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Student Edition
0-13-054103-6
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
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82
|
par. 1, line 8 |
"...such as a spoon, into..." |
"...such as aluminum foil, into..." |
05-Jun-2001 |
|
92
|
par. 2, line 5 |
"...gives a golden yellow light..." |
"...gives a pale pink light..." |
05-Jun-2001 |
|
99
|
par. 2, line 5 |
"...antenna. About half of..." |
"...antenna. The majority of..." |
05-Jun-2001 |
|
134
|
par. 2, line 7 |
"...The lens in the eyepiece..." |
"...The eyepiece..." |
11-Nov-2001 |
|
134
|
par. 2, lines 4–5 |
"...the objective lens. The objective lens gathers..." |
"...the objective. The objective gathers..." |
11-Nov-2001 |
|
135
|
par. 2, last two lines |
"...three objective lenses, so..." |
"...three objectives, so..." |
11-Nov-2001 |
|
135
|
par. 2, line 5 |
"...The objective lens, placed..." |
"...The objective, placed..." |
11-Nov-2001 |
|
143
|
Section 5, Key Terms, col. 1, line 4 |
"objective lens
eyepiece lens" |
"objective
eyepiece" |
12-Nov-2001 |
|
169
|
col. 1 |
"eyepiece lens A lens...the objective lens. (p.134)" |
"eyepiece A lens...the objective. (p.134)" |
12-Nov-2001 |
|
170
|
col. 1 |
"objective lens Lens..." |
"objective Lens..." |
11-Nov-2001 |
|
172
|
col. 2 |
"eyepiece lens 134" |
"eyepiece 134" |
05-Jun-2001 |
|
173
|
col. 1 |
"objective lens 134" |
"objective 134" |
11-Nov-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
73
|
Applying Skills, table, col. 1, head |
"Animal
(Hz)" |
"Animal" |
05-Jun-2001 |
|
73
|
Applying Skills, table, col. 3, head |
"Highest
Frequency
Produced" |
"Highest
Frequency
Produced (Hz)" |
05-Jun-2001 |
|
87
|
par. 3, lines 7–8 |
"...and soft tissues and cause the..." |
"...and soft tissues, causing the..." |
12-Nov-2001 |
|
118
|
Fig. 8 caption, line 3 |
"...entering air..." |
"...entering the air..." |
05-Jun-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
51
|
Fig. 13 caption, line 6 |
"...this barrier, causing..." |
"...this barrier (C), causing..." |
05-Jun-2001 |
|
51
|
Fig. 13 caption, lines 2–4 |
"...of sound, waves...the sound barrier. When..." |
"...of sound (A), waves...the sound barrier (B). When..." |
12-Nov-2001 |
|
78
|
par. 1, line 3 |
"...a vacuum. You can also think of this as..." |
"...a vacuum. This rate can also be expressed as..." |
05-Jun-2001 |
|
78
|
par. 1, lines 5–6 |
"...8 minutes. Nothing can travel faster! When..." |
"...8 minutes. When..." |
12-Nov-2001 |
|
81
|
par. 3, line 3 |
"...This allows the tuner to pick up..." |
"...This makes the tuner pick up..." |
05-Jun-2001 |
|
83
|
par. 3, last line |
"...brain and spine disorders." |
"...brain and spine disorders of soft tissue near the spine." |
05-Jun-2001 |
|
84
|
par. 2, line 5 |
"...light waves than..." |
"...light than..." |
05-Jun-2001 |
|
85
|
Visible light label, line 2 |
"...the spectrum..." |
"...the electromagnetic spectrum..." |
05-Jun-2001 |
|
86
|
Checkpoint |
"What are the colors of the visible spectrum?" |
"What colors make up the visible spectrum?" |
05-Jun-2001 |
|
86
|
Fig. 11 caption, lines 6–8 |
"...interference produces some of the colors of the visible spectrum." |
"...interference removes some of the colors of visible light and leaves others for us to see." |
12-Nov-2001 |
|
87
|
par. 4, last line |
"...from entering the body." |
"...from reaching your body." |
05-Jun-2001 |
|
88
|
par. 3, lines 6–7 |
"...galaxies could produce these gamma rays. Some gamma-ray telescopes also detect..." |
"...galaxies are one way of producing these gamma rays. Gamma-ray telescopes have also been used to detect..." |
12-Nov-2001 |
|
91
|
par. 6, line 3 |
"...electricity, which..." |
"...electricity for the same brightness, which..." |
05-Jun-2001 |
|
93
|
par. 2, line 3 |
"...little electricity. They..." |
"...little electricity for the amount of light they give off. They..." |
05-Jun-2001 |
|
102
|
par. 3, line 1 |
"...In recent years, the use of..." |
"...The use of..." |
05-Jun-2001 |
|
102
|
par. 3, line 4 |
"...have developed satellite..." |
"...have developed, or are developing, satellite..." |
05-Jun-2001 |
|
102
|
par. 3, line 6 |
"...received by one of the communications satellites, and..." |
"...received by a communications satellite, and..." |
05-Jun-2001 |
|
102
|
par. 3, lines 8–9 |
"...it is more expensive than using the more common cellular..." |
"...it may be more expensive to use than the cellular..." |
12-Nov-2001 |
|
103
|
par. 2, line 6 |
"...more powerful, the dishes..." |
"...more powerful, and as ways to greatly compress the data have been developed, the dishes..." |
05-Jun-2001 |
|
103
|
par. 2, lines 6–7 |
"...to receive them have become a lot smaller. Also, modern...powerful." |
"...to receive the signals have become a lot smaller." |
12-Nov-2001 |
|
103
|
par. 4, lines 1–3 |
"Today, GPS receivers are becoming increasingly common in airplanes, boats, and even in cars..." |
"GPS systems have grown more sophisticated. Today, receivers are increasingly common in airplanes, boats, and even cars..." |
12-Nov-2001 |
|
113
|
Fig. 1 caption, line 7 |
"...The frog can..." |
"...The frog's image can..." |
05-Jun-2001 |
|
118
|
Fig. 8 caption, lines 1–2 |
"...passes from a less dense medium into a more dense medium, it slows..." |
"...passes from air into water, or from water into glass, it slows..." |
12-Nov-2001 |
|
131
|
Fig. 23 caption, lines 2–3 |
"...in place contract or relax to change..." |
"...in place relax (left) or contract (right) to change..." |
12-Nov-2001 |
|
134
|
par. 2, line 7 |
"...is the eyepiece lens. The eyepiece lens magnifies..." |
"...is in the eyepiece. The lens in the eyepiece magnifies..." |
05-Jun-2001 |
|
134
|
par. 2, lines 8–9 |
"...through a refracting telescope is..." |
"...through the refracting telescope in Figure 25 is..." |
12-Nov-2001 |
|
135
|
Fig. 26 labels |
"Eyepiece lens
Objective lens" |
"Eyepiece
Objective" |
12-Nov-2001 |
|
135
|
par. 2, lines 6–7 |
"...eyepiece lens enlarges..." |
"...eyepiece enlarges..." |
12-Nov-2001 |
|
140
|
Fig. 30 art |
No object image should appear on the photographic film. |
Revised Page 140 Figure 30 Art |
03-Dec-2001 |
|
140
|
par. 2, last three lines |
"...pattern between the two beams of light creates a three-dimensional image that is recorded on the film." |
"...pattern recorded on the film produces a three-dimensional image when viewed in laser light." |
13-Aug-2001 |
|
142
|
Section 5 Review, #6, lines 2–3 |
"Do you think...your answer." |
"Laser beams can severely damage eyes and skin. Explain why you think this is so." |
12-Nov-2001 |
Teacher's Edition
0-13-054104-4
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
11
|
Reading Strategies, col. 2, second bullet |
"Owen, Kenneth..." |
Delete bullet and text. |
18-Jun-2001 |
|
31
|
Analyze and Conclude ans. |
"1. The waves...
2.As the height...
3. The wet paper...
4. No matter...
5.Diffraction occurs...in it and part of...with two gaps, two sections...through. Two...
6.The behavior of..." |
"1.The wet paper...
2. No matter...
3.Diffraction occurs...in it. Part of...with three gaps, three sections...through. Three...
4.The behavior of..." |
18-Jun-2001 |
|
42
|
The Speed of Sound, Using the Visuals: Figure 4, line 3 |
"...1.7 km..." |
"...1.71 km..." |
18-Jun-2001 |
|
42
|
The Speed of Sound, Using the Visuals: Figure 4, lines 4–5 |
"...(1.7 km = 1,700 m; 1,700 m w 340 m/s = 5 s)" |
"...(1.71 km = 1,710 m; 1,710 m w 342 m/s = 5 s)" |
11-Nov-2001 |
|
68
|
Building Inquiry Skills: Calculating, lines 5–7 |
"...water, 1,531 m/s, in their...1,531 m/s = 6,227.1 m)..." |
"...water, 1,530 m/s, in their...1,530 m/s = 6,273 m)..." |
11-Nov-2001 |
|
91
|
Facilitate, Incandescent Lights, line 3 |
"...white incandescent light..." |
"...white light..." |
18-Jun-2001 |
|
92
|
Using the Visuals: Figure 17, line 4 |
"...yellow—helium;..." |
"...pale pink—helium;..." |
11-Nov-2001 |
|
92
|
Using the Visuals: Figure 17, lines 1–2 |
"...identify the gases used to produce each color of the light shown. (Red—..." |
"...identify some of the gases that may have been used to produce the colors in the sign. (Red—..." |
11-Nov-2001 |
|
135
|
Building Inquiry Skills: Observing, lines 3–8 |
"...objective lens, eyepiece,...objective lenses does...three objective lenses, they..." |
"...objectives, eyepiece,...objectives does...three objectives, they..." |
11-Nov-2001 |
|
142
|
Section 5 Review Answers, #6, line 1 |
"Yes. Laser beams..." |
"Laser beams..." |
18-Jun-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
14
|
Discover, Tips, line 3 |
"...as a teacher demonstration." |
"...as a demonstration." |
18-Jun-2001 |
|
15
|
Answers to Self-Assessment, line 1 |
"...sketch would..." |
"...sketch should..." |
18-Jun-2001 |
|
51
|
Performance Assessment, lines 2–3 |
"...sound waves when..." |
"...sound when..." |
11-Nov-2001 |
|
53
|
Using the Visuals: Figure 14, line 6 |
"...overtone might look..." |
"...overtone would look..." |
18-Jun-2001 |
|
85
|
Exploring the Electromagnetic Spectrum notes, Extend, lines 1–3 |
"...how they could detect each...spectrum." |
"...how each...spectrum can be detected." |
11-Nov-2001 |
|
85
|
Exploring the Electromagnetic Spectrum notes, line 1 |
"...the Exploring,..." |
"...the Exploring feature,..." |
18-Jun-2001 |
|
92
|
Building Inquiry Skills: Comparing and Contrasting, line 2 |
"...students slowly bring..." |
"...students bring..." |
18-Jun-2001 |
|
92
|
Building Inquiry Skills: Comparing and Contrasting, line 4 |
"...hot very quickly. Do not..." |
"...hot. Do not..." |
18-Jun-2001 |
|
93
|
Answers to Self-Assessment, lines 2–3 |
"...energy in different colors of light." |
"...energy as different colors of light." |
11-Nov-2001 |
|
93
|
Integrating Life Science notes, lines 2–3 |
"...active and explain...(At night that is..." |
"...active, and have them explain...(At night. That is..." |
11-Nov-2001 |
|
93
|
Performance Assessment, line 2 |
"...students include the..." |
"...students use the..." |
18-Jun-2001 |
|
123
|
Activating Prior Knowledge, lines 6–8 |
"...that this is true. Explain...how colors mix." |
"...that what really happens where the two lights overlap is that the light appears white. Explain...how colors of lights and of pigments mix." |
11-Nov-2001 |
|
131
|
Addressing Naive Conceptions, lines 10–12 |
"...example, a person who...sees white...they can only see the..." |
"...example, people who...see white...they can only see the..." |
11-Nov-2001 |
|
131
|
Building Inquiry Skills: Observing, lines 1–2 |
"...lights in the classroom and..." |
"...lights and..." |
11-Nov-2001 |
|
131
|
Try This, Observing, last line |
"...of the page." |
"...of the flag." |
18-Jun-2001 |
|
138
|
Background, col. 1, line 4 |
"...opthalmologist..." |
"...ophthalmologist..." |
18-Jun-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
42
|
Building Inquiry Skills: Interpreting Illustrations, lines 5–6 |
"...and light, ask: Imagine that the dog were holding..." |
"...and of light, ask: Imagine that the dog is holding..." |
11-Nov-2001 |
|
42
|
Building Inquiry Skills: Making Models, line 11 |
"...does this demonstrate..." |
"...does this activity demonstrate..." |
18-Jun-2001 |
|
42
|
Building Inquiry Skills: Making Models, line 7 |
"...partners hold..." |
"...partners each hold..." |
18-Jun-2001 |
|
53
|
Building Inquiry Skills: Comparing and Contrasting, lines 7–8 |
"...produces a sound wave of one..." |
"...produces sound of only one..." |
11-Nov-2001 |
|
53
|
Ongoing Assessment, lines 4–6 |
"...violin and a piano. (The timbre of the instruments is different because they produce..." |
"...violin than when played on a piano. (The timbres of the instruments are different because the instruments produce..." |
11-Nov-2001 |
|
83
|
Building Inquiry Skills: Drawing Conclusions, line 5 |
"...temperature of each cup..." |
"...temperature of the water in each cup..." |
18-Jun-2001 |
|
85
|
Exploring the Electromagnetic Spectrum notes, lines 13–15 |
"...type of wave and make...about the wavelength..." |
"...type of wave. Have them make...about the relationship between the wavelength..." |
11-Nov-2001 |
|
86
|
Building Inquiry Skills, line 4 |
"...shorter end..." |
"...shorter-wavelength end..." |
18-Jun-2001 |
|
91
|
Answers to Self-Assessment, Checkpoint, line 2 |
"...less electricity. They also..." |
"...less electricity than incandescent bulbs for the same amount of light. They also..." |
18-Jun-2001 |
|
125
|
Sharpen your Skills, Expected Outcome, lines 1–2 |
"...should see green light as..." |
"...should see the color of the wheel as green as..." |
11-Nov-2001 |
|
