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Georgia Performance StandardsReview Transparencies

GEORGIA

Copyright © 2009 by Pearson Education, Inc., publishing as Pearson Prentice Hall, Boston, Massachusetts 02116.All rights reserved. Printed in the United States of America. This publication is protected by copyright, andpermission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrievalsystem, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.The publisher hereby grants permission to reproduce student worksheets and tests, for classroom use only, thenumber not to exceed the number of students in each class. Notice of copyright must appear on all copies. Forinformation regarding permission(s), write to: Rights and Permissions Department, One Lake Street, Upper SaddleRiver, New Jersey 07458.

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13-digit ISBN 978-0-13-362813-5

10-digit ISBN 0-13-362813-2

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The transparencies in the Prentice Hall Georgia Perfomance StandardsReview Transparencies book are intended to serve as refreshers of thecharacteristics of science and science content material needed for masteryof the Georgia EOCT and GHSGT exams. Each transparency focuses onspecific Georgia Performance Standards.

The table of contents presents a list of each transparency identified byboth title and number. The correlation on the pages following the table ofcontents gives the complete text of each Georgia Performance Standardand the number of each transparency that reviews that standard’scontent.

Most of the transparencies begin with an illustration or other graphic.Next, the main points of the topic are presented in a bulleted list. Then,each transparency ends with questions for students to answer.

The art may support the information in the text, relay informationbeyond what appears in the text, or supply data that students can use tointerpret the text or answer the questions. The questions, in turn, aredesigned to take students beyond the material in the review points. Somequestions require an interpretation of the graphic; others give studentsan opportunity to exercise critical-thinking skills.

You can use these transparencies in several ways:

◆ The transparencies lend themselves to whole-class review. You canchoose an objective to focus on, project the related transparency, andhold a class discussion on the topic.

◆ You can set up the overhead projector with a transparency and leave itprojected for a period of time, allowing for independent review of a particular objective. Students can then view the transparency at theirconvenience.

◆ You can arrange for students to view those transparencies that coverobjectives of particular concern to them. You may wish to let studentsdecide for themselves which topics they need to review. Or you maychoose to guide them to particular transparencies you think would bemost helpful to them.

However you choose to present them, the transparencies are a valuabletool for reviewing the Georgia Performance Standards.

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TO THE TEACHER

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all.All rights reserved.

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Correlation to the Georgia Performance Standards . . . . . . viii

Co-Requisite—Characteristics of Science Transparency NumberScience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P1Scientists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P2Scientific Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P3Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P4Conducting an Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P5Scientific Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P6Testing a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P7Scientific Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P8Collecting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P9Displaying Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P10Making Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P11Drawing Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P12Using Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P13Evaluating a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P14Re-evaluating Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P15Scientific Tools and Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P16Accuracy and Precision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P17Metric Measurements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P18Units of Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P19Sources of Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P20Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P21Using Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P22Estimates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P23Scientific Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P24Modern Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P25Evaluating the Effects of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . P26Using Science to Make Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . P27Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P28Safety Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P29Safety in the Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P30Personal Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P31Laboratory Accidents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P32Flames and Heating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P33Flame Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P34Chemical Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P35Glassware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P36Sharp Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P37©

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CONTENTS

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Co-Requisite—Characteristics of Science (continued) Transparency NumberAnimal Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P38Cleaning Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P39

Co-Requisite—Content: Physical Science Transparency NumberChemical Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS1Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS2Density . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS3States of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS4The Gas Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS5Phase Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS6The Atom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS7The Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS8Group 1A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS9Group 2A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS10Group 3A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS11Group 4A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS12Group 5A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS13Group 6A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS14Group 7A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS15Group 8A Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS16Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS17Interactions Between Molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . PS18Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS19Balancing Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS20Conservation of Mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS21Exothermic and Endothermic Changes . . . . . . . . . . . . . . . . . . . . . PS22Rates of Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS23Solubility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS24Properties of Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS25Properties of Acids and Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS26The pH Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS27Carbon Chains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS28Radioactive Decay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS29Half-Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS30Nuclear Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS31Uses of Radioactivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS32Frame of Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS33Graphing Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS34Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS35Newton's First Law of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS36Newton's Second Law of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . PS37Newton's Third Law of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS38

CONTENTS (continued)

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Co-Requisite—Content: Physical Science (continued ) Transparency NumberMomentum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS39Universal Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS40Gravitational Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS41Planetary Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS42Projectile and Circular Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS43Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS44Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS45Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS46Inclined Plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS47Levers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS48Wheel and Axle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS49Pulleys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS50Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS51Energy Conversion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS52Hydroelectric Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS53Heat and Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS54Methods of Heat Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS55Conduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS56Convection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS57Radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS58Mechanical Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS59Surface Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS60Properties of Mechanical Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . PS61Interference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS62Sound Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS63The Doppler Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS64Electromagnetic Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS65The Electromagnetic Spectrum . . . . . . . . . . . . . . . . . . . . . . . . . . . PS66Radio Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS67Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS68Refraction and Diffraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS69Polarization of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS70Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS71Electric Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS72Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS73Producing Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS74Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS75

Co-Requisite—Content: Biology Transparency NumberHomeostasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B1The Chemical Basis of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B2Calories and Organic Molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . B3

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Co-Requisite—Content: Biology (continued ) Transparency NumberReaction Rates and Enzymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B4Food Chains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B5Food Webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B6Energy Pyramids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B7Cycles of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B8Ecological Succession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B9Major Biomes of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B10Aquatic Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B11Population Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B12Interactions Among Living Things . . . . . . . . . . . . . . . . . . . . . . . . . B13Pollution in Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B14The Cellular Basis of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B15Cell Organelles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B16Eukaryotic Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B17Active and Passive Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B18Diffusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B19Osmosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B20Photosynthesis and Respiration . . . . . . . . . . . . . . . . . . . . . . . . . . . B21ATP and ADP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B22The Cell Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B23Regulating the Cell Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B24Principles of Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B25Punnett Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B26Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B27Nucleotides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B28The Structure of DNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B29DNA Replication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B30DNA, Genes, and Chromosomes . . . . . . . . . . . . . . . . . . . . . . . . . . B31Transcription . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B32Translation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B33Protein Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B34The Roles of DNA and RNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B35Point Mutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B36Chromosomal Mutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B37Significance of Mutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B38Genetic Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B39Human Chromosomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B40Patterns of Inheritance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B41Natural Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B42Homologous Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B43Genetic Variation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B44Origin of Life on Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B45Extinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B46

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Co-Requisite—Content: Biology (continued ) Transparency NumberAdaptive Radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B47Classifying Organisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B48Evolutionary Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B49Molecular Clocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B50Six Kingdoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B51Prokaryotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B52Beneficial Bacteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B53Viruses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B54Bacteria and Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B55Viruses and Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B56Protists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B57Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B58Symbiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B59Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B60Vascular Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B61Spore-Producing Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B62Reproduction in Spore-Producing Plants . . . . . . . . . . . . . . . . . . . . B63Plant Stomata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B64Seed-Producing Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B65Reproduction in Seed-Producing Plants . . . . . . . . . . . . . . . . . . . . . B66Plant Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B67Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B68Parasitism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B69Arthropods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B70Vertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B71Embryonic Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B72Levels of Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B73Organ Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B74Invertebrate Digestive Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B75Invertebrate Respiratory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . B76Invertebrate Circulatory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . B77Invertebrate Nervous Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B78Vertebrate Digestive Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B79Vertebrate Respiratory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B80Vertebrate Circulatory Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . B81Vertebrate Nervous Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B82Learned and Innate Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . B83Evolution of Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B84

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SCSh1: Students will evaluate the importance of curiosity, honesty, openness,

and skepticism in science.

SCSh1.a: Exhibit the above traits in their own scientific activities. P2, P3

SCSh1.b: Recognize that different explanations often can be given for the same

evidence. P12

SCSh1.c: Explain that further understanding of scientific problems relies on the P11

design and execution of new experiments which may reinforce or weaken

opposing explanations.

SCSh2: Students will use standard safety practices for all classroom laboratory

and field investigations.

SCSh2.a: Follow correct procedures for use of scientific apparatus. P16, P24

SCSh2.b: Demonstrate appropriate technique in all laboratory situations. P18, P24

SCSh2.c: Follow correct protocol for identifying and reporting safety problems P29–P39

and violations.

SCSh3: Students will identify and investigate problems scientifically.

SCSh3.a: Suggest reasonable hypotheses for identified problems. P7

SCSh3.b: Develop procedures for solving scientific problems. P5, P6

SCSh3.c: Collect, organize and record appropriate data. P9

SCSh3.d: Graphically compare and analyze data points and/or summary statistics. P10

SCSh3.e: Develop reasonable conclusions based on data collected. P11

SCSh3.f: Evaluate whether conclusions are reasonable by reviewing the process and P13

checking against other available information.

Georgia Performance Standard Transparency

Co-Requisite—Characteristics of Science

Habits of Mind

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SCSh4: Students use tools and instruments for observing, measuring, and

manipulating scientific equipment and materials.

SCSh4.a: Develop and use systematic procedures for recording and organizing P8

information.

SCSh4.b: Use technology to produce tables and graphs. P10, P22

SCSh4.c: Use technology to develop, test, and revise experimental or mathematical P21, P22

models.

SCSh5: Students will demonstrate the computation and estimation skills necessary

for analyzing data and developing reasonable scientific explanations.

SCSh5.a: Trace the source on any large disparity between estimated and calculated P23

answers to problems.

SCSh5.b: Consider possible effects of measurement errors on calculations. P20

SCSh5.c: Recognize the relationship between accuracy and precision. P17

SCSh5.d: Express appropriate numbers of significant figures for calculated data, P16

using scientific notation where appropriate.

SCSh5.e: Solve scientific problems by substituting quantitative values, using P9, P19

dimensional analysis and/or simple algebraic formulas as appropriate.

SCSh6: Students will communicate scientific investigations and information

clearly.

SCSh6.a: Write clear, coherent laboratory reports related to scientific investigations. P28

SCSh6.b: Write clear, coherent accounts of current scientific issues, including possible P27

alternative interpretations of the data.

SCSh6.c: Use data as evidence to support scientific arguments and claims in written P28

or oral presentations.

SCSh6.d: Participate in group discussions of scientific investigation and current P25, P26

scientific issues.

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The Nature of Science

SCSh7: Students analyze how scientific knowledge is developed. Students

recognize that:

SCSh7.a: The universe is a vast single system in which the basic principles are the P1

same everywhere.

SCSh7.b: Universal principles are discovered through observation and experimental P1

verification.

SCSh7.c: From time to time, major shifts occur in the scientific view of how the world P15

works. More often, however, the changes that take place in the body of scientific

knowledge are small modifications of prior knowledge. Major shifts in scientific

views typically occur after the observation of a new phenomenon or an insightful

interpretation of existing data by an individual or research group.

SCSh7.d: Hypotheses often cause scientists to develop new experiments that produce P7

additional data.

SCSh7.e: Testing, revising, and occasionally rejecting new and old theories never ends. P14

SCSh8: Students will understand important features of the process of scientific

inquiry. Students will apply the following to inquiry learning practices:

SCSh8.a: Scientific investigators control the conditions of their experiments in order P5, P8

to produce valuable data.

SCSh8.b: Scientific researchers are expected to critically assess the quality of data P12

including possible sources of bias in their investigations’ hypotheses, observations,

data analyses, and interpretations.

SCSh8.c: Scientists use practices such as peer review and publication to reinforce P14

the integrity of scientific activity and reporting.

SCSh8.d: The merit of a new theory is judged by how well scientific data are P15

explained by the new theory.

SCSh8.e: The ultimate goal of science is to develop an understanding of the natural P2

universe which is free of biases.

SCSh8.f: Science disciplines and traditions differ from one another in what is studied, P4

techniques used, and outcomes sought.


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SPS1: Students will investigate our current understanding of the atom.

SPS1.a: Examine the structure of the atom in terms of PS7, PS8, PS40

• proton, electron, and neutron locations.

• atomic mass and atomic number.

• atoms with different numbers of neutrons (isotopes).

• explain the relationship of the proton number to the element’s identity.

SPS1.b: Compare and contrast ionic and covalent bonds in terms of electron PS17, PS18

movement.

SPS2: Students will explore the nature of matter, its classifications, and its system

for naming types of matter.

SPS2.a: Calculate density when given a means to determine a substance’s mass PS3

and volume.

SPS2.b: Predict formulas for stable binary ionic compounds based on balance PS17

of charges.

SPS2.c: Use IUPAC nomenclature to transition between chemical names and chemical PS17

formulas of

• binary ionic compounds (containing representative elements).

• binary covalent compounds (i.e. carbon dioxide, carbon tetrachloride).

SPS2.d: Demonstrate the Law of Conservation of Matter in a chemical reaction. PS20, PS21

SPS2.e: Apply the Law of Conservation of Matter by balancing the following types of PS20

chemical equations:

• Synthesis

• Decomposition

• Single Replacement

• Double Replacement

SPS4: Students will investigate the arrangement of the Periodic Table.

SPS4.a: Determine the trends of the following: PS8–PS16

• Number of valence electrons

• Types of ions formed by representative elements

• Location of metals, nonmetals, and metalloids

• Phases at room temperature


Co-Requisite—Content: Physical Science

SPS4: Students will investigate the arrangement of the Periodic Table. (continued)



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SPS4.b: Use the Periodic Table to predict the above properties for representative PS1, PS9–PS16, PS28

elements.

SPS5: Students will compare and contrast the phases of matter as they relate to

atomic and molecular motion.

SPS5.a: Compare and contrast the atomic/molecular motion of solids, liquids, PS4, PS6

gases and plasmas.

SPS5.b: Relate temperature, pressure, and volume of gases to the behavior of gases. PS5

SPS6: Students will investigate the properties of solutions.

SPS6.a: Describe solutions in terms of PS2, PS25

• solute/solvent

• conductivity

• concentration

SPS6.b: Observe factors affecting the rate a solute dissolves in a specific solvent. PS24

SPS6.c: Demonstrate that solubility is related to temperature by constructing a PS24

solubility curve.

SPS6.d: Compare and contrast the components and properties of acids and bases. PS26, PS27

SPS6.e: Determine whether common household substances are acidic, basic, or neutral. PS27

SPS7: Students will relate transformations and flow of energy within a system.

SPS7.a: Identify energy transformations within a system (e.g. lighting of a match). PS19, PS22, PS23,

PS51–PS53,

PS74, PS75

SPS7.b: Investigate molecular motion as it relates to thermal energy changes in terms PS55–PS58

of conduction, convection, and radiation.

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SPS7.c: Determine the heat capacity of a substance using mass, specific heat, PS54

and temperature.

SPS7.d: Explain the flow of energy in phase changes through the use of a PS6

phase diagram.

SPS8: Students will determine relationships among force, mass, and motion.

SPS8.a: Calculate velocity and acceleration. PS33–PS36

SPS8.b: Apply Newton’s three laws to everyday situations by explaining the following: PS36–PS39

• Inertia

• Relationship between force, mass and acceleration

• Equal and opposite forces

SPS8.c: Relate falling objects to gravitational force. PS41–PS43

SPS8.d: Explain the difference in mass and weight. PS37

SPS8.e: Calculate amounts of work and mechanical advantage using simple machines. PS44—PS50

SPS9: Students will investigate the properties of waves.

SPS9.a: Recognize that all waves transfer energy. PS59–PS70

SPS9.b: Relate frequency and wavelength to the energy of different types of PS61, PS66

electromagnetic waves and mechanical waves.

SPS9.c: Compare and contrast the characteristics of electromagnetic and mechanical PS59, PS65

(sound) waves.

SPS9.d: Investigate the phenomena of reflection, refraction, interference, PS62, PS68, PS69

and diffraction.

SPS9.e: Relate the speed of sound to different mediums. PS63

SPS9.f: Explain the Doppler Effect in terms of everyday interactions. PS64

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SPS10: Students will investigate the properties of electricity and magnetism.

SPS10.a: Investigate static electricity in terms of PS71

• friction

• induction

• conduction

SPS10.b: Explain the flow of electrons in terms of PS72–PS74

• alternating and direct current.

• the relationship among voltage, resistance and current.

• simple series and parallel circuits.

SPS10.c: Investigate applications of magnetism and/or its relationship to the PS75

movement of electrical charge as it relates to

• electromagnets

• simple motors

• permanent magnets

SB1: Students will analyze the nature of the relationships between structures and

functions in living cells.

SB1.a: Explain the role of cell organelles for both prokaryotic and eukaryotic cells, B1, B15–B18, B23,

including the cell membrane, in maintaining homeostasis and cell reproduction. B24, B33, B34, B73

SB1.b: Explain how enzymes function as catalysts. B4

SB1.c: Identify the function of the four major macromolecules B2, B3, B28

(i.e., carbohydrates, proteins, lipids, nucleic acids).

SB1.d: Explain the impact of water on life processes (i.e., osmosis, diffusion). B18–B20

SB2: Students will analyze how biological traits are passed on to successive

generations.

SB2.a Distinguish between DNA and RNA. B32, B35

SB2.b Explain the role of DNA in storing and transmitting cellular information. B29–B35

Co-Requisite—Content: Biology


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SB2.c: Using Mendel’s laws, explain the role of meiosis in reproductive variability. B25–B27, B40, B41

SB2.d: Describe the relationships between changes in DNA and potential appearance B36–B39, B41

of new traits including

• Alterations during replication.

•Insertions

•Deletions

•Substitutions

•Mutagenic factors that can alter DNA.

•High energy radiation (x-rays and ultraviolet)

•chemical

SB2.e: Compare the advantages of sexual reproduction and asexual reproduction in B23, B27

different situations.

SB2.f: Examine the use of DNA technology in forensics, medicine, and agriculture. P26, B44

SB3: Students will derive the relationship between single-celled and multi-celled

organisms and the increasing complexity of systems.

SB3.a: Explain the cycling of energy through the processes of photosynthesis B21, B22

and respiration.

SB3.b: Compare how structures and function vary between the six kingdoms B16, B51, B52, B57,

(archaebacteria, eubacteria, protists, fungi, plants, and animals). B58, B60–B63, B65,

B66, B68, B70–B72,

B74–B82

SB3.c: Examine the evolutionary basis of modern classification systems. B43, B47–B49,

B51, B60, B71

SB3.d: Compare and contrast viruses with living organisms. B54, B56

SB4: Students will assess the dependence of all organisms on one another and

the flow of energy and matter within their ecosystems.

SB4.a: Investigate the relationships among organisms, populations, communities, B10–B13, B55,

ecosystems, and biomes. B59, B69

SB4.b: Explain the flow of matter and energy through ecosystems by B5–B8

• Arranging components of a food chain according to energy flow.

• Comparing the quantity of energy in the steps of an energy pyramid.

• Explaining the need for cycling of major nutrients (C, O, H, N, P).


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SB4.c: Relate environmental conditions to successional changes in ecosystems. B9

SB4.d: Assess and explain human activities that influence and modify the B14

environment such as global warming, population growth, pesticide use, and water

and power consumption.

SB4.e: Relate plant adaptations, including tropisms, to the ability to survive stressful B64, B65, B67

environmental conditions.

SB4.f: Relate animal adaptations, including behaviors, to the ability to survive B83, B84

stressful environmental conditions.

SB5: Students will evaluate the role of natural selection in the development of the

theory of evolution.

SB5.a: Trace the history of the theory. B42

SB5.b: Explain the history of life in terms of biodiversity, ancestry, and the rates B45

of evolution.

SB5.c: Explain how fossil and biochemical evidence support the theory. B45, B50

SB5.d: Relate natural selection to changes in organisms. B42–B44, B46,

B47, B84

SB5.e: Recognize the role of evolution to biological resistance (pesticide and B53, B55

antibiotic resistance).


SB4: Students will assess the dependence of all organisms on one another and

the flow of energy and matter within their ecosystems. (continued)

ScienceSCSh7.a The universe is a vast single system in which the basic principles are the sameeverywhere.

SCSh7.b Universal principles are discovered through observation and experimentalverification.

1. New technologies lead to new ways by which scientists can study the natural world.2. Because they are not testable

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Quick Review

◆ Science is an ongoing process that involves askingquestions, observing, making inferences, andtesting hypotheses about the natural world.

◆ Scientists view the physical universe as a system in which natural and universal laws govern allobjects.

◆ Through science, the universal laws of the universecan be discovered and understood.

Questions

1. How do advances in technology affect science?

2. Why aren’t questions about beauty or ethicsconsidered scientific?

Scientists P2©

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Quick Review◆ Like people in other fields, scientists have concerns

about their careers, their families, and their goals.

◆ Successful scientists have core values of honesty,curiosity, and openness that are reflected in theirwork and research.

◆ Scientists strive to make their investigations andconclusions free from bias.

Questions1. How would a farmer use scientific knowledge?

2. How would understanding scientific concepts helpa person holding a public office?

3. What is one way to avoid bias in scientificresearch?

1. To understand how plants grow, what nutrients they need, and how they reproduce2. To make political decisions about scientific topics such as resource management, storm preparation, and health services3. Collaborate with others, allow for peer review, make procedures available, provide accurate and honest results

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SCSh8.e The ultimate goal of science is to develop an understanding of the naturaluniverse which is free of biases.

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Redi’s Experiment on Spontaneous Generation

OBSERVATIONS: Flies land on meat that is left uncovered. Later, maggots appear on the meat.

HYPOTHESIS: Flies produce maggots.

Controlled Variables:jars, type of meat,location, temperature,time

Manipulated Variable:gauze covering that keepsflies away from meat

PROCEDURE

Uncovered jars Covered jars

Severaldays pass.

Maggots appear. No maggots appear.

CONCLUSION: Maggots form only when flies come in contact with meat. Spontaneous generation of maggots did not occur.

Responding Variable:whether maggots appear

Quick Review◆ Scientific questions deal only with the natural

world.◆ A scientific question must be specific and testable.◆ Scientific disciplines vary in the kinds of questions

asked and techniques used.

Questions1. Why is it important that a scientific question be

testable?2. What are the three primary scientific disciplines?3. What kind of scientist is most likely to carry out an

experiment like the one shown above?

1. Only testable questions can be answered through experimentation.2. Earth science, physical science, and life science3. A life scientist (biologist)

SCSh8.f Science disciplines and traditions differ from one another in what is studied,techniques used, and outcomes sought.

Conducting an Experiment

1. Which freezes faster—fresh water or salt water?2. Amount of water, starting temperature of the water, and temperature of the freezer; amount of salt added to the water3. Fresh water freezes faster than salt water.

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SCSh3.b Develop procedures for solving scientific problems.

SCSh8.a Scientific investigators control the conditions of their experiments in order toproduce valuable data.

Quick Review◆ Scientists conduct experiments to learn about

events and processes. Although experiments differ,many follow a pattern.

◆ Scientists begin by posing questions and then forming a hypothesis, or prediction, of the outcome.All variables except one must be controlled, and the one being changed is the manipulated variable.

◆ Data is collected by observation and measurement.It must then be interpreted in order to draw a conclusion, a summary statement of what has beenlearned.

Questions1. What question could the experiment described here

be designed to answer?

2. What are the controlled variables and the manipulated variable in this experiment?

3. What conclusion are the data likely to support?

EXPERIMENTAL PROCEDURE1. Fill 3 containers with 300 milliliters of

cold tap water.

2. Add 10 grams of salt to Container 1; stir.Add 20 grams of salt to Container 2; stir.Add no salt to Container 3.

3. Place the 3 containers in a freezer.

4. Check the containers every 15 minutes.Record your observations.

Scientific Investigations P6©

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Quick Review◆ Some scientific investigations study events that

have already occurred, such as analyzing fossils orcrime scenes.

◆ Other investigations can be performed only oncebecause they are expensive or time-consuming, suchas medical clinical trials.

◆ Often, scientific investigations can be repeated easily and frequently.

Questions1. Does this investigation represent an experiment

that can be repeated frequently or only once?

2. Why might some investigations be conducted only once?

1. One that can be repeated frequently2. Evidence might be damaged, disturbed, or destroyed in the process of studying it.

8 AM

10 AM

12 PM

2 PM

4 PM

6 PM

8 PM

TimeAbsorbedby Roots

(g/h)

Releasedby Leaves

(g/h)

11469

1410

25

121716103

Water Released and Absorbed by Tree

Time

Rel

ativ

e R

ates

(g

/h)

15

20

10

5

04 PM 6 PM 8 PM10 AM8 AM 12 PM 2 PM

Water absorbed by roots

Water released by leaves

SCSh3.b Develop procedures for solving scientific problems.

Testing a Hypothesis P7©

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Questions

1. What hypothesis is being tested in the illustration?

2. What is another way you could test the samehypothesis?

1. Sample answer: The shape of a block of ice affects the rate at which it will melt.2. Sample answers: Use an oven to heat the blocks of ice; let the blocks melt at room temperature.

Quick Review

◆ In science, a question is answered by developing a possible explanation called a hypothesis.

◆ A hypothesis is useful if it leads to testablepredictions.

◆ A hypothesis suggests the basic idea for anexperiment.

◆ Often, hypotheses lead scientists to develop newexperiments that can test the validity of thehypothesis.

SCSh3.a Suggest reasonable hypotheses for identified problems.

SCSh7.d Hypotheses often cause scientists to develop new experiments that produceadditional data.

Scientific Variables P8©

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1. So you can be sure that any changes in the responding variable are due to changes in the manipulated variable2. Sample answers: Use a computer to generate graphs of data; a computer probe can gather data during an

experiment; a calculator can be used for statistical analysis of data.

Liquid crystalthermometer

Metal rod Wooden rod

Foam cups

Quick Review

◆ Scientific experiments have three types ofvariables: manipulated variables, respondingvariables, and controlled variables.

◆ A carefully designed experiment requires specificequipment.

◆ Technology, such as computers and calculators, can be used to gather and analyze data during anexperiment.

Questions

1. Why is it important to change only one variable at a time in an experiment?

2. Name three specific ways you could use technologyin a scientific investigation.

SCSh4.a Develop and use systematic procedures for recording and organizing information.

SCSh8.a Scientific investigators control the conditions of their experiments in order toproduce valuable data.

Collecting Data

Keyboard

Central ProcessingUnit (CPU)

Monitor

Mouse

Speaker

P9©

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SCSh3.c Collect, organize and record appropriate data.

SCSh5.e Solve scientific problems by substituting quantitative values, using dimensionalanalysis and/or simple algebraic formulas as appropriate.

1. Mean: 2 cm; median: 2.2 cm; range: 0.8 cm2. Sample answer: Analysis is performed more quickly by computers; larger volumes of data can be analyzed with computers.

Quick Review

◆ The observations and measurements made duringan investigation are called data.

◆ Data can be analyzed to spot trends and makepredictions.

◆ Data analysis can involve numerical calculations,such as finding the mean, median, and range of a set of data.

◆ Scientists often use computers to perform dataanalysis.

Questions

1. During an investigation, the followingmeasurements were recorded: 1.5 cm, 2.2 cm, 2.3 cm, 1.8 cm, and 2.2 cm. What are the mean,median, and range of this data set?

2. Give two specific reasons why scientists usecomputers for data analysis.

Dis

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ata

SCSh

3.d

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com

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d/or

sum

mar

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atis

tics.

SCSh

4.b

Use

tec

hnol

ogy

to p

rodu

ce t

able

s an

d gr

aphs

.

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ey a

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)

Time (minutes)

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A B C

Qu

ick

Rev

iew

◆S

cien

tifi

c d

ata

can

be

orga

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sin

g ta

ble

s an

d g

rap

hs.

◆L

ine

grap

hs

are

use

ful

for

show

ing

chan

ges

that

occu

r in

rel

ated

var

iab

les.

◆B

ar g

rap

hs

are

use

d t

o co

mp

are

a se

t of

mea

sure

men

ts, a

mou

nts

, or

chan

ges.

◆C

ircl

e gr

aph

s sh

ow h

ow p

arts

rel

ate

to a

wh

ole.

Qu

esti

on

s

1.W

hy

are

grap

hs

a u

sefu

l to

ol f

or o

rgan

izin

g d

ata?

2.W

hat

typ

e of

gra

ph

wou

ld b

e b

est

to s

how

th

ere

lati

onsh

ip b

etw

een

th

e p

ress

ure

on

a g

as a

nd

it

s vo

lum

e?

Making Predictions P11©

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.

SCSh1.c Explain that further understanding of scientific problems relies on the design andexecution of new experiments which may reinforce or weaken opposing explanations.

SCSh3.e Develop reasonable conclusions based on data collected.

1. Bubbles produced decrease as the distance from the light increases.2. Sample answer: If the plant is moved even farther from the light, the number of bubbles produced will continue to decrease.

39

22

8

5

Oxygen Production of a Water Plant

Distance FromLight (cm)

Bubbles Producedper Minute

10

20

30

40

Quick Review

◆ Scientists use data to predict trends.

◆ In science, a prediction is an inference about afuture event based on evidence, experience, orknowledge.

◆ A trend is a description of the behavior of avariable or the relationship between two variables.

◆ Hypotheses may be evaluated by how well theypredict experimental outcomes. Further testing andexperimentation will either strengthen a hypothesis(by leading to accurate predictions) or weaken it(by leading to inaccurate predictions).

Questions

1. What trend do you see in the data that aredisplayed in the table above?

2. What prediction can be made based on this trend?

Drawing Conclusions P12©

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SCSh1.b Recognize that different explanations often can be given for the same evidence.

SCSh8.b Scientific researchers are expected to critically assess the quality of data including possiblesources of bias in their investigations’ hypotheses, observations, data analyses, and interpretations.

1. The original hypothesis—you need to decide whether or not the data support the hypothesis. 2. No, because there would be no way to tell whether the amount of light or the amount of fertilizer or both caused one plant to

grow more than the other3. To critically assess their data and conclusions, including sources of bias or error

Quick Review

◆ A conclusion is a final statement summing up theresults of an experiment.

◆ Scientists often repeat experiments and comparetheir results with the results of other scientistsbefore they trust a conclusion.

◆ More than one conclusion may be plausible for anygiven set of results.

Questions

1. What is the main factor you need to keep in mindwhen drawing a conclusion? Explain.

2. If the two plants above received different amountsof fertilizer, would you be able to draw a validconclusion about what made one plant grow morethan the other? Explain.

3. Why do scientists repeat investigations andcompare results?

Using Reference Materials P13©

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SCSh3.f Evaluate whether conclusions are reasonable by reviewing the process andchecking against other available information.

Quick Review◆ Background and historical information about

scientific topics can be explored using printed,audiovisual, or electronic reference materials.

◆ Printed materials include books, encyclopedias, scientific journals, pamphlets, and abstracts.Audiovisual references include news reports,interviews, and educational programs.

◆ The Internet, also known as the World Wide Web, is an electronic reference. Only information fromaccredited scientific organizations should be used.

Questions1. Which would be a better source for finding a

general overview of Einstein’s life—an encyclopediaor a physics journal?

2. Which Internet source would you consider morereliable for health information—the NationalInstitutes of Health Web site or a pharmaceuticalcompany Web site?

3. Which type of reference is more likely to containthe newest information—print or electronic?

1. An encyclopedia 2. The National Institutes of Health Web site 3. Electronic

Evaluating a Hypothesis P14©

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SCSh7.e Testing, revising, and occasionally rejecting new and old theories never ends.

SCSh8.c Scientists use practices such as peer review and publication to reinforce theintegrity of scientific activity and reporting.

1. No; in science, finding out that two events are not related is often as important as finding out they are related. Such results contribute to a scientist’s body of knowledge.

2. Other scientists must have the opportunity to review and replicate results in order to eliminate bias and to ensure that the data is valid.

Quick Review

◆ Scientists must always keep their hypothesis inmind when drawing conclusions.

◆ Scientists compile results and make themaccessible to others through publication and peerreview.

◆ Conclusions often generate new questions that canbe tested with another experiment.

◆ A hypothesis that is supported in repeatedexperiments may develop into a scientific theory.Testing and re-testing of a theory never ends.

Questions

1. If a conclusion does not support the originalhypothesis, is it necessarily an invalid conclusion?

2. Why is it important to publish scientific results andsubject them to peer review?

Re-

evalu

ati

ng

Hyp

oth

eses

SCSh

7.c

From

tim

e to

tim

e, m

ajor

shi

fts

occu

r in

the

sci

entif

ic v

iew

of h

ow t

he w

orld

wor

ks. M

ore

ofte

n, h

owev

er,

the

chan

ges

that

tak

e p

lace

in t

he b

ody

of s

cien

tific

kno

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are

smal

l mod

ifica

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of p

rior

know

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SCSh

8.d

The

mer

it of

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ew t

heor

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judg

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w w

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cien

tific

dat

a ar

e ex

pla

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by

the

new

the

ory.

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1.

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ple

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er:Y

es,

othe

r sc

ient

ists

can

use

the

str

engt

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or c

orre

ct p

ortio

ns,

to a

dvan

ce t

heir

own

wor

k.2.

D

arw

in’s

the

ory

of e

volu

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by n

atur

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elec

tion

Qu

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Rev

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◆H

ypot

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th

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an b

e an

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they

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th

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vest

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Lam

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pro

pos

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hat

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Can

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Wh

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Scie

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SCSh

2.a

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sci

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pp

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SCSh

5.d

Exp

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ap

pro

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nific

ant

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ick

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◆D

uri

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an i

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atio

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ents

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st b

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uge

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how

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.◆

Mea

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men

ts s

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by

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leas

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use

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calc

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.

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esti

on

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To

wh

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sh

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mea

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if

you

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SCSh

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p b

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Acc

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1.

The

per

son

is p

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but

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.

2

. A

ccur

acy

P17

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all.

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serv

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ick

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◆A

ccu

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ref

ers

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lose

a m

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◆P

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ers

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to

each

oth

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◆B

oth

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re i

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wh

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akin

g m

easu

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.

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esti

on

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aim

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per

son

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in

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acc

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pre

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2.If

a t

rip

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l th

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be

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ange

to

its

accu

racy

or

its

pre

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on?

Metric Measurements P18©

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.

SCSh2.b Demonstrate appropriate technique in all laboratory situations.

Quick Review◆ When scientists make observations, they often

measure length, volume, mass, temperature, or time.

◆ The system of measurement used by scientists isthe International System of Units, abbreviated SI,which is based on powers of ten.

◆ The basic SI units of measure are the meter forlength, the liter for volume, the gram for mass, andthe degree Celsius for temperature.

Questions1. What tool would a scientist use to measure the

length of a seashell? The mass of an apple?

2. What unit is one-hundredth of a meter? One-tenthof a liter?

3. At what temperature does water freeze on theCelsius scale? At what temperature does water boil?

1. A meterstick or a metric ruler; an electronic balance or a triple-beam balance2. A centimeter; a deciliter3. 0°C; 100°C

Meaning

1,000

100

10

0.1 (one tenth)

0.01 (one hundredth)

0.001 (one thousandth)

Symbol

k

h

da

d

c

m

Prefix

kilo-

hecto-

deka-

deci-

centi-

milli-

Common SI Prefixes

SCSh

5.e

Solv

e sc

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ific

pro

blem

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sub

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qua

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anal

ysis

and

/or

sim

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alg

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as a

s ap

pro

pria

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its

of

Tem

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.

1.

°C �

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3.

K �

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K �

22 �

273,

K �

295

Qu

ick

Rev

iew

◆T

he

met

ric

un

it o

f te

mp

erat

ure

is

deg

rees

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◆T

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n b

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rted

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sin

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se t

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ula

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3.

Qu

esti

on

s

1.C

onve

rt 6

1°F

to

°C.

2.If

a s

amp

le o

f w

ater

is

100°

F, w

ould

you

exp

ect

it

to b

e so

lid

, liq

uid

, or

gas?

3.W

hat

is

the

tem

per

atu

re i

n k

elvi

ns

if t

he

ther

mom

eter

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SCSh5.b Consider possible effects of errors on calculations.

1. Sample answer: Inaccurate thermometers; human error reading the thermometers2. No, the data only show temperatures for two months; they are not appropriate for analyzing year-round temperatures in city A.

City A

City B

JanuaryHigh

26�C

32�C

JanuaryLow

JulyHigh

JulyLow

18�C

10�C

28�C

44�C

20�C

27�C

City Temperatures

Quick Review

◆ Scientists review their data critically, looking forpossible sources of error.

◆ In science, error refers to the differences betweenobserved results and true values.

◆ Experimental error can result from humanmistakes or problems with equipment.

◆ Appropriate data answer the questions being askedin the investigations.

Questions

1. Name two possible sources of error for the data inthe data table above.

2. Are the data in the data table appropriate foranalyzing year-round temperature variation in city A? Why or why not?

P21©

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.Models

Quick Review◆ A model is a physical or mental representation of

an object, process, or event.

◆ Models are used to help people understand naturalobjects and how processes affect those objects.

◆ Mathematical models generally involve numericaldata or measurements. Scientists often use technology to build and test models.

Questions1. What conclusion can be drawn from the model of

the cell shown in the diagram?

2. Why might this model be useful?

3. How might computers make mathematical modelsmore useful?

1. As the length of a cell increases, its volume increases faster than its surface area.2. To show that the size of a cell is limited by the materials that can pass through its surface3. They can compute large amounts of data and show changes over time.

Cell Size

Surface Area(length x width x 6)

Volume(length x width x height)

Ratio of Surface Area toVolume

1 cm 3 cm2 cm

1 cm

3 cm

2 cm

1 cm

3 cm

2 cm

1 cm x 1 cm x 6 = 6 cm2

= 1 cm3

6 / 1 = 6 : 1

2 cm x 2 cm x 6 = 24 cm2

2 cm x 2 cm x 2 cm = 8 cm3

24 / 8 = 3 : 1

3 cm x 3 cm x 6 = 54 cm2

54 / 27 = 2 : 1

3 cm x 3 cm x 3 cm = 27 cm3

Ratio of Surface Area to Volume in Cells

1 cm x 1 cm x 1 cm

SCSh4.c Use technology to develop, test, and revise experimental or mathematical models.

Using Technology P22©

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SCSh4.b Use technology to produce tables and graphs.

SCSh4.c Use technology to develop, test, and revise experimental or mathematical models.

Quick Review◆ Some scientific investigations yield tremendous

amounts of data.

◆ Scientists use various technologies to identifytrends and relationships.

◆ Useful technologies include calculators, computerspreadsheets, databases, graphing software, andsimulations.

Questions1. How did graphing software make the data shown

above more useful?

2. What is an example of a situation in which a computer simulation might be useful?

1. It presents data over a long period of time in such a way that an obvious change in the trend can be identified.2. When an investigation is dangerous, requires expensive or rare materials, or must occur over a very long period of time

Human Population Growth

Bill

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0

1

2

3

4

5

6

7

10,000BC

0 2000AD

9000BC

8000BC

7000BC

6000BC

5000BC

4000BC

3000BC

2000BC

1000BC

1000AD

Agriculturebegins

Plowingandirrigation

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Estimates

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Hertzsprung-Russell Diagram

Blue White Yellow Orange-red RedBlue-white

Supergiants

Main sequence

Giants

White dwarfs

Rigel

Betelgeuse

Polaris

Algol

Sirius A

AlphaCentauri A

Sun

Sirius B

Aldebaran

Antares

Pollux

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AlphaCentauri B

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SCSh5.a Trace the source on any large disparity between estimated and calculated answersto problems.

Quick Review◆ An estimate is an approximation of a number based

on reasonable assumptions.

◆ Scientists sometimes use estimates when they cannot obtain exact numbers.

◆ As estimate is different from a guess because estimates are based on known information.

Question

1. The diagram above is based on estimates made by astronomers. Why is it necessary for theastronomers to rely on these estimates?

2. Estimate the area of your desk, then calculate itusing a ruler. How good was your estimate? If yourestimate varied significantly from the calculation,try and explain the difference.

1. Because they cannot directly measure a star’s temperature or brightness2. Students may have over- or underestimated, or they may have made a measurement error.

Scientific Tools P24©

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SCSh2.a Follow correct procedures for use of scientific apparatus.

SCSh2.b Demonstrate appropriate technique in all laboratory situations.

Quick Review◆ The microscope is an optical instrument that uses

lenses to form enlarged images of small objects.

◆ The invention of the microscope made the discovery of cells and their parts possible.

◆ Telescopes collect images of distant objects.Without telescopes, scientists were unable to studythe universe in detail.

Questions1. How can technology lead to advances in science?

2. What does a microscope’s mirror do?

1. New tools make it possible for scientists to investigate questions that may have been inaccessible.2. It reflects light upward to illuminate the specimen being viewed.

Eyepiecelens

Objectivelens

Slide withspecimen

Mirror

Modern Science P25©

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SCSh6.d Participate in group discussions of scientific investigation and current scientificissues.

1. Although it has potential benefits, it poses serious risks and may challenge personal beliefs.2. It might lead to high-speed forms of transportation that do not cause pollution.

A donor cell is taken from a sheep’s udder.

An egg cell is taken from an adult female sheep.

The nucleus of the egg cell is removed.

The two cells are fused using an electric shock.

The fused cell begins dividing normally.

The embryo is placed in the uterus of a foster mother.

The embryo develops intoa lamb Dolly.

DonorNucleus

Egg Cell

Fused Cell

Embryo

FosterMother

ClonedLamb

Quick Review◆ The focus of science changes over time according

to the needs and interests of society.

◆ Current topics of scientific research includecloning, superconductivity, micromachines, anddetermining the age of the universe.

Questions1. Why is cloning considered a controversial research

topic?

2. How might research into superconductors affectsociety?

Evaluating the Effectsof Science P26

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SCSh6.d Participate in group discussions of scientific investigation and current scientificissues.

SB2.f Examine the use of DNA technology in forensics, medicine, and agriculture.

1. Answers will vary. Students should include the factors that support their position, as well as their reasons for weighing some factors more heavily than others. They should represent their position from a scientific perspective.

2. Sample answers: Economic considerations, such as the cost of health care, of fighting hunger and disease, of farmland; climate considerations, such as being able to grow food that would withstand drought or other harsh conditions

Questions

1. Do you think we should use GM plants? Whatfactor(s) most affected your decision? Explain.

2. What factors other than those mentioned heremight you consider when making your decision?

Quick Review

◆ Genetically modified (GM) plants are engineered tocontain chemicals that resist weeds or kill pests.

Advantages:

◆ More food can be grown on fewer acres of land.

◆ GM plants could be a source of medicine or fuel.

Disadvantages:

◆ GM plants used as animal feed could get into foodmeant for humans, causing health problems.

◆ Traits of GM plants could be passed on to otherplants, creating weeds strongly resistant topesticides.

Using Science to Make Decisions P27

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SCSh6.b Write clear, coherent accounts of current scientific issues, including possiblealternative interpretations of the data.

Sample answers: Talk to family doctor, do research using reliable sources; students should note that scientific studies are more reliable than advertising claims.

Quick Review

◆ Herbal remedies are available in many stores. Theyare available without prescriptions.

◆ The Food and Drug Administration cannot requirestudies of the safety and effectiveness of herbalremedies and supplements.

◆ Advocates of herbal remedies note that herbalproducts have been used safely by many culturesfor thousands of years.

◆ It is important to carefully evaluate the advertisingclaims of any supplement.

Essay

Write a brief report in which you describe twospecific ways you could evaluate an advertising claimmade about an herbal remedy. Compare the reliabilityof advertising claims about a product to the reliabilityof scientific studies of a product’s safety andeffectiveness.

Presentations P28©

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SCSh6.a Write clear, coherent laboratory reports related to scientific investigations.

SCSh6.c Use data as evidence to support scientific arguments and claims in written or oralpresentations.

Quick Review◆ Communicating results is an extremely important

skill in science.

◆ Written and oral presentations may be done individually or in groups.

◆ Laboratory reports should include descriptions ofthe question asked, the hypothesis tested, theexperiment carried out, the data collected, and theconclusion made.

◆ Conclusions should use the data collected as evidence to support or reject the original hypothesis.

Questions1. Why is communication so important in science?

2. In a written report, which comes first: the description of the experiment or the hypothesis?

1. Scientists must communicate results in order to share their work and allow for repeated trials of their experiments.2. The hypothesis

Safety Symbols P29©

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SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.

Quick Review◆ Safety symbols alert you to possible dangers in the

laboratory and remind you to work carefully.

◆ Laboratory dress code includes using goggles, wearing a lab coat, removing jewelry, and wearingshoes that are not open at the toe or heel.

◆ To prevent the accidental ingestion of harmfulsubstances, never eat, drink, apply makeup, ormouth a pipette in a laboratory.

Questions1. What is the importance of wearing goggles?

2. Which of the symbols shown means that you will beworking with breakable materials?

3. What is the meaning of the symbol labeled 2?

� � �

� � �

1. To protect your eyes during activities involving chemicals, flames, or heating2. Symbol 33. Use care when working with animals.

Safety in the Laboratory P30©

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1. The food and drink might become contaminated with chemicals.2. Some chemicals are reactive with water; others can contaminate water supplies.

Quick Review

◆ Read all directions for an experiment several timesbefore you begin.

◆ Ask your teacher if you have questions about thelab procedure.

◆ Never perform investigations your teacher has not authorized.

◆ Never eat, drink, or bring food into the laboratory.

◆ Never pour chemicals or other substances into the sink or trash container.

Questions

1. Why is it unsafe to eat or drink in the laboratory?

2. Why shouldn’t chemicals be poured into the sink?

Personal Safety P31©

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1. The gloves might have chemical residue on them.2. Loose clothing could touch chemicals or flames in the laboratory.

Quick Review

◆ Wear safety goggles whenever you work withchemicals, burners, or any substance that mightget in your eyes.

◆ Wear a laboratory apron when you work withchemicals or heated substances.

◆ Wear disposable or heat-resistant gloves as directed.

Questions

1. Why is it important to keep your gloved handsaway from your face in the laboratory?

2. Why should you avoid wearing loose clothing in the laboratory?

Laboratory Accidents P32©

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.SCSh2.c Follow correct protocol for identifying and reporting safety problems andviolations.

1. Report the incident to your teacher; rinse your eyes thoroughly with water. 2. Answers will vary.

Quick Review

◆ Immediately report all laboratory accidents to your teacher.

◆ Learn what to do in case of specific accidents, suchas burns or cuts.

◆ Be aware of the location of the first-aid kit. Yourteacher should administer any required first aid.

◆ Report any fire to your teacher immediately. Knowthe location of the fire extinguisher, the fire alarm,and the emergency phone numbers.

Questions

1. What should you do if acid splashes into your eyesin the laboratory?

2. Where are the first-aid kit and the fire extinguisherlocated in your laboratory?

Flames and Heating P33©

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1. Chemicals can splash or boil out of the test tube. 2. Heating would cause any enclosed air, vapors, or other gases to expand; the container could blow apart and

cause injury.

Quick Review

◆ Learn the proper way to light a Bunsen burner.Never reach across a flame. Never leave a flameunattended.

◆ Never heat a closed container. When heating a testtube or bottle, be sure the opening points awayfrom all people.

◆ Do not pick up a container that has been heatedwithout first checking for heat with the back ofyour hand. Use tongs or a clamp when handlinghot containers.

Questions

1. When heating a test tube, why should the openingbe pointed away from people?

2. Why should you never heat a closed container?

SCSh

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Chemical Safety P35©

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1. Use a wafting motion to direct the vapor toward your nose. Do not inhale the vapors directly.2. Always pour the acid into water.3. Because you could contaminate the unused chemical in the original container

Quick Review

◆ Do not put your face near the mouth of a containerof chemicals. Never taste or touch a chemical.

◆ Never mix chemicals for “the fun of it.”

◆ Take only as much of a chemical as you need. Keepa container’s lid closed when you are not using thechemical. Properly label all containers.

◆ Promptly notify your teacher of any spill. Thoroughlyrinse spills off skin or clothing with water.

Questions

1. What is the proper way to test the odor of a chemical?

2. When diluting an acid, should you pour the acidinto water or pour water into the acid?

3. Why should you never return a chemical to itsoriginal container after an experiment?

SCSh

2.c

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Sharp Objects P37©

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1. With the blade pointed away from you2. Notify the teacher so the accident can be reported and you can receive first aid.

Quick Review

◆ Use sharp instruments only as directed. Scissors,pins, and knives can cut or puncture your skin.

◆ Handle scalpels or razor blades with extreme care.

◆ Notify your teacher immediately if you cut yourselfwhen in the laboratory.

Questions

1. What is the proper direction in which to cutmaterials with a scalpel or razor blade?

2. What should you do if you cut yourself whileworking in the laboratory?

Animal Safety P38©

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1. It is disruptive to the animal and can unnecessarily expose you to germs present on the animal or its waste.2. The cage might be contaminated with animal waste.

Quick Review

◆ No experiments that will cause pain, discomfort, orharm to animals should be done in the classroomor at home.

◆ Animals should be handled only if necessary.Special handling is required if an animal is excited,frightened, pregnant, feeding, or with its young.

◆ Clean your hands thoroughly after handling anyorganisms, their materials, or their cages.

Questions

1. Why should you avoid handling a laboratoryanimal unnecessarily?

2. Why should you wash your hands after handling alaboratory animal’s cage?

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1. Substances on your hands might contaminate your experiment.2. Your hands might have come in contact with laboratory chemicals.3. The gas lines might be on, even if the flame is extinguished, creating a dangerous situation.

Quick Review

◆ When an experiment is completed, clean up yourwork area and return all equipment to its properplace.

◆ Wash your hands before and after everyexperiment.

◆ Turn off all burners before leaving the laboratory.

◆ Check that the gas lines leading to the burners are off before you leave the laboratory.

Questions

1. Why is it important to wash your hands before an experiment?

2. Why is it important to wash your hands after an experiment?

3. Why should you check the gas lines leading to theburners after you complete your experiment?

SPS4.b Predict properties for representative elements.

1. Sample answers: Oxygen for breathing; aluminum for packaging 2. Sample answer: Dairy foods

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.Chemical Elements

Quick Review

◆ A chemical element is a pure substance thatconsists entirely of one type of atom.

◆ Carbon, hydrogen, oxygen, nitrogen, sulfur, andphosphorus are elements essential to livingorganisms.

◆ Aluminum, carbon, and gold are elements found incommon objects.

Questions

1. Name an element you have encountered today andits use.

2. Calcium is an element essential for strong bonesand teeth. What are some foods that containcalcium?

Mixtures

Quick Review

◆ In a heterogeneous mixture, the composition is notuniform.

◆ Solutions are homogeneous mixtures.

◆ A solute will dissolve in a solvent when theintermolecular attractions among the soluteparticles (ions or molecules) and the attractionsamong the solvent particles are overcome.

◆ Concentration is a measure of how much solute isdissolved in a solvent.

1. Sugar 2. Magnesium chloride in water

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.SPS6.a Describe solutions in terms of solute/solvent, conductivity, and concentration.

Questions

1. In a solution of sugar in ethanol, what is thesolute?

2. Which solution can conduct electric current,ethylene glycol in water or magnesium chloride inwater?

DensitySPS2.a Calculate density when given a substance’s mass and volume.

1. Density � Mass � Volume, Density � 6.3 g � 4.2 cm3, Density � 1.5 g/cm3

2. Ice floats on top of water so fish can swim in the warmer water under the solid ice.

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Weight

Buoyant force

C

Weight

Buoyant force

B

Weight

Buoyant force

A

Quick Review

◆ Density is the ratio of an object’s mass to itsvolume. (Density = Mass/Volume)

◆ If an object is less dense than the fluid it is in, itwill float. If the object is denser than the fluid it isin, it will sink.

◆ Ice is less dense than liquid water becausehydrogen bonding in ice holds the watermolecules farther apart than in liquid water.

Questions

1. What is the density of an object with a mass of 6.3 gand a volume of 4.2 cm3?

2. Why don’t fish freeze in the winter?

States of MatterSPS5.a Compare and contrast the atomic/molecular motion of solids, liquids, gases andplasmas.

Quick Review

◆ A solid has a definite shape and volume. Attractionsamong the particles in a solid keep the particlespacked close together in a rigid structure.

◆ A liquid takes the shape of its container and has adefinite volume. The particles of a liquid are closetogether and the attractions among particles affecttheir movement.

◆ A gas has neither a definite shape nor volume. Theparticles of a gas are in constant, random motionand the forces of attraction among them can beignored.

Questions

1. Compare the strengths of the attractions amongparticles in solids, liquids, and gases.

2. Which would be easier to compress, a solid, liquid,or gas?

1. Solid > liquid > gas 2. The gas

Liquid Gas

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.

Th

e G

as

Law

sSP

S5.b

Rel

ate

tem

per

atur

e, p

ress

ure,

and

vol

ume

of g

ases

to

the

beha

vior

of g

ases

.

Qu

ick

Rev

iew

◆T

he

pre

ssu

re i

n a

clo

sed

con

tain

er o

f a

gas

resu

lts

from

col

lisi

ons

bet

wee

n t

he

par

ticl

es o

fth

e ga

s an

d t

he

wal

ls o

f th

e co

nta

iner

.

◆C

har

les’

s L

aw s

tate

s th

at t

he

volu

me

of a

gas

is

dir

ectl

y p

rop

orti

onal

to

its

tem

per

atu

re i

nk

elvi

ns

if t

he

pre

ssu

re a

nd

nu

mb

er o

f p

arti

cles

are

con

stan

t.

◆B

oyle

’s L

aw s

tate

s th

at t

he

volu

me

of a

gas

is

inve

rsel

y p

rop

orti

onal

to

its

pre

ssu

re i

f th

e te

m-

per

atu

re a

nd

nu

mb

er o

f p

arti

cles

are

con

stan

t.

Qu

esti

on

s1.

Wh

at w

ill

hap

pen

to

the

volu

me

of a

gas

in

aru

bb

er b

allo

on i

f th

e te

mp

erat

ure

is

low

ered

?

2.H

ow d

oes

an i

ncr

ease

in

vol

um

e af

fect

th

e p

ress

ure

of

an e

ncl

osed

gas

?

3.W

hat

eq

uat

ion

des

crib

es B

oyle

’s l

aw?

1.

It w

ill d

ecre

ase.

2.

It

cau

ses

it to

dro

p.

3.

P1V

1=

P 2V 2

PS5

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Vo

lum

e (L

)

Pressure (kPa)

250

200

150

100 50 0

00.

51.

01.

52.

02.

5

Bo

yle

’s L

aw

Ch

arl

es’

s La

w

Tem

per

atu

re (

�C)

Volume (mL)10 8 6 4 2 0�

300

�25

0�

200

�15

0�

100

�50

050

100

�27

3.15

Phase ChangesSPS5.a Compare and contrast the atomic/molecular motion of solids, liquids, gases andplasmas.

SPS7.d Explain the flow of energy in phase changes through the use of a phase diagram.

Quick Review

◆ During heating, the solid ice gains energy causingthe water molecules to vibrate more quickly. At0°C, some of the water molecules gain enoughenergy to move from their fixed positions,increasing the distance between the molecules.

◆ At the boiling point of water, the molecules haveenough kinetic energy to overcome the attractionsof neighboring molecules and the distance betweenthe molecules becomes even greater.

Questions

1. Is energy absorbed or released when a liquidfreezes?

2. Explain why the temperature of water does notincrease during boiling.

3. What is the triple point on a phase diagram (notseen here)?

1. Energy is released. 2. The energy absorbed is used to overcome the attractions between water molecules.3. The triple point describes the conditions at which all three phases of matter for a substance exist in equilibrium.

B

A

C

D E

KEYA: SolidB: MeltingC: Liquid D: VaporizationE: Gas

Thermal Energy

Tem

per

atu

re

PS6©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

Phase Changes of Water

The AtomSPS1.a Examine the structure of the atom.

Quick Review◆ Atoms are made up of three different types of

subatomic particles called protons, neutrons, andelectrons.

◆ Positively charged protons and neutral neutronsare located in the center, or nucleus, of the atom.

◆ Electrons are negatively charged subatomicparticles located in the space outside the nucleus.

◆ Protons and neutrons have almost the same massand are about 2000 times more massive thanelectrons.

◆ All atoms of an element have the same number ofprotons. Isotopes of an element have the sameatomic number but different numbers of neutrons.

QuestionHow can atoms be electronically neutral eventhough they contain charged particles?

Equal numbers of positive and negative charges balance out.

Nonradioactive carbon-12 Nonradioactive carbon-13 Radioactive carbon-14

Isotopes of Carbon

6 electrons6 protons6 neutrons



PS7©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

The Periodic TableSPS1.a Examine the structure of the atom.

SPS4.a Determine trends in the Periodic Table.

1. Atomic number, element symbol, element name, atomic mass2. An electron in the highest occupied energy level of an atom

PS8©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

17

ClChlorine35.453

Atomic number

Element symbol

Atomic massElement name

Quick Review

◆ In the modern periodic table, elements arearranged by increasing atomic number.

◆ Each row on the periodic table is called a period.Each column is called a group.

◆ Elements in the same group have similarproperties because they have the same number ofvalence electrons.

◆ Metals lie on the left side of the periodic table.Nonmetals are located on the right side of thetable. Metalloids have properties that fall betweenthose of metals and nonmetals.

Questions

1. What information is given about the elementchlorine?

2. What is a valence electron?

Gro

up

1A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

Qu

ick

Rev

iew

◆T

he

elem

ents

in

Gro

up

1A

are

call

ed t

he

alk

ali

met

als.

◆T

he

alk

ali

met

als

hav

e on

e va

len

ce e

lect

ron

an

dar

e ex

trem

ely

reac

tive

. In

nat

ure

, alk

ali

met

als

are

fou

nd

on

ly i

n c

omp

oun

ds.

◆T

he

acti

vity

of

the

Gro

up

1A

met

als

incr

ease

s as

you

go

dow

n t

he

grou

p.

Qu

esti

on

s

1.W

hat

is

one

fam

ilia

r co

mp

oun

d t

hat

con

tain

sso

diu

m?

2.S

odiu

m r

eact

s vi

olen

tly

wit

h w

ater

. Wh

at c

anyo

u p

red

ict

abou

t th

e re

acti

vity

of

cesi

um

wit

hw

ater

?

1.Sa

mpl

e an

swer

:Tab

le s

alt,

sod

ium

chl

orid

e

2

. C

esiu

m w

ill a

lso

reac

t vi

olen

tly w

ith w

ater

.

PS9

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

3 LiLi

thiu

m

19 KPo

tass

ium

37 RbR

ub

idiu

m

11 Na

Sod

ium

55 Cs Ces

ium

87 FrFr

anci

um

Gro

up

1A

Gro

up

2A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

Qu

ick

Rev

iew

◆T

he

elem

ents

in

Gro

up

2A

are

call

ed t

he

alk

alin

eea

rth

met

als.

◆T

he

alk

alin

e ea

rth

met

als

hav

e tw

o va

len

ceel

ectr

ons

and

are

har

der

an

d l

ess

reac

tive

th

anth

e G

rou

p 1

Am

etal

s.

◆D

iffe

ren

ces

in r

eact

ivit

y am

ong

the

Gro

up

2A

met

als

are

show

n b

y th

e w

ay t

hey

rea

ct w

ith

wat

er. B

ariu

m, s

tron

tiu

m, a

nd

cal

ciu

m r

eact

wit

h c

old

wat

er b

ut

mag

nes

ium

rea

cts

only

wit

hh

ot w

ater

. Ber

ylli

um

doe

s n

ot r

eact

at

all

wit

hw

ater

.

Qu

esti

on

s

1.W

hic

h a

lkal

ine

eart

h m

etal

is

an i

mp

orta

nt

com

pon

ent

of y

our

skel

etal

sys

tem

?

2.H

ow d

oes

the

reac

tivi

ty o

f th

e al

kal

ine

eart

hm

etal

s ch

ange

as

you

mov

e d

own

th

e gr

oup

?

1.

Cal

cium

2.

Re

activ

ity in

crea

ses

PS10

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

4

Be

Ber

ylliu

m

12 Mg

Mag

nesi

um

20 Ca Cal

ciu

m

38 SrSt

ron

tiu

m

56 Ba Bar

ium

88 Ra Rad

ium

Gro

up

2A

Gro

up

3A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

Qu

ick

Rev

iew

◆T

he

Gro

up

3A

elem

ents

hav

e th

ree

vale

nce

elec

tron

s.

◆A

lum

inu

m i

s le

ss r

eact

ive

than

sod

ium

an

dm

agn

esiu

m.

◆B

oron

is

a m

etal

loid

. Th

e re

mai

nin

g G

rou

p 3

Ael

emen

ts a

re a

ll m

etal

s.

Qu

esti

on

s

1.W

hic

h G

rou

p 3

Ael

emen

t is

th

e m

ost

met

alli

c?

2.W

hy

is t

he

recy

clin

g of

alu

min

um

en

cou

rage

d i

fit

is

the

mos

t ab

un

dan

t m

etal

in

Ear

th’s

cru

st?

1.

Thal

lium

2.

Le

ss e

nerg

y is

req

uire

d to

rec

ycle

alu

min

um t

han

to e

xtra

ct n

ew a

lum

inum

.

PS11

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

31 Ga

Gal

lium

81 TlTh

alliu

m

13 Al

A

lum

inu

m

5 BB

oro

n

49 In Ind

ium

Gro

up

3A

Gro

up

4A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

Qu

ick

Rev

iew

◆T

he

Gro

up

4A

elem

ents

hav

e fo

ur

vale

nce

elec

tron

s.

◆T

he

met

alli

c n

atu

re o

f th

e G

rou

p 4

Ael

emen

tsin

crea

ses

from

top

to

bot

tom

of

the

grou

p.

◆E

xcep

t fo

r w

ater

, mos

t of

th

e co

mp

oun

ds

in y

our

bod

y co

nta

in c

arb

on.

Qu

esti

on

s

1.W

hic

h w

ould

you

exp

ect

to b

e a

bet

ter

con

du

ctor

of

elec

tric

ity:

ger

man

ium

or

tin

?

2.W

hic

h G

rou

p 4

Ael

emen

t is

a n

onm

etal

?

1.

Tin

2.

Car

bon

PS12

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

32 Ge

Ger

man

ium

82 Pb Lead50 Sn Tin

14 Si Silic

on

6 CC

arb

on

Gro

up

4A

Gro

up

5A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

1.

Nitr

ogen

2.

N

itrog

en a

nd p

hosp

horu

s

PS13

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

33 As

Ars

enic

51 Sb A

nti

mo

ny

83 BiB

ism

uth

15 PPh

osph

orus

7 NN

itro

gen

Gro

up

5A

Qu

ick

Rev

iew

◆T

he

Gro

up

5A

elem

ents

hav

e fi

ve v

alen

ce e

lect

ron

s.

◆T

he

Gro

up

5A

elem

ents

exh

ibit

a w

ide

ran

ge o

f p

hys

ical

pro

per

ties

.

◆Yo

ur

bod

y u

ses

nit

roge

n a

nd

ph

osp

hor

us

com

pou

nd

s to

con

trol

rea

ctio

ns

and

rel

ease

en

ergy

fro

m f

ood

.

◆F

erti

lize

rs o

ften

con

tain

bot

h n

itro

gen

an

d p

hos

ph

oru

s.

Qu

esti

on

s

1.W

hic

h G

rou

p 5

Ael

emen

t is

a g

as i

n n

atu

re?

2.W

hic

h G

rou

p 5

Ael

emen

ts a

re n

onm

etal

s?

Gro

up

6A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

Qu

ick

Rev

iew

◆T

he

Gro

up

6A

elem

ents

hav

e si

x va

len

ceel

ectr

ons.

Gro

up

6A

incl

ud

es t

hre

e n

onm

etal

s(o

xyge

n, s

ulf

ur,

an

d s

elen

ium

).

◆O

xyge

n i

s th

e m

ost

abu

nd

ant

elem

ent

in E

arth

’scr

ust

.

◆M

any

com

ple

x or

gan

ism

s n

eed

oxy

gen

, wh

ich

is

use

d t

o re

leas

e th

e en

ergy

sto

red

in

foo

d.

Qu

esti

on

s

1.W

hic

h G

rou

p 6

Ael

emen

t is

a g

as i

n n

atu

re?

2.W

hic

h G

rou

p 6

Ael

emen

ts w

ould

you

exp

ect

tob

e p

oor

con

du

ctor

s of

ele

ctri

c cu

rren

t?

1.

Oxy

gen

2.

The

non

met

als—

oxyg

en,

sulfu

r, an

d se

leni

um

PS14

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

34 SeSe

len

ium

52 TeTe

lluri

um

84 PoPo

lon

ium

16 SSu

lfu

r

8 OO

xyg

en

Gro

up

6A

Gro

up

7A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

1.

Fluo

rine

2.

Fl

uorin

e an

d ch

lorin

e

PS15

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

35 BrB

rom

ine

85 At

A

stat

ine

17 ClC

hlo

rin

e

9 FFl

uo

rin

e

53 IIo

din

e

Gro

up

7A

Qu

ick

Rev

iew

◆T

he

Gro

up

7A

elem

ents

are

cal

led

th

e h

alog

ens.

◆E

ach

hal

ogen

has

sev

en v

alen

ce e

lect

ron

s.

◆T

he

hal

ogen

s ar

e al

l h

igh

ly r

eact

ive

non

met

als.

Th

ere

acti

viti

es o

f th

e G

rou

p 7

Ael

emen

ts d

ecre

ase

as y

ou g

od

own

th

e gr

oup

.

Qu

esti

on

s

1.W

hic

h G

rou

p 7

Ael

emen

t w

ould

you

exp

ect

to b

e th

em

ost

reac

tive

?

2.W

hic

h h

alog

ens

are

gase

s in

nat

ure

?

Gro

up

8A

Ele

men

ts

SPS4

.a D

eter

min

e tr

ends

in t

he P

erio

dic

Tabl

e.

SPS4

.b U

se t

he P

erio

dic

Tabl

e to

pre

dict

pro

per

ties

for

rep

rese

ntat

ive

elem

ents

.

1.

Thei

r hi

ghes

t oc

cup

ied

ener

gy le

vels

are

com

ple

tely

fill

ed w

ith e

lect

rons

.2.

It

s hi

ghes

t oc

cup

ied

ener

gy le

vel i

s le

vel 1

, w

hich

hol

ds o

nly

two

elec

tron

s.

PS16

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

36 KrK

ryp

ton

54 Xe Xen

on

86 Rn Rad

on

18

Ar

A

rgo

n

10 Ne

Neo

n

2 He

Hel

ium

Gro

up

8A

Qu

ick

Rev

iew

◆T

he

Gro

up

8A

elem

ents

are

cal

led

th

e n

oble

gas

es.

◆T

he

nob

le g

ases

are

col

orle

ss, o

dor

less

, an

d e

xtre

mel

yn

onre

acti

ve.

◆H

eliu

m h

as t

wo

vale

nce

ele

ctro

ns,

an

d e

ach

of

the

oth

ern

oble

gas

es h

as e

igh

t va

len

ce e

lect

ron

s.

Qu

esti

on

s

1.W

hy

are

the

nob

le g

ases

non

reac

tive

?

2.W

hy

is h

eliu

m a

nob

le g

as?

BondingSPS1.b Compare and contrast ionic and covalent bonds in terms of electron movement.

SPS2.b Predict formulas for stable binary ionic compounds based on balance of charges.

SPS2.c Use IUPAC nomenclature to transition between chemical names and chemical formulas ofcompounds.

Quick Review◆ An atom is stable when its highest occupied energy

level is filled with electrons.

◆ Some elements achieve stability by transferringelectrons, forming ionic bonds. Ions are arranged inan orderly three-dimensional structure in an ionic,or crystalline compound.

◆ Some atoms obtain a stable electron configurationby sharing electrons, forming covalent bonds. Amolecule is a neutral group of covalently bondedatoms.

Questions1. What type of bond forms between calcium and

chlorine? Provide the chemical formula and namefor this compound.

2. Draw the electron dot structure for HBr. What isthe name of this molecule?

1. Ionic; CaCl2; calcium chloride 2. H Br ; hydrogen bromide

Group1A 2A 3A 4A 5A 6A 7A 8A

Electron Dot Diagrams for Some Group A Elements

H

Li

Na

K

Be

Mg

Ca

B

Al

Ga

C

Si

Ge

N

P

As

O

S

Se

F

Cl

Br

He

Ne

Ar

Kr

PS17©

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.

..

.. .. ..

Inte

ract

ion

sB

etw

een

Mo

lecu

les

SPS1

.b C

omp

are

and

cont

rast

ioni

c an

d co

vale

nt b

onds

in t

erm

s of

ele

ctro

n m

ovem

ent.

Qu

ick

Rev

iew

◆E

lect

ron

s ar

e n

ot s

har

ed e

qu

ally

in

a p

olar

cova

len

t b

ond

.

◆In

term

olec

ula

r in

tera

ctio

ns

are

the

forc

es o

fat

trac

tion

th

at a

ct a

mon

g m

olec

ule

s. A

ttra

ctio

ns

amon

g p

olar

mol

ecu

les

are

stro

nge

r th

anat

trac

tion

s am

ong

non

pol

ar m

olec

ule

s.

◆P

olar

com

pou

nd

s ge

ner

ally

hav

e h

igh

er b

oili

ng

and

mel

tin

g p

oin

ts t

han

non

pol

ar c

omp

oun

ds.

Qu

esti

on

s1.

Wh

at i

s th

e d

iffe

ren

ce b

etw

een

cov

alen

t an

dh

ydro

gen

bon

ds?

2.W

hic

h w

ould

you

exp

ect

to h

ave

a h

igh

er b

oili

ng

poi

nt,

wat

er o

r ch

lori

ne?

OH

Hyd

roge

n bo

nd

H

(–)

(+)

BO

ND

S B

ETW

EEN

WA

TER

MO

LEC

ULE

S

1.

Cov

alen

t bo

nds

are

with

in m

olec

ules

; hy

drog

en b

onds

are

bet

wee

n m

olec

ules

.

2

. W

ater

PS18

©P

ears

on E

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Inc

., P

ublis

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as

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all.

All

right

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serv

ed.

Chemical ReactionsSPS7.a Identify energy transformations within a system.

Quick Review◆ A chemical reaction is a process through which one

set of substances (reactants) are changed into different substances (products).

◆ Exothermic reactions release energy to thesurroundings. Endothermic reactions absorb energy.

◆ A chemical equation uses formulas to show the reactants and products of a chemical reaction.

◆ Chemical changes (evolution of a gas, formation ofa precipitate) and physical changes (changes intemperature, color, odor) can provide evidencethat a chemical reaction has occured.

Questions1. What are the products of the combustion of

propane?

2. Is the combustion of propane endothermic orexothermic?

1. Carbon dioxide, water, and heat 2. Exothermic

C3H8propane

4H2Owater

+ + Heat+5O2oxygen

3CO2carbondioxide

8 C–H, 2 C–Cbondsbroken

5 O Obondsbroken

6 C Obonds

formed

8 O–Hbonds

formed

Propane Combustion

+ + +

= =

PS19©

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KABOOM

Balancing Equations

Quick Review

◆ The law of conservation of mass applies tochemical equations.

◆ For mass to be conserved in a chemical reaction, the number of atoms of each element in the productsmust equal the number of atoms of each element inthe reactants.

Questions

1. Which of the diagrams above represents a balancedchemical reaction?

2. Write the balanced chemical equation for thereaction above.

1. C 2. 2H2 + O2 → 2H2O

PS20©

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�

�

�

Hydrogen Oxygen Water

A

B

C

SPS2.d Demonstrate the Law of Conservation of Matter in a chemical reaction.

SPS2.e Apply the Law of Conservation of Matter by balancing chemical equations.

Conservation of MassSPS2.d Demonstrate the Law of Conservation of Matter in a chemical reaction.

PS21©

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Quick Review

◆ In a chemical reaction, mass is neither created nordestroyed. Mass (matter) is conserved.

◆ The mass of the products is always equal to themass of the reactants.

◆ The law of conservation of mass (matter) alsoapplies to physical changes.

Questions

1. What is the mass of iron sulfide produced when 140 g of iron completely reacts with 80 g of sulfur?

2. How much iron sulfide would be produced if 35 g of iron completely reacted with the appropriateamount of sulfur?

3. If a reaction produces a gas, how can youdemonstrate that mass is conserved?

1. 220 g 2. 55 g (35 g Fe � 20 g S � 55 g FeS) 3. Do the reaction in a closed container or collect and measure the gas

FeIron

SSulfur

FeSIron sulfide

�

Exo

ther

mic

an

d

End

oth

erm

ic C

han

ges

Qu

ick

Rev

iew

◆A

ph

ysic

al c

han

ge o

ccu

rs w

hen

th

e p

rop

erti

es o

f a

mat

eria

l ch

ange

s, b

ut

its

com

pos

itio

n r

emai

ns

the

sam

e.

◆A

chem

ical

ch

ange

occ

urs

wh

en t

he

com

pos

itio

nof

a m

ater

ial

chan

ges.

◆P

hys

ical

an

d c

hem

ical

ch

ange

s ca

n b

e ex

oth

erm

ic o

r en

dot

her

mic

. En

ergy

is

rele

ased

inan

exo

ther

mic

ch

ange

an

d a

bso

rbed

in

an

end

oth

erm

ic c

han

ge.

Qu

esti

on

s1.

Wh

at t

ype

of c

han

ge o

ccu

rs w

hen

liq

uid

wat

erfr

eeze

s in

to i

ce?

2.M

ercu

ry (

II)

oxid

e b

reak

s d

own

in

to m

ercu

ryan

d o

xyge

n w

hen

hea

ted

. Wh

at t

ype

of c

han

geoc

curs

du

rin

g th

is r

eact

ion

? W

hat

evi

den

ce i

sth

ere

to s

up

por

t yo

ur

con

clu

sion

?

1.

Exot

herm

ic p

hysi

cal c

hang

e

2

. It

is a

n en

doth

erm

ic c

hang

e. E

ndot

herm

ic c

hem

ical

cha

nge;

Hea

t is

req

uire

d to

bre

ak t

he m

ercu

ry-o

xyge

n bo

nd.

PS22

©P

ears

on E

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tion,

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., P

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hing

as

Pea

rson

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all.

All

right

s re

serv

ed.

Rea

ctio

n P

rog

ress

Chemical Energy

React

ion

En

erg

y—

Exo

therm

ic

Rea

ctan

ts

Pro

du

cts

Ener

gy

rele

ased

by

reac

tio

n

Rea

ctio

n P

rog

ress

Chemical Energy

React

ion

En

erg

y—

En

do

therm

ic

Rea

ctan

ts

Pro

du

cts

Ener

gy

abso

rbed

by

reac

tio

n

A B

SPS7

.a Id

entif

y en

ergy

tra

nsfo

rmat

ions

with

in a

sys

tem

.

Rates of Chemical Reactions

Quick Review◆ The rate at which a chemical reaction proceeds is

known as the reaction rate.

◆ Factors that affect reaction rates include temperature, surface area, concentration, stirring,and catalysts.

◆ A catalyst is a substance that affects reaction ratebut is not used up during the reaction. Enzymes arecatalysts that speed up reactions in living things.

Questions1. How does increasing temperature affect reaction

rates?

2. How does a catalyst speed up a reaction?

1. In general, an increase in temperature increases reaction rate. 2. It lowers the activation energy.

Reaction Progress

Ch

emic

al E

ner

gy

Reaction Energy—Catalyzed and Uncatalyzed

Reactants

Reaction without catalystReaction with catalyst

Products

Energybarrier withcatalyst

Energybarrier withoutcatalyst

PS23©

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.

SPS7.a Identify energy transformations within a system.

Solubility

Quick Review

◆ Solubility is the maximum amount of solute thatdissolves in a given amount of solvent at constanttemperature.

◆ The polarity of the solute and solvent molecules,temperature, and pressure are factors that affectsolubility.

◆ The surface area of the solute particles, stirring,and temperature affect the rate of dissolving.

Questions

1. Would sodium chloride be more soluble in oil orwater?

2. How does an increase in temperature affect the solubility of NH4Cl in water?

1. Water 2. The solubility of NH4Cl in water increases with an increase in temperature.

PS24©

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.

140

160

120

100

80

60

40

0

20

10 20 30 40 50 60 70 80 90

Temperature (�C)

KNO3

NaCl

KBr

Solu

bilit

y (g

/100

g H

2O)

Yb2(SO4)3

NH4Cl

NaNO3

SPS6.b Observe factors affecting the rate a solute dissolves in a specific solvent.

SPS6.c Demonstrate that solubility is related to temperature by constructing a solubility curve.

Pro

per

ties

of

Solu

tio

ns

Qu

ick

Rev

iew

◆T

he

solu

bil

ity

of a

gas

in

crea

ses

as t

he

pre

ssu

reof

th

e ga

s ab

ove

the

solu

tion

in

crea

ses.

◆W

hen

car

bon

ated

bev

erag

es a

re b

ottl

ed, t

he

pre

ssu

re o

f ca

rbon

dio

xid

e ga

s ab

ove

the

liq

uid

is

hig

h. T

he

con

cen

trat

ion

of

carb

on d

ioxi

de

gas

in t

he

liq

uid

is

also

hig

h.

Qu

esti

on

s

1.W

hat

hap

pen

s to

th

e d

isso

lved

car

bon

dio

xid

ega

s w

hen

th

e b

ottl

e is

op

ened

?

2.W

hy

doe

s op

enin

g th

e b

ottl

e w

hen

th

e b

ever

age

is c

old

red

uce

th

e re

leas

e of

gas

?

1.

CO

2co

mes

out

of

solu

tion.

2.

The

sol

ubili

ty o

f a

gas

incr

ease

s w

ith d

ecre

asin

g te

mp

erat

ures

.

PS25

©P

ears

on E

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tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

SPS6

.a D

escr

ibe

solu

tions

.

Properties of Acids

Quick Review

◆ Acids are compounds that produce hydronium ionswhen dissolved in water. Bases are compounds thatproduce hydroxide ions when dissolved in water.

◆ Strong acids ionize almost completely in water.Strong bases dissociate almost completely in water.

◆ Sour taste and reactivity with metals areproperties of acids. Bitter taste and slippery feelare properties of bases.

Questions

1. What are the products of the reaction betweenmagnesium and hydrochloric acid?

2. Write the equation that shows the ionization ofhydrofluoric acid in water.

1. Hydrogen gas and magnesium chloride 2. HF + H2O → H3O+ + F-

PS26©

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rved

.SPS6.d Compare and contrast the components and properties of acids and bases.

Th

e p

H S

cale

Qu

ick

Rev

iew

◆T

he

pH

of

a so

luti

on i

s a

mea

sure

of

its

hyd

ron

ium

ion

con

cen

trat

ion

.

◆A

t a

pH

of

7, t

he

H3O

�an

d

OH

�co

nce

ntr

atio

ns

are

equ

al a

nd

th

e so

luti

on i

s n

eutr

al.

◆S

olu

tion

s w

ith

a p

H b

elow

7 a

re a

cid

ic.

Sol

uti

ons

wit

h a

pH

ab

ove

7 ar

e b

asic

.

Qu

esti

on

s

1.W

hic

h i

s m

ore

bas

ic, s

oap

or

ble

ach

?

2.W

hic

h w

ould

hav

e a

hig

her

hyd

ron

ium

ion

con

cen

trat

ion

: nor

mal

rai

nfa

ll o

r ac

id r

ain

?

3.W

hy

wou

ld a

per

son

tak

e an

an

taci

d i

f th

eir

stom

ach

hu

rt?

1.

Blea

ch2.

A

cid

rain

3.

Ant

acid

s ne

utra

lize

stom

ach

acid

.

PS27

©P

ears

on E

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tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

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all.

All

right

s re

serv

ed.

SPS6

.d C

omp

are

and

cont

rast

the

com

pon

ents

and

pro

per

ties

of a

cids

and

bas

es.

SPS6

.e D

eter

min

e w

heth

er c

omm

on h

ouse

hold

sub

stan

ces

are

acid

ic, b

asic

, or

neut

ral.

Carbon Chains

Quick Review

◆ A carbon atom can form four single covalent bondswith other atoms.

◆ In graphite, carbon atoms form flat layers. Eachcarbon atom forms covalent bonds with threeother carbon atoms. The bonds between the layersare weak.

◆ Diamond has a three–dimensional structure. Eachcarbon atom is bonded covalently to four othercarbon atoms.

Questions

1. Which group does carbon belong to on the periodictable? How many valence electrons does it have?

2. Explain why diamond is among the hardest knownmaterials, but graphite is very soft.

1. Group 14, or 4A; four 2. Diamond’s three-dimensional structure makes it very strong; graphite layers can slide by one another.

PS28©

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rved

.

GraphiteDiamond

SPS4.b Use the Periodic Table to predict properties for representative elements.

Radioactive Decay

Quick Review◆ Radioisotopes emit charged particles and energy

during nuclear decay.

◆ Alpha decay and beta decay both result in thetransformation of a radioisotope into an atom of a different element.

◆ In alpha decay, an alpha particle is emitted. Analpha particle is a helium nucleus.

◆ A beta particle is released in beta decay. A betaparticle is an electron emitted by an unstablenucleus.

◆ Gamma rays are high-energy waves similar to light,radio waves, and X-rays.

QuestionA radioisotope of uranium (atomic number 92)decays and emits alpha particles. What is theatomic number of the resultant isotope?

90

PS29©

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.SPS3.a Differentiate among alpha and beta particles and gamma radiation.

Half-Life

Quick Review◆ Every radioactive isotope that emits alpha, beta, or

gamma radiation decays at a constant rate that canbe expressed as a half-life.

◆ A half-life is the length of time required for one halfof a radioisotope to decay. Half-lives can vary fromfractions of a second to billions of years.

◆ Half-lives are used in radioactive dating.

Questions1. What fraction of a radioactive sample remains after

4 half-lives?

2. The half-life of radon-222 is 3.82 days. How much ofa 64-gram sample remains after 11.46 days?

1. 1/16 2. 8 g

100

50

25

12.5

01 half-life 2 half-lives 3 half-lives

Time

Rad

iois

oto

pe

Rem

ain

ing

(%

)Iodine-131

Xenon-131

Nuclear Decay

PS30©

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.

SPS3.a Differentiate among alpha and beta particles and gamma radiation.

SPS3.c Explain the process half-life as related to radioactive decay.

Nuclear Reactions

Quick Review◆ Nuclear reactions involve changes in the nucleus

of an atom. Chemical reactions involve electronssurrounding the nucleus, but do not affect thenucleus.

◆ During nuclear fission, heavy atomic nuclei are split into lighter ones. During nuclear fusion, lightatomic nuclei are joined together. Both processesrelease tremendous amounts of energy.

◆ The sun and other stars are powered by the fusionof hydrogen into helium.

Questions1. How does nuclear fission differ from radioactive

decay?

2. Why is it difficult to achieve nuclear fusion in a laboratory?

1. Nuclear fission: one nuclei splits into smaller nuclei, energy is released, reaction is controllable. Radioactive decay: transforms one type of nucleus into another, charged particle is released, cannot be controlled.

2. Extremely high temperatures and pressures are required for fusion reactions.

Neutron

Uranium-235U235

92Uranium-236

(very unstable)

U23692

Barium-142Ba142

56

Kr9136

Krypton-91

Energy

PS31©

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.

SPS3.b Differentiate between fission and fusion.

Uses of Radioactivity

Quick Review◆ Nuclear power is used to produce electric current.

◆ Radioactive isotopes are studied in radiometric dating.

◆ Radioactivity is used in medicine to identify andtreat certain conditions.

Questions1. How are nuclear power stations similar to power

stations that use fossil fuels?

2. What is a danger of using radioactive materials?

1. Both use released heat to produce steam that can turn a turbine.2. Waste materials may remain dangerous for many years.

PS32©

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.

Waterpressurizer

CondenserHigh-pressureturbine

High-strengthprotective shielding

Controlrods

Pump

Water

Steam condenses.

Coolingwaterexits.

Coolingwater enters. Filter

Pump

Fuel rods containinguranium dioxide

SPS3.d Describe nuclear energy, its practical application as an alternative energy source,and its potential problems.

©P

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., P

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as

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all.

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right

s re

serv

ed.

Frame of Reference

Quick Review◆ A frame of reference is a system of objects that are

not moving with respect to one another.

◆ The motion of a person or object must be describedwith respect to a frame of reference.

◆ There is no single correct frame of reference todescribe motion.

Questions

1. What are two frames of reference that can be usedto describe the motion of people on a train?

2. What are two frames of reference that can be usedto describe the motion of a person jogging?

3. Why are you in motion even when you are sleeping?

1. The train and the ground 2. The ground and the sun 3. Earth is in constant motion.

PS33SPS8.a Calculate velocity and acceleration.

©P

ears

on E

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., P

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all.

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right

s re

serv

ed.

Graphing Motion PS34

1. 9 km 2. 36 km/h

Speed of a Train

Quick Review

◆ An object is in motion if it changes positionrelative to a reference point.

◆ The speed of an object is the distance the objecttravels per unit time. (Speed � Distance � Time).

Questions1. How far does the train travel in each 15-minute

interval?

2. What is the train’s speed in kilometers per hour?

SPS8.a Calculate velocity and acceleration.

©P

ears

on E

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tion,

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., P

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all.

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right

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serv

ed.

Velocity

Quick Review

◆ Velocity describes both speed and distance.

◆ Velocity is expressed in units of distance dividedby time, such as kilometers per hour or meters persecond.

◆ A quantity that has both magnitude and directionis called a vector.

◆ Vectors can be represented by arrows on a graph.The length and direction of the arrow shows themagnitude and direction of the vector.

Questions

1. What is the overall velocity of the boat on the left?

2. What is the overall velocity of the boat on the right?

3. Why is the overall velocity of the boat on the rightslower than the boat on the left?

1. 5 km/h + 12 km/h = 17 km/h in the direction of the current2. 13 km/h at an angle to the riverbank 3. The boat on the right is traveling in a different direction than the current.

PS35SPS8.a Calculate velocity and acceleration.

5 km/h

12 km/h

17 km/h

X

Y

Z

5 km/h

12 km/h

13 km/h

Y

X

Z

©P

ears

on E

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all.

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right

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New

ton

’s F

irst

La

w o

f M

oti

on

PS36

1.

80 k

m/h

2.

The

actio

n of

a s

eat

belt

crea

tes

an u

nbal

ance

d fo

rce,

whi

ch s

low

s or

sto

ps

the

forw

ard

mot

ion

of t

he d

river

.

Infl

ated

air

bag

The

air

bag

exer

ts

a fo

rce

that

slo

ws

dow

n th

e du

mm

y’s

forw

ard

mot

ion,

abs

orbs

its

ener

gy,

and

prev

ents

it f

rom

hit

ting

the

st

eeri

ng w

heel

.

Seat

bel

tTh

e se

at b

elt

imm

edia

tely

tig

hten

s to

slow

dow

n th

e du

mm

y an

d to

abs

orb

ener

gy.

Imp

act

Upo

n in

itia

lim

pact

, the

car

sto

psab

rupt

ly, b

ut in

erti

a ke

eps

the

dum

my

mov

ing

forw

ard.

Car

’s in

itia

lve

loci

ty

Qu

ick

Rev

iew

◆A

ccor

din

g to

New

ton

’s f

irst

law

of

mot

ion

, an

obje

ct t

hat

is

mov

ing

at c

onst

ant

velo

city

wil

lco

nti

nu

e m

ovin

g at

con

stan

t ve

loci

ty u

nle

ssac

ted

up

on b

y an

un

bal

ance

d f

orce

.

◆N

ewto

n’s

fir

st l

aw i

s al

so c

alle

d t

he

law

of

iner

tia.

In

erti

a is

th

e te

nd

ency

of

an o

bje

ct t

ore

sist

ch

ange

in

its

mot

ion

.

Qu

esti

on

s

1.If

a c

ar i

s tr

avel

ing

at 8

0 k

m/h

, wh

at i

s th

eve

loci

ty o

f a

pas

sen

ger

in t

he

car?

2.U

se N

ewto

n’s

fir

st l

aw t

o ex

pla

in t

he

fun

ctio

n

of a

sea

t b

elt

du

rin

g a

coll

isio

n.

SPS8

.a C

alcu

late

vel

ocity

and

acc

eler

atio

n.

SPS8

.b A

pp

ly N

ewto

n’s

thre

e la

ws

to e

very

day

situ

atio

ns.

Force Force

Acceleration Acceleration

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

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rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Newton’s SecondLaw of Motion

Quick Review

◆ A force is a push or pull exerted on an object.

◆ Acceleration is the rate that velocity changesexpressed in units of distance divided by timesquared.

◆ According to Newton’s second law of motion, theacceleration of an object is equal to the net forceacting on it divided by the object’s mass.

◆ Weight is the force of gravity acting on an object.

Questions

1. If the same force is applied, why don’t the eightshopping carts accelerate as much as the singlecart?

2. A bowling ball has a mass of 6.5 kg. What is theweight of the bowling ball on Earth?

1. Eight carts have a greater mass than a single cart. 2. 63.7 N

PS37SPS8.b Apply Newton’s three laws to everyday situations.

SPS8.d Explain the difference in mass and weight.

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Newton’s Third Law of Motion PS38

1. The oars pushing against the water 2. The water moves the boat.

Boat moves inthis direction.

Quick Review

◆ According to Newton’s third law of motion,whenever one object exerts a force on a secondobject, the second object exerts an equal andopposite force on the first object.

◆ When equal and opposite forces act on the sameobject, they result in a net force of zero.

Questions

1. What is the action force in the figure?

2. What is the result of the reaction force shown inthe figure?

SPS8.b Apply Newton’s three laws to everyday situations.

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

PS39Momentum

Quick Review◆ Momentum is the product of an object’s mass and

velocity.

◆ An unbalanced force acting on an object overcomesinertia by changing the object’s momentum.

◆ Friction is a force that can change an object’smomentum, as, for example, when brakes areapplied to stop a car.

Questions

1. Which has more momentum, a car traveling at 80 km/h or a motorcycle traveling at 80 km/h? Explain.

2. Assuming the red and green cars have the samemass, which car has more momentum? Why?

3. If similar force is applied to the brakes, which carwill travel farther before it stops?

1. The car, because it has a greater mass.2. The red car, because it has a greater velocity than the green car. 3. The red car

SPS8.b Apply Newton’s three laws to everyday situations.

Universal Forces

Quick Review◆ Electric forces act between charged objects or

particles. Objects with opposite charges attractone another. Objects with like charges repel oneanother.

◆ The strong and weak nuclear forces act within thenucleus of an atom to hold it together.

Questions1. What forces are present in atomic nuclei?

2. Are the electric forces in the nucleus of an atomattractive or repulsive?

1. Electric force and strong and weak nuclear forces 2. Repulsive

Neutron

ProtonProton

Neutron

Neutron

ProtonProton

Neutron

Strong Nuclear Forces

Electric Forces

PS40©

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Edu

catio

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s P

ears

on P

rent

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Hal

l.A

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rese

rved

.SPS1.a Examine the structure of the atom.

Gravitational Force

Quick Review◆ Gravitational force is the attractive force that acts

between any two masses.

◆ The strength of the gravitational force depends onmass and distance: F � G m

r1m

22.

◆ Although gravity is the weakest universal force, itis the most effective force over long distances.

Questions

1. Why does it seem that objects such as cars androcks do not have gravitational attraction towardeach other?

2. How are both the gravitational force and theelectrical force related to distance?

1. Their masses are very small compared to Earth. 2. They decrease as distance increases.

Gravitational force of attraction of mass Y by mass X

Gravitational force of attraction of mass X by mass Y

X Y

X Y

X Y

A

B

C

PS41©

Pea

rson

Edu

catio

n, I

nc.,

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s P

ears

on P

rent

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Hal

l.A

ll rig

hts

rese

rved

.

SPS8.c Relate falling objects to gravitational force.

Planetary Motion

Quick Review◆ The planets of the solar system move in elliptical

paths around the sun.

◆ Johannes Kepler proposed three laws to explainplanetary motion.

◆ More than a half century later, Isaac Newtonderived Kepler’s laws from his own laws of motionand the law of universal gravitation.

Questions1. What force keeps planets in orbit?

2. How is a planet’s period of revolution related to itsdistance from the sun?

3. At what point in their orbits do planets move thefastest?

1. Gravity 2. The greater the distance, the longer the period of revolution. 3. When they are closest to the sun

PS42©

Pea

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Edu

catio

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Pub

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ears

on P

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rese

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.

Earth’s orbit

Sun

SPS8.c Relate falling objects to gravitational force.

Pro

ject

ile

an

d

Cir

cula

r M

oti

on

PS43

1.

Air

resi

stan

ce a

nd g

ravi

ty2.

Th

e fir

st la

w o

f m

otio

n

3

. T

he s

atel

lite

is a

ccel

erat

ing

beca

use

it is

cha

ngin

g di

rect

ion.

Qu

ick

Rev

iew

◆P

roje

ctil

e m

otio

n i

s th

e m

otio

n o

f a

fall

ing

obje

ctaf

ter

it i

s gi

ven

an

in

itia

l fo

rwar

d v

eloc

ity.

◆A

sate

llit

e is

a p

roje

ctil

e th

at o

rbit

s E

arth

.

◆A

sate

llit

e la

un

ched

wit

h a

hig

h e

nou

gh v

eloc

ity

wil

l m

ove

in a

n a

lmos

t ci

rcu

lar

pat

h a

rou

nd

Ear

th.

◆G

ravi

ty p

ull

s th

e sa

tell

ite

tow

ard

Ear

th. I

ner

tia

kee

ps

the

sate

llit

e m

ovin

g in

its

orb

it.

Qu

esti

on

s

1.W

hat

tw

o fo

rces

act

on

a p

roje

ctil

e in

Ear

th’s

atm

osp

her

e?

2.W

hic

h o

f N

ewto

n’s

law

s of

mot

ion

ap

pli

es t

o a

sate

llit

e in

orb

it?

3.E

xpla

in w

hy

a sa

tell

ite

is a

ccel

erat

ing

even

wh

en i

t is

tra

veli

ng

at c

onst

ant

velo

city

.

SPS8

.c R

elat

e fa

lling

obj

ects

to

grav

itatio

nal f

orce

.

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Work PS44

Quick Review◆ Work is the force applied to an object times the dis-

tance the object moved (W = Fd).

◆ Work is the transfer of energy.

◆ A machine is a device that makes work easier to do.

◆ The number of times a machine increases an inputforce is called the mechanical advantage.

Questions

1. How much work is done when a 1,000-newton cartis lifted to a height of 2 meters?

2. How much work is done when a 1,000-newton cartis pushed up a 10-meter-long ramp to a height of 2 meters?

1. 2,000 joules 2. 2,000 joules

SPS8.e Calculate amounts of work and mechanical advantage using simple machines.

Po

wer

PS45

Qu

ick

Rev

iew

◆P

ower

is

the

rate

at

wh

ich

wor

k i

s d

one.

◆P

ower

eq

ual

s fo

rce

tim

es d

ista

nce

div

ided

by

tim

e P

ower

=

Qu

esti

on

s1.

How

mu

ch w

ork

is

bei

ng

don

e to

lif

t th

e w

eigh

t?

2.W

hat

is

the

pow

er o

utp

ut

of t

he

pu

lley

wh

ile

the

wei

ght

is b

ein

g li

fted

?

500

N

2m in

10

sec

1.

Wor

k=

500

N�

2 m

=1,

000

J

2.

1,

000

J / 1

0 s

= 10

0 W

©P

ears

on E

duca

tion,

Inc

., P

ublis

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as

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all.

All

right

s re

serv

ed.

SPS8

.e C

alcu

late

am

ount

s of

wor

k an

d m

echa

nica

l adv

anta

ge u

sing

sim

ple

mac

hine

s.

Wor

kT

ime

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

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rson

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ntic

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all.

All

right

s re

serv

ed.

Efficiency PS46

1. Decrease friction 2. 90%

Quick Review

◆ The efficiency of any machine is always less than 100% because some of the work input to a machineis always used to overcome friction.

◆ Efficiency is calculated using the formula: Efficiency � (Work output � Work input) � 100%.

Questions1. What is one way to increase the efficiency of a

machine?

2. If a machine uses 200 J of work from a motor andsupplies 180 J of useful work, what is the efficiencyof the machine?


Incl

ined

Pla

ne

PS47

1.

Ram

p Y

2.

In

crea

se t

he le

ngth

; de

crea

se t

he h

eigh

t

Ram

p X

Ram

p Y

Ram

p Z

1 m

0.5

m

1 m

4 m

3 m

4 m

Qu

ick

Rev

iew

◆A

ram

p i

s an

exa

mp

le o

f a

sim

ple

mac

hin

e ca

lled

an i

ncl

ined

pla

ne.

◆Id

eal

mec

han

ical

ad

van

tage

of

a ra

mp

◆W

hen

an

ob

ject

is

pu

shed

up

a r

amp

, kin

etic

ener

gy i

s co

nve

rted

to

pot

enti

al e

ner

gy.

�L

engt

h o

f in

clin

eH

eigh

t of

in

clin

e

Qu

esti

on

s1.

Wh

ich

of

the

thre

e ra

mp

s h

as t

he

larg

est

idea

lm

ech

anic

al a

dva

nta

ge?

2.D

escr

ibe

two

way

s yo

u c

an i

ncr

ease

th

e id

eal

mec

han

ical

ad

van

tage

of

a ra

mp

.

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

SPS8

.e C

alcu

late

am

ount

s of

wor

k an

d m

echa

nica

l adv

anta

ge u

sing

sim

ple

mac

hine

s.

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Levers PS48

1. Third class 2. Second class

Outputforce

Inputforce

Fulcrum

Outputforce

Inputforce

Fulcrum

Outputforce Input

force

Fulcrum

Quick Review

◆ A lever is a rigid bar that is free to move around afixed point (the fulcrum).

◆ The input arm of a lever is the distance betweenthe input force and the fulcrum. The output arm isthe distance between the output force and thefulcrum.

◆ To calculate the ideal mechanical advantage of anylever, divide the input arm by the output arm.

◆ When using a lever, energy is transferred from theinput arm to the output arm.

Questions1. Which class of lever always has a mechanical

advantage less than 1?

2. Which class of lever always has a mechanicaladvantage greater than 1?

A B CFirst-Class Lever Second-Class Lever Third-Class Lever


©P

ears

on E

duca

tion,

Inc

., P

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all.

All

right

s re

serv

ed.

Wheel and Axle PS49

1. Greater than 1 2. Sample answer: Doorknob

Input

Steering wheel

Steering shaft

Output

Screwdriver handle

Input

Output

Screwdriver shaft

A B

Quick Review

◆ A wheel and axle is a simple machine that consistsof two disks or cylinders, each with a differentradius.

◆ To calculate the ideal mechanical advantage of thewheel and axle, divide the radius where the inputforce is exerted by the radius where the outputforce is exerted.

◆ When using a steering wheel, energy is transferredfrom the wheel to the shaft.

Questions1. Does a steering wheel have a mechanical advan-

tage greater or less than 1?

2. Other than the examples shown, give an example of a wheel and axle you use regularly.


©P

ears

on E

duca

tion,

Inc

., P

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as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Pulleys PS50

1. Fixed 2. By combining the movable pulley with one or more fixed or movable pulleys

Quick Review

◆ A pulley is a simple machine consisting of a ropethat fits into a groove in a wheel.

◆ A fixed pulley changes only the direction of theinput force. A movable pulley can change both thesize and direction of the input force.

◆ Mechanical advantage of a pulley is the number ofrope sections supporting the load being lifted.

◆ Pulleys convert kinetic energy into potential energy.

Questions1. Which type of pulley would you use to raise a flag

on a flagpole?

2. How can you increase the mechanical advantage ofa movable pulley?

Fixed pulleyI.M.A. = 1

Movable pulleyI.M.A. = 2

Pulley systemI.M.A. = 2

Pulley systemI.M.A. = 3


EnergySPS7.a Identify energy transformations within a system.

Quick Review◆ Kinetic energy is the energy of motion. The kinetic

energy of a moving object depends on its mass andspeed (KE = 1/2mv2).

◆ Potential energy is energy that is stored as a result of position or shape. Gravitational potentialenergy depends on an object’s mass, height, and theacceleration due to gravity (PE = mgh).

◆ Energy exists in several different forms: mechanicalenergy, thermal energy, chemical energy, electricalenergy, electromagnetic energy, and nuclear energy.

◆ Each form of energy can be converted into another.No energy is created or destroyed in the process.

Questions

1. At what point does the roller coaster car have thegreatest potential energy?

2. At what point does the roller coaster car have thegreatest kinetic energy?

3. How can you increase the gravitational potentialenergy of a bird’s nest?

1. At the top of the highest hill 2. At the bottom of the first hill 3. Lift it higher

PS51©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

Energy ConversionSPS7.a Identify energy transformations within a system.

©P

ears

on E

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tion,

Inc

., P

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all.

All

right

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serv

ed.

PS52

1. Chemical energy is converted into thermal energy. 2. At the bottom of its swing

Maximum potential energyMaximum potential energy

Maximum kinetic energy

Quick Review

◆ Energy can be converted from one form to another.Energy can not be created or destroyed. In everyenergy conversion, energy is conserved.

◆ Mechanical energy is equal to the sum of thekinetic and potential energy of an object. If frictioncan be neglected, mechanical energy remainsconstant.

Questions

1. What energy conversion takes place when woodburns?

2. At what point in its swing does a pendulum havethe least potential energy?

SPS7.a Identify energy transformations within a system.

PS53©

Pea

rson

Edu

catio

n, I

nc.,

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s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.Hydroelectric Power

Quick Review

◆ When water is released at a hydroelectric powerplant, the blades of a turbine turn.

◆ When the turbine turns, a large magnet in thegenerator converts the turbine’s mechanical energyinto electrical energy.

◆ Energy is conserved during each energyconversion.

Questions

1. What feature of the power plant converts thewater’s potential energy into kinetic energy?

2. Some of the mechanical energy is not convertedinto electrical energy. What happens to it?

3. What other sources of energy can be used to produce electrical energy?

Discharge

Reservoir

Spillway

Dam

TransformerGenerator

Electromagnet Turbine

1. Inclined spillway2. It is converted into thermal energy, which heats the discharged water.3. Fossil fuels, wind, sunlight, nuclear reactions

SPS7.c Determine the heat capacity of a substance using mass, specific heat, and temperature.

PS54©

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rese

rved

.Heat and Temperature

Quick Review◆ Heat is the transfer of

thermal energy from awarmer object to a coolerobject.

◆ Temperature is a measureof how hot or cold matteris, and is related to therandom motion ofthe atoms and moleculesin matter. As matter isheated, the atoms andmolecules move faster,resulting in an increasein temperature.

0.90 J/(g.°C) ; 2 .25J/ °C

ThermometerStirrer

Lid

Water

Aluminumsample

Calorimeter

◆ A calorimeter is an instrument that measureschanges in thermal energy.

◆ Specific heat is the amount of heat needed to raisethe temperature of one gram of material by onedegree Celsius. Heat capacity is the specific heat ofa material multiplied by its mass.

Question

It takes 7.2 joules of heat to raise the temperatureof a 2.5 g sample of aluminum by 3.2°C. What is thespecific heat of aluminum? What is the heatcapacity of the sample?

Met

ho

ds

of

Hea

t Tr

an

sfer

©P

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tion,

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., P

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all.

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right

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serv

ed.

Qu

ick

Rev

iew

◆H

eat

can

be

tran

sfer

red

th

rou

gh c

ond

uct

ion

,co

nve

ctio

n, a

nd

rad

iati

on. I

n a

ll c

ases

, en

ergy

is

con

serv

ed.

◆A

ther

mal

con

du

ctor

is

a m

ater

ial

that

con

du

cts

ther

mal

en

ergy

wel

l. A

ther

mal

in

sula

tor

is a

mat

eria

l th

at c

ond

uct

s th

erm

al e

ner

gy p

oorl

y.

Qu

esti

on

s

1.H

ow d

oes

rad

iati

on d

iffe

r fr

om c

onve

ctio

n a

nd

co

nd

uct

ion

?

2.H

ow i

s it

pos

sib

le f

or a

th

erm

os t

o k

eep

cof

fee

hot

an

d a

lso

kee

p i

ced

tea

col

d?

3.W

hat

is

the

pu

rpos

e of

th

e ai

r sp

ace

bet

wee

n t

he

pan

es o

f gl

ass

in a

dou

ble

-pan

e w

ind

ow?

Air

spac

e

Air

spa

ce

Gla

ss

Plas

tic

cont

aine

r

Vacu

um

Gla

ss

PS55

1.

Radi

atio

n ca

n tr

ansf

er e

nerg

y th

roug

h em

pty

sp

ace.

2.

Insu

latio

n he

lps

mai

ntai

n th

e ex

istin

g te

mp

erat

ure.

3.

The

air

pro

vide

s in

sula

tion

whi

ch r

educ

es h

eat

loss

in t

he w

inte

r an

d ke

eps

heat

out

in t

he s

umm

er.

SPS7

.b In

vest

igat

e m

olec

ular

mot

ion

as it

rel

ates

to

ther

mal

ene

rgy

chan

ges

in t

erm

s of

cond

uctio

n, c

onve

ctio

n, a

nd r

adia

tion.

ConductionSPS7.b Investigate molecular motion as it relates to thermal energy changes in terms ofconduction, convection, and radiation.

PS56©

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1. Air is not a good thermal conductor.2. Metal is a good thermal conductor, so the heat of the stove is transferred to the food.

Quick Review

◆ Conduction is the transfer of thermal energy withno overall transfer of matter.

◆ Conduction occurs within a material or betweenmaterials that are touching.

◆ Conduction in gases is slower than in liquids and solids because the particles in a gas collide less often.

Questions1. Explain why the air space in a double-pane

window provides thermal insulation.

2. Explain why pots and pans are often metal.

A Model of Energy Transfer in Conduction

ConvectionSPS7.b Investigate molecular motion as it relates to thermal energy changes in terms ofconduction, convection, and radiation.

PS57©

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1. Hot air is less dense than cool air. 2. Convection currents transfer air heated by the sun throughout the atmosphere.

Baseboardconvector

Pump

Furnace

Burner

Convectioncurrents

Smoke outlet

Quick Review

◆ Convection is the transfer of thermal energy by themovement of particles in a fluid.

◆ A convection current occurs when a fluidcirculates in a loop as it alternately heats up andcools down.

◆ Convection currents can be used to transfer heatedair throughout a building.

Questions1. Explain why hot air rises and cool air sinks.

2. Where in nature can you find a large-scale exampleof heating by convection?

Rad

iati

on

1.

All

thre

e p

roce

sses

tra

nsfe

r en

ergy

. 2.

Ra

diat

ion

is t

he o

nly

typ

e of

ene

rgy

tran

sfer

tha

t ca

n oc

cur

thro

ugh

a va

cuum

.

Atm

osph

ere

Su

nlig

ht

Ear

th’s

su

rfac

e

Qu

ick

Rev

iew

◆R

adia

tion

is

the

tran

sfer

of

ener

gy b

y w

aves

mov

ing

thro

ugh

sp

ace.

Rad

iati

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llow

s th

e tr

ansf

er o

f th

erm

alen

ergy

wit

hou

t a

med

ium

.

◆A

ll o

bje

cts

rad

iate

en

ergy

. As

an o

bje

ct’s

tem

per

atu

rein

crea

ses,

th

e ra

te a

t w

hic

h i

t ra

dia

tes

ener

gyin

crea

ses.

◆T

he

sun

’s e

ner

gy i

s tr

ansf

erre

d t

o E

arth

by

the

pro

cess

of r

adia

tion

.

Qu

esti

on

s1.

How

is

rad

iati

on s

imil

ar t

o co

nd

uct

ion

an

d c

onve

ctio

n?

2.W

hy

is s

olar

en

ergy

tra

nsf

erre

d t

o E

arth

by

rad

iati

on?

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PS58

SPS7

.b In

vest

igat

e m

olec

ular

mot

ion

as it

rel

ates

to

ther

mal

ene

rgy

chan

ges

in t

erm

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cond

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onve

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n, a

nd r

adia

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Mechanical WavesSPS9.a Recognize that all waves transfer energy.

SPS9.c Compare and contrast the characteristics of electromagnetic and mechanical waves.

PS59©

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1. Transverse wave 2. Sample answer: They both travel through a medium.

Direction of wave Crest

Trough

Push

Direction of wave

Compression

A BTransverse wave Longitudinal wave

Quick Review

◆ A mechanical wave is created when a source of energy causes a vibration to travel through a medium.

◆ A transverse wave is a mechanical wave thatcauses the medium to vibrate at right angles to the direction the wave travels.

◆ A longitudinal wave is a wave in which thevibration of the medium is parallel to the direction the wave travels.

Questions1. Which type of wave has crests and troughs?

2. Name one way in which transverse andlongitudinal waves are similar.

Surf

ace

Wave

s

1.

Sam

ple

answ

er:A

n oc

ean

wav

e2.

They

hav

e an

up

-and

-dow

n m

otio

n, li

ke a

tra

nsve

rse

wav

e, a

nd a

bac

k-an

d-fo

rth

mot

ion,

like

a lo

ngitu

dina

l wav

e.

Wav

e d

irec

tio

n

Qu

ick

Rev

iew

◆A

surf

ace

wav

e is

a m

ech

anic

al w

ave

that

tra

vels

alon

g a

surf

ace

sep

arat

ing

two

med

ia.

◆A

s th

e su

rfac

e w

ave

carr

ies

ener

gy f

rom

lef

t to

righ

t, t

he

med

ium

th

rou

gh w

hic

h t

he

ener

gy t

rave

lsm

oves

in

a c

ircl

e.

Qu

esti

on

s1.

Giv

e an

exa

mp

le o

f a

surf

ace

wav

e.

2.H

ow a

re s

urf

ace

wav

es s

imil

ar t

o b

oth

tra

nsv

erse

and

lon

gitu

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al w

aves

?

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SPS9

.a R

ecog

nize

tha

t al

l wav

es t

rans

fer

ener

gy.

PS60

Properties of Mechanical WavesSPS9.a Recognize that all waves transfer energy.

SPS9.b Relate frequency and wavelength to the energy of different types of electromagnetic wavesand mechanical waves.

PS61

Quick Review◆ Wavelength is the distance between a point on a wave

and the same point on the next cycle of the wave.

◆ Frequency is the number of complete cycles in agiven time.

◆ Amplitude is the maximum displacement of a medium from its rest position.

◆ Wave speed � Wavelength � Frequency.

Questions

1. How is the amplitude of a wave related to its energy?

2. What happens to the wavelength of a wave if itsfrequency decreases but its speed remains the same?

3. What is the speed of a wave with a wavelength of0.5 meters and a frequency of 8 hertz?

1. The more energy a wave has, the greater is its amplitude. 2. Wavelength increases 3. 4 m/s

©P

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., P

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all.

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Long wavelength

Rest position

A Frequency = 1.0 hertz

Rest position

One cycle per second

A

Short wavelength

B Frequency = 2.0 hertz

Two cycles per second

B

InterferenceSPS9.a Recognize that all waves transfer energy.

SPS9.d Investigate the phenomena of reflection, refraction, interference, and diffraction.

PS62©

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1. Increased amplitude 2. No; the frequency is not affected.

Wave 1

Destructive Interference

210

�1�2

� Wave 210

�1

� Wave 3

3210

�1�2�3

Wave 1

Constructive Interference

210

�1�2

� Wave 210

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� Wave 3

3210

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A B

Quick Review

◆ Interference occurs when two or more wavesoverlap and combine.

◆ The two types of interference are constructiveinterference and destructive interference.

Questions1. Does constructive interference result in waves

with increased or decreased amplitude?

2. Does interference change the frequency of waves?If so, how is the frequency affected?

Sound WavesSPS9.a Recognize that all waves transfer energy.

SPS9.e Relate the speed of sound to different mediums.

PS63©

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.

Quick Review◆ Sound waves are longitudinal waves—

compressions and rarefactions that travel througha medium.

◆ At a temperature of 21°C (70°F) the speed of soundin air is 344 m/s. Sound waves travel fastestthrough solids, slower in liquids, and slowest ingases.

Questions1. Why is there no sound in space?

2. How are frequency and pitch related?

1. Sound needs a medium to travel. 2. Pitch is the frequency of a sound as you perceive it.

The Doppler EffectSPS9.a Recognize that all waves transfer energy.

SPS9.f Explain the Doppler Effect in terms of everyday interactions.

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. Quick Review◆ The Doppler effect is the apparent change in sound

frequency as the source, observer, or both move.

◆ Radar devices use the Doppler effect to determinethe speed of moving objects such as cars.

◆ The Doppler effect is also used to study weatherand the expansion of the universe.

Questions

1. Why does each observer in the diagram hear asound with a different pitch?

2. How can the Doppler effect be used to measure thespeed of a thunderstorm?

Observer A(decreasedfrequency)

Observer B(increasedfrequency)

1. The ambulance is moving away from Observer A and toward Observer B.2. Waves are sent toward the storm. They bounce off particles of precipitation. The frequency of the returning waves

changes as the storm moves.

Electromagnetic WavesSPS9.a Recognize that all waves transfer energy.

SPS9.c Compare and contrast the characteristics of electromagnetic and mechanical waves.

PS65©

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.

Quick Review◆ An electromagnetic wave is a transverse wave made

up of changing electric and magnetic fields.

◆ Like mechanical waves, electromagnetic wavescarry energy that can be transferred when theyinteract with matter.

◆ Electromagnetic waves are produced when anelectric charge vibrates or accelerates.

◆ Electromagnetic waves can travel through avacuum as well as through matter.

Questions

1. How are the fields arranged in an electromagneticwave?

2. What happens when an electromagnetic wavepasses from air into another medium, such as glass?

1. Perpendicular to one another 2. It slows down.

Directionof

wave

Electricfield

Magneticfield

The ElectromagneticSpectrumSPS9.a Recognize that all waves transfer energy.

SPS9.b Relate frequency and wavelength to the energy of different types of electromagnetic wavesand mechanical waves.

PS66©

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. Quick Review

◆ The electromagnetic spectrum organizes the formsof radiation in order of increasing frequency anddecreasing wavelength.

◆ Visible light is a form of electromagnetic radiation,as are radio waves, X-rays, and gamma rays.

◆ The color of visible light changes from red to violetas frequency increases.

Questions1. What kind of waves have wavelengths long enough

to allow transmission of signals around the curvature of Earth?

2. What type of electromagnetic radiation is emittedby nuclear decay and has a high frequency and ahigh penetrating energy?

1. Radio waves 2. Gamma rays

Radio WavesSPS9.a Recognize that all waves transfer energy.

PS67©

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.

Quick Review◆ Radio waves are electromagnetic waves with the

longest wavelengths and lowest frequencies.

◆ Radio waves carry signals for radio and televisionprogramming. Information is coded by modulatingeither the amplitude or frequency of carrier waves.

Questions1. How is the speed of electromagnetic waves

important to communication technologies?

2. What is the difference between AM and FM radiowaves?

3. A radio is tuned to 1200 kHz AM. What is thewavelength of the waves being broadcast by thestation?

1. Electromagnetic waves travel at the speed of light so information can be sent almost instantaneously.2. AM waves have a varying amplitude. FM waves have a varying frequency. 3. 250 m

A BAmplitude modulation Frequency modulation

ReflectionSPS9.a Recognize that all waves transfer energy.


PS68©

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1. A plane mirror 2. The angle of reflection is equal to the angle of incidence.

Regular reflectionDiffuse reflection

Quick Review

◆ When light waves strike a surface, the light can bereflected, absorbed, or transmitted.

◆ Reflection occurs when light bounces off a surface.

◆ Regular reflection occurs when parallel light wavesstrike a smooth surface and reflect all in the samedirection.

◆ Diffuse reflection occurs when parallel light wavesstrike an uneven surface and reflect in manydifferent directions.

Questions1. What type of mirror always produces a virtual

image?

2. How is the angle of incidence of a light ray relatedto the angle of reflection?

Refraction andDiffractionSPS9.a Recognize that all waves transfer energy.


PS69©

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.

1. Objects underwater appear closer and larger than they actually are. 2. A wave will diffract more when the wavelength is large compared with the size of the opening.

Quick Review

◆ Refraction is the bending of light that occurs whenlight passes from one medium into another.

◆ Diffraction is the bending of light when it passesthrough a narrow opening.

Questions1. How does refraction change the appearance of

objects underwater?

2. How does wavelength affect the diffraction oflight?

LightAir

Water

Glass

Air

Polarization of LightSPS9.a Recognize that all waves transfer energy.

PS70©

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.

1. Only vertical waves pass through; all other light is filtered out.2. Sample answer: Polarized sunglasses

Vertical polarizingfilter

Horizontal waveis blocked.

Vertical wave passesthrough filter.

Vertical waveis blocked.

Horizontal polarizingfilter

Quick Review

◆ Light with waves that vibrate in only one plane iscalled polarized light.

◆ A polarizing filter transmits light waves thatvibrate in only one plane.

Questions1. What happens to light that passes through a

vertical polarizing filter?

2. What is an everyday application of polarization?

ElectricitySPS10.a Investigate static electricity in terms of friction, induction, and conduction.

PS71©

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.

Quick Review◆ Electric charge is a property that causes subatomic

particles to attract or repel each other. Electricforce is the force of attraction or repulsion amongelectrically charged objects.

◆ Electric charge can be transferred by friction,contact, or induction.

◆ Charging by friction and charging by contactrequire contact between two objects. There is nocontact between materials when they are chargedby induction.

Questions1. Which subatomic particles have electric charges?

2. Provide an example of charging by friction.

1. Protons and electrons 2. Sample answers: Rubbing a balloon on your hair, walking across a carpet

SPS10.b Explain the flow of electrons in terms of the relationship among voltage, resistance andcurrent.

PS72©

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.Electric Current

Quick Review◆ Electric current is the flow of charge through a

conductor.

◆ Charge flows easily through electrical conductors.Charge does not flow easily through electrical insulators.

◆ Voltage is a difference in electric potential energybetween two places in an electric field. Resistanceis opposition to the flow of charges in a material.

◆ According to Ohm’s law, V = IR.

Questions

1. What effect does increasing voltage have oncurrent?

2. If voltage does not change, what happens to currentwhen resistance increases?

1. It also increases. 2. It decreases.

atom

electron

Electric CircuitsSPS10.b Explain the flow of electrons in terms of simple series and parallel circuits.

PS73©

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.

Quick Review◆ An electric circuit is a complete path through

which charge can flow. Circuit diagrams use symbols to represent parts of a circuit.

◆ Charge has only one path to flow in a series circuit.In a parallel circuit, electric charges can flowthrough two or more paths.

◆ In devices that use direct current (DC), chargeflows in only one direction. In devices that usealternating current (AC), the flow of electric chargeregularly reverses its direction.

Questions1. Suppose a series circuit has a battery and three

glowing light bulbs. How many of the bulbs wouldcontinue to glow after one burned out? Why?

2. Is the circuit formed by all the lights and appliances in a home a series or parallel circuit?

1. None; there is only one path for the current to take, and the burned-out bulb has broken the circuit.2. Parallel

Series Circuit Parallel Circuit

Electric CurrentSPS7.a Identify energy transformations within a system.

SPS10.b Explain the flow of electrons in terms of the relationship among voltage, resistance andcurrent.

PS74©

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1. Sample answers: Solar cells, fuel cells, generators 2. Toxic materials might leach into groundwater from a landfill or be released into the air during incineration.

Quick Review

◆ Voltage sources do work to increase the potentialenergy of electric charges.

◆ Batteries convert chemical energy to electricalenergy.

◆ Car batteries use lead plates in combination withsulfuric acid to produce electricity.

Questions1. Provide another example of a voltage source.

2. Why do communities ask people not to discarddisposable batteries in the trash?

Electricity andMagnetismSPS7.a Identify energy transformations within a system.

SPS10.c Investigate applications of magnetism and/or its relationship to the movement ofelectrical charge as it relates to electromagnets, simple motors, and permanent magnets.

PS75©

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. Quick Review◆ The movement of electric charges can create

magnetic fields.

◆ An electromagnet is a solenoid with aferromagnetic core.

◆ Electromagnetic devices change electrical energyinto mechanical energy.

◆ Electromagnetic induction is the process of generating a current by moving an electrical conductor.

◆ Generators convert mechanical energy intoelectrical energy by rotating a coil of wire in amagnetic field.

QuestionName two examples of electromagnetic devices.

Sample answers: Galvanometers, electric motors, loudspeakers

SB1.

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◆H

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org

anic

mol

ecu

le?

2.W

hat

tw

o fo

rms

of c

arb

ohyd

rate

s ar

e m

ade

from

lon

g ch

ain

s of

glu

cose

mol

ecu

les

con

nec

ted

in

dif

fere

nt

arra

nge

men

ts?

1.

Car

bohy

drat

es—

gluc

ose;

lip

ids—

glyc

erol

and

fat

ty a

cids

; p

rote

ins—

amin

o ac

ids;

nuc

leic

aci

ds—

nucl

eotid

es

2.

Star

ch a

nd c

ellu

lose

Calories and OrganicMoleculesSB1.c Identify the function of the four major macromolecules.

Quick Review◆ The energy in food is converted by the body’s cells

into ATP. Energy is released when molecules infood react with oxygen (O2).

◆ Fats contain 9 Calories per gram. Proteins andcarbohydrates contain 4 Calories per gram.

◆ 1 gram of fat contains more energy than either 1 gram of protein or carbohydrate because eachmolecule of fat can combine with more oxygen thancan either a molecule of protein or carbohydrate.

Questions1. What is the difference between a calorie and a

Calorie?

2. Which contains more oxygen: a molecule of fat or amolecule of protein?

1. 1 Calorie = 1,000 calories 2. A molecule of protein

C O C C C C C C C C C C C C C C C C

O H

HH

H

H

H

H

H

H

H

H

H C O C C C C C C C C C C C C C C C C

O H

H

H

H

H

H

H

H

H

H

H

H

H

H

H H H

H

H

H

H

H

H H H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H C O C C C C C C C C C C C C C C C C

O H

H

H H

H

H

H

H

H

H H H H H H H H H H H

H H H H H H H H H

Lipid

Glycerol Fatty acids

H

C H

H

H

C H

H

H

C H

H

H

B3©

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rson

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nc.,

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lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

Reaction Rates and EnzymesSB1.b Explain how enzymes function as catalysts.

Quick Review◆ The energy needed to get a reaction started is

called activation energy.

◆ Factors that affect reaction rates includetemperature, surface area, concentration, stirring,and catalysts.

◆ A catalyst is a substance that lowers a reaction’sactivation energy and speeds up the reaction rate.

◆ Enzymes are proteins that act as biological catalysts.

Questions1. Why does granulated sugar dissolve more quickly

than sugar cubes?

2. How does a catalyst speed up a reaction?

1. Granulated sugar has a greater surface area than sugar cubes. 2. It lowers the activation energy.

Reactants

Activation energywithout enzyme

Products

Effect of Enzymes

Course of reaction

En

erg

y

Reaction pathwaywith enzyme

Reaction pathwaywithout enzyme

Activationenergywith enzyme

B4©

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.

Food ChainsSB4.b Explain the flow of matter and energy through ecosystems by arranging componentsof a food chain according to energy flow.

B5©

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.

1. Algae2. Energy/food supply3. The shark population would decrease, and the small fish population would increase.

Algae

Zooplankton

Small fish

Squid

Shark

Quick Review◆ Energy flows through an ecosystem in one

direction, from the sun or inorganic compounds to autotrophs (producers) and then to various heterotrophs (consumers).

◆ Food chains show the one-way flow of energy in an ecosystem.

Questions1. Which organism in the food chain above is an

autotroph?

2. For what do heterotrophs depend on autotrophs?

3. If a disease reduced the number of squid in theocean, how would the ecosystem be affected?

Foo

d W

ebs

SB4.

b Ex

pla

in t

he fl

ow o

f mat

ter

and

ener

gy t

hrou

gh e

cosy

stem

s by

arr

angi

ng c

omp

onen

tsof

a fo

od c

hain

acc

ordi

ng t

o en

ergy

flow

.

1.

The

haw

k

2.

Th

e p

rimar

y co

nsum

ers

and

all t

he le

vels

abo

ve t

hem

wou

ld n

ot g

et e

noug

h fo

od a

nd e

nerg

y.

Fox

Haw

k

Snak

e

Bir

d

Ow

l

Fro

g

Gra

ssh

op

per

Mo

use

Gra

sses

Rab

bit

Qu

ick

Rev

iew

◆T

he

net

wor

k o

f fe

edin

g re

lati

onsh

ips

wit

hin

an e

cosy

stem

is

rep

rese

nte

d b

y a

food

web

.

◆E

ach

lev

el i

n a

foo

d c

hai

n o

r fo

od w

eb i

s a

trop

hic

lev

el. E

ach

con

sum

er d

eriv

es e

ner

gyfr

om t

he

leve

l b

elow

it.

Qu

esti

on

s

1.W

hic

h o

rgan

ism

der

ives

its

en

ergy

fro

m t

he

mos

t n

um

ber

of

sou

rces

?

2.W

hat

eff

ect

do

you

th

ink

a d

rou

ght

wou

ldh

ave

on a

pra

irie

foo

d w

eb?

B6

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

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rson

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all.

All

right

s re

serv

ed.

Energy PyramidsSB4.b Explain the flow of matter and energy through ecosystems by comparing thequantity of energy in the steps of an energy pyramid.

Quick Review

◆ Ecological pyramids show the relative amounts ofenergy or matter available within each trophiclevel in a food chain or food web.

◆ Only about 10 percent of the energy available ineach level is transferred to the level above it.

Questions

1. Which trophic level harnesses energy from the sunor from chemicals?

2. What happens to the energy that isn’t passed on tothe next trophic level?

1. The first trophic level (producers) 2. It is lost to the environment as heat.

B7©

Pea

rson

Edu

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ng a

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on P

rent

ice

Hal

l.A

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hts

rese

rved

.

Light orchemicalenergy

0.1% Third-levelconsumers

H

E

A

T1% Second-levelconsumers

10% First-levelconsumers

100%Producers

Cycles of MatterSB4.b Explain the flow of matter and energy through ecosystems by explaining the needfor cycling of major nutrients.

B8©

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.

1. Animals produce carbon dioxide that plants need.2. Less carbon dioxide is absorbed. Increased levels of CO2 in the atmosphere contribute to global warming.3. Oxygen and carbon

Plant produces oxygen

Plant usescarbon to makesugar moleculesPlant takes in

carbondioxide

Animal releasescarbon dioxide

Animal takes

in oxygen

Animal breaksdown sugarmolecules

Quick Review◆ Matter, such as water, carbon, nitrogen, and

phosphorus, recycles within and between ecosystems.

◆ Nutrients are passed between organisms and theenvironment through biogeochemical cycles.

Questions1. In the carbon cycle, how do animals benefit plants?

2. What is one major effect of deforestation on theatmosphere?

3. Which nutrients are being recycled in the diagramabove?

Ecological SuccessionSB4.c Relate environmental conditions to successional changes in ecosystems.

� ��

Quick Review◆ An ecosystem is a complex collection of organisms

that live in a particular place along with theirphysical environment.

◆ Ecosystems are constantly changing in response tonatural and human disturbances.

◆ The series of predictable changes that occurs overtime in a community is called ecological succession.

Questions1. The diagram shows a volcanic eruption that has

exposed a new surface. What type of successionoccurs on newly exposed surfaces?

2. What is the pioneer species on this surface?

1. Primary 2. Lichens

B9©

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ng a

s P

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on P

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ice

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l.A

ll rig

hts

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rved

.

Major Biomes of the WorldSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.

Quick Review◆ A biome is a group of terrestrial communities that

has certain soil and climate conditions as well ascharacteristic plants and animals.

◆ In tropical biomes, abiotic factors include warmtemperatures and rainfall that ranges from high in rain forests to low in deserts.

◆ In temperate biomes, temperatures are generallyhot to mild in summer and cold in winter.Precipitation is usually moderate.

Questions1. At what latitudes are most tropical biomes found?

2. At what latitudes are most temperature biomesfound?

3. What major abiotic factor besides latitude can affectthe temperature and precipitation of an area?

1. Between 30°N and 30°S 2. Between 30°N and 60°N and between 30°S and 60°S 3. Elevation

B10©

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rved

.

30°N

60°N

30°S

60°S

0°Equator

0 3000 Kilometers

0 3000 Miles

1500

1500

Tropical rain forest

Tropical dry forest

Tropical savanna

Temperate grassland

Desert

Temperate woodlandand shrubland

Temperate forest

Northwesternconiferous forestBoreal forest(Taiga)Tundra

Mountains andice caps

Aquatic EcosystemsSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.

Quick Review◆ Aquatic ecosystems include freshwater rivers and

lakes, freshwater marshes and swamps, saltwateroceans, and estuaries, where freshwater meets saltwater.

◆ Marine ecosystems are divided into vertical zonesbased on their depth and distance from the shore.

◆ The intertidal zone is between low and high tide,while the neritic zone is along the continental shelf. The surface zone and the deep zone arelayers of open ocean.

Questions1. What factor differentiates the two types of

freshwater biomes?

2. What challenges do organisms that live in the intertidal zone need to overcome?

3. In which marine zones can photosynthesis occur?

Intertidalzone Neritic zone Open-ocean zone

Deep zoneContinental shelf

Continentalslope

Low-tideline

High-tideline

Surface zone

A Marine Ecosystem

B11©

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.

1. Whether the water is flowing or standing 2. Pounding of the waves, sudden changes in temperature, and being exposed to air 3. Intertidal zone, neritic zone, and the surface zone of the open ocean

Population GrowthSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.

Quick Review◆ Organisms obtain resources, such as energy, water,

oxygen, and nutrients, from their environment.

◆ A limiting factor is a resource that causes population growth to decrease.

◆ The largest number of individuals that a givenenvironment can support is known as the carryingcapacity.

Questions1. What happened to the growth of the population

once it reached its carrying capacity?

2. What are some examples of limiting factors?

3. How is competition related to population size?

1. The logistic growth curve leveled off. 2. Competition, predation, parasitism, disease, weather conditions, human disturbances 3. Crowded organisms compete for resources, thereby limiting the number of organisms that can survive.

Logistic Growth

Nu

mb

er o

f O

rgan

ism

s

Time (hours)

Carrying capacity

0 6 12 18 24 30 36 42

B12©

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.

Interactions AmongLiving ThingsSB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.

B13©

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.

MOOSE AND WOLF POPULATIONS ON ISLE ROYALE

Wolves Moose

Year

Quick Review◆ Major interactions among organisms include

competition, predation, and symbiosis.

◆ Interactions between organisms help shape theenvironment.

◆ The population of wolves, which feed on the moose,fluctuates with moose numbers.

Questions1. Which type of interaction occurs between wolves

and moose?

2. Relative to the wolf population, when does themoose population increase in size?

3. What would you expect to see during a year whenmoose can’t find enough to eat?

1. Predation 2. When the wolf population decreases 3. Lower moose numbers, which in turn lowers wolf numbers

Po

llu

tio

n i

n E

cosy

stem

sSB

4.d

Ass

ess

and

exp

lain

hum

an a

ctiv

ities

tha

t in

fluen

ce a

nd m

odify

the

env

ironm

ent.

1.

Ten

2.

Lar

ger,

beca

use

they

are

hig

her

up t

he f

ood

chai

n th

an s

mal

ler

fish.

Wat

er

Pro

du

cers

Zoo

pla

nkt

on

Smal

l Fis

h

Larg

e Fi

sh

Fish

-Eat

ing

Bir

ds

Mag

nif

icat

ion

of

DD

T C

on

cen

trat

ion

1

1000

10,0

00

100,

000

1,00

0,00

0

10,0

00,0

00

Qu

ick

Rev

iew

◆B

ioac

cum

ula

tion

can

cau

se s

mal

l am

oun

ts o

f a

sub

stan

ce t

o re

ach

tox

ic l

evel

s ov

er t

ime.

◆B

iolo

gica

l m

agn

ific

atio

n i

s th

e in

crea

sin

gco

nce

ntr

atio

n o

f p

ollu

tan

ts a

t ea

ch s

tep

up

th

e fo

od c

hai

n.

Qu

esti

on

s

1.B

y w

hat

fac

tor

is t

he

pol

luta

nt

in t

he

illu

stra

tion

bei

ng

con

cen

trat

ed w

ith

eac

h t

rop

hic

lev

el?

2.W

ould

pol

luta

nts

be

mor

e co

nce

ntr

ated

in

lar

ger

orsm

alle

r fi

sh s

pec

ies?

Wh

y?

©P

ears

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tion,

Inc

., P

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as

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all.

All

right

s re

serv

ed.

B14

Th

e C

ellu

lar

Basi

s o

f Li

feSB

1.a

Exp

lain

the

rol

e of

cel

l org

anel

les

for

both

pro

kary

otic

and

euk

aryo

tic c

ells

.

B15

Qu

ick

Rev

iew

◆L

ivin

g th

ings

are

com

pos

ed o

f ce

lls.

Cel

ls a

re t

he

bas

ic u

nit

s of

str

uct

ure

an

d f

un

ctio

n i

n l

ivin

gth

ings

. New

cel

ls a

re p

rod

uce

d f

rom

oth

er c

ells

.

◆L

ivin

g th

ings

con

tain

sim

ilar

ch

emic

als,

hav

e D

NA

,u

se e

ner

gy, g

row

an

d d

evel

op, r

esp

ond

to

thei

r su

rrou

nd

ings

, mai

nta

in h

omeo

stas

is, c

han

ge o

ver

tim

e, a

nd

rep

rod

uce

.

◆B

iolo

gist

s d

ivid

e ce

lls

into

eu

kar

yote

s, w

hic

h h

ave

a m

emb

ran

e-b

oun

d n

ucl

eus,

an

d p

rok

aryo

tes,

wh

ich

lac

k a

mem

bra

ne-

bou

nd

nu

cleu

s.

Qu

esti

on

s1.

Wh

ere

is t

he

DN

Aof

pro

kar

yote

s lo

cate

d?

2.D

o p

rok

aryo

tes

hav

e or

gan

elle

s?

3.W

hat

oth

er d

iffe

ren

ces

do

you

see

bet

wee

np

rok

aryo

tic

and

eu

kar

yoti

c ce

lls?

Cyt

opla

sm

Cel

l mem

bran

e

Cyt

opla

sm

Nuc

leus

Org

anel

les

Pro

kary

oti

c C

ell

Eu

kary

oti

c C

ell

Cel

l m

embr

ane

1.

In t

he c

ytop

lasm

2.

Yes,

the

y ha

ve r

ibos

omes

, fo

r ex

amp

le.

How

ever

, th

ey d

o no

t ha

ve m

embr

ane-

boun

d or

gane

lles.

3.

Euka

ryot

ic c

ells

con

tain

org

anel

les

and

are

muc

h la

rger

tha

n p

roka

ryot

ic c

ells

.

©P

ears

on E

duca

tion,

Inc

., P

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as

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all.

All

right

s re

serv

ed.

Cel

l O

rgan

elle

sSB

1.a

Exp

lain

the

rol

e of

cel

l org

anel

les

for

both

pro

kary

otic

and

euk

aryo

tic c

ells

.

SB3.

b C

omp

are

how

str

uctu

res

and

func

tion

vary

bet

wee

n th

e si

x ki

ngdo

ms.

B16

Qu

ick

Rev

iew

◆P

rok

aryo

tic

orga

nis

ms

are

alw

ays

un

icel

lula

r,b

ut

euk

aryo

tic

orga

nis

ms

can

be

eith

er

un

icel

lula

r or

mu

ltic

ellu

lar.

◆M

ost

euk

aryo

tic

cell

s fa

ll i

nto

on

e of

tw

o gr

oup

sof

cel

ls. T

hos

e in

on

e gr

oup

res

emb

le p

lan

t ce

lls,

and

th

ose

in t

he

oth

er r

esem

ble

an

imal

cel

ls.

◆B

oth

pla

nt

and

an

imal

cel

ls c

onta

in a

var

iety

of

orga

nel

les,

sp

ecia

lize

d s

tru

ctu

res

that

per

form

imp

orta

nt

cell

ula

r fu

nct

ion

s.

Qu

esti

on

s1.

Wh

ere

is t

he

gen

etic

mat

eria

l lo

cate

d i

n a

euk

aryo

tic

cell

?

2.W

hic

h t

ype

of o

rgan

elle

ass

emb

les

pro

tein

s?

3.W

hat

str

uct

ure

s d

o p

lan

t ce

lls

hav

e th

at a

nim

alce

lls

do

not

?

Vac

uole

Chl

orop

last

Cel

l mem

bran

e

Cel

l wal

l

Gol

gi a

ppar

atus

Mito

chon

drio

n

Nuc

leus

Nuc

leol

us

Nuc

lear

en

velo

pe

Rib

osom

e(a

ttach

ed)

Rib

osom

e(f

ree)

Sm

ooth

end

opla

smic

retic

ulum

Pla

nt

Cel

l

Rou

gh e

ndop

lasm

ic r

etic

ulum

1.

In t

he n

ucle

us

2.

Rib

osom

es

3.

A c

ell w

all,

a va

cuol

e, a

nd c

hlor

opla

sts

Cel

l mem

bran

e

Gol

gi a

ppar

atus

Mito

chon

drio

n

Cen

trio

les

Nuc

leusN

ucle

olus

Nuc

lear

enve

lope

Rib

osom

e (a

ttach

ed)

Rib

osom

e (f

ree)

Sm

ooth

endo

plas

mic

re

ticul

um

Rou

ghen

dopl

asm

ic

retic

ulum

An

imal

Cel

l

©P

ears

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tion,

Inc

., P

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all.

All

right

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serv

ed.

Eukaryotic CellsSB1.a Explain the role of cell organelles for both prokaryotic and eukaryotic cells.

©P

ears

on E

duca

tion,

Inc

., P

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hing

as

Pea

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Pre

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all.

All

right

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serv

ed.

B17

1. Sample answers: Ribosomes, smooth endoplasmic reticulum, centrioles, Golgi apparatus, rough endoplasmic reticulum, mitochondrion

2. Cellular respiration

Cell membrane

Golgi apparatus

Mitochondrion

Centrioles

Nucleus

Nucleolus

Nuclear envelope

Ribosome (attached)

Ribosome (free)

Smooth endoplasmic reticulumRough endoplasmic

reticulum

Animal Cell

Quick Review◆ The eukaryotic cell can be divided into two parts:

the cytoplasm and the nucleus.◆ The specialized structures within cells are called

organelles.◆ Proteins are assembled on ribosomes, which are

found in the cytoplasm.◆ Mitochondria are organelles that convert the

chemical energy stored in food into compoundsthat are more convenient for the cell to use.

Questions1. What are two organelles found in the cytoplasm of

eukaryotic cells?2. What is the name for the process that cells use to

convert food to energy?

Act

ive

an

dP

ass

ive

Tran

spo

rt

Qu

ick

Rev

iew

◆In

ord

er t

o m

ain

tain

hom

eost

asis

, mat

eria

lsm

ust

mov

e ac

ross

th

e ce

ll m

emb

ran

e.

◆D

iffu

sion

, osm

osis

, an

d a

ctiv

e tr

ansp

ort

mov

e w

ater

an

d o

ther

mat

eria

ls a

cros

s th

e ce

ll

mem

bra

ne.

◆A

ctiv

e tr

ansp

ort

mov

es m

ater

ials

aga

inst

a

con

cen

trat

ion

gra

die

nt

and

req

uir

es a

n i

np

ut

ofen

ergy

fro

m t

he

cell

.

Qu

esti

on

s1.

Nam

e tw

o d

iffe

ren

ces

bet

wee

n a

ctiv

e tr

ansp

ort

and

dif

fusi

on.

2.W

hat

kin

d o

f ce

llu

lar

tran

spor

t is

sh

own

in

th

ed

iagr

am?

Mol

ecul

e to

be c

arrie

d

Mol

ecul

ebe

ing

carr

ied

Ene

rgy

1. A

ctiv

e tr

ansp

ort

req

uire

s en

ergy

inp

ut f

rom

the

cel

l and

diff

usio

n do

es n

ot r

equi

re e

nerg

y; d

iffus

ion

mov

es m

ater

ials

alo

ng a

con

cent

ratio

n gr

adie

nt w

hile

act

ive

tran

spor

t m

oves

mat

eria

ls a

gain

st a

conc

entr

atio

n gr

adie

nt.

2. A

ctiv

e tr

ansp

ort

B18

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

SB1.

a Ex

pla

in t

he r

ole

of t

he c

ell m

embr

ane

in m

aint

aini

ng h

omeo

stas

is.

SB1.

d Ex

pla

in t

he im

pac

t of

wat

er o

n lif

e p

roce

sses

.

DiffusionSB1.d Explain the impact of water on life processes.

Quick Review◆ Diffusion is the process by which molecules of a

substance move from areas of higher concentrationto areas of lower concentration.

◆ Diffusion does not require the cell to use energy.

◆ When the concentration of a solute is the samethroughout a system, the system has reached equilibrium.

Questions

1. Why can some substances pass through a cellmembrane and others cannot?

2. How do solutes move once equilibrium is reached?

1. Because a cell membrane is selectively permeable, meaning it allows only some substances to pass through it.2. Solutes continue to diffuse in both directions across the membrane.

B19©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

DIFFUSION SOLUTE

OsmosisSB1.d Explain the impact of water on life processes.

B20©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

Quick Review

◆ The cell membrane controls the internal environmentof a cell in order to maintain homeostasis. Materialscan move through it by diffusion, osmosis, or activetransport.

◆ Molecules move by diffusion from an area of higherconcentration to an area of lower concentration.

◆ Osmosis is the diffusion of water across aselectively permeable membrane.

◆ Water moves in or out of a cell by osmosis based onconcentration differences across a cell membrane.

Questions

1. What happens to an animal cell when it is placed in a hypotonic solution of distilled water?

2. What type of solution has a solute concentrationthat is the same as the inside of a cell?

SolutionAnimal Cell Plant Cell

Before

The Effects of Osmosis on Cells

Isotonic

Hypotonic

Hypertonic

Before AfterAfter

1. It swells and will eventually rupture. 2. An isotonic solution

Photosynthesisand RespirationSB3.a Explain the cycling of energy through the processes of photosynthesis andrespiration.

Quick Review

◆ During photosynthesis, plants and some otherorganisms use energy from the sun to convert carbon dioxide and water into oxygen and sugars,including glucose.

◆ During cellular respiration, cells break downglucose molecules and release the energy theycontain.

◆ Photosynthesis and respiration can be thought ofas opposite processes.

Questions

1. What is the cycle that produces high-energy sugarsduring photosynthesis?

2. What is the aerobic cycle that breaks down high-energy sugars during respiration?

3. Why are photosynthesis and respiration consideredto be opposite processes?

1. The Calvin cycle 2. The Krebs cycle 3. The products of each reaction are the reactants of the other reaction.

B21

Photosynthesis Cellular Respiration

Function

Location

Reactants

Products

Equation

Energy capture

Chloroplasts

CO2 and H2O

C6H12O6 and O2

6CO2 + 6H2O C6H12O6 + 6O2

Energy release

Mitochondria

C6H12O6 and O2

CO2 and H2O

6O2 + C6H12O6 6CO2 + 6H2O

Comparing Photosynthesis and Cellular Respiration

Energy Energy

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

ATP and ADPSB3.a Explain the cycling of energy through the processes of photosynthesis andrespiration.

Quick Review

◆ The activities of cells are powered by energy storedin chemical compounds. When cells break downthese chemicals, the energy in them is captured asadenosine triphosphate (ATP).

◆ When ATP molecules are converted into adenosinediphosphate (ADP) and a phosphate group, energyis released.

◆ ADP can be “recharged” during cellular respirationby using energy to reattach a third phosphategroup to form ATP.

Questions

1. What components make up an ATP molecule?

2. What is the difference between ATP and ADP?

3. What happens when a phosphate group is removedfrom ATP?

B22©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

1. Adenine, ribose, and three phosphate groups 2. ATP has three phosphate groups; ADP has two. 3. ADP is formed, and stored energy is released.

Adenosine Diphosphate (ADP) + Phosphate Adenosine Triphosphate (ATP)

+Energy

Energy

ADP

P P

P

P P P

Partially charged battery

Fully chargedbattery

ATP

The Cell CycleSB1.a Explain cell reproduction.

SB2.e Compare the advantages of sexual reproduction and asexual reproduction.

B23©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

Quick Review

◆ The cell cycle consists of three main stages: interphase, mitosis, and cytokinesis. Mitosis is further divided into prophase, metaphase,anaphase, and telophase.

◆ Mitosis results in two identical daughter cells.

◆ Most unicellular organisms reproduce asexually by a form of mitosis called binary fission. Binaryfission is rapid, but does not increase the geneticvariability of a population.

Questions

1. What is DNA replication? During which stage of thecell cycle does it occur?

2. During which phase of mitosis do the chromosomesline up across the center of the cell?

1. The process of copying the cell’s DNA; interphase 2. Metaphase

INTERPHASE MITOSIS: Prophase

MITOSIS: Metaphase

MITOSIS: AnaphaseMITOSIS: Telophase

CYTOKINESIS3

2 A

2 B

2 C2 D

1

Regulating theCell Cycle

Quick Review

◆ Proteins called cyclins regulate the timing of thecell cycle in eukaryotic cells.

◆ External regulators, such as growth factors, directcells to speed up or slow down the cell cycle.

◆ Cancer cells do not respond to signals that regulatethe growth of most cells.

Questions

1. How do cells respond to contact with other cells?

2. What are masses of uncontrolled and dividing cellscalled?

1. The cell cycle is slowed down. 2. Tumors

B24©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

SB1.a Explain cell reproduction.

Principles of GeneticsSB2.c Using Mendel’s laws, explain the role of meiosis in reproductive variability.

B25©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

Quick Review

◆ Genes control an organism’s traits. Genes have alleles, which may be dominant or recessive.

◆ During sexual reproduction, offspring receive oneallele from each parent. If the alleles are the same,the offspring has a homozygous genotype. If theyare different, it has a heterozygous genotype.

◆ The phenotype, or the visible traits of an individual,depends on its genotype and the inheritancepattern of the alleles that control each trait.

Questions

1. How many alleles control each of the traits thatGregor Mendel studied in his pea plants?

2. Is the wrinkled seed shape controlled by a dominant allele or a recessive allele?

3. What is the phenotype of a pea plant that has onegreen pod allele and one yellow pod allele?

1. Two 2. Recessive 3. Green pods

Pu

nn

ett

Squ

are

sSB

2.c

Usi

ng M

ende

l’s la

ws,

exp

lain

the

rol

e of

mei

osis

in r

epro

duct

ive

varia

bilit

y.

B26

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Qu

ick

Rev

iew

◆E

ach

par

ent

con

trib

ute

s to

eac

h o

ffsp

rin

g on

eal

lele

ou

t of

a p

ossi

ble

tw

o fo

r ea

ch t

rait

.

◆A

Pu

nn

ett

squ

are

show

s al

l p

ossi

ble

ou

tcom

es o

f a

gen

etic

cro

ss a

nd

th

e p

rob

abil

ity

of e

ach

occ

urr

ing.

◆F

our

pos

sib

le c

omb

inat

ion

s of

all

eles

can

res

ult

for

one

trai

t. T

he

pro

bab

ilit

y of

an

off

spri

ng

rece

ivin

gea

ch c

omb

inat

ion

can

be

pre

dic

ted

.

Qu

esti

on

s

1.W

hy

is i

t n

eces

sary

to

kn

ow t

he

gen

otyp

e of

eac

hp

aren

t to

cre

ate

a P

un

net

t sq

uar

e?

2.W

hen

tw

o p

ea p

lan

ts t

hat

are

het

eroz

ygou

s fo

rh

eigh

t ar

e cr

osse

d, w

hat

per

cen

tage

of

the

offs

pri

ng

wil

l b

e h

eter

ozyg

ous?

Wil

l b

e ta

ll?

1.

You

need

to

know

whi

ch a

llele

s ea

ch p

aren

t co

uld

pos

sibl

y co

ntrib

ute

to t

he o

ffsp

ring.

2.

2

out

of 4

, or

50%

; 3

out

of 4

, or

75%

Mei

osi

sSB

2.c

Exp

lain

the

rol

e of

mei

osis

in r

epro

duct

ive

varia

bilit

y.

SB2.

e C

omp

are

the

adva

ntag

es o

f sex

ual r

epro

duct

ion

and

asex

ual r

epro

duct

ion.

B27

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Qu

ick

Rev

iew

◆M

ost

mu

ltic

ellu

lar

orga

nis

ms

rep

rod

uce

sex

ual

ly.

Sex

ual

rep

rod

uct

ion

in

volv

es t

he

fusi

on o

f tw

o se

xce

lls,

eac

h o

f w

hic

h c

arri

es h

alf

the

nu

mb

er o

f ch

rom

osom

es a

s th

e b

ody

cell

s. T

his

pro

cess

incr

ease

s th

e ge

net

ic v

aria

bil

ity

of a

pop

ula

tion

.

◆M

eios

is i

s th

e p

roce

ss b

y w

hic

h t

he

nu

mb

er o

fch

rom

osom

es i

s cu

t in

hal

f to

pro

du

ce s

ex c

ells

.

◆C

ells

un

der

go t

wo

div

isio

ns

afte

r on

e re

pli

cati

on o

fth

e D

NA

. Th

is r

esu

lts

in f

our

gen

etic

ally

dif

fere

nt

hap

loid

sex

cel

ls.

Qu

esti

on

s

1.W

hat

typ

es o

f ce

lls

are

form

ed b

y m

eios

is?

2.S

ince

a h

um

an b

ody

cell

has

46

chro

mos

omes

, how

man

y ch

rom

osom

es d

oes

a h

um

an s

ex c

ell

con

tain

?

1.

Sex

cells

, or

sp

erm

and

egg

s

2

. 2

3

1B

egin

nin

g o

f M

eio

sis

2M

eio

sis

I

3M

eio

sis

II

NucleotidesSB1.c Identify the function of the four major macromolecules.

B28©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

1. The deoxyribose molecule and the phosphate group 2. Nucleic acid

Purines Pyrimidines

Adenine Guanine

Deoxyribose

Cytosine Thymine

Phosphate group

Quick Review

◆ DNA is made up of a series of monomers callednucleotides.

◆ Each nucleotide has three parts: a deoxyribosemolecule, a phosphate group, and a nitrogenousbase.

◆ The purines have two rings in their structure, thepyrimidines have one ring.

◆ The backbone of the DNA chain is formed by sugarand phosphate groups of each nucleotide.

Questions

1. What two parts are the same in all nucleotides?

2. Which macromolecule is composed of nucleotides?

SB2.

b Ex

pla

in t

he r

ole

of D

NA

in s

torin

g an

d tr

ansm

ittin

g ce

llula

r in

form

atio

n.

Th

e St

ruct

ure

of

DN

AB

29©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

Qu

ick

Rev

iew

◆D

NA

is c

omp

osed

of

two

lon

g ch

ain

s of

nu

cleo

tid

es, j

oin

ed t

oget

her

in

a d

oub

le h

elix

.

◆E

ach

nu

cleo

tid

e co

nsi

sts

of a

nit

roge

nou

s b

ase,

a

ph

osp

hat

e gr

oup

, an

d a

deo

xyri

bos

e m

olec

ule

.

◆T

he

fou

r n

itro

gen

ous

bas

es i

n D

NA

are

aden

ine,

guan

ine,

cyt

osin

e, a

nd

th

ymin

e.

Qu

esti

on

s

1.H

ow i

s th

e d

oub

le h

elix

hel

d t

oget

her

?

2.W

hy

are

ther

e eq

ual

am

oun

ts o

f ad

enin

e an

dth

ymin

e, a

nd

gu

anin

e an

d c

ytos

ine

in D

NA

?

3.H

ow i

s b

ase

pai

rin

g b

etw

een

ad

enin

e an

dth

ymin

e d

iffe

ren

t fr

om p

airi

ng

bet

wee

n g

uan

ine

and

cyt

osin

e?

A

AA

C

C

C G

G

G

T

T

Nuc

leot

ide

Hyd

roge

nbo

nds

Suga

r-ph

osph

ate

back

bone

Ade

nine

(A

)Th

ymin

e (T

)C

ytos

ine

(C)

Gua

nine

(G

)

KEY

1.

By h

ydro

gen

bond

s

2.

Aal

way

s p

airs

with

T;

Gal

way

s p

airs

with

C.

3.

Th

ere

are

two

hydr

ogen

bon

ds b

etw

een

Aan

d T;

thr

ee b

etw

een

Gan

d C

.

DN

AR

epli

cati

on

SB2.

b Ex

pla

in t

he r

ole

of D

NA

in s

torin

g an

d tr

ansm

ittin

g ce

llula

r in

form

atio

n.

B30

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

1.

The

hydr

ogen

bon

ds b

etw

een

the

base

s

2.

Eigh

t m

olec

ules

tot

al

Gro

wth

Ori

gin

alst

ran

d

New

str

and

New

str

and

Rep

licat

ion

fo

rk

Ori

gin

alst

ran

d

DN

Ap

oly

mer

ase

DN

Apo

lym

eras

e

Nit

rog

eno

us

bas

es

Gro

wth

Rep

licat

ion

fo

rk

Qu

ick

Rev

iew

◆In

rep

lica

tion

, DN

Au

nw

ind

s in

to t

wo

stra

nd

s,ea

ch o

f w

hic

h a

cts

as a

tem

pla

te f

or a

new

com

ple

men

tary

str

and

.

◆D

NA

pol

ymer

ase

join

s fr

ee n

ucl

eoti

des

to

the

tem

pla

te a

nd

ass

emb

les

them

in

to s

tran

ds.

Qu

esti

on

s

1.W

hic

h b

ond

s ar

e b

rok

en d

uri

ng

rep

lica

tion

?

2.H

ow m

any

DN

Am

olec

ule

s in

tot

al w

ould

th

ere

be

afte

r fo

ur

DN

Am

olec

ule

s re

pli

cate

?

DNA, Genes andChromosomesSB2.b Explain the role of DNA in storing and transmitting cellular information.

B31©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

1. In order to fit into the nucleus 2. DNA codes for proteins; proteins determine traits.

ChromosomeDNA molecule

Nitrogen bases

T

A A

T G

C

G

C

Quick Review

◆ DNA is organized into chromosomes, which arefound within the nuclei of cells.

◆ The chromosomal theory of inheritance states thatgenes are located in specific positions onchromosomes.

◆ A gene is a segment of DNA on a chromosome thatcodes for a specific protein and thus determines a trait.

◆ The genetic code is determined by the order ofbases in the gene, which specifies what type of protein will be produced.

Questions

1. Why is DNA wrapped so tightly in chromosomes?

2. How are DNA, proteins, and traits related?

TranscriptionSB2.a Distinguish between DNA and RNA.

SB2.b Explain the role of DNA in storing and transmitting cellular information.

B32©

Pea

rson

Edu

catio

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nc.,

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ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

1. In the nucleus 2. UGC

RNA polymerase

RNADNA

Adenine (DNA and RNA)Cytosine (DNA and RNA)Guanine (DNA and RNA)Thymine (DNA only)Uracil (RNA only)

Nuclearenvelope

Quick Review

◆ During transcription, RNA polymerase binds toDNA and separates the DNA strands.

◆ RNA polymerase then uses one strand of DNA as a template from which nucleotides are assembledinto a strand of RNA.

◆ There are three main differences between RNAand DNA: the sugar in RNA is ribose instead ofdeoxyribose, RNA is generally single-stranded, andRNA contains uracil in place of thymine.

Questions

1. Where in the cell does transcription occur?

2. What RNA nucleotide sequence would betranscribed from the DNA sequence ACG?

Tran

slati

on

SB1.

a Ex

pla

in t

he r

ole

of c

ell o

rgan

elle

s.

SB2.

b Ex

pla

in t

he r

ole

of D

NA

in s

torin

g an

d tr

ansm

ittin

g ce

llula

r in

form

atio

n.

B33

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

1.

Tran

slat

ion

occu

rs a

t rib

osom

es in

the

cyt

opla

sm.

2.

One

3.

It

s an

ticod

on s

eque

nce,

whi

ch is

com

ple

men

tary

to

a p

artic

ular

cod

on s

eque

nce

on t

he m

RNA

Am

ino

aci

ds

tRN

A

tRN

A

Poly

pep

tid

e(g

row

ing

pro

tein

ch

ain

)

Rib

oso

me

Tran

slat

ion

dir

ecti

on

AA

AA

GU

CU

U

UU

U

UC

A

GA

A

CU

UG

G

GA

C

A

mR

NA

mR

NA

Rib

oso

me

Qu

ick

Rev

iew

◆D

uri

ng

tran

slat

ion

, an

mR

NA

cod

on s

equ

ence

is

dec

oded

to

pro

du

ce a

pro

tein

.

◆E

ach

rib

osom

e m

oves

alo

ng

an m

RN

Ase

qu

ence

,b

ind

ing

new

tR

NA

mol

ecu

les

and

joi

nin

g am

ino

acid

s in

to a

pro

tein

.

Qu

esti

on

s

1.W

her

e d

oes

tran

slat

ion

occ

ur?

2.H

ow m

any

amin

o ac

ids

doe

s a

tRN

Am

olec

ule

carr

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Protein SynthesisSB1.a Explain the role of cell organelles.

SB2.b Explain the role of DNA in storing and transmitting cellular information.

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1. Cytoplasm 2. Amino acids

Aminoacids

Protein

Quick Review

◆ Some of the proteins synthesized by the cell areused within the cell; others are exported from the cell.

◆ Proteins that are exported from the cell are synthesized on the rough endoplasmic reticulum.

◆ The Golgi apparatus modifies, sorts, and packagesproteins and other materials for export from the cell.

Questions

1. Are proteins synthesized in the nucleus or in thecytoplasm of a cell?

2. What are the building blocks of proteins?

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Point MutationsSB2.d Describe the relationships between changes in DNA and potential appearance ofnew traits including alterations during replication.

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1. An insertion 2. When the new amino acid is the same as the one originally coded for

mRNA: AUG CGU ACC UUA

mRNA: AUA GCG UAC CUU A

Aminoacids: Met – – –

Ile – – –

Arg Thr Leu

Ala Tyr LeuAminoacids:

DNA: TAC GCA TGG AAT

DNA: TAT CGC ATG GAA T

InsertionTHE FAT CAT ATE THE RAT

TEF ATC ATA TET HER AT

THE F AT C AT A TE T HE R AT

Deletion

mRNA: AUG CGU ACC UUA

mRNA: AUG CAU ACC UUA

Aminoacids: Met – – –Arg Thr Leu

Met – – –His Thr LeuAminoacids:

DNA: TAC GCA TGG AAT

DNA: TAC GTA TGG AAT

Substitution

THE THREE TYPES OF POINT MUTATIONS

Quick Review

◆ The majority of mutations are point mutations thataffect just one or a few nucleotides in the DNAsequence.

◆ Point mutations include substitutions, insertions,and deletions.

◆ Insertions and deletions can cause frameshiftmutations that may change every amino acid thatfollows the point of the mutation.

Questions

1. Which is a more serious point mutation, asubstitution or an insertion?

2. When do substitutions have no effect on the proteinproduct?

Chromosomal Mutations

Quick Review

◆ Chromosomal mutations involve changes in thenumber or structure of chromosomes.

◆ The types of chromosomal mutations are deletion,duplication, inversion, and translocation.

Questions

1. Which chromosomal mutations change the locationof a gene?

2. Which chromosomal mutations change the numberof copies of a gene?

1. Inversion and translocation 2. Deletion and duplication

E F

A B C J K L

G H I D

A C D E F

Deletion

A BCDE F

A BB C D E F

Duplication

Inversion

Translocation

Original chromosome

D E FA B C

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.SB2.d Describe the relationships between changes in DNA and potential appearance ofnew traits including alterations during replication.

Significance of MutationsSB2.d Describe the relationships between changes in DNA and potential appearance of newtraits including alterations during replication and mutagenic factors that can alter DNA.

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1. One 2. When the protein affected is a key protein needed to perform basic metabolic processes 3. No

Chromosome#7

CFTRgene

Ile

Phe

Gly

Val

Ile

Quick Review

◆ Mutations arise from alterationsduring DNA replication and byexposure to mutagenic factorssuch as high-energy radiationand chemicals.

◆ Most mutations are neutral.Mutations are harmful; if theyreduce an organism’s chance tosurvive and reproduce.

◆ Cystic fibrosis (CF) is a serious condition usuallycaused by the deletion of three bases in the genethat codes for a critical transport protein.

◆ Only mutations in sex cells can be passed along tooffspring.

Questions

1. How many amino acids are missing in CF?

2. When can small changes in a DNA sequence havenegative effects on a phenotype?

3. Can mutations to somatic cells be passed tooffspring?

SB2.

d D

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Human ChromosomesSB2.c Using Mendel’s laws, explain the role of meiosis in reproductive variability.

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Quick Review

◆ Organisms are characterized by a specific numberof chromosomes.

◆ Human body cells contain 23 pairs of chromosomes.

◆ One pair of human chromosomes, known as sexchromosomes, determines gender. Females havetwo X chromosomes and males have an X and a Ychromosome.

Questions

1. What are male and female sex cells called?

2. How many chromosomes are contained within eachhuman sex cell?

3. According to the Punnett square, what is the likelihood that a human baby will be a boy?

4. Which sex cell determines gender in humans?

1. Sperm and egg cells 2. 23 3. 50% 4. The sperm

Patterns ofInheritanceSB2.c Using Mendel’s laws, explain the role of meiosis in reproductive variability.

SB2.d Describe the relationships between changes in DNA and potential appearance ofnew traits.

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. Quick Review

◆ Most human traits have multiple phenotypesbecause they are controlled by many genes,(polygenic) and some genes have multiple alleles.

◆ Genetic disorders, such as sickle cell disease and cystic fibrosis, can be caused by mutations tosingle genes.

◆ Pedigrees can be used to trace the inheritance ofa trait in a family and to predict the probabilitythat a child will be born with a genetic disorder.

Questions

1. What are two causes of mutation?

2. Is the trait traced by the pedigree autosomal or sex-linked? Is it dominant or recessive?

3. What is the probability that a child of the coupleon the left above will be a female who has this trait?

A circle represents a female.

Indicates that the person is a carrier of the trait.

Indicates that a person has the trait. Indicates that a person neither has the trait nor is a carrier of the trait.

A square represents a male.

1. Alterations during DNA replication and mutagenic factors. 2. Sex-linked; recessive 3. 0%

Natural SelectionSB5.a Trace the history of evolutionary theory.

SB5.d Relate natural selection to changes in organisms.

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Quick Review

◆ An adaptation is any inherited characteristic in anorganism that helps it survive in its environment.

◆ Natural selection favors more helpful traits in away that increases the species’ fitness over time.

◆ The Galápagos finches likely descended from onepopulation that became geographically isolated.

Questions

1. What is fitness?

2. What would likely happen to the population size ofthe vegetarian tree finch if trees on their island didnot fruit one year?

3. What did each of the following individualscontribute to Darwin’s theory of evolution bynatural selection: James Hutton, Charles Lyell,Thomas Malthus?

1. The ability to survive and reproduce in a specific environment. 2. The population size would probably decrease.3. Hutton proposed that geologic process happen slowly and Earth is older than a few thousand years; Lyell wrote Principles of

Geology and explained how the Earth changes over time; Malthus explained that populations have limiting resources.

CommonName of Finch Species

Vegetariantree finch

Large insectivoroustree finch

Woodpeckerfinch

Cactus groundfinch

Sharp-beakedground finch

Large groundfinch

Main Food Fruit Insects Insects Cactus Seeds Seeds

FeedingAdaptation

Parrotlikebeak

Graspingbeak

Uses cactusspines

Large crushingbeak

Pointedcrushing beak

Largecrushing beak

Habitat Trees Trees Trees Ground Ground Ground

Shape of HeadandBeak

Galápagos Islands Finches

Homologous StructuresSB3.c Examine the evolutionary basis of modern classification systems.


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1. Lengthen 2. Similar arrangement and number 3. Alligator

Turtle Alligator Bird Mammals

Ancient, lobe-finned fish

Quick Review

◆ Limbs of different vertebrates are homologous.That is, they have different functions but arestructurally similar and develop from the sameembryonic tissues.

◆ Homologous structures provide evidence that allfour-limbed vertebrates share a common ancestor.

Questions

1. Over time, did the bones shown above generallylengthen or shorten?

2. How are the bones similar across the four groups?

3. Which animal shown is most closely related tobirds?

Genetic VariationSB2.f Examine the use of DNA technology in forensics, medicine, and agriculture.


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1. Sample answer: If average temperatures in an area increase over time, plants with greater heat tolerance will be more likely to survive and reproduce.

2. Sample answer: Resistance to pests

Quick Review

◆ The two main sources of genetic variation aremutations and the genetic shuffling that resultsfrom sexual reproduction.

◆ Variation within a species can increase chances ofsurvival. The more variation a population has, thegreater its chance of being able to adapt in achanging environment.

◆ Plant breeders use several methods to increasegenetic variation in plants and to produce newtypes of plants.

Questions

1. Describe one way in which natural selection couldact on a plant characteristic.

2. Name one characteristic that plant breeders mightselect for.

Mosses and their relatives15,600 species

Ferns and their relatives11,000 species

Cone-bearing plants760 species

Flowering plants235,000 species

Plant Species

Origin ofLife on EarthSB5.b Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.

SB5.c Explain how fossil and biochemical evidence support the theory of evolution bymeans of natural selection.

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Quick Review◆ Fossils that resemble modern bacteria have been

found in rocks more than 3.5 billion years old.

◆ These fossils suggest that life on Earth began asone-celled organisms.

◆ One theory proposes that communities of prokaryotic cells developed into eukaryotic cells and eventually to multicellular organisms.

Questions1. How are eukaryotic cells different from prokaryotic

cells?

2. Which plant organelle may have developed fromphotosynthetic bacteria?

3. What do fossils indicate about the ancestors ofplants and animals?

1. Eukaryotic cells have a nucleus and membrane-bound organelles. 2. Chloroplasts 3. They were single-celled prokaryotes.

Photosynthetic bacteria

MitochondrionNuclear envelopeevolving

Chloroplast

Aerobic bacteria

Ancient Anaerobic Prokaryote

Primitive Aerobic Eukaryote

Primitive Photosynthetic Eukaryote

Plants and plantlike protists

Animals, fungi, and non-plantlike protists

Ancient Prokaryotes

ExtinctionSB5.d Relate natural selection to changes in organisms.

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1. Other species must adapt to the changes caused by humans or they will become extinct. 2. Sample answers: Fur, hibernation, parental care

Quick Review

◆ More than 99 percent of all species that have everlived are extinct.

◆ Species compete for resources, and environmentschange. Some species adapt and survive; othersgradually become extinct.

◆ Mass extinctions, unrelated to ordinary naturalselection, have happened several times in Earth’shistory.

Questions

1. Humans often cause environmental change. Howdoes this affect other species?

2. What mammalian traits might have been helpfuladaptations following the meteor impact 65 millionyears ago?

Adaptive RadiationSB3.c Examine the evolutionary basis of modern classification systems.


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? ?

Ancestral Mammal

Artiodactyls Cetaceans Perissodactyls Tubulidentates Hyracoids Sirenians Proboscideans

1. Reptiles (dinosaurs) 2. Artiodactyls

Quick Review

◆ Over the course of evolution, the appearance ofnew adaptations has launched adaptive radiationin chordate groups.

◆ Adaptive radiation is the rapid diversification ofspecies as they adapt to new conditions.

◆ A rapid increase in the number and diversity ofmammals occured tens of millions of years ago.

Question

1. What group of vertebrates underwent a rapiddiversification during Mesozoic?

2. Which group of mammals is most closely related todolphins and whales?

Classifying OrganismsSB3.c Examine the evolutionary basis of modern classification systems.

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Quick Review◆ Classification systems organize living things

into groups according to structural similarities,evolutionary history, similarities in DNA, andembryonic development.

◆ Carolus Linnaeus developed a system of binomialnomenclature with seven levels: kingdom, phylum,class, order, family, genus, and species.

◆ Organisms can be identified using a taxonomic, ordichotomous, key that describes their physicalcharacteristics.

Questions1. What are the two parts of an organism’s scientific

name according to Linnaeus’s system?

2. Using the key above, identify the organism shown.

1. Genus name and species name 2. Pseudoscorpion

Step 11a. Has 8 legs

1b. Has more than 8 legs

Step 22a. Has one oval-shaped body region

2b. Has two body regions

Step 3

3a. Has one pair of legs on each body segment

3b. Has two pairs of legs on each body segment

Step 4

4a. Is less than 1 millimeter long

4b. Is more than 1 millimeter long

Step 5

5a. Has clawlike pincers

5b. Has no clawlike pincers

Step 6

6a. Has a long tail with a stinger

6b. Has no tail or stinger

Go to Step 2.

Go to Step 3.

Go to Step 4.

Go to Step 5.

Centipede

Millipede

Mite

Tick

Go to Step 6.

Spider

Scorpion

Pseudoscorpion

Taxonomic Key

SB3.c Examine the evolutionary basis of modern classification systems.

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1. Natural selection helps to shape the evolutionary history of a species. 2. Tiny free-swimming larva

Crab Barnacle

Molted external skeleton

Limpet

MolluskCrustaceans

CLADOGRAM

SegmentationTiny free-swimming larva

Quick Review

◆ Natural selection acts on various adaptations over time, shaping the evolutionary history, orphylogeny, of species.

◆ Biologists now group organisms into categoriesbased on phylogeny and not just physicalsimilarities.

Questions

1. How is natural selection related to phylogeny?

2. What characteristic is shared by the threeorganisms in the cladogram?

Modern EvolutionaryClassification

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SB3.b Compare how structures and function vary between the six kingdoms.


Quick Review◆ All living things can be placed into one of six

kingdoms: Eubacteria, Archaebacteria, Protista,Fungi, Plantae, and Animalia.

◆ Some classification systems combine Eubacteriaand Archaebacteria into one kingdom calledMonera.

◆ Organisms are placed into kingdoms based on typeof cells, number of cells, and ability to make food.

Questions1. Which kingdoms contain organisms that are

prokaryotes, and which contain organisms that are eukaryotes?

2. To which kingdom do amoeba belong?

3. Which kingdom contains human beings?

1. Archaebacteria and Eubacteria; Protista, Plantae, Fungi, and Animalia 2. Protista 3. Animalia

ArchaebacteriaKINGDOM

EukaryaArchaeaDOMAIN

Prokaryote

Cell walls withoutpeptidoglycan

Fungi

Eukaryote

Eukaryote

No cell wallsor chloroplasts

Plantae

Eukaryote

Cell walls ofcellulose; chloroplasts

Animalia

Cell walls ofchitin

Mostmulticellular;someunicellular

Cell walls of cellulose in some; some have chloroplasts

Multicellular

HeterotrophHeterotroph

Protista

Classification of Living Things

Bacteria

Prokaryote

Cell walls withpeptidoglycan

Eubacteria

CELL TYPE

CELLSTRUCTURES

NUMBEROF CELLS

MODE OFNUTRITION

Eukaryote

Mostunicellular;some colonial;some multicellular

Autotroph orheterotroph



Autotroph

MulticellularUnicellularUnicellular

ProkaryotesSB3.b Compare how structures and function vary between the six kingdoms.

B52©

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.

1. Flagella 2. Light

Flagellum

RibosomeCell

membrane

Cellwall

DNA

Peptidoglycan

Pili

Quick Review

◆ Prokaryotes can be divided into two very differentgroups: the eubacteria and the archaebacteria.

◆ Eubacteria are found almost everywhere—freshwater, salt water, on land, and on and in the human body.

◆ Most archaebacteria live in harsh environments,such as extremely salty water or hot springs.

Questions

1. What structures does the E. coli seen here use tomove?

2. Some prokaryotes are photoautotrophic. Whatenergy source do they use to produce food?

Ben

efic

ial

Bact

eria

SB5.

e Re

cogn

ize

the

role

of e

volu

tion

to b

iolo

gica

l res

ista

nce.

Qu

ick

Rev

iew

◆B

acte

ria

are

imp

orta

nt

dec

omp

oser

s an

d s

ome

con

vert

nit

roge

n g

as i

nto

a u

sefu

l fo

rm f

orp

lan

ts.

◆B

acte

ria

hav

e m

any

ben

efic

ial

use

s in

in

du

stri

essu

ch a

s ge

net

ic e

ngi

nee

rin

g an

d f

ood

pro

du

c-ti

on.

◆B

acte

ria

in t

he

hu

man

lar

ge i

nte

stin

e p

rod

uce

use

ful

com

pou

nd

s (V

itam

in K

) an

d a

id i

n d

iges

tion

.

Qu

esti

on

s1.

Wh

y is

dec

omp

osit

ion

of

mat

ter

imp

orta

nt?

2.H

ow d

o b

acte

ria

ben

efit

fro

m l

ivin

g in

th

eh

um

an c

olon

?

3.W

hat

is

one

maj

or c

onse

qu

ence

of

anti

bio

tic

over

use

?

1.

It r

etur

ns n

utrie

nts

to t

he e

nviro

nmen

t.2.

Th

ey g

et a

pla

ce t

o liv

e an

d fo

od.

3.

Bact

eria

can

bec

ome

resi

stan

t to

ant

ibio

tics,

mak

ing

bact

eria

l inf

ectio

ns d

iffic

ult

or im

pos

sibl

e to

elim

inat

e.

B53

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

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rson

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ntic

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all.

All

right

s re

serv

ed.

Viruses B54©

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.

SB3.d Compare and contrast viruses with living organisms.

1. Viruses must enter living cells and exploit host machinery to reproduce; whereas cells reproduce by cell division either asexuallyor sexually.

2. They both change over time and have DNA.

Characteristic Virus Cell

Structure

Reproduction

Genetic Code

Growth and Development

Obtain and Use Energy

Response to Environment

Change Over Time

DNA or RNAcore, capsid

only within a host cell

DNA or RNA

no

no

no

yes

Cell membrane, cytoplasm;eukaryotes also containnucleus and organelles

independent cell division either asexually or sexually

DNA

yes; in multicellular organisms, cells increase in number and differentiate

yes

yes

yes

Viruses and Cells

Quick Review

◆ A virus has an outer coat of protein and an innercore containing either DNA or RNA.

◆ Viruses reproduce by invading a living cell andusing the host cell’s machinery to replicate.

Questions

1. How do viruses compare to cells in methods of reproduction?

2. What characteristics are shared by viruses and cells?

Bacteria and Disease B55©

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.SB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.

SB5.e Recognize the role of evolution to biological resistance.

Quick Review◆ Some bacteria can cause disease by breaking down

host tissue for food or by releasing harmful toxins.

◆ Bacterial toxins can spread throughout the body(as in tetanus and food poisoning).

◆ Antibiotics interfere with the life cycle of bacteria,and are used to treat bacterial infections.

◆ Sterilization destroys bacteria by subjecting themto great heat or to chemical action.

Questions1. Why is it important to finish a complete course of

antibiotics when prescribed?

2. What happens when many people drink from thesame water supply contaminated with cholera bacteria?

3. Why does food stored in a refrigerator take longerto spoil than food at room temperature?

1. To help prevent antibiotic-resistant bacteria 2. An epidemic arises. 3. Because the cold slows down bacterial growth and multiplication.

Regular dental hygiene

Protection from tick bites

Current tetanus vaccination

Vaccination

Proper food-handling practices

Maintaining good health

Clean water supplies

Common Diseases Caused by Bacteria

Disease Pathogen Prevention

Tooth decay

Lyme disease

Tetanus

Tuberculosis

Salmonella food poisoning

Pneumonia

Cholera

Streptococcus mutans

Borrelia burgdorferi

Clostridium tetani

Mycobacterium tuberculosis

Salmonella enteritidis

Streptococcus pneumoniae

Vibrio cholerae

Viruses and DiseaseSB3.d Compare and contrast viruses with living organisms.

B56©

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.

1. Through surface proteins on the virus and T cell 2. Because the shape of the viral proteins makes viruses highly specific to the cells they infect.3. Viruses are not alive and need a host cell to reproduce.

Cell’s surface protein

Viral protein

Virus particle

Host cell

Quick Review

◆ Viruses cause a wide range of human diseasesincluding yellow fever, the common cold, polio,mumps, and AIDS.

◆ The proteins on the surface of a virus specificallyfit the proteins on the surface of the cell it infects.

Questions

1. How is HIV able to attach to its target T cell?

2. Why don’t plant viruses, such as the tobaccomosaic virus, infect animal cells?

3. Why do viruses need to infect a host cell?

ProtistsSB3.b Compare how structures and function vary between the six kingdoms.

B57©

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.

1. Cilia 2. Chloroplasts

Flagella

Chloroplast

Contractilevacuole

Eyespot

Pellicle

Nucleus

Carbohydratestorage bodies

Gullet

Oral grooveTrichocysts

Macronucleus Cilia

Micronucleus

GulletLysosomes

Foodvacuoles

Contractilevacuole

Analpore

EUGLENA

PARAMECIUM

Quick Review

◆ Protists are eukaryotes that are not members ofthe kingdoms Plantae, Animalia, or Fungi.

◆ Euglenas use light to power photosynthesis. If sunlight is unavailable, they can absorb nutrientsfrom decaying organic material.

◆ Paramecia use cilia for feeding and movement.

Questions

1. What structures do paramecia have for movement?

2. What structures in euglenas indicate that they cancarry out photosynthesis?

Fun

gi

SB3.

b C

omp

are

how

str

uctu

res

and

func

tion

vary

bet

wee

n th

e si

x ki

ngdo

ms.

1.

Ase

xual

2.

Pl

ants

are

aut

otro

phs

(p

rodu

cers

); f

ungi

are

het

erot

rop

hs (

cons

umer

s).

Cap

Gill

s Stal

k

Hyp

hae

Un

der

gro

un

dh

yph

ae

Qu

ick

Rev

iew

◆F

un

gi a

re e

uk

aryo

tic

het

erot

rop

hs

that

hav

e ce

llw

alls

.

◆C

hem

ical

s re

leas

ed b

y a

mu

shro

om’s

un

der

grou

nd

hyp

hae

dig

est

food

in

to s

mal

l m

olec

ule

s th

at t

he

hyp

hae

th

en a

bso

rb.

◆G

ills

on

th

e u

nd

ersi

de

of a

mu

shro

om c

ap a

re l

ined

wit

h b

asid

ia t

hat

pro

du

ce s

por

es.

Qu

esti

on

s

1.Is

sp

ore

pro

du

ctio

n a

n e

xam

ple

of

asex

ual

re

pro

du

ctio

n o

r se

xual

rep

rod

uct

ion

?

2.H

ow d

o p

lan

ts a

nd

fu

ngi

dif

fer

in h

ow t

hey

ob

tain

nu

trie

nts

?

B58

©P

ears

on E

duca

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Inc

., P

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as

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all.

All

right

s re

serv

ed.

Symbiosis B59©

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Hal

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.

SB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.

1. No, because it would not have an energy source. 2. The upper layer of densely packed hyphae

Quick Review

◆ In a mutualistic relationship, both species benefit.

◆ Lichen is composed of fungus and a photosyntheticorganism (an alga or a cyanobacterium) in amutualistic relationship.

◆ Lichens can survive in barren environments andbreak down rock to form soil.

Questions

1. Would fungus alone be able to survive on bare rock?Why or why not?

2. What part of the lichen shields the algae orcyanobacteria from the environment?

Layer ofalgae or cyanobacteria

Loosely packed hyphae

Densely packed hyphae

Densely packed hyphae

LICHEN

Pla

nts

SB

3.b

Com

par

e ho

w s

truc

ture

s an

d fu

nctio

n va

ry b

etw

een

the

six

king

dom

s.

SB3.

c Ex

amin

e th

e ev

olut

iona

ry b

asis

of m

oder

n cl

assi

ficat

ion

syst

ems.

1.

Phot

osyn

thes

is

2.

Vasc

ular

tis

sue

Wat

er-C

on

du

ctin

g (

Vas

cula

r)T

issu

e

See

ds

Flo

wer

s; S

eed

s E

ncl

ose

din

Fru

it

Con

e-be

arin

gpl

ants

Mos

ses

and

thei

r re

lativ

es

Fer

ns a

ndth

eir

rela

tives

Gre

en a

lgae

ance

stor

Flo

wer

ing

plan

ts

Qu

ick

Rev

iew

◆P

lan

ts a

re m

ult

icel

lula

r eu

kar

yote

s th

at h

ave

cell

wal

ls m

ade

of c

ellu

lose

.

◆P

lan

ts d

evel

op m

ult

icel

lula

r em

bry

os a

nd

car

ryou

t p

hot

osyn

thes

is w

ith

in c

hlo

rop

last

s.

◆T

her

e ar

e fo

ur

mai

n g

rou

ps

of l

ivin

g p

lan

ts:

mos

ses

and

th

eir

rela

tive

s, f

ern

s an

d t

hei

rre

lati

ves,

con

e-b

eari

ng

pla

nts

, an

d f

low

erin

gp

lan

ts.

Qu

esti

on

s

1.F

or w

hat

pro

cess

do

pla

nts

req

uir

e su

nli

ght?

2.W

hat

tra

it d

o m

osse

s la

ck t

hat

all

oth

er p

lan

tgr

oup

s h

ave?

B60

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Vasc

ula

r P

lan

tsSB

3.b

Com

par

e ho

w s

truc

ture

s an

d fu

nctio

n va

ry b

etw

een

the

six

king

dom

s.

Qu

ick

Rev

iew

◆V

ascu

lar

pla

nts

hav

e th

ree

maj

or o

rgan

s: r

oots

,st

ems,

an

d l

eave

s.

◆P

lan

t or

gan

s co

nta

in t

hre

e k

ind

s of

tis

sue:

grou

nd

, vas

cula

r, a

nd

der

mal

.

◆E

ach

typ

e of

tis

sue

is c

omp

rise

d o

f sp

ecia

lize

dce

lls

that

car

ry o

ut

spec

ific

fu

nct

ion

s w

ith

in t

he

pla

nt.

Qu

esti

on

s

1.W

hat

is

the

pri

mar

y fu

nct

ion

of

a p

lan

t’s

vasc

ula

r ti

ssu

e?

2.E

pid

erm

al c

ells

are

th

e p

rim

ary

com

pon

ent

ofw

hic

h o

f th

e th

ree

maj

or t

issu

e ty

pes

in

a p

lan

t?

1.

To t

rans

por

t w

ater

and

nut

rient

s

2

. D

erm

al t

issu

e

B61

©P

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on E

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., P

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all.

All

right

s re

serv

ed.

Leaf

Stem

Ro

ot

Der

mal

tis

sue

Vas

cula

r ti

ssu

e

Gro

un

d t

issu

e

Spore-Producing Plants B62©

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hts

rese

rved

.


Quick Review

◆ Spore-producing plants can be nonvascular or vascular.

◆ Nonvascular plants in the phylum Bryophytainclude mosses, liverworts, and hornworts. Theseplants transport water from cell to cell.

◆ Vascular spore-producing plants belong to the phyla Lycophyta, Arthrophyta, and Pterophyta (club mosses, horsetails, and ferns). Vascular tissuetransports water and nutrients throughout the plants.

Questions1. What characteristic do all spore-producing plants

share?

2. What structure anchors nonvascular plants into the soil?

3. What structures do vascular plants have thatnonvascular plants do not?

1. They use spores, instead of seeds, to reproduce. 2. Rhizoid 3. True stems, roots, and leaves

Capsule

Stalk

Gametophyte

Sporophyte

Stemlikestructure

Leaflikestructure

RhizoidStem Root

Frond

Moss plant Fern plant

Reproduction inSpore-Producing Plants B63

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all.

All

right

s re

serv

ed.


Quick Review

◆ The life cycle of mosses and ferns includes thesporophyte stage and the gametophyte stage.

◆ The sporophyte releases spores that develop intothe gametophyte stage. The gametophyte producestwo kinds of gametes—sperm cells and egg cells.

◆ Gametophytes need a thin layer of water to allowthe sperm to swim to and fertilize the egg to produce a zygote. The zygote develops into a sporophyte to begin the cycle again.

Questions1. Where does a moss sporophyte grow and how does

it look?

2. Which stage of development is predominant in ferns?

3. Which stage of the life cycle of mosses and fernsinvolves sexual reproduction?

1. It grows out of the gametophyte and consists of a slender stalk with a capsule at the end. 2. Sporophyte 3. Gametophyte stage

Producesspores

Producesegg cells

GametophyteEgg cells

Gametophyte

Fertilizationproducesa zygote

Producessperm cells

Sporophyte

Plant StomataSB4.e Relate plant adaptations to the ability to survive stressful environmental conditions.

B64©

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on P

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Hal

l.A

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hts

rese

rved

.

1. The need for water conservation within the leaf 2. By maintaining water balance in the leaf

Guard cells Guard cells

Stoma

Inner cell wall Inner cell wall

Stoma Open Stoma Closed

Quick Review

◆ Plants keep their stomata open just enough toallow photosynthesis to take place but not so muchthat they lose an excessive amount of water.

◆ Stomata may be closed even in bright sunlightunder hot, dry conditions when water must beconserved.

Questions

1. What factor affects the opening and closing of stomata?

2. How does the function of guard cells help tomaintain homeostasis in the leaf?

Seed

-Pro

du

cin

g P

lan

tsSB

3.b

Com

par

e ho

w s

truc

ture

s an

d fu

nctio

n va

ry b

etw

een

the

six

king

dom

s.

SB4.

e Re

late

pla

nt a

dap

tatio

ns t

o th

e ab

ility

to

surv

ive

stre

ssfu

l env

ironm

enta

l con

ditio

ns.

Cut

icle

Surf

ace

cells

Chl

orop

last

sVe

inX

ylem

Phlo

emSt

omat

a

Vas

cula

r Tis

sue

in a

Lea

f

1.

Frui

ts t

hat

enca

se t

he s

eeds

and

the

pre

senc

e of

flo

wer

s

2

. T

hey

can

grow

in d

rier

envi

ronm

ents

bec

ause

the

y ca

n ab

sorb

moi

stur

e fr

om t

he s

oil.

B65

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

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all.

All

right

s re

serv

ed.

Qu

ick

Rev

iew

◆S

eed

pla

nts

are

div

ided

in

to t

wo

grou

ps:

gym

nos

per

ms

and

an

gios

per

ms.

Gym

nos

per

ms

pro

du

ce s

eed

s on

th

e su

rfac

es o

f co

nes

.A

ngi

osp

erm

s p

rod

uce

see

ds

wit

hin

a la

yer

ofp

rote

ctiv

e so

ft t

issu

e.

◆A

ll s

eed

pla

nts

hav

e va

scu

lar

tiss

ue

to t

ran

spor

tw

ater

an

d n

utr

ien

ts f

rom

th

e ro

ots

thro

ugh

th

est

ems

and

to

the

leav

es.

◆S

tem

s p

rovi

de

sup

por

t fo

r th

e p

lan

t. T

hey

may

be

eith

er s

oft

her

bac

eou

s st

ems

or b

ark

-cov

ered

woo

dy

stem

s.

Qu

esti

on

s1.

Wh

at a

re t

wo

char

acte

rist

ics

of a

ngi

osp

erm

s?

2.H

ow d

o ro

ots

and

ste

ms

hel

p s

eed

pla

nts

to

grow

in

mor

e en

viro

nm

ents

th

an s

por

e-p

rod

uci

ng

pla

nts

?

Reproduction in Seed-Producing Plants B66

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on E

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., P

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as

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all.

All

right

s re

serv

ed.


Quick Review

◆ Seed plants reproduce sexually when male pollengrains are transferred to female ovules. Most individual seed plants contain both male andfemale reproductive structures.

◆ After fertilization, most gymnosperm seeds are dispersed by air or water.

◆ Many angiosperm seeds are dispersed by animalsthat eat the fruit that surrounds the seeds.

Questions1. What are the two main ways that pollen is carried

from one plant to another?

2. Why do seeds that are dispersed far away from theparent plant have a better chance of survival?

3. Why do seeds contain stored food?

CornBean

PineSeed coat

Cotyledon

CotyledonEmbryo

Stored foodStored foodCotyledon

EmbryoSeed coat

Seed coatStored food

Embryo

Stored food

1. By wind or by animals that feed on flower nectar 2. They do not need to compete with the parent plant for light, water, and nutrients. 3. To nourish the growing embryo until the plant can produce its own food

Pla

nt

Res

po

nse

sSB

4.e

Rela

te p

lant

ada

pta

tions

, inc

ludi

ng t

rop

ism

s, t

o th

e ab

ility

to

surv

ive

stre

ssfu

len

viro

nmen

tal c

ondi

tions

.

Qu

ick

Rev

iew

◆A

trop

ism

is

a p

lan

t’s

resp

onse

to

an e

xter

nal

stim

ulu

s. P

lan

t tr

opis

ms

incl

ud

e p

hot

otro

pis

m,

grav

itro

pis

m, a

nd

th

igm

otro

pis

m.

◆A

uxi

ns

are

pla

nt

hor

mon

es t

hat

cau

se c

erta

ince

lls

in r

oots

an

d s

tem

s to

bec

ome

lon

ger

than

oth

ers.

◆P

hot

oper

iod

ism

is

a p

lan

t’s

resp

onse

to

per

iod

sof

lig

ht

and

dar

kn

ess.

Qu

esti

on

s1.

Is i

t a

lon

g p

erio

d o

f li

ght

or a

sh

ort

per

iod

of

dar

k t

hat

cau

ses

lon

g-d

ay p

lan

ts t

o fl

ower

?

2.H

ow a

re p

lan

t tr

opis

ms

adap

tive

res

pon

ses?

3.H

ow d

o au

xin

s ca

use

ph

otot

rop

ism

?

Lon

g-D

ay P

lan

t

Mid

nigh

t

Mid

nigh

t

Mid

nigh

t

Noo

n

Noo

n

Noo

n

Lon

g D

ay

Sho

rt D

ay

Inte

rrup

ted

Nig

ht

Sho

rt-D

ay P

lan

t

Effe

ct o

f P

ho

top

erio

dis

m

on

Flo

wer

ing

Pla

nts

B67

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

1.

A s

hort

per

iod

of d

ark

2.

They

allo

w p

lant

s to

res

pon

d to

cha

ngin

g en

viro

nmen

ts.

3.

Aux

ins

caus

e ce

lls o

n th

e sh

aded

par

t of

a s

tem

to

elon

gate

. Th

is p

roce

ss m

akes

the

ste

m b

end

tow

ard

the

light

.

An

imals

SB

3.b

Com

par

e ho

w s

truc

ture

s an

d fu

nctio

n va

ry b

etw

een

the

six

king

dom

s.

1. F

ungu

s ce

lls h

ave

cell

wal

ls.

2.

Ner

vous

sys

tem

Cla

ssif

icat

ion

of

Livi

ng

Th

ing

s

KIN

GD

OM

An

imal

ia

CEL

L TY

PEEu

kary

otic

CEL

L ST

RU

CTU

RES

No

cell

wal

lsor

chl

orop

last

s

NU

MB

ER O

F C

ELLS

Mul

ticel

lula

r

MO

DE

OF

NU

TRIT

ION

Het

erot

rop

h

EXA

MPL

ESSp

onge

s, w

orm

s,in

sect

s, f

ishe

s,m

amm

als

Qu

ick

Rev

iew

◆M

emb

ers

of t

he

kin

gdom

An

imal

ia a

re m

ult

icel

lula

r,eu

kar

yoti

c h

eter

otro

ph

s.

◆A

nim

al c

ells

do

not

hav

e ce

ll w

alls

or

chlo

rop

last

s.

◆A

nim

als

carr

y ou

t th

e fo

llow

ing

esse

nti

al f

un

ctio

ns:

feed

ing,

res

pir

atio

n, c

ircu

lati

on, e

xcre

tion

,re

spon

se, m

ovem

ent,

an

d r

epro

du

ctio

n.

Qu

esti

on

s

1.H

ow c

ould

you

tel

l a

fun

gus

cell

fro

m a

n a

nim

alce

ll?

2.In

hu

man

s, w

hat

bod

y sy

stem

all

ows

resp

onse

to

the

envi

ron

men

t?

B68

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Parasitism B69©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.

SB4.a Investigate the relationships among organisms, populations, communities,ecosystems, and biomes.

1. The parasite obtains all or part of its nutritional needs from the host.2. Sample answer: A predator kills its prey; a parasite does not usually kill its host.

Primary host(human)

Intermediate host(snail)

AdultflukeHuman

intestine

Tailedlarva

Ciliatedlarva

Embryo

Quick Review

◆ Parasitism is a form of interaction betweenorganisms in which one organism lives on or inside another organism and harms it.

◆ The life cycle of a fluke involves two hosts: humansand snails.

Questions

1. What benefit do parasites receive from the hostorganism?

2. Describe one difference between parasitism andpredation.

Art

hro

po

ds

SB3.

b C

omp

are

how

str

uctu

res

and

func

tion

vary

bet

wee

n th

e si

x ki

ngdo

ms.

Qu

ick

Rev

iew

◆A

rth

rop

ods

hav

e a

segm

ente

d b

ody,

a t

ough

exos

kel

eton

, an

d j

oin

ted

ap

pen

dag

es.

◆A

gras

shop

per

bre

ath

es t

hro

ugh

tra

chea

l tu

bes

that

ext

end

th

rou

ghou

t it

s b

ody.

◆M

alp

igh

ian

tu

bu

les

are

sacl

ike

orga

ns

that

extr

act

was

tes

from

th

e b

lood

.

Qu

esti

on

s1.

Wh

ere

doe

s ai

r en

ter

the

trac

hea

l tu

bes

?

2.T

o w

hat

sys

tem

do

mal

pig

hia

n t

ub

ule

s b

elon

g?

3.W

hic

h s

tru

ctu

res

bel

ong

to a

gra

ssh

opp

er’s

w

ell-

dev

elop

ed n

ervo

us

syst

em?

Ant

enna

e

Com

poun

dey

e

Brai

n

Dig

esti

ve

trac

t

Mou

th

Saliv

ary

glan

ds Gan

glia

Ner

veco

rd

Mal

pigh

ian

tubu

les H

eart

Repr

oduc

tive

orga

ns

Anu

sTr

ache

altu

bes

Spir

acle

s

1.

Thro

ugh

open

ings

alo

ng t

he s

ide

of t

he b

ody

calle

d sp

iracl

es

2.

Exc

reto

ry s

yste

m

3.

Bra

in,

nerv

e co

rd,

gang

lia,

eye,

ant

enna

e

B70

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Vertebrates B71©

Pea

rson

Edu

catio

n, I

nc.,

Pub

lishi

ng a

s P

ears

on P

rent

ice

Hal

l.A

ll rig

hts

rese

rved

.



Quick Review◆ Vertebrates, a subgroup in the phylum Chordata,

are animals that have a strong supportive backbone.

◆ The classes of vertebrates range from Agnatha (jawless fishes) to Mammalia (mammals).

◆ Some evolutionary adaptations of vertebratesinclude cartilaginous skeleton, jaws, bony skeleton,lungs, four limbs, amniotic eggs, and endothermy.

Questions1. Which class of vertebrates is most closely related

to birds and mammals?

2. What are the functions of a vertebrate’s skeleton?

3. What advantage does endothermy give to birds andmammals?

1. Reptiles 2. Provides protection for internal organs, forms an internal frame for support, allows movement3. Endotherms can live in cooler climates than ectotherms.

Emb

ryo

nic

Dev

elo

pm

ent

SB3.

b C

omp

are

how

str

uctu

res

and

func

tion

vary

bet

wee

n th

e si

x ki

ngdo

ms.

B72

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

1. E

chin

oder

ms

2.In

ner,

oute

r, an

d m

iddl

e

Bla

sto

po

re

Mes

od

erm

End

od

erm

Ecto

der

m

Bla

sto

po

re b

eco

mes

an

us

Mo

uth

Deu

tero

sto

me

Qu

ick

Rev

iew

◆E

vid

ence

for

evo

luti

on i

s fo

un

d i

n t

he

sim

ilar

itie

s in

earl

y d

evel

opm

ent,

or

emb

ryol

ogy,

of

orga

nis

ms.

◆T

he

sam

e gr

oup

s of

em

bry

onic

cel

ls d

evel

op i

n t

he

sam

e or

der

an

d i

n s

imil

ar p

atte

rns

to p

rod

uce

th

e ti

ssu

es a

nd

org

ans

of a

ll v

erte

bra

tes.

◆T

he

cell

s of

th

e en

dod

erm

dev

elop

in

to t

he

lin

ings

of

the

dig

esti

ve a

nd

res

pir

ator

y sy

stem

s; t

he

mes

oder

mgi

ves

rise

to

the

mu

scu

lar,

cir

cula

tory

, rep

rod

uct

ive,

and

exc

reto

ry s

yste

ms;

an

d t

he

ecto

der

m g

ives

ris

e to

the

sen

se o

rgan

s, n

erve

s, a

nd

ou

ter

laye

r of

th

e sk

in.

Qu

esti

on

s1.

Wh

ich

oth

er g

rou

p o

f an

imal

s h

as d

eute

rost

ome

dev

elop

men

t?

2.In

fer

the

mea

nin

g of

th

e p

refi

xes

end

o, e

cto,

an

d m

eso.

Levels of Organization B73

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

SB1.a Explain the role of cell organelles for both prokaryotic and eukaryotic cells, includingthe cell membrane, in maintaining homeostasis.

1. They secrete enzymes that break down food into nutrients required for the body to function.2. Organ systems are specialized, and each performs only a fraction of the functions required for maintenance of homeostasis in the

body as a whole.

Digestive system Stomach Smooth muscle tissue Muscle cell

Quick Review◆ The levels of organization in a multicellular

organism include cells, tissues, organs, and organsystems.

◆ Cellular differentiation is the process by whichcells gain specialized functions.

◆ Each level, from cells to organ systems, works tomaintain homeostasis in the body as a whole.

Questions1. How do the cells of the human digestive system

contribute to homeostasis in the body?

2. How does the phrase division of labor apply to the organ systems of the bodies of multicellularorganisms?

Org

an

Sys

tem

sSB

3.b

Com

par

e ho

w s

truc

ture

s an

d fu

nctio

n va

ry b

etw

een

the

six

king

dom

s.

B74

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

1.

Ner

vous

and

mus

cula

r sy

stem

s

2

. D

iges

tive

and

circ

ulat

ory

syst

ems

Sen

sory

neu

ron

Mo

tor

neu

ron

Spin

alco

rdIn

tern

euro

n

Effe

cto

r(r

esp

on

din

g m

usc

le)

Sen

sory

rece

pto

rs

Tack

Qu

ick

Rev

iew

◆In

an

imal

s, o

rgan

sys

tem

s ar

e in

terd

epen

den

t.

◆O

rgan

sys

tem

s w

ork

tog

eth

er i

n m

any

fun

ctio

ns;

for

exam

ple

, del

iver

ing

oxyg

en t

o ti

ssu

es r

equ

ires

bot

hth

e re

spir

ator

y sy

stem

an

d t

he

circ

ula

tory

sys

tem

.

Qu

esti

on

s1.

Wh

at t

wo

orga

n s

yste

ms

allo

w a

res

pon

se t

o st

epp

ing

on a

tac

k?

2.W

hat

tw

o or

gan

sys

tem

s ar

e n

eed

ed t

o d

eliv

ern

utr

ien

ts t

o ce

lls?

Inve

rteb

rate

D

iges

tive

Sys

tem

sSB

3.b

Com

par

e ho

w s

truc

ture

s an

d fu

nctio

n va

ry b

etw

een

the

six

king

dom

s.

Mou

th/a

nus D

iges

tive

cavi

ty

Pha

rynx

Mou

th/a

nus

Giz

zard

ntes

tine

Cro

p

Cro

p

Pha

rynx

Pha

rynx

Sto

mac

h an

d

dige

stiv

e gl

ands

ntes

tineR

ectu

m

Anu

s

Mou

th

Mou

th

Anu

s

Art

hro

po

d

An

nel

id

Cn

idar

ian

Fla

two

rm

Gas

trov

ascu

lar

cavi

ty

Qu

ick

Rev

iew

◆S

pon

ges

dig

est

food

in

sid

e ce

lls

and

th

en p

ass

nu

trie

nts

to

oth

er c

ells

by

dif

fusi

on. T

his

pro

cess

is c

alle

d i

ntr

acel

lula

r d

iges

tion

.

◆O

ther

in

vert

ebra

tes

bre

ak d

own

foo

d o

uts

ide

ofce

lls

in a

dig

esti

ve t

ract

. Th

e b

ody

then

ab

sorb

sth

e n

utr

ien

ts.

Qu

esti

on

s1.

Wh

ich

org

anis

ms

show

n h

ere

hav

e a

dig

esti

vetr

act

wit

h o

nly

on

e op

enin

g?

2.W

hat

is

mea

nt

by

the

ph

rase

on

e-w

ay

dig

esti

on?

1.

Cni

daria

ns a

nd f

latw

orm

s

2

. F

ood

ente

rs t

he m

outh

, an

d w

aste

s ex

it th

e an

us.

B75

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Inve

rteb

rate

Res

pir

ato

ry S

yste

ms

SB3.

b C

omp

are

how

str

uctu

res

and

func

tion

vary

bet

wee

n th

e si

x ki

ngdo

ms.

Qu

ick

Rev

iew

◆R

esp

irat

ory

orga

ns

hav

e la

rge

surf

ace

area

s th

atar

e in

con

tact

wit

h a

ir o

r w

ater

.

◆R

esp

irat

ory

surf

aces

mu

st b

e m

oist

for

dif

fusi

onto

occ

ur.

Qu

esti

on

s1.

Wh

y ar

e re

spir

ator

y or

gan

s u

sual

ly f

ull

of

blo

odve

ssel

s?

2.W

hy

are

the

resp

irat

ory

orga

ns

of t

erre

stri

alan

imal

s of

ten

cov

ered

wit

h w

ater

or

mu

cus?

Airf

low

Gill

Sip

hons

Mov

emen

tof

wat

er

Mo

llusk

Sp

ider

Boo

klu

ng

Trac

heal

tube

s

Spi

racl

esIn

sect

1.

Bloo

d ve

ssel

s ca

rry

CO

2to

the

res

pira

tory

org

an t

o be

exp

elle

d, a

nd b

ring

O2

to t

he b

ody’

s tis

sues

fro

m t

he r

esp

irato

ry o

rgan

.

2

. T

o m

inim

ize

wat

er lo

ss

B76

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

Inve

rteb

rate

C

ircu

lato

ry S

yste

ms

SB3.

b C

omp

are

how

str

uctu

res

and

func

tion

vary

bet

wee

n th

e si

x ki

ngdo

ms.

B77

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

1.Th

e he

art

pum

ps

the

bloo

d.

2.C

lose

dSin

use

san

d o

rgan

s

Hea

rt

Hea

rts

Blo

od

ve

ssel

s

Inse

ct: O

pen

Cir

cula

tory

Sys

tem

Hea

rtlik

e st

ruct

ure

Smal

l ves

sels

in t

issu

es

Blo

od

ve

ssel

sH

eart

like

stru

ctu

res

An

nel

id: C

lose

dC

ircu

lato

ry S

yste

m

Qu

ick

Rev

iew

◆In

an

op

en c

ircu

lato

ry s

yste

m, b

lood

is

only

par

tial

ly c

onta

ined

wit

hin

a s

yste

m o

f b

lood

ves

sels

.

◆In

a c

lose

d c

ircu

lato

ry s

yste

m, a

hea

rt o

r h

eart

lik

eor

gan

for

ces

blo

od t

hro

ugh

ves

sels

th

at e

xten

dth

rou

ghou

t th

e b

ody.

◆T

he

circ

ula

tory

sys

tem

del

iver

s ox

ygen

an

dn

utr

ien

ts t

o ce

lls

and

rem

oves

met

abol

ic w

aste

s.

Qu

esti

on

s

1.W

hat

is

the

role

of

the

hea

rt i

n t

he

circ

ula

tory

syst

em?

2.D

o an

nel

ids

hav

e an

op

en o

r a

clos

ed c

ircu

lato

rysy

stem

?

Inve

rteb

rate

Ner

vou

s Sy

stem

sSB

3.b

Com

par

e ho

w s

truc

ture

s an

d fu

nctio

n va

ry b

etw

een

the

six

king

dom

s.

B78

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.

1.C

nida

rians

do

not

have

a b

rain

; th

eir

nerv

ous

syst

em c

onsi

sts

of a

ner

ve n

et.

2.Th

e co

ncen

trat

ion

of n

erve

tis

sues

and

org

ans

in o

ne e

nd o

f th

e bo

dy.

Gan

glia

Ner

vece

lls

Bra

in

Gan

glia

Bra

in

Cn

idar

ian

Flat

wo

rm

Art

hro

po

d

Mo

llusk

Qu

ick

Rev

iew

◆N

ervo

us

syst

ems

dir

ect

beh

avio

r an

d a

llow

orga

nis

ms

to r

esp

ond

to

stim

uli

in

th

eir

envi

ron

men

t.

◆In

vert

ebra

tes

show

th

ree

tren

ds

in t

he

evol

uti

on o

fth

e n

ervo

us

syst

em: c

entr

aliz

atio

n, c

eph

aliz

atio

n,

and

sp

ecia

liza

tion

.

Qu

esti

on

s

1.H

ow d

oes

the

ner

vou

s sy

stem

of

a cn

idar

ian

dif

fer

from

th

e n

ervo

us

syst

em o

f a

gras

shop

per

?

2.W

hat

is

cep

hal

izat

ion

?

Vertebrate Digestive Systems B79

©P

ears

on E

duca

tion,

Inc

., P

ublis

hing

as

Pea

rson

Pre

ntic

e H

all.

All

right

s re

serv

ed.


1. They don’t have teeth with which to chew their food. 2. Cellulose fibers (found in plants) are difficult to digest.

Shark Salamander Lizard Pigeon CowEsophagus

Stomach

Intestine

Liver

Gallbladder

Pancreas

Cloaca

Crop

Gizzard

Ceca

Rectum

Quick Review

◆ Feeding and digestion maintain homeostasis byproviding the body with a continuing supply ofneeded nutrients.

◆ The digestive systems of vertebrates havespecialized organs that are well adapted fordifferent feeding functions.

Questions

1. Explain why many birds have a crop, in whichmechanical digestion takes place.

2. Why do herbivores, such as cows, have longintestines?

Vertebrate Respiratory Systems B80

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1. Gas exchange surfaces are constantly in contact with fresh, oxygenated air.2. Alveoli greatly increase the surface area of the lungs. Mammals need a lot of oxygen due to their endothermic metabolisms.

Lung

Nostrils, mouth, and throatTrachea

Air sac

Salamander Lizard Primate Pigeon

Quick Review

◆ Aquatic vertebrates primarily use gills forrespiration; terrestrial vertebrates primarily uselungs.

◆ Some chordates use accessory organs forrespiration, such as air sacs or the skin.

Questions

1. Air flows in only one direction through a bird’srespiratory organs. What is the advantage to thiskind of system?

2. Mammalian lungs are full of alveoli that greatlyincrease the lung’s surface area. What is theadvantage to having more surface area in therespiratory organs?

Vertebrate Circulatory Systems B81

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Quick Review◆ Circulatory systems maintain homeostasis by

transporting materials throughout animals’ bodies.

◆ Fishes have a single-loop circulatory system, whilevertebrates with lungs have a double-loop system.Only crocodilians, birds, and mammals have a “double-pump” heart.

Questions1. Where does the blood in a single-loop system pick

up oxygen?

2. Why is it important that oxygenated andunoxygenated blood do not mix in mammals andbirds?

Double-Loop Circulatory SystemSingle-Loop Circulatory System

MOST REPTILESFISHES CROCODILIANS, BIRDS, MAMMALS

Heart

Heart Heart

1. In the gills2. Endothermic birds and mammals have a higher metabolic rate and need more oxygen for cellular respiration.3. Live-bearing

Vertebrate Nervous Systems B82

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1. The cerebrum 2. Birds and mammals because they have the largest cerebellums.

Cerebellum

Optic lobe

Cerebrum

Olfactory bulb

Medulla oblongata

Spinal cord

Bony Fish Amphibian Reptile Bird Mammal

Quick Review

◆ Nonvertebrate chordates have a relatively simplenervous system with a mass of nerve cells that forma brain.

◆ Vertebrates have a much more complex brain withdistinct regions, each with a different function. Forexample, the cerebellum coordinates movementand controls balance.

Questions

1. Which part of the vertebrate brain houses the“thinking” region?

2. Which animals shown here probably have the bestsenses of movement and balance? Why?

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Evolution of Behavior B84

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IPLS

SB4.f Relate animal adaptations, including behaviors, to the ability to survive stressfulenvironmental conditions.


1. By keeping close to their mother, they are more likely to get food and avoid predators.2. Natural selection will favor swans that show this behavior. Therefore, more swans that show this behavior will survive to reproduce

and pass the genes that influence this behavior to their offspring.

Quick Review

◆ Many behaviors are influenced by genes and can beinherited by an organism’s offspring.

◆ Behaviors, like physical characteristics, may evolveunder the influence of natural selection.

Questions

1. How could the behavior shown above help youngswans survive?

2. How could natural selection act on the behaviorshown here?

B048_hss08_RT_B.qxd 6/13/07 2:30 PM Page B84

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Quick Review - Pearson