Trans-i-iv-MSS05 IN Gr 7 6/1/04 2:57 AM Page i Color

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Color Transparencies

Trans-i-iv-MSS05 IN Gr 7 6/1/04 2:57 AM Page i

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

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

ISBN 0-07-867061-6Printed in the United States of America1 2 3 4 5 6 7 8 9 10 080 09 08 07 06 05 04

To The Teacher

Color Transparencies for Indiana Glencoe Science Level Green provides threetypes of transparencies for use while teaching each chapter.

The Section Focus Transparencies are designed to generate interest and focus students’ attention on the topic being presented in the section. You can use thesetransparencies at the beginning of the class as a means of assessing prior knowl-edge and as a stimulus for discussion.

The Teaching Transparency for each chapter addresses a major concept that willbenefit from an extra visual learning aid. Use the Teaching Transparency for reviewafter the concept has been introduced.

The Assessment Transparency for each chapter is set up to resemble standardizedtests. These transparencies enhance familiarity with testing formats as well as providepractice in graph, table, and diagram reading and interpretation. This transparencycan be used as a pretest to introduce chapter concepts or as a brief review after thechapter has been taught.

The Chapter Resources booklet contains black and white masters of each transparency along with additional background information, teaching strategies,test-taking tips, and the answers to questions.

Trans-i-iv-MSS05 IN Gr 7 6/4/04 11:41 PM Page ii

Chapter 1 Exploring and Classifying LifeSection Focus Transparency 1 . . . . . . .Do the chimpanzees

ever study Dr. Goodall?Section Focus Transparency 2 . . . . . . . .Most EnlighteningSection Focus Transparency 3 . . . .How About a Field Trip?Section Focus Transparency 4 . . . . .It’s a Bird! It’s a Plane!

It’s All of the Above!Teaching Transparency . . . . . . . . . . .Modern ClassificationAssessment Transparency . .Exploring and Classifying Life

Chapter 2 CellsSection Focus Transparency 1 . . . . . . . . .A Factory AnalogySection Focus Transparency 2 . . . . . . .At Home in the SaltSection Focus Transparency 3 . . . . . . . .Thanks for Sharing!Teaching Transparency . . . . . . . . . .Animal and Plant CellsAssessment Transparency . . . . . . . . . . . . . . . . . . . . . . .Cells

Chapter 3 Cell ProcessesSection Focus Transparency 1 . . . . . . . . .Chemicals for LifeSection Focus Transparency 2 . . . . . . . . . . . . . . .Skin DeepSection Focus Transparency 3 . . . . . . . .What’s for dinner?Teaching Transparency . . . . . . . . . . . .Organic CompoundsAssessment Transparency . . . . . . . . . . . . . . .Cell Processes

Chapter 4 Cell ReproductionSection Focus Transparency 1 . . . . . . . . . . . .Growth SpurtSection Focus Transparency 2 . . .I Think He Has Your EyesSection Focus Transparency 3 . . . . . . . . . . . . . . . .Curly CatTeaching Transparency . . . . . . . . . . . .Animal Cell DivisionAssessment Transparency . . . . . . . . . . . .Cell Reproduction

Chapter 5 Digestion, Respiration, and ExcretionSection Focus Transparency 1 . . . .Pardon Me, but I DigestSection Focus Transparency 2 . . . . . . . . . .A World of FoodSection Focus Transparency 3 . . . . . . . . . .Strange Creature

from AboveSection Focus Transparency 4 . . . . . . . . . . . .Liquid WastesTeaching Transparency . . . . . . . . . . . . .The Urinary SystemAssessment Transparency . . . . . . . .Digestion, Respiration,

and Excretion

Chapter 6 Circulation and ImmunitySection Focus Transparency 1 . . . . . . . . . .A Friend in NeedSection Focus Transparency 2 . . . . .How to Relax in TrafficSection Focus Transparency 3 . . . . . . . . . . .Here I Come to

Save the Day!Section Focus Transparency 4 . . .Ah-Chooo! (Gesundheit)Teaching Transparency . .Response of the Immune SystemAssessment Transparency . . . . .Circulation and Immunity

Chapter 7 Interactions of Living ThingsSection Focus Transparency 1 . . . . . . .The Way of the VineSection Focus Transparency 2 . . . . . . . . . . . . .Night LightsSection Focus Transparency 3 . . . . . . . . . .Lunch, Anyone?Teaching Transparency . . . . . . . .Water Cycle/Carbon CycleAssessment Transparency . . .Interactions of Living Things

Chapter 8 Conserving ResourcesSection Focus Transparency 1 . . . . . . . .The Material WorldSection Focus Transparency 2 . . . . .Ocean-Sized Ice CubesSection Focus Transparency 3 . . . . . . .The Art of RecyclingTeaching Transparency . . . . . . . . . . . . . . . . . .GroundwaterAssessment Transparency . . . . . . . . .Conserving Resources

Chapter 9 Atoms, Elements, and the Periodic Table

Section Focus Transparency 1 . . . . . . . .What’s the matter in this picture?

Section Focus Transparency 2 . . . .Some Call It QuicksilverSection Focus Transparency 3 . . . . . . . . . . . . . .Here Today,

Rust TomorrowTeaching Transparency . . . . . . . . . . . . . . . . . . .Fire and AshAssessment Transparency Atoms, Elements, and

the Periodic Table

Chapter 10 Substances, Mixtures, and SolubilitySection Focus Transparency 1 . . . . . . . . .A Mixture of Fear

and RespectSection Focus Transparency 2 . . . . . . . . . . . . .Relief at LastSection Focus Transparency 3 . . . . . . . . . . . . . . . . .Big FizzTeaching Transparency . . . . . . . . . . . . . . . . . . . . . .pH ScaleAssessment Transparency . . . . . . . . .Substances, Mixtures,

and Solubility

Table of Contents

iii

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iv

Chapter 11 Motion and MomentumSection Focus Transparency 1 . . . . . . . . . . . . . . .Air CanvasSection Focus Transparency 2 . . . . . . . . . .Nothing but Air!Section Focus Transparency 3 . . . . . . .Massive and MovingTeaching Transparency . . . . . . . . . . .Distance-Time Graph

Speed-Time GraphAssessment Transparency . . . . . . .Motion and Momentum

Chapter 12 Force and Newton’s LawsSection Focus Transparency 1 . . . . . . .Another Cup, PleaseSection Focus Transparency 2 . . . . . . . . . . . . . .Loop D’loopSection Focus Transparency 3 . . . . . . . .Pushing the LimitsTeaching Transparency . . . . . . . .Newton’s Laws of MotionAssessment Transparency . . . . .Force and Newton’s Laws

Chapter 13 Energy and Energy ResourcesSection Focus Transparency 1 . . . . . . . . . . . . . . . . . . . .Zot!Section Focus Transparency 2 . . . . . . . . . . . .Burning LightSection Focus Transparency 3 . . . . . . . . . . . .A Fuming FuelTeaching Transparency . . . . . . . . .Energy TransformationsAssessment Transparency . .Energy and Energy Resources

Chapter 14 Waves, Sound, and LightSection Focus Transparency 1 . . . . . . . . . . . . . . . . . .WavesSection Focus Transparency 2 . . . . . . . . .Music and WavesSection Focus Transparency 3 . . . .Electromagnetic WavesTeaching Transparency . . . . . . . . . . .Three Types of WavesAssessment Transparency . . . . . . . . . .Properties of Waves

Chapter 15 Electronics and ComputersSection Focus Transparency 1 . . . . . . . . .What’s the buzz?Section Focus Transparency 2 . . . . . . . . . . .Modern ModelsTeaching Transparency . . . . . . . . . . . . . . . . . .Binary DigitsAssessment Transparency . . . . .Electronics and Computers

Chapter 16 Stars and GalaxiesSection Focus Transparency 1 . . . . . . . . . . . .A Starry NightSection Focus Transparency 2 . . . . . . . . . . . . . .A Hot TopicSection Focus Transparency 3 . . . . . . . . . . . . . .Heavy DutySection Focus Transparency 4 . . .What are we looking at?Teaching Transparency . . . . . . .Circumpolar ConstellationsAssessment Transparency . . . . . . . . . . . .Stars and Galaxies

Chapter 17 MineralsSection Focus Transparency 1 . . . . . . . .A Study in PatternsSection Focus Transparency 2 . . . . . . . . . . . .Sorting It OutSection Focus Transparency 3 . . . . . . . . . . . . .Golden DaysTeaching Transparency . . . . . . . . . . . . . .Mineral HardnessAssessment Transparency . . . . . . . . . . . . . . . . . . . .Minerals

Chapter 18 RocksSection Focus Transparency 1 . . .A Cone Cave Place to LiveSection Focus Transparency 2 . . . . . . . . . .Bad for Pompeii,

Good for ArchaeologySection Focus Transparency 3 . . . . . . .Pressured to ChangeSection Focus Transparency 4 . . . . . . . . . .It’s SedimentaryTeaching Transparency . . . . . . . . . . . . . . . . .The Rock CycleAssessment Transparency . . . . . . . . . . . . . . . . . . . . . .Rocks

Chapter 19 Forces Shaping EarthSection Focus Transparency 1 . . . . . . . . . . . .Not a Place to

Drop Your KeysSection Focus Transparency 2 . . . . . .Mythological HeightsTeaching Transparency . . . . . . . . . . . . . . . . . .Earth’s PlatesAssessment Transparency . . . . . . . . .Forces Shaping Earth

Chapter 20 Earthquakes and VolcanoesSection Focus Transparency 1 . . . . . .Nobody’s Fault at AllSection Focus Transparency 2 . . . . . . . . . . . .Does the stork

bring baby islands?Section Focus Transparency 3 . . . . . . . . . .Earth ShatteringTeaching Transparency . . . . . . . . . . . . . . . . .Seismic WavesAssessment Transparency . . . .Earthquakes and Volcanoes

Chapter 21 ClimateSection Focus Transparency 1 . . . . . . . . . . . . . . . .City HeatSection Focus Transparency 2 . . . . . . . . . . .Where are we?Section Focus Transparency 3 . . . . . . . . . .Informative FruitTeaching Transparency . . . . .Climate Classification SystemAssessment Transparency . . . . . . . . . . . . . . . . . . . .Climate

Chapter 22 Clues to Earth’s PastSection Focus Transparency 1 . . . . . . . . . . . . . .Guess AgainSection Focus Transparency 2 . . . . . . . .Older than the HillsSection Focus Transparency 3 . . . . . . . . . . . . .One Big RockTeaching Transparency . . . . . . . . . . . . . . . . . . .Index FossilsAssessment Transparency . . . . . . . . . .Clues to Earth’s Past

Trans-i-iv-MSS05 IN Gr 7 6/4/04 11:44 PM Page iv

Exploring and Classifying Life

Jane Goodall, a zoologist from England, researches chimpanzees inGombe Stream National Park. She has described and reported manyaspects of chimpanzees, including hunting, tool use, and socialbehaviors.

Do the chimpanzees studyDr. Goodall?

Section FocusTransparency11

1. How was Dr. Goodall able to discover so many chimpanzee behaviors?

2. How does studying an animal in a laboratory compare withstudying an animal in its natural habitat?

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Trans LS-428-MSS05 6/1/04 3:24 AM Page 1


Have you ever seen a house plant growing toward the window?Most plants grow toward the light. This bending is caused by a plant hormone that makes plant cells stretch and grow in the direction ofthe light source.

Most EnlighteningSection FocusTransparency22

1. Why do plants need light?

2. What would happen if you gave the pot a half turn?

3. What does this plant need to live?

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1Chapter



Is there life on other planets? If there is, it probably doesn’t resem-ble the aliens we see in the movies. Some scientists believe thatEuropa, one of Jupiter’s moons (pictured in the center of the imagebelow), is a candidate for supporting extraterrestrial life.

How about a field trip?Section FocusTransparency33

1. What general resources are needed to sustain life on Earth?

2. Is it possible that other planets or moons in our galaxy mighthave the resources to support life? Explain.

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1Chapter



What do all of these things have in common? Look closely and tryto notice characteristics that can be used to classify these items intogroups.

It’s a Bird! It’s a Plane! It’s Allof the Above!


1. How many different ways can you divide these flying things intogroups?

2. Choose a method and classify these objects. Start with two headings, then subdivide each group.

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Modern Classification

King

dom

A

nim

alia

Phyl

um

Chor

data

Clas

s

M

amm

alia

Ord

er

Ceta

cea

Fam

ily

Del

phin

idae

Genu

s

T

ursi

ops

Spec

ies

Tur

siop

s tru

ncat

us

TeachingTransparency44 1

Chapter



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Directions: Carefully review the table and answer the following questions.


1. Which hypothesis was probably being tested?A Seeds prefer to grow in soil versus sand.B The more water a seed receives the faster it will germinate.C Different types of seeds germinate at different rates.D Seeds germinate faster in sunlight than in the dark.

2. Which of the following would improve an experiment to comparethe rate of seed germination? F using more types of seedsG measuring the length of the plantsH adding 100mL of water to each seed

J conducting the experiment for a shorter time

3. Which factor would have the LEAST effect on the results?A the amount of light to which the seeds were exposedB the amount of soil used for the seedsC the color of the pots usedD the depth the seeds were planted in the soil

AssessmentTransparency 1

Chapter

Fruit and Vegetable Seed Germination Rate

Orange

Lemon

Cucumber

Onion

10

10

10

10

0

1

7

9

1

1

7

10

50

50

50

50

0

0

6

7

Number ofseeds

Number ofseeds

germinating

Day3

Day7

Type of seed

Amount of water

added (mL ) Day5


Cells

If this factory were a cell, it would run 24 hours a day and 7 days aweek. Just like a factory, cells use raw materials to produce what’sneeded. Like a factory, they have a control center, a source of power,and a way to move products and waste.

A Factory Analogy

Control center

Electricgenerator

Factory wall

Storage barrel


1. What part of the drawing directs the activities in the factory?

2. Identify the part of the drawing that provides energy to the factory.

3. What function do the storage barrels have?

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2Chapter


Cells

The Dead Sea has very high salt concentrations, and people haveused it as a salt resource since ancient times. But is the Dead Seareally dead? The concentration of salt is too high for most livingthings, but bacteria like the ones below are able to live in its waters.

At Home in the SaltSection FocusTransparency22

1. Why might ancient people have thought the Dead Sea was totallywithout life?

2. What tool would you use to show there really is life in the DeadSea?

3. Do you think the living thing pictured is simple or complex?Defend your answer.

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2Chapter


Cells

Sneezing is an involuntary action that aids the body by clearing congestion within the nose. But sneezing also spreads germs,including cold and influenza viruses.

Thanks for Sharing!Section FocusTransparency33

1. What are your symptoms when you catch a cold?

2. What can you do to limit the spread of viruses?

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2Chapter


Cells

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Animal and Plant Cells

Nucleus

Nucleolus

Ribosome

Ribosome

Smooth endoplasmicreticulum (SER)

Smooth endoplasmicreticulum (SER)

Cell membrane Cytoskeleton

Centrioles

Mitochondrion

Nucleus

Nucleolus

Mitochondrion

Rough endoplasmicreticulum (RER)

Rough endoplasmicreticulum (RER)

LysosomeLysosome

Golgi complex

Cell membraneCell wall

Cell wall of adjacent cell

Golgi complex

Central vacuoleChloroplast

Free ribosome

Free ribosome


Chapter


Cells

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Directions: Carefully review the diagram and answer the following questions.

Cells

1. The chromosomes are located in the ___.A cytoplasmB vacuolesC nucleusD nucleolus

2. The scientist performing this experiment wants to study inter-feron because it may work as a powerful medicine. If the scientistwanted to learn how powerful interferon is, the experiment couldbe repeated ___.F at a higher temperature H with less interferonG at a lower altitude J with more labels

3. The cell on the far right of the picture will probably soon ___.A grow C moveB divide D die


Chapter

Virus

Interferon

Chromosome

Cell

Cell

VacuoleCytoplasm

Nucleus


Cell Processes

Every living thing is made of compounds containing carbon andhydrogen. We consume many of these compounds for energy. How-ever, some compounds that we consume do not contain the elementscarbon and hydrogen. These compounds are also necessary for life.

Chemicals for LifeSection FocusTransparency11

1. Of the objects above, which come from living things?

2. Which objects do not contain substances that were once alive?

3. Name three substances that your body needs to survive that do notcome from living things.

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Cell Processes

Misting with water helps keep supermarket produce fresh. Not allthe water stays on the skin of these fruits and vegetables; most of itseems to disappear. The trick is finding out where it went.

Skin DeepSection FocusTransparency22

1. When the water on the fruits and vegetables disappears, wheredoes it go?

2. Create a simple test to explain what happens to the water when itdisappears.

3. How do you think the water keeps the produce fresh?

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Cell Processes

Some organisms don’t need anyone to survive, but others need helpto get by. In this picture, some of the living things shown can maketheir own food. They are called producers. Other living things, calledconsumers, depend on these producers for their survival.

What’s for dinner?Section FocusTransparency33

1. Which things in the picture are producers? Consumers?

2. Explain whether you are a producer or consumer.

3. If all the plants died, what effect would it have on the animals?

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Cell Processes

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Organic Compounds

Tabl

e 3

Org

anic

Com

poun

ds F

ound

in L

ivin

g Th

ings

Carb

ohyd

rate

Lipi

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Elem

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carb

on, h

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ca

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ca

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, oxy

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an

d ox

ygen

hydr

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, and

hy

drog

en, n

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hydr

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, nitr

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, ph

osph

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and

sulfu

ran

d ph

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Exam

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suga

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tarc

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fats

, oils

, wax

es,

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mes

, ski

n,

DN

A an

d RN

Aan

d ce

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and

and

hair

chol

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Func

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ore

larg

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ount

s re

gula

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proc

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rmof

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;pr

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ses a

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plan

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form

bou

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ies

build

cel

l str

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res

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ake

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sh

ort-

term

ene

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arou

nd c

ells

stor

age


Chapter


Cell Processes

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Directions: Carefully review the diagrams and answer the following questions.

Cell Processes

1. Which of the following questions would best be addressed by theexperiment shown above?A Can salt float in water?B What is the membrane’s permeability?C Does salt dissolve in water?D What compounds are found in salt?

2. This experiment probably relies on ___.F osmosis H frictionG endocytosis J exocytosis

3. If the water and salt could cross the membrane equally, the waterwould ___.A increase on the left C equalizeB increase on the right D collapse the membrane


Chapter

Membrane

2

1

Water

Salt


Cell Reproduction

We typically grow for 15 to 20 years. Though most lizards don’tgrow to be as big as people, some have the potential to grow through-out their lives. This lizard is regrowing a lost tail.

Growth SpurtSection FocusTransparency11

1. In what ways have you grown in the last year? What causes a person to grow?

2. How is this similar to a lizard regrowing its tail? How is it different?

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Cell Reproduction

The Santa Gertrudis bull flourishes in the arid plains of Texas. TheKing Ranch developed the Santa Gertrudis by cross-breeding Brah-man cattle with Shorthorns. As you can see, the Santa Gertrudisinherited characteristics from both of its parents.

I Think He Has Your EyesSection FocusTransparency22

1. Why might ranchers have wanted to cross-breed Brahmans andShorthorns?

2. Which of the Santa Gertrudis’ traits can you identify in the Brahman and the Shorthorn?

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Brahman Shorthorn

Santa Gertrudis

4Chapter


Cell Reproduction

This unusual cat is a Devon Rex. It appeared in Devonshire,England in 1960 when a genetic change occurred among British barn cats. The Devon Rex has a small head and a curly coat.

Curly CatSection FocusTransparency33

1. Based on the picture and the description above, what do you thinka genetic change is?

2. How can cat breeders attempt to continue the characteristics ofthe Devon Rex?

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Cell Reproduction

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Animal Cell Division

Duplicated chromosome(2 chromatids)

ProphaseThe chromatid pairs are now visible and the spindle is beginning to form.

MetaphaseChromatid pairs are lined up in the center of the cell.

AnaphaseThe chromosomeshave separated.

TelophaseIn the final step, the cytoplasmis beginning to separate.

InterphaseDuring interphase, the cell's chromosomes duplicate. The nucleolus is clearly visible in the nucleus.

Newnucleus

Cytoplasmseparating

Duplicated chromosome(2 chromatids)

Spindle fibers

The two new cells enter interphase and cell division usually begins again.

NucleusNucleolus

CentriolesMitosis begins

Mitosis ends

Chromosomes

TeachingTransparency11

Cell division for an animal cell is shown here. Eachmicrograph shown in this figure is magnified 600 times.

4Chapter


Cell Reproduction

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Cell Reproduction

1. A cell produced by the fruit fly cell pictured above will most likely be ___.A identical to the fruit fly cellB a combination of its two parent fruit fly cells.C unable to reproduceD a genetic mutation

2. In which part of the cell are the chromosomes located?F Cell membraneG CytoplasmH Nucleus

J Mitochondrion

3. The fruit fly cell above contains eight chromosomes. How manychromosomes will cells produced by the above cell probably have?A sixteen B eight C four D sixty-four

AssessmentTransparency

Interphase

Centrioles(two parts)

Chromatin

Nuclearmembrane

Nucleolus

Cell membrane

Chromosomes

4Chapter


Digestion, Respiration, and Excretion

Cows eat quite often—a one-year-old steer may be given almostforty pounds of feed each day. On the other hand, it’s not uncommonfor a large snake to go more than a month without food. These animals have very different digestive processes to meet differentenergy needs.

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1. In general, why do animals need to eat?

2. Why do you think a snake can go so long without food?

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Immediate worldwide communication has not only enhanced ourquality of life but also enriched our food choices. Colorful, tastydishes from all over the world can supply your body with the nutrientsand energy it needs.

A World of FoodSection FocusTransparency22

1. Why is eating well-balanced meals important?

2. What foods might be added to the meals above to make them well-balanced?

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Scuba diving is an activity that requires special equipment thatallows you to breathe while underwater. The word scuba actuallystands for self-contained underwater breathing apparatus. Thisequipment is needed because, unlike fish, people breathe oxygen as a gas in air.

Strange Creature from AboveSection FocusTransparency33

1. What special equipment is required for scuba diving?

2. What do the bubbles in this picture indicate?

3. How do people and fish differ in the way they get oxygen?

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Have you ever thought of your skin as an organ that rids your bodyof waste? You probably perspire most heavily when you exercise.Perspiration is a liquid waste given off by the body.

Liquid WastesSection FocusTransparency44

1. How is perspiring helpful to the body?

2. Why is it important to drink plenty of fluids before, during, andafter periods of intense physical activity?

3. What other body system is involved with the removal of liquidwastes?

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Aorta

Ureter

Bladder

Urethra

Renalartery

Kidney

Renalvein

Tubule

Collecting duct

Urine to ureterCapillary

Vein

Artery



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Digestion, Respiration,and Excretion

1. Based on the information in the table, which of the followingshould the ideal weight range be for somebody who is 1.62 m talland 27 years old?A 53–66 B 49–62 C 50–66 D 48–71

2. These data were collected by studying many different people. Ifeverything remains the same, what would be a healthy weight forsomeone who is 1.7 m tall and 50 years old?F 55 G 59 H 72 J 80

3. A reasonable hypothesis using the table is that when we areyounger ___.A our legs and arms weigh moreB we usually weigh moreC our weight never changesD we usually weigh less


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Ideal Body Weight (kg)—Range for Men and Women

Height (m) Ages 19–34 Ages 35 +

44–58

46–60

47–62

48–64

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1.7


Circulation and Immunity

Do you know someone who has participated in a blood drive? During a blood drive, people are asked to donate blood that will beused to treat sick or injured people. The blood collected by bloodbanks saves many lives each year.

A Friend in NeedSection FocusTransparency11

1. What is the purpose of a blood bank?

2. Who do you think should or should not donate blood?

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Venice is a city in Italy that includes over one hundred islands.Because there’s so much water, Venetians use canals instead of streetsfor transportation. There is a main canal, called the Grand Canal, andmany smaller canals branching off the main canal.

How to Relax in TrafficSection FocusTransparency22

1. If you compared the canals in Venice to blood vessels, what wouldthe water represent?

2. What might the boats, called gondolas, represent?

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This image shows a cell from the immune system at work. A whiteblood cell is devouring an invading organism. The only part of theorganism that can be seen is at the lower right portion of the photo. Itis being sucked into the tube-like extension of the color-enhancedwhite blood cell.

Here I Come to Save the Day!Section FocusTransparency33

1. Describe what is happening to the invading organism.

2. What purpose do you think white blood cells serve?

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Organisms are not the only things that can make you sick. Matterpresent in the environment, such as toxic chemicals, particles, andcertain types of fibers, also can cause disease. The spiny spheres yousee below are responsible for a certain type of allergic reaction thatafflicts many people. Can you guess what they are?

Ah-Chooo! (Gesundheit)Section FocusTransparency44

1. How do allergies affect people?

2. What kind of help is there for allergy sufferers?

3. If people work around materials such as asbestos, burning tar, orsmoke, what kinds of safety equipment should they use?

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Regional HIV/AIDS Statistics, December 1998

South andSoutheastAsia

WesternEurope

NorthAmerica

Sub-SaharanAfrica

Latin America

Individualsnewly infected

with HIV

Individualsliving withAIDS/HIV

Women with HIV

(%)

6,700,000

500,000

890,000

22,500,000

1,400,000

1,200,000

30,000

44,000

4,000,000

160,000

25

20

20

50

20

Region


1. According to the table, which region has the most people infectedand living with AIDS/HIV?A Latin America C North AmericaB South & Southeast Asia D Sub-Saharan Africa

2. According to the table, in which region is 75 percent of the HIV-infected population male?F Western Europe H South & Southeast AsiaG Sub-Saharan Africa J North America

3. The total world population of individuals living with HIV/AIDS is 33.4 million. Approximately what percentage of these individualslive in the Sub-Sahara African region?A 5% B 10% C 70% D 100%


Interactions of Living Things

Kudzu is a vine that was introduced to the United States from Japanin 1876. In the 1930s and 1940s, kudzu was planted throughout thesoutheastern states as a means to control soil erosion. It turns out,however, that kudzu likes the southeast a little too much. The climateis ideal for the vine, and its natural insect pests stayed in Japan.

The Way of the VineSection FocusTransparency11

1. What do plants need to be healthy?

2. How is excessive kudzu growth harmful?

3. Could the original kudzu-eating insects from Japan be importedto solve this problem? Why or why not?C

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This photograph shows Earth at night as it is seen from space. It’snot night everywhere at once, of course; the image was made speciallyso you could see night over all of Earth at the same time. Even thoughit’s dark, you can still identify many places because of all the electriclights.

Night LightsSection FocusTransparency22

1. What parts of Earth can you identify in this image?

2. What do you think the amount of electric lights indicates aboutthe number of people living in an area?

3. Why are some areas more populated than others?

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Tigers are the largest cats in the world. Tiger habitats are verydiverse and include cold regions in northern Asia and steamy junglesin southeast Asia. All tigers are carnivores, dining on a variety ofanimals.

Lunch, Anyone?Section FocusTransparency33

1. Generally, what do tigers eat?

2. What do the animals that tigers eat tend to eat?

3. What are the main threats to tigers?

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Water Cycle/Carbon Cycle

Condensation Precipitation

Runoff

Evaporation

Transpiration


Chapter

Plants remove carbon dioxide from the air and use it to make carbohydrates.

The carbohydrates are eaten and used by other organisms.

The carbon from the carbohydrates is returned to the atmosphere through respiration, combustion, and decay.

After the carbon is returned to the atmosphere, the cycle begins again.



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1. According to the information given above, which energy level isdirectly used only by the cow?A The Sun C CowB Grass D Human

2. Each level of the energy pyramid only receives 10% of the energyfrom the level below. Based on this information, if the grass startswith 100% of the energy, how much will the human receive?F 100% H 1%G 10% J 0.1%

3. The ultimate source of energy for this system is ___.A grass C the SunB fertilizer D water


Chapter

Energy Flow in a Simple Ecosystem

The Sun Grass HumanCow

Energy Pyramid

Human

Cow

Grass


Conserving Resources

Many of the items you use in your daily life are made from materialsthat come from nature. On the other hand, some items you use aremade from manufactured materials.

The Material WorldSection FocusTransparency11

1. What kinds of materials can you identify in the scene above?

2. Where do you think the materials you identified come from?

3. Can the materials you named be replaced or will they eventuallydisappear?

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One of the concerns with rising worldwide temperatures is themelting of ice at Earth’s poles. Ice floating in water, as found in theArctic Ocean, won’t raise sea levels if it melts. But ice-sheets on land,as found in Greenland and Antarctica, do contain enough water toraise sea levels if they melt.

Ocean-Sized Ice CubesSection FocusTransparency22

1. What is happening in the picture above?

2. What might cause ice sheets to melt?

3. Do you think human activity could affect the amount of ice thatmelts in Antarctica? Why or why not?

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Many artists work with paints or other specific materials, but sometimes artists work with whatever happens to be lying around.This goat was made from objects that many people throw away without a second thought.

The Art of RecyclingSection FocusTransparency33

1. Can you identify the items this goat is made from?

2. What other materials might be reused to make a piece of art?

3. What are some benefits of reusing materials rather than throwingthem away?

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Groundwater

Aqu

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Pond

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1. According to the table, a windmill would be an example of ___.A hydroelectric power C nuclear powerB wind power D solar power

2. Which of these could be added to the table?F Coal power H Gasoline powerG Oil power J Geothermal power

3. According to the table, which fuel is most likely to affect humanhealth?A Hydroelectric power C Nuclear powerB Wind power D Solar power


Chapter

Alternatives to Fossil Fuels

How it worksType Environmentalimpacts

Nuclear power

Solar power

Wind power

Hydroelectricpower

Energy of movingwater is convertedinto electrical energy.

Energy of movingair is convertedinto electrical energy.

No significantproblem

Habitatsdestroyed bydams

No significantproblem

Energy from theSun is absorbed andconverted into heatand electrical energy.

Energy of nuclearfission heats water,which is used togenerate electricity.

Produceshazardous waste and has risk of accidents


Atoms, Elements, and the Periodic Table

This unusual image is made with a scanning tunneling microscope(STM). This microscope actually images individual atoms.

What’s the matter in thispicture?


1. Why could this image not be from a traditional microscope?

2. How many different types of atoms are shown?

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Trans PS-635-MSS05 6/1/04 3:59 AM Page 1


This element is a liquid at room temperature. It is probably bestknown as the liquid in traditional thermometers; however, it is sotoxic that people often choose digital thermometers that do not contain this element.

Some Call It QuicksilverSection FocusTransparency22

1. Describe what you see in the picture. What characteristics doesthis element have?

2. Which element do you think this is? Do you know of any otheruses for it?C

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This was seaworthy metal once, but now it’s mostly rust. Before itrusted, it was a sturdy ship for work and transportation. As rust, it isfalling apart. What happened?

Here Today, Rust TomorrowSection FocusTransparency33

1. What properties of metals are useful for making ships?

2. Is rust the same material as the original metal? Why or why not?Cop

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Atoms, Elements, and thePeriodic Table

1. According to the table, which element has an atomic number of 7?A Boron C NitrogenB Carbon D Oxygen

2. According to the table, which element has a mass number less than12?F Boron H OxygenG Carbon J Fluorine

3. According to the table, an atom with 9 protons in its nucleus is most likely to be ___.A carbon C oxygenB nitrogen D fluorine


4

Chapter

9Chapter

Characteristics of Some Elements

Boron

Carbon

Nitrogen

Oxygen

Fluorine

Element

5

6

7

8

9

Atomicnumber

11

12

14

16

19

Massnumber

5

6

7

8

9

Numberof

protons

5

6

7

8

9

Numberof

electrons

6

6

7

8

10

Numberof

neutrons


Substances, Mixtures, and Solubility

This is a bluntnose sixgill shark, a deepwater species that oftenresides near the ocean floor. There, they sometimes lay in ambush,awaiting prey such as fish, crabs, and octopi. When they move, thesesharks can really stir up the sandy bottom.

A Mixture of Fear andRespect


1. Describe what you see in this photo. What do you see mixing inthe water?

2. What components of seawater can’t you see?

3. If you had a sample of water containing sand and pebbles, howcould you separate the pebbles from the sand and water? Howcould you separate the sand from the water?

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Have you ever been around a teething baby? Cutting teeth is cer-tainly a painful experience. An old folk remedy suggests rubbing oilof cloves on the baby’s gums. It turns out this successful remedy isbased on scientific insight, for oil of cloves dissolves both in waterand into the tissue surrounding nerves in the gums. Once absorbed,the numbing property of the oil gives everyone a little peace.

Relief at LastSection FocusTransparency22

1. What occurs when something dissolves?

2. When you add sugar to tea, how can you make the sugar dissolvefaster?

3. How does the oil of cloves help the baby?

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Have you ever wondered how an antacid tablet works? This tablethas been dropped into a solution of hydrochloric acid and water. Thehuman stomach uses hydrochloric acid to digest food, but sometimesthere is too much acid and indigestion results. That’s where theantacid tablet comes in.

Big FizzSection FocusTransparency33

1. How many states of matter does the photo show?

2. What do you think this glass looked like five minutes after thisphoto was taken?

3. How do you think the concentration of acid in the glass waschanged by the tablet?

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pH Scale

12

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1. What kind of mixture is inside an inflated basketball?A heterogenous C liquid solutionB gas solution D solid solution

2. According to the table, salt water would be a ___.F heterogenous mixture H liquid solutionG gas solution J solid solution

3. Steel is made from iron and carbon. According to the table, steel isa ___.A heterogenous mixture C liquid solutionB gas solution D solid solution


Chapter

Gas soultion

Liquid solution

Solid solution

Heterogeneousmixture

A mixture where the substances areunevenly mixed, some areas look differentfrom others

A homogeneous mixture of a gas with asmaller amount of solid, liquid or anothergas

A homogeneous mixture of a liquid with asmaller amount of solid, gas, or anotherliquid

A homogeneous mixture of a solid with asmaller amount of gas, liquid or anothersolid

Types of Mixtures


Motion and Momentum

This is a photo of the artist Pablo Picasso. While he often workedwith paints, here he is creating an image with a flashlight. The photograph recorded the path of the flashlight as he moved itthrough the air.

Air CanvasSection FocusTransparency11

1. What creature did Picasso draw with his flashlight?

2. Can you see where the light started? Estimate the distancebetween the starting point and the end point.

3. Is the distance between the starting point and the end pointgreater than, equal to, or less than the overall distance traveled bythe light?

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Motion and Momentum

Very experienced skydivers can work together to make different formations as they free-fall. Called relative work, these formationsrequire the skydivers to carefully control their movements while falling.

Nothing but Air!Section FocusTransparency22

1. What happens when a skydiver jumps out of a plane? How doesthe jumper’s motion change?

2. When the parachute opens, how does the skydiver’s motionchange?

3. How is a skydiver’s speed changing before the parachute opens?After the parachute opens?C

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Motion and Momentum

A fast-moving, heavily loaded train is difficult to stop. Increasingits velocity or mass will make it even harder to slow down. Thegreater the velocity and amount of matter in an object, the harder it is to bring it to rest.

Massive and MovingSection FocusTransparency33

1. Compare stopping a train that is moving 40 kilometers per hourwith stopping a car that is moving 40 kilometers per hour.

2. How would halving the number of cars pulled by the train affectthe train’s ability to stop?

3. Which could speed up more quickly: an empty coal train, or thesame train fully loaded?

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Motion and Momentum

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Distance-Time GraphSpeed-Time Graph

2.0

1.0

1.0 1.50.50Time (s)

Student A

Distance v. Time

Student B

2.0 2.5

Dis

tanc

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TeachingTransparency22

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1 2 3 4 5 6Time (s)

Spee

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Speed v. Time

11Chapter


Motion and Momentum

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Motion and Momentum

1. A girl is playing outside when she notices a storm is approaching.If all other factors are equal, the girl would most likely ___.A hear thunder first, then see lightningB see lightning first, then hear thunderC hear thunder and see lightning at the same timeD see lightning and thunder twenty minutes apart

2. The fastest human is recorded as having a running speed of about11 m/s. According to this information, which of the following isslower than the runner?F Aortic bloodG SoundH Cheetah

J Light

3. Which factor would have the LEAST effect on measuring thesespeeds?A The distance measuredB The time measuredC The time of dayD The speed formula used


0.3

331 .

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300,000,000

Subject

Aortic blood

Sound

Cheetah

Light

Speed (m/s)

11Chapter


Force and Newton’s Laws

Little things happen every day that we don’t really think about. If acup of coffee gets knocked off a table, we grab a towel or a mop toclean up the mess. But what if we looked at the event closely? There’s a lot to be learned from even the most common occurrences.

Another Cup, PleaseSection FocusTransparency11

1. What causes the cup to break when it strikes the floor?

2. Why do the pieces eventually stop moving?

3. What determines how far and in what direction the coffee cup(and coffee) will travel?

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12Chapter



Have you ever gone upside down on a roller coaster? What kept thecar on the track? In the cartoon, Calvin is pulling the sled far up thehill so he can get a good start.

Loop D’loopSection FocusTransparency22

1. Does it make a difference where Calvin begins his descent?Explain.

2. How does friction figure into Calvin’s scheme?

3. How will gravity affect Calvin if he makes it into the loop?

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CALVIN AND HOBBES © Watterson.Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved.

12Chapter



People run for many reasons. Sometimes it’s for exercise or competition, and sometimes it’s for the pure joy of running. What-ever the reason, running is about applied forces.

Pushing the LimitsSection FocusTransparency33

1. When you run, in which direction does your body exert force?

2. How does friction help a runner?

3. How will this athlete stop at the end of the sprint?

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Newton’s Laws of MotionTeachingTransparency11 12

Chapter

Gas particles

Enginecompartment



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1. All of these objects have unbalanced forces acting upon themEXCEPT ___.A AB BC CD D

2. Rolling friction pushes on an object that is rolling. According tothis definition, which of these examples shows rolling friction?F A and DG B and AH C and B

J D and C

3. A force is a push or pull. Which force is acting on all of the objectsin the diagram?A Static frictionB MagnetismC GravityD Acceleration


Chapter

A B C D


Energy and Energy Resources

Lightning is a natural electrical spark. Sometimes the lightning wesee goes from the clouds to the ground, but lightning also travelswithin a single cloud and between two clouds.

Zot!Section FocusTransparency11

1. When do you most often see lightning?

2. Since lightning is a form of electricity, do you think it could beused by people to run appliances? Why or why not?

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13Chapter



You’ve probably heard a lot about lasers, but do you know whatthey really are? The word laser stands for light amplification by stimulated emission of radiation. Lasers take incoming energy andtransform it into a focused beam of light.

Burning LightSection FocusTransparency22

1. How is this laser being used?

2. How does light from this laser appear to differ from light from a lamp?

3. How are lasers used in the entertainment industry?

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13Chapter



Peat is a fuel that is burned for heat. Formed by layers ofpartially decayed plants, heated and compressed over millions ofyears, peat is cut from vast swamps, dried, and used as an energysource. It has a very pungent odor.

A Fuming FuelSection FocusTransparency33

1. What might be some disadvantages of using peat to heat a home?

2. Could you burn peat immediately after it is cut from the ground?Why or why not?

3. What other sources of energy can you name?

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Energy Transformations

1. N

ucle

ar e

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yof

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ms

2. T

herm

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Kin

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1. In the diagram of Ramp 1, at which spot does the car have themost potential energy?A AB BC CD D

2. The energy transformation that is occurring as the car rolls downRamp 1 is ___.F kinetic energy to potential energyG chemical energy to kinetic energyH potential energy to kinetic energy

J electrical energy to potential energy

3. The diagram shows a second ramp next to Ramp 1. If the car isallowed to roll down from the top of Ramp 2 it will probably ___.A roll further away from Ramp 2 than it did from Ramp 1B stop at the bottom of Ramp 2C have no kinetic energy at the bottom of Ramp 2D stop in the middle of Ramp 2


Chapter

Ramp 1 Ramp 2

D

C

B

A


Waves, Sound, and Light

WavesSection FocusTransparency11

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14Chapter

1. What do the waves in this ocean scene and the sound coming fromthis instrument have in common?

2. What other things can you think of that share common propertieswith ocean waves and sound? What properties do they share?

Waves carry energy from one place to another. These examples showtwo types of waves—compression and transverse. Waves such as theseneed a medium to transfer energy.



Music is one way people enjoy sound waves. All of these musicalinstruments and the person singing are producing sound waves tomake music. The sound waves travel from the instruments, throughthe air, and into your ears allowing you to hear the sounds they make.

Music and WavesSection FocusTransparency22

1. Look at each of the musical instruments in the photo. How do youthink each instrument vibrates air molecules to start a sound wave?

2. How does the singer vibrate air molecules to create sound waves?Hint: Put your finger tips on your throat and say a few words. Doyou feel something vibrating?

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Electromagnetic WavesSection FocusTransparency33

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14Chapter

1. How do you think light waves are used to see these images?

2. We use light waves for more than perceiving images. Look closely atthe photo and identify the things that are dependent upon lightwaves.

3. Do you know of any other type of electromagnetic waves?

You have electromagnetic waves to thank for seeing these beautiful,vibrant colors on these tropical birds. Only a small part of theelectromagnetic spectrum called visible light can be seen by humans.



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Three Types of WavesTeachingTransparency11 14

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Directionof travel

source

sound rows

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Properties of WavesAssessmentTransparency 14

Chapter

1. What type of wave is this?A compressionalB transverseC seismicD rolling

2. What is the amplitude of this wave?F 1G 4H 6

J 8

3. What is the wavelength of this wave?A 1B 5C 10D 11

4. If this wave travels at a speed of 450 m/s, what is its frequency?A 5 Hz C 45 HzB 10 Hz D 4500 Hz

1 meter

1 meter


Electronics and Computers

Looking at the picture below, you can see electric energy beingused in many different ways. Some of the devices that use electricenergy just need the current to go, but others actually process information.

What’s the buzz?Section FocusTransparency11

1. Which devices are using electric current?

2. Do you think a light bulb uses electricity differently than a TV ora CD player? Why?

3. Which devices shown can be used to transmit or receive information?C

opyr

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15Chapter



Scientists can use computers in almost every phase of modernresearch. Computers perform complex calculations very quickly, andthey also provide a way to model structures and processes.

Modern ModelsSection FocusTransparency22

1. How do you use computers?

2. How have computers changed in your lifetime?

3. What structure does this model show?

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Binary Digits

Table 1 Combinations of Binary Digits

Number Possibleof Binary Combinations Digits

1 0 1

2 00 01 10 11

3 000 001 010 011100 101 110 111


Chapter



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Directions: Carefully review the figure and answer the following questions.


1. Which device is most closely related to the computer componentspictured above?A monitor C keyboardB mouse D magnetic tape

2. All of these are uses of the computer components pictured aboveEXCEPT ___.F writing data H analyzing dataG reading data J storing data

3. Each of these components uses a binary system to store data. Thebinary system is useful to computers because it A can be represented by the “on-off” nature of computer transistorsB is easier to understand than other types of number systemsC discourages computer virusesD allows for better graphics


CD

Zip diskFloppy disk

15Chapter


Stars and Galaxies

On a clear night, if you are far away from city lights, you can seehundreds of stars.

A Starry NightSection FocusTransparency11

1. What constellations can you identify where you live?

2. Make up your own constellations using the stars in this photo-graph. Name each constellation and explain what it represents.

3. Why might some stars look brighter than others?

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16Chapter

Trans ES-524-MSS05 6/5/04 12:01 AM Page 1

Stars and Galaxies

Light isn’t the only thing that comes from the Sun; the solar wind,which consists mainly of charged particles, also flows from the Sun.These particles are the reason that the tails of comets point awayfrom the Sun, and they are thought to play a role in the auroral lightdisplays.

A Hot TopicSection FocusTransparency22

1. How does the Sun make life on Earth possible?

2. Describe the features of the Sun that you can see in the imageabove.

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16Chapter


Stars and Galaxies

If conditions are right, a star can evolve into a pulsar. The namepulsar comes from the phrase “pulsating radio star.” Pulsars are sodense that if you could get a teaspoon full of pulsar matter, it wouldweigh roughly one billion tons!

Heavy DutySection FocusTransparency33

1. Describe what you see in this image.

2. If this were a moving picture, you would see this star rotating.How would the beams of light appear as the star rotates?

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16Chapter


Stars and Galaxies

While these dishes may appear to be separate instruments, theyactually form one radio telescope named the Very Large Array (VLA).Scientists can adjust the VLA by moving the dishes along a Y-shapedrailroad track.

What are we looking at?Section FocusTransparency44

1. How are optical telescopes used to study objects in the universe?

2. How is the VLA similar to an optical telescope?

3. There are 27 dishes in the VLA. Why might 27 dishes be betterthan a single dish?

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Stars and Galaxies

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Circumpolar Constellations

Pola

ris

Big

Dip

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Look

ing

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Appa

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Stars and Galaxies

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Stars and Galaxies

1. According to the table, what will be the color of a light wave with awavelength of 500 nanometers?A Violet C GreenB Blue D Yellow

2. In a clear sky, the Sun is bright yellow. What is the approximatewavelength of the light coming from the Sun?F 380–340 nanometersG 450–490 nanometersH 560–590 nanometers

J 630–760 nanometers

3. The shorter the wavelength of a light wave, the greater its energy. Alight wave of which of the colors listed below has the greatest energy?A RedB OrangeC GreenD Violet


Chapter

Light Waves

Color

Violet

Blue

Green

Yellow

Orange

Red

Wavelength (nanometers)

380-450

450-490

490-560

560-590

590-630

630-760


Minerals

In a repeating pattern, the same structure occurs over and overagain. Nature is full of repeating patterns similar to the pattern in thekaleidoscope image below. Crystals, for example, are patterns ofrepeating elements.

A Study in PatternsSection FocusTransparency11

1. What basic structure is repeated and how is it grouped to formthe total design?

2. How might a kaleidoscope image relate to the structure of a mineral?

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17Chapter


Minerals

About 4,000 different kinds of minerals can be found on Earth.Some minerals exist in a variety of forms. You’ll need skill and knowl-edge to identify that interesting rock you found at the beach. Whatcan you tell about the three mineral samples shown here?

Sorting It OutSection FocusTransparency22

1. What are some similari-ties and differences inappearance among thethree samples?

2. Do you think that thephotos show the samemineral or different ones? Explain.

3. What other traits mighthelp you identify differentminerals?

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17Chapter


Minerals

Gold is a valuable metal that occurs in small amounts in all igneousrocks. It’s unusual, however, to find rock that is very rich in gold. Inthat case, the rock is called gold ore. The gold ore must be hauled tothe surface and refined before it looks like the metal you see in jewelry.

Golden DaysSection FocusTransparency33

1. Why do you think some minerals and metals are considered valu-able, while others are not?

2. Describe the gold vein pictured above. Does the gold look thesame as it does in jewelry?

3. What other metals can you name that are mined like gold?

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Minerals

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Mineral Hardness

Table 1 Mineral Hardness

Mohs Hardness Hardness ofScale Common Objects

Talc (softest) 1

Gypsum 2 fingernail (2.5)

Calcite 3 piece of copper (2.5 to 3.0)

Fluorite 4 iron nail (4.5)

Apatite 5 glass (5.5)

Feldspar 6 steel file (6.5)

Quartz 7 streak plate (7.0)

Topaz 8

Corundum 9

Diamond (hardest) 10


Chapter


Minerals

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Directions: Carefully review the chart and answer the following questions.

Minerals

1. According to the chart, which mineral contains the greatest varietyof elements?A Calcite C OlivineB Feldspar D Quartz

2. About 92 percent of the rock-forming minerals in Earth’s crust aresilicates. Silicates are compounds that contain silicon, oxygen, andone or more metals. According to this definition, which of these isnot a silicate?F Calcite H OlivineG Feldspar J Mica

3. According to the chart, which element is found only in calcite?A Al C FeB C D Na

4. A reasonable hypothesis based on the data is that the two mostabundant elements in Earth’s crust are ___.F C and O H Al and OG Ca and Si J Si and O


Chapter

Elements Found in Some Minerals

Calcite

Feldspar

Olivine

Mica

Quartz

Al

✓

✓

C

✓

Ca

✓

✓

✓

Fe Na

✓

O

✓

✓

✓

✓

✓

Si

✓

✓

✓

✓

✓


Rocks

Have you ever thought about living in a rock? This photo shows anarea in Turkey called Cappadocia. People have carved their homesinto the giant rock cones at Cappadocia for at least 2,000 years.

A Cone Cave Place To LiveSection FocusTransparency11

1. What properties of these cones make them useful for carvinghomes?

2. What advantages are there to living in a rock? Disadvantages?

3. How might weather affect these rock homes?

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18Chapter


Rocks

The ancient city of Pompeii in Italy was buried by the eruption ofMt. Vesuvius in 79 A.D. The ruins were discovered in the late 1500s, butexcavations were not systematized until the 1860s.

Bad For Pompeii, Good For Archaeology


1. How did the volcano preserve the artifacts in Pompeii?

2. What clues do you have that Pompeii was covered by ash ratherthan lava?

18Chapter

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Rocks

Since the days of ancient Greece, sculptors have used marble to create beautiful works of art. Formed from limestone and variousminerals, marble must be carefully cut from quarries like the oneshown below.

Pressured to ChangeSection FocusTransparency33

1. Why is marble to valued by sculptors?

2. Besides sculpture, how else do people use marble?

3. Marble comes in many different colors and internal patterns. Whyis there so much variation?

18Chapter

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Rocks

Natural arches or bridges are features that are most often eroded in sandstone or limestone. Examples in the United States include Natural Bridge in western Virginia, Natural Bridges National Monument in Utah, and Arches National Park, also in Utah. ArchesNational Park is pictured below.

It’s SedimentarySection FocusTransparency44

1. How do you think this arch was formed?

2. Notice the layers in the sandstone formations pictured. Which layers are the oldest? Explain your answer.

18Chapter

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Rocks

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The Rock CycleTeachingTransparency11 18

Chapter

This

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Rocks

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Directions: Carefully review the graph and answer the following questions.

Rocks

1. According to this information, which element in Earth’s crust hasa percentage greater than 40%?A Aluminum C IronB Silicon D Oxygen

2. According to the graph, which element in Earth’s crust has theLEAST percentage?F Aluminum H CalciumG Sodium J Iron

3. About how much greater is the percentage of aluminum in Earth’scrust than that of iron?A less than 1% C 10%B 3% D 20%


Elements in Earth's Crust

AluminumOxygen

IronCalciumSodium

Others

Silicon

18Chapter


Forces Shaping Earth

Have you ever thought about the deepest place on Earth? It’s theMariana Trench in the western Pacific Ocean. The trench is so deep,you’d have to stack a medium-sized mountain on top of Mount Everestjust to reach the surface. Try to locate the Mariana Trench on thismap of the Pacific Ocean floor.

Not a Place to Drop Your Keys


1. Describe some features of the ocean floor shown on this map.

2. What continental features are similar to the features of the oceanfloor?

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19Chapter



Mount Olympus, the highest mountain in Greece, was once thoughtto be the home of Zeus, Hera, Hermes, Aphrodite and all the othergods and goddesses of Greek mythology. Formed when sections ofEarth’s crust pressed together, Olympus is often shrouded in clouds.The ancient Greeks believed that these clouds hid the doorway to thehome of the gods.

Mythological HeightsSection FocusTransparency22

1. Do you think all mountains are formed in the same way? Explain.

2. What does it mean for an area to be geologically active?

3. There’s a major fault line near Greece. Would you predict that thearea might experience earthquakes? Why or why not?

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Earth’s Plates

PACI

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CARI

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Colli

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forc

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mou

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1. According to the table, which layer has the greatest thickness?A crustB mantleC outer coreD inner core

2. About how much thicker is the outer core than the inner core?F 960 kmG 1600 kmH 1950 km

J 2250 km

3. A student wants to draw a scale model of the layers of Earth. Shehas already calculated the thickness in the scale model for thecrust, mantle, and outer core. If everything remains the same, whatwill be the thickness of the inner core in the scale model?A 2.6 mmB 20 mmC 26 mmD 50 mm


Chapter

Crust

Mantle

Outer core

Inner core

Thickness in Earth

Thickness in scale model

40 km

2660 km

2260 km

1300 km

0.8 mm

53 mm

45 mm

?

Layers of Earth


Earthquakes and Volcanoes

The Richter scale was first used to rate the strength of earthquakesin 1935. Since then, we’ve learned a great deal about the causes ofearthquakes, but predicting when an earthquake will strike remainstricky.

Nobody’s Fault at AllSection FocusTransparency11

1. What happens during an earthquake?

2. What parts of an earthquake can be measured?

3. Why is it easier to predict where an earthquake will strike thanwhen it will strike?

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20Chapter



In November of 1963, the Atlantic Ocean got a new island. Theisland was named Surtsey after Sutur, a mythological fire god. Thenew island was the result of a volcanic eruption very near Iceland.

Does the stork bring babyislands?


1. Looking at the photo, how did the island of Surtsey form?

2. What do volcanoes and earthquakes have in common?

3. What unique learning opportunities might scientists have onSurtsey?

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20Chapter



The dots on this image show places where earthquakes haveoccurred. The line of dots in the middle of the Atlantic Ocean is the Mid-Atlantic Ridge. As you can see, the area is geologically veryactive!

Earth ShatteringSection FocusTransparency33

1. What do you notice about the locations of the earthquakes shownabove?

2. What other geological activity is likely to follow a similar pattern?

3. Give an example of some geological activity that does not occuralong these boundaries.

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Seismic WavesTeachingTransparency11 20

Chapter

Trav

el T

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(min

)

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

Distance to Epicenter (km)1,000 2,000 3,000 4,000

S-Wave Curve

P-Wave Curve

First S Wave

First P Wave

5 min



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1. According to the table, which location has earthquakes with anaverage severity greater than 5.0?A AB BC CD D

2. The most likely cause of the earthquakes in California is ___.F collision of the ocean and landG vibrations from landslidesH effects of the weather

J faults in Earth’s crust

3. According to the table, which house has had no earthquake damage in the last ten years?A AB BC CD D


Chapter

Earthquake Activity

A

B

C

D

Oregon

California

Illinois

Delaware

12

73

0

2

2.5

5.2

0

1.1

Location Average Severity

HouseEarthquakes

in Last 10Years


Climate

Have you ever gone from the country into a city and noticed thatthe temperature felt warmer? Streets lined with buildings and largeasphalt parking lots can actually have an effect on the temperature.The map below shows heat levels in different parts of a large city.Reds and yellows show where the temperatures are higher, and bluesand greens show cooler temperatures.

City HeatSection FocusTransparency11

1. What areas of this picture are hot? What areas are cooler?

2. What features might you find in the red areas? What differentcharacteristics would you expect to find in the blue and greenareas?

3. If you were planning a city, what features would you include?

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21Chapter


Climate

You can drive around this place in just a few hours, but as you ride,you travel through many different climates. Cool mountains, drydeserts, tropical rainforests, and brilliant beaches are all just aroundthe corner. So where are we?

Where are we?Section FocusTransparency22

1. Describe the climates you see in these four pictures.

2. How is it possible to have snow close to a desert?

3. In general, what physical features do you think affect climate?

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21Chapter


Climate

Up-to-the minute weather and climate information is used to plan a day’s events or to know when to take cover from a storm. However,information about Earth’s past climate is also very useful to scientists.Ice cores, fossils, and sediments provide a lot of data about the climatelong ago, but what about grapes? One study used the recorded datesof the French grape harvest to infer summer temperatures in Parisbetween 1370 and 1879!

Informative FruitSection FocusTransparency33

1. How might scientists use information about Earth’s past climate?

2. What factors might affect temperature?

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Climate

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Climate Classification System90°N

60°N

30°N

0°

30°S

60°S

90°S

Trop

ical

wet

Trop

ical

wet

& d

ry

Trop

ical

Sem

iarid

Arid

Dry

Mar

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wes

t coa

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90°N

60°N

30°N

0°

30°S

60°S

90°S


Chapter


Climate

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Directions: Carefully review the picture and answer the following questions.

Climate

1. Which organism can probably most efficiently handle beingexposed to the sunlight and heat?A cactus B girl C lizard D snake

2. The most likely benefit of a desert snake’s behavioral adaptation asshown in the picture is to ___.F keep it cool during the dayG hide from predatorsH surprise attack its prey

J get enough rest

3. When a human’s body temperature rises too high, the body produces sweat. Which of these is most likely the main purpose of this structural adaptation?A To clean the body of dirtB To cure illnessC To save energyD To cool the body


Chapter


Clues to Earth’s Past

If you were asked to identify these objects, you’d probably say theywere sections of tree trunks. Tree trunks are made of wood, right?Look again and you might come to a different conclusion.

Guess AgainSection FocusTransparency11

1. What did you decide these trunks are made of? Why?

2. What usually happens to a tree after it dies?

3. Name some ways that ancient organisms are sometimes preserved.

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22Chapter



Some of the oldest exposed rock in North America is in the Cana-dian Shield. This picture was taken at Hudson Bay, which is a largebay in northeastern Canada.

Older than the HillsSection FocusTransparency22

1. Where do you think the layers of old rock should be, on top or onthe bottom? Explain.

2. If the Canadian Shield is made of really old rock, what happenedto the layers of young rock?

3. Why would it be difficult to grow anything here?

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Uluru National Park in Australia’s Northern Territory is the site ofthe world’s largest monolith. Made of sandstone, the Uluru monolithhas been shaped by erosion.

One Big RockSection FocusTransparency33

1. Look at the terrain surrounding Uluru. What clues does it giveyou about how the monolith was formed?

2. If the process of shaping Uluru has taken hundreds of millions ofyears, what does that tell you about the age of Earth?C

opyr

ight

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22Chapter



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Index Fossils

Illae

nus

Rhip

idom

ella

Euom

phal

us

505

438

408

360

320

286

Millions of years ago

Foss

il R

ange

Cha

rt


Chapter


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1. In which layer is the fossil most likely the oldest?A layer BB layer CC layer DD layer E

2. What type of feature is present at the letter X?F trace fossilG carbonaceous filmH unconformity

J carbon-14

3. Which of these processes most likely contributed to the formationof these layers of rock?A sedimentationB earthquakesC tidal wavesD radioactive decay


Chapter

A

B

C

D

E


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