Answer Keys - Amazon Simple Storage Service · CALVERT EDUCATION 08COREAKG 177 Answer Keys Lessons...

Answer Keysfor Calvert Math

Lessons 1–40

08COREAKG0610-0615

Answer Keysfor Calvert Core Daily Work

Lessons 121–140

CONTENTS

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

History & Geography Workbook . . . . . . . . . . . . . . . . . . . . . . . 183

Science Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Science Manual Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Please Note: Our History course does not reference questions in the History textbook, America: History of Our Nation. If you chose to use these as an additional resource, you can find the answers to the questions in the Learning Guide portal on My Calvert.

C A LV E R T E D U C AT I O N

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Answer KeysLessons 121–140 Reading

LESSON 121

“De Boll Weevil”Discussion Questions 1 The boll weevil migrated from Mexico to Texas because it was looking for a new home. 2 When the speaker sees the insect for the second time, the insect has brought his whole family with him. They are all looking for a new home. 3 The boll weevil tells his wife that, even as far away as Mississippi, there is a lot of cotton to eat. 4 The boll weevil would like to be partners with the lightning bug so that he could have a light by which to eat cotton all night. 5 The farmer puts the boll weevil in sand, on ice, and in paris green trying to exterminate it. 6 Instead of dying, the insect responds to the farmer’s actions by making its home in each of three places. 7 By ruining the cotton crop, the boll weevil has a devastating effect on the farmer’s life. At first, the farmer cannot afford to buy gas for his car, to support the preacher, or to provide extra clothes for his wife. Eventually the farmer loses his home and cannot even afford to buy food to eat. 8 The merchant’s life has been negatively impacted by the boll weevil, too, but not as drastically as the farmer’s life has. The merchant needs to look after himself, his family, and his business; therefore, he does not offer the farmer credit to buy food. 9 Whether sincerely or ironically, the boll weevil says that he wishes the farmer well. The farmer still wants to kill the insect and resents that he has lost his thome. This is an antagonistic relationship.

LESSON 122

Miss Jane PittmanDiscussion Questions 1 In the Introduction the speaker is a male

history teacher. 2 The time setting is the summer of 1962; the place setting is on a plantation in the South. 3 When Miss Jane is too tired or forgetful to tell her story, other people who are visiting her tell the story, such as Pap. 4 Mary Hodges’s explanation for why Miss Jane’s story seems to be disconnected in some parts is that people cannot successfully negotiate from beginning to end all the situations that they encounter in life. In addition, some situations have no resolution. “Well, you don’t tie up all the loose ends all the time.” 5 The speaker in Soldiers is Miss Jane Pittman, whose slave name is Ticey. 6 The time setting is during the Civil War; the place setting is on a plantation in the South. Later we find out that it is Mr. Bryant’s plantation. 7 Ticey uses the word sable to describe something a general has that is long and almost drags on the ground. She is probably mispronouncing the word saber. A saber is a type of sword. 8 The Northern and Southern armies that stop to rest at the plantation act in a similar fashion. The officers ride up in the yard. The troops plop down on the side of the road; they are tired, hungry, and thirsty. 9 Readers realize that Ticey has had a hard life. Although she is just a child of 10 or 11, she has to obey her owners or face a beating. Sometimes she is beaten for falling asleep when she should be minding the owners’ children. She is worked so hard that when one of the soldiers asks her what she will do when she is set free, she says that she will sleep. In addition, when Ticey does not answer her mistress right away and then tells her about her new name, she is held down and beaten with a whip until she bleeds. Then she is demoted from house slave to field slave. Field slaves had the worst

jobs on a plantation, usually working from sunrise to sunset. 10 Corporal Brown talks to Ticey as if she is a person who can think and feel rather than an animal. He gives her a new name: Jane Brown. This pleases Ticey, who grins and thinks that it is the prettiest name she has ever heard. Corporal Brown promises her freedom and says that if he finds out that she has been beaten again, he will return and burn down the house. As she watches the Northern troops leave, Ticey feels so good that she does not even hear her mistress calling her.

LESSON 123

The Emancipation ProclamationDiscussion Questions 1 F 2 T 3 T 4 F 5 T 6 F

LESSON 124

Miss Jane PittmanDiscussion Questions 1 The slaves’ first reaction to hearing that they are free is to stand in silence and stare at their former owner. 2 Their second reaction is to celebrate through singing, dancing, and clapping. 3 The other slaves do not think highly of Jane. The driver has no patience with her, tells her to shut up, and reminds her about all the trouble she has been to him in the field. He finally punches her in the mouth when she sasses him. Unc Isom, the old man who acts as an advisor to his fellow slaves, thinks that Jane does not have common sense. 4 Jane wants to travel to Ohio so that she can visit with Corporal Brown, the man who gave her the new name. 5 All that Jane knows about her father is that he lived on another plantation. Her mother was killed when Jane was

Reading answeR Key Lessons 121–140


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younger. 6 Newly freed slaves do not know what to do with their freedom because they never thought they would be free. To them life is an endless routine of work, exhaustion, and fear. Also, they are uneducated, so they do not even understand the world outside of the plantation or the choices they have. Jane says, “We didn’t know a thing.”

LESSON 125

Miss Jane PittmanDiscussion Questions 1 Big Laura makes a good leader because she is decisive, action-oriented, demands respect, and takes care of herself. 2 The group wants to travel at night for safety. Unc Isom warned them that the patrollers who used to return them to their owners would now kill them. 3 Jane demonstrates self-respect, determination, and gratitude. She argues and fights to be the sole possessor of her name. Even though she is only 11 or 12 years old, Jane can keep up with Big Laura on the long walks. Remembering that Big Laura had saved her from the “half-wit,” Jane offers to stay up with the children so their mother can sleep.

LESSON 126

Miss Jane PittmanDiscussion Questions 1 “Poor white trash” and some Confederate soldiers make up the band of patrollers. They want to kill the newly freed slaves because the patrollers are blaming them for the hardships of the war. Also, they think that the black race is not human but more animal-like. 2 Jane demonstrates her sensitivity to others by feeling responsible for Ned, feeling bad for the murdered “half-wit,” putting the baby back into Big Laura’s arms, shielding Ned from the sight of his dead mother, putting Ned in charge of carrying the two rocks, and swatting mosquitoes away from him when he falls asleep. 3 Even though Jane appeared to have no

common sense at the beginning of the chapter, she shows that she really does have good judgment by hiding in the bush when she wants to run, realizing that she cannot help the dying members of her group, collecting food and clothing, and remembering how to light a fire. 4 Answers will vary, and may include that Jane is grateful to be alive and unharmed. 5 Misses and her freed slaves are heading South to return to their plantation, which they had left 5 years earlier. 6 Nicodemus is loyal to his mistress because she has treated him well. She says she never beats her slaves. In addition, Nicodemus may realize that he does not know how to survive in complete freedom, so he has chosen to stay with his former owner.

LESSON 128

Miss Jane PittmanDiscussion Questions 1 Jane has never heard of or seen a ferry. She thinks it looks like a big house floating down the river. She realizes that she is more afraid of the ferry than walking through a swamp at night, and she feels like her legs are going to buckle. When on board, Jane feels frightened, strange, and giddy. The experience seems as if it is a dream. 2 At first, Jane wants to leave the orphanage because she does not like taking a bath. Then, the next morning, she realizes that she will have to go to school. 3 Because of the seriousness of Jane’s situation, some readers miss the humor in the story. One example is the scene in the orphanage. Here the humor is based on irony. Readers would expect Jane to leave a dangerous situation; yet, the only danger she encounters at the orphanage is a bath and the opportunity for an education! 4 The poor, skinny woman in overalls verbally abuses Jane and Ned because she blames the slaves for the horrors of the war and her own impoverished condition. She is also racist. 5 Jane and the hunter argue because each

thinks she/he is right. For example, the hunter thinks it is best for Jane to go back from where she came, but Jane thinks it is best for her to travel to Ohio. Likewise, Jane finds fault with the hunter’s plans for himself, and she does not hesitate to express her opinion. They are both strong-willed and verbally expressive.

LESSON 129

Miss Jane PittmanDiscussion Questions 1 The old man who lives in the one-room cabin tries to talk Jane out of going to Ohio because he is sympathetic to her situation. He understands that she has just been given her freedom, that she is just a girl, and that she has no idea what life is like outside of plantation life. 2 Answers will vary. 3 The redneck in the Redneck and Scalawag chapter is Job’s wife. Not only is she rude and stingy to the two children, but also she berates her husband in front of them. In fact, Jane can hear the wife’s voice abusing Job far into the night. 4 The scalawag might be Mr. Bone, who is cooperating with the government by paying ex-slaves for their work. Lucky for Jane, he does not seem to be a dishonest person. When he realizes that Jane can work as well as the grown women, he keeps his word and raises her monthly pay from $6.00 to $10.00.

LESSON 131

Miss Jane PittmanApplication The contents of the informal paragraph will vary.

LESSON 132

Miss Jane PittmanDiscussion Questions 1 The phrase “a f licker of light” refers to a slight improvement in the lives of freed slaves. Specifically, on the Bone plantation, this is shown in the positive effect the teacher has on both



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the children and adults. 2 The secret organizations, like the Ku Klux Klan, the White Brotherhood, and the Camellias of Louisiana, cause the riot during the political rally in Alexandria. 3 Jane feels safe on the Bone plantation because Mr. Bone is an important member of the Republican Party and he has soldiers guarding the property. 4 The first exodus Jane describes occurs when slaves run away from their masters. They are pursued because, as possessions, they are worth money to the owners. The second exodus happens when free blacks leave their jobs after the Yankees and the Freedmen’s Bureau abandon the South. The “flicker of light” is over. For the most part, blacks are treated just as badly as they were when they were slaves. The plantation owners do not mind the free blacks leaving until they realize that the “good” ones are leaving, too. The secret organizations try to force them to stay. 5 Ned’s job on the committee is to direct freed blacks to New Orleans, and to tell them how to travel, where they can stay, and who will help them. This gets him in trouble because the white landowners want the freed blacks to stay and work the land. 6 Name-changing occurs at the beginning of the story and during Reconstruction. In the first instance newly freed slaves want to choose first and last names for themselves because they usually received one-word names from their owners. In Ned Leaves Home, blacks want to associate themselves with their heroes: people like Frederick Douglass, Booker T. Washington, John Brown, Nat Turner, and General William T. Sherman. 7 When Jane is visited by men wearing sheets, she realizes that they belong to one of the secret organizations. Usually working at night, members wear sheets or robes and hoods to hide their identity as they terrorize, torture, and kill blacks or their white sympathizers. The secret organizations believe in the superiority of the white race. 8 Jane stays on the plantation when

Ned leaves because she is tired of wandering and hiding. She would rather live the life she knows rather than a life in the North she does not know. She has not forgotten the hardships involved in trying to get to Ohio but never getting out of Louisiana. In addition, Col. Dye has informed the residents that the Northerners no longer care about their plight.

LESSON 133

Miss Jane PittmanInstruction Contents of list will vary. Application Jane’s character traits could include a willingness to consider what is best for her; prudence, persistence, and diligence.

LESSON 134

Miss Jane PittmanDiscussion Questions 1 Jane’s involvement with Joe Pittman frees Ned to pursue his education. Ned feels responsible for his “mother,” and he can more completely follow his dreams now that Joe is in Jane’s life. 2 Ned’s first letter describes how different and good life is in Kansas. Whites are helping blacks with food, clothes, and money. Donations are even sent from overseas. Ned encloses money for Jane and continues to do so in all of his letters. 3 Ned’s second letter states that so many blacks are traveling to Kansas that the Kansas communities can no longer support them. Although there are no jobs available, blacks continue to arrive in such numbers that they are no longer welcome. There are riots, and whites are driving the blacks out with sticks and guns. 4 Joe needs to borrow $150.00 to pay back Col. Dye. Although he had never mentioned it before, Col. Dye had supposedly paid the Ku Klux Klan money so that they would not persecute Joe. Now that Joe wants to leave the plantation, Col. Dye demands that Joe pay him back. Joe borrows the money from his new

employer, Mr. Clyde. 5 The Pittmans have to sell most of their belongings to pay back the interest that had supposedly accumulated on the $150.00. Once Joe pays Col. Dye the $150.00, Col. Dye demands that Joe then pay him the interest that would have accrued if Dye had had that money in the bank. 6 Molly is rude to Jane because she does not want any other servants working in the house. Even though Molly has worked for the family for years and is a beloved member of the household, she is afraid that any other employees will take her place. The family cares so much about Molly that they want to hire an additional servant to help her with the chores and make her life easier. 7 Answers will vary. Perhaps Gaines includes Molly’s story to deepen his portrait of black people. Early in the novel, one of the white patrollers says about the freed slaves, “They ain’t human. Gorilla, I say.” To counterbalance that bigoted view, readers can observe the love between black Molly and white Miss Clare. In addition, although Molly is in her sixties, she is so strong that she can throw Jane out of the kitchen. Yet, in spite of her experience and strength, she is afraid to share her good position with others. She may even be afraid of freedom. Readers can also observe Jane’s fully developed character. Jane is sympathetic toward Molly. She tries to quit her job so that Molly can return. When Molly finally dies, Jane says, “I’ll always regret, me and Molly never got to be friends. Maybe in the Beyond we will meet again and I’ll have a chance to tell her I never meant any harm.”

LESSON 135

Miss Jane PittmanDiscussion Questions 1 To earn a living, Joe breaks horses, a phrase which means to tame wild horses. He is so good at this that others call him Chief. 2 All of the examples of foreshadowing from A Dollar for Two



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(even Jane’s dreams) hint that Joe is going to die breaking horses. Examples include: Jane’s feeling of dread that something bad will happen to Joe, seeing the stallion of her dreams in the corral, and the fearless way the horse acts. 3 Madame Gautier believes that men feel compelled to prove themselves in the physical world because they do not realize that what they are seeking is already inside of them. Men prove themselves by taking risks such as breaking wild horses for a living. 4 Answers will vary and discussion may turn to the difference between literal interpretation and symbolic meaning. 5 Jane is not upset when Felton Burkes abandons her because she is certain that no man will mean as much to her as Joe Pittman did. Also, Jane’s world is enriched by the arrival of Ned and his family.

LESSON 136

Miss Jane PittmanInstruction Contents of list will vary. Discussion Questions 1–4 All answers are based on the reader’s opinion and should be supported with evidence from the novel.

LESSON 137

Miss Jane PittmanDiscussion Questions 1 Jane recognizes Ned by the feelings in her heart. “I knowed it was him because I felt it was him.” Physically he does not look like the skinny young man she remembered; Ned has filled out with broad shoulders and a thick neck. 2 According to Ned, Douglass believes that all races should work together while Washington believes that black people should work together to improve themselves before mixing with white society. 3 Albert Cluveau exhibits generosity when he chops more wood for Jane than she needs and when he runs errands for her. He demonstrates his

companionableness by fishing with Jane and sitting at the back door as she cooks dinner. Cluveau shows his ruthlessness by recounting how many men he has killed as if he were talking about something inconsequential. He is also able to kill Ned, not understanding the impact it would have on Jane. Readers see a frightened Cluveau when he tells Jane he will be killing Ned and when he refuses to let Jane talk to him after doing so. He is also terrified when he gets sick because Jane told him he will be screaming when the Chariot of Hell comes for him. 4 Answers may vary but might include the idea that Gaines choose to begin The Sermon at the River with the clause to heighten suspense and provide contrast to the life-giving sermon. 5 Ned supports the idea that “this earth is yours” by reminding his listeners that they and their ancestors made a wilderness a farming region through the sacrifice of their sweat and blood. Now the dust of their bones is fertilizing the earth. 6 People do not own the earth because they spend such a short time here. When they die, they return to and nourish the earth. 7 Ned does not blame all white people for his hardships in life because some white people have actually helped him. He knows that a whole race should not be condemned because of a group of its members. 8 White people are not entirely to blame for slavery in America because some Africans sold other Africans to the white men. 9 In the history of America, the red race was here first and roamed the whole continent. The black slaves were brought in to cultivate the land. Finally, the white man contributed tools and guns. 10 Some characteristics of black Americans are: caring and struggling for what is important and hoping for a better life. 11 Ned agrees with Booker T. Washington that black people need to learn a trade, but Ned also thinks that they need to become lawyers, ministers, and authors. He does not

want black people to be working with their hands while white people make all the laws. 12 Ned disagrees with Booker T. Washington’s belief that black people should support one another until they are ready to equally mix into white society. Although this appears to be a safe option for blacks, Ned points out that thousands of men have been lynched since the Emancipation Proclamation just because they had black skin. He points out that, if he has to die, he would rather die as a fighting man rather than as a contented slave.Answers will vary but may include the idea that the passage demonstrates Jane is many years removed from the action. She digresses from telling the main story. The passage also shows the wisdom that can come from experience.

LESSON 138

Miss Jane PittmanDiscussion Questions 1 Jane would be particularly alarmed after dreaming about Ned’s death because she dreamed that Joe Pittman died and her dream came true. 2 Ned’s death is symbolic of the way he lived his life. He faced the injustice in society by working to educate poor blacks. Similarly, he faces Albert Cluveau and his gun, refusing to crawl and beg for mercy after Cluveau shoots him in the knee. Ned stands up and faces his death. 3 Although the white sheriff knows that Cluveau killed Ned, he dismisses Bam’s and Alcee’s story and accuses the black witnesses of drinking and hallucinating. He even suggests that they themselves might have killed Ned. No matter what Cluveau has done, the white sheriff will defend him over blacks. The sheriff also tries to intimidate the two young men by asking them if they are accusing Cluveau of being a liar. If they are, the implication is that Cluveau will hunt down and kill Bam and Alcee. 4 The Chariot of Hell is a metaphor for damnation. It seems to



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be the vehicle that transports dead people to hell. 5 People think that Jane put a spell on Albert Cluveau because he killed her son Ned. Also, Cluveau acts as if he were under a spell by refusing to sleep in his own bed. He can hear the chariot and is terrified of being taken to hell. On the weekend that he dies, he screams so loudly that neighbors can hear him. When he is about to die, he gets out of bed and falls to the floor, begging his daughter to stop the horses that are pulling the chariot. 6 Jane is able to feel sorry for Cluveau because time has dulled her feelings towards him. Cluveau dies 10 years after he killed Ned. Also, although Jane says she has not gotten religion yet, she is a good person. She feels sorry for Adeline, who has to take care of her father, and she feels sorry for Cluveau who is mentally torturing himself.

LESSON 139

Miss Jane PittmanInstruction Vivian’s move to Kansas affects Jane. Although not a blood relative, Vivian is related to Jane by marriage. After Vivian’s relocation, Jane will have no relatives in her daily life. Also, Ned and Vivian have three children. Jane will miss the joy and comfort of contact with her grandchildren. Application Although Adeline is the daughter of the man who killed Ned, Jane treats her with neighborly kindness. She listens to Adeline’s troubles and shares a snack with her. Older and more experienced, Jane reminds Adeline that she, too, has suffered. Some of the marks that Jane has on her soul are her mother’s death, the massacre, the destruction of the countryside (from the war), Molly’s retirement and death, and Joe’s and Ned’s deaths.


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Answer KeysLessons 121–140 Reading

ActivitiesACTIVITY 21

America During the Civil War(Reading Lesson 123)

ACTIVITY 22

Realistic Characters(Reading Lesson 127)Answers will vary. For example, a positive trait for Master Bryant is his slight demonstration of compassion. He allows the freed slaves who were leaving the plantation to take potatoes and apples. A negative trait is brutality. He helps his wife to whip Jane.

ACTIVITY 23

Jane’s Epic Journey(Reading Lesson 130) Answers will vary. For example, in the Trojan War section, the Civil War could be compared to the Trojan War. The Trojans, fighting from within the city walls of Troy, were defending a beautiful woman. Likewise, most of the Civil War was fought in the South, the home of the people who were defending their honor and their “beautiful” way of life.

ALABAMAARIZONA

ARKANSAS

CALIFORNIACOLORADO

CONNECTICUT

DELAWARE

FLORIDA

GEORGIA

ILLINOISINDIANA

IOWA

KANSAS

KENTUCKY

LOUISIANA

MAINE

MARYLAND

MASSACHUSETTS

MICHIGAN

MINNESOTA

MISS

ISSIPP

I

MISSOURI

NEBRASKA

NEVADA

NEWHAMPSHIRE

NEW JERSEY

NEW MEXICO

NEW YORK

NORTH CAROLINA

OHIO

INDIAN TERRITORY

OREGON

PENNSYLVANIA

RHODE ISLAND

SOUTHCAROLINA

DAKOTA

TENNESSEE

TEXAS

UTAH

VERMONT

WASHINGTON

WISCONSIN

VIRGINIA

Free

Border

Slave

Free

Border

Slave


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Answer KeysLessons 121–140 History &

Geography Workbook

ACTIVITY 88

Life in the Great Depression(Lessons 121, 123–124)The final essay will vary in content. Use the Rubric for Self-Assessment, p. 763, America to evaluate the final paper.

ACTIVITY 89

The Great Depression(Lesson 122)Answers will vary.

ACTIVITY 90

Western Europe(Lesson 125)

ACTIVITY 91

Powerful Dictators(Lessons 126 and 128)

Benito Mussolini Adolf HitlerJosef Stalin

Birth Date

Country of Birth

Education

Family

Early

Employment

Political Party

Affiliation

Military

Experience

How is he

remembered

today?

12/18/1878 7/29/1883 4/20/1889

Georgia Italy Austria

Gori Church School, Seminary of Tiflis

boarding school through high school

dropped out of school at 16

two wives, three children one wife, five children one wife, married just before death

worked for the Bolsheviks as a bank robber, editor of the official Communist newspaper, worked for the Politburo Central Committee for the Communists

elementary school teacher, newspaper editor, writer

painter of postcards, the military, the Nazi Party as a leader

Communist, General Secretary of the Central Committee of the Communist Party of the Soviet Union

Socialist, Fascist, Premier of Italy, Head of the Italian Social Republic

Fascist, Nazi, Chancellor of Germany from 1933 and Führer (Leader) of Germany

political commissar in the Red Army

very little until the war, commander of the armies as head of the government

WWI: messenger for the regimental headquarters, WWII: head of the German army

introduced 5-Year Plans in 1928 and collective farming, is remembered for repression, use of intelligence and the secret police, responsible for the death of millions

an extreme right-wing oppressive regime that valued nationalism, militarism, racism, and anti-Communism combined with strict censorship and state propaganda, ally of Hitler in WWII

WWII genocide of 11 million people, including 6 million Jews

ACTIVITY 92World War II: The Allies Win(Lesson 127)

1943 1944 1945 1946

EuropeanTheater

PacificTheater

Kas

seri

ne

Pass

(Fe

b.)

Tun

is (

May

)

Inva

sio

n o

f Si

cily

(Ju

ly)

Sale

rno

Bea

ch (

Sep

t.)

Tara

wa

(No

v.)

Bo

ug

ain

ville

(N

ov.

)Em

pre

ss A

ug

ust

a B

ay (

No

v.)

An

zio

(Ja

n.)

D-D

ay (

Jun

e)

St. T

rop

ez (

Au

g.)

Bat

tle

of

the

Bu

lge

(Dec

.)

Kw

ajal

ein

(Ja

n.)

Eniw

eto

k (F

eb.)

Tru

k Is

lan

ds

(Feb

.)

Ho

llan

dia

( A

pr.)

Saip

an, T

inia

n, a

nd

Gu

am

(Ju

ne–

July

)

Phili

pp

ine

Sea

(Ju

ne)

Leyt

e G

ulf

(O

ct.)

Iwo

Jim

a (F

eb.)

Oki

naw

a (M

ar.–

Ap

r.)

Hir

osh

ima

(Au

g.)

ACTIVITY 93The Atomic Bomb(Lesson 129)Paper crane folding will vary, depending on the student’s patience and the size of the paper.

HistoRy & geogRapHy woRKbooK answeR Key Lessons 121–140


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ACTIVITY 94

Eastern Europe and Russia(Lesson 130)

ACTIVITY 95

The United Nations (Lesson 131)A

B Answers may include: The Cold War ended; the Berlin Wall was torn down; the Soviet Union collapsed.

ACTIVITY 96

The Cold War (Lesson 132)

ACTIVITY 97

The Fifties(Lesson 133)

1

6

9

2 3

4

5

8 10 11

12

13

14

15

16

17

18

TAFTHARTLEYACT

ROCKANDROLL

HOWDYDOODY

INCREASEDPRODUCTIVITY

SUBURBS

ELVISPRESLEY

BABYBOOM

C L

I L O V

C H A

I

T A N

O ZF

L U C Y

S

N G

I L H A

T

S E

L V I I N

I I O N

R YC H U C

D S H O

N T E

N N E R C I T

N F L A

K B E

E N D I N N E R S

D A R D O F L I V

L E

GIBIL

7

ACTIVITY 98

The Cuban Missile Crisis(Lesson 134)Answers will vary. Refer to Appendix L: General Rubric for Writing Assignments in History for possible elements of evaluation of the student’s content and writing. The letter should include specific facts about Castro, Cuba, and the Cold War. It should be in letter form.

HistoRy & geogRapHy woRKbooK answeR Key Lessons 121–140


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ACTIVITY 99

Central and East Asia(Lesson 135)

ACTIVITY 100

Civil Rights(Lessons 136, 138–139)The final essay will vary in content. Use the Rubric for Self-Assessment, p. 999, America to evaluate the final narrative. Imagination is important in this writing assignment. The student must not only use real facts and a real person, but create an imaginary setting for the information. Be certain the student has used a chronological organization for the story.


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Answer KeysLessons 121–140 Science

Textbook© Pearson Prentice Hall

Electricity and Magnetism

CHAPTER 4

Section 1 Electronic Signals and Semiconductors

Page 108Target Reading Skill Sample questions and answers: What are analog and digital signals? (Analog signals are currents that are varied smoothly to represent information, while digital signals are pulses of current used to represent information.) What are semiconductor devices?(Semiconductor devices are electronic devices that use semiconductors to vary the current in a circuit.)

Discover ActivityExpected Outcome The student should be able to transmit a message using Morse code. Think It Over Sample answer: The message was transmitted. A message read aloud would be composed of sounds. The light message uses patterns of flashing light to transmit information.

Page 109Figure 1 Sample answer: The bar graph would have 60 bars for each hour instead of 1 bar per hour. Reading Checkpoint The height of the liquid rises and falls smoothly, just like an analog signal varies smoothly.

Page 110Skills Activity Expected Outcome Student’s analogies should rely on the idea that a chip may contain hundreds of thousands of components. Sample analogy: There are more diodes in one

integrated circuit chip than there are pennies in a million dollars. Extend Have student choose the best analogies and make a poster about chips with written analogies and cartoon illustrations.

Page 111Figure 3 Both control current, and both can be used as a switch. Diodes can change an alternating current to a direct current. Transistors can amplify electronic signals.

Page 112Reading Checkpoint A chip is another name for an integrated circuit, which is a thin slice of semiconductor that contains many diodes, transistors, and other electronic components. Reviewing Key Concepts 1 a Analog signals and digital signals b Both represent information. Analog signals use smoothly varying current, while digital signals rely on pulses of current. c The swinging pendulum represents an analog signal. The pendulum moves continuously and smoothly, much like an analog signal. 2 a Semiconductors control the current in electronic devices. b A transistor consists of a layer of either n-type or p-type semiconductor sandwiched between two layers of the other type of semiconductor. c Transistors could amplify the signals that represent sounds and switch the current that produces sounds on and off.

Writing in Science Writing Mode Exposition Scoring Rubric: 4 Exceeds criteria; includes clear and complete directions 3 Meets criteria 2 Meets some criteria; includes confusing directions and/or lacks critical steps 1 Includes inaccurate and/or very incomplete directions

Page 113Technology Lab Design a Battery Sensor Expected Outcome The bulb will light with the current in either direction; the LED will light when there is current in only one direction. The LED is a diode. Analyze and Conclude 1 Sample answer: The LED lights when there is current in one direction but does not light when the current is reversed. 2 The LED is a diode because it lighted only when there was current in one direction. 3 Sample answer: Based on my observations, I placed the LED in the circuit so it lit when the batteries were installed correctly. 4 The device should be designed so that the LED is connected to allow current only when the battery is in correctly. 5 Sample answer: The sensor design could be improved by adding another LED of a different color in a parallel circuit. The LEDs would be in opposite directions in the circuit.

Extend Inquiry Communicate Student’s brochures should include a detailed description of how his sensor works. Other possible uses should also be described.

Section 2 Electronic Communication

Page 114Target Reading Skill Sample answers: An electromagnetic wave is a wave that is made out of electric and magnetic fields that change. The amplitude of a wave is the height of a wave from a line through the center to a crest or a trough. The frequency of a wave is the number of times a wave passes a certain point every second. Amplitude

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modulation (AM) is the process of changing the amplitude of a carrier wave so that it matches the wave of a signal. Frequency modulation (FM) is the process of changing the frequency of a carrier wave so that it matches the amplitude of a signal.

Discover Activity Expected Outcome Student will observe red, green, and blue dots on the screen. Think It Over Sample answer: The three colors are red, green, and blue. These three colors combine to form all the other colors on the screen.

Page 115Figure 6 The dialing mechanism sends a series of pulses, clicks, or tones to a switching network, telling the network where you want the call to go. Reading Checkpoint It transforms sound into an electronic signal.

Page 116Figure 7 The wavy pattern of the groove in a record varies in the same way that the original sound did. Reading Checkpoint Light reflects from the flats but not the pits. The pattern of flashes of light is transformed into a digital signal.

Page 118Math Analyzing Data 1 Frequency in MHz 2 Cordless phone: 40 MHz to 50 MHz; FM radio: approximately 88 MHz to 108 MHz 3 Sample answer: The frequency bands are mostly separate, with very little overlapping. 4 The frequency band for radio controlled cars falls within the band for TV channels 2–6. Therefore, radio controlled cars might interfere with television reception.

Page 119Figure 10 Its amplitude is modulated. Reading Checkpoint The height from the center line of a wave to a crest or trough

Page 120Figure 11 The transmitter amplifies the electronic audio signal and combines it with a carrier wave. Reading Checkpoint An analog signal that represents sound waves

Page 121Figure 12 Satellites receive signals from one part of the planet and transmit them to another almost instantly.Reading Checkpoint Most televisions use cathode-ray tubes, which contain solid fluorescent material that converts beams of electrons into tiny, colored dots of light. Some televisions send video signals to a liquid crystal or a mixture of gases called plasma.

Page 122Reviewing Key Concepts 1 a Transmitter, receiver, and dialing mechanism b The transmitter transforms sound into an electronic signal. The signal travels to the receiving telephone, where a speaker transforms it back into sound c Sound waves cause a metal disk to vibrate, which transform the sound into an electronic signal. 2 a Electromagnetic waves are waves consisting of changing electric and magnetic fields. b Amplitude and frequency c Modulating the carrier wave’s amplitude produces an AM signal. Modulating the carrier wave’s frequency or wavelength produces an FM signal. 3 a Electromagnetic waves carry electronic signals to radios and televisions. b The television separates the audio and video signals from the carrier wave and transforms them into the images and sounds you see and hear.

At-Home Activity What’s a Remote? Student will discover that the receiver will be a small, round “window” on the device. The effective distance of each remote will depend on the type of sensor and the age of the battery. The waves will travel through clear

plastic film but not glass or the student’s hand. The waves will bounce off mirrors and walls.

Section 3 Computers

Page 123Target Reading Skill I. What Is a Computer? A. The Binary System B. Using the Binary System C. Bits and Bytes II. Computer Hardware A. Central Processing Unit (CPU) B. Input and Output Devices C. Internal Memory D. External Memory III. Computer Software A. Two Kinds of Software B. Computer Programming

Discover Activity Expected Outcome Most students will be able to work faster and more accurately with a calculator than by doing the problems by hand. Think It Over Sample answer: Calculators provide a significant increase in accuracy and speed, especially when dealing with problems more complex than addition.

Page 124Skills Activity Expected Outcome Student will realize that the encyclopedias would fit on a single gigabyte chip many times over.Figure 14 101 Reading Checkpoint 0 and 1

Page 126Writing in Science Writing Mode Description Scoring Rubric: 4 Exceeds criteria; includes an well-written, imaginative, and informative article 3 Meets criteria 2 Meets some criteria; includes a somewhat accurate but incomplete description of an early computer and



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its applications 1 Includes an inaccurate and/or incomplete description of an early computer

Page 127Reading Checkpoint Information the computer needs to operate properly

Page 129Reading Checkpoint Computer languages are what computer programmers use to convert input information into instructions that the CPU can understand. Reviewing Key Concepts 1 a A computer is a device that stores, processes, and retrieves information. b Computer information is represented in the binary system. c A switch in the off position represents a 0, and a switch in the on position represents a 1. 1’s and 0’s in the place values of the binary system can store information. 2 a Computer hardware enables the computer to receive, store, and present information. Computer software provides the instructions that tell the computer what to do. b Input devices transmit data to the CPU. Output devices present information from the computer. c Entering—input device; correcting—CPU; saving—memory storage; printing—output device

Writing in Science Writing Mode Persuasion Scoring Rubric: 4 Exceeds criteria; includes an imaginative and persuasive presentation 3 Meets criteria 2 Meets some criteria; includes a somewhat persuasive presentation 1 Includes an unimaginative and/or limited description of an application

Page 130Skills Lab Computer Programming Expected Outcome Most students will have at least one misplaced brick. Rewriting the instruction lines will help the student understand how

instruction lines in computer programs must be precise. Analyze and Conclude 1 Answers will vary. A well-written line is often clear and precise. A poorly written line is wordy and ambiguous. 2 Sample answer: A well-written computer program contains single lines of instruction for each task. The lines of instruction are clear and simple. 3 Computer programmer: Steps 3–5; Computer: Step 7. 4 Steps 9–12 modeled debugging. 5 Sample answer: Wanted: Computer programmer with good language skills willing to write and rewrite understandable instructions.

Extend Inquiry More to Explore Computer languages and test plans will vary. The lines of instruction should be clear and concise. Abbreviations and shortcuts should be used consistently.

Section 4 The Information Superhighway

Page 132Target Reading Skill Sample answers: Detail: Share personal information only on networks that require authorization and use security software to keep out unwanted users. Detail: Use software to detect viruses before they cause damage. Detail: Never give your name, address, or telephone number when using a chat room.

Discover Activity Expected Outcome The student will find several relevant articles in almost every newspaper. These articles may be about new hardware or software, web sites that contain information, or viruses and other computer problems. Think It Over Sample answer: All kinds of information are available through the computer. Computers have become important sources of information science, entertainment, politics, business, health, and many other areas.

Page 133Reading Checkpoint Prior to the development of the World Wide Web, Internet users could only view information in the form of words and numbers. Through the World Wide Web, users can look at images similar to those you might see on television or videos.

Try This Activity Expected Outcome The student will design a variety of home pages that include photos and information.

Page 134Figure 18 Encryption is a mathematical process of coding information so that only the intended user can read it.

Page 135Figure 19 Sample answer: Parts of the music industry might go bankrupt.Reading Checkpoint Personal information, such as financial records, credit card numbers, medical data, and business records Reviewing Key Concepts 1 a A computer network is a group of computers connected by cables or telephone lines. b Sample answer: The Internet is a global computer network. c People in different locations can use computer networks to share information and software. 2 a Sample answer: People might share personal information such as medical data, business records, and credit card information through a computer network. b Sample answer: Use only networks that encrypt information. c Sample answer: Share personal information only on networks that require authorization and use security software. Use computer virus protection software, and update it regularly. When using chat rooms, do not answer offensive messages, do not accept files from strangers, and do not give personal information such as your name, address, and phone number.



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At-Home Activity Conduct an Interview Encourage the student to talk to older adults who grew up before computers were available. He can make a list of everyday applications that now rely on computers and then research how people performed those tasks before computers were common. Have him present his findings to you.

Page 136–137Science and Society When Seeing Isn’t Believing You Decide 1 Sample answer: The main problem created by digital manipulation of photos is that an observer cannot tell whether a photo has been changed or not. News organizations could mislead readers and viewers by publishing fake photos. Manipulated photos might also be used to convict an innocent person in court. 2 Sample answer: An additional argument for photo manipulation is that artists have another way to create artistic images as they interpret reality. An additional argument against photo manipulation is that photos can no longer be taken for granted as historical documentation, since a digital photo may not reflect what really happened. 3 Sample answer: A digitally changed photo may be used for a commercial, as long as it is done in fun or it’s obvious that the photo has been manipulated. A digitally changed photo may never be used in a news story, because using a fake photo would make the news story dishonest and would mislead the public.

Page 139Review and Assessment Organizing Information How Telephones Work a Sound waves transformed into electronic signals b Electronic signals transformed into sound waves Reviewing Key Terms 1 d 2 c 3 a 4 b 5 d 6 diode 7 semiconductors 8 true 9 software 10 true

Writing in Science Writing Mode Sequencing Scoring Rubric: 4 Exceeds criteria; includes a detailed and accurate description of each step in the transmission and reception of television signals 3 Meets criteria 2 Meets some criteria; includes somewhat accurate descriptions 1 Includes inaccurate and/or incomplete descriptions

Page 140Checking Concepts 11 An analog signal involves continuous change. In electronics, this might mean changing the strength of a signal to match changes in the strength of a sound. A digital signal involves pulses of current. Digital information is recorded in a binary system. 12 Diode—device that allows current in one direction only; transistor—device that amplifies a signal or switches current on and off; integrated circuit—device that contains thousands of electronic components on a thin slice of semiconductor 13 Student’s illustrations should show that electromagnetic waves are composed of changing electric and magnetic fields. An electromagnetic wave is produced when a changing electric field generates a changing magnetic field or when a changing magnetic field generates a changing electric field. 14 Sounds are transformed into electronic signals at the radio station. The signals are broadcast as an electromagnetic wave. The signals are transformed back into sounds in the speakers of a radio. 15 The World Wide Web is a system that allows you to display and view files, called pages, on the Internet. Thinking Critically 16 Semiconductors have made electronic components smaller, lighter, and faster. 17 54,000 images 18 Student’s programs should describe each step involved in the activity and list the steps in the sequence in which they should be performed. He may revise his

descriptions to break down more complex steps into simpler steps. 19 Computer programs are protected by copyright laws, just as books or other intellectual products are. This allows the author of the program to profit from his or her work. 20 The device is a transistor, because it has three layers of semiconductors. Applying Skills 21 Student’s sketches should show an electromagnetic wave with an amplitude pattern that matches the shape of the wave in A. 22 B might be a carrier electromagnetic wave because its frequency and amplitude do not vary. A carrier wave’s amplitude and frequency can be modulated to carry an electronic signal. 23 C represents an AM wave, because the amplitude of the wave is modulated. D represents an FM wave, because the frequency has been modulated. 24 It could not be, because the amplitude pattern in C does not match the signal in A.

Page 141Standardized Test Prep 1 B 2 J 3 B 4 H 5 C 6 An integrated circuit is a thin slice of semiconductor that contains many diodes, transistors, and other electronic components. The high-speed signals of integrated circuits make possible devices from video games to spacecraft. The small size of integrated circuits has allowed the size of electronic devices such as computers to be greatly reduced.

Environmental Science Careers in Science

Page 3 Writing in Science Scoring Rubric: 4 Includes a thorough description of methods used to get into the canopy as well as an original idea for getting into the canopy. 3 Includes a description of methods used to get into the canopy as well as an original idea for getting



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into the canopy. 2 Includes a description of methods used to get into the canopy but does not include an original idea for getting into the canopy. 1 Includes a description of some of the methods used to get into the canopy but does not include an original idea for getting into the canopy.

CHAPTER 1

Section 1 Living Things and the Environment

Page 6 Target Reading Skill Possible answers: Main Idea: An organism obtains food, water, shelter, and other things it needs from its environment. Detail: Each organism must live in a specific type of environment, called its habitat. Detail: Organisms live in different habitats because they have different requirements for survival. Detail: One area may contain many habitats.

Discover Activity Expected Outcome The specific living things shown will vary. The student should identify water, soil, sunlight, and air among the nonliving things. Think it Over The student should indicate that living things needs water and air and that plants also need sunlight.

Page 7 Reading Checkpoint Different kinds of organisms have different requirements. Their habitats must meet the requirements. Reading Checkpoint The student may name another living organism such as a person, tree, dog, bird, grass, flower.

Page 8 Figure 2 Answers might include: oxygen, water, temperature, sunlight. Reading Checkpoint Biotic factors are living; abiotic factors are nonliving.

Page 9 Try This Activity Expected Outcome Beaker A, no eggs hatch; beaker B, eggs hatch well; beaker C, less well; beaker D, little or no hatching.

Page 10 Reading Checkpoint Ecology is the study of how living things interact with each other and with their environment. Reviewing Key Concepts 1 a A habitat provides food, water, shelter, and other things an organism needs to grow and reproduce. b The organism might die. 2 a Biotic factors are the living parts of a habitat that an organism interacts with; abiotic factors are the nonliving parts. b Biotic—grass, birds, snake, badger, bison, prairie dogs; abiotic—soil, air, temperature, sunlight c All organisms need water to carry on life processes. Plants and algae need sunlight to make food in photosynthesis. Other organisms depend directly or indirectly on the plants and algae for food. 3 a Organism, population, community, ecosystem b A community because a community consists of different populations living together c Sample answer: If a population that is a food source for another population decreases, then the second population may decrease due to starvation.

Writing in Science Writing Mode Description Scoring Rubric: 4 Includes detailed descriptions of what the student needs, how the student will get it, and how another habitat would not meet the student’s needs 3 Includes incomplete descriptions of all three

factors 2 Includes only two of the three factors 1 Includes only one of the factors

Page 12 Skills Lab A World in a Bottle Expected Outcome The plants will grow and thrive as long as not too little and not too much water is provided, and plants receive sunlight. Plants may outgrow the container and become root bound. Plants may start to decline if they become too crowded, or if nutrients in the soil decline. Analyze and Conclude 1 Biotic factors: plants, any microscopic organisms in the soil; abiotic factors: gravel, soil, charcoal, water, air, light 2 Yes, light, an abiotic factor 3 Diagrams should show plants taking in carbon dioxide, water, and sunlight and giving off oxygen gas and water. 4 Sample answer: The insect probably would not survive because it would eat the plants faster than they could grow. 5 Paragraphs should explain that the model shows how biotic and abiotic factors interact within an ecosystem. The model is closed, not as complex, contains fewer organisms than an ecosystem.

Extend Inquiry Design an Experiment The student should include both plants and animals in his ecosystem. Make sure the student lets the water stand uncovered for a few days before adding it to the ecosystem to get rid of dissolved chemicals in the water. Water temperature should be maintained around 23°C.

Section 2 Studying Populations

Page 13 Target Reading Skill Possible student questions and answers are these: How do you determine population size? (Some methods of determining population size are direct observation,



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indirect observation, sampling, and mark-and-recapture studies.) What causes populations to change in size? (Some factors include birth, death, immigration, and emigration.) What are limiting factors? (These are factors that can limit population growth if they are unfavorable for the organisms in the population. Food and water, space, and weather conditions can be limiting factors.)

Discover Activity Expected Outcome Possible methods: (1) Fill the small beaker with beans, count the beans, estimate how many small beakers would fit into the large jar, multiply the bean count by that number. (2) Put a 1-cm layer of beans in the second large jar, count the beans, measure the height of the jar, multiply the height by the number of beans in one layer. Think it Over Definitions should focus on the idea of making an informed or educated guess.

Page 15 Reading Checkpoint Scientists might use indirect observation when a population is small or difficult to find.

Skills Activity Expected Outcome The total population is 100,000 oysters (100 m × 50 m = 5,000 m2 × 20 oysters per m2).

Page 16 Math Skills 1 5 > -6 2 0.4 < 3/5; 2/5 < 3/5; 0.4 < 0.6 3 -2 – (-8) > 7 – 1.5; 6 > 5.5

Figure 7 Fourth year of the study; about 850

Page 18 Figure 8 2.5 flamingos/m2 Reading Checkpoint Population density is the number of individuals in a specific area

Page 19 Try This Activity Expected Outcome Smaller groups will probably finish their puzzles before groups of six. Crowding in groups of six made the task more difficult.

Page 20 Figure 11 Temperature, amount of rainfall (too much or too little), storms, floods Reading Checkpoint Possible answers: A cold snap in late spring, a hurricane, a flood Reviewing Key Concepts 1 a direct observation, indirect observation, sampling, mark and recapture b Sampling; there would be too many mushrooms over too large an area to count them individually. 2 a Join—birth, immigration; leave—death, emigration b 500 mice c Some mice may have immigrated into the population. 3 a Food and water, space, weather b Any of the following: A population cannot grow beyond the number that can be supported by the amount of food and water available; if organisms do not have enough space, some will not be able to reproduce or survive; severe weather conditions can kill members of a population. c Sample answer: A severely cold winter could kill large numbers of pigeons and reduce the population. Math Practice 4 If population size > carrying capacity, then population size will decrease. The carrying capacity is the largest population an area can support. If there are more individuals than an area can support, then they won’t survive and the population will decrease.

Page 21 Counting Turtles Expected Outcome The number of marked turtles recaptured will vary. Therefore, the student’s estimates of the total population of Year 4 also will vary.

Analyze and Conclude 1 The estimated totals for Years 1–3 are 60, 48, and 40. Total number captured for Year 4 is 10. If 0 are recaptured, the total population cannot be determined. If 1 is recaptured, the estimated total is 150; if 2, 75; if 3, 50; if 4, 38; if 5, 30; if 6, 25; if 7, 21; if 8, 19; if 9, 17; if 10, 15. 2 Year 4 will vary. 3 The turtle population declined steadily from Year 1 to Year 3. Possible causes include limited food, overcrowding, weather conditions, disease, predation, and use of chemicals in the pond. 4 The student will probably predict a continuing decline in the population. 5 Sample answer: Mark and recapture is useful because it allows scientists to study a population over time. It is most useful when a population is fairly large, concentrated in one area, and can’t be observed directly or indirectly. More to Explore The estimated total population would increase to 88.

Page 22 Science and Society Animal Overpopulation: How Can People Help?You Decide 1 Possible response: Overpopulation results in starvation for many animals; others may grow up unhealthy. In search of limited food, the deer may destroy crops and landscape plants in areas where human live, which can affect other organisms dependent on those plants. Increased numbers of deer also can cause more automobile accidents. 2 Direct actions—hunting: inexpensive but many people object to this method and it is impractical in suburban areas where deer are most troublesome; trapping and relocating: animals are not killed but the method is expensive and requires finding another location to accept the deer, which can upset the existing balance in the new location; using chemicals to reduce birth rates: the chemicals are only effective for one year at a



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time. Indirect action—bringing in natural enemies: predators could attack other animals in the area; building fences: impractical for large areas. Do nothing—some deer will die but eventually the population will reduce to within the carrying capacity. 3 Encourage the student to provide reasons for his plans.

Section 3 Interaction Among Living Things

Page 24 Target Reading Skill What You Know Possible answers: 1 Organisms interact in different ways. What You Learned 1 Organisms are adapted to their environments. 2 Organisms have niches, which are their roles in their habitats. 3 Organisms compete for resources. Some organisms eat others, and this affects the size of populations. 4 Some organisms live together in symbiotic relationships, of which there is mutualism (both benefit), commensalism (one benefits, the other is not helped or harmed), and parasitism (one benefits, the other is harmed).

Discover Activity Expected Outcome Butterflies whose colors and patterns closely match their background will be most difficult to see. Think it Over Butterflies that blend well with their surroundings will escape predators and survive to reproduce, thus increasing the population.

Page 25 Figure 12 Possible answer: Owl nesting in cactus; woodpecker eating insects

Page 26 Figure 13 Each species feeds at a different location on the tree. Reading Checkpoint If two species occupy the same niche, they will compete directly against each other and one species will eventually die off.

Page 27 Math Analyzing Data 1 Year; numbers of wolves and moose 2 The moose population increased and then decreased; the wolf population increased. 3 As the moose population increased, more food was available to the wolf population and it increased. 4 The wolf population increased. 5 Disease would cause a decrease in the wolf population, so fewer moose would be eaten and the population could increase.

Page 28 Figure 15 The bat’s ears pick up echoes, which the bat uses to locate prey. The bat is quick, and it has teeth. Reading Checkpoint Possible answers: Some can run fast; some produce poisons to paralyze or kill prey, some can see at night, some produce sound waves and interpret echoes.

Page 30 Skills Activity Expected Outcome Remora/shark—commensalism; the remora benefits. Vampire bat/horses—parasitism; the bat benefits, and the horses are harmed. Bacteria/cows—mutualism; the bacteria receive food and a place to live, and the bacteria help the cows digest their food.

Page 31 Figure 18 The tick is the parasite; the person is the host. Reading Checkpoint If a parasite kills its host, the parasite will no longer have a source of food. Reviewing Key Concepts 1 a Adaptations are the behaviors and physical characteristics that allow organisms to live successfully in their environments. b The sharp fangs enable the snake to bite into its prey. c Snakes with sharper fangs could capture more prey and thus be able to survive and reproduce. They pass this

trait, sharp fangs, on to their offspring. 2 a Competition, predation, and symbiosis b Possible answers: Competition—Two species of birds that eat the same type of insects; predation—a snake eating a mouse; symbiosis—stinging ants nesting in an acacia tree 3 a Mutualism, commensalism, and parasitism b Mutualism—both species benefit; commensalism—one species benefits and the other is neither harmed nor helped; parasitism—one species is helped and the other species is harmed. c Parasitism is most likely. One species is being harmed (the plant).

At-Home Activity Feeding FrenzyOrganisms seen at the feeder will vary, but the student will see several varieties of birds. He may also see squirrels and other small animals. Suggest that the student use a bird guide to identify the birds he sees.

Section 4 Changes in Communities

Page 32 Target Reading Skill Possible answers: Primary Succession—volcanic eruption, no soil or organisms exist, no; Secondary Succession—fire, soil and organisms exist but have been disturbed, yes

Discover Activity Expected Outcome In Photograph A the soil is bare and scorched; trees in the background have been damaged. In Photograph B the soil is covered with small plants and the damaged trees are leafy. Think it Over Small plants began to grow again; the existing trees recovered. Questions will vary. Sample questions: What kinds of plants come back first? Will the area ever look like it did before the fire? How long will that take?



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Page 33 Figure 19 The particular species depend on the biome of the area. Reading Checkpoint Lichens and mosses

Page 34 Reading Checkpoint Possible answers: Fires, hurricanes, tornadoes

Page 35 Reviewing Key Concepts 1 a Primary succession occurs in an area where no soil or organisms exist. Secondary succession occurs after a disturbance in an existing ecosystem. b Secondary succession generally occurs more rapidly than primary succession. c Secondary succession; before the sidewalk was built, an ecosystem existed there.

At-Home Activity: Community Changes Suggest that the student take notes so that he will remember what the person said. Have the student present his summaries followed by a class discussion, focusing on any examples of succession he identified.

Page 37 Organizing Information 1 Direct observation 2 indirect observation 3 sampling 4 mark-and-recapture studies Reviewing Key Terms 1 b 2 c 3 b 4 c 5 d 6 true 7 false; population 8 true 9 false; competition 10 false; host

Writing in Science Writing Skill Description Scoring Rubric: 4 Includes description of interaction and several adaptations that help predator and prey 3 Includes all criteria 2 Includes incomplete description and one adaptation of each 1 Includes incomplete description and one adaptation of each

Page 38 Checking Concepts 11 Sample answer: Biotic—trees, birds; abiotic—sunlight, soil 12 Plants and algae use the energy of sunlight to combine water and carbon dioxide to make their own food during photosynthesis. All consumers feed directly or indirectly on plants or algae. 13 Ecologists count the number of organisms in a small area, and then multiply by the number of units in the entire area to estimate the entire population. 14 Limited space may make it impossible for all members of the population to find places to breed or make nests. 15 Any two: Camouflage—The organism blends in with its surroundings, making it difficult for predators to see. Protective covering—the organism’s spines, shell, or other outer covering makes it painful or difficult for predators to eat. Warning coloring—An organism that is poisonous has bright colors to warn predators not to eat it. Mimicry—A harmless organism looks like another organism that predators have learned not to eat. False coloring—False “eyes” or other structures fool predators into attacking the wrong part of an organism. Thinking Critically 16 Studying the entire population of the species usually is not possible because the population is too spread out. In addition, because the organism’s interaction with other organisms and the environment is specific to that environment, studying a population produces more accurate results than studying an entire species. 17 Answers may include indirect observation (counting egg clusters), sampling (counting the number in a small area and then multiplying by the number of units in the entire area), or mark and capture. 18 Within a species, there is a smaller range of adaptation than between species. Organisms within a species share the

same niche. Because individuals within a species are more similar, they will share many of the same advantages and disadvantages in surviving in a certain environment, which intensifies competition for the limited resources. 19 Primary succession; no soil and no other organisms are shown.

Math Practice 20 If birth rate > death rate, population size increases. If death rate > birth rate, population size decreases. If immigration > emigration, population size increases. If immigration < emigration, population size decreases. Applying Skills 21 Check graphs to make sure the student has plotted the correct points. 22 Highest: year 15; lowest: year 30 23 Possible answer: Beginning with 15,000 deer at the beginning of the study, the population increased steadily through Year 15. From Year 15 through the end of the study, the deer population declined steadily, reaching the population’s lowest point, 10,000 deer, in Year 30. 24 The severe winter may have killed weak or injured deer. Food shortage during this winter also may have weakened deer or caused them to starve.

Page 39 Standardized Test Prep 1 C 2 H 3 A 4 F 5 B 6 Since two organisms cannot inhabit the same niche for long, one of the two following events is likely to occur. If one species is better adapted to the niche, the population of one species of squirrel might decrease or even die off. If both species of squirrels are equally well adapted, populations of both species of squirrels might decrease.



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CHAPTER 2Section 1 Energy Flow in Ecosystems

Page 42 Target Reading Skill Sample definitions: producer: an organism that makes its own food; consumer: an organism that obtains its energy by eating other organisms; herbivore: consumer that eats only plants; carnivore: consumer that eats only animals; omnivore: consumer that eats both plants and animals; scavenger: carnivore that feeds on dead organisms; decomposer: organism that breaks down dead organisms and returns the raw materials to the ecosystem; food chain: one possible path that energy can take through an ecosystem; food web: diagram of many overlapping food chains; energy pyramid: diagram that shows the energy available at each feeding level

Discover Activity Think it Over Answers will vary depending on the foods eaten. Except for a student whose family is strict vegetarian and eats no animal products of any kind, the student will probably cite both plant and animal sources and possibly fungi, protists, or monerans.

Page 43 Figure 1 Decomposers break down wastes and dead organisms and recycle these materials. Reading Checkpoint Both herbivores and carnivores feed on other organisms.

Page 44 Try This Activity Expected Outcome The number of other organisms affected will depend on the food web you use and the organism you eliminate. In all cases, however, the student should recognize that all or most of the food web is affected.

Reading Checkpoint The first organisms in a food chain play the role of producer.

Page 45 Figure 2 Herbivores: carpenter ant, grasshopper, field mouse, rabbit; carnivores: woodpecker, field mouse, shrew, garter snake, fox.

Page 46 Figure 3 There is 100 times more energy available at the producer level.

Page 47 Reading Checkpoint The shape shows how available energy decreases at higher levels of a food web. Reviewing Key Concepts 1 a Producers, consumers, and decomposers b Producers use energy, usually sunlight, to make their own food; consumers eat other organisms; decomposers break down organisms’ wastes and remains. c Algae: producers; tadpole and heron: consumers 2 a A food chain is a series of events by which one organism eats another and obtains energy; a food web consists of many overlapping food chains. b Because most organisms are part of many overlapping food chains 3 a The amount of energy that moves from one feeding level to another in a food web b The amount of energy available on one level of an energy pyramid is 10 times greater than that available at the next level up. c Because so much energy is lost from one level to the next level up, the energy available at the top level can support few organisms.

At-Home Activity Energy-Role Walk Before the student takes the walk with his family, review the different energy roles. Distinguish between the different types of consumers—herbivore, omnivore, carnivore, and scavenger—and discuss the different levels of consumers.

Section 2 Cycles of Matter

Page 48 Target Reading Skill 1 Water evaporates. 2 Clouds form. 3 Precipitation falls. 4 Precipitation runs off or becomes groundwater.

Discover Activity Expected Outcome As water vapor from the student’s breath cools, tiny droplets of liquid water will condense on the mirrors. Think it Over The substance is water; it came from water vapor in the student’s exhaled breath.

Page 49 Figure 5 Precipitation Reading Checkpoint Evaporation (a liquid changes into a gas)

Skills Activity Expected Outcome The water droplets on the cold window condensed from the water vapor that evaporated from the boiling water.

Page 50 Try This Activity Expected Outcome The solution containing Elodea will appear blue because the plant has taken up carbon dioxide; the solution without Elodea will appear yellow. Think it Over Producers remove carbon dioxide from their environment as they make their own food and release oxygen. Reading Checkpoint Producers take in carbon dioxide gas and, through photosynthesis, release oxygen and provide carbon to consumers in the form of food sources.

Page 51 Figure 7 Human activities such as burning fuel and clearing forested land cause levels of carbon dioxide to rise.



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Page 52 Figure 8 Bacteria release nitrogen into the air, and decomposers break down wastes and remains, returning nitrogen to the soil.

Page 53 Reading Checkpoint Some nitrogen-fixing bacteria live in nodules on the roots of plants. Reviewing Key Concepts 1 a Evaporation: Liquid water changes into water vapor. Condensation: Water vapor cools and changes into liquid water. Precipitation: Drops of water fall as rain, snow, sleet, or hail. b Energy from the sun causes water to evaporate, which launches water cycle processes. 2 a Carbon and oxygen b During photosynthesis, producers use carbon from carbon dioxide to make food molecules, and they release oxygen. Consumers use oxygen for critical life functions, and they consume the producers’ food molecules, releasing carbon dioxide. c The cycles would halt because no oxygen or carbon would be made available to consumers. 3 a To build proteins and other complex molecules b Bacteria in plant root nodules fix free nitrogen from the air; organisms take up and use fixed nitrogen; decomposers break down complex nitrogen compounds in organisms’ wastes and remains, returning nitrogen to soil and air. c Consumers would not survive because they depend on fixed nitrogen to make compounds they need for their life processes, and the nitrogen cycle would stop.

Writing in Science Writing Mode Description Scoring Rubric: 4 Ideas presented are accurate and complete; illustrations are neat and creative 3 Ideas accurate and complete; illustrations inadequate 2 Ideas inaccurate or incomplete; illustrations adequate 1 Ideas incomplete and/or inaccurate; illustrations inadequate. The student can save his comic strips in his portfolio.

Section 3 Biogeography

Page 54 Target Reading Skill Three causes of dispersal: Wind, water, and living things, including humans

Discover Activity Expected Outcome The student will find various ways to move the kernels—by pouring water next to them, blowing at them through a straw, picking them up with a piece of tape, and so forth. Think it Over Based on the results of this activity, the student might suggest that seeds are moved by wind, by moving water, and by being caught on an animal’s fur or a person’s clothing.

Page 55 Figure 10 Australia moved away from Antarctica less than 135 million years ago. Reading Checkpoint A landmass that contained all of today’s continents about 225 million years ago

Page 56 Figure 11 By other organisms and wind Reading Checkpoint An animal may take a plant, other animal, or other organism with it as it moves, either intentionally or unintentionally.

Page 57 Reading Checkpoint At the base the climate is warm and dry, but at the top it is cold and windy. Reviewing Key Concepts 1 a The process by which the continents move slowly across Earth’s surface b Areas that were isolated long ago developed unique species, but species could disperse across and between continents close to one another. c Islands were not likely to receive many new species through dispersal, so species on islands developed in isolation. 2 a By wind, water, or living

things b Humans intentionally and accidentally disperse species as they travel. c Most likely answer: Humans’ role will increase as people travel more freely around the world, including previously isolated regions. 3 a Physical barriers, competition, and climate b Accept all well-reasoned responses. Possible answer: Local insect species could outcompete an introduced species.

At-Home Activity Sock Walk Before the student plants his socks, remind him to tend to sprouting plants so that they can grow large enough to be identified as distinct species. Seek regular updates on the various outcomes.

Section 4 Biomes

Page 58 Target Reading Skill Tropical rain forest: warm all year; wet all year; orangutan. Tundra: cold all year; dry all year; mosses. Temperate rain forest: cool winters, warm in summer; rather wet all year; mule deer. Desert: usually hot with great daily extremes; dry all year; Gambel’s quail. Grassland: temperatures vary throughout year; mostly dry with a wet season; grasses. Deciduous forest: warm in summer, cold in winter; moderate rainfall; red fox. Boreal forest: warm to cool in summer, cold in winter; abundant rain and snow; lynx.

Discover Activity Expected Outcome The student should sequence the strips from least to most rainfall, as indicated in the table. Think it Over The amount of rainfall affects what plant species can survive in a particular biome, and the plants in turn determine the consumer species found there.



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Page 59 Figure 13 Along the U.S. northwestern coast

Page 60 Reading Checkpoint The climate of the tropical rain forest is warm and humid all year.

Page 61 Figure 15 Deserts are typically hot during the day and very dry, receiving less than 25 cm of rain per year.

Try This Activity Expected Outcome The student should observe that unlike most other plants, cactuses have sharp spines or other projections, not flat, wide leaves, and they have a waxy outer covering. The inside of a cactus is fleshy and moist. The lack of wide, flat leaves and the waxy outer covering help conserve water in the hot, dry desert; the fleshy inner core stores moisture

Page 62 Reading Checkpoint A savanna

Page 63 Figure 17 Rain forests get a lot of rain, and temperatures and sunlight there are fairly constant year-round. Deciduous forests receive less rainfall, and temperatures vary seasonally. Reading Checkpoint Trees that shed their leaves and grow new ones each year

Page 64 Skills Activity Expected Outcome Boreal forests grow in climates that are too cold for deciduous forests. Such climates typically occur in a band at latitudes far from the equator. There are no such areas in the Southern Hemisphere because that hemisphere does not have large continental land areas at the appropriate latitudes Reading Checkpoint Needles prevent water from evaporating from the tree.

Page 65 Figure 19 The short, cool growing season and permafrost do not allow tall trees to grow. Reading Checkpoint Permafrost is soil that stays frozen all year.

Page 67 Math Analyzing Data 1 Month is plotted on the horizontal axis, temperature on the vertical axis. 2 Location A temperatures are steady; Location B temperatures fluctuate. 3 Location A: tropical rain forest; Location B: desert 4 Answers will vary but should reflect whether local climate is hot or cold, seasonal or steady. Reviewing Key Concepts 1 a Rain forest, desert, grassland, deciduous forest, boreal forest, and tundra b All have tall trees and many habitats for organisms. The student should cite differences in location (latitude), temperature, amount of sunlight, amount of precipitation, and specific types of plants and other organisms. c The tundra biome 2 a Temperature and precipitation b They are found at very different latitudes, with tundra much farther north. c Because climate conditions determined by altitude cause biomes to change from the base to the summit of a mountain

Writing in Science Writing Mode Description Scoring Rubric: 4 Includes sensory descriptions (sights, sounds, and smells), specific details about organisms, and a surprising fact; descriptions are vivid and well supported 3 Includes all descriptive components (sensory descriptions, organisms, surprising fact), but descriptions lack detail or clarity 2 Missing one descriptive component 1 Missing two descriptive components

Page 68 Biomes in Miniature Expected Outcome The student’s data tables will vary depending on the

criteria he used for assessing the health of the plants. For general guidelines, see Analyze and Conclude Question 1 answer. Analyze and Conclude 1 In general, the rye and beans will grow best in the grassland biome, and the impatiens will grow best in the deciduous forest biome. All the seeds will likely grow most poorly in the dry conditions of the desert biome. 2 Sunlight was modeled by controlling how many hours each day a biome received direct and indirect light. Water was modeled by controlling the moisture content of the soil. Temperature was modeled indirectly, as a result of hours of light per day. 3 In general, the seeds will sprout most rapidly when water is plentiful. Every type of plant is adapted to survive in a specific set of soil, light, and water conditions, so each of the three plant types in this lab thrived in only one or two biomes. In nature, the same abiotic factors limit the types of plants that can survive in a specific biome. 4 Abiotic factors limit the types of plants that can grow in a particular biome, which in turn determine the types of animals and other consumers that can survive in that biome. 5 Answers will reflect individual student outcomes. Miniature biomes should model real-life ones by growing the plants predicted by the climate conditions of that biome. The student should discuss successes or challenges with modeling water, sunlight, and soil type.

Extend Inquiry Design an Experiment Provide field guides and other resources for the student to use in selecting typical plants. Discourage the student from trying to start plants from seed; instead provide small but mature plants suited to a model rain forest or desert. To simulate the damp conditions found in a rain forest, the student will need to cover the rain forest container to prevent evaporation.



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Page 77 Organizing Information a Bacteria in root nodules fix free nitrogen into compounds. b Decomposers break down wastes and remains of organisms. c Bacteria release some free nitrogen back into the air. Reviewing Key Terms 1 b 2 d 3 d 4 c 5 b 6 false, scavenger 7 false, biogeography 8 true

Writing in Science Writing Skill Description Scoring Rubric: 4 Includes detailed information about adaptations of more than two plants and animals 3 Includes all criteria 2 Includes brief descriptions or omits some criteria 1 Includes inaccurate information and omits some criteria

Page 78 Checking Concepts 9 Producers capture the energy of sunlight to make their own food. Consumers obtain energy by eating other organisms. Decomposers obtain energy by breaking down wastes and dead organisms. 10 A food chain is a single path of events in which one organism eats another. A food web is a combination of interconnected and overlapping food chains. 11 The sun or sunlight, because it provides energy for photosynthesis, which allows producers to make their food, and producers support consumers 12 Nitrogen-fixing bacteria convert free nitrogen in the atmosphere into nitrogen containing molecules that other organisms can use. 13 Competition can be a barrier to dispersal when an existing species outcompetes a new one. Competition can also further dispersal when a new species outcompetes an existing one. 14 The abundant plant life provides a wide variety of habitats for organisms and an abundant supply of food. 15 Large herbivores need to eat large amounts of plants, so they can only live on grasslands. 16 Sunlight, temperature, oxygen, and salt content

Thinking Critically 17 Climate; polar bears’ thick, insulating fur would make it difficult for them to live in a warmer environment; the white fur would make them stand out against land that was not covered with ice and snow. 18 The temperate rain forest and tropical rain forest both receive a great deal of rain. As a result, both have very lush vegetation and plentiful animal habitats. Temperatures vary by season in the temperate rain forest, warm in summer and cool in winter, while in the tropical rain forest, temperatures are warm all year. 19 Killing off the algae would have a major impact on the food web, because algae are the major producers in the open ocean, and many marine animals depend on the algae for food. 20 Producers: plants; consumers: fish, snails Applying Skills 21 Grass 22 mouse, rabbit, and deer: first-level consumers; snake and mountain lion: second-level consumers 23 The producers (grass) 24 The snake and mountain lion populations would decrease because there would be fewer prey organisms for them to eat. The deer populations would probably decrease at first as hungry lions preyed on deer. Later, as the lion populations decreased, the deer population would increase. Also, the deer would have less competition for grass.

Page 79 Standardized Test Prep 1 C 2 J 3 B 4 F 5 D 6 Both are part of the processes of photosynthesis and respiration. Carbon dioxide is used during photosynthesis, which produces oxygen. The oxygen is used during respiration, which produces carbon dioxide.


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Manual Exercises

LESSON 130Application Every square meter may not have exactly twenty oysters.


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Activities© Pearson Prentice Hall

ACTIVITY 48

Electronic Communication(Science Lesson 122)

Means of Communication

Radio Television

Type of signal 1. audio audio and visual

Signal carried by electromagnetic waves?

yes 2. yes

Device that creates signal

microphone 3. camera and microphone

Device that changes signal back to sound or light

4. speaker speakers and cathode-ray tube

1–4 See chart above 5 The three main parts of a telephone are the transmitter, the receiver, and the dialing mechanism. The transmitter in the mouthpiece transforms sound into an electronic signal. The receiver in the earpiece transforms an electronic signal back into sound. The dialing mechanism tells a switching system where you want a call to go. 6 Sound recordings can be reproduced using an analog device such as a phonograph or a digital device such as a CD player. 7 Wave B illustrates amplitude modulation and Wave A illustrates frequency modulation. 8 amplitude 9 An electromagnetic wave is a wave that consists of changing electric and magnetic fields. Electromagnetic waves can be used to carry electronic signals. 10 The frequency of a wave is the number of waves passing a given point each second.

ACTIVITY 49

Rules of the Web(Science Lesson 125) 1 Tim Berners-Lee invented the World Wide Web. He also developed HTML or Hypertext Markup Language for use on the Web. 2 a location on the World Wide Web 3 A home page is the main page of a Web site where you can usually find a table of contents, various buttons, and hyperlinks. 4 A URL is an address on the World Wide Web. 5 The first part, http://, is a computer code that gives a command to go somewhere. The next part, www, shows that the Web site is in the World Wide Web. The next part, whitehouse.gov, is called the domain name, which specifies a particular Web site.

ACTIVITY 50

Resistors in a Circuit(Science Lesson 126) 1 12 ohms 2 1 ampere 3 3 ohms 4 4 amperes 5 When resistors are in parallel, they have less overall resistance than when they are in series.

ACTIVITY 51

What is Morse Code?(Science Lesson 127) 1 For saving the life of a railway station officials child Edison was rewarded by being taught how to use a telegraph 2 For saving the life of a railway station official’s child, Edison was rewarded by being taught how to use a telegraph. 3 Answers will vary. It was a very simple system that worked well with the available technology. 4 … --- … 5 when he or she has an emergency

ACTIVITY 52

Changes in Communities(Science Lesson 132) 1 Mosses and lichens are usually pioneer species. As they grow on bare rock, they help break up the rocks to start forming soil. When they die, they provide nutrients that enrich the thin layer of soil that is forming, allowing plant seeds to grow. 2 First small weeds grew and then larger weeds and pine seedlings. As the pines grew, a pine forest developed. The seedlings of deciduous trees began to grow. Finally, a forest of mature deciduous trees replaced the pines. 3 secondary succession 4 primary succession 5 secondary succession

ACTIVITY 53

From Pond to Forest(Science Lesson 132) 1 Secondary succession because it occurs in a place where there is already an ecosystem. 2 Answers will vary. Possible answers include: turtles, fish, and water lilies. 3 Answers will vary. Possible answers include: oak trees, rabbits, and deer. 4 In Figure 1, the pond was fairly deep. Aquatic plants grew in shallow water close to shore, and marsh plants grew at the pond’s edge. Fish and other aquatic

science activities answeR Key Lessons 121–140


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organisms lived in and around the pond. In Figure 2, the pond had grown shallower, but fish still live in it. Aquatic plants grew farther out from the shore, and a wider band of marsh plants grew at the pond’s edge. In Figure 3, the pond has filled in to the point where only small marshy areas are left. Some of the plants are the same, but no fish live there. In Figure 4, the marshy areas have completely filled in, and there is a meadow where the pond was. The forest has grown into the meadow.

ACTIVITY 54

Testing for Oxygen and Carbon Dioxide(Science Lesson 135) 1 The change from blue to yellow indicated the addition of carbon dioxide, which was released by the snails. 2 No color change indicated that no carbon dioxide was added to the solution. Plants release oxygen, which would not change the solution’s color. 3 The amount of oxygen released by the plants was equal to or greater than the amount of carbon dioxide released by the snails. 4 Jar C; The snails released carbon dioxide as a waste product; the plants used carbon dioxide to make their own food during photosynthesis and released oxygen as a waste product; and the snails used oxygen dissolved in the water for their life processes.

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