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Bonar, John R., Ed.: Hathwav, James A., Ed.Probing the Natural World, Level III, Record Book,Student Guide: In Orbit. Intermediate ScienceCurri-ulum Study.Florida State Univ., Tallahassee. Dept. of ScienceEducation.National Sctence Foundation, Washington, D.C.; Officeof Education (DHEW), Washington, D.C.7254p.: For related documents, see $E 031 300-330, ED035 559-560, ED 049 032, and ED 052 940. Containscolored drawings and print which may not reproducewell.

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which accompanies the unit wit Orbit,' of the Intermediate ScienceCurriculum Study (ISCS) for level III students (grade 9). Space isprovided for answers te the auestions from the student text as wellas for the optional excursions and the self eValuation. Anintroductory note to the student explains how to use the book.(SAi

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Record Book

f,..41-te3

As.

U.S. oePAErmemr OF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF

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THIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS !a ECE, wED r RCMYmE PERSON OR ORGANIZATION OR IGINATING IT POINTS OF VIEW OR OPINIONSSTTED 00 NOT NECESSARILY REPRE-SENT OFFICIAL. NATiONAL INSTII UTE OF

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Probing the NatLn-a! WolldWEISISMONIVOPOI

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Poori Bed.

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INTERMEDIATE SCIENCE CURRICULUM STUDY

Record Book

Or7L5t .Probing the Natural World '/ Level Ill

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

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LEVEL 1 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

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ACKNOWLEDGMENTS

The work presented or reported herein was performed pursuant to a Contraot with the U. S.Office of Education. Department of Health. Education. and Weifare It we's supported, also, bythe National Science Foundation. However, the opinions expressed heroin do not necessarilyreflect the position or policy of the U. S. Office of duciittRn or tha National Scienbe Foundation,and no official endorsement by either agency sho

rId be infircd.

© 1972 THE FLORIDA STATE UNIVERSITY ,----. ,2All rights reserved . Printed in the United States Of A erica. Published simultaneoualy inCanada Copyright is claimed until 1977. Except for tA rights to materials reserved by others,the Publishers and the copyright owner hereby grant per ission to dImestic persons of theUnited States and Cansda tor usi of thia work without ch rge in the Eng!ish language In theUnited States and Canada atter 1;77 provided that the publications incorporating materialscovered by the copyrights contain an acknowledgment .60 them and a statement that thepublication is not endorsed by the copyright owner. For conditions of use and permission to usematerials contained herein for foreign publications in other than the English language. apply to thecopyright wainer. This publication, or parts thereof, m4 not be reproduced in any form byphotographic, electrostatic, mechanical, or any other milthod, for any use, including Informationstorage and retrieval, without wrttten permission from th6i publishw.

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ISCS STAFF

David D. Redfield, Co-DirectorWilliam R. Snyder. Co-DirectorErnest Burkman, Steering Committee Chairman

Laura M. Bell,'John R. Boner. editor

Dream A. Browne, Artist

Harold L. Buel., Administration

Robert L. CoAnongher. Art Director

Betsy Conlo . Balzano, Evaluation

Stewart P. Darrow, Field Trial-Teacher Education

George 0. Dawson, Teacher Education

James A. Hathway, Editor

ISCS ADVISORY COMMITTEE

-1 .'!"-"a4,4\ Cr..=

*John S. Hutchinson, Field Trial Teacher Edtication

Sally Diana Kaieher. Art Ditector

*Jane Laisen. Art DirectorAdrian D. Lovell, Administration

*Audley C. McDonald. Administration

W. T. Myers, Administration

LyrIn H. Rogers, Artist

Stephen C. Smith, Artist

Lois S. Wilson, Assistant Editor

J. Myron Atkin. University of IllinoisBetsy Conlon Balzano, State Universiy of New York at BrockportWerner A. Baum. University of Rhode IslandHerman Branson, Lincoln UniversityMartha Duncan Camp. The Florida State UniversityClifton B. Clark, University of No.-th Carolina at GreensboroSteve Edwards, The Florida State UniversityRobert M. Gagne, The Florida State UniversityEdward Haenisch, Wabash CollegeMichael Kasha, Tne Florida State UniversityRussel P. Xropp, The Florida State UniversityJ. Stanley Marshall, The Florida State UniversityWilliam V. Mayer. University of ColoradoHerman Parker, University of VirginiaCraig Sipe, State University of New York at AlbanyHarry Sisler, University of FloridaClifford Swartz, State University of New York at Stony BrookClaude A. Welch. Macalester C'oliegeGates Willard, Manha.sset Junior High School. Manhasset, N. Y

Herbert Zim, Science Writer, Tavernier. Florida

'Forms member

; .444- ' 4^.. , ?..,

V04144.1: i

. ,k,

".*",

' 4}., \

MATERIALS DEVELOPMENT CONTRIBUTORS

Th.'s list includes writing-ronference participants and others who made significant contributions tothe materials, including text and art for the experimental editions.

Janet Anderson. Nyack, N Y. Gerald R. Bakker Eerlharn College. Frank Balzano, F.S.U. Harald N. Bliss,Mayville State College. Olaf A. Boedtker. Oregon State Unn.. CsIvin E. Bolin. F.S.U. Earl Brakken, TwoHarbors, Minn. Bobby R. Brown. F.S.U. Robert J. Callahan. Jr. (deceased). Brian W. Carss, University ofIllinois. Lois H. Case. Lombard, Ill. Clifton B. Clark, University of North Carolina at Greensboro. Sara P.

Craig, FS. U. John D. Cunningham. Keene State College David H. trasenbrock, ES.U. Doris Dasenbrock,F.S.U. leff C. Davis, University of South Florida, Alan D. Dawson, Dearborn Public Schools, Mich. George0. Dawson. F.S.U. Gerrit H. DeBoer. F.S.U. Howard E DcCamp. Glenn Env's, Ill. James V. DeRose,Newtown Square, Pa. William A. Deskin. Cornell College. William K. Easley. Northeast Louisiana StateCollege. Donald C. Edinger. University of Arizona. Camillo Fano. University of Chicago Labor atory School.Ronald A. Fisher. Maquoketa. Iowa. Edwin H. Flemming. F.U.S. Paul K. Flood, F.S.U. Harper W. Frantz,Pasadena City College (Emeritus). Earl Friesen, San Francisco State College. Bob Galati, Fullerton, CalifJ. David Gavenda. The University of Texas. Charles A. Gilman. Winchestei, NH. Rchyrt J. Coll, JaeksonvilkUriversity, Ralph H. Granger, Jr., Wqlpole. N.H. H. Winter Griffith. F.S. U. William Gunn, Miami, Florida.John Hart, Xavier University. John R. Hassard. Georgia State University. J. Dudley Herron, Purdue Univer-

sity. Father Francis Heyden. SI. Georgetown University. Leonard Nimes. Sarasoia, Florhia. Evelyn M.Hurlburt. Montgomery Junior College. John R. Jablonski, Bosicn University. Bert M. Johnson, EasternMichigan University. Roger S. Jones. University of Minnesota. Leonaod A. Kalal. Colorado School of Mines.

Theodore M. Kellogg. University of Rhode Island. Elizabeth A. Kendzior. University of Illinois. F. J. King.F.S.U. David Klasson. Millvae. Calif Ken Kramer. Wright State University. Willi di H. Long, F.S.U.Robert Lepper, California State College. Harold G. Liebherr. Milwaukee. Ris. William D. Larson, Cchlege

of St. Thomas. Mable M. Lund, Beaverton, Oregon. H. D. Luttrell. North Texas Slate University. MuwelfMaddock. F.S.U. Solomon Malinsky. Sarasota, Florida, Eloise A. Mann, Sarasota, Florida. Hatieen W.McAda. University of Califonia at Santa Barbara. Auley A. McAuley. Michigan State University. E. WesleyMcNtkir. F.S.U. Marilyn Miklos. F.S.U. Floyd V. Monaghan. Michigan State University. Rufus F. Morton,Westport, Conn. Tamson Myer, F.S.U. Gerald Neufeld, F.S.U. James Okey. University of California,Lawrence E. Oliver. F.S.U. Larry O'Real. Alice. Texas. Herman Parker. University of Virginia. Harty A.Pearson. Western Australia. James E. Perham. Randolph-Macon Woman's College. Darrell G. Phillips,University of Iowa. Howard Pierce, F.S.U. David Poch& F.S.U. Charles 0. Pollard, Georgia Institute ofTechnology. Glenn F. Powers, Northeast Louisiana Store College Ernest Gene Preston, Louisville, Ky.Edward Ramey. F.S.LJ Earl R. Rich, University of Miami. John Schaff, Syracuse University. Carroll A.Scott. Williamsburg, Iowa. Earle S. Scott, Rtoon College. Thomas R. Spalding. F.S.1.7. Michael E. Stuart.Universiy of Texas. Sister Agnes Joseph Sun. Mangrove College. Clifford Swartz. State University of NewYork. Thomas Teaies. ES.U. Bill W. Tillery. University of 14yoming. Ronald Townsend, Unitiersity of Iowa.Mordecai Treblow. Bloomsburg State College. Henry J. Triezenberg. National Union of Christian Schools.Paul A. Vestnl. Rollins College. Robert L. Vickery, Western Australia. Frederick B. Voight, F.S.U. Claude A.

Welch. Macalester College. Paul Westmeyer. F.S.U. Earl Williami. University of Tampa. G. R. Wilson,Jr.. University of South Alabama. Harry K. Wong, Atherton, California. Charles M. Woolheater, F.S.U.'lay A. Young. King's College. Victor J. Young. Qucensborough Community College.

The genesis of some of the ISCS material stems from a summer writing conference in 1964. Theparticipants were:

Fiances Abbott, Miami-Dade Junior College. Ronald Atwood, University of Ker ucky. George Assousa.

Carnegie Institute. Colin H. Barrow. University of Kest Indies. Peggy Baz; el. F.S.U. Robert Binger(deceased). Donald Bucklin. University of Wisconsin. Martha Duncan Camp. F.S.U. Roy Campbell,Broward County Board of Public Instruction. Fla. Bruce E. Cleare. Tallahassee Junior College. Ann-cile

Hall, Pensacola. Florida. Charles Holcolmb, Mississippi State College. Robert Kemman, Mt. Prospect,111 Gregory O'Berry. Coral Gables. Florida. Elra Palmer. Baltimore. James Van Pierce. Indiana UniversitySoutheast. Guenter Schwarz, F.S.L'. James E. Smeland, FS. U. C. Richard Tiflis. Pine Jog Nature Center,Florida. Peggy Wiegand, Emory University. Elizabeth Woodward. Augusta College. John Woolever. Sar-

asota, Florida.

r --,44" N/

-`43, ;444,:n .ritt,%0 , ..74. .

Foreword

A pupil's experiences between the ages of 11 and 16 probably shape hisultimate view of science and of the natural world. During these yearsmost youngsters becOme more adept at thinking conceptually. Sinceconcepts are at the heart of science, this is the age at which most stu-dents first gain the ability to study science in a really organized way.Here, too, the commitment for tr against science as an interest or avocation is often made.

Paradoxically, the students at this critical age have been the onesleast affected by the recent effort to produce new science instructionalmaterials. Despite a number of commendable efforts to improve thesituation, the middle years stand today as a comparatively weak link inscience education between the rapidly changing elementary curriculumand the recently revitalized high school science courses. This volumeand its accompanying materials represent one attempt to provide asound approach to instruction for this relatively uncharted level.

At the outset the organizers of the ISCS Project decided that itwould be shortsighted and unwise to try to fill the gap in middleschool science education by simply writing another textbook. We chuseinstead to challenge some of the most firmly established conceptsabout how to teach and just what science material can and should betaught to adolescents. The ISCS staff have tended to mistrust whatauthorities believe about schools, teachers, children, and teaching untilwe have had the chance to test these assumptions in actual classroomswith real children. As conflicts have arisen, our policy has been to relymore upon what we saw happening in the schools than upon whatauthorities said could or would happen. It is largely because of thispolicy that the ISCS materials represent a substantial departure fromthe norm.

The primary difference between the ISCS program and more con-ventional approaches is the fact that it allows each student to travel

8

3.

vi

;

at his own pace, and it permits the scope and sequence of instructionto vary with his interests, abilities, aad background. The ISCS writershave systematically tried to give the student more of a role in decidingwhat he should study next and how soon he should study it. When thematerials are used as intended. the ISCS teacher serves more as a"task easer" than a "task master." 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 ISCS approach to instruction.Outstanding teachers from Socrates to Mark Hopkins have stressed the

need to personalize education. ISCS has tried to do something morethan pay lip service to this goal. ISCS' major contribution has been todesign a system whereby an average teacher, operating under normalconstraints, in an ordinary classroom with ordinary children, can in-deed give maximum attention to each student's progress.

The development of the ISCS material has been a group effort fromthe outset. It began in 1962, when outstanding educators met to decidewhat might be done to improve middle-grade sciencx teaching. Therecommendations of these conferences were converted into a tentativeplan for a set of instructional materials by a small group of FloridaState University faculty members. Small-scale writing sessions con-ducted on the Florida State campus during 1964 and 1965 resulted inpilot curriculum materials that were tested in selected Florida schoolsduring the 1965-66 school year. Ail 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 StatesOffice of Education, and the preliminary effort was formalized intothe ISCS Project. Later, the jational Science Foundation made sev-eral additional grants in support of the ISCS effort.

The first draft of these materials was produced in 1968, during asummer writing conference. The conferees were scientist:, science

educators, and junior high school teachers drawn, from all over theUnited States. The original materials have been revised three timesprior to their publication in this volume. More than 150 writers havecontributed to the materials, and more than 180,000 children, in 46states, have been involved in their field testing.

We sincerely hope that the teachers and students who will use thismaterial Will find that the great amount of time, money, and effortthat has gone into its development has been worthwhile.

Tallahassee, Florida The DirectorsFebruary 1972 INTERMEDIATE SCIENCE CURRICULUM STUDY

Contents

147 'I-I . .4- 'a '" .. "

FOREWORD

NOTES TO THE STUDENT

CHAPTERS

Ix

4 1 The Message of Sunlight 1

2 Watts New? 3

3 Far-Out Sun 74 4 Measuring the Distance to the SunAnother Approach 9

5 How Big Is the Sun? 12

6 The Fiery Chariot 13

7 On Your Own 16

EXCURSIONS

1C1 Those Strange Dark Lines 19

2-1 Energy at Work 20

3-1 The MOon's,Measurements 20

4-1 What's Flidar? 20

42 Angles and Protractors 20

4-3 Scale Drawings 21

4-4 Practice in Using Scale Drawings 22

5-1 Moon Gazing 22

6-1 The Night That People Lost 10 Days 23

6-2 Malching Wits with Galileo 23

7-2 Using Squares to Measure Distance 23

How Well Am I Doing? 25 vii

10

vu

SELF-EVALUATIONS

1 27

2 28

3 304 32

5 34

6 3537

SELF-EVALUAT1ON ANSWER KEY 39

MY PROgRESS 45

.,?..14s . "- -- 't A

1 1

.'

4

- C'.,,t'':"-:;loix.'''Ioto-ec'..:

TA. -:r;4 '"

Notes to the Student

This Record Book is where you should write your answers.'Try to fill in the answer to each question as you come to it.If the lines are not long enough for your answers, use the mar-gin, too.

Fill in the blank tables with the data from your experiments.And use the grids to plot your graphs. Naturally, the answersdepend on what has come before in the particular chapter orexcursion. Do your reading in the textbook and use this bookonly for writing down your answers.

1

3;.

Ix

,4 e 'L'b 01 .1

4

01.1.Nra

0 1.2.

01-3.

01-5.

0 1 4.

01-7.

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13

The Niessacieof Suniit',2,

1

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I. 2-

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2

01-8.

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Violet Blue Green Yellow Orange Red

01.9.

Violet Blue Green Yelkm Orange Red

01-10. 1Violet Blue Green Yellow Orange Red

PROBLEM BREAK 1-1

Violet Blue Green Yellow Orange Red

01-12.

1 4

4

CHECKUP

1. Work isa. force.b. distance.c. force x distance.d. speed x time.

3. Energy cana. exist only in the

form of heat.b. exist in more than

one form.c. be transferred from

one system to another.d. cause changes in matter.

2.a.b.C.

d.

A measure of energy isforce.force x distance.speed x time.work.

4. Energy is alwaysa. conserved.b. destroyed.c. needed to overcome

forces.d. a measure of the time

needed to do work.

02-1.

02-2.

0 24.

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02-7.

02-2.

15

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Table 2-1

Time(minutes)

Temperature(°C)

TotalTemperatureChange (°C)

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

--..5.0

Figure 2-1

=gimoll

0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

Time (in minutes)

16

:

C

029.

02-10.

6.010

Table 2-2

.Bulb

OriginalTemperature

MaximumTemperature

TemperatureChange

60W

100W

150W.

0 2.12.

20

15

1 12

a

4

0

INIMMIININIS~

%

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PROBLEM BREAK 2.1

18

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Graph for Problem Break 2-1

15

14

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iiMENWEINIMMEMEMMEMMEMMEMEMON -101111111111111101 MEMOIMMEMM IIMMIMMUM M11.11.101111MMUMMOMMENUMMMUMENTIMUMMUMOMM IIMMOMMEMMMEMMOMMEMEMMEMMOMMMIXIIEN WIMMOMMIIIMMPUMEN MOM WSWMROMENUMMEMMEMMEMMOMPE 1110 MOMOMMUMMU MEM 1111.w. immismommommulassumm manummommomm um mumummummummmommommommumnimmommommormilammummisms immummignimmompsopmmummummommommo mommgamommummormsomommoommgmemogsmisommo

giMEMMUMMEMMOMMOTOMMOMMIMMEMEMMEMMINIUMEM

111411111.111= MOMMEMEM MMEMMIIMMEMMUMOM IIMMONIMMOMMEMMEMMUMEMMEMEMINNOMMIO INIMMEMME IIMMEMEMMOMMEMSOM MIIMOMMEMEMMUMMEMMEMMOIMMX

mummummommilmemmummummimpomminsmommilmommummommemmommoommum mimmommiummummummummp mummummommilmummu

1mommommomm Immiummumummummommummo mummspommummunammmommummummEmmummommummimplummummumm mmummomplimmulummsmommsmiummisammoommememmimmommum mommimmegmommumm.............................wommommomemmummummimmumm.morimmmumummemmommommummumummummimmummimplummmumm.......................mommummumummummummommummommo............mummummommulum immommommu sommimmommummmommummommummimmummommumumw immmummin mrsimmommumImmommummommisimposammummil immummummommummommommummommommommommummommummummimummum. miumplommuumma................ milmmemnimmumm immomiummummumummumpommemmommummommumm mimsmilmommummummumummumummommummMOWIMOMMEMOMMEMME OrmommummemommummesimummimmommommImmummommommummisp mmiummummummilimsommommummommemmmummummummummumummummommumgmemm mwommummegmommemm.wimmummummommumplommommommomm. mmummomm ommumummummum ......... mummommommummumummumpoom mmm

5 10 15 20 25 30 35

Distance (cm)

02-18.

02-17.

02-18.

0249.

02-20.

02-21.

n2-22.

45 50 55

03-1. Chapter 3Flr-Out Sun

19

60

I'

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rft t'7;*.tr). -19'." VV": `-'n4t i4 ' "

ft. '..7.

03-2.

11.100-0111I

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03-7.-

. 034.

PROBLEM BREAK 3-1

0

. -'-= -" ,-. ,

, -: 4.* h.

e _e . ....,, ,r, I., , .-...,_. i.s., ,- ,,, qq. , 4 i., tr .NI '..., ' -$ rt.ir '-,'..."S" .4' A...AP...., . "..,,,is..,,,, J.., ...........,....A.. fs s ,......i.P.,..P,..= .g.r zr..,0ivy ; ,,,,......!".-1 ', 1,-.A'....i.,-0.1.1. ..-.q P.` ri-i ,,, ',.... i : ?.. ,,,, .-' ,-, ."..2. . .. . S . L r . - , .,.. .. r. , . .2 . .

0 3-9.

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0 4-2.

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ACTIVITY 4-1

U f :

r) Twa 1.11. ' a oar I

" r oa 6.46

9

10

, a.: . f ,444 .. t -,..-.)-4,0 . % , '

. r 0 4 re r ,C'

0 4-4. Figure 4-3

-Earth here on day 1and day 365%

04-5.

0 4-6.

0 4-7.

0 4-8.

0 4-9.

ACTIVITY 4-6.

t10 4)-qv ice

qc% ,

4

0440.

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ACTIVITY 4-7.

goggeggeggoggegt

11

Chapter 5?

v

12

-

CHECKUP

1.

It

2.

E3 442.

0443.

Table 4-2

..... ......On Scale

Drawing (mm)Actual(miles)

Distance from Venus to the sunINUMINIIIMINI

Distance from Earth to the sun

Smallest distance between Earthand Venus

1 26 million

04-14.

04-15.

05-1.

05-2.

05-3.

05-4.

05-5.

05-6.

4)440

*.

ACTIVITY. 6-1.

..1111m.-_

35

, r

f.< Mr,

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';:!,c`

t.1

Cilapter GThe FieryChariot

vv4n ^

13

tuis... , , 17, . - y 4 y.. ,t '41411-

;

06-1.

06-2.

D 64.

.111010.1.,

06-4.

013-5.

06-6.

06-7.

06-8.

0641.

PROBLEM BREAK 6-1

14

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irN4 .4 4 14

4. me. A,' - -;,11.1'wlet, (1. 1.. 01..; ....X.)4e .744 44 '-e .44 '.'714?.."."4r5541'' -' . 5` IA

06-12.

OB-13.

138-14.

0645.

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PROBLEM BREAK 6-2

?715

L .1NO.IP I I Cy 1.1, .6. *la

On Your 0, 011

1 6

0 7'4 .-0 74.

0 7-3.

0 74.

0 7-5.N.

0 74.

28

7.. ,

,r ' rZ,:r

99

-

Excursions

17

44 77 zsr ' "ri -q

Excursion 1-1Those StrangeDark Lines0 1.

Violet

0 2.

Blue Green Yellow Orange Red

a

0 3.

Violet Blue Green Yellow Orange Red

0 4.-

Jo

%

',1-7.;,..44

1 9

1

N.

4 7

1;:

Excursion 2-1Energy at Work

02.

03.

04.

Excursion 3-1The. Moon't:

02.Measurements03.

04._

03.

Excursion 4.1What's Radar?

02.

Excursion 42Angles andprotractors

20

03.

01.

02.

03.-

1

04.- F31

--;

''''4.?..",!`.4*.' : :;:.: ,

6

05.

Table 1

figure

a.

Angle (*)

06.

01.

02. Scale Drawings

03.

A

.

. . -

"%urr%ion 41-3e

04. A.

C.

^,`--"3r-±" ;

.32

21

Excl. t-sion-Prectice.inUsing ScaleDrowings

Eke, urs ion 5-IMoon Gazing

22

r I

03.

N

04.

Table 1

Scale Drawing(Distance in mm)

Actual Distance(in miles)

Venus to Sun (VS) 43

Earth to Sun (ES) 60

Earth to Venus (EV) 17

03.

04.

05.

06.

07.

08.

00.

33

4

," :. . ,L-.Skf 4;x,.

41.

(L.

ri .Akr..-z Y ; %;,r nVai, r' 144, ,

01. Excursion 6- I02. The Night That

LcA03. 10 Days0 4.

ol. Excursion 6-20 2. Matching Wits

with Galileo

al. Excursion 7-20 2. Using Squares

03to Measure

._ Distance0 4.

E] 5

3 423

trit Ir erst,

How Well Am I Doing?

You probably wonder what you are expected to learn in this sciencecourse. You would like to know how well you are doiag. This sectionof the book will help you find out. It contains a Self-Evaluation foreach chapter. If you can answer all the questions, you're doing verywell.

The Self-Evaluations are for your benefit. Your teacher will not usethe results to give you a grade. Instead, you will grade yourself, sinceyou 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 AnswerKey will tell you whether your answers were right or wrong.

Some questions can be answered in more than one way. Your answersto these questions may not quite agree with those in the Answer Key.If you miss a question, review the material upon which it was basedbefore going on to the next chapter. Page references are frequentlyincluded in the Answer Key to help you review.

On the next to last page of this booklet, thcre is a grid, which youcan use to keep a record of your own progress.

35

,

25

ygy1.40: P.M' 4.

If you did any excursions for this chapter, write their numbers here. SELF-EVALUA11ON1

.111110

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.

01-3. 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 spectrum does he see?

B. In the space below, sketch the spectrum of sodium chloride.

Violet Blue Green

36Yellow Orange Red

-01,

.N1 ;MA

s

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 coatainer labeled "Ques. 1-5" from your teacher. Use

a flame .test to determine which of the elements (Na, Li, Sr) the solution

contains. .

014. Put a check in those blocks that describe the spectrum producedc-

by each of the following sources.

Source Continuous Bright-Line

75-watt bulb-..

Fluorescent tube,

.....-Sodium .vapor lamp

,

Reflected snnlight

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

as

024 . Explain why the blades of the sun-energy measurer were black-

ened.

37

M.1

fr.

02-2. List at least three factcrs that affect the temperature change ofa sun-energy measurer.

A.

B. 1C.

02-3. Using your sun-energy measurer, measure the temperaturechange caused by the light bulb that your teacher has 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?

024. 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?

024. The data in the table below were obtained using a sun-energymeasurer, a 100-watt bulb, and various distances.

Distance(cm)

InitialTemperature

°C

FinalTemperattire

°C

TemperatureChange

°C

10 25.4° 38.4°

15 25.0° 32.00

20 25.2° 29.2°

25 25.0° 27.5°

30 24.9° 26.5°

35 25.1° 26.1°

A. Complete the above table by calculating the temperature change. 29

386

,

!..ieevt ,, 4 . , . A,

10

14

B. On the grid below, plot the temperature change. against the dis-tance.

C. Predict the temperature change at 40 cm.

2

0 5 10 15 20 25 30 35 40 45Distance (cm)

SELF-EVALUATION 3 If you did any excursions for this chapwr; write their numbers here.

E13-1. Use the diagram below to answer this question. The diagramillustrates a range finder sighted at an object.

A. Label the base line, the sighting line, and the sighting bar on thediagram.

B. Suppose the range finder were mov..d farther from the object, bitthe sighting line was kept lined up with the object. Check the phrasebelow that best describes what you would need to do to align thesighting bar.

a. Move the sighting bar toward the base line.

b. Move the sighting bar away from the base line.

c. Leave the sighting bar in the same position.

ObjectAO.

aa

11

or. r.t.0

03-2. The diagram below shows a range-finder scale Similar to the oneyou made fox distances of 1 m to 15 m.

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 the distance you canmeasure with a range finder?

03-4. Your teacher has labeled an abject "3-4A" somewhere in theroom; he has also marked with an "X" a place for you to stand. Usingyour range finder, stand at the place marked "X" and sight the objectlabeled "3-4A." What is the distance to the object?

03-5. An astronomer made sightings at object Z from two observatorieslocated at X and Y as shown in the diagram below. Which line on thediagram represents the base line? (check one)

a. Line XZ

--- b. Line.XV Observatory

-- C. Line YZ

d. None of the above

4 0

4

1,$i)

.

Y Observatory

31

1.

32

SELF-EVALUAT1ON 4 If you did any excursions for this chapter, write their numbers here.

04-4 Using your protractor, measure the four angles shown below.The curved line indicates the angle that you are to measure.

Angle A = Angle B = Angle C = Angle D =

[34-2. Use the scale drawing below to answer both parts of this ques-tion. (Measure the distance "as the crow flies" not the distance by road.)

A. How far in centimeters is Union Park from Christmas on the draw-ing?

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

11

4,- 71y;fe-' r r .

044. 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?

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

Planet X'sorbit

,/Planet X

(

:;, , .

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

Earth's orbit

13 Earth

-

33

rRX.:

.

5;..g.. r..9%

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 the

earth-Planet Z. line when the EZ-ES angle is greatest (22 degrees).C. Using your compass, drkw 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 many miles?

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

G. What is the smallest distance between earth and Planet V

ScaleDrawing

(mm)

ActualDistance(miles)

I Distance from Planet Z to sun i

2 Distance from earth to sun 93,000,000

3,

Smallest distance between earthand Planet Z

,

SELF-EVALUATION 5 If you did any excursions for this chapter, write their numbers here.

34

05-1. Describe the relationship between the size of the image formedand its distance from the pinhole arid the size of the object and itsdistance from the pinhole.

13

9

0 5-2. Your teacher has prepared an area where you will measure thesize of a light .source from three different distances. Take a pinhole-screen instrument to this area, and measure the size of the light sourcefrom Point A, Point B, and Point C. Keep the tube at its shortest length.The size of the image produced by the source when at

Point A = cm across.

Point B = cm across.

Point C = cm across.

0 5-3. Using a pinhole-screen instrument, a student made some meas-urements to determine the diameter of the moon. Using his data (shownbelow), calculate the diameter of the moon.

Distance from moon to pinhole = 240,000 milesDistance from pinhole to screen = 57 cmSize of moon image on screen = cm

Actual distance to moon miles

0 54. A light source 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 source to the pinhole of your tube.

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

B. How far away is the object from the pinhole?

;1-4',...

If you did any excursions for this chapter, write their numbers here. SELF-EVALUATION 6

0 5-1. Answer the following questions based on the earth-sun modelthat you worked with in this chapter.

A. Through how many degrees does the earth turn from sunrise tosunset?

14

35

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 suratce of the earth does thisrepresent?

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 is theproblem?

36

fr. 4 'At.%"liVAV4.4: 'A i.V.;11.

A ;40:1All

A" "

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

Astrovit:: IggyvIlle

c' .

15

P

0343. Why is it more logical to think that the earth moves around thesun, even though you have not been able to prov: it?

If you did any excursions for this chapter, write their numbers here. SELF-LVALUAT1ON 7

07-1. What is a pyrheliometer?

07-2. When you double the distance from a light bulb, what must youdo to the wattage of the bulb to keep the sun-energy measurer readingthe same?

074. Complete the table below.

010111.

DISTANCES AND WATI'AGES REQUIRED TO KEEPTHE SAME READING ON A SUN-ENERGY MEASURER

Measured Distance

80 cm

Wattage

3,200 watts

IM11111111~160 cm

51,200 watts

640 cm

2,560 cm

4 6

37

074. Design an experiment to determine if a blue-colored 50-wattlight bulb produces the same temperature change as an uncolored50-watt light bulb when placed 10, 20, and 40 cm away from yoursun-energy measurer. Use the space below for your answer.

11

38

17

7.mt

Self-Evaluation Answer Key

SELF-EVALUATION 1

1-1. A continuous spectrum. A continuous spectrum is like a rainbow of red. orange, rIlow.green, blue, and violet. Try Activity 1-1 again if you had difficult) with this question.

1-2. The spectrum of a flulrescent tube forms a continuous ipectrum like that of sunlight andin addition you can see several bright lines on it. Try looking at the spectrum again if you.forgotwhat it looked like.

14. A. Bright-hne spectrum. The yellow line4 (there are two of them if you look carefully) arecaused by the sodium. The chlorine in the sodium chloride does not produce a spectrumat this temperature.

S.

Violet Blue Green 'Yellow Orange Red1.4. Bright-line spectrum

14. Check your answer with your teacher. If you had difficulty in identifying the element(s)present, you should do Activities 1-4 to 1-9 again.

14. Your completed chart should look like the one below. Remember that a fluorescent tubeproduces both a bright-line and a continuous spectrum.

Source Continuous Bright-Line......75-watt bulb V

Fluorescent tube V V

Sodium vapor lamp 1

Reflected sunlight V

SELF-EVALUATION 2

2-1. The blades were blackened so that they would absorb light energy and convert it into heatenergy more efficiently. You may have noticed this effect in the summer when walking barefootit's not too bad on light-colored concrete but look out for the black asphalt!

/8

. . .

C:$104.is-!-?-r0; 1*.13,44..fry . -....:14

:1-.

"

st

39

lat? Ps4g,,

1191 7`css1,,-.

x

140

2-2. You could have listed quite a number of factors, including such things as whether or not

the copper fin had been blackened, but there are three very important factors:

A. The intensity of the light sourcethe brighter the bulb, the greater will be theaiemperature

change.B. The distance between the sun-energy measurer and the light sourcethe smaller the

separation, the greater will be the temperature change.

, C. The length of time that the sun-energy measurer has been exposed to the light source.

This is only noticeable for the first few minutes. After that the temperature changes very

little or not at all. Wheh this equilibrium temperature is reached, the copper strip is losing

heat energy as fast as it is absorbing energy from ihe light.

2-3. Your answer should be fairly close to 15C. If you were not close to this answer, you may

not have allowed enough t:me for your sun-energy measurer to heat up. If this doesn't solve your

problem, check with your teacher to see whether your sun-energy measurer is working properly.

24. Just about 8°C. Since you have doubled the wattage of the light source, you should expect

that the temperature change should double. If you had difficulty with this question, you may

want to try Activities 2-9 and 2-10 again to make sure that you understand thc idea.

2-5. Since you have moved the source to halt' its original distance from the sun-energy measurer,

you should have predicted a temperature change of about 4°C. Try Problem Break 2-1 again

if your prediction was off.

24. A. Your chart should be completed as shown below.

Distance(cm)

Init;a1Temperature

C

FinalTemperature

°C

TemperatureChange

'C

10 25.4° 38.4° 13.0°

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

18

2

0

look like tbe one s:Jown belaz

,

IL...

4

W4NIIIII '1.113S'1

5 10 15 20 25 30 35 40 45 ilDistance (cm)

1 9

;r.

'# 4.1Afp,..t.:(t'l 7,,,7:4.' =--ib

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

ULF-EVALUATION 3

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

Sighting line

0..1. MO. .0110 sm. army_

Sighting bar

Otlect

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

3-2. A. The markings on the scale get closer together as the distance measured increases.B. Here was your chance to be a real inventor. Two of the ideas you may have suggested

are (a) make the base line longer; (b) make the sighting bar longer.

3-3. You could have listed many different factors. The two min ones are (a) the length of thebase line; (b) the smallest angle that you can measure. You ma) also have mentioned such factorsas difficulty in keeping the sighting line pointing at the object while moving the sighing bar,aad problems lining up the same part of the sighting bat with the object each time.

34. 3.75 meters. You should be pretty good at measuring distances with your range finder bynow. If you are still having difficulties, you may want to discuss this with your teacher.

3-5. 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 cases (such as measuring the distance to the sun or to astar), astronomers find that the angle that is to be measured is so small that even using the diameterof the earth as a base line is not enough. (See pages 30 and 31 in your text.) Now if we madeone observation in January and another one in July Hmm.

SELF-EVALUAT1ON 4

41. Angle A = 35°. Angle B = 121, Angle C = 90°, Angle 0 = 338°. If you measured allfour angles correctly, you are doing very well. If you aie having difficulty measuring angles, youshould du Excursion 4-3.

4-2. A. 8 centirromers; B. 16 miles. If you look at the scale drawing, you will notice that it saysthat I cm equals -two miles If Union Park is 8 cm from Christmas and each centimeter equalstwo miles, then Union Park is 16 miles from ("tristmas. If you are having problems with scalediagrams, you should work through Excursion 4-1.

4-3. A. As seen from Earth, Planet X is 12 from the sun.B. The greatest possible EX-ES angle for Planet X in this diagram is 45.

If your answers are not within one to two degrees of the answer given, you should check withyour teacher or review pages 35, 37, and 40 in your text

jo

4-1. The students may-havedifficulty with 338°. Theyhave not been called 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 anyle(the part without the curved(ine, 22°) with the protractor;subtract this measurementfrom 360°.

4i

44. A, e, C. Yonr diagram should look like the one shown below. 0, E. The distance youshould have measured between thc earth and the sun is 64 mm. so ttat on your scale 1 mm =1,450,000 miles. F. Planet Z should be about 24 mm from the sun. Th'is is equal to 34,800,000

miles. G. The smallest distance between the earth and Planet Z is 40 mm. This is equal to58.200,000 miles. If you got all parts of this question correct, you did very well. If you bad somedifficulties, you may want to review pages 40 and 41 in your text.

I 42

SELF-EVALUATION 5

54 The relationship can be stated as a simple ratio or proportion. (See page 47 in your text)

Distance across the object Distance from object to the pinhole

Distance across the image Distance from image to the pinhole

51

J.&r.4 ,;,11A

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

Point A = 2.) cm across.Point B = 1.5 cm across.Point C = 1.0 cm across.

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

54. The rettionship you need for this problem is as follows:

Distance DistanceDistance from object to pinholeX acrossacross =

.Distance of pinhole to screenobject image

Substituting the student's data into this relationship we get the following.

Distanceacross = 240 000 miles x -I- cm = 2,105 miles

57 .;d1 2moon

If your answer is around 2,100 miles, you did well. If you had problems, yo imigbt want to reviewpages 48 and 49 in your text.

5-4. A. Your sketch should look something like the one below.

Image size Y2 cm in diameter

IS. Use the relationship given in the answer to 5-3 above.

6 cm Distance from object to pinholecm 20 cm

240 cm = Distance from object to pinhole

SELF-EVALUATION 6

5.1. A. From sunrise to sunset the earth makes one half a turn, or 180°.B. From noon (sun overhead) to sunset the earth makes one quarter of a turn and this takes6 hours.

You may realize that in actual fact the day is longer than the night in summer and shorter inwinter. The simple model that you used at the beginning of this chapter does not predict or explainthis fact. If you had difficulty answering these questions, take another look at Activities 6-1 to6-10.

52

43

.4

44

8-2. Since it takes 24 hours for the eurth to make one rotation on its axis and there is a vimedifference of 1 hour between time zones, you wouli. cross 24 time zones in a trip around theworld. Take another look at page 58 if you had difficulty with this.

0.3. In activities 6-11 to 6-13, you determined that the sun appears ro move through an angleof 15' each hour. Since New York and San Francisco are 3 hours apart, they are 3 x 15', or45° apart. Actually, it is 45' between corresponding points in thesc time zones. New York City

and San Francisco are not corresponding points, and the actual separation between the two is

a little over 48'.

41-4. This is a real stinker 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 sinker hides the shadow

of the string.

64. The two towns are 75' apart. Since the sun appears to move 15° each hour, the time difference

between the two towns is 5 hours.

6-8. You might have said that the sun would have to move at an unreasonable speed to travel

all the way around each day. If the earth 's turning on its axis, it would not have to be traveling

nearly so fast.

SELF-EVALUATION 7

7-1. You should have realized that a pyrheliometer is just a device for measuring the light energy

that reaches the earth from the sun. Your sun-energy measurer is a simple type of pyrheliometer.

7-2. You would have to increase the wattage of the source by a factor of 4 in ordez to keepthe same reading. N'ciu should review pages 62 and 63 of your text if you had difficulty with this

question.

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

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

Measured Distance Wattage 4.-....80 cm 3,200 watts

16(1 cm 12,800 watts

320 cm 51,200 watts

640 cm 204,800 watts

2,560 cm 3,276,800 watts

7-4. Your answer shvuld have indicated that you would place one of the bulbs at each of thedistances, measuring the temperature change each time. You should then have used the other

bulb at the same distances and made the same measurements. A comparison of the temperature ka

changes would tell you which gives off more energy. You could have also been sneaky and done

the experiment an easier way. Just set up the clear bulb at one 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 the temperature change just abolt doubled, you wouldknow that the two bulbs were each giving off the sew !. amount of energy at that distance.

.itsithttbsial4dh

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

Percent correct -. Number correct 100Number of questions

To find how you are doing, draw lines connecting these points. Afteryou've tested yourself on all chapters, you may want to draw a best-fitline. But in the meantime, unless you always get the same percentcorrect, your graph will look like a series of mountain peaks.

RECORD OF MY PROGRESS

100

90

80

70

60

50

40

301

20

10

IpIIIII41

0 /1 2 3 4 5 6 7

CHAPTERS 54

v.

4,%'

45