UNIT 1 RESOURCES Earth Science · PDF fileof each lab that appears in the Student Edition of Glencoe Earth Science: Geology, the Environment, and the Universe. All materials lists,

UNIT 1 RESOURCES

Earth Science

Copyright ©

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he McG

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panies, Inc.

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 the Glencoe Earth Science: Geology, the Environment, and the Universe program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN : 978-0-07-879208-3ISBN : 0-07-879208-8

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 009 11 10 09 08 07

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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Unit 1 Earth Science

Reproducible Student Pages

Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Chapter 1

The Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 2

Mapping Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Teacher Guide and Answers

Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Table ofContents

iv

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This unit-based booklet contains resource materials to help you teach this unit more effectively. You will find the following in the chapters:

Reproducible Pages

Hands-on ActivitiesMiniLab and GeoLab Worksheets: Each activity in this book is an expanded version of each lab that appears in the Student Edition of Glencoe Earth Science: Geology, the Environment, and the Universe. All materials lists, procedures, and questions are repeated so that students can read and complete a lab in most cases without having a textbook on the lab table. All lab questions are reprinted with lines on which students can write their answers. In addition, for student safety, all appropriate safety symbols and caution statements have been reproduced on these expanded pages. Answer pages for each MiniLab and GeoLab are included in the Teacher Guide and Answers section at the back of this book.

Transparency ActivitiesTeaching Transparency Masters and Worksheets: These transparencies relate to major concepts that will benefit from an extra visual learning aid. Most of the transparencies contain art or photos that extend the concepts put forth in the textbook. Others contain art or photos directly from the Student Edition. There are 92 Teaching Transparencies, provided here as black-and-white masters accompanied by worksheets that review the concepts presented in the transparencies. Answers to worksheet questions are provided in the Teacher Guide and Answers section at the back of this book.

Intervention and AssessmentStudy Guide: These pages help students understand, organize, and compare the main earth science concepts in the textbook. The questions and activities also help build strong study and reading skills. There are six study guide pages for each chapter. Students will find these pages easy to follow because the section titles match those in the textbook. Italicized sentences in the study guide direct students to the related topics in the text. The Study Guide exercises employ a variety of formats including multiple-choice, matching, true/false, labeling, completion, and short answer questions. The clear, easy-to-follow exercises and the self-pacing format are geared to build your students’ confidence in understanding Earth science. Answers or possible responses to all questions are provided in the Teacher Guide and Answers section at the back of this book.

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Chapter Assessment: Each chapter assessment includes several sections that assess students’ understandings at different levels. • The Reviewing Vocabulary section tests students’ knowledge of the chapter’s

vocabulary. A variety of formats are used, including matching, multiple choice, true/false, completion, and comparison of terms.

• The Understanding Main Ideas section consists of two parts: Part A tests recall and basic understanding of facts presented in the chapter, while Part B is designed to be more challenging and requires deeper comprehension of concepts than does Part A. Students may be asked to explain processes and relationships or to make comparisons and generalizations.

• The Thinking Critically section requires students to use several different higher-order learning skills, such as interpreting data and discovering relationships in graphs and tables, as well as applying their understanding of concepts to solve problems, compare and contrast situations, and to make inferences or predictions.

• The Applying Scientific Methods section puts students into the role of researcher. They may be asked to read about an experiment, simulation, or model and then apply their understanding of chapter concepts and scientific methods to analyze and explain the procedure and results. Many of the questions in this section are open-ended, giving students the opportunity to demonstrate both reasoning and creative problem-solving skills.

Answers or possible responses to all questions are provided in the Teacher Guide and Answers section at the back of this book.

STP Recording Sheet: Student Recording Sheets allow students to use the Standardized Test Practice questions in the Student Edition as a practice for standardized tests. STP Recording Sheets give them the opportunity to use bubble answer grids and numbers grids for recording answers. Answers for the STP Recording Sheets can be found in the Teacher Wraparound Edition on Standardized Test Practice pages.

Teacher Guide and Answers: Answers or possible answers for questions in this booklet can be found in the Teacher Guide and Answers section. Materials, teaching strategies, and content background, along with chapter references, are also provided where appropriate.

To the Teacher continued

vi

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Lab Safety Form

Name:

Date:

Lab type (circle one) : Launch Lab, MiniLab, GeoLab

Lab Title:

Read carefully the entire lab and then answer the following questions. Your teacher must initial this form before you begin.

1. What is the purpose of the investigation?

2. Will you be working with a partner or on a team?

3. Is this a design-your-own procedure? Circle: Yes No

4. Describe the safety procedures and additional warnings that you must follow as you perform this investigation.

5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.

Teacher Approval Initials

Date of Approval

1

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Reproducible PagesTable of Contents

Chapter 1 The Nature of ScienceMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . 7

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

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2 Chapter 1 Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

Name Class Date

Determine the relationship between variables

How do the rates of heat absorption and release vary between soil and water?Different substances absorb and release heat at different rates.

Procedure

1. Read and complete the lab safety form.

2. Read the procedure and create a data table torecord your temperature results.

3. Pour soil into one container until it is half full.Pour water into a second container until it is halffull. Leave a third container empty.

4. Place one thermometer in the soil so that the bulbis barely covered. Use masking tape to secureanother thermometer about 1 cm from the top ofthe soil.

5. Repeat Step 4 for the empty container and thecontainer with water.

6. Put the containers on a sunny windowsill. Recordthe temperature shown on each thermometer.Write these values in a table. Record temperaturereadings every 5 min for 30 min.

7. Remove the containers from the windowsill andcontinue to record the temperature on eachthermometer every 5 min for 30 min.

Analyze and Conclude

1. Determine Which substance absorbed heat more quickly? Which substance lost heat more quickly?

2. Specify What was your independent variable? Your dependent variable?

3. Identify your control.

Time Thermometer 1 Thermometer 2(minutes) Temperature Temperature

0

5

10

15

20

25

30

MiniLab 1MiniLab 1

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Name Class Date

Suppose someone asked you to measure the area of your classroom in square cubits.What would you use? A cubit is an ancient unit of length equal to the distance from

the elbow to the tip of the middle finger. Today, SI is used as a standard system ofmeasurement.

ProblemWhy are standard units of measure important?

Materialswater

large graduated cylinder or beaker

graph paper

balance

pieces of string

spring scale

rock samples

ruler

ObjectivesIn this GeoLab, you will:

• Measure the area, volume, mass, and weightof several rock samples.

• Calculate the density of each sample.

• Explain the relationships among the quantities.

Safety Precautions

Measurement and SI Units

P R E P A R A T I O N


2. Obtain a set of rock samples from your teacher.

3. Measure the weight and length of two rocksamples using a nonstandard unit of measure.You might use your pinky, a paper clip, oranything you choose.

4. Record your measurements.

5. Working with a partner, explain your units ofmeasure and which samples you measured.Ask your partner to measure the rocks usingyour units.

6. Record your partner's measurements.

7. Use the information in the Skillbuilder Handbook to design a data table in which torecord the following measurements for eachrock sample: area, volume, mass, weight, anddensity.

8. Carefully trace the outline of each rock onto a

piece of graph paper. Determine the area of eachsample and record the values in your data table.

9. Secure each rock with a piece of dry string. Placethe string loop over the hook of the spring scaleto determine the weight of each rock sample.Record the values in your data table.

10. Pour water into a large graduated cylinderuntil it is half full. Record this volume in thetable. Slowly lower the sample by its string intothe cylinder. Record the volume of the water.Subtract the two values to determine thevolume of the rock sample.

11. Repeat Steps 9 and 10 for each rock. Make surethe original volume of water for each rock is thesame as when you measured your first sample.

12. Follow your teacher's instructions about how touse the balance to determine the mass of eachrock. Record the measurements in your table.

P R O C E D U R E

GeoLab and MiniLab Worksheets Chapter 1 Earth Science: Geology, the Environment, and the Universe 3

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Name Class DateName Class DateName Class Date


1. How did the results of your initial measurements (Step 4) compare with your labpartner's (Step 6)? If they were different, why were they?

2. What does this tell you about the importance of standard units of measure?

3. Compare the area of each of your samples with the volumes determined for the samerock. Which is the better measurement? Explain.

A N A LY Z E A N D C O N C L U D E

DATA TABLE

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Name Class DateName Class Date


4. Calculate the density of each sample using this formula: density = mass/volume.Record these values in your data table.

5. Does mass depend of the size or shape of a rock? Explain.

6. Identify the variables you used to determine the volume of each sample.

7. List the standard units you used in this invgation and explain the standard unitadvantages over your measurement units.

Inquiry How could you find the volume of a rock, such as pumice, which floats inwater? Design an investigation to test your prediction.

I N Q U I R Y E X T E N S I O N

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Teaching Transparency Transparency Master 1 Earth Science: Geology, the Environment, and the Universe 7

TEACHING TRANSPARENCYMASTER

Name Class Date

Earth Science and Earth Systems

TEACHING TRANSPARENCYMASTER 1Use with Chapter 1

Section 1.1

Astronomy

all organisms onEarth as well as the

environments in whichthey live

the study of objectsbeyond Earth’s

atmosphere

the study ofweather-producing

forces in the atmosphere

the study of theinteractions of Earthorganisms and their

surroundings

the study of thematerials that make upEarth and the processesthat form and change

these materials

the study ofEarth’s oceans

MeterologyGeology

Oceanography

Biosphere Atmosphere

gases surroundingEarth, including 78%

nitrogen and21% oxygen

includes crust,mantle, and core

water in Earth’soceans, seas, lakes, rivers, glaciers, and

atmosphere

Earth Science

Geosphere Hydrosphere

Earth Systems

EnvironmentalScience

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8 Transparency Worksheet 1 Earth Science: Geology, the Environment, and the Universe Teaching Transparency

Name Class DateName Class Date

1. What do astronomers study?

2. Which area of Earth science deals with the blanket of air that surrounds Earth?

3. List three activities of geologists.

4. Which Earth scientists study the properties and inhabitants of saltwater bodies?

5. What are the parts of Earth’s geosphere?

6. Contrast the atmosphere with the biosphere.

7. What percentage of the hydrosphere exists as salt water? What percentage exists asfreshwater?

8. Which two gases make up 99 percent of the gases in the atmosphere? Which gas ismore abundant?

9. What are the components of the biosphere?

TEACHING TRANSPARENCYWORKSHEET 1Use with Chapter 1

Section 1.1Earth Science and Earth Systems

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Measurements in Science


Section 1.2

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Name Class Date

1. What is the standard SI unit for measuring the height of the beaker?

2. If the thermometer is 25 cm long, what is its length in millimeters?

3. What is the standard SI unit for measuring the mass of the liquid in the beaker?

4. What is the standard SI unit for measuring the weight of the liquid?

5. How does the liquid’s mass differ from its weight?

6. Suppose the liquid has a mass of 179 g. Write the mass in grams using scientific notation.

7. Name one SI unit that can be used to measure the area of the top surface of the liquid.

8. Name one SI unit that can be used to measure the volume of the liquid.

9. What two scales are used in science to measure the temperature of the liquid?

10. Which temperature scale is a part of SI?

TEACHING TRANSPARENCYWORKSHEET 2

Measurements in Science

Use with Chapter 1 Section 1.2

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Air

Tem

per

atu

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a 24

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Peri

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Temperature ( C)

Tim

eA

.M.

P.M

.

25 20 15 10 5 01

24

68

1012

23

57

911

13

46

57

1011

128

9

Graphs


Section 1.3

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1. What type of graph is shown?

2. What is the independent variable?

3. What is the dependent variable?

4. What was the temperature at 8:00 P.M.?

5. Approximately when was the temperature 5�C?

6. At what time of day was the temperature the highest?

7. At what time of day was the temperature the lowest?

8. What is the temperature when the crossover from A.M. to P.M. occurs?

9. Describe the change in temperature during the period represented in the graph.

10. How does the temperature at the end of the 24-hour period compare to thetemperature at the beginning of the period?


Section 1.3Graphs

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Study Guide Chapter 1 Earth Science: Geology, the Environment, and the Universe 13

Name Class Date

STUDY GUIDE CHAPTER 1

Name Class Date

SECTION 1.1 Earth Science

In your textbook, read about the scope of Earth science.Use the terms below to identify of the major area of Earth science that studies eachsubject. Each term can be used more than once.

astronomy meteorology geology oceanography environmental science

1. Physical and chemical properties of the oceans

2. Objects beyond Earth’s atmosphere

3. Materials that make up Earth

4. Forces and processes that produce weather

5. Earth’s neighbors, distant stars, and other cosmic bodies

6. Rocks, glacial movements, and clues to Earth’s history

7. Creatures that inhabit salty water

8. Interactions of organisms and their surroundings.

Circle the letter of the choice that best completes the statement or answers the question.

9. What subspecialty of Earth science studies patterns of weather over a long period of time?

a. geochemistry b. climatology c. soil science d. paleontology

10. Geochemistry is the study of which of the following?

a. habitats of organisms

b. effects of internal processes on Earth’s surface

c. Earth’s composition and processes

d. how the moon and stars affect people’s lives

11. What subspecialty of Earth science studies ancient environments?

a. paleontology b. geochemistry c. marine geology d. climatology

12. Which of the following might an environmental scientist study?

a. earthquakes and mountain building

b. the remains of organisms that once lived on Earth

c. the kinds of matter in the universe

d. how organisms interact with each other and their environments

13. In what field do scientists study the processes that change Earth’s composition?

a. climatology b. astrophysics c. geochemistry d. paleontology

The Nature of Science

Name Class Date

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Name Class Date

14 Chapter 1 Earth Science: Geology, the Environment, and the Universe Study Guide

STUDY GUIDECHAPTER 1

Name Class Date

SECTION 1.1 Earth Science, continued

In your textbook, read about Earth’s systems and Earth science in your everyday life.For each statement below, write true or false.

14. The area from Earth’s surface to its center is the geosphere.

15. The water in Earth’s oceans, seas, lakes, rivers, and glaciers makes up the atmosphere.

16. The blanket of gases that surround Earth is the atmosphere.

17. The mantle is the rigid outer shell of Earth.

18. The atmosphere contains about 78 percent oxygen.

19. About three percent of all freshwater on Earth is in glaciers, lakes,rivers, and groundwater.

20. The hydrosphere includes all organisms on Earth as well as theenvironments in which they live.

21. The atmosphere, biosphere, hydrosphere, and geosphere areinterdependent systems.

Answer the following questions.

22. What are the five major areas of specialization in Earth Science?

23. Describe three ways the atmosphere helps support life on Earth.

24. What is technology?

25. Name three products first developed for use in space that people now use in theireveryday lives.


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Name Class Date

SECTION 1.2 Methods of Scientists

In your textbook, read about the nature of scientific investigations.For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

1. Testable explanation for an observation

2. Organized procedure that involves makingmeasurements and observations

3. Factor in an experiment that can be manipulatedby the experimenter

4. Factor in an experiment that can change if otherfactors are changed

5. Factor that does not change during an experiment

6. Standard for comparison that shows that the resultsof an experiment are actually due to the conditionbeing tested

Use each of the terms below just once to complete the passage.

fire extinguisher laboratory glassware loose clothing safety goggles spill

Wear (7) and a safety apron during any activity or experiment in

a science lab. Tie back long hair and (8) before you begin any

investigation. Never use (9) as food or drink containers. Know

the location and proper use of the (10) , safety shower, fire

blanket, first aid kit, and fire alarm. Report any (11) , accident,

or injury to your teacher immediately.

a. independent variable

b. constant

c. hypothesis

d. dependent variable

e. control

f. experiment


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Name Class Date

SECTION 1.2 Methods of Scientists, continued

In your textbook, read about measurement and scientific notation.Complete the table by matching each SI unit with its measurement.Some measurements will have more than one unit.

Celsius centimeter cubic centimeter cubic meter gram per cubic centimeter

gram per millimeter Kelvin kilogram kilometer liter meter

milliliter millimeter newton second square centimeter square meter


Express each number in scientific notation.

20. 1,000,000

21. 0.01

22. 325

23. 0.00025

24. 6421

Convert each number expressed in scientific notation to a number with no exponent.

25. 1 � 103

26. 5 � 102

27. 9.99 � 108

28. 9.99 � 10�8

Measurement Units

12. length

13. area

14. volume

15. mass

16. weight

17. density

18. time

19. temperature

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Name Class Date

SECTION 1.3 Communication in Science

In your textbook, read about communicating results.Answer the following questions.

1. Give three reasons why communicating scientific data is important to others.

2. Describe two uses for the lab reports you write after doing an activity or experiment.

The table below shows the results of an experiment. Use the data in the table to answerthe following questions.


Time (s) 10 20 30 40 50 60 70 80

Mass of product (g) 1.5 3.2 4.3 6.0 7.7 9.2 10.4 12.1

3. On the grid below, plot the mass of product versus time. Connect the data points with a line.

4. What is the independent variable in this experiment?

5. What is the dependent variable in this experiment?

6. Describe the relationship between the dependent and independent variables in this experiment.

"Mass of Product vs. Time"1413121110

9876543210

0 10 20 30 40 50 60 70 80 90Time (s)

Mas

s of

pro

duct

(g)

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SECTION 1.3 Communication in Science, continued

In your textbook, read about models, theories, and laws.Use the following terms to complete the statements.

law model theory

7. A scientific is an idea, a system, or a mathematical

expression that is similar to an idea being explained.

8. A scientific is an explanation based on many observations

during repeated experiments.

9. A scientific is a basic fact that describes the behavior of

a natural phenomenon.


10. What was one model of the solar system developed by early astronomers?

11. What is the current model of our solar system?

12. What three conditions must be satisfied for a scientific theory to be valid?

13. Under what conditions can a scientific model or theory change?


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Chapter Assessment Chapter 1 Earth Science: Geology, the Environment, and the Universe 19

Name Class Date

CHAPTER ASSESSMENTCHAPTER 1

Reviewing Vocabulary

In the space at the left, write the word or phrase in parentheses that makes the statement correct.

1. The branch of Earth science that studies the blanket of air that surroundsEarth is (paleontology, meteorology).

2. Most scientific studies use a standard system of units called (SI, scientificnotation), which is a modern version of the metric system.

3. Identifying rocks, studying glacial movements, and interpreting clues toEarth’s history are all topics studied in (geology, oceanography).

4. (An experiment, A hypothesis) is a suggested explanation for an observation.

5. The study of objects beyond Earth’s atmosphere is (geology, astronomy).

6. The water in Earth’s oceans, seas, lakes, rivers, glaciers, and in Earth’satmosphere makes up the (hydrosphere, biosphere).

7. Researchers use a (constant, control) in an experiment to show that theresults of the experiment are actually due to the condition being tested.

8. The application of scientific discoveries is called (technology, paleontology).

Contrast each pair of related terms.

9. crust, mantle

10. independent variable, dependent variable

11. scientific theory, scientific law

The Nature of Science

Name Class Date


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20 Chapter 1 Earth Science: Geology, the Environment, and the Universe Chapter Assessment


Name Class Date

Understanding Main Ideas (Part A)

Write the letter of the measurement in Column B next to its matching unit of measurement in Column A.

Column A Column B

1. gram per milliliter

2. Kelvin

3. kilogram

4. liter

5. meter

6. newton

7. second

8. square centimeter

In the space at the left, write true if the statement is true; if the statement is false, change theitalicized word or phrase to make it true.

9. Astronomers study Earth, its neighbors, and other matter in theuniverse.

10. Earth’s four main systems are independent of one another.

11. Meteorology is the study of materials that make up Earth and theprocesses that form and change these materials.

12. Scientific methods are planned and organized, but are not rigid, step-by-step outlines to solve problems.

13. Earth’s core consists of the rigid outer layer of the planet.

14. Earth’s atmosphere contains about 78 percent carbon dioxide.

15. Oceanographers study creatures that inhabit salty water, measurephysical and chemical properties of the oceans, and examine the effectsof human activities on the oceans.

16. The biosphere includes all organisms that live within a few meters ofEarth’s surface, at the bottom of oceans, and on the tops of mountains.

17. Scientific laws and theories cannot change.

18. About 97 percent of Earth’s water is salt water.

a. area

b. density

c. length

d. mass

e. temperature

f. time

g. liquid volume

h. weight


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Name Class Date

Understanding Main Ideas (Part B)

Complete the table by filling in the missing information.


7. What do paleontologists study?

8. What is studied by Earth scientists who specialize in geochemistry?

9. What is meant by the statement “technology is transferable”? Give an example tosupport the statement.

10. What should you wear during a science classroom investigation that involvespouring chemicals?


Number Equivalent in Scientific Notation

1. 1,000,000

2. 10�6

3. 4 � 107

4. 0.029

5. 3356

6. 1.18722 � 102

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Thinking Critically

Imagine you are a member of a research team that is preparing to explore a planet namedTelos. Before traveling to Telos, you must learn as much as you can about the planet. Some ofthe information that scientists have gathered about Telos is summarized below.

Surface gravitational acceleration (the rate at which a falling object speeds up): 3.3 m/s2

Composition of atmosphere: 42% carbon dioxide, 25% nitrogen, 21% oxygen, 10% water, 2% argon

Maximum temperature: 258 K


1. Your team plans to collect 100 kg of rocks on Telos and to bring the rocks back to Earth foranalysis. What will be the mass of the rocks on Earth? Explain your reasoning.

2. The rock transporter you will use on Telos is designed to carry a maximum weight of 343 N.Can the transporter carry the weight of all of the rocks you plan to collect? Explain.Hint: weight (in N) = mass (in kg) � gravitational acceleration (in m/s2).

3. One test you will perform on each rock is to determine its density. Suppose a rockhas a mass of 6.25 kg and a volume of 0.855 L. What is the density of the rock?

4. How are the compositions of the atmospheres of Telos and Earth similar? How are they different?

5. Are you likely to find liquid water on the surface of Telos? Explain. Hint: Assume two facts:water freezes at 0°C on Telos; and Kelvin temperature � Celsius temperature � 273.



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Applying Scientific Methods

A group of students wanted to find out if changing the composition of the atmosphere couldaffect the growth rate of plants. After researching the problem, they formed two hypotheses.

Hypothesis 1: Will increasing the percentage of oxygen in the atmosphere make plants growmore rapidly?

Hypothesis 2: Will increasing the percentage of carbon dioxide in the atmosphere makeplants grow more rapidly?

Using a mixing valve and tanks of pure oxygen, carbon dioxide, and nitrogen, the studentscreated artificial atmospheres with varying percentages of the three gases. They adjusted thepercentage of nitrogen to compensate for changes in the other two gases. In the first experi-ment, the students varied the percentage of oxygen and kept the carbon dioxide level at 0.03percent, the value in normal air. In the second experiment, the students varied the percentageof carbon dioxide and kept the oxygen level at 21 percent, the value in normal air.

The students grew pea plants in airtight chambers, replacing the air in the chambers withthe artificial atmospheres. The students assessed the growth rate of the plants by measuring theplants’ heights each day for 10 days.

1. Identify the independent variable and the dependent variable in Experiment 1.

2. Identify the independent variable and the dependent variable in Experiment 2.

3. The students could have done just one experiment in which they varied both the oxygen andcarbon dioxide percentages at the same time. Why do you think they chose instead to varythe oxygen and carbon dioxide percentages in separate experiments?

4. Are the carbon dioxide level in the first experiment and the oxygen level in the secondexperiment controls, constants, dependent variables, or independent variables?



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Applying Scientific Methods, continued

The table below show the results of the students’ two experiments.

5. On the grids below, plot the data for each experiment. Connect the data points oneach graph with a line.

6. Describe the relationship between growth rate and the percentage of oxygen orcarbon dioxide in these experiments.

7. Which of the students’ hypotheses correlate with the results?

8. The growth of plants also depends upon other factors, including temperature, soilwater content, and light intensity. What should the students have done with suchfactors in these two experiments? Why?

Experiment 1 Experiment 2Percent Growth Percent Growth

Percent Carbon Percent Rate Percent Carbon Percent RateOxygen Dioxide Nitrogen (mm/day) Oxygen Dioxide Nitrogen (mm/day)

1 0.03 98.97 10 21 1 78 15

10 0.03 89.97 11 21 10 69 25

20 0.03 79.97 10 21 20 59 35

30 0.03 69.97 12 21 30 49 43

40 0.03 59.97 11 21 40 39 44

50 0.03 49.97 10 21 50 29 44

Experiment 1

Gro

wth

rat

e (m

m/d

ay)

Percent oxygen

50

40

30

20

10

00 10 20 30 40 50

Experiment 2

Gro

wth

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e (m

m/d

ay)

Percent carbon dioxide

50

40

30

20

10

00 10 20 30 40 50

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Standardized Test Practice Multiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.

1. 5. 9.

2. 6. 10.

3. 7.

4. 8.

Short Answer

Answer each question with complete sentences.

11.

12.

13.

14.

15.

16.

17.

Reading for Comprehension


18.

19.

20.

CHAPTER 1

Assessment

Chapter 1 Earth Science: Geology, the Environment, and the Universe 25

27

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Reproducible PagesTable of Contents

Chapter 2 Mapping Our WorldMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . 33

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

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Locate Places on Earth

Determine latitude and longitude for specific places.

Procedure


2. Use a world map or globe to locate the prime meridian and the equator.

3. Take a few moments to become familiar with the grid system. Examinelines of latitude and longitude on the map or globe.

Analysis

1. Locate the Following places:

Mount St. Helens, Washington

Niagara Falls, New York

Mt. Everest, Nepal

Great Barrier Reef, Australia

2. Locate the following cordinates, and record the names of the places there:

0�03’S, 90�30’W

27�07’S, 109�22’W

41�10’N, 112�30’W

35�02’N, 111�02’W

3�04’S, 37�22’E

3. Analyze How might early cartographers have located cities, mountains, or rivers withoutlatitude and longitude lines?

MiniLab 2MiniLab 2

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Topographic maps show two-dimensional representations of Earth’s surface. Withthese maps, you can determine the slope a hill, what direction streams flow,

and where mines and other features are located. In this lab, you will use the topographicmap on the following page to determine elevation for several routes and to create aprofile showing elevation.

ProblemHow can you use a topographic map to interpretinformation about an area?

Materialsruler

string

piece of paper

Use a Topographic Map

P R E P A R A T I O N


2. Take a piece of paper and lay it on the map sothat it intersects Point A and Point B.

3. On this piece of paper, draw a small line ateach place where a contour line intersects theline from Point A to Point B. Also note theelevation at each hash mark and any riverscrossed.

4. Copy the table shown on this page into yourscience journal.

5. Now take your paper where you marked yourlines and place it along the base of the table.

6. Mark a corresponding dot on the table foreach elevation.

7. Connect the dots to create a topographicprofile.

8. Use the map to answer the following questions.Be sure to check the map's scale.

9. Use the string to measure distances betweentwo points that are not in a straight line. Laythe string along curves, and then measure thedistance by laying the string along the ruler.Remember that elevations on United StatesGeological Survey (USGS) maps are given in feet.

P R O C E D U R E

820

810

800

790

780

770

760

750

740

730

720

710

700

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7. Does Big Wildhorse Creek flow throughout year? Explain your answer.

8. What is the shortest distance along roads from the Gravel Pit in Section 21 to thesecondary highway?

Make a Map Using what you have learned in this lab, create a torographic map ofyour hometown. For more information on topographic maps, visit .glencoe.com

1. What is the contour interval?

2. Identify what type of map scale the map utilizes..

3. Calculate the stream gradient of Big Wildhorse Creek from the Gravel Pit inSection 21 to where the creek crosses the road in Section 34.

4. What is the highest elevation of the jeep trail? If you followed the jeep trail from the highestpoint to where it intersects an unimproved road, what would be your change in elevation?

5. If you started at the bench mark (BM) on the jeep trail and hiked along the trail andthe road to the Gravel Pit in Section 21, how far would you have hiked?

6. What is the straight-line distance between the two points in Question 4? What is thechange in elevation?

A N A LY Z E A N D C O N C L U D E

I N Q U I T Y E X T E N S I O N

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A

B

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50�N

45�N

40�N

35�N

30�N

25�N

45�N

50�N

40�N

35�N

30�N

25�N

115�

W11

0�W

105�

W10

0�W

95�W

90�W

85�W

80�W

75�W

115�

W12

5�W

110�

W12

0�W

105�

W10

0�W

95�W

90�W

85�W

80�W

70�W

75�W

65�W

Reno

Las

Vega

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City

Mem

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New

Orl

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Chic

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Phila

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D.C.

Min

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Los

Ang

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Port

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Mapping Latitude andLongitude


Section 2.1

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1. What is the latitude and longitude (to the nearest degree) of the following cities?

Kansas City Philadelphia

Reno Minneapolis

2. Use the map to find the names of cities with the following coordinates.

30°N, 96°W 35°N, 95°W

26°N, 80°W 42°N, 88°W

3. How many kilometers north of the equator is Washington, D.C.? Show your work.

4. How many kilometers south of the north pole is Portland? Show your work.

5. Approximately how far north of Houston is Kansas City? Use degrees of latitude tocalculate your answer. Show your work.

6. Which city is closer to Greenwich, England: Los Angeles or Xi’an, China (34°N, 109°E)?Explain your answer.

7. How many degrees of longitude separate Las Vegas from the International Date Line,which is at 180° longitude?


Section 2.1Mapping Latitude andLongitude

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Using Legends


Section 2.2

Apalachicola National Forest

Tallahassee

Quincy

Bristol

Hosford20

65

1178

8

14

7

10

5

4

8

18

11 18

65

65

20

98

98

Green Point

Gadsden

Multi-lane divided2 & 3 lane undividedPaved dividedPaved undivided

CarrabelleLanark Village

Dog Island

St. GeorgeIsland

267

267

GravelFerriesPassenger only Auto & Passenger

98

10

10

10 10

7

20 267 Campground

CityTown

Rest area

County seatCapital

State

U.S. FederalU.S. Interstate

Legend

10 0 10 20Scale in miles

201010 0Scale in kilometers

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1. What type of road connects Bristol and Hosford?

2. Which road is a multi-lane divided road?

3. What type of ferry connects Carrabelle and Dog Island?

4. What is the county seat of Gadsden County?

5. Which city shown is a state capital?

6. How many rest areas are along the stretch of U.S. Interstate 10 that is shown on the map?

7. What is the driving distance in kilometers along U.S. Highway 98 between Green Point and Carrabelle?

8. How many kilometers on Earth’s surface does 1 inch on the map equal?

TEACHING TRANSPARENCYWORKSHEET 5

Using LegendsUse with Chapter 2

Section 2.2

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Landsat Images


Section 2.3

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1. The Landsat images show the volcano Mount St. Helens at different times. The redrepresents vegetation, the black represents liquid water, the gray represents volcanicash and mud, and the white represents snow. Why do the features in these Landsatimages have different colors than those in regular photographs?

2. Describe the changes that occurred in this area of Earth’s surface between 1973 and 1983. (North is at the top of the images.)

3. What do you think caused these changes to occur?

4. Describe the changes that occurred in this area of Earth’s surface between 1983 and 1988.

5. What is remote sensing?


Section 2.3Landsat Images

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SECTION 2.1 Latitude and Longitude

In your textbook, read about latitude and longitude.Match the definition in Column A with the term in Column B.

Column A Column B

1. Science of mapmaking

2. Imaginary line that separates Earth into northern and southern hemispheres

3. Distance in degrees north or south of the equator

4. Distance in degrees east or west of the primemeridian

5. Reference point for longitude that passes throughGreenwich, England, and represents 0°

In the space at the left, write true if the statement is true; if the statement is false,change the italicized word or phrase to make it true.

6. The equator is located halfway between the north pole and the prime meridian.

7. Lines of latitude run parallel to the equator.

8. The equator is at 180° latitude.

9. The south pole is at 90° south longitude.

10. One degree of latitude is equivalent to about 111 km on Earth’s surface.

11. Each degree of latitude is divided into 360 minutes.

12. Lines of longitude are also called meridians.

13. The prime meridian is the reference line for latitude.

14. Points east of the prime meridian are located between 0° and 180°east longitude.

15. Lines of longitude are semicircles that extend from the north pole to the south pole.

16. Each degree of longitude corresponds to about 111 km at the north pole.

17. All meridians converge at the poles.

a. prime meridian

b. longitude

c. cartography

d. equator

e. latitude

Mapping Our World

Name Class Date


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SECTION 2.1 Latitude and Longitude, continued

In your textbook, read about locating places with coordinates.Use the map grid to answer the following questions.

18. What is the latitude of point A?

19. Which two points have the same latitude? What is that latitude?

20. What is the longitude of point B?

21. Which two points have the same longitude? What is that longitude?

22. What are the coordinates of point C?

In your textbook, read about time zones.Circle the letter of the choice that best completes the statement or answers the question.

23. Into how many time zones is Earth divided?

a. 12 b. 24 c. 60 d. 360

24. Approximately how wide is each time zone?

a. 15° b. 30° c. 60° d. 180°

25. The International Date Line is located at the

a. 0° line of latitude c. 0° meridian

b. 180° line of latitude d. 180° meridian

26. When you travel east across the International Date Line, you

a. advance your calendar one day c. move your calendar back one day

b. advance your calendar 12 hours d. move your calendar back 12 hours


A

C D

B

46°01'N

46°00'N

45°59'N108°46'W 108°45'W 108°44'W 108°43'W

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SECTION 2.2 Types of Maps

In your textbook, read about Mercator, conic, and gnomonic projections.Label each map projection as conic, gnomonic or Mercator.

Write the name of the map projection—Mercator, conic, or gnomonic—for eachdescription.

4. Used as road and weather maps

5. Has parallel lines of latitude and longitude

6. Made by projecting points and lines from a globe onto a piece of paperthat touches the globe at a single point

7. Distorts direction and distance between landmasses

8. Exaggerates the areas of landmasses near the poles, but correctly showstheir shape

9. Made by projecting points and lines from a globe onto a cone

10. Has very little distortion in the areas or shapes of landmasses that fallalong a certain line of latitude

11. Used by navigators to plot straight routes for planes and ships


1.

2.

3.

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SECTION 2.2 Types of Maps, continued

In your textbook, read about topographic maps and contour lines.Use each of the terms below just once to complete the passage.

contour interval contour lines hachures index contours topographic maps

Maps that show changes in elevation of Earth’s surface are called (12) . On this

kind of map, points of equal elevation are connected by (13) . The difference in

elevation between two side-by-side contour lines is called the (14) . Contour

lines whose elevation is marked by a number on the map are known as (15) .

Contour lines that indicate depressions have (16) , or short lines at right angles

to the contour lines.

The contour interval on the map below is 20 m.Use the contour map to answer the following questions.

17. Which of the labeled points on the map has the highest elevation?

18. What is the elevation of the highest labeled point?

19. Which of the labeled points on the map has the lowest elevation?

20. What is the elevation of the lowest labeled point?


A

B

C D

E

400

500

500

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SECTION 2.2 Types of Maps, continued

In your textbook, read about map legends and map scales.Use each of the terms below to complete the following statements.

fractional scale graphic scale map legend map scale verbal scale

21. A explains what the symbols on a map represent.

22. To measure distances on a map, you need to use the , of

which there are three types.

23. A expresses distance as a statement, such as one centimeter

is equal to one kilometer.

24. A consists of a line that represents a certain unit of

distance, such as 5 km.

25. A expresses distance as a ratio, such as 1:63,500.

The map and map legend below have been reduced to fit this space. Use the map andthe map legend to answer the following questions.

26. Which city on the map is closest to a campground?

27. Which highway leads to a skiing area?

28. Which two cities are connected by a railroad?

29. Look at the verbal scale. If the distance from Centerville to Oak Hills is 10 km,how far apart should these cities be on the map?


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SECTION 2.3 Remote Sensing

In your textbook, read about the electromagnetic spectrum.Circle the letter of the choice that best completes the statement or answers the question.

1. What is the process of data gathering that uses instruments on satellites, aircraft, or ships?

a. geologic mapping c. radar

b. sonar d. remote sensing

2. Maps of the ocean floor made by Sea Beam technology rely on

a. visible light b. sonar c. radar d. infrared radiation

3. What technology uses detectors on satellites to measure the energy intensity ofdifferent parts of Earth surface to make maps?

a. Sea Beam c. Landsat

b. TOPEX/Poseidon d. Global Positioning System

4. To make detailed maps of the ocean surface, scientists use what technology?

a. the Landsat satellite c. Sea Beam

b. TOPEX/Poseidon satellite d. Geographic Information System

5. What technology uses databases to make several map layers?

a. Geographic Information System c. Landsat satellite

b. Global Positioning System d. TOPEX/Poseidon satellite

6. What would you use to accurately find your location in a forest?

a. Landsat satellite c. Global Positioning System

b. Sea Beam d. Geographic Information System

In your textbook, read about Landsat satellites, the Topex/Poseidon satellite, and the Global Positioning System.Write the name of the remote sensing device—Landsat, Topex/Poseidon, or GPS—for each description.

7. Uses a system of 27 satellites that transmit microwaves

8. Uses radar to map features, such as mountains and valleys,that are on the ocean floor

9. Uses a handheld receiver to help people determine their exactposition on Earth

10. Creates images that show surface features as different colors

11. Used for ship and airplane navigation

12. Picks up bulges and depressions in ocean water


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In the space at the left, write the word or phrase in parentheses that makes the statement correct.

1. The science of mapmaking is called (cartography, remote sensing).

2. The (equator, prime meridian) represents 0° longitude.

3. The International Date Line is another name for the (equator, 180° meridian).

4. A (Mercator, conic) projection distorts areas near the poles.

5. A contour line on a (topographic, world) map connects pointsof equal elevation.

6. A (map legend, map scale) explains what the symbols on amap represent.

7. Lines of (latitude, longitude) run parallel to the equator.

8. Satellites in the Global Positioning System help users determinetheir exact (position, weight).

Compare and contrast each pair of related terms.

9. latitude, longitude

10. conic projection, gnomonic projection

11. Landsat satellite, TOPEX/Poseidon satellite

Mapping Our World

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Circle the letter of the choice that best completes the statement or answers the question.

1. What is the latitude of the north pole?

a. 0° north b. 90° north c. 180° north d. 360° north

2. Each degree of latitude or longitude is divided into 60 smaller units called

a. meridians. b. grids. c. seconds. d. minutes.

3. Which statement about lines of longitude is true?

a. They converge at the equator.

b. They converge at the poles.

c. They are parallel.

d. They locate positions in north and south directions.

4. Into how many time zones is Earth divided?

a. 12 b. 15 c. 24 d. 360

5. All flat maps distort either the shapes or the areas of landmasses because

a. the boundaries of landmasses are not known with certainty.

b. such large structures cannot be drawn accurately.

c. lines of latitude are not perfectly parallel.

d. Earth is a curved, three-dimensional object.

6. On a topographic map, the difference in elevation between two side-by-sidecontour lines is called the

a. contour interval.

b. index contour.

c. depression contour.

d. hachure.

7. What is a graphic scale?

a. a statement that expresses distance, such as one centimeter equals one kilometer

b. a ratio that expresses distance, such as 1:50,000

c. a line broken into sections that represent units with each section representing a distance on Earth’s surface

d. a diagram that shows the elevation of the hills and valleys of an area

8. GPS satellites can relay information about all of the following EXCEPT

a. position. b. elevation. c. direction. d. weather.


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1. Time zone boundaries do not always line up perfectly with lines of longitude. Why?

2. Why does a Mercator projection exaggerate the areas of landmasses near the poles?

3. Why do contour lines never cross?

4. Why are map scales useful?

5. How does the TOPEX/Poseidon satellite collect data?


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Thinking Critically

Use the table to answer the following questions.

1. Which city is closest to the International Date Line?

2. Which city is farthest from the equator?

3. What is the approximate distance between Stockholm and Cape Town? Explain your answer.

4. What is the approximate distance between Pontianak and Quito? Explain your answer.

5. When it is Thursday in Wellington, what day is it in Nome? Explain your answer.

Answer the following question.

6. Suppose you were given a topographic map that did not show index contours. What would themap indicate about the terrain of the area shown? What would the map not indicate?


City Latitude Longitude

Cape Town, South Africa 34�S 18�E

Pontianak, Indonesia 0� 109�E

Nome, Alaska 65�N 165�W

Quito, Ecuador 0° 79�W

Stockholm, Sweden 59�N 18�E

Wellington, New Zealand 41�S 175�E

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Mapping techniques can be used on other planets besides Earth. In 1996, the NationalAeronautics and Space Administration (NASA) launched a satellite called the Mars GlobalSurveyor toward Mars. One of the purposes of the satellite was to collect data about the surfaceof Mars. The satellite reached Mars in 1997 and then gradually slowed into a low, circular orbitaround the planet. It finally began mapping the surface of Mars in 1999, a process that wasscheduled to last nearly two years.

The Mars Global Surveyor carries a camera that can distinguish objects on the surface ofMars that are less than 1.5 m across. It also has an instrument that measures surface elevationas well as sensors that analyze the heat radiating from the planet’s surface. These sensors pro-vide data about the composition of different areas of the planet. All of the information col-lected by the Mars Global Surveyor is transmitted to Earth in the form of radio waves. Thesatellite will continue to orbit Mars for at least 50 years after its mission is completed. It doesnot carry enough propellant to return to Earth.

1. The distance from Earth to Mars ranges between 78,000,000 km and 380,000,000 km,depending on the time of year. The speed of light is 300,000 km/s. Calculate the minimumand maximum time it takes for data transmitted by the Mars Global Surveyor to reach Earth.

2. What are the advantages of using a satellite for this project instead of sendinga team of astronauts to Mars to map the surface?

3. It takes Mars 24.6 hours to rotate once on its axis. How wide in degrees is a timezone on Mars if each time zone represents a different hour? (Hint: Like Earth, Marsis a sphere.)


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Applying Scientific Methods, continued

This map was prepared from data collected by the Mars Global Surveyor. The dashed lines onthe map surround the base of the Martian volcano Olympus Mons.

4. In which hemisphere is the area on the map?

5. The circumference of Mars is 21,200 km. What is the approximate distance of eachdegree of latitude on Mars?

6. How far does the base of Olympus Mons stretch from north to south? (Hint: Use your answer from question 5 to convert degrees to kilometers.)

7. Can you estimate how far the base of Olympus Mons stretches from east to westwith the same accuracy? Explain why or why not.

8. The top of Olympus Mons is the highest point on Mars. It is 27 km above the average elevation onMars. (Because Mars has no oceans, its elevations cannot be defined with respect to sea level.) Bycomparison, the highest point on Earth, Mt. Everest, is 8850 m above sea level. How many timeshigher than Mt. Everest is Olympus Mons?


150 W30 N

20 N

10 N

0

30 N

20 N

10 N

0

140 W 130 W 120 W

150 W 140 W 130 W 120 W

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Standardized Test Practice Multiple Choice


1. 4. 7.

2. 5. 8.

3. 6.

Short Answer

Answer each question with complete sentences.

9.

10.

11.

12.

13.

14.

15.

Reading for Comprehension


16.

17.

Chapter 2 Earth Science: Geology, the Environment, and the Universe 51

CHAPTER 2

Assessment

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TEACHER GUIDEand Answers

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TEACHER GUIDE AND ANSWERS

CHAPTER 1

MiniLab 1 – Determine the relationship between variables Analyze and Conclude

1. The soil absorbed heat faster than the water did; the soil cooled more quickly than the water did.

2. The independent variable was the medium—soil or water. The dependent variable was temperature.

3. The control was the empty container.

GeoLab 1 – Measurement and SI Units Analyze and Conclude

1. Answers will vary. Without a standard unit of measure, variance in measurement will increase.

2. A standard unit of measure is crucial in science so that scientists can compare results from experiments, results are easily understood, and experiments can be replicated.

3. Differences among measurements will depend on the orientation of the sample when its outline is traced and on the ability of students to accurately count squares to measure the area of an irregular solid.

4. Allow students to use calculators if necessary.

5. Mass depends only on the size of the samples because it is a measure of the quantity of matter in a sample.

6. The variables were the size of the samples and the change in the level of the water in the beaker.

7. Standard units are metric and SI units. They make it easier to compare and replicate results.

Inquiry Extension Answers will vary. It is less important that students

identify the correct way to test for the density of the pumice, and more important that they accurately indicate the process they would follow to test their method. To find the volume of an object that floats on water, one could use a lower-density liquid, such as alcohol, or use a narrow stick to hold the sample below the water level and record the volume change. In the second method, one must assume that the volume of the stick is negligible compared to the volume of the sample.

Teaching Transparency 1 – Earth Science and Earth Systems 1. Earth objects beyond Earth’s atmosphere, Earth’s

neighbors, and other cosmic bodies in the universe

2. meteorology

3. Possible responses: identify rocks, study glacial movements, interpret clues to Earth’s history, and determine how forces change Earth

4. oceanographers

5. the crust, athenosphere, upper mantle, lower mantle, outer core, and inner core

6. The atmosphere is the air that surrounds Earth and the biosphere is the life on Earth that exists in the atmosphere, hydrosphere, and geosphere.

7. About 97 percent exists as salt water, and about 3 percent exists as freshwater.

8. nitrogen and oxygen; nitrogen

9. all organisms on Earth and the environments in which they live

Teaching Transparency 2 – Measurements in Science 1. meter (m)

2. length � 25 cm � (10 mm/1 cm) � 250 mm

3. kilogram (kg)

4. newton (N)

5. The liquid’s mass is the amount of matter in the liquid, which does not vary with position. The liquid’s weight is a measure of the gravitational force on the liquid, which varies with position.

6. 1.79 � 102 g

7. Possible responses: square meter (m2) or square centimeter (cm2)

8. Possible responses: cubic meter (m3), cubic centimeter (cm3), liter (L), or milliliter (mL)

9. Celsius and Kelvin

10. Kelvin

54 Chapter 1 Teacher Guide and Answers Unit 1

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Unit 1 Chapter 1 Teacher Guide and Answers 55


Teaching Transparency 3 - Graphs 1. line graph

2. time

3. temperature

4. 10 degrees Celcius

5. at about 7:30 a.m. and 11:00 p.m.

6. 3:00 p.m.

7. 3:00 a.m.

8. 17.2 degrees Celcius

9. The temperature decreased from 1:00 a.m. to 3:00 a.m., increased from 3:00 a.m. to 3:00 p.m., and decreased from 3:00 p.m. to 12:00 midnight.

10. The beginning and end temperatures are very similar, but the temperature at the end is slightly higher (with less than a 18C difference).

Study Guide – Chapter 1 – The Nature of Science

Section 1.1 Earth Science

1. oceanography

2. astronomy

3. geology

4. meteorology

5. astronomy

6. geology

7. oceanography

8. environmental science

9. b

10. c

11. a

12. d

13. c

14. true

15. false

16. true

17. false

18. false

19. true

20. false

21. true

22. astronomy, meteorology, geology, oceanography, and environmental science

23. The atmosphere is necessary for respiration; it protects inhabitants from harmful radiation from the Sun; and it helps keep the planet at a temperature suitable for life.

24. Technology is the application of scientific discoveries.

25. Answers may vary, but could include freeze-dried foods, ski goggles, smoke detectors, and ultralight materials used in sports equipment.

Section 1.2 Methods of Scientists

1. c

2. f

3. a

4. d

5. b

6. e

7. safety gogles

8. loose clothing

9. laboratory glassware

10. fire extinguisher

11. spill

12. centimeter, kilometer, meter, millimeter

13. square centimeter, square meter

14. cubic centimeter, cubic meter, liter, milliter

15. kilogram

16. newton

17. gram per cubic centimeter, gram per milliter

18. second

19. Celsius, Kelvin

20. 1 � 106

21. 1 � 10�2

22. 3.25 � 102

23. 2.5 � 10�4

24. 6.421 � 103

25. 1000

26. 500

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27. 999,000,000

28. 0.0000000999

Section 1.3 Communication in Science

1. Communicating scientific data allows others to learn of new discoveries, to possibly verify what has been reported, and to conduct new experiments using the data.

2. They can be used by the teacher to assess understanding of the activity or experiment or can be compared with the results of other students.

3. "Mass of Product vs. Time"14131211109876543210

0 10 20 30 40 50 60 70 80 90Time (s)

Mas

s of

pro

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(g)

4. Time

5. mass of product

6. The mass of product increases with time.

7. model

8. theory

9. law

10. An early model held that Earth was the center of our solar system and that the Sun and other planets orbited Earth.

11. The current model holds that Earth and the other planets in our solar system orbit the Sun.

12. The theory must be consistent with observations, must make predictions that can be tested, and must be the simplest explanation of observations.

13. A scientific model or theory can change with the discovery of new data.

Chapter Assesment – Chapter 1 – The Nature of Science


1. meteorology

2. SI

3. geology

4. A hypothesis

5. astronomy

6. hydrosphere

7. control

8. technology

9. The crust is the rigid outer layer of Earth. The mantle is beneath the crust and has a different composition and behavior.

10. An independent variable is a factor that can be manipulated. A dependent variable is a factor that results from manipulating the independent variable.

11. A scientific theory is an explanation based on many observations during repeated experiments. A scientific law is a basic fact that describes the behavior of a natural phenomenon.


1. b

2. e

3. d

4. g

5. c

6. h

7. f

8. a

9. true

10. interact with

11. Geology

12. true

13. crust

14. nitrogen

15. true

16. true

17. can

18. true


1. 106

2. 0.000001

3. 40,000,000

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4. 2.9 � 10�2

5. 3.356 � 103

6. 118.722

7. Paleontologists study the remains of organisms that once lived on Earth. They also study ancient environments.

8. Earth scientists who specialize in geochemistry study the Earth’s compostion and the processes that change it.

9. The statement means that scientific discoveries can be applied to new situations. For example, technologies used to make freeze-dried foods, ski goggles, micro-fabrics, and ultralight materials used in sports equipment were developed or use in space and were later modified for use on Earth.

10. safety goggles and an apron

Thinking Critically

1. The mass will still be 100 kg. The mass of an object does not change with the object’s position.

2. Yes; the weight of 100 kg of rocks on Telos is 100 kg. 3.3 m/s2 � 330 N, which is less than 343 N.

3. density � mass/volume � 6.25 kg/0.855 L � 7.31 kg/L, or 7.31 g/mL

4. They are similar in that they both contain mostly the same gases and that both are 21 percent oxygen. They are different in that the atmosphere of Telos has more carbon dioxide, water, and argon and less nitrogen than the atmosphere of Earth.

5. No; the freezing point of water � 0°C � 273 � 273 K. Since the maximum temperature on Telos is 258 K, which is below the temperature at which water freezes, all surface water on Telos should be frozen.


1. independent variable: percentage of oxygen; dependent variable: growth rate of pea plants

2. independent variable: percentage of carbon dioxide; dependent variable: growth rate of pea plants

3. If they had varied both at the same time, they would not have been able to tell which gas was responsible for any change in plant growth rate they observed. By doing separate experiments, they could see the effect of varying either oxygen or carbon dioxide.

4. constants

5. Experiment 1

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Experiment 2

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6. The growth rate remains fairly constant as the percentage of oxygen increases. The growth rate increases as the percentage of carbon dioxide increases from 1 percent to 30 percent and levels out at higher percentages.

7. Hypothesis 2: Will increasing the percentage of carbon dioxide in the atmosphere make plants grow more rapidly?

8. They should have kept such factors constant in these experiments so that they could study the effect of only one variable on plant growth.

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CHAPTER 2

MiniLab 2 – Locate Places on Earth Analyze and Conclude

1. Mount St. Helens, Washington : 46˚12’N, 122˚11’W

Niagara Falls, New York : 43˚05’N, 79˚03’W

Mt. Everest, Nepal : 27˚59’N, 86˚56’E

Great Barrier Reef, Australia : 18˚00’S, 145˚50’E

2. 0˚03’S, 90˚30’W : Galapagos Islands, Ecuador

27˚07’S, 109˚22’W : Easter Island, Chile

41˚10’N, 112˚30’W : Great Salt Lake, Utah

35˚02’N, 111˚02’W : Meteor Crater, Arizona

3˚04’S, 37˚22’E : Mt. Kilamanjaro, Tanzania

3. Students might suggest travel time, distance measured from place to place, and landmarks such as large trees or cliffs.

GeoLab 2 – Use a Topographic Map Analyze and Conclude

1. The contour interval is 10 ft.

2. This map utilizes both a fractional and a graphic scale.

3. The change in elevation is 750 ft. � 710 ft. � 40 ft. The change in distance is 4 mi. The stream gradient is 40 ft. � 4 mi. � 10 ft./mi.

4. The highest elevation � 1071 ft. The change in elevation � 1071 ft. � 750 ft. � 321 ft.

5. You would have hiked approximately 5.25 mi.

6. The straight line distance � 2 mi. The change in elevation � 1071 ft. � 750 ft. � 321 ft.

7. No; the topographic map symbol for the stream indicates it is an intermittent stream.

8. The shortest distance is slightly more than 3 mi.

Inquiry Extension

Answers will vary depending on the students’ location.

Teaching Transparency 4 – Mapping Latitude and Longitude 1. Kansas City : 39˚N, 95˚W

Philadelphia : 40˚N, 75˚W

Reno : 39˚N, 119˚W

Minneapolis : 45˚N, 93˚W

2. Houston, Memphis, Miama, Chicago

3. Washington, D.C. is at 38˚N latitude, and the equator is at 0˚ latitude.

distance � (38˚ � 0˚) � (111 km/˚) � 4218 km

4. Portland is at 46˚N latitude, and the north pole is at 90˚N latitude.

distance � (90˚ � 46˚) � (111 km/˚) � 4884 km

5. Kansas City is at 39˚N latitude, and Houston is at 30˚N latitude.

distance � (39˚ � 30˚) � (111 km/˚) � 999 km

6. Los Angeles and Xi’an are at the same latitude. Greenwich is at 0˚ longitude. Los Angeles is 118˚ west of Greenwich, and Xi’an is 109˚ east of Greenwich. Therefore, Xi’an is closer to Greenwich.

7. Las Vegas is at 115˚W longitude, and the International Date Line is at

180˚ longitude. 180˚ � 115˚ � 65˚

Teaching Transparency 5 – Using Legends 1. paved undivided

2. U.S. Interstate 10

3. passenger only

4. Quincy

5. Tallahassee

6. 4

7. 16.5 km

8. 15.4 km

Teaching Transparency 6 – Landsat Images 1. Regular photographs record visible light, whereas

Landsat images record warmth radiated by objects on or near Earth’s surface. A computer converts this energy into digital images with the colors shown.

2. Large areas of vegetation were replaced by ash and mud, especially on the north side of Mount St. Helens. The area west of the volcano became covered with ash and mud. Snow accumulated northeast of the volcano.


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3. Answers will vary. Students may know that forests were buried by ash and mud from the volcanic eruption of Mount St. Helens.

4. Much of the area that had been covered by ash and mud once again became covered with vegetation. Most of the snow in the area is gone because the latter image was taken in late summer.

5. Remote sensing is the process of collecting data about Earth from far above Earth’s surface.

Study Guide – Chapter 2 – Mapping Our World Section 2.1 Latitude and Longitude

1. c

2. d

3. e

4. b

5. a

6. south pole

7. true

8. 0˚

9. latitude

10. true

11. 60 minutes

12. true

13. longtitude

14. true

15. true

16. equator

17. true

18. 46˚ 01' N

19. C and D; 45˚ 59' N

20. 108˚ 45' W

21. A and C; 108˚ 46' W

22. 45˚ 59' N, 108˚ 46' W

23. b

24. a

25. d

26. c

Section 2.2 Types of Maps

1. gnomonic

2. conic

3. Mercator

4. conic

5. Mercator

6. gnomonic

7. gnomonic

8. Mercator

9. conic

10. conic

11. gnomonic

12. topographic maps

13. contonour lines

14. contour intervals

15. index contours

16. hachures

17. B

18. 520 m

19. C

20. 340 m

21. map legend

22. geologic map

23. verbal scale

24. graphic scale

25. fractional scale

26. Oak Hills

27. Highway 33

28. Day City and Oak Hills

29. 10 cm


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Section 2.3 Remote Sensing

1. d

2. b

3. c

4. b

5. a

6. c

7. GPS

8. Topex/ Poseidon

9. GPS

10. Landsat

11. GPS

12. Topex/ Poseidon

Chapter Assessment – Chapter 2 – Mapping Our World Reviewing Vocabulary

1. cartography

2. prime meridian

3. 180˚ meridian

4. Mercator, conic

5. topographic

6. map legend

7. latitude

8. weight

9. Both are used to precisely locate positions on Earth. Latitude is the distance in degrees north or south of the equator. Longitude is the distance in degrees east or west of the prime meridian.

10. Both are ways of making a flat map by projecting points and lines from a globe. In a conic projection, the points and lines are projected onto a cone. In a gnomonic projection, the points and lines are projected onto a piece of paper that touches the globe at a single point.

11. Both collect data about Earth by remote sensing. A Landsat satellite detects energy related to the warmth of surface features. The TOPEX/Poseidon satellite uses radar to map features on the ocean floor.


1. b

2. d

3. b

4. c

5. d

6. a

7. c

8. d


1. The boundaries are adjusted in local areas to avoid the confusion that would result if, for example, a city was split by a time zone.

2. Lines of longitude converge as they approach the poles, but a Mercator projection shows these lines as being parallel. Making the lines parallel stretches the area between them, especially near the poles.

3. Each contour line represents one elevation. If two lines crossed, it would mean that the point where they crossed had two elevations, which is impossible.

4. They show the relationship between distances on a map and actual distances on the surface of Earth, which enables the map reader to measure distances.

5. The satellite sends radar waves to the ocean’s surface and picks up the echo that is reflected off the water. The distance to the water’s surface is calculated using the speed of light and the time it takes the signal to reach the surface and return. Variations in time indicate the presence of certain features on the ocean floor.

Thinking Critically

1. Wellington, New Zealand

2. Nome, Alaska

3. Because both cities have the same longitude, the distance between them equals their difference in latitude multiplied by 111 km. The cities are on opposite sides of the equator, so their latitudes are added. distance � (59˚ � 34˚) � (111 km/˚) � 10,323 km


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4. Because both cities are on the equator, the distance between them equals their difference in longitude multiplied by 111 km, which is the value for longitude at the equator. distance � (109˚ � 79˚) � (111 km/˚) � 20 868 km

5. Wednesday; Nome is east of the International Date Line, so the calendar moves back one day.

6. The map would indicate which points on the map were higher than others and which areas were steeper. It would not indicate the actual elevation of any point.


1. Minimum: 78,000,000 km � 300,000 km/s � 260 s.

Maximum: 380,000,000 km � 300,000 km/s � 1267 s

2. Answers may vary. Space flight is dangerous, and the astronauts would be risking heir lives to travel to a planet that humans have not visited. It would be much more expensive to send humans to Mars and bring them back than it is to send a satellite and leave it in orbit. A satellite can collect more data more quickly while in orbit than people could on the surface. Accept all reasonable answers.

3. 360˚ � 24.6 h � 14.6˚/h

4. northern hemisphere

5. 21,200 km � 360˚ � 58.9 km/˚

6. the base stretches approximately 10° from north to south. 10˚ � 58.9 km/˚ � 589 km

7. No; lines of longitude get closer together as they approach the poles, but this map shows the lines as being parallel. Therefore, the map distorts distances in the east-west direction.

8. 8850 m � 8.850 km; 27 km � 8.850 km � 3; Olympus Mons is three times higher than Mt. Everest.


Documents

UNIT 1 RESOURCES Earth Science · PDF fileof each lab that appears in the Student Edition of Glencoe Earth Science: Geology, the Environment, and the Universe. All materials lists,