculate How much more energy is released from an earthquake with a magnitude of 8 than from an earthquake with a magnitude of 6? Show your work in the box.
Richter (RIHK tur) magnitude is based on the measurements of heights of seismic waves as they are recorded on seismographs. Scientists use this information to determine the Richter magnitude of an earthquake. Richter magnitude describes how much energy an earthquake releases. Very weak earthquakes have low magnitudes like 1.0 on the Richter scale. Strong earthquakes have high magnitudes in the range of 6 to 7. For every increase of 1.0 on the Richter scale, an earthquake actually releases 32 times more energy. This means that an earthquake with a magnitude of 7.5 releases 32 times more energy than an earthquake with a magnitude of 6.5.
9.
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Lesson EE Earthquakes
Earthquake Safety
You have read about the destruction earthquakes can cause. If the area you are in has had earthquakes before, chances are it will again. You can prepare for that.
10.
Explain What is one thing you can do to make your home safer during an earthquake?
11.
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1. Review the terms and their denitions in the Mini Glossary. Write two sentences explaining how earthquakes are measured. Use at least three glossary words.
____________________________ waves
___________________ waves Slowest waves Largest waves Cause most destruction Travel on Earths surface
3. You underlined key terms and main ideas in each paragraph in this lesson. Did this strategy help you learn more about earthquakes? Would you use it again?
End of Lesson
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Lesson EE Earthquakes
Lesson
Volcanoes
FF
Standard 4.b: Describe the cause and effect relationship between the composition of and movement within the Earths lithosphere. (DOK 1)
how volcanoes form how volcanoes affect humans about three types of volcanoes ways that volcanoes add material to Earths surface
Read to Learn
How do volcanoes form?
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
Inside Earth is a layer of hot, liquid rock material called magma. Most of the time magma remains deep inside Earth. Sometimes, however, it is forced to the surface. Rising magma can lead to an eruptionan event where magma, solids, and gas spew onto Earths surface. A volcano is a cone-shaped hill or mountain formed when hot magma, solids, and gas erupt onto Earths surface. When magma ows to Earths surface, it is called lava. Volcanoes have circular holes called craters. Lava can ow gently or explode violently out of the crater. Some violent eruptions throw lava and rock thousands of meters into the air.
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Picture This
1.
Forms of Volcanoes
The gure above shows a view inside a volcano forming where a denser plate sinks under a less dense plate. The magma is rising toward Earths surface. Volcanoes can cause great destruction. But they also can add new material to Earths surface. The way volcanoes add this new material to Earths surface varies greatly. Different types of eruptions produce different types of volcanoes.
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Lesson FF Volcanoes
Picture This
3.
50 km
0.5 km
Shield volcano
Organize Information
Construct a four-tab Foldable as shown to record information about volcanoes.
Shield volcanoes Cinder cone volcanoes Composite volcanoes Fissure eruptions
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Crater
6 km
Picture This
5.
WASHINGTON
Range
Pacific Ocean
Cascade
IDAHO
OREGON
100 km
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Lesson FF Volcanoes
1. Review the terms and their denitions in the Mini Glossary. Write two to three sentences using at least two terms to describe different volcanic eruptions.
2. Compare shield volcanoes to cinder cone volcanoes, using this Venn diagram. In the middle, write things that the two types of volcanoes have in common. On each side, write things that are different.
Cinder cone volcanoes
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. In this lesson you made ash cards. How did the ash cards help you to learn about volcanoes?
Visit glencoe.com to access your textbook, interactive games, and projects to help you learn more about volcanoes.
End of Lesson
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Lesson
Earths Weather
GG
Standard 4.c: Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict the weather. (DOK 2)
Study Coach
Read to Learn
Weather
A weather bulletin has been issued for your area. Heavy snow is expected during the night. Will the schools be closed? Will people be able to get to work? How might this weather affect your family? Weather describes the current condition of the atmosphere, including temperature, cloud cover, wind speed, wind direction, humidity, and air pressure. A meteorologist (mee tee uh RAH luh jist) uses this information to forecast, or predict, the weather.
Mapping Denitions As
you read, make a denition map to describe and dene vocabulary words. Your map should include questions about each word, such as, What is it? and What are some examples?
Organize Information
Make the following Foldable to help you organize information about Earths weather.
temperature
What is temperature?
Recall that the Suns energy powers the water cycle. In fact, the Sun is the source of almost all of the energy on Earth. When the Suns rays reach Earth, energy is absorbed. As gas molecules absorb more energy, they move faster and farther apart. Temperature is a measure of how fast air molecules are moving. The faster the molecules move, the higher the temperature. Temperature is measured with a thermometer. A thermometer has a scale divided into degrees. The two scales commonly used to measure temperature are the Celsius and Fahrenheit scales.
clouds
precipitation
wind
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Picture This
1.
2.
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What is humidity?
As air warms up, it can cause water that is touching it to evaporate and form water vapor. Humidity is the amount of water vapor in the atmosphere. Warm air causes evaporation to occur more quickly. Warm air also can hold more moisture. When air is holding as much water vapor as it can, it is said to be saturated and condensation may occur. The dew point is the temperature at which air becomes saturated and condensation can occur. Youve probably seen water droplets form on the outside of a can of cold soda. The cold can cooled the air around it to its dew point. The water vapor in the air condensed, forming water droplets on the soda can. Something similar occurs when you see dew. Air near the ground cools to its dew point, and then water vapor condenses and forms dew. If temperatures are near 0C, frost may form.
3.
Clouds
4.
One of the best signs that Earths atmosphere is in motion is the presence of clouds. A cloud forms when air rises, cools to its dew point, and becomes saturated. Water vapor then condenses onto small particles in the air. If the temperature is warm, the clouds are made up of small drops of water. If the temperature is cold, the clouds are made up of small ice crystals. Clouds are classied according to the height above Earths surface at which they form. The most common classication method separates clouds into low, middle, or high groups.
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Some clouds form so high in the atmosphere that they are made up entirely of ice crystals. These are known as the high-cloud group. They include the high, wispy cirrus (SIHR us) clouds. They also include cirrostratus clouds, which are high, layered clouds that can cover the entire sky. Some clouds extend from low levels to high levels of the atmosphere. These are clouds of vertical development. The most common type is cumulonimbus (kyew myuh loh NIHM bus) clouds. The term nimbus usually means the cloud creates precipitation. Cumulonimbus clouds produce the heaviest rains of all. Known as thunderstorm clouds, they start to form at heights of less than 1,000 m but can build to more than 16,000 m high.
5.
Draw Conclusions
Which of these clouds means that a thunderstorm is on the way? a. b. c. d. altocumulus altostratus cirrus cumulonimbus
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Precipitation
Compare and contrast
Make a four-tab Foldable as shown. As you read, take notes on how the four forms of precipitation are similar and different.
Rain
Rain, freezing rain, sleet, snow, and hail are all forms of precipitation. Precipitation forms when drops of water or crystals of ice become too large to be suspended in a cloud and fall to Earth. The type of precipitation that falls depends on temperature. For example, rain falls when the air temperature is above freezing. However, if the air at high altitudes is above freezing while the air near Earths surface is below freezing, the result might be freezing rain.
Hail
Sleet
Snow
Picture This
6.
Cloud droplets
Hail Warm
Rain
Snow
Sleet
Hail
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Wind
Warmer air is less dense and moves upward. This causes regions of low air pressure. When cooled, the molecules in air move closer together. The air becomes more dense and sinks. This forms regions of high air pressure. Air moves from areas of high pressure to low pressure. This movement is called wind. The greater the difference in temperature or pressure between two areas, the stronger the wind.
7.
Look at the gure. North pole You can see that the Suns rays strike Earth at a higher angle near Sun's rays Equator the equator than near the poles. This is why tropical areas heat up more than polar South pole regions do. Warm air ows toward the poles from the tropics. Cold air ows from the poles toward the equator. But the moving air doesnt ow in a straight line. Because Earth rotates, winds are pushed to their right in the northern hemisphere and to their left in the southern hemisphere. This is known as the Coriolis (kor ee OH lus) effect.
Picture This
8.
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Air at the equator is heated by the rays of the Sun. This air expands, becomes less dense, and gets pushed upward. At about 30 latitude, the air is somewhat cooler. This air sinks and then ows toward the equator. As this air ows, it is turned by the Coriolis effect. The result is steady winds that blow from east to west. These steady winds are called the trade winds. Trade winds are also called tropical easterlies.
Picture This
10.
Wind belts Sinking air Rising air Surface winds High 60 N 30 N Low 0 Equator High 30 S 60 S Low High Low Polar easterlies
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
High
Prevailing westerlies Trade winds Trade winds Prevailing westerlies Polar easterlies
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1. Review the terms and their denitions in the Mini Glossary. Choose a term and write a sentence in which you provide an example of that term.
2. Complete the concept map to show factors that affect Earths weather.
air pressure
_______________________
Earths Weather
_______________________
_______________________
wind
3. As you read this lesson, you made denition maps for the vocabulary words you learned. How did the mapping strategy help you? What is another strategy you could use to help you learn new vocabulary?
Visit glencoe.com to access your textbook, interactive games, and projects to help you learn more about Earths weather.
End of Lesson
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Lesson
Weather Forecasts
HH
Standard 4.c: Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict the weather. (DOK 2)
how data are collected for weather maps and forecasts what symbols are used on a weather map
Study Coach
Read to Learn
Weather Observations
By looking at the thermometer or at clouds in the sky, you can tell things about the weather. Certain things about weather you know just from where you live. For example, if you live in Florida, you know that it will probably be warm and sunny.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Weather Radar A weather radar system detects specic locations of precipitation. Weather radar does not track the location of clouds. From collected data, meteorologists can determine the distance to precipitation and its location. The Doppler Effect Have you listened to an ambulance siren as the ambulance sped toward you, then passed you? The pitch gets higher as the ambulance moves toward you. It gets lower as the ambulance moves away from you. The Doppler effect is the change in frequency or pitch of a sound wave when the source of a sound moves compared to the listener. The National Weather Service uses Weather Surveillance Radar-1988 Doppler, which is based on the Doppler effect of moving waves. Norman, Oklahoma, was the site of the rst Doppler radar installation, which is shown below. Analysis of Doppler radar can be used to determine the speed at which precipitation moves toward or away from the radar station. Doppler radar can also provide a good estimation of the wind speeds associated with precipitation areas, such as thunderstorms or tornados.
1.
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Weather Satellites
In addition to communications, one of the main uses of satellites orbiting Earth is to observe weather. Cameras mounted aboard a weather satellite take photos of Earth at regular intervals. A weather satellite can use infrared, visible-light, or water-vapor imagery to observe the atmosphere. Infrared Imagery Some weather satellites use infrared imagery to make observations at night. Using this imagery, meteorologists can determine a cloud's temperature, its type, and its altitude. Infrared imagery can be used to establish a storms potential to produce severe weather. Visible-light Imagery Some satellites use cameras that require visible light to photograph Earth. Unlike weather radar, satellites track clouds but not necessarily track precipitation. By using weather radar and visible-light imagery, meteorologists can determine where both clouds and precipitation are occurring. Water-vapor Imagery Another type of satellite used for weather forecasting is called water-vapor imagery. Water vapor is an invisible gas and cannot be photographed directly. Water vapors can absorb and emit infrared radiation at certain wavelengths. Many weather satellites have sensors that are able to measure the amount of water vapor present in the atmosphere. Water-vapor imagery is a valuable tool for meteorologists. It shows moisture in the atmosphere, not just cloud patterns.
3.
2.
Identify Which imagery is used to determine a clouds temperature? a. Water-vapor imagery b. Visible-light imagery c. Infrared imagery
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Forecasting Weather
Meteorologists gather information and make predictions about weather in the future. Because storms can be dangerous, it is important to know if a storm is coming. The National Weather Service uses two sources to predict the weather. They collect information, or data, from the upper atmosphere. They also collect data from Earths surface. Organize Make a Foldable
like the one shown below to help you learn about weather forecasts.
Meteorologist Weather Symbols
Barometric Pressure
Air pressure is the pressure that a column of air exerts on the air below it. Atmospheric pressure decreases with height. Therefore, air pressure is higher close to Earths surface than at high altitudes. Typical barometers, like the one shown below, measures air pressure in millibars (mb). This pressure is referred to as barometric pressure in a weather forecast. Barometric pressure is measuring air pressure in millibars. Knowing the barometric pressure of different areas helps meteorologists predict the weather.
4.
Weather Map
Weather Instruments
Computer Modeling
Computers have been used to help meteorologists look at the weather over a long period of time. The rst computer weather model was in 1954. With advances in computer technology, computer weather modeling has improved. Computer models can describe the changes in the weather by using mathematical equations.
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Station Models Meteorologists gather data from Earths surface. Then this data is recorded on a map. A station model shows weather conditions at a specic location using symbols on a map. Information coming from station models and from instruments in Earths atmosphere is put into computers and helps forecast weather.
5.
Picture This
6.
1000 1008
sss ss
1000
1008
1008
HIGH 1032
1024
1016
s
Legend Cold front Warm front Occluded front Stationary front Isobar Precipitation 1016
ss sss sss ss
1024
172 4 Tucson
Dallas 68 LOW
1016
LOW
101 6
1024
198
sssssssss sss s
HIGH
ss
Miami 1024
4 85 24 4 75
100 8 LOW
s
s sss
6 101
4 102
HIGH
1. Review the terms and their denitions in the Mini Glossary. Then write a sentence explaining the difference between an isobar and an isotherm.
2. Arrange the following events in order to show how a meteorologist studies weather and uses information.
A meteorologist: forecasts weather gathers data on weather conditions makes weather maps First
Second
Third
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End of Lesson
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Lesson
Resources
II
Standard 4.d: Research the importance of the conservation of renewable and nonrenewable resources, including (but not limited to) Mississippi, and justify methods that might be useful in decreasing the human impact on global warming. (DOK 3)
the difference between renewable and nonrenewable resources how fossil fuels are used alternatives to using fossil fuels
Read to Learn
Natural Resources
An earthworm eats decaying plant material. A robin catches the worm and ies to a tree. The leaves of the tree use sunlight during photosynthesis. Leaves fall to the ground and decay. What do these living things have in common? They rely on Earths natural resources. Natural resources are the parts of the environment that are useful or necessary for the survival of living organisms. Like other organisms, humans need food, air, and water. Humans also use resources to make everything from clothes to cars.
Study Coach
Identify the Main Idea As you read this lesson, organize notes into two columns. On the left, list a main idea about the material in each subhead. On the right, list the details that support the main idea.
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1.
Fossil Fuels
Coal, oil, and natural gas are nonrenewable resources that supply energy. Most of the energy you use comes from these fossil fuels, as you can see in the gure below. Fossil fuels are fuels formed in Earths crust over hundreds of millions of years. Cars are powered by gasoline, which is made from oil. Many power plants use coal to produce electricity. Natural gas is used for heating and cooking.
Picture This
2.
Identify On the circle graph, outline the sections that represent fossil fuels. On the line below, write the percentage of U.S. energy that comes from sources other than fossil fuels.
Explain Make a two-tab book using notebook paper, as shown below. Make notes about the effects of fossil fuels and alternatives to fossil fuels.
Alternatives to fossil fuels
Fossil fuels
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Lesson II Resources
Reducing the Use of Fossil Fuels You can turn off the television when you are not watching it. This will reduce the use of electricity. You can ride in a car pool or use public transportation to reduce the use of gasoline. Walking or riding a bicycle also can reduce the use of fossil fuels.
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Picture This
5.
Uranium atom
The collision splits the atom, releasing more neutrons, which collide with other atoms. This produces heat.
A fast-moving neutron from the nucleus of a uranium atom crashes into another atom.
Neutron
Determine What do PV
cells use to produce electricity?
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Lesson II Resources
1. Review the terms and their denitions in the Mini Glossary. Write a sentence that explains the difference between renewable and nonrenewable resources.
2. Complete the chart below to compare the advantages and disadvantages of using each of the following forms of energy.
Energy Source
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Advantages
Disadvantages
fossil fuels
hydroelectric power
wind power
nuclear power
geothermal power
solar power
Visit glencoe.com to access your textbook, interactive games, and projects to help you learn more about resources.
End of Lesson
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Lesson
Pollution
JJ
Standard 4.d: Research the importance of the conservation of renewable and nonrenewable resources, including (but not limited to) Mississippi, and justify methods that might be useful in decreasing the human impact on global warming. (DOK 3)
the types of air pollution the causes of water pollution how erosion can be prevented
Study Coach
Read to Learn
Keeping the Environment Healthy
More than six billion people live on Earth. This puts a strain on the environment. You can help protect the environment by paying attention to how your use of natural resources affects air, water, and land.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Air Pollution
On a still, sunny day in most large cities, you might see a dark haze in the air. The haze comes from pollutants that form when wood or fuels are burned. A pollutant is a substance that contaminates the environment. Air pollution is likely wherever there are cars, airplanes, factories, homes, and power plants. Volcanic eruptions and forest res also can cause air pollution.
Describe Make a trifold book using notebook paper, as shown below. Use the Foldable to describe the three types of pollution.
Air pollution
What is smog?
Smog is a form of pollution that is created when sunlight reacts with pollutants produced by burning fuels. Smog can irritate the eyes and make it difcult for people who have lung diseases to breathe. Smog can be reduced if more people take buses or trains instead of driving. Other vehicles, such as electric cars, that produce fewer pollutants also can help reduce smog.
Water pollution
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Lesson JJ Pollution
Acid Precipitation
Water vapor condenses on dust particles in the air to form droplets. The droplets create clouds. Eventually, the droplets become large enough to fall as precipitationmist, rain, snow, sleet, or hail. Air pollutants from the burning of fossil fuels can react with water in the atmosphere to form strong acids. Acidity is measured by a value called pH. Acid precipitation has a pH below 5.6, as shown in the gure below.
Acid rain Pure water 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
1.
More acidic
Neutral
More basic
Picture This
2.
Greenhouse Effect
When sunlight reaches Earths surface, some of it is reected back into space. The rest is trapped by atmospheric gases. This heat-trapping feature of the atmosphere is the greenhouse effect. Without it, temperatures on Earth would probably be too cold to support life.
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Picture This
3.
Ozone Depletion
Ozone (OH zohn) is a form of oxygen in the atmosphere. Ozone molecules are made of three oxygen atoms. They are formed in a chemical reaction between sunlight and oxygen. The oxygen you breathe has two oxygen atoms in each molecule. The ozone layer is found about 20 km above Earths surface, as shown in the gure at the top of the next page. The ozone layer in Earths atmosphere absorbs some of the Suns harmful ultraviolet (UV) radiation. This radiation can damage living cells.
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Lesson JJ Pollution
CFCs The ozone layer becomes thinner over each polar region during the spring. This thinning of the ozone layer is called ozone depletion. It is caused by pollutant gases, especially chlorouorocarbons (klor oh FLOR oh kar bunz) (CFCs). These gases are sometimes used in the cooling systems of refrigerators and air conditioners. When CFCs leak into the air, they rise in the atmosphere until they reach the ozone layer. CFCs react chemically with ozone, breaking apart the ozone molecules.
Troposphere Earth
Picture This
5.
Identify Add the approximate height at which the ozone layer can be found to the gure.
6.
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What is radon?
Radon is a naturally occurring, radioactive gas that is given off by some types of rock and soil. It has no color or odor. It can seep into basements and lower oors in buildings. Radon exposure is the second leading cause of lung cancer in the United States. Radon detectors sound an alarm if the levels of radon in a building are too high. If radon is present, increasing a buildings ventilation can eliminate any damaging effects.
Water Pollution
Pollutants enter water, too. Air pollutants can drift into water or be washed out of the sky by rain. Wastewater from factories and sewage-treatment plants is often released into waterways. Pollution also occurs when people dump litter and waste into rivers, lakes, and oceans.
7.
Rivers and streams ow into oceans, bringing their pollutants along. Ocean water can be polluted by the wastewater from factories and sewage-treatment plants along the coast. Oil spills also cause pollution. About 4 billion kg of oil are spilled into ocean waters every year.
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Lesson JJ Pollution
Soil Loss
Most plants need fertile topsoil in order to grow. New topsoil takes hundreds or thousands of years to form. Topsoil can be blown away by wind and washed away by rain. The movement of soil from one place to another is called erosion (ih ROH zhun). Eroded soil that washes into a river or stream can block sunlight and slow photosynthesis. It also can harm sh and other organisms. Erosion happens naturally, but human activities increase the rate of erosion. For example, when a farmer plows a eld, soil is left bare. Bare soil is more easily carried away by rain and wind. Some methods of farming can help reduce soil erosion.
9.
Soil Pollution
Soil becomes polluted when air pollutants fall to the ground or when water leaves pollutants behind as it ows through the soil. Soil also becomes polluted when people throw litter on the ground or dump trash in landlls.
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1. Review the terms and their denitions in the Mini Glossary. Choose one of the terms and write a sentence explaining how it can harm the environment.
2. Choose one of the question headings in the Read to Learn section. Write the question in the space below. Then write your answer to that question on the lines that follow.
Write your question here.
3. How do ash cards help you remember what you have read?
End of Lesson
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Lesson JJ Pollution
Lesson
Conservation of Resources
KK
Standard 4.d: Research the importance of the conservation of renewable and nonrenewable resources, including (but not limited to) Mississippi, and justify methods that might be useful in decreasing the human impact on global warming. (DOK 3)
how use of natural resources can be reduced how resources can be reused that many materials can be recycled
Read to Learn
Conservation
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Conserving resources can help prevent shortages of natural resources. It also can slow the growth of landlls and lower levels of pollution. You can conserve resources in several ways. The three Rs of conservation are reduce, reuse, and recycle.
Reduce
You help conserve natural resources when you reduce your use of them. For example, you use less fossil fuel when you walk instead of ride in a car. You also can reduce your use of natural resources by buying only the things that you need. You can buy products that use less packaging or that use packaging made from recycled materials.
Reuse
Another way to conserve natural resources is to use items more than once. Reusing an item means that it can be used again without changing it or reprocessing it. Bring reusable canvas bags to the grocery store to carry home your purchases. Donate outgrown clothes to charity so that others can reuse them.
Describe Make a layered-look Foldable using notebook paper, as shown below. Make notes describing the three Rs of conservation.
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Recycle
If you cannot avoid using an item, and if you cannot reuse it, then you may be able to recycle it. Recycling is a form of reuse that requires changing or reprocessing an item or natural resource. Many communities have a curbside recycling program. Items that can be recycled include glass, paper, and plastics. The gure below shows the rates at which some household items are recycled in the United States. Recycling Rates of Key Household Items
70 60 50 40 30 20 10 0 1990 1995 2000
Picture This
1.
Percent
Aluminum cans
Yard waste
Old newsprint
Steel cans
Identify Make a folded table using notebook paper, as shown below. For each material listed in the rst column, identify a recycled product that is made from it. Write the product in the second column.
Material plastic metals glass paper compost Recycled Products
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2.
Explain In addition to trees, what resources are saved when paper is recycled?
State Name two goals of The Recycling and Solid Waste Reduction Program.
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2. Use the web diagram below to explain the three Rs of conservation. In the ovals, identify the three Rs and include an example of each.
Three Rs of Conservation
End of Lesson
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Lesson
Cycles in Nature
LL
Standard 4.d: Research the importance of the conservation of renewable and nonrenewable resources, including (but not limited to) Mississippi, and justify methods that might be useful in decreasing the human impact on global warming. (DOK 3)
why Earths water cycle is important about the carbon cycle how nitrogen affects life on Earth
Study Coach
Read to Learn
The Cycles of Matter
Imagine an aquarium with water, sh, snails, plants, algae, and bacteria. The tank is sealed so that only light can enter. How can the organisms survive without adding food, water, and air? The plants and algae produce their own food through photosynthesis. They also supply oxygen to the tank. The sh and snails eat the plants and algae and take in the oxygen. The wastes from the sh and snails fertilize the plants and algae. Bacteria decompose those organisms that die. The organisms in this closed environment can survive because the materials are recycled. The environment in the aquarium is similar to Earths biosphere. Earth only has a certain amount of water, carbon, nitrogen, oxygen, and other materials needed for life. These materials are constantly being recycled.
Picture This
1.
218
carbon
nitrogen
Picture This
2.
Identify Complete the gure by labeling the missing steps in the water cycle.
Transpiration
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Condensation
Groundwater
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Picture This
3.
4.
Nitrogen gas is changed into usable compounds by lightning or by nitrogen-fixing bacteria that live on the roots of certain plants.
Animals eat plants. Animal wastes return some nitrogen compounds to the soil.
Animals and plants die and decompose, releasing nitrogen compounds back into the soil.
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5.
Humans have affected the carbon cycle by their combustion of fuels. When fuels such as coal or oil are burned, one by-product of this burning is carbon dioxide. Once released, the carbon dioxide enters the atmosphere and continues in the carbon cycle. When Earths climate changes, the amount of carbon dioxide that recycles among the atmosphere, oceans, and land may also change. Some people hypothesize that if Earths climate gets warmer, the oceans and land will absorb more carbon dioxide. Scientists continue to collect data to study changes in the carbon cycle.
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1. Review the terms and their denitions in the Mini Glossary. Write a sentence that explains how water moves in a cycle.
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End of Lesson
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MM
Standard 4.e: Explain how the tilt of Earths axis and the position of the Earth in relation to the sun determine climatic zones, seasons, and length of the days. (DOK 2)
how to calculate time and dates in different time zones how to distinguish rotation and revolution what causes seasons
Study Coach
Read to Learn
Measuring Time on Earth
The position of the Sun in the sky can help you determine the approximate time of day. When the Sun reaches its highest point in the sky overhead, it is around noon. People have long used the movements of Earth, the Moon, and the Sun to measure time. Around 3,000 B.C., the Babylonians developed a time-keeping method. They saw that the Sun seemed to take a circular path around Earth. So, based on their number system of 60, they divided this circle into 360 parts. The parts are called degrees ( is the degree symbol).
Time
Seasons
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Earth makes one complete turn on its axis in about 24 h. This movement is used to keep track of time. The turning Earth makes the Sun appear to move from east to west across the sky. The time from noon one day until noon the next day is 24 h. Because Earth spins 360 in 24 h, it spins 15 every hour. This led people to set up time zones. A time zone is a 15-wide area of Earth where the time is the same. Ideally, time zones should all be equal in size. However, in places around cities or country borders, the time zone line is adjusted for convenience.
Axis
Picture This
2.
Rot atio n
The rotation of Earth causes this apparent movement of the Sun. The period from noon one day until noon the next day is called a solar day. A solar day is a bit longer than the time it takes Earth to rotate on its axis. This difference is due to Earths changing orbit around the Sun, which makes the Sun appear to move slightly east each day. If, instead of using the Sun, you measured a day by the time a certain star rises above the horizon until it rises again, the day would be a bit shorter. This is called a sidereal day. It is a more accurate measure of the time it takes Earth to rotate on its axis.
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Picture This
More intense covers less area High angle
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Equ ato r
6.
Identify What is an
equinox?
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1. Explain how the tilt of Earths axis affects the equinox and the solstice.
Unequal heating of surface by Sun causes ________ More intense heating during the _________
3. You summarized the parts of this lesson. How did summarizing help you understand the information in this lesson?
End of Lesson
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Lesson
Stars
NN
Standard 4.f: Describe the hierarchical structure (stars, clusters, galaxies, galactic clusters) of the universe and examine the expanding universe to include its age and history and the modern techniques (e.g., radio, infrared, ultraviolet and X-ray astronomy) used to measure objects and distances in the universe). (DOK 2)
classifying stars determining star position and distance understand star temperature and brightness
Read to Learn
Classifying Stars
When you look at the night sky, all stars may appear to look the same. However, each star is unique. Stars vary in age and size. They burn at different temperatures with variable brightness. Astronomers classify stars based on their composition, temperature, and brightness. Astronomers use a variety of tools to study stars. A spectroscope can be used to determine what a star is made of. The spectroscope separates light into a band of colors which include dark lines. This pattern is unique for each star and can be used to infer the composition of the star. By comparing the spectra of different gases in a laboratory, astronomers can determine the composition of a star, as shown in the illustration below.
H
Study Coach
Record Data For this lesson, create a Foldable to record important facts, notes, and new vocabulary about stars.
Stars
Hg
Picture This
1.
Ne 400 nm 500 nm 600 nm 700 nm
Identify What do the dark lines in the band of colors produced by a spectroscope represent?
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Parallax
Astronomers measure the parallax of a nearby star to determine the distance between Earth and the star. Astronomers observe the star at two different times during the year. The star appears to shift back and forth in the sky. They can use the angle of the parallax and the size of Earths orbit to calculate the distance to the star, as shown in the illustration below. The closer the star is to Earth, the greater the parallax.
3.
Earth in January
Earth in July
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Lesson NN Stars
Our universe is enormous. Astronomers use a unit called a light-year to measure distance in space. Distances between stars and galaxies and even the distance between Earth and the Sun can be measured in light-years. A light-year is the distance light travels in one year. Light travels 300,000 km/s through space. The distance light travels in one year is equal to 9.461 1012 km. The closest star to Earth, other than the Sun, is Proxima Centauri, located 4.2 light-years away, a distance equal to 3.974 1013 km.
Applying Math
4.
Star Color
The color of a star indicates its temperature. For example, the hottest stars are a blue-white color. Stars that have medium temperatures, like the Sun, are yellow. The coolest stars are orange or red. You can compare the color of a star to the parts of a ame in a campre. The hottest part of the ame is often blue, while the coolest part furthest from the heat source is red. Star color can be used to classify and name a star.
5.
Explain How does a stars color provide information about its temperature?
Stars are classied based on their surface temperature and brightness. Stars were originally classied based on composition, but further examination of spectra made it possible for astronomers to estimate temperature. In the early 1900s, two astronomers named Ejnar Hertzsprung and Henry Russell observed that hotter stars burn brighter. They described the brightness of a star according to the stars absolute magnitude. The absolute magnitude is the actual brightness of a star if it was placed at a given distance from Earth. Hertzsprung and Russell created a graph to illustrate the relationship between the surface temperature of stars and their absolute magnitude. Stars are classied in spectral classes O, B, A, F, G, K, and M. Brightness is plotted against temperature in degrees Kelvin. This graph is called the Hertzsprung-Russell Diagram, or an H-R diagram.
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Picture This
6.
Increasing brightness
Main sequence
Sun
Spectral O class
Hertzsprung-Russell Diagram
Notice that most stars seem to follow a trend where the hottest stars are also the brightest stars and the coolest stars are less bright, with White Dwarfs, Supergiants, and Giants as the only exceptions to this trend. This trend is called the main sequence. About 90 percent of all stars are main sequence stars. Our Sun is a main sequence star with a surface temperature equal to 5800 K and intermediate brightness. Other stars are very bright, but they are not hot. These large stars are called giants, or red giants because they are usually red in color. Supergiants are also red and can be hundreds of times larger and brighter than the Sun. In contrast, some stars are hot but not very bright. Theses small stars are called white dwarfs, although they are usually blue in color.
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Lesson NN Stars
1. Review the terms and their denitions in the Mini Glossary. Write a sentence to explain how a spectroscope can be used to determine the composition of stars.
The hottest stars are blue-white. Cooler stars are ________. The distance between stars is measured in ________.
3. Look back at the K-W-L chart you made as you read this lesson. Did you add to what you already knew? Did you learn what you wanted to know? Did the K-W-L chart help you to understand what you read?
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End of Lesson
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Lesson
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Standard 4.f: Describe the hierarchical structure (stars, clusters, galaxies, galactic clusters) of the universe and examine the expanding universe to include its age and history and the modern techniques (e.g., radio, infrared, ultraviolet and X-ray astronomy) used to measure objects and distances in the universe). (DOK 2)
describe the hierarchical structure of the universe understand the expanding universe describe the technology used to measure an objects distance
Read to Learn
The Milky Way Galaxy
How can you describe the location of Earth? Earth is part of our solar system made up of eight planets, a dwarf planet, moons, comets, asteroids, and the Sun. This is collectively called our solar system. The solar system is part of a larger group of celestial objects called the Milky Way Galaxy. A galaxy is a large group of stars, gas, dust, planets, and other objects held together by gravity. Astronomers estimate that the Milky Way Galaxy is one of hundreds of billions of galaxies in our universe. Stars that are grouped together as part of a galaxy are called clusters. Galaxies are classied in larger groups called galactic clusters. The Milky Way is one galaxy in a cluster known as the Local Group. The Local Group includes approximately 50 neighboring galaxies. These galaxies vary in size and shape and can be classied into three major types.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Summarize Create a three-tab Foldable to summarize the main ideas from the lesson.
Stars
Galaxies
Universe
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Over the years, astronomers have proposed many different explanations for how the universe began. The most widely accepted explanation is called the Big Bang Theory. This theory proposes that the universe began with a big bang and has been expanding ever since.
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The Doppler effect relates to not only sound, but also light. Like sound, light energy travels in waves. All of the light energy produced by objects in our universe is called the electromagnetic spectrum. The electromagnetic spectrum includes radio waves, microwaves, infrared rays, visible light, X-rays, and gamma rays. You are probably most familiar with the range of visible light, which includes the colors red, orange, yellow, green, blue, indigo, and violet. Electromagnetic radiation is classied according to wavelength. Wavelength is equal to the distance between two consecutive crests of a wave. Radio waves have the longest wavelengths. Gamma rays have the shortest wavelengths. Red light has a longer wavelength than blue or violet light.
The Big Bang Theory is the widely accepted theory for the formation of the universe. According the theory, the universe began to form between 12 and 14 billion years ago. At the time, all matter and energy in the universe was thought to have been condensed into a hot and tiny area the size of a pinpoint. A huge explosion sent this matter and energy radiating outward in all directions from this single tiny source. Astronomers believe, based on evidence from radiation and the red shift in stars, that the universe is continuing to expand today.
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Astronomy Today
As technology improves over time, astronomers have developed more accurate models for the formation and development of our solar system, the Milky Way Galaxy, and the universe. Land- and space-based telescopes collect electromagnetic energy and convert this energy into visual images of celestial objects using computers. Spacecraft have been launched to study different areas of the solar system, like the Cassini spacecraft sent to Saturn to study Saturns many moons and rings. NASA The National Aeronautics and Space Administration (NASA) recently celebrated the fth anniversary of the deployment of the Mars Exploration rovers Spirit and Opportunity launched January 24, 2004. The Mars rovers were sent to search for evidence of water and the possibility of life on Mars. Human spaceight continues with the NASA space shuttle program, which will end in 2010. The shuttles have been used to deploy and service satellites, such as the Hubble Space Telescope and Chandra X-Ray Telescope. Missions have also led astronauts to the International Space Station, shown below. Spaceights will continue with the Orion spacecraft. The Orion spacecraft will be used to carry humans to the International Space Station and to the Moon.
4.
Identify several of the recent technologies used to explore our solar system, the Milky Way, and the universe.
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1. Review the terms and their denitions. In your own words, explain the difference between galaxy and galactic cluster.
Large group of stars, planets, and other objects are called ________.
End of Lesson
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Lesson
Natural Products
PP
Standard 4.g: Justify the importance of continued research and use of new technology in the development and commercialization of potentially useful natural products, including, but not limited to research efforts in Mississippi. (DOK 3)
explain natural products understand how natural products are commercialized give examples of natural products
Read to Learn
What are natural products?
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Study Coach
You have probably heard the words natural and product before, but do you know what they mean when they are used together? A natural product is anything that is produced by a living organism. Natural products are used in countless ways. For example, one drug commonly used to treat cancer is called Taxol. Taxol comes from the Yew tree. Without this natural product, some cancer treatments would not be as effective. What is this book made of? Paper comes from trees, another natural product. Natural products are all around us.
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Refer to page vi for the locations of Thad Cochran National Center for Natural Products Research, Jamie Whitten Delta States Research Center, and The Mississippi Polymer Institute.
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Renewable Resources
Natural products are also used as energy sources. Natural products may be either renewable or non-renewable resources. A renewable resource is any natural resource that is recycled or constantly replaced by nature. Examples of renewable resources are corn, wind, solar energy, and water. These are all sources that can be renewed at the same rate, or faster, than they are used.
Non-renewable Resources
Petroleum products, such as gasoline, are considered non-renewable resources. Non-renewable resources are used up more quickly than they can be replaced. Petroleum takes millions of years to renew. We use petroleum products at a much faster rate than they can be renewed. Much of the electricity we use today comes from non-renewable resources. Most of our automobiles run on non-renewable resources. We now know that renewable resources can be used instead. For instance solar energy can be captured using solar cells to power many things we use every day. Wind can be used to turn turbines and create energy.
4.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
241
1. Review the terms and their denitions. Write a sentence to explain how biomass and natural products are related. 2. Write the letter of the denition next to the correct term. looking for new uses for natural products investigating ways to biologically control pests researching molecules to create new products A. Jamie Whitten Delta States Research Center B. Mississippi Polymer Institute C. Thad Cochran National Center
3. You organized your notes in two columns, one for main ideas and one for details. How did this strategy help you learn the information?
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
End of Lesson
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Lesson
Hurricanes
QQ
Standard 4.h: Justify why an imaginary hurricane might or might not hit a particular area, using important technological resources including (but not limited to) the following: (DOK 2)
how hurricanes are formed where hurricanes will land how technology is used to track hurricanes
Read to Learn
Key Terms Highlight the key
Weather Changes
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Sometimes when you leave school in the afternoon, the weather is different from what it was earlier in the morning. Weather constantly changes.
Classify Make a four-tab Foldable as shown. As you read, take notes on the four different fronts.
warm fronts cold fronts occluded fronts stationary fronts
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1.
Fronts
A boundary between two air masses that have different temperature, density, or moisture is called a front. There are four main types of fronts, including cold, warm, occluded, and stationary.
Picture This
2.
Identify Color the arrow showing cold air movement in the cold front blue. Color the arrow showing warm air movement in the warm front red.
Warm air
Cold air
Warm air
Cold air
Cold Front
Warm Front
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Lesson QQ Hurricanes
Picture This
3.
Warm air
Interpret Color the arrows red that show where the warm air is closed off from the surface in the occluded front.
Occluded Front
Picture This
4.
Identify Circle the area in the stationary front where neither the cold air nor warm air is moving.
Stationary Front
Severe Weather
You usually can do your daily activities regardless of the weather. However, some weather conditions, like blizzards, tornadoes, and hurricanes, can force you to change your plans.
Mississippi Science Essentials
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Explain How do water droplets falling out of a thundercloud get bigger as they fall toward Earths surface?
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Lesson QQ Hurricanes
7.
Identify What is a violently rotating column of air that touches the ground called?
Upper-level winds
Rotating updraft
Mid-level winds
Wall cloud
Picture This
Dust envelope Main inflow
8.
Identify Find the updraft and trace over it with your pencil.
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Picture This
9.
What is a hurricane?
The most powerful storm is a hurricane. A hurricane is a large, low-pressure system that forms over the warm Atlantic Ocean and has winds of at least 119 km/h. It is like a machine that turns heat energy from the ocean into wind. Similar storms are called typhoons in the Pacic Ocean and cyclones in the Indian Ocean. Hurricanes are similar to low-pressure systems over landonly stronger. In the Atlantic and Pacic Oceans, low-pressure systems sometimes develop near the equator. In the northern hemisphere, winds around this low pressure rotate counterclockwise. As the storms move across the ocean, they gain strength from the heat and moisture of warm ocean water.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
10.
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Lesson QQ Hurricanes
Outflow
Picture This
11.
Identify Highlight
all the arrows moving counterclockwise.
Eye
Hurricanes begin as tropical depressions over warm waters in the Atlantic Ocean. These low-pressure systems form off the west coast of Africa. Fueled by heat energy, they travel westward across the Atlantic. Warm waters create the perfect conditions for hurricanes to form between June and November in the northern hemisphere. This time of year has therefore earned the title of hurricane season. When wind speeds in the storm exceed 119 km/h a tropical storm becomes a hurricane. Hurricanes rotate counterclockwise across the Atlantic toward the Caribbean and the Gulf of Mexico. Islands in between Africa and Central and North America are often the rst to feel the effects of a hurricane. A hurricane generally follows a straight path until it makes landfall in the Caribbean, at which point the storm may move north and west toward the Gulf of Mexico or north along the east coast of the United States.
12.
Describe When hurricanes cross the Atlantic toward the Caribbean, which way does the hurricane rotate?
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Hurricane History
Following Hurricane Andrew, which struck South Florida on August 24th, 1992, NASA launched three satellites to help improve hurricane forecasting. Hurricane Andrew caused over 25 billion dollars in damage and 65 deaths. It packed twice the punch of an average hurricane because after making landfall in Florida, it gained moisture and momentum in the Gulf of Mexico and then made landfall in Louisiana. The three satellites NASA launched after Andrew include TRMM to measure rainfall intensity, QuikSCAT to monitor wind speed and direction, and Aqua, which measures sea surface temperatures and moisture. Using data collected from these satellites, in addition to Doppler radar and 3-D models, meteorologists are able to forecast hurricanes with greater accuracy today. The image on the left shows a false-color image of cloud cover and precipitation associated with Hurricane Andrew as it approached the Louisiana coast in 1992.
13.
Explain Why are meteorologists able to forecast hurricanes with greater accuracy?
14.
Name Based on the Safr-Simpson scale, which hurricane category causes minimal damage?
Lesson QQ Hurricanes
In an average year, six hurricanes make landfall in the United States. In 2005, 27 storms including 15 hurricanes struck U.S. coastlines. Hurricanes are classied based on wind intensity and damage using the Safr-Simpson Scale. The scale begins at a Category 1, with wind speeds of more than 119 km/h and minimal damage. A Category 5 storm has wind speeds of greater than 250 km/h and results in catastrophic damage. In 2005, three Category 5 hurricanes made landfall in the U.S. The most memorable of these three storms was Hurricane Katrina, which struck the Mississippi and Louisiana coasts on August 29, 2005. Hurricane Katrina was one of the most expensive and destructive natural disasters in U.S. history. Hurricane Emily and Hurricane Rita, also Category 5 storms, did not cause nearly the amount of damage that Katrina did, but were equally as strong.
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Refer to page vi for the location of the John C. Stennis Space Center.
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1. Review the terms and their denitions in the Mini Glossary. Then write a sentence explaining how hurricanes get and keep their strength.
2. Write the name of the correct weather front above each description.
warm front, stationary front, occluded front, cold front
Three air masses: cold, cool, warm Warm air closed off from Earth.
3. Did highlighting key terms and their meanings help you learn the information about weather patterns? Would you use this study strategy again?
End of Lesson
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Lesson QQ Hurricanes