Chapter 22

Biomes and
Ecosystems
How do Earth’s biomes and
ecosystems differ?

Modern Art?
Although it might look like a piece of art, this structure was
designed to replicate several ecosystems. When Biosphere 2
was built in the 1980s near Tucson, Arizona, it included a rain
forest, a desert, a grassland, a coral reef, and a wetland. Today,
it is used mostly for research and education.

• How realistic do you think Biosphere 2 is?

• Is it possible to make artificial environments as complex as
those in nature?
• How do Earth’s biomes and ecosystems differ?

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 Get Ready to Read
What do you think?
Before you read, decide if you agree or disagree with each of these
statements. As you read this chapter, see if you change your mind
about any of the statements.
1 Deserts can be cold.
2 There are no rain forests outside the tropics.
3 Estuaries do not protect coastal areas from erosion.
4 Animals form coral reefs.
5 An ecosystem never changes.
6 Nothing grows in the area where a volcano has erupted.

Your one-stop online resource

connectED.mcgraw-hill.com

Video WebQuest

Audio Assessment

Review Concepts in Motion

? Inquiry g Multilingual eGlossary

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 Lesson 1
Reading Guide
Key Concepts
ESSENTIAL QUESTIONS
Land Biomes
• How do Earth’s land biomes
differ?
• How do humans impact
land biomes?

Vocabulary
biome p. 777
desert p. 778
grassland p. 779
temperate p. 781
taiga p. 783
tundra p. 783
g Multilingual eGlossary

Video BrainPOP®

Plant or Animal?
Believe it or not, this is a flower. One of the largest
flowers in the world, Rafflesia (ruh FLEE zhuh), grows
naturally in the tropical rain forests of southeast Asia.
What do you think would happen if you planted a seed
from this plant in a desert? Would it survive?

Chapter 22
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ENGAGE

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 Launch Lab 10 minutes

What is the climate in China?

Beijing, China, and New York, New York, are about the same distance from the equator but on
opposite sides of Earth. How do temperature and rainfall compare for these two cities?
1 Locate Beijing and New York on a world
map. High Temperature (ºC) January June
2 Copy the table to the right in your Science Beijing
Journal. From the data and charts New York
provided, find and record the average high
and low temperatures in January and in Low Temperature (ºC) January June
June for each city. Beijing
3 Record the average rainfall in January and New York
in June for each city.
Rainfall (mm) January June
Think About This Beijing
1. What are the temperature and rainfall New York
ranges for each city?

2. Key Concept How do you think the

climates of these cities differ year-round?

Land Ecosystems and Biomes

When you go outside, you might notice Earth’s continents have many different
people, grass, flowers, birds, and insects. You ecosystems, from deserts to rain forests.
also are probably aware of nonliving things, Scientists classify similar ecosystems in large
such as air, sunlight, and water. The living or geographic areas as biomes. A biome is a
once-living parts of an environment are the geographic area on Earth that contains ecosys-
biotic parts. The nonliving parts that the liv- tems with similar biotic and abiotic features. As
ing parts need to survive are the abiotic shown in Figure 1, Earth has seven major
parts. The biotic and abiotic parts of an envi- land biomes. Areas classified as the same
ronment together make up an ecosystem. biome have similar climates and organisms.

Figure 1 Earth contains seven major biomes. Concepts in Motion Animation

Desert
Grassland
Tropical rain forest
Temperate rain forest
Temperate deciduous
forest
Taiga
Tundra

Lesson 1
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 MiniLab 20 minutes Desert Biome Woodpeckers

How hot is sand?

Deserts are biomes that
receive very little rain. They
If you have ever walked barefoot on a sandy are on nearly every conti-
beach on a sunny day, you know how hot
nent and are Earth’s driest
sand can be. But how hot is the sand below
ecosystems.
the surface?
1 Read and complete a lab safety form. • Most deserts are hot dur-
2 Position a desk lamp over a container of ing the day and cold at night.
sand that is at least 7 cm deep. Others, like those in Antarctica,
3 Place one thermometer on the surface of remain cold all of the time.
the sand and bury the tip of another • Rainwater drains away quickly because
thermometer about 5 cm below the of thin, porous soil. Large patches of
surface. Record the temperature on each ground are bare.
thermometer in your Science Journal.
4 Turn on the lamp and record the Biodiversity
temperatures again after 10 minutes. • Animals include lizards, bats, woodpeck-
ers, and snakes. Most animals avoid activ-
ity during the hottest parts of the day.
• Plants include spiny cactus and thorny
shrubs. Shallow roots absorb water quickly.
Some plants have accordion-like stems
that expand and store water. Small leaves
or spines reduce the loss of water.

Human Impact
• Cities, farms, and recreational areas in des-
erts use valuable water.
Analyze and Conclude • Desert plants grow slowly. When they are
1. Describe the temperatures of the sand at damaged by people or livestock,
the surface and below the surface. recovery takes many years.
2. Predict what would happen to the U.S. Desert
temperature of the sand at night. 38 65
32 60
3. Key Concept Desert soil contains a 27 55
high percentage of sand. Based on your 21 50
results, predict ways in which species are
Temperature (°C)

16 45
Precipitation (cm)

adapted to living in an environment where 10 40

the soil is mostly sand. 5 35
–1 30
–6 25
–12 20
–18 15
–23 10
–29 5
–34 0
J F MA M J J A S O N D
Month

Chapter 22
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 Grassland Biome Black-footed ferret

Grassland biomes are areas where grasses

are the dominant plants. Also called prairies,
savannas, and meadows, grasslands are the
world’s “breadbaskets.” Wheat, corn, oats,
rye, barley, and other important cereal crops
are grasses. They grow well in these areas.
• Grasslands have a wet and a dry season.
• Deep, fertile soil supports plant growth.
• Grass roots form a thick mass, called sod,
which helps soil absorb and hold water
during periods of drought.

Reading Check Why are grasslands called

“breadbaskets”?

Biodiversity
• Trees grow along moist banks of streams U.S. Grassland
38 65
and rivers. Wildflowers bloom during the 32 60
wet season. 27 55
21 50
• In North America, large herbivores, such
16 45

Temperature (°C)

Precipitation (cm)
as bison and elk, graze here. Insects, birds, 10 40
rabbits, prairie dogs, and snakes find shel- 5 35
ter in the grasses. –1 30
–6 25
• Predators in North American grasslands –12 20
include hawks, ferrets, coyotes, and –18 15
–23 10
wolves.
–29 5
• African savannas are grasslands that con- Burrowing owls –34 0
J F MA M J J A S O N D
tain giraffes, zebras, and lions. Australian Month

grasslands are home to kangaroos, walla-

bies, and wild dogs.

Human Impact
• People plow large areas of grassland to
raise cereal crops. This reduces habitat for
wild species.
• Because of hunting and loss of habitat,
large herbivores—such as bison—are now
uncommon in many grasslands.

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 Tropical Rain Forest Biome

The forests that grow near the equator are

called tropical rain forests. These forests receive
Ocelot large amounts of rain and have dense growths
of tall, leafy trees.
Toucan
• Weather is warm and wet year-round.
• The soil is shallow and easily washed away by rain.
• Less than 1 percent of the sunlight that reaches the top of
forest trees also reaches the forest floor.
• Half of Earth’s species live in tropical rain forests. Most live
in the canopy—the uppermost part of the forest.

Reading Check Where do most organisms live in a tropical rain

forest?

Biodiversity
• Few plants live on the dark forest floor.
• Vines climb the trunks of tall trees.
• Mosses, ferns, and orchids live on branches in the canopy.
Tropical Rain Forest
38 65
• Insects make up the largest group of tropical animals. They
32 60
27 55
include beetles, termites, ants, bees, and butterflies.
21 50 • Larger animals include parrots, toucans, snakes, frogs, flying
16 45
Temperature (°C)

squirrels, fruit bats, monkeys, jaguars, and ocelots.

Precipitation (cm)

10 40
5 35
–1 30
Human Impact
–6 25 • People have cleared more than half of Earth’s tropical rain
–12 20 forests for lumber, farms, and ranches. Poor soil does not
–18 15
support rapid growth of new trees in cleared areas.
–23 10
–29 5 • Some organizations are working to encourage people to use
–34 0 less wood harvested from rain forests.
J F MA M J J A S O N D
Month

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 Temperate Rain Forest Biome

Regions of Earth between the tropics and the polar circles are
temperate regions. Temperate regions have relatively mild cli-
mates with distinct seasons. Several biomes are in temperate
regions, including rain forests. Temperate rain forests are moist
ecosystems mostly in coastal areas. They are not as warm as
tropical rain forests. Elk

• Winters are mild and rainy.

• Summers are cool and foggy.
• Soil is rich and moist. Use a sheet of paper to
make a horizontal two-
Biodiversity tab book. Record what
• Forests are dominated by spruce, hemlock, cedar, fir, and you learn about desert
redwood trees, which can grow very large and tall. and temperate rain for-
est biomes under the
• Fungi, ferns, mosses, vines, and small flowering plants grow tabs, and use the infor-
on the moist forest floor. mation to compare and
contrast these biomes.
• Animals include mosquitoes, butterflies, frogs, salamanders,
woodpeckers, owls, eagles, chipmunks, raccoons, deer, elk, Temperate
Desert Rain
bears, foxes, and cougars. Biome Forest
Biome
Human Impact
• Temperate rain forest trees are a source of lumber. Logging
U.S. Temperate Rain Forest
can destroy the habitat of forest species. 32 65
• Rich soil enables cut forests to grow back. Tree farms help 27 60
21 55
provide lumber without destroying habitat. 16 50
10 45
Temperature (°C)

Key Concept Check In what ways do humans affect

Precipitation (cm)
5 40
temperate rain forests? –1 35
–6 30
–12 25
–18 20
–23 15
–29 10
–34 5
–39 0
J F MA M J J A S O N D
Month

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 Temperate Deciduous Forest Biome

Temperate deciduous forests grow in tem-

perate regions where winter and summer cli-
mates have more variation than those in
temperate rain forests. These forests are the
most common forest ecosystems in the
United States. They contain mostly decidu-
ous trees, which lose their leaves in the fall.
• Winter temperatures are often below freez-
ing. Snow is common.
• Summers are hot and humid.
• Soil is rich in nutrients and supports a
large amount of diverse plant growth.

Biodiversity
U.S. Temperate Deciduous Forest • Most plants, such as maples, oaks, birches,
38 65 and other deciduous trees, stop growing
32 60
27 55
during the winter and begin growing again
21 50 in the spring.
16 45
Temperature (°C)

• Animals include snakes, ants, butterflies,

Precipitation (cm)

10 40
5 35 birds, raccoons, opossums, and foxes.
–1 30
• Some animals, including chipmunks and
–6 25
–12 20 bats, spend the winter in hibernation.
–18 15
• Many birds and some butterflies, such as
–23 10
–29 5 the monarch, migrate to warmer climates
–34 0 for the winter.
J F MA M J J A S O N D
Month
Human Impact
Over the past several hundred years,
humans have cleared thousands of acres of
Earth’s deciduous forests for farms and cit-
ies. Today, much of the clearing has stopped
and some forests have regrown.

Key Concept Check How are temperate

deciduous rain forests different from
temperate rain forests?

Red fox

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 Taiga Biome Taiga
38 65
32 60
27 55
A taiga (TI guh) is a forest biome consisting
21 50
mostly of cone-bearing evergreen trees. The taiga 16 45

Temperature (°C)

Precipitation (cm)
biome exists only in the northern hemi- 10 40
sphere. It occupies more space on Earth’s 5 35
–1 30
continents than any other biome.
–6 25
• Winters are long, cold, and snowy. Brown bear –12 20
–18 15
Summers are short, warm, and moist.
–23 10
• Soil is thin and acidic. –29 5
–34 0
J F MA M J J A S O N D
Biodiversity Month
• Evergreen trees, such as spruce, pine, and
fir, are thin and shed snow easily.
• Animals include owls, mice, moose, bears,
and other cold-adapted species.
• Abundant insects in summer attract many
birds, which migrate south in winter.

Human Impact
• Tree harvesting reduces taiga habitat.

Tundra Biome
Canadian Tundra
32 65
A tundra (TUN druh) biome is cold, dry, 27 60
and treeless. Most tundra is south of the 21 55
North Pole, but it also exists in mountainous 16 50
10 45
Temperature (°C)

areas at high altitudes.

Precipitation (cm)

5 40
• Winters are long, dark, and freezing; sum- 0 35
–6 30
mers are short and cool; the growing sea-
–12 25
son is only 50–60 days. –18 20
–23 15
• Permafrost—a layer of permanently frozen
–29 10
soil—prevents deep root growth. –34 5
–39 0
Biodiversity J F MA M J J A S O N D Lemming
Month
• Plants include shallow-rooted mosses,
lichens, and grasses.
• Many animals hibernate or migrate south
during winter. Few animals, including lem-
mings, live in tundras year-round.

Human Impact
• Drilling for oil and gas can interrupt migra-
tion patterns.
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 Online Quiz
Lesson 1 Review ?
Assessment

Inquiry Virtual Lab

Visual Summary Use Vocabulary

1 Define biome using your own words.

Earth has seven 2 Distinguish between tropical rain forests

major land biomes, and temperate rain forests.
ranging from hot, dry 3 A cold, treeless biome is a(n) .
deserts to cold, for-
ested taigas.
Understand Key Concepts
4 Explain why tundra soil cannot support
the growth of trees.
5 Give examples of how plants and animals
Half of Earth’s species
adapt to temperate deciduous ecosystems.
live in rain forest
biomes.
Interpret Graphics
6 Determine What is the Tropical Rain Forest
38 65
average annual rainfall 32 60
27 55
for the biome 21 50

Temperature (°C)

Precipitation (cm)
16 45
Temperate decidu- represented by the 10 40
ous forests are the 5 35
chart to the right? –1 30
most common forest –6 25
–12 20
biome in the United –18 15
–23 10
States. –29 5
–34 0
J F MAMJJ A SOND
Month

7 Summarize Information Copy the graphic

organizer below and fill it in with animals
Use your lesson Foldable to review the lesson. and plants of the biome you live in.
Save your Foldable for the project at the end
of the chapter. Biome

Critical Thinking
What do you think 8 Plan an enclosed zoo exhibit for a desert
ecosystem. What abiotic factors should
You first read the statements below at the you consider?
beginning of the chapter.
9 Recommend one or more actions people
1. Deserts can be cold.
can take to reduce habitat loss in tropical
2. There are no rain forests outside the tropics. and taiga forests.
Did you change your mind about whether you
agree or disagree with the statements? Rewrite
any false statements to make them true.

Chapter 22
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 Skill Practice Interpret Data 20 minutes

Which biome is it?

You have read about the major land biomes
Materials found on Earth. Within each biome are
ecosystems with similar biotic and abiotic
biome data factors. In this lab, you will interpret data
describing a particular area on Earth to iden-
tify which biome it belongs to.

Learn It
Scientists collect and present data in 4 Compare your data to the
a variety of forms, including graphs information on land biomes
and tables. In this activity, you will presented in Lesson 1. Which
interpret data in a graph and apply biome is the most similar?
the information to the ideas you
learned in the lesson. Apply It
5 Which land biome did your data
Try It come from? Why did you choose
1 Examine the temperature and this biome?
precipitation data in the graph 6 Are the data in your graph
given you by your teacher.
identical to the data in the graph
2 Create a table from these data in of the biome in Lesson 1 to which
your Science Journal. Calculate it belongs? Why or why not?
the average temperature and 7 Describe this biome. What do you
precipitation during the winter
think your biome will be like six
and the summer.
months from now?
3 Examine the image of the biome
8 Key Concept How might
and identify some plants and
humans affect the organisms in
animals in the image.
your biome?

Lesson 1
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 Lesson 2
Reading Guide
Key Concept Aquatic
Ecosystems
ESSENTIAL QUESTIONS
• How do Earth’s aquatic
ecosystems differ?
• How do humans impact
aquatic ecosystems?

Vocabulary
salinity p. 787
wetland p. 790
estuary p. 791
intertidal zone p. 793
coral reef p. 793

g Multilingual eGlossary

Floating Trees?
These plants, called mangroves, are one of the few
types of plants that grow in salt water. They usually live
along ocean coastlines in tropical ecosystems. What
other organisms do you think live near mangroves?

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 Launch Lab 10 minutes

What happens when rivers and oceans mix?

Freshwater and saltwater ecosystems have different characteristics. What happens in areas where
freshwater rivers and streams flow into oceans?
1 Read and complete a lab safety form.
2 In a plastic tub, add 100 g of salt to 2 L of water. Stir with
a long-handled spoon until the salt dissolves.
3 In another container, add 5 drops of blue food coloring
to 1 L of water. Gently pour the colored water into one
corner of the plastic tub. Observe how the color of the
water changes in the tub.
4 Observe the tub again in 5 minutes.

Think About This

1. What bodies of water do the containers represent?
2. What happened to the water in the tub after 5 minutes? What do you think happens to the
salt content of the water?
3. Key Concept How do you think the biodiversity of rivers and oceans differ? What
organisms do you think might live at the place where the two meet?

Aquatic Ecosystems Math Skills

If you’ve ever spent time near an ocean, a river, or another
body of water, you might know that water is full of life. There Use Proportions
are four major types of water, or aquatic, ecosystems: fresh- Salinity is measured in parts
water, wetland, estuary, and ocean. Each type of ecosystem per thousand (PPT). One
contains a unique variety of organisms. Whales, dolphins, and PPT water contains 1 g salt
and 1,000 g water. Use pro-
corals live only in ocean ecosystems. Catfish and trout live
portions to calculate salinity.
only in freshwater ecosystems. Many other organisms that do What is the salinity of 100 g
not live under water, such as birds and seals, also depend on of water with 3.5 g of salt?
aquatic ecosystems for food and shelter. 3.5 g salt
__ =
100 g seawater
Important abiotic factors in aquatic ecosystems include
__ x g salt
temperature, sunlight, and dissolved oxygen gas. Aquatic spe- 1,000 g seawater
cies have adaptations that enable them to use the oxygen in 100 x = 3500
water. The gills of a fish separate oxygen from water and move _0 = 35 PPT
x = 350
it into the fish’s bloodstream. Mangrove plants, pictured on 100
the previous page, take in oxygen through small pores in their Practice
leaves and roots. A sample contains 0.1895 g
of salt per 50 g of seawater.
Salinity (say LIH nuh tee) is another important abiotic fac-
What is its salinity?
tor in aquatic ecosystems. Salinity is the amount of salt dissolved
in water. Water in saltwater ecosystems has high salinity
Review
compared to water in freshwater ecosystems, which contains
little salt. • Math Practice
• Personal Tutor
Lesson 2
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EXPLORE

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 Freshwater: Streams and Rivers Great Blue Heron

Freshwater ecosystems include streams, rivers,

ponds, and lakes. Streams are usually narrow, shallow, and fast-
flowing. Rivers are larger, deeper, and flow more slowly.
• Streams form from underground sources of water, such as
springs or from runoff from rain and melting snow.
• Stream water is often clear. Soil particles are quickly washed
downstream.
• Oxygen levels in streams are high because air mixes into the
water as it splashes over rocks.
• Rivers form when streams flow together.
• Soil that washes into a river from streams or nearby land can
make river water muddy. Soil also introduces nutrients, such
as nitrogen, into rivers.
• Slow-moving river water has higher levels of nutrients and
lower levels of dissolved oxygen than fast-moving water.

Biodiversity
• Willows, cottonwoods, and other water-loving plants grow
along streams and on riverbanks.

Salmon • Species adapted to fast-moving water include

trout, salmon, crayfish, and many insects.
• Species adapted to slow-moving water include
Stonefly
snails and catfish. larva

Human Impact
• People take water from streams and rivers for drinking, laun-
dry, bathing, crop irrigation, and industrial purposes.
• Hydroelectric plants use the energy in flowing water to gen-
erate electricity. Dams stop the water’s flow.
• Runoff from cities, industries, and farms is a source of
pollution.

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 Freshwater: Ponds and Lakes

Ponds and lakes contain freshwater that is not flowing

downhill. These bodies of water form in low areas on land.
• Ponds are shallow and warm.
• Sunlight reaches the bottom of most ponds.
• Pond water is often high in nutrients.
• Lakes are larger and deeper than ponds.
• Sunlight penetrates into the top few feet of lake water. Deeper
water is dark and cold.

Biodiversity
• Plants surround ponds and lake shores.
• Surface water in ponds and lakes contains plants, algae, and
microscopic organisms that use sunlight for photosynthesis.
Smallmouth
• Organisms living in shallow water near shorelines include bass
cattails, reeds, insects, crayfish, frogs, fish, and turtles.
• Fewer organisms live in the deeper, colder water of lakes
where there is little sunlight.
• Lake fish include perch, trout, bass, and walleye.

Reading Check Why do few organisms live in the deep water of

lakes?

Human Impact
• Humans fill in ponds and lakes with sediment to create land
for houses and other structures.
• Runoff from farms, gardens, and roads washes pollutants
into ponds and lakes, disrupting food webs.

Key Concept Check How do ponds and lakes differ?

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 Wetlands

Some types of aquatic ecosystems have mostly shallow

water. Wetlands are aquatic ecosystems that have a thin layer of
water covering soil that is wet most of the time. Wetlands contain
freshwater, salt water, or both. They are among Earth’s most
fertile ecosystems.
• Freshwater wetlands form at the edges of lakes and ponds
and in low areas on land. Saltwater wetlands form along
ocean coasts.
• Nutrient levels and biodiversity are high.
• Wetlands trap sediments and purify water. Plants and micro-
scopic organisms filter out pollution and waste materials.
Common loon
Biodiversity
• Water-tolerant plants include grasses and cattails. Few trees
live in saltwater wetlands. Trees in freshwater wetlands
include cottonwoods, willows, and swamp oaks.
• Insects are abundant and include flies, mosquitoes, dragon-
flies, and butterflies.
• More than one-third of North American bird species, includ-
ing ducks, geese, herons, loons, warblers, and egrets, use wet-
lands for nesting and feeding.
• Other animals that depend on wetlands for food and breed-
ing grounds include alligators, turtles, frogs, snakes, sala-
manders, muskrats, and beavers.

Human Impact
• In the past, many people considered wetlands as unimport-
ant environments. Water was drained away to build homes
and roads and to raise crops.
• Today, many wetlands are being preserved, and drained wet-
lands are being restored.

Key Concept Check How do humans impact wetlands?

Chapter 22
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EXPLAIN

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 Estuaries

Estuaries (ES chuh wer eez) are regions

along coastlines where streams or rivers flow
into a body of salt water. Most estuaries form
along coastlines, where freshwater in rivers
meets salt water in oceans. Estuary ecosys-
tems have varying degrees of salinity.
• Salinity depends on rainfall, the amount
of freshwater flowing from land, and the
amount of salt water pushed in by tides.
• Estuaries help protect coastal land from
flooding and erosion. Like wetlands, estu-
aries purify water and filter out pollution.
• Nutrient levels and biodiversity are high.

Biodiversity
• Plants that grow in salt water include man- WORD ORIGIN
groves, pickleweeds, and seagrasses. estuary
from Latin aestuarium, means “a tidal marsh or
• Animals include worms, snails, and many opening.”
species that people use for food, including
oysters, shrimp, crabs, and clams.
• Striped bass, salmon, flounder, and many
other ocean fish lay their eggs in
estuaries. Make a horizontal two-
tab book and label it as
• Many species of birds depend on estuaries shown. Use it to com-
for breeding, nesting, and feeding. pare how biodiversity
and human impact dif-
Human Impact fer in wetlands and
• Large portions of estuaries have been filled estuaries.
with soil to make land for roads and
buildings. Wetlands Estuaries
• Destruction of estuaries reduces habitat for
estuary species and exposes the coastline
to flooding and storm damage.

Harvest mouse
Lesson 2
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 Ocean: Open Oceans

Most of Earth’s surface is covered by ocean

water with high salinity. The oceans contain
Sunlit zone
different types of ecosystems. If you took a
200 m boat trip several kilometers out to sea, you
Twilight zone would be in the open ocean—one type of
Continental ocean ecosystem. The open ocean extends
shelf from the steep edges of continental shelves
1,000 m
to the deepest parts of the ocean. The amount
of light in the water depends on depth.
Dark zone
• Photosynthesis can take place only in the
uppermost, or sunlit, zone. Very little sun-
light reaches the twilight zone. None
reaches the deepest water, known as the
3,800 m dark zone.
Seafloor
• Decaying matter and nutrients float down
from the sunlit zone, through the twilight
Jellyfish and dark zones, to the seafloor.

Biodiversity
• Microscopic algae and other producers in
the sunlit zone form the base of most
ocean food chains. Other organisms living
in the sunlit zone are jellyfish, tuna, mack-
erel, and dolphins.
• Many species of fish stay in the twilight
zone during the day and swim to the sun-
lit zone at night to feed.
• Sea cucumbers, brittle stars, and other
bottom-dwelling organisms feed on decay-
ing matter that drifts down from above.
• Many organisms in the dark zone live near
cracks in the seafloor where lava erupts
and new seafloor forms.

Reading Check Which organisms are at

the base of most ocean food chains?
Fur seal
Human Impact
• Overfishing threatens many ocean fish.
• Trash discarded from ocean vessels or
washed into oceans from land is a source
of pollution. Animals such as seals become
tangled in plastic or mistake it for food.
Chapter 22
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EXPLAIN

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 Ocean: Coastal Oceans
Sea stars

Coastal oceans include sev-

eral types of ecosystems, includ-
ing continental shelves and
MiniLab 15 minutes
intertidal zones. The intertidal zone is
How do ocean ecosystems
the ocean shore between the lowest low tide and
the highest high tide. differ?
Ocean ecosystems include open oceans,
• Sunlight reaches the bottom of shallow coastal oceans, and coral reefs—each one a
coastal ecosystems. unique environment with distinctive
• Nutrients washed in from rivers and organisms.
streams contribute to high biodiversity. 1 Read and complete a lab safety form.
2 In a large plastic tub, use rocks and sand
Biodiversity to make a structure representing an open
• The coastal ocean is home to mussels, fish, ocean, a coastal ocean, or a coral reef.
crabs, sea stars, dolphins, and whales.
• Intertidal species have adaptations for sur-
viving exposure to air during low tides and
to heavy waves during high tides.

Human Impact
• Oil spills and other pollution harm coastal
organisms.

Ocean: Coral Reefs 3 Fill the tub with water.

4 Make waves by gently moving your hand
Another ocean ecosystem with high bio- back and forth in the water.
diversity is the coral reef. A coral reef is an
underwater structure made from outside skele- Analyze and Conclude
tons of tiny, soft-bodied animals called coral. 1. Observe What happened to your structure
when you made waves? How might a
• Most coral reefs form in shallow tropical
hurricane affect the organisms that live in
oceans.
the ecosystem you modeled?
• Coral reefs protect coastlines from storm 2. Key Concept Compare your results
damage and erosion. with results of those who modeled other
ecosystems. Suggest what adaptations
Biodiversity species might have in each ecosystem.
• Coral reefs provide food and shelter for
many animals, including parrotfish, grou-
pers, angelfish, eels, shrimp, crabs, scal-
lops, clams, worms, and snails.
Grouper
Human Impact
• Pollution, overfishing, and harvesting of
coral threaten coral reefs.

Lesson 2
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 Lesson 2 Review Assessment Online Quiz

Visual Summary Use Vocabulary

1 Define the term salinity.
2 Distinguish between a wetland and an
Freshwater ecosys- estuary.
tems include ponds
3 An ocean ecosystem formed from the
and lakes.
skeletons of animals is a(n) .

Understand Key Concepts

4 Which ecosystem contains both salt water
and freshwater?
Wetlands can be salt-
water ecosystems or A. estuary C. pond
freshwater B. lake D. stream
ecosystems. 5 Describe what might happen to a coastal
area if its estuary were filled in to build
houses.

Interpret Graphics
Coral reefs and
coastal ecosystems 6 Describe Copy
have high levels of the drawing to
biodiversity. the right and
label the light
zones. Describe
characteristics of
each zone.

Use your lesson Foldable to review the lesson.

Save your Foldable for the project at the end of
the chapter.

Critical Thinking
7 Recommend actions people might take to
prevent pollutants from entering coastal
What do you think ecosystems.

You first read the statements below at the Review

beginning of the chapter. Math Skills
Math Practice
3. Estuaries do not protect coastal areas from 8 The salinity of the Baltic Sea is about
erosion.
10 PPT. What weight of salt is present in
4. Animals form coral reefs. 2,000 g of its seawater?
Did you change your mind about whether you
agree or disagree with the statements? Rewrite
any false statements to make them true.

Chapter 22
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 Saving an
Underwater A researcher takes

Wilderness
How do scientists help protect coral reefs?
a water sample from
a marine reserve. ▼

ollution and human activities, such as mining

P and tourism, have damaged many ecosystems,
including coral reefs. Scientists and conservation
groups are working together to help protect and
restore coral reefs and areas that surround them.
One way is to create marine reserves where no
fishing or collection of organisms is allowed.
A team of scientists, including marine ecologists
Dr. Dan Brumbaugh and Kate Holmes from the
American Museum of Natural History, are
investigating how well reserves are working.
These scientists compare how many fish of one
species live both inside and outside reserves.
Their results indicate that more species of fish
and greater numbers of each species live inside
reserves than outside—one sign that reefs in the
area are improving.
Reef ecosystems do not have to be part of a reserve in order to
improve, however. Scientists can work with local governments to find
ways to limit damage to reef ecosystems. One way is to prevent
overfishing by limiting the number of fish caught. Other ways include
eliminating the use of destructive fishing practices that can harm reefs
and reducing runoff from farms and factories.
By creating marine reserves, regulating fishing practices, and
reducing runoff, humans can help reefs that were once in danger
become healthy again.

Kate Holmes examines a coral reef. ▶

reserve
to w n n e ar a marine
Write a lette
r to a d area.
O M P O S E t to m a in ta in a protecte
C rtan
hy it is impo
describing w

Lesson 2
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 Lesson 3
Reading Guide
Key Concepts
How
Ecosystems
ESSENTIAL QUESTIONS
• How do land ecosystems
change over time?
• How do aquatic ecosystems
change over time?

Vocabulary
Change
ecological succession p. 797
climax community p. 797
pioneer species p. 798
eutrophication p. 800
g Multilingual eGlossary

Video
• Science Video
• What’s Science Got to do With It?

How did this happen?

This object was once part of a mining system used to move
copper and iron ore. Today, so many forest plants have grown
around it that it is barely recognizable. How do you think this
happened? What do you think this object will look like after
500 more years?

Chapter 22
796 •
ENGAGE

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 Launch Lab 15 minutes
How do communities change?
An ecosystem can change over time. Change usually happens so gradually that you might not
notice differences from day to day.
1 Your teacher has given you two pictures of ecosystem communities. One is labeled A and
the other is labeled B.
2 Imagine community A changed and became like
community B. On a blank piece of paper, draw what
you think community A might look like midway in A
its change to becoming like community B.
Think About This
1. What changes did you imagine? How long do you
think it would take for community A to become like
community B? B

2. Key Concept Summarize the changes you

think would happen as the community changed from A to B.

How Land Ecosystems Change

Have you ever seen weeds growing up through cracks in a
concrete sidewalk? If they were not removed, the weeds would Fold a sheet of paper
into fourths. Use two
keep growing. The crack would widen, making room for more sections on one side of
weeds. Over time, the sidewalk would break apart. Shrubs and the paper to describe
vines would move in. Their leaves and branches would grow and illustrate what land
large enough to cover the concrete. Eventually, trees could might look like before
start growing there. secondary succession
and the other side to
This process is an example of ecological succession—the describe and illustrate
process of one ecological community gradually changing into another. the land after second-
Ecological succession occurs in a series of steps. These steps can ary succession is
complete.
usually be predicted. For example, small plants usually grow
first. Larger plants, such as trees, usually grow last. Before
•
After
•
• •
The final stage of ecological succession in a land ecosystem • •
is a climax community—a stable community that no longer goes
through major ecological changes. Climax communities differ
depending on the type of biome they are in. In a tropical forest
biome, a climax community would be a mature tropical forest.
In a grassland biome, a climax community would be a mature
REVIEW VOCABULARY
community
grassland. Climax communities are usually stable over hun- all the organisms that live in
dreds of years. As plants in a climax community die, new plants one area at the same time
of the same species grow and take their places. The community
will continue to contain the same kinds of plants as long as the
climate remains the same.

Key Concept Check What is a climax community?

Lesson 3
• 797
EXPLORE

C263_22_29_L3.indd 23 1/25/10 1:52:30 PM

 SCIENCE USE V. COMMON USE Primary Succession
pioneer What do you think happens to a lava-filled landscape when
Science Use the first species a volcanic eruption is over? As shown in Figure 2, volcanic lava
that colonize new or undis-
turbed land eventually becomes new soil that supports plant growth.
Common Use the first
Ecological succession in new areas of land with little or no soil,
human settlers in an area such as on a lava flow, a sand dune, or exposed rock, is primary
succession. The first species that colonize new or undisturbed land
are pioneer species. The lichens and mosses in Figure 2 are
pioneer species.
Figure 2 Following a volcanic eruption, a landscape
undergoes primary succession.

During a volcanic eruption, molten lava flows over the Lichen spores carried on the wind settle on the rock.
ground and into the water. After the eruption is over, Lichens release acid that helps break down the rock and
the lava cools and hardens into bare rock. create soil. Lichens add nutrients to the soil as they die
and decay.

Airborne spores from mosses and ferns settle onto the After many years the soil is deep and has enough
thin soil and add to the soil when they die. The soil nutrients for grasses, wildflowers, shrubs, and trees. The
gradually becomes thick enough to hold water. Insects new ecosystem provides habitats for many animals.
and other small organisms move into the area. Eventually, a climax community develops.

Chapter 22
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EXPLAIN

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 Secondary Succession
In areas where existing ecosystems have been disturbed or
destroyed, secondary succession can occur. One example is for-
estland in New England that early colonists cleared hundreds of
years ago. Some of the cleared land was not planted with crops.
This land gradually grew back to a climax forest community of
beech and maple trees, as illustrated in Figure 3.

Reading Check Where does secondary succession occur?

Concepts in Motion
Figure 3 When disturbed land grows back, secondary succession occurs. Animation

Settlers in New England cleared many acres of forests Seeds of grasses, wildflowers, and other plants quickly
to create cropland. In places where people stopped began to sprout and grow. Young shrubs and trees also
planting crops, the forest began to grow back. started growing. These plants provided habitats for
insects and other small animals, such as mice.

White pines and poplars were the first trees in the area Eventually, a climax community of beech and maple
to grow to their full height. They provided shade and trees developed. As older trees die, new beech and
protection to slower growing trees, such as beech and maple seedlings grow and replace them.
maple.

Lesson 3
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EXPLAIN

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 Aquatic Succession Review Personal Tutor

Aquatic succession begins with a Over time, sediments and decaying Eventually the pond or lake fills
body of water such as a pond. organisms build up and create soil. completely with soil and a land
This soil fills the bottom of the pond ecosystem develops.
or lake.

Figure 4 The water in a How Freshwater Ecosystems Change

pond is slowly replaced by
soil. Eventually, land plants Like land ecosystems, freshwater ecosystems change over
take over and the pond time in a natural, predictable process. This process is called
disappears. aquatic succession.

Aquatic Succession
Aquatic succession is illustrated in Figure 4. Sediments car-
ried by rainwater and streams accumulate on the bottoms of
ponds, lakes, and wetlands. The decomposed remains of dead
organisms add to the buildup of soil. As time passes, more and
more soil accumulates. Eventually, so much soil has collected
that the water disappears and the area becomes land.

Key Concept Check What happens to a pond, a lake, or a

wetland over time?

Eutrophication
As decaying organisms fall to the bottom of a pond, a lake,
WORD ORIGIN or a wetland, they add nutrients to the water. Eutrophication
eutrophication (yoo troh fuh KAY shun) is the process of a body of water
from Greek eutrophos, means
becoming nutrient-rich.
“nourishing”
Eutrophication is a natural part of aquatic succession.
However, humans also contribute to eutrophication. The fertil-
izers that farmers use on crops and the waste from farm ani-
mals can be very high in nutrients. So can other forms of
pollution. When fertilizers and pollution run off into a pond
or lake, nutrient concentrations increase. High nutrient levels
support large populations of algae and other microscopic
organisms. These organisms use most of the dissolved oxygen
in the water and less oxygen is available for fish and other
pond or lake organisms. As a result, many of these organisms
die. Their bodies decay and add to the buildup of soil, speeding
up succession.
Chapter 22
800 •
EXPLAIN

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 Lesson 3 Review Assessment Online Quiz

Visual Summary Use Vocabulary

1 Define pioneer species in your own words.
2 The process of one ecological community
Ecosystems change
changing into another is .
in predictable ways
through ecological 3 Compare and contrast succession and
succession. eutrophication in freshwater ecosystems.

Understand Key Concepts

4 Draw a picture of what your school might
look like in 500 years if it were
The final stage of abandoned.
ecological succession
in a land ecosystem 5 Which process occurs after a forest fire?
is a climax A. eutrophication
community. B. photosynthesis
C. primary succession
D. secondary succession

Interpret Graphics
The final stage of 6 Determine What
aquatic succession is kind of succession—
a land ecosystem. primary or
secondary—might
occur in the
environment pictured
to the right? Explain.

Use your lesson Foldable to review the lesson. 7 Summarize Information Copy the graphic
Save your Foldable for the project at the end of organizer below and fill it with the types
the chapter. of succession an ecosystem can go
through.

Types of
succession

What do you think

You first read the statements below at the Critical Thinking
beginning of the chapter.
8 Reflect What kinds of abiotic factors
5. An ecosystem never changes. might cause a grassland climax
6. Nothing grows in the area where a volcano community to slowly become a forest?
has erupted. 9 Recommend actions people can take to
Did you change your mind about whether you help prevent the loss of wetland and
agree or disagree with the statements? Rewrite estuary habitats.
any false statements to make them true.

Lesson 3
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EVALUATE

C263_22_29_L3.indd 27 1/25/10 1:52:47 PM

 Lab 60 minutes

Materials
A Biome for Radishes
Biomes contain plant and animal species adapted to particular cli-
mate conditions. Many organisms can live only in one type of biome.
Others can survive in more than one biome. A radish is a plant grown
paper towels around the world. How do you think radish seeds grow in different
biomes? In this lab, you will model four different biomes and ecosys-
tems—a temperate deciduous forest, a temperate rain forest, a desert,
and a pond—and determine which biome the radishes grow best in.
small jar Ask a Question
Which biome do radishes grow best in?

plastic wrap Make Observations

1 Read and complete a lab safety form.
2 Fold two pieces of paper towel lengthwise. Place the paper towels on
opposite sides of the top of a small jar, as shown, with one end of each
towel inside the jar and one end outside. Add water until about 10 cm of the
jar lid paper towels are in the water.
The area inside the jar 4
models a pond ecosystem.
3 Place a piece of plastic wrap
loosely over the end of one
radish seeds of the paper towels hanging
over the jar’s edge. Do not
completely cover the paper
towel. This paper towel
models a temperate rain
forest ecosystem. The paper
towel without plastic wrap
models a temperate
deciduous forest.
desk lamp
4 Place the jar lid upside-down
on the top of the jar. The area
in the lid models a desert.
magnifying
lens Form a Hypothesis
5 Observe the four biomes and ecosystems you have modeled. Based on your
Safety observations and your knowledge of the abiotic factors a plant requires,
hypothesize which biome or ecosystem you think radish seeds will grow
best in.

By permission of TOPS Learning Systems, www.topscience.org.

Chapter 22
802 •
EXTEND

C263_22_29_L3.indd 28 12/14/10 2:36:52 PM

 Test Your Hypothesis 6
6 Place three radish seeds in each biome: pond,
temperate forest, temperate rain forest, and
desert. Gently press the seeds to the paper
towel until they stick.
7 Place your jar near a window or under a desk
lamp that can be turned on during the day.
8 In your Science Journal, record your
observations of the seeds and the paper towel.
9 After five days, use a magnifying lens to
observe the seeds and the paper towels again.
Record your observations.

Analyze and Conclude

10 Compare and Contrast How did the Lab 4HOR
appearance of the seeds change after five days
Do not eat the radish seeds.
in each model biome?
If your seeds fall off the paper towel
11 Critique Evaluate your hypothesis. Did the
strips, do not replace them.
seeds grow the way you expected? In which
biome did the seeds grow the most?
12 The Big Idea In the biome with the most
growth, what characteristics do you think
made the seeds grow best?

Communicate Your Results

Remember to use scientific
Working in a group of three or four, create a table methods.
showing results for each biome. Present the table to
the class. BV`ZDWhZgkVi^dch

Extension 6h`VFjZhi^dc

In this lab, you determined which biome produced ;dgbV=nedi]Zh^h

the most growth of radish seeds. Seeds of different
species might sprout in several different biomes. IZhindjg=nedi]Zh^h
However, not all sprouted seeds grow to adulthood.
Design a lab to test what conditions are necessary
for radishes to grow to adulthood. 6cVanoZVcY8dcXajYZ
ana

8dbbjc^XViZGZhjaih

By permission of TOPS Learning Systems, www.topscience.org.

Lesson 3
• 803
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 Chapter 22 Study Guide WebQuest

Each of Earth’s land biomes and aquatic ecosystems is

characterized by distinct environments and organisms.
Biomes and ecosystems change by natural processes of
ecological succession and by human activities.

Key Concepts Summary Vocabulary

Lesson 1: Land Biomes biome p. 777
• Each land biome has a distinct desert p. 778
climate and contains animals and grassland p. 779
plants well adapted to the environ- temperate p. 781
ment. Biomes include deserts,
grasslands, tropical rain forests, taiga p. 783
temperate rain forests, deciduous tundra p. 783
forests, taigas, and tundras.
• Humans affect land biomes through
agriculture, construction, and
other activities.

Lesson 2: Aquatic Ecosystems salinity p. 787

• Earth’s aquatic ecosystems wetland p. 790
include freshwater and estuary p. 791
saltwater ecosystems. intertidal zone p. 793
Wetlands can contain either
salt water or freshwater. The coral reef p. 793
salinity of estuaries varies.
• Human activities such as
construction and fishing can
affect aquatic ecosystems.

Lesson 3: How Ecosystems Change ecological succession

• Land and aquatic ecosystems change p. 797
over time in predictable processes of climax community p. 797
ecological succession. pioneer species p. 798
• Land ecosystems eventually form eutrophication p. 800
climax communities.
• Freshwater ecosystems undergo
eutrophication and eventually become
land ecosystems.

804 • Chapter 22 Study Guide

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 Study Guide Review

• Personal Tutor
• Vocabulary eGames
• Vocabulary eFlashcards

Use Vocabulary
Chapter Project
Choose the vocabulary word that fits each
Assemble your lesson Foldables as shown description.
to make a Chapter Project. Use the project
to review what you have learned in this 1 group of ecosystems with similar climate
chapter.
2 area between the tropics and the polar
circles
3 land biome with a layer of permafrost
4 the amount of salt dissolved in water
Secondary
Succession 5 area where a river empties into an ocean
6 coastal zone between the highest high
Aquatic Ho tide and the lowest low tide
Land Ecosystems Ecosysw
te
Biome
s Changms 7 process of one ecological community
e gradually changing into another
8 a stable community that no longer goes
through major changes
9 the first species to grow on new or
disturbed land

Link Vocabulary and Key Concepts Concepts in Motion Interactive Concept Map
Copy this concept map, and then use vocabulary terms from the previous page and other terms from this
chapter to complete the concept map.
Ecosystems and Biomes

10
aquatic ecosystems
which include

11 13 freshwater oceans
18 19
12 14
lakes and open
tropical 15 ponds ocean
rain forest
temperate
rain forest streams 20
and rivers
new or disturbed land in
these areas change by and change through natural 21
and human-caused
16
22
to eventually form

17

Chapter 22 Study Guide • 805

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 Chapter 22 Review
Understand Key Concepts
1 Where would you find plants with stems 6 Where would you find species adapted to
that can store large amounts of water? withstand strong wave action?
A. desert A. estuaries
B. grassland B. wetlands
C. taiga C. intertidal zone
D. tundra D. twilight zone

2 What does the pink area on the map 7 Which ecosystem has flowing water?
below represent? A. estuary
B. lake
C. stream
D. wetland

8 Which ecosystems help protect coastal

areas from flood damage?
A. estuaries
B. ponds
C. rivers
D. streams
A. taiga
B. tundra 9 Which organism below would be the first
C. temperate deciduous forest to grow in an area that has been buried in
D. temperate rain forest lava?

3 Where would you find trees that have no

leaves during the winter?
A. estuary
B. tundra
C. temperate deciduous forest A B C D
D. temperate rain forest
A. A
4 Which biomes have rich, fertile soil? B. B
A. grassland and taiga C. C
B. grassland and tundra D. D
C. grassland and tropical rain forest
D. grassland and temperate deciduous 10 What is a forest called that has had the
forest same species of trees for 200 years?
A. climax community
5 Which is NOT a freshwater ecosystem? B. pioneer species
A. oceans C. primary succession
B. ponds D. secondary succession
C. rivers
D. streams 11 What is eutrophication?
A. decreasing nutrients
B. decreasing salinity
C. increasing nutrients
D. increasing salinity

806 • Chapter 22 Review

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 Chapter Review Assessment

Online Test Practice

Critical Thinking
12 Compare mammals that live in tundra
biomes with those that live in desert REVIEW
biomes. What adaptations does each group
have that help them survive?
19 Earth contains a wide variety of
13 Analyze You are invited to go on a trip to organisms that live in different
South America. Before you leave, you read conditions. How do Earth’s biomes and
a travel guide that says the country you ecosystems differ?
will be visiting has hot summers, cold
20 The photo below shows Biosphere 2,
winters, and many wheat farms. What
built in Arizona as an artificial Earth.
biome will you be visiting? Explain your
Imagine that you have been asked to
reasoning.
build a biome of your choice for
14 Contrast How are ecosystems in the deep Biosphere 3. What biotic and abiotic
water of lakes and oceans different? features should you consider?

15 Analyze Which type of ocean ecosystem is

likely to have the highest levels of
dissolved oxygen? Why?

16 Hypothesize Why are the first plants that

appear in primary succession small?

17 Interpret Graphics The following climate

data were recorded for a forest ecosystem.
To which biome does this ecosystem likely
belong?

Climate Data June July August Review

Math Skills
Average Math Practice
temperature 16.0 16.5 17.0 Use Proportions
(°C)
21 At its highest salinity, the water in Utah’s Great
Average Salt Lake contained about 14.5 g of salt in 50 g
3.0 2.0 2.0
rainfall (cm) of lake water. What was the salinity of the lake?
22 The seawater in Puget Sound off the coast of
Oregon has a salinity of about 24 PPT. What
weight of salt is there in 1,000 g of seawater?

18 Write a paragraph explaining the

succession process that might occur in a
small pond on a cow pasture. Include a
main idea, supporting details, and
concluding sentence.

Chapter 22 Review • 807

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 Standardized Test Practice
Record your answers on the answer sheet provided by your teacher or on a sheet of paper.

Multiple Choice 4 Which biome has lost more than half its
trees to logging activity?
1 Which aquatic ecosystem contains a mix-
ture of freshwater and salt water? A grassland
A coral reef B taiga
B estuary C temperate deciduous forest
C pond D tropical rain forest
D river Use the diagram below to answer question 5.
Use the diagram below to answer question 2.
38 65 1
32 60 200 m
27 55 3
21 50 2
Temperature (°C)

16 45
1,000 m
Precipitation (cm)

10 40
5 35
4
–1 30
–6 25
–12 20
–18 15
–23 10 3,800 m
–29 5
Seafloor
–34 0
J F MA M J J A S O N D
Month
5 In the diagram above, where might you
2 The diagram above most likely illustrates find microscopic photosynthetic
the climate of which biome? organisms?
A desert A 1
B grassland B 2
C tropical rain forest C 3
D tundra D 4

3 Which occurs during the first stage of eco- 6 During aquatic succession, freshwater
logical succession? ponds
A eutrophication A become saltwater ponds.
B settlement B fill with soil.
C development of climax community C gain organisms.
D growth of pioneer species D increase in depth.

808 • Chapter 22 Standardized Test Practice

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 Standardized Test Practice Assessment

Online Standardized Test Practice

Use the diagram below to answer question 7. Constructed Response

Tropical Rain Forest Use the table below to answer questions 9
38 65
and 10.
32 60
27 55
21 50
Land Biome Climate and Location
16 45
Plant Life
Temperature (°C)

Precipitation (cm)
10 40 Desert
5 35 Grassland
–1 30
Taiga
–6 25
–12 20 Temperate
–18 15 deciduous forest
–23 10 Temperate rain
–29 5 forest
–34 0
J F MA M J J A S O N D Tropical rain
Month forest
Tundra
7 Based on the diagram above, which is true
9 Briefly describe the characteristics of
of the tropical rain forest biome?
Earth’s seven land biomes. List one exam-
A Precipitation increases as temperatures ple of each biome, including its location.
rise.
B Rainfall is greatest mid-year.
10 How does human activity affect each land
C Temperatures rise at year-end. biome?
D Temperatures vary less than rainfall
amounts. Use the table below to answer question 11.

Aquatic Ecosystem Aquatic Animal

8 Which aquatic biome typically has many Coastal ocean
varieties of nesting ducks, geese, herons, Coral reefs
and egrets?
Estuaries
A coral reefs
Lakes and ponds
B intertidal zones Open ocean
C lakes
D wetlands 11 Complete the table above with the name
of an aquatic animal that lives in each of
Earth’s aquatic ecosystems.

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Chapter 22 Standardized Test Practice • 809

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