Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Consultant
Grade 8

Douglas Fisher, Ph.D.

Florida Science
About the Consultant

Douglas Fisher, Ph.D., is a Professor in the Department of Teacher

Education at San Diego State University. He is the recipient of an
International Reading Association Celebrate Literacy Award as well
as a Christa McAuliffe award for Excellence in Teacher Education. He
has published numerous articles on reading and literacy, differentiated
instruction, and curriculum design as well as books, such as Improving
Adolescent Literacy: Strategies at Work and Responsive Curriculum Design
in Secondary Schools: Meeting the Diverse Needs of Students. He has taught
a variety of courses in SDSU’s teacher-credentialing program as well as
graduate-level courses on English language development and literacy.
He also has taught classes in English, writing, and literacy development
to secondary school students.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the
material contained herein on the condition that such material be reproduced only for classroom use; be provided
to students, teachers, and families without charge; and be used solely in conjunction with Florida Science
Grade 8. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, Ohio 43240-4027

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Printed in the United States of America

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 Note-Taking Tips ................................. v Chapter 6 States of Matter
Using Your Science Notebook ........ vi Chapter Preview ............................... 51
6-1....................................................... 52
Chapter 1 The Nature of Science 6-2....................................................... 55
and Inquiry 6-3....................................................... 58
Chapter Preview ................................. 1 Wrap-Up ........................................... 62
1-1......................................................... 2
1-2......................................................... 5 Chapter 7 Motion and Momentum
1-3......................................................... 8 Chapter Preview ............................... 63
1-4....................................................... 11 7-1....................................................... 64
Wrap-Up ........................................... 14 7-2....................................................... 67
7-3....................................................... 70
Chapter 2 Forces Shaping Earth Wrap-Up ........................................... 74
Chapter Preview ............................... 15
2-1....................................................... 16 Chapter 8 Force and Newton’s Laws
2-2....................................................... 19 Chapter Preview ............................... 75
Wrap-Up ........................................... 22 8-1....................................................... 76
8-2....................................................... 79
Chapter 3 Weathering and Erosion 8-3....................................................... 82
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chapter Preview ............................... 23 Wrap-Up ........................................... 86

3-1....................................................... 24
3-2....................................................... 27 Chapter 9 Electromagnetic Waves
Wrap-Up ........................................... 30 Chapter Preview ............................... 87
9-1....................................................... 88
Chapter 4 The Periodic Table 9-2....................................................... 91
Chapter Preview ............................... 31 9-3....................................................... 94
4-1....................................................... 32 Wrap-Up ........................................... 98
4-2....................................................... 35
4-3....................................................... 38 Chapter 10 Thermal Energy
Wrap-Up ........................................... 42 Chapter Preview ............................... 99
10-1 .................................................. 100
Chapter 5 Atomic Structure and 10-2 .................................................. 103
Chemical Bonds 10-3 .................................................. 106
Chapter Preview ............................... 43 Wrap-Up ......................................... 110
5-1....................................................... 44
5-2....................................................... 47 Chapter 11 The Solar System
Wrap-Up ........................................... 50 Chapter Preview............................. 111
11-1 .................................................. 112
11-2 .................................................. 115

Florida Science Grade 8

 11-3 .................................................. 118 Chapter 17 Adaptations over Time
11-4 .................................................. 121 Chapter Preview............................. 187
Wrap-Up ......................................... 124 17-1 .................................................. 188
17-2 .................................................. 191
Chapter 12 Stars and Galaxies 17-3 .................................................. 194
Chapter Preview............................. 125 Wrap-Up ......................................... 198
12-1 .................................................. 126
12-2 .................................................. 129 Chapter 18 Interactions of Living
12-3 .................................................. 132 Things
12-4 .................................................. 135 Chapter Preview............................. 199
Wrap-Up ......................................... 138 18-1 .................................................. 200
18-2 .................................................. 203
Chapter 13 Cell Reproduction 18-3 .................................................. 206
Chapter Preview............................. 139 Wrap-Up ......................................... 210
13-1 .................................................. 140
13-2 .................................................. 143 Chapter 19 Oceanography
13-3 .................................................. 146 Chapter Preview............................. 211
Wrap-Up ......................................... 150 19-1 .................................................. 212
19-2 .................................................. 215

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chapter 14 Plant Reproduction 19-3 .................................................. 218
Chapter Preview............................. 151 Wrap-Up ......................................... 222
14-1 .................................................. 152
14-2 .................................................. 158 Chapter 20 Resources
Wrap-Up ......................................... 162 Chapter Preview............................. 223
20-1 .................................................. 224
Chapter 15 Human Regulation 20-2 .................................................. 227
and Reproduction 20-3 .................................................. 230
Chapter Preview............................. 163 20-4 .................................................. 233
15-1 .................................................. 164 Wrap-Up ......................................... 236
15-2 .................................................. 167
15-3 .................................................. 170 FCAT Vocabulary Glossary ........... 237
Wrap-Up ......................................... 174 Florida Science Academic
Vocabulary Glossary ................. 239
Chapter 16 Heredity
Chapter Preview............................. 175
16-1 .................................................. 176
16-2 .................................................. 179
16-3 .................................................. 182
Wrap-Up ......................................... 186

Florida Science Grade 8

 Note-Taking Tips
Your notes are a reminder of what you learned in class. Taking good
notes can help you succeed in science. These tips will help you take
better notes.
• Be an active listener. Listen for important concepts. Pay attention
to words, examples, and/or diagrams your teacher emphasizes.
• Write your notes as clearly and concisely as possible. The following
symbols and abbreviations may be helpful in your note-taking.

Word or Symbol or Word or Symbol or

Phrase Abbreviation Phrase Abbreviation
for example e.g. and +
such as i.e. approximately

with w/ therefore

without w/o versus vs

• Use a symbol such as a star (★) or an asterisk (*) to emphasis

important concepts. Place a question mark (?) next to anything that
you do not understand.
• Ask questions and participate in class discussion.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

• Draw and label pictures or diagrams to help clarify a concept.

Note-Taking Don’ts
• Don’t write every word. Concentrate on the main ideas and concepts.
• Don’t use someone else’s notes—they may not make sense.
• Don’t doodle. It distracts you from listening actively.
• Don’t lose focus or you will become lost in your note-taking.

Florida Science Grade 8 v

 Using Your Science Notebook
Name Date This note-taking guide is designed to
Ecology help you succeed in learning science
Sunshine State Standards—SC.G.1: The student understands the competitive, interdependent, cyclic nature of living things.
Also covers: SC.D.2, SC.G.2, SC.H.2
content. Each chapter includes:
Before You Read
Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Language-Based Activities
Before You
Read Ecology Activities cover the content
• The biosphere is made up of all of the ecosystems
on Earth combined. in your science book including
• Different species of organisms live in the same
habitat. vocabulary, writing, note-taking,
• Energy for most organisms comes from the Sun.

• A producer relies on prey for its energy.

and problem solving.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Describe how fallen leaves and insects contribute to the survival of frogs in a system.
Anticipation Guide/KWL Charts
Fallen leaves provide food for insects and may provide some shelter or camouflage

for frogs. Insects provide food for frogs.

Think about what you already know
before beginning a lesson and Florida Science Academic Vocabulary Glossary

identify what you would like

accurate: free from error; close to the compound: made up of individual parts;
to learn from reading. correct amount made of two or more separate parts or
elements
achieve: to gain, accomplish, attain, reach
concentrate: to bring or come close
adapt: to change to fit new conditions; to
together in one place
change in order to make suitable
constant: not changing; continuing
adjacent: near, close, or adjoining
contact: the act or state of touching or
adjust: to arrange the parts of something
Science Journal Ecology 77 to make it work correctly
meeting
contract: to draw together; shrink in size
adult: fully developed; grown
Write about what affect: to bring about a change in
controversy: argument or debate

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

convert: to change from one form or use to
you know. apparent: appearing to be but not
necessarily so, seeming; readily seen,
another; to alter the physical or chemical
nature or properties of
Name Date visible, readily understood or perceived;
evident; obvious coordinate: to cause to work well together
Section 1 What is an ecosystem? (continued)
approach: to come near cycle: a repeating sequence of events
available: ready to use decline: to become less in health, power,
value, or number
capable: able to do things; fit
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Nonliving Parts Organize information about the four nonliving parts of ecosystems. definite: clear; without doubt
category: group or class of things; a
of Ecosystems Fill in the chart below, identifying and describing each. division in a classification system derive: to get or receive from a source
I found this information chart: a sheet that gives information about device: tool or instrument designed for a
on page . Nonliving Parts of Ecosystems
something in the form of a diagram, particular purpose
FL SE, pp. 202–204 Factor Description graph, or table differentiate: to tell or see the difference
FL RE, pp. 112–113
1. Soil affects plants and other organisms; includes chemical: any substance used in or
minerals, water, air, and organic matter displace: to take the place of or remove
obtained by a chemical process from the usual or proper place
code: (noun) set of signals representing dominate: to have a command place; to
2. Temperature determines which organisms live in a letters or numerals, used to send
particular place exert mastery control, or preeminence;
messages; (verb) to put in the form of to control or rule
symbols of a code
3. Water important for all life processes; makes up eliminate: to get rid of
large part of cells; determines how many
collapse: to fall together, shrink
emerge: to come out; to appear
organisms can live in a particular place communicate: to make known or give
Writing Activities 4. Sunlight main source of energy for most organisms;
used by plants to produce food
information enable: to make possible; to make able;
to give means or power to
compensate: to make up for
These activities help you think component: part of a machine or system
encounter: to meet or experience
enormous: having great size
about what you’reSummarize
learning
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A Balanced the ways a hurricane may change an ecosystem by

System completing the diagram below.

and make
on page connections
I found this information
. to Effects of a Hurricane Florida Science Grade 6 261
FL SE, p. 205
your life. FL RE, p. 113
Destructive Beneficial

Vocabulary Development
C ONNECT I T
A fire sweeps through a forest ecosystem. Describe a destructive Vocabulary words help you to better
effect and a beneficial effect that may result.
Accept all reasonable responses. A destructive effect may be to destroy existing
understand your science lessons. Learning
vegetation and harm organisms that rely on it. A beneficial effect may be to create the Academic Glossary can help you score
open areas for new vegetation.
higher on standardized tests.
80 Ecology

vi Florida Science Grade 8

 Name Date

Section 2 Relationships Among Living Things (continued)

Organizing Complete the Venn diagram below to represent the relationship

Ecosystems between a population and a community.
I found this information Chapter Wrap-Up
on page .
FL SE, p. 208
FL RE, p. 115
This brings the information together
for you. Revisiting what you thought
at the beginning of the chapter provides
another opportunity for you to discuss
I found this information Summarize the characteristics of populations that are studied by
on page
FL SE, p. 208
. ecologists. Complete the sentence. what you have learned.
FL RE, p. 115 The characteristics of a population include the size of the
population, where its members live ,
and how it is able to stay alive .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Sequence the steps in the mark and recapture method of
on page . studying populations by completing the flow chart below.
FL SE, p. 209
FL RE, p. 116
Organism
is caught. Name Date

Ecology Chapter Wrap-Up

Organism Now that you have read the chapter, think about what you have learned and complete
is evaluated.
Note-Taking Based on the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.

the Cornell Two-Column Format

Populations can also be studied by:
observation
2. Write a D if you disagree with the statement.

1. After You
Practice effective
2. note-taking through population count
Ecology Read
• The biosphere is made up of all of the ecosystems A FL SE, p. 200
the use of graphic organizers, outlines,
3. population sampling on Earth combined.
• Different species of organisms live in the same
FL RE, p. 111
A FL SE, p. 211
4. life history

82 Ecology
and written summaries. habitat.
• Energy for most organisms comes from the Sun.
FL RE, p. 117
A FL SE, p. 212
FL RE, p. 119
• A producer relies on prey for its energy. D FL SE, p. 212
FL RE, p. 119

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Study your Science Notebook on this chapter.

Study the definitions of vocabulary words.
Name Date
Review daily homework assignments.
Section 1 What is an ecosystem? (continued)
Re-read the chapter and review the charts, graphs, and illustrations.

Review Checklist
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.
Ecosystems
I found this information
Identify some of the major ecosystems that make up the biosphere
by completing the graphic organizer below. This list helps you assess what
on page
FL SE, p. 200
. S UMMARIZE I T After reading
youthishave learned
chapter, identify three things and prepare
that you have
FL RE, p. 111 mountains learned about ecology. Accept all reasonable responses.

Have students for your chapter tests.

1. There are many types of ecosystems that make up the biosphere. 2. A community is
identify the
made up of several populations. 3. Less energy is available at each subsequent level of
ecosystems near
your community. a food web.

Biosphere 88 Ecology
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Living Parts of Identify the four key needs of organisms and list them below.
Ecosystems
I found this information
on page .
Key Needs of Organisms
Graphic Organizers
1. food
FL SE, p. 200
FL RE, p. 112 A variety of visual organizers help you
2. shelter
to analyze and summarize information
3. protection
and remember content.
4. reproduction

Ecology 79

Florida Science Grade 8 vii

 Name Date

The Nature of Science and Inquiry

Sunshine State Standards—SC.H.1: The student uses the scientific processes and habits of mind to solve problems.
Also covers: SC.H.2, SC.H.3

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read The Nature of Science and Inquiry
• Science and technology are independent of
one another.
• Only scientists use science skills.

• Scientific theories can change if new information

becomes available.
• Science experiments that are done by professional
scientists do not need to be repeated.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Write down three examples of how science affects your everyday life.

The Nature of Science and Inquiry 1

Name Date

The Nature of Science and Inquiry

Section 1 What is science?
Benchmarks—SC.H.1.3.1: The student knows that scientific knowledge is subject to modification . . .
Also covers: SC.H.1.3.3, SC.H.1.3.5, SC.H.1.3.6, SC.H.2.3.1, SC.H.3.3.4, SC.H.3.3.6

Skim through Section 1 of your text. Write three questions that

come to mind from reading the headings and looking at the
illustrations.
1.

2.

3.

Review
Vocabulary Define theory. Write a sentence about a theory you have heard
people talk about in everyday life.

theory

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Write the correct key term from your text next to each definition.
an explanation of a pattern observed repeatedly in the natural
world

a way of learning more about the natural world

a collection of structures, cycles, and processes that relate to and

interact with each other

a rule that describes a pattern in nature

Academic
Vocabulary Use a dictionary to help you write a scientific definition of the
word cycle.

cycle

2 The Nature of Science and Inquiry

 Name Date

Section 1 What is science? (continued)

Learning About Complete the graphic organizer to show what may happen
the World to a scientific theory when new data are discovered. Use the
I found this information following phrases:
on page . • Evaluate scientific theory. • Theory is modified.
• Theory is discarded. • Theory stays the same.

New data
New data
fit
theory. Theory is modified.

New data
do not
fit theory.

Systems in Synthesize information from your book to list some of the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Science structures, cycles, and processes in your school day.

I found this information
on page . Structures Cycles Processes

Choose at least one structure, one cycle, and one process from your
list and describe the ways they interact.

The Nature of Science and Inquiry 3

Name Date

Section 1 What is science? (continued)

The Branches Classify which branch of science—physical science, Earth

of Science science, or life science—includes each of the following examples.
I found this information Then, write one additional example studied by that science.
on page .
Example Branch of Additional
Science Example

Soil

Fish

Light
Meteors

Chemical reactions

Body systems

Plants

Clouds

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Technology Complete the following sentences about the relationship between
I found this information science and technology.
on page .
is a way to learn about the natural world.
To use these answers for helping people, however, they must be
applied in some way. is the practical use of
in our everyday lives.

CONNECT IT Write about a time when you used science to figure out a problem
in your everyday life. Include an additional question about this topic that you might
like to investigate.

4 The Nature of Science and Inquiry

 Name Date

The Nature of Science and Inquiry

Section 2 Science in Action
Benchmarks—SC.H.1.3.1: The student knows that scientific knowledge is subject to modification . . .
Also covers: SC.H.1.3.3, SC.H.1.3.4, SC.H.1.3.5, SC.H.1.3.6, SC.H.2.3.1, SC.H.3.3.3

Skim the headings in Section 2. Then make three predictions about

what you will learn.

1.

2.

3.
Review
Vocabulary Define observation and give an example of an observation you
made today.

observation

New
Vocabulary Define the following key terms.
hypothesis
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

infer

controlled experiment

variable

constant

Academic
Vocabulary Define chart to show its scientific meaning.
chart

The Nature of Science and Inquiry 5

Name Date

Section 2 Science in Action (continued)

Scientific Sequence the steps of scientific inquiry. Complete the flow chart.
Inquiry Skills
I found this information Observe,
on page . question, Analyze
collect
information

Yes

No
Hypothesis
supported?

Drawing Summarize how scientists draw conclusions and communicate

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Conclusions those conclusions.
I found this information I. Drawing conclusions
on page .
A.

B.
II. Communicating conclusions
A. What to communicate
1.

2.
B. How to communicate
1.

2.

6 The Nature of Science and Inquiry

 Name Date

Section 2 Science in Action (continued)

Experiments Compare and contrast types of variables and constants.

I found this information
on page . The is changed in an experiment. The
changes because of a change in the
. The must stay the same.

Safety Change the safety habits below to the correct wording. Use your
Precautions book for help.
I found this information 1. Find and follow some safety symbols.
on page .

2. Point test tubes towards yourself but not your lab partner.

3. Only reach into holes or under rocks if your teacher is nearby.

Research Ethics
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Organize information about research ethics. Complete the graphic

I found this information organizer by giving examples of ethical rules that apply to each area.
on page .
Research Ethics

Human Subjects Animal Subjects Community Health

CONNECT IT Think of a scientific question that you would like to answer.

Then, write three hypotheses, or possible answers, to your question. How could you
test your hypotheses?

The Nature of Science and Inquiry 7

Name Date

The Nature of Science and Inquiry

Section 3 Models in Science
Benchmarks—SC.H.2.3.1: The student recognizes that patterns exist within and across systems.
Also covers: SC.H.1.3.1, SC.H.1.3.5, SC.H.1.3.6, SC.H.3.3.4

Scan Section 3 of your book. Then write three questions that you
have about the use of models in science. Try to answer your
questions as you read.
1.

2.

3.

Review
Vocabulary Define scientific method. Then give an example of the scientific
method in action.

scientific method

New

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Vocabulary Define model. Then give some examples of real-life and scientific
models.
model

Academic
Vocabulary Define encounter. Then use the term in an original sentence that
shows its scientific meaning.
encounter

8 The Nature of Science and Inquiry

 Name Date

Section 3 Models in Science (continued)

Why are models Summarize in a short paragraph how models are helpful.
necessary?
I found this information
on page .

Types of Models Organize information in the table to describe the three types of
I found this information models and their uses.
on page .
Models
Type Description Use
Physical

built using
computer
software
help people understand abstract
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

concepts that often are beyond

common experience

Making Models Create a diagram of the building in which you live. Provide as
I found this information much detail as possible so that your model will be accurate. Identify
on page . uses for this model.

The Nature of Science and Inquiry 9

Name Date

Section 3 Models in Science (continued)

Using Models Complete the graphic organizer about three ways that models are
I found this information useful and three examples of scientific models.
on page .

Uses Models Examples

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Limitations Identify two reasons that models have limitations and list an
of Models example of a model for each reason.
I found this information 1.
on page .

2.

CONNECT IT As more has been learned about the solar system, the models
used to represent it have changed. What are some other models that might have
changed over time as new discoveries were made?

10 The Nature of Science and Inquiry

 Name Date

The Nature of Science and Inquiry

Section 4 Evaluating Scientific Explanation
Benchmarks—SC.H.1.3.4: The student knows that accurate record keeping, openness, and replication are essential
to maintaining an investigator’s credibility with other scientists and society. Also covers: SC.H.1.3.1, SC.H.1.3.3,
SC.H.1.3.5, SC.H.1.3.6, SC.H.1.3.7, SC.H.3.3.5

Skim through the section. Read the headings and look at the
illustrations. Then write three questions that come to mind.
Add to these impressions as you read the section.
1.

2.

3.

Review
Vocabulary Define the word prediction. Write a sentence to give an example
of a prediction to show its scientific meaning.

prediction
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Define the following key terms.
critical thinking

data

Academic
Vocabulary Use evaluate in a sentence to show its scientific meaning.
evaluate

The Nature of Science and Inquiry 11

Name Date

Section 4 Evaluating Scientific Explanation (continued)

Believe it or not? Complete the following sentences using these terms.

I found this information sense inferences evaluate observations
on page . conclusions accurate critical

You can an explanation using

thinking. First, you should examine the and
decide if you believe they are . Then, look at the
or made about the data and
decide if they make .

Evaluating Summarize three features of reliable data.

the Data
1.
I found this information
on page .
2.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3.

Organize three characteristics of good notes.

Good notes are

12 The Nature of Science and Inquiry

 Name Date

Section 4 Evaluating Scientific Explanation (continued)

Evaluating the Complete the concept web to show the steps you might use when
Conclusions evaluating a scientific explanation. Use the phrases:
I found this information • Are there good notes? • Could there be another explanation?
on page . • Can the data be repeated? • Evaluate the conclusion.

Scientific
Explanation

Evaluate
the data.
Are the data
reliable?

Are the data

specific?
Does it make
sense based on
what I know?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CONNECT IT Create your own advertisement for a wrinkle cream. Include

claims about the product’s safety and effectiveness, and use information that might
help support those claims. List reasons why another person should or should not
believe your ad.
Advertisement:

Reasons:

The Nature of Science and Inquiry 13

Name Date

The Nature of Science and Inquiry

Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
The Nature of Science and Inquiry Read
• Science and technology are independent of
one another.
• Only scientists use science skills.

• Scientific theories can change if new information

becomes available.
• Science experiments that are done by professional
scientists do not need to be repeated.

Review

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Use this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about the nature of scientific inquiry.

14 The Nature of Science and Inquiry

 Name Date

Forces Shaping Earth

Sunshine State Standards—SC.D.1: The student recognizes that processes in the lithosphere, atmosphere,
hydrosphere, and biosphere interact to shape the Earth. Also covers: SC.C.1

Before You Read

Preview the chapter title, the section titles, and the section headings. List at least two ideas
for each section in each column.

K W
What I know What I want to find out
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Use descriptive adjectives to describe mountains in a short paragraph.

Forces Shaping Earth 15

Name Date

Forces Shaping Earth

Section 1 Earth’s Moving Plates
Benchmarks—SC.C.1.3.2: The student knows that vibrations in materials set up wave disturbances that spread
away from the source (e.g., sound and earthquake waves). Also covers: SC.D.1.3.5, SC.H.1.3.3, SC.H.1.3.5,
SC.H.1.3.6, SC.H.1.37, SC.H.2.3.1

Scan the section before you begin to read. Write three facts that
you discovered about Earth’s moving plates.
1.

2.

3.

Review
Vocabulary Define the word density using your book or a dictionary.
density

New
Vocabulary Write the vocabulary term that matches each definition.
solid, innermost layer of Earth’s interior

layer of Earth that lies above the inner core and is thought to be

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

made up mostly of molten metal

largest layer of Earth’s interior

Earth’s outermost layer

rigid layer of Earth made of the crust and a part of the

upper mantle

section of Earth’s crust and rigid upper mantle

large fracture in rock along which movement occurs

type of plate movement that occurs when one plate sinks

beneath another plate

shaking of the ground caused by a sudden release of energy in

Earth’s crust
Academic
Vocabulary Use contract in a sentence to reflect its scientific meaning.
contract

16 Forces Shaping Earth

 Name Date

Section 1 Earth’s Moving Plates (continued)

Clues to Complete the graphic organizer to explain how scientists use

Earth’s Interior indirect observations to learn about Earth’s interior.
I found this information
on page . Seismic Waves Rocks

Indirect
Observations

Earth’s Layers Organize information about Earth’s layers. Complete the outline.
I found this information Earth’s Layers
on page . A. Inner core
1.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2.
B. Outer core
1.

2.
C. Mantle
1.

2.
D. Crust
1.

2.

Earth’s Plates Analyze Earth’s plates. Fill in the missing words.

I found this information
on page . Earth’s plates are sections of the . They

move on top of the , which is .

Forces Shaping Earth 17

Name Date

Section 1 Earth’s Moving Plates (continued)

Plate Boundaries Summarize the different ways that plates interact at plate
I found this information boundaries. Provide an example of each location.
on page .
Plate Results Location
Interaction Where Occurs
Plates move
apart.

Continental
plates collide.

One plate
sinks beneath
another plate.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plates slide
past one
another.

Why do plates Distinguish three possible causes of plate motion.

move?
1.
I found this information
on page . 2.

3.

CONNECT IT Compare Earth’s plates to a jigsaw puzzle. How are they similar?

18 Forces Shaping Earth

 Name Date

Forces Shaping Earth

Section 2 Uplift of Earth’s Crust
Benchmarks—SC.D.1.3.3: The student knows how conditions that exist in one system influence the conditions that exist
in other systems. Also covers: SC.D.1.3.5, SC.H.1.3.5, SC.H.2.3.1

Scan Section 2. Then write three questions that occur to you.

1.

2.

3.

Review
Vocabulary Define erosion using your book or a dictionary.
erosion

New
Vocabulary Write a sentence that reflects the scientific meaning for each
vocabulary term.

fault-block mountain
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

folded mountain

upwarped mountain

volcano

isostasy

Academic
Vocabulary Write a two-line poem using the term erode.
erode

Forces Shaping Earth 19

Name Date

Section 2 Uplift of Earth’s Crust (continued)

Building Identify the four main types of mountains.

Mountains
1. 3.
I found this information
on page . 2. 4.

Contrast mountains that are still forming with older mountains.

Mountains that are still forming are and .

Older mountains have .

I found this information Organize information from your book about fault-block, folded,
on page . and upwarped mountains.

Fault-block how it
forms
Example:

where it

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

forms

Folded how it
forms
Example:

where it
forms

Upwarped how it
forms
Example:

interior of continent
where it
forms

20 Forces Shaping Earth

 Name Date

Section 2 Uplift of Earth’s Crust (continued)

Building Create a cross-section drawing of a volcanic mountain formed on

Mountains land. Show the magma, magma chamber, pipe, vent, and crater
I found this information as the magma flows from underground out of the crater.
on page .

Other Types Sequence how gravity affects uplifted crust. Complete the flow
of Uplift chart.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information

on page .
Mountains grow larger.

CONNECT IT Use what you have learned about isostasy to compare the crust
under the Appalachian Mountains today with the crust when the mountains formed.

Forces Shaping Earth 21

Name Date

Forces Shaping Earth Chapter Wrap-Up

Review the ideas you listed in the K-W-L table at the beginning of the chapter. Cross out
any incorrect information in the first column. Then complete the table by filling in the
third column. How do your ideas now compare with those you provided at the beginning
of the chapter?

K W L
What I know What I want to find out What I learned

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things that you have
learned about forces that shape Earth.

22 Forces Shaping Earth

 Name Date

Weathering and Erosion

Sunshine State Standards—SC.D.1: The student recognizes that processes in the lithosphere, atmosphere,
hydrosphere, and biosphere interact to shape the Earth.

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Weathering and Erosion
• Weathering is the conditions of the
atmosphere at a given time.
• Soil forms from pieces of broken rock
and other kinds of matter.
• Erosion moves rock and soil from one
place to another.
• Water can cause erosion, but ice cannot.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Describe a place—a home, a park, a river, or a mountain. What might that place look
like in a year, a hundred years, even 5,000 years?

Weathering and Erosion 23

Name Date

Weathering and Erosion

Section 1 Weathering and Soil Formation
Benchmarks—SC.D.1.3.1: knows that mechanical and chemical activities shape and reshape the Earth’s land
surface . . . . Also covers: SC.D.1.3.2, SC.D.1.3.3, SC.D.1.3.4, SC.H.1.3.5, SC.H.1.3.5, SC.H.1.3.7, SC.H.2.3.1

Skim through Section 1 of your book. Read the headings and look
at the illustrations. Write three questions that come to mind.
1.

2.

3.

Review
Vocabulary Define the key terms using your book or a dictionary.
acid rain

New
Vocabulary
weathering

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mechanical weathering

chemical weathering

soil

topography

Academic
Vocabulary Define process. Use a dictionary to help you.
process

24 Weathering and Erosion

 Name Date

Section 1 Weathering and Soil Formation (continued)

Weathering Organize information by listing three things that cause rocks

I found this information to weather.
on page .
Causes of Weathering
1.

2.

3.

Mechanical Identify major causes of mechanical weathering. Complete the

Weathering concept map below.
I found this information
on page . Mechanical
Weathering

can be can be
caused by caused by
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

which include which include

I found this information Create three drawings to show the process of ice wedging.
on page .

Water seeps Water freezes and Ice melts and the

into cracks. expands, making process repeats.
cracks wider.

Weathering and Erosion 25

Name Date

Section 1 Weathering and Soil Formation (continued)

Chemical Organize the information on chemical weathering in the outline

Weathering below.
I found this information Chemical weathering
on page .
A. Definition:

B. Causes:
1.
2.
3.

Soil Complete the graphic organizers about soil and soil formation.
I found this information
on page .

mix to form Soil

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

affect Soil Formation

CONNECT IT The temperature on some mountains is below freezing all year.

Predict what soil on these mountains is like.

26 Weathering and Erosion

 Name Date

Weathering and Erosion

Section 2 Erosion of Earth’s Surface
Benchmarks—SC.D.1.3.1: knows that mechanical and chemical activities shape and reshape the Earth’s land
surface . . . . Also covers: SC.D.1.3.3, SC.D.1.3.4, SC.D.1.3.5, SC.H.1.3.4, SC.H.1.3.5, SC.H.1.3.7

Scan Use the checklist below to preview Section 2 of your book.

Then write three facts that you discovered about how erosion affects
Earth’s surface.
Read all headings.
Read all boldface words.
Look at all of the pictures.
Think about what you already know about features of
Earth’s surface.

1.

2.

3.

Review
Vocabulary Write the correct vocabulary term next to each definition.
the dropping of sediment that occurs when an agent of erosion can
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

no longer carry its load

New
Vocabulary
the movement of rock or soil by gravity, ice, wind, or water

erosion that occurs when gravity alone causes rock or sediment

to move down a slope

the process in which sediment moves slowly downhill

the movement of rock or sediment downhill along a curved surface

the erosion of the land by wind

erosion that occurs when wind blows sediment into rocks, makes
pits in the rocks, and produces a smooth, polished surface

water that flows over the ground

Academic
Vocabulary Use a dictionary to define occur.
occur

Weathering and Erosion 27

Name Date

Section 2 Erosion of Earth’s Surface (continued)

Agents of Organize information on the 4 agents of erosion by filling in the

Erosion concept map.
I found this information
on page .

all cause erosion

Gravity Compare and contrast the four types of mass movements. Write
I found this information ways they are all the same and some ways they are different.
on page .
Mass Movements
Similarities Differences

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Ice Sequence four steps explaining how glaciers form and change
I found this information Earth’s surface.
on page .
Glaciers Form and Change Earth’s Surface
1.

2.

3.

4.

28 Weathering and Erosion

 Name Date

Section 2 Erosion of Earth’s Surface (continued)

Wind Model how a sand dune moves by making a diagram in the box.
I found this information Label the following features:
on page . • sand blows up this side • dune movement (arrow)
• sand falls down this side • wind (arrow)

Water Complete the concept map by listing several ways that water can
I found this information flow over Earth’s surface.
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Runoff

Effects of Analyze the effects of erosion. List three examples of landforms

Erosion caused by erosion, and three examples caused by depositon.
I found this information
on page . Effects of Erosion
Where Sediment Where Sediment
Is Removed (erosion) Accumulates (deposition)

Weathering and Erosion 29

Name Date

Weathering and Erosion

Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Weathering and Erosion Read
• Weathering is the conditions of the
atmosphere at a given time.
• Soil forms from pieces of broken rock
and other kinds of matter.
• Erosion moves rock and soil from one
one place to another.
• Water can cause erosion, but ice cannot.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about weathering and erosion.

30 Weathering and Erosion

 Name Date

The Periodic Table

Sunshine State Standards—SC.H.2.: The student understands that most natural events occur in comprehensible,
consistent patterns. Also covers: SC.A.1

Before You Read

Preview the chapter title, section titles, and section headings. List at least two ideas
for each section in each column.

K W
What I know What I want to find out

Construct the Foldable as directed at the beginning of this chapter.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Science Journal
Think of an element you have heard about. Make a list of the properties you know and
the properties you want to learn about.

The Periodic Table 31

Name Date

The Periodic Table

Section 1 Introduction to the Periodic Table
Benchmarks—SC.H.2.3.1: The student recognizes that patterns exist within and across systems.
Also covers: SC.A.1.3.1, SC.A.1.3.5, SC.H.1.3.6, SC.H.3.3.5

Skim Section 1 of your book. Write three questions that come to

mind from reading the headings and looking at the illustrations.
1.

2.

3.

Review
Vocabulary Use element in a sentence to show its scientific meaning.
element

New
Vocabulary Write the correct vocabulary term next to its definition.
column of elements in the periodic table that have similar physical
or chemical properties

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

element that shares some properties with metals and some with
nonmetals

element in Groups 1, 2, or 13–18

element that has a shiny luster, is a good conductor of heat and

electricity, is malleable, and is ductile

element in Groups 3–12

element that is usually a gas or brittle solid at room temperature

and does not conduct heat and electricity well

row of elements in the periodic table whose properties change

gradually

Academic
Vocabulary Define symbol using a dictionary to show its scientific meaning.
symbol

32 The Periodic Table

 Name Date

Section 1 Introduction to the Periodic Table (continued)

Development of Organize information about the development of the periodic

the Periodic table. Complete the outline.
Table History of the Periodic Table
I found this information I. Mendeleev’s contributions
on page .
A.

B.

C.
II. Moseley’s contributions
A.

B.

Today’s Periodic Distinguish a period from a group by completing the sentences.

Table
I found this information A period is
on page . . A group is
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Create a drawing of an empty periodic table. Shade the
on page . representative elements one color, the transition elements
another, and the inner transition elements a third color.

The Periodic Table 33

Name Date

Section 1 Introduction to the Periodic Table (continued)

Today’s Periodic Contrast metals, nonmetals, and metalloids in the table.

Table
I found this information Metals Nonmetals Metalloids
on page .

I found this information Label the square below with the information you would find about
on page . hydrogen in its element key. Fill in the missing information.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Summarize how names and symbols for elements are chosen.
on page . Include both existing and newly discovered elements.

CONNECT IT Suppose you discovered a new element. How would you predict
where it would fit in the periodic table if you did not know its atomic number?

34 The Periodic Table

 Name Date

The Periodic Table

Section 2 Representative Elements
Benchmarks—SC.A.1.3.1: The student identifies various ways in which substances differ (e.g., mass, volume, shape,
density, texture, and reaction to temperature and light). Also covers: SC.A.1.3.5, SC.G.1.3.4

Read the What You’ll Learn statements for Section 2. Predict three
topics that will be discussed in the section.

1.

2.

3.

Review
Vocabulary Define atomic number.
atomic number

New
Vocabulary Use your book to define each vocabulary term.
alkali metal
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

alkaline earth metal

semiconductor

halogen

noble gas

Academic
Vocabulary Use a dictionary to define trend.
trend

The Periodic Table 35

Name Date

Section 2 Representative Elements (continued)

Groups 1 and 2 Summarize the properties of the alkali metals.

I found this information
on page . Density

Color and State Melting Point

Alkali
Metals

Reactivity

I found this information Compare and contrast the alkaline earth metals and the alkali
on page . metals. Describe the hardness, density, melting points, and reactivity
of elements in the two groups.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Groups 13 Summarize information about elements in the boron family by
through 18 filling in the missing words in the paragraph below.
I found this information
on page . All the elements in group 13 are except

, which is a metalloid. The elements in this family

are used to make many different things. Pots and pans made with

can move straight from the refrigerator to the oven

without cracking. is used to make soft drink cans.

, which will melt in your hands, is used to make

computer chips.

36 The Periodic Table

 Name Date

Section 2 Representative Elements (continued)

I found this information Compare the elements in the carbon group.

on page .
Metal, Non- Where it is Found
metal, or or How it is Used
Metalloid?
Carbon nonmetal

Silicon metalloid

Germanium metalloid

Tin metal

Lead metal

I found this information Complete the outline to identify important points about certain
on page . elements in Groups 15 and 16.
I. Group 15

A. : makes up about 80% of the air you breathe

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

B. Phosphorus:
II. Group 16

A. Oxygen:

B. : combines with hydrogen and oxygen to

make sulfuric acid, one of the most commonly used
chemicals

C. Selenium:

I found this information Identify at least one important fact about each group of elements.
on page .
Halogens:

Noble gases:

CONNECT IT Choose any three elements from this section and explain how
they are important to your daily life.

The Periodic Table 37

Name Date

The Periodic Table

Section 3 Transition Elements
Benchmarks—SC.A.1.3.1: The student identifies various ways in which substances differ (e.g., mass, volume, shape,
density, texture, and reaction to temperature and light). Also covers: SC.A.1.3.5, SC.D.2.3.1, SC.D.2.3.2, SC.G.2.3.3,
SC.G.2.3.4, SC.H.1.3.4, SC.H.1.3.5, SC.H.3.3.4

Scan the headings and illustrations in this section. Write three facts
you learned about transition elements as you scanned the section.

1.

2.

3.

Review
Vocabulary Use mass number in a scientific sentence.
mass number

New
Vocabulary Define each vocabulary term using a dictionary or your book.
catalyst

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

lanthanide

actinide

Academic
Vocabulary Use a dictionary to define series to show its scientific meaning.
series

38 The Periodic Table

 Name Date

Section 3 Transition Elements (continued)

The Metals in Identify four key characteristics of the transition elements

the Middle including their location in the periodic table.
I found this information 1.
on page .

2.

3.

4.

I found this information Summarize the properties of the iron triad.

on page .
Iron Triad
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

What these elements have in common:

Element: Element: Element:

Uses: Uses: Uses:

I found this information Identify uses of transition elements.

on page .
Element(s) Uses
Tungsten

Mercury

Elements in the
platinum group

The Periodic Table 39

Name Date

Section 3 Transition Elements (continued)

Inner Transition Compare and contrast the lanthanides and actinides.

Elements
I found this information Lanthanides Actinides
on page . Properties

Uses

I found this information Summarize how scientists create synthetic elements.

on page .
Using a particle accelerator scientists make

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

. The nuclei

to form .

Some of these elements are and last only

Identify two ways dentists and orthodontists use transition

elements.
1.

2.

CONNECT IT Hypothesize why a scientist should be extra careful when using

a mercury thermometer.

40 The Periodic Table

 Name Date

Tie It Together
The Periodic Table
Create a periodic table puzzle.
1. Obtain six pieces of paper. Cut each piece of paper into six equal pieces.
2. Make an element box for each of the first 36 elements in the periodic table. On
each element box, fill in only part of the information shown on the periodic table.
3. Swap your set of partially complete element boxes with a partner.
4. Complete each element box in your partner’s set.
5. Then, piece together your partner’s periodic table in order.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

The Periodic Table 41

Name Date

The Periodic Table Chapter Wrap-Up

After You Read
Review the ideas you listed in the table at the beginning of the chapter. Cross out any
incorrect information in the first column. Then complete the table by filling in the third
column. Compare your previous responses with these.

K W L
What I know What I want to find out What I learned

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about elements and the periodic table.

42 The Periodic Table

 Name Date

Atomic Structure and

Chemical Bonds
Sunshine State Standards—SC.A.2: The student understands the basic principles of atomic theory.
Also covers: SC.H.2

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Atomic Structure and Chemical Bonds
• Electrons exist with specific levels of energy.

• Elements can be arranged according to their properties.

• An atom that loses an electron is called a molecule.

• Elements can form bonds by sharing electrons.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Write a sentence comparing household glue to chemical bonds.

Atomic Structure and Chemical Bonds 43

Name Date

Atomic Structure and

Chemical Bonds
Section 1 Why do atoms combine?
Benchmarks—SC.A.2.3.2: The student knows the general properties of the atom (a massive nucleus of neutral neutrons
and positive protons surrounded by a cloud of negative electrons) and accepts that single atoms are not visible.
Also covers: SC.A.1.3.5, SC.H.1.3.6, SC.H.2.3.1, SC.H.3.3.5

Skim the objectives for Section 1. Write three questions that come
to mind from reading these statements. Look for answers to each
question as you read the section.
1.

2.

3.

Review
Vocabulary Define chemical change to show its scientific meaning.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

chemical change

New
Vocabulary Write the correct vocabulary term next to its definition.
the area around the nucleus where electrons are most likely found

the different areas for an electron in an atom

uses the symbol for an element and dots representing the number
of electrons in its outer energy level

force that holds two atoms together

Academic Use a dictionary to define period. Then tell how the word is used
Vocabulary in the context of the periodic table.
period

44 Atomic Structure and Chemical Bonds

 Name Date

Section 1 Why do atoms combine? (continued)

Atomic Structure Model the structure of an atom that has 3 protons, 4 neutrons,
I found this information and 3 electrons. Label the protons, neutrons, electrons, and
on page . nucleus in your drawing.

Electron Complete the chart to show the maximum number of electrons

Arrangement that can exist in each energy level of an atom.
I found this information
on page . Energy Level Maximum Number of Electrons
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1
2
3
4

Write the formula for calculating the maximum number of electrons

that can occupy an energy level.

Formula for calculating electrons per energy level:

Periodic Table Analyze the relationship of the atomic number of a neutral atom
and Energy to the number of electrons and protons it contains.
Levels
I found this information
on page .

Atomic Structure and Chemical Bonds 45

Name Date

Section 1 Why do atoms combine? (continued)

Electron Identify the number of electrons each of the atoms has in its outer
Configuration energy level. Then shade the boxes of the elements that are stable.
I found this information 1 18
on page . H He

2 13 14 15 16 17
Li Be B C N O F Ne

Element Families Compare how the elements in a family are similar. Use the noble
I found this information gases and alkali metals as examples.
on page .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Electron Dot Model the arrangement of electrons by making electron dot
Diagrams diagrams for the elements represented below.
I found this information
on page .
Li Be B C N O F Ne

CONNECT IT Hydrogen gas is lighter than helium gas. Hypothesize why airships
use helium for buoyancy instead of hydrogen.

46 Atomic Structure and Chemical Bonds

 Name Date

Atomic Structure and

Chemical Bonds
Section 2 How Elements Bond
Benchmarks—SC.A.2.3.2: The student knows the general properties of the atom (a massive nucleus of neutral
and positive protons surrounded by a cloud of negative electrons) and accepts that single atoms are not visible.
Also covers: SC.A.2.3.1, SC.H.1.3.4, SC.H.1.3.6, SC.H.1.3.7, SC.H.2.3.1, SC.H.3.3.5

Predict three things that might be discussed in this section after

reading the headings that appear in it.
1.

2.

3.

Review
Vocabulary Use compound in a sentence to show its scientific meaning.
compound

New
Vocabulary Write the correct vocabulary term next to its definition.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

chemical shorthand that uses symbols to tell what elements are

in a compound and their ratios

chemical bond that forms between atoms when they share

electrons

atom that is no longer neutral because it has more or fewer

electrons than protons

bond in which electrons are shared unequally

chemical bond formed when metal atoms share their pooled

electrons

attraction between oppositely charged ions

neutral particle formed when atoms share electrons

Academic
Vocabulary Define achieve to show its scientific meaning.
achieve

Atomic Structure and Chemical Bonds 47

Name Date

Section 2 How Elements Bond (continued)

Ionic Bonds— Complete the electron dot diagram below to show the final
Loss and Gain compound.
I found this information
on page . ⴙ ⴚ
Na ⴙ Cl Na Cl

Summarize what is occurring in the diagram. Your description

should include the words ion, negative, positive, and compound.

Metallic Compare and contrast metallic bonds with ionic bonds by

Bonding— completing the Venn diagram with at least five facts.
Pooling Ionic Bonds Metallic Bonds
Both
I found this information
on page .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Describe two characteristics of metals that are caused by metallic

bonding.

48 Atomic Structure and Chemical Bonds

 Name Date

Section 2 How Elements Bond (continued)

Covalent Organize information about covalent bonds.

Bonds—Sharing I. Covalent Bond
I found this information
on page . A. Definition:

B. How atoms share electrons

1.

2.

C. Multiple bonds:

Polar and Model a polar molecule. Label the ends as positive or negative.
Nonpolar
Molecules
I found this information
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chemical Label the parts of the chemical formula shown. Then summarize
Shorthand what the formula tells you about the compound.
I found this information
on page .

H 2O

CONNECT IT Chlorine is a gas with a distinct odor. Do you think that someone
with an acute sense of smell would be able to smell chlorine in table salt? Explain.

Atomic Structure and Chemical Bonds 49

Name Date

Atomic Structure and

Chemical Bonds Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Atomic Structure and Chemical Bonds Read

• Electrons exist with specific levels of energy.

• Elements can be arranged according to their properties.

• An atom that loses an electron is called a molecule.

• Elements can form bonds by sharing electrons.

Review

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Use this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about how chemicals bond.

50 Atomic Structure and Chemical Bonds

 Name Date

States of Matter
Sunshine State Standards—SC.A.1: The student understands that all matter has observable, measurable properties.
Also covers: SC.C.2

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read States of Matter
• There are four states of matter.

• Solids take the shape of their containers.

• Substances cannot change directly from

a solid to a gas.
• The air around you is putting pressure on
your body.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Write about what you predict is a source of the warm water in a hot natural spring in
a cold, snowy climate.

States of Matter 51
Name Date

States of Matter
Section 1 Matter
Benchmarks—SC.A.1.3.4: The student knows that atoms in solids are close together and do not move around
easily; in liquids, atoms tend to move farther apart; in gas, atoms are quite far apart and move around freely.
Also covers: SC.A.1.3.1, SC.A.1.3.3, SC.H.2.3.1

Skim through Section 1 of your text. Write three questions that

come to mind when reading the headings and looking at the
illustrations.
1.

2.

3.

Review
Vocabulary Define the term atom in a scientific sentence.
atom

New
Vocabulary Write the correct vocabulary term next to each definition.
matter that does not have a definite shape or volume

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

anything that takes up space and has mass

matter with a definite shape and volume

a liquid’s resistance to flow

uneven forces acting on the particles on the surface of a liquid

matter with a definite volume but no definite shape that can flow
from one place to another

Academic
Vocabulary Use a dictionary to define definite.
definite

52 States of Matter
 Name Date

Section 1 Matter (continued)

What is matter? Define matter, and identify the 4 states of matter.

I found this information Matter:
on page .

The Four
States of Matter

Solids Create a drawing of the particles in a crystalline solid and in an

I found this information amorphous solid. Then write a caption explaining how the two
on page . types of solids differ.

Crystalline Solid Amorphous Solid

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Caption:

Contrast solids with liquids by placing checks to show whether the

Liquids property is true for solids, liquids, or both.
I found this information
on page . Property Solids Liquids
Have a definite shape

Have a definite volume

Particles can move

relative to each other

States of Matter 53
Name Date

Section 1 Matter (continued)

Liquids Sequence four substances that you know according to viscosity.

I found this information Then write a description of a liquid with high viscosity and a liquid
on page . with low viscosity.

Highest
V High viscosity liquid:
i
s
c
o
s Low viscosity liquid:
i
t
y
Lowest

Gases Organize information about gases.

I found this information
on page .

are made of
fill the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

particles that move

Gases

do not
have definite

or

S YNTHESIZE I T You can walk through air and swim through water, but you
can’t pass through a wall. Use what you have learned about matter to explain why
this is true.

54 States of Matter
 Name Date

States of Matter
Section 2 Matter Changes of State
Benchmarks—SC.A.1.3.4: The student knows that atoms in solids are close together and do not move around
easily; in liquids, atoms tend to move farther apart; in gas, atoms are quite far apart and move around freely.
Also covers: SC.A.1.3.1, SC.A.1.3.3, SC.A.1.3.5, SC.B.1.3.5, SC.H.1.3.5

Predict three things that might be discussed in this section after

reading the title and headings.
1.
2.
3.
Review
Vocabulary Define the term energy using a dictionary or your book.
energy
New
Vocabulary Write a paragraph that explains the terms thermal energy,
temperature, and heat. Underline each term.
thermal energy
temperature
heat
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Write a definition for each of the following terms.

melting
freezing
vaporization
condensation
Academic
Vocabulary Use a dictionary to define item.
item
States of Matter 55
Name Date

Section 2 Matter Changes of State (continued)

Thermal Energy Classify each phrase to show whether it describes thermal energy,
and Heat temperature, or both.
I found this information • depends on the number of • involves kinetic energy of
on page . particles particles
• average energy of particles • total energy of particles
Thermal Energy Temperature
Both

I found this information Create a drawing to show a glass of lemonade with ice cubes in
on page . it. Use arrows to show the movement of thermal energy.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Specific Heat Complete the table below on specific heat.

I found this information
on page . Rate at Which Example
Temperature Changes
Substances with
high specific heats
Substances with
low specific heats

56 States of Matter
 Name Date

Section 2 Matter Changes of State (continued)

Changes Compare melting and freezing by completing the table.

Between the
Solid and Melting Freezing
Liquid States What is it?
I found this information
on page .
Is thermal
energy released
or absorbed?

Changes Distinguish the changes between gas and liquid states by filling in
Between the the graphic organizer.
Liquid and
Gas States
I found this information gas liquid
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Changes Summarize information about sublimation and give an example

Between the of a substance that can sublimate.
Solid and
Gas States
I found this information
on page .

EVALUATE I T A person steps out of the swimming pool on a cool, windy day and
feels a cold chill. Explain why the person feels so cold after coming out of the water.

States of Matter 57
Name Date

States of Matter
Section 3 Behavior of Fluids
Benchmarks—SC.A.1.3.6: The student knows that equal volumes of different substances may have different masses.
Also covers: SC.A.1.3.1, SC.C.2.3.2, SC.H.1.3.2, SC.H.1.3.5, SC.H.1.3.6, SC.H.3.3.4, SC.H.3.3.5, SC.H.3.3.6

Scan Section 3 of your book. Write three facts you discovered

about fluids as you scanned the section.

1.

2.
3.

Review
Vocabulary Define the term force in a sentence to show its scientific
meaning.

force

New
Vocabulary Use a dictionary or your book to define the key terms.
pressure

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

buoyant force

Archimedes’ principle

density

Pascal’s principle

Academic
Vocabulary Use a dictionary to define expand to show its scientific meaning.
expand

58 States of Matter
 Name Date

Section 3 Behavior of Fluids (continued)

Pressure Complete the formula for pressure. Then analyze how pressure
I found this information changes with a change in force or area.
on page .

Pressure

If force and area then pressure

increases stays the same

decreases stays the same

stays the same increases

stays the same decreases

I found this information Define atmospheric pressure and describe why you do not feel it.
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Create and label a drawing to show how a weather balloon
on page . changes size as it rises into the atmosphere. Provide a caption to
explain your illustration.

Caption:

States of Matter 59
Name Date

Section 3 Behavior of Fluids (continued)

Changes in Complete the graphic organizer to show how changes in volume

Gas Pressure and temperature can increase pressure.
I found this information
on page . as volume
Pressure
increases
as temperature

Float or sink? Compare the buoyancy of an object that is more dense than
I found this information water with an object that is less dense than water. Draw and label
on page . arrows to show the buoyant force and weight of each.

More Dense Less Dense

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Pascal’s Principle Summarize Pascal’s principle, in your own words and give an
I found this information original example from your life that illustrates the principle.
on page .

EVALUATE I T Analyze the drawing of ice water. Explain what

is wrong with this representation. Also explain why it is wrong.

60 States of Matter
 Name Date

Tie It Together
Synthesize It
Describe a situation from daily life in which you have experienced each change of state
identified below. Explain how thermal energy was involved in the change of state.

Condensation

Melting
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Freezing

Evaporation

States of Matter 61
Name Date

States of Matter Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
States of Matter Read
• There are four states of matter.

• Solids take the shape of their containers.

• Substances cannot change directly from

a solid to a gas.
• The air around you is putting pressure on
your body.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about states of matter.

62 States of Matter
 Name Date

Motion and Momentum

Sunshine State Standards—SC.C.1: The student understands that types of motion may be described, measured,
and predicted. Also covers: SC.C.2

Before You Read

Preview the chapter and section titles and the section headings. Complete the
two columns of the table by listing at least two ideas in each column.

K W
What I know What I want to find out
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Describe how your motion changed as you moved from your school’s entrance to
your classroom.

Motion and Momentum 63

Name Date

Motion and Momentum

Section 1 What is motion?
Benchmarks—SC.C.1.3.1: The student knows that the motion of an object can be described by its position, direction
of motion, and speed. Also covers: SC.H.1.3.5, SC.H.2.3.1

Preview the section by reading the What You’ll Learn statements.

Write three questions that come to mind from reading these
statements.
1.

2.

3.

Review
Vocabulary Write a sentence that uses the word meter to show its scientific
meaning.

meter

New
Vocabulary Define the new vocabulary terms to show their scientific
meanings.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

speed

average speed

instantaneous speed

velocity

Academic
Vocabulary Use a dictionary to define displace.
displace

64 Motion and Momentum

 Name Date

Section 1 What is motion? (continued)

Changing Analyze the meaning of relative motion. Complete the sentences.

Position
To determine whether something changes position, you must
I found this information
on page . identify . An object changes position if
.

Contrast distance and displacement. Draw a diagram showing

distance and displacement for a person moving halfway around a
park. Label the distance and displacement.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Speed Complete the equation for calculating speed.

I found this information
on page . speed (in meters/second) =

Compare and contrast average speed and instantaneous

speed. Give an example of average speed, one of instantaneous
speed, and one in which instantaneous speed changes.
Average speed:

Instantaneous speed:

Example:

Motion and Momentum 65

Name Date

Section 1 What is motion? (continued)

Graphing Motion Analyze the distance-time graph. Graph lines to show

I found this information • Person C whose speed is 2 m/s.
on page .
• Person D who is standing still.
Distance v. Time

2.0
Person A
Distance

1.5
Person B
1.0

0.5

0
0 0.5 1.0 1.5 2.0 2.5 3.0
Time

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Velocity Analyze how an object’s velocity can change. Identify three ways
I found this information in which velocity can change.
on page .
1.

2.

3.

CONNECT IT Think of a time recently when you might have run around a track
or traveled in a car or bus. Describe the motion thoroughly. Remember to include how
your velocity changed.

66 Motion and Momentum

 Name Date

Motion and Momentum

Section 2 Acceleration
Benchmarks—SC.C.1.3.1: The student knows that the motion of an object can be described by its position, direction
of motion, and speed. Also covers: SC.H.1.3.5

Predict three things you will learn in this section. Read the section
title and subheadings to help you make your predictions.
1.

2.

3.

Review
Vocabulary Define kilogram. Then use it in a sentence to show its scientific
meaning.
kilogram

New
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Vocabulary Use your book to write the scientific definition of acceleration.

Then use it in a sentence to show its scientific meaning.
acceleration

Academic
Vocabulary Use a dictionary to find the mathematical definition of positive.
Then use it in a sentence to show its scientific meaning.

positive

Motion and Momentum 67

Name Date

Section 2 Acceleration (continued)

Acceleration Distinguish the 3 ways that an object can accelerate. Complete the
is a Change concept map.
in Velocity
I found this information Acceleration
on page . includes

1. 2. 3.

Calculating Complete the equation to calculate acceleration for objects

Acceleration moving in a straight line.
I found this information
on page . Acceleration Equation

(in m/s)  (in m/s)

acceleration

(in m/s2) time (in s)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Analyze the equation above to rewrite it using symbols.

a

I found this information Compare and contrast positive and negative acceleration in a
on page . straight line by completing the table.

Types of Acceleration
Positive Negative
Change in
speed

Relationship of Initial speed is

initial speed to less than final
final speed speed.

68 Motion and Momentum

 Name Date

Section 2 Acceleration (continued)

Calculating Analyze the acceleration graph below. Label the parts of the graph
Acceleration showing zero acceleration, positive acceleration, and negative
I found this information acceleration.
on page .
Speed v. Time
8

Speed (m/s)
5

0
1 2 3 4 5 6 7 8 9
Time (s)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Summarize how you can identify each type of acceleration on an

acceleration graph. Complete the sentences.

A line for positive acceleration slopes .

A line for negative acceleration slopes .

A line for zero acceleration .

S YNTHESIZE I T A jogger runs around a circular track. She starts at a speed

of 2 m/s, then speeds up to 6 m/s. She runs at that speed for 20 minutes, and then
comes to a stop. Describe her acceleration. Is it ever zero?

Motion and Momentum 69

Name Date

Motion and Momentum

Section 3 Momentum
Benchmarks—SC.C.2.3.5: The student understands that an object in motion will continue at a constant speed and
in a straight line until acted upon by a force and that an object at rest will remain at rest until acted upon by a force.
Also covers: SC.H.1.3.4, SC.H.1.3.5, SC.H.1.3.6, SC.H.2.3.1, SC.H.3.3.4, SC.H.3.3.5, SC.H.3.3.6

Scan the headings, bold words, and illustrations in Section 3.

Write two facts you discovered about momentum as you scanned
the section.

1.

2.

Review
Vocabulary Define mass to show its scientific meaning.
mass

New
Vocabulary Use your book or a dictionary to define the new vocabulary terms.
inertia

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

momentum

law of conservation
of momentum

Academic
Vocabulary Use a dictionary to define predict to show its scientific meaning.
predict

70 Motion and Momentum

 Name Date

Section 3 Momentum (continued)

Mass and Inertia Label the arrow below to show the relationship between mass
I found this information and inertia.
on page .

Greater Has inertia

mass

Less
mass Has inertia

Momentum List two factors that affect an object’s momentum.

I found this information 1.
on page . affect momentum
2.

I found this information Summarize the calculation of momentum in words on the

on page . lines below.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Complete the equation used to calculate momentum.

momentum
(in kg)  (in m/s)

(in kg • m/s)

Analyze the equation above and rewrite it using symbols. Use the
letter p to represent momentum.

Conservation Summarize the law of conservation of momentum in your own

of Momentum words. Two balls that collide are an example.
I found this information
on page .

Motion and Momentum 71

Name Date

Section 3 Momentum (continued)

Using Momentum Model the law of conservation of momentum when a moving

Conservation object of small mass collides with an object of greater mass that
I found this information is initially at rest. In the first row, model what happens if the two
on page . objects stick together. In the second, model what happens if the
two bounce away from each other.
• Use arrows to show the size and direction of each object’s
momentum.
• Label each object with its mass, speed, and direction.

Before Impact After Impact

Stick together

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Bounce off

CONNECT IT At a science fair, contestants can win a prize if they can roll a ball
with a specific momentum chosen by the presenter. The contestants have a choice of
two balls. One has greater mass than the other. Which would you choose, and why?

72 Motion and Momentum

 Name Date

Tie It Together
Work with a partner to perform the experiment below to explore changes in momentum.
Materials
wooden block stopwatch
ball that will roll easily tape
meter stick triple-beam balance
1. Find and record the mass of the block and ball, using the balance.

Block:

Ball:
2. Mark a line on the floor with tape. Place the block on the line. Measure a distance of
5 m from the line and mark a second line.
3. Practice rolling the ball until you can roll it from the 5-meter line to the block.
4. Roll the ball from the 5-meter line to the block. Use the stopwatch to time the roll.
Then measure how far the block moved from the line when the ball hit it. Use a table
like the one below to record your data.
5. Repeat step 4 four more times, varying the speed with which you roll the ball. Record
the time and distance for each trial.
6. Use your data to calculate the speed for each trial. Then use that information and the
mass of the ball to calculate the momentum of the ball in each trial.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Analyze your data. What relationship do you see between the momentum of the ball
and the distance the block moved? Why do you think this relationship exists?

Data Table
Trial Time Speed Momentum Distance Block
Moved
1
2
3
4
5

Motion and Momentum 73

Name Date

Motion and Momentum Chapter Wrap-Up

Review the ideas you listed in the table at the beginning of the chapter. Cross out any
incorrect information in the first column. Then complete the table by filling in the
third column.

K W L
What I know What I want to find out What I learned

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about motion and momentum.

74 Motion and Momentum

 Name Date

Force and Newton’s Laws

Sunshine State Standards—SC.C.2: The student understands that the types of force that act on an object and the effect
of that force can be described, measured, and predicted. Also covers: SC.A.1

Before You Read

Preview the chapter and section titles and the section headings. List at least two ideas
for each section in each column.

K W
What I know What I want to find out
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Describe three examples of pushing or pulling an object. How did the object move?

Force and Newton’s Laws 75

Name Date

Force and Newton’s Laws

Section 1 Newton’s First Law
Benchmarks—SC.C.2.3.5: understands that an object in motion will continue at a constant speed and in a
straight line until acted upon by a force and that an object at rest will remain at rest until acted upon by a force.
Also covers: SC.C.2.3.1, SC.C.2.3.2, SC.C.2.3.3, SC.C.2.3.4, SC.H.1.3.5, SC.H.3.3.5

Predict three topics that will be discussed in Section 1 as you scan

the headings.
1.

2.

3.

Review
Vocabulary Define velocity. Use velocity in a sentence to show its scientific
meaning.
velocity

New
Vocabulary Write the correct vocabulary term next to each definition.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

force that opposes sliding between two touching surfaces

two or more forces that act on an object and do not cancel

each other

combination of all of the forces acting on an object

two or more forces whose effects cancel each other

states that if the net force acting on an object is zero, the object will
remain at rest or, if it is moving, continue to move in a straight line
with constant speed

a push or pull

Academic
Vocabulary Use a dictionary to define constant to show its scientific
meaning.
constant

76 Force and Newton’s Laws

 Name Date

Section 1 Newton’s First Law (continued)

Force Analyze how forces combine to form a net force.

I found this information
on page . If forces act in the same direction .

If forces act in opposite directions

I found this information Create two drawings to show how an object is affected by
on page . balanced and unbalanced forces. Use arrows and labels to show
the forces and motion. Below each drawing, explain the effect
of the forces.

Balanced Forces
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Unbalanced Forces

Force and Newton’s Laws 77

Name Date

Section 1 Newton’s First Law (continued)

Newton’s First Summarize Newton’s first law of motion in your own words.
Law of Motion
I found this information
on page .

Friction Compare the three types of friction. Complete the concept map.
I found this information
on page . Friction

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

What It Is What It Is What It Is

Example Example Example

S YNTHESIZE I T A carpenter uses sandpaper to smooth a rough piece of wood.

State what type of friction the carpenter is using.

78 Force and Newton’s Laws

 Name Date

Force and Newton’s Laws

Section 2 Newton’s Second Law
Benchmarks—SC.C.2.3.6: explains and shows the ways in which a net force can act on an object.
Also covers: SC.A.1.3.2, SC.C.2.3.2, SC.C.2.3.7, SC.H.1.3.1, SC.H.1.3.5, SC.H.3.3.5

Read the What You’ll Learn statements. Write two questions that
come to mind as you read the statements.
1.

2.

Review
Vocabulary Define acceleration to show its scientific meaning.
acceleration

New
Vocabulary Use your book to define each term.
Newton’s second law
of motion
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

weight

center of mass

Academic
Vocabulary Use a dictionary to define require.
require

Force and Newton’s Laws 79

Name Date

Section 2 Newton’s Second Law (continued)

Force and Summarize Newton’s second law of motion in your own words.
Acceleration Then complete the equation used to calculate acceleration.
I found this information
on page .

in newtons
acceleration (in meters/second 2)

in kilograms

Gravity Complete the table to show how mass and distance affect
gravitational force.
I found this information
on page .
If . . . Then gravity . . .
mass is larger
mass is smaller
distance increases
distance decreases

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Distinguish between weight and mass by explaining what would
happen to the weight and mass of an object if it were taken from
Earth to Mars.

On Mars, the weight would because

. The mass would because
.

Using Newton’s Contrast speeding up, slowing down, and turning as forms of
Second Law acceleration. Identify the direction of the force in each case.
I found this information Acceleration Direction of Force
on page .
speeding up

slowing down

turning

80 Force and Newton’s Laws

 Name Date

Section 2 Newton’s Second Law (continued)

Circular Motion Model how a satellite stays in orbit around Earth. Label the
I found this information direction of centripetal force and the direction of the satellite’s
on page . motion.

Air Resistance Summarize the two factors that affect the air resistance on a
I found this information falling object.
on page .
1.
2.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Complete the chart below about the properties of air resistance.
on page .
The direction of air resistance
is . . .
It increases as an object . . .

When it equals the object’s

weight, the net force is . . .
When it balances the force
of gravity, the object falls . . .

CONNECT IT The gravitational force on the Moon is one-sixth the gravitational

force on Earth. Hypothesize what it would be like to jump or play ball on the Moon.

Force and Newton’s Laws 81

Name Date

Force and Newton’s Laws

Section 3 Newton’s Third Law
Benchmarks—SC.H.1.3.4: The student knows that accurate record keeping, openness, and replication are essential
to maintaining an investigator’s credibility with other scientists and society. Also covers: SC.A.1.3.2, SC.C.2.3.5,
SC.C.2.3.7, SC.H.1.3.5, SC.H.1.3.7, SC.H.3.3.4

Scan the list below to preview Section 3 of your book.

Read all section titles.
Read all bold words.
Look at all of the pictures.
Think about what you already know about forces
and gravity.

Write two facts you discovered about Newton’s third law

of motion as you scanned the section.
1.

2.

Review
Vocabulary Define force to show its scientific meaning.
force

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Use your book to define Newton’s third law of motion.
Newton’s third law
of motion

Academic
Vocabulary Use a dictionary to define react.
react

82 Force and Newton’s Laws

 Name Date

Section 3 Newton’s Third Law (continued)

Action and Summarize Newton’s third law of motion in your own words.
Reaction
I found this information
on page .

Model how action and reaction forces act in pairs.

• Draw a situation in which a force pair acts.
• Use arrows to label the action and reaction forces.

Analyze how the forces act and how the motions of the objects
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

change.

I found this information Sequence the events in a rocket launch that show Newton’s third
on page . law. Complete the flow chart.

Rocket fuel is ignited, producing hot gas.

Action force

Reaction force

Force and Newton’s Laws 83

Name Date

Section 3 Newton’s Third Law (continued)

Weightlessness Organize information about weightlessness. Complete the

I found this information concept web.
on page .
Occurs during: Happens
because:

Weightlessness

Causes a Happens in
sensation of: spacecraft because:

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

S UMMARIZE I T Explain why action and reaction forces do not cancel each
other’s effects. Give an example.

84 Force and Newton’s Laws

 Name Date

Tie It Together
Think of an activity that you enjoy in your daily life. Describe how each of Newton’s
laws applies to your chosen activity. Then, draw a diagram to show how you use force
in the activity.

Newton’s First Law of Motion:

Newton’s Second Law of Motion:

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Newton’s Third Law of Motion:

Diagram:

Force and Newton’s Laws 85

Name Date

Force and Newton’s Laws

Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out
any incorrect information in the first column. Then complete the table by filling in
the third column.

K W L
What I know What I want to find out What I learned

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things that you have
learned about forces and Newton’s laws.

86 Force and Newton’s Laws

 Name Date

Electromagnetic Waves
Sunshine State Standards—SC.A.2: The student understands the basic principles of atomic theory.
Also covers: SC.B.1, SC.H.1

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Electromagnetic Waves
• A wave transfers energy from one place to
another without transferring matter.
• All electromagnetic waves produce light that
you can see.
• Some electromagnetic waves can damage
your skin.
• Radio and TV stations can broadcast at any
frequency.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Describe how sitting in sunlight makes you feel. How can sunlight affect your skin?

Electromagnetic Waves 87
Name Date

Electromagnetic Waves
Section 1 The Nature of Electromagnetic Waves
Benchmarks—SC.B.1.3.6: The student knows the properties of waves; that each wave consists of a number
of crests and troughs; and the effects of different media on waves. Also covers: SC.A.2.3.1, SC.B.1.3.3,
SC.C.1.3.2, SC.C.2.3.1

Skim through Section 1 of your book. Write three questions that

come to mind from reading the headings and examining the
illustrations.
1.

2.

3.

Review
Vocabulary Define wave to show its scientific meaning.
wave

New
Vocabulary Use your book to define the following terms. Then write a
sentence using each term.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

electromagnetic wave

electromagnetic
radiation

Academic
Vocabulary Use a dictionary to define transfer to show its scientific meaning.
transfer

88 Electromagnetic Waves
 Name Date

Section 1 The Nature of Electromagnetic Waves (continued)

Waves in Space Compare and contrast mechanical waves and electromagnetic

I found this information waves by completing the Venn diagram with at least seven
on page . different facts.
Mechanical Waves Electromagnetic Waves
Both
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Forces and Fields Distinguish between the 3 types of force fields. List each type and
I found this information its effect in the chart below.
on page .
Force Fields
Type of force field Effect

Electromagnetic Waves 89
Name Date

Section 1 The Nature of Electromagnetic Waves (continued)

Making Model how electromagnetic waves are produced. Then write a

Electromagnetic caption explaining your model.
Waves and
Properties of
Electromagnetic
Waves
I found this information
on page . Caption:

I found this information Complete the outline below to organize information about the
on page . properties of electromagnetic waves.
Properties of Electromagnetic Waves

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I. Wavelength and frequency
A. One complete vibration of the particle creates

B. The frequency of an electromagnetic wave is

II. Electromagnetic radiation

A.

B.

S YNTHESIZE I T Sketch waves of different wavelengths. Label the wavelength in

each wave. Identify which of your waves would have the highest and lowest frequencies.

90 Electromagnetic Waves
 Name Date

Electromagnetic Waves
Section 2 The Electromagnetic Spectrum
Benchmarks—SC.B.1.3.3: The student knows the various forms in which energy comes to Earth from the Sun.
Also covers: SC.A.2.3.3, SC.B.1.3.6, SC.H.1.3.4, SC.H.1.3.5, SC.H.1.3.7

Scan the headings of Section 2 in your book. Identify three topics

that will be discussed.
1.

2.

3.

Review
Vocabulary Define prism to show its scientific meaning.
prism

New
Vocabulary Write a paragraph describing electromagnetic radiation. Use
all of the vocabulary words in ways that show their scientific
meanings.

electromagnetic
spectrum
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

radio wave

infrared wave

visible light

ultraviolet radiation

X ray

gamma ray

Academic
Vocabulary Use a dictionary to define vary to show its scientific meaning.
vary

Electromagnetic Waves 91
Name Date

Section 2 The Electromagnetic Spectrum (continued)

Electromagnetic Sequence the 6 groups of electromagnetic waves from the

Waves lowest frequency and longest wavelength to the highest frequency
I found this information and shortest wavelength.
on page .
1. 4.

2. 5.

3. 6.

Radio Waves Create a graphic organizer to identify at least six applications of

I found this information radio waves.
on page .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Infrared Waves Identify two key facts about infrared waves.

I found this information 1. Infrared waves are emitted strongly by

on page .
.

2. Infrared waves can be detected by

.

Visible Light Summarize why visible light has different colors.

I found this information
on page .

92 Electromagnetic Waves
 Name Date

Section 2 The Electromagnetic Spectrum (continued)

Ultraviolet Distinguish the effects of ultraviolet radiation on the human body.

Radiation
Harmful effect(s):
I found this information
on page .

Helpful effect(s):

X Rays and Compare and contrast X rays and gamma rays. Complete the
Gamma Rays Venn diagram.
I found this information X Rays Gamma Rays
on page . Both
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Astronomy with Analyze why astronomers use satellites to study objects in space
Different that do not produce visible light.
Wavelengths
I found this information
on page .

S UMMARIZE I T Explain how electromagnetic waves are used by air-traffic

controllers to monitor and track airplane traffic.

Electromagnetic Waves 93
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Electromagnetic Waves
Section 3 Using Electromagnetic Waves
Benchmarks—SC.H.1.3.4: The student knows that accurate record keeping, openness, and replication are essential
to maintaining an investigator’s credibility with other scientists and society. Also covers: SC.H.1.3.5, SC.H.1.3.6,
SC.H.1.3.7, SC.H.3.3.4, SC.H.3.3.5, SC.H.3.3.6

Scan the list below to preview Section 3 of your book.

Read all section headings.
Read all bold words.
Read all charts and graphs.
Look at all of the pictures.
Think about what you already know about electromagnetic
waves.

Write three facts you discovered about using electromagnetic waves

as you scanned this section.
1.

2.
3.

Review

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Vocabulary Define satellite to show its scientific meaning.
satellite

New
Vocabulary Use your book to define the following terms.
carrier wave

Global Positioning
System

Academic
Vocabulary Use a dictionary to define enable to show its scientific meaning.
enable

94 Electromagnetic Waves
 Name Date

Section 3 Using Electromagnetic Waves (continued)

Telecommunications Organize examples of telecommunication.

I found this information
Telecommunications
on page .

Using Radio Waves Sequence the process by which radio transmissions travel from
I found this information a station to your radio. Include information about both AM and
on page . FM radio. The first step has been completed for you.

1. A radio station broadcasts its assigned frequency as a carrier

wave.
2.

3.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4.

5.

Telephones Classify the different ways electrical signals from a telephone can
I found this information be sent to a receiving telephone.
on page .
An electrical signal representing sound waves

is sent is changed into

directly through

and and
sent through sent through

Electromagnetic Waves 95
Name Date

Section 3 Using Electromagnetic Waves (continued)

Telephones Sequence the events that occur when a pager is used.

I found this information
on page . A number is dialed.

Communication Summarize how radio signals are sent to the other side of
Satellites the world.
I found this information

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

on page .

The Global Complete the graphic organizer below to identify the information
Positioning provided by a Global Positioning System.
System
Information provided by Global Positioning Systems
I found this information
on page .

CONNECT IT Describe at least two possible uses of a Global Positioning System.

96 Electromagnetic Waves
 Name Date

Tie It Together
Design a Banner
With a partner, create a large banner or poster about different types of electromagnetic
radiation.
• Draw the electromagnetic spectrum on your banner.
• Identify each type of electromagnetic wave and its wavelength range.
• Include interesting facts and uses for each type of wave.
• Add one or two pictures for each type of wave to show how people use that
type of radiation.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Electromagnetic Waves 97
Name Date

Electromagnetic Waves Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Electromagnetic Waves Read
• A wave transfers energy from one place to
another without transferring matter.
• All electromagnetic waves produce light that
you can see.
• Some electromagnetic waves can damage
your skin.
• Radio and TV stations can broadcast at any
frequency.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about electromagnetic waves.

98 Electromagnetic Waves
 Name Date

Thermal Energy
Sunshine State Standards—SC.B.2: The student understands the interaction of matter and energy.
Also covers: SC.A.1, SC.B.1

Before You Read

Think about the term thermal energy. List as many words as you can think of that use
therm- as part of their root word.

Construct the Foldable as directed at the beginning of this chapter.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Science Journal
Describe five things that you do to make yourself feel warmer or cooler.

Thermal Energy 99
Name Date

Thermal Energy
Section 1 Temperature and Thermal Energy
Benchmarks—SC.A.1.3.3: The student knows that temperature measures the average energy of motion of the particles
that make up the substance. Also covers: SC.B.1.3.2, SC.B.1.3.4, SC.H.1.3.5

Skim through Section 1 of your text. Write three topics that might
be discussed in this section.
1.

2.

3.

Review
Vocabulary Define the following term using your book or a dictionary.
kinetic energy

New
Vocabulary Use your book or a dictionary to define the following terms.
temperature

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

thermal energy

Academic
Vocabulary Use a dictionary to define random. Then use random in a
sentence to show its scientific meaning.

random

100 Thermal Energy

 Name Date

Section 1 Temperature and Thermal Energy (continued)

What is Complete the paragraph about temperature.

temperature?
Molecules are always . Energy of
I found this information
on page . motion is called . Molecules have
more when they are moving
. Temperature is
.

Measuring Compare the three temperature scales in the chart below.

Temperature
Characteristics Fahrenheit Celsius Kelvin
I found this information of Each Scale
on page .
Temperature at which
water freezes
Temperature at which
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

water boils
Number of degrees
between water’s freezing
and boiling points

I found this information Organize the formulas from your book into the conversion chart.
on page .
Formula Break the
calculation down
Fahrenheit
to Celsius
Celsius to
Fahrenheit
Celsius
to Kelvin

Thermal Energy 101

Name Date

Section 1 Temperature and Thermal Energy (continued)

Thermal Energy Compare the potential energy of molecules with the potential
I found this information energy of a ball. Complete the statements that have been started
on page . for you.

Potential Energy Ball Analogy

Statements Statement
1. Molecules in a material
exert attractive forces on Gravity exerts an
each other.

2. Molecules in a material
have potential energy. A ball
has potential energy.

3. As molecules move closer As a ball moves closer to or

together or farther apart, farther from Earth’s surface,
potential energy changes.

I found this information Synthesize Suppose you have two balls of colored dough, each at

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

on page . 22°C. One ball is blue, the other is yellow. When the two balls are
mixed together, their total mass is 100g of green dough. Mark the
statements that are true about this thermal energy analogy. Correct
any false statements so they become true.

50 g 50 g 100 g
blue
yellow  green

22°C

The mass of the green dough is twice the mass

of the blue dough.

The mass of the green dough is equal to the sum of

the mass of the yellow and the blue dough.

The thermal energy of the green dough is equal to

twice the sum of thermal energy of the yellow and the
blue dough.

102 Thermal Energy

 Name Date

Thermal Energy
Section 2 Transferring Thermal Energy
Benchmarks—SC.B.1.3.5: The student knows the processes by which thermal energy tends to flow from a system
of higher temperature to a system of lower temperature. Also covers: SC.H.1.3.5

Use the checklist below to preview Section 2 of your text.

Read all section titles.
Read all bold words.
Read all charts and graphs.
Look at all the pictures and read their captions.
Think about what you already know about heat.

Write three facts you discovered about heat.

1.

2.

3.

Review
Vocabulary Use the term electromagnetic wave in a scientific sentence.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

electromagnetic wave

New
Vocabulary Define Read the definitions below, and write the key term on the
blank in the left column.
transfer of thermal energy by the movement of particles in
a gas or liquid

transfer of thermal energy by direct contact by collisions

between particles

thermal energy that is transferred from a substance at a higher

temperature to a substance at a lower temperature

material that transfers heat easily

amount of heat needed to raise the temperature of 1 kg

of a substance by 1°C

transfer of energy by electromagnetic waves

Thermal Energy 103

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Section 2 Transferring Thermal Energy (continued)

Heat and Thermal Label the two drawings to illustrate the statement: Heat is
Energy transferred when objects that differ in temperature are brought
I found this information into contact.
on page . • Label the temperature of each object.
• Draw an arrow showing the direction of heat transfer.

60° 60°

Heat transfer No heat transfer

Conduction, Analyze the drawing below to help classify each type of energy
Radiation, and transfer as conduction, convection, or radiation.
Convection
I found this information
on page .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

The Sun’s rays heat the sand particles by .

Body heat is transferred to the air by .

Cool air pushes in to replace warm air flow by natural

.

Heat is transferred from sand to towel to body by .

Heat from the Sun warms iced tea by .

The fan pushes air molecules by forced .

Warmer molecules move more quickly, transferring heat throughout

the iced tea by .

104 Thermal Energy

 Name Date

Section 2 Transferring Thermal Energy (continued)

Thermal Compare and contrast thermal conductors and thermal

Conductors and insulators by writing the words and phrases in the Venn diagram.
Thermal • does not conduct heat easily • material contains some loosely
Insulators • conducts heat easily held electrons
I found this information • gold and copper • materials do not contain
on page . loosely held electrons
• air
Thermal Conductors Thermal Insulators
Both

depend on how
strongly atoms
hold electrons
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CONNECT IT Analyze sources of thermal pollution and their effects on

organisms and the environment. Design a possible plan to reduce thermal pollution.

Thermal Energy 105

Name Date

Thermal Energy
Section 3 Usable Energy
Benchmarks—SC.B.1.3.1: The student identifies forms of energy and explains that they can be measured and compared.
Also covers: SC.B.1.3.2, SC.B.1.3.4, SC.B.1.3.5, SC.B.2.3.1, SC.H.1.3.4, SC.H.1.3.5, SC.H.1.3.7, SC.H.2.3.1

Skim the headings in Section 3 and make three predictions about

what you will learn.

1.

2.

3.

Review
Vocabulary Define the following term to show its scientific meaning.
work

New
Vocabulary Use your book or a dictionary to define the key terms.
law of conservation
of energy

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

heat engine

system

entropy

Academic
Vocabulary Use your book or a dictionary to define convert to show its
scientific meaning.

convert

106 Thermal Energy

 Name Date

Section 3 Usable Energy (continued)

Forms of Energy Identify the 6 different forms of energy and give an example
I found this information for each.
on page .
Types of Energy

Automobile Analyze the energy conversions in an internal combustion

Engines engine. Complete the diagram and paragraph below.
I found this information
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

energy energy energy

In a car, about percent of the chemical

energy in the is eventually converted into
of the car’s moving parts. Because
between the moving parts produces additional
. About percent
of the energy from the finally makes the engine,
the car, and the surroundings .

I found this information Complete the energy efficiency equation.

on page .
energy efficiency (%)
 100

Thermal Energy 107

Name Date

Section 3 Usable Energy (continued)

Entropy and Compare the amount of entropy in molecules in the two examples
Disorder of matter.
I found this information Less Entropy More Entropy
on page .
Molecules in an ice cube: Gas molecules in a balloon:

1. 1.

2. 2.

Entropy Always Summarize the second law of thermodynamics.

Increases
The second law of thermodynamics states that
I found this information
on page . .
This means that in any system, changes that occur cause

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

.

Entropy and Label the diagram to show what is increasing and what is
Thermal Energy decreasing during an energy conversion. Use the terms usable
I found this information energy, waste energy, and entropy.
on page . increasing

decreasing

CONNECT IT Describe a situation in your life that relates to the concept of

entropy.

108 Thermal Energy

 Name Date

Tie It Together
Synthesize
Suppose that you are a television weather forecaster. As a part of your job, you have been
asked to help educate people about science. On the lines below, plan a weather forecast for
your region. After you have finished planning, present your forecast to the class. Explain as
many of the following terms as possible during your forecast.

temperature Fahrenheit scale Celsius scale radiation convection conduction

Tomorrow’s Weather Forecast

Date: Location:

Forecast:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Notes about terms:

Thermal Energy 109

Name Date

Thermal Energy Chapter Wrap-Up

After You Read
Examine the list of terms that include the root therm- that you wrote at the beginning
of this chapter. Write in the space below what you think therm- means.

Review
Use this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about thermal energy.

110 Thermal Energy

 Name Date

The Solar System

Sunshine State Standards—SC.E.1: The student understands the . . . Solar System and the universe and how this
affects life on Earth. Also covers: SC.C.2, SC.D.1, SC.H.3

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read The Solar System
• The planets revolve around Earth.

• The solar system is more than 4.6 billion years old.

• Mercury has an atmosphere similar to Earth’s.

• Uranus has craters and deep valleys.

• Earth is the only planet known to be able to support life.

Construct the Foldable as directed at the beginning of this chapter.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Science Journal
If you could command the Keck telescope, what would you view? Describe what you
would see.

The Solar System 111

Name Date

The Solar System

Section 1 Solar System Models
Benchmarks—SC.E.1.3.1: The student understands the vast size of our Solar System and the relationship of the planets
and their satellites. Also covers: SC.C.2.3.7, SC.D.1.3.5, SC.E.1.3.3, SC.H.1.3.1, SC.H.1.3.4, SC.H.1.3.5, SC.H.1.3.6,
SC.H.2.3.1, SC.H.3.3.5, SC.H.3.3.6

Skim the headings in Section 1. Write three things you expect to

learn in Section 1.
1.

2.

3.

Review
Vocabulary Define planet, using your book or a dictionary.
planet

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Write a scientific sentence describing the solar system.
solar system

Academic
Vocabulary Define contract as a verb, using a dictionary. Then rewrite the
following sentence, using the word contracted.
Over time, the cloud of gas and dust became smaller,
forming a large, tightly packed, spinning disk.

contract

112 The Solar System

 Name Date

Section 1 Solar System Models (continued)

Ideas About the Contrast the Earth-centered model of the solar system and
Solar System the Sun-centered model of the solar system in the table below.
I found this information
on page . Earth-centered Sun-centered
How many
planets are
in the
system?

Describe
motions
in the
system.

I found this information Evaluate how Galileo’s discoveries provided evidence for the
on page . Sun-centered model of the solar system. Complete the statements.

Galileo discovered that the planet went through

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

like our . These changes

could occur only .

I found this information Create a drawing of the solar system. Draw and label the Sun
on page . and the planets in the correct order. Identify which planets were
included in the Earth-centered model of the solar system by putting
a check mark beside those planets.

The Solar System 113

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Section 1 Solar System Models (continued)

How the Solar Sequence the steps in the formation of the solar system.
System Formed
1.
I found this information
on page .
2.

3.

4.

Motions of Summarize Johannes Kepler’s contributions to the scientific

the Planets understanding of planets’ motion. Complete the outline.
I found this information I. Shape of orbits
on page .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A.

B.

II. Movement of planets

A.

B.

S UMMARIZE I T Summarize how ideas about the structure and motions of the
solar system have changed over time.

114 The Solar System

 Name Date

The Solar System

Section 2 The Inner Planets
Benchmarks—SC.E.1.3.2: The student knows that available data from various satellite probes show the similarities and
differences among planets and their moons in the Solar System. Also covers: SC.E.1.3.1, SC.H.1.3.6, SC.H.3.3.4, SC.H.3.3.5

Scan the headings of Section 2. Write a question for each heading.

Mercury:

Venus:

Earth:

Mars:

Review
Vocabulary Define space probe, using your book or a dictionary.
space probe

New
Vocabulary Write a scientific sentence using each vocabulary term.
Mercury
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Venus

Earth

Mars

Academic
Vocabulary Use a dictionary to define reveal to show its scientific meaning.
reveal

The Solar System 115

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Section 2 The Inner Planets (continued)

Mercury Organize key facts about Mercury. Complete the table.

I found this information
on page . Mercury
Location
Surface

Core

Atmosphere

Temperature

Explored By

Venus Complete the graphic organizer to identify key features of Venus.

I found this information
on page . Venus

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Size and Mass Atmosphere Temperature Space Probes

Earth Summarize unique features of Earth that allow it to support life.

I found this information
on page .

116 The Solar System

 Name Date

Section 2 The Inner Planets (continued)

Mars Summarize important information about Mars as you complete

I found this information the concept map.
on page .
Surface Features Space Probes

Mars

Atmosphere Seasons
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Moons

S YNTHESIZE I T Compare and contrast the inner planets. Choose one feature,
such as temperature, size, or atmosphere, and write a paragraph comparing and
contrasting this feature for the four inner planets.

The Solar System 117

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The Solar System

Section 3 The Outer Planets
Benchmarks—SC.H.3.3.5: The student understands that contributions to the advancement of science, mathematics,
and technology have been made by different kinds of people, in different cultures, at different times and are an intrinsic
part of the development of human culture. Also covers: SC.E.1.3.1, SC.E.1.3.2, SC.H.1.3.6

Skim Section 3. Predict two ways in which the outer planets differ
from the inner planets.

1.

2.

Review
Vocabulary Define the word moon using a dictionary or your book.
moon

New
Vocabulary Label each definition with the correct vocabulary word.
the seventh planet from the Sun; large and gaseous, with a
distinct bluish-green color

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

largest planet and fifth from the Sun; contains more mass than
all of the other planets combined

considered to be the ninth planet from the Sun; has a solid

icy-rock surface

giant, high-pressure storm in Jupiter’s atmosphere

usually the eighth planet from the Sun; large and gaseous, with
rings that vary in thickness

second-largest planet and sixth from the Sun; has a complex ring
system and at least 31 moons

Academic
Vocabulary Define survey as a verb, using a dictionary. Then use this term
in a sentence related to the topic of Section 3.
survey

118 The Solar System

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Section 3 The Outer Planets (continued)

Jupiter Sequence the space probes that have explored Jupiter.

I found this information 1979:
on page .
1995:

2000:

Complete the table to identify key facts about Jupiter.

Jupiter
Atmosphere

Moons
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Saturn Organize key facts about Saturn.

I found this information
on page . Saturn
Space Probes

Atmosphere

Rings

Moons

The Solar System 119

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Section 3 The Outer Planets (continued)

Uranus Summarize details about Uranus in the graphic organizer.

I found this information
Composition
on page .

Uranus

Moons Rotation

Neptune Complete the table of key facts about Neptune.

I found this information
on page . Neptune
Atmosphere

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Moons

Pluto Summarize the features that make Pluto unique.

I found this information
on page .

CONNECT IT Summarize the major features that distinguish the outer planets
from the inner planets.

120 The Solar System

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The Solar System

Section 4 Other Objects in the Solar System
Benchmarks—SC.E.1.3.2: The student knows that available data from various satellite probes show the similarities and
differences among planets and their moons in the Solar System. Also covers: SC.E.1.3.1, SC.H.1.3.1., SC.H.1.3.4,
SC.H.1.3.6, SC.H.2.3.1, SC.H.3.3.5

Scan the title and headings in Section 4. Write a sentence that

describes what you think will be covered in the section.

Review
Vocabulary Create a scientific sentence using the term crater.
crater

New
Vocabulary Define each term, using your book or a dictionary.
comet
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

meteor

meteorite

asteroid

Academic
Vocabulary Define approach, using a dictionary. Then locate a sentence in
Section 4 that uses the word or a form of the word.

approach

The Solar System 121

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Section 4 Other Objects in the Solar System (continued)

Comets Summarize two facts about the Oort Cloud.

I found this information 1.
on page .
2.

Model a comet. Draw and label its nucleus, coma, and tail. Show
the solar wind coming from the Sun and where the Sun is in
relation to the comet’s tail.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Meteoroids, Distinguish between meteoroids, meteors, and meteorites.
Meteors, and Complete the graphic organizer. Identify key features of meteoroids,
Meteorites and then contrast meteors and meteorites.
I found this information
on page . Meteoroids are They are called
Do they
burn up in the Yes .
atmosphere?
Another term
for these is

No
.

They are called . They come from

1. 2.

3. 4.

122 The Solar System

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Section 4 Other Objects in the Solar System (continued)

Asteroids Organize information about asteroids. Complete the outline.

I found this information Asteroids are
on page .
.
A. Location
1.

2.
B. What scientists learn from asteroids
1.

2.

Model the appearance of the asteroid belt in the solar system.

Identify the two planets between which it lies.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

S YNTHESIZE I T Compare and contrast comets, meteoroids, and asteroids in

a paragraph or a table.

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The Solar System Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
The Solar System Read
• The planets revolve around Earth.

• The solar system is more than 4.6 billion years old.

• Mercury has an atmosphere similar to Earth’s.

• Uranus has craters and deep valleys.

• Earth is the only planet known to be able to support life.

Review
Use this checklist to help you study.
Review the information you included in your Foldable.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T You are planning a new space probe mission to the solar
system. Decide on one or more planets, moons, comets, or asteroids that you would
like to study. Explain what you expect to see and learn about each object.

124 The Solar System

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Stars and Galaxies

Sunshine State Standards—SC.E.1: The student understands the interaction and organization in the Solar System
and the universe and how this affects life on Earth.

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Stars and Galaxies
• Modern astronomy divides the sky into
88 constellations.
• The Sun is an ordinary star and is the center
of our solar system.
• All stars have the same brightness.

• The Milky Way is a part of a cluster called the

Local Group, made up of about 45 galaxies.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Write a description of a galaxy in your Science Journal.

Stars and Galaxies 125

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Stars and Galaxies

Section 1 Stars in Our Galaxy
Benchmarks—SC.E.2.3.1: The student knows that thousands of other galaxies appear to have the same elements,
forces, and forms of energy found in our Solar System. Also covers: SC.D.1.3.5, SC.E.1.3.3, SC.E.1.3.4, SC.H.2.3.1,
SC.H.3.3.5

Predict three topics that will be discussed in Section 1 as you scan

the headings and illustrations.

1.

2.

3.

Review
Vocabulary Define gravitation to show its scientific meaning.
gravitation

New
Vocabulary Define the following terms to show their scientific meanings.
constellation

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

absolute magnitude

apparent magnitude

light-year

Academic
Vocabulary Use a dictionary to define component as a noun. Then explain
what the statement “breaking it down into its component parts”
might mean.

component

126 Stars and Galaxies

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Section 1 Stars in Our Galaxy (continued)

Constellations Organize facts about constellations into an outline. Use the

I found this information structure provided below as a guide.
on page . I. Constellations
A.

B.

C.

II. Movement of constellations

A. Circumpolar constellations
1.

2.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

B. Other constellations

1.

2.

Absolute and Complete the diagram to show how each type of magnitude is
Apparent related to a star’s distance.
Magnitudes
I found this information Absolute magnitude
on page .
Effect of Distance .
on Magnitude
Apparent magnitude

Stars and Galaxies 127

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Section 1 Stars in Our Galaxy (continued)

Measurement in Analyze the diagram below. Draw lines to show the parallax angle
Space of each star.
I found this information
Background of distant stars
on page .
A

Earth in January Earth in July

Properties Summarize how astronomers use parallax.

of Stars

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information
on page .

Sequence the colors of stars by temperature. Complete the

diagram by writing the correct color in each box.
Temperature Cooler Medium Hotter

Star Color

S YNTHESIZE I T A hot, blue-white star has brighter absolute magnitude than

a cooler, red star. The red star appears brighter. What can you conclude about the
two stars?

128 Stars and Galaxies

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Stars and Galaxies

Section 2 The Sun
Benchmarks—SC.E.1.3.3: The student understands that our Sun is one of many stars in our galaxy.
Also covers: SC.D.1.3.5, SC.E.1.3.4, SC.H.1.3.7, SC.H.2.3.1

Skim through Section 2 of your book. Write three questions that

come to mind from reading the headings and examining the
illustrations.

1.

2.

3.

Review
Vocabulary Define cycle to show its scientific meaning.
cycle

New
Vocabulary Copy a sentence from your book in which each term appears.
photosphere
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

chromosphere

corona

sunspots

Academic
Vocabulary Use a dictionary to define nuclear to show its scientific meaning.
Use nuclear in an original sentence.
nuclear

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Section 2 The Sun (continued)

The Sun’s Layers Summarize basic information about the Sun. Complete the graphic
I found this information organizer.
on page .
Relationship to Earth Energy Production

Sun

The Sun’s Model the Sun, including the following features. Include captions
Atmosphere summarizing each feature.
I found this information • chromosphere • core • photosphere
on page . • convection zone • corona • radiation zone

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

130 Stars and Galaxies

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Section 2 The Sun (continued)

Surface Features Organize information about the Sun’s surface features.

I found this information Sunspots:
on page .

Prominences:

Flares:

Coronal mass ejection (CME):

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

The Sun in Space Compare and contrast the Sun with other stars. Complete the
I found this information paragraph below.
on page .
Compared with other stars, the Sun’s ,
, and are about average. In contrast with

other stars, the Sun and

CONNECT IT Choose one characteristic you have learned about the Sun, such
as its size, structure, or distance from Earth. Suppose that the characteristic was
different. Predict how this would affect life on Earth.

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Stars and Galaxies

Section 3 Life Cycle of Stars
Benchmarks—SC.E.1.3.4: The student knows that stars appear to be made of similar chemical elements, although they
differ in age, size, temperatures, and distance. Also covers: SC.H.1.3.1, SC.H.3.3.5

Scan the headings of Section 3 to find three stages of the evolution

of stars.
1.
2.
3.

Review
Vocabulary Define gas. Use the term in a sentence to show its scientific
meaning.
gas

New
Vocabulary Define the following terms. Write a sentence to show each term’s

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

scientific meaning.
nebula

white dwarf

neutron star

Academic
Vocabulary Use a dictionary to define enormous to show its scientific
meaning.

enormous

132 Stars and Galaxies

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Section 3 Life Cycle of Stars (continued)

Classifying Stars Classify stars using the H-R diagram. Label the diagram below
I found this information to show where you would expect to find white dwarfs, the main
on page . sequence, supergiants, giants, and the Sun.
increasing brightness

20,000 15,000 10,000 6,000 3,000

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Temperature (K)
Spectra Class
O B A F G K M

How do stars Summarize how stars generate energy.

shine?
I found this information
on page .

Stars and Galaxies 133

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Section 3 Life Cycle of Stars (continued)

Evolution of Sequence the evolution of stars. Complete the flow chart.

Stars Stars with mass 8 times Stars with mass more than
I found this information the Sun’s mass or less 8 times the Sun’s mass
on page .

contracts and contracts and

fusion begins fusion begins

hydrogen fuel hydrogen fuel runs out;

runs out heavy elements form

outer layers escape, iron forms in core;

leaving core core collapses violently

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

core mass between core mass more
1.4 and 3 times the than 3 times the
mass of the Sun mass of the Sun

CONNECT IT Evaluate why supernovas are important to the existence of life

on Earth.

134 Stars and Galaxies

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Stars and Galaxies

Section 4 Galaxies and the Universe
Benchmarks—SC.H.1.3.5: The student knows that a change in one or more variables may alter the outcome
of an investigation. Also covers: SC.D.1.3.5, SC.E.1.3.3, SC.E.2.3.1, SC.H.2.3.1, SC.H.3.3.5

Preview Section 4 of your book using the list below.

Read all section headings.
Read all bold words.
Look at all of the pictures.
Think about what you already know about galaxies
and the universe.

Write two facts that you discovered during your preview.

1.

2.

Review
Vocabulary Define universe to reflect its scientific meaning.
universe

New
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Vocabulary Define the following key terms. Then write sentences to show the
scientific meaning of each term.

galaxy

big bang theory

Academic
Vocabulary Define normal. Write a sentence to show its scientific meaning.
normal

Stars and Galaxies 135

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Section 4 Galaxies and the Universe (continued)

Galaxies Classify the 3 major types of galaxies. Complete the table.

I found this information
on page . Galaxy Type Description
Spiral arms that wind outward from the
center

Does not look like the other two types

of galaxies; many possible shapes

The Milky Way Model the Milky Way galaxy.

I found this information • Draw a side view and overhead view of the Milky Way.
on page .
• Mark the Sun’s position on both views.
• Label the size of the Milky Way and the distance from the center
to the Sun’s position on the overhead view.

Side view Overhead view

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Identify three other facts about the Milky Way.

136 Stars and Galaxies

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Section 4 Galaxies and the Universe (continued)

Origin of the Contrast two models of the origin of the universe: the steady
Universe state theory and the oscillating model.
I found this information Steady state theory:
on page .

Oscillating model:

Expansion of Analyze how scientists used the Doppler shift to reach a

the Universe conclusion about whether the universe is expanding or contracting.
I found this information Observation Conclusion
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

The Big Bang Summarize the big bang theory of the origin of the universe.
Theory
I found this information
on page .

S UMMARIZE I T Describe your location in the universe as completely as

you can.

Stars and Galaxies 137

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Stars and Galaxies Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Stars and Galaxies Read
• Modern astronomy divides the sky into
88 constellations.
• The Sun is an ordinary star and is the center
of our solar system.
• All stars have the same brightness.

• The Milky Way is a part of a cluster called the

Local Group, made up of about 45 galaxies.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things that you have
learned about stars and galaxies.

138 Stars and Galaxies

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Cell Reproduction
Sunshine State Standards—SC.F.1: The student describes patterns of structure and function in living things.
Also covers: SC.F.2

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Cell Reproduction
• One-celled organisms reproduce through
cell division.
• Every living organism has a life cycle.

• All organisms reproduce sexually.

• Most of the cells formed in your body

do not contain genetic material.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Write three things that you know about how and why cells reproduce.

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Cell Reproduction
Section 1 Cell Division and Mitosis
Benchmarks—SC.F.1.3.3: The student knows that in multicellular organisms cells grow and divide to make more cells
in order to form and repair various organs and tissues. Also covers: SC.F.1.3.1, SC.F.1.3.5, SC.F.2.3.1, SC.H.1.3.5,
SC.H.1.3.6, SC.H.2.3.1

Skim Section 1 of your book. Read the headings, illustrations, and

captions. Write three questions that come to mind as you skim the
section.

1.

2.

3.

Review
Vocabulary Define nucleus to show its scientific meaning.
nucleus

New
Vocabulary Locate sentences in your book that use each of the following
terms. Write each sentence here, and give the page on which you
found it.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mitosis

chromosome

asexual reproduction

Academic
Vocabulary Use a dictionary to write a scientific definition of the term cycle.
Then find a sentence in this section that defines the cell cycle,
and write it here.

cycle

140 Cell Reproduction

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Section 1 Cell Division and Mitosis (continued)

Why is cell Identify the 3 reasons cell division is important.

division
1.
important?
I found this information 2.
on page .
3.

The Cell Cycle Summarize information about interphase in eukaryotic cells in

I found this information the following paragraph.
on page .
Interphase is the part of the cell cycle. During

interphase, cells and . During inter-

phase, cells that are still dividing copy their and

prepare for . Cells no longer dividing are

Mitosis Sequence the steps of mitosis, and write a short description of

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information what takes place in each phase.

on page .
1.

2.

3.

4.

5.

6.

Cell Reproduction 141

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Section 1 Cell Division and Mitosis (continued)

I found this information Compare mitosis in animals and plants. State if each feature exists
on page . in plant cells, animal cells, or both.

Feature Cell Type

Centrioles
Spindle fibers
Cell plate
Cell wall

I found this information Organize important concepts about mitosis.

on page .
1. Mitosis is the division of a .

2. Mitosis produces two new nuclei that are identical both to

and to .

3. A nucleus with 46 chromosomes that undergoes mitosis will

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

produce nuclei, each with chromosomes.

Asexual Identify the 3 forms of asexual reproduction described below.

Reproduction
the method by which bacteria reproduce
I found this information
on page . new organism growing from body of the parent

to regrow body parts that are lost or damaged

CONNECT IT A strawberry farmer wants to increase her crop without spending

large amounts of money for new seeds. How can she take advantage of asexual
reproduction to increase her crop?

142 Cell Reproduction

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Cell Reproduction
Section 2 Sexual Reproduction and Meiosis
Benchmarks—SC.F.2.3.1: The student knows the patterns and advantages of sexual and asexual reproduction in plants
and animals. Also covers: SC.F.1.3.1, SC.F.2.3.2, SC.H.2.3.1

Skim the headings and illustrations in Section 2. Write three things

you think you will learn about in this section.
1.

2.

3.

Review
Vocabulary Define organism to show its scientific meaning.
organism

New
Vocabulary Read the definitions below. Write the correct vocabulary term on
the blank to the left.

in sexual reproduction, the joining of a sperm and egg

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

new diploid cell formed when a sperm fertilizes an egg; will divide
by mitosis and develop into a new organism

sex cell formed in the female reproductive organs

cell whose similar chromosomes occur in pairs

reproductive process that produces haploid cells

haploid sex cell formed in the male reproductive organs

cells that have only half of each pair of chromosomes

type of reproduction in which two sex cells join to form a zygote

Academic
Vocabulary Use a dictionary to write a definition of similar.
similar

Cell Reproduction 143

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Section 2 Sexual Reproduction and Meiosis (continued)

Sexual Compare characteristics of human diploid and haploid cells in the

Reproduction table below. Give examples of each type of cell.
I found this information
on page . Types of Human Cells
Diploid Haploid
Number of
chromosomes
Process that
produces them
Examples

Meiosis and Model the 4 stages of meiosis I in the spaces below. Use the figure
Sex Cells in your book to help you.
I found this information
on page . Meiosis I
Prophase I Metaphase I

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Anaphase I Telophase I

144 Cell Reproduction

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Section 2 Sexual Reproduction and Meiosis (continued)

I found this information Model what takes place inside a cell nucleus during the meiosis II
on page . by drawing the 4 phases in the spaces below.

Meiosis II
Prophase II Metaphase II

Anaphase II Telophase II
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Summarize differences between meiosis I and meiosis II by writing
on page . a number, yes, or no in each box of the chart.

Meiosis I Meiosis II
How many cells result?
Is a haploid cell formed?
Do chromatids separate?

S YNTHESIZE I T Fruit flies have eight chromosomes in their body cells. Mice
have 40. How many chromosomes are there in each sex cell of these organisms?

Cell Reproduction 145

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Cell Reproduction
Section 3 DNA
Benchmarks—SC.H.2.3.1: The student recognizes that patterns exist within and across systems.
Also covers: SC.F.1.3.5, SC.F.2.3.2, SC.H.1.3.2, SC.H.1.3.4, SC.H.1.3.6, SC.H.1.3.7, SC.H.3.3.5, SC.H.3.3.7

Scan the list below to preview Section 3.

• Read all section titles.
• Read all bold words.
• Look at all illustrations and their labels.
• Think about what you already know about DNA.

Review
Vocabulary Define heredity to show its scientific meaning.
heredity

New
Vocabulary Write the correct vocabulary term next to each definition.
deoxyribonucleic acid; a cell’s heredity material; made up of
two strands, each consisting of a sugar-phosphate backbone
and nitrogen bases: adenine, thymine, guanine, and cytosine

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

section of DNA that contains instructions for making specific
proteins

ribonucleic acid; type of nucleic acid that contains the sugar ribose,
phosphates, and bases adenine, guanine, cytosine, and uracil

any permanent change in a gene or chromosome of a cell; may be

beneficial, harmful, or have little effect on an organism

Academic
Vocabulary The word code can be used as a noun or as a verb. Write a
definition for its use as a noun and as a verb.

code Noun:

Verb:

146 Cell Reproduction

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Section 3 DNA (continued)

What is DNA? Identify the 4 nitrogen bases found in DNA.

I found this information 1. 3.
on page .
2. 4.

I found this information Model a section of a DNA molecule, showing its twisted-ladder
on page . structure. Label the the nitrogen bases, sugar, and phosphates.
Make sure the nitrogen bases in your drawing are correctly paired.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Summarize how DNA copies itself.

on page .

Genes Complete the following paragraph on the relationship of proteins

I found this information and genes.
on page .
Proteins are made up of long chains of .
Genes determine the of
in a protein. Changing the of the amino acids
makes a protein.

Cell Reproduction 147

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Section 3 DNA (continued)

I found this information Complete the table on the 3 main kinds of RNA.
on page .
Type of RNA Function
carries the code to make proteins from
the nucleus to the cytoplasm
transfer RNA (tRNA)

type of RNA contained in ribosomes

I found this information Complete the steps of protein production within a cell.
on page .
1. mRNA moves into the cytoplasm.

2. A(n) attaches to it.

3. molecules bring to the ribosomes.

4. Nitrogen bases on the temporarily

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the nitrogen bases on the .

5. The same process occurs with another molecule

and the next portion of the molecule.

6. The attached to the two

molecules , beginning the formation of a protein.

Mutations Describe how mutations can affect an organism.

I found this information
on page .

CONNECT IT A man has a discolored area on the back of his hand. The doctor
has assured him it is a harmless body cell mutation. Explain why the mutation
probably will not appear in his children.

148 Cell Reproduction

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Tie It Together
Draw an animal cell with six chromosomes.
Follow the chromosomes as they go through the steps of meiosis.
Show the chromosomes duplicating and separating, and describe the final end products.
Name each step in the process.
Show one way that a mutation might occur during the process.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Cell Reproduction 149

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Cell Reproduction Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Cell Reproduction Read
• One-celled organisms reproduce through
cell division.
• Every living organism has a life cycle.

• All organisms reproduce sexually.

• Most of the cells formed in your body

do not contain genetic material.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about cell reproduction.

150 Cell Reproduction

 Name Date

Plant Reproduction
Sunshine State Standards—SC.H.2: The student understands that most natural events occur in
comprehensible, consistent patterns. Also covers: SC.F.2

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Plant Reproduction
• Both humans and plants need water,
oxygen, energy, and food to grow.
• Ferns and mosses reproduce by forming
spores.
• All seeds are produced by flowering plants.

• Some seeds are spread by gravity.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
List three plants that reproduce by forming seeds.

Plant Reproduction 151

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Plant Reproduction
Section 1 Introduction to Plant Reproduction
Benchmarks—SC.F.2.3.1: The student knows the patterns and advantages of sexual and asexual reproduction in
plants and animals. Also covers: SC.F.1.3.1, SC.F.1.3.3, SC.F.2.3.2, SC.H.2.3.1

Scan Section 1 of your book using the checklist below.

Read all section titles.
Read all bold words.
Read all charts and graphs.
Look at all the pictures and read their captions.
Think about what you already know about plant reproduction.

Write three facts that you discovered about plant reproduction as

you scanned this section.
1.
2.

3.

Review
Vocabulary Define fertilization in a sentence that shows its scientific

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

meaning.

fertilization

New
Vocabulary Use your book to define the following terms.
spore

gametophyte stage

sporophyte stage

Academic
Vocabulary Use a dictionary to define identical.
identical

152 Plant Reproduction

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Section 1 Introduction to Plant Reproduction (continued)

Types of Compare and contrast two ways that plants reproduce.

Reproduction
I found this information Plant Reproduction
on page .
can be

forms forms

I found this information Sequence the steps in plant fertilization. Complete the flow chart.
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Female reproductive structures Male reproductive structures

produce . produce .

Are
both structures
found on the same
plant?

No Yes

Plant Reproduction 153

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Section 1 Introduction to Plant Reproduction (continued)

Plant Life Cycles Model the two stages of a plant’s life cycle by labeling the diagram
I found this information below with the following terms.
on page . • gametophyte plant • sporophyte plant
structures (n) structures (2n)
• sex cells (sperm and eggs) (n) • spores (n)
Fertilization

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Contrast the gametophyte and sporophyte stages of plant
development. Complete the table.

Stage Cell type Reproductive How

cells formed reproductive
cells form
Gametophyte
Sporophyte

CONNECT IT A plant breeder wants to develop new varieties of roses that have
different traits from the varieties he already has. Describe the type of reproduction
the breeder is most likely to use and why.

154 Plant Reproduction

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Plant Reproduction
Section 2 Seedless Reproduction
Benchmarks—SC.F.2.3.1: The student knows the patterns and advantages of sexual and asexual reproduction in plants
and animals. Also covers: SC.F.1.3.1, SC.F.2.3.2, SC.H.2.3.1

Skim Section 2 of your book. Read the headings and look at the
illustrations. Write three questions that come to mind.

1.

2.

3.

Review
Vocabulary Use your book or a dictionary to define photosynthesis.
photosynthesis

New
Vocabulary Use your book to define the following terms.
frond
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

rhizome

sori

prothallus

Academic
Vocabulary Use a dictionary to define widespread.
widespread

Plant Reproduction 155

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Section 2 Seedless Reproduction (continued)

The Importance Summarize the role of spores in plant reproduction.

of Spores
Spores are used by
I found this information
on page . to reproduce. The
stage of the plant produces spores in
. These , and the
spores are spread by . The spores grow into
that can produce .

Nonvascular Sequence the life cycle of a moss. Complete the flow chart.
Seedless Plants
I found this information
on page . begins
the sporophyte stage. occurs,

producing
spores.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

swims to

the , and
Spores grow into
occurs.
that produce

I found this information Distinguish two ways in which nonvascular plants reproduce
on page . asexually.

Type of Plant Asexual Reproduction Process

moss

liverwort

156 Plant Reproduction

 Name Date

Section 2 Seedless Reproduction (continued)

Vascular Contrast vascular and nonvascular seedless plants. Complete the

Seedless Plants Venn diagram.
I found this information Vascular Nonvascular
Both
on page .

I found this information Organize the life cycle of a fern into a flow chart.
on page .

takes place Spores

inside . .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Spore grows into the

stage
plant,
develops from .
called the .

occurs, Male and female

producing a . form in the .

CONNECT IT Suppose that you are walking through a forest and you see some
moss plants and ferns. Describe how you could know the stage of its life cycle each
kind of plant is in.

Plant Reproduction 157

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Plant Reproduction
Section 3 Seed Reproduction
Benchmarks—SC.F.2.3.1: The student knows the patterns and advantages of sexual and asexual reproduction in plants
and animals. Also covers: SC.F.1.3.1, SC.F.1.3.3, SC.F.2.3.2, SC.G.1.3.2, SC.H.1.3.5, SC.H.1.3.6, SC.H.2.3.1, SC.H.3.3.1,
SC.H.3.3.4, SC.H.3.3.6

Predict three things that will be discussed in Section 3.

1.

2.

3.

Review
Vocabulary Use your book or a dictionary to define gymnosperms.
gymnosperms

New
Vocabulary Match each vocabulary term to its definition.
small structure produced by the male reproductive organs of a seed
plant

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

transfer of pollen grains to the female part of a seed plant

series of events that results in the growth of a plant from a seed

part of a plant that produces the egg

male reproductive organ in a flower

female reproductive organ in a flower

part of a flower in which ovules are found

Academic
Vocabulary Use a dictionary to define structure as it is used in science.
structure

158 Plant Reproduction

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Section 3 Seed Reproduction (continued)

The Importance Summarize key facts about pollen and pollination. Complete the
of Pollen and outline.
Seeds Pollen and Pollination in Seed Plants
I found this information I. Pollen grains
on page .
A.
B.
II. Pollination
A.

B.

I found this information Model a seed. Draw a seed and label the stored food, embryo,
on page . and seed coat. Identify the role of each part of the seed.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Gymnosperm Sequence steps of gymnosperm seed formation in the flow chart.

Reproduction
I found this information Male: Female: produced in
on page .
produced in in

carried by

fertilization

Plant Reproduction 159

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Section 3 Seed Reproduction (continued)

Angiosperm Model a flower by drawing and labeling its parts. Then write a
Reproduction brief caption to identify the male and female reproductive organs
I found this information and to describe how each organ functions during fertilization.
on page .

Seed Dispersal Sequence the events of fertilization and germination in

I found this information angiosperms.
on page .
1. Flower is .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. .

3. .

4. Seed is .

5. Conditions become right for .

6. .

7. .

8. Root grows from .

9. .

10. Photosynthesis begins.

CONNECT IT The seeds of horse chestnut trees are covered with a prickly outer
layer. Propose a way that you think these seeds might be dispersed.

160 Plant Reproduction

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Tie It Together
Describe a Plant
Suppose that you are an explorer who has discovered a new species of plant.
• Draw and describe the plant below.
• Be sure to indicate whether your plant is vascular or nonvascular.
• If it does reproduce with seeds, identify it as an angiosperm or a gymnosperm.
• Include a diagram that shows the plant’s life cycle.
• Draw a cross-section of the plant that identifies its reproductive structures.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Reproduction 161

Name Date

Plant Reproduction Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Plant Reproduction Read
• Both humans and plants need water,
oxygen, energy, and food to grow.
• Ferns and mosses reproduce by forming
spores.
• All seeds are produced by flowering plants.

• Some seeds are spread by gravity.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about plant reproduction.

162 Plant Reproduction

 Name Date

Human Regulation and Reproduction

Sunshine State Standards—SC.H.2: The student understands that most natural events occur in comprehensible,
consistent patterns. Also covers: SC.H.1

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Human Regulation and Reproduction
• Endocrine glands are tissues that produce hormones.

• Testosterone is the male sex hormone and sperm

is the male reproductive cell.
• Identical twins are not always the same sex.

• Adulthood is the final stage of human development.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Write a paragraph describing how an emergency call might be handled at a fire station.

Human Regulation and Reproduction 163

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Human Regulation and Reproduction

Section 1 The Endocrine System
Benchmarks—SC.F.1.3.1: The student understands that living things are composed of major systems that function
in reproduction, growth, maintenance, and regulation. Also covers: SC.F.1.3.4, SC.F.1.3.7, SC.H.2.3.1

Scan the headings, charts, and illustrations in Section 1. Find two

glands of the endocrine system that are involved in regulating blood
sugar levels and two glands that are involved in regulating calcium
levels.

Helps Regulate Helps Regulate

Blood Sugar Levels Calcium Levels

Review
Vocabulary Define organ to show its scientific meaning. Then use the word
in an original sentence.

organ

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Define hormone to show its scientific meaning.
hormone

Academic
Vocabulary Define transport to show its scientific meaning. Then use the
word in an original sentence.

transport

164 Human Regulation and Reproduction

 Name Date

Section 1 The Endocrine System (continued)

Functions of Organize information about the body’s control systems by

the Endocrine completing the table below.
System
I found this information Body System Function Body’s Response
Time
on page .

Endocrine Glands Sequence the events that occur when a gland produces a hormone
I found this information and sends it to a target tissue.
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Distinguish the 4 main functions of the endocrine glands by
on page . completing the graphic organizer below.

Functions of the
Endocrine Glands

Human Regulation and Reproduction 165

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Section 1 The Endocrine System (continued)

A Negative Model a negative-feedback system by completing the cycle

Feedback System chart below.
I found this information
on page .
Intestines take in
A meal
is eaten. during .

level in
level
decreases to normal increases.
level in bloodstream.

is restored.

responds

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

to
is released into level by producing the

bloodstream, causing the hormone .

and other tissues

to take up more .

CONNECT IT Draw an outline of the human body on a separate sheet of paper.

Label it male or female. Using information provided in your book, show where
endocrine glands are located and then describe their functions.

166 Human Regulation and Reproduction

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Human Regulation and Reproduction

Section 2 The Reproductive System
Benchmarks—SC.H.2.3.1: The student recognizes that patterns exist within and across systems.
Also covers: SC.F.1.3.2, SC.F.1.3.4, SC.F.1.3.6, SC.F.1.3.7, SC.H.1.3.4

Predict three things that might be discussed in Section 2 as you

read the headings.
1.

2.

3.

Review
Vocabulary Define cilia as it relates to this section.
cilia

New
Vocabulary Identify the vocabulary terms that match the definitions.
male organ that produces sperm and testosterone

male reproductive cells

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mixture of sperm and a fluid that helps sperm move and supplies
the sperm with an energy source

in humans, female reproductive organ that produces eggs

monthly release of an egg from an ovary in a hormone-controlled

process

hollow, pear-shaped, muscular organ in which a fertilized egg

develops

monthly flow of blood and tissue cells that occurs when the lining
of the uterus breaks down and is shed

Academic
Vocabulary Define adapt using its scientific meaning. Write a sentence that
reflects this meaning.
adapt

Human Regulation and Reproduction 167

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Section 2 The Reproductive System (continued)

Reproduction and Complete the graphic organizers below to differentiate the role of
the Endocrine the pituitary gland in females and males.
System
Pituitary Gland produces: stimulates:
I found this information in Females
on page .

Pituitary Gland produces: stimulates:

in Males

The Male Summarize information about the male reproductive organs in

Reproductive the graphic organizer below.
System
I found this information Male
on page . Reproductive
Organs

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

contains

make make

168 Human Regulation and Reproduction

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Section 2 The Reproductive System (continued)

The Female Sequence the steps through which an egg moves in the female
Reproductive reproductive system.
System
I found this information
on page .

The Menstrual Analyze the phases of the menstrual cycle, and then complete the
Cycle table below.
I found this information
on page . Description Duration
Phase 1

Phase 2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Phase 3
(if fertilized
egg does
not arrive)

CONNECT IT Describe how the menstrual cycle would differ in phase 3 if the
egg were fertilized. Then infer how future cycles would be affected.

Human Regulation and Reproduction 169

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Human Regulation and Reproduction

Section 3 Human Life Stages
Benchmarks—SC.H.1.3.5: The student knows that a change in one or more variables may alter the outcome
of an investigation. Also covers: SC.H.1.3.6, SC.H.1.3.7

Skim the headings in Section 3. Then write three questions that you
have about the human life stages.
1.

2.

3.

Review
Vocabulary Define nutrient to show its scientific meaning.
nutrient

New
Vocabulary Define the new vocabulary terms to show their scientific meaning.
embryo

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

amniotic sac

fetus

fetus stress

Academic
Vocabulary Define capable. Use capable in an original sentence to show its
scientific meaning.

capable

170 Human Regulation and Reproduction

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Section 3 Human Life Stages (continued)

Fertilization Sequence the events that result in the formation of a zygote by

I found this information completing the following graphic organizer.
on page .
Sperm enter the vagina and come in contact with chemical
secretions in the vagina.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Multiple Births Classify the following descriptions as applying to either identical

I found this information twins or fraternal twins. Write either for a description that could
on page . fit both categories.

Two eggs are released and both

are fertilized.

A fertilized zygote divides into two

separate zygotes.

Twins of the same sex are born.

Twins with different sexes are born.

Development Create a time line to indicate when the following events occur:
Before Birth a) embryo forms; b) amniotic sac forms; c) head forms; d) fingers
I found this information and toes form. Not all weeks will be filled in.
on page . a a a

1 2 3 4 5 6 7

Weeks of Pregnancy

Human Regulation and Reproduction 171

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Section 3 Human Life Stages (continued)

The Birthing Sequence the events that occur during the birthing process. The
Process first one has been completed for you.
I found this information
on page . 1. Contractions increase.

2.

3.

4.

5.

Stages Summarize information about the stages after birth using the
After Birth table below.
I found this information
on page . Stage Period in Life Changes That Occur
Infancy

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Childhood

Adolescence

Adulthood

Older
Adulthood

172 Human Regulation and Reproduction

 Name Date

Tie It Together
Synthesize It
Create a journal that reflects your own stages of development. Interview your parents
to record information about your size at various ages (including birth weight and length)
and when you learned certain skills such as the ability to crawl and walk, when you lost
your baby teeth, and so on. Try to find pictures of yourself at various ages to include
in your journal.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Human Regulation and Reproduction 173

Name Date

Human Regulation and Reproduction

Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Human Regulation and Reproduction Read
• Endocrine glands are tissues that produce hormones.

• Testosterone is the male sex hormone and sperm

is the male reproductive cell.
• Identical twins are not always the same sex.

• Adulthood is the final stage of human development.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about human regulation and reproduction.

174 Human Regulation and Reproduction

 Name Date

Heredity
Sunshine State Standards—SC.F.2: The student understands the process and importance of genetic diversity.

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Heredity
• Offspring of an organism always have the
same traits as the parents.
• There may be more than two forms of
a gene.
• Some traits are determined by more than
one gene.
• Traits from one type of organism can be
introduced into another type of organism.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of the chapter.

Science Journal
Write three traits that you have and how you would determine how those traits were
passed to you.

Heredity 175
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Heredity
Section 1 Genetics
Benchmarks—SC.F.2.3.2: The student knows that the variation in each species is due to the exchange and interaction
of genetic information as it is passed from parent to offspring. Also covers: SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4,
SC.H.1.3.6, SC.H.2.3.1, SC.H.3.35

Skim Section 1 of the chapter. Write two questions that come to

mind from reading the headings of this section.
1.

2.

Review
Vocabulary Define meiosis.
meiosis

New
Vocabulary Write a paragraph describing heredity. Use the five vocabulary
terms from the left in your paragraph.

heredity

genetics

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

allele

dominant

recessive

Write a paragraph describing genotype. Use the five vocabulary

terms from the left in your paragraph.

Punnett square

genotype

phenotype

homozygous

heterozygous

Academic
Vocabulary Use a dictionary to define dominate.
dominate

176 Heredity
 Name Date

Section 1 Genetics (continued)

Inheriting Traits Summarize what alleles are and how they are inherited.
I found this information
on page .

Mendel—The Identify three things Mendel did that made his work more useful
Father of than previous studies of heredity.
Genetics 1.
I found this information
on page .
2.

3.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Genetics in Analyze one trait that Mendel studied.

a Garden • Identify the dominant and recessive forms of the trait.
I found this information
• Predict how an organism would look if it had two dominant
on page .
alleles, two recessive alleles, or one of each allele.

Trait
Dominant form
Recessive form
Two dominant alleles
Two recessive alleles
One of each allele

Heredity 177
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Section 1 Genetics (continued)

Genetics in Complete the Punnett square for black and blond fur in a dog.
a Garden
Black dog
I found this information
B b
on page .

Blond dog
b
b
Analyze the Punnett square to complete the sentences.

The black dog carries black-fur traits. The blond

dog carries blond-fur traits. The chance that the

offspring will have black fur is , or

in .

I found this information Summarize Mendel’s 3 principles of heredity.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

on page .
1.

2.

3.

CONNECT IT A pea plant is heterozygous for purple flowers (Rr). A gardener

crosses it with another pea plant with the same genotype. The recessive gene for this
trait causes white flowers. Predict the possible genotypes and phenotypes for the
offspring. Predict the percentage for each genotype and phenotype.

178 Heredity
 Name Date

Heredity
Section 2 Genetics Since Mendel
Benchmarks—SC.F.2.3.2: The student knows that the variation in each species is due to the exchange and interaction
of genetic information as it is passed from parent to offspring. Also covers: SC.H.1.3.6, SC.H.1.3.7, SC.H.2.3.1

Scan the headings and illustrations in Section 2. Write two facts

you learned about genetics as you scanned the section.

1.

2.

Review
Vocabulary Define gene to show its scientific meaning.
gene

New
Vocabulary Define each vocabulary term.
incomplete dominance
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

polygenic inheritance

sex-linked gene

Academic
Vocabulary Use a dictionary to define intermediate. Then rewrite the
sentence below, using your definition.
When the allele for white four-o’clock flowers and the
allele for red four-o’clock flowers combined, the result
was an intermediate phenotype—pink flowers.

intermediate

Heredity 179
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Section 2 Genetics Since Mendel (continued)

Incomplete Draw a Punnett square for red and white four-o’clock flowers
Dominance showing the possible offspring. Use R for the allele for red flowers
I found this information and R’ for the allele for white flowers. In each section of the square,
on page . write the genotype and phenotype of the offspring.

Red four-o’clock
R R

four-o’clock
R’
White

R’

Summarize incomplete dominance.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Analyze how a gene with multiple alleles can produce more than
on page . three phenotypes. Use blood types as an example.

Polygenic Identify how internal environment can affect the expression of a

Inheritance trait. Complete the flow chart.
I found this information
on page . male Chemicals Gene
Gene for bird activate gene. expressed.
bright
plumage
is present. female
bird Chemicals Gene
activate gene. expressed.

180 Heredity
 Name Date

Section 2 Genetics Since Mendel (continued)

Human Genes Analyze how chromosome disorders occur.

and Mutations
A chromosome disorder occurs as a result of a
I found this information
on page . . It causes an organism to have

chromosomes than normal.

Recessive Model how two heterozygous parents who do not have a recessive
Genetic disorder can have a child with the disorder. Use C for a dominant
Disorders allele and c for a recessive allele.
I found this information
on page .
Mother’s genotype:

Child’s genotype:

Father’s genotype:

Sex-Linked Complete the statements about sex-linked traits.

Disorders
Sex-linked disorders usually result from alleles
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information

on page . on the chromosome. A man will have the disorder when

. A woman will

have the disorder when

Pedigrees Trace Summarize why pedigrees are useful to geneticists.

Traits
I found this information
on page .

S YNTHESIZE I T Choose a trait described in Section 2, such as color-blindness,

calico patterns in cats, or cystic fibrosis. Choose genotypes for two parents. Draw a
pedigree starting with these parents. Continue your pedigree for two generations.
Use Punnett squares to help you predict possible offspring.

Heredity 181
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Heredity
Section 3 Advances in Genetics
Benchmarks—SC.F.2.3.2: The student knows that the variation in each species is due to the exchange and interaction
of genetic information as it is passed from parent to offspring. Also covers: SC.H.1.3.5, SC.H.3.3.4

Preview the section title and headings. Write three questions that
you would ask a modern geneticist after your preview.
1.

2.

3.

Review
Vocabulary Define DNA in an original sentence to show its scientific
meaning.

DNA

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Define genetic engineering.
genetic engineering

Academic
Vocabulary Use a dictionary to define insert as a verb. Then find a sentence
in Section 3 that uses the term or a form of the term.
insert

182 Heredity
 Name Date

Section 3 Advances in Genetics (continued)

Genetic Distinguish three uses for genetic engineering.

Engineering
1.
I found this information
on page . 2.

3.

I found this information Organize information about recombinant DNA. Complete the
on page . graphic organizer.

Recombinant
DNA

Produced by: Used for:

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Summarize how gene therapy may be used in the future.
on page .

Heredity 183
Name Date

Section 3 Advances in Genetics (continued)

Genetic Create a flow chart about gene therapy. Show how the gene gets
Engineering into the body and what happens when it reaches the cells.
I found this information
on page .

Summarize each step of gene therapy in your model above.

1.

2.
3.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Evaluate the benefits and potential risks of genetic engineering
on page . of crop plants.

Benefits Risks

CONNECT IT Describe how viruses are useful tools in genetic engineering.

184 Heredity
 Name Date

Tie It Together
Suppose that Gregor Mendel came to visit a modern genetics laboratory and you were
asked to give him a tour. Write a report describing what you would show him and how
you would explain modern genetics. Remember that he does not know the words gene
or allele, although he described “factors” that controlled traits.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Heredity 185
Name Date

Heredity Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Heredity Read
• Offspring of an organism always have the
same traits as the parents.
• There may be more than two forms of
a gene.
• Some traits are determined by more than
one gene.
• Traits from one type of organism can be
introduced into another type of organism.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about heredity.

186 Heredity
 Name Date

Adaptations over Time

Sunshine State Standards—SC.G.1: The student understands the competitive, interdependent, cyclic nature
of living things. Also covers: SC.F.2, SC.H.1

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Adaptations over Time
• Traits acquired by an organism during its life can be
passed on to its offspring.
• Most evidence of evolution comes from fossils.

• Organisms with traits best suited to their environment

are more likely to survive and reproduce.
• Humans share a common ancestor with other primates.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Pick a favorite plant or animal and list all the ways it is well-suited to its environment.

Adaptations over Time 187

Name Date

Adaptations over Time

Section 1 Ideas About Evolution
Benchmarks—SC.F.2.3.3: The student knows that generally organisms in a population live long enough to reproduce
because they have survival characteristics. Also covers: SC.F.2.3.2, SC.F.2.3.4, SC.G.1.3.2, SC.H.1.3.1, SC.H.1.3.2,
SC.H.1.3.6, SC.H.1.3.7, SC.H.2.3.1, SC.H.3.3.3, SC.H.3.3.5

Predict three things that will be discussed in Section 1 as you scan

the headings and illustrations.
1.

2.

3.

Review
Vocabulary Define gene to show its scientific meaning.
gene

New
Vocabulary Write the correct vocabulary term next to its definition.
group of organisms that share similar characteristics and can

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

reproduce among themselves, producing fertile offspring

change in inherited characteristics over time

process by which organisms with traits best suited to their

environment are more likely to survive and reproduce

inherited trait that makes an individual different from other

members of its species

any variation that makes an organism better suited to its

environment

Academic
Vocabulary Use a dictionary to define hypothesis.
hypothesis

188 Adaptations over Time

 Name Date

Section 1 Ideas About Evolution (continued)

Early Models of Identify why Lamarck’s theory of evolution was not accepted.
Evolution
I found this information
on page .

Darwin’s Model Analyze Darwin’s explanation of the origins of the 13 species of

of Evolution Galápagos finches. Fill in the missing words.
I found this information
on page . The Galápagos finches for food. Those that had
and that allowed them to get food
were able to longer and more.
Over time, groups of finches became separate .

Natural Selection State the 5 main principles of natural selection.

I found this information 1.
on page .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2.

3.

4.

5.

Variation and Compare and contrast variations and adaptations.

Adaptation
I found this information Variation Adaptation
on page . Definition

Examples

Adaptations over Time 189

Name Date

Section 1 Ideas About Evolution (continued)

Variation and Complete the table explaining factors that can lead to changes in
Adaptation a population.
I found this information
on page . What Happens How It Leads to
Change
Changes
in gene
sources

Geographic
isolation

The Speed of Compare and contrast gradualism and punctuated equilibrium.

Evolution Select ideas from your reading to fill in the Venn diagram.
I found this information Punctuated
on page . Gradualism
Both
Equilibrium

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

S YNTHESIZE I T Describe how natural selection can lead to the formation of

a new species. Include factors such as migration and geographic isolation.

190 Adaptations over Time

 Name Date

Adaptations over Time

Section 2 Clues About Evolution
Benchmarks—SC.F.2.3.4: The student knows that the fossil record provides evidence that changes in the kinds of plants
and animals in the environment have been occurring over time. Also covers: SC.H.1.3.6, SC.H.2.3.1

Scan Section 2 of your book. Write two items in each of the

boxes below.

What I know about What I want to know

fossils about fossils

Review
Vocabulary Define epoch to show its scientific meaning.
epoch
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Write the correct vocabulary term next to each definition.
a type of rock made from pieces of other rocks, minerals deposited
from a solution, or plant and animal matter

element that gives off a steady amount of radiation as it slowly

changes to a nonradioactive element

study of embryos and their development

similar in structure, origin, or function

structure that does not seem to have a function and that may once
have functioned in the body of an ancestor

Academic
Vocabulary Use a dictionary to define method to show its scientific meaning.
method

Adaptations over Time 191

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Section 2 Clues About Evolution (continued)

Clues from Create a concept map to summarize information about the Green
Fossils River formation. Include information about
I found this information • where it is located
on page .
• where it was located in the past
• how fossils formed
• what scientists learn from the fossils there.

Types of Fossils Summarize the types of rock in which fossils are commonly found.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information
on page . Most fossils are found in rock. They are most
often found in .

Determining a Organize information about how scientists determine the age of

Fossil’s Age fossils. Complete the outline.
I found this information I. Relative dating
on page .
A.

B. provides an estimate of a fossil’s age by

II. Radiometric dating

A.

B. Scientists estimate age by

192 Adaptations over Time

 Name Date

Section 2 Clues About Evolution (continued)

Fossils and Complete the graphic organizer to identify what scientists learn
Evolution from fossils.
I found this information
on page .

Information
obtained from
fossils

More Clues Organize information about other clues scientists use to study
About Evolution evolution.
I found this information
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

on page .

Other
clues about
evolution

S YNTHESIZE I T A scientist discovers a new species of mammal. How could

the scientist determine its evolutionary relationships to other animals? Explain how the
scientist could use each type of evidence discussed in the section.

Adaptations over Time 193

Name Date

Adaptations over Time

Section 3 The Evolution of Primates
Benchmarks—SC.F.2.3.4: The student knows that the fossil record provides evidence that changes in the kinds of plants
and animals in the environment have been occurring over time. Also covers: SC.G.1.3.1, SC.G.1.3.2, SC.G.1.3.3,
SC.H.1.3.3, SC.H.1.3.5, SC.H.1.3.6, SC.H.1.3.7, SC.H.3.3.5

Skim Section 3 of your book. Read the headings. Write three

questions that come to mind.
1.

2.

3.

Review
Vocabulary Define opposable to show its scientific meaning.
opposable

New
Vocabulary Define the following terms. Then use each term in a sentence.

primates

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

hominid

Homo sapiens

Academic
Vocabulary Use a dictionary to define similar.
similar

194 Adaptations over Time

 Name Date

Section 3 The Evolution of Primates (continued)

Primates Analyze adaptations that are common among primates by

I found this information completing the table below. List three primate adaptations and
on page . the functions each allows.

Adaptation Function

I found this information Distinguish the 3 main characteristics of hominids.

on page .
1.

2.

3.

I found this information Sequence the ancestors of early humans. Create a time line of
on page . hominids in the boxes below. Identify and describe the hominid that
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

lived during each time period.

Time period: 4 million to 6 million years ago

Hominid:
Characteristics:

Time period: 1.5 million to 2 million years ago

Hominid:
Characteristics:

Time period: 1.6 million years ago

Hominid:
Characteristics:

Adaptations over Time 195

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Section 3 The Evolution of Primates (continued)

Humans Organize information about the origins of modern humans.

I found this information
on page . Early Homo sapiens
(about 400,000 years ago)

about about

years ago years ago

(Homo sapiens sapiens)

I found this information Contrast Neanderthals and Cro-Magnon humans by completing

on page . the diagram.
Neanderthals Cro-Magnon humans

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CONNECT IT Hypothesize how scientists might determine whether Neanderthals

are ancestors of modern humans.

196 Adaptations over Time

 Name Date

Tie It Together
Make Fossils
With a partner, model a set of fossils that show how organisms can change over time. Draw
or model three related organisms. One should be the original organism. The others should
be descendants of the original organism. Record the adaptations shown by your fossils.
What environmental changes might have led to the adaptations?

Trade fossils with another pair. Describe the fossils that you are given. What adaptations
can you find?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Adaptations over Time 197

Name Date

Adaptations over Time Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers with these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Adaptations over Time Read
• Traits acquired by an organism during its life can be
passed on to its offspring.
• Most evidence of evolution comes from fossils.

• Organisms with traits best suited to their environment

are more likely to survive and reproduce.
• Humans share a common ancestor with other primates.

Review
Use this checklist to help you study.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading the chapter, identify three things you have
learned about adaptations of organisms over time.

198 Adaptations over Time

 Name Date

Interactions of Living Things

Sunshine State Standards—SC.G.1: The student understands the competitive, interdependent, cyclic nature of living
things. Also covers: SC.B.1, SC.G.2, SC.H.2

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Interactions of Living Things
• Both living and nonliving factors affect the
organisms in an ecosystem.
• Some environments have no limiting factors.

• Organisms interact only with other members

of their species.
• Energy flows from an organism that is being
eaten to the organism that is eating.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Write a list of things you interact with each day.

Interactions of Living Things 199

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Interactions of Living Things

Section 1 The Environment
Benchmarks—SC.G.1.3.4: The student knows that the interactions of organisms with each other and with the non-living
parts of their environments result in the flow of energy and the cycling of matter throughout the system.
Also covers: SC.G.2.3.2, SC.G.2.3.3, SC.H.1.3.3, SC.H.1.3.6, SC.H.2.3.1, SC.H.3.3.4

Skim through Section 1 of your book. Write three questions that

come to mind from reading the headings and examining the
illustrations.
1.

2.

3.

Review
Vocabulary Define climate to show its scientific meaning.
climate

New
Vocabulary Use your book to identify the terms. Write the correct term in
front of its definition.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

study of all of the interactions among organisms and their
environment

nonliving part of the environment

living part of the environment

all members of one species that live in the same area at the
same time

group of populations that interact with one another in a given area

the biotic community in a given area and the abiotic factors that
affect it

part of Earth that supports life—the top part of Earth’s crust,

all of the waters covering Earth’s surface, and the surrounding
atmosphere

Academic
Vocabulary Use a dictionary to define interact to show its scientific meaning.
interact

200 Interactions of Living Things

 Name Date

Section 1 The Environment (continued)

Ecology Organize the factors in the environment that influence organisms

I found this information by completing the graphic organizer below.
on page .
Factors in
the Environment

nonliving

Abiotic Factors Summarize why the 5 abiotic factors are important to organisms
I found this information in a particular environment.
on page .
Abiotic Factor Importance
All living things need water to survive. The
bodies of most organisms are 50–95 percent
water. Many important life processes need
water in order to occur.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Sunlight

Temperature

Air

Nutrients, minerals, and moisture in soil

determine what plants grow in an area. The
types of plants in an area help determine
which other organisms live there.

Interactions of Living Things 201

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Section 1 The Environment (continued)

Biotic Factors Identify three things that organisms depend on one another for.
I found this information
on page .
Organisms
Depend on Other
Organisms for
shelter

I found this information Sequence from smallest to largest the levels of organization in
on page . which organisms interact with one another and with abiotic factors.

Smallest

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Largest

S YNTHESIZE I T The living world also can be organized into smaller levels.
Working backwards from organism, describe four smaller levels arranged from
largest to smallest.

202 Interactions of Living Things

 Name Date

Interactions of Living Things

Section 2 Interactions Among Living Organisms
Benchmarks—SC.G.1.3.4: The student knows that the interactions of organisms with each other and with the non-living
parts of their environments result in the flow of energy and the cycling of matter. Also covers: SC.G.2.3.3, SC.H.2.3.1

Predict three things that might be discussed in Section 2 as you

read the headings.

1.

2.

3.

Review
Vocabulary Define coexistence to show its scientific meaning.
coexistence

New
Vocabulary Use your book to identify the correct terms. Write them in the
spaces provided.

number of individuals in a population that occupy a definite area

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

any biotic or abiotic factor that limits the number of individuals

in a population

any close interaction among two or more different species

role of an organism in the ecosystem: including what it eats, how

it interacts with other organisms, and how it gets its food
place where an organism lives

Academic
Vocabulary Use a dictionary to define regulate to show its scientific meaning.
regulate

Interactions of Living Things 203

Name Date

Section 2 Interactions Among Living Organisms (continued)

Characteristics Organize information about the characteristics of populations.

of Populations Fill in the definitions in the graphic organizer.
I found this information
on page . Characteristics of Populations

Size Density Spacing

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Compare the terms limiting factor and carrying capacity.
on page .
Term Description
Limiting
factor

Carrying
capacity

I found this information Define biotic potential by filling in the missing terms.
on page .
Biotic potential: The rate at which

a population when there are no

or enemies, there is plenty of food

and , and the weather is ideal.

204 Interactions of Living Things

 Name Date

Section 2 Interactions Among Living Organisms (continued)

Symbiosis Distinguish the types of symbiotic relationships by completing

and Other the table below.
Interactions
I found this information Symbiotic Description
on page . Relationship
Both organisms benefit.

Commensalism

One organism benefits and the other

is harmed.

I found this information Analyze how predators may cause a prey population to grow more
on page . healthy and stronger over several generations.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Summarize the difference between a habitat and a niche.
on page .

S YNTHESIZE I T Compare disease with predation as a limiting factor for

human populations.

Interactions of Living Things 205

Name Date

Interactions of Living Things

Section 3 Matter and Energy
Benchmarks—SC.G.1.3.5: The student knows that life is maintained by a continuous input of energy from the sun and by
the recycling of the atoms that make up the molecules of living organisms. Also covers: SC.B.1.3.4, SC.B.2.3.1, SC.D.1.3.2,
SC.G.1.3.4, SC.H.1.3.4, SC.H.1.3.5, SC.H.2.3.1, SC.H.3.3.2

Scan the headings and illustrations of Section 3 to identify two

cycles that will be discussed.

1.

2.

Review
Vocabulary Define consumer to show its scientific meaning. Then write a
sentence using the term.

consumer

New
Vocabulary Use your book or a dictionary to define the following key terms.
food chain

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

food web

water cycle

Academic
Vocabulary Use a dictionary to define transfer to show its scientific meaning.
transfer

206 Interactions of Living Things

 Name Date

Section 3 Matter and Energy (continued)

Energy Flow Complete a pond food chain such as the one shown in your book.
Through Then describe what the arrows in the food chain show.
Ecosystems
Aquatic plants Insects
I found this information
on page .

I found this information Define what a food web is and summarize why it is a more
on page . complete model than a food chain.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Identify organisms for each level of an ecological pyramid. Write
on page . the name of the organism inside the correct level of the pyramid.
Then, label each level as consisting of producers or consumers.

Interactions of Living Things 207

Name Date

Section 3 Matter and Energy (continued)

The Cycles Complete the organizer about water cycle processes.

of Matter
I found this information Water Cycle Processes
on page .

Condensation

process in which process in which

a liquid changes water droplets
to a gas fall from the
atmosphere back
to Earth’s surface

I found this information Model the carbon cycle in the space below. Draw a picture that
on page . shows how carbon moves among the atmosphere, organisms, and
solid Earth.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CONNECT IT Describe two ways in which you are a part of the carbon cycle.

208 Interactions of Living Things

 Name Date

Tie It Together
Synthesize It
Create a food web.
1. Make a list of foods that you ate yesterday.
2. Determine whether the main component of each food was
a producer or a consumer.
3. For each consumer, identify at least one food that it ate.
4. Then, create a food web that includes yourself.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Interactions of Living Things 209

Name Date

Interactions of Living Things

Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Interactions of Living Things Read
• Both living and nonliving factors affect the
organisms in an ecosystem.
• Some environments have no limiting factors.

• Organisms interact only with other members

of their species.
• Energy flows from an organism that is being
eaten to the organism that is eating.

Review

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Use this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things that you have
learned about interactions of living things.

210 Interactions of Living Things

 Name Date

Oceanography
Sunshine State Standards—SC.D.1: The student recognizes that processes in the lithosphere, atmosphere,
hydrosphere, and biosphere interact to shape the Earth. Also covers: SC.D.2, SC.G.2, SC.H.1

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Oceanography
• Sediment that originates on land rarely settles as
far as the deep ocean floor.
• Hot water streams out into surrounding seawater
through holes and cracks along mid-ocean ridges.
• The Sun is the source of nearly all of the energy
used by organisms in the ocean.
• Factories sometimes release chemicals into streams
that eventually empty into the ocean.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Describe characteristics of three marine organisms you are familiar with.

Oceanography 211
Name Date

Oceanography
Section 1 The Seafloor
Benchmarks—SC.D.1.3.2: The student knows that over the whole Earth, organisms are growing, dying, and decaying
as new organisms are produced by the old ones. Also covers: SC.D.1.3.3, SC.D.1.3.5, SC.H.1.3.5

Predict three things that might be discussed as you scan the

headings and illustrations of Section 1.
1.

2.

3.

Review
Vocabulary Define magma using its scientific meaning.
magma

New
Vocabulary Define the following terms.
abyssal plain

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mid-ocean ridge

trench

Academic
Vocabulary Use a dictionary to find the scientific definition of derive.
derive

212 Oceanography
 Name Date

Section 1 The Seafloor (continued)

The Ocean Basins Model the ocean basin. Label each of the following features in
I found this information your drawing.
on page . • abyssal plain • oceanic trench
• continental shelf • seamount
• continental slope • volcanic island
• where new ocean crust forms • mid-ocean ridge
• where ocean crust is destroyed
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Distinguish between the continental shelf and the continental

slope by inserting one fact into each section of the Venn diagram.
Continental Shelf Continental Slope
Both

Oceanography 213
Name Date

Section 1 The Seafloor (continued)

Ridges and Sequence how seafloor is constantly forming and being destroyed.
Trenches At Mid-Ocean Ridges At Subduction Zones
I found this information
on page .

seafloor is destroyed

new ocean floor forms

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Mineral Organize resources that exist on the continental shelf and in the
Resources from deep ocean by listing them below.
the Seafloor
I found this information Continental Shelf Deposits Deep Ocean Water Deposits
on page .

CONNECT IT Infer why retrieving resources from deep water is such a challenge.

214 Oceanography
 Name Date

Oceanography
Section 2 Life in the Ocean
Benchmarks—SC.D.1.3.2: The student knows that over the whole Earth, organisms are growing, dying, and decaying
as new organisms are produced by the old ones. Also covers: SC.A.1.3.1, SC.B.1.3.3, SC.D.1.3.3, SC.F.1.3.1,
SC.F.2.1.3, SC.G.1.3.4, SC.G.1.3.5, SC.G.2.3.2, SC.H.1.3.6

Skim through Section 2 of your book. Read the headings and

examine the illustrations. Write three questions that come to mind.
1.

2.

3.

Review
Vocabulary Define nutrient using its scientific meaning.
nutrient

New
Vocabulary Use your book to define each of the following terms. Then write
a sentence to show its scientific meaning.

estuary
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

reef

Academic
Vocabulary Use a dictionary to define undergo. Then write a sentence to
show its scientific meaning.
undergo

Oceanography 215
Name Date

Section 2 Life in the Ocean (continued)

Life Processes Summarize the ways that marine organisms obtain energy by
I found this information completing the chart below.
on page .
Name of How food Example Example
process used is made of of
to make food producers consumers
Photosynthesis

Chemosynthesis

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Ocean Life Classify the types of plants and animals that live in the ocean.
I found this information Complete the graphic organizer below to organize the types, include
on page . descriptions and examples of each type.

Ocean Life

nekton

organisms that
live on ocean floor;

216 Oceanography
 Name Date

Section 2 Life in the Ocean (continued)

Ocean Margin Compare and contrast ocean margin habitats. Identify 4 margin
Habitats habitats and at least four examples of organisms that live in each
I found this information one. Make a sketch of each habitat to help you remember.
on page .

1. 2.

Ocean Margin
Habitats

3. 4.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

S YNTHESIZE I T Compare and contrast food webs that rely on chemosynthesis

with food webs that depend on photosynthesis.

Oceanography 217
Name Date

Oceanography
Section 3 Ocean Pollution
Benchmarks—SC.D.2.3.2: knows the positive and negative consequences of human action on the Earth’s systems.
Also covers: SC.D.1.3.3, SC.G.2.3.2, SC.G.2.3.3, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.3, SC.H.1.3.4,
SC.H.1.3.6, SC.H.3.3.6, SC.H.3.3.7

Scan Use the checklist below to preview Section 3 of your book.

Read all section titles.
Read all bold words.
Read all charts and graphs.
Look at all of the pictures.
Think about what you already know about ocean pollution.

Write three facts you discovered about ocean pollution.

1.

2.

3.

Review
Vocabulary Define runoff using its scientific meaning.
runoff

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New
Vocabulary Use your book to define pollution. Then identify three types of
pollution with which you are already familiar.

pollution

Academic
Vocabulary Use a dictionary to define phenomenon using its scientific
meaning.

phenomenon

218 Oceanography
 Name Date

Section 3 Ocean Pollution (continued)

Sources of Complete the graphic organizer to identify five types of ocean

Pollution pollution and their causes or sources.
I found this information
on page . Types of Ocean
Causes of Ocean Pollution
Pollution

O
c
e
a
n
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

P
o
l
l
u
t
i
o
n

Oceanography 219
Name Date

Section 3 Ocean Pollution (continued)

Effects of Summarize the effects of pollution by completing the outline below.

Pollution Effects of Pollution
I found this information I. Delaware to North Carolina rivers and estuaries
on page .
A. Type of pollution—
B. Effects
1. have killed billions of fish
2.

B. Florida

A. Type of pollution—
B. Effects
1.

2.

Controlling List five things you can do to reduce ocean pollution. Highlight the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Pollution way you think would make the most impact.
I found this information 1.
on page .
2.

3.

4.
5.

CONNECT IT Design a flow chart to show how pollution travels from your
location to the ocean.

220 Oceanography
 Name Date

Tie It Together
Make a diagram of an ocean basin. Include
• the major features of the basin,
• the locations of continental shelf and deep-water resources,
• an example of a food chain,
• two examples of ocean pollution.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Oceanography 221
Name Date

Oceanography Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Oceanography Read
• Sediment that originates on land rarely settles as
far as the deep ocean floor.
• Hot water streams out into surrounding seawater
through holes and cracks along mid-ocean ridges.
• The Sun is the source of nearly all of the energy
used by organisms in the ocean.
• Factories sometimes release chemicals into streams
that eventually empty into the ocean.

Review
Use this checklist to help you study.
Review the information you included in your Foldable.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things you have
learned about oceanography.

222 Oceanography
 Name Date

Resources
Sunshine State Standards—SC.D.2: The student understands the need for protection of the natural systems on Earth.
Also covers: SC.B.2, SC.G.2, SC.H.3

Before You Read

Before you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

Before You
Read Resources
• In the United States, electrical power plants burn fossil
fuels to provide energy for most homes and factories.
• There is an unlimited supply of fossil fuels.

• Sun and wind are nonpolluting alternative energy

resources.
• Less than one percent of Earth’s water is freshwater
available for human use.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Construct the Foldable as directed at the beginning of this chapter.

Science Journal
Where does the energy used to run farm equipment come from?

Resources 223
Name Date

Resources
Section 1 Energy Resources
Benchmarks—SC.B.2.3.2: The student knows that most of the energy used today is derived from burning stored energy
collected by organisms millions of years ago. Also covers: SC.A.2.3.3, SC.G.2.3.1

Predict 3 things that might be discussed based on the title of

the section.

1.

2.

3.

Review
Vocabulary Define geologist.
geologist

New
Vocabulary Use a dictionary or your book to define the following terms.
fossil fuel

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

pollution

acid rain

nonrenewable

Academic
Vocabulary Use your book or a dictionary to define resource.
resource

224 Resources
 Name Date

Section 1 Energy Resources (continued)

Generating Sequence the steps in the formation of coal.

Energy
I found this information 1.
on page .
2. Microorganisms change the dead plant matter into peat.

3.

4.

5.

I found this information Model oil and natural gas deposits in rock layers by drawing and
on page . labeling a diagram. Use the figure in your book to help you.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Analyze how hydrocarbons get trapped below the surface.
on page .

Resources 225
Name Date

Section 1 Energy Resources (continued)

Pollution and Organize information about how burning fossil fuels contributes
Fossil Fuels to pollution in the concept map.
I found this information
on page . Burning fossil fuels

releases releases

gases particles

made made made made

of of of of

nitrogen sulfur soot dust

oxide oxide

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Are fossil fuels Analyze the information in the graph titled “Reserves of Coal,
running out? Oil, and Natural Gas.” List the fossil fuels in the order in which
I found this information they will probably be used up. Also write how many years it will
on page . probably be before the supply is depleted.
1.

2.
3.

S YNTHESIZE I T Suggest types of transportation that people could use to help

reduce the use of fossil fuels.

226 Resources
 Name Date

Resources
Section 2 Alternative Energy Resources
Benchmarks—SC.D.2.3.2: knows the positive and negative consequences of human action on the Earth’s systems.
Also covers: SC.A.2.3.3, SC.B.1.3.1, SC.D.2.3.1, SC.G.2.3.1, SC.G.2.3.4, SC.H.1.3.5, SC.H.3.3.4

Skim through Section 2 of your book. Write three questions that

come to mind after reading the headings.

1.

2.

3.

Review
Vocabulary Define technology.
technology

New
Vocabulary Use the following key terms in original scientific sentences that
show their scientific meaning.

solar energy
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

hydroelectric power

geothermal energy

nuclear energy

Academic
Vocabulary Use a dictionary to define source.
source

Resources 227
Name Date

Section 2 Alternative Energy Resources (continued)

Other Sources Identify four sources of renewable energy.

of Energy
1.
I found this information
on page . 2.

3.

4.

Solar Energy Label the blanks in the flowchart to trace the energy changes that
I found this information take place in a solar cell.
on page .
strikes solar cells
made of
silicon layers
energy that produce energy

Energy from Contrast the advantages and disadvantages of generating

Wind electricity from wind energy.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information
on page . Wind Energy as a Source of Electricity
Advantages Disadvantages

228 Resources
 Name Date

Section 2 Alternative Energy Resources (continued)

Hydroelectric Model a hydroelectric power plant. Use your book to help you.
Power
I found this information
on page .

Energy from Identify two problems associated with geothermal power.

Earth
I found this information 1.
on page .
2.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Nuclear Energy Sequence the steps in a nuclear chain reaction.

I found this information
on page . 1.

2.

3.

CONNECT IT Identify which alternative energy resource you think could best
serve your community, and why you believe this is so.

Resources 229
Name Date

Resources
Section 3 Water
Benchmarks—SC.D.2.3.1: The student understands that the quality of life is relevant to personal experience.
Also covers: SC.D.2.3.2, SC.G.2.3.4, SC.H.1.3.4, SC.H.1.3.7

Scan Section 3 of your book using the checklist below.

Read all section titles.
Read all bold words.
Read all charts and graphs.
Look at all of the pictures.
Think about what you already know about water and
its importance.

Write three facts that you discovered about water as you scanned
the section.

1.

2.

3.

Review

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Vocabulary Define microorganisms in a sentence that shows its scientific
meaning.

microorganisms

New
Vocabulary Read the definitions below. Write the key term on the blank in the
left column.

pollution that comes from a single, identifiable source

water that soaks into the ground and collects in small spaces
between bits of rock and soil

pollution that cannot be traced back to an exact location

Academic
Vocabulary Use a dictionary to define available.
available

230 Resources
 Name Date

Section 3 Water (continued)

Water —A Vital Create a cycle map in the space below showing the processes of
Resource the water cycle. Include the terms condensation, precipitation,
I found this information evaporation, and runoff and groundwater in your flowchart.
on page .

Groundwater Skim the Groundwater section. In the Question spaces, rewrite the
I found this information bold headings as questions. Then answer your questions.
on page .
Groundwater
Question:
Answer:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Surface Water

Question:
Answer:

Water Use

Question:

Answer:

Resources 231
Name Date

Section 3 Water (continued)

Water Pollution Organize information about sources and examples of water

I found this information pollution.
on page .
Type of What is it? Examples
Pollution
Point
source
pollution

Nonpoint
source
pollution

Cleaning Sequence 4 steps used to clean water at a water purification plant.

Up Water

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information 1.
on page .
2.

3.

4.

S UMMARIZE I T Describe four ways that clean, fresh water is important to

your daily life.

232 Resources
 Name Date

Resources
Section 4 Land
Benchmarks—SC.D.2.3.1: The student understands that the quality of life is relevant to personal experience.
Also covers: SC.D.2.3.2, SC.G.2.3.4, SC.H.1.3.4

Predict three things that might be discussed in this section based on

the headings that appear in it.
1.

2.

3.

Review
Vocabulary Define habitat in a scientific sentence.
habitat

New
Vocabulary Use the following key terms in original scientific sentences.
conservation
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

ore

Academic
Vocabulary Use a dictionary to define require.
require

Land as a Identify four reasons land is an important resource.

Resource
I found this information
on page .

Land

Resources 233
Name Date

Section 4 Land (continued)

Resources Analyze information from your book to identify the effects that
from Land forests have on carbon dioxide in the atmosphere.
I found this information
on page .

absorb

and store

which lowers

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Forest Compare trees with forests. Describe why trees can be considered
Conservation renewable resources, but some forests are considered nonrenewable
I found this information resources.
on page .

234 Resources
 Name Date

Section 4 Land (continued)

Mineral Organize information from your book about ores and mining.
Resources
I found this information Ores
on page . Definition Uses Problems
Ore is
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

I found this information Analyze how the way one resource is used can impact another
on page . resource. Give at least three ways.
1.

2.

3.

CONNECT IT Give three examples of how land is important in your life.

Resources 235
Name Date

Resources Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete
the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.

After You
Resources Read
• In the United States, electrical power plants burn fossil
fuels to provide energy for most homes and factories.
• There is an unlimited supply of fossil fuels.

• Sun and wind are nonpolluting alternative energy

resources.
• Less than one percent of Earth’s water is freshwater
available for human use.

Review
Use this checklist to help you study.
Review the information you included in your Foldable.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Self Check at the end of each section.
Look over the Chapter Review at the end of the chapter.

S UMMARIZE I T After reading this chapter, identify three things that you have
learned about resources.

236 Resources
 FCAT Vocabulary Glossary

abiotic an environmental factor not associated deposition the process by which sediment is
with the activities of living organisms carried by forces (e.g., wind, rain, or water
acceleration rate of change in velocity, usually currents) and left in a certain area
expressed in meters per second; involves an dominance tendency of certain (dominant)
increase or decrease in speed and/or a change alleles to mask the expression of their
in direction corresponding (recessive) alleles
air resistance force of air on moving objects ecosystem an ecological community, together
allele any of two or more alternate forms of a with its environment, functioning as a unit
gene that an organism may have for a efficiency the relative effectiveness of a system
particular trait or device determined by comparing input and
amplitude in any periodic function (e.g., a wave) output
the maximum absolute variation of the function electromagnetic radiation the emission and
asexual reproduction a form of reproduction propagation of the entire range of
in which new individuals are formed without electromagnetic spectrum including: gamma
the involvement of gametes rays, x-rays, ultraviolet radiation, visible light,
microwaves, and radio waves
biodiversity the existence of a wide range of
different species in a given area or specific electron a stable elementary particle that is
period of time negatively charged and orbits the nucleus of an
atom
biotic factors in an environment relating to,
caused by, or produced by living organisms entropy a measure of randomness or disorder
of a closed system
calorie unit of energy; the amount of heat
needed to raise one gram of water one degree erosion a combination of natural processes in
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Celsius at standard atmospheric pressure which materials from Earth’s surface are
loosened, dissolved, or worn away and
chemical weathering the breakdown and transported from one place to another
alteration of rocks at or near Earth’s surface as
a result of chemical processes fossil fuels the remains of animal or plant life
from past geologic ages that are now in a form
circuit an interconnection of electrical elements suitable for use as a fuel (e.g., oil, coal, or
forming a complete path for the flow of current natural gas)
conduction the transmission of heat through a frequency the number of cycles or waves per
medium and without the motion of the medium unit time
conservation of energy a fundamental gene a specific part of a chromosome or
principle stating energy cannot be created nor sequence of DNA that determines a particular
destroyed but only changed from one form to feature or characteristic in an organism
another
heterozygous cell or organism that has two
convection heat transfer in a gas or liquid by different alleles for a particular trait
the circulation of currents from one region to
another homozygous cell or organism that has identical
rather than different alleles for a particular trait
crest the peak or highest point on a wave
independent variable the factor that is changed
crust outermost layer of Earth covering the in an experiment in order to study changes in
mantle the dependent variable
dependent variable factor being measured or inertia the property of an object, due to its
observed in an experiment mass, by which it resists any change in its
position unless overcome by force

Florida Science Grade 8 237

FCAT Vocabulary Glossary

magnetic field the region where magnetic force recessive an allele for a trait that will be masked
exists around magnets or electric currents unless the organism is homozygous for this trait
mass the amount of matter an object contains screw a type of simple machine that consists of
meiosis the process of nuclear division in cells an inclined plane wrapped around a cylinder
during which the number of chromosomes is sexual reproduction reproduction involving the
reduced by half union of gametes producing an offspring with
mitosis a process of nuclear division in traits from both parents
eukaryotic cells during which the nucleus of a spectroscope an instrument that uses a prism
cell divides into two nuclei, each with the same to separate and catalog light wavelengths
number of chromosomes speed amount of distance traveled divided by
neap tide a twice-monthly tide of minimal time taken; the time-rate at which any physical
range that occurs when the Sun, Moon, and process takes place
Earth are at right angles to each other, thus spring tide the tide of increased range that
decreasing the total tidal force exerted on Earth occurs twice monthly at the new and full
neutral a particle, object, or system that lacks a phases of the Moon
net charge thermal energy internal energy found by
neutron a subatomic particle having zero adding the kinetic energy of particles making
charge, found in the nucleus of an atom up a substance
nucleus the center region of an atom where tropism the motion of an organism or part of
protons and neutrons are located; also a cell an organism toward or away from an external
structure that contains the cell’s genetic stimulus
material trough the lowest point on a wave

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

ocean basin a depression on the surface of variable an event, condition, or factor that can
Earth occupied by water be changed or controlled in order to study or
plate tectonics theory of global dynamics in test a hypothesis in a scientific experiment
which Earth’s crust is divided into a smaller velocity the time-rate at which a body changes
number of large, rigid plates whose movements its position; defined as displacement divided by
cause seismic activity along their borders the time of travel
potential energy energy stored in an object due vibration a repetitive movement around an
to the object’s configuration and position equilibrium point
pressure the force exerted per unit area virus a noncellular, disease-causing particle that
prism a piece of glass with polished plane uses the genetic material from its host to
surfaces that disperses a beam of white light reproduce
into its component colors wavelength the distance between crests of a
proton a subatomic particle having a positive wave
charge and which is found in the nucleus of an wedge a type of simple machine that consists of
atom an inclined plane used to separate two objects
Punnett square a graphic checkboard used to wheel and axle a type of simple machine that
determine results from a particular genetic consists of a rod driven through the center of a
cross cylinder that is allowed to rotate freely, yielding
radiation emission of energy in the form of a mechanical advantage equal to the cylinder’s
rays or waves diameter

238 Florida Science Grade 8

 Florida Science Academic Vocabulary Glossary

accurate: free from error; close to the compound: made up of individual parts;
correct amount made of two or more separate parts or
elements
achieve: to gain, accomplish, attain, reach
concentrate: to bring or come close
adapt: to change to fit new conditions; to
together in one place
change in order to make suitable
constant: not changing; continuing
adjacent: near, close, or adjoining
contact: the act or state of touching or
adjust: to arrange the parts of something
meeting
to make it work correctly
contract: to draw together; shrink in size
adult: fully developed; grown
controversy: argument or debate
affect: to bring about a change in
convert: to change from one form or use to
apparent: appearing to be but not
another; to alter the physical or chemical
necessarily so, seeming; readily seen,
nature or properties of
visible, readily understood or perceived;
evident; obvious coordinate: to cause to work well together
approach: to come near cycle: a repeating sequence of events
available: ready to use decline: to become less in health, power,
value, or number
capable: able to do things; fit
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

definite: clear; without doubt

category: group or class of things; a
division in a classification system derive: to get or receive from a source
chart: a sheet that gives information about device: tool or instrument designed for a
something in the form of a diagram, particular purpose
graph, or table differentiate: to tell or see the difference
chemical: any substance used in or displace: to take the place of or remove
obtained by a chemical process from the usual or proper place
code: (noun) set of signals representing dominate: to have a command place; to
letters or numerals, used to send exert mastery control, or preeminence;
messages; (verb) to put in the form of to control or rule
symbols of a code
eliminate: to get rid of
collapse: to fall together, shrink
emerge: to come out; to appear
communicate: to make known or give
information enable: to make possible; to make able;
to give means or power to
compensate: to make up for
encounter: to meet or experience
component: part of a machine or system
enormous: having great size

Florida Science Grade 8 239

Florida Science Academic Vocabulary Glossary

erode: to wear away intermediate: in the middle or being

between
estimate: (noun) an opinion of the value,
quality, size, or cost of something; (verb) internal: of or on the inside
to form an opinion by reasoning interval: space or time between things
evaluate: to determine the significance of investigate: to search into something in
something order to learn the facts
exclude: to restrict or stop the entrance of item: object or thing
expand: to get bigger layer: one thickness of something over
external: positioned outside; beyond another, horizon
extract: to take, get, or pull out likewise: in the same way
factor: a substance that functions in a body mechanism: part or piece of machinery
system medium: substance through which a force
feature: part, appearance, or characteristic or effect is transmitted
of something method: particular procedure, technique,
function: (noun) a specific job or purpose; or way to do something; a process
(verb) to carry out a specific action neutral: neither negative nor positive
fundamental: original or basic normal: conforming to a type, standard,

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

goal: objective or end that one strives to or regular pattern
achieve nuclear: of or relating to the atomic
hierarchy: a ranked series or order nucleus
hypothesis: something that is suggested as obtain: to get through effort; gain
being true for the purposes of argument occur: to happen; to take place
or of further investigation
overlap: one thing extends over another
identical: exactly the same; same as
parallel: everywhere the same
impact: a strong, immediate effect distance apart
indicate: to make known or show; to be or passive: induced by an outside agent
give a sign of; to point out
perceive: to observe or become aware of
individual: being or characteristic of a through the senses
single thing
percent: in, to, or for every one hundred
initial: of or relating to the beginning; first
period: a repeating interval; row of the
insert: to put or fit (something) into
periodic table
something else
phenomenon: any fact, condition, or
interact: to act upon one another; to
happening that can be seen, heard, etc.
influence one another
and described in a scientific way

240 Florida Science Grade 8

 Florida Science Academic Vocabulary Glossary

positive: real and numerically greater section: one of several parts that together
than zero make up a whole
predict: to tell what one thinks will happen sequence: series; an order of events; one
in the future; to foretell in advance on the thing following another in a fixed order
basis of observation, experience, or series: a number of similar things coming
scientific reason one after another
principle: basic generalization that is significant: important; having meaning or
accepted as true and that can be used as a effect
basis for reasoning
similar: having many but not all qualities in
process: series of changes by which common; almost, but not exactly the same
something develops; series of changes
that leads to a result source: that from which something comes
into existence, develops, or derives; a
promote: to contribute to the growth of; to thing or place from which something
help bring into being comes or is obtained
random: haphazard course; without definite sphere: a round body, such as a ball, on
aim, direction, rule, or method; lacking a which all points are the same distance
definite plan, purpose, or pattern from the center
ratio: relation of one thing to another in stable: firmly established; not changing or
size or amount fluctuating; not easily moved or changed
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

react: to act because something has strategy: plan, scheme, or system

happened; to respond
structure: arrangement of parts or the way
recover: to get back something that has parts are arranged
been lost
survey: to look at or study in detail
refine: to separate from impurities
symbol: something that represents
regulate: to control according to rules or a something else
system
technology: use of science for practical
reject: to refuse to accept or use reasons, especially in engineering and
release: to set free; to let go industry
require: to be in need of temporary: not permanent or lasting
resource: something that lies ready for use theory: explanation of things or events
or that can be drawn on for aid or to take based on scientific knowledge resulting
care of a need from many observations and experiments;
a group of ideas or principles that explain
respond: to react to a stimulus
why or how something happens
reveal: to make known; to show or display
transfer: to carry or send from one person,
rigid: not bending or moving; stiff and hard place, or position to another

Florida Science Grade 8 241

Florida Science Academic Vocabulary Glossary

transform: to change the condition, nature,

or function of; to convert
transport: to carry from one place to
another
trend: a general movement or tendency
undergo: to go through; have happen
to one
underlie: to lie beneath
unique: being the only one; unusual;
remarkable
vary: to change; to make or become
different
version: variant of an original
visible: able to be seen; perceptible
with the eye
voluntary: acting, done, or given of one’s
own free will; by choice

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

widespread: widely scattered or prevalent

242 Florida Science Grade 8