exploring and classifying life · 2016. 1. 7. · 8 a a chapter 1 exploring and classifying life...

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Exploring and Classifying Life

Life Under the Sea This picture contains many living things—including living coral.These living things have both common characteristics and differ-ences. Scientists classify life according to similarities.

List three characteristics that you would use to classify underwater life.Science Journal

Life science includes the study of living andonce-living things.

SECTION 1What is science?Main Idea Science is anorganized way of studyingthings and finding answersto questions.

SECTION 2Living ThingsMain Idea Living thingshave certain characteristicsin common.

SECTION 3Where does life come from?Main Idea There are manyhypotheses about the origins of life.

SECTION 4How are living things classified?Main Idea Classificationsystems show relationshipsamong living things.

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Vocabulary Make the follow-ing Foldable to help you under-stand the vocabulary terms in this chapter.

Fold a vertical sheet of notebook paper from side to side.

Cut along every third line of only thetop layer to form tabs.

Label each tab.

Build Vocabulary As you read the chapter,write the vocabulary words on the tabs. As youlearn the definitions, write them under the tabfor each vocabulary word.

STEP 3

STEP 2

STEP 1

Classify OrganismsLife scientists discover, describe, and name hundreds of organisms every year. How dothey decide if a certain plant belongs to theiris or orchid family of flowering plants, or if an insect is more like a grasshopper or a beetle?

1. Observe the organisms on the oppositepage or in an insect collection in yourclass.

2. Decide which feature could be used toseparate the organisms into two groups,then sort the organisms into the twogroups.

3. Continue to make new groups using dif-ferent features until each organism is in acategory by itself.

4. Think Critically How do you think scien-tists classify living things? List your ideasin your Science Journal.

Start-Up Activities

Preview this chapter’s contentand activities at booka.msscience.com

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8 A ◆ A CHAPTER 1 Exploring and Classifying Life

Apply It! Now that you haveskimmed the chapter, write a short paragraphdescribing one thing you want to learn fromthis chapter.

Learn It! If you know what to expect before reading, it willbe easier to understand ideas and relationships presented in the text.Follow these steps to preview your reading assignments.

Practice It! Take some time to preview this chapter.Skim all the main headings and subheadings. With a partner, discuss youranswers to these questions.• Which part of this chapter looks most interesting to you?• Are there any words in the headings that are unfamiliar to you?• Choose one of the lesson review questions to discuss with a partner.

1. Look at the title and any illustrations that are included.2. Read the headings, subheadings, and anything in bold letters.3. Skim over the passage to see how it is organized. Is it divided into

many parts?4. Look at the graphics—pictures, maps, or diagrams. Read their titles,

labels, and captions.5. Set a purpose for your reading. Are you reading to learn something

new? Are you reading to find specific information?

A ◆ 8 B

Before You Read Statement After You ReadA or D A or D

1 If not supported by evidence collected overtime, scientists reject a theory.

2 Some living things do not require water to survive.

3 There is just one way to approach a scientificproblem.

4 Some organisms grow by enlarging cells.

5 Following safety rules in lab not only protectsyou but your classmates as well.

6 All living things use energy.

7 Living things can grow spontaneously fromnonliving things.

8 Scientists rarely repeat experiments.

9 An organism’s classification can change with thediscovery of new information.

10 All living things reproduce.

Print out a worksheetof this page at booka.msscience.com

Use this to focus on the main ideas as you read the chapter.

Before you read the chapter, respond to the statements

below on your worksheet or on a numbered sheet of paper.

• Write an A if you agree with the statement.

• Write a D if you disagree with the statement.

After you read the chapter, look back to this page to see if you’ve

changed your mind about any of the statements.

• If any of your answers changed, explain why.

• Change any false statements into true statements.

• Use your revised statements as a study guide.

As you preview

this chapter,

be sure to scan

the

illustrations, ta

bles, and

graphs.Skim th

e captions.


The Work of ScienceMovies and popcorn seem to go together. So before you and

your friends watch a movie, sometimes you pop some corn in amicrowave oven. When the popping stops, you take out the bagand open it carefully. You smell the mouthwatering, freshlypopped corn and avoid hot steam that escapes from the bag.What makes the popcorn pop? How do microwaves work andmake things hot? By the way, what are microwaves anyway?

Asking questions like these is one way scientists find outabout anything in the world and the universe. Science is oftendescribed as an organized way of studying things and findinganswers to questions.

Types of Science Many types of science exist. Each is givena name to describe what is being studied. For example, energyand matter have a relationship. That’s a topic for physics. Aphysicist could answer most questions about microwaves.

On the other hand, a life scientist might study any of the mil-lions of different animals, plants, and other living things onEarth. Look at the objects in Figure 1. What do they look like toyou? A life scientist could tell you that some of the objects areliving plants and some are just rocks. Life scientists who studyplants are botanists, and those who study animals are zoologists.What do you suppose a bacteriologist studies?

■ Apply scientific methods to problem solving.

■ Demonstrate how to measureusing scientific units.

Learning to use scientific methodswill help you solve ordinary prob-lems in your life.

Review Vocabularyexperiment: using controlledconditions to test a hypothesis

New Vocabulary

• scientific • variablemethods • theory• hypothesis • law• control

What is science?

Figure 1 Examine the picturecarefully. Some of these objects areactually Lithops plants. They com-monly are called stone plants andare native to deserts in SouthAfrica.

8 ◆ A CHAPTER 1Kjell B. Sandved/Visuals Unlimited

SECTION 1 What is science? A ◆ 9

Critical ThinkingWhether or not you become a trained scientist, you are going

to solve problems all your life. You probably solve many prob-lems every day when you sort out ideas about what will or won’twork. Suppose your CD player stops playing music. To figure outwhat happened, you have to think about it. That’s called criticalthinking, and it’s the way you use skills to solve problems.

If you know that the CD player does not run on batteries andmust be plugged in to work, that’s the first thing you check tosolve the problem. You check and the player is plugged in so youeliminate that possible solution. You separate important infor-mation from unimportant information—that’s a skill. Couldthere be something wrong with the first outlet? You plug theplayer into a different outlet, and your CD starts playing. Younow know that it’s the first outlet that doesn’t work. Identifyingthe problem is another skill you have.

Solving ProblemsScientists use the same types of skills that you

do to solve problems and answer questions.Although scientists don’t always find the answersto their questions, they always use critical think-ing in their search. Besides critical thinking, solv-ing a problem requires organization. In science,this organization often takes the form of a seriesof procedures called scientific methods. Figure 2shows one way that scientific methods might beused to solve a problem.

State the Problem Suppose a veterinarytechnician wanted to find out whether differenttypes of cat litter cause irritation to cats’ skin.What would she do first? The technician beginsby observing something she cannot explain. Apet owner brings his four cats to the clinic to beboarded while he travels. He leaves his cellphone number so he can be contacted if anyproblems arise. When they first arrive, the fourcats seem healthy. The next day however, thetechnician notices that two of the cats arescratching and chewing at their skin. By thethird day, these same two cats have bare patchesof skin with red sores. The technician decidesthat something in the cats’ surroundings ortheir food might be irritating their skin.

Solving aproblem scientifically

State the problem

Gather information

Revisehypothesis

Repeatmany times

Form a hypothesis

Perform an experiment

Analyze data

Draw conclusions

Hypothesisnot supported

Hypothesissupported

Figure 2 The series of proce-dures shown below is one way touse scientific methods to solve aproblem.

10 ◆ A CHAPTER 1 Exploring and Classifying Life

Gather Information Laboratory observations and experi-ments are ways to collect information. Some data also are gath-

ered from fieldwork. Fieldworkincludes observations or experi-ments that are done outside of thelaboratory. For example, the bestway to find out how a bird builds anest is to go outside and watch it.Figure 3 shows some ways datacan be gathered.

The technician gathers infor-mation about the problem bywatching the cats closely for thenext two days. She knows thatcats sometimes change theirbehavior when they are in a newplace. She wants to see if the

behavior of the cats with the skin sores seems differentfrom that of the other two cats. Other than the scratch-ing and chewing at their skin, all four cats’ behaviorseems to be the same.

The technician calls the owner and tells him aboutthe problem. She asks him what brand of cat food hefeeds his cats. Because his brand is the same one used atthe clinic, she decides that food is not the cause of the

skin irritation. She decides that the cats probably are reacting tosomething in their surroundings. There are many things in theclinic that the cats might react to. How does she decide what it is?

During her observations she notices that the cats seem toscratch and chew themselves most after using their litter boxes.The cat litter used by the clinic contains a deodorant. The tech-nician calls the owner and finds out that the cat litter he buysdoes not contain a deodorant.

Form a Hypothesis Based on this information, the nextthing the veterinary technician does is form a hypothesis. Ahypothesis is an explanation that can be tested. After discussingher observations with the clinic veterinarian, she hypothesizesthat something in the cat litter is irritating the cats’ skin.

Test the Hypothesis with an Experiment The techni-cian gets the owner’s permission to test her hypothesis by per-forming an experiment. In an experiment, the hypothesis istested using controlled conditions. The technician reads thelabels on two brands of cat litter and finds that the ingredientsof each are the same except that one contains a deodorant.

Computer models

Laboratory investigations

Figure 3 Observations can bemade in many different settings. List three other places where scien-tific observations can be made.

Topic: ControlledExperimentsVisit for Web links to information abouthow scientists use controlledexperiments.

Activity List the problem,hypothesis, and how the hypothe-sis was tested for a recently per-formed controlled experiment.

booka.msscience.com

Fieldwork

Mark Burnett



Controls The technician separates the cats with sores fromthe other two cats. She puts each of the cats with sores in a cageby itself. One cat is called the experimental cat. This cat is givena litter box containing the cat litter without deodorant. Theother cat is given a litter box that contains cat litter with deodor-ant. The cat with deodorant cat litter is the control.

A control is the standard to which the outcome of a test iscompared. At the end of the experiment, the control cat will becompared with the experimental cat. Whether or not the cat lit-ter contains deodorant is the variable. A variable is somethingin an experiment that can change. An experiment should haveonly one variable. Other than the difference in the cat litter, thetechnician treats both cats the same.

How many variables should an experimenthave?

Analyze Data The veterinary technician observes both catsfor one week. During this time, she collects data on how oftenand when the cats scratch or chew, as shown in Figure 4. Thesedata are recorded in a journal. The data show that the controlcat scratches and chews more often than the experimental catdoes. The sores on the skin of the experimental cat begin to heal,but those on the control cat do not.

Draw Conclusions The technician then draws the conclu-sion—a logical answer to a question based on data and observa-tion—that the deodorant in the cat litter probably irritated the skin of the two cats. To accept or reject the hypothesis is the next step. In this case, the techni-cian accepts the hypothesis. If shehad rejected it, new experimentswould have been necessary.

Although the technician decidesto accept her hypothesis, she realizesthat to be surer of her results sheshould continue her experiment. Sheshould switch the experimental catwith the control cat to see what theresults are a second time. If she didthis, the healed cat might developnew sores. She makes an ethical deci-sion and chooses not to continue theexperiment. Ethical decisions, likethis one, are important in decidingwhat science should be done.

Analyzing DataProcedure1. Obtain a pan balance.

Follow your teacher’sinstructions for using it.

2. Record all data in your Science Journal.

3. Measure and record themass of a dry sponge.

4. Soak this sponge in water.Measure and record itsmass.

5. Calculate how much wateryour sponge absorbed.

6. Combine the class data andcalculate the averageamount of water absorbed.

Analysis What other information about the sponges might beimportant when analyzing thedata from the entire class?

Figure 4 Collecting and analyzing data is part of scientificmethods.

Mark Burnett


Report Results When using scientific methods, it is impor-tant to share information. The veterinary technician calls thecats’ owner and tells him the results of her experiment. She tellshim she has stopped using the deodorant cat litter.

The technician also writes a story for the clinic’s newsletterthat describes her experiment and shares her conclusions. Shereports the limits of her experiment and explains that her resultsare not final. In science it is important to explain how an exper-iment can be made better if it is done again.

Developing TheoriesAfter scientists report the results of experiments supporting

their hypotheses, the results can be used to propose a scientifictheory. When you watch a magician do a trick you might decideyou have an idea or “theory” about how the trick works. Is youridea just a hunch or a scientific theory? A scientific theory is anexplanation of things or events based on scientific knowledgethat is the result of many observations and experiments. It is nota guess or someone’s opinion. Many scientists repeat the exper-iment. If the results always support the hypothesis, the hypoth-esis can be called a theory, as shown in Figure 5.

What is a theory based on?

A theory usually explains many hypotheses. For example, animportant theory in life sciences is the cell theory. Scientistsmade observations of cells and experimented for more than 100 years before enough information was collected to propose atheory. Hypotheses about cells in plants and animals are com-bined in the cell theory.

A valid theory raises many new questions. Data or informa-tion from new experiments might change conclusions and the-ories can change. Later in this chapter you will read about thetheory of spontaneous generation and how this theory changedas scientists used experiments to study new hypotheses.

Laws A scientific law is a statement about how things work innature that seems to be true all the time. Although laws can bemodified as more information becomes known, they are lesslikely to change than theories. Laws tell you what will happenunder certain conditions but do not necessarily explain why ithappened. For example, in life science you might learn aboutlaws of heredity. These laws explain how genes are inherited butdo not explain how genes work. Due to the great variety of liv-ing things, laws that describe them are few. It is unlikely that alaw about how all cells work will ever be developed.

Figure 5 If data collected fromseveral experiments over a periodof time all support the hypothesis,it finally can be called a theory.

Hypothesis

Theory

supports

supports

Experiment3

Experiment4

supports

supports

Experiment2

Experiment1


Scientific Methods Help Answer Questions You canuse scientific methods to answer all sorts of questions. Yourquestions may be as simple as “Where did I leave my house key?” or as complex as “Will global warming cause the polar icecaps to melt?” You probably have had to find the answer to thefirst question. Someday you might try to find the answer to thesecond question. Using these scientific methods does not guar-antee that you will get an answer. Often scientific methods justlead to more questions and more experiments. That’s what sci-ence is about—continuing to look for the best answers to yourquestions.

Some bacteria make you sick. Other bacteria, however, are used to producefoods like cheese and yogurt. Understandinghow quickly bacteria reproduce can helpyou avoid harmful bacteria and use helpfulbacteria. It’s important to know things that affect how quickly bacteria reproduce.How do you think temperature will affectthe rate of bacterial reproduction? A stu-dent makes the hypothesis that bacteriawill reproduce more quickly as the temper-ature increases.

Identifying the Problem The table below lists the reproduction-

doubling rates at specific temperatures forone type of bacteria. A rate of 2.0 meansthat the number of bacteria doubled twotimes that hour (e.g., 100 to 200 to 400).

Does temperature affect the rate of bacterial reproduction?

Bacterial Reproductive Rates

Temperature (°C) Doubling Rate per Hour

20.5 2.0

30.5 3.0

36.0 2.5

39.2 1.2

Look at the table. What conclusions canyou draw from the data?

Solving the Problem 1. Do the data in the table support the

student’s hypothesis?2. How would you write a hypothesis

about the relationship between bacterialreproduction and temperature?

3. Make a list of other factors that mighthave influenced the results in the table.

4. Are you satisfied with these data? Listother things that you wish you knew.

5. Describe an experiment that would helpyou test these other ideas.

Tek Image/Science Photo Library/Photo Researchers


Measuring with Scientific Units

An important part of most scientificinvestigations is making accurate measure-ments. Think about things you use everyday that are measured. Ingredients in yourhamburger, hot dog, potato chips, or softdrink are measured in units such as grams

and milliliters, as shown in Figure 6. The water you drink,the gas you use, and the electricity needed for a CD playerare measured, too.

Why is it important to make accurate measurements?

In your classroom or laboratory this year, you will use thesame standard system of measurement scientists use to commu-nicate and understand each other’s research and results. Thissystem is called the International System of Units, or SI. Forexample, you may need to calculate the distance a bird flies inkilometers. Perhaps you will be asked to measure the amount ofair your lungs can hold in liters or the mass of an automobile inkilograms. Some of the SI units are shown in Table 1.

Figure 6 Your food often is measured inmetric units. Nutritional information on thelabel is listed in grams or milligrams.

The label of this juice bottle shows you that it contains 473 mL of juice.

Measurement Unit Symbol Fractions and Multiples

Distance Meter m 1/1,000 m = 1 millimeter (mm) 1/100 m = 1 centimeter (cm) 1000 m = 1 kilometer (km)

Mass Kilogram kg 1/1,000 g = 1 milligram (mg) 1/1,000 kg = 1 gram (g) 1000 kg = 1 tonne (t) (metric ton)

Time Second s 60 s = 1 minute (min) 60 min = 1 hour (h)

Table 1 Common SI Measurements

Mark Burnett

Self Check1. Describe scientific methods.

2. Infer why it is important to test only one variable at atime during an experiment.

3. Identify the SI unit you would use to measure thewidth of your classroom.

4. Compare and contrast a theory with a hypothesis.

5. Think Critically Can the veterinary technician in thissection be sure that deodorant caused the cats’ skinproblems? How could she improve her experiment?

SummaryThe Work of Science

• Science is an organized way of studyingthings and finding answers to questions.

Solving Problems and Developing Theories

• Scientific methods are procedures used tosolve problems and answer questions.

• A theory is an explanation based on many scientific observations.

Measuring with Scientific Units

• Scientists use the SI system for measurements.Safety First

• Follow safety rules in the lab.6. Write a paper that explains what the veterinary tech-

nician discovered from her experiment.


Safety FirstDoing science is usually much more interesting

than just reading about it. Some of the scientificequipment that you will use in yourclassroom or laboratory is the sameas what scientists use. Laboratorysafety is important. In many states, astudent can participate in a labora-tory class only when wearing propereye protection. Don’t forget to washyour hands after handling materials.Following safety rules, as shown in Figure 7, willprotect you and others from injury during your labexperiences. Symbols used throughout your textwill alert you to situations that require specialattention. Some of these symbols are shown below.A description of each symbol is in the SafetySymbols chart at the front of this book.

Figure 7 Proper eye protectionshould be worn whenever you seethis safety symbol.Predict what might happen if you do not wear eye protection in the lab.

booka.msscience.com/self_check_quizMark Burnett


What are living things like?What does it mean to be alive? If you walked down your

street after a thunderstorm, you’d probably see earthworms onthe sidewalk, birds flying, clouds moving across the sky, andpuddles of water. You’d see living and nonliving things that arealike in some ways. For example, birds and clouds move.Earthworms and water feel wet when they are touched. Yet,clouds and water are nonliving things, and birds and earth-worms are living things. Any living thing is called an organism.

Organisms vary in size from the microscopic bacteria inmud puddles to gigantic oak trees and are found just abouteverywhere. They have different behaviors and food needs. Inspite of these differences, all organisms have similar traits. Thesetraits determine what it means to be alive.

Living Things Are Organized If you were to look at almostany part of an organism, like a plant leaf or your skin, under amicroscope, you would see that it is made up of small unitscalled cells. A cell is the smallest unit of an organism that carrieson the functions of life. Some organisms are composed of justone cell while others are composed of many cells. Cells take inmaterials from their surroundings and use them in complexways. Each cell has an orderly structure and contains hereditarymaterial. The hereditary material contains instructions for cel-lular organization and function. Figure 8 shows some organismsthat are made of many cells. All the things that these organismscan do are possible because of what their cells can do.

■ Distinguish between living andnonliving things.

■ Identify what living things needto survive.

All living things, including you,have many of the same traits.

Review Vocabularyraw materials: substancesneeded by organisms to makeother necessary substances

New Vocabulary

• organism• cell• homeostasis

Living Things

Musclecells

Color-enhanced LM Magnification: 106�

Figure 8 Your body is organ-ized into many different types ofcells. Two types are shown here.

Nerve cells

Color-enhanced SEM Magnification: 2500�

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SECTION 2 Living Things A ◆ 17

Living Things Respond Living thingsinteract with their surroundings. Watch yourcat when you use your electric can opener.Does your cat come running to find outwhat’s happening even when you’re not open-ing a can of cat food? The cat in Figure 9 ranin response to a stimulus—the sound of thecan opener. Anything that causes somechange in an organism is a stimulus (plural,stimuli). The reaction to a stimulus is aresponse. Often that response results inmovement, such as when the cat runs towardthe sound of the can opener. To carry on itsdaily activity and to survive, an organismmust respond to stimuli.

Living things also respond to stimuli thatoccur inside them. For example, water orfood levels in organisms’ cells can increase ordecrease. The organisms then make internalchanges to keep the right amounts of waterand food in their cells. Their temperature alsomust be within a certain range. An organism’sability to keep the proper conditions inside no matter what isgoing on outside the organism is called homeostasis. Homeo-stasis is a trait of all living things.

What are some internal stimuli living thingsrespond to?

Living Things Use Energy Staying organized and carryingon activities like homeostasis require energy. The energy used bymost organisms comes either directly or indirectly from theSun. Plants and some other organisms use the energy in sunlightand the raw materials carbon dioxide and water to make food.You and most other organisms can’t use the energy in sunlightdirectly. Instead, you take in and use food as a source of energy.You get food by eating plants or other organisms that ate plants.Most organisms, including plants, also must take in oxygen inorder to release the energy of foods.

Some bacteria live at the bottom of the oceans and in otherareas where sunlight cannot reach. They can’t use the energy insunlight to produce food. Instead, the bacteria use energy storedin some chemical compounds and the raw material carbondioxide to make food. Unlike most other organisms, many ofthese bacteria do not need oxygen to release the energy that isfound in their food.

Figure 9 Some cats respond toa food stimulus even when theyare not hungry. Infer why a cat comes runningwhen it hears a can opener.

Topic: HomeostasisVisit for Web links to information abouthomeostasis.

Activity Describe the externalstimuli and the correspondinginternal changes for three differentsituations.

booka.msscience.com

Mark Burnett



Living Things Grow and Develop When a puppy is born,it might be small enough to hold in one hand. After the samedog is fully grown, you might not be able to hold it at all. Howdoes this happen? The puppy grows by taking in raw materials,like milk from its female parent, and making more cells. Growthof many-celled organisms, such as the puppy, is mostly due to anincrease in the number of cells. In one-celled organisms, growthis due to an increase in the size of the cell.

Organisms change as they grow. Puppies can’t see or walkwhen they are born. In eight or nine days, their eyes open, andtheir legs become strong enough to hold them up. All of thechanges that take place during the life of an organism are calleddevelopment. Figure 10 shows how four different organismschanged as they grew.

The length of time an organism is expected to live is its lifespan. A dog can live for 20 years and a cat for 25 years. Someorganisms have a short life span. Mayflies live only one day, butland tortoises can live for more than 180 years. Some bristleconepine trees have been alive for more than 4,600 years. Your lifespan is about 80 years.

Figure 10 Complete develop-ment of an organism can take afew days or several years. The pic-tures below show the develop-ment of a dog, a human, a peaplant, and a butterfly.

(tcr)A. Glauberman/Photo Researchers, (tr)Mark Burnett, (bl bcr br)Runk/Schoenberger from Grant Heilman, (others)Dwight Kuhn

SECTION 2 Living Things A ◆ 19

Living Things Reproduce Cats, dogs, alligators,fish, birds, bees, and trees eventually reproduce.They make more of their own kind. Some bacteriareproduce every 20 minutes while it might take apine tree two years to produce seeds. Figure 11shows some ways organisms reproduce.

Without reproduction, living things would not exist toreplace those individuals that die. An individual cat can live itsentire life without reproducing. However, if cats never repro-duced, all cats soon would disappear.

Why is reproduction important?

What do living things need?What do you need to live? Do you have any needs that are

different from those of other living things? To survive, all livingthings need a place to live and raw materials. The raw materialsthat they require and the exact place where they live can vary.

A Place to Live The environment limits where organismscan live. Not many kinds of organisms can live in extremely hotor extremely cold environments. Most cannot live at the bottomof the ocean or on the tops of mountains. All organisms alsoneed living space in their surroundings. For example, thousandsof penguins build their nests on an island. When the islandbecomes too crowded, the penguins fight for space and somemay not find space to build nests. An organism’s surroundingsmust provide for all of its needs.

Figure 11 Living things reproduce themselves in many different ways. A Paramecium repro-duces by dividing into two. Beetles, like mostinsects, reproduce by laying eggs. Every sporereleased by the puffballs can grow into a newfungus.

Color-enhanced LMMagnification: 400�Paramecium dividing

Puffballs

Beetle

Social Development Humaninfants quickly develop theirfirst year of life. Research tofind out how infants interactsocially at different stages ofdevelopment. Make a chartthat shows changes frombirth to one year old.

(t)Bill Beaty/Animals Animals, (bl)Tom & Therisa Stack/Tom Stack & Assoc., (br)Michael Fogden/Earth Scenes

Self Check1. Identify the source of energy for most organisms.

2. List five traits that most organisms have.

3. Infer why you would expect to see cells if you looked ata section of a mushroom cap under a microscope.

4. Determine what most organisms need to survive.

5. Think Critically Why is homeostasis important toorganisms?

SummaryWhat are living things like?

• A cell is the smallest unit of an organism thatcarries on the functions of life.

• Anything that causes some change in anorganism is a stimulus.

• Organisms use energy to stay organized andperform activities like homeostasis.

• All of the changes that take place during anorganism’s life are called development.

What do living things need?

• Living things need a place to live, water, andfood.

6. Use a Database Use references to find the life span often animals. Use your computer to make a database. Then, graph the life spans from shortest to longest.

Raw Materials Water is important for allliving things. Plants and animals take in andgive off large amounts of water each day, asshown in Figure 12. Organisms use homeo-stasis to balance the amounts of water lostwith the amounts taken in. Most organismsare composed of more than 50 percent water.You are made of 60 to 70 percent water.Organisms use water for many things. Forexample, blood, which is about 50 percentwater, transports digested food and wastes inanimals. Plants have a watery sap that trans-ports materials between roots and leaves.

Living things are made up of substancessuch as proteins, fats, and sugars. Animals takein most of these substances from the foodsthey eat. Plants and some bacteria make themusing raw materials from their surroundings.These important substances are used over andover again. When organisms die, substances intheir bodies are broken down and released

into the soil or air. The substances can then be used again by otherliving organisms. Some of the substances in your body might oncehave been part of a butterfly or an apple tree.

At the beginning of this section, you learned that things suchas clouds, sidewalks, and puddles of water are not living things.Now do you understand why? Clouds, sidewalks, and water donot reproduce, use energy, or have other traits of living things.

Figure 12 You and a corn planteach take in and give off about 2 Lof water in a day. Most of thewater you take in is from wateryou drink or from foods you eat. Infer where plants get water totransport materials.

20 ◆ A CHAPTER 1 Exploring and Classifying Life booka.msscience.com/self_check_quizAaron Haupt


SECTION 3 Where does life come from? A ◆ 21

Life Comes from LifeYou’ve probably seen a fish tank, like the one in Figure 13,

that is full of algae. How did the algae get there? Before the sev-enteenth century, some people thought that insects and fishcame from mud, that earthworms fell from the sky when itrained, and that mice came from grain. These were logical con-clusions at that time, based on repeated personal experiences.The idea that living things come from nonliving things is knownas spontaneous generation. This idea became a theory that wasaccepted for several hundred years. When scientists began to usecontrolled experiments to test this theory, the theory changed.

Why did the theory of spontaneous generationchange?

Spontaneous Generation and Biogenesis From the lateseventeenth century through the middle of the eighteenth cen-tury, experiments were done to test the theory of spontaneousgeneration. Although these experiments showed that sponta-neous generation did not occur in most cases, they did not dis-prove it entirely.

It was not until the mid-1800s that the work of Louis Pasteur, a French chemist, provided enough evidence to dis-prove the theory of spontaneous generation. It was replacedwith biogenesis (bi oh JE nuh suss), which isthe theory that living things come only fromother living things.

Where does life come from?

■ Describe experiments aboutspontaneous generation.

■ Explain how scientific methodsled to the idea of biogenesis.

You can use scientific methods totry to find out about events thathappened long ago or just lastweek. You can even use them topredict how something will behavein the future.

Review Vocabularycontaminate: to make impure bycoming into contact with anunwanted substance

New Vocabulary

• spontaneous generation• biogenesis

Figure 13 The sides of this tank were cleanand the water was clear when the aquariumwas set up. Algal cells, which were not visibleon plants and fish, reproduced in the tank. Somany algal cells are present now that the wateris cloudy.

Geoff Butler

VISUALIZING THE ORIGINS OF LIFE


Alexander Oparin hypothesized thatenergy from the Sun, lightning, and

Earth’s heat triggered chemicalreactions early in Earth’s history.The newly-formed moleculeswashed into Earth’s ancientoceans and became a partof what is often called the

primordial soup.

For centuries scientists have theorized aboutthe origins of life. As shown on this timeline,some examined spontaneous generation—the idea that nonliving material can produce life.More recently, scientists have proposed theoriesabout the origins of life on Earth by testing hypothe-ses about conditions on early Earth.

Stanley Miller and Harold Urey sent electric currents through a mixture of gases like those thought to be in Earth’s early atmosphere. When the gases cooled, theycondensed to form an oceanlike liquid that containedmaterials such as amino acids, found in present-day cells.

Francesco Redi put decaying meat in some jars, then covered half of them.

When fly maggots appeared only on the uncovered meat (see below, left), Redi con-cluded that they had hatched from fly eggs and had not come from the meat.

John Needham heated broth in sealed flasks. Whenthe broth became cloudy with microorganisms, he mis-takenly concluded that they developed spontaneouslyfrom the broth.

Lazzaro Spallanzani boiled broth in sealed flasks for a longertime than Needham did. Only the ones he opened became cloudy with contamination.

Louis Pasteur disproved spontaneous

generation by boiling broth in S-necked flasks that were open to the air. Thebroth became cloudy (see above, bottom right) only

when a flask was tilted and the broth was exposed to dust in the S-neck.

1953

1745

1768

1924

Contaminated

Notcontaminated

Contaminated

Not contaminated

Figure 141668

1859

Oceanlike mixture forms

Materials in present-day cells

Electric current

Cools

Gases of Earth’s early atmosphere

SECTION 3 Where does life come from? A ◆ 23

Self Check1. Compare and contrast spontaneous generation with

biogenesis.

2. Describe three controlled experiments that helped disprove the theory of spontaneous generation and ledto the theory of biogenesis.

3. Summarize the results of the Miller-Urey experiment.

4. Think Critically How do you think life on Earth began?

SummaryLife Comes from Life

• Spontaneous generation is the idea that livingthings come from nonliving things.

• The work of Louis Pasteur in 1859 disprovedthe theory of spontaneous generation.

• Biogenesis is the theory that living thingscome only from other living things.

Life’s Origins

• Alexander I. Oparin hypothesized about theorigin of life.

• The Miller-Urey experiment did not prove thatOparin’s hypothesis was correct.

5. Draw Conclusions Where could the organisms havecome from in the 1768 broth experiment described in Figure 14?

Life’s OriginsIf living things can come only from otherliving things, how did life on Earth begin?

Some scientists hypothesize that about 5 billion years ago,Earth’s solar system was a whirling mass of gas and dust. Theyhypothesize that the Sun and planets were formed from thismass. It is estimated that Earth is about 4.6 billion years old.Rocks found in Australia that are more than 3.5 billion years oldcontain fossils of once-living organisms. Where did these livingorganisms come from?

Oparin’s Hypothesis In 1924, a Russian scientist namedAlexander I. Oparin suggested that Earth’s early atmosphere hadno oxygen but was made up of the gases ammonia, hydrogen,methane, and water vapor. Oparin hypothesized that these gasescould have combined to form the more complex compoundsfound in living things.

Using gases and conditions that Oparin described, Americanscientists Stanley L. Miller and Harold Urey set up an experi-ment to test Oparin’s hypothesis in 1953. Although the Miller-Urey experiment showed that chemicals found in living thingscould be produced, it did not prove that life began in this way.

For many centuries, scientists have tried to find the originsof life, as shown in Figure 14. Although questions about spon-taneous generation have been answered, some scientists still areinvestigating ideas about life’s origins.

Oceans Scientists hypothe-size that Earth’s oceansoriginally formed whenwater vapor was releasedinto the atmosphere frommany volcanic eruptions.Once it cooled, rain fell andfilled Earth’s lowland areas.Identify five lowland areason Earth that are now filledwith water. Record youranswer in your ScienceJournal.

booka.msscience.com/self_check_quiz



ClassificationIf you go to a library to find a book about the life of Louis

Pasteur, where do you look? Do you look for it among the mys-tery or sports books? You expect to find a book about Pasteur’slife with other biography books. Libraries group similar types ofbooks together. When you place similar items together, you clas-sify them. Organisms also are classified into groups.

History of Classification When did people begin to groupsimilar organisms together? Early classifications includedgrouping plants that were used in medicines. Animals wereoften classified by human traits such as courageous—for lions—or wise—for owls.

More than 2,000 years ago, a Greek namedAristotle observed living things. He decidedthat any organism could be classified as eithera plant or an animal. Then he broke these twogroups into smaller groups. For example, ani-mal categories included hair or no hair, fourlegs or fewer legs, and blood or no blood.Figure 15 shows some of the organismsAristotle would have grouped together. Forhundreds of years after Aristotle, no one wayof classifying was accepted by everyone.

How are living thingsclassified?

■ Describe how early scientists classified living things.

■ Explain how similarities are usedto classify organisms.

■ Explain the system of binomialnomenclature.

■ Demonstrate how to use adichotomous key.

Knowing how living things are classified will help you understandthe relationships that exist among all living things.

Review Vocabularycommon name: a nonscientificterm that may vary from regionto region

New Vocabulary

• phylogeny• kingdom • binomial nomenclature• genus

Figure 15 Using Aristotle’sclassification system, all animalswithout hair would be groupedtogether. List other animals without hair that Aristotle would have put in this group.

(t)Arthur C. Smith III From Grant Heilman, (bl)Hal Beral/Visuals Unlimited, (br)Larry L. Miller/Photo Researchers

SECTION 4 How are living things classified? A ◆ 25

Linnaeus In the late eighteenth century, Carolus Linnaeus, aSwedish naturalist, developed a new system of grouping organ-isms. His classification system was based on looking for organ-isms with similar structures. For example, plants that hadsimilar flower structure were grouped together. Linnaeus’s sys-tem eventually was accepted and used by most other scientists.

Modern Classification Like Linnaeus, modern scientists usesimilarities in structure to classify organisms. They also use simil-iarities in both external and internal features. Specific characteris-tics at the cellular level, such as the number of chromosomes, canbe used to infer the degree of relatedness among organisms. Inaddition, scientists study fossils, hereditary information, and earlystages of development. They use all of this information to deter-mine an organism’s phylogeny. Phylogeny (fi LAH juh nee) is theevolutionary history of an organism, or how it has changed overtime. Today, it is the basis for the classification of many organisms.

What information would a scientist use to deter-mine an organism’s phylogeny?

Six Kingdoms A classification system commonly used todaygroups organisms into six kingdoms. A kingdom is the first andlargest category. Organisms are placed into kingdoms based onvarious characteristics. Kingdoms can be divided into smallergroups. The smallest classification category is a species. Organismsthat belong to the same species can mate and produce fertile off-spring. To understand how an organism is classified, look at theclassification of the bottle-nosed dolphin in Figure 16. Some sci-entists propose that before organisms are grouped into kingdoms,they should be placed in larger groups called domains. One pro-posed system groups all organisms into three domains.

Kingdom Animalia

Phylum Chordata

Class Mammalia

Order Cetacea

Family Delphinidae

Genus Tursiops

Species Tursiops truncatus

Figure 16 The classi-fication of the bottle-nosed dolphin showsthat it is in the orderCetacea. This orderincludes whales and porpoises.

Topic: DomainsVisit for Weblinks to information about domains.

Activity List all the domains andgive examples of organisms thatare grouped in each domain.

booka.msscience.com

Doug Perrine/Innerspace Visions



Scientific NamesUsing common names can cause confusion. Suppose that

Diego is visiting Jamaal. Jamaal asks Diego if he would like asoda. Diego is confused until Jamaal hands him a soft drink. AtDiego’s house, a soft drink is called pop. Jamaal’s grandmother,listening from the living room, thought that Jamaal was offeringDiego an ice-cream soda.

What would happen if life scientists used only commonnames of organisms when they communicated with other scien-tists? Many misunderstandings would occur, and sometimeshealth and safety are involved. In Figure 17, you see examples ofanimals with common names that can be misleading. A namingsystem developed by Linnaeus helped solve this problem. It gaveeach species a unique, two-word scientific name.

Binomial Nomenclature The two-word namingsystem that Linnaeus used to name the variousspecies is called binomial nomenclature (bi NOHmee ul • NOH mun klay chur). It is the system usedby modern scientists to name organisms. The firstword of the two-word name identifies the genus ofthe organism. A genus is a group of similar species.The second word of the name might tell you some-thing about the organism—what it looks like, whereit is found, or who discovered it.

In this system, the tree species commonly knownas red maple has been given the name Acer rubrum.The maple genus is Acer. The word rubrum is Latinfor red, which is the color of a red maple’s leaves inthe fall. The scientific name of another maple is Acersaccharum. The Latin word for sugar is saccharum. Inthe spring, the sap of this tree is sweet.

Figure 17 Common names canbe misleading.

Sea lions are more closelyrelated to seals than to lions. Identify another misleadingcommon name.

Jellyfish are neitherfish nor jelly.

(l)Brandon D. Cole, (r)Gregory Ochocki/Photo Researchers

SECTION 4 How are living things classified? A ◆ 27

Uses of Scientific Names Two-word sci-entific names are used for four reasons. First,they help avoid mistakes. Both of the lizardsshown in Figure 18 have the name iguana.Using binomial nomenclature, the green iguana is namedIguana iguana. Someone who studied this iguana, shown in theleft photo, would not be confused by information he or she readabout Dispsosaurus dorsalis, the desert iguana, shown in theright photo. Second, organisms with similar evolutionary histo-ries are classified together. Because of this, you know that organ-isms in the same genus are related. Third, scientific names givedescriptive information about the species, like the maples men-tioned earlier. Fourth, scientific names allow information aboutorganisms to be organized easily and efficiently. Such informa-tion may be found in a book or a pamphlet that lists relatedorganisms and gives their scientific names.

What are four functions of scientific names?

Tools for Identifying OrganismsTools used to identify organisms include field guides and

dichotomous (di KAH tuh mus) keys. Using these tools is oneway you and scientists solve problems scientifically.

Many different field guides are available. Most have illustra-tions or photographs of organisms, information about whereeach organism lives, and general descriptions of each species.You can identify species from around the world using the appro-priate field guide.

Figure 18 These two lizardshave the same common name,iguana, but are two differentspecies.

Communicating IdeasProcedure1. Find a magazine picture

of a piece of furniturethat can be used as a placeto sit and to lie down.

2. Show the picture to ten people and ask them to tellyou what word they usefor this piece of furniture.

3. Keep a record of theanswers in your ScienceJournal.

Analysis1. In your Science Journal,

infer how using commonnames can be confusing.

2. How do scientific namesmake communicationamong scientists easier?

(l)Zig Leszczynski/Animals Animals, (r)R. Andrew Odum/Peter Arnold, Inc.


Self Check1. State Aristotle’s and Linnaeus’ contributions to classify-

ing living things.

2. Identify a specific characteristic used to classify organisms.

3. Describe what each of the two words identifies in bino-mial nomenclature.

4. Think Critically Would you expect a field guide to havecommon names as well as scientific names? Why orwhy not?

SummaryClassification

• Organisms are classified into groups based ontheir similarities.

• Scientists today classify organisms into sixkingdoms.

• Species is the smallest classification category.Scientific Names

• Binomial nomenclature is the two-word naming system that gives organisms their scientific names.

Tools for Identifying Organisms

• Field guides and dichotomous keys are usedto identify organisms.

Table 2 Key to Some Mice of North America

1. Tail hair a. no hair on tail; scales show plainly; house mouse, Mus musculus b. hair on tail, go to 2

2. Ear size a. ears small and nearly hidden in fur, go to 3 b. ears large and not hidden in fur, go to 4

3. Tail length a. less than 25 mm; woodland vole, Microtus pinetorum b. more than 25 mm; prairie vole, Microtus ochrogaster

4. Tail coloration a. sharply bicolor, white beneath and dark above; deer mouse, Peromyscus maniculatus b. darker above than below but not sharply bicolor; white-footed mouse, Peromyscus leucopus

Dichotomous Keys A dichotomous key is a detailed list ofidentifying characteristics that includes scientific names.Dichotomous keys are arranged in steps with two descriptivestatements at each step. If you learn how to use a dichotomouskey, you can identify and name a species.

Did you know many types of mice exist? You can use Table 2to find out what type of mouse is pictured to the left. Start bychoosing between the first pair of descriptions. The mouse hashair on its tail, so you go to 2. The ears of the mouse are small, soyou go on to 3. The tail of the mouse is less that 25 mm. What isthe name of this mouse according to the key?

5. Classify Create a dichotomous key that identifies types of cars.

booka.msscience.com/self_check_quizAlvin E. Staffan


Scientists use classification systems to showhow organisms are related. How do they deter-mine which features to use to classify organ-isms? In this lab, you will observe seeds and usetheir features to classify them.

Real-World QuestionHow can the features of seeds be used todevelop a dichotomous key to identify the seed?

Goals■ Observe the seeds and notice their features.■ Classify seeds using these features.

Materialspackets of seeds (10 different kinds)magnifying lensmetric ruler

Safety Precautions

WARNING: Some seeds may have been treatedwith chemicals. Do not put them in your mouth.

Procedure1. Copy the following data table in your

Science Journal and record the features ofeach seed. Your table will have a column foreach different type of seed you observe.

2. Use the features to develop a dichotomouskey.

3. Exchange keys with another group. Can youuse their key to identify seeds?

Conclude and Apply1. Determine how different seeds can be

classified.

2. Explain how you would classify a seed youhad not seen before using your data table.

3. Explain why it is an advantage for scientiststo use a standardized system to classifyorganisms. What observations did you maketo support your answer?

Classkfying Seeds

Compare your conclusions with those ofother students in your class. For more help,refer to the Science Skill Handbook.

LAB A ◆ 29

Seed Data

Feature Type of Seed

Color

Length (mm)

Shape

Texture

Geoff Butler

Do not write in this book.

Design Your OwnDesign Your Own


Real-World QuestionBrine shrimp are relatives of lobsters, crabs, cray-fish, and the shrimp eaten by humans. They areoften raised as a live food source in aquariums.In nature, they live in the oceans where fishfeed on them. They can hatch from eggs thathave been stored in a dry condition for manyyears. How can you use scientific methods todetermine whether salt affects the hatching andgrowth of brine shrimp?

Form a HypothesisBased on your observations, form a hypothesis to explain how saltaffects the hatching and growth of brine shrimp.

Test Your HypothesisMake a Plan1. As a group, agree upon the hypothesis and decide how you will

test it. Identify what results will confirm the hypothesis.

Goals■ Design and carry out

an experiment usingscientific methods toinfer why brine shrimplive in the ocean.

■ Observe the jars forone week and noticewhether the brineshrimp eggs hatch.

Possible Materials 500-mL, widemouthed

containers (3)brine shrimp eggssmall, plastic spoondistilled water (500 mL)weak salt solution

(500 mL)strong salt solution

(500 mL)labels (3)magnifying lens

Safety Precautions

WARNING: Protect eyesand clothing. Be carefulwhen working with liveorganisms.

Brine shrimp

Using Scientific Meth dse

(t)Jan Hinsch/Science Photo Library/Photo Researchers, (b)Mark Burnett

2. List steps that you need to test your hypothesis. Be specific. Describe exactlywhat you will do at each step.

3. List your materials.

4. Prepare a data table in your Science Journal to record your data.

5. Read over your entire experiment to make sure that all planned steps are in logical order.

6. Identify any constants, variables, and controls of the experiment.

Follow Your Plan 1. Make sure your teacher approves your plan before you start.

2. Carry out the experiment as planned by your group.

3. While doing the experiment, record any observations and complete the datatable in your Science Journal.

4. Use a bar graph to plot your results.

Analyze Your Data1. Describe the contents of each jar after one week.

2. Identify your control in this experiment.

3. Identify your variable in this experiment.

Conclude and Apply1. Explain whether or not the results support your hypothesis.

2. Predict the effect that increasing the amount of salt in the water would have on the brine shrimp eggs.

3. Compare your results with those of other groups.

Prepare a set of instructions on how to hatchbrine shrimp to use to feed fish. Includediagrams and a step-by-step procedure.

Mar

k B

urne

tt

In 2000, a scientist from Brazil’s AmazonNational Research Institute came across twosquirrel-sized monkeys in a remote and iso-lated corner of the rain forest, about 2,575 kmfrom Rio de Janeiro.

It turns out that the monkeys had neverbeen seen before, or even known to exist.

Acari marmosetThe new species were spotted by a scientist

who named them after two nearby rivers theManicore and the Acari, where the animals werediscovered. Both animals are marmosets, whichis a type of monkey found only in Central andSouth America. Marmosets have claws instead ofnails, live in trees, and use their extraordinarilylong tail like an extra arm or leg. Small and light,

both marmosets measure about 23 cm in lengthwith a 38 cm tail, and weigh no more than 0.4 kg.

The Manicore marmoset has a silvery-whiteupper body, a light-gray cap on its head, a yel-low-orange underbody, and a black tail.

The Acari marmoset’s upper body is snowywhite, its gray back sports a stripe running to the knee, and its black tail flashes a bright-orange tip.

Amazin’ AmazonThe Amazon Basin is a treasure trove of

unique species. The Amazon River is Earth’slargest body of freshwater, with 1,100 smallertributaries. And more than half of the world’splant and animal species live in its rain forestecosystems.

Research and Report Working in small groups, find out moreabout the Amazon rain forest. Which plants and animals live there?What products come from the rain forest? How does what happens inthe Amazon rain forest affect you? Prepare a multimedia presentation.

For more information, visitbooka.msscience.com/time

SCIENCEANDSocietySCIENCEISSUES

THAT AFFECTYOU!

Acari marmosetM nkeyBUSINESS

Manicoremarmoset

Marc Von Roosmalen/AP


Copy and complete this events-chain concept map that shows the order in which you might use ascientific method. Use these terms: analyze data, perform an experiment, and form a hypothesis.

What is science?

1. Scientists use problem-solving methods toinvestigate observations about living andnonliving things.

2. Scientists use SI measurements to gathermeasurable data.

3. Safe laboratory practices help you learnmore about science.

Living Things

1. Organisms are made of cells, use energy,reproduce, respond, grow, and develop.

2. Organisms need energy, water, food, and aplace to live.

Where does life come from?

1. Controlled experiments finally disprovedthe theory of spontaneous generation.

2. Pasteur’s experiment proved biogenesis.

How are living thingsclassified?

1. Classification is the grouping of ideas,information, or objects based on their simi-lar characteristics.

2. Scientists today use phylogeny to grouporganisms into six kingdoms.

3. All organisms are given a two-word scientificname using binomial nomenclature.

CHAPTER STUDY GUIDE A ◆ 33

State the problem

Report results

booka.msscience.com/interactive_tutor(l)Mark Burnett, (r)Will & Deni McIntyre/Photo Researchers


Explain the differences in the vocabulary words ineach pair below. Then explain how they are related.

1. control—variable

2. law—theory

3. biogenesis—spontaneous generation

4. binomial nomenclature—phylogeny

5. organism—cell

6. kingdom—phylogeny

7. hypothesis—scientific methods

8. organism—homeostasis

9. kingdom—genus

10. theory—hypothesis

Choose the word or phrase that best answers thequestion.

11. What category of organisms can mate andproduce fertile offspring?A) family C) genusB) class D) species

12. What is the closest relative of Canis lupus?A) Quercus alba C) Felis tigrisB) Equus zebra D) Canis familiaris

13. What is the source of energy for plants?A) the Sun C) waterB) carbon dioxide D) oxygen

14. What makes up more than 50 percent ofall living things?A) oxygen C) mineralsB) carbon dioxide D) water

15. Who finally disproved the theory of spon-taneous generation?A) Oparin C) PasteurB) Aristotle D) Miller

16. What gas do some scientists think was missing from Earth’s early atmosphere?A) ammonia C) methaneB) hydrogen D) oxygen

17. What is the length of time called that anorganism is expected to live?A) life span C) homeostasisB) stimulus D) theory

18. What is the part of an experiment that canbe changed called?A) conclusion C) controlB) variable D) data

19. What does the first word in a two-wordname of an organism identify?A) kingdom C) phylumB) species D) genus

Use the photo below to answer question 20.

20. What SI unit could you use to measure themass of the fish shown above?A) meter C) gramB) liter D) degree

34 ◆ A CHAPTER REVIEW

binomial nomenclaturep. 26

biogenesis p. 21cell p. 16control p. 11genus p. 26homeostasis p. 17hypothesis p. 10kingdom p. 25

law p. 12organism p. 16phylogeny p. 25scientific methods p. 9spontaneous

generation p. 21theory p. 12variable p. 11

booka.msscience.com/vocabulary_puzzlemakerKS Studios/Mullenix


21. Predict what Lathyrus odoratus, the scien-tific name for a sweet pea plant, tells youabout one of its characteristics.

Use the photo below to answer question 22.

22. Determine what problem-solving techniquesthis scientist would use to find how dol-phins learn.

Use the graph below to answer question 23.

23. Interpret Data Do the data in the graphabove support the hypothesis that babieswith a birth weight of 2.5 kg have the bestchance of survival? Explain.

24. List advantages of using SI units.

25. Form a Hypothesis A lima bean plant is placedunder green light, another is placed underred light, and a third under blue light. Theirgrowth is measured for four weeks to deter-mine which light is best for plant growth.What are the variables in this experiment?State a hypothesis for this experiment.

26. Bulletin Board Interview people in yourcommunity whose jobs require a knowl-edge of life science. Make a Life ScienceCareers bulletin board. Summarize eachperson’s job and what he or she had tostudy to prepare for that job.

Infant Birth Data

Birth weight (kg)1 2 3 4 5

Incr

easi

ng

su

rviv

al ra

te

CHAPTER REVIEW A ◆ 35

27. Body Temperature Normal human body tem-perature is 98.6°F. What is this temperature indegrees Celsius? Use the following expression,5/9(°F–32), to find degrees Celsius.

Use the graph below to answer question 28.

28. Favorite Flower The graph above shows howmany people selected a certain type of flower astheir favorite. According to the graph, whatpercentage of the people picked daisy as theirfavorite?

Favorite Flower Survey

20

30

10

0

40

Nu

mb

er o

f peo

ple

Favorite flowerMarigold Iris Daisy Violet

booka.msscience.com/chapter_reviewJeff Greenberg/Rainbow


Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

1. A prediction that can be tested is aA. conclusion. C. hypothesis.B. variable. D. theory.

2. Which of the following units would a scien-tist likely use when measuring the length ofa mouse’s tail?A. kilometers C. gramsB. millimeters D. milliliters

Use the illustrations below to answer questions 3 and 4.

3. What scientist used the flasks picturedabove to support the theory of biogenesis?A. John Needham C. Lazzaro SpallanzaniB. Louis Pasteur D. Francesco Redi

4. Why did only the broth in the flask that wastilted become cloudy and contaminated?A. The broth was not boiled.B. Flies contaminated the broth.C. The broth was exposed to dust in the

neck of the flask.D. Decaying meat caused the broth to be

contaminated.

Use the photos below to answer questions 5 and 6.

5. The dog pictured above has increased in size.How did most of this size increase take place?A. an increase in cell sizeB. an increase in the number of cellsC. an increase in cell waterD. an increase in cell energy

6. What characteristic of life is illustrated bythe change in the dog?A. reproductionB. homeostasisC. growth and developmentD. response to stimulus

7. What gas must most organisms take in torelease the energy of foods?A. oxygen C. water vaporB. carbon dioxide D. hydrogen

8. What characteristic of living things is rep-resented by a puffball releasing millions ofspores?A. reproduction C. organizationB. development D. use of energy

9. When using scientific methods to solve aproblem, which of the following is a scientistmost likely to do after forming a hypothesis?A. analyze data B. draw conclusionsC. state a problemD. perform an experiment

10. What are the smallest units that make upyour body called?A. cells C. musclesB. organisms D. fibers

36 ◆ A STANDARDIZED TEST PRACTICE

Practice Skills Remember that test-taking skills can improvewith practice. If possible, take at least one practice test andfamiliarize yourself with the test format and instructions.

Dwight Kuhn

STANDARDIZED TEST PRACTICE A ◆ 37

Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

11. From where do bacteria that live in areaswhere there is no sunlight obtain energy?

12. Organisms take in and give off largeamounts of water each day. What processdo they use to balance the amount ofwater lost with the amount taken in?

13. After a rain storm, earthworms may beseen crawling on the sidewalk or road.How would the theory of spontaneousgeneration explain the origin of theworms?

14. List three things modern scientists studywhen they classify organisms.

Use the illustrations below to answer questions 15 and 16.

15. A science class set up the experimentabove to study the response of plants tothe stimulus of light. What hypothesis islikely being tested by this experiment?

16. After day 4, Fatima wanted to find out howplant 2 and plant 3 would grow in normallight. What did she have to do to find out?

Record your answers on a sheet of paper.

17. Describe several different ways scientistsgather information. Which of these wayswould likely be used to collect data aboutwhich foods wild alligators eat in Florida?

18. Some scientists think that lightning mayhave caused chemicals in the Earth’s earlyatmosphere to combine to begin the originof life. Explain how the experiment of Millerand Urey does not prove this hypothesis.

Use the photo below to answer questions 19 and 20.

19. Both of these living things use energy.Describe the difference between the sourceof energy for each. In what similar wayswould each of these organisms use energy?

20. How are the needs of the two organismsalike? Explain why the plant is raw mate-rial for the beetle. When the beetle dies,how could it be raw material for the plant?

21. Explain stimulus and response. How is response to a stimulus related to homeostasis?

22. What information would you need to writea field guide used to identify garden plants?What other information would you need ifthe guide included a dichotomous key?

23. Explain the difference between a kingdomand a species in the classification systemcommonly used.

Day 1

1 2 3

Day 4

1 2 3

booka.msscience.com/standardized_testDave Spier/Visuals Unlimited


Glencoe Life Science ModulesModule A: Life's Structure and FunctionStudent Edition Table of ContentsNature of Science: Land Use in FloodplainsChapter 1: Exploring and Classifying LifeLaunch Lab: Classify OrganismsFoldablesGet Ready to ReadSection 1: What is science?Science OnlineMiniLAB: Analyzing DataApplying Science: Does temperature affect the rate of bacterial growth?

Section 2: Living ThingsScience OnlineIntegrate Social Studies

Section 3: Where does life come from?Visualizing Origins of LifeIntegrate Earth Science

Section 4: How are living things classified?Science OnlineMiniLAB: Communicating IdeasLab: Classifying SeedsLab: Design Your Own - Using Scientific MethodsScience and Society: Monkey Business

Chapter 1 Study GuideChapter 1 ReviewChapter 1 Standardized Test Practice

Chapter 2: CellsLaunch Lab: Magnifying CellsFoldablesGet Ready to ReadSection 1: Cell StructureMiniLAB: Modeling CytoplasmIntegrate EnvironmentApplying Math: Cell RatioLab: Comparing Cells

Section 2: Viewing CellsVisualizing MicroscopesMiniLAB: Observing Magnified ObjectsIntegrate Career

Section 3: VirusesScience OnlineScience OnlineLab: Design Your Own - Comparing Light MicroscopesScience and History: Cobb Against Cancer


Chapter 3: Cell ProcessesLaunch Lab: Why does water enter and leave plant cells?FoldablesGet Ready to ReadSection 1: Chemistry of LifeScience OnlineMiniLAB: Observing How Enzymes WorkApplying Math: Calculate the Importance of Water

Section 2: Moving Cellular MaterialsMiniLAB: Observing Molecule MovementIntegrate HealthVisualizing Cell Membrane TransportLab: Observing Osmosis

Section 3: Energy for LifeIntegrate CareerScience OnlineLab: Photosynthesis and Cellular RespirationScience and Language Arts: From "Tulip"


Chapter 4: Cell ReproductionLaunch Lab: Infer About Seed GrowthFoldablesGet Ready to ReadSection 1: Cell Division and MitosisIntegrate CareerMiniLAB: Modeling MitosisLab: Mitosis in Plant Cells

Section 2: Sexual Reproduction and MeiosisIntegrate ChemistryApplying Science: How can chromosome numbers be predicted?Visualizing Polyploidy in Plants

Section 3: DNAMiniLAB: Modeling DNA ReplicationScience OnlineScience OnlineLab: Use the Internet - MutationsOops! Accidents in Science: A Tangled Tale


Chapter 5: HeredityLaunch Lab: Who around you has dimples?FoldablesGet Ready to ReadSection 1: GeneticsScience OnlineMiniLAB: Comparing Common TraitsVisualizing Mendel's ExperimentsApplying Math: Punnett SquareLab: Predicting Results

Section 2: Genetics Since MendelScience OnlineMiniLAB: Interpreting Polygenic InheritanceIntegrate Career

Section 3: Advances in GeneticsIntegrate EnvironmentLab: Design Your Own - Tests for Color BlindnessScience Stats: The Human Genome


Chapter 6: Adaptations over TimeLaunch Lab: Adaptations for a HunterFoldablesGet Ready to ReadSection 1: Ideas About EvolutionScience OnlineApplying Science: Does natural selection take place in a fish tank?Integrate Language ArtsMiniLAB: Modeling EvolutionLab: Hidden Frogs

Section 2: Clues About EvolutionScience OnlineVisualizing Geologic Time ScaleIntegrate Earth Science

Section 3: The Evolution of PrimatesMiniLAB: Living Without ThumbsLab: Design Your Own - Recognizing Variation in a PopulationScience and History: Fighting HIV


Student ResourcesScience Skill HandbookScientific MethodsSafety SymbolsSafety in the Science Laboratory

Extra Try at Home LabsTechnology Skill HandbookComputer SkillsPresentation Skills

Math Skill HandbookMath ReviewScience Applications

Reference HandbooksPeriodic Table of the ElementsUse and Care of a MicroscopeDiversity of Life: Classification of Living Organisms

English/Spanish GlossaryIndexCredits

Feature ContentsCross-Curricular ReadingsNational Geographic VisualizingTIME Science and SocietyTIME Science and HistoryOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsUse the Internet Labs

ActivitiesApplying MathApplying ScienceIntegrateScience OnlineStandardized Test Practice

Module B: From Bacteria to PlantsStudent Edition Table of ContentsNature of Science: Plant CommunicationChapter 1: BacteriaLaunch Lab: Model a Bacterium's Slime LayerFoldablesGet Ready to ReadSection 1: What are bacteria?MiniLAB: Modeling Bacteria SizeScience OnlineIntegrate Earth ScienceLab: Observing Cyanobacteria

Section 2: Bacteria in Your LifeMiniLAB: Observing Bacterial GrowthVisualizing Nitrogen-Fixing BacteriaIntegrate Social StudiesScience OnlineApplying Science: Controlling Bacterial GrowthLab: Design Your Own - CompostingScience Stats: Unusual Bacteria


Chapter 2: Protists and FungiLaunch Lab: Dissect a MushroomFoldablesGet Ready to ReadSection 1: ProtistsScience OnlineIntegrate HealthMiniLAB: Observing Slime MoldsApplying Science: Is it a fungus or a protist?Lab: Comparing Algae and Protozoans

Section 2: FungiScience OnlineMiniLAB: Interpreting Spore PrintsVisualizing Lichens as Air Quality IndicatorsIntegrate CareerLab: Model and Invent - Creating a Fungus Field GuideScience and Society: Chocolate SOS


Chapter 3: PlantsLaunch Lab: How do you use plants?FoldablesGet Ready to ReadSection 1: An Overview of PlantsIntegrate HistoryVisualizing Plant Classification

Section 2: Seedless PlantsMiniLAB: Measure Water Absorption by a MossScience OnlineApplying Science: What is the value of the rainforests?

Section 3: Seed PlantsMiniLAB: Observing Water Moving in a PlantIntegrate HealthScience OnlineLab: Identifying ConifersLab: Use the Internet - Plants as MedicineOops! Accidents in Science: A Loopy Idea Inspires a "Fastenating" Invention


Chapter 4: Plant ReproductionLaunch Lab: Do all fruits contain seeds?FoldablesGet Ready to ReadSection 1: Introduction to Plant ReproductionMiniLAB: Observing Asexual ReproductionScience Online

Section 2: Seedless ReproductionIntegrate HistoryLab: Comparing Seedless Plants

Section 3: Seed ReproductionScience OnlineIntegrate EnvironmentMiniLAB: Modeling Seed DispersalVisualizing Seed DispersalApplying Math: How many seeds will germinate?Lab: Design Your Own - Germination Rate of SeedsScience and Society: Genetic Engineering


Chapter 5: Plant ProcessesLaunch Lab: Do plants lose water?FoldablesGet Ready to ReadSection 1: Photosynthesis and Cellular RespirationIntegrate CareerMiniLAB: Inferring What Plants Need to Produce ChlorophyllScience OnlineLab: Stomata in Leaves

Section 2: Plant ResponsesIntegrate PhysicsApplying Math: Growth HormonesMiniLAB: Observing RipeningVisualizing Plant HormonesScience OnlineLab: Tropism in PlantsScience and Language Arts: "Sunkissed: An Indian Legend"







Feature ContentsCross-Curricular ReadingsNational Geographic VisualizingTIME Science and SocietyOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsUse the Internet LabsModel and Invent Labs


Module C: Animal DiversityStudent Edition Table of ContentsNature of Science: Monarch MigrationChapter 1: Introduction to AnimalsLaunch Lab: Animal SymmetryFoldablesGet Ready to ReadSection 1: Is it an animal?Integrate Language ArtsMiniLAB: Modeling Animal CamouflageScience Online

Section 2: Sponges and CnidariansIntegrate ChemistryScience OnlineLab: Observing a Cnidarian

Section 3: Flatworms and RoundwormsMiniLAB: Observing Planarian MovementApplying Math: Species CountsVisualizing Parasitic WormsLab: Design Your Own - Comparing Free-Living and Parasitic FlatwormsScience and History: Sponges


Chapter 2: Mollusks, Worms, Arthropods, EchinodermsLaunch Lab: Mollusk ProtectionFoldablesGet Ready to ReadSection 1: MollusksIntegrate Earth Science

Section 2: Segmented WormsScience Online

Section 3: ArthropodsMiniLAB: Observing MetamorphosisIntegrate Social StudiesApplying Math: Silk ElasticityVisualizing Arthropod DiversityLab: Observing a Crayfish

Section 4: EchinodermsMiniLAB: Modeling the Strength of Tube FeetScience OnlineLab: What do worms eat?Science and Language Arts: From "The Creatures on My Mind"


Chapter 3: Fish, Amphibians, and ReptilesLaunch Lab: Snake HearingFoldablesGet Ready to ReadSection 1: Chordates and VertebratesLab: Endotherms and Ectotherms

Section 2: FishIntegrate HealthMiniLAB: Modeling How Fish Adjust to Different DepthsApplying Math: Density of a Fish

Section 3: AmphibiansScience OnlineMiniLAB: Describing Frog Adaptations

Section 4: ReptilesScience OnlineVisualizing Extinct ReptilesIntegrate HistoryLab: Design Your Own - Water Temperature and the Respiration Rate of FishScience and Society: Venom


Chapter 4: Birds and MammalsLaunch Lab: Bird GizzardsFoldablesGet Ready to ReadSection 1: BirdsIntegrate AstronomyMiniLAB: Modeling Feather FunctionIntegrate Social StudiesScience OnlineVisualizing Birds

Section 2: MammalsMiniLAB: Inferring How Blubber InsulatesApplying Science: Does a mammal's heart rate determine how long it will live?Science OnlineLab: Mammal FootprintsLab: Use the Internet - Bird CountsScience Stats: Eggciting Facts


Chapter 5: Animal BehaviorLaunch Lab: How do animals communicate?FoldablesGet Ready to ReadSection 1: Types of BehaviorIntegrate HealthScience OnlineMiniLAB: Observing Conditioning

Section 2: Behavioral InteractionsMiniLAB: Demonstrating Chemical CommunicationIntegrate HistoryVisualizing BioluminescenceScience OnlineApplying Science: How can you determine which animals hibernate?Lab: Observing Earthworm BehaviorLab: Model and Invent - Animal HabitatsOops! Accidents in Science: Going to the Dogs








LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs


Module D: Human Body SystemsStudent Edition Table of ContentsNature of Science: Human GenomeChapter 1: Structure and MovementLaunch Lab: Effect of Muscles on MovementFoldablesGet Ready to ReadSection 1: The Skeletal SystemScience OnlineApplying Math: Volume of Bones

Section 2: The Muscular SystemScience OnlineVisualizing Human Body LeversMiniLAB: Comparing Muscle Activity

Section 3: The SkinIntegrate CareerMiniLAB: Recognizing Why You SweatIntegrate ChemistryLab: Measuring Skin SurfaceLab: Use the Internet - Similar SkeletonsOops! Accidents in Science: First Aid Dolls


Chapter 2: Nutrients and DigestionLaunch Lab: Model the Digestive TractFoldablesGet Ready to ReadSection 1: NutritionScience OnlineMiniLAB: Comparing the Fat Content of FoodsApplying Science: Is it unhealthy to snack between meals?Visualizing VitaminsIntegrate Social StudiesLab: Identifying Vitamin C Content

Section 2: The Digestive SystemScience OnlineMiniLAB: Modeling Absorption in the Small IntestineIntegrate EnvironmentLab: Particle Size and AbsorptionScience and Society: Eating Well


Chapter 3: CirculationLaunch Lab: Comparing Circulatory and Road SystemsFoldablesGet Ready to ReadSection 1: The Circulatory SystemMiniLAB: Inferring How Hard the Heart WorksIntegrate PhysicsVisualizing AtherosclerosisScience OnlineLab: The Heart as a Pump

Section 2: BloodScience OnlineMiniLAB: Modeling Scab FormationIntegrate HistoryApplying Science: Will there be enough blood donors?

Section 3: The Lymphatic SystemLab: Design Your Own - Blood Type ReactionsScience and History: Have a Heart


Chapter 4: Respiration and ExcretionLaunch Lab: Effect of Activity on BreathingFoldablesGet Ready to ReadSection 1: The Respiratory SystemIntegrate Earth ScienceScience OnlineMiniLAB: Comparing Surface AreaVisualizing Abdominal ThrustsScience Online

Section 2: The Excretory SystemMiniLAB: Modeling Kidney FunctionApplying Science: How does your body gain and lose water?Integrate Social StudiesLab: Kidney StructureLab: Model and Invent - Simulating the Abdominal Thrust ManeuverScience and History: Overcoming the Odds


Chapter 5: Control and CoordinationLaunch Lab: How quick are your responses?FoldablesGet Ready to ReadSection 1: The Nervous SystemIntegrate HistoryVisualizing Nerve Impulse PathwaysIntegrate ChemistryScience OnlineScience OnlineLab: Improving Reaction Time

Section 2: The SensesIntegrate AstronomyMiniLAB: Observing Balance ControlScience OnlineApplying Math: Speed of SoundMiniLAB: Comparing Sense of SmellLab: Design Your Own - Skin SensitivityScience and Language Arts: Sula


Chapter 6: Regulation and ReproductionLaunch Lab: Model a Chemical MessageFoldablesGet Ready to ReadSection 1: The Endocrine SystemApplying Math: Glucose LevelsVisualizing The Endocrine System

Section 2: The Reproductive SystemScience OnlineMiniLAB: Graphing Hormone LevelsLab: Interpreting Diagrams

Section 3: Human Life StagesIntegrate CareerMiniLAB: Interpreting Fetal DevelopmentScience OnlineIntegrate PhysicsLab: Changing Body ProportionsScience Stats: Facts About Infants


Chapter 7: Immunity and DiseaseLaunch Lab: How do diseases spread?FoldablesGet Ready to ReadSection 1: The Immune SystemScience OnlineMiniLAB: Determining Reproduction Rates

Section 2: Infectious DiseasesIntegrate HistoryVisualizing Koch's RulesMiniLAB: Observing Antiseptic ActionApplying Science: Has the annual percentage of deaths from major diseases changed?Science OnlineLab: Microorganisms and Disease

Section 3: Noninfectious DiseasesIntegrate EnvironmentLab: Design Your Own - Defensive SalivaScience Stats: Battling Bacteria





Reference HandbooksUse and Care of a MicroscopeDiversity of Life: Classification of Living OrganismsPeriodic Table of the Elements



LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs


Module E: EcologyStudent Edition Table of ContentsNature of Science: Conservation and Native AmericansChapter 1: Interactions of LifeLaunch Lab: How do lawn organisms survive?FoldablesGet Ready to ReadSection 1: Living EarthScience Online

Section 2: PopulationsMiniLAB: Observing Seedling CompetitionApplying Science: Do you have too many crickets?Science OnlineMiniLAB: Comparing Biotic PotentialVisualizing Population Growth

Section 3: Interactions Within CommunitiesIntegrate ChemistryIntegrate HistoryLab: Feeding Habits of PlanariaLab: Design Your Own - Population Growth in Fruit FliesScience and History: The Census Measures a Human Population


Chapter 2: The Nonliving EnvironmentLaunch Lab: Earth Has Many EcosystemsFoldablesGet Ready to ReadSection 1: Abiotic FactorsMiniLAB: Determining Soil MakeupApplying Math: Temperature ChangesIntegrate CareerScience OnlineLab: Humus Farm

Section 2: Cycles in NatureMiniLAB: Comparing FertilizersVisualizing The Carbon CycleScience Online

Section 3: Energy FlowIntegrate Earth ScienceLab: Where does the mass of a plant come from?Science Stats: Extreme Climates


Chapter 3: EcosystemsLaunch Lab: What environment do houseplants need?FoldablesGet Ready to ReadSection 1: How Ecosystems ChangeScience OnlineVisualizing Secondary Succession

Section 2: BiomesMiniLAB: Modeling Rain Forest LeavesIntegrate Earth ScienceLab: Studying a Land Ecosystem

Section 3: Aquatic EcosystemsMiniLAB: Modeling Freshwater EnvironmentsIntegrate CareerApplying Math: TemperatureScience OnlineLab: Use the Internet - Exploring WetlandsScience and Society: Creating Wetlands to Purify Wastewater


Chapter 4: Conserving ResourcesLaunch Lab: What happens when topsoil is left unprotected?FoldablesGet Ready to ReadSection 1: ResourcesMiniLAB: Observing Mineral Mining EffectsIntegrate Social StudiesVisualizing Solar Energy

Section 2: PollutionMiniLAB: Measuring Acid RainScience OnlineIntegrate HealthLab: The Greenhouse Effect

Section 3: The Three Rs of ConservationScience OnlineApplying Science: What items are you recycling at home?Lab: Model and Invent - Solar CookingScience and Language Arts: Beauty

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