Standards Review Transparencies - Pearson...

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Physical Science

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Standards Review Transparencies

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The transparencies in this Prentice Hall Georgia Physical ScienceStandards Review Transparencies book are intended to serve as refreshersof the characteristics of science and content skills covered by the Grade 8Georgia Performance Standards for Science.

The Table of Contents presents a list of the titles of the transparenciesgrouped by standard. The correlation on the pages following the Table ofContents gives a statement of each of the Grade 8 performance standardsand the number of each transparency that reviews that standard.

The art may support the information in the text, relay informationbeyond what appears in the text, or supply data that students can use tointerpret the text or answer the questions. The questions, in turn, aredesigned to take students beyond the material in the review points. Somequestions require an interpretation of the graphic; others give studentsan opportunity to exercise critical-thinking skills.

You can use these transparencies in several ways:

◆ The transparencies lend themselves to whole-class review. You canchoose a standard to focus on, project the related transparency, anddiscuss the topic as a class.

◆ You can leave a transparency projected for a period of time, allowingfor independent review of a particular standard. Students can thenview the transparency at their convenience.

◆ You can arrange for students to view those transparencies that coverstandards of particular concern to them. You may wish to let studentsdecide for themselves which topics they need to review. Or you maychoose to guide them to particular transparencies you think would bemost helpful to them.

However you choose to present them, the transparencies are a valuabletool for reviewing the Georgia Grade 8 Science Performance Standards.

TO THE TEACHER

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Transparency Correlation to Georgia Performance Standards v

Grade 8 Science Performance Standards Characteristics of Science Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P1Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P2Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P3Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P4Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P5Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P6Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P7Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P8The Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P9The Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P10The Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P11Content Standards Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P12Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P13Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P14Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P15Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P16Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P17Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P18Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P19Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P20Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P21Structure of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P22Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P23Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P24Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P25Physical and Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . P26Physical and Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . P27Physical and Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . P28Physical and Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . P29Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P30Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P31Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P32Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P33Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P34Conservation of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P35Conservation of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P36Conservation of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P37Conservation of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P38Kinetic Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P39Potential Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P40Forms of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P41Methods of Heat Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P42Methods of Heat Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P43

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Methods of Heat Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P44Methods of Heat Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P45Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P46Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P47Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P48Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P49Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P50Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P51 Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P52Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P53Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P54Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P55Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P56Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P57Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P58Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P59Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P60Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P61Simple Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P62Simple Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P63Simple Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P64Simple Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P65Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P66Electromagnetic Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P67Electromagnetic Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P68Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P69Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P70Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P71Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P72Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P73Waves in a Medium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P74Waves in a Medium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P75Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P76Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P77Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P78Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P79Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P80Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P81Gravity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P82Gravity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P83Gravity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P84Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P85Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P86Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P87Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P88Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P89Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P90Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P91

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TRANSPARENCY CORRELATION to GeorgiaPerformance Standards

Characteristics of Science: Habits of Mind

S8CS1 Students will explore the importance of curiosity, honesty, openness, and P1

skepticism in science and will exhibit these traits in their own efforts to understand

how the world works.

S8CS2 Students will use standard safety practices for all classroom laboratory and P2

field investigations.

S8CS3 Students will have the computation and estimation skills necessary for P3

analyzing data and following scientific explanations.

S8CS4 Students will use tools and instruments for observing, measuring, and P4

manipulating equipment and materials in scientific activities utilizing safe

laboratory procedures.

S8CS5 Students will use the ideas of system, model, change, and scale in exploring P5, P6

scientific and technological matters.

S8CS6 Students will communicate scientific ideas and activities clearly. P7

S8CS7 Students will question scientific claims and arguments effectively. P8

Characteristics of Science: The Nature of Science

S8CS8 Students will be familiar with the characteristics of scientific knowledge P9

and how it is achieved.

S8CS9 Students will understand the features of the process of scientific inquiry. P10, P11

Georgia Performance Standards Transparency

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TRANSPARENCY CORRELATION to Georgia Performance Standards


Content Standards

S8P1 Students will examine the scientific view of the nature of matter.

a. Distinguish between atoms and molecules. P12, P13, P14

b. Describe the difference between pure substances (elements and compounds) P15, P16, P17, P18and mixtures.

c. Describe the movement of particles in solids, liquids, gases, and plasma states. P19, P20, P21, P22

d. Distinguish between physical and chemical properties of matter as physical P23, P24, P25 (i.e., density, melting point, boiling point) or chemical (i.e., reactivity,combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or P26, P27, P28, P29chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar P30, P31, P32, P33,properties as shown on the Periodic Table of Elements. P34

g. Identify and demonstrate the Law of Conservation of Matter. P35, P36

S8P2 Students will be familiar with the forms and transformations of energy.

a. Explain energy transformations in terms of the Law of Conservation P37, P38of Energy

b. Explain the relationship between potential and kinetic energy. P39, P40

c. Compare and contrast the different forms of energy (heat, light, electricity,mechanical motion, sound) and their characteristics. P41

d. Describe how heat can be transferred through matter by the collisions of P42, P43, P44, P45atoms (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).

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S8P3 Students will investigate <the> relationship between force, mass, and

the motion of objects.

a. Determine the relationship between velocity and acceleration. P46, P47, P48,P49, P50, P51

b. Demonstrate the effect of balanced and unbalanced forces on an object in P52, P53, P54, P55,terms of gravity, inertia, and friction. P56, P57, P58, P59,

P60, P61

c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, P62, P63, P64, P65wedge, screw, and wheel and axle) on work.

S8P4 Students will explore the wave nature of sound and electromagnetic radiation.

a. Identify the characteristics of electromagnetic and mechanical waves. P66, P67, P68,

b. Describe how the behavior of light waves is manipulated causing reflection, P69, P70, P71refraction, diffraction, and absorption.

c. Explain how the human eye sees objects and colors in terms of wavelengths. P72, P73

d. Describe how the behavior of waves is affected by medium (such as air, P74, P75water, solids).

e. Relate the properties of sound to everyday experiences. P76, P77, P78

f. Diagram the parts of the wave and explain how the parts are affected by P79, P80, P81changes in amplitude and pitch.


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S8P5 Students will recognize characteristics of gravity, electricity, and magnetism as

major kinds of forces acting in nature.

a. Recognize that every object exerts gravitational force on every other object P82, P83, P84and that the force exerted depends on how much mass the objects have and how far apart they are.

b. Demonstrate the advantages and disadvantages of series and parallel circuits P85, P86, P87and how they transfer energy.

c. Investigate and explain that electric currents and magnets can exert force P88, P89, P90, P91on each other.

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P1Scientific Habits of MindS8CS1 Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

Quick Review◆ Scientific investigations include developing a

testable hypothesis, taking accurate measurements,collecting data and observations, and using logicalreasoning to formulate explanations.

◆ Scientific knowledge is constantly reviewed andcritiqued. Scientists should keep clear, honest, andaccurate records of their research so that otherscientists can repeat their experiment and confirmtheir results.

◆ Scientists should be open-minded to new ideas butalso skeptical about information presented withoutevidence.

◆ Not all scientific investigations result in defensibleexplanations. However, even incorrect hypothesesare valuable even if they turn out not to be completely accurate.

Questions

1. Identify the steps in the scientific inquiry process.

2. Why is it important for scientists to keep accurateand clear records of their investigations?

CommunicatePose Questions

Form a Hypothesis

Design an Experiment

Collect and Interpret Data

Draw Conclusions

1. Pose questions, form a hypothesis, design an experiment, collect and interpret data, draw conclusions, communicate2. Clear and accurate records enable other scientists to review and replicate the work.

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P2Scientific Habits of MindS8CS2 Students will use standard safety practices for all classroom laboratory and field investigations.

Quick Review◆ Safety procedures in the laboratory and in field

studies include recognizing potential hazards andworking carefully in order to prevent accidents.

◆ While performing experiments, manipulate allmaterials and equipment safely. Follow the directions as written or told to you by your teacher.

◆ Safety symbols alert you to possible dangers in thelaboratory and remind you to work carefully.

Questions1. Why is it important to wear goggles during many

experiments?

2. Which of the symbols shown means that you will beworking with sharp objects?

3. What is the meaning of the symbol labeled 1?

1 2 3 4

5 6 7 8

1. To protect your eyes from chemicals, flames, or heat2. The symbol labeled 43. Wash your hands thoroughly before and after experiments.

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P3Scientific Habits of MindS8CS3 Students will have the computation and estimation skillsnecessary for analyzing data and following scientific explanations.

Neither Precise nor Accurate Precise but Not Accurate Both Precise and Accurate

Quick Review

◆ Scientists must sometimes rely on estimates whenthey cannot obtain exact numbers.

◆ Accuracy and precision are both important whenyou make measurements.

◆ You may determine an “average” by finding themean, median, or mode.

Questions1. True or false: Estimating is the same as guessing.

2. What does it mean to say a measurement isaccurate?

3. What are the mean, median, and mode of thefollowing set of numbers: 2, 5, 3, 8, 5, 0, 5?

1. False2. It means that the measurement is close to the true or accepted value.3. The mean is 4, the median is 5, and the mode is 5.

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P4Scientific Habits of MindS8CS4 Students will use tools and instruments for observing,measuring, and manipulating equipment and materials in scientificactivities utilizing safe laboratory procedures.

Quick Review

◆ Scientists use different tools to gather data. Thesetools can be simple, such as a ruler for measuringthe length of objects.

◆ Scientists often use complex technological tools toanalyze data. Technology helps scientists accessouter space and other remote locations; collect andtreat samples; collect and store data; and measure,compute, and communicate their information.

◆ Computers speed up and extend the scientist’s ability to collect, store, compile, and analyze data.Computers also enable people to organize theirdata and share it with others.

Questions1. What can a computer help a scientist do?

2. Which tool would you use to compare the mass ofdifferent coins?

3. Which tool could you use to collect data about thesounds frogs make?

1. Computers help scientists collect, store, compile, and analyze data. 2. A balance 3. A tape recorder

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d i

n w

riti

ng.

Qu

esti

on

s1.

Loo

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t th

e p

hot

o. T

he

stu

den

t is

mod

elin

g d

ayan

d n

igh

t on

Ear

th. W

hat

do

the

flas

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ght

and

the

bal

l in

th

e m

odel

rep

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2.H

ow w

ould

you

man

ipu

late

th

is m

odel

to

exp

lain

wh

at c

ause

s n

igh

t an

d d

ay?

3.H

ow a

re m

odel

s u

sefu

l in

sci

ence

?

1.Th

e su

n an

d Ea

rth

2.Ro

tate

the

bal

l whi

le h

oldi

ng t

he f

lash

light

stil

l.3.

Scie

ntifi

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odel

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lp p

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o vi

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or u

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nnot

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.

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P6

Quick Review◆ Atomic theory grew as a series of models that

developed from experimental evidence. As more evidence was collected, the theory and models wererevised.

Questions1. Of the four models pictured above, which one did

NOT include protons?

A. Model A B. Model B

C. Model C D. Model D

2. What did Rutherford’s gold foil experiment lead himto propose?

1. A 2. An atomic model with a positively charged nucleus

Scientific Habits of MindS8CS5 Students will use the ideas of system, model, change, and scalein exploring scientific and technological matters.

Thomson Model Rutherford Model

Cloud ModelBohr Model

A B

C D

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P7

Quick Review◆ In science, it is important to communicate the steps

and results of investigations clearly.

◆ Organizing scientific information in tables, charts,and graphs can help reveal trends or patterns in thedata.

Questions1. Look at the data table and graph above. Which is

the manipulated variable? Which is the respondingvariable?

2. What does the graph tell you about the relationshipbetween the temperature and volume of the gases?

A. They are inversely proportional.

B. They are directly proportional.

C. The relationship is nonlinear.

D. There is nothing you can tell from the graph.

1. Manipulated variable: temperature; responding variable: volume 2. B

(ºC)0

102030405060708090

100

(K)273283293303313323333343353363373

(mL)Temperature Volume

5052545658606263666769

Charles’s Law

Temperature (K)V

olu

me

(mL)

0

20

10

30

40

50

60

80

70

1000 200 300 400

Scientific Habits of MindS8CS6 Students will communicate scientific ideas and activities clearly.

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P8

Scientific or Not?

• Is the claim specific?

• Is the claim made by an

expert in that subject?

• Is the claim based on

evidence, not opinions?

• Is there enough evidence?

• Is this the best conclusion

that can be drawn from the

evidence?

Quick Review◆ Be skeptical of vague claims or those made by people

outside their area of expertise.

◆ Remember that research and arguments may bedesigned poorly; that is, they may be based on flawsof reasoning or inappropriate samples.

◆ Recognize that there may be more than one way tointerpret a given result.

Question1. A student claims that since no one he knows has

ever been injured while skateboarding, using safetyequipment is unnecessary. Why should you beskeptical of his claim?

A. He is not an expert.

B. There is not enough evidence.

C. This may not be the best conclusion that could be drawn from the evidence.

D. All of the above

1. D

Scientific Habits of MindS8CS7 Students will question scientific claims and argumentseffectively.

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P9The Nature of ScienceS8CS8 Students will be familiar with the characteristics of scientificknowledge and how it is achieved.

Quick Review◆ Scientists ask and try to answer questions about

the natural world. Although all experiments are different, many follow a similar pattern.

◆ In any scientific investigation, you must identify a testable hypothesis related to the question. Afteridentifying the question and hypothesis, you mustdesign an experiment to test the hypothesis.

◆ Scientific knowledge is sometimes modified as newinformation challenges old theories. A scientifictheory is accepted only when it is supported by alarge body of evidence.

Questions1. Turn this question into a hypothesis: “Which

freezes faster—fresh water or salt water?”

2. In designing an experiment to test this hypothesis,what materials will you need?

1. If I add salt to fresh water, the water will take longer to freeze. 2. Salt, water, containers, and a freezer

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edP10

Quick Review◆ A hypothesis is a possible explanation for a set of

observations or answer to a scientific question.

Questions1. Scientists usually test a hypothesis by

A. drawing a conclusion.

B. conducting a controlled experiment.

C. posing questions.

D. developing a theory.

2. Why is it important in an experiment to collect andinterpret data carefully?

1. B2. Careful data collection and interpretation provide the evidence needed to draw a conclusion—that is, to decide

whether the results of the experiment support or disprove the hypothesis.

CommunicateForm a

Hypothesis

Pose Questions

Draw Conclusions

Collect and Interpret Data

Design anExperiment

The Nature of ScienceS8CS9 Students will understand the features of the process of scientificinquiry

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P11

Quick Review◆ In a well-designed experiment, you need to keep all

variables the same except for one.

◆ An investigation in which only one variable ismanipulated at a time is called a controlled experiment.

Questions1. Which is the manipulated variable in the

experimental procedure above?

A. amount of water

B. starting temperature

C. temperature of the freezer

D. amount of salt in the water

2. What is a variable?

1. D 2. A factor that can be measured in an experiment

EXPERIMENTAL PROCEDURE1. Fill 3 containers with 300 milliliters of

cold tap water.

2. Add 10 grams of salt to Container 1; stir.Add 20 grams of salt to Container 2;stir. Add no salt to Container 3.

3. Place the 3 containers in a freezer.

4. Check the containers every 15 minutes.Record your observations.

The Nature of ScienceS8CS9 Students will understand the features of the process of scientificinquiry.

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P12

Quick Review◆ Each element has a specific number of protons in the

nucleus.

◆ Each isotope of an element has a different but specific number of neutrons in the nucleus.

Questions1. How many protons does a carbon-14 isotope have?

A. 6

B. 7

C. 8

D. 14

2. Uranium-238 is a radioactive isotope. If the atomicnumber of uranium is 92, how many neutrons are inthe nucleus of an atom of uranium-238?

1. A 2. 146

+ ++ ++

++ +

+ ++

+ + ++ ++

6e–6e–6e–

Carbon-12

+

Carbon-13 Carbon-146 Neutrons 7 Neutrons 8 Neutrons

Structure of MatterS8P1.a Distinguish between atoms and molecules.

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P13

Quick Review◆ The atom is composed of protons, neutrons, and

electrons.

◆ A molecule is a group of two or more atoms heldtogether by chemical bonds.

Questions1. According to the modern model of the atom, which

atomic particle is not in the nucleus?

A. electron

B. neutron

C. nucleus

D. proton

2. Describe the charge and relative mass of each particle in an atom.

1. A2. The proton has a positive charge, the neutron has no charge, and the electron has a negative charge. The proton

and neutron have about the same mass, which is about 2,000 times that of the electron.


Modern Model of an Atom

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P14

Quick Review◆ Because of its unique ability to combine in many

ways with itself and other elements, carbon has acentral role in the chemistry of living organisms.

Questions1. With four valence electrons, a carbon atom can

form

A. two covalent bonds.

B. four covalent bonds.

C. eight covalent bonds.

D. four ionic bonds.

2. How many atoms are strongly bonded to each carbonatom in graphite? In diamond?

1. B 2. Three; four

Crystal Structure of Diamond Layered Structure of Graphite


Forms of Pure Carbon

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P15

Quick Review◆ Compounds are formed by chemically combining two

or more different elements in a set ratio.

◆ A mixture is made of two or more substances that aretogether in the same place but are not chemicallycombined.

Questions1. Of the three molecules pictured, which one is not

considered a compound? Why not?

2. How many different atoms make up a carbon dioxidemolecule?

A. 1 B. 2

C. 3 D. 4

3. Is carbon dioxide gas a mixture or a compound?Explain.

1. The O2 molecule; because it is only made up of one kind of atom2. C3. A compound; because the elements in it are combined in a set ratio.

Water molecule

Oxygen molecule

Carbon dioxide molecule

One carbon atom

Two oxygen atoms

Two oxygen atoms

One oxygen atom

Two hydrogen atoms

H

H O O C OOO

Structure of MatterS8P1.b Describe the difference between pure substances (elements andcompounds) and mixtures.

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P16

Quick Review◆ When elements are chemically combined, they form

compounds having properties that are different fromthose of the uncombined elements.

Questions1. What elements make up the calcium carbonate in

the snail’s shell?

2. Which of the following is a gas at room temperature?

A. calcium carbonate

B. calcium

C. carbon

D. oxygen

1. calcium, carbon, oxygen 2. D

Oxygen

Calcium

Calcium carbonate

Carbon


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P17

Quick Review◆ In general, ionic compounds are hard, brittle solids

with high melting points. When melted or dissolvedin water, they conduct electric current.

◆ Ionic compounds form solids by building up repeating patterns of ions.

Questions1. What kind of chemical bond holds a crystal of

sodium chloride together?

2. Which is a property of sodium chloride?

A. low melting point

B. high melting point

C. good electrical conductor in solid form

D. poor electrical conductor in liquid form

1. Ionic bonds 2. B

Cl –

Na+


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P18

Quick Review◆ Compounds that contain the element carbon are

called organic compounds.

◆ The four classes of organic compounds required byliving things are carbohydrates, proteins, lipids, andnucleic acids.

Questions1. What is a lipid?

2. Which organic compound is found in DNA?

A. carbohydrates B. proteins

C. lipids D. nucleic acids

1. An energy-rich organic compound made of the elements carbon, hydrogen, and oxygen 2. D


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P19

Quick Review◆ In liquids, the atoms and molecules are more loosely

connected and can collide with and move past oneanother.

◆ In gases, the atoms and molecules are free to moveindependently, colliding frequently.

Questions1. If a liquid sample and a gas sample have the same

mass, which sample will be more dense?

2. You add heat to the liquid, but the liquid’s temperature stays below the boiling point. What happens to the particles in the liquid?

A. They move faster and the liquid boils.

B. They move faster but the liquid stays a liquid.

C. They move slower but the liquid stays a liquid.

D. They move slower and the liquid freezes.

1. Liquid 2. B

Liquid Gas

States of MatterS8P1.c Describe the movement of particles in solids, liquids, gases, andplasma states.

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P20

Quick Review◆ The particles in a solid are closely locked in position

and can only vibrate.

◆ In liquids, the atoms and molecules are more looselyconnected and can collide with and move past oneanother.

Questions1. What is the name for a substance that has a

definite volume but no definite shape?

2. In which of the following do the atoms and moleculesform a regular, repeating pattern?

A. amorphous solids

B. liquids

C. crystalline solids

D. gases

1. A liquid 2. C


Solid Liquid

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P21

Quick Review◆ For any given substance, the relative freedom of

motion of its atoms or molecules increases from solidto liquid.

Questions1. What happens to a liquid when it reaches its

boiling point and more heat is added?A. It stays a liquid.B. Its atoms and molecules move faster and it

eventually becomes a gas.C. It chemically changes into a new substance.D. Its atoms and molecules gain enough energy for

it to become a solid.

2. What is sublimation?

1. B2. Sublimation is a change in state from a solid directly to a gas without passing through the liquid state.

B

A

C

D E

KEYA: SolidB: MeltingC: Liquid D: VaporizationE: Gas

CHANGES OF STATE

Thermal Energy

Tem

per

atu

re


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P22

Quick Review◆ For any given substance, the relative freedom of

motion of its atoms or molecules increases from liquid to gas.

Questions1. What happens to a solid when it reaches its melting

point and more heat is added?A. It stays a solid.B. Its atoms and molecules move faster and it

eventually becomes a liquid.C. It chemically changes into a new substance.D. Its atoms and molecules lose energy.

2. What is the process in which the particles of a gaslose enough thermal energy to form a liquid?

1. B 2. Condensation

B

A

C

D E

KEYA: SolidB: MeltingC: Liquid D: VaporizationE: Gas

CHANGES OF STATE

Thermal Energy

Tem

per

atu

re


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P23

Quick Review◆ A physical property of a pure substance is a

characteristic that can be observed without changing it into another substance.

◆ A chemical property is a characteristic of a puresubstance that describes its ability to change intoother substances.

◆ The density of a substance is the same for all samplesof that substance.

Questions1. The two blocks shown have the same volume.

Which one has the greater density?

A. The one with more mass

B. The one with more texture

C. The one with the darker color

D. The one with the lower melting point

2. Is density a physical or chemical property of matter?Explain.

1. A 2. A physical property; It can be observed without changing the substance.

Properties of MatterS8P1.d Distinguish between physical and chemical properties of matteras physical (i.e., density, melting point, boiling point) or chemical (i.e.,reactivity, combustibility).

Wood Steel

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P24

Quick Review◆ The physical properties of metals include luster,

malleability, ductility, and conductivity.

Questions1. Why do metals tend to have high electrical

conductivity?

2. Which of the following is NOT a physical property of aluminum?

A. high electrical conductivity

B. low thermal conductivity

C. high luster

D. ductility

1. The electrons in a metal can move freely among the atoms. 2. B


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P25

Quick Review◆ Most nonmetals are poor conductors of electric

current and heat. Solid nonmetals are dull and brittle.

Questions1. How do the physical properties of nonmetals

compare with those of metals?

2. Which of the following is a physical property of most nonmetals?

A. high electrical conductivity

B. low thermal conductivity

C. high luster

D. ductility

1. In general, the physical properties of nonmetals are the opposite of those of metals. 2. B

Sulfur crumbles into a powder.

Nonmetals are goodinsulators.

A diver’s tank contains mostly nitrogen and oxygen gas.


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P26

Quick Review◆ A substance that undergoes a physical change is still

the same substance after the change.

◆ Chemical changes produce new substances withproperties different from those of the originalsubstances.

Questions1. Which of the following is a chemical change?

A. boiling water B. baking bread

C. bending metal D. crushing salt

2. The students in the photo mix two unknown liquidsand a solid precipitate forms. What kind of changeoccurred?

1. B 2. Chemical

Physical and Chemical ChangesS8P1.e Distinguish between changes in matter as physical (i.e.,physical change) or chemical (development of a gas, formationof precipitate, and change in color).

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P27

Quick Review◆ Chemical changes occur when bonds break and new

bonds form.

Questions1. How many electrons are transferred when a

magnesium atom bonds with an oxygen atom?

A. 1 B. 2

C. 3 D. 4

2. Calcium is in the same group as magnesium. Predictwhat type of bond a calcium atom and an oxygenatom would form.

1. B 2. An ionic bond

A magnesium atom loses two electrons to an oxygen atom. Oppositely charged ions form.

An oxygen molecule has a double bond.

Each oxygen atom can accept two electrons.

An ionic bond forms between the oppositely charged ions.

Bond breaks

Oxygen bonds break.

Magnesium and oxygen combine.

1

2

MgMg + O2–2+

O

+O OO O

Physical and Chemical ChangesS8P1.e Distinguish between changes in matter as physical (i.e.,physical change) or chemical (development of a gas, formation ofprecipitate, and change in color).

Bonding and Chemical Change

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P28

Quick Review◆ Chemical reactions are usually exothermic (meaning

they give off heat) or endothermic (meaning theyabsorb heat).

Questions1. Which kind of reaction is taking place when the

airplane burns fuel, endothermic or exothermic?

2. In an exothermic reaction, the total making andbreaking of bonds results in

A. a net absorption of energy.

B. a net release of energy.

C. no energy change.

D. a net loss of mass.

1. Exothermic 2. B

Physical and Chemical ChangesS8P1.e Distinguish between changes in matter as physical (i.e., physicalchange) or chemical (development of a gas, formation of precipitate,and change in color).

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P29

Quick Review◆ The graph of an exothermic reaction shows that heat

is released during the reaction.

◆ The graph of an endothermic reaction shows thatheat is absorbed during the reaction.

Questions1. Is the reaction represented by the graph

endothermic or exothermic? Explain how you know.

2. In an endothermic reaction, the total making andbreaking of bonds results in

A. a net absorption of energy.

B. a net release of energy.

C. no energy change.

D. a net loss of mass.

1. Endothermic, because the graph shows that heat is absorbed 2. A

Reaction Energy

Time

Ener

gy

Heatabsorbed

Reactants Products

Activationenergy

Physical and Chemical ChangesS8P1.e Distinguish between changes in matter as physical (i.e., physicalchange) or chemical (development of a gas, formation of precipitate,and change in color).

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P30

Per

iod

ic T

able

S8P1

.fR

eco

gn

ize

that

th

ere

are

mo

re t

han

100

ele

men

ts a

nd

so

me

hav

e si

mila

r p

rop

erti

es a

s sh

ow

n o

n t

he

Peri

od

ic T

able

of

Elem

ents

.

Qu

ick

Rev

iew

◆T

he

per

iod

ic t

able

of

the

elem

ents

giv

es y

ou

info

rmat

ion

ab

out

the

nu

mb

er o

f p

roto

ns,

n

eutr

ons,

an

d e

lect

ron

s in

th

e at

om o

f ea

ch

elem

ent.

Qu

esti

on

s1.

Acc

ord

ing

to t

he

sect

ion

of

the

per

iod

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able

seen

her

e, w

hat

is

the

atom

ic m

ass

of s

odiu

m?

A. 1

1

B. 1

2

C. 2

2.99

0

D. 8

7.62

2.W

hat

is

the

nam

e an

d a

tom

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um

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of

the

Gro

up

1 e

lem

ent

fou

nd

in

th

e co

mp

oun

d K

Cl?

21 3 Li

Lith

ium

6.94

1

4 BeB

eryl

lium

9.01

2

11 NaS

odiu

m22

.990

12 Mg

Mag

nesi

um24

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19 KPo

tass

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39.0

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20 CaC

alci

um40

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37 RbR

ubid

ium

85.4

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38 SrS

tront

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87.6

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esiu

m13

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56 Ba Bar

ium

137.

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anci

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88 RaR

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1.

C

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Pota

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P31

Per

iod

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able

S8P1

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ize

that

th

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are

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100

ele

men

ts a

nd

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od

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able

of

Elem

ents

.

Qu

ick

Rev

iew

◆T

he

per

iod

ic t

able

rev

eals

th

e u

nd

erly

ing

atom

icst

ruct

ure

of

atom

s, i

ncl

ud

ing

the

arra

nge

men

t of

the

elec

tron

s.

Qu

esti

on

s1.

How

man

y va

len

ce e

lect

ron

s ar

e in

an

ato

m o

fca

lciu

m?

A. 1

B. 2

C. 2

0

D. 4

0

2.W

hat

is

the

sym

bol

an

d a

tom

ic m

ass

of t

he

Gro

up

2 e

lem

ent

fou

nd

in

mag

nes

ium

oxi

de?

21 3 Li

Lith

ium

6.94

1

4 BeB

eryl

lium

9.01

2

11 NaS

odiu

m22

.990

12 Mg

Mag

nesi

um24

.305

19 KPo

tass

ium

39.0

98

20 CaC

alci

um40

.078

37 RbR

ubid

ium

85.4

68

38 SrS

tront

ium

87.6

2

55 CsC

esiu

m13

2.90

5

56 Ba Bar

ium

137.

327

87 FrFr

anci

um(2

23)

88 RaR

adiu

m(2

26)

1.

B

2

. M

g; 2

4.30

5

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P32

Quick Review◆ The atomic number of an element is the number of

protons in the nucleus.

◆ Each isotope of an element has a different but specific number of neutrons in the nucleus.

Questions1. How many protons does an atom of iron have?

A. 26 B. 30

C. 56 D. 81

2. Based on the diagram above, how many neutronswould the most common isotope of iron have in thenucleus?

1. A 2. 30

Periodic TableS8P1.f Recognize that there are more than 100 elements and somehave similar properties as shown on the Periodic Table of Elements.

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P33

Quick Review◆ The properties of an element can be predicted from

its location in the periodic table.

Questions1. The element krypton (Kr) is

A. an inert gas.

B. a reactive metal.

C. a reactive nonmetal.

D. a semimetal.

2. What are the four general classifications of elementson the periodic table?

1. A 2. Metals, semimetals, nonmetals, inert gases

3 4

11 12

19 20

37 38

55 56

87 88

21 22

39 40

57

72

89

104

23 24

41 42

73 74

105

58

90

59

91

60

92

61

93

62

94

71

103 106

25 26

43 44

75 76

107 108

27

45

77

109

*Name not officially assignedLanthanides

Actinides

Li Be

Na Mg

K Ca

Rb SrCs Ba

Fr Ra

Sc Ti

Y Zr

La

Hf

Ac

Rf

V Cr

Nb MoTa W

Db

Ce

Th

Pr

Pa

Nd

U

Pm

Np

Sm

Pu

Lu

Lr Sg

Mn Fe

Tc RuRe Os

Bh Hs

Co

RhIr

Mt

1

H

63

95

64

96

65

97

66

98

67

99

68

100

69

101

70

102

28

46

78

110

29 30

47 48

79 80

111 112 114

31 32

49 50

81 82

33 34

51 52

83 84

35 36

53 54

5 6

13 14

7 8

15 16

9 10

2

17 18

85 86

Eu

Am

Gd

Cm

Tb

Bk

Dy

Cf

Ho

Es

Er

Fm

Tm

Md

Yb

No

Ni

PdPt

Ds Rg

Cu Zn

Ag CdAu Hg

Uub*Uub Uuq*Uuq

Ga Ge

In SnTl Pb

As Se

Sb TeBi Po

Br Kr

I Xe

B C

Al Si

N O

P S

F NeHe

Cl Ar

At Rn

1

21

2

3

4

5

6

7

3 4 5 6 7 8 9 10 11 12

13 14 15 16 17

18


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., pu

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P34

Quick Review◆ The reactivity of metals tends to decrease as you

move from left to right across the periodic table.

Questions1. The element sodium (Na) is an example of

A. an inert gas.

B. a reactive metal.

C. a reactive nonmetal.

D. a semimetal.

2. Where are nonmetals located in the periodic table?

1. B 2. On the right, between the semimetals and inert gases.

3 4

11 12

19 20

37 38

55 56

87 88

21 22

39 40

57

72

89

104

23 24

41 42

73 74

105

58

90

59

91

60

92

61

93

62

94

71

103 106

25 26

43 44

75 76

107 108

27

45

77

109

*Name not officially assignedLanthanides

Actinides

Li Be

Na Mg

K Ca

Rb SrCs Ba

Fr Ra

Sc Ti

Y Zr

La

Hf

Ac

Rf

V Cr

Nb MoTa W

Db

Ce

Th

Pr

Pa

Nd

U

Pm

Np

Sm

Pu

Lu

Lr Sg

Mn Fe

Tc RuRe Os

Bh Hs

Co

RhIr

Mt

1

H

63

95

64

96

65

97

66

98

67

99

68

100

69

101

70

102

28

46

78

110

29 30

47 48

79 80

111 112 114

31 32

49 50

81 82

33 34

51 52

83 84

35 36

53 54

5 6

13 14

7 8

15 16

9 10

2

17 18

85 86

Eu

Am

Gd

Cm

Tb

Bk

Dy

Cf

Ho

Es

Er

Fm

Tm

Md

Yb

No

Ni

PdPt

Ds Rg

Cu Zn

Ag CdAu Hg

Uub*Uub Uuq*Uuq

Ga Ge

In SnTl Pb

As Se

Sb TeBi Po

Br Kr

I Xe

B C

Al Si

N O

P S

F NeHe

Cl Ar

At Rn

1

21

2

3

4

5

6

7

3 4 5 6 7 8 9 10 11 12

13 14 15 16 17

18


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., pu

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all.

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P35

Quick Review◆ In chemical reactions, the number of atoms stays the

same no matter how they are arranged. So, their totalmass stays the same.

Questions1. What is the mass of iron sulfide produced when

140 g of iron and 80 g of sulfur react?

2. An effervescent tablet is dropped into a beaker ofwater and begins fizzing. The total mass before thereaction is 300 g; the mass after the reaction is 295 g.Why is the mass less after the reaction?

A. Some atoms were destroyed in the reaction.

B. The reaction produced 5 g of gas that drifted away.

C. Chemical reactions always result in a reduction of mass.

D. New atoms were created.

1. 220 g 2. B

FeIron

SSulfur

FeSIron sulfide

�

Conservation of MatterS8P1.g Identify and demonstrate the Law of Conservation of Matter.

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all.

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right

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ed.

P36

Quick Review◆ The Law of Conservation of Matter can be applied to

balancing chemical equations. To describe a reactionaccurately, a chemical equation must show the samenumber of each type of atom on both sides of theequation.

Questions1. Which of the three diagrams represents a balanced

equation, showing conservation of matter?

A. Equation A B. Equation B

C. Equation C D. None of them

2. What type of reaction occurs when hydrogen combines with oxygen to form water — synthesis,decomposition, or replacement?

1. C 2. Synthesis

A �

B �

C �

Hydrogen Oxygen Water

Conservation of MatterS8P1.g Identify and demonstrate the Law of Conservation of Matter.

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ears

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tion,

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., pu

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all.

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ed.

P37Conservation of EnergyS8P2.a Explain energy transformations in terms of the Law ofConservation of Energy.

1. Gravitational2. At the bottom of its swing3. Some of the kinetic energy is converted to thermal energy due to friction.

Maximum potential energyMaximum potential energy

Maximum kinetic energy

Quick Review◆ When energy is converted from one form to another,

energy is not created or destroyed. Energy is conserved.

◆ Potential energy is the energy of position or shape.Kinetic energy is the energy of motion.

◆ In a pendulum, energy is converted betweenpotential energy and kinetic energy

Questions

1. Is the potential energy of a pendulum gravitationalor elastic?

2. At what point in its swing does a pendulum havethe least potential energy?

3. If energy is conserved, why does a pendulum slowdown and eventually stop?

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P38Conservation of EnergyS8P2.a Explain energy transformations in terms of the Law ofConservation of Energy.

Quick Review◆ The Law of Conservation of Energy states that

energy cannot be created or destroyed, but can bechanged from one form into another.

◆ Within any closed system, the amount of energystays constant. In all known processes, some energyis converted to heat.

◆ Matter can change from one state to another ifthermal energy is absorbed or released. For example, absorbing heat can cause a solid to melt.

Questions1. As an ice cube melts, what is the change of state?

What happens to the thermal energy?

2. In the drawing, some of the mechanical energy is notconverted into electrical energy. What happens to it?

3. What other sources of energy can be used to produceelectrical energy?

Discharge

Reservoir

Spillway

Dam

TransformerGenerator

Electromagnet Turbine

1. The ice changes to a liquid. The ice absorbs thermal energy.2. It is converted into thermal energy, which heats the discharged water.3. Fossil fuels, wind, sunlight, and nuclear reactions

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P39

Less mass meansless kinetic energy.

Greater mass meansgreater kinetic energy.

Greater velocity meansgreater kinetic energy.

Less velocity meansless kinetic energy.

Equal Velocities Equal Masses

Kinetic EnergyS8P2.b Explain the relationship between potential and kinetic energy.

Quick Review◆ Kinetic energy is the energy of motion. The kinetic

energy of an object depends on the object’s massand on its velocity.

◆ An object’s kinetic energy can be calculated usingthe formula:

Kinetic energy = 1⁄2 � Mass � Velocity2

Questions1. If the velocity of an object doubles, its kinetic

energy would

A. double.

B. increase by four times.

C. stay the same.

D. decrease by half.

2. In the two examples shown above, which ball wouldtransfer the most kinetic energy to a set of bowlingpins? Explain.

1. B2. The purple ball would transfer the most kinetic energy in both examples. In the left example, the purple ball has

more mass. In the right example, it has a greater velocity.

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P40

The blue skier has more gravitational potential energy because he is at a greater height.

The green skier has more gravitational potential energy because he weighs more.

500 N

500 N 500 N 600 N

Kinetic EnergyS8P2.b Explain the relationship between potential and kinetic energy.

Quick Review◆ Potential energy is stored energy that results from

the position or shape of an object.

◆ There are two types of potential energy.Gravitational potential energy depends on heightand weight. Elastic potential energy is associatedwith stretched or compressed objects.

◆ An object’s gravitational potential energy can becalculated using the formula:

Gravitational potential energy = Weight � Height

Questions1. If the blue skier above is standing at a height of 50

meters above the ground, what is her gravitationalpotential energy?

A. 10 J B. 500 J

C. 2,500 J D. 25,000 J

2. How can you increase the gravitational potentialenergy of a basketball?

1. D 2. By lifting or throwing it higher or by adding to its weight by inserting more air.

Quick Review

◆ Energy comes in many different forms.

◆ Mechanical energy is associated with the positionand motion of an object.

◆ Other forms of energy associated with the particlesof objects include thermal, electrical, chemical,nuclear, and electromagnetic energy.

Questions

1. What form of energy is associated with lightning?

2. Objects with fast-moving atoms and molecules create what form of energy?

3. Where is nuclear energy stored?

©P

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P41Forms of EnergyS8P2.c Compare and contrast the different forms of energy (heat, light,electricity, mechanical motion, sound) and their characteristics.

1. Electrical energy 2. Thermal energy 3. Nuclear energy is stored in the nucleus of an atom.

©P

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P42

Qu

ick

Rev

iew

◆H

eat

can

be

tran

sfer

red

th

rou

gh c

ond

uct

ion

,co

nve

ctio

n, a

nd

rad

iati

on.

◆G

ases

are

goo

d i

nsu

lato

rs. D

oub

le-p

ane

win

dow

su

se a

ir t

o sl

ow h

eat

tran

sfer

.

◆T

he

vacu

um

lay

er i

n a

th

erm

os s

low

s h

eat

tran

sfer

.

Qu

esti

on

s

1.H

ow d

oes

rad

iati

on d

iffe

r fr

om c

onve

ctio

n a

nd

co

nd

uct

ion

?

2.H

ow i

s it

pos

sib

le f

or a

th

erm

os t

o k

eep

cof

fee

hot

an

d a

lso

kee

p i

ced

tea

col

d?

3.H

ow c

an w

ind

ow s

had

es o

r aw

nin

gs k

eep

ah

ouse

coo

ler

on a

su

nn

y d

ay i

n s

um

mer

?

Air

spac

e

Air

spa

ce

Gla

ss

Plas

tic

cont

aine

r

Vacu

um

Gla

ss

1.

Radi

atio

n ca

n tr

ansf

er e

nerg

y th

roug

h em

pty

sp

ace.

2.

In

sula

tion

help

s m

aint

ain

the

exis

ting

tem

per

atur

e.

3.

They

blo

ck s

ome

sola

r ra

diat

ion.

Met

ho

ds

of

Hea

t Tr

ansf

er28

P2.d

Des

crib

e h

ow

hea

t ca

n b

e tr

ansf

erre

d t

hro

ug

h m

atte

r b

y th

e co

llisi

on

s o

f at

om

s (c

on

du

ctio

n)

or

thro

ug

h s

pac

e (r

adia

tio

n).

In a

liq

uid

or

gas

, cu

rren

ts w

ill f

acili

tate

th

e tr

ansf

er o

f h

eat

(co

nve

ctio

n).

©P

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all.

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P43

1. Hot air is less dense than cool air.2. Convection currents transfer air heated by the sun throughout the atmosphere.

Baseboardconvector

Pump

Furnace

Burner

Convectioncurrents

Smoke outlet

Quick Review◆ Convection is the process that transfers heat by

the movement of currents within a fluid.

◆ A convection current occurs when a heated fluidrises and is replaced by a cooler fluid.

◆ Convection currents can be used to transfer heatedair throughout a building.

Questions

1. Explain why hot air rises and cool air sinks.

2. Where in nature can you find a large-scale exampleof heating by convection?

Methods of Heat TransferS8P2.d Describe how heat can be transferred through matter by thecollisions of atoms (conduction) or through space (radiation). In aliquid or gas, currents will facilitate the transfer of heat (convection).

©P

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P44

1. Because air is not a good thermal conductor2. Metal is a good thermal conductor, so the heat of the stove is transferred to the food.

Quick Review◆ Conduction is the transfer of thermal energy with

no overall transfer of matter.

◆ Conduction occurs within a material or betweenmaterials that are touching.

◆ Conduction in gases is slower than in liquids and solids because the particles in a gas collide less often.

Questions1. Explain why the air space in a double-pane

window provides thermal insulation.

2. Explain why pots and pans are often metal.

A Model of Energy Transfer in Conduction

Methods of Heat TransferS8P2.d Describe how heat can be transferred through matter by thecollisions of atoms (conduction) or through space (radiation). In aliquid or gas, currents will facilitate the transfer of heat (convection).

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P45

1.Ra

diat

ion

does

not

req

uire

mat

ter.

2.

All

thre

e p

roce

sses

tra

nsfe

r en

ergy

.

Atm

osph

ere

Su

nlig

ht

Ear

th’s

su

rfac

e

Qu

ick

Rev

iew

◆R

adia

tion

is

the

tran

sfer

of

ener

gy t

hro

ugh

sp

ace

wit

hou

t th

e h

elp

of

mat

ter

to c

arry

th

e en

ergy

.

◆A

ll o

bje

cts

rad

iate

en

ergy

. As

an o

bje

ct’s

tem

per

atu

rein

crea

ses,

th

e ra

te a

t w

hic

h i

t ra

dia

tes

ener

gy

incr

ease

s.

◆T

he

sun

’s e

ner

gy i

s tr

ansf

erre

d t

o E

arth

by

the

pro

cess

of r

adia

tion

.

Qu

esti

on

s1.

How

is

rad

iati

on d

iffe

ren

t fr

om c

onve

ctio

n a

nd

co

nd

uct

ion

?

2.H

ow i

s ra

dia

tion

sim

ilar

to

con

du

ctio

n a

nd

con

vect

ion

?

Met

ho

ds

of

Hea

t Tr

ansf

erS8

P2.d

Des

crib

e h

ow

hea

t ca

n b

e tr

ansf

erre

d t

hro

ug

h m

atte

r b

y th

e co

llisi

on

s o

f at

om

s (c

on

du

ctio

n)

or

thro

ug

h s

pac

e (r

adia

tio

n).

In a

liq

uid

or

gas

, cu

rren

ts w

ill f

acili

tate

th

e tr

ansf

er o

f h

eat

(co

nve

ctio

n).

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ears

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P46

Mo

tio

nS8

P3.a

Det

erm

ine

the

rela

tio

nsh

ip b

etw

een

vel

oci

ty a

nd

acc

eler

atio

n.

Qu

ick

Rev

iew

◆T

he

aver

age

spee

d o

f an

ob

ject

is

the

tota

l d

ista

nce

it t

rave

led

div

ided

by

the

tota

l ti

me

elap

sed

.

◆V

eloc

ity

is s

pee

d i

n a

giv

en d

irec

tion

.

Qu

esti

on

s1.

Jea

nn

e jo

gs a

dis

tan

ce o

f 2

km

ove

r 10

min

ute

s.W

hic

h o

f th

e fo

llow

ing

is c

lose

st t

o h

er a

vera

gesp

eed

?

A. 0

.2 k

m/m

in

B. 2

km

/min

C. 2

0 k

m/m

in

D. 2

00 k

m/m

in

2.T

he

nex

t d

ay, J

ean

ne

goes

for

a r

un

an

d c

over

s 5

km

in 3

0 m

inu

tes.

W

hat

was

her

ave

rage

sp

eed

?

1.

A

2.

0.16

7 km

/min

©P

ears

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all.

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serv

ed. Quick Review

◆ Two equations relating distance (d), time (t), andaverage speed (v) are

Speed =

Time =

Questions1. A rocket travels at an average speed of 15 km/s.

How long will it take the rocket to travel a distance of 300 km?A. 15 s B. 20 sC. 30 s D. 45 s

2. A second rocket is launched shortly afterward andtravels 100 km in 10 s. What is the rocket’s averagespeed?

1. B 2. 10 km/s

MotionS8P3.a Determine the relationship between velocity and acceleration.

DistanceTime

DistanceSpeed

P47

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P48

Quick Review◆ A change in velocity can involve a change in either

speed or direction—or both.

◆ Acceleration =

Questions1. A softball pitcher throws a fastball, and the

batter sends it flying toward the outfield at thesame speed. Did the ball’s velocity change?Explain.

2. The velocity of a baseball moving in a straight linechanges from 0 m/s to 20 m/s in 2 s. What is the acceleration of the ball?A. 2 m/s2 B. 10 m/s2

C. 20 m/s2 D. 40 m/s2

1. The velocity changed because the ball changed direction. 2. B


Final velocity – Initial velocityTime

555

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P49

Quick Review◆ In science, acceleration refers to increasing speed,

decreasing speed, or changing direction.

Questions1. How do you know that balls B, C, and D are

accelerating?

2. A ball falling from rest takes 0.5 second to hit theground. It reaches a maximum speed of 5 m/s.Calculate the ball’s acceleration.

A. 0 m/s2 B. 0.5 m/s2

C. 5 m/s2 D. 10 m/s2

1. Because the balls are following a curved path, they are changing direction, which means that they are changing velocity.

2. D


Ball A Ball B Ball C Ball D

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P50

Quick Review◆ The slope of a distance-versus-time graph represents

the speed of an object.

Questions1. How far does the train travel every 15 minutes?

2. What distance does the train travel over 60 minutes?

A. 9 km

B. 18 km

C. 27 km

D. 36 km

1. 9 km 2. D

MotionS8P3.a Determine the relationship between velocity and acceleration

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P51

Quick Review◆ The slope of a line on a speed-versus-time graph

represents acceleration.

◆ A horizontal line on a speed-versus-time graph indicates an object moving with constant speed.

Questions1. The graph shows the motion of a cyclist. Is the

cyclist moving at constant speed or accelerating?Explain.

2. What would a speed-versus-time graph look like for acyclist who is slowing down?

A. The graph line would appear more steep.

B. The graph line would appear less steep.

C. The graph line would fall rather than rise.

D. The graph line would be horizontal.

1. The cyclist is accelerating because the slope of the line is not zero. 2. C

Speed vs. Time

Time (s)

Spee

d (m

/s)

Run = 2 s

Rise = 4 m/s

0 1 2 3 4 5 60

2

4

6

8

10

Slope = RiseRun

= 2 m/s2= 4 m/s2 s

MotionS8P3.a Determine the relationship between velocity and acceleration

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P52

Quick Review◆ A force is described by its magnitude and by the

direction in which it acts.

Questions1. Which of the following could describe the force

acting on the girl?

A. 10 N

B. 10 m

C. 10 N to the left

D. 10 m to the left

2. What do the length and direction of a force arrowrepresent?

1. C 2. The force’s magnitude and direction

ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.

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P53

Quick Review◆ The combination of all forces acting on an object is

the net force.

◆ The net force determines whether an object movesand in which direction it moves.

Questions1. What is the net force acting on Box X?

A. 25 N to the right

B. 50 N to the right

C. 25 N to the left

D. 50 N to the left

2. Will the net force on Box Y cause it to move? Explainhow you know.

1. B 2. Yes, because the net force is 10 N to the right.

Box X Box Y

20N

25N

25N30N


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P54

Quick Review◆ Balanced forces acting on an object do not change

the object’s velocity.

Questions1. A rail car moves to the right at a constant speed.

Which pair of forces are acting on the rail car?

A. 10 N to the left; 5 N to the right

B. 5 N to the left; 10 N to the right

C. 10 N to the left; 10 N to the right

D. 20 N to the left; 10 N to the right

2. A toy car rolls along a table at constant velocity. Whatcan you conclude about the forces acting on the car?

1. C 2. The forces are balanced.


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P55

Quick Review◆ The gravitational force exerted on a person or object

is known as weight.

◆ The magnitude of the force of friction depends on thetypes of surfaces involved and on how hard the surfaces push together.

Questions1. The book’s weight pulls it down. What kind of force

pushes the book up and prevents it from falling tothe ground?

A. gravity

B. static friction

C. rolling friction

D. elastic force

2. If you push the book to the right, what force resistsyour push?

1. D 2. Sliding friction


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P56

Quick Review◆ Inertia is the tendency of an object to resist a change

in motion.

Questions1. If the car with the washers on top of it is moving at

a constant velocity and then hits the book, whatwill happen to the car and the washers?

A. The car and the washers will keep moving forward.

B. The car will keep moving forward but the washers will stop.

C. The car will stop but the washers will keep moving forward.

D. The car and the washers will both stop.

2. Which is harder to push—an empty shopping cart ora shopping cart full of food? Why?

1. C 2. The shopping cart full of food, because it has more mass and more inertia


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P57

Quick Review◆ Newton’s first law of motion states that an object will

remain at rest or moving at a constant velocity unlessit is acted upon by an unbalanced force.

Questions1. How will the unbalanced forces affect the box

shown above?

A. The box will start moving to the right.

B. The box will stop moving.

C. The box will start moving to the left.

D. The box will change in mass and volume.

2. A box is moving to the left. If a force pushes on thebox to the right, how will the box’s motion be affected?

1. A 2. The box will slow down.

100 N-

100 N

200 N

Individualforces

Net force


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P58

Quick Review◆ Newton’s second law of motion states that

acceleration depends on the net force acting on theobject and on the object’s mass.

◆ Acceleration =

Questions1. The mass of the wagon with the girl and the boy in

it is 150 kg. The boy pulls on the wagon. The netforce on the wagon is 50 N. What is the accelerationof the wagon?

A. 0.33 m/s2 B. 3 m/s2

C. 100 m/s2 D. 200 m/s2

2. Suppose the girl gets out of the wagon. Does the boyneed to exert more or less force to achieve the sameacceleration as the previous pull? Explain.

1. A 2. Less force, because the mass is less

Net forceMass


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P59

Quick Review◆ Net force = Mass � Acceleration

Questions1. The airplane shown is accelerating at 8 m/s2. If the

mass of the airplane is 10,000 kg, what is the netforce acting on the airplane?

2. More luggage is loaded onto the plane, but the netforce remains the same. How would the accelerationchange?

A. It decreases.

B. It increases.

C. It stays the same.

D. The acceleration might either increase ordecrease.

1. 80,000 N 2. A

0.0s 1.0s 2.0s 3.0s

0 m/s 8 m/s 16 m/s 24 m/s


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P60

Quick Review◆ The buoyant force on an object is equal to the weight

of the fluid displaced.

Questions1. When the weight of a submerged object is greater

than the buoyant force on that object,

A. the object sinks to the bottom.

B. the object floats on the surface of the water.

C. the object sinks into the water but then floats halfway down.

D. the object is pushed out of the water.

2. The three objects in the diagram have the sameweight. Why does one of them sink?

1. A 2. It weighs more than the water it displaces.


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P61

Qu

ick

Rev

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◆A

n o

bje

ct m

ore

den

se t

han

a f

luid

wil

l si

nk

in t

hat

flu

id.

Qu

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s1.

An

ob

ject

has

a d

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95 g

ram

s p

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eter

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ed o

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ft, i

n w

hic

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ill

the

obje

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nk

?

A. c

orn

syr

up

B. g

lyce

rin

C. w

ater

D. c

orn

oil

2.W

hy

wil

l a

rub

ber

was

her

sin

k i

n a

bu

cket

of w

ater

?

Sub

stan

ceD

ensi

ty(g

/cm

3 )

Wo

od

Co

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2. It

will

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Forc

esS8

P3.b

Dem

on

stra

te t

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ct o

f b

alan

ced

an

d u

nb

alan

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fo

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on

an

ob

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in t

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s o

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ty, i

ner

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and

fri

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n.

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P62

1.

Ram

p Y

2

. In

crea

se t

he le

ngth

; de

crea

se t

he h

eigh

t

Ram

p X

Ram

p Y

Ram

p Z

1 m

0.5

m

1 m

4 m

3 m

4 m

Qu

ick

Rev

iew

◆T

her

e ar

e si

x b

asic

kin

ds

of s

imp

le m

ach

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:th

ein

clin

ed p

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scre

w, t

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.

◆A

ram

p i

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exa

mp

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f a

sim

ple

mac

hin

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lled

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ncl

ined

pla

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◆Id

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mec

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ad

van

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of

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Qu

esti

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s1.

Wh

ich

of

the

thre

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mp

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as t

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larg

est

idea

lm

ech

anic

al a

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2.D

escr

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two

way

s yo

u c

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ncr

ease

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eal

mec

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ad

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Sim

ple

Mac

hin

esS8

P3.c

Dem

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he

effe

ct o

f si

mp

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ach

ines

(le

ver,

incl

ined

pla

ne,

pu

lley,

wed

ge,

scr

ew, a

nd

wh

eel a

nd

axle

) o

n w

ork

.

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P63

1. Third class 2. Second class

Outputforce

Inputforce

Fulcrum

Outputforce Input

force

FulcrumOutputforce

Inputforce

Fulcrum

Quick Review◆ A lever is a rigid bar that is free to rotate around a

fixed point (the fulcrum).

◆ First-class levers always change the direction of theinput force. Second-class levers increase force, butdo not change its direction. Third-class leversincrease distance, but do not change the directionof the input force.

◆ To calculate the ideal mechanical advantage of anylever, divide the input distance by the outputdistance.

Questions1. Which class of lever always has a mechanical

advantage of less than 1?

2. Which class of lever always has a mechanicaladvantage that is greater than 1?

A B CFirst-Class Lever Second-Class Lever Third-Class Lever

Simple MachinesS8P3.c Demonstrate the effect of simple machines (lever, inclinedplane, pulley, wedge, screw, and wheel and axle) on work.

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P64

1. Greater than 1 2. Sample answer: Doorknob

Input

Steering wheel

Steering axle

Output

Screwdriver handle

Input

Output

Screwdriver axle

A B

Quick Review◆ A wheel and axle is a simple machine that consists

of two disks or cylinders fastened together thatrotate around a common axis. The object with thelarger axis is called the wheel and the object withthe smaller axis is called the axle.

◆ To calculate the ideal mechanical advantage of awheel and axle, divide the radius of the wheel bythe radius of the axle.

Questions1. Does a steering wheel have a mechanical

advantage of greater or less than 1?

2. Other than the examples shown, give an example of a wheel and axle you use regularly.


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P65

1. Fixed; movable 2. Some work is always lost to friction.

Quick Review◆ A pulley is a simple machine made of a grooved

wheel with a rope or a cable wrapped around it.

◆ A fixed pulley changes the direction of a force butnot the amount of force applied.

◆ A movable pulley decreases the amount of inputforce needed but not the direction of the force.

◆ The ideal mechanical advantage of a pulley is equalto the number of sections that support the object.

Questions1. Which type of pulley would you use to raise a flag

on a flagpole? Which type would you use to liftmaterials to the top of a building?

2. Explain why the mechanical advantage of amachine is always less than its ideal value.

Fixed pulleyI.M.A. = 1

Movable pulleyI.M.A. = 2

Pulley systemI.M.A. = 2

Pulley systemI.M.A. = 3


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P66

Quick Review◆ Waves are disturbances that transfer energy from

place to place.

◆ Transverse waves move the particles in a mediumat right angles to the direction in which the wavestravel. Longitudinal waves move the particlesparallel to the direction in which the waves travel.

◆ Waves that require a medium through which totravel are called mechanical waves.

Questions1. How could two people holding each end of a

slightly stretched metal coil create a transversewave? A longitudinal wave?

2. What controls the amplitude of a transverse wavecreated by two people holding each end of aslightly stretched metal coil?

1. Start the wave with a back-and-forth arm motion across the line of the coil; start the wave with a push-pull armmotion in line with the coil.

2. The distance the arm motion displaces the coil across the direction of the coil

WavesS8P4.a Identify the characteristics of electromagnetic and mechanicalwaves.

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P67

Quick Review◆ Light is a form of electromagnetic radiation, as are

radio waves, X-rays, and gamma rays.

◆ The electromagnetic spectrum shows the forms ofradiation in order of increasing frequency anddecreasing wavelength.

◆ The color of visible light goes from red to violet asfrequency increases.

◆ Sunlight has a variety of wavelengths and includesvisible, ultraviolet, and infrared rays.

Questions1. Complete the sentence: Waves with the greatest

frequency have the wavelength.

2. What type of waves have a long enough wavelengthto transmit signals around the curvature of Earth?

1. shortest 2. Radio waves

Electomagnetic WavesS8P4.a Identify the characteristics of electromagnetic and mechanicalwaves.

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P68

Quick Review◆ An electromagnetic wave is a transverse wave made

up of changing electric and magnetic fields.

◆ Like mechanical waves, electromagnetic wavescarry energy that can be transferred when theyinteract with matter.

◆ Unlike mechanical waves, electromagnetic wavesdo not require a medium through which to travel.

Questions

1. How are the fields arranged in an electromagneticwave?

2. How can electromagnetic waves travel throughspace?

3. What happens when an electromagnetic wavepasses from air into another medium, such as glass?

1. perpendicular to one another 2. They do not require a medium. 3. It slows down.

Directionof

wave

Electricfield

Magneticfield

Electomagnetic WavesS8P4.a Identify the characteristics of electromagnetic and mechanicalwaves.

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P69

Quick Review◆ When a wave hits a surface through which it

cannot pass, it bounces off, or is reflected.

◆ The angle of incidence is equal to the angle ofreflection for all waves and reflecting surfaces.

◆ When a wave moves from one medium into anothermedium at an angle, it changes speed, which causesit to bend, or be refracted.

Questions1. What is the angle of incidence?

2. If the angle of incidence of a wave is 30°, what isthe angle of reflection?

3. Suppose a wave hits a surface that is partiallyimpenetrable at an angle. On the other side of thesurface is a more dense medium. What will happento the wave?

1. The angle between an incoming wave and an imaginary line perpendicular to the surface2. 30°3. Part of the wave would reflect at the surface, and part would enter the denser medium, where it would be bent, or refracted.

ReflectionS8P4.b Describe how the behavior of light waves is manipulatedcausing reflection, refraction, diffraction, and absorption.

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P70

1. The rays are all reflected at the same angle. 2. A smooth surface

Regular reflectionDiffuse reflection

Quick Review

◆ Light reflected from objects makes the objects visible.

◆ Regular reflection occurs when parallel rays of lightstrike a smooth surface.

◆ Diffuse reflection occurs when parallel rays of lightstrike an uneven surface.

Questions1. Describe the angles of reflection for parallel rays

that are reflected regularly.

2. What type of surface allows you to see a reflection?

ReflectionS8P4.b Describe how the behavior of light waves is manipulatedcausing reflection, refraction, diffraction, and absorption.

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P71

1. Glass has a higher index of refraction. 2. It refracts each wavelength to a different degree.

Quick Review

◆ Refraction is the bending of light that occurs whenlight passes into a new medium.

◆ The more the light bends when it enters a newmedium, the higher the index of refraction.

Questions1. Which has a higher index of refraction, water

or glass?

2. White light is a mixture of light of different wavelengths. How does a prism separate white light into its different colors?

Light

RefractionS8P4.b Describe how the behavior of light waves is manipulatedcausing reflection, refraction, diffraction, and absorption.

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P72

Quick Review◆ The eye focuses and detects light. It sends signals

from detected light to the brain.

◆ The cornea, iris, pupil, and lens of the eye all helpform an image on the retina.

◆ Rod cells work best in dim light and enable you tosee black, white, and shades of gray. Cone cells workbest in bright light and enable you to see colors.

Questions1. Which cells in the retina are more active outdoors

during the day?

2. In dim light, which part of the eye becomes larger toallow in more light?

A. cornea B. iris

C. pupil D. lens

1. Cone cells 2. C

Cornea

Opticnerve

Iris

Lens

Bloodvessels

Retina

Pupil

Fluid-filled chamber

LightS8P4.c Explain how the human eye sees objects and colors in terms ofwavelengths.

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P73

Quick Review◆ The primary colors of light are red, green, and blue.

When combined in equal amounts, they producewhite light.

◆ The primary colors of pigments are cyan, yellow,and magenta. When combined in equal amounts,they produce black pigment.

◆ Secondary colors are combinations of two primarycolors of light or of pigment.

Questions1. What are the three secondary colors of light?

2. What are the three secondary colors of pigments?

3. Compare the primary colors of pigments with thesecondary colors of light. What do you notice? Whyis this true?

1. Cyan, yellow, and magenta2. Red, green, and blue

Primary colors of light Primary colors of pigments

LightS8P4.c Explain how the human eye sees objects and colors in terms ofwavelengths.

3. Primary colors of pigment are the same as secondary colors of light, and vice versa. Pigment colors are due to absorption of light, so they result from absence of light rather than emission of light.

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P74

Quick Review◆ Mechanical waves, such as sound and seismic

waves, are produced when a source of energy causes a medium to vibrate. Sound waves travelthrough the air; seismic waves travel through theearth’s layers.

◆ Electromagnetic waves, such as light, transfer electric and magnetic energy and do not need amedium to travel through.

Questions1. What do sound waves and seismic waves have in

common?

2. How are sound waves and light waves different?

1. They both spread away from the source. 2. Light waves travel without a medium.

82

Waves in a MediumS8P4.d Describe how the behavior of waves is affected by medium(such as air, water, solids).

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P75

Quick Review◆ Light waves travel faster in air than in water. They

travel slower in glass than in water.

◆ When light enters a medium where its speedchanges, it bends. This is called refraction.

◆ The index of refraction of a material is a measureof how much light bends when it enters thatmaterial. The amount light bends varies withwavelength.

Questions1. Why does a stick appear bent when placed in a

transparent container filled with water?

2. Why do rainbows appear if the angle of the sun isjust right after a rainstorm?

3. What object uses refraction to separate white lightinto all the colors of the visible spectrum?

Light

1. Because light travels slower in water, the image of the stick is refracted.2. Tiny water droplets refract the range of wavelengths in sunlight by slightly differing amounts, separating the light into colors. 3. A glass prism

use 7

Waves in a Medium: RefractionS8P4.d Describe how the behavior of waves is affected by medium(such as air, water, solids).

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P76

Quick Review◆ Sound travels through a medium as longitudinal

waves.

◆ Longitudinal waves carry mechanical energy in theform of compressions of the particles of a medium.

◆ All forms of sound, including speech and music, areformed by vibrations of physical media.

Questions1. What happens between the surface of a drum after

it is struck and a listener’s ear that allows sound tobe transmitted?

2. What kind of energy is converted to sound by aloudspeaker connected to a stereo system?

3. How does a guitar make sounds?

1. Vibrations of the drum force nearby air molecules tovibrate similarly, and the resulting waves propagatethrough the air to the listener’s ear.

2. Electrical energy3. The strings vibrate.

83

SoundS8P4.e Relate the properties of sound to everyday experiences.

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P77

Quick Review◆ The Doppler effect is the apparent change in the

pitch of a sound as the source or observer move relative to one another.

◆ Radar devices use the Doppler effect to determinethe speed of moving objects such as cars.

◆ The Doppler effect is also used to study weatherand the expansion of the universe.

Questions

1. Why does each observer in the diagram hear asound with a different pitch?

2. How can the Doppler effect be used to measure thespeed of a thunderstorm?

Observer A(decreasedfrequency)

Observer B(increasedfrequency)

1. The waves have a lower frequency at Observer A than at Observer B.2. Waves are sent toward the storm. They bounce off particles of precipitation. The frequency of the returning waves

changes as the storm moves.


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P78

Quick Review◆ A sonar device measures the time it takes to emit a

sound wave and detect the reflected wave.

◆ Ultrasound devices emit sound waves atfrequencies many times higher than human hearing can detect.

◆ Ultrasound devices create images of body organs.They emit sound waves into a body and then detectand measure the reflected waves.

Questions1. How are sonar and ultrasound devices similar?

2. What changes in a medium could cause soundwaves to be detected by an ultrasound device?

3. If sound waves at ultrasound frequencies aredirected at a specific body tissue, what could theenergy carried by the sound waves cause?

1. They create images using reflected sound waves.2. Changes in density or elasticity3. A temperature increase in the tissue

88


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P79

Quick Review◆ Sound waves carry energy through a variety

of media (including air, solids, and liquids) at different speeds.

◆ Sound is a form of energy that travels as longitudinal waves through a vibrating material.

◆ The pitch of a sound depends on the frequency ofthe wave. The loudness depends on the amplitudeor height of the wave.

Questions1. What is a vibration?

2. How much louder is heavy street traffic noise thansoft music? How many times as intense?

1. A repeated motion that moves through a medium. 2. 40 dB; 10,000 times

SoundS8P4.f Diagram the parts of the wave and explain how the parts areaffected by changes in amplitude and pitch.

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P80

Quick Review◆ Wavelength is the distance between two

corresponding parts of a wave.

◆ Frequency is the number of complete waves thatpass a certain point in a certain amount of time. It is measured in hertz (Hz), or number of waves per second.

◆ The pitch of a sound that you hear depends on thefrequency of the sound wave.

◆ Amplitude is the maximum distance the particles ofa medium carrying a wave move from their restpositions.

Questions1. How can wavelength be expressed in terms of wave

speed and frequency?

2. As a wave’s energy increases, what happens to itsamplitude?

1. Wavelength = Speed ÷ Frequency 2. It increases.

WavesS8P4.f Diagram the parts of the wave and explain how the parts areaffected by changes in amplitude and pitch.

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P81

Quick Review◆ Wavelength is the distance between a point on a wave

and the same point on the next cycle of the wave.

◆ Frequency is the number of complete cycles in agiven time.

◆ Amplitude is the maximum displacement of a medium from its rest position.

◆ Wave speed equals wavelength times frequency.

Questions

1. How is amplitude related to a wave's energy?

2. What happens to wavelength if the frequency of awave decreases but its speed remains the same?

3. What is the speed of a wave with a wavelength of0.5 meters and a frequency of 8 hertz?

1. The greater the energy, the greater the amplitude is. 2. Wavelength increases 3. 4 m/s

Long wavelength

Rest position

A Frequency = 1.0 hertz

Rest position

One cycle per second

A

Short wavelength

B Frequency = 2.0 hertz

Two cycles per second

B

skleftw

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A pa

A hshs

WavesS8P4.f Diagram the parts of the wave and explain how the parts areaffected by changes in amplitude and pitch.

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P82

Quick Review◆ Gravity is an attractive force between any two

objects that have mass.

◆ The strength of a gravitational force depends onmass and distance. The force is stronger for largermasses and at shorter distances.

◆ The gravitational attraction between Earth and anobject gives an object weight.

◆ The sun’s gravitational pull holds Earth and otherplanets in their orbits.

Questions1. Why does it seem that objects such as cars and

rocks do not have gravitational attraction towardeach other?

2. Why is the weight of an object on the moon lessthan the weight of the same object on Earth?

3. What causes ocean tides?

1. The mass of these objects is very small compared to Earth,so the force attracting them to Earth is much stronger than the force attracting them to each other.

2. The mass of the moon is less than the mass of Earth,so the gravitational force is smaller.

3. The moon’s gravity pulling on the Earth.

The force of gravity acts between all objects.

If mass increases, the force of gravity increases.

If distance increases, the force of gravity decreases.

GravityS8P5.a Recognize that every object exerts gravitational force on everyother object and that the force exerted depends on how much massthe objects have and how far apart they are.

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P83

Quick Review◆ Inertia and gravity combine to keep Earth in orbit

around the sun and the moon in orbit around Earth.

Questions1. Why does the moon stay in orbit around Earth?

Why doesn’t the moon fall to Earth?

2. What would happen to the moon if there were no gravity?

A. It would stop moving.

B. It would fall toward Earth.

C. It would leave orbit and move in a straight line.

D. It would continue to orbit Earth.

1. Inertia keeps the moon moving ahead, and gravity pulls the moon toward Earth. The combination of these two factors keeps the moon in orbit around Earth.

2. C

Force ofgravity

Moon’s motionwithout gravity

Actual orbit Moon

Earth


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P84

Quick Review◆ On Earth, gravity is a downward force that pulls

objects towards Earth’s center.

◆ In free fall, the force of gravity is an unbalancedforce, which causes an object to accelerate.

Questions1. In the absence of air resistance, which object in the

diagram would hit the ground first?

A. the leaf

B. the acorn

C. Both would hit the ground at the same time.

D. It’s impossible to say without more information.

2. How can you describe the net force acting on theacorn in the diagram?

1. C2. Subtract the force of air resistance from the force of gravity. The result is a downward net force pulling

the acorn towards Earth’s center.

Gravity

Gravity

Airresistance

Airresistance


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P85

Quick Review◆ Electric current is the flow of charge through a

conductor.

◆ A difference in electric potential, called voltage,will cause current to flow.

◆ According to Ohm's law, voltage (V) equals current(I) multiplied by resistance (R).

Questions

1. What does the diagram show about resistance?

2. What effect does increasing voltage have oncurrent?

3. If voltage does not change, what happens to currentwhen resistance increases?

1. Electrons flow more easily through a thick wire than a thin wire. 2. It also increases. 3. It decreases.

atom

electron

Electric CircuitsS8P5.b Demonstrate the advantages and disadvantages of series andparallel circuits and how they transfer energy.

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P86

Quick Review◆ An electric circuit is a path through which electric

charges flow.

◆ All circuits consist of a source of electrical energy(such as a battery), a conducting wire, and a devicethat uses the electrical energy, such as a light bulb.A switch is often included in a circuit to turn adevice on or off.

◆ Electric circuits can transform electrical energy intoelectromagnetic, thermal, or mechanical energy.

Questions1. A light bulb transforms electrical energy into what

kind of energy?

2. What components must all circuits have in order towork?

3. What change must be made to the ciruit shown inthe diagram above in order for current to flow?

1. Electromagnetic, or light, energy and thermal energy 2. A battery, a wire, and a device that uses electrical energy3. The switch must be closed for current to flow.

Circuit Symbols

Circuit Diagram

Switch

Wire

Energy source

Resistor

+ –

+ –


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P87

Quick Review◆ Current flows when the terminals of a voltage

source are connected to complete a circuit.

◆ A series circuit has only one path through which current can flow. Parallel circuits have multiplepaths.

◆ In a circuit diagram, each circle with a jagged linerepresents a resistance, such as a light bulb.

Questions1. Suppose a series circuit has a battery and three

glowing light bulbs. How many of the bulbs wouldcontinue to glow after one burned out? Why?

2. Suppose a parallel circuit has a battery and threeglowing light bulbs. How many of the bulbs wouldcontinue to glow after one burned out? Why?

3. Is the circuit formed by all the lights and appliances in a home a series or parallel circuit?

1. None; there is only one path for the current to take, and the burned-out bulb has broken the circuit.2. Two; the current can still flow through the other two paths in the circuit.3. Parallel

Series Circuit Parallel Circuit


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P88

Quick Review◆ Magnetism is the attractive force between a magnet

and another object.

◆ Like magnetic poles repel each other. Unlike magnetic poles attract each other.

◆ Magnetic field lines show the direction in whichsmall magnetic particles will align in the presenceof one or more magnets.

Questions1. Which diagram shows a repulsive force?

2. In the diagrams, how would a tiny magnet, muchsmaller than those shown, align with respect to thefield lines?

3. Is it possible to break off just the north pole or justthe south pole of a magnet?

1. The one on the right 2. Parallel to the lines, with N pointed in the direction of the arrows 3. No.

Electricity and MagnetismS8P5.c Investigate and explain that electric currents and magnets canexert force on each other.

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P89

Quick Review◆ The flow of electrons through a wire produces an

electric current. As the electrons pass through thewire, a force of attraction—a magnetic field—is produced around the wire.

◆ When a wire is moved through a magnetic field, anelectric current will flow through the wire.

◆ The relationship between electricity and magnetism is called electromagnetism.

Questions1. Which tool could you use to observe

electromagnetism?

2. How could you reverse the direction of a magneticfield using an electric current?

3. How could you increase the strength of a magneticfield using an electric current?

When no current ispresent, the compass needles point to magnetic north.

Magnetic field

Current

When current ispresent, thecompass needlesalign with themagnetic fieldproduced by thecurrent in the wire.

1. A compass 2. Reverse the direction of the electric current. 3. Loop the wire with the current.


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P90

Quick Review◆ When a current flows in a region with a magnetic

field, the conductor carrying the current experiences a force.

◆ When a wire carrying a current is placed in a magnetic field, electrical energy is converted tomechanical energy.

◆ An electric motor converts electrical energy tomechanical energy.

Questions1. What is established around a wire only when

current flows in the wire?

2. How does the commutator change the directioncurrent flows in the wire loop of the simple motorin the illustration?

3. Name a familiar object that contains anelectromagnet.

1. A magnetic field 2. It reverses it. 3. Sample: crane, electric motor


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IPLS

P91

Quick Review◆ Electromagnetic induction occurs when a current

is produced in a conducting circuit due to itsmotion relative to a magnetic field.

◆ The direction of induced current depends on thedirection of the motion.

◆ An electric generator produces a current frommotion of a circuit through a magnetic field.

Questions1. Which way would the needle deflect if the magnet

was held still and the loop of wire moved down?

2. Which way would the needle deflect if the magnetwas moved up, but flipped so the S pole wasinserted first?

3. What would the needle do if the middle of themagnet was moved up into the loop and thenstopped in the middle?

1. Right 2. Left 3. It would briefly deflect to the right, and then return to the middle.


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