Post on 09-Feb-2022
Georgia Performance StandardsReview Transparencies
GEORGIA
Copyright © 2009 by Pearson Education, Inc., publishing as Pearson Prentice Hall, Boston, Massachusetts 02116.All rights reserved. Printed in the United States of America. This publication is protected by copyright, andpermission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrievalsystem, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.The publisher hereby grants permission to reproduce student worksheets and tests, for classroom use only, thenumber not to exceed the number of students in each class. Notice of copyright must appear on all copies. Forinformation regarding permission(s), write to: Rights and Permissions Department, One Lake Street, Upper SaddleRiver, New Jersey 07458.
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13-digit ISBN 978-0-13-362813-5
10-digit ISBN 0-13-362813-2
1 2 3 4 5 6 7 8 9 10 11 10 09 08 07
The transparencies in the Prentice Hall Georgia Perfomance StandardsReview Transparencies book are intended to serve as refreshers of thecharacteristics of science and science content material needed for masteryof the Georgia EOCT and GHSGT exams. Each transparency focuses onspecific Georgia Performance Standards.
The table of contents presents a list of each transparency identified byboth title and number. The correlation on the pages following the table ofcontents gives the complete text of each Georgia Performance Standardand the number of each transparency that reviews that standard’scontent.
Most of the transparencies begin with an illustration or other graphic.Next, the main points of the topic are presented in a bulleted list. Then,each transparency ends with questions for students to answer.
The art may support the information in the text, relay informationbeyond what appears in the text, or supply data that students can use tointerpret the text or answer the questions. The questions, in turn, aredesigned to take students beyond the material in the review points. Somequestions require an interpretation of the graphic; others give studentsan opportunity to exercise critical-thinking skills.
You can use these transparencies in several ways:
◆ The transparencies lend themselves to whole-class review. You canchoose an objective to focus on, project the related transparency, andhold a class discussion on the topic.
◆ You can set up the overhead projector with a transparency and leave itprojected for a period of time, allowing for independent review of a particular objective. Students can then view the transparency at theirconvenience.
◆ You can arrange for students to view those transparencies that coverobjectives of particular concern to them. You may wish to let studentsdecide for themselves which topics they need to review. Or you maychoose to guide them to particular transparencies you think would bemost helpful to them.
However you choose to present them, the transparencies are a valuabletool for reviewing the Georgia Performance Standards.
ii
TO THE TEACHER
©P
earson Education, Inc., publishing as P
earson Prentice H
all.All rights reserved.
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Correlation to the Georgia Performance Standards . . . . . . viii
Co-Requisite—Characteristics of Science Transparency NumberScience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P1Scientists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P2Scientific Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P3Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P4Conducting an Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P5Scientific Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P6Testing a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P7Scientific Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P8Collecting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P9Displaying Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P10Making Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P11Drawing Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P12Using Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P13Evaluating a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P14Re-evaluating Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P15Scientific Tools and Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P16Accuracy and Precision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P17Metric Measurements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P18Units of Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P19Sources of Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P20Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P21Using Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P22Estimates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P23Scientific Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P24Modern Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P25Evaluating the Effects of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . P26Using Science to Make Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . P27Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P28Safety Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P29Safety in the Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P30Personal Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P31Laboratory Accidents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P32Flames and Heating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P33Flame Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P34Chemical Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P35Glassware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P36Sharp Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P37©
Pea
rson
Edu
catio
n, In
c., p
ublis
hing
as
Pea
rson
Pre
ntic
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all.
All
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serv
ed.
iii
CONTENTS
iv
Co-Requisite—Characteristics of Science (continued) Transparency NumberAnimal Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P38Cleaning Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P39
Co-Requisite—Content: Physical Science Transparency NumberChemical Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS1Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS2Density . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS3States of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS4The Gas Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS5Phase Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS6The Atom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS7The Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS8Group 1A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS9Group 2A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS10Group 3A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS11Group 4A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS12Group 5A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS13Group 6A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS14Group 7A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS15Group 8A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS16Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS17Interactions Between Molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . PS18Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS19Balancing Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS20Conservation of Mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS21Exothermic and Endothermic Changes . . . . . . . . . . . . . . . . . . . . . PS22Rates of Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS23Solubility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS24Properties of Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS25Properties of Acids and Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS26The pH Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS27Carbon Chains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS28Radioactive Decay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS29Half-Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS30Nuclear Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS31Uses of Radioactivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS32Frame of Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS33Graphing Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS34Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS35Newton's First Law of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS36Newton's Second Law of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . PS37Newton's Third Law of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS38
CONTENTS (continued)
©P
earson Education, Inc., publishing as P
earson Prentice H
all.All rights reserved.
Co-Requisite—Content: Physical Science (continued ) Transparency NumberMomentum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS39Universal Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS40Gravitational Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS41Planetary Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS42Projectile and Circular Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS43Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS44Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS45Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS46Inclined Plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS47Levers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS48Wheel and Axle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS49Pulleys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS50Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS51Energy Conversion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS52Hydroelectric Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS53Heat and Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS54Methods of Heat Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS55Conduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS56Convection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS57Radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS58Mechanical Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS59Surface Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS60Properties of Mechanical Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . PS61Interference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS62Sound Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS63The Doppler Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS64Electromagnetic Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS65The Electromagnetic Spectrum . . . . . . . . . . . . . . . . . . . . . . . . . . . PS66Radio Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS67Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS68Refraction and Diffraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS69Polarization of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS70Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS71Electric Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS72Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS73Producing Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS74Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS75
Co-Requisite—Content: Biology Transparency NumberHomeostasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B1The Chemical Basis of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B2Calories and Organic Molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . B3
v
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CONTENTS (continued)
Co-Requisite—Content: Biology (continued ) Transparency NumberReaction Rates and Enzymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B4Food Chains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B5Food Webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B6Energy Pyramids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B7Cycles of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B8Ecological Succession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B9Major Biomes of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B10Aquatic Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B11Population Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B12Interactions Among Living Things . . . . . . . . . . . . . . . . . . . . . . . . . B13Pollution in Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B14The Cellular Basis of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B15Cell Organelles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B16Eukaryotic Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B17Active and Passive Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B18Diffusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B19Osmosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B20Photosynthesis and Respiration . . . . . . . . . . . . . . . . . . . . . . . . . . . B21ATP and ADP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B22The Cell Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B23Regulating the Cell Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B24Principles of Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B25Punnett Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B26Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B27Nucleotides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B28The Structure of DNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B29DNA Replication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B30DNA, Genes, and Chromosomes . . . . . . . . . . . . . . . . . . . . . . . . . . B31Transcription . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B32Translation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B33Protein Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B34The Roles of DNA and RNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B35Point Mutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B36Chromosomal Mutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B37Significance of Mutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B38Genetic Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B39Human Chromosomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B40Patterns of Inheritance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B41Natural Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B42Homologous Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B43Genetic Variation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B44Origin of Life on Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B45Extinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B46
vi
CONTENTS (continued)
©P
earson Education, Inc., publishing as P
earson Prentice H
all.All rights reserved.
Co-Requisite—Content: Biology (continued ) Transparency NumberAdaptive Radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B47Classifying Organisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B48Evolutionary Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B49Molecular Clocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B50Six Kingdoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B51Prokaryotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B52Beneficial Bacteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B53Viruses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B54Bacteria and Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B55Viruses and Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B56Protists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B57Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B58Symbiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B59Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B60Vascular Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B61Spore-Producing Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B62Reproduction in Spore-Producing Plants . . . . . . . . . . . . . . . . . . . . B63Plant Stomata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B64Seed-Producing Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B65Reproduction in Seed-Producing Plants . . . . . . . . . . . . . . . . . . . . . B66Plant Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B67Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B68Parasitism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B69Arthropods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B70Vertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B71Embryonic Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B72Levels of Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B73Organ Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B74Invertebrate Digestive Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B75Invertebrate Respiratory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . B76Invertebrate Circulatory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . B77Invertebrate Nervous Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B78Vertebrate Digestive Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B79Vertebrate Respiratory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B80Vertebrate Circulatory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B81Vertebrate Nervous Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B82Learned and Innate Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . B83Evolution of Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B84
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CONTENTS (continued)
SCSh1: Students will evaluate the importance of curiosity, honesty, openness,
and skepticism in science.
SCSh1.a: Exhibit the above traits in their own scientific activities. P2, P3
SCSh1.b: Recognize that different explanations often can be given for the same
evidence. P12
SCSh1.c: Explain that further understanding of scientific problems relies on the P11
design and execution of new experiments which may reinforce or weaken
opposing explanations.
SCSh2: Students will use standard safety practices for all classroom laboratory
and field investigations.
SCSh2.a: Follow correct procedures for use of scientific apparatus. P16, P24
SCSh2.b: Demonstrate appropriate technique in all laboratory situations. P18, P24
SCSh2.c: Follow correct protocol for identifying and reporting safety problems P29–P39
and violations.
SCSh3: Students will identify and investigate problems scientifically.
SCSh3.a: Suggest reasonable hypotheses for identified problems. P7
SCSh3.b: Develop procedures for solving scientific problems. P5, P6
SCSh3.c: Collect, organize and record appropriate data. P9
SCSh3.d: Graphically compare and analyze data points and/or summary statistics. P10
SCSh3.e: Develop reasonable conclusions based on data collected. P11
SCSh3.f: Evaluate whether conclusions are reasonable by reviewing the process and P13
checking against other available information.
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Co-Requisite—Characteristics of Science
Habits of Mind
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CORRELATION
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SCSh4: Students use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.
SCSh4.a: Develop and use systematic procedures for recording and organizing P8
information.
SCSh4.b: Use technology to produce tables and graphs. P10, P22
SCSh4.c: Use technology to develop, test, and revise experimental or mathematical P21, P22
models.
SCSh5: Students will demonstrate the computation and estimation skills necessary
for analyzing data and developing reasonable scientific explanations.
SCSh5.a: Trace the source on any large disparity between estimated and calculated P23
answers to problems.
SCSh5.b: Consider possible effects of measurement errors on calculations. P20
SCSh5.c: Recognize the relationship between accuracy and precision. P17
SCSh5.d: Express appropriate numbers of significant figures for calculated data, P16
using scientific notation where appropriate.
SCSh5.e: Solve scientific problems by substituting quantitative values, using P9, P19
dimensional analysis and/or simple algebraic formulas as appropriate.
SCSh6: Students will communicate scientific investigations and information
clearly.
SCSh6.a: Write clear, coherent laboratory reports related to scientific investigations. P28
SCSh6.b: Write clear, coherent accounts of current scientific issues, including possible P27
alternative interpretations of the data.
SCSh6.c: Use data as evidence to support scientific arguments and claims in written P28
or oral presentations.
SCSh6.d: Participate in group discussions of scientific investigation and current P25, P26
scientific issues.
ix
The Nature of Science
SCSh7: Students analyze how scientific knowledge is developed. Students
recognize that:
SCSh7.a: The universe is a vast single system in which the basic principles are the P1
same everywhere.
SCSh7.b: Universal principles are discovered through observation and experimental P1
verification.
SCSh7.c: From time to time, major shifts occur in the scientific view of how the world P15
works. More often, however, the changes that take place in the body of scientific
knowledge are small modifications of prior knowledge. Major shifts in scientific
views typically occur after the observation of a new phenomenon or an insightful
interpretation of existing data by an individual or research group.
SCSh7.d: Hypotheses often cause scientists to develop new experiments that produce P7
additional data.
SCSh7.e: Testing, revising, and occasionally rejecting new and old theories never ends. P14
SCSh8: Students will understand important features of the process of scientific
inquiry. Students will apply the following to inquiry learning practices:
SCSh8.a: Scientific investigators control the conditions of their experiments in order P5, P8
to produce valuable data.
SCSh8.b: Scientific researchers are expected to critically assess the quality of data P12
including possible sources of bias in their investigations’ hypotheses, observations,
data analyses, and interpretations.
SCSh8.c: Scientists use practices such as peer review and publication to reinforce P14
the integrity of scientific activity and reporting.
SCSh8.d: The merit of a new theory is judged by how well scientific data are P15
explained by the new theory.
SCSh8.e: The ultimate goal of science is to develop an understanding of the natural P2
universe which is free of biases.
SCSh8.f: Science disciplines and traditions differ from one another in what is studied, P4
techniques used, and outcomes sought.
Georgia Performance Standard Transparency
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CORRELATION (continued )
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SPS1: Students will investigate our current understanding of the atom.
SPS1.a: Examine the structure of the atom in terms of PS7, PS8, PS40
• proton, electron, and neutron locations.
• atomic mass and atomic number.
• atoms with different numbers of neutrons (isotopes).
• explain the relationship of the proton number to the element’s identity.
SPS1.b: Compare and contrast ionic and covalent bonds in terms of electron PS17, PS18
movement.
SPS2: Students will explore the nature of matter, its classifications, and its system
for naming types of matter.
SPS2.a: Calculate density when given a means to determine a substance’s mass PS3
and volume.
SPS2.b: Predict formulas for stable binary ionic compounds based on balance PS17
of charges.
SPS2.c: Use IUPAC nomenclature to transition between chemical names and chemical PS17
formulas of
• binary ionic compounds (containing representative elements).
• binary covalent compounds (i.e. carbon dioxide, carbon tetrachloride).
SPS2.d: Demonstrate the Law of Conservation of Matter in a chemical reaction. PS20, PS21
SPS2.e: Apply the Law of Conservation of Matter by balancing the following types of PS20
chemical equations:
• Synthesis
• Decomposition
• Single Replacement
• Double Replacement
SPS4: Students will investigate the arrangement of the Periodic Table.
SPS4.a: Determine the trends of the following: PS8–PS16
• Number of valence electrons
• Types of ions formed by representative elements
• Location of metals, nonmetals, and metalloids
• Phases at room temperature
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Co-Requisite—Content: Physical Science
SPS4: Students will investigate the arrangement of the Periodic Table. (continued)
Georgia Performance Standard Transparency
CORRELATION (continued )
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SPS4.b: Use the Periodic Table to predict the above properties for representative PS1, PS9–PS16, PS28
elements.
SPS5: Students will compare and contrast the phases of matter as they relate to
atomic and molecular motion.
SPS5.a: Compare and contrast the atomic/molecular motion of solids, liquids, PS4, PS6
gases and plasmas.
SPS5.b: Relate temperature, pressure, and volume of gases to the behavior of gases. PS5
SPS6: Students will investigate the properties of solutions.
SPS6.a: Describe solutions in terms of PS2, PS25
• solute/solvent
• conductivity
• concentration
SPS6.b: Observe factors affecting the rate a solute dissolves in a specific solvent. PS24
SPS6.c: Demonstrate that solubility is related to temperature by constructing a PS24
solubility curve.
SPS6.d: Compare and contrast the components and properties of acids and bases. PS26, PS27
SPS6.e: Determine whether common household substances are acidic, basic, or neutral. PS27
SPS7: Students will relate transformations and flow of energy within a system.
SPS7.a: Identify energy transformations within a system (e.g. lighting of a match). PS19, PS22, PS23,
PS51–PS53,
PS74, PS75
SPS7.b: Investigate molecular motion as it relates to thermal energy changes in terms PS55–PS58
of conduction, convection, and radiation.
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SPS7.c: Determine the heat capacity of a substance using mass, specific heat, PS54
and temperature.
SPS7.d: Explain the flow of energy in phase changes through the use of a PS6
phase diagram.
SPS8: Students will determine relationships among force, mass, and motion.
SPS8.a: Calculate velocity and acceleration. PS33–PS36
SPS8.b: Apply Newton’s three laws to everyday situations by explaining the following: PS36–PS39
• Inertia
• Relationship between force, mass and acceleration
• Equal and opposite forces
SPS8.c: Relate falling objects to gravitational force. PS41–PS43
SPS8.d: Explain the difference in mass and weight. PS37
SPS8.e: Calculate amounts of work and mechanical advantage using simple machines. PS44—PS50
SPS9: Students will investigate the properties of waves.
SPS9.a: Recognize that all waves transfer energy. PS59–PS70
SPS9.b: Relate frequency and wavelength to the energy of different types of PS61, PS66
electromagnetic waves and mechanical waves.
SPS9.c: Compare and contrast the characteristics of electromagnetic and mechanical PS59, PS65
(sound) waves.
SPS9.d: Investigate the phenomena of reflection, refraction, interference, PS62, PS68, PS69
and diffraction.
SPS9.e: Relate the speed of sound to different mediums. PS63
SPS9.f: Explain the Doppler Effect in terms of everyday interactions. PS64
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CORRELATION (continued )
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SPS10: Students will investigate the properties of electricity and magnetism.
SPS10.a: Investigate static electricity in terms of PS71
• friction
• induction
• conduction
SPS10.b: Explain the flow of electrons in terms of PS72–PS74
• alternating and direct current.
• the relationship among voltage, resistance and current.
• simple series and parallel circuits.
SPS10.c: Investigate applications of magnetism and/or its relationship to the PS75
movement of electrical charge as it relates to
• electromagnets
• simple motors
• permanent magnets
SB1: Students will analyze the nature of the relationships between structures and
functions in living cells.
SB1.a: Explain the role of cell organelles for both prokaryotic and eukaryotic cells, B1, B15–B18, B23,
including the cell membrane, in maintaining homeostasis and cell reproduction. B24, B33, B34, B73
SB1.b: Explain how enzymes function as catalysts. B4
SB1.c: Identify the function of the four major macromolecules B2, B3, B28
(i.e., carbohydrates, proteins, lipids, nucleic acids).
SB1.d: Explain the impact of water on life processes (i.e., osmosis, diffusion). B18–B20
SB2: Students will analyze how biological traits are passed on to successive
generations.
SB2.a Distinguish between DNA and RNA. B32, B35
SB2.b Explain the role of DNA in storing and transmitting cellular information. B29–B35
Co-Requisite—Content: Biology
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SB2.c: Using Mendel’s laws, explain the role of meiosis in reproductive variability. B25–B27, B40, B41
SB2.d: Describe the relationships between changes in DNA and potential appearance B36–B39, B41
of new traits including
• Alterations during replication.
•Insertions
•Deletions
•Substitutions
•Mutagenic factors that can alter DNA.
•High energy radiation (x-rays and ultraviolet)
•chemical
SB2.e: Compare the advantages of sexual reproduction and asexual reproduction in B23, B27
different situations.
SB2.f: Examine the use of DNA technology in forensics, medicine, and agriculture. P26, B44
SB3: Students will derive the relationship between single-celled and multi-celled
organisms and the increasing complexity of systems.
SB3.a: Explain the cycling of energy through the processes of photosynthesis B21, B22
and respiration.
SB3.b: Compare how structures and function vary between the six kingdoms B16, B51, B52, B57,
(archaebacteria, eubacteria, protists, fungi, plants, and animals). B58, B60–B63, B65,
B66, B68, B70–B72,
B74–B82
SB3.c: Examine the evolutionary basis of modern classification systems. B43, B47–B49,
B51, B60, B71
SB3.d: Compare and contrast viruses with living organisms. B54, B56
SB4: Students will assess the dependence of all organisms on one another and
the flow of energy and matter within their ecosystems.
SB4.a: Investigate the relationships among organisms, populations, communities, B10–B13, B55,
ecosystems, and biomes. B59, B69
SB4.b: Explain the flow of matter and energy through ecosystems by B5–B8
• Arranging components of a food chain according to energy flow.
• Comparing the quantity of energy in the steps of an energy pyramid.
• Explaining the need for cycling of major nutrients (C, O, H, N, P).
CORRELATION (continued )
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SB4.c: Relate environmental conditions to successional changes in ecosystems. B9
SB4.d: Assess and explain human activities that influence and modify the B14
environment such as global warming, population growth, pesticide use, and water
and power consumption.
SB4.e: Relate plant adaptations, including tropisms, to the ability to survive stressful B64, B65, B67
environmental conditions.
SB4.f: Relate animal adaptations, including behaviors, to the ability to survive B83, B84
stressful environmental conditions.
SB5: Students will evaluate the role of natural selection in the development of the
theory of evolution.
SB5.a: Trace the history of the theory. B42
SB5.b: Explain the history of life in terms of biodiversity, ancestry, and the rates B45
of evolution.
SB5.c: Explain how fossil and biochemical evidence support the theory. B45, B50
SB5.d: Relate natural selection to changes in organisms. B42–B44, B46,
B47, B84
SB5.e: Recognize the role of evolution to biological resistance (pesticide and B53, B55
antibiotic resistance).
Georgia Performance Standard Transparency
SB4: Students will assess the dependence of all organisms on one another and
the flow of energy and matter within their ecosystems. (continued)
ScienceSCSh7.a The universe is a vast single system in which the basic principles are the sameeverywhere.
SCSh7.b Universal principles are discovered through observation and experimentalverification.
1. New technologies lead to new ways by which scientists can study the natural world.2. Because they are not testable
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Quick Review
◆ Science is an ongoing process that involves askingquestions, observing, making inferences, andtesting hypotheses about the natural world.
◆ Scientists view the physical universe as a system in which natural and universal laws govern allobjects.
◆ Through science, the universal laws of the universecan be discovered and understood.
Questions
1. How do advances in technology affect science?
2. Why aren’t questions about beauty or ethicsconsidered scientific?
Scientists P2©
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Quick Review◆ Like people in other fields, scientists have concerns
about their careers, their families, and their goals.
◆ Successful scientists have core values of honesty,curiosity, and openness that are reflected in theirwork and research.
◆ Scientists strive to make their investigations andconclusions free from bias.
Questions1. How would a farmer use scientific knowledge?
2. How would understanding scientific concepts helpa person holding a public office?
3. What is one way to avoid bias in scientificresearch?
1. To understand how plants grow, what nutrients they need, and how they reproduce2. To make political decisions about scientific topics such as resource management, storm preparation, and health services3. Collaborate with others, allow for peer review, make procedures available, provide accurate and honest results
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SCSh1.a Exhibit curiosity, honesty, openness, and skepticism in scientific activities.
SCSh8.e The ultimate goal of science is to develop an understanding of the naturaluniverse which is free of biases.
SCSh
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, op
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sci
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Scie
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Qu
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Rev
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◆S
cien
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or e
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mak
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mod
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are
use
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tool
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Redi’s Experiment on Spontaneous Generation
OBSERVATIONS: Flies land on meat that is left uncovered. Later, maggots appear on the meat.
HYPOTHESIS: Flies produce maggots.
Controlled Variables:jars, type of meat,location, temperature,time
Manipulated Variable:gauze covering that keepsflies away from meat
PROCEDURE
Uncovered jars Covered jars
Severaldays pass.
Maggots appear. No maggots appear.
CONCLUSION: Maggots form only when flies come in contact with meat. Spontaneous generation of maggots did not occur.
Responding Variable:whether maggots appear
Quick Review◆ Scientific questions deal only with the natural
world.◆ A scientific question must be specific and testable.◆ Scientific disciplines vary in the kinds of questions
asked and techniques used.
Questions1. Why is it important that a scientific question be
testable?2. What are the three primary scientific disciplines?3. What kind of scientist is most likely to carry out an
experiment like the one shown above?
1. Only testable questions can be answered through experimentation.2. Earth science, physical science, and life science3. A life scientist (biologist)
SCSh8.f Science disciplines and traditions differ from one another in what is studied,techniques used, and outcomes sought.
Conducting an Experiment
1. Which freezes faster—fresh water or salt water?2. Amount of water, starting temperature of the water, and temperature of the freezer; amount of salt added to the water3. Fresh water freezes faster than salt water.
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.
SCSh3.b Develop procedures for solving scientific problems.
SCSh8.a Scientific investigators control the conditions of their experiments in order toproduce valuable data.
Quick Review◆ Scientists conduct experiments to learn about
events and processes. Although experiments differ,many follow a pattern.
◆ Scientists begin by posing questions and then forming a hypothesis, or prediction, of the outcome.All variables except one must be controlled, and the one being changed is the manipulated variable.
◆ Data is collected by observation and measurement.It must then be interpreted in order to draw a conclusion, a summary statement of what has beenlearned.
Questions1. What question could the experiment described here
be designed to answer?
2. What are the controlled variables and the manipulated variable in this experiment?
3. What conclusion are the data likely to support?
EXPERIMENTAL PROCEDURE1. Fill 3 containers with 300 milliliters of
cold tap water.
2. Add 10 grams of salt to Container 1; stir.Add 20 grams of salt to Container 2; stir.Add no salt to Container 3.
3. Place the 3 containers in a freezer.
4. Check the containers every 15 minutes.Record your observations.
Scientific Investigations P6©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Quick Review◆ Some scientific investigations study events that
have already occurred, such as analyzing fossils orcrime scenes.
◆ Other investigations can be performed only oncebecause they are expensive or time-consuming, suchas medical clinical trials.
◆ Often, scientific investigations can be repeated easily and frequently.
Questions1. Does this investigation represent an experiment
that can be repeated frequently or only once?
2. Why might some investigations be conducted only once?
1. One that can be repeated frequently2. Evidence might be damaged, disturbed, or destroyed in the process of studying it.
8 AM
10 AM
12 PM
2 PM
4 PM
6 PM
8 PM
TimeAbsorbedby Roots
(g/h)
Releasedby Leaves
(g/h)
11469
1410
25
121716103
Water Released and Absorbed by Tree
Time
Rel
ativ
e R
ates
(g
/h)
15
20
10
5
04 PM 6 PM 8 PM10 AM8 AM 12 PM 2 PM
Water absorbed by roots
Water released by leaves
SCSh3.b Develop procedures for solving scientific problems.
Testing a Hypothesis P7©
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rson
Edu
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n, I
nc.,
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Questions
1. What hypothesis is being tested in the illustration?
2. What is another way you could test the samehypothesis?
1. Sample answer: The shape of a block of ice affects the rate at which it will melt.2. Sample answers: Use an oven to heat the blocks of ice; let the blocks melt at room temperature.
Quick Review
◆ In science, a question is answered by developing a possible explanation called a hypothesis.
◆ A hypothesis is useful if it leads to testablepredictions.
◆ A hypothesis suggests the basic idea for anexperiment.
◆ Often, hypotheses lead scientists to develop newexperiments that can test the validity of thehypothesis.
SCSh3.a Suggest reasonable hypotheses for identified problems.
SCSh7.d Hypotheses often cause scientists to develop new experiments that produceadditional data.
Scientific Variables P8©
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ll rig
hts
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rved
.
1. So you can be sure that any changes in the responding variable are due to changes in the manipulated variable2. Sample answers: Use a computer to generate graphs of data; a computer probe can gather data during an
experiment; a calculator can be used for statistical analysis of data.
Liquid crystalthermometer
Metal rod Wooden rod
Foam cups
Quick Review
◆ Scientific experiments have three types ofvariables: manipulated variables, respondingvariables, and controlled variables.
◆ A carefully designed experiment requires specificequipment.
◆ Technology, such as computers and calculators, can be used to gather and analyze data during anexperiment.
Questions
1. Why is it important to change only one variable at a time in an experiment?
2. Name three specific ways you could use technologyin a scientific investigation.
SCSh4.a Develop and use systematic procedures for recording and organizing information.
SCSh8.a Scientific investigators control the conditions of their experiments in order toproduce valuable data.
Collecting Data
Keyboard
Central ProcessingUnit (CPU)
Monitor
Mouse
Speaker
P9©
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rson
Edu
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nc.,
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SCSh3.c Collect, organize and record appropriate data.
SCSh5.e Solve scientific problems by substituting quantitative values, using dimensionalanalysis and/or simple algebraic formulas as appropriate.
1. Mean: 2 cm; median: 2.2 cm; range: 0.8 cm2. Sample answer: Analysis is performed more quickly by computers; larger volumes of data can be analyzed with computers.
Quick Review
◆ The observations and measurements made duringan investigation are called data.
◆ Data can be analyzed to spot trends and makepredictions.
◆ Data analysis can involve numerical calculations,such as finding the mean, median, and range of a set of data.
◆ Scientists often use computers to perform dataanalysis.
Questions
1. During an investigation, the followingmeasurements were recorded: 1.5 cm, 2.2 cm, 2.3 cm, 1.8 cm, and 2.2 cm. What are the mean,median, and range of this data set?
2. Give two specific reasons why scientists usecomputers for data analysis.
Dis
pla
yin
g D
ata
SCSh
3.d
Gra
phi
cally
com
par
e an
d an
alyz
e da
ta p
oint
s an
d/or
sum
mar
y st
atis
tics.
SCSh
4.b
Use
tec
hnol
ogy
to p
rodu
ce t
able
s an
d gr
aphs
.
P10
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.Th
ey a
llow
you
to
see
the
rela
tions
hip
s be
twee
n va
riabl
es,
spot
tre
nds,
and
inte
rpre
t re
sults
.2.
A li
ne g
rap
h
Flo
w R
ate
(g
all
on
s p
er
min
ute
)
Time (minutes)
00.
51.
01.
52.
02.
53.
03.
54.
04.
5
0.5
1.0 0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
Tim
e t
o F
ill
a 1
-gall
on
Po
t W
ith
Wate
r
Avera
ge A
nn
ual
Pre
cip
itati
on
for
Sele
cted
U.S
. C
itie
s
Average Annual Precipitation (cm)
050100
150
200
117.
098
.0
25.1
166.
9
Buffa
lo Chica
go
Colo
rado
Spr
ings Hou
ston San
Diego Talla
hass
ee
Tucs
on
41.2
91.0
30.5
Co
mp
osi
tio
n o
f Eart
h’s
Cru
st
Oth
er 1
.5%
Pota
ssiu
m 2
.6%
Mag
nes
ium
2.1
%
Sod
ium
2.8
%
Cal
ciu
m 3
.6%
Iro
n 5
.0%
Alu
min
um
8.1
%
Silic
on
27.
7%
Oxy
gen
46.
6%
A B C
Qu
ick
Rev
iew
◆S
cien
tifi
c d
ata
can
be
orga
niz
ed u
sin
g ta
ble
s an
d g
rap
hs.
◆L
ine
grap
hs
are
use
ful
for
show
ing
chan
ges
that
occu
r in
rel
ated
var
iab
les.
◆B
ar g
rap
hs
are
use
d t
o co
mp
are
a se
t of
mea
sure
men
ts, a
mou
nts
, or
chan
ges.
◆C
ircl
e gr
aph
s sh
ow h
ow p
arts
rel
ate
to a
wh
ole.
Qu
esti
on
s
1.W
hy
are
grap
hs
a u
sefu
l to
ol f
or o
rgan
izin
g d
ata?
2.W
hat
typ
e of
gra
ph
wou
ld b
e b
est
to s
how
th
ere
lati
onsh
ip b
etw
een
th
e p
ress
ure
on
a g
as a
nd
it
s vo
lum
e?
Making Predictions P11©
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Edu
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SCSh1.c Explain that further understanding of scientific problems relies on the design andexecution of new experiments which may reinforce or weaken opposing explanations.
SCSh3.e Develop reasonable conclusions based on data collected.
1. Bubbles produced decrease as the distance from the light increases.2. Sample answer: If the plant is moved even farther from the light, the number of bubbles produced will continue to decrease.
39
22
8
5
Oxygen Production of a Water Plant
Distance FromLight (cm)
Bubbles Producedper Minute
10
20
30
40
Quick Review
◆ Scientists use data to predict trends.
◆ In science, a prediction is an inference about afuture event based on evidence, experience, orknowledge.
◆ A trend is a description of the behavior of avariable or the relationship between two variables.
◆ Hypotheses may be evaluated by how well theypredict experimental outcomes. Further testing andexperimentation will either strengthen a hypothesis(by leading to accurate predictions) or weaken it(by leading to inaccurate predictions).
Questions
1. What trend do you see in the data that aredisplayed in the table above?
2. What prediction can be made based on this trend?
Drawing Conclusions P12©
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lishi
ng a
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rent
ice
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l.A
ll rig
hts
rese
rved
.
SCSh1.b Recognize that different explanations often can be given for the same evidence.
SCSh8.b Scientific researchers are expected to critically assess the quality of data including possiblesources of bias in their investigations’ hypotheses, observations, data analyses, and interpretations.
1. The original hypothesis—you need to decide whether or not the data support the hypothesis. 2. No, because there would be no way to tell whether the amount of light or the amount of fertilizer or both caused one plant to
grow more than the other3. To critically assess their data and conclusions, including sources of bias or error
Quick Review
◆ A conclusion is a final statement summing up theresults of an experiment.
◆ Scientists often repeat experiments and comparetheir results with the results of other scientistsbefore they trust a conclusion.
◆ More than one conclusion may be plausible for anygiven set of results.
Questions
1. What is the main factor you need to keep in mindwhen drawing a conclusion? Explain.
2. If the two plants above received different amountsof fertilizer, would you be able to draw a validconclusion about what made one plant grow morethan the other? Explain.
3. Why do scientists repeat investigations andcompare results?
Using Reference Materials P13©
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Edu
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nc.,
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SCSh3.f Evaluate whether conclusions are reasonable by reviewing the process andchecking against other available information.
Quick Review◆ Background and historical information about
scientific topics can be explored using printed,audiovisual, or electronic reference materials.
◆ Printed materials include books, encyclopedias, scientific journals, pamphlets, and abstracts.Audiovisual references include news reports,interviews, and educational programs.
◆ The Internet, also known as the World Wide Web, is an electronic reference. Only information fromaccredited scientific organizations should be used.
Questions1. Which would be a better source for finding a
general overview of Einstein’s life—an encyclopediaor a physics journal?
2. Which Internet source would you consider morereliable for health information—the NationalInstitutes of Health Web site or a pharmaceuticalcompany Web site?
3. Which type of reference is more likely to containthe newest information—print or electronic?
1. An encyclopedia 2. The National Institutes of Health Web site 3. Electronic
Evaluating a Hypothesis P14©
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Edu
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n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SCSh7.e Testing, revising, and occasionally rejecting new and old theories never ends.
SCSh8.c Scientists use practices such as peer review and publication to reinforce theintegrity of scientific activity and reporting.
1. No; in science, finding out that two events are not related is often as important as finding out they are related. Such results contribute to a scientist’s body of knowledge.
2. Other scientists must have the opportunity to review and replicate results in order to eliminate bias and to ensure that the data is valid.
Quick Review
◆ Scientists must always keep their hypothesis inmind when drawing conclusions.
◆ Scientists compile results and make themaccessible to others through publication and peerreview.
◆ Conclusions often generate new questions that canbe tested with another experiment.
◆ A hypothesis that is supported in repeatedexperiments may develop into a scientific theory.Testing and re-testing of a theory never ends.
Questions
1. If a conclusion does not support the originalhypothesis, is it necessarily an invalid conclusion?
2. Why is it important to publish scientific results andsubject them to peer review?
Re-
evalu
ati
ng
Hyp
oth
eses
SCSh
7.c
From
tim
e to
tim
e, m
ajor
shi
fts
occu
r in
the
sci
entif
ic v
iew
of h
ow t
he w
orld
wor
ks. M
ore
ofte
n, h
owev
er,
the
chan
ges
that
tak
e p
lace
in t
he b
ody
of s
cien
tific
kno
wle
dge
are
smal
l mod
ifica
tions
of p
rior
know
ledg
e.
SCSh
8.d
The
mer
it of
a n
ew t
heor
y is
judg
ed b
y ho
w w
ell s
cien
tific
dat
a ar
e ex
pla
ined
by
the
new
the
ory.
P15
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.
Sam
ple
answ
er:Y
es,
othe
r sc
ient
ists
can
use
the
str
engt
hs,
or c
orre
ct p
ortio
ns,
to a
dvan
ce t
heir
own
wor
k.2.
D
arw
in’s
the
ory
of e
volu
tion
by n
atur
al s
elec
tion
Qu
ick
Rev
iew
◆H
ypot
hes
es a
nd
th
eori
es c
an b
e an
alyz
ed b
y h
oww
ell
they
exp
lain
th
ere
sult
s of
new
in
vest
igat
ion
s.◆
In 1
809,
Lam
arck
pro
pos
ed t
hat
th
e u
se o
r d
isu
se
of a
par
ticu
lar
orga
n c
ould
alt
er t
he
size
or
shap
e of
that
org
an o
ver
gen
erat
ion
s.◆
Mos
t of
th
e ti
me,
new
res
ult
s ag
ree
wit
h, o
rn
eces
sita
te o
nly
min
or m
odif
icat
ion
s to
, exi
stin
gth
eori
es. S
omet
imes
, how
ever
, new
res
ult
sn
eces
sita
te a
wh
ole
new
th
eory
, an
d t
he
old
th
eory
is r
ejec
ted
.
Qu
esti
on
s1.
Can
an
in
corr
ect
hyp
oth
esis
, su
ch a
s L
amar
ck’s
,co
ntr
ibu
te t
o sc
ien
tifi
c p
rogr
ess?
Exp
lain
.2.
Wh
at n
ew t
heo
ry r
epla
ced
Lam
arck
’s?
Scie
nti
fic
Too
ls a
nd
Un
its
SCSh
2.a
Follo
w c
orre
ct p
roce
dure
s fo
r us
e of
sci
entif
ic a
pp
arat
us.
SCSh
5.d
Exp
ress
ap
pro
pria
te n
umbe
rs o
f sig
nific
ant
figur
es fo
r ca
lcul
ated
dat
a.
P16
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Qu
ick
Rev
iew
◆D
uri
ng
an i
nve
stig
atio
n, m
easu
rem
ents
mu
st b
em
ade
and
rec
ord
ed c
aref
ull
y. P
reci
sion
is
aga
uge
of
how
exa
ct a
mea
sure
men
t is
.◆
Mea
sure
men
ts s
hou
ld b
e ta
ken
to
the
smal
lest
un
it a
vail
able
on
th
e m
easu
rin
g d
evic
e.◆
Th
e p
reci
sion
of
a ca
lcu
late
d a
nsw
er i
s li
mit
ed
by
the
leas
t p
reci
se m
easu
rem
ent
use
d i
n t
he
calc
ula
tion
.
Qu
esti
on
s1.
To
wh
at u
nit
sh
ould
you
mea
sure
if
you
are
usi
ng
a m
etri
c ru
ler
lik
e th
e on
e sh
own
her
e?2.
On
e of
th
e m
easu
rem
ents
use
d i
n a
cal
cula
tion
has
fou
r si
gnif
ican
t fi
gure
s; t
he
oth
er h
as t
wo
sign
ific
ant
figu
res.
How
man
y si
gnif
ican
tfi
gure
s sh
ould
th
e an
swer
hav
e?
Met
ric
Ru
ler
Trip
le-B
eam
Bal
ance
Rde
rsB
eam
s
100
mm
1 cm
1.
mm
2.
Tw
o
SCSh
5.c
Reco
gniz
e th
e re
latio
nshi
p b
etw
een
accu
racy
and
pre
cisi
on.
Acc
ura
cy a
nd
Pre
cisi
on
1.
The
per
son
is p
reci
se,
but
not
accu
rate
.
2
. A
ccur
acy
P17
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Qu
ick
Rev
iew
◆A
ccu
racy
ref
ers
to h
ow c
lose
a m
easu
rem
ent
is t
oth
e tr
ue
or a
ccep
ted
val
ue.
◆P
reci
sion
ref
ers
to h
ow c
lose
a g
rou
p o
fm
easu
rem
ents
are
to
each
oth
er.
◆B
oth
acc
ura
cy a
nd
pre
cisi
on a
re i
mp
orta
nt
wh
enm
akin
g m
easu
rem
ents
.
Qu
esti
on
s1.
Ch
arac
teri
ze t
he
aim
of
the
per
son
pla
yin
g d
arts
in
term
s of
acc
ura
cy a
nd
pre
cisi
on.
2.If
a t
rip
le-b
eam
bal
ance
has
not
bee
n z
eroe
dp
rop
erly
, wil
l th
ere
be
a ch
ange
to
its
accu
racy
or
its
pre
cisi
on?
Metric Measurements P18©
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rson
Edu
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n, I
nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SCSh2.b Demonstrate appropriate technique in all laboratory situations.
Quick Review◆ When scientists make observations, they often
measure length, volume, mass, temperature, or time.
◆ The system of measurement used by scientists isthe International System of Units, abbreviated SI,which is based on powers of ten.
◆ The basic SI units of measure are the meter forlength, the liter for volume, the gram for mass, andthe degree Celsius for temperature.
Questions1. What tool would a scientist use to measure the
length of a seashell? The mass of an apple?
2. What unit is one-hundredth of a meter? One-tenthof a liter?
3. At what temperature does water freeze on theCelsius scale? At what temperature does water boil?
1. A meterstick or a metric ruler; an electronic balance or a triple-beam balance2. A centimeter; a deciliter3. 0°C; 100°C
Meaning
1,000
100
10
0.1 (one tenth)
0.01 (one hundredth)
0.001 (one thousandth)
Symbol
k
h
da
d
c
m
Prefix
kilo-
hecto-
deka-
deci-
centi-
milli-
Common SI Prefixes
SCSh
5.e
Solv
e sc
ient
ific
pro
blem
s by
sub
stitu
ting
qua
ntita
tive
valu
es, u
sing
dim
ensi
onal
anal
ysis
and
/or
sim
ple
alg
ebra
ic fo
rmul
as a
s ap
pro
pria
te.
Un
its
of
Tem
per
atu
reP1
9©
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rson
Edu
catio
n, I
nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.©
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rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1.
°C �
5/9
�(°
F �
32),
°C
�5/
9 �
(61
�32
), °
C �
5/9
�(2
9),
°C �
16.1
2.
Wat
er a
t 10
0°F
is a
liq
uid.
3.
K �
°C �
273,
K �
22 �
273,
K �
295
Qu
ick
Rev
iew
◆T
he
met
ric
un
it o
f te
mp
erat
ure
is
deg
rees
Cel
siu
s.
◆T
emp
erat
ure
dat
a ca
n b
e co
nve
rted
fro
m
Fah
ren
hei
t to
Cel
siu
s u
sin
g th
e fo
rmu
la °
C �
5/9
�(°
F �
32).
◆T
he
SI
bas
e u
nit
for
tem
per
atu
re i
s th
e k
elvi
n.
To
con
vert
bet
wee
n k
elvi
ns
and
deg
rees
Cel
siu
s,u
se t
he
form
ula
K =
°C
�27
3.
Qu
esti
on
s
1.C
onve
rt 6
1°F
to
°C.
2.If
a s
amp
le o
f w
ater
is
100°
F, w
ould
you
exp
ect
it
to b
e so
lid
, liq
uid
, or
gas?
3.W
hat
is
the
tem
per
atu
re i
n k
elvi
ns
if t
he
ther
mom
eter
ou
tsid
e re
ads
22°C
?
Bo
ngpo
nt o
fw
ater
Th
erm
om
eter
Hum
an b
ody
tem
pera
ture
Fre
ezng
pont
of
wat
er
Sources of Error P20©
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SCSh5.b Consider possible effects of errors on calculations.
1. Sample answer: Inaccurate thermometers; human error reading the thermometers2. No, the data only show temperatures for two months; they are not appropriate for analyzing year-round temperatures in city A.
City A
City B
JanuaryHigh
26�C
32�C
JanuaryLow
JulyHigh
JulyLow
18�C
10�C
28�C
44�C
20�C
27�C
City Temperatures
Quick Review
◆ Scientists review their data critically, looking forpossible sources of error.
◆ In science, error refers to the differences betweenobserved results and true values.
◆ Experimental error can result from humanmistakes or problems with equipment.
◆ Appropriate data answer the questions being askedin the investigations.
Questions
1. Name two possible sources of error for the data inthe data table above.
2. Are the data in the data table appropriate foranalyzing year-round temperature variation in city A? Why or why not?
P21©
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.Models
Quick Review◆ A model is a physical or mental representation of
an object, process, or event.
◆ Models are used to help people understand naturalobjects and how processes affect those objects.
◆ Mathematical models generally involve numericaldata or measurements. Scientists often use technology to build and test models.
Questions1. What conclusion can be drawn from the model of
the cell shown in the diagram?
2. Why might this model be useful?
3. How might computers make mathematical modelsmore useful?
1. As the length of a cell increases, its volume increases faster than its surface area.2. To show that the size of a cell is limited by the materials that can pass through its surface3. They can compute large amounts of data and show changes over time.
Cell Size
Surface Area(length x width x 6)
Volume(length x width x height)
Ratio of Surface Area toVolume
1 cm 3 cm2 cm
1 cm
3 cm
2 cm
1 cm
3 cm
2 cm
1 cm x 1 cm x 6 = 6 cm2
= 1 cm3
6 / 1 = 6 : 1
2 cm x 2 cm x 6 = 24 cm2
2 cm x 2 cm x 2 cm = 8 cm3
24 / 8 = 3 : 1
3 cm x 3 cm x 6 = 54 cm2
54 / 27 = 2 : 1
3 cm x 3 cm x 3 cm = 27 cm3
Ratio of Surface Area to Volume in Cells
1 cm x 1 cm x 1 cm
SCSh4.c Use technology to develop, test, and revise experimental or mathematical models.
Using Technology P22©
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SCSh4.b Use technology to produce tables and graphs.
SCSh4.c Use technology to develop, test, and revise experimental or mathematical models.
Quick Review◆ Some scientific investigations yield tremendous
amounts of data.
◆ Scientists use various technologies to identifytrends and relationships.
◆ Useful technologies include calculators, computerspreadsheets, databases, graphing software, andsimulations.
Questions1. How did graphing software make the data shown
above more useful?
2. What is an example of a situation in which a computer simulation might be useful?
1. It presents data over a long period of time in such a way that an obvious change in the trend can be identified.2. When an investigation is dangerous, requires expensive or rare materials, or must occur over a very long period of time
Human Population Growth
Bill
ion
s o
f P
eop
le
0
1
2
3
4
5
6
7
10,000BC
0 2000AD
9000BC
8000BC
7000BC
6000BC
5000BC
4000BC
3000BC
2000BC
1000BC
1000AD
Agriculturebegins
Plowingandirrigation
Bubonicplague
IndustrialRevolutionbegins
Estimates
Ab
solu
te B
rig
htn
ess
Incr
easi
ng
50,000
Surface Temperature (kelvins)20,000 10,000 6000 5000 3000
Hertzsprung-Russell Diagram
Blue White Yellow Orange-red RedBlue-white
Supergiants
Main sequence
Giants
White dwarfs
Rigel
Betelgeuse
Polaris
Algol
Sirius A
AlphaCentauri A
Sun
Sirius B
Aldebaran
Antares
Pollux
Deneb
AlphaCentauri B
P23©
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SCSh5.a Trace the source on any large disparity between estimated and calculated answersto problems.
Quick Review◆ An estimate is an approximation of a number based
on reasonable assumptions.
◆ Scientists sometimes use estimates when they cannot obtain exact numbers.
◆ As estimate is different from a guess because estimates are based on known information.
Question
1. The diagram above is based on estimates made by astronomers. Why is it necessary for theastronomers to rely on these estimates?
2. Estimate the area of your desk, then calculate itusing a ruler. How good was your estimate? If yourestimate varied significantly from the calculation,try and explain the difference.
1. Because they cannot directly measure a star’s temperature or brightness2. Students may have over- or underestimated, or they may have made a measurement error.
Scientific Tools P24©
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SCSh2.a Follow correct procedures for use of scientific apparatus.
SCSh2.b Demonstrate appropriate technique in all laboratory situations.
Quick Review◆ The microscope is an optical instrument that uses
lenses to form enlarged images of small objects.
◆ The invention of the microscope made the discovery of cells and their parts possible.
◆ Telescopes collect images of distant objects.Without telescopes, scientists were unable to studythe universe in detail.
Questions1. How can technology lead to advances in science?
2. What does a microscope’s mirror do?
1. New tools make it possible for scientists to investigate questions that may have been inaccessible.2. It reflects light upward to illuminate the specimen being viewed.
Eyepiecelens
Objectivelens
Slide withspecimen
Mirror
Modern Science P25©
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SCSh6.d Participate in group discussions of scientific investigation and current scientificissues.
1. Although it has potential benefits, it poses serious risks and may challenge personal beliefs.2. It might lead to high-speed forms of transportation that do not cause pollution.
A donor cell is taken from a sheep’s udder.
An egg cell is taken from an adult female sheep.
The nucleus of the egg cell is removed.
The two cells are fused using an electric shock.
The fused cell begins dividing normally.
The embryo is placed in the uterus of a foster mother.
The embryo develops intoa lamb Dolly.
DonorNucleus
Egg Cell
Fused Cell
Embryo
FosterMother
ClonedLamb
Quick Review◆ The focus of science changes over time according
to the needs and interests of society.
◆ Current topics of scientific research includecloning, superconductivity, micromachines, anddetermining the age of the universe.
Questions1. Why is cloning considered a controversial research
topic?
2. How might research into superconductors affectsociety?
Evaluating the Effectsof Science P26
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All
right
s re
serv
ed.
SCSh6.d Participate in group discussions of scientific investigation and current scientificissues.
SB2.f Examine the use of DNA technology in forensics, medicine, and agriculture.
1. Answers will vary. Students should include the factors that support their position, as well as their reasons for weighing some factors more heavily than others. They should represent their position from a scientific perspective.
2. Sample answers: Economic considerations, such as the cost of health care, of fighting hunger and disease, of farmland; climate considerations, such as being able to grow food that would withstand drought or other harsh conditions
Questions
1. Do you think we should use GM plants? Whatfactor(s) most affected your decision? Explain.
2. What factors other than those mentioned heremight you consider when making your decision?
Quick Review
◆ Genetically modified (GM) plants are engineered tocontain chemicals that resist weeds or kill pests.
Advantages:
◆ More food can be grown on fewer acres of land.
◆ GM plants could be a source of medicine or fuel.
Disadvantages:
◆ GM plants used as animal feed could get into foodmeant for humans, causing health problems.
◆ Traits of GM plants could be passed on to otherplants, creating weeds strongly resistant topesticides.
Using Science to Make Decisions P27
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e H
all.
All
right
s re
serv
ed.
SCSh6.b Write clear, coherent accounts of current scientific issues, including possiblealternative interpretations of the data.
Sample answers: Talk to family doctor, do research using reliable sources; students should note that scientific studies are more reliable than advertising claims.
Quick Review
◆ Herbal remedies are available in many stores. Theyare available without prescriptions.
◆ The Food and Drug Administration cannot requirestudies of the safety and effectiveness of herbalremedies and supplements.
◆ Advocates of herbal remedies note that herbalproducts have been used safely by many culturesfor thousands of years.
◆ It is important to carefully evaluate the advertisingclaims of any supplement.
Essay
Write a brief report in which you describe twospecific ways you could evaluate an advertising claimmade about an herbal remedy. Compare the reliabilityof advertising claims about a product to the reliabilityof scientific studies of a product’s safety andeffectiveness.
Presentations P28©
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SCSh6.a Write clear, coherent laboratory reports related to scientific investigations.
SCSh6.c Use data as evidence to support scientific arguments and claims in written or oralpresentations.
Quick Review◆ Communicating results is an extremely important
skill in science.
◆ Written and oral presentations may be done individually or in groups.
◆ Laboratory reports should include descriptions ofthe question asked, the hypothesis tested, theexperiment carried out, the data collected, and theconclusion made.
◆ Conclusions should use the data collected as evidence to support or reject the original hypothesis.
Questions1. Why is communication so important in science?
2. In a written report, which comes first: the description of the experiment or the hypothesis?
1. Scientists must communicate results in order to share their work and allow for repeated trials of their experiments.2. The hypothesis
Safety Symbols P29©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
Quick Review◆ Safety symbols alert you to possible dangers in the
laboratory and remind you to work carefully.
◆ Laboratory dress code includes using goggles, wearing a lab coat, removing jewelry, and wearingshoes that are not open at the toe or heel.
◆ To prevent the accidental ingestion of harmfulsubstances, never eat, drink, apply makeup, ormouth a pipette in a laboratory.
Questions1. What is the importance of wearing goggles?
2. Which of the symbols shown means that you will beworking with breakable materials?
3. What is the meaning of the symbol labeled 2?
� � �
� � �
1. To protect your eyes during activities involving chemicals, flames, or heating2. Symbol 33. Use care when working with animals.
Safety in the Laboratory P30©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. The food and drink might become contaminated with chemicals.2. Some chemicals are reactive with water; others can contaminate water supplies.
Quick Review
◆ Read all directions for an experiment several timesbefore you begin.
◆ Ask your teacher if you have questions about thelab procedure.
◆ Never perform investigations your teacher has not authorized.
◆ Never eat, drink, or bring food into the laboratory.
◆ Never pour chemicals or other substances into the sink or trash container.
Questions
1. Why is it unsafe to eat or drink in the laboratory?
2. Why shouldn’t chemicals be poured into the sink?
Personal Safety P31©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. The gloves might have chemical residue on them.2. Loose clothing could touch chemicals or flames in the laboratory.
Quick Review
◆ Wear safety goggles whenever you work withchemicals, burners, or any substance that mightget in your eyes.
◆ Wear a laboratory apron when you work withchemicals or heated substances.
◆ Wear disposable or heat-resistant gloves as directed.
Questions
1. Why is it important to keep your gloved handsaway from your face in the laboratory?
2. Why should you avoid wearing loose clothing in the laboratory?
Laboratory Accidents P32©
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.SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. Report the incident to your teacher; rinse your eyes thoroughly with water. 2. Answers will vary.
Quick Review
◆ Immediately report all laboratory accidents to your teacher.
◆ Learn what to do in case of specific accidents, suchas burns or cuts.
◆ Be aware of the location of the first-aid kit. Yourteacher should administer any required first aid.
◆ Report any fire to your teacher immediately. Knowthe location of the fire extinguisher, the fire alarm,and the emergency phone numbers.
Questions
1. What should you do if acid splashes into your eyesin the laboratory?
2. Where are the first-aid kit and the fire extinguisherlocated in your laboratory?
Flames and Heating P33©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. Chemicals can splash or boil out of the test tube. 2. Heating would cause any enclosed air, vapors, or other gases to expand; the container could blow apart and
cause injury.
Quick Review
◆ Learn the proper way to light a Bunsen burner.Never reach across a flame. Never leave a flameunattended.
◆ Never heat a closed container. When heating a testtube or bottle, be sure the opening points awayfrom all people.
◆ Do not pick up a container that has been heatedwithout first checking for heat with the back ofyour hand. Use tongs or a clamp when handlinghot containers.
Questions
1. When heating a test tube, why should the openingbe pointed away from people?
2. Why should you never heat a closed container?
SCSh
2.c
Follo
w c
orre
ct p
roto
col f
or id
entif
ying
and
rep
ortin
g sa
fety
pro
blem
s an
dvi
olat
ions
.
Flam
e Sa
fety
P34
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right
s re
serv
ed.
1.
Stra
y m
ater
ials
can
igni
te.
2.
Hea
ted
chem
ical
s ca
n sp
lash
and
can
cau
se e
ye in
jury
.
Qu
ick
Rev
iew
◆N
ever
hea
t a
chem
ical
you
are
not
in
stru
cted
to
hea
t. A
chem
ical
th
at i
s h
arm
less
wh
en c
ool
can
be
dan
gero
us
wh
en h
eate
d.
◆M
ain
tain
a c
lean
wor
k a
rea
and
kee
p a
ll m
ater
ials
away
fro
m f
lam
es.
◆N
ever
use
a h
eat
sou
rce
such
as
a ca
nd
le o
rB
un
sen
bu
rner
wit
hou
t w
eari
ng
safe
ty g
oggl
es.
Qu
esti
on
s
1.W
hy
is a
cle
an w
ork
are
a im
por
tan
t w
hen
wor
kin
g w
ith
fla
mes
?
2.W
hy
shou
ld y
ou w
ear
safe
ty g
oggl
es w
hen
usi
ng
ah
eat
sou
rce
such
as
a ca
nd
le o
r B
un
sen
bu
rner
?
Chemical Safety P35©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. Use a wafting motion to direct the vapor toward your nose. Do not inhale the vapors directly.2. Always pour the acid into water.3. Because you could contaminate the unused chemical in the original container
Quick Review
◆ Do not put your face near the mouth of a containerof chemicals. Never taste or touch a chemical.
◆ Never mix chemicals for “the fun of it.”
◆ Take only as much of a chemical as you need. Keepa container’s lid closed when you are not using thechemical. Properly label all containers.
◆ Promptly notify your teacher of any spill. Thoroughlyrinse spills off skin or clothing with water.
Questions
1. What is the proper way to test the odor of a chemical?
2. When diluting an acid, should you pour the acidinto water or pour water into the acid?
3. Why should you never return a chemical to itsoriginal container after an experiment?
SCSh
2.c
Follo
w c
orre
ct p
roto
col f
or id
entif
ying
and
rep
ortin
g sa
fety
pro
blem
s an
dvi
olat
ions
.
Gla
ssw
are
P36
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right
s re
serv
ed.
1.
Hol
d th
e ba
ck o
f yo
ur h
and
near
the
gla
ssw
are.
2.
Th
e gl
assw
are
mig
ht b
e co
ntam
inat
ed w
ith la
bora
tory
che
mic
als.
0.1
M H
Cl
Qu
ick
Rev
iew
◆N
ever
hea
t gl
assw
are
that
is
not
th
orou
ghly
dry
. Use
a w
ire
scre
en t
o p
rote
ct g
lass
war
e fr
om a
ny
flam
e.
◆K
eep
in
min
d t
hat
hot
gla
ssw
are
wil
l n
ot a
pp
ear
hot
.
◆N
ever
use
bro
ken
or
chip
ped
gla
ssw
are.
◆N
ever
eat
or
dri
nk
fro
m l
abor
ator
y gl
assw
are.
Qu
esti
on
s
1.H
ow s
hou
ld y
ou d
eter
min
e w
het
her
a p
iece
of
glas
swar
e is
hot
?
2.W
hy
shou
ldn
’t y
ou e
at o
r d
rin
k f
rom
lab
orat
ory
glas
swar
e?
Sharp Objects P37©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. With the blade pointed away from you2. Notify the teacher so the accident can be reported and you can receive first aid.
Quick Review
◆ Use sharp instruments only as directed. Scissors,pins, and knives can cut or puncture your skin.
◆ Handle scalpels or razor blades with extreme care.
◆ Notify your teacher immediately if you cut yourselfwhen in the laboratory.
Questions
1. What is the proper direction in which to cutmaterials with a scalpel or razor blade?
2. What should you do if you cut yourself whileworking in the laboratory?
Animal Safety P38©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. It is disruptive to the animal and can unnecessarily expose you to germs present on the animal or its waste.2. The cage might be contaminated with animal waste.
Quick Review
◆ No experiments that will cause pain, discomfort, orharm to animals should be done in the classroomor at home.
◆ Animals should be handled only if necessary.Special handling is required if an animal is excited,frightened, pregnant, feeding, or with its young.
◆ Clean your hands thoroughly after handling anyorganisms, their materials, or their cages.
Questions
1. Why should you avoid handling a laboratoryanimal unnecessarily?
2. Why should you wash your hands after handling alaboratory animal’s cage?
Cleaning Up P39©
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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.
1. Substances on your hands might contaminate your experiment.2. Your hands might have come in contact with laboratory chemicals.3. The gas lines might be on, even if the flame is extinguished, creating a dangerous situation.
Quick Review
◆ When an experiment is completed, clean up yourwork area and return all equipment to its properplace.
◆ Wash your hands before and after everyexperiment.
◆ Turn off all burners before leaving the laboratory.
◆ Check that the gas lines leading to the burners are off before you leave the laboratory.
Questions
1. Why is it important to wash your hands before an experiment?
2. Why is it important to wash your hands after an experiment?
3. Why should you check the gas lines leading to theburners after you complete your experiment?
SPS4.b Predict properties for representative elements.
1. Sample answers: Oxygen for breathing; aluminum for packaging 2. Sample answer: Dairy foods
PS1©
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.Chemical Elements
Quick Review
◆ A chemical element is a pure substance thatconsists entirely of one type of atom.
◆ Carbon, hydrogen, oxygen, nitrogen, sulfur, andphosphorus are elements essential to livingorganisms.
◆ Aluminum, carbon, and gold are elements found incommon objects.
Questions
1. Name an element you have encountered today andits use.
2. Calcium is an element essential for strong bonesand teeth. What are some foods that containcalcium?
Mixtures
Quick Review
◆ In a heterogeneous mixture, the composition is notuniform.
◆ Solutions are homogeneous mixtures.
◆ A solute will dissolve in a solvent when theintermolecular attractions among the soluteparticles (ions or molecules) and the attractionsamong the solvent particles are overcome.
◆ Concentration is a measure of how much solute isdissolved in a solvent.
1. Sugar 2. Magnesium chloride in water
PS2©
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.SPS6.a Describe solutions in terms of solute/solvent, conductivity, and concentration.
Questions
1. In a solution of sugar in ethanol, what is thesolute?
2. Which solution can conduct electric current,ethylene glycol in water or magnesium chloride inwater?
DensitySPS2.a Calculate density when given a substance’s mass and volume.
1. Density � Mass � Volume, Density � 6.3 g � 4.2 cm3, Density � 1.5 g/cm3
2. Ice floats on top of water so fish can swim in the warmer water under the solid ice.
PS3©
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.
Weight
Buoyant force
C
Weight
Buoyant force
B
Weight
Buoyant force
A
Quick Review
◆ Density is the ratio of an object’s mass to itsvolume. (Density = Mass/Volume)
◆ If an object is less dense than the fluid it is in, itwill float. If the object is denser than the fluid it isin, it will sink.
◆ Ice is less dense than liquid water becausehydrogen bonding in ice holds the watermolecules farther apart than in liquid water.
Questions
1. What is the density of an object with a mass of 6.3 gand a volume of 4.2 cm3?
2. Why don’t fish freeze in the winter?
States of MatterSPS5.a Compare and contrast the atomic/molecular motion of solids, liquids, gases andplasmas.
Quick Review
◆ A solid has a definite shape and volume. Attractionsamong the particles in a solid keep the particlespacked close together in a rigid structure.
◆ A liquid takes the shape of its container and has adefinite volume. The particles of a liquid are closetogether and the attractions among particles affecttheir movement.
◆ A gas has neither a definite shape nor volume. Theparticles of a gas are in constant, random motionand the forces of attraction among them can beignored.
Questions
1. Compare the strengths of the attractions amongparticles in solids, liquids, and gases.
2. Which would be easier to compress, a solid, liquid,or gas?
1. Solid > liquid > gas 2. The gas
Liquid Gas
PS4©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Th
e G
as
Law
sSP
S5.b
Rel
ate
tem
per
atur
e, p
ress
ure,
and
vol
ume
of g
ases
to
the
beha
vior
of g
ases
.
Qu
ick
Rev
iew
◆T
he
pre
ssu
re i
n a
clo
sed
con
tain
er o
f a
gas
resu
lts
from
col
lisi
ons
bet
wee
n t
he
par
ticl
es o
fth
e ga
s an
d t
he
wal
ls o
f th
e co
nta
iner
.
◆C
har
les’
s L
aw s
tate
s th
at t
he
volu
me
of a
gas
is
dir
ectl
y p
rop
orti
onal
to
its
tem
per
atu
re i
nk
elvi
ns
if t
he
pre
ssu
re a
nd
nu
mb
er o
f p
arti
cles
are
con
stan
t.
◆B
oyle
’s L
aw s
tate
s th
at t
he
volu
me
of a
gas
is
inve
rsel
y p
rop
orti
onal
to
its
pre
ssu
re i
f th
e te
m-
per
atu
re a
nd
nu
mb
er o
f p
arti
cles
are
con
stan
t.
Qu
esti
on
s1.
Wh
at w
ill
hap
pen
to
the
volu
me
of a
gas
in
aru
bb
er b
allo
on i
f th
e te
mp
erat
ure
is
low
ered
?
2.H
ow d
oes
an i
ncr
ease
in
vol
um
e af
fect
th
e p
ress
ure
of
an e
ncl
osed
gas
?
3.W
hat
eq
uat
ion
des
crib
es B
oyle
’s l
aw?
1.
It w
ill d
ecre
ase.
2.
It
cau
ses
it to
dro
p.
3.
P1V
1=
P 2V 2
PS5
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Vo
lum
e (L
)
Pressure (kPa)
250
200
150
100 50 0
00.
51.
01.
52.
02.
5
Bo
yle
’s L
aw
Ch
arl
es’
s La
w
Tem
per
atu
re (
�C)
Volume (mL)10 8 6 4 2 0�
300
�25
0�
200
�15
0�
100
�50
050
100
�27
3.15
Phase ChangesSPS5.a Compare and contrast the atomic/molecular motion of solids, liquids, gases andplasmas.
SPS7.d Explain the flow of energy in phase changes through the use of a phase diagram.
Quick Review
◆ During heating, the solid ice gains energy causingthe water molecules to vibrate more quickly. At0°C, some of the water molecules gain enoughenergy to move from their fixed positions,increasing the distance between the molecules.
◆ At the boiling point of water, the molecules haveenough kinetic energy to overcome the attractionsof neighboring molecules and the distance betweenthe molecules becomes even greater.
Questions
1. Is energy absorbed or released when a liquidfreezes?
2. Explain why the temperature of water does notincrease during boiling.
3. What is the triple point on a phase diagram (notseen here)?
1. Energy is released. 2. The energy absorbed is used to overcome the attractions between water molecules.3. The triple point describes the conditions at which all three phases of matter for a substance exist in equilibrium.
B
A
C
D E
KEYA: SolidB: MeltingC: Liquid D: VaporizationE: Gas
Thermal Energy
Tem
per
atu
re
PS6©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Phase Changes of Water
The AtomSPS1.a Examine the structure of the atom.
Quick Review◆ Atoms are made up of three different types of
subatomic particles called protons, neutrons, andelectrons.
◆ Positively charged protons and neutral neutronsare located in the center, or nucleus, of the atom.
◆ Electrons are negatively charged subatomicparticles located in the space outside the nucleus.
◆ Protons and neutrons have almost the same massand are about 2000 times more massive thanelectrons.
◆ All atoms of an element have the same number ofprotons. Isotopes of an element have the sameatomic number but different numbers of neutrons.
QuestionHow can atoms be electronically neutral eventhough they contain charged particles?
Equal numbers of positive and negative charges balance out.
Nonradioactive carbon-12 Nonradioactive carbon-13 Radioactive carbon-14
Isotopes of Carbon
6 electrons6 protons6 neutrons
6 electrons6 protons7 neutrons
6 electrons6 protons8 neutrons
PS7©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
The Periodic TableSPS1.a Examine the structure of the atom.
SPS4.a Determine trends in the Periodic Table.
1. Atomic number, element symbol, element name, atomic mass2. An electron in the highest occupied energy level of an atom
PS8©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
17
ClChlorine35.453
Atomic number
Element symbol
Atomic massElement name
Quick Review
◆ In the modern periodic table, elements arearranged by increasing atomic number.
◆ Each row on the periodic table is called a period.Each column is called a group.
◆ Elements in the same group have similarproperties because they have the same number ofvalence electrons.
◆ Metals lie on the left side of the periodic table.Nonmetals are located on the right side of thetable. Metalloids have properties that fall betweenthose of metals and nonmetals.
Questions
1. What information is given about the elementchlorine?
2. What is a valence electron?
Gro
up
1A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
Qu
ick
Rev
iew
◆T
he
elem
ents
in
Gro
up
1A
are
call
ed t
he
alk
ali
met
als.
◆T
he
alk
ali
met
als
hav
e on
e va
len
ce e
lect
ron
an
dar
e ex
trem
ely
reac
tive
. In
nat
ure
, alk
ali
met
als
are
fou
nd
on
ly i
n c
omp
oun
ds.
◆T
he
acti
vity
of
the
Gro
up
1A
met
als
incr
ease
s as
you
go
dow
n t
he
grou
p.
Qu
esti
on
s
1.W
hat
is
one
fam
ilia
r co
mp
oun
d t
hat
con
tain
sso
diu
m?
2.S
odiu
m r
eact
s vi
olen
tly
wit
h w
ater
. Wh
at c
anyo
u p
red
ict
abou
t th
e re
acti
vity
of
cesi
um
wit
hw
ater
?
1.Sa
mpl
e an
swer
:Tab
le s
alt,
sod
ium
chl
orid
e
2
. C
esiu
m w
ill a
lso
reac
t vi
olen
tly w
ith w
ater
.
PS9
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
3 LiLi
thiu
m
19 KPo
tass
ium
37 RbR
ub
idiu
m
11 Na
Sod
ium
55 Cs Ces
ium
87 FrFr
anci
um
Gro
up
1A
Gro
up
2A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
Qu
ick
Rev
iew
◆T
he
elem
ents
in
Gro
up
2A
are
call
ed t
he
alk
alin
eea
rth
met
als.
◆T
he
alk
alin
e ea
rth
met
als
hav
e tw
o va
len
ceel
ectr
ons
and
are
har
der
an
d l
ess
reac
tive
th
anth
e G
rou
p 1
Am
etal
s.
◆D
iffe
ren
ces
in r
eact
ivit
y am
ong
the
Gro
up
2A
met
als
are
show
n b
y th
e w
ay t
hey
rea
ct w
ith
wat
er. B
ariu
m, s
tron
tiu
m, a
nd
cal
ciu
m r
eact
wit
h c
old
wat
er b
ut
mag
nes
ium
rea
cts
only
wit
hh
ot w
ater
. Ber
ylli
um
doe
s n
ot r
eact
at
all
wit
hw
ater
.
Qu
esti
on
s
1.W
hic
h a
lkal
ine
eart
h m
etal
is
an i
mp
orta
nt
com
pon
ent
of y
our
skel
etal
sys
tem
?
2.H
ow d
oes
the
reac
tivi
ty o
f th
e al
kal
ine
eart
hm
etal
s ch
ange
as
you
mov
e d
own
th
e gr
oup
?
1.
Cal
cium
2.
Re
activ
ity in
crea
ses
PS10
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
4
Be
Ber
ylliu
m
12 Mg
Mag
nesi
um
20 Ca Cal
ciu
m
38 SrSt
ron
tiu
m
56 Ba Bar
ium
88 Ra Rad
ium
Gro
up
2A
Gro
up
3A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
Qu
ick
Rev
iew
◆T
he
Gro
up
3A
elem
ents
hav
e th
ree
vale
nce
elec
tron
s.
◆A
lum
inu
m i
s le
ss r
eact
ive
than
sod
ium
an
dm
agn
esiu
m.
◆B
oron
is
a m
etal
loid
. Th
e re
mai
nin
g G
rou
p 3
Ael
emen
ts a
re a
ll m
etal
s.
Qu
esti
on
s
1.W
hic
h G
rou
p 3
Ael
emen
t is
th
e m
ost
met
alli
c?
2.W
hy
is t
he
recy
clin
g of
alu
min
um
en
cou
rage
d i
fit
is
the
mos
t ab
un
dan
t m
etal
in
Ear
th’s
cru
st?
1.
Thal
lium
2.
Le
ss e
nerg
y is
req
uire
d to
rec
ycle
alu
min
um t
han
to e
xtra
ct n
ew a
lum
inum
.
PS11
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
31 Ga
Gal
lium
81 TlTh
alliu
m
13 Al
A
lum
inu
m
5 BB
oro
n
49 In Ind
ium
Gro
up
3A
Gro
up
4A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
Qu
ick
Rev
iew
◆T
he
Gro
up
4A
elem
ents
hav
e fo
ur
vale
nce
elec
tron
s.
◆T
he
met
alli
c n
atu
re o
f th
e G
rou
p 4
Ael
emen
tsin
crea
ses
from
top
to
bot
tom
of
the
grou
p.
◆E
xcep
t fo
r w
ater
, mos
t of
th
e co
mp
oun
ds
in y
our
bod
y co
nta
in c
arb
on.
Qu
esti
on
s
1.W
hic
h w
ould
you
exp
ect
to b
e a
bet
ter
con
du
ctor
of
elec
tric
ity:
ger
man
ium
or
tin
?
2.W
hic
h G
rou
p 4
Ael
emen
t is
a n
onm
etal
?
1.
Tin
2.
Car
bon
PS12
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
32 Ge
Ger
man
ium
82 Pb Lead50 Sn Tin
14 Si Silic
on
6 CC
arb
on
Gro
up
4A
Gro
up
5A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
1.
Nitr
ogen
2.
N
itrog
en a
nd p
hosp
horu
s
PS13
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
33 As
Ars
enic
51 Sb A
nti
mo
ny
83 BiB
ism
uth
15 PPh
osph
orus
7 NN
itro
gen
Gro
up
5A
Qu
ick
Rev
iew
◆T
he
Gro
up
5A
elem
ents
hav
e fi
ve v
alen
ce e
lect
ron
s.
◆T
he
Gro
up
5A
elem
ents
exh
ibit
a w
ide
ran
ge o
f p
hys
ical
pro
per
ties
.
◆Yo
ur
bod
y u
ses
nit
roge
n a
nd
ph
osp
hor
us
com
pou
nd
s to
con
trol
rea
ctio
ns
and
rel
ease
en
ergy
fro
m f
ood
.
◆F
erti
lize
rs o
ften
con
tain
bot
h n
itro
gen
an
d p
hos
ph
oru
s.
Qu
esti
on
s
1.W
hic
h G
rou
p 5
Ael
emen
t is
a g
as i
n n
atu
re?
2.W
hic
h G
rou
p 5
Ael
emen
ts a
re n
onm
etal
s?
Gro
up
6A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
Qu
ick
Rev
iew
◆T
he
Gro
up
6A
elem
ents
hav
e si
x va
len
ceel
ectr
ons.
Gro
up
6A
incl
ud
es t
hre
e n
onm
etal
s(o
xyge
n, s
ulf
ur,
an
d s
elen
ium
).
◆O
xyge
n i
s th
e m
ost
abu
nd
ant
elem
ent
in E
arth
’scr
ust
.
◆M
any
com
ple
x or
gan
ism
s n
eed
oxy
gen
, wh
ich
is
use
d t
o re
leas
e th
e en
ergy
sto
red
in
foo
d.
Qu
esti
on
s
1.W
hic
h G
rou
p 6
Ael
emen
t is
a g
as i
n n
atu
re?
2.W
hic
h G
rou
p 6
Ael
emen
ts w
ould
you
exp
ect
tob
e p
oor
con
du
ctor
s of
ele
ctri
c cu
rren
t?
1.
Oxy
gen
2.
The
non
met
als—
oxyg
en,
sulfu
r, an
d se
leni
um
PS14
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
34 SeSe
len
ium
52 TeTe
lluri
um
84 PoPo
lon
ium
16 SSu
lfu
r
8 OO
xyg
en
Gro
up
6A
Gro
up
7A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
1.
Fluo
rine
2.
Fl
uorin
e an
d ch
lorin
e
PS15
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
35 BrB
rom
ine
85 At
A
stat
ine
17 ClC
hlo
rin
e
9 FFl
uo
rin
e
53 IIo
din
e
Gro
up
7A
Qu
ick
Rev
iew
◆T
he
Gro
up
7A
elem
ents
are
cal
led
th
e h
alog
ens.
◆E
ach
hal
ogen
has
sev
en v
alen
ce e
lect
ron
s.
◆T
he
hal
ogen
s ar
e al
l h
igh
ly r
eact
ive
non
met
als.
Th
ere
acti
viti
es o
f th
e G
rou
p 7
Ael
emen
ts d
ecre
ase
as y
ou g
od
own
th
e gr
oup
.
Qu
esti
on
s
1.W
hic
h G
rou
p 7
Ael
emen
t w
ould
you
exp
ect
to b
e th
em
ost
reac
tive
?
2.W
hic
h h
alog
ens
are
gase
s in
nat
ure
?
Gro
up
8A
Ele
men
ts
SPS4
.a D
eter
min
e tr
ends
in t
he P
erio
dic
Tabl
e.
SPS4
.b U
se t
he P
erio
dic
Tabl
e to
pre
dict
pro
per
ties
for
rep
rese
ntat
ive
elem
ents
.
1.
Thei
r hi
ghes
t oc
cup
ied
ener
gy le
vels
are
com
ple
tely
fill
ed w
ith e
lect
rons
.2.
It
s hi
ghes
t oc
cup
ied
ener
gy le
vel i
s le
vel 1
, w
hich
hol
ds o
nly
two
elec
tron
s.
PS16
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
36 KrK
ryp
ton
54 Xe Xen
on
86 Rn Rad
on
18
Ar
A
rgo
n
10 Ne
Neo
n
2 He
Hel
ium
Gro
up
8A
Qu
ick
Rev
iew
◆T
he
Gro
up
8A
elem
ents
are
cal
led
th
e n
oble
gas
es.
◆T
he
nob
le g
ases
are
col
orle
ss, o
dor
less
, an
d e
xtre
mel
yn
onre
acti
ve.
◆H
eliu
m h
as t
wo
vale
nce
ele
ctro
ns,
an
d e
ach
of
the
oth
ern
oble
gas
es h
as e
igh
t va
len
ce e
lect
ron
s.
Qu
esti
on
s
1.W
hy
are
the
nob
le g
ases
non
reac
tive
?
2.W
hy
is h
eliu
m a
nob
le g
as?
BondingSPS1.b Compare and contrast ionic and covalent bonds in terms of electron movement.
SPS2.b Predict formulas for stable binary ionic compounds based on balance of charges.
SPS2.c Use IUPAC nomenclature to transition between chemical names and chemical formulas ofcompounds.
Quick Review◆ An atom is stable when its highest occupied energy
level is filled with electrons.
◆ Some elements achieve stability by transferringelectrons, forming ionic bonds. Ions are arranged inan orderly three-dimensional structure in an ionic,or crystalline compound.
◆ Some atoms obtain a stable electron configurationby sharing electrons, forming covalent bonds. Amolecule is a neutral group of covalently bondedatoms.
Questions1. What type of bond forms between calcium and
chlorine? Provide the chemical formula and namefor this compound.
2. Draw the electron dot structure for HBr. What isthe name of this molecule?
1. Ionic; CaCl2; calcium chloride 2. H Br ; hydrogen bromide
Group1A 2A 3A 4A 5A 6A 7A 8A
Electron Dot Diagrams for Some Group A Elements
H
Li
Na
K
Be
Mg
Ca
B
Al
Ga
C
Si
Ge
N
P
As
O
S
Se
F
Cl
Br
He
Ne
Ar
Kr
PS17©
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ice
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l.A
ll rig
hts
rese
rved
.
..
.. .. ..
Inte
ract
ion
sB
etw
een
Mo
lecu
les
SPS1
.b C
omp
are
and
cont
rast
ioni
c an
d co
vale
nt b
onds
in t
erm
s of
ele
ctro
n m
ovem
ent.
Qu
ick
Rev
iew
◆E
lect
ron
s ar
e n
ot s
har
ed e
qu
ally
in
a p
olar
cova
len
t b
ond
.
◆In
term
olec
ula
r in
tera
ctio
ns
are
the
forc
es o
fat
trac
tion
th
at a
ct a
mon
g m
olec
ule
s. A
ttra
ctio
ns
amon
g p
olar
mol
ecu
les
are
stro
nge
r th
anat
trac
tion
s am
ong
non
pol
ar m
olec
ule
s.
◆P
olar
com
pou
nd
s ge
ner
ally
hav
e h
igh
er b
oili
ng
and
mel
tin
g p
oin
ts t
han
non
pol
ar c
omp
oun
ds.
Qu
esti
on
s1.
Wh
at i
s th
e d
iffe
ren
ce b
etw
een
cov
alen
t an
dh
ydro
gen
bon
ds?
2.W
hic
h w
ould
you
exp
ect
to h
ave
a h
igh
er b
oili
ng
poi
nt,
wat
er o
r ch
lori
ne?
OH
Hyd
roge
n bo
nd
H
(–)
(+)
BO
ND
S B
ETW
EEN
WA
TER
MO
LEC
ULE
S
1.
Cov
alen
t bo
nds
are
with
in m
olec
ules
; hy
drog
en b
onds
are
bet
wee
n m
olec
ules
.
2
. W
ater
PS18
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Chemical ReactionsSPS7.a Identify energy transformations within a system.
Quick Review◆ A chemical reaction is a process through which one
set of substances (reactants) are changed into different substances (products).
◆ Exothermic reactions release energy to thesurroundings. Endothermic reactions absorb energy.
◆ A chemical equation uses formulas to show the reactants and products of a chemical reaction.
◆ Chemical changes (evolution of a gas, formation ofa precipitate) and physical changes (changes intemperature, color, odor) can provide evidencethat a chemical reaction has occured.
Questions1. What are the products of the combustion of
propane?
2. Is the combustion of propane endothermic orexothermic?
1. Carbon dioxide, water, and heat 2. Exothermic
C3H8propane
4H2Owater
+ + Heat+5O2oxygen
3CO2carbondioxide
8 C–H, 2 C–Cbondsbroken
5 O Obondsbroken
6 C Obonds
formed
8 O–Hbonds
formed
Propane Combustion
+ + +
= =
PS19©
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hts
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.
KABOOM
Balancing Equations
Quick Review
◆ The law of conservation of mass applies tochemical equations.
◆ For mass to be conserved in a chemical reaction, the number of atoms of each element in the productsmust equal the number of atoms of each element inthe reactants.
Questions
1. Which of the diagrams above represents a balancedchemical reaction?
2. Write the balanced chemical equation for thereaction above.
1. C 2. 2H2 + O2 → 2H2O
PS20©
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ll rig
hts
rese
rved
.
�
�
�
Hydrogen Oxygen Water
A
B
C
SPS2.d Demonstrate the Law of Conservation of Matter in a chemical reaction.
SPS2.e Apply the Law of Conservation of Matter by balancing chemical equations.
Conservation of MassSPS2.d Demonstrate the Law of Conservation of Matter in a chemical reaction.
PS21©
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.
Quick Review
◆ In a chemical reaction, mass is neither created nordestroyed. Mass (matter) is conserved.
◆ The mass of the products is always equal to themass of the reactants.
◆ The law of conservation of mass (matter) alsoapplies to physical changes.
Questions
1. What is the mass of iron sulfide produced when 140 g of iron completely reacts with 80 g of sulfur?
2. How much iron sulfide would be produced if 35 g of iron completely reacted with the appropriateamount of sulfur?
3. If a reaction produces a gas, how can youdemonstrate that mass is conserved?
1. 220 g 2. 55 g (35 g Fe � 20 g S � 55 g FeS) 3. Do the reaction in a closed container or collect and measure the gas
FeIron
SSulfur
FeSIron sulfide
�
Exo
ther
mic
an
d
End
oth
erm
ic C
han
ges
Qu
ick
Rev
iew
◆A
ph
ysic
al c
han
ge o
ccu
rs w
hen
th
e p
rop
erti
es o
f a
mat
eria
l ch
ange
s, b
ut
its
com
pos
itio
n r
emai
ns
the
sam
e.
◆A
chem
ical
ch
ange
occ
urs
wh
en t
he
com
pos
itio
nof
a m
ater
ial
chan
ges.
◆P
hys
ical
an
d c
hem
ical
ch
ange
s ca
n b
e ex
oth
erm
ic o
r en
dot
her
mic
. En
ergy
is
rele
ased
inan
exo
ther
mic
ch
ange
an
d a
bso
rbed
in
an
end
oth
erm
ic c
han
ge.
Qu
esti
on
s1.
Wh
at t
ype
of c
han
ge o
ccu
rs w
hen
liq
uid
wat
erfr
eeze
s in
to i
ce?
2.M
ercu
ry (
II)
oxid
e b
reak
s d
own
in
to m
ercu
ryan
d o
xyge
n w
hen
hea
ted
. Wh
at t
ype
of c
han
geoc
curs
du
rin
g th
is r
eact
ion
? W
hat
evi
den
ce i
sth
ere
to s
up
por
t yo
ur
con
clu
sion
?
1.
Exot
herm
ic p
hysi
cal c
hang
e
2
. It
is a
n en
doth
erm
ic c
hang
e. E
ndot
herm
ic c
hem
ical
cha
nge;
Hea
t is
req
uire
d to
bre
ak t
he m
ercu
ry-o
xyge
n bo
nd.
PS22
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Rea
ctio
n P
rog
ress
Chemical Energy
React
ion
En
erg
y—
Exo
therm
ic
Rea
ctan
ts
Pro
du
cts
Ener
gy
rele
ased
by
reac
tio
n
Rea
ctio
n P
rog
ress
Chemical Energy
React
ion
En
erg
y—
En
do
therm
ic
Rea
ctan
ts
Pro
du
cts
Ener
gy
abso
rbed
by
reac
tio
n
A B
SPS7
.a Id
entif
y en
ergy
tra
nsfo
rmat
ions
with
in a
sys
tem
.
Rates of Chemical Reactions
Quick Review◆ The rate at which a chemical reaction proceeds is
known as the reaction rate.
◆ Factors that affect reaction rates include temperature, surface area, concentration, stirring,and catalysts.
◆ A catalyst is a substance that affects reaction ratebut is not used up during the reaction. Enzymes arecatalysts that speed up reactions in living things.
Questions1. How does increasing temperature affect reaction
rates?
2. How does a catalyst speed up a reaction?
1. In general, an increase in temperature increases reaction rate. 2. It lowers the activation energy.
Reaction Progress
Ch
emic
al E
ner
gy
Reaction Energy—Catalyzed and Uncatalyzed
Reactants
Reaction without catalystReaction with catalyst
Products
Energybarrier withcatalyst
Energybarrier withoutcatalyst
PS23©
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hts
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rved
.
SPS7.a Identify energy transformations within a system.
Solubility
Quick Review
◆ Solubility is the maximum amount of solute thatdissolves in a given amount of solvent at constanttemperature.
◆ The polarity of the solute and solvent molecules,temperature, and pressure are factors that affectsolubility.
◆ The surface area of the solute particles, stirring,and temperature affect the rate of dissolving.
Questions
1. Would sodium chloride be more soluble in oil orwater?
2. How does an increase in temperature affect the solubility of NH4Cl in water?
1. Water 2. The solubility of NH4Cl in water increases with an increase in temperature.
PS24©
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hts
rese
rved
.
140
160
120
100
80
60
40
0
20
10 20 30 40 50 60 70 80 90
Temperature (�C)
KNO3
NaCl
KBr
Solu
bilit
y (g
/100
g H
2O)
Yb2(SO4)3
NH4Cl
NaNO3
SPS6.b Observe factors affecting the rate a solute dissolves in a specific solvent.
SPS6.c Demonstrate that solubility is related to temperature by constructing a solubility curve.
Pro
per
ties
of
Solu
tio
ns
Qu
ick
Rev
iew
◆T
he
solu
bil
ity
of a
gas
in
crea
ses
as t
he
pre
ssu
reof
th
e ga
s ab
ove
the
solu
tion
in
crea
ses.
◆W
hen
car
bon
ated
bev
erag
es a
re b
ottl
ed, t
he
pre
ssu
re o
f ca
rbon
dio
xid
e ga
s ab
ove
the
liq
uid
is
hig
h. T
he
con
cen
trat
ion
of
carb
on d
ioxi
de
gas
in t
he
liq
uid
is
also
hig
h.
Qu
esti
on
s
1.W
hat
hap
pen
s to
th
e d
isso
lved
car
bon
dio
xid
ega
s w
hen
th
e b
ottl
e is
op
ened
?
2.W
hy
doe
s op
enin
g th
e b
ottl
e w
hen
th
e b
ever
age
is c
old
red
uce
th
e re
leas
e of
gas
?
1.
CO
2co
mes
out
of
solu
tion.
2.
The
sol
ubili
ty o
f a
gas
incr
ease
s w
ith d
ecre
asin
g te
mp
erat
ures
.
PS25
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SPS6
.a D
escr
ibe
solu
tions
.
Properties of Acids
Quick Review
◆ Acids are compounds that produce hydronium ionswhen dissolved in water. Bases are compounds thatproduce hydroxide ions when dissolved in water.
◆ Strong acids ionize almost completely in water.Strong bases dissociate almost completely in water.
◆ Sour taste and reactivity with metals areproperties of acids. Bitter taste and slippery feelare properties of bases.
Questions
1. What are the products of the reaction betweenmagnesium and hydrochloric acid?
2. Write the equation that shows the ionization ofhydrofluoric acid in water.
1. Hydrogen gas and magnesium chloride 2. HF + H2O → H3O+ + F-
PS26©
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hts
rese
rved
.SPS6.d Compare and contrast the components and properties of acids and bases.
Th
e p
H S
cale
Qu
ick
Rev
iew
◆T
he
pH
of
a so
luti
on i
s a
mea
sure
of
its
hyd
ron
ium
ion
con
cen
trat
ion
.
◆A
t a
pH
of
7, t
he
H3O
�an
d
OH
�co
nce
ntr
atio
ns
are
equ
al a
nd
th
e so
luti
on i
s n
eutr
al.
◆S
olu
tion
s w
ith
a p
H b
elow
7 a
re a
cid
ic.
Sol
uti
ons
wit
h a
pH
ab
ove
7 ar
e b
asic
.
Qu
esti
on
s
1.W
hic
h i
s m
ore
bas
ic, s
oap
or
ble
ach
?
2.W
hic
h w
ould
hav
e a
hig
her
hyd
ron
ium
ion
con
cen
trat
ion
: nor
mal
rai
nfa
ll o
r ac
id r
ain
?
3.W
hy
wou
ld a
per
son
tak
e an
an
taci
d i
f th
eir
stom
ach
hu
rt?
1.
Blea
ch2.
A
cid
rain
3.
Ant
acid
s ne
utra
lize
stom
ach
acid
.
PS27
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SPS6
.d C
omp
are
and
cont
rast
the
com
pon
ents
and
pro
per
ties
of a
cids
and
bas
es.
SPS6
.e D
eter
min
e w
heth
er c
omm
on h
ouse
hold
sub
stan
ces
are
acid
ic, b
asic
, or
neut
ral.
Carbon Chains
Quick Review
◆ A carbon atom can form four single covalent bondswith other atoms.
◆ In graphite, carbon atoms form flat layers. Eachcarbon atom forms covalent bonds with threeother carbon atoms. The bonds between the layersare weak.
◆ Diamond has a three–dimensional structure. Eachcarbon atom is bonded covalently to four othercarbon atoms.
Questions
1. Which group does carbon belong to on the periodictable? How many valence electrons does it have?
2. Explain why diamond is among the hardest knownmaterials, but graphite is very soft.
1. Group 14, or 4A; four 2. Diamond’s three-dimensional structure makes it very strong; graphite layers can slide by one another.
PS28©
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hts
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rved
.
GraphiteDiamond
SPS4.b Use the Periodic Table to predict properties for representative elements.
Radioactive Decay
Quick Review◆ Radioisotopes emit charged particles and energy
during nuclear decay.
◆ Alpha decay and beta decay both result in thetransformation of a radioisotope into an atom of a different element.
◆ In alpha decay, an alpha particle is emitted. Analpha particle is a helium nucleus.
◆ A beta particle is released in beta decay. A betaparticle is an electron emitted by an unstablenucleus.
◆ Gamma rays are high-energy waves similar to light,radio waves, and X-rays.
QuestionA radioisotope of uranium (atomic number 92)decays and emits alpha particles. What is theatomic number of the resultant isotope?
90
PS29©
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.SPS3.a Differentiate among alpha and beta particles and gamma radiation.
Half-Life
Quick Review◆ Every radioactive isotope that emits alpha, beta, or
gamma radiation decays at a constant rate that canbe expressed as a half-life.
◆ A half-life is the length of time required for one halfof a radioisotope to decay. Half-lives can vary fromfractions of a second to billions of years.
◆ Half-lives are used in radioactive dating.
Questions1. What fraction of a radioactive sample remains after
4 half-lives?
2. The half-life of radon-222 is 3.82 days. How much ofa 64-gram sample remains after 11.46 days?
1. 1/16 2. 8 g
100
50
25
12.5
01 half-life 2 half-lives 3 half-lives
Time
Rad
iois
oto
pe
Rem
ain
ing
(%
)Iodine-131
Xenon-131
Nuclear Decay
PS30©
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.
SPS3.a Differentiate among alpha and beta particles and gamma radiation.
SPS3.c Explain the process half-life as related to radioactive decay.
Nuclear Reactions
Quick Review◆ Nuclear reactions involve changes in the nucleus
of an atom. Chemical reactions involve electronssurrounding the nucleus, but do not affect thenucleus.
◆ During nuclear fission, heavy atomic nuclei are split into lighter ones. During nuclear fusion, lightatomic nuclei are joined together. Both processesrelease tremendous amounts of energy.
◆ The sun and other stars are powered by the fusionof hydrogen into helium.
Questions1. How does nuclear fission differ from radioactive
decay?
2. Why is it difficult to achieve nuclear fusion in a laboratory?
1. Nuclear fission: one nuclei splits into smaller nuclei, energy is released, reaction is controllable. Radioactive decay: transforms one type of nucleus into another, charged particle is released, cannot be controlled.
2. Extremely high temperatures and pressures are required for fusion reactions.
Neutron
Uranium-235U235
92Uranium-236
(very unstable)
U23692
Barium-142Ba142
56
Kr9136
Krypton-91
Energy
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hts
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rved
.
SPS3.b Differentiate between fission and fusion.
Uses of Radioactivity
Quick Review◆ Nuclear power is used to produce electric current.
◆ Radioactive isotopes are studied in radiometric dating.
◆ Radioactivity is used in medicine to identify andtreat certain conditions.
Questions1. How are nuclear power stations similar to power
stations that use fossil fuels?
2. What is a danger of using radioactive materials?
1. Both use released heat to produce steam that can turn a turbine.2. Waste materials may remain dangerous for many years.
PS32©
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hts
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rved
.
Waterpressurizer
CondenserHigh-pressureturbine
High-strengthprotective shielding
Controlrods
Pump
Water
Steam condenses.
Coolingwaterexits.
Coolingwater enters. Filter
Pump
Fuel rods containinguranium dioxide
SPS3.d Describe nuclear energy, its practical application as an alternative energy source,and its potential problems.
©P
ears
on E
duca
tion,
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., P
ublis
hing
as
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Frame of Reference
Quick Review◆ A frame of reference is a system of objects that are
not moving with respect to one another.
◆ The motion of a person or object must be describedwith respect to a frame of reference.
◆ There is no single correct frame of reference todescribe motion.
Questions
1. What are two frames of reference that can be usedto describe the motion of people on a train?
2. What are two frames of reference that can be usedto describe the motion of a person jogging?
3. Why are you in motion even when you are sleeping?
1. The train and the ground 2. The ground and the sun 3. Earth is in constant motion.
PS33SPS8.a Calculate velocity and acceleration.
©P
ears
on E
duca
tion,
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., P
ublis
hing
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rson
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ntic
e H
all.
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right
s re
serv
ed.
Graphing Motion PS34
1. 9 km 2. 36 km/h
Speed of a Train
Quick Review
◆ An object is in motion if it changes positionrelative to a reference point.
◆ The speed of an object is the distance the objecttravels per unit time. (Speed � Distance � Time).
Questions1. How far does the train travel in each 15-minute
interval?
2. What is the train’s speed in kilometers per hour?
SPS8.a Calculate velocity and acceleration.
©P
ears
on E
duca
tion,
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., P
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hing
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ntic
e H
all.
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right
s re
serv
ed.
Velocity
Quick Review
◆ Velocity describes both speed and distance.
◆ Velocity is expressed in units of distance dividedby time, such as kilometers per hour or meters persecond.
◆ A quantity that has both magnitude and directionis called a vector.
◆ Vectors can be represented by arrows on a graph.The length and direction of the arrow shows themagnitude and direction of the vector.
Questions
1. What is the overall velocity of the boat on the left?
2. What is the overall velocity of the boat on the right?
3. Why is the overall velocity of the boat on the rightslower than the boat on the left?
1. 5 km/h + 12 km/h = 17 km/h in the direction of the current2. 13 km/h at an angle to the riverbank 3. The boat on the right is traveling in a different direction than the current.
PS35SPS8.a Calculate velocity and acceleration.
5 km/h
12 km/h
17 km/h
X
Y
Z
5 km/h
12 km/h
13 km/h
Y
X
Z
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all.
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right
s re
serv
ed.
New
ton
’s F
irst
La
w o
f M
oti
on
PS36
1.
80 k
m/h
2.
The
actio
n of
a s
eat
belt
crea
tes
an u
nbal
ance
d fo
rce,
whi
ch s
low
s or
sto
ps
the
forw
ard
mot
ion
of t
he d
river
.
Infl
ated
air
bag
The
air
bag
exer
ts
a fo
rce
that
slo
ws
dow
n th
e du
mm
y’s
forw
ard
mot
ion,
abs
orbs
its
ener
gy,
and
prev
ents
it f
rom
hit
ting
the
st
eeri
ng w
heel
.
Seat
bel
tTh
e se
at b
elt
imm
edia
tely
tig
hten
s to
slow
dow
n th
e du
mm
y an
d to
abs
orb
ener
gy.
Imp
act
Upo
n in
itia
lim
pact
, the
car
sto
psab
rupt
ly, b
ut in
erti
a ke
eps
the
dum
my
mov
ing
forw
ard.
Car
’s in
itia
lve
loci
ty
Qu
ick
Rev
iew
◆A
ccor
din
g to
New
ton
’s f
irst
law
of
mot
ion
, an
obje
ct t
hat
is
mov
ing
at c
onst
ant
velo
city
wil
lco
nti
nu
e m
ovin
g at
con
stan
t ve
loci
ty u
nle
ssac
ted
up
on b
y an
un
bal
ance
d f
orce
.
◆N
ewto
n’s
fir
st l
aw i
s al
so c
alle
d t
he
law
of
iner
tia.
In
erti
a is
th
e te
nd
ency
of
an o
bje
ct t
ore
sist
ch
ange
in
its
mot
ion
.
Qu
esti
on
s
1.If
a c
ar i
s tr
avel
ing
at 8
0 k
m/h
, wh
at i
s th
eve
loci
ty o
f a
pas
sen
ger
in t
he
car?
2.U
se N
ewto
n’s
fir
st l
aw t
o ex
pla
in t
he
fun
ctio
n
of a
sea
t b
elt
du
rin
g a
coll
isio
n.
SPS8
.a C
alcu
late
vel
ocity
and
acc
eler
atio
n.
SPS8
.b A
pp
ly N
ewto
n’s
thre
e la
ws
to e
very
day
situ
atio
ns.
Force Force
Acceleration Acceleration
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ed.
Newton’s SecondLaw of Motion
Quick Review
◆ A force is a push or pull exerted on an object.
◆ Acceleration is the rate that velocity changesexpressed in units of distance divided by timesquared.
◆ According to Newton’s second law of motion, theacceleration of an object is equal to the net forceacting on it divided by the object’s mass.
◆ Weight is the force of gravity acting on an object.
Questions
1. If the same force is applied, why don’t the eightshopping carts accelerate as much as the singlecart?
2. A bowling ball has a mass of 6.5 kg. What is theweight of the bowling ball on Earth?
1. Eight carts have a greater mass than a single cart. 2. 63.7 N
PS37SPS8.b Apply Newton’s three laws to everyday situations.
SPS8.d Explain the difference in mass and weight.
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s re
serv
ed.
Newton’s Third Law of Motion PS38
1. The oars pushing against the water 2. The water moves the boat.
Boat moves inthis direction.
Quick Review
◆ According to Newton’s third law of motion,whenever one object exerts a force on a secondobject, the second object exerts an equal andopposite force on the first object.
◆ When equal and opposite forces act on the sameobject, they result in a net force of zero.
Questions
1. What is the action force in the figure?
2. What is the result of the reaction force shown inthe figure?
SPS8.b Apply Newton’s three laws to everyday situations.
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ears
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serv
ed.
PS39Momentum
Quick Review◆ Momentum is the product of an object’s mass and
velocity.
◆ An unbalanced force acting on an object overcomesinertia by changing the object’s momentum.
◆ Friction is a force that can change an object’smomentum, as, for example, when brakes areapplied to stop a car.
Questions
1. Which has more momentum, a car traveling at 80 km/h or a motorcycle traveling at 80 km/h? Explain.
2. Assuming the red and green cars have the samemass, which car has more momentum? Why?
3. If similar force is applied to the brakes, which carwill travel farther before it stops?
1. The car, because it has a greater mass.2. The red car, because it has a greater velocity than the green car. 3. The red car
SPS8.b Apply Newton’s three laws to everyday situations.
Universal Forces
Quick Review◆ Electric forces act between charged objects or
particles. Objects with opposite charges attractone another. Objects with like charges repel oneanother.
◆ The strong and weak nuclear forces act within thenucleus of an atom to hold it together.
Questions1. What forces are present in atomic nuclei?
2. Are the electric forces in the nucleus of an atomattractive or repulsive?
1. Electric force and strong and weak nuclear forces 2. Repulsive
Neutron
ProtonProton
Neutron
Neutron
ProtonProton
Neutron
Strong Nuclear Forces
Electric Forces
PS40©
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ll rig
hts
rese
rved
.SPS1.a Examine the structure of the atom.
Gravitational Force
Quick Review◆ Gravitational force is the attractive force that acts
between any two masses.
◆ The strength of the gravitational force depends onmass and distance: F � G m
r1m
22.
◆ Although gravity is the weakest universal force, itis the most effective force over long distances.
Questions
1. Why does it seem that objects such as cars androcks do not have gravitational attraction towardeach other?
2. How are both the gravitational force and theelectrical force related to distance?
1. Their masses are very small compared to Earth. 2. They decrease as distance increases.
Gravitational force of attraction of mass Y by mass X
Gravitational force of attraction of mass X by mass Y
X Y
X Y
X Y
A
B
C
PS41©
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rson
Edu
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ears
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rent
ice
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l.A
ll rig
hts
rese
rved
.
SPS8.c Relate falling objects to gravitational force.
Planetary Motion
Quick Review◆ The planets of the solar system move in elliptical
paths around the sun.
◆ Johannes Kepler proposed three laws to explainplanetary motion.
◆ More than a half century later, Isaac Newtonderived Kepler’s laws from his own laws of motionand the law of universal gravitation.
Questions1. What force keeps planets in orbit?
2. How is a planet’s period of revolution related to itsdistance from the sun?
3. At what point in their orbits do planets move thefastest?
1. Gravity 2. The greater the distance, the longer the period of revolution. 3. When they are closest to the sun
PS42©
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rson
Edu
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lishi
ng a
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rent
ice
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ll rig
hts
rese
rved
.
Earth’s orbit
Sun
SPS8.c Relate falling objects to gravitational force.
Pro
ject
ile
an
d
Cir
cula
r M
oti
on
PS43
1.
Air
resi
stan
ce a
nd g
ravi
ty2.
Th
e fir
st la
w o
f m
otio
n
3
. T
he s
atel
lite
is a
ccel
erat
ing
beca
use
it is
cha
ngin
g di
rect
ion.
Qu
ick
Rev
iew
◆P
roje
ctil
e m
otio
n i
s th
e m
otio
n o
f a
fall
ing
obje
ctaf
ter
it i
s gi
ven
an
in
itia
l fo
rwar
d v
eloc
ity.
◆A
sate
llit
e is
a p
roje
ctil
e th
at o
rbit
s E
arth
.
◆A
sate
llit
e la
un
ched
wit
h a
hig
h e
nou
gh v
eloc
ity
wil
l m
ove
in a
n a
lmos
t ci
rcu
lar
pat
h a
rou
nd
Ear
th.
◆G
ravi
ty p
ull
s th
e sa
tell
ite
tow
ard
Ear
th. I
ner
tia
kee
ps
the
sate
llit
e m
ovin
g in
its
orb
it.
Qu
esti
on
s
1.W
hat
tw
o fo
rces
act
on
a p
roje
ctil
e in
Ear
th’s
atm
osp
her
e?
2.W
hic
h o
f N
ewto
n’s
law
s of
mot
ion
ap
pli
es t
o a
sate
llit
e in
orb
it?
3.E
xpla
in w
hy
a sa
tell
ite
is a
ccel
erat
ing
even
wh
en i
t is
tra
veli
ng
at c
onst
ant
velo
city
.
SPS8
.c R
elat
e fa
lling
obj
ects
to
grav
itatio
nal f
orce
.
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ed.
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ears
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., P
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rson
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ntic
e H
all.
All
right
s re
serv
ed.
Work PS44
Quick Review◆ Work is the force applied to an object times the dis-
tance the object moved (W = Fd).
◆ Work is the transfer of energy.
◆ A machine is a device that makes work easier to do.
◆ The number of times a machine increases an inputforce is called the mechanical advantage.
Questions
1. How much work is done when a 1,000-newton cartis lifted to a height of 2 meters?
2. How much work is done when a 1,000-newton cartis pushed up a 10-meter-long ramp to a height of 2 meters?
1. 2,000 joules 2. 2,000 joules
SPS8.e Calculate amounts of work and mechanical advantage using simple machines.
Po
wer
PS45
Qu
ick
Rev
iew
◆P
ower
is
the
rate
at
wh
ich
wor
k i
s d
one.
◆P
ower
eq
ual
s fo
rce
tim
es d
ista
nce
div
ided
by
tim
e P
ower
=
Qu
esti
on
s1.
How
mu
ch w
ork
is
bei
ng
don
e to
lif
t th
e w
eigh
t?
2.W
hat
is
the
pow
er o
utp
ut
of t
he
pu
lley
wh
ile
the
wei
ght
is b
ein
g li
fted
?
500
N
2m in
10
sec
1.
Wor
k=
500
N�
2 m
=1,
000
J
2.
1,
000
J / 1
0 s
= 10
0 W
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ears
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ntic
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right
s re
serv
ed.
SPS8
.e C
alcu
late
am
ount
s of
wor
k an
d m
echa
nica
l adv
anta
ge u
sing
sim
ple
mac
hine
s.
Wor
kT
ime
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ears
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ntic
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right
s re
serv
ed.
Efficiency PS46
1. Decrease friction 2. 90%
Quick Review
◆ The efficiency of any machine is always less than 100% because some of the work input to a machineis always used to overcome friction.
◆ Efficiency is calculated using the formula: Efficiency � (Work output � Work input) � 100%.
Questions1. What is one way to increase the efficiency of a
machine?
2. If a machine uses 200 J of work from a motor andsupplies 180 J of useful work, what is the efficiencyof the machine?
SPS8.e Calculate amounts of work and mechanical advantage using simple machines.
Incl
ined
Pla
ne
PS47
1.
Ram
p Y
2.
In
crea
se t
he le
ngth
; de
crea
se t
he h
eigh
t
Ram
p X
Ram
p Y
Ram
p Z
1 m
0.5
m
1 m
4 m
3 m
4 m
Qu
ick
Rev
iew
◆A
ram
p i
s an
exa
mp
le o
f a
sim
ple
mac
hin
e ca
lled
an i
ncl
ined
pla
ne.
◆Id
eal
mec
han
ical
ad
van
tage
of
a ra
mp
◆W
hen
an
ob
ject
is
pu
shed
up
a r
amp
, kin
etic
ener
gy i
s co
nve
rted
to
pot
enti
al e
ner
gy.
�L
engt
h o
f in
clin
eH
eigh
t of
in
clin
e
Qu
esti
on
s1.
Wh
ich
of
the
thre
e ra
mp
s h
as t
he
larg
est
idea
lm
ech
anic
al a
dva
nta
ge?
2.D
escr
ibe
two
way
s yo
u c
an i
ncr
ease
th
e id
eal
mec
han
ical
ad
van
tage
of
a ra
mp
.
©P
ears
on E
duca
tion,
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., P
ublis
hing
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rson
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ntic
e H
all.
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right
s re
serv
ed.
SPS8
.e C
alcu
late
am
ount
s of
wor
k an
d m
echa
nica
l adv
anta
ge u
sing
sim
ple
mac
hine
s.
©P
ears
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tion,
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., P
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ntic
e H
all.
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right
s re
serv
ed.
Levers PS48
1. Third class 2. Second class
Outputforce
Inputforce
Fulcrum
Outputforce
Inputforce
Fulcrum
Outputforce Input
force
Fulcrum
Quick Review
◆ A lever is a rigid bar that is free to move around afixed point (the fulcrum).
◆ The input arm of a lever is the distance betweenthe input force and the fulcrum. The output arm isthe distance between the output force and thefulcrum.
◆ To calculate the ideal mechanical advantage of anylever, divide the input arm by the output arm.
◆ When using a lever, energy is transferred from theinput arm to the output arm.
Questions1. Which class of lever always has a mechanical
advantage less than 1?
2. Which class of lever always has a mechanicaladvantage greater than 1?
A B CFirst-Class Lever Second-Class Lever Third-Class Lever
SPS8.e Calculate amounts of work and mechanical advantage using simple machines.
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ed.
Wheel and Axle PS49
1. Greater than 1 2. Sample answer: Doorknob
Input
Steering wheel
Steering shaft
Output
Screwdriver handle
Input
Output
Screwdriver shaft
A B
Quick Review
◆ A wheel and axle is a simple machine that consistsof two disks or cylinders, each with a differentradius.
◆ To calculate the ideal mechanical advantage of thewheel and axle, divide the radius where the inputforce is exerted by the radius where the outputforce is exerted.
◆ When using a steering wheel, energy is transferredfrom the wheel to the shaft.
Questions1. Does a steering wheel have a mechanical advan-
tage greater or less than 1?
2. Other than the examples shown, give an example of a wheel and axle you use regularly.
SPS8.e Calculate amounts of work and mechanical advantage using simple machines.
©P
ears
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ed.
Pulleys PS50
1. Fixed 2. By combining the movable pulley with one or more fixed or movable pulleys
Quick Review
◆ A pulley is a simple machine consisting of a ropethat fits into a groove in a wheel.
◆ A fixed pulley changes only the direction of theinput force. A movable pulley can change both thesize and direction of the input force.
◆ Mechanical advantage of a pulley is the number ofrope sections supporting the load being lifted.
◆ Pulleys convert kinetic energy into potential energy.
Questions1. Which type of pulley would you use to raise a flag
on a flagpole?
2. How can you increase the mechanical advantage ofa movable pulley?
Fixed pulleyI.M.A. = 1
Movable pulleyI.M.A. = 2
Pulley systemI.M.A. = 2
Pulley systemI.M.A. = 3
SPS8.e Calculate amounts of work and mechanical advantage using simple machines.
EnergySPS7.a Identify energy transformations within a system.
Quick Review◆ Kinetic energy is the energy of motion. The kinetic
energy of a moving object depends on its mass andspeed (KE = 1/2mv2).
◆ Potential energy is energy that is stored as a result of position or shape. Gravitational potentialenergy depends on an object’s mass, height, and theacceleration due to gravity (PE = mgh).
◆ Energy exists in several different forms: mechanicalenergy, thermal energy, chemical energy, electricalenergy, electromagnetic energy, and nuclear energy.
◆ Each form of energy can be converted into another.No energy is created or destroyed in the process.
Questions
1. At what point does the roller coaster car have thegreatest potential energy?
2. At what point does the roller coaster car have thegreatest kinetic energy?
3. How can you increase the gravitational potentialenergy of a bird’s nest?
1. At the top of the highest hill 2. At the bottom of the first hill 3. Lift it higher
PS51©
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ears
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rent
ice
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ll rig
hts
rese
rved
.
Energy ConversionSPS7.a Identify energy transformations within a system.
©P
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ed.
PS52
1. Chemical energy is converted into thermal energy. 2. At the bottom of its swing
Maximum potential energyMaximum potential energy
Maximum kinetic energy
Quick Review
◆ Energy can be converted from one form to another.Energy can not be created or destroyed. In everyenergy conversion, energy is conserved.
◆ Mechanical energy is equal to the sum of thekinetic and potential energy of an object. If frictioncan be neglected, mechanical energy remainsconstant.
Questions
1. What energy conversion takes place when woodburns?
2. At what point in its swing does a pendulum havethe least potential energy?
SPS7.a Identify energy transformations within a system.
PS53©
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.Hydroelectric Power
Quick Review
◆ When water is released at a hydroelectric powerplant, the blades of a turbine turn.
◆ When the turbine turns, a large magnet in thegenerator converts the turbine’s mechanical energyinto electrical energy.
◆ Energy is conserved during each energyconversion.
Questions
1. What feature of the power plant converts thewater’s potential energy into kinetic energy?
2. Some of the mechanical energy is not convertedinto electrical energy. What happens to it?
3. What other sources of energy can be used to produce electrical energy?
Discharge
Reservoir
Spillway
Dam
TransformerGenerator
Electromagnet Turbine
1. Inclined spillway2. It is converted into thermal energy, which heats the discharged water.3. Fossil fuels, wind, sunlight, nuclear reactions
SPS7.c Determine the heat capacity of a substance using mass, specific heat, and temperature.
PS54©
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hts
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rved
.Heat and Temperature
Quick Review◆ Heat is the transfer of
thermal energy from awarmer object to a coolerobject.
◆ Temperature is a measureof how hot or cold matteris, and is related to therandom motion ofthe atoms and moleculesin matter. As matter isheated, the atoms andmolecules move faster,resulting in an increasein temperature.
0.90 J/(g.°C) ; 2 .25J/ °C
ThermometerStirrer
Lid
Water
Aluminumsample
Calorimeter
◆ A calorimeter is an instrument that measureschanges in thermal energy.
◆ Specific heat is the amount of heat needed to raisethe temperature of one gram of material by onedegree Celsius. Heat capacity is the specific heat ofa material multiplied by its mass.
Question
It takes 7.2 joules of heat to raise the temperatureof a 2.5 g sample of aluminum by 3.2°C. What is thespecific heat of aluminum? What is the heatcapacity of the sample?
Met
ho
ds
of
Hea
t Tr
an
sfer
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right
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serv
ed.
Qu
ick
Rev
iew
◆H
eat
can
be
tran
sfer
red
th
rou
gh c
ond
uct
ion
,co
nve
ctio
n, a
nd
rad
iati
on. I
n a
ll c
ases
, en
ergy
is
con
serv
ed.
◆A
ther
mal
con
du
ctor
is
a m
ater
ial
that
con
du
cts
ther
mal
en
ergy
wel
l. A
ther
mal
in
sula
tor
is a
mat
eria
l th
at c
ond
uct
s th
erm
al e
ner
gy p
oorl
y.
Qu
esti
on
s
1.H
ow d
oes
rad
iati
on d
iffe
r fr
om c
onve
ctio
n a
nd
co
nd
uct
ion
?
2.H
ow i
s it
pos
sib
le f
or a
th
erm
os t
o k
eep
cof
fee
hot
an
d a
lso
kee
p i
ced
tea
col
d?
3.W
hat
is
the
pu
rpos
e of
th
e ai
r sp
ace
bet
wee
n t
he
pan
es o
f gl
ass
in a
dou
ble
-pan
e w
ind
ow?
Air
spac
e
Air
spa
ce
Gla
ss
Plas
tic
cont
aine
r
Vacu
um
Gla
ss
PS55
1.
Radi
atio
n ca
n tr
ansf
er e
nerg
y th
roug
h em
pty
sp
ace.
2.
Insu
latio
n he
lps
mai
ntai
n th
e ex
istin
g te
mp
erat
ure.
3.
The
air
pro
vide
s in
sula
tion
whi
ch r
educ
es h
eat
loss
in t
he w
inte
r an
d ke
eps
heat
out
in t
he s
umm
er.
SPS7
.b In
vest
igat
e m
olec
ular
mot
ion
as it
rel
ates
to
ther
mal
ene
rgy
chan
ges
in t
erm
s of
cond
uctio
n, c
onve
ctio
n, a
nd r
adia
tion.
ConductionSPS7.b Investigate molecular motion as it relates to thermal energy changes in terms ofconduction, convection, and radiation.
PS56©
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rson
Edu
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Air is not a good thermal conductor.2. Metal is a good thermal conductor, so the heat of the stove is transferred to the food.
Quick Review
◆ Conduction is the transfer of thermal energy withno overall transfer of matter.
◆ Conduction occurs within a material or betweenmaterials that are touching.
◆ Conduction in gases is slower than in liquids and solids because the particles in a gas collide less often.
Questions1. Explain why the air space in a double-pane
window provides thermal insulation.
2. Explain why pots and pans are often metal.
A Model of Energy Transfer in Conduction
ConvectionSPS7.b Investigate molecular motion as it relates to thermal energy changes in terms ofconduction, convection, and radiation.
PS57©
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Edu
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Hot air is less dense than cool air. 2. Convection currents transfer air heated by the sun throughout the atmosphere.
Baseboardconvector
Pump
Furnace
Burner
Convectioncurrents
Smoke outlet
Quick Review
◆ Convection is the transfer of thermal energy by themovement of particles in a fluid.
◆ A convection current occurs when a fluidcirculates in a loop as it alternately heats up andcools down.
◆ Convection currents can be used to transfer heatedair throughout a building.
Questions1. Explain why hot air rises and cool air sinks.
2. Where in nature can you find a large-scale exampleof heating by convection?
Rad
iati
on
1.
All
thre
e p
roce
sses
tra
nsfe
r en
ergy
. 2.
Ra
diat
ion
is t
he o
nly
typ
e of
ene
rgy
tran
sfer
tha
t ca
n oc
cur
thro
ugh
a va
cuum
.
Atm
osph
ere
Su
nlig
ht
Ear
th’s
su
rfac
e
Qu
ick
Rev
iew
◆R
adia
tion
is
the
tran
sfer
of
ener
gy b
y w
aves
mov
ing
thro
ugh
sp
ace.
Rad
iati
on a
llow
s th
e tr
ansf
er o
f th
erm
alen
ergy
wit
hou
t a
med
ium
.
◆A
ll o
bje
cts
rad
iate
en
ergy
. As
an o
bje
ct’s
tem
per
atu
rein
crea
ses,
th
e ra
te a
t w
hic
h i
t ra
dia
tes
ener
gyin
crea
ses.
◆T
he
sun
’s e
ner
gy i
s tr
ansf
erre
d t
o E
arth
by
the
pro
cess
of r
adia
tion
.
Qu
esti
on
s1.
How
is
rad
iati
on s
imil
ar t
o co
nd
uct
ion
an
d c
onve
ctio
n?
2.W
hy
is s
olar
en
ergy
tra
nsf
erre
d t
o E
arth
by
rad
iati
on?
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
PS58
SPS7
.b In
vest
igat
e m
olec
ular
mot
ion
as it
rel
ates
to
ther
mal
ene
rgy
chan
ges
in t
erm
s of
cond
uctio
n, c
onve
ctio
n, a
nd r
adia
tion.
Mechanical WavesSPS9.a Recognize that all waves transfer energy.
SPS9.c Compare and contrast the characteristics of electromagnetic and mechanical waves.
PS59©
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rson
Edu
catio
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lishi
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Transverse wave 2. Sample answer: They both travel through a medium.
Direction of wave Crest
Trough
Push
Direction of wave
Compression
A BTransverse wave Longitudinal wave
Quick Review
◆ A mechanical wave is created when a source of energy causes a vibration to travel through a medium.
◆ A transverse wave is a mechanical wave thatcauses the medium to vibrate at right angles to the direction the wave travels.
◆ A longitudinal wave is a wave in which thevibration of the medium is parallel to the direction the wave travels.
Questions1. Which type of wave has crests and troughs?
2. Name one way in which transverse andlongitudinal waves are similar.
Surf
ace
Wave
s
1.
Sam
ple
answ
er:A
n oc
ean
wav
e2.
They
hav
e an
up
-and
-dow
n m
otio
n, li
ke a
tra
nsve
rse
wav
e, a
nd a
bac
k-an
d-fo
rth
mot
ion,
like
a lo
ngitu
dina
l wav
e.
Wav
e d
irec
tio
n
Qu
ick
Rev
iew
◆A
surf
ace
wav
e is
a m
ech
anic
al w
ave
that
tra
vels
alon
g a
surf
ace
sep
arat
ing
two
med
ia.
◆A
s th
e su
rfac
e w
ave
carr
ies
ener
gy f
rom
lef
t to
righ
t, t
he
med
ium
th
rou
gh w
hic
h t
he
ener
gy t
rave
lsm
oves
in
a c
ircl
e.
Qu
esti
on
s1.
Giv
e an
exa
mp
le o
f a
surf
ace
wav
e.
2.H
ow a
re s
urf
ace
wav
es s
imil
ar t
o b
oth
tra
nsv
erse
and
lon
gitu
din
al w
aves
?
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SPS9
.a R
ecog
nize
tha
t al
l wav
es t
rans
fer
ener
gy.
PS60
Properties of Mechanical WavesSPS9.a Recognize that all waves transfer energy.
SPS9.b Relate frequency and wavelength to the energy of different types of electromagnetic wavesand mechanical waves.
PS61
Quick Review◆ Wavelength is the distance between a point on a wave
and the same point on the next cycle of the wave.
◆ Frequency is the number of complete cycles in agiven time.
◆ Amplitude is the maximum displacement of a medium from its rest position.
◆ Wave speed � Wavelength � Frequency.
Questions
1. How is the amplitude of a wave related to its energy?
2. What happens to the wavelength of a wave if itsfrequency decreases but its speed remains the same?
3. What is the speed of a wave with a wavelength of0.5 meters and a frequency of 8 hertz?
1. The more energy a wave has, the greater is its amplitude. 2. Wavelength increases 3. 4 m/s
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Long wavelength
Rest position
A Frequency = 1.0 hertz
Rest position
One cycle per second
A
Short wavelength
B Frequency = 2.0 hertz
Two cycles per second
B
InterferenceSPS9.a Recognize that all waves transfer energy.
SPS9.d Investigate the phenomena of reflection, refraction, interference, and diffraction.
PS62©
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Edu
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lishi
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ears
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rent
ice
Hal
l.A
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hts
rese
rved
.
1. Increased amplitude 2. No; the frequency is not affected.
Wave 1
Destructive Interference
210
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� Wave 210
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� Wave 3
3210
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Wave 1
Constructive Interference
210
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3210
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A B
Quick Review
◆ Interference occurs when two or more wavesoverlap and combine.
◆ The two types of interference are constructiveinterference and destructive interference.
Questions1. Does constructive interference result in waves
with increased or decreased amplitude?
2. Does interference change the frequency of waves?If so, how is the frequency affected?
Sound WavesSPS9.a Recognize that all waves transfer energy.
SPS9.e Relate the speed of sound to different mediums.
PS63©
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rson
Edu
catio
n, I
nc.,
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Quick Review◆ Sound waves are longitudinal waves—
compressions and rarefactions that travel througha medium.
◆ At a temperature of 21°C (70°F) the speed of soundin air is 344 m/s. Sound waves travel fastestthrough solids, slower in liquids, and slowest ingases.
Questions1. Why is there no sound in space?
2. How are frequency and pitch related?
1. Sound needs a medium to travel. 2. Pitch is the frequency of a sound as you perceive it.
The Doppler EffectSPS9.a Recognize that all waves transfer energy.
SPS9.f Explain the Doppler Effect in terms of everyday interactions.
PS64©
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lishi
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rent
ice
Hal
l.A
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hts
rese
rved
. Quick Review◆ The Doppler effect is the apparent change in sound
frequency as the source, observer, or both move.
◆ Radar devices use the Doppler effect to determinethe speed of moving objects such as cars.
◆ The Doppler effect is also used to study weatherand the expansion of the universe.
Questions
1. Why does each observer in the diagram hear asound with a different pitch?
2. How can the Doppler effect be used to measure thespeed of a thunderstorm?
Observer A(decreasedfrequency)
Observer B(increasedfrequency)
1. The ambulance is moving away from Observer A and toward Observer B.2. Waves are sent toward the storm. They bounce off particles of precipitation. The frequency of the returning waves
changes as the storm moves.
Electromagnetic WavesSPS9.a Recognize that all waves transfer energy.
SPS9.c Compare and contrast the characteristics of electromagnetic and mechanical waves.
PS65©
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rson
Edu
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nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Quick Review◆ An electromagnetic wave is a transverse wave made
up of changing electric and magnetic fields.
◆ Like mechanical waves, electromagnetic wavescarry energy that can be transferred when theyinteract with matter.
◆ Electromagnetic waves are produced when anelectric charge vibrates or accelerates.
◆ Electromagnetic waves can travel through avacuum as well as through matter.
Questions
1. How are the fields arranged in an electromagneticwave?
2. What happens when an electromagnetic wavepasses from air into another medium, such as glass?
1. Perpendicular to one another 2. It slows down.
Directionof
wave
Electricfield
Magneticfield
The ElectromagneticSpectrumSPS9.a Recognize that all waves transfer energy.
SPS9.b Relate frequency and wavelength to the energy of different types of electromagnetic wavesand mechanical waves.
PS66©
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rson
Edu
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
. Quick Review
◆ The electromagnetic spectrum organizes the formsof radiation in order of increasing frequency anddecreasing wavelength.
◆ Visible light is a form of electromagnetic radiation,as are radio waves, X-rays, and gamma rays.
◆ The color of visible light changes from red to violetas frequency increases.
Questions1. What kind of waves have wavelengths long enough
to allow transmission of signals around the curvature of Earth?
2. What type of electromagnetic radiation is emittedby nuclear decay and has a high frequency and ahigh penetrating energy?
1. Radio waves 2. Gamma rays
Radio WavesSPS9.a Recognize that all waves transfer energy.
PS67©
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lishi
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ears
on P
rent
ice
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l.A
ll rig
hts
rese
rved
.
Quick Review◆ Radio waves are electromagnetic waves with the
longest wavelengths and lowest frequencies.
◆ Radio waves carry signals for radio and televisionprogramming. Information is coded by modulatingeither the amplitude or frequency of carrier waves.
Questions1. How is the speed of electromagnetic waves
important to communication technologies?
2. What is the difference between AM and FM radiowaves?
3. A radio is tuned to 1200 kHz AM. What is thewavelength of the waves being broadcast by thestation?
1. Electromagnetic waves travel at the speed of light so information can be sent almost instantaneously.2. AM waves have a varying amplitude. FM waves have a varying frequency. 3. 250 m
A BAmplitude modulation Frequency modulation
ReflectionSPS9.a Recognize that all waves transfer energy.
SPS9.d Investigate the phenomena of reflection, refraction, interference, and diffraction.
PS68©
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rson
Edu
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. A plane mirror 2. The angle of reflection is equal to the angle of incidence.
Regular reflectionDiffuse reflection
Quick Review
◆ When light waves strike a surface, the light can bereflected, absorbed, or transmitted.
◆ Reflection occurs when light bounces off a surface.
◆ Regular reflection occurs when parallel light wavesstrike a smooth surface and reflect all in the samedirection.
◆ Diffuse reflection occurs when parallel light wavesstrike an uneven surface and reflect in manydifferent directions.
Questions1. What type of mirror always produces a virtual
image?
2. How is the angle of incidence of a light ray relatedto the angle of reflection?
Refraction andDiffractionSPS9.a Recognize that all waves transfer energy.
SPS9.d Investigate the phenomena of reflection, refraction, interference, and diffraction.
PS69©
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Edu
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Objects underwater appear closer and larger than they actually are. 2. A wave will diffract more when the wavelength is large compared with the size of the opening.
Quick Review
◆ Refraction is the bending of light that occurs whenlight passes from one medium into another.
◆ Diffraction is the bending of light when it passesthrough a narrow opening.
Questions1. How does refraction change the appearance of
objects underwater?
2. How does wavelength affect the diffraction oflight?
LightAir
Water
Glass
Air
Polarization of LightSPS9.a Recognize that all waves transfer energy.
PS70©
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rson
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Only vertical waves pass through; all other light is filtered out.2. Sample answer: Polarized sunglasses
Vertical polarizingfilter
Horizontal waveis blocked.
Vertical wave passesthrough filter.
Vertical waveis blocked.
Horizontal polarizingfilter
Quick Review
◆ Light with waves that vibrate in only one plane iscalled polarized light.
◆ A polarizing filter transmits light waves thatvibrate in only one plane.
Questions1. What happens to light that passes through a
vertical polarizing filter?
2. What is an everyday application of polarization?
ElectricitySPS10.a Investigate static electricity in terms of friction, induction, and conduction.
PS71©
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lishi
ng a
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ears
on P
rent
ice
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l.A
ll rig
hts
rese
rved
.
Quick Review◆ Electric charge is a property that causes subatomic
particles to attract or repel each other. Electricforce is the force of attraction or repulsion amongelectrically charged objects.
◆ Electric charge can be transferred by friction,contact, or induction.
◆ Charging by friction and charging by contactrequire contact between two objects. There is nocontact between materials when they are chargedby induction.
Questions1. Which subatomic particles have electric charges?
2. Provide an example of charging by friction.
1. Protons and electrons 2. Sample answers: Rubbing a balloon on your hair, walking across a carpet
SPS10.b Explain the flow of electrons in terms of the relationship among voltage, resistance andcurrent.
PS72©
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lishi
ng a
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ears
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rent
ice
Hal
l.A
ll rig
hts
rese
rved
.Electric Current
Quick Review◆ Electric current is the flow of charge through a
conductor.
◆ Charge flows easily through electrical conductors.Charge does not flow easily through electrical insulators.
◆ Voltage is a difference in electric potential energybetween two places in an electric field. Resistanceis opposition to the flow of charges in a material.
◆ According to Ohm’s law, V = IR.
Questions
1. What effect does increasing voltage have oncurrent?
2. If voltage does not change, what happens to currentwhen resistance increases?
1. It also increases. 2. It decreases.
atom
electron
Electric CircuitsSPS10.b Explain the flow of electrons in terms of simple series and parallel circuits.
PS73©
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ice
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l.A
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hts
rese
rved
.
Quick Review◆ An electric circuit is a complete path through
which charge can flow. Circuit diagrams use symbols to represent parts of a circuit.
◆ Charge has only one path to flow in a series circuit.In a parallel circuit, electric charges can flowthrough two or more paths.
◆ In devices that use direct current (DC), chargeflows in only one direction. In devices that usealternating current (AC), the flow of electric chargeregularly reverses its direction.
Questions1. Suppose a series circuit has a battery and three
glowing light bulbs. How many of the bulbs wouldcontinue to glow after one burned out? Why?
2. Is the circuit formed by all the lights and appliances in a home a series or parallel circuit?
1. None; there is only one path for the current to take, and the burned-out bulb has broken the circuit.2. Parallel
Series Circuit Parallel Circuit
Electric CurrentSPS7.a Identify energy transformations within a system.
SPS10.b Explain the flow of electrons in terms of the relationship among voltage, resistance andcurrent.
PS74©
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lishi
ng a
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ice
Hal
l.A
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hts
rese
rved
.
1. Sample answers: Solar cells, fuel cells, generators 2. Toxic materials might leach into groundwater from a landfill or be released into the air during incineration.
Quick Review
◆ Voltage sources do work to increase the potentialenergy of electric charges.
◆ Batteries convert chemical energy to electricalenergy.
◆ Car batteries use lead plates in combination withsulfuric acid to produce electricity.
Questions1. Provide another example of a voltage source.
2. Why do communities ask people not to discarddisposable batteries in the trash?
Electricity andMagnetismSPS7.a Identify energy transformations within a system.
SPS10.c Investigate applications of magnetism and/or its relationship to the movement ofelectrical charge as it relates to electromagnets, simple motors, and permanent magnets.
PS75©
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. Quick Review◆ The movement of electric charges can create
magnetic fields.
◆ An electromagnet is a solenoid with aferromagnetic core.
◆ Electromagnetic devices change electrical energyinto mechanical energy.
◆ Electromagnetic induction is the process of generating a current by moving an electrical conductor.
◆ Generators convert mechanical energy intoelectrical energy by rotating a coil of wire in amagnetic field.
QuestionName two examples of electromagnetic devices.
Sample answers: Galvanometers, electric motors, loudspeakers
SB1.
a Ex
pla
in t
he r
ole
of c
ell o
rgan
elle
s fo
r bo
th p
roka
ryot
ic a
nd e
ukar
yotic
cel
ls, i
nclu
ding
the
cell
mem
bran
e, in
mai
ntai
ning
hom
eost
asis
.
Ho
meo
stasi
sB
1
Qu
ick
Rev
iew
◆H
omeo
stas
is i
s th
e p
roce
ss b
y w
hic
h o
rgan
ism
sk
eep
in
tern
al c
ond
itio
ns
fair
ly c
onst
ant
des
pit
ech
ange
s in
th
e ex
tern
al e
nvi
ron
men
t.
◆S
ome
un
icel
lula
r or
gan
ism
s m
ain
tain
hom
eost
asis
thro
ugh
th
e u
se o
f or
gan
elle
s. O
ther
s p
rod
uce
spor
es t
hat
can
su
rviv
e en
viro
nm
enta
l co
nd
itio
ns
that
are
un
favo
rab
le f
or g
row
th.
◆M
ost
mu
ltic
ellu
lar
orga
nis
ms
use
neg
ativ
e fe
edb
ack
to
hel
p m
ain
tain
hom
eost
asis
.
Qu
esti
on
s1.
Wh
y is
it
imp
orta
nt
for
orga
nis
ms
to m
ain
tain
a
rela
tive
ly c
onst
ant
inte
rnal
en
viro
nm
ent?
2.H
ow d
oes
feed
bac
k i
nh
ibit
ion
wor
k?
3.W
hat
en
doc
rin
e gl
and
in
th
e h
um
an b
ody
isp
rim
aril
y re
spon
sib
le f
or m
ain
tain
ing
hom
eost
asis
?
1.
Mos
t or
gani
sms
need
to
keep
inte
rnal
con
ditio
ns fa
irly
cons
tant
to
surv
ive.
2.
It
turn
s a
part
icul
ar b
ody
proc
ess
off o
nce
the
cond
ition
it p
rodu
ces
reac
hes
a sp
ecifi
c le
vel.
3.
The
hypo
thal
amus
©P
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duca
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Inc
., P
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as
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Iden
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the
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he fo
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.
B2
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Star
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Com
ple
x Carb
ohyd
rate
s
Nuc
leic
Aci
ds
Prot
eins
Lipid
s
Cel
lulo
se
Glu
cose
Fatt
y A
cids
Gly
cero
l
Nuc
leot
ides
Am
ino
Aci
ds
Qu
ick
Rev
iew
◆T
he
fou
r b
asic
typ
es o
f or
gan
ic m
olec
ule
s fo
un
din
all
cel
ls a
re c
arb
ohyd
rate
s, l
ipid
s, p
rote
ins,
and
nu
clei
c ac
ids.
◆C
arb
ohyd
rate
s an
d l
ipid
s ar
e u
sed
by
livi
ng
thin
gs f
or e
ner
gy t
o fu
el b
iolo
gica
l p
roce
sses
.
◆P
rote
ins
are
use
d t
o b
uil
d a
nd
rep
air
bod
y p
arts
.
◆N
ucl
eic
acid
s st
ore
and
tra
nsm
it g
enet
icin
form
atio
n.
Qu
esti
on
s1.
Wh
at a
re t
he
mon
omer
s th
at m
ake
up
eac
h b
asic
typ
e of
org
anic
mol
ecu
le?
2.W
hat
tw
o fo
rms
of c
arb
ohyd
rate
s ar
e m
ade
from
lon
g ch
ain
s of
glu
cose
mol
ecu
les
con
nec
ted
in
dif
fere
nt
arra
nge
men
ts?
1.
Car
bohy
drat
es—
gluc
ose;
lip
ids—
glyc
erol
and
fat
ty a
cids
; p
rote
ins—
amin
o ac
ids;
nuc
leic
aci
ds—
nucl
eotid
es
2.
Star
ch a
nd c
ellu
lose
Calories and OrganicMoleculesSB1.c Identify the function of the four major macromolecules.
Quick Review◆ The energy in food is converted by the body’s cells
into ATP. Energy is released when molecules infood react with oxygen (O2).
◆ Fats contain 9 Calories per gram. Proteins andcarbohydrates contain 4 Calories per gram.
◆ 1 gram of fat contains more energy than either 1 gram of protein or carbohydrate because eachmolecule of fat can combine with more oxygen thancan either a molecule of protein or carbohydrate.
Questions1. What is the difference between a calorie and a
Calorie?
2. Which contains more oxygen: a molecule of fat or amolecule of protein?
1. 1 Calorie = 1,000 calories 2. A molecule of protein
C O C C C C C C C C C C C C C C C C
O H
HH
H
H
H
H
H
H
H
H
H C O C C C C C C C C C C C C C C C C
O H
H
H
H
H
H
H
H
H
H
H
H
H
H
H H H
H
H
H
H
H
H H H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H C O C C C C C C C C C C C C C C C C
O H
H
H H
H
H
H
H
H
H H H H H H H H H H H
H H H H H H H H H
Lipid
Glycerol Fatty acids
H
C H
H
H
C H
H
H
C H
H
H
B3©
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ears
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rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Reaction Rates and EnzymesSB1.b Explain how enzymes function as catalysts.
Quick Review◆ The energy needed to get a reaction started is
called activation energy.
◆ Factors that affect reaction rates includetemperature, surface area, concentration, stirring,and catalysts.
◆ A catalyst is a substance that lowers a reaction’sactivation energy and speeds up the reaction rate.
◆ Enzymes are proteins that act as biological catalysts.
Questions1. Why does granulated sugar dissolve more quickly
than sugar cubes?
2. How does a catalyst speed up a reaction?
1. Granulated sugar has a greater surface area than sugar cubes. 2. It lowers the activation energy.
Reactants
Activation energywithout enzyme
Products
Effect of Enzymes
Course of reaction
En
erg
y
Reaction pathwaywith enzyme
Reaction pathwaywithout enzyme
Activationenergywith enzyme
B4©
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hts
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.
Food ChainsSB4.b Explain the flow of matter and energy through ecosystems by arranging componentsof a food chain according to energy flow.
B5©
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ice
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l.A
ll rig
hts
rese
rved
.
1. Algae2. Energy/food supply3. The shark population would decrease, and the small fish population would increase.
Algae
Zooplankton
Small fish
Squid
Shark
Quick Review◆ Energy flows through an ecosystem in one
direction, from the sun or inorganic compounds to autotrophs (producers) and then to various heterotrophs (consumers).
◆ Food chains show the one-way flow of energy in an ecosystem.
Questions1. Which organism in the food chain above is an
autotroph?
2. For what do heterotrophs depend on autotrophs?
3. If a disease reduced the number of squid in theocean, how would the ecosystem be affected?
Foo
d W
ebs
SB4.
b Ex
pla
in t
he fl
ow o
f mat
ter
and
ener
gy t
hrou
gh e
cosy
stem
s by
arr
angi
ng c
omp
onen
tsof
a fo
od c
hain
acc
ordi
ng t
o en
ergy
flow
.
1.
The
haw
k
2.
Th
e p
rimar
y co
nsum
ers
and
all t
he le
vels
abo
ve t
hem
wou
ld n
ot g
et e
noug
h fo
od a
nd e
nerg
y.
Fox
Haw
k
Snak
e
Bir
d
Ow
l
Fro
g
Gra
ssh
op
per
Mo
use
Gra
sses
Rab
bit
Qu
ick
Rev
iew
◆T
he
net
wor
k o
f fe
edin
g re
lati
onsh
ips
wit
hin
an e
cosy
stem
is
rep
rese
nte
d b
y a
food
web
.
◆E
ach
lev
el i
n a
foo
d c
hai
n o
r fo
od w
eb i
s a
trop
hic
lev
el. E
ach
con
sum
er d
eriv
es e
ner
gyfr
om t
he
leve
l b
elow
it.
Qu
esti
on
s
1.W
hic
h o
rgan
ism
der
ives
its
en
ergy
fro
m t
he
mos
t n
um
ber
of
sou
rces
?
2.W
hat
eff
ect
do
you
th
ink
a d
rou
ght
wou
ldh
ave
on a
pra
irie
foo
d w
eb?
B6
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Energy PyramidsSB4.b Explain the flow of matter and energy through ecosystems by comparing thequantity of energy in the steps of an energy pyramid.
Quick Review
◆ Ecological pyramids show the relative amounts ofenergy or matter available within each trophiclevel in a food chain or food web.
◆ Only about 10 percent of the energy available ineach level is transferred to the level above it.
Questions
1. Which trophic level harnesses energy from the sunor from chemicals?
2. What happens to the energy that isn’t passed on tothe next trophic level?
1. The first trophic level (producers) 2. It is lost to the environment as heat.
B7©
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rson
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nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Light orchemicalenergy
0.1% Third-levelconsumers
H
E
A
T1% Second-levelconsumers
10% First-levelconsumers
100%Producers
Cycles of MatterSB4.b Explain the flow of matter and energy through ecosystems by explaining the needfor cycling of major nutrients.
B8©
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nc.,
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lishi
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rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Animals produce carbon dioxide that plants need.2. Less carbon dioxide is absorbed. Increased levels of CO2 in the atmosphere contribute to global warming.3. Oxygen and carbon
Plant produces oxygen
Plant usescarbon to makesugar moleculesPlant takes in
carbondioxide
Animal releasescarbon dioxide
Animal takes
in oxygen
Animal breaksdown sugarmolecules
Quick Review◆ Matter, such as water, carbon, nitrogen, and
phosphorus, recycles within and between ecosystems.
◆ Nutrients are passed between organisms and theenvironment through biogeochemical cycles.
Questions1. In the carbon cycle, how do animals benefit plants?
2. What is one major effect of deforestation on theatmosphere?
3. Which nutrients are being recycled in the diagramabove?
Ecological SuccessionSB4.c Relate environmental conditions to successional changes in ecosystems.
� �� �
Quick Review◆ An ecosystem is a complex collection of organisms
that live in a particular place along with theirphysical environment.
◆ Ecosystems are constantly changing in response tonatural and human disturbances.
◆ The series of predictable changes that occurs overtime in a community is called ecological succession.
Questions1. The diagram shows a volcanic eruption that has
exposed a new surface. What type of successionoccurs on newly exposed surfaces?
2. What is the pioneer species on this surface?
1. Primary 2. Lichens
B9©
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lishi
ng a
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ears
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rent
ice
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l.A
ll rig
hts
rese
rved
.
Major Biomes of the WorldSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.
Quick Review◆ A biome is a group of terrestrial communities that
has certain soil and climate conditions as well ascharacteristic plants and animals.
◆ In tropical biomes, abiotic factors include warmtemperatures and rainfall that ranges from high in rain forests to low in deserts.
◆ In temperate biomes, temperatures are generallyhot to mild in summer and cold in winter.Precipitation is usually moderate.
Questions1. At what latitudes are most tropical biomes found?
2. At what latitudes are most temperature biomesfound?
3. What major abiotic factor besides latitude can affectthe temperature and precipitation of an area?
1. Between 30°N and 30°S 2. Between 30°N and 60°N and between 30°S and 60°S 3. Elevation
B10©
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lishi
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ears
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rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
30°N
60°N
30°S
60°S
0°Equator
0 3000 Kilometers
0 3000 Miles
1500
1500
Tropical rain forest
Tropical dry forest
Tropical savanna
Temperate grassland
Desert
Temperate woodlandand shrubland
Temperate forest
Northwesternconiferous forestBoreal forest(Taiga)Tundra
Mountains andice caps
Aquatic EcosystemsSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.
Quick Review◆ Aquatic ecosystems include freshwater rivers and
lakes, freshwater marshes and swamps, saltwateroceans, and estuaries, where freshwater meets saltwater.
◆ Marine ecosystems are divided into vertical zonesbased on their depth and distance from the shore.
◆ The intertidal zone is between low and high tide,while the neritic zone is along the continental shelf. The surface zone and the deep zone arelayers of open ocean.
Questions1. What factor differentiates the two types of
freshwater biomes?
2. What challenges do organisms that live in the intertidal zone need to overcome?
3. In which marine zones can photosynthesis occur?
Intertidalzone Neritic zone Open-ocean zone
Deep zoneContinental shelf
Continentalslope
Low-tideline
High-tideline
Surface zone
A Marine Ecosystem
B11©
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rson
Edu
catio
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nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Whether the water is flowing or standing 2. Pounding of the waves, sudden changes in temperature, and being exposed to air 3. Intertidal zone, neritic zone, and the surface zone of the open ocean
Population GrowthSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.
Quick Review◆ Organisms obtain resources, such as energy, water,
oxygen, and nutrients, from their environment.
◆ A limiting factor is a resource that causes population growth to decrease.
◆ The largest number of individuals that a givenenvironment can support is known as the carryingcapacity.
Questions1. What happened to the growth of the population
once it reached its carrying capacity?
2. What are some examples of limiting factors?
3. How is competition related to population size?
1. The logistic growth curve leveled off. 2. Competition, predation, parasitism, disease, weather conditions, human disturbances 3. Crowded organisms compete for resources, thereby limiting the number of organisms that can survive.
Logistic Growth
Nu
mb
er o
f O
rgan
ism
s
Time (hours)
Carrying capacity
0 6 12 18 24 30 36 42
B12©
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hts
rese
rved
.
Interactions AmongLiving ThingsSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.
B13©
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rson
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rent
ice
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l.A
ll rig
hts
rese
rved
.
MOOSE AND WOLF POPULATIONS ON ISLE ROYALE
Wolves Moose
Year
Quick Review◆ Major interactions among organisms include
competition, predation, and symbiosis.
◆ Interactions between organisms help shape theenvironment.
◆ The population of wolves, which feed on the moose,fluctuates with moose numbers.
Questions1. Which type of interaction occurs between wolves
and moose?
2. Relative to the wolf population, when does themoose population increase in size?
3. What would you expect to see during a year whenmoose can’t find enough to eat?
1. Predation 2. When the wolf population decreases 3. Lower moose numbers, which in turn lowers wolf numbers
Po
llu
tio
n i
n E
cosy
stem
sSB
4.d
Ass
ess
and
exp
lain
hum
an a
ctiv
ities
tha
t in
fluen
ce a
nd m
odify
the
env
ironm
ent.
1.
Ten
2.
Lar
ger,
beca
use
they
are
hig
her
up t
he f
ood
chai
n th
an s
mal
ler
fish.
Wat
er
Pro
du
cers
Zoo
pla
nkt
on
Smal
l Fis
h
Larg
e Fi
sh
Fish
-Eat
ing
Bir
ds
Mag
nif
icat
ion
of
DD
T C
on
cen
trat
ion
1
1000
10,0
00
100,
000
1,00
0,00
0
10,0
00,0
00
Qu
ick
Rev
iew
◆B
ioac
cum
ula
tion
can
cau
se s
mal
l am
oun
ts o
f a
sub
stan
ce t
o re
ach
tox
ic l
evel
s ov
er t
ime.
◆B
iolo
gica
l m
agn
ific
atio
n i
s th
e in
crea
sin
gco
nce
ntr
atio
n o
f p
ollu
tan
ts a
t ea
ch s
tep
up
th
e fo
od c
hai
n.
Qu
esti
on
s
1.B
y w
hat
fac
tor
is t
he
pol
luta
nt
in t
he
illu
stra
tion
bei
ng
con
cen
trat
ed w
ith
eac
h t
rop
hic
lev
el?
2.W
ould
pol
luta
nts
be
mor
e co
nce
ntr
ated
in
lar
ger
orsm
alle
r fi
sh s
pec
ies?
Wh
y?
©P
ears
on E
duca
tion,
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., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
B14
Th
e C
ellu
lar
Basi
s o
f Li
feSB
1.a
Exp
lain
the
rol
e of
cel
l org
anel
les
for
both
pro
kary
otic
and
euk
aryo
tic c
ells
.
B15
Qu
ick
Rev
iew
◆L
ivin
g th
ings
are
com
pos
ed o
f ce
lls.
Cel
ls a
re t
he
bas
ic u
nit
s of
str
uct
ure
an
d f
un
ctio
n i
n l
ivin
gth
ings
. New
cel
ls a
re p
rod
uce
d f
rom
oth
er c
ells
.
◆L
ivin
g th
ings
con
tain
sim
ilar
ch
emic
als,
hav
e D
NA
,u
se e
ner
gy, g
row
an
d d
evel
op, r
esp
ond
to
thei
r su
rrou
nd
ings
, mai
nta
in h
omeo
stas
is, c
han
ge o
ver
tim
e, a
nd
rep
rod
uce
.
◆B
iolo
gist
s d
ivid
e ce
lls
into
eu
kar
yote
s, w
hic
h h
ave
a m
emb
ran
e-b
oun
d n
ucl
eus,
an
d p
rok
aryo
tes,
wh
ich
lac
k a
mem
bra
ne-
bou
nd
nu
cleu
s.
Qu
esti
on
s1.
Wh
ere
is t
he
DN
Aof
pro
kar
yote
s lo
cate
d?
2.D
o p
rok
aryo
tes
hav
e or
gan
elle
s?
3.W
hat
oth
er d
iffe
ren
ces
do
you
see
bet
wee
np
rok
aryo
tic
and
eu
kar
yoti
c ce
lls?
Cyt
opla
sm
Cel
l mem
bran
e
Cyt
opla
sm
Nuc
leus
Org
anel
les
Pro
kary
oti
c C
ell
Eu
kary
oti
c C
ell
Cel
l m
embr
ane
1.
In t
he c
ytop
lasm
2.
Yes,
the
y ha
ve r
ibos
omes
, fo
r ex
amp
le.
How
ever
, th
ey d
o no
t ha
ve m
embr
ane-
boun
d or
gane
lles.
3.
Euka
ryot
ic c
ells
con
tain
org
anel
les
and
are
muc
h la
rger
tha
n p
roka
ryot
ic c
ells
.
©P
ears
on E
duca
tion,
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., P
ublis
hing
as
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Cel
l O
rgan
elle
sSB
1.a
Exp
lain
the
rol
e of
cel
l org
anel
les
for
both
pro
kary
otic
and
euk
aryo
tic c
ells
.
SB3.
b C
omp
are
how
str
uctu
res
and
func
tion
vary
bet
wee
n th
e si
x ki
ngdo
ms.
B16
Qu
ick
Rev
iew
◆P
rok
aryo
tic
orga
nis
ms
are
alw
ays
un
icel
lula
r,b
ut
euk
aryo
tic
orga
nis
ms
can
be
eith
er
un
icel
lula
r or
mu
ltic
ellu
lar.
◆M
ost
euk
aryo
tic
cell
s fa
ll i
nto
on
e of
tw
o gr
oup
sof
cel
ls. T
hos
e in
on
e gr
oup
res
emb
le p
lan
t ce
lls,
and
th
ose
in t
he
oth
er r
esem
ble
an
imal
cel
ls.
◆B
oth
pla
nt
and
an
imal
cel
ls c
onta
in a
var
iety
of
orga
nel
les,
sp
ecia
lize
d s
tru
ctu
res
that
per
form
imp
orta
nt
cell
ula
r fu
nct
ion
s.
Qu
esti
on
s1.
Wh
ere
is t
he
gen
etic
mat
eria
l lo
cate
d i
n a
euk
aryo
tic
cell
?
2.W
hic
h t
ype
of o
rgan
elle
ass
emb
les
pro
tein
s?
3.W
hat
str
uct
ure
s d
o p
lan
t ce
lls
hav
e th
at a
nim
alce
lls
do
not
?
Vac
uole
Chl
orop
last
Cel
l mem
bran
e
Cel
l wal
l
Gol
gi a
ppar
atus
Mito
chon
drio
n
Nuc
leus
Nuc
leol
us
Nuc
lear
en
velo
pe
Rib
osom
e(a
ttach
ed)
Rib
osom
e(f
ree)
Sm
ooth
end
opla
smic
retic
ulum
Pla
nt
Cel
l
Rou
gh e
ndop
lasm
ic r
etic
ulum
1.
In t
he n
ucle
us
2.
Rib
osom
es
3.
A c
ell w
all,
a va
cuol
e, a
nd c
hlor
opla
sts
Cel
l mem
bran
e
Gol
gi a
ppar
atus
Mito
chon
drio
n
Cen
trio
les
Nuc
leusN
ucle
olus
Nuc
lear
enve
lope
Rib
osom
e (a
ttach
ed)
Rib
osom
e (f
ree)
Sm
ooth
endo
plas
mic
re
ticul
um
Rou
ghen
dopl
asm
ic
retic
ulum
An
imal
Cel
l
©P
ears
on E
duca
tion,
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., P
ublis
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ntic
e H
all.
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right
s re
serv
ed.
Eukaryotic CellsSB1.a Explain the role of cell organelles for both prokaryotic and eukaryotic cells.
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
B17
1. Sample answers: Ribosomes, smooth endoplasmic reticulum, centrioles, Golgi apparatus, rough endoplasmic reticulum, mitochondrion
2. Cellular respiration
Cell membrane
Golgi apparatus
Mitochondrion
Centrioles
Nucleus
Nucleolus
Nuclear envelope
Ribosome (attached)
Ribosome (free)
Smooth endoplasmic reticulumRough endoplasmic
reticulum
Animal Cell
Quick Review◆ The eukaryotic cell can be divided into two parts:
the cytoplasm and the nucleus.◆ The specialized structures within cells are called
organelles.◆ Proteins are assembled on ribosomes, which are
found in the cytoplasm.◆ Mitochondria are organelles that convert the
chemical energy stored in food into compoundsthat are more convenient for the cell to use.
Questions1. What are two organelles found in the cytoplasm of
eukaryotic cells?2. What is the name for the process that cells use to
convert food to energy?
Act
ive
an
dP
ass
ive
Tran
spo
rt
Qu
ick
Rev
iew
◆In
ord
er t
o m
ain
tain
hom
eost
asis
, mat
eria
lsm
ust
mov
e ac
ross
th
e ce
ll m
emb
ran
e.
◆D
iffu
sion
, osm
osis
, an
d a
ctiv
e tr
ansp
ort
mov
e w
ater
an
d o
ther
mat
eria
ls a
cros
s th
e ce
ll
mem
bra
ne.
◆A
ctiv
e tr
ansp
ort
mov
es m
ater
ials
aga
inst
a
con
cen
trat
ion
gra
die
nt
and
req
uir
es a
n i
np
ut
ofen
ergy
fro
m t
he
cell
.
Qu
esti
on
s1.
Nam
e tw
o d
iffe
ren
ces
bet
wee
n a
ctiv
e tr
ansp
ort
and
dif
fusi
on.
2.W
hat
kin
d o
f ce
llu
lar
tran
spor
t is
sh
own
in
th
ed
iagr
am?
Mol
ecul
e to
be c
arrie
d
Mol
ecul
ebe
ing
carr
ied
Ene
rgy
1. A
ctiv
e tr
ansp
ort
req
uire
s en
ergy
inp
ut f
rom
the
cel
l and
diff
usio
n do
es n
ot r
equi
re e
nerg
y; d
iffus
ion
mov
es m
ater
ials
alo
ng a
con
cent
ratio
n gr
adie
nt w
hile
act
ive
tran
spor
t m
oves
mat
eria
ls a
gain
st a
conc
entr
atio
n gr
adie
nt.
2. A
ctiv
e tr
ansp
ort
B18
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB1.
a Ex
pla
in t
he r
ole
of t
he c
ell m
embr
ane
in m
aint
aini
ng h
omeo
stas
is.
SB1.
d Ex
pla
in t
he im
pac
t of
wat
er o
n lif
e p
roce
sses
.
DiffusionSB1.d Explain the impact of water on life processes.
Quick Review◆ Diffusion is the process by which molecules of a
substance move from areas of higher concentrationto areas of lower concentration.
◆ Diffusion does not require the cell to use energy.
◆ When the concentration of a solute is the samethroughout a system, the system has reached equilibrium.
Questions
1. Why can some substances pass through a cellmembrane and others cannot?
2. How do solutes move once equilibrium is reached?
1. Because a cell membrane is selectively permeable, meaning it allows only some substances to pass through it.2. Solutes continue to diffuse in both directions across the membrane.
B19©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
DIFFUSION SOLUTE
OsmosisSB1.d Explain the impact of water on life processes.
B20©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Quick Review
◆ The cell membrane controls the internal environmentof a cell in order to maintain homeostasis. Materialscan move through it by diffusion, osmosis, or activetransport.
◆ Molecules move by diffusion from an area of higherconcentration to an area of lower concentration.
◆ Osmosis is the diffusion of water across aselectively permeable membrane.
◆ Water moves in or out of a cell by osmosis based onconcentration differences across a cell membrane.
Questions
1. What happens to an animal cell when it is placed in a hypotonic solution of distilled water?
2. What type of solution has a solute concentrationthat is the same as the inside of a cell?
SolutionAnimal Cell Plant Cell
Before
The Effects of Osmosis on Cells
Isotonic
Hypotonic
Hypertonic
Before AfterAfter
1. It swells and will eventually rupture. 2. An isotonic solution
Photosynthesisand RespirationSB3.a Explain the cycling of energy through the processes of photosynthesis andrespiration.
Quick Review
◆ During photosynthesis, plants and some otherorganisms use energy from the sun to convert carbon dioxide and water into oxygen and sugars,including glucose.
◆ During cellular respiration, cells break downglucose molecules and release the energy theycontain.
◆ Photosynthesis and respiration can be thought ofas opposite processes.
Questions
1. What is the cycle that produces high-energy sugarsduring photosynthesis?
2. What is the aerobic cycle that breaks down high-energy sugars during respiration?
3. Why are photosynthesis and respiration consideredto be opposite processes?
1. The Calvin cycle 2. The Krebs cycle 3. The products of each reaction are the reactants of the other reaction.
B21
Photosynthesis Cellular Respiration
Function
Location
Reactants
Products
Equation
Energy capture
Chloroplasts
CO2 and H2O
C6H12O6 and O2
6CO2 + 6H2O C6H12O6 + 6O2
Energy release
Mitochondria
C6H12O6 and O2
CO2 and H2O
6O2 + C6H12O6 6CO2 + 6H2O
Comparing Photosynthesis and Cellular Respiration
Energy Energy
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
ATP and ADPSB3.a Explain the cycling of energy through the processes of photosynthesis andrespiration.
Quick Review
◆ The activities of cells are powered by energy storedin chemical compounds. When cells break downthese chemicals, the energy in them is captured asadenosine triphosphate (ATP).
◆ When ATP molecules are converted into adenosinediphosphate (ADP) and a phosphate group, energyis released.
◆ ADP can be “recharged” during cellular respirationby using energy to reattach a third phosphategroup to form ATP.
Questions
1. What components make up an ATP molecule?
2. What is the difference between ATP and ADP?
3. What happens when a phosphate group is removedfrom ATP?
B22©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Adenine, ribose, and three phosphate groups 2. ATP has three phosphate groups; ADP has two. 3. ADP is formed, and stored energy is released.
Adenosine Diphosphate (ADP) + Phosphate Adenosine Triphosphate (ATP)
+Energy
Energy
ADP
P P
P
P P P
Partially charged battery
Fully chargedbattery
ATP
The Cell CycleSB1.a Explain cell reproduction.
SB2.e Compare the advantages of sexual reproduction and asexual reproduction.
B23©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Quick Review
◆ The cell cycle consists of three main stages: interphase, mitosis, and cytokinesis. Mitosis is further divided into prophase, metaphase,anaphase, and telophase.
◆ Mitosis results in two identical daughter cells.
◆ Most unicellular organisms reproduce asexually by a form of mitosis called binary fission. Binaryfission is rapid, but does not increase the geneticvariability of a population.
Questions
1. What is DNA replication? During which stage of thecell cycle does it occur?
2. During which phase of mitosis do the chromosomesline up across the center of the cell?
1. The process of copying the cell’s DNA; interphase 2. Metaphase
INTERPHASE MITOSIS: Prophase
MITOSIS: Metaphase
MITOSIS: AnaphaseMITOSIS: Telophase
CYTOKINESIS3
2 A
2 B
2 C2 D
1
Regulating theCell Cycle
Quick Review
◆ Proteins called cyclins regulate the timing of thecell cycle in eukaryotic cells.
◆ External regulators, such as growth factors, directcells to speed up or slow down the cell cycle.
◆ Cancer cells do not respond to signals that regulatethe growth of most cells.
Questions
1. How do cells respond to contact with other cells?
2. What are masses of uncontrolled and dividing cellscalled?
1. The cell cycle is slowed down. 2. Tumors
B24©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SB1.a Explain cell reproduction.
Principles of GeneticsSB2.c Using Mendel’s laws, explain the role of meiosis in reproductive variability.
B25©
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rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Quick Review
◆ Genes control an organism’s traits. Genes have alleles, which may be dominant or recessive.
◆ During sexual reproduction, offspring receive oneallele from each parent. If the alleles are the same,the offspring has a homozygous genotype. If theyare different, it has a heterozygous genotype.
◆ The phenotype, or the visible traits of an individual,depends on its genotype and the inheritancepattern of the alleles that control each trait.
Questions
1. How many alleles control each of the traits thatGregor Mendel studied in his pea plants?
2. Is the wrinkled seed shape controlled by a dominant allele or a recessive allele?
3. What is the phenotype of a pea plant that has onegreen pod allele and one yellow pod allele?
1. Two 2. Recessive 3. Green pods
Pu
nn
ett
Squ
are
sSB
2.c
Usi
ng M
ende
l’s la
ws,
exp
lain
the
rol
e of
mei
osis
in r
epro
duct
ive
varia
bilit
y.
B26
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Qu
ick
Rev
iew
◆E
ach
par
ent
con
trib
ute
s to
eac
h o
ffsp
rin
g on
eal
lele
ou
t of
a p
ossi
ble
tw
o fo
r ea
ch t
rait
.
◆A
Pu
nn
ett
squ
are
show
s al
l p
ossi
ble
ou
tcom
es o
f a
gen
etic
cro
ss a
nd
th
e p
rob
abil
ity
of e
ach
occ
urr
ing.
◆F
our
pos
sib
le c
omb
inat
ion
s of
all
eles
can
res
ult
for
one
trai
t. T
he
pro
bab
ilit
y of
an
off
spri
ng
rece
ivin
gea
ch c
omb
inat
ion
can
be
pre
dic
ted
.
Qu
esti
on
s
1.W
hy
is i
t n
eces
sary
to
kn
ow t
he
gen
otyp
e of
eac
hp
aren
t to
cre
ate
a P
un
net
t sq
uar
e?
2.W
hen
tw
o p
ea p
lan
ts t
hat
are
het
eroz
ygou
s fo
rh
eigh
t ar
e cr
osse
d, w
hat
per
cen
tage
of
the
offs
pri
ng
wil
l b
e h
eter
ozyg
ous?
Wil
l b
e ta
ll?
1.
You
need
to
know
whi
ch a
llele
s ea
ch p
aren
t co
uld
pos
sibl
y co
ntrib
ute
to t
he o
ffsp
ring.
2.
2
out
of 4
, or
50%
; 3
out
of 4
, or
75%
Mei
osi
sSB
2.c
Exp
lain
the
rol
e of
mei
osis
in r
epro
duct
ive
varia
bilit
y.
SB2.
e C
omp
are
the
adva
ntag
es o
f sex
ual r
epro
duct
ion
and
asex
ual r
epro
duct
ion.
B27
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Qu
ick
Rev
iew
◆M
ost
mu
ltic
ellu
lar
orga
nis
ms
rep
rod
uce
sex
ual
ly.
Sex
ual
rep
rod
uct
ion
in
volv
es t
he
fusi
on o
f tw
o se
xce
lls,
eac
h o
f w
hic
h c
arri
es h
alf
the
nu
mb
er o
f ch
rom
osom
es a
s th
e b
ody
cell
s. T
his
pro
cess
incr
ease
s th
e ge
net
ic v
aria
bil
ity
of a
pop
ula
tion
.
◆M
eios
is i
s th
e p
roce
ss b
y w
hic
h t
he
nu
mb
er o
fch
rom
osom
es i
s cu
t in
hal
f to
pro
du
ce s
ex c
ells
.
◆C
ells
un
der
go t
wo
div
isio
ns
afte
r on
e re
pli
cati
on o
fth
e D
NA
. Th
is r
esu
lts
in f
our
gen
etic
ally
dif
fere
nt
hap
loid
sex
cel
ls.
Qu
esti
on
s
1.W
hat
typ
es o
f ce
lls
are
form
ed b
y m
eios
is?
2.S
ince
a h
um
an b
ody
cell
has
46
chro
mos
omes
, how
man
y ch
rom
osom
es d
oes
a h
um
an s
ex c
ell
con
tain
?
1.
Sex
cells
, or
sp
erm
and
egg
s
2
. 2
3
1B
egin
nin
g o
f M
eio
sis
2M
eio
sis
I
3M
eio
sis
II
NucleotidesSB1.c Identify the function of the four major macromolecules.
B28©
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rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. The deoxyribose molecule and the phosphate group 2. Nucleic acid
Purines Pyrimidines
Adenine Guanine
Deoxyribose
Cytosine Thymine
Phosphate group
Quick Review
◆ DNA is made up of a series of monomers callednucleotides.
◆ Each nucleotide has three parts: a deoxyribosemolecule, a phosphate group, and a nitrogenousbase.
◆ The purines have two rings in their structure, thepyrimidines have one ring.
◆ The backbone of the DNA chain is formed by sugarand phosphate groups of each nucleotide.
Questions
1. What two parts are the same in all nucleotides?
2. Which macromolecule is composed of nucleotides?
SB2.
b Ex
pla
in t
he r
ole
of D
NA
in s
torin
g an
d tr
ansm
ittin
g ce
llula
r in
form
atio
n.
Th
e St
ruct
ure
of
DN
AB
29©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
Qu
ick
Rev
iew
◆D
NA
is c
omp
osed
of
two
lon
g ch
ain
s of
nu
cleo
tid
es, j
oin
ed t
oget
her
in
a d
oub
le h
elix
.
◆E
ach
nu
cleo
tid
e co
nsi
sts
of a
nit
roge
nou
s b
ase,
a
ph
osp
hat
e gr
oup
, an
d a
deo
xyri
bos
e m
olec
ule
.
◆T
he
fou
r n
itro
gen
ous
bas
es i
n D
NA
are
aden
ine,
guan
ine,
cyt
osin
e, a
nd
th
ymin
e.
Qu
esti
on
s
1.H
ow i
s th
e d
oub
le h
elix
hel
d t
oget
her
?
2.W
hy
are
ther
e eq
ual
am
oun
ts o
f ad
enin
e an
dth
ymin
e, a
nd
gu
anin
e an
d c
ytos
ine
in D
NA
?
3.H
ow i
s b
ase
pai
rin
g b
etw
een
ad
enin
e an
dth
ymin
e d
iffe
ren
t fr
om p
airi
ng
bet
wee
n g
uan
ine
and
cyt
osin
e?
A
AA
C
C
C G
G
G
T
T
Nuc
leot
ide
Hyd
roge
nbo
nds
Suga
r-ph
osph
ate
back
bone
Ade
nine
(A
)Th
ymin
e (T
)C
ytos
ine
(C)
Gua
nine
(G
)
KEY
1.
By h
ydro
gen
bond
s
2.
Aal
way
s p
airs
with
T;
Gal
way
s p
airs
with
C.
3.
Th
ere
are
two
hydr
ogen
bon
ds b
etw
een
Aan
d T;
thr
ee b
etw
een
Gan
d C
.
DN
AR
epli
cati
on
SB2.
b Ex
pla
in t
he r
ole
of D
NA
in s
torin
g an
d tr
ansm
ittin
g ce
llula
r in
form
atio
n.
B30
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.
The
hydr
ogen
bon
ds b
etw
een
the
base
s
2.
Eigh
t m
olec
ules
tot
al
Gro
wth
Ori
gin
alst
ran
d
New
str
and
New
str
and
Rep
licat
ion
fo
rk
Ori
gin
alst
ran
d
DN
Ap
oly
mer
ase
DN
Apo
lym
eras
e
Nit
rog
eno
us
bas
es
Gro
wth
Rep
licat
ion
fo
rk
Qu
ick
Rev
iew
◆In
rep
lica
tion
, DN
Au
nw
ind
s in
to t
wo
stra
nd
s,ea
ch o
f w
hic
h a
cts
as a
tem
pla
te f
or a
new
com
ple
men
tary
str
and
.
◆D
NA
pol
ymer
ase
join
s fr
ee n
ucl
eoti
des
to
the
tem
pla
te a
nd
ass
emb
les
them
in
to s
tran
ds.
Qu
esti
on
s
1.W
hic
h b
ond
s ar
e b
rok
en d
uri
ng
rep
lica
tion
?
2.H
ow m
any
DN
Am
olec
ule
s in
tot
al w
ould
th
ere
be
afte
r fo
ur
DN
Am
olec
ule
s re
pli
cate
?
DNA, Genes andChromosomesSB2.b Explain the role of DNA in storing and transmitting cellular information.
B31©
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rson
Edu
catio
n, I
nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. In order to fit into the nucleus 2. DNA codes for proteins; proteins determine traits.
ChromosomeDNA molecule
Nitrogen bases
T
A A
T G
C
G
C
Quick Review
◆ DNA is organized into chromosomes, which arefound within the nuclei of cells.
◆ The chromosomal theory of inheritance states thatgenes are located in specific positions onchromosomes.
◆ A gene is a segment of DNA on a chromosome thatcodes for a specific protein and thus determines a trait.
◆ The genetic code is determined by the order ofbases in the gene, which specifies what type of protein will be produced.
Questions
1. Why is DNA wrapped so tightly in chromosomes?
2. How are DNA, proteins, and traits related?
TranscriptionSB2.a Distinguish between DNA and RNA.
SB2.b Explain the role of DNA in storing and transmitting cellular information.
B32©
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nc.,
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lishi
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ears
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rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. In the nucleus 2. UGC
RNA polymerase
RNADNA
Adenine (DNA and RNA)Cytosine (DNA and RNA)Guanine (DNA and RNA)Thymine (DNA only)Uracil (RNA only)
Nuclearenvelope
Quick Review
◆ During transcription, RNA polymerase binds toDNA and separates the DNA strands.
◆ RNA polymerase then uses one strand of DNA as a template from which nucleotides are assembledinto a strand of RNA.
◆ There are three main differences between RNAand DNA: the sugar in RNA is ribose instead ofdeoxyribose, RNA is generally single-stranded, andRNA contains uracil in place of thymine.
Questions
1. Where in the cell does transcription occur?
2. What RNA nucleotide sequence would betranscribed from the DNA sequence ACG?
Tran
slati
on
SB1.
a Ex
pla
in t
he r
ole
of c
ell o
rgan
elle
s.
SB2.
b Ex
pla
in t
he r
ole
of D
NA
in s
torin
g an
d tr
ansm
ittin
g ce
llula
r in
form
atio
n.
B33
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.
Tran
slat
ion
occu
rs a
t rib
osom
es in
the
cyt
opla
sm.
2.
One
3.
It
s an
ticod
on s
eque
nce,
whi
ch is
com
ple
men
tary
to
a p
artic
ular
cod
on s
eque
nce
on t
he m
RNA
Am
ino
aci
ds
tRN
A
tRN
A
Poly
pep
tid
e(g
row
ing
pro
tein
ch
ain
)
Rib
oso
me
Tran
slat
ion
dir
ecti
on
AA
AA
GU
CU
U
UU
U
UC
A
GA
A
CU
UG
G
GA
C
A
mR
NA
mR
NA
Rib
oso
me
Qu
ick
Rev
iew
◆D
uri
ng
tran
slat
ion
, an
mR
NA
cod
on s
equ
ence
is
dec
oded
to
pro
du
ce a
pro
tein
.
◆E
ach
rib
osom
e m
oves
alo
ng
an m
RN
Ase
qu
ence
,b
ind
ing
new
tR
NA
mol
ecu
les
and
joi
nin
g am
ino
acid
s in
to a
pro
tein
.
Qu
esti
on
s
1.W
her
e d
oes
tran
slat
ion
occ
ur?
2.H
ow m
any
amin
o ac
ids
doe
s a
tRN
Am
olec
ule
carr
y?
3.W
hat
pro
per
ty o
f tR
NA
allo
ws
it t
o re
cogn
ize
ap
arti
cula
r co
don
on
th
e m
RN
A?
Protein SynthesisSB1.a Explain the role of cell organelles.
SB2.b Explain the role of DNA in storing and transmitting cellular information.
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.
1. Cytoplasm 2. Amino acids
Aminoacids
Protein
Quick Review
◆ Some of the proteins synthesized by the cell areused within the cell; others are exported from the cell.
◆ Proteins that are exported from the cell are synthesized on the rough endoplasmic reticulum.
◆ The Golgi apparatus modifies, sorts, and packagesproteins and other materials for export from the cell.
Questions
1. Are proteins synthesized in the nucleus or in thecytoplasm of a cell?
2. What are the building blocks of proteins?
Th
e R
ole
s o
f D
NA
an
d R
NA
Qu
ick
Rev
iew
◆D
NA
con
tain
s th
e “m
aste
r p
lan
” of
an
org
anis
m.
All
of
the
info
rmat
ion
for
sp
ecif
yin
g th
e tr
aits
of
an o
rgan
ism
is
carr
ied
in
DN
A.
◆T
he
seq
uen
ce o
f b
ases
in
DN
Ais
use
d a
s a
tem
pla
te f
or m
RN
A.
◆m
RN
Aco
nta
ins
the
“blu
epri
nts
” fo
r p
rote
ins.
Th
e co
don
s of
mR
NA
spec
ify
the
pro
tein
’sn
ucl
eic
acid
s, a
nd
pro
tein
s p
lay
a k
ey r
ole
inp
rod
uci
ng
an o
rgan
ism
’s t
rait
s.
Qu
esti
on
s
1.W
her
e is
th
e D
NA
of a
eu
kar
yoti
c ce
ll f
oun
d?
2.D
oes
DN
Aor
RN
Age
t tr
ansl
ated
by
tRN
Aw
ith
inri
bos
omes
?
Sin
gle
str
and
of
DN
A
mR
NA
Am
ino
aci
ds
wit
hin
a p
oly
pep
tid
e
AA
GG
GT
TC
C
UU
CC
CA
AG
G
Cod
onC
odon
Cod
on
Cod
onC
odon
Cod
on
Aan
neA
rgn
neLe
ucne
1.
In t
he c
ell’s
nuc
leus
2.
RN
A
B35
©P
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on E
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., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB2.
a D
istin
guis
h be
twee
n D
NA
and
RN
A.
SB2.
b Ex
pla
in t
he r
ole
of D
NA
in s
torin
g an
d tr
ansm
ittin
g ce
llula
r in
form
atio
n.
Point MutationsSB2.d Describe the relationships between changes in DNA and potential appearance ofnew traits including alterations during replication.
B36©
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Edu
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lishi
ng a
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rent
ice
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l.A
ll rig
hts
rese
rved
.
1. An insertion 2. When the new amino acid is the same as the one originally coded for
mRNA: AUG CGU ACC UUA
mRNA: AUA GCG UAC CUU A
Aminoacids: Met – – –
Ile – – –
Arg Thr Leu
Ala Tyr LeuAminoacids:
DNA: TAC GCA TGG AAT
DNA: TAT CGC ATG GAA T
InsertionTHE FAT CAT ATE THE RAT
TEF ATC ATA TET HER AT
THE F AT C AT A TE T HE R AT
Deletion
mRNA: AUG CGU ACC UUA
mRNA: AUG CAU ACC UUA
Aminoacids: Met – – –Arg Thr Leu
Met – – –His Thr LeuAminoacids:
DNA: TAC GCA TGG AAT
DNA: TAC GTA TGG AAT
Substitution
THE THREE TYPES OF POINT MUTATIONS
Quick Review
◆ The majority of mutations are point mutations thataffect just one or a few nucleotides in the DNAsequence.
◆ Point mutations include substitutions, insertions,and deletions.
◆ Insertions and deletions can cause frameshiftmutations that may change every amino acid thatfollows the point of the mutation.
Questions
1. Which is a more serious point mutation, asubstitution or an insertion?
2. When do substitutions have no effect on the proteinproduct?
Chromosomal Mutations
Quick Review
◆ Chromosomal mutations involve changes in thenumber or structure of chromosomes.
◆ The types of chromosomal mutations are deletion,duplication, inversion, and translocation.
Questions
1. Which chromosomal mutations change the locationof a gene?
2. Which chromosomal mutations change the numberof copies of a gene?
1. Inversion and translocation 2. Deletion and duplication
E F
A B C J K L
G H I D
A C D E F
Deletion
A BCDE F
A BB C D E F
Duplication
Inversion
Translocation
Original chromosome
D E FA B C
B37©
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hts
rese
rved
.SB2.d Describe the relationships between changes in DNA and potential appearance ofnew traits including alterations during replication.
Significance of MutationsSB2.d Describe the relationships between changes in DNA and potential appearance of newtraits including alterations during replication and mutagenic factors that can alter DNA.
B38©
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l.A
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hts
rese
rved
.
1. One 2. When the protein affected is a key protein needed to perform basic metabolic processes 3. No
Chromosome#7
CFTRgene
Ile
Phe
Gly
Val
Ile
Quick Review
◆ Mutations arise from alterationsduring DNA replication and byexposure to mutagenic factorssuch as high-energy radiationand chemicals.
◆ Most mutations are neutral.Mutations are harmful; if theyreduce an organism’s chance tosurvive and reproduce.
◆ Cystic fibrosis (CF) is a serious condition usuallycaused by the deletion of three bases in the genethat codes for a critical transport protein.
◆ Only mutations in sex cells can be passed along tooffspring.
Questions
1. How many amino acids are missing in CF?
2. When can small changes in a DNA sequence havenegative effects on a phenotype?
3. Can mutations to somatic cells be passed tooffspring?
SB2.
d D
escr
ibe
the
rela
tions
hip
s be
twee
n ch
ange
s in
DN
A a
nd p
oten
tial a
pp
eara
nce
ofne
w t
raits
.
Gen
etic
En
gin
eeri
ng
B39
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Qu
ick
Rev
iew
◆G
enet
ic e
ngi
nee
rin
g is
th
e p
roce
ss o
f m
akin
gch
ange
s in
th
e D
NA
cod
e of
liv
ing
orga
nis
ms.
◆T
ran
sgen
ic o
rgan
ism
s co
nta
in g
enes
fro
m o
ther
spec
ies.
◆G
enet
ic e
ngi
nee
rin
g h
as b
een
use
d t
o in
sert
bac
teri
al g
enes
in
to c
rop
s to
mak
e m
ore
use
ful
vari
etie
s an
d t
o cr
eate
bac
teri
al a
nd
an
imal
cel
lsth
at p
rod
uce
hu
man
pro
tein
s, s
uch
as
insu
lin
, for
med
ical
tre
atm
ents
.
Qu
esti
on
s
1.W
hy
are
bac
teri
a a
good
ch
oice
for
in
sert
ion
an
dp
rod
uct
ion
of
the
hu
man
in
suli
n g
ene?
2.W
hat
are
th
e ad
van
tage
s of
usi
ng
hu
man
in
suli
ncr
eate
d b
y ge
net
ic e
ngi
nee
rin
g in
stea
d o
f an
imal
insu
lin
fro
m t
he
pan
crea
s of
a s
hee
p o
r p
ig?
Plas
mid
s re
mov
ed
from
bac
teri
a1
2En
zym
es r
emov
e hu
man
insu
lin g
ene
from
its
chro
mos
ome
and
cut
open
pla
smid
DN
A
3Pl
asm
id D
NA
and
hu
man
insu
lin g
ene
splic
ed t
oget
her
4N
ew p
lasm
ids
take
n up
by
bac
teri
a
5N
ew g
ener
atio
n of
bac
teri
a co
ntai
ns c
opie
s of
en
gine
ered
pla
smid
1.
They
can
be
grow
n ea
sily
and
qui
ckly
to
pro
duce
larg
e am
ount
s of
insu
lin.
2.
It
wor
ks b
ette
r an
d is
less
like
ly t
o p
rodu
ce a
n al
lerg
ic r
eact
ion.
Human ChromosomesSB2.c Using Mendel’s laws, explain the role of meiosis in reproductive variability.
B40©
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l.A
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hts
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rved
.
Quick Review
◆ Organisms are characterized by a specific numberof chromosomes.
◆ Human body cells contain 23 pairs of chromosomes.
◆ One pair of human chromosomes, known as sexchromosomes, determines gender. Females havetwo X chromosomes and males have an X and a Ychromosome.
Questions
1. What are male and female sex cells called?
2. How many chromosomes are contained within eachhuman sex cell?
3. According to the Punnett square, what is the likelihood that a human baby will be a boy?
4. Which sex cell determines gender in humans?
1. Sperm and egg cells 2. 23 3. 50% 4. The sperm
Patterns ofInheritanceSB2.c Using Mendel’s laws, explain the role of meiosis in reproductive variability.
SB2.d Describe the relationships between changes in DNA and potential appearance ofnew traits.
B41©
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l.A
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. Quick Review
◆ Most human traits have multiple phenotypesbecause they are controlled by many genes,(polygenic) and some genes have multiple alleles.
◆ Genetic disorders, such as sickle cell disease and cystic fibrosis, can be caused by mutations tosingle genes.
◆ Pedigrees can be used to trace the inheritance ofa trait in a family and to predict the probabilitythat a child will be born with a genetic disorder.
Questions
1. What are two causes of mutation?
2. Is the trait traced by the pedigree autosomal or sex-linked? Is it dominant or recessive?
3. What is the probability that a child of the coupleon the left above will be a female who has this trait?
A circle represents a female.
Indicates that the person is a carrier of the trait.
Indicates that a person has the trait. Indicates that a person neither has the trait nor is a carrier of the trait.
A square represents a male.
1. Alterations during DNA replication and mutagenic factors. 2. Sex-linked; recessive 3. 0%
Natural SelectionSB5.a Trace the history of evolutionary theory.
SB5.d Relate natural selection to changes in organisms.
B42©
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l.A
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hts
rese
rved
.
Quick Review
◆ An adaptation is any inherited characteristic in anorganism that helps it survive in its environment.
◆ Natural selection favors more helpful traits in away that increases the species’ fitness over time.
◆ The Galápagos finches likely descended from onepopulation that became geographically isolated.
Questions
1. What is fitness?
2. What would likely happen to the population size ofthe vegetarian tree finch if trees on their island didnot fruit one year?
3. What did each of the following individualscontribute to Darwin’s theory of evolution bynatural selection: James Hutton, Charles Lyell,Thomas Malthus?
1. The ability to survive and reproduce in a specific environment. 2. The population size would probably decrease.3. Hutton proposed that geologic process happen slowly and Earth is older than a few thousand years; Lyell wrote Principles of
Geology and explained how the Earth changes over time; Malthus explained that populations have limiting resources.
CommonName of Finch Species
Vegetariantree finch
Large insectivoroustree finch
Woodpeckerfinch
Cactus groundfinch
Sharp-beakedground finch
Large groundfinch
Main Food Fruit Insects Insects Cactus Seeds Seeds
FeedingAdaptation
Parrotlikebeak
Graspingbeak
Uses cactusspines
Large crushingbeak
Pointedcrushing beak
Largecrushing beak
Habitat Trees Trees Trees Ground Ground Ground
Shape of HeadandBeak
Galápagos Islands Finches
Homologous StructuresSB3.c Examine the evolutionary basis of modern classification systems.
SB5.d Relate natural selection to changes in organisms.
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.
1. Lengthen 2. Similar arrangement and number 3. Alligator
Turtle Alligator Bird Mammals
Ancient, lobe-finned fish
Quick Review
◆ Limbs of different vertebrates are homologous.That is, they have different functions but arestructurally similar and develop from the sameembryonic tissues.
◆ Homologous structures provide evidence that allfour-limbed vertebrates share a common ancestor.
Questions
1. Over time, did the bones shown above generallylengthen or shorten?
2. How are the bones similar across the four groups?
3. Which animal shown is most closely related tobirds?
Genetic VariationSB2.f Examine the use of DNA technology in forensics, medicine, and agriculture.
SB5.d Relate natural selection to changes in organisms.
B44©
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.
1. Sample answer: If average temperatures in an area increase over time, plants with greater heat tolerance will be more likely to survive and reproduce.
2. Sample answer: Resistance to pests
Quick Review
◆ The two main sources of genetic variation aremutations and the genetic shuffling that resultsfrom sexual reproduction.
◆ Variation within a species can increase chances ofsurvival. The more variation a population has, thegreater its chance of being able to adapt in achanging environment.
◆ Plant breeders use several methods to increasegenetic variation in plants and to produce newtypes of plants.
Questions
1. Describe one way in which natural selection couldact on a plant characteristic.
2. Name one characteristic that plant breeders mightselect for.
Mosses and their relatives15,600 species
Ferns and their relatives11,000 species
Cone-bearing plants760 species
Flowering plants235,000 species
Plant Species
Origin ofLife on EarthSB5.b Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
SB5.c Explain how fossil and biochemical evidence support the theory of evolution bymeans of natural selection.
B45©
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l.A
ll rig
hts
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.
Quick Review◆ Fossils that resemble modern bacteria have been
found in rocks more than 3.5 billion years old.
◆ These fossils suggest that life on Earth began asone-celled organisms.
◆ One theory proposes that communities of prokaryotic cells developed into eukaryotic cells and eventually to multicellular organisms.
Questions1. How are eukaryotic cells different from prokaryotic
cells?
2. Which plant organelle may have developed fromphotosynthetic bacteria?
3. What do fossils indicate about the ancestors ofplants and animals?
1. Eukaryotic cells have a nucleus and membrane-bound organelles. 2. Chloroplasts 3. They were single-celled prokaryotes.
Photosynthetic bacteria
MitochondrionNuclear envelopeevolving
Chloroplast
Aerobic bacteria
Ancient Anaerobic Prokaryote
Primitive Aerobic Eukaryote
Primitive Photosynthetic Eukaryote
Plants and plantlike protists
Animals, fungi, and non-plantlike protists
Ancient Prokaryotes
ExtinctionSB5.d Relate natural selection to changes in organisms.
B46©
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.
1. Other species must adapt to the changes caused by humans or they will become extinct. 2. Sample answers: Fur, hibernation, parental care
Quick Review
◆ More than 99 percent of all species that have everlived are extinct.
◆ Species compete for resources, and environmentschange. Some species adapt and survive; othersgradually become extinct.
◆ Mass extinctions, unrelated to ordinary naturalselection, have happened several times in Earth’shistory.
Questions
1. Humans often cause environmental change. Howdoes this affect other species?
2. What mammalian traits might have been helpfuladaptations following the meteor impact 65 millionyears ago?
Adaptive RadiationSB3.c Examine the evolutionary basis of modern classification systems.
SB5.d Relate natural selection to changes in organisms.
B47©
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hts
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.
? ?
Ancestral Mammal
Artiodactyls Cetaceans Perissodactyls Tubulidentates Hyracoids Sirenians Proboscideans
1. Reptiles (dinosaurs) 2. Artiodactyls
Quick Review
◆ Over the course of evolution, the appearance ofnew adaptations has launched adaptive radiationin chordate groups.
◆ Adaptive radiation is the rapid diversification ofspecies as they adapt to new conditions.
◆ A rapid increase in the number and diversity ofmammals occured tens of millions of years ago.
Question
1. What group of vertebrates underwent a rapiddiversification during Mesozoic?
2. Which group of mammals is most closely related todolphins and whales?
Classifying OrganismsSB3.c Examine the evolutionary basis of modern classification systems.
B48©
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l.A
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hts
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.
Quick Review◆ Classification systems organize living things
into groups according to structural similarities,evolutionary history, similarities in DNA, andembryonic development.
◆ Carolus Linnaeus developed a system of binomialnomenclature with seven levels: kingdom, phylum,class, order, family, genus, and species.
◆ Organisms can be identified using a taxonomic, ordichotomous, key that describes their physicalcharacteristics.
Questions1. What are the two parts of an organism’s scientific
name according to Linnaeus’s system?
2. Using the key above, identify the organism shown.
1. Genus name and species name 2. Pseudoscorpion
Step 11a. Has 8 legs
1b. Has more than 8 legs
Step 22a. Has one oval-shaped body region
2b. Has two body regions
Step 3
3a. Has one pair of legs on each body segment
3b. Has two pairs of legs on each body segment
Step 4
4a. Is less than 1 millimeter long
4b. Is more than 1 millimeter long
Step 5
5a. Has clawlike pincers
5b. Has no clawlike pincers
Step 6
6a. Has a long tail with a stinger
6b. Has no tail or stinger
Go to Step 2.
Go to Step 3.
Go to Step 4.
Go to Step 5.
Centipede
Millipede
Mite
Tick
Go to Step 6.
Spider
Scorpion
Pseudoscorpion
Taxonomic Key
SB3.c Examine the evolutionary basis of modern classification systems.
B49
©P
ears
on E
duca
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Inc
., P
ublis
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as
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1. Natural selection helps to shape the evolutionary history of a species. 2. Tiny free-swimming larva
Crab Barnacle
Molted external skeleton
Limpet
MolluskCrustaceans
CLADOGRAM
SegmentationTiny free-swimming larva
Quick Review
◆ Natural selection acts on various adaptations over time, shaping the evolutionary history, orphylogeny, of species.
◆ Biologists now group organisms into categoriesbased on phylogeny and not just physicalsimilarities.
Questions
1. How is natural selection related to phylogeny?
2. What characteristic is shared by the threeorganisms in the cladogram?
Modern EvolutionaryClassification
SB5.
c Ex
pla
in h
ow fo
ssil
and
bioc
hem
ical
evi
denc
e su
pp
ort
the
theo
ry o
f evo
lutio
n by
mea
ns o
f nat
ural
sel
ectio
n.
B50
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
B50
Mo
lecu
lar
Clo
cks
1.
Neu
tral
2.
Sp
ecie
s B
and
C s
hare
tw
o m
utat
ions
.
A g
ene
n an
ance
stra
spe
ces
Spe
ces
AS
pec
esB
2m
utat
ons
2m
utat
ons
new
mut
aton
new
mut
aton
Spe
ces
C
new
mut
aton
Qu
ick
Rev
iew
◆M
uta
tion
s oc
cur
all
the
tim
e ca
usi
ng
slig
ht
chan
ges
to a
n o
rgan
ism
’s D
NA
.◆
Org
anis
ms
wit
h s
imil
ar D
NA
seq
uen
ces
are
mor
e cl
osel
y re
late
d t
han
th
ose
wit
h d
iffe
ren
tse
qu
ence
s.◆
By
com
par
ing
gen
es o
f d
iffe
ren
t sp
ecie
s,b
iolo
gist
s ca
n e
stim
ate
how
lon
g th
e sp
ecie
sh
ave
bee
n e
volv
ing
ind
epen
den
tly.
Qu
esti
on
s
1.A
re m
ost
mu
tati
ons
ben
efic
ial,
har
mfu
l, o
rn
eutr
al?
2.W
hat
evi
den
ce i
s th
ere
that
sp
ecie
s B
is
clos
ely
rela
ted
to
spec
ies
C?
Six Kingdoms B51©
Pea
rson
Edu
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nc.,
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SB3.b Compare how structures and function vary between the six kingdoms.
SB3.c Examine the evolutionary basis of modern classification systems.
Quick Review◆ All living things can be placed into one of six
kingdoms: Eubacteria, Archaebacteria, Protista,Fungi, Plantae, and Animalia.
◆ Some classification systems combine Eubacteriaand Archaebacteria into one kingdom calledMonera.
◆ Organisms are placed into kingdoms based on typeof cells, number of cells, and ability to make food.
Questions1. Which kingdoms contain organisms that are
prokaryotes, and which contain organisms that are eukaryotes?
2. To which kingdom do amoeba belong?
3. Which kingdom contains human beings?
1. Archaebacteria and Eubacteria; Protista, Plantae, Fungi, and Animalia 2. Protista 3. Animalia
ArchaebacteriaKINGDOM
EukaryaArchaeaDOMAIN
Prokaryote
Cell walls withoutpeptidoglycan
Fungi
Eukaryote
Eukaryote
No cell wallsor chloroplasts
Plantae
Eukaryote
Cell walls ofcellulose; chloroplasts
Animalia
Cell walls ofchitin
Mostmulticellular;someunicellular
Cell walls of cellulose in some; some have chloroplasts
Multicellular
HeterotrophHeterotroph
Protista
Classification of Living Things
Bacteria
Prokaryote
Cell walls withpeptidoglycan
Eubacteria
CELL TYPE
CELLSTRUCTURES
NUMBEROF CELLS
MODE OFNUTRITION
Eukaryote
Mostunicellular;some colonial;some multicellular
Autotroph orheterotroph
Autotroph orheterotroph
Autotroph orheterotroph
Autotroph
MulticellularUnicellularUnicellular
ProkaryotesSB3.b Compare how structures and function vary between the six kingdoms.
B52©
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.
1. Flagella 2. Light
Flagellum
RibosomeCell
membrane
Cellwall
DNA
Peptidoglycan
Pili
Quick Review
◆ Prokaryotes can be divided into two very differentgroups: the eubacteria and the archaebacteria.
◆ Eubacteria are found almost everywhere—freshwater, salt water, on land, and on and in the human body.
◆ Most archaebacteria live in harsh environments,such as extremely salty water or hot springs.
Questions
1. What structures does the E. coli seen here use tomove?
2. Some prokaryotes are photoautotrophic. Whatenergy source do they use to produce food?
Ben
efic
ial
Bact
eria
SB5.
e Re
cogn
ize
the
role
of e
volu
tion
to b
iolo
gica
l res
ista
nce.
Qu
ick
Rev
iew
◆B
acte
ria
are
imp
orta
nt
dec
omp
oser
s an
d s
ome
con
vert
nit
roge
n g
as i
nto
a u
sefu
l fo
rm f
orp
lan
ts.
◆B
acte
ria
hav
e m
any
ben
efic
ial
use
s in
in
du
stri
essu
ch a
s ge
net
ic e
ngi
nee
rin
g an
d f
ood
pro
du
c-ti
on.
◆B
acte
ria
in t
he
hu
man
lar
ge i
nte
stin
e p
rod
uce
use
ful
com
pou
nd
s (V
itam
in K
) an
d a
id i
n d
iges
tion
.
Qu
esti
on
s1.
Wh
y is
dec
omp
osit
ion
of
mat
ter
imp
orta
nt?
2.H
ow d
o b
acte
ria
ben
efit
fro
m l
ivin
g in
th
eh
um
an c
olon
?
3.W
hat
is
one
maj
or c
onse
qu
ence
of
anti
bio
tic
over
use
?
1.
It r
etur
ns n
utrie
nts
to t
he e
nviro
nmen
t.2.
Th
ey g
et a
pla
ce t
o liv
e an
d fo
od.
3.
Bact
eria
can
bec
ome
resi
stan
t to
ant
ibio
tics,
mak
ing
bact
eria
l inf
ectio
ns d
iffic
ult
or im
pos
sibl
e to
elim
inat
e.
B53
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Viruses B54©
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rson
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nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SB3.d Compare and contrast viruses with living organisms.
1. Viruses must enter living cells and exploit host machinery to reproduce; whereas cells reproduce by cell division either asexuallyor sexually.
2. They both change over time and have DNA.
Characteristic Virus Cell
Structure
Reproduction
Genetic Code
Growth and Development
Obtain and Use Energy
Response to Environment
Change Over Time
DNA or RNAcore, capsid
only within a host cell
DNA or RNA
no
no
no
yes
Cell membrane, cytoplasm;eukaryotes also containnucleus and organelles
independent cell division either asexually or sexually
DNA
yes; in multicellular organisms, cells increase in number and differentiate
yes
yes
yes
Viruses and Cells
Quick Review
◆ A virus has an outer coat of protein and an innercore containing either DNA or RNA.
◆ Viruses reproduce by invading a living cell andusing the host cell’s machinery to replicate.
Questions
1. How do viruses compare to cells in methods of reproduction?
2. What characteristics are shared by viruses and cells?
Bacteria and Disease B55©
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rson
Edu
catio
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nc.,
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lishi
ng a
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ears
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rent
ice
Hal
l.A
ll rig
hts
rese
rved
.SB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.
SB5.e Recognize the role of evolution to biological resistance.
Quick Review◆ Some bacteria can cause disease by breaking down
host tissue for food or by releasing harmful toxins.
◆ Bacterial toxins can spread throughout the body(as in tetanus and food poisoning).
◆ Antibiotics interfere with the life cycle of bacteria,and are used to treat bacterial infections.
◆ Sterilization destroys bacteria by subjecting themto great heat or to chemical action.
Questions1. Why is it important to finish a complete course of
antibiotics when prescribed?
2. What happens when many people drink from thesame water supply contaminated with cholera bacteria?
3. Why does food stored in a refrigerator take longerto spoil than food at room temperature?
1. To help prevent antibiotic-resistant bacteria 2. An epidemic arises. 3. Because the cold slows down bacterial growth and multiplication.
Regular dental hygiene
Protection from tick bites
Current tetanus vaccination
Vaccination
Proper food-handling practices
Maintaining good health
Clean water supplies
Common Diseases Caused by Bacteria
Disease Pathogen Prevention
Tooth decay
Lyme disease
Tetanus
Tuberculosis
Salmonella food poisoning
Pneumonia
Cholera
Streptococcus mutans
Borrelia burgdorferi
Clostridium tetani
Mycobacterium tuberculosis
Salmonella enteritidis
Streptococcus pneumoniae
Vibrio cholerae
Viruses and DiseaseSB3.d Compare and contrast viruses with living organisms.
B56©
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rson
Edu
catio
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nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Through surface proteins on the virus and T cell 2. Because the shape of the viral proteins makes viruses highly specific to the cells they infect.3. Viruses are not alive and need a host cell to reproduce.
Cell’s surface protein
Viral protein
Virus particle
Host cell
Quick Review
◆ Viruses cause a wide range of human diseasesincluding yellow fever, the common cold, polio,mumps, and AIDS.
◆ The proteins on the surface of a virus specificallyfit the proteins on the surface of the cell it infects.
Questions
1. How is HIV able to attach to its target T cell?
2. Why don’t plant viruses, such as the tobaccomosaic virus, infect animal cells?
3. Why do viruses need to infect a host cell?
ProtistsSB3.b Compare how structures and function vary between the six kingdoms.
B57©
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lishi
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on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. Cilia 2. Chloroplasts
Flagella
Chloroplast
Contractilevacuole
Eyespot
Pellicle
Nucleus
Carbohydratestorage bodies
Gullet
Oral grooveTrichocysts
Macronucleus Cilia
Micronucleus
GulletLysosomes
Foodvacuoles
Contractilevacuole
Analpore
EUGLENA
PARAMECIUM
Quick Review
◆ Protists are eukaryotes that are not members ofthe kingdoms Plantae, Animalia, or Fungi.
◆ Euglenas use light to power photosynthesis. If sunlight is unavailable, they can absorb nutrientsfrom decaying organic material.
◆ Paramecia use cilia for feeding and movement.
Questions
1. What structures do paramecia have for movement?
2. What structures in euglenas indicate that they cancarry out photosynthesis?
Fun
gi
SB3.
b C
omp
are
how
str
uctu
res
and
func
tion
vary
bet
wee
n th
e si
x ki
ngdo
ms.
1.
Ase
xual
2.
Pl
ants
are
aut
otro
phs
(p
rodu
cers
); f
ungi
are
het
erot
rop
hs (
cons
umer
s).
Cap
Gill
s Stal
k
Hyp
hae
Un
der
gro
un
dh
yph
ae
Qu
ick
Rev
iew
◆F
un
gi a
re e
uk
aryo
tic
het
erot
rop
hs
that
hav
e ce
llw
alls
.
◆C
hem
ical
s re
leas
ed b
y a
mu
shro
om’s
un
der
grou
nd
hyp
hae
dig
est
food
in
to s
mal
l m
olec
ule
s th
at t
he
hyp
hae
th
en a
bso
rb.
◆G
ills
on
th
e u
nd
ersi
de
of a
mu
shro
om c
ap a
re l
ined
wit
h b
asid
ia t
hat
pro
du
ce s
por
es.
Qu
esti
on
s
1.Is
sp
ore
pro
du
ctio
n a
n e
xam
ple
of
asex
ual
re
pro
du
ctio
n o
r se
xual
rep
rod
uct
ion
?
2.H
ow d
o p
lan
ts a
nd
fu
ngi
dif
fer
in h
ow t
hey
ob
tain
nu
trie
nts
?
B58
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Symbiosis B59©
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rson
Edu
catio
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nc.,
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lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.
1. No, because it would not have an energy source. 2. The upper layer of densely packed hyphae
Quick Review
◆ In a mutualistic relationship, both species benefit.
◆ Lichen is composed of fungus and a photosyntheticorganism (an alga or a cyanobacterium) in amutualistic relationship.
◆ Lichens can survive in barren environments andbreak down rock to form soil.
Questions
1. Would fungus alone be able to survive on bare rock?Why or why not?
2. What part of the lichen shields the algae orcyanobacteria from the environment?
Layer ofalgae or cyanobacteria
Loosely packed hyphae
Densely packed hyphae
Densely packed hyphae
LICHEN
Pla
nts
SB
3.b
Com
par
e ho
w s
truc
ture
s an
d fu
nctio
n va
ry b
etw
een
the
six
king
dom
s.
SB3.
c Ex
amin
e th
e ev
olut
iona
ry b
asis
of m
oder
n cl
assi
ficat
ion
syst
ems.
1.
Phot
osyn
thes
is
2.
Vasc
ular
tis
sue
Wat
er-C
on
du
ctin
g (
Vas
cula
r)T
issu
e
See
ds
Flo
wer
s; S
eed
s E
ncl
ose
din
Fru
it
Con
e-be
arin
gpl
ants
Mos
ses
and
thei
r re
lativ
es
Fer
ns a
ndth
eir
rela
tives
Gre
en a
lgae
ance
stor
Flo
wer
ing
plan
ts
Qu
ick
Rev
iew
◆P
lan
ts a
re m
ult
icel
lula
r eu
kar
yote
s th
at h
ave
cell
wal
ls m
ade
of c
ellu
lose
.
◆P
lan
ts d
evel
op m
ult
icel
lula
r em
bry
os a
nd
car
ryou
t p
hot
osyn
thes
is w
ith
in c
hlo
rop
last
s.
◆T
her
e ar
e fo
ur
mai
n g
rou
ps
of l
ivin
g p
lan
ts:
mos
ses
and
th
eir
rela
tive
s, f
ern
s an
d t
hei
rre
lati
ves,
con
e-b
eari
ng
pla
nts
, an
d f
low
erin
gp
lan
ts.
Qu
esti
on
s
1.F
or w
hat
pro
cess
do
pla
nts
req
uir
e su
nli
ght?
2.W
hat
tra
it d
o m
osse
s la
ck t
hat
all
oth
er p
lan
tgr
oup
s h
ave?
B60
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Vasc
ula
r P
lan
tsSB
3.b
Com
par
e ho
w s
truc
ture
s an
d fu
nctio
n va
ry b
etw
een
the
six
king
dom
s.
Qu
ick
Rev
iew
◆V
ascu
lar
pla
nts
hav
e th
ree
maj
or o
rgan
s: r
oots
,st
ems,
an
d l
eave
s.
◆P
lan
t or
gan
s co
nta
in t
hre
e k
ind
s of
tis
sue:
grou
nd
, vas
cula
r, a
nd
der
mal
.
◆E
ach
typ
e of
tis
sue
is c
omp
rise
d o
f sp
ecia
lize
dce
lls
that
car
ry o
ut
spec
ific
fu
nct
ion
s w
ith
in t
he
pla
nt.
Qu
esti
on
s
1.W
hat
is
the
pri
mar
y fu
nct
ion
of
a p
lan
t’s
vasc
ula
r ti
ssu
e?
2.E
pid
erm
al c
ells
are
th
e p
rim
ary
com
pon
ent
ofw
hic
h o
f th
e th
ree
maj
or t
issu
e ty
pes
in
a p
lan
t?
1.
To t
rans
por
t w
ater
and
nut
rient
s
2
. D
erm
al t
issu
e
B61
©P
ears
on E
duca
tion,
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., P
ublis
hing
as
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Leaf
Stem
Ro
ot
Der
mal
tis
sue
Vas
cula
r ti
ssu
e
Gro
un
d t
issu
e
Spore-Producing Plants B62©
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rson
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catio
n, I
nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SB3.b Compare how structures and function vary between the six kingdoms.
Quick Review
◆ Spore-producing plants can be nonvascular or vascular.
◆ Nonvascular plants in the phylum Bryophytainclude mosses, liverworts, and hornworts. Theseplants transport water from cell to cell.
◆ Vascular spore-producing plants belong to the phyla Lycophyta, Arthrophyta, and Pterophyta (club mosses, horsetails, and ferns). Vascular tissuetransports water and nutrients throughout the plants.
Questions1. What characteristic do all spore-producing plants
share?
2. What structure anchors nonvascular plants into the soil?
3. What structures do vascular plants have thatnonvascular plants do not?
1. They use spores, instead of seeds, to reproduce. 2. Rhizoid 3. True stems, roots, and leaves
Capsule
Stalk
Gametophyte
Sporophyte
Stemlikestructure
Leaflikestructure
RhizoidStem Root
Frond
Moss plant Fern plant
Reproduction inSpore-Producing Plants B63
©P
ears
on E
duca
tion,
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., P
ublis
hing
as
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB3.b Compare how structures and function vary between the six kingdoms.
Quick Review
◆ The life cycle of mosses and ferns includes thesporophyte stage and the gametophyte stage.
◆ The sporophyte releases spores that develop intothe gametophyte stage. The gametophyte producestwo kinds of gametes—sperm cells and egg cells.
◆ Gametophytes need a thin layer of water to allowthe sperm to swim to and fertilize the egg to produce a zygote. The zygote develops into a sporophyte to begin the cycle again.
Questions1. Where does a moss sporophyte grow and how does
it look?
2. Which stage of development is predominant in ferns?
3. Which stage of the life cycle of mosses and fernsinvolves sexual reproduction?
1. It grows out of the gametophyte and consists of a slender stalk with a capsule at the end. 2. Sporophyte 3. Gametophyte stage
Producesspores
Producesegg cells
GametophyteEgg cells
Gametophyte
Fertilizationproducesa zygote
Producessperm cells
Sporophyte
Plant StomataSB4.e Relate plant adaptations to the ability to survive stressful environmental conditions.
B64©
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rson
Edu
catio
n, I
nc.,
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lishi
ng a
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ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
1. The need for water conservation within the leaf 2. By maintaining water balance in the leaf
Guard cells Guard cells
Stoma
Inner cell wall Inner cell wall
Stoma Open Stoma Closed
Quick Review
◆ Plants keep their stomata open just enough toallow photosynthesis to take place but not so muchthat they lose an excessive amount of water.
◆ Stomata may be closed even in bright sunlightunder hot, dry conditions when water must beconserved.
Questions
1. What factor affects the opening and closing of stomata?
2. How does the function of guard cells help tomaintain homeostasis in the leaf?
Seed
-Pro
du
cin
g P
lan
tsSB
3.b
Com
par
e ho
w s
truc
ture
s an
d fu
nctio
n va
ry b
etw
een
the
six
king
dom
s.
SB4.
e Re
late
pla
nt a
dap
tatio
ns t
o th
e ab
ility
to
surv
ive
stre
ssfu
l env
ironm
enta
l con
ditio
ns.
Cut
icle
Surf
ace
cells
Chl
orop
last
sVe
inX
ylem
Phlo
emSt
omat
a
Vas
cula
r Tis
sue
in a
Lea
f
1.
Frui
ts t
hat
enca
se t
he s
eeds
and
the
pre
senc
e of
flo
wer
s
2
. T
hey
can
grow
in d
rier
envi
ronm
ents
bec
ause
the
y ca
n ab
sorb
moi
stur
e fr
om t
he s
oil.
B65
©P
ears
on E
duca
tion,
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., P
ublis
hing
as
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Qu
ick
Rev
iew
◆S
eed
pla
nts
are
div
ided
in
to t
wo
grou
ps:
gym
nos
per
ms
and
an
gios
per
ms.
Gym
nos
per
ms
pro
du
ce s
eed
s on
th
e su
rfac
es o
f co
nes
.A
ngi
osp
erm
s p
rod
uce
see
ds
wit
hin
a la
yer
ofp
rote
ctiv
e so
ft t
issu
e.
◆A
ll s
eed
pla
nts
hav
e va
scu
lar
tiss
ue
to t
ran
spor
tw
ater
an
d n
utr
ien
ts f
rom
th
e ro
ots
thro
ugh
th
est
ems
and
to
the
leav
es.
◆S
tem
s p
rovi
de
sup
por
t fo
r th
e p
lan
t. T
hey
may
be
eith
er s
oft
her
bac
eou
s st
ems
or b
ark
-cov
ered
woo
dy
stem
s.
Qu
esti
on
s1.
Wh
at a
re t
wo
char
acte
rist
ics
of a
ngi
osp
erm
s?
2.H
ow d
o ro
ots
and
ste
ms
hel
p s
eed
pla
nts
to
grow
in
mor
e en
viro
nm
ents
th
an s
por
e-p
rod
uci
ng
pla
nts
?
Reproduction in Seed-Producing Plants B66
©P
ears
on E
duca
tion,
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., P
ublis
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rson
Pre
ntic
e H
all.
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right
s re
serv
ed.
SB3.b Compare how structures and function vary between the six kingdoms.
Quick Review
◆ Seed plants reproduce sexually when male pollengrains are transferred to female ovules. Most individual seed plants contain both male andfemale reproductive structures.
◆ After fertilization, most gymnosperm seeds are dispersed by air or water.
◆ Many angiosperm seeds are dispersed by animalsthat eat the fruit that surrounds the seeds.
Questions1. What are the two main ways that pollen is carried
from one plant to another?
2. Why do seeds that are dispersed far away from theparent plant have a better chance of survival?
3. Why do seeds contain stored food?
CornBean
PineSeed coat
Cotyledon
CotyledonEmbryo
Stored foodStored foodCotyledon
EmbryoSeed coat
Seed coatStored food
Embryo
Stored food
1. By wind or by animals that feed on flower nectar 2. They do not need to compete with the parent plant for light, water, and nutrients. 3. To nourish the growing embryo until the plant can produce its own food
Pla
nt
Res
po
nse
sSB
4.e
Rela
te p
lant
ada
pta
tions
, inc
ludi
ng t
rop
ism
s, t
o th
e ab
ility
to
surv
ive
stre
ssfu
len
viro
nmen
tal c
ondi
tions
.
Qu
ick
Rev
iew
◆A
trop
ism
is
a p
lan
t’s
resp
onse
to
an e
xter
nal
stim
ulu
s. P
lan
t tr
opis
ms
incl
ud
e p
hot
otro
pis
m,
grav
itro
pis
m, a
nd
th
igm
otro
pis
m.
◆A
uxi
ns
are
pla
nt
hor
mon
es t
hat
cau
se c
erta
ince
lls
in r
oots
an
d s
tem
s to
bec
ome
lon
ger
than
oth
ers.
◆P
hot
oper
iod
ism
is
a p
lan
t’s
resp
onse
to
per
iod
sof
lig
ht
and
dar
kn
ess.
Qu
esti
on
s1.
Is i
t a
lon
g p
erio
d o
f li
ght
or a
sh
ort
per
iod
of
dar
k t
hat
cau
ses
lon
g-d
ay p
lan
ts t
o fl
ower
?
2.H
ow a
re p
lan
t tr
opis
ms
adap
tive
res
pon
ses?
3.H
ow d
o au
xin
s ca
use
ph
otot
rop
ism
?
Lon
g-D
ay P
lan
t
Mid
nigh
t
Mid
nigh
t
Mid
nigh
t
Noo
n
Noo
n
Noo
n
Lon
g D
ay
Sho
rt D
ay
Inte
rrup
ted
Nig
ht
Sho
rt-D
ay P
lan
t
Effe
ct o
f P
ho
top
erio
dis
m
on
Flo
wer
ing
Pla
nts
B67
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.
A s
hort
per
iod
of d
ark
2.
They
allo
w p
lant
s to
res
pon
d to
cha
ngin
g en
viro
nmen
ts.
3.
Aux
ins
caus
e ce
lls o
n th
e sh
aded
par
t of
a s
tem
to
elon
gate
. Th
is p
roce
ss m
akes
the
ste
m b
end
tow
ard
the
light
.
An
imals
SB
3.b
Com
par
e ho
w s
truc
ture
s an
d fu
nctio
n va
ry b
etw
een
the
six
king
dom
s.
1. F
ungu
s ce
lls h
ave
cell
wal
ls.
2.
Ner
vous
sys
tem
Cla
ssif
icat
ion
of
Livi
ng
Th
ing
s
KIN
GD
OM
An
imal
ia
CEL
L TY
PEEu
kary
otic
CEL
L ST
RU
CTU
RES
No
cell
wal
lsor
chl
orop
last
s
NU
MB
ER O
F C
ELLS
Mul
ticel
lula
r
MO
DE
OF
NU
TRIT
ION
Het
erot
rop
h
EXA
MPL
ESSp
onge
s, w
orm
s,in
sect
s, f
ishe
s,m
amm
als
Qu
ick
Rev
iew
◆M
emb
ers
of t
he
kin
gdom
An
imal
ia a
re m
ult
icel
lula
r,eu
kar
yoti
c h
eter
otro
ph
s.
◆A
nim
al c
ells
do
not
hav
e ce
ll w
alls
or
chlo
rop
last
s.
◆A
nim
als
carr
y ou
t th
e fo
llow
ing
esse
nti
al f
un
ctio
ns:
feed
ing,
res
pir
atio
n, c
ircu
lati
on, e
xcre
tion
,re
spon
se, m
ovem
ent,
an
d r
epro
du
ctio
n.
Qu
esti
on
s
1.H
ow c
ould
you
tel
l a
fun
gus
cell
fro
m a
n a
nim
alce
ll?
2.In
hu
man
s, w
hat
bod
y sy
stem
all
ows
resp
onse
to
the
envi
ron
men
t?
B68
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Parasitism B69©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.
1. The parasite obtains all or part of its nutritional needs from the host.2. Sample answer: A predator kills its prey; a parasite does not usually kill its host.
Primary host(human)
Intermediate host(snail)
AdultflukeHuman
intestine
Tailedlarva
Ciliatedlarva
Embryo
Quick Review
◆ Parasitism is a form of interaction betweenorganisms in which one organism lives on or inside another organism and harms it.
◆ The life cycle of a fluke involves two hosts: humansand snails.
Questions
1. What benefit do parasites receive from the hostorganism?
2. Describe one difference between parasitism andpredation.
Art
hro
po
ds
SB3.
b C
omp
are
how
str
uctu
res
and
func
tion
vary
bet
wee
n th
e si
x ki
ngdo
ms.
Qu
ick
Rev
iew
◆A
rth
rop
ods
hav
e a
segm
ente
d b
ody,
a t
ough
exos
kel
eton
, an
d j
oin
ted
ap
pen
dag
es.
◆A
gras
shop
per
bre
ath
es t
hro
ugh
tra
chea
l tu
bes
that
ext
end
th
rou
ghou
t it
s b
ody.
◆M
alp
igh
ian
tu
bu
les
are
sacl
ike
orga
ns
that
extr
act
was
tes
from
th
e b
lood
.
Qu
esti
on
s1.
Wh
ere
doe
s ai
r en
ter
the
trac
hea
l tu
bes
?
2.T
o w
hat
sys
tem
do
mal
pig
hia
n t
ub
ule
s b
elon
g?
3.W
hic
h s
tru
ctu
res
bel
ong
to a
gra
ssh
opp
er’s
w
ell-
dev
elop
ed n
ervo
us
syst
em?
Ant
enna
e
Com
poun
dey
e
Brai
n
Dig
esti
ve
trac
t
Mou
th
Saliv
ary
glan
ds Gan
glia
Ner
veco
rd
Mal
pigh
ian
tubu
les H
eart
Repr
oduc
tive
orga
ns
Anu
sTr
ache
altu
bes
Spir
acle
s
1.
Thro
ugh
open
ings
alo
ng t
he s
ide
of t
he b
ody
calle
d sp
iracl
es
2.
Exc
reto
ry s
yste
m
3.
Bra
in,
nerv
e co
rd,
gang
lia,
eye,
ant
enna
e
B70
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Vertebrates B71©
Pea
rson
Edu
catio
n, I
nc.,
Pub
lishi
ng a
s P
ears
on P
rent
ice
Hal
l.A
ll rig
hts
rese
rved
.
SB3.b Compare how structures and function vary between the six kingdoms.
SB3.c Examine the evolutionary basis of modern classification systems.
Quick Review◆ Vertebrates, a subgroup in the phylum Chordata,
are animals that have a strong supportive backbone.
◆ The classes of vertebrates range from Agnatha (jawless fishes) to Mammalia (mammals).
◆ Some evolutionary adaptations of vertebratesinclude cartilaginous skeleton, jaws, bony skeleton,lungs, four limbs, amniotic eggs, and endothermy.
Questions1. Which class of vertebrates is most closely related
to birds and mammals?
2. What are the functions of a vertebrate’s skeleton?
3. What advantage does endothermy give to birds andmammals?
1. Reptiles 2. Provides protection for internal organs, forms an internal frame for support, allows movement3. Endotherms can live in cooler climates than ectotherms.
Emb
ryo
nic
Dev
elo
pm
ent
SB3.
b C
omp
are
how
str
uctu
res
and
func
tion
vary
bet
wee
n th
e si
x ki
ngdo
ms.
B72
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1. E
chin
oder
ms
2.In
ner,
oute
r, an
d m
iddl
e
Bla
sto
po
re
Mes
od
erm
End
od
erm
Ecto
der
m
Bla
sto
po
re b
eco
mes
an
us
Mo
uth
Deu
tero
sto
me
Qu
ick
Rev
iew
◆E
vid
ence
for
evo
luti
on i
s fo
un
d i
n t
he
sim
ilar
itie
s in
earl
y d
evel
opm
ent,
or
emb
ryol
ogy,
of
orga
nis
ms.
◆T
he
sam
e gr
oup
s of
em
bry
onic
cel
ls d
evel
op i
n t
he
sam
e or
der
an
d i
n s
imil
ar p
atte
rns
to p
rod
uce
th
e ti
ssu
es a
nd
org
ans
of a
ll v
erte
bra
tes.
◆T
he
cell
s of
th
e en
dod
erm
dev
elop
in
to t
he
lin
ings
of
the
dig
esti
ve a
nd
res
pir
ator
y sy
stem
s; t
he
mes
oder
mgi
ves
rise
to
the
mu
scu
lar,
cir
cula
tory
, rep
rod
uct
ive,
and
exc
reto
ry s
yste
ms;
an
d t
he
ecto
der
m g
ives
ris
e to
the
sen
se o
rgan
s, n
erve
s, a
nd
ou
ter
laye
r of
th
e sk
in.
Qu
esti
on
s1.
Wh
ich
oth
er g
rou
p o
f an
imal
s h
as d
eute
rost
ome
dev
elop
men
t?
2.In
fer
the
mea
nin
g of
th
e p
refi
xes
end
o, e
cto,
an
d m
eso.
Levels of Organization B73
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB1.a Explain the role of cell organelles for both prokaryotic and eukaryotic cells, includingthe cell membrane, in maintaining homeostasis.
1. They secrete enzymes that break down food into nutrients required for the body to function.2. Organ systems are specialized, and each performs only a fraction of the functions required for maintenance of homeostasis in the
body as a whole.
Digestive system Stomach Smooth muscle tissue Muscle cell
Quick Review◆ The levels of organization in a multicellular
organism include cells, tissues, organs, and organsystems.
◆ Cellular differentiation is the process by whichcells gain specialized functions.
◆ Each level, from cells to organ systems, works tomaintain homeostasis in the body as a whole.
Questions1. How do the cells of the human digestive system
contribute to homeostasis in the body?
2. How does the phrase division of labor apply to the organ systems of the bodies of multicellularorganisms?
Org
an
Sys
tem
sSB
3.b
Com
par
e ho
w s
truc
ture
s an
d fu
nctio
n va
ry b
etw
een
the
six
king
dom
s.
B74
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.
Ner
vous
and
mus
cula
r sy
stem
s
2
. D
iges
tive
and
circ
ulat
ory
syst
ems
Sen
sory
neu
ron
Mo
tor
neu
ron
Spin
alco
rdIn
tern
euro
n
Effe
cto
r(r
esp
on
din
g m
usc
le)
Sen
sory
rece
pto
rs
Tack
Qu
ick
Rev
iew
◆In
an
imal
s, o
rgan
sys
tem
s ar
e in
terd
epen
den
t.
◆O
rgan
sys
tem
s w
ork
tog
eth
er i
n m
any
fun
ctio
ns;
for
exam
ple
, del
iver
ing
oxyg
en t
o ti
ssu
es r
equ
ires
bot
hth
e re
spir
ator
y sy
stem
an
d t
he
circ
ula
tory
sys
tem
.
Qu
esti
on
s1.
Wh
at t
wo
orga
n s
yste
ms
allo
w a
res
pon
se t
o st
epp
ing
on a
tac
k?
2.W
hat
tw
o or
gan
sys
tem
s ar
e n
eed
ed t
o d
eliv
ern
utr
ien
ts t
o ce
lls?
Inve
rteb
rate
D
iges
tive
Sys
tem
sSB
3.b
Com
par
e ho
w s
truc
ture
s an
d fu
nctio
n va
ry b
etw
een
the
six
king
dom
s.
Mou
th/a
nus D
iges
tive
cavi
ty
Pha
rynx
Mou
th/a
nus
Giz
zard
ntes
tine
Cro
p
Cro
p
Pha
rynx
Pha
rynx
Sto
mac
h an
d
dige
stiv
e gl
ands
ntes
tineR
ectu
m
Anu
s
Mou
th
Mou
th
Anu
s
Art
hro
po
d
An
nel
id
Cn
idar
ian
Fla
two
rm
Gas
trov
ascu
lar
cavi
ty
Qu
ick
Rev
iew
◆S
pon
ges
dig
est
food
in
sid
e ce
lls
and
th
en p
ass
nu
trie
nts
to
oth
er c
ells
by
dif
fusi
on. T
his
pro
cess
is c
alle
d i
ntr
acel
lula
r d
iges
tion
.
◆O
ther
in
vert
ebra
tes
bre
ak d
own
foo
d o
uts
ide
ofce
lls
in a
dig
esti
ve t
ract
. Th
e b
ody
then
ab
sorb
sth
e n
utr
ien
ts.
Qu
esti
on
s1.
Wh
ich
org
anis
ms
show
n h
ere
hav
e a
dig
esti
vetr
act
wit
h o
nly
on
e op
enin
g?
2.W
hat
is
mea
nt
by
the
ph
rase
on
e-w
ay
dig
esti
on?
1.
Cni
daria
ns a
nd f
latw
orm
s
2
. F
ood
ente
rs t
he m
outh
, an
d w
aste
s ex
it th
e an
us.
B75
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Inve
rteb
rate
Res
pir
ato
ry S
yste
ms
SB3.
b C
omp
are
how
str
uctu
res
and
func
tion
vary
bet
wee
n th
e si
x ki
ngdo
ms.
Qu
ick
Rev
iew
◆R
esp
irat
ory
orga
ns
hav
e la
rge
surf
ace
area
s th
atar
e in
con
tact
wit
h a
ir o
r w
ater
.
◆R
esp
irat
ory
surf
aces
mu
st b
e m
oist
for
dif
fusi
onto
occ
ur.
Qu
esti
on
s1.
Wh
y ar
e re
spir
ator
y or
gan
s u
sual
ly f
ull
of
blo
odve
ssel
s?
2.W
hy
are
the
resp
irat
ory
orga
ns
of t
erre
stri
alan
imal
s of
ten
cov
ered
wit
h w
ater
or
mu
cus?
Airf
low
Gill
Sip
hons
Mov
emen
tof
wat
er
Mo
llusk
Sp
ider
Boo
klu
ng
Trac
heal
tube
s
Spi
racl
esIn
sect
1.
Bloo
d ve
ssel
s ca
rry
CO
2to
the
res
pira
tory
org
an t
o be
exp
elle
d, a
nd b
ring
O2
to t
he b
ody’
s tis
sues
fro
m t
he r
esp
irato
ry o
rgan
.
2
. T
o m
inim
ize
wat
er lo
ss
B76
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Inve
rteb
rate
C
ircu
lato
ry S
yste
ms
SB3.
b C
omp
are
how
str
uctu
res
and
func
tion
vary
bet
wee
n th
e si
x ki
ngdo
ms.
B77
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.Th
e he
art
pum
ps
the
bloo
d.
2.C
lose
dSin
use
san
d o
rgan
s
Hea
rt
Hea
rts
Blo
od
ve
ssel
s
Inse
ct: O
pen
Cir
cula
tory
Sys
tem
Hea
rtlik
e st
ruct
ure
Smal
l ves
sels
in t
issu
es
Blo
od
ve
ssel
sH
eart
like
stru
ctu
res
An
nel
id: C
lose
dC
ircu
lato
ry S
yste
m
Qu
ick
Rev
iew
◆In
an
op
en c
ircu
lato
ry s
yste
m, b
lood
is
only
par
tial
ly c
onta
ined
wit
hin
a s
yste
m o
f b
lood
ves
sels
.
◆In
a c
lose
d c
ircu
lato
ry s
yste
m, a
hea
rt o
r h
eart
lik
eor
gan
for
ces
blo
od t
hro
ugh
ves
sels
th
at e
xten
dth
rou
ghou
t th
e b
ody.
◆T
he
circ
ula
tory
sys
tem
del
iver
s ox
ygen
an
dn
utr
ien
ts t
o ce
lls
and
rem
oves
met
abol
ic w
aste
s.
Qu
esti
on
s
1.W
hat
is
the
role
of
the
hea
rt i
n t
he
circ
ula
tory
syst
em?
2.D
o an
nel
ids
hav
e an
op
en o
r a
clos
ed c
ircu
lato
rysy
stem
?
Inve
rteb
rate
Ner
vou
s Sy
stem
sSB
3.b
Com
par
e ho
w s
truc
ture
s an
d fu
nctio
n va
ry b
etw
een
the
six
king
dom
s.
B78
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
1.C
nida
rians
do
not
have
a b
rain
; th
eir
nerv
ous
syst
em c
onsi
sts
of a
ner
ve n
et.
2.Th
e co
ncen
trat
ion
of n
erve
tis
sues
and
org
ans
in o
ne e
nd o
f th
e bo
dy.
Gan
glia
Ner
vece
lls
Bra
in
Gan
glia
Bra
in
Cn
idar
ian
Flat
wo
rm
Art
hro
po
d
Mo
llusk
Qu
ick
Rev
iew
◆N
ervo
us
syst
ems
dir
ect
beh
avio
r an
d a
llow
orga
nis
ms
to r
esp
ond
to
stim
uli
in
th
eir
envi
ron
men
t.
◆In
vert
ebra
tes
show
th
ree
tren
ds
in t
he
evol
uti
on o
fth
e n
ervo
us
syst
em: c
entr
aliz
atio
n, c
eph
aliz
atio
n,
and
sp
ecia
liza
tion
.
Qu
esti
on
s
1.H
ow d
oes
the
ner
vou
s sy
stem
of
a cn
idar
ian
dif
fer
from
th
e n
ervo
us
syst
em o
f a
gras
shop
per
?
2.W
hat
is
cep
hal
izat
ion
?
Vertebrate Digestive Systems B79
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB3.b Compare how structures and function vary between the six kingdoms.
1. They don’t have teeth with which to chew their food. 2. Cellulose fibers (found in plants) are difficult to digest.
Shark Salamander Lizard Pigeon CowEsophagus
Stomach
Intestine
Liver
Gallbladder
Pancreas
Cloaca
Crop
Gizzard
Ceca
Rectum
Quick Review
◆ Feeding and digestion maintain homeostasis byproviding the body with a continuing supply ofneeded nutrients.
◆ The digestive systems of vertebrates havespecialized organs that are well adapted fordifferent feeding functions.
Questions
1. Explain why many birds have a crop, in whichmechanical digestion takes place.
2. Why do herbivores, such as cows, have longintestines?
Vertebrate Respiratory Systems B80
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB3.b Compare how structures and function vary between the six kingdoms.
1. Gas exchange surfaces are constantly in contact with fresh, oxygenated air.2. Alveoli greatly increase the surface area of the lungs. Mammals need a lot of oxygen due to their endothermic metabolisms.
Lung
Nostrils, mouth, and throatTrachea
Air sac
Salamander Lizard Primate Pigeon
Quick Review
◆ Aquatic vertebrates primarily use gills forrespiration; terrestrial vertebrates primarily uselungs.
◆ Some chordates use accessory organs forrespiration, such as air sacs or the skin.
Questions
1. Air flows in only one direction through a bird’srespiratory organs. What is the advantage to thiskind of system?
2. Mammalian lungs are full of alveoli that greatlyincrease the lung’s surface area. What is theadvantage to having more surface area in therespiratory organs?
Vertebrate Circulatory Systems B81
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB3.b Compare how structures and function vary between the six kingdoms.
Quick Review◆ Circulatory systems maintain homeostasis by
transporting materials throughout animals’ bodies.
◆ Fishes have a single-loop circulatory system, whilevertebrates with lungs have a double-loop system.Only crocodilians, birds, and mammals have a “double-pump” heart.
Questions1. Where does the blood in a single-loop system pick
up oxygen?
2. Why is it important that oxygenated andunoxygenated blood do not mix in mammals andbirds?
Double-Loop Circulatory SystemSingle-Loop Circulatory System
MOST REPTILESFISHES CROCODILIANS, BIRDS, MAMMALS
Heart
Heart Heart
1. In the gills2. Endothermic birds and mammals have a higher metabolic rate and need more oxygen for cellular respiration.3. Live-bearing
Vertebrate Nervous Systems B82
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
SB3.b Compare how structures and function vary between the six kingdoms.
1. The cerebrum 2. Birds and mammals because they have the largest cerebellums.
Cerebellum
Optic lobe
Cerebrum
Olfactory bulb
Medulla oblongata
Spinal cord
Bony Fish Amphibian Reptile Bird Mammal
Quick Review
◆ Nonvertebrate chordates have a relatively simplenervous system with a mass of nerve cells that forma brain.
◆ Vertebrates have a much more complex brain withdistinct regions, each with a different function. Forexample, the cerebellum coordinates movementand controls balance.
Questions
1. Which part of the vertebrate brain houses the“thinking” region?
2. Which animals shown here probably have the bestsenses of movement and balance? Why?
Learn
ed a
nd
In
nate
Beh
avi
ors
SB4.
f Rel
ate
anim
al a
dap
tatio
ns, i
nclu
ding
beh
avio
rs, t
o th
e ab
ility
to
surv
ive
stre
ssfu
len
viro
nmen
tal c
ondi
tions
.
B83
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
Qu
ick
Rev
iew
◆B
ehav
ior
is t
he
way
an
org
anis
m r
eact
s to
chan
ges
in i
ts i
nte
rnal
con
dit
ion
s or
ext
ern
alen
viro
nm
ent.
◆S
ome
beh
avio
rs a
re i
nn
ate,
wh
ich
mea
ns
the
anim
al r
esp
ond
s in
a c
erta
in w
ay f
rom
th
e ve
ryfi
rst
tim
e it
is
exp
osed
to
the
stim
ulu
s.
◆S
ome
beh
avio
rs d
evel
op o
ver
tim
e th
rou
ghle
arn
ing.
Qu
esti
on
s1.
Wh
at i
s a
sin
gle,
sp
ecif
ic r
eact
ion
to
a st
imu
lus?
2.W
hat
is
anot
her
nam
e fo
r an
in
nat
e b
ehav
ior?
3.T
hro
ugh
wh
at t
ype
of l
earn
ing
did
Pav
lov
trai
nth
e d
og t
o sa
liva
te u
pon
hea
rin
g th
e b
ell?
1.
A r
esp
onse
2.
In
stin
ct
3.
Cla
ssic
al c
ondi
tioni
ng
Whe
n a
dog
sees
or
smel
ls fo
od, i
t pro
duce
ssa
liva.
Foo
d is
the
stim
ulus
and
the
dog'
s re
spon
se is
sal
ivat
ion.
Dog
s do
not
usu
ally
sa
livat
e in
res
pons
e to
non
food
stim
uli.
By
ringi
ng a
bel
l eve
ry ti
me
he fe
d th
e do
g,P
avlo
v tr
aine
d th
e do
g to
ass
ocia
te th
e si
ght
and
smel
l of f
ood
with
the
ringi
ng b
ell.
Whe
n P
avlo
v ra
ng a
bel
l in
the
abse
nce
of fo
od,
the
dog
still
sal
ivat
ed. T
he d
og w
as c
ondi
tione
dto
sal
ivat
e in
res
pons
e to
a s
timul
us th
at it
did
not n
orm
ally
ass
ocia
te w
ith fo
od.
Du
rin
g C
on
dit
ion
ing
2
Bef
ore
Co
nd
itio
nin
g1
Aft
er C
on
dit
ion
ing
3
Evolution of Behavior B84
©P
ears
on E
duca
tion,
Inc
., P
ublis
hing
as
Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
IPLS
SB4.f Relate animal adaptations, including behaviors, to the ability to survive stressfulenvironmental conditions.
SB5.d Relate natural selection to changes in organisms.
1. By keeping close to their mother, they are more likely to get food and avoid predators.2. Natural selection will favor swans that show this behavior. Therefore, more swans that show this behavior will survive to reproduce
and pass the genes that influence this behavior to their offspring.
Quick Review
◆ Many behaviors are influenced by genes and can beinherited by an organism’s offspring.
◆ Behaviors, like physical characteristics, may evolveunder the influence of natural selection.
Questions
1. How could the behavior shown above help youngswans survive?
2. How could natural selection act on the behaviorshown here?
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