YOU WERE LOOKING FOR: Physical Science Chapter 1 Test Answers
Thank you! Judi Dennis December 31, at pm Reply Can you give me more information on how you did the weather prediction for Experiment 8. Are the students to use the weather data they collected in Module 7 just as a way of identifying patterns? Also,...
I have used General Science and Physical Science books. Any suggestions? Michelle August 16, at pm Reply Hello, I am going to teach Physical Science co-op this year, and due to no internet all summer, I am finally and rather frantically trying to...
Vocabulary The Vocabulary section tests your understanding of the meaning of key terms introduced in the chapter. This section tests your knowledge of the definitions of terms and phrases through a set of matching questions. If you miss a definition in this section or got it right, but don't know why , go back to the textbook and look up the phrase to help you master the vocabulary of the chapter. These questions tend to be simpler than those found on exams, but are good initial tests of your understanding. Again, if you miss a question or are confused by the answer, we recommend that you review the concepts from the textbook or discuss with a TA to identify your misunderstanding.
Analysis The Analysis section presents a set of multiple choice questions that require you to apply the concepts from the chapter to more challenging scenarios. The style of questions in this section is similar to the multiple choice section of the exams. Make sure you understand the reasons why a given answer is correct rather than just trying to get the "right" answer Free Response The free response sections gives sample questions that are similar to the free response questions on the exams. On an exam, you would be asked to write a very short essay response to this type of question. For the chapter review, we suggest that you verbally explain your answer to another student in the class. It can also be helpful to write out a brief answer like the one you would provide on an exam as a practice exercise. Links to Reviews You can use the menu above to navigate to the review for each chapter organized by units.
Anything that has mass and takes up space. The capacity of a substance to combine chemically with another substance 8. The temperature and pressure at which a solid becomes a liquid. The smallest unit of a substance that keeps all of the physical and chemical properties of that substance. A change that occurs when a substance changes composition by forming one or more new substances. A measure of the amount of matter in an object. A measure of the gravitational force exerted on an object. A series of steps followed to solve problems, including collecting data, formulating a hypothesis, testing the hypothesis, and stating conclusions. A prescribed decimal place that determines the amount of rounding off to be done based on the precision of the measurement. A combination of two or more substances that are not chemically combined. The exactness of a measurement. A factor that changes in an experiment in order to test a hypothesis. The temperature at which a liquid becomes a gas.
A substance made up of atoms of two or more different elements joined by chemical bonds. The ratio of the mass of a substance to the volume of the substance. The smallest unit of an element that maintains the properties of that element. A description of how close a measurement is to the true value of the quantity measured. This page won't have buttons or ads, just your puzzle. The PDF format allows the web site to know how large a printer page is, and the fonts are scaled to fill the page. The PDF takes awhile to generate. Don't panic!
Explain the complexity of the universe through a hierarchical framework that includes consideration of Earth, life, and ecosystems at various scales. Identify key principles of the ecosystem approach to conserving natural resources. Describe how environmental stressors and disturbances can affect species and ecosystems. Explain the history of human cultural evolution in terms of an increasing ability to cope with environmental constraints on the availability of natural resources and other aspects of economic development. List at least three ways in which humans directly influence environmental conditions.
Identify four broad classes of environmental values. Describe five important world views. Understand the diverse issues of the environmental crisis by classifying them into three categories, and give several examples within each of them. Discuss the environmental effects of humans as a function of two major influences: increases of population and intensification of lifestyle per-capita effects. Environmental Science and Its Context Every one of us is sustained by various kinds of natural resources — such as food, materials, and energy that are harvested or otherwise extracted from the environment. Our need for those resources is absolute — we cannot survive without them. Moreover, the same is true of all other species — every organism is a component of an ecosystem that provides the means of subsistence. Collectively, the needs and activities of people comprise a human economy.
That economy operates at various scales, ranging from an individual person, to a family, to communities such as towns and cities, nation-states such as Canada , and ultimately the global human enterprise. While an enormous and rapidly growing number of people are supported by the global economy, a lot of environmental damage is also being caused. The most important of the damages are the depletion of vital natural resources, various kinds of pollution including climate change , and widespread destruction of natural habitats to the extent that the survival of many of the natural ecosystems and species of Earth are at grave risk.
These issues are of vital importance to all people, and to all life on the planet. Their subject matter provides the context for a wide-ranging field of knowledge called environmental studies, an extremely broad field of knowledge that examines the scientific, social, and cultural aspects of environmental issues.
As such, the subject matter of environmental studies engages all forms of understanding that are relevant to identifying, understanding, and resolving environmental problems. Within that context, environmental science examines the science-related implications of environmental issues this is explained in more detail in the following section. The subject matter of environmental science is the focus of this book. Issues related to environmental problems are extremely diverse and they interact in myriad ways.
Despite this complexity, environmental issues can be studied by aggregating them into three broad categories: the causes and consequences of the rapidly increasing human population the use and depletion of natural resources damage caused by pollution and disturbances, including the endangerment of biodiversity These are extremely big issues — their sustainable resolution poses great challenges to people and their economy at all scales. Nevertheless, it is important to understand that the study of environmental issues should not be regarded as being a gloomy task of understanding awful problems — rather, the major goal is to identify problems and find practical ways to repair them and prevent others from occurring. These are worthwhile and necessary actions that represent real progress towards an ecologically sustainable economy. As such, people who understand and work towards the resolution of environmental problems can achieve high levels of satisfaction with their contribution, which is something that helps to make life worth living.
Typical questions that might be examined in environmental science include the following: How large is the human population likely to be in Canada, or on Earth, in 50 or years? How can the use of fossil fuels be integrated into a sustainable economy, in view of the fact that they are non-renewable resources that do not regenerate? How can we harvest renewable resources which do have the potential to regenerate in ways that do not degrade their stocks, such as cod in Atlantic Canada, wild salmon in British Columbia, wheat and other grains in the Prairie provinces, and forest resources across much of the country?
What ecological damages are caused by various kinds of pollution, such as acid rain, ozone, pesticides, and sulphur dioxide, and how can these effects be prevented or repaired? Are human influences affecting global climate, and if so, what are the causes and consequences of this effect? Where and how quickly are species and natural habitats becoming endangered or extinct, and how can these calamities be prevented? Image 1. Planet Earth. Earth is the third closest planet to the Sun, and it is the only place in the universe that is definitely known to sustain life and ecosystems. Other than sunlight, the natural resources needed to sustain the human economy are restricted to the limited amounts that can be extracted on Earth.
This image of the Western Hemisphere was taken from a distance of thousand km from the surface of Earth. Source: R. El Saleous, and M.
I NQUIRY Fundamentally, the various scientific disciplines are alike in their reliance on evidence, the use of hypothesis and theories, the kinds of logic used, and much more. Nevertheless, scientists differ greatly from one another in what phenomena they investigate and in how they go about their work; in the reliance they place on historical data or on experimental findings and on qualitative or quantitative methods; in their recourse to fundamental principles; and in how much they draw on the findings of other sciences. Still, the exchange of techniques, information, and concepts goes on all the time among scientists, and there are common understandings among them about what constitutes an investigation that is scientifically valid. Scientific inquiry is not easily described apart from the context of particular investigations. There simply is no fixed set of steps that scientists always follow, no one path that leads them unerringly to scientific knowledge.
There are, however, certain features of science that give it a distinctive character as a mode of inquiry. Although those features are especially characteristic of the work of professional scientists, everyone can exercise them in thinking scientifically about many matters of interest in everyday life. Science Demands Evidence Sooner or later, the validity of scientific claims is settled by referring to observations of phenomena. Hence, scientists concentrate on getting accurate data. Such evidence is obtained by observations and measurements taken in situations that range from natural settings such as a forest to completely contrived ones such as the laboratory.
To make their observations, scientists use their own senses, instruments such as microscopes that enhance those senses, and instruments that tap characteristics quite different from what humans can sense such as magnetic fields. Scientists observe passively earthquakes, bird migrations , make collections rocks, shells , and actively probe the world as by boring into the earth's crust or administering experimental medicines. In some circumstances, scientists can control conditions deliberately and precisely to obtain their evidence. They may, for example, control the temperature, change the concentration of chemicals, or choose which organisms mate with which others. By varying just one condition at a time, they can hope to identify its exclusive effects on what happens, uncomplicated by changes in other conditions.
Often, however, control of conditions may be impractical as in studying stars , or unethical as in studying people , or likely to distort the natural phenomena as in studying wild animals in captivity. In such cases, observations have to be made over a sufficiently wide range of naturally occurring conditions to infer what the influence of various factors might be. Because of this reliance on evidence, great value is placed on the development of better instruments and techniques of observation, and the findings of any one investigator or group are usually checked by others. But they tend to agree about the principles of logical reasoning that connect evidence and assumptions with conclusions. Scientists do not work only with data and well-developed theories. Often, they have only tentative hypotheses about the way things may be. Such hypotheses are widely used in science for choosing what data to pay attention to and what additional data to seek, and for guiding the interpretation of data.
In fact, the process of formulating and testing hypotheses is one of the core activities of scientists. To be useful, a hypothesis should suggest what evidence would support it and what evidence would refute it. A hypothesis that cannot in principle be put to the test of evidence may be interesting, but it is not likely to be scientifically useful. The use of logic and the close examination of evidence are necessary but not usually sufficient for the advancement of science. Scientific concepts do not emerge automatically from data or from any amount of analysis alone. Inventing hypotheses or theories to imagine how the world works and then figuring out how they can be put to the test of reality is as creative as writing poetry, composing music, or designing skyscrapers. Sometimes discoveries in science are made unexpectedly, even by accident.
But knowledge and creative insight are usually required to recognize the meaning of the unexpected. Aspects of data that have been ignored by one scientist may lead to new discoveries by another. Science Explains and Predicts Scientists strive to make sense of observations of phenomena by constructing explanations for them that use, or are consistent with, currently accepted scientific principles. The credibility of scientific theories often comes from their ability to show relationships among phenomena that previously seemed unrelated. The theory of moving continents, for example, has grown in credibility as it has shown relationships among such diverse phenomena as earthquakes, volcanoes, the match between types of fossils on different continents, the shapes of continents, and the contours of the ocean floors. The essence of science is validation by observation. But it is not enough for scientific theories to fit only the observations that are already known.
Theories should also fit additional observations that were not used in formulating the theories in the first place; that is, theories should have predictive power. Demonstrating the predictive power of a theory does not necessarily require the prediction of events in the future. The predictions may be about evidence from the past that has not yet been found or studied. A theory about the origins of human beings, for example, can be tested by new discoveries of human-like fossil remains. This approach is clearly necessary for reconstructing the events in the history of the earth or of the life forms on it.
It is also necessary for the study of processes that usually occur very slowly, such as the building of mountains or the aging of stars. Stars, for example, evolve more slowly than we can usually observe. Theories of the evolution of stars, however, may predict unsuspected relationships between features of starlight that can then be sought in existing collections of data about stars. Scientists Try to Identify and Avoid Bias When faced with a claim that something is true, scientists respond by asking what evidence supports it.
But scientific evidence can be biased in how the data are interpreted, in the recording or reporting of the data, or even in the choice of what data to consider in the first place. Scientists' nationality, sex, ethnic origin, age, political convictions, and so on may incline them to look for or emphasize one or another kind of evidence or interpretation. Not until female scientists entered the field was the importance of female primates' community-building behavior recognized. Bias attributable to the investigator, the sample, the method, or the instrument may not be completely avoidable in every instance, but scientists want to know the possible sources of bias and how bias is likely to influence evidence. Scientists want, and are expected, to be as alert to possible bias in their own work as in that of other scientists, although such objectivity is not always achieved.
One safeguard against undetected bias in an area of study is to have many different investigators or groups of investigators working in it. Science Is Not Authoritarian It is appropriate in science, as elsewhere, to turn to knowledgeable sources of information and opinion, usually people who specialize in relevant disciplines. But esteemed authorities have been wrong many times in the history of science. In the long run, no scientist, however famous or highly placed, is empowered to decide for other scientists what is true, for none are believed by other scientists to have special access to the truth. There are no preestablished conclusions that scientists must reach on the basis of their investigations. In the short run, new ideas that do not mesh well with mainstream ideas may encounter vigorous criticism, and scientists investigating such ideas may have difficulty obtaining support for their research.
Indeed, challenges to new ideas are the legitimate business of science in building valid knowledge. Even the most prestigious scientists have occasionally refused to accept new theories despite there being enough accumulated evidence to convince others. In the long run, however, theories are judged by their results: When someone comes up with a new or improved version that explains more phenomena or answers more important questions than the previous version, the new one eventually takes its place.
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