Science Essentials - McGraw-Hill Books

Life Science Earth and Space Science Physical ScienceScienceBIOLOGY STUDENT WORKBOOK CHAPTER 1: STUDYING LIFE SCIENCE 1Chapter16 CHAPTER 3: CELL STRUCTURE, FUNCTION, AND PROCESSES BIOLOGY STUDENT WORKBOOKBIOLOGY STUDENT WORKBOOKl,BIOLOGY STUDENT WORKBOOKCHAPTER 5: CHANGE OVER TIME31CHAPTER 10: NONFLOWERING AND FLOWERING PLANTSBIOLOGY STUDENT WORKBOOK65CHAPTER 16: LIVING THINGS AND THEIR ENVIRONMENT107Student CD-ROM & Print ResourcesStudent SoftwareThe Student CD-ROM makes science accessible to morestudents through visual, audio, and print functionality. Usersunderstand through analysis, exploration, and practice ofconcepts at school or at home. Features of the CD-ROMinclude: Student Edition in Audio PDFChapter and Unit Reinforcement ActivitiesInteractive Student Laboratory ActivitiesDemonstration Laboratory ActivitiesStudent Presentation BuilderGraphic Organizing SoftwareSpanish Chapter SummariesSpanish Pre-Chapter Writing ActivitiesSpanish Post-Chapter Writing ActivitiesSpanish Cognate DictionaryCopyright ©2009 Wright Group/McGraw-HiBIOLOGYExploring the Science of LifeStudent CDl. All rights reserved. Permission is granted to reproduce this material only for classroom use. ISBN: 9780077041335MHID: 007704133XStudent Lab ManualThe Student Lab Manual provides hands-on experiences thatrange from short in-class or at-home assignments to 45-50minute in-class assignments. Discovery experiences providethe challenges necessary to reinforce concepts.Lab A is a one-page, 15- to 20-minute activity that activatesprior knowledge and introduces the chapter conceptsLab B and Lab C are scaffolded according to difficulty leveland are designed to be completed in a class period of 45 to50 minutes.Both labs follow a standard lab sequence:1) Background Information2) Problem3) Materials4) Procedure5) Observations6) Analysis7) ConclusionsObservations are recorded in the form of Data Tables.Student Workbook activities include:The Student Workbook of activities helps students developa deeper understand through study, practice, and review.Each activity is designed to help students to become betterproblem-solvers and critical thinkers. Key Concept ReviewVocabulary ReviewInterpreting Diagrams/Graphic OrganizersReading ComprehensionCurriculum ConnectionScience ChallengeCopyright © Wright Group/McGraw-HillName Date TimeKey Concept ReviewPART A ClassifyThe graphic organizer below shows the three branches of science. Classify each termfrom the box by placing it under the appropriate branch.air animals electricity human bodyinsects land light motionplants solar system sound water Interpreting DiagramsPART APerform a search on the Internet to find thelocation of each of the bacteria in the humanbody. Then label the diagram with the letterof the bacteria to show its location.a. Propionibacterium acnesb. Streptococcus salivariusc. Helicobacter pylorid. Escherichia colie. Staphylococcus cus epidermidisf. Staphylococcus cuaureusPART B1Studying Life ScienceLabel the diagram of the AIDS-causing virus,using the following terms: Envelope,Nucleic acid, and Protein coat.SCIENCE EXTENSION44 1.2.3.Name Date TimePART B Comprehension Vocabulary ReviewPART ARead each question below and answer it on the lines provided, using complete sentences.Match each term in Column B with its description in Column A. Write the letter of1. What is the system of measurement used by scientists?the correct term in the space provided.Column AColumn B2. What is the difference between an independent variable and a dependent variable?groups of similar cells that form a specific function 1. osmosisdiffusion of water through a selectively permeable 2. cellular respiration3. What is a control group?membraneprocess that releases energy from food using3. microorganismsoxygen4. What is a hypothesis?living things that can only be seen with a4. tissuemicroscopeName Date TimeChapterPART BSCIENCE EXTENSIONWill liquids other than pure water help plants survive? Review To the find vocabulary out, you put in five Lesson pairs 3.2. Then, describe each cell part Graphic in the chart Organizer5below.of the same type of potted plant near a window. Indicate For two weeks, whether you the give cell each is found pair of in an animal a cell, a plant cell, or PART both. Aplants a different liquid—pure water, sugar water, salt water, soda, and milk. What are theindependent variables in this experiment? What is the dependent variable?Identify main ideas and examples in the chart below.Cell Part Description Animal/Plant/BothchloroplastEvolutioncytoplasmSupported byendoplasmic reticulum Golgi apparatusExample Types Example ExamplelysosomemitochondrionExample Exampleribosome Name Date TimeChapterSCIENCE EXTENSIONReading Comprehension10In your Science Notebook, describe two different e cellular processes that can be identifiedusing the new vocabulary in the chapter. Exchange your descriptions with a partner, andPART A Chapter SummaryPART Bhave the partner identify the processes.Chapter 10 contains many details about plants. To help you remember the details, createAnswer the questions below.a chapter summary in your Science Notebook. Use the lesson numbers and titles asheadings in your summary. Use bullet points under each heading to record important Suppose the body structures of two organisms have the same function. Why doinformation. You may need to read the chapter again to help you identify the main points.scientists need to determine whether they are analogous or homologous toestablish an evolutionary line? Once you have completed your chapter summary, compare it with a classmate’s. If thereare any differences, discuss why you chose the information that you did. Revise yoursummary if needed. Finally, compare your summary with the key concepts at the end ofthe chapter. If you missed any important points, and review those sections again. What type of evidence leads scientists to PART conclude B Neandertals Comprehension did not evolve Questions intomodern humans?The following questions focus on the relationship between humans and plants. If youneed to, refer back to your reading to help you answer the questions.1. Why would it not be surprising to find the same moss growing over hundreds ofislands in an island chain?SCIENCE EXTENSIONNIn your Science Notebook, draw a flow chart that shows how fossils are formed. Label anddescribe each step.2. Coastal areas often suffer from erosion. How could plants prevent soil arounda home from eroding?Name Date TimeScience Challenge3. Why might you keep desert plants, such as cactus, in your home instead ofother plants?PART ASometimes animals in a population live in groups. Groups of animals have differentnames. For example, a group of fish is a school of fish. Match each animal below withthe name of the group in which it lives. Use your textbook and the Internet for help asSCIENCE EXTENSIONnecessary. Then write the letter of each group next to the correct animal.Traces of PlantsBrandon and his parents recently moved into a house. The previous owners had removed all1. lion a. bloatthe plants in the backyard. While Brandon and his family are searching around, they foundthe following evidence of the plants that 2. used goose to be present. Based on the evidence, brieflyb. colonydescribe what their backyard once looked like. Write your answer in your Science Notebook.3. reindeer c. cote Brandon’s dad finds three separate areas containing long, thin needles. Brandon’s mom discovers curled fronds, 4. wolf which are now brown, buried in a sandbox.d. pride Brandon finds a clump of tiny, green plants on the only rock in the backyard. A hummingbird flies around for a 5. while, buffalo then leaves.e. pack Dried apple seeds are found spread in a large circular area.6. turkey f. gaggle A number of bees are hovering around in the yard, but no hive seems to be nearby.CO_Biology_WB_C07.indd 44 8/2Copyright © Wright Group/McGraw-HillCopyright © Wright Group/McGraw-HillCopyright © Wright Group/McGraw-HillChapter16Science7. dove g. herd8. penguin h. herd9. quail i. rafter10. bee j. rookery11. hippopotamus k. hive12. ant l. bevy13. What advantages might there be to living in a group?Copyright © Wright Group/McGraw-HillPART B14. For one of the animals above, find information about the environment in which itlives. What are the abiotic things in this environment? What are the biotic things?What is the temperature like in this area? How much rainfall is there? Write yourfindings in a well-ordered paragraph in your Science Notebook.15. Research whether this animal is a herbivore, carnivore, or omnivore. Draw a foodweb to show the feeding relationships between this animal and other members ofthe community. Include at least five organisms in the food web.Student Workbook16. Describe a natural event that could disturb the environment of the animalsin your food web. After this event, would primary succession or secondarysuccession likely take place? Explain your answer in well-developed sentences.177