Glencoe Science Green Chapter 9 Resources

Glencoe Science

Chapter Resources

Cell Processes

Includes:

Reproducible Student Pages

ASSESSMENT

Chapter TestsChapter Review

HANDS-ON ACTIVITIES

Lab Worksheets for each Student Edition Activity Laboratory Activities FoldablesReading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

Directed Reading for Content Mastery Directed Reading for Content Mastery in Spanish Reinforcement Enrichment Note-taking Worksheets

TRANSPARENCY ACTIVITIES

Section Focus Transparency Activities Teaching Transparency Activity Assessment Transparency Activity

Teacher Support and Planning

Content Outline for Teaching Spanish Resources Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: Doug Martin; Section Focus Transparency 2: Robert Lewellyn/SuperStock;Section Focus Transparency 3: Kenneth W. Fink/Photo Researchers

Copyright by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theCell Processes program. Any other reproduction, for use or sale, is prohibitedwithout prior written permission of the publisher.

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

ISBN 0-07-867093-4

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

Cell Processes 1

ReproducibleStudent Pages

Reproducible Student Pages Hands-On Activities

MiniLAB: Determining How Enzymes Work . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Observing Diffusion . . . . . . . . . . . . . . . . . . . . 4Lab: Observing Osmosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Photosynthesis and Respiration . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Diffusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Oxygen and Photosynthesis. . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

2 Cell Processes

Hands-OnActivities

Hands-On Activities

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Cell Processes 3

Name Date Class

Observing How Enzymes Work

Analysis1. What effect did the piece of fresh pineapple have on the gelatin?

2. What does the fresh pineapple contain that caused it to have the effect on the gelatin youobserved?

3. Why do the preparation directions on a box of gelatin dessert tell you not to mix it with freshpineapple?

Procedure1. Get two small cups of prepared gelatin from your teacher. Do not eat or

drink anything in lab.2. On the gelatin in one of the cups, place a piece of fresh pineapple.3. Let both cups stand undisturbed overnight.4. Observe what happens to the gelatin.

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4 Cell Processes

Name Date Class

Observing DiffusionProcedure 1. Use two clean glasses of equal size. Label one Hot, then fill it until half full

with very warm water. Label the other Cold, then fill it until half full withcold water. WARNING: Do not use boiling hot water.

2. Add one drop of food coloring to each glass. Carefully release the drop justat the waters surface to avoid splashing the water.

3. Observe the water in the glasses. Record your observations immediately andagain after 15 min.

Hands-On Activities

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Data and Observations

Analysis1. Describe what happens when food coloring is added to each glass.

2. How does temperature affect the rate of diffusion?

Initial Observations After 10 Minutes

Cold Water

Hot Water

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Cell Processes 5

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What safety symbols are associated with this lab?

2. What cell are you observing in this lab?

It is difficult to observe osmosis in cells because most cells are so small.However, a few cells can be seen without the aid of a microscope. Try this labto observe how osmosis occurs in a large cell.

Real-World QuestionHow does osmosis occur in an egg cell?

Materialsunshelled egg*balancespoondistilled water (250 mL)light corn syrup (250 mL)500-mL container*an egg whose shell has been dissolved by vinegar

Goals Observe osmosis in an egg cell. Determine what affects osmosis.

Safety Precautions WARNING: Eggs may contain bacteria. Avoidtouching your face.

Procedure1. Use the tables on the next page to record

your data.2. Obtain an unshelled egg from your teacher.

Handle the egg gently. Use a balance to findthe eggs mass and record it in the table.

3. Place the egg in the container and addenough distilled water to cover it.

4. Observe the egg after 30 min, one day, andtwo days. After each observation, record theeggs appearance in Table 1.

5. After day two, remove the egg with a spoonand allow it to drain. Find the eggs massand record it in Table 2.

6. Empty the container, then put the egg backin. Now add enough corn syrup to cover it.Repeat steps 4 and 5.

Observing Osmosis

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6 Cell Processes

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Name Date Class


Table 1 Table 2

Hands-On ActivitiesCommunicating Your Data

Compare your conclusions with those of other students in your class. For more help,refer to the Science Skill Handbook.

Egg Observations

After 30 minutes

After 1 day

After 2 days

Conclude and Apply1. Explain the difference between what happened to the egg in water and in corn syrup.

2. Calculate the mass of water that moved into and out of the egg.

3. Hypothesize why you used an unshelled egg for this investigation.

4. Infer what part of the egg controlled waters movement into and out of the egg.

Distilledwater

Cornsyrup

Egg Mass DataBeginningEgg Mass

Egg MassAfter Two Days

(continued)

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Cell Processes 7

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What safety symbols are associated with this lab?

2. Under what conditions will you place your test tubes?

Every living cell carries on many chemical processes. Two important chemicalprocesses are respiration and photosynthesis. All cells, including the ones in your body, carry on respiration. However, some plant cells carry on bothprocesses. In this experiment you will investigate when these processes occur in plant cells. How could you find out when plants were using these processes?Are the products of photosynthesis and respiration the same?

Real-World QuestionWhen do plants carry on photosynthesis andrespiration?

Materials16-mm test tube (3)150-mm test tube with stopper (4)*small, clear-glass baby food jar with lid (4)test-tube rackstirring rodscissorscarbonated water (5 mL)bromthymol blue solution in dropper bottleaged tap water (20 mL)*distilled water (20 mL)sprig of Elodea (2)*other water plants*Alternate materials

Goals Observe green water plants in the light and

dark. Determine whether plants carry on photo-

synthesis and respiration.

Safety Precautions

WARNING: Wear splash-proof goggles to protecteyes from hazardous chemicals.

Procedure1. Label each test tube using the numbers 1, 2,

3, and 4. Pour 5 mL of aged tap water intoeach test tube.

2. Add 10 drops of carbonated water to testtubes 1 and 2.

3. Add 10 drops of bromthymol blue to all ofthe test tubes. Bromthymol blue turnsgreen to yellow in the presence of an acid.

4. Cut two 10-cm sprigs of Elodea. Place onesprig in test tube 1 and one sprig in testtube 3. Stopper all test tubes.

5. Complete the test-tube data in Table 1.6. Place test tubes 1 and 2 in bright light.

Place tubes 3 and 4 in the dark. Observethe test tubes for 30 min or until the colorchanges. Record the color of each of thefour test tubes.

Photosynthesis and Respiration

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8 Cell Processes

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Table 1

Analyze Your Data1. Identify what is indicated by the color of the water in all four test tubes at the start of the activity.

2. Infer what process occurred in the test tube or tubes that changed color after 30 min.

Conclude and Apply1. Describe the purpose of test tubes 2 and 4 in this experiment.

2. Explain whether or not the results of this experiment show that photosynthesis and respirationoccur in plants.

Hands-On Activities

Communicating Your Data

Choose one of the following activities to communicate your data. Prepare an oral presen-tation that explains how the experiment showed the differences between products ofphotosynthesis and respiration. Draw a cartoon strip to explain what you did in thisexperiment. Use each panel to show a different step. For more help, refer to the ScienceSkill Handbook.

1

2

3

4

Test Tube Color at Start Color After 30 Minutes

(continued)

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Cell Processes 9

Name Date Class

Diffusion

When you smell different aromas around you, you are experiencing diffusion. The same princi-ple also applies to living cells. In cells, however, both water and material dissolved in water moveinto and out of the cells.

StrategyYou will observe carrots in salt water and freshwater.You will determine if the carrots have lost or gained water after a 24-hour period.

MaterialsWARNING: Do not taste, eat, or drink any materials used in the lab.2 beakers (500-mL) salt carrotwater labels threadbalance scalpel metric ruler

Procedure1. Half fill two beakers with water.2. Use a balance to measure 15 g salt and add

it to one of the beakers. Mark this beakersalt.

3. Cut a carrot in half as shown in Figure 1.WARNING: Use care when cutting to avoidinjury. Tightly tie a piece of thread 2 cmfrom the cut end of both parts.

4. Place one carrot half in the beaker of saltwater with the cut end down. See Figure 2.

5. Place the other carrot half with the cut enddown into the beaker of freshwater. Markthis beaker fresh. See Figure 2.

6. Allow the beakers to remain undisturbedfor 24 hours. Remove the carrots andobserve the tightness of the threads. Recordyour observations in Table 1 under Dataand Observations.

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Figure 1

Figure 2

Salt Fresh

LaboratoryActivity11

Data and ObservationsComplete Table 1 by circling the proper term in the column under Water Type that matches thedescription in the column under Condition.

10 Cell Processes

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Laboratory Activity 1 (continued)

Name Date Class

Hands-On Activities

Table 1

1. Loose thread2. Firm texture3. Tight thread4. Soft texture5. Decrease in

cell size

6. Loss of water by cells

7. Gain of waterby cells

Effect of Water Type on Carrot Cells

Condition Water Typefreshwater-salt waterfreshwater-salt waterfreshwater-salt waterfreshwater-salt water

freshwater-salt water



Questions and Conclusions1. What was the purpose of tying thread on each carrot?

2. In which kind of water did the carrot cells lose water? How can you tell?

3. In which kind of water did the carrot cells gain water? How can you tell?

4. What might happen to human blood cells if placed in a beaker of salt water? Explain.

Strategy Check

Can you observe carrots in salt water and freshwater?

Can you determine if the carrots have lost or gained water after 24 hours?

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Cell Processes 11

Name Date Class

Oxygen and Photosynthesis

Green plants can turn chemicals into food. Green plants take in water and carbon dioxide and, in the presence of light and chlorophyll, turn these chemicals into food. This process is calledphotosynthesis. One of the by-products of photosynthesis is oxygen. The amount of oxygen produced by a plant during a period of time can serve as a way of telling how much photosynthesisis taking place.

StrategyYou will place a plant under continuous light conditions for 24 h while another plant remains in

the dark for the same amount of time.You will compare the amount of photosynthesis that takes place in these two plants by measuring

the amount of oxygen the plants produce.

Materials WARNING: Do not taste, eat, or drink any materials used in the lab.2 glass jars (large enough to hold the funnels) metric ruleraged tap water (standing for at least 24 h) scissorssodium bicarbonate (baking soda) 2 glass funnels (small)balance 2 test tubes (18 150-mm)Elodea lamp

Procedure1. Fill each jar with water that has been stand-

ing for at least one day. Add 1 g of sodiumbicarbonate to the water in each jar.

2. Obtain two Elodea plants and cut about 1 or 2 cm from the bottom of the stem.Throw away the part you cut off.WARNING: Always be careful when usingscissors. Lightly crush the upper 2.5 cm ofthe stem between your fingers.

3. Place an Elodea plant into the water in each jar and cover it with a funnel. Positionthe plants so that the crushed ends are up.(See Figure 1.)

4. Fill a test tube completely with water. Holdyour index finger over the mouth of thetest tube and invert it over the stem of thefunnel. Do not let any water escape fromthe test tube. NOTE: The test tube must becompletely filled with water at the begin-ning of the experiment. If some waterpours out before the test tube is in place,start over again. Do not remove your fingeruntil the mouth of the test tube is com-pletely under water. Place a test tube overeach funnel. (See Figure 1.)

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Figure 1

24 h later

Figure 2

Test tube

Jar

Funnel

Water

Water

Gas column

Water andsodium bicarbonate

Elodea1

23

40

LaboratoryActivity22

12 Cell Processes

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Name Date Class

5. Place one jar near a bright light where itwill remain in light for 24 h. Place the otherjar in the dark. The one in the dark is thecontrol.

6. After 24 h, measure the height in centimetersof the gas column that collected in each testtube. See Figure 2.

7. In Table 1, record the height of the gas column you measured in the test tube foreach plant.

8. Compare the data table with the averagegas column height measured by your class.


Table 1

Hands-On Activities

Plant

Height of gas columnMy results Class average

1. in light

2. in dark

Questions and Conclusions1. What proof do you have that light is needed for photosynthesis?

2. What proof do you have that oxygen is being given off during this experiment? Before youanswer, carefully review what you observed during this experiment.

3. Why was sodium bicarbonate added to the water? HINT: Sodium bicarbonate gives offcarbon dioxide when mixed with water.

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Cell Processes 13

Name Date Class

The graph below shows the amount of oxygen given off by a plant during a 24-h time period.

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Amountof Gas

Time0

A

0

B

0

C

0 6 12 18 24

Amou

nt o

f oxy

gen

give

n of

f (mL

)

Time (h)

20

40

60

4. a. How many hours did the plant receive light?

b. How many hours was the plant in the dark?

c. How many milliliters of oxygen were given off between hours 18 and 24?

5. Explain what change may have taken place in the light during hours 1824 that would havedecreased the amount of oxygen given off when compared with hours 011.

6. Which graph below best shows the total amount of oxygen produced if light were shined on a

plant for 24 continuous hours?

14 Cell Processes

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Name Date Class

7. Which graph below best shows the total amount of oxygen produced if a light source were

slowly moved farther and farther away from the plant during a 24-h period?

Hands-On Activities Amountof Gas

Time0

A

0

B

0

C

8. From this activity, what are the requirements for photosynthesis to occur?

9. Write the equation for photosynthesis.

10. What are the products of photosynthesis?

11. What would happen if there were no green plants?

12. How does the equation for photosynthesis compare with the equation for respiration?

13. Where is chlorophyll found in plants?

14. In respiration, what food is most easily broken down by cells?

Strategy Check

Can you measure the amount of oxygen that a plant in light and a plant in dark produce?

Can you compare the amount of photosynthesis that takes place in each plant?

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Cell Processes 15

Cell Processes

Directions: Use this page to label your Foldable at the beginning of the chapter.

mixture

organic compound

enzyme

inorganic compound

passive transport

diffusion

equilibrium

osmosis

active transport

endocytosis

exocytosis

metabolism

photosynthesis

respiration

fermentation

Name Date Class

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16 Cell Processes

Meeting IndividualNeeds

Meeting Individual Needs

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Cell Processes 17

Mee

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OverviewCell Processes

Directions: Complete the concept map using the terms in the list below.

atoms inorganic organic compounds

Directions: Circle the term in parentheses that makes each statement correct.

5. (Matter/Energy) is anything that has mass and takes up space.

6. Carbohydrates, lipids, proteins, and nucleic acid are (inorganic/organic) compounds.

7. A cells (nucleus/membrane) controls which molecules pass in and out ofthe cell.

8. Diffusion stops when molecules reach (endocytosis/equilibrium).

9. (Enzymes/Lipids) cause molecules to change, but are not themselves changed.

10. Plants use (photosynthesis/fermentation) to make food.

Directed Reading for

Content Mastery

which arecomposed

ofelements

1.

are composed of

4.2.

combinechemically

to form

of which thosethat contain

no carbon are usually

of which those that

contain carbonand hydrogen

are

molecules

3.

Name Date Class

18 Cell Processes

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Section 1 Chemistry of LifeSection 2 Moving Cellular Materials

Directions: Use the words in the lists to fill in the blanks in the paragraphs below.

compounds inorganic proteins atoms

carbon elements organic molecules water

All matter is made up of 1. ____________________. 2. ____________________ are

made up of only one kind of atom. These atoms may bond together

to form 3. ____________________. Two or more kinds of atoms

form 4. ____________________. Living things and their products are

5. ____________________ compounds. They all contain 6. ____________________

and hydrogen. 7. ____________________ called enzymes are organic compounds

that help regulate chemical reactions in cells. 8. ____________________ compounds

are made from elements other than carbon. One of the most important inorganic

compounds for living things is 9. ____________________.

endocytosis passive active permeable

diffusion exocytosis osmosis

Cells have selectively 10. ____________________ membranes. Some molecules

can pass through, but others cant. Movement through a cell membrane without

using energy is 11. ____________________ transport. 12. ____________________ is

passive transport that moves particles away from areas with more particles into

areas with fewer particles in order to spread them out. Diffusion of water in and out

of cells is called 13. ____________________. Large particles may need to use energy

to pass through cell membranes. This is called 14. ____________________

transport. 15. ____________________ uses energy to take particles into a cell.

16. ____________________ releases particles out of a cell.


Content Mastery


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Cell Processes 19

Section 3 Energy for Life

Directions: Use the information below to identify the terms that match the descriptions that follow. Use theterms to complete the puzzle. The letters in the vertical box should spell out a word related to the study of chemical reactions.

Metabolism is the total of all chemical reactions in an organism. Organisms canbe producers or consumers. Some producers use photosynthesis to make theirfood. Photosynthesis requires carbon dioxide, water, sunlight, and chlorophyll.Consumers eat the food made by producers. Both consumers and producers can release energy through respiration. Respiration takes place in the mitochondria. Some yeasts use fermentation to release energy.

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9

8

6

5

7

4

3

2

11

1. organisms that eat producers

2. Respiration takes place here.

3. an energy-releasing process that takesplace in some yeasts and bacteria

4. the total of all chemical reactions inan organism

5. This energy-releasing process takesplace in the mitochondria.

6. organisms that make their own food

7. the process that some producers useto make food

8. a gas that is important in photosynthesis

9. the green pigment found in chloroplasts

The word in the vertical box is:

_______________________________


Content Mastery

Name Date Class

20 Cell Processes

Key TermsCell Processes

Directions: Draw a line connecting each definition to the correct term.

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enzymes

diffusion

mixtures

exocytosis

fermentation

metabolism

osmosis

photosynthesis

respiration

passive transport

1. all of the chemical reactions in anorganism

2. process that many producers use tochange light energy into chemicalenergy

3. proteins that help regulate chemical reactions in cells

4. includes diffusion, osmosis, and facilitated diffusion

5. solutions and suspensions

6. molecules randomly move from areaswhere there are more of them to areaswhere there are fewer

7. used by cells to release energy whenthere is not enough oxygen

8. diffusion of water through a membrane

9. process of vesicles releasing their contents outside the cell

10. process that releases energy, uses oxygen, and occurs in the mitochondria


Content Mastery


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Nombre Fecha Clase

Los procesos celulares 21

SinopsisLos procesos celulares

Instrucciones: Completa el mapa de conceptos usando los siquientes trminos.

tomos inorgnico orgnico compuestos

Instrucciones: Haz un crculo alrededor del trmino en parntesis que hace verdadero cada enunciado.

5. La (materia/energa) es cualquier cuerpo que tiene masa y ocupa espacio.

6. Los carbohidratos, los lpidos, las protenas y el cido nucleico sonprocesos (inorgnicos/orgnicos).

7. La(El) (ncleo/membrana) celular controla qu molculas entran y salen de una clula.

8. La difusin cesa cuando las molculas alcanzan (la endocitosis/el equilibrio).

9. Las(Los) (enzimas/lpidos) causan cambios en las molculas, pero sin sufrir

cambio ellos mismos.

10. Las plantas usan (fotosntesis/fermentacin) para hacer alimentos.

Lectura dirigida para

Dominio del contenido

Satis

face

las n

eces

idad

es in

divi

dual

es

los cualesconstan de Los elementos

1.

estn compuestos de

4.2.

se combi-nan qumi-camentepara for-

mar

de los cuales, losque no contienencarbono son por

lo general,

de los cuales losque contienen

carbono yoxgeno son

molculas

3.

Nombre Fecha Clase

22 Los procesos celulares

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Seccin 1 La qumica de la vidaSeccin 2 Transporte del

material celular

Instrucciones: Usa las siguientes palabras para llenar los espacios en blanco de los prrafos.

compuestos inorgnicos protenas tomos

carbono elementos orgnicos molculas agua

Toda la materia est formada por 1. ____________________. Los(Las)

2. ____________________ estn formados por un slo tipo de tomo. Estos to-

mos pueden enlazarse y formar 3. ____________________. Dos o ms tipos de

tomos forman 4. ____________________. Los compuestos de los seres vivos y sus

productos son compuestos 5. ____________________. Todos contienen

6. ____________________ e hidrgeno. Ciertos(as) 7. ____________________

llamadas enzimas son compuestos orgnicos que regulan las reacciones en las clu-

las. Los compuestos 8. ____________________ no contienen carbono. Uno de los

compuestos inorgnicos ms importantes para los seres vivos es el(la)

9. ____________________.

endocitosis pasivo activo permeable

difusin exocitosis smosis

Las clulas tienen membranas selectivamente 10. ____________________, que

slo algunas molculas pueden atravesarlas. El movimiento a travs de las mem-

branas que no usa energa se llama transporte 11. ____________________. El(La)

12. ____________________ es transporte pasivo que saca molculas de donde

hay ms concentracin y las lleva hacia reas en donde hay menos concentracin

para distribuirlas. La difusin del agua hacia adentro y hacia afuera de la clula se

llama 13. ____________________. Las partculas grandes pueden requerir

energa para atravesar las membranas celulares. Esto se llama transporte

14. ____________________. El(La) 15. ____________________ usa energa para

introducir partculas a la clula. El(La) 16. ____________________ saca las

partculas fuera de la clula.



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Los procesos celulares 23

Seccin 3 Energa para la vida

Instrucciones: Usa la siguiente informacin para identificar los trminos que corresponden a las descripciones.Completa el crucigrama. Las letras de las cajas verticales oscuras te dirn una palabra relacionada con el estudiode las reacciones qumicas.

El metabolismo es el total de las reacciones qumicas de un organismo. Losorganismos pueden ser productores o consumidores. Los productores usan foto-sntesis para elaborar su propio alimento. La fotosntesis requiere dixido de car-bono, agua, luz solar y clorofila. Los consumidores ingieren el alimento hechopor los productores. Tanto los productores como los consumidores producenenerga por medio de la respiracin. La respiracin se lleva a cabo en las mito-condrias. Algunas levaduras utilizan la fermentacin para hacer energa.

1. Aqu ocurre la respiracin.

2. Gas que es importante para la fotosntesis.

3. El total de todas las reacciones qumicas del cuerpo.

4. Organismos que se alimentan de los productores.

5. Este proceso productor de energa ocurre en las mitocondrias.

6. El pigmento verde de las plantas.

7. Organismos que hacen su propio alimento

8. Proceso usado por los productores para hacer alimento

9. Proceso productor de energa que usan algunas levaduras y bacterias



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Nombre Fecha Clase

24 Los procesos celulares

Trminos clavesLos procesos celulares

Instrucciones: Traza una lnea que conecte cada definicin con el trmino correcto.

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enzimas

difusin

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exocitosis

fermentacin

metabolismo

smosis

fotosntesis

respiracin

transporte pasivo

1. todas las reacciones qumicas de unorganismo

2. proceso que usan muchos productorespara transformar la energa luminosa enenerga qumica

3. protenas que regulan las reaccionesqumicas de la clula

4. incluye la difusin, la smosis y ladifusin facilitada

5. soluciones y suspensiones

6. las molculas se mueven al azar desdereas en donde de mayor concentracinhacia reas de menor concentracin

7. las clulas la usan para liberar energacuando no hay suficiente oxgenodisponible

8. la difusin del agua a travs de un membrana

9. proceso por el cual las vesculas liberansu contenido fuera de las clulas

10. proceso que libera energa, usa oxgenoy ocurre en las mitocondrias



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Cell Processes 25

Directions: Answer the following questions on the lines provided.1. What are atoms?

2. Is water (H2O) an element or a compound?

Why?

3. What is the difference between a compound and a mixture?

Directions: Label the following diagram of an atom using the words electron, proton, neutron.

Directions: Study the following graph. Then answer the questions.

7. Oxygen and carbon together make up almost what percent of the elements in the human body?(Circle the correct answer.)

a. 50% b. 84% c. 30% d. 10%

8. What two elements do organic compounds always contain?

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Other 1%

Calcium 2%

Nitrogen 3%

Elements That Make Up the Human Body

Oxygen65%

Carbon19%

Hydrogen10%

26 Cell Processes

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Moving Cellular Materials

Directions: Answer the following questions on the lines provided.1. What is osmosis?

2. How does osmosis explain the fact that a watery syrup forms when you put sugar on strawberries?

3. a. How are glucose molecules moved into a cell?

b. What type of transport is this?

4. a. What are vesicles?

b. What happens to a vesicle in exocytosis?

5. What is a selectively permeable membrane?

Directions: Label the diagrams of cells with the terms diffusion, active transport, osmosis, equilibrium,facilitated diffusion. The arrows show the direction of transport.

Reinforcement22


highcarbon dioxide

levels

8 watermolecules

5 glucosemolecules

25 glucosemolecules

lowcarbon dioxide

levels2 water

molecules

highmineral levels low

mineral levels

10 watermolecules

10 watermolecules

6.

9. 10.

7. 8.

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Cell Processes 27

Directions: Answer the following questions on the lines provided.1. How do producers make their own food?

2. Fill in the following equation for photosynthesis.

_____________+ water + carbon dioxide + chlorophyll _____________ + _____________

3. What are the end products of respiration?

4. How does yeast cause bread to rise?

5. How do your muscles continue to get energy during high levels of activity when there is notenough oxygen?

Directions: For each of the following, write the letter of the term that best completes each statement.

6. Fermentation releases energy without using ______.a. oxygen b. glucose c. energy d. carbon dioxide

7. What process occurs in the mitochondria?a. fermentation b. photosynthesis c. respiration d. metabolism

8. During respiration some energy is released as ______.a. chemical energy c. heatb. light energy d. carbon dioxide

9. When muscles are overworked, soreness is caused by a buildup of ______.a. glucose b. carbon dioxide c. lactic acid d. energy

10. The green plant pigment that traps light energy from the Sun is called ______.a. glucose b. chlorophyll c. oxygen d. water

11. During photosynthesis, plants produce glucose and release ______.a. carbon dioxide b. energy c. oxygen d. water

12. The energy used by all living things starts with ______.a. producers b. consumers c. respiration d. sunlight

13. The total of all chemical reactions in an organism is called ______.a. metabolism b. respiration c. enzymes d. photosynthesis

Energy for Life

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28 Cell Processes

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The Effect of Temperature on Solubility

When a solid is dissolved in a liquid, themolecules of the solid mix with the moleculesof the liquid. When you dissolve sugar in acup of tea, you know it is there because of thetaste, but you cant see the sugar.

In this experiment, you will see the effect oftemperature on solubility. Solubility is theamount of a substance that dissolves in a solvent at a given temperature.

The substance that is to be dissolved is calledthe solute, and the substance that it is dissolvedin is called the solvent. In the example given,sugar is the solute and hot tea water is the solvent. When no more solute will dissolve at agiven temperature, we say that the solution issaturated.

Materials table saltstirring rodmeasuring spoons and measuring cups

thermometera shallow pan

Procedure1. Pour 1/2 cup cold tap water into a measuring cup. Measure the temperature. Add salt, 1 level

teaspoon at a time, while stirring. Repeat until the solution is saturated.2. Record the number of teaspoons used and the temperature. Discard the solution.3. Repeat the procedure using tap water that is about room temperature.4. Repeat, using very hot tap water. WARNING: Always be careful when handling hot objects. After

recording the data, pour the solution into the pan and allow the water to evaporate overnight. Plotyour data on the graph below.


Enrichment11


Conclude and Apply1. The salt seems to disappear as it goes into solution. How do we know it hasnt actually

disappeared, other than taste?

2. If you were to use a heat source to make the water even hotter, hypothesize how the solubility

of salt would be affected.

Tem

pera

ture

(C)

Volume of salt (tsp.)

Teaspoons of salt (volume)Temperature (C)

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Cell Processes 29

Keeping a Balance

Directions: The red blood cells diagrammed below are in different solutions. Label the diagrams of red bloodcells, indicating whether the solution is isotonic, hypertonic, or hypotonic.

A. ____________ B. _____________ C. ____________

Directions: Answer the following questions on the lines provided.1. What is happening in solution C?

2. Red blood cells are usually disk-shaped. What does the shape of the cells in solution A tell you

about the extracellular fluid?

3. Why does the cell change its shape?

Water travels in and out of cells through thecell membrane. Inside the cells, it is part of theintracellular fluid. Outside the cells, water ispart of the extracellular fluid. This extracellularfluid is found around cells in tissues and inblood. Cells keep in balance with their environ-ment by controlling what enters and leaves thecell through passive and active transport. Passivetransport is the diffusion of molecules from aplace where their concentration is higher to aplace where it is lower, until the concentration isequal on both sides of the membrane.

Body fluids contain many different dis-solved substances such as sodium, potassium,calcium, and magnesium. When the fluid out-side a cell has the same concentration of thesedissolved substances as is present inside thecell, the fluid is isotonic.

A fluid or solution that is referred to ashypertonic has more of these dissolved sub-stances than are inside the cell.

A solution that has less of these dissolved substances is hypotonic.

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AShrunken cells

BDisk-shaped cells

CSpherical cells

30 Cell Processes

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Studying Photosynthesis

During photosynthesis, light energy is used to make glucose from carbon dioxide and water.The glucose is stored in the leaves and other plant parts in the form of starch, another carbohy-drate. The following experiment will show whether starch is being made and stored when photosyn-thesis is interrupted. Iodine will be used as an indicator for the presence of starch. An indicator showsthe presence of a certain substance.

Materials living green plantpiece of black paperpaper clipssaucer with rubbing alcoholsaucer with cornstarch solutionmedicine droppertincture of iodine

Procedure1. Using paper clips, attach a strip of black

paper to the upper surface of 3 leaves onthe plant. Cover about 1/3 of the leaf.

2. Place the plant in a sunny window for 2 or3 days.

3. Cut the partly covered leaves from the plant.4. Remove the black paper and soak the leaves

overnight in the saucer of alcohol.

5. Remove the leaves from the alcohol. Withthe medicine dropper, place a drop ofiodine on parts of the leaves that were cov-ered and on parts that were not covered.

6. Add a few drops of iodine to the cornstarchsolution.


Conclude and Apply1. Iodine is used as an indicator solution in this experiment. What change do you see in the color

of iodine when it is added to cornstarch?

2. Why do the uncovered parts of the leaves turn a different color than the covered parts?

Enrichment33


Leaf

1

2

3

covered uncovered cornstarch

Color

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Cell Processes 31

Cell Processes

Section 1 Chemistry of Life

A. Everything around you is made of ___________ and ___________.

1. Matter is anything that has _________ and takes up _________.

2. Energy can hold ____________ together or break it apart.

3. Matter is made of ___________.

a. A nucleus contains ___________ and ____________.

b. Outside the nucleus are _____________, which are involved in ____________________.

4. Elementsmade up of only ______ kind of _______

a. Cannot be _________________ into a simpler form by ordinary chemical reactions

b. Arranged in a chart called the ______________________ of elements

5. Compoundsmolecular and ionic

a. Made of two or more _______________ in exact proportions

b. Have different _______________ from the elements they are made of

c. The smallest part of a molecular compound is a ________________.

d. ______________a group of atoms held together by the energy of chemical bonds

e. Form when atoms share _______________

6. Ionic compounds

a. Ions_______________________ atoms, positive or negative

b. Ions of ______________ charges attract one another to form electrically

______________ compounds.

B. Mixturecombination of substances in which individual substances ____________________

1. Solutionmixture in which two or more substances are mixed ____________

2. Suspensionforms when a liquid or gas has another substance evenly ____________

throughout it

C. Organic compoundscontain ___________ and hydrogen and are usually associated with

living things or things that once were alive; four groups of organic compounds make up all

living things.

1. ___________________supply energy for cell processes

2. ___________store and release large amounts of energy

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3. ___________are the building blocks of many structures

a. _____________smaller molecules that make up proteins

b. _____________proteins that regulate nearly all chemical reactions in cells

4. ___________________store important coded information in cells

D. Inorganic compoundsusually made from elements other than _____________

E. Importance of water

1. Living things are composed of more than ________________ water and depend on it to

survive.

2. All chemical reactions in living things take place in ____________________.

3. Most living things use water to _______________ materials through their bodies.

Section 2 Moving Cellular Materials

A. Cells have a selectively __________________ membrane that regulates what goes into or out

of the cell.

B. Passive transportthe movement of substances through a cell membrane ______________

the input of energy

1. Diffusionwhen molecules move away from areas where there are more of them into areas

where there are __________________ of them; stops when the molecules of one substance

are spread evenly throughout another substance and ___________________ occurs

2. Osmosisthe diffusion of __________ through a cell membrane.

3. In facilitated diffusion, _______________________ move substances into and out of the cell

C. Active transport requires ___________________ to move a substance through a cell membrane.

D. Endocytosis and exocytosis

1. Endocytosisthe process in which a substance is taken into a cell by surrounding it with

the ______________________, forming a sphere called a vesicle

2. Exocytosisthe process in which the membrane of the vesicle fuses with the cells

membrane and the vesicles contents are ________________________ the cell


Note-taking Worksheet (continued)

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Cell Processes 33

Section 3 Energy for Life

A. Cells use chemical reactions to change the chemical ____________ stored in food into forms

needed to perform activities.

1. Metabolismthe total of all ________________________ in an organism

2. The chemical reactions of metabolism require ______________.

B. Photosynthesisthe process that plants and other organisms use to convert

____________________ into chemical energy or sugars to be used as food.

1. _____________organisms that make their own food; ______________organisms that

cant make their own food

2. Chlorophyll and other pigments are used in photosynthesis to capture __________ which is

used to produce sugar and __________.

C. Respirationthe process in which chemical reactions break down food molecules into simpler

substances and ______________________

1. Respiration of carbohydrates begins in the ____________________.

a. Carbohydrates are broken down into ____________________.

b. Each glucose molecule is broken down into two simpler molecules, releasing energy.

2. Respiration moves into the _________________.

a. The two simpler molecules are __________________ again, releasing much more energy.

b. This process uses ___________ and produces CO2 and water as wastes.

D. Fermentationcells that do not have enough oxygen for respiration use this process to release

some of the stored energy in ___________________ molecules.

1. Entire process occurs in the _______________.

2. Produces ____________, ___________, and carbon dioxide as wastes.

E. Photosynthesis and _______________almost the opposite of each other

1. Photosynthesis produces __________ and ___________, which are used in respiration

2. Respiration produces _______________ and __________, which are used in photosynthesis.

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34 Cell Processes

Assessment

Assessment

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Cell Processes 35

Chapter Review

Cell Processes

Part A. Vocabulary ReviewDirections: Select the term from the following list that matches each description.

active transport energy enzyme inorganic compound passive transport

consumer equilibrium metabolism producer

diffusion mixture exocytosis organic compound

matter endocytosis fermentation osmosis

1. movement of molecules without the input of energy

2. passive transport of water by diffusion

3. protein binds to a particle and uses energy to move through thecell membrane

4. condition in which molecules of a substance are spread evenly throughout a space

5. an organism that makes its own food

6. a substance that speeds up a chemical reaction

7. a process by which vesicles release their contents outside the cell

8. all of the activities that occur within the cells of an organism

9. movement of molecules from an area of more molecules to an area of less molecules

10. an organism that cant make its own food

11. compound containing carbon and hydrogen and is associated with living things

12. process that releases energy without using oxygen

13. a substance made of elements other than carbon

14. process of taking substances into a cell by surrounding it with the cell membrane

15. combination of substances in which each substance retains its own properties

16. has mass and takes up space

17. the ability to cause change

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Chapter Review (continued)

36 Cell Processes

Part B. Concept Review1. Explain the difference between compounds and mixtures.

Directions: Identify the following examples as a compound or a mixture.

2. glucose

3. blood

4. Explain the difference between organic and inorganic compounds.

Directions: Identify the following examples as organic or inorganic.

5. water ____________________ 8. chlorophyll

6. cellulose ____________________ 9. carbon dioxide

7. calcium ____________________ 10. DNA

11. Explain the function of a selectively permeable membrane.

Directions: Identify the following as part of active transport or passive transport.

12. mineral movement into plant root

13. osmosis

14. carrier proteins

15. diffusion

Directions: Write P if the item describes photosynthesis or R if it describes respiration.

16. carbon dioxide is waste

17. occurs in mitochondria

18. oxygen given off

19. makes glucose from CO2

20. uses light energy

21. uses chlorophyll

Assessment

Transparency Activities

Cell Processes 41

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42 Cell Processes

Section FocusTransparency Activity11


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

Chemicals for Life

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

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

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

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

Skin Deep

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

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

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

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44 Cell Processes



Some organisms dont need anyone to survive, but others need helpto get by. In this picture, some of the living things shown can maketheir own food. They are called producers. Other living things, calledconsumers, depend on these producers for their survival.

Whats for dinner?

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

2. Explain whether you are a producer or consumer.

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

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Cell Processes 45

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Teaching TransparencyActivity11 Organic Compounds

46 Cell Processes

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Teaching Transparency Activity (continued)

1. What type of compounds always contain carbon and hydrogen and are associated with livingthings?

2. What substance supplies energy for cell processes?

3. What are the functions of lipids?

4. What substance helps build cell structures?

5. What two elements are contained in all organic compounds?

6. List some examples of protein.

7. DNA and RNA are examples of what kind of organic compounds?


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Cell Processes 47

AssessmentTransparency Activity

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

Cell Processes

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

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

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

Membrane

2

1

Water

Salt

Glencoe Science Level GreenContents in BriefStudent Edition Table of ContentsUnit 1: Earth's MaterialsChapter 1: The Nature of ScienceLaunch Lab: Model an ExcavationFoldablesGet Ready to ReadSection 1: How Science WorksScience OnlineIntegrate Earth Science

Section 2: Scientific Problem SolvingMiniLAB: Observing and InferringVisualizing A HypothesisScience OnlineLab: Advertising InferencesLab: Model an Archaeological DigScience and Language Arts: Mama Solves a Murder

Chapter 1 Study GuideChapter 1 ReviewChapter 1 Standardized Test Practice

Chapter 2: MineralsLaunch Lab: Distinguish Rocks from MineralsFoldablesGet Ready to ReadSection 1: MineralsMiniLAB: Inferring Salt's Crystal SystemVisualizing Crystal SystemsIntegrate Physics Lab: Crystal Formation

Section 2: Mineral IdentificationApplying Science: How can you identify minerals?MiniLAB: Observing Mineral Properties

Section 3: Uses of MineralsScience OnlineIntegrate Social Studies Lab: Design Your Own - Mineral IdentificationScience and History: Dr. Dorothy Crawfoot Hodgkin


Chapter 3: RocksLaunch Lab: Observe and Describe RocksFoldablesGet Ready to ReadSection 1: The Rock CycleMiniLAB: Modeling RockVisualizing The Rock Cycle

Section 2: Igneous RocksScience OnlineIntegrate Chemistry Lab: Igneous Rock Clues

Section 3: Metamorphic RocksScience Online

Section 4: Sedimentary RocksMiniLAB: Classifying SedimentsIntegrate Career Applying Math: Coal FormationLab: Sedimentary RocksScience and Society: Australia's Controversial Rock Star


Unit 2: Earth's Atmosphere and BeyondChapter 4: AtmosphereLaunch Lab: Observe Air PressureFoldablesGet Ready to ReadSection 1: Earth's AtmosphereScience OnlineApplying Science: How does altitude affect air pressure?MiniLAB: Determining if Air Has MassIntegrate Life Science Lab: Evaluating Sunscreens

Section 2: Energy Transfer in the AtmosphereIntegrate Physics MiniLAB: Modeling Heat Transfer

Section 3: Air MovementScience OnlineVisualizing Global WindsLab: Design Your Own - The Heat is OnScience and Language Arts: "Song of the Sky Loom"


Chapter 5: WeatherLaunch Lab: What causes rain?FoldablesGet Ready to ReadSection 1: What is weather?Integrate Life Science MiniLAB: Determining Dew PointApplying Math: Dew Point

Section 2: Weather PatternsScience OnlineScience OnlineVisualizing TornadoesIntegrate Environment

Section 3: Weather ForecastsMiniLAB: Measuring RainLab: Reading a Weather MapLab: Model and Invent - Measuring Wind SpeedScience and Society: Rainmakers


Chapter 6: ClimateLaunch Lab: Tracking World ClimatesFoldablesGet Ready to ReadSection 1: What is climate?MiniLAB: Observing Solar RadiationIntegrate Physics Applying Science: How do cities influence temperature?

Section 2: Climate TypesSection 3: Climatic ChangesMiniLAB: Modeling El NioVisualizing El Nio and La NiaIntegrate Career Science OnlineScience OnlineLab: The Greenhouse EffectLab: MicroclimatesScience and History: The Year There Was No Summer


Chapter 7: Earth in SpaceLaunch Lab: Model Earth's ShapeFoldablesGet Ready to ReadSection 1: Earth's Motions and SeasonsScience Online

Section 2: Earth's MoonIntegrate Life Science MiniLAB: Modeling the Moon's RotationScience OnlineVisualizing How the Moon FormedLab: Viewing the Moon

Section 3: Our Solar SystemIntegrate Career Applying Science: What influences a planet's atmosphere?Science OnlineMiniLAB: Interpreting Your Creature FeatureLab: Model and Invent - The Angle of the Sun's RaysScience and Society: Collision Course


Unit 3: The Basis of LifeChapter 8: Life's Structure and ClassificationLaunch Lab: Classifying LifeFoldablesGet Ready to ReadSection 1: Living ThingsIntegrate Health Science Online

Section 2: How are living things classified?MiniLAB: Communicating Ideas

Section 3: Cell StructureVisualizing MicroscopesMiniLAB: Modeling CytoplasmIntegrate Social Studies Applying Math: Cell Surface Area and VolumeLab: Comparing Cells

Section 4: VirusesScience OnlineLab: Design Your Own - Comparing Light MicroscopesScience and History: Cobb Against Cancer


Chapter 9: Cell ProcessesLaunch Lab: Why does water enter and leave plant cells?FoldablesGet Ready to ReadSection 1: Chemistry of LifeScience OnlineMiniLAB: Observing How Enzymes WorkApplying Math: Calculate the Importance of Water

Section 2: Moving Cellular MaterialsMiniLAB: Observing Molecule MovementIntegrate Health Visualizing Cell Membrane TransportLab: Observing Osmosis

Section 3: Energy for LifeIntegrate Career Science OnlineLab: Photosynthesis and RespirationScience and Language Arts: "Tulip"


Chapter 10: Cell ReproductionLaunch Lab: Infer About Seed GrowthFoldablesGet Ready to ReadSection 1: Cell Division and MitosisIntegrate Career MiniLAB: Modeling MitosisLab: Mitosis in Plant Cells

Section 2: Sexual Reproduction and MeiosisIntegrate Chemistry Applying Science: How can chromosome numbers be predicted?Visualizing Polyploidy in Plants

Section 3: DNAMiniLAB: Modeling DNA ReplicationScience OnlineScience OnlineLab: Use the Internet - MutationsOops! Accidents in Science: A Tangled Tale


Chapter 11: HeredityLaunch Lab: Who around you has dimples?FoldablesGet Ready to ReadSection 1: GeneticsScience OnlineMiniLAB: Comparing Common TraitsVisualizing Mendel's ExperimentsApplying Math: Punnett SquareLab: Predicting Results

Section 2: Genetics Since MendelScience OnlineMiniLAB: Interpreting Polygenic InheritanceIntegrate Career

Section 3: Advances in GeneticsIntegrate Environment Lab: Design Your Own - Tests for Color BlindnessScience Stats: The Human Genome


Chapter 12: Adaptations over TimeLaunch Lab: Adaptation for a HunterFoldablesGet Ready to ReadSection 1: Ideas About EvolutionScience OnlineApplying Science: Does natural selection take place in a fish tank?Integrate Language Arts MiniLAB: Modeling EvolutionLab: Hidden Frogs

Section 2: Clues About EvolutionScience OnlineVisualizing The Geologic Time ScaleIntegrate Earth Science

Section 3: The Evolution of PrimatesMiniLAB: Living Without ThumbsLab: Design Your Own - Recognizing Variation in a PopulationScience and History: Fighting HIV


Unit 4: Human Body SystemsChapter 13: Circulation and ImmunityLaunch Lab: Transportation by Road and VesselFoldablesGet Ready to ReadSection 1: BloodScience OnlineMiniLAB: Modeling Scab FormationIntegrate History

Section 2: CirculationScience Online

Section 3: ImmunityMiniLAB: Determining Reproduction Rates

Section 4: DiseasesIntegrate Earth Science Visualizing Koch's RuleApplying Science: Has the annual percentage of deaths from major diseases changed?Lab: Microorganisms of DiseaseLab: Design Your Own - Blood Type ReactionsScience and History: Have a Heart


Chapter 14: Digestion, Respiration, and ExcretionLaunch Lab: Breathing RateFoldablesGet Ready to ReadSection 1: The Digestive SystemIntegrate Health

Section 2: NutritionScience OnlineMiniLAB: Comparing the Fat Content of FoodsIntegrate Social Studies Lab: Identifying Vitamin C Content

Section 3: The Respiratory SystemMiniLAB: Comparing Surface AreaVisualizing Abdominal ThrustsScience Online

Section 4: The Excretory SystemApplying Science: How does your body gain and lose water?Lab: Particle Size and AbsorptionScience and Society: Eating Well


Chapter 15: Support, Movement, and ResponsesLaunch Lab: Effect of Muscles on MovementFoldablesGet Ready to ReadSection 1: The SkinIntegrate Language Arts MiniLAB: Recognizing Why You SweatLab: Measuring Skin Surface

Section 2: The Muscular SystemVisualizing Human Body Levers

Section 3: The Skeletal SystemScience OnlineApplying Math: Volume of Bones

Section 4: The Nervous SystemScience OnlineIntegrate Chemistry MiniLAB: Observing Balance ControlLab: Design Your Own - Skin SensitivityOops! Accidents in Science: First Aid Dolls


Chapter 16: Regulation and ReproductionLaunch Lab: Model a Chemical MessageFoldablesGet Ready to ReadSection 1: The Endocrine SystemApplying Math: Glucose LevelsVisualizing The Endocrine System

Section 2: The Reproductive SystemScience OnlineMiniLAB: Graphing Hormone LevelsLab: Interpreting Diagrams

Section 3: Human Life StagesIntegrate Career MiniLAB: Interpreting Fetal DevelopmentScience OnlineIntegrate Physics Lab: Changing Body ProportionsScience Stats: Facts About Infants


Unit 5: The Interdependence of LifeChapter 17: PlantsLaunch Lab: How do you use plants?FoldablesGet Ready to ReadSection 1: An Overview of PlantsIntegrate History Visualizing Plant Classification

Section 2: Seedless PlantsMiniLAB: Measuring Water Absorption by a MossScience OnlineApplying Science: What is the value of the rain forests?

Section 3: Seed PlantsMiniLAB: Observing Water Moving in a PlantIntegrate Health Science OnlineLab: Identifying ConifersLab: Use the Internet - Plants as MedicineOops! Accidents in Science: A Loopy Idea Inspires a "Fastenating" Invention


Chapter 18: Interactions of Living ThingsLaunch Lab: Space and InteractionsFoldablesGet Ready to ReadSection 1: The EnvironmentIntegrate Career Science OnlineLab: Delicately Balanced Ecosystems

Section 2: Interactions Among Living OrganismsScience OnlineMiniLAB: Observing Symbiosis

Section 3: Matter and EnergyVisualizing A Food ChainApplying Science: How do changes in Antarctic food webs affect populations?Integrate Chemistry MiniLAB: Modeling the Water CycleLab: Design Your Own - Identifying a Limiting FactorScience and Language Arts: The Solace of Open Spaces


Chapter 19: Conserving ResourcesLaunch Lab: What happens when topsoil is left unprotected?FoldablesGet Ready to ReadSection 1: ResourcesMiniLAB: Observing Mineral Mining EffectsIntegrate Social Studies Visualizing Solar Energy

Section 2: PollutionMiniLAB: Measuring Acid RainIntegrate Health Lab: The Greenhouse Effect

Section 3: The Three Rs of ConservationScience OnlineApplying Science: What items are you recycling at home?Lab: Model and Invent - Solar CookingScience and Language Arts: Beauty Plagiarized


Unit 6: Matter and EnergyChapter 20: Properties and Changes of MatterLaunch Lab: The Changing Face of a VolcanoFoldablesGet Ready to ReadSection 1: Physical and Chemical PropertiesMiniLAB: Measuring PropertiesMiniLAB: Identifying an Unknown SubstanceScience OnlineLab: Finding the Difference

Section 2: Physical and Chemical ChangesScience OnlineMiniLAB: Comparing ChangesIntegrate Astronomy Applying Math: Converting TemperaturesVisualizing RecyclingLab: Design Your Own - Battle of the ToothpastesScience Stats: Strange Changes


Chapter 21: Substances, Mixtures, and SolubilityLaunch Lab: Particle Size and Dissolving RatesFoldablesGet Ready to ReadSection 1: What is a solution?Science Online

Section 2: SolubilityIntegrate Environment MiniLAB: Observing Chemical ProcessesIntegrate Career Applying Science: How can you compare concentrations?Lab: Observing Gas Solubility

Section 3: Acidic and Basic SolutionsMiniLAB: Observing a Nail in a Carbonated DrinkVisualizing Acid PrecipitationScience OnlineIntegrate Life Science Science OnlineLab: Testing pH Using Natural IndicatorsScience Stats: Salty Solutions


Chapter 22: States of MatterLaunch Lab: Experiment with a Freezing LiquidFoldablesGet Ready to ReadSection 1: MatterIntegrate History Science Online

Section 2: Changes of StateIntegrate Physics Visualizing States of MatterScience OnlineApplying Science: How can ice save oranges?MiniLAB: Observing VaporizationScience OnlineLab: The Water Cycle

Section 3: Behavior of FluidsMiniLAB: Predicting a WaterfallApplying Math: Calculating DensityScience OnlineLab: Design Your Own - Design Your Own ShipOops! Accidents in Science: Incredible Stretching Goo


Chapter 23: Newton's Laws of MotionLaunch Lab: Observe Motion Along Varying SlopesFoldablesGet Ready to ReadSection 1: MotionApplying Math: A Swimmer's Average SpeedMiniLAB: Measuring MotionApplying Math: Skateboard Acceleration

Section 2: Newton's First LawIntegrate Health Science Online

Section 3: Newton's Second LawApplying Math: The Force on a Bike and RiderScience OnlineVisualizing FrictionLab: Static and Sliding Friction

Section 4: Newton's Third LawMiniLAB: Observing the Laws of MotionIntegrate Astronomy Lab: Design Your Own - Balanced and Unbalanced ForcesScience and Society: Bigger, Higher, Faster


Chapter 24: Energy and Energy ResourcesLaunch Lab: Marbles and EnergyFoldablesGet Ready to ReadSection 1: What is energy?Section 2: Energy TransformationsScience OnlineMiniLAB: Analyzing Energy TransformationsVisualizing Energy TransformationsIntegrate Life Science Lab: Hearing with Your Jaw

Section 3: Sources of EnergyIntegrate Earth Science Science OnlineApplying Science: Is energy consumption outpacing production?MiniLAB: Building a Solar CollectorLab: Use the Internet - Energy to Power Your LifeScience Stats: Energy to Burn


Student ResourcesScience Skill HandbookScientific MethodsSafety SymbolsSafety in the Science Laboratory

Extra Try at Home LabsTechnology Skill HandbookComputer SkillsPresentation Skills

Math Skill HandbookMath ReviewScience Applications

Reference HandbooksRocksMineralsWeather Map SymbolsUse and Care of a MicroscopeDiversity of Life: Classification of Living OrganismsPeriodic Table of the Elements

English/Spanish GlossaryIndexCredits

Feature ContentsCross-Curricular Readings National GeographicUnit Openers Visualizing

TIME Science and SocietyTIME Science and HistoryOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs

ActivitiesApplying MathApplying ScienceIntegrateScience OnlineStandardized Test Practice

Student WorkbooksChapter ResourcesChapter 1: The Nature of ScienceChapter 2: MineralsChapter 3: RocksChapter 4: AtmosphereChapter 5: WeatherChapter 6: ClimateChapter 7: Earth in SpaceChapter 8: Life's Structure and ClassificationChapter 9: Cell ProcessesChapter 10: Cell ReproductionChapter 11: HeredityChapter 12: Adaptations over TimeChapter 13: Circulation and ImmunityChapter 14: Digestion, Respiration, and ExcretionChapter 15: Support, Movement, and ResponsesChapter 16: Regulation and ReproductionChapter 17: PlantsChapter 18: Interactions of Living ThingsChapter 19: Conserving ResourcesChapter 20: Properties and Changes of MatterChapter 21: Substances, Mixtures, and SolubilityChapter 22: States of MatterChapter 23: Newton's Laws of MotionChapter 24: Energy and Energy Resources

Dinah Zike's Teaching Science with FoldablesLaboratory Activities ManualMastering Standardized TestsMath Skill ActivitiesProbeware LabsReading and Writing in the Science ClassroomReading and Writing Skill ActivitiesReading EssentialsScience Inquiry LabsScience NotebookStudy Guide and Reinforcement

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Glencoe Science Green Chapter 9 Resources

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