DATE: NAME: cuass. REINFORCEMENT Pressure Problems Goal + Use this page to review the concepts about pressure that were introduced in section 6.1, All About Pressure in Fluids. Introduction * Recall the formulae used in the chapter: _ Force F) _ : ‘ Pressure ®) = Ss ‘Area = length x width x height. What to Do + For some of these questions, you will need to use exact calculations. For other questions, explain using the appropriate concept. What is the volume of an aquarium with dimensions 3 m X 2 m X Im? 2. Draw a picture of the aquarium as it should sit to exert the greatest pressure on a table. . Draw the same aquarium as it should sit to exert the least pressure on a table. = ‘What is the pressure exerted on the table if the aquarium sits on its side with dimensions 3 m X 1 m? (Hint: The density of water is 1000 kg/m’) . People wear shoes with different types of heels. Sometimes women wear high heels or even stiletto heels. What is the effect of wearing shoes with different heels? (Copyright © McGrew Hil Ryeron Limited Peon mo reproduc ths page is granted w the purcaer or we la bes caaroon only 3414CII CE Pressure Exerts Equally BAZ Copyright © MeGcaw-Eill Ryerson Limine. Permission to reprodoce this page is granted vo che parchasr for use in her/his cassrocan only.cuass. cm Goal + Use this page to plan a skit that will demonstrate your group's understanding of the motion of particles in fluids (liquids and gases). The molecules in fluids behave differently than the molecules in solids. ‘Temperature changes may affect their motion. Also, molecules behave differently when compressed. The changes that happen to matter can be explained by understanding what is happening to the molecules of that matter. What to Do * Each person in your group is a molecule in a fluid. Your skit must show the difference in the compressibility of liquids and gases. How can you dramatize these changes? Will music help? Perform your skit in front of your class. Your skit will be evaluated according to how effective it is in demonstrating the behaviour of molecules. (Coprighs © MCGexw Tl Ryenon Linined.Peminon mo reproduce hia page rite othe purchaser for we in /is cesroosn ool, BABDATE: NAME: a Data Table for / Investigation 6-A Goal + Use this table to record your results in Investigation 6-A: Bottle Squeeze, when you test the compressibility of solids, liquids, and gases. Title: Material “| Volume [Compressiniity | Air Full Water Half : Sand | ihe Water - Full Sand Full Capacity of the bottle: 844. Copyigi © MCrer Hi Rye Linked Psion to opodace ha pgs gited wo he pachn for nevi claro ony.DATE: NAME: CHAPTER ASSESSMENT Carte: in Diver Basketbal Goal + Use this page to help you design a game based on the Cartesian Diver you learned about in Chapter 5 and the principles of air compression you learned about in Chapter 6. The more you know about these things, the better you wall be at playing the game. What to Do Going Further © Gather the items listed and follow the + Think of a way to make this a game. instructions. How can you use these principles to manipulate a ball or net in the bottle? Things to Gather Use the aluminum foil and some other ~ 1 plastic pop botele and cap found objects to construct your game. — water Practise so you can “score” every time. ~ medicine dropper Play with/against a classmate. Explain ~ aluminum foil your game to the teacher. Use the terms “air pressure,” “compress,” and “sub- merge” in your explanation. What to Do * Fill the pop botde three quarters full with water. * Fill the medicine dropper half full with water. * Drop the medicine dropper, or “diver,” into the pop bottle. Put the cap on the bottle. * Squeeze the bottle hard, then release it. ‘What happens? Copyright © McGraw-Hill Ryerson Limited. Permision to reproduce this page is granted tothe purchaser for use ia her/isclaswoom oly, 34SDATE: NAME: cuass: Es [SKILLBULDER | Practical Pressure Problems Goal + Use this page to learn about safety in your home What to Do * Your home is filled with various containers of different types of fluids and gases. Go on a fluid and gas hunt. Fill in the chart with your discoveries. ct Use Warning Symbols Storage Questions 1. What types of warning symbols did you find on containers for liquids? 2. What types of warning symbols did you find on containers for gases? 3. Are there special tips for storage? Why are they printed on the labels? 4. Gases are compressible. Would it be advisable to reduce the size of the container that a gas comes in while maintaining the same amount of product? Why or why not? B16 copie © Mee Hl Rye Linked. esinion to epodc thi pag ern othe prc eines erm aly‘DATE: (NAME: CLASS: ero ro unyY | Scientific Diagram Goal + Use this page to record your results for Investigation 6-B: Pressure Puzzle, from your student textbook. What to Do * Draw a diagram of what you saw and label the parts of the diagram in the space below. | } | Analyze 4. What can you conclude about the 1. (@) Through which holes did the water travel the greatest distance? (b) Through which holes did the water travel the smallest distance? Conclude and Apply 2, IE water exerted pressure in only one direction (for example, downward), then the water could not push sideways to shoot out of the holes in the carton. Explain how this investigation demon- strates at least two directions, other than down, in which water pressure is exerted at any given moment. Does depth affect water pressure? How could you tell? pressure exerted throughout a fluid for a certain depth? Going Further * Poke a hole near the bottom of a very tall container. Repeat the investigation (but do not turn the container upside down) for three different depths of water: fall container, two thirds fall, and half full. Measure how far the water shoots out each time. Make a line graph to show the relationship between dis- tance of water flow and depth of water. Remember to title your graph and label the x-axis and y-axis. Copyrighe © McGee HE Ryenon Lined Penna to neprooc thi page puted the putas focueinbesin camel, S47Dare, ‘NAME: cuass re Poetic Pressure Goal + Use this page to demonstrate your understanding of pressure in fluids. Introduction Have you ever heard the expression, “The people on the bus were packed like serdines in a can”? This type of expression is called a simile. A simile compares two unrelated things by using words such as “like” or “as.” In this case it gives the reader an idea of how tightly the people were crowded together. What to Do * Think of five similes that describe pressure in fluids. What can you compare to the molecules in liquids or gases? Record your similes below. Similes About Pressure in Fluids 848 opis © Mee yenon Lit, Prin repos hi page ned othe pce er ae clon onyDATE: ‘NAME: Coa’ INFORMATION Diagram of a Pipeline and — Pumping Stations Canadian Company 1 International Boundary USA. Company 2 Meter Station (presaure) Gauge {pumping equipment) SCHEMATIC OF AN INTERNATIONAL PIPELINE SYSTEM naeoneeneacecpatncennennennsnsssed en t a | Pe TSR company c i Meter Siation _ Seppe sercoseet LEGEND j ! sr i UL Compressor Pipolines ‘Station Boundary Pipelines: Canadian Company 2 U.S.A. Company 2 Canadian Company 1 US.A. Company 1 Cops © NaC Hi yenon Lined Penn wera hi pg it rr th cfr weiner dawom coy 349DATE: NAME: cass: Eos corer PROBLEM SOLVING j Design a Pipeline Goal + Use this page to demonstrate your understanding of fluid transport and to solve a problem based on the design of a pipeline. Introduction © What is your favourite drink? Wouldn’ it be great if you could enjoy your favourite drink without having to leave the comfort of your room? Imagine that your parents have given you permission to design a pipeline from your kitchen to your bedroom. It would carry chocolate milk, juice, or water directly to your room! Now all you have to do is design it. What to Do * Gather the items listed and follow the instructions. Things to Gather = pencil — paper — ruler Instructions © Take a walk from your kitchen to your bedroom. * Draw floor plan for your house in the box. Would the pipeline have to span more than one floor? © Decide on the path for your pipeline and mark it on the floor plan. Analyze 1. Would your fluid flow smoothly? Which points in the pipeline might present difficulty? 2. Would you need to add any pumping stations? Where? Why? 320. coprigt © MeGenr til ewe Limi, Perino tephra he purser we nk nyDare: NAME: cass: Cra) BLM 6-14 SCIENCE INauRY | Advertise’ Goal + Use this page to help you think about the chair your team designed for the Design and Do Investigation 6-C: Make a Model of a Dentist’s Chair. Introduction ‘© What are the best points about your chair? Why should a dentist use your chair? Is it designed to meet a dentist’ needs? How? Now that your team has built your wonderful chair, you need to tell everyone why it is “the best.” Marketers call this advertising. What to Do * Think about all the different forms advertising can take and list them here. * Choose the format that your group feels would be the most appropriate to use with your chair and plan your ad. * Either display or perform your ad for the class. Going Further * Sometimes advertisers plan a whole campaign that includes many linked forms of advertising. Can you come up with a whole ad campaign to tell dentists about your product? Write down your ideas below. ‘Copyright © McGraw-Hill Ryerson Limited. Permission no reproduce this page is graated to the purchaser for usin her/is classroom only. S24Bre eel How the Heart Works G Read this page to learn how the heart works. Heart during contraction Relaxed heart, between contractions BBQ copyig © MG Ht Ryeron Limi, Penile m goes ge aid woke perfor ev caroom onbare: woe ; REINFORCEMENT j Circulatory System cuAss. Poca system. Goal + Use this page to review some of the things you know about your circulatory * Some of the words were introduced in this chapter. You may be familiar with others from your everyday experience. Use the words below to fill in the blanks. High blood pressure, or ____ is. a common disorder associated with clogged arteries. . Arteries may be clogged by fatty deposits in their walls, causing the condition known as The blood vessels that move blood away from the heart are called x 4. The microscopic blood vessels that con- ect arteries and veins are called . The blood vessels that carry blood toward the heart are called 6. A device that measures blood pressure is called a(n) 7, Between the chambers of the heart are which prevent blood from flowing back into the chamber it has already passed through. The heart has two sets of valves that the flow of blood within the heart’ chambers. . Blood passes through an A-V valve as it moves between the and ventricle in each half of the heart. 10. Blood passes through a semi-lunar valve as it moves from the left into the aorta. 2 11. Aa) can cause blood to move back through a valve. 12, Severe heart murmurs may require to replace valves. 13, One technological method used to replace a valve is to implant a(n) valve. 14, Another method is to replace the valve with a-valve from a pig, but the body often these foreign materials. . A new technique is to grow 2 replace- ment valve using the patient’s own 1 . In this method, the tissue that is in the lab is used in the surgery to replace the defective valve. I & Words to Use sphygmomanometer, atherosclerosis, leak, cultured, regulate, capillaries, hypertension, plastic, lungs, veins, surgery, arteries, valves, atrium, rejects, cells, ventricle ‘Copyrigi: © McGraw-Hill Ryerton Lined, Perminion to reproduce tha page is granted to the purchaser for we ie her/his cataroom only, B2BDATE: ‘NAME, cuass: CHAPTER 6 ‘ASSESSMENT Animal Adaptations Poster Goal + Use this page to plan and produce a poster that illustrates an animal’s adaptation to overcome difficulty in maintaining blood pressure. Introduction * Asyou know, all animals need to supply their brains with blood in order to main- tain consciousness. Different animals have different challenges in maintaining their blood flow. Think about a giraffe. What difficulties would this animal have? How about animals that can swim to great depths or soar to great heights? Do these abilities bring challenges with them? How does their blood keep flow- ing at a steady pace? What to Do Think about animals that would have difficulty in maintaining blood flow. ‘Make a list of them, and put the reason in parentheses beside each one. An example has been done for you. Next, do some research on the animal you wish to depict on a poster. Plan your poster on the back of this page. Get it approved by your teacher before you make the final copy on large poster paper. Example: giraffe (long neck to raise and lower) BQA copyrighe © McGraw-Hill Byeron Lined, Perma to mprodoe thi page grantd to the puch fran heh csror olyDATE: NAME: cuass. CHAPTER 6 — a - INFORMATION The Sphygmomanometer HANDOUT i Goal + Read this page to learn more about the sphygmomanomete! Did You Know? * The sphygmomanometer, or blood pressure monitor, is a device used to measure the pressure exerted by the blood pushing on the walls of an artery. The sphygmo- manometer is quite a complicated name for such a useful tool, but it might be easier to understand if the word is broken down into its parts. “Sphygmos” is the Greek word for pulse, “manos” means thin, and “metron” means measure. This may give you a better understanding of the term. Sometimes it is important to know what each part of a word means in order to understand the whole word. Blood pressure monitors were previously used only by doctors, nurses, and other health care professionals, but now many monitors are sold to the general public. Each monitor consists of a cuff to put around the arm (or sometimes finger), an inflation bulb, and a gauge or electronic unit. A health care professional usually uses a gauge type in conjunction with a stethoscope. Units for home use usually have a digital display, which shows your blood pressure in units called “millimetres of mercury.” What happens when the cuff is inflated? The inflated cuff presses the artery against the bone, making it difficult for the blood to flow. Then inflation is stopped and the cuffis, gradually deflated. ‘The maximum (systolic) and minimum (diastolic) pressures are measured when the sound of the blood flow returns and then disappears respectively. This infor- mation can be helpful in the maintenance of good health. ‘The next time you are at the doctor’, ask about the sphyg- momanometer! Coprigh © McGee il yon Lint Peinon werd hs pages rnc tthe porches rweinhchisclaecom col, 92SparE: NAME: SCIENCE INQUIRY | Play-by-Play Script cuss. Introduction * Have you ever tried to watch a sporting event on television without the sound? It may still be interesting, but the play-by- play commentary really adds excitement to the game, The background informa- tion about the players and their statistics makes it easier to understand what is going on and to appreciate important points in the game. What to Do © Watch carefully 2s your teacher demon- strates Conduct an Investigation 6-D: Imploding Pop Can. © Make notes about what happens. Remember to keep things in the right order. © Imagine that you are a broadcaster announcing this investigation over the radio. Your audience cannot see what is going on, so you have to be descriptive. In radio broadcasting, “dead air” is a time when nothing is being said. To avoid dead air, announcers fill these times with information about players or their statistics. You will need to find some information to use during times in the experiment when you are waiting for something to happen. Goal + Use this page to help you think about all the steps in your teacher's demonstration. * Write the script for your play-by-play description of this investigation. * Announce it for some of your classmates. Ask them to close their eyes and visual- ize each step. * With the help of their feedback, revise your script before announcing it for your teacher. Going Further * The class can decide on the best play- by-play. Your teacher could repeat the experiment to the best play-by-play description. Does the commentary add to the investigation? B2E_Gepygic © MGew-Hi yeaon Lined Pemison reproduce hs pgisred mh pues hchi deseo ony.pare NAM: Coron Z OO ‘ASSESSMENT Wacky Straw Design Goal + Use this page to plan and construct a wacky straw. Introduction + Have you ever had a “wacky straw”? Tt seems to take forever for the liquid to wind its way up past all of the twist and turns before entering your mouth! Is it possible for the liquid in the straw to wind past a certain point? Would it be reasonable for the manufacturers to expect young children to use these straws? Things to Gather — aplastic cup = some drinking straws water What to Do © Use one straw as your starting point. Bend it in various directions and try to drink from the straw, What type of design will you make? You may want to attach several straws together before you start your design. Keep your hands clean if you want to drink using this straw! When you have come up with the ‘most complicated design that still works, draw it at right. ‘Copyright © McGraw-Hill Ryeron Limited. Prison to reproduce thi page is granted eo the purchaser for we in hec/his camroom on. S2TDATE: NAME: Corn Improve Your Barometer Goal + Use this page to analyze the strengths and weakness of your aneroid barometer. Introduction * All instruments have strengths and weaknesses, Sometimes an instrument is useful for only a limited range, but is very accurate. What is the best characteristic of your barometer? Which things could be improved? What to Do * Refer to the chart to analyze the barometer you constructed in Conduct an Investigation 6-E: Measuring Air Pressure. Strengths | Weaknesses Going Further * Analyze the strengths and weaknesses in your design. On the back of this page, draw a diagram of the barometer you would build in order to improve your design. 328 Copyrighs © McGraw-Hill Ryerson Limited. Permission to reproduce his page is granted vo he purchaser fr wse in her/his clasroces only.Dare: NAME, cuss. ore Goal - Use this page to help you conduct a minilab to learn what happens to the pump when you use it to inflate something. What to Do © Deflate the object to be inflated. * Gather the items listed and follow the © Feel the shaft of the pump before you instructions. begin. Describe and record its tempera- ture. Things to Gathor © Inflate the object with steady compres- ~ abicycle pump sions. Quickly feel the shaft of the pump = something to pump and record its temperature. © Feel the valve. What is its temperature? Instructions + Release the sir and feel the valve again. * Geta bicycle pump and a tire or air ‘What is its temperature now? mattress, or something else that you can inflate, Questions 1. Describe the temperature of the shaft before pumping. 2. Describe the temperature of the shaft after pumping, 3. Describe the temperature of the valve before pumping. 4, Describe the temperature of the valve after pumping, 5. Explain what you observed using the particle theory. Cong © Gow Fi reas Lied Penn epinephrine for wah cance, 32DDATE: NAME: Lass. SCIENCE INQUIRY | Giant Jaws Jamboree Goal + Create a set of “Giant Jaws” to demonstrate your understanding of pneumatics. What to Do * Asa class, decide what good work would look like. Describe each level of work and add this to the rubric. Be as specific as possible, Consider the following questions. * How will you decide which is the best design? © What will the differences be between the levels? * How will you know if this was a good rubric? Criteria Levelt | Level 2 A. "The reach of your “Giant Jaws” must be { | | no less than 30 cm and no more than | 50cm. | Level3 | Level 4 B. Your device must be able to withstand its | | own weight (it should not bend or break | during performance). | C. Your “Giant Jaws” must be powered by | pneumatic pressure. | t | | | "D. Your device must work smoothly and j | efficiently to grasp an object having a { | ___mnass of approximately 2.25 kg. * Asaclass, decide on the descriptors for each level for each criterion. How will you decide which is the best design? 330 copyigh © McGraw il Ryerca Limied, Pmision so rerodace ths pages granted tothe purcharer for wt in hefhis lasroom onlDATE: PI NAME: Ces VOCABULARY cHecK | Crossword Puzzle Goal + Use this page to learn the vocabulary in Chapter 6. What to Do * Read each clue to think of an appropriate word that would fit into the spaces provided. Use your textbook if you need help. ACROSS . the force on an object exerted by a fluid when the fluid is not moving 5. passed along 8. the unit for pressure 12, to release from pressure 13. a device for measuring air pressure 14. the amount of surface DOWN 1. the study of pressure in gases x a a x 10. 1, devices that regulate the flow of a liquid in a hydraulic system the ability to be squeezed into a smaller volume the inability to be squeezed into a small- er volume a pressure that is caused by a moving fluid the force acting perpendicular to a cer- tain surface area the study of pressure in liquids an clectrical device that compresses air Copp © Nee reo Lin Prin m erodes hipped the perce reich charoomeny SBADATE: NAME: Pee ee ti‘(i‘éOC‘CRMCMCEE Sa Matching Exercise Goal + Use this page to check your understanding of the terms used in Chapter 6. What to Do Match the following definitions with the correct terms from Chapter 6 and insert the letter of the correct term at the end of each definition. Use your ey anRen 10. ul textbook if you need help. . the force on an object exerted by a fluid when the fluid is not moving . passed along __ the unit for pressure . to release from pressure__ . a device for measuring air pressure__ . the amount of surface __ . the study of pressure in gases __ . devices that regulate the flow of a liquid in a hydraulic system —_ the ability to be squeezed into a smaller volume __ the inability to be squeezed into a smaller volume __ . a pressure that is caused by a moving fluid __ 2. 13. an electrical device that compresses air__ the force acting perpendicular to a certain surface area__ the study of pressure in liquids (@) compressibility (b) flow pressure (© volume (@) compressor (©) hydraulics (O) valves @ incompressible ) pressure @ pneumatics area W barometer () decompress (m) pascal (®) transmitted (0) static pressure B32 Copright © McGraw-Hil Ryersor Limited. Permission wo reprocce this page is granted to the purchaser for we in her/his classroom oyNAME: Fantastic Fluids — Unit 2 Test What to Do * Carefully read the instructions below before answering each set of questions. True/False Questions Write (I) if the statement is true and (F) if the statement is false. If the statement is false, rewrite it to make it true. TF The particles of a liquid are spread extremely far apart. 8 A fluid’ resistance to flow is known as its viscosity. 8 ‘A solid always has an even surface. ae Solids, liquids and gases are all equally compressible. ‘There is internal friction between the particles of a fluid that causes viscosity. = Density is described as the mass-to-volume ratio. _ Mass is another word for weight. __ Depth is the only factor that affects fluid pressure. ae A barometer measures air pressure. ae ce A pop can will explode if you remove all the air from it and cool it suddenly. == Fill-in-the-Blank Questions ‘Using words from the list, complete the following sentences by filling in each blank with the word or phrase that correctly completes the sentence. viscosity, flow, static, incompressible, compressible, hydrometer, barometer, mass, weight, area, volume, density, buoyant force, gravity, air, liquid, fluid LI. Pressure is the force per unit. 12. The pull of gravity on amass is called the 13. Mass per unit volume is__—— 14, Archimedes principle states thatthe acting on an object equals the weight (force of gravity) of the displaced by the object. Copyright © McGraw-Hill Ryerson Limited, Permission m reproduce this page is granted to the purchaser for we in hev/his casroom only. IISDATE: NAME: cuass. ASSESSMENT j Fantastic Fluids — ™ Unit 2 Test (coninea) 15. Hydraulic systems depend on pressure. 16. Because gases can be forced into a smaller space, they are called 17. Water running out of a faucet is an example of pressure. 18.4 ____isused to measure density of a fluid. 19. Pneumatic systems depend on pressure. 20. Flow rate is associated with Matching Questions Select the word from the column of the right hand side of the page thatbest fits the description, (You will not need all the words). 21. A fluid’ resistance to flow. change of state 22. Change of state from solid to gas. buoyancy 23. An instrument that viscosity measures density. sublimation 24, The force of gravity resistatce to acting on an object. flow 25. The force that is opposite to gravity density 26. Pressure that fluid exerts on an object even if the fluid is not moving sags — 7 weight 27. Something that can be squeezed into a smaller space gravity en flow pressure 28. Changed by submarines to allow them to float, sink or rise average density compressible 29. Mass per unit volume pressure 30. Force per unit are _ barometer hydrometer static pressure 334 Copy © Meer HD Byecion Lit. Peminion eo hi pgs i ted woh pce fr nhc cy.bare: eres ‘NAME: Fantastic Fluids — Unit 2 Test conines Multiple-Choice Questions Circle the letter (in brackets) of the word or phrase that best answers the following phrases. 31. Pressure in a fluid is exerted (A) upward only (C) downwards only @) sideways only (D) in all directions 32, The force of a fluid that pushes an object, upis (A) pneumatics (B) hydraulics (© buoyaney (©) gravity 33. The pressure of fluid varies with depth because of (A) volume @) gravity (© temperature (D) all of the above 34, The buoyant force on an object is equal to the weight of the (A) displaced fluid) object (© container (@) total volume of fluid One factor that does not affect the viscosity of a liquid is (A) size of the (B) bulkiness of particles the particles (© internal friction (D) cost of the between liquid particles Short-Answer Questions Use complete sentences to answer the following questions. 36. Identify three (3) major components of the “particle theory of matter” 3 37. “Magic Mud? is a mixture of cornstarch and water, What is the scientific name for this mixture, and what happens when you try to roll it into a ball? 38. Use the “particle theory” to explain the change of state from a gas to a liquid. 39. Explain why you weigh less in water than you do in air. 40. Experimental error can change the outcome of an experiment. For the Investigation, The Flow Rate of Liquids, identify three (3) sources of experimental error, and state what needs to be done to avoid these errors. 41. Why does an increase in temperature reduce the viscosity of a liquid but not a gas? 42. Explain why it is more difficult to blow bubbles into a glass of molasses than into a glass of water? Problem-Solving Questions 43. Your job at a new fast food chain is to find the perfect thickness for their new milk drink, How would you describe the results of your research to the company president, avoiding the vague terms of low or high viscosity, thick or very thick. 44, Design an experiment you could use to find out the density of an old coin you found at the beach. Critical Thinking 45. Jessie adds salt to the water when boiling eggs. This is to prevent the shells from cracking. Why does this work? 46. A welder at 4000 metres walking towards Base Camp on Mount Everest has an air cushion in a running shoe expand to creat a bulge. Explain why this took place. Cepyigt © Mew Hil eso Line Pein w eprodne hips pane oh percuerorwnhrinaeoon cal 33SCa [ANSWER KEY BLM 6-1, Pressure Problems/ Reinforcement Goal: Students review the about that were introduced in section 6.1: All About Pressure in Fluids. Answers 1. V=6m* 2. 2m X I mside on table 3. 3m X 2 mside on table 4, Pressure = FOR, p. 20000, p30 000 Pa, P= 204Pa c: P- 5. ‘The smaller the heel, the smaller the area sup- porting the rest of the body. Since pressure is @ measure of the force divided by the area it is sup- ported by, the smaller the heel, the greater the pressure on the feet. BLM 6-2, Pressure Exerts Equally/ Overhead Master Goali No goal statement needed. Answers No answer needed, Goal: Students plan a skit that will demonstrate their ‘group's understanding of the motion of particles in finids (liquids and gases). Answers No answer needed. BLM 6-4, Data Table for Investigation 6-A/Science Inquiry Goals: Students record their results from Investigation 6-A: Bottle Squeeze, where they test the com- pressibilty of solids, liquids, and gases. Answers {As the amount of water in the bottle increased, it became more difficult to compress the bottle. As the amount of sand increased, it became more difficult to 336 compress the bottle. A gus is more compressible than a solid or aliquid, A liquid is slightly more compressible than a solid. BLM 6-5, Cartesian Diver Basketball/ Assessment Goal: Students design a game based on the Cartesian Diver they learned about in Chapter 5 and the principles of air compression they learned about in Chapter 6. Answers No answer needed. LM 6-6, Practical Pressure Problems/ ‘Skill Builder Goal: Students learn about safety in the home. Answers 1, Liquids may have many warnings, such as flam- ‘able, corrosive, or poisonous. 2. Gases may have the above warnings as well as explosive 3. There are usually storage tips regarding tempera- ture and open flame for the flammable and explo- sive icems. 4. The smaller the container, the more pressure itis ‘under. It may not be advisable to go over a cer- tain pressure level due to the risk of explosion. BLM 6-7, Scientific Diagram/Sclence Inquiry Goall: Students record their results for Investigation 6-B: Pressure Puzzle, from the student textbook. Answers No answer needed. |LM 6-8, Poetic Pressure/Assessment Goal: Students demonstrate their understanding of pressure in fluids, Answers No answer needed, Copyigh © MeGeow-Hl Ryerson Lint,EXIGE Answer Key BLM 6-9, Diagram of a Pipeline and Pumping Stations/Information Handout Goal: No goal statement needed. Answers. No answer needed. BLM 6-10, Design a Pipeline/Problem Solving Goat: Students demonstrate their understanding of fluid transport and solve a problem based on the design of a pipeline. Answers Student should recognize that building a pipeline pre~ sents many challenges. Even in a confined area, there will be difficulties such as turning corners and dealing with different elevations, difficulties that would be even greater in the real world. BLM 6-11, Advertise/Science Inquiry Goali Students think about the chair their team designed for the Design and Do Investigation 6- C: Make « Model of a Dentists Chair. Answers No answer needed. BLM 6-12, How the Heart Works/Overhead Master Goall: Students read this page to learn how the heart works. Answers No answer needed. BLM 6-13, Circulatory System/ Reinforcement Goal Students review some of the things they know about the circulatory system. Answers 1, hypertension 6. sphygmomanometer 2. atherosclerosis 7. valves 3. arteries 8, regulate 4, capillaries 9. atrium 5. veins 10. ventricle (Coppigh © McGrew Hill yer Lined. 11, leak 14, rejects 12, surgery 15. cells 13, plastic 16, cultured Animal Adaptations Poster Assessment Goal: Students plan and produce a poster that illus- ‘trates an animal’s adaptation to overcome difficul- ty in maintaining blood pressure. Answers No answer needed. 6-15, Sphygmomanometer/ Information Handout Goal; Students read this page to learn more about the sphygmomanometer. Answers: No answer needed. BLM 6-16, Play-by-Play Script/Science Inquiry Goal: Students use this page to help them think about al the steps in the teacher's demonstration. Answers No answer needed, BLM 6-17, Wacky Straw Design/ Assessment Goal: Students plan and construct a wacky straw. Answers No answer needed. BLM 6-18, Improve Your Barometer! Science Inquiry Goal: Students analyze the strengths and weaknesses of their aneroid barometers. Answers No answer needed.Bon ER KEY BLM 6-19, Minilab: Tire Pump/Science Inquiry Goalh Seadents conduct 2 minilab to learn what hap- ‘pens to the pump when they use it to inflate something. Answers 1, ‘Temperature of shaft before pumping: warm 2. ‘Temperacure of shaft after pumping: cool 3. 4 5. “Temperature of valve before pumping: cool ‘Temperature of valve after pumping: warm ‘The more particles move, the more they bump into each other. This movement causes heat. ‘Compressing the air makes it cooler (less move- ‘ment of particles). BLM 6-20, Giant Jaws Jamboree/Science Inquiry Goal: Students create a set of “Giant Jaws” to demonstrate their understanding of pneumatics. Answers, No answer needed, BLM 6-21, Crossword Puzzie/Vocabulary Check a LM 6-22, Matching Exercise/Vocabulary Check Goal: Scudents use this page to check their under- standing of the terms used in Chapter 6. Answers 1, (6) static pressure 2, (@) transmitted 3. (em) paseal 4. () decompress 5. (k) barometer 6. G) area 7. @ pneumatics 8. (valves 9. (@) compressible 10. (@) incompressible LL. (b) flow pressure 12. (b) pressure 13. © hydraulics 14. @ compressor Goal: Students use this page to learn the vocabulary in Chapter 6. fA Answers Fa = FS>TIA TTI CTP TATE! S| S{ulATe fo] t M 10] v A iM] E T Py TLRIAINIS [MPI TTI E[D 1 [R} fe} N ei PIA steta tL] PP] ts] fo) tH o iy is} jwi fej ly [Mt fe fi] fel fol Forercroimipiriets| si fB APRTOIMPETIELR ay tsi Llp ted P TATRIETA E! tu is tr w is] 7 a s| [Ej i S tel T) {uy fs} i} tH fy tl [is c Bt fe! fol ts to TR iE} 338 Coppi © Meer yen LindRIG se ce? BLM 6-23, Unit 2 Test/Assessment Goal: This unit test provides an opportunity for seudents to demonstrate their understanding of ‘Unit 2: Fantastic Fluids. Answers: 1, F The particles of a gas are spread extremely far apart 27 3. F Alliquid always has an even surface. 4. F Only gases are compressible. 5.7 67 7. F Massis the amount of matter in a substance. 8, F Temperature and depth both affect fuid pres- sure 97 10. F A.pop can will implode if you remove all the air from it and cool it suddenly. 11, area 12. weight 13, density 14, buoyant force, fluid 15. liquid 16. compressible 17. flow 18, hydrometer 19. air 20. viscosity 21. viscosity 22, sublimation 23. hydrometer 24, weight 25, buoyancy 26. static pressure 27. compressible 28, average density 29. density (Copyright © McGee ll Ryerson Limited. 30. pressure 3d Ble 33.b 34. a. 35.4 36, ‘The particle theory states that: (1) all matter is ‘made up of very small particles, 2) all particles of 4 pure substance are the same; different sub- stances are mads of different particles, (3) there is space between particles, (4) the particles are always moving and as they gain energy they gain ‘energy they move faster and (5) the particles in a substance are attracted to each other and the strength of the attractive force depends on the ‘ype of particle. 37, “Magic Miud” is « suspension. It can be rolled into a ball but as soon as pressure is removed, it goes back to its liquid state, 38, The particles in the gas loose energy because they are cooled. As energy is lost, the particles move closer together and when they loose enough ‘energy, they change to a liquid. 39, Water is denser than air, and it provides more buoyant force against a body than air provides 40. Some sources of experimental error in the Investigation The Flow Rate of Liquids could include: using different timers, not cleaning the ramp well between trials, using different ramp heights for different liquids, using different quan- tities of liquids for different trails, and not tipping the spoon in the same manner for each trial. All of these experimental errors can be avoided by being thorough and consistent when conduction the Investigation. 41, When the temperature of a liquid is increased, the particles of the liquid gain more energy and ‘move farther apart. When a gas is heated, the increased energy results in more collisions between particles (internal friction) and an increase in viscosity. 42. The particles in a glass of molasses are more ‘complex and closer together than the particles in a glass of water. Its harder to get air (therefore bubbles) into the spaces between the molasses particles than the water particles.ees ANSWER KEY ~ 43, Student answers may vary. ‘The answer should indicate how much (volume) of the drink would ‘move in a period of time, ‘The answer should con- rect the viscosity of the drink with its flow rate. 44, Seudent answer may vary. A single coin will have a relatively small mass and relatively small vol- ume. These factors should be taken into account in the answer. 45. Adding salt to the water will increase its density and increase the buoyant force it puts on the egg. ‘This will counteract the pressure from the fluids inside the egg as they change to solids. 46, The air cushion in the shoe is sealed at the fac- tory at a pressure that is higher than atmospheric pressure. The cushion is desigmed so that there is some room for expansion in normal use, but at 4000 metres, the atmospheric pressure is signifi cantly less than the pressure in the shoe's air cushion and it can rupture. If the air cushion ruptures and goes flat, then in all likelihood a small hole was punctured in the air cushion and the air, under higher pressure moved towards the lower pressure outside the shoe. Tf the air cush- ion expanded creating a bulge, then likely there ‘was a weakness in the material that allowed the air particles, which are under relatively high pres- sure compared to the atmosphere, to move fur- ther apart and force the formation ofa larger air cushion. 340 Coppi © Maem Hl Ryo Limite Ee |