HARCOURT SCIENCE
Planning Resources
UNIT F, CHAPTER 1
Energy and Motion:
Forces
CONTENTS:
Unit Experiment Logs
School-Home Connection Letter
Activities for Home or School
Student Workbook
Standardized Test Preparation
Selected Teaching Resources
Unit F
Name
Experiment Log
Date
Changing Pitch
1 Observe and Ask Questions
What are some ways to change the pitch of a sound? For example, on stringed
instruments, does shortening the length of a vibrating string cause the string to
make a higher sound or a lower one? Make a list of questions you have about pitch
and how it can be changed. Then circle a question you want to investigate.
How can I change the pitch of a note played on a guitar or other stringed
instrument? Will shortening the vibrating length of a guitar string produce a
higher-pitched note? How can I produce sounds of higher and lower pitches
when blowing across the mouth of a bottle? Can I change the pitch by adding
different amounts of water to the bottle?
2 Form a Hypothesis
Write a hypothesis. A hypothesis is a suggested answer to the question you are
investigating. You must be able to test the hypothesis.
Shortening the length of a vibrating guitar string is one way to raise the
pitch of the sound the string produces.
3 Plan an Experiment
To plan your experiment, you must first identify the important variables.
Complete the statements below.
Identify and Control Variables
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The variable I will change is the length of the vibrating portion of a
guitar string.
The variable I will observe or measure is the pitch of the sound produced.
The variables I will keep the same, or control, are the guitar used, the string
used, how hard I pluck the string.
Use with page F1.
(page 1 of 4)
Workbook
WB391
Name
Experiment Log
Develop a Procedure and Gather Materials
Write the steps you will follow to set up an experiment and collect data.
a. Obtain a guitar. If possible, have a piano, pitch pipe, or electronic tuner
nearby to help identify the pitches of the sounds (the notes) being played.
b. Choose a string and pluck it. Observe the part of the string that is
vibrating. Measure and record the length of that portion of the string,
beginning at the bridge of the guitar.
c. Determine and record the pitch of the sound, using a piano, pitch pipe,
or electronic tuner.
d. Shorten the part of the string that vibrates by holding down the string so
that it is stretched across one of the metal guitar frets. NOTE: Hold the
string down between frets, not right on top of them.
e. Repeat steps b and c. Compare the pitch to see whether it is higher or
lower than the sound of the longer string.
f. Continue changing the length of the string, repeating steps d and e
several times.
g. Observe the other guitar strings and how the tuning pegs work to
determine other ways to produce sounds of different pitches.
Use extra sheets of blank paper if you need to write down more steps.
Materials List Look carefully at all the steps of your procedure, and list all
the materials you will use. Be sure that your teacher approves your plan and
your materials list before you begin. guitar, meterstick, piano or other
WB392
Workbook
(page 2 of 4)
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tuning instrument (pitch pipe or electronic tuner)
Use with page F1.
Name
Experiment Log
4 Conduct the Experiment
Gather and Record Data Follow your plan and collect data. Use the chart
below or a chart you design to record your data. (Make additional copies of the
chart as needed for testing additional strings or other instruments.) Observe
carefully. Record your observations, and be sure to note anything unusual or
unexpected.
Pitch Observations
String Tested (name or description):
String Length
(vibrating section only)
Pitch
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Other Observations
Use with page F1.
(page 3 of 4)
Workbook
WB393
Name
Experiment Log
Interpret Data
Make a bar graph of the data you have collected. Plot the graph on a sheet of
graph paper, or use a software program.
5 Draw Conclusions and Communicate Results
Compare the hypothesis with the data and graph, and then answer these
questions.
1. Given the results of the experiment, do you think the hypothesis is true?
Why or why not?
2. How would you revise the hypothesis? Explain.
3. What else did you observe during the experiment?
Prepare a presentation for your classmates to communicate what you have
learned. Display your data table and graph.
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Investigate Further Write another hypothesis that you might investigate
about sound and pitch.
WB394
Workbook
(page 4 of 4)
Use with page F1.
Name
Experiment Log
Date
Use these pages to plan and conduct a science experiment to answer a question
you may have.
1 Observe and Ask Questions
Make a list of questions you have about a topic. Then circle a question you want to
investigate.
2 Form a Hypothesis
Write a hypothesis. A hypothesis is a suggested answer to the question you are
investigating. You must be able to test the hypothesis.
3 Plan an Experiment
Identify and Control Variables
To plan your experiment, you must first identify the important variables.
Complete the statements below.
The variable I will change is
The variable I will observe or measure is
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The variables I will keep the same, or control, are
WB368
Workbook
(page 1 of 3)
Experiment Log
Name
Experiment Log
Develop a Procedure and Gather Materials
Write the steps you will follow to set up an experiment and collect data.
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Materials List Look carefully at all the steps of your procedure and list all
the materials you will use. Be sure that your teacher approves your plan and your
materials list before you begin.
Experiment Log
(page 2 of 3)
Workbook
WB369
Name
Experiment Log
4 Conduct the Experiment
Gather and Record Data Follow your plan and collect data. Make a table or
chart to record your data. Observe carefully. Record your observations and be sure
to note anything unusual or unexpected. Use the space below and additional
paper, if necessary.
Interpret Data
Make a graph of the data you have collected. Plot the data on a sheet of graph
paper or use a software program.
5 Draw Conclusions and Communicate Results
Compare the hypothesis with the data and the graph. Then answer these
questions.
Do the results of the experiment make you think that the hypothesis is true?
Explain.
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How would you revise the hypothesis? Explain.
What else did you observe during the experiment?
Prepare a presentation for your classmates to communicate what you have
learned. Display your data table and graph.
WB370
Workbook
(page 3 of 3)
Experiment Log
Harcourt Science
Chapter Content
Our science class is beginning a chapter about
physical forces such as gravitation and magnetism and how they affect objects on Earth. The
chapter covers forces such as friction, gravity,
and magnetism. It also explains the concept of
work and the help that simple machines can
provide in doing work.
Look for simple and compound machines
around your home. Have your child attempt to
classify the type of simple machine represented
or to identify the simple machines within any
compound machines.
Science
Fun
The following activity will prepare students for
classroom investigations of physical forces.
Science Process Skills
The skill of interpreting data involves many
other process skills, such as making predictions,
inferences, and hypotheses from a set of data.
Interpretations may need revisions after additional data has been obtained.
Ask your child to experiment with dropping
different things outside. Objects your child
might experiment with include small pieces of
tissue, buttons, pieces of hardware, and a tennis
ball or other “bouncy” object. Ask your child to
observe the way each item falls and then make
an inference to explain these differences. Then
encourage your child to plan an investigation
that would attempt to make the falling results
more even. Is such a thing possible?
Object
How It Falls
Discuss rides your child may have taken at
amusement parks or carnivals. How did force,
speed, motion, and direction affect those rides
to make them fun or scary? Guide your child in
imaging an amusement ride that they would
like to ride. Suggest that he or she draw a model
of the ride in the space. Would physical forces
allow this ride to really exist?
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My Amusement Ride
Unit F • Chapter 1
Teaching Resources • TR33
Name
Date
MAKING MAGNETS
Materials
■
■
■
How does an object
become a magnet?
compass
■ shallow bowl of water
sewing needle
■ bar magnet
small piece of thin Styrofoam
2 Put the needle on the piece of Styrofoam, and
float it in the bowl of water. Observe which way
the needle points.
3 Now stroke the needle with the bar magnet.
1 Put the compass on the table. Observe the direc- 4 Put the needle back on the floating Styrofoam.
Procedure
tion the north-seeking end points to.
Which way does the needle point?
Draw Conclusions
Does the needle act like a compass in Step 2? Does
it act like a compass in Step 4? How did you turn the
needle into a magnet?
CENTER OF GRAVITY
Materials
■
■
■
■
10-cm square of paper
flat toothpick
30 cm of 24-gauge wire
cardboard cutout of your state
Procedure
1 Fold the paper in half,
and then in half again.
Balance the paper
on your finger.
2 Balance the toothpick
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on your finger.
3 Straighten out the wire.
Then fold the wire in
How can you find an
object’s center of gravity?
half. Wrap the midpoint of the wire tightly
around the toothpick. Now balance the toothpick
on your finger.
4 Using the cardboard cutout and what you have
learned about balancing objects, find the geographic center of your state.
Draw Conclusions
An object’s center of gravity is the point at which the
force of gravity is evenly balanced. Where is the center of gravity of the toothpick? When you added
weight (the wire) to the toothpick, what happened to
its center of gravity? How did the cardboard cutout’s
center of gravity help you find the geographic center
of your state?
F27
Use with page F27.
Teaching Resources • TR81
Unit F • Chapter 1
increase
work
increase
work
Work
greater
mass
increases
attractive
force
rate
of work
Power
LESSON 3
WORK AND
POWER
FORCES
AND
WORK
Gravitation
LESSON 1
TYPES OF
FORCES
Magnetism
greater
distance
decreases
attractive
force
Forces
LESSON 2
FORCES AND
MOTION
Balanced
Forces
Forces act
in Pairs
Unbalanced
Forces
no
change in
motion
Chapter 1 • Graphic Organizer for Chapter Concepts
increase
mass
Friction
increase
distance
unlike
poles
attract
like
poles
repel
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change
in motion
Name
Date
Workbook
WB289
Name
Investigate Log
Date
Magnetism
Materials
2 bar magnets
compass
test objects
Activity Procedure
1 Use the chart on the next page for this activity.
2 From the group of objects, choose one to test. Write the name of the object
on your chart. Predict whether this object will be attracted, or pulled, by one
of the magnets. Record your prediction on your chart.
3 Place the object on a desk. Slide a magnet slowly toward the object until the
magnet touches it. In your chart, record whether the object is attracted to
the magnet or not.
4 Repeat Steps 2 and 3 for each of the test objects.
5 Bar magnets have two different ends, called poles. One is labeled N for north
seeking, and the other is labeled S for south seeking. Observe what happens
when you bring the north-seeking pole of one magnet near the south-seeking
pole of another magnet. Then observe what happens when you bring two
north-seeking poles or two south-seeking poles together. Record your
observations.
6 Now place the compass on the desk. Slowly slide one of the magnets toward
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the compass. Observe what happens to the compass needle. Now move the
magnet around the compass and observe what happens. Record your
observations.
WB290
Workbook
(page 1 of 2)
Use with pages F4–F5.
Name
Investigate Log
Object
Prediction
Test Result
Draw Conclusions
1. What characteristic of an object determines whether or not it is attracted by a
magnet? Some metallic objects are attracted by magnets; or iron objects are
attracted by magnets.
2. Infer what characteristic of a compass needle accounts for your observations of
the compass and the magnet. Students may infer that a compass needle is
also a magnet.
3. Scientists at Work Scientists often hypothesize about why things happen.
Then they plan and conduct investigations to test their hypotheses. Form a
hypothesis about why unlike magnetic poles attract each other while like
magnetic poles repel, or push away, each other. Then plan and conduct an
investigation to test your hypothesis. Students’ hypotheses should relate to
the magnetic fields around the magnets. Their investigations should use
magnets and iron filings to show the shapes of these fields around like and
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unlike poles.
Investigate Further Experiment to find out if this hypothesis is correct: A
compass needle always points to the north.
Students may bring in various compasses to prove the validity of this
statement.
Use with pages F4–F5.
(page 2 of 2)
Workbook
WB291
Name
Date
Process Skills
Practice
Hypothesize
When you hypothesize, you make an educated guess about the
relationship between variables. A hypothesis must be something
that can be tested. A hypothesis is often changed because of the
outcome of experiments that test it.
Think About Hypothesizing
Leona’s mother bought a small car because lightweight cars can go farther than
heavy cars on the same amount of gasoline. Because weight is important to
fuel efficiency, Leona wondered how the weight of the gasoline itself affects gas
mileage. She hypothesized that a car probably gets better gas mileage when it
has less gas in it. Therefore, to save both gas and money, it is better to fill the
gas tank half-full than to fill it full. Her mother suggested they experiment to
test the hypothesis.
1. How could Leona test her hypothesis? Record the fuel gauge reading. Fill the
tank half-full. Record the number of gallons put in. Use the trip odometer to
see how many miles the car goes before the fuel gauge reading is the same
as before filling. Then divide the number of miles by the number of gallons to
get miles per gallon. Repeat the experiment with a full tank of gas, and
compare the results.
2. What are some variables in this experiment? the type of driving (for example,
city or highway), the type of gas, the driver (driving styles differ), the weight of
passengers and cargo, and the amount of gas
4 What results would support Leona’s hypothesis? better gas mileage on half a
tank of gas
5. Suppose Leona and her mother discovered that their gas mileage increased by
0.5 mile per gallon of gas by driving with the tank half-full. How much more
often would they have to stop at the gas station to get this extra mileage? Do
you think it would be worth the extra stops at the gas station?
They would have to stop twice as often. It would probably not be worth it.
WB292
Workbook
Use with page F5.
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3. Which of the variables should be held constant in this experiment?
all but the amount of gas
Name
Reading Skills
Practice
Date
Identify Supporting Facts
and Details
Read the selection. Then complete the outline with facts about the location and
the direction of Earth’s magnetic poles.
North and South Magnetic Poles
Earth has two other poles aside from the geographical North and South Poles.
These poles are the north and south magnetic poles. Earth’s north magnetic pole
is located in northern Canada, about 800 miles from the North Pole. Earth’s south
magnetic pole is located in Antarctica, about 1,600 miles from the South Pole.
At Earth’s magnetic poles, the magnetic field is vertical. The force of Earth’s
magnetic field at the north magnetic pole is pulled downward, into the ground.
At the south magnetic pole, the magnetic force is pulled upward, away from the
ground. At all other points on Earth, the magnetic field points toward the ground
or angles away from it. Earth’s magnetic poles can be found by using a compass.
Follow the north-pointing end of the compass to find the north magnetic pole
and the south-pointing end to locate the south magnetic pole.
Earth’s Magnetic Poles
I. Location of north and south magnetic poles
A. located far from Earth’s geographical poles
B. north magnetic pole located in northern Canada
C. south magnetic pole located in Antarctica
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II. Direction of Earth’s magnetic force
A. at north magnetic pole, magnetic force pulled into the ground
B. at south magnetic pole, magnetic force pulled upward, away
from the ground
C. at all other areas on Earth, magnetic force pulled toward
the ground or angled toward the ground
Use with page F7.
Workbook
WB293
Name
Concept Review
Date
What Forces Affect Objects
on Earth Every Day?
Lesson Concept
A force is a push or a pull that can move an object, stop it, or change its direction.
Some forces are direct; others work at a distance. Where two surfaces rub against
each other, the force of friction opposes motion. Magnetism pulls the poles of
magnets together or pushes them apart. Gravity, which pulls objects toward each
other, depends on the masses of the objects and how far apart they are.
Vocabulary
force (F6)
friction (F6)
magnetism (F7)
gravitation (F8)
Complete each sentence below by writing the word friction, magnetism, or
gravitation in the blank.
1. The moving parts of an automobile engine are coated in oil or grease to
friction
reduce the
between the metal parts.
2. Some toys let you draw hair, eyebrows, and other features with a special wand
magnetism
that moves iron filings around by
.
3. A balance scale works by using
weights of two objects.
gravitation
to compare the
4. A parachute uses the force of air pushing up on a large area of silk to resist the
gravitation
force of
.
6. Hikers can use a compass to guide them along a trail because the compass
magnetism
needle is pulled to the north by
.
7. You can tape lightweight objects to a wall, but if you try to tape something
heavy to a wall and it falls off, you’ll know the tape isn’t strong enough to
gravitation
overcome the force of
.
WB294
Workbook
Use with page F9.
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5. When you apply the brakes on your bike, you are clamping down on the bike’s
friction
wheel to increase the force of
.
Name
Investigate Log
Date
Forces That Interact
Materials
clipboard
graph paper
tape
spring
ring stand
marker
weight
Activity Procedure
1 Tape the graph paper to the clipboard. Across the bottom of the graph paper,
draw a line and label it Seconds. Starting at one end of the line, make a mark
every 2.5 cm.
2 Tape the spring to the ring stand. Then tape the weight to the free end of the
spring. Tape the marker to the bottom of the weight so that its tip points
toward the back of the setup.
3 Have a partner hold the clipboard with the graph paper taped to it behind
the weight. The marker point should just touch the graph paper. Pull the
weight until the spring is fully stretched.
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4 Have your partner slide the clipboard across a table at a steady rate of about
2.5 cm per second. As soon as the clipboard starts to move, drop the weight.
As it bounces, it traces its movements on the graph paper.
5 Interpret the data on your graph. Identify and mark the points where the
weight was not moving up or down for an instant. Identify and mark the
direction (up or down) the weight was moving along each sloping line.
Identify and mark the places where the weight was moving most rapidly.
Use with pages F10–F11.
(page 1 of 2)
Workbook
WB295
Name
Investigate Log
Draw Conclusions
1. At what points was the weight not moving? at the top and bottom of each
cycle
2. At what point was the weight moving most rapidly? at the midpoint of each
cycle
3. Scientists at Work Scientists often draw conclusions after they interpret data
they have collected. After studying your graph, draw conclusions to answer the
following question: What is the point at which the force of the spring was the
greatest?
at the bottom of each cycle
Investigate Further Hypothesize how your graph would look if you repeated the
activity with a heavier weight. Plan and conduct a simple experiment to test
your hypothesis. Encourage students to formulate testable hypotheses and
select and use appropriate equipment. Ask students to analyze and critique
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the strengths and weaknesses of their hypotheses based on their results.
WB296
Workbook
(page 2 of 2)
Use with pages F10–F11.
Name
Process Skills
Practice
Date
Interpret Data and
Draw Conclusions
When you interpret data, you look for patterns or meaning in information that
is given to you or information you have gathered from your own observations.
Think About Interpreting Data and Drawing Conclusions
The table below shows the force required to lift various objects on Earth as
well as on two other planets, Planet X and Planet Y. The force is expressed in
newtons (N). Study the data table, and then answer the questions that follow.
Force Needed to Lift Objects
Object
On Earth (N)
On Planet X (N)
On Planet Y (N)
Mass (g)
1
20.0
8
4
2040.8
2
7.5
3
1.5
765.3
3
12.5
5
2.5
1275.5
4
5.0
2
1
510.2
5
25.0
10
5
2551.0
1. Which of the three planets has the strongest gravitational pull? Explain.
Earth; the largest force is required to lift the objects on Earth.
2. Which of the three planets has the weakest gravitational pull? Explain.
Planet Y; the least amount of force is required to lift the objects on Planet Y.
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3. List the objects in order, starting with the one having the greatest mass and
ending with the one having the least mass. Objects 5, 1, 3, 2, and 4
4. How did you use your knowledge of interpreting data to help you decide what
the information in the data table means? Answers will vary, but students
should recognize that having the data arranged in a table allowed them to
make comparisons and draw conclusions about the gravitational forces of the
planets, and the effect of mass on gravitational force.
Use with page F11.
Workbook
WB297
Name
Reading Skills
Practice
Date
Identify Cause and Effect
Read each statement. Identify the effect of each cause by underlining it. Then
circle “Balanced” or “Unbalanced” to describe the forces used.
A strong wind moves the sailboat across the water at a constant velocity.
Balanced
Unbalanced
A person using a wheelchair applies the brakes and slows down.
Balanced
Unbalanced
A soccer ball rolls across a field and is stopped by a tree.
Balanced
Unbalanced
A skateboarder slows down while skating up a ramp.
Unbalanced
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Balanced
WB298
Workbook
Use with page F13.
Name
Concept Review
Date
What Are Balanced and
Unbalanced Forces?
Lesson Concept
Balanced forces occur when two forces acting on an object are equal in size and
opposite in direction. Unbalanced forces occur when forces acting on the same
object are not opposite and equal. When forces are unbalanced, a net force occurs,
causing acceleration. When you calculate the net force on an object, you must
account for both the size and the direction of the forces.
Vocabulary
balanced forces (F12)
unbalanced forces (F13)
net force (F14)
Decide whether the underlined term or phrase makes each statement true or
false. If the statement is true, write the word true on the line. If the statement is
false, write a word or phrase that makes the statement true.
true
1. Balanced forces are equal in size and opposite in
direction and therefore cancel each other out.
true
2. The change in motion of an object is always caused by
a force or forces .
no force
3. If balanced forces are acting on an object, it will seem
as if a net force is acting on the object.
in pairs
4. Forces always act alone .
adding or subtracting 5. Balancing the forces acting on an object gives you the
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net force.
unbalanced
6. When balanced forces act on an object, the object
speeds up, starts to move, slows down, stops, or
changes direction.
true
7. If two equal forces act on an object in opposite
directions, the net force will be balanced.
true
8. Unbalanced forces can stop a moving object.
Use with page F15.
Workbook
WB299
Name
Investigate Log
Date
Measuring Work
Materials
spring scale
flight of stairs
calculator
meterstick
heavy object
Activity Procedure
1 Use the table below for this activity.
2 Weigh the object using the
3 Measure the total height of
the flight of stairs in meters.
Record the measurement
in your table, also next
to Trial 1.
4 Work can be measured as
Work
Trial
Weight
(newtons)
Height
(meters)
Work
(joules)
1
2
3
4
the product of force (in
newtons) and distance
(in meters). Calculate to find the number of newton-meters, or joules, of
work you would do if you carried the object up the flight of stairs. Record
the product in the table.
5 Suppose you carried the object up two flights of stairs. Beside Trial 2 on the
table, record the new height and calculate the work done.
WB300
Workbook
(page 1 of 2)
Use with pages F16–F17.
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spring scale and record its
weight in the table, next
to Trial 1.
Name
Investigate Log
6 For Trial 3, calculate how much work
you would do if you carried the object up three flights every day for a week.
7 For Trial 4, suppose your weight is 300 newtons. Record this new data and
calculate the work you do climbing the stairs without carrying the object.
Draw Conclusions
1. Compare the amount of work a person weighing 300 newtons does climbing one
flight of stairs to the total amount of work the same person does climbing
three flights of stairs every day for a week. Twenty-one times as much work is
done in a week.
2. Interpret your data and draw conclusions about how work is related to force
and distance. As force or distance increases, the amount of work done also
increases.
3. Scientists at Work When scientists interpret data, they often draw
conclusions based on the data they collected. What can you conclude about
the amount of work done by people who weigh more than 300 newtons?
they do more work
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Investigate Further Power is the measure of how quickly work is done. You can
measure power in joules per second. Hypothesize about how much power you use
walking up a flight of stairs compared to running up a flight of stairs. Then plan
and conduct an experiment to test your hypothesis.
Use with pages F16–F17.
(page 2 of 2)
Workbook
WB301
Name
Process Skills
Practice
Date
Interpret Data
When you interpret data, you look for patterns or meaning in information
that has been given to you or information that you have gathered.
Think About Interpreting Data
The table below provides data about five students who participated in a
fitness test. Look at the data, and then answer the questions that follow.
Name
Student Weight
Vertical Distance
Time
Darcy
369 N
100 m
120 seconds
Carla
392 N
100 m
116 seconds
Tyler
400 N
100 m
122 seconds
Tasha
382 N
100 m
126 seconds
Daniel
419 N
100 m
130 seconds
1. Which of the five students exerts the most force to move his or her body?
Explain. Daniel weighs the most and therefore requires the most force to
move his body.
2. Which of the five students did the most work? Explain. Daniel; because all the
students moved the same vertical distance, the student who moved the most
weight did the most work.
4. Which student is the most powerful? Explain. Carla; Carla did the greatest
amount of work in the shortest amount of time and was therefore the most
powerful.
5. How did having the data in a table help you interpret it to answer the questions?
Answers will vary, but students should recognize that having the data
arranged in a table made it easier to make comparisons and draw conclusions.
WB302
Workbook
Use with page F17.
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3. Write a mathematical sentence that describes the amount of work done by
Daniel. 419 N 100 m 41,900 J
Name
Reading Skills
Practice
Date
Use Context Clues
Read the selection. Then complete the chart, using context clues from
the selection.
Archimedes
Archimedes was one of the world’s first known scientists. He lived and worked
in Greece around 250 B.C. His many scientific inventions include the Archimedes’
screw, which is still used today. An Archimedes’ screw is a simple machine used to
lift water from rivers and move it into canals for irrigation. An Archimedes’ screw
turns inside a tight cylinder. One end of the cylinder is placed under water. When
the screw is turned, water moves up the threads and flows out the top of the
cylinder. A similar screw is used today in meat grinders to move meat to the
cutting blades and in sewage treatment plants as a pumping device.
Ancient Use
Modern Use
Archimedes’ screw
to lift water from rivers
and move it into
irrigation canals
in meat grinders to
move meat to the
cutting blades and in
sewage treatment
plants as a pumping
device
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Term
Use with page F20.
Workbook
WB303
Name
Concept Review
Date
What Is Work and How
Is It Measured?
Lesson Concept
Work is the use of a force to move an object through a distance. Force is measured
in newtons. You can calculate the amount of work done by multiplying the force
used to move an object by the distance the object moves in the direction of the
force. Work is measured in joules. Power is a measure of how quickly someone or
something does work. Power is measured in watts. Machines, such as pulleys, are
devices that make work easier by changing the size or direction of a force.
Vocabulary
work (F18)
power (F19)
machine (F20)
Rewrite the descriptions in Questions 1–3 as mathematical sentences.
Express values in newtons (N), meters (m), joules (J), and watts (W).
Do any calculations necessary to find these values.
1. Jakob uses a pulley to lift a small chair into his tree house. If he exerts a 65 N
force and lifts the chair up 4 m, how much work has he done? 50 lb 20 bags
1000 lb; 1000 lb 4.5 4500 N
2. A busy elevator carries a group of people up 100 m. If the force it takes to
move that distance is 6000 N, how much work is done?
Harcourt
50 lb 4.5 225 N 5 m 1125 J
3. If it takes 1 minute for the elevator to reach the top floor and let everyone out,
how much power is used?
WB304
Workbook
Use with page F23.
Name
Vocabulary Review
Date
Recognize Vocabulary
Harcourt
Choose from the following terms to solve each riddle. Use each term only once.
balanced forces
work
power
forces
net force
magnetism
acceleration
gravitation
friction
machines
unbalanced forces
magnetism
1. I am a repulsing force, and my partner is an attracting
force. Together we are forces between the poles of a
magnet. What are we?
balanced forces
2. I am a force pushing on an object, and you are a force
pushing back on the object, but neither of us is moving
the object. What are we?
work
3. When you catch a football and run with it, I am what
you are doing when you move the ball and yourself
over the distance you run. What am I?
machines
4. We can change force into distance and distance into
force. What are we?
forces
5. We are pushes or pulls. What are we?
power
6. The faster you work, the more you have of me. What
am I?
friction
7. I am a force, I oppose motion, and you find me where
the surfaces of two objects meet. What am I?
unbalanced forces
8. We are both pulling the same object in opposite
directions. At first the object doesn’t move. Then it
does. What are we when the object moves?
gravitation
9. I am the force that keeps your feet on the ground.
What am I?
net force
10. I am a way of measuring the effect of two forces on
an object.
acceleration
11. I am a change in movement, caused by unbalanced
forces. What am I?
Use with pages F4 –F23.
Workbook
WB305
Name
Writing Practice
Date
Describe an
Everyday Machine
Informative Writing–Description
Think of a machine you use every day. Imagine you are writing a page in a
technical manual that describes this machine. Your page should describe the
function of the machine, the simple machines it is made up of, and the forces it
uses. In the box below, draw the machine you have chosen and label its parts.
Then use the organizer to make notes on the machine for your page.
Everyday Machine
Drawing of Machine
with Parts Labeled
Description of Machine
for Technical Manual
Function:
Simple machines:
WB306
Workbook
Harcourt
Forces:
Use with pages F28–F29.
Reading
Comprehension
Name
Date
What Forces Affect Objects On Earth Every Day?
Read pages F6 to F9 in your textbook. Then read each question that follows. Decide which is the
best answer to each question. Mark the letter for that answer.
HINT The text and captions on page F6 will help
you answer this question.
HINT Important information often is found at the
beginning of a section.
1. Brittany skated from her house to the
supermarket. During which part of her
trip did her inline skates encounter the
LEAST amount of friction?
4. What is the main idea of the section
headed “Forces”?
A The three forces that affect objects
on Earth are friction, magnetism,
and gravity.
B The force of a magnetic field
attracts objects to a magnet.
C A force is any push or pull that
causes an object to move, stop,
or change direction.
D Forces can act directly or at a
distance.
A on the loose gravel of her driveway
B through the vacant lot
C on the new pavement between
Cedar and Crosby Streets
D through the dry leaves in the
supermarket’s parking lot
HINT What does the strength of gravitation
depend on?
HINT Reread page F8 to help you answer this
question.
2. Which of Jupiter’s inner moons is
MOST affected by Jupiter’s gravity?
5. In which pair of objects is the
gravitational attraction equal?
A
10kg
A
50kg
C
HINT Use context clues to determine the meaning
of unfamiliar words.
B
© Harcourt
D
B
C
3. The word repel means —
A turn
B push away
C encourage
D enlarge
D
5kg
5kg
106
Harcourt Science Standardized Test Preparation
Unit F • Chapter 1 • Use with Lesson 1.
Reading
Comprehension
Name
Date
What Are Balanced and Unbalanced Forces?
Read pages F12 to F15 in your textbook. Then read each question that follows. Decide which is
the best answer to each question. Mark the letter for that answer.
HINT Remember, it is often a good idea to look for
key ideas in the first passage of a lesson.
6. What are balanced forces?
9. When a cyclist is going downhill, what
makes the bicycle speed up?
A forces that have the same weight
and size
B forces that are used at the same
time
C forces that are equal in size and
opposite in direction
D forces that produce friction
A
B
C
D
10. If a stone weighs 75 newtons and you
apply a force of 150 newtons to lift it,
the net force acting on the stone is
7. Read this sentence from the lesson.
Suppose you exert a force by
pushing on a very heavy object,
such as a sturdy wall.
A
B
C
D
What does the word exert mean?
to cancel
to put forth
to stop
to respond to
11. What causes an object to accelerate?
8. What happens when one force on an
object is greater than another force?
© Harcourt
225 newtons, up
75 newtons, up
225 newtons, down
75 newtons, down
HINT Use the words highlighted in yellow to help
you locate this information.
HINT The passage contains examples of different
effects caused by unbalanced forces.
A The object’s motion changes.
B The two forces cancel each other
out.
C The object always moves forward.
D The object always stops moving.
Unit F • Chapter 1 • Use with Lesson 2.
the force of friction
two balanced forces
the force of the ground
the unbalanced force of gravity
HINT Study the passage headed “Net Force” to
figure out the answer.
HINT Context clues in the sentence will help you
determine the meaning of the word.
A
B
C
D
HINT The author includes this example under the
heading “Balanced and Unbalanced Forces.”
A Balanced forces act upon the
object.
B The force of gravity acts on the
object.
C A pair of forces act on the object.
D Unbalanced forces act upon the
object.
Harcourt Science Standardized Test Preparation
107
Reading
Comprehension
Name
Date
What Is Work and How Is It Measured?
Read pages F18 to F23 in your textbook. Then read each question that follows. Decide which is
the best answer to each question. Mark the letter for that answer.
HINT Use the highlighted terms to locate
important information.
HINT Use details from the lesson to help you
formulate the lesson’s main idea.
12. What is the main idea of the section
headed “Work and Effort”?
15. What do a pulley, lever, inclined
plane, wedge, screw, and wheel and
axle have in common?
HINT Important information is often found at the
beginning of a section.
A They are present in all machines.
B They all turn or cause objects to
turn.
C They are all machines.
D They all require the same force
to run.
HINT What is one thing a machine does NOT do?
16. Which of the following is NOT a
FACT?
A A lever allows a person to exert
a larger force over a shorter
distance.
B Pulleys help reduce the amount
of work to be done.
C A wheel and axle can change a
twisting force into a downward
force.
D A screw can change a force’s
direction.
13. According to this lesson, what is a
machine?
A any device that runs on electricity,
solar power, or batteries
B something that makes work seem
easier by changing the size or
direction of a force
C the simplest parts into which a
device can be broken down
D anything that allows a person to
do work without exerting effort
HINT Important information is sometimes found
in captions.
HINT Important words sometimes are indicated
in italic type.
17. What is a joule?
14. The washer in a faucet is —
A
B
C
D
108
a wedge
a screw
a prop
a wheel
Harcourt Science Standardized Test Preparation
A
B
C
D
a unit of length
a unit of work
a size measurement
a unit of time
Unit F • Chapter 1 • Use with Lesson 3.
© Harcourt
A Work and effort are not
necessarily the same thing.
B In scientific terms, work is the
use of a force to move an object
through a distance.
C Without the right tools and
planning, a gardener can exert a
lot of effort but not do any work.
D Activities that seem fun would be
classified as work by scientists.
Open
Response
Name
Date
Unit F, Chapter 1
Base your answers on the information in this chapter. Read all parts to each question before
you begin.
Sometimes the everyday meanings of words are different from their scientific definitions.
Give the scientific definition for work and power. Then provide an example for each.
HINT You can find this information in the first two passages of the lesson.
Every time you ride your bike or turn on a faucet, you are using machines. How do
machines make work easier for people? In your explanation include at least one
example of machines making work easier.
© Harcourt
HINT Which heading introduces this information?
Unit F • Use with Chapter 1.
Harcourt Science Standardized Test Preparation
109
Writing
Practice
Name
Date
Explaining Sayings About Forces
In this chapter you learned about some of the many forces that are
part of everyday life. You learned that if all the forces acting on an
object are balanced, the object does not move. Unbalanced forces result
in motion. Although we may not think about the forces acting together
in our daily lives, popular phrases in our language refer to those same
forces. Consider, for example, the phrase “caught between a rock and a
hard place.” Or, “An unstoppable force meets an immovable object.”
Both of these figures of speech refer to forces. What does each mean? Write
one or two paragraphs for a classmate to explain what you think these phrases
mean. Include a drawing with your explanation to help make your meaning clear.
Use this page for prewriting or planning activities. Then write your response
on a separate sheet of paper.
IDEAS
• Is my message clear?
• Do I know enough about
my topic?
• Have I included interesting
details?
WORD CHOICE
• Will my reader understand
my words?
• Did I use words I love?
• Are my words interesting?
• Can I picture it?
ORGANIZATION
• Does my paper start out
with a bang?
• Did I tell things in the
best order?
• At the end does it feel
finished and make
you think?
SENTENCE FLUENCY
• Is my paper easy to read
out loud?
• Do my sentences begin in
different ways?
• Are some sentences long
and some short?
VOICE
• Does this writing really
sound like me?
• Did I say what I was
thinking?
• Did I express how I feel?
110
CONVENTIONS
• Did I use paragraphs?
• Is it easy to read my spelling?
• Did I use capital letters in
the right place?
• Are periods, commas,
exclamation marks, and
quotation marks in the
right places?
Harcourt Science Standardized Test Preparation
Unit F • Use with Chapter 1.
© Harcourt
Writer’s Checklist
Math
Practice
Name
Date
Unit F, Chapter 1
Read each question and choose the best answer. Mark the letter for that answer.
Use the table below for problems 1 and 2.
Weight of 100-Pound Person on Different Planets
Planet
Weight (pounds)
Earth
Jupiter
Mars
Pluto
100
264
38
0.6
1. Which bar graph best represents the data in the table?
Earth Jupiter Mars
Pluto
300
250
200
150
100
50
0
Earth Jupiter Mars
2. Determine the difference between
the weight of the person on Earth
compared to that on Pluto.
A 100.6 lbs.
B 100 lbs.
© Harcourt
C 100 N
D 91 N
4. How many joules of work does a
342-newton student do to climb
a 5.7-meter flight of stairs?
A 1949.4 J
B 347.7 J
Unit F • Use with Chapter 1.
Pluto
Weight in Space
300
250
200
150
100
50
0
Earth Jupiter Mars
C 336.3 J
D 300 J
D
Pluto
Weight in Space
300
250
200
150
100
50
0
Earth Jupiter Mars
Pluto
Use the table below for problems 5 and 6.
Work Needed to Move an Object 4 Meters
Weight of Object
C 99.4 lbs.
D 98.4 lbs.
3. Suppose two people are moving a
large box and pushing with a force
of 140 newtons. The opposing force
of friction is 49 newtons. What is
the net force?
A 189 N
B 140 N
C
Weight in Space
Weight (pounds)
B
Weight (pounds)
300
250
200
150
100
50
0
Weight in Space
Weight (pounds)
Weight (pounds)
A
Work
4N
10 N
30.2 N
50.7 N
16
40
120.8
202.8
J
J
J
J
5. What type of graph would best
represent the data in the table?
A
B
C
D
circle graph
line graph
stem-and-leaf plot
pictograph
6. How much more work was required
to move the 50.7 N object than the
4 N object?
A 46.7 J
B 82 J
C 186.8 J
D 202.8 J
Harcourt Science Standardized Test Preparation
127
North American Biomes
F
F
C
F
C
C
C
B
E
B
D
D
Harcourt
A
Use with pages B62–B63.
Teaching Resources • TR157
North American Climate Zones
6
6
3
3
3
4
5
2
Harcourt
1
TR158 • Teaching Resources
Use with pages B62–B63.
N
Harcourt
E
World Map
W
S
Use with pages C20–C21.
Teaching Resources • TR159
Distances to Scale
How Far Is Pluto?
Planet
Distance from
the Sun
Number of toilet
paper squares
Mercury
57,910,000
58
1
Venus
108,200,000
108
2
Earth
149,600,000
150
2.6
Mars
227,940,000
228
4
Jupiter
778,330,000
778
13.4
Saturn
886,708,500
887
15.2
Uranus
2,870,990,000
2,871
50
Nepture
4,497,070,000
4,497
77.5
Pluto
5,913,520,000
5,914
101
Harcourt
Distance to nearest
million km
TR160 • Teaching Resources
Use with page D31.
Harcourt
Prairie Food Web
Use with TE pages B36–B37.
Teaching Resources • TR161
TR162 • Teaching Resources
Use with page E53.
Harcourt
39
Y
38
37
Sc
73
Ta
105
72
Hf
104
57–71
Lanthanide
Series
89–103
Actinide
Series
Ba
Barium
88
Ra
Radium
Cs
Cesium
87
Fr
Francium
Actinide Series
Lanthanide Series
See below
See below
Db
Dubnium
58
Ce
Cerium
90
Th
Thorium
Rf
57
La
Lanthanum
89
Ac
Actinium
Tantalum
Rutherfordium
Hafnium
Niobium
Nb
56
Zr
Zirconium
55
Yttrium
Sr
Strontium
41
Vanadium
V
23
Rb
40
Titanium
Ti
22
Rubidium
Scandium
Ca
Calcium
K
20
19
Potassium
21
Mg
Magnesium
Sodium
12
11
Na
Be
Beryllium
Li
4
The Periodic Table
Lithium
3
Hydrogen
H
1
Protactinium
Pa
91
Praseodymium
Pr
59
Seaborgium
Sg
106
Tungsten
W
74
Molybdenum
Mo
42
Chromium
Cr
24
Uranium
U
92
Neodymium
Nd
60
Bohrium
Bh
107
Rhenium
Re
75
Technetium
Tc
43
Manganese
Mn
25
metalloid
metal
atomic number
ch e mical symbol
element name
Neptunium
Np
93
Promethium
Pm
61
Hassium
Hs
108
Osmium
Os
76
Ruthenium
Ru
44
Iron
Fe
26
Plutonium
Pu
94
Samarium
Sm
62
Meitnerium
Mt
109
Iridium
Ir
77
Rhodium
Rh
45
Cobalt
Co
27
made artificially
nonmetal
Potassium
K
19
29
30
2
Al
13
Boron
B
5
Silicon
Si
14
Carbon
C
6
33
Phosphorus
P
15
Nitrogen
N
7
34
Sulfur
S
16
Oxygen
O
8
35
Chlorine
Cl
17
Fluorine
F
9
Argon
Ar
18
Neon
Ne
10
Helium
He
Aluminum
32
36
31
Krypton
Kr
28
Br
54
Bromine
53
Xenon
Xe
Se
I
Selenium
52
Iodine
Arsenic
Te
As
51
Tellurium
Ge
Sb
Germanium
50
Antimony
Ga
49
Tin
Sn
86
Gallium
In
85
Zinc
48
Indium
84
Zn
Cd
83
Copper
47
Cadmium
82
Cu
46
Silver
Ag
81
Nickel
Pd
80
Ni
Palladium
79
Harcourt
71
78
Lu
Radon
70
Lutetium
Rn
Yb
103
At
69
Ytterbium
Lr
Astatine
68
Thulium
Tm
102
Lawrencium
Po
67
Erbium
Er
No
Polonium
Ho
101
Nobelium
Bi
66
Holmium
Md
Bismuth
Dy
100
Mendelevium
Lead
65
Dysprosium
99
Fermium
Fm
Pb
Tb
Es
Tl
64
Terbium
98
Einsteinium
Thallium
Gd
Cf
Mercury
63
Gadolinium
97
Californium
Hg
Eu
Bk
Gold
Europium
96
Berkelium
Au
95
Curium
Cm
Pt
Am
Platinum
Americium
Teaching Resources • TR163
Use with page E53.
→
Harcourt
→
Flowchart
TR164 • Teaching Resources
Harcourt
Venn Diagram
Teaching Resources • TR165
Harcourt
Computer Notes
TR166 • Teaching Resources
K-W-L Chart
What I Want to Know
What I Learned
Harcourt
What I Know
Teaching Resources • TR167
Harcourt
Web
TR168 • Teaching Resources
Harcourt
Chart
Teaching Resources • TR169
Knowledge Chart
New Knowledge About____
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
Harcourt
Prior Knowledge About____
TR170 • Teaching Resources
Prediction Chart
What Actually Happened
Harcourt
What I Predict Will Happen
Teaching Resources • TR171
Project Plan
What We Want to Find Out
1.
How We Can Find Out
2.
What We Need to Do
3.
Materials
4.
TR172 • Teaching Resources
Harcourt
How We Can Share Information
Harcourt
1-cm grid
Teaching Resources • TR173
Harcourt
TR174 • Teaching Resources
0.5-cm grid