Standards Review Transparencies - Pearson School · Standards Review Transparencies ... tool for...
Transcript of Standards Review Transparencies - Pearson School · Standards Review Transparencies ... tool for...
13-digit ISBN 978-0-13-364583-5
10-digit ISBN 0-13-364583-5
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Physical Science
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Standards Review Transparencies
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earson Education, Inc., publishing as P
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all.All rights reserved.
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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
CONTENTS
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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
CONTENTS (continued)©
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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
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TRANSPARENCY CORRELATION to Georgia Performance Standards
Georgia Performance Standards Transparency
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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TRANSPARENCY CORRELATION to GeorgiaPerformance Standards
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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TRANSPARENCY CORRELATION to GeorgiaPerformance Standards
Georgia Performance Standards Transparency
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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ph
enom
enon
.
◆P
rep
arin
g a
mod
el o
r si
mu
lati
on m
ay h
elp
you
com
mu
nic
ate
you
r fi
nd
ings
an
d d
efen
d y
our
con
clu
sion
s or
ally
an
d i
n w
riti
ng.
Qu
esti
on
s1.
Loo
k a
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
hli
ght
and
the
bal
l in
th
e m
odel
rep
rese
nt?
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
c m
odel
s ca
n he
lp p
eop
le t
o vi
sual
ize
or u
nder
stan
d ce
rtai
n ob
ject
s or
sci
entif
ic p
roce
sses
tha
t ca
nnot
be
obse
rved
dire
ctly
.
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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.
Structure of MatterS8P1.a Distinguish between atoms and molecules.
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
Structure of MatterS8P1.a Distinguish between atoms and molecules.
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
Structure of MatterS8P1.b Describe the difference between pure substances (elements andcompounds) and mixtures.
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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+
Structure of MatterS8P1.b Describe the difference between pure substances (elements andcompounds) and mixtures.
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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
Structure of MatterS8P1.b Describe the difference between pure substances (elements andcompounds) and mixtures.
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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
States of MatterS8P1.c Describe the movement of particles in solids, liquids, gases, andplasma states.
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
States of MatterS8P1.c Describe the movement of particles in solids, liquids, gases, andplasma states.
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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
States of MatterS8P1.c Describe the movement of particles in solids, liquids, gases, andplasma states.
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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
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).
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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.
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).
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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
ic t
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
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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
.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
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1.
C
2.
Pota
ssiu
m;
19
©P
ears
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tion,
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., pu
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ntic
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all.
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right
s re
serv
ed.
P31
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
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
©P
ears
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., pu
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ed.
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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all.
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serv
ed.
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
Periodic TableS8P1.f Recognize that there are more than 100 elements and somehave similar properties as shown on the Periodic Table of Elements.
©P
ears
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tion,
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., pu
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ntic
e H
all.
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serv
ed.
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
Periodic TableS8P1.f Recognize that there are more than 100 elements and somehave similar properties as shown on the Periodic Table of Elements.
©P
ears
on E
duca
tion,
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., pu
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ntic
e H
all.
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right
s re
serv
ed.
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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ears
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ntic
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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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ntic
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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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ears
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ed.
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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ears
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ntic
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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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ntic
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right
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ed.
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
ears
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tion,
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., pu
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ntic
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all.
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right
s re
serv
ed.
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
ears
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., pu
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ntic
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ed.
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
ears
on E
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tion,
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., pu
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ntic
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all.
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right
s re
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ed.
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).
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ntic
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ed.
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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ears
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ntic
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all.
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right
s re
serv
ed.
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).
©P
ears
on E
duca
tion,
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., pu
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hing
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rson
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ntic
e H
all.
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right
s re
serv
ed.
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
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ears
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ntic
e H
all.
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right
s re
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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ears
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., pu
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right
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serv
ed.
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
MotionS8P3.a Determine the relationship between velocity and acceleration.
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
MotionS8P3.a Determine the relationship between velocity and acceleration.
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
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.
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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.
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.
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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
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and 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
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.
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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
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.
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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
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.
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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
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.
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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.
ForcesS8P3.b Demonstrate the effect of balanced and unbalanced forces onan object in terms of gravity, inertia, and friction.
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P61
Qu
ick
Rev
iew
◆A
n o
bje
ct m
ore
den
se t
han
a f
luid
wil
l si
nk
in t
hat
flu
id.
Qu
esti
on
s1.
An
ob
ject
has
a d
ensi
ty o
f 0.
95 g
ram
s p
ercu
bic
cen
tim
eter
. Bas
ed o
n t
he
tab
le a
tth
e le
ft, i
n w
hic
h l
iqu
id w
ill
the
obje
ctsi
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
rn s
yru
p
Co
pp
er w
ire
Mer
cury
Ru
bb
er w
ash
er
Gly
ceri
n
Tar
bal
l
Wat
er
Plas
tic
Co
rn o
il
0.7
1.38
8.8
13.6
1.34
1.26
1.02
1.00
0.93
0.92
5
1.
D
2. It
will
sin
k be
caus
e it
is d
ense
r th
an t
he w
ater
.
Forc
esS8
P3.b
Dem
on
stra
te t
he
effe
ct o
f b
alan
ced
an
d u
nb
alan
ced
fo
rces
on
an
ob
ject
in t
erm
s o
f g
ravi
ty, i
ner
tia,
and
fri
ctio
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
ines
:th
ein
clin
ed p
lan
e, t
he
wed
ge, t
he
scre
w, t
he
leve
r,th
e w
hee
l an
d a
xle,
an
d t
he
pu
lley
.
◆A
ram
p i
s an
exa
mp
le o
f a
sim
ple
mac
hin
e ca
lled
an i
ncl
ined
pla
ne.
◆Id
eal
mec
han
ical
ad
van
tage
of
anin
clin
ed p
lan
e
Qu
esti
on
s1.
Wh
ich
of
the
thre
e ra
mp
s h
as t
he
larg
est
idea
lm
ech
anic
al a
dva
nta
ge?
2.D
escr
ibe
two
way
s yo
u c
an i
ncr
ease
th
e id
eal
mec
han
ical
ad
van
tage
of
a ra
mp
.
�L
engt
h o
f in
clin
eH
eigh
t of
in
clin
e
Sim
ple
Mac
hin
esS8
P3.c
Dem
on
stra
te t
he
effe
ct o
f si
mp
le m
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.
Simple MachinesS8P3.c Demonstrate the effect of simple machines (lever, inclinedplane, pulley, wedge, screw, and wheel and axle) on work.
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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
Simple MachinesS8P3.c Demonstrate the effect of simple machines (lever, inclinedplane, pulley, wedge, screw, and wheel and axle) on work.
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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.
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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.
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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.
SoundS8P4.e Relate the properties of sound to everyday experiences.
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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
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SoundS8P4.e Relate the properties of sound to everyday experiences.
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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
rig
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
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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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
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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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
+ –
+ –
Electric CircuitsS8P5.b Demonstrate the advantages and disadvantages of series andparallel circuits and how they transfer energy.
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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
Electric CircuitsS8P5.b Demonstrate the advantages and disadvantages of series andparallel circuits and how they transfer energy.
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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.
Electricity and MagnetismS8P5.c Investigate and explain that electric currents and magnets canexert force on each other.
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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
Electricity and MagnetismS8P5.c Investigate and explain that electric currents and magnets canexert force on each other.
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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.
Electricity and MagnetismS8P5.c Investigate and explain that electric currents and magnets canexert force on each other.