Teacher Guide & Answers

ReinforcementSection 1 (page 1)1. Science is a way or a process used to investigate what is happening around us.2. Science is a part of your life.3. Answers vary, but students may includesome of the following: descriptions of all of thescientist’s observations; mathematical measurements or formulas; and descriptions of experiments listing procedures, materials, drawings of equipment setups, results, questions, and problems encountered.4. Senses sometimes can be fooled. Senses also are not always precise. Sometimes measurements must be taken to confirm the observations of the senses.

Section 2 (page 2)1. descriptive research2. experimental research design3. hypothesis4. control5. models6. experiment7. trials8. variable9. metric10. bias11. c12. a13. d14. b

Section 3 (page 3)1. knowledge2. engineering, technology3. techniques4. discoveries5. solutions6. tested7. Answers will vary. Students may say thatbiotechnology is technology applied to livingorganisms. Examples could include new drugs,

artificial limbs or joints, or genetic modificationtechnologies.8. Answers will vary, but students may include the following: education, communications, entertainment, or health.

Directed Reading for Content MasteryOverview (page 5)1. D2. C3. A4. B5. E

Sections 1 and 2 (page 6)

Section 3 (page 7)1. Answers will vary. Possible answers: computer, CD player, automobile2. Answers will vary. Possible answers: assembly line, medical imaging, computer program3. Answers will vary. Possible answers: medicalfacility, the internet, transportation.4. Engineering5. problem6. science7. testing8. technology9. pilot plant10. solutions

Key Terms (page 8)1. model

2. constant3. independent variable4. control5. hypothesis6. science7. technology8. descriptive research9. experimental research design10. scientific methods11. dependent12. biotechnology13. constraint

Chapter ReviewPart A Vocabulary Review (page 9)1. technology (5/3)2. hypothesis (2/1)3. measurement (2/1)4. control (4/2)5. random sample (4/2)6. variable (4/2)7. science (1/1)8. data table (2/1)9. your mind (2/1)

Part B. Concept Review (page 9)1. a. 3 (3/2) b. 4 (3/2) c. 1 (3/2) d. 2 (3/2) e. 6 (3/2) f. 5 (3/2)2. observations and experiments (4/2)3. several (1/1)4. Identifying the problem (2/1)5. technology (6/3)6. define a problem (7/3)7. New discoveries lead to new products that people can use every day. Examples of new products include movies, videotapes, DVDs, medicines, and satellite tracking systems. (5/3)8. Data may be recorded or summarized in the form of tables, charts, graphs, or written text. (2/1)

ReinforcementSection 1 (page 11)1. fish, swan, dragonfly, deer, trees2. sun, wind, water, soil, rocks3. d4. a5. c6. b

Section 2 (page 12)1. Competition limits living space, food, and other resources that slow population growth.2. A limiting factor affects a population by limiting a resource the population needs.3. a pumpkin, it has more seeds4. 1005. competition, a limiting factor6. The largest number of individuals of one species that an ecosystem can support over time.7. Birds fly south for the winter. The northern bird population is greatly diminished.8. Yes, if more of the population dies than is born, the population will decrease.9. They trap the animals without injuring them,mark the rabbits, and release them. Later,another sample of rabbits is captured. Some willhave marks, but many won’t. By comparing thenumber of marked and unmarked rabbits in thesecond sample, ecologists can estimate thepopulation size.

Section 3 (page 13)1. d2. g3. h4. f5. a6. c7. e8. b9. commensalism10. mutualism11. parasitism12. niche13. habitat14. habitat15. niche16. niche17. niche18. niche

Directed Reading for Content Mastery

Overview (page 15)1. population2. community3. ecosystem4. biosphere5. producers6. consumers7. herbivores8. carnivores9. omnivores10. decomposers

Sections 1 & 2

1. biosphere2. Ecologists3. population4. community5. habitat6. size7. limiting8. Carrying9. biotic

Section 3 (page 17)1. niche2. consumer3. producer4. mutualism5. commensalism6. symbiosis7. ecology

Key Terms (page 18)1. niche

2. habitat3. population4. community5. ecosystem6. biosphere7. limiting factor8. carrying capacity9. ecology10. producers11. consumers12. symbiosis13. mutualism14. commensalism15. parasitismChapter ReviewPart A. Vocabulary Review (page 19)1. limiting factor (6/2)2. niche (9/3)3. producers (7/3)4. community (3/1)5. ecology (2/1)6. consumers (7/3)7. biosphere (1/1)8. population (3/1)9. carrying capacity (6/2)10. ecosystem (1/1)11. habitat (3/1)12. symbiosis (8/3)13. commensalism (8/3)14. parasitism (8/3)15. mutualism (8/3)

Part B. Concept Review (page 20)1. a. top portion of Earth’s crustb. all the water on Earth’s surfacec. the atmosphere that surrounds Earth (1/1)2. A termite’s habitat is where it lives, perhaps in a dead tree. Its niche is how it survives, including what it eats, how it cooperates with other organisms, and how it avoids danger. (9/3)3. Answers will vary, but they should correctly identify organisms that reflect each type of relationship. (8/3)4. A limiting factor is anything that restricts thenumber of organisms that can survive in anarea. A carrying capacity is the population ofone species that an area can support over time.

Limiting factors affect carrying capacity. (5, 6/2)5. herbivores, carnivores, omnivores, decomposers (7/3)6. A population is all the organisms of one species that lives in an area. A community includes all the species in the area. (2/1)7. Leaves and other vegetation are producers,giraffes are consumers that eat the producers, and lions are consumers that prey on giraffes. (7/3)

ReinforcementSection 1 (page 21)1. abiotic factors: sun, wind, water, rocks, soil2. biotic factors: trees, duck, fish, deer, butterfly, soil (humus)3. Air contains 78 percent nitrogen, 21 percentoxygen, and 0.03 percent carbon dioxide.4. Organisms that are capable of photosynthesis are called producers.5. true6. true7. Ecosystems with a lot of water support moreorganisms than ecosystems with little water.

Section 2 (page 22)1. h2. c3. f4. j5. g6. a7. b8. d9. b10. c11. c12. b13. a14. evaporation, condensation, precipitation15. Nitrogen is needed to make proteins and DNA.

Section 3 (page 23)1. chemosynthesis2. food web

3. producers4. consumers5. energy pyramid6. photosynthesis7. a. 4 b. 1 c. 2 d. 38. a. 3 b. 1 c. 29. a. 1 b. 4 c. 3 d. 210. a. 2 b. 1 c. 311. First-step organisms are all producers. Second-step organisms are all herbivores.12. The bottom level is all producers, with thegreatest amount of total energy. Each successive level receives less total energy from the level below and, therefore, has fewer organisms.

Directed Reading for Content MasteryOverview (page 25)1. biotic factors2. abiotic factors3. temperature4. food chains5. water6. soil7. condensation8. photosynthesis and chemosynthesis

Sections 1 (page 26)

Section 2 and 3 (page 27)1. condensation 8. water cycle2. sugar 9. nitrogen cycle3. bacteria 10. carbon cycle4. carbohydrates 11. sulfur/chemicals5. chemosynthesis 12. food web6. producers 13. omnivores7. pyramid 14. evaporation

Key Terms (page 28)

1. abiotic 6. water cycle2. soil 7. condensation3. evaporation 8. biotic4. energy pyramid 9. food web

5. climate 10. chemosynthesis

Chapter ReviewPart A. Vocabulary Review (page 29)1. climate (3/1)2. abiotic (1/1)3. consumers (5/2 and 7, 8, 9/3)4. food web (8, 9/3)5. carbon dioxide (5/2)6. humus (1/1)7. chemosynthesis (7/3)8. atmosphere (2/1)9. energy pyramid (8, 9/3)10. soil (1/1)11. photosynthesis (5/2, 7/3)

Part B. Concept Review (page 29)1. a. 3 (8, 9/3) b. 1 (8, 9/3) c. 2 (8, 9/3)2. a. 2 (2/1) b. 1 (2/1) c. 4 (2/1) d. 3 (2/1)3. respiration (2/1)4. sunlight (3/1)5. chemosynthesis (7/3)6. Order of answers may vary. (4/2)a. evaporation—conversion of liquid water towater vaporb. condensation—conversion of water vapor toliquid waterc. precipitation—as condensed water dropletscombine and become heavier, they eventuallyfall to ground.7. Atmospheric nitrogen can be converted to acompound usable by plants either by lightningor in the soil by nitrogen-fixing bacteria.Nitrogen fixation. (6/2)8. The higher the level, the larger the organism is and the more energy is required, but theless energy is available from the lower levels. (9/3)9. Sample answer: bacteria, fungi, insects, worms, decaying animals (1/1)

10. Soil contains abiotic components, such as small pieces of rock and sand, as well as biotic components, such as living organisms and humus. (1/1)11. Carbon exhaled as CO2 as a waste product ofrespiration is used by plants and algae to producehigh-energy sugar molecules, or food. Theproducers are then eaten by consumers who, inturn, release the CO2 again as waste. (5/2)

ReinforcementSection 1 (page 31)1. secondary succession2. secondary succession3. primary succession4. secondary succession5. The normal gradual changes that occur in thetypes of species that live in an area.6. pioneer species7. Lichens and the forces of weather and erosionhelp break down rocks into smaller pieces,which become soil. As lichens die and decay,organic matter is added to the new soil.8. After a fire, the remaining soil may already contain the seeds of weeds, grasses and trees. More seeds are carried to the area by wind and by birds andother wildlife that move in.9. Because soil is already present at the beginning of secondary succession, it occurs faster than primary succession.10. climax community

Section 2 (page 32)1. cold, dry; lichens, mosses, grasses, small shrubs; biting insects, arctic hares, reindeer, caribou, snowy owls, ducks, geese, hawks, willow grouse2. long, cold winters, wetter and warmer thantundra; cone-bearing evergreen trees; moose, lynx, shrews, bears, foxes

3. cold winters, hot summers, mild springs and falls; deciduous trees; white-tailed deer4. 9–12ºC, 200–400 cm precipitation per year;Douglas fir, western red cedar, spruce; black bear, cougar, bobcat, northern spotted owl, marbled murrelet, salamanders5. warm, wet; very diverse; ants and other insects, macaw, reptiles, amphibians, large mammals6. very dry; cactus plants; kangaroo rats, scorpions7. both temperate and tropical, 25–75 cm precipitation per year, with a dry season; grasses and grains; wildebeests, zebras, kangaroos, gazelles, impalas, cattle, sheep

Section 3 (page 33)1. The upper 200 m or so of water is the lightzone. The light and nutrients support plankton,which are the foundation of the food chain.2. The dark zone is below the light zone. Animals in this zone feed on material floating down in this zone or on each other. A few can produce their own food.3. The pond supports more species because its water is standing. Swiftly flowing water loses nutrients as they are washed to shore.4. It is the area where a river meets an ocean. Many ocean fish use estuaries as breeding grounds.5. Wetlands contain many important organisms, including fish, shellfish, cranberries, and other plants.6. Coral reefs are formed from the calcium carbonate shells secreted by animals called corals. When the corals die, their shells remain. The shell deposits collect over time, forming reefs. Because coral reefs are a living system of organisms, they do not do well when subjected to long-term pollution and increased sedimentation.

Directed Reading for Content MasteryOverview (page 35)

1. tundra 6. both2. desert 7. freshwater3. grassland 8. saltwater4. cold forest region 9. freshwater5. saltwater 10. both

Section 1 (page 36)1. succession2. secondary3. pioneer4. climax5. primary6. climax7. primary8. climax9. primary10. a. 2 b. 4 c. 3 d. 1

Sections 2 and 3 (page 37)1. temperate rain forest2. tundra3. temperate deciduous forest4. grassland5. taiga6. desert7. e8. f9. a10. c11. g12. b13. d

Key Terms ( page 38)

Chapter ReviewPart A. Vocabulary Review (page 39)1. climax community (3/1)2. succession (1/1)3. intertidal zone (8/3)4. grasslands (5/2)5. tropical rain forest (5/2)6. temperate deciduous forest (5/2)7. biomes (5/2)8. tundra (5/2)9. taiga (5/2)10. desert (5/2)11. estuary (8/3)12. wetlands (5/2)13. coral reefs (8/3)14. pioneer species (2/1)

Part B. Concept Review (page 40)1. C (3/1)2. P(3/1)3. P (3/1)4. P(2/1)5. P (2/1)6. S (1/1)7. g (5/2)8. b (5/2)9. d (5/2)10. a (5/2)11. e (5/2)12. b (5/2)13. c (5/2)14. f (5/2)15. e (5/2)16. water temperature, the amount of sunlight, and the amounts of dissolved oxygen and salt in the water (7/3, 8/3)17. lakes, ponds, and wetlands (7/3)18. They are fertile ecosystems that produce organisms such as fish, shellfish, cranberries, and other useful plants. (7/3)19. The gravitational pull of the Sun and the Moon (8/3)

ReinforcementSection 1 (page 41)1. optical2. electromagnetic3. mechanical4. reflecting telescope5. radio telescopes6. rocket7. refracting telescope8. radio waves

9. speed10. Light11. dish12. reflectors13. reflecting14. visible light15. concave16. observatories17. electromagnetic spectrum18. Hubble Space Telescope19. atmosphere

Section 2 (page 42)1. satellite2. Armstrong3. orbit4. Project Apollo5. Voyager6. Glenn7. Project Gemini8. space probe9. atmosphere10. Mars11. Galileo12. Sputnik13. rocket14. Earth15. Mercury

Section 3 (page 43)A. space stationB. space shuttle1. both2. both3. space shuttle4. space station5. space shuttle6. space station7. space shuttle8. space station9. space station10. space shuttle11. space station

12. space shuttle13. space station

Directed Reading for Content MasteryOverview (page 45)1. visible light2–3. reflecting telescopes, refracting telescopes4. radio telescopes5. rockets6–8. space probes, space shuttles, satellites

Sections 1 (page 46)

Section 2 and 3 (page 47)1. These probes explored the planets in our solarsystem, sending data back to Earth that maysomeday help us send manned missions tothe planets. The probes are now outside thesolar system.2. It will be a permanent laboratory designed forlong-term research projects. Among the topicsto be studied are the growth of protein crystalsthat could enhance work on drug design andthe treatment of many diseases. It also could be aconstruction site for ships that will travel to theMoon or Mars.3. Successor to the Hubble Telescope, the Next Generation Space Telescope will allow scientists to study the evolution of galaxies, the production of elements by stars, and the process of star and planet formation.

Key Terms (page 48)1. satellite2. reflecting3. orbit4. Project Apollo5. refracting6. space shuttle7. space probe8. Project Gemini9. observatory10. spectrum11. rocket12. space station13. Sputnik 114. Mars

Chapter ReviewPart A. Vocabulary Review (page 49)1. observatories (3/1)2. orbit (4/2)3. Project Apollo (6/2)4. satellite (4/2)5. Cassini (5/2)6. electromagnetic spectrum (1/1)7. Project Mercury (6/2)8. space station (8/3)9. reflecting telescopes (2/1)10. space probes (5/2)11. radio telescopes (3/1)12. Project Gemini (6/2)13. space shuttle (7/3)14. refracting telescopes (2/1)15. rockets (6/2)16. N (4/2)17. A (4/2)18. A (4/2)19. N (4/2)20. A (4/2)

Part B. Concept Review (page 50)1. a. 3 (6/2)b. 4 (6/2)c. 1 (6/2)d. 2 (6/2)2. ultraviolet (1/1)3. radio waves (1/1)4. infrared (1/1)5. gamma rays (1/1)6. longer (1/1)7. The space shuttle orbiter can be reused, as canits solid-fuel booster rockets. Reusing the shuttle

saves money and conserves resources. Earlierspacecraft could be used only once. (7/3)

ReinforcementSection 1 (page 51)

1. equinox 8. ellipse2. rotation 9. winter3. summer 10. day4. sphere 11. year5. revolution 12. equator6. axis 13. solstice7. tilt

Section 2 (page 52)1. full moon2. third quarter3. new moon4. first quarter5. waning gibbous6. waning crescent7. waxing crescent8. waxing gibbous9. total lunar eclipse10. total solar eclipse11. A lunar eclipse occurs when Earth’s shadow falls on the Moon. Once the Moon moves into Earth’s umbra, a total eclipse occurs. Anyone on the nighttime side of Earth is able to see the eclipse.12. It occurs when the Moon moves directlybetween Earth and the Sun and casts a shadowon part of Earth. In a total eclipse, the Moonblocks all of the Sun except for its atmosphere.Only people standing in an area of Earth within

the Moon’s umbra are able to see the total solareclipse.

Section 3 (page 53)1. crust2. core3. water4. basin5. lunar6. shadow7. surface8. ice9. thinner10. minerals11. Sunlight for power and melted ice for watermight be available on a plateau near the basin.12. It was named after the miner’s daughter in the song “My Darling Clementine.”

Directed Reading for Content MasteryOverview (page 55)1. axis2. orbit3. 24 hours4. about 365 days5. day and night6. the passage of a year7. waxing crescent, waning gibbous8. Comets impacting the Moon deposited ice whichmay still exist in craters at the Moon’s poles.

Sections 1 (page 56)

1. sphere 4. solstice2. ellipse 5. spring3. tilt 6. radiationSection 2 and 3 (page 57)1. In a lunar eclipse, the Moon moves into Earth’s shadow and the shadow blocks light coming from the Sun. From Earth, you first see a curved shadow on the Moon’s surface, then the Moon becomes dark red.2. In a solar eclipse, the Moon moves directlybetween Earth and the Sun, casting a shadow onpart of Earth’s surface. From Earth, the Moonappears as a dark disk, and the only part of theSun you can see is the atmosphere. It makes a pearly white glow around the edge of the Moon.3. It took high-resolution photographs of theMoon’s surface, leading to accurate and detailedmaps; it collected data on the mineral content ofmoon rocks.

Key Terms (page 58)1. b 7. a2. a 8. a3. b 9. a4. a 10. b5. b 11. b

6. b 12. a

Chapter ReviewPart A. Vocabulary Review (page 59)1. b (1/1) 8. a (1/1)2. d (2/1) 9. d (2/1)3. c (3/1) 10. d (6/2)4. c (4/2) 11. c (4/2)5. b (6/2) 12. b (1/1)6. a (7/3) 13. a (4/2)7. d (5/2)

Part B. Concept Review (60)1. lunar eclipse (5/2)2. solar eclipse (5/2)3. penumbra (5/2)4. partial eclipse (5/2)5. Earth comes directly between the Sun and theMoon, and Earth’s shadow falls on the Moon. (5/2)6. The Moon moves directly between Earth and the Sun and casts a shadow on Earth. (5/2)7. The umbra is larger during a lunar eclipse,because Earth is larger than the Moon andtherefore casts a larger shadow. (5/2)8. Because Earth is tilted on its axis, direct sun rays reach different parts of Earth at different times. The different angles of the rays cause seasons. (1/1), (3/1)

ReinforcementSection 1 (page 61)1. The Earth-centered model has Earth as the center of the solar system with the Sun, the Moon, the stars and the planets revolving around it in separate spheres. The Sun-centered model has the Sun as the center of the solar system with the planets and other objects revolving around it.2. The solar system formed more than 4.6 billionyears ago from a cloud of gas and dust. Gravitational attraction among the particles caused them to drift toward the center of the cloud. The faster the cloud rotated, the more gas and dust moved to the center.

Eventually, the core became so dense and hot that nuclear fusionbegan, and the Sun formed. Gas and dust particles in the outer rim of the cloud clumpedtogether to form the planets.3. Inner planets—Mercury, Venus, Earth, and Mars—are solid, rocky planets with iron cores; because easily vaporized elements could not condense into solids, lighter elements are scarce on the planets close to the Sun. Outer planets—Jupiter, Saturn, Uranus, Neptune—are all the planets farthest from the Sun; they are made of lighter elements such as hydrogen.4. Copernicus: The Moon revolves around Earth; Earth and the other planets revolve around the Sun. The movement of the planets and stars as seen from Earth is caused by Earth’s rotation.5. Galileo: Venus goes through phases like theMoon; Venus revolves around theSun. This information supported Copernicus’smodel of the solar system.6. Kepler: Planets travel at different speeds; theorbits of the planets are not circular but elliptical,with the Sun offset from the center.

Section 2 (page 62)1. Mercury2. Venus3. Earth4. Mars5. small, solid, rocky6. small, solid rocky7. small, solid, rocky8. small, solid, rocky9. no true atmosphere10. dense clouds of mostly carbon dioxide, droplets of sulfuric acid11. nitrogen, oxygen, other gases12. thin; carbon dioxide, some nitrogen and argon13. great extremes, 425°C in day, –170°C at night14. greenhouse effect, 450°C to 475°C15. allow water to exist as solid, liquid, and gas16. –125°C to 35°C

17. craters, high cliffs, moon-like surface18. craters, cracks, volcanoes with lava flows19. oceans, land masses, polar ice caps20. reddish-yellow rocks, rifts, craters, channels,volcanoes, polar ice caps21. 122. 2—Phobos, Deimos23. Mariner 1024. Mariner 2, Venera 7, Magellan25. Mariner 9, Viking 1 and 2, Mars Global Surveyor, Mars Pathfinder, Mars Odyssey

Section 3 (page 63)1. Jupiter2. Saturn3. Uranus4. Neptune5. Pluto6. large, gaseous7. large, gaseous8. large, gaseous9. large, gaseous10. hydrogen, helium, ammonia, methane, watervapor11. hydrogen, helium, ammonia, methane, watervapor12. hydrogen, helium, methane13. hydrogen, helium, methane14. ocean of liquid hydrogen and helium, perhaps a core of ice and rock15. liquid hydrogen and helium, perhaps a core of ice and rock16. liquid water, methane, ammonia, rocky core17. liquid water, methane, ammonia, rocky core18. white, tan, red, brown clouds (Great Red Spot), faint rings19. hundreds of rings, lowest density of all planets20. thin dark rings, blue-green color, sideways rotation21. blue-green color, storms in atmosphere, ringswith gases22. at least 61: Io, Europa, Ganymede, Castillo23. 31: Titan24. 21: Titania

25. 11: Triton26. Voyager 1 and 2, Galileo, Cassini27. Voyager 1 and 228. Voyager 229. Voyager 2

Section 4 (page 64)1. The Oort Cloud is a large collection of comets; it surrounds the solar system beyond the orbit of Pluto.2. An asteroid is a piece of rock similar to thematerial that formed the planets; most asteroidsare located between the orbits of Mars andJupiter.3. comet; A. coma; B. nucleus; C. tail4. It is pulled from the Oort Cloud by the gravityof a nearby star or by the Sun’s gravity, whichcan pull it to the center of the solar system. Atfirst it is like a large, dirty snowball. Then, eachtime it orbits close to the Sun, heat from theSun vaporizes its ice into gases, until all that’sleft is dust and rock.5. A. meteoroids B. meteors C. meteorites6. Most meteorites are probably debris fromasteroid collisions or broken-up comets.

Directed Reading for Content MasteryOverview (page 65)1. comets*2. asteroids*3. Mercury4. Earth5. Mars6. Saturn7. Neptune*Students could answer either comets or asteroids, as long as they use each term for one of the answers.

Sections 1 and 2 (page 66)1. Mercury2. Venus

3. Earth4. Mars5. Mercury; Possible answers: closest to the Sun; second smallest; many cliffs and craters on surface; large iron core; no real atmosphere; extreme temperatures; no moons6. Venus; Possible answers: second from the Sun; size and mass similar to Earth’s; greenhouse effect; dense atmosphere of mostly carbon dioxide; very hot; huge craters and volcanoes on surface7. Earth; Possible answers: third from the Sun; one AU from the Sun; water exists as solid, liquid, and gas; atmosphere protects life from the Sun’s radiation; 70% surface covered by liquid water8. Mars; Possible answers: fourth from the Sun; reddish-yellow because of iron oxide in soil; polar ice caps; largest volcano in solar system; thin atmosphere of carbon dioxide; two moons

Section 3 and 4 (page 67)

Key Terms (page 68)1. meteorite2. Venus3. Pluto4. Great Red Spot5. comet6. Mercury7. asteroid8. solar system9. Neptune10. Saturn11. Earth12. Jupiter

13. Mars14. meteor15. Uranus

Chapter ReviewPart A. Vocabulary Review (page 69)1. true (9/4)2. comet (9/4)3. Mercury (4/2)4. Earth (4/2)5. true (4/2)6. Jupiter (6/3)7. asteroids (9/4)8. Uranus (6/3)9. Meteoroids (9/4)10. true (1/1)11. true (6/3)12. Venus (4/2)13. true (3/2)14. meteorite (9/4)15. Mars (4/2)16. true (6/3)17. Great Red Spot (6/3)18. inner planets (3/2)19. true (6/3)20. outer planets (2/1)

Part B. Concept Review (page 70)1. They are similar in size. Both have greenhouseeffects, but Venus has much higher temperaturesand no life. (5/2)2. Jupiter, Saturn, Uranus, and Neptune are large,gaseous planets with dense atmospheres. Plutohas a solid, rocky core. (7/3)3. Scientists hypothesize that the solar system was formed 4.6 billion years ago from a cloud of dust and gas. Gravitational attraction among the particles caused them to drift gradually toward the center of the cloud. The center eventually formed the Sun, and the surrounding materials formed the planets. (2/1)4. A comet is pulled from the Oort Cloud, which lies outside the solar system, by the Sun. The comet begins as a mass of frozen ice and rock. As it moves toward the Sun, it develops a cloud of vaporized gases, or a coma, around its solid

nucleus and a bright tail of charged particles.(8/4).5. There are polar ice caps; iron in Mars’s crust may have been leached out by groundwater; there are gullies and sediment deposits possibly formed by water flows; many dried-up channels exist on the planet’s surface. (4/2)6. Uranus’s rotational axis is nearly parallel to the plane of its orbit. (6/2)7. Answers will vary: Jupiter—a faint dust ring, colorful clouds, a volcano on one moon; Saturn— complexity of ring system; Neptune—11 moons, several rings, Great Dark Spot (7/3)

ReinforcementSection 1 (page 71)

Section 2 (page 72)1. photosphere2. chromosphere3. prominence4. sunspot5. corona6. core7. The Sun is a yellow main sequence star.8. The energy of the Sun is produced by the fusion of hydrogen, which becomes helium.9. Most main sequence stars are in a binary system or cluster in which two or more stars orbit one another. The Sun is not in a binary system or cluster.10. CMEs can disrupt radio signals and interactwith Earth’s magnetic field, causing aurora nearthe polar regions.

11. The intense magnetic field of sunspots cancause prominences that erupt from the Sun. Thegases near sunspots sometimes brighten up suddenly, causing eruptions known as solar flares.

Section 3 (page 73)

1. nebula2. H-R diagram3. giant4. fusion5. color6. main sequence7. supernova8. blue9. yellow10. white dwarf11. supergiant12. neutron star13. black hole14. Einstein proposed that mass can be convertedinto energy.

Section 4 (page 74)1. spiral2. cluster3. irregular4. Andromeda5. elliptical6. Clouds of Magellan7. galaxy8. big bang theory9. Milky Way10. one trillion stars11. Local Group12. Doppler shift13. steady state theory14. oscillating model

Directed Reading for Content MasteryOverview (page 75)1. galaxies2. stars3. white dwarfs4. main sequence5. giants6. supergiants7. main sequence8. giants; supergiants9. white dwarf10. galaxies

Sections 1 and 2 (page 76)1. constellations2. circumpolar3. spectographs4. light-years5. magnitude6. apparent7. surface8. prominence9. sunspot

Section 3 and 4 (page 77)1. nebula2. main sequence3. giant4. white dwarf5. spiral6. irregular7. elliptical8. Milky Way9. red shift10. Big Bang

Key Terms (page 78)1. b2. b3. b4. a5. b6. a7. a8. a9. b10. a

Chapter ReviewPart A. Vocabulary Review (page 79)1. r (8/3)2. g (2/1)

3. l (2/1)4. q (2/1)5. c (1/1)6. f (6/3)7. k (8/3)8. m (6/3)9. d (2/1)10. b (6/3)11. j (6/3)12. n (8/3)13. s (5/2)14. o (4/2)15. t (4/2)16. i (8/3)17. h (6/2)18. e (4/2)19. p (9/4)20. a (10/4)

Part B. Concept Review (page 80)1. 1; 2; 3 (6/3)2. 1; 4; 3; 2 (8/3)3. yes (9/4)4. yes (9/4)5. no (9/4)6. yes (7/3)7. no (9/4)8. yes (9/4)9. Like most stars, the Sun is a main sequence star. It is yellow in color. The Sun is not in a binary system or cluster as many stars are. (6/3)10. The Big Bang theory states that the universebegan expanding out of an explosion, causingmatter to expand and disperse. The Dopplershift indicates that galaxies outside of the LocalGroup are moving farther apart. (10/4)11. In the Sun’s core, hydrogen atoms fuse to form helium atoms, which release energy. (4/2)12. Apparent magnitude and absolute magnitudeboth refer to the brightness of a star. Apparentmagnitude is the amount of light received onEarth. Absolute magnitude is the amount oflight a star actually gives off. (2/1)13. Sunspots are associated with intense magnetic fields. They may

cause prominences, which are huge arching columns of gas. Gases near sunspots sometimes shoot outward at high speed. These violent eruptions are called solar flares. (5/2)

ReinforcementSection 1 (page 81)1. landforms2. plains3. plateaus4. mountains5. flat6. Coastal7. lowlands8. Atlantic9. Gulf10. Interior11. Great Plains12. plateaus13. uplifted14. Colorado Plateau15. River16. Grand Canyon17. Answers for the examples will vary; folded—Appalachians18. upwarped—Black Hills19. fault block—Grand Tetons20. volcanic—Mount St. Helens

Section 2 (page 82)1. A2. C3. F4. K5. J6. I7. L8. N9. M10. O11. 6:00 A.M.12. 10:00 A.M.13. 12 midnight14. gain

Section 3 (page 83)1. c2. b3. a4. c5. a6. c7. 20 m8. 5 m

9. Figure 1, because the contour intervals are thelargest and the contour lines are closest together,showing the steepest land.10. southwest; the Vs of the contour lines pointupstream11. Possible answers: slate, gneiss, phyllite, schist

Directed Reading for Content MasteryOverview (page 85)1. maps2. latitude and longitude3. contour lines4. landforms5. plains6. mountains7. plateaus8. latitude, longitude9. plains, plateaus10. map legend

Section 1 (page 86)1. plain2. plateau3. mountain4. coastal plains5. Great Plains6. Appalachian7. volcanic8. folded9. upwarped10. sea level

Section 2 and 3 (page 87)1. contour lines2. elevation3. latitude4. longitude5. interval6. 5 m7. 16 m8. steeper9. The hike between A and B covers the sameelevation as the hike between C and D, but in ashorter distance so it is steeper.

Key Terms (page 88)1. b2. a

3. b4. b5. a6. a7. b8. a9. b10. a

Chapter ReviewPart A. Vocabulary Review (page 89)1. latitude lines (3/2)2. Robinson (6/3)3. plains (1/1)4. contour lines (7/3)5. conic (6/3)6. map scales (7/3)7. Upwarped (2/1)8. east/west (3/2)9. International Date Line (5/2)10. plateaus (1/1)11. volcanic (2/1)12. elevation (7/3)13. Mercator (6/3)14. latitude and longitude lines (4/2)15. prime meridian (3/2)16. folded (2/1)17. fault-block (2/1)

Part B. Concept Review (page 90)1. along ocean shore; low; low hills, wetlands,swamps; sediments from oceans or rivers (1/1)2. center of the United States; high; flat, grassy, dry;loose materials from the Rocky Mountains (1/1)3. rocky areas; very high; flat, raised, rocky;uplifted by forces within Earth (1/1)4. squeezed from opposite sides (2/1)5. Appalachian (2/1)6. weathering (2/1)7. crust is pushed up (2/1)8. peaks and ridges (2/1)9. Black Hills (2/1)10. huge, tilted blocks (2/1)11. cracks (2/1)12. movement (2/1)13. sharp, jagged (2/1)14. Nevadas (2/1)15. Volcanic (2/1)16. weak area of the crust (2/1)17. layers (2/1)

18. cone-shaped (2/1)19. Hawaiian (2/1)20. b (6/3)21. d (6/3)22. a (6/3)23. c (6/3)

ReinforcementSection 1 (page 91)1. ionosphere2. thermosphere, stratosphere3. mesosphere, troposphere4. the names and percentages of the gases found in the atmosphere5. Nitrogen; it is the most abundant gas in air.6. Oxygen; it is the second most abundant gas in air.7. Water vapor; water vapor amount in air can vary between 0.0 and 4.0 percent.Section 2 (page 92)1. Some of the energy is absorbed by clouds and the atmosphere, scattered, and/or reflected.2. 45%3. 5%4. clouds and atmospheric gases5. electromagnetic waves6. contact of molecules7. the flow of heated materials8. conduction9. radiation10. convection

Section 3 (page 93)1. wind2. equator3. doldrums4. prevailing westerlies5. trade winds6. sea breezes7. jet streams8. land breezes9. solar radiation10. Coriolis effect11. polar easterlies12. air movement

Directed Reading for Content MasteryOverview (page 95)1. exosphere2. ionosphere3. coldest air temperature

4. stratosphere5. weather

Sections 1 and 2 (page 96)1. troposphere2. nitrogen3. stratosphere4. ultraviolet radiation5. chlorofluorocarbons6. conduction7. convection current8. hydrosphere9. condensation10. evaporates

Section 3 (page 97)1. land breeze2. sea breeze3. b4. d5. f6. a7. e8. c

Key Terms (page 98)1. ozone layer2. conduction3. jet stream4. hydrosphere5. condensation6. troposphere7. ionosphere8. water cycle9. Coriolis effect10. sea breeze

familiar term: atmosphere

Chapter ReviewPart A. Vocabulary Review (page 99)1. troposphere (2/1)2. ozone layer (2/1)3. conduction (5/2)4. polar easterlies (8, 9/3)5. Coriolis effect (8/3)6. doldrums (8, 9/3)7. ionosphere (2/1)8. sea breezes (9/3)9. trade winds (8, 9/3)10. radiation (5/2)11. prevailing westerlies (8, 9/3)12. land breezes (9/3)13. ultraviolet radiation (2/1)14. jet streams (9/3)15. chlorofluorocarbons (2/1)

Part B. Concept Review (page 100)1. Some of the energy escapes back into space, some is absorbed by the atmosphere, and some isabsorbed by land and water surfaces. (4/2)2. Too much ultraviolet radiation can cause skin cancer. (2/1)3. They are three methods of heat transfer. Radiation is the transfer of heat by electromagnetic waves. Conduction is the transfer of heat by direct contact of molecules. Convection is the transfer of heat by the flow of a heated material. (5/2)4. The chlorine atoms in CFCs can break up ozone molecules and destroy ozone’s ability to absorb UV radiation. (2/1)5. Because Earth’s surface is curved, not all areas receive the same amount of radiation from the Sun. The equator receives more direct radiation, so its temperatures are higher. The poles receive less direct radiation, so their temperatures are lower. (7/3)6. nitrogen and oxygen (1/1)7. density and temperature (3/1)8. Winds moving toward the equator are turnedwestward, or to the left in the Northern Hemisphere due to Earth’s eastward rotation. (8/3)9. Land absorbs and releases heat faster than water. This unequal heating causes local air circulation by convection currents. Cool, dense air pushes warm air. Thus the cooler land at night causes land breezes, and cooler sea air in the daytime causes sea breezes. (9/3)

ReinforcementSection 1 (page 101)1. The warmer the temperature, the more watervapor the air can hold.2. In cold air, the molecules move slowly, whichmakes it easier for the water vapor molecules tocondense.3. Clouds form as warm air is forced upward,

expands, and cools. This causes water vapor inthe air to condense around small particles, suchas dust or salt. These droplets are so small thatthey remain suspended, forming a cloud.4. Figure 1—cirrus, feathery, fair, coldFigure 2—stratus, layered, light rain or snowFigure 3—cumulus, puffy, fairFigure 4—cumulonimbus, towering, thunderstorms5. b6. a7. d8. c

Section 2 (page 102)1. cumulus, cumulonimbus2. heavy rain showers3. nimbostratus, stratus, cirrus4. steady rain or snow5. cold front6. warm front7. It will rise.8. Topeka is colder than Kansas City.9. a. Warm, moist air is pushed very high very rapidly and condenses. Water droplets then fall to Earth, colliding with other droplets.b. Falling water drops cool the air around them,which sinks and spreads across Earth’s surface.c. current flowing between regions with opposing electrical chargesd. the heating and rapid expansion of the air around a lightning bolt, which forms a sound wavee. warm air forced upward at great speed, creating low pressure at Earth’s surface—strong winds at the center of the low pressure collide and rotate, lowering air pressure even more and creating a funnel cloud

Section 3 (page 103)1. station C2. calm3. station D4. station D5. warm front6. station C

7. The temperature will drop as the cold frontpasses.8. An isobar is a line connecting areas of equal pressure. An isotherm is a line connecting places that have the same temperature.9. Map B shows the higher winds because when isobars are close together it shows that large air pressure differences exists over a small area. Large pressure differences produce high winds.

Directed Reading for Content MasteryOverview (page 105)Overview (page 19)1. Sun2. air3. water4. air masses5. fronts6. high pressure7. low pressure8. cools9. upward10. lower

Section 1 (page 106)1. g2. d3. i4. a5. f6. j7. c8. k9. e10. h11. b

Sections 2 and 3 (page 107)1. front2. pressure3. precipitation4. temperature5. direction6. air mass7. isotherm8. station model9. cool/moist10. cold/dry11. cool/moist12. warm/moist

13. hot/dry14. warm/moist

Key Terms (page 108)1. Relative humidity2. dew point3. fog4. air masses5. hurricane6. meteorologist7. isotherm8. isobar9. tornado10. front

Chapter ReviewPart A. Vocabulary Review (page 109)1. tornado (5/2)2. isotherm (8/3)3. meteorologist (7/3)4. isobar (8/3)5. front (4/2)6. air mass (4/2)7. weather (1/1)8. relative humidity (1/1)9. station model (8/3)10. dew point (2/1)11. hurricane (4/2)12. air pressure (4/2)13. precipitation (3/1)14. cloud (2/1)15. fog (2/1)16. saturated (3/1)17. nimbostratus cloud (2/1)

Part B. Concept Review (page 110)1. thin and feathery, fair weather2. puffy with flat bases, fair weather3. low gray layer, light precipitation4. thick dark layer, steady precipitation (1–4, 2/1)5. a. when a cold air mass invades a warm airmass (4/2)

b. warm, moist air forced rapidly upward (4/2)c. strong winds rotating around a low pressuresystem (5/2)d. a large, swirling low pressure system thatforms over tropical oceans (6/2)6. On weather maps, isobars connect points ofequal pressure, and isotherms connect points ofequal temperature. (8/3)7. Fronts are the boundaries between two airmasses, often one cold and one warm. Usually,the warm air will move up over the cold air. Rising warm air makes the pressure drop. (4/2)8. rain, sleet, snow, hail (3/1)9. Cold front: cold air pushes up warm air rapidly; thunderstorms often form. Warm front: warm air slides over colder air; extended period of wet weather. Stationary front: neither cold air nor warm air advances; light wind and precipitation could last several days. (4/2)

ReinforcementSection 1 (page 111)1–3 can be in any order.1. ocean; Near large bodies of water, the climate is less extreme because the water heats up and cools down more slowly than land does.Warm ocean currents make nearby land warmer, and cold currents make nearby land cooler.2. Mountain; The climate on the side of a mountain facing the wind is usually rainy or snowy; the climate on the other side is likely to be dry.3. City; in large cities, pavement and buildings absorb heat and radiate it into the air. Pollutants can trap the heat, creating “heat islands.” Tall buildings change wind and precipitation patterns.

Section 2 (page 112)1. climate2. insulates3. adaptation

4. food5. hibernation6. estivation7. structural8. precipitation9. Any structure or behavior that helps a plant oran animal survive in its environment.10. During hot, sunny days, desert snakes hide inthe shade, under rocks. They look for food atnight, when it is cooler.11. spiny leaves, thick fleshy stem, waxy covering over the stem12. The structures help the plants conserve moisture.13. tropical, dry, mild, continental, polar, and high elevations

Section 3 (page 113)1. summer, Northern Hemisphere; winter, Southern Hemisphere2. Seasonal variations in temperature are greatest in high latitudes and least near the equator. Seasonal variations in day length are greatest at the North and South Poles, and least at equator.3. El Niño causes changes in the way the trade winds blow and ocean temperatures rise near South America. Changes in the atmosphere make stormy weather more likely in California and change wind and precipitation around the world.4. an increase in the average global surface temperature over the past 100 years5. Glaciers could melt; sea levels rise and flood low-lying areas.6. meteorite impacts, volcanic eruptions, variations in the Sun’s energy, movement of Earth’s plates, change in Earth’s tilt toward the Sun or in the shape of the orbit, heavy cloud or dust cover7. A natural heating process that occurs when certain gases in the atmosphere trap heat.8. The greenhouse effect keeps Earth warmenough to support all its life forms.9. Scientists study warm-weather fossils found in

polar regions, as well as ice cores and sediments.Fossils of tropical plants found in areas now covered by ice indicate that Earth’s climate waswarmer in the past. Evidence of glacial activityover large parts of Earth’s surface indicate that the climate was also colder.

Directed Reading for Content MasteryOverview (page 115)1–2, 3–7, 8–12 can be in any order.1. temperate2. tropical3. dry4. high elevation5. polar6. continental7. mild8. seasons9. meteorite collisions10. volcanic eruptions11. solar output12. large cities

Section 1 and 2 (page 116)1–6 can be in any order.1. latitude2. large cities3. mountains4. ocean currents5. bodies of water6. landforms7. c8. e9. b10. a11. f12. d

Sections 3 (page 117)1. Earth’s tilt2. wind3. carbon dioxide4. volcanic eruptions5. constant6. People burn fossil fuels and cut down forests.7. Carbon dioxide levels in the atmosphere increase.8. Global warming occurs.

Key Terms (page 118)1. tropics2. global warming3. hibernation4. temperate zone5. adaptation6. deforestation7. greenhouse effect8. climate

Chapter ReviewPart A.Vocabulary Review (page 119)1. c (6/2)2. a (2/1)3. e (11/3)4. k (2/1)5. d (10/3)6. j (8/2)7. b (2/1)8. i (17/3)9. g (18/3)10. f (2/1)11. h (19/3)

Part B. Concept Review (page 119)1. Weather conditions are averaged over a long period, such as 30 years. Some weather conditions that are averaged include temperature, precipitation, humidity, and days of sunshine. (2/1)2. Students should list four of the following sixgroups: tropical, mild, dry, continental, polar, and high elevation. (2/1)3. During El Niño, trade winds that blow east towest weaken and sometimes reverse. Instead ofcold water rising off the coast of Peru, warm tropical water flows east to South America. The resulting increase in ocean temperature affects weather patterns worldwide: monsoons in India, storms in California, and droughts in Africa and Australia. (11/3)4. Plants lose water through evaporation from their leaves. The amount of evaporation depends on the size of the leaves’ surface area. Since spiny leaves have a small surface area, cacti lose less water through their leaves. This adaptation helps cacti survive in a dry desert climate. (7/2)

5. The greenhouse effect is a natural heating process caused by gases trapping heat in Earth’s atmosphere. This makes Earth’s climate warmer than it would be otherwise and allows living things to survive. Global warming is a worldwide increase in temperatures caused by an increase of greenhouse gases in our atmosphere. (17/3)6. Warm-weather fossils found in polar regions show that at one time, Earth’s climate was much warmer. At several different times in the past 2 million years, much of Earth was covered in glaciers. (14/3)7. On the windward side of the mountain, air rises, cools, and drops its moisture as precipitation. On the leeward side of the mountain, there is a rain shadow; the air descends, heats up, and dries out the land, often forming deserts. (5/2)8. Humans add carbon dioxide to the atmosphere by burning fossil fuels and by removing trees. We can reduce the amount of carbon dioxide in the atmosphere by conserving electricity derived from fossil fuels, by using alternative forms of transportation so fewer cars are releasing carbon dioxide into the atmosphere, and by planting more trees. (19/3)

ReinforcementSection 1 (page 121)1. Elements are added to oceans at the same ratethat they are removed.2. Oxygen enters the ocean in two ways—directly from the atmosphere and indirectly fromorganisms when they go through the process ofphotosynthesis.3. The most abundant elements in seawater arehydrogen and oxygen.4. About 70 percent of Earth is covered by oceanwater.5. Salts can be removed from ocean water by aprocess called desalination.

6. After water vapor from volcanoes cooled,torrents of rain filled basins on Earth’s surfaceto form the oceans.7. Salinity is usually measured in grams ofdissolved salt per kilogram of seawater.8. Sodium and chloride make up most of the ionsin seawater.9. Some of the ions in seawater come from rocksthat are slowly dissolved by rivers and groundwater.10. The proportion and the amount of dissolvedsalts in seawater have remained about the sameover hundreds of millions of years.11. Oceans provide food, oxygen, and naturalresources, and they also have an effect onweather.

Section 2 (page 122)1. a density current2. Winds push surface water away from the coast. Cold, deep ocean water rises to the surface to replace the water that moved away.3. California Current; cold4. south5. to the right; to the left

Section 3 (page 123)1. breaker2. neap3. wavelength4. trough5. tide6. wave7. spring8. gravity9. crest10. wave height11. tidal range

Directed Reading for Content MasteryOverview (page 125)I. A. Covers 70 percent of Earth

II. A. 1. Are affected by the Coriolis effect B. 2. Form when a mass of seawater becomes more dense than the water around itIII. A. 1. crest A 2. trough B. 1. High tide B. 2. Low tide B. 3. Tidal range

Section 1 and 2 (page 126)1. basins2. salts3. rivers4. salinity5. sodium6. chloride7. current8. surface9. Coriolis effect10. rotation11. density12. warm13. upwelling

Sections 3 (page 127)1. wavelength2. crest3. trough4. wave height5. tides6. wind7. slow down8. spring tides9. spring tide10. neap tide

Key Terms (page 128)

Chapter ReviewPart A. Vocabulary Review (page 129)

Across Down1. (4/2) 2. (4/2)3. (8/3) 5. (2/1)4. (1/1) 6. (7/3)7. (7/3) 8. (9/3)9. (6/2)10. (9/3)11. (6/2)12. (7/3)

Part B. Concept Review (page 130)1. Billions of years ago, Earth’s surface was more volcanically active than it is today. Erupting volcanoes gave off water vapor. The water vapor cooled, condensed, and fell as precipitation. This precipitation filled Earth’s basins. (1/1)2. They originate in groundwater, rivers, volcanic action, and the atmosphere. (2/1)3. They are used at the same rate at which they are added to the oceans. Sea animals and plants use the dissolved substances. Examples are marine animals that form bones from calcium, oysters that form shells from silica and calcium, and algae that form shells from silica. Other substances precipitate out as sediment on the ocean floor. (2/1)4. The Coriolis effect is caused by the rotation of Earth. It causes most currents north of the equator to turn to the right, and most currents south of the equator to turn to the left. (4/2)

5. Currents on western coasts usually originate near the North and South Poles, where the water is colder. Currents on eastern coasts originate near the equator, where the water is warmer. (5/2)6. Only the wave’s energy moves forward while the water molecules remain in about the same place. (8/3)7. In shallow water, friction with the bottom of the ocean slows water at the bottom of the wave.While the bottom slows down, the top keeps moving. Eventually, the top falls, or breaks. (8/3)8. During spring tides, high tides are higher and low tides are lower than normal because Earth, the Moon, and the Sun are lined up. During neap tides, high tides are lower and low tides are higher than normal because Earth, the Sun, and the Moon form a right angle. (9/3)

ReinforcementSection 1 (page 131)1. Energy is the ability to cause change.2. It has energy if it is causing change or can cause change.3. kinetic and potential4. radiant and thermal5. electrical (and chemical)6. chemical7. potential8. chemical9. radiant10. nuclear11. thermal12. Kinetic13. kinetic14. transferring15. greater16. less17. Potential energy18. more19. more

Section 2 (page 132)1. thermal energy2. chemical; kinetic3. changed in form; moved from place to place4. thermal5. chemical; radiant; thermal

6. thermal7. chemical; kinetic8. Chemical energy is taken into your body fromthe hamburger and stored until it is needed.The cells in your body use this chemical energy,transforming it into the kinetic energy requiredto power your muscles to help you get on yourbike and begin riding it. Some energy istransformed into thermal energy, and the bikerider begins to sweat.9. Kinetic energy of steam turns a turbine. Thekinetic energy of the turbine powers the generator.10. Electrical energy of the radio signal is transformed into the kinetic energy of the radiospeaker. This kinetic energy creates sound waveswhich enter your ear, transferring the kineticenergy of the sound waves into kinetic energy ofthe eardrum and fluid. This energy is thenturned into electrical energy by the nerve cells.The brain interprets this energy as sound.

Section 3 (page 133)1. Oil2. increases3. Water4. Fossil fuels5. hydroelectric6. true7. false; Hydroelectric8. false; photovoltaic9. false; windmill10. false; fossil fuels11. On overcast days or at night, solar energycannot be used to provide energy, so an energystorage device is needed.12. Water collected by a dam in a reservoir has

potential energy that is changed to kineticenergy as it enters the turbine. The water movesthe turbine, generating electrical energy.13. Student answers will vary. Possible answers: One advantage of fossil fuels is that they are less expensive than other forms ofenergy. Fossil fuels do not create radioactivewaste. Fossil fuels are not renewable and createair pollution.

Directed Reading for Content MasteryOverview (page 135)1. power plants2. solar3. food and fuel4. nuclear5. magma6. light7. position

Section 1 (page 136)1. kinetic energy: the motion of a skateboard2. radiant energy: the light of a candle3. nuclear energy: the bonds between the protonsof a silver atom4. Thermal energy: the heat released by a steaming bag of popcorn5. potential energy: energy stored in a bicycle atthe top of a hill6. Chemical energy: the bonds between the atoms of a match7. electrical energy: energy used to power acomputer8. potential9. chemical10. energy11. velocity12. electrical

Sections 2 and 3 (page 137)1. 32. 23. 54. 1

5. 46. nuclear7. turbine; hydroelectric8. photovoltaic; electrical9. renewable10. conservation11. nonrenewable

Key Terms (page 138)1. energy 7. kinetic2. nuclear 8. generator3. radiant 9. potential4. chemical 10. turbine5. alternative 11. nonrenewable6. thermal

Chapter ReviewPart A. Vocabulary Review (page 139)1. nonrenewable (7/3)2. turbine (6/2)3. photovoltaic (3/1)4. thermal energy (3/1)5. electrical energy (3/1)6. generator (6/2)7. renewable resource (7/3)8. chemical (3/1)9. alternative (7/3)10. radiant energy (3/1)11. potential energy (2/1)12. kinetic energy (2/1)13. energy (1/1)14. nuclear energy (3/1)

Part B. Concept Review (page 140)1. a. 3 (6/2)b. 1 (6/2)c. 5 (6/2)d. 2 (6/2)e. 4 (6/2)

2. decreases (2/1)3. decreases (2/1)4. both kinetic and potential energy (2/1)5. potential (2/1)6. electrical (7/3)7. potential (2/1)8. kinetic (7/3)9. A renewable resource is one that is replenished as quickly as it is used. A nonrenewable resource is one that cannot be replenished quickly. (7/3)10. The potential energy becomes kinetic energy as the book is in motion. (2/1)

ReinforcementSection 1 (page 141)

Section 2 (page 142)1. electric current2. circuit3. negative4. positive5. electric potential energy6. volts7. V8. chemical reactions9. resistance10. ohms

Section 3 (page 143)1. a. Ohm’s law b. Voltage = current × resistance c. V = I × R2. a. parallel circuit, series circuit b. parallel: a circuit that has more than one path for the electric current to follow

series: a circuit that has only one path for theelectric current to follow3. a. amount of electric energy used by a deviceb. wattWkilowattkWc. power = current × voltageP = I × V

Directed Reading for Content MasteryOverview (page 145)1. circuit 6. different2. Ohm’s 7. 33. I = V/R 8. 24. the same 9. 15. parallel 10. 4

Section 1 (page 146)1. I2. C3. I4. I5. C6. C7. I8. I9. C10. True; It is repelling a ball with a positive charge because like charges repel each other.11. True; It is attracted to the ball with the positive charge because unlike charges attract each other.12. False; The positive charge of ball 2 will repel it.

Sections 2 and 3 (page 147)1. parallel2. no3. 34. yes, bulbs 1 and 25. series6. yes7. noKey Terms (page 148)1. static charge 9. ion2. conductors 10. voltage3. insulators 11. electric force4. electric current 12. Ohm’s law5. circuit 13. electric field

6. resistance 14. electric power7. series circuit 15. electric discharge8. parallel circuit

Chapter ReviewPart A. Vocabulary Review (page 149)

Across2. (9/3)4. (3/1)8. (4/1)11. (10/3)12. (9/3)13. (1/1)Down1. (2/1)3. (5/2)5. (9/3)6. (8/3)7. (7/2)9. (3/1)10. (5/2)

Part B. Concept Review (page 150)1. loses electrons (1/1)2. attract (2/1)3. weaker (2/1)4. neutral (4/1)5. a source of electrons (5/2)6. voltage (5/2)7. separating (6/2)8. negative; positive (6/2)9. decreases (7/2)10. ampere (5/2)11. current; resistance (8/3)12. 0.19 amperes (8/3)

13. current (9/3)14. power (10/3)15. kilowatt-hours (10/3)16. Both circuits provide a pathway for electricity and can be used to run electrical devices. In a series circuit, if one item is turned off, the whole circuit is off. In a parallel circuit, adding or removing items does not affect the total circuit. (9/3)17. It can cause the heart to stop beating properly. It can interfere with the ability to breathe, which can lead to suffocation. (11/3)