Student Edition Companion Notebook - Mrs....

Student Edition Companion Notebook

Grade 8

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ContentsUsing Your Student Edition Companion Notebook vi

Unit 1 The Nature of ScienceLesson 1 What Is Science? 1

STEM Engineering and Technology 4

Lesson 2 Scientific Knowledge 6

Lesson 3 Scientific Investigations 9

Think Science 12

Lesson 4 Science and Society 13

Unit Review 17

Unit 2 Measurement and DataLesson 1 Representing Data 21

Do the Math 24

Lesson 2 Scientific Tools and Measurement 25

Unit Review 29

Unit 3 Introduction to ChemistryLesson 1 The Atom 33

Lesson 2 The Periodic Table 36

Lesson 3 Electrons and Chemical Bonding 39

Lesson 4 Chemical Reactions 41

Think Science 44

Unit Review 47

Unit 4 Forces and MotionLesson 1 Matter in Motion 51

Lesson 2 Balanced and Unbalanced Forces 54

Lesson 3 Newton’s Laws of Motion 57

Unit Review 61

iiiContents


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Unit 5 The Earth-Moon-Sun SystemLesson 1 Earth’s Days, Years, and Seasons 65

Lesson 2 Moon Phases and Eclipses 67


Lesson 3 Earth’s Tides 71

Unit Review 75

Unit 6 The UniverseLesson 1 Structure of the Universe 79

Do the Math 82

Lesson 2 Stars 83

Lesson 3 The Life Cycle of Stars 85

Lesson 4 Observing the Universe 88

Lesson 5 The Origin of the Universe 91

Unit Review 95

Unit 7 Processes that Shape EarthLesson 1 The Theory of Plate Tectonics 99

Lesson 2 Plate Tectonics and Landforms 102

Lesson 3 Weathering, Erosion, and Deposition 105

Think Science 108

Lesson 4 Topographic Maps 109

Lesson 5 Images of Earth’s Surface 112

Unit Review 117

Unit 8 Earth’s Oceans and AtmosphereLesson 1 Wind in the Atmosphere 121

Lesson 2 Ocean Currents 124

Lesson 3 Global Weather Patterns 127


Lesson 4 Weather Maps and Weather Prediction 132

Unit Review 137

iv Contents


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Unit 9 EcosystemsLesson 1 Ecosystem Ecology 141


Lesson 2 Ecology of Terrestrial Ecosystems 146

Do the Math 148

Lesson 3 Ecology of Freshwater and Estuary Ecosystems 149

Lesson 4 Ecology of Marine Ecosystems 152

Lesson 5 Environmental Changes and Populations 155

Unit Review 159

vContents


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Quick Labs

• The Importance of Replication

• Improving an Electromagnet

Exploration Lab

• Road Safety

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Lesson

Scientific Investigations

ESSENTIAL QUESTION

How are scientific investigations conducted?By the end of this lesson, you

should be able to summarize the

processes and characteristics

of different kinds of scientific

investigations.

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Superconducting magnet assemblies,

such as the one shown here, help to

guide charged particles moving at almost the speed of light. Scientists study

the colliding particles to investigate the

nature of matter and energy.

4 Identify This list contains the vocabulary

terms you’ll learn in this lesson. As you

read, circle the definition of each term.

Vocabulary Terms

• experiment • dependent variable

• observation • data

• hypothesis • control

• variable

• independent variable

3 Synthesize The word experiment comes from

the Latin word experiri, meaning “to try.”

What do you think the meaning of the word

experiment is?

Active Reading

1 Evaluate Check T or F to show whether you

think each statement is true or false.

T FEvery scientific investigation is

an experiment.

You could do an experiment to

see if eating breakfast helps

students raise their grades.

Scientists need fancy

instruments to do experiments.

Scientists must repeat an

experiment for it to be useful.

2 Infer What do you think the scientists who

gathered the data for this graph were studying?Engage Your Brain

Answers for 1–3 should represent students’

current thoughts, even if incorrect.

1. F; T; F; T

2. They were studying the climate of Minne-

apolis.

3. Sample answer: An experiment is a pro-

cedure used by scientists to try out pos-

sible answers to questions or problems.

4. Students’ annotations will vary.

8.2A plan and implement comparative

and descriptive investigations by making

observations, asking well-defined questions, and

using appropriate equipment and technology

8.2B design and implement comparative

and experimental investigations by making

observations, asking well-defined questions,

formulating testable hypotheses, and using

appropriate equipment and technology

8.2D construct tables and graphs, using

repeated trials and means, to organize data and

identify patterns

32

33Lesson 3 Scientific Investigations

Unit 1 The Nature of Science

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Scientific Investigations (p. 32)

Lesson 31 Evaluate Check T or F to show whether you think each statement is true or false.

T F

Every scientific investigation is an experiment.You could do an experiment to see if eating breakfast helps students raise their grades.

Scientists need fancy instruments to do experiments.Scientists must repeat an experiment for it to be useful.

2 Infer What do you think the scientists who gathered the data for this graph were studying?

3 Synthesize The word experiment comes from the Latin word experiri, meaning “to try.” What do you think the meaning of the word experiment is?

5 Explain Why should hypotheses be testable?

6 Infer Write a hypothesis offering a possible explanation of what will happen to the plant shown in the photo in the Student Edition.

7 Apply Suppose you want to test the hypothesis that plants grow taller when they receive more sunlight. Identify an independent variable and a dependent variable for this investigation.

10 Apply Give another example of a scientific investigation that would require both observation and experiments.

8.2A; 8.2B; 8.2D

9Lesson 3 Scientific Investigations

Unit 1

Be sure to write your name and the date at the top of the Companion Notebook page.

As you read the Student Edition lesson and find numbered questions, look for those same questions on the Companion Notebook pages. Write your responses in the notebook instead of the Student Edition.

What is not included in this Companion Notebook?Some questions in the Student Edition are not included in this notebook. Questions that would require you to underline words or draw on images in the Student Edition are not repeated in the Companion Notebook. Also not included are activities that require research outside the book, such as Think Outside the Book questions and questions from Why It Matters sections.

Using Your Student Edition Companion NotebookUse this Companion Notebook to write answers to questions that appear in the print or digital Student Edition. First, find your assigned lesson in the print or digital Student Edition. Then, use the Table of Contents at the front of this notebook (pages iii – v) to find the pages that correspond to the Student Edition lesson. Work with the Student Edition and Companion Notebook side by side.

What is included in this Companion Notebook?Most numbered questions and activities from the Student Edition are included in this notebook. All Lesson Review pages and Unit Review pages are reproduced exactly from the Student Edition. Plus, all You Try It! pages from Think Science, STEM Engineering and Technology, and Do the Math unit activities are included exactly as they appear in the Student Edition so that you can practice new skills.

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vi Using Your Student Edition Companion Notebook

Name: Date: Class:

Lesson

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Structure of the Universe (p. 268)1

1 Predict Check T or F to show whether you think each statement is true or false.

T F

You live on Earth.

Earth orbits a star called the moon.

Earth and the sun have the same composition.

The sun is just one of many stars in the Milky Way galaxy.

Distances in the universe are extremely large.

2 Draw When you look into the night sky, you are seeing only a very small part of the universe. Use the space below to draw what you see in the night sky.

3 Synthesize Many English words have their roots in other languages. Use the Latin words below to make an educated guess about the meaning of the word universe.

Latin word Meaning

unus one

vertere to turn

Example sentence: Earth is part of the universe.

universe:

6 Analyze Look at the picture in the Student Edition. What is the relationship between the sizes of the planets and their distances from the sun?

9 Compare How does a planetary nebula differ from other types of nebulae?

8.8A; 8.8B; 8.8D

79

Unit 6

Lesson 1 Structure of the Universe

Name: Date: Class:

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10 Describe Write the name of the correct type of nebula (dark nebula, emission nebula, or reflection nebula) for each of the three images shown in the Student Edition. Then, write a few words to describe each type.

A

B

C

11 Describe In the spaces provided, write in your answers to each of the questions.

You live on Earth. What is Earth’s place in the universe?

Earth is part of the solar system. What objects make up our solar system?

The solar system is located within a partial spiral arm of the Milky Way galaxy. What is a galaxy?

12 Compute If Voyager 1 is now moving at 17 km/s, how far will Voyager 1 travel in one year?

13 Justify Use the model shown in the Student Edition to justify the current estimation of the diameter of the universe.

14 Describe What is the general structure of the universe?

80 Unit 6 The Universe


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LessonLesson ReviewVocabularyFill in the blank with the term that best completes the following sentences.1 A is a large

collection of stars, gas, and dust that is held together by gravity.

2 Space and all matter and energy in it is called the .

3 A consists of a star and all of the bodies in orbit around it.

Key Concepts4 Identify What is a large celestial body that is

composed of gas and emits light?

5 Compare How does the size of the sun and its distance from Earth compare to the sizes and distances of other stars?

6 Compare What is the difference between an emission nebula and a reflection nebula?

7 Describe What is a light-year? Explain why light-years are used to measure distances and sizes in the universe.

Critical ThinkingUse the table to answer the following question.

Object Distance from Earth

sun (nearest star) 8.3 light-minutes

Proxima Centauri (nearest star to sun)

4.3 light-years

center of Milky Way galaxy

25,000 light-years

Andromeda galaxy (nearest large galaxy)

2.5 million light-years

8 Apply How far is the sun from the center of the Milky Way galaxy? Explain your reasoning.

9 Determine A planet in our solar system is one of the farthest planets from the sun. Describe the size and composition of this planet.

10 Deduce What do you think that astronomers mean when they use the term observable universe? (Hint: Think of the time it takes for light from very distant objects to reach Earth.)

Lesson Review Answers 1. galaxy

2. universe

3. solar system

4. a star

5. The sun is a medium-sized star that is many thousands of times closer to Earth than any other star.

6. An emission nebula gives off light. A reflection nebula reflects the light of nearby stars.

7. A light-year is the distance light trav-els in a year. Because distances and sizes in the universe are very large, it would not be realistic to use kilo-meters to make these measure-ments.

8. The sun is about 25,000 light-years from the center of the galaxy because it is about the same dis-tance away as Earth is.

9. A planet in our solar system that is located far from the sun would be a gas giant planet. Therefore, this planet would be large and have a thick, gaseous atmosphere and a small, rocky core.

10. Students should deduce that when astronomers refer to the observable universe, they mean that portion of the universe from which light has had time to reach Earth since the beginning of the universe.

279Lesson 1 Structure of the Universe

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8181Lesson 1 Structure of the Universe


Saturn

Sizes and distancesare not to scale.

JupiterNeptune

Uranus

19.2 AU

9.58 AU

30.1 AU5.20 AU

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You Try It!Distances within the solar system are also large but not large enough to use the unit of light-year. Instead, astronomers use the astronomical unit. An astronomical unit (AU) is the average distance between Earth and the sun. One AU is approximately 150,000,000 kilometers.

1 Calculate Use a conversion factor and the diagram above to identify which planet is located 2,880,000,000 km from the sun.

A Identify the units you have and the units you need. The current unit of measure is km. The unit of measure for the answer should be AU.

B Determine the conversion factor. We know from the introduction that there are 150,000,000 kilometers in an astronomical unit. The conversion factor for converting km to AU is:

C Multiply the planet's distance from the sun by the conversion factor to find out how far the planet is from the sun in AU. Cancel the units.

D Simplify the fraction by dividing.

E Answer.

2 Synthesize What is an example of a distance that would appropriately be measured with the kilometer? The astronomical unit? The light-year?

Answers 1B. 1 AU/150,000,000 km

1C. 2,880,000,000 km/1 × 1 AU /150,000,000 km

1D. 2,880,000,000 AU/150,000,000 = 19.2 AU

1E. According to the diagram, Uranus is located 19.2 AU, or 2,880,000,000 km, from the sun.

2. You could measure a car trip across the state in kilometers. You could measure the distance from the sun to the Kuiper belt in astronomical units. You could measure the distance between Earth and the nearest galaxy in light-years.

281Unit 6 Do the Math

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8282 Unit 6 Do the Math


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Lesson Stars (p. 282)2

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T F

The sun is a star.

Stars are made mostly of nitrogen and oxygen.

If two stars have the same apparent magnitude, they are the same distance from Earth.

Red stars have higher surface temperatures than blue stars.

Some stars are about as small as Earth.

2 Describe In the images in the Student Edition, the stars Betelgeuse (left) and Rigel (right) are shown. Both stars are located in the constellation Orion. Describe any differences between these two stars that you see in this pair of images.

3 Synthesize Many English words have their roots in other languages. Use the Latin word below to make an educated guess about the meaning of the word luminosity.

Latin word Meaning

lumen light

Example Sentence: The luminosity of stars is measured relative to the luminosity of the sun.

luminosity:

6 Describe Look at the questions in the boxes on the image in the Student Edition. Write in the correct answer for each question on the lines below.

A

B

C

7 Compare Fill in the Venn diagram to compare and contrast the physical properties of the sun with the physical properties of other stars.

9 Analyze Look at the picture in the Student Edition. How does the light from a flashlight that is shone from two different distances model the apparent magnitude of two stars with the same absolute magnitude?

10 Explain Why does a star such as Betelgeuse, which is located far from Earth, have a much greater absolute magnitude than apparent magnitude?

Other Stars SunBoth

8.8A

83Lesson 2 Stars

Unit 6

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LessonLesson ReviewVocabularyIn your own words, define the following terms. 1 star

2 luminosity

3 apparent magnitude

Key Concepts4 List What are some of the physical properties

of stars?

5 Analyze Why is the absolute magnitude of some stars greater than their apparent magnitude?

6 Compare How does the size of the sun compare to the sizes of other stars?

7 Apply Mizar is a star system that is composed of two pairs of stars, Mizar A and Mizar B, or four stars in total. What do astronomers call a system that is composed of more than two stars?

Critical ThinkingUse the table to answer the following questions.

Color and Surface Temperature of Stars

Color Surface Temperature (°C)

blue Above 25,000

blue-white 10,000–25,000

white 7,500–10,000

yellow-white 6,000–7,500

yellow 5,000–6,000

orange 3,500–5,000

red Below 3,500

8 Apply Which stars have the highest surface temperatures, red stars or blue stars?

9 Apply The sun has a surface temperature of 5,527 °C. What is the color of the sun?

10 Calculate A star has a size of 0.1 solar radius. How many times larger is the sun than this star?

Lesson Review Answers 1. A star is a large celestial body that is

composed of gas and emits light.

2. Luminosity refers to the actual bright-ness of a star.

3. Apparent magnitude is the measure of a star’s brightness as seen from Earth.

4. apparent magnitude, absolute magni-tude, color and surface temperature, size

5. Bright stars that are located far from Earth will have smaller apparent magni-tudes but greater absolute magnitudes.

6. The sun is a star of average size. Dwarf stars can be as much as 100 times smaller than the sun. Giants and supergi-ants can be as much as 10 to 1,000 times as large as the sun.

7. a multiple star (system)

8. Blue stars have the highest surface tem-peratures.

9. The sun is a yellow star.

10. The sun would be 10 times as large as this star.

291Lesson 2 Stars

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T F

Our sun is among the most massive stars in our galaxy.

A neutron star is an extremely dense ball of neutrons.

Astronomers use the H-R diagram to predict when comets will travel close to Earth.

Stars develop from white dwarfs.

2 Explain Humans pass through a series of stages called a life cycle. Stars go through a series of stages, too. What stage of the human life cycle are you currently in? What stage of the star life cycle do you think the sun is in?

3 Synthesize You can often define an unknown word if you know the meaning of its word parts. Use the words and sentence below to make an educated guess about the meaning of the word supernova.

Word part Meaning

super large, extreme

novus fresh, new

Example sentence: As a part of its normal life cycle, a massive star becomes a supernova.

supernova:

5 Identify Look at the picture in the Student Edition. What is happening in the circled part of this nebula?

6 Identify What process begins when a star is born?

7 Examine Look at the start of the first reaction shown in the Student Edition. Compare this to the end of the last reaction. What type of nuclei are found at both ends of the reaction?

8 Identify When does a low-mass star become a giant?

10 Describe Using the image shown in the Student Edition, describe the process by which a giant becomes a white dwarf.

11 Explain What causes a supernova?

The Life Cycle of Stars (p. 292)Lesson 38.8A

85Lesson 3 The Life Cycle of Stars

Unit 6

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12 Relate Look at the picture in the Student Edition. Use the scale to find the diameter of this neutron star in miles.

13 Explain What is a pulsar?

14 Identify Look at the H-R diagram shown in the Student Edition. Where on the H-R diagram are the brightest stars located?

15 Identify Where on the H-R diagram are the coolest stars located?

16 Identify What is the region of the H-R diagram where stars spend most of their lives called?

17 Explain Look at the picture in the Student Edition. The sun is now at position A. How will the sun change in terms of temperature and brightness as it moves from position A to B and then to C on the H-R diagram?



InCopy Notes1. This is a list

InDesign Notes1. This is a list

InDesign Notes1. This is a list

6-8-G_CNLAESE589411_20aDon DixonFinal Pass 1/26/11

art is not to scale

A B C D

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LessonLesson ReviewVocabularyDraw a line to connect the following terms to their definitions.1 nebula A a large cloud of gas and

dust in space2 main sequence B an explosion in which the

outer layers of a star are thrown off

3 neutron star C a life-cycle stage of stars4 supernova D a small, very dense star

that has formed from the collapsed core of a star

Key Concepts5 Identify What force causes a star to form from

a nebula?

6 Explain What triggers nuclear fusion in stars?

7 Contrast Describe how the life cycle of a low-mass star differs from the life cycle of a high-mass star.

8 Explain Why is the H-R diagram useful in plotting the life cycles of stars?

Critical ThinkingUse this drawing to answer the following questions.

9 Analyze What changes within the star (A) lead to the red giant (B)?

10 Explain Why will the color of the sun change from yellow to red when it becomes a giant?

11 Relate Black holes cannot be seen. However, scientists think that black holes exist because of their effect on surrounding matter. Describe another force or phenomenon that cannot be seen directly. Give examples of the effects of this force on everyday objects.

Lesson Review Answers 1. A

2. C

3. D

4. B

5. gravity

6. Fusion is triggered when the temper-ature within the center of the core of hot, dense contracting gas and dust reaches a high enough temperature.

7. Sample answer: Low-mass stars remain in the main sequence for a longer time than high-mass stars do. Low-mass stars become giants and end their lives as white dwarfs. High-mass stars become supergiants that supernovae and end their lives as neutron stars or black holes.

8. Sample answer: The life cycles of stars of different masses can be plotted by brightness and temperature over their lifetimes.

9. As fusion of hydrogen ends, the star’s core collapses and the outer layer swells.

10. Sample answer: The color change is caused by a change in temperature. The sun will become cooler when it becomes a giant.

11. Sample answer: Gravity cannot be seen, yet we see its effects every day. Gravity keeps objects and people on Earth’s surface. We can see objects fall from a higher to a lower position.


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T F

Visible light is a type of electromagnetic radiation.

Artificial satellites can produce images of Earth only.

Earth’s atmosphere blocks all ultraviolet radiation from space.

Optical telescopes are used to study objects in the universe.

2 Identify Look at the picture in the Student Edition. Write a caption that explains what the picture shows.

3 Synthesize You can often define an unknown word if you know the meaning of its word parts. Use the word parts and sentence below to make an educated guess about the meaning of the word microwave.

Word part Meaning

micro- small

-wave an up-and-down or back-and-forth movement

Example sentence: Microwaves can be used to heat food.

microwave:

6 Analyze Write the parts of the electromagnetic spectrum in order from lowest frequency to highest frequency.

7 Complete Electromagnetic that has a shorter wavelength has a frequency.

8 Summarize Complete the concept map by filling in the circles below to show how spectral analysis is used to gain information about the universe.

10 Explain How are an absorption spectrum and an emission spectrum used to determine the elements that make up a star?

Observing the Universe (p. 306)4

Spectral analysis can reveal

8.8C


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11 Analyze Look at the picture in the Student Edition that shows sound waves emitted by an ambulance siren. How does the sound of the siren change as the vehicle approaches and then moves away from the observer in front of the ambulance?

12 Analyze The hydrogen spectrum of the Andromeda galaxy is similar to the bottom spectrum. How is this galaxy moving relative to Earth?

13 Identify What are optical telescopes?

14 Contrast How do reflecting telescopes and refracting telescopes differ?

15 Explain What is the advantage of placing telescopes on high mountains or in space?

16 Compare How is the surface of a radio telescope similar to a mirror in a reflecting telescope?

18 Describe What information about Venus have scientists gained using microwaves?

19 Analyze Look at the images of the Andromeda galaxy in the Student Edition. Compare the image in visible light with one of the other images of the Andromeda galaxy.

89Lesson 4 Observing the Universe


Radio Ultraviolet

Visible X-ray

InfraredGamma

rays

Microwave

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LessonLesson ReviewVocabularyFill in the blank with the term that best completes the following sentences.1 The distance between two adjacent crests of a

wave is called its .2 The is all

the wavelengths of electromagnetic radiation.3 A is a continuous

range of a single feature, such as a wavelength.

Key Concepts4 Explain State why telescopes that detect non-

optical radiation are useful for studying objects in space. Give an example.

5 Identify What are three properties of components of the universe that can be determined using electromagnetic radiation?

6 Explain Describe how wavelength, frequency, and energy are related.

7 Contrast How does an emission spectrum differ from an absorption spectrum?

Critical ThinkingUse this diagram to answer the following questions.

8 Analyze Some infrared radiation reaches Earth, and some does not. Which part does reach Earth—longer wavelength infrared or shorter wavelength infrared?

9 Analyze List two other types of electromagnetic radiation that can reach telescopes on Earth’s surface.

10 Analyze Describe the Doppler effect and how it relates to the distance of a galaxy from Earth.

Lesson Review Answers 1. wavelength

2. electromagnetic spectrum

3. spectrum

4. Images of objects taken with non-optical radiation reveal features not seen in visible light. For example, infrared images reveal dust that blocks visible light.

5. Sample answer: temperature, chemi-cal composition, and density

6. Radiation with a shorter wavelength has a higher frequency and more energy per wave.

7. An emission spectrum has bands of light at wavelengths that are given off by an object. An absorption spectrum has dark bands where an object absorbs wavelengths of light.

8. Shorter wavelength infrared radia-tion reaches Earth.

9. Sample answer: Any two of the fol-lowing: radio wavelengths, longer wavelength microwaves, shorter wavelength infrared, visible light, longer wavelength ultraviolet

10. The Doppler effect is a shift in an observed change in frequency or wavelength when an object is mov-ing relative to the observer. An object moving away from Earth has a redshift. The greater the redshift, the farther the object is from Earth.

321Lesson 4 Observing the Universe

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5 The Origin of the Universe (p. 322)


T F

A galaxy is the largest structure in the universe.

Albert Einstein developed the law of universal gravitation.

The universe is between 13 and 15 billion years old.

The universe is expanding in all directions.

2 Describe In your own words, define the word universe.

3 Synthesize You can often define an unknown compound word if you know the meaning of the words it contains. Use the words and sentence below to make an educated guess about the meaning of the word redshift.

Word part Meaning

red the color of the visible spectrum with the longest wavelengths

shift to move from one position to another

Example sentence: The wavelengths of a star that is moving away from Earth appear longer because of a redshift.

redshift:

6 Identify The images in the Student Edition show a portion of the structures of the universe. Label each image with the correct term below.

solar system galaxy

star cluster galaxy cluster

A B

C D

8 Explain How did Lemaître’s reasoning lead him to develop the concept of the “primeval atom”?

9 Explain How does the redshift of galaxies provide evidence that the universe is expanding?

12 Predict Look at the photo in the Student Edition. Which galaxies in this photo will have the largest redshift?

8.3D; 8.8E

91Lesson 5 The Origin of the Universe

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13 Explain Look at the picture in the Student Edition. What information does the WMAP temperature map give scientists about the structure of the universe?

15 Compare How does a model of the Big Bang differ from the actual event?

16 Explain How do scientists use the rates of expansion of the universe to estimate the age of the universe?



LessonLesson Review

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NASA

VocabularyFill in the blank with the term that best completes the following sentence.1 According to the ,

the universe began as a tiny volume that suddenly and rapidly began expanding.

2 The is the remnant of the early radiation that filled the universe.

3 The is space and all energy and matter in it.

4 A is an apparent shift toward longer wavelengths of light caused when an object moves away from an observer.

Key Concepts5 Describe Which statement best describes

how scientific thought about the universe has changed over time? Circle your answer.

A. Scientists now know that Earth, not the sun, is the center of the universe.

B. Scientists now know that the universe changes over time rather than remaining unchanging.

C. Scientists now know that a solar system, not a star, is the largest structure in the universe.

D. Scientists now know that the universe was made of only matter, not matter and energy.

6 Identify Who discovered that hydrogen and helium formed during the early stages of the Big Bang?

7 Describe What was Georges Lemaître’s major contribution to the current understanding of the universe?

Critical ThinkingUse the map to answer the following question.

8 Apply What does this map of the CMB show about radiation from the Big Bang?

9 Summarize What evidence other than the CMB provides support for the Big Bang theory?

10 Explain How does Newton’s law of universal gravitation help scientists describe the universe?

`

Lesson Review Answers 1. Big Bang theory; 2. cosmic

microwave background; 3. universe; 4. redshift

5 B

6 George Gamow

7 Georges Lemaître used calculations to show that the universe is expanding.

8 It shows that microwave radiation left over from the Big Bang, the cosmic microwave background, fills the sky.

9 In addition to the CMB, the abundance of light elements in the universe and the redshift of galaxies provide support for the Big Bang theory.

10 Newton’s law of universal gravitation describes how the force of gravity depends on the masses of objects and the distance between them. It helps scientists explain why solar systems form and why objects are held together in galaxies.

333

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9393Lesson 5 The Origin of the Universe


InCopy Notes1. File CED by SRM 11/12/12.

InCopy NotesInDesign Notes

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My Notes

Answers




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Unit 6 ReviewName

Unit 6 ReviewVocabulary

Fill in the blank with the term that best completes the sentence.

8.8A

1 A(n) is a large group of stars, gas, and dust bound together by gravity.

8.8D

2 The distance that light can travel in one year, also known as a(n) , is about 9.5 trillion km.

8.8A

3 A large celestial body that is composed of gas and that emits light is a(n) .

8.8A

4 A large, cold cloud of gas and dust in interstellar space is called a(n) .

8.8C

5 An increase in the wavelength of light as a galaxy moves away from Earth is called a(n) .

Key ConceptsChoose the letter of the best answer.

8.8D

6 The following table displays the average distance from Earth for four objects.

Object Average Distance from EarthBarnard’s Star 6 light yearsAndromeda galaxy 2.4 million light-yearsTriangulum galaxy 2.6 million light-yearsplanet Neptune 4.3 billion km

Which object is farthest away from Earth? (Hint: Step 1. Rewrite all of the distances in the same format. Step 2. Place the distances in order from least to greatest. Step 3. Choose the greatest distance.)

A Barnard’s star C Andromeda galaxy

B planet Neptune D Triangulum galaxy

Answers

337Unit 6 Review

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9595Unit 6 The Universe


InCopy Notes1. COMP/DSN: Delete art 15A. -LED (scc) 11/09/122. COMP/DSN: Pls fix font for answer choices C and D of #7. -LED (scc) 11/09/123. COMP/DSN:MOve art 14A to go with #9, set after the sentence “It is moving from left to

right across the .diagram” -LED (scc) 11/09/12 4. DSN: I’m hoping that 7, 8 and 9 will all fit on this page?. -LED (scc) 11/09/12

InCopy Notes1. COMP/DSN: Pls fix font for answer choices C and D of #9. -LED (scc) 11/09/122. DSN: I’m hoping that 10, 1nd 11 will all fit on this page. -LED (scc) 11/09/123. DSN: Set grid box with #11. -LED (scc) 11/09/124. DSN: Delete art 9A LED (scc) 11/16/125. DSN: Can we pull up the Critical Thinking head and #12 (including art) onto this page?

Will it fit? LED (scc) 11/16/12

InDesign Notes

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Unit 6 Review continued

8.8B

7 What type of star is the sun?

A a supergiant C a low-mass star

B a neutron star D a high-mass star

8.8C

8 How are telescopes used in space science?

A Telescopes help in looking at cells.

B Telescopes are used to communicate over long distances.

C Telescopes are used to transmit visible light over long distances.

D Telescopes help to gather data about space for use by astronomers.

8.8E, 8.3B

9 The dot in the diagram is a source of light waves. It is moving from right to left across the diagram.

How does the diagram relate to the expanding universe? (Hint: Step 1. Compare the characteristics of the waves in front of the source with those behind the source. Step 2. Think about evidence scientists used to conclude that the universe is expanding. Step 3. Relate the diagram to the evidence.)

A It shows that light produced during the big bang is still in motion.

B It shows that objects move faster depending on the type of light they produce.

C It shows that a source produces light of different wavelengths in different locations.

D It shows that wavelengths are increased behind an object that is moving away from an observer.

8.8A

10 Where do stars form?

A in nebulae

B on asteroids

C in a planet’s core

D in sun spots on the surface of the sun

Answers




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InCopy Notes1. COMP/DSN: Pls fix font for answer choices C and D of #9. -LED (scc) 11/09/122. DSN: I’m hoping that 10, 1nd 11 will all fit on this page. -LED (scc) 11/09/123. DSN: Set grid box with #11. -LED (scc) 11/09/124. DSN: Delete art 9A LED (scc) 11/16/125. DSN: Can we pull up the Critical Thinking head and #12 (including art) onto this page?

Will it fit? LED (scc) 11/16/12

InDesign Notes InDesign Notes

Luminos

ityHigh

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Abso

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mag

nitude

Brightest

CanopusVega Polaris

AldebaranArcturus

Sun

ProximaCentauri

BetelgeuseRed

Supergiants

WhiteDwarfs

RedDwarfs

RedGiants

Spica

Faintest

Temperature

Hertzsprung-Russell Diagram

CoolestHottest

8_CTXESE046207_39A.aiSam Valentino11.5.121st pass

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Unit 6 Review

Gridded ResponseWrite your answer in the boxes, then bubble in the corresponding number in the grid below.

8.8D

11 About how many trillion kilometers does light travel in one year? Round your answer to the nearest tenth of a trillion kilometers.

Critical ThinkingAnswer the following question in the space provided.

8.8A

12 Below is a version of the Hertzsprung-Russell Diagram, which includes absolute magnitude as well as luminosity and temperature.

Use information about the sun, based on the diagram, to explain the difference between apparent magnitude and absolute magnitude.

.0 0 0 0 0 0

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

6 6 6 6 6 6

7 7 7 7 7 7

8 8 8 8 8 8

9 9 9 9 9 9

AnswersAnswers

339Unit 6 Review


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InCopy Notes1. DSN/COMP: Set art 39A with #12 after the sentence “...luminosity and temperature.”-LED

(scc) 11/09/122. DSN/COMP: I’m hoping that the critical thinking head will start this page and that

questions 12 and 13 will fit. -LED (scc) 11/09/12ED: Overset on this page. Art is placed at 85%. CB 11/15/12

3. DSN: If #12 can fit on previous page, the Connect the Essential Questions head can start this page and we can fill with WOLS. Also, I put the four names on one line to save space, but they could be listed vertically i preferred? LED (scc) 11/16/12

InDesign Notes

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Unit 6 Review continued

ESSENTIAL QUESTIONSLessons 1, 4, and 5

Connect

Answer the following question in the space provided.

8.8E

13 Scientists’ understanding of the universe changed over time as new evidence was discovered. How did the work of each of the following scientists affect the understanding of the universe?

Isaac Newton

Georges Lemaître

Albert Einstein

Edwin Hubble

Answers



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