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08COREAKF0610-0615 Answer Keys for Calvert Core Daily Work Lessons 101–120 CONTENTS Reading 151 Reading Activities 156 History & Geography Workbook 157 Science Textbook 160 Science Manual Exercises 171 Science Activities 172 Computer Skills Activities 174 Please Note: Our History course does not reference questions in the History textbook, America: History of Our Nation. If you chose to use these as an additional resource, you can find the answers to the questions in the Learning Guide portal on My Calvert.

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Page 1: Answer Keys - Amazon Simple Storage Service · Answer Keys for Calvert Math essons ... killed Hollybrass. If Jaggery finds out, ... her because she interfered with the

Answer Keysfor Calvert Math

Lessons 1–40

08COREAKF0610-0615

Answer Keysfor Calvert Core Daily Work

Lessons 101–120

CONTENTS

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

History & Geography Workbook . . . . . . . . . . . . . . . . . . . . . . . 157

Science Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Science Manual Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Computer Skills Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Please Note: Our History course does not reference questions in the History textbook, America: History of Our Nation. If you chose to use these as an additional resource, you can find the answers to the questions in the Learning Guide portal on My Calvert.

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Answer KeysLessons 101–120 Reading

LESSON 101

Charlotte DoyleDiscussion Questions 1 Captain Jaggery becomes Charlotte’s greatest antagonist. 2 Her trial begins at the first bell of the first dog watch. In standard time that is 4:30 p.m. 3 Charlotte is taken to the ship’s brig. 4 Zachariah visits her there.

LESSON 102

Charlotte DoyleDiscussion Questions 1 Zachariah comes back to help Charlotte. 2 He had the men stuff his hammock to make it look like he was in it, and they threw him overboard, the old sailor’s trick. 3 Mr. Keetch has brought him food and water every day. 4 Charlotte thinks Zachariah killed Hollybrass. If Jaggery finds out, it will mean Zachariah’s death.

LESSON 103

Charlotte DoyleDiscussion Questions 1 The captain offers her the chance to withdraw as a member of this crew and avoid judgment by them for the murder of Hollybrass. She must decide between returning to her old identity of being the daughter of the owner of the ship, or her new unconventional identity as a member of the crew who seeks justice for Jaggery’s cruelty to Cranick. She chooses to remain a crew member. 2 Answers will vary. 3 Jaggery says Charlotte is guilty because she owns the knife used for the crime; she lied about who gave it to her; she had been seen with it by many crew members; she learned how to use it quite well; she has behaved ‘unnaturally’ since she joined the crew; and finally, she is

angry at Jaggery for having (supposedly) killed Zachariah. 4 Unnatural behavior contradicts conventional assumptions about what makes up normal or acceptable human behavior. Unusual means out of the ordinary. Charlotte insists that her behavior is unusual, not unnatural. The definition of unnatural demonstrates the theme of the story. 5 The crew is frightened of Captain Jaggery’s cruelty and desire for revenge. 6 Jaggery sentences her to death by hanging.

LESSON 104

Charlotte DoyleDiscussion Questions 1 Three reasons that Charlotte thinks Zachariah killed Hollybrass are: he was on the deck and he had every reason to want him dead (Hollybrass was the one who had whipped Zachariah); he knew where she had left the dirk; he would have killed Jaggery, but Hollybrass was close enough. 2 Captain Jaggery saw Zachariah during the storm. 3 Because he has so much to feel guilty about, Jaggery may think he saw a ghost. 4 Jaggery would have killed Hollybrass if Hollybrass accused the captain of deliberately sailing into the storm, which the owners would not have liked, or he may have killed Hollybrass to make it look like Zachariah did it. 5 Jaggery wants Charlotte dead so he can finally kill Zachariah without her as a witness. 6 Zachariah says he and Charlotte must make the captain confess by getting guns so they will then be equal to him. 7 She knows where Jaggery keeps the key to the iron safe that is full of muskets.

LESSON 105

Charlotte DoyleDiscussion Questions 1 Mr. Keetch is in on the plan to get the guns. 2 The timing for Charlotte’s hanging is so urgent because the ship is nearing land, Providence, Rhode Island. 3 While Charlotte is in the brig, her thoughts turn to the life she led with her parents in America and happy days ahead. 4 As she enters Jaggery’s cabin for the guns, Captain Jaggery himself greets her!

LESSON 106

Charlotte DoyleDiscussion Questions 1 Mr. Keetch has been telling Captain Jaggery about Charlotte’s plan. At the beginning of the voyage, he told the captain that the crew kept other sailors from signing on; that they threatened passengers so they would not sail; that Cranick was a stowaway; and that Zachariah faked his death. He now knows that she is there to get the guns out of the safe. 2 He says he despises her because she interfered with the balance and order of command between a captain and his crew. Her desire to be different encouraged the crew to question their places of order on the ship. 3 Jaggery admits to killing Hollybrass. He says he did this because Hollybrass threatened him during the storm, which is intolerable. 4 His elegant cabin is a wreck: the furniture was cracked, the picture frames were hanging crookedly or were empty, the silver service was dented and tarnished, cups were broken, and candlesticks were bent. 5 First, she could take out the guns and carry out her plan with Zachariah to murder Jaggery. Second, she could resume her place and station and he

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would grant her mercy, restoring everything to its proper balance. Third, she could accept her verdict and be hanged, and he would make up a story for her family about how she died as a result of the storm or of sickness. 6 She chooses none of them. 7 Zachariah is standing on deck as a prisoner with his hands bound. 8 He says that she broke into his cabin and he had to wrestle away his pistol from her because she was trying to murder him. 9 Charlotte announces that Jaggery admitted to murdering Hollybrass. When Jaggery orders the crewmen to take Charlotte, none of them move, so Jaggery advances toward Charlotte, who retreats onto the bowsprit and is trapped there. 10 The climax of this scene and of the whole story is that Jaggery dies while trying to kill Charlotte. He lost his footing when the bow of the ship plunged into the sea taking him with it. 11 When the crew names Charlotte their new captain, the theme of breaking away from the traditional role of a young lady is no longer an idea, but is now a reality for her.

LESSON 107

Charlotte DoyleDiscussion Questions 1 Zachariah shares that he was born on the east coast of Africa, but was never a slave. He said he ran away from home to see the big world, but never went back. He longs to go back, but is not sure of what he would find there. 2 They both are unique to the sea because he is an old black man, and she is a young educated girl who is a sailor. 3 Answers will vary. 4 The story will relate that both the first mate and the captain died doing their duty. Also, the story will say that Cranick was never on board. Of course, Charlotte’s journal will include the true and full version of all of the events. 5 Charlotte is wearing her bonnet, her slightly ragged skirt, shoes, and her less than white gloves. 6 They seem unemotional when they see her. Her

parents give her “careful” embraces, and her siblings barely kiss her cheek. 7 He is not interested in hearing her stories and tells her she needs to rest. 8 Her breakfast table is set with a white cloth, fine china, and silver. Charlotte has her own bedroom and a personal maid. 9 He criticizes her spelling and grammar; he forbids her to talk about the contents of the journal ever again. 10 The word “orderly” reminds Charlotte of Captain Jaggery. 11 Charlotte realizes that her family is not interested in her unconventional love of the sailor’s life, and they would forbid it if she were able to tell them about it. 12 She goes aboard the Seahawk. Zachariah greets her there. 13 We feel that she will be safe and well cared for with this crew because of their warm and emotional farewell when they docked in Providence a few days earlier. 14 Answers will vary.

LESSON 108

Charlotte DoyleDiscussion Questions 1 Dangerous acts could include: grabbing the whip from Hollybrass; cutting the ropes during the storm; meeting with Zachariah while she is in the brig; calling Captain Jaggery a coward after he struck her; entering Jaggery’s cabin to steal his guns; fighting for her life with Jaggery on the bowsprit of the Seahawk 2 Her trial was unfair because Jaggery did the following: He confused her throughout the trial with questions that made Charlotte look guilty; He twisted all of the good things she did to make her look evil; He accused her of being unnatural by wanting to join the crew, which made her look odd; He made her friendship with old Zachariah seem quite wrong; He made her knowing how to use a knife, dressing in canvas clothes, and cutting off her long hair seem wrong, too; He demanded that the crew find a girl such as Charlotte guilty of upsetting his orderly world aboard his ship; It did not matter to him that he

knew all along that he himself had killed Hollybrass; He just wanted to get rid of Charlotte because he knew she would tell the truth about his cruelty when she returned home to her father in Rhode Island.

LESSON 109

Charlotte DoyleApplication Answers may vary.

LESSON 110

Charlotte DoyleApplication Essay on courage: the essay could include these courageous events, which are listed in chronological order. Charlotte goes into the hold of the ship alone even though told not to do so; Charlotte climbs and descends the foreyard to prove she can be a crew member; Charlotte repairs the tangled flying jib; Charlotte cuts the ropes on the mast to free the sail during the hurricane; Charlotte sits in total darkness in the brig; Charlotte tells Zachariah she thinks he is the murderer; Charlotte stands trial for a crime she did not commit; Charlotte fights for her life when Captain Jaggery is charging at her with his gun; Charlotte gives up her comfortable life in Rhode Island and runs away to rejoin the Seahawk crew. Essay on endurance: See Chapter 15 in Charlotte Doyle for ideas.

LESSON 111Application Essay content will vary.

LESSON 112

“Nathan Hale”Discussion Questions 1 Nature communicates with and protects Hale. A breeze and a bird warn him to be quiet. The night provides cover as he makes his way to his boat. And an owl moans the news that Hale has been captured and will die. 2 When Hale is imprisoned, he achieves peace by

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trusting in God. When Hale is interrogated, he does not lie to save himself. When he is given a few moments to pray before the execution, he prays for his mother, not himself. Finally, in his last moments, he verbally defies the king. 3 The repetition slows the pace which can increase suspense. It also appeals to a reader’s sense of hearing. The repeating of a two-beat group of words (“For him to repent; for him to repent”) is almost like a slow drum beat or the sound of a soldier marching slowly. 4 Answers will vary.

LESSON 113

“Buck Fever”Discussion Questions 1 manzanita brush, redwoods 2 through streams upward to toplands 3 The redwoods have lips that they crush against the cup of the moon. 4 the deer’s antlers (crown) 5 tracks, trailed 6 As silently as possible, they crawl towards the deer. 7 60 feet 8 All implies that the hunters can see the whole deer, not just its antlers. 9 The buck’s fur is smooth and shiny. Its ribs expand and contract with its breathing. 10 The last line lets us know that the speaker does not shoot the deer. 11 The speaker appreciates the beauty of nature, not only the environment but also animals. The buck is majestic from its “crown” to the upraised hoof.

LESSON 114

“Sea Lullaby”Discussion Questions 1 A little boy drowns. 2 The title suggests that someone will relax or fall asleep because of the sound of the surf on the shore. However, the unexpected occurs; a child drowns. This is, of course, an example of irony. 3 The words old moon, tarnished, smoke, flood, dead leaves, and blood hint that the poem is about something dreadful. 4 A person who smiles is often friendly and not expected to betray or cause danger. One way the sea could

be a treacherous smiler is to look calm and inviting on the surface but to have a strong undertow. 5 A beguiler is a trickster, one who gets his own way by acting charmingly. In this case the charm is through coverings of silk. A charmer who is ferocious seems odd, yet in this case the charm water leads to death. 6 At high tide the sea can break far up on shore and pull or “steal” items left on the ground with the retreating surf into the water. At high tide or with rough seas, waves can break fast and hard (“leap”) onto the shore. 7 Meets him in a golden cloak. The sea is probably calm and looks golden where the moon shines on it. The surf washes up to meet the boy. Instead of greeting him, he is choked and beaten. He may have slipped and been pulled out by the undertow or knocked over and over by waves. 8 With one hand suggests that the killing was easy. It shows how powerful the sea is. 9 The mood of the last stanza is quiet and calm. The personification continues as the woman stays with the body all night and washes her fingers in the moonlight. The fingers could be foam from the surf. The reader is left with the impression of a person who can change character quickly from one extreme to the other.

LESSON 115

“The Laboratory”Discussion Questions 1 to poison the woman in whom the speaker’s boyfriend is interested 2 They think the speaker, who is depressed at losing her boyfriend, is at church praying for the misguided couple. 3 moisten, mash; pound, powder 4 She would feel powerful with the means of bestowing death on others. She could hide the gum or liquid in just about any common object such as an earring, a box, or a ring. 5 The color is too dark and might be noticed and the poison may be too weak to kill. 6 The speaker overheard and saw the couple together. She stared at the new

girlfriend with such intense feeling that she expected her to fall down and die. 7 the druggist 8 The speaker is vindictive. She not only wants to kill the woman but also torture her. 9 The speaker is so delighted that she may have given him all her jewelry and would even let him kiss her. 10 The effect of the last words is shock and to keep the reader involved in the story. The speaker is serious in her intent. In a short time her “rival” could be dead. The reader could now be questioning whether the speaker is evil or insane or both. After poisoning the new girlfriend, will she then kill others, like Pauline and Elise, who may not even know they are “rivals”? 11 One meaning of “The Laboratory” refers to the druggist’s shop where he mixes ingredients to produce legal and illegal substances. A second meaning refers to the space in which the speaker reveals her goal and sets her plans.

LESSON 116

“Out, Out”Discussion Questions 1 Lines 2–3 are different from line 1 in mood. The mood of the first line is ominous as the saw snarls and rattles. The mood of the next two lines is almost idyllic as the image of a warm wood fire is suggested and the smell of new cut wood is evoked. 2 Lines 4–6 are different from the first three lines in that the natural and beautiful setting is described: the mountain ranges of New England. More specifically, readers are told that it is sunset. In the first three lines, a manmade tool and what it can do is described. Frost sets up a contrast between what is manufactured and what is natural. 3 Repetition is used for emphasis. Frost probably repeated the phrase snarled and rattled to emphasize what the saw sounds like, which, in turn, develops an ominous mood. 4 The boy wants the workday to be over so that he can enjoy some free time. 5 Speculation about the identity of the

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speaker will vary and may include a member of the family, a farmhand (employee), or just an anonymous first person narrator. 6 The sister has to stand beside the boy to tell him that supper is ready because the saw makes so much noise. 7 In lines 14–18, Frost used personification. 8 In the boy’s first reaction, he laughs regretfully, not realizing how bad the situation is. His second reaction has two parts. Like an adult, he realizes how terrible the situation is. Then, like a child, he appeals to his sister, hoping she can influence the doctor to make everything better. 9 The boy is at an age when he acts like both a boy and a man. Besides his second reaction to the accident, he physically works like a man all day, yet mentally he yearns to be free of work like a boy would. 10 Ether is a substance that was formerly used as an anesthetic. Readers understand that the doctor is keeping his patient from feeling pain. The boy is in a state of rest and seems to be in no danger. 11 The boy dies. 12 The boy’s family and, perhaps, the farmhands, are at first frightened, which is followed by a state of disbelief. Then they get on with the business of living. Opinions should be stated rationally. 13 Answers will vary. One of the benefits of the buzz-saw is that it saves time and energy; otherwise, all of the chopping would have to be done by hand. Two liabilities are physical danger and sound pollution. Discussion Questions 1 Answers may include that life is short, that when the flame is lit, we are alive, and, when the flame is blown out, we are dead. 2 Answers will vary and may include the idea that to some people life has a beginning, middle, and an end just like a story; however, because the narrator is limited, he inserts random occurrences into the story and is unable to assign an ultimate meaning. 3 Lady Macbeth was a passionate woman filled with energy and ambition. She was like a flame, an actress in the spotlight, or the main

character in a story. When she kills herself, her life seems as if it meant nothing. The flame is blown out, the stage is empty, and her story has ended. 4 Answers will vary but may include the idea that death can make a person’s life seem insignificant. In the poem, life goes on without the boy.

LESSON 117

“The Ballad of Johnnie Armstrong”Discussion Questions 1 Johnnie Armstrong did not own any land; rather, he robbed the North country to become and remain a wealthy man. 2 The king asked Johnnie and his men to join him at the palace. The king promised Johnnie no harm. Rest of answer will vary. 3 Johnnie and his men learn that the king meant nothing by his promise. The king was going to have them hung by ten o’clock the next morning. Johnny was most likely feeling not only betrayed, but also humiliated. He was such a prominent warrior, and to be tricked was probably devastating to him. 4 Johnnie was stabbed from behind. Answer will vary but should make mention of the fact that Johnnie was such a great warrior that it took someone from behind to kill him. 5 In the last stanza, the setting shifts to his castle where his son is hearing the story. His son claims that if he grows up to be a man, he will seek revenge on the Scots. This last event proclaims the Armstrongs family’s revenge on the king. They will ever remain disloyal to the king.

LESSON 118

“Kentucky Belle”Instruction 1 John Hunt Morgan organized the militia group known as the Kentucky Rifles. They joined the Confederate Army. 2 His group, the Second Kentucky Cavalry, continually harrassed the Union Army through a series of raids into Kentucky. 3 He is best remembered for his amazing

escape from the Ohio State Penetentiary in Columbus. He and a group of his men tunneled their way out of the jail and continued their raids into Kentucky. Discussion Questions 1 The woman’s husband went to the country-town to sell their first load of hay. 2 Kentucky Belle was a horse. She was important to the woman because her father gave it to her. The horse was from Tennessee, from where the woman grew-up. 3 The woman misses the hills of Tennessee, the sight of water, mountain fir trees (balsams), and wind. 4 Morgan the raider and his terrible men were coming and taking every horse they could find. 5 “his eyes like live coals” 6 The woman decides to help the boy, because he was only sixteen and from Tennessee. 7 The Michigan cavalry came shortly after Morgan’s men. Morgan and his men were sent to Ohio State Penitentiary, where they later escaped. 8 Conrad was kind to the woman. He knew that she could not help herself because she has such a strong love for Tennessee. 9 The lad made it back to his home, riding Kentucky Belle.

LESSON 119

“Simon Legree—A Negro Sermon”Application 1 Vachel Lindsay believed that poetry should be heard, and he recited his poems with definite rhythmic effects.Discussion Questions 1 AABBCDCE 2 We can infer that Legree was a wealthy man. He had strong horses, a big house, and dressed in a brass-buttoned coat. Also, we can infer that he is a wicked man as his physical description is similar to that of the image of a devil. He wears a red shirt, his neck-tie is made of snake-skin, and he has a beard like a goat. 3 Uncle Tom was praying for Legree while he was being beat to death. He did this because Uncle Tom knew

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Legree would need forgiveness and wanted him to become a better man. 4 Examples will vary. The most obvious is “Down, down to the Devil.” 5 Legree is going down to the Devil because of his horrendous acts toward slaves. Not only was he a slave owner, but he treated them harshly. Legree seems almost comfortable and happy being down with the Devil. They play poker, take naps, and he is fat and fine. 6 Answers will vary. The student should reflect how he felt when he read these words at the end of the poem; however, he should make reference to the fact that the repetition emphasizes the emotion of the poem.

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Answer KeysLessons 101–120 Reading

ActivitiesACTIVITY 20

Plot Elements(Reading Lesson 106)

Setting Conflict Climax Resolution

Sir Patrick Spens ship ship vs .

storm all of his men die

women wait for their men to return, but they never do

Pocahontas Virginia

John Smith vs . the Indians

Pocahontas stops his execution

peaceful times for colonists

Molly Pitcher battlefield Molly vs .

the British

she fires the cannon and wins the battle

she is awarded a medal

Charlotte Doyle Seahawk

Charlotte vs . Jaggery

Jaggery dies

she rejoins the crew of the Seahawk

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Answer KeysLessons 101–120 History &

Geography Workbook

ACTIVITY 73

A Persuasive Editorial(Lesson 101, 103–104)The final paper will vary in content. Use the Rubric for Self-Assessment, p. 673, America to evaluate the final paper. Be certain the student has a strong thesis statement and uses details and facts to support his position.

ACTIVITY 74

Immigration(Lesson 102)A 1 5 2 6 3 8 4 Holland, Bohemia, Czechoslovakia, Hungary, El Salvador, Dominican Republic, Vietnam, India 5 Canada 6 North America and Asia B Colors will vary. Each oval should be a different color. C

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th

GermanyChina

Canada

Italy

Great Britain

China

CubaPoland

Mexico

Philippines

Mexico

Italy

Ireland

Russia

Korea

ACTIVITY 75

Central America (Lesson 105)

ACTIVITY 76

Your Heritage(Lesson 106)Answers will vary. The student can use his family or a friend’s family to complete the chart. Use as many generations as he has information for.

ACTIVITY 78

The Panama Canal(Lesson 109)A Costs

disease: malaria

digging the Gaillard Cut through the mountains

A difficult climate of tropical Sun, drenching rain, and mudslides caused more than 6,000 workers to die during the construction.

Uneven terrain required thebuilding of locks.

Colombia lost control of Panama after a revolt, supported by the United States, overthrew the Colombian government.

Benefits

It was learned that yellow fever is transmitted by a certain mosquito. Eliminating the mosquito habitat lowered deaths from yellow fever by 90%.

Global shipping improved. Ships would be able to pass between Atlantic and Pacific Oceans without the long trip around South America.

The United States gained control of the canal and 10 miles on either side of it after Panama overthrew Colombian rule.

The canal had two lanes that allow two-way traffic for shipping.

The canal allowed the United States to defend its overseas possessions by its navy more easily.

Note: Costs and benefits are two separate lists and not necessarily related.

B Answers will vary.

ACTIVITY 79

The Caribbean (Lesson 110)

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ACTIVITY 80

The “ism’s” of Politics(Lesson 111)Definitions can vary to some extent:1 Imperialism: The practice of one country extending its control over the territory, political system, or economic life of another country 2 Militarism: the glorification of the military 3 Nationalism: pride in one’s nation or ethnic group 4 Communism: an ideology that seeks to establish a future classless, stateless social organization, based on common ownership of the means of production and the absence of private property 5 Anarchism: rejection of government, or the state, as harmful and unnecessary and support of its elimination 6 Socialism: property and the distribution of wealth are under social control 7 Marxism: A theory of socialism that states that the oppression of the working class by the “nobility” will eventually lead to a revolt by the workers and the establishment of a classless society. 8 Fascism: a very high degree of nationalism, economic corporatism, a powerful, dictatorial leader who portrays the nation, state, or collective as superior to the individuals or groups composing it.

ACTIVITY 81

World War I(Lesson 112)A

Old Empire New European Countries

Russia Finland, Estonia, Latvia, Lithuania, Poland

Ottoman Empire Turkey

Austria-Hungary Austria, Hungary, Poland, Czechoslovakia, Yugoslavia

Germany Poland

B Serbia and Montenegro

ACTIVITY 82

Technologies of World War I(Lesson 113)Answers will vary. Possibilities include: 1 Machine gun: Bullets are shot at a much higher speed and number. 2 Airplane: Specific targets can be bombed with more accuracy from the air; targets are more accessible.

3 Submarine (U-boat): Targets can be attacked from underwater, allowing greater stealth in the attack. 4 Tank: Targets can be attacked at closer range and over rougher terrain because of the armor and treads. 5 Poison gas: Greater numbers of people can be affected, using the wind to spread the gas.

ACTIVITY 83

The Fourteen Points(Lesson 114)Answers may vary. Possibilities include: 1 End of secret agreements: Wilson believed that open treaties would keep the world honest and fair. Many nations had already negotiated a variety of secret treaties between each other and did not want to alter or make public these arrangements. 2 Free trade: Wilson believed that free trade would benefit all nations. The victorious nations hoped to rebuild their own economies through protective tariffs on their own goods. 3 Arms reduction: Wilson believed that all nations should restrict the size of their military. Germany was “punished” by having all of its navy confiscated by other European victors, and was forced to pay for the war. 4 Settlement of colonial claims: Wilson believed there should be a balance of the interests of native populations with the colonizing powers. The winning nations had already divided up the German colonies among themselves, and viewed the colonies as a way to supplement their national incomes. 5 Self-determination: Wilson believed that the war began in part because there were minority groups who sought to form their own nations. The peacemakers applied self-determination to most European people, but not to non-Europeans, such as in Africa and the Middle East.

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ACTIVITY 84South America(Lesson 115)

ACTIVITY 85

Isolationism and American Foreign Policy(Lesson 116)Answers will vary. Refer to Appendix L: General Rubric for Writing Assignments in History for possible elements of evaluation of the student’s content and writing. Student should use issues such as nativism, neutrality, restrictions on America’s rights to act independently, red scare, and immigration limits in his opinion.

ACTIVITY 86

Women’s Suffrage (Lesson 117)A

18901885188018701865 1875 1895 1900 1905 1910 1915 1919

WY

–’69

ID–’

96

CO

–’93

WA

–’10

CA

–’11

AZ–

’12

OR

–’12

KS–

’12

NV

–’14

MT–

’14

NY

–’17

MI–

’18

SD–’

18O

K–’

18

UT–

’70

B 1 the right to vote 2 15 3 31% 4 the Mountain states and the Pacific states 5 1910–1915 6 Wyoming 7 the eastern states

ACTIVITY 87The Jazz Age(Lesson 118–119)Answers will vary. Refer to Appendix L: General Rubric for Writing Assignments in History for possible elements of evaluation of the student’s content and writing.

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Answer KeysLessons 101–120 Science

Textbook© Pearson Prentice Hall

Electricity and Magnetism

Pages 20–21Technology Lab: Design and Build a Magnetic Paper Clip Holder Expected Outcome Student should discover that combinations of magnets are more powerful than any single magnet. Communicate Letters will vary. An excellent letter will clearly and logically explain how to combine magnets to produce a more powerful magnet, including how to align the poles of a bar magnet. The student should also explain why combining magnets produces a more powerful magnetic field.

Section 3 Magnetic Earth

Page 22Target Reading Skill Sample answers: Christopher Columbus used a compass to navigate in 1492. Magnetic declination is that angle between two imaginary lines from geographic North Pole and magnetic north pole. The Van Allen belts are doughnut shaped regions above Earth’s surface. The Sun sends out a stream of electrically charged particles called the solar wind. The magnetosphere is shaped by the solar wind. An example of an aurora is the Northern Lights.

Discover Activity Expected Outcome The needle will point north. Think It Over Sample answer: The needle pointed north. Yes. The needle will always point north because Earth has a magnetic field.

Page 23Figure 12 Earth has a magnetic field surrounding it and two magnetic poles.

Page 24Math Analyzing Data 1 The average speed of the pole’s movement is increasing. 2 Between 1948 and 2001, the pole has moved 857 km (150 km + 120 km +120 km + 180 km + 287 km = 857 km). 3 Sample answer: The average speed increased by 23.0 km/yr from 1994 to 2001 (41.0 km/yr – 18.0 km/yr = 23.0 km/yr). That is an increase of 3.3 km/yr per year (23.0 km/yr ÷ 7 yr = 3.3 km/yr/yr). There are 9 years between 2001 and 2010. Therefore, a good prediction is that the average speed of the pole’s movement in 2010 will be 29.7 km/yr (3.3 km/yr/yr × 9 yr = 29.7 km/yr).

Page 25Figure 14 By studying the direction of the iron in a rock, scientists can determine the direction of Earth’s magnetic field at the time the rock solidified from molten material. Reading Checkpoint The magnetic record in rock on the ocean floor shows that Earth’s magnetic field has completely reversed direction every million years or so.

Skills Activity Expected Outcome Student should find that the compass needle points at an angle to the left, or west, of geographic north.

Page 26Try This Activity Expected Outcome Student will draw 20–30 small arrows, the pattern of which represents the bar magnet’s magnetic field. Compasses respond

both to Earth’s magnetic field and to magnetic material near them.Figure 15 The solar wind shapes the magnetosphere.

Page 27Reading Checkpoint An aurora is caused by charged particles from the sun entering Earth’s magnetic field and interacting with atoms in the atmosphere. Reviewing Key Concepts 1 a Like a bar magnet, Earth has a magnetic field surrounding it and two magnetic poles. b A compass has a magnetized needle that aligns with Earth’s magnetic field. c The magnetic poles are not in the same place as the geographic poles. 2 a Earth’s magnetic field can magnetize a ferromagnetic material left in a certain position for many years. Earth’s magnetic field lines up iron in molten rocks. b By examining the pattern of magnetic material, scientists can study the magnetic history of Earth. When rock is molten, the iron it contains lines up in the direction of Earth’s magnetic field. When the rock hardens, the iron is locked in place. This creates a permanent record of the magnetic field. c The solar wind creates the magnetosphere as it pushes against and shapes Earth’s magnetic field.

At-Home ActivityThe student should explain that Earth’s magnetic field can magnetize a ferromagnetic material left in a certain position for many years. He may find that the top and bottom of a filing cabinet are opposite poles. This is due to magnetic lines that are not parallel to Earth’s surface but are at an angle to Earth’s surface.

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Page 29Organizing Information a magnetic fields b the poles c magnetic field lines d magnetic domains Reviewing Key Terms 1 a 2 a 3 d 4 d 5 c 6 true 7 neutrons 8 true 9 permanent magnet 10 magnetosphere

Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria; is well-written and interesting and provides accurate details 3 Meets criteria 2 Meets some criteria; fails to describe completely and/or accurately the cause of auroras or what will be seen 1 Includes scant information and/or serious errors

Page 30Checking Concepts 11 Magnetic field lines spread out from one pole, curve around the magnet, and return to the other pole. Arrows point from the north pole toward the south pole. Closely spaced field lines indicate strength, while lines spaced far apart indicate weakness. Diagrams should have field lines spaced so as to indicate field strength and with arrows showing field direction. 12 An atom is made up of a nucleus that contains protons and neutrons and an outer region in which electrons move. 13 Atoms in materials that can be used as magnets have unpaired electrons. Atoms in materials that cannot be used as magnets have electrons that exist in pairs. 14 In a magnetic material, the domains are arranged in the same direction. 15 In a magnet, many domains are lined up in one direction, producing strong magnetic effects at the two poles. If the magnet breaks in half, the domains in the two halves will still be lined up the same way. 16 A material becomes a magnet when the domains of the material are lined up to point in the same direction. 17 Earth acts like a magnet because it produces a magnetic field

and has magnetic poles. 18 An aurora is a glowing region in the atmosphere caused by charged particles from the Sun. When high-speed, charged particles get close to the atmosphere, they interact with atoms. This causes some atoms to give off light.Thinking Critically 19 Arrows point to the left. Therefore, the magnetic pole on the left is a south magnetic pole. The two poles are unlike because magnetic field lines leave the north magnetic pole and enter the south magnetic pole. 20 The other end of the iron rod becomes a north pole. The magnetic field of the bar magnet causes most of the domains in the iron rod to align, creating a south pole in the end of the rod nearest the bar magnet’s north pole. At the same time, the far end of the iron rod becomes a north pole. 21 Earth’s magnetic field is less than the strength of the nearby bar magnet. 22 Cassia could have dropped the magnet or exposed it to heat. 23 The explorer might not know about magnetic declination. If the explorer follows the compass direction exactly, he or she will wind up off course. 24 The scissors might become magnetized. Applying Skills 25 The pairs will repel because they are like poles. Pair A will have a force of attraction because the unlike poles are near each other. Pair B will have a force of repulsion because like poles are near each other. 26 The drawing for pair A will show lines starting from each north pole but not connecting to the other magnet. The pair will repel because they are like poles. The drawing for pair B will show lines starting from the north pole on the right and connecting to the south pole on the left. The magnets will attract because they are unlike poles. 27 Sample answer: You could tie a string to the middle of each magnet and let it swing freely. The magnet’s north (seeking) pole would point toward Earth’s magnetic pole in the Northern Hemisphere.

Page 31Standardized Test Prep 1 B 2 H 3 A 4 G 5 A magnet can be made by placing an unmagnetized ferromagnetic material in a strong magnetic field. When the bar magnet picks up the first paper clip, the first paper clip becomes a temporary magnet. The first paper clip then attracts the second paper clip.

CHAPTER 2

Section 1 Electric Charge and Static Electricity

Page 34Target Reading Skill Sample questions and answers: What are three ways that static electricity can be transferred? (Charging by friction, charging by conduction, and charging by induction.) Why does an object become charged? (An object becomes charged when electrons are transferred from one location to another.)

Discover Activity Expected Outcome The can follows the balloon in either direction. Think It Over Sample answer: The can follows the balloon in either direction. Some force is attracting the can to the balloon.

Page 35Figure 1 Positive charges repel each other, and negative charges repel each other. Reading Checkpoint Magnetic poles cannot exist alone, but electric charges can exist alone. Skills Activity Tips Avoid performing this activity on a damp or rainy day. The tissue paper should be attracted to the comb. Expected Outcome Student should conclude that the comb and tissue paper are unlike—the tissue paper is neutral (has no charge).

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Pages 36–37Figure 3 An uncharged object can be charged by gaining electrons or by losing electrons. Reading Checkpoint The attraction or repulsion between charges

Page 38Try This Activity Expected Outcome Student should observe that each time he touches the pie plate, a spark is seen. The spark is a transfer of a tiny amount of electrons, and is safe. Sample answer: When the pie plate is first put onto the foam, electrons in the foam repel electrons in the plate. Touching the plate causes a spark as electrons jump from plate to hand. Touching it again causes a spark as electrons jump back from hand to plate.Reading Checkpoint Charging by conduction occurs by direct contact, while charging by induction occurs without direct contact.

Page 39Figure 4 Electrons are transferred from the carpet to the girl’s sock by friction. Then, electrons are transferred to the skin on her foot by conduction and are distributed over the surface of the girl’s body. When the electrons on her fingertip come close to the doorknob, their electric field induces a positive charge on the doorknob’s edge.

Page 40Figure 5 Electrons move between the rod and the electroscope, leaving the electroscope charged either positively or negatively. Because the leaves have the same net charge, they repel each other.

Page 41Reading Checkpoint Lightning forms when electrons travel through the air between clouds and Earth. Reviewing Key Concepts 1 a Positive charge and negative charge b Objects with like charge

repel. Objects with unlike charge attract. c Electric charges that are alike repel each other. Similarly, magnetic poles that are alike repel each other. Unlike charges attract each other, and poles that are unlike attract each other. However, electric charges can exist alone, while magnetic poles must exist in pairs. 2 a An electric field is the region around a charged object in which the object’s electric force is exerted on other charged objects. b Electric field lines show the direction and strength of the electric force. 3 a Static electricity is the buildup of charges on an object. b During charging by conduction, electrons move from a charged object to another object by direct contact. c Induction can cause the surface of Earth to become positively charged. Then, lightning can occur when electrons jump between negatively charged clouds and Earth’s positive surface.

At-Home Activity Tell the student to avoid doing the activity on a humid day. He should readily feel the hairs of his arm attracted to the television screen or observe that his hair is attracted. He may even feel very tiny sparks jump from the screen.

Pages 42–43Skills Lab The VersoriumExpected Outcome The foam plate that is not rubbed with wool fabric should cause no change, because the plate is neutral. Both the foil tent and the paper tent should be attracted both to the rubbed foam plate and rubbed wool fabric. Friction charges the plate and the wool; the versorium tent is then charged by induction when charged material comes near. Analyze and Conclude 1 Sample answer: Uncharged. If the foil had been charged, it would have been attracted to the unrubbed foam plate. 2 Predictions may vary. Student should support each prediction with reasoning that shows

an understanding of how the wool and the foam plate both became charged by friction, as well as how the tent was either repelled or attracted to the charged materials and became charged by induction. 3 Sample answer: Yes. My observations matched my predictions. 4 Sample answer: Yes. In Step 6, the foam plate became negatively charged by friction when it was rubbed with wool. 5 Sample answer: Charging occurred by induction when the positively charged wool caused electrons in the foil to travel to the near end of the versorium. Thus, the negative end was attracted to the wool. 6 Sample answer: In Part 2, I predicted that the paper tent would be attracted to both. Even though electrons are not able to move freely in the paper, they might cluster on the sides of the paper molecules toward or away from the charged materials. 7 Sample answer: Yes. My observations in Step 10 matched my predictions. 8 Sample answer: Yes. The foam plate and wool became charged by friction, just as in Part 1. Because the paper tent was attracted to both the rubbed foam plate and the rubbed wool, it became charged by induction. 9 Sample answer: If allowed to touch other objects, the charged foam plate and charged wool will become uncharged because of transfer by conduction. 10 Sample e-mail: I disagree with your assertion. The device cannot detect the sign of the charge because induction causes the tent to be attracted equally to both positively charged and negatively charged objects. Design an Experiment Student may want to try materials such as inflated balloons, plastic rulers that have been rubbed with plastic sandwich bags, or objects charged with a Van de Graff generator, if available. Other materials for the versorium tent might be plastic, wood, or other metal foils.

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Section 2 Electric Current

Page 44Target Reading Skill Electric Current: I. Flow of Electric Charges A. What Is Electric Current? B. Current in a CircuitII. Conductors and Insulators A. Conductors B. InsulatorsIII. Voltage A. Charges Need Energy to Flow B. Voltage C. Voltage SourcesIV. Resistance A. Current Depends on Resistance B. Factors That Determine

Resistance C. Path of Least Resistance

Discover ActivityExpected Outcome The compass needle deflects more as bulbs and sockets are removed from the circuit.Think It Over Sample answer: The compass needle moved the most when no bulbs were present. Removing the bulbs may have increased the current.

Page 45Figure 7 An electric current consists of the continuous flow of charges through a material, similar to the flow of tomatoes on a conveyor belt.

Page 46Reading Checkpoint A complete, unbroken path through which electric charges can flow

Page 47Figure 9 Metals are good conductors. Reading Checkpoint The coating on the cord is an insulator, which keeps charges from flowing into your body.

Page 48Try This Activity Expected Outcome The height of the tubing represents voltage or potential difference. The higher the funnel, the more potential energy the water has, or the higher the model’s “voltage.”

Page 49Figure 10 The motor provides energy to the roller coaster cars. Reading Checkpoint A voltage source creates a potential difference in an electric circuit.

Pages 50–51Figure 11 More current Reading Checkpoint The path with lower resistance. Reviewing Key Concepts 1 a A continuous flow of charges travels through a material. b An electric current is a continuous flow of charge. Although charges build up on an object in static electricity, the charges do not flow. c A continuous flow of charge cannot occur because the path is no longer complete. 2 a A conductor is a material through which charges can flow easily. An insulator is a material through which charges cannot flow easily. b Sample answer: Silver, copper, aluminum, and iron are examples of good conductors. Rubber, sand, plastic, glass, and wood are examples of good insulators. c There will be no current because rubber is an insulator. 3 a Sample answer: Batteries and generators b Voltage can be thought of as the amount of force pushing an electric current. c Yes. A difference in electrical potential energy in a circuit causes charges to flow in the circuit, resulting in a current. 4 a Resistance is the measure of how difficult it is for charges to flow through a material. b Four factors that determine resistance are the material, the length of the material, the diameter of the material, and the temperature of the material.

Writing in Science Writing Mode Analysis Scoring rubric: 4 Exceeds criteria; develops the analogy accurately and interestingly 3 Meets criteria 2 Meets some criteria; fails to fully develop the analogy 1 Fails to develop the analogy in an accurate way

Pages 52–53Skills Lab Constructing a Dimmer Switch Expected Outcome As student includes more pencil lead in the circuit, the total resistance increases and current decreases, and so the bulb becomes dimmer. When student moves the clips close together—making the circuit contain less graphite—the total resistance decreases and the bulb becomes brighter. Student will observe that the copper wire conducts well and the rubber tubing doesn’t conduct at all. Analyze and Conclude 1 Resistance. The amount of resistance increased as the length of pencil lead increased. 2 The bulb became dimmer as the length of lead in the circuit increased. 3 Sample answer: I reasoned that the brightness would increase in Step 6 because copper is an excellent conductor. I reasoned that the bulb would not light in Step 7 because rubber is an excellent insulator. My observations supported my predictions. 4 Sample answer: My tests showed that pencil lead has more resistance than copper and that rubber has such a high resistance that it did not conduct electric current at all. 5 Sample answer: Pencil lead. Copper wire would have to be very long to offer enough resistance, and rubber would not conduct enough. 6 Student’s product information sheet should describe the dimmer device and explain how it works. Student also may explain how a dimmer switch could help a theater owner create pleasant, low-light conditions while trailers are being shown and moviegoers are moving in and out of

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their seats. A dimmer switch might also save money for the owner by decreasing their theaters’ use of electricity. More to Explore Student should find that variable resistors are common and useful in household devices such as electric dryers, exercise treadmills, ceiling fans, and variable-speed tools.

Section 3 Batteries

Page 54Target Reading Skill Sample definitions: chemical energy: the energy that chemical compounds store within the compounds; chemical reaction: a process in which substances change into other substances with different properties than the original substances; electrochemical cell: an electrical device that changes chemical energy into electrical energy; electrode: a metal in an electrochemical cell that is covered with electrolyte; electrolyte: a substance in an electrochemical cell through which current flows; terminal: the electrode part that sticks up above the electrolyte; battery: electrochemical cells in combination; wet cell: an electrochemical cell that has liquid as its electrolyte; dry cell: an electrochemical cell that has paste as its electrolyte

Discover Activity Expected Outcome The voltmeter will show a reading of about 3 volts when connected to the circuit. Think It Over Sample answer: The voltmeter needle moved. The device is a type of battery, an energy source for an electric circuit.

Page 55Figure 13 Zinc, paper soaked in saltwater, and silver Reading Checkpoint A process in which substances change into new substances with different properties.

Page 56Reading Checkpoint A battery is a combination of two or more electrochemical cells in a series.Figure 14 Electrons flow from zinc into the wire, through the wire, and then from the wire into the copper. Charges flow through the dilute sulfuric acid back to zinc.

Page 57Reviewing Key Concepts 1 a Volta’s battery consisted of three repeated layers: a piece of zinc, a piece of paper soaked in saltwater, and a piece of silver. A wire connected the top and bottom metal layers. b There was a current. c Chemical reactions caused some metal layers to become negatively charged and other metal layers to become positively charged. d Volta showed how chemical energy could be transformed into electrical energy. 2 a An electrochemical cell consists of two different metals called electrodes, which are immersed in a substance called an electrolyte, and two terminals. b One electrode reacts with the electrolyte and becomes negatively charged. The other electrode reacts with the electrolyte and becomes positively charged. A voltage between the electrodes causes charges to flow. If the terminals are connected by a wire, charges will flow from one terminal to the other. c No. If both had the same charge, no voltage would exist between the two terminals. If no voltage exists, no current is produced.

At-Home Activity After the batteries warm in the sunlight, they will light the bulb brightly, although the bulb may quickly dim again. Chemical reactions occur faster at higher temperatures, and so the warm D-cells produce more current, quickly depleting the energy of the cells as the chemical reactions occur.

Page 58Consumer Lab Build a Flashlight Expected Outcome Student should make a flashlight that includes a complete electric circuit.

Page 59Analyze and Conclude 1 The aluminum foil is the reflector for this flashlight. It reflects some of the light forward for better illumination. 2 No. The orientation of the battery affects only the direction of the current. The bulb will light if current is flowing in either direction. 3 The circuit must include the bulb filament, so the bulb must be connected at both contact points. 4 To make a brighter bulb, add more batteries or use a different type of bulb. To make the flashlight stronger, use a plastic or metal case, or wrap something around the cardboard for more strength. 5 In the commercial flashlight, there is a permanent switch that is easy to operate; the case is plastic or metal; the bulb can be easily removed and replaced. Commercial flashlights must be durable and reliable, and operate in a variety of situations. 6 Advertisements will vary. The advertisement should include a description of how the flashlight works, and special features of the flashlight. Design an Experiment Ask student to describe situations in which people rely on flashlights. Sample: Camping trips, power outages, emergencies. Show him a variety of flashlights (disposable, common handheld, camping lantern). Ask him to compare and contrast the flashlights by observing them closely and carefully. Encourage him to determine which flashlights would be best for each situation. He should use what he learns in this discussion to design a flashlight for a specific purpose.

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Section 4 Electric Circuits

Page 60Target Reading Skill Sample answers: Series Circuit: Only one path for current to take; Overlap: Unbroken path that has a current; Parallel Circuit: There are several paths for current to take

Discover ActivityThink It Over Sample answer: In one circuit, the remaining bulb went out. Current stopped because the circuit contained only one path. In the other circuit, the remaining bulb stayed lit. That circuit contained a second path for the current.

Page 61Math Skills 1.52 volts Figure 16 Current is measured in amps, and voltage is measured in volts.

Page 62Math Practice 1 8.0 Ω (4.0 V ÷ 0.5 A) 2 120 V (12 A × 10 Ω)

Page 63Figure 17 The symbol for energy source represents a battery. Reading Checkpoint The conducting wires complete the path of the current.

Page 64Figure 18 The other lights will go out as well. Reading Checkpoint The total resistance increases as you add bulbs to a series circuit.

Page 65Figure 19 The other bulbs will remain lit.

Skills Activity Expected Outcome Sample answer: The circuit behaves like both types because it contains one bulb in series and two bulbs in parallel. The series

bulb is brighter than the two parallel bulbs because the series bulb carries the same amount of current that the two parallel bulbs share.

Page 66Reading Checkpoint A parallel circuit Reviewing Key Concepts 1 a Ohm investigated resistance, voltage, and current. b Resistance is equal to voltage divided by current. c The current will be multiplied four times, too. 2 a An electric circuit has one or more devices run by electrical energy, a source of electrical energy, and conducting wires. b Student should represent each feature of the circuit using the appropriate symbol. c Student’s circuit diagram should be much like the one shown in Figure 18, except that the resistor will be located between the switch and the positive terminal of the energy source. 3 a A series circuit is one in which the current can take only one path. A parallel circuit is one in which the current can take several paths. b The lights are in a series circuit. The current stops because part of its path has been removed. Math Practice 4 400 Ω (10.0 V ÷ 0.025 A) 5 322.58 Ω (10.0 V ÷ 0.031 A)

Section 5 Electric Power

Page 67Target Reading Skill What is electric power? (Electric power is the rate at which electric energy is transformed into another form of energy.)

Discover Activity Think It Over Sample answer: The faster the generator was cranked, the brighter the bulb became. Sample question: Is there a speed below which no light is produced?

Page 68Skills Activity Expected Outcome Appliances with high power ratings produce heat.Figure 21 The stove, hair dryer, microwave, and refrigerator use the most power.

Page 69Math Sample Problem What is the equation you use to calculate power? (Power = Voltage × Current, or P = VI) What values are you given in this problem? (The current is 0.5 A, and the voltage is 120 V.) How do you know that the answer of 60 W is reasonable? (Light bulbs are commonly 60 W.) What equation would you use to calculate voltage? (V = I/P) Math Practice 1 1.5 W (3.0 V × 0.5 A) 2 10 A (1,200 W ÷ 120 V) Reading Checkpoint To calculate power, multiply the voltage by the current.

Page 70Reviewing Key Concepts 1 a Electric power is the rate at which electrical energy is transformed to another form of energy. b Power = Voltage × Current (P = VI) c No. The power rating of an electric device depends on the rate at which it converts electrical energy to another form of energy, not on its size. 2 a They consider energy use. The amount of energy you use depends on both power and time, and you use some electrical devices more than you use others. b Multiply power by time used. c The stove. If you use the appliance for more time than the stove the energy cost can be more. Math Practice 3 200 kwh is the energy (40 kw × 5.0 h). 4 800 kwh is the energy (40 kw × 20 h).

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Section 6 Electrical Safety

Page 71Target Reading Skill What You Know Sample Answers: 1 An electric shock can be dangerous. What You Learned 1 An electric shock through a person can have a high current and can be fatal.

Discover Activity Expected Outcome The steel wire will flash and burn. The bulb will go out. Think It Over Sample hypothesis: If the steel wool becomes so hot that it melts and burns, then the circuit will be broken.

Page 72Math Analyzing Data 1 The percentage of fires caused by a certain type of electrical equipment 2 15% 3 Cooking equipment is responsible for the most fires. Heating and cooling equipment is responsible for the fewest fires. Reading Checkpoint The third prong protects people from electric shock by connecting the metal shell of an appliance to Earth through a grounding wire.

Page 73Reading Checkpoint A fuse contains a thin strip of metal that will melt if there is too much current going through it. A circuit breaker is a reusable safety switch that breaks the circuit when the current gets too high. Reviewing Key Concepts 1 a A grounded electrical circuit is one in which electric charges can flow directly from the circuit into Earth if a short circuit occurs. Fuses and circuit breakers are devices that prevent circuits from overloading. b Grounding protects people from electrical shock by providing an alternate path for electric current. Fuses and circuit breakers stop the current in the event of too much

current or a short circuit. When too much current passes through a fuse, a strip of metal melts and stops the current. In a circuit breaker, contact is broken when a small metal band heats up and bends away from wires. c Without a fuse or circuit breaker, excessive current in wires in an overloaded electric circuit may cause the wires to overheat and start a fire.

At-Home Activity Caution students not to approach a fuse box or circuit breaker without an adult present. Students who live in apartment buildings may need to look outside their units for circuit breakers. Encourage students to share their diagrams with family members.

Page 75Organizing Information a Circuit breakers b Melting c Bending away from wires Reviewing Key Terms 1 b 2 d 3 c 4 a 5 c 6 Induction 7 true 8 terminal 9 true 10 true

Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria; includes a well-written and informative explanation of static discharge, how charges form in thunderclouds, and why lightning occurs 3 Meets criteria 2 Meets some criteria; fails to explain static discharge accurately and/or fails to describe accurately how charges form in thunderclouds 1 Includes an inaccurate explanation of static discharge and/or fails to describe how charges form in thunderclouds

Page 76Checking Concepts 11 An object can become charged by friction, by conduction, or by induction. Friction: Electrons are rubbed off one object onto another object. Conduction: One charged object touches another and transfers charges. Induction: An electrical field around a charged object attracts or repels electrons in another object. 12 Voltage—the volt;

current—the ampere (amp); resistance—the ohm 13 An electrochemical cell consists of two different metals called electrodes immersed in a substance called an electrolyte. A voltage is produced when one electrode reacts with the electrolyte and becomes negatively charged and the other electrode reacts with the electrolyte and becomes positively charged. 14 Resistance is equal to the voltage divided by the current. 15 If one electric appliance or device in the building failed, all the others would stop working, too. The single path for current in a series circuit would be broken. 16 The 100-W bulb glows more brightly because electrical energy is transformed to electromagnetic energy (light) at a higher rate than in the 75-W bulb. 17 A short circuit is a connection that allows an electric current to take the path of least resistance—usually an unintended path. Thinking Critically 18 a both b series c parallel d series e series 19 The electroscope is charged. The evidence is that the leaves are shown repelling each other, which means that the charge of both leaves is the same. 20 The third prong is a method of grounding. If the third prong of the plug is removed, a person touching the device could receive a shock. 21 Both types of cells transform chemical energy into electrical energy. In a wet cell, the electrolyte is a liquid. In a dry cell, the electrolyte is a paste. 22 R = V/I: R = (120 V)/(0.25A) = 480 Ω 23 P = VI: P = 12 V × 40.0 A = 480 W Applying Skills 24 Both. Bulbs 2 and 3 are in parallel with each other, and both are in series with Bulb 1. 25 If Bulb 1 were removed, the others would go out because the circuit would be broken. If Bulb 2 were removed, the others would remain lit because the current has another route to follow. 26 None of the bulbs would be lit if the switch were open because it would break the flow of

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current back to the battery. 27 Student’s drawings should show the switch either before or after Bulb 3 on the same branch.

Page 77Standardized Test Prep 1 A 2 J 3 B 4 G 5 Sample answer: If a high-voltage wire has blown down during a storm, the insulator around the conductor may be torn, exposing the conductor. If a person touches the wire, a short circuit may occur as the current takes the path of least resistance through the person. The result may be an electric shock, an electric current in the body from an outside source. The shock that a person receives may be fatal.

CHAPTER 3

Section 1 What is Electromagnetism?

Page 80Target Reading Skill Sample answers: Main Idea: A solenoid is useful because its magnetic field can be changed. Detail: Its magnetic field can be turned on and off. Detail: Its magnetic field can have its direction changed. Detail: Its magnetic field can have its strength changed.

Discover Activity Expected Outcome The light bulb lights and some of the compass needles move when student closes the circuit. Think It Over Sample answer: The compass needles move when the free end of the wire touches the battery, completing the circuit. Current in the wire creates a magnetic field that affects the compass.

Page 81Figure 2 The magnetic field lines are circular around the wire.

Reading Checkpoint Magnets and electric currents can produce a magnetic field.

Page 82Figure 4 In a solenoid, the north and south poles change with the direction of the current and the magnetic field can be turned on and off.Reading Checkpoint The magnetic field lines become bunched up inside the loop.

Page 83Try This Activity Expected Outcome When the device is “on,” or connected, it attracts paper clips because of the magnetic field produced. When the device is “off,” or disconnected, it drops the paper clips because there is no magnetic field.

Page 84Reviewing Key Concepts 1 a Hans Christian Oersted b An electric current produces a magnetic field. c A magnetic field is produced around a wire that has a current. 2 a A solenoid is a coil of wire with a current. b The magnetic field can be turned on and off, have its direction reversed, or have its strength changed. c By increasing the number of loops, or coils, in the wire of a solenoid 3 a An electromagnet has ferromagnetic material inside a solenoid, and the ferromagnetic material becomes a magnet. The magnetized core and the solenoid together produce a much stronger magnetic field. b Increase the current in the solenoid, add more loops of wire to the solenoid, wind the coils of the solenoid closer together, and use a stronger ferromagnetic material for the core.

Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria; includes an imaginative and accurate description of an electromagnet 3 Meets criteria 2 Meets some criteria; includes a somewhat accurate description 1 Includes an inaccurate

and/or incomplete description of how an electromagnet works

Section 2 Electricity, Magnetism, and Motion

Page 85Target Reading Skill I. Electrical Energy and Motion A. Types of Energy B. Energy Transformation II. Galvanometers III. Electric Motors A. How a Motor Works B. Parts of a Motor

Discover Activity Expected Outcome The electromagnet swings when the switch is closed and swings in the opposite direction when connections are reversed. Think It Over Sample answer: Electric current in a wire creates a magnetic field that interacts with a magnet’s magnetic field, and the interaction causes the wire to move.

Page 86Try This Activity Expected Outcome Nothing happens when only one end of the wire is attached to a terminal. When both ends are attached, the loop moves because the current in the loop creates a magnetic field that interacts with the magnet’s field. Figure 7 Changing the direction of the current in the wire changes the direction that the wire moves. Reading Checkpoint The energy an object has due to its movement or position

Page 87Reading Checkpoint Electricians use them in their work and drivers of cars use them to know when to stop for fuel.

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Page 88Figure 10 The brushes

Page 89Figure 11 An electric motor transforms electrical energy into mechanical energy. Reading Checkpoint Using many loops of wire in the armature increases the strength of a motor. Using an electromagnet instead of a permanent magnet also increases the strength. Reviewing Key Concepts 1 a The ability to move an object over a distance b Electrical energy is transformed into mechanical energy. c The wire would move downward. 2 a Small currents b Electrical energy is transformed into mechanical energy. c An electric current is used to turn the pointer of a galvanometer. The distance the pointer rotates depends on the amount of current in the wire. 3 a A device that uses an electric current to turn an axle b Electrical energy is transformed to mechanical energy. c The commutator reverses the flow of the current through the armature. The reversing of the direction of the current causes the armature to spin continuously.

Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria; accurately and creatively describes more than 10 devices 3 Meets criteria 2 Meets some criteria; includes descriptions of less than 10 devices 1 Fails to describe 10 devices or inaccurately describes their function

Page 91Technology and SocietyWeigh the Impact 1 Sample answer: The doctor might consider the part or system of the body that needs to be examined. Other considerations include the size of the person to be scanned, whether the person has some type of metallic implant, and whether the person would be bothered by the

noise and the confined space of an MRI machine. 2 Student could use an Internet search engine to find Web sites that include information about MRI technology. They might also consult with a reference librarian at a public library to find books and reference materials that have information about MRI technology. Ask student to take notes about what he has found and record the name of the Web sites or publications he used. 3 Student’s pamphlets should include basic information about how an MRI machine functions and what it is used for, as well as a description of the experience a person would have who is scanned by the machine. Student should also include up-to-date information about the improvements being made in MRI technology.

Pages 92–93Skills Lab Building an Electric Motor Expected Outcome Student will build a working electric motor that transforms electrical energy into mechanical energy. Analyze and Conclude 1 Sample answer: The coil rotated continuously. 2 The permanent magnet was directly below the coil of wire. The magnetic field of the permanent magnet surrounded the magnet. 3 Sample answer: When both uninsulated ends are in contact with the supports, the current flows and the coil rotates. If the current did not change, the coil would be able to turn only half way. The insulated part of the wire turns the current off, so the coil is allowed to continue turning. As it turns, the uninsulated parts again complete the circuit. This produces a current, and the coil turns completely around. 4 Sample answer: The D-cell produces an electric current in the coil, creating a magnetic field that surrounds the coil. 5 Sample answer: The magnetic field produced by an electric current in the coil causes sides of the coil to be pushed or pulled as the field interacts with the field of the

permanent magnet. 6 Student’s procedures should reflect his suggested modifications. Sample answer: A foam or cork cylinder could be added at one end of the coil of wire. One end of a piece of string could be attached to the other end of the cylinder. If the other end of the string were attached to a small object such as a paper clip, the string would lift the object as the motor turned. Design an Experiment Student’s plans should identify three factors that may affect the rotation of the coil, such as the voltage applied, whether the coil is balanced, and whether the ends of the wire are insulated. Student should describe an experiment to test one of those factors. Check student’s plans for safety before giving permission to carry out the investigations.

Section 3 Electricity From Magnetism

Page 94Target Reading Skill Sample questions and answers: What are the parts of a generator? (Magnets, crank, slip ring, armature, and brushes are parts of a generator.) How is a current induced in the armature? (As a crank is turned, the armature rotates in a magnetic field. The rotating motion of the armature induces a current in the wire.)

Discover Activity Expected Outcome A current is produced when the wire moves. The faster the wire moves, the greater the current. Think It Over A current is present in Steps 4 and 5. Sample hypothesis: If a wire is moved between the poles of a magnet, then electric current is produced.

Page 95Figure 12 Reversing the direction of either the coil of wire or the magnet reverses the direction of the current.

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Reading Checkpoint A current is induced in the wire coil.

Page 97Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria 3 Meets criteria 2 Meets some criteria; includes reasonably accurate descriptions of the procedures, equipment, and discoveries of at least one of the three scientists 1 Includes inaccurate or incomplete descriptions of the work of at least one of the three scientistsReading Checkpoint An AC voltage can be easily raised or lowered to a higher or lower voltage.

Page 98Figure 13 For each complete rotation of the armature, the current reverses direction twice.

Page 99Reading Checkpoint A turbine is a large circular device made up of many blades that is attached to a generator’s armature. Water from a dam spins the blades, which spins the armature, generating electric current.

Page 100Figure 16 The voltage is stepped up if the secondary coil has the greater number of loops and stepped down if the primary coil has the greater number of loops.

Page 101Reading Checkpoint About 120 volts Reviewing Key Concepts 1 a Generating an electric current from the motion of a conductor through a magnetic field b Either the conductor can move through a magnetic field or the magnet itself can move. c A direct current is induced when the conductor or magnet moves in only one direction. An alternating current results when the conductor or magnet moves back and forth. 2 a A generator transforms mechanical

energy into electrical energy. b In an AC generator, an armature is rotated in a magnetic field, inducing an electric current in the wire. After the armature turns halfway, each side of it reverses direction in the magnetic field. The current in the wire also changes direction; the result is alternating current. c Both generate electric currents. A DC generator contains a commutator that keeps the current flowing in one direction. An AC generator contains slip rings; as a result, the current direction alternates. 3 a It increases or decreases voltage. b In a step-up transformer, the secondary coil has the greater number of loops. In a step-down transformer, the primary coil has the greater number. c Because they operate at voltages lower than the 120 volts in home circuits

At-Home Activity Student’s diagram should include a drawing of a generating plant, a step-up transformer outside of the plant, and a step-down transformer near the home. He should be able to locate stepdown transformers in his neighborhood.

Page 103Organizing Information a Electric motor b Turbine c Electric current d Mechanical energy Reviewing Key Terms 1 c 2 c 3 b 4 a 5 a 6 true 7 true 8 true 9 electric generator 10 transformer

Writing in Science Writing Mode Description Scoring rubric: 4 Exceeds criteria; includes an accurate description of how the dam transforms mechanical energy into electrical energy 3 Meets criteria 2 Meets some criteria; description lacks important details 1 Includes minimal or inaccurate details

Page 104Checking Concepts 11 You can change the magnetic field produced by a current by reversing the direction

of the current, increasing or decreasing the current, or stopping the current. 12 Similar: Both transform electrical energy to mechanical energy. Different: The loop in a galvanometer can turn only halfway; the loop in a motor can turn full circle. A motor uses commutators and brushes to reverse the direction of current in the loop. 13 Together, the commutator and brushes change the direction of current in a DC motor. A commutator consists of two halves of a ring, each of which rubs past two brushes. As the loop of wire in the motor rotates, the halves of the commutator switch from one brush to the other, changing the direction of current through the circuit. 14 Both consist of electric charges that flow. A current consisting of charges that flow in one direction is direct current. An alternating current consists of charges that move back and forth in a circuit. 15 In an AC generator, an armature is turned in a magnetic field by a crank. As the armature turns, a current is induced in the wire. The direction of the current changes with each half turn of the loop. 16 A turbine turns the armature in a generator. 17 The voltage is increased by a step-up transformer as it leaves the utility company and decreased by a step-down transformer before reaching a home. Thinking Critically 18 A compass needle moves because an electric current produces a magnetic field. When the current shuts off, the compass aligns with Earth’s magnetic field. 19 You could add more loops to the solenoid, wind the loops closer together, or convert the solenoid to an electromagnet by adding a ferromagnetic core. 20 Diagrams should show that the direction of rotation changes with the direction of current. 21 B will produce a stronger magnetic field than A because the nail in B adds a ferromagnetic core to the solenoid. B will produce a stronger magnetic field than C because B has more loops through which the current

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travels. 22 An electric motor transforms electrical energy into mechanical energy. A generator uses motion in a magnetic field to produce an electric current. So an electric generator transforms mechanical energy into electrical energy. 23 Electromagnets can be switched on and off and can be made to create very strong or very weak magnetic fields. Therefore, electromagnets are most useful in devices in which magnetic fields must be turned on and off during operation and in devices that must exert very strong or very weak magnetic forces. A permanent magnet is best when a continuous magnetic field of a single strength is required and when electricity is not readily available. Applying Skills 24 The illustration shows a step-up transformer. The primary coil has fewer loops than the secondary coil. 25 The primary coil is on the right, and the secondary coil is on the left. 26 The voltmeter on the right will show a lower voltage than the voltmeter on the left.

Page 105Standardized Test Prep 1 D 2 F 3 C 4 H 5 B 6 A generator uses motion to produce an electric current. In a simple AC generator, a loop of wire called the armature is rotated by a crank. As the crank is turned, the armature rotates in a magnetic field. One side of the armature moves up, and the other side moves down. The up and down motion induces a current in the wire.

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Answer KeysLessons 101–120 Science

Manual Exercises

LESSON 105Discussion Questions 1 positive and negative 2 Charges that are alike repel each other. Charges that are unlike attract each other. 3 Magnetic poles cannot exist alone. Electric charges can exist alone; a negative charge can exist without a positive charge. 4 regions around a charged object where the charged object’s electric force is exerted on other charged objects 5 the closer the lines, the stronger the field that the lines represent 6 The negatively charged object will be attracted to the positively charged object. 7 Most objects normally have no overall charge. 8 by gaining or losing electrons 9 static electricity 10 rubbing the balloon on the student’s sweater 11 Electrons move from the sweater to the balloon. 12 Positive charges in the hair are attracted to negative charges in the balloon.

LESSON 109Application

Electrochemical Cells

Type of Cell

Electrolyte– Liquid or Dry? Example

wet cell liquid auto battery

dry cell dry flashlight battery

LESSON 114Fuses and Circuit Breakers

Device What happens when overloaded

to restore current to circuit

Fuse Metal strip melts replace the fuse

Circuit breaker

Metal band bends away from wires pull back a switch

LESSON 117Discussion Questions 1 electromagnetism 2 He discovered that an electric current creates a magnetic field. 3 1830–1831 4 6 5 a system of distributing alternating current 6 Nikola Tesla’s system of alternating current

Induced Currents

Induced Current Abbreviation Description Example

alternating current AC

a current consisting of charges that move back and forth in a circuit

circuits in the home

direct current DC

a current consisting of charges that flow in one direction only

batteries

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Activities© Pearson Prentice Hall

ACTIVITY 39

Magnetic Earth(Science Lesson 104)1 solar wind 2 magnetosphere 3 Just like a bar magnet , Earth has a magnetic field surrounding it and a north magnetic pole and a south magnetic pole. 4 No, because Earth’s magnetic poles are not located at the geographic poles. 5 compass 6 magnetic declination 7 aurora

ACTIVITY 40

Magnetic Reversals(Science Lesson 104)1 20 times 2 4 million years/20 = about 200,000 years 3 The timeline shows that reversals do not occur at regular, repeating intervals and are of varying lengths. This would mean the magnetic reversals do not occur in a cycle. A cycle is a time period in which a regularly repeated event occurs. 4 Answers will vary. Earth’s magnetic field shields the surface from harmful radiation. If the field weakened or vanished, as it might during a reversal of the magnetic poles, levels of deadly radiation reaching Earth’s surface might increase to a point where they destroy certain species.

ACTIVITY 41

Batteries(Science Lesson 109)1 repeating layers of zinc, paper soaked in saltwater, and silver 2 A chemical reaction between the electrodes and the electrolyte causes the electrodes to become oppositely charged. This causes a current in a circuit connected to the terminals. 3 The total voltage is 6 volts. The total voltage of a battery is the sum of the voltages of the individual cells. 4 electrode 5 electrolyte 6 terminal 7 electrochemical cells 8 chemical energy 9 dry cell 10 chemical reaction 11 wet cell 12 battery

ACTIVITY 42

Features of a Circuit(Science Lesson 110)1 a Circuits have devices that are run by electrical energy. b A circuit has a source of electrical energy. c Electric

circuits are connected by conducting wires. 2 Such devices resist the flow of electric current. 3 a, c, and d should be circled 4 to control the current in the circuit 5 a energy source b resistor c wire d switch

ACTIVITY 43

Electric Circuits(Science Lesson 111)1 Circuit 2 2 Circuit 1 3 They remain lit. 4 They go out. 5 It would go down. 6 It would go up. 7 three 8 one 9 series 10 voltmeter 11 Ohm’s law 12 parallel 13 ammeter

ACTIVITY 44

Electrical Energy Outages(Science Lesson 111)1 No, the electrical energy would not be restored until the break in the feeder lines was also repaired. 2 The worker should look at the individual line leading to house 4. 3 The worker should look at the primary line leading to houses 2 and 3. 4 The electrical energy to all five houses would go out.

ACTIVITY 45

Electric Power(Science Lesson 112)1 Power = Voltage × Current or P = VI 2 Energy = Power × Time or E = P × T 3–6 See chart at the end of this Answer Key section. 7 Power is the rate at which energy is trans-formed from one form to another.

ACTIVITY 46

Where’s the Action?(Science Lesson 116)1 the fan 2 Cool air is pulled into the back of the hair dryer by the turning fan blades. This cool air is moved over the heating element. The warmed air is blown out the front of the hair dryer. 3 vacuum cleaner, air conditioner; they all work by moving air from one place to another 4 Answers will vary. Electric motors can be used to pump hot water from a boiler into radiators around a house. Electric motors can also be used to blow hot air through ducts that lead to the rooms of a house.

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ACTIVITY 47

Stepping Up and Down(Science Lesson 119)1 6 turns; 4 turns 2 60 V 3 Drawing B is a step-down transformer. You can tell because there are more wire turns in the primary coil than in the secondary coil. You can also tell because the voltage is greater in the primary coil than in the secondary coil. 4 9 turns 5 4 turns

ACTIVITY 45

Electric Power(Science Lesson 112)

Appliance Current Voltage Power Time Energy

fan 2 amps 120 volts 3. 120 V × 2A = 240 W 2 hours 4. 0 .24 KW × 2 h = 0 .48 KWh

dishwasher 5. 1,200 W/12OV = 10A 120 volts 1,200 watts 1 hour 6. 1 .2 KW × 1h = 1 .2 KWh

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Answer KeysLessons 101–120 Computer Skills

ActivitiesLESSON 103

1 a http://tarbell.allegheny.edu/ or b http://xroads.virginia.edu/~MA01/Davis/photography/riis/riis.html or c http://www.capitalcentury.com/1906.html 2 a http://tarbell.allegheny.edu/ There are several links listed under Contents. b http://xroads.virginia.edu/~MA01/Davis/photography/riis/riis.html Links about Jacob Riis include The Reporter of Mulberry Bend; Photographs and Lantern-Slide Lectures; How the Other Half Lives; Later Reform Efforts; Analysis of Riis Photographs. c http://www.capitalcentury.com/1906.html 1900s 1910s 1920s 1930s 1940s 1950s 1960s 1970s 1980s 1990s

3 Answers will vary based on link selected. 4 To get back to a page, click the Back button on the browser. 5 Answers will vary according to the set home page of the browser.

LESSON 1041 The host name is national park service; the file name is parks.html. 2 The National Park Service 3 Create a link by selecting Favorites from the toolbar and clicking Add to Favorites.

ACTIVITY 5

Web Searches(History & Computer Skills Lesson 106)1 The Web site http://www.nps.gov/yose is run by the government. The student will know this because it has a .gov suffix. 2 The http://www.nps.gov/yose site 3 The http://www.nps.gov/yose site 4 The http://www.nationalparksreservation.com site 5 Truncation expanded the results by searching the key words beginning with hik, like hike, hiking, and hikers. 6 Answers may vary, but the sites chosen should be two of the following three: http://www.mountaineerbook.org, http://www.thymos.com/monument/yosemap.html, or http://www.nps.gov/yose/trip/hiking.html. These sites seem like they would include information about hiking trails and maps of the trails.

7 The http://www.americaparknetwork.com/parkinfo/walking site might be most useful to families because it includes information on walking as well as hiking. 8 The http://www.mountaineerbook.org site and the http://www.thymos.com/monument/yosemap.html are both selling something. 9 The http://www.stowell.org/gary/yosemite.htm site or the http://www.americaparknetwork.com/parkinfo/walking site might be the least useful to the experienced hiker. The student might think this because the first one will probably just talk about Jay and Gary’s hike through the park. The second site refers to taking a bus, and an experienced hiker would probably not want to take a bus with many other people.

ACTIVITY 9

Creating a Line Graph(Science & Computer Skills Lesson 116)Answers will vary.

ACTIVITY 10

Formulas in Spreadsheets(Science & Computer Skills Lesson 117)Answers will vary.