1. technology and computing
2. computer certification

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Study Guide and Reinforcement
Student Edition
nc6.msscience.com
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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 the
Glencoe North Carolina Science Grade 6 program. Any other reproduction, for use or sale, is prohibited
without prior written permission of the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
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ISBN 0-07-867847-1
Printed in the United States of America
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Table of Contents
Chapter 1: The Nature of Science and Technology . . . . . . . . . . .1
Chapter 2: Rocks and Minerals. . . . . . . . . . . . . . . . . . . . . . . . . .5
Chapter 3: Erosional Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Chapter 4: Forces Shaping Earth . . . . . . . . . . . . . . . . . . . . . . .13
Chapter 5: Earthquakes and Volcanoes . . . . . . . . . . . . . . . . . . .15
Chapter 6: Weathering and Soil . . . . . . . . . . . . . . . . . . . . . . . .19
Chapter 7: Our Impact on Land . . . . . . . . . . . . . . . . . . . . . . . .23
Chapter 8: Exploring Space . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Chapter 9: The Sun-Earth-Moon System . . . . . . . . . . . . . . . . . .31
Chapter 10: The Solar System . . . . . . . . . . . . . . . . . . . . . . . . .35
Chapter 11: Plants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Chapter 12: Plant Processes . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Chapter 13: The Nonliving Environment. . . . . . . . . . . . . . . . . .45
Chapter 14: Interactions of Life . . . . . . . . . . . . . . . . . . . . . . . .49
Chapter 15: Ecosystems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Chapter 16: Adaptations Over Time . . . . . . . . . . . . . . . . . . . . .57
Chapter 17: Energy and Energy Resources . . . . . . . . . . . . . . . .61
Chapter 18: Thermal Energy . . . . . . . . . . . . . . . . . . . . . . . . . .65
Chapter 19: Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Chapter 20: Light, Mirrors, and Lenses . . . . . . . . . . . . . . . . . . .71
iii
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Name
Date
1
Study Guide
Class
How Science Works
Chapter
1
Directions: Using the terms, complete the summary statements below.
archaeologist
pottery
archaeology
science
cultural remains
technology
1. The use of knowledge gained through science to make new products or tools which people
can use is referred to as ____________________.
2. A scientist that studies past civilizations and their cultural remains is a(n)
____________________.
3. The process of looking at and studying things in the world in order to gain knowledge is
commonly referred to as____________________.
4. Artifacts, such as tools, weapons, rock drawings, buildings, or pottery left behind, are
considered ____________________.
5. The study of cultural remains of ancient humans is the science of ____________________.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: Discuss the two main branches of archaeology and give an example of each.
6. Branch of archaeology:
Example:
7. Branch of archaeology:
Example:
Directions: Answer the question below.
8. Explain why it is important to give each artifact a number and list its location and orientation
in the soil before removing it and taking it to the lab for further chemical analysis.
Directions: Define the term science and give a real-world example of how you use science every day.
9. Science:
Example:
The Nature of Science and Technology
1
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Name
2
Date
Study Guide
Class
Scientific Problem Solving
Chapter
1
Directions: List the basic steps used to solve scientific problems.
1.
2.
3.
4.
5.
6.
To determine which of three types of batteries last the longest, Laura used three identical flashlights, put one type of battery in each, turned them on simultaneously, and timed how long each
flashlight remained lit. Use Laura’s experiment to answer these questions.
7. What are the independent variables?
8. What are the dependent variables?
10. What are the controls?
11. How could Laura make sure her conclusions were valid?
12. If one of the flashlights went off after only one minute, what would you conclude?
13. Wallace hypothesized that batteries will last longer if he plays his boom box at low rather than
high volume. Describe how he could test his hypothesis.
2 The Nature of Science and Technology
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9. What are the constants?
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Name
3
Date
Study Guide
Class
Science, Engineering,
and Technology
Chapter
1
Directions: Answer each question in the space provided.
1. How does the work of a scientist differ from that of an engineer?
2. Explain how the concept of the Internet can be considered a new technology.
3. What is the first step in developing a technological solution to a human problem?
4. What is a prototype? Why is a prototype important when developing a new product?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: Match the type of technology to the examples given. Some answers may be used more than once.
artifact or hardware
methodology or technique
social-technical system
system of production
biotechnology
5. Internet communication
6. Ballpoint pen
7. Robotic welding system
8. DVD
9. Insect-resistant corn plants
10. e-mail communication
11. Development of agriculture by ancient civilizations
The Nature of Science and Technology
3
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Name
Date
1
Study Guide
Class
Minerals—Earth’s Jewels
Chapter
2
Directions: Use the words from the word bank to fill in the blanks in front of the correct phrases below.
apatite
kimberlite magma
rocks
graphite
quartz
gems
precipitation
fracture
minerals
calcite
mica
smelting
1. a mineral that is used to make glass
2. something that must form and be brought to Earth’s surface by through
a special type of volcanic explosion for miners to be able to get diamonds
3. solids made of two or more minerals
4. a process to melt and separate unwanted materials from a metal
5. minerals that break into jagged or rough pieces have this
6. the mineral used in pencil lead
7. one of the minerals found in bones
8. rare minerals that can be cut and polished
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9. more than 4,000 of these solid inorganic materials with unique identifying characteristics have been identified
10. the way that 25-cm manganese nodules form on the ocean floor
11. a mineral that has cleavage lines that cause it to form thin flakes when
broken
12. a mineral that can form clear crystals that cause double images
Directions: List four characteristics of gems.
13.
Directions: List seven identifying properties of minerals.
14.
Rocks and Minerals
5
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Name
2
Date
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Class
Igneous and Sedimentary
Rocks
Chapter
2
Directions: Complete the following sentences using the correct terms.
1. When melted rock cools or hardens on or under Earth’s surface, it forms
____________________ rock.
2. Igneous rock that forms on Earth’s surface is called ____________________.
3. Igneous rock that forms beneath Earth’s surface is called ____________________.
4. Rocks that are formed of pieces of other rocks, plant and animal matter, or dissolved minerals
are called ____________________ rocks.
5. Magma that flows onto Earth’s surface is called ____________________.
6. Chalk and coal are examples of a kind of sedimentary rock called ____________________
rock.
7. Melted rock can ooze out from below Earth’s surface through a crack in the crust called a(n)
____________________.
Directions: Classify the terms you used above so that the terms in each group are related.
9. Group 1
10. Group 2
6 Rocks and Minerals
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
8. Rocks called ____________________ are made up of pebbles cemented together with other
sediments.
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3
Date
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Class
Metamorphic Rocks and
the Rock Cycle
Chapter
2
Directions: Match the term in the first column with its description in the second column by writing the correct
letter in the space provided.
1. marble
a. nonfoliated metamorphic rock
2. metamorphic
b. consisting of layers of different minerals
3. foliated
c. a model of the way rocks change form
4. nonfoliated
d. pieces of rock deposited by wind, ice, gravity, or water
5. rock cycle
e. metamorphic rock having a uniform consistency
6. sediment
f. having a changed or different form
7. gneiss
g. foliated metamorphic rock
Directions: Answer the following questions on the lines provided.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
8. What is the rock cycle?
9. What is the difference between foliated and nonfoliated metamorphic rocks?
10. How are metamorphic rocks formed?
11. What are three examples of foliated metamorphic rocks?
12. What are three examples of nonfoliated metamorphic rocks?
Rocks and Minerals
7
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1
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Class
Erosional Forces
Directions: Using the word bank provided, complete the following statements.
creep
deposition
erosion
landslide
mass movement
mudflow
rock slide
slump
wins
Chapter
3
gravity
rockfalls
1. The process that wears away surface materials and moves them from one place to another is
called _________________.
2. The force of attraction that pulls all objects toward Earth’s center is _________________.
3. Blocks of rock break loose and tumble through the air in _________________.
4. A mass movement with sediments slowly shifting their positions down hill is called
_________________.
5. A combination of mass movements such as slump, rock slides and mudflow would be called
a(n)________________.
6. When agents of erosion lose energy and drop their sediments, it is referred to as
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
________________.
7. Layers of rock breaking loose and slipping downhill suddenly is a(n) ________________.
8. A mass of material slipping downhill along a curved surface creates a(n) ________________.
9. The general term used to describe erosion that happens as gravity moves materials down a
slope is ________________.
10. A thick mixture of sediment and water flowing down a slope is commonly called a(n)
________________.
11. The process of erosion may be slowed down, but mass movement cannot be eliminated
because gravity always ________________.
Directions: List three factors most mass movements have in common.
12.
13.
14.
Erosional Forces
9
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2
Date
Study Guide
Glaciers
Class
Chapter
3
Directions: Answer the following questions on the lines provided.
1. How are continental glaciers and valley glaciers similar?
2. How are continental glaciers and valley glaciers different?
Directions: Use your answers above to identify the glaciers described below. You may need to use both types to
answer a question.
3. They form U-shaped valleys.
5. They deposit till and outwash.
6. They weather rocks by plucking.
7. They form in areas that have cold temperatures all year.
8. They are now located only in the polar regions.
9. They are the kind of glaciers found in Montana today.
10. They can create cirques on the side of mountains.
10 Erosional Forces
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. They covered much of Earth during ice ages.
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Name
3
Date
Study Guide
Class
Wind
Chapter
3
Directions: Complete the following sentences using the correct terms.
1. Wind erosion called __________________ pits and polishes rocks when blown sand grains
hit them.
2. ___________________ are a common form of wind deposit in desert regions and near
oceans and lakes.
3. Much of the midwestern United States is on fertile soil that developed from
____________________ deposits.
4. ______________________ is sediment that is as fine as talcum powder.
5. Erosion and ____________________ are part of a cycle that shapes and reshapes the land.
6. ____________________ is wind erosion that can be compared to sandblasting.
7. When windblown sediments pile up behind obstacles, ___________________ are formed.
8. Abrasion and deflation are forms of ___________________ erosion.
9. Loess and dunes are ___________________ of wind-eroded sediments.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
10. ___________________ is wind erosion that picks up small particles and leaves heavier
particles behind.
11. The side of a sand dune away from the wind has a _________________ slope than the side
facing the wind.
12. ____________________ erosion is common in deserts, beaches, and plowed fields.
13. During a __________________, sand grains form a low cloud just above the ground.
14. _________________ blow topsoil from open fields, overgrazed areas, and places where
vegetation has disappeared.
15. People in many countries plant trees to act as _________________ to reduce wind erosion.
16. Along many seacoasts and deserts, _________________ is planted to reduce erosion.
17. Plants with fibrous _________________ systems, such as grasses, work best at stopping wind
erosion.
18. One common dune shape is a crescent-shaped dune known as a _________________.
Erosional Forces
11
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Date
1
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Class
Earth’s Moving Plates
Chapter
4
Directions: Match the terms from the word bank with the phrases below.
Arabian plate
asthenosphere
colliding plates
convection
crust
erupting lava
inner core
lithosphere
mantle
mountain ranges
outer core
seismic waves
separating plates
South American plate
subduction
transform boundary
volcanoes
1. the part of Earth that makes up two thirds of its mass and flows slowly
like putty
2. a layer of Earth that is like plastic. It rests under the lithosphere and the
plates move on it.
3. the kind of plates that cause mountains to form
4. these are formed when oceanic plates slide under continental plates
5. what occurs when two plates of different densities are colliding
6. the area where two plates slide past each other
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. the plate that the Nazca plate is moving toward
8. plates may move because of this type of movement in the mantle
9. the highest-pressure, hottest part of Earth that is mostly solid iron
10. these can form when plates of similar density are colliding
11. the part of Earth that is made of the crust and upper mantle and rests
on the asthenosphere.
12. islands can be formed near ocean trenches by this
13. the kind of plates that cause rift zones or high ridges to form under the sea
14. the part of Earth that contains the mountains and the valleys. It is the
least dense and thinnest layer and is thicker on the continents than
under the oceans.
15. the part of the Earth that stops or slows down seismic waves because it
is made of liquid metal
16. a plate that the African plate is moving toward
17. energy disturbances that travel through rock, and can speed up, slow
down, and be bent or stopped
Forces Shaping Earth
13
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2
Date
Study Guide
Class
Uplift of Earth’s Crust
Chapter
4
Directions: Complete the table by describing the type of mountain and giving an example of that type of mountain.
Type of mountain
Description
Example
1. Fault–block
2. Folded
4. Volcanic
Directions: Complete the following sentences using the correct terms.
5. The principle of isostasy states that Earth’s crust and ____________________ float on the
upper part of the mantle.
6. Mountains grow ____________________ and sink farther down into the mantle.
7. Icebergs are largest when they break off of a ____________________.
8. The Hawaiian Islands are volcanic mountains that formed from lava eruptions on
the ____________________.
14 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Upwarped
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Name
Date
1
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Class
Earthquakes
Chapter
5
Directions: Match the terms from the word bank with the phrases below.
elastic rebound
epicenter
fault
focus
magnitude
Mercalli
P-wave
Richter
seismic safe
seismic wave
strain
surface wave
S-wave
tsunami
1. the point where the movement occurs that causes the wave energy to start
2. the type of earthquake wave that does damage to roads and buildings
3. a type of seismic wave that causes particles to vibrate perpendicular to
the direction of the wave
4. surface of a break along which rocks move
5. the snapping back of rock when it breaks apart
6. a consequence of earthquakes that occur on the ocean floor
7. point on Earth’s surface above an earthquake’s focus
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
8. the fastest type of seismic wave, which causes rock to vibrate in the
same direction the wave is moving
9. a scale of magnitude that tells how much energy an earthquake releases
10. waves that travel through Earth
11. a scale that describes the intensity of an earthquake by the amount of
geologic and structural damage it causes
12. something measured by the height of lines traced on a seismograph by
the energy of an earthquake
13. the kind of energy that builds up as rock bends and is released when
rock breaks
14. a description for buildings that can stand up to the vibrations of an
earthquake
Directions: List three types of faults and how they form.
15.
16.
17.
Earthquakes and Volcanoes
15
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2
Date
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Class
Volcanoes
Chapter
5
Directions: Indicate whether each statement refers to a shield volcano (sh), a cinder cone volcano (cc), or
a composite volcano (cv).
1. moderate to violent eruptions throwing volcanic ash, cinders, and lava high into the air
2. largest type of volcano
3. a relatively small cone of volcanic material formed from tephra
4. sometimes erupts violently, forming a layer of tephra; sometimes a quieter eruption
forming a lava layer
5. forms along subduction zones
6. buildup of basaltic layers, forming a broad volcano with gently sloping sides
7. forms where magma is being forced up from the extreme depths within Earth, or
in areas where Earth’s plates are moving apart
8. Sunset Crater, near Flagstaff, Arizona
9. Mount St. Helens, in Washington
Directions: Match the descriptions in Column II with the items in Column I. Write the letter of the correct
description in the blank at the left.
Column II
Column I
11. pyroclastic flow
12. mudflows
13. lava
14. lava rich in silica
15. lava rich in iron and magnesium
16. tephra
a. magma when it reaches Earth’s
surface
b. ash, cinders, solidified lava
c. tends to flow easily
d. tends to be thicker and is more
resistant to flow
e. hot, glowing rock flows on
cushion of hot gases
f. often accompany eruptions,
and can be brought on by
heavy rain
16 Earthquakes and Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
10. a steep-sided mountain composed of alternating layers of lava and tephra
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Name
3
Date
Study Guide
Class
Earthquakes, Volcanoes, and
Plate Tectonics
Chapter
5
Directions: Answer the following questions on the lines provided.
1. Describe the lithosphere.
2. What are rifts? What kinds of eruptions would you expect there?
3. What happens at a convergent plate boundary? How does this set up conditions that form
volcanoes?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. Where do most volcanoes form? How did the Hawaiian Islands form?
5. Where and how do earthquakes form?
6. Describe the convection theory of tectonic plate movement.
Directions: Use the drawings to identify the types of plate boundaries.
A
B
C
7. transform boundary ______
8. convergent boundary ______
9. divergent boundary ______
Earthquakes and Volcanoes
17
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Date
1
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Class
Weathering
Chapter
6
Directions: Using the terms provided, complete the weathering comparison chart below.
animals
mechanical weathering
plant acid
chemical reactions
natural acid
plant
chemical weathering
oxidation
ice wedging
physical processes
Weathering
(1)________________
2 Types of Weathering
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(3)_______________: rocks
are broken apart; new rocks
are similar to original rocks
Definition
(2)_______________
(4)_______________:
dissolves or changes the
minerals; new rocks are different from original rocks
(5)_______________:
water freezes in rock cracks
(6)________________:
carbonic acid dissolves rock,
creating caves
(7)_______________:
roots force into cracks, then
grow and break rock
(8)________________:
oxygen and water react with
minerals to break down into
rust
Ways Weathering Occurs
(9)_______________:
digging, scratching at rocks,
causing rocks to move
(10)_________________
from decaying plants weakens rocks
Directions: Number the following events about ice wedging in the order they happen. The first step in the
sequence has been numbered for you.
11. Ice Wedging
water freezes and expands
ice melts, allowing more water to enter crack
pressure builds and extends the crack
1
water enters crack in rock
crack extends and breaks apart the rock
Weathering and Soil
19
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2
Date
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Class
The Nature of Soil
Chapter
6
Directions: Answer the following questions on the lines provided. Study the diagram of a soil profile to answer
questions 1–5.
1. Which soil layer contains the most humus?
2. How far into the soil do plant roots grow?
3. Where in this soil profile is organic matter broken down?
4. Where in this soil profile is solid rock being weathered into soil?
5. What is the name of the process by which water carries dissolved minerals from the upper
horizons down to the lower levels?
7. Why are earthworms, frost, and rodents beneficial to soil?
8. What factors help determine the type of soil, such as the thickness of the layers and their
composition?
9. Choose a factor from Question 6 and explain how it can affect the soil in an area.
20 Weathering and Soil
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. Why does the color of soil affect soil temperature?
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3
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Soil Erosion
Class
Chapter
6
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.
1. gonPliw mechanically turns and loosens the soil to grow crops.
2. When soil is moved from the place where it formed, the process
is called sieroon.
3. There is no plowing and plant stalks are left in the field in
li-toln gimnarf.
4. In artericeng, flat-topped areas are built into the sides of steep
hills and mountains to grow crops.
5. In dry regions where sheep and cattle eat the grasses, reggianvorz
increases soil erosion.
6. Each year, clearing thousands of square kilometers of nair setrof
destroys soil in the tropics.
Directions: Answer the following questions on the lines provided.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. What can be done to reduce erosion at construction sites?
8. What effect does overgrazing have on topsoil?
9. Why shouldn’t more land be cleared for farming and grazing as old land is worn out?
10. Why do people need soil?
11. What can farmers do to reduce soil erosion?
Weathering and Soil
21
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1
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Class
Population Impact on
the Environment
Chapter
7
Directions: Use the word bank provided to complete the summary paragraph about population growth.
better nutrition
carrying capacity
clean water
increased rapidly
modern medicine
population
population explosion
size
The human population has (1)____________________ in recent history. Scientists refer to this as
a(n) (2)____________________. Scientists study all the individuals of one species that occupy a
particular area and define this as a (3)____________________. They look for the factors that affect
population size and growth. They study a specific environment to determine the largest number of
individuals that environment can support—referred to as the (4)____________________. Population (5)____________________ depends on the available resources and how they are used. The
human population has increased rapidly because people are living longer due to
(6)____________________, (7)____________________, and (8)____________________.
Directions: Describe how each activity below affects the environment.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9. Using electricity:
10. Burning fossil fuels:
11. Using water:
12. Eating food:
13. Using pesticides and herbicides:
14. Using plastic:
15. Using paper:
16. Mining resources (metals or gems):
Our Impact on Land
23
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Name
2
Date
Study Guide
Class
Using Land
Chapter
7
Directions: Decide which of the following effects on the environment are due to natural causes and which are
due to the actions of people. Write natural if the cause is natural. Write people if the cause is people.
1. Fires are set by lightning in a national forest.
2. Groundwater near a sanitary landfill that is close to a school is
found to be radioactive.
3. An earthquake causes damage in some homes.
4. Increasing amounts of herbicides and pesticides are found in rivers
and groundwater.
5. A woodland area in Pennsylvania is torn up for coal mining.
6. Topsoil becomes dust and is blown from farms in a midwestern state.
7. A beach is eroded by high waves.
8. The landfills in a large city are overflowing, and the city wants to
ship its garbage to a landfill on an island south of the United States.
9. A small country can no longer feed its growing population.
Directions: Answer the following questions on the lines provided.
11. Write the number of the first item above that you decided was due to people. What would you
want to be sure of first if you were called in to solve the problem?
12. Write the number of the last item above that you decided was due to people. What would you
recommend to the people in that area?
13. Which effects might be due to farming methods?
14. Which effects could be lessened if most people practiced conservation by reusing and
recycling materials? Explain your answers.
24 Our Impact on Land
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
10. Some suburbs cannot find landfill room for the grass clippings and
leaves collected.
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Name
3
Date
Study Guide
Conserving Resources
Class
Chapter
7
Directions: Answer the following questions on the lines provided.
1. What is a recyclable object?
2. Give three reasons why paper should be recycled.
3. Why should aluminum be recycled?
4. How do container laws encourage recycling?
5. How much does recycling reduce the amount of trash a person generates in a lifetime?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. List two ways governments encourage recycling.
7. List three ways you can reduce your consumption of materials at school and at home.
8. Do you think governments should require recycling? Why or why not?
Our Impact on Land
25
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Name
Date
1
Study Guide
Class
Radiation from Space
Chapter
8
Directions: Write the correct term on the line in front of its definition.
active and adaptive
electromagnetic radiation
electromagnetic waves
Hubble space telescope
observatory
optics
radio telescope
reflecting telescope
refracting telescope
speed of light
1. an instrument with small mirrors pieced together to create a larger,
clearer image
2. carry energy through empty space and through matter
3. 300,000 km/s
4. a device placed outside Earth’s atmosphere to minimize absorption and
distortion of energy from space
5. energy that is transmitted from one place to another by electromagnetic
waves
7. telescopes with computer enhanced and corrected images
8. detects radio waves as they travel freely through Earth’s atmosphere
9. an instrument for distance viewing through a convex lens that focuses
the image to be viewed through an eyepiece
10. a building with an open roof used to house a telescope
Directions: Arrange the seven types of electromagnetic radiation from longest to shortest wavelength on the
spectrum. (Hint: Refer to Figure 1 in the text for additional help.)
Longest wavelength
Shortest wavelength
Lowest frequency
Highest frequency
16.
15.
14.
t
ligh
ible
vis
13.
12.
11.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. an instrument with a concave mirror that focuses an image on a second
mirror for viewing through the eyepiece
Exploring Space
27
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Name
2
Date
Class
Early Space Missions
Study Guide
Chapter
8
Directions: Circle the term in the puzzle that fits each clue. Then write the term on the line. The terms read
across or down.
S A T E
L
P R O J
E C T G E M
L
I
A R M A R M S
C
T E A R T
H A
N
I
T
T R O N G
I
M
T N E G E S A
J
L
I
S G A O
E O T E
L R D
I
P R O J
E C T
A P O L
R B S A N U Y S
U N
I
T A
E S
L
O P
J
P
I
M H
A C N R O C K E
T
L
A E
O
I
B
T B V O Y A G E R D E R R
E S P U T N
I
K R R M O S E
1. The Moon is a natural ____________________ of Earth.
2. The first human to set foot on the Moon was Neil ____________________.
3. The path of one object circling another is an ____________________.
5. The ____________________ probes flew past Jupiter and other planets before heading
outward toward deep space.
6. The first citizen of the United States to orbit Earth was John ____________________.
7. In ____________________, a team of American astronauts first met and connected with a
spacecraft in orbit.
8. A ____________________ travels far into the solar system, collecting information and
returning it to Earth.
9. Galileo dropped a smaller probe into Jupiter’s ____________________.
10. Cooperative missions between countries are being planned to send spacecraft to
____________________ and elsewhere.
11. Launched in 1989, ____________________ provided information about Jupiter.
12. Space exploration began when the Soviets launched ____________________, the first
artificial satellite.
13. The simplest _____________________ engine is made of a burning chamber and a nozzle.
14. Weather satellites provide information about the global weather systems on______________.
15. Project ____________________ began the United States’ effort to reach the Moon.
28 Exploring Space
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. ____________________ was the program that first sent people to the Moon.
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Name
3
Date
Study Guide
Class
Current and Future
Space Missions
Chapter
8
Directions: Identify Figure A and Figure B as a space station or a space shuttle. Before each statement at
the bottom of the page, write the name of the spacecraft that the item describes. If an item describes both types
of spacecraft, write both.
A. ______________________________
A.
B. ______________________________
B.
A
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
_________________________ 1. This spacecraft orbits Earth.
_________________________ 2. Astronauts were able to conduct experiments when working
in this.
_________________________ 3. This glides back to Earth and lands like an airplane.
_________________________ 4. The Americans launched Skylab in 1973.
_________________________ 5. This reusable spacecraft transports astronauts and
other materials.
_________________________ 6. A former Soviet cosmonaut spent a record 438 days aboard
one of these.
_________________________ 7. The Hubble Space Telescope was launched in 1990 by
one of these.
_________________________ 8. This spacecraft provides living quarters and working space
for people living and working in space.
_________________________ 9. Several countries may cooperatively build one of these
in the future.
_________________________10. Its astronauts move mechanical arms to launch and
recover satellites.
_________________________11. The Soviet craft is named Mir.
_________________________12. Its solid-fuel booster rockets are reused.
_________________________13. American astronauts spent up to 84 days working in this.
Exploring Space
29
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Name
Date
1
Study Guide
Class
Earth
Chapter
9
Directions: Complete the following statements. Write the correct word on the blank provided.
axis
seasons
revolves
rotates
equinox
solstice
elliptical
spherical
magnetic field
1. Earth is ____________________ in shape, with a slight bulge at the equator.
2. The day when the Sun reaches the greatest distance north or south of the equator is the
____________________.
3. Earth turns on its ____________________ once every 24 h.
4. Earth ____________________ around the Sun in a(n) ____________________ orbit.
5. When the Sun is directly above Earth’s equator, we refer to it as the ____________________.
6. Earth is tilted on its axis at a 23.5-degree angle creating a short period of climate change
commonly called ____________________.
7. Scientists hypothesize that the movement of material inside Earth’s core and Earth’s rotation
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
generate a(n) ____________________.
8. Earth ____________________, creating day and night.
Directions: Define the terms revolve and rotate in your own words and give an example of each.
9. Revolve:
Example:
10. Rotate:
Example:
Directions: Explain how the tilt of Earth’s axis causes seasons. (Hint: Refer to Figure 3 and your text to discuss
the hours of sunlight and angle of direct rays at different times of the year.)
11.
The Sun-Earth-Moon System
31
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Name
Date
2
Study Guide
Class
The Moon—Earth’s Satellite
Chapter
9
Directions: Identify each phase of the Moon in Figure 1 by writing its name on the line beneath the phase
shown. Then answer the following questions on the lines provided.
Figure 1
1. ____________
2. ____________
3. ____________
4. ____________
5. What phase occurs between the full moon and the third quarter?
6. What phase occurs between the third quarter and the new moon?
7. What phase occurs between the new moon and the first quarter?
8. What phase occurs between the first quarter and the full moon?
Directions: Identify Figures 2 and 3 as either a total lunar eclipse or total solar eclipse. Then on the lines
below, explain why each type of eclipse happens and who would be able to see the eclipse.
Figure 2
Sun
Light
Earth
Moon
9.
Figure 3
Shadow
Sun
Light rays
Moon
10.
11. Figure 2:
12. Figure 3:
32 The Sun-Earth-Moon System
Earth
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Shadow
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Name
3
Date
Study Guide
Class
Exploring Earth’s Moon
Chapter
9
Directions: Complete the following sentences using the terms listed below.
crust
basin
lunar
minerals
ice
shadow
water
thinner
surface
core
1. Information from Clementine helped scientists measure the thickness of the Moon’s
____________________.
2. Lunar Prospector enabled scientists to confirm that the moon has an iron-rich
____________________
3. Hydrogen is one of the elements that make up ____________________.
4. The South Pole-Aitken Basin is an impact crater, or impact ____________________, on the
surface of the Moon.
5. The Clementine spacecraft was placed in ____________________ orbit.
6. Throughout the Moon’s rotation, most of the South Pole-Aitken Basin stays in
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
____________________.
7. Clementine also took photographs for use in making a map of the Moon’s _______________.
8. Some scientists theorize that ____________________ may exist in the floors of the craters at
the Moon’s poles.
9. Data show that the Moon’s crust is ____________________ on the side of the Moon facing Earth.
10. Another kind of information collected by Clementine indicates what kinds of
____________________ make up Moon rocks.
Directions: Answer the following questions on the lines provided.
11. Why might the South Pole-Aitken Basin be a good place for a solar-powered Moon colony?
12. Where did the spacecraft Clementine get its name?
The Sun-Earth-Moon System
33
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Name
Date
1
Class
The Solar System
Study Guide
Chapter
10
Directions: List the historical models and astronomical ideas of the solar system by completing the study chart
below.
Model
1.
(also known as the
geocentric model)
Supporter of the Model
Key Ideas
early Greek
astronomers
2a.
Moon revolved around Earth, all
planets revolved around the Sun
in circular orbits
2b.
(also known as the
heliocentric model)
Johannes Kepler
3.
Modern View of
Solar System
current understanding
Directions: List the planets of our solar system in order. (Hint: refer to Figure 1 in the text for additional help.)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
12.
11.
10.
9.
8.
7.
6.
5.
4.
Sun
Directions: Describe the four steps that help explain how the solar system may have formed. (Hint: refer to
Figure 3 in the text for additional help.)
13.
14.
15.
16.
The Solar System
35
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Name
2
Date
Study Guide
Class
The Inner Planets
Chapter
10
Directions: Write the names of the inner planets as headings in the chart in the order of their position from the
Sun. Then fill in the chart using information from your textbook.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Size and
composition
Temperatures
Surface
features
Moons
(number/
names)
23.
Space
probes
36 The Solar System
24.
25.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Atmosphere
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Name
3
Date
Class
The Outer Planets
Study Guide
Chapter
10
Directions: List the outer planets across the top of the chart in the order of their usual position from the Sun.
Then fill in the chart using information from your textbook.
1.
2.
3.
4.
5.
from Eighth from
) ( Sun ) (NinthSunfrom)
(FifthSunfrom) (SixthSunfrom) (Seventh
Sun
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
Size and
Composition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Atmosphere
Below the
Atmosphere
Notable
Features
Moons
(number/
names)
Space
Probes
The Solar System
37
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Name
4
Date
Class
Other Objects in the Solar
System
Study Guide
Chapter
10
Directions: Answer the following questions on the lines provided.
1. What is the Oort Cloud, and where is it located?
2. What is an asteroid, and where are most asteroids located?
Directions: Identify Figure 1 and its parts, then answer the question that follows.
3. Figure 1:
Figure 1
A.
C
B.
B
C.
A
Directions: Identify the parts of Figure 2, then answer the question that follows.
5. A.
B.
Earth's
atmosphere
Figure 2
A
C.
Earth's
atmosphere
Earth's
atmosphere
B
C
Earth
6. What two space objects produce meteorites?
38 The Solar System
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. How does a comet begin and end?
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Name
Date
1
Study Guide
Class
Plants
Chapter
11
Directions: Write the correct term from the word bank on the line next to its definition.
binomial nomenclature
cellulose
nonvascular
Carolus Linneaus
chlorophyll
photosynthesis
cell membrane
cuticle
pigment
cell wall
green algae
vascular
1. botanist who proposed classifying plants using many characteristics
2. coloring in a plant
3. chemical compound plants make out of sugars into fibers for structure
and support
4. covering surrounds all cells and regulates the interaction between the
cell and the environment
5. probably the ancient ancestor of all land plants
6. plants containing tubelike structures used to carry water and nutrients
throughout the plant
7. process in which light energy is used to produce glucose and oxygen
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
8. plants without tubelike structures to move water and substances
9. a waxy, protective layer secreted by cells onto stems, leaves, and flowers
to slow the loss of water
10. system of naming species using a unique two-word name
11. green pigment used to trap light used in photosynthesis
12. rigid structure that supports and protects plant cells
Directions: Complete the summary chart of plant adaptations for survival on land. (Hint: Refer to Figure 4 in
the text for additional help.)
Adaptation
13.
cellulose
14.
cuticle
15.
fruits and seed cones
16.
vascular system
Purpose of Adaptation
Plants
39
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Name
2
Date
Study Guide
Class
Seedless Plants
Chapter
11
Directions: Complete the following sentences using the correct terms. Some of the terms may not be used.
vascular
mosses
nonvascular
liverworts
rhizoids
pioneer species
1. Organisms that are the first to grow in new or disturbed areas are
called ______________________________.
2. Ground pines, spike mosses, horsetails, and ferns are all types of seedless
______________________________ plants.
3. Liverworts, hornworts, and ______________________________ are seedless nonvascular
plants.
4. ______________________________ are the threadlike roots of nonvascular plants that
absorb and distribute water directly through their cell walls.
Directions: Answer the following question on the lines provided.
Directions: Classify the following plants as vascular or nonvascular.
Rose
Corn
7.
6.
Daisy
9.
40 Plants
Moss
8.
Liverwort
10.
Grass
11.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. What is the relationship between ferns and coal?
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Name
3
Date
Study Guide
Class
Seed Plants
Chapter
11
Directions: Contrast the two major groups of seed plants by completing the table. Use information from your
textbook.
Table 1
Gymnosperms
Angiosperms
1. Characteristics
2. Examples
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: Study the plants pictured below. On the line under each plant, write whether that plant is a
monocot or a dicot.
5.
3.
4.
7.
6.
Directions: Answer the following questions on the lines provided.
8. What is a seed plant?
9. What are the functions of xylem and phloem?
10. What are some economic uses of gymnosperms?
Plants
41
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Name
Date
1
Class
Photosynthesis and
Respiration
Study Guide
Chapter
12
Directions: Write the correct term on the line in front of its definition.
chlorophyll
glucose
respiration
chloroplast
guard cells
stomata
cuticle
oxygen
epidermis
photosynthesis
Definition
1. important plant sugar made in the chloroplasts
2. chemical process breaking down food and releasing energy
3. green, light-trapping pigment in chloroplasts used to make food
4. process taking place in chloroplasts during which a plant’s chlorophyll
traps light energy and sugars are produced for food
5. two cells that surround and control the opening size of the stomata
6. nearly clear, outer cell layer of a leaf
7. waste product of photosynthesis
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
8. plant organelle containing chlorophyll used to make plant sugars
9. small opening in leaf or stems used to control the amount of water
vapor, carbon dioxide, and waste that enters and exits a plant
10. waxy covering over epidermis, helps protect plant from drying out
Directions: Put these events in the order in which they happen. The first step has been numbered for you.
11. Fall leaf colors
Leaves change color as the other pigments become visible.
1
During spring and summer, light energy is reflected from the chlorophyll; while other
pigments in the leaf are hidden.
In autumn, the chlorophyll in some leaves breaks down.
The leaves appear green to the human eye.
Directions: List two reasons photosynthesis is important to organisms on Earth.
12.
13.
Plant Processes
43
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Name
Date
2
Study Guide
Class
Plant Responses
Chapter
12
Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.
1. A plant’s response to gravity is called ______.
a. phototropism
b. gravitropism
c. photosynthesis
d. photoperiodism
2. The flowering of a plant in response to change of light or dark is called ______.
a. photosynthesis b. phototropism
c. gravitropism
d. photoperiodism
3. Anything in the environment that affects the behavior of an organism is called a ______.
a. stimulus
b. positive tropism c. response
d. hormone
4. Auxins cause cells to grow ______.
a. longer on the sunny side of the stem c. shorter on the shaded side of the stem
b. shorter on the sunny side of the stem d. longer on the shaded side of the stem
5. Ethylene gas is NOT ______.
a. a plant hormone that affects ripening of fruit
b. used by growers to cause stems to lengthen
c. a stimulus
d. a cause of leaves falling down from a plant
7. The response of roots growing downward is an example of ______.
a. negative phototropism
c. negative thigmotropism
b. negative gravitropism
d. positive gravitropism
Directions: Label the responses of the stems and roots in the following diagrams. Figure 1 shows a plant’s
response after being tipped on its side for a few days. Figure 2 shows a plant’s response to sunlight. Include
whether the response is positive or negative.
Figure 1
8. stem:
9. roots:
44 Plant Processes
Figure 2
10. stem:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. Because of the effect of auxins on cell growth, plant stems grow ______.
a. away from gravity
c. toward touch
b. toward light
d. straight
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Name
Date
1
Study Guide
Class
Abiotic Factors
Chapter
13
Directions: Write the correct term on the line in front of its definition.
abiotic
elevation
temperature
atmosphere
humus
timberline
biotic
soil
water
climate
sunlight
wind
1. decaying matter found in soil
2. layer of air that surrounds Earth
3. the elevation above which trees cannot grow
4. degree of hotness or coldness measured on a scale
5. features of environment that are alive or were once alive
6. inorganic compound needed for life processes
7. nonliving, physical features of an environment
8. air currents caused by heat from the Sun that warms the air
9. distance above sea level
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
10. energy source for almost all life on Earth
11. average weather conditions in an area over time
12. mixture of mineral and rock particles, remains of dead organisms,
water, air, bacteria, fungi, insects, and worms
Directions: List the six abiotic factors and how each affects the organisms that live in the environment.
Abiotic Factor
Effect on Organisms in the Environment
13.
14.
15.
16.
17.
18.
The Nonliving Environment
45
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Name
Date
2
Study Guide
Class
Cycles in Nature
Chapter
13
Directions: Match the term in Column II with the description in Column I. Write the letter of the correct term in
the blank at the left. All terms may not be used.
Column II
1. photosynthesis is part of this continuous movement
a. nitrogen cycle
2. gas removed from the air during photosynthesis
b. evaporation
3. element that helps plants grow
c. carbon dioxide
4. process that changes nitrogen gas into compound
plants can use
d. water cycle
e. respiration
5. process of water changing from a gas to a liquid
f. nitrogen
6. transfer of nitrogen from air to soil to organism,
and back to air or soil
g. condensation
h. carbon cycle
7. process of water changing from a liquid to a gas
i. transpiration
8. continuous movement of water from Earth’s surface to
the air, and back to Earth’s surface
j. nitrogen fixation
Directions: Match the cause in the first column with the effect in the second column. Write the letter of the
correct effect in the blank at the left. An effect may have more than one cause.
9. water vapor condenses
a. soil infertility
10. fossil fuels burn
b. precipitation
11. forests are cut down
c. increase of carbon dioxide
in the air
12. clouds become large and heavy
13. nitrogen removed when harvesting crops
Directions: Answer the following questions on the lines provided.
14. What are the three primary steps of the water cycle?
15. Explain the importance of nitrogen to living things.
46 The Nonliving Environment
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Column I
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Name
3
Date
Study Guide
Class
Energy Flow
Directions: Complete the following sentences using the terms listed below.
chemosynthesis
producers
consumers
photosynthesis
Chapter
13
energy pyramid
food web
1. The production of energy-rich food molecules from chemicals is called ____________________.
2. A diagram that shows all the possible feeding, or energy transfer, relationships in a
community is called a(n) ____________________.
3. A food chain begins with ____________________.
4. ____________________ make up the second and higher steps in a food chain.
5. A diagram that shows the comparative amount of energy at each feeding level is called
a(n) ____________________.
6. The production of energy-rich sugar molecules using light energy is called ____________________.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: The steps in the following food chains are out of order. Put them in the correct order by numbering
them using 1 as the producer level. Place the number of the step in the blank at the left.
7. ______ a. hawk
8. ______ a. tiger
______ b. grain
______ b. grass
______ b. hawk
______ b. grass
______ c. mouse
______ c. deer
______ c. grouse
______ c. bear
______ d. snake
9. ______ a. grasses
10. ______ a. marmot
______ d. insects
Directions: Answer the following questions on the lines provided.
11. In the above food chains, what do all the first-step organisms have in common?
Second-step organisms?
12. Explain why an energy pyramid is in the shape of a pyramid.
The Nonliving Environment
47
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Name
Date
1
Study Guide
Class
Living Earth
Chapter
14
Directions: Use the information from your textbook to complete the summary chart below.
Vocabulary
1.
biosphere
Definition
Two Real-World Examples
a.
b.
2.
community
a.
b.
3.
ecology
a.
b.
4.
ecosystem
a.
b.
5.
habitat
a.
b.
6.
organism
a.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
b.
7.
population
a.
b.
8.
species
a.
b.
Directions: Describe a part of the biosphere and a particular community, population, and habitat in that
ecosystem.
9.
Interactions of Life
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Name
2
Date
Study Guide
Class
Populations
Chapter
14
Directions: Answer the following questions on the lines provided.
1. How can competition limit a population’s growth?
2. How can a limiting factor affect a population’s growth?
3. Which has a higher biotic potential, a pumpkin or a peach?
4. If two squirrels live in one square m of a 50 square m park, what is the park’s estimated squirrel
population?
6. What is carrying capacity?
7. Give an example of how migration affects population size.
8. Is it possible for a population with a high birth rate to decrease in size? Explain.
9. Describe how scientists measure wildlife populations such as rabbits.
50 Interactions of Life
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. What are some factors that might stop a population’s exponential growth?
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Date
3
Study Guide
Class
Interactions Within
Communities
Chapter
14
Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in
the blank at the left.
Column II
Column I
1. plant eaters
a. carnivores
2. consume wastes and dead organisms
b. consumers
3. a consumer captured and eaten by another consumer
c. omnivores
4. use the Sun to make energy-rich molecules
d. herbivores
5. animals that eat other animals
e. predators
6. eat plants and other animals
f. producers
7. consumers that capture and eat other consumers
g. decomposers
8. cannot make their own energy-rich molecules
h. prey
Directions: Select the term from the following list that matches each example.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
commensalism
mutualism
parasitism
9. A clown fish is protected by an anemone’s tentacles.
10. cyanobacteria, or alga, living in the tissues of a fungus
11. a roundworm that lives in a puppy
Directions: Label the examples below either habitat or niche.
12. A chameleon changes its colors to blend in with its surroundings.
13. Ducks and amphibians live in or near a pond.
14. Birds nest in trees.
15. A male lion’s mane attracts a mate.
16. Your cat’s sense of smell helps it find its way home.
17. Monarch butterflies eat milkweed, making them poisonous to other
species.
18. Woodpeckers use their beaks to pry insects from trees.
Interactions of Life
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1
Study Guide
Class
How Ecosystems Change
Chapter
15
Directions: Use the terms provided to complete the following summary.
birds
grasses
mammals
plants
succession
climax community
human
mosses
primary succession
trees
drought
insects
organic matter
secondary succession
fire
lichens
pioneer species
seeds
Gradual change in the types of species that live in an area is called (1)____________________.
The first species to inhabit an area, the (2)____________________, must be able to survive
(3)____________________, extreme heat and cold, and other harsh conditions. These are usually
(4)____________________. The succession that begins in a place previously without plants is
referred to as (5)____________________. As the first species of (6)____________________
arrive, and erosion takes place, the rock begins to break down into smaller pieces. As these organisms die, they add (7)____________________ to the rock. Plants, such as
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(8)____________________ and ferns grow in the new soil. The soil layer thickens, and
(9)____________________, wildflowers, and other plants take over. Eventually, the organic
buildup is enough to support shrubs and (10)____________________. At the same time, small
birds, (11)____________________, and (12)____________________ have begun to move in.
Occasionally, natural or (13)____________________ activity causes a change in the environment. These might include (14)____________________, avalanche, lumbering, or construction.
Succession that begins in a place that already has soil and was once the home of living organisms
is called (15)____________________. After a fire, the bare soil is exposed, but it already contains
the (16)____________________ of weeds, grasses, and trees. Wind and
(17)____________________ deposit more seeds and growth begins very quickly. It may take hundreds or thousands of years for the community to become relatively stable and to develop into a
(18)____________________.
Ecosystems
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Name
2
Date
Study Guide
Biomes
Class
Chapter
15
Directions: Complete the table below using information in your textbook.
Biome
Climate
Dominant plants
Characteristic
animals
1. Tundra
2. Taiga
4. Temperate
rain forest
5. Tropical
rain
forest
6. Desert
7. Grassland
54 Ecosystems
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Temperate
deciduous
forest
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Name
3
Date
Study Guide
Class
Aquatic Ecosystems
Chapter
15
Directions: Describe two life zones in the ocean and how organisms are affected by the conditions in each zone.
1.
2.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: Answer the following questions on the lines provided.
3. The illustrations above show two types of freshwater ecosystems. Which supports more
species and why?
4. What is an estuary and why is it important to marine organisms?
5. Why are wetlands protected in most areas?
6. How do coral reefs form? What makes them vulnerable to environmental stress?
Ecosystems
55
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Name
Date
1
Study Guide
Class
Ideas About Evolution
Chapter
16
Directions: Complete the chart below about evolution.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Term
1.
adaptation
2.
evolution
3.
geographic isolation
4.
gradualism
5.
mutation
6.
natural selection
7.
population
8.
punctuated
equilibrium
9.
species
10.
Definition of Term
Real-World Example
variation
Directions: Discuss the scientific ideas of Jean Baptiste de Lamarck and Charles Darwin and the scientific
evidence to support each hypothesis.
11. Lamarck:
Scientific evidence:
12. Darwin:
Scientific evidence:
Adaptations Over Time
57
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Name
2
Date
Study Guide
Clues About Evolution
Class
Chapter
16
Directions: Complete the following sentences using the correct terms.
1. Relative dating provides a(n) ________________________ of the age of a rock layer or fossil.
2. Fossils provide direct evidence that ________________________ has occurred on Earth.
3. Scientists find clues about evolution from studying ________________________, the molecule
that controls heredity and directs the development of every organism.
4. The flipper of a whale, wing of a bat, leg of a frog, and arm of a human are all examples
of ________________________ structures.
5. The human appendix, which seems to have no function, is a(n)
________________________ structure.
Directions: Answer the following questions on the lines provided.
6. In which type of rock are most fossils found?
8. Why is the fossil record not complete?
9. List other evidence of evolution.
10. Does radiometric dating produce exact results? Why or why not?
58 Adaptations Over Time
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. What two methods are used to determine the age of a rock or fossil?
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Name
3
Date
Study Guide
Class
The Evolution of Primates
Chapter
16
Directions: In the table below list three physical characteristics that all primates share. Then describe how each
of these characteristics functions or how each is adaptive.
Characteristic
Function/Adaptation
1.
2.
3.
Directions: Answer the following questions on the lines provided.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. How do hominids differ from apes?
5. In what ways do Australopithecus and Homo habilis differ?
6. What traits did the early humans, Neanderthals, and Cro-Magnons share?
7. What social behaviors do we share with Cro-Magnon humans?
Adaptations Over Time
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Name
Date
1
Class
What is energy?
Study Guide
Chapter
17
Directions: Label each situation with the type of energy it describes. Some situations may have more than
one answer.
chemical
potential
electrical
radiant
kinetic
thermal
nuclear
1. sunshine
2. a rolling ball gains more of this kind of energy when it moves faster
3. the ocean affects climate because it has so much of this kind of energy
4. a rock balanced on a ledge has this kind of energy
5. energy in the nuclei of atoms
6. energy stored in chemical bonds
7. energy produced in your body’s cells
8. energy that operates a toaster
9. energy emitted by a toaster
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
10. energy emitted by a lightbulb
11. as objects become hotter, they have more of this type of energy
12. three kinds of energy a match can help you get from firewood
13. energy of moving objects
14. energy of position
15. energy stored in gasoline
Directions: List two types of energy that depend on the mass of an object.
16.
17.
Directions: State the type of energy that is carried by light.
18.
Energy and Energy Resources
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Name
2
Date
Study Guide
Class
Energy Transformations
Chapter
17
Directions: Fill in the blanks with the terms that best complete the statements.
1. In every energy transformation, some ____________________ is released.
2. When you climb a rope, you change ____________________ energy into
____________________ energy.
3. Energy can never be created or destroyed, just ____________________ or
____________________.
4. As temperature increases, ____________________ energy increases.
5. Fireworks change ____________________ into ____________________ and
____________________ energy.
6. When a pendulum swings, if it is not continuously pushed, it will stop eventually because
some of its energy is changed into ____________________ energy.
7. In the muscle cells in your body, ____________________ energy is changed into
____________________ energy.
8. Trace the energy transformations from a hamburger you eat to riding your bike.
9. In most forms of generation of electrical energy in power plants, the last two steps are the
same. What are they?
10. Trace the energy transformations from a radio signal to the music you hear.
62 Energy and Energy Resources
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: Answer the following questions on the lines provided.
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Name
3
Date
Study Guide
Class
Sources of Energy
Chapter
17
Directions: Circle the term in parentheses that correctly completes the following statements.
1. (Oil, Wind, Water) is a fossil fuel.
2. As you go deeper into Earth, the temperature (increases, decreases, stays the same).
3. (Coal, Oil, Water) is a renewable resource.
4. (Geothermal energy, Fossil fuels, Hydroelectric energy) cause acid rain.
5. A mountainous region would be a likely source for (nuclear, hydroelectric, wind) energy.
Directions: Determine whether each of the following statements is true or false. If it is true, write true on the
line. If it is false, change the underlined term to make it true.
6. Fossil fuels cause air pollution.
7. Geothermal energy is caused by falling water.
8. A thermal cell produces electricity directly from sunlight.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9. A reflecting panel uses the kinetic energy of moving air.
10. About 68% of the electrical energy in the United States is produced by nuclear fuel.
Directions: Answer the following questions on the lines provided.
11. Explain why it would be necessary for a home using solar energy to have some type of an
energy storage device.
12. Explain how hydroelectric energy works.
13. Give two advantages and two disadvantages of using fossil fuels.
Energy and Energy Resources
63
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Date
1
Class
Temperature and
Thermal Energy
Study Guide
Chapter
18
Directions: Unscramble the words to fill in the blanks in the summary statements.
(1)____________________ (rateeputerm) is a measure of the average kinetic energy of the
(2)____________________ (oeeuscllm) in a substance. As the temperature increases, the molecules have more (3)____________________ (tiencikt greeny), and are moving
(4)____________________ (reastf). For most materials, as the temperature increases, the molecules in the material move (5)____________________ (feathrr) apart, causing the material to
(6)____________________ (pandex). When the material cools, its molecules move more
(7)____________________ (yowlls) and the material (8)____________________ (strancoct). For
the same temperature increase, (9)____________________ (udsiqli) usually expand more than
(10)____________________ (dlsois). On the (11)____________________ (iueslcs) temperature
scale, the (12)____________________ (bilingo) point of water is 100° C and the
(13)____________________ (zengerif) point of water is 0° C. The (14)____________________
(metlahr ygeren) of an object is the sum of the (15)____________________ (nkctei) and
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(16)____________________ (lontpetia) energy of all the molecules in the object.
Directions: Use the terms from the word bank to complete the section summary.
greater
height
increases
kelvin
more
temperature
thermal energy
A practical way to measure (17)____________________ is to use a thermometer. One type of
thermometer contains a liquid that expands as its temperature (18)____________________, so
that the (19)____________________ of the liquid in the tube depends on the temperature. On
the (20)____________________ temperature scale, the lowest possible temperature is 0 K. If two
glasses of water at the same temperature are poured into a container, the
(21)____________________ of the water in the container is (22)____________________ than
the thermal energy of the water in either glass, because there are (23)____________________
molecules of water in the container.
Thermal Energy
65
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2
Date
Study Guide
Class
Heat
Chapter
18
Directions: Answer the following questions on the lines provided.
1. How is heat related to thermal energy? Can an object contain heat?
2. Explain how convection could be used to heat a room with a hot radiator on one side of
the room.
Directions: Fill in the blanks with the terms that best complete the statements.
3. Heat always moves from a(n) ____________________ object to a(n) ____________________
object.
4. When two objects are in contact, heat is best transferred by ____________________.
5. Heat is transferred by conduction when ____________________ moving molecules bump into
____________________ moving molecules and transfer ____________________ energy.
7. Radiation transfers thermal energy by ____________________.
8. Heat is transferred in gases or liquids primarily by ____________________.
Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses.
9. A small pan of water at 50°C is brought into contact with a larger pan of water at 50°C. Heat is
transferred (from the large pan to the small pan, from the small pan to the large pan, not at all).
10. Convection involves (molecules moving, molecules colliding, electromagnetic waves).
11. Metals are good (reservoirs, insulators, conductors) because they transfer heat easily.
12. Cooking tools often have plastic handles because plastic is a good (conductor, insulator, reservoir)
of heat.
13. A measure of how well a substance absorbs heat is its (equivalent heat, calorie content,
specific heat).
14. Heat transfer by (convection, radiation, conduction) occurs when energy is transferred by
electromagnetic waves.
66 Thermal Energy
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. The heat from an electric space heater is transferred to you by ____________________.
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Name
3
Date
Study Guide
Class
Engines and Refrigerators
Chapter
18
Directions: Answer the following questions on the lines provided.
1. What is a heat engine?
2. In a car with a four-cycle engine, why is it an advantage to have at least four cylinders?
3. In nature heat only moves from a hotter object to a cooler object. How is it possible for a heat
pump to remove heat from a cold object and add it to a hotter object?
Directions: Identify each statement as true or false. If it is false, change the italicized term to make the
statement true.
4. In an air conditioner heat from inside the house is absorbed by coolant within pipes.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. If you let the air out of a bicycle tire, the valve becomes cold. This is because when a
gas under pressure expands, it releases energy to the environment.
6. When a heat pump is used for heating, it removes heat from the cold air outside and
adds heat to the warm air inside.
7. A diesel engine does not use spark plugs.
8. An engine that uses the process of burning fuel within the engine is called a(n) internal
combustion engine.
9. A heat engine is any device that converts thermal energy into kinetic energy.
10. In internal combustion engines, fuel burns in a combustion chamber inside the engine.
Thermal Energy
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Date
1
Class
What is sound?
Study Guide
Chapter
19
Directions: Use the terms from the word bank to fill in the summary sentence blanks.
amplitude
collide
compressions
decibel
Doppler
echolocation
energy
loudness
rarefactions
slower
vibrates
wavelength
Sound waves are produced by something that (1)____________________. Sound waves travel
through a material as particles in the material (2)____________________ with each other. Sound
waves have regions called (3)____________________, where particles are closer together, and
(4)____________________, where particles are farther apart. The distance from one compression
to the next, or from one rarefaction to the next is the (5)____________________ of the sound
wave. Sound waves usually travel (6)____________________ in gases than in solids or liquids.
The more (7)____________________ carried by a sound wave, the larger its
(8)____________________. The intensity of sound waves is measured on the
(9)____________________ scale. The (10)____________________ of a sound is the human perCopyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
ception of the intensity of the sound waves.
Directions: Decide whether the term that fills in the blank is in column A or column B and write the correct letter in the last column.
Sentence
A
B
more
less
faster than
at the same
speed as
faster
slower
warmer
colder
20
100
11.
Louder sound waves carry __________
energy than soft sound waves.
12.
Loud sounds travel __________ soft
sounds.
13.
Sound waves in cold weather travel
__________ than they do in hot weather.
14.
This is because the molecules move faster
when they are __________.
15.
An increase of 20 dB means there is
__________ times more sound energy.
16.
An object to be located by sonar can be
assumed to be farther away when the
echo takes a __________ time to return to
the sensor.
longer
shorter
17.
When a sound-emitting object moves
toward a person, the pitch of the sound
will seem __________.
lower
higher
Answer
Sound
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Date
2
Study Guide
Class
Music
Chapter
19
Directions: Answer the following questions on the lines provided.
1. What is the difference between music and noise?
2. What vibrates in each of the following to produce the initial sound?
a. your voice
b. a piano
c. a trumpet
3. What is resonance?
Directions: Fill in the blanks with the terms that best complete the statements.
5. The guitar body of an acoustic guitar resonates to ____________________ the sound when
a string is plucked.
6. ____________________ are repeated echoes of sound.
7. The pitch of the lowest sound produced by an instrument is its ____________________.
8. The shorter the string of a violin, the ____________________ the pitch.
9. In a xylophone, the longer the bar, the ____________________ the pitch.
10. When two notes very close together in pitch interfere, they produce regular changes in
loudness called ____________________.
11. The purpose of the ____________________ ear is to amplify sound.
12. ____________________ in the inner ear generate nerve impulses that are transmitted to
the brain to be interpreted as sound.
13. As people age, their ____________________ frequency hearing tends to decrease.
70 Sound
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. A musical instrument will vibrate with its ____________________ when played.
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Date
1
Study Guide
Class
Properties of Light
Chapter
20
Directions: Use the words in the word bank to complete the summary statements.
absorbs
all
blue
combining
eyes
emits
green
light bulbs
longest
orange
prism
red
reflected
Sun
violet
wavelength
white
yellow
A light source (1)____________________ countless light rays in (2)____________________
directions. Light sources include (3)____________________ and the (4)____________________.
When light strikes an object, rays are (5)____________________in all directions. You see the
object when some of the rays enter your (6)____________________.
A (7)____________________ separates a beam of white light into many colors. Each different
color of light has a different (8)____________________. The color of light with the shortest
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
wavelength is (9)____________________ and the color with the (10)____________________
wavelength is red. A black object (11)____________________ all wavelengths of visible light and
a (12)____________________ object reflects all wavelengths of visible light. The color of an
object depends on the wavelengths of light that it reflects. For example, a purple leaf reflects
(13)____________________ light and absorbs all other wavelengths. Some colors are formed by
(14)____________________ colors. The three primary colors of light are
(15)____________________, (16)____________________ and (17)____________________.
(18)____________________light, for example, can be formed by a combination of red light and
green light.
Directions: Define translucent, transparent, and opaque and give an example of an object of each type.
Definition
19.
opaque
20.
translucent
21.
transparent
Example
Light, Mirrors, and Lenses
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2
Study Guide
Class
Reflection and Mirrors
Chapter
20
Directions: Use the items listed below to label the diagram. Then complete the sentence that describes the diagram.
angle of incidence
angle of reflection
1.
the normal
2.
3.
light ray
90°
surface
The law of reflection states that the 4. ____________________ of 5. ____________________ is
equal to the 6. ____________________ of 7. ____________________.
Directions: Answer the following questions on the lines provided.
8. Light rays reflect off a rough surface.
b. What type of reflection is this? ____________________
9. Light rays reflect off a smooth surface.
a. Do the rays reflect in many directions or few? ____________________
b. What type of reflection is this? ____________________
Directions: Label each diagram as a plane mirror, a concave mirror, or a convex mirror. Draw incoming
and reflecting light rays.
10. ____________________
72 Light, Mirrors, and Lenses
11. ____________________
12. ____________________
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a. Do the rays reflect in many directions or few? ____________________
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3
Date
Study Guide
Class
Refraction and Lenses
Chapter
20
Directions: Read each pair of statements. One or both of them are correct. Circle the ones that are correct. Cross
out any incorrect ones.
1. Light travels at the same speed in all mediums.
Light travels at different speeds in different mediums.
2. Refraction is the change of speed of a light wave as it moves from one medium to another.
Refraction is the bending of a light wave as it moves from one medium to another.
3. The greater the change in the speed of a light wave, the more it refracts.
The greater the change in the speed of a light wave, the less it refracts.
4. A lens is a transparent object with at least one curved side that causes light to refract.
A lens is a transparent object with two curved sides that cause light to refract.
5. A convex lens is also called a converging lens.
A concave lens is also called a diverging lens.
Directions: Identify each statement as describing a convex lens, a concave lens, or both.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. a lens that is thicker in the center than at the edges
7. a lens that is thicker at the edges than at the center
8. causes light rays passing through it to meet at a focal point
9. has an optical axis
10. an object more than two focal lengths from the lens will have
an inverted image
11. causes light rays passing through it to diverge
12. causes light rays passing through it to refract
13. used to correct nearsightedness
14. used to correct farsightedness
15. creates a focal point
Light, Mirrors, and Lenses
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Name
Date
4
Study Guide
Class
Using Mirrors and Lenses
Chapter
20
Directions: Using complete sentences, answer the following questions about microscopes.
1. What is an objective lens?
2. What is an ocular lens?
3. Explain how a microscope allows the viewer to see very small objects?
4. Why is it important to know that the lenses in microscopes are convex lenses?
Directions: The terms below describe reflecting or refracting telescopes. Write the terms that best describe each
type in the correct column. Some terms will appear in both lists.
gathers as much light as possible
enlarges gathered light
reflects gathered light
sags when too large
more expensive
less expensive
concave mirror
lighter weight
Refracting Telescope
5.
8.
6.
9.
7.
10.
Reflecting Telescope
11.
14.
12.
15.
13.
16.
Directions: Answer the following question about cameras, using complete sentences.
17. Your friend wants to build a camera and asks you to pick up a concave lens at the hobby shop.
You say that is the wrong kind of lens. Explain why you say this and what is important to
know about a convex lens in a camera.
74 Light, Mirrors, and Lenses
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
heavy weight
convex lens
does not sag