DOCUMENT RESUME

RD 190 379 SE 031 322

AUTHOR Bonar, John R d.: Hathway, James A., Tde.

TITLE Probing the NatUral World, Level III, Rec'ard Book,Teachtr's Guide: what's Up? Intermediate ScienceCurriculuekStudy.

INSTITUTION Fioorida State Univ., Tallahassee. Dept. of ScienceEducation.

SPONS AGENCY .

National Science Foundation, Washington, D.C.: Officeof Education,(DHEw), Washington, D,C.

PUB DATENOTE

7261p.: For related documents, see SE 031 300-330, ED035 559-560, ED 049 032, and ED 052 940. Containsphotographs and colored print whicfi may not reproduce

.EDRa PRPE HF01/PC03 Plus Postage.DESCRIPTORS *Answer Sheets: Grade 9: Individualized Instruction:

Instructonal Materials: Junior High Schools:*Laboratory .Manuals: *Physics: Records (Forms):*Science Activities: Science Course ImprocivementProjects: Science- Education: Secondary Education:Secon.darySchoolScien.ce:A(Space_sciences:_ ,

Worksheets .

IDENTIFIERS *Intermediate Science,Curriculum Study

ABSTRACT_This is the teacher's edition of the Record Book foF,

the unit ',What's 4,Up" of the Intermediate ScIence Curriculum Study(ISCS) for leveltITI students (grade9). The correct antwers'to th.5,

questions frOm th'e stlident text are recorded. An introductory noteltothe`teacher explai-ns tow to use the-book. Answers are includecrforthe activities and the optional excursions. A.self evaluation secti6is included and followed by its answer key. (SA)

Reproductionsipplie'd by EDRS are thebest that can be madethe Original document.

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TEACHO's ED! HON

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U DEPARTMENT Of HEALTH.E DUCATION &WPLFAR EN ATIONAL INSTITUTE OF

IDUCATION

TNIS .00CLIMENT_ 1.4AS sEEN REPRO-DTICIO ExAc TLy AS RECEIvE0 RONA

Tke PIERSON OR ORGANIZATION ORIGIN-ATING ST POINTS OE VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRE-

SENT OFFICIAL NATIONAL INsi ITUTEEDUCA TION POSITION OR POI. ICy

"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (EF0C)."

Ding the Natual World/3INTErtMEDIATESC:ENCEC.A.;FARICULUMSlut.Pe

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TMIS BOOK MTHE PROPERTY OF:STAITE_ -

PROVINCEBook No,

COUNTYEnter information

PARISH1 in Spam

SCHOOL DISTRICTto the kft at

OTHER_instructed

ISSUED TO

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CONNTION

ISSUED..

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RETUINEO

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PUPILS to whom this textbook ii issuOd.muit not write on 'an* pageor mark any part of it in any way, consumable .t7xtbooksexcepted.

.I. Toachers shoOld so* thot -flys pupil's noon is sisterly written in ink in th.)pocos gloom in.,*

*very Nook hsuod.2. Tho followinis toms should b. wood in, rocosuling tho condition of the book: Howl' Good/ Pohl

poor, Sod.

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INTERMEDIATE SCIENCE CURRICULUM STUDY TEACHER'S EDITION

Record Book

What's Up?v6-

Probing the Natural World / Level III

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'S11.1)ER BURDETT.

GEPIERAL LEARNING CORPORATION:'Morristown; New Jersey . Park Ridge, III.. Palo Alto . Dallas . Atlanta

,

,1?

LEVEL I

LEVEL II

ISCS PROGRAM

1Probing the Natural World / Volume 1 / with Teacher's EditionStudent Record Book / Volume 1 / with-Teacher's EditionMaster Set of Equipment,/ Volume 1Test Resource Booklet

1

Probing theOstural World / Volume 2 / with Teacher's,EditionRecord Book / Volume 2 / With Teacher's Edition

4-Master Set of Equipment / Volume 2Test Resource Booklet-

410

LEVEL th Why You're You / with Teachek's EditionRecord Bookg with Teacher's Edition / MasterEnvironmental Science / with Teacher's EditionRecord Book / w,ith Teacher's Edition / Masterinvestigating Variation / with Teacher's EditionRecord Book / with Teacher's Edition 1/ Mas ler

In Orbit / with Teacher's Edition,Record Book / with Teacher's Edition / MasterWhat's Up? / with Teacher's EditionRec'd Book / with Teacher's Edition / isstsr

Crusty Problems / with Teacher's EditionRecord Book / with Teacher's Edition / MasterWinds apd Weathr / with Teacher:s EditionRecord Book / with Teacher's Edition / MasterWil-Being I with Teacher's EditionRecord Book / with Teacher's Edition / Master

c

Set of Equipment

Set of Equipment

Set of Equi.pmeitt

Set of, Equipment

Set of Equipment

Set of Equipment

Set of Equip Mott

Set of Equipment

ACKNOWLEDGMENTS

The work presented or reported herein wr perlormed pursuant to a Contract with the U. S.Office of Education, Department of Heatt6, Education, and Welfare. It was supported, aka, bythe National Science Foundation. However, the opinion. expressed herein do not neceerearlly .

reflect the position or policy of the U. S. Office of Education or the National Science Foundation,and no official endorsement by either egret _should be inferred.

(g) 1972 THE FLORIDA STATE UNIVERSITY

MI rights reserved . Printed in the United States of America. Published simuttamously inCanada - Copyright is claimed until 1977. Ex9ept for the rights to materials reserved by others,the Publishers ad the topyright owner her grant permission to domestic persona of theUnited States 9 anada for use of this 0c-without charge i1.1he English language in theUnited States and Canada,,after 1977 prov that the,publications incorporating materialscovered by 'the copyrights contain an acI4,wl.dgment of them and a statement that thepublication is not endorsed by the copyribht owner. For conditions of use and permission fomaterials Contained herein for foreign publications in other than the English language, apply tc thecopyright owner. This pliblication, or parts thereof, may not be reproduced in any form byphotographic, isMectrostatic, mechanical, or any other method, for any use, including10011.9111 and retrieval, without written permission from the publisher. «

ILLUSTRATIONS: (g) 1972 GENERAL LEARNING CORPORATION.ALL RIGHTS RESERVED.

".

ISCS STAFF

Qa:agislAin%alaigkaiilmaaaki&rAA'

David D. Redfield, Co-DirectorWilliam R. Snyder, Co-Direct&Errest Burkman, Steering Committee Chairman

Laura M. liken, ArtistJobn R. Bo 4ar, Editor

Drennan A. Browne. ArtistHarold L. Buell, Administration

Robert L. Cocanougher, Art DirectorBetsy Conlon Balzano, EvaluationStewart P. Darrow, tieldTrial-Teacher EducationGerge 0. Dawson, Teacher EducationJames A. Hathway, Editor

John S. Hutchinson, Field Ma! Tim-her Education°Sally Diana Kaicher, Art.' Director*Jane Larsen, Art Direi:tor

Adrian 0.. Lovell,AdministrinionAudley C. McDonald, AdmininrationW. T. Myers, AdministrationLynn H. Rogers, ArtistStephen C. Smith. ArtistLois S. WilsOn, Assistant Editor

ISCS ADVISORY COMMITTEEi

J. Myron Atkin, University of IllinoisBetsy -Conlon- Balzano, State University of.Zew York at Brockport

..

Werner A. 'Baum, University of Rhode IslandHerman Branson, Lincoln UniversityMartha Duncan Camp, The Florida State UniversityClifton B. Clark, University of North Carolina at GreensboroSteve Edwards, qte Florida State UniversityRobert M. Gagne, The Florida State Universitydward Haenisch, Wabash CollegeMichael Kasha,.-The Florida State Universityussell P. Kropp, The Florida State University

J. Stanley Marshall, The Florida State UniversityWilliam V. Mayer, University of Colorado .

Herman Parker. University of VirginiaCraig Sipe, State University of New York at Albany*Harry Sisler, University of FloridaClifford Swartz, State University of New York.at Stony BrookClaude A. Welch, Macalesrer CollegeGates Willard, Manhasset Junior High School, Manhasset, .N. Y.Herbert Zim, Science Writer. Thvernie Florida

?'.Fanner rneniber

a

:17 t

MATERIALS DEVELOPMENT CONTRIBUTORS

This list includes nriting.conference participants and others who made significant contributions toMe materials including test and art for the esperimental editions.

Janet Anderson, Nyack, N.Y. Gerald R. Bakker. Earlham College Frank Balz.ano. F.S.U. Harald N. Bliss,

Mayvilk State College. Olaf A. Boedtker. Oregon State Univ, Calvin E. Bohn, F.S.U. Earl Brakken, Duo

Harbors. Minn. Bobby R. Brown, ITS U. Robert J. Callahan. Jr. (deceased). Brian W, Cams, Urdoersity of

Illinois. Lois H. Case. Lombard. III. Clifton B. Clark, University of North Carolina at (reensboro, Sara P.

.Craig,-ES. I./. John D, Cunningham. Keene State College. David IL ilascubrQck, El U. _Doris Dasenbrock.

f:S.If. Jeff C. Davis, University of South Florida. Alan I). Dawson, Dearborn Public Schools, Mich. George

0. Qawson. F.S.U. Gerrit H. DeBoer, F.S.1.1 Howard E. DeCamp, Glenn Ellyn, Ill. Janie. V. DeRose,-

Newtown Square, Pa. William A Peskin. Cornell College. William K. Easley. Northeast Louisiana State

College. Donald C. Edinger. University of Arizona Camillo Fano, University of Chkago Laboratory School.

Ronald A. Fisher. Maquoketa. Iowa. Edwin H. Flemming. F.U.S. Paul K. Flood, 1:5. U. Harper W. Frantz.

Pasadena City College (Emeritus). .East Friesen, San Francisco State College, Bob Galati, Fullerton, Calif

J, David Gavenda, The University of Texas. Charles A. Oilman. Winchester, N.111 Robert J. (loll, ./oksonvilk

University. Ralph H. Granger, Jr., Walpok, Nit Ff. Winter Griflith,F.S.CA,L,William-Gunn, Miami, Florida.

John Hirt, Xavier University. John R. Hassard, Georgia State University. J. Dudley Herron, Purdue Univer-

sity.. Father Francis Heyden, SJ., Georgetown University. Leonard Filmes. Sarasota. Florida. Evelyn M.

Hurlburt, Montgomery Junior College. John R. Jablonski, Boston University. Bert M. Johnson, Eastern

-Michigan University. Roger S. Jones. University of Minnesota. Leonard A. Kalil!, Colorado School of Mines.

Theodore M. Kellogg, UniversitY of Rhode Island Elizabeth A. Kendzior., University of Illinois. F. J. King.

F.S.U. David Klasson, Millville. Calif Ken Kramer. Wright State University. Willian H. Long. F.SU.

Robert Lepper, California State College. Harold G. Liebherr. Milwaukee, Wis. William D. Larson, Colkse

of St. Thomas. Mable M. Lund, Beaverton, Oregon. H. D. Luttrell, North Texas State University. Maxwell

Maddock. F.S.U. Solomon Malinsky, Sarasota, Florida. Eloise A. Mann. Sarasota. Florida Harleen W.

McAda, University of California at Santa Barbara. Auley A. McAuley.,Michigan State University. E. WesJey

McNair, FS.U. . Marilyn Miklos. F.S.U. Floyd V. Monaghan. Michigan State University. Rufus F. Morton,

i Westport. Conn. Tamson Myer, /"..5. U. Gerald Neufeld. F.S.U. James Okey, University of California.

Lawrence E. Oliver; F.S.U. Lany ORear, Alic417-exas, Herman Parker. of Virginia. Harry A.

Pearson, Western .;4ustrafin. James E. Perham. Randolph-Macon Womai0. kge. Darrell p. phillipi,

University of Iowa. Howard Pierce, F.S.U. David Poche, F.S.U. Charles 0. Pollard, Georgia Institute of

.Thehnology. Glenn F..Powers. Northeast Louisiana Stale College. Ernest Gene Preston, Louistrilk Ky.

.Edward Ramey, F.S.U. Earl R. Rich, University of Miami. John Schaff, Syracuse University. Carroll A.

Scott, Williamsburg, Iowa. Earle S. Scott. Ripon College. Thomas R. Spalding, .F.S. U. Michael E. Stuart,

University of Texas. Sister Agnes Joseph Sun, Marygrove College. Clifford Swartz, State University of AffW

York. Thomas Testes, F.S.U. Bill W. Tillery; University of Wyoming. Ronald Townsend, University of Iowa.Mordecai Treblow, Bloomsburg State C011ege. Henry J. Triezenberg, National Union of Christian Schools.

Paul A. Vestal, Rollins College. Robert L. Vidcery, Western Australia, Frederick B. Voight, FS. U. aaude. A.

Welch, Macalester Colkge. Paul Westmeyer, F.S.U. Earl Williams, University of Tampa. O. R. Wilson,

Jr., University of South Alabama Harry K. Wong, Atherton, California. Charles M. Woolheater, F.SU..

Jay A. Young.. King's College., Victor J. Young. Queensborough Community College.

The genesis of some of the ISCS material stems,from a summer writing conference in 1964. .The

participants wow:

Frances Atbott. "Miami-Dade Junior College. Ronald Atwood, University of Irrnucky. George Ammo,

Carnegie Institute. Colin H. Barrow. University of Wri Indies. Peggy Baziel, F.S.U. Robert Bbtger

(deceased"). Donald Bucklin, University of Wisconsin. Martha Duncan Camp, F.S.U. Noy Campbell,

'Broward Cotosty Board of Public Instruction; Fla. Bruce E. Cleary, Tallahassee Junior Calks*. Anwelk

Hall, Pensacola, Florida. Charles Holcolmb, Mississippi State College' -Robert Kemman, Prayed,Ldregory O'Berry, Coral Gables. Florida Eira Palmer. BaltiMore. lathes Van Pierce, Indiana University

Southeast. Guenter Schmid. ISU. James E. Smeland, F.S.U. C. Richard Tillis, Pine Jos Nature Center, '

Florida. Peggy Wiegand. EffOrY Univerlity. Elizatieth Woodward, Augusta College. John Woolever,'Sar-

asoea. Florida

?"4, bd cc "52,12:k%.,ezis

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Foreword

A pupil's experiences between the ages of.I 1 and 16 probably shape his

ultimate view of science and of the natural wodd.. During these years

( most youngsters become more adept at thinking conceptually. Sinceconcepts are at the heart officience, this is Ole age at which most stu-

dents first :gain the ability to study science in a really organized way:

Here, too, the commitment for or against science as an interest or a

vocation is often made.Paradoxically, the students at ,this critical age have been the Ones

least'affected by the reCent effort to produce new science instructional

materials. Despite a', number of commendable efforts to iniProve the

situation, the middle years stand today as a comparatively weak link in

science:education betWeen the rapidly changing elementary curticulum

and the recently revitalized high school science coursek. This volume

and its accom ying 'materials represent one attempt to provide a

sound a.. ch to instruction for this relatively uncharted level.

e outset the organizers :of the .ISCS Project decided that

\..wouls be shortsighted and unwise to try to fill the giff in middlesehool Fience,education by simply writing another textbodk..We chose

instead to challenge some of the most firmly established COncepts

about how to teach and just what science material can ant should be,

, taught to adolescents. The JKS staff have tended to Mis.trusr what

authorities believe abOut schools, teachers, children, and teaching Until

we ,have hadlhe chance to test these assumptiqns in actual classrobmswith real children. As.conflicts have arisen, our policy hasIven toselymore upon -what:, we saw happening ifi the schools than uppn what

authorities said could or would happen. tris largely because Of this

policy that the,IKS materials repiesent a sUbstantiaT.departiire from

the norm, ,

The priMary difference between the 1SCS program and More con-

ventional approaches is the fact- that it allows each ituc6t,to trOel

1.44: t513,, t, ..".t/P,

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777-- -73

at his own pace, and it permits the scope and sequence of instructionto vary with his interests, abilities, and background. The 1SCS writershave systematically tried to give.the student more of a role in decidingwhat he should study next and how soon,he should study it. When thematerials are used as intended, the 1SCS teacher serves moie as a"task easer" than, "task mastN" It is his job to help the studentanswer the quesyons that arise Om his own study rather than to tryto anticipate ana package what the student needs to know.

There is nothing radically new in the ISCS approach to instruction.Outstanding teachers from Socrates to Mark Hopkins have stressed the

' need to personalize education. ISCS has tried to do something more_than pay lip service to this goal. 1SCS' mlor contribution has been todesign a system whereby an average teacher, operating under normalconstraints, in an .ordinary classroom with ordinary children, can/ in-deed give maximum attention to each student's progress. ,

The development of the ISCS mhterial has been a group effort fromi

the outset. It began in 1962, when outstanding educators met to decide-what mightr,be done to improve middle-grade science teaching. Therecommendations of these conferences were converted into a tentativeplan for a set of instructional materials by a smalt group of Florida':

ducted on the Florida State campus du lig 1964 and 1965 resulted in:State University faculty members. .Sm 11-scale writing sessions oon-,i :

pilot curriculum materials that were tested in selectefl Florida schoolsduring the 1965-66 school year. All this preliminary work Was sup-ported by funds generously provided by The Florida State University. ,

In june of 1966, financial support wasTrovided by the United States t,

Office of Education, and the preliminary effort was formalized intothe ISCS Project. Later, the National Science Foundation made several ad9itional grants in suppOrt of the ISCS effort. v

- The first draft: of these materials,was produced in 1968, during a'summer wAing \conference: The. conferees were, scientists, science

educators, and jilnior high schOol teachers drawn from all Over theUnited States. The originill materials have been revised three timOs

, prior to their publication in this volume, M'ore than 150 writers havecontributed' to the maternils, ind4nOre than 180,000 children, in 46

: itates, have been` involved in their field testing. * ..: ..

We sincerely hope:, that the teaChers and studentwho will use this:,. material will find that the great amount of time, money, ancl efro4:ii:;

that has..gone into its deVelopment has been worthwhile.

' '-'

_

Tallahassee, Florida The Directors.F'ebrumy 12, INTER SCIENCE CURRICULUM STUDY b

a

, ittANIT. 'y

Contentsa

FOREWORD

NOTES TO THE. STUDENT

CHAPTERS

^.Ix

1 Up, Up, and Away 1

2 What a Reaction? 3

3 How Much Is Needed? 5

4 All Systems Are Go 7

5 Creating Cutters 10

5 Peaks and Flows 13

7 _A Day on the Moon 14

EXCURSIONS-

2-1 Newtons of Force3-1 .The.Big Push3-2 On. Stage at s Time.4-1 Time to Fall4-2 The Falling Apple4-3 Orbiting Syncom474 Losind Heat571 Less Force.7-1 An Excursion to the Far SideNor ell Am I Dolng?

19202021

21

22

2223

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SEWVALUATIONS1 27

2

3 4- 31

4 33

5 39

6 42

7 43

SELF-EVALUATION ANSWER KEY 47

MY PROGRES 53

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C441;14+Thkk Ili' ' "ti ' ' + \ ' i P++ t ' a' ' ';..... -; k , -,+ t.. k .1 .' ''.',.. ....1..6. ,Y!'1,,diii; ",,-,°` w ' ,'", -. .1 .;.' , , e , , . sP'..;,:. ''''' ....t, ';,i',If

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Notes to the Student

.......... ! .. This- Record Book is where -you should -wfite yowl- imswers.Try to fill in'the answer to each question as you come to it.If the lines are not long enough for your answers, usc the mar-gin, too.

Fill in the blank tables with the data from your experiments.And use the grids to plot your graphs. Naturally, the answersdepend on what has 'come before in the particulat chapter-orexcursion. litr'Srour reading in the textbdok and use this bookonly for writing down your answers.

.-

S.

Noteé to the Teacher

In almost every instance, answers are of a quantitative natureand are based on measurements the students'themselves make.In these cases, ot r answers may also be accepted.

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A

014. A: Depends on rocket performance; B: Depends on rocket Chapter 1Up, Up, andAway

perforMarice.

014. No (Probably not)

R cket didn't go sti-aialit up; error in measuring 25 In; error

in-using quadrants; reading scale incorrectly.

014. Depends on %rocket performance.

. 01_5. Depends on rocket performance..

Depends on rocket performance.

PROBLEM BREAK 1-1

Procedure:

13

11W

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;

5

..

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1 - s

Expected results:

. Data:

Conclusions:

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01-7. Descriptions will vary. Increasing the amount of water increases

performance up to a certain point (75 ml), and then it decreases beyond

that point.

_01_8. Descriptions will vary. Increasing the amotT't of air 'increases

the height reaehect. Best performance is attained with, maximum-,air

:

.1 (20 strokes).

,;,.\

. 014. Ideafi will vary,. Students maytorrectly say that air under pres-,

',sure forces qie water out and this gives an equal orce on the rocket

in the opposite direction. Or they may say that the air and wateryush

_on the' air behind the rocket, making the rocket go up.

I 4

024. No

02.t2. Yes

2.3. Opposite directiondin

02.4. 0.1 newton (Answers will vary.)

. 02-6. Yes

024. The upward fOrce inside the rocket

024. increase the air pressure; increase size of the nozzle-(make more

waterym.e out faster).

024. No

024. Yes .a

PROBLEM BREAK 2-1

0240. It moved up.

02.11. It is too stiff (the f o r e e is too small to be d-it

02.12., It came out faster.

02.13. More 6ame out.

0244. None

0245. 4 ml (varies).

0.246. 6 ml (varies)

Chapter 2What aReaction!

2-18. Students are asked tosketch the graph. Don't ex-pect precision work. Thecurve shown here is faiqaccurate and is given only asa guide.

4

It4:1,:pAy

PROBLEM BREA

Procedure:

Data:

02-18. Figure 24

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02-19. It

2-2

10

9

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7

4

3

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1 2 3 4

Amount of Wet

5

1/ 10 sec)

7

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1? ^3_411

!Tri.

I.

,

MOSLEM BREAK 2-3

024t. 8 tvaries)'

02.21. It was less (8 to 10).

),r;. r

N5-

An increase in pressure ,outside the nozzle (jet underwater)

decreased the flow, and therefore decreased the force.

0343. No

03.i. About 0.36 newtoh-

03_2. Answers will varyprobably abOut 75 ml.

Aniwers will varyprobaply about LI newtons., .

There must be an unbalanced tipward fotce.

e.

Q3.5 Answers will vaiyprobably 3-,to 4 newtons.

034: it is greater (3 times as great).r--

(334. No. There must be an unbalanced upward force on the rocket.

. -

Otherwise it would "Ust hover.

034. No. As the wati` xhausts from the nozzle,- the total massA.

&crepes until only the mass of_the. _empty. rockei-remains. .

ins& The speed decreased.

'Chapter 3, How MuchIs Needed?

,

S

NIT

: -

Track A indicates no change in speed. Track B indica es an

Increase in speed. TrackC indicates a decrease in speed.,

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).. '

Table 3-1. Distances in thetable will vitry, depending nnhovi hard the cart is pushed,the kicition of the wheels, andthe nature ot the surfac.Figures given here are exam-ple/only. k

Table 3-2. hgures given herein the four distance columnsare only for a guide. Studentfigures may differ widely fromthese. Note that the stud/nth.were instructed td choose asection of the run where thetorce$ was maintained con-stant. Theetore, the lst in-terval may have any dirhen-sion. The important thing isfor the difference betweenIntervals to be dependent onmass.

V

' t!

'

Table 3-1

..

'interval

DistanceTraveled(in cm)

1st 12.0 4

2nd 1.5

.,3rd 11.0

4th/

,

10:6

5th 10i 11

6th.

7th.

9.3 _ )

a,r

.11

9341.- (a) Speed rnua be increasing; (b) speed, must be lecreasing;

(c) speed must b) constant.

Gain speed.

Table 3-2 Distance (in cm_

:Timeintervai

.

Total mass: ;2.0 kg

,

Toial. mass:1.5 kg

Aotal. mass:1.0:14

Tolal mass:V 0.5 kg

.

1st . 'I

2.0 2.0, -, 4.0 4.0

2nd 2.3 2.4 4.5 4.9

3id . 2.6-

V 2.7 . 5.0 5.9

.4th 13.0. 3.1 5.6 6.81

,5th . 3.2 3.5 . 6.1 8.0

6th

V. .

: 33 4.0 .t - 6.7 9.0

\ 18

4

. .

-i

,L.'L....,...a.:11"thi.iii66.-2-:,,T.?:-.A141,trik..A.hi..aALilak-IiLuarALK-alc-gda6as..1.4.--1--Aakikkoliimh-a"allalitil:

n3.13. Ycs

D3.14: 0.5 kg

40;

i

0345. 2.0 k&., 77s

034... It would 9iontinue to speed up.-

0347. The foice of gravity_

Table 4-1

Trial No.,

.,,,Fore

(in newtons)Distance

(im meters),

- 2 ! 1

. t4 1 2

- .3.

6.

3

4 t ..8 4

5 10 . t

04.1. Yes

04_2. It would go farthet ana farther.

043 The smile a

044. Yes,

044. No

I.

'ehapter-4All SytemsAre Go

Table 4-1. Distance figuresere given as a guide only.Student figures will differ. And

will be somewhat dependenton table hilght.

044 The times

P

044. NO

Table 4-2. Figures for orbit-ing speed are rounded out totwo iignificant figures.

.

;

PROBLEM BREAK ,4-1 -

04.11. It would orbitpterth (stay the same height above the earth's

surface).. ,

0442. Slower

Ta6le 4-2r

Height of Satelli4.Abo* Surface

(in km) .

Fraction of Speed. at Surface of

Earth

,

'',Orbiting Speed ofSatellite (in m/sec)

9 (at surface)* 1,00 8;000 --"-

160 0.99A

7,900

,

. 0.92 , 7,400

2,000 0.86t

6,900

' 3,000 0.82 6,600to

4,000

_.

,0.78 6,200

-5,000,,

0.74

- 6,000

.

0.71.

.

5,700,

7,000 0.6 5,400 ,

8,000 0.66,

5,300

-9,000 :.,;.9.64..

ii

. i 5,100

10,000,,..

0.63

.

5,01)0

38E00 0.13

,

.4

1,000.

Consider this the same as 4.9mi above the surface.

-

a

:.1I1!IIII

S...

a

,

0444. About 2.600 km

E14-15, 6,* km

0446. 12.871 km (aettially 12,742 im)

04.47 The thrust must be greater thyt tite weight

04-18. The thrust at ground level is less than the thrust t higher

altitudes.

04-19. The forge of-lair drag or friction

04-20. The three of gravity or weight

E141. 17,856 mi/he-04-22 345i year; '12 mOn is: 8.766 hours)

04-23 5,000 seconds,:kr?

04-24. ft wouldncreaS6 the Veriod (make it longer).-,04-25. It must be slowed down. 7 ;A,

04-29.! It must be speeded up.

173447. ,Work

04-28, Friction and heatIOditgy

0449. The temperature-10 the surroundings'increases.

Chapter 5 No

Creating 054. Meteorites, trolcanic actiN;ity

Cratersla 054. Cracking_ of the moon's surface

,v

g. e.,"4 A , V4

05-4. LI cm

054. Yes

054. Yes

034. Yes

054. 3 times

3 cm

.The crater formed by the glass marble is smaller than the orie04-10.formed by the stee/0all (3 to 4).

05.11. 5 cm

j35.42. The crater formece dro is lar er than the one

tsfirmed by the 50.-cm drop.(5 to,4).

05_13. 60 meters

0544. .4When lightecfrIm the side,-the hill casts a shadow ori the side

away from the light. Tlie crater Jim casts a shadow -into the crater that

looks different from the shadow from tbe hill.

0545. When the light s ines straight down on th-è -hilt and the crater,

there are no shadows, a it is harder to tell them apart. Details are

1ost.,.0 54 :Kroll/the left

0547: It softens the rim of the crater and knocks down the sharpI

It also partly fills the crater.

It would soften tbe features and knock down the shari edges

of various,formationS.-

'

n5-20. Yes

05-21. Yes. The bider rim is knocked Ld.bwn or interrupted by the

Younger rim. The younger crater throws material into the older crater.

The younger rim is more complete than the older one.

..

w6411

Problem Break 6-1. Only a PROBLEM BREA% 5-1

rough lketch was called forin the text. Therefore youprobably should not %expect

An accurate drawing. Stu-dents should be .able to Wen--tify hills and craters and showthe relative crater age in atleast one group.

4H

Figure 5,17

C,

05.22. From the crater; below the surface

05.23. Material from belim the surface may be lighter in color than

the surface material.

05-24. Yes

05-215. Yes

05-26. The paper, is lighter where the objects covered it, and 'darker

where the light rays hit it.

Y-4 Ina

.4c

..0.4.11,46.kiekiek=

y..14 dloakilhasoli.t.4.,u:A14..4kInldAtAadt"Alt ,..s.,L.11 .tt,i,i1ir.A.4.ik..awaiLigiaAbLia. igalaud, 14-41,

06_27 .The crater had a raised rim, floor lower than the surrounding

area, and I)right flys extending out in all directions for up to twice

. the diameter of the crater,

C35-28, .YeS

05-26. It is less ((i as much).

05_30. There is no air resistance On the moon.

05_31. No. 'Ehere is no air on the moon, and no water has yet been

found there. So the dust dunes must have formed as a result of an

impact (or in some other way).

A

It splashes.

06-2. Yes

06_3. Thick

Chapter 6Peaks andFlows

064. If the impact was greater, or the surface broken up to a greater

depth, the surface mati3i-ial might have liquified more in some places

than in others.

06-6. It looks similar.

064. Somewhat

064. In general,.yes

08_8_ It is' higher.

(at ,

(

13

$ , a

14

c16-9. It fell On (he Nurronndmi, area and on the ("One.

06-10. 1 he bentonite swells upward. Gracks, and flows around the

shape of the balloon.

C116-1 1Because there is no atmosphere. wind or water

, meet

PROBLEM BREAK 6-1I .

1. (kpenninc Mountains: 'The mountains could have been formed bya huge meteor when it formed the Sea of Rains.2. Stadius: It is completely flooded with the mare material, so it formedbefore the mare.3. Wallace: It isn't flooded as much as Stadius. and its rim is sharper.4. Sea of Rains: The lava flowed into the.entire area after the mountainswere formed_5. Seethiq Bay: If the lava flowed from the Sea of Rains, it reachedthe bay later.6. Eratosthenes: It must have formed after the sea and the mountains,because it cuts into them.7. Copernicus: Its rays cross all the other features in the photo.

Chapter 7 07-1. Rough surface; craters and hills: dust4lare from the sun; dark

A Day on surface; finding a level spot

the Moon .u7..2. The suit wouldn't weigh as much on the moon.

07.3. All of it

074. Half of it

Dm. Dark (new earth)

7.4. Full moon

074. Hall

;

:

.-4-1"711V'ql ?'4f4V1

r

41A4A "S

;.

0;4. Half

074. None A

nmo. The light is reflected froin the'. earth.

0741. Half

07-12. Half

Dm& Once

earth-days of 24 -hours eaCh.

/I

.17

I

It

'7

`

Excursions

r.1

(

A

Di. It changes shape or motion or both. Eicursiorl 2-1

02. It falls (changes motion) because of anunbalanced force (gravity). Newtons ofForce

03. It increases (because of an unbalanced force).

It stops, then rebounds.

05. It must be greater.

De. It decreases (because of an irnbalanced force

Di. 0.25 newton

4

1 newton

010. 10 times

011: Use a thinner blade.

Turn the force measurer over and zero the scale.

/lb

Excursion 3-1 Di. Heat, electrical, chemical, mechanical

The Big Push' 2. Particles

r13. Atoms

_04. From IrrNearrangement of the atoms in the original substances

05. Elements: Li (lithium), N. (nitrogen), Fe (iron). Compounds:

(water),.CaCl2 (calcium chloride), HNO3 (nitric acid).-

De. Yes./

Ei7. They put a force on the walls.

Excursion 3-2 al. It moves back and forth.

One Stage 02. In the opposite direction

at a Time 03. About 8

04. About 8

05. Yes\

09 Long Sying

07 Long swing

09.. Yes. The cart movedrfaster and farther.

09. 5 cm

010. 1 CM

Dii. The distance with the i-kg -mass was 5 times as much as with

ihe 4 sinkers.

3 0

,TO

P'?..44Kr

P arNO,

v.*

-

,,1131q4

'

0.12.- The cart moved back and forth, with its direction opposite to

each swing of the mass.

Du. It continued in the same direction that it was going when the

-string was cut, instead of going back and forth.

014. It will change from zero to 10 m/sec.

015. In ifie opposite direction to the way the bricks were thrown

01. 20 seconds

02. 2 seconds

03. 20 seconds

04. seconds

03 They are the same.

03. 14 seconds

07. 1.4 seconds

.03. It is shorter (1.4 to 2).

Length of the pendulum

4

01. A straighi line

02: One

Excursion 4-1Time to Fall.

lExcursion 4 2The FallingApple

;

11

0::

"-CT'4?

,

:.!

03. 60 times

04. 3,6°°

F-15. 3,600 times faster

Excursion 4-3 pi. 24 hours6

Orbiting 92. 36,000 kmOCCOm'

s.

Excursion' 44Losing Heat

22

03. 3.km/sec

94. It is slower (3 km/sec to 7.9 km/sec).

05 86 min

96. Fuel must be used to boost the satellite to 36,000 km. This i.

almost 7earth radii from the center of the earth, and gravitational1V

att.Taction'is only of whdt it was on the surface. Then it mk4t bc

slowed down and inserted in orbit.. To send it to the moon only m-

quires giving it esCape velocity.and letting it coast the rest of the way,

1. 017C .(or below)

N°op.

E13. It went into the4melting oP the ice,

(Answeryaries with student.)

1-12. (Answer varies with student, bui it should be Lof .# I).

.03. With no air resistance, and gravity onlylas much as on the earth,

.any particles that are given horizontal mot4 will not be slowed down

or be pulled as rapidly to the surface. (That's why Alan Shephard hit

a golf ball so far on the moon.) ,

a Because the other side tlitirever., facing toward the earth

02. It is younger than some older than others.

01. It might be volcanic material brought ul; from the interior.

04. It suggests that the dark floor was formed relatively recently.

05. It is relatively old.

Excursion 5-1Less Force

Excursion 7-1An Excursionto theFar Side

1 Asje. rt !1'4.1.W.t.10"" 't!

How Well Am I Doing?

,

You probably wonder what you are expected to learn, in this sciencecourse. You would like to know how well you are doing. This sectionof the book will help you find out. It contains a Self-Evaluation foreach chapter. If you can answer all the questions,you're doing verywell.

The Self-Evaluations are for your benefit. Your teacher will not usethe rtsults to give you a grade: Instead, you, will grade yourself, sinceyou are able to check your own answers as yott go along.

Here's how to use the Self-Evaluations. When you finish a chapter, .

take the SW-Evaluation for that chapter. After answering the questions,.turn to the Answer Key that is at the end of this section. The AnswerKey will tell you whether your answers were right or wrong.

Seme questions can be answered in more than one way. Your answersto these questions may not quite agree with those ih the Answer Key.If you, miss a guestion, review the material upon which it was basedbefore going on to the next.chapter. Page'references are frequently

included in the Answer Key to help you review.On the next to last page of this .booklet, there is a grid, which you

can use to keep a record Of your own progress.,

C.

- '

.t

k Notes for the Teacher

The following sets of questio;is have been de'signed for self-eviduation by your students. The intent of the self-eValuationquestions is to inform the.student of his, progress. The .answers

are provided for the students to give them positive reinforce-ment. For this reason it is important that each Student be

allowed to answer these questions without feeling the.pressuresnormally associated with_testing. We ask that you do not gradethe'student on any of the 'Chapter self-evaluation questions orin any way make him feel that thisjs a comparative device.

The student should answer the questions for each chapter assoon as he finishes the chapter. After answeringthe questions,

he should cheCk his answers immediately by referring to theappropriate set of answers in the back of his Student Record.Book.

There are some questions thai require planning or assistancefrom the classroom teacher or aide: .Instructions for these arelisted in color o.n the pages that follow. You should check thislist carefully, noting any item that may require your presence

preparation. Only items which require sonie planning orassistance are listed.

-You should check casionally to see if your students are.completing the progre. chart on page.53.

. I.

Tr-

01`%,*4t,2-'1 tA',

1.5t

tig!;."'h.

35

k:frg t ts. -

4 fei4W

If you did any excursions for this chapter, write their numbers here. SELF-EVALUATION 1

01-1. If you were interested in comparing the performance of twowater rockets, which of the following would tbe the best factor tomeasure in making the comparison? Check the best answer.

weight of the rocketsb. The length of the rockets

_c. The height reached by the rocketsd. The angle at which the rockets are launched

01-2. Two students observe a rocket launched from the positionsshown in the diagram below.

25m 25m

When the rocket is launched, will both students record the same heightfor the tocket? Explain your answer.

27

3 61

11 31t,

1/4 1k

' 4O

01-3. Use the table below to answer the questions that follow.

Height Converter for Observer at 25 Meters

Angle 0° 5' 100 I 4 ,20° 25" 30° 35° 40

Height 0 m 2.2 m 4.4 m 6.9 m 9.1 rn 11.7 m 14.4 rn 17.5 m 21.0 m

Angle 45° 50° 55° 60° 65° 700 75! 80° , 85'

Height 25.0 m 29.8 rn 35.7 m 43.3 T536nj -68.7 m 93.3 rn 141.8 m 285.8 m

"44 0't re

a. If an' observer 25 a) from the launch site measured an angle of60° for the height of a rocket, how hie) did the rocket go? ,

b. Two observers were 2 m fr+Qm the launch site of a rocket. Oneobserver measured angle of 40° for the height of the rocket,and the other o er measured an angle of 350 . What heightshould be reported for the rocket?

c. Why doesn't the table include a height measurement for an angleof 90°?

d. Ask your teacher's permission to go outside. Take your quadrantand a meterstick outside and measure the height of the schoolbuilding in degrees. Use the Height Converter Table to changeyour measurement to meters.

01-4. Each member of'your team measured the height reached by themodel rocket. Then you averaged the heights measured by all the-teammembers. What advantage is there, if any, in averaging several melts-urementa instead 'of ,using a single measurement?

1

t4r

VLC;Afk

(D1-5. a. What variables influenced how high your water rocket went?

b. Which of the rockets shown in the chart below will reach thegreatest height when launched? .

A.-,......-

.

a

.

.

ii,

11a

i

,

-i

i1

,

1 1

Press-

I

um 8 strokes.. .4

8 strokes 6 strokes.-

6 stroks

,

8 strokes

Weerlevel

0

Almosttall :

.

.14 !lull ;.;':7' 1,.

. ,

Va .full.

Almost : :

tull. -

No water -.

.

014. Design an experiment to determine if using liquids other than

water would affect thesperformance of your rocket. Outline your proce-

dure here.

if you did any excursions for this chapter, write their numbers here..)

38,

(R.

SELF-EVALUATION 2

29

Il.

....ims. iff; .....,.. +00 ,,,,,7-,:4;. '......a.....,:.....i..... .,..... ,..4c:...::.tl k.

0 2-1 . Using an arrow, indicate on the-diagram below the directionthat the balloon would move if the clamp were released.

02-2. Check the correct answer. If you increase the mass of matterrushing out through a rocket nozzle each second, the thrust of the rocketwill

a. decrease. -

b. increase.c. stay the same.

0 2-3. 'Check the correct answer, If you decrease the speed of the ma terrushing out thrciugh a rocket nozzle, the .thrust of the rocket will

decrease,b. increase.c. stay the same.

024. Use 'the graph below to answer the following questions.

5 10 15

Mass of Water/10 sec (in grams)

a. When 10 gram-s of water rush from the jet in 10.seconds, what.,is the force in newtons on the jet?

..

..

, ; .,,, 3' $... . .4?

b. How many grarni 91 water would have to. rush from the jet in, 10 seconds to prociuce a force of 30 newtons on the jet?

C. Predict what the force on -the jet will be when 25 grams.of waterrush from the jet in .10 seconds.

02-5. A water rocket was launched straight up from a submarine onthe bottom of the ocean. An identical water rocket was launched straightup on land:Which-of the-rockets prodaced the- greater upward thrustduring the first second after launch? Explain your answer.

If you did any excursions for this chapter, write their numbers here. SELF-EVALUAT1ON 3

03-1. The weight of an unfueled spacecraft is 28,500,000 newtons. Theweight of its fuel and oxygen is 21,000,006 newtons. What.is the totalweight that must be liked by the thrust of the rocket engines?

-.034. A. rocket is resting on its launch pad, If the 'upward thrust ofits engines were equal to the downward force on the rocket, would therocket rise off the launth pad? Explain your answer.

03-3. Use the diagram and information below to answer the questionsthat follow. The drop patterns shown below were obtained from anexperiment with a water-clock cart. The arrows indicate the directionin which the cart was moving.

t

a. Which pattern indicates an increasing speed for the cart?

b. Which pattern indicates a decreasing speed for the cart?

c. Which pattern indicates a constant speed for the cart?

d. What is the average distance in millimeters between the drops inpattern C?

. Which pattern indicates that the cart is being pushed or pulledby a constant unbalanced force acting in the same direction asthe cart is traVeling?

03-4. If an unbalanced force, in the dimtion of mption, is continu-ously applied to a rocket in padwhat happens to the speedof the 'rocket?

03-5. Use the diagram and information on the next page to answer,the questions that follow. The drop patterns were obtained from anexperiment with a water-drop cart. The arrows indicate the directionin which the cart was moving.

(")

1.1

A

.

e The shident who performed the experiment exerted the sameunbalanced force of 0.2 newton ddring each run. However, he didchange the mass of\the cart between runs. He forgot to write downwhich mass was whick. During which run was the mass larger?

b. Explain your answer to part a.

.4

If you did any excursions- for this chapter, circle,or write their numbers SELF-EVALUATION 4here.

- 04-1. Four balls of different masses are equally distant from the earth.Balls A and B are(allowed to fall freely to the earth. Balls C and Dare projected sideways with equal speeds. The path of each ball is

-Atown, below."'

-1kg . 0.5.kg 1 kg 0.5 kg

. .

...

.., %. 1

..., N% N

I. % '%I A

fiZ

4/F0

t

Ground.

: " 4i):

,#4,

t-

\

a. If all the balls were released or projected at the same time, whichball(s) would hit the ground first?

b. Explain your answer.

c. Which ball(s)-.would travel fartheale?

d. Explain your answer..

04-2. The graph below shows the change in air frictional drag on arocket as its altitude increases.

ieAltitude (In km)

a. Why does the air frictional drag increase so rapidly during tbe. first 16 km?

b. The drag force on the rockelfeaches a maximum at a point callcdmax-Q. Which Point (I, 2,13r 3) on the graph is max-Q?

I/

4.

c. At which point (1, 2, or 3) is the speed of the rocket greatest?

d. Why does the drag force decrease so rapidly after the first 16 km?

044. Many of the satellites that have been Out into orbit recently havebeen for the purpose of sending back pictures of the earth's surface.Most of these, satellites have been put in orbits about 160 km abovethe earth's surface. Since the pictures would be sharper and show moredetail if they were taken from a lower orbit, why don't they put thesesatellites in orbits about 40 km above the surface?

D. What is meant by the period of a satellite?

,

Use the information on page 36 tO answer questions 45 through 4-7.Assume tha.t there is a planet called Hercules' in .our solar system.Hercules is, siMilar to the planet 'Earth except Hercules has alradius.of 2,000 km while. Earth's radius is 6,400 km. The following data have

.

.been obtained about Hercules. .

.

.

.

4.;s4..

35

e.-

-P

Distance from the ('entelof Hercules in

Hercules radii (r)

Weight of Objectlhat Lxerts a 200-N

Force at Surface titin N)

1 200

2 50

3 22

4 12.6

5 8

6 5.6

7

,

4

2

8.

3.2 .

*

,..

, .

2 '

2

04-5. Using the data above and the grid on page 37, plot a graph ofthe weight of the object as a function of its distance from the centerof Hercules a meaured in Herculesjadii.

04-6. At what distance from the center of Hercules does an object's,weight becbme of its weight at the surface?

04-7. An object that is located at 5 radit.has what fraction of the weightof the same object on the surface of Hercules.

..+.401116.

..

36;

S

1)11,4

A

MAO* OOOOOO VIDOWNWS.* ea .* et

MONIS SOOSIOal OOOOOOOO01111

WOO *Sill OW.SOON 001 WOO OOOOOOOOOO la"lig ......::.=:::::::::.......r.::::::::::::::::::;:::::E:aloystal .-....OS Oo ow OSOOO SOON, e. HMO IMMO* seise* mum*.

Omer% lfpOOO OOOniOlrOoWNW, OS OM, WOO MM., *kr... oft... OOOOOO erne.%OOOOOOOOOOOOOOOOOOOOOOOOOOO o wow., ilp e CVO.*004 00000 Oe OOOOHI OOOOOO 011.111 SOSO* OSIBOO Seam*

........ .... ........ ...: .......... .u...... str ................ .. ....,. OOOOOOOOOv. en...00000..4H OOOOOOSt OOOOO

OOOOO OIO OOOOOO 00000 OOOOOO ::::::::::.....:r

r-

04-8. Two satellites of equal mass are orbiting the earth. The radiusof the orbit of satellite A is twice that of satellite B.

a. Is the period f satellite A less than, greater than, or equal to theperiod of satellite B?

_L--

b. Is the gravitational Oil of the earth on satellite A less than, greaterthan, or equal to the gravitational pull of the earth on satelliteB?

1

04-9, The diagram below shows the path of a rocket that was launchedand point L and injected into orbit at point I.

Was the speed of the rocket wheh it was injected into orbit less than,equal to, slightly greater than, or much greater tharr the speed necessaryto put the satellite into a circular orbit aroUnd the earth?

0440. -At the surface of Hercules, an' object falls 1.6 m in the firstsecond after its launch. For every 2.5 km of distance, Hercules curvesdownward 1.6 m at the surface.' Use this information and the diagramon the next page ,to answer the questions that follow.

. .

. ' .IttftIVI t.,:o .,, ") 4 t

19.:1NT.te: t

44t

7.

Launch Plafforr;1 1.6mabove surface ---

'Surface of Hercules

I-',.. I 1.8 Path of

./. di?' obJect)

1 F -1 tem .i

a. What would be the orbiting speed for an object on Hercules?

b. At a height of 10,000 km above Hemules, would "the orbiting speedbe faster than, the same as, or slower than the speed at a 'heightof 1.6 m?

'If you did any excursions for this chapter, write their numbers here. SELF-EVALUATION 5

05-1. Most professional photographers prefer io take pictures in. the. early morning or in the late afternoon. On the basis of your experiences

while studying this chapter, explain why they prefer these times.

(.'

5-2. What two variables affect the amount of energy that a movingobject has?

.

..

Vt Atc*

AM:1,0,jcinic

A`-

LI 5-3. Use the diagram below, w..1)Wh shows Iwo crater forthed in sandby falling objects, to answer the questions that follow.

A

a. Suppose the craters were formed by two steel balls that had thesame mass. Which crater was formed by the ball that had fallenfarther?

, b. Suppose the two craters were formed by dropping balls of differentmasses from the same height. Which crater was the one that wouldhave been formed by the heavier ball?

E113-4. On the moon photo below, label, the hills with a sniAll h andthe cra1er tth a small. c.

.4t .

"°:.1

\r

ci: : - t

,:.q..

S.55

,

'

Is

05-5. Use the picture below to answer the questions that follow.

..

a. Which crater is older?

.17

b. Explain your answer.

05-6. What are two characteristics of impact craters that would help

you distinguish them from other types of craters? J

El54. What is a possible ause of the rays on the surface of the moon?

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SELF-EVALUATION 6 If you did any excursions for..this chapter, write their rtumbers here.

42

06-1. Ust the diagram below, which shows a cross-sectional view

through two impact craters, to answer the questions that follow.

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a. Whit* crater was formed by the impact of an object that causedboth the surface and the object to become molten when it hit?

b. Explain your answer.

:44

06-2. What things would you look fot in a pictute of a crater if youwere asked to determine whether the crater was a cinder-conecrater formed by a volcano or whether it was an impact crater?-

0 6-3. Use the photogtaph to answer the question that follows.

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If you did any excursions for this chapter, write"their numbers here. SELF-EVALUATION 7

07-1. Use the diagram below, which shows the positiopoof the earth,

moon, and sun, to answer the questions that follow.

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Check the picture below that best represents what the moon would looklike OD an observer on the earth. (The shaded part of the diagrams isthe dark part of the moon that the observer would not see clearly.)

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7-2. On the diagram 'of the moon shown below; draw an'arrow topoint to the terminator.

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0 74. Why doesn't a person on the earth ever see the far side of themoon?

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1

Self-Evaluation Answer Key

41:

(4

1111.ILEVALUATION

C. The height reached by the rockets. Remember that these are water rockets and you want

to compare their performance.

1-2. No. They won't measure the same height because student A is holding his quadrant higher

than student B's. Since A and B are the same distance from the launch site but A's quadrant

is higher, he will most likely measure a smaller angle. When A consults the Height Converter

Table he will then record a sntaller height. If the student who is launching the rocket sends it

off so that the flight is not straight up, ntrone can predict any of the angles. If you aren't sure

about this, you should take a look at text pages 6 and 7 again.

1-3. a. You should have found the height to be 4373 m. Take another Irk at the table if you

had problems.b. The calculated height shOuld be about.19.25 m, which' is the average of the two heights

of 21.0 m and 17.5 m found by the two observers. If you stop to think about how you measured

the angles, you might agree that it would be pretty reasonable to round off the answr to

19.3 m or evert 19 m.O. M long as the rocket went straight, it is unlikely that you wOuld ever get a sighting angle

of 90' unless you were stonding right at the launching site. The rocket never gets high enough

to give you the effect that it is directly overhead when you stand 25 m away from the launching

site.d. .Compare your answer with the answers that other students got. If youe answer seems

to'be different from theirs; review text pages 7 and 8 and check your answer 'with your teacher.

14. The average of the height found by two or more obserlers generilly gives a mote reliable

measurement than that obtained by a single observer. You'are assuming, of course, that all the

observers are equally reliable and have equally good eyesight. If all the observers are equally

unreliable and have equally bad eyesight, thil technique is known as a pooling of ignorance.

14. a, Your answer should have included the amount of water you poured into the rocket and

the amount of air that you pumped in. Yon may also have included other variables, such as the

-angle at which the rocket was launched.. If you did not include the first twó variables mentioned,

you should take another look at Problem Break v1-1. . .

b. Rocket B is the cone you should have chosen. If you picked the wrong one, you should

take another look at your data from Problem Break 1-1. Perhaps you might even want to try

the vatious combinatiOns. pictured ,to.rnake sure. .

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1-6. Your experimental design should have specified that you would use at least one liquid otherthan water. You should have included the idea that you keep all the variables constant except

one. For example, you might vary the liquid that the rocket contains While keeping the numberof strokes on the air pump, the launching angle. etc., constant. This idea of,changing only one

thing at a time is perhaps the most important thing to keep in mind when doing any experiment.Here's something to think about: Since the same volume of two different liquids may have different

weights, should you keep the weight, or the volume, constant or does it matter?

SELF-EVALUAT1ON 2

2-1. As the air rushes.out of the balloon in one direction, the balloon_ moves in the oppositedirection. If you have never tried this;you may want to try it out at home. Maybe you can even

come up with an explanation as to why the balloon does nbt travel in a nice straight path like

the rocket. does. Do tail tins help?

2-2. b. increase. Take.another look at Problem Break.2-2 it you missed this one. You might even.want.to try to devise an experiment that uses a liquid other than water to see what happenswhen you keep the rate of flow constant but change the mass of the liquid thatemerges from

the jet each second. .

2-3. a. decrease. Think about what would happen if the water emerged slower and slower from

your water rocket. How much thrust would there be if the water stopped emerging? Take anotherlook at Problem Break 2-2 if you are still having difficulty.

2-4. a. The force should be about 8 newtons. If you were off by a small amount, don't worryabout.it. However, if your answer was smaller than 6 newtons or greater than 10 newtons, you

had better take another look at the graph.. b. To get a force of 30 newtons, you need a water flow of about 18 grams/10 sec.

c. You should have, predicted a force of around 50 newtons. This process of extending thecurve to predict what will happen is called "extrapolation:" It is useful but it can get you intotrouble. Fol. example, auppose we tried to increase the water flow to 24 grams/10 sec and foimdthat the "pressure broke the plastic nozzle. Our prediction of 50 newtons would be all wrong.

2-5. The water rocket that is launched on land will have a much greater thrust. zouryork onProblemBreak 2-3 should have *hewn you that as you increase the pressure outside the noitle,the thrust decreases. The pressure outside reduces the amount:of mass ejected/10 sec and thespeed at which.it is tiected: At the bottohi of the ocean the pressure outside tile yocket wouldbe so great' that it would be unlikely for any water to be ejected from the rocket:at II If youhad difficulty with this question,'read ofer, Problem Break 2-3 again and check your ilata.

SELF-EVALUAT1ON

3-1. 'rho, viciket's &rile must be enough to lift both thb 'spacecraft and the fuel it contains.25,50b,000 newtons plus 21,0Q0,000 newtons equals theiotal weight of 49,506,000,newtras. Read

Over text pages 2.3 and 24 again if you ,had a different ',payer.

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3-2. No. The rocket would not lit) ott unless there was an upward unbalanced fore acting on

it. If the thrust of the engines just equaled the weight of the rocket, the forces would be balanced,and thepcket would not move. 'The thing to remember is that unless an unbalanced force actson an object, it moves with a constant speed (which might be a weed of zero) in a straight line.ft you had problems with this, do Activities 3-1 to 3-3 again and read over page 26.

3-3. a. Pattern C shows an increasing speed. The drops are getting farther and farther apart.b. Pattern B indicates a decreasing speed. As the cart travels along, the drops are getting

closer an* closer together.C. Pattcn A indicates that the cart is traveling at a constant speed. The cart is traveling

the same distaIçc between each drop.d. The ave e distance between drops is 18 mm. This is the.average of measurements of

5,11, 15,-21, 25, art )1 mitt. If your measurements do not agree. make-sure that you measuredfrom the center of one dot to the center of the next dot.

S. Pattern C indicates a cart that is being pushed or pulled by a constant unbalanced force.

If you chose pattern B, you were almost right. In pattern B there is a constant unbalanced fome,but this time it is acting in the opposite direction of the motion of the cart_ If you had difficultywith these questions, you should take another look at your data from Activities 3-4 ,to 3-9. Youmight read over pages 27 to 30 in ttie text as well.

3-4. As long as there is an unbalanced force acting in the same direction the rocket is traveling,the speed of the rocket will increase.

3-5. a. The mass was larger for run A. If you look at the dot patterns for the two runs, yAvucan see that the dots are closer together in run A, which-means that the speed is not increasMg

as rikddly.b. Your explanation should ipcludc the idea that since the speed of the cart is not increasing

as rapidly during run A as during rua B. even though the same force is acting, the mass must

be larger during run A. Try Activity 3:10 again if your answer (lid not include the ideas suggestedabove.

SELF-EVALUAT1ON 4

4-1. a. All the balls will hit the ground at the same time.b. Your answer should indicate that the time of fall is determined only by the vertical distance

its horizontal speed. Try Activities 4-1fromithe ground and not by the mass of_ the object orto 4-7 again if you had difficulty with this question.

e. Balls C and D will travel farthest.d. Since C and D have a horizontal speed when they start to fall, the path they travel is

longer than the paths of A and B. Remember they travel hrther but it takes them the same amountof time betause their speed is faster.

4-2. a. During the first 16 km the rocket is picking up speed quite rapidly and since the air frictiondepends on the speed, the air frictional drag increases quite rapidly. Read over page 44 in the

text for a more complete explanation.b. Point 2 is max-Q. At point 2 the drag reaches its peak, and this means this must be the

point of max-Q. .

. C. The rocket is traveling .most rapidly at pOint 3. Remember that a large rocket's speed

increases steadily as it climbs through the atmosphere.0. As you get hjgher and higherjn the atmosphere, the air gets thinner and thinner. This

means that there are)fewer air particles to rub against the rocket surface to produce air friction.

4-3. You may have had to think about this question a little. It sounds like a nice idea, doesn'tit? The problem of courseis that the air friction at 40 km would he too large and the satellite

would slow down and return to the earth's surface. .

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4-4. The period of a satellite is the amount of tirne.reqhired for a satellite to make one complete

orbit. For satellites in parking orbit, the period is abodt 88 minutes. You might take another look

at page 48 if you didn't remember the answer to this question.

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4-6. When an object is at 2 radii, its weight is that of a similar object on the sorface of IferculesYou should have been looking for the distance where the object's weight was 2(10 N X (1) =50 N. Read over page 47 again if you missed this question.

4-7. At 5 radii its weight will be A of what it would be at the surface_ Take a look at your graph.The object weighs 200 N at the surface. Out at 5 radii thc same object has a weight of 8 N.

'Thus its weight is An, or A, as large as it would be at the surface.

4-4. sa. The period of satellite A is greater than the period of satellite B. If you had .difficultywith this question, take another look at pages 48 and 49.

b. The gravitational pull on satellite A is less than the pull on satellite B. Take another look'at the graph you drew for question 4-5 ii you had problems answering this question.

4-9. Slightly greater than. Take a second look at thc possible paths of a satellite shown on 'textpages 50 and 51 if you missed this one.

4-10. a. The orbiting speed at the surface would be 2.5 km/sec. This is,similar to the calculation

shown on text pages 41 and 42.b. The orbiting speed would be slower. Remember that the farther it is above the surface,

the slower the satellite has to travel.

SELFEVALUATION 5

5-1. They prefer these times because thc longer shadows cast by the An in the early morning

or late attemoon reveal more detail and texture in surfaces than the short shadows cast around

noon. If you take photos, this is something to keep in mind and try out. If you missed this question,

you should try Activities 5-7 and 5-8 again.

5-2. You should have indicated that the mass and the speed affect the energy of a moving object.

5-3. a. Crater B was formed by the steel ball that had fallen farther. Try Activity 5-6 again

you had problems answering this question.b. Crater B was formed by the heavier mass. You should review yonr data for Activity 5-5

if you had difficulty answering this question.

5-4. The diagram below shows thc relative positions of the hills and craters.

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5-5. a. You should have identified crater B as being the older crater.b. You should have noticed that crater A seems to cot into (late! B at the nearest point

and that ciater B contains debris that was thrown out of crater A when it was formed. Also,

the edges of crater A are sharper than those of crater B.

5-6. Your answer may have included such characteristics as a bowl-shaped crater with its floor,a little below thr level of the surronndmg land a round shape with a raised rim, and ejecta scattered ,

on the surrounding landscape.

5-7. Your answer should include thc idea that the falling object ejected sonic of the lighter material

from below dr surface of 'the moon and splashed it across the dukei material of the surface.

You may have also mentioned that the surface may have been darkened by radiation from the

sun. Review Activities 5-11 through 5-13 in youi text if you had difficulty with this question.

SELF-EVALUATION 6,1>

6-1. a. Crater B was formed by an object-that caused both thc surface and the object to bet-ome

molten when it hit.b. Your answer should have included the idea that the central peak of crater B was formed

by an inflow of material during the later part of the impact. Review pages 79 through 81 in the

text if you arc unsure of your answer_

6-2. You should have looked for such things as a bowl-shaped (impact) or cone-shaped (Volcanic)

crater, the floor of the crater below level at the.surrounding ground (impact) or above the level

of the surroundings (volcanic), and evidence of a lava flow (volcanic) or widely scattered ejecta

(impact).

6-3. One possible cause might be an underground flow of magma that would have lifted the

surface rock. A large flow might have caused a large'enough bulge to produce a mountain range.

Review text pages 85 through 87.

St4...F-EVALUATION 7

7-1. You woUld see the moon as in diagram B. If you had difficulty visuidizing the situation,

you may want to sct up 'your model of the earth-moon-sun systein.as you did for Activity 7-3

and see what it looks like.

7-2. The diagram below shows the position of the terminator.

Terminator

Check over text page 95 if you forgot what the terminator was.

7-3. Your answer should have included the idea that the moon rotates on its axis in the same

amount of time that it takes to make one revolution around the earth. As a result the same side

of the moon always faces the earth and we can never see the far.side. See text page 97.

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My ProgressKeep track of your progress in the course, by plotting the percent

correct for each Self Evaluation as you complete it.

Number correctPercent correct X 100

Number of questibns

To find how you are doing, draw lines connecting these points. After

you've t6ted-yotirself on all chapters,-you may want -to draw a best-fit

line. But in the meantime, unless you always get the same percent

correct, your graph will look like a _series of mountain peaks.

RECORD OF MY PROGRESS

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41

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1 2 3 4 5 6 7

CHAPTERS

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