Teacher Guide & Answers



Teacher Guide & Answers | |

Reinforcement

Section 1 (page 1)

1. State the problem.

2. Gather information.

3. Form a hypothesis.

4. Test the hypothesis with an experiment.

5. Analyze data.

6. Reach a conclusion.

7. Report results.

8. International System of Units

9. a

10. c

11. b

12. The drug is the variable, and the three people

who are injected with the harmless solution

make up the control.

13. Being aware of possible hazards and taking

precautions can prevent accidents in the science

laboratory.

14. A theory is an explanation based on many

observations. Theories can be changed as new

information is gathered. A law is a rule of

nature.

Section 2 (page 2)

1. Living things grow.

2. Living things reproduce.

3. Living things are made of one or more cells;

living things are organized.

4. Living things grow and develop.

5. Living things use energy.

6. Living things respond and adjust to changes in

their environment.

7. Living things have a life span.

8. Living things take in and use energy.

9. a stimulus

10. a response

11. homeostasis

12. cells

Section 3 (page 3)

1. He showed that maggots come from the eggs

laid by flies on meat, not from the meat itself.

2. He showed that a sealed flask of boiled broth

developed no tiny organisms.

3. He showed that broth became contaminated

only when it was exposed to the air.

4. Living things come spontaneously from nonliving matter.

5. Living things come only from living things.

6. lightning, energy from the Sun, and Earth’s heat

7. They became part of what is often called the

“primordial soup” and could have combined to

form the more complex compounds found in

living things.

Section 4 (page 4)

1. Different organisms may go by the same common name in different places. Scientists would have difficulty sharing information.

2. a. to avoid errors in communication

b. to classify organisms with similar evolutionary history together

c. to give descriptive information about the

species

d. to organize and easily find information about

organisms

3. smooth

4. 8–12

5. It peels.

Directed Reading for Content Mastery

Overview (page5)

Step 1: state the problem

Step 2: gather information

Step 3: form a hypothesis

Step 5: analyze data

Step 6: draw conclusions

Step 7: report results

1. organism

2. biogenesis

3. nomenclature

4. cell

5. genus

Section 1 and 2 (page 6)

1. variable

2. hypothesis

3. Homeostasis

4. cells

5. organized

6. respond

7. energy

8. grow and develop

9. reproduce

Sections 3 and 4 (page 7)

1. spontaneous generation

2. Louis Pasteur

3. species

4. Scientific

5. Common name: mountain lion

Scientific name: Felis concolor

Genus: Felis

Key Terms (page 8)

1. kingdom

2. homeostasis

3. cell

4. law

5. control

6. phylogeny

7. organism

8. theory

9. biogenesis

10. genus

11. variable

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Chapter Review

Part A. Vocabulary Review (page 9)

1. organisms (3/2)

2. cells (3/2)

3. binomial nomenclature (9/4)

4. kingdom (9/4)

5. law (1/1)

6. homeostasis (3/2)

7. phylogeny (9/4)

8. genus (9/4)

9. spontaneous generation (5/3)

10. biogenesis (6/3)

11. scientific methods (1/1)

12. hypothesis (1/1)

13. variable (1/1)

14. control (1/1)

15. theory (1/1)

16. Critical thinking (1/1)

17. law (1/1)

18. measurement (2/1)

19. volume (2/1)

20. experiment (1/1)

Part B. Concept Review (page 10)

1. spontaneous generation (5/3)

2. maggots (5/3)

3. nonliving (6/3)

4. biogenesis (6/3)

5. oxygen (7/3)

6. living (7/3)

7. a. meter (2/1)

b. kilometer (2/1)

c. kilogram (2/1)

d. gram (2/1)

e. degree (2/1)

f. liter (2/1)

8. Living things are made up of one or more cells, use energy, move, respond to their environment, reproduce, grow, develop, adapt, and have a life span. (3/2)

9. Nonliving things such as water, oxygen, and

carbon dioxide are needed by living things to survive. These materials are returned to the environment and are used again. (4/3)

10. Answers will vary but should demonstrate an understanding of the need to experiment and examine data and conditions carefully. (10/4)

11. Errors might have been made during the experiment, such as an error in measuring or recording data. There might have been an unknown influence affecting the dependent variable. (6/2)

Reinforcement

Section 1 (page 11)

1–3. Accept any three of the following, or other

reasonable answers: wings that enable the bat to

fly; ability to give off high-frequency sounds;

large ears that allow it to hear sounds bounced

off insects; jointed feet to grasp prey.

4–5. Accept any two of the following or other

reasonable answers: dark upper surface makes it

inconspicuous to flying predators; light belly

makes it less conspicuous to predators looking

up from below; fins enable fish to swim away;

mouth has teeth for defense.

Section 2 (page 12)

1. estimate

2. evolution

3. DNA

4. homologous structures

5. vestigial structures

6. sedimentary rock

7. relative dating and radiometric dating

8. The fossil record is incomplete because not

every living thing does or can become fossilized.

9. embryology, vestigial structures, homologous

structures, similarities in DNA

10. No, radiometric dating does not produce exact results because the original amount of radioactive element in a rock layer is never completely certain.

Directed Reading for Content Mastery

Overview (page 13)

1. gradualism

2. punctuated equilibrium

3. slowly

Sections 1 (page 14)

1. Lamarck

2. Darwin

3. mutations

4. punctuated equilibrium

5. does

6. are not

7. differences

8. can

9. were

10. Populations

11. are

Section 2 (page 15)

1. radioactive

2. embryology

3. sedimentary

4. fossils

5. vestigial

6. homologous

7. traits

Key Terms (page 16)

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1. species

2. evolution

3. selection

4. gradualism

5. punctuated equilibrium

6. sedimentary

7. element

8. embryology

9. vestigial

10. variation

Chapter Review

Part A. Vocabulary Review (page 17)

1. evolution (1/1)

2. species (1/1)

3. variation (2/1)

4. natural selection (1/1)

5. gradualism (3/1)

6. fossils (4/2)

7. sedimentary (4/2)

8. relative dating (5/2)

9. embryology (6/2)

10. vestigial structure (6/2)

11. homologous (6/2)

12. punctuated equilibrium (3/1)

13. radioactive element (5/2)

Part B. Concept Review (page 18)

1. Characteristics that parents developed during

their lives were passed to their offspring. (1/1)

2. Individuals with traits most favorable for a

specific environment survive and pass on these

traits to offspring. (1/1)

3. Gradualism says that evolution is a slow, steady change. Punctuated equilibrium states that

rapid evolution of a species comes about by the

mutation of a few genes. (3/1)

4. Fossils give proof of preexisting, simpler life

forms and their environment. (4/2)

5. a fossil (4/2)

6. embryology (6/2)

7. vestigial structure (6/2)

8. homologous structures (6/2)

9. DNA studies (6/2)

Reinforcement

Section 1 (page 19)

1. d

2. a

3. b

4. e

5. c

6. f

7. false; extinct

8. false; threatened

9. false; endangered

10. false; difficult

11. true

12. false; often

Section 2 (page 20)

1. conservation

2. harm

3. habitat

4. laws

5. preserve

6. restoration

7. reintroduction

8. captive

9. plant

10. extinct

11. Conservation biology is the study of methods

for protecting biodiversity.

12. Answers will vary. Students might say that

conservation biologists try to discover why a

species has become endangered and develop

strategies to safeguard the species.

Directed Reading for Content Mastery

Overview (page 21)

1. reduced

2. habitats

3. divided habitats

4. restoration

5. habitat preservation

6. increase

7. allows for stability in

8. species

9. many

Sections 1 (page 22)

1. biodiversity

2. prevent

3. endangered

4. species

5. stability

6. loss

7. extinct

8. increases

9. threatened

10. native

11. highest

12. improve

13. Extinction

14. human

15. ecosystem

Section 2 (page 23)

1. g

2. e

3. d

4. f

5. a

6. c

7. b

8. h

9. a. to protect a species from harm

b. to protect habitat of a species

Key Terms (page 24)

1. extinct

2. endangered

3. threatened

4. introduced

5. native

6. acid rain

7. ozone

8. conservation

9. restoration

10. biodiversity

11. captive

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Chapter Review

Part A. Vocabulary Review (page 25)

1. threatened (3/1)

2. biodiversity (2/1)

3. captive population (2/2)

4. extinct (3/1)

5. conservation biology (4/2)

6. acid rain (3/1)

7. endangered (3/1)

8. reintroduction (6/2)

9. ozone depletion (3/1)

10. introduced (5/2)

11. native (2/1)

12. restoration (5/2)

13. extinct (3/2)

14. endangered (3/2)

15. threatened (3/2)

Part B. Concept Review (page 26)

1. The most common measure of biodiversity is the number of species that live in an area. (1/1)

2. Biodiversity increases because temperatures tend to be higher. (1/1)

3. It made it illegal to harm, collect, harass, or disturb the habitat of any species on the endangered or threatened species list. (4/2)

4. They allow animals to move from one preserve to another without having to cross roads, farms, or other areas inhabited by humans. (3/1)

5. DDT ended up in the food the pelicans ate. It

made their eggshells so thin that they would break before the chicks inside were ready to hatch. (3/1)

6. Answers may vary, but should include that an

introduced species may use up all of the resources needed by native species. (3/1)

7. Answers may vary. Habitat loss, pollution, overhunting, and introduced species can threaten or endanger species. (3/1)

8. Answers may vary. Humans need and like a variety of foods; biodiversity can help improve food crops and provide useful materials and important medicines. (2/1)

9. Answers may vary. Humans affect habitats by

replacing a forest or meadow with pavement,

lawns, buildings, and other development; by

dividing a habitat; by introducing species; and by

pollution. (3/1)

Reinforcement

Section 1 (page 27)

1. Sample questions:

a. How high can it jump?

b. How long is its tail?

c. How much does it weigh?

d. How much does it eat?

2. Sample questions:

a. How tall is it?

b. What is the inside temperature?

c. How fast is lava flowing out?

d. How often does it erupt?

3. about 3 cm

4. about 1/2 meter

5. about 1 mm

6. Answers will vary.

7. Student B’s is more accurate because it is closer to the true value.

8. It is precise to the nearest hundredth of a

centimeter.

9. 10 cm

10. 9.8 cm

Section 2 (page 28)

1. gram or kilogram, pan balance

2. degrees Celsius or Kelvins, thermometer

3. cubic centimeter or cubic meter, ruler or

meterstick

4. meter, meterstick

5. milliliter, graduated cylinder

6. second, stopwatch

7. 64,000 m

8. 0.373 kg

9. 89.7 cm

10. 250 mL

11. (120 km/h) (1,000 m/1 km) (1 h/60 min)

(1 min/60 s) = 33.3 m/s

12. (33.3 m/s) (60 s/1 min) = 1,998 m/min =

2,000 m/min

Section 3 (page 33)

1. f

2. a

3. e

4. g or b

5. b or g

6. d

7. c

8. g

9. c

10.

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Directed Reading for Content Mastery

Overview (page 31)

1. temperature 7. tenth

2. length 8. liter

3. volume 9. hundred

4. weight 10. million

5. mass 11. giga

6. kilo

Section 1 and 2 (page 32)

1. 4 cm

2. 10 cm is too long.

3. Measure the line with a ruler marked in

millimeters.

4. 1,000

5. 2,000

6. one thousandth

7. one

8. international system

9. kilogram

10. Kelvin

Sections 2 and 3 (page 33)

1. g 8. circle graph

2. e 9. bar graph

3. b 10. line graph

4. a 11. line

5. d 12. circle

6. c 13. bar

7. f

Key Terms ( page 34)

1. mass

2. table

3. circle graph

4. SI

5. celsius

6. bar graph

7. Kelvin

8. kilogram

9. meter

10. line graph

11. estimation; vertical word: measurement

Chapter Review

Part A. Vocabulary Review (page 35)

Across Down

3. 7/3 1. 5/2

5. 4/2 2. 5/2

6. 1/1 4. 5/2

8. 5/2 7. 1/1

9. 6/3 10. 8/3

11. 6/3 12. 5/2

13. 8/3

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Part B. Concept Review (page 36)

1. deci- (5/2)

2. 14 cm (1/1)

3. line (8/3)

4. Accuracy (3/1)

5. 1,000 (5/2)

6. Weight (5/2)

7. equal to (5/2)

8. 50% (7/3)

9. a. gram (5/2)

b. cubic meter (5/2)

c. kilometer (5/2)

d. Kelvin (5/2)

e. micrometer (5/2)

f. milliliters/second (5/2)

10. a. drawing (6/3)

b. photograph (6/3)

c. movie (6/3)

11. 10% (6/3)

12. line graph—only one variable is a number (8/3)

13. 72° (7/3)

Reinforcement

Section 1 (page 37)

1. d

2. b

3. f

4. c

5. e

6. h

7. a

8. g

9. j

10. i

11. k

12. l

13. c

14. b

15. d

Section 2 (page 38)

1. appearance

2. state

3–4. liquid, solid

5. freezes

6. ice

7. shape

8. different

9. color changes

10. gain

11. energy

12. gas

13. Answers will vary.

14. Answers will vary.

Directed Reading for Content Mastery

Overview (page 39)

1–3. solid, liquid, gas

4. composition

5–6. color, odor

(For grouped answers, order of answers will vary.)

7. T

8. T

9. T

10. F

11. F

Sections 1 (page 40)

1. d

2. c

3. a

4. e

5. b

6. Possible answers include: red, hard, rough

gravelly surface, rectangular solid

7. Possible answers include: yellow, solid, approx 3/4 kg, soft at room temperature

8. Possible answers include: yellow paint, wood

interior, solid, graphite core, 2–3 g

9. Possible answers include: shaped like a horseshoe, often with the handle portion painted red, attracts steel, solid

10. Possible answers include: white with blue lines, flat, thin, 1–2 g, flammable, solid

11. Possible answers include: red/green/red & blue, cylindrical solid filled with liquid which has a high concentration of gas, 355 mL, pressure increases if shaken

12. Possible answers include: color, rectangular

solid, made of paper and cardboard, include size,

specific mass, and volume.

13. Possible answers include: cylinder filled with

clear liquid, 360 mL, density = 1 g/cm3,

mp = 0°C, bp = 100°C

14. Possible answers include: flesh color (student

specific), solid filled with liquids, 7 cm, moves

through muscle and ligament connections

15. Possible answers include: steel, easily magnetized, 3 1/4 cm × 3/4 cm, silver, solid

Section 2 (page 41)

1. physical

2. chemical

3. chemical

4. physical

5. chemical

6. chemical

7. chemical

8. physical

9. chemical

10. physical

11. physical

12. Physical changes change the way something

looks, but the substance stays the same. Chemical changes result in a new substance.

13. law of conservation of mass

Key Terms (page 48)

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Chapter Review

Part A. Vocabulary Review (page 43)

1. chemical property (1/1)

2. chemical change (4/2)

3. conservation of mass (3/2)

4. physical change (4/2)

5. density (1/1)

6. physical property (1/1)

7. boiling point (1/1)

8. behavior (1/1)

9. volume (1/1)

10. melting point (1/1)

11. state (2/1)

12. appearance (1/1)

Part B. Concept Review (page 43)

1. physical properties (1/1)

2. chemical change (4/2)

3. chemical (4/2)

4. state (3/2)

5. liquid state (2/1)

6. amount (1/1)

7. Density (1/1)

8. melting or boiling (2/1)

9. behavior (1/1)

10. chemical property (1/1)

11. Deposition (3/2)

12. Color (3/2)

13. gained or released (4/2)

14. gas or solid (3/2)

15. mass, law of conservation of mass (4/2)

16. physical (4/2)

17. physical (4/2)

18. chemical (4/2)

19. physical (4/2)

20. chemical (4/2)

21. physical (4/2)

22. chemical (4/2)

23. chemical (4/2)

24. Answers may include: mass, weight, volume (1/1)

25. Answers may include: density, melting point,

boiling point, solubility, ability to attract a

magnet, state of matter, color (1/1)

Reinforcement

Section 1 (page 45)

1. h

2. d

3. a

4. g

5. b

6. i

7. f

8. c

9. e

10. j

11. Gravity holds the water molecules at the bottom of the glass, and attractive forces hold the water molecules together as a liquid.

12. The attractive (cohesive) forces between water molecules pull them together to form the beads.

13. Cohesive forces between water molecules cause surface tension. Within a volume of water,

molecules are pulled in all directions, but the

molecules are only pulled inward at the surface.

14. The force of gravity on a bug can be less than

the water’s surface tension. The surface tension

will support the bug and it won’t sink.

15. Water begins entering the gaseous state when

molecules gain enough energy to overcome

attractive forces. At 100°C boiling begins and

molecules below the surface enter the gas phase.

Section 2 (page 46)

1. freezing

2. boiling

3. melting

4. evaporating

5. Graph B; as heat is added, the temperature first rises, then remains constant as the solid melts, then rises again. This indicates that some of the energy is being used to break the attractive forces between the particles in the solid. So the solid must be crystalline.

6. Graph A represents the melting of an amorphous solid. It shows a continuous increase in temperature which would occur as an amorphous solid got softer. Since there are no crystalline structures to break in an amorphous solid, the heating process is continuous.

Section 3 (page 47)

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Directed Reading for Content Mastery

Overview (page 49)

1. solid

2. increases

3. liquid

4. boiling point

5. decreases

6. condensation

7. pressure

8. density

Sections 1 (page 50)

1. solid—ice; liquid—water; gas—water vapor

2. Water changes state as its molecules move faster or slower or as temperature increases or decreases.

3. Accept all reasonable answers. Possible answers include: ice—drinks, skating, preserving food; water—drinking, bathing, swimming; gas— cooking foods, ironing, generating electricity

4. The process is the same.

Section 2 and 3 (page 51)

1. This is an example of vaporization. As the liquid boils, it changes into a gas.

2. This illustrates Pascal’s principle. Pressure applied at any point to a confined liquid is transmitted unchanged throughout the liquid. So applying pressure anywhere on the bottle makes liquid squirt out of any hole in the bottle.

3. This is an example of buoyancy. The liquid water exerts a buoyant force that holds up the floating ice cubes.

Key Terms (page 52)

1. d 9. c

2. b 10. i

3. a 11. f

4. n 12. h

5. l 13. j

6. m 14. o

7. e 15. k

8. g

Chapter Review

Part A. Vocabulary Review (page 53)

1. e (2/1) 9. g (4/2)

2. j (1/1) 10. f (4/2)

3. m (3/2) 11. c (6/3)

4. h (4/2) 12. l (3/2)

5. o (3/2) 13. k (7/3)

6. a (4/2) 14. i (6/3)

7. p (4/2) 15. n (6/3)

8. b (4/2) 16. d (6/3)

Part B. Concept Review (54)

1. specific heat (2/1)

2. crystalline solids (2/2)

3. solid; liquid (2/1)

4. liquid (2/1)

5. vaporization (4/2)

6. evaporation (4/2)

7. condensation (4/2)

8. releases (4/2)

9. sinks (6/3)

10. The line on the graph would rise smoothly until it approached 100°C. The temperature levels off at the boiling point as the water changes into water vapor. (5/2)

11. Molecules in a gas have escaped completely

from the attractions of neighboring molecules.

They are very far apart and are free to move

until they collide with a barrier, such as the

walls of the container. (2/1)

12. Water molecules are excreted by our skin. The thermal energy from our body is transmitted as heat. The thermal energy heats the water molecules and causes them to evaporate. (4/2)

13. Molecules throughout the water press against

each other, transmitting the pressure unchanged

throughout the fluid. (7/3)

Reinforcement

Section 1 (page 55)

1. Dalton

2. Thomson

3. Rutherford

4. electron cloud

5. proposed that matter is composed of tiny

particles called atoms

6. proposed that atoms could not be divided into

smaller pieces; that atoms of the same element

are exactly alike; and different elements are

made of different kinds of atoms

7. discovered cathode rays, which he said were

streams of negatively charged particles

8. Proved that atoms were made up of smaller,

negatively charged particles—electrons.

Postulated that atoms must also contain

positively charged particles that neutralize the

charge of the electrons.

9. Hypothesized that most of an atom’s mass and all its positive charge were contained in a small

nucleus, with the rest being empty space occupied by almost massless electrons. Also hypothesized the existence of neutrally charged particles in the nucleus.

10. No. Electrons are in unpredictable motion. They are probably close to the nucleus, but may be anywhere.

11. Since electrons came from every kind of cathode material, Thomson inferred that they are

part of all atoms. This means they are smaller.

Section 2 (page 56)

1. The atomic number is the number of protons in the nucleus of the atom.

2. Isotopes are atoms of the same element that

have different numbers of neutrons.

3. The strong nuclear force is the force that holds

the protons and the neutrons together in the

nucleus of the atom.

4. alpha particle ejection, and beta particle emission

5. During transmutation one element changes into another through radioactive decay.

6. Radioactive decay is the release of nuclear

particles and energy.

7. An alpha particle consists of two protons and

two neutrons.

8. A beta particle is a high-energy electron that

comes from the nucleus rather than the electron

cloud.

9. A half-life is the amount of time required for

half of a sample of a radioactive isotope to decay.

10. Nuclear waste products are a problem because they continue to produce harmful radiation for long periods of time. Special disposal sites that separate the nuclear waste products from humans are necessary.

11. Tracer elements are radioactive isotopes used in hospitals and clinics to diagnose diseases. Tracer elements are also used by scientific laboratories to study environmental conditions.

12. False. These isotopes should have short half-lives to avoid damage from radiation.

13. True

14. False. Archaeologists use carbon dating to determine the age of dead animals, plants, and humans.

15. False. The half-life of an isotope stays the same.

Directed Reading for Content Mastery

Overview (page 57)

1. nucleus

2. electron cloud

3. protons

4. neutrons

5. electrons

6. positive

7. negative

8. electrons

9. mass number

10. alpha

11. Transmutation

Sections 1 (page 58)

1. proton

2. electron

3. nucleus

4. neutron

5. The atom shown is more like Rutherford’s than like Thomson’s. It shows a small, dense nucleus with electrons in the space around the nucleus. Rutherford’s model had a nucleus; Thomson’s had the electrons imbedded in the positively charged material.

6. Thomson used magnets to bend the rays. Magnets do not affect light, so Thomson concluded that the rays were not light.

7. In a cathode-ray tube, the particles originate at

the cathode and move toward the anode.

Section 2 (page 59)

1. isotope

2. atomic number

3. mass number

4. average atomic mass

5. nucleus

6. archaeologist

7. transmutation

8. americium

9. alpha particle

10. half-life

11. beta particle

12. radioactive decay

13. thyroid

14. strong nuclear

Key Terms (page 60)

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Chapter Review

Part A. Vocabulary Review (page 61)

1. d (4/1) 12. k (5/2)

2. g (1/1) 13. e (5/2)

3. l (3/1) 14. h (6/2)

4. a (3/1) 15. chemistry (4/1)

5. f (3/1) 16. atoms (4/1)

6. c (3/1) 17. anode (1/1)

7. i (5/2) 18. cathode (1/1)

8. b (5/2) 19. sphere (3/1)

9. n (5/2) 20. random (5/2)

10. m (5/2) 21. tracer elements (7/2)

11. j (5/2)

Part B. Concept Review (page 62)

1. nucleus (3/1)

2. neutron (3/1)

3. proton (3/1)

4. electron (3/1)

5. electron cloud (3/1)

6. atom (1/1)

7. atom (4/1)

8. cathode rays (1/1)

9. neutron (3/1)

10. equal to (5/2)

11. protons (3/1)

12. subtract the atomic number (6/2)

13. 1 (6/2)

Reinforcement

Section 1 (page 63)

1. Atomic number

2. Element symbol

3. Element name

4. Average atomic mass

5. e

6. c

7. b

8. a

9. h

10. f

11. g

12. d

Section 2 (page 64)

1. Group 1 elements are called the alkali metals.

2. Group 2 elements are called the alkaline earth

metals.

3. Except for hydrogen, Groups 1 and 2 are solid

metals.

4. The other groups may contain metals, nonmetals, and metalloids.

5. carbon

6. Ammonia is made of nitrogen and hydrogen.

Possible uses: cleaner, disinfectant, fertilizer,

refrigerant, to freeze-dry foods

7. Ozone shields living things from some harmful radiation from the Sun.

8. They all form salts with sodium and other alkali metals.

9. They all rarely combine with other elements.

Section 3 (page 65)

1. metals

2. magnetic

3. poisonous

4. Tungsten

5. Mercury

6. platinum

7. lanthanides

8. lanthanides

9. radioactive

10. synthetic

11. f

12. i

13. g

14. h

15. j

16. a

17. b

18. e

19. c

20. d

Directed Reading for Content Mastery

Overview (page 67)

1. Students should circle all of the elements in

Group 18.

2. Students should draw an “X” through hydrogen. Its atomic number is 1.

3. Students should draw a box around the Actinides.

4. Students should underline oxygen, sulfur, selenium, tellurium, polonium, and ununhexium.

5. Students should draw a line through and list

sodium, magnesium, aluminum, silicon,

phosphorus, sulfur, chlorine, and argon.

Sections 1 (page 68)

1. atomic number

2. element symbol

3. element name

4. atomic mass

5.

[pic]

6.

[pic]

7. transition

8. Metals

9. True

10. periods

Section 2 and 3 (page 69)

1. cerium

2. iodine

3. potassium

4. lead

5. boron

6. calcium

7. krypton

8. einsteinium

9. radioactive

10. nonmetal

11. hydrogen

12. liquid

13. rarely

14. inner transition

Key Terms (page 70)

1. period

2. representative

3. group

4. metal

5. nonmetal

6. metalloid

7. semiconductor

8. transition

9. catalyst

10. synthetic

Chapter Review

Part A. Vocabulary Review (page 71)

1. nonmetal (3/1)

2. representative elements (3/1)

3. group (3/1)

4. metal (3/1)

5. metalloid (3/1)

6. period (3/1)

7. semiconductor (6/2)

8. catalyst (7/3)

9. Transition elements (7/3)

10. Synthetic elements (8/3)

Part B. Concept Review (page 71)

1. mercury (2/1)

2. helium (2/1)

3. nobelium (2/1)

4. carbon (2/1)

5. sodium (2/1)

6. mass number (1/1)

7. Hg (3/1)

8. neon (4/2)

9. actinides (8/3)

10. Copper (4/2)

11. representative elements (3/1)

12. Iron (7/3)

13. semiconductor (5/2)

14. noble gases (4/2)

15. metals (3/1)

16. brittle (3/1)

17. malleable (3/1)

18. hydrogen (3/1)

19. fluorine (4/2)

20. lead (4/2)

21. nickel (7/3)

22. higher (7/3)

23. Lanthanides (8/3)

24. actinides (8/3)

25. mercury (7/3)

Reinforcement

Section 1 (page 73)

1. outer energy level

2. electron

3. nucleus

4. electron cloud

5. electron dot diagram

6. element families

7. period

8. atomic structure

9. The elements in the same column of the periodic table (same group, or family) all have the same number of electrons in their outer energy levels.

[pic]

Section 2 (page 74)

1. losing

2. positive

3. protons

4. electrons

5. gains

6. negative

7. ionic

8. regular

9. electrons

10. molecules

11. ions

12. nonpolar

13. covalent

14. polar

15. covalent

16. 1 atom potassium; 1 atom iodine

17. 2 atoms sodium; 1 atom sulfur

18. 1 atom silicon, 2 atoms oxygen

19. 2 atoms hydrogen, 1 atom carbon, 3 atoms

oxygen

20. H2S ions

[pic]

Directed Reading for Content Mastery

Overview (page 75)

1. electron cloud

2. nucleus

3. covalent

4. gain or loss of electrons

5. molecule

Section 1 (page 76)

[pic]

5. No, because its outer energy level is completely filled with eight electrons.

6. phosphorus or P

7. halogen family

8. beryllium, magnesium, strontium, barium, radon

Section 2 (page 77)

[pic]

Key Terms (page 78)

1. ionic bond

2. ion

3. chemical bond

4. compound

5. covalent bond

6. molecule

7. formula

8. electron dot diagram

9. polar bond

10. polar molecule

11. electron cloud

12. metallic bond

Chapter Review

Part A. Vocabulary Review (page 79)

[pic]

Across

4. (1/2)

5. (3/1)

7. (1/2)

8. (2/2)

10. (2/2)

11. (1/1)

Down

1. (4/2)

2. (1/2)

3. (4/2)

6. (3/2)

9. (3/2)

Part B. Concept Review (page 79)

1. compound (2/2)

2. positive, negative (2/2)

3. nucleus, protons, neutrons (1/1)

4. lowest (2/1)

5. polar bond (3/2)

6. nonpolar bond (3/2)

7. carbon, two (4/2)

8. Electron dot diagrams are very useful because

they show us the number of electrons in the

outer energy levels of an element. Chemical

properties, such as behavior around other

elements, and physical properties, such as hardness, depend on this atomic structure. (1/1)

9. Elements can gain the stable atomic structure of a noble gas by either gaining or losing electrons. Two examples are sodium, which, when it loses an electron, has the same atomic structure as neon, a noble gas; and chlorine, which when it gains an electron, has the same atomic structure as argon, another noble gas. (1/2)

10. The two atoms would form an ionic bond,

creating the compound sodium chloride—

ordinary table salt. (2/2)

11. A stairway is a good model because each energy level can be represented as a step. The lowest step is the lowest energy level, containing electrons that are closest to the nucleus. The upper steps are higher energy levels, containing electrons that have more energy and are farther from the nucleus. (2/1)

12. In a nonpolar bond, electrons are shared equally by atoms. In a polar bond, electrons are shared unequally. (3/2)

Reinforcement

Section 1 (page 81)

1. the formation of new substances that have

properties different from those of the original

substance

2. changes in its physical properties, such as its size and shape or its state (solid, liquid, or gas)

3. reactants; products

4. reactants; products; produces

5. a. A word equation can be very long.

b. A chemical equation indicates the number of atoms contained in each molecule.

6. They indicate the number of atoms of a particular element that are in a particular molecule.

7. The law of conservation of mass explains that

the mass of the products of a chemical reaction

is always the same as the mass of the reactants

in that reaction. The atoms have just changed

partners to form new chemical bonds.

8. It is a reaction that releases energy.

9. It is a reaction that absorbs energy.

10. a. Yes

b. No

c. Yes

d. No

Section 2 (page 82)

[pic]

Directed Reading for Content Mastery

Overview (page 83)

1. reactant

2. endothermic

3. heat energy

4. heat energy

5. rate of reaction

6–8. temperature, concentration, catalysts

For grouped answers, order of answers will vary

Sections 1 (page 84)

[pic]

Section 2 (page 85)

1. true

2. true

3. false; Heat, light, or odor indicate a chemical

change.

4. true

5. false; Cold slows down reaction rates.

6. true

7. false; Chemical reactions occur faster if the

reactant is smaller.

Key Terms (page 86)

1. i

2. f

3. b

4. g

5. h

6. c

7. d

8. a

9. e

[pic]

Chapter Review

Part A. Vocabulary Review (page 87)

1. c (1/1)

2. f (6/2)

3. d (3/1)

4. i (1/1)

5. a (3/1)

6. g (1/1)

7. b (6/2)

8. e (3/1)

9. h (5/2)

Part B. Concept Review (page 87)

1. B (2/1)

2. U (2/1)

3. U (2/1)

4. B (2/1)

5. d (1/1)

6. c (6/2)

7. d (6/2)

8. a (3/1)

9. c (3/1)

10. a (1/1)

11. d (6/2)

12. d (6/2)

13. c (2/1)

14. c (3/1)

15. b (2/1)

Reinforcement

Section 1 (page 101)

1. precipitate

2. physical

3. homogeneous

4. mixtures

5. solutions

6. solvent

7. solute

8. fractionation

9. alloy

10. chemistry

Section 2 (page 90)

1. unequally

2. true

3. unequally

4. true

5. ionic

6. true

7. true

8. solvent

9. true

10. much of

11. how much solute dissolves in 100 g of solvent at a given temperature

12. a solution that can dissolve more solute

13. Excess solute is dissolved in a hot solution. The solution is cooled slowly, leaving the excess

solute still in the solution.

14. It will not dissolve.

15. Yes, it increases the amount of gas that can be dissolved in a liquid.

16. The amount of most nongaseous solutes that can dissolve in liquid solvents rises with temperature.

Section 3 (page 91)

1. water

2. It has lost a positive ion.

3. The four-atom ion would be a hydronium ion.

4. acidic

5. Yes, the ions can carry electric charges in a

current.

6. sour taste, electrical conductivity, corrosive,

reaction with certain metals forming hydrogen

gas

7. slippery feel, bitter taste, corrosive, electrical

conductivity

8. hydronium ion

9. hydroxide ion

10. The pH scale is used to compare the relative

strength of acids and bases.

11. neutralization

Directed Reading for Content Mastery

Overview (page 93)

1. heterogeneous

2. homogeneous

3. molecular level

4. solute

5. solvent

6. substance that dissolves

7. solution

8. solute

9. solvent

Section 1 and 2 (page 94)

1. This will not form a solution. The pebbles are not soluble in water.

2. This will form a solution. The sugar is soluble in water.

3. This will not form a solution. Baby oil will float on water.

4. aqueous

5. composition

6. compound

7. solid-solid

Sections 3 (page 95)

1. 7

2. 7

3. 7.5

4. 1

5. base

6. 7

7. base

8. hydrogen ions

9. sour

10. tissues

11. electricity

12. substances

13. hydroxide ions

14. slippery

15. bitter

16. corrosive

17. electricity

Key Terms (page 96)

1. b 6. b

2. a 7. b

3. b 8. a

4. a 9. b

5. b 10. a

Chapter Review

Part A. Vocabulary Review (page 97)

1. l (3/1)

2. d (7/2)

3. o (3/1)

4. i (12/3)

5. c (9/3)

6. b (5/2)

7. j (11/3)

8. n (3/1)

9. e (7/2)

10. g (9/3)

11. k (7/2)

12. m (3/1)

13. h (1/1)

14. f (7/2)

15. a (9/3)

Part B. Concept Review (page 98)

1. alloy (4/1)

2. true (3/1)

3. true (7/2)

4. solubility (8/2)

5. true (4/1)

6. high (7/2)

7. true (3/1, 5/2)

8. increases (4/1)

9. volume (7/2)

10. true (9/3)

11. does not (9/3)

12. cannot (6/2)

13. red (11/3)

14. acid-base (12/3)

15. true (11/3)

Reinforcement

Section 1 (page 99)

1. false; The world around you contains many

types of matter.

2. true

3. true

4. false; Metals have the properties of conductivity, magnetism, and malleability.

5. false; Alloys have the properties of metals.

6. false; Early ceramics were made from clay that was heated and fired to make it strong.

7. true

Section 2 (page 100)

1. A scientist works to learn more scientific information and an engineer tries to apply scientific information to solve a problem or human need.

2. artifact or hardware; methodology or technique; system of production; social-technical system

3. He used standardized parts and a production

line to manufacture a product.

4. to create crops that are resistant to herbicides

and insects

5. Biomechanical engineers use their knowledge of mechanical devices and machines to repair or

replace defective body parts. Bioelectrical engineers use their knowledge of electricity and

electrical devices to repair defective body parts.

Biochemical engineers use their knowledge of

chemistry to artificially duplicate normal body

functions.

6. heart pacemaker and defibrillator

Section 3 (page 101)

1. defining the problem

2. to find other ideas that have been tried and succeeded or failed

3. Marketing professionals ensure that the final

product can be sold. Environmental professionals

ensure that the environment is not harmed in the manufacturing process.

4. Quality control ensures that high quality products without defects are made.

5. Patent laws protect technological inventions.

Copyright laws protect literary and artistic

works. Trademarks protect words or symbols

that identify brands, goods, or services in the

marketplace.

Directed Reading for Content Mastery

Overview (page 103)

1. Engineers

2. chemical properties

3. physical properties

4. technology

Section 1 (page 104)

1. f

2. h

3. b

4. g

5. d

6. c

7. e

8. a

9. The chemical composition and structure of a

material.

10. All branches of science are concerned with

materials selection.

11. Because they vary widely in their chemical composition and structure.

Sections 2 and 3 (page 105)

1. a

2. b

3. a

4. b

5. a

6. a

7. a

8. b

Key Terms (page 106)

1. computer simulation

2. material

3. brainstorming

4. technology

5. constraints

6. materials science

7. scientist

8. engineer

9. malleability

10. quality control

11. conductivity

12. magnetism

Chapter Review

Part A. Vocabulary Review (page 107)

1. k (1/1)

2. g (2/1)

3. n (1/1)

4. h (2/1)

5. d (3/1)

6. m (2/1)

7. e (2/1)

8. l (4/2)

9. b (6/2)

10. a (7/3)

11. i (7/3)

12. o (5/2)

Part B. Concept Review (page 108)

13. Scientists and engineers review the physical and chemical properties of materials to determine their usefulness. (1/1)

14. Ceramics and polymers vary widely in their

chemical composition. The chemical composition determines their physical and chemical properties. (3/1)

15. A scientist works to learn more scientific

information and an engineer applies scientific

information to solve a problem or human need.

(4, 5/2)

16. Check students’ answers. (5/2)

17. Companies apply for a patent for a new product or invention. (8/3)

Reinforcement

Section 1 (page 109)

1. T

2. F

3. F

4. T

5. T

6. T

7. T

8. F

9. F

10. T

11. F

12. F

13. T

14. T

15. T

16. motion

Section 2 (page 110)

1. g

2. d

3. j

4. h

5. f

6. k

7. i

8. downward at a right angle

9. true

10. slow

11. gravity

Section 3 (page 111)

1. The wings push air down and back; air pushes

up and forward.

2. The first car pushes against the second; the

second car pushes back, causing it to slow.

3. Your hand pushes forward; the air pushes your

hand backward.

4. Your foot pushes the ground backward; the

ground pushes your foot forward.

5.Your nose feels your finger; your finger feels your nose.

6. opposite reaction

7. delay

8. inertia

9. size; directions

10. backward; forward; forward

11. The size of the paddle could be larger, or more paddles could be used.

Directed Reading for Content Mastery

Overview (page 113)

1. a net force

2. the direction of the force

3. an equal but opposite reaction

4. 1

5. 2

6. 3

Section 1 and 3 (page 114)

1. Second Law of Motion. The force necessary to move the space shuttle is equal to its mass times its acceleration.

2. First Law of Motion. The rock stays at rest at the top of the hill until the boy applies force that sends it rolling downhill.

Sections 2 (page 115)

1. gravity 6. attraction

2. acceleration 7. mass

3. force 8. velocity

4. normal force 9. accelerate

5. Newtons

Key Terms (page 116)

1. net force

2. force

3. friction

4. acceleration

5. normal force

6. third law

7. second law

8. inertia

Chapter Review

Part A. Vocabulary Review (page 117)

1. a (2/1)

2. i (4/2)

3. f (4/2)

4. h (1/1)

5. b (1/1)

6. e (1/1)

7. g (6/3)

8. c (1/1)

9. d (3/1)

10. accelerate (2/1)

11. Friction (3/1)

12. static (3/1)

13. sliding (3/1)

14. wheel (3/1)

15. strength (5/2)

16. terminal velocity (4/2)

17. inertia (6/3)

Part B. Concept Review (page 118)

1. Static (3/1)

2. either push or pull (1/1)

3. friction (3/1)

4. net force (1/1)

5. motion (5/2)

6. third (6/3)

7. slow down (5/2)

8. balanced (4/2)

9. It is easy to miss an action-reaction pair when

one object is much more massive than another.

Examples will vary. One example is a person

trying to push a space shuttle by hand. (6/3)

10. Friction will never speed up an object because it always acts against the object’s direction of motion. (3/1)

Reinforcement

Section 1 (page 119)

1. d

2. c

3. a

4. e

5. b

6. S (south)

7. N (north); the filings between the poles of each magnet are repelled, so the poles must be like poles.

8. North and south (or south and north); the filings between the poles of the two magnets are

attracted, so the poles must be unlike poles.

9. Use the filings to map the magnetic field around each magnet. The lines of force around the stronger magnet will be longer and closer together.

Section 2 (page 120)

1. a magnetic field

2. The poles of the magnetic field would be reversed.

3. It would be magnetized.

4. An electromagnet; the magnetic field would

disappear.

5. an electric current; induction

6. An electric motor converts electric power to

motion.

7. In an electric motor, the field of a permanent

magnet moves a current-carrying wire.When the

current is reversed (as in alternating current), the

wire spins.

8. An electric generator converts motion to electric power.

9. This action induces an electric current in the coil.

Directed Reading for Content Mastery

Overview (page 121)

1. electric current

2. magnetic field

3. iron bar

4. electromagnet

5. electrons

6. field

7. compass needle

Section 1 (page 122)

1. S

2. N

3. A magnetic pole always repels like poles.

4. A magnetic pole always attracts unlike poles.

5. the poles

6. iron

7. Earth’s poles

8. attraction

9. magnetite

10. domains

Sections 2 (page 123)

1. d

2. b

3. g

4. a

5. f

6. c

7. e

8. converts electric energy into kinetic energy

9. uses a magnetic field to turn motion into

electricity

10. changes the voltage of an alternating current

with little loss of energy

Key Terms (page 124)

1. magnetic domain

2. magnetic field

3. magnetism

4. compass

5. electromagnet

6. electric motor

7. aurora

8. magnetosphere

9. electric generator

10. transformer

11. alternating current

Chapter Review

Part A. Vocabulary Review (page 125)

1. magnetic domain (1/1)

2. motor (5/2)

3. electromagnet (4/2)

4. aurora (4/2)

5. generator (4/2)

6. transformer (4/2)

7. magnetic field (2/1)

8. alternating (4/2)

9. magnetosphere (1/3)

Part B. Concept Review (page 125)

1. line up with north poles pointing toward the

magnet (1/1)

2. at the poles

3. a magnetic field (1/1)

4. the aurora (4/2)

5. more coils of wire (4/2)

6. an electromagnet (4/2)

7. electricity (6/2)

8. high voltage to low voltage (4/2)

9. two times (5/2)

10. south (1/1)

11. atoms that release energy transferred to them by charged particles that enter the

atmosphere (4/2)

12. Alternating current changes direction many

times per second; direct current flows only in

one direction. (5/2)

13. It will be 10 times greater, or 1,200 V. (5/2)

14. Move the coil through a magnetic field, or move a magnet into and out of the coil.

15. The iron filings will line up along the magnetic field of the magnet. They will form a pattern of curved lines between the two poles.

16. There is no definite edge. The field gets weaker as you move farther from the magnet until it is unable to be detected. (2/1)

17. They are the groups of atoms with their magnetic fields all pointing in the same direction. They are found only in materials that can become magnetized. (1, 3/1)

18. Yes; the magnetic pole has moved slightly over the years and the magnetic field has reversed direction multiple times. (3/1)

Reinforcement

Section 1 (page 127)

1. e

2. a

3. d

4. b

5. c

6. It takes one year for Earth to revolve all the way around the Sun.

7. The rotation of Earth on its axis causes night

and day.

8. We have seasons because Earth’s axis is tilted.

9. An eclipse happens when Earth, the Sun, and

the Moon are lined up in a certain way.

10. The new moon and half moon are two of the

moon phases.

Section 2 (page 128)

Across

3. asteroids

4. smallest

6. rings

8. outer

9. gravity

10. third

11. meteorite

Down

1. solarsystem

2. comet

5. largest

7. sun

12. red

Section 3 (page 129)

1. A star’s color indicates its temperature. A red star is cool, a yellow star is medium in temperature, and a blue-white star is hot.

2. A large star that begins to use up the fuel in its

core expands to become a supergiant. In time, its

core collapses, and the star explodes, becoming a

supernova. The star’s core, if it’s not too large,

becomes a neutron star. If the core is massive

enough, it could collapse and become a black hole.

3. A medium-sized star that begins to use up the

gases in its core gets bigger and becomes a giant.

In time, it will shrink to a hot white dwarf and

then cool and become a black dwarf.

4. Some galaxies are elliptical in shape, like a football. Others are spiral in shape, something like a pinwheel. Irregular galaxies come in all different kinds of shapes and are usually smaller than the other galaxies. The Milky Way, the galaxy we live in, is a spiral galaxy.

5. The distances between galaxies are too large to measure in astronomical units so they are

measured in light-years. A light-year is the

distance light travels in one year, 9.5 trillion km.

6. Scientists think that stars begin as huge clouds of gas and dust. Gravity causes the dust and gases to move closer together. As they do, the temperatures in the cloud begin to rise, and the heat becomes great enough to cause the atoms in the cloud to join together. This joining of atoms is called fusion, and it changes matter to the energy that powers the star.

7. We live in the Milky Way, one of the billions of galaxies that make up the universe.

Directed Reading for Content Mastery

Overview (page 131)

1. Moon

2. 27.3 days

3. Earth

4. 365 days

5. Sun

6. 225 million years

7. Milky Way galaxy

Section 1 (page 132)

1. new

2. waxing

3. waxing

4. waxing

5. full

6. waning

7. waning

8. waning

9. 27.3 days

10. rotation

11. winter

12. a. Moon, Earth

b. Earth, Moon

Sections 2 and 3 (page 133)

1. elliptical; shaped like huge footballs or spheres; the most common type

2. spiral; have arms radiating out from their center; kind of like a pinwheel

3. irregular; come in different shapes; usually

smaller; common

4. solar system

5. Sun

6. constellation

7. Milky Way

8. spiral

9. astronomical units

Key Terms (page 134)

1. rotation

2. revolution

3. eclipse

4. astronomical unit

5. solar system

6. constellations

7. light-year

8. orbit

9. supernova

10. comet

11. meteorites

Chapter Review

Part A. Vocabulary Review (page 135)

1. eclipse (3/1)

2. solar system (4/2)

3. rotation (1/1)

4. revolution (1/1)

5. constellation (7/3)

6. galaxy (8/3)

Part B. Concept Review (page 135)

1. Answers will vary, but should mention Earth’s

rotation and that the Sun’s light falls on only half

of Earth at one time. (2/1)

2. Answers will vary, but should mention Earth’s

annual revolution around the Sun, that Earth is

tilted at an angle on its axis in relation to the Sun, and that summer occurs on the part of Earth that is tilted toward the Sun while winter occurs on the part of Earth tilted away from the Sun. (1/1)

3. Answers will vary, but should indicate that the

Moon orbits Earth, or revolves around it. (2/1)

4. Earth is in the Milky Way galaxy. There might be 100 billion galaxies. (7/3)

5. Diagrams will vary. Check students’ diagrams for correct labeling. (3–5/2)

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