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Student Edition
0-13-434486-3
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
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25
|
par. 5, last line |
"...100 geese die...be 100 geese..." |
"...500 geese die...be 500 geese..." |
15-Dec-2000 |
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26
|
par. 1, line 7 |
"...rate of 100..." |
"...rate of 500..." |
15-Dec-2000 |
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33
|
par. 3, lines 4–6 |
"...into the air from their leaves. These chemicals settle on the ground and keep grass...around the shrubs. This often forms a ring of bare..." |
"...into the ground around them. These chemicals keep grass...around the shrubs, sometimes forming a ring of bare..." |
27-Oct-2001 |
|
37
|
Sharpen Your Skills, bullet #3, last line |
"...down the proteins in grass" |
"...down the cellulose in grass" |
16-Sep-2000 |
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78
|
Fig. 27 caption, lines 8–13 |
B. After five years, sedges and pine seedling have replaced the flowers. C. After 15 years, a pine...D. After 50 years,...and hickory exists in the field." |
B. After five years, pine seedlings and other plants populate the field. C. After 30 years, a pine...D. After 100 years,...and hickory is developing in the field." |
29-Oct-2001 |
|
78
|
par. 2, lines 4–5 |
"...After just 50 years, a hardwood forest has developed...." |
"...After a century, a hardwood forest is developing...." |
27-Oct-2001 |
|
136
|
Checking Concepts, #12, line 3 |
"...contour farming,..." |
"...contour plowing,..." |
12-Sep-2000 |
|
136
|
Multiple Choice, #1, lines 1–2 |
"The loss of so much...in an area is called..." |
"The advance of desert-like conditions into areas that previously were fertile is called..." |
27-Oct-2001 |
|
173
|
Exploring a Solar House art |
East and west labels on the compass are reversed. |
New art |
12-Sep-2000 |
|
211
|
#5, last line |
"...line.)" |
"...line. Also, not all graphs are linear. It may be more appropriate to draw a curve to connect the points.)" |
27-Oct-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
31
|
par. 2, line 3 |
"...of the sagauro's arms..." |
"...of the saguaro's arms..." |
15-Dec-2000 |
|
34
|
par. 1, line 2 |
"...young albatross floating..." |
"...young albatrosses floating..." |
15-Dec-2000 |
|
79
|
Study Guide, Section 3, Key Ideas, second bullet, line 1 |
"...limit dipersal are..." |
"...limit dispersal are..." |
15-Dec-2000 |
|
93
|
Fig. 7 art, label |
"Clear cutting" |
"Clear-cutting" |
27-Oct-2001 |
|
102
|
Exploring Endangered Species, Piping Plover, line 3 |
"...active coastal bird..." |
"...active, coastal bird..." |
15-Dec-2000 |
|
136
|
True and False, #7, line 1 |
"The layer of soil with the most..." |
"The layer of soil that contains the most..." |
12-Sep-2000 |
|
189
|
par. 1, line 6 |
"...The mat of...fibers trap air..." |
"...The mat of...fibers traps air..." |
23-Jan-2002 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
25
|
par. 2, line 4 |
"...each mouse's belly with..." |
"...each mouse with..." |
15-Dec-2000 |
|
28
|
Section 2 Review, #5, lines 3–4 |
"...count 3 mice...population of mice in..." |
"...count 3 grasshoppers...population of grasshoppers in..." |
27-Oct-2001 |
|
28
|
last par., last line |
"...tomatoes in..." |
"...tomato plants in..." |
15-Dec-2000 |
|
48
|
Exploring a Food Web, #2, line 4 |
"...are herbivores." |
"...are herbivores or omnivores." |
15-Dec-2000 |
|
54
|
Fig. 10 label |
"Decomposers break down wastes and plant remains and return..." |
"Decomposers break down wastes and the remains of organisms and return..." |
27-Oct-2001 |
|
78
|
par. 2, line 1 |
"...occurs more rapidly..." |
"...occurs somewhat more rapidly..." |
12-Sep-2000 |
|
130
|
Guide for Reading, bullet #1, line 1 |
"What are the five categories..." |
"What are the categories..." |
12-Sep-2000 |
Teacher's Edition
0-13-434567-3
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
25
|
Building Inquiry Skills: Calculating, line 10 |
"...– 100 deaths =...of 1,300..." |
"...– 500 deaths =...of 900..." |
23-Jan-2002 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
20
|
Language Arts Connection notes, par. 1, last line |
"(Bio- means life, geo- means earth.)" |
"(Bio- means life, geo- means earth.)" |
27-Oct-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
51
|
Objectives, bullet #2, line 2 |
"...carbon-oxygen cycle." |
"...carbon and oxygen cycles." |
12-Sep-2000 |
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