Exploring the World of Science Level I TB AK

Chapter 1 Growth and Reproduction

1.1 Mitosis and the Cell Cycle

Explore
Preparation: Foam trays in which meat is sold work well. Students may need help cutting
plant parts, especially beets. Use a sharp knife to cut beets, and pass them out to student
groups.

Discussion

1. The cell cycle includes interphase and cell division.

2. The membrane surrounding the nucleus disappears. The chromosomes become thicker.
3. A bud grows from the body of the parent hydra by cell division. When the bud gets to be a
certain size, it breaks off and becomes a separate organism.
4. Cell division produces two new cells from one cell. Reproduction produces new organisms from
one or two parent organisms. In single-celled organisms, cell division and reproduction are the
same thing.
5. Mitosis consists of prophase, metaphase, anaphase, and telophase.
6. The chromosomes are copied during interphase. If they were not copied, each new cell would
have only half the genetic material of the parent cell.

1.2 Sexual Reproduction and Meiosis

Discussion

1. During fertilization, two gametes combine. If gametes had the same number of
chromosomes as body cells, the resulting zygote would have twice the number of
chromosomes as body cells and would not survive. To ensure that the zygote has
the same chromosome number as the parents’ body cells, each gamete must have
half the number of chromosomes as a body cell.
2. In metaphase I, pairs of doubled chromosomes line up at the center of the cell. In
metaphase II, doubled chromosomes line up at the center of the cell.
3. The chromosome number is halved during anaphase I because the two members of each
chromosome pair are separated into different cells.
4. Sample answer: The connection that holds the two chromosome copies together is
broken. The copies are no longer attached, and they separate to form two single
chromosomes. This occurs during anaphase II.
5. In meiosis I, the chromosome number is halved as the two members of a chromosome
pair separate into different cells. In meiosis II, the chromosome copies separate so the
chromosomes are no longer doubled.

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1.3 DNA: The Code of Life

Explore
Preparation: Cut string into 60 cm (24 inch) lengths. Give two pieces of string to each
student. Cut four different colors of pipe cleaners into 10-cm (4-inch) lengths. Give each
student four pieces of each color.

Discussion

1. Two strands of alternating sugar and phosphate molecules make up the sides of a DNA molecule.
Cross rungs made up of paired bases A–T and C–G hold the two strands together.
2. The two strands separate as the base pairs split. Free bases with attached phosphate and sugar
pair with the exposed bases. The pieces are connected together to form two new DNA molecules.
3. A gene is a small segment of a DNA molecule. Genes are lined up linearly on the DNA in a
chromosome.
4. Sample answer: The wrong building block might be inserted in the protein that was being built
from these instructions. The protein might not function.
5. TAAC

Chapter Review Exercises

Science Vocabulary

1. a. budding, b. fission, c. fertilization, e. zygote

2. 1.d 2.a; 3 c; 4b; 5.e
3. a. False. The end result of mitosis is two cells. b. True c. False. Asexual reproduction
involves one parent. d. False. Meiosis halves the number of chromosomes in the resulting
cells.

Understand and Apply

4. c
5. d
6. c
7. a
8. d
9. c
10. a chromosome—DNA—gene—base pairs
11. Sample answer: A muscle cell would divide more frequently because muscles grow as
you grow, and can be injured with everyday activity.
12. a. Information stored in the genes and chromosomes of the leaf cells of the parent plant
passed to the new plant when the cells divided by mitosis.
b. They are identical.

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13. A DNA molecule copies itself by replication. The double helix unwinds as the base pairs
split. The two strands separate, exposing single bases. Free bases with attached sugar-
phosphate groups pair with the exposed bases. Two identical molecules of DNA are
formed. Each molecule is composed of one original strand and one new strand.
14. During meiosis I, the chromosome number was halved when chromosome pairs were
separated into two cells. Each of these cells contained 10 chromosomes. During meiosis
II, the10 doubled chromosomes in each cell split. The chromosome copies were
separated, resulting in the formation of four cells, each with 10 chromosomes.

Take It Further

15. Students should find that there are 32 bacteria after five generations and 128 bacteria after
seven generations.
16. A genome consists of all an organism’s DNA. The Human Genome Project was a 15-year
project run by the U.S. Department of Energy and the National Institutes of Health. It was
started in 1990 and was completed in 2003, two years ahead of schedule. Thousands of
scientists were involved. The project's main goals were to identify all of the
approximately 25,000 genes in human DNA, to determine the sequences of the 3 billion
base pairs that make up human DNA, and to find ways to store the enormous database.

Chapter 2 Ecosystems
2.1 Parts of an Ecosystem

Explore
Preparation: Place 50 light-colored beans in a lunch-size paper bag for each group. Dry
lima beans are ideal.

Discussion

1. A species is a group of the same kind of organisms that can mate and produce offspring like
themselves. Downy woodpeckers are a species.
2. Sample answer: Plants need sunlight. If there is too little sunlight in an ecosystem, some kinds of
plants cannot grow.
3. Sample answer: Too many trees can decrease the amount of sunlight that reaches the ground.
Decreased sunlight prevents certain plants from growing.
4. Sample answer: Both a population and a community are made up of living things. A population
contains only one species. A community contains many species.
5. Plants produce oxygen when they photosynthesize. Organisms use the oxygen to convert energy
during cellular respiration. Carbon dioxide is produced during cellular respiration and when
organisms decay. This carbon dioxide is used by plants for photosynthesis.

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2.2 Energy in Ecosystems

Explore
Preparation: To make the baking soda solution, dissolve 1 gram of baking soda in 500 mL
of tap water. A standard test tube holds 25 mL. A baby food jar may be used for the small
glass jar.

Discussion

1. A consumer is an organism that gets energy by eating other organisms.

2. Producers get energy by converting energy in sunlight, carbon dioxide, and water
to sugars and oxygen during photosynthesis.
3. Sample answer: grass → mouse → owl
4. Sample answer: A food web shows the movement of matter and energy through an
ecosystem. An energy pyramid shows the amount of energy available at each feeding
level in an ecosystem.
5. Sample answer: The amount of energy available to more than three or four levels of
organisms cannot meet their needs.

2.3 Populations Interact

Explore
Preparation: Place 200 beans in a cup for each group. Cut index cards in half. You will need
25 index cards for each group. Make sure that students choose a scale for the y axis that
includes the highest and lowest predators and prey remaining for their data.

Discussion

1. The predator is the bluebird. The prey is the caterpillar.

2. Sample answer: The bacteria that live in a cow’s intestine digest the grass that the cow eats. Both
benefit from the relationship.
3. Sample answer: If a resource is in limited supply in an ecosystem, organisms will have to
compete for it to meet their needs. An organism that is well adapted to its environment will
usually get the resource.
4. Sample answer: Members of a football team have specific jobs to do and must cooperate with
each other for the benefit of the team. Bees cooperate in a colony. Each kind of bee has a
different job that benefits the entire colony.
5. Sample answer: Longer legs for chasing prey, sharper teeth, better vision or hearing for
locating prey.

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2.4 Changes to Ecosystems

Explore
Preparation: It is illegal to collect or possess feathers from some bird species. Purchase
feathers in a craft store or obtain chicken feathers. Dawn dishwashing liquid works best and
is used in the field to clean birds. Pie plates may be used for the shallow containers.

Discussion

1. The burning of fossil fuels causes carbon dioxide to build up in the atmosphere, trapping too
much of the sun’s heat. This results in Earth’s warming.
2. Sample answer: Forest fires and depletion of resources by humans may cause species to become
extinct, resulting in fewer species.
3. Sample answer: Toxic chemicals in water can kill plants and animals. If a food source is killed,
animals that eat it will die.
4. Sample answer: Too many humans use up resources. Many resources cannot be replaced.
Others cannot be replaced fast enough for use by a growing population. The result is
resource depletion. Fewer resources for other organisms can lead to species extinction
and fewer species overall.
5. Sample answer: This statement is not true. If a community increases, resource depletion may
occur. Air, water, and land may become polluted.

Chapter Review Exercises

Science Vocabulary
1. a. population, b. herbivore, c. consumer, d. decomposer, e. producer, f. omnivore, g.
carnivore, h. symbiosis, i. community
2. 1.d; 2.f; 3.g; 4.c; 5.a; 6.e; 7.b

3. a. True b. False. Acid rain is a consequence of air pollution. c. False. Chlorophyll in

plants traps energy from sunlight. d. False. Predators eat prey animals that they hunt and
kill. e. True f. True g. False. An ecosystem contains both living and nonliving parts.

Understand and Apply

4. b
5. d
6. a
7. a
8. a
9. c
10. producer: apple tree, grass, seaweed, bacteria; consumer: cow, eagle, human;
decomposer: bacteria, fungi, mushroom

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11. Sample answer: Longer legs for escaping predators, sleeping underground where it is
safer, and keen hearing for detecting predators.
12. Sample answer: Ecosystems both upstream and downstream would change, and plants
and animals would have to leave the area. Upstream, the ecosystem would change from
dry land to aquatic. Some new organisms might live there, while others would be flooded
out. Downstream, the area would dry up. Plant life would change. Animals that depend on
the plants would leave.
13. Sample answer: Palm trees and other tropical plants would die. Animals that ate the
plants and needed warm temperatures would die or leave the area. Some species might
adapt to the new conditions. New plants that could withstand the cold would begin to
grow. Cold-weather animals with thick fur would arrive.

Take It Further

14. Answers will vary but students should always start with producers. Primary consumers
(herbivores) come next. Secondary and tertiary consumers follow in that order. The final
arrangement should resemble a simple food web.
15. Students should find that water, oxygen, warm temperatures, organic material, and
decomposers are needed. Most composters use earthworms, fungi, and actinomycetes
(soil bacteria that give the soil its musty smell). Seeds may sprout faster or in greater
number because there are more nutrients available in the compost.

Chapter 3 Forms of Energy

3.1 Energy All Around

Discussion

1. Potential energy is the energy an object has because of its shape or position. Kinetic
energy is the energy an object has because of its motion.
2. Sample answer: My body uses chemical energy. My hand and the toothbrush have kinetic
energy because they are moving. The toothbrush has potential energy because I lift it up.
There is also sound energy as the toothbrush moves back and forth across my teeth.
3. The chemical energy in the fuel changes into thermal energy. Some of the thermal energy
changes into kinetic energy.
4. The potential energy of the diver increases because his height increases. His kinetic
energy may increase or decrease depending on how his speed changes as he moves
upwards.
5. Energy changes into more than one form during energy transformations. The energy form
that is not used may seem to be lost.

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3.2 Thermal Energy

Discussion

1. As the temperature of an object increases, its thermal energy increases. As the

temperature of an object decreases, its thermal energy decreases.
2. The particles move back and forth faster, and their average kinetic energy increases. The
particles also move farther apart, and the solid expands.
3. I can decrease the thermal energy by decreasing the amount of water in the glass. Thermal
energy depends on mass, but temperature does not.
4. The temperature of the gases in the balloon will decrease, and the particles will move
closer together. As a result, the gas in the balloon will contract.

3.3 Heat

Discussion

1. Heat is thermal energy that is transferred from a warmer object to a cooler object.
2. Conduction, convection, and radiation are all ways that heat can be transferred from
warmer objects to cooler objects. Objects that are touching transfer thermal energy by
conduction. Moving liquids and gases transfer thermal energy by convection. Thermal
energy that is transferred without the movement of matter is transferred by radiation
3. The particles of matter need to bump into each other to transfer heat by conduction. The
particles in a gas are far apart, so they are likely to be better insulators.
4. The thermal energy of the water decreases as it freezes. However, the average kinetic
energy and temperature do not change until all of the water freezes.
5. Heat is transferred from the stove burner to the pot by radiation and conduction. The
bottom of the pot becomes warm. Heat is transferred to other parts of the pot and to the
water in the pot by conduction. Heat is transferred from the water in the bottom of the pot
to the water in the top of the pot by convection.

3.4 Electricity

Discussion

1. Static electricity is the buildup of electric charge. Current electricity is the energy of
steadily moving charge.
2. Series circuits and parallel circuits both contain wires, an energy source, and devices. In
series circuits, all the parts form a single loop. In parallel circuits, each device is in a
separate loop.
3. The wires in a circuit allow electrons to move easily to the other parts of the circuits. The
energy source or electric cell provides the energy to push the electrons through the circuit.
The resistors control how fast electrons flow through the circuit and change electricity
into other forms of energy.

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4. Increasing resistance will slow the movement of electrons.

5. Electricity passing through a wire coiled around an iron bar makes an electromagnet. An
electromagnet in a motor turns because the poles of the electromagnet are repelled by the
poles of a regular magnet inside the motor.

Chapter Review Exercises

Science Vocabulary

1. 1. d, 2. f, 3. a, 4. b, 5. h, 6. g, 7. e, 8. c
2. a. radiation, b. heat, c. circuit, d. conduction, e. thermal conductor, f. convection, g.
electric cell, h. electrical conductor
3. a. False. The law of conservation of energy states that energy cannot be created or
destroyed., b. False. A parallel circuit has more than one pathway for electrons., c. True,
d. True, e. False. A series circuit has a single pathway for electrons., f. True

Understand and Apply

4. d
5. b
6. a
7. b
8.

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9. Thermal energy is the total kinetic energy of moving particles in a substance. Current
electricity is the energy of steadily moving charge. Thermal energy is transferred between
objects that have different temperatures by radiation, conduction, or convection. Current
electricity needs to travel through a circuit that has an energy source to push the electrons.

10. The resistor changes electricity into thermal energy. Heat is transferred from the heater
around the room by convection.

11. The chemical energy in the battery changes into electrical energy. The resistor changes
the electrical energy into thermal energy, and the fan changes the electrical energy into
kinetic energy. The chemical energy in the battery is potential energy, which changes into
the kinetic energy of moving electrons and then into the kinetic energy of moving air.

12. The electric cell could have used up all of its stored chemical energy. Without an energy
source to push electrons, electricity will not flow. A wire in the circuit could be broken.
Current electricity cannot flow if there is not a complete pathway.

Take It Further

13. The circuit should include some devices that are connected in the same loop and some
devices that are connected in separate loops. It should include a power source, such as an
electric cell, and the devices should be connected by wires. Students should explain that
the devices connected in series will not work when one of the devices is broken, but the
devices in parallel will continue to work if one of the devices is broken.

Chapter 4 Force and Motion

4.1 Forces in Nature

Discussion

1. A force is a push or a pull.

2. Gravity, electrical force, and magnetic force can act at a distance.
3. Friction and gravity are both forces. Friction resists motion of objects that are touching.
Gravity can pull objects together from a distance. Friction depends on the texture of the
surface and how tightly they are pressed together. Gravity depends on how far apart the
objects are and on the mass of the objects.
4. The law of gravity states that gravity is less when objects are farther apart or when they
have less mass. Different planets have different masses. Therefore, their forces of gravity
are different. Weight is a measure of the pull of gravity. So my weight would change
depending on the planet.
5. The object will sink. The buoyant force is the weight of the water that is displaced. The
buoyant force on the object is less than the weight of the object, so the object will sink.

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4.2 Balanced Forces and Unbalanced Forces

Discussion

1. The net force is 0 N.

2. Net force = 20 N – 6 N = 14 N down
3. The bike will keep moving forward in the same direction and at the same speed.
4. Because the car is moving, the net force in the opposite direction would make the car
slow down and possibly stop.

4.3 Measuring Motion

Explore
Notes: This activity will work best if done outside.
Use stopwatches that have “lap” buttons. Student can hit this button at each 5-m mark instead
of stopping and restarting the stopwatch at each mark.

Discussion

1. Sample answer: My current frame of reference includes my desk, a floor lamp, a rug, and
a doorway.
2. Acceleration is a change in velocity. Velocity is speed in a given direction. Therefore,
acceleration is a change in speed or direction.
3. The acceleration of the 5 kg object will be greater than the acceleration of the 15 kg
object.
4. Speed = distance/time = 60 m/15 s = 4 m/s
5. The car is not moving. If the line is horizontal, its position is not changing.

Chapter Review Exercises

Science Vocabulary

1. 1. c, 2. b, 3. a, 4. f, 5. d, 6. e
2. a. balanced forces, b. frame of reference, c. force
3. a. True, b. False. The upward force that a liquid or a gas exerts on an object in the liquid
or the gas is buoyant force.

Understand and Apply

4. b
5. d
6. d
7. a

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8.

9. The ball will sink. Gravity is pulling down on the ball with 12 N of force. Buoyant force
is pushing up on the ball with 9 N of force. The net force is 3 N down, so the ball will
sink.

10. Sample answer:

250

200
Distance (km)

150

100

50

0
0 1 2 3 4 5
Time (hr)

11. The speed of the car is 75 km/h. After 4 hours the car will have traveled 300 km.

12. A force must be applied in the direction opposite the train’s motion to make the train
decelerate. A force must also be applied to the east to change the direction that the train is
moving.

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Take It Further

13. Before the parachute opens, the force diagrams should show gravity pulling down with
force equal to the weight of the skydiver and air resistance pushing up with less force. At
this point in the skydiver’s fall, the net force is greater than 0 N in the downward
direction. So the skydiver accelerates toward Earth as his or her velocity increases. After
the parachute is opened, the force diagram should show that the force of air resistance is
greater than the force of gravity. At this point in the skydiver’s fall, the net force is
greater than 0 N in the upward direction. The skydiver’s velocity decreases and he or she
decelerates. Eventually, air resistance will decrease until it balances gravity, and the net
force on the skydiver will be 0 N. At that point, the skydiver stops accelerating and falls
at a constant velocity called the terminal velocity.

Chapter 5 Simple and Compound Machines

5.1 Work and Machines

Discussion

1. Work is the amount of energy transferred by a force to an object when the force moves
the object a distance. Efficiency is the ratio of the output work to input work.
2. Machines may change the amount of force needed to do work, the distance over which
the force is applied, or the direction of a force.
3. work = force x distance = 3 m x 350 m = 1050 N•m = 1050 J
4. Some applied work is used to overcome friction. As a result, the output work is less than
the input work.
5. The load is half the effort.

5.2 Inclined Planes and Levers

Explore
Note: The projectiles may travel very far, so doing the activity outside or in a hallway may
work best.

Discussion

1. Sample answer: A balance contains a first-class lever. A bottle cap opener contains a
second-class lever. A baseball bat contains a third-class lever.
2. A screw is made by wrapping an inclined plane around a rod. The slanted side of the
inclined plane makes the threads of a screw.
3. Long ramps have a greater mechanical advantage than short ramps of the same height. To
increase the mechanical advantage of a ramp, I would make the ramp longer.

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4. The distance between the fulcrum and the effort and the load determines the mechanical
advantage of levers. The mechanical advantage of first-class levers may be equal to,
greater than, or less than one. The mechanical advantage of second-class levers is always
greater than one. The mechanical advantage of third-class levers is always less than one.

5. More force will be needed to lift an object because the fulcrum is closer to the effort.
However, the load will move the object a larger distance than the effort is applied
through. The lever also changes the direction of force. When one end is pushed down, the
other end pushes up.

5.3 Wheel and Axles and Pulleys

Discussion

1. The handle is the wheel and the metal rod is the axle.
2. The rope of a fixed pulley moves over a fixed wheel. Fixed pulleys change the direction
of force, but do not decrease the required effort. In a moveable pulley, one end of the rope
is fixed and the pulley moves. Moveable pulleys decrease the required effort by about
half, but do not change the direction of force.
3. The effort is applied to the axle. The load is applied to the wheel. The effort is larger than
the load, but the axle turns through a smaller distance than the wheel turns.
4. More pulleys can be added to the system to decrease the effort that is needed to move an
object.
5. Decreasing the handle of the faucet would decrease the mechanical advantage of the
faucet. It would be more difficult to use the faucet to turn on and off the water.

5.4 Compound Machines

Discussion

1. Two levers and two wedges make up scissors.

2. The mechanical advantage of compound machines may be much greater than of a single
simple machine. Compound machines may also make several different tasks easier in a
way that a single simple machine could not do.
3. Sample answer: A third-class lever increases the required force, but decreases the
distance. I could slide lever under the dirt. By pushing down a small distance I would
move the dirt a larger distance. The shovel would work in a similar way. However, the
end of the shovel also has a wedge. A wedge would make it easier to cut through hard
dirt.
4. There are many moving parts in compound machines that rub together. The friction
between the moving parts changes some mechanical energy into thermal energy.

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Chapter Review Exercises

Science Vocabulary

1. 1. b, 2. d, 3. c, 4. a
2. a. lever, b. wheel and axle, c. inclined plane, d. pulley
3. a. False. A compound machine is a machine that is made up of two or more simple
machines., b.True

Understand and Apply

4. b
5. c
6. a
7. c
8.

9. The work done = force x distance = 600 N x 2 m = 1,200 J.

10. Sample answer: The wheels, the pedals, and the gears are wheel and axles. The brakes are
levers.
11. Both a ramp and a moveable pulley can decrease the force that is needed to move an
object. The effort applied to the ramp and lever would need to be half the load on the
object. The effort would also be applied through twice the distance of the load.

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12. The effort force is applied to the axle of bike wheels to make them turn. Therefore, the
mechanical advantage of the smaller wheel would be more than the larger wheel.
However, there would be more friction between the rougher surface and the road. As a
result, the smaller wheel would be less efficient.

Take It Further

13. The effort force is applied to the axle of bike wheels to make them turn. Therefore, the
mechanical advantage of the smaller wheel would be more than the larger wheel.
However, there would be more friction between the rougher surface and the road. As a
result, the smaller wheel would be less efficient.

Chapter 6 The Geosphere and Surface Changes

Section 6.1

Discussion

1. Three landforms are mountains, hills, and valleys. A hill is a landform that is higher than
the land around it but lower than a mountain. A valley is a long narrow or broad strip of
low land, usually between mountain or hill ranges.
2. The atmosphere includes the gaseous layer surrounding Earth. The hydrosphere includes
the water portion of Earth. The geosphere includes the solid portion of Earth. The
biosphere includes all the living things on Earth.
3. Contour lines join points representing locations with the same elevation.
4. Like maps, globes show the relative size, shape, and position of land and bodies of water.
5. These maps use symbols that represent features on Earth. The symbols on a map may
represent natural features such as mountains and water.

Section 6.2

Discussion

1. The core, mantle, and crust are the three main layers of Earth. The core is the innermost
layer of Earth. The layer of Earth below the crust is called the mantle. The crust is the
outermost layer of Earth. Two types of crust exist: the continental crust and the oceanic
crust.
2. Many theories have been proposed to explain the formation of Earth’s layers. One
commonly accepted theory states that the solar system that includes Earth formed around
4.6 billion years ago. Earth formed when small bits of material collided and joined
together. As more material was added, the planet grew larger. The collisions and Earth’s
gravity generated great heat. Earth became a glowing ball of rock. Earth is still cooling
off after this event.

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3. The outer core surrounds the inner core and is a layer of molten metal. The inner core is a
ball of dense solid iron.
4. The lithosphere is the solid layer of Earth. The asthenosphere is the hot layer of rock
below the lithosphere. The semi- liquid state of the asthenosphere allows sections of the
lithosphere that floats on this layer to move up, down, and sideways.
The material in the mantle moves by convection. Convection occurs in the mantle since
the hot core heats nearby rocks. The hot rocks become less dense and rise toward Earth’s
surface. Once near the surface, the hot rocks of the mantle cool and then sink to a new
location.
5. A compass needle acts like a magnet and Earth acts like a magnet. A compass is an
instrument that might help a hiker find his/her way home.

Section 6.3

Discussion

1. Convergent and divergent plate boundaries are two types of plate boundaries. Convergent
boundaries are locations where two plates push against each other, while divergent plate
boundaries are locations where two plates move away from each other.
2. Magma is molten rock beneath Earth’s surface. The new magma feeds volcanoes. Lava is
magma that reaches the surface of Earth.
3. Sea floor spreading is the result of movement at divergent boundaries. The movement of
the plates away from each other results in material moving up from the mantle. The
material from the mantle later solidifies at the surface. This same process repeats over
millions of years creating new sea floor.
4. When an oceanic plate and a continental plate converge, the denser oceanic plate sinks
under the continental plate. Part of the oceanic plate subducts and produces new magma
that feeds volcanoes.
5. Earthquakes are common along transform fault boundaries.

Section 6.4

Discussion

1. Physical weathering is the breaking down of rocks into smaller rocks. There is no change
in the composition of the rock. Chemical weathering is the breaking down of rocks due to
chemical reactions that change the composition of the rock.
2. Weathering is the breaking down of rocks and erosion is the transport of the broken
materials.
3. An ocean wave can pound on the rocks of the shore and break them. The waves carry
away the broken rocks. Wave erosion might create a sea cave.
4. During glacial erosion, a glacier that flows along a narrow valley abrades the sides of the
valley and the ground over which its moves. As a result, the glacier creates a wider,
deeper, U-shaped valley.

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5. When a river flows into a body of standing water, such as a lake or an ocean, it slows
down. Once the river slows down, it drops off sediment. In this way, a delta is created. A
delta is a landform that is an area of deposit at the end of a river.

Chapter Review Exercises

Science Vocabulary

1. a. core b. asthenosphere c. equator d. constuctive e. deposition f. convection g.glacier h.

crust i. fault j. elevation k. destructive l. erosion
2. a.True b. True c. False. Lava is magma that reaches the surface of Earth. d.True e. False
The lithosphere is the layer that includes the crust and the uppermost layer of the upper
mantle. f. False. The mantle is the layer of Earth below the crust. g. True h. False
Weathering is the breakdown of rocks at Earth’s surface. i. True. j. True k. true l. False
Deposition is the dropping off of sediment in a new location.

Understand and Apply

3. d
4. a
5. d
6. c
7. a
8. c
9.
A Crust
B Outer core
C Inner core
D Mantle
10. Earth acts like a giant bar magnet with north and south poles.
11. Both the continental and oceanic crusts are composed of rock. The continental crust is
located below the continents while the oceanic crust is located below the ocean. The
rocks of the oceanic crust are denser than those of the continental crust. The oceanic crust
is mostly composed of basalt, a dark dense rock. The continental crust contains many
rock types including granite.
12. The density of Earth layers increases as you move inwards from the surface.
13. No, some of the lithosphere is subducting and becoming magma. The surface of Earth not
getting larger, it is remaining the same.

Take It Further

14. The Ring of Fire is a horseshoe-shaped area where a large number of earthquakes and
volcanic eruptions take place. The Ring of Fire is located in the Pacific Ocean. The Ring
of Fire results from movement of the lithospheric plates.

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 Exploring the World of Science Level I TB AK

Chapter 7 Minerals and Rocks

Section 7.1

Discussion

1. Two minerals with the same color can be differentiated by their streak, luster, cleavage,
and hardness. Color alone is not enough to differentiate between these two minerals.
2. Halite is a mineral composed of the compound sodium chloride. Halite contains two
elements, sodium and chloride.
3. Answers will vary and may include the following: halite is a mineral used in food as salt,
copper is a mineral used in computers and electric wires, or graphite is a mineral used in
pencils.
4. Olivine is a mineral that forms when molten rock cools and becomes solid.
5. Cleavage is the way a mineral breaks. A mineral is said to have cleavage if the mineral
splits into flat and smooth surfaces when it breaks. The hardness of a mineral is its ability
to scratch and be scratched by another material.

Section 7.2

Discussion

1. Limestone often contains only one type of mineral. Granite is a rock that contains several
minerals.
2. Igneous rocks are those that formed from molten rock that cooled and hardened.
Sedimentary rocks are those that formed after weathering changed rocks into sediment
that later cemented and solidified. Either rock type is changed to the other in the rock
cycle.
3. Metamorphic rocks are in layers, or have flattened mineral grains.
4. The rock cycle is the series of processes during which rocks continuously change from
one form to another. Heat and pressure change all rock types to metamorphic.
Weathering, erosion, and later cementation change all rock types into sedimentary rocks.
Heat melts all rock types. When the melted rocks cool, igneous rocks are produced.
5. If you are given an igneous rock with large crystals, it most probably formed underground
and cooled slowly.

Section 7.3

Discussion

1. Relative dating cannot be used to determine the exact age of a rock, because it determines
the age of a rock layer relative to other rock layers. Radioactive dating is a way to
precisely measure the age of a rock using instruments.

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 Exploring the World of Science Level I TB AK

2. Folding of rock layers might cause a rock layer deep underground to be found on the
surface of Earth.
3. Index fossils are used by researchers to determine the approximate date of a rock layer
and to match different rock layers.
4. To form a fossil, the minerals in the body parts of the organism are replaced with
minerals that seep in from the sediment.
5. Fossils give clues about the past climate in an area. Coal usually forms from plants that
grow in warm locations. Coal has been found in Antarctica. Thus, it can be assumed that
Antarctica once had a warm climate.

Section 7.4

Discussion

1. Weathered rock, as well as other materials, makes up soil. One factor that affects the rate
of soil formation is the type of bedrock/ climat.
2. Microscopic organisms in soil contribute to forming humus.
3. Sand, silt, and clay are three rock fragments in soil. Sand is the largest of the three
fragments. Clay is the smallest of the rock fragments.
4. The soil horizons from the surface are the O horizon, A horizon, B horizon, and C
horizon.
5. Plants decrease erosion by preventing wind from blowing soil away. Plants also prevent
rain from beating down on the land. Without plants, soil is bare, and wind and rain erode
topsoil. Answers will vary and include a description of mulch, crop cover, or terraces.

Chapter Review Exercises

Science Vocabulary

1. a. mineral b. streak c. geologic d. extinct e. terraces f. humus g. horizons h. mulch i. index

j. soil k. igneous l. cleavage
2. a.false. Luster is the way a mineral’s surface reflects light b. false. A rock is a natural
solid. c. True d. True e. True f. True g. false A rock that forms from deposited
sedimenrt that piles up and forms layers is sedimentary. h.True

Understand and Apply

3. d
4. c
5. c
6. a
7. c
8. a
9. d
10. a.d b.a

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 Exploring the World of Science Level I TB AK

11.Near a volcano
12. Soil forms when weathered rocks mix with humus, air, and water.
13. a. Color, luster, streak, cleavage, and hardness.
b. The hardness of a mineral is its ability to scratch and be scratched by another material.
A mineral scratches everything that is softer than it. A mineral is scratched by anything
that is harder than it.
14. Most fossils form when the hard body part of an organism, such as a bone or tooth, is
buried in sediment. The minerals in the bone or tooth are replaced with minerals that seep
in from the sediment. The minerals with the shape of the bone or tooth harden and
become stone. Thus, fossils are most often found in sedimentary rocks.

Take It Further

15. Exposure of some minerals to ultraviolet light makes them glow. Fluorescence is a
property of rocks and helps in identifying them. Answers will vary and include
magnetism.

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