You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
<strong>Study</strong> Guide<br />
Student Edition<br />
gpscience.com
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United<br />
States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any<br />
means, or stored in a database or retrieval system, without the prior written permission of the publisher.<br />
Send all inquiries to:<br />
Glencoe/McGraw-Hill<br />
8787 Orion Place<br />
Columbus, OH 43240<br />
ISBN 0-07-866089-0<br />
Printed in the United States of America<br />
1 2 3 4 5 6 7 8 9 10 045 09 08 07 06 05 04
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Table of Contents<br />
Chapter 1 The Nature of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1<br />
Chapter 2 Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5<br />
Chapter 3 Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9<br />
Chapter 4 Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13<br />
Chapter 5 Work and Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15<br />
Chapter 6 Thermal Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19<br />
Chapter 7 Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23<br />
Chapter 8 Magnetism and Its Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27<br />
Chapter 9 Energy Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31<br />
Chapter 10 Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35<br />
Chapter 11 Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39<br />
Chapter 12 Electromagnetic Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43<br />
Chapter 13 Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47<br />
Chapter 14 Mirrors and Lenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51<br />
Chapter 15 Classification of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55<br />
Chapter 16 Solids, Liquids, and Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57<br />
Chapter 17 Properties of Atoms and the Periodic Table . . . . . . . . . . . . . . . .61<br />
Chapter 18 Radioactivity and Nuclear Reactions . . . . . . . . . . . . . . . . . . . . . .65<br />
Chapter 19 Elements and Their Properties . . . . . . . . . . . . . . . . . . . . . . . . . . .69<br />
Chapter 20 Chemical Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73<br />
Chapter 21 Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77<br />
Chapter 22 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81<br />
Chapter 23 Acids, Bases, and Salts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85<br />
Chapter 24 Organic Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89<br />
Chapter 25 New Materials Through Chemistry . . . . . . . . . . . . . . . . . . . . . . .93<br />
iii
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
Directions: Use the word bank to fill in the blanks in the summary paragraphs.<br />
explanations investigation observation scientia<br />
knowledge modified overlap technology<br />
Science comes from a latin word, (1) ,which means<br />
(2) .Scientists gather knowledge using (3) and<br />
(4) .Though science is divided into categories, the things scientists study<br />
often (5) .<br />
Scientific (6) are developed and modified over time. Sometimes,<br />
new (7) or observations bring new ideas to light and theories are<br />
(8) .<br />
Directions: List the three main categories of science and what topics each deals with.<br />
9.<br />
10.<br />
11.<br />
<strong>Study</strong> Guide<br />
Directions: Unscramble the words to fill in the blanks.<br />
The Methods of Science<br />
Category Topics<br />
Chapter<br />
1<br />
12. (stinotigevains) a way that scientists learn new information about<br />
the natural world<br />
13. (fictiensic dothem) an organized set of investigation procedures<br />
14. (tennddeep) a type of variable that changes according to changes in<br />
other variables<br />
15. (cottanns) something that does not change when other variables in<br />
an experiment change<br />
16. (siba) what happens when a scientist expects certain results and<br />
views their experimental data with those expectations, hoping to get a certain result<br />
The Methods of Science 1
Name Date Class<br />
2<br />
2 Standards of Measurement<br />
<strong>Study</strong> Guide<br />
Standards of Measurement<br />
Directions: Complete the table below by supplying the missing information.<br />
1.<br />
2.<br />
Chapter<br />
1<br />
Directions: In each of the following, circle the units that would most likely be used to express each kind of<br />
measurement. You may circle more than one answer for each term.<br />
9. volume of a solid: mL m 3 cm 3 L<br />
10. volume of a liquid: mL mg cm 3 L<br />
11. density of a material: g g/cm 3 kg/m 3 L<br />
12. temperature: °K K °C Kg<br />
13. mass: kg K cm 3 mg<br />
14. time: kg K s mm<br />
15. length: K km m cm<br />
Directions: For each pair of equations, write the letter of the equation that expresses an equal value.<br />
16. a. 1 L = 1 dm 3 b. 1 L = 1 cm 3<br />
17. a. 1 mL = 1 cm 3 b. 1 cm 3 = 1 L<br />
18. a. 0°C = –273 K b. 0 K = −273°C<br />
19. a. 1 kg = 100 g b. 1,000 g = 1 kg<br />
20. a. 400 cm = 4.0 m b. 400 cm = 0.40 m<br />
21. a. 1 dm = 10 m b. 1 dm = 0.10 m<br />
22. a. 100°C = 373 K b. 373 K = 10°C<br />
Directions: Calculate the volume of the box in the diagram.<br />
23.<br />
Measurement Base unit<br />
Symbol<br />
mass<br />
temperature<br />
3.<br />
4.<br />
meter<br />
second<br />
5.<br />
6.<br />
7.<br />
8.<br />
2 cm<br />
3 cm<br />
1 cm<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Directions: Use the graphs below to answer the following questions.<br />
Graph A<br />
Graph B<br />
1. What type of graph is shown in A?<br />
2. What does graph A show?<br />
3. What is the independent variable in graph A?<br />
4. On what axis is the independent variable plotted?<br />
5. On what axis is the dependent variable plotted?<br />
6. What type of graph is graph B?<br />
7. What information is shown in graph B?<br />
Communicating with Graphs<br />
8. What element makes up the largest part of living things?<br />
9. What type of graph is graph C?<br />
10. What information is shown on graph C?<br />
Graph C<br />
11. What is the most common height for students in Sarah’s class?<br />
Chapter<br />
1<br />
Communicating with Graphs 3
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Fill in the chart with information from the chapter.<br />
Directions: List three ways that the velocity of a car can change.<br />
7.<br />
8.<br />
9.<br />
Directions: Explain how the velocity of an object could change while its speed stayed the same.<br />
10.<br />
Directions: Explain the meaning of a changing slope on a distance-time graph.<br />
11.<br />
1<br />
1. distance<br />
<strong>Study</strong> Guide<br />
2. displacement<br />
3. average speed<br />
4. instantaneous speed<br />
5. velocity<br />
6. reference point for<br />
relative motion<br />
Describing Motion<br />
Chapter<br />
2<br />
Definition Does it Depend Formula to Calculate<br />
on Direction? (if there is one)<br />
Directions: List three different units for speed. For each unit, give an example of a moving object for<br />
which the unit would be convenient and list the units on the x-axis and y-axis of a distance-time graph.<br />
12.<br />
13.<br />
14.<br />
Speed with Units Moving Object x-axis Unit y-axis Unit<br />
Describing Motion 5
Name Date Class<br />
2<br />
6 Acceleration<br />
<strong>Study</strong> Guide<br />
Acceleration<br />
Directions: Answer the following questions on the lines provided.<br />
1. What is acceleration?<br />
2. When is an object accelerating?<br />
3. What is the difference between positive and negative acceleration?<br />
4. State in words how acceleration is calculated.<br />
5. Give two ways the unit for acceleration can be written.<br />
6. What does the slope of a velocity-time graph indicate?<br />
7. An inline skater traveling in a straight line goes from 3 m/s to 9 m/s in 3 s. What is the<br />
acceleration?<br />
Directions: On the lines provided, indicate what kind of acceleration is shown in the following graphs.<br />
8.<br />
9.<br />
10.<br />
Velocity<br />
Time<br />
Velocity<br />
Time<br />
Velocity<br />
Time<br />
8. 9. 10.<br />
Chapter<br />
2<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Motion and Forces<br />
Directions: Answer the following questions on the lines provided.<br />
1. Define force.<br />
2. List three forces being exerted as you complete this Reinforcement exercise.<br />
Chapter<br />
2<br />
3. You push on the side of a toy truck rolling along the floor. What will happen to the motion of<br />
the truck?<br />
4. What term refers to the sum of all of the forces acting on an object?<br />
5. If the net force on an object is zero, what do you know about all of the forces acting on the object?<br />
6. When several people are pushing on a large rock and it starts to roll, what do you know about<br />
the forces acting on the rock?<br />
7. What is inertia?<br />
8. What causes a change in velocity?<br />
9. What determines the amount of inertia an object has?<br />
10. State Newton’s first law of motion.<br />
Motion and Forces 7
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Write the formula to find acceleration when force and mass are known.<br />
1.<br />
Directions: Write the formula to find force when mass and acceleration are known.<br />
2.<br />
Directions: List the two factors that affect the amount of friction between two surfaces.<br />
3.<br />
1<br />
<strong>Study</strong> Guide<br />
Newton’s Second Law<br />
Chapter<br />
3<br />
Directions: Compare static friction, sliding friction, rolling friction, and air resistance in the chart.<br />
Type of Friction Definition What it Does<br />
4. static<br />
5. sliding<br />
6. rolling<br />
7. air resistance<br />
Directions: Use the terms from the word bank to fill in the blanks in front of the correct phrases below.<br />
air resistance microwelds parachute acceleration<br />
net force rolling sliding<br />
8. the combination of all forces acting on an object<br />
9. sticking points between two surfaces that cause friction<br />
10. type of friction that enables a car to move<br />
11. a factor that determines terminal velocity<br />
12. something determined by the net force on an object and its mass<br />
13. type of friction between brake pads and a rotating bicycle wheel<br />
14. a device to reduce terminal velocity<br />
Newton’s Second Law 9
Name Date Class<br />
2<br />
10 Gravity<br />
<strong>Study</strong> Guide<br />
Gravity<br />
Directions: Answer the following questions on the lines provided.<br />
Chapter<br />
3<br />
1. What is gravity?<br />
2. What are two things that the amount of gravitational force between two objects depends on?<br />
3. Why does Earth exert a stronger gravitational force than the Moon?<br />
4. If an object weighs 40 N on Earth, would it weigh more than 40 N on the Moon? Explain.<br />
Directions: Use the diagrams below to complete the following questions.<br />
Dry road<br />
Icy road<br />
5. What is the centripetal force that allows a car to move around a sharp curve in a roadway?<br />
6. Draw an arrow on the bottom diagram to show the movement of the car if the centripetal force<br />
of the road and car is not enough to overcome the car’s inertia when it reaches point B.<br />
7. Explain how you know the car is accelerating when it reaches point A in the first diagram.<br />
A<br />
B<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
The Third Law of Motion<br />
Directions: Use the illustrations to answer the following questions.<br />
Chapter<br />
3<br />
1. Draw an arrow on Figure A to show the direction the cannon will move when the cannonball<br />
is fired.<br />
2. Draw arrows on Figure B to show the direction the oars must move to propel the boat forward.<br />
3. Does the arrow you drew on Figure A represent an action force or a reaction force?<br />
4. Do the arrows you drew on Figure B represent an action force or a reaction force?<br />
5. If the force that propels the cannonball forward is 500 N, how much force will move the cannon<br />
backward? Explain.<br />
Directions: Solve the following problems.<br />
6. What is the momentum of a 2-kg toy truck that moves at 10 m/s?<br />
7. What is the momentum of a 2000-kg truck that moves at 10 m/s?<br />
8. Which truck has more momentum? Why?<br />
The Third Law of Motion 11
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Use the terms from the word bank to fill in the blanks in front of the correct<br />
phrases below.<br />
chemical gravitational kinetic potential<br />
energy height mass speed<br />
elastic joule natural gas<br />
Chapter<br />
4<br />
1. the ability to cause change, or something that can change form as it<br />
is transferred<br />
2. the kind of energy an object has due to position<br />
3. the kind of energy an object has because of its motion<br />
4. the kind of potential energy an object above Earth’s surface has<br />
5. a factor that affects kinetic energy but not gravitational<br />
potential energy<br />
6. the kind of energy that is stored in chemical bonds<br />
7. a factor that affects gravitational potential energy<br />
8. a second factor that affects gravitational potential energy<br />
9. the SI unit of energy<br />
10. something that burns to produce carbon dioxide and water<br />
11. the kind of potential energy that is stored in something that<br />
can stretch<br />
Directions: Write the formula to calculate kinetic energy and name each variable.<br />
12.<br />
Directions: Write the formula to calculate gravitational potential energy and name each variable.<br />
13.<br />
1<br />
<strong>Study</strong> Guide<br />
The Nature of Energy<br />
The Nature of Energy 13
Name Date Class<br />
2<br />
14 Conservation of Energy<br />
<strong>Study</strong> Guide<br />
Conservation of Energy<br />
Directions: In each of the following situations, energy is changed from one form to another. <strong>Study</strong> each<br />
situation and identify the energy transformations in the space provided.<br />
1. An electric blanket warms a bed on a chilly night.<br />
2. A rock in Death Valley, California, becomes hot during a summer afternoon.<br />
3. A deputy sheriff rides a horse while directing traffic.<br />
4. A chandelier brightens a ballroom after a waiter moves a switch.<br />
5. A swallow sitting on a fence sings a song for anyone who will listen.<br />
6. A jet plane rapidly accelerates on the runway.<br />
7. A walnut falls to the ground from a lofty branch on a walnut tree.<br />
8. A placekicker sends a football through the uprights of a goalpost.<br />
9. A base runner slides safely into third base.<br />
10. A nuclear powered submarine transports its crew from New Orleans to Mobile.<br />
Chapter<br />
4<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Work<br />
Chapter<br />
1. Directions: Explain what two conditions have to be satisfied for work to be done on an object<br />
and give an example of work being done and an example of work not being done.<br />
Directions: Write formulas to fill in the following chart.<br />
Write a Formula When Data are Given for: Formula<br />
to Calculate:<br />
2. Work applied force and distance over which force<br />
is applied<br />
3. Power work done and time required to do work<br />
4. Power energy used and time required to transfer<br />
energy<br />
Directions: Decide what each situation describes and write the term in the blank. You may use<br />
terms from the bank more than once or not at all. One phrase is described by two terms.<br />
distance energy force power work<br />
5. a horse runs 180 m<br />
6. a 1600 W generator ran the motorhome<br />
7. a coffee maker used 850 J of energy for 8 minutes<br />
8. a dog pushed his food bowl across the room with his nose<br />
9. measured in newtons<br />
10. measured in joules<br />
11. measured in watts<br />
12. a baseball is lifted 0.7 m<br />
13. the rate at which work is done<br />
5<br />
5<br />
Work 15
Name Date Class<br />
2 Reinforcement<br />
<strong>Study</strong> Guide<br />
5<br />
5<br />
16 Using Machines<br />
Using Machines<br />
Directions: In the space provided, define and express the term or equation for each of the following.<br />
1. effort force<br />
2. resistance force<br />
3. mechanical advantage<br />
4. efficiency<br />
Chapter<br />
Directions: Use the information above to solve the following problem.<br />
5. A carpenter uses a crowbar to remove the top of a box. The top has a resistance of 500 N. The<br />
carpenter applies an effort force of 250 N. What is the mechanical advantage of the crowbar?<br />
Directions: Answer the following questions with complete sentences.<br />
6. What are two ways that machines make work easier?<br />
7. How does a crowbar used to remove the top of a box change the direction of the force?<br />
8. What is ideal mechanical advantage?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
Reinforcement<br />
<strong>Study</strong> Guide<br />
Chapter<br />
Directions: Match each simple machine in Column II to its description in Column I. Write the letter of the simple<br />
machine in the blank at the left.<br />
Column I<br />
Column II<br />
1. bar that is free to pivot about a fixed point<br />
2. an inclined plane with one or two sloping slides<br />
3. grooved wheel with a rope running along the groove<br />
4. two wheels of different sizes that rotate together<br />
5. sloping surface used to raise objects<br />
Simple Machines<br />
6. two wheels of different sizes with interlocking teeth along<br />
their circumferences<br />
7. inclined plane wrapped in a spiral around a cylindrical post<br />
5<br />
5<br />
a. wheel and axle<br />
b. inclined plane<br />
c. gear<br />
d. lever<br />
e. wedge<br />
f. pulley<br />
g. screw<br />
Directions: Classify each type of simple machine as either a lever or an inclined plane by writing its name in the<br />
proper column of the table.<br />
8. Levers 9. Inclined planes<br />
Directions: Calculate the ideal mechanical advantage for each of the following.<br />
10. A mover uses a ramp to push a stereo into the moving van. The ramp is 3 meters long and<br />
1.5 meters high. What is the ideal mechanical advantage of this ramp?<br />
11. A painter uses a fixed pulley to raise a 1-kg can of paint a distance of 10 m.<br />
12. A screwdriver with a 1-cm shaft and a 4-cm handle is used to tighten a screw.<br />
Simple Machines 17
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Use the terms from the word bank to complete the summary statements.<br />
collisions heat temperature<br />
cooler kinetic energy thermal energy<br />
faster potential energy warmer<br />
Chapter<br />
6<br />
As the (1) of an object increases, the particles in the object move<br />
(2) .As a result the average (3) of the particles<br />
increases. The sum of the kinetic energy and the (4) of the particles in<br />
an object is the (5) of the object. When a substance at a higher tempera-<br />
ture comes in contact with a substance at a lower temperature, (6)<br />
between the particles in the two substances cause thermal energy to move from the<br />
(7) object to the (8) object. Thermal<br />
energy that flows due to a difference in temperature is (9) .<br />
Directions: Explain steps and measurements to be made when using a calorimeter to measure the<br />
specific heat of a material.<br />
10.<br />
11.<br />
12.<br />
13.<br />
14.<br />
15.<br />
1<br />
<strong>Study</strong> Guide<br />
Temperature and Heat<br />
Temperature and Heat 19
Name Date Class<br />
2<br />
20 Transferring Thermal Energy<br />
Transferring Thermal Energy<br />
Chapter<br />
6<br />
Directions: Determine whether the italicized term makes each statement true or false. If the statement is true,<br />
write true in the blank. If the statement is false, write in the blank the term that makes the statement true.<br />
1. Materials that are poor conductors are poor insulators.<br />
2. The transfer of energy through matter by direct contact of its particles<br />
is convection.<br />
3. The transfer of energy in the form of invisible waves is conduction.<br />
4. Solids usually conduct heat better than liquids and gases.<br />
5. The R-value of insulation indicates its resistance to heat flow.<br />
6. Air is a poor heat conductor.<br />
7. Wind and ocean currents are examples of conduction currents.<br />
8. Energy is usually transferred in fluids by radiation.<br />
9. As water is heated, it expands, becomes less dense, and rises.<br />
10. Dark-colored materials absorb less radiant energy than light-colored<br />
materials.<br />
11. Only radiant energy that is reflected is changed to thermal energy.<br />
12. The higher the R-value of insulation the less resistant it is to heat flow.<br />
Directions: Circle the object in each pair that will take in more heat. In the blank, explain why that object will<br />
take in more heat.<br />
13. a silver spoon<br />
a wooden log<br />
14. a white shirt<br />
a red shirt<br />
15. foil in the sunlight<br />
a sidewalk in the sunlight<br />
16. single-pane window<br />
double-pane window<br />
17. R-5 insulation<br />
R-35 insulation<br />
<strong>Study</strong> Guide<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Using Heat<br />
Directions: Answer the following questions about the heating system represented in the flowchart.<br />
A. Furnace heats water to a boil.<br />
B. Steam provided by boiling water travels through pipes to a radiator.<br />
C. Steam cools inside radiator and condenses to water.<br />
D. Thermal energy of heated radiator heats air in room.<br />
1. Is the system in the flowchart a hot-water system or a steam-heating system?<br />
2. How does the furnace get the energy needed to heat the water?<br />
3. Is the furnace an internal or external combustion engine?<br />
4. How is the thermal energy produced by the furnace transferred to the water?<br />
5. Why do the pipes carrying the steam to the radiator need to be insulated?<br />
6. How is the thermal energy from the steam transferred to the radiator?<br />
7. How is the thermal energy of the radiator transferred to the surrounding air?<br />
8. What happens to the steam as it gives up thermal energy inside the radiator?<br />
Chapter<br />
6<br />
9. How is heat from the air surrounding the radiator transferred to the air in the rest of the room?<br />
Using Heat 21
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Directions: Unscramble the terms to fill in the blanks in the summary paragraphs.<br />
Chapter<br />
7<br />
When an atom gains electrons, it becomes (1) (yvenagltie) charged.<br />
When an atom loses electrons, it becomes (2) (lsoipyviet) charged. The<br />
law of conservation of charge states that charge can not be (3) (dracete)<br />
or (4) (reddeosty), only transferred from object to object. Objects with<br />
equal amounts of positive and negative charge are said to be electrically<br />
(5) (traulen). Some objects hold (6)<br />
(neetlorcs) more tightly than others, so when two different objects, such as carpet and<br />
shoes, are rubbed together, the electrons are (7) (serfarntred)<br />
from one to the other. An accumulation of excess charge on an object is called<br />
(8) (tastci leecrtcyii).<br />
Electric Charge<br />
Directions: Match the terms from the box with the correct phrases below.<br />
amount of charge distance grounding<br />
charging by induction electric field insulator<br />
conductor electric force lightning<br />
9. a factor that the force between charges depends on<br />
10. another factor that the force between charges depends on<br />
11. something that surrounds every electric charge<br />
12. a material in which electrons cannot move easily<br />
13. a material in which electrons can move easily<br />
14. something charged objects exert on each other<br />
15. using Earth as a conductor to avoid lightning damage<br />
16. rearrangement of electrons on a neutral object by a nearby charged<br />
object<br />
17. a massive static discharge between a storm cloud and the ground<br />
Electric Charge 23
Name Date Class<br />
2<br />
24 Electric Current<br />
<strong>Study</strong> Guide<br />
Electric Current<br />
Directions: Circle the term in parentheses that makes each statement true.<br />
1. A negatively charged object has (more, fewer) electrons than an object that is neutral.<br />
2. Electrons flow from areas of (higher, lower) voltage to areas of (higher, lower) voltage.<br />
3. Voltage difference is measured in (amperes, volts).<br />
4. Electrons passing through a lamp (gain, lose) some voltage as they light the lamp.<br />
5. Voltage (varies, is the same) in all parts of a series circuit.<br />
6. The current in a circuit is measured in (volts, amperes).<br />
7. Current is almost always the flow of (electrons, protons)<br />
8. When a dry cell is connected in a series, the flow of electrons moves from the<br />
(positive, negative) terminal to the (positive, negative) terminal.<br />
Chapter<br />
7<br />
9. In a dry cell, the carbon rod releases electrons and becomes the (positive, negative) terminal.<br />
10. The voltage difference between the two holes in a wall socket is (12 volts, 120 volts).<br />
11. A car battery is an example of a (dry, wet) cell.<br />
12. Resistance is measured in (ohms, volts).<br />
13. Copper has a (higher, lower) resistance to electron flow than tungsten.<br />
14. According to Ohm’s law, (I = V/R, V = I/R)<br />
15. The symbol for ohm is (Ω, °).<br />
16. In the equation I = V/R, I is expressed in (ohms, amperes).<br />
17. In the equation I = V/R, V is expressed in (volts, ohms).<br />
18. The (+, –) terminal of a dry cell identifies the location of the carbon rod.<br />
19. A wire with a resistance of 3Ω has a (greater, lesser) resistance to electron flow than a wire<br />
with a resistance of 5Ω.<br />
20. If two copper wires are the same length, but different thicknesses, the (thinner, thicker) wire<br />
has greater resistance.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Electrical Energy<br />
Directions: Use the terms and statements below to complete the table.<br />
rate at which electrical energy is converted to another form of energy<br />
The current has only one loop to flow through.<br />
kilowatt parallel circuit series circuit<br />
watt insulation to melt a fire<br />
The current has more than one branch.<br />
kW fuses circuit breakers<br />
W Power = current × voltage difference P = I × V<br />
Important Facts About Electric Circuits<br />
1. There are two types of electric circuits.<br />
Two types of circuits:<br />
Definitions of these circuits:<br />
2. A household circuit can contain many appliances.<br />
Too many appliances can cause:<br />
a.<br />
b.<br />
c.<br />
d.<br />
a.<br />
b.<br />
For protection, household circuits<br />
c.<br />
contain: d.<br />
3. The electrical power of a circuit can be measured.<br />
Definition of electrical power: a.<br />
Unit of electrical power:<br />
b. Name:<br />
c. Abbreviation:<br />
d. Term for 1,000 units:<br />
Determining the electrical f. Expression:<br />
power of a circuit: g. Formula:<br />
e. Abbreviation for 1,000 units:<br />
Chapter<br />
7<br />
Electrical Energy 25
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Chapter<br />
8<br />
Directions: You have two bar magnets. Describe or draw different arrangements of the two magnets<br />
to make the magnets behave as described.<br />
Directions: Describe the magnetic field of Earth by filling in the blanks.<br />
5. where the magnetic north pole can be found:<br />
6. how have switches in the location of the Earth’s magnetic poles been determined:<br />
7. what produces Earth’s magnetic field:<br />
Magnetism<br />
What the Magnets Will Do Diagram or Description<br />
1. repel, end on<br />
2. repel, end on<br />
3. attract, end on<br />
4. attract, end on<br />
Directions: Use the terms from the word bank to fill in the blanks in the summary paragraph below.<br />
away north south strong toward<br />
Magnetic field lines begin at a magnet’s (8) pole and end at the<br />
(9) pole. Field lines that curve (10) each other<br />
show attraction. Field lines that curve (11) from each other show<br />
repulsion. Where the magnetic field is (12) ,the lines will be closer together.<br />
Magnetism 27
Name Date Class<br />
2<br />
28 Electricity and Magnetism<br />
Electricity and Magnetism<br />
Directions: Circle the term or phrase in parentheses that correctly completes the sentence.<br />
Chapter<br />
8<br />
1. When a current is passed through a coil of wire with a piece of iron inside, (an electromagnet,<br />
a commutator) is formed.<br />
2. An electromagnet is a (permanent, temporary) magnet.<br />
3. Adding more turns to the wire coil (increases, decreases) the strength of an electromagnet.<br />
4. Increasing the amount of current that flows through a wire (increases, decreases) the strength<br />
of an electromagnet.<br />
5. Electromagnets change electrical energy into (chemical, mechanical) energy.<br />
6. An instrument that is used to detect current is (an electromagnet, a galvanometer).<br />
7. An electric motor changes (chemical, electrical) energy into mechanical energy.<br />
8. Like a galvanometer, an electric motor contains (a switch, an electromagnet) that is free to<br />
rotate between the poles of a permanent, fixed magnet.<br />
9. A coil’s magnetic field can be flipped by (reversing the direction of current, increasing the<br />
number of loops) in the coil.<br />
10. In a motor, a reversing switch that rotates with an electromagnet is called a (voltmeter,<br />
commutator).<br />
<strong>Study</strong> Guide<br />
11. In a motor, the stronger the magnetic field in the coil, the (weaker, stronger) the force<br />
between the permanent magnet and the electromagnet.<br />
12. The speed of an electric motor can be controlled by varying the amount of (electric current,<br />
mechanical energy) to the motor.<br />
13. Name three devices you see or use everyday that make use of the relationship between<br />
electricity and magnetism to operate.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Directions: <strong>Study</strong> the following diagram. Then label the parts using the correct terms from the list.<br />
electromagnet source of mechanical energy permanent magnet<br />
4. Is this a diagram of a generator or a motor?<br />
Directions: Circle the term in parentheses that makes each statement true.<br />
5. When the wire loop of a (motor, generator) turns, an electric current is produced.<br />
6. The current produced by a generator is (direct, alternating) current.<br />
7. A motor (uses, creates) an electric current as it turns.<br />
Chapter<br />
8<br />
8. A device that increases or decreases voltage of electric current passing through a power line is<br />
a (transformer, motor).<br />
9. If the secondary coil of a transformer has more turns than the primary coil, the transformer<br />
is a (step-up, step-down) transformer.<br />
Producing Electric Current<br />
Directions: In the space below, draw a sketch of a step-down transformer that has half as many coils in the<br />
secondary coil as in its primary coil. Label the two coils.<br />
10.<br />
Producing Electric Current 29
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Arrange the sources of energy in the United States in order from least to greatest, and list<br />
the percentage of energy that each source supplies.<br />
Directions: Explain why the cost of fossil fuels might become more expensive in the future.<br />
7.<br />
Directions: List two advantages of burning natural gas to provide energy, compared to burning coal<br />
or oil.<br />
8.<br />
9.<br />
Directions: List two disadvantages of burning coal, oil, or natural gas to provide energy.<br />
10.<br />
11.<br />
1<br />
<strong>Study</strong> Guide<br />
Directions: Find words or phrases in the chapter to match these descriptions.<br />
12. the law of conservation of energy<br />
13. an example of a form of energy that is not useful<br />
14. what it means to use energy<br />
Fossil Fuels<br />
Least Greatest<br />
1. 2. 3. 4. 5. 6.<br />
Chapter<br />
9<br />
15. a source of energy that contains more energy per kilogram than coal or petroleum and provides<br />
about 25% of the energy consumed in the U. S. A.<br />
Fossil Fuels 31
Name Date Class<br />
2<br />
32 Nuclear Energy<br />
<strong>Study</strong> Guide<br />
Nuclear Energy<br />
1. Place the following events describing the production of electrical energy from a nuclear fission<br />
reactor in the correct order. Write the numbers 1 (first) through 7 (last) in the spaces<br />
provided.<br />
______ a. Steam produced by boiling water causes the blades of a turbine to rotate.<br />
______ b. A neutron bombards a uranium-235 isotope.<br />
______ c. Thermal energy released by the reaction is added to water.<br />
______ d. Electricity from the generator is carried to the community through wires.<br />
______ e. A uranium-235 atom splits, producing two atoms with smaller nuclei, three neutrons,<br />
and thermal energy.<br />
______ f. The mechanical energy of the rotating turbine blades is transferred to an electric<br />
generator.<br />
______ g. Superheated water passes through a heat exchanger, where the thermal energy<br />
released boils a separate system of water to produce steam.<br />
Directions: Answer the following questions on the lines provided.<br />
2. How does using nuclear energy harm the environment?<br />
3. How is using nuclear energy less harmful to the environment than using fossil fuels?<br />
4. How does the half-life of a radioactive waste affect the type of container in which the waste<br />
will be stored?<br />
5. Why is nuclear fusion not currently used as an energy source on Earth?<br />
6. How do the products of a fusion reaction differ from the products of a fission reaction?<br />
Chapter<br />
9<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Directions: Provide the information requested for each alternative energy source listed.<br />
1. Solar energy<br />
a. What is solar energy?<br />
b. What is a photovoltaic cell?<br />
2. Hydroelectricity<br />
a. What is hydroelectricity?<br />
b. What is one economic advantage to hydroelectricity?<br />
3. Tidal energy<br />
a. What is tidal energy?<br />
b. Why is tidal energy a limited source of energy?<br />
4. Wind energy<br />
a. What device is used to harness the energy in wind and convert it into electricity?<br />
b. Why is the wind an energy source with limited uses?<br />
Renewable Energy Sources<br />
Chapter<br />
9<br />
Renewable Energy Sources 33
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
The Nature of Waves<br />
Chapter<br />
10<br />
Directions: Use the terms from the word bank to fill in the blanks in front of the correct phrases below.<br />
air energy medium vibrates<br />
compressional light sound water wave<br />
earthquake mechanical transverse wave<br />
1. a type of wave that travels only in matter<br />
2. the medium in which sound waves that you hear travel<br />
3. all waves are produced by something that does this<br />
4. all waves carry this<br />
5. repeating disturbance or movement that transfers energy through<br />
matter or space<br />
6. a type of compressional wave made by a violin<br />
7. a material in which a wave travels<br />
8. a type of transverse wave<br />
9. a type of wave where the matter in the medium moves at right<br />
angles to the direction that the wave travels<br />
10. a type of mechanical disturbance that combines transverse and<br />
compressional waves<br />
11. a type of wave where the matter in the medium moves back and<br />
forth along the same direction that the wave travels<br />
12. a type of electromagnetic wave<br />
Directions: Explain how a water wave moves in water.<br />
13.<br />
Directions: Explain how ripples are formed, turn into whitecaps, and become swells on the ocean.<br />
14.<br />
The Nature of Waves 35
Name Date Class<br />
2<br />
36 Wave Properties<br />
<strong>Study</strong> Guide<br />
Wave Properties<br />
Directions: <strong>Study</strong> Figure 1, then identify each part by filling in the blanks below.<br />
1.<br />
2.<br />
3.<br />
4.<br />
Figure 1<br />
1.<br />
Directions: Answer the following questions on the lines provided.<br />
5. List three characteristics of a wave that you can measure.<br />
6. What is meant by the frequency of a wave? What is the unit?<br />
2.<br />
7. If the frequency of a given wave increases, what happens to the wavelength?<br />
4.<br />
Chapter<br />
10<br />
Directions: Fill out the following table by describing how to measure each of the quantities for the two types<br />
of waves.<br />
Wave Wavelength Amplitude<br />
8. transverse<br />
9. compressional<br />
10. What is the velocity of a wave with a frequency of 6 Hz and a wavelength of 2 m?<br />
3.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
The Behavior of Waves<br />
Directions: Answer the following questions on the lines provided.<br />
1. How is an echo produced?<br />
2. When light is reflected, how are the angle of incidence and the angle of reflection related?<br />
3. Compare and contrast refraction and diffraction.<br />
Chapter<br />
10<br />
4. What happens to the direction of a light wave when it passes from a less dense medium such<br />
as air into a more dense medium such as glass?<br />
5. Why does a tree in the path of sunlight create a shadow instead of the light spreading around<br />
the tree?<br />
6. What happens when two waves approach and pass each other?<br />
7. When is a standing wave produced?<br />
The Behavior of Waves 37
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
The Nature of Sound<br />
1. Directions: Explain how a speaker creates compressional sound waves.<br />
Directions: Use the terms from the word bank to fill in the summary sentence blanks.<br />
atmosphere compressions molecules more slowly solids<br />
at the same speed faster Moon rarefactions temperature<br />
Sound waves cannot travel on the (2) because there is no<br />
(3) and sound needs a material in which to move. Sound is a<br />
compressional wave that contains (4) ,where matter in the medium<br />
is most dense, and (5) ,where matter is the least dense. Sound<br />
travels (6) in liquids than in gases, and even faster in<br />
(7) .This is because the (8) are closer together<br />
in liquids and solids than gases, so they transmit energy more quickly.<br />
Loud sounds travel (9) as soft sounds. However, sound waves in<br />
cold weather travel (10) than they do in hot weather. This is because the<br />
molecules of air move faster at a higher (11) .<br />
Directions: Unscramble the terms to match the phrases.<br />
Chapter<br />
11<br />
12. (het route era) the part of your ear where sound waves are gathered,<br />
made up of the visible part of your ear, the ear canal, and the eardrum<br />
13. (amurder) a membrane that vibrates when struck by sound waves<br />
14. (dedlim rea) the part of the ear that receives vibrations from the<br />
eardrum and multiplies the force and pressure of the sound wave; it contains the stirrup, the<br />
anvil, and the hammer.<br />
15. (locache) a spiral-shaped structure that is filled with liquid and<br />
contains tiny hair cells that turn vibrations into nerve impulses; this is the part that is usually<br />
damaged when someone has hearing problems.<br />
The Nature of Sound 39
Name Date Class<br />
2<br />
40 Properties of Sound<br />
<strong>Study</strong> Guide<br />
Properties of Sound<br />
Directions: Answer the following questions on the lines provided.<br />
1. What indicates the amplitude of a compressional wave?<br />
2. Compare and contrast loudness and intensity.<br />
3. How are loudness and intensity related to the amplitude and energy of a sound wave? What<br />
is the unit of intensity?<br />
4. Describe how ultrasound and infrasound differ from normal sound, and give an example of<br />
each.<br />
5. What happens to the sound of a train whistle as the train approaches and then passes you?<br />
Why?<br />
6. What does a hertz measure?<br />
7. What is the abbreviation for hertz?<br />
8. What do decibels measure?<br />
9. What is the abbreviation for decibels?<br />
10. What is the frequency of a wave?<br />
Chapter<br />
11<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Music<br />
Chapter<br />
11<br />
Directions: Combine the word parts below to form the answers to the clues below. Work carefully. A space has<br />
been left between each word part to help you. Place one letter on each blank, and be sure the number of letters in<br />
each word part matches the number of blanks. Cross out each word part as you use it. The first definition has<br />
been started for you to use as an example.<br />
and cy men o quen strings ty<br />
beat da mu o res tal ver<br />
bra fre na o res tion vi<br />
brass fun nance per sic tones winds<br />
cus li noise qua sion tor wood<br />
1. effect produced when<br />
a musical instrument vibrates ___ ___ ___ ___ ___ ___ ___ ___ ___<br />
2. rely on vibration of air to make music (3 words)<br />
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___<br />
3. rise and fall in sound intensity ___ ___ ___ ___<br />
4. causes music and noise ___ ___ ___ ___ ___ ___ ___ ___ ___<br />
5. sound that has random patterns and pitches ___ ___ ___ ___ ___<br />
6. describes the difference between two<br />
sounds having the same pitch and loudness ___ ___ ___ ___ ___ ___ ___<br />
7. violins, guitars, and harps ___ ___ ___ ___ ___ ___ ___<br />
8. main tone produced when an entire string vibrates up and down (2 words)<br />
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___<br />
___ ___ ___ ___ ___ ___ ___ ___ ___<br />
r e s o<br />
9. sounds that deliberately<br />
follow a regular pattern ___ ___ ___ ___ ___<br />
10. drums and xylophone ___ ___ ___ ___ ___ ___ ___ ___ ___ ___<br />
11. produced by vibrations that are<br />
multiples of the fundamental frequency ___ ___ ___ ___ ___ ___ ___ ___ ___<br />
12. hollow chamber that amplifies<br />
sound when the air in it vibrates ___ ___ ___ ___ ___ ___ ___ ___ ___<br />
Music 41
Name Date Class<br />
4<br />
42 Using Sound<br />
<strong>Study</strong> Guide<br />
Using Sound<br />
Directions: Answer the following questions on the lines provided.<br />
1. What is acoustics?<br />
2. Why would reverberation be a problem when using a gym for a concert?<br />
3. What would an acoustical engineer consider when designing a concert hall? How could<br />
reverberation be reduced?<br />
4. Describe echolocation and tell how bats use it to locate food.<br />
5. What is sonar?<br />
6. Explain how ultrasound is used to produce images of internal structures in the body.<br />
7. When is it better to use ultrasound and when is it better to use X rays for detecting medical<br />
problems?<br />
8. Why might ultrasound be a treatment of choice over surgery for kidney stones?<br />
Chapter<br />
11<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: List three ways when you could use electromagnetic waves at home.<br />
1.<br />
2.<br />
3.<br />
Directions: List four similarities between sound and water waves.<br />
4.<br />
5.<br />
6.<br />
7.<br />
1<br />
<strong>Study</strong> Guide<br />
What are electromagnetic<br />
waves?<br />
Directions: Unscramble the terms to fill in the summary sentence blanks.<br />
Chapter<br />
12<br />
Electromagnetic waves are different from sound and water waves because they can travel<br />
in (8) (eacsp) as well as (9) (tramet).<br />
Electromagnetic waves are made of vibrating (10) (tricleec) and<br />
(11) (ginetamc) fields. Both of these fields surround an electric<br />
(12) (grache) that is (13) (ngivmo). The vibrating<br />
electric field around a vibrating charge produces a vibrating magnetic field and the vibrating<br />
magnetic field produces a vibrating electric field. As a result, these fields continually<br />
(14) (eeactr) each other. These fields are always<br />
(15) (reepraplicdun) to each other and travel<br />
(16) (wotdaur) from the vibrating charge. Because they vibrate at right<br />
angles to the (17) (notidreci) that the wave travels, electromagnetic<br />
waves are (18) (seervrtnsa) waves. An electromagnetic wave carries<br />
(19) (trainda) energy. All objects emit electromagnetic waves because<br />
they contain electric charges that are always in (20) (ntmioo).<br />
Electromagnetic waves sometimes behave as (21) (sleipcrat) called<br />
(22) (toonsph).<br />
What are electromagnetic waves? 43
Name Date Class<br />
2<br />
<strong>Study</strong> Guide<br />
44 The Electromagnetic Spectrum<br />
The Electromagnetic<br />
Spectrum<br />
1. Arrange the following types of waves from lowest to highest frequency with 1 being the lowest<br />
and 7 being the highest.<br />
a. microwaves<br />
b. visible light<br />
c. gamma rays<br />
d. radio waves<br />
e. infrared waves<br />
f. X rays<br />
g. ultraviolet waves<br />
Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.<br />
2. The range of frequencies in which electromagnetic waves occur is called the ______.<br />
a. radar c. UVB rays<br />
b. electromagnetic spectrum d. visible light<br />
3. Radio waves make ______ vibrate.<br />
a. electrons c. light particles<br />
b. molecules d. photons<br />
4. ______ are used in Magnetic Resonance Imaging to map body tissues..<br />
a. X rays c. infrared waves<br />
b. radio waves d. ultraviolet waves<br />
5. ______ are absorbed by the ozone layer.<br />
a. infrared waves c. radio waves<br />
b. gamma rays d. ultraviolet waves<br />
6. Radio waves with wavelengths of less than 1 m are called ______.<br />
a. gamma rays c. infrared light<br />
b. X rays d. microwaves<br />
7. Warmth that you feel from a fire is transmitted to you by ______.<br />
a. infrared waves c. MRI<br />
b. ultraviolet rays d. radio waves<br />
Chapter<br />
12<br />
8. The range of electromagnetic waves that you can detect with your eyes is ______.<br />
a. infrared waves c. microwaves<br />
b. visible light d. X rays Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
A<br />
Radio Communication<br />
Directions: Answer the following questions on the lines provided.<br />
1. Trace a radio broadcast from the radio station transmitter to your ear.<br />
2. What is a carrier wave and how does it affect what you hear on the radio?<br />
3. Compare and contrast AM and FM radio transmission.<br />
B<br />
C<br />
Chapter<br />
12<br />
4. In the figure above, name the parts of a cathode-ray tube indicated and give the use of each part.<br />
A.<br />
B.<br />
C.<br />
5. Cell phones and cordless phones are transceivers. What does this mean?<br />
6. Describe G.P.S. and give two uses for it.<br />
7. Why is satellite telephone service best for one-way communication?<br />
Radio Communication 45
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Fill in the blanks in front of the phrases below with the correct term from the term bank.<br />
incidence prism translucent<br />
normal reflection transparent<br />
opaque refraction violet<br />
1. the angle between the normal to a surface and an incoming light ray<br />
2. an object that transmits almost all of the light that strikes it<br />
3. a device that separates white light into different wavelengths<br />
4. an object that transmits some light but blurs images<br />
5. the angle between the normal to a surface and a reflected light ray<br />
6. an object that absorbs and reflects, but does not transmit, light<br />
7. the color of light waves with the shortest wavelengths<br />
8. a line perpendicular to a reflecting surface<br />
9. what occurs when light changes speed as it passes from one<br />
medium to another.<br />
Directions: Unscramble these four terms to fill in the blanks to explain how a mirage is formed.<br />
gemia traferacino iseedints ecolor<br />
A mirage is an (10) of a distant object produced by the<br />
(11) of light through layers of air of different (12) .<br />
This occurs when the air at ground level is much warmer or cooler than the air above it. Light waves<br />
travel slower in (13) ,denser air, so they refract as they pass through air lay-<br />
ers of different temperatures.<br />
Directions: Use the law of reflection to explain why rough surfaces produce diffuse image<br />
reflections.<br />
14.<br />
1<br />
<strong>Study</strong> Guide<br />
The Behavior of Light<br />
Chapter<br />
13<br />
The Behavior of Light 47
Name Date Class<br />
2<br />
48 Light and Color<br />
<strong>Study</strong> Guide<br />
Light and Color<br />
Directions: Use the clues below to complete the crossword puzzle.<br />
Across<br />
8<br />
11<br />
3. Soak up, for example, light rays<br />
5<br />
7<br />
9<br />
10<br />
1<br />
3 4<br />
5. Colored material that absorbs some colors but reflects others<br />
7. Color that results from mixing red and yellow pigments<br />
9. Primary light colors are this type<br />
11. Primary pigments are this type<br />
Down<br />
1. Light produced by mixing all colors of the visible spectrum<br />
2. Colors that can be mixed to produce any other colors<br />
4. Color of an object that absorbs all light<br />
6. Nerve cells you use to distinguish colors<br />
8. Type of nerve cells on retina that allow you to see dim light<br />
10. The color you see if you are looking at light that has no red or blue<br />
2<br />
6<br />
Chapter<br />
13<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Producing Light<br />
Directions: Write a paragraph about lighting. Use the words listed below in your paragraph.<br />
1.<br />
Chapter<br />
13<br />
light bulb incandescent light fluorescent light<br />
tungsten heat filament phosphorus<br />
coating light efficiency<br />
Directions: Observe incandescent and fluorescent lights in your home, in your school, and in a store or office.<br />
2. Where is each type of light more likely to be used?<br />
3. Compare and contrast the color and general appearance of fluorescent and incandescent lights.<br />
4. Why do you think the types of lights were chosen for use in the places that you observed?<br />
Producing Light 49
Name Date Class<br />
4<br />
50 Using Light<br />
<strong>Study</strong> Guide<br />
Using Light<br />
Directions: Answer the following questions on the lines provided.<br />
1. Why are polarized sunglasses popular among people who like to fish?<br />
Chapter<br />
13<br />
2. When at the grocery store, you should never look into the beams of light in the scanner at the<br />
checkout lane. Why not?<br />
3. Why are optical fibers often called light pipes?<br />
4. Which pair of lenses would be best suited for automobile drivers? (The direction of polarization<br />
is shown by the straight lines.) Explain.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Use the terms from the term bank to fill in the blanks in front of the correct phrases below.<br />
concave enlarged light ray plane mirror shaving mirror<br />
convex focal length light source real image virtual image<br />
diverge focal point optical axis<br />
1. a narrow beam of light that travels in a straight line<br />
2. an imaginary straight line drawn perpendicular to a concave mirror<br />
at its center<br />
3. something that emits light rays<br />
4. a mirror whose surface curves inward<br />
5. a flat reflecting surface<br />
6. every light ray traveling parallel to the optical axis will be reflected<br />
through this point<br />
7. image formed by a concave mirror for an object closer than one<br />
focal length<br />
8. what light rays reflected from a convex mirror do<br />
9. a type of mirror that always makes an upright virtual image that is<br />
smaller than the object<br />
10. an image formed by the convergence of light rays<br />
11. distance from the center of the mirror to the focal point<br />
12. an image that no light rays pass through<br />
Directions: Make a diagram to show how light rays parallel to the optical axis reflect from a concave<br />
mirror through the focal point.<br />
13.<br />
Directions: List three devices that use concave mirrors.<br />
14.<br />
1<br />
<strong>Study</strong> Guide<br />
Mirrors<br />
Chapter<br />
14<br />
Mirrors 51
Name Date Class<br />
2<br />
52 Lenses<br />
<strong>Study</strong> Guide<br />
Lenses<br />
Directions: On the line at the left, write the term that correctly completes each statement.<br />
Chapter<br />
14<br />
1. A type of lens used to correct nearsighted vision is a ______ lens.<br />
2. All lenses have a special property. This property is the ability to<br />
______ light.<br />
3. A magnifying glass is an example of a ______ lens.<br />
4. With normal vision, the image of an object should focus on the<br />
part of the eye called the ______.<br />
5. When images form ______ the retina, convex lenses are needed<br />
to converge incoming rays before they enter the eye.<br />
6. Nearsighted vision is the result of the images of objects being focused in front of the retina.<br />
Retina<br />
Draw the type of lens in front of the eye below that would be used to correct nearsighted<br />
vision. Draw a ray diagram to show how this type of lens corrects nearsighted vision.<br />
Iris<br />
Light from<br />
distant object<br />
Cornea<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Optical Instruments<br />
Chapter<br />
14<br />
1. You are going to assemble a refracting telescope, a reflecting telescope, and a microscope.<br />
Which lenses or mirrors will you put in each instrument? Write your answer in the table, using<br />
the lenses or mirrors from the list below. Each can be used more than once if needed.<br />
concave mirror convex lens plane mirror<br />
a. Refracting telescope b. Reflecting telescope c. Microscope<br />
2. Label the parts of this camera using the following terms: aperture, film, lens, and shutter.<br />
3. Write a paragraph describing the Hubble Space Telescope.Use these terms in your paragraph.<br />
solar panels orbit images ultraviolet<br />
NASA telescope mirrors atmosphere<br />
Optical Instruments 53
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Match the terms in the term bank to the phrases below.<br />
atom element lead solution<br />
chlorine fog mixture substance<br />
colloid heterogeneous sodium titanium<br />
compound homogeneous soft drink tungsten<br />
1. a material made up of two or more substances that can be easily<br />
separated by physical methods<br />
2. a substance in which the atoms of two or more elements are combined<br />
in a fixed proportion<br />
3. an element used to reduce radiation exposure while taking X rays<br />
4. a type of matter with fixed composition, such as an element or<br />
compound<br />
5. a mixture where the particles are so small they cannot be seen with<br />
a microscope, and will not settle to the bottom of the mixture<br />
6. a mixture that is homogeneous when the can that holds it is closed,<br />
and a heterogeneous mixture of gas and a solution when the can is opened<br />
7. a type of mixture that contains particles blended evenly throughout,<br />
so you cannot see more than one part<br />
8. a very strong, lightweight metal, used in body implants<br />
9. a greenish-yellow poisonous gas that can react to produce table salt<br />
10. a silvery metal that can react to produce table salt<br />
11. granite, concrete, and soup mixes are examples of this type of mixture<br />
where you can clearly see different materials<br />
12. the element with the highest melting point; soft enough to draw into<br />
a light bulb filament, or be combined with steel to be extremely durable<br />
Directions: Explain how the Tyndall effect can help you tell the difference between a solutionand a<br />
colloid.<br />
13.<br />
1<br />
<strong>Study</strong> Guide<br />
Composition of Matter<br />
Chapter<br />
15<br />
Composition of Matter 55
Name Date Class<br />
2<br />
56 Properties of Matter<br />
<strong>Study</strong> Guide<br />
Properties of Matter<br />
Chapter<br />
15<br />
Directions: Below are two sets of words. Complete the second set by choosing a word from those listed below<br />
the blank. The two words must be related in the same way as the first set of words.<br />
EXAMPLE<br />
letter:envelope::pillow: ____________case_________<br />
case, sheet, soft, bed<br />
1. steam:water::water: ________________________<br />
heat, molecules, ice, matter<br />
2. physical:chemical::size: ________________________<br />
burning, taste, solubility, acid<br />
3. chemical:rust::physical: ________________________<br />
compound, condensation, solid, change<br />
4. physical:density::chemical: ________________________<br />
size, melting, combustible, ice<br />
5. solid:steel::gaseous: ________________________<br />
coal, air,water,gasoline<br />
6. burning:candle::rust: ________________________<br />
vaporization, physical property, iron, mixture<br />
7. smell:rotten eggs::heat and light: ________________________<br />
burning logs, mountains, river deltas, ice water<br />
8. gold:gold leaf::copper: ________________________<br />
ice, wire, mass, rust<br />
Directions: Answer the following questions on the lines provided.<br />
9. What is the difference between a physical change and a chemical change?<br />
10. Name some physical properties.<br />
11. Explain how a pile of ashes has the same mass as the original log before it was burned. What<br />
is the law that defines this (assuming a completely dry log and no combustable products<br />
escaped in the air) called?<br />
12. Have you ever created a physical change? A chemical? Explain.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: List the three assumptions of kinetic theory.<br />
1.<br />
2.<br />
3.<br />
1<br />
<strong>Study</strong> Guide<br />
Kinetic Theory<br />
Chapter<br />
16<br />
Directions: Define each phenomenon from the chapter, and describe what the particles do to cause<br />
that phenomenon. You may sketch what the particles are doing, if you wish.<br />
Phenomenon Definition Descriptions and Diagrams<br />
of what the Molecules are<br />
Doing, Additional Notes<br />
4. Thermal Energy<br />
4a. Kinetic Energy<br />
4b. Potential Energy<br />
5. Average Kinetic<br />
Energy<br />
6. Solid State<br />
7. Melting Point<br />
7a. Heat of Fusion<br />
8. Liquids Flow<br />
9. Gas State<br />
9a. Evaporation<br />
10. Boiling Point<br />
10a. Heat of<br />
Vaporization<br />
11. Diffusion<br />
12. Plasma State<br />
13. Thermal Expansion<br />
14. Water’s Strange<br />
Expansion<br />
15. Melting Amorphous<br />
Solids<br />
Kinetic Theory 57
Name Date Class<br />
2<br />
58 Properties of Fluids<br />
<strong>Study</strong> Guide<br />
Properties of Fluids<br />
Directions: Determine whether the italicized term makes each statement true or false. If the statement is true,<br />
write true in the blank. If the statement is incorrect, write in the blank the term that makes the statement true.<br />
1. A fluid is a liquid or a solid.<br />
2. Buoyancy is the ability of a fluid to exert a downward force on<br />
an object immersed in it.<br />
3. If the buoyant force on an object is greater than the weight of<br />
the object, the object will sink.<br />
4. The buoyant force on an object in a fluid is equal to the weight<br />
of the fluid displaced by the object.<br />
5. Archimedes’ principle states that pressure applied to a fluid is<br />
transmitted unchanged throughout the fluid.<br />
6. As the velocity of a fluid increases, the pressure exerted by the<br />
fluid increases.<br />
7. Temperature and viscosity are inversely related; that is, higher<br />
temperature means lower viscosity.<br />
Directions: Answer the following questions on the lines provided.<br />
8. A hydraulic machine can be used to lift extremely heavy objects. Why is the fluid in the<br />
hydraulic machine a liquid rather than a gas?<br />
Chapter<br />
16<br />
9. A block of wood is floating in water. The weight of the part of the block above water is onethird<br />
of the total weight of the block. What is the weight of the water displaced by the block<br />
of wood? Explain your answer in terms of Archimedes’ principle.<br />
10. A passenger jet in the air increases its speed. Does the downward force of air on the top of<br />
the wings increase or decrease? Does the net lifting force of the air on the wings increase or<br />
decrease? Explain your answer.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
Directions: Write the definitions for the following terms in the spaces provided.<br />
1. Boyle’s law<br />
2. Charles’s law<br />
3. pressure<br />
4. absolute zero<br />
<strong>Study</strong> Guide<br />
Behavior of Gases<br />
Directions: Explain what will happen in each of the following cases.<br />
5. If the temperature remains constant, what will happen to the pressure of a gas if you decrease<br />
the volume of the container that holds it?<br />
6. If the volume of a container of gas remains constant, what will happen to the pressure of a gas<br />
if you increase temperature?<br />
Directions: Answer the following questions regarding temperature.<br />
7. On the Kelvin scale, what is the freezing point of water?_______________________________<br />
8. On the Kelvin scale, what is the boiling point of water? _______________________________<br />
9. On the Celsius scale, what are the freezing and boiling points of water?<br />
Chapter<br />
16<br />
Behavior of Gases 59
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Directions: Use the word bank to fill in the blanks to match the phrases below.<br />
Aristotle Dalton particle accelerator<br />
atom Democritus quark<br />
bubble chamber electron cloud Rutherford<br />
Chadwick orbits Thomson<br />
Chapter<br />
17<br />
1. a device to help scientists study tracks left by subatomic particles<br />
2. a device used to cause high-speed collisions (without seatbelts!)<br />
3. Greek philosopher who had the right idea about atoms<br />
4. Greek philosopher whose idea about matter was not quite so right<br />
but everyone believed him for a couple thousand years<br />
5. the area where modern scientists think electrons are likely to be found<br />
6. scientist who discovered that atoms contained electric charge<br />
7. the place where Bohr thought electrons would be found<br />
8. scientist who proposed one of the first models of the atom<br />
9. the smallest piece of matter that keeps the properties of the element<br />
to which it belongs<br />
10. scientist who proposed the idea of a nucleus<br />
11. one of six very small particles that make up protons and neutrons<br />
12. a student of Niels Bohr who discovered neutrons in the nucleus<br />
Directions: List four past atomic models in chronological order and the correction or addition that<br />
was made to each one.<br />
13.<br />
14.<br />
15.<br />
16.<br />
Structure of the Atom<br />
Name of Model Correction or Addition that was<br />
Made to the Model<br />
Structure of the Atom 61
Name Date Class<br />
2<br />
62 Masses of Atoms<br />
<strong>Study</strong> Guide<br />
Masses of Atoms<br />
Directions: Answer the following questions on the lines provided.<br />
1. What are isotopes?<br />
2. How do Boron-10 and Boron-11 differ?<br />
3. What is the average atomic mass of an element?<br />
4. Compare and contrast the atomic structure of the chlorine-35 and chlorine-37 isotopes.<br />
Chapter<br />
17<br />
5. Suppose that a newly discovered element called centium has three isotopes that occur in<br />
nature. These are centium-200, centium-203, and centium-209. Assume that these isotopes<br />
occur in equal amounts in nature. What will be the average atomic mass of this element?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
The Periodic Table<br />
Chapter<br />
17<br />
Directions: You will need a scientist’s patience to find the names of the 70 elements hidden in the grid. The<br />
lanthanides and the actinides have been excluded. The same letters may appear in more than one element name.<br />
Draw a line through the letters that correctly spell the name of an element.<br />
Directions: Complete the following paragraphs about the periodic table by filling each blank with the correct term.<br />
In the modern periodic table, elements are listed by increasing 1. ________________. Each box<br />
represents an 2. ________________. A box contains the name, atomic number,<br />
3. ________________, and 4. ________________ for the element.<br />
Vertical columns in the table are called 5. ________________. Most elements in a column have<br />
the same number of 6. ________________ in the outer energy level and tend to have similar<br />
7._________________.<br />
Horizontal rows in the table are called 8. ________________. The elements on the left side of the<br />
table are 9. ________________. Groups 3–12 contain metals known as 10. ________________.<br />
Elements on the right side are 11. ________________.<br />
The Periodic Table 63
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Unscramble the terms to fill in the summary sentence blanks.<br />
In nuclei with large numbers of protons, the (1) (presluvie) electric<br />
force on a proton is (2) (rreateg) than in nuclei with a small number<br />
of protons. This is because the electric force has a (3) (nglo) range. The<br />
(4) (gronts) force on a proton has a (5) (rtsho)<br />
range. This force is exerted only by a proton’s nearest (6) (bronsghei).<br />
All nuclei that contain more than 83 (7) (roopstn) are<br />
(8) (driacotviea). Some nuclei with fewer protons are radioactive<br />
as well. (9) (tinsyecth) elements, with nuclei that have more than<br />
(10) (woeinttny) protons, are (11) (sunbleat)<br />
and decay quickly after they are created.<br />
Directions: Compare and contrast isotopes. List three things that make them the same and two<br />
things that make them different.<br />
same:<br />
12.<br />
13.<br />
14.<br />
different:<br />
15.<br />
16.<br />
Directions: Name three important scientists in the discovery of radioactivity.<br />
17.<br />
18.<br />
19.<br />
1<br />
<strong>Study</strong> Guide<br />
Radioactivity<br />
Chapter<br />
18<br />
Radioactivity 65
Name Date Class<br />
2<br />
66 Nuclear Decay<br />
<strong>Study</strong> Guide<br />
Nuclear Decay<br />
Chapter<br />
18<br />
Directions: Element Z has a half-life of one week. Use the graph grid and the directions below to trace the decay<br />
of a 256-gram sample of element Z over a 10-week period. Each box on the grid represents one gram of element Z.<br />
After you complete each step, answer the question.<br />
1. Use a pencil to draw a large X through<br />
all of the boxes on the left half of the<br />
grid. How many grams of element Z<br />
decayed?<br />
2. Use a different color pencil to draw a<br />
large X through 1/2 of the remaining<br />
boxes. How many grams of element Z<br />
remain after two weeks?<br />
3. Use a pencil to shade 1/2 of the<br />
remaining boxes. How much of<br />
element Z is left?<br />
4. Repeat step 3 using the colored pencil. How many grams of element Z remain?<br />
5. Use a pencil to draw an X in 1/2 of the remaining boxes. How many grams of element Z remain?<br />
6. Repeat step 5 using the colored pencil. How many grams of element Z remain?<br />
7. Use your pencil to draw a circle in 1/2 of the remaining boxes. How many grams of element Z<br />
remain?<br />
8. Repeat step 7 using the colored pencil. How many grams of element Z remain?<br />
9. Shade in 1/2 of the remaining box with a pencil. How much of element Z remains?<br />
10. Repeat step 9 using the colored pencil. How much of element Z remains?<br />
Directions: On a separate sheet of graph paper, make a line graph or a bar graph that shows the decay of<br />
element Z over a 10-week period. Use your answers to questions 1–10 as your data.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Detecting Radioactivity<br />
Chapter<br />
18<br />
Directions: Determine whether the italicized term makes each statement true or false. If the statement is true,<br />
write true in the blank. If the statement is false, write in the blank the term that makes the statement true.<br />
1. Radiation forms ions by removing protons from matter as it<br />
passes through.<br />
2. In a cloud chamber, alpha particles leave long, thin trails.<br />
3. In a bubble chamber, a moving radioactive particle leaves ions<br />
behind, causing the liquid to boil along the trail.<br />
4. The common method of measuring radioactivity at job sites is<br />
to use an electroscope.<br />
5. In a cloud chamber, beta particles leave short, thick trails.<br />
6. Small and portable Geiger counters are often used to test for<br />
radioactivity.<br />
7. A radioactive particle moving through the air near an electroscope<br />
will cause the leaves of the electroscope to move together.<br />
Directions: Match each type of radiation detector in Column II with its description in Column I. Write the letter<br />
of the correct term in the space provided.<br />
Column I<br />
Column II<br />
8. ionizing rays pass through a superheated liquid<br />
9. ionizing rays pass through water vapor or ethanol<br />
10. loses charge in the presence of radiation<br />
11. radiation causes a current to flow from a wire to produce<br />
clicking sound or flashing light<br />
a. Geiger counter<br />
b. electroscope<br />
c. bubble chamber<br />
d. cloud chamber<br />
Detecting Radioactivity 67
Name Date Class<br />
4<br />
68 Nuclear Reactions<br />
<strong>Study</strong> Guide<br />
1p<br />
1n<br />
1p<br />
1n<br />
Nuclear Reactions<br />
Directions: Use the diagrams below to complete the following activities.<br />
n<br />
+<br />
92p<br />
143n<br />
Energy<br />
Energy<br />
2p<br />
2n<br />
56p<br />
85n<br />
36p<br />
56n<br />
+<br />
Energy<br />
n<br />
Chapter<br />
18<br />
1. The diagrams show two types of nuclear reactions: nuclear fission and nuclear fusion. Label the<br />
type of reaction shown in each diagram in the space provided.<br />
2. Circle the letter of the equation that correctly explains the nuclear reaction shown in the top<br />
diagram.<br />
a. H-2 + H-2 → H-4 c. H-1 + H-1 → H-2<br />
b. H-2 + H-2 → He-4 d. H-1 + H-1 → He-2<br />
3. Circle the letter of the equation that correctly explains the nuclear reaction shown in the<br />
bottom diagram.<br />
a. 1 neutron + U-235 → Ba-141 + Kr-92 + 3 neutrons + energy<br />
b. 1 neutron + U-238 → Ba-141 + Kr-92 + 4 neutrons<br />
c. Ba-141 + Kr-92 → U-235 + 3 neutrons<br />
d. Ba-141 + Kr-92 → U-238<br />
4. What two elements are involved in the nuclear fusion reaction?<br />
5. Label each atom in the fusion reaction with its correct symbol and isotope notation.<br />
6. What three elements are involved in the fission reaction shown?<br />
7. Label each atom in the nuclear fission reaction with its chemical symbol and its correct isotope<br />
notation.<br />
n<br />
n<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Directions: Use the terms from the word bank to fill in the blanks in front of the correct phrases below.<br />
actinides fireworks radioactive<br />
calcium magnesium silver<br />
coins mercury transition<br />
1. a metal found both in your bones and in famous statues and churches<br />
2. the poisonous liquid metal<br />
3. a type of element with a nucleus that breaks apart and gives off energy<br />
4. the photography metal<br />
5. all of this group is radioactive and unstable<br />
6. metals and their compounds explode to give spectacular colors<br />
7. a common use for copper, silver, and gold<br />
8. the main metal atom in the green molecule of plants<br />
9. metals that occur sometimes in pure form in nature, and also make<br />
many colored compounds<br />
Directions: List five properties of metals and a use for metals based on that property.<br />
10.<br />
11.<br />
12.<br />
13.<br />
14.<br />
Metals<br />
Property Use<br />
Chapter<br />
19<br />
Metals 69
Name Date Class<br />
2<br />
70 Nonmetals<br />
<strong>Study</strong> Guide<br />
Nonmetals<br />
Chapter<br />
19<br />
Directions: Complete the following table that compares the properties of metals and nonmetals by supplying<br />
the information requested.<br />
1. Appearance of solid<br />
2. Is it malleable?<br />
3. Is it ductile?<br />
Directions: In the spaces provided, list two properties for each nonmetal listed.<br />
8. hydrogen<br />
9. flourine<br />
10. chlorine<br />
11. bromine<br />
12. iodine<br />
13. helium<br />
14. neon<br />
Characteristic Metal Nonmetal<br />
4. Does it conduct heat well?<br />
5. Does it conduct electricity well?<br />
6. Most common state at room<br />
temperature.<br />
7. Does it conduct electricity well?<br />
Directions: Answer the following questions on the lines provided.<br />
15. How does bromine differ from the other nonmetals?<br />
16. How does the location of hydrogen on the periodic table differ from the locations of the other<br />
nonmetals?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Mixed Groups<br />
Chapter<br />
19<br />
Directions: The elements that make up groups 13 through 16 of the periodic table are listed below. Classify<br />
each element as a metal, metalloid, or nonmetal by writing its name under the correct heading in the table. Refer<br />
to the periodic table of the elements in your textbook for information on each element.<br />
Boron Group<br />
boron<br />
aluminum<br />
gallium<br />
indium<br />
thallium<br />
Nitrogen Group<br />
nitrogen<br />
phosphorus<br />
arsenic<br />
antimony<br />
bismuth<br />
Carbon Group<br />
carbon<br />
silicon<br />
germanium<br />
tin<br />
lead<br />
Oxygen Group<br />
oxygen<br />
sulfur<br />
selenium<br />
tellurium<br />
polonium<br />
1. Metals 2. Metalloids 3. Nonmetals<br />
Directions: Answer the following questions in the spaces provided.<br />
4. Why is it useful to create neptunium by bombarding uranium with protons, even though<br />
neptunium disintegrates in about two days?<br />
5. What are allotropes?<br />
6. Describe the appearance of two allotropes of silicon.<br />
7. Name three allotropes of carbon.<br />
Mixed Groups 71
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Directions: For each atom listed, indicate how many electrons need to be gained or lost for the atom<br />
to achieve a stable electron configuration.<br />
1. sodium<br />
2. aluminum<br />
3. sulfur<br />
4. phosphorus<br />
5. neon<br />
6. carbon<br />
7. nitrogen<br />
8. magnesium<br />
9. fluorine<br />
Directions: Unscramble the terms to fill in the blanks.<br />
When elements bond to form (10) (scunpoodm), both their<br />
(11) (troppsiree) and their (12) (loorc) may<br />
change. Elements (13) (nagi) or (14) (selo)<br />
electrons when they bond, and this gives them a more (15) (bleats)<br />
electron configuration. All stable electron configurations are the same as the<br />
(16) (steaner) noble gas.<br />
Stability in Bonding<br />
A chemical (17) (roulamf) tells how many of each type of atom are<br />
in the compound. A chemical bond is the (18) (rofec) that holds atoms<br />
together.Only (19) (route) electrons are involved in bonding.<br />
Chapter<br />
20<br />
Stability in Bonding 73
Name Date Class<br />
2<br />
74 Types of Bonds<br />
<strong>Study</strong> Guide<br />
Types of Bonds<br />
Directions: <strong>Study</strong> the diagram below. Write your answers to the questions in the spaces provided.<br />
A. B.<br />
12P<br />
12N<br />
1. If atom A loses electrons to atom B,<br />
a. how many electrons will atom A lose?<br />
b. how many electrons will atom B gain?<br />
c. what will be the oxidation number of atom A?<br />
d. what will be the oxidation number of atom B?<br />
e. what will be the total charge of the compound formed?<br />
f. what type of bond will form?<br />
8P<br />
8N<br />
Chapter<br />
20<br />
2. Explain why an element’s oxidation number is related to the group on the periodic table to<br />
which it belongs.<br />
Directions: Complete the table comparing ionic compounds and covalent compounds.<br />
Characteristic Ionic compounds Covalent compounds<br />
3. How the compound is formed<br />
4. Smallest particle<br />
5. Usual state at room temperature<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Writing Formulas and Naming<br />
Compounds<br />
Directions: Answer the following questions in the spaces provided. Refer to the periodic table for help.<br />
1. Define an oxidation number.<br />
2. What is the usual oxidation number of oxygen? Of hydrogen?<br />
3. What is the sum of all the oxidation numbers in any compound?<br />
4. Explain the difference between CoCl 2 • 6H 2O and anhydrous cobalt chloride.<br />
Chapter<br />
20<br />
Directions: Use the periodic table in your textbook to identify the oxidation numbers of the elements in each group.<br />
Group 1 2 16 17 18<br />
Oxidation number 5. 6. 7. 8. 9.<br />
Directions: Write the formulas for the following compounds. Use the periodic table in your textbook for help.<br />
10. copper(II) sulfate<br />
11. calcium chloride<br />
12. iron(II) oxide<br />
13. copper(I) oxide<br />
14. sodium sulfide<br />
15. magnesium sulfate heptahydrate<br />
Directions: Complete the following table by providing the name of the compound and the total number of<br />
atoms in each formula given.<br />
Formula Name Number of Atoms<br />
16. NH 4OH<br />
17. NH 4C 1<br />
18. Ag 2O<br />
19. K 2SO 4<br />
20. Ca (NO 3) 2<br />
21. Na 2S<br />
Writing Formulas and Naming Compounds 75
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Unscramble the terms to fill in the blanks in the summary statements.<br />
(1) (michaelc) reactions occur all around and inside you, convert-<br />
ing (2) (startenca) into new substances, or products. Examples of this<br />
include (3) (ginkba) a cake, (4) (thinebrag),<br />
making (5) (spreecods) foods and (6)<br />
(liandsturi) processes.<br />
Chemistry turned from (7) (maleych) into a true science in the<br />
1770s. Antoine Lavoisier experimented and convinced other scientists that the total mass of<br />
the (8) (starcanet) always equals the total mass of the<br />
(9) (dropscut). This is known as the law of (10)<br />
(vonscertainot) of matter and another way to say it is that matter is not<br />
(11) (dracete) or (12) (oydderts).<br />
(13) (rosevailio) is considered the father of modern chemistry.<br />
He experimented on (14) (shelfim) and on animals, and came up<br />
with plenty of experimental data and ideas about (15) (boomsctui),<br />
(16) (praisenorti), and (17) (bammetolis)<br />
that were helpful in the (18) (molepedevnt) of the biochemistry,<br />
medicine, and sports science of today. He also developed a system for naming, or<br />
(19) (tramconluten), and got together with other scientists to write a<br />
book about it and get everybody to use the system. The (20) (PUCIA)<br />
system is in use today for naming chemicals on the system Lavoisier started.<br />
Chemical reactions are written down using chemical (21)<br />
(quaintoes) with (22) (lombyss) for elements and compounds. Written<br />
in this form, it is (23) (reasie) to tell what is happening.<br />
Directions: List three metals that react with air and water in the atmosphere.<br />
24.<br />
25.<br />
26.<br />
1<br />
<strong>Study</strong> Guide<br />
Materials With A Past<br />
Chapter<br />
21<br />
Materials With A Past 77
Name Date Class<br />
2<br />
78 Chemical Equations<br />
<strong>Study</strong> Guide<br />
Chemical Equations<br />
Directions: Answer the following questions using complete sentences.<br />
1. Describe, in words, a balanced chemical equation. Give an example.<br />
Chapter<br />
21<br />
2. Use the law of conservation of mass to explain why a chemical equation must be balanced.<br />
Directions: Balance the following equations. If you need help, review the steps for balancing equations in your<br />
textbook. Use the space below for your work.<br />
3. H 2(g) + Cl 2(g)→HCl(aq)<br />
4. N 2(g) + H 2(g)→NH 3(g)<br />
5. Li(s) + FeBr 2(aq)→LiBr(aq) + Fe(s)<br />
6. Al(s) + HCl(aq)→AlCl 3(aq) + H 2(g)<br />
7. Li(s) + N 2(g)→Li 3N(s)<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Classifying Chemical<br />
Reactions<br />
Chapter<br />
21<br />
Directions: Match the types of chemical reactions in Column II with the description in Column I. Write the letter<br />
of the correct reaction in the blank at the left.<br />
Column I<br />
Column II<br />
1. A precipitate, water, or a gas forms when two<br />
ionic compounds in solution are combined.<br />
2. Two or more substances combine to form<br />
another substance.<br />
3. One element replaces another in a compound.<br />
4. One substance breaks down into two or more<br />
substances.<br />
5. A type of synthesis reaction that produces heat<br />
and light.<br />
Directions: Write the name of the type of chemical reaction in the space provided.<br />
6. 4Fe(s) + 3O 2(g)→2Fe 2O 3(s)<br />
a. synthesis reaction<br />
b. decomposition reaction<br />
c. combustion<br />
d. single-displacement reaction<br />
e. double-displacement reaction<br />
7. Zn 2(s) + 2HCl(aq)→ZnCl 2(aq) + H 2(g)<br />
8. MgCO 3(aq) + 2HCl(aq)→MgCl 2(aq) + H 2O(l ) + CO 2 (g)<br />
9. NiCl 2(s) →Ni(s) + Cl 2(g)<br />
10. 4C(s) + 6H 2(g) + O 2(g)→2C 2H 6O(s)<br />
11. C 12H 22O 11(s)→12C(s) + 11H 2O(g)<br />
12. 2LiI(aq) + Pb(NO 3) 2(aq)→2LiNO 3 (aq) + PbI 2(s)<br />
13. CdCO 3(s)→CdO(s) + CO 2(g)<br />
14. Cl 2(g) + 2KBr(aq)→2KCl(aq) + Br 2(g)<br />
15. BaCl 2(aq) + 2KIO 3(aq)→Ba(IO 3) 2(s) + 2KCl(aq)<br />
16. 2Mg(s) + O2(g)→2MgO(s)<br />
17. AgNO 3(aq) + KI(aq)→AgI(s) + KNO 3(aq)<br />
18. 2Li(s) + H 2O(l)→2LiOH(aq) + H 2(g)<br />
19. C(s) + O 2(g)→CO 2(g)<br />
Classifying Chemical Reactions 79
Name Date Class<br />
4<br />
<strong>Study</strong> Guide<br />
80 Chemical Reactions and Energy<br />
Chemical Reactions<br />
and Energy<br />
Directions: Answer the following questions using complete sentences.<br />
1. What is a catalyst?<br />
2. What is an exothermic reaction?<br />
3. What is an inhibitor?<br />
4. What is an endothermic reaction?<br />
Chapter<br />
21<br />
Directions: Decide if each reaction below involves a catalyst, an inhibitor, or neither. Write C for catalyst, I for<br />
inhibitor, or N for neither in the blank at the left.<br />
5. Brushing the cut edges of fruits with lemon juice can prevent the darkening effect<br />
that contact with air can cause.<br />
6. In the human body, proteins called enzymes help to speed up chemical processes. The<br />
proteins are not changed during these chemical processes.<br />
7. Aluminum oxide, which forms on exposed aluminum, protects the aluminum from<br />
further reaction with the air.<br />
8. Food preservatives called BHT and BHA slow down the spoilage of certain foods.<br />
9. Nickel is used to increase the rate of methane formation from the addition of hydrogen<br />
and carbon monoxide. Nickel does not permanently change.<br />
Directions: Decide if each reaction below is endergonic or exergonic. In the blank at the left, write EN for<br />
endergonic or EX for exergonic.<br />
10. When a lit match is placed in alcohol, the alcohol ignites producing heat and light.<br />
11. Energy in the form of electricity can be added to water to break apart the water<br />
molecules into hydrogen gas and oxygen gas.<br />
12. A piece of coal placed in a furnace gives off heat and light before turning to ash.<br />
13. When ammonium chloride mixes with water, the solution formed feels cold.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Use the terms from the word bank to fill in the blanks in front of the correct phrases below.<br />
alloy polar solvent<br />
crushing solute stirring<br />
heating solution water<br />
1. a mixture that has the same composition throughout<br />
2. a word for a molecule that has a positive region and a negative region<br />
3. a substance that dissolves other substances, such as water<br />
4. a way to make particles move faster to increase the dissolving rate<br />
5. a way to increase the rate of dissolving by increasing the surface<br />
area of the solute<br />
6. a substance that dissolves in water, such as sugar or carbon dioxide<br />
7. the most common solvent in the world<br />
8. a solution of solids, such as brass or sterling silver<br />
9. a way that speeds the rate of dissolving by bringing more fresh<br />
solute into contact with more fresh solvent<br />
Directions: Fill in the chart for five solutions.<br />
Directions: List the three steps involved in the process of sugar being dissolved in water.<br />
15.<br />
16.<br />
17.<br />
1<br />
10.<br />
11.<br />
12.<br />
13.<br />
14.<br />
<strong>Study</strong> Guide<br />
How Solutions Form<br />
Solvent Solute Special Name, if any<br />
Chapter<br />
22<br />
How Solutions Form 81
Name Date Class<br />
2<br />
<strong>Study</strong> Guide<br />
82 Solubility and Concentration<br />
Solubility and Concentration<br />
Chapter<br />
22<br />
Directions: Use the information in the table to graph the solubility curves for barium hydroxide, Ba(OH) 2 ;<br />
copper(II) sulfate, CuSO 4 ; potassium chloride, KCl ; and sodium nitrate, NaNO 3 . Use a different colored pencil for<br />
each compound.<br />
Compound<br />
Ba(OH) 2<br />
CuSO 4<br />
KCl<br />
NaNO 3<br />
Solubility (g/100 g of water)<br />
180<br />
160<br />
140<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
Directions: Use the information in the table and your graph to answer the following questions.<br />
1. At about what temperature will 100 g of water dissolve equal amounts of potassium chloride<br />
and barium hydroxide?<br />
2. At about what temperature will 37 g of both copper(II) sulfate and potassium chloride dissolve<br />
in 100 g of water?<br />
0˚C<br />
23.10<br />
3. If 100 g of sodium nitrate are dissolved in 100 g of water at 60°C, is the solution formed<br />
saturated, unsaturated, or supersaturated?<br />
4. If 32 g of copper (II) sulfate are dissolved in 100 g of water at 20°C, is the solution produced<br />
saturated, unsaturated, or supersaturated?<br />
20˚C<br />
60˚C<br />
100˚C<br />
1.67 3.89<br />
20.94 101.40<br />
28.0<br />
73.0<br />
Solubility in g/100 g Water<br />
32.0<br />
34.2<br />
87.6<br />
Temperature<br />
61.8<br />
45.8<br />
122.0<br />
114.0<br />
56.3<br />
180.0<br />
0 20 40 60 80 100 120<br />
Temperature ˚C<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Particles in Solution<br />
Directions: <strong>Study</strong> the diagram. Then answer the following questions on the lines provided.<br />
1. What is the name of the process taking place in the diagram? Describe the process.<br />
2. What is an ion?<br />
3. What is the solute in the diagram? Is the solute an electrolyte or a nonelectrolyte?<br />
4. Will the solution conduct electricity? Explain.<br />
Chapter<br />
22<br />
Particles in Solution 83
Name Date Class<br />
4<br />
84 Dissolving Without Water<br />
<strong>Study</strong> Guide<br />
Dissolving Without Water<br />
Chapter<br />
22<br />
Directions: Find the mistakes in the statements below. Rewrite each statement correctly on the lines provided.<br />
1. Water is sometimes referred to as the universal solvent because it is a large molecule and can<br />
fit easily among the molecules of many solutes.<br />
2. Nonpolar materials have positive and negative areas.<br />
3. Carbon and hydrogen atoms in hydrocarbon molecules share electrons unequally.<br />
4. Nonpolar molecules such as oil, iodine, and nail polish dissolve easily in water.<br />
5. Ethanol can dissolve iodine as well as water because it has two nonpolar ends.<br />
6. A general statement describing what dissolves what is the phrase “Polar dissolves nonpolar.”<br />
7. When working with nonpolar solvents, good ventilation is important because nonpolar<br />
solvents tend to evaporate more slowly than water, producing high concentrations of vapor.<br />
8. Water-soluble vitamins, such as Vitamin A, can accumulate in our tissues and can be toxic in<br />
high concentrations.<br />
9. Fat-soluble vitamins, such as Vitamin C, can be flushed out of the body before they can be<br />
used and therefore must be replaced constantly.<br />
10. Water molecules are attracted by, and cling to, molecules of nonpolar solutes, making them<br />
sticky and slowing evaporation.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Chapter<br />
23<br />
Directions: Use the terms from the word bank to fill in the blanks in front of the correct phrases below.<br />
acids digestion hydronium ion<br />
ammonia dissociate hydroxide ion<br />
base drain cleaner indicator<br />
1. used to make soap<br />
2. one of our bodies’ uses of an acid<br />
3. what acids and bases do in water<br />
4. what is produced when a base dissociates<br />
5. a base with no hydroxide ion<br />
6. what is produced when an acid dissociates<br />
7. a home use of a base<br />
8. used to make food taste sour<br />
9. a compound that changes color in acid and base<br />
Directions: Fill in the chart with information from the chapter.<br />
10. two acids in soft drinks<br />
11. four acids in industry<br />
12. three acids and a base used<br />
in fertilizers<br />
13. five properties of bases<br />
14. five properties of acids<br />
15. five acids you may have eaten<br />
or drunk recently<br />
Acids and Bases<br />
Acids and Bases 85
Name Date Class<br />
2<br />
<strong>Study</strong> Guide<br />
86 Strength of Acids and Bases<br />
Strength of Acids and Bases<br />
Chapter<br />
23<br />
Directions: The pH values of several common substances are listed below. Place each item from the list on the<br />
pH scale in its proper location. The first one has been done for you.<br />
pH<br />
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14<br />
pure water 7.0<br />
ocean water 8.5<br />
tomatoes 4.0<br />
lye 13.8<br />
stomach acid 1.0<br />
pure water<br />
lemons 2.5<br />
shampoo 5.8<br />
bananas 5.2<br />
blood 7.2<br />
milk of magnesia 10.5<br />
ammonia 11.5<br />
eggs 7.8<br />
soap 10.0<br />
vinegar 3.0<br />
Directions: Complete the table below by writing the name of each of the substances above under the proper<br />
heading. Place substances with a pH lower than 3.0 in the strong acids column. Place substances with a pH<br />
higher than 10.0 in the strong bases column.<br />
1. Strong acids 2. Weak acids 3. Weak bases<br />
4. Strong bases<br />
Directions: Answer the following questions on the lines provided.<br />
5. Is pure water an acidic, basic, or neutral substance?<br />
6. Is the pH of a strong acid higher or lower than the pH of a weak acid of the same concentration?<br />
7. Is the pH of a strong base higher or lower than the pH of a weak base of the same concentration?<br />
8. On the pH scale, what are the values of acids and what are the values of bases?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Salts<br />
Chapter<br />
23<br />
Directions: Find the mistakes in the statements below. Rewrite each statement correctly on the lines provided.<br />
1. An important difference between detergents and soaps is that soaps can be used in hard water.<br />
2. Salts are made from bases, and esters come from alcohols that are also bases but have a<br />
hydroxyl group.<br />
3. Polyesters are synthetic fibers that are made from an organic base that has two – COOH groups<br />
and an acid that has two – OH groups.<br />
4. Titration is a process in which a solution of an unknown concentration is used to determine<br />
the concentration of another solution.<br />
5. The endpoint of titration occurs when a drop of base turns the acid solution pink but the color<br />
changes back again.<br />
6. Soap has a nonpolar end that mixes easily with oily dirt.<br />
7. During a neutralization reaction, hydronium ions from a base combine with hydroxide ions<br />
from an acid to produce water and a salt.<br />
8. A salt is a compound formed when the positive ions from an acid combine with the negative<br />
ions from a base.<br />
9. In titration, the solution of known concentration is called the acid/base indicator.<br />
Salts 87
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
<strong>Study</strong> Guide<br />
Directions: Unscramble the terms to fill in the blanks.<br />
Simple Organic Compounds<br />
Carbon forms (1) (smniloli) of compounds with<br />
(2) (drogheyn), (3) (gexony), and other<br />
elements. Carbon can form small compounds of just a (4) (ewf) atoms,<br />
or large compounds containing (5) (hasdonuts) of atoms. These include<br />
(6) (slefu), (7) (nicedimes),<br />
(8) (syed), (9) (sliptacs), and<br />
(10) (ixtleste). The amazing range and variability of carbon's<br />
(11) (gbdino) ability is due to the following factors.<br />
• Carbon can form four (12) (noveltac) bonds.<br />
• Carbon can form (13) (leings), (14)<br />
(blodue), and (15) (prietl) bonds.<br />
• Carbon can bond in arrangements of (16) (schnia),<br />
(17) (chandbre hicans), and (18) (grins).<br />
Carbon can form (19) (dasturtae) compounds with the maximum<br />
number of hydrogens, and unsaturated compounds with (20) (plietlum)<br />
bonds. Carbon compounds may also form (21) (moirses), which are<br />
compounds with the same number of atoms, in a different arrangment.<br />
Directions: Match the number from the box with each phrase below<br />
0 2 8 100.7<br />
0.603 4 10 1830<br />
22. the maximum number of bonds carbon can form, or, the number<br />
of hydrogen atoms in methane<br />
23. the number of hydrogen atoms in butane<br />
24. the number of double bonds in a saturated compound<br />
25. the year scientists began to make organic compounds in laboratories<br />
26. the melting point of the most branched octane<br />
Chapter<br />
24<br />
Simple Organic Compounds 89
Name Date Class<br />
2<br />
<strong>Study</strong> Guide<br />
90 Other Organic Compounds<br />
Other Organic Compounds<br />
Chapter<br />
24<br />
Directions: Determine which of the following compounds are aromatic compounds. If a compound is aromatic,<br />
place a plus (+) in the space provided. If a compound is not aromatic, place a minus (–) in the space provided.<br />
1. Figure A<br />
4. Figure D<br />
H<br />
C<br />
H C C H<br />
H C C H<br />
C<br />
H<br />
Figure A<br />
H<br />
H C C C OH<br />
H<br />
H<br />
H<br />
Figure D<br />
O<br />
2. Figure B<br />
5. Figure E<br />
Directions: Use the diagrams above to answer the following questions.<br />
7. Which of the compounds are organic acids?<br />
8. How are the structures of the organic acids similar?<br />
9. Which of the substituted hydrocarbons are alcohols?<br />
10. What do the alcohols have in common?<br />
11. Which of the compounds is benzene?<br />
12. What is the formula for the compound in Figure B?<br />
13. Which compounds are substituted hydrocarbons?<br />
14. Which compound has the formula C 2H 4(OH) 2?<br />
15. What symbol is used to show benzene?<br />
16. What is the formula for benzene?<br />
H<br />
H C OH<br />
H<br />
Figure B<br />
H<br />
C<br />
H C C OH<br />
H C C H<br />
C<br />
H<br />
Figure E<br />
3. Figure C<br />
6. Figure F<br />
H<br />
O<br />
H C C OH<br />
H<br />
Figure C<br />
OH OH<br />
H C C H<br />
H H<br />
Figure F<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Petroleum—A Source of<br />
Carbon Compounds<br />
Chapter<br />
24<br />
Directions: For each of the following write the letter of the term or phrase that best completes the sentence.<br />
1. Fossil fuels include all of the following EXCEPT ______.<br />
a. coal b. oxygen c. natural gas d. petroleum<br />
2. Petroleum compounds can be separated because their ______ differ.<br />
a. fossils c. boiling points<br />
b. benzene rings d. densities<br />
3 A structure used to separate petroleum compounds is called a(n) ______.<br />
a. double helix c. centrifuge<br />
b. oil derrick d. fractionating tower<br />
4. Petroleum fractions with the ______ may never condense and are collected as gases.<br />
a. lowest boiling points c. longest polymer chains<br />
b. highest boiling points d. largest benzene rings<br />
5. Petroleum fractions with 5 to 10 carbons are used to make ______.<br />
a. lubrication grease c. gasoline<br />
b. kerosene d. asphalt<br />
6. A gas that comes from petroleum is ______.<br />
a. octane b. diesel fuel c. ethanol d. propane<br />
7. A large molecule that consists of two or more monomers is called a ______.<br />
a. fraction b. polymer c. fossil d. dye<br />
8. Polyethylene is used to make ______.<br />
a. shopping bags c. saccharin<br />
b. jet fuel d. printers ink<br />
9 Two or more different monomers will link to form a(n) ______.<br />
a. epoxy glue b. aspirin c. copolymer d. natural gas<br />
10. A synthetic dye discovered accidentally in coal tar is ______.<br />
a. indigo b. propane c. butane d. mauve<br />
Petroleum—A Source of Carbon Compounds 91
Name Date Class<br />
4<br />
92 Biological Compounds<br />
<strong>Study</strong> Guide<br />
Biological Compounds<br />
Directions: Complete the table below by placing a check mark (✓) in the column of each kind of organic<br />
compound that has each characteristic.<br />
Chapter<br />
24<br />
Characteristic Protein<br />
Nucleic acid Carbohydrate Lipid<br />
1. hemoglobin is an example<br />
2. includes fats and oils<br />
3. polymers formed from amino acids<br />
4. is a polymer<br />
5. always contains carbon and hydrogen<br />
6. is made up of nucleotides<br />
7. includes RNA and DNA<br />
8. RNA controls the production of these<br />
9. includes sugar<br />
10. its monomers contain –NH 2 and<br />
–COOH groups<br />
11. controls cell reproduction and activities<br />
12. ratio of hydrogen to oxygen is 2:1<br />
13. is held together with peptide bonds<br />
14. glucose is an example<br />
15. includes starches<br />
16. includes cholesterol<br />
17. accounts for 15% of your weight<br />
18. made up of monomers<br />
19. molecule is ladder-shaped and twisted<br />
20. is an organic compound<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: List four properties of metals and alloys and a use that each property is good for.<br />
Directions: Fill in the blanks by unscrambling the terms for each blank.<br />
Historians believe that the first people to use metals and their alloys lived in the<br />
(5) (grisit-tesepahur) Valley about (6)<br />
(C53B00). They were called the (7) (riamusen) people and they<br />
accidentally discovered (8) (zoebrn). The (9)<br />
(ripostrepe) of this alloy, which is made of (10) (procep) and<br />
(11) (nit), allowed humans to make better tools, weapons, armor,<br />
cooking utensils, and jewelry. These items changed the course of history.<br />
In modern times, (12) (sloyal) are still a factor in the shaping<br />
of human history. (13) (nitnatmiu) alloys are used to make<br />
(14) (paces hisps) and (15) (tlese) is used to fix<br />
broken or damaged human bodies. (16) (dofos) are packaged for long<br />
storage, and people (17) (lyf) through the air to get from place to place<br />
quickly. The science fiction of the past has become what we call a 'normal' life!<br />
Directions: What are space-age alloys? Give an example.<br />
18.<br />
1<br />
1.<br />
2.<br />
3.<br />
4.<br />
<strong>Study</strong> Guide<br />
Metals<br />
Property Use<br />
Chapter<br />
25<br />
Metals 93
Name Date Class<br />
2<br />
94 Versatile Materials<br />
<strong>Study</strong> Guide<br />
Versatile Materials<br />
Chapter<br />
25<br />
Directions: Complete the following table by listing, for each type of equipment, how ceramics are used and one<br />
advantage that the new equipment has as a result of the use of ceramics.<br />
Equipment Use of Ceramics<br />
Advantage<br />
Household knives<br />
and scissors<br />
Space shuttle<br />
Aircraft windshields<br />
Sports equipment<br />
Directions: Answer the following questions on the lines provided.<br />
9. What is a ceramic?<br />
10. Why is it advantageous to pack circuit components into a tiny integrated circuit?<br />
11. What gives ceramics their strength?<br />
12. How do dentists use ceramics?<br />
13. Under what conditions will ceramics break?<br />
1.<br />
2.<br />
3.<br />
4.<br />
14. How does a p-type semiconductor differ from an n-type?<br />
5.<br />
6.<br />
7.<br />
8.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
<strong>Study</strong> Guide<br />
Polymers and Composites<br />
Chapter<br />
25<br />
Directions: Determine whether the italicized term makes each statement true or false. If the statement is true,<br />
write true in the blank. If the statement is false, write in the blank the term that makes the statement true.<br />
1. Proteins are examples of natural polymers.<br />
2. Polyethylene is an example of a synthetic monomer.<br />
3. Plastics are examples of natural polymers.<br />
4. A large molecule made from many smaller repeating molecules is<br />
called a monomer.<br />
5. A material that is man-made is called a synthetic material.<br />
6. A synthetic fiber is a strand of a synthetic polymer.<br />
7. Polymers are large, chain-like molecules constructed of many<br />
smaller, repeating molecules called synthetics.<br />
8. Synthetic polymers are commonly referred to as composites.<br />
9. Most of the raw materials used to make plastics come from proteins.<br />
10. Fiberglass is a composite made up of plastic and concrete.<br />
11. Diamond, quartz, and feldspar are considered polymers.<br />
12. Reinforced concrete is an example of a plastic.<br />
Directions: Answer the following questions on the lines provided.<br />
13. What does the term composite mean?<br />
14. How does the use of synthetic products such as plastic increase the use of fossil fuels?<br />
15. Give two examples of materials or equipment that have been improved or made possible<br />
through the use of composites. What advantages do they have?<br />
Polymers and Composites 95