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Focus On Life Science Interactive Student Edition Digital
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ISBN(s): 9780078794346, 007879434X
File Details: PDF, 72.69 MB
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 Science nline ca7.msscience.com
Check out the following features on your
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ISBN-13: 978-0-07-879434-6
ISBN-10: 0-07-879434-X
Printed in the United States of America.
3 4 5 6 7 8 9 10 079/043 11 10 09 08 07
Introduction to Investigation and
Experimentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 7.a, 7.b, 7.c, 7.d, 7.e

Unit 1
Cell Biology . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Chapter 1 Cell Structure and Function . . . . . . . 44 1.a, 1.b, 1.c, 1.d, 2.e, 7.a, 7.c, 7.d, 7.e

Chapter 2 From a Cell to an Organism . . . . . . . . 84 1.c, 1.e, 1.f, 5.a, 7.a, 7.d, 7.e

Unit 2
Reproduction and Genetics . . . . . . . . . . . .120
Chapter 3 Reproduction of Organisms . . . . . . 122 2.a, 2.b, 5.f, 7.a, 7.b, 7.c, 7.d, 7.e

Chapter 4 Genetics . . . . . . . . . . . . . . . . . . . . . . . . 168 2.b, 2.c, 2.d, 7.a, 7.b, 7.c, 7.e

Unit 3
Evolution—Change Over Time . . . . . . . . . .204
Chapter 5 The Process of Evolution . . . . . . . . . 206 3.a, 3.b, 3.e, 7.a, 7.b, 7.c, 7.d

Chapter 6 Evolution—Evidence of Change . . 240 3.a, 3.c, 3.d, 4.c, 4.e, 4.f, 7.c, 7.d, 7.e

Unit 4
Earth and Life History . . . . . . . . . . . . . . . . .278
Chapter 7 The Age of Earth. . . . . . . . . . . . . . . . . 280 4.a, 4.c, 4.d, 7.c, 7.d

Chapter 8 The History of Life on Earth . . . . . . 312 4.b, 4.e, 4.g, 7.a, 7.c, 7.d

Unit 5
Structure, Function, and Physical
Properties in Living Systems . . . . . . . . . . .354
Chapter 9 The Musculoskeletal System
and Levers . . . . . . . . . . . . . . . . . . . . . . 356 5.a, 5.c, 6.h, 6.i, 7.a, 7.c, 7.d

Chapter 10 The Cardiopulmonary

System and Pressure . . . . . . . . . . . . . 388 5.b, 6.j, 7.a, 7.c, 7.e

Chapter 11 The Eye and Light. . . . . . . . . . . . . . . . 424 5.g, 6.a, 6.b, 6.c, 6.d, 6.e, 6.f, 6.g

Chapter 12 The Ear and Sound . . . . . . . . . . . . . . 468 5.g, 7.b, 7.d, 7.e

Chapter 13 The Human Reproductive

System . . . . . . . . . . . . . . . . . . . . . . . . . 500 5.d, 5.e, 7.a, 7.b, 7.c, 7.d

iii
 The California Science Teacher Advisory Board provided valuable input in the
development of the 2007 edition of Focus On Life Science. They helped create
the scope and sequence of the Student Edition, provided content and pedagogical
comments, and provided feedback for the Teacher Wraparound Edition.
Charles Beecroft Douglas Fisher Patricia Juárez
8th Grade Science Director of Professional Coordinator III
Teacher Development Sacramento City Unified
Columbia School District City Heights Educational School District
Redding, CA Collaborative Sacramento, CA
San Diego, CA

Tom Castro Mindi Fisher Kathy Molnar

Science Teacher Leadership Team Professional
Martinez JHS/ Administrator Development Mentor
Martinez USD Peninsula Union School Etiwanda School District
Martinez, CA District Etiwanda, CA
Samoa, CA

Lisa L. Cordes Frederick W. Freking Carol Orton

Science Department Faculty Advisor Teacher
Chair University of California, Bernardo Heights
Rivera Middle School/ Los Angeles Middle School
El Rancho USD Los Angeles, CA San Diego, CA
Pico Rivera, CA

Justin Cunningham Nancy Frey Joycalyn Peoples

EdD Associate Professor of Science Specialist
Coordinator, Small Literacy Riverside Unified School
School District Services San Diego State District
San Diego, County Office University Riverside, CA
of Education San Diego, CA
San Diego, CA

Richard Filson Maria C. Grant Wendi L. Rodriguez

Science Department Teacher Teacher
Chair Hoover High School/ Heritage/Snowline JUSD
Edison High School, San Diego City School Phelan, CA
Stockton Unified and San Diego State
School District University
Stockton, CA San Diego, CA

Bruce Fisher Patrick Horton Gladys Sorensen

Distinguished Teacher Science Teacher Science Department
in Residence Day Creek Intermediate Chair
Humboldt State School Patrick Henry Middle
University Etiwanda, CA School
Arcata, CA Grenada Hills, CA

Patty Horton Granger B. Ward

Professional California
Development Provider Superintendent and
Etiwanda School District Former Science Teacher
iv Etiwanda, CA San Diego, CA
Authors Science nline Learn more about the authors at ca7.msscience.com.

Juli Berwald, PhD Kimberly Fekany Lee, Donna L. Ross, PhD

Science Writer PhD Associate Professor of
Austin, TX Science Writer Science Education
Weschester, IL San Diego State University
Douglas Fisher, PhD San Diego, CA National Geographic
Director of Professional Keith Olin Mann, PhD Education Division
Development and Associate Professor of Dinah Zike, MEd Washington, D.C.
Professor Geology Educational Consultant
City Heights Educational Ohio Wesleyan University Dinah-Might Activities,
Collaborative, San Delaware, OH Inc.
Diego State University San Antonio, TX
San Diego, CA

Series Consultants
Content consultants reviewed the chapters in their area of expertise and
provided suggestions for improving the effectiveness of the science instruction.

Science William B. N. Berry, Alan Gishlick, PhD Monika Kress, PhD

Consultants PhD National
National Center
Center for
for San
San Jose
Jose State
State University
University
University
University of
of California,
California, Science
Science Education
Education San
San Jose,
Jose, CA
CA
Richard Allen, PhD Berkeley
Berkeley Oakland,
Oakland, CA
CA
University
University of
of California,
California, Berkeley,
Berkeley, CA
CA Steve Lund, PhD
Berkeley
Berkeley Juno Hsu, PhD University
University of
of Southern
Southern
Berkeley,
Berkeley, CA
CA Diane Clayton, PhD University
University of
of California,
California, California
California
NASA
NASA Irvine
Irvine Los
Los Angeles,
Angeles, CA
CA
Karamjeet Arya, PhD Santa
Santa Barbara,
Barbara, CA
CA Irvine,
Irvine, CA
CA
San
San Jose
Jose State
State University
University Michael Manga, PhD
San
San Jose,
Jose, CA
CA Susan Crawford, PhD Martha Jagucki, MS University
University of
of California,
California,
California
California State
State University
University Geologist
Geologist Berkeley
Berkeley
Teaster Baird, PhD Sacramento,
Sacramento, CACA Columbus,
Columbus, OH
OH Berkeley,
Berkeley, CA
CA
San Francisco State
University Stephen F. Cunha, PhD Lee Kats, PhD Kate Schafer, PhD
San Francisco, CA Humboldt State University Pepperdine University Aquamarine Research
Arcata, CA Malibu, CA Mountain View, CA
Natalie Batalha, PhD
San
San Jose
Jose State
State University
University Jennifer A. Dever, PhD Christopher Kim, PhD Julio G. Soto, PhD
San
San Jose, CA
Jose, CA University of San Francisco Chapman University San Jose State University
San Francisco, CA Orange, CA San Jose, CA
Robin Bennett, MS
University
University of
of Washington
Washington Alejandro Garcia, PhD
Seattle, WA
Seattle, WA San Jose State University
San Jose, CA

v
 Dr. Edward Walton Math Reading Safety
California Polytechnical Consultant Consultant Consultant
Institute
Pomona, CA Grant Fraser, PhD ReLeah Cossett Lent Jeff Vogt, MEd
California State Author/Educational Federal Hocking Middle
VivianLee Ward University Consultant School
National Health Museum Los Angeles, CA Alford, FL Stewart, OH
Washington, DC

Series Teacher Reviewers

Each Teacher Reviewer reviewed at least two chapters, providing feedback and
suggestions for improving the effectiveness of the science instruction.

Joel Austin Bret Harrison Lori Poublon-Ramirez

Roosevelt Middle School Frank Ledesma Elementary Herman Intermediate School
San Francisco, CA Soledad, CA San Jose, CA

Nicole Belong Rick Hoffman Martha Romero

Coronado Middle School Kastner Intermediate School E. O. Green Junior High School
Coronado, CA Fresno, CA Oxnard, CA

Patrick Brickey Kimberly Klein Arlene Sackman

Lakeview Junior High School Barstow Intermediate School Earlimart Middle School
Santa Maria, CA Barstow, CA Earlimart, CA

Mary Pilles Bryant David Kulka Rex Scates

Henry J. Kaiser High School South Peninsula Hebrew Day Herman Intermediate School
Fontana, CA School San Jose, CA
Sunnyvale, CA
Edward Case Robert Sherriff
Washington Academic Middle Christina Lambie Winston Churchill Middle School
School Highland Elementary School Carmichael, CA
Sanger, CA Richmond, CA
Maria Mendez Simpson
Monaliza Chian Kathleen Magnani School Programs Coordinator/
E. O. Green Junior High School Center Junior High School Birch Aquarium
Oxnard, CA Antelope, CA La Jolla, CA

Valesca Lopez Dwyer Tara McGuigan Lorre Stange

Park View Middle School Monroe Clark Middle School Laytonville Elementary School
Yucaipa, CA San Diego, CA Laytonville, CA

Kathryn Froman Shelia Patterson Louann Talbert

North Davis Elementary School K–12 Alliance-California Laytonville Middle School
Davis, CA Oceano, CA Laytonville, CA

Brian Gary Sharon Pendola Gina Marie Turcketta

Margaret Landell Elementary St. Albans Country Day School St. Joan of Arc School
Cypress, CA Roseville, CA Los Angeles, CA

Jeanette George-Becker
Roosevelt Elementary School
San Gabriel, CA

vi
 Introduction to Investigation
and Experimentation . . . . . . . . . . . . . . . . . . . . 2 7.a, 7.b, 7.c, 7.d, 7.e

Contents
What is science? . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 7.c

Tools of the Life Scientist . . . . . . . . . . . . . . . . . . . 7 7.a, 7.b, 7.c, 7.d, 7.e

Case Study: The Diabetes Generation . . . . . .34 7.a, 7.c

Unit 1 Cell Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Chapter 1 California Standards
Cell Structure and Function . . . . . . . . . . . . . . 44
Lesson 1 Cells and Life . . . . . . . . . . . . . . . . . . . . . . . . 48 1.a, 7.a, 7.c

Lesson 2 The Cell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 1.a, 1.b, 1.c, 2.e, 7.c

Lesson 3 Cells and Energy . . . . . . . . . . . . . . . . . . . . . 68 1.d, 7.a, 7.c, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 82–83

Chapter 2
From a Cell to an Organism. . . . . . . . . . . . . . . 84
Lesson 1 The Cell Cycle and Cell Division . . . . . . . . 88 1.c, 1.e, 7.a

Lesson 2 Levels of Organization. . . . . . . . . . . . . . . . . 98 1.f, 5.a, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 116–117
Read on Your Own . . . . . . . . . . . . . . . . . . . . . . .118
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

A plant cell

vii
Unit 2 Reproduction and Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
Chapter 3 California Standards
Reproduction of Organisms . . . . . . . . . . . . . 122
Lesson 1 Sexual Reproduction and Meiosis . . . . . . 126 2.b, 7.d

Lesson 2 Plant Reproduction . . . . . . . . . . . . . . . . . . 134 2.a, 5.f, 7.b

Lesson 3 Animal Reproduction . . . . . . . . . . . . . . . . 143 2.a, 2.b, 7.c

Lesson 4 Asexual Reproduction . . . . . . . . . . . . . . . . 151 2.a, 7.a, 7.c, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 166–167

Chapter 4
Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lesson 1 Foundations of Genetics . . . . . . . . . . . . . . 172 2.b, 2.d

Lesson 2 Understanding Inheritance . . . . . . . . . . . . 182 2.c, 2.d, 7.a, 7.b, 7.c, 7.e
Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 200–201
Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 202
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Unit 3 Evolution—Change Over Time . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Chapter 5
The Process of Evolution . . . . . . . . . . . . . . . . 206
Lesson 1 Natural Selection . . . . . . . . . . . . . . . . . . . . 210 3.a, 3.b, 7.c

Lesson 2 Adaptation and Extinction . . . . . . . . . . . . 219 3.a, 3.e, 7.a, 7.b, 7.c
Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 238–239

Camellia saluenensis

viii
Chapter 6 California Standards
Evolution—Evidence of Change . . . . . . . . . 240
Lesson 1 Fossils and Evolution . . . . . . . . . . . . . . . . . 244 3.c, 4.c, 4.e, 7.d

Lesson 2 Biological Evidence . . . . . . . . . . . . . . . . . . 252 3.c

Lesson 3 Evolution and Plate Tectonics. . . . . . . . . . 257 3.a, 4.f

Lesson 4 Classifying Organisms . . . . . . . . . . . . . . . . 262 3.d, 7.c, 7.d, 7.e

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 274–275
Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 276
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Unit 4 Earth and Life History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278

Chapter 7
The Age of Earth . . . . . . . . . . . . . . . . . . . . . . . 280
Lesson 1 Relative Ages of Rocks . . . . . . . . . . . . . . . . 284 4.a, 4.c, 7.d

Lesson 2 Absolute Ages of Rocks . . . . . . . . . . . . . . . 293 4.d, 7.c, 7.d

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . 310–311

Chapter 8
The History of Life on Earth . . . . . . . . . . . . . .312
Lesson 1 Geologic Time and Mass Extinctions . . . 316 4.b, 4.e, 4.g, 7.c

Lesson 2 Early Earth History . . . . . . . . . . . . . . . . . . 325 4.b, 4.e, 4.g, 7.d

Lesson 3 Middle and Recent Earth History . . . . . . 332 4.b, 4.e, 4.g, 7.a

Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . 350–351

Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 352
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353

Sandstone wave in
Paria Canyon

ix
Unit 5 Structure, Function, and Physical Properties in Living Systems . .354
Chapter 9
The Musculoskeletal System California Standards
and Levers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Lesson 1 The Musculoskeletal System . . . . . . . . . . . 360 5.a, 5.c, 6.h, 7.a, 7.c

Lesson 2 The Body and Levers . . . . . . . . . . . . . . . . . 368 6.h, 6.i, 7.a, 7.c, 7.d
Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 386–387

Chapter 10
The Cardiopulmonary System
and Pressure . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
Lesson 1 The Pulmonary-Circulatory System . . . . 392 5.b, 7.c

Lesson 2 Pressure and the Body . . . . . . . . . . . . . . . . 405 5.b, 6.j, 7.a, 7.c, 7.e
Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 422–423

Chapter 11
The Eye and Light . . . . . . . . . . . . . . . . . . . . . . 424
Lesson 1 What is light? . . . . . . . . . . . . . . . . . . . . . . . 428 6.a, 6.e

Lesson 2 Light and Matter . . . . . . . . . . . . . . . . . . . . 435 6.b, 6.c, 6.f, 6.g

Lesson 3 Using Lenses . . . . . . . . . . . . . . . . . . . . . . . . 443 6.d

Lesson 4 The Eye and Vision . . . . . . . . . . . . . . . . . . 450 5.g, 6.b, 6.d, 6.e
Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 466–467

Chapter 12
The Ear and Sound . . . . . . . . . . . . . . . . . . . . . 468
Lesson 1 Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472 5.g, 7.b

Lesson 2 The Ear and Hearing . . . . . . . . . . . . . . . . . 480 5.g, 7.b, 7.d, 7.e
Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 498–499

Galápagos ground finch

x
Chapter 13
The Human Reproductive System. . . . . . . . 500
Lesson 1 Reproductive Systems . . . . . . . . . . . . . . . . 504 5.d, 7.a

Lesson 2 Development Before Birth . . . . . . . . . . . . 515 5.e, 7.a, 7.b, 7.c, 7.d
Standards Assessment . . . . . . . . . . . . . . . . . . . . . . . . 530–531
Read on Your Own . . . . . . . . . . . . . . . . . . . . . . 532
Unit Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533

At-Home Standards Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .534

Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . 552

Science Safety Skill Handbook . . . .554 Use and Care of a Microscope . . . . . . . . . . . .579
Technology Skill Handbook . . . . . . . 557 Diversity of Life: Classification of
Living Organisms . . . . . . . . . . . . . . . . . . . . .580
Math Skill Handbook Periodic Table of the Elements . . . . . . . . . . .584
Math Review . . . . . . . . . . . . . . . . . . . . . . . . . .561
Science Applications . . . . . . . . . . . . . . . . . . .571 English/Spanish Glossary . . . . . . . . .586
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . .601
Reference Handbook
Using a Calculator . . . . . . . . . . . . . . . . . . . . .576 Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . 613
Understanding Scientific Terms . . . . . . . . . .577

California Poppies

xi
 To view BrainPOP Movies go to ca7.msscience.com. The features listed here
correlate to their respective chapter’s science content.

BrainPOP Movies
Title Chapter-Lesson

Bacteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3

Cell Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2

Mitosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-1

Cell Specialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2

Seed Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-2

Heredity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-2

Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-1

How Joints Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-2

Circulatory System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-1

Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-1

Eye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-4

Fertilization and Birth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-2

xii
 The features listed here correlate to their respective chapter’s science content.

Chapter/ Science & Science & Science & Science &

Page Career Technology History Society

1 From Cells to Confocal Laser Golgi’s “Black” Putting Organisms to

76–77 Organelles Scanning Microscopy Reaction Good Use

2 David Burgess, PhD Healing Burns with Walther Flemming Sign Up, Save Lives
110–111 Artificial Skin

3 Lions and Tigers and Producing Disease- Ernest Everett Just Animal Cloning—
160–161 Bears, Oh My! Free Plants and Parthenogenesis Yes or No?

4 Making New Plant Genetic Engineering Luther Burbank’s Genetically-Modified

194–195 Breeds Legacy Plants

5 You can be an A Molecular Clock Counting Coprolites Habitat Degradation

232–233 evolutionary and Extinction
biologist!

6 Studying Bacterial Observe Evolution in Early Hypothesis of The Galápagos

268–269 Evolution Action Evolution Islands—An
Evolution Museum

7 Studying the Rocks It’s looking at the Carving Rocks The State Mineral
304–305 of Earth small stuff and Through History and Its History
changing it.

8 You can study How old is it? The “Age of the Changing Climate
344–345 ancient life! Fishes” and Our World

9 You can be an Checking Out Your Archimedes, Levers, Artificial People?

380–381 athletic trainer! Knees and the Human Body

10 A Surgical Pioneer Have a Heart The Blood Course of Asthma in California

416–417 a Horse

11 So You Want to be a High-Tech Help for The Invention of The Impact of the
460–461 Lighting Technician the Blind Eyeglasses Lightbulb on Society

12 Become a Speech Cochlear Implants Good Vibrations Noise Pollution

492–493 Therapist

13 The Science of Ovarian Tissue The First Test-Tube STDs—Sexually

524–525 Reproductive Transplant Baby Transmitted Diseases
Endocrinology

xiii
Labs California Standards

Chapter 1 Exploring the Unknown . . . . . . . . . . . . . . . . . . . . . . . .74–75 1.b, 7.a, 7.c, 7.d, 7.e
Chapter 3 Plant Propagation . . . . . . . . . . . . . . . . . . . . . . . . . . .158–159 2.a, 7.a, 7.c, 7.e
Chapter 6 Classifying the Students in Your Class . . . . . . . . . . 266–267 3.d, 7.c, 7.d, 7.e
Chapter 11 Can a cow eye teach you about your eyes? . . . . . . 458–459 5.g

Design Your Own Labs

Chapter 2 Design an Organ . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108–109 5.a, 7.d, 7.e
Chapter 4 What makes you unique? . . . . . . . . . . . . . . . . . . . . . 192–193 2.d, 7.a, 7.b, 7.c, 7.e
Chapter 5 Can you apply the principles of natural
selection to island species? . . . . . . . . . . . . . . . . . . . 230–231 3.b, 7.b, 7.c
Chapter 7 Erosion Stoppers . . . . . . . . . . . . . . . . . . . . . . . . . . . .302–303 7.c, 7.d
Chapter 9 Build Your Own Levers. . . . . . . . . . . . . . . . . . . . . . . .378–379 6.h, 6.i, 7.a, 7.c, 7.d
Chapter 10 What happens when the cardiopulmonary
system breaks down? . . . . . . . . . . . . . . . . . . . . . . . .414–415 5.b, 6.j
Chapter 13 A Healthy Pregnancy . . . . . . . . . . . . . . . . . . . . . . . . 522–523 5.e, 7.a, 7.b, 7.c, 7.d

Use the Internet Labs

Chapter 8 How has California changed over
geologic time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .342–343 7.a, 7.d
Chapter 12 Animal Hearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490–491 5.g, 7.b, 7.e

California Standards
Chapter 1 What are we made of? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 7.a, 7.d
Chapter 2 When is division not a math problem? . . . . . . . . . . . . . . . 85 1.a, 7.a, 7.d
Chapter 3 How does reproduction happen? . . . . . . . . . . . . . . . . . . . 123 2.a, 7.d
Chapter 4 How well can you predict? . . . . . . . . . . . . . . . . . . . . . . . . 169 2.d, 7.c
Chapter 5 What attracts insects to certain flowers? . . . . . . . . . . . . 207 3.a
Chapter 6 Can you make an animal evolve? . . . . . . . . . . . . . . . . . . . 241 3.a, 3.d
Chapter 7 What is Earth’s surface like? . . . . . . . . . . . . . . . . . . . . . . . 281 4.a, 7.e

xiv
 (continued) California Standards
Chapter 8 How are events unscrambled? . . . . . . . . . . . . . 312 4.e., 4.g, 7.c
Chapter 9 Is it easy to lift? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357 5.c, 7.a
Chapter 10 Does your pulse change? . . . . . . . . . . . . . . . . . . . . . . . . . . 389 5.b, 7.c
Chapter 11 Can you make a rainbow? . . . . . . . . . . . . . . . . . . . . . . . . . 425 6.e
Chapter 12 How many sounds can you make? . . . . . . . . . . . . . . . . . . 469 5.g, 7.e
Chapter 13 Is it a boy or a girl? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501 2.b, 7.c

California Standards
Chapter 1 How can you model a cell? . . . . . . . . . . . . . . . . . . . . . . . . . 65 1.b, 7.d
How can you see photosynthesis? . . . . . . . . . . . 73 1.d, 7.c
Chapter 2 What’s in a tissue? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 5.a, 7.d
Chapter 3 What does meiosis look like? . . . . . . . . . . . . . . . . . . . . . . 132 2.b, 7.d
What’s in a flower? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 5.f, 7.d
How do yeast reproduce? . . . . . . . . . . . . . . . . . . . . . . . . . 153 2.a, 7.a, 7.c, 7.d
Chapter 5 How does the shape of a bird’s beak
determine what it eats? . . . . . . . . . . . . . . . . . . . . . . . . . . 214 7.c
How can your population have the strongest,
longest-lasting survivors? . . . . . . . . . . . . . . . . . 228 3.a, 7.a
Chapter 6 How do fossils form? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 3.c, 7.d
How can you use a dichotomous key? . . . . . . . 264 3.d, 7.d
Chapter 7 How does Earth change over time? . . . . . . . . . 292 7.d
Chapter 8 What makes the best fossils? . . . . . . . . . . . . . . . . . . . . . . 327 7.d
What happened here? . . . . . . . . . . . . . . . . . . . . 340 7.c
Chapter 9 How do bones and muscles interact? . . . . . . . . 366 5.c, 7.a
Chapter 10 How does the cardiopulmonary system work? 412 5.b, 6.j, 7.a
Chapter 11 Why does the pencil look broken? . . . . . . . . . . 438 6.c
How does the image change? . . . . . . . . . . . . . . . . . . . . .444 6.d
How do you see colors in the dark? . . . . . . . . . 454 5.g
Chapter 12 How does an ear hear? . . . . . . . . . . . . . . . . . . . . . . . . . . . 489 5.g, 7.d

xv
 California Standards
Chapter 1 How can you observe DNA in a cell? . . . . . . . . . . . . . . . . . 54 1.a, 7.a, 7.c
Chapter 2 How does your garden grow? . . . . . . . . . . . . . . . 96 1.c, 7.a
Chapter 3 How fast do they grow? . . . . . . . . . . . . . . . . . . . . . . . . . . 148 2.a, 7.c
Chapter 4 Peas, Anyone? . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 2.d
Can you see a genotype? . . . . . . . . . . . . . . . . . . . . . . . . . 191 2.d
Chapter 5 How many bird species live near you? . . . . . . . 229 7.c
Chapter 6 Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 3.c
Chapter 7 How long until it’s all gone? . . . . . . . . . . . . . . . . . . . . . . . 300 7.c
Chapter 8 Which organisms return first following a
catastrophic event? . . . . . . . . . . . . . . . . . . . . . . 324 7.c
Chapter 9 What is the mechanical advantage of a lever? . . . . . . . . 376 6.i, 7.d
Chapter 10 How does illness affect the cardiopulmonary
system? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404 5.b, 7.c
Chapter 11 Can you identify waves in the electromagnetic
spectrum? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434 6.a
Chapter 12 How loud and how low can you go? . . . . . . . . 477 5.g, 7.b
Chapter 13 Which hormones control ovulation? . . . . . . . . 509 5.d, 7.a
Can folic acid prevent birth defects? . . . . . . . . 402 5.e, 7.a

This lab might be performed at home.

xvi
 The California Science, Math and Language Arts correlations
for these features can be found on the referenced page.

Get Ready to Read Applying Math

Chapter 1 Preview . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Chapter 1 Cell Volume and Surface Area . . . . . . . . 67
Chapter 2 Identify the Main Idea . . . . . . . . . . . . . . 86 Chapter 2 Probability and the Cell Cycle . . . . . . . . 97
Chapter 3 New Vocabulary . . . . . . . . . . . . . . . . . . 124 Chapter 3 Life Span Conversions . . . . . . . . . . . . . . 150
Chapter 4 Monitor. . . . . . . . . . . . . . . . . . . . . . . . . . 170 Chapter 4 Probabilities and Inheritance. . . . . . . . 181
Chapter 5 Visualize . . . . . . . . . . . . . . . . . . . . . . . . . 208 Chapter 5 The Accommodations of the
Chapter 6 Questioning . . . . . . . . . . . . . . . . . . . . . . 242 HMS Beagle . . . . . . . . . . . . . . . . . . . . . . 218
Chapter 7 Make Predictions . . . . . . . . . . . . . . . . . 282 Chapter 6 Converting Time Ranges of Fossils
into Years . . . . . . . . . . . . . . . . . . . . . . . 261
Chapter 8 Identify Cause and Effect . . . . . . . . . . . 314
Chapter 7 Measuring Mineral Production
Chapter 9 Make Connections . . . . . . . . . . . . . . . . . 358 in California . . . . . . . . . . . . . . . . . . . . . . 301
Chapter 10 Summarize . . . . . . . . . . . . . . . . . . . . . . . 390 Chapter 8 Scientific Notation and Age of
Chapter 11 Compare and Contrast . . . . . . . . . . . . . 426 Meteorites . . . . . . . . . . . . . . . . . . . . . . . 341
Chapter 12 Make Inferences . . . . . . . . . . . . . . . . . . 470 Chapter 9 Degree of Joint Rotation . . . . . . . . . . . 377
Chapter 13 Take Notes . . . . . . . . . . . . . . . . . . . . . . . 502 Chapter 10 Blood Pressure Variations . . . . . . . . . . 413
Chapter 11 Scientific Notation . . . . . . . . . . . . . . . . 433
Target Your Reading Chapter 12 City Noise and Bar Graphs . . . . . . . . . . 479
Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Chapter 13 Hormone Levels and a
Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Box-and-Whisker Plot. . . . . . . . . . . . . . 514
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
Chapter 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503

xvii
 For Students and Their Families
What is the purpose of the California Content Standards?
Content standards were designed to encourage the highest achievement of every
student, by defining the knowledge, concepts, and skills that students should acquire
at each grade level.

This Guide Contains:

Science Content Standards, Grade 7 and Correlations . . . xix
Math Content Standards, Grade 7 . . . . . . . . . . . . . . . . . . . xxv
English-Language Arts Content Standards, Grade 7 . . . xxviii

California State Capitol Building,

Sacramento

xviii
 Grade 7 Focus On Life Science
The science curriculum in grade seven emphasizes the study of life sciences. A foundation
in modern biological sciences, with an emphasis on molecular biology, is essential for
students who will become public school science teachers, college and university science
professors and researchers, and specialists in technological fields.
Another definitive reason for a focus on life science in grade seven is the students’ own
biological and behavioral transition into early adolescence. Young adolescents make
decisions that may have an enormous influence on their lives. The study of life science
provides a knowledge base on which adolescents can make well-informed and wise deci-
sions about their health and behavior. The relevance of the curriculum to students’ lives
helps students to maintain an interest in science and to expand their knowledge of the
natural sciences. Items within the text that relate to a Science Content Standard will be
represented like this: 5.a

California Science Content Standards

Correlated to Focus On Life Science

Science Content Standards Page Numbers

Cell Biology
1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only
through a microscope. As a basis for understanding this concept:

1.a Students know cells function similarly in all living organisms. 50–54, 56–63, 134–159

1.b Students know the characteristics that distinguish plant cells from animal cells, including 58, 61, 62, 74
chloroplasts and cell walls.

1.c Students know the nucleus is the repository for genetic information in plant and animal 54, 60, 89, 96
cells.

1.d Students know that mitochondria liberate energy for the work that cells do and that chlo- 61, 68–72, 73
roplasts capture sunlight energy for photosynthesis.

1.e Students know cells divide to increase their numbers through a process of mitosis, which 88–94, 153–159, 515
results in two daughter cells with identical sets of chromosomes.

1.f Students know that as multicellular organisms develop, their cells differentiate. 100–102, 153–159
Bold page numbers indicate in-depth coverage of standard.

xix
 Science Content Standards Page Numbers
Genetics
2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by
environmental influences. As a basis for understanding this concept:

2.a Students know the differences between the life cycles and reproduction methods of 126–128, 148, 134–159
sexual and asexual organisms.

2.b Students know sexual reproduction produces offspring that inherit half their genes from 126–132, 173, 175,
each parent. 178–179, 182–184, 501

2.c Students know an inherited trait can be determined by one or more genes. 174–180, 184–188,
192–193

2.d Students know plant and animal cells contain many thousands of different genes and typi- 175, 176, 177–179,
cally have two copies of every gene. The two copies (or alleles) of the gene may or may 191–193
not be identical, and one may be dominant in determining the phenotype while the other
is recessive.

2.e Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and 54, 60, 89, 128–133, 177
is located in the chromosomes of each cell.

Evolution
3. Biological evolution accounts for the diversity of species developed through gradual processes over many genera-
tions. As a basis for understanding this concept:

3.a Students know both genetic variation and environmental factors are causes of evolution 215, 220–223, 241,
and diversity of organisms. 257–259

3.b Students know the reasoning used by Charles Darwin in reaching his conclusion that natu- 210–217
ral selection is the mechanism of evolution.

3.c Students know how independent lines of evidence from geology, fossils, and comparative 244–256
anatomy provide the bases for the theory of evolution.

3.d Students know how to construct a simple branching diagram to classify living groups of 262–263, 264, 266–267
organisms by shared derived characteristics and how to expand the diagram to include fos-
sil organisms.

3.e Students know that extinction of a species occurs when the environment changes and the 219, 224–227, 318–323,
adaptive characteristics of a species are insufficient for its survival. 324, 327
Bold page numbers indicate in-depth coverage of standard.

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Science Content Standards Page Numbers
Earth and Life History (Earth Sciences)
4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis for understanding
this concept:

4.a Students know Earth processes today are similar to those that occurred in the past and 284–285
slow geologic processes have large cumulative effects over long periods of time.

4.b Students know the history of life on Earth has been disrupted by major catastrophic 318–323, 330–331,
events, such as major volcanic eruptions or the impacts of asteroids. 334–337, 339

4.c Students know that the rock cycle includes the formation of new sediment and rocks and 246, 249, 286–291
that rocks are often found in layers, with the oldest generally on the bottom.

4.d Students know that evidence from geologic layers and radioactive dating indicates Earth is 293–299
approximately 4.6 billion years old and that life on this planet has existed for more than 3
billion years.

4.e Students know fossils provide evidence of how life and environmental conditions have 247–250, 316–317,
changed. 325–339

4.f Students know how movements of Earth’s continental and oceanic plates through time, 257–259
with associated changes in climate and geographic connections, have affected the past and
present distribution of organisms.

4.g Students know how to explain significant developments and extinctions of plant and ani- 316–323, 325–339
mal life on the geologic time scale.
Bold page numbers indicate in-depth coverage of standard.

xxi
 Science Content Standards Page Numbers
Structure and Function in Living Systems
5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.
As a basis for understanding this concept:

5.a Students know plants and animals have levels of organization for structure and function, 100–106, 108–109,
including cells, tissues, organs, organ systems, and the whole organism. 364–365

5.b Students know organ systems function because of the contributions of individual organs, 106, 108–109, 389,
tissues, and cells. The failure of any part can affect the entire system. 392–396, 400, 401–402,
410, 412, 414–415

5.c Students know how bones and muscles work together to provide a structural framework 357, 360–367
for movement.

5.d Students know how the reproductive organs of the human female and male generate eggs 504–509, 510–511,
and sperm and how sexual activity may lead to fertilization and pregnancy. 512–513

5.e Students know the function of the umbilicus and placenta during pregnancy. 515–516, 517–523

5.f Students know the structures and processes by which flowering plants generate pollen, 138–141
ovules, seeds, and fruit.

5.g Students know how to relate the structures of the eye and ear to their functions. 450–454, 456, 458–459,
469, 474–476, 482–493
Bold page numbers indicate in-depth coverage of standard.

xxii
Science Content Standards Page Numbers
Physical Principles in Living Systems (Physical Sciences)
6. Physical principles underlie biological structures and functions. As a basis for understanding this concept:

6.a Students know visible light is a small band within a very broad electromagnetic spectrum. 430–431, 432, 434

6.b Students know that for an object to be seen, light emitted by or scattered from it must be 431, 441, 450–453
detected by the eye.

6.c Students know light travels in straight lines if the medium it travels through does not 428, 438–439, 440
change.

6.d Students know how simple lenses are used in a magnifying glass, the eye, a camera, a tele- 444, 446–448, 451–452,
scope, and a microscope. 456

6.e Students know that white light is a mixture of many wavelengths (colors) and that retinal 425, 439, 454–455
cells react differently to different wavelengths.

6.f Students know light can be reflected, refracted, transmitted, and absorbed by matter. 435–436, 438, 440–441,
443–445, 451, 452

6.g Students know the angle of reflection of a light beam is equal to the angle of incidence. 440–441, 447

6.h Students know how to compare joints in the body (wrist, shoulder, thigh) with structures 362–363, 369, 378–379
used in machines and simple devices (hinge, ball-and-socket, and sliding joints).

6.i Students know how levers confer mechanical advantage and how the application of this 368–379
principle applies to the musculoskeletal system.

6.j Students know that contractions of the heart generate blood pressure and that heart 407–409, 412, 414–415
valves prevent backflow of blood in the circulatory system.
Bold page numbers indicate in-depth coverage of standard.

xxiii
 Science Content Standards Page Numbers
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their
own questions and perform investigations. Students will:

7.a Select and use appropriate tools and technology (including calculators, computers, 7–13, 17, 31, 38, 39, 41, 54,
balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and 74–75, 96, 158–159,
display data. 192–193, 228, 342, 357,
366, 378–379, 412,
414–415, 509, 519,
522–523

7.b Use a variety of print and electronic resources (including the World Wide Web) to collect 13, 17–19, 77, 110–111,
information and evidence as part of a research project. 160–161, 192–193, 194,
230–231, 268–269, 477,
490–491, 522–525

7.c Communicate the logical connection among hypotheses, science concepts, tests con- 5, 6, 14–16, 20–21, 28–33,
ducted, data collected, and conclusions drawn from the scientific evidence. 36–41, 54, 73–75,
158–159, 169, 192–193,
214, 229, 230–231,
268–269, 300, 302–303,
324, 308, 378–379, 389,
402, 404, 414–415, 477,
490–491, 522–523,
591

7.d Construct scale models, maps, and appropriately labeled diagrams to communicate scien- 11, 23, 74–75, 103,
tific knowledge (e.g., motion of Earth’s plates and cell structure). 108–109, 132, 138, 249,
268–269, 292, 302–303,
327, 342, 376, 378–379,
489, 522–523

7.e Communicate the steps and results from an investigation in written reports and oral 20–21, 28–33, 74–75,
presentations. 108–109, 158–159,
192–193, 268–269,
414–415, 469, 490–491
Bold page numbers indicate in-depth coverage of standard.

xxiv
Items within the text that relate to a Math Content Standard will be represented like this: MA7: NS 1.0

Number Sense Algebra and Functions

MA7: NS 1.0 Students know the properties of, and MA7: AF 1.0 Students express quantitative relation-
compute with, rational numbers expressed in a variety ships by using algebraic terminology, expressions,
of forms: equations, inequalities, and graphs:
MA7: NS 1.1 Read, write, and compare rational num- MA7: AF 1.1 Use variables and appropriate opera-
bers in scientific notation (positive and tions to write an expression, an equation,
negative powers of 10) with approximate an inequality, or a system of equations
numbers using scientific notation. or inequalities that represents a verbal
MA7: NS 1.2 Add, subtract, multiply, and divide rational description (e.g., three less than a num-
numbers (integers, fractions, and termi- ber, half as large as area A).
nating decimals) and take positive rational MA7: AF 1.2 Use the correct order of operations to
numbers to whole-number powers. evaluate algebraic expressions such as
MA7: NS 1.3 Convert fractions to decimals and per- 3(2x ⫹ 5)2.
cents and use these representations in MA7: AF 1.3 Simplify numerical expressions by apply-
estimations, computations, and ing properties of rational numbers (e.g.,
applications. identity, inverse, distributive, associative,
MA7: NS 1.4 Differentiate between rational and irratio- commutative) and justify the process
nal numbers. used.
MA7: NS 1.5 Know that every rational number is either MA7: AF 1.4 Use algebraic terminology (e.g., variable,
a terminating or repeating decimal and be equation, term, coefficient, inequality,
able to convert terminating decimals into expression, constant) correctly.
reduced fractions. MA7: AF 1.5 Represent quantitative relationships
MA7: NS 1.6 Calculate the percentage of increases and graphically and interpret the meaning of
decreases of a quantity. a specific part of a graph in the situation
represented by the graph.
MA7: NS 1.7 Solve problems that involve discounts,
markups, commissions, and profit and MA7: AF 2.0 Students interpret and evaluate expres-
compute simple and compound interest. sions involving integer powers and simple roots:
MA7: NS 2.0 Students use exponents, powers, and MA7: AF 2.1 Interpret positive whole-number powers
roots and use exponents in working with fractions: as repeated multiplication and nega-
tive whole-number powers as repeated
MA7: NS 2.1 Understand negative whole-number expo- division or multiplication by the multi-
nents. Multiply and divide expressions plicative inverse. Simplify and evaluate
involving exponents with a common base. expressions that include exponents.
MA7: NS 2.2 Add and subtract fractions by using fac- MA7: AF 2.2 Multiply and divide monomials; extend
toring to find common denominators. the process of taking powers and extract-
MA7: NS 2.3 Multiply, divide, and simplify rational ing roots to monomials when the latter
numbers by using exponent rules. results in a monomial with an integer
exponent.
MA7: NS 2.4 Use the inverse relationship between rais-
ing to a power and extracting the root of MA7: AF 3.0 Students graph and interpret linear and
a perfect square integer; for an integer some nonlinear functions:
that is not square, determine without MA7: AF 3.1 Graph functions of the form y ⫽ nx2 and
a calculator the two integers between y ⫽ nx3 and use in solving problems.
which its square root lies and explain why.
MA7: AF 3.2 Plot the values from the volumes of
MA7: NS 2.5 Understand the meaning of the absolute three-dimensional shapes for various val-
value of a number; interpret the absolute ues of the edge lengths (e.g., cubes with
value as the distance of the number from varying edge lengths or a triangle prism
zero on a number line; and determine the with a fixed height and an equilateral tri-
absolute value of real numbers. angle base of varying lengths).

xxv
 MA7: AF 3.3 Graph linear functions, noting that the MA7: MG 2.2 Estimate and compute the area of more
vertical change (change in y-value) per complex or irregular two-and three-
unit of horizontal change (change in dimensional figures by breaking the
x-value) is always the same and know figures down into more basic geometric
that the ratio (“rise over run”) is called objects.
the slope of a graph. MA7: MG 2.3 Compute the length of the perimeter, the
MA7: AF 3.4 Plot the values of quantities whose ratios surface area of the faces, and the volume
are always the same (e.g., cost to the of a three-dimensional object built from
number of an item, feet to inches, circum- rectangular solids. Understand that when
ference to diameter of a circle). Fit a line the lengths of all dimensions are multi-
to the plot and understand that the slope plied by a scale factor, the surface area
of the line equals the quantities. is multiplied by the square of the scale
MA7: AF 4.0 Students solve simple linear equations factor and the volume is multiplied by the
and inequalities over the rational numbers: cube of the scale factor.
MA7: AF 4.1 Solve two-step linear equations and MA7: MG 2.4 Relate the changes in measurement with
inequalities in one variable over the ratio- a change of scale to the units used (e.g.,
nal numbers, interpret the solution or square inches, cubic feet) and to conver-
solutions in the context from which they sions between units (1 square foot ⫽
arose, and verify the reasonableness of 144 square inches or [1 ft2] ⫽ [144 in2],
the results. 1 cubic inch is approximately 16.38 cubic
centimeters or [1 in3] ⫽ [16.38 cm3]).
MA7: AF 4.2 Solve multistep problems involving rate,
average speed, distance, and time or a MA7: MG 3.0 Students know the Pythagorean
direct variation. theorem and deepen their understanding of plane
and solid geometric shapes by constructing figures
that meet given conditions and by identifying attri-
Measurement and Geometry butes of figures:
MA7: MG 1.0 Students choose appropriate units of MA7: MG 3.1 Identify and construct basic elements of
measure and use ratios to convert within and between geometric figures (e.g., altitudes, mid-
measurement systems to solve problems: points, diagonals, angle bisectors, and
perpendicular bisectors; central angles,
MA7: MG 1.1 Compare weights, capacities, geometric radii, diameters, and chords of circles) by
measures, times, and temperatures within using a compass and straightedge.
and between measurement systems (e.g.,
miles per hour and feet per second, cubic MA7: MG 3.2 Understand and use coordinate graphs
inches to cubic centimeters). to plot simple figures, determine lengths
and areas related to them, and determine
MA7: MG 1.2 Construct and read drawings and models their image under translations and
made to scale. reflections.
MA7: MG 1.3 Use measures expressed as rates (e.g., MA7: MG 3.3 Know and understand the Pythagorean
speed, density) and measures expressed theorem and its converse and use it to
as products (e.g., person-days) to solve find the length of the missing side of a
problems; check the units of the solu- right triangle and the lengths of other line
tions; and use dimensional analysis to segments and, in some situations, empiri-
check the reasonableness of the answer. cally verify the Pythagorean theorem by
MA7: MG 2.0 Students compute the perimeter, area, direct measurement.
and volume of common geometric objects and use the MA7: MG 3.4 Demonstrate an understanding of condi-
results to find measures of less common objects. They tions that indicate two geometrical fig-
know how perimeter, area, and volume are affected by ures are congruent and what congruence
changes of scale: means about the relationships between
MA7: MG 2.1 Use formulas routinely for finding the the sides and angles of the two figures.
perimeter and area of basic two-dimen- MA7: MG 3.5 Construct two-dimensional patterns for
sional figures and the surface area and three-dimensional models, such as cylin-
volume of basic three-dimensional figures, ders, prisms, and cones.
including rectangles, parallelograms, trap-
ezoids, squares, triangles, circles, prisms,
and cylinders.

xxvi
MA7: MG 3.6 Identify elements of three-dimensional MA7: MR 2.0 Students use strategies, skills, and con-
geometric objects (e.g., diagonals of cepts in finding solutions:
rectangular solids) and describe how two MA7: MR 2.1 Use estimation to verify the reasonable-
or more objects are related in space (e.g., ness of calculated results.
skew lines, the possible ways three planes
might intersect). MA7: MR 2.2 Apply strategies and results from simpler
problems to more complex problems.
MA7: MR 2.3 Estimate unknown quantities graphi-
Statistics, Data Analysis, cally and solve for them by using logical
and Probability reasoning and arithmetic and algebraic
MA7: SP 1.0 Students collect, organize, and represent techniques.
data sets that have one or more variables and identify MA7: MR 2.4 Make and test conjectures by using both
relationships among variables within a data set by inductive and deductive reasoning.
hand and through the use of an electronic spreadsheet MA7: MR 2.5 Use a variety of methods, such as words,
software program: numbers, symbols, charts, graphs, tables,
MA7: SP 1.1 Know various forms of display for data diagrams, and models, to explain math-
sets, including a stem-and-leaf plot or ematical reasoning.
box-and-whisker plot; use the forms to MA7: MR 2.6 Express the solution clearly and logically
display a single set of data or to compare by using the appropriate mathematical
two sets of data. notation and terms and clear language;
MA7: SP 1.2 Represent two numerical variables on a support solutions with evidence in both
scatterplot and informally describe how verbal and symbolic work.
the data points are distributed and any MA7: MR 2.7 Indicate the relative advantages of exact
apparent relationship that exists between and approximate solutions to problems
the two variables (e.g., between time and give answers to a specified degree of
spent on homework and grade level). accuracy.
MA7: SP 1.3 Understand the meaning of, and be able MA7: MR 2.8 Make precise calculations and check the
to compute, the minimum, the lower validity of the results from the context of
quartile, the median, the upper quartile, the problem.
and the maximum of a data set.
MA7: MR 3.0 Students determine a solution is com-
plete and move beyond a particular problem by gener-
Mathematical Reasoning alizing to other situations:
MA7: MR 1.0 Students make decisions about how to MA7: MR 3.1 Evaluate the reasonableness of the
approach problems: solution in the context of the original
MA7: MR 1.1 Analyze problems by identifying rela- situation.
tionships, distinguishing relevant from MA7: MR 3.2 Note the method of deriving the solution
irrelevant information, identifying missing and demonstrate a conceptual under-
information, sequencing and prioritizing standing of the derivation by solving
information, and observing patterns. similar problems.
MA7: MR 1.2 Formulate and justify mathematical con- MA7: MR 3.3 Develop generalizations of the results
jectures based on a general description obtained and the strategies used and
of the mathematical question or problem apply them to new problem situations.
posed.
MA7: MR 1.3 Determine when and how to break a
problem into simpler parts.

xxvii
Items within the text that relate to an English-Language Arts Content Standard will be represented like this: ELA7: R 1.4

Reading Literary Criticism

ELA7: R 3.6 Analyze a range of responses to a literary work and deter-
ELA7: R 1.0 Word Analysis, Fluency, and Systematic Vocab- mine the extent to which the literary elements in the work shaped those
ulary Development responses.
Vocabulary and Concept Development
Writing
ELA7: R 1.1 Identify idioms, analogies, metaphors, and similes in prose
and poetry. ELA7: W 1.0 Writing Strategies
ELA7: R 1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and
affixes to understand content-area vocabulary. Organization and Focus
ELA7: R 1.3 Clarify word meanings through the use of definition, ELA7: W 1.1 Create an organizational structure that balances all aspects
example, restatement, or contrast. of the composition and uses effective transitions between sentences to
unify important ideas.
ELA7: R 2.0 Reading Comprehension (Focus on Informa- ELA7: W 1.2 Support all statements and claims with anecdotes, descrip-
tional Materials) tions, facts and statistics, and specific examples.
ELA7: W 1.3 Use strategies of note taking, outlining, and summarizing to
Structural Features of Informational Materials impose structure on composition drafts.
ELA7: R 2.1 Understand and analyze the differences in structure and
purpose between various categories of informational materials (e.g., Research and Technology
textbooks, newspapers, instructional manuals, signs). ELA7: W 1.4 Identify topics; ask and evaluate questions; and develop
ELA7: R 2.2 Locate information by using a variety of consumer, work- ideas leading to inquiry, investigation, and research.
place, and public documents. ELA7: W 1.5 Give credit for both quoted and paraphrased information
ELA7: R 2.3 Analyze text that uses the cause-and-effect organizational in a bibliography by using a consistent and sanctioned format and meth-
pattern. odology for citations.
ELA7: W 1.6 Create documents by using word-processing skills and pub-
Comprehension and Analysis of Grade-Level-Appropriate Text lishing programs; develop simple databases and spreadsheets to manage
ELA7: R 2.4 Identify and trace the development of an author’s argu- information and prepare reports.
ment, point of view, or perspective in text.
ELA7: R 2.5 Understand and explain the use of a simple mechanical Evaluation and Revision
device by following technical directions. ELA7: W 1.7 Revise writing to improve organization and word choice
after checking the logic of the ideas and the precision of the vocabulary.
Expository Critique
ELA7: R 2.6 Assess the adequacy, accuracy, and appropriateness of the ELA7: W 2.0 Writing Applications (Genres and Their Char-
author’s evidence to support claims and assertions, noting instances of acteristics) Using the writing strategies of grade seven
bias and stereotyping. outlined in Writing Standard 1.0, students:
ELA7: W 2.1 Write fictional or autobiographical narratives:
ELA7: R 3.0 Literary Response and Analysis
a. Develop a standard plot line (having a beginning, conflict, rising
Structural Features of Literature action, climax, and denouement) and point of view.
ELA7: R 3.1 Articulate the expressed purposes and characteristics of b. Develop complex major and minor characters and a definite setting.
different forms of prose (e.g., short story, novel, novella, essay). c. Use a range of appropriate strategies (e.g., dialogue; suspense;
naming of specific narrative action, including movement, gestures,
Narrative Analysis of Grade-Level-Appropriate Text and expressions).
ELA7: R 3.2 Identify events that advance the plot and determine how ELA7: W 2.2 Write responses to literature:
each event explains past or present action(s) or foreshadows future
action(s). a. Develop interpretations exhibiting careful reading, understanding,
and insight.
ELA7: R 3.3 Analyze characterization as delineated through a char-
acter’s thoughts, words, speech patterns, and actions; the narrator’s b. Organize interpretations around several clear ideas, premises, or
description; and the thoughts, words, and actions of other characters. images from the literary work.
ELA7: R 3.4 Identify and analyze recurring themes across works (e.g., c. Justify interpretations through sustained use of examples and tex-
the value of bravery, loyalty, and friendship; the effects of loneliness). tual evidence.
ELA7: R 3.5 Contrast points of view (e.g., first and third person, limited ELA7: W 2.3 Write research reports:
and omniscient, subjective and objective) in narrative text and explain a. Pose relevant and tightly drawn questions about the topic.
how they affect the overall theme of the work. b. Convey clear and accurate perspectives on the subject.

xxviii
 c. Include evidence compiled through the formal research process Organization and Delivery of Oral Communication
(e.g., use of a card catalog, Reader’s Guide to Periodical Literature, ELA7: LS 1.4 Organize information to achieve particular purposes and
a computer catalog, magazines, newspapers, dictionaries). to appeal to the background and interests of the audience.
d. Document reference sources by means of footnotes and a ELA7: LS 1.5 Arrange supporting details, reasons, descriptions, and
bibliography examples effectively and persuasively in relation to the audience.
ELA7: W 2.4 Write persuasive compositions: ELA7: LS 1.6 Use speaking techniques, including voice modulation,
a. State a clear position or perspective in support of a proposition or inflection, tempo, enunciation, and eye contact, for effective
proposal. presentations.
b. Describe the points in support of the proposition, employing well-
articulated evidence. Analysis and Evaluation of Oral and Media Communications
c. Anticipate and address reader concerns and counterarguments. ELA7: LS 1.7 Provide constructive feedback to speakers concerning the
coherence and logic of a speech’s content and delivery and its overall
ELA7: W 2.5 Write summaries of reading materials: impact upon the listener.
a. Include the main ideas and most significant details. ELA7: LS 1.8 Analyze the effect on the viewer of images, text, and
b. Use the student’s own words, except for quotations. sound in electronic journalism; identify the techniques used to achieve
c. Reflect underlying meaning, not just the superficial details. the effects in each instance studied.
ELA7: LS 2.0 Speaking Applications (Genres and Their
Written and Oral English Language Conventions Characteristics) Using the speaking strategies of grade
ELA7: WO 1.0 Written and Oral English Language seven outlined in Listening and Speaking Standard 1.0,
Conventions students:
ELA7: LS 2.1 Deliver narrative presentations:
Sentence Structure a. Establish a context, standard plot line (having a beginning, conflict,
ELA7: WO 1.1 Place modifiers properly and use the active voice. rising action, climax, and denouement), and point of view.
b. Describe complex major and minor characters and a definite
Grammar setting.
ELA7: WO 1.2 Identify and use infinitives and participles and make c. Use a range of appropriate strategies, including dialogue, suspense,
clear references between pronouns and antecedents. and naming of specific narrative action (e.g., movement, gestures,
ELA7: WO 1.3 Identify all parts of speech and types and structure of expressions).
sentences. ELA7: LS 2.2 Deliver oral summaries of articles and books:
ELA7: WO 1.4 Demonstrate the mechanics of writing (e.g., quotation a. Include the main ideas of the event or article and the most signifi-
marks, commas at end of dependent clauses) and appropriate English cant details.
usage (e.g., pronoun reference).
b. Use the student’s own words, except for material quoted from
Punctuation sources.
ELA7: WO 1.5 Identify hyphens, dashes, brackets, and semicolons and c. Convey a comprehensive understanding of sources, not just super-
use them correctly. ficial details.
ELA7: LS 2.3 Deliver research presentations:
Capitalization
a. Pose relevant and concise questions about the topic.
ELA7: WO 1.6 Use correct capitalization.
b. Convey clear and accurate perspectives on the subject.
Spelling c. Include evidence generated through the formal research process
ELA7: WO 1.7 Spell derivatives correctly by applying the spellings of (e.g., use of a card catalog, Reader’s Guide to Periodical Literature,
bases and affixes. computer databases, magazines, newspapers, dictionaries).
d. Cite reference sources appropriately.
Listening and Speaking ELA7: LS 2.4 Deliver persuasive presentations:
a. State a clear position or perspective in support of an argument or
ELA7: LS 1.0 Listening and Speaking Strategies proposal.
Comprehension b. Describe the points in support of the argument and employ well-
articulated evidence.
ELA7: LS 1.1 Ask probing questions to elicit information, including evi-
dence to support the speaker’s claims and conclusions.
ELA7: LS 1.2 Determine the speaker’s attitude toward the subject.
ELA7: LS 1.3 Respond to persuasive messages with questions, chal-
lenges, or affirmations.

xxix
When you read Focus On Life Science, you are reading for information. Science is nonfiction writing—it describes real-life
events, people, ideas, and technology. Here are some tools that Focus On Life Science has to help you read.

Before You Read

By reading / iÊ Ê`i> and The Cardiopulmonary
>ˆ˜Ê`i> prior to reading the chap- System and Pressure
ter or lesson, you will get a preview of / iÊ Ê`i>
the coming material. The pulmonary-circulatory
system, driven by pressure
generated by the heart,
functions as a whole to
supply oxygen to and
>ˆ˜ ˆ} remove carbon dioxide
your cells. ˆ}
>ˆ˜
`i> *ˆVÌÕÀi from
`i> *ˆVÌÕÀi
On the first page of each chapter you will find LESSON 1 5.b, 7.c
,i>`ˆ˜}
The Pulmonary-
/ iÊ Ê`i> . The Big Idea is a sentence
,i>`ˆ˜} CirculatoryiVŽ
System
>ˆ˜ ˆ} iVŽ >ˆ˜Ê`i> The pulmo-
nary and circulatory sys-
`i> *ˆVÌÕÀi
that describes what you will learn about in the tems work together to
transport oxygen to your
cells and to remove car-

chapter.
,i>`ˆ˜}
bon dioxide from your
cells.
>ˆ˜ ˆ}
iVŽ `i>
LESSON 2*ˆVÌÕÀi
,i>`ˆ˜}
5.b, 6.j, 7.a, 7.c, 7.e
iVŽ
Pressure and the Body
>ˆ˜Ê`i> Pressure
>ˆ˜ ˆ} allows us to breathe and
`i> *ˆVÌÕÀi keeps blood flowing
throughout the circula-

LESSON 1
tory system.

,i>`ˆ˜} >ˆ˜ ˆ}
iVŽ Content
Science The Pulmonary-Circulatory `i> *ˆVÌÕÀi
What’s that ?
,i>`ˆ˜}
Standards iVŽ The heart is one of the main organs of the cardiopulmonary system. It pumps
5.b Students know organ systems function
because of the contributions of individual
System blood to every part of your body, including itself. The blood vessels shown
here nourish the heart with blood.
organs, tissues, and cells. The failure of any >ˆ˜Ê`i> The pulmonary and circulatory systems work -Vˆi˜ViÊÊ+PVSOBM Write a paragraph that explains how you think blood
part can affect the entire system. flows through your body.
together to transport oxygen to your cells and to remove
7.c Communicate the logical connection
among hypotheses, science concepts, tests
carbon dioxide from your cells. 388
conducted, data collected, and conclusions Real-World Reading Connection Take a deep breath. Notice
drawn from the scientific evidence. how your chest expands. Every time you breathe, air enters and
exits your lungs. At the same time, your heart is constantly beat-
ing. How do these events happen and why are they necessary for Source: Chapter 10, p. 388
Reading Guide >ˆ˜
survival?
`i>
ˆ}
*ˆVÌÕÀi
What You’ll Learn
The,i>`ˆ˜}
Pulmonary System
iVŽ
Investigate the pulmonary
▼

and circulatory systems. You may already know that we, like all animals, need oxygen
to live. We get oxygen from the air we breathe. We also need to
Describe the interaction
▼

of the pulmonary and

circulatory systems.
rid our bodies of carbon dioxide. Recall from Chapter 1 that
carbon dioxide is a waste product of cellular respiration. How / iÊ Ê`i> is divided into Main Ideas.
do we take in oxygen and remove carbon dioxide? Our pulmo-
Explain how problems can
▼

occur in the pulmonary and

circulatory systems.
nary system (PUL muh nar ee • SIHS tehm) contains tissues
and organs specialized for taking in oxygen and removing car-
Each lesson of the chapter has a
Why It’s Important
bon dioxide from our bodies and for exchanging oxygen and
carbon dioxide. The pulmonary system is also often referred to >ˆ˜Ê`i> that describes the focus
Understanding how these as the respiratory system. Figure 1 highlights the organs and tis-
systems work will help you
decrease your risks for
sues of the pulmonary system. Take a deep breath. Think about
where you feel the air moving through your body. Look at
of the lesson.
diseases.
Figure 1 and trace the path you think the air follows.

Vocabulary
Figure 1 The pulmonary system includes all the >ˆ˜ ˆ}
pulmonary
system
atrium
ventricle
passageways that bring air in and out of the body. `i> *ˆVÌÕÀi
breathing artery
lungs
pneumonia
suffocation
asthma
capillary
vein
heart attack
stroke
G^\]iajc\ AZ[iajc\
Other Ways to Preview
,i>`ˆ˜}
iVŽ
circulatory
system
heart
• Read the chapter title to find out what area of
>ˆ˜
science you ˆ}
will study.
Review Vocabulary
respiration: a series of `i> *ˆVÌÕÀi
chemical reactions that
transforms the energy in • Skim the photo, illustrations, captions, graphs,
and,i>`ˆ˜}
food molecules to usable
cellular energy (p. 68) tables.
iVŽ
392 Chapter 10 =ZVgi
• Look for key terms that are boldfaced and
Source: Chapter 10, Lesson 1, p. 392 highlighted.

xxx
The Get Ready to Read section allows you to learn, practice, and apply a reading skill before
you start reading the chapter’s first lesson. Target Your Reading will help you keep the main
idea in focus as you read the chapter.

Get Ready to Read

ar y to
ur summ
Reread yo you didn’t
Summarize Target Your Reading make su
re
e auth
change th ideas.
or ’s origin
al

or
Use this to focus on the main ideas as you read the chapter. meaning
1 Before you read the chapter, respond to the statements
below on your worksheet or on a numbered sheet of paper.
Learn It! Summarizing helps you orga-
• Write an A if you agree with the statement.
nize information, focus on main ideas, and reduce the
• Write a D if you disagree with the statement.
amount of information to remember. To summarize,
restate the important facts in a short sentence or para- 2 After you read the chapter, look back to this page to see if
graph. Be brief and do not include too many details. you’ve changed your mind about any of the statements.
• If any of your answers changed, explain why.
Practice It! Read the text on page 408 • Change any false statements into true statements.
labeled The Heart as a Pump. Then read the summary • Use your revised statements as a study guide.
below and look at the important facts from that passage.
Before You Read Statement After You Read
Important Facts A or D A or D
The heart is a muscle that 1 All arteries contain oxygenated blood.
can contract and relax.
2 Veins and arteries are identical in structure but take
Pressure can be increased blood in different directions.
Summary by increasing force or
3 Your lungs have a greater surface area inside than
decreasing area.
Changes in pressure are how they do outside.
the heart pumps blood
through the body. When the heart contracts, 4 If more than two of your grandparents develop heart
the chamber the blood is in disease, you probably will too.
gets smaller.
5 Blood flows through your lungs.

A smaller chamber has less 6 If you have high blood pressure, your heart could
area. Print a worksheet of explode.
this page at
ca7.msscience.com. 7 It is better to have low blood pressure than high
blood pressure.

8 Air is pulled into your lungs.

9 Blood flows in one direction in your body.

Apply It! Practice summarizing
as you read this chapter. Stop after each lesson 10 You can increase pressure by decreasing surface area.
and write a brief summary.

390 391
Asthma The most common long-term disease in children is
asthma (AZ muh), a disease of the airways to the lungs. Common
substances that cause allergies, such as cigarette smoke, pollen, pet
dander, insect droppings, mold, and ozone, cause a more severe
Source: Chapter 10, pp. 390–391 reaction in people with asthma. Their airways become swollen,
making them narrower than normal. This narrowing makes it dif-
ficult to take in enough oxygen, as shown in Figure 5. This causes
wheezing, chest tightness, coughing, and trouble breathing. Nearly
one in five children in California has asthma. The symptoms of
asthma come and go with exposure to allergens. Therefore, people

As You Read
with asthma should be careful to avoid situations in which they
are exposed to allergens.
What is the best way to relieve symptoms of asthma?

Many asthma triggers can be difficult to avoid, but it is still

Within each lesson you will find tools that will possible to lead a normal life with proper treatment. Air pollution,
such as smog and ozone, is the primary trigger of most asthma
attacks. In some cities, all residents, not just those with asthma,

help you understand what you read. are warned to stay indoors on days when high levels of pollution
are measured. Smog levels in California exceeded federal health
limits on 109 days in 2004. Exercise can trigger asthma attacks in
some people. People with this condition do not have to avoid exer-

Phonetic spellings show you how to say difficult cise, but they should seek medical advice before beginning a fit-
ness program. With a plan for prevention and treatment of
asthma, athletes are unlimited by their condition. Some Olympic

words. They show the spelling for how to say each athletes, such as swimmer Tom Dolan and track-and-field star
Jackie Joyner-Kersee, have won many gold medals with correct
monitoring and treatment of their asthma.

syllable. Here is an example that you would find in Figure 5 This doctor is checking the breathing of an
asthmatic patient. An asthma patient has swollen airways.

the text: asthma (AZ muh).

questions help you check CdgbVa

WgdcX]^daZ

your reading understanding. 8dchig^XiZY

WgdcX]^daZ

Airways of an Asthma Patient Asthma Patient

396 Chapter 10 • The Cardiopulmonary System and Pressure

Source: Chapter 10, Lesson 1, p. 396

xxxi
 Other Skills to Exercise as You Read
Question Compare and Contrast Sentences
• What is the >ˆ˜Ê`i> ? • Look for clue words and phrases that signal
comparison, such as similar to, just as, both, in
• What is / iÊ Ê`i> ? common, also, and too.
• Look for clue words and phrases that signal
Connect contrast, such as on the other hand, in contrast
• As you read, think about people, places, and to, however, different, instead of, rather than,
situations you’ve encountered. Are there any but, and unlike.
similarities with those in Focus On Life Science?
>ˆ˜>ˆ˜ ˆ} ˆ}
`i>`i>
• Can you relate *ˆVÌÕÀi
*ˆVÌÕÀi in Focus On Life
the information Cause-and-Effect Sentences
Science to other areas of your life? • Look for clue words and phrases such as
,i>`ˆ˜}
,i>`ˆ˜} because, as a result, therefore, that is why, since,
iVŽ iVŽ
Predict so, for this reason, and consequently.
• Predict events or outcomes by using clues and
information you already know. Sequential Sentences
• Change your prediction as you read and gather • Look for clue words and phrases such as after,
before, first, next, last, during, finally, earlier,
new information.
later, since, and then.
Visualize
• Create a picture in your mind about what you
are reading. Picture the setting—for example, a
laboratory, a roller coaster, or a mountain.
• A mental image can help you remember what
you read for a longer time.

After You Read

Follow up your reading with a summary and
an assessment of the material to evaluate if you
understood the text.

Summarize Assess
• Describe / iÊ Ê`i> and how the details • What was / iÊ Ê`i> ?
support it.
• What was the >ˆ˜Ê`i> ?
• Describe the >ˆ˜Ê`i> and how the details • Did you learn anything new from the material?
support it.
• Can you use this new information in other
• Use your own words to explain what you read. school subjects
>ˆ˜ ˆ} >ˆ˜or at home?
ˆ}
• Complete the *ˆVÌÕÀi
`i>Summary Activity at the end of `i> *ˆVÌÕÀi
• What other sources could you use to find out
the lesson. more information about the topic?
,i>`ˆ˜} ,i>`ˆ˜}
iVŽ iVŽ ˆ}
>ˆ˜
>ˆ˜ ˆ} `i> *ˆVÌÕÀi
`i> *ˆVÌÕÀi
,i>`ˆ˜}
,i>`ˆ˜} iVŽ
xxxii iVŽ
 Follow the tour through the next few pages to learn about using your textbook,
Focus On Life Science. This tour will help you understand what you will discover
as you read Focus On Life Science. Before you begin reading, take the tour
so that you are familiar with how this textbook works.

Unit Preview
West-Coast Events Time Line See sig-
nificant events that occurred on the World Events Time Line See significant
West Coast of the United States and events that occurred around the world
compare them to events that occurred and compare them to events that
around the world. occurred on the West Coast.

Science Online A
Cell Biology visual reminder
To learn more about biologists and their
to explore online
work, visit ca7.msscience.com .

tools to learn
Seeing Inside Cells This confocal
micrograph helps biologists see
cellular structures and organelles
that are difficult to see without these
more about a
advanced technologies.

scientist’s career.

Interactive Time Line To learn more about these

events and others, visit ca7.msscience.com .
10,000–9,000 1769 1848–1850 1950s July 2004
Years Ago Spanish build Mexico loses California to the Jewell Plummer Cobb works to find the right Surgeons test heat imaging
Early people settle in (1769) first of U.S. as a result of the Mexican drug to cure cancerous tumors; later she instruments built by scientists
what is now Mexico 21 missions in War; California becomes a U.S. serves as president of Cal State Fullerton. at the Jet Propulsion Laboratory
and southward; hunt- California at state (1850). (JPL) in Pasadena, California, to
ers-gatherers live in San Diego. map brain tumors.
what is now California.

A.D. 1500 1600 1700 1800 1900 1920 1940 1960 1980 2000 2020
1665 1838–1839 c. 1930 1981 1986
c. 1600 Robert Hooke M. J. Schleiden declares Ernst Ruska and Max Knoll of Scanning tunneling microscope Rita Levi-Montalcini and Stanley
Compound observes cells. that all plants are made Germany develop the trans- (STM) invented by Gerd Binnig Cohen are recognized for their
of cells. Thomas Schwann mission electron microscope and Heinrich Rohrer; magnifies a work with growth factors
microscope
says all animals are made (TEM); magnifies sample hun- sample a million times. responsible for stem cells divid-
using two lenses
of cells. They propose the dreds of thousands of times. ing and becoming different
is developed.
cell theory. kinds of cells.

42 43
UNIT Unit Test
Choose the word or phrase that best answers the Write your responses on a sheet of paper.

Source: Unit 1, pp. 42–43 question.

1. Which term would not be used when describing
5. Compare and contrast a cell wall and a cell
membrane. 1.b
Are you interested in learning more about cells and multicellular a bacterium?
organisms? If so, check out these great books. 6. The table below shows data from an experiment
A. cell membrane
about the rate of photosynthesis.

Unit Review
B. mitosis
C. prokaryote
Distance
Nonfiction D. single-celled 1.a
Container from light
Bubbles
per min
2. Which product of cellular respiration is used in (cm)
There’s a Zoo on You, by Kathy Darling, focuses on symbiotic organisms that
live together and share food. The book has numerous color photographs of photosynthesis? 1 10 45
microorganisms including bacteria, E. coli, dust mites, eyelash mites, staphylo- A. carbon dioxide
coccus aureus, and papoviruses. The content of this book is related to Science B. glucose 2 30 30

Reading on Your Own a Standard 7.1. C. lactic acid

D. oxygen 1.d
3

4
50

70
19

6
3. The table below includes some cell organelles

listing of books recom- Historical Fiction

and their functions.

Organelle Function
5 100 1

Conclude Water plants were placed at different

distances from a light source. For 5 min, students

mended by the California Fever, 1793, by Laurie Anderson, describes the Yellow Fever epidemic in Philadelphia
in 1793 through the eyes of Mattie, a teenage girl. The cause of the disease and
possible cures were unknown. The book realistically describes how the citizens
responded to the illness. The content of this book is related to Science
X
Mitochondrion
Directs all cellular activities
Releases energy from molecules
counted the bubbles that formed on the plants.
What conclusion can be made from this
experiment? 1.d
following glycolysis

State Board of Education Standard 7.1.

Y Captures light energy and makes
glucose
7. Describe what occurs in a cell’s cycle that results
in genetically identical cells forming after
cytokinesis. 1.e, 2.e
Ribosome Makes proteins from amino acids 8. Explain what might be the result of damage to
Essay cells during the early development of organism.
Which organelle is X? 1.f, 5.a
101 Things You Don’t Know About Science and No One Else Does Either, by James A. central vacuole
Trefil, contains easy-to-read essays that make science real. This book explores 9. The photo below shows cytokinesis in a cell.
B. endoplasmic reticulum
the top ten problems in science. The content of this book is related to Science C. lysosome

Unit Test multiple-choice Standard 7.2.

D. nucleus

4. Which organelle is Y?
1.c

questions and written- Nonfiction

A. chloroplast
B. Golgi apparatus
C. nucleolus
D. vesicle 1.b

response questions that Blood, Bones, and Body Bits, by Nick Arnold, provides scientific information about
the human body in a humorous way. This book explains the science of things that
some would consider gross and disgusting. Cartoonlike drawings help explain the
science. The content of this book is related to Science Standard 7.5. Determine if this is cytokinesis of a plant cell or

review the unit This book should be reviewed by an adult to determine appropriateness for
specific readers.
118 Unit 1 • Reading on Your Own
an animal. Explain.

Unit 1 • Test
1.b

119

Source: Unit 1, pp. 118–119

xxxiii
 Chapters
/ iÊ Ê`i>
The Big Idea is a >ˆ˜Ê`i> The Main Ideas sup-
sentence that describes what you will port the Big Idea. Each lesson of the
learn about in the chapter. chapter has a Main Idea that describes
the focus of the lesson.

>ˆ˜ ˆ}
`i> *ˆVÌÕÀi
Start-Up Activities
>ˆ˜ ˆ}
,i>`ˆ˜} `i> *ˆVÌÕÀi
iVŽ Cell Structure
and Function What are
,i>`ˆ˜}
we made of?
Cells Make the following
Foldable to compare and
iVŽ contrast a plant cell and an
animal cell.
/ iÊ Ê`i> Some things are so small that
you cannot see them without STEP 1 Fold a sheet of paper in half
The structures in a cell a light microscope. As you begin lengthwise. Make the back edge about 2 cm
work together and ensure this chapter, you will use a longer than the front edge.
the survival of the cell. microscope to observe things
you might never have seen
LESSON 1 1.a, 7.a, 7.c before.
Cells and Life
>ˆ˜ ˆ} Procedure
>ˆ˜Ê`i> Cells are the
`i> unit of*ˆVÌÕÀi
smallest life. 1. Complete a lab safety form. STEP 2 Fold into thirds. Unfold and cut
2. Obtain a microscope and slides. along the folds of the top flap to make
,i>`ˆ˜}
LESSON 2 iVŽ three flaps.
3. Observe the slides using the microscope
1.a, 1.b, 1.c, 2.e, 7.d according to your teacher’s instructions.
The Cell 4. Change magnifications and adjust again.
>ˆ˜
>ˆ˜Ê`i> ˆ}
Cells 5. Draw what you observe. Label your
`i> *ˆVÌÕÀi
have structures with drawing with the magnification you used.
specific functions.
,i>`ˆ˜}
6. Compare your drawings to those of your STEP 3 Label the flaps as shown.
iVŽ
classmates.
LESSON 3
Think About This
1.d, 7.a, 7.c, 7.d, 7.e *>˜Ì œÌ
˜ˆ“>
• Describe what you observed.
Cells ˆ}
>ˆ˜ and Energy
`i> *ˆVÌÕÀi • List the changes you observed when you
>ˆ˜Ê`i> All cells changed magnification.
can release
,i>`ˆ˜} energy from
iVŽ 7.a, 7.d
food molecules. Only Monitoring Your Comprehension
some cells can make As you read Lesson 2, write the names of
food molecules using the cell parts found in both plant and
light energy. animal cells under the center tab. List
other cell parts under the tab for the
>ˆ˜ ˆ} correct cell type.
`i> *ˆVÌÕÀi

,i>`ˆ˜}
GettingGetting
to the
iVŽ Heart
to the of
Heart
the Matter
of the Ma
Matter
tter Your heart is made of Visit ca7.msscience.com to:
many types of cells, like the ones shown here. This image was created using a
transmission electron microscope and a computer. Colors were added to ▶ view
show the different parts of the cell. For example, in the center is the blue- ▶ explore Virtual Labs
green nucleus.
▶ access content-related Web links
-Vˆi˜ViÊÊ+PVSOBM Imagine you are the computer technician assigned to
color this cell. What color would you choose for the nucleus? Why? ▶ take the Standards Check

44 45

Source: Chapter 1, pp. 44–45

Launch Lab a short FoldablesTM Study Organizer Reading Skill This is a

investigation that an easy way to take notes reading skill that you
introduces the chap- as you read the chapter and will practice through-
ter’s subject a valuable tool for review out the chapter.

xxxiv
Lessons
Science Content Standards a listing of the
>ˆ˜Ê`i> The Big Idea is sup- California Science Content Standards
ported by Main Ideas. Each lesson that are covered within the lesson
of the chapter has a Main Idea that
describes the focus of the lesson.
a ques-
LESSON 1 tion that tests your reading
>ˆ˜
Science Content
ˆ} Cells and Life comprehension
Standards *ˆVÌÕÀi
`i> >ˆ˜Ê`i> Cells are the smallest unit of life.
1.a Students know cells function similarly
in all living organisms.
7.a Select and use appropriate tools and Real-World Reading Connection People once thought Earth
,i>`ˆ˜}
technology (including calculators,
computers, balances, spring scales,
was flat because they did not have tools to discover that it is
round. People also had many wrong ideas about living things on
iVŽ
microscopes, and binoculars) to perform
tests, collect data, and display data.
Earth. They did not have the tools to observe very small living
things.
7.c Communicate the logical connection
>ˆ˜ ˆ}
Early Ideas About Cells
among hypotheses, science concepts, tests
conducted, data collected, and conclusions
drawn from the scientific evidence.
`i> *ˆVÌÕÀi
Most cells are so small, as shown in Figure 1, that you cannot
,i>`ˆ˜}
and Caption Questions
iVŽ

Reading Guide
see them without some type of magnifying device. There even
was a time when people did not know that cells existed. People questions found throughout the
also once believed that an egg contained a miniature version of
What You’ll Learn an adult organism. They thought the organism’s structures just
had to increase in size as the organism grew.
lesson about important graphs,
Summarize the cell theory.
▼

Identify the characteristics Early Microscopes photos, or illustrations

▼

of life.
After the invention of the light microscope, around 1600,
Explain the importance of
▼

ideas about living things changed. A light microscope uses light

water in a cell. and has one or more lenses that enlarges an image of something.
Describe the four basic

Lesson Review
▼

substances of a cell.

Why It’s Important Figure 1 Cell Size Most cells can only be seen using
some type of microscope.
Learning about cells will help
you understand how living :aZXigdcb^XgdhXdeZ
organisms function.
%#&cb &cb &%cb &%%cb What have you learned about cells
Vocabulary
light microscope and life?
cell theory You have read in this lesson that
homeostasis
protein • a light microscope is needed to see most cells;
nucleic acid 6idbh • a cell is the smallest unit of a living organism;
lipid
• the cell theory was developed after many observations by
carbohydrate
K^gjhZh scientists;
6b^cdVX^Yh
Review Vocabulary 9C6 • for something to be a living thing, it must have all the character-
cell: basic structural and &W^aa^dccVcdbZiZghcb2&bZiZg istics of life;
functional unit of all &b^aa^dcb^XgdbZiZgh¥b2&bZiZg • all living things depend on water for their survival; and
organisms (Grade 5) &%%XZci^bZiZghXb2&bZiZg
&!%%%bZiZghb2&`^adbZiZg`b • cells contain four basic substances—proteins, nucleic acids,
lipids, and carbohydrates.

48 Chapter 1 • Cell Structure and Function

Source: Chapter 1, Lesson 1, p. 48 LESSON 1 Review

Summarize Standards Check
Create your own lesson Using Vocabulary 7. Explain why water is impor-
summary as you organize tant to cells. 1.a
1. Use the term homeostasis in a
Summarize Use this exercise to an outline.
1. Scan the lesson. Find and
sentence.
2. Distinguish between ribonu-
1.a Applying Science
list the first red main 8. Critique the following state-
help you create your own sum- heading.
2. Review the text after
cleic acid and a protein.

Understanding Main Ideas

1.a ment: A kite is a living thing.
1.a

mary of the lesson’s content. the heading and list 2–3

details about the heading. 3. Which characteristic of life is
shown when you squint in
9. Organize Copy and fill in the
graphic organizer below. In
3. Find and list each blue each of the smaller ovals, list a
subheading that follows bright light? 1.a characteristic of life. 1.a
the red main heading. A. growth and development
4. List 2–3 details, key terms, B. reproduction Characteristics
and definitions under C. organization of Life
each blue subheading. D. responses
5. Review additional red
4. Assess the importance of the
main headings and their
invention of the microscope to
supporting blue subhead-
science. 1.a
ings. List 2–3 details about
each. 5. Summarize the cell theory in
Self Check A series of questions to ELA7: W 2.5
your own words. 1.a
6. Give an example for each of
nline
check your understanding of the the four basic substances of a
cell. 1.a
Science
For more practice, visit Standards
Check at ca7.msscience.com .
lesson’s material.
Lesson 1 • Cells and Life 55

Source: Chapter 1, Lesson 1, p. 55

xxxv
Hands-On Science
MiniLab These investigations emphasize
the lesson’s content. MiniLabs are located
How can you see
photosynthesis? in either a margin, like the one shown
Even using the most powerful micro-
scope, you cannot observe the chemi-
here, or on a full page. The California
cal processes taking place inside a cell.
However, it is possible to observe what
happens when chemical processes do
not occur.
Science Content Standards that
Procedure correlate to the material are listed.
1. Read and complete a lab safety
form.
2. Obtain a potted plant from your
teacher.
3. Using scissors, cut a piece of aluminum foil about the same length and
width of a leaf.
4. Fold the foil in half lengthwise and place it around a leaf. The foil should cover
about half of the leaf. Use a paper clip to hold the foil in place.
5. Place the plant in a sunny location for at least four days. Nucleic Acids Proteins are important to all
6. Predict the appearance of the leaf under the foil after the four days. Record your cells but they cannot be made without nucleic
prediction. (noo KLEE ihk) acids. Nucleic acids are long
7. On the fifth day, remove the foil and observe the leaf. Record your observation. How can you observe chains of molecules called nucleotides. One
kind of nucleic acid is deoxyribonucleic (dee
DNA in a cell?
Analysis AHK sih ri boh noo klee ihk) acid (DNA). It
consists of only four types of nucleotides, but
1. Compare and contrast your prediction about the leaf and your observation of there are billions of them in DNA. The
the leaf.
arrangement of nucleotides in a cell’s DNA is a
2. Infer whether cellular respiration or photosynthesis was most affected by the code that contains the cell’s genetic informa-
presence of foil. tion, or genome. The genetic information in
3. Form a hypothesis to explain if covering an edible leaf, such as spinach, would DNA is used to make another kind of nucleic
affect its taste. Stained LM Magnification: 400⫻ acid—ribonucleic (ri boh noo KLEE ihk) acid
You have read that DNA is one of the (RNA). It is RNA that is used to make proteins.
Science Content Standards basic substances of cells. In this lab, you You will read more about DNA in Lesson 2 of
will observe and estimate the number of this chapter and in other chapters of this book.
1.d Students know that mitochondria liberate energy for the work that cells do and that onion root-tip cells with visible DNA. You
chloroplasts capture sunlight energy for photosynthesis. What is required to make
will collect data similar to the way that
7.c Communicate the logical connection among hypotheses, science concepts, tests conducted, proteins?
scientists do.
data collected, and conclusions drawn from the scientific evidence.
73 Data Collection Lipids Have you ever tried to mix oil and
1. Complete a lab safety form. water? You might have noticed that they do not
2. Obtain a microscope and slides from mix with each other. This is because oil is a
Source: Chapter 1, p. 73 your teacher. Use care and properly
handle your microscope.
lipid. A lipid is a large molecule that does not
dissolve in water. The main kinds of lipids are
3. Observe the onion root-tip cells at the fats, phospholipids (fahs foh LIH pids), ste-
magnification assigned by your teacher. roids, and waxes. Fat molecules store large
4. Determine the approximate number of amounts of chemical energy. Phospholipids,
cells in your field of view and the num- and cholesterol, a steroid, are important parts
DataLab These investigations emphasize the lesson’s ber of cells with visible DNA.
Data Analysis
of cells. Waxes help reduce water loss and can
form a barrier to invaders like the wax in our
ears does.
1. Using your data, find the percentage of
content by using mathematical analysis. DataLabs cells with visible DNA.
2. Compare your results with the results
Carbohydrates Fruits and candy contain dif-
ferent kinds of sugar. Breads and pasta are

are located in either a margin or on a full page, as of other students. Are all the results the
same? Explain.
3. Create a data table for the entire class
mostly starch. Vegetables have large amounts
of fiber made of cellulose. The shell of a lobster
is mostly made of a substance called chitin.
that lists individual results.
shown here. The California Science Content Stan- 4. Calculate the percentage of cells with
visible DNA at each magnification.
What do sugar, starch, cellulose, and chitin
have in common? They are all carbohydrates. A
carbohydrate stores energy and is made of one
5. Explain why viewing the cells at differ-
dards and the California Mathematics Content ent magnifications changed the per-
centage of cells with visible DNA.
sugar molecule, a pair of sugar molecules, or a
chain of sugar molecules. The energy in sugars
and starches can be released quickly through
chemical reactions in cells. Most cells cannot
Standards that correlate to the material are listed. 1.a, 7.a, 7.c
release the energy in cellulose and chitin. Car-
bohydrates make up the structural parts of cells.

54 Chapter 1 • Cell Structure and Function

Source: Chapter 1, p. 54

Analyze and Conclude

1. Describe what you observed on your data page. Is the
unknown cell similar to something you have seen before?
Lab Full-length investigations
Exploring the Unknown What?

Materials Problem
2. Explain how the presence or absence of organelles affects
your identification. Recall how you made decisions about
organelles when you built your model.
emphasize the chapter’s con-
compound light
microscope
prepared slide of an
A cell biologist collected an unknown cell while on an expedition.
Using the scientific observation skills you have used in this chap-
ter’s labs, determine if the cell is prokaryotic or eukaryotic and
the type of organisms that it came from.
3. Summarize the information you have about the unknown
cell.
4. Create a table to compare and contrast the unknown cell
tent. Included are Labs, Design
unknown cell with plant and animal cells.

Form a Hypothesis
Consider the diversity of life on Earth. Before you observe the
5. Draw a conclusion about the unknown cell.

Communicate
Your Own Labs or Use the
cell sample, predict what it will be. What hypothesis would be
supported if your prediction is true? What hypothesis would be
supported if your prediction is false?
3CIENCE ELA7: W 2.3
Prepare a 500–700-word report to share your conclusion with the
class. In the report, detail what observations you made and what
Internet Labs. The California
Safety Precautions Collect Data and Make Observations types of lab work helped you reach your final conclusion. Use the

1. Read and complete a lab safety form.

2. Create a data page similar to one below to record your obser-
information on your data page to defend your decision.
Science Content Standards
vations.
Science Content
Standards
1.b Students know the characteristics
3. Observe a prepared slide of an unknown cell at low and high
magnifications. Sketch your cell at each magnification.
4. Record any special adaptations the cell has that might indicate
that correlate to the material
are listed.
that distinguish plant cells from animal the cell’s function.
cells, including chloroplasts and cell walls.
7.a Select and use appropriate tools
and technology (including calculators, Sample Data Page
computers, balances, spring scales,
Sketch of Cell at Low Sketch of Cell at High
microscopes, and binoculars) to perform
Magnification Magnification
tests, collect data, and display data.
Also covers: 7.c, 7.d, 7.e

Cell Organelles Observed

Adaptations/Function

Conclusion

74 75

Source: Chapter 1, pp. 74–75

xxxvi
Special Features
Gdj\]
8Zcig^daZ AnhdhdbZ
8ZaabZbWgVcZ
Concepts in Motion interactive art
ZcYdeaVhb^X
gZi^Xjajb
Hbddi]
ZcYdeaVhb^X
gZi^Xjajb
or diagrams that can be accessed
through the Glencoe Web site to help
you build understanding of concepts
Figure 11 Animal Cell Instead of
a cell wall, the cytoskeleton main- <da\^
tains the shape of an animal cell. KZh^XaZ VeeVgVijh
Find other differences between a plant
B^idX]dcYg^dc 8nidh`ZaZidc
and an animal cell. <ZcZi^X CjXaZVg
bViZg^Va CjXaZdajh bZbWgVcZ
CjXaZjh

To visualize the parts of an animal

Cytoplasm and the Cytoskeleton cell, visit ca7.msscience.com.

The inside of a cell contains cytoplasm—a thick fluid made

mostly of water. The structures and substance that are inside a
cell, as shown in Figure 9 and Figure 11, are suspended in the
cytoplasm.
Your body contains a skeleton and muscles that allow you to
move and maintain your shape. Individual cells do not have a skel-
eton of bones. Instead, cells have a network of fibers called the
cytoskeleton. The cytoskeleton, shown in Figure 11, is like a thick WORD ORIGIN
web and plays a role in muscle contraction, cell division, cell cytoplasm
cyto– from Greek kytos;
movement, and maintenance of cell shape. Both cilia and flagella
means a hollow receptacle
are able to move because they contain fibers of the cytoskeleton. –plasm Greek; means some-
thing molded
What is the function of the cytoskeleton?

Cell Organelles
What if your school had only one large room? You might be try-
ing to learn about cell organelles, while the teacher standing beside
Real-World Science Four connections with
you is conducting the school choir. This would probably make
learning nearly impossible. However, your school has classrooms
in which different things can occur at the same time without
science are made in this feature: Science
interference. Cells also have many processes going on at the same
time. Instead of classrooms, some cells have organelles—struc-
tures in the cytoplasm that have specific functions. However, the
and Career, Science and Technology,
single-celled organisms—commonly called bacteria—do not have
these structures. Science and History, and Science and
Lesson 2 • The Cell 59
Society. These four connections will
Source: Chapter 1, Lesson 2, p. 59 help you practice written and oral
presentation skills.

Golgi’s “Black
Reaction”
Toward the end of the nineteenth century, Italian physician
From Cells to Organelles Camillo Golgi invented a method to stain nerve cells and
follow their paths through the brain. The stain, which Golgi
A cell biologist studies the structure of called the black reaction, uses a chemical substance called
cells and how they function whether silver nitrate to stain cells. Golgi’s studies won the Nobel
alone or within an organism. Some cell Prize in Physiology or Medicine in 1906.
biologists might focus on particular
Golgi won the Nobel Prize with Santiago Ramón y Cajal.
organelles, like ribosomes or mitochon-
Research the project that won Cajal the 1906 Nobel
dria. Others study processes vital to cell
Prize. Prepare and present a mock acceptance speech
function, like cellular respiration, homeo-
for the 1906 prize, posing as either Golgi or Cajal.
stasis, or DNA reproduction.
ELA7: LS 2.1
Write a 500–700-word newspaper
article describing a recent finding in
cell biology. The finding can be real
or imagined. Make sure to add
quotes and make the story exciting.
ELA7: W 2.1
Putting Organisms to Good Use
Bioreactors provide the proper environ-
mental conditions to support the
growth of organisms like bacteria and
yeast. For example, the EPA has
Confocal Laser Scanning designed bioreactors to help break
down waste in landfills more efficiently.
Microscopy Scientists control air and moisture in a
landfill bioreactor to promote bacterial
Confocal laser scanning microscopy has been used growth and activity, which increase the
since the 1980s. It uses a laser beam to scan a rate of waste breakdown.
biological specimen that has been treated with
substances that give off fluorescent light when How will bioreactors play a role in
exposed to the laser beam. Confocal microscopy the future? Visit Society at
can create a high-quality three-dimensional micro- ca7.msscience.com to research
scopic image by scanning a thick sample in layers. bioreactor landfills. Write a 500-
word essay describing one way
bioreactors can help society.
Create a table documenting the different types
of microscopes that scientists use today. Include
a short description of each microscope, who
invented it and when, and its uses.

76 77

Source: Chapter 1, pp. 76–77

xxxvii
 Standards Review Standards Review CHAPTER

Linking Vocabulary and Main Ideas

Linking Vocabulary and Main Ideas a con- Eukaryotic Cell
Cytoplasm

cept map to assist you in reviewing your

provides structure compartments surrounded by

1. 2. 3.

not membrane-bound membrane-bound

vocabulary 4.

makes

5.

6. ER 7. 8. Golgi vacuole vesicle

apparatus

contains smooth plants energy makes, storage transport

genetic or rough only; release; sorts and
material performs performs ships
in molecules

9. 10. 11.
Visit ca7.msscience.com for:

Using Vocabulary a variety of questions

▶ Vocabulary PuzzleMaker
▶ Vocabulary eFlashcards
▶ Multilingual Glossary

Using Vocabulary
Fill in the blanks with the correct vocabulary terms. Then read the paragraph to
a partner.

that will check your understanding of A series of chemical reactions called

called 13.
happens in a cell’s 15.
12. transforms food molecules to
usable cellular energy. The usable cellular energy is found in molecules
. The first step of cellular respiration is 14. , and it
. Sometimes, our muscles use oxygen faster than our
lungs and blood can deliver it. When this happens, our muscle cells can release
energy by using a type of 16. . Some organisms can make their own food

vocabulary definitions using energy from the Sun or other light sources by performing 17. .

Chapter 1 • Standards Review 79

Source: Chapter 1, p. 79

Understanding Main Ideas multiple-choice

CHAPTER Standards Review Standards Review CHAPTER
questions
Understanding Main Ideas 6. Which term best describes a muscle fiber? Applying Science Cumulative Review
Choose the word or phrase that best answers the A. organ 5.a
B. cell 11. Give an example of a cell type that has a short 20. Summarize the phases of mitosis in your own
question. cell cycle. 1.e words. 1.e
C. organ system
1. Which phase of the cell cycle is shown below? D. tissue 12. Predict what would happen if your skin cells 21. Explain why the nucleus is sometimes called the
were unable to perform mitosis. 1.e brain of a cell. 1.c
7. Which cells might be used in laboratory to make 13. Hypothesize why the length of the cell cycle is 22. Describe how a prokaryote is organized. 1.a
heart cells? usually short during development from a fertil-
A. liver cells 1.f
ized egg. 1.e
B. bone marrow cells

Applying Science short-answer and

C. brain cells 14. Compare the daughter cells formed in mitosis
Applying Math
D. leaf cells to the original cell that divided to produce
them. 1.e
Use the table below to answer questions 23–26.
8. Which is the most complex level of organization? 15. Give an example of a cell that can make differ-
A. telophase 1.e
A. organ system 5.a ent types of cells. 1.f Two Phases of Mitosis
B. anaphase B. organ
C. metaphase 16. Compare the levels of organization in this

extended-response questions to practice

C. cell Class Period Prophase Telophase
D. prophase D. tissue textbook to the levels of organization in a multi-
cellular organism. 5.a 1 4 1
2. What is usually the longest phase of the cell cycle? 9. How would you best describe the structure at the
A. interphase 1.e 2 5 2
end of the arrow? Textbook Organism
B. mitosis
C. cytokinesis 3 2 2
D. prophase

3. When are chromosomes replicated?

A. mitosis
B. G1 phase
C. G2 phase
1.e
4

5
3

3
1

Students in five classes observed cells and

higher-level thinking skills
identified phases of mitosis. Each class
D. S phase observed 30 cells. The table above lists the
17. Infer why some single-celled eukaryotes might
form a colony. 5.a number of cells observed in prophase and
4. Chromosomes line up in the middle of the cell telophase.
during which phase of mitosis? 18. Rearrange the following events that happen dur-
ing mitosis and cell division in the order that 23. What is the probability of a first-period
A. telophase 1.e
they happen: chromosomes line up at the center of student observing a cell in prophase?
B. prophase A. cell 5.a
the cell, nuclear membrane breaks apart, plasma MA7: NS 1.0, SP 1.0
C. metaphase B. organ
D. anaphase C. tissue membrane pinches inward, sister chromatids 24. What is the probability of a second-period
D. organ system separate. 1.e student observing a cell in prophase?
5. When does the cytoplasm divide? MA7: NS 1.0, SP 1.0
3CIENCE
A. interphase 1.e 10. What level of organization does a leaf represent? 25. What is the probability of a third-period

Cumulative Review short-answer questions

B. mitosis A. cell 5.a 19. Write a paragraph to explain the following sen- student observing a cell in telophase?
C. telophase B. organ tence: It is easier for a begonia leaf to become a MA7: NS 1.0, SP 1.0
D. cytokinesis C. tissue new begonia plant than it is for an animal’s skin to
D. organ system become a new animal. 26. What is the probability of a fifth-period
student observing a cell in telophase?
MA7: NS 1.0, SP 1.0

114 Chapter 2 • Standards Review Standards Review ca7.msscience.com Chapter 2 • Standards Review 115

covering material from earlier in the unit

Source: Chapter 2, pp. 114–115

Writing in Science an exercise to practice Applying Math a series of questions that

writing skills; the California English/ practice math skills related to the chapter;
Language Arts Content Standards that the California Mathematics Content
correlate to the material are listed Standards that correlate to the material
are listed

Standards Assessment
CHAPTER Standards Assessment Standards Assessment CHAPTER

Standards Assessment multiple-choice A typical animal cell is shown below. Use this diagram to
answer questions 1 and 2.

F
G
3 Which describes the function of the central vac-
uole in plant cells?
A It helps during reproduction.
B It helps regulate water content.
6 You exhale carbon dioxide that is a product of

A osmosis.
B DNA synthesis.
C photosynthesis.
10 Which process releases the most energy?

A fermentation
B glycolysis
C photosynthesis

questions to review the California Science

C It plays a key role in photosynthesis.
D cellular respiration. 1.d D cellular respiration 1.d
H
D It plays a key role in cellular respiration. 1.b
7 Which is needed for cellular respiration? The images below show the same organelle. Use these
Use the diagram of the cell organelle to answer questions images to answer questions 11 and 12.
4 and 5. A oxygen

Content Standards covered in the chapter

B lactic acid
E Sunlight Carbon dioxide C chlorophyll
Water D lipids 1.d

8 Which structure is part of a prokaryotic cell?

A chloroplast
11 What organelle is shown?
B Golgi apparatus
1 Which letter corresponds to the organelle con- A chloroplast
taining DNA? C mitochondrion
Oxygen Food B mitochondrion
A E D ribosome 1.a
C nucleus
B F
4 Where might you find this organelle? 9 The equation below represents photosynthesis. D ribosome 1.d
C G
A in a brain cell
chlorophyll 12 What is its primary function?
D H 2.e
B in a hair cell 6CO2 + 6H2O + energy
 C6H12O6 + 6O2
A capturing light energy
2 Which letter corresponds to the part of the cell C in a plant cell
that helps control what enters and leaves the B directing cell processes
D in a bacterial cell 1.b What energy transformation occurs?
cell? C releasing energy
A light energy to chemical energy
A E 5 What process is taking place in this organelle? D making proteins 1.d
B light energy to electrical energy
B F A cellular respiration
C light energy to mechanical energy 13 What do a bacterial cell, a plant cell, and a nerve
C G B photosynthesis cell have in common?
D light energy to nuclear energy 1.d
D H 1.a C food storage A cell wall and mitochondria
D fermentation 1.d B cytoplasm and ribosomes
C nucleus and cell membrane
D flagella and chloroplasts 1.a

82 Chapter 1 • Standards Assessment Standards Assessment ca7.msscience.com Chapter 1 • Standards Assessment 83

Source: Chapter 1, pp. 82–83

xxxviii
New York, New York Columbus, Ohio Chicago, Illinois Peoria, Illinois Woodland Hills, California
Introduction to
Investigation and
Experimentation
What is science? Science is the process of studying nature at all
levels, from the farthest reaches of space to the smallest particle of matter, and the
collection of information that is learned through this process. Every day, scientists
ask questions about the natural world and propose explanations based on evidence
they gather. This evidence can then be used by other scientists to answer their own
questions about the natural world.

What is life science?

Life science, or biology, is the scientific study of living
things. Life scientists study the structures, functions,
and histories of organisms and the interactions of
organisms with their environments. Today, knowledge
of how living things grow, reproduce and change is
expanding rapidly. This knowledge is leading to ad-
vancements in medicine, agriculture and environmen-
tal management. Familiarize yourself with the topics
in the Introduction to Investigation and Experimenta-
tion to help you conduct your own investigations of
topics in life science.

2
 Table of Contents

What is science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
• The Branches of Science • Scientific Theories
• Scientific Methods • Scientific Laws
The Tools of the Life Scientist . . . . . . . . . . . . . . . . . . 7
Lab and Field Study Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
• Science Journal • Graduated Cylinder
• Rulers and Metersticks • Compound Microscope
• Thermometers • Triple-Beam Balance
• Beakers • Computers and the Internet
• Test Tubes

Tools of Scientific Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

• Observations • Evaluating Evidence and Explanations
• Hypotheses and Predictions • Writing a Lab Report
• Inferring • Making an Oral Presentation
• Finding Useful Resources • Drawing Diagrams
• Identifying Fact and Opinion • Constructing Scale Models

Data Analysis Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

• Making Data Tables • Making Bar Graphs
• Making Line Graphs • Making Circle Graphs

Designing a Controlled Experiment . . . . . . . . . . . . . . . . . . . . . . 28

• Asking Scientific Questions • Writing a Procedure
• Writing a Hypothesis and Prediction • Determining Materials
• Defining Variables and Constants • Recording Observations
• Experimental Group and • Analyzing Results
Control Group • Drawing Conclusions
• Measuring the Dependent • Analyzing Error
Variable

Case Study: The Diabetes Generation . . . . . . . . . . . . . . . 34

• Obesity on the Rise • Collecting Data From Humans
• The History of Diabetes • Reversing the Diabetes Trend
• Fat is a Problem for Insulin

3
What is science?:
The Branches of Science

The Branches of Science

There are an infinite number of questions to ask about the natural world. However,
these questions are often organized into different fields of study. The chart below lists
three areas of science that you will study in middle school.

Volcanologists are Earth scientists that study volcanoes. This

team of student volcanologists is studying patterns in cooled
volcanic lava. This team of volcanologists is studying a hot
Earth Science

volcano lava tube in Kilauea, Hawaii.

Earth scientists ask questions such as:
• What makes the ocean salty?
• What causes an earthquake?
• Why are there more earthquakes in California than
in Arizona?
• How are mountains formed?
• What causes a tsunami?
Microbiologists are life scientists that ask questions about
organisms that are too small to see with the naked eye. This
microbiologist is studying the growth of bacteria in order to
Life Science

find out which medicine can treat a disease.

Life scientists ask questions such as:
• What causes plants to grow?
• How do diseases spread in a population?
• Why do some whales beach themselves, but others
do not?

Electron microscopists are physical scientists that observe

objects at magnifications up to 800,000 times their actual
size. This electron microscopist is using a scanning elec-
Physical Science

tron microscope at the University of California, Berkeley to

observe the structure of an ant’s head.
Physical scientists ask questions such as:
• Why does the sunlight melt snow?
• Why are some buildings damaged more than others
during earthquakes?
• What makes up stars?
• What causes acid rain to form?

4 • Introduction to Investigation and Experimentation

 7.c Communicate the logical connection among hypotheses, science con- What is science?:
cepts, tests conducted, data collected, and conclusions drawn from the scientific Scientific Methods
evidence.

Scientific Methods
You might think that science is only about facts and discoveries. But, science is also
about the skills and thought processes required to make discoveries. There is no one
scientific method used by scientists. Instead, scientific methods are based on basic
assumptions about the natural world and how humans understand it.

Assumptions of Scientific Methods

1. There are patterns in nature.
Science assumes that there are patterns in nature. Patterns are char-
acteristics or interactions between things that repeat over and over.
Patterns can be observed using the five human senses—sight, hear-
ing, touch, smell, and taste.
2. People can use logic to understand an observation.
Science assumes that an individual can make an observation and
then create a series of logical steps in order to find a valid explana-
tion for the observation. This series of steps can then be communi-
cated to others.
3. Scientific discoveries are replicable.
Something that is replicable in science can be repeated over and
over again. If a scientist claims to have made a discovery using a
Improved tools and techniques
enable scientists to learn more
certain set of steps in his or her investigation, another scientist
about ancient remains. Zahi should be able to repeat the same steps and get the same result.
Hawass, chairman of Egypt’s This ensures that scientists provide reliable evidence to support
Supreme Council for Antiquities, their claim.
examines the mummy of
King Tutankhamen before it
undergoes a CAT scan.

Scientific methods cannot answer all questions.

Questions that deal with your feelings, values, beliefs, and personal opinions cannot be
answered using scientific methods. Although people sometimes use scientific evidence to form
arguments about these topics, there is no way to find answers for them using scientific methods.
Good science is based on carefully crafted questions and objectively collected data.

Questions Science Cannot Answer

The following are examples of questions that cannot be answered by science.
• Which band has the best songs?
• Why do bad things happen?
• What does it mean to be a good person?

What is science? • 5
What is science?: 7.c Communicate the logical connection among hypotheses, science con-
Scientific Theories cepts, tests conducted, data collected, and conclusions drawn from the scientific
evidence.

Scientific Theories
Using scientific methods to ask questions about the natural world has led to the
formation of scientific theories. A scientific theory is explanation of things or events
that is based on knowledge gained from many observations and investigations. They
are independently tested by many scientists and are objectively verified. However,
even the best scientific theory can be rejected if new scientific discoveries reveal new
information.

How is a scientific theory different from a common theory?

Scientific Theory Common Theory
• A scientific theory is an explanation for a • A common theory is a collection of related
observation supported by evidence from ideas that one supposes to be true.
many scientific investigations.
• Strength of a scientific theory lies solely in • Strength of a theory is based on the clarity of
the accuracy of its predictions. the explanation, not necessarily objectively
obtained evidence.
• A scientific theory is modified or rejected if • A common theory may or may not be modi-
new evidence makes the theories predictions fied or rejected when presented with new
no longer true. evidence.
• A scientific theory must be rejectable. • A common theory does not have to be
rejectable.

Scientific Laws
A rule that describes a pattern in nature is a scientific law. For an observation to
become a scientific law, it must be observed repeatedly. The law then stands until
someone makes observations that do not follow the law. A law helps you predict that
an apple dropped from arm’s length will always fall to Earth. A scientific law, unlike
a scientific theory, does not attempt to explain why something happens. It simply
describes a pattern.

6 • Introduction to Investigation and Experimentation

Exploring the Variety of Random
Documents with Different Content
For Honor, Fame, and Love, can ne’er
In peace together dwell.
When Jealousy once joins the throng,
It is Love’s funeral knell.

When Love within our household reigns

Let none usurp her place.
She is the queen that e’er should rule,
And none should her abase.
COURAGE.
You will not find the bravest men
Upon the battle ground;
For in the quiet ranks of life
Great courage oft is found.

Though man may fight with brother man

In battle’s fierce array,
He may not have the courage to
Combat what others say.

If others are of “higher grade”;

To gain himself a place
Upon the social rung of life,
He may their views embrace.

If e’er the time shall come to you

When you will shrink with fear,
And do not dare defend your views,
Though they to you are dear

Let not your courage fail you then.—

Be sure that you are right,
Then never swerve from truth one point,
And for the truth e’en fight.

Though courage needed is in life,

And should of life be part,
Perverted it should never be,
Nor rule a loving heart.
“The race is not aye for the swift,
Nor battle, for the strong.”
Have courage to uphold the right.
And to denounce the wrong.
PERSEVERE.
Starting out to fight Life’s battles,
Persevere, persevere.
Though at first you may be worsted,
Persevere.

Though Life’s road be rough, and thorny,

Persevere, persevere.
Never falter by the wayside;
Persevere.

Though your burdens may be heavy,

Persevere, persevere.
Never drop them by the roadside;
Persevere.

Your ideal should be high heaven.

Persevere, persevere.
By perseverance you will gain it.
Persevere.

In this world, if seeking pleasure,

You will find, alas! but tears.
But in doing every duty,
Persevere.

E’en though hard may be the battle

For the right, for the right.
You must stand e’er by your colors.
Persevere.
Your companion must be Valor,
On your banner, Truth.
Perseverance be your pass-word.
Persevere.

If you’ve won in Life’s hard conflict;

You must still persevere.
For another life awaits you.
Persevere.
SPEAK BUT KIND WORDS.
Speak but kind words to those you love,
For there may come a day
When what you’ve said, and what you’ve done
E’er more will with you stay.

If you have unkind words to say,

O say them to the dead;
The dead cannot by them be grieved,
Their hearts not filled with dread.

Nor filled with fear and hopelessness.—

And you will not regret
That you have caused unhappiness.
For you can ne’er forget

That you have caused a loved one grief,

Your words have given pain.
You never can forgive yourself,
And Love you may have slain.

A word seems but a little thing,

But it may break a heart,
Though thought is but a vapor light,
It causes many a smart.

It is the little pin pricks sharp

That are so hard to bear.
We are prepared for troubles great,
And only have our share.
Then speak kind words to those you love,
It is not hard to do.
Just keep a guard o’er thoughts, and tongue,
Then you’ll have naught to rue.

When death shall come to those we love,

If we have caused them pain,
Repentance then will be too late,
Regrets will then be vain.
VAGARY.
Vagary is stalking all over the land,
His home is a hut, or a palace most grand.
Whatever his folly, no matter how wild,
Some one will accept it, by it, be beguiled.

Vagary once built a “Home” on a hill,

And hoped that his dupes his coffers would fill.
This “Home” was a refuge for those in distress,
And, judging by numbers, it was a success.

He promised a cure for each ache, and each ill.

With lame, halt, and blind, the “Home” did soon fill.
Vagary was doctor, vagary was nurse,
And if at the door stood ever a hearse,

No comment was made, and it soon disappeared.

Respect had Vagary, and no one e’er sneered.
Vagary was doctor, and if patient he killed
No one made remark, and the place was soon filled.

Vagary discovered an underground mine

Called “Bonnevinterre” a lake of pure wine.
“Like sheep to the slaughter,” the people all rushed,
The mine proved a myth, and their hopes were all crushed.

Vagary then started a charity scheme,

To write all the bylaws took a full ream
Of “Fool’s Cap” commercial; for written thereon
Were benefits gained, and dividends won.
“O help the poor widows and orphans” he cried,
And money flowed in on every side.
Vagary was treasurer, and bookkeeper too,
Received all the dividends when they were due.

The widows got little, the orphans still less,

He ever was talking of their great distress.
Vagary grew richer, and richer each day,
For charity well managed, ever will pay.

He next discovered a marvelous light,

Compared to it, e’en the sun was as night.
Directly all other lights became dim,
As usual, the money poured in unto him.

He now with the highest magnates took rank,

For money he had in every bank.
But magnates, like others, sometime must die,
And in the same earth with poverty lie.

Vagary grew ill, and gave up the ghost,

But with his last breath he still made the boast
That every ill on earth he could cure.
And even though dying, did many allure.
THE HOME BEAUTIFUL.
’Tis not a palace built of marble,
’Tis not a mansion made of stone,
’Tis not a hostelry of splendor,
Nor a seat upon a throne.

It may be but a humble cottage

With loving welcome at the door,
With sunshine peeping in at window,
And lighting up the naked floor.

It may be but a tent by brookside,

But air is pure, and water sweet.
The tent is home of rarest splendor,
If Love, by brookside, doth you greet.

’Tis love that gives to home its beauty,

It is not honor, riches, fame.
For Love will light up every corner,
In home of beauty is Love’s name.
THE BEATITUDES.
Once Honesty and Faith combined
To find for each a mate.
They searched for Love all in vain,
They only found fierce Hate.

Forever Love eluded them;

For Love is hard to win.
They gave up Love, and searched for Faith,
For Faith, to Love is kin.

When Faith and Honesty are wed,

If Love will place her seal,
Confirmed is then the marriage vow,
From it there’s no appeal

When Love, and Truth, and Honesty,

In wedded life is found;
When Faith shall be their handmaid pure,
The four together bound;

There will be Peace and Harmony,

For Love has found her nest.
Now Happiness will join the throng,
And Love be now at rest.

It is too seldom that is found,

Them all combined in one,
There could be Faith, Truth, Honesty,
And yet sweet Love not won.
But if together all shall dwell,
A heaven on earth is home,
No discord ever will there be,
It is as heaven’s dome.
BURY THE PAST.
Do we ever think that others
May have griefs as well as we?
Can we bear our own griefs better?
If we know we’ll sometime be
Free from trials, free from troubles,
In the happy by and by,
And our burdens, although heavy,
In a grave will sometime lie.

We should be prepared for trouble;

We should be prepared for care.
For we know not of the morrow,
Nor what trials we must bear.
When today has passed beyond us
It is gone forever, aye,
And today should then be buried
In the grave of yesterday.

Though today we are in bondage,

We tomorrow may be free
From the yesterdays of sorrow;
E’en look back on them with glee.
Then the dead, dead past we’ll bury
In a shroud, and then forget
All the past that was unhappy
O’er that past we will not fret.

We can happy be, though burdens

May be hard for us to bear,
Happy be, and e’en contented,
 Though we have much grief and care.
If we know that the tomorrows
Will to us bring sweet relief.
All the yesterdays we’ll bury,
And will shed no tears of grief.
TO A FRIEND ON HER BIRTH-
DAY.
Thy years are pearls strung on Life’s chain.
Not counted they by days, nor years.
But numbered by the good thou’st done;
And friend thou needest have no fears
That pearls have ever tarnished been;
Thou’st kept them bright by good thou’st done.
For thou hast many burdens borne,
And thou hast many vict’ries won
In Life’s hard battles for the right.
Thou oft hast had temptations strong,
But thou hast ever conquered them,
And thou hast overcome all wrong.

Congratulations I give thee,

On this, thy happy natal day,
And this shall be my earnest prayer,
That pearls of love be thine alway.
HAVE IDEALS.
My ideals are the highest,
Though my feet rest on the sod.
I aspire e’en to high heaven,
Even to the “throne of God.”

And I think it is much better

That we soar above the stars,
Than to grovel in the low-lands,
Or behind a prison’s bars.

Though ourselves have built the prison

That confines our souls therein;
We must ever live in darkness
Till we break the bars within,

And escape into God’s sunshine,

To the sunshine of the soul;
And live up to our ideals,
And take heaven as our goal.
SELFISHNESS.
We really do not understand
That which within us lies.
We think that we have conquered self,
And then there will arise
Some serious point within our hearts;
Some question there will be—
Some preconceived idea of self;
It vital seems to be.

We must begin all o’er again.

For self must conquered be.
We must accept the “Golden Rule”,
From selfishness be free.
Deep in the gardens of our hearts
We’ve sowed broadcast the seeds
Of selfishness; they’ve taken root,
Producing noxious weeds.

In time, by watchfulness and care

We may exterminate
Each selfish thought within our hearts,
And love accumulate.
We e’en are selfish in our love,
And selfish in our hate;
For Self doth rule with selfish hand,
E’er sits within our gate.

The ego is e’er uppermost;

We ever look within.
Self magnifies what good there is,
 But overlooks the sin.
She sits upon the highest throne,
And on the lowest stool.
Self governs every act in life;
For self doth ever rule.

And Self is “mightier than the sword.”

If given once control
She conquers all there is of us
In mind, in heart, in soul.
Then let us bury selfishness
In grave with selfish deeds.
Erect a monument to Love
From stones cut from good deeds.
LIFE IS NOTHING WITHOUT
LOVE.
Though of down may be your pillow,
And most sumptuous be your bed,
All your dreams will be unhappy,
Unless Love sits at your head.

Though your table may be loaded,

With rich viands e’er be spread;
All will be most flat and tasteless,
Unless Love shall break the bread.

Though you travel o’er creation,

Have all things that you demand;
Nothing meets your expectation,
Unless Love does by you stand.

Though you dwell in gorgeous palace,

Even though you may be king.
All is vanity, and joyless,
If sweet Love is on the wing.
THE CENTURY FLOWER.
What wakened thee from thy long sleep?
Who told thee when to bloom?
A century seems a long, long time
For thee to lie in gloom.

How didst thou know when to arise?

And thy new garment don;
Thou mightst have slept thy life away
Whilst time was going on.

Was there a power within thy soul?

A wish within thy heart?
To soar above all other flowers,
And with the birds take part

In singing songs of grateful joy

That thou hast waked from sleep,
That thou again dost see the light,
Hast risen from the deep;

The grave where thou so long hast lain.

To raise thy head on high,
And looking up to Deity
Once more; then droop and die.

Alas! Thy days are all too short

For thy long dreamless sleep.
When thou dost wake again to life,
Wilt thou awake to weep?
If thou rememberest aught of past,
Thou mayst perhaps regret
The flowers, and trees, now dead and gone,
And for them mourn e’en yet.

A generation will have passed;

A new one thou wilt greet;
All will be strangers unto thee,
No friend of past thou’lt meet.
LIFE’S MUSIC.
Though life may seem a symphony,
It is a sad, sad song.
Its music is a funeral dirge,
And weary are the throng
Who march to a weird threnody
Life’s long, and gloomy day,
The road made rough by all the ills
That meet us on our way.

The road, though long and devious

Hath guide posts on its way.
Though there are many sharp, sharp turns,
If guide posts we obey,
We safely reach our journey’s end,
And rest beneath the shade
Of Love’s own tree, whose buds, and flowers
Of hope will never fade.

Disheartened though we often are

Upon the uphill road.
If hope within our hearts is strong
’Twill lighten every load;
The saddest song be turned to joy,
Sweet music fill the soul.
Triumphant will our life march be
Until we reach our goal.

The final song we then shall sing.

Life’s measure be complete.
No minor chord shall lower life’s song,
 Nor sound for us defeat.
The meter of our lives shall be
Exultant melody.
No sad refrain shall e’er be sung,
Nor doleful threnody.
LOVE’S GARDEN.
Sow the seeds of loving kindness,
And then gather flowers of joy.
Cultivate e’er peace and gladness,
Life will then have no alloy.

Pluck the weeds that e’er are growing

In the garden of the heart.
Train up all Love’s little tendrils
They are of life the sweetest part.

Prune the trees that bear but discord,

And then graft sweet peace thereon.
Ever help those who have trouble,
Pointing out to them Love’s morn.

In Love’s garden, if the shadow

Of the Cyprus hides Love’s way.
Plant the asphodel; its brightness
Will burst forth, and light Love’s day.

Clear Love’s garden of its wormwood,

And plant heartsease there instead.
’Tis not fitting that aught bitter
Should e’er grow where Love has led.

In all gardens are not roses,—

But rank weeds grow everywhere,
And it may be God’s intention
That the weeds should be your care.
There are many hearts now aching
For a loving word from you.
In their hearts is bitter wormwood,
In their gardens grow the rue.

You should plant for them sweet roses,

Give Love’s sunshine ever, aye.
From their hearts take all the darkness,
In its place put Love’s bright ray.
THE LAST PORT.
My ship of life has left its moorings
To sail upon an unknown sea.
Though ship is staunch, and ne’er has failed me,
Life’s bearings are unknown to me.

I have no chart, I have no compass,

But my life’s voyage must be made,
When once life’s ship on way has started,
The laws of life must be obeyed.

Each day the log must be well written;

Be kept with truthfulness, and care.
In it must be not one false entry,
For close inspection it must bear.

With courage I will start on voyage,

For God will guide me o’er the bar,
Lest I be dashed upon the breakers.
The Port of Death is not so far.

I must go on though storms assail me,

This voyage means so much to me.
No other refuge can I enter,
I sail for Port Eternity.

Without a chart, without a compass,

The star of Hope shall be my guide,
And I shall have no fear of shipwreck,
For all Life’s storms I shall outride.
My ship is making its last voyage,
’Tis well I chose dear Hope’s bright star,
To guide me to my heavenly harbor
With God to help me o’er the bar.

My ship will safely reach its landing,

And God will meet me at death’s bar;
Will not forsake me at Life’s ending.
Thank God for Hope, my guiding star.
CANST TELL ME?
Canst thou tell me dear friend of the other side?
Of thy beautiful home over there.
Dost thou love us the same as when here on earth?
Canst thou help us our burdens to bear?

And is heaven the same thou once thought it was?

Hast thou met thy dear friends gone before?
Wouldst thou wish to come back to this earth again?
To again live thy life as of yore?

All its pains and its griefs to take up again,

Were earth’s joys compensation for woes?
Art thou glad that thou’st lived, and loved, and e’en died?
Canst thou now upon others bestow

The sweet peace that is thine, the love of thy soul?

Canst thou teach us to live, and to die?
Canst thou meet us, and guide us to heaven above,
Solve the problems that in us e’er lie?

I’ve lived my life, thou must live thine.

In thine own soul life’s problems lie.
I cannot teach thee how to live,
I cannot teach thee how to die.

Take up thy burdens, and thy cares.

With patience bear thy every grief.
Thy back is fitted for each cross,
 Death is surcease, and brings relief.

Though I have passed from earth away,

I still do feel what thou must bear.
But knowing what thy crosses are,
I say, be brave, thy crosses bear.

Do what thou canst for others’ weal,

Do what thou canst to conquer sin.
Then leave the rest in hands of God.
With pitying love he looks within,

And sees the burdens thou must bear.

He knows how weak, and sore distressed
His earthly children ever are.
But in His love they’re more than blessed.

Have courage, patience, pity, love,

Have charity for all who sin.
Thou need’st not look abroad for faults,
To find them, friend, O look within.
THE SOUL SEEKING FOR
PERFECTION.
One day my soul a journey went;
It traveled East, it traveled West,
It searched in vain one soul to find
That able was to bear the test
Of perfect living, perfect love;
E’en in the best it found some flaw;
Some lack of truth, some selfishness;
Not one had kept the “Perfect Law”.

Discouraged, weary, sore distressed;

It gladly turned again to home.
It thought perfection there to find,—
No farther it would have to roam.
Alas! Though once more snugly housed,
Perfection was not found therein.
Contented it could never be;
For e’en at home it found much sin,
O Soul! Though you have found much sin;
You’ve also found much that was good.
Temptations overcome by man,—
Known many ills he has withstood.

Perfection is not found on earth—

If it were so, no one would know
The joy of helping man to bear
Up under all the grief and woe
That is the heritage of life;
Bequeathed to man before his birth.