Download Chapter 6 Resource: Energy

Glencoe Science
Chapter Resources
Energy
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
Photo Credits
Section Focus Transparency 1: Scott R. Indermauer/Mira
Section Focus Transparency 2: Charles E. Rotkin/CORBIS
Section Focus Transparency 3: Doug Martin
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1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04
Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Comparing Kinetic Energy and Height . . . . . . 3
MiniLAB: Comparing Energy Content . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Converting Potential and Kinetic Energy. . . . . . . . . . . . . . . . . . . . . 5
Lab: Comparing Temperature Changes . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Radiation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Chemical Potential Energy–You Are What
You Eat! . . . . . . . 13
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . 17
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . 21
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Energy
1
Hands-On Activities
Hands-On
Activities
2 Energy
Name
Date
Class
Hands-On Activities
Comparing Kinetic Energy
and Height
Procedure
1. Lay a 3-cm-thick layer of smooth modeling clay on a piece of cardboard.
Place the cardboard on the floor.
2. Drop an object such as a baseball, golf ball, or orange into the clay from a
height of 10 cm. Measure the depth of the hole made by the object and
record it in the table in the Data and Observations section.
3. Repeat step 2 from a height of 50 cm and 1 m.
Data and Observations
Height of Object
Depth of Hole
10 cm
50 cm
1 cm
Analysis
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. How does the depth of the hole depend on the height of the ball?
2. How does the kinetic energy of the falling ball depend on the distance it fell?
Energy
3
Name
Date
Class
Procedure
1. Pour equal amounts of hot, cold, and room-temperature water into each
of three transparent, labeled containers.
2. Measure and record the temperature of the water in each container.
3. Use a dropper to gently put a drop of food coloring in the center of each
container.
4. After 2 min, observe each container. Record your observations in the table
below.
Data and Observations
Container
Water
Temperature
Observations
1
2
3
Analysis
1. Based on the speed at which the food coloring spreads through the water, rank the containers
from fastest to slowest.
2. Infer how water temperature affected the movement of the food coloring.
3. In which container do the water particles have the most kinetic energy?
4 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Comparing Energy Content
Name
Date
Class
Hands-On Activities
Converting Potential and Kinetic
Energy
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. What three types of balls do you need for this lab?
2. What in this lab will you do with the stopwatch?
Imagine standing at the top of a mountain ready to ski down its slope.
Because of your height on the mountain, you have potential energy. As you
ski down the side of the mountain, your speed and kinetic energy increase,
but as you lose height, your potential energy decreases. Where does your
potential energy go? Where does your kinetic energy come from?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Real-World Question
How can you measure the conversion of
potential energy into kinetic energy?
■
Materials
Procedure
stiff piece of cardboard (1 m)
triple-beam balance
table-tennis ball
tennis ball
baseball
stopwatch
meterstick
1. Record data on the chart below.
2. Lean your cardboard against a chair.
3. Measure and record the height and length
of the board.
4. Measure and record the mass of each ball.
5. Let each ball roll from the top of the board
to the floor. Measure and record in the data
table the time it takes for each ball to roll
the length of the board.
Goals
■
Measure and calculate the potential and
kinetic energies of the balls.
Observe the conversion between potential
energy and kinetic energy.
Energy Factors
Type of
Ball
Mass of
Ball (kg)
Height of
Board (m)
Length of
Board (m)
Time (s)
Tabletennis ball
Tennis ball
Baseball
Energy
5
Name
Date
Class
(continued)
1. Calculate the potential energy of each ball at the top of the board by multiplying the mass
times the height times 9.8.
2. Calculate the average velocity of each ball as it reaches the floor by dividing the length of the
board by the time.
3. Calculate the average kinetic energy of each ball as it rolled down the board by multiplying the
mass times the velocity squared, and dividing by 2.
4. Infer Which ball had the greatest kinetic energy? Infer why this ball had more kinetic energy.
5. Infer how the table-tennis ball could have more potential energy than the baseball.
6. Infer the relationship between each ball’s potential energy at the top of the slope and its
average kinetic energy.
Communicating Your Data
Compare your data with the data collected by your classmates. For more help, refer to
the Science Skill Handbook.
6 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Conclude and Apply
Name
Date
Class
Hands-On Activities
Comparing Temperature Changes
Directions: Answer these questions before you begin the Lab.
1. Why is it important to never eat or drink materials used in a lab?
2. What is the purpose of measuring the temperature of the water in the beakers before the bags
of water and syrup are added?
How does the temperature of a substance change as it gains or loses heat? The
temperatures of equal amounts of different substances change differently as
they are heated or cooled. In this lab you will determine how the temperatures of two different materials change as they absorb and release heat.
Real-World Question
Procedure
Which material increases in temperature the
least as it absorbs heat?
1. Design two data tables to record your
temperature measurements of the hotand cold-water beakers. Use the sample
table in the Data and Observations section
to help you.
2. Pour 200 mL of hot tap water (about 90°C)
into each of two large beakers.
3. Pour 200 mL of cool tap water into each of
two large beakers. Add two or three ice
cubes and stir until the ice melts.
4. Pour 100 mL of room-temperature water
into one bag and 100 mL of syrup into the
other bag. Tightly seal both bags.
5. Record the starting water temperature of
each hot-water beaker. Place each bag into
its own beaker of hot water.
6. Record the water temperature in each of
the hot-water beakers every 2 minutes until
the temperature does not change.
7. Record the starting water temperature of
each cold-water beaker. If any ice cubes
remain, remove them from the cold water.
8. Carefully remove the bags from the hot water
and put each into its own beaker of cold water.
9. Record the water temperature in each of
the cold-water beakers every 2 minutes
until no change in temperature occurs.
Goals
■
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
■
■
Measure temperature.
Calculate temperature change.
Infer a material’s ability to absorb heat.
Materials
–10°C to 110°C range thermometers (4)
computer probe
self-sealing freezer bags (2)
water (100mL)
ice cubes (2 to 3)
pancake syrup (100 mL)
*corn syrup
400 to 600 mL beakers (4)
*heat-safe glass containers
spoon or stirring rod
*Alternate materials
Safety Precautions
WARNING: Use care when handling the heated
bags and hot water. Do not taste, eat, or drink
any materials used in the lab. Take care when
handling glass thermometers.
Energy
7
Name
Date
Class
(continued)
Water Temperatures—Hot Beaker
Syrup Bag
Water Bag
Time (min)
Temp. (˚C)
Time (min)
0
0
2
2
4
4
6
6
8
8
Temp. (˚C)
Analyze Your Data
1. Make a graph of the water temperature of the beakers with the syrup bag in hot water and the
water bag in hot water. Plot both lines on the same graph, with the temperature on the y-axis
and the time on the x-axis.
2. Make a graph of the water temperature of the beakers with the syrup bag in cold water and the
water bag in cold water. Plot the graph as in step 1.
3. Determine which bag warmed the fastest and which bag cooled the fastest.
4. Determine which bag reached the highest temperature and which bag reached the lowest
temperature.
Conclude and Apply
1. Infer which material absorbed more heat as it warmed, and which material released more heat
as it cooled.
2. Infer Suppose you have equal amounts of syrup and water at the same temperature. Which material
would require more heat to change its temperature by 1°C? Explain.
Communicating Your Data
Compare your results with the results of other students in your classroom. Explain any
differences in your data or your conclusions. For more help, refer to the Science Skill
Handbook.
8 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Date
1
Laboratory
Activity
Class
Radiation
Have you ever walked barefoot on asphalt on a sunny summer day? The black pavement is hot
because it absorbs energy transferred from the Sun by radiation. Radiation is the movement of
energy in the form of waves. Different materials absorb radiant energy from the sun differently. In
today’s experiment, you will compare how light-colored materials and dark-colored materials differ in their ability to absorb energy from the sun.
Strategy
You will observe how energy from the sun can increase the temperature of water.
You will determine how color influences how much solar radiation is absorbed.
Materials
construction paper (black)
construction paper (white)
containers (2 plastic, 500-mL)
scissors
tape
graduated cylinder (100-mL)
water
thermometer (alcohol, Celsius)
timer
pencils (colored)
7. Using Figure 2, graph the data from the
table, using a line graph. Use one colored
pencil to show data for the light container
and a different one to show data for the
dark container. Draw lines to connect the
temperature for each container of water.
Figure 1
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
WARNING: Use care when handling sharp
objects.
1. Fasten black construction paper on the
bottom and sides of one container.
2. Fasten white construction paper on the
bottom and sides of the other container.
3. Add 250 mL of room-temperature water to
each container.
4. Use a thermometer to find the temperature
of the water in each container. Record your
data in Table 1 in the Data and Observations section.
5. Place the containers side by side in direct
sunlight outside on a sunny windowsill. Be
sure both containers receive the same
amount of sunshine.
6. Measure the temperature of the water in
each container at 5-minute intervals for 30
minutes. Record your data in Table 1.
Energy
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
Table 1
Color of
container
Time (min)
0
5
10
15
20
25
30
Temp. (˚C)—Light
Temp. (˚C)—Dark
Figure 2
Temperature of Water in Light and Dark Containers
40
35
30
25
20
0
5
10
15
20
25
30
Time (min)
1. What was the final temperature of the water in the dark container?
2. What was the final temperature of the water in the light container?
3. How many degrees did the temperature of the water in the dark container increase?
4. How many degrees did the temperature of the water in the light container increase?
10 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Temperature (˚C)
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Laboratory Activity 1 (continued)
Questions and Conclusions
1. Did one container of water heat up more quickly? Which one?
2. How do you think the color of an object affects how it absorbs energy from the Sun?
3. Would you get similar results if you placed the containers in the shade? Why or why not?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
4. If you were stranded in a hot desert, would you rather be wearing a dark-colored or a
light-colored T-shirt? Why?
Strategy Check
Can you observe the influence of solar radiation on water temperature?
Can you determine how color influences the absorption of solar radiation?
Energy
11
Date
2
Laboratory
Activity
Class
Chemical Potential Energy—
You Are What You Eat!
What did you eat for breakfast this morning? The food you ate this morning contains chemical
energy that your body needs. Energy in the chemical bonds in food supplies the fuel your body
needs to keep its temperature steady, help your organs function, and move your muscles. How is
energy from food measured? The Calorie is the unit scientists use to measure the amount of
energy contained in foods. High-calorie foods contain a lot of energy. In this activity, you will
compare the energy content of different breakfast cereals and calculate how much time exercising
the energy will support.
Strategy
You will compare the energy content of different packaged breakfast cereals by looking at their
Calorie content.
You will calculate how many hours of activity one serving of cereal provides.
Materials
food labels from various breakfast cereals (4)
Procedure
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Figure 1
2. Table 2 lists the number of Calories needed
to perform different activities for 1 h. From
Table 1, select one of the cereals you examined and calculate the number of hours
of each activity it would take to use the
Calories in one serving of cereal. Use the
following equation.
Hours of activity
provided by
=
1 serving of cereal
Calories in 1 serving
of cereal
Calories needed for
1 hour of activity
1. Look at the Nutrition Facts label on four
different breakfast cereals (Figure 1). The
number of Calories contained in one serving
of cereal is listed at the top of the Nutrition
Facts label. In Table 1 in the Data and
Observations section, record the name of
each cereal and the number of Calories in
one serving with milk.
Energy
13
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 2 (continued)
Table 1
Number of Calories per
serving (with milk)
Name of cereal
Name of cereal from Table 1 chosen to use in Table 2
Table 2
Type of activity
Calories used
per hour
Sleeping
56
Standing
112
Walking
210
Running
850
Number of hours required
to use the energy in 1 serving of cereal
Questions and Conclusions
1. Based on the number of Calories in each breakfast cereal, which cereal provides the most
energy per serving?
2. Why is the Calorie content different for cereal with milk and for cereal without milk?
3. Why do you feel warmer when you exercise?
4. Is the energy in food potential energy or kinetic energy?
Strategy Check
Can you compare the energy content of different breakfast cereals?
Can you calculate how many hours of activity are required to use the energy in one serving
of a specific breakfast cereal?
14 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Energy
Directions: Use this page to label your Foldable at the beginning of the chapter.
Form of Energy
Changed to
Electrical to
Chemical to
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Heat to
Kinetic to
Potential to
heat, light
motion
chemical energy
electricity, potential energy
kinetic energy, electricity
Energy
15
Meeting Individual Needs
Meeting Individual
Needs
16 Energy
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Energy
Directions: Complete the concept map using the terms listed below.
kinetic
heat
light
potential
chemical
Energy
of
stored
motion
is called
is called
1.
can be
can be
can be
Meeting Individual Needs
that is
2.
can be
can be
can be
3.
electrical
nuclear
4.
5.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
mechanical
Directions: Match the description in the first column with the item in the second column by writing the correct
letter in the space provided.
6. the transfer of energy by collisions between the
atoms in the material
a. heat
7. a measure of the average kinetic energy of the
atoms in an object
b. chemical reaction
8. Energy is released.
9. Energy must be added.
c. conduction
d. when bonds form
10. a transfer of energy from one object to another
due to a difference in temperature
e. to break bonds
11. Compounds are broken down, new compounds
are formed, or both.
f. temperature
Energy
17
Name
Date
Directed Reading for
Content Mastery
Section 1
■
Class
Energy Changes
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.
1. The ability to cause change is gyreen.
2. A roller coaster at the top of a hill has lotnipate energy.
3. Kinetic energy is the energy of gomnvi things.
4. Potential energy is doesrt energy.
Directions: Label each of the following as either an example of mainly potential energy or mainly
kinetic energy. Explain your answer.
6. a canoe perched at the top of a waterfall
7. a blazing bonfire
8. a bowler about to roll the ball down the alley
9. a bowling ball striking the pins
18 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
5. A fastball heading for homeplate has ickiten energy.
Name
Date
Directed Reading for
Content Mastery
Section 2
Section 3
Class
■
■
Temperature
Chemical Energy
Directions: Circle the term in parentheses that correctly completes the sentence.
1. (Chemical energy/Conduction) is the transfer of energy by collisions between
the atoms in a material.
2. An energy transfer that causes a temperature change is (heat/insulation).
Meeting Individual Needs
3. (Chemical/Convection) energy is the energy stored in the chemical bonds
of a substance.
4. (Radiation/Convection) transfers heat when particles move from one place
to another.
5. The transfer of energy by waves in all directions from its source is
(conduction/radiation).
Directions: Study the following illustrations. Then label each one using the correct terms from the list below.
convection
radiation
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
conduction
Energy
19
Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
Energy
Directions: Write the term that matches each description below in the spaces provided. The letters in the dark,
vertical boxes will spell a familiar word related to energy.
1
2
3
Meeting Individual Needs
4
S
F
5
6
7
8
9
O
10
1. chemical reactions that release energy
2. measure of the average kinetic
energy of the atoms in an object
3. substance that changes the rate of a
chemical reaction without any
change to its own structure
4. the ability to cause change
5. stored energy
20 Energy
6. chemical reactions that absorb energy
7. the transfer of energy by waves
8. transfer of energy from one particle
to another
9. energy of objects in motion
10. transfer of energy by movement
of particles
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
M
Nombre
Fecha
Clase
Sinopsis
Energía
Lectura dirigida para
Dominio del contenido
Instrucciones: Completa el mapa conceptual con los siguientes términos.
cinética
calor
luz
potencial
química
La energía
que
está
almacenada
movimiento
se llama
se llama
1.
puede ser
puede ser
puede ser
Satisface las necesidades individuales
de
2.
puede ser
puede ser
puede ser
3.
eléctrica
nuclear
4.
5.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
mecánica
Instrucciones: Coordina la descripción en la primera columna con el artículo en la segunda columna.
Escribe la letra correcta en el espacio dado.
6. transferencia de energía debido a colisiones
entre los átomos de un material
a. calor
7. medida de la energía cinética promedio de
los átomos de un cuerpo
b. reacción química
8. energía liberada
9. energía que debe añadirse
c. conducción
d. cuando se forman
enlaces
10. transferencia de energía de un cuerpo a
otro debido a la diferencia de temperaturas.
e. se rompen enlaces
11. los compuestos se desintegran, se forman
compuestos nuevos o ambos
f. temperatura
Energía
21
Nombre
Fecha
Lectura dirigida para
Sección 1
Dominio del contenido
Clase
■
Cambios de
energía
Instrucciones: Ordena las letras de los términos en bastardilla para completar las siguientes oraciones.
1. El(La) graníee es la capacidad de causar cambios.
2. Una montaña rusa en la cima de una colina tiene
energía tleanopci.
4. La energía potencial es energía adanecamla.
5. Una bola rápida hacia la base tiene energía taciénic.
Instrucciones: Rotula cada uno de los siguientes como ejemplo de principalmente energía potencial o principalmente energía cinética. Explica cada respuesta.
6. una canoa colgando en la cumbre de una catarata.
7. una fogata que arde
8. un jugador de boliche a punto de hacer rodar la bola por la cancha
9. una bola de boliche que golpea los bolos
22 Energía
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
3. La energía cinética es la energía de los objetos ne votinoemim.
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Sección 2
Sección 3
Clase
■
■
Temperatura
Energía química
Instrucciones: Encierra en un círculo el término que complete correctamente cada oración.
1. La (energía química/conducción) es la transferencia de energía por medio de
colisiones entre los átomos de un material.
(calor/aislamiento).
3. La energía (química/de convección) es energía almacenada en los enlaces químicos de una sustancia.
4. La (radiación/convección) transfiere calor cuando las partículas se mueven de un
sitio a otro.
5. La transferencia de energía por medio de ondas que viajan en todas direcciones
desde su fuente es (conducción/radiación).
Instrucciones: Estudia las ilustraciones. Luego rotula cada una usando el término correcto de la siguiente lista.
convección
radiación
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
conducción
Energía
23
Satisface las necesidades individuales
2. Una transferencia energética que causa un cambio en temperatura es el
Nombre
Fecha
Clase
Términos claves
Energía
Lectura dirigida para
Dominio del contenido
Instrucciones: Escribe el término que corresponde a cada descripción en los espacios dados. Las letras en los
cuadros verticales más oscuros te darán un término relacionado con la energía.
1
E
2
Satisface las necesidades individuales
3
C
A
X O
T
E
R M
I
C
T
U R
A
T
E M P
E
R
A
T
A
Z
A
D O R
E
N
E
R G
T
R M
L
I
4
A
Í
A
E
N C
I
A
I
C
C
I
O N
C O N D U C C
I
O N
N
E
T
I
C
A
V
E
C C
I
O N
S
F
5
P O
6
E
N D O
T
E
L
A
7
R
A
D
I
A
8
9
C
I
O
10
C O N
1. reacción química en que se libera
energía
2. medida de la energía cinética
promedio de los átomos de un
cuerpo
3. sustancia que cambia la tasa de una
reacción química sin cambiar ella
misma
4. capacidad para causar cambio
5. energía almacenada
24 Energía
6. reacción química en que se absorbe
energía
7. transferencia de energía por medio
de ondas
8. transferencia de energía de una
partícula a otra
9. energía de los cuerpos en
movimiento
10. transferencia de energía por medio
del movimiento de las partículas
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
M
Name
1
Date
Reinforcement
Class
Energy Changes
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.
1. genyer is the ability to cause change.
2. Objects in motion have nickiet energy.
Meeting Individual Needs
3. Energy cannot be dractee or stroydede, only fratsmorned from
one form to another.
4. noatilept energy comes from position or condition.
Directions: Write what energy transformations are taking place in each of the following examples.
5. burning match
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. toaster
7. walking
8. child on a slide
Directions: Answer the following questions on the lines provided.
9. How can you increase the amount of kinetic energy in a small ball of clay you are throwing
to a friend?
10. How can you increase the amount of potential energy in a book sitting on a bookshelf?
Energy
25
Name
2
Date
Reinforcement
Class
Temperature
Directions: Complete the following sentences using the correct terms.
1. The words ____________________ and ____________________ are commonly used to
indicate temperature, but they are not scientific terms because they mean different things to
different people.
2. Temperature really is a measure of the ____________________ of the particles in any material.
3. ____________________ is an energy transfer due to a difference in temperature.
Two Scales for Measuring temperature
Temperature at which
water freezes (degrees)
Temperature at which
water boils (degrees)
Name of Scale
Abbreviation
Fahrenheit
4.
5.
6.
Celsius
7.
8.
9.
Directions: Read the following description. Then answer the questions.
Assume that you have just taken a pan of cookies out of the oven and set them on the counter
to cool. In the space below, draw a picture of the cookies in the pan sitting on the counter. Add
wavy lines to show the heat from the cooling cookies.
10. What term refers to the average kinetic energy of the particles of one of the cookies?
11. Imagine you put your hand next to one cookie without touching it. Your hand feels warm. By
what method(s) has the thermal energy of the cookies transferred to your hand?
12. Imagine you move the pan and touch the spot where it had been sitting. The counter feels
warm. How did the thermal energy of the cookies transfer to the counter?
13. The lines you drew above the cookies show that the air above the cookies is rising in a current.
a. By what method is the thermal energy causing the air to move?
b. What kind of current is this?
26 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
Directions: Complete the chart.
Name
Date
3
Reinforcement
Class
Chemical Energy
Directions: Complete the following sentences using the correct terms and phrases.
1. Chemical ____________________ stored in oil, gas, and coal is used everyday.
2. Scientists refer to the potential energy within chemical bonds as ____________________.
4. Muscles in your body transform chemical energy into __________________ and heat when
they move.
5. In chemical reactions, chemical bonds ____________________ between some particles and
____________________ between other particles.
6. Chemical reactions that absorb energy are called ____________________.
7. A photosynthetic reaction in a plant cell transforming energy from sunlight into chemical
energy is a(n) ____________________ chemical reaction.
8. Living things depend on ____________________ for food and oxygen.
9. Exothermic reactions are chemical reactions that ____________________ energy.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
10. Rates of chemical reactions can be changed by a substance called a(n) ____________________,
whose own structure is not changed by the reaction.
11. Greater amounts of sugar will dissolve in water if the water is ____________________.
12. Your body relies on biological catalysts called ____________________ to control
cell processes.
Directions: For each of the following statements, write True or False on the line provided.
13. In a chemical reaction, the state of a substance changes, but the substance itself is
not changed.
14. Rusting is a chemical reaction that occurs when a metal combines with oxygen.
15. All chemical reactions occur at the same rate.
16. Every chemical reaction includes some energy transformation.
17. Not every chemical reaction gives off energy.
Energy
27
Meeting Individual Needs
3. Energy is stored in the ____________________ between the atoms in a compound.
Name
Enrichment
Class
Elasticity and Energy
Meeting Individual Needs
All matter resists having its shape changed
by a force. Some materials are brittle. If a
strong enough force is applied to them, they
will break rather than change shape. Other
materials are elastic. Elasticity is the ability of
an object or material to return to its original
size and shape after being acted upon by an
outside force. Rubber bands, balloons, toy
balls, trampolines, bungee cords, and metal
springs are all examples of elastic materials.
When an elastic material changes shape, or
deforms, it stores some of the energy that was
required to change its shape. In general, stored
energy is called potential energy. Elastic
potential energy is specifically the energy
stored in elastic materials as a result of their
stretching or compressing.
Gases Are Elastic
Since gases are compressible, they can store
elastic potential energy. When you pump air
into a bicycle tire, you can feel the air resisting
as it is compressed.
If you block the exit tube on the bicycle pump,
the pump handle will spring back after being
pushed downward. The air’s elastic potential
energy is changed to kinetic energy when the
pump handle is released.
Potential Energy and Displacement
The amount of elastic potential energy
stored in an object is related to the amount of
deformation. The more the material is
stretched or compressed, the greater the stored
energy. When the force that deforms an elastic
material is removed, its elastic potential
energy changes into kinetic energy.
The potential energy of a spring is proportional to the square of the spring’s displacement—the distance the spring is stretched or
compressed. For example, a spring that is
compressed 2 cm has four times more potential energy than when it is compressed 1 cm. If
it is compressed 3 cm, it has nine times the
potential energy of a 1-cm compression.
1. A dart gun contains a spring. When you push a dart into the barrel of the gun, the spring is squeezed,
or compressed. Explain how a dart gun works in terms of energy conversions and transfers.
2. If the spring of a dart gun is compressed 1 cm, a dart is shot 2 m into the air. If the spring of
the gun is then compressed 2 cm, how high will the dart rise when the spring is released?
Explain.
3. If you place a spring-driven “pop-up” toy on a table and press it down, the spring inside will be
fully compressed. What kind of energy does the toy have at this point? When you release the
toy, what kind of energy does the toy have as it leaves the tabletop? When the toy is at the top
of its flight, what kind of energy does it have?
28 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1
Date
Name
Enrichment
The Energy of Warm
Ocean Waters
Hurricanes are described as nature’s most
powerful storms. But do you realize how much
energy powers a hurricane? Think about all of
the electricity produced in the United States in a
year. That electrical energy is the equivalent of
the heat energy released by an average hurricane.
These whirling storms can be more than 1,000
kilometers across with winds of 118 kilometers
per hour or more. The most dangerous storms
have wind speeds of 250 kilometers per hour.
Where does all that energy come from? Where
does it go? How is the energy transferred?
Where They’re Born
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Class
Most hurricanes that reach North America
start either in the Atlantic Ocean, the Caribbean
Sea, or the Gulf of Mexico. Hurricane season in
these areas is from June to November, with
most of the storms occurring between August
and October. The early storms usually originate
in the Caribbean Sea or the Gulf of Mexico.
Why do hurricanes form in these areas only
during these warm months? For hurricanes to
form, the temperature of the upper 60 meters
or so of ocean waters must be about 26.5°C or
warmer. Think about when the rays of the Sun
hit the ocean waters most directly. In the northern hemisphere, the rays are most direct in
June. Therefore, during the late spring and summer, the ocean absorbs more of the Sun’s radiated energy. Even the shallow waters of the
Caribbean Sea and the Gulf of Mexico usually
don’t warm to 26°C until June.
Water has what is known as a high thermal
capacity—it can hold energy for a relatively
long period of time. So the waters can hold on
to some of the thermal energy even as they
continue to absorb energy from the Sun. The
temperature of the waters continues to rise.
The heat energy in these warm ocean waters
is what fuels hurricanes, which act as heat
engines. As a hurricane forms, warm moist air
from the surface rises. When the air rises, it
cools and condensation occurs and heat is
released. Some of the heat energy is transformed into the kinetic energy of the wind.
More warm, moist air is sucked into the system, more condensation occurs, more heat
energy is released that changes to kinetic
energy, and the winds grow stronger.
Engine Keeps Running
The engine keeps working as long as the
oceans are warm enough to provide energy.
The storm continues to gain strength. When
the energy from the warm waters is no longer
available—when the storm passes over a cooler
area of the ocean or makes landfall—the storm
loses strength and begins to die.
Other conditions also must be in place for a
hurricane to form. But no hurricane will form
without the energy provided by the tropical
waters. The whole process results in the transfer of energy from the tropics where the
storms originate to more northern latitudes.
1. What ocean temperature is necessary to provide the energy for hurricane formation?
2. Explain how a hurricane loses its strength.
3. How do hurricanes transfer energy to different geographic areas?
Energy
29
Meeting Individual Needs
2
Date
Name
Enrichment
Class
Enzymes and Nutrition
Meeting Individual Needs
Enzymes are biological catalysts, and the
human body contains thousands of them. They
help carry out life processes such as digestion,
blood clotting, hormone production, and the
binding of oxygen to red blood cells.
The digestive enzymes needed to turn food
into substances the body can use are secreted
by the stomach, pancreas, small intestine, and
other digestive organs. The production of
enzymes is directed by DNA. A genetic “mistake” or an inherited genetic condition may
affect enzyme production.
Malnutrition
Sometimes an individual cannot produce a
certain digestive enzyme, and so cannot convert specific types of foods into chemical
energy that can be used by the body. The
results of this can include malnutrition (not
from lack of ingesting food but from the
inability to use it), bloating, and allergies.
One such enzyme is phenylalanine
hydroxylase, which helps convert an amino
acid called phenylalanine to a different amino
acid called tyrosine. A person who cannot produce the enzyme phenylalanine hydroxylase or
can produce it only in very small amounts has
a disorder known as phenylketonuria, or PKU.
If the enzyme is not present, phenylalanine
starts to build up in an infant’s blood as soon
as he or she eats protein that contains the
amino acid phenylalanine. Milk contains
phenylalanine. The resulting buildup almost
always results in irreversible and usually severe
mental retardation. However, PKU can be
treated successfully simply by dietary
changes—if the condition is detected early!
Early Testing
Since the 1960s, virtually all newborn
babies in the United States and Canada are
tested to see if they have PKU. More than
likely, you have been tested for it. The test is
simple. When a baby is two or three days old,
several drops of blood are taken from the baby
and sent to a laboratory, where the blood is
tested to determine how much phenylalanine
is present. If the level is high, the baby will be
tested again. If the baby does have PKU, he or
she will begin a lifetime diet that will be high
in carbohydrates and low in proteins. This
kind of diet includes foods such as cereal,
starches, fruits, and vegetables, and limits
foods such as eggs, cheese, milk, poultry, beef,
and fish.
1. Why do you think enzymes are called “biological catalysts”?
2. What foods do you think are high in phenylalanine?
3. Why do you think a baby is not tested for PKU immediately after it is born?
4. Why do you think a baby has to be tested again if the first test shows a high level of phenylalanine?
30 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3
Date
Name
Date
Note-taking
Worksheet
Section 1
Class
Energy
Energy Changes
A. ________________—ability to cause change
B. Energy ________________________—energy changes from one form to another without any
being lost or gained.
C. Energy due to motion is ________________________.
2. When objects _________________, kinetic energy can be transferred.
D. __________________________—stored energy due to an object’s position
E. Potential energy can be transformed to ________________________ and kinetic energy can
be converted to _________________________.
F. Law of ________________________________—energy cannot be created or destroyed; it can
only change form.
1. Total amount of energy in the universe _______________ changes.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. Kinetic energy can be converted to ______________ energy.
Section 2
Temperature
A. _____________________—measure of the average kinetic energy of an object’s atoms
B. Temperature is measured with a _____________________.
1. __________________________—freezing point of water is 32° and boiling point is 212°
2. _______________________—freezing point of water is 0° and boiling point is 100°
C. ______________—transfer of energy from one object to another due to a difference in
temperature
1. Heat _______________ from warmer objects to cooler ones.
2. Flow of heat _______________ when the temperature of two objects is the same.
D. _______________ is unusual because it takes a large amount of heat to raise its temperature;
water’s temperature does not change as much as surrounding air or land.
Energy
31
Meeting Individual Needs
1. An object’s kinetic energy depends on its _______________ and ______________.
Name
Date
Class
Note-taking Worksheet (continued)
E. Heat can be transferred in _______________ ways.
1. ____________________—transfer of energy by collisions between atoms; usually occurs
in solids
2. ____________________ transfers heat when particles move between objects or areas that
differ in temperature; most common in gases and liquids.
3. Energy transferred by waves is ___________________.
Section 3
Chemical Energy
1. Compounds are broken down or new compounds are formed in a
___________________________.
2. Energy in chemical bonds is a form of __________________________ called chemical
energy.
3. In _______________ chemical reaction, energy transformations occur.
B. To break chemical bonds, energy must be _______________; when chemical bonds form,
energy is ________.
1. _____________________ reactions—chemical reactions that absorb energy
2. ____________________ reactions—chemical reactions that release energy
3. Chemical reactions occur at different rates; a __________________ changes the rate of
chemical reaction without its own structure being changed.
32 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
A. Chemical reactions _________________ energy.
Assessment
Assessment
34 Energy
Name
Date
Class
Energy
Chapter
Review
Part A. Vocabulary Review
Directions: Unscramble the terms in italics next to their definitions. Write the terms on the lines provided.
1. latstayc: substance that changes the rate of chemical reactions
without changing its own structure
2. fntorsaimotnar: change of energy from one form
to another
3. teikinc: energy of objects in motion
4. slationur: material that doesn’t allow heat to be conducted easily
5. alw fo sornacetoniv fo gerney: Energy cannot be created
or destroyed.
6. dinutconoc: transfer of energy from particle to particle when
there is a temperature difference
7. greyen: ability to cause change
8. athe: thermal energy that moves from a warmer to a cooler object
9. eptilonta: stored energy
11. urepattmere: measure of the average kinetic energy of particles
12. ontrechidem: reaction that absorbs energy
13. iheccalm: energy stored within chemical bonds
14. ovitocencn: transfer of energy when particles move from place
to place where there is a temperature difference
15. tixocemreh: reaction that gives off energy
Directions: Complete the following sentences using the terms listed below.
thermals
conductors
enzymes
catalysts
chemical bonds
16. ____________________ are materials that transfer thermal energy easily.
17. Columns of warm air that are forced up as cold air sinks are ____________________.
18. ____________________ are the forces that hold the particles in a substance together.
19. Substances that change the rate of a chemical reaction without themselves being changed
are ____________________.
20. In your body, ____________________ speed up cell processes.
Energy
35
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
10. tadaiorin: energy that travels in waves in all directions from
its source
Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
Directions: Identify a form of energy that is related to each change.
1. change in speed
2. change in position
3. change in chemical bonds
Directions: For each of the following examples, determine which type of heat transfer is illustrated.
4. Food is cooked in a microwave oven.
5. A breeze blows along the ocean shore on a hot day.
6. Food is cooked on a gas stove.
7. Food is cooked on a barbecue grill.
Directions: Answer the following questions on the lines provided.
Assessment
9. To change a temperature from Celsius to Fahrenheit, you multiply the Celsius temperature by
9/5 and add 32 to the product. If the temperature is 40°C, what is the Fahrenheit temperature?
10. What are two ways the rate of a chemical reaction can be changed?
11. Imagine that you chew a cracker and swallow it.
a. What role does saliva play?
b. How is energy stored in a cracker?
c. How is energy released from the cracker?
36 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
8. How does the amount of energy in the batteries in a flashlight compare to the total amount of
energy given off by the flashlight as light and heat?
Transparency Activities
Transparency
Activities
Energy
41
Name
1
Date
Section Focus
Transparency Activity
Class
High Energy
Transparency Activities
1. How is energy being used in the photo?
2. Where do you get energy for exercise?
42 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
A body needs a lot of energy to participate in physical activities like
basketball. Energy also refers to the position and motion of objects.
Name
2
Date
Section Focus
Transparency Activity
Class
Heat It Up
1. What are some properties of steam? How does steam compare to
liquid water?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Since 1960, electricity has been produced at an area called The
Geysers in California. This is a geologically active area where underground water is turned to steam by Earth’s hot interior. The steam
forces its way to the surface where it is converted to electricty.
2. What are some advantages of using energy from Earth’s interior
to produce electricity?
Energy
43
Name
3
Date
Section Focus
Transparency Activity
Class
Cold Pack Relief
Transparency Activities
1. What does a cold pack feel like before you mix the chemicals?
What does it feel like after the chemicals mix?
2. Can chemical cold packs be reused? Why or why not?
44 Energy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
You encounter many chemical reactions every day. Lighting a gas
stove, starting a lawnmower, and playing sports all involve chemical
reactions. So does the chemical cold pack shown below. The chemicals inside combine to provide instant cold for relief of minor athletic
injuries.
Date
1
Teaching Transparency
Activity
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Name
Class
Potential to
Kinetic Energy
Energy
45
Name
Teaching Transparency Activity
Date
Class
(continued)
1. Between which two letters on the transparency does potential energy change to kinetic energy?
2. What is kinetic energy?
3. What term describes stored energy?
4. What happens to kinetic energy if the speed of an object increases?
5. On what does the amount of kinetic energy of a moving object depend?
6. At which letter on the transparency is potential energy at its greatest?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. What is the law of conservation of energy?
46 Energy
Name
Date
Assessment
Transparency Activity
Class
Energy
1. The fluid inside the test tube heats up because ___.
A the thermometer transfers heat from the air into the water
B energy radiates up from the flame
C the water is reacting with itself
D the test tube conducts heat from the boiling water to the fluid
inside the tube
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Directions: Carefully review the diagram and answer the following questions.
2. If the beaker of water were resting on a ceramic tile instead of a
wire screen, you would predict that the water temperature would
rise ___ because ceramics are good ___.
F more quickly; conductors
G more slowly; conductors
H more quickly; insulators
J more slowly; insulators
Energy
47