Contents
Chapter 1 Scientific Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson 1 The Practice of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 2
Planning and Conducting an Investigation . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson 3
Organizing and Analyzing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 4
Identifying and Preventing Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 5
Safety and Ethics in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Chapter 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Chapter 2 Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 6 Atoms and Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 7
The Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lesson 8
Chemical Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 9
Ions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 10 Chemical Reactions and Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 11 Matter and Energy in Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 12 Acids, Bases, and pH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 13 States of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 14 The Behavior of Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Chapter 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Chapter 3 Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lesson 15 Potential and Kinetic Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 18 Sound and Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson 19 The Behavior of Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Chapter 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Chapter 4 Force and Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson 20 Understanding Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Lesson 21 Newton’s Laws of Motion and Gravitation . . . . . . . . . . . . . . . . . . . . . . . 121
4 494NA_Sci_HS_SE_FNL.indd 4
12/17/12 3:58 PM
Duplicating any part of this book is prohibited by law.
Lesson 17 Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Duplicating any part of this book is prohibited by law.
Lesson 16 Thermodynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Lesson 22 Momentum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson 23 Work and Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson 24 Air Pressure and Fluid Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 25 Electrical Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Chapter 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Chapter 5 Cell Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson 26 Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Lesson 27 The Cell Membrane and Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Lesson 28 Enzymes and Reaction Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson 29 Energy in Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Chapter 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Chapter 6 Heredity and Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Lesson 30 The Structure and Role of DNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lesson 31 The Structure and Role of RNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Lesson 32 Mendelian Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Lesson 33 Meiosis and Genetic Variation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson 34 Patterns of Inheritance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Chapter 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Duplicating any part of this book is prohibited by law.
Duplicating any part of this book is prohibited by law.
Chapter 7 Evolution and Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Lesson 35 Natural Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Lesson 36 Fossils and Speciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Lesson 37 Classifying Organisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Lesson 38 Animal Phyla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Chapter 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Chapter 8 Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Lesson 39 Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Lesson 40 Population Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Lesson 41 How Human Activities Affect Ecosystems . . . . . . . . . . . . . . . . . . . . . . . 228
Chapter 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
494NA_Sci_HS_SE_FNL.indd 5
5
12/17/12 3:58 PM
Chapter 9 Earth Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Lesson 42 Earth’s Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Lesson 43 Geologic Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Lesson 44 Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Lesson 45 Earthquakes and Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Lesson 46 Rocks and Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Lesson 47 Weathering, Erosion, and Deposition . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Lesson 48 Winds and Currents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Lesson 49 Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Lesson 50 Weather Patterns and Prediction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Lesson 51 The Atmosphere and Climate Change . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Chapter 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Chapter 10 Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Lesson 52 The Origin and Structure of the Universe . . . . . . . . . . . . . . . . . . . . . . . . 284
Lesson 53 The Evolution of Stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Lesson 54 The Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Lesson 55 The Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Chapter 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
Duplicating any part of this book is prohibited by law.
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
6 • Table of Contents
494NA_Sci_HS_SE_FNL.indd 6
12/17/12 3:58 PM
Chapter 1
Scientific Inquiry
Lesson 1 The Practice of Science
Lesson 2 Planning and Conducting
an Investigation
Lesson 5 Safety and Ethics in
Science
Duplicating any part of this book is prohibited by law.
Lesson 3 Organizing and
Analyzing Data
Lesson 4 Identifying and Preventing
Errors
494NA_Sci_HS_SE_FNL.indd 7
12/17/12 3:58 PM
Chapter 1 • Lesson 1
The Practice of Science
Key Words • science • scientific inquiry • hypothesis • prediction • experiment • procedure • analyze
• conclusion • laboratory report • replicate
Getting the Idea
The word science comes from a Latin word that means “knowledge.” In its broadest
sense, science refers to the study of anything related to the natural world. The
specific methods and techniques used to study different aspects of the natural world
can vary. For example, field ecologists study animals in the wild, while experimental
physicists build machines to study particles that are not normally found in nature. However, the discovery of all scientific knowledge is guided by the same basic
principles. The Inquiry Process
The discovery of scientific knowledge is driven by scientific inquiry. Scientific inquiry
involves posing a question and then using a variety of scientific techniques to find
the answer to that question.
Scientists develop hypotheses through logical reasoning, direct observations, and a
knowledge and understanding of basic science. Reading scientific literature is crucial
to understanding the science leading to a hypothesis. Sources include scientific
journals and the published research results of other scientists. Suppose you read the scientific literature and find that salt lowers the freezing point
of water. You might then form this hypothesis: Adding salt to water will lower the
boiling point of the water.
8
494NA_Sci_HS_SE_FNL.indd 8
12/17/12 3:58 PM
Duplicating any part of this book is prohibited by law.
Formulating a hypothesis and testing it with an investigation is often part of scientific
inquiry. A hypothesis (pl. hypotheses) is a possible answer to a scientific question. It can be a prediction of what will happen if you alter something in a certain way. A hypothesis must be testable. In other words, there must be some way to show
whether the hypothesis is supported. (A hypothesis can be testable even if the
technology to test it does not currently exist. A hypothesis may be made but not
tested until many years later, when new techniques and equipment are available.)
Duplicating any part of this book is prohibited by law.
Most questions that drive scientific inquiry come from observations. Imagine you
are watching a newscast about winter weather in a northern state. You see trucks
spreading salt on highways to melt snow. You wonder, “If salt decreases the
temperature at which ice melts, how does salt affect the boiling point of water?” You
are asking a question that can be studied through further observation, testing, and
analysis. In fact, this question has been studied by chemists.
After forming a hypothesis, a scientist develops a test for the hypothesis. This test is called an
experiment. When you design an experiment, you plan the specific steps you will follow. A
procedure is the written step-by-step plan for an experiment. The procedure includes the tools
and materials that will be needed to carry out the experiment and states how those tools and
materials will be used to gather information.
In your experiment on how salt affects the boiling point of water, your procedure might look like
the one shown here:
1.
2.
3.
4.
5.
Label five 100-mL beakers as no salt, 10 mg,
20 mg, 30 mg and 40 mg.
Add 50 mL of water to each beaker.
Use a balance to measure out 10 mg, 20 mg, 30 mg,
and 40 mg of salt. Place each salt sample into the
beaker with the matching label.
Use a spoon to stir the contents of each beaker to
dissolve as much of the salt as possible.
Place each beaker on a hot plate. Heat each beaker
until its water begins to boil. Use a thermometer to
measure the boiling point of the water and record
the measurement.
Recording Experimental Results
Duplicating any part of this book is prohibited by law.
Duplicating any part of this book is prohibited by law.
Scientists keep a written record of the experimental procedures they perform. This record allows
other scientists to review their work and repeat the experiment themselves.
Scientists create a written record by taking detailed notes during their investigations. These
notes include all information derived from their research, observations, measurements, and
experiments. The scientists use their notes to analyze, or study and interpret, this information. The analysis allows a scientist to form a conclusion about the results of a scientific investigation. A conclusion explains whether the observations support the hypothesis. You will learn more
about drawing conclusions in Lesson 2.
All this information is then used to create a laboratory report. A laboratory report is a written
account of the purpose, procedure, results, and conclusions of an experiment. One goal of a
laboratory report is to show others how to repeat the work.
Communication in Science
Sharing information is an essential part of science. By communicating with each other, scientists
build on what is already known about the natural world. Scientists communicate with each other
and with the public by speaking at lectures and press conferences or in interviews. Scientists
also publish their research in scientific journals—magazines used for communicating scientific
findings to other scientists. When scientists share information about their research, they need
494NA_Sci_HS_SE_FNL.indd 9
9
12/17/12 3:58 PM
to explain the goal of their work, how the research was done, and their conclusions. They must
report their results honestly and objectively.
In science, a conclusion will not be accepted as accurate unless other people can repeat the
procedures and obtain similar results—that is, until they can replicate the research. When
other scientists replicate a research finding, they can be more confident about discoveries and
conclusions. Conclusions are more likely to be correct when research is replicated and the same
results are obtained. A hypothesis that is verified by many different scientists is likely to become
accepted. However, scientists may interpret the same results in different ways. This can lead
to disagreements about scientific studies. Such disagreements can help scientists ask better
questions, form better hypotheses, and develop better procedures.
Discussion Question
Suppose you performed the experiment described in this lesson to test the hypothesis about the
boiling point of water. What would you do if the results of the experiment did not support the
hypothesis? Would you conclude that the hypothesis was inadequate, incorrect, or untestable?
Lesson Review
1.
A scientist observes that members of a species of gray moths tend to land on trees with gray
bark. Which of these is a reasonable hypothesis to test, based on these observations?
A. If there is no rain, predators will attack both moths and trees.
B. If the air is polluted, it will harm the trees but not the moths.
C. When a moth lands on a tree, it changes color to blend in with the bark.
D. When a moth looks at a tree, it can distinguish the color of the bark.
If your experimental results do not support your hypothesis, you should
B. report your data and conclusion honestly.
C. report your hypothesis but not your data.
D. change your hypothesis to match the data.
3.
Which is the correct order in which the terms below are applied in a scientific investigation?
A. hypothesis, procedure, experiment, results, analysis, conclusion
B. procedure, experiment, hypothesis, analysis, conclusion, results
C. hypothesis, procedure, experiment, analysis, results, conclusion
D. procedure, hypothesis, experiment, results, conclusion, analysis
10 • Chapter 1: Scientific Inquiry
494NA_Sci_HS_SE_FNL.indd 10
12/17/12 3:58 PM
Duplicating any part of this book is prohibited by law.
A. change your data to support the conclusion you would like.
Duplicating any part of this book is prohibited by law.
2.