BLM 4-AnsKey.pdf
BLM 4-AnsKey.pdf
BLM 4-AnsKey.pdf
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CHAPTER 4 ANSWER KEY<br />
<strong>BLM</strong> 4-1, Steam Engine Designs/<br />
Overhead Master<br />
Answers<br />
not applicable<br />
<strong>BLM</strong> 4-2, The Changing Face of the<br />
Steam Engine/Skill Builder<br />
Goal: Students develop a detailed understanding of some<br />
steps in the evolution of the steam engine.<br />
Answers<br />
1. The fire caused the water in the kettle to boil. When<br />
the liquid water turned into steam, its volume<br />
increased and the steam was pushed up the two pipes<br />
that supported the hollow ball above the kettle. The<br />
only way for the steam to escape from the hollow ball<br />
was through the curved pipes on the sides of the ball.<br />
As the steam was pushed out of the curved pipes, it<br />
pushed back so hard that it made the pipes and,<br />
consequently, the ball move in the opposite direction<br />
to the steam. Since the ball was attached to an axle,<br />
the ball rotated when the steam pushed out of the<br />
curved tubes. This motion is similar to the movement<br />
of a balloon that has been blown up and released.<br />
2.<br />
- - - - - The water boiled into steam. Valve C was opened,<br />
and the steam went into vessel D.<br />
· · · · · · Valve C was closed and valve V1 was opened.<br />
The steam condensed back into water, creating a<br />
vacuum in vessel D. The vacuum above the water in<br />
the lower pipe exerted less pressure on the water in the<br />
mine than did the atmosphere above the water outside<br />
the pipe. As a result, the atmospheric pressure pushed<br />
the water up the pipe into vessel D.<br />
⎯⎯⎯ Valve V1 was closed and valves C and V2<br />
were opened. Steam from the boiling water now<br />
pushed the water out of vessel D and up pipe E to G,<br />
where it was expelled.<br />
3. During the second step in the cycle of Savery’s steam<br />
engine, when a vacuum formed in the vessels labelled<br />
D in the diagram, atmospheric pressure above the<br />
water in the mine pushed the water up the pipe into<br />
the vessels.<br />
4. During the last step in the cycle of Savery’s steam<br />
engine, steam pressure from the boiler pushed the<br />
water in the vessels labelled D up the pipes labelled E<br />
to pipe G, where it was expelled.<br />
5. (a) When steam was allowed into the cylinder, the<br />
steam pressure below the piston was greater than<br />
the atmospheric pressure above the piston,<br />
causing the piston to rise.<br />
(b) When the valve to the boiler was closed and water<br />
was sprayed into the cylinder, the cylinder was<br />
cooled. The lowering of the temperature caused<br />
the steam to condense. The condensing of the<br />
steam reduced the pressure below the piston.<br />
Then the atmospheric pressure above the piston<br />
was higher than the pressure inside the cylinder.<br />
The atmospheric pressure thus pushed the piston<br />
down.<br />
6. The cold water was needed in Newcomen’s steam<br />
engine to cool the piston and condense the steam, thus<br />
creating a vacuum.<br />
7. In Watt’s steam engine, steam pressure pushed the<br />
piston both ways. Since steam acted on the piston<br />
twice in one complete cycle, the engine was called a<br />
“double-acting” engine.<br />
8. The valve in Watt’s steam engine moved one way to<br />
direct the steam to one side of the piston and then<br />
moved the other way to direct the steam to the<br />
opposite side of the piston.<br />
9. Since the cylinder in Watt’s steam engine was always<br />
hot, the cylinder and piston were not subjected to<br />
frequent heating and cooling. In steam engines that<br />
were used before Watt developed his engine, extreme<br />
changes in the temperature of the metals caused the<br />
metals to expand and contract. This resulted in serious<br />
wear and tear on the parts.<br />
10. Watt invented systems of levers and a crank shaft that<br />
allowed the steam engine to turn a large wheel. A belt<br />
connected the wheel of the engine to other wheels,<br />
which could run many types of machines.<br />
Copyright © 2004 McGraw-Hill Ryerson Limited. Permission to edit and reproduce this page is granted to the purchaser for use in her/his classroom. McGraw-Hill Ryerson shall not<br />
be held responsible for content if any revisions, additions, or deletions are made to this page.
CHAPTER 4 ANSWER KEY<br />
Extend Your Skills<br />
11. Since over 70 of the devices that were sketched by<br />
Hero can be found on the Internet, students’ answers<br />
will vary. One of the interesting devices is shown<br />
here. When a fire is lighted on the altar, it heats the air<br />
in the altar. A rod passes down into the water in the<br />
base of the pedestal. The heated air expands and<br />
moves into the water. The extra pressure pushes the<br />
water up, through pipes in the statues to the vessels in<br />
the statues’ hands. The water pours out from the<br />
vessels and extinguishes the fire on the altar.<br />
12. Metals expand and contract when heated and cooled.<br />
When metal parts that are connected expand and<br />
contract, the connections can be damaged. Spacers are<br />
built into structures such as bridges. When the metal<br />
parts expand or contract, the spacers are designed to<br />
open further or close. This design prevents excessive<br />
stress and strain on the metal parts as well as concrete.<br />
<strong>BLM</strong> 4-3, Science, Technology, and the<br />
Industrial Revolution/Science Inquiry<br />
Goal: Students clearly understand the impact that a new<br />
technology, the steam engine, had on society and the<br />
environment.<br />
Answers<br />
Answers will vary depending on the sources. Below are<br />
some possible answers that students might find on the<br />
Internet or in print resources.<br />
Child Labour<br />
1. Children worked in textile mills, changing spools and<br />
operating the machinery. They worked in breaker<br />
rooms of coal mines, sorting and breaking pieces of<br />
coal. They worked in glass factories, holding molds.<br />
They also worked in canneries.<br />
2. In the early days of the Industrial Revolution, it was<br />
common for children as young as seven years old to<br />
work in factories.<br />
3. In the early days of the Industrial Revolution, children<br />
worked up to 18 h a day, six days a week. They<br />
typically earned about one dollar a week.<br />
4. By the late 1800s, many laws were passed that were<br />
intended to improve working conditions and prevent<br />
child labour. However, these laws were often ignored.<br />
It was not until the late 1930s that laws were passed<br />
and enforced in North America to limit the number of<br />
work hours and prevented child labour.<br />
Working Conditions<br />
1. In the early 1800s, factory labourers worked from 12<br />
to 18 h a day, six days a week.<br />
2. Children earned about one dollar a week. Adults<br />
earned four or five dollars a week.<br />
3. The air in textile mills was filled with lint, which<br />
could cause respiratory diseases. The large, heavy<br />
machines were not protected. Children might dose off<br />
and fall and be injured by a machine. The factories<br />
were cold and drafty in the winter and hot and humid<br />
in the summer. Stonemasons lived, on average, to only<br />
36 years of age due to breathing the dust.<br />
4. Methane gas could collect in a coal mine and explode.<br />
Ground water could seep into a mine and trap miners.<br />
Breathing coal dust caused serious respiratory<br />
damage.<br />
5. It was not until about 1910 that safety in the<br />
workplace became a social issue. Significant changes<br />
in workplace safety took place between 1910 and<br />
1929. When laws were passed to compensate workers<br />
who had been injured in the workplace, factory<br />
owners began to improve safety conditions.<br />
6. The 8 h workday was discussed by some reformers in<br />
the mid-1800s. It was not until the 1950s, however,<br />
that the 40 h workweek was generally accepted<br />
throughout North America and Europe.<br />
7. One of the first mine safety laws was passed in 1891.<br />
These first laws were not strict but have been<br />
improved, step by step, over the years.<br />
Pollution<br />
1. Refuse from mines, solvents from textile dyeing,<br />
cleaning and tanning solvents from leather tanning,<br />
garbage from slaughterhouses, and sewage were<br />
dumped directly into rivers during the early years of<br />
the Industrial Revolution.<br />
Copyright © 2004 McGraw-Hill Ryerson Limited. Permission to edit and reproduce this page is granted to the purchaser for use in her/his classroom. McGraw-Hill Ryerson shall not<br />
be held responsible for content if any revisions, additions, or deletions are made to this page.
CHAPTER 4 ANSWER KEY<br />
2. The famous physicist Michael Faraday wrote a very<br />
poignant letter to the editor of a newspaper, describing<br />
the filth of the River Thames in London. Ellen<br />
Swallow Richards (1842–1911), the first woman to be<br />
accepted into MIT (Massachusetts Institute of<br />
Technology), was an early campaigner for clean<br />
water. She earned a degree in chemistry and carried<br />
out tests on water purity.<br />
3. Several laws were passed in the 1860s and 1870s in<br />
Europe and North America, limiting air and water<br />
pollution.<br />
<strong>BLM</strong> 4-4, Using GRASP to Solve<br />
Problems/Reinforcement<br />
Goal: Students develop a structured thinking process that<br />
will help them solve problems.<br />
Answers<br />
1. Answers will vary but should follow the general steps<br />
in the sample answer below.<br />
Given: Will be jogging outside today<br />
Will be going for job interview after<br />
school<br />
Forgot to do laundry<br />
Required: Must be dressed for both jogging<br />
outside and going to a job interview<br />
Analysis: Clothing must be clean. It must be<br />
comfortable and cool for jogging, and<br />
neat for interview. Layered clothing<br />
will permit comfort and neatness.<br />
Solution: Wear T-shirt with good shirt or light<br />
sweater over it. Take off shirt or sweater,<br />
and jog in T-shirt. Wear nice pants, not<br />
jeans. Pants must be loose enough for<br />
jogging and neat enough for interview.<br />
Paraphrase: Wear T-shirt and loose pants for<br />
jogging. Add good shirt or light<br />
sweater for interview.<br />
2. Answers will vary but should follow the general steps<br />
in the sample answer below.<br />
Given: Critical exam in required course<br />
tomorrow<br />
Must pass course to take sequential<br />
course next year<br />
Future plans require passing these<br />
courses<br />
Friends practising favourite sport<br />
Tryouts in three days<br />
Making varsity team will help achieve<br />
plans for coaching career<br />
Required: Must decide what is most beneficial for<br />
being accepted into university program<br />
in coaching<br />
Analysis: Is it possible to practise with friends<br />
and then study enough to pass the exam<br />
tomorrow? Which is more critical for a<br />
future career in coaching: passing the<br />
exam or making the varsity team?<br />
Decide not to take chances.<br />
Solution: Stay home and study. If you don’t pass<br />
the courses you need, making the<br />
varsity team will have little influence<br />
on getting into the university program.<br />
Paraphrase: Stay home and study.<br />
3. Given: Must raise $1000<br />
Have $275<br />
Earn $8.50/h<br />
15% withheld for taxes<br />
12 h worked per week<br />
Time remaining Dec. 1 to Oct. 1<br />
Required: $1000 by Dec. 1<br />
Analysis: Determine number of hours to be<br />
worked by Dec. 1 to get money earned<br />
by Dec. 1. Add money earned to<br />
amount already in bank, and compare<br />
total with $1000 needed.<br />
Solution: Days in October = 31<br />
Days in November = 30<br />
Total days remaining = 61<br />
Weeks remaining =<br />
61 days<br />
8.7 weeks<br />
7 days per week =<br />
Work hours = 8.7 weeks × 12 h/week =<br />
104.4 h ≈ 104 h<br />
Money to be earned = 104 h × $8.50/h<br />
= $884<br />
Money to be earned minus taxes<br />
withheld = $884 − ($884 × 0.15)<br />
Money to be earned minus taxes<br />
withheld = $884 − $132.60<br />
Money to be earned minus taxes<br />
withheld = $751.40<br />
Money earned plus savings = $751.40<br />
+ $275<br />
Money earned plus savings = $1026.4<br />
$1026.4 is greater than $1000.<br />
Paraphrase: You will have $26.40 more than you<br />
need for the trip. You can go!<br />
4. Given: Distance to bus = 20.8 km<br />
Time to reach bus = 20 min<br />
Speed limit for 8.5 km = 50 km/h<br />
Speed limit for 12.3 km = 80 km/h<br />
Required: Time required to reach bus<br />
Analysis: Find time to go first 8.5 km. Find time<br />
to go last 12.3 km. Add times together,<br />
and compare total with 20 min.<br />
Copyright © 2004 McGraw-Hill Ryerson Limited. Permission to edit and reproduce this page is granted to the purchaser for use in her/his classroom. McGraw-Hill Ryerson shall not<br />
be held responsible for content if any revisions, additions, or deletions are made to this page.
CHAPTER 4 ANSWER KEY<br />
8.5 km<br />
Solution: Time to go first 8.5 km =<br />
50 km/h<br />
Time to go first 8.5 km = 0.17 h<br />
12.3 km<br />
Time to go first 8.5 km =<br />
80 km/h<br />
Time to go first 8.5 km = 0.154 h<br />
Total time = 0.17 h + 0.154 h<br />
Total time = 0.324 h<br />
60 min<br />
Total time = 0.324 h ×<br />
h<br />
Total time = 19.44 min<br />
20 min is greater than 19.44 min.<br />
Paraphrase: If you are not slowed by traffic and you<br />
do not hit any red lights, you will get to<br />
the bus in time.<br />
<strong>BLM</strong> 4-5, Energy and Work Practice<br />
Problems/Skill Builder<br />
Goal: Students practise solving problems that involve<br />
work.<br />
Answers<br />
1. 1.2 × 10 2 J<br />
2. 2.33 × 10 6 J<br />
3. (a) 4.4 × 10 3 J<br />
(b) None. The direction of the force was<br />
perpendicular to the direction of the motion.<br />
4. 2.330 m<br />
5. 2.50 × 10 2 m<br />
6. 0.16 m<br />
7. 1.3 × 10 3 N<br />
8. (a) 3.9 × 10 3 J<br />
(b) 1.8 m<br />
<strong>BLM</strong> 4-6, Graphical Methods for<br />
Determining Work/Skill Builder<br />
Goal: Students determine work done using force versus<br />
position graphs.<br />
Answers<br />
1. (a) 42 J<br />
(b) 17.5 J<br />
(c) 40 J<br />
2. (a) approximately 77.5 J<br />
(b) approximately 253 J<br />
<strong>BLM</strong> 4-7, Fuelled by Farm Waste/Science<br />
Inquiry<br />
Goal: Students expand their knowledge of methods that<br />
are being developed to conserve energy while protecting<br />
the environment.<br />
Answers<br />
Essays will vary significantly. The essays should resemble<br />
the examples given in the <strong>BLM</strong>.<br />
<strong>BLM</strong> 4-8, Chapter 4 Test/Assessment<br />
Goal: Students demonstrate their understanding of the<br />
information presented in Chapter 4.<br />
Answers<br />
1. F: James Watt improved the design of the<br />
Newcomen steam engine.<br />
2. F: Modern scientists accept the kinetic-molecular<br />
theory of heat.<br />
3. T<br />
4. F: Temperature is a measure of the average kinetic<br />
energy of the atoms and molecules in an object.<br />
5. T<br />
6. (d)<br />
7. (a)<br />
8. (e)<br />
9. (b)<br />
10. (c)<br />
11. turbine<br />
12. area under the curve<br />
13. internal combustion<br />
14. kinetic-molecular<br />
15. less than<br />
16. (d)<br />
17. (b)<br />
18. (d)<br />
19. (a)<br />
20. (b)<br />
21. (b)<br />
22. (d)<br />
23. (a)<br />
24. (c)<br />
25. (a)<br />
26. 1 . 2 3<br />
27. 1 . 1 0 2<br />
28. 2 . 3 4 3<br />
29. James Joule hung a weight on a string over a pulley.<br />
The string was wrapped around an axle, which was<br />
attached to a paddle wheel. The paddle wheel was<br />
immersed in water. When the weight fell, it turned the<br />
paddle wheel in the water. James Joule measured the<br />
distance that the weight fell and the increase in the<br />
temperature of the water. He related the loss in<br />
gravitational potential energy of the weight to the gain<br />
in the temperature of the water. He calculated the<br />
amount of mechanical energy that was transformed<br />
into heat in the water.<br />
Copyright © 2004 McGraw-Hill Ryerson Limited. Permission to edit and reproduce this page is granted to the purchaser for use in her/his classroom. McGraw-Hill Ryerson shall not<br />
be held responsible for content if any revisions, additions, or deletions are made to this page.