The Nature of Science

Glencoe Science

Chapter Resources

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Lab

✔ Two additional Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo Credits

Cover: Roger Ressmeyer/CORBIS

Section Focus Transparency 1: (tl) Gary Retherford/Science Source/Photo Researchers,

(r) James L. Amos/NGS Image Collection, (bl) David Joel/Stone

Section Focus Transparency 2: (tl) Gabe Palmer/The Stock Market, (bl) Bernard Giani/

Photo Researchers, (r) Martha Cooper/Peter Arnold, Inc.

Section Focus Transparency 3: Vanessa Vick/Photo Researchers

Permission is granted to reproduce the material contained herein on the condition

that such material be reproduced only for classroom use; be provided to students,

teachers, and families without charge; and be used solely in conjunction with the

Glencoe Science program. Any other reproduction, for use or sale, is

prohibited without prior written permission of the publisher.

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1 2 3 4 5 6 7 8 9 10 024 08 07 06 05

iii

To the Teacher iv

Reproducible Student Pages

■

Hands-On Activities

MiniLAB: Determining the Density of a Pencil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

MiniLAB: Try at Home Graphing Temperature Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Lab: What’s my graph? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lab: Design Your Own Experiment Developing a Measurement System. . . . . . . . . . . . . . . . . . . . . . . 7

Laboratory Activity 1: Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Laboratory Activity 2: No Need to Count Your Pennies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

■

Meeting Individual Needs

Extension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

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Assessment

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

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Transparency Activities

Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Teacher Support and Planning

Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2

Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5

Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Table of Contents

Additional Assessment Resources available with Glencoe Science:

•

ExamView ® Pro TestMaker

•

Assessment Transparencies

•

Performance Assessment in the Science Classroom

•

Standardized Test Practice Booklet

•

MindJogger Videoquizzes

•

Vocabulary PuzzleMaker at: gpescience.com

•

Interactive Chalkboard

•

The Glencoe Science Web site at: gpescience.com

•

An interactive version of this textbook along with assessment resources are available

online at: mhln.com

This chapter-based booklet contains all of the resource materials to help you teach

this chapter more effectively. Within you will find:

Reproducible pages for

■

Student Assessment

■

Hands-on Activities

■

Meeting Individual Needs (Extension and Intervention)

■

Transparency Activities

A teacher support and planning section including

■

Content Outline of the chapter

■

Spanish Resources

■

Answers and teacher notes for the worksheets

Hands-On Activities

MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab

and MiniLAB found in the Student Edition. The materials lists, procedures, and questions

are repeated so that students do not need their texts open during the lab. Write-on rules are

included for any questions. Tables/charts/graphs are often included for students to record

their observations. Additional lab preparation information is provided in the Teacher Guide

and Answers section.

Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab

preparations. These student-oriented labs are designed to explore science through a stimu-

lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and

answers to all questions are provided in the Teacher Guide and Answers section.

Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills

activity written by renowned educator, Dinah Zike, that provides students with a tool that

they can make themselves to organize some of the information in the chapter. Students may

make an organizational study fold, a cause and effect study fold, or a compare and contrast

study fold, to name a few. The accompanying Foldables worksheet found in this resource

booklet provides an additional resource to help students demonstrate their grasp of the

concepts. The worksheet may contain titles, subtitles, text, or graphics students need to

complete the study fold.

Meeting Individual Needs (Extension and Intervention)

Directed Reading for Content Mastery: These worksheets are designed to provide students

with learning difficulties with an aid to learning and understanding the vocabulary and

major concepts of each chapter. The Content Mastery worksheets contain a variety of formats

to engage students as they master the basics of the chapter. Answers are provided in the

Teacher Guide and Answers section.

To the Teacher

Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed

Reading for Content Mastery is provided for those Spanish-speaking students who are

learning English.

Reinforcement: These worksheets provide an additional resource for reviewing the con-

cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.

The Reinforcement worksheets are designed to focus primarily on science content and less

on vocabulary, although knowledge of the section vocabulary supports understanding of

the content. The worksheets are designed for the full range of students; however, they will

be more challenging for your lower-ability students. Answers are provided in the Teacher

Guide and Answers section.

Enrichment: These worksheets are directed toward above-average students and allow them

to explore further the information and concepts introduced in the section. A variety of

formats are used for these worksheets: readings to analyze; problems to solve; diagrams

to examine and analyze; or a simple activity or lab that students can complete in the

classroom or at home. Answers are provided in the Teacher Guide and Answers section.

Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the

teacher version—Content Outline for Teaching. They can be used to allow students to take

notes during class, as an additional review of the material in the chapter, or as study notes

for students who have been absent.

Assessment

Chapter Review: These worksheets prepare students for the chapter test. The

Chapter Review worksheets cover all major vocabulary, concepts, and objectives

of the chapter. The first part is a vocabulary review and the second part is a concept review.

Answers and objective correlations are provided in the Teacher Guide and Answers section.

Chapter Test: The Chapter Test requires students to use process skills and understand content.

Although all questions involve memory to some degree, you will find that your students will

need to discover relationships among facts and concepts in some questions, and to use higher

levels of critical thinking to apply concepts in other questions. Each chapter test normally

consists of four parts: Testing Concepts measures recall and recognition of vocabulary and

facts in the chapter; Understanding Concepts requires interpreting information and more

comprehension than recognition and recall—students will interpret basic information and

demonstrate their ability to determine relationships among facts, generalizations, definitions,

and skills; Applying Concepts calls for the highest level of comprehension and inference;

Writing Skills requires students to define or describe concepts in multiple sentence answers.

Answers and objective correlations are provided in the Teacher Guide and Answers section.

Transparency Activities

Section Focus Transparencies: These transparencies are designed to generate interest

and focus students’ attention on the topics presented in the sections and/or to assess

prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.

The reproducible student masters are located in the Transparency Activities section. The

teacher material, located in the Teacher Guide and Answers section, includes Transparency

Teaching Tips, a Content Background section, and Answers for each transparency.

Teaching Transparencies: These transparencies relate to major concepts that will benefit

from an extra visual learning aid. Most of these transparencies contain diagrams/photos

from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching

Transparency Activity includes a black-and-white reproducible master of the transparency

accompanied by a student worksheet that reviews the concept shown in the transparency.

These masters are found in the Transparency Activities section. The teacher material includes

Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student

Worksheet. This teacher material is located in the Teacher Guide and Answers section.

Assessment Transparencies: An Assessment Transparency extends the chapter content and

gives students the opportunity to practice interpreting and analyzing data presented in

charts, graphs, and tables. Test-taking tips that help prepare students for success on stan-

dardized tests and answers to questions on the transparencies are provided in the Teacher

Guide and Answers section.

Teacher Support and Planning

Content Outline for Teaching: These pages provide a synopsis of the chapter by section,

including suggested discussion questions. Also included are the terms that fill in the blanks

in the students’ Note-taking Worksheets.

Spanish Resources: A Spanish version of the following chapter features is included in this

section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Labs,

and content overviews for each section of the chapter.

Reproducible Student Pages

■

Hands-On Activities

MiniLAB: Determining the Density of a Pencil. . . . . . . . . . . . . . . . . . . 3

MiniLAB: Try at Home Graphing Temperature Change. . . . . . . . . . . . 4

Lab: What’s my graph? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lab: Design Your Own Experiment Developing a Measurement

System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Laboratory Activity 1: Relationships. . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Laboratory Activity 2: No Need to Count Your Pennies . . . . . . . . . . . 13

Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■

Meeting Individual Needs

Extension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

■

Assessment

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

■

Transparency Activities

Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . 44

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

The Nature of Science 1

Reproducible

Student Pages

2 The Nature of Science

Hands-On

Activities

Hands-On Activities

The Nature of Science 3

Name Date Class

Determining the Density of a Pencil

Analysis

1. Determine the water displaced by the pencil by subtracting the initial volume from the final

volume.

2. Calculate the pencil’s density by dividing its mass by the volume of water displaced.

3. Is the density of the pencil greater than or less than the density of water? How do you know?

Procedure

1. Find a pencil that will fit in a 100-mL graduated cylinder below the 90-mL mark.

2. Measure the mass of the pencil in grams.

3. Put 90 mL of water (initial volume) into the 100-mL graduated cylinder. Lower the pencil,

eraser first, into the cylinder. Push the pencil down until it is just submerged. Hold it there and

record the final volume to the nearest tenth of a milliliter.

Data and Observations

Quantity Measurement

Mass of pencil

Volume of water

Volume displaced

by floating pencil

Volume displaced

by submerged pencil

Hands-On Activities

4 The Nature of Science

Name Date Class

Graphing Temperature Change

Analysis

1. Identify the dependent and independent variables.

2. Make a line graph of the data recorded in step 3.

0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

Temp.

(

°C)

Procedure

1. Pour one cup of cold water to a medium-sized plastic bowl. Add ice to the

water. Put 2 tbs of table salt into the iced water.

2. Fill a clear-plastic cup

⁄3 full with room temperature water.

Measure the temperature of the water using a thermometer. Place the

plastic cup with the thermometer into the bowl of iced water. Make sure

the iced water surrounds the liquid in the cup. Do not allow any iced water

into the cup.

3. Measure and record the tempertaure every 30 s for 5 min.

Data and Observations

Starting Temperature:

Hands-On Activities

Time

(min)

Graph 1

The Nature of Science 5

Name Date Class

Lab Preview

Directions: Answer these questions before you begin the Lab.

1. Will the tools you use to create your graphs affect the accuracy or precision of your results?

Explain your answer.

2. How do precision and accuracy affect how you compare the graphs you make to the graphs

made by others?

You have heard that a picture is worth a thousand words. For scientists, it is

also true that a graph is worth a thousand numbers. Graphs give us a visual

display of data collected during experiments. Graphs are also useful in the

world of business, sports, or other situations.

Real-World Problem

How are line, bar, and circle graphs used for analyzing different kinds of data?

Goals

■

Compare and contrast the three different types of graphs and how they are used.

■

Distinguish between dependent and independent variables.

Materials

small ruler compass

protractor *circle template

pencil *Alternate material

Procedure

1. Examine the data listed in the tables.

2. Discuss with other students the type of graph to be used for each data table.

3. Graph the data for each table on a separate sheet of paper.

What’s my graph?

Hands-On Activities

6 The Nature of Science

Name Date Class

Data and Observations

Communicating Your Data

As a class, compare the type of graph made for each data table.

(continued)

Data Table 1: Home Energy Use

.44

Conclude and Apply

1. Explain why you chose the type of graph you made for each table.

2. Define the independent and dependent variables.

3. Discuss the advantages of looking at a graph instead of just looking at numbers in a data table.

Type of Energy Use

Heating and cooling

Water heating

Refrigerator

Light cooking and other

Percentage

.14

.09

.33

Data Table 2: Motion of an Object

Time (s)

Distance (m)

Data Table 3: Average Number of

Tornadoes by Month

Month

March

April

May

June

Average # of Tornadoes

107

176

168

July

Hands-On Activities

The Nature of Science 7

Name Date Class

Lab Preview

Directions: Answer these questions before you begin the Lab.

1. Why should the string be stretched tightly when you measure with it?

2. What is a scale division?

To develop the International System of Units, people had to agree on set

standards and basic definitions of scale. If you had to develop a new

measurement system, people would have to agree with your new standards

and definitions. In this lab, your team will use string to devise and test its

own SI (String International) system for measuring length.

Real-World Problem

What are the requirements for designing a

new measurement system using string?

Form a Hypothesis

Based on your knowledge of measurement

standards and systems, form a hypothesis

that explains how exact units help keep

measuring consistent.

Possible Materials

string masking tape

scissors miscellaneous objects

marking pen for standards

Safety Precautions

Goals

■

Design an experiment that involves devising

and testing your own measurement system

for length.

■

Measure various objects with the string

measurement system.

Test Your Hypothesis

Make a Plan

1. As a group, agree upon and write out the

hypothesis statement.

2. As a group, list the steps that you need to

take to test your hypothesis. Be specific,

describing exactly what you will do at

each step.

3. Make a list of the materials that you

will need.

4. Design a data table on a separate sheet of

paper so it is ready to use as your group

collects data.

5. As you read over your plan, be sure you

have chosen an object in your classroom to

serve as a standard. It should be in the

same size range as what you will measure.

6. Consider how you will mark scale divisions

on your string. Plan to use different pieces of

string to try different-sized scale divisions.

7. What is your new unit of measurement

called? Come up with an abbreviation

for your unit. What will you name the

smaller scale divisions?

Design Your Own

Developing a Measurement

System

Hands-On Activities

8 The Nature of Science

Name Date Class

Communicating Your Data

Compare your conclusions with other students’ conclusions. Are there differences?

Explain how these may have occurred.

8. What objects will you measure with your

new unit? Be sure to include objects longer

and shorter than your string. Will you

measure each object more than once to test

consistency? Will you measure the same

object as another group and compare your

findings?

Follow Your Plan

1. Make sure your teacher approves your plan

before you start.

2. Carry out the experiment as it has been

planned.

3. Record observations that you make and

complete your data table.

Analyze Your Data

1. Explain which of your string scale systems will provide the most accurate measurement of

small objects.

2. Describe how you recorded measurements that were between two whole numbers of your units.

Conclude and Apply

1. Explain when sharing your results with other groups, why it is important for them to know

what you used as a standard.

2. Infer how it is possible for different numbers to represent the same length of an object.

(continued)

Hands-On Activities

The Nature of Science 9

Name Date Class

Relationships

Most students will agree that the longer they study for tests, the higher they score. In other words,

test grades seem to be related to the amount of time spent studying. If two variables are related, one

variable depends on the other. One variable is called the independent variable; the other is called the

dependent variable. If test grades and study time are related, what is the independent variable—the

test grades or the time spent studying?

One of the most simple types of relationships is a linear relationship. In linear relationships, the

change in the dependent variable caused by a change in the independent variable can be determined

from a graph. In this experiment you will investigate how a graph can be used to describe the rela-

tionship between the stretch of a rubber band and the force stretching it.

Strategy

You will measure the effect of increasing forces on the length of a rubber band.

You will graph the results of the experiment.

You will interpret the graph.

Materials

ring stand

ring clamp

several heavy books

rubber bands, equal lengths, different widths (2)

plastic-coated wire ties, 10 cm and 30 cm long (3)

metric ruler

100-g, 200-g, and 500-g masses

Laboratory

Activity

Procedure

1. Set up the ring stand, ring clamp, and

books as shown in Figure 1.

2. Choose the narrowest rubber band. Securely

attach the rubber band to the ring clamp

with the 10-cm plastic-coated wire tie.

3. Measure the width of the rubber band.

Record this value in Table 1 in the Data

and Observations section.

4. Measure the length of the rubber band as it

hangs from the ring clamp. Record this

value in Table 1 as zero mass.

5. Attach the 100-g mass to the bottom of

the rubber band with the second wire tie.

Measure the length of the stretched rubber

band. Record this value in Table 1.

6. Remove the mass and attach the 200-g

mass to the bottom of the rubber band.

Measure the length of the stretched rubber

band. Record this value in Table 1.

Figure 1

Hands-On Activities

10 The Nature of Science

Laboratory Activity 1 (continued)

Name Date Class

7. Remove the 200-g mass from the rubber

band. Securely wrap the 100-g and 200-g

masses together with the wire tie and

tighten it. Attach the combined masses to

the rubber band with the wire tie. Measure

the length of the rubber band and record

the value in Table 1.

8. Repeat measuring the lengths of the

stretched rubber band for the 500-g mass

and the combined masses of 600 g, 700 g,

800 g. Record the values in the data table.

9. Remove the rubber band.

10. Replace the rubber band with a slightly

wider one. Hypothesize how the stretching

of the wider rubber band will differ from

that of the thinner one. Record your

hypothesis in the Data and Observations

section.

11. Repeat steps 3–9 for the second rubber

band.

12. Replace the rubber band with the widest

one and repeat steps 3–9 for the third

rubber band.

Data and Observations

Table 1

mm Width

Mass (g)

mm Width

100

200

300

500

600

700

800

Length of Rubber Band (cm)

mm Width

1. Hypothesize how the stretching of a wider rubber band will differ from that of a thinner one.

Hands-On Activities

The Nature of Science 11

Name Date Class

2. In most experiments, the independent variable is plotted on the x-axis, which is the horizontal

axis. The dependent variable is plotted on the y-axis, which is the vertical axis. In this experi-

ment, the lengths of the rubber bands change as more mass is used to stretch them. The length

of each of the rubber bands is the dependent variable. The mass that is used to stretch them is

the independent variable. Use Graph 1 to plot the data for all three rubber bands. Plot the values

of the masses causing the rubber bands to stretch on the x-axis. Plot the lengths of the rubber

bands on the y-axis. Label the x-axis Mass (g) and the y-axis Length (cm).

Graph 1

Laboratory Activity 1 (continued)

Hands-On Activities

12 The Nature of Science

Laboratory Activity 1 (continued)

Name Date Class

Questions and Conclusions

1. What do the graphs you made describe?

2. What does the steepness of the line of the graph measure?

3. How is the steepness of the three graphs related to the width of the rubber band?

4. How is the flexibility of these rubber bands related to their widths?

5. Explain how someone looking at Graph 1 could determine the length of the unstretched

rubber band.

6. Predict the length of each rubber band if a 400-g mass is used to stretch it.

7. How could you use the stretching of one of the rubber bands to measure the mass of an

unknown object?

Strategy Check

Can you measure the effect of increasing forces on the length of a rubber band?

Can you graph the results of the experiment?

Can you interpret the graph?

Hands-On Activities

The Nature of Science 13

Name Date Class

No Need to Count Your Pennies

Have you ever saved pennies, nickels, or dimes? If you have, you probably took them to the bank in

paper wrappers provided by the bank. Tellers at the bank could take the time to open each roll and

count the coins to determine their dollar value. However, counting is not necessary because tellers use

a better system. They use the properties of the coins instead.

A penny, a nickel, and a dime each has a particular mass and thickness. Therefore, a roll of

coins will have a certain mass and length. These two properties—mass and length of a roll of

coins—are often used to determine the dollar value of the coins in the roll.

Strategy

You will develop measuring skills using a balance and a metric ruler.

You will use graphing skills to make interpretations about your data.

You will compare the relationships among the mass, length, and number of coins in a roll.

Materials

10 coins (all of the same type)

balance

metric ruler

roll of coins

Laboratory

Activity

Procedure

1. Using the balance, determine the mass of

one coin, two coins, three coins, four coins,

six coins, eight coins, and ten coins to the

nearest 0.1 g. Record the masses in Table 1

in the Data and Observations section.

2. Measure the thickness of one coin, two

coins, three coins, four coins, six coins,

eight coins, and ten coins to the nearest 0.5

mm. See Figure 1. Record these values in

the table.

3. Record the number of coins in the roll on

the table. Use the balance to find the mass

of the roll of coins. Measure the length of

the roll. Record these values in the table.

Figure 1

1234567

Hands-On Activities

14 The Nature of Science

Laboratory Activity 2 (continued)

Name Date Class

Data and Observations

1. Make two graphs of the information in Table 1. On Graph 1, show the number of coins on the

x-axis and the mass of the coins on the y-axis. Graph 2 should compare the number of coins

(x-axis) to the total thickness of the stacked coins (y-axis). Be sure to label each axis.

2. Draw a line connecting the points on each graph.

Table 1

Mass (g)Number of Coins Thickness (mm)

roll ⫽

Graph 1 Graph 2

Hands-On Activities

The Nature of Science 15

Name Date Class

Questions and Conclusions

1. Describe the appearance of the curve or line in each graph.

2. What errors could exist in your measurement of the mass and the length of the coin roll?

3. Which of the errors in question 2 would have real importance for a bank teller?

4. Do your data show a difference in the mass of different coins? Explain your answer.

5. Do your data show a difference in the thickness of different coins? Explain your answer.

6. Could you use the mass of one coin to determine the mass of two, three, four, six, eight, and

ten coins? Why or why not?

Strategy Check

Can you develop measuring skills using a balance and a metric ruler?

Can you use graphing skills to make interpretations about your data?

Can you compare the relationships among the mass, length, and number of coins in a roll?

Laboratory Activity 2 (continued)

Hands-On Activities

Directions: Use this page to label your Foldable at the beginning of the chapter.

KNOW

LIKE TO KNOW

LEARNED

The Nature of Science

Name Date Class

The Nature of Science 17

Hands-On Activities

18 The Nature of Science

Meeting Individual

Needs

Meeting Individual Needs

Name Date Class

The Nature of Science 19

Directions: Complete the concept map using the following terms.

hypothesis experiments kelvin

meters grams seconds

problem information

Directed Reading for

Content Mastery

Overview

The Nature of Science

begins by stating a(n)

An organized set of procedures, or

and

forming

a(n)

length, such as

mass,

such

time,

such

temperature, such as

which is tested

by performing

that measure

information using

which include SI Base Units for

standards

of measurement

scientific

method

then gathering

Meeting Individual Needs

Name Date Class

20 The Nature of Science

Section 1

■

The Methods of

Science

Section 2

■

Standards of

Measurement

Directions: In each of the following statements, a term has been scrambled. Unscramble the term and write it

on the line provided.

1. An exact quantity that people agree to use for

comparison is a ndtsarda.

2. A process that uses observation and experimentation

to gain knowledge is nseccie.

3. An explanation based on many observations supported

by experimental results is a yethor.

4. A statement about what happens in nature that seems

to be true all the time is a scenicifit wal.

5. An educated guess using what you know and observe

is a pythoshise.

6. An idea, event, or object that represents something

that is being explained is a domel.

7. A hypothesis can be tested by conducting an

pexetrimne.

8. The solution is not obvious, and important

information is missing in a blepmor.

9. Acgcauc compares a measurement to the real or

accepted value.

10. Mass per unit volume of material is ndseyit.

11. A quantity that can have more than a single value is

called a lebirava.

12. Solving a problem involves finding missing

timrifonona.

13. SI is an abbreviation for aiItonanerntl System of Units.

14. The amount of space occupied by a substance is its

lvuoem.

15. Absolute zero is zero on the lKneiv lsace.

Directed Reading for

Content Mastery

Meeting Individual Needs

Name Date Class

The Nature of Science 21

Directions: Choose the term from the word list that best completes each statement. Write the term in the blank

at the left of each statement.

graph vertical dependent line graph

horizontal independent bar graph x-axis

information circle graph y-axis percentages

1. A visual display of data or information is a ______.

2. Information collected by counting can best be

displayed on a ______.

3. In a line graph, the ______ axis is called the y-axis.

4. In a line graph, the dependent variable is plotted on

the ______.

5. A graph that shows information as parts of a circle is

a ______.

6. The type of graph that is useful for showing trends or

continuous change is a ______.

7. Information in a circle graph is often shown as ______.

8. A variable that changes and affects the measure of

another variable is called the ______ variable.

9. In a line graph, the independent variable is plotted

on the ______ axis.

10. Graphs are a quick way of communicating a lot of

______ in a small space.

11. A variable that changes as a result of the other

variable is called a ______ variable.

12. In a line graph, the horizontal axis is also called

the ______.

Directed Reading for

Content Mastery

Section 3

■

Communicating

with Graphs

Meeting Individual Needs

Name Date Class

22 The Nature of Science

Key Terms

The Nature of Science

Directions: Use the clues below to complete the crossword puzzle.

Directed Reading for

Content Mastery

4 5

6 7

1514

Across

4. Test of a hypothesis

6. The standard for comparison in an

experiment

8. A factor that depends on the value

of the other variable is a ______

variable.

9. Represents an idea or object

10. A statement of nature that seems to

be true is a scientific ______.

13. An organized set of investigation

procedures is the ______ method.

15. A visual display of data

16. An educated guess about the likely

solution to a problem

Down

1. Mass per unit volume

2. An agreed-upon quantity used for

comparison

3. The amount of space occupied by

an object

5. Variable in an experiment that is

adjusted by the experimenter is an

______ variable.

6. Factor that doesn’t vary in an

experiment

7. Applied science

9. The amount of matter in an object

11. Expectations that change how

results are viewed

12. Abbreviation for International Sys-

tem of Units

14. An explanation from observations

and experiments

Meeting Individual Needs

Nombre Fecha Clase

La naturaleza de la ciencia 23

Instrucciones: Usa los siguientes términos para completar el mapa conceptual.

hipótesis los experimentos los kelvins

los metros los gramos los segundos

problema la información

Lectura dirigida para

Dominio del contenido

Sinopsis

La naturaleza de la ciencia

comienza estableciendo un(a)

Un conjunto organizado

de procedimientos o

longitud, como

masa,

como

tiempo,

como

temperatura, como

en donde la

información se

mide usando

que incluyen unidades SI básicas para

estándares de

medición

método

científico

y formu-

lando

un(a)

luego, veco piland

que se pone

a prueba al

llevar a cabo

Satisface las necesidades individuales

Nombre Fecha Clase

24 La naturaleza de la ciencia

Sección 1

■

Los métodos

científicos

Sección 2

■

Los estándares

de medición

Instrucciones: En cada una de las siguientes oraciones hay un término con las letras desordenadas. Ordénalas y

escribe cada término en los espacios dados.

1. Una cantidad exacta que hemos acordado usar para

comparación se llama un(a) teásdran.

2. El proceso que usa observación y experimentación

para ganar conocimiento es aciienc.

3. Las explicaciones que se basan en muchas observaciones

apoyadas por resultados experimentales son aítoesr.

4. Afirmación sobre lo que sucede en la naturaleza que

parece ser cierta todo el tiempo: yel ítceinafci.

5. Una conjetura informada que usa lo que sabes y

observas es un(a) setsóphii.

6. Una idea, evento u objeto que representa algo que se

trata de explicar es un(a) lemood.

7. Una hipótesis se pone a prueba en un temxpireneo.

8. En un(a) bralpoem, la solución no es obvia y falta

información importante.

9. La exactidad compara una medida con suvalor real o

aceptado un(a) daundi redvidaa.

10. Masa de un objeto por unidad de volumen: deisnadd.

11. Cantidad que puede tener más de una sola es una

lebirava.

12. La solución de un problema implica encontrar

mironfcóain faltante.

13. SI es la abreviatura de Sistema linnatreoican de

unidades.

14. La cantidad de espacio que ocupa una sustancia es su

moveunl.

15. El cero absoluto es cero en la claesa vKelni.

Lectura dirigida para

Dominio del contenido

Satisface las necesidades individuales

Nombre Fecha Clase

La naturaleza de la ciencia 25

Instrucciones: Escoge el término que completa mejor cada oración. Escribe cada término en los espacios en

blanco a la izquierda de las oraciones.

gráfica vertical dependiente gráfica lineal

horizontal independiente gráfica de barras eje x

información gráfica circular eje y porcentajes

1. Representación visual de datos o información.

2. La información recogida al contar se representa

mejor en un(a) ______.

3. En una gráfica lineal, el eje ______ se llama eje y.

4. En una gráfica lineal, la variable dependiente se

coloca en el(la) ______.

5. Gráfica que muestran información como partes de

un círculo es la ______.

6. El tipo de gráfica que es útil para mostrar tendencias

o cambio continuo es la ______.

7. En una gráfica circular, la información frecuentemente

se representa como ______.

8. La información que permanece constante y no

depende de cambios en el valor de otra variable se

llama variable ______.

9. En una gráfica lineal, la variable independiente se

coloca en el(la) ______.

10. Las gráficas son una manera rápida de comunicar

mucha ______ en un espacio pequeño.

11. Una variable que cambia como resultado de las otras

variables se llama una variable ______.

12. En una gráfica lineal, el eje horizontal se llama tam-

bién eje ______.

Lectura dirigida para

Dominio del contenido

Sección 3

■

Comunica con

gráficas

Satisface las necesidades individuales

Nombre Fecha Clase

26 La naturaleza de la ciencia

Términos claves

La naturaleza de la ciencia

Instrucciones: Usa las claves para completar el crucigrama.

Lectura dirigida para

Dominio del contenido

Horizontales

1. estándar de comparación en un

experimento

3. expectativas de un científico que

cambia el modo en que se enfocan

los resultados

7. factor que depende del valor de

otra variable; variable ______

10. explicación basada en observa-

ciones y experimentos

11. la variable de un experimento que

el investigador ajusta; variable

______.

12. representa una idea u objeto.

13. grupo organizado de procedimien-

tos de investigación; método

______.

14. masa por unidad de volumen

15. afirmación sobre la naturaleza que

parece ser cierta; ______ científica

16. cantidad de espacio que ocupa un

objeto

Verticales

1. factor que no varía en un experi-

mento

2. conjetura informada sobre la posi-

ble solución de un problema

4. presentación visual de datos

5. abreviatura para unidades del Sis-

tema internacional de unidades

6. prueba para una hipótesis

8. cantidad determinada que se usa

como comparación

9. ciencia aplicada

12. cantidad de materia en un objeto

Satisface las necesidades individuales

Name Date Class

The Nature of Science 27

Directions: Complete the following.

1. Place the following in logical order by writing the numbers 1 through 6 in the spaces provided.

______ a. analyze the data

______ b. test the hypothesis

______ c. form a hypothesis

______ d. gather information

______ e. state the problem

______ f. draw conclusions

2. What is an experiment?

3. Why is a control important in an experiment?

4. Why is it important to follow all directions in an experiment carefully?

5. How can a model be useful to a scientist?

6. Why is gravity an example of a scientific law?

7. Does technology always follow science? Explain.

The Methods of Science

Reinforcement

Meeting Individual Needs

28 The Nature of Science

Name Date Class

Standards of Measurement

Directions: Complete the table below by supplying the missing information.

Reinforcement

Directions: In each of the following, circle the units that would most likely be used to express each kind of

measurement. You may circle more than one answer for each term.

9. volume of a solid: mL m

10. volume of a liquid: mL mg cm

11. density of a material: g g/cm

kg/m

12. temperature: °K K °C Kg

13. mass: kg K cm

14. time: kg K s mm

15. length: K km m cm

Directions: For each pair of equations, write the letter of the equation that expresses an equal value.

16. a. 1 L = 1 dm

b. 1 L = 1 cm

17. a. 1 mL = 1 cm

b. 1 cm

= 1 L

18. a. 0°C = –273 K b. 0 K = −273°C

19. a. 1 kg = 100 g b. 1,000 g = 1 kg

20. a. 400 cm = 4.0 m b. 400 cm = 0.40 m

21. a. 1 dm = 10 m b. 1 dm = 0.10 m

22. a. 100°C = 373 K b. 373 K = 10°C

Directions: Calculate the volume of the box in the diagram.

23.

2 cm

3 cm

1 cm

Base UnitMeasurement Symbol

mass

temperature

second

meter

Meeting Individual Needs

Name Date Class

The Nature of Science 29

Directions: Use the graphs below to answer the following questions.

Communicating with Graphs

Reinforcement

1. What type of graph is shown in A?

2. What does graph A show?

3. What is the independent variable in graph A?

4. On what axis is the independent variable plotted?

5. On what axis is the dependent variable plotted?

6. What type of graph is graph B?

7. What information is shown in graph B?

8. What element makes up the largest part of living things?

9. What type of graph is graph C?

10. What information is shown on graph C?

11. What is the most common height for students in Sarah’s class?

Height (cm)

158

162

166

170

156

160

164

168

174

172

176

Height of Students in Sarah's Class

Elements Making Up Living Things

Oxygen 65%

Hydrogen 10%

Nitrogen 3%

Other elements 2.3%

Carbon 18%

Phosphorus 1.4%

Sulfur 0.3%

Temperature in °C

Time in minutes

⫺30

⫺20

⫺10

0 1 2 3 4 5 6 7 8 9 10 11 12

Graph of Temperature versus Time

for the Heating of Water

Graph CGraph A

Graph B

Meeting Individual Needs

30 The Nature of Science

Name Date Class

Solving a Measurement Problem

One type of problem-solving that we often encounter is determining the size of something. When

this type of problem occurs, we do not always have the appropriate measuring tools available. For

example, you may be out shopping and need to know if a large box will fit in the trunk of your

parents’ car. If you can find the dimensions of the box and the trunk, you can determine if the box

will fit before you spend time and energy lifting the box up to the trunk.

In this activity you will use paper clips as your measuring device. You will find the height and

width of your textbook with a large paper clip. Then you will use this information and other data

to find the height and length of your textbook using a small paper clip.

Procedure

1. Measure the height and width of the figure

below using a large paper clip. Record these

values in the table.

2. Measure the height and width of the figure

using the small paper clip. Record these

values in the table.

3. Measure the height and width of your

textbook using the large paper clip. Record

these values in the table.

4. Predict the height and width of your text-

book in small paper clips. Record your

prediction in the table for comparison with

the actual measurements.

Enrichment

Analyze and Conclude

1. How can you find the height and width of your textbook in small paper clips, without measuring

it with a small paper clip?

2. Measure your textbook with a small paper clip and record your measurements in the table.

Compare your prediction with the actual measurements.

Large

Paper Clip

Figure

width

Textbook

height

Figure

height

Textbook

width

Small

Paper Clip

Prediction

200

150

100

200

300

400

500 ML

ML 250

Meeting Individual Needs

Name Date Class

The Nature of Science 31

Working with SI and English

Measurements

Only two other nations besides the United States—Myanmar and Liberia—have not converted

to the metric system. Since we use two systems, we must make measurements in two different

ways.

1. Find the metric and English measurements for each of the following items:

Metric English

a. thickness of a dime ________________ ________________

b. diameter of a quarter ________________ ________________

c. width of a floppy disk ________________ ________________

d. your mass ________________ ________________

e. soft drink can ________________ ________________

f. normal body temperature ________________ ________________

2. The English system has many length units such as the inch, foot, yard, fathom, rod, perch,

chain, statute mile, nautical mile, and league. Use your dictionary to define these units and

their metric equivalents.

3. Jules Verne wrote a book called Twenty Thousand Leagues Under the Sea. Is the ocean really that

deep? Explain.

4. The field used in the Canadian Football League (CFL) has the midfield marker at the 55-yard

line. How long is the field from goal line to goal line?

5. The field used by the National Football League (NFL) in the United States is 100 yards from

goal line to goal line. Which field is closer to 100 meters, the CFL’s or the NFL’s?

Enrichment

Meeting Individual Needs

32 The Nature of Science

Name Date Class

Graphing Scientific Data

Experimental data provide information about the variables from specific measurements. Graphs

can be prepared from data. A straight line or curve is drawn using the data points as a guide. The data

points are not connected in a “dot-to-dot” manner. Rather, the line that best fits the data is drawn.

Often scientists need to know what the value of a variable will be at a point that was not mea-

sured. Interpolation is a method used to approximate values that are between points of a graph.

Extrapolation is a method for approximating values that are beyond the range of the data. Data

must be extrapolated when values needed are not in the range of the measurements obtained.

The data in the table below were obtained from an experiment conducted to find out how the vol-

ume of a gas changes when its temperature changes. Use this data to construct and interpret a graph.

3. Why isn’t it necessary for all of the data points to be on the drawn line of the graph?

4. Write a sentence that describes the relationship between the temperature and the volume of a gas.

Enrichment

Procedure

1. Draw a graph on a piece of graph paper.

2. Mark the x-axis for the independent

variable and the y-axis for the dependent

variable.

3. Plot a point for each temperature/volume

set of data in the table. Draw the line that

best fits the data points.

4. Extend the line to include all temperatures

from 0 K to 600 K.

Table 1

Temperature (K) Volume (cm

)

100

140

210

273

280

360

400

600

155

195

257

Conclude and Apply

1. Use your graph to predict values for the

volume of a gas at 0 K, 140 K, 273 K, 400K,

and 600 K and place these values in the

data table.

2. Suppose you had drawn the graph in a

“dot-to-dot” fashion. Why would it be diffi-

cult to extrapolate from this type of graph?

Meeting Individual Needs

Name Date Class

The Nature of Science 33

Section 1 The Methods of Science

A. _________________ studies natural patterns.

1. Science is classified into three main categories: ______________ science, _______________

science, and ______________ science; sometimes a scientific study will overlap the categories.

2. Science explains the natural world; explanations can ________________ over time.

3. Scientists _____________________ nature by observation, experimentation, or modeling.

B. The ___________________________ is an organized set of investigation procedures.

1. _______________ a problem.

2. ________________ information.

3. Form a ____________________, or educated guess based on knowledge and observation.

4. An experiment with variables is a common way to ______________ a hypothesis.

a. A ___________________ variable changes value as other variables change.

b. An _____________________ variable is changed to determine how it will affect the

dependent variable.

c. A variable that does not change when other variables change is a __________________.

d. A _________________ is the standard to which test results can be compared.

5. _________________ data from an experiment or investigation.

6. Form a _____________________ based on the data.

7. Reduce ______________ by keeping accurate records, using measurable data, and repeating

the experiment.

C. ________________ represent ideas, events, or objects and can be physical or computerized.

D. A ________________ is an explanation based on many observations and investigations;

a _________________________ is a statement that always seems to be true.

E. Science deals with the _________________ world; questions of value or emotion cannot be

answered.

F. ____________________ is science applied to help people.

Note-taking

Worksheet

The Nature of Science

Meeting Individual Needs

34 The Nature of Science

Name Date Class

Section 2 Standards of Measurement

A. A __________________ is an exact quantity that people agree to use for comparison.

B. __________________ must be taken carefully.

1. __________ describes how closely measurements are to each other and how

carefully they were made.

2. Accuracy compares a measurement to the real or accepted ______________.

C. Measurements must have a number and a ______________.

1. __________ is an improved version of the metric system used and understood by scientists

worldwide.

2. The SI system is based on _________________________ and uses prefixes to indicate a

specific multiple.

D. ________________ is measured using a unit appropriate for the distance between two points.

E. ________________ is the amount of space an object occupies.

F. ______________ is a measure of matter in an object.

1. ________________ is the mass per unit volume of a material.

2. A unit obtained by combining different SI units is called a ______________________.

G. __________ is the interval between two events; _____________________ is measured using a

thermometer.

Note-taking Worksheet (continued)

Meeting Individual Needs

Name Date Class

The Nature of Science 35

Section 3 Communicating with Graphs

A. __________________—visual display of information or data that is used to detect patterns

B. A __________________ graph shows a relationship where the dependent variable changes

due to a change in the independent variable.

1. The__________ should make the graph readable.

2. The x-axis should ______________ be used for the independent variable.

3. Units of measurement must be ______________________.

C. _______________ graphs compare information collected by counting.

1. Each ______________ represents a quanity counted at a particular time.

D. ________ graphs show how a whole is broken into parts.

1. The parts in a circle graph usually are represented as ____________ of the whole.

Note-taking Worksheet (continued)

Meeting Individual Needs

36 The Nature of Science

Assessment

Part A. Vocabulary Review

Directions: Write the correct word from the list below next to its definition.

precision bias scientific method variable

model mass graph hypothesis

accuracy dependent variable independent variable

technology theory control volume

constant experiment scientific law density

1. factor in an experiment that is changed by the experimenter

2. visual display of information or data

3. representation of an idea, event, or object

4. test of a hypothesis

5. standard for comparison that is used in an experiment

6. rule of nature that tells you what will happen under certain

conditions

7. organized set of investigation procedures

8. what the independent variable in an experiment might change

9. factor that can change the results in an experiment

10. amount of space occupied by an object

11. testable prediction

12. another term for applied science

13. variable that doesn’t change in an experiment

14. explanation based on many observations supported by experi-

mental results

15. how closely measurements are to each other

16. measurement of the quantity of matter

17. mass per unit volume of a material

18. compares a measurement to an accepted value

19. something that can affect how the results of an experiment

are viewed

Name Date Class

The Nature of Science 37

Chapter

Review

The Nature of Science

Assessment

Name Date Class

Chapter Review (continued)

The Nature of Science

Part B. Concept Review

Directions: John counted the number of leaves that fell from a tree for a five-day period. John used a graph to

show his data. Use John’s graph to answer questions 1–6.

6. On what other type of graph could this data be shown?

Directions: Convert the following.

7. 200 m = ____________ km 11. 10°C = ____________ K

8. 1.2 L = ____________ mL 12. 1 L = ____________ cm

9. 0 K = ____________ °C 13. 124 mm = ____________ cm

10. 12 cm

= ____________ mL 14. 12,000 mg = ____________ g

Directions: Answer the following questions on the lines provided.

15. Why are standards of measurement necessary?

16. How are SI units used in the United States?

17. Most of the countries in Europe use SI measurements. How could this be a problem if you

went on a trip to Europe?

1. What type of graph did John use to display

his data?

2. What is the dependent variable in John’s

graph?

3. What is the independent variable in John’s

graph?

4. On which day of the week did the greatest

number of leaves fall?

5. On what days of the week did the number

of leaves that fell remain constant?

Number of leaves that fell

Days of the week

100

Mon.

Tues.

Wed.

Thurs.

Fri.

200

300

400

600

500

Graph Plotted by John

Assessment

Name Date Class

The Nature of Science 39

Chapter

Test

The Nature of Science

I. Testing Concepts

Directions: In the blank at the left, write the letter of the term or phrase that best completes each statement.

1. A testable prediction is a(n) ______.

a. hypothesis b. experiment c. exercise d. variable

2. When designing an experiment, the first step is to ______.

a. state a hypothesis c. state the problem

b. list a procedure d. analyze the data

3. A standard for comparison that helps to ensure that the experimental result is caused

by the condition being tested is the ______.

a. control c. constant

b. independent variable d. dependent variable

4. A factor that changes in an experiment from manipulation of the independent

variable is the ______.

a. control c. constant

b. hypothesis d. dependent variable

5. A factor that does not change in an experiment is the ______.

a. control c. constant

b. independent variable d. dependent variable

6. An organized process used to gather observations and test a hypothesis is a(n) ______.

a. problem c. exercise

b. experiment d. constant

7. A statement that describes what happens in nature is a ______.

a. scientific law c. theory

b. hypothesis d. variable

8. An explanation of an event that is based on repeated observations and experiments is

a ______.

a. problem b. hypothesis c. theory d. variable

9. An idea, event, or object that can be used to represent something you are trying to

explain is a ______.

a. model b. constant c. hypothesis d. variable

10. The lightbulb is an example of ______.

a. pure science c. a dependent variable

b. technology d. an exercise

11. In an experiment to determine if the popping of popcorn is affected by the temperature

at which it is stored, counting the popped kernels is an example of a(n) ______.

a. conclusion b. control c. hypothesis d. observation

Assessment

Name Date Class

Chapter Test (continued)

The Nature of Science

12. A measurement standard is defined as ______.

a. a system of prefixes

b. the distance between two points

c. an exact quantity people agree to use for comparison

d. the interval between two events

13. A beaker contains 0.32 L of water. The beaker’s volume is ______ milliliters.

a. 3.2 b. 0.032 c. 32 d. 320

14. The correct symbol for the SI unit of temperature is ______.

a. K b. °K c. C d. °C

15. In a graph, the variable on the horizontal axis is the ______.

a. variable with the largest range c. dependent variable

b. variable with the smallest range d. independent variable

16. The type of graph that would be used to show how some fixed quantity is broken

down into parts is a ______.

a. line graph b. circle graph c. bar graph d. table

17. In a graph showing how the temperature of a material changes over time, temperature

change is the ______.

a. dependent variable c. variable with the smallest range

b. independent variable d. variable with the largest range

18. A unit of measurement that is obtained by combining other units is a ______ unit.

a. standard b. metric c. dependent d. derived

19. Of the following, the most correct way to express density is ______.

a. g/m b. g/cm

c. g/cm d. kg/cm

20. Of the following, the only unit that cannot be used to express volume is ______.

a. kg b. L c. cm

d. mL

II. Understanding Concepts

Skill: Using SI Units

Directions: Answer the following questions on the lines provided.

1. Arrange the following measurements in order from largest to smallest: kilometer, millimeter,

meter, centimeter, micrometer.

2. In a network tree concept map showing the SI base units used to measure length, mass, time,

and temperature, which unit and abbreviation would be under temperature?

Assessment

Name Date Class

Chapter Test (continued)

The Nature of Science 41

Skill: Using Graphs and Making Tables

3. A student made a circle graph showing the percentages of the substances that make up human

blood. Use the information in the circle graph shown below to complete the table.

Substances Making Up Human Blood

White blood cells

and platelets 2%

Plasma 55%

Red blood

cells 43%

4. Why can a diagram be used as a model?

III. Applying Concepts

Directions: Use the following graph to answer questions 1–6.

Substance % of Blood

Grams sugar/100 g water

Temperature °C

0 20 40 60 80 100

100

200

300

400

500

1. How many grams of sugar dissolve in water at 80°C?

2. At what Celsius temperature will 300 g of sugar dissolve?

3. At what kelvin temperature will 300 g of sugar dissolve in water?

4. How many kilograms of sugar can be dissolved in water at 100°C?

5. What is the dependent variable in this graph?

6. What is the independent variable?

Assessment

Name Date Class

Chapter Test (continued)

The Nature of Science

IV. Writing Skills

Directions: Answer the following questions using complete sentences.

1. Why is a cubic centimeter an example of a derived unit?

2. Why is it important to make measurements using a standard?

3. List two advantages and two disadvantages to worldwide use of SI.

4. Other than time, how are SI units used in the United States?

Assessment

Transparency

Activities

The Nature of Science 43

Transparency Activities

Name Date Class

44 The Nature of Science

Section Focus

Transparency Activity

Scientists work in different areas and different ways. These photos

illustrate the three main divisions of science—life science, Earth

science, and physical science. Scientists often work in more than one

area, requiring them to have a broad base of knowledge. A biologist,

for example, needs to know a good deal of chemistry to understand

cell functions.

Splendid Science

1. Volcanoes are a topic studied in Earth science. Why might you

need to know some physical science when studying volcanoes?

2. What is the general purpose of science?

3. What do the three divisions of science have in common?

Transparency Activities

Name Date Class

The Nature of Science 45

Section Focus

Transparency Activity

What does it mean if someone says that the temperature is

32 degrees? It depends entirely on the scale that they’re using.

Referring to a temperature of 32 might mean that it’s a hot summer’s

day or that it’s so cold that even oxygen is frozen solid.

Pick a Scale and

Go with It

1. Label the three pictures 32°F, 32°C, and 32 K.

2. Why must a measurement include the units in order to be

meaningful?

3. What kind of units do you use to measure length? Mass?

Transparency Activities

Name Date Class

46 The Nature of Science

Section Focus

Transparency Activity

Sometimes the best way to communicate information is with a

graph. Circle graphs are a good way to show the parts of a whole—

in this case, the U.S. population by age.

Data by Graph

1. What information does the circle graph provide? Could you have

obtained that information by looking at the photograph?

2. How else could you display these data?

3. Would it be useful to list all the people in the U.S. along with their

ages? Why or why not?

United States Population by Age

15–64 years

66%

13%

21%

0–14 years

65 years and older

15–64 years

Transparency Activities

Name Date Class

The Nature of Science 47

Teaching Transparency

Activity

Reading Graphs

Number of students

Number of classrooms

2726252423222120

Classroom Size (January 20, 2004)

Transparency Activities

48 The Nature of Science

Name Date Class

Teaching Transparency Activity (continued)

1. What is a graph?

2. What is measured on the y-axis on the graph on the transparency?

3. What are the three common types of graphs?

4. As a scientist, when would you be most likely to use graphing?

5. On which axis of a bar graph would you show the independent variable?

6. When is a bar graph useful?

Transparency Activities

Name Date Class

The Nature of Science 49

Assessment

Transparency Activity

Directions: Carefully review the tables and answer the following questions.

The Nature of Science

1. The above data were collected during an experiment to find out

the speed of an object dropped from a tall building. Which type of

graph would be the best way to display this information?

A bar graph C circle graph

B pie graph D line graph

2. According to these data, about how fast would the object be

dropping after 11 seconds?

F 90 m/s H 110 m/s

G 100 m/s J 120 m/s

3. An independent variable is the factor that affects the measure of

the other variable. What independent variable could have been

added to this experiment?

A time C height

B speed D graph

Time (s)

Approximate

Speed (m/s)

Time (s)

Approximate

Speed (m/s)

100

Transparency Activities

The Nature of Science T1

Teacher Support and Planning

Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2

Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5

Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Teacher Support

and Planning

T2 The Nature of Science

The Nature of Science

Section 1 The Methods of Science

A. Science studies natural patterns.

1. Science is classified into three main categories: lif

e science,

Earth science, and physical science; sometimes a scientific study will overlap the categories.

2. Science explains the natural world; explanations can c

hange over time.

3. Scientists in

vestigate nature by observation, experimentation, or modeling.

B. Scie

ntific method—organized set of investigation procedures

1. Stat

e a problem.

2. Gathe

r information.

3. Form a h

ypothesis or educated guess based on knowledge and observation.

4. An experiment with variables is a common way to t

est a hypothesis.

a. A d

ependent variable changes value as other variables change.

b. An ind

ependent variable is changed to determine how it will affect the dependent variable.

c. A variable that does not change when other variables change is a c

onstant.

d. A c

ontrol is the standard to which test results can be compared.

5. A

nalyze data from an experiment or investigation.

6. Form a c

onclusion based on the data.

7. Reduce bias

by keeping accurate records, using measurable data, and repeating the experiment.

C. M

odels represent ideas, events, or objects and can be physical or computerized.

D. A the

ory is an explanation based on many observations and investigations; a scientific law is a

statement about something that always seems to be true.

E. Science deals with the nat

ural world; questions of value or emotion cannot be answered.

F. T

echnology—applied science helping people

DISCUSSION QUESTION:

What area of questioning is science restricted to? The natural world

Underlined words and

phrases are to be filled

in by students on the

Note-taking Worksheet.

Content Outline

for Teaching

Teacher Support & Planning

The Nature of Science T3

Section 2 Standards of Measurement

A. Standard—exact quantity that people agree to use for comparison

B. M

easurements must be taken carefully

1. P

recision describes how closely measurements are to each other and how carefully they

were made.

2. Accuracy compares a measurement to the real or accepted v

alue.

C. Measurements must have a number and a unit

1. SI

—an improved version of the metric system used and understood by scientists worldwide

2. SI system is based on m

ultiples of 10 and uses prefixes to indicate a specific multiple.

D. L

ength is measured using a unit appropriate for the distance between two points.

E. V

olume—the amount of space an object occupies

F. M

ass—measure of matter in an object

1. De

nsity—mass per unit volume of a material

2. A unit obtained by combining different SI units is called a d

erived unit.

G. T

ime is the interval between two events; temperature is measured using a thermometer.

DISCUSSION QUESTION:

What is the SI measurement system? An improved version of the metric system used by

scientists worldwide

Content Outline for Teaching (continued)

Teacher Support & Planning

T4 La naturaleza de la ciencia

Section 3 Communicating with Graphs

A. Graph—visual display of information or data that is used to detect patterns

B. A line

graph shows a relationship where the dependent variable changes due to a change in the

independent variable.

1. The scale

should make the graph readable.

2. The x-axis should al

ways be used for the independent variable.

3. Units of measurement must be c

onsistent.

C. B

ar graphs compare information collected by counting.

1. Each bar

represents a quantity counted at a particular time.

D. C

ircle graphs show how a whole is broken into parts.

1. The parts in a circle graph usually are represented as p

ercentages of the whole.

DISCUSSION QUESTION:

What axis should always be used for the independent variable? The x-axis

Content Outline for Teaching (continued)

Teacher Support & Planning

La naturaleza de la ciencia T5

Spanish

Resources

La naturaleza de

la ciencia

Los métodos científicos

Lo que aprenderás

■

A identificar los pasos que los científicos uti-

lizan para resolver problemas.

■

A describir por qué los científicos usan

variables.

■

A comparar y contrastar la ciencia y la tec-

nología.

Vocabulario

scientific method / método científico: con-

junto organizado de procedimientos de

investigación que puede incluir la enun-

ciación de un problema, la formulación de

una hipótesis, la investigación y la recopi-

lación de información, el someter a prueba

una hipótesis, el análisis de datos y el sacar

conclusiones.

hypothesis / hipótesis: estimación razonada o

bien fundada que usa el conocimiento y la

observación.

experiment / experimento: procedimiento

organizado para probar una hipótesis que

prueba el efecto de un fenómeno sobre otro

bajo condiciones controladas.

variable / variable: factor que puede causar

un cambio en los resultados de un experi-

mento.

dependent variable / variable dependiente:

factor que cambia conforme cambia la varia-

ble independiente.

independent variable / variable independi-

ente: factor que a medida que cambia, afecta

la medida de otra variable.

constant / constante: en un experimento, una

variable que no cambia cuando cambian

otras variables.

control / control: pauta que se usa para efec-

tos de comparar resultados de pruebas en un

experimento.

bias / sesgo: se presenta cuando las expectati-

vas de un científico cambian el modo en que

se enfocan los resultados de un experimento.

model / modelo: se puede utilizar para repre-

sentar una idea, un objeto o un evento que es

demasiado grande, demasiado pequeño,

demasiado complejo o demasiado peligroso

para ser observado o probado directamente.

theory / teoría: explicación de fenómenos o

eventos que se basa en el conocimiento

adquirido a través de la observación y la

experimentación.

scientific law / ley científica: enunciado sobre

cómo funcionan los elementos en la natu-

raleza, el cual parece ser siempre cierto.

technology / tecnología: aplicación de la cien-

cia para ayudar a la gente.

Por qué es importante

El usar métodos científicos te ayudará a

resolver problemas.

Los estándares de medición

Lo que aprenderás

■

A nombrar los prefijos usados en el SI e indicar

qué múltiplo de diez representa cada uno.

■

A identificar las unidades y los símbolos del

SI para la longitud, el volumen, la masa, la

densidad, el tiempo y la temperatura.

■

A convertir las unidades del SI relacionadas.

Vocabulario

precision / precisión: describe de qué manera

las medidas se acercan unas con otras y con

qué detenimiento se tomaron las medidas.

accuracy / exactitud: compara una medida

con su valor real o aceptado.

volume / volumen: cantidad de espacio que

ocupa un cuerpo.

density / densidad: masa por unidad de volu-

men de un material.

mass / masa: cantidad de materia que posee

un cuerpo.

Por qué es importante

Al usar unidades uniformes, las naciones

pueden intercambiar artículos y comparar

información fácilmente.

Teacher Support & Planning

T6 La naturaleza de la ciencia

Comunica con gráficas

Lo que aprenderás

■

A identificar los tres tipos de gráficas y

explicar las formas en que se usan.

■

A distinguir entre variables dependientes e

independientes.

■

A analizar los datos usando diferentes tipos

de gráficas.

Vocabulario

graph / gráfica: exhibición visual de informa-

ción o de datos que puede ofrecer una manera

rápida de comunicar, de manera clara, una

gran cantidad de información, en una cantidad

pequeña de espacio.

Por qué es importante

Las gráficas son una manera rápida de comunicar

mucha información en un espacio pequeño.

¿Qué muestra mi

gráfica?

Has oído decir que un cuadro vale mil palabras.

Para los científicos, también es cierto que una

gráfica vale mil números. Las gráficas nos brin-

dan una muestra visual de datos reunidos

durante los experimentos. Las gráficas también

resultan útiles en el mundo de los negocios, los

deportes u otras situaciones.

Problema del mundo real

¿De qué manera se utilizan las gráficas de tipo

lineal, de barra y un círculo para analizar difer-

entes clases de datos?

Metas

■

Compara y contrasta las tres distintas clases

de gráficas y la forma en que se usan.

■

Distingue entre variables dependientes e

independientes.

Materiales

regla pequeña lápiz

transportador compás

*Material alternativo *plantilla de círculo

Procedimiento

1. Examina los datos que aparecen en las

tablas.

2. Comenta con otros estudiantes qué tipo de

gráfica se puede usar para cada tabla de

datos.

3. Haz una gráfica con los datos de las tablas

en otra hoja de papel.

Datos y Observaciones

Tabla de datos 1: Uso de la energía en el hogar

Tipo de energía Porcentaje

Calefacción y refrigeración 44%

Calentador de agua 14%

Refrigerador 09%

Cocina sencilla y otros 33%

Tabla de datos 2: Movimiento de un objeto

Tiempo (s) Distancia (m)

10 6

15 9

Tabla de datos 3:

Promedio de tornados en cada mes

Mes Promedio No. de Tornados

Marzo 53

Abril 107

Mayo 176

Junio 168

Julio 94

Concluye y aplica

1. Explica por qué elegiste el tipo de gráfico

para cada tabla.

2. Define las variables dependientes e

independientes.

3. Comenta las ventajas de observar una

Spanish Resources (continued)

Teacher Support & Planning

La naturaleza de la ciencia T7

Spanish Resources (continued)

gráfica en lugar de mirar sólo los números

que aparecen en una tabla de datos.

Diseña tu propio

Fija estándares altos

para la medición

Para desarrollar el Sistema Internacional de

Unidades, los interesados tuvieron que ponerse

de acuerdo para establecer los estándares y las

definiciones básicas de la escala. Si tuvieras que

desarrollar un nuevo sistema de medidas todos

tendrían que estar de acuerdo con tus nuevos

estándares y definiciones. En esta actividad, tu

equipo usará una cuerda para inventar y probar

un sistema propio CI (Cuerda Internacional)

para medir la longitud.

Problema del mundo real

¿Cuáles son los requisitos para diseñar un sis-

tema nuevo de medidas usando una cuerda?

Formula una hipótesis

Basado en tu conocimiento de estándares y sis-

temas de medida, formula una hipótesis de

cómo las unidades exactas te ayudan a man-

tener una medición siempre consistente.

Materiales posibles

cuerda

tijeras

marcador

cinta pegante

objetos diversos para estándares

Medidas de seguridad

Metas

■

Diseñar un experimento que involucra inven-

tar y probar tu propio sistema de medidas

para la longitud.

■

Medir varios objetos con el sistema de medi-

das de la cuerda.

Prueba tu hipótesis

Haz un diseño

1. Como grupo, ponte de acuerdo y escribe el

enunciado de la hipótesis.

2. Como grupo, enumera los pasos que se

necesitan para probar la hipótesis. Sé especí-

fico y describe exactamente lo que harás en

cada paso.

3. Haz una lista de los materiales que necesitarás.

4. Diseña una tabla en tu Diario de ciencias de

manera que esté disponible para cuando tu

grupo colecte los datos.

5. Mientras lees tu plan, asegúrate de haber

escogido un objeto del aula que sirva como

estándar. Debe estar en el mismo rango de

tamaños de lo que vas a medir.

6. Considera cómo marcarás las divisiones de

la escala en tu cuerda. Planea usar diferentes

piezas de cuerda para probar divisiones de la

escala de diferentes tamaños.

7. ¿Cómo se llama tu nueva unidad de medi-

das? Ponle una abreviatura a tu unidad.

¿Darás nombre a las divisiones menores de

la escala?

8. ¿Qué objetos medirás con tu nueva unidad?

Asegúrate de incluir objetos más largos y

más cortos que tu cuerda. ¿Medirás cada

objeto más de una vez para observar la con-

sistencia?

Sigue tu diseño

1. Asegúrate de que tu maestro(a) aprueba tu

plan antes de comenzar.

2. Lleva a cabo el experimento tal y como se

planificó.

3. Anota las observaciones que hagas y completa

la tabla de datos.

Analiza tus datos

1. De las escalas basadas en tu cuerda, ¿cuál

proveerá la medida más exacta de los objetos

pequeños? Explica.

2. ¿Cómo anotaste las medidas que estaban

entre dos números enteros de tus unidades?

Concluye y aplica

1. Cuando compartes tus resultados con otros

grupos, ¿por qué es importante para ellos

saber lo que usaste como estándar?

2. Infiere cómo es posible que diferentes

números representen la misma longitud de

un objeto.

Teacher Support & Planning

T8 The Nature of Science

Spanish Resources (continued)

Guía de estudio

Refiérete a las figuras de tu libro de texto.

Sección 1 Los métodos científicos

1. La ciencia es una forma de aprender acerca

del mundo natural a través de la investi-

gación.

2. Las investigaciones científicas pueden

involucrar el hacer observaciones, probar

modelos o conducir experimentos.

3. Los experimentos científicos investigan el

efecto de una variable sobre otra. Las

demás variables se mantienen constantes.

4. Las leyes científicas son patrones que se

repiten en la naturaleza. Las teorías inten-

tan explicar cómo y por qué se desarrollan

estos patrones.

Sección 2 Estándares de medición

1. Un estándar de medición es una cantidad

exacta que la gente está de acuerdo en usar

como base de comparación.

2. Cuando se establece un estándar de

medición, todas las mediciones se com-

paran exactamente con la misma cantidad

(el estándar). Por lo tanto, todas las medi-

das pueden compararse unas con otras.

3. Las unidades del SI de uso más común

incluyen: longitud (metro), volumen

(litro), masa (kilogramo) y tiempo

(segundo).

4. En el SI, los prefijos se usan para hacer las

unidades básicas más grandes o más

pequeñas al multiplicarlas por 10. Con

45,190 cm de alto, las torres gemelas

Petronas en Malasia, es el edificio más alto

del mundo. Usa un factor de conversión

para averiguar cuánto mide en metros.

5. Cualquier unidad SI puede usarse para

convertirse en otra unidad relacionada con

el SI al multiplicar por el factor de conver-

sión apropiado.

Sección 3 Comunica con gráficas

1. Las gráficas de líneas muestran cambios

continuos entre variables relacionadas. Las

gráficas de barras se usan para mostrar los

datos recogidos por conteo. Las gráficas de

círculos muestran cómo una cantidad fija

puede romperse en partes.

2. En una gráfica de líneas, la variable

independiente siempre se grafica en el eje

horizontal x. La variable dependiente siem-

pre se grafica en el eje vertical y.

Repasa las ideas principales

Teacher Support & Planning

The Nature of Science T9

Teacher Guide

& Answers

Hands-On Activities

MiniLAB (page 3)

1. Answer will vary. Remind students that the

answer should reflect the difference between final

and initial volume.

2. Students should use the equation d = m/v.

Remind them that 1 mL = 1 cm

3. Because the pencil floats, its density is less than

that of water. Also, its calculated density is less

than that of water—1.0.

MiniLAB: Try at Home (page 4)

1. Time is the independent variable on the x-axis;

temperature is the dependent varable on the y-axis.

2. Check students’ work. The graph will show

decreasing temperature as time increases. The

slope of the line would be negative.

Lab (page 5)

Lab Preview

1. The tools will assist in making the graphs accu-

rate and closely match the data on the tables.

2. When you compare your graphs, you can see how

accurate each student was in making the graphs

match the data on the tables. The graphs that

match more closely to each other will be more

precise. So the more accurate the graphs are rela-

tive to the data tables, the more likely they will be

precise compared to each other.

Conclude and Apply

1. Table 1 shows percentages, so a circle graph was

used. A line graph was used for table 2 to easily

show how the distance changed over time. Table

3 compare amounts, which is clear to depict on

bar graphs.

2. Table 1: independent variable, type of energy use;

dependent variable, percentage; table 2:

independent variable, time; distance is dependent

variable; table 3, independent variable, month,

dependent variable, average number of tornadoes

3. Graphs make it easier to detect patterns in data.

Lab: Design Your Own (page 7)

Lab Preview

1. The measurements will be too long if the string is

not held tightly.

2. A scale division divides a scale of measurement

into equal parts.

Analyze Your Data

1. the system with the smallest divisions, because it

is the most precise

2. Accept all reasonable answers.

Conclude and Apply

1. so they can reproduce your results

2. When the size of the unit of measurement varies,

the number of units used to measure an object

also must vary.

Laboratory Activity 1 (page 9)

Data and Observations

Table 1

Data will vary.

1. Accept all reasonable answers.

2. Sample data

Questions and Conclusions

1. The graphs describe how much each rubber band

stretches as the mass that is causing it to stretch

increases.

2. It measures the “stretchiness” or flexibility of the

rubber band.

3. The steepness decreases as the widths of the

rubber bands increase.

4. The flexibility of a rubber band decreases as its

width increases.

5. Read the length that was measured for a mass of 0

g. A mass of 0 g means that nothing was hanging

from the rubber band and the rubber band was

unstretched.

6. Answers will vary.

7. Suspend the object from the rubber band and

measure the length of the stretched rubber band.

Use Graph 1 to determine the mass of the object

from the length of the stretched rubber band.

Length (cm)

Mass (g)

Width of rubber band: 2 mm 4 mm 7 mm

0 200 400 600 800 1000

Teacher Support & Planning

T10 The Nature of Science

Teacher Guide & Answers (continued)

Laboratory Activity 2 (page 13)

Data and Observations

Table 1

Data will vary, depending on coins used.

Graph 1—Sample data

Graph 2—Sample data

Questions and Conclusions

1. Each graph should be a straight line.

2. Answers will vary.

3. Answers will vary.

4. Answers will vary. Differences may be due to

accuracy of the measurements, condition of the

coins, etc.

5. Answers will vary. Differences may be due to

accuracy of the measurements, condition of the

coins, etc.

6. Yes. Students can multiply the mass of 1 coin by

the number of coins to determine the mass of the

coins. However, the masses will be more accurate

using an average value.

Meeting Individual Needs

Directed Reading for Content Mastery

Overview (page 19)

1. problem 7. seconds

2. information 8. kelvin

3. hypothesis

4. experiments

5. meters

6. grams

Sections 1 and 2 (page 20)

1. standard

2. science

3. theory

4. scientific law

5. hypothesis

6. model

7. experiment

8. problem

9. accuracy

10. density

11. variable

12. information

13. International

14. volume

15. Kelvin scale

Section 3 (page 21)

1. graph 7. percentages

2. bar graph 8. independent

3. vertical 9. horizontal

4. y-axis 10. information

5. circle graph 11. dependent

6. line graph 12. x-axis

Key Terms (page 22)

Thickness (mm)

Number of Coins

01020304050

Mass (g)

Number of Coins

01020304050

120

140

160

180

200

100

HYPOTHESIS

NEMIREPX

CIFITNEICS

MODE L

DEPENDENT

CON ROL

RPHG

6 7

1514

Teacher Support & Planning

The Nature of Science T11

Teacher Guide & Answers (continued)

Lectura dirigida para Dominio del contenido

Sinopsis (pág. 23)

1. problema

2. información

3. hipótesis

4. los experimentos

5. los gramos

6. los segundos

7. los kelvins

Secciones 1 y 2 (pág. 24)

1. estándar

2. ciencia

3. teoría

4. ley científica

5. hipótesis

6. modelo

7. experimento

8. problema

9. unidad derivada

10. densidad

11. variable

12. información

13. Internacional

14. volumen

15. escala Kelvin

Sección 3 (pág. 25)

1. gráfica

2. gráfica de barras

3. vertical

4. vertical o eje x

5. gráfica circular

6. gráfica lineal

7. porcentajes

8. independiente

9. horizontal o eje y

10. información

11. dependiente

12. eje x

Términos claves (pág. 26)

Reinforcement

Section 1 (page 27)

1. a. 5

b. 4

c. 3

d. 2

e. 1

f. 6

2. An experiment tests a hypothesis by studying the

effect of one thing on another.

3. A control is a standard used to compare the test

results.

4. Following directions helps to ensure the success of

the experiment and helps prevent injuries.

5. A model helps a scientist observe something that

is too large, too small, or takes too much time to

see completely.

6. No experiments have ever been performed that

disprove the law of gravity.

7. No. Sometimes studying technology can produce

new scientific knowledge. Carnot and Joule devel-

oped ideas about heat from studying the technol-

ogy of the steam engine.

Section 2 (page 28)

1. length 13. kg, mg

2. time 14. s

3. kilogram 15. km, m, cm

4. kelvin 16. a

5. m 17. a

6. kg 18. b

7. s 19. b

8. K 20. a

9. m

,cm

21. b

10. mL, cm

,L 22. a

11. g/cm

, kg/m

23. volume = 6 cm

12. K, °C

Section 3 (page 29)

1. line graph

2. temperature vs. time for heating of water

3. time

4. horizontal or x-axis

5. vertical or y-axis

6. circle graph

7. the percentage of elements making up living

things

8. oxygen

9. bar graph

10. the height of students in Sarah’s class

11. 168 cm

Enrichment

Section 1 (page 30)

1. Multiply the measurements in large paper clips by

1.5. Example: 5.2 ✕ 1.5 = 7.8

2. Answers will vary.

C O N T R O L

N S E S G O

T E O R I A

E M

L E Y

A S A C I

E P E N D I E N T EDN

NED S I D A D

OV L U M E N

E N T I F I

PED E N D I

N T

C O

Teacher Support & Planning

T12 The Nature of Science

Teacher Guide & Answers (continued)

Section 2 (page 31)

1. a. 1.0 mm, 1/8 in.

b. 2.5 cm, 15/16 in.

c. 8.9 cm, 3 1/2 in.

d. possible answer:150 lb., 68 kg

e. 360 mL, 12 oz

f. 37°C, 98°F

2. inch = 0.083 feet, 2.540 centimeters; foot = 12

inches, 30.480 centimeters; yard = 3 feet, 0.9144

meter; fathom = 2 yards, 1.829 meters; rod = 16.5

feet, 5.029 meters; perch, used to measure land,

another name for a rod, also called a pole; chain =

11 fathoms, 22 yards, 66 feet, 20.12 meters; statute

mile = 5,280 feet, 320 rods, 1,760 yards, 1.609

kilometers; nautical mile = 6,080 feet, 1853.2

meters, 1.8532 km; league = 3 nautical miles,

5.5596 kilometers.

3. No; 20,000 leagues would be 60,000 nautical

miles. The ocean is only several miles deep.

4. 2

✕ 55 yards = 110 yards

5. 1 yd = 0.91 m

110 yds ✕ 0.91 m/yd = 100.1 meters for the CFL

100 yds ✕ 0.91 m/yd = 91 meters for the NFL

The CFL field is closer to 100 meters.

Section 3 (page 32)

1. a. 0

b. 98

c. 190

d. 284

e. 426

2. The line is erratic. It would be hard to predict

what the shape of the graph beyond the data

would be. A straight line allows you to better

estimate extrapolated values.

3. Some experimental error will occur when data are

collected. The straight line graph averages out

these errors and may represent a better picture of

the data.

4. As the temperature of a gas increases, its volume

increases in a linear fashion.

Note-taking Worksheet (page 33)

Refer to Teacher Outline; student answers are

underlined.

Assessment

Chapter Review (page 37)

Part A. Vocabulary Review

1. independent variable (8/3)

2. graph (7/3)

3. model (1/1)

4. experiment (1/1)

5. control (2/1)

6. scientific law (1/1)

7. scientific method (1/1)

8. dependent variable (8/3)

9. variable(2/1)

10. volume (5/2)

11. hypothesis (1/1)

12. technology (3/1)

13. constant (2/1)

14. theory (1/1)

15. precision (/2)

16. mass (5/2)

17. density (5/2)

18. accuracy (/2)

19. bias (1/1)

Part B. Concept Review

1. line graph (7/3)

2. the number of leaves that fell (8/3)

3. the days of the week (8/3)

4. Friday (9/3)

5. Monday, Tuesday, Wednesday (9/3)

6. bar graph (7/3)

7. 0.2 (6/2)

8. 1,200 (6/2)

9. –273 (6/2)

10. 12 (6/2)

11. 283 (6/2)

12. 1,000 (6/2)

13. 12.4 (6/2)

14. 12.0 (6/2)

15. Without standards, measurements made by one

person would have little or no value to other

people. Also, standards help to keep measure-

ments made by the same person consistent. (5/2)

16. Answers will vary, but may include that time is

measured in seconds, medicinal dosages are

often given in milligrams and milliliters, and

some machines use SI units. (5/2)

17. Answers will vary. Accept all reasonable

responses. (6/2)

Chapter Test (page 39)

I. Testing Concepts

1. a (1/1) 11. d (2/1)

2. c (1/1) 12. c (4/2)

3. a (1/1) 13. d (6/2)

4. d (8/3) 14. a (5/2)

5. c (1/2) 15. d (8/3)

6. b (1/1) 16. b (7/3)

7. a (3/1) 17. a (8/3)

8. c (1/1) 18. d (5/2)

9. a (1/1) 19. b (5/2)

10. b (3/1) 20. a (5/2)

II. Understanding Concepts

1. kilometer, meter, centimeter, millimeter,

micrometer (4/2)

2. Kelvin, K (5/2)

3. a. plasma, 55% (9/3)

b. red blood cells, 43% (9/3)

c. white blood cells and platelets, 2% (9/3)

4. A diagram can be used to represent an object.

(1/1, 7/3)

Teacher Support & Planning

The Nature of Science T13

Teacher Guide & Answers (continued)

III. Applying Concepts

1. 400 g (9/3)

2. 60°C (9/3)

3. 333 K (6/2)

4. 0.5 kg (9/3)

5. grams of sugar/100 g of water (8/3)

6. temperature (8/3)

IV. Writing Skills

1. The cubic centimeter is obtained by using a length

measurement. This unit is used to express volume.

(6/2)

2. Answer will vary. Students should mention that

measurements are easier to compare. (6/2)

3. Possible advantages are that SI units are

universally accepted and understood. Possible dis-

advantages are that Kelvin temperatures are large

numbers and that changing to SI units would be

expensive for some countries. (6/2)

4. Some uses of SI units in the U.S. include

measurements in medicine, in science labs, auto-

motive parts, and tools. Accept all

reasonable answers. (6/2)

Transparency Activities

Section Focus Transparency 1 (page 44)

Splendid Science

Transparency Teaching Tips

■

The methods of science are introduced here. Ask

the students to define science. It is the process of

observing and studying the world and its related

phenomena.

■

Science is divided into three major categories—

physical, Earth, and life. Physical science is the

study of the matter and energy; life science covers

the organic world; Earth science is focused on the

features and evolution of Earth.

■

Scientists conduct their investigations by following

the scientific method. Point out that the scientific

method is comprised of a number of interrelated

steps. In order, these steps are observe, question,

hypothesize, predict, test, repeat and verify,

organize and analyze data, draw conclusions, and

communicate findings.

■

Take the statement, “Exercise temporarily raises

your heart rate,” and walk the students through

the steps of the scientific method, changing the

idea into an experiment and, in the end, forming

a conclusion that can be shared.

Content Background

■

Galileo, the early 17th century Italian astronomer,

is considered by some scientists to be the founder

of experimental science. In his approach to

scientific problems, Galileo reduced them to simple

terms, analyzed them, sometimes conducted

experiments of a sort, came to conclusions, and

applied mathematics to validate his ideas.

■

Science is about discovery. Observation and

questioning lead to attempts at explanation and

understanding. It is an exciting and on-going

process.

Answers to Student Worksheet

1. Physical science is about matter and energy.

Volcanoes are created as a result of the release of

energy. Of course, volcanoes and all its components

are made of matter. Knowing both sciences would

allow you to better understand volcanoes.

2. Science is about discovery and understanding.

3. All three use the scientific method to investigate

and understand phenomena.

Section Focus Transparency 2 (page 45)

Pick a Scale and Go with It

Transparency Teaching Tips

■

This transparency introduces standards of measure-

ment. Explain that since so much of science is based

on experimentation, accurate measurement is

crucial. A standardized system of measurement, the

International System of Measurements, or SI, has

been adopted. This system enables scientists from

different countries and cultures to communicate

their data to one another.

■

Starting with length, work the students through

each unit of measurement. Explain the common

prefixes (milli-, centi-, and kilo-) used in SI.

■

The transparency uses temperature to illustrate

the importance of units and labels. In the SI

system, temperature is measured in Kelvins. On

this scale, zero represents the coldest known

temperature, absolute zero. Absolute zero is

approximately –273°C (–459°F). Degrees Celsius

and Kelvins are the same magnitude, so water

freezes around 273K (0°C, 32°F) and boils at 373K

(100°C, 212°F). Have the students match each

temperature scale, all showing 32°, to the

appropriate picture. Ask the students to explain

the reasons behind their choices.

Content Background

■

The metric system was created by French scien-

tists in the last decade of the 18th century. Offi-

cially named the Systeme Internationale d’Unites,

the system is based on the decimal system and was

created to be exact and easy to use.

■

The Kelvin scale was named after its creator, Lord

Kelvin, a British physicist of the 19th century. He

published 661 scientific papers and acquired 70

patents.

■

Daniel Fahrenheit, an 18th century German

physicist, created a scale that divided the range

between the freezing and boiling points of water

into 180 segments, beginning at 32°F.

Teacher Support & Planning

T14 The Nature of Science

Teacher Guide & Answers (continued)

■

The slushy water and snow image represents 32°F,

and the desert represents 32°C. The superconductor

(magnetic levitation) image represents 32 K. Note,

however, that the temperature at which electrical

resistance entirely disappears is frequently 20K or

colder.

Answers to Student Worksheet

1. The slush photograph goes with 32°F, the desert

scene is 32°C, and the superconductor image is 32 K.

2. As shown in question one, the same measurement

on different scales can mean widely different

things. The unit label gives meaning to the

measurement by relating it to a specific scale,

which provides a frame of reference.

3. Meters are the base unit for length. Mass is

measured in grams.

Section Focus Transparency 3 (page 46)

Data by Graph

Transparency Teaching Tips

■

The concept introduced here is communicating

with graphs. Ask the students what function a

graph serves. It represents data visually. Ask the

students to explain why graphs are useful in

conveying information.

■

Explain that graphs turn data into visual

representations that are easier to interpret than

the data would be if it were left to stand alone.

■

Line graphs show the relationship between two

variables, such as distance and time. Bar graphs

are useful for making numerical comparisons. For

example, it might list several students by name

and compare their daily amount of exercise time.

Circle graphs, like the one on the transparency,

show how the parts combine to make a whole.

Content Background

■

Graphs can be very useful for showing trends and

making predictions, but they can also be mislead-

ing. For example, a bar graph with a broken

vertical axis exaggerates the difference between

two categories.

■

The purpose of graphs is to make data more easily

understood.

Answers to Student Worksheet

1. It shows that the largest segment, 15–64 year olds,

make up 66 percent of the population. No, the

photograph is but a small portion of all the

people in the United States, and it may be an

inaccurate representation of the population.

2. A bar graph or a table could also show this

information.

3. Listing every person along with an age gives too

much information. In order to be useful, that data

needs to be distilled. Researchers break down raw

data and use graphs and tables to display it in a

comprehensible way.

Teaching Transparency (page 47)

Reading Graphs

Section 3

Transparency Teaching Tips

■

Use the transparency to show students the uses of

a bar graph.

■

List the different types of graphs on the board and

have students explain how each is used.

Reteaching Suggestion

■

Review the concept that the x-axis (horizontal

axis) displays the independent variable. As the

x-axis variable changes, it affects the measure of

the other variable. They y-axis (vertical axis) is the

dependent variable.

Extensions

Activity: Have students, in cooperative groups,

create a classroom survey. Have the students

choose a topic, pick a question, survey the class,

collect the data, put the information into a table,

and then transfer the table information to a bar

graph.

Challenge: Have students, in pairs, research the

life spans of a wide variety of mammals and

create a graph to display the results.

Answers to Student Worksheet

1. A graph is a visual display of information or data.

2. number of classrooms

3. line graph, bar graph, and circle graph

4. A scientist would most likely use graphing to

show the results of an experiment.

5. x-axis

6. A bar graph is useful in comparing information

collected by counting.

Assessment Transparency (page 49)

The Nature Science

Section 3

Answers

1. D. Students must interpret the data as a trend. Bar

graphs and circle graphs do not display trends in

data as well as choice D, Line graphs.

2. H. Students should analyze the data and determine

the trend, which is that the object increases its speed

by 10 m/s per second. Thus, after 11 seconds, the

object will be traveling at a speed of about 110 m/s,

which is choice H.

3. C. Students should recognize that choice A, time,

is a variable that already exists in the experiment

and choice B, speed, is the dependent variable.

Choice D, graph, is not a variable but a way of

communicating results. Choice C, height, could be

added as an independent variable.

Test-Taking Tip

Review with students the uses and benefits of the

three main types of graphs.

Teacher Support & Planning