georgia science grade 8

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ConsultantDouglas Fisher, Ph.D.

Georgia ScienceGrade 8

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Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the materialcontained herein on the condition that such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with Georgia Science, Grade 8. Any otherreproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027

ISBN: 978-0-07-879240-3MHID: 0-07-879240-1

Printed in the United States of America

1 2 3 4 5 6 7 8 9 047 12 11 10 09 08 07

About the Consultant

Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiatedinstruction, and curriculum design as well as books, such as ImprovingAdolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher-credentialing program as well asgraduate-level courses on English language development and literacy.He also has taught classes in English, writing, and literacy development to secondary school students.

Georgia Science, Grade 8 iii

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Note-Taking Tips ........................................ v

Using Your Science Notebook ............... vi

Chapter 1 The Nature of ScienceChapter Preview ....................................... 11-1 ............................................................... 21-2 ............................................................... 51-3 ............................................................... 81-4............................................................. 11Wrap-Up ................................................. 14

Chapter 2 MeasurementChapter Preview ..................................... 152-1............................................................. 162-2............................................................. 192-3............................................................. 22Wrap-Up ................................................. 26

Chapter 3 Atoms, Elements, and the Periodic Table

Chapter Preview ..................................... 273-1............................................................. 283-2............................................................. 313-3............................................................. 34Wrap-Up ................................................. 38

Chapter 4 States of MatterChapter Preview ..................................... 394-1............................................................. 404-2............................................................. 434-3............................................................. 46Wrap-Up ................................................. 50

Chapter 5 Matter—Properties and Changes


Chapter 6 Atomic Structure andChemical Bonds

Chapter Preview ..................................... 636-1............................................................. 646-2............................................................. 67Wrap-Up ................................................. 70

Chapter 7 Chemical ReactionsChapter Preview ..................................... 717-1............................................................. 727-2............................................................. 75Wrap-Up ................................................. 78

Chapter 8 Substances, Mixtures,and Solubility


Chapter 9 Carbon ChemistryChapter Preview ..................................... 919-1............................................................. 929-2............................................................. 959-3............................................................. 98Wrap-Up ............................................... 102

Chapter 10 Motion and MomentumChapter Preview................................... 10310-1 ........................................................ 10410-2 ........................................................ 10710-3 ........................................................ 110Wrap-Up ............................................... 114

Chapter 11 Force and Newton’s LawsChapter Preview................................... 11511-1 ........................................................ 11611-2 ........................................................ 11911-3 ........................................................ 122Wrap-Up ............................................... 126

iv Georgia Science, Grade 8

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Chapter 12 Forces and FluidsChapter Preview................................... 12712-1 ........................................................ 12812-2 ........................................................ 13112-3 ........................................................ 134Wrap-Up ............................................... 138

Chapter 13 Energy and EnergyResources

Chapter Preview................................... 13913-1 ........................................................ 14013-2 ........................................................ 14313-3 ........................................................ 146Wrap-Up ............................................... 150

Chapter 14 Work and Simple MachinesChapter Preview................................... 15114-1 ........................................................ 15214-2 ........................................................ 15514-3 ........................................................ 158Wrap-Up ............................................... 162

Chapter 15 Thermal EnergyChapter Preview................................... 16315-1 ........................................................ 16415-2 ........................................................ 16715-3 ........................................................ 170Wrap-Up ............................................... 174

Chapter 16 WavesChapter Preview................................... 17516-1 ........................................................ 17616-2 ........................................................ 17916-3 ........................................................ 182Wrap-Up ............................................... 186

Chapter 17 SoundChapter Preview................................... 18717-1 ........................................................ 18817-2 ........................................................ 191Wrap-Up ............................................... 194

Chapter 18 Electromagnetic WavesChapter Preview................................... 19518-1 ........................................................ 19618-2 ........................................................ 19918-3 ........................................................ 202Wrap-Up ............................................... 206

Chapter 19 Light, Mirrors, and LensesChapter Preview................................... 20719-1 ........................................................ 20819-2 ........................................................ 21119-3 ........................................................ 21419-4 ........................................................ 217Wrap-Up ............................................... 220

Chapter 20 ElectricityChapter Preview................................... 22120-1 ........................................................ 22220-2 ........................................................ 22520-3 ........................................................ 228Wrap-Up ............................................... 232

Chapter 21 MagnetismChapter Preview................................... 23321-1 ........................................................ 23421-2 ........................................................ 237Wrap-Up ............................................... 240

Chapter 22 Electronics and ComputersChapter Preview................................... 24122-1 ........................................................ 24222-2 ........................................................ 245Wrap-Up ............................................... 248

Academic Vocabulary ............................ 249

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Georgia Science, Grade 8 v

Your notes are a reminder of what you learned in class. Taking goodnotes can help you succeed in science. These tips will help you takebetter notes.

• Be an active listener. Listen for important concepts. Pay attention to words, examples, and/or diagrams your teacher emphasizes.

• Write your notes as clearly and concisely as possible. The followingsymbols and abbreviations may be helpful in your note-taking.

• Use a symbol such as a star (★) or an asterisk (*) to emphasisimportant concepts. Place a question mark (?) next to anything thatyou do not understand.

• Ask questions and participate in class discussion.

• Draw and label pictures or diagrams to help clarify a concept.

Word or Symbol orPhrase Abbreviation

for example e.g.

such as i.e.

with w/

without w/o

Word or Symbol orPhrase Abbreviation

and +

approximately �

therefore �

versus vs

Note-Taking Tips

Note-Taking Don’ts

• Don’t write every word. Concentrate on the main ideas and concepts.

• Don’t use someone else’s notes—they may not make sense.

• Don’t doodle. It distracts you from listening actively.

• Don’t lose focus or you will become lost in your note-taking.

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vi Georgia Science, Grade 8

Using Your Science Notebook

Academic Vocabulary

achieve: to gain, accomplish, attain, reach

category: group or class of things

chart: a sheet that gives information aboutsomething in the form of a diagram,graph, or table

chemical: having to do with or made bychemistry

compound: to make by combining parts orelements

conduct: to carry or transmit

confine: hold in one place, restrict

constant: not changing; continuing

convert: to change from one form or use to another

cycle: a series of events or actions thatrepeat regularly

definite: having exact limits; precise andclear in meaning

device: tool or instrument designed for a particular purpose

displace: to take the place of or removefrom the usual or proper place

display: to reveal or exhibit

domain: region with the same physicalfeature

enable: to make able; to give means orpower to

encounter: to meet or experience

energy: ability to cause movement or change

enormous: very large

evaluate: to determine the worth of

expand: to get bigger

formula: a symbolic representation ofsomething

image: visual impression of somethingproduced by reflection from a mirror or refraction from a lens

incidence: the striking of a line or a ray of light on a surface

input: what is put in; the amount of money,material, or effort put into a project orprocess; investment

internal: having to do with the inside

item: object or thing

label: printed material that is fastened to something to provide information about it

medium: substance through which a forceor effect is transmitted

occupy: to take up time or space

occur: to take place

output: useful power delivered by a circuitor device

overall: including everything; total

overlap: one thing extends over another

parallel: being the same distance apart at all places

percent: in, to, or for every hundred

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Introduction to Physical Science 249

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The Nature of ScienceBefore You YY ReadBefore you read the chapter, respond to these statements.

1. WriteWW an A if you agree with the statement.

2. WriteWW a D if you disagree with the statement.

Name Date

• An important part of science is testing, orexperimenting.

• TechnolTT ogy is useful only in the situation forwhich it was designed.

• People began studying weather in the 1800s.

• Science can answer all of the questions thatcan be asked.

Before You The Nature of ScienceRead

TheTT Nature of Science 1

Construct the Foldabdd le as directed at tt hett beginning of this chapter.

How do you think scientists could learn more about a clumpll of stone that could bea small dinosaur heart?

Student responses will vary. Accept responses that discuss some reasonable

experiment.

Complete the following paragraph by filling in the missing termsfrom the word bank.

Science is by what it can .

For a question or problem to be studied through ,

there must be variables that can be , measured,

and . Questions that deal with

or belief systems cannot be answered by science. Ethics is a system

of understanding what is or .

Contrast ethical behavior in science with scientific fraud. Createa table that lists three specific behaviors that are examples of eachtype of behavior. Accept all reasonable responses.

badgood

ethicstested

observed

scientific methods

explainlimited

• bad• ethics• explain

• good• limited• observed

• scientific methods• tested

Section 2 Scientific Enterprise (continued)

Limits of ScienceI found this information

on page .SE, p. 20RE, p. 10

Doing ScienceRight

I found this informationon page .

SE, pp. 20–22RE, pp. 10–12

Name Date

The Nature of Science 7

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Ethical Behavior Scientific Fraud

being objective making up measurements

making conclusions on the changing resultsbasis of tests and measurements

sharing results taking credit for others’work

Describe how fraud in scientific research could affect other scientists who research in ethical ways. Accept all reasonable responses.

Fraud could mislead other scientists. It could cause them to base their own experiments

on inaccurate information.

SYNTHESIZE IT

This note-taking guide is designed tohelp you succeed in learning sciencecontent. Each chapter includes:

Language-Based Activities Activities cover the content

in your science book includingvocabulary, writing, note-taking,

and problem solving.

Science Journal Write about what

you know.

Writing Activities These activities help you think

about what you’re learning and make connections to

your life.

Vocabulary DevelopmentVocabulary words help you to better

understand your science lessons. Learning the Academic Glossary can help you score

higher on standardized tests.

Anticipation Guide/KWL ChartsThink about what you already know

before beginning a lesson and identify what you would like

to learn from reading.

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Georgia Science, Grade 8 vii

Define the four types of factors in a science experiment. Identifyand describe each of them below.

Summarize transferable technology by defining the term. Thenprovide examples by filling out the graphic organizer below.

Transferable technology is

.

Radar and Sonar

the military

weather, Earth’s structures

medicine and space

originallydeveloped for

are nowused to

study

one situation that is transferred to solve other problems

technology designed for

the variable that you changeIndependent

Variable

variables that do not changeConstants

the variable being measuredDependent

Variable

the standard to which results can be compared

Control

Section 1 Science All Around (continued)

Working in the Lab


SE, pp. 9–11RE, pp. 4–5

TechnologyI found this information


Name Date

4 The Nature of Science

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Identify three objects in your home or school that have notbeen affected by technology. Accept all reasonable responses.

Almost everything is affected by technology in its construction or its parts. Students

should appreciate the importance of technology.

SYNTHESIZE IT

The Nature of Science Chapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.

1. Write an A if you agree with the statement.

2. Write a D if you disagree with the statement.

Name Date

After reading this chapter, identify three things that you havelearned about the nature of science. Accept all reasonable responses.

1. Testing is an important part of scientific research. 2. A scientific hypothesis can

become a theory if it has been well tested and is supported by many experiments.

3. It is important to conduct scientific research in an ethical way.

SUMMARIZE IT

ReviewUse this checklist to help you study.

Review the information you included in your Foldable.

Study your Science Notebook on this chapter.

Study the definitions of vocabulary words.

Review daily homework assignments.

Re-read the chapter and review the charts, graphs, and illustrations.

Review the Self Check at the end of each section.

Look over the Chapter Review at the end of the chapter.

• An important part of science is testing, or A SE, p. 9experimenting. RE, p. 3

• Technology is useful only in the situation for D SE, p. 14which it was designed. RE, p. 5

• People began studying weather in the 1800s. D SE, p. 16RE, p. 7

• Science can answer all of the questions that D SE, p. 20can be asked. RE, p. 10

The Nature of Science After YouRead


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Summarize why it was important for scientists to solve the mysteryof the tsunami that struck Japan, on January 27,1700.

By solving the mystery, scientists discovered that very large

earthquakes can happen in the Pacific Northwest. Knowing that

earthquakes of that size are possible in that area can help people

prepare for the possibility of another similarly large earthquake.

Sequence the scientific methods used to solve a scientific problemby completing the graphic organizer below.

Distinguish topics that Earth scientists study by listing specifictopics identified in this section.

1. 7.

2. 8.

3. 9.

4. 10.

5. 11.

6. 12. objects in spacefossils

ocean waterearthquakes

weathervolcanoes

climatessoil

mountainsminerals

mapsrocks

Identify a problem.

Gather information.

Make a hypothesis.

Test the hypothesis.

Analyze the results.

Draw conclusions.

Section 1 Science All Around (continued)

Mysteries andProblems


SE, pp. 6–7RE, pp. 1–2

ScientificMethods


SE, p. 8RE, p. 3

ScienceI found this information


Name Date


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Chapter Wrap-UpThis brings the information together for you. Revisiting what you thought

at the beginning of the chapter providesanother opportunity for you to discuss

what you have learned.

Note-Taking Based on the Cornell Two-Column Format

Practice effective note-taking through the use of graphic organizers, outlines,

and written summaries.

Review Checklist This list helps you assess whatyou have learned and prepare

for your chapter tests.

Graphic OrganizersA variety of visual organizers help you to analyze and summarize information

and remember content.

Construct the Foldable as directed at the beginning of this chapter.

The Nature of ScienceBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• Science and technology are independent ofone another.

• Only scientists use science skills.

• Scientific theories can change if new informationbecomes available.

• Science experiments that are done by professionalscientists do not need to be repeated.

Write down three examples of science in your everyday life.

Science Journal

Before You The Nature of ScienceRead


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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 1 What is science?


Skim through Section 1 of your text. Write three questions thatcome to mind from reading the headings and looking at theillustrations.

1.

2.

3.

Define theory using your book or a dictionary. Write a sentenceabout a theory you have heard people talk about in everyday life.

Write the correct key term from your text next to each definition.

an explanation of a pattern observed repeatedly in the naturalworld

a way of learning more about the natural world

a collection of structures, cycles, and processes that relate to andinteract with each other

a rule that describes a pattern in nature

Use a dictionary to help you write a scientific definition of theword cycle.

theory

cycle

Complete the graphic organizer to show what may happen to a scientific theory when new data are discovered. Use thefollowing phrases:

• Evaluate scientific theory. • Theory is modified.• Theory is discarded. • Theory stays same.

Synthesize information from your book to list some of thestructures, cycles, and processes in your school day.

Choose at least one structure, one cycle, and one process from yourlist and describe the ways they interact.

New data

New data do not

fit theory.

New data fits

theory. Theory is modified.

Structures Cycles Processes

Section 1 What is science? (continued)

Learning Aboutthe World


Systems inScience


Name Date


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Classify which branch of science—physical science, Earth science,or life science—includes each of the following examples. Then, writeone additional example studied by that science.

Complete the following paragraph about the relationship betweenscience and technology.

is a way to learn about the natural world.

To use these answers for helping people, however, they must be

applied in some way. is the practical use of

in our everyday lives.

Section 1 What is science? (continued)

The Branches of Science


Science andTechnology


Name Date


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Example Branch of Additional Science Example

Soil

Fish

Light

Meteors

Chemical reactions

Body systems

Plants

Clouds

Write about a time that you used science to figure out a problem in your everyday life. Include an additional question about this topic that you might like to investigate.

CONNECT IT

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ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 2 Science in Action

NewVocabulary


observation

hypothesis

infer

controlled experiment

variable

constant

chart

Skim the headings in Section 2. Then make three predictions aboutwhat you will learn.

1.

2.

3.

Define observation and give an example of an observation youmade today.

Use your book or a dictionary to define the following key terms.

Use a dictionary to define chart as it refers to science.

Connect concepts by completing the concept map below aboutscientific methods.

Complete the outline below by writing answers on the lines.

Making Conclusions and Communicating

I. Conclusions

A. Definition of conclusion

1.

2.

B. Reasons why scientists often test the conclusions ofanother scientist

1.

2.

II. Communicating—Reasons why it is important for scientists to communicate

A.

B.

ScientificMethods

often begin with

lead to results and judgments called

can include experiments to collect

include possibleanswerscalled

Section 2 Science in Action (continued)

Science SkillsI found this information

on page .

DrawingConclusions


Name Date


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Compare and contrast types of variables by writing a sentencethat describes each type.

Analyze each procedure below and write the precautions youshould take to keep safe.

Heating a liquid on a hot plate:

Going outside to observe nature:

Handling plants or animals in the lab:

Section 2 Science in Action (continued)

ExperimentsI found this information

on page .

LaboratorySafety


Name Date


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Think of a scientific question that you would like to answer.Then, write three hypotheses, or possible answers, to your question. How could youtest your hypotheses?

CONNECT IT

How Variables Change

Type of Variable Description

Independent variable

Dependent variable

Constant

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ReviewVocabulary

Name Date

The Nature of ScienceSection 3 Models in Science


scientific method

model

encounter

Scan Section 3 of your book. Then write three questions that youhave about the use of models in science. Try to answer yourquestions as you read.

1.

2.

3.

Define scientific method using your book or a dictionary. Thengive an example of the scientific method in action.

Use your book or a dictionary to define model. Then give someexamples of real-life and scientific models.

Use a dictionary to define encounter. Then use the term in anoriginal sentence that shows its scientific meaning.

AcademicVocabulary

NewVocabulary

Summarize in a short paragraph how models are helpful.

Organize information in the chart to describe the three types ofmodels and their uses.

Create a diagram of the building in which you live. Provide asmuch detail as possible so that your model will be accurate. Identifyuses for this model.

Section 3 Models in Science (continued)

Why are modelsnecessary?


Types of ModelsI found this information

on page .

Making ModelsI found this information

on page .

Name Date


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Models

Type Description Use

Physical

built using computer software

help people understand abstract concepts that often are beyond common experience

Complete the graphic organizer about three ways that models areuseful and three examples of scientific models.

Identify two reasons that models have limitations and list anexample of a model for each reason.

1.

2.

ModelsUses Examples

Section 3 Models in Science (continued)

Using ModelsI found this information

on page .

Limitations of Models


Name Date


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As more has been learned about the solar system, the models used to represent it have changed. What are some other models that might havechanged over time as new discoveries were made?

CONNECT IT

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ReviewVocabulary

AcademicVocabulary

Name Date

The Nature of ScienceSection 4 Evaluating Scientific Explanation

NewVocabulary


prediction

critical thinking

data

evaluate

Skim through the section. Read the headings and look at theillustrations. Then write three questions that come to mind.Add to these impressions as you read the section.

1.

2.

3.

Define prediction using your book. Write a scientific sentence togive an example of a prediction.

Use your book to define the following terms.

Use evaluate in a scientific sentence.

Complete the following sentences using these terms.

sense inferences evaluate observations

conclusions accurate critical

You can an explanation using

thinking. First, you should examine the and

decide if you believe they are . Then, look at the

or made about the data and

decide if they make .

Summarize three features of reliable data.

1.

2.

3.

Organize three characteristics of good notes.

Good notes are

Section 4 Evaluating Scientific Explanation (continued)

Believe it or not?I found this information

on page .

Evaluating the Data


Name Date


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Section 4 Evaluating Scientific Explanation (continued)

Evaluating theConclusions


Name Date


Create your own advertisement for a wrinkle cream. Include claims about the product’s safety and effectiveness, and use information that might help support those claims. List reasons why another person should or should notbelieve your ad.

Advertisement:

Reasons:

CONNECT IT

Complete the concept web to show the steps you might use whenevaluating a scientific explanation. Use phrases:

• Are there good notes? • Could there be another explanation?• Can the data be repeated? • Evaluate the conclusion.

Scientific Explanation

Evaluatethe data

Are the data specific?

Are the data reliable?

Does it make sense based on what I know?

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The Nature of Science Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about the nature of scientific investigation.

SUMMARIZE IT









• Science and technology are independent ofone another.

• Only scientists use science skills.

• Scientific theories can change if new information becomes available.

• Science experiments that are done by professional scientists do not need to be repeated.

The Nature of Science After YouRead


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Measurement 15

Construct the Foldable as directed at the beginning of the chapter.

MeasurementBefore You ReadBefore you read the chapter, respond to these statements.

1. Write A if you agree with the statement.

2. Write D if you disagree with the statement.

Name Date

• Measurements are recorded by using numbers.

• Measurements can be precise but not accurate.

• Most scientists use inches and feet torecord length.

• A bar graph shows parts of a whole.

As a member of the pit crew, how can you determine the miles per gallon a car uses?Write in your Science Journal how you would calculate this.

Science Journal

Before You MeasurementRead

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MeasurementSection 1 Description and Measurement

16 Measurement

description

estimation

precision

accuracy

significant

Skim Section 1 of your book. Write three questions that come tomind from reading the headings of this section.

1.

2.

3.

Define description to show its scientific meaning.

Define each vocabulary term using your book or a dictionary.

Use a dictionary to define significant. Use significant in anoriginal sentence to show its scientific meaning.

Define measurement. Then give five examples of things that aremeasured.

Measurement is .

Examples:

1.

2.

3.

4.

5.

Distinguish two situations in which you might use estimation.

1.

2.

Contrast precision and accuracy. Define each term. Then completethe Venn diagram with an example of measurements that are precise,accurate, and both precise and accurate.

Precision is .

Accuracy is .

PreciseBoth

Accurate

measurements of 13.54 cm

and 13.56 cmfor an actual

length of13.55 cm

Section 1 Description and Measurement (continued)

MeasurementI found this information

on page .

EstimationI found this information

on page .

Precision andAccuracy


Name Date

Measurement 17

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Sequence the steps to follow when rounding a measurement.

Complete the chart of rules for using significant digits. Identifyeach category as always, sometimes, or never significant.

Summarize how to use significant digits in multiplication anddivision and in addition and subtraction.

When multiplying and dividing, the number of significant digits in

the answer is determined by

in the problem. In addition and subtraction,

the number of significant digits in the answer is determined by

.

Look at the digit .

If the digit is less than 5,

.

If the digit is 5 or greater,

.

Section 1 Description and Measurement (continued)

Precision andAccuracy



Name Date

18 Measurement

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Type of Digit Significant?

non-zero digits

zeros between other digits

zeros at the beginning of a number

zeros in whole numbers

Give examples of exact measurements and estimated measurements.CONNECT IT

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MeasurementSection 2 SI Units

NewVocabulary

Measurement 19

variable

summary

Predict three things you expect to learn in Section 2 after readingits title and headings.

1.

2.

3.

Define variable to show its scientific meaning.

Write the correct vocabulary term next to each definition.

SI unit for mass

amount of change of one measurement in a given amount of time

International System of Units

amount of matter in an object

amount of space an object occupies

SI temperature scale

SI unit for length

measure of the gravitational force on an object

Use a dictionary to define summary.

Sequence the prefixes used in the SI system from smallest tolargest. Write each prefix in the proper place on the diagram.

centi- deka- hecto- mega- milli-deci- giga- kilo- micro- nano-

Organize information about length in the graphic organizer.

Distinguish methods of finding volume.

Regular, square or rectangular objects:

Irregular objects:

Tool:

SI units:

A measure of:

Length

one-

billi

onth

one-

mill

iont

h

one-

thou

sand

th

one-

hund

redt

h

one-

tent

h

ten

one

hund

red

one

thou

sand

one

mill

ion

one

billi

on

Smallest Largest

Section 2 SI Units (continued)

The InternationalSystem


LengthI found this information

on page .

VolumeI found this information

on page .

Name Date

20 Measurement

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Explain why it is important to have a standard system ofunits for scientists to use for measuring.

SYNTHESIZE IT

Contrast mass and weight. Complete the chart.

Label the diagrams to identify important temperatures in the threetemperature scales. Circle the scale that is used for SI units.

Analyze the relationship between time and rate.

Time is measured in in the SI system. It tells

. A rate is

.

Kelvin (K) Fahrenheit (F)

Absolute zero

Celsius (C)

Freezing pointof water

Boiling pointof water

Section 2 SI Units (continued)

MassI found this information

on page .

TemperatureI found this information

on page .

Time and RatesI found this information

on page .

Name Date

Measurement 21

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Mass Weight

What is it a measure of ?

What SI units are used to measure it?

Is it the same everywhere?

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22 Measurement

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MeasurementSection 3 Drawings, Tables, and Graphs

AcademicVocabulary

model

circle graph

table

bar graph

line graph

graph

category

Scan Section 3. Write two facts you discovered as you scanned the section.

1.

2.

Write an original sentence to show the scientific meaning ofmodel.


Use a dictionary to define category. Use category in an originalsentence to show its scientific meaning.

Compare and contrast drawings, photographs, and movies.

Complete the outline to describe tables and graphs.

I. Tables

A.

B.

II. Graphs

A.

B.

Create a sample line graph. Label the x-axis and y-axis.

Summarize what kind of data can be shown on a line graph.

Section 3 Drawings, Tables, and Graphs (continued)

ScientificIllustrations


Tables andGraphs



Name Date

Measurement 23

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Drawings Photographs Movies

Compare the two graphs of U.S. endangered species per year in your book. Which do you think is more accurate? Which shows the data most clearly?Why? What other type of graph might you use to show these data?

SYNTHESIZE IT

Model a bar graph of your own. Write a caption explaining eachpart of the graph.

Sequence the steps to follow to create a circle graph.

1.

2.

3.

Evaluate why it is important to examine the scale on a graph.Explain why a broken scale is sometimes useful.

Section 3 Drawings, Tables, and Graphs (continued)

Tables andGraphs




Name Date

24 Measurement

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Measurement 25

Tie It TogetherSuppose that you have been asked to design your ideal science classroom. The builderwants to know what measurements will be needed to make your room. Create a plan foryour classroom. Include at least one item for which each of the following will need to bemeasured: length, volume, mass, and temperature. Predict a time measurement for yourconstruction. Suggest ways that each can be measured. Create a scientific illustrationshowing the design of your room.

Name Date

Measurement Chapter Wrap-Up



2. Write D if you disagree with the statement.

Name Date

After reading this chapter, identify three things that you havelearned about measurement.

SUMMARIZE IT









• Measurements are recorded by using numbers.

• Measurements can be precise but not accurate.

• Most scientists use inches and feet to measure length.

• A bar graph shows parts of a whole.

Measurement After YouRead

26 Measurement

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Atoms, Elements, and the Periodic Table 27


Atoms, Elements, and the Periodic TableBefore You ReadPreview the chapter title, section titles, and the section headings. List at least two ideas foreach section in each column.

Name Date

Make a list of three questions that you think of when you see hot air balloons.

Science Journal

K WWhat I know What I want to find out

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Name Date

Atoms, Elements, and the Periodic TableSection 1 Structure of Matter

28 Atoms, Elements, and the Periodic Table

density

theory

Read the What You’ll Learn statements for Section 1. Write threequestions that come to mind. Look for answers to each question asyou read the section.

1.

2.

3.

Define density to show its scientific meaning.

Write the correct vocabulary word next to each definition.

small particle that makes up most kinds of matter

uncharged particle in the nucleus of an atom

invisible, negatively charged particle

anything that has mass and takes up space

statement that matter is not created or destroyed, but only changes its form

positively charged central part of an atom

positively charged particle in the nucleus of an atom

Use a dictionary to define theory.

State the two characteristics common to all matter.

1.

2.

Label each example as matter or not matter.

air light

heat water

Organize Democritus’s ideas about atoms. Complete the conceptmap.

Identify the two main ideas in Dalton’s atomic theory of matter.

1.

2.

Summarize Lavoisier’s experiment and the conclusion he drewfrom it.

Experiment: Conclusion:

Democritus’s Ideas about

Atoms

Section 1 Structure of Matter (continued)

What is matter?What isn’t

matter?I found this information

on page .

What makes upmatter?


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Compare and contrast the Thomson and Rutherford atomicmodels.

Create a drawing of the Bohr atom. Label the positivelycharged, negatively charged, and neutral parts.

Identify how the modern model of the atom differs from the Bohr model.

Section 1 Structure of Matter (continued)

Models of theAtom



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Make a relative time line of atomic models. List the models fromoldest to youngest. State the new discovery that was made with the development ofeach new model.

ANALYZE IT

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Atoms, Elements, and the Periodic TableSection 2 The Simplest Matter

NewVocabulary


mass

unique

Skim the headings and subheadings in Section 2. Write threepredictions about what you will learn in this section.

1.

2.

3.

Write a scientific sentence using the word mass.


matter made of only one kind of atom

number of protons in the nucleus of each atom of an element

atom of an element with a different number of neutrons

the number of protons plus the number of neutrons in an atom

weighted average mass of the isotopes of an element

element that generally has a shiny luster and is a good conductor ofheat and electricity

element that is usually dull in appearance and is a poor conductorof heat and electricity

element that has characteristics of metals and nonmetals

Define unique using a dictionary.

Summarize three key facts about elements.

1.

2.

3.

Complete the graphic organizer to show how the periodic tableis organized.

Label the square below with information you would find aboutchlorine on the periodic table. Identify each piece of informationand explain what you can learn from it.

Cl

The Periodic Table

rows, called

isorganized in

that have that have

columns, called

Section 2 The Simplest Matter (continued)

The ElementsI found this information

on page .

The PeriodicTable


IdentifyingCharacteristics


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Contrast the three isotopes of hydrogen. Complete the chart.

Summarize the four characteristics of each type of element in the chart below.

Section 2 The Simplest Matter (continued)

IdentifyingCharacteristics


Classification of Elements


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Isotope Protium Deuterium Tritium

Number of protons

Number of neutrons

Mass number

Metals, nonmetals, and metalloids are located in specific areas of the periodic table. Use what you know about elements and the periodic table to explain why this is.

SYNTHESIZE IT

Metals Nonmetals Metalloids

1.

2.

3.

4.

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AcademicVocabulary

Name Date

Atoms, Elements, and the Periodic TableSection 3 Compounds and Mixtures


formula

substance

compound

mixture

symbol

Scan Section 3 using the checklist below.

Read all section headings.

Read all bold words.

Read all charts and graphs.

Look at the pictures.

Think about what you already know about compounds and mixtures.

Write two facts you learned about compounds and mixtures as youscanned the section.

1.

2.

Define formula. Then use the term in an original sentence toshow its scientific meaning.

Use each vocabulary term in a scientific sentence.

Use a dictionary to define symbol. Give an example of a symbolyou have used in science.

Classify the types of substances. Complete the graphic organizerby describing each type and giving two examples.

Summarize what information is contained in the formula of acompound.

Analyze the formula of each compound. Identify which elementsare in each compound and how many atoms of each element makeup one unit of the compound.

Substances

Type:

Description:

Examples:

Type:

Description:

Examples:

Section 3 Compounds and Mixtures (continued)

SubstancesI found this information

on page .


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Water Hydrogen Carbon Carbonperoxide dioxide monoxide

Formula H2O H2O2 CO2 CO

Atoms andelements

Contrast compounds and mixtures. Complete the Venn diagramwith at least five facts.

Summarize characteristics of homogeneous and heterogeneousmixtures.

A homogeneous mixture .

You see the individual parts. A heterogeneous mixture

.

You see the individual parts.

Examples of a homogeneous mixture:

Examples of a heterogeneous mixture:

Compounds MixturesBoth

Section 3 Compounds and Mixtures (continued)

MixturesI found this information

on page .


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Give examples of two mixtures and two compounds that areimportant to your everyday life.

CONNECT IT

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Tie It TogetherThe formulas for three substances are listed below.

• Describe the properties of each substance as thoroughly as you can.

• Identify each as an element or a compound.

• Write the number of protons in the nuclei of the element or elements in each substance.

• State whether those elements are metals, nonmetals, or metalloids, and any propertiesyou can infer for those elements.

• Use a periodic table.

1. Water (H2O):

2. Table salt (NaCl):

3. Gold (Au):

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Atoms, Elements, and the Periodic Table Chapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the thirdcolumn. How do your ideas now compare with those you provided at the beginning ofthe chapter?

Name Date

After reading this chapter, identify three things that you havelearned about atoms and elements.

SUMMARIZE IT









K W LWhat I know What I want to find out What I learned


States of MatterBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• There are four states of matter.

• Solids take the shape of their containers.

• Substances cannot change directly from a solid to a gas.

• The air around you is putting pressure onyour body.

Write about what you predict is a source of the warm water in a hot natural spring in a cold, snowy climate.

Science Journal

Before You States of MatterRead

States of Matter 39

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States of MatterSection 1 Matter

40 States of Matter

atom

definite

Skim through Section 1 of your text. Write three questions thatcome to mind when reading the headings and looking at theillustrations.

1.

2.

3.

Define the word atom in a scientific sentence.


matter that does not have a definite shape or volume

anything that takes up space and has mass

matter with a definite shape and volume

liquid’s resistance to flow

uneven forces acting on the particles on the surface of a liquid

matter with a definite volume but no definite shape

Use a dictionary to define definite.

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Define matter, and identify the four states of matter.

Matter:

Complete the statements about properties of solids.

Do solids have definite shape?

Do solids have definite volume?

Do solids take the shape of its container?

How do particles in solids move?

How are particles in crystalline solids arranged?

How are particles in amorphous solids arranged?

Contrast liquids with solids.

1.

2.

3.

The FourStates of Matter

Section 1 Matter (continued)

What is matter?I found this information

on page .

SolidsI found this information

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LiquidsI found this information

on page .

Name Date

States of Matter 41

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Distinguish between viscosity and surface tension.

Organize information about gases.

Gases

or

are made ofparticles that move

do nothave definite

fill the

Section 1 Matter (continued)

LiquidsI found this information

on page .

GasesI found this information

on page .

Name Date

42 States of Matter

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Compare and contrast the motion of particles in a solid withthose in a gas.

SUMMARIZE IT

ReviewVocabulary

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Name Date

States of MatterSection 2 Matter Changes of State

NewVocabulary

States of Matter 43

energy

item

Predict three things that might be discussed in this section afterreading the title and headings.

1.

2.

3.

Define the word energy using a dictionary or your book.


average kinetic energy of the particles in a substance

the change from a gas state to a liquid state

the change from a solid state to a liquid state

total kinetic energy of the particles in a material

the change from a liquid state to a gas state

the change from a liquid state to a solid state

movement of thermal energy from a substance at a higher temperature to one at a lower temperature

Use a dictionary to define item.

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Classify each phrase to show whether it describes thermal energy,temperature, or both.

Create a drawing to show a glass of lemonade with ice cubes in it. Use arrows to show the movement of thermal energy.

Complete the chart below on specific heat.

Thermal Energy TemperatureBoth

• depends on the number ofparticles

• average energy of particles

• involves kinetic energy ofparticles

• total energy of particles

Section 2 Matter Changes of State (continued)

Thermal Energyand Heat



Specific HeatI found this information

on page .

Name Date

44 States of Matter

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Cool Heat Example

Substances with slowlyhigh specific heats

Substances with quicklylow specific heats

Compare the changes between the solid and liquid states bycompleting the chart.

Distinguish the changes between gas and liquid states by filling inthe graphic organizer.

Summarize information about sublimation.

gas liquid

Section 2 Matter Changes of State (continued)

ChangesBetween the

Solid and Liquid States


ChangesBetween the

Liquid and Gas States


ChangesBetween the

Solid and Gas States


Name Date

States of Matter 45

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Melting Freezing

What is it?

Thermal energy released or absorbed?

Explain the relationship between heat and temperature.SYNTHESIZE IT

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States of MatterSection 3 Behavior of Fluids

46 States of Matter

AcademicVocabulary

force

pressure

buoyant force

Archimedes’ principle

density

Pascal’s principle

expand

Scan Section 3 of your book. Write three facts you discoveredabout fluids as you scanned the section.

1.

2.

3.

Define the word force in a sentence to show its scientificmeaning.

Use a dictionary or your book to define the key terms.

Use a dictionary to define expand to show its scientific meaning.

Section 3 Behavior of Fluids (continued)

PressureI found this information

on page .



Name Date

States of Matter 47

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If force and area then pressure

increases stays the same

decreases stays the same

stays the same increases

stays the same decreases

Complete the formula for pressure. Then analyze how pressurechanges with a change in force or area.

Define atmospheric pressure and describe why you do not feel it.

Analyze how the size of a weather balloon would change as it risesinto the atmosphere. Create and label a drawing or write sentencesto explain why the balloon changes size.

Pressure �

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Complete the graphic organizer to show how changes in volumeand temperature can increase pressure.

Compare the buoyancy of an object that is more dense than waterwith an object that is less dense than water. Draw and label arrowsto show the buoyant force and weight of each.

Summarize Pascal’s principle, and give an example thatillustrates the principle.

Less DenseMore Dense

as volume

as temperature

Pressure increases

Section 3 Behavior of Fluids (continued)

Name Date

48 States of Matter

An ice cube (solid water) floats in liquid water. Explain this in terms of density and buoyant force.

SYNTHESIZE IT

Changes in Gas Pressure


Float or sink?I found this information

on page .

Pascal’s PrincipleI found this information

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States of Matter 49

Tie It TogetherSynthesize ItDescribe a situation from daily life in which you have experienced each change of stateidentified below. Explain how thermal energy was involved in the change of state.

Condensation

Melting

Freezing

Evaporation

Name Date

States of Matter Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about states of matter.

SUMMARIZE IT









• There are four states of matter.

• Solids take the shape of their containers.

• Substances cannot change directly from a solid to a gas.

• The air around you is putting pressure on your body.

States of Matter After YouRead

50 States of Matter

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Matter—Properties and Changes 51

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Matter—Properties and ChangesBefore You ReadBefore you read the chapter, think about what you know about properties of matter and how matter can change. List three things that you already know about these topics in the first column. Then list three things that you would like to learn about them in thesecond column.

Name Date

What happens to a swimming pool when the correct chemicals are not added to the water?

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AcademicVocabulary

Name Date

Matter—Properties and ChangesSection 1 Physical Properties

52 Matter—Properties and Changes

matter

physical property

density

state of matter

size-dependentproperty

size-independentproperty

occupy

Scan the headings in Section 1 of your book. Identify three topicsthat will be discussed.

1.

2.

3.

Define matter using your book or a dictionary.

Use your book or a dictionary to define the following terms.

Use a dictionary to define occupy to show its scientific meaning.

Summarize how to calculate density using both words and symbols.

To find the density of an object, :

D � ______

Complete the States of Matter chart below for forms of water.

Identify two variables that affect the state of matter.

The state of matter depends on the and

of the matter.

Compare and contrast size-dependent properties and size-independent properties by providing examples of each.

Section 1 Physical Properties (continued)

PhysicalProperties




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Physical Properties

Size-dependent Size-independent

1. 1.

2. 2.

3. 3.

4.

5.

States of Matter

drinking water: ice:

gas

Label the pH scale below with values of pH. Identify the pH rangeof acids and the pH range of bases.

Summarize some acidic and basic products that can bepurchased in a grocery store.

Basic Products

1.

2.

Acidic Products

1.

2.

7

neutral

Section 1 Physical Properties (continued)

PhysicalProperties of

Acids and BasesI found this information

on page .


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When milk “goes bad,” its pH changes. Infer if it becomes more acidic or more basic. Support your reasoning.

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AcademicVocabulary

Name Date

Matter—Properties and ChangesSection 2 Chemical Properties

NewVocabulary


solubility

chemical property

reactivity

salts

label

Skim Section 2 of your book. Write three questions that come tomind. Look for answers to your questions as you read the section.

1.

2.

3.

Define solubility using your book or a dictionary.

Use your book or a dictionary to define the following terms. Thenuse each term in a sentence to show its scientific meaning.

Use a dictionary to define label to show its scientific meaning.

Compare and contrast physical properties with chemicalproperties. Complete the Venn diagram using the phrases below.

• can be observed without • observed when matter changes changing the matter into a different type of matter

• can be used to identify • can be detected by using the substance the senses

Organize information about common chemical properties bycompleting the graphic organizer.

Common chemical properties include the ability to react with

Physical Properties Chemical PropertiesBoth

Section 2 Chemical Properties (continued)

A CompleteDescription



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Complete the chart below to provide examples of the chemicalproperties of different materials.

Define how salts are formed.

An reacts with a to form

and a salt.

Identify the chemicals that form table salt.

sodium chloride�

Section 2 Chemical Properties (continued)

A CompleteDescription



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When this material: Reacts with: It will:

the phosphorus and wood of a match

a slice of apple

iron oxygen and

chlorine form hypochlorousacid

aluminum

Some fire extinguishers contain carbon dioxide. Analyze whyspraying carbon dioxide on a fire would extinguish it.

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Name Date

Matter—Properties and ChangesSection 3 Physical and Chemical Changes


weathering

physical change

chemical change

undergo

Scan Section 3 of your book. Use the checklist below.

Read all the headings.

Read all the bold words.

Look at the charts, graphs, and pictures.

Think about what you already know about physical and chemical changes.

Write three things that you want to learn about physical andchemical changes.

1.

2.

3.

Define weathering using your book or a dictionary.

Use your book or a dictionary to define the following terms. Thenuse each term in a sentence to show its scientific meaning.

Use a dictionary to define undergo to show its scientific meaning.

Classify examples of physical changes of states of matter bycompleting the diagram.

Summarize the chemical change that wood undergoes when itburns.

Create a graphic organizer to identify at least five signs ofchemical change.

wood

fire� �

water freezing liquid

ice melting

water evaporating

dew forming

Example Change of State

Section 3 Physical and Chemical Changes (continued)

Physical ChangeI found this information

on page .

ChemicalChanges



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Sign of Chemical Change

Organize information about physical weathering by completingthe graphic organizer.

Sequence the 4 steps by which stalactites form.

1. As water moves slowly through rock

.

2. The water drips into a cave.

3. As water on the ceiling of the cave,

it leaves behind .

4. This process slowly builds .

Exposed rock is reduced to soil through the action of

Section 3 Physical and Chemical Changes (continued)

Chemical andPhysical Changes

in NatureI found this information

on page .


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Predict which physical properties of clothing can be affected when clothing is washed. Support your answer with examples.

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Tie It TogetherDistinguishing Physical and Chemical PropertiesReview the illustrations in this chapter. For each picture, write down one or more physicalor chemical properties that are shown.

If you want, you can team with some partners. Have a contest to see who can find themost properties for five pictures in two minutes. Then try the next five pictures.

Name Date

Physical and Chemical Properties

Picture Physical Properties Chemical Properties


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Matter—Properties and ChangesChapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column.

Name Date

After reading this chapter, identify three main ideas you learned that you did not know before.

SUMMARIZE IT










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Atomic Structure and Chemical BondsBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

Atomic Structure and Chemical Bonds 63

• Electrons exist with specific levels of energy.

• Elements can be arranged according to their properties.

• An atom that loses an electron is called a molecule.

• Elements can form bonds by sharing electrons.

Write a sentence comparing household glue to chemical bonds.

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Before You Atomic Structure and Chemical BondsRead

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64 Atomic Structure and Chemical Bonds

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Atomic Structure and Chemical BondsSection 1 Why do atoms combine?

AcademicVocabulary

atom

period

Skim the objectives for Section 1. Write three questions that come to mind from reading these statements. Look for answers to eachquestion as you read the section.

1.

2.

3.

Define atom to show its scientific meaning.

Write the correct vocabulary term next to its definition.

model of the area around the nucleus where electrons usually travel

the different areas for an electron in an atom

symbol for an element surrounded by as many dots as there are electrons in its outer energy level

force that holds two atoms together

Use a dictionary to define period. Then tell how the word is usedin the context of the periodic table.

Model the structure of an atom that has 3 protons, 4 neutrons,and 3 electrons. Label the protons, neutrons, electrons, andnucleus in your drawing.

Complete the chart to show the maximum number of electrons that can exist in each energy level of an atom.

Write the formula for calculating the maximum number of electronsthat can occupy an energy level.

Formula for calculating electrons per energy level:

Analyze the relationship of the atomic number of a neutral atom to the number of electrons and protons it contains.

Section 1 Why do atoms combine? (continued)

Atomic StructureI found this information

on page .

ElectronArrangement


Periodic Tableand Energy

LevelsI found this information

on page .

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Inc. Energy Level Maximum Number of Electrons

1

2

3

4

Hydrogen gas is lighter than helium gas. Hypothesize why airshipsuse helium for buoyancy instead of hydrogen.

CONNECT IT

Identify the number of electrons each of the atoms has in its outerenergy level. Then shade the boxes of the elements that are stable.

Compare how the elements in a family are similar. Use the noblegases and alkali metals as examples.

Model the arrangement of electrons by making electron dotdiagrams for the elements represented below.

Li Be B C N O F Ne

Li Be

2

B

13

C

14

N

15

O

16

F

17

Ne

H

1

He

18

Section 1 Why do atoms combine? (continued)

ElectronConfiguration


Element FamiliesI found this information

on page .

Electron DotDiagrams


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Atomic Structure and Chemical BondsSection 2 How Elements Bond

NewVocabulary


AcademicVocabulary

electron

achieve

Predict three things that might be discussed in this section afterreading the headings that appear in it.

1.

2.

3.

Write a sentence using the word electron that shows its scientificmeaning.


combination of chemical symbols and numbers that shows whichelements are present in a compound and how many atoms ofeach element are present

chemical bond that forms between nonmetal atoms when theyshare electrons

atom that is no longer neutral because it has gained or lostelectrons

pure substance containing two or more elements that are chemically bonded

bond in which electrons are shared unevenly

chemical bond formed when metal atoms share their pooledelectrons

chemical bond formed from an attraction between ions

neutral particle formed when atoms share electrons

Define achieve using a dictionary.

Complete the electron dot diagram below to show the finalcompound.

Summarize what is occurring in the diagram. Your descriptionshould include the words ion, negative, positive, and compound.

Compare and contrast metallic bonds with ionic bonds bycompleting the Venn diagram with at least five facts.

Describe two characteristics of metals that are caused by metallicbonding.

Ionic Bonds Metallic BondsBoth

�Na Cl� �

Na Cl

Section 2 How Elements Bond (continued)

Ionic Bonds—Loss and Gain


MetallicBonding—

PoolingI found this information

on page .

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Section 2 How Elements Bond (continued)

CovalentBonds—Sharing


Polar andNonpolar

MoleculesI found this information

on page .

ChemicalShorthand


Name Date


Organize information about covalent bonds.

I. Covalent Bond

A. Definition:

B. How atoms share electrons

1.

2.

C. Multiple bonds:

Model a polar molecule, and label the ends as more positive ormore negative.

Label the parts of the chemical formula shown. Then summarizewhat the formula tells you about the compound.

H2O

Chlorine is a gas with a distinct odor. Do you think that someonewith an acute sense of smell would be able to smell chlorine in table salt? Explain.

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Atomic Structure and Chemical Bonds Chapter Wrap-Up




Name Date









• Electrons exist with specific levels of energy.

• Elements can be arranged according to their properties.

• An atom that loses an electron is called a molecule.

• Elements can form bonds by sharing electrons.

Atomic Structure and Chemical Bonds After YouRead


After reading this chapter, identify three things that you havelearned about how chemicals bond.

SUMMARIZE IT

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Chemical ReactionsBefore You ReadPreview the chapter title, section titles, and section headings. List at least two ideas for each section in each column.

Name Date

Chemical Reactions 71

What types of products do you think are manufactured in a chemical plant?

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Chemical ReactionsSection 1 Chemical Formulas and Equations

72 Chemical Reactions

atom

undergo

Skim Section 1 of your text. Read the headings and look at theillustrations. Write three questions that come to mind.

1.

2.

3.

Define atom to show its scientific meaning.


substance that exists before a chemical reaction begins

chemical reaction that releases heat energy

process that produces a chemical change

chemical reaction that absorbs heat energy

substance that forms as a result of a chemical reaction

tells the reactants, products, physical state, and proportions of each substance in a chemical reaction

Use a dictionary to define undergo.

Compare and contrast the two types of changes in matter bycompleting the chart.

Label the products, reactants, and subscripts in the chemicalequation.

CH3COOH � NaHCO3 CH3COONa � H2O � CO2

Complete the chart below about the chemical reaction above.Then summarize the law of conservation of mass.

The law of conservation of mass states that

.

Section 1 Chemical Formulas and Equations (continued)

Physical orChemicalChange?


ChemicalEquations


Conservation of Mass


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Physical Change Chemical Change

Description

Examples

Element C H O Na

Number of atoms 3 5in reactants

Number of atoms in products

Complete the process of balancing the chemical equation below.First, count the number of atoms of each element in the productsand the reactants to complete the chart.

CH4 � O2 CO2 � H2O

Balance the number of hydrogen atoms in the equation by writingthe correct coefficient in front of the correct molecule. Then countand record the atoms in the new equation.

CH4 � O2 CO2 � H2O

Finish balancing the equation by balancing the number of oxygenatoms in the equation.

CH4 � O2 CO2 � H2O

Predict whether the reaction above is endothermic or exothermicand explain why. The energy term would appear on the right side of the equation.

Section 1 Chemical Formulas and Equations (continued)

BalancingChemical

EquationsI found this information

on page .

Energy inChemical

ReactionsI found this information

on page .

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Carbon Hydrogen Oxygen

Reactants

Products

Compare the terms endothermic and exothermic.COMPARE IT

Carbon Hydrogen Oxygen

Reactants

Products

state of matter

volume

Scan the headings, bold words, and illustrations in Section 2. Writetwo facts that you learned as you scanned the section.

1.

2.

Define state of matter in a scientific sentence.


substance that slows down a chemical reaction

large protein molecule that speeds up a chemical reaction

substance that speeds up a chemical reaction without changing permanently or being used up

energy needed to start a chemical reaction

amount of a substance present in a certain volume

how fast a chemical reaction happens after it is started

Use a dictionary to define volume.

ReviewVocabulary

AcademicVocabulary

Name Date

Chemical ReactionsSection 2 Rates of Chemical Reactions

NewVocabulary


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Evaluate the events that occur during a chemical reaction bycompleting the paragraph.

Activation energy is the needed to start a(n)

. Molecules of the reactants can then

with enough energy to

the of the reactants. New bonds to

create the products of the reaction.

Describe two ways that the rate of a reaction can be measured.

Complete the concept map by identifying factors that affectreaction rate.

Factors that Affect Reaction Rate

Changing the speedand energy with which moleculescollide affects thereaction rate.

The number of reactant moleculesin a given volumeaffects the chancethat molecules willcollide and react.

Only atoms in the outer layer of thereactant material can react—thenumber of moleculesout in the open affects reaction rate.

Reaction rate can be foundby measuring

Section 2 Rates of Chemical Reactions (continued)

How fast? andActivation

Energy—Startinga Reaction


Reaction RateI found this information

on page .


Name Date


Summarize the information about inhibitors. Include an example.

Complete the graphic organizer about ways catalysts can work.

Identify four other functions that enzymes carry out in the body.

1.

2.

3.

4.

Catalysts can speed up

reactions by

providing

.

holding

.

reducing

.

Section 2 Rates of Chemical Reactions (continued)

Slowing DownReactions


Speeding UpReactions



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A scientist adds 1 mg of a catalyst to a solution to speed reaction rate. How much of the catalyst will be left after the reaction occurs? Explain.

SYNTHESIZE IT

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Chemical Reactions Chapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column. Compare your previous responses with these.

Name Date

After reading this chapter, identify three things that you havelearned about chemical reactions.

SUMMARIZE IT











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Substances, Mixtures, and Solubility 79


Substances, Mixtures, and SolubilityBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• Burning a substance changes it into other substances.

• All mixtures are solutions.

• Stirring can speed up the rate at which a substance dissolves.

• Acidic foods are sour.

Find and name four items around you that are mixtures.

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Before You Substances, Mixtures, and SolubilityRead

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Name Date

Substances, Mixtures, and SolubilitySection 1 What is a solution?

80 Substances, Mixtures, and Solubility

proton

physical

Read the What You’ll Learn statements for Section 1. Write fourquestions you have after reading the statements.

1.

2.

3.

4.

Define proton to show its scientific meaning.

Write the correct vocabulary word in the left column next to each definition.

solid that comes out of its solution due to a chemical reaction

matter with the same composition and properties throughout

substance that dissolves a solute

mixture in which substances are not evenly mixed

mixture with two or more substances that are evenly mixed

substance that dissolves and seems to disappear into another substance

another name for a homogeneous mixture

Use a dictionary to define physical to show its scientific meaning.

Compare elements and compounds by completing the chart.

Contrast physical and chemical processes. Complete the sentences.

Physical processes change substances.

Chemical processes change substances.

Distinguish heterogeneous and homogeneous mixtures. Placethe phrases in the Venn diagram.

Summarize how solutions form. Define solute and solvent in your answer.

Heterogeneous HomogeneousBoth

• not bonded chemically• not evenly mixed • evenly mixed

• can be physically separated• also known as solutions

Section 1 What is a solution? (continued)

SubstancesI found this information

on page .


MixturesI found this information

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How SolutionsForm


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Substance Definition

Element

Compound

Contrast crystallization and precipitate formation.

Crystallization:

Precipitate formation:

Organize examples of each type of solution.

Identify the solvent and solute(s) for each solution.

The air you breathe:

Brass:

Liquid solvent:

�

Liquid solute: Solution:

Liquid solvent:

�

Gas solute: Solution:

Liquid solvent:

�

Solid solute: Solution:

Section 1 What is a solution? (continued)


Liquid SolutionsI found this information

on page .

GaseousSolutions


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A jar of ocean water sits on a shelf uncovered for some time.Once the water is gone, a white, salty substance is left in the jar. Hypothesize what kind of change occurred. What does this tell you about the water?

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Substances, Mixtures, and SolubilitySection 2 Solubility

NewVocabulary


polar bond

aqueous

solubility

saturated

concentration

chemical

Scan the headings, bold words, and illustrations in Section 2. Writetwo facts you learned as you scanned the section.

1.

2.

Define polar bond.

Write a scientific definition for each vocabulary term.

Use a dictionary to define chemical as an adjective.

Model and label a water molecule, including:

• the shared electrons in the bonds

• the partial positive and partial negative charge areas

• the hydrogen and oxygen atoms

Contrast the ways in which ionic and polar molecular compoundsdissolve in water. Complete the chart.

Analyze the phrase “like dissolves like.” Summarize what thisphrase means in your own words.

Section 2 Solubility (continued)

Water—TheUniversal SolventI found this information

on page .


What willdissolve?


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Compound

Ionic

Polar molecular

Summarize how temperature affects solubility.

As temperature increases, the solubility of liquid-solid solutions

usually and the solubility of liquid-gas

solutions usually .

Describe a saturated solution and tell how a solution can becomesupersaturated.

Identify three ways the rate of dissolving can be increased.

1.

2.

3.

Summarize how adding solute changes the properties of a solvent.

Section 2 Solubility (continued)

How much willdissolve?


Rate ofDissolving


ConcentrationI found this information

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SEE OVERSET PG

A chef slowly stirs sugar into a pot of water. Describe whathappens to the solution as the water heats. What can you conclude about how long it will take the solution to boil?

SUMMARIZE IT

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Substances, Mixtures, and SolubilitySection 3 Acidic and Basic Solutions


physical property

neutralization

pH

hydronium ion

base

indicator

acid

conduct

Predict three topics you expect to be discussed in Section 3. Readthe headings and bold words to help make your prediction.

1.

2.

3.

Define physical property using your book or a dictionary.

Write an original sentence using each vocabulary term.

Use a dictionary to define conduct as a verb in its scientific sense.Academic

Vocabulary

Model and label the formation of a hydronium ion from ahydrogen ion in water.

Write a sentence explaining how hydronium forms from an acid.

Organize information about the properties of acids and someexamples of acids. Complete the diagram.

Organize properties and examples of bases. Complete the diagram.

Properties

1.

2.

3.

4.

5.

6.

Examples

1.

2.

3.

4.

5.

6.

Bases

Properties

1.

2.

3.

4.

Examples

1.

2.

3.

4.

Acids

Section 3 Acidic and Basic Solutions (continued)

AcidsI found this information

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BasesI found this information

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Heartburn is caused by excess acid in the digestive system.Antacid tablets treat heartburn by neutralizing the acid. Explain what you can conclude about the tablets, and why.

CONNECT IT

Label the diagram of the pH scale. Label the areas of the scale foracids, bases, and neutral solutions. Draw arrows showing how thestrength of acids and bases increases.

Summarize what determines the strength of acidic and basicsolutions.

Describe the response of the indicator litmus paper in each case.

When placed in acid, litmus paper .

When placed in base, litmus paper .

Complete the cause-and-effect chart about neutralization.

The pH of the solutionbecomes more neutral.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Section 3 Acidic and Basic Solutions (continued)

What is pH?I found this information

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IndicatorsI found this information

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NeutralizationI found this information

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Tie It TogetherCan You Guess?Write clues that a classmate could use to guess three substances or mixtures from everydaylife. Include information about the properties and uses of the substance or mixture.

For example, if you chose vinegar, you might write:

“This is a liquid-liquid solution. It is a weak acid. It is used on salads and in other foods.”

Trade clues with a classmate and try to guess each other’s items.

1.

2.

3.

Name Date

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Substances, Mixtures, and SolubilityChapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned that surprised you.

SUMMARIZE IT









• Burning a substance changes it into other substances.

• All mixtures are solutions.

• Stirring can speed up the rate at which a substance dissolves.

• Acidic foods are sour.

Substances, Mixtures, and Solubility After YouRead


Carbon ChemistryBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

Carbon Chemistry 91

• All living things on Earth are made ofcompounds that contain carbon.

• Methane has one carbon atom and threehydrogen atoms.

• Polymers are small organic molecules that link together to form chains.

• Some carbon compounds cannot movethrough cell membranes.

Find and name four items around your classroom that are made from carboncompounds.

Science Journal

Before You Carbon ChemistryRead

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Carbon ChemistrySection 1 Simple Organic Compounds

92 Carbon Chemistry

AcademicVocabulary

chemical bond

formula

Skim Section 1 of your book. Read the headings and examine theillustrations. Write three questions that come to mind.

1.

2.

3.

Define chemical bond using your book or a dictionary.


most compounds that contain carbon

organic compound that has only carbon and hydrogen atoms

compounds with the same chemical formula but different structuresand different physical and chemical properties

carbon molecule to which no additional hydrogen atoms can beadded

hydrocarbons with double or triple bonds

Use your book or a dictionary to define formula in its scientific sense.

Summarize why carbon is able to form many compounds.

Distinguish between organic compounds and hydrocarbons bycompleting the diagram.

Model the simplest hydrocarbon, methane. Provide its chemicaland structural formulas.

Chemical Formulaof Methane

Structural Formulaof Methane

organic compounds

contain hydrocarbons contain

Section 1 Simple Organic Compounds (continued)

OrganicCompounds


HydrocarbonsI found this information

on page .


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Carbon Chemistry 93

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Contrast methane with ethane.

Distinguish between saturated and unsaturated hydrocarbons.

Analyze isomers of hydrocarbons. Compare and contrast butaneand isobutane by completing the chart.

Section 1 Simple Organic Compounds (continued)




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94 Carbon Chemistry

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Butane Isobutane

Number ofCarbon Atoms

Number ofHydrogen Atoms

Chemical Formula

Structural Formula

Ethyne is a hydrocarbon with a triple bond. Identify whether it issaturated or unsaturated and why.

CONNECT IT

ReviewVocabulary

AcademicVocabulary

Name Date

Carbon ChemistrySection 2 Other Organic Compounds

NewVocabulary

Carbon Chemistry 95

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chemical formula

substitute

Scan the headings of Section 2 to predict three types of compoundsthat can be formed by substituting hydrogen atoms.

1.

2.

3.

Define chemical formula using your book or a dictionary.


A group that has the formula -COOH.

A group that has the formula -OH.

An acid that includes an amino group and a carboxylic acid group.

A group that has the formula -NH2.

Use a dictionary to define substitute to show its scientificmeaning.

Summarize how and why chemists change hydrocarbons to makesubstituted hydrocarbons.

How:

Why:

Identify the four possible compounds created by substitutingchlorine atoms for hydrogen atoms in methane.

Contrast methanol with methane by drawing methanol in the boxat right.

The difference between methane and methanol is

.

Model acetic acid in the box below.

The difference between methane and acetic acid is

.

C

H

H

HH

Section 2 Other Organic Compounds (continued)

SubstitutedHydrocarbons




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96 Carbon Chemistry

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Number of Chemical Chemical namechlorine atoms formula

1

2

3

4

Benzene is a ring-shaped hydrocarbon containing six carbon atoms and six hydrogen atoms. Phenol is formed when one hydrogen atom is replacedby a hydroxyl group. What type of compound is phenol? Support your response.

CONNECT IT

Compare and contrast types of substituted hydrocarbons.

Summarize the chemical structure of amino acids and why aminoacids are important to life.

Section 2 Other Organic Compounds (continued)

SubstitutedHydrocarbons



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Carbon Chemistry 97

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Alcohols Carboxylic AminesAcids

Group ofAtomsAdded

Chemical Formula ofGroup Added

Structural Formula ofGroup Added

Examples

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Carbon ChemistrySection 3 Biological Compounds

98 Carbon Chemistry

AcademicVocabulary

chemical reaction

approximate

Predict three things that might be discussed in Section 3 as youread the headings.

1.

2.

3.

Define chemical reaction using your book or a dictionary.


chemical reaction in which monomers are bonded together

organic compound containing only carbon, hydrogen, and oxygen

organic compound that contains the same elements as carbohydrates but in different proportions

polymers of glucose monomers in which hundreds or more molecules are joined together

small, organic molecules that link together to form polymers

biological polymer made up of amino acids

complex lipid that is present in foods that come from animals

molecule made up of many small organic molecules linked together with covalent bonds to form a long chain

Use a dictionary to define approximate.

Identify at least three uses of polymers in daily life.

Summarize the functions and sources of proteins.

Model sucrose, glucose, and fructose.

Glucose

Sucrose

Fructose

Proteins are made up of

SourcesFunctions

Section 3 Biological Compounds (continued)

What is a polymer?


Proteins arePolymers


CarbohydratesI found this information

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Carbon Chemistry 99

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Distinguish between three different types of carbohydrates bydefining them in the graphic organizer.

Summarize information about lipids.

Types ofCarbohydrates

Section 3 Biological Compounds (continued)

CarbohydratesI found this information

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LipidsI found this information

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100 Carbon Chemistry

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Type Description Sources

Analyze the effects of cholesterol on the body. Explain why it isneeded and how it can be harmful.

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Tie It TogetherAnalyze Your Diet

1. Divide a sheet into three columns.

2. Label the columns “Protein-rich foods,” “Carbohydrate-rich foods,” and “Lipid-richfoods.”

3. Make a list of all the foods you have eaten over the past few days. Identify which category each food belongs in.

4. If you are unsure of the category of a food, investigate that food further.

Analyze Are there changes you should make in your eating patterns? Explain how.Otherwise, explain why your eating pattern is a healthful one.

Name Date

Carbon Chemistry 101

Carbon Chemistry Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about carbon chemistry.

SUMMARIZE IT









• All living things on Earth are made ofcompounds that contain carbon.

• Methane has one carbon atom and three hydrogen atoms.

• Polymers are small organic molecules that link together to form chains.

• Some carbon compounds cannot move through cell membranes.

Carbon Chemistry After YouRead

102 Carbon Chemistry

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Motion and MomentumBefore You ReadPreview the chapter and section titles and the section headings. Complete thetwo columns of the table by listing at least two ideas in each column.

Name Date

Motion and Momentum 103

Describe how your motion changed as you moved from your school’s entrance to your classroom.

Science Journal


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Motion and MomentumSection 1 What is motion?

104 Motion and Momentum

meter

speed

average speed

instantaneous speed

velocity

displace

Preview the section by reading the What You’ll Learn statements.Write three questions that come to mind from reading thesestatements.

1.

2.

3.

Write a sentence that uses the word meter to show its scientificmeaning.

Define the new vocabulary terms using your book or adictionary.

Use a dictionary to define displace in its scientific sense.

Analyze the meaning of relative motion. Complete the sentences.

To determine whether something changes position, you must

identify . An object changes position if

.

Contrast distance and displacement. Draw a diagram showingdistance and displacement for a person jogging halfway around alake. Label the distance and displacement.

Complete the equation for calculating speed.

speed (in meters/second) =

Compare and contrast average speed and instantaneousspeed. Give an example of average speed, instantaneous speed,and one in which instantaneous speed changes.

Average speed:

Instantaneous speed:

Example:

Section 1 What is motion? (continued)

ChangingPosition


SpeedI found this information

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Analyze the distance-time graph. Graph lines to show:

• Person C, whose speed is 2 m/s.

• Person D, who is standing still.

Compare the speed of each person by completing the paragraph.

is plotted on the horizontal axis and

is plotted on the vertical axis. A steeper

line indicates . On this graph, Person A

has a speed of and Person B has a speed

of . If speed were zero, the line would

be .

Section 1 What is motion? (continued)

Graphing MotionI found this information

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Distance v. Time

Person A

Person B

0 0.5 1.0 1.5 2.0 2.5 3.0Time

2.0

1.5

1.0

0.5

0

Dis

tan

ce

Think of a time recently when you might have run around a trackor traveled in a car or bus. Describe the motion thoroughly. Remember to include howyour velocity changed.

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AcademicVocabulary

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Motion and MomentumSection 2 Acceleration

NewVocabulary


kilogram

acceleration

positive

Predict three things you will learn in this section. Read the sectiontitle and subheadings to help you make your predictions.

1.

2.

3.

Define kilogram.

Use your book to write the scientific definition of acceleration.

Use a dictionary to find the mathematical definition of positive.

Distinguish the three ways that an object can accelerate. Completethe concept map.

Complete the mathematical equation to calculate acceleration forobjects moving in a straight line.

Acceleration Equation

acceleration �(in m/s) � (in m/s)

(in m/s2) time (in s)

Analyze the equation above to rewrite it using symbols.

a �

Compare and contrast positive and negative acceleration bycompleting the chart.

Section 2 Acceleration (continued)

Acceleration and Motion


CalculatingAcceleration



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Types of Acceleration

Positive Negative

Change inspeed

Relationship of Initial speed is initial speed to less than final final speed speed.

Acceleration

includes

2.1. 3.

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Analyze the acceleration graph below. Label the parts of the graphshowing zero acceleration, positive acceleration, and negativeacceleration.

Summarize how you can identify each type of acceleration on anacceleration graph. Complete the sentences.

A line for positive acceleration slopes .

A line for negative acceleration slopes .

A line for zero acceleration .

Section 2 Acceleration (continued)

CalculatingAcceleration


Name Date


A jogger runs around a circular track. She starts at a speed of 2 m/s, then speeds up to 6 m/s. She runs at that speed for 20 minutes, and thencomes to a stop. Describe her acceleration. Is it ever zero?

SYNTHESIZE IT

Speed v. Time

1 2 3 4 5 6 7 8 9Time (s)

8

7

6

5

4

3

2

1

0

Spee

d (

m/s

)

triple-beam balance

mass

inertia

momentum

law of conservation of momentum

predict

Scan the headings, bold words, and illustrations in Section 3.Write two facts you discovered about momentum as you scannedthe section.

1.

2.

Use the term triple-beam balance in a sentence.

Define the scientific meanings of the new vocabulary terms usingyour book or a dictionary.

Use a dictionary to define predict.

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Motion and MomentumSection 3 Momentum


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Label the arrow below to show the relationship between mass and inertia.

List two factors that affect an object’s momentum.

Summarize the calculation of momentum in words on the lines below.

Complete the equation used to calculate momentum.

momentum � (in kg) � (in m/s)(in kg • m/s)

Analyze the equation above and rewrite it using symbols. Use theletter p to represent momentum.

Summarize the law of conservation of momentum in your ownwords. Two balls that collide are an example.

momentum1.

affect

2.

Section 3 Momentum (continued)

Mass and InertiaI found this information

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MomentumI found this information

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Conservation of Momentum


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Has inertia

Has inertia

Greatermass

Lessmass

Model the law of conservation of momentum when a moving objectof small mass collides with an object of greater mass that is initiallyat rest. In the first row, model what happens if the two objects sticktogether. In the second, model what happens if the two bounceaway from each other.

• Use arrows to show the size and direction of each object’smomentum.

• Label each object with its mass, speed, and direction.

Section 3 Momentum (continued)

Using MomentumConservation


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Before Impact After Impact

Bou

nce

off

Stic

k to

geth

er

At a science fair, contestants can win a prize if they can roll a ballwith a specific momentum chosen by the presenter. The contestants have a choice oftwo balls. One has greater mass than the other. Which would you choose, and why?

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Tie It TogetherName Date


Work with a partner to perform the experiment below to explore changes in momentum.

Materials

wooden block stopwatch

ball that will roll easily tape

meterstick triple-beam balance

1. Find and record the mass of the block and ball, using the balance.

Block:

Ball:

2. Mark a line on the floor with tape. Place the block on the line. Measure a distance of5 m from the line and mark a second line.

3. Practice rolling the ball until you can roll it from the 5-m line to the block.

4. Roll the ball from the 5-m line to the block. Use the stopwatch to time the roll.Then measure how far the block moved from the line when the ball hit it. Use a chart like the one below to record your data.

5. Repeat step 4 four more times, varying the speed with which you roll the ball. Recordthe time and distance for each trial.

6. Use your data to calculate the speed for each trial. Then use that information and themass of the ball to calculate the momentum of the ball in each trial.

7. Analyze your data. What relationship do you see between the momentum of the balland the distance the block moved? Why do you think this relationship exists?

Trial Time Speed Momentum Distance Block Moved

1

2

3

4

5

Data Table

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Motion and Momentum Chapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the third column.

Name Date

After reading this chapter, identify three things that you havelearned about motion and momentum.

SUMMARIZE IT











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Force and Newton’s LawsBefore You ReadPreview the chapter and section titles and the section headings. List at least two ideas for each section in each column.

Name Date

Describe three examples of pushing or pulling an object. How did the object move?

Science Journal

Force and Newton’s Laws 115


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Force and Newton’s LawsSection 1 Newton’s First Law

116 Force and Newton’s Laws

velocity

constant

Predict three topics that will be discussed in Section 1 as you scanthe headings.

1.

2.

3.

Define velocity.


force that opposes sliding between two touching surfaces

two or more forces that act on an object and do not cancel each other

combination of all of the forces acting on an object

two or more forces whose effects cancel each other

states that if the net force acting on an object is zero, the object willremain at rest or, if it is moving, continue to move in a straight linewith constant speed

a push or pull

Use a dictionary to define constant in its scientific sense.

Analyze how forces combine to form a net force.

If forces act in the same direction .

If forces act in opposite directions

.

Create two drawings to show how an object is affected bybalanced and unbalanced forces. Use arrows and labels to show the forces and motion. Below each drawing, explain the effect of the forces.

Unbalanced Forces

Balanced Forces

Section 1 Newton’s First Law (continued)

ForceI found this information

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Summarize Newton’s first law of motion in your own words.

Compare the three types of friction. Complete the concept map.

Example

What It Is

Friction

Example

What It Is

Example

What It Is

Section 1 Newton’s First Law (continued)

Newton’s FirstLaw of Motion


FrictionI found this information

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A carpenter uses sandpaper to smooth a rough piece of wood.State what type of friction the carpenter is using.

SYNTHESIZE IT

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Force and Newton’s LawsSection 2 Newton’s Second Law

NewVocabulary


acceleration

Newton’s second lawof motion

weight

center of mass

require

Read the What You’ll Learn statements. Write two questions thatcome to mind as you read the statements.

1.

2.

Define acceleration to show its scientific meaning.

Use your book to define each term.

Use a dictionary to define require to show its scientific meaning.

Summarize Newton’s second law of motion in your own words.Then complete the equation used to calculate acceleration.

in newtonsacceleration (in meters/second2) �

in kilograms

Complete the chart to show how mass and distance affectgravitational force.

Distinguish between weight and mass by explaining what wouldhappen to the weight and mass of an object if it were taken fromEarth to Mars.

On Mars, the weight would because

. The mass would because

.

Contrast speeding up, slowing down, and turning as forms ofacceleration. Identify the direction of the force in each case.

speeding up

slowing down

turning

Acceleration Direction of Force

Section 2 Newton’s Second Law (continued)

Force andAcceleration


Gravity


Using Newton’sSecond Law


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If . . . Then gravity . . .

mass is larger

mass is smaller

distance increases

distance decreases

Model how a satellite stays in orbit around Earth. Label thedirection of centripetal force and the direction of the satellite’smotion.

Summarize the two factors that affect the air resistance on afalling object.

1.

2.

Label the center of mass of common objects. In the space below,draw a wrench, a ball, and a book. Place a dot to represent whereyou predict the center of mass of each object will be found.

Section 2 Newton’s Second Law (continued)

Circular MotionI found this information

on page .

Air ResistanceI found this information

on page .

Center of MassI found this information

on page .

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The gravitational force on the Moon is one-sixth the gravitationalforce on Earth. Hypothesize what it would be like to jump or play ball on the Moon.

CONNECT IT

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Force and Newton’s LawsSection 3 Newton’s Third Law


force

Newton’s third law of motion

react

Scan the list below to preview Section 3 of your book.

Read all section titles.


Look at all of the pictures.

Think about what you already know about forces and gravity.

Write two facts you discovered about Newton’s third law of motionas you scanned the section.

1.

2.

Define force to show its scientific meaning.

Use your book to define Newton’s third law of motion.

Use a dictionary to define react in its scientific sense.

Summarize Newton’s third law in your own words.

Model how action and reaction forces act in pairs.

• Draw a situation in which a force pair acts.

• Use arrows to label the action and reaction forces.

Analyze how the forces act and how the motions of the objectschange.

Sequence the events in a rocket launch that show Newton’s thirdlaw. Complete the flow chart.

Rocket fuel is ignited, producing hot gas.

Action force

Reaction force

Section 3 Newton’s Third Law (continued)

Action andReaction



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Organize information about weightlessness. Complete the concept web.

Weightlessness

Occurs during: Happens because:

Causes asensation of:

Happens inspacecraft because:

Section 3 Newton’s Third Law (continued)

WeightlessnessI found this information

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Explain why action and reaction forces do not cancel eachother’s effects. Give an example.

SUMMARIZE IT

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Tie It TogetherThink of an activity that you enjoy in your daily life. Describe how each of Newton’s laws applies to your chosen activity. Then, draw a diagram to show how you use force in the activity.

Newton’s First Law of Motion:

Newton’s Second Law of Motion:

Newton’s Third Law of Motion:

Diagram:

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Force and Newton’s LawsChapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column.

Name Date

After reading this chapter, identify three things you havelearned about forces and Newton’s laws.

SUMMARIZE IT











Forces and Fluids 127

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Forces and FluidsBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• Snowshoes allow you to decrease yourpressure on the surface of snow.

• The buoyant force pushes an object in a fluid downward.

• A fluid can transmit force.

• Wind blowing across a roof is at lowerpressure than the air inside the house.

Compare and contrast five objects that float with five objects that sink.

Science Journal

Before You Forces and FluidsRead

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Forces and FluidsSection 1 Pressure

128 Forces and Fluids

weight

pressure

fluid

barometer

definite

Scan the headings in Section 1 of your book. Predict three topicsthat will be discussed.

1.

2.

3.

Define weight using your book or a dictionary.

Use your book or a dictionary to define the vocabulary terms.Then use each term in a sentence that shows its scientific meaning.

Use a dictionary to define definite to show its scientific meaning.

Compare the pressure exerted by equal weights spread overdifferent surface areas. Label the two diagrams to indicate whichobject applies more pressure, and which applies less.

Summarize the effects of force and area of contact on pressureby completing the diagram.

Define how to calculate pressure. Complete the formula and thechart below.

P � ______

Pressure increases if

pressure

1 kg 1 kg

pressure

Section 1 Pressure (continued)

What ispressure?




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Calculating Pressure

Abbreviation Stands for Measured in

P pressure

F

A

Organize information about the 3 different kinds of fluid. Identifyand provide an example of each.

Model how pressure is exerted on an object suspended in a fluid.Draw arrows to indicate the directions in which pressure is exertedon the cube in the diagram.

Compare different atmospheric pressures. Sketch two identicalbarometers. Show one barometer indicating higher atmosphericpressure than the other.

higher pressurelower pressure

Fluids

Section 1 Pressure (continued)

FluidsI found this information

on page .

Pressure in a Fluid


AtmosphericPressure


Name Date

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Name Date

Forces and FluidsSection 2 Why do objects float?

NewVocabulary


Newton’s second law of motion

displace

Skim Section 2 of your book. Write three questions that come tomind. Look for answers to your questions as you read the section.

1.

2.

3.

Define Newton’s second law of motion using your book or adictionary.

Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.

states that the buoyant force on an object is equal to the weight of the fluid displaced by the object

upward force exerted by a fluid on any object in the fluid

physical property of matter that can be found by dividing anobject’s mass by its volume

Use a dictionary to define displace to show its scientific meaning.

Compare buoyant force and gravity by completing the Venndiagram with at least three facts.

Model the effects of gravity and the buoyant force by labelingthe diagram below with arrows indicating the direction of thebuoyant force, gravity, and net forces.

Summarize the relationship between buoyant force and shape.

object whose weight is

greater than buoyant force

object whose weight is less than

buoyant force

GravityBoth

Buoyant Force

Section 2 Why do objects float? (continued)

The Buoyant Force


What causes thebuoyant force?and Sinking and

FloatingI found this information

on page .

Changing theBuoyant Force


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Complete the formulas for calculating the mass and the density ofa fluid or an object.

To find the mass of a fluid or To find the density of a fluid or

an object, an object,

: :

m � � D � ______

Summarize the relationship between the density of an object andits ability to sink or float by completing the chart.

Model how an aluminum boat will float while a solid aluminumcube of the same mass will sink. Label the two objects in yourdiagram as denser than water or less dense than water.

Section 2 Why do objects float? (continued)

Archimedes’Principle



BoatsI found this information

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A dry sponge may float on the surface of the water, but then eventually sink. Explain why this is true.

CONNECT IT

Relationship Between Density and Buoyancy

If the density of an object is Then it will

Greater than water

Less than water

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Name Date

Forces and FluidsSection 3 Doing Work with Fluids


AcademicVocabulary

work

Pascal’s principle

hydraulic system

Bernoulli’s principle

input

Scan the What You’ll Learn statements for Section 3 of yourbook. Identify three topics that will be discussed.

1.

2.

3.

Define work using your book or a dictionary.

Use your book or a dictionary to define the vocabulary terms.

Use a dictionary to define input to show its scientific meaning.

Model the way that pushing on a fluid increases the pressure withinit. Draw a piston pressing on fluid in a container. Label the pistonand the fluid, and use an arrow to indicate the direction of force.

Sequence the steps by which force is increased through ahydraulic system. Then complete the statement.

The the fluid exerts on the large piston is

.

Summarize how Bernoulli’s principle applies to the effects ofwind on buildings.

is applied to a

piston.

is transmitted through

.

is applied to a

piston.

Section 3 Doing Work with Fluids (continued)

Using FluidForces


Pascal’sPrinciple and

HydraulicSystems


Pressure in aMoving Fluid

and Bernoulli’sPrinciple


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Discuss why you think early airplanes were designed with multiple wings.

CONNECT IT

Complete the diagram to model how the shape of a wing createslift. Use arrows to indicate the airflow above and below the wing,the action force, and the reaction force.

Organize information about the functions of different shapes ofbirds’ wings by completing the chart.

Section 3 Doing Work with Fluids (continued)

Wings and FlightI found this information

on page .


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Birds’ Wings

Type of Bird Shape of Wing Function of Wing

Seabirds Gliding long distances

Forest and field birds

Swallows, swifts,and falcons


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Tie It TogetherMeasure ItApply what you have learned about the shape and function of birds’ wings. Sketch andlabel three airplanes: one designed for “aerobatics” (aerial acrobatics); one for supersonicflight; and an engineless glider.

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Forces and Fluids Chapter Wrap-Up




Name Date

After reading this chapter, identify three main ideas from the chapter.

SUMMARIZE IT









• Snowshoes allow you to decrease your pressure on the surface of snow.

• The buoyant force pushes an object in a fluid downward.

• A fluid can transmit force.

• Wind blowing across a roof is at lower pressure than the air inside the house.

Forces and Fluids After YouRead

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Energy and Energy Resources 139


Energy and Energy ResourcesBefore You ReadPreview the chapter title, the section titles, and the section headings. List at least two ideasfor each section in each column.

Name Date

Choose three devices that use electricity and identify the function of each device.

Science Journal


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140 Energy and Energy Resources

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ReviewVocabulary

AcademicVocabulary

Name Date

Energy and Energy ResourcesSection 1 What is energy?

mass

enormous

Analyze the objectives for Section 1. Write three questions youhave. Look for responses to each question as you read the section.

1.

2.

3.

Define mass to show its scientific meaning.

Read each definition below. Write the correct vocabulary term on the blank in the left column.

energy in the nucleus of an atom

ability to cause change

energy stored in chemical bonds

energy that an object has as a result of its motion

current that comes out of batteries and wall sockets

energy that increases with temperature

energy that is stored because of an object’s position

energy carried by light

Use a dictionary to define enormous.

Create a list of three examples of how energy causes changes thatyou observe in your classroom.

1.

2.

3.

Complete the graphic organizer by using information from yourbook to describe energy of motion.

Complete the graphic organizer by using information from yourbook to describe energy of position.

Energy an object has as a result of its

position is

which increases or decreases with

Energy an object has as a result of its

motion is

which increases or decreases with

Section 1 What is energy? (continued)

The Nature ofEnergy


Energy of Motion I found this information

on page .

Energy ofPosition


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Synthesize your knowledge of each form of energy by providingexamples of them.

Section 1 What is energy? (continued)

Forms of EnergyI found this information

on page .

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Form of ExampleEnergy

Thermal

Chemical

Radiant

Electrical

Nuclear

Choose any three forms of energy discussed in this lesson.Explain how each form of energy is important in your daily life.

CONNECT IT

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Energy and Energy ResourcesSection 2 Energy Transformations

NewVocabulary

AcademicVocabulary

transformation

law of conservation of energy

generator

turbine

convert

Preview Section 2 of your book using the checklist.



Look at all of the pictures and read their labels.

Think about what you already know about how energy changes form.

Write three facts you discovered about energy transformations asyou scanned the section.

1.

2.

3.

Define the vocabulary terms using your book.

Use a dictionary to define convert.

State the law of conservation of energy.

The law of conservation of energy states that

Model the potential and kinetic energy transformations thattake place as a person tosses a ball into the air and then catches it.

• Label the points at which the ball has the greatest potentialenergy and the greatest kinetic energy.

Analyze the energy flow in a gasoline-powered engine andcomplete the diagram below.

movement of engine

heating ofengine

Section 2 Energy Transformations (continued)

The Law ofConservation of

EnergyI found this information

on page .

Changing Kineticand Potential


on page .

Energy ChangesForm


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Compare and contrast energy transformations that occur whenelectrical energy is generated in coal power plants with energytransformations that occur when energy is used to help you hear.Sequence steps in each process side-by-side.

Contrast a turbine with a generator.

Section 2 Energy Transformations (continued)

GeneratingElectrical EnergyI found this information

on page .

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Coal Power Plants Energy in Hearing

Turbine

Generator

Identify some points in the energy flow through a power plantthat might produce unwanted forms of energy and make the plant less efficient.

SYNTHESIZE IT

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Energy and Energy ResourcesSection 3 Sources of Energy

AcademicVocabulary

resource

nonrenewable resource

renewable resource

alternative resource

inexhaustible resource

photovoltaic

percent

Predict what you will learn in this section. Read the title. Thenwrite two topics that might be discussed.

1.

2.

Write a sentence using the word resource that shows its scientificmeaning.

Define the key terms using your book or a dictionary.

Use a dictionary to define percent.

Identify two types of energy from the natural world that Earth’ssurface receives.

1.

2.

Compare energy resources by completing the table.

Section 3 Sources of Energy (continued)

EnergyResources


Fossil Fuels,Nuclear Energy,

andHydroelectricity


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Energy Resources

Fossil Fuels Nuclear Hydroelectric

Source ofenergy

Renewable

Advantages

Disadvantages

Complete the concept map by listing four alternative sources of energy.

Identify two reasons to conserve fossil fuels.

1.

2.

Alternative sourcesof energy

Section 3 Sources of Energy (continued)

AlternativeSources of


on page .

ConservingEnergy


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List three specific things you can do to conserve fossil fuels.CONNECT IT

Tie It All TogetherEnergy and Energy ResourcesMake a concept map that includes all of the ways energy can be generated that arementioned in this chapter.

Name Date

Now imagine you are an energy expert on a planning council for a new town to be built on an island. Evaluate resources and/or methods you will suggest that the new town use.Justify your choices and provide possible challenges to the project.


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Energy and Energy ResourcesChapter Wrap-Up

Review the ideas that you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column.

Name Date

Summarize three main points of the chapter in a paragraph or by using a concept map.

SUMMARIZE IT










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Work and Simple Machines 151

Work and Simple MachinesBefore You ReadPreview the chapter and section titles and the section headings. Complete the first two columns of the chart by listing at least two ideas for each section in each column.

Name Date


Describe three machines you used today and how they made doing a task easier.

Science Journal


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AcademicVocabulary

Name Date

Work and Simple MachinesSection 1 Work and Power

152 Work and Simple Machines

force

work

power

version

Review the objectives for Section 1. Write three questions that cometo mind from reading these statements. Look for answers to eachquestion as you read the section.

1.

2.

3.

Define force to show its scientific meaning.

Use each key term in a scientific sentence.

Use a dictionary to define version. Use version in an originalsentence to show its scientific meaning.

Summarize what must occur for work to be done.

Model the relationship between an applied force and work bysketching two drawings in the boxes provided. In the top box, showa situation in which work is done. In the bottom box, show asituation in which no work is done.

• Use arrows to show the direction of the applied force and anymotion that results.

• Write a caption explaining each illustration.

Work is not done.

Caption:

Work is done.

Caption:

Section 1 Work and Power (continued)

What is work?I found this information

on page .


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Complete the mathematical equation describing how work iscalculated. Complete the same equation below it, using the units inwhich each measurement is recorded. Then write the same equationbelow that, using the correct symbols.

work � �

joules � �

�

Define the term power. Complete the mathematical equationdescribing how power is calculated in word and symbol form.

Power is .

power � P �

Identify the unit in which power is measured.

Summarize the way in which work, energy, and power arerelated by filling in the blanks below.

When you do on an object, you

the energy of that object. Energy is from

yourself to . Power is equal to the amount of

transferred over a certain .

Section 1 Work and Power (continued)

Calculating WorkI found this information

on page .

What is power?I found this information

on page .


Name Date

Consider an active sport. Describe the work that is done by people as they play the sport.

CONNECT IT

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Predict three things that might be discussed in Section 2 afterreading the headings in this section.

1.

2.

3.

Define friction to show its scientific meaning.


output work divided by input work

force exerted on a machine

number of times that a machine increases the input force; equal tothe output force divided by the input force

force exerted by a machine

Use a dictionary to define device to show its scientific meaning.

ReviewVocabulary

AcademicVocabulary

Name Date

Work and Simple MachinesSection 2 Using Machines

NewVocabulary


friction

device

Organize information by listing the three ways a machine canmake work easier.

A machine makes work easier by changing

1. .

2. .

3. .

Summarize mechanical advantage. Then write the formula forcalculating it.

Mechanical advantage is

.

The equation for calculating mechanical advantage is

mechanical advantage �

Analyze the diagrams in your book that show the three waysmachines make work easier. Complete the chart by describing theeffect of the machine on the output force.

Section 2 Using Machines (continued)

What is amachine? and

MechanicalAdvantage



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What Machine Does How Force Is Changed

Increases force

Increases distance

Changes direction of force

Think of some machines that you use. List the machines and theparts that may be affected by friction.

CONNECT IT

Summarize the relationship between efficiency and friction bycompleting the paragraph.

The of a machine is the ratio of the

work to the work.

is a force that the motion of one object sliding over

another. This a machine’s .

Complete the mathematical equation that describes how efficiency is calculated.

� 100%efficiency (in percent) �

Model how oil reduces the friction between two surfaces. Sketch across-section view of two horizontal surfaces sliding past each other.Indicate contact points on the upper and lower surfaces and a layerof oil between them.

Section 2 Using Machines (continued)

EfficiencyI found this information

on page .



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Name Date

Work and Simple MachinesSection 3 Simple Machines

AcademicVocabulary

compound

section

Scan Use the checklist below to preview Section 3 of your book.

Read all section titles.



Look at all the pictures, and read their captions.

Think about what you already know about machines.

Write two facts you discovered about simple machines.

1.

2.

Define the term compound to show its scientific meaning.


a grooved wheel with a rope or cable wrapped around the groove

machine that does work only with one movement

an inclined plane that moves

a flat, sloped surface, or ramp

an inclined plane wrapped around a cylinder or post

machine made up of two or more simple machines

two circular objects of different sizes that rotate together

a rigid rod or plank that pivots about a point called the fulcrum

Define section. Use section in an original sentence to show itsscientific meaning.

Contrast simple and compound machines by completing the chart.

Compare how the amount of force needed to move an objectchanges with the length of the inclined plane. Complete the phrasesbelow with less, more, and the most.

Model how changing the location of a fulcrum in a lever affects itsmechanical advantage. Draw two levers of the same length butwith fulcrums at different points.

• Label the input force, output force, and fulcrum in your drawingsas well as the distances between the fulcrum and each force.

• Show a calculation of the mechanical advantage of each.

Longer Inclined Plane:

force is needed to move an object

Shorter Inclined Plane:

Lifting Without an Inclined Plane:

force is needed to move the object

force is needed to move an object

Section 3 Simple Machines (continued)

What is a simplemachine?


Inclined PlaneI found this information

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LeverI found this information

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Simple Machine Compound Machine

Description

Examples

Pulleys

Type of Effect on force Mechanical advantagepulley

Fixed pulley

Movablepulley

Pulley system

Analyze what types of wheel and axles are on a bicycle. List and describe them in terms of their mechanical advantage.

CONNECT IT

Analyze the wheel and axle by filling in the blanks below.

If the input force is applied to the axle, the mechanical advantage

is one. If the input force is applied to the wheel,

the mechanical advantage is almost always one.

Classify the three types of pulleys by completing the chart.

Section 3 Simple Machines (continued)

Wheel and AxleI found this information

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PulleyI found this information

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Tie It TogetherSynthesize ItYou will be loading heavy crates into a truck. The crates are too heavy to lift to the bed of the truck. Make use of as many simple machines as you can to help you. Explain howyou would use them.

Name Date

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Work and Simple MachinesChapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart by filling in the thirdcolumn. How do your ideas about what you know now compare with those you provided at the beginning of the chapter?

Name Date









After reading this chapter, identify three things that you havelearned about work and simple machines.

SUMMARIZE IT


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Thermal Energy 163


Thermal EnergyBefore You ReadThink about the term thermal energy. List as many words as you can think of that usetherm- as part of their root word.

Name Date

Describe five things that you do to make yourself feel warmer or cooler.

Science Journal

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164 Thermal Energy

NewVocabulary

ReviewVocabulary

Name Date

Thermal EnergySection 1 Temperature and Thermal Energy

AcademicVocabulary

kinetic energy

temperature

thermal energy

random

What istemperature?


Skim through Section 1 of your text. Write three topics that mightbe discussed in this section.

1.

2.

3.

Define the following key terms using your book or a dictionary.

Complete the statements about temperature.

Molecules are always . Energy of motion is

called . Molecules have more

when they are moving . Temperature is

.

Sequence the steps to show how temperature changes cause mostobjects to expand or contract. The first step has been done for you.

Compare the three temperature scales in the chart below.

Organize the formulas from your book into the conversion chart.

Section 1 Temperature and Thermal Energy (continued)

What isTemperature?


MeasuringTemperature



Name Date

Thermal Energy 165

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Object Is Heated Object Is Cooled

molecules move apart molecules move closer together

molecules moves faster molecules moves slower

object becomes warmer object becomes cooler

object expands object shrinks, or contracts

11

Characteristics Fahrenheit Celsius Kelvinof Each Scale

Temperature at which water freezes

Temperature at which water boils

Number of degrees between water’s freezing and boiling points

Fahrenheit Celsius Celsiusto Celsius to Fahrenheit to Kelvin

Formula

Break it down

Knowing that metals expand when heated, explain how you canapply this knowledge to a metal jar lid that is screwed on too tightly.

COMPARE IT

Potential Energy Ball Analogy Statements Statement

1. molecules in a material exert attractive forces oneach other

2. molecules in a material have potential energy

3. as molecules move closer together or farther apart,potential energy changes

Compare the potential energy of molecules with the potentialenergy of a ball. Complete the statements that have been started for you.

Synthesize Suppose you have two balls of colored dough, each at22°C. One ball is blue, the other is yellow. When the two balls aremixed together, their total mass is 100g of green dough. Mark thestatements that are true about this thermal energy analogy. Correctany false statements so they become true.

The mass of the green dough is twice the mass of the blue dough.

The mass of the green dough is equal to the sum ofthe mass of the yellow and the blue dough.

The thermal energy of the green dough is equal totwice the sum of thermal energy of the yellow and theblue dough.

50 gblue

22°C

50 gyellow

100 ggreen� �

Section 1 Temperature and Thermal Energy (continued)

Thermal EnergyI found this information

on page .


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166 Thermal Energy

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Gravity exerts an

A ball has potential energy.

As a ball moves closer to or farther from Earth’s surface,

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Thermal Energy 167

ReviewVocabulary

Name Date

Thermal EnergySection 2 Heat

NewVocabulary

AcademicVocabulary

electromagnetic wave

occur

Skim through Section 2 of your text. Write three facts you discoveredabout heat.

1.

2.

3.

Use the term electromagnetic wave in a scientific sentence.


transfer of thermal energy by the movement of particles in a gas or liquid

transfer of thermal energy by direct contact by collisions between particles

thermal energy that is transferred from a substance at highertemperature to a substance at a lower temperature

material that transfers heat easily

amount of heat needed to raise the temperature of 1 kg of a substance by 1°C

transfer of energy by electromagnetic waves

Define occur using a dictionary.

Label the two drawings to illustrate the statement: Heat istransferred when objects that differ in temperature are brought into contact.

• Label the temperature of each object

• Draw an arrow showing the direction of heat transfer.

Analyze the drawing below to help classify each type of energytransfer as conduction, convection, or radiation.

The Sun’s rays heat the sand particles by .

Body heat transferred to the air by .

Cool air pushes in to replace warm, air flow by natural

.

Heat transferred from sand to towel to body by .

Heat from the Sun warms iced tea by .

Fan pushes air molecules by forced .

Warmer molecules move more quickly, transferring heat throughout

the iced tea by .

Section 2 Heat (continued)

Heat and ThermalEnergy


ConductionRadiation

ConvectionI found this information

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168 Thermal Energy

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Heat transfer No heat transfer

Section 2 Heat (continued)

ThermalConductors and

ThermalInsulators


Name Date

Thermal Energy 169

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• does not conduct easily• conducts easily• gold and copper• air

• material contains some looselyheld electrons

• materials do not containloosely held electrons

Analyze sources of thermal pollution and their effects onorganisms and the environment. Design a possible plan to reduce thermal pollution.

CONNECT IT

Compare and contrast thermal energy conductors andthermal energy insulators by writing the words and phrases in theVenn diagram.

depend on how strongly atoms hold electrons

Thermal Conductors Thermal InsulatorsBoth

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170 Thermal Energy

Name Date

Thermal EnergySection 3 Engines and Refrigerators

AcademicVocabulary

NewVocabulary

ReviewVocabulary

work

heat engine

internal combustionengine

internal

Read the What You’ll Learn objectives of Section 3. Write fourquestions that come to mind from reading these statements.

1.

2.

3.

4.

Define the terms using your book or a dictionary.

Use a dictionary to define internal in its scientific sense.

Identify the six different forms of energy and give an example of each.

Sequence the steps of a four-stroke cycle engine in the chart.

Section 3 Engines and Refrigerators (continued)

Heat EnginesI found this information

on page .


Name Date

Thermal Energy 171

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Types of Energy

Steps in the Four-Stroke Cycle

Intake The piston moves downward.stroke

Compression stroke

Power stroke

Exhaust stroke

6. The warmer gas releases its heat tothe cooler air outside the refrigerator.

Sequence steps to show how a refrigerator stays cold inside.Explain what happens as coolant moves through a refrigerator by writing what occurs at each location.

Freezerunit

Heat

Section 3 Engines and Refrigerators (continued)

RefrigeratorsI found this information

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172 Thermal Energy

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Analyze and discuss why the statement “An air conditionedbuilding is like stepping into a giant refrigerator!” is true.

SYNTHESIZE IT

3.

2. Liquid coolant passesthrough the expansion valveand changes into a gas.

1.

7.

5.

4.

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Thermal Energy 173

Tie It TogetherSynthesize

Suppose that you are a television weather forecaster. As a part of your job, you have beenasked to help educate people about science. On the lines below, plan a weather forecast foryour region. After you have finished planning, present your forecast to the class. Explain asmany of the following terms as possible during your forecast.

temperature Fahrenheit scale Celsius scale radiation convection conduction

Tomorrow’s Weather Forecast

Date: Location:

Forecast:

Notes about terms:

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174 Thermal Energy

Thermal Energy Chapter Wrap-Up

After You Read

Name Date

After reading this chapter, identify three things that you havelearned about the movement of molecules.

SUMMARIZE IT









Examine the list of terms that include the root therm- that you wrote at the beginning ofthis chapter. Write in the space below what you think therm- means.


WavesBefore You ReadBefore you read the chapter, read each statement below.



Name Date

Waves 175

• Waves carry matter and energy.

• There is more than one kind of wave.

• Waves carry different amounts of energy.

• All waves travel at the same speed.

Write a paragraph about some places where you have seen water waves.

Science Journal

Before You WavesRead

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energy

wave

mechanical wave

transverse wave

compressional wave


medium

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

WavesSection 1 What are waves?

176 Waves

Skim the title and headings of Section 1. List two things that mightbe discussed in this section.

1.

2.

Define energy in your own words.


Use a dictionary to define medium in its scientific sense.

Identify two types of waves that carry energy.

1.

2.

Contrast the energy carried in a sound wave and the energy in a moving ball.

Create your own model for a wave. Use information from yourbook to make a drawing that models how a wave can move energywithout moving matter.

• Label the parts of your drawing that represent matter and energy.

• Write a caption to explain your drawing.

Section 1 What are waves? (continued)

What is a wave?I found this information

on page .


A Model for Waves


Name Date

Waves 177

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My Model for Waves

Organize information from the section in the outline below.

Mechanical waves—Travel through a .

A. Types of wave mediums

1.

2.

3.

B. Types of Mechanical Waves

1.

2.

Compare and contrast the characteristics of sound waves andelectromagnetic waves by completing the Venn diagram below.

• carry energy • mechanical waves

• carry radiant energy • move through a medium

• do not need a medium

SoundBoth

Electromagnetic

Section 1 What are waves? (continued)

MechanicalWaves


Making SoundWaves and

ElectromagneticWaves


Name Date

178 Waves

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Evaluate how electromagnetic and mechanical waves are useful in your daily life.

CONNECT IT

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speed

amplitude

wavelength

frequency

parallel

ReviewVocabulary

Name Date

WavesSection 2 Wave Properties

NewVocabulary

Waves 179

AcademicVocabulary

Scan Section 2 of your book. Write three facts you discovered aboutwave properties as you scanned the section.

1.

2.

3.

Define each key term using your book or a dictionary.

Use the word parallel in a scientific sentence.

Create a transverse wave in the space below. Label the crest,trough, and amplitude of the wave on your drawing.

Complete the descriptions for determining wavelength of twotypes of waves in the chart below.

Model the relationship between frequency and wavelengthwhen wave speed is the same. In the top box, draw a wave with a frequency of one wavelength per second. In the bottom box,draw a wave with a frequency of two wavelengths per second.

Section 2 Wave Properties (continued)

AmplitudeI found this information

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WavelengthI found this information

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FrequencyI found this information

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Name Date

180 Waves

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Wavelength is Type of Wavethe distance: Transverse Compressional

from one

to the next

or from one

to the next

Summarize how to use the wave speed equation to calculate wavespeed by completing the steps below.

1. The wave speed equation is

wave speed in m/s �

�

2. To calculate the speed of a wave that has a frequency of550 Hz and a wavelength of 0.8 m, insert the values into the wave speed equation.

wave speed � �

3. Multiply to find the answer.

Answer:

Compare the speeds of different types of waves in differentmediums by completing the chart below with the words gases,liquids, or solids.

Section 2 Wave Properties (continued)

Wave SpeedI found this information

on page .

Name Date

Waves 181

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Individual members of a choir sing at different pitches. Analyze the wavelengths of the sound waves produced by soprano, alto, and baritone singers.

CONNECT IT

How mediums affect wave speed

Wave type move fastest move slowestthrough through

mechanical waves

electromagnetic waves

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echo

reflection

refraction

diffraction

interference

overlap

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

WavesSection 3 Wave Behavior

182 Waves

Predict by reading the title and subheadings three things thatmight be discussed in this section.

1.

2.

3.

Write a sentence using the word echo to reflect its scientific use.

Use the new vocabulary terms to write your own originalscientific sentences.

Define overlap using a dictionary.

Skim the section about reflection. In the Question spaces, writetwo questions you have about reflection. As you read the section,write answers to your questions.

Question:

Answer:

Question:

Answer:

Create a diagram below showing what happens to a light wave as it passes from water to air. Draw a second picture showing whathappens as light passes from air to water. Label the normal and the light ray’s direction of travel in each drawing.

Summarize why light refracts when it passes from one material to another.

Sequence the seven colors into which sunlight separates when itpasses through a prism.

Longest Wavelength Shortest

Section 3 Wave Behavior (continued)

ReflectionI found this information

on page .

RefractionI found this information

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Name Date

Waves 183

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Summarize two factors that affect how much a wave can be diffracted.

1.

2.

Model constructive and destructive interference in the two boxesbelow. Label the crests and troughs of the waves in your model.

Contrast the behavior of waves and particles by completing thechart below.

Section 3 Wave Behavior (continued)

DiffractionI found this information

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What happenswhen waves

meet?I found this information

on page .


Name Date

184 Waves

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Interference

Constructive Destructive

Behavior Waves Particles

When they passthrough an opening

When they meet

Use what you have learned about the behavior of waves toevaluate two ways to protect your ears from damage due to loud noises.

CONNECT IT

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Tie It TogetherModel Wave Motion

Design a model you could use to study the behavior and properties of waves. Draw yourmodel below.

Name Date

Answer each question about your model.

1. What medium does your model use?

2. How could you measure the wavelength of the waves in your model?

3. How could you use your model to demonstrate reflection, refraction, and diffraction of waves?

Waves 185

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Waves Chapter Wrap-UpNow that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these.



Name Date

After reading this chapter, identify three things that you havelearned about waves.

SUMMARIZE IT









186 Waves

• Waves carry matter and energy.

• There is more than one kind of wave.

• Waves carry different amounts of energy

• All waves travel at the same speed.

Waves After YouRead

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SoundBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

Sound 187

• Vibrating objects produce sound.

• Sound travels in electromagnetic waves.

• Noise and music have the same characteristics.

• Percussion instruments form sound bycausing a column of air to vibrate.

Write a paragraph about the quietest place you’ve ever been.

Science Journal

Before You SoundRead

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ReviewVocabulary

AcademicVocabulary

Name Date

SoundSection 1 What is sound?

188 Sound

frequency

loudness

pitch

echo

Doppler effect

energy

Skim Section 1 of your book. Write three questions that come to mind.

1.

2.

3.

Write a sentence that explains the scientific meaning of thereview term frequency.

Find the new vocabulary terms in the section and write adefinition for each term.

Define energy using a dictionary.

Complete the chart to describe the process by which a vibratingobject produces a sound wave in air.

Compare factors that affect the speed of sound waves bycompleting the diagram.

Contrast amplitude with loudness.

Compare the relationship between the wavelength of a soundwave with its frequency.

Slower Faster

State of material

Temperature of material

Section 1 What is sound? (continued)

Sound andVibration


Speed of SoundI found this information

on page .

Amplitude andLoudness


Frequency and Pitch


Name Date

Sound 189

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Sound Waves

1. An object vibrates in air.

2.

3.

4. This action creates a wave that carries energy without carrying matter.

Sound Waves Traveling at the Same Speed

Wavelength Frequency

shorter

longer

Identify and describe two ways echoes are useful.

1.

2.

Model the Doppler effect as experienced by a person travelingpast a stationary source of sound such as a factory whistle. Labelthe source of the sound, direction of motion, higher pitch, andlower pitch.

Define diffraction and cite an occasion when you experienced thediffraction of sound.

Section 1 What is sound? (continued)

EchoesI found this information

on page .

The DopplerEffect


Diffraction ofSound Waves


Name Date

190 Sound

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Explain how sound waves are useful in healthcare.CONNECT IT

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Name Date

SoundSection 2 Music

NewVocabulary

Sound 191

AcademicVocabulary

compressional wave

sequence

Predict three things that might be discussed in this section.Scan the headings to make your predictions.

1.

2.

3.

Use compressional wave in a sentence.


thin membrane that stretches across the ear canal

lowest frequency produced by a vibrating object

group of sounds that have been deliberately produced to make a regular pattern

condition that occurs when an object vibrates at its natural frequency by absorbing energy from a sound wave or other object vibrating at that frequency

frequency higher than an instrument’s fundamental frequency

repeated echoes of sound

frequencies at which an object vibrates

Define the noun sequence using a dictionary.

Complete the Venn diagram using the five facts listed below thatcompare music and noise.

Analyze the relationship between the frequencies of fundamentaltones and their overtones by filling out the chart below.

Complete the diagram below by filling in two of the frequenciesfor the musical scale of C.

octave octave octave

261.6 Hz 523.2 Hz

C D E F G A B C D E F G A B C D E F G A B C

MusicBoth

Noise

• traffic on a city street

• designed to make a regularpattern

• folk song

• created by vibrations

• usually irregular anddisorganized

Section 2 Music (continued)

What is music?I found this information

on page .

OvertonesI found this information

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Musical ScalesI found this information

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192 Sound

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Frequencies of Tones and Overtones in Hz

Fundamental First Second ThirdTone Overtone Overtone Overtone

262 524 786 1,048

440

Classify the instruments below as Stringed Instruments,Percussion, Brass, or Woodwinds. List the name of the instrumentin the correct column of the chart.

drums flute guitar saxophone oboeclarinet trumpet violin xylophone

Summarize what reverberation is and how it can be controlled.

Sequence the path of sound through the ear. List the parts of theear in order that sound moves through beneath the appropriateheading. Use these terms: anvil, auditory nerve, cochlea, ear canal,eardrum, hammer, oval window, and stirrup.

Outer Ear Middle Ear Inner Ear Brain

Section 2 Music (continued)

StringedInstruments,

Percussion, andBrass and

WoodwindsI found this information

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The EarI found this information

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Sound 193

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Stringed Percussion Brass Woodwinds

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Sound Chapter Wrap-Up




Name Date









• Vibrating objects produce sound.

• Sound travels in electromagnetic waves.

• Noise and music have the same characteristics.

• Percussion instruments form sound by causing a column of air to vibrate.

Sound After YouRead

194 Sound

After reading this chapter, describe something you learnedabout sound that surprised you.

SUMMARIZE IT


Electromagnetic WavesBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• A wave transfers energy from one place toanother without transferring matter.

• All electromagnetic waves produce light thatyou can see.

• Some electromagnetic waves can damage your skin.

• Radio and TV stations can broadcast at any frequency.

Describe how sitting in sunlight makes you feel. How can sunlight affect your skin?

Science Journal

Before You Electromagnetic WavesRead

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Electromagnetic Waves 195

NewVocabulary

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AcademicVocabulary

Name Date

Electromagnetic WavesSection 1 The Nature of Electromagnetic Waves

wave


electromagneticradiation

transfer

Skim through Section 1 of your book. Write three questions thatcome to mind from reading the headings and examining theillustrations.

1.

2.

3.

Define wave to show its scientific meaning.

Use your book to define the following terms. Then write asentence using each term.

Use a dictionary to define transfer to show its scientific meaning.

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196 Electromagnetic Waves

Compare and contrast mechanical waves and electromagneticwaves by completing the Venn diagram with at least seven different facts.

Distinguish among the three types of force fields. List each typeand its effect in the chart below.

Mechanical Waves Electromagnetic WavesBoth

Section 1 The Nature of Electromagnetic Waves (continued)

Waves in SpaceI found this information

on page .

Forces and FieldsI found this information

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Force Fields

Type of force field Effect

Model how electromagnetic waves are produced. Then write acaption explaining your model.

Complete the outline below to organize information about theproperties of electromagnetic waves.

Properties of Electromagnetic Waves

I. Wavelength and frequency

A. One complete vibration of the particle creates

B. The frequency of an electromagnetic wave is

II. Electromagnetic radiation

A.

B.

Caption:

Section 1 The Nature of Electromagnetic Waves (continued)

MakingElectromagnetic

Waves andProperties of




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Sketch waves of different wavelengths. Label the wavelength ineach wave. Identify which of your waves would have the highest and lowest frequencies.

SYNTHESIZE IT

ReviewVocabulary

AcademicVocabulary

Name Date

Electromagnetic WavesSection 2 The Electromagnetic Spectrum

NewVocabulary

prism

electromagneticspectrum

radio wave

infrared wave

visible light

ultraviolet radiation

X ray

gamma ray

vary

Scan the headings of Section 2 in your book. Identify three topicsthat will be discussed.

1.

2.

3.

Define prism to show its scientific meaning.

Write a paragraph describing electromagnetic radiation. Use all of the vocabulary words in ways that show their scientificmeanings.

Use a dictionary to define vary to show its scientific meaning.

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Section 2 The Electromagnetic Spectrum (continued)



Radio WavesI found this information

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Infrared WavesI found this information

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Visible LightI found this information

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Sequence the six groups of electromagnetic waves from thelowest frequency and longest wavelength to the highest frequencyand shortest wavelength.

1. 4.

2. 5.

3. 6.

Create a graphic organizer to identify at least six applications ofradio waves.

Identify two key facts about infrared waves.

1. Infrared waves are emitted strongly by

.

2. Infrared waves can be detected by

.

Summarize why visible light has different colors.

Distinguish the effects of ultraviolet radiation on the human body.

Harmful effect(s):

Helpful effect(s):

Compare and contrast X rays and gamma rays. Complete theVenn diagram using at least five facts.

Analyze why astronomers use satellites to study objects in spacethat do not produce visible light.

X Rays Gamma RaysBoth

Section 2 The Electromagnetic Spectrum (continued)

UltravioletRadiation


X Rays andGamma Rays


Astronomy withDifferent

WavelengthsI found this information

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Explain how electromagnetic waves are used by air-traffic controllers to monitor and track airplane traffic.

SUMMARIZE IT


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Electromagnetic WavesSection 3 Using Electromagnetic Waves

AcademicVocabulary

satellite

carrier wave

Global PositioningSystem

enable

Scan the list below to preview Section 3 of your book.





Think about what you already know about electromagneticwaves.

Write three facts you discovered about using electromagnetic wavesas you scanned this section.

1.

2.

3.

Define satellite to show its scientific meaning.

Use your book to define the following terms.

Use a dictionary to define enable to show its scientific meaning.


Section 3 Using Electromagnetic Waves (continued)

TelecommunicationsI found this information

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Using Radio WavesI found this information

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TelephonesI found this information

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Organize examples of telecommunications.

Sequence the process by which radio transmissions travel from a station to your radio. Include information about both AM and FM radio. The first step has been completed for you.

1. A radio station broadcasts its assigned frequency as a carrier wave.

2.

3.

4.

5.

Classify the different ways electrical signals from a telephone canbe sent to a receiving telephone.

An electrical signal representing sound waves

is sentdirectly through

is changed into

andsent through

andsent through

Telecommunications


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Sequence the events that occur when a pager is used.

Summarize how radio signals are sent to the other side ofthe world.

Complete the graphic organizer below to identify the informationprovided by a Global Positioning System.

Information provided by Global Positioning Systems

A number is dialed.

Section 3 Using Electromagnetic Waves (continued)

Name Date

TelephonesI found this information

on page .

CommunicationSatellites


The GlobalPositioning

SystemI found this information

on page .

Describe at least two possible uses of a Global Positioning System.CONNECT IT


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Tie It TogetherDesign a BannerWith a partner, create a large banner or poster about different types of electromagneticradiation.

• Draw the electromagnetic spectrum on your banner.

• Identify each type of electromagnetic wave and its wavelength range.

• Include interesting facts and uses for each type of wave.

• Add one or two pictures for each type of wave to show how people use that type of radiation.

Name Date

Electromagnetic Waves Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about electromagnetic waves.

SUMMARIZE IT









• A wave transfers energy from one place to another without transferring matter.

• All electromagnetic waves produce light that you can see.

• Some electromagnetic waves can damage your skin.

• Radio and TV stations can broadcast at any frequency.

Electromagnetic Waves After YouRead

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Light, Mirrors, and Lenses 207


Light, Mirrors, and LensesBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• You can only see objects that give offtheir own light.

• A plane mirror has a flat surface that reflects light.

• Light travels at the same speed through all materials.

• All telescopes use lenses to gather light from distant objects.

Describe how you use mirrors and lenses during a typical day.

Science Journal

Before You Light, Mirrors, and LensesRead

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Light, Mirrors, and LensesSection 1 Properties of Light

208 Light, Mirrors, and Lenses

electromagnetic waves

light ray

medium

primary

Predict Read the title of Section 1. List three things that might bediscussed in this section.

1.

2.

3.

Define the term electromagnetic waves using your book or a dictionary.

Use your book or a dictionary to write scientific definitions of thekey terms.

Use your book or a dictionary to write the scientific definition of primary.

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Organize information about how light waves interact withmaterials.

Model how light rays behave to produce different colors. Do adiagram for black, one for white, and one for blue.

• Draw arrows pointing toward the object to show light rays thatstrike and are absorbed by the object.

• Draw arrows pointing away from the object to show light raysthat are reflected.

• Label the arrows to show what colors are absorbed and whatcolors are reflected.

Section 1 Properties of Light (continued)

Light and MatterI found this information

on page .

ColorI found this information

on page .

Name Date

Opaque Translucent Transparent

How lightinteracts

Examples

Black

White

Blue

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Section 1 Properties of Light (continued)



Name Date

Distinguish between how your eye sees primary light colors andprimary pigment colors.

Identify the primary light colors that combine to make:

white light:

yellow light:

Identify the primary light colors that are reflected and absorbed byeach pigment color below.

Color

Light colors: the color you see is Pigment colors: the color you

see is

Reflected Absorbed

Yellow

Magenta

Cyan

Identify careers or hobbies that involve knowledge of the ways that primary light colors and primary pigment colors combine.

CONNECT IT

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Light, Mirrors, and LensesSection 2 Reflection and Mirrors

NewVocabulary


normal

law of reflection

focal point

focal length

incidence

Skim through Section 2 of your book. Read the headings and lookat the illustrations and diagrams. Write three questions that youthink may be answered in this section.

1.

2.

3.

Use the word normal in a scientific sentence.


Use a dictionary to find the scientific meaning of incidence.

Model the law of reflection. Use the figure in your book to helpyou. Label:

• the normal • the angle of incidence• the incident ray as a solid line • the angle of reflection• the reflected ray as a dashed line

Compare and contrast diffuse and regular reflections. Use thefigure in your book to help you.

Section 2 Reflection and Mirrors (continued)

The Law ofReflection


Reflection fromSurfaces


Name Date


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Diffuse Regular

Surface

Reflectedrays are

Sketch ofrays reflectingoff surface

Sequence steps explaining how light rays travel to form a reflectedimage in a plane mirror. The first step has been done for you.

1. Light rays from a light source strike each part of a person.

2.

3.

4.

Compare the characteristics of convex and concave mirrors bycompleting the following chart.

Section 2 Reflection and Mirrors (continued)

Reflection fromSurfaces


Concave andConvex Mirrors


Name Date


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Characteristics of Curved Mirrors

Concave Convex

Surface curve

Reflected light raypaths

Image size (if object is farther from mirror than focal point)

Image size (if object is closer to mirror than focal point)

Orientation of image(if object is farther frommirror than focal point)

Orientation of image(if object is closer to mirror than focal point)

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Light, Mirrors, and LensesSection 3 Refraction and Lenses


refraction

image

Objectives Review the objectives for Section 3. Write three questionsthat come to mind from reading these statements. Look for answersto each question as you read the section.

1.

2.

3.

Use the word refraction in a scientific sentence.

Read the definitions below. Write the correct vocabulary term onthe blank in the left column.

lens that is thicker at the edges than in the middle

transparent object with at least one curved side that causes light to bend

lens that is thicker in the center than at the edges

Define image using a dictionary. Write a scientific definition ofthe term.

Organize the relative speed of light traveling through differentmedia by putting solid, liquid, and gas in their correct relativepositions along the arrow.

Draw a ray of light as it passes from air to water. Label the air andwater in your drawing.

Slowest Fastest

Speed of Light in Different Media

Section 3 Refraction and Lenses (continued)

The Bending ofLight Rays


The Refraction of Light Waves


Name Date


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Compare concave and convex lenses by completing the chart.

Model the path of light as it passes through water. Draw a ray oflight and water and label its parts. Use arrows to show the path of light.

Section 3 Refraction and Lenses (continued)

Convex andConcave Lenses


Total InternalReflection


Name Date


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Characteristics of Curved Lenses

Convex Concave

Shape

Effect on light waves

Image (if object ismore than two focal lengths from the lens)

Image (if object iscloser than one focal length from the lens)

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AcademicVocabulary

Name Date

Light, Mirrors, and LensesSection 4 Using Mirrors and Lenses

NewVocabulary


retina

refracting telescope

reflecting telescope

compound

Predict three things that might be discussed in this section and writethem on the lines below. Read the section title and headings to helpmake your predictions.

1.

2.

3.

Use retina in a sentence.


Use a dictionary to define compound as it relates to lenses.

Classify the types of lenses used in a compound microscope tocomplete the chart below.

Compare features of refracting and reflecting telescopes in the Venn diagram with at least 11 facts found below.

Refracting ReflectingBoth

• can see stars and galaxies• convex eyepiece lens• convex objective lens• concave objective mirror• gathers light from distant

objects• Keck telescope

• lens must be supported byedges only

• limits to size of objective lens• mirror can be supported from

the back• mirror can be made very large

without sagging• Yerkes Observatory

Section 4 Using Mirrors and Lenses (continued)

MicroscopesI found this information

on page .

TelescopesI found this information

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Name Date


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Lenses in a Compound Microscope

Lens Shape Position Function

Objective

Eyepiece

Identify three ways in which the process of making an image witha camera is similar to the way an image is made by the human eye.

1.

2.

3.

Model the light waves from a laser by drawing them below.

Contrast three characteristics that make laser light different from thelight of an ordinary light bulb.

Section 4 Using Mirrors and Lenses (continued)

CamerasI found this information

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LasersI found this information

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Describe three examples of devices that use lenses or mirrors.CONNECT IT

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Light, Mirrors, and LensesChapter Wrap-Up




Name Date









• You can only see objects that give offtheir own light.

• A plane mirror has a flat surface that reflects light.

• Light travels at the same speed through all materials.

• All telescopes use lenses to gather light from distant objects.

Light, Mirrors, and Lenses After YouRead

After reading this chapter, identify three things that you havelearned about light, mirrors, and lenses.

SUMMARIZE IT

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Electricity 221


ElectricityBefore You ReadPreview the chapter and section titles and the section headings. List at least two ideas for each section in each column.

Name Date

Electricity 221

Write a paragraph describing a lightning flash you have seen. Include information about the weather conditions at the time.

Science Journal


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Name Date

ElectricitySection 1 Electric Charge

222 Electricity

element

overall

Skim Section 1 of your text. Write three questions that come tomind from reading the headings and looking at the illustrations.

1.

2.

3.

Use the term element in a scientific sentence.


material in which electrons cannot move easily from place to place

positively or negatively charged atom

attractive force between positively and negatively charged objects

material through which electrons can easily move

space in which charges exert a force on each other

rapid movement of excess charge from one place to another

imbalance of electric charges on an object

Define overall using a dictionary.

Summarize how an atom can become a positive or negative ion.

When an atom electrons, it becomes a negative ion.

When an atom electrons, it becomes a positive ion.

Compare and contrast how electrons and ions move. Completethe chart.

Create sketches to show how like and unlike charges attract orrepel each other.

Section 1 Electric Charge (continued)

ElectricityI found this information

on page .


Electric ForcesI found this information

on page .

Name Date

Electricity 223

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Electrons Ions

How they move

Can they move through solids?

Example

Compare conductors and insulators by completing the chart below.

Sequence the events leading to an electric discharge by lightning.

Summarize why grounding is important.

A cloud-to-ground lightning strike occurs when

.

Air currents may cause the bottom of a storm cloud to become

.

The negative charge of the cloud

in the ground below.

Section 1 Electric Charge (continued)

Insulators andConductors


Induced ChargeI found this information

on page .

GroundingI found this information

on page .

Name Date

224 Electricity

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Insulator Conductor

Definition

Examples

Some electric lamps are made of metal, which is a conductor.Explain why people do not get a shock when they touch lamps

CONNECT IT

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Electricity 225

ReviewVocabulary

Name Date

ElectricitySection 2 Electric Current

NewVocabulary

AcademicVocabulary

gravitational potentialenergy

electric current

circuit

voltage

resistance

potential

Predict three things that might be discussed in this section afterreading the headings.

1.

2.

3.

Define gravitational potential energy.

Use your book to define the key terms.

Use a dictionary to define potential as it is used to discusselectricity.

Model a simple electric circuit by completing the diagram below.• Mark the positive and negative ends of the battery.• Draw wires to complete the circuit.• Use arrows to indicate the direction of the flow of current.

Organize information by completing the flow chart describing howa current flows in a circuit powered by a battery.

The battery produces in the wire.

The electric field forces to move toward the

.

The electrons with in the wire.

After each collision, electrons

.

Section 2 Electric Current (continued)

Flow of ChargeI found this information

on page .


Name Date

226 Electricity

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A toaster uses wires to heat bread. Describe what you can conclude about these wires.

CONNECT IT

Create a concept web to summarize at least six facts aboutbatteries.

Classify the following pairs of items according to their resistance.List each item on a line beneath the correct end of the arrow.

• long wire/short wire • thin wire/thick wire• insulator/conductor • tungsten filament/copper

Lower Resistance Higher Resistance

Section 2 Electric Current (continued)

BatteriesI found this information

on page .

Resistance


Name Date

Electricity 227

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228 Electricity

NewVocabulary

ReviewVocabulary

Name Date

ElectricitySection 3 Electric Circuits

AcademicVocabulary

power

Ohm’s law

series circuit

parallel circuit

electric power

output

Scan Section 3 of your book. Write three facts you discovered aboutelectric circuits as you scanned the section.

1.

2.

3.

Use power in a sentence to show its scientific meaning.


Use a dictionary to define output.

Identify how voltage and resistance affect current.

Complete the mathematical equation that describes Ohm’s law.

voltage (volts) � (amperes) � (ohms)

OR

I �

Model a simple series circuit and a simple parallel circuit bydrawing a diagram of each.

• Label the energy source, devices, and wires in each circuit.

• Use arrows to show the paths electrons can follow in each circuit.

Current Voltage increases

Current Resistance increases

Section 3 Electric Circuits (continued)

Controlling theCurrent



Series andParallel Circuits


Name Date

Electricity 229

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Series Circuit

Parallel Circuit

Compare two ways that electric circuits are protected.

Summarize how electric power is calculated. Complete theequation.

power (watts) � (amperes) � (volts)

OR

P �

Create a list of tips that people can use to prevent electrical shockand a list of tips to avoid being injured by lightning.

Section 3 Electric Circuits (continued)

ProtectingElectric Circuits


Electric PowerI found this information

on page .

Electrical SafetyI found this information

on page .

Name Date

230 Electricity

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Protecting Electric Circuits

Device How It Works

Fuse

Circuit breaker

Ways to Prevent Ways to Keep Safe Electrical Shock from Lightning

Describe why it might be useful for a set of decorative lights to be connected in a parallel circuit instead of a series circuit.

SYNTHESIZE IT

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Electricity 231

Tie It TogetherInvent an electrical device that uses a simple circuit powered by a battery.You can design your device to use a series circuit, a parallel circuit, or both.For example, it can power an electric motor, light a bulb, or ring a bell.Draw a diagram of your device below, label its parts, and explain its purpose and how it works.

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232 Electricity

Electricity Chapter Wrap-Up

Review the ideas you listed in the chart at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the chart.

Name Date

After reading this chapter, identify three things that you havelearned about electricity.

SUMMARIZE IT










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MagnetismBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

Magnetism 233

• Some minerals are natural magnets.

• A compass needle is a small bar magnet.

• Electricity cannot be used to make a magnet.

• Many electric motors contain magnets.

List three ways you have seen magnets used.

Science Journal

Before You MagnetismRead

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ReviewVocabulary

Name Date

MagnetismSection 1 What is magnetism?

234 Magnetism

AcademicVocabulary

Scan Section 1 of your book using the checklist below.





Think about what you already know about magnetism.

Write two things you learned about magnetism.

1.

2.

Define compass using a dictionary or your book.

Use a dictionary or your book to define the following terms.

Define domain. Why is this term used when discussing magnetism?

compass

magnetic field

magnetic domain

magnetosphere

domain

Summarize how people might have made the first compasses.

Complete the sentences about magnetic poles.

Like magnetic poles each other.

Unlike magnetic poles each other.

Model the magnetic field of a bar magnet.

• Draw the magnet, its poles, and its magnetic field lines.

• Include arrows showing the direction of the field.

• Add captions explaining the field strength.

Contrast magnetic domains in a nonmagnetic piece of iron andin a magnetized piece of iron. Draw and label the domains.

Section 1 What is magnetism? (continued)

Early UsesI found this information

on page .

MagnetsI found this information

on page .



Name Date

Magnetism 235

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Sequence the steps through which iron can become a magnet.

Complete the following statements about Earth’s magnetic field.

The region of space affected by Earth’s magnetic field is called

the . Earth’s magnetic field may be caused by the

in the outer .

Earth’s magnetic field is like a huge . The

of Earth’s magnetic field and

sometimes the field direction. Some kinds of

rocks record the of Earth’s in

their as the rocks .

Electrons in iron atoms spin, producing magnetic fields.

Section 1 What is magnetism? (continued)

MagnetsI found this information

on page .

Earth’s MagneticField


Name Date

236 Magnetism

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How do animals and humans use magnetism to find direction?SUMMARIZE IT

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ReviewVocabulary

AcademicVocabulary

Name Date

MagnetismSection 2 Electricity and Magnetism

NewVocabulary

Magnetism 237

electric current

source

Predict three topics that might be discussed in Section 2. Skim theheadings and illustrations to help you make your predictions.

1.

2.

3.

Use electric current in a scientific sentence.


current that periodically changes direction

any device that converts electric energy into kinetic energy

device used to increase or decrease the voltage of an alternating current

current-carrying wire wrapped around an iron core

current in which electrons flow in only one direction

device that uses a magnetic field to change kinetic energy into electricity

light given off when charged particles collide with Earth’s atmosphere

Define source using a dictionary.

Organize information about electromagnets.

Summarize how an electric motor works.

Identify ways that magnets can be used to generate electricity.

Description: Description:

Alternating current Direct current

How it works: Generating Electricity Using Magnets

ElectromagnetWht it is How it works

How it is changed

Section 2 Electricity and Magnetism (continued)

Current CanMake a Magnet


Magnets Pushand Pull CurrentsI found this information

on page .

Using Magnets toCreate Current


Name Date

238 Magnetism

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Identify the results when a current passes through a transformer.

Complete the chart about the properties of superconductors.

Summarize how magnetic resonance imaging is useful.

Current enters the transformer through the coils on the input side.

More coils on the

input side

More coilson the

output side

Section 2 Electricity and Magnetism (continued)

Changing VoltageI found this information

on page .

SuperconductorsI found this information

on page .

MagneticResonance

ImagingI found this information

on page .

Name Date

Magnetism 239

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Superconductors

What they are

How they are made

How they reactto magnets

Uses

Describe how magnetism and electricity are related.CONNECT IT

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Magnetism Chapter Wrap-Up




Name Date

After reading this chapter, identify three things that you havelearned about magnetism.

SUMMARIZE IT









• Some minerals are natural magnets.

• A compass needle is a small bar magnet.

• Electricity cannot be used to make a magnet.

• Many electric motors contain magnets.

Magnetism After YouRead

240 Magnetism

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Electronics and Computers 241


Electronics and ComputersBefore You ReadBefore you read the chapter, respond to these statements.



Name Date

• Electric current can carry information.

• A clock that tells time without hands is an analog clock.

• A computer stores information as numbers.

• A keyboard and a computer mouse are examples of output devices.

Describe three activities that you do using a computer.

Science Journal

Before You Electronics and ComputersRead

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242 Electronics and Computers

NewVocabulary

ReviewVocabulary

Name Date

Electronics and ComputersSection 1 Electronics

AcademicVocabulary

crystal

process

Analyze the objectives for Section 1. Write three questions thatcome to mind from reading the objectives. Look for answers to eachquestion as you read the section.

1.

2.

3.

Define crystal to show its scientific meaning.


changing electric current that is used to carry information

electronic signal that varies smoothly with time

electronic signal that does not vary smoothly but changes in steps and can be represented by a series of numbers

element that is a poorer electrical conductor than metals, but abetter conductor than nonmetals

solid-state component that allows electric current to flow in onlyone direction

solid-state component that can amplify the strength of an electric signal

circuit that contains large numbers of interconnected transistorsand diodes imprinted on a single small chip of semiconductormaterial

Use a dictionary to define process as a noun.

Compare and contrast the two types of electronic signals bycompleting the Venn diagram with at least six facts.

Complete the outline describing electronic devices and components.

Electronic Devices and Components

A. Electronic devices

1. Definition:

2. Examples

a.

b.

B. Electronic components

1. Definition:

2. Made from:

changing electric current that is used to

carry information

Analog Signal Digital SignalBoth

Section 1 Electronics (continued)

ElectronicSignals


ElectronicDevices


Name Date


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Identify two types of semiconductors and describe how they work.

Compare diodes with transistors by completing the chart. Identifyhow each is made and its uses.

Semiconductors

Type:

How it works:

Type:

How it works:

Section 1 Electronics (continued)

SemiconductorsI found this information

on page .

Solid-StateComponents


Name Date


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How they are made

How theyare used

Think of electronic devices you use. State which are analog andwhich are digital.

CONNECT IT

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Name Date

Electronics and ComputersSection 2 Computers

ReviewVocabulary

AcademicVocabulary

NewVocabulary

laser

display

Predict three things that might be discussed in Section 2. Base yourpredictions on the section headings.

1.

2.

3.

Use the word laser in a scientific sentence.


integrated circuit that controls the flow of information betweendifferent parts of the computer; also called the central processingunit or CPU

number system consisting of two digits, 0 and 1, that can be usedby devices such as computers to store information

temporary electronic memory within a computer

any list of instructions for a computer to follow that is stored in thecomputer’s memory

electronic memory that is permanently stored within a computer

Define display using a dictionary.

Summarize what computers do on the lines below. Then list threeways modern computers have changed from early computers.

Model a byte using binary digits.

Compare the two types of computer memory.

Complete the sentences about computer programs and computerprogramming.

All of the functions of a computer are controlled by .

Many different programs can be stored in the computer’s

. The process of writing computer software is called

. Software is written using

such as Basic, C++, and Java.

Computer Memory

can be either

which is

or

that stores information only when the computer is in use

which is

that cannot be changed

Section 2 Computers (continued)

What arecomputers?


ComputerInformation


ComputerMemory


ComputerPrograms and

ComputerProgramming


Name Date


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Classify the three types of computer hardware.

Complete the chart listing one fact for each device.

Identify three ways computer networks are linked.

Computer networks might be linked by ,

, or .

Section 2 Computers (continued)

ComputerHardware


StoringInformation


ComputerNetworks


Name Date


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Storage Devices

Device Description

Hard disk

Floppy disk

Optical disk

Computer Hardware

Device

Function carry informa- carry informa- store information into tion out of tion outside computer computer computer

memory

Analyze how a microprocessor is similar to a human brain. How is it different?

CONNECT IT

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Electronics and ComputersChapter Wrap-Up




Name Date









• Electric current can carry information.

• A clock that tells time without hands is an analog clock.

• A computer stores information as numbers.

• A keyboard and computer mouse are examples of output devices.

Electronics and Computers After YouRead

After reading this chapter, identify three things that you havelearned about electronics and computers.

SUMMARIZE IT

Academic Vocabulary

achieve: to gain, accomplish, attain, reach

category: group or class of things

chart: a sheet that gives information aboutsomething in the form of a diagram,graph, or table

chemical: having to do with or made bychemistry

compound: to make by combining parts orelements

conduct: to carry or transmit

confine: hold in one place, restrict

constant: not changing; continuing

convert: to change from one form or use to another

cycle: a series of events or actions thatrepeat regularly

definite: having exact limits; precise andclear in meaning

device: tool or instrument designed for a particular purpose

displace: to take the place of or removefrom the usual or proper place

display: to reveal or exhibit

domain: region with the same physicalfeature

enable: to make able; to give means orpower to

encounter: to meet or experience

energy: ability to cause movement or change

enormous: very large

evaluate: to determine the worth of

expand: to get bigger

formula: a symbolic representation ofsomething

image: visual impression of somethingproduced by reflection from a mirror or refraction from a lens

incidence: the striking of a line or a ray of light on a surface

input: what is put in; the amount of money,material, or effort put into a project orprocess; investment

internal: having to do with the inside

item: object or thing

label: printed material that is fastened to something to provide information about it

medium: substance through which a forceor effect is transmitted

occupy: to take up time or space

occur: to take place

output: useful power delivered by a circuitor device

overall: including everything; total

overlap: one thing extends over another

parallel: being the same distance apart at all places

percent: in, to, or for every hundred

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Georgia Science, Grade 8 249

Academic Vocabulary

period: a repeating interval; row of theperiodic table

physical: relating to material things;perceptible through the senses

positive: real and numerically greater than zero

potential: a difference in voltage betweentwo points of an electrical circuit

predict: to foretell in advance on the basisof observation, experience, or scientificreason

primary: first in time or order ofdevelopment; designating colors regardedas basic or as those from which othercolors form

process: a particular method of doingsomething, generally involving a numberof steps or operations

pursue: to proceed with

random: a haphazard course; withoutdefinite aim, direction, rule, or method;lacking a definite plan, purpose,or pattern

react: to act because something hashappened; to respond

require: to need, or essential

section: one of several parts that togethermake up the whole

sequence: fixed order of connected things

significant: important

source: point of origin

summary: a brief account that covers the main points

symbol: something that representssomething else

technique: way of doing something,process

theory: explanation of things or eventsbased on scientific knowledge resultingfrom many observations and experiments

transfer: to move, carry, send, or changefrom one person or place to another

undergo: to go through

unique: one of a kind

vary: to change; to make or becomedifferent

version: variant of an original

volume: amount of space that makes up or fills something

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250 Georgia Science, Grade 8

georgia science grade 8

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