DOCOMENT RESOME

ED 190 371 SE 031 315

AUTHOR Bonar, John R., Ed.: Hathway, James A., Ed.

TITLE Probing the Natural World, Level III,,BecordTeacher's. Edition: In Orbit. Intermediate ScienceCurriculum Study..

INSTITUTION Florida State Univ., Tallahassee. Dept. of ScienceEducat'ion.

SPONS AGENCY National Science Foundation, Washington, D.C.: Officeof Education (DHEW), Washington, D.C.

PUB DATE 72NOTE 55p.: For related documents, see SE 031 300,-330, ED

035 559-560, ED 049 032, and ED 052 940. ContainsIcolozed graphs and print which may not reproducewell. f

EDRS IDRIdE MF01/PC6I Plus Poetage. )-

DESCRIPTORS *Answer Sheets: Astronomy: *Energy: Grade 9:Indlvidualized Instruction: Instructional Materials:

,Junior High Schools: *Labo"ratpry Manuals: LaboratoryProcedures: *Measurement: Records (Forms) : ScienceActivities: Science.Cpurse. ImproVement Projects:Secondary Education: Secondary School Science: *SolarRadiation: Space_ Sciences: Worksheets '

IDENTIFIERS *Tntermediate Science Cifrriculum Study

ABSTRACTThis .is the teacher's edition of the Record Book for_

the unit "In orbit" of the Intermediate Science CurricUlum study(ISCS) for level III istudents (grade .9). ,The' correct answers to thequestionp from the text are recorded. An introductory note to thestudent (explains how to use the book and is followed by the notes to

. the teacher. Answers are included fo the activities and theexcursions. A. self evaluation section is included and followed by. its

answer key. (sA)

***************************,*4!*******************.******************** ..* -Pe'productiOns 'supplied .by..EDRS are .the- bests.. that Can'the made, .,*.

-from the original document,..

.

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Recorcj Book 1 LAC;11... S

U.S. DEPARTMENT OF HEALTH.EDUCATION & WEL F ARENATIONAL INSTITUTE OF

EDUCATION

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

THIS DOCUMENT HAS BEEN RFPRO-DUCE() EXACTLY AS RECE1VEO P ROM

THE PERSON oR oRGANIZA T ION ORIGIN.ATIND IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OP POLICY

Mary L. Charles

of the NSF

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

robing the Natural Wort 3

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leihasaseasstilikaatilaadlit f

THIS BOOK IS THE PROPERTY OF:sTAPROVI CE

Book No.

COUNEnter infonnylion

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instructedOTHER

ISSUED TO

YearUsed

CONDITION

ISSUED

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4.1.0.0.000,404. 4.0.0044.000.0.0.00N

6.4.00.0.10.e. I. 0.00.000.00.0000.

RETURNED

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4$440144.1.0W,r, . *Amos

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PUPIIS to whom this textbook is Issue/4 must not write on any pageor mark any part of it in any way, consumable textbooks oxceptod.

1. teachers should see that the popirs maws ii dearly written In ink in this spaces abeam leevery bookissued.

2. Tho following-Was shoeld be wild in recording tbss conditiot of tho books News Goods "dinherr Sod. .,

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INTERMEDIATE SCIENCE CURRICULUM STUDY -TEACHER'S EDITION

Record Book

In rProbing the Natural World / Level III

.>

gal** r)LVER BURDETTGENERAL LEARNING CORPORATION ilk

Morristown, New,Jersey . Park Ridge. . Palo Alto Dallas . Atlanta

II

4

4

ISCS PROGRAM

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

LEVEL 11

LEvEL III

ft

." .

1

Probing the Natural World / Volume 2 / with Teachers EditionRecord Book / Volume 2 / with Teacher's EditionMaster Set of Equipment / Volume 2Test Resource Booklet

..........._..

Why You're You / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of EquipmentEnvironmental Science / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of Equipmentinvestigating Variation / with Teacher's EditiimRecord Book / with Teacher's Edition / Master Set of EquipmentIn Orbit / with Teacher's Edition,Record Book / with Teacher's Edition / Master Set of EquipmentWhat'sUp? / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of EquipmentCrusty Problems / with Teacher's EditionRecord Boit* / with Teacher's Edition / Master Set of EquipmentWinds and Weather / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of EquipmentWell-Being / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of Equipment

ACKNOWLEDGMENTS

The work presented or reported herein was performed pursuant to a Contract'with the U. S.Office of Education. Department of Htalth, Education, and Welfare. It was supliorted, also, hfthe National Science Foundation. However, the opinions expressed herein do not necessarilyreflect the position or policy of the U. S. Office ot Education or. the National Science FoundatiOn,

and no officisi endorsement by either agency should be inferredl

® 1972 THE FLORIDA STATE UNIVERSITY

AU rights reserved - Printed in the Untted States of America. Published simultaneously in

Canada Copyright is claimed until 1977. elftcept for the rights to materials reserved by others.the Publishers and the copyright owner hereby grant permission tn.4pmestic persona of theUnited Stalbs and Canada for use of this 'work without charge in th4 English languaae In theUnited States and Canada after 1977 provided that the publications ncorporeting materialscovered by the copyrights contain an acknowledgment of them and a statement that thepublication is not endorsed by the copyright owner. For conditions of use and permission to um'materials contained herein for foreign publications in other than the English language, apply to OW

copyright owner. This publication, or parts.thereof, may1not be reproduced in any form byotographic, electrostatic, mechanical, or any other method, for arty use, inclading information

image and retrieval, without written permission from the publisher.

IL ATIONS: © 1972 GENERAL LEARNING CORPORATION.

Au. RIGHTS RESERVED..

4

aratta

""

1SCS TAFF

David fJ. Redfield. Co - DirectorWilliaph R. Snyder, Co-DirectorErnest Burkman. Steering Commtuee Chairman

Laura M. Bell, Artist*John R. Boner. Editor

\ I Drennan A. Browne, Artist°Harold L BuelL Administration

Robert L Cocanougher, Art DirectorBetsy Conlon halsano. EvaluationStewart P. Darrow. field hial-Teacher &locationGeorge 0. Dawson, Teacher EducationJames A. Highway. Editor

ISCS ADVISORY corourrEE

'John S. Hutdnason. Field Dial reacher Education'Sally Diana Kaicher. Art Director'.11ane Larsen. Art Director

Adrian D. Lovell, Adnanistration"Auctley C. McDonald, Ad:tut:aeration

W. T. Myers. AdministrationLynn H. Rogers, ArtistStephen C. Smith, ArtistLois & Wilson. Assistant Editor

- -

J. Myron Atkin, University of IllinoisBetsy Conlon Balzanb. State pniversity of New York at BrlockportWerner A. Baum. University of Rhode IslandHerman Branson, Lincoln UniversityMartha Duncan Camp, The Florida State UniversityClifton B. Clark, University of North Carolina at GreensboroSteve Edwards, The Florida State UniversityRobert M. Gagné. Vie Florida State UniversityEdward Haenisch, Wabash CollegeMichael Kasha, The Florida State UniversityRussell P. Kropp, The Fkirida State UniversityJ. Stanley Marshall. The Florida State UniversityWilliam V. Mayer. University of ColoradoHerman Parker, University of VirginiaCraig Sipe, State University of New York at Albany''Harry Sister, University of FjoridaClifford gwartc,, State Univlisity of New York at-Stony BrqokClaude A. Weleh, Macalester CollegeGates Willard, Manhasset Junior High Schoo4 Manhasset,'N.Y.Herbert Zim, Science. Writer, Tavernier, Florida

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MATERIALS DEVELOPMENT CIATRIBUTORS

This las include. striong-oonlestaor IN/map/nit and others who mode significant contributions to4the marenals, including, rest and art for rhe experintenral eriatons.

-Janet Anderson. Wail. (;erald p. Bakker. LariliaM College. krank Balzano. ES U Harald N. Bliss.

,Morville State College. (Mai A. Bokliiet. Oregon Mine . Calvin E. Bolin. 15 // Earl Brakken. Tivo

Harbors. Minn Bobby R. Brown. F.S.U.= Roben-.1 Callahan. Jr. (demised) Brian W. Carts. Unniersfryof

Illinois. Loii H. Case. tontbard. ill Clifttin.B: (lark. Univers:7v' of Norris Carolina of Greensro. Sara P.

Craig. ES U John D Cunningham. Arent Sane pavid H. Dascnbrock. FS.U. Dons Dasenbmck.

F...KU. Jett-. DkJi.t, vitiverskv. üjSoiafrt.Florsda Alan D. Dawson. Dearborn Public-Schools, Mick Gauge

0. Dawson. FS. U. Gems if.' DeBocr. ES.U. [Iowan' +.4)4:amp, Glenn Ellyn. Ill. James V. DeRose,

Neusown Square. Pa Malharn A. Deskiii. Cornell-College.. -William K7 Easley: Northeast Lougiana State:

. College bonald C.Eclinger. University of\Arizona Cimino Fano: University ofChscago Laboratory School.Ralik! A. Fisher, hiaquoketa..lowa Edwin H. Flemming. Eii.S. Nut K. Flood. F.S.U. Harper W. Frantz,

-1. `Pasadena City CollegelEnternus). Earl Firsen. Son-Fnanc4sco-Nitire.Colkge.... Rob_Gaisti. Fuften...c.0.4.,_.:

. J. David Gavenda. Tkeqlninersiry of Texas. Chines A. Gilman, Winchessee' NH, Robert .1, Goll, Jacksonville ; T..

1

University.. Ralph H. Granger, Jr...Walpide.,01.11. H, WinterGnffi(b. ES.U. , William Gunsi..Miamf, Florida.

John Hun, Xavier University. Johnjt. Flassard. Geoigul State Uvversny. J. Dudley Herron, Purdue Unitrer-. .

ishy. Fattier riaat4S Heyden, Si:L. Georgetown Umversay. Leonard 'Nimes.. PrOSOW, Florida. Evelyn M.

Huilburt. Molagonseiy Jipthr College. John R. JablonEci. Born University. Ben M. Johnson, &them

Michigan Universay. ogcr S. Jdnes, University of Afmnesous Leo-01r4 A. Kaki. Colorado Sehool af Mines.

Theodore M. Kello University of Rhode.lsland.; Elizabeth A.,Kenflzidr, University of Illinois,. F. J.Kinjf. -.

ES.U. , David K n, Miltalle Cahk. Ken"Kramer.. Wnghr ...%are University. Willian H. Long. ,i.SAI.1-

Robert Lepper, alifornia Smug College; Harold G. .Liebheir. Milwaukee. Wis. William D. Larson. College

of St. Thomas, able M. Lund. Bemetionipreglin. h. 1j. 101144. iyarth'Texers Stare University. Milxwelf ,

. ,Maddock. ES:U. %Solomon Malinsky.- Voirasora. Elorida.: Moist. A. Mann.e,carasota; Florida Harken W..

. .

.McMa.. University of Calsfornil at Santa kabala Aufey'A. MeAuley. Michigan State University. E. WesleY.

McNatr. ES.U. Marilyn Milddi..f,.F.U. Floyd V. Mohagban. 114h-ingot! State UnnYersity. Rufus F. Morton;

Westperh. Corea . Tamson Myer, i...s. v. Ginild_Neufeld: F.S:U. James ()key. "University of California.

Lawrence E. Oliver. F.S.V.'. Larry .012earl.. Alice, Tex4 Permit!' i'arker, University of Virginia -Harty A. '' Pearson, Western Australia lames E.:Prtat7n: !1aMolph-i%Iacon Worn nc tokege Da4ell G. Phillips,

s' Universily of Iowa. HoWard Pierce, F.S.0 Difyid Pcidle. ES.U. Charles 0. 'Pollard, 'Georgia Insiilaite af f

'technology. ,Glenn F. Pea/CM' "NOrth;ast Lohisiana Sate College. Ernest Gene Preston,' Louisvilk Agit

Edward Ramey. F.S.V. Eail 0: Rlch. University of Miana John Schaff. Syracusi Univeriity. Carroll A.411

...

Scott., IrilliornsbargAwa. Earle ScOtt, Rips College Thomas it-Spalding, ES.U. Michael E. Stuart,University of Texas Siker Agnes Joseph Son. hforyrode College. Clifford° §werti; State Uniti;ditrafreloW

York. Thomas Teases, F.S.U. Bill *:. Vinery. Univershy of.Wyoming Ronald 'Townsend, University of Iowa

Mordecai, TrebN(Bloomsburg Stare C011ege Henry J. Triezenberg. National Union of Christian Schools.

Paul A. Vesfal. Rollins College Robert L. Vickery: Astern Australia. Frederick E.-Voight, F.S.U. Claude A. '*-- Welch. Mocalelitet Cilliege Paul Westmeyer. ES. U. Earl Williams. Uisiversity of Tampa. G. R. Wilson, ''''

Jr.. UniverSitf of South, Al;thama. Harty K. Wong. Atherton,.ealifornia Charles M. Woolheater. 01,I.

- Jax A. Young. King's College Victor .I., Young. Qutensborough Comma:say College. .i 4

d

The genesis isf some of the ISCS !material stems from a summer Waiting conference in 1964 The.

parridpants were: , ... . .

*4

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Fiances Abbot!. Miemi-Dade Junior Codege. Ronald Atwood, University of Kentucky. George Amuse,

Carnegie Institsai l'Colin H. Barrol University of West Indies. Peggy. Rand, F.S.U. Robert Binger

. (dectased)-.-. Donald Rocklin, UniverAty of Wisconsin. Martha buncan Cabip, RS.U.ARoy Campbell,*rowan, County Board of Public Instruction. Fla. Bruce E. Cleare. Tallahassee Junior alllege Arabs&

fentwooks. Florida Charles Holcohnb. kississipp I 'Stasi College. Robert Kemman. Mt. Pre:specs.

"-'11L Dregiory O'Beny. Coral Gables. Florida Elra Palmer. Baltimore. James Ian Pierce, Indiana ilssiversity

SoUtheast. Guenter Schwarz, 6.1ames E. Smeland, ESU. C. Richard TAW. :PMe Jog Nature Center,

4 Florida. Peggy Witesd. Frory Elinbeth Woodward, Augusta College John Wooldver. Sar-

'mom Port& 9.

e4.

;

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Foreword

. .

A.pupirs'experiences betweeti the-ages 6ritina 16piaba1lyshape1ris ------ ---'-.------------,--.-----

ultimate view of science and of the natural world. During these yearsmost youngsters become more adept at thinkingconceptually. Sinceconcepts are at the heart of science, this is the age .at which most stu- --

dents first gain the ability to studx science in- a really organized way.

.Here, Itoo, the cominitment for .or Against science as an -interest or a i

vocation is often made. : . , 4. 0 .

Paradoxically, -the- sfuderits. at this critical age have been the onesleast affected by the recent effort -to produce new 'science instructional

.* materials. Despite a number of commendable efforts to improve thesituaticin, the middle' years.stand today as a comparatively weak link-in -,

;Science-education' between the rapidly changing elemenialy cuniculumand-the recently revitalized high sChool science courses: This volumeand its accompanying materials represent one attempt -to provide a

; -sound approach to instructioh for this relatively uncharted level.. At the outset et organizers Of the ISCS Vroject decided that, it . .

..

t would be4 shortsighted and unwise )to try to fill the gap in middle :

school science education by simply writing another textbook. We choseinstead to challenge some of the most firmly established conceptsabout,how to- teath and just what science material can and should he,taught -to adolescents. The ISCS staff have _tended to mistrust whatauthoiitieCbelieve about schools, teachers, children, and teaching until..we have had the chance to_test _these assumptions in actual classrooms .,

, with real children. AAcontlicts have arisen,, our policy has been torelymore upon what wZ Saw happening in .the schools than upon what .

authoiities "said could "or .wbuld happeii. It is largely because of tliiipolicy that the ISCS maletials represent a substantial departure from A* -

the norm. . . . . . .

Thi primary difference between the ISCS piogram and more con- ..

1. Vtitli

.

vrtional approaChes is the fact that it Allows each studept to travel:.

.

N.97

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at his own pace, and it permits the scope and sequence, of instructionto vary with his interests, abilities, and background. The ISCS writershave systematically tried to give he student more of a role in deciding'what be should study next and how soon he should study it. When the

. materials are used as intended, the ISCS teacher serves more as a"task easer than a "task niaster." It is his job to help the studentanswer the questions that arise from his own study rather than to tryto anticipate and package what the student needs to know.

There is nothing radically new,in the 1SCS approach to instructicin.Outstanding teachers from Socrates to Mark Hopkins have stressed theneed to personalize education. 1SCS has tried to do something morethan'pay lip service to this goal. ISCS' Major contribution has been to.design a system whereby an average teacher, operating under normalconstraints, in an ordinary classroom with ordinary children, can in-

tteMiThe development of the ISCS material 'has been a group effort from

the outset. It began in 1962, when outstanding educators met to decidewhat might be done to improve Widdle-grade science teaching. Therecommendations of these conferences were converted into a tentativeplan for a set of instructional materials by a small..group of Florida "")State UMversity faculty Members. Small-scale writing sessiops con-ducted on the Florida State campus during 1964 and 1965 resultedpilot curriculum*materials -that were tested in selected Florida schoOlsduring the 1965-66 school year. All this preliminary work ,was sup-ported by funds generously provided by The Florida State University.

In June of 1966, financial support was proVided by the United States

%Office of Education, and the preliminary effort was formalized intothe ISCS Project Later, the National Science Foundation made sev-eral additional grants in support of the ISCS effort.

The first draft of these materials was produced in 1968, dining a.summer,, writing conference. The conferees were scientists, scienceeducators,. and junior high school teachers drawn froin all over theUnited States. The original materials have been revised three times kprior to their publication in this voluMe. More thanZ150 writers havecontributed to the materials, and 'more than 18%000 children, in 46states, have tien involved in their field testing.

Ve sincerk hope that the teachers and Students w4o will use thismaterial -will':find that the great amount of time, money, and effintjthat has gont.into its deVelopment- has been worthwhile. '1

fTallahassee, Fkorida

lebntari 19721.

The DirectorsINTEIthfEDIAIE SCIENCE CURRICULUil STUDY

7. 4 ' 40t3.!6 tt'\ .

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ta4.4.164-1116,1w.,.060..itALL,Itiaigagg

Contents .

-

FOREWORD

NOTES tO THE STUDENT

CHAPTERS

1 The Message of Sunlight .1

2 WattsNew? 3

) 3 ' Far-Out Sun. . 7

4 Measuring the Distance to the SunAnother APpr %cirich 9

, 5 How Big is the Sun?. 12

6 The Fiery Chariot' . 13

7 On Your Own 16

Ix

EXCURSIONS

1-1 Those Strange Dark Lines2-1. Enemy at Work *

3-1 Oh Moon's Measurements4-1 Whark Radar?4-2- Angles and Protractors4-3 Scale Drawinis4- 4 Practice in Using Scale Drawings5-1 Moon Gazing

TheMight That People Lost 10 Days64 Matching Wits with Galileo7.2 Using Squares to Measure Distance

How Well Am I Doine s

19

20

2021

22 .

I 422:23.

2323

. 25

Pt

SELF-EVALUATIONS

5.

1 27 U.

3 2 28

3 30

a 4 32

5 34

6 3537

SELF-EVALUATION ANSWER KEY 38

MY PROGRESS 45

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Notes to the Student_, . ,11

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Reeor4 Book is where ;you yrite your answers.,t

aly to fill th the answertO eilch ,guestiOn_ as you .come to it.

lathe lines are not kng enough for your.ansikterskise the pw-a

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1..,'0. FA in. e blank tables with the data ftom Srciur experiments.

And ,use the.78:7ids,to plot your graphNaturaily, the answers.-- . -_ :.',,-depend On vtihat_liti4 some before in the ciartftillar chapttr- or :. A .3,, ,,,

.., ..- ..,excursion..150-Your rWing in'the teitbookand use iliis book 'es

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Violet, blue, green, yellow, orange, red (00er

important although it can bp reversed.)

is

0141, Same; or exactly oppdsite

Plastic.disk; the diskpalone in the spectroscope WillEj1-3.

a round, spread-out apectrum;

%Ch.aRter 1

The Messa19 eof §unlight

orpd.uce -

the qlit ainne prof-lyres nothing.

014. Violet, blue, green1 yellow, oranae . rec1_1vvered order)

(No major differehce between spedtra. is an acceptable

Students May see dark lines. in.suq's spectrum.).

enswer.

0.1.5.,14olet,: blue, '4ren,,yellow, orange, red (c4,. reveysed.ord

(Students *shouid ngtice,ponounced bright lines actainstA

continuogs.spectrum backgroundn.l.

0141. Spectrum is too faint to kq seen.- "..

Same answer as for 1-6'C114. .1`;' T.r.

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01-8.

01-9.

01-1o.

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Violet . Blue

Violet

Green Yellow Orange Red

Green Yellow Orange Red (

Violet Blue'

4 . , PROBLEM BREAk .14

If desired. you can sat up 3 01-11..different combinations of the

3 substances (Li & Sr, Li &"Na. Sr & Na). Lines would

then be a combination of thelines for 1-8. 1-9, and 1-10.

Nos

2

Green Yellow

dtt.

Orange Red

(Lines depend on combination used.)

Violet Blue Green Yellow Orange

.01-12. 16.4'r°S..versdepelid on combinations used by the teacher.

. Red

N.

*

14,

As.

t

4:

a

: , .

A's

.11

CHECKUP

1. Work is,a-. force.b. distave

Vo. force distdnce.d. ,speed x time.-

3. Energy cana. exist only in the

form of heat.Vb. exist in more than

one form.Vic. be transferred from

one system to another...Ealse,changes in matter.

-4 0271. It will get hot.

02-2.

024:

02-4..

024.

024..

024.

024.

To measure how hot_

1::',..,114.314titl#N14tW4q*T61'.4.,AT. : . f) ?

-?-,, t A,.

. .

2. A measure of energy, isja. force.

'Vb. force x distance.c. speed x time.

Id. work.. r

4. Energy is alwa)itIfa. conserved.

b. destroyed.*lc. needed to overcome

forces.d. a measure of the time

needed to do work. .4.

45.

Yes.(A change of 10

Chapter 2Watts New?

to 40 can be expected in 3 minutes.)

Make it less shiny. 't

Answers will varV (about 25° - 27°C).

Answers will vary (about 150 - 200 above room temperature)

Answer will vary.

It is a good conductor'of heat; it is easilw,shalled (malleable):

.

, 15I.

3

...

Tat_Ilf- 2 1 T ?If ,.data

Figure 2-1 Students graphsshould approximateSti*Pg. 16

14

12

E 6t--

4

2

4

49.

Table 2-1

Time(minutes)

.

, Temperature(o(7)

TotalTemperatureChange (°C)

)0.0 ,

,

. 25 0

0.5 2g 3

_

30 _

.

5 -

1.5 - 32 7 .

10- : 33.,L

i

, 2.5.

4 : 9

3.04 , 9 j

3.5 - 34.5 9.5

4.0.

35 10

4.5 35_

10

s

5.0 '35 10

Figure 2-1

f

4

4

..

...

.

.

NI,

.

I.,

.

.

I..-

.

4

....

, ...

_,

.

..

...

. .

.

1

Vs

f

49 ....

.i

1

.. .. .

f

.i

0.5

`

1.0 1.5 2.0 2.5 3.0

Time (in minutes) ,

3.5 4.0 . 4.5 5.0

1.4 OA.

02-e.Answers will vary (about 3-311 minutes):

The amoulkt of heat.losT equaled the amount aained.

Amount of time in the sun; area of the copper strip;

distance Trom the light bulb; watta9e olf the light bulb; angle

at which light str,ikes the strip.

Table 2-2

Bulb .

t

-..Original

TemperatureMaximum

Temperature .

TemperatureChange

,

I

60Wr

. 2S°C 30°C,

.5°C_

100W 25°C .33°C_

-goc_

150W 25°C 37°C IrC

02-12. 150W

20

12

a

y

,

i 1 1 _ 1.20 ID 61 Ho um 120 140 1t

It increased.

Wattage

0244. Answers will vary (about 40(7).

The temperature change would have been Jess.0245.

-

17tiAni,dte .ttt.

Taote 2-2 These are sampledata

Figure 2-2. Students'

_graphs should approxi-

mate this shape.

Figure 24

111',1/44

.t;

5

V34e,

eau__ .

1

110

This Problpm Meak is PROBLEM BREAK 2-1

the Most important pdrt

of the'dhapter. The

answers derivd from iL *

form t_le basis for the

power teasurement of the.

sun.

4

.

4

-r

A

"Op

18 .

I

S.

1

41

;

t a e at

1111111111 MI IIII

111111111111M gill 111111111111411111111-1111 1

O MMEMOMIS IMMMEMNEMMAIMMME OMOMME 1

WW1 MOMEMIIIIIIIIIIIIIII IIIIIII,IIMMOMMUMM MEM MOOMIIIIIIIIIIIIIiel NOIONOMMill ME 11111OMMOMEMMOMMUNIMMERMEMEMMOMMENOMMAMMOMMOMMEEMOMOMMEM

.1110MINIMMIUMMOMOMMUSEMNIMMEMOMMOMMMINIMUMMEMOMMEMMUMUMEMEO MMOMMOMMIMUMMIUMME Immummommummommillommommummumamommummommilium NUMMUMMIONOMMOMEMOMMINIMMOMMIMMEME'IMMOMMUMMOSNOMMOME IIMMIEMMOMMOIMIROMMIONOMMEMOMMEME1111MMOMMOMMINIWOMMORMOMMEMEMOMMOMMUMMOMMIEUMMUMMOREMMINOMOOMMOOMOMMEMENMUMEMMOMMOMIUMMUMEMMENIMMOMEMOMIIIMMEMOMMIMMONMINMEMOMMOMMOMMEMEMMOIMMIMMOMMEMMOMMIMUM'OMMEIMMEMEMIUMMEMEMEMEMNIMMEMEMEMEMEMORINIUMEMEMMEMMIUMMMMOMMUMMEMMOMMAIMMEMMOMMUMMEMMOMMINMOOMMEMMEMMEIMMEM

'EMOOMMEMEMOMINUMNIMMUMOMMUMOMMIMUMMIUMMUMMEMEMOOMMO=0MOMMUMMEMMEIMMIMPRIMMIONMEMOMUMMOMEMOMMINUMMIUMMURMEMEMOMMUMEMOMMEMUINWMMOMMOMMOINUMMEMENIMMEMINUNMEMUMEMOMOMMRMMEMEMMMEWMMMMMMCMMMEMMEIOMMMMMMMMNMOMOOMMOEMMMMMMMMEMMMMMMOMMERMEMOMEMMEMEEMOOMMEMMOMMENWOMMEMMOMMUMEMOMMOUOMOMMEMMUMMEOMMOMMINEIMMEMMEMMOMMEMEMMEMEMMEMOMMEMOMMINOMMEMOMOMMINUMEMEISIMMaill2ForIMMIMMOMPRIMMEMEMMEMBIMMEN11111111MINEEMMEMOMMEMEMORMEINESSUmmomommarammumnimillimin _mumimmommummommumummammommimmimmumemmommummummimiiiimssmiumussommummummummumnummummummum

5 10 15 20 25 30 35 40 45 50 55 60

4 ' 'Distance (cmi ,02.48: Wattage is a variable and must be kept constant if the effect,

of distance is being studied.

02-17. Answers will.vary460-20°C).

Answers will vary (6-15 cni).

02-19.Answers will vary (4°C).

,

02-20.Answers will vary.

0241. 4 (or 2 100-watt bulbs)

02-22. 16 (16 times the wattage at 20 cm)

034. No: the sighting bar has to be moved in toward the siglktihE Chapter .3Far-Out Sunline.

. .9

r 4 ," L 'L A rr 7, ILL?1. +L .1 --T

srlft4, 2

6

1

\ 10% e it (..!% en iloser to the ,,Ightnr line

e an.* decream:.)/-03-3. Th 4 s

03.4. Pin.:sxNer depends on ph41ctIoIL the an2le i1I decrease.

034. Small*et

03.4k AnsWers will vari.. - ii

Ics too far to nicasurc.._

03.8. It Would increase the distance the range tinder.can measure.

Problem Break 3-1. Note PROBLEM BREAK 3-1

the instructions for the

student to check with you

before proceeding with the

experiment. Are all factors

but the baseline, and the

distance held constant.?

How wila the measurements

be made?

a

.. :- . -

AO

'

:t C-

";,,:)"

I . ' " , , fw

,s

t :

03-9. It Would increase the angle.

111Qt h

The base line-is too short: or the h i 2.11 tine angle is

434_2. Noa

044, Answers will vary./

f ' ji ; lc ?cc

too srnall. Chapter 4Measuring theDistarices to theSunAnotherApproach 4

ACTIVITY 4-1

21

:1, 3 1).

. 10

04-4. Figure IS-3

-Earth here on day 1and day 3651/4

04,3. Venus travels taster.

04.4. The angle. between ES .411(1- EV can be used tci cleseribe

the position of Venus with respect to the sun_

D44. When the line of sight froM Earth to Venus just touches

but does not cut. the orbit. of Venus

D4_8. About 410 on the scale drawinc.

When Earth,'Venus,.and tlw sun are in line (0°),04-9

ACTIVITY 4-0.

.stee

4

^

..

0440. Answers will vary (greet(' than 41 if orbst is tarser than first

drawing, or less than 41° if orbit is drawn smaller).

D4-11. Yes

ACTIVITY 4-7.

f

This 15-cm diameter circleand the lilies and ang:esdrawn on it. should be care-fully and accurately doneThe distances in Table 4-2depend on this scale draw-ing

12

1

4,

CHECKUP

16 ft (15-17 ft Is close enough.)

2. 14 ft (13-15 ft is close enoush.),

04-12. About 2,1 mm

9443. About 1.24 milhon.miles

Table 4-2

,.

. .

,

,JOn ScaleDrawing (mm)

Actual. (miles)

-Distance from Venus to the sun_ra

54 mm 67 million

Distance from Earth to the sun .-,-;: mm \ 93 million

Smallest distance between Earthand Venus

21 nim.

26 million

04_4 54 rum: 75 mm

4.1 5. million miles.: 93 milhon

Chapter 5 054. 42 cm

How Bia., 05.2. 42 cmIs the Sun?

05-3. crn

os4. Twice as big

c354 54 cm

054!21111000 m atm,

. .

16t a.tt.. .sr ,.,r

9

jt65,K4-)J''

r

/

ACTIVITY 6-1.

_

1116. .

,t

.0".;.

-410.4

Chapter f;. Theiery-.Charit?t

Meaureineni.. Ot the-

apparefit speed 'of tihd.

sun will be made on this"

circle. Therefore cOEc

c -

should be taken to 1

get-acctlrate

%.14

.

,;,

avliN

44C

1-,!' ' 4 -.' is. -c-,.

.c t tif-'t ..........1.4i}.; `,/,. ..,.., 1 .., ..0,:I, & '.. vil':

tiq 4 14`,c;,,ec1' 4 -,"-40'1.ifl."'43, ._',.!., .ftt,- ! I; -

t%. .

, 4. -01

0-

"J. 1*".

d

. .

10

14

Jr.

e

s

,

-Oft the honztii71- I

664: - Ye5

06'1.tgoe

.--. it*

. . V .. .

.7...... 4.;

..,---....... --..,4

&

,e- ,- ___A.

'S.

I I.

,. 4

I

V.

es

13.-6.01

cj Q2. 11e horikon

A80°1:041-

.0

PROBLEM BREAK 6-1

7. '717'

tip

9.

4

1

a.

N

S.

"

. , .

`

V.

S.

9.

a

4,

ue.10.* 10° to 20°

I million mileswill affect tke anroders.'

-;tudonts' answe tor

4.

6-10. Geographic

Location and time of day

0642. 1 hour. this question a d also

fot 6-13, 6-14, and 6-15Dals. 16 mrn to 32 mm

oe-14. .16 rnalon to 32 million miles

,16 million to 32 tnillion miles per hour.

1.082 miles per hour

PROBLEM BREAK 8-2

M

ct.

ft'

A

(

should fall. in the

ranges shown.

?544.?:44kliet,:'1.9,.,+,

rs.r

A.a. ' *.turAgt.11

Chapter 7 200 watts

On Your Own N1ultipl it h lour0 7-2.7-3 Many factors might in-fluence students estImateValues ranging from. 10.1 to10-- watts maY be possible onsunny days at noon The ex-act value tor the sun is A contains II and lie: Star B contains II and Ca: star A is twice as3.7 X '10" watts

El74 Answers will var...

074 Students' answers should include the following conclusions: Star-

tar trom Larth as stzir B: the (mer !. received h. the p rhehometer from

star B is greater than fromAtar A: the wattage of star A ts greater than

Out of star B.

015 Answeis will vary (about 43 million miles).-.

16

Answers will varN (about 1335.miles).,

a

--a

1 ecf.

-t

6

44,

6^

6

VB.

2 9

-4

'k4

.+,SA1

. .

(.1.411

Excursions

44-

414

17

tk- 4 'V.V."' .- r i 4-0,4s t-} *.1 41.. .

f. v. r. '44

el Altk

ftigf,i41; s?'

01.

Violet Blue Green Yellow Orange,.

_

02.

1 71,

, ,

4, ,,

Excursion 1-1 ;

Those StrangeDark Lines

)

Red

4., 4,4

,!

VIoIst Blue Green-1

Oranbe Red

' Black lines in yellow region of spectrum03-

Answers depend on predictipns made in questio'n 2.

, .,

. t

J

sttr,

.19V

4,

4.4..410f.tt

Excursion 2-1 01.Energy at Work

Excursion 3-1The Moon'sMeasurements

Ansv,ers ill .

02.

03-

04.

Answers will varv.

Yes

Answers will vary.

02.

03-

0 4.

0 5.

About 2 minutes

About 2 minutes

1.440 minutes

Excursion 4-1 oi.

About 720 moon diameters.

2.()80 miles

What s' Radar? 2c000,Oao miles

26 000 000 miles"Excursion 4 2 .01. cAngles and No02.Protractors

Answers will %Airy

n

AP

t;

04. +

e ,""1:1 '

.-- o9,Zt.

.-0..

&Aka

05. 360°

Table 1

Figure Angle (°)

" A 57'z

21°

121°

109'

OD.

1. 1 crn= 10m

,1

02. 4 cm.

03.- 40 m

04. A. 78thniles

8. 1.800 miles

. 780.mile&

.1

ExcursiOnScale Dawingpt

>I Z; , A

1.1..arALAIM

Excurlipn 4-4 Di c.1().(loi, rink,

Practice in ;.061).000 miles02.Using Scale

0..(if) (pH) inlIcs.3.Drawings 0

'4 91.s()1).1)()1111111,-,

Exc-ursion 5-1IVI0on Gazing

S.

Table 1

_

Scale Drawing(Distance in mm)

Actual Distance(in miles)

,

Venus to Sun (VS) 43

, Earth to Sun (ES) 60 91.81,d):000

Earth to Vus (EV) 17

01. 6 powerTo prexent umanted motion in the telesclope

45 cm03.4 cm

11.25 power05.The itnaae is inverted.

Anwers will vary. hut should indicate that the ima2e need not

rtie right-side-Up for observation purposes.

08. About 49 cM

09.

4

dax-\01.

4E.iicaiiiaaiiilkasiliwoiluTki&4.

About every 6 years

That part of March in %N. hich there Na, a full moon

Answers will vat-v. (If March 21 came on Salt' day and there was04. .

a full moon that day, then the first Sunday atierhe first full moon on

or after March 21 would be Nlarch 22. If March 21 came on Sunday

and there was a full moon the day Ilefm-e. March 20. then the next

full moon would be a lunar month (291'.. days) on Sunday. April 18.

and th -1 Sunday after that is April 25.)

ob. The British did not accept Pope Greeorv's decree.

Excursion 6-1The Night ThatPeople Lost10 Days

4

Theory of Copernicus Excursion 6:72Ans.wers will varv. 'hut should indicate that with the Ptolemaic Matching Wits

with Galileotheory it would never he pk)ssible to see moie than a crescent,of Venus.

,.. . . .

while with the Copefnican.theorv all phases from crescenft) full would

be possible. and 'this. in fact. is what can be observed.

es greater

02.16

03.64

,

04. l.500.000.000A00 times-

Excursion 7-2-Using Squares

..to MeasureDistance

\-

I

'a):;"'Ik':,

rvIP

'E. 1 ;!,;' t , , t: 4.14; .> Xitt VY.4: : ;

- .,r AV. vt, Y

;110-

Fidw Well Am ploing?

'You probably wonder what you are expected to learn in this sciencecourse. You would like to know how well you are doing: This section

= of the- book will help you find out. It contains a Self-Evaluation for' each chapter. If you van answer all the Ruestions, you're doing very

well.- The Self-Evaluations are for your benefit. Your teacher will-not use

- the results to give you a grade. Instead, you will grade yourself, since; you are able to check your own answers as you go along.

Here's how to use the Self-Evaluations. When you finish a chapter,take the Self-Evaluation for that chapter. After answering the questions,turn to the Answer Key that is at the end'of this section. The Answer. .Key will tell you whether your answers were right or wrong.

Some questions can be answered in more than one way. Your answers'. to these questions may not quite agree with those in the Answei Key.

If you miss a question, review the material upon which it was basedbefors going on to the next -chapter. Page references are frequentlyilicluded in the Answer Key to help you review.

0 the next to last page of this booklet there is a grid, which youe to keep a record If your own progress.

tbs.

s. L

The following sets of questions have been designed for self-evaluationhv sour students. The intent of the self-evaluation questions is to-in-. .

form the student of hi, progress 1 he answ ers are pro\ ided for thestudents to gi e them posime reinlotteincill. 1 01 this reason it is mi-portant that. each student be. allok ed to ans1\ er these questions with-out feeling the pressures normalk associated \kith testing. We ask that\ ou do not i2.rade the student on an% of the chapter self-evaluationquestions or in an\ \..1\ make him teel that this is a comNrative de\ ice.

.1 he tudent shoulJ ans>er -the questions tor each chapter as coonas he finishes the chapter. After ans\\ering the questions. he shouldchGek his ans\' ers nnmediatelv h\ referring to the appropriate set ofanskers in the hack of his Student Record Book.

I here are some questions that requite planning or assistance fromthe classroom teacher or al Instructions fkg these are listed in coloron the pages that folltm. ou should check this list careflill\an.% item that ma\ requrre \iwr presence or preparation. Onl\ itemshich require some plannin:2 or issistance are listed.

You should check oecasiOnall\ to see if \our students are completingthe progress chart on page 45.

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

01-1. Sunlight reflected from a piece of white paper and passedthrough a spectroscope produces what kind of spectrum?

01-2. Describe the differences between the fluorescent-tube spectrumand the sunlight spectrum:

014. A student uses a nichrome wire to put a solution of sodiumchloride into an alcohol flame. He then views, through a spectroscope,the light given off.

A. What type of spear= does he see?

S. In the space below,osiketch the spectrum of sodium chlaide.

1Greon YellowVielM alue Orange Red

4 Ai.lraiktdast

t,

1-5 You should prepare (an:4label -Clues 1-5 ) a mrxtureot two ot the three sut,-stances used in the chapterNot4 mat you can use thesame ones that were pre-pared tor Problem Break 1-1if you desire.

. : 244

01-4. The spectrum below is an example of a (check one)

bright-line spectrum.

continuous spectrum.

Violet Blue Green Yellow Orange Red

01-5. Obtain the container labeled "Ques. 1-5" from your teacher. Usea flame test to determine which of the elements (Na, Li, Sr) the solutioncontains.

al-6. Put a check in those blocks that describe the spectrum producedby each of the following sources.

Source Continuous Bright-Line

75-watt bulb

Iluorescent ',tube

Sodium vapor lamp

Reflected sunlight

SELF-EVALUATION 2 If you did any excursions for this chapter, write their numbers here.

28

-AL

P2-1. Explain-why the blades of the sun-energy measurer were black,ened. .

3,8

... ..

Si

0

I

024. List at least three factors that affect the temperature change ofa sun-energy measurer.

A.

B.

C.

024. Using your sun-energy measurer, meat the temperaturechange cause by the light bulb that your teacher as prepared. Checkyour answer with your teacher. What was the maximum temperaturechange?

02-4. When a sun-energy measurer is placed 50 cm from a 100-wattbulb, there is a temperature change of 4°C. If the distance is notchanged and a second 100-watt bulb is added in parallel, what will thetemperature change be?

02-5. A sun-energy measurer has a maximum temperature change of1°C when it is placed 100 cm from a 150-watt bulb. What will be themaximum temperature change when it is placed 50 cm from the bulb?

02-6. Tht data In the table below were obtained using a sun-energyf measurer, a 100-watt bulb, and various distances.

pistance(cm)

fInitial

Temperature°C

FinalTemperature

°C

l'emperatureChange

°C,

10 25.4°1 38.4° i

,

15 25.0° 32.00 ..

20 25.2° 29.2° /. .

25_

25,0°, 27.5° -

30 24.90 26.5*

35 25.1° 26.19

& Complete the above table by calculating gioemperature change.6 d

; .

'

G', It I,' 4 ',

32 t. . 0'04

, vy4.4

" 1r7r-.."'-._

2-3 Use a 100--watt bulb at adistance ot about 15 cm fromtrio sun-energy measurer. Youwill probably want to try it,otitahead of time and adjust thedistance so that there is h15°C change.

.

.0sN' rs..

-16

14

0 8

6

6. On the prid below, plot the temperature change against the dis- ,tance.

C. Predict thetemperaturchange at 40 cm.

-

'

_

--.

._ _ .....

..

. ...

Iv.

.

f.

,.

,,

.

, p_

,

. .

r

. _ '

- 4

i i

J -%

:..

A

te

.. _

.

A

r

s

-

A

-.

.

I 5 1 10 15 20 25 30 35 40 45 - 50

Distance (cm)

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

le

CI 3-1 YSe the diagrain Wow to answer this .question. The diaoramillustrates a range finder sighted at an object.

. Label the base line, the sighting line,, and the sighting bar on thediram.

B. Suppose the range finder were moved faaher from the object,,butthe sighting line was kept linecl up with the object. Check the phrasebelow that best describes what you would need to do to align thesighting 9ar.

a. Move the sighting bar toward the base line,

b. Move .bie sighting bar awily from the baSe Line.

c. Leave the sighting bar in. the.salneeposition.

n.

410

ANA

object

71. -?1`. S' -,tAT.;"

4,

r

k

.41:. -. <

4

03-2. The diagram below shows a range-finder scat similar to the oneyou made for distances of 1 m to 15 m.

wit

A. Describe how the distance between the scale markings changesas the distance to the object increases.

.

B. Describe how you could change your range finder so that therewould be more space between the scale markings.

03-3. What are some of the factors that limit tile distance you canmeasure with a range finder?

I.

034. Your teacher has labeled an object "3-4A" somewhere in theroom; he has also marked with an "X" aplace for you to stand. Usingyour range finder, stand at the place marked "X" and sight the okject

s, labeled "3-4A." What is the distanCe to the object?

034. An astronomer made sightings at object Z from two observatories

4.

".

3-4 Some vertical object.such as the edge of a door,a chalkboard, or a wail cor-ner. should be designated as

At a horizontal dis-tance of 3.75 meters from fiedesignated object. mark an"X" on the floor.,

located at X and Y as shown m lbse diagram below. Which line on tlfe zdiagram represents the base liii (check one)

a. Line XZ

b. Line XY

c. Line nd. None of the above

IA*

. S[LF-EVALUI.A7

32

If you did any excursions for 'this chapter, write their nu6bers here.

F114-1. Using your protractor, measure \he four anA; shown below.The curved line indicates the angle that you are to measure.

Angle A = Angle B = Angle C = Angle D

04 . Use the scale drawing below to ans4r both parts of this ques-t (Measure the distanca "as the crow flies" not the distance by road.)

A. l4ow far in centimeters iS Union Parkfrom Christmas on the draw-ing?

B. What is the actual distance in miles between Union Park andChrie mas?

.

UnionPark

It

Christmas

1 cin = 2 miles

s4

SA .3; i 4,

04-3. Use the diagram below for both parts of this question.A. As seen from the earth, Planet X is how many degrees from the.

sun?

8. What is the greatest possible EX-ES angle for Planet X on thisdiagram?

Planet X'sorbit

Planet X

.*Earth's orbit

04-4. Use the diagram below to apswer all parts of this question.

Earth

Earth's orbit

334

a

;

r, S.;.iktA ro.-0 %). : ofp 0..%;...;;;

;

;:: t*- " !. 4 11?!..:".

714,:`

;;.

-\;i$....

:.et te1: - :'.'

4 I 4 't:...,...;

't

A. Draw in an earth-sun line on the diagram..B. When, as seen from the earth, the Planet Z is at its greatest angle

from the'sun, the angle is 22°. Using your protractor, draw in theearth-Plfanet Z line when the EZ-ES angle is greatest (22 degrees).

C. Using your compass, draw the orbit circle for Planet Z.D. Measure the distance between the earth and the sun. Record this

distance in mm on line 2 of the table below.E. On your scale, 1 mm equals how lila* miles?

- F. What is the distance in miles from Planet Z to the sun?

G. What is the smallest distance between earth and Planet Z?

ScaleDrawing

(mm)

. ActualDistance(miles)

I Distance from Planet Z to sunI

,

2 Distance from earth to sun 93,000,000

3 Smallest distance between earthand Planet Z

_

,

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

051. Describe the relationship between the size of the image formedand its distance from the pinhole and the size of the object and itsdistince from the pinhole.

As).* ,,- , .--

A

I.

05-2. Your teacher has prepared an area where you will measure thesize of a light source from three-different distances. Take a pinhole-screen instrumentyo this area, alid measure the-size of the light sourcefrom Point A, Point B, aild Point (7. Keep the tube at its shortest length."

The size of the image produced by the source when at

Point A =-. cm across.

Point B = em across.

Point C = cm across.

054. Using a pinhole-sereen instrument, a student made some meas-urements to determine the diarrieter of thAioon. Using his data (shownbelow), calculate the diameter of the moon:

Distance from moon to pinhole = 240,000 milesDistanckfrom pinhole to screen . 57 cmSize of,n.image on screen = cmActual distance to moon = miles

05-4. A light sourde that is 6 cm in diameter forms a sharp imagecm in diameter on the screen of your tube. The tube is adjusted so

that the distance between the screen and pinhole is 20 cm. You do notknow the distance from the light sauce to the pinhole of your tube.

A. In the space below, sketch a diEgram that illustrates this problem.

B. How far away is the object froift The pinhole?

If you did any excursions for this chapter, write their snumbers here.

01-1. Answei the following questions based onthat you worked with in this chapter.

A. Through how many degrees. does the earthsunset?

4

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the earthsun model

turn froki sunrise to

Ate

up the 150-watt lightSolute with toe I -Cm ,(1u.1,ehnla timid lio with the? hr .01est p ot the bulb Make amark for Point A so that thepinhole is 21 cm from thesquare dkple tor Point Bmake a Itt'ark at 31 5 cm. torPoint C. a mark at 42 cm Itwill help to have the appara-tus in a darker part of theroom, if possible.

a.

SiLF-EVALUATION 6

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B. How many hours pass between the time the sun is overhead andthe time it sets?

06-2. How many time zones would you expect to cross if you madea trip around the world?

06-3. The time difference between New York and San Francisco isthree hours. -How many degrees/on the surface of the earth does this,represent?

06-4. A student takes his paper, sinker, and string outside on a brightsunny day to measure the,movement of the sun. He says that the activityis no good because the string does .not cast a, shadow. What # theproblem?

6-5. A-protractor

should be available tcar-

this question.

Incidentally, the two

towns could not both

be in the continental

United States because the

United States is only

about 60° across.

06-5. The diagram below shows two towns located the sams4istancenorth of the equator. Determine the time difference between them.

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.064. Why is it more logical to think that the earth moves around thesun, even though youhave not been aye to prove it?

If you did any excursions for this chapter, write their, numbers here.' SELF-EVALUATI6144

9 ;07-1. What is a pyrheliometer?

1 .

07-2. When yau dot" the distance from a light bulb, what must youdolo the wattage of the bulb to keep the sun-energy measurer readingthe same?.

07-3. Complete the table below.

DISTAN6ES AND WATTAGES REQUIRED TO KEEPTHE SAME READING ON A SUN-ENERGY MEASURER

Measured Distance-

Wattage

80 cm 3,200 watts,

, 160 cm .

51,200 watts

2,560 cm

4

-

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..... D7-4. Design an experiment to determine if a blue-colored 50-watt

light t\ulb produces the same temperature change as an uncolored50-watilight bulb when placed 10, 20, anfl 40 cm away from your

1- sun-energy measurer. Use the space below for your answer. .,. ,

./.

A'

'4.

46 (

Self-Evaluation Answer Key

JO.

SELf-aVALUATIOAl 1P171. A continuous spectrtun. A continuous spectrum is like a ninth,/ of red, orange, yellow,

green, blue, and violet. Try Activity t-1 again if you had difficulty wisi this question.

r- 1-2. The vectium oftk fluorescent tube forms a continuous spectrum like that of sunlight andin addition you can sec several bright lines on it. Try looking at the spectrum again if you forgot'

what it looked like. -V . ) e

1114. A., Bright-litle spectrum. The yellow lines(heie are two of them if1you look carendly) are, caused by the sodiRm. The chlorine in the sodium chloride does kot produce a spectrum

a\this temperature.

I

.

Vio I et ' Blue Green Yellolw Orange Red

14.,Bright-line spectrum .

,

14. Check your aolwer with your teapresent, you should do Activities 1-4 to 1

If you had difficulty in ideutifying the eletent(s)again-

14. Your completed chart should look lik the one below. Remember that. a fluoracent tubeproduces bOth, a bright-line and a continuous ectrum.

_.

, Source - Continuous.

Bright-Line,

13-watt bulb . . i

Fluorescent tithe .. I.,. Sodium vapor lamp 1

". Reflected sunlight

1-

SIELILEVALUATION 2 -.2.1. The blades were blackened so that they would absorb light energy and convert it into heatmangy more efficiently. You may have noticed this effect in the summer when walkitig barefoot

kit's not too had on light-colored concrete but look out for the black asphalt!

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2-2. You could have fisted quite a Jauntier of factors, including such things as whether or notthe copper fin had been blackened, but there are three very Important factors:

/ A. Thc intensity of the light sourcethe brighter the bulb, the greater will be the temperaturechange.

B. The distaRce between the sun-energy measurer and the light sourcethe smaller theseparation, the greater will be the temperature change.

C. The length of ume that the sun-energy measurer has been exposed to the light SOUTCC.This is.only noticeable for the first few minutes. After that the temperature changes verylittle or not at all. Whcn this equthbnum temperature Is reached, the copper strip is losingheat energy as fast as it is abserbing eQergy from the light.

2-3. Your answer slituld be fairly close to 15*C7 If ou were not close to this, answer, you maynot have allowed enough time for your sunenergy m4surer to heat up. If this doesn't solve yourproblem, check with your teacher to sec whether you sun-energy. measurer is working properly.

., .. -..,2-4. Just about 8°C. Sincc you have doubled the w.4t4rgc of the light source, you should expectthat the temperature cliange hould double. If you h d difficulty *with this question, you Maywant to try Activities 2:9 and 10 again to make sure that ru understand the idea.

2-6. Since you haire moved thc source to half its original distan from the sun-energy measurer,you should have predicted a temperatum change of about 4° .. Try Problem Break 2-1 againif your prediction was off.

2-8. A. Your st1 should be completed as shown below.

,

Distance) (cm) .

InitialTemperature

°C

FinalTemperature

°C

TemperatureChange

C10

.

25.4°.

38.4°

15 25.0° 32.0; 7.0'

20 25.2° 29.2° 4.0*

25 . 25.0° 27.5' 2.5*

30 .24.9° 26.5',

1.6*'.

35 25.1* . 26.1 1.0*

B. Your graph should look like

16

the one shown below.

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1, 6 10 15 20 -. 26 30 35 40 46 6C

Distance (cm)

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a

C. Your predicted value should be about 0.8*C. You can extend the curve onby a dashed line, as shown.

ULF-EVALUATION 3

3-1. A. You should have labeled your diagram as indicated below.

graph

'At

41. fie

B. b. Move the sighting bar away from the base line. If you had difficulty with tbis question,get a range tinder from the supply area and try it out.

$-2. A.- The Markings on the scale get closer together as the distance measured increases.

III. Here was your chance to be atria illventor. Two of the ideas you may have suggestedare (a) make the base line loriger; (6) make the sighting bar longer.

3-3. You could have listed many differeqrractors. The two main ones are (a) the length of thebase line; (b) the smallest angle that you-n measure. You may also have mentioned such factors

. as difficulty in keeping the sighting line pointing at the object while moving the sighting bar,and problems lining 'up the same part of the sighting bar with the object each time.

34. 3.75 meters. You should be pretty good at measuring distances with your range findir by

now. If you are still having difficulties, you may want to discuss this with your teacher.

VI. b. The line XY represents the base line. Astronomers make sightings from observatoriesmany miles apart to increase the size of their base line. This helps them measure the distanceto a distant object. However, in some casts (such as measuring the distance to the sun or to astar), astronomers find that the angle that is to be Measured is so stnakthat even using the diameterof the earth as a base line is not enough. (See pages 30 arid 31 in your text.) Now if we madeone observation in January and another one in July MRLIL

ULF-EVALUATION 4

*1. Angle A = 35, AngleB = l21,. Angle C = 90% Angle = 338. If you measured allfour angles correctly, you are doing very well. If you are having difficulty measuring angles, you

should do Excursion 4-3.

4-2. A. 8 centimeters; B. 0 miles. If you look at the scale drawing, youwill notice that it says

that I cm equals two miles. If Union Park is 8 cm, from Christmas and each centimeter equalstwo miles, then Union Park is I6.m. from Christmas. If you are having problems with scale

diagrams, you should work throu i ion 44.. .

.44, A. As nom Earth, P et X is 12' from the sun.

S. The possible -ES angle for Planet X in this diagram is 45*.

llt your answers not witbiri one to two degrees of the answer given. you should check whit

your teacher or ew pages p, 37, and 40 ill your text.

4-1. ilse students may havedifficulty with 338°. Theyhave not been celled upon tomeasure an angle greaterthan 1800 previously. Youmay have to show them eitherof two methods:(a) Extend one side of theangle through the vertex 'tomake a straight angle; meas-ure the angle between thisextension and the other sideof the angle (158°); add thismeasurement to 180°.(b) Measure the acute angle(the part without the curvedline, 22°) with the protractor:subtract this measurementfroM 380°.

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4-4. A. 13, C. Your diagram should look like the one shown below.- D, E. The distance youshould have measured between thc earth and the sun is 64 mm. so that on your scale I mm

mdes. F. Planet Z should be about 24 mm -from the sun This is equal to 34.800.000miles. G. The smallest distance between thc earth and Planet Z is 4411 mm. This is equal to58.200.000 miles. If you got all parts of this question correct. you did very well. Ifyou had somvdiflficulties; you may want to review pages 40 and 41 in your text

f

SELF-EVALUAT1ON 5

5-1. The relationship can4be stated as a simple ratio or Proportion. (See page 47 in your text.) -

1' , ---Distance across the object Distance from object to the pinhole

Distance across the image 'Distance from image to the pinhole

\

5

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4114

5-2. In this experiment you determined the size of the image on the screen produced by a sourceplaced at three different distances from the pinhole.You kept the pinkole-screen distance constant(42 cm).The size of the image produced by the source,when at

. Point A = 2.0 cm across.Point II = 1.5 cm acrosi.Point C = 1.0 cm across.

If you need help, review pages 46 and 47 in your text.

5-3. The relationship you need for this prv-chlem is as follows:

Distance. from obje._ct pinhole Distanceacross aa

objectx

Distance of pinhole to screen.

Substittiting the studenes data into -this ralationship we get the fallowing.

Distanceacross 141), 'AM inn" x I cm 42 2,105 miles

; 57 cm 2 ;

iIf your answer is around 2,100 inil t, you did welL If you had problems, you might want to reviewpages 48 and 49 in your text. '

54. A. Your sketch should look something like the one below..

1-;:-. 20 cm

image size 1/2 cm InVismeter-3.

S. Use die relationship given in the, answer to 5-3 above.

6 cm Distance ilem object to.pinhole

an 20 pm

240 cm = Distance from object to pinhok

A

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111LILIEVALUATION 6

A

A

114. A. From sunrise to sunset the eaith makes one half a turn, or 180°.. S. From noon (sun overhead) to sunset the earth makes one (Outer of a turn and this takes

..., .

6 houia. 'Yoe may realizethat in actual feet the-dny is longer than the night in summer and shorter in

inter. The sin)* model that you Used at thenbeginning of this chapter does not predict or explainthis fact. If you had difficulty ansivering theie question s. take another look at Activities 6-1 to

'... 6-10. . , ",.

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44

6-2. Since It takes 24 hours for the eaith to make one rotation on its aios'and there is a timetli-fence of 1 hom between time 74/11eS, you would cross 14 time zones in a trip around theworld lake another look at page 58 it you had difficulty with this

6-3. In activities 6-11 to 6 13, you determined that the sun appears to move through an apgleof 1Y each hour Since New York and San I rancisw arc 3 hours apart, they arc 3 x 15, or45° apart Actually, it is 45° between corresponding points in these time zones New York Cityand San Francisco arc not corresponding points, and thc actual separation between the two isa little over 48°.

6-4. This is a ieOfstinker of a question, no doubt you had to think about it for a while. Thetrick is that the sun is almost directly overhead so that the shadow of the idiker hides the shadowof the string.

6-5. The two towns arc 75°. apart Smce the sun appears to move 15' each hour, the time differencebetween thc two towns is 5 hours.

6-6. You might haveall the way around eanearly so fast

at the sun would have to move at an unreasonable speed to travely. If the earth is turning on its aks, it would not have to be traveling

SELF-EVALUAT1ON 7 A

7-1. You should have realized that a pvrheliometer is just a device for measuring thc light energythat reaches the earth from the sun. Your sun-energy measurer ts a simple type of pyrheliometer_

7-2. You would have to increase the wattage of the source by a factor of 4 in order to keepthe same reading. You should review pages 62 and 63 of your text if yow had difficulty withfigaquestion.

7-3. Your completed table should look like the one shown below.Review pages 62 and 63 if you had problemvith this tabk.

xi

DISTANCES AND WATTAGES REQUIRED TO KEEPTHE SAME READING ON A SUN-ENERGY MEASURER

Measured Distance Wattage ....

80 cm,

3,200 watts

160 cm 12,800 watts _

320 cm 51,700 watts

640 cm 204,800 watts

2,560 cm 3,276,800 watts

7-4. Your answer should have indicated that you would place one-of the bulbs at each.of thedistances, measuring the temperature qange each time. You should then have used the otherbulb at the same distanccs and made the same measurements. A comparison of the temperaturechanges would tell you which gives off more energy. You could have also been sneaky and donethe experiment an easier way. Just set up the clear bulb at onc of the distances and measurethe temperature change it causes. Then put both bulbs in the parallel socket at the same distanceand measure the temperature change. If theetemperature change just abOut doubled, you siould.know that the two bulbs were each giving off the sante Amount of energy. at that distance.

4 .40

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My Progress 41.1

Keep track of your progress in the course by plotting the percentcorrect for each Self Evaluation as you complete it.

bq correctPercent correct = Num x 100Number of questions

To find how you are doing, draw lines connecting these points. After.you've tested yourself on all chapters, you may want to draw,a best-fitline. But in the meantinie, unlcss you always get the same percentCorrect, your graph will lOok lack a series of mountaiu peaks.

RECORD O.F .MY PROGRES

- 100

90

80

70

wo 40cc

30

. 10

0

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-2 3 4 .5 6 .7

. CHAPTERS 1.,

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