Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . .v
Unit C: Earth and Its Resources
LIFE SCIENCE
Unit A: Diversity of Life
Chapter 1 Cells and Kingdoms
Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . . .5
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . . .7
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 5 Test . . . . . . . . . . . . . . . . . . . . . . 9
Chapter Test B . . . . . . . . . . . . . . . . . . . . . .10
Performance Assessment Rubric . . . . . . 14
Performance Assessment Activity . . . . . 15
Chapter 2 Parents and Offspring
Chapter Test A . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 20
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 22
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 23
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 24
Performance Assessment Rubric . . . . . 28
Performance Assessment Activity . . . . 29
Unit B: Ecosystems
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Chapter 3 Interactions in Ecosystems
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 30
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 34
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 35
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 36
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 37
Performance Assessment Rubric . . . . . . 41
Performance Assessment Activity . . . . 42
Chapter 4 Ecosystems and Biomes
Chapter Test A . . . . . . . . . . . . . . . . . . . . .
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . .
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . .
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . .
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . .
Chapter Test B . . . . . . . . . . . . . . . . . . . . .
Performance Assessment Rubric . . . . .
Performance Assessment Activity . . . .
EARTH SCIENCE
43
47
48
49
50
. 51
55
56
Chapter 5 Our Dynamic Earth
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 57
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . . 61
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 62
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 63
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 64
Lesson 5 Test . . . . . . . . . . . . . . . . . . . . . 65
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 66
Performance Assessment Rubric . . . . . 70
Performance Assessment Activity . . . . . 71
Chapter 6 Protecting Earth’s Resources
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 72
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 76
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 77
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 78
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 79
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 80
Performance Assessment Rubric . . . . . 84
Performance Assessment Activity . . . . 85
Unit D: Weather and Space
Chapter 7 Weather Patterns
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 86
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 90
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 92
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 93
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 94
Performance Assessment Rubric . . . . . 98
Performance Assessment Activity . . . . 99
Chapter 8 The Universe
Chapter Test A . . . . . . . . . . . . . . . . . . . . 100
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . 104
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . .105
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . 106
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . .107
Chapter Test B . . . . . . . . . . . . . . . . . . . . .108
Performance Assessment Rubric . . . . . 112
Performance Assessment Activity . . . . 113
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 12 Using Energy
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 155
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 159
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . .160
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 161
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 162
Lesson 5 Test . . . . . . . . . . . . . . . . . . . . .163
Chapter Test B . . . . . . . . . . . . . . . . . . . . .164
Performance Assessment Rubric . . . . .168
Performance Assessment Activity . . . .169
JW
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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
Introduction
Macmillan/McGraw-Hill Assessment in science,
Grade 5, is a comprehensive program designed
to familiarize students with standardized
testing in science and to review the concepts
covered in Macmillan/McGraw-Hill Science:
A Closer Look. The practice tests and
performance assessment activities in this book
can also serve as tools in a complete program
of assessment to help gauge mastery of the
science content students have learned.
About This Book
The questions in this book will accustom
students to standardized testing in science,
including multiple-choice and open-response
style questions about Life Science, Earth
Science, and Physical Science, in a gradeappropriate
manner.
General
scientific
methods are stressed along with critical
thinking.
¥.BDNJMMBO.D(SBXm )JMM
The main components of this book coincide
with the respective chapters and lessons in
Macmillan/McGraw-Hill Science: A Closer
Look and include:
Chapter Tests A and B: Each summative
practice test covers science content from the
corresponding chapters and tests students’
knowledge of important vocabulary and
concepts they have learned. Key concepts are
tested in several ways to ensure that students
comprehend core content. Skills such as
making inferences, drawing conclusions,
and scientific thinking are emphasized in
the practice tests. Both practice tests cover
the same content, but test the material in
different ways, providing the teacher with
several options of using the tests as pretests
and posttests, chapter tests, homework
assignments, or as extra practice.
Lesson Tests: These pages provide test
practice and focus on specific concepts
covered in each lesson of the corresponding
chapter.
Performance Assessment Activity: Each
activity covers a main concept from the
corresponding chapter and provides students
with a hands-on exercise that further
reinforces the content they have learned. A
rubric precedes each activity and provides
guidelines for grading students’ performance.
Performance assessment activities require
adult supervision.
How to Administer the
Practice Tests
• Remove the practice test pages from the
book and photocopy them for students.
Answers for all questions are marked in nonreproducible blue ink.
• Separate students’ desks so that students
can work independently.
• Tell students that they are taking a practice
test and ask them to remove everything
from their desks except for several pencils.
They may not speak to classmates until the
test is over.
• Keep the classroom atmosphere as much
like the administration of a standardized
test as possible. Minimize distractions and
discourage talking.
The scientific knowledge assessed in this
book and in Macmillan/McGraw-Hill Science:
A Closer Look will help students build a strong
foundation in science and lay the groundwork
for future learning.
W
Name
Chapter
Test A
Date
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
cambium
classification
organism
cell
kingdom
photosynthesis
organism
1. A(n)
skeletal system
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.
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
asymmetrical
power to move.
provides an animal with the
6. In a plant stem, the xylem and phloem are produced in
cambium
the
.
7. The process by which leaves make food is called
photosynthesis
.
8. A chemical that causes the leaves of plants to appear
chlorophyll
© Macmillan/McGraw-Hill
green is
9. A
.
kingdom
consists of living things that
are grouped by internal form and structure.
10. Scientists use
things.
Chapter 1 • Cells and Kingdoms
Assessment
classification
to group living
Use with Chapter 1
1
Chapter
Test A
Name
Date
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
together to form
The body plan of the
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
which sugars move is the
15. To which body system does
the esophagus belong?
A muscular
B xylem.
B skeletal
C stomata.
C excretory
D phloem.
D digestive
© Macmillan/McGraw-Hill
A cambium.
2
Chapter 1 • Cells and Kingdoms
Assessment
Use with Chapter 1
Name
Chapter
Test A
Date
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.
© Macmillan/McGraw-Hill
What type of animal is it?
bird
monotreme
marsupial
marsupial
placental mammal
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
Assessment
Use with Chapter 1
3
Chapter
Test A
Name
Date
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.
a plant with a thick cuticle will survive longer without
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.
4
Chapter 1 • Cells and Kingdoms
Assessment
Use with Chapter 1
© Macmillan/McGraw-Hill
22. Thinking Like a Scientist A scientist hypothesizes that
Name
Lesson 1
Test
Date
Circle the letter of the best answer for each question.
1. Cells are made of many
different smaller structures
called
A bacteria.
B organelles.
C membranes.
D mitochondria.
2. Which structure is found in
plant cells but not in animal
cells?
A mitochondrion
B nucleus
C chloroplast
D cell membrane
3. What is the purpose of
chlorophyll?
A to absorb sunlight
B to store water
C to store nutrients
D to digest food
4. Which body system breaks
down food and gets rid of
wastes?
A circulatory
B respiratory
C muscular
D digestive
Critical Thinking Find and label the cell membrane. Explain
why the job of a cell membrane is important to a cell.
© Macmillan/McGraw-Hill
cell membrane
A cell membrane controls what substances can move into and out of
the cell. It prevents harmful substances from entering and prevents
necessary substances, such as water or nutrients, from leaving.
Chapter 1 • Cells and Kingdoms
Assessment
Use with Lesson 1
Cells
5
Lesson 2
Test
Name
Date
Circle the letter of the best answer for each question.
1. Which includes both
unicellular and multicellular
species?
A animals
B plants
C protists
D bacteria
2. Which list ranks the
categories of living things
from broadest to narrowest?
A kingdom, phylum, class,
order, family, genus, species
4. The following table shows the
differences between plants
and fungi.
Plants
Fungi
all cells have
cell walls
all cells have
cell walls
multicellular
unicellular or
multicellular
make their own
food
do not make
their own food
no movement or
sense organs
no movement or
sense organs
B kingdom, genus, species,
What is the main difference
between plants and fungi?
C kingdom, genus, family,
A Fungi can move from place
D species, genus, kingdom,
B Fungi have sense organs.
phylum, class, order, family
order, class, phylum, species
family, order, class, phylum
3. The two major groupings
to place.
C Plants make their own food.
D Plant cells have cell walls.
within the animal kingdom are
A bacteria and protists.
B vertebrates and
invertebrates.
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.
6
Chapter 1 • Cells and Kingdoms
Assessment
Use with Lesson 2
Classifying Life
© Macmillan/McGraw-Hill
C arthropods and chordates.
Name
Lesson 3
Test
Date
Circle the letter of the best answer for each question.
1. Which part of a root
transports water and
nutrients?
A epidermis
3. The function of guard cells in
leaves is to
A allow water to enter the
leaf.
B root cap
B allow air to enter the leaf.
C vascular system
C regulate transpiration of
D cortex
2. The function of a plant’s
cambium layer is to
A transport water.
B transport nutrients.
C produce food.
D produce new cells.
water.
D regulate photosynthesis.
4. The products of
photosynthesis are
A sugar and oxygen.
B water and carbon dioxide.
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
© Macmillan/McGraw-Hill
the surface.
Chapter 1 • Cells and Kingdoms
Assessment
Use with Lesson 3
Plants
7
Lesson 4
Test
Name
Date
Circle the letter of the best answer for each question.
1. Which animal is radially
symmetrical?
3. What do bony fish have that
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
as earthworms, different from
other worms?
A Their bodies are divided
into segments.
B They have a digestive
system.
4. Which animal is
warm-blooded?
A shark
B bullfrog
C salmon
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
© Macmillan/McGraw-Hill
body temperature.
8
Chapter 1 • Cells and Kingdoms
Assessment
Use with Lesson 4
Classifying Animals
Name
Lesson 5
Test
Date
Circle the letter of the best answer for each question.
1. What happens first when an
animal moves its leg?
3. Which structure in fish
A A nerve impulse reaches a
performs the same function
as lungs in mammals?
B A muscle contracts.
B veins
C The muscle pulls on a
C fins
muscle.
tendon.
D The tendon pulls on a
bone.
2. Which part of the digestive
system absorbs nutrients?
A mouth
B esophagus
C stomach
A gills
D swim bladder
4. Which animal has an open
circulatory system?
A rattlesnake
B timber wolf
C lobster
D sparrow
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
© Macmillan/McGraw-Hill
danger more quickly, either by fighting an enemy or by running away.
Chapter 1 • Cells and Kingdoms
Assessment
Use with Lesson 5
Animal Systems
9
Chapter
Test B
Name
Date
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
cambium
classification
organism
cell
kingdom
photosynthesis
asymmetrical
1. A living thing that is
does not have a
definite shape.
2. The bones of the
skeletal system
skeletal system
help give the body
shape and structure.
3. Xylem and phloem in a plant stem are produced in the
cambium
4. A system of
.
classification
is used to group living
things.
5. An animal’s power to move is provided by the
muscular system
.
6. Every living thing is made from a tiny building block
called a(n)
cell
.
7. Leaves make food through the process of
photosynthesis
.
8. An amoeba, a giant squid, and an oak tree can each be
organism
.
© Macmillan/McGraw-Hill
described as a(n)
9. The chemical in plants that causes the leaves to appear
green is called
chlorophyll
.
10. Two ways to group living things into a
kingdom
are by internal form and structure.
10
Chapter 1 • Cells and Kingdoms
Assessment
Use with Chapter 1
Name
Chapter
Test B
Date
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
B genus
The body plan of the
organism shown above is
C species
A radially symmetrical.
D class
B asymmetrical.
13. The area of a plant through
which water and minerals
move is the
A cambium.
C bilaterally symmetrical.
D complex.
15. Which of the following work
together to form tissues?
B xylem.
A organs
C stomata.
B organ systems
D phloem.
C cells
© Macmillan/McGraw-Hill
D muscles
Chapter 1 • Cells and Kingdoms
Assessment
Use with Chapter 1
11
Chapter
Test B
Name
Date
Answer the following questions.
16. Define Complete the chart below.
Characteristic
Vascular Plants
How plant gets Vascular plants have a
nutrients
Nonvascular Plants
Nonvascular plants soak
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.
What type of animal is it?
bird
reptile
bird
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.
12
Chapter 1 • Cells and Kingdoms
Assessment
Use with Chapter 1
© Macmillan/McGraw-Hill
The animal has hollow bones that make it lightweight. It
is a warm-blooded animal that lays eggs. It has feathers.
Name
Chapter
Test B
Date
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.
© Macmillan/McGraw-Hill
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.
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
Assessment
Use with Chapter 1
13
Performance
Assessment
Name
Plant and Animal Cell Poster
Date
Materials
Objective: Students will draw and label plant and
animal cells and describe how they are similar.
• poster
paper
Scoring Rubric
• pencil
• 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, 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.
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.
14
Chapter 1 • Cells and Kingdoms
Assessment
Use with Chapter 1
© Macmillan/McGraw-Hill
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.
Name
Performance
Assessment
Date
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
© Macmillan/McGraw-Hill
could not grow, move, or divide.
Chapter 1 • Cells and Kingdoms
Assessment
Use with Chapter 1
15
Chapter
Test A
Name
Date
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
trait
1. Any characteristic of a living thing is a(n)
.
2. When a sperm cell from a male and an egg cell
fertilization
from a female join to create a single unit it is called
.
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
5. Amphibians become adults through the process of
6. A grasshopper becomes a
nymph
reaches adulthood.
metamorphosis
.
.
before it
7. The process of an egg and sperm joining outside of a
female’s body is called external fertilization .
called
9. A person’s
heredity
.
genes
carry the chemical instructions
that determine what characteristics the person inherits.
10. The stage of a new offspring is called a(n)
16
Chapter 2 • Parents and Offspring
Assessment
embryo
.
Use with Chapter 2
© Macmillan/McGraw-Hill
8. The passing down of traits from one generation to the next is
Name
Chapter
Test A
Date
Circle the letter of the best answer for each question.
11. Which picture shows a plant
that is a type of runner?
A
13. How many stages of
development take place in
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
in plants that contains sperm
cells called?
A pollen
© Macmillan/McGraw-Hill
B embryo
A carrier
B heredity
C genetic
D pedigree
C seed coat
D conifer
Chapter 2 • Parents and Offspring
Assessment
Use with Chapter 2
17
Chapter
Test A
Name
Date
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.
stamen
sepal
petal
pistil
18. Interpret Data Susan and David both have blue eyes,
The child is more likely to have blue eyes than brown eyes. If the
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.
18
Chapter 2 • Parents and Offspring
Assessment
Use with Chapter 2
© Macmillan/McGraw-Hill
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?
Name
Chapter
Test A
Date
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?
© Macmillan/McGraw-Hill
Answers will vary but may include the following: A ranger could
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
Assessment
Use with Chapter 2
19
Lesson 1
Test
Name
Date
Circle the letter of the best answer for each question.
1. The joining of a sperm cell
and an egg cell into a single
unit is called
A fertilization.
B vegetative propagation.
C asexual reproduction.
D sexual reproduction.
2. What kind of asexual
reproduction does the
picture show?
3. What is one advantage of
sexual reproduction?
A The offspring look exactly
like their mother.
B The offspring share traits
of both parents.
C The offspring can run very
fast.
D All offspring are females.
4. Which organisms can
reproduce through budding?
A bacteria
B strawberry plants
C ants
D sponges
A budding
B splitting
C vegetative propagation
Critical Thinking Explain why asexual reproduction is
most common among organisms that live in stable,
unchanging environments.
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.
20
Chapter 2 • Parents and Offspring
Assessment
Use with Lesson 1
Reproduction
© Macmillan/McGraw-Hill
D fertilization
Name
Lesson 2
Test
Date
Circle the letter of the best answer for each question.
1. Cells that can develop into
new individuals without
fertilization are
A sex cells.
B sperm.
C spores.
D eggs.
2. The female part of a flower is
the
3. Why do plants produce
nectar?
A to attract pollinators
B to aid in self-pollination
C to allow for asexual
reproduction
D to help them make pollen
4. Which of the following is part
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
© Macmillan/McGraw-Hill
more room for the plant to grow.
Chapter 2 • Parents and Offspring
Assessment
Use with Lesson 2
Plant Life Cycles
21
Lesson 3
Test
Name
Date
Circle the letter of the best answer for each question.
1. How are nymphs different
from adult insects?
A They are larger.
B They reproduce asexually.
3. Which animal produces a
hard-shelled egg that matures
outside the mother?
A salmon
C They have hard outer
B bullfrog
D They have no wings or sex
D lion
coverings.
organs.
2. Which kinds of animals
release their sex cells
into water?
A fish and amphibians
B snakes and lizards
C reptiles and birds
D mammals only
C robin
4. The purpose of an egg yolk
is to
A feed the growing embryo.
B keep the embryo wet.
C protect the growing
embryo.
D grow into a second
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
© Macmillan/McGraw-Hill
fertilization, laying eggs and sperm directly in the water.
22
Chapter 2 • Parents and Offspring
Assessment
Use with Lesson 3
Animal Life Cycles
Name
Lesson 4
Test
Date
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
behavior?
A An oriole builds a hanging
nest.
B A dog comes when it is
called.
C A baby takes its first breath.
and represents curly hair, and
c is recessive and represents
straight hair.
Father
Mother
DD
$$
$D
$D
Daughter
Son
D A rabbit hides from
danger.
2. Imprinting is an example of a(n)
A recessive trait.
B dominant trait.
C learned behavior.
D instinct.
3. Gregor Mendel discovered that
A organisms have dominant
and recessive traits.
B organisms can learn
behaviors.
Which person has straight
hair?
A Mother
B Father
C Daughter
D Son
C genes are parts of
chromosomes.
D genes are chemical
© Macmillan/McGraw-Hill
instructions for cells.
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
Assessment
Use with Lesson 4
Traits and Heredity
23
Chapter
Test B
Name
Date
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
.
4. An offspring that has just begun to develop is a(n)
embryo
.
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
.
join,
fertilization
has occurred.
8. A seed develops into a new plant through
germination
.
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 .
24
Chapter 2 • Parents and Offspring
Assessment
Use with Chapter 2
© Macmillan/McGraw-Hill
7. When a sperm cell from a male and an egg cell from a female
Name
Chapter
Test B
Date
Circle the letter of the best answer for each question.
11. Which of the following will
form a plant’s first leaves after
germination?
13. Jordan has green eyes, but
both her parents have brown
eyes. Her parents must
A embryo
A have brown hair also.
B conifer
B not have any dominant
C seed coat
D cotyledon
12. Some flowers are pollinated
by animals and some are not.
Which flower below is most
likely pollinated by animals?
A
traits.
C be carriers of a recessive
trait.
D be carriers of a disease.
14. How many stages of
development take place in
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
© Macmillan/McGraw-Hill
D instinctive
D
Chapter 2 • Parents and Offspring
Assessment
Use with Chapter 2
25
Chapter
Test B
Name
Date
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
Stamen
protect the flower when it is a bud.
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
recessive gene from both parents, he or she will have red hair.
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.
26
Chapter 2 • Parents and Offspring
Assessment
Use with Chapter 2
© Macmillan/McGraw-Hill
other parent, he or she will have brown hair. If the child gets the
Name
Chapter
Test B
Date
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
pupa
1
egg
4
2
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.
© Macmillan/McGraw-Hill
22. Thinking Like a Scientist Corn is a plant that has either
male or female reproductive cells and is pollinated by
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
Assessment
Use with Chapter 2
27
Performance
Assessment
Name
The Life of a Plant
Objective: Students will conduct research about a
plant and create a poster that shows how the plant
reproduces.
Scoring Rubric
Date
Materials
• poster
board
• crayons
or colored
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.
point Student does not include a drawing that accurately
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.
28
Chapter 2 • Parents and Offspring
Assessment
Use with Chapter 2
© Macmillan/McGraw-Hill
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.
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
© Macmillan/McGraw-Hill
embryo develops inside the seed. In an animal, the embryo develops
inside an egg or inside the mother’s body.
Chapter 2 • Parents and Offspring
Assessment
Use with Chapter 2
29
Chapter
Test A
Name
Date
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
adaptation
.
8. Some animals use protective coloration to hide.
9. The job an organism has in a community is its
10. Some animals use
mimicry
like a more dangerous animal.
30
Chapter 3 • Interactions in Ecosystems
Assessment
niche
.
to look and act
Use with Chapter 3
© Macmillan/McGraw-Hill
environment is a(n)
Name
Chapter
Test A
Date
Circle the letter of the best answer for each question.
11. Animals that only eat other
animals are called
A herbivores.
population that an area can
support is its
A limiting factor.
B carnivores.
B habitat.
C decomposers.
C carrying capacity.
D omnivores.
12. Which animal completes the
food chain shown below?
grass
13. The measure of the size of a
bobcat
D niche.
14. A bird gets nectar from a
flower and helps to carry
pollen for the flower. This
relationship is called
A symbiosis.
B mutualism.
A rabbit
C parasitism.
B tiger
D commensalism.
C bear
D fish
15. The harmless king snake’s
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.
© Macmillan/McGraw-Hill
D mimicry.
Chapter 3 • Interactions in Ecosystems
Assessment
Use with Chapter 3
31
Chapter
Test A
Name
Date
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?
400
Deer Population 1970—2005
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
decrease because they will not have enough plants to eat.
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.
32
Chapter 3 • Interactions in Ecosystems
Assessment
Use with Chapter 3
© Macmillan/McGraw-Hill
of deer will have plenty of food. Eventually, the deer population will
Name
Chapter
Test A
Date
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
© Macmillan/McGraw-Hill
large number of plants. Therefore, plants are at the bottom (largest)
level of an energy pyramid.
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
Assessment
Use with Chapter 3
33
Lesson 1
Test
Name
Date
Circle the letter of the best answer for each question.
a biotic factor in a forest
ecosystem?
A soil
B rocks
C acorns
D carbon dioxide
2. Rabbits have overrun a
community garden and are
eating everything in it. Which
of the following would be the
most ecological solution to
the problem?
A hawks
B poison
C traps
D hunting
3. What happens when the top
predator is removed from an
ecosystem?
A The number of consumers
increases.
B The number of
decomposers increases.
C The number of consumers
decreases.
D The number of
decomposers decreases.
4. What percentage of energy
is lost at each level in a food
chain?
A 10%
B 40%
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
consumers. As a result, there were fewer consumers to eat plants,
and more plants survived.
34
Chapter 3 • Interactions in Ecosystems
Assessment
Use with Lesson 1
Energy Flow in Ecosystems
© Macmillan/McGraw-Hill
1. Which of the following is
Name
Lesson 2
Test
Date
Circle the letter of the best answer for each question.
1. Any resource necessary to the
survival of populations in an
ecosystem may become a(n)
3. What is the special role
an organism plays in a
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
organisms that benefits both
organisms is called
4. The greatest number of
individuals that an ecosystem
can support within a
population is the
A symbiosis.
A limiting factor.
B mutualism.
B habitat.
C commensalism.
C carrying capacity.
D parasitism.
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.
© Macmillan/McGraw-Hill
Wolf and Elk Population per Square Kilometer
Species
2007
2008
2009
2010
Wolf
3
6
10
6
Elk
50
100
35
50
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
Assessment
Use with Lesson 2
Relationships in Ecosystems
35
Lesson 3
Test
Name
Date
Circle the letter of the best answer for each question.
1. Which of the following is a
behavioral adaptation?
3. Which of the following is a
A An arctic hare has a white
plant adaptation for a hot, dry
climate?
B A fawn remains very still to
B bright-colored flowers
coat in the winter.
avoid being seen.
C A male cardinal has very
bright red feathers.
D A hummingbird has a long,
thin bill.
2. Which of the following is a
structural adaptation?
A Black bears hibernate in
winter.
B Wolves hunt in packs.
C Foxes have thick winter
coats.
A large, thin leaves
C thick, waxy leaves and
stems
D lengthened growing
season
4. Forest butterflies are often
brown. This helps them to
A find nectar.
B avoid predators.
C keep warm.
D avoid the need to
hibernate.
D Robins fly south for the
winter months.
its habitat. For example, plants that live in shade have longer growing
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.
36
Chapter 3 • Interactions in Ecosystems
Assessment
Use with Lesson 3
Adaptation and Survival
© Macmillan/McGraw-Hill
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
Name
Performance
Assessment
Date
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
population
same species are called a(n)
.
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
mimicry
another animal is
5. A(n)
ecosystem
.
is made up of both biotic
and abiotic factors.
prey
6. An organism that gets eaten by other animals is
7. An organism’s role in a community is its
8. A(n)
community
.
includes all of the living
things in an ecosystem.
© Macmillan/McGraw-Hill
niche
.
9. A relationship between two animals in which one animal
obtains food from the other without helping or hurting it is
commensalism
10. Sunlight is a common
.
limiting factor
restrict the growth of populations.
Chapter 3 • Interactions in Ecosystems
Assessment
that can
Use with Chapter 3
37
Chapter
Test B
Name
Date
Circle the letter of the best answer for each question.
11. Which plant or animal
completes the food chain
shown below?
13. Which animal is an omnivore?
A frog
B deer
C tiger
D raccoon
plankton
whale
A frog
B seagull
C shark
D krill
12. Barnacles grow on the back of
a whale. They gain a home and
the whale is not hurt. This is an
example of
A mutualism.
B symbiosis.
C commensalism.
same prey, they both occupy
the same
A carrying capacity.
B niche.
C limiting factor.
D biotic factor.
15. A cheetah’s spotted coat is an
example of
A camouflage.
B a limiting factor.
C symbiosis.
D a niche.
© Macmillan/McGraw-Hill
D parasitism.
14. If two predators only eat the
38
Chapter 3 • Interactions in Ecosystems
Assessment
Use with Chapter 3
Name
Chapter
Test B
Date
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.
© Macmillan/McGraw-Hill
17. Classify List each item in the correct column of the chart.
bird
grass
squirrel
deer
rock
stream
Biotic Factors
Abiotic Factors
deer, tree, bush,
grass, bird, squirrel
rock,
stream
tree
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
Assessment
Use with Chapter 3
39
Chapter
Test B
Name
Date
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
The cactus has spines to protect it from being eaten by herbivores
and omnivores. It has a very thick outer covering to hold water in and
protect it from intense heat and sunlight.
40
Chapter 3 • Interactions in Ecosystems
Assessment
Use with Chapter 3
© Macmillan/McGraw-Hill
would you notice on a cactus?
Name
Date
The Web of Life
Performance
Assessment
Materials
Objective: Students will choose an ecosystem to
research and create a food web that includes some
of the organisms commonly found in that ecosystem.
• poster
board
Scoring Rubric
• markers or
crayons
• pencil
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.
© Macmillan/McGraw-Hill
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
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
Assessment
Use with Chapter 3
41
Performance
Assessment
Name
Date
The Web of Life
Communicate
What organisms are included in a food web?
Choose an ecosystem, such as one found in
a forest, desert, prairie, or ocean. Use the
Internet or reference books to research the
ecosystem. Remember to use only good
sources. Create a food web poster for your
ecosystem. Label each organism in the
food web with the name and its role in the
food web.
Internet Tips to Stay
Smart and Safe
DO visit Web
sites with useful
information for
your project.
DO ask a teacher
for help if you get
lost.
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
Herbivores eat plants and get energy directly from producers.
Carnivores would have no animals to eat for energy.
42
Chapter 3 • Interactions in Ecosystems
Assessment
Use with Chapter 3
© Macmillan/McGraw-Hill
energy for all of the other organisms either directly or indirectly.
Name
Chapter
Test A
Date
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
carbon cycle
nekton
succession
estuary
nitrogen cycle
taiga
water cycle
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
3. The
succession
.
carbon cycle
involves the continuous exchange
of carbon among living things.
4. A species becomes a(n)
extinct species
member dies.
when the last
biome
5. A major land ecosystem of Earth is known as a(n)
6. A(n)
.
estuary
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
© Macmillan/McGraw-Hill
8. The
nitrogen cycle
compounds in the soil.
.
involves trapping a gas into
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
Chapter 4 • Ecosystems and Biomes
Assessment
nekton
.
Use with Chapter 4
43
Chapter
Test A
Name
Date
Circle the letter of the best answer for each question.
11. The changing of a liquid into a
gas is called
14. Which biome contains mostly
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
community where few living
things exist is known as
A succession.
B secondary succession.
C primary succession.
D pioneer species.
15. Which ocean zone is home to
sharks and squids?
A intertidal
B neritic
C abyssal
D bathyal
13. Which is the final stage in
succession?
A primary succession
B pioneer community
C secondary succession
© Macmillan/McGraw-Hill
D climax community
44
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Chapter 4
Name
Chapter
Test A
Date
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
© Macmillan/McGraw-Hill
items in Column 2 to the stage
of primary succession in which
that item will appear.
Chapter 4 • Ecosystems and Biomes
Assessment
Column 1
pioneer
community
Column 2
trees
intermediate
community
lichens and mosses
climax
community
grasses and shrubs
Use with Chapter 4
45
Chapter
Test A
Name
Date
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
© Macmillan/McGraw-Hill
ecosystem. The standing water is good for
the cattail because moving water might pull
the roots out of the ground.
46
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Chapter 4
Name
Lesson 1
Test
Date
Circle the letter of the best answer for each question.
1. Precipitation that flows into
rivers, lakes, and streams is
called
A groundwater.
B runoff.
C floodwater.
4. The diagram shows the
carbon cycle.
D condensation.
2. The energy needed for the
changes in the water cycle to
take place comes from
A wind.
B green plants.
C nitrogen.
D the Sun.
3. Nitrogen-fixing bacteria in soil
turns nitrogen gas into
A water.
B ammonia.
A: clouds
D: trees
B: animals
E: water
C: house
F: underground
Where is carbon stored in the
cycle?
A A, B, C, D
B B, C, D, E
C A, C, E, F
D B, C, D, F
C oxygen.
© Macmillan/McGraw-Hill
D carbon dioxide.
Critical Thinking Read the following statement: “Plants
can live without animals, but animals cannot live without
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
Assessment
Use with Lesson 1
Cycles in Ecosystems
47
Lesson 2
Test
Name
Date
Circle the letter of the best answer for each question.
1. What is the main difference
between primary and
secondary succession?
3.
Endangered Species
Species
Reasons for
Endangerment
gray wolf
habitat loss, hunting
B Primary succession begins
hawksbill
sea turtle
habitat loss, hunting,
pollution
C Secondary succession
manatee
habitat loss,
accidents, pollution
A The climax of primary
succession is pine forest.
with bare rock.
begins with mosses and
lichens.
D Secondary succession
includes frequent fires.
2. Which is not an example
What is the primary reason
that these animals are
endangered?
A habitat loss
of a natural environmental
change?
B hunting
A a beaver dam
D accidents
B a hurricane
C a volcanic eruption
D a housing development
C pollution
4. The final stage of succession
in an area is called a(n)
A secondary succession.
B pioneer community.
C climax community.
Critical Thinking The gray wolf was formerly found in a
wide variety of habitats, including prairie, forests, desert,
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.
48
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Lesson 2
Changes in Ecosystems
© Macmillan/McGraw-Hill
D ecosystem.
Name
Lesson 3
Test
Date
Circle the letter of the best answer for each question.
1. The map shows biomes of
North America.
Which biome covers most of
the western part of the United
States?
2. Which biome has a mild
climate and a great deal of
rain?
A tundra
B desert
C tropical rain forest
D temperate rain forest
3. Compared with a temperate
forest, a grassland has
Desert
Grassland
Forest
Taiga
A forest
B grassland
C desert
D taiga
A less rainfall.
B poorer soil.
C a warmer climate.
D less wildlife.
4. Which biome supports the
most animal life?
A temperate rain forest
B tropical rain forest
C temperate forest
D grassland
© Macmillan/McGraw-Hill
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,
could lose their habitat and become extinct.
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Lesson 3
Biomes
49
Lesson 4
Test
Name
Date
Circle the letter of the best answer for each question.
1. Which animal is an example of
benthos?
4. This table summarizes water
ecosystems.
A barnacle
Water Ecosystems
B diatom
Type of Ecosystem
C algae
Running water
(rivers and streams)
D fish larvae
Standing water
(lakes and ponds)
2. Most pond organisms live in
shallow water because
A the water is warmer.
Wetlands (marshes
and bogs)
B the water is cleaner.
Oceans
C there is more oxygen.
Estuaries
D there is less shelter.
3. In which ocean zone are
coral reefs and kelp forests
located?
A intertidal zone
B neritic zone
C bathyal zone
D abyssal zone
Which type of ecosystem
has both fresh water and salt
water?
A river
B lake
C marsh
D estuary
Critical Thinking Explain why estuaries contain such
large numbers of plants and animals.
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.
50
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Lesson 4
Water Ecosystems
© Macmillan/McGraw-Hill
Estuaries are nutrient-rich places where fresh and salt water meet. These
Name
Chapter
Test B
Date
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.
nitrogen cycle
2. Bacteria is a necessary part of the
.
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
nekton
part of the category called
© Macmillan/McGraw-Hill
8. The world’s largest biome is the
.
taiga
.
9. The boundary where a river feeds into the ocean is a(n)
estuary
10. A(n)
.
biome
grouped together as one.
Chapter 4 • Ecosystems and Biomes
Assessment
includes many ecosystems
Use with Chapter 4
51
Chapter
Test B
Name
Date
Circle the letter of the best answer for each question.
11. The formation of a new
community where another
community already exists is
known as
A primary succession.
B secondary succession.
C pioneer community.
D pioneer species.
12. Which biome has no trees and
14. A pioneer species that
often makes up a pioneer
community is
A moss.
B soil.
C a squirrel.
D a robin.
15. A mixture of dead organic
is frozen year round?
material that can be used as a
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
© Macmillan/McGraw-Hill
D neritic
52
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Chapter 4
Name
Chapter
Test B
Date
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
rock
lichen, mosses
small plants,
lichen, grasses
shrubs, trees
18. Make a Model In the space below, draw a simple model
© Macmillan/McGraw-Hill
of the carbon cycle.
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
Assessment
Use with Chapter 4
53
Chapter
Test B
Name
Date
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
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.
54
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Chapter 4
© Macmillan/McGraw-Hill
ecosystem with slow-moving water?
Name
Performance
Assessment
Date
Saving Life on Earth,
One Species at a Time
Objective: Students will research why a particular
species of plant or animal is endangered and create
a poster outlining a plan for saving that species.
Materials
• poster board
• pencil
• markers or
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.
© Macmillan/McGraw-Hill
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.
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
Assessment
Use with Chapter 4
55
Performance
Assessment
Name
Date
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
3. Why is it a problem to introduce a new animal species
into an ecosystem?
When a new species is brought into an ecosystem, it can take away
the food supply from another animal.
56
Chapter 4 • Ecosystems and Biomes
Assessment
Use with Chapter 4
© Macmillan/McGraw-Hill
be hunted each year.
Name
Chapter
Test A
Date
Our Dynamic Earth
Write the word that best completes each sentence in the
spaces below. Words may be used only once.
atmosphere
fault
landform
earthquake
geologist
lava
erosion
hot spot
magnitude
1. A physical feature on Earth’s surface is a(n)
2. The
atmosphere
3. A(n)
geologist
volcano
landform
.
consists of gases around and
above Earth.
is a scientist who studies
the structure and history of Earth.
4. An opening in Earth’s crust out of which magma flows is
volcano
a(n)
.
5. A material that comes up through Earth’s surface and
lava
hardens is called
.
6. An unmoving pool of magma below Earth’s crust is
hot spot
called a(n)
.
7. The sudden movement of Earth’s crust is called a(n)
© Macmillan/McGraw-Hill
earthquake
8. A(n)
9. The
fault
.
is a crack in Earth’s crust.
magnitude
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
Chapter 5 • Our Dynamic Earth
Assessment
erosion
.
Use with Chapter 5
57
Chapter
Test A
Name
Date
Circle the letter of the best answer for each question.
11. Scientists have discovered
that the mountains on the
east coast of South America
closely match the mountains
on the west coast of Africa.
How can two landforms that
are so far apart be related?
A continental drift
13. Which drawing below shows a
cinder-cone volcano?
A
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.
D epicenter.
15. Which of the following causes
chemical weathering?
A ice
B wind
C water
D acid rain
58
Chapter 5 • Our Dynamic Earth
Assessment
Use with Chapter 5
© Macmillan/McGraw-Hill
C tsunami.
Name
Chapter
Test A
Date
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
© Macmillan/McGraw-Hill
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?
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
Assessment
Use with Chapter 5
59
Chapter
Test A
Name
Date
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.
shown in the picture above.
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.
60
Chapter 5 • Our Dynamic Earth
Assessment
Use with Chapter 5
© Macmillan/McGraw-Hill
22. Critical Thinking Explain what type of landform is
Name
Lesson 1
Test
Date
Circle the letter of the best answer for each question.
1. Small streams that start in
the mountains and join larger
streams are called
3. Which part of Earth is made
of rock that is close to its
melting point?
A oceans.
A crust
B tributaries.
B lithosphere
C rivers.
C asthenosphere
D waterfalls.
D lower mantle
2. The largest landform beneath
the ocean is the
A ocean basin.
B sea mount.
C continental shelf.
D mid-ocean ridge.
4. Earth’s outer core is made of
A solid rock.
B liquid rock.
C solid metal.
D liquid metal.
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
© Macmillan/McGraw-Hill
living things. There are no living things in the mantle.
Chapter 5 • Our Dynamic Earth
Assessment
Use with Lesson 1
Earth’s Landforms
61
Lesson 2
Test
Name
Date
Circle the letter of the best answer for each question.
1. A geologist is a scientist
who studies
A plate tectonics.
3. The force that occurs when
plates are pushed together
is called
B Earth’s structure and
A compression.
C oceans and mountains.
C continental drift.
D differences between the
D shear.
history.
continents.
2. All of the following types
of information show that
continental drift has occurred
except
A animal fossils.
B the shape of coastlines.
C the depth of oceans.
B folding.
4. The force that twists, tears, or
pushes one part of the crust
past another is called
A compression.
B shear.
C folding.
D plate tectonics.
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,
© Macmillan/McGraw-Hill
the way hot air balloons rise through the atmosphere.
62
Chapter 5 • Our Dynamic Earth
Assessment
Use with Lesson 2
Plate Tectonics
Name
Lesson 3
Test
Date
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
D along the eastern United
D a volcano collapses.
Ridge
States
2. Volcanoes tend to erupt at
places where
A two plates collide.
B two plates rub past each
other.
C one plate moves under
cracks.
4. The Aleutian Islands are an
example of a(n)
A hot spot.
B island arc.
C composite volcano.
D tectonic plate.
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
© Macmillan/McGraw-Hill
abandoned the area because of frequent volcanic eruptions.
Chapter 5 • Our Dynamic Earth
Assessment
Use with Lesson 3
Volcanoes
63
Lesson 4
Test
Name
Date
Circle the letter of the best answer for each question.
1. The place where Earth’s
slipping motion begins is
called an earthquake’s
A epicenter.
B fault.
C plate.
D focus.
2. The epicenter of an
earthquake is the place on
the surface
A where the slipping begins.
3. To pinpoint an earthquake’s
location, scientists need
information from how many
seismometers?
A 1
B 2
C 3
D 4
4. Which of the following is the
safest place to be during an
earthquake?
B where the damage is
A in a large truck
C that is directly above the
C under a car
greatest.
focus.
D that is on the nearest plate
B in a basement
D under a strong table
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
© Macmillan/McGraw-Hill
Japanese word tsunami.
64
Chapter 5 • Our Dynamic Earth
Assessment
Use with Lesson 4
Earthquakes
Name
Lesson 5
Test
Date
Circle the letter of the best answer for each question.
1. Which of the following causes
chemical weathering?
3. Which of the following can
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
cause of erosion?
4. Walls built to hold water back
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
© Macmillan/McGraw-Hill
delta
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
Assessment
Use with Lesson 5
Shaping Earth’s Surface
65
Chapter
Test B
Name
Date
Our Dynamic Earth
Write the word that best completes each sentence in the
spaces below. Words may be used only once.
atmosphere
fault
landform
earthquake
geologist
lava
erosion
hot spot
magnitude
volcano
1. When magma comes up through Earth’s surface and
lava
hardens it is called
.
2. A stationary pool of magma that forms below Earth’s
hot spot
crust is called a(n)
.
fault
3. A crack in Earth’s crust is called a(n)
.
4. The process by which weathered rock moves from one
erosion
place to another is
.
5. The amount of energy released by an earthquake is
called
magnitude
.
6. The gases around and above Earth make up Earth’s
atmosphere
.
7. A mountain is an example of a(n)
landform
Earth’s surface.
on
is a(n)
geologist
© Macmillan/McGraw-Hill
8. A person who studies the history and structure of Earth
.
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)
66
Chapter 5 • Our Dynamic Earth
Assessment
earthquake
.
Use with Chapter 5
Name
Chapter
Test B
Date
Circle the letter of the best answer for each question.
11. Abysmal plains, trenches, and
rift valleys are all
13. How do scientists explain the
A examples of water
fact that some landforms that
are far apart and separated by
oceans appear to be related?
B examples of land features.
A earthquakes
features.
C features of the ocean floor.
D features of topographical
maps.
12. Which drawing below shows a
shield volcano?
A
B continental drift
C volcanic eruptions
D erosion
14. Which of the following is an
important factor in chemical
weathering of rocks?
A water
B wind
C acid rain
B
D ice
15. What can occur as a result
C
of an earthquake that erupts
under the ocean?
A a focus
B an epicenter
C a Mercalli
D a tsunami
© Macmillan/McGraw-Hill
D
Chapter 5 • Our Dynamic Earth
Assessment
Use with Chapter 5
67
Chapter
Test B
Name
Date
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.
Why do you think this is so?
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.
68
Chapter 5 • Our Dynamic Earth
Assessment
Use with Chapter 5
© Macmillan/McGraw-Hill
18. Infer Where are volcanoes most likely to erupt on Earth?
Name
Chapter
Test B
Date
Answer the following questions.
19. Match the letter of each characteristic with the activity
it describes. One characteristic matches both volcanoes
and earthquakes.
C
D
E
A
B
D
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
© Macmillan/McGraw-Hill
is formed when the running water of a river picks up soil and rocks
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
Assessment
Use with Chapter 5
69
Performance
Assessment
Name
The Ring of Fire
Objective: Students will create travel brochures
to show locations where volcanoes are found in
the Ring of Fire, describe the different kinds of
volcanoes, and explain how they form.
Scoring Rubric
Date
Materials
• drawing
paper
• pencil
• crayons
or colored
pencils
points Student creates a travel brochure that
• ruler
accurately shows the locations of volcanoes in
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.
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
student and does not explain accurately how any type of
volcano forms. Student does not answer the questions in
Analyze the Results.
70
Chapter 5 • Our Dynamic Earth
Assessment
Use with Chapter 5
© Macmillan/McGraw-Hill
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.
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
© Macmillan/McGraw-Hill
sizes and shapes. Students may also respond that volcanoes build
islands after repeated underwater eruptions.
Chapter 5 • Our Dynamic Earth
Assessment
Use with Chapter 5
71
Chapter
Test A
Name
Date
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
3. A(n)
rock cycle
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
pollution
called
.
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)
.
8. Wind, moving water, and solar energy are all
9. The way a mineral reflects light is called its
alternative energy sources
luster
.
.
10. A layer of gas that surrounds Earth and protects living
things from the Sun is the
72
Chapter 6 • Protecting Earth’s Resources
Assessment
ozone
.
Use with Chapter 6
© Macmillan/McGraw-Hill
era
Name
Chapter
Test A
Date
Circle the letter of the best answer for each question.
11. What type of rock forms when
lava from a volcano hardens?
14. Which fossil is the youngest?
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.
D precipitation.
13. Which of the following is a
type of fossil fuel?
A anthracite
B biomass
C solar
D geothermal
A 1
B 2
C 3
D 4
15. What is an aquifer?
A a type of water treatment
plant
B a salty ocean
C an artificial lake
D an underground body of
© Macmillan/McGraw-Hill
water
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Chapter 6
73
Chapter
Test A
Name
Date
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.
Sedimentary Rock
magma or lava that has
cooled and hardened
Metamorphic Rock
rock formed by bits of
sand, dust, shells, and soil
Igneous Rock
rock formed by other
rocks that are changed by
heat and pressure
to people.
Answers will vary but may include: Reservoirs are necessary because
they help people control and monitor their fresh water supply.
74
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Chapter 6
© Macmillan/McGraw-Hill
18. Communicate Explain why reservoirs are so important
Name
Chapter
Test A
Date
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
© Macmillan/McGraw-Hill
farmland to act as wind breaks.
23. Thinking Like a Scientist While out on a hike, you find
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
Assessment
Use with Chapter 6
75
Lesson 1
Test
Name
Date
Circle the letter of the best answer for each question.
1. A solid geometric shape
formed by a mineral is a(n)
A rock.
B ore.
C crystal.
D sediment.
2. A mineral that has uneven
surfaces when broken is said
to have
A cleavage.
B hardness.
C luster.
D fracture.
3. What type of rock is formed
after magma or lava cools
and hardens?
A sedimentary rock
B igneous rock
C metamorphic rock
D a meteorite forms
4. Which step in the rock cycle
occurs before sediments are
laid down?
A layers form
B heat and pressure are
applied
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
© Macmillan/McGraw-Hill
seashells in it is most likely a sedimentary rock.
76
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Lesson 1
Minerals and Rocks
Name
Lesson 2
Test
Date
Circle the letter of the best answer for each question.
1. Which soil layer contains the
most nutrients?
3. How does crop rotation help
preserve soil?
A It holds water near the
A
roots of plants.
B It keeps soil from blowing
away.
B
C
C It removes soil nutrients.
D It returns nutrients to soil.
4. Which of the following is the
A A
B B
C C
best description of forest soil?
A thin humus layer, minerals
deep beneath the surface
B thin humus layer, minerals
close to the surface
D D
2. Compared with topsoil,
subsoil has
A more water.
C very little humus, rich in
minerals
D very little humus, few
B less water.
minerals
C more humus.
D less humus.
© Macmillan/McGraw-Hill
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
greenhouse gases, need soil to grow as well.
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Lesson 2
Soil
77
Lesson 3
Test
Name
Date
Circle the letter of the best answer for each question.
1. Which of the following is not a
fossil fuel?
3. The energy in fossil fuels
comes from
A oil
A sugars made by plants.
B natural gas
B solar energy stored by
plants.
C coal
C soft and hard coal.
D solar energy
2. Which rock layer is youngest?
D oil and natural gas.
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
heads or take shorter showers; turn water off when not in use; seek out
alternative energy sources.
78
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Lesson 3
Fossils and Energy
© Macmillan/McGraw-Hill
energy-saving appliances and light bulbs; use water-conserving shower
Name
Lesson 4
Test
Date
Circle the letter of the best answer for each question.
1. Use the table to answer
question 1.
Average Household Water Use Per Day
Use
Number of gallons
flushing toilets
81
washing clothes
60
showers
53
faucets
44
Approximately how many
gallons does an average
household use each day for
showers and for the toilet?
A 81
B 97
C 134
D 141
2. In a water treatment plant, what
happens during coagulation?
A Sticky particles are added
3. Why are holes in Earth’s
ozone layer a problem?
A They add pollution to the
air.
B They enlarge Earth’s
atmosphere.
C They allow dangerous
rays from the Sun to reach
Earth’s surface.
D They allow dangerous
chemicals to escape into
the atmosphere.
4. All of the following are ways
to save water except
A watering plants every day.
B using efficient appliances.
C running appliances only
when full.
D drinking tap water.
to water to attract dirt.
B Dirt and other materials fall
to the bottom of the tank.
C The water is filtered.
© Macmillan/McGraw-Hill
D Chlorine is added to the
water.
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
Assessment
Use with Lesson 4
Air and Water
79
Chapter
Test B
Name
Date
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
soil
plants and animals is called
2. Acid rain is a type of
.
pollution
.
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)
.
fossils
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)
80
aquifer
Chapter 6 • Protecting Earth’s Resources
Assessment
.
Use with Chapter 6
© Macmillan/McGraw-Hill
8. Remnants or impressions in rocks called
Name
Chapter
Test B
Date
Circle the letter of the best answer for each question.
11. Which type of soil has a thin
layer of topsoil and a small
amount of humus?
A forest soil
B prairie soil
C grassland soil
D desert soil
12. In what type of rock are fossils
14. What percentage of Earth’s
water is liquid fresh water?
A 0.01%
B 0.06%
C 2.3%
D 97%
15. What type of rock forms when
usually found?
bits of dirt, dust, sand, and soil
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
© Macmillan/McGraw-Hill
D half-life
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Chapter 6
81
Chapter
Test B
Name
Date
Answer the following questions.
16. Classify Look at the rocks. Label each rock as
metamorphic, igneous, or sedimentary.
This rock is
made of layers.
This rock is produced
by a volcano.
This rock is formed
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.
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?
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.
82
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Chapter 6
© Macmillan/McGraw-Hill
18. Interpret Data One type of soil has a great deal of
Name
Chapter
Test B
Date
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
© Macmillan/McGraw-Hill
a cold climate, scientists know that the climate has changed drastically.
23. Thinking Like a Scientist Suppose a scientist found an
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
Assessment
Use with Chapter 6
83
Performance
Assessment
Name
Energy for the Future
Objective: Students will write a persuasive letter
describing the benefits of an alternative energy source.
Date
Materials
• writing
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.
© Macmillan/McGraw-Hill
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.
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.
84
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Chapter 6
Name
Performance
Assessment
Date
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,
© Macmillan/McGraw-Hill
and people will have to find other sources of energy.
Chapter 6 • Protecting Earth’s Resources
Assessment
Use with Chapter 6
85
Chapter
Test A
Name
Date
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
barometer
El Niño
tornado
blizzard
global winds
weather
weather map
1. The solar energy that reaches Earth’s surface is called
insolation
.
2. Every two to seven years a change in weather conditions
El Niño
known as a(n)
causes heavy rains and
storms in North and South America.
3. A(n)
air mass
4. A(n)
barometer
measures atmospheric pressure.
5. A(n)
current
is a constant movement of ocean
that forms over a warm area of
water will be warm and humid.
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
weather
.
8. A kind of storm that includes high winds and snow is
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
86
Chapter 7 • Weather Patterns
Assessment
.
Use with Chapter 7
© Macmillan/McGraw-Hill
place is the
Name
Chapter
Test A
Date
Circle the letter of the best answer for each question.
11. All weather occurs in Earth’s
A thermosphere.
B troposphere.
C stratosphere.
D exosphere.
12. Which term describes the
amount of water vapor in the
air?
A air pressure
B atmospheric pressure
C humidity
D barometer
13. The meeting place between
two air masses is a
14. Which carries warm water
from near the equator toward
the poles?
A tornados
B the Gulf Stream
C El Niño
D global winds
15. Any storm with a low-
pressure center that causes a
circular wind pattern is a
A cyclone.
B blizzard.
C tornado.
D hurricane.
A storm.
B global wind.
C temperature.
© Macmillan/McGraw-Hill
D front.
Chapter 7 • Weather Patterns
Assessment
Use with Chapter 7
87
Chapter
Test A
Name
Date
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
tropical climate zone
Description
near the equator, receives
the most insolation from the
sun, high temperatures, heavy
precipitation
temperate climate zone
north and south of the equator,
warm summers, cool or cold
winters, can get all types of
precipitation
polar climate zone
near the north and south poles,
short summers and long cold
winters, not much precipitation
climate of a region?
In general, being near a large body of water keeps temperatures
cooler in the summer and warmer in the winter.
88
Chapter 7 • Weather Patterns
Assessment
Use with Chapter 7
© Macmillan/McGraw-Hill
18. How can being near a large body of water affect the
Name
Chapter
Test A
Date
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 lowpressure 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
© Macmillan/McGraw-Hill
high winds, hail might form.
Chapter 7 • Weather Patterns
Assessment
Use with Chapter 7
89
Lesson 1
Test
Name
Date
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
B the amount of heat energy
B stratosphere.
reaches a planet.
A troposphere.
contained in a beam of
sunlight.
C mesosphere.
D ionosphere.
C the imaginary line that runs
around Earth’s middle.
4. The Coriolis effect refers to a
change in direction caused by
D the spherical shape of
Earth.
A heat.
2. How much of the Sun’s energy
is absorbed or reflected by
clouds?
B wind.
C insolation.
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.
Time
Temperature over land
Temperature over water
noon
32°
18°
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.
90
Chapter 7 • Weather Patterns
Assessment
Use with Lesson 1
The Atmosphere and Weather
© Macmillan/McGraw-Hill
Air Temperature in degrees C.
Name
Lesson 2
Test
Date
Circle the letter of the best answer for each question.
1. A front is a place where
A precipitation occurs.
B two air masses meet.
C air is moist and cold.
D air is hot and dry.
2. A low-pressure system will
arrive tomorrow. The weather
will be
A hot and dry.
B cold and dry.
C warm and rainy.
D cold and rainy.
3. On a weather map, an isobar
connects places with the
same
A temperature.
B precipitation.
C air pressure.
D clouds.
4. The high-altitude wind that
blows from west to east over
the United States is the
A trade wind.
B westerly.
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,
© Macmillan/McGraw-Hill
affect weather as well.
Chapter 7 • Weather Patterns
Assessment
Use with Lesson 2
Clouds and Precipitation
91
Lesson 3
Test
Name
Date
Circle the letter of the best answer for each question.
1. The noise of thunder is caused
by
3. Tornadoes begin to form
inside of
A rapid expansion of air.
A hurricanes.
B clouds rushing past each
B thunderheads.
other.
C rain hitting the ground.
D two air masses colliding.
2. Heavy snowfall combined with
blowing snow result in a(n)
C blizzards.
D cyclones.
4. Look at the picture of the
hurricane.
A ice storm.
B cold air mass.
C ground blizzard.
D whiteout.
Which part of the hurricane is
the eye?
A A
B B
D D
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.
92
Chapter 7 • Weather Patterns
Assessment
Use with Lesson 3
Severe Storms
© Macmillan/McGraw-Hill
C C
Name
Lesson 4
Test
Date
Circle the letter of the best answer for each question.
1. Which factor is most
important in determining
climate?
3. Burning fossil fuels
contributes to global
warming by
A longitude
A raising air temperatures.
B latitude
B increasing precipitation
over oceans.
C rainfall
D temperature
2. The map shows climate zones
of the world.
1
C changing wind patterns.
D adding greenhouse gases
to the atmosphere.
4. The warm current that flows
3
across the Atlantic toward
Europe is called
4
A El Niño.
3
B the jet stream.
2
C the Gulf Stream.
2
1
D the South Atlantic current.
Which part of the map shows
the temperate zones?
A 1
B 2
C 3
© Macmillan/McGraw-Hill
D 4
Critical Thinking How do ocean currents affect climate?
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
Assessment
Use with Lesson 4
Climate
93
Chapter
Test B
Name
Date
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
air pressure
hurricane
rain shadow
blizzard
insolation
thunderstorm
troposphere
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
4. A(n)
blizzard
climate
.
can include several feet of snowfall.
5. The energy from the sun that reaches a planet’s surface
insolation
is
6. A(n)
.
air mass
is a large region of air with a similar
temperature and humidity.
hour is a(n)
hurricane
.
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
94
Chapter 7 • Weather Patterns
Assessment
air pressure
is 1.04 kg/cm2.
Use with Chapter 7
© Macmillan/McGraw-Hill
7. A storm with winds blowing faster than 74 miles per
Name
Chapter
Test B
Date
Circle the letter of the best answer for each question.
11. A device with rotating cups
that measures wind speed is
called a(n)
14. A storm with 35 mile per hour
winds, frozen precipitation,
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
forms over large bodies of
warm water?
A tornado
B thunderstorm
C hurricane
D blizzard
15. Which of these does not
affect the climate of a city?
A population
B ocean currents
C mountain ranges
D altitude
13. Which layer of the
atmosphere is farthest
from Earth’s surface?
A troposphere
B stratosphere
C exosphere
© Macmillan/McGraw-Hill
D thermosphere
Chapter 7 • Weather Patterns
Assessment
Use with Chapter 7
95
Chapter
Test B
Name
Date
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
particles of dust, forming clouds.
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.
96
Chapter 7 • Weather Patterns
Assessment
Use with Chapter 7
© Macmillan/McGraw-Hill
speed and get closer together. Then they condense around tiny
Name
Chapter
Test B
Date
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
© Macmillan/McGraw-Hill
storm will arrive and how intense it will be.
Chapter 7 • Weather Patterns
Assessment
Use with Chapter 7
97
Performance
Assessment
Name
Storm Safety
Objective: Students will describe how a storm forms
and what happens during a storm. Students will
describe different things people can do to stay safe
during a storm.
Scoring Rubric
Date
Materials
• white
paper
• pencil
• markers
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.
98
Chapter 7 • Weather Patterns
Assessment
© Macmillan/McGraw-Hill
point Student creates a brochure about a type of storm,
but the information included is inaccurate. The brochure
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.
Use with Chapter 7
Name
Performance
Assessment
Date
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.
© Macmillan/McGraw-Hill
3. Why would you want to stay away from windows during
a tornado?
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
Assessment
Use with Chapter 7
99
Chapter
Test A
Name
Date
The Universe
Write the word that best completes each sentence in the
spaces below. Words may be used only once.
asteroids
gravity
revolution
comet
inertia
satellite
constellations
planet
star
telescope
1. The force of attraction between two objects is called
gravity
2. A(n)
.
telescope
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
planet
own light is a(n)
.
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
.
6. One complete trip around the Sun is a(n)
revolution
.
7. An object in space that circles around another object is
8. Most
satellite
asteroids
Jupiter.
9. A(n)
.
are located between Mars and
© Macmillan/McGraw-Hill
a(n)
comet
is made of a mixture of frozen
gases, ice, dust, and rock.
constellations
10. Patterns formed by stars are called
.
100
Chapter 8 • The Universe
Assessment
Use with Chapter 8
Name
Chapter
Test A
Date
Circle the letter of the best answer for each question.
11. How long does it take Earth to
make one revolution around
the Sun?
A 24 hours
B 24.5 hours
C 365 days
D 365.25 days
12. What happens when the Moon
passes directly between the
Sun and Earth?
A an umbra
B a penumbra
C a solar eclipse
14. At which stage of a star’s
cycle is it small and dense?
A white dwarf
B nebula
C supernova
D red giant
15. The surfaces of the inner
planets are mostly made of
A gases.
B rock.
C metals.
D ice.
D a lunar eclipse
13. A natural satellite that orbits a
planet is called a
A comet.
B moon.
C crater.
© Macmillan/McGraw-Hill
D probe.
Chapter 8 • The Universe
Assessment
Use with Chapter 8
101
Chapter
Test A
Name
Date
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?
Students should label the part of the Sun that is blocked as the
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.
102
Chapter 8 • The Universe
Assessment
Use with Chapter 8
© Macmillan/McGraw-Hill
Which part is the penumbra? Label each and explain
what they are.
Name
Chapter
Test A
Date
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?
© Macmillan/McGraw-Hill
Answers will vary, but may include: Use an optical telescope to
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
Assessment
Use with Chapter 8
103
Lesson 1
Test
Name
Date
Circle the letter of the best answer for each question.
1. A force of attraction that
exists between any two
objects is
3. Look at this diagram of Earth
and the Sun. What season is it
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.
B mass and distance.
C mass and speed.
D speed and inertia.
A winter
B spring
C summer
D fall
4. The force that makes objects
keep traveling in a straight
line is
A gravity.
B inertia.
C attraction.
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
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.
104
Chapter 8 • The Universe
Assessment
Use with Lesson 1
Earth and Sun
© Macmillan/McGraw-Hill
D energy.
Name
Lesson 2
Test
Date
Circle the letter of the best answer for each question.
1. Which phase of the Moon is
shown here?
3. When do neap tides occur?
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
C full moon
D last quarter
2. An eclipse occurs whenever
A the Moon rises.
B the Sun sets.
C one object in space hides
the Sun’s shadow.
B The Moon is hidden
by Earth’s shadow.
C The Sun is hidden by
the Moon’s shadow.
D The Sun is hidden
by Earth’s shadow.
another object in space.
D the Moon rises while the
Sun is still out.
© Macmillan/McGraw-Hill
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.
Chapter 8 • The Universe
Assessment
Use with Lesson 2
Earth and Moon
105
Lesson 3
Test
Name
Date
Circle the letter of the best answer for each question.
1. Which planet in the solar
system has the most moons?
A Jupiter
B Saturn
C Neptune
4. The diagram shows the solar
system.
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
© Macmillan/McGraw-Hill
and intense pressure, or one of the gas giants, because the surface is not
solid.
106
Chapter 8 • The Universe
Assessment
Use with Lesson 3
The Solar System
Name
Lesson 4
Test
Date
Circle the letter of the best answer for each question.
1. A huge cloud of gas and dust
in which stars form is a
A supernova.
B galaxy.
4. The table shows the surface
temperature and color of
stars.
Color
C nebula.
D black hole.
2. What is a star called in its
earliest stage?
A neutron star
B white dwarf
C red giant
D protostar
3. A pattern of stars in the night
sky is called a
A solar system.
B constellation.
Blue-white
White
Yellow
Red-orange
Red
Surface
Temperature
(° C.)
35,000
10,000
6,000
5,000
3,000
What is the approximate
surface temperature of the
Sun?
A 3,000°
B 5,000°
C 6,000°
D 10,000°
C cluster.
D galaxy.
© Macmillan/McGraw-Hill
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
discovery is important.
Chapter 8 • The Universe
Assessment
Use with Lesson 4
Stars and the Universe
107
Chapter
Test B
Name
Date
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
galaxy
meteors
satellite
gravity
nebula
supernova
1. Most
meteors
surface.
tides
burn up before they reach Earth’s
supernova
2. An exploding star is called a(n)
3. The Moon is a natural
satellite
.
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
phase
time is called a
.
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
black hole
that light cannot escape it is called a(n)
8. All stars form out of a(n)
10. A(n)
108
galaxy
light-year
Chapter 8 • The Universe
Assessment
.
holds billions of stars.
© Macmillan/McGraw-Hill
9. Each
nebula
.
is approximately 5.9 billion miles.
Use with Chapter 8
Name
Chapter
Test B
Date
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
C neutron star
D globular cluster
13. How long does it take for
Earth to make one rotation on
its axis?
A 24 hours
Which type of galaxy is shown
here?
A ovoid elliptical
B irregular
C disc-shaped elliptical
D spiral
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.
© Macmillan/McGraw-Hill
D gas and dust.
Chapter 8 • The Universe
Assessment
Use with Chapter 8
109
Chapter
Test B
Name
Date
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
As Earth revolves around the Sun during the year, sunlight strikes
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.
110
Chapter 8 • The Universe
Assessment
Use with Chapter 8
© Macmillan/McGraw-Hill
seasons?
Name
Chapter
Test B
Date
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
© Macmillan/McGraw-Hill
cause the Moon’s orbit to become noncircular.
22. Thinking Like a Scientist If you were a scientist lost
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
Assessment
Use with Chapter 8
111
Performance
Assessment
Name
The Planets
Date
Materials
Objective: Students will choose one planet (besides
Earth) and create a poster to share information that
scientists have gathered about that planet.
• pen or pencil
Scoring Rubric
• crayons,
markers,
or colored
pencils
• paper
• poster board
points Student’s poster includes an accurate
drawing of the planet chosen. The poster also
includes all moons that orbit the planet. The
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.
point Student’s poster includes an inaccurate drawing
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.
112
Chapter 8 • The Universe
Assessment
Use with Chapter 8
© Macmillan/McGraw-Hill
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.
Name
Performance
Assessment
Date
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
© Macmillan/McGraw-Hill
planets have surfaces made of gases.
Chapter 8 • The Universe
Assessment
Use with Chapter 8
113
Chapter
Test A
Name
Date
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
density
malleability
molecule
ductility
matter
nucleus
volume
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
known as the
density
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)
7. The hard core of an atom is the
nucleus
8. Bending a material without breaking is
.
malleability
.
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
114
ductility
.
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Chapter 9
Name
Chapter
Test A
Date
Circle the letter of the best answer for each question.
11. Which unit is used to measure
weight?
14. The most common elements
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
elements are
A solid.
B liquid.
C gas.
D conductive.
13. Which type of particle inside
15. What happens to metals when
they combine with nonmetals
from the environment?
A they become corroded
B they melt
C they turn to a gas
D they explode
an atom has one unit of
negative electrical charge?
A proton
B neutron
C electron
© Macmillan/McGraw-Hill
D nucleus
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Chapter 9
115
Chapter
Test A
Name
Date
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.
ways. Give two examples of how people use aluminum.
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.
116
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Chapter 9
© Macmillan/McGraw-Hill
18. Infer Aluminum is a metal that is used in many different
Name
Chapter
Test A
Date
Answer the following questions.
19. Look at the periodic table below. Circle one nonmetal.
1
Group
Key
11
1
1
Hydrogen
Period
2
3
4
5
6
7
Na
H
3
2
4
Li
Be
Lithium
Beryllium
11
Mg
Magnesium
20
18
Atomic number
Element’s symbol
2
Element’s name
13
5
Metals
Nonmetals
Metalloids (semimetals)
12
Na
Sodium
19
Sodium
3
21
4
22
5
23
6
24
25
9
8
26
27
10
28
11
29
12
6
15
7
16
17
8
Helium
9
10
B
C
N
O
F
Ne
Boron
Carbon
Nitrogen
Oxygen
Flourine
Neon
13
7
14
He
Si
14
15
P
S
Cl
Ar
Silicon
Phosphorus
Sulfur
Chlorine
Argon
30
31
32
33
16
18
Al
Aluminum
17
34
35
36
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
Rb
Sr
38
39
Y
Zr
Nb
Mo
Tc
Ru
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
52
53
I
Xe
Rubidium
Strontium
Yitrium
Zirconium
Niobium
Molybdenum
Technetium
Ruthenium
Rhodium
Pallidium
Silver
Cadmium
Indium
Tin
Antimony
Tellurium
Iodine
Xenon
37
55
56
57
40
72
41
73
42
74
43
75
44
76
45
77
46
78
47
79
48
49
80
81
50
82
51
83
84
54
85
86
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
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
© Macmillan/McGraw-Hill
elements, and whether they are metals, nonmetals, or metalloids.
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
Assessment
Use with Chapter 9
117
Lesson 1
Test
Name
Date
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.
mL
200 mL
mL
200 mL
200
200
150
150
100
100
50
50
A 40 mL
B 60 mL
C 100 mL
D 140 mL
B It has volume.
C It expands to fill its
container.
D It has density.
4. Which property causes water
to form droplets?
A mass
B density
C buoyancy
D surface tension
2. Which material is the most
dense?
A air
B water
C plastic
D iron
object’s location. Mass remains constant no matter where an object is.
Therefore, mass is a property of the object itself.
118
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Lesson 1
Properties of Matter
© Macmillan/McGraw-Hill
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
Name
Lesson 2
Test
Date
Circle the letter of the best answer for each question.
1. An element that is likely to
combine with other elements
to form new substances is
said to be
3. A student made this model of
a carbon dioxide molecule. It
has one carbon atom and two
oxygen atoms.
A buoyant.
B chemically reactive.
C metallic.
D solid at room temperature.
2. The nucleus of an atom is
made of
A electrons and empty space.
B protons and neutrons.
C protons and electrons.
D neutrons and electrons.
What is the correct way to
write the chemical name of
carbon dioxide?
A C2O
B C2O
C CO2
D CO2
4. Niels Bohr’s model of an atom
looked like a(n)
A solar system.
B galaxy.
C cloud.
© Macmillan/McGraw-Hill
D electric charge.
Critical Thinking The model that scientists use to represent
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
Assessment
Use with Lesson 2
Elements
119
Lesson 3
Test
Name
Date
Circle the letter of the best answer for each question.
1. Malleability is the ability to
3. Which of the following is a
metalloid?
A conduct electricity.
A oxygen
B reflect heat.
C be shaped without
B silicon
D be pulled into thin wires.
D argon
breaking.
C chlorine
2. Here is a portion of the
4. Which of the following is a
periodic table of elements.
24
25
26
27
28
29
noble gas?
30
Cr
Mn
Fe
Co
Ni
Cu
Zn
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
Which element shown here is
least metallic?
A carbon dioxide
B boron
C oxygen
D helium
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
120
Chapter 9 • Comparing Kinds of Matter
Assessment
© Macmillan/McGraw-Hill
the properties of similar elements.
Use with Lesson 3
Metals, Nonmetals, and Metalloids
Name
Chapter
Test B
Date
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
density
malleability
molecule
ductility
matter
nucleus
volume
1. Elements found on the periodic table that have a shiny
metals
luster, can be shaped, and conduct electricity are
.
2. Anything that has both mass and volume is known
as
3. A(n)
matter
.
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
ductility
breaking have good
6. The
of an atom is the hard core.
density
of a substance is the amount of
mass for each milliliter of that substance.
© Macmillan/McGraw-Hill
7. The
nucleus
.
8. The measure of how much space matter takes up is
called
9. A(n)
volume
.
atom
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
Chapter 9 • Comparing Kinds of Matter
Assessment
of metals.
Use with Chapter 9
121
Chapter
Test B
Name
Date
Circle the letter of the best answer for each question.
11. At room temperature the
element nickel is
A liquid.
B metalloid.
C gas.
D solid.
12. Inside an atom, which type
of particle has one unit of
negative electrical charge?
A electron
B proton
C neutron
D nucleus
13. What are the most common
14. A substance is malleable,
conducts electricity, and is a
solid at room temperature. This
substance is most likely
A sodium.
B chlorine.
C sulfur.
D copper.
15. Which unit is used to measure
volume?
A kilogram
B milliliter
C centimeter
D pound
elements in Earth’s
atmosphere?
A nitrogen and oxygen
B hydrogen and helium
C silicon and sodium
© Macmillan/McGraw-Hill
D carbon and aluminum
122
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Chapter 9
Name
Chapter
Test B
Date
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
© Macmillan/McGraw-Hill
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?
Bowl B has the lowest density.
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Chapter 9
123
Chapter
Test B
Name
Date
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.
Possibilities
State of matter at room temperature
Solid, liquid, or gas
How they combine with other elements
Reactive, nonreactive
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.
124
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Chapter 9
© Macmillan/McGraw-Hill
Properties of Elements
Name
Date
Element Information
Objective: Students will conduct research on a
chemical element and create an information card
about that element. They will use their information
card to give an oral presentation to the class.
Scoring Rubric
Performance
Assessment
Materials
• construction
paper
• crayons or
colored
pencils
• pencil
points Student creates an information card
• periodic table
about one element. Student includes all
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.
© Macmillan/McGraw-Hill
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.
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
Assessment
Use with Chapter 9
125
Performance
Assessment
Name
Date
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.
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.
126
Chapter 9 • Comparing Kinds of Matter
Assessment
Use with Chapter 9
© Macmillan/McGraw-Hill
Molecules form when atoms join together through their electrons. To
Name
Chapter
Test A
Date
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
base
compound
physical change
chemical change
mixture
solution
sublimation
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)
5. A(n)
solution
.
compound
two or more elements.
6. A(n)
is formed by the combination of
chemical change
occurs when atoms break their
old links and form new links with other atoms.
© Macmillan/McGraw-Hill
7. A mixture with parts that are just small enough not to
form layers is a(n)
acid
8. A(n)
water.
9. In a process called
colloid
.
tastes sour and can dissolve in
neutralization
, acids and bases
react to form salt and water.
base
10. A(n)
turns red litmus paper blue.
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Chapter 10
127
Chapter
Test A
Name
Date
Circle the letter of the best answer for each question.
11. What is the boiling point of
water?
14. Which will produce a chemical
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
dissolved?
15. A substance that forms ions
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
© Macmillan/McGraw-Hill
D Fe3O2
128
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Chapter 10
Name
Chapter
Test A
Date
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:
© Macmillan/McGraw-Hill
H + O2
hydrogen plus oxygen
reactants
H2O
water
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
Assessment
Use with Chapter 10
129
Chapter
Test A
Name
Date
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?
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.
130
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Chapter 10
© Macmillan/McGraw-Hill
While being very careful not to touch the solution, the scientist can
Name
Lesson 1
Test
Date
Circle the letter of the best answer for each question.
1. Which of the following is
3. The change in an object’s
A chopping an onion
A thermal expansion.
B frying an egg
B thermal contraction.
C melting snow
C boiling.
D boiling water
D evaporation.
not an example of a physical
change?
2. Use the table to answer
question 2.
Changes of State for Some
Common Materials
Name
volume that occurs when heat
is added is called
4. What is the change of state
from solid to gas called?
A transpiration
Melting Point
Boiling Point
B evaporation
1,083°C
2,567°C
–210°C
–196°C
C sublimation
0°C
100°C
801°C
1,465°C
1,538°C
2,861°C
copper
nitrogen
water
table salt
iron
D thermal contraction
Which material is a liquid at
room temperature (25°C)?
A copper
B nitrogen
C water
© Macmillan/McGraw-Hill
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
ice inside expands and the pipes can burst.
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Lesson 1
Changes of State
131
Lesson 2
Test
Name
1. Which of the following is an
example of a colloid?
Date
4. Use the table to answer
question 4.
A muddy water
B mayonnaise
C orange juice
Solubility of Sugar in Water
Temperature
in degrees
Celsius
Grams of sugar
per 100 grams
of water
20
204
30
219
D cake mix
2. The purpose of distillation is to
A purify water.
40
B separate a mixture.
50
C create an alloy.
D increase solubility.
3. Steel is an example of a(n)
A alloy.
B solution.
260
How many grams of sugar can
dissolve in 100 grams of water
heated to 40°C?
A 200 g
C 240 g
B 210 g
D 260 g
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
© Macmillan/McGraw-Hill
sizes to separate the pebbles, then the sand.
132
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Lesson 2
Mixtures
Name
Lesson 3
Test
Date
Circle the letter of the best answer for each question.
1. This formula shows the
chemical reaction that occurs
when the body breaks down
sugar. The products are carbon
dioxide and water.
C6H12O6
an example of a chemical
change?
A bubbles in soda
B a tarnished spoon
6CO2 6H2O
How many carbon atoms are
needed in this reaction?
A 1
C 6
B 2
3. Which of the following is not
C forming a precipitate
D respiration
4. How is a compound different
D 12
A It is made of one substance.
2. The chemical formula for
baking soda is NaHCO3. How
many sodium (Na) atoms are
there in one molecule of baking
soda?
A 1
C 3
B 2
D 4
from a mixture?
B It cannot be made of
organic materials.
C It cannot be broken down.
D It cannot be separated by a
physical change.
Critical Thinking The formula for photosynthesis is:
© Macmillan/McGraw-Hill
CO2 H2O
light and chlorophyll
in the presence of
O2 C6H12O6
Explain the chemical reaction that takes place during
photosynthesis.
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
Assessment
Use with Lesson 3
Compounds and Chemical Changes
133
Lesson 4
Test
Name
Date
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
A can combine with other
A They do not dissolve in
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
that
atoms.
2. What does the chemical
formula for an acid often begin
with?
melting points?
water.
and bases.
4. A substance that dissolves to
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
© Macmillan/McGraw-Hill
color. The reason is that the soil is neither acid nor alkaline.
134
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Lesson 4
Acids, Bases, and Salts
Name
Chapter
Test B
Date
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
alloy
compound
products
base
neutralization
reactants
alloy
1. A(n)
sublimation
is a solution of a metal and
another solid.
2. When dry ice changes from a solid to a gas, it is an
sublimation
example of
compound
3. A(n)
elements.
.
has properties different from its
4. When a chemical reaction is reversed,
products
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.
© Macmillan/McGraw-Hill
8. When an acid and a base combine to form a neutral pH
solution, neutralization has occurred.
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
Assessment
Use with Chapter 10
135
Chapter
Test B
Name
Date
Circle the letter of the best answer for each question.
11. What is the substance in a
solution capable of dissolving
another substance called?
14. Any compound made of
positive and negative ions
that form crystals are
A solute
A metals.
B compound
B salts.
C mixture
C sugars.
D solvent
D lipids.
12. Which chemical formula
shows one atom of carbon
and two atoms of oxygen?
15. What are atoms or molecules
that have gained or lost one
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
© Macmillan/McGraw-Hill
D 100°C
136
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Chapter 10
Name
Chapter
Test B
Date
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
© Macmillan/McGraw-Hill
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
(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
Assessment
Use with Chapter 10
137
Chapter
Test B
Name
Date
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?
neutralize the acid with a base, which would produce salt and water.
138
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Chapter 10
© Macmillan/McGraw-Hill
Answers will vary but may include: The scientist might want to
Name
Date
Chemical Compound Models
Performance
Assessment
Materials
Objective: Students will research a chemical
compound, make a ball-and-stick model of the
compound, and write a description of it.
• modeling
clay
Scoring Rubric
• index cards
• toothpicks
• pencils
points Student does research on a chemical
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.
© Macmillan/McGraw-Hill
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
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
Assessment
Use with Chapter 10
139
Performance
Assessment
Name
Date
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
© Macmillan/McGraw-Hill
that were researched.
140
Chapter 10 • Physical and Chemical Changes
Assessment
Use with Chapter 10
Name
Chapter
Test A
Date
Using Forces
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.
efficiency
energy
force
friction
fulcrum
law of conservation of energy
momentum
position
velocity
work
position
1. The location of an object is its
.
momentum
2. The more
an object has,
the easier it is for that object to move other objects.
force
3. Units of
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
lever.
is a pivot point for a
© Macmillan/McGraw-Hill
8. The force that opposes the motion of one object moving
past another is
friction
.
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
Assessment
Use with Chapter 11
141
Chapter
Test A
Name
Date
Circle the letter of the best answer for each question.
11. What is the change in velocity
over time?
A speed
B acceleration
C momentum
D distance
12. When two forces act on an
object in opposite directions,
it is called a(n)
14. What kind of machine takes
one force and changes it to a
different force?
A simple
B complex
C coiled
D single
15. The force applied to a
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.
© Macmillan/McGraw-Hill
D sound energy.
142
Chapter 11 • Using Forces
Assessment
Use with Chapter 11
Name
Chapter
Test A
Date
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?
© Macmillan/McGraw-Hill
The car traveled 5 miles. It traveled
from west to east.
Chapter 11 • Using Forces
Assessment
Use with Chapter 11
143
Chapter
Test A
Name
Date
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
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.
144
Chapter 11 • Using Forces
Assessment
Use with Chapter 11
© Macmillan/McGraw-Hill
made up of several simple machines.
Name
Lesson 1
Test
Date
Circle the letter of the best answer for each question.
1. Why is it harder to overcome
the inertia of a bowling ball
than a baseball?
A because the bowling ball is
larger
B because the bowling ball
has greater mass
C because the baseball has
less momentum
D because the baseball has
greater acceleration
2. Which statement about
acceleration is false?
A Acceleration can be
positive or negative.
B Acceleration refers to an
increase in speed over
time.
C Acceleration includes a
measure of direction.
D Acceleration measures the
rate of change of velocity.
3.
Top Speeds of Animals
Animal
Top Speed
turtle
2 m/s
bee
8 m/s
cheetah
30 m/s
eagle
33 m/s
Which statement is correct?
A Land animals are quicker
than animals that fly.
B Insects cannot move as
quickly as land animals.
C Some birds can move more
quickly than some land
animals.
D All birds can move more
quickly than land animals.
4. From a complete stop, a car
reaches a velocity of 280 km/s
east in 7 seconds. What is the
rate of acceleration?
A 4 (m/s)/s
B 7 (m/s)/s
C 40 (m/s)/s
© Macmillan/McGraw-Hill
D 70 (m/s)/s
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
Assessment
Use with Lesson 1
Motion
145
Lesson 2
Test
Name
Date
Circle the letter of the best answer for each question.
1. According to Newton’s Law
of Universal Gravitation, the
force of gravity depends on
3. What happens to an object
that is acted upon by
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
to slow an object down?
4. What is the total force of the
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
Critical Thinking How would cars look different if there
were no friction?
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.
146
Chapter 11 • Using Forces
Assessment
Use with Lesson 2
Forces and Motion
© Macmillan/McGraw-Hill
D 130 N
Name
Lesson 3
Test
Date
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
B lifting five 1 N boxes and
moving them 2 meters
C lifting one 10 N box and
moving it 1 meter
Definition
Example
kinetic
energy of
a moving
object
a soccer
ball that
has been
kicked
energy
stored in
potential
the position
of an object
D lifting five 1 N boxes and
moving them 1 meter
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
Type of
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.
© Macmillan/McGraw-Hill
D newton-meters.
Critical Thinking Explain why turbines would generate
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
Assessment
Use with Lesson 3
Work and Energy
147
Lesson 4
Test
Name
Date
Circle the letter of the best answer for each question.
1. A knife is an example of a(n)
A inclined plane.
4. What kind of machine is this
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
3. A school building has a ramp
instead of steps at the front
door. This is an example of
a(n)
A a first-class lever
B a second-class lever
C a wheel and axle
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.
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.
148
Chapter 11 • Using Forces
Assessment
Use with Lesson 4
Simple Machines
© Macmillan/McGraw-Hill
A ramp is an example of an inclined plane. A load does not have to be
Name
Chapter
Test B
Date
Using Forces
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.
efficiency
energy
force
friction
fulcrum
law of conservation of energy
momentum
position
simple machine
work
1. A rollercoaster losing potential energy and gaining
kinetic energy is an example of the law of conservation of energy .
friction
2. A smooth surface usually has less
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
© Macmillan/McGraw-Hill
described as points on axes in a grid.
can be
8. Pushes, pulls, and lifts are all types of
force
.
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
Assessment
.
Use with Chapter 11
149
Chapter
Test B
Name
Date
Circle the letter of the best answer for each question.
11. What type of machine is
formed when two or more
machines are combined?
A compound
B complex
C single
D simple
12. An object that moved as a
result of a machine working is
called the
14. Two forces acting on an
object in a way that changes
the object’s motion create
a(n)
A balanced force.
B unbalanced force.
C action force.
D reaction force.
15. Energy of a moving object is
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
© Macmillan/McGraw-Hill
D change in speed time
150
Chapter 11 • Using Forces
Assessment
Use with Chapter 11
Name
Chapter
Test B
Date
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?
© Macmillan/McGraw-Hill
Which part is the lever?
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
Assessment
Use with Chapter 11
151
Chapter
Test B
Name
Date
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.
pool have noticed that the bottom of the pool is very
slippery. You have been asked to come up with a plan
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.
152
Chapter 11 • Using Forces
Assessment
Use with Chapter 11
© Macmillan/McGraw-Hill
22. Thinking Like a Scientist The children at the local
Name
Date
Simple Machines
Performance
Assessment
Materials
Objective: Students will design a simple machine
and explain their design to the class.
• poster board
Scoring Rubric
• markers or
crayons
• pencil
points Student chooses a type of simple
• ruler
machine to design, such as a lever, a wheel and
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.
© Macmillan/McGraw-Hill
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
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
Assessment
Use with Chapter 11
153
Performance
Assessment
Name
Date
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
© Macmillan/McGraw-Hill
fulcrum.
154
Chapter 11 • Using Forces
Assessment
Use with Chapter 11
Name
Chapter
Test A
Date
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
convection
magnetic field
prism
frequency
medium
sound wave
photon
1. A(n)
temperature
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
.
3. A(n)
sound wave
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)
6. High notes have a greater
frequency
notes.
medium
.
than low
7. The measurement of the average energy of molecules in
temperature
an object is
.
© Macmillan/McGraw-Hill
8. Light can be separated by using a(n)
9. A(n)
prism
.
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
Chapter 12 • Using Energy
Assessment
magnetic field
.
Use with Chapter 12
155
Chapter
Test A
Name
Date
Circle the letter of the best answer for each question.
11. The passing of heat through a
material is called
14. What unit is used to measure
resistance?
A vibration.
A joules
B conduction.
B meters
C radiation.
C ohms
D convection.
D volts
12. Through which material does
sound travel the fastest?
A steel
B water
C air
D cotton
13. Which of the following items
15. An electric circuit that
produces a magnetic field is
called a(n)
A current.
B magnet.
C coil.
D electromagnet.
is translucent?
A mirror
B clear glass
C colored glass
© Macmillan/McGraw-Hill
D wood
156
Chapter 12 • Using Energy
Assessment
Use with Chapter 12
Name
Chapter
Test A
Date
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.
3951Hz
3520Hz
3136Hz
2794Hz
2637Hz
2349Hz
2093Hz
1976Hz
1760Hz
1588Hz
1397Hz
1319Hz
1175Hz
1047Hz
988Hz
880Hz
784Hz
698Hz
659Hz
587Hz
523Hz
494Hz
440Hz
392Hz
349Hz
330Hz
294Hz
262Hz
247Hz
220Hz
196Hz
175Hz
165Hz
147Hz
131Hz
123Hz
110Hz
98Hz
87Hz
82Hz
73Hz
65Hz
62Hz
55Hz
49Hz
44Hz
41Hz
37Hz
33Hz
31Hz
28Hz
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
© Macmillan/McGraw-Hill
a clear glass that is half filled with water.
Students’ drawings should depict the pencil appearing to be
bent where it meets the water.
Chapter 12 • Using Energy
Assessment
Use with Chapter 12
157
Chapter
Test A
Name
Date
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
© Macmillan/McGraw-Hill
source and see if any light shines through it. If light shines through it,
it is translucent.
158
Chapter 12 • Using Energy
Assessment
Use with Chapter 12
Name
Lesson 1
Test
Date
Circle the letter of the best answer for each question.
1. Which is an example of
the flow of heat through
conduction?
A Hot air rises to the top of a
room.
B A hot-air balloon rises into
the sky.
C Heat flows from a hot
liquid to a pot handle.
D Heat causes winds to blow
from the water to the land.
2. Which of the following
materials is the poorest
thermal conductor?
A neon gas
B water
3. If a house was viewed through
infrared goggles, where would
the most heat be seen?
A in the basement
B along the walls
C on the first floor
D near the roof
4. The table shows the thermal
conductivity of some common
materials.
Thermal
Conductivity
high
medium
low
C plastic
D steel
Material
diamond, silver,
gold, copper
iron, steel, lead
marble, ice,
wood, concrete,
rubber, water
Which would be the best
insulator?
A diamond
B gold
C lead
© Macmillan/McGraw-Hill
D concrete
Critical Thinking A student says that the Sun’s energy
reaches Earth through conduction because the energy
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
Assessment
Use with Lesson 1
Heat
159
Lesson 2
Test
Name
Date
Circle the letter of the best answer for each question.
1. The table shows the speed
of sound waves in different
materials.
Material
solid
liquid
gas
vacuum
Speed of
sound waves
fast
medium
slow
sound cannot travel
through a vacuum
3. The loudness of a sound
depends on the sound wave’s
A frequency.
B pitch.
C amplitude.
D density.
4. What is an echo?
Sound would travel most
quickly through
A wood.
B water.
C air.
D outer space.
A the absorption of sound
waves
B the transmission of
sound waves
C the reflection of sound
waves
D the vibration of sound
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
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.
160
Chapter 12 • Using Energy
Assessment
Use with Lesson 2
Sound
© Macmillan/McGraw-Hill
off of objects
Name
Lesson 3
Test
Date
Circle the letter of the best answer for each question.
1. Light is acting like a wave
when it
3. The bending of light rays is
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
wave striking a mirror.
4. Which material is translucent?
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
© Macmillan/McGraw-Hill
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,
grass and leaves scatter green light and absorb both higher and lower
frequency light waves.
Chapter 12 • Using Energy
Assessment
Use with Lesson 3
Light
161
Lesson 4
Test
Name
Date
Circle the letter of the best answer for each question.
1. Resistance to electricity is
measured in
3. Which unit is used to measure
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
resistance that connects the
two ends of an electrical
source is a(n)
A parallel circuit.
B series circuit.
C short circuit.
D electric circuit.
4. Static cling occurs when
A static electricity forms.
B objects with opposite
charges stick together.
C static electricity flows
through a circuit.
D sparks form from static
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
© Macmillan/McGraw-Hill
ground, a strong electric current will flow through the person.
162
Chapter 12 • Using Energy
Assessment
Use with Lesson 4
Electricity
Name
Lesson 5
Test
Date
Circle the letter of the best answer for each question.
1. An electromagnet works
because
3. A device that creates electric
A moving electrons generate
current by spinning an electric
coil between the poles of a
powerful magnet is a(n)
B alternating current
A electric motor.
C a generator is powerful.
C generator.
D electrons flow through
D maglev train.
magnetic forces.
completes a circuit.
copper wire.
2. An electromagnet is different
from a permanent magnet
because an electromagnet
A is magnetic.
B can push and pull.
C can attract some metals.
B electromagnet.
4. A device that lowers the
voltage of electricity is called
A a resistor.
B a turbine.
C a transformer
D a generator.
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
© Macmillan/McGraw-Hill
forward. Maglev devices are efficient because there is no friction.
Chapter 12 • Using Energy
Assessment
Use with Lesson 5
Magnetism
163
Chapter
Test B
Name
Date
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
the Sun.
from
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
grounding
it.
9. Two metals that can push or pull each other have
magnetism
.
10. The band of color in a rainbow is called a(n)
164
Chapter 12 • Using Energy
Assessment
spectrum
.
Use with Chapter 12
© Macmillan/McGraw-Hill
electricity by
Name
Chapter
Test B
Date
Circle the letter of the best answer for each question.
11. A car’s horn sounds different
as the car approaches. The
change of pitch is due to
14. All of the following are
examples of devices that use
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
electrical energy?
A ohms
B joules
C volts
D meters
15. Light has properties of
A waves only.
B particles only.
C both waves and particles.
D neither waves nor particles.
13. Which of the following is the
best thermal conductor?
A rubber
B plastic
C iron
© Macmillan/McGraw-Hill
D wood
Chapter 12 • Using Energy
Assessment
Use with Chapter 12
165
Chapter
Test B
Name
Date
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
© Macmillan/McGraw-Hill
North Pole is not located in the same location.
166
Chapter 12 • Using Energy
Assessment
Use with Chapter 12
Name
Chapter
Test A
Date
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?
© Macmillan/McGraw-Hill
When two like poles of magnets face each other, they will repel.
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
Assessment
Use with Chapter 12
167
Performance
Assessment
Name
Electricity Safety
Date
Materials
Objective: Students will learn some practical
electricity safety tips and create a brochure to
share with their classmates.
• pen or pencil
Scoring Rubric
• crayons,
markers,
or colored
pencils
• white or tan
paper
points Student creates a brochure that
includes at least five practical safety tips
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 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.
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.
168
Chapter 12 • Using Energy
Assessment
Use with Chapter 12
© Macmillan/McGraw-Hill
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.
Name
Performance
Assessment
Date
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?
© Macmillan/McGraw-Hill
They protect the outlet and the things plugged into it when there is a
short in the circuit. This can prevent electrical fires.
Chapter 12 • Using Energy
Assessment
Use with Chapter 12
169