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PS Skill Sheets.Book Skill and Practice Worksheets CPO Focus on Physical Science Skill and Practice Worksheets Credits Project Manager and Principal Writer Laine Ives Writers Scott W. Eddleman Mary Beth Abel Hughes Erik Benton Patsy Eldridge Tom Hsu Mary Ann Erickson Sonja Taylor Catherine Reed Kelly Story Laura Tierney Sharon Faulkner Beverly Vissoe Melissa Vela Jill Elenbaas Lisa Laverdiere James Sammons Fran Lyons Sammons Becky Porter Stacy Kissel Leslie Sheen - Graphic Organizers Patricia Tremblay Graphic Artists Polly Crisman Jesse Van Valkenburgh Bruce Holloway CPO Focus on Physical Science Teacher’s Resource CD 1 Copyright 2007 Delta Education LLC, a member of the School Specialty Family ISBN-10: 1-58892-297-9 ISBN-13: 978-1-58892-297-7 All rights reserved. No part of this work may be reproduced or transmitted in any form or by an means, electronic or mechanical, including photocopying and recording, or by any information store or retrieval system, without permission in writing. For permission and other rights under this copyright, please contact: CPO Science 80 Northwest Boulevard Nashua, NH 03063 (866)588-6951 http://www.cposcience.com Produced in the United States of America Contents 1.1: Using Your Textbook 4.2B: Buoyancy 1.2A: Stopwatch Math 4.2C: Archimedes’ Principle 1.2B: SI Units 6.1A: Ernest Rutherford 1.2C: SI-English Conversions 6.1B: Niels Bohr 1.2D: Dimensional Analysis 6.1C: Marie and Pierre Curie 1.2E: Reading Strategies (SQ3R) 6.1D: Rosalyn Sussman Yalow 1.3A: Study Notes 6.1E: Atoms, Isotopes, and Ions 1.3B: James Prescott Joule 6.2A: Albert Einstein 2.1A: Creating Line Graphs 6.2B: Structure of the Atom 2.1B: Measuring Angles with a Protractor 8.2A: Dot Diagrams 2.1C: Solving Equations with One Variable 8.2B: Chemical Formulas 2.1D: What’s the Scale? 9.1: Calculating Concentration of Solutions 2.1E: Internet Research Skills 10.1: Chemical Equations 2.2A: Averaging 10.2A: Lise Meitner 2.2B: Preparing a Bibliography 10.2B: Predicting Chemical Equations 2.2C: Scientific Processes 11.1: Classifying Reactions 2.2D: Percent Error 12.1: Position on the Coordinate Plane 2.2E: Significant Differences in Measurement 12.2A: Dimensional Analysis 3.1: Science Vocabulary 12.2B: Velocity and Speed 3.2A: Temperature Scales 12.3A: Analyzing Graphs of Motion With Numbers 3.2B: Specific Heat 12.3B: Analyzing Graphs of Motion 4.1 : Density A Without Numbers 4.1B: Slope from a Graph 12.3C: Calculating Slope from a Graph 4.2A: Archimedes 13.1A: Chien-Shiung Wu 13.1B: Mass versus Weight 13.2: Equilibrium 14.1: Isaac Newton 14.2A: Applying Newton’s Laws of Motion 14.2:B Acceleration 14.2C: Newton's Second Law 15.1A: Ratio and Proportions 15.1B: Nicolaus Copernicus 15.1C: Galileo Galilei 15.1D: Johannes Kepler 15.1E: Benjamin Banneker 15.1F: Touring the Solar System 15.1G: Gravity Problems 16.1A: Scientific Notation 16.1B: Arthur Walker 16.1C: The Sun: A Cross-Section 16.1D: Understanding Light Years 16.1E: Calculating Luminosity 17.1: Edwin Hubble Answer Keys Name: Date: Using Your Textbook 1.1 Your textbook is a tool to help you understand and enjoy science. Colors, shapes, and symbols are used in the book to help you find information quickly. Take a few minutes to get familiar with these features—it will help you get the most out of your book all year long. Part 1: The Introduction Take a look at the introduction found at the beginning of your textbook. These pages are easy to find because they have a light blue background. Use these pages and the rest of your book to answer the questions below. 1. What color is used to identify Unit 5? 2. List five important vocabulary words for section 2.1. 3. What color is the box in which you found these vocabulary words? 4. What is the main idea of the first paragraph on page 246? 5. Where do you find section review questions? 6. What is the first key question for chapter 13? 7. What color is the box that outlines sample problems in the text? 8. List the three sections of questions in each Chapter Assessment. Part 2: The Table of Contents The Table of Contents is found after the introduction pages. Use it to answer the following questions. 1. How many units are in the textbook? List their titles. 2. Which unit will be the most interesting to you? Why? 3. At the end of each chapter is a two-page article called a “Connection” which describes an interesting application of topics in the chapter. Look at all the Connection titles and list the three that interest you most. 4. What is on the page after each Connection? Part 3: Tools at the end of the text At the back of the book, you will find tools to help you use the text. Use these tools to answer the questions. 1. What is the definition for velocity? 2. On what pages will you find information on chemical bonds? 3. On what page will you find information on the discovery of the solar system? 4. List one of the California standards that describes what you should know about motion by the end of this course. Name: Date: Stopwatch Math 1.2 What do horse racing, competitive swimming, stock car racing, speed skating, many track and field events, and some scientific experiments have in common? The need for some sort of stopwatch, and people to interpret the data. For competitive athletes in speed-related sports, finishing times (and split times taken at various intervals of a race) are important to help the athletes gauge progress and identify weaknesses so they can adjust their training and improve their performance. Three girls ran the following times for one mile in their gym class: Julie ran 9:33.2 (nine minutes, 33.2 seconds), Maggie ran 9:44.24 (nine minutes, 44.24 seconds), and Mel ran 9:33.27 (nine minutes, 33.27 seconds. In what order did they finish? The girl who came in first is the one with the fastest (smallest) time. Compare each time digit by digit, starting with the largest place-value. Here, that would be the minutes place: There is a “9” in the minutes’ place of each time, so next, compare the seconds’ place. Since Maggie’s time has larger numbers in the seconds’ place (44) than Julie or Mel (33), her time is larger (slower) than the other two. We know Maggie finished third out of the three girls. Now, comparing Julie’s time (9:33.2) to Mel’s (9:33.27), it is helpful to rewrite Julie’s time (9:33.2) so that it has the same number of places as Mel’s. Julie’s time needs one more digit, so adding a zero onto the end of her time, it becomes 9:33.20. Notice that Mel’s time is larger (slower) than Julie’s (27 > 20). This means that Julie’s time was fastest (smallest), so she finished first, followed by Mel, and Maggie’s time was the slowest (largest). 1. Put each set of times in order from fastest to slowest. a. 5.5 5.05 5 5.2 5.15 Fastest Slowest b. 6:06.04 6:06 6:06.4 6:06.004 Fastest Slowest Page 2 of 2 2. The table below gives the winners and their times from eight USA track and field championship races 1.2 in the men’s 100 meter run. Rewrite the table so that the times are in order from fastest to slowest. Please include the times and the years. Please note that the “w” that occurs next to some times indicates that the time was wind aided. Year 2005 2004 2003 2002 2001 2000 1999 1998 Time 10.08 9.91 10.11 9.88w 9.95w 10.01 9.97w 9.88w Name Justin Maurice Bernard Maurice Tim Maurice Dennis Tim Gatlin Greene Williams Greene Montgomery Greene Mitchell Harden Time Year 3. The following times were recorded during an experiment with battery powered cars. Please put them in order from fastest to slowest. a. 1:22.4 1:24.007 1:25 1:22.04 1:23.117 1:23.2 1:24 1:33 Fastest Slowest b. 1:18.3 1:20.22 1:21.003 1:20 1:17.99 1:21.2 1:18.22 Fastest Slowest c. 1:25 1:24.99 1:24.099 1:25.001 1:24.9901 1:24.9899 Fastest Slowest 4. Write a set of five times (in order from fastest to slowest) that are all between 26:15.2 and 26:15.24. Do not include the given numbers in your set. Name: Date: SI Units 1.2 In the late 1700's, as scientists began to develop the ideas of physics and chemistry, they needed better units of measurements to communicate scientific data more efficiently. Scientists needed to prove their ideas with data based on measurements that other scientists could reproduce. A decimal system of units based on the meter as a standard length, the kilogram as a standard mass, and the liter as a standard volume was developed by the French. Today this system is known as the SI system, or metric system. The equations below show how the meter is related to other units in this system of measurements. 1 meter = 100 centimeters 1 cubic centimeter = 1 cm3 = 1 milliliter 1000 milliliters = 1 liter The SI system is easy to use because all the units are based on factors of 10.
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