Unit 1 Earth Science

Transcription

UNIT 1 RESOURCES
Earth Science
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ISBN : 978-0-07-879208-3
ISBN : 0-07-879208-8
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Permission is granted to reproduce the material contained herein on the condition
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teachers, and families without charge; and be used solely in conjunction with the
Glencoe Earth Science: Geology, the Environment, and the Universe program. Any
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the publisher.
Table of
Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Unit 1 Earth Science
Reproducible Student Pages
Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Chapter 1
The Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2
Mapping Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Teacher Guide and Answers
Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
iii
To the Teacher
This unit-based booklet contains resource materials to help you teach this unit more
effectively. You will find the following in the chapters:
Reproducible Pages
Hands-on Activities
MiniLab and GeoLab Worksheets: Each activity in this book is an expanded version
of each lab that appears in the Student Edition of Glencoe Earth Science: Geology,
the Environment, and the Universe. All materials lists, procedures, and questions are
repeated so that students can read and complete a lab in most cases without having a
textbook on the lab table. All lab questions are reprinted with lines on which students
can write their answers. In addition, for student safety, all appropriate safety symbols
and caution statements have been reproduced on these expanded pages. Answer pages
for each MiniLab and GeoLab are included in the Teacher Guide and Answers section at
the back of this book.
Transparency Activities
Intervention and Assessment
Study Guide: These pages help students understand, organize, and compare the main
earth science concepts in the textbook. The questions and activities also help build
strong study and reading skills. There are six study guide pages for each chapter.
Students will find these pages easy to follow because the section titles match those in
the textbook. Italicized sentences in the study guide direct students to the related topics
in the text.
The Study Guide exercises employ a variety of formats including multiple-choice,
matching, true/false, labeling, completion, and short answer questions. The clear,
easy-to-follow exercises and the self-pacing format are geared to build your students’
confidence in understanding Earth science. Answers or possible responses to all
questions are provided in the Teacher Guide and Answers section at the back of this
book.
iv
Teaching Transparency Masters and Worksheets: These transparencies relate to major
concepts that will benefit from an extra visual learning aid. Most of the transparencies
contain art or photos that extend the concepts put forth in the textbook. Others contain
art or photos directly from the Student Edition. There are 92 Teaching Transparencies,
provided here as black-and-white masters accompanied by worksheets that review the
concepts presented in the transparencies. Answers to worksheet questions are provided
in the Teacher Guide and Answers section at the back of this book.
To the Teacher
continued
Chapter Assessment: Each chapter assessment includes several sections that assess
students’ understandings at different levels.
• The Reviewing Vocabulary section tests students’ knowledge of the chapter’s
vocabulary. A variety of formats are used, including matching, multiple
choice, true/false, completion, and comparison of terms.
• The Understanding Main Ideas section consists of two parts: Part A tests
recall and basic understanding of facts presented in the chapter, while
Part B is designed to be more challenging and requires deeper comprehension
of concepts than does Part A. Students may be asked to explain processes and
relationships or to make comparisons and generalizations.
• The Thinking Critically section requires students to use several different
higher-order learning skills, such as interpreting data and discovering
relationships in graphs and tables, as well as applying their understanding of
concepts to solve problems, compare and contrast situations, and to make
inferences or predictions.
• The Applying Scientific Methods section puts students into the role of
researcher. They may be asked to read about an experiment, simulation, or
model and then apply their understanding of chapter concepts and scientific
methods to analyze and explain the procedure and results. Many of the
questions in this section are open-ended, giving students the opportunity to
demonstrate both reasoning and creative problem-solving skills.
Answers or possible responses to all questions are provided in the Teacher Guide and
Answers section at the back of this book.
STP Recording Sheet: Student Recording Sheets allow students to use the Standardized
Test Practice questions in the Student Edition as a practice for standardized tests.
STP Recording Sheets give them the opportunity to use bubble answer grids and
numbers grids for recording answers. Answers for the STP Recording Sheets can be
found in the Teacher Wraparound Edition on Standardized Test Practice pages.
Teacher Guide and Answers: Answers or possible answers for questions in this booklet
can be found in the Teacher Guide and Answers section. Materials, teaching strategies,
and content background, along with chapter references, are also provided where
appropriate.
v
Teacher Approval Initials
Date of Approval
Lab Safety Form
Name:
Date:
Lab type (circle one) : Launch Lab, MiniLab, GeoLab
Lab Title:
Read carefully the entire lab and then answer the following questions. Your teacher must initial
this form before you begin.
1. What is the purpose of the investigation?
3. Is this a design-your-own procedure? Circle:
Yes
No
4. Describe the safety procedures and additional warnings that you must follow as you perform
this investigation.
5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.
vi
2. Will you be working with a partner or on a team?
Table of
Contents
Reproducible Pages
Chapter 1 The Nature of Science
MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . 7
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
1
Name
MiniLab 1
Class
Date
Determine the relationship
between variables
How do the rates of heat absorption and release vary between soil and water?
Different substances absorb and release heat at different rates.
Procedure
1. Read and complete the lab safety form.
2. Read the procedure and create a data table to
record your temperature results.
3. Pour soil into one container until it is half full.
Time
Thermometer 1 Thermometer 2
(minutes) Temperature
Temperature
Pour water into a second container until it is half
full. Leave a third container empty.
0
4. Place one thermometer in the soil so that the bulb
5
is barely covered. Use masking tape to secure
another thermometer about 1 cm from the top of
the soil.
5. Repeat Step 4 for the empty container and the
container with water.
6. Put the containers on a sunny windowsill. Record
the temperature shown on each thermometer.
Write these values in a table. Record temperature
readings every 5 min for 30 min.
10
15
20
25
30
continue to record the temperature on each
thermometer every 5 min for 30 min.
Analyze and Conclude
1. Determine Which substance absorbed heat more quickly? Which substance lost heat more quickly?
2. Specify What was your independent variable? Your dependent variable?
3. Identify your control.
2
Chapter 1 Earth Science: Geology, the Environment, and the Universe
GeoLab and MiniLab Worksheets
7. Remove the containers from the windowsill and
Name
Class
Date
Measurement and SI Units
uppose someone asked you to measure the area of your classroom in square cubits.
What would you use? A cubit is an ancient unit of length equal to the distance from
S
the elbow to the tip of the middle finger. Today, SI is used as a standard system of
measurement.
P R E PA R AT I O N
Objectives
In this GeoLab, you will:
• Measure the area, volume, mass, and weight
of several rock samples.
• Calculate the density of each sample.
• Explain the relationships among the quantities.
Problem
Why are standard units of measure important?
Materials
water
large graduated cylinder or beaker
graph paper
balance
pieces of string
spring scale
rock samples
ruler
Safety Precautions
PROCEDURE
2. Obtain a set of rock samples from your teacher.
3. Measure the weight and length of two rock
4.
5.
6.
7.
8.
samples using a nonstandard unit of measure.
You might use your pinky, a paper clip, or
anything you choose.
Record your measurements.
Working with a partner, explain your units of
measure and which samples you measured.
Ask your partner to measure the rocks using
your units.
Record your partner's measurements.
Use the information in the Skillbuilder
Handbook to design a data table in which to
record the following measurements for each
rock sample: area, volume, mass, weight, and
density.
Carefully trace the outline of each rock onto a
9.
10.
11.
12.
piece of graph paper. Determine the area of each
sample and record the values in your data table.
Secure each rock with a piece of dry string. Place
the string loop over the hook of the spring scale
to determine the weight of each rock sample.
Record the values in your data table.
Pour water into a large graduated cylinder
until it is half full. Record this volume in the
table. Slowly lower the sample by its string into
the cylinder. Record the volume of the water.
Subtract the two values to determine the
volume of the rock sample.
Repeat Steps 9 and 10 for each rock. Make sure
the original volume of water for each rock is the
same as when you measured your first sample.
Follow your teacher's instructions about how to
use the balance to determine the mass of each
rock. Record the measurements in your table.
3
Name
Class
Date
DATA TABLE
A N A LY Z E A N D C O N C L U D E
partner's (Step 6)? If they were different, why were they?
2. What does this tell you about the importance of standard units of measure?
3. Compare the area of each of your samples with the volumes determined for the same
rock. Which is the better measurement? Explain.
4
1. How did the results of your initial measurements (Step 4) compare with your lab
Name
Class
Date
4. Calculate the density of each sample using this formula: density = mass/volume.
Record these values in your data table.
5. Does mass depend of the size or shape of a rock? Explain.
6. Identify the variables you used to determine the volume of each sample.
7. List the standard units you used in this invgation and explain the standard unit
advantages over your measurement units.
INQUIRY EXTENSION
Inquiry How could you find the volume of a rock, such as pumice, which floats in
water? Design an investigation to test your prediction.
5
Name
Class
1
MASTER
MASTER
Date
TEACHING
TEACHING TRANSPARENCY
TRANSPARENCY
Use with Chapter 1
Section 1.1
Earth Science and
Earth Systems
Geology
the study of objects
beyond Earth’s
atmosphere
Meterology
Oceanography
the study of the
materials that make up
Earth and the processes
that form and change
these materials
Environmental
Science
Earth Science
Astronomy
the study of
Earth’s oceans
the study of the
interactions of Earth
organisms and their
surroundings
the study of
weather-producing
forces in the atmosphere
Earth Systems
Atmosphere
Biosphere
all organisms on
Earth as well as the
environments in which
they live
Geosphere
includes crust,
mantle, and core
Teaching Transparency
Hydrosphere
gases surrounding
Earth, including 78%
nitrogen and
21% oxygen
water in Earth’s
oceans, seas, lakes,
rivers, glaciers, and
atmosphere
Transparency Master 1 Earth Science: Geology, the Environment, and the Universe
7
Name
WORKSHEET
Class
1
Date
Earth Science and
Earth Systems
Use with Chapter 1
Section 1.1
1. What do astronomers study?
2. Which area of Earth science deals with the blanket of air that surrounds Earth?
3. List three activities of geologists.
4. Which Earth scientists study the properties and inhabitants of saltwater bodies?
5. What are the parts of Earth’s geosphere?
6. Contrast the atmosphere with the biosphere.
7. What percentage of the hydrosphere exists as salt water? What percentage exists as
freshwater?
8. Which two gases make up 99 percent of the gases in the atmosphere? Which gas is
more abundant?
9. What are the components of the biosphere?
8
Transparency Worksheet 1 Earth Science: Geology, the Environment, and the Universe
MASTER
2
Measurements
in Science
Use with Chapter 1
Section 1.2
9
Name
WORKSHEET
Class
2
Date
Measurements
in Science
Use with Chapter 1
Section 1.2
1. What is the standard SI unit for measuring the height of the beaker?
2. If the thermometer is 25 cm long, what is its length in millimeters?
3. What is the standard SI unit for measuring the mass of the liquid in the beaker?
4. What is the standard SI unit for measuring the weight of the liquid?
5. How does the liquid’s mass differ from its weight?
6. Suppose the liquid has a mass of 179 g. Write the mass in grams using scientific notation.
7. Name one SI unit that can be used to measure the area of the top surface of the liquid.
8. Name one SI unit that can be used to measure the volume of the liquid.
9. What two scales are used in science to measure the temperature of the liquid?
10. Which temperature scale is a part of SI?
10
0
5
1
2
3
6 7
Time
8 9 10 11 12 1
2 3 4 5
6
7
P.M.
8 9 10 11 12
Graphs
A.M.
4 5
3
10
15
20
25
Air Temperature over a 24-hour Period
MASTER
Use with Chapter 1
Section 1.3
11
Temperature ( C)
Name
Class
WORKSHEET
3
Date
Graphs
Use with Chapter 1
Section 1.3
1. What type of graph is shown?
2. What is the independent variable?
3. What is the dependent variable?
4. What was the temperature at 8:00 P.M.?
5. Approximately when was the temperature 5C?
6. At what time of day was the temperature the highest?
7. At what time of day was the temperature the lowest?
8. What is the temperature when the crossover from A.M. to P.M. occurs?
9. Describe the change in temperature during the period represented in the graph.
10. How does the temperature at the end of the 24-hour period compare to the
temperature at the beginning of the period?
12
Name
Class
CHAPTER
Date
1
STUDY GUIDE
The Nature of Science
SECTION
1.1
Earth Science
In your textbook, read about the scope of Earth science.
Use the terms below to identify of the major area of Earth science that studies each
subject. Each term can be used more than once.
astronomy
meteorology
geology
oceanography
environmental science
1. Physical and chemical properties of the oceans
2. Objects beyond Earth’s atmosphere
3. Materials that make up Earth
4. Forces and processes that produce weather
5. Earth’s neighbors, distant stars, and other cosmic bodies
6. Rocks, glacial movements, and clues to Earth’s history
7. Creatures that inhabit salty water
8. Interactions of organisms and their surroundings.
Circle the letter of the choice that best completes the statement or answers the question.
9. What subspecialty of Earth science studies patterns of weather over a long period of time?
a. geochemistry
b. climatology
c. soil science
d. paleontology
10. Geochemistry is the study of which of the following?
a. habitats of organisms
b. effects of internal processes on Earth’s surface
c. Earth’s composition and processes
d. how the moon and stars affect people’s lives
11. What subspecialty of Earth science studies ancient environments?
a. paleontology
b. geochemistry
c. marine geology
d. climatology
12. Which of the following might an environmental scientist study?
a. earthquakes and mountain building
b. the remains of organisms that once lived on Earth
c. the kinds of matter in the universe
d. how organisms interact with each other and their environments
13. In what field do scientists study the processes that change Earth’s composition?
a. climatology
b. astrophysics
c. geochemistry
d. paleontology
Study Guide
13
Name
Class
CHAPTER
SECTION
1.1
1
Date
STUDY GUIDE
Earth Science, continued
In your textbook, read about Earth’s systems and Earth science in your everyday life.
For each statement below, write true or false.
14. The area from Earth’s surface to its center is the geosphere.
15. The water in Earth’s oceans, seas, lakes, rivers, and glaciers makes
up the atmosphere.
16. The blanket of gases that surround Earth is the atmosphere.
17. The mantle is the rigid outer shell of Earth.
18. The atmosphere contains about 78 percent oxygen.
19. About three percent of all freshwater on Earth is in glaciers, lakes,
rivers, and groundwater.
20. The hydrosphere includes all organisms on Earth as well as the
environments in which they live.
21. The atmosphere, biosphere, hydrosphere, and geosphere are
interdependent systems.
Answer the following questions.
22. What are the five major areas of specialization in Earth Science?
23. Describe three ways the atmosphere helps support life on Earth.
24. What is technology?
25. Name three products first developed for use in space that people now use in their
everyday lives.
14
Study Guide
Name
Class
1
CHAPTER
SECTION
Date
1.2
STUDY GUIDE
Methods of Scientists
In your textbook, read about the nature of scientific investigations.
For each item in Column A, write the letter of the matching item in Column B.
Column A
Column B
1. Testable explanation for an observation
a. independent variable
2. Organized procedure that involves making
b. constant
measurements and observations
c. hypothesis
3. Factor in an experiment that can be manipulated
by the experimenter
4. Factor in an experiment that can change if other
factors are changed
d. dependent variable
e. control
f.
experiment
5. Factor that does not change during an experiment
6. Standard for comparison that shows that the results
of an experiment are actually due to the condition
being tested
Use each of the terms below just once to complete the passage.
fire extinguisher
laboratory glassware
Wear (7)
loose clothing
safety goggles
spill
and a safety apron during any activity or experiment in
a science lab. Tie back long hair and (8)
before you begin any
investigation. Never use (9)
as food or drink containers. Know
the location and proper use of the (10)
, safety shower, fire
blanket, first aid kit, and fire alarm. Report any (11)
, accident,
or injury to your teacher immediately.
Study Guide
15
Name
Class
1
CHAPTER
SECTION
Date
1.2
STUDY GUIDE
Methods of Scientists, continued
In your textbook, read about measurement and scientific notation.
Complete the table by matching each SI unit with its measurement.
Some measurements will have more than one unit.
Celsius
centimeter
cubic centimeter
cubic meter
gram per millimeter
Kelvin
kilogram
milliliter
newton
second
millimeter
Measurement
gram per cubic centimeter
kilometer
square centimeter
liter
meter
square meter
Units
12. length
13. area
14. volume
15. mass
16. weight
17. density
18. time
19. temperature
Express each number in scientific notation.
20. 1,000,000
21. 0.01
22. 325
23. 0.00025
24. 6421
Convert each number expressed in scientific notation to a number with no exponent.
25. 1 103
26. 5 102
27. 9.99 108
28. 9.99 108
16
Study Guide
Name
Class
1
CHAPTER
SECTION
Date
1.3
STUDY GUIDE
Communication in Science
In your textbook, read about communicating results.
1. Give three reasons why communicating scientific data is important to others.
2. Describe two uses for the lab reports you write after doing an activity or experiment.
The table below shows the results of an experiment. Use the data in the table to answer
the following questions.
Time (s)
10
20
30
40
50
60
70
80
Mass of product (g)
1.5
3.2
4.3
6.0
7.7
9.2
10.4
12.1
Mass of product (g)
3. On the grid below, plot the mass of product versus time. Connect the data points with a line.
"Mass of Product vs. Time"
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
0
10
20
30
40
50
Time (s)
60
70
80
90
4. What is the independent variable in this experiment?
5. What is the dependent variable in this experiment?
6. Describe the relationship between the dependent and independent variables in this experiment.
Study Guide
17
Name
Class
CHAPTER
SECTION
1.3
1
Date
STUDY GUIDE
Communication in Science, continued
In your textbook, read about models, theories, and laws.
Use the following terms to complete the statements.
law
model
7. A scientific
theory
is an idea, a system, or a mathematical
expression that is similar to an idea being explained.
8. A scientific
is an explanation based on many observations
during repeated experiments.
9. A scientific
is a basic fact that describes the behavior of
a natural phenomenon.
10. What was one model of the solar system developed by early astronomers?
11. What is the current model of our solar system?
12. What three conditions must be satisfied for a scientific theory to be valid?
13. Under what conditions can a scientific model or theory change?
18
Study Guide
Name
CHAPTER
Class
1
Date
CHAPTER ASSESSMENT
The Nature of Science
Reviewing Vocabulary
In the space at the left, write the word or phrase in parentheses that makes
the statement correct.
1. The branch of Earth science that studies the blanket of air that surrounds
Earth is (paleontology, meteorology).
2. Most scientific studies use a standard system of units called (SI, scientific
notation), which is a modern version of the metric system.
3. Identifying rocks, studying glacial movements, and interpreting clues to
Earth’s history are all topics studied in (geology, oceanography).
4. (An experiment, A hypothesis) is a suggested explanation for
an observation.
5. The study of objects beyond Earth’s atmosphere is (geology, astronomy).
6. The water in Earth’s oceans, seas, lakes, rivers, glaciers, and in Earth’s
atmosphere makes up the (hydrosphere, biosphere).
7. Researchers use a (constant, control) in an experiment to show that the
results of the experiment are actually due to the condition being tested.
8. The application of scientific discoveries is called
(technology, paleontology).
Contrast each pair of related terms.
9. crust, mantle
10. independent variable, dependent variable
11. scientific theory, scientific law
Chapter Assessment
19
Name
CHAPTER
Class
2
1
Date
CHAPTER ASSESSMENT
Understanding Main Ideas (Part A)
Write the letter of the measurement in Column B next to its matching unit of measurement in Column A.
Column A
Column B
1. gram per milliliter
a. area
2. Kelvin
b. density
3. kilogram
c. length
4. liter
d. mass
5. meter
e. temperature
6. newton
f.
7. second
g. liquid volume
8. square centimeter
h. weight
time
In the space at the left, write true if the statement is true; if the statement is false, change the
italicized word or phrase to make it true.
9. Astronomers study Earth, its neighbors, and other matter in the
universe.
11. Meteorology is the study of materials that make up Earth and the
processes that form and change these materials.
12. Scientific methods are planned and organized, but are not rigid, step-by-
step outlines to solve problems.
13. Earth’s core consists of the rigid outer layer of the planet.
14. Earth’s atmosphere contains about 78 percent carbon dioxide.
15. Oceanographers study creatures that inhabit salty water, measure
physical and chemical properties of the oceans, and examine the effects
of human activities on the oceans.
16. The biosphere includes all organisms that live within a few meters of
Earth’s surface, at the bottom of oceans, and on the tops of mountains.
17. Scientific laws and theories cannot change.
18. About 97 percent of Earth’s water is salt water.
20
Chapter Assessment
10. Earth’s four main systems are independent of one another.
Name
CHAPTER
Class
2
1
Date
CHAPTER ASSESSMENT
Understanding Main Ideas (Part B)
Complete the table by filling in the missing information.
Number
Equivalent in Scientific Notation
1. 1,000,000
2.
106
3.
4 107
4. 0.029
5. 3356
1.18722 102
6.
7. What do paleontologists study?
8. What is studied by Earth scientists who specialize in geochemistry?
9. What is meant by the statement “technology is transferable”? Give an example to
support the statement.
10. What should you wear during a science classroom investigation that involves
pouring chemicals?
Chapter Assessment
21
Name
CHAPTER
Class
1
Date
CHAPTER ASSESSMENT
Thinking Critically
Imagine you are a member of a research team that is preparing to explore a planet named
Telos. Before traveling to Telos, you must learn as much as you can about the planet. Some of
the information that scientists have gathered about Telos is summarized below.
Surface gravitational acceleration (the rate at which a falling object speeds up): 3.3 m/s2
Composition of atmosphere: 42% carbon dioxide, 25% nitrogen, 21% oxygen, 10% water, 2% argon
Maximum temperature: 258 K
1. Your team plans to collect 100 kg of rocks on Telos and to bring the rocks back to Earth for
analysis. What will be the mass of the rocks on Earth? Explain your reasoning.
2. The rock transporter you will use on Telos is designed to carry a maximum weight of 343 N.
3. One test you will perform on each rock is to determine its density. Suppose a rock
has a mass of 6.25 kg and a volume of 0.855 L. What is the density of the rock?
4. How are the compositions of the atmospheres of Telos and Earth similar?
How are they different?
5. Are you likely to find liquid water on the surface of Telos? Explain. Hint: Assume two facts:
water freezes at 0°C on Telos; and Kelvin temperature Celsius temperature 273.
22
Chapter Assessment
Can the transporter carry the weight of all of the rocks you plan to collect? Explain.
Hint: weight (in N) = mass (in kg) gravitational acceleration (in m/s 2).
Name
CHAPTER
Class
1
Date
CHAPTER ASSESSMENT
Applying Scientific Methods
A group of students wanted to find out if changing the composition of the atmosphere could
affect the growth rate of plants. After researching the problem, they formed two hypotheses.
Hypothesis 1: Will increasing the percentage of oxygen in the atmosphere make plants grow
more rapidly?
Hypothesis 2: Will increasing the percentage of carbon dioxide in the atmosphere make
plants grow more rapidly?
Using a mixing valve and tanks of pure oxygen, carbon dioxide, and nitrogen, the students
created artificial atmospheres with varying percentages of the three gases. They adjusted the
percentage of nitrogen to compensate for changes in the other two gases. In the first experiment, the students varied the percentage of oxygen and kept the carbon dioxide level at 0.03
percent, the value in normal air. In the second experiment, the students varied the percentage
of carbon dioxide and kept the oxygen level at 21 percent, the value in normal air.
The students grew pea plants in airtight chambers, replacing the air in the chambers with
the artificial atmospheres. The students assessed the growth rate of the plants by measuring the
plants’ heights each day for 10 days.
1. Identify the independent variable and the dependent variable in Experiment 1.
2. Identify the independent variable and the dependent variable in Experiment 2.
3. The students could have done just one experiment in which they varied both the oxygen and
carbon dioxide percentages at the same time. Why do you think they chose instead to vary
the oxygen and carbon dioxide percentages in separate experiments?
4. Are the carbon dioxide level in the first experiment and the oxygen level in the second
experiment controls, constants, dependent variables, or independent variables?
Chapter Assessment
23
Name
Class
1
CHAPTER
Date
CHAPTER ASSESSMENT
Applying Scientific Methods, continued
The table below show the results of the students’ two experiments.
Experiment 1
Experiment 2
Percent
Carbon
Dioxide
Percent
Nitrogen
Growth
Rate
(mm/day)
Percent
Oxygen
Percent
Carbon
Dioxide
Percent
Nitrogen
Growth
Rate
(mm/day)
1
0.03
98.97
10
21
1
78
15
10
0.03
89.97
11
21
10
69
25
20
0.03
79.97
10
21
20
59
35
30
0.03
69.97
12
21
30
49
43
40
0.03
59.97
11
21
40
39
44
50
0.03
49.97
10
21
50
29
44
Percent
Oxygen
5. On the grids below, plot the data for each experiment. Connect the data points on
each graph with a line.
Experiment 1
Experiment 2
50
40
30
20
10
0
0
10
20 30 40
Percent oxygen
50
40
30
20
Growth rate (mm/day)
50
10
0
0
10 20 30 40 50
Percent carbon dioxide
6. Describe the relationship between growth rate and the percentage of oxygen or
carbon dioxide in these experiments.
7. Which of the students’ hypotheses correlate with the results?
8. The growth of plants also depends upon other factors, including temperature, soil
water content, and light intensity. What should the students have done with such
factors in these two experiments? Why?
24
Chapter Assessment
Name
Date
Class
CHAPTER 1
Assessment
Student Recording Sheet
Standardized Test Practice
Multiple Choice
Select the best answer from the choices given, and fill in the corresponding circle.
1.
5.
9.
2.
6.
10.
3.
7.
4.
8.
Short Answer
Answer each question with complete sentences.
11.
12.
13.
14.
15.
16.
17.
Reading for Comprehension
18.
19.
20.
25
Table of
Contents
Reproducible Pages
Chapter 2 Mapping Our World
MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . 33
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
27
Name
MiniLab 2
Class
Date
Locate Places on Earth
Determine latitude and longitude for specific places.
Procedure
2. Use a world map or globe to locate the prime meridian and the equator.
3. Take a few moments to become familiar with the grid system. Examine
lines of latitude and longitude on the map or globe.
Analysis
1. Locate the Following places:
Mount St. Helens, Washington
Niagara Falls, New York
Mt. Everest, Nepal
Great Barrier Reef, Australia
2. Locate the following cordinates, and record the names of the places there:
2707’S, 10922’W
4110’N, 11230’W
3502’N, 11102’W
304’S, 3722’E
3. Analyze How might early cartographers have located cities, mountains, or rivers without
latitude and longitude lines?
28
003’S, 9030’W
Name
Class
Date
Use a Topographic Map
opographic maps show two-dimensional representations of Earth’s surface. With
these maps, you can determine the slope a hill, what direction streams flow,
T
and where mines and other features are located. In this lab, you will use the topographic
map on the following page to determine elevation for several routes and to create a
profile showing elevation.
P R E PA R AT I O N
Problem
How can you use a topographic map to interpret
information about an area?
Materials
ruler
string
piece of paper
PROCEDURE
2. Take a piece of paper and lay it on the map so
that it intersects Point A and Point B.
3. On this piece of paper, draw a small line at
each place where a contour line intersects the
line from Point A to Point B. Also note the
elevation at each hash mark and any rivers
crossed.
4. Copy the table shown on this page into your
science journal.
5. Now take your paper where you marked your
lines and place it along the base of the table.
6. Mark a corresponding dot on the table for
each elevation.
7. Connect the dots to create a topographic
profile.
8. Use the map to answer the following questions.
Be sure to check the map's scale.
9. Use the string to measure distances between
two points that are not in a straight line. Lay
the string along curves, and then measure the
distance by laying the string along the ruler.
Remember that elevations on United States
Geological Survey (USGS) maps are given
in feet.
820
810
800
790
780
770
760
750
740
730
720
710
700
29
Name
Class
Date
A N A LY Z E A N D C O N C L U D E
1. What is the contour interval?
2. Identify what type of map scale the map utilizes..
3. Calculate the stream gradient of Big Wildhorse Creek from the Gravel Pit in
Section 21 to where the creek crosses the road in Section 34.
4. What is the highest elevation of the jeep trail? If you followed the jeep trail from the highest
point to where it intersects an unimproved road, what would be your change in elevation?
5. If you started at the bench mark (BM) on the jeep trail and hiked along the trail and
6. What is the straight-line distance between the two points in Question 4? What is the
change in elevation?
7. Does Big Wildhorse Creek flow throughout year? Explain your answer.
8. What is the shortest distance along roads from the Gravel Pit in Section 21 to the
secondary highway?
INQUITY EXTENSION
Make a Map Using what you have learned in this lab, create a torographic map of
your hometown. For more information on topographic maps, visit glencoe.com .
30
the road to the Gravel Pit in Section 21, how far would you have hiked?
Name
Class
Date
A
B
31
25N
Las Vegas
115W
110W
Memphis
Kansas
City
Chicago
100W
95W
90W
New Orleans
Houston
Denver
Minneapolis
80W
75W
25N
30N
35N
40N
45N
50N
Mapping Latitude and
Longitude
85W
Miami
Washington,
D.C.
Philadelphia
110W
100W
90W
80W
70W
105W
95W
85W
75W
65W
105W
115W
Los Angeles
Reno
Portland
120W
4
30N
35N
40N
45N
50N
125W
MASTER
Use with Chapter 2
Section 2.1
33
Name
WORKSHEET
Class
4
Date
Mapping Latitude and
Longitude
Use with Chapter 2
Section 2.1
1. What is the latitude and longitude (to the nearest degree) of the following cities?
Kansas City
Philadelphia
Reno
Minneapolis
2. Use the map to find the names of cities with the following coordinates.
30°N, 96°W
35°N, 95°W
26°N, 80°W
42°N, 88°W
3. How many kilometers north of the equator is Washington, D.C.? Show your work.
4. How many kilometers south of the north pole is Portland? Show your work.
5. Approximately how far north of Houston is Kansas City? Use degrees of latitude to
calculate your answer. Show your work.
6. Which city is closer to Greenwich, England: Los Angeles or Xi’an, China (34°N, 109°E)?
Explain your answer.
7. How many degrees of longitude separate Las Vegas from the International Date Line,
which is at 180° longitude?
34
5
MASTER
Use with Chapter 2
Section 2.2
Using Legends
14
8
Quincy
10
Gadsden
8
7
7
11
10
5
65
Bristol
18
11
20
20
Tallahassee
4
10
Hosford
267
18
8
267
65
Apalachicola
National
Forest
98
Carrabelle
65
Lanark Village
Green Point
Dog Island
Scale in miles
98
10
10
St. George
Island
Legend
10
10
98
7
20
267
U.S. Interstate
U.S. Federal
State
Passenger only
0
Auto & Passenger
0
10
Scale in kilometers
Multi-lane divided
2 & 3 lane undivided
Paved divided
Paved undivided
Gravel
Ferries
10
20
20
Capital
County seat
City
Town
Campground
Rest area
35
Name
WORKSHEET
Class
5
Date
Using Legends
Use with Chapter 2
Section 2.2
1. What type of road connects Bristol and Hosford?
2. Which road is a multi-lane divided road?
3. What type of ferry connects Carrabelle and Dog Island?
4. What is the county seat of Gadsden County?
5. Which city shown is a state capital?
6. How many rest areas are along the stretch of U.S. Interstate 10 that is shown on the map?
7. What is the driving distance in kilometers along U.S. Highway 98 between
Green Point and Carrabelle?
8. How many kilometers on Earth’s surface does 1 inch on the map equal?
36
MASTER
6
Landsat Images
Use with Chapter 2
Section 2.3
37
Name
WORKSHEET
Class
6
Date
Landsat Images
Use with Chapter 2
Section 2.3
1. The Landsat images show the volcano Mount St. Helens at different times. The red
represents vegetation, the black represents liquid water, the gray represents volcanic
ash and mud, and the white represents snow. Why do the features in these Landsat
images have different colors than those in regular photographs?
2. Describe the changes that occurred in this area of Earth’s surface between
1973 and 1983. (North is at the top of the images.)
3. What do you think caused these changes to occur?
4. Describe the changes that occurred in this area of Earth’s surface between
1983 and 1988.
5. What is remote sensing?
38
Name
Class
CHAPTER
Date
2
STUDY GUIDE
Mapping Our World
SECTION
2.1
Latitude and Longitude
In your textbook, read about latitude and longitude.
Match the definition in Column A with the term in Column B.
Column A
Column B
1. Science of mapmaking
a. prime meridian
2. Imaginary line that separates Earth into northern
b. longitude
and southern hemispheres
c. cartography
3. Distance in degrees north or south of the equator
4. Distance in degrees east or west of the prime
meridian
d. equator
e. latitude
5. Reference point for longitude that passes through
Greenwich, England, and represents 0°
In the space at the left, write true if the statement is true; if the statement is false,
change the italicized word or phrase to make it true.
6. The equator is located halfway between the north pole and the
prime meridian.
7. Lines of latitude run parallel to the equator.
8. The equator is at 180° latitude.
9. The south pole is at 90° south longitude.
10. One degree of latitude is equivalent to about 111 km on Earth’s surface.
11. Each degree of latitude is divided into 360 minutes.
12. Lines of longitude are also called meridians.
13. The prime meridian is the reference line for latitude.
14. Points east of the prime meridian are located between 0° and 180°
east longitude.
15. Lines of longitude are semicircles that extend from the north pole
to the south pole.
16. Each degree of longitude corresponds to about 111 km at the
north pole.
17. All meridians converge at the poles.
Study Guide
39
Name
Class
CHAPTER
SECTION
2.1
Date
2
STUDY GUIDE
Latitude and Longitude, continued
In your textbook, read about locating places with coordinates.
Use the map grid to answer the following questions.
A
46°01'N
B
C
46°00'N
D
45°59'N
108°46'W 108°45'W 108°44'W 108°43'W
18. What is the latitude of point A?
19. Which two points have the same latitude? What is that latitude?
20. What is the longitude of point B?
21. Which two points have the same longitude? What is that longitude?
22. What are the coordinates of point C?
In your textbook, read about time zones.
23. Into how many time zones is Earth divided?
a. 12
b. 24
c. 60
d. 360
24. Approximately how wide is each time zone?
a. 15°
b. 30°
c. 60°
d. 180°
25. The International Date Line is located at the
a. 0° line of latitude
b. 180° line of latitude
c. 0° meridian
d. 180° meridian
26. When you travel east across the International Date Line, you
a. advance your calendar one day
c. move your calendar back one day
b. advance your calendar 12 hours
d. move your calendar back 12 hours
40
Study Guide
Name
Class
CHAPTER
SECTION
2.2
2
Date
STUDY GUIDE
Types of Maps
In your textbook, read about Mercator, conic, and gnomonic projections.
Label each map projection as conic, gnomonic or Mercator.
3.
1.
2.
Write the name of the map projection—Mercator, conic, or gnomonic—for each
description.
4. Used as road and weather maps
5. Has parallel lines of latitude and longitude
6. Made by projecting points and lines from a globe onto a piece of paper
that touches the globe at a single point
7. Distorts direction and distance between landmasses
8. Exaggerates the areas of landmasses near the poles, but correctly shows
their shape
9. Made by projecting points and lines from a globe onto a cone
10. Has very little distortion in the areas or shapes of landmasses that fall
along a certain line of latitude
11. Used by navigators to plot straight routes for planes and ships
Study Guide
41
Name
Class
CHAPTER
SECTION
2.2
2
Date
STUDY GUIDE
Types of Maps, continued
In your textbook, read about topographic maps and contour lines.
Use each of the terms below just once to complete the passage.
contour interval
contour lines
hachures
index contours
Maps that show changes in elevation of Earth’s surface are called (12)
topographic maps
. On this
. The difference in
kind of map, points of equal elevation are connected by (13)
. Contour
elevation between two side-by-side contour lines is called the (14)
lines whose elevation is marked by a number on the map are known as (15)
.
, or short lines at right angles
Contour lines that indicate depressions have (16)
to the contour lines.
The contour interval on the map below is 20 m.
Use the contour map to answer the following questions.
A
B
500
400
C
0
50
D
E
17. Which of the labeled points on the map has the highest elevation?
18. What is the elevation of the highest labeled point?
19. Which of the labeled points on the map has the lowest elevation?
20. What is the elevation of the lowest labeled point?
42
Study Guide
Name
Class
CHAPTER
SECTION
2.2
Date
2
STUDY GUIDE
Types of Maps, continued
In your textbook, read about map legends and map scales.
Use each of the terms below to complete the following statements.
fractional scale
graphic scale
21. A
map legend
map scale
verbal scale
explains what the symbols on a map represent.
22. To measure distances on a map, you need to use the
, of
which there are three types.
23. A
expresses distance as a statement, such as one centimeter
is equal to one kilometer.
24. A
consists of a line that represents a certain unit of
distance, such as 5 km.
25. A
expresses distance as a ratio, such as 1:63,500.
The map and map legend below have been reduced to fit this space. Use the map and
the map legend to answer the following questions.
26. Which city on the map is closest to a campground?
27. Which highway leads to a skiing area?
28. Which two cities are connected by a railroad?
29. Look at the verbal scale. If the distance from Centerville to Oak Hills is 10 km,
how far apart should these cities be on the map?
Study Guide
43
Name
Class
CHAPTER
SECTION
2.3
Date
2
STUDY GUIDE
Remote Sensing
In your textbook, read about the electromagnetic spectrum.
1. What is the process of data gathering that uses instruments on satellites, aircraft, or ships?
a. geologic mapping
c. radar
b. sonar
d. remote sensing
2. Maps of the ocean floor made by Sea Beam technology rely on
a. visible light
b. sonar
c. radar
d. infrared radiation
3. What technology uses detectors on satellites to measure the energy intensity of
different parts of Earth surface to make maps?
a. Sea Beam
b. TOPEX/Poseidon
c. Landsat
d. Global Positioning System
4. To make detailed maps of the ocean surface, scientists use what technology?
a. the Landsat satellite
c. Sea Beam
b. TOPEX/Poseidon satellite
d. Geographic Information System
6. What would you use to accurately find your location in a forest?
a. Landsat satellite
c. Global Positioning System
b. Sea Beam
d. Geographic Information System
In your textbook, read about Landsat satellites, the Topex/Poseidon satellite, and the Global Positioning System.
Write the name of the remote sensing device—Landsat, Topex/Poseidon, or GPS—
for each description.
7. Uses a system of 27 satellites that transmit microwaves
8. Uses radar to map features, such as mountains and valleys,
that are on the ocean floor
9. Uses a handheld receiver to help people determine their exact
position on Earth
10. Creates images that show surface features as different colors
11. Used for ship and airplane navigation
12. Picks up bulges and depressions in ocean water
44
Study Guide
5. What technology uses databases to make several map layers?
a. Geographic Information System
c. Landsat satellite
b. Global Positioning System
d. TOPEX/Poseidon satellite
Name
CHAPTER
Class
2
Date
CHAPTER ASSESSMENT
Mapping Our World
In the space at the left, write the word or phrase in parentheses that makes
the statement correct.
1. The science of mapmaking is called (cartography, remote sensing).
2. The (equator, prime meridian) represents 0° longitude.
3. The International Date Line is another name for the
(equator, 180° meridian).
4. A (Mercator, conic) projection distorts areas near the poles.
5. A contour line on a (topographic, world) map connects points
of equal elevation.
6. A (map legend, map scale) explains what the symbols on a
map represent.
7. Lines of (latitude, longitude) run parallel to the equator.
8. Satellites in the Global Positioning System help users determine
their exact (position, weight).
Compare and contrast each pair of related terms.
9. latitude, longitude
10. conic projection, gnomonic projection
11. Landsat satellite, TOPEX/Poseidon satellite
Chapter Assessment
45
Name
Class
CHAPTER
2
Date
CHAPTER ASSESSMENT
1. What is the latitude of the north pole?
a. 0° north
b. 90° north
c. 180° north
2. Each degree of latitude or longitude is divided into 60 smaller units called
a. meridians.
b. grids.
c. seconds.
d. 360° north
d. minutes.
3. Which statement about lines of longitude is true?
a. They converge at the equator.
b. They converge at the poles.
c. They are parallel.
d. They locate positions in north and south directions.
4. Into how many time zones is Earth divided?
a. 12
b. 15
c. 24
d. 360
5. All flat maps distort either the shapes or the areas of landmasses because
a. the boundaries of landmasses are not known with certainty.
b. such large structures cannot be drawn accurately.
c. lines of latitude are not perfectly parallel.
d. Earth is a curved, three-dimensional object.
6. On a topographic map, the difference in elevation between two side-by-side
contour lines is called the
a. contour interval.
b. index contour.
c. depression contour.
d. hachure.
7. What is a graphic scale?
a. a statement that expresses distance, such as one centimeter equals one kilometer
b. a ratio that expresses distance, such as 1:50,000
c. a line broken into sections that represent units with each section representing
a distance on Earth’s surface
d. a diagram that shows the elevation of the hills and valleys of an area
8. GPS satellites can relay information about all of the following EXCEPT
a. position.
b. elevation.
c. direction.
46
d. weather.
Chapter Assessment
Name
CHAPTER
Class
2
Date
CHAPTER ASSESSMENT
1. Time zone boundaries do not always line up perfectly with lines of longitude. Why?
2. Why does a Mercator projection exaggerate the areas of landmasses near the poles?
3. Why do contour lines never cross?
4. Why are map scales useful?
5. How does the TOPEX/Poseidon satellite collect data?
Chapter Assessment
47
Name
CHAPTER
Class
2
Date
CHAPTER ASSESSMENT
Thinking Critically
Use the table to answer the following questions.
City
Latitude
Longitude
34S
18E
0
109E
Nome, Alaska
65N
165W
Quito, Ecuador
0°
79W
Stockholm, Sweden
59N
18E
Wellington, New Zealand
41S
175E
Cape Town, South Africa
Pontianak, Indonesia
1. Which city is closest to the International Date Line?
2. Which city is farthest from the equator?
3. What is the approximate distance between Stockholm and Cape Town? Explain your answer.
4. What is the approximate distance between Pontianak and Quito? Explain your answer.
5. When it is Thursday in Wellington, what day is it in Nome? Explain your answer.
Answer the following question.
6. Suppose you were given a topographic map that did not show index contours. What would the
map indicate about the terrain of the area shown? What would the map not indicate?
48
Chapter Assessment
Name
CHAPTER
Class
2
Date
CHAPTER ASSESSMENT
Mapping techniques can be used on other planets besides Earth. In 1996, the National
Aeronautics and Space Administration (NASA) launched a satellite called the Mars Global
Surveyor toward Mars. One of the purposes of the satellite was to collect data about the surface
of Mars. The satellite reached Mars in 1997 and then gradually slowed into a low, circular orbit
around the planet. It finally began mapping the surface of Mars in 1999, a process that was
scheduled to last nearly two years.
The Mars Global Surveyor carries a camera that can distinguish objects on the surface of
Mars that are less than 1.5 m across. It also has an instrument that measures surface elevation
as well as sensors that analyze the heat radiating from the planet’s surface. These sensors provide data about the composition of different areas of the planet. All of the information collected by the Mars Global Surveyor is transmitted to Earth in the form of radio waves. The
satellite will continue to orbit Mars for at least 50 years after its mission is completed. It does
not carry enough propellant to return to Earth.
1. The distance from Earth to Mars ranges between 78,000,000 km and 380,000,000 km,
depending on the time of year. The speed of light is 300,000 km/s. Calculate the minimum
and maximum time it takes for data transmitted by the Mars Global Surveyor to reach Earth.
2. What are the advantages of using a satellite for this project instead of sending
a team of astronauts to Mars to map the surface?
3. It takes Mars 24.6 hours to rotate once on its axis. How wide in degrees is a time
zone on Mars if each time zone represents a different hour? (Hint: Like Earth, Mars
is a sphere.)
Chapter Assessment
49
Name
CHAPTER
Class
2
Date
CHAPTER ASSESSMENT
Applying Scientific Methods, continued
This map was prepared from data collected by the Mars Global Surveyor. The dashed lines on
the map surround the base of the Martian volcano Olympus Mons.
150 W
30 N
140 W
130 W
120 W
30 N
20 N
20 N
10 N
10 N
0
150 W
140 W
130 W
0
120 W
4. In which hemisphere is the area on the map?
5. The circumference of Mars is 21,200 km. What is the approximate distance of each
degree of latitude on Mars?
(Hint: Use your answer from question 5 to convert degrees to kilometers.)
7. Can you estimate how far the base of Olympus Mons stretches from east to west
with the same accuracy? Explain why or why not.
8. The top of Olympus Mons is the highest point on Mars. It is 27 km above the average elevation on
Mars. (Because Mars has no oceans, its elevations cannot be defined with respect to sea level.) By
comparison, the highest point on Earth, Mt. Everest, is 8850 m above sea level. How many times
higher than Mt. Everest is Olympus Mons?
50
Chapter Assessment
6. How far does the base of Olympus Mons stretch from north to south?
Name
Date
Class
CHAPTER 2
Assessment
Student Recording Sheet
Standardized Test Practice
Multiple Choice
1.
4.
7.
2.
5.
8.
3.
6.
Short Answer
Answer each question with complete sentences.
9.
10.
11.
12.
13.
14.
15.
Reading for Comprehension
16.
17.
51
TEACHER GUIDE
and Answers
TEACHER GUIDE AND ANSWERS
CHAPTER 1
MiniLab 1 – Determine the
relationship between variables
1. The soil absorbed heat faster than the water did;
the soil cooled more quickly than the water did.
2. The independent variable was the medium—
soil or water. The dependent variable was
temperature.
3. The control was the empty container.
GeoLab 1 – Measurement and SI Units
1. Answers will vary. Without a standard unit of
measure, variance in measurement will increase.
2. A standard unit of measure is crucial in science
so that scientists can compare results from
experiments, results are easily understood, and
experiments can be replicated.
3. Differences among measurements will depend on
the orientation of the sample when its outline is
traced and on the ability of students to accurately
count squares to measure the area of an irregular
solid.
Teaching Transparency 1 – Earth
Science and Earth Systems
1. Earth objects beyond Earth’s atmosphere, Earth’s
neighbors, and other cosmic bodies in the
universe
2. meteorology
3. Possible responses: identify rocks, study glacial
movements, interpret clues to Earth’s history,
and determine how forces change Earth
4. oceanographers
5. the crust, athenosphere, upper mantle, lower
mantle, outer core, and inner core
6. The atmosphere is the air that surrounds Earth
and the biosphere is the life on Earth that exists
in the atmosphere, hydrosphere, and geosphere.
7. About 97 percent exists as salt water, and about
3 percent exists as freshwater.
8. nitrogen and oxygen; nitrogen
9. all organisms on Earth and the environments in
which they live
Teaching Transparency 2 –
Measurements in Science
1. meter (m)
2. length 25 cm (10 mm/1 cm) 250 mm
5. Mass depends only on the size of the samples
3. kilogram (kg)
because it is a measure of the quantity of matter
in a sample.
6. The variables were the size of the samples and the
change in the level of the water in the beaker.
7. Standard units are metric and SI units. They
make it easier to compare and replicate results.
Inquiry Extension
Answers will vary. It is less important that students
identify the correct way to test for the density of the
pumice, and more important that they accurately
indicate the process they would follow to test their
method. To find the volume of an object that floats
on water, one could use a lower-density liquid,
such as alcohol, or use a narrow stick to hold the
sample below the water level and record the volume
change. In the second method, one must assume
that the volume of the stick is negligible compared
to the volume of the sample.
54
Chapter 1 Teacher Guide and Answers
4. newton (N)
5. The liquid’s mass is the amount of matter in the
liquid, which does not vary with position. The
liquid’s weight is a measure of the gravitational
force on the liquid, which varies with position.
6. 1.79 102 g
7. Possible responses: square meter (m2) or square
centimeter (cm2)
8. Possible responses: cubic meter (m3), cubic
centimeter (cm3), liter (L), or milliliter (mL)
9. Celsius and Kelvin
10. Kelvin
Unit 1
4. Allow students to use calculators if necessary.
Teaching Transparency 3 - Graphs
1. line graph
2. time
3. temperature
4. 10 degrees Celcius
5. at about 7:30 a.m. and 11:00 p.m.
6. 3:00 p.m.
7. 3:00 a.m.
8. 17.2 degrees Celcius
9. The temperature decreased from 1:00 a.m. to 3:00
a.m., increased from 3:00 a.m. to
3:00 p.m., and decreased from 3:00 p.m. to 12:00
midnight.
10. The beginning and end temperatures are very
similar, but the temperature at the end is slightly
higher (with less than a 18C difference).
21. true
22. astronomy, meteorology, geology, oceanography,
and environmental science
23. The atmosphere is necessary for respiration;
it protects inhabitants from harmful radiation
from the Sun; and it helps keep the planet at a
temperature suitable for life.
24. Technology is the application of scientific
discoveries.
25. Answers may vary, but could include freeze-
dried foods, ski goggles, smoke detectors, and
ultralight materials used in sports equipment.
Section 1.2 Methods of Scientists
1. c
2. f
3. a
4. d
Study Guide – Chapter 1 – The Nature
of Science
5. b
6. e
Section 1.1 Earth Science
7. safety gogles
1. oceanography
8. loose clothing
2. astronomy
9. laboratory glassware
3. geology
10. fire extinguisher
4. meteorology
11. spill
5. astronomy
12. centimeter, kilometer, meter, millimeter
6. geology
13. square centimeter, square meter
7. oceanography
14. cubic centimeter, cubic meter, liter, milliter
8. environmental science
15. kilogram
9. b
16. newton
10. c
17. gram per cubic centimeter, gram per milliter
11. a
18. second
12. d
19. Celsius, Kelvin
13. c
20. 1 106
14. true
21. 1 102
15. false
22. 3.25 102
16. true
23. 2.5 104
17. false
24. 6.421 103
18. false
25. 1000
19. true
26. 500
20. false
Unit 1
55
27. 999,000,000
3. geology
28. 0.0000000999
4. A hypothesis
Section 1.3 Communication in Science
5. astronomy
1. Communicating scientific data allows others to
6. hydrosphere
learn of new discoveries, to possibly verify what
has been reported, and to conduct new
experiments using the data.
2. They can be used by the teacher to assess
Mass of product (g)
9. The crust is the rigid outer layer of Earth. The
10. An independent variable is a factor that can be
manipulated. A dependent variable is a factor
that results from manipulating the independent
variable.
"Mass of Product vs. Time"
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
8. technology
mantle is beneath the crust and has a different
composition and behavior.
understanding of the activity or experiment
or can be compared with the results of other
students.
3.
7. control
11. A scientific theory is an explanation based on
many observations during repeated experiments.
A scientific law is a basic fact that describes the
behavior of a natural phenomenon.
1. b
0
10
20
30
40
50
Time (s)
60
70
80
90
2. e
4. Time
5. mass of product
3. d
6. The mass of product increases with time.
5. c
7. model
6. h
8. theory
7. f
9. law
8. a
of our solar system and that the Sun and other
planets orbited Earth.
11. The current model holds that Earth and the
other planets in our solar system orbit the Sun.
12. The theory must be consistent with observations,
must make predictions that can be tested, and
must be the simplest explanation
of observations.
13. A scientific model or theory can change with the
discovery of new data.
Chapter Assesment – Chapter 1 – The
Nature of Science
1. meteorology
2. SI
56
10. An early model held that Earth was the center
4. g
9. true
10. interact with
11. Geology
12. true
13. crust
14. nitrogen
15. true
16. true
17. can
18. true
1. 106
2. 0.000001
3. 40,000,000
Unit 1
5. 3.356 103
1. independent variable: percentage of oxygen;
dependent variable: growth rate of pea plants
6. 118.722
7. Paleontologists study the remains of organisms
2. independent variable: percentage of carbon
dioxide; dependent variable: growth rate of
pea plants
that once lived on Earth. They also study ancient
environments.
8. Earth scientists who specialize in geochemistry
3. If they had varied both at the same time, they
would not have been able to tell which gas was
responsible for any change in plant growth rate
they observed. By doing separate experiments,
they could see the effect of varying either oxygen
or carbon dioxide.
study the Earth’s compostion and the processes
that change it.
9. The statement means that scientific discoveries
10. safety goggles and an apron
Thinking Critically
1. The mass will still be 100 kg. The mass of an
object does not change with the object’s position.
2. Yes; the weight of 100 kg of rocks on Telos is
100 kg. 3.3 m/s2 330 N, which is less than
343 N.
3. density mass/volume 6.25 kg/0.855 L
7.31 kg/L, or 7.31 g/mL
4. They are similar in that they both contain mostly
the same gases and that both are
21 percent oxygen. They are different in that the
atmosphere of Telos has more carbon dioxide,
water, and argon and less nitrogen than the
atmosphere of Earth.
4. constants
5.
Experiment 1
Experiment 2
50
can be applied to new situations. For example,
technologies used to make freeze-dried foods, ski
goggles, micro-fabrics, and ultralight
materials used in sports equipment were
developed or use in space and were later
modified for use on Earth.
50
4. 2.9 102
40
30
20
10
0
0
10
20 30 40
Percent oxygen
50
40
30
20
10
0
0
10 20 30 40 50
Percent carbon dioxide
6. The growth rate remains fairly constant as the
percentage of oxygen increases. The growth rate
increases as the percentage of carbon dioxide
increases from 1 percent to 30 percent and levels
out at higher percentages.
7. Hypothesis 2: Will increasing the percentage of
carbon dioxide in the atmosphere make plants
grow more rapidly?
8. They should have kept such factors constant in
these experiments so that they could study the
effect of only one variable on plant growth.
5. No; the freezing point of water 0°C 273
273 K. Since the maximum temperature on
Telos is 258 K, which is below the temperature
at which water freezes, all surface water on Telos
should be frozen.
Unit 1
57
CHAPTER 2
2. Houston, Memphis, Miama, Chicago
MiniLab 2 – Locate Places on Earth
3. Washington, D.C. is at 38˚N latitude, and the
1. Mount St. Helens, Washington : 46˚12’N,
122˚11’W
Niagara Falls, New York : 43˚05’N, 79˚03’W
Mt. Everest, Nepal : 27˚59’N, 86˚56’E
Great Barrier Reef, Australia : 18˚00’S, 145˚50’E
2. 0˚03’S, 90˚30’W : Galapagos Islands, Ecuador
27˚07’S, 109˚22’W : Easter Island, Chile
41˚10’N, 112˚30’W : Great Salt Lake, Utah
35˚02’N, 111˚02’W : Meteor Crater, Arizona
3˚04’S, 37˚22’E : Mt. Kilamanjaro, Tanzania
3. Students might suggest travel time, distance
measured from place to place, and landmarks
such as large trees or cliffs.
GeoLab 2 – Use a Topographic Map
1. The contour interval is 10 ft.
2. This map utilizes both a fractional and
a graphic scale.
3. The change in elevation is 750 ft. 710 ft. 40
4. The highest elevation 1071 ft. The change in
elevation 1071 ft. 750 ft. 321 ft.
distance (38˚ 0˚) (111 km/˚) 4218 km
4. Portland is at 46˚N latitude, and the north pole is
at 90˚N latitude.
distance (90˚ 46˚) (111 km/˚) 4884 km
5. Kansas City is at 39˚N latitude, and Houston is at
30˚N latitude.
distance (39˚ 30˚) (111 km/˚) 999 km
6. Los Angeles and Xi’an are at the same latitude.
Greenwich is at 0˚ longitude. Los Angeles is
118˚ west of Greenwich, and Xi’an is 109˚ east
of Greenwich. Therefore, Xi’an is closer to
Greenwich.
7. Las Vegas is at 115˚W longitude, and the
International Date Line is at
180˚ longitude. 180˚ 115˚ 65˚
Teaching Transparency 5 – Using
Legends
1. paved undivided
2. U.S. Interstate 10
3. passenger only
4. Quincy
5. Tallahassee
6. 4
5. You would have hiked approximately 5.25 mi.
7. 16.5 km
6. The straight line distance 2 mi. The change in
8. 15.4 km
elevation 1071 ft. 750 ft. 321 ft.
7. No; the topographic map symbol for the stream
indicates it is an intermittent stream.
8. The shortest distance is slightly more than 3 mi.
Inquiry Extension
Answers will vary depending on the
students’ location.
Teaching Transparency 4 – Mapping
1. Kansas City : 39˚N, 95˚W
Philadelphia : 40˚N, 75˚W
Teaching Transparency 6 – Landsat
Images
1. Regular photographs record visible light, whereas
Landsat images record warmth
radiated by objects on or near Earth’s surface.
A computer converts this energy into digital
images with the colors shown.
2. Large areas of vegetation were replaced by ash
and mud, especially on the north side of Mount
St. Helens. The area west of the volcano became
covered with ash and mud. Snow accumulated
northeast of the volcano.
Reno : 39˚N, 119˚W
Minneapolis : 45˚N, 93˚W
58
Unit 1
ft. The change in distance is 4 mi. The stream
gradient is 40 ft. 4 mi. 10 ft./mi.
equator is at 0˚ latitude.
3. Answers will vary. Students may know that
forests were buried by ash and mud from the
volcanic eruption of Mount St. Helens.
4. Much of the area that had been covered by
ash and mud once again became covered with
vegetation. Most of the snow in the area is
gone because the latter image was taken in late
summer.
5. Remote sensing is the process of collecting data
about Earth from far above Earth’s surface.
Section 2.2
Types of Maps
1. gnomonic
2. conic
3. Mercator
4. conic
5. Mercator
6. gnomonic
7. gnomonic
8. Mercator
Study Guide – Chapter 2 – Mapping
Our World
Section 2.1
1. c
2. d
3. e
4. b
5. a
6. south pole
7. true
8. 0˚
9. latitude
10. true
11. 60 minutes
12. true
13. longtitude
14. true
15. true
16. equator
17. true
18. 46˚ 01' N
19. C and D; 45˚ 59' N
9. conic
10. conic
11. gnomonic
12. topographic maps
13. contonour lines
14. contour intervals
15. index contours
16. hachures
17. B
18. 520 m
19. C
20. 340 m
21. map legend
22. geologic map
23. verbal scale
24. graphic scale
25. fractional scale
26. Oak Hills
27. Highway 33
28. Day City and Oak Hills
29. 10 cm
20. 108˚ 45' W
21. A and C; 108˚ 46' W
22. 45˚ 59' N, 108˚ 46' W
23. b
24. a
25. d
26. c
Unit 1
59
Section 2.3
Remote Sensing
1. d
1. b
2. b
2. d
3. c
3. b
4. b
4. c
5. a
5. d
6. c
6. a
7. GPS
7. c
8. Topex/ Poseidon
8. d
9. GPS
10. Landsat
11. GPS
12. Topex/ Poseidon
1. The boundaries are adjusted in local areas to
avoid the confusion that would result if, for
example, a city was split by a time zone.
2. Lines of longitude converge as they approach
Chapter Assessment – Chapter 2 –
Mapping Our World
1. cartography
2. prime meridian
3. 180˚ meridian
4. Mercator, conic
5. topographic
7. latitude
8. weight
9. Both are used to precisely locate positions on
Earth. Latitude is the distance in degrees north or
south of the equator. Longitude is the distance in
degrees east or west of the prime meridian.
10. Both are ways of making a flat map by projecting
points and lines from a globe. In a conic
projection, the points and lines are projected
onto a cone. In a gnomonic projection, the
points and lines are projected onto a piece of
paper that touches the globe at a single point.
11. Both collect data about Earth by remote sensing.
A Landsat satellite detects energy related to
the warmth of surface features. The TOPEX/
Poseidon satellite uses radar to map features on
the ocean floor.
60
3. Each contour line represents one elevation. If
two lines crossed, it would mean that the point
where they crossed had two elevations, which is
impossible.
4. They show the relationship between distances
on a map and actual distances on the surface of
Earth, which enables the map reader to measure
distances.
5. The satellite sends radar waves to the ocean’s
surface and picks up the echo that is reflected
off the water. The distance to the water’s surface
is calculated using the speed of light and the
time it takes the signal to reach the surface and
return. Variations in time indicate the presence
of certain features on the ocean floor.
Thinking Critically
1. Wellington, New Zealand
2. Nome, Alaska
3. Because both cities have the same longitude, the
distance between them equals their difference in
latitude multiplied by 111 km. The cities are on
opposite sides of the equator, so their latitudes
are added. distance (59˚ 34˚) (111 km/˚)
10,323 km
Unit 1
6. map legend
the poles, but a Mercator projection shows these
lines as being parallel. Making the lines parallel
stretches the area between them, especially near
the poles.
4. Because both cities are on the equator, the
distance between them equals their difference
in longitude multiplied by 111 km, which is the
value for longitude at the equator. distance
(109˚ 79˚) (111 km/˚) 20 868 km
5. Wednesday; Nome is east of the International
Date Line, so the calendar moves back one day.
6. The map would indicate which points on the
map were higher than others and which areas
were steeper. It would not indicate the actual
elevation of any point.
2. Answers may vary. Space flight is dangerous,
and the astronauts would be risking heir lives to
travel to a planet that humans have not visited. It
would be much more expensive to send humans
to Mars and bring them back than it is to send a
satellite and leave it in orbit. A satellite can
collect more data more quickly while in orbit
than people could on the surface. Accept all
reasonable answers.
3. 360˚ 24.6 h 14.6˚/h
4. northern hemisphere
5. 21,200 km 360˚ 58.9 km/˚
1. Minimum: 78,000,000 km 300,000 km/s
6. the base stretches approximately 10° from north
260 s.
Maximum: 380,000,000 km 300,000 km/s
1267 s
to south. 10˚ 58.9 km/˚ 589 km
7. No; lines of longitude get closer together as they
approach the poles, but this map shows the lines
as being parallel. Therefore, the map distorts
distances in the east-west direction.
8. 8850 m 8.850 km; 27 km 8.850 km 3;
Olympus Mons is three times higher than
Mt. Everest.
Unit 1
61

Unit 1 Earth Science

Transcription

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