Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . .v EARTH SCIENCE

Unit C: Earth and Its Resources
LIFE SCIENCE
Chapter 5 Our Dynamic Earth
Unit A: Diversity of Life
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 57
Chapter 1 Cells and Kingdoms Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . . 61
Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 62
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . . .5 Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 63
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 6 Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 64
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . . .7 Lesson 5 Test . . . . . . . . . . . . . . . . . . . . . 65
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . . 8 Chapter Test B . . . . . . . . . . . . . . . . . . . . . 66
Lesson 5 Test . . . . . . . . . . . . . . . . . . . . . . 9 Performance Assessment Rubric . . . . . 70
Chapter Test B . . . . . . . . . . . . . . . . . . . . . .10 Performance Assessment Activity . . . . . 71
Performance Assessment Rubric . . . . . . 14
Chapter 6 Protecting Earth’s Resources
Performance Assessment Activity . . . . . 15
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 72
Chapter 2 Parents and Offspring Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 76
Chapter Test A . . . . . . . . . . . . . . . . . . . . . . 16 Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 77
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 20 Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 78
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 21 Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 79
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 22 Chapter Test B . . . . . . . . . . . . . . . . . . . . . 80
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 23 Performance Assessment Rubric . . . . . 84
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 24
Performance Assessment Activity . . . . 85
Performance Assessment Rubric . . . . . 28
Unit D: Weather and Space
Performance Assessment Activity . . . . 29
Chapter 7 Weather Patterns
Unit B: Ecosystems
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 86
Chapter 3 Interactions in Ecosystems
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 90
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 30
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 34
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 92
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 35
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 93
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 36
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 94
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 37
Performance Assessment Rubric . . . . . 98
Performance Assessment Rubric . . . . . . 41
Performance Assessment Activity . . . . 99
Performance Assessment Activity . . . . 42
Chapter 8 The Universe
Chapter 4 Ecosystems and Biomes
Chapter Test A . . . . . . . . . . . . . . . . . . . . 100
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 43
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . 104
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 47
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Lesson 2 Test . . . . . . . . . . . . . . . . . . . . .105

Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 48
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . 106
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 49
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . .107
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 50
Chapter Test B . . . . . . . . . . . . . . . . . . . . .108
Chapter Test B . . . . . . . . . . . . . . . . . . . . . . 51
Performance Assessment Rubric . . . . . 112
Performance Assessment Rubric . . . . . 55
Performance Assessment Activity . . . . 113
Performance Assessment Activity . . . . 56

JJJ
Contents
PHYSICAL SCIENCE
Unit E: Matter
Chapter 9 Comparing Kinds of Matter
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 114
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 118
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 119
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . .120
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 121
Performance Assessment Rubric . . . . . 125
Performance Assessment Activity . . . . 126
Chapter 10 Physical and Chemical
Changes
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 127
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 131
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 132
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 133
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . .134
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 135
Performance Assessment Rubric . . . . . 139
Performance Assessment Activity . . . 140
Unit F: Forces and Energy
Chapter 11 Using Forces
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 141
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . .145
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . .146
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 147
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . .148
Chapter Test B . . . . . . . . . . . . . . . . . . . . .149
Performance Assessment Rubric . . . . . 153
Performance Assessment Activity . . . .154
Chapter 12 Using Energy
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 155
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 159
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . .160
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 161
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Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 162

Lesson 5 Test . . . . . . . . . . . . . . . . . . . . .163
Chapter Test B . . . . . . . . . . . . . . . . . . . . .164
Performance Assessment Rubric . . . . .168
Performance Assessment Activity . . . .169

JW
 Introduction
Macmillan/McGraw-Hill Assessment in science, Lesson Tests: These pages provide test
Grade 5, is a comprehensive program designed practice and focus on specific concepts
to familiarize students with standardized covered in each lesson of the corresponding
testing in science and to review the concepts chapter.
covered in Macmillan/McGraw-Hill Science:
Performance Assessment Activity: Each
A Closer Look. The practice tests and
activity covers a main concept from the
performance assessment activities in this book
corresponding chapter and provides students
can also serve as tools in a complete program
with a hands-on exercise that further
of assessment to help gauge mastery of the
reinforces the content they have learned. A
science content students have learned.
rubric precedes each activity and provides
guidelines for grading students’ performance.
About This Book
Performance assessment activities require
The questions in this book will accustom adult supervision.
students to standardized testing in science,
including multiple-choice and open-response How to Administer the
style questions about Life Science, Earth Practice Tests
Science, and Physical Science, in a grade-
• Remove the practice test pages from the
appropriate manner. General scientific
book and photocopy them for students.
methods are stressed along with critical
Answers for all questions are marked in non-
thinking.
reproducible blue ink.
The main components of this book coincide
• Separate students’ desks so that students
with the respective chapters and lessons in
can work independently.
Macmillan/McGraw-Hill Science: A Closer
Look and include: • Tell students that they are taking a practice
test and ask them to remove everything
Chapter Tests A and B: Each summative
from their desks except for several pencils.
practice test covers science content from the
They may not speak to classmates until the
corresponding chapters and tests students’
test is over.
knowledge of important vocabulary and
concepts they have learned. Key concepts are • Keep the classroom atmosphere as much
tested in several ways to ensure that students like the administration of a standardized
comprehend core content. Skills such as test as possible. Minimize distractions and
making inferences, drawing conclusions, discourage talking.
and scientific thinking are emphasized in
the practice tests. Both practice tests cover The scientific knowledge assessed in this
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.BDNJMMBO.D(SBXm )JMM

the same content, but test the material in book and in Macmillan/McGraw-Hill Science:
different ways, providing the teacher with A Closer Look will help students build a strong
several options of using the tests as pretests foundation in science and lay the groundwork
and posttests, chapter tests, homework for future learning.
assignments, or as extra practice.

W
 Name Date Chapter
Test A

Cells and Kingdoms

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

asymmetrical chlorophyll muscular system skeletal system

cambium classification organism
cell kingdom photosynthesis

organism
1. A(n) is a living thing.
cell
2. A(n) is the smallest unit of a
living thing that can carry out the basic processes of life.
asymmetrical
3. A living thing that has an irregular shape is .
skeletal system
4. The is made up of bones,
tendons, and ligaments.
muscular system
5. The provides an animal with the
power to move.

6. In a plant stem, the xylem and phloem are produced in

the cambium .

7. The process by which leaves make food is called

photosynthesis .

8. A chemical that causes the leaves of plants to appear

green is chlorophyll .
kingdom
© Macmillan/McGraw-Hill

9. A consists of living things that

are grouped by internal form and structure.
classification
10. Scientists use to group living
things.

Chapter 1 • Cells and Kingdoms Use with Chapter 1

Assessment
1
 Chapter Name Date
Test A

Circle the letter of the best answer for each question.

11. What is the narrowest group 14.

an organism can be classified
into?
A kingdom
B species
C genus
D class

12. A group of cells work The body plan of the

together to form organism shown above is
A organs. A radially symmetrical.
B organ systems. B asymmetrical.
C tissues. C bilaterally symmetrical.
D muscles. D complex.
13. The area of a plant through 15. To which body system does
which sugars move is the the esophagus belong?
A cambium. A muscular
B xylem. B skeletal
C stomata. C excretory
D phloem. D digestive

© Macmillan/McGraw-Hill

Chapter 1 • Cells and Kingdoms Use with Chapter 1

2 Assessment
 Name Date Chapter
Test A

Answer the following questions.

16. Make a Model Label this model of the respiratory

system of a rabbit.
alveoli

bronchi

17. Define Explain the differences between vascular and

nonvascular plants.
Vascular plants have a system of tubes that run up and down the
plant. The tubes carry water and nutrients from one part of the plant
to another. These plants can grow very tall. Nonvascular plants do not
have a system of tubes to carry water and nutrients. They do not grow
tall because they must stay close to the ground to soak up water.

18. Interpret Data Read the data about an animal and select
the animal described from the list below.
The animal has hair and a big brain. It is warm-blooded, and
it does not lay eggs. The animal gives birth to its offspring,
which it carries in a pouch while the offspring develops.

marsupial
What type of animal is it?

bird monotreme marsupial placental mammal

© Macmillan/McGraw-Hill

Explain how you know the other answer choices are not
correct.
Bird is not correct because a bird lays eggs and has feathers.
Monotreme is not correct because although a monotreme has hair, a
big brain, and is warm-blooded, it lays eggs. Placental mammal is not
correct because a mammal’s young develop inside the mother.
Chapter 1 • Cells and Kingdoms Use with Chapter 1
Assessment
3
 Chapter Name Date
Test A

Answer the following questions.

19. What are the differences between plant cells and animal cells?
Plant cells are capable of making their own food, using chlorophyll
in the chloroplasts, while animal cells cannot. Plant cells also have a
central vacuole and a cell wall around the cell membrane to give the
cells more support. Plant cells depend only on sunlight for energy, but
animal cells require other animal cells or plant cells for energy.

20. What are the three levels of cellular organization in

animals? Give an example of each.
The levels of cellular organization in animals include tissues, organs,
and organ systems. Muscles are tissues. The heart is an organ. The
circulatory system is an organ system.

21. Critical Thinking Plants with soft stems often grow in

the same area as plants with woody stems. During a
thunderstorm with high winds, which type of plant is
most likely to be damaged? Explain your response.
A plant with a woody stem is more likely to be damaged. Plants with woody
stems grow taller than plants with soft stems, so they are more likely to be
struck by lightning. Plants with soft stems bend more easily than plants with
woody stems, so they are not as likely to be broken or uprooted by wind.

22. Thinking Like a Scientist A scientist hypothesizes that

a plant with a thick cuticle will survive longer without
© Macmillan/McGraw-Hill

water than a plant with a thin cuticle. Explain how the

scientist could test this hypothesis.
The scientist could place a plant with a thick cuticle next to a plant with a
thin cuticle in a well-lit area. She could give both plants an equal amount of
water and observe the plants once per day. The plant that remains green
and healthy after several days is the one that will survive the longest.

Chapter 1 • Cells and Kingdoms Use with Chapter 1

4 Assessment
 Name Date Lesson 1
Test

Circle the letter of the best answer for each question.

1. Cells are made of many 3. What is the purpose of

different smaller structures chlorophyll?
called A to absorb sunlight
A bacteria. B to store water
B organelles. C to store nutrients
C membranes. D to digest food
D mitochondria.
4. Which body system breaks
2. Which structure is found in down food and gets rid of
plant cells but not in animal wastes?
cells? A circulatory
A mitochondrion B respiratory
B nucleus C muscular
C chloroplast D digestive
D cell membrane

Critical Thinking Find and label the cell membrane. Explain

why the job of a cell membrane is important to a cell.

cell membrane

A cell membrane controls what substances can move into and out of
© Macmillan/McGraw-Hill

the cell. It prevents harmful substances from entering and prevents

necessary substances, such as water or nutrients, from leaving.

Chapter 1 • Cells and Kingdoms Use with Lesson 1

Assessment Cells
5
 Lesson 2 Name Date
Test

Circle the letter of the best answer for each question.

1. Which includes both 4. The following table shows the

unicellular and multicellular differences between plants
species? and fungi.
A animals
Plants Fungi
B plants
all cells have all cells have
C protists cell walls cell walls
D bacteria unicellular or
multicellular
multicellular
2. Which list ranks the make their own do not make
categories of living things food their own food
from broadest to narrowest?
no movement or no movement or
A kingdom, phylum, class, sense organs sense organs
order, family, genus, species
B kingdom, genus, species, What is the main difference
phylum, class, order, family between plants and fungi?
C kingdom, genus, family, A Fungi can move from place
order, class, phylum, species to place.
D species, genus, kingdom, B Fungi have sense organs.
family, order, class, phylum C Plants make their own food.
3. The two major groupings D Plant cells have cell walls.
within the animal kingdom are
A bacteria and protists.
B vertebrates and
invertebrates.
C arthropods and chordates.
© Macmillan/McGraw-Hill

D mammals and marsupials.

Critical Thinking Explain at least two ways in which

bacteria and protists can be helpful to people.
Some bacteria, such as those that live inside the stomach, help animals
digest food. Others produce needed vitamins. Protists, such as yeasts,
help us produce foods such as bread.

Chapter 1 • Cells and Kingdoms Use with Lesson 2

6 Assessment Classifying Life
 Name Date Lesson 3
Test

Circle the letter of the best answer for each question.

1. Which part of a root 3. The function of guard cells in

transports water and leaves is to
nutrients? A allow water to enter the
A epidermis leaf.
B root cap B allow air to enter the leaf.
C vascular system C regulate transpiration of
D cortex water.
D regulate photosynthesis.
2. The function of a plant’s
cambium layer is to 4. The products of
A transport water. photosynthesis are

B transport nutrients. A sugar and oxygen.

C produce food. B water and carbon dioxide.
D produce new cells. C energy and sunlight.
D starch and waste products.

Critical Thinking Explain why different kinds of plants

have different kinds of roots.
Different kinds of plants have different roots depending on the
environment they live in. For example, a plant that lives in a dry
environment has a taproot to allow it to reach water deep beneath
the surface.
© Macmillan/McGraw-Hill

Chapter 1 • Cells and Kingdoms Use with Lesson 3

Assessment Plants
7
 Lesson 4 Name Date
Test

Circle the letter of the best answer for each question.

1. Which animal is radially 3. What do bony fish have that

symmetrical? sharks do not?
A sea sponge A swim bladders
B jellyfish B cartilage
C worm C gills
D mollusk D jaws

2. How are annelid worms, such 4. Which animal is

as earthworms, different from warm-blooded?
other worms? A shark
A Their bodies are divided B bullfrog
into segments.
C salmon
B They have a digestive
system. D eagle

C They live inside the bodies

of other animals.
D Their bodies have bilateral
symmetry.

Critical Thinking Explain some advantages and

disadvantages of being warm-blooded.
Advantages include being active in a wider variety of temperatures.
Disadvantages include needing more food to maintain a constant
body temperature.
© Macmillan/McGraw-Hill

Chapter 1 • Cells and Kingdoms Use with Lesson 4

8 Assessment Classifying Animals
 Name Date Lesson 5
Test

Circle the letter of the best answer for each question.

1. What happens first when an 3. Which structure in fish

animal moves its leg? performs the same function
A A nerve impulse reaches a as lungs in mammals?
muscle. A gills
B A muscle contracts. B veins
C The muscle pulls on a C fins
tendon. D swim bladder
D The tendon pulls on a
bone. 4. Which animal has an open
circulatory system?
2. Which part of the digestive A rattlesnake
system absorbs nutrients?
B timber wolf
A mouth
C lobster
B esophagus
D sparrow
C stomach
D small intestine

Critical Thinking How does adrenaline help an animal

respond to danger?
Adrenaline makes an animal’s heart pump faster, sending more blood
to the muscles and organs. This prepares the animal to respond to
danger more quickly, either by fighting an enemy or by running away.
© Macmillan/McGraw-Hill

Chapter 1 • Cells and Kingdoms Use with Lesson 5

Assessment Animal Systems
9
 Chapter Name Date
Test B

Cells and Kingdoms

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

asymmetrical chlorophyll muscular system skeletal system

cambium classification organism
cell kingdom photosynthesis

asymmetrical
1. A living thing that is does not have a
definite shape.
skeletal system
2. The bones of the help give the body
shape and structure.

3. Xylem and phloem in a plant stem are produced in the

cambium .
classification
4. A system of is used to group living
things.
muscular system
5. An animal’s power to move is provided by the .

6. Every living thing is made from a tiny building block

called a(n) cell .
photosynthesis
7. Leaves make food through the process of .

8. An amoeba, a giant squid, and an oak tree can each be

described as a(n) organism .
© Macmillan/McGraw-Hill

9. The chemical in plants that causes the leaves to appear

green is called chlorophyll .
kingdom
10. Two ways to group living things into a
are by internal form and structure.

Chapter 1 • Cells and Kingdoms Use with Chapter 1

10 Assessment
 Name Date Chapter
Test B

Circle the letter of the best answer for each question.

11. The skull is a part of the 14.

A skeletal system.
B digestive system.
C muscular system.
D excretory system.

12. Organisms can be classified

into groups. Which group is
the most specific?
A kingdom The body plan of the
B genus organism shown above is
C species A radially symmetrical.
D class B asymmetrical.
C bilaterally symmetrical.
13. The area of a plant through
which water and minerals D complex.
move is the
15. Which of the following work
A cambium. together to form tissues?
B xylem. A organs
C stomata. B organ systems
D phloem. C cells
D muscles
© Macmillan/McGraw-Hill

Chapter 1 • Cells and Kingdoms Use with Chapter 1

Assessment
11
 Chapter Name Date
Test B

Answer the following questions.

16. Define Complete the chart below.

Characteristic Vascular Plants Nonvascular Plants

How plant gets Vascular plants have a Nonvascular plants soak

nutrients
system of tubes that run up water directly from the
up and down the plant. ground.

Height of plant Vascular plants can grow Nonvascular plants are only a

very tall because of their few centimeters tall because

system of tubes. they have to stay close to the
ground to soak up water.

17. Make a Model Label this model of the

respiratory system of a human. alveoli
bronchi

18. Interpret Data Read the data about an animal and select
the animal described from the list below.
The animal has hollow bones that make it lightweight. It
is a warm-blooded animal that lays eggs. It has feathers.

bird
What type of animal is it?
© Macmillan/McGraw-Hill

bird reptile monotreme

Explain how you know the other answer choices are not
correct.
A reptile is not correct because it is cold-blooded and has scales
instead of feathers. A monotreme is not correct because it does not
have feathers and is not lightweight.
Chapter 1 • Cells and Kingdoms Use with Chapter 1
12 Assessment
 Name Date Chapter
Test B

Answer the following questions.

19. How is the cellular organization in an animal different

from the cellular organization in bacteria?
An animal is a multicellular organism. The levels of cellular
organization in an animal include tissues, organs, and organ systems.
Bacteria are unicellular organisms. They are made up of only one cell
that can perform all of the jobs necessary for life.

20. What parts do animal cells and plant cells have in

common?
Both plant and animal cells have nucleus, mitochondria, cytoplasm,
cell membrane, and vacuole.

21. Critical Thinking Do you think a plant with a woody stem

or a plant with a soft stem is more likely to survive in an
area that has more cloudy days than sunny days? Explain
your response.
A plant with a woody stem is most likely to survive. Plants with
woody stems grow taller than plants with soft stems, so they are
more likely to gain benefits from the available sunlight.

22. Thinking Like a Scientist A scientist hypothesizes that a

plant with a thin cuticle will not survive as long without
water as a plant with a thick cuticle. Explain what the
scientist could do to test this hypothesis.
© Macmillan/McGraw-Hill

The scientist could place a plant with a thick cuticle next to a plant
with a thin cuticle in a well-lit area. She could give both plants an
equal amount of water at the same time and then observe the plants
once per day for several days. The plant that remains green and
healthy after several days is the one that will survive the longest.

Chapter 1 • Cells and Kingdoms Use with Chapter 1

Assessment
13
Performance Name Date
Assessment

Plant and Animal Cell Poster Materials

Objective: Students will draw and label plant and • poster
animal cells and describe how they are similar. paper
• pencil
Scoring Rubric
• crayons
points Student illustrates a plant and an or colored
animal cell. Student labels each cell correctly, pencils
including all of the cell parts listed. Student
writes a clear and accurate description of similarities
between plant and animal cells. Student explains each
part of each cell to another student accurately and clearly.
Student clearly explains his or her answers to the questions
in Analyze the Results.

points Student illustrates a plant and an animal cell.

Student labels most parts on each cell correctly and
includes most of the cell parts listed. Student writes a
mostly accurate description of the similarities between
plant and animal cells, but the description is unclear.
Student is able to explain most of the parts of each cell
to another student accurately and clearly. Answers to the
questions in Analyze the Results are mostly correct but
contain a few errors.

points Student illustrates a plant and an animal cell, but

labels most parts incorrectly or includes only a few of
the cell parts listed. Student writes a description of the
similarities between plant and animal cells that is largely
inaccurate. Student is able to explain a few of the parts of
each cell to another student accurately and clearly. Answers
to the questions in Analyze the Results are mostly incorrect.
© Macmillan/McGraw-Hill

point Student does not accurately illustrate a plant or

animal cell or correctly label any of the parts listed. Student
writes a description of the similarities between plant and
animal cells that is not accurate. Student is not able to
explain any of the parts of each cell to another student
accurately and clearly. Student does not answer the
questions in Analyze the Results.

Chapter 1 • Cells and Kingdoms Use with Chapter 1

14 Assessment
 Name Date Performance
Assessment

Plant and Animal Cell Poster

Communicate
Use the materials provided by your teacher to create a
poster that includes both a plant cell and an animal cell.
On the plant cell, label the following cell parts: NUCLEUS,
MITOCHONDRIA, CYTOPLASM, CELL MEMBRANE,
VACUOLE, CHLOROPLAST, and CELL WALL. On the animal
cell, label the following parts: NUCLEUS, MITOCHONDRIA,
CYTOPLASM, CELL MEMBRANE, and VACUOLE. Beneath
your drawings, explain what plant and animal cells have in
common. Explain what each part of each cell does to another
student.

Analyze the Results

1. What are the differences between a plant cell and an
animal cell?
Animal cells do not have a cell wall, and plant cells do. Plant cells
need more support than animal cells. Animal cells do not have
chloroplasts and they are not green. Animal cells do not have a large
central vacuole for storing water. Animal cells have a more circular
shape than plant cells.

2. Why does a cell need a nucleus?

The nucleus controls the actions of the cell. Without a nucleus, cells
could not grow, move, or divide.
© Macmillan/McGraw-Hill

Chapter 1 • Cells and Kingdoms Use with Chapter 1

Assessment
15
 Chapter Name Date
Test A

Parents and Offspring

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

embryo germination pollination

external fertilization heredity trait
fertilization metamorphosis
genes nymph

1. Any characteristic of a living thing is a(n) trait .

2. When a sperm cell from a male and an egg cell

from a female join to create a single unit it is called fertilization .

3. When pollen is transferred from the stamen of a flower to the

pistil, pollination has occurred.
germination
4. The development of a seed into a new plant is called .
metamorphosis
5. Amphibians become adults through the process of .
nymph
6. A grasshopper becomes a before it
reaches adulthood.

7. The process of an egg and sperm joining outside of a

female’s body is called external fertilization .

8. The passing down of traits from one generation to the next is

heredity
© Macmillan/McGraw-Hill

called .
genes
9. A person’s carry the chemical instructions
that determine what characteristics the person inherits.
embryo
10. The stage of a new offspring is called a(n) .

Chapter 2 • Parents and Offspring Use with Chapter 2

16 Assessment
 Name Date Chapter
Test A

Circle the letter of the best answer for each question.

11. Which picture shows a plant 13. How many stages of

that is a type of runner? development take place in
A incomplete metamorphosis?
A two
B three
C four
B D five

14. Which behavior described

below is an instinctive
behavior?
C A a spider spinning a web
B a child riding a bicycle
C a gorilla using sign
language

D D a dog rolling over on

command

15. What type of chart is used to

show the history of physical
traits in a family?
12. What is the yellow powder A carrier
in plants that contains sperm B heredity
cells called?
C genetic
A pollen
D pedigree
B embryo
© Macmillan/McGraw-Hill

C seed coat
D conifer

Chapter 2 • Parents and Offspring Use with Chapter 2

Assessment
17
 Chapter Name Date
Test A

Answer the following questions.

16. Infer Is the birth of this animal the result of sexual or

asexual reproduction? Explain how you know this.

The lion cub’s birth is the result of sexual reproduction. A lion cub has both
a mother and a father, and the genetic information from both parents is
mixed. The lion cub will have physical characteristics of both parents.

17. Make a Model Label the parts of the flower below.

petal
stamen

sepal pistil

18. Interpret Data Susan and David both have blue eyes,
but they both carry a recessive gene for brown eyes.
What are the chances that their child will have blue
eyes? What are the chances that their child will have
brown eyes?
The child is more likely to have blue eyes than brown eyes. If the
© Macmillan/McGraw-Hill

child gets the dominant gene for blue eyes from both parents, he or
she will have blue eyes. If the child gets the dominant gene from one
parent and the recessive gene from the other parent, the child will
still have blue eyes. If the child gets the recessive gene for brown
eyes from both parents, the child will have brown eyes.

Chapter 2 • Parents and Offspring Use with Chapter 2

18 Assessment
 Name Date Chapter
Test A

Answer the following questions.

19. Label the main parts of a seed.
cotyledon

embryo seed coat

20. Name the four stages of complete metamorphosis.

The four stages of complete metamorphosis are the egg, larva, pupa,
and adult.

21. Critical Thinking Fish use external fertilization to

reproduce. What makes this type of reproduction risky
and how have fish adapted to ensure that reproduction
is successful?
External fertilization is risky because bodies of water are large
and some of the cells are lost or eaten by other animals. Fish have
adapted by releasing a lot of sex cells at one time. This increases the
chances of fertilization.

22. Thinking Like a Scientist How might a forest ranger

explain how the seeds of the Table Mountain Pine tree
are dispersed?
Answers will vary but may include the following: A ranger could
© Macmillan/McGraw-Hill

explain that the seeds are contained inside cones. These cones can be
blown off of a tree by the wind and the wind can carry the seeds miles
away. Also, an animal can eat the seeds from the conifer and carry
them to another location.

Chapter 2 • Parents and Offspring Use with Chapter 2

Assessment
19
 Lesson 1 Name Date
Test

Circle the letter of the best answer for each question.

1. The joining of a sperm cell 3. What is one advantage of

and an egg cell into a single sexual reproduction?
unit is called A The offspring look exactly
A fertilization. like their mother.
B vegetative propagation. B The offspring share traits
C asexual reproduction. of both parents.

D sexual reproduction. C The offspring can run very

fast.
2. What kind of asexual D All offspring are females.
reproduction does the
picture show? 4. Which organisms can
reproduce through budding?
A bacteria
B strawberry plants
C ants
D sponges

A budding
B splitting
C vegetative propagation
D fertilization

Critical Thinking Explain why asexual reproduction is

most common among organisms that live in stable,
unchanging environments.
© Macmillan/McGraw-Hill

Asexual reproduction means that the offspring will be identical to

the parent. If the environment changes and the parent is not well
adapted to the new environment, the offspring will not be well
adapted either.

Chapter 2 • Parents and Offspring Use with Lesson 1

20 Assessment Reproduction
 Name Date Lesson 2
Test

Circle the letter of the best answer for each question.

1. Cells that can develop into 3. Why do plants produce

new individuals without nectar?
fertilization are A to attract pollinators
A sex cells. B to aid in self-pollination
B sperm. C to allow for asexual
C spores. reproduction
D eggs. D to help them make pollen

2. The female part of a flower is 4. Which of the following is part

the of a seed?
A stamen. A embryo plant
B pistil. B pistil
C petal. C seed membrane
D sepal. D anther

Critical Thinking Why do plants produce bright, colorful

flowers and structures designed to disperse their seeds?
To help them reproduce, flowers must attract pollinators, as pollination
is necessary for fertilizaton. Seed dispersal is important because it allows
seeds to germinate away from the parent plant, where there might be
more room for the plant to grow.
© Macmillan/McGraw-Hill

Chapter 2 • Parents and Offspring Use with Lesson 2

Assessment Plant Life Cycles
21
 Lesson 3 Name Date
Test

Circle the letter of the best answer for each question.

1. How are nymphs different 3. Which animal produces a

from adult insects? hard-shelled egg that matures
A They are larger. outside the mother?

B They reproduce asexually. A salmon

C They have hard outer B bullfrog
coverings. C robin
D They have no wings or sex D lion
organs.
4. The purpose of an egg yolk
2. Which kinds of animals is to
release their sex cells A feed the growing embryo.
into water?
B keep the embryo wet.
A fish and amphibians
C protect the growing
B snakes and lizards embryo.
C reptiles and birds D grow into a second
D mammals only embryo.

Critical Thinking Why do amphibians, such as frogs,

toads, and salamanders, need water to complete their
life cycles?
Although many amphibians live on land and breathe air, they need
water to reproduce. Like fish, they reproduce through external
fertilization, laying eggs and sperm directly in the water. © Macmillan/McGraw-Hill

Chapter 2 • Parents and Offspring Use with Lesson 3

22 Assessment Animal Life Cycles
 Name Date Lesson 4
Test

Circle the letter of the best answer for each question.

1. Which of the following is 4. In this pedigree, C is dominant

an example of a learned and represents curly hair, and
behavior? c is recessive and represents
A An oriole builds a hanging straight hair.
nest. Father Mother
B A dog comes when it is
called.
C A baby takes its first breath.
DD $$
D A rabbit hides from
danger.

2. Imprinting is an example of a(n)

A recessive trait.
B dominant trait.
$D $D
Daughter Son
C learned behavior.
D instinct. Which person has straight
hair?
3. Gregor Mendel discovered that A Mother
A organisms have dominant B Father
and recessive traits.
C Daughter
B organisms can learn
D Son
behaviors.
C genes are parts of
chromosomes.
D genes are chemical
instructions for cells.
© Macmillan/McGraw-Hill

Critical Thinking Can you tell what color a mother dog’s

puppies will be based on the color of her coat? Why or
why not?
No. The color of the puppies would depend on the mother dog’s
traits, as well as the traits of the father dog.

Chapter 2 • Parents and Offspring Use with Lesson 4

Assessment Traits and Heredity
23
 Chapter Name Date
Test B

Parents and Offspring

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

embryo germination pollination

external fertilization heredity trait
fertilization metamorphosis
genes nymph

1. The transfer of pollen from the stamen to the pistil of a flower

is called pollination .
trait
2. A characteristic such as blue eyes is a(n) .

3. A series of growth stages that are different and distinct from

one another is called metamorphosis .
embryo
4. An offspring that has just begun to develop is a(n) .

5. The sum of traits passed down from one generation to the

next is heredity .

6. The chemical instructions that determine what traits a person

will inherit are carried in the genes .

7. When a sperm cell from a male and an egg cell from a female
join, fertilization has occurred.
© Macmillan/McGraw-Hill

germination
8. A seed develops into a new plant through .

9. Before a grasshopper reaches adulthood, it becomes a(n)

nymph
.

10. When an egg and sperm unite outside of a female’s body it is

called external fertilization .

Chapter 2 • Parents and Offspring Use with Chapter 2

24 Assessment
 Name Date Chapter
Test B

Circle the letter of the best answer for each question.

11. Which of the following will 13. Jordan has green eyes, but
form a plant’s first leaves after both her parents have brown
germination? eyes. Her parents must
A embryo A have brown hair also.
B conifer B not have any dominant
C seed coat traits.

D cotyledon C be carriers of a recessive

trait.
12. Some flowers are pollinated D be carriers of a disease.
by animals and some are not.
Which flower below is most 14. How many stages of
likely pollinated by animals? development take place in
A complete metamorphosis?
A two
B three
C four
B D five

15. What kind of behavior does a

bird use to build its nest?
A learned
C B dominant
C recessive
D instinctive

D
© Macmillan/McGraw-Hill

Chapter 2 • Parents and Offspring Use with Chapter 2

Assessment
25
 Chapter Name Date
Test B

Answer the following questions.

16. Make a Model Complete the chart about the parts of a

flower.

Part Description of Part and What It Does

The brightly-colored outer blooms of a flower.

Petals
They attract animals to pollinate the flower.

The green parts between petals. They cover and

Sepals
protect the flower when it is a bud.

Stamen The male part of a flower. It produces pollen.

The female part of a flower. It contains the ovary,

Pistil
where fertilization occurs.

17. Interpret Data Jane and Mike both have brown hair,
but they both carry a recessive gene for red hair. Will
their child be more likely to have brown hair or red hair?
Explain your answer.
The child is more likely to have brown hair than red hair. If the child
gets the dominant gene for brown hair from both parents, he or she
will have brown hair. If the child gets the dominant gene for brown
hair from one parent and the recessive gene for red hair from the
other parent, he or she will have brown hair. If the child gets the
recessive gene from both parents, he or she will have red hair.
© Macmillan/McGraw-Hill

18. Infer Is a jellyfish created by sexual or asexual

reproduction? Explain your answer.
A jellyfish is a result of asexual reproduction. A jellyfish has
just one parent, so it is genetically identical to the parent.

Chapter 2 • Parents and Offspring Use with Chapter 2

26 Assessment
 Name Date Chapter
Test B

Answer the following questions.

19. Look at the pictures below. They show the stages of

complete metamorphosis. Number the pictures so they
are in the correct order, and label each stage.

3 1 4 2

pupa egg adult larva

20. What are the three main parts of a sunflower seed?

The three main parts of a seed are the embryo, cotyledon, and seed
coat.

21. Critical Thinking Fish reproduce through external

fertilization. Monkeys reproduce through internal
fertilization. In which instance is an individual offspring
more likely to survive?
An individual offspring produced by a fish through external
fertilization is less likely to survive. An individual offspring produced
by internal fertilization is more likely to survive because the egg and
sperm cells are protected by the female’s body.

22. Thinking Like a Scientist Corn is a plant that has either

male or female reproductive cells and is pollinated by
© Macmillan/McGraw-Hill

wind. Design an experiment using one male and one

female corn plant to show how these plants reproduce.
Answers will vary but may include the following: One possible
experiment involves planting the two corn plants near each other
in a field where they will get sunlight and water, and be exposed to
the wind.

Chapter 2 • Parents and Offspring Use with Chapter 2

Assessment
27
Performance Name Date
Assessment

The Life of a Plant Materials

Objective: Students will conduct research about a • poster
plant and create a poster that shows how the plant board
reproduces.
• crayons
or colored
Scoring Rubric
pencils
points Student creates a poster that has an • pencil
accurate drawing of the plant he or she has
chosen based on research. Student correctly labels all parts
of the plant, including the parts of the flower if the plant is
a flowering plant. Student correctly explains each step in
the plant’s reproduction. Student clearly explains his or her
answers to the questions in Analyze the Results.

points Student creates a poster that has a mostly accurate

drawing of the plant they have chosen based on research.
Student correctly labels most parts of the plant, including
parts of the flower if the plant is a flowering plant. Student
correctly explains most steps in the plant’s reproduction.
Answers to the questions in Analyze the Results are partly
correct.

points Student creates a poster that has a drawing of a

plant, but the drawing may have several mistakes or have
parts missing. Student correctly labels a few parts of the
plant, including parts of the flower if the plant is a flowering
plant. Student correctly explains at least one step in the
plant’s reproduction. Answers to the questions in Analyze
the Results are wrong.

point Student does not include a drawing that accurately

© Macmillan/McGraw-Hill

represents the plant researched. Student correctly labels

one part of the plant or flower if it is a flowering plant.
Student does not provide a written explanation for how the
plant reproduces. Student does not answer the questions in
Analyze the Results.

Chapter 2 • Parents and Offspring Use with Chapter 2

28 Assessment
 Name Date Performance
Assessment

The Life of a Plant

Communicate
You are a scientist studying how plants reproduce. Choose a
plant to research. Make a poster about that plant. Draw the
plant and include labels for each part of the plant. If the plant
is a flowering plant, include labels for the parts of the flower.
Write a statement explaining how the plant reproduces.

Analyze the Results

1. Angiosperms are plants that produce flowers. Why are
angiosperms better able to produce offspring than other
plants?
Angiosperms produce flowers, seeds, and fruits. Perfect flowers
are easily pollinated because they have both male and female cells.
Imperfect flowers do not have both types of cells, but they can be
pollinated when cells are carried from flower to flower by insects. The
seeds of angiosperms are easily moved from one place to another by
wind or by animals.

2. How is plant reproduction similar to animal reproduction?

Most plants and animals need male and female cells to reproduce.
Most plants and animals need a male cell to fertilize a female cell. The
offspring of plants and animals are called embryos. In a plant, the
embryo develops inside the seed. In an animal, the embryo develops
© Macmillan/McGraw-Hill

inside an egg or inside the mother’s body.

Chapter 2 • Parents and Offspring Use with Chapter 2

Assessment
29
 Chapter Name Date
Test A

Interactions in Ecosystems
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

adaptation limiting factor protective coloration

ecosystem mimicry symbiosis
food chain niche
habitat population

1. All the living and nonliving things in an environment

make up a(n) ecosystem .

2. Something that restricts the growth of animals or plants

is a(n) limiting factor .

3. Energy flows in one direction in a(n) food chain .

population
4. All the deer in a forest make up of a(n) .

5. A place where an organism lives and finds food is called

a(n) habitat .

6. A relationship between two or more different organisms

is symbiosis .

7. A characteristic that helps an organism survive in its

environment is a(n) adaptation .

8. Some animals use protective coloration to hide.

© Macmillan/McGraw-Hill

9. The job an organism has in a community is its niche .

10. Some animals use mimicry to look and act

like a more dangerous animal.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

30 Assessment
 Name Date Chapter
Test A

Circle the letter of the best answer for each question.

11. Animals that only eat other 13. The measure of the size of a
animals are called population that an area can
A herbivores. support is its

B carnivores. A limiting factor.

C decomposers. B habitat.
D omnivores. C carrying capacity.
D niche.
12. Which animal completes the
food chain shown below? 14. A bird gets nectar from a
flower and helps to carry
pollen for the flower. This
relationship is called
A symbiosis.
grass bobcat
B mutualism.
A rabbit C parasitism.
B tiger D commensalism.
C bear
15. The harmless king snake’s
D fish coloring is so similar to the
poisonous coral snake that it
frightens off predators. This is
an example of
A an adaptation.
B camouflage.
C a limiting factor.
D mimicry.
© Macmillan/McGraw-Hill

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

Assessment
31
 Chapter Name Date
Test A

Answer the following questions.

16. Classify Draw a line to match each box on the left with a
category on the right.
frog
rock abiotic factors
lake
flower biotic factors
bird

17. Interpret Data The graph below shows the deer

population in a forest, over a span of time. What effect
does this have on the other organisms in the deer’s food
chain? What will eventually happen to the deer?
Deer Population 1970—2005
400
350
300
250
200
150
100
50
0
1970 1975 1980 1985 1990 1995 2000 2005

The deer population has increased over time. Since deer eat plants, the
number of plants in the forest will decrease. Animals that are predators
of deer will have plenty of food. Eventually, the deer population will
decrease because they will not have enough plants to eat.
© Macmillan/McGraw-Hill

18. Communicate Is it possible for two organisms to live in the

same habitat but have different niches? Explain your answer.
Yes. A niche is the job an organism has in its community. In order for
all organisms in a habitat to survive, different organisms need to have
different niches.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

32 Assessment
 Name Date Chapter
Test A

Answer the following questions.

19. Give an example of a symbiotic relationship that shows

commensalism. Explain how that relationship works.
Answers will vary but may include: A remora gets food and
protection from a shark. The shark does not benefit from the remora,
but it is not hurt either.

20. Look at the animals below. Draw arrows matching the

predators to their prey.

21. Critical Thinking Why does a typical ecosystem have

many more plants than herbivores? Where are plants in
an energy pyramid?
Plants get energy from sunlight, and they produce energy for the
herbivores to eat. Only about 10% of the energy inside a plant is
turned into herbivore tissue, so 90% of the energy is lost. In order to
produce enough energy for herbivores to survive, there has to be a
large number of plants. Therefore, plants are at the bottom (largest)
level of an energy pyramid.
© Macmillan/McGraw-Hill

22. Thinking Like a Scientist Look at the picture of the

shark in Question 20. What structural adaptations do
you notice?
The shark has large jaws and sharp teeth to catch its prey. It has a
body shape that makes swimming easier.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

Assessment
33
 Lesson 1 Name Date
Test

Circle the letter of the best answer for each question.

1. Which of the following is 3. What happens when the top

a biotic factor in a forest predator is removed from an
ecosystem? ecosystem?
A soil A The number of consumers
B rocks increases.

C acorns B The number of

decomposers increases.
D carbon dioxide
C The number of consumers
2. Rabbits have overrun a decreases.
community garden and are D The number of
eating everything in it. Which decomposers decreases.
of the following would be the
most ecological solution to 4. What percentage of energy
the problem? is lost at each level in a food
A hawks chain?

B poison A 10%
C traps B 40%
D hunting C 60%
D 90%

Critical Thinking When wolves, a top predator, were

reintroduced to Yellowstone National Park, many
changes took place throughout the park ecosystem. One
of the changes was an increase in the number of young
trees and other small plants throughout the park. Explain
why this happened.
Wolves are a top predator, which means that they eat many
© Macmillan/McGraw-Hill

consumers. As a result, there were fewer consumers to eat plants,

and more plants survived.

Chapter 3 • Interactions in Ecosystems Use with Lesson 1

34 Assessment Energy Flow in Ecosystems
 Name Date Lesson 2
Test

Circle the letter of the best answer for each question.

1. Any resource necessary to the 3. What is the special role

survival of populations in an an organism plays in a
ecosystem may become a(n) community?
A abiotic factor. A niche
B biotic factor. B habitat
C limiting factor. C ecosystem
D niche. D population

2. A relationship between two 4. The greatest number of

organisms that benefits both individuals that an ecosystem
organisms is called can support within a
A symbiosis. population is the

B mutualism. A limiting factor.

C commensalism. B habitat.
D parasitism. C carrying capacity.
D community.

Critical Thinking The table shows the number of wolves

and elk per square kilometer of a national park over a
four-year period.
Wolf and Elk Population per Square Kilometer

Species 2007 2008 2009 2010

Wolf 3 6 10 6

Elk 50 100 35 50
© Macmillan/McGraw-Hill

Explain what happened to the wolf and elk populations

between 2007 and 2010.
At first, both populations increased. Then, in 2009, as the wolf population
grew too large for the amount of food available, the number of elk
declined steeply. As a result, the wolf population declined, and the elk
population began to recover.

Chapter 3 • Interactions in Ecosystems Use with Lesson 2

Assessment Relationships in Ecosystems
35
 Lesson 3 Name Date
Test

Circle the letter of the best answer for each question.

1. Which of the following is a 3. Which of the following is a

behavioral adaptation? plant adaptation for a hot, dry
A An arctic hare has a white climate?
coat in the winter. A large, thin leaves
B A fawn remains very still to B bright-colored flowers
avoid being seen. C thick, waxy leaves and
C A male cardinal has very stems
bright red feathers. D lengthened growing
D A hummingbird has a long, season
thin bill.
4. Forest butterflies are often
2. Which of the following is a brown. This helps them to
structural adaptation? A find nectar.
A Black bears hibernate in B avoid predators.
winter.
C keep warm.
B Wolves hunt in packs.
D avoid the need to
C Foxes have thick winter hibernate.
coats.
D Robins fly south for the
winter months.

Critical Thinking Explain how a shortened or lengthened

growing season can be an adaptation for a plant. Give at
least one example.
A shortened or lengthened growing season can help a plant adjust to
its habitat. For example, plants that live in shade have longer growing
© Macmillan/McGraw-Hill

seasons to gather the energy necessary to flower and produce fruit.

Desert plants may have very short growing seasons to take advantage
of unpredictable rainy seasons.

Chapter 3 • Interactions in Ecosystems Use with Lesson 3

36 Assessment Adaptation and Survival
 Name Date Performance
Assessment

Interactions in Ecosystems
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

adaptation limiting factor prey

commensalism mimicry protective resemblance
community niche
ecosystem population

1. The organisms within an ecosystem that belong to the

same species are called a(n) population .
adaptation
2. A polar bear’s white coat is an example of a(n) .

3. An insect that looks like a stick uses protective resemblance .

4. An adaptation in which an animal looks or acts like
another animal is mimicry .

5. A(n) ecosystem is made up of both biotic

and abiotic factors.

6. An organism that gets eaten by other animals is prey .

niche
7. An organism’s role in a community is its .
community
8. A(n) includes all of the living
things in an ecosystem.

9. A relationship between two animals in which one animal

© Macmillan/McGraw-Hill

obtains food from the other without helping or hurting it is

commensalism .

10. Sunlight is a common limiting factor that can

restrict the growth of populations.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

Assessment
37
 Chapter Name Date
Test B

Circle the letter of the best answer for each question.

11. Which plant or animal 13. Which animal is an omnivore?
completes the food chain A frog
shown below?
B deer
C tiger
D raccoon
plankton whale
14. If two predators only eat the
same prey, they both occupy
A frog the same
B seagull A carrying capacity.
C shark B niche.
D krill C limiting factor.
12. Barnacles grow on the back of D biotic factor.
a whale. They gain a home and
the whale is not hurt. This is an 15. A cheetah’s spotted coat is an
example of example of

A mutualism. A camouflage.

B symbiosis. B a limiting factor.

C commensalism. C symbiosis.

D parasitism. D a niche.

© Macmillan/McGraw-Hill

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

38 Assessment
 Name Date Chapter
Test B

Answer the following questions.

16. Interpret Data Look at the graph. What has happened

to the plant population over time? What effect could this
have on other organisms in the plant’s food chain?
Plant Population 1970—2005
400
350
300
250
200
150
100
50
0
1970 1975 1980 1985 1990 1995 2000 2005

The plant population has decreased over time. This could affect
the herbivores that eat the plant. These animals could decrease in
number, as well as the carnivores that eat the herbivores.

17. Classify List each item in the correct column of the chart.

bird grass squirrel tree

deer rock stream

Biotic Factors Abiotic Factors

deer, tree, bush, rock,

grass, bird, squirrel stream
© Macmillan/McGraw-Hill

18. Communicate Give an example of a parasite. Which

organism benefits from parasites?
Answers will vary. Students should mention that only parasites will
benefit. Other organisms that compete with the host organism may
benefit.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

Assessment
39
 Chapter Name Date
Test B

Answer the following questions.

19. Look at the scene to the

right. Use arrows to connect the
predators to their prey.

20. Give an example of protective coloration.

Answers will vary but may include: The arctic fox has a white coat
in winter. It changes the color of its coat to blend in with plants that
grow in the summer.

21. Critical Thinking Why are there more herbivores than

carnivores in a typical ecosystem?
When a carnivore eats an herbivore, only about 10 percent of the
energy from the herbivore is used to create new carnivore tissue. It
takes about nine herbivores to sustain the life of one carnivore.

22. Thinking Like a Scientist What structural adaptations

would you notice on a cactus?
The cactus has spines to protect it from being eaten by herbivores
© Macmillan/McGraw-Hill

and omnivores. It has a very thick outer covering to hold water in and
protect it from intense heat and sunlight.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

40 Assessment
 Name Date Performance
Assessment

The Web of Life Materials

Objective: Students will choose an ecosystem to • poster
research and create a food web that includes some board
of the organisms commonly found in that ecosystem. • pencil

Scoring Rubric • markers or

crayons
points Student designs a food web for the
ecosystem that includes at least ten different organisms.
The food web includes producers, herbivores/omnivores,
carnivores, and decomposers. Each organism in the food
web is accurately connected to the other organisms.
Student writes a caption for each organism naming the
organism and telling whether it is a producer, consumer, or
decomposer.

points Student designs a food web for the ecosystem

that includes at least eight different organisms. The
food web includes producers, herbivores/omnivores,
carnivores, and decomposers. Most organisms in the food
web are accurately connected to the other organisms.
Student writes a caption for each organism naming the
organism and telling whether it is a producer, consumer, or
decomposer.

points Student designs a food web for the ecosystem that

includes at least four different organisms. The food web
includes producers, herbivores/omnivores, carnivores, or
decomposers, but one or more of these groups is left out.
Some organisms in the food web are accurately connected
to the other organisms. Student writes a caption for some
organisms naming each organism and telling whether it is a
© Macmillan/McGraw-Hill

producer, consumer, or decomposer.

point Student attempts to design a food web, but it

includes fewer than four organisms. The food web does not
include a complete set of producers, herbivores/omnivores,
carnivores, and decomposers. The organisms in the food
web are not connected accurately. Student does not write
captions for the organisms shown.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

Assessment
41
Performance Name Date
Assessment

The Web of Life

Communicate
Internet Tips to Stay
What organisms are included in a food web? Smart and Safe
Choose an ecosystem, such as one found in  DO visit Web
a forest, desert, prairie, or ocean. Use the sites with useful
Internet or reference books to research the information for
ecosystem. Remember to use only good your project.
sources. Create a food web poster for your  DO ask a teacher
ecosystem. Label each organism in the for help if you get
food web with the name and its role in the lost.
food web.  DO NOT talk to
strangers on the
Internet.

Analyze the Results

1. Which organisms in your food web are decomposers?
What do decomposers do?
Answers will vary but may include: Fungi, termites, worms, or
bacteria; decomposers break down dead or decaying plant and
animal material.

2. What could happen to the other organisms in your food

web if all of the producers were destroyed? Why would
this happen?
The other organisms in the food web would die. Producers provide
energy for all of the other organisms either directly or indirectly.
Herbivores eat plants and get energy directly from producers.
© Macmillan/McGraw-Hill

Carnivores would have no animals to eat for energy.

Chapter 3 • Interactions in Ecosystems Use with Chapter 3

42 Assessment
 Name Date Chapter
Test A

Ecosystems and Biomes

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

biome extinct species pioneer species water cycle

carbon cycle nekton succession
estuary nitrogen cycle taiga

1. The continuous movement of water between Earth’s

surface and the air is the water cycle .

2. The process of an ecosystem changing into a different

ecosystem is called succession .
carbon cycle
3. The involves the continuous exchange
of carbon among living things.
extinct species
4. A species becomes a(n) when the last
member dies.
biome
5. A major land ecosystem of Earth is known as a(n) .
estuary
6. A(n) is an ecosystem that is part salt
water and part fresh water.

7. The first species to live in an otherwise lifeless area is

a(n) pioneer species .
nitrogen cycle
8. The involves trapping a gas into
compounds in the soil.
© Macmillan/McGraw-Hill

9. A cool, forest biome containing coniferous evergreen

trees is the taiga .

10. The category of organisms in a water ecosystem that

includes the larger, active swimmers is called nekton .

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

Assessment
43
 Chapter Name Date
Test A

Circle the letter of the best answer for each question.

11. The changing of a liquid into a 14. Which biome contains mostly
gas is called sand and rocks?
A evaporation. A tundra
B condensation. B taiga
C precipitation. C desert
D transpiration. D grassland

12. The formation of a new 15. Which ocean zone is home to

community where few living sharks and squids?
things exist is known as A intertidal
A succession. B neritic
B secondary succession. C abyssal
C primary succession. D bathyal
D pioneer species.

13. Which is the final stage in

succession?
A primary succession
B pioneer community
C secondary succession
D climax community

© Macmillan/McGraw-Hill

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

44 Assessment
 Name Date Chapter
Test A

Answer the following questions.

16. Make a Model

Explain what is
happening in
the model of the
water cycle.

The water evaporates from the ocean and cools in the atmosphere.
It then condenses and forms precipitation, falling back to Earth. The
water may collect in a watershed or become groundwater.

17. Interpret Data Describe the taiga, the world’s largest

biome. What animals and plants live there?
The taiga is a cool forest biome found in northern regions. Trees such
as pines and firs grow in the taiga, and wolverines and snowshoe
rabbits live there.

18. Classify Draw a line matching Column 1 Column 2

items in Column 2 to the stage
of primary succession in which pioneer
trees
community
that item will appear.
intermediate
lichens and mosses
community
© Macmillan/McGraw-Hill

climax
grasses and shrubs
community

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

Assessment
45
 Chapter Name Date
Test A

Answer the following questions.

19. Describe the characteristics of a grassland biome. What

is an African grassland called?
Grasses are the main plant life of a grassland. The grasses are
producers, providing food for herbivores. Fires are common in this dry
biome. An African grassland is called a savanna.

20. What is the difference between an endangered species

and a threatened species?
An endangered species is in danger of becoming extinct. A
threatened species has low numbers, but not low enough to be
considered endangered.

21. Critical Thinking Why is an estuary a good place for a

newly developing animal to live?
The waters of an estuary are calm. The area is fairly well protected
from wind and predators.

22. Thinking Like a Scientist Look at the cattail. What

type of fresh water ecosystem do you think this
plant comes from? Why?
This cattail grows in a standing-water
ecosystem. The standing water is good for
© Macmillan/McGraw-Hill

the cattail because moving water might pull

the roots out of the ground.

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

46 Assessment
 Name Date Lesson 1
Test

Circle the letter of the best answer for each question.

1. Precipitation that flows into 4. The diagram shows the

rivers, lakes, and streams is carbon cycle.
called


A groundwater.

B runoff. 


C floodwater. 


D condensation.

2. The energy needed for the

changes in the water cycle to A: clouds D: trees
take place comes from
B: animals E: water
A wind.
C: house F: underground
B green plants.
C nitrogen. Where is carbon stored in the
D the Sun. cycle?
A A, B, C, D
3. Nitrogen-fixing bacteria in soil
B B, C, D, E
turns nitrogen gas into
C A, C, E, F
A water.
D B, C, D, F
B ammonia.
C oxygen.
D carbon dioxide.

Critical Thinking Read the following statement: “Plants

can live without animals, but animals cannot live without
© Macmillan/McGraw-Hill

plants.” Is this statement true?

Animals need plants for food and oxygen (the products of
photosynthesis, as well as for nitrogen (the product of the nitrogen cycle).
Plants need animals such as bees to help them reproduce.

Chapter 4 • Ecosystems and Biomes Use with Lesson 1

Assessment Cycles in Ecosystems
47
 Lesson 2 Name Date
Test

Circle the letter of the best answer for each question.

1. What is the main difference 3. Endangered Species

between primary and
Reasons for
secondary succession? Species
Endangerment
A The climax of primary
gray wolf habitat loss, hunting
succession is pine forest.
hawksbill habitat loss, hunting,
B Primary succession begins sea turtle pollution
with bare rock.
habitat loss,
C Secondary succession manatee
accidents, pollution
begins with mosses and
lichens. What is the primary reason
D Secondary succession that these animals are
includes frequent fires. endangered?
A habitat loss
2. Which is not an example
of a natural environmental B hunting
change? C pollution
A a beaver dam D accidents
B a hurricane
4. The final stage of succession
C a volcanic eruption in an area is called a(n)
D a housing development A secondary succession.
B pioneer community.
C climax community.
D ecosystem.

Critical Thinking The gray wolf was formerly found in a

wide variety of habitats, including prairie, forests, desert,
© Macmillan/McGraw-Hill

and tundra. How could such an adaptable animal become

endangered?
People now live in all these habitats and have crowded out the wolves.
Also, many wolves have been lost to hunting, and large predators like
wolves need large territories filled with prey.

Chapter 4 • Ecosystems and Biomes Use with Lesson 2

48 Assessment Changes in Ecosystems
 Name Date Lesson 3
Test

Circle the letter of the best answer for each question.

1. The map shows biomes of 2. Which biome has a mild

North America. climate and a great deal of
Which biome covers most of rain?
the western part of the United A tundra
States? B desert
C tropical rain forest
D temperate rain forest

3. Compared with a temperate

forest, a grassland has

Desert
A less rainfall.
Grassland
Forest B poorer soil.
Taiga
C a warmer climate.
A forest D less wildlife.
B grassland
4. Which biome supports the
C desert
most animal life?
D taiga
A temperate rain forest
B tropical rain forest
C temperate forest
D grassland

Critical Thinking Explain what might happen to tundra

animals, such as polar bears, as Earth’s climate warms.
As Earth’s climate grows warmer, tundra animals, such as polar bears,
© Macmillan/McGraw-Hill

could lose their habitat and become extinct.

Chapter 4 • Ecosystems and Biomes Use with Lesson 3

Assessment Biomes
49
 Lesson 4 Name Date
Test

Circle the letter of the best answer for each question.

1. Which animal is an example of 4. This table summarizes water

benthos? ecosystems.
A barnacle Water Ecosystems
B diatom Type of Ecosystem
C algae
Running water
D fish larvae (rivers and streams)

Standing water
2. Most pond organisms live in (lakes and ponds)
shallow water because
Wetlands (marshes
A the water is warmer. and bogs)
B the water is cleaner. Oceans
C there is more oxygen.
Estuaries
D there is less shelter.
Which type of ecosystem
3. In which ocean zone are has both fresh water and salt
coral reefs and kelp forests water?
located?
A river
A intertidal zone
B lake
B neritic zone
C marsh
C bathyal zone
D estuary
D abyssal zone

Critical Thinking Explain why estuaries contain such

large numbers of plants and animals.
Estuaries are nutrient-rich places where fresh and salt water meet. These
© Macmillan/McGraw-Hill

nutrients support a great deal of plant and animal life. Estuaries provide
shelter and protection for organisms to lay eggs and, therefore, attract a
large number of animals that prey on the eggs.

Chapter 4 • Ecosystems and Biomes Use with Lesson 4

50 Assessment Water Ecosystems
 Name Date Chapter
Test B

Ecosystems and Biomes

Write the word or words that best completes the sentence
in the spaces below. Words may be used only once.

biome estuary taiga

carbon cycle nekton water cycle
climax community nitrogen cycle
endangered species succession

1. As part of the carbon cycle plants take in

carbon dioxide from the air.

2. Bacteria is a necessary part of the nitrogen cycle .

3. A(n) endangered species is in danger of becoming

extinct.


4. During succession , an area is changed by a
species, which is then replaced by other species over
time.

5. The water cycle involves the constant reuse of

water.

6. The final stage of succession is a(n) climax community .

7. Fish and other active swimmers in a body of water are

part of the category called nekton .

8. The world’s largest biome is the taiga .

© Macmillan/McGraw-Hill

9. The boundary where a river feeds into the ocean is a(n)

estuary .

10. A(n) biome includes many ecosystems

grouped together as one.

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

Assessment
51
 Chapter Name Date
Test B

Circle the letter of the best answer for each question.

11. The formation of a new 14. A pioneer species that

community where another often makes up a pioneer
community already exists is community is
known as A moss.
A primary succession. B soil.
B secondary succession. C a squirrel.
C pioneer community. D a robin.
D pioneer species.
15. A mixture of dead organic
12. Which biome has no trees and material that can be used as a
is frozen year round? fertilizer is called
A tundra A decomposition.
B taiga B runoff.
C desert C compost.
D grassland D legumes.

13. Which ocean zone is the

shallowest?
A abyssal
B intertidal
C bathyal
D neritic

© Macmillan/McGraw-Hill

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

52 Assessment
 Name Date Chapter
Test B

Answer the following questions.

16. Interpret Data Look at the graph below. What biome

do you think these temperatures reflect? Explain your
answer.
El-Oasr el-Akhdar, Egypt




















   

This graph probably shows a desert biome. A desert biome has very
warm temperatures all year round.

17. Classify In the chart below, list at least two things that
can be found in each stage of primary succession.
(Stage 1 only needs one item listed.)

Stage 1 Stage 2 Stage 3 Stage 4

small plants,
rock lichen, mosses shrubs, trees
lichen, grasses

18. Make a Model In the space below, draw a simple model

of the carbon cycle.
© Macmillan/McGraw-Hill

Student model should include plants absorbing carbon dioxide

from the air, herbivores and/or omnivores that eat the plants, and
carnivores that eat the herbivores or omnivores.

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

Assessment
53
 Chapter Name Date
Test B

Answer the following questions.

19. What are three reasons a species may become extinct?

Pollution, overhunting, disease, loss of habitat, and introduction of
new organisms to an ecosystem can all cause a species to become
extinct.

20. What are some differences between a deciduous forest

and a temperate rain forest?
A deciduous forest has four distinct seasons but a temperate rain
forest does not. A temperate rain forest has mild winters and cool
summers and has many large evergreen trees that do not lose their
leaves.

21. Critical Thinking Look at the map below. Why is much

of the Gulf Coast area of Louisiana marsh land?

Marshes form where fresh water and

salt water meet. This has happened
in Louisiana because it is where the
Mississippi River (fresh water) flows
into the Gulf of Mexico (salt water).

22. Thinking Like a Scientist Why do algae do well in an

ecosystem with slow-moving water?
© Macmillan/McGraw-Hill

Slow-moving water has less oxygen

and is rich in nutrients; algae thrives
in such an ecosystem. Also, algae
does not have roots, so it can float
on top of the water and absorb
sunlight.
Chapter 4 • Ecosystems and Biomes Use with Chapter 4
54 Assessment
 Name Date Performance
Assessment

Saving Life on Earth, Materials

One Species at a Time • poster board

Objective: Students will research why a particular • pencil

species of plant or animal is endangered and create • markers or
a poster outlining a plan for saving that species. crayons

Scoring Rubric
points Student chooses a plant or animal species that
is endangered. Student’s poster includes a picture of the
plant or animal, an accurate description of it, and clear
information about why the plant or animal is endangered.
Student writes a plan for saving that plant or animal in a
clear, concise manner.

points Student chooses a plant or animal species that

is endangered. Student’s poster includes a picture of the
plant or animal, a description that is mostly accurate, and
information about why the plant or animal is endangered
that is mostly clear and accurate, but may contain a few
inaccuracies. Student writes a plan for saving that plant or
animal that is mostly clear and concise.

points Student chooses a plant or animal species that

is endangered. Student creates a poster that includes a
picture of the plant or animal and a description that is only
partially accurate. Student includes information about why
the plant or animal is endangered that is not clear or is
inaccurate. Student writes a plan for saving that plant or
animal that is difficult to understand.
© Macmillan/McGraw-Hill

point Student chooses a plant or animal that is not an

endangered species. Student does not create a poster
that includes a picture of the plant or animal. Student’s
description of the plant or animal is incorrect. Student
does not include information about why the animal is
endangered. Student does not write a plan for saving the
plant or animal from extinction. Student does not answer
the Analyze the Results questions.

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

Assessment
55
Performance Name Date
Assessment

Saving Life on Earth,

One Species at a Time
Communicate
Many species of plants and animals around the world are
endangered. Do some research to learn about an endangered
plant or animal species that interests you. Make a poster
about that plant or animal that includes a picture of the
plant or animal, a description, information about why it is
endangered, and a plan for saving it from extinction.

Analyze the Results

1. What is the most common cause of animals and plants
becoming endangered? Why is it so common?
Habitat destruction is the most common cause of species becoming
endangered. This is common because people are constantly taking
over land that was once occupied by plants and animals.

2. What can be done to save a species that is endangered

due to overhunting?
Answers will vary but may include: Governments can place
restrictions on the number of animals of a particular species that can
be hunted each year.

3. Why is it a problem to introduce a new animal species

© Macmillan/McGraw-Hill

into an ecosystem?
When a new species is brought into an ecosystem, it can take away
the food supply from another animal.

Chapter 4 • Ecosystems and Biomes Use with Chapter 4

56 Assessment
 Name Date Chapter
Test A

Our Dynamic Earth

Write the word that best completes each sentence in the
spaces below. Words may be used only once.

atmosphere fault landform volcano

earthquake geologist lava
erosion hot spot magnitude

1. A physical feature on Earth’s surface is a(n) landform .

2. The atmosphere consists of gases around and

above Earth.

3. A(n) geologist is a scientist who studies

the structure and history of Earth.

4. An opening in Earth’s crust out of which magma flows is

a(n) volcano .

5. A material that comes up through Earth’s surface and

hardens is called lava .

6. An unmoving pool of magma below Earth’s crust is

called a(n) hot spot .

7. The sudden movement of Earth’s crust is called a(n)

earthquake
.

8. A(n) fault is a crack in Earth’s crust.

© Macmillan/McGraw-Hill

magnitude
9. The of an earthquake is a
measure of the amount of energy released.

10. The movement of pieces of weathered rock from one

place to another is erosion .

Chapter 5 • Our Dynamic Earth Use with Chapter 5

Assessment
57
 Chapter Name Date
Test A

Circle the letter of the best answer for each question.

11. Scientists have discovered 13. Which drawing below shows a

that the mountains on the cinder-cone volcano?
east coast of South America A
closely match the mountains
on the west coast of Africa.
How can two landforms that
are so far apart be related?
A continental drift B
B earthquakes
C erosion
D volcanic eruptions
C
12. Trenches, rift valleys, and
abyssal plains are all
A features of topographical
maps. D
B features of the ocean floor.
C examples of water
features.
D examples of land features. 14. A giant wave caused by an
earthquake under the ocean
is a(n)
A focus.
B Mercalli.
C tsunami.
D epicenter.
© Macmillan/McGraw-Hill

15. Which of the following causes

chemical weathering?
A ice
B wind
C water
D acid rain

Chapter 5 • Our Dynamic Earth Use with Chapter 5

58 Assessment
 Name Date Chapter
Test A

Answer the following questions.

16. Make a Model Label this model of the layers of Earth.

crust
mantle
atmosphere
hydrosphere

core

17. Communicate Explain how erosion and deposition work

together using running water.
Water runs down the side of a hill or mountain. As it moves, it picks
up bits of rocks and soil. This erodes the land. When the water slows
down because it flows into a larger body of water, it deposits the
rocks and soil it picked up earlier. This causes the land to be built up.

18. Infer Scientists have found that throughout history, the

majority of erupting volcanoes have occurred along
plate boundaries. Why do you think volcanoes are more
likely to erupt along plate boundaries than in other
locations?
© Macmillan/McGraw-Hill

The plates of Earth’s crust move. When the plates move, some rocks
can break away and fall into the mantle where magma is formed. This
movement increases the likelihood that magma will build up and have
to be pushed out of the volcano through an eruption.

Chapter 5 • Our Dynamic Earth Use with Chapter 5

Assessment
59
 Chapter Name Date
Test A

Answer the following questions.

19. How can an earthquake be compared to tossing a rock

into a pond?
An earthquake has a spot where slipping begins, called a focus.
The spot where a rock hits the water in a pond is similar to a focus
because waves travel outward in all directions from that spot; in the
same way water moves when you toss a rock into a pond.

20. What do earthquakes and volcanoes have in common?

They both occur most often near the edges of tectonic plates.

21. What is the difference between the Mercalli Scale and

the Richter Scale?
The Richter Scale measures the amount of energy released by an
earthquake. The Mercalli Scale measures the effects of an earthquake.

Use this drawing to answer questions 22 and 23.

22. Critical Thinking Explain what type of landform is

shown in the picture above.
© Macmillan/McGraw-Hill

It is a beach because the picture shows sand sloping up from an ocean.

23. Thinking Like a Scientist Scientists want to protect the

landform shown above from erosion. What can they do?
The scientists can put up fencing, plant grasses, and build a water
barricade that will help hold the sand in place and slow the water down.

Chapter 5 • Our Dynamic Earth Use with Chapter 5

60 Assessment
 Name Date Lesson 1
Test

Circle the letter of the best answer for each question.

1. Small streams that start in 3. Which part of Earth is made

the mountains and join larger of rock that is close to its
streams are called melting point?
A oceans. A crust
B tributaries. B lithosphere
C rivers. C asthenosphere
D waterfalls. D lower mantle

2. The largest landform beneath 4. Earth’s outer core is made of

the ocean is the A solid rock.
A ocean basin. B liquid rock.
B sea mount. C solid metal.
C continental shelf. D liquid metal.
D mid-ocean ridge.

Critical Thinking Is Earth’s mantle part of the biosphere?

Why or why not?
No. The biosphere is made up of all the parts of Earth that contain
living things. There are no living things in the mantle.
© Macmillan/McGraw-Hill

Chapter 5 • Our Dynamic Earth Use with Lesson 1

Assessment Earth’s Landforms
61
 Lesson 2 Name Date
Test

Circle the letter of the best answer for each question.

1. A geologist is a scientist 3. The force that occurs when

who studies plates are pushed together
A plate tectonics. is called

B Earth’s structure and A compression.

history. B folding.
C oceans and mountains. C continental drift.
D differences between the D shear.
continents.
4. The force that twists, tears, or
2. All of the following types pushes one part of the crust
of information show that past another is called
continental drift has occurred A compression.
except
B shear.
A animal fossils.
C folding.
B the shape of coastlines.
D plate tectonics.
C the depth of oceans.
D the age and type of
mountains.

Critical Thinking The model of plate tectonics states

that magma deep within Earth rises toward the surface,
resulting in plate tectonics. Why does magma rise?
The magma rises because it is hot. Hot materials are less dense than
colder materials. This makes them rise above the denser, colder materials,
the way hot air balloons rise through the atmosphere.
© Macmillan/McGraw-Hill

Chapter 5 • Our Dynamic Earth Use with Lesson 2

62 Assessment Plate Tectonics
 Name Date Lesson 3
Test

Circle the letter of the best answer for each question.

1. Where is the Ring of Fire? 3. A caldera forms when

A around the Pacific Ocean A a volcano erupts.
B around the Atlantic Ocean B a hot spot develops.
C along the mid-Atlantic C magma hardens in vertical
Ridge cracks.
D along the eastern United D a volcano collapses.
States
4. The Aleutian Islands are an
2. Volcanoes tend to erupt at example of a(n)
places where A hot spot.
A two plates collide. B island arc.
B two plates rub past each C composite volcano.
other.
D tectonic plate.
C one plate moves under
another.
D one plate moves away
from another.

Critical Thinking Does geology affect history? How

might the history of the United States be different if the
first European settlements had occurred on the west
coast instead of the east coast?
Most students will say that geology does affect history. For example,
if the first settlers had gone to the Pacific Northwest, they might have
abandoned the area because of frequent volcanic eruptions.
© Macmillan/McGraw-Hill

Chapter 5 • Our Dynamic Earth Use with Lesson 3

Assessment Volcanoes
63
 Lesson 4 Name Date
Test

Circle the letter of the best answer for each question.

1. The place where Earth’s 3. To pinpoint an earthquake’s

slipping motion begins is location, scientists need
called an earthquake’s information from how many
A epicenter. seismometers?

B fault. A 1
C plate. B 2
D focus. C 3
D 4
2. The epicenter of an
earthquake is the place on 4. Which of the following is the
the surface safest place to be during an
A where the slipping begins. earthquake?

B where the damage is A in a large truck

greatest. B in a basement
C that is directly above the C under a car
focus. D under a strong table
D that is on the nearest plate
boundary.

Critical Thinking Why do you think English speakers

use a Japanese word to name the huge waves caused
by earthquakes?
Japan has many earthquakes and thus experiences many tsunamis.
Therefore, English speakers have adopted the commonly used
Japanese word tsunami.
© Macmillan/McGraw-Hill

Chapter 5 • Our Dynamic Earth Use with Lesson 4

64 Assessment Earthquakes
 Name Date Lesson 5
Test

Circle the letter of the best answer for each question.

1. Which of the following causes 3. Which of the following can

chemical weathering? help prevent mudslides?
A ice A rain
B tree roots B plants
C wind C wind
D pollution D sand

2. Which of the following is not a 4. Walls built to hold water back

cause of erosion? are called
A heat A levees.
B gravity B wetlands.
C wind C deltas.
D running water D dunes.

Critical Thinking Label the meander and delta in this

diagram. Explain where erosion is most likely to take
place, and where deposition will occur.

meander

delta
© Macmillan/McGraw-Hill

Student should label diagram correctly and explain that erosion is likely to
take place on the outer side of the meanders, and deposition is most likely
to occur along the inner sides and at the delta.

Chapter 5 • Our Dynamic Earth Use with Lesson 5

Assessment Shaping Earth’s Surface
65
 Chapter Name Date
Test B

Our Dynamic Earth

Write the word that best completes each sentence in the
spaces below. Words may be used only once.

atmosphere fault landform volcano

earthquake geologist lava
erosion hot spot magnitude

1. When magma comes up through Earth’s surface and

hardens it is called lava .

2. A stationary pool of magma that forms below Earth’s

crust is called a(n) hot spot .
fault
3. A crack in Earth’s crust is called a(n) .

4. The process by which weathered rock moves from one

place to another is erosion .

5. The amount of energy released by an earthquake is

called magnitude .

6. The gases around and above Earth make up Earth’s

atmosphere .
landform
7. A mountain is an example of a(n) on
Earth’s surface.

8. A person who studies the history and structure of Earth

© Macmillan/McGraw-Hill

is a(n) geologist .

9. Magma flows through an opening in Earth’s crust called

a(n) volcano .

10. The sudden movement of Earth’s crust is a(n) earthquake .

Chapter 5 • Our Dynamic Earth Use with Chapter 5

66 Assessment
 Name Date Chapter
Test B

Circle the letter of the best answer for each question.

11. Abysmal plains, trenches, and 13. How do scientists explain the
rift valleys are all fact that some landforms that
A examples of water are far apart and separated by
features. oceans appear to be related?

B examples of land features. A earthquakes

C features of the ocean floor. B continental drift
D features of topographical C volcanic eruptions
maps. D erosion

12. Which drawing below shows a 14. Which of the following is an

shield volcano? important factor in chemical
A weathering of rocks?
A water
B wind
C acid rain
B D ice

15. What can occur as a result

of an earthquake that erupts
under the ocean?
C
A a focus
B an epicenter
C a Mercalli
D D a tsunami
© Macmillan/McGraw-Hill

Chapter 5 • Our Dynamic Earth Use with Chapter 5

Assessment
67
 Chapter Name Date
Test B

Answer the following questions.

16. Communicate Explain how erosion and deposition work

together using waves.
Waves can wash the sand off of beaches. The waves pick up the
sand, eroding away the land in that area. The currents in the water
can carry the sand to a different area of the beach. When the waves
hit this area, they deposit the sand, causing the land to be built up.

17. Make a Model Draw a circle. This circle represents Earth

if it were cut in half. Inside the circle, draw Earth’s layers.
Make sure you show approximately how thick each
layer should be. Include the atmosphere, core, crust,
hydrosphere, and mantle.

Student correctly draws and labels the atmosphere, core,

crust, hydrosphere, and mantle.

18. Infer Where are volcanoes most likely to erupt on Earth?

Why do you think this is so?
© Macmillan/McGraw-Hill

Volcanoes are most likely to erupt along the boundaries of Earth’s

plates. The plates of Earth’s crust move. When the plates move, some
rocks can break away and fall into the mantle where magma is formed.
This movement increases the likelihood that magma will build up and
have to be pushed out of the volcano through an eruption.

Chapter 5 • Our Dynamic Earth Use with Chapter 5

68 Assessment
 Name Date Chapter
Test B

Answer the following questions.

19. Match the letter of each characteristic with the activity

it describes. One characteristic matches both volcanoes
and earthquakes.
A B D C D E
Volcano: Earthquake:
A. magma flows through it
B. has at least one vent
C. caused by rocks moving along a fault
D. occurs most often near the edges of tectonic plates
E. the place where it begins is called the focus

20. How are the Mercalli Scale and the Richter Scale similar?
How are they different?
Both scales measure earthquakes or events related to earthquakes. The
Richter Scale measures energy released by an earthquake (magnitude).
The Mercalli Scale measures the damage of an earthquake.

21. What happens during an earthquake?

Forces in Earth push and pull the rocks around the fault, causing them
to slip. This slipping causes the surface of Earth to move.

22. Critical Thinking Describe a delta. Explain how this type

of landform is created.
A delta is where a river meets the ocean and land is formed. A delta
is formed when the running water of a river picks up soil and rocks
© Macmillan/McGraw-Hill

and deposits them where the river meets the ocean.

23. Thinking Like a Scientist A group of scientists wants

to protect a delta. What can they do to prevent erosion
caused by running water?
To prevent erosion to deltas scientists can use dams to control the
speed of flowing water. They can build levees to control water direction.

Chapter 5 • Our Dynamic Earth Use with Chapter 5

Assessment
69
Performance Name Date
Assessment

The Ring of Fire Materials

Objective: Students will create travel brochures • drawing
to show locations where volcanoes are found in paper
the Ring of Fire, describe the different kinds of
volcanoes, and explain how they form. • pencil
• crayons
Scoring Rubric or colored
pencils
points Student creates a travel brochure that
accurately shows the locations of volcanoes in • ruler
the Ring of Fire. Student clearly describes the
types of volcanoes to another student and accurately
explains how each type forms. Student clearly explains his
or her answers to the questions in Analyze the Results.

points Student creates a travel brochure that accurately

shows the locations of volcanoes in the Ring of Fire.
Student clearly describes two types of volcanoes to another
student and accurately explains how at least two types of
volcanoes form. Answers to the questions in Analyze the
Results are mostly correct, but contain a few errors.

points Student creates a travel brochure that accurately

shows the locations of a few of the volcanoes in the Ring
of Fire. Student clearly describes one type of volcano to
another student and accurately explains how one type of
volcano forms. Answers to the questions in Analyze the
Results are mostly incorrect.

point Student does not include a map that accurately

shows the location of volcanoes in the Ring of Fire. Student
does not clearly describe any type of volcano to another
© Macmillan/McGraw-Hill

student and does not explain accurately how any type of

volcano forms. Student does not answer the questions in
Analyze the Results.

Chapter 5 • Our Dynamic Earth Use with Chapter 5

70 Assessment
 Name Date Performance
Assessment

The Ring of Fire

Communicate
You are a travel agent preparing to take a group of
sightseers on a trip to see the volcanoes in the Ring of Fire.
Your job is to create a brochure that will give the sightseers
some information about the Ring of Fire. The brochure
should include a map showing where volcanoes are found
in the Ring of Fire. You will also meet with a “client” before
the trip to share what you know about different kinds of
volcanoes and how they are formed.

Analyze the Results

1. What causes a volcano to erupt?
Magma forms in Earth’s mantle. The magma rises into the crust and
heats the rocks until they melt. The pressure from the magma may
become too great, causing it to move upward until it pushes through
Earth’s surface through a vent.

2. How do volcanoes build land?

When magma breaks through Earth’s surface it is called lava. The
lava cools and hardens, increasing the height of a volcano. As more
eruptions occur, the lava builds up so much that a mountain can
form. Different types of volcanoes form mountains with different
sizes and shapes. Students may also respond that volcanoes build
islands after repeated underwater eruptions.
© Macmillan/McGraw-Hill

Chapter 5 • Our Dynamic Earth Use with Chapter 5

Assessment
71
 Chapter Name Date
Test A

Protecting Earth’s Resources

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

alternative energy sources mineral sedimentary rock

era ozone soil horizons
fossils pollution
luster rock cycle

1. A solid material found in the ground that is made of

elements is a(n) mineral .

2. Rocks change from one type to another over time in a

process called the rock cycle .

3. A(n) sedimentary rock forms in layers.

4. No matter where it is found, soil is divided into three

soil horizons .

5. The harmful addition of materials to soil, air, or water is

called pollution .
fossils
6. The remains of ancient organisms in rock are .

7. A unit of time that is measured in millions of years is a(n)

era .
alternative energy sources
8. Wind, moving water, and solar energy are all .
© Macmillan/McGraw-Hill

luster
9. The way a mineral reflects light is called its .

10. A layer of gas that surrounds Earth and protects living

things from the Sun is the ozone .

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

72 Assessment
 Name Date Chapter
Test A

Circle the letter of the best answer for each question.

11. What type of rock forms when 14. Which fossil is the youngest?
lava from a volcano hardens?
A sedimentary
B igneous 1

C crystal
D metamorphic 2

12. A type of pollution caused by

particles in the air is called 3

A fog.
4
B sediment.
C smog.
A 1
D precipitation.
B 2
13. Which of the following is a C 3
type of fossil fuel? D 4
A anthracite
15. What is an aquifer?
B biomass
A a type of water treatment
C solar
plant
D geothermal
B a salty ocean
C an artificial lake
D an underground body of
water
© Macmillan/McGraw-Hill

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

Assessment
73
 Chapter Name Date
Test A

Answer the following questions.

16. Interpret Data One type of soil has a thin layer of topsoil
and very little humus. The minerals in this soil are carried
deep into the ground by heavy rainfalls. What type of
soil is being described and why is it not suitable for
growing crops?
Forest soil is not good for growing crops because the heavy rains
force minerals deep into the ground. The roots of crops cannot get
down far enough into the ground to reach those minerals.

17. Classify Match each type of rock with its description.

magma or lava that has

Sedimentary Rock
cooled and hardened

rock formed by bits of

Metamorphic Rock
sand, dust, shells, and soil

rock formed by other

Igneous Rock rocks that are changed by
heat and pressure

18. Communicate Explain why reservoirs are so important

to people.
© Macmillan/McGraw-Hill

Answers will vary but may include: Reservoirs are necessary because
they help people control and monitor their fresh water supply.

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

74 Assessment
 Name Date Chapter
Test A

Answer the following questions.

19. Name and describe two ways people use fossil fuels.
People use oil, a fossil fuel, for heating and to power their cars in
the form of gasoline. People use natural gas for heating and to run
appliances such as stoves. People use coal to create electricity.

20. The soil horizon is divided into three layers. Which layer
contains humus? Why do you think this layer contains
more humus than the other layers?
The A horizon, on the top layer, contains humus. Humus is made up of
decayed plant and animal materials and not many of these materials
reach the B horizon. None of these materials reach the C horizon.

21. How can someone find the absolute age of a fossil?

The person would have to find out the absolute age of the rock the fossil
is found in, because the rock and the fossil formed at the same time. The
age of the rock is determined by the elements that make up the rock.

22. Critical Thinking What can farmers do to prevent wind

from blowing soil away?
Farmers can use strip farming, which involves planting rows of grass
between rows of crops. They can plant tall trees along the edges of
farmland to act as wind breaks.

23. Thinking Like a Scientist While out on a hike, you find

© Macmillan/McGraw-Hill

an unknown mineral. How would you test the mineral

to find out what it is?
Answers will vary but may include: I would look at the color, streak,
and luster of the mineral. I would test the hardness by scratching the
mineral with a known mineral. I might break the mineral to see whether
it has smooth or rough surfaces when it breaks.

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

Assessment
75
 Lesson 1 Name Date
Test

Circle the letter of the best answer for each question.

1. A solid geometric shape 3. What type of rock is formed

formed by a mineral is a(n) after magma or lava cools
A rock. and hardens?

B ore. A sedimentary rock

C crystal. B igneous rock
D sediment. C metamorphic rock
D a meteorite forms
2. A mineral that has uneven
surfaces when broken is said 4. Which step in the rock cycle
to have occurs before sediments are
A cleavage. laid down?

B hardness. A layers form

C luster. B heat and pressure are
applied
D fracture.
C lava cools
D erosion breaks down rock

Critical Thinking A student finds a rock that has seashells in

it. What kind of rock is it? Explain your answer.
It is most likely a sedimentary rock. Sedimentary rocks form when
sediments gather at the bottom of bodies of water. Therefore, a rock with
seashells in it is most likely a sedimentary rock.

© Macmillan/McGraw-Hill

Chapter 6 • Protecting Earth’s Resources Use with Lesson 1

76 Assessment Minerals and Rocks
 Name Date Lesson 2
Test

Circle the letter of the best answer for each question.

1. Which soil layer contains the 3. How does crop rotation help
most nutrients? preserve soil?
A It holds water near the
roots of plants.
A
B It keeps soil from blowing
B away.

C C It removes soil nutrients.

D It returns nutrients to soil.

4. Which of the following is the

best description of forest soil?
A A
A thin humus layer, minerals
B B deep beneath the surface
C C B thin humus layer, minerals
D D close to the surface
C very little humus, rich in
2. Compared with topsoil, minerals
subsoil has
D very little humus, few
A more water. minerals
B less water.
C more humus.
D less humus.

Critical Thinking Explain why soil conservation is important

even to people who do not live on a farm.
Answers will vary but may include: Soil conservation is important because
everybody gets food from soil; forests, which clean the air and store
© Macmillan/McGraw-Hill

greenhouse gases, need soil to grow as well.

Chapter 6 • Protecting Earth’s Resources Use with Lesson 2

Assessment Soil
77
 Lesson 3 Name Date
Test

Circle the letter of the best answer for each question.

1. Which of the following is not a 3. The energy in fossil fuels

fossil fuel? comes from
A oil A sugars made by plants.
B natural gas B solar energy stored by
C coal plants.

D solar energy C soft and hard coal.

D oil and natural gas.
2. Which rock layer is youngest?
4. Which of the following is a
living renewable resource?

 
A sunlight





 B water



 
C trees
D wind
A limestone
B lava
C shale
D sandstone

Critical Thinking List at least three ways to conserve

nonrenewable resources.
Answers will vary but may include: turn down the thermostat; turn off
lights and appliances when not in use; use public transportation; buy
energy-saving appliances and light bulbs; use water-conserving shower
© Macmillan/McGraw-Hill

heads or take shorter showers; turn water off when not in use; seek out
alternative energy sources.

Chapter 6 • Protecting Earth’s Resources Use with Lesson 3

78 Assessment Fossils and Energy
 Name Date Lesson 4
Test

Circle the letter of the best answer for each question.

1. Use the table to answer 3. Why are holes in Earth’s

question 1. ozone layer a problem?
Average Household Water Use Per Day A They add pollution to the
Use Number of gallons air.
flushing toilets 81 B They enlarge Earth’s
washing clothes 60 atmosphere.
showers 53 C They allow dangerous
faucets 44 rays from the Sun to reach
Earth’s surface.
Approximately how many
D They allow dangerous
gallons does an average
chemicals to escape into
household use each day for
the atmosphere.
showers and for the toilet?
A 81 4. All of the following are ways
B 97 to save water except

C 134 A watering plants every day.

D 141 B using efficient appliances.

C running appliances only
2. In a water treatment plant, what when full.
happens during coagulation?
D drinking tap water.
A Sticky particles are added
to water to attract dirt.
B Dirt and other materials fall
to the bottom of the tank.
C The water is filtered.
D Chlorine is added to the
water.
© Macmillan/McGraw-Hill

Critical Thinking What causes smog? Explain at least two

ways that people can avoid causing smog.
Smog is caused by burning fossil fuels such as gas and coal. People can
avoid causing smog by using fewer fossil fuels by buying energy-efficient
cars, using efficient appliances and light bulbs, and walking instead of driving.

Chapter 6 • Protecting Earth’s Resources Use with Lesson 4

Assessment Air and Water
79
 Chapter Name Date
Test B

Protecting Earth’s Resources

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

aquifer pollution soil

fossils renewable resources topsoil
hardness reservoir
metamorphic rock rock cycle

1. A mixture of pieces of rock and parts of once-living

plants and animals is called soil .
pollution
2. Acid rain is a type of .

3. When igneous and sedimentary rock are exposed to

heat and pressure, metamorphic rock may form.

4. The measure of how well a mineral resists scratching is

called hardness .

5. A sedimentary rock may change to an igneous rock as

part of a process called the rock cycle .

6. Fish and forests are examples of renewable resources .

reservoir
7. A human-made lake that stores water is a(n) .

8. Remnants or impressions in rocks called

fossils
© Macmillan/McGraw-Hill

are the same age as the rocks in

which they are found.
topsoil
9. Most plant roots grow in .

10. An underground layer of rock with pores that can absorb

water is called a(n) aquifer .

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

80 Assessment
 Name Date Chapter
Test B

Circle the letter of the best answer for each question.

11. Which type of soil has a thin 14. What percentage of Earth’s
layer of topsoil and a small water is liquid fresh water?
amount of humus? A 0.01%
A forest soil B 0.06%
B prairie soil C 2.3%
C grassland soil D 97%
D desert soil
15. What type of rock forms when
12. In what type of rock are fossils bits of dirt, dust, sand, and soil
usually found? are pressed together?
A metamorphic A igneous
B crystal B metamorphic
C sedimentary C crystal
D igneous D sedimentary

13. A fossil is found in a layer

of rock. This layer of rock
determines the fossil’s age.
This demonstrates
A absolute age
B relative age
C superposition
D half-life
© Macmillan/McGraw-Hill

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

Assessment
81
 Chapter Name Date
Test B

Answer the following questions.

16. Classify Look at the rocks. Label each rock as

metamorphic, igneous, or sedimentary.

This rock is This rock is produced This rock is formed

made of layers. by a volcano. by heat and pressure.
sedimentary igneous metamorphic

17. Communicate Some people do not live near rivers or

lakes. Where do they get their drinking water from?
How do they get to it?
They drink groundwater. Groundwater is found beneath Earth’s
surface in aquifers. An aquifer is a layer of rock with pores that can
absorb water. The water builds up to form a water table. People can
get the water by drilling down into the water table and pumping the
water out, or by digging a well that reaches the water table.

18. Interpret Data One type of soil has a great deal of

humus that contains a lot of nutrients. The humus also
holds the water from rainfall. What type of soil is it
and why is it good for growing crops?
© Macmillan/McGraw-Hill

Prairie or grassland soil is good for growing crops because the

humus contains the nutrients crops need. Since the humus holds
water, there is plenty of water for the roots of plants to soak up.

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

82 Assessment
 Name Date Chapter
Test B

Answer the following questions.

19. Why are fish considered a living renewable resource?

Fish populations can be used and replaced, but care must be
taken so that populations will not be used up before they can be
replenished.

20. How are oil and natural gas formed?

Oil and natural gas are formed from parts of decayed ocean
plants and animals buried in the ocean floor. Over many years,
a combination of pressure, heat, and bacteria turns the decayed
materials into oil and natural gas.

21. Which layer of the soil horizon does not contain any humus?
What does this layer contain?
The C horizon; it is made mostly of larger pieces of weathered rock.

22. Critical Thinking How can fossils help scientists

determine if the climate in a region has changed
drastically over time?
Answers will vary but may include: Scientists use what they know
about modern organisms and their environments and compare them
to fossils that they find. If warm climate organisms’ fossils are found in
a cold climate, scientists know that the climate has changed drastically.

23. Thinking Like a Scientist Suppose a scientist found an

© Macmillan/McGraw-Hill

unusual unknown rock. What tests should the scientist

conduct?
Answers will vary but may include: The scientist should look at the
rock’s color, luster, and if it leaves a streak. The scientist should also
test for hardness by scratching the rock with a known rock.

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

Assessment
83
Performance Name Date
Assessment

Energy for the Future Materials

Objective: Students will write a persuasive letter • writing
describing the benefits of an alternative energy source. paper and
pencil
Scoring Rubric
points Student chooses a type of alternative energy
source that he or she think is best for the school. Student
writes a persuasive letter to the school principal. In the
letter, student describes clearly and accurately how the
alternative energy source works. Student describes the
benefits of this energy source, giving at least three reasons
why the energy source is a good choice for the school.

points Student chooses a type of alternative energy

source that he or she thinks is best for the school. Student
writes a persuasive letter to the school principal. In the
letter, student describes clearly and accurately how the
energy source works with only one or two errors. Student
describes the benefits of this energy source, giving two
reasons why the energy source is a good choice for their
school.

points Student chooses a type of alternative energy

source that he or she thinks is best for the school. Student
writes a persuasive letter to the school principal. In the
letter, student attempts to describe how the energy source
works, but makes several mistakes in the explanation.
Student attempts to describe the benefits of this energy
source, giving one reason why the energy source is a good
choice for the school.
© Macmillan/McGraw-Hill

point Student does not write a persuasive letter to the

school principal, or the letter does not accurately explain
how the alternative energy source works. Student does
not explain the benefits of the energy source and does
not provide any reasons why the energy source is a
good choice for the school. Student does not answer the
questions in Analyze the Results.

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

84 Assessment
 Name Date Performance
Assessment

Energy for the Future

Communicate
Your school principal has asked you to do some research
about alternative energy sources for the school. Choose the
alternative energy source that you think would best meet
the needs of your school for many years to come. Write a
persuasive letter to the principal describing the alternative
energy source. Explain the benefits of the energy source and
give three reasons why it is the best choice for your school.
Be sure to use proper letter format.

Analyze the Results

1. Why might energy from wind not always be the most
reliable energy choice? Name two places that have had
some success with wind energy.
Wind energy can only be used in places where wind blows on a
very regular basis. Some places are: California, Hawaii, Denmark, the
Netherlands, Spain, and India.

2. Why should people plan on not using fossil fuels

forever?
Fossil fuels are nonrenewable resources. They will eventually run out,
and people will have to find other sources of energy.
© Macmillan/McGraw-Hill

Chapter 6 • Protecting Earth’s Resources Use with Chapter 6

Assessment
85
 Chapter Name Date
Test A

Weather Patterns
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

air mass current insolation weather map

barometer El Niño tornado
blizzard global winds weather

1. The solar energy that reaches Earth’s surface is called insolation .

2. Every two to seven years a change in weather conditions

known as a(n) El Niño causes heavy rains and
storms in North and South America.

3. A(n) air massthat forms over a warm area of

water will be warm and humid.

4. A(n) barometer measures atmospheric pressure.

5. A(n) current is a constant movement of ocean

water.

6. A rotating funnel-shaped cloud with high winds is a(n) tornado .

7. The condition of the atmosphere at a specific time and

place is the weather .

8. A kind of storm that includes high winds and snow is

© Macmillan/McGraw-Hill

a(n) blizzard .

9. A tool used to show the weather in a specific area is a(n)

weather map .

1 0. Uneven heating of Earth causes global winds .

Chapter 7 • Weather Patterns Use with Chapter 7

86 Assessment
 Name Date Chapter
Test A

Circle the letter of the best answer for each question.

11. All weather occurs in Earth’s 14. Which carries warm water
A thermosphere. from near the equator toward
the poles?
B troposphere.
A tornados
C stratosphere.
B the Gulf Stream
D exosphere.
C El Niño
12. Which term describes the D global winds
amount of water vapor in the
air? 15. Any storm with a low-
A air pressure pressure center that causes a
circular wind pattern is a
B atmospheric pressure
A cyclone.
C humidity
B blizzard.
D barometer
C tornado.
13. The meeting place between D hurricane.
two air masses is a
A storm.
B global wind.
C temperature.
D front.
© Macmillan/McGraw-Hill

Chapter 7 • Weather Patterns Use with Chapter 7

Assessment
87
 Chapter Name Date
Test A

Answer the following questions.

16. Communicate What creates a valley breeze?

In the morning, sunlight warms mountain slopes. As the warm air
rises, cool air from the valley moves up to take its place, creating a
valley breeze.

17. Classify What are the three main climate zones on

Earth? In the chart below, describe each climate zone.

Climate Zone Description

near the equator, receives

the most insolation from the
tropical climate zone
sun, high temperatures, heavy
precipitation

north and south of the equator,

warm summers, cool or cold
temperate climate zone
winters, can get all types of
precipitation

near the north and south poles,

polar climate zone short summers and long cold
winters, not much precipitation

18. How can being near a large body of water affect the
climate of a region?
© Macmillan/McGraw-Hill

In general, being near a large body of water keeps temperatures

cooler in the summer and warmer in the winter.

Chapter 7 • Weather Patterns Use with Chapter 7

88 Assessment
 Name Date Chapter
Test A

Answer the following questions.

19. When does a tropical storm become classified as a

hurricane?
Tropical storms become classified as hurricanes when their wind
speeds reach 119 kilometers per hour (74 miles per hour).

20. Critical Thinking What kind of weather can be expected

with a low-pressure system?
Warm and humid air has lower pressure than cold, dry air, so low-
pressure systems usually are associated with warm and rainy or
stormy weather.

21. Thinking Like a Scientist A meteorologist predicts that

it will rain today. The air temperature is warm, but a layer
of very cold air is approaching. What type of precipitation
might fall?
Answers will vary but may include: If the rain falls through a layer of
very cold air, it may become sleet. If it is a severe thunderstorm with
high winds, hail might form.
© Macmillan/McGraw-Hill

Chapter 7 • Weather Patterns Use with Chapter 7

Assessment
89
 Lesson 1 Name Date
Test

Circle the letter of the best answer for each question.

1. Insolation refers to 3. The lowest layer of the

A the amount of sunlight that atmosphere is the
reaches a planet. A troposphere.
B the amount of heat energy B stratosphere.
contained in a beam of C mesosphere.
sunlight.
D ionosphere.
C the imaginary line that runs
around Earth’s middle. 4. The Coriolis effect refers to a
D the spherical shape of change in direction caused by
Earth. A heat.

2. How much of the Sun’s energy B wind.

is absorbed or reflected by C insolation.
clouds? D rotation.
A 20 percent
B 25 percent
C 45 percent
D 50 percent

Critical Thinking The following table shows air

temperature over land and water in a coastal area at two
different times of the same day.
Air Temperature in degrees C.

Time Temperature over land Temperature over water

noon 32° 18°

© Macmillan/McGraw-Hill

midnight 24° 15°

Explain what causes the differences in temperature.

Temperature over land fluctuates more than temperature over water
because the land heats up more rapidly during the day and cools down
more rapidly at night.

Chapter 7 • Weather Patterns Use with Lesson 1

90 Assessment The Atmosphere and Weather
 Name Date Lesson 2
Test

Circle the letter of the best answer for each question.

1. A front is a place where 3. On a weather map, an isobar

A precipitation occurs. connects places with the
same
B two air masses meet.
A temperature.
C air is moist and cold.
B precipitation.
D air is hot and dry.
C air pressure.
2. A low-pressure system will D clouds.
arrive tomorrow. The weather
will be 4. The high-altitude wind that
A hot and dry. blows from west to east over
the United States is the
B cold and dry.
A trade wind.
C warm and rainy.
B westerly.
D cold and rainy.
C tropical wind.
D jet stream.

Critical Thinking After learning about weather, Vanessa

says, “This is easy. It’s all just another lesson about
density. Cold air masses are denser than warm ones, so
when air masses meet, weather changes.” What other
factors has she not considered?
Possible answer: The movement of air masses is based on density.
However, many other factors, such as prevailing winds and insolation,
affect weather as well.
© Macmillan/McGraw-Hill

Chapter 7 • Weather Patterns Use with Lesson 2

Assessment Clouds and Precipitation
91
 Lesson 3 Name Date
Test

Circle the letter of the best answer for each question.

1. The noise of thunder is caused 3. Tornadoes begin to form

by inside of
A rapid expansion of air. A hurricanes.
B clouds rushing past each B thunderheads.
other. C blizzards.
C rain hitting the ground. D cyclones.
D two air masses colliding.
4. Look at the picture of the
2. Heavy snowfall combined with hurricane.
blowing snow result in a(n)
A ice storm.
B cold air mass.
C ground blizzard.
D whiteout.

Which part of the hurricane is

the eye?
A A
B B
C C
D D
© Macmillan/McGraw-Hill

Critical Thinking How does tracking severe storms help

people?
Tracking allows meteorologists to predict how severe a storm will be and
where is it likely to affect people. This helps people prepare for the storm
or to leave the area before it hits.

Chapter 7 • Weather Patterns Use with Lesson 3

92 Assessment Severe Storms
 Name Date Lesson 4
Test

Circle the letter of the best answer for each question.

1. Which factor is most 3. Burning fossil fuels

important in determining contributes to global
climate? warming by
A longitude A raising air temperatures.
B latitude B increasing precipitation
C rainfall over oceans.

D temperature C changing wind patterns.

D adding greenhouse gases
2. The map shows climate zones to the atmosphere.
of the world.
1 4. The warm current that flows
2 across the Atlantic toward
3 Europe is called

4
A El Niño.
3
B the jet stream.
2 C the Gulf Stream.
1 D the South Atlantic current.
Which part of the map shows
the temperate zones?
A 1
B 2
C 3
D 4

Critical Thinking How do ocean currents affect climate?

© Macmillan/McGraw-Hill

Give at least one example.

Ocean currents affect climate by making land areas warmer or cooler
than they would otherwise be, based on their latitude alone. For example,
the Gulf Stream carries warm water to the coast of Europe and warms the
climate.

Chapter 7 • Weather Patterns Use with Lesson 4

Assessment Climate
93
 Chapter Name Date
Test B

Weather Patterns
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

air mass climate precipitation troposphere

air pressure hurricane rain shadow
blizzard insolation thunderstorm

1. The troposphere is a layer of gases between 5 and

11 miles thick.

2. A(n) thunderstorm may occur when warm air rises,

carrying moisture with it.

3. Average temperature and average rainfall are two

important variables for determining an area’s climate .

4. A(n) blizzard can include several feet of snowfall.

5. The energy from the sun that reaches a planet’s surface

is insolation .

6. A(n) air massis a large region of air with a similar

temperature and humidity.

7. A storm with winds blowing faster than 74 miles per

hour is a(n) hurricane .
© Macmillan/McGraw-Hill

8. Hail, rain, sleet, and snow are all forms of precipitation .

9. The dry area on the leeward side of a mountain is called
a rain shadow .

10. At sea level, the average air pressure

is 1.04 kg/cm2.

Chapter 7 • Weather Patterns Use with Chapter 7

94 Assessment
 Name Date Chapter
Test B

Circle the letter of the best answer for each question.

11. A device with rotating cups 14. A storm with 35 mile per hour
that measures wind speed is winds, frozen precipitation,
called a(n) and 1/4 mile visibility is a
A anemometer. A hurricane.
B weather vane. B cyclone.
C barometer. C thunderstorm.
D aneroid barometer. D blizzard.

12. Which type of storm only 15. Which of these does not
forms over large bodies of affect the climate of a city?
warm water? A population
A tornado B ocean currents
B thunderstorm C mountain ranges
C hurricane D altitude
D blizzard

13. Which layer of the

atmosphere is farthest
from Earth’s surface?
A troposphere
B stratosphere
C exosphere
D thermosphere
© Macmillan/McGraw-Hill

Chapter 7 • Weather Patterns Use with Chapter 7

Assessment
95
 Chapter Name Date
Test B

Answer the following questions.

16. Classify In which climate zone is the equator? In which

climate zone is the United States? Describe the climate
in each area.

The equator is in the tropical climate zone. The climate is warm and
wet. The United States is in the temperate climate zone. Summers
are warm, and winters are cool or cold. Precipitation falls all year
round.

17. Communicate How do clouds form?

Clouds form as water vapor particles are carried higher in the
atmosphere and they become colder. The water vapor particles lose
speed and get closer together. Then they condense around tiny
particles of dust, forming clouds.
© Macmillan/McGraw-Hill

18. How does lightning cause the loud boom heard during a
thunderstorm?
Lightning raises the temperature of the air around it so that air
becomes very hot very suddenly. This makes the air expand violently.
This expansion causes the sound of thunder.

Chapter 7 • Weather Patterns Use with Chapter 7

96 Assessment
 Name Date Chapter
Test B

Answer the following questions.

19. What is altitude? What effect does altitude have on

climate?
Altitude is the height of a location above sea level. Generally,
the higher a place is above sea level, the cooler the average
temperature.

20. Critical Thinking What kind of weather can you expect

with a high-pressure system?
High air pressure is associated with cool, dry air. Any moisture
that comes into a high-pressure system usually evaporates, so the
expected weather will be cool and dry.

21. Thinking Like a Scientist What information does a

meteorologist use to create weather maps and make
predictions?
A meteorologist uses the data collected about temperature, wind
speed, wind direction, and air pressure to create weather maps. A
meteorologist may use information from a radar to predict when a
storm will arrive and how intense it will be.
© Macmillan/McGraw-Hill

Chapter 7 • Weather Patterns Use with Chapter 7

Assessment
97
Performance Name Date
Assessment

Storm Safety Materials

Objective: Students will describe how a storm forms • white
and what happens during a storm. Students will paper
describe different things people can do to stay safe
during a storm. • pencil
• markers
Scoring Rubric or crayons
points Student creates a brochure about a type
of storm. The brochure includes accurate information about
how the storm forms, what happens during the storm, and
the dangers to people during a storm. The brochure also
includes safety tips that people can follow during a storm.
Student shares information with the class clearly.

points Student creates a brochure about a type of storm.

The brochure includes mostly accurate information about
how the storm forms, what happens during the storm, and
the dangers to people during a storm, but some details may
be left out. The brochure also includes safety tips, but some
tips may be left out. Student shares most information with
the class clearly.

points Student creates a brochure about a type of storm.

The brochure includes little accurate information about
how the storm forms, what happens during the storm, and
the dangers to people during a storm. The brochure also
includes one or two safety tips. Student shares information
with the class, but not all information is clear.

point Student creates a brochure about a type of storm,

but the information included is inaccurate. The brochure
© Macmillan/McGraw-Hill

includes no accurate information about how the storm

forms, what happens during the storm, and the dangers
to people during a storm. The brochure does not include
safety tips. Student does not share information with the
class. Student does not answer the Analyze the Results
questions.

Chapter 7 • Weather Patterns Use with Chapter 7

98 Assessment
 Name Date Performance
Assessment

Storm Safety
Communicate
What do you know about blizzards, hurricanes, tornadoes,
and thunderstorms? How do these storms form? What
happens during one of these storms? What are some storm
dangers? What can you do to stay safe during a storm?
Choose one of the storms mentioned above. Create a
brochure that answers all of these questions.

Analyze the Results

1. Is the type of storm you chose to study common where
you live? Why or why not?
Answers will vary depending on the type of storm chosen and the
location.

2. What do hurricanes, tropical storms, and tornadoes all

have in common?
They are all cyclones. A cyclone is any storm with a circular pattern
of winds formed by a low-pressure center.

3. Why would you want to stay away from windows during

a tornado?
© Macmillan/McGraw-Hill

During a tornado, the difference in air pressure between the air

outside the building and the air inside the building is very great. It is
common for windows to be broken and glass to be pushed inward
during a tornado.

Chapter 7 • Weather Patterns Use with Chapter 7

Assessment
99
 Chapter Name Date
Test A

The Universe
Write the word that best completes each sentence in the
spaces below. Words may be used only once.

asteroids gravity revolution telescope

comet inertia satellite
constellations planet star

1. The force of attraction between two objects is called

gravity .
telescope
2. A(n) is an instrument that is used to see
things that are far away.

3. A large object that orbits a star but does not give off its
own light is a(n) planet .

4. An object in space that produces its own heat and light

is a(n) star .

5. The tendency of a moving object to keep moving in a

straight line is inertia .
revolution
6. One complete trip around the Sun is a(n) .

7. An object in space that circles around another object is

a(n) satellite .
asteroids
8. Most are located between Mars and
© Macmillan/McGraw-Hill

Jupiter.

9. A(n) comet
is made of a mixture of frozen
gases, ice, dust, and rock.
constellations
10. Patterns formed by stars are called .

Chapter 8 • The Universe Use with Chapter 8

100 Assessment
 Name Date Chapter
Test A

Circle the letter of the best answer for each question.

11. How long does it take Earth to 14. At which stage of a star’s
make one revolution around cycle is it small and dense?
the Sun? A white dwarf
A 24 hours B nebula
B 24.5 hours C supernova
C 365 days D red giant
D 365.25 days
15. The surfaces of the inner
12. What happens when the Moon planets are mostly made of
passes directly between the A gases.
Sun and Earth?
B rock.
A an umbra
C metals.
B a penumbra
D ice.
C a solar eclipse
D a lunar eclipse

13. A natural satellite that orbits a

planet is called a
A comet.
B moon.
C crater.
D probe.
© Macmillan/McGraw-Hill

Chapter 8 • The Universe Use with Chapter 8

Assessment
101
 Chapter Name Date
Test A

Answer the following questions.

16. Interpret Data Scientists are studying a distant group of

stars. The grouping is flat with a bulge in the middle and
it is shaped like a pinwheel with two arms. What are the
scientists most likely studying?
They are studying a barred spiral galaxy.

17. Communicate What causes Earth to revolve around

the Sun?
The combination of gravity and inertia causes Earth to revolve
around the Sun. Gravity pulls Earth towards the Sun. Inertia acts to
keep Earth moving in a straight line away from the Sun.

18. Observe Which part of the illustration is the umbra?

Which part is the penumbra? Label each and explain
what they are.

Students should label the part of the Sun that is blocked as the
© Macmillan/McGraw-Hill

umbra, and the part of the Sun that is not blocked as the penumbra.
The umbra is the area of the Sun where light is completely blocked
off during a solar eclipse. The penumbra is the area of the Sun that
can still be seen during a solar eclipse.

Chapter 8 • The Universe Use with Chapter 8

102 Assessment
 Name Date Chapter
Test A

Answer the following questions.

19. Read the following description, and then identify the

object being described.
A rock revolves around the Sun. It is located in a belt
between Mars and Jupiter. It has an irregular shape that
is kind of like a potato.
An asteroid

20. Why do scientists believe that the big bang theory is

true?
Scientists have found evidence that the universe is expanding in all
directions in ripples. Something had to occur at the center of the
universe for those ripples to start. This point would be where the big
bang occurred.

21. Critical Thinking Why might scientists want to study

solar and lunar eclipses?
Answers will vary but may include: Scientists study eclipses to learn
about the rotation of Earth and the Moon around the Sun. Scientists
may want to learn more about how eclipses affect Earth and the
Moon.

22. Thinking Like a Scientist What would you need to do in

order to study the moons of Jupiter?
Answers will vary, but may include: Use an optical telescope to
© Macmillan/McGraw-Hill

view the moons of Jupiter. Also, use a space telescope, such as the
Hubble, or a radio telescope to gather more data.

Chapter 8 • The Universe Use with Chapter 8

Assessment
103
 Lesson 1 Name Date
Test

Circle the letter of the best answer for each question.

1. A force of attraction that 3. Look at this diagram of Earth

exists between any two and the Sun. What season is it
objects is in the Northern Hemisphere?
A gravity.
B inertia.
C revolution.
D rotation.

2. The strength of the pull of

gravity depends on
A speed and distance.
A winter
B mass and distance.
B spring
C mass and speed.
C summer
D speed and inertia.
D fall

4. The force that makes objects

keep traveling in a straight
line is
A gravity.
B inertia.
C attraction.
D energy.

Critical Thinking What would be the effect on Earth if

the planet’s axis were not tilted?
If Earth’s axis were not tilted there would be an equal number of hours
© Macmillan/McGraw-Hill

of day and night throughout the year. There would also be no seasons,
although it would still be warmer in the tropics than at the poles.

Chapter 8 • The Universe Use with Lesson 1

104 Assessment Earth and Sun
 Name Date Lesson 2
Test

Circle the letter of the best answer for each question.

1. Which phase of the Moon is 3. When do neap tides occur?

shown here? A during full moons
B during new moons
C during first and last
quarter moons
D when the Sun is rising
or setting

4. What happens during a lunar

A first quarter eclipse?
B waxing gibbous A The Moon is hidden by
the Sun’s shadow.
C full moon
B The Moon is hidden
D last quarter
by Earth’s shadow.
2. An eclipse occurs whenever C The Sun is hidden by
A the Moon rises. the Moon’s shadow.
B the Sun sets. D The Sun is hidden
by Earth’s shadow.
C one object in space hides
another object in space.
D the Moon rises while the
Sun is still out.

Critical Thinking What would most likely happen if a

strong coastal storm hit during a time of spring tides?
The storm would do even more damage than expected because at high
tide, the water would be particularly high.
© Macmillan/McGraw-Hill

Chapter 8 • The Universe Use with Lesson 2

Assessment Earth and Moon
105
 Lesson 3 Name Date
Test

Circle the letter of the best answer for each question.

1. Which planet in the solar 4. The diagram shows the solar

system has the most moons? system.
A Jupiter 
 




 
B Saturn   
 

C Neptune
D Uranus

2. Jupiter’s Great Red Spot is a

A moon. Which planet is Neptune?
B storm. A A
C satellite. B B
D probe. C C
3. Which planet has the hottest D D
surface temperature?
A Mercury
B Venus
C Mars
D Saturn

Critical Thinking Based on what you know about the

planets, which one would be impossible for humans to
land on?
Answers will vary. Students will probably say Venus because of the heat
and intense pressure, or one of the gas giants, because the surface is not
© Macmillan/McGraw-Hill

solid.

Chapter 8 • The Universe Use with Lesson 3

106 Assessment The Solar System
 Name Date Lesson 4
Test

Circle the letter of the best answer for each question.

1. A huge cloud of gas and dust 4. The table shows the surface
in which stars form is a temperature and color of
A supernova. stars.

B galaxy. Color Surface

Temperature
C nebula. (° C.)
Blue-white 35,000
D black hole.
White 10,000
2. What is a star called in its Yellow 6,000
earliest stage? Red-orange 5,000
Red 3,000
A neutron star
B white dwarf What is the approximate
C red giant surface temperature of the
Sun?
D protostar
A 3,000°
3. A pattern of stars in the night B 5,000°
sky is called a
C 6,000°
A solar system.
D 10,000°
B constellation.
C cluster.
D galaxy.

Critical Thinking What do you think is the most

important recent discovery about the universe? Why is it
important?
Students may mention the decision to not include Pluto as a planet in our
solar system. Students should justify their opinions by explaining why the
© Macmillan/McGraw-Hill

discovery is important.

Chapter 8 • The Universe Use with Lesson 4

Assessment Stars and the Universe
107
 Chapter Name Date
Test B

The Universe
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

black hole light-year phase tides

galaxy meteors satellite
gravity nebula supernova

1. Most meteors burn up before they reach Earth’s

surface.
supernova
2. An exploding star is called a(n) .
satellite
3. The Moon is a natural of Earth.

4. All objects have mass and are pulled towards one

another by gravity .

5. The shape and appearance of the Moon at a particular

time is called a phase .

6. The pull of the Moon’s gravity on Earth causes

tides in large bodies of water.

7. An object in space that has a gravitational pull so strong

that light cannot escape it is called a(n) black hole .
nebula
8. All stars form out of a(n) .

9. Each galaxy holds billions of stars.

© Macmillan/McGraw-Hill

10. A(n) light-year is approximately 5.9 billion miles.

Chapter 8 • The Universe Use with Chapter 8

108 Assessment
 Name Date Chapter
Test B

Circle the letter of the best answer for each question.

11. What happens when the Moon 14.

is hidden by Earth’s shadow?
A penumbra
B umbra
C solar eclipse
D lunar eclipse

12. Which forms a new nebula?

A supernova
B black hole Which type of galaxy is shown
here?
C neutron star
D globular cluster A ovoid elliptical
B irregular
13. How long does it take for
C disc-shaped elliptical
Earth to make one rotation on
its axis? D spiral
A 24 hours 15. Saturn’s rings are composed
B 24.5 hours of?
C 365 days A sulfur and phosphorus.
D 365.25 days B water and nitrogen.
C ice and rock.
D gas and dust.
© Macmillan/McGraw-Hill

Chapter 8 • The Universe Use with Chapter 8

Assessment
109
 Chapter Name Date
Test B

Answer the following questions.

16. Observe Draw a picture of what you might see from

Earth as the Moon goes through the first quarter to last
quarter phases.

Students should draw in order: first quarter, waxing gibbous, full,

waning gibbous, and last quarter phases of the Moon.

17. Interpret Data Read the description of the star. What

stage is this star in? How do you know?
Collisions between hydrogen atoms have occurred. These
collisions produce heat, causing the temperature to rise.
The hydrogen atoms form a dense cloud that begins to
spin and give off heat and light.
This star is a protostar. A protostar is a new star. In a protostar, the
collision of atoms has just started to produce heat and light and to
spin.

18. Communicate How does Earth’s revolution cause

seasons?
As Earth revolves around the Sun during the year, sunlight strikes
© Macmillan/McGraw-Hill

Earth at different angles. The change in angle on different parts of

Earth cause the seasons. This change in angle results from Earth
being tilted on an axis, which creates the Northern and Southern
hemispheres. Both hemispheres have different seasons as Earth
revolves around the Sun.

Chapter 8 • The Universe Use with Chapter 8

110 Assessment
 Name Date Chapter
Test B

Answer the following questions.

19. Explain how scientists explore the Moon and planets in

the solar system.
Scientists explore the solar system with space probes. These probes
orbit and land on distant planets, such as Mars. They tell us about
the Earth’s solar system. Astronauts explore the Moon, using special
tools to observe and study its surface. Scientists may also use robotic
rovers to explore distant planets.

20. Explain why Jupiter’s Great Red Spot is such a unique

phenomenon.
Jupiter’s Great Red Spot is a huge storm that has lasted for over
400 years. Its winds can reach speeds of 270 miles per hour, and it is
almost twice the diameter of Earth.

21. Critical Thinking What would it mean if Earth stopped

having tides? What could be the cause of such an event?
Answers will vary but may include: If there were no tides, there would
not be a pull of gravity from the Moon or the Sun on Earth. Gravity
causes a bulge in Earth that can be seen in the tides of oceans and
other large bodies of water. No pull of gravity from the Moon could
cause the Moon’s orbit to become noncircular.

22. Thinking Like a Scientist If you were a scientist lost

© Macmillan/McGraw-Hill

in a forest, how could you use the night sky to guide

yourself?
Answers will vary but may include: Constellations are patterns of
stars that can help point you in the correct direction. The Big Dipper
or Little Dipper constellations can help you find the North Star, called
Polaris. You would then know which way is north.

Chapter 8 • The Universe Use with Chapter 8

Assessment
111
Performance Name Date
Assessment

The Planets Materials

Objective: Students will choose one planet (besides • pen or pencil
Earth) and create a poster to share information that
• paper
scientists have gathered about that planet.
• poster board
Scoring Rubric • crayons,
points Student’s poster includes an accurate markers,
drawing of the planet chosen. The poster also or colored
includes all moons that orbit the planet. The
pencils
poster includes a written description of the
planet with accurate information about the planet’s
composition, distance from the Sun, and temperature. The
student answers Analyze the Results questions accurately.

points Student’s poster includes a mostly accurate

drawing of the planet chosen, and most of the moons that
orbit the planet. It includes a written description of the
planet with mostly accurate information about the planet’s
composition, distance from the Sun, and temperature. The
student answers the Analyze the Results questions with few
errors.

points Student’s poster includes an inaccurate drawing

of the planet chosen. The poster includes only one or two
moons that orbit the planet. The poster includes a written
description of the planet with inaccurate information
about the planet’s composition, distance from the Sun, and
temperature. The student’s answers to the Analyze the
Results questions contain many errors.

point Student’s poster includes an inaccurate drawing

© Macmillan/McGraw-Hill

of the planet chosen. The poster does not include any

moons that orbit the planet. The description of the planet
is inaccurate or missing information about the planet’s
composition, distance from the Sun, and temperature. The
student does not answer the Analyze the Results questions
accurately.

Chapter 8 • The Universe Use with Chapter 8

112 Assessment
 Name Date Performance
Assessment

The Planets
Why are there no other planets in our solar system that
support life? What do scientists know about the planets
in our solar system? Choose a planet to study. Do some
research about that planet. Make a poster that includes a
picture of the planet and its moons. Write a description of
the planet that tells about its composition, distance from the
Sun, and temperature, as well as any other information you
think is important or interesting.

Analyze the Results

1. Why is there no life on the planet you chose to study?
Answers will depend on the planet the student chose to study. Some
planets do not support life because they are too cold. Others are too
hot. Some do not have an atmosphere that supports life.

2. How is the composition of the planet you chose different

from that of Earth?
Answers will depend on the planet the student selected. Some
planets have surfaces made of gases.
© Macmillan/McGraw-Hill

Chapter 8 • The Universe Use with Chapter 8

Assessment
113
 Chapter Name Date
Test A

Comparing Kinds of Matter

Write the word that best completes each sentence in the
spaces below. Words may be used only once.

atom element metals volume

density malleability molecule
ductility matter nucleus

volume
1. The measure of how much space an object takes up is .
matter
2. Anything that has mass and volume is made up of .

3. The amount of mass for each milliliter of a substance is

density
known as the of the substance.

4. A material that cannot be broken down into anything

element
simpler by using chemical reactions is a(n) .
metals
5. A group of elements known as on the
periodic table have conductivity, luster, and flexibility as
common properties.

6. The smallest unit of an element that retains the

atom
properties of that element is a(n) .
nucleus
7. The hard core of an atom is the .
malleability
8. Bending a material without breaking is .
molecule
© Macmillan/McGraw-Hill

9. A(n) consists of two or more atoms

joined together as a single particle.

10. The ability to make a material thin without breaking

it is ductility .

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

114 Assessment
 Name Date Chapter
Test A

Circle the letter of the best answer for each question.

11. Which unit is used to measure 14. The most common elements
weight? in the universe are
A inch A sodium and oxygen.
B pound B aluminum and nitrogen.
C milliliter C carbon and calcium.
D centimeter D hydrogen and helium.

12. At room temperature most 15. What happens to metals when

elements are they combine with nonmetals
A solid. from the environment?

B liquid. A they become corroded

C gas. B they melt
D conductive. C they turn to a gas
D they explode
13. Which type of particle inside
an atom has one unit of
negative electrical charge?
A proton
B neutron
C electron
D nucleus
© Macmillan/McGraw-Hill

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

Assessment
115
 Chapter Name Date
Test A

Answer the following questions.

16. Use Numbers Compare the two bowls of marbles below.

Which bowl of marbles has the greatest density? How
do you know? What formula is used to find density?


 

Bowl A has the greatest density. Both bowls are the same size, so
they have the same volume. Bowl A has more marbles inside, so
it has a greater density than bowl B. To find the density, use the
formula Density = Mass  Volume.

17. Communicate Describe a proton, neutron, and electron.

Where are these particles located inside an atom?
Protons and neutrons are inside the nucleus of an atom. A proton
has one unit of positive electrical charge. The number of protons in
an atom determines which element it is. A neutron has no electrical
charge. Electrons move around inside an atom, outside of the
nucleus. An electron has a negative electrical charge.

18. Infer Aluminum is a metal that is used in many different

ways. Give two examples of how people use aluminum.
© Macmillan/McGraw-Hill

Explain why aluminum is a good metal for each example.

Student responses will vary. Aluminum is used in mirrors because it can
be polished to be reflective. Aluminum is used to wrap around food
because it will reflect the heat inside. Aluminum is used in electrical
wiring because it conducts electricity and is inexpensive. Aluminum is
used for cans because it is easy to mold and is inexpensive.
Chapter 9 • Comparing Kinds of Matter Use with Chapter 9
116 Assessment
 Name Date Chapter
Test A

Answer the following questions.

19. Look at the periodic table below. Circle one nonmetal.

Group Key
1 18
11 Atomic number
1 2
1 H Na Element’s symbol
He
Sodium Element’s name
Hydrogen
2 13 14 15 16 17 Helium

3 4 5 6 7 8 9 10
2 Metals
Li Be B C N O F Ne
Lithium Beryllium Nonmetals Boron Carbon Nitrogen Oxygen Flourine Neon

Metalloids (semimetals)
11 12 13 14 15 16 17 18
3 Na Mg Al Si P S Cl Ar
Period

Sodium Magnesium 3 4 5 6 7 8 9 10 11 12 Aluminum Silicon Phosphorus Sulfur Chlorine Argon

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
4 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium
Germanium Arsenic Selenium Bromine Krypton

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
5 Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yitrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Pallidium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon

55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
6 Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Cesium Barium Lanthanum
Lanthanum Hafnium Tantalum Tungsten Rhenium Tungsten Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon

87 88 89 104 105 106 107 108 109

7 Fr Ra Ac Rf Db Sg Bh Hs Mt
Francium Radium Actinium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meinerium

58 59 60 61 62 63 64 65 66 67 68 69 70 71
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium

90 91 92 93 94 95 96 97 98 99 100 101 102 103

Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium

20. Explain what buoyancy is and give an example of an

object that is buoyant. Explain why that object is buoyant.
Buoyancy is a resistance to sinking. Students may respond that a
boat is buoyant. A boat will not sink in water because the water has a
greater density than the boat.

21. Critical Thinking What are the three important

properties of chemical elements?
The three important properties of common elements are their
state of matter at room temperature, how they combine with other
elements, and whether they are metals, nonmetals, or metalloids.
© Macmillan/McGraw-Hill

22. Thinking Like a Scientist What would you do to

measure the volume of a baseball?
Answers will vary, but may include the following: I would fill a clear
graduated cylinder with water. I would record how many milliliters of
water are in the cylinder, and then carefully place the ball inside. I would
look to see how many milliliters the water line rose. That gives me the
volume of the baseball in cubic centimeters.
Chapter 9 • Comparing Kinds of Matter Use with Chapter 9
Assessment
117
 Lesson 1 Name Date
Test

Circle the letter of the best answer for each question.

1. What is the volume of the 3. How is a gas different from a

block? solid or a liquid?
A It is made of tiny particles.
200 mL mL 200 mL mL B It has volume.
200 200

150 150
C It expands to fill its
100 100
container.
50 50 D It has density.

 4. Which property causes water

to form droplets?
A 40 mL
A mass
B 60 mL
B density
C 100 mL
C buoyancy
D 140 mL
D surface tension
2. Which material is the most
dense?
A air
B water
C plastic
D iron

Critical Thinking Why do scientists measure and record

the mass of objects rather than their weight?
Weight depends on the pull of gravity, so it varies depending on an
object’s location. Mass remains constant no matter where an object is.
© Macmillan/McGraw-Hill

Therefore, mass is a property of the object itself.

Chapter 9 • Comparing Kinds of Matter Use with Lesson 1

118 Assessment Properties of Matter
 Name Date Lesson 2
Test

Circle the letter of the best answer for each question.

1. An element that is likely to 3. A student made this model of

combine with other elements a carbon dioxide molecule. It
to form new substances is has one carbon atom and two
said to be oxygen atoms.
A buoyant.
B chemically reactive. 

C metallic.
D solid at room temperature.

2. The nucleus of an atom is

made of What is the correct way to
write the chemical name of
A electrons and empty space.
carbon dioxide?
B protons and neutrons.
A C2O
C protons and electrons.
B C2O
D neutrons and electrons.
C CO2
D CO2

4. Niels Bohr’s model of an atom

looked like a(n)
A solar system.
B galaxy.
C cloud.
D electric charge.

Critical Thinking The model that scientists use to represent

© Macmillan/McGraw-Hill

what an atom looks like has changed over time. Why?

The model has changed as scientists’ understanding has changed. The
student should state that the original model was based on the best
information available at the time. As scientists develop better tools (such
as the electron microscope), they developed better models.

Chapter 9 • Comparing Kinds of Matter Use with Lesson 2

Assessment Elements
119
 Lesson 3 Name Date
Test

Circle the letter of the best answer for each question.

1. Malleability is the ability to 3. Which of the following is a

A conduct electricity. metalloid?

B reflect heat. A oxygen

C be shaped without B silicon
breaking. C chlorine
D be pulled into thin wires. D argon

2. Here is a portion of the 4. Which of the following is a

periodic table of elements. noble gas?
24 25 26 27 28 29 30 A carbon dioxide
Cr Mn Fe Co Ni Cu Zn
B boron
Chromium Manganese Iron Cobalt Nickel Copper Zinc

42 43 44 45 46 47 48
Mo Tc Ru Rh Pd Ag Cd
Molybdenum Technetium Ruthenium Rhodium Pallidium Silver Cadmium
C oxygen
Which element shown here is D helium
least metallic?
A zinc
B iron
C cadmium
D silver
Critical Thinking What is the purpose of the periodic
table of elements? How is it useful to scientists?
The periodic table classifies elements and arranges them according to
their properties, so that similar elements are grouped together. It is useful
because it allows someone to determine what an element is like based on
the properties of similar elements.
© Macmillan/McGraw-Hill

Chapter 9 • Comparing Kinds of Matter Use with Lesson 3

120 Assessment Metals, Nonmetals, and Metalloids
 Name Date Chapter
Test B

Comparing Kinds of Matter

Write the word that best completes each sentence
in the spaces below. Words may be used only once.

atom element metals volume

density malleability molecule
ductility matter nucleus

1. Elements found on the periodic table that have a shiny

luster, can be shaped, and conduct electricity are metals
.

2. Anything that has both mass and volume is known

as matter
.

3. A(n) element is a material that cannot be broken

down into anything simpler by using chemical reactions.

4. Two or more atoms joined together as a single particle

form a(n) molecule
.

5. Materials that can be pulled into thin wires easily without

breaking have good ductility .
nucleus
6. The of an atom is the hard core.
density
7. The of a substance is the amount of
mass for each milliliter of that substance.

8. The measure of how much space matter takes up is

© Macmillan/McGraw-Hill

called volume
.
atom
9. A(n) is the smallest unit of an element
that retains the properties of the element.

10. The ability to be flattened or bent without breaking

describes the malleability of metals.

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

Assessment
121
 Chapter Name Date
Test B

Circle the letter of the best answer for each question.

11. At room temperature the 14. A substance is malleable,

element nickel is conducts electricity, and is a
A liquid. solid at room temperature. This
substance is most likely
B metalloid.
A sodium.
C gas.
B chlorine.
D solid.
C sulfur.
12. Inside an atom, which type D copper.
of particle has one unit of
negative electrical charge? 15. Which unit is used to measure
A electron volume?

B proton A kilogram
C neutron B milliliter
D nucleus C centimeter
D pound
13. What are the most common
elements in Earth’s
atmosphere?
A nitrogen and oxygen
B hydrogen and helium
C silicon and sodium
D carbon and aluminum
© Macmillan/McGraw-Hill

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

122 Assessment
 Name Date Chapter
Test B

Answer the following questions.

16. Communicate Mercury is a liquid at room temperature,

but it is classified as a metal. Explain why mercury is a
metal.
Mercury is classified as a metal because of its physical and chemical
properties. Even though mercury is a liquid at room temperature it
still exhibits metallic traits such as being strong and very dense.

17. Infer People use gold for many different things. Give
two examples of how people use gold. Explain what
characteristics of gold make it good for these uses.
Answers will vary but may include the following: Gold can be used
to make jewelry and coatings for a variety of objects. People use
gold for these things because it can be bent, flattened, or hammered
easily without breaking. It can be used in thin layers.

18. Use Numbers To determine density, divide mass by

volume. Bowl A is 100 grams (g) and its volume is 10 cubic
centimeters (cm3). Bowl B is 50 g and its volume is also
10 cm3. Which bowl has the lowest density?
© Macmillan/McGraw-Hill


 


Bowl B has the lowest density.

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

Assessment
123
 Chapter Name Date
Test B

Answer the following questions.

19. Look at the objects below. Circle the one that you think
is buoyant. Explain why you think that object is buoyant
and why the other objects are not.

The beach ball is buoyant. It will not sink in water because the air inside
the beach ball is less dense than the water. The hammer and rock are not
buoyant because they have a greater density than the water.

20. List three characteristics of metalloids.

Students may respond that metalloids have properties in between
metals and nonmetals. They are solids that look like metals but are
not as shiny. They are not as easy to bend as metals. They conduct
electricity better than nonmetals, but not as well as metals. They are
called semiconductors.

21. Critical Thinking Complete the list of properties of

elements and the possibilities available for each property.

Properties of Elements Possibilities

State of matter at room temperature Solid, liquid, or gas

How they combine with other elements Reactive, nonreactive

© Macmillan/McGraw-Hill

Type of element Metals, nonmetals, metalloids

22. Thinking Like a Scientist What properties would you

test to see if a substance is a nonmetal?
If a substance were dull, a poor conductor, and brittle, it would most
likely be a nonmetal.

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

124 Assessment
 Name Date Performance
Assessment

Element Information Materials

Objective: Students will conduct research on a • construction
chemical element and create an information card paper
about that element. They will use their information
• crayons or
card to give an oral presentation to the class.
colored
pencils
Scoring Rubric
• pencil
points Student creates an information card
about one element. Student includes all • periodic table
information about the element from the periodic
table on one side of the card and detailed information
about the element and how it is used on the other side of
the card. Student communicates information about the
element clearly and accurately through an oral presentation.

points Student creates an information card about one

element. Student includes most information about that
element from the periodic table on one side of the card and
information about the element and how it is used on the
other side of the card, but some details are missing. Student
communicates most ideas about the element clearly and
accurately through an oral presentation.

points Student creates an information card about one

element. Student includes some information about that
element from the periodic table on one side of the card and
a small amount of information about the element on the
other side of the card, but important details are missing.
Student communicates some ideas about the element
clearly and accurately through an oral presentation.
© Macmillan/McGraw-Hill

point Student attempts to create an information card.

Student includes little or no accurate information about an
element from the periodic table on one side of the card and
little or no accurate information about the element on the
other side of the card. Student does not communicate any
information about the element accurately or clearly through
an oral presentation.

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

Assessment
125
Performance Name Date
Assessment

Element Information
Communicate
Choose an element from the periodic table for which to make
a detailed information card. On one side of the card, make a
square from the periodic table for the element you choose.
Include the name of the element, the symbol, the atomic
number, and the atomic mass in the correct locations. On the
other side of the card, include additional information about
the element. This should include the number of protons,
neutrons, and electrons in the element. You should also
tell what kind of element it is (metal, nonmetal, metalloid)
and include common uses for the element and its level of
reactivity.

Analyze the Results

1. What is the atomic mass of your element? What does
the atomic mass represent?
Answers will vary depending upon the element the student chooses.
The atomic mass represents the total mass of the protons, neutrons,
and electrons added together.

2. What is a molecule? How is a molecule formed? How

do scientists show which elements are included in a
molecule?
A molecule is two or more atoms joined together as a single particle.
Molecules form when atoms join together through their electrons. To
© Macmillan/McGraw-Hill

show which elements are included in a molecule, scientists use the

symbols from the periodic table to show the kinds of elements in the
molecule. They use numbers called subscripts to show how much of
each element is in the molecule.

Chapter 9 • Comparing Kinds of Matter Use with Chapter 9

126 Assessment
 Name Date Chapter
Test A

Physical and Chemical Changes

Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

acid colloid neutralization sublimation

base compound physical change
chemical change mixture solution

1. A(n) physical change alters the form of an object but

not its substance.

2. The change of state directly from a solid to a gas is

sublimation .

3. A physical combination of substances that remain the

same is a(n) mixture .

4. A mixture of sugar dissolved in water is an example of

a(n) solution .
compound
5. A(n) is formed by the combination of
two or more elements.
chemical change
6. A(n) occurs when atoms break their
old links and form new links with other atoms.

7. A mixture with parts that are just small enough not to

form layers is a(n) colloid .
acid
© Macmillan/McGraw-Hill

8. A(n) tastes sour and can dissolve in

water.
neutralization
9. In a process called , acids and bases
react to form salt and water.
base
10. A(n) turns red litmus paper blue.

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

Assessment
127
 Chapter Name Date
Test A

Circle the letter of the best answer for each question.

11. What is the boiling point of 14. Which will produce a chemical
water? reaction?
A 0°C A salt into pepper
B 50°C B baking soda into vinegar
C 70°C C paper into a shredder
D 100°C D rock into water

12. Which part of a solution is 15. A substance that forms ions

dissolved? when dissolved is a(n)
A solvent A acid.
B mixture B base.
C solute C electrolyte.
D compound D alkaline.

13. Which chemical formula

shows two atoms of iron and
three atoms of oxygen?
A FeO3
B Fe2O
C Fe2O3
D Fe3O2

© Macmillan/McGraw-Hill

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

128 Assessment
 Name Date Chapter
Test A

Answer the following questions.

16. Classify What are some common uses for acids? What
are some common uses for bases?
Answers will vary but may include: Some common uses for acids are
making plastics, cleaning steel, and digesting food. Some common
uses for bases are cleaning drains, making fertilizers, and making
detergents.

17. Infer Explain the effects of thermal expansion and

thermal contraction on a hot air balloon.

Thermal expansion involves an increase in heat. When the heat going

into the balloon increases, the balloon expands and rises. Thermal
contraction involves losing heat. When the heat going into the
balloon decreases, the balloon contracts and sinks.

18. Communicate Label the parts of this chemical equation:

H + O2 H2O
hydrogen plus oxygen water
© Macmillan/McGraw-Hill

reactants product

Explain what each part of the chemical equation is.

The reactants are the chemicals that are combined. When the two
chemicals are combined, they form the product.

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

Assessment
129
 Chapter Name Date
Test A

Answer the following questions.

19. How do plants use chemical reactions?

Plants use chemical reactions to create food. Through
photosynthesis plants use chemicals from the Sun to react with
chemicals in leaves. This chemical reaction results in the creation of
simple sugars.

20. Give an example of how people use colloids every day.

Answers will vary but may include: People use colloids like
mayonnaise and foam every day.

21. Critical Thinking A student fills a paper cup with water

and puts it in a freezer overnight. When she takes the
cup out the next day, she notices that the sides of the
cup are pushed out. Why did this happen?
Just before water freezes, the molecules in the water move farther
apart and line up in a solid arrangement or pattern. Ice expands in
this solid arrangement and pushes the sides of the cup out.

22. Thinking Like a Scientist A scientist wants to test the

acidity of a solution. What can she do?
While being very careful not to touch the solution, the scientist can
© Macmillan/McGraw-Hill

use litmus paper to test the acidity. If the solution is acidic, it will turn
blue litmus paper red. It will have no effect on red litmus paper.

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

130 Assessment
 Name Date Lesson 1
Test

Circle the letter of the best answer for each question.

1. Which of the following is 3. The change in an object’s
not an example of a physical volume that occurs when heat
change? is added is called
A chopping an onion A thermal expansion.
B frying an egg B thermal contraction.
C melting snow C boiling.
D boiling water D evaporation.

2. Use the table to answer 4. What is the change of state

question 2. from solid to gas called?
Changes of State for Some A transpiration
Common Materials
Name Melting Point Boiling Point B evaporation
copper 1,083°C 2,567°C C sublimation
nitrogen –210°C –196°C
water 0°C 100°C
D thermal contraction
table salt 801°C 1,465°C
iron 1,538°C 2,861°C

Which material is a liquid at

room temperature (25°C)?
A copper
B nitrogen
C water
D table salt

Critical Thinking Why is it important to make sure that

water pipes do not freeze on cold nights?
Water expands as it freezes. Therefore, if water pipes freeze, the water or
© Macmillan/McGraw-Hill

ice inside expands and the pipes can burst.

Chapter 10 • Physical and Chemical Changes Use with Lesson 1

Assessment Changes of State
131
 Lesson 2 Name Date
Test

1. Which of the following is an 4. Use the table to answer

example of a colloid? question 4.
A muddy water Solubility of Sugar in Water

B mayonnaise Temperature
in degrees
Grams of sugar
per 100 grams
C orange juice Celsius of water

D cake mix 20 204

30 219
2. The purpose of distillation is to
A purify water. 40

B separate a mixture. 50 260

C create an alloy.
How many grams of sugar can
D increase solubility. dissolve in 100 grams of water
heated to 40°C?
3. Steel is an example of a(n)
A 200 g C 240 g
A alloy.
B 210 g D 260 g
B solution.
C colloid.
D suspension.

Critical Thinking What is the best way to separate a

mixture of iron filings, sand, and pebbles?
First use a magnet to remove the iron filings. Then use filters of different
sizes to separate the pebbles, then the sand. © Macmillan/McGraw-Hill

Chapter 10 • Physical and Chemical Changes Use with Lesson 2

132 Assessment Mixtures
 Name Date Lesson 3
Test

Circle the letter of the best answer for each question.

1. This formula shows the 3. Which of the following is not

chemical reaction that occurs an example of a chemical
when the body breaks down change?
sugar. The products are carbon A bubbles in soda
dioxide and water.
B a tarnished spoon
C6H12O6 6CO2  6H2O C forming a precipitate
D respiration
How many carbon atoms are
needed in this reaction? 4. How is a compound different
A 1 C 6 from a mixture?
B 2 D 12 A It is made of one substance.
2. The chemical formula for B It cannot be made of
baking soda is NaHCO3. How organic materials.
many sodium (Na) atoms are C It cannot be broken down.
there in one molecule of baking
D It cannot be separated by a
soda?
physical change.
A 1 C 3
B 2 D 4

Critical Thinking The formula for photosynthesis is:

light and chlorophyll

CO2  H2O in the presence of
O2  C6H12O6

Explain the chemical reaction that takes place during

photosynthesis.
© Macmillan/McGraw-Hill

Carbon dioxide and water combine to form oxygen and sugar; energy and
chlorophyll are also needed so that the two sides of the equation are
in balance.

Chapter 10 • Physical and Chemical Changes Use with Lesson 3

Assessment Compounds and Chemical Changes
133
 Lesson 4 Name Date
Test

Circle the letter of the best answer for each question.

1. An ion is an atom or molecule 3. Why do most salts have high
that melting points?
A can combine with other A They do not dissolve in
atoms. water.
B has an electric charge. B They do not form solutions.
C has no change. C They are ionic compounds.
D contains hydrogen. D They are formed from acids
and bases.
2. What does the chemical
formula for an acid often begin 4. A substance that dissolves to
with? form ions is a(n)
A + A acid.
B O+ B base.
C H C electrolyte.
D H- D hydroxide particle.

Critical Thinking Hydrangeas are flowers that produce

blue flowers when grown in acidic soil and pink flowers
when grown in alkaline soil. Predict the color of
hydrangea flowers in neutral soil. Explain your answer.
Answers will vary but may include: The flowers could be purple or a color
between pink and blue. The flowers could also be an entirely different
color. The reason is that the soil is neither acid nor alkaline.
© Macmillan/McGraw-Hill

Chapter 10 • Physical and Chemical Changes Use with Lesson 4

134 Assessment Acids, Bases, and Salts
 Name Date Chapter
Test B

Physical and Chemical Changes

Write the word or words that best complete the sentence in
the spaces below. Words may be used only once.

acid colloid physical change sublimation

alloy compound products
base neutralization reactants

alloy
1. A(n) is a solution of a metal and
another solid.

2. When dry ice changes from a solid to a gas, it is an

example of sublimation .
compound
3. A(n) has properties different from its
elements.
products
4. When a chemical reaction is reversed,
break apart or combine to form their original reactants.

5. A(n) physical change involves changing the form of an

object without changing its make up.

6. A mixture containing parts that do not settle is a(n)

colloid .
acid
7. A(n) turns blue litmus paper red.

8. When an acid and a base combine to form a neutral pH

solution, neutralization has occurred.
© Macmillan/McGraw-Hill

9. A substance that tastes bitter and feels soapy is a(n)

base .

10. The chemicals on the left side of a chemical equation are

called reactants .

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

Assessment
135
 Chapter Name Date
Test B

Circle the letter of the best answer for each question.

11. What is the substance in a 14. Any compound made of

solution capable of dissolving positive and negative ions
another substance called? that form crystals are
A solute A metals.
B compound B salts.
C mixture C sugars.
D solvent D lipids.

12. Which chemical formula 15. What are atoms or molecules

shows one atom of carbon that have gained or lost one
and two atoms of oxygen? or more electrons called?
A C2O2 A acids
B C2O B ions
C CO2 C bases
D CO3 D electrolytes

13. What is the melting point

of water?
A 0°C
B 50°C
C 70°C
D 100°C

© Macmillan/McGraw-Hill

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

136 Assessment
 Name Date Chapter
Test B

Answer the following questions.

16. Infer Explain the process of separating a mixture

consisting of iron filings and sand in a plastic bowl.
In this mixture, using magnetism would be the best way to separate
the two parts. A magnet would attract the iron and therefore
separate it from the nonmagnetic sand.

17. Classify Look at the list below. Write each item under
the correct heading in the chart.

fertilizers in lemons used to clean steel

food digestion soap used to make textiles

Acids Bases

food digestion, fertilizers,

in lemons, soaps,
used to clean steel used to make textiles

18. Communicate Describe the law of conservation of mass

in relation to a chemical equation. Can the total mass on
the left side of the equation be greater than the right side?
No, the total mass of the left side cannot be greater than the right
side. The law of conservation of mass states that the total mass of
the reactants (left side) must equal the total mass of the products
© Macmillan/McGraw-Hill

(right side). The total number of each type of atom must be the same
in both the reactants and the products.

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

Assessment
137
 Chapter Name Date
Test B

Answer the following questions.

19. What is evaporation, and when does it occur?

Evaporation is the change from a liquid to a gas at temperatures
below the boiling point. Evaporation occurs when molecules with
more energy than other molecules escape to the surface of the liquid.
These molecules become a gas.

20. How do machines use chemical reactions?

Machines use chemical reactions to create different types of things.
Inside machine engines, chemicals combine to create a reaction that
will provide energy.

21. Critical Thinking A garden has pink and blue

hydrangeas growing in it, but it also has purple and
white hydrangeas. What might this say about the soil in
the garden?
Answers will vary but may include: Acidic soil produces blue flowers;
basic soil produces pink flowers; purple and white flowers might be
produced by neutral soil.

22. Thinking Like a Scientist A scientist had a minor

accident in her lab—some acid has spilled on her desk.
Because she is an experienced scientist, what might she
attempt to do?
Answers will vary but may include: The scientist might want to
© Macmillan/McGraw-Hill

neutralize the acid with a base, which would produce salt and water.

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

138 Assessment
 Name Date Performance
Assessment

Chemical Compound Models Materials

Objective: Students will research a chemical • modeling
compound, make a ball-and-stick model of the clay
compound, and write a description of it.
• toothpicks
Scoring Rubric • index cards
points Student does research on a chemical • pencils
compound. Based on that research, student
uses modeling clay and toothpicks to create an
accurate ball-and-stick model of the compound. Student
writes a description of the compound that is accurate, clear,
and easy to understand. Student answers the questions in
Analyze the Results correctly.

points Student does research on a chemical compound.

Based on that research, student uses modeling clay and
toothpicks to create a mostly accurate ball-and-stick
model of the compound. Student writes a description that
is mostly accurate, clear, and easy to understand. Student
answers the questions in Analyze the Results with few
errors.

points Student does some research on a chemical

compound. Student uses modeling clay and toothpicks
to create a ball-and-stick model of the compound that is
only partially accurate. Student writes a description that
is partially inaccurate, unclear, or difficult to understand.
Student answers the questions in Analyze the Results with
many errors.

point Student does little research on a chemical

© Macmillan/McGraw-Hill

compound. Student does not accurately show any part of

the compound in a ball-and-stick model. Student does not
write a description of the compound. Student does not
answer the questions in Analyze the Results.

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

Assessment
139
Performance Name Date
Assessment

Chemical Compound Models

Make a Model
Choose a chemical compound to learn more about. Do some
research about the chemical compound using reference
books. Using clay and toothpicks, make a ball-and-stick
model that accurately shows the chemical compound. Then
write a description of the compound on an index card.
Display the model and the index card together. Then look at
some of the chemical compounds other students researched.

Analyze the Results

1. In the chemical compound for water, H2O, what does
the 2 tell you?
It tells you how many atoms of an element are part of the compound.
In this case, there are two atoms of hydrogen.

2. What did you learn about another student’s chemical

compound?
Student responses will vary depending on the chemical compounds
that were researched.

© Macmillan/McGraw-Hill

Chapter 10 • Physical and Chemical Changes Use with Chapter 10

140 Assessment
 Name Date Chapter
Test A

Using Forces
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

efficiency fulcrum velocity

energy law of conservation of energy work
force momentum
friction position

1. The location of an object is its position .

momentum
2. The more an object has,
the easier it is for that object to move other objects.

3. Units of force are the newton

and the pound.
energy
4. The ability to perform work is .

5. The measurement that combines the speed and direction

of a moving object is velocity .
work
6. The done on an object
changes the amount of energy it has.

7. A fulcrum is a pivot point for a

lever.

8. The force that opposes the motion of one object moving

past another is friction .
© Macmillan/McGraw-Hill

9. Electric motors have a high degree of

efficiency because they output 85
percent of the energy they use.

10. The idea that energy cannot be created or destroyed is

the basis for the law of conservation of energy .

Chapter 11 • Using Forces Use with Chapter 11

Assessment
141
 Chapter Name Date
Test A

Circle the letter of the best answer for each question.

11. What is the change in velocity 14. What kind of machine takes
over time? one force and changes it to a
A speed different force?

B acceleration A simple
C momentum B complex
D distance C coiled
D single
12. When two forces act on an
object in opposite directions, 15. The force applied to a
it is called a(n) machine is called
A action force. A load.
B reaction force. B effort.
C unbalanced force. C mass.
D balanced force. D input.

13. Energy that is stored is called

A kinetic energy.
B heat energy.
C potential energy.
D sound energy.

© Macmillan/McGraw-Hill

Chapter 11 • Using Forces Use with Chapter 11

142 Assessment
 Name Date Chapter
Test A

Answer the following questions.

16. Interpret Data A scientist takes three trips in a golf cart

to see how fast it can travel. Use the data in the chart to
determine how long it will take to travel 100 miles. How
many miles per hour can the golf cart travel?

1st trip 2nd trip 3rd trip

Distance 40 miles 80 miles 100 miles

Time 2 hours 4 hours 5 hours

The golf cart can travel 20 miles per hour.

17. Communicate What is one of Newton’s three laws of

motion?
Answers will vary but should include: Newton’s first law is that an
object at rest tends to stay at rest, and an object in constant motion
tends to stay in motion, unless acted upon by an unbalanced force.
Newton’s second law is that the unbalanced force on an object is equal
to the mass of the object multiplied by its acceleration. Newton’s third
law is that for every action there is an opposite but equal reaction.

18. Observe Look at the car shown on the grid. What

distance did the car travel? In what direction did it
travel?

The car traveled 5 miles. It traveled
© Macmillan/McGraw-Hill




from west to east.

      

 

Chapter 11 • Using Forces Use with Chapter 11

Assessment
143
 Chapter Name Date
Test A

Answer the following questions.

19. What is kinetic energy? Give an example of kinetic

energy.
Kinetic energy is the energy of a moving object. Answers for
examples will vary but may include: Sound is a form of kinetic energy
because the sound moves in waves.

20. What is momentum? Explain how momentum works.

Momentum is the product of mass multiplied by velocity. The more
momentum an object has, the easier it is for the object to move other
objects.

21. Critical Thinking A student enters a building and wants

to get up to the 25th floor. She has to choose between a
simple machine and a compound machine to get there.
What are her choices? Which one is simple and which
one is compound? Which one will get her there the
quickest?
The simple machine is the stairs. The compound machine is the
elevator. The stairs make a simple machine because they are an
inclined plane. The elevator is a compound machine because it is
made up of several simple machines.
© Macmillan/McGraw-Hill

22. Thinking Like a Scientist The children at the local park

think the slide is too slow. There is too much friction.
What could you do to decrease the amount of friction on
the slide?
Students may respond that they would try to make the surface of the
slide smoother.

Chapter 11 • Using Forces Use with Chapter 11

144 Assessment
 Name Date Lesson 1
Test

Circle the letter of the best answer for each question.

1. Why is it harder to overcome 3. Top Speeds of Animals
the inertia of a bowling ball Animal Top Speed
than a baseball? turtle 2 m/s
A because the bowling ball is bee 8 m/s
larger cheetah 30 m/s
B because the bowling ball eagle 33 m/s
has greater mass
C because the baseball has Which statement is correct?
less momentum A Land animals are quicker
D because the baseball has than animals that fly.
greater acceleration B Insects cannot move as
quickly as land animals.
2. Which statement about
C Some birds can move more
acceleration is false?
quickly than some land
A Acceleration can be animals.
positive or negative.
D All birds can move more
B Acceleration refers to an quickly than land animals.
increase in speed over
time. 4. From a complete stop, a car
C Acceleration includes a reaches a velocity of 280 km/s
measure of direction. east in 7 seconds. What is the
rate of acceleration?
D Acceleration measures the
rate of change of velocity. A 4 (m/s)/s
B 7 (m/s)/s
C 40 (m/s)/s
D 70 (m/s)/s
© Macmillan/McGraw-Hill

Critical Thinking Why do car ads tell how fast a car

accelerates, but seldom mention velocity?
A car’s top velocity is limited by the speed limit on the road and the
direction in which the driver wants to go. Acceleration, however, depends
on how powerful the engine is and differs according to the type of car.

Chapter 11 • Using Forces Use with Lesson 1

Assessment Motion
145
 Lesson 2 Name Date
Test

Circle the letter of the best answer for each question.

1. According to Newton’s Law 3. What happens to an object
of Universal Gravitation, the that is acted upon by
force of gravity depends on unbalanced forces?
A acceleration and distance. A It stops moving.
B distance and mass. B It changes its motion.
C mass and velocity. C It gets cold.
D velocity and inertia. D It gets hot.

2. On Earth, which forces tend 4. What is the total force of the

to slow an object down? bicycle and rider?
A friction and drag
B drag and momentum
C momentum and gravity
D gravity and acceleration

A 30 N
B 70 N
C 100 N
D 130 N

Critical Thinking How would cars look different if there

were no friction?
© Macmillan/McGraw-Hill

Answers will vary but should include: Cars could be any shape because
they would not have to overcome the effects of friction. Some students
will also mention that engines could be less powerful.

Chapter 11 • Using Forces Use with Lesson 2

146 Assessment Forces and Motion
 Name Date Lesson 3
Test

Circle the letter of the best answer for each question.

1. Which of these requires the 3. What information goes in the

least amount of work? blank space in the table?
A lifting one 10 N box and Types of Energy
moving it 2 meters Type of
Definition Example
Energy
B lifting five 1 N boxes and
a soccer
moving them 2 meters energy of
ball that
kinetic a moving
C lifting one 10 N box and has been
object
kicked
moving it 1 meter
energy
D lifting five 1 N boxes and potential
stored in
?
moving them 1 meter the position
of an object
2. Which of the following is not a
A a stretched spring
kind of kinetic energy?
B a parked car
A heat energy
C a deer running
B electricity
D a rock at the bottom of a hill
C sound energy
D magnetic energy 4. According to the law of
conservation of energy, when
an object gains kinetic energy,
it loses
A electricity.
B power.
C potential energy.
D newton-meters.

Critical Thinking Explain why turbines would generate

© Macmillan/McGraw-Hill

more electricity if friction could be reduced.

Friction causes some of the energy a turbine produces to be turned
into heat rather than electricity. If friction could be reduced, more of the
energy would be useful electrical energy.

Chapter 11 • Using Forces Use with Lesson 3

Assessment Work and Energy
147
 Lesson 4 Name Date
Test

Circle the letter of the best answer for each question.

1. A knife is an example of a(n) 4. What kind of machine is this
A inclined plane. student using?

B wedge.
C lever.
D pulley.

2. Which is an example of a
lever?
A ramp
B roller skate
C swing
D seesaw
A a first-class lever
3. A school building has a ramp
B a second-class lever
instead of steps at the front
door. This is an example of C a wheel and axle
a(n) D an inclined plane
A compound machine.
B wheel and axle.
C inclined plane.
D third-class lever.

Critical Thinking Explain why it is easier to move an

object up a long ramp than a short ramp, assuming the
height of the ramp stays the same.
A ramp is an example of an inclined plane. A load does not have to be
© Macmillan/McGraw-Hill

moved as far on the shorter ramp but more effort is required to move the
load. Less effort is required to move the load up the longer ramp.

Chapter 11 • Using Forces Use with Lesson 4

148 Assessment Simple Machines
 Name Date Chapter
Test B

Using Forces
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

efficiency fulcrum simple machine

energy law of conservation of energy work
force momentum
friction position

1. A rollercoaster losing potential energy and gaining

kinetic energy is an example of the law of conservation of energy .

2. A smooth surface usually has less friction

than a rough surface.
simple machine
3. A(n) takes one force and
changes its direction, distance, or strength.

4. Mass  Velocity  Momentum .

5. The amount of energy used to perform a task is

work .

6. The ratio of input energy to output work is

efficiency .
position
7. An object’s can be
described as points on axes in a grid.

8. Pushes, pulls, and lifts are all types of force .

© Macmillan/McGraw-Hill

9. Performing work or changing an object requires

energy .

10. A lever rotates around a pivot point called a(n)

fulcrum .

Chapter 11 • Using Forces Use with Chapter 11

Assessment
149
 Chapter Name Date
Test B

Circle the letter of the best answer for each question.

11. What type of machine is 14. Two forces acting on an

formed when two or more object in a way that changes
machines are combined? the object’s motion create
A compound a(n)

B complex A balanced force.

C single B unbalanced force.
D simple C action force.
D reaction force.
12. An object that moved as a
result of a machine working is 15. Energy of a moving object is
called the called
A effort. A stored energy.
B load. B potential energy.
C output. C kinetic energy.
D mass. D periodic energy.

13. Which formula is used to

calculate acceleration?
A time  change in speed
B time  change in speed
C change in speed  time
D change in speed  time

© Macmillan/McGraw-Hill

Chapter 11 • Using Forces Use with Chapter 11

150 Assessment
 Name Date Chapter
Test B

Answer the following questions.

16. Communicate Explain velocity. Why does a pilot need

to know the velocity of a plane she is flying?
Velocity measures both the speed and direction of a moving object.
A pilot needs to know how fast the plane could fly and how far the
trip would be. The data would allow the pilot to calculate how long
the trip would take. The pilot also needs to know in which direction
to fly.

17. Interpret Data Use the data in the chart to determine

how fast each animal ran and which one was the fastest
runner.

Animal Cheetah Giraffe

Distance 500 meters 500 meters

Time 40 seconds 50 seconds

The cheetah was the fastest runner. The cheetah ran at a pace of
12.5 meters per second. The giraffe ran at a pace of 10 meters per
second.

18. Observe Look at the seesaw. Which part is the fulcrum?

Which part is the lever?
© Macmillan/McGraw-Hill

The fulcrum is the part on which the lever rests or turns. It is located
at the center of the seesaw. The lever is the part on top of the seesaw.

Chapter 11 • Using Forces Use with Chapter 11

Assessment
151
 Chapter Name Date
Test B

Answer the following questions.

19. How do acceleration and deceleration compare to one

another?
Acceleration is the change in velocity over time for an object.
Acceleration is the term that is generally used to describe an
increase in velocity. Deceleration is the term used to describe a
decrease in velocity.

20. What is potential energy? Give an example of potential

energy.
Potential energy is energy that is stored in the position or structure
of an object. When a spring is pulled back, it has energy but it is not
moving. The energy is stored.

21. Critical Thinking A group of experienced climbers are

going rock climbing. What simple machine should they
bring to help with the climbing? Why?
They should bring a simple machine, such as a rope, to help with the
climbing. A rope can act as a pulley to help them climb up the rocks.

22. Thinking Like a Scientist The children at the local

pool have noticed that the bottom of the pool is very
slippery. You have been asked to come up with a plan
© Macmillan/McGraw-Hill

for increasing the friction on the pool bottom. What

would you suggest?
Answers will vary but may include: They would add a bumpy coating
to the bottom of the pool.

Chapter 11 • Using Forces Use with Chapter 11

152 Assessment
 Name Date Performance
Assessment

Simple Machines Materials

Objective: Students will design a simple machine • poster board
and explain their design to the class.
• pencil
Scoring Rubric • markers or
crayons
points Student chooses a type of simple
machine to design, such as a lever, a wheel and • ruler
axle, a pulley, an inclined plane, or a wedge.
Student bases the design on common objects that can
be found at home. Student accurately draws the simple
machine, showing how it works. Student labels each part
of the machine. Student explains to the class in a clear and
concise manner how the simple machine works.

points Student chooses a type of simple machine to

design. Student bases the design on common objects that
can be found at home. Student draws the simple machine,
showing how it works with a few errors. Student labels
most parts of the machine. Student explains to the class in
a mostly clear and concise manner how the simple machine
works.

points Student chooses a type of simple machine to

design. Student bases the design on common objects that
can be found at home. Student draws the simple machine,
showing how it works with several errors. Student labels
few parts of the machine. Student attempts to explain to
the class how the simple machine works, but does not give
a clear explanation.

point Student does not choose a type of simple machine

© Macmillan/McGraw-Hill

to design. Student does not attempt to draw the simple

machine or explain how it works. Student does not label
parts of the machine. Student does not attempt to explain
to the class how the simple machine works. Student does
not answer the Analyze the Results questions.

Chapter 11 • Using Forces Use with Chapter 11

Assessment
153
Performance Name Date
Assessment

Simple Machines
Communicate
You have been asked to design a simple machine that will
get 50 buckets of water from the bottom of a hill to the top
of the hill as quickly and easily as possible. You can only use
items found around the home for your design. Draw a picture
of your design. Label each part of the machine. Explain to the
class how your simple machine would work to achieve the
goal.

Analyze the Results

1. Give an example of a situation when you think an
inclined plane would be the best type of simple machine
to use to move an object.
Answers will vary but may include: An inclined plane is the best
choice for taking a boat off of a trailer and putting it into the water.

2. What type of simple machine is a wheelbarrow? How do

you know?
A wheelbarrow is a second-class lever. I know this because a
wheelbarrow has a resistance arm between the effort arm and the
fulcrum.
© Macmillan/McGraw-Hill

Chapter 11 • Using Forces Use with Chapter 11

154 Assessment
 Name Date Chapter
Test A

Using Energy
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

circuit image photon temperature

convection magnetic field prism
frequency medium sound wave

1. A(n) photon is a particle of light.

2. The flow of thermal energy through a liquid or gas

caused by hot parts rising and cool parts sinking is called
convection .
sound wave
3. A(n) is made up of rarefactions and
compressions traveling through air.

4. When light reflects off a shiny surface, a(n)

image
of the light source is seen.

5. Sound waves need to travel through a(n) medium .

6. High notes have a greater frequency than low

notes.

7. The measurement of the average energy of molecules in

an object is temperature .
prism
8. Light can be separated by using a(n) .
© Macmillan/McGraw-Hill

9. A(n) circuit is formed when an electric

current passes through an unbroken path of conductors.

10. The directions of the magnetic forces around a magnet

make up the magnetic field .

Chapter 12 • Using Energy Use with Chapter 12

Assessment
155
 Chapter Name Date
Test A

Circle the letter of the best answer for each question.

11. The passing of heat through a 14. What unit is used to measure
material is called resistance?
A vibration. A joules
B conduction. B meters
C radiation. C ohms
D convection. D volts

12. Through which material does 15. An electric circuit that

sound travel the fastest? produces a magnetic field is
A steel called a(n)

B water A current.
C air B magnet.
D cotton C coil.
D electromagnet.
13. Which of the following items
is translucent?
A mirror
B clear glass
C colored glass
D wood

© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Chapter 12

156 Assessment
 Name Date Chapter
Test A

Answer the following questions.

16. Communicate What is the difference between heat and

temperature?
Heat is the total amount of thermal energy an object releases.
Temperature is the measurement of the average energy of
molecules.

17. Interpret Data Look at the data below, then answer the
questions.

1588Hz
1047Hz

1319Hz
1397Hz

1760Hz

2093Hz
2349Hz
2637Hz
2794Hz
3136Hz
3520Hz
3951Hz
1976Hz
1175Hz
123Hz
131Hz
147Hz
165Hz
175Hz
196Hz
220Hz
247Hz
262Hz
294Hz
330Hz
349Hz
392Hz
440Hz
494Hz
523Hz
587Hz
659Hz
698Hz
784Hz
880Hz
988Hz
110Hz
28Hz
31Hz
33Hz
37Hz
41Hz
44Hz
49Hz
55Hz
62Hz
65Hz
73Hz
82Hz
87Hz
98Hz











Which source of music has the highest possible

frequency range? Which has the lowest? Which
generally has a higher frequency range, low notes or
high notes?
The piccolo has the highest frequency range. The bass has the
lowest. High notes have a higher frequency range than low notes.

18. Make a Model Draw a picture of how a pencil will look in

a clear glass that is half filled with water.
© Macmillan/McGraw-Hill

Students’ drawings should depict the pencil appearing to be

bent where it meets the water.

Chapter 12 • Using Energy Use with Chapter 12

Assessment
157
 Chapter Name Date
Test A

Answer the following questions.

19. How does a circuit work?

The circuit gets energy from an electrical source, such as a battery,
and must have an unbroken path of conductors. The voltage from the
electrical source causes charged particles to move along the circuit.

20. Which material below is best for absorbing sound

waves? How do you know?
wool blanket wood floor metal chair
A wool blanket is the best choice for absorbing sound waves.
Surfaces that are soft, thick, and uneven are the most likely to absorb
sounds instead of having sounds bounce off of them.

21. Critical Thinking The sand on a beach is very hot, but

the water is still cold. Explain why this happens.
Sand and water have different heat capacities. Sand has a low heat
capacity and changes temperature quickly. Water has a high heat
capacity and takes longer for its temperature to change.

22. Thinking Like a Scientist What test would determine

whether or not an object is translucent?
Answers will vary but may include: Hold the object up towards a light
source and see if any light shines through it. If light shines through it,
© Macmillan/McGraw-Hill

it is translucent.

Chapter 12 • Using Energy Use with Chapter 12

158 Assessment
 Name Date Lesson 1
Test

Circle the letter of the best answer for each question.

1. Which is an example of 3. If a house was viewed through
the flow of heat through infrared goggles, where would
conduction? the most heat be seen?
A Hot air rises to the top of a A in the basement
room. B along the walls
B A hot-air balloon rises into C on the first floor
the sky.
D near the roof
C Heat flows from a hot
liquid to a pot handle. 4. The table shows the thermal
D Heat causes winds to blow conductivity of some common
from the water to the land. materials.
Thermal
2. Which of the following Conductivity
Material
materials is the poorest diamond, silver,
high
thermal conductor? gold, copper
medium iron, steel, lead
A neon gas
marble, ice,
B water low wood, concrete,
rubber, water
C plastic
D steel Which would be the best
insulator?
A diamond
B gold
C lead
D concrete

Critical Thinking A student says that the Sun’s energy

reaches Earth through conduction because the energy
© Macmillan/McGraw-Hill

travels through the atmosphere. Is the student right or

wrong? Explain.
The Sun’s energy travels through empty space by means of radiation.
When it reaches the atmosphere, it travels through conduction.

Chapter 12 • Using Energy Use with Lesson 1

Assessment Heat
159
 Lesson 2 Name Date
Test

Circle the letter of the best answer for each question.

1. The table shows the speed 3. The loudness of a sound
of sound waves in different depends on the sound wave’s
materials. A frequency.
Material
Speed of B pitch.
sound waves
solid fast C amplitude.
liquid medium D density.
gas slow
sound cannot travel 4. What is an echo?
vacuum
through a vacuum
A the absorption of sound
waves
Sound would travel most
quickly through B the transmission of
sound waves
A wood.
B water. C the reflection of sound
waves
C air.
D the vibration of sound
D outer space. waves
2. How does sonar work?
A by passing sound waves
through objects
B by speeding up sound
waves in different materials
C by locating objects in
outer space
D by bouncing sound waves
off of objects
© Macmillan/McGraw-Hill

Critical Thinking What are some possible uses of sonar

on land?
Sound travels at different speeds through different materials. Sonar could
be used to locate underground features such as caves. It could also be
used to locate oil or natural gas deposits.

Chapter 12 • Using Energy Use with Lesson 2

160 Assessment Sound
 Name Date Lesson 3
Test

Circle the letter of the best answer for each question.

1. Light is acting like a wave 3. The bending of light rays is

when it called
A travels in a straight line. A refraction.
B reflects off a surface. B reflection.
C has momentum. C transmission.
D is made of particles. D translucence.

2. The diagram shows a light 4. Which material is translucent?

wave striking a mirror. A air
B plastic wrap
C wax paper
D sand





What is this diagram

illustrating?
A frequency
B the electromagnetic
spectrum
C the law of reflection
D the law of refraction

Critical Thinking Explain why grass and leaves appear

green to our eyes.
An object appears to be the colors of light that it scatters. Therefore,
© Macmillan/McGraw-Hill

grass and leaves scatter green light and absorb both higher and lower
frequency light waves.

Chapter 12 • Using Energy Use with Lesson 3

Assessment Light
161
 Lesson 4 Name Date
Test

Circle the letter of the best answer for each question.

1. Resistance to electricity is 3. Which unit is used to measure
measured in electrical energy?
A watts. A watt
B amps. B amp
C volts. C volt
D ohms. D ohm

2. A path with little to no 4. Static cling occurs when

resistance that connects the A static electricity forms.
two ends of an electrical
source is a(n) B objects with opposite
charges stick together.
A parallel circuit.
C static electricity flows
B series circuit. through a circuit.
C short circuit. D sparks form from static
D electric circuit. buildup.

Critical Thinking Why is it important to avoid touching

objects stuck in power lines?
If current is flowing through power lines, a person can be electrocuted.
If a person touches two power lines together, or one power line and the
ground, a strong electric current will flow through the person.

© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 4

162 Assessment Electricity
 Name Date Lesson 5
Test

Circle the letter of the best answer for each question.

1. An electromagnet works 3. A device that creates electric
because current by spinning an electric
A moving electrons generate coil between the poles of a
magnetic forces. powerful magnet is a(n)

B alternating current A electric motor.

completes a circuit. B electromagnet.
C a generator is powerful. C generator.
D electrons flow through D maglev train.
copper wire.
4. A device that lowers the
2. An electromagnet is different voltage of electricity is called
from a permanent magnet A a resistor.
because an electromagnet
B a turbine.
A is magnetic.
C a transformer
B can push and pull.
D a generator.
C can attract some metals.
D can turn on and off.

Critical Thinking Explain how maglev devices operate.

Why are they so efficient?
Maglev devices operate by using electromagnets to push objects apart.
By rapidly switching the poles of the magnets, objects can be propelled
forward. Maglev devices are efficient because there is no friction.
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 5

Assessment Magnetism
163
 Chapter Name Date
Test B

Using Energy
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.

alternating current pitch static electricity

grounding radiation vacuum
heat resistor
magnetism spectrum

heat
1. A type of energy that is measured in joules (J) is .
resistor
2. A light bulb is an example of a(n) .

3. When objects rub together and electrons are transferred

from one object to the other, static electricity forms.

4. Electric current that rapidly changes directions is called

alternating current .

5. Earth’s surface is warmed by radiation from

the Sun.

6. Sound cannot travel through a(n) vacuum .

7. Musical notes are defined by their pitch .

8. An object can be protected from a buildup of static

electricity by grounding it.

9. Two metals that can push or pull each other have

© Macmillan/McGraw-Hill

magnetism .

10. The band of color in a rainbow is called a(n) spectrum .

Chapter 12 • Using Energy Use with Chapter 12

164 Assessment
 Name Date Chapter
Test B

Circle the letter of the best answer for each question.

11. A car’s horn sounds different 14. All of the following are
as the car approaches. The examples of devices that use
change of pitch is due to electromagnets except
A electromagnetism. A a doorbell
B the Doppler effect. B a refrigerator magnet
C the absorption of sound. C a television set
D the creation of a vacuum. D an electric motor

12. What unit is used to measure 15. Light has properties of

electrical energy? A waves only.
A ohms B particles only.
B joules C both waves and particles.
C volts D neither waves nor particles.
D meters

13. Which of the following is the

best thermal conductor?
A rubber
B plastic
C iron
D wood
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Chapter 12

Assessment
165
 Chapter Name Date
Test B

Answer the following questions.

16. Interpret Data Look at the data below and complete the
question.

?
wool poor
metal spoon good
plastic knife poor
drinking glass good

What would be a good title for this chart?

Answers will vary but may include: Thermal Conductivity of Materials

A B
17. Make a Model Which
electromagnet shown is the
strongest? How do you know?

Electromagnet B is the strongest. The more you wrap the coil around
the iron nail, the more magnetic strength the nail will have.

18. Communicate Explain why compass needles do not

point to Earth’s geographic North Pole.
Compasses point to Earth’s magnetic north pole. Earth’s geographic
North Pole is not located in the same location.
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Chapter 12

166 Assessment
 Name Date Chapter
Test A

Answer the following questions.

19. A manager at an amusement park wants a mirror that

will produce an upright and reduced image. What kind
of mirror should she use? What kind of mirror should she
use for an upside-down image?
Convex mirrors will produce an upright, reduced image; some
concave mirrors will produce an upside-down image.

20. What effect does a switch have on a circuit?

A switch can open or close the circuit. When a switch is closed, the path
is complete and electrical energy can move through the circuit. When a
switch is open, the electrical energy cannot flow through the circuit.

21. Critical Thinking If you were trying to heat soup, would

you want to use a good thermal conductor or a good
thermal insulator? Explain your answer.
I would want a good thermal conductor. I would want the heat to
transfer from the stove top to my soup, so I would want a metal pot
that conducts heat well.

22. Thinking Like a Scientist Maglev (magnetic levitation)

trains do not touch their tracks. Why is this?
When two like poles of magnets face each other, they will repel.
© Macmillan/McGraw-Hill

Electromagnets in the track and in the train have alternating north

and south poles. Maglev trains move because the electromagnets
switch poles and push the trains along without the trains touching
the tracks.

Chapter 12 • Using Energy Use with Chapter 12

Assessment
167
Performance Name Date
Assessment

Electricity Safety Materials

Objective: Students will learn some practical • pen or pencil
electricity safety tips and create a brochure to • white or tan
share with their classmates. paper

Scoring Rubric • crayons,

markers,
points Student creates a brochure that or colored
includes at least five practical safety tips pencils
related to electricity. Student includes accurate
information about how to stay safe when using
electricity. Information is presented in a clear, concise
manner that is easy for other students to understand.
Illustrations reinforce the information in the text. The
student answers Analyze the Results questions accurately.

points Student creates a brochure that includes three

or four practical safety tips related to electricity. Student
includes accurate information about how to stay safe when
using electricity. Information is presented in a clear manner
that other students can understand. Most illustrations
reinforce the information presented in the text. The student
answers Analyze the Results questions with few errors.

points Student creates a brochure that includes at least

two practical safety tips related to electricity. Student
includes some accurate information about how to stay
safe when using electricity. Information is not presented
clearly or is not concise. Some information is difficult for
other students to understand. Few illustrations reinforce the
information presented in the text. The student answers the
Analyze the Results questions with many errors.
© Macmillan/McGraw-Hill

point Student creates a brochure that includes only one

practical safety tip related to electricity. Student includes
some accurate information about how to stay safe when
using electricity. Information is not presented clearly and
is difficult to understand. Illustrations do not reinforce the
information presented in the text. The student does not
answer the Analyze the Results questions accurately.

Chapter 12 • Using Energy Use with Chapter 12

168 Assessment
 Name Date Performance
Assessment

Electricity Safety
Electricity can be very dangerous when not used properly.
It can cause serious injury and even death. It is important to
know how to use electricity safely in your home and school.
It is also important to know when to stay away from
electricity completely. Design a brochure that includes
at least five tips for the safe use of electricity. Share your
brochure with the class.

Analyze the Results

1. Why is it not safe to have a radio next to the tub while
you are taking a bath?
Water is a good conductor of electricity. If the radio fell into the tub,
the electricity would flow through the water and into your body and
cause great harm.

2. What should you do if you go outside after a storm and

see that a power line has been knocked down?
You should get away from the area immediately. You should get
a responsible adult who can block off the area and call the power
company to get the power line fixed.

3. Why do newer outlets have test and reset buttons?

They protect the outlet and the things plugged into it when there is a
short in the circuit. This can prevent electrical fires.
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Chapter 12

Assessment
169