Chapter 23: Magnetism · tric forces, a magnetic force can be exerted even when objects are not touching. And like these forces, the magnetic force becomes weaker as the magnets get

664

sections

1 What is magnetism?

Lab Make a Compass

2 Electricity and Magnetism

Lab How does an electricmotor work?

Virtual Lab How does atransformer work?

Magnetic SuspensionThis experimental train can travel at speedsas high as 500 km/h—without even touch-ing the track! It uses magnetic levitation, ormaglev, to reach these high speeds. Magneticforces lift the train above the track, and pro-pel it forward at high speeds.

List three ways that you have seenmagnets used.Science Journal

Magnetism

James Leynse/CORBIS

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Start-Up Activities

Magnetic ForcesA maglev is moved along at high speeds bymagnetic forces. How can a magnet getsomething to move? The following lab willdemonstrate how a magnet is able to exertforces.

1. Place two bar magnets on opposite ends of a sheet of paper.

2. Slowly slide one magnet toward the other until it moves. Measure the distance between the magnets.

3. Turn one magnet around 180°. RepeatStep 2. Then turn the other magnet andrepeat Step 2 again.

4. Repeat Step 2 with one magnet perpendi-cular to the other, in a T shape.

5. Think Critically In your Science Journal,record your results. In each case, how closedid the magnets have to be to affect eachother? Did the magnets move together orapart? How did the forces exerted by themagnets change as the magnets weremoved closer together? Explain.

Magnetic Forces and FieldsMake the following Foldable to help you see how magnetic

forces and magnetic fields are similar and different.

Draw a mark at the midpoint of a vertical sheet of paper along the side edge.

Turn the paper horizon-tally and fold the out-side edges in to touchat the midpoint mark.

Label the flaps Magnetic Force andMagnetic Field.

Compare and Contrast As you read the chap-ter, write information about each topic on theinside of the appropriate flap. After you read the chapter, compare and contrast the termsmagnetic force and magnetic field. Write yourobservations under the flaps.

STEP 3

STEP 2

STEP 1

Mag

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Mag

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Preview this chapter’s contentand activities at blue.msscience.com

James Leynse/CORBIS

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666 CHAPTER 23 Magnetism

Early UsesDo you use magnets to attach papers to a metal surface such

as a refrigerator? Have you ever wondered why magnets andsome metals attract? Thousands of years ago, people noticedthat a mineral called magnetite attracted other pieces of mag-netite and bits of iron. They discovered that when they rubbedsmall pieces of iron with magnetite, the iron began to act likemagnetite. When these pieces were free to turn, one end pointednorth. These might have been the first compasses. The compasswas an important development for navigation and exploration,especially at sea. Before compasses, sailors had to depend on theSun or the stars to know in which direction they were going.

Magnets A piece of magnetite is a magnet. Magnets attract objects

made of iron or steel, such as nails and paper clips. Magnets alsocan attract or repel other magnets. Every magnet has two ends,or poles. One end is called the north pole and the other is thesouth pole. As shown in Figure 1, a north magnetic pole alwaysrepels other north poles and always attracts south poles.Likewise, a south pole always repels other south poles andattracts north poles.

■ Describe the behavior of magnets.

■ Relate the behavior of magnetsto magnetic fields.

■ Explain why some materials aremagnetic.

Magnetism is one of the basic forcesof nature.

Review Vocabularycompass: a device which uses amagnetic needle that can turnfreely to determine direction

New Vocabulary

• magnetic field • magnetic domain• magnetosphere

What is magnetism?

Two north poles repel Two south poles repel

Opposite poles attract

Figure 1 Two north polesor two south poles repel eachother. North and south mag-netic poles are attracted toeach other.

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SECTION 1 What is magnetism? 667

The Magnetic Field You have to handle apair of magnets for only a short time before youcan feel that magnets attract or repel withouttouching each other. How can a magnet causean object to move without touching it? Recallthat a force is a push or a pull that can cause anobject to move. Just like gravitational and elec-tric forces, a magnetic force can be exerted evenwhen objects are not touching. And like theseforces, the magnetic force becomes weaker asthe magnets get farther apart.

This magnetic force is exerted through amagnetic field. Magnetic fields surround allmagnets. If you sprinkle iron filings near amagnet, the iron filings will outline the mag-netic field around the magnet. Take a look atFigure 2. The iron filings form a pattern ofcurved lines that start on one pole and end onthe other. These curved lines are called mag-netic field lines. Magnetic field lines help showthe direction of the magnetic field.

What is the evidence that a magnetic field exists?

Magnetic field lines begin at a magnet’s north pole and endon the south pole, as shown in Figure 2. The field lines are closetogether where the field is strong and get farther apart as thefield gets weaker. As you can see in the figures, the magnetic fieldis strongest close to the magnetic poles and grows weaker fartherfrom the poles.

Field lines that curve toward each other show attraction.Field lines that curve away from each other show repulsion.Figure 3 illustrates the magnetic field lines between a north anda south pole and the field lines between two north poles.

Figure 3 Magnetic field linesshow attraction and repulsion.Explain what the field betweentwo south poles would look like.

Iron filings show the magnetic field linesaround a bar magnet.

Magnetic fieldlines start at thenorth pole ofthe magnet andend on thesouth pole.

Attraction Repulsion

Figure 2 A magnetic field sur-rounds a magnet. Where the mag-netic field lines are close together, the field is strong.Determine for this magnet wherethe strongest field is.

Richard Megna/Fundamental Photographs

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Making Magnetic Fields Only certain materials, such asiron, can be made into magnets that are surrounded by a mag-netic field. How are magnetic fields made? A moving electriccharge, such as a moving electron, creates a magnetic field.

Inside every magnet are moving charges. All atoms containnegatively charged particles called electrons. Not only do theseelectrons swarm around the nucleus of an atom, they also spin,as shown in Figure 4. Because of its movement, each electronproduces a magnetic field. The atoms that make up magnetshave their electrons arranged so that each atom is like a smallmagnet. In a material such as iron, a large number of atoms willhave their magnetic fields pointing in the same direction. Thisgroup of atoms, with their fields pointing in the same direction,is called a magnetic domain.

A material that can become magnetized, such as iron orsteel, contains many magnetic domains. When the material isnot magnetized, these domains are oriented in different direc-tions, as shown in Figure 5A. The magnetic fields created by thedomains cancel, so the material does not act like a magnet.

A magnet contains a large number of magnetic domains thatare lined up and pointing in the same direction. Suppose a strongmagnet is held close to a material such as iron or steel. The mag-net causes the magnetic field in many magnetic domains to lineup with the magnet’s field, as shown in Figure 5B. As you can seein Figure 5C this process magnetizes paper clips.

Nucleus

Atom

ElectronS

S

N

N

Figure 5 Some materials canbecome temporary magnets.

Figure 4 Movement of elec-trons produces magnetic fields.Describe what two types of motionare shown in the illustration.

When a strong magnet is brought near thematerial, the domains line up, and their magneticfields add together.

The bar magnetmagnetizes the paperclips. The top of eachpaper clip is now anorth pole, and thebottom is a south pole.

Microscopic sectionsof iron and steel act astiny magnets. Normally,these domains are ori-ented randomly andtheir magnetic fieldscancel each other.

Amanita Pictures

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Earth’s Magnetic Field

Magnetism isn’t limited to bar magnets. Earth has amagnetic field, as shown inFigure 6. The region of spaceaffected by Earth’s magneticfield is called the magneto-sphere (mag NEE tuh sfihr).This deflects most of thecharged particles from the Sun.The origin of Earth’s magneticfield is thought to be deepwithin Earth in the outer corelayer. One theory is that move-ment of molten iron in theouter core is responsible for generating Earth’s magnetic field. Theshape of Earth’s magnetic field is similar to that of a huge bar mag-net tilted about 11° from Earth’s geographic north and south poles.

Inner core

Crust

Outer core

Mantle

Magnetosphere

True S

True N

Magnetic north

Magneticsouth

Figure 6 Earth has a magneticfield similar to the field of a barmagnet.

Longitude (°W)

Latit

ude

(°N

)

110115 105 100 95 90 85

50

60

40

70

80

90


Finding the Magnetic Declination

The north pole of a compass pointstoward the magnetic pole, rather thantrue north. Imagine drawing a linebetween your location and the northpole, and a line between your locationand the magnetic pole. The anglebetween these two lines is called themagnetic declination. Magnetic declina-tion must be known if you need to knowthe direction to true north. However, themagnetic declination changes dependingon your position.

Identifying the ProblemSuppose your location is at 50° N and

110° W. The location of the north pole isat 90° N and 110° W, and the location ofthe magnetic pole is at about 80° N and105° W. What is the magnetic declinationangle at your location?

Solving the Problem1. Draw and label a graph like the one

shown above.2. On the graph, plot your location, the loca-

tion of the magnetic pole, and the loca-tion of the north pole.

3. Draw a line from your location to thenorth pole, and a line from your locationto the magnetic pole.

4. Using a protractor, measure the anglebetween the two lines.

Do not write in this book.

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Nature’s Magnets Honeybees, rain-bow trout, and homing pigeons have

something in common with sailors and hikers. They takeadvantage of magnetism to find their way. Instead of usingcompasses, these animals and others have tiny pieces of mag-netite in their bodies. These pieces are so small that they maycontain a single magnetic domain. Scientists have shown thatsome animals use these natural magnets to detect Earth’s magnetic field. They appear to use Earth’s magnetic field, alongwith other clues like the position of the Sun or stars, to helpthem navigate.

Earth’s Changing Magnetic Field Earth’s magnetic polesdo not stay in one place. The magnetic pole in the north today, asshown in Figure 7, is in a different place from where it was 20years ago. In fact, not only does the position of the magnetic polesmove, but Earth’s magnetic field sometimes reverses direction.For example, 700 thousand years ago, a compass needle that nowpoints north would point south. During the past 20 million years,Earth’s magnetic field has reversed direction more than 70 times.The magnetism of ancient rocks contains a record of these mag-netic field changes. When some types of molten rock cool, mag-netic domains of iron in the rock line up with Earth’s magneticfield. After the rock cools, the orientation of these domains isfrozen into position. Consequently, these old rocks preserve theorientation of Earth’s magnetic field as it was long ago.

18311904

1948

1962

1973

1984

19941997

Figure 7 Earth’s magnetic poledoes not remain in one location fromyear to year.Predict how you think the pole mightmove over the next few years.

Observing MagneticFieldsProcedure1. Place iron filings in a

plastic petri dish. Coverthe dish and seal it withclear tape.

2. Collect several magnets.Place the magnets on thetable and hold the dishover each one. Draw a dia-gram of what happens tothe filings in each case.

3. Arrange two or more mag-nets under the dish.Observe the pattern of thefilings.

Analysis1. What happens to the fil-

ings close to the poles? Farfrom the poles?

2. Compare the fields of theindividual magnets. Howcan you tell which magnetis strongest? Weakest?

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Self Check1. Explain why atoms behave like magnets.

2. Explain why magnets attract iron but do not attract paper.

3. Describe how the behavior of electric charges is similarto that of magnetic poles.

4. Determine where the field around a magnet is thestrongest and where it is the weakest.

5. Think Critically A horseshoe magnet is a bar magnet bentinto the shape of the letter U. When would two horseshoemagnets attract each other? Repel? Have little effect?

SummaryMagnets

• A magnet has a north pole and a south pole.• Like magnetic poles repel each other; unlike

poles attract each other.

• A magnet is surrounded by a magnetic fieldthat exerts forces on other magnets.

• Some materials are magnetic because theiratoms behave like magnets.

Earth’s Magnetic Field

• Earth is surrounded by a magnetic field simi-lar to the field around a bar magnet.

• Earth’s magnetic poles move slowly, andsometimes change places. Earth’s magneticpoles now are close to Earth’s geographicpoles.

The Compass A compass needle is a small bar magnet witha north and south magnetic pole. In a magnetic field, a compassneedle rotates until it is aligned with the magnetic field line at its location. Figure 8 shows how the orientation of a compassneedle depends on its location around a bar magnet.

Earth’s magnetic field also causes a compass needle to rotate.The north pole of the compass needle points toward Earth’smagnetic pole that is in the north. This magnetic pole is actuallya magnetic south pole. Earth’s magnetic field is like that of a barmagnet with the magnet’s south pole near Earth’s north pole.

Figure 8 The compass needlesalign with the magnetic field linesaround the magnet.Explain what happens to the com-pass needles when the bar magnetis removed.

Topic: CompassesVisit for Web links to information aboutdifferent types of compasses.

Activity Find out how far fromtrue north a compass points inyour location.

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6. Communicate Ancient sailors navigated by using theSun, stars, and following a coastline. Explain how thedevelopment of the compass would affect the abilityof sailors to navigate.

blue.msscience.com/self_check_quizJohn Evans

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A valuable tool for hikers and campers is a com-pass. Almost 1,000 years ago, Chinese inventorsfound a way to magnetize pieces of iron. Theyused this method to manufacture compasses. Youcan use the same procedure to make a compass.

Real-World QuestionHow do you construct a compass?

Goals■ Observe induced magnetism.■ Build a compass.

Materialspetri dish tape*clear bowl markerwater papersewing needle plastic spoonmagnet *Alternate material

Safety Precautions

Procedure1. Reproduce the circular protractor shown.Tape

it under the bottom of your dish so it can beseen but not get wet.Add water until the dishis half full.

2. Mark one end of the needle with a marker.Magnetize a needle by placing it on themagnet aligned north and south for 1 min.

3. Float the needle in the dish using a plasticspoon to lower the needle carefully onto thewater. Turn the dish so the marked part ofthe needle is above the 0° mark. This is yourcompass.

4. Bring the magnet near your compass.Observe how the needle reacts. Measure theangle the needle turns.

Conclude and Apply1. Explain why the marked end of the needle

always pointed the same way in step 3,even though you rotated the dish.

2. Describe the behavior of the compass whenthe magnet was brought close.

3. Observe the marked end of your needle.Does it point to the north or south pole ofthe bar magnet? Infer whether the markedend of your needle is a north or a south pole.How do you know?

Make a Cympass

Make a half-page insert that will go into a wilderness survival guide to describe theprocedure for making a compass. Share your half-page insert with your classmates.For more help, refer to the Science SkillHandbook.


0°30°

60°

90°

120°

150°180°

210°

240°

270°

300°

330°

Amanita Pictures

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SECTION 2 Electricity and Magnetism 673

Current Can Make a Magnet Magnetic fields are produced by moving electric charges.

Electrons moving around the nuclei of atoms produce magneticfields. The motion of these electrons causes some materials, such asiron, to be magnetic. You cause electric charges to move when youflip a light switch or turn on a portable CD player. When electriccurrent flows in a wire, electric charges move in the wire.As a result,a wire that contains an electric current also is surrounded by a mag-netic field. Figure 9A shows the magnetic field produced around awire that carries an electric current.

Electromagnets Look at the magnetic field lines around thecoils of wire in Figure 9B. The magnetic fields around each coilof wire add together to form a stronger magnetic field inside thecoil. When the coils are wrapped around an iron core, the mag-netic field of the coils magnetizes the iron. The iron thenbecomes a magnet, which adds to the strength of the magneticfield inside the coil. A current-carrying wire wrapped around aniron core is called an electromagnet, as shown in Figure 9C.

■ Explain how electricity can produce motion.

■ Explain how motion can produceelectricity.

Electricity and magnetism enableelectric motors and generators tooperate.

Review Vocabularyelectric current: the flow of elec-tric charge

New Vocabulary

• electromagnet • alternating • motor current• aurora • direct• generator current• transformer

Electricity andMagnetism

Figure 9 A current-carrying wire produces a magnetic field.

Iron particles show themagnetic field lines around acurrent-carrying wire.

An iron core inside the coilsincreases the magnetic field because the core becomes magnetized.

When a wire is wrappedin a coil, the field inside thecoil is made stronger.

(l)Kodansha, (c)Manfred Kage/Peter Arnold, Inc., (r)Doug Martin

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Using Electromagnets The magnetic field of an electro-magnet is turned on or off when the electric current is turnedon or off. By changing the current, the strength and direction ofthe magnetic field of an electromagnet can be changed. This hasled to a number of practical uses for electromagnets. A doorbell,as shown in Figure 10, is a familiar use of an electromagnet.When you press the button by the door, you close a switch in acircuit that includes an electromagnet. The magnet attracts aniron bar attached to a hammer. The hammer strikes the bell.When the hammer strikes the bell, the hammer has moved farenough to open the circuit again. The electromagnet loses itsmagnetic field, and a spring pulls the iron bar and hammer backinto place. This movement closes the circuit, and the cycle isrepeated as long as the button is pushed.

Some gauges, such as the gas gauge in a car, use a galvanome-ter to move the gauge pointer. Figure 11 shows how a gal-vanometer makes a pointer move. Ammeters and voltmetersused to measure current and voltage in electric circuits also usegalvanometers, as shown in Figure 11.

Pressing thebutton closesthe circuit.

When the circuitis closed, anelectromagnetis turned on.

Powersource

Bell

The electromagnetattracts the hammerthat strikes the bell.

When the hammerstrikes the bell, thecircuit is open, andthe electromagnetis turned off.

A spring pullsthe hammerback, closingthe circuit andstarting thecycle over.

Figure 10 An electric doorbell uses anelectromagnet. Each time the electromagnetis turned on, the hammer strikes the bell.Explain how the electromagnet is turned off.

Assembling an ElectromagnetProcedure1. Wrap a wire around a

16-penny steel nail tentimes. Connect one end of the wire to a D-cell bat-tery, as shown in Figure9C. Leave the other endloose until you use theelectromagnet. WARNING:When current is flowing inthe wire, it can become hotover time.

2. Connect the wire. Observehow many paper clipsyou can pick up with themagnet.

3. Disconnect the wire andrewrap the nail with 20coils. Connect the wire andobserve how many paperclips you can pick up. Dis-connect the wire again.

Analysis1. How many paper clips did

you pick up each time? Didmore coils make the elec-tromagnet stronger orweaker?

2. Graph the number of coilsversus number of paperclips attracted. Predict how many paper clipswould be picked up withfive coils of wire. Check your prediction.


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VISUALIZING VOLTMETERS AND AMMETERS

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A galvanometer has a pointer attached to acoil that can rotate between the poles of apermanent magnet. When a current flowsthrough the coil, it becomes an electromag-net. Attraction and repulsion between themagnetic poles of the electromagnet and thepoles of the permanent magnet makes thecoil rotate. The amount of rotation dependson the amount of current in the coil.

To measure the voltage in a circuit a voltmeter isused. A voltmeter also contains a galvanometerand has high resistance. To measure voltage, avoltmeter is connected in parallel in the circuit,so almost no current flows through it. Thehigher the voltage in the circuit, the more theneedle moves.

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To measure the current in a circuit an ammeteris used. An ammeter contains a galvanometerand has low resistance. To measure current, anammeter is connected in series in the circuit, soall the current in the circuit flows through it.The greater the current in the circuit, the morethe needle moves.

The gas gauge in a car uses a device called a galvanometerto make the needle of the gauge move. Galvanometersare also used in other measuring devices. A voltmeteruses a galvanometer to measure the voltage in a electric circuit. An ammeter uses a galvanometer to measure electriccurrent. Multimeters can be used as an ammeter or voltmeterby turning a switch.


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Magnets Push andPull Currents

Look around for electricappliances that produce motion,such as a fan. How does the electric energy entering the fanbecome transformed into thekinetic energy of the moving fanblades? Recall that current-carrying wires produce a mag-netic field. This magnetic fieldbehaves the same way as themagnetic field that a magnet

produces. Two current-carrying wires can attract each other asif they were two magnets, as shown in Figure 12.

Electric Motor Just as two magnets exert a force on eachother, a magnet and a current-carrying wire exert forces on eachother. The magnetic field around a current-carrying wire willcause it to be pushed or pulled by a magnet, depending on thedirection the current is flowing in the wire. As a result, some ofthe electric energy carried by the current is converted into kineticenergy of the moving wire, as shown on the left in Figure 13. Anydevice that converts electric energy into kinetic energy is amotor. To keep a motor running, the current-carrying wire isformed into a loop so the magnetic field can force the wire tospin continually, as shown on the right in Figure 13.

BatteryElectronflow

Electron flow

+

–

Electron flow

Electron flow

Figure 13 In an electric motor,the force a magnet exerts on a current-carrying wire transformselectric energy into kinetic energy.

Figure 12 Two wires carryingcurrent in the same directionattract each other, just as unlikemagnetic poles do.

The magnetic field exerts a force on the wire loop, causing it to spin as long as current flows in the loop.

A magnetic field like the one shown will pusha current-carrying wire upward.

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Earth’s Magnetosphere The Sun emits charged particlesthat stream through the solar system like an enormous electriccurrent. Just like a current-carrying wire is pushed or pulled bya magnetic field, Earth’s magnetic field pushes and pulls on theelectric current generated by the Sun. This causes most ofthe charged particles in this current to be deflected so they never strike Earth, as shown in Figure 14. As a result, livingthings on Earth are protected from damage that might be caused by these charged particles. At the same time, the solarcurrent pushes on Earth’s magnetosphere so it is stretched away from the Sun.

The Aurora Sometimes the Sunejects a large number of charged parti-cles all at once. Most of these chargedparticles are deflected by Earth’s mag-netosphere. However, some of theejected particles from the Sun produceother charged particles in Earth’s outeratmosphere. These charged particlesspiral along Earth’s magnetic field linestoward Earth’s magnetic poles. Therethey collide with atoms in the atmos-phere. These collisions cause the atomsto emit light. The light emitted causes adisplay known as the aurora (uh RORuh), as shown in Figure 15. In north-ern latitudes, the aurora sometimes iscalled the northern lights.

Charged Particlesfrom the Sun

Earth

Magnetosphere

Figure 14 Earth’s magneto-sphere deflects most of the chargedparticles streaming from the Sun.Explain why the magnetosphere isstretched away from the Sun.

Figure 15 An aurora is a naturallight show that occurs far north andfar south.

Bjorn Backe/Papilio/CORBIS

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Using Magnets to Create CurrentIn an electric motor, a magnetic field turns electricity into

motion. A device called a generator uses a magnetic field toturn motion into electricity. Electric motors and electric gener-ators both involve conversions between electric energy andkinetic energy. In a motor, electric energy is changed intokinetic energy. In a generator, kinetic energy is changed intoelectric energy. Figure 16 shows how a current can be producedin a wire that moves in a magnetic field. As the wire moves, theelectrons in the wire also move in the same direction, as shownon the left. The magnetic field exerts a force on the movingelectrons that pushes them along the wire on the right, creatingan electric current.

Electric Generators To produceelectric current, the wire is fash-ioned into a loop, as in Figure 17.A power source provides the kineticenergy to spin the wire loop. Witheach half turn, the current in theloop changes direction. This causesthe current to alternate from posi-tive to negative. Such a current iscalled an alternating current (AC).In the United States, electric currents change from positive tonegative to positive 60 times eachsecond.

Current

Power sourceturns loop

Electronflow

If a wire is pulled through a magnetic field, the electrons in the wire also movedownward.

The magnetic field then exerts a force on the moving electrons, causing them to movealong the wire.

Figure 16 When a wire is madeto move through a magnetic field,an electric current can be producedin the wire.

Figure 17 In a generator, apower source spins a wire loop in amagnetic field. Every half turn, thecurrent will reverse direction. Thistype of generator supplies alter-nating current to the lightbulb.

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Types of Current A battery produces direct current instead of alternating current. In a direct current (DC) electrons flow inone direction. In an alternating current, electrons change theirdirection of movement many times each second. Some generatorsare built to produce direct current instead of alternating current.

What type of currents can be produced by agenerator?

Power Plants Electric generators produce almost all of theelectric energy used all over the world. Small generators canproduce energy for one household, and large generators in elec-tric power plants can provide electric energy for thousands ofhomes. Different energy sources such as gas, coal, and water areused to provide the kinetic energy to rotate coils of wire in a magnetic field. Coal-burning power plants, like the one pic-tured in Figure 18, are the most common. More than half of theelectric energy generated by power plants in the United Statescomes from burning coal.

Voltage The electric energy produced at a power plant is car-ried to your home in wires. Recall that voltage is a measure ofhow much energy the electric charges in a current are carrying.The electric transmission lines from electric power plants trans-mit electric energy at a high voltage of about 700,000 V.Transmitting electric energy at a low voltage is less efficientbecause more electric energy is converted into heat in the wires.However, high voltage is not safe for use in homes and busi-nesses. A device is needed to reduce the voltage.

Figure 18 Coal-burning powerplants supply much of the electricenergy for the world.

679

Topic: Power PlantsVisit for Weblinks to more information aboutthe different types of power plantsused in your region of the country.

Activity Describe the differenttypes of power plants.

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Norbert Schafer/The Stock Market/CORBIS

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Changing VoltageA transformer is a device that changes the voltage of an

alternating current with little loss of energy. Transformers areused to increase the voltage before transmitting an electric cur-rent through the power lines. Other transformers are used todecrease the voltage to the level needed for home or industrialuse. Such a power system is shown in Figure 19. Transformersalso are used in power adaptors. For battery-operated devices, apower adaptor must change the 120 V from the wall outlet to thesame voltage produced by the device’s batteries.

What does a transformer do?

A transformer usually has two coils of wire wrapped aroundan iron core, as shown in Figure 20. One coil is connected to analternating current source. The current creates a magnetic fieldin the iron core, just like in an electromagnet. Because the cur-rent is alternating, the magnetic field it produces also switchesdirection. This alternating magnetic field in the core then causesan alternating current in the other wire coil.

Input

Output

Figure 20 A transformer canincrease or decrease voltage. Theratio of input coils to output coilsequals the ratio of input voltage to output voltage.Determine the output voltage ifthe input voltage is 60 V.

Water or steam turnsan electric generator.

A transformer increases the voltage for transmission.

Another transformer decreases the voltage for a neighborhood. Some industries use this high voltage, which might be several thousand volts.

A house-supply transformer decreases the voltage to 110 V. The electric current is used to run appliances, such as electric lights and motors.

Figure 19 Electricity travelsfrom a generator to your home.

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The Transformer Ratio Whether a transformer increases ordecreases the input voltage depends on the number of coils oneach side of the transformer. The ratio of the number of coils onthe input side to the number of coils on the output side is thesame as the ratio of the input voltage to the output voltage. Forthe transformer in Figure 20, the ratio of the number of coils onthe input side to the number of coils on the output side is threeto nine, or one to three. If the input voltage is 60 V, the outputvoltage will be 180 V.

In a transformer the voltage is greater on the side with morecoils. If the number of coils on the input side is greater than thenumber of coils on the output side, the voltage is decreased. Ifthe number of coils on the input side is less than the number onthe output side, the voltage is increased.

SuperconductorsElectric current can flow easily through materials, such as

metals, that are electrical conductors. However, even in conduc-tors, there is some resistance to this flow and heat is produced aselectrons collide with atoms in the material.

Unlike an electrical conductor, a material known as a super-conductor has no resistance to the flow of electrons. Super-conductors are formed when certain materials are cooled to lowtemperatures. For example, aluminum becomes a superconduc-tor at about �272ºC. When an electric current flows through a superconductor, no heat is produced and no electric energy is converted into heat.

Superconducto rsand Magnets Super-conductors also haveother unusual properties.For example, a magnet isrepelled by a supercon-ductor. As the magnetgets close to the super-conductor, the supercon-ductor creates a magneticfield that is opposite to the field of the mag-net. The field created bythe superconductor cancause the magnet to floatabove it, as shown inFigure 21.

Figure 21 A small magnetfloats above a superconductor. Themagnet causes the superconductorto produce a magnetic field thatrepels the magnet.

The Currents War In thelate 1800s, electric powerwas being transmittedusing a direct-currenttransmission systemdeveloped by ThomasEdison. To preserve his monopoly, Edisonlaunched a public-relations war against the use of alternating-currentpower transmission,developed by GeorgeWestinghouse and NikolaTesla. However, by 1893,alternating current trans-mission had been shownto be more efficient andeconomical, and quicklybecame the standard.

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Using Superconductors Large electric currents can flowthrough electromagnets made from superconducting wire andcan produce extremely strong magnetic fields. The particleaccelerator shown in Figure 22 uses more than 1,000 supercon-ducting electromagnets to help accelerate subatomic particles tonearly the speed of light.

Other uses for superconductors are being developed.Transmission lines made from a superconductor could transmitelectric power over long distances without having any electricenergy converted to heat. It also may be possible to constructextremely fast computers using microchips made from super-conductor materials.

Magnetic Resonance ImagingA method called magnetic resonanceimaging, or MRI, uses magnetic fields to

create images of the inside of a human body. MRI images canshow if tissue is damaged or diseased, and can detect the pres-ence of tumors.

Unlike X-ray imaging, which uses X-ray radiation that candamage tissue, MRI uses a strong magnetic field and radiowaves. The patient is placed inside a machine like the one shownin Figure 23. Inside the machine an electromagnet made fromsuperconductor materials produces a magnetic field more than20,000 times stronger than Earth’s magnetic field.

Figure 23 A patient is beingplaced inside an MRI machine. The strong magnetic field insidethe machine enables images of tissues inside the patient’s body to be made.

Figure 22 The particle accelera-tor at Fermi National AcceleratorLaboratory near Batavia, Illinois,accelerates atomic particles to nearlythe speed of light. The particlestravel in a beam only a few milli-meters in diameter. Magnets madeof superconductors keepthe beam moving in acircular path about 2 kmin diameter.

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SummaryElectromagnets

• A current-carrying wire is surrounded by amagnetic field.

• An electromagnet is made by wrapping a current-carrying wire around an iron core.

Motors, Generators, and Transformers

• An electric motor transforms electrical energyinto kinetic energy. An electric motor rotateswhen current flows in a wire loop that is sur-rounded by a magnetic field.

• An electric generator transforms kineticenergy into electrical energy. A generator pro-duces current when a wire loop is rotated in amagnetic field.

• A transformer changes the voltage of an alter-nating current.

Self-Check1. Describe how the magnetic field of an electromagnet

depends on the current and the number of coils.

2. Explain how a transformer works.

3. Describe how a magnetic field affects a current-carrying wire.

4. Describe how alternating current is produced.

5. Think Critically What are some advantages anddisadvantages to using superconductors as electrictransmission lines?

6. Calculate Ratios A transformer has ten turns of wireon the input side and 50 turns of wire on the outputside. If the input voltage is 120 V, what will the outputvoltage be?


Producing MRI Images About 63 percentof all the atoms in your body are hydrogenatoms. The nucleus of a hydrogen atom is a proton, which behaves like a tiny magnet. Thestrong magnetic field inside the MRI tube causesthese protons to line up along the direction ofthe field. Radio waves are then applied to thepart of the body being examined. The protonsabsorb some of the energy in the radio waves,and change the direction of their alignment.

When the radio waves are turned off,the protons realign themselves with the mag-netic field and emit the energy they absorbed.The amount of energy emitted depends on thetype of tissue in the body. This energy emittedis detected and a computer uses this informa-tion to form an image, like the one shown inFigure 24.

Connecting Electricity and Magnetism Electric chargesand magnets are related to each other. Moving electric chargesproduce magnetic fields, and magnetic fields exert forces onmoving electric charges. It is this connection that enables elec-tric motors and generators to operate.

Figure 24 This MRI imageshows a side view of the brain.

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Real-World QuestionElectric motors are used in many appli-ances. For example, a computer con-tains a cooling fan and motors to spinthe hard drive. A CD player containselectric motors to spin the CD. Somecars contain electric motors that movewindows up and down, change theposition of the seats, and blow warmor cold air into the car’s interior. Allthese electric motors consist of an elec-tromagnet and a permanent magnet.In this activity you will build a simpleelectric motor that will work for you. How can you change electric energy into motion?

Goals■ Assemble a small elec-

tric motor.■ Observe how the

motor works.

Materials22-gauge enameled wire

(4 m)steel knitting needle*steel rodnails (4)hammerceramic magnets (2)18-gauge insulated wire

(60 cm)masking tapefine sandpaperapproximately 15-cm

square wooden boardwooden blocks (2)6-V battery *1.5-V batteries connected

in a series (4)wire cutters*scissors*Alternate materials

Safety Precautions

WARNING: Hold only theinsulated part of a wirewhen it is attached to thebattery. Use care whenhammering nails. Aftercutting the wire, the endswill be sharp.

How does an electric mptor work?

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Procedure1. Use sandpaper to strip the

enamel from about 4 cm ofeach end of the 22-gauge wire.

2. Leaving the stripped ends free, make this wire into a tight coil of at least 30 turns. A D-cell battery or a film canis-ter will help in forming the coil. Tape the coil so it doesn’tunravel.

3. Insert the knitting needlethrough the coil. Center the coil on the needle. Pull the wire’s two ends to one end of the needle.

4. Near the ends of the wire, wrap masking tape around the needle to act as insu-lation. Then tape one bare wire to each side of the needle at the spot where themasking tape is.

5. Tape a ceramic magnet to each block so that a north pole extends from one anda south pole from the other.

6. Make the motor. Tap the nails into the wood block as shown in the figure. Tryto cross the nails at the same height as the magnets so the coil will be sus-pended between them.

7. Place the needle on the nails. Use bits of wood or folded paper to adjust thepositions of the magnets until the coil is directly between the magnets. Themagnets should be as close to the coil as possible without touching it.

8. Cut two 30-cm lengths of 18-gauge wire. Use sandpaper to strip the ends ofboth wires. Attach one wire to each terminal of the battery. Holding only theinsulated part of each wire, place one wire against each of the bare wires tapedto the needle to close the circuit. Observe what happens.

Conclude and Apply1. Describe what happens when you close the

circuit by connecting the wires. Were the results expected?

2. Describe what happens when you open the circuit.

3. Predict what would happen if you used twice as many coils of wire.

Compare your conclusions with otherstudents in your class. For more help, referto the Science Skill Handbook.

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“Aagjuuk1 and Sivulliit2”from Intellectual Culture of the Copper Eskimos

by Knud Rasmussen, told by Tatilgak

The following are “magic words”that are spoken before the

Inuit (IH noo wut) people go seal hunting. Inuit arenative people that live inthe arctic region. Becausethe Inuit live in relativedarkness for much of the

winter, they have learned tofind their way by looking at

the stars to guide them. Thepoem is about two constellations

that are important to the Inuit people because theirappearance marks the end of winter when the Sunbegins to appear in the sky again.

By which way, I wonder the mornings—You dear morning, get up!See I am up!By which way, I wonder,the constellation Aagjuuk rises up in the sky?By this way—perhaps—by the morningIt rises up!

Morning, you dear morning, get up!See I am up!By which way, I wonder,the constellation SivulliitHas risen to the sky?By this way—perhaps—by the morning.It rises up!1Inuit name for the constellation of stars called Aquila (A kwuh luh)2Inuit name for the constellation of stars called Bootes (boh OH teez)

Respond to the Reading1. How can you tell the importance of

constellations to the Inuit for tellingdirection?

2. How is it possible that the Inuit could seethe constellations in the morning sky?

3. Linking Science and Writing Researchthe constellations in the summer sky inNorth America and write a paragraphdescribing the constellations that wouldhelp you navigate from south to north.

Earth’s magnetic fieldcauses the north pole

of a compass needle to point in a northerlydirection. Using a compass helps a person tonavigate and find his or her way. However, atthe far northern latitudes where the Inuit live,a compass becomes more difficult to use.Some Inuit live north of Earth’s northern mag-netic pole. In these locations a compass needlepoints in a southerly direction. As a result, theInuit developed other ways to navigate.

UnderstandingLiteratureEthnography Ethnography is a descrip-tion of a culture. To write an ethnography,an ethnographer collects cultural stories,poems, or other oral tales from the culturethat he or she is studying. Why must theInuit be skilled in navigation?

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Copy and complete the following concept map on magnets.

What is magnetism?

1. All magnets have two poles—north andsouth. Like poles repel each other andunlike poles attract.

2. A magnet is surrounded by a magnetic fieldthat exerts forces on other magnets.

3. Atoms in magnetic materials are magnets.These materials contain magnetic domainswhich are groups of atoms whose magneticpoles are aligned.

4. Earth is surrounded by a magnetic fieldsimilar to the field around a bar magnet.

Electricity and Magnetism

1. Electric current creates a magnetic field.Electromagnets are made from a coil ofwire that carries a current, wrapped aroundan iron core.

2. A magnetic field exerts a force on a movingcharge or a current-carrying wire.

3. Motors transform electric energy intokinetic energy. Generators transformkinetic energy into electric energy.

4. Transformers are used to increase anddecrease voltage in AC circuits.

CHAPTER STUDY GUIDE 687

are used by

in which

Generators

causes

that generates

A wire loop to rotate

are made from

in which

Magneticmaterials

produce

Moving elec-trons in atoms

that line up to make

are used by

in which

Electric motors

generates

that produces

Kinetic energy

Magnets

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Explain the relationship that exists between eachset of vocabulary words below.

1. generator—transformer

2. magnetic force—magnetic field

3. alternating current—direct current

4. current—electromagnet

5. motor—generator

6. electron—magnetism

7. magnetosphere—aurora

8. magnet—magnetic domain

Choose the word or phrase that best answers the question.

9. What can iron filings be used to show?A) magnetic field C) gravitational fieldB) electric field D) none of these

10. Why does the needle of a compass pointto magnetic north?A) Earth’s north pole is strongest.B) Earth’s north pole is closest.C) Only the north pole attracts compasses.D) The compass needle aligns itself with

Earth’s magnetic field.

11. What will the north poles of two bar magnets do when brought together?A) attractB) create an electric currentC) repelD) not interact

12. How many poles do all magnets have?A) one C) threeB) two D) one or two

13. When a current-carrying wire is wrappedaround an iron core, what can it create?A) an aurora C) a generatorB) a magnet D) a motor

14. What does a transformer between utilitywires and your house do?A) increases voltageB) decreases voltageC) leaves voltage the sameD) changes DC to AC

Use the figure below to answer question 15.

15. For this transformer which of the follow-ing describes how the output voltage com-pares with the input voltage?A) larger C) smallerB) the same D) zero voltage

16. Which energy transformation occurs in anelectric motor?A) electrical to kineticB) electrical to thermalC) potential to kineticD) kinetic to electrical

17. What prevents most charged particlesfrom the Sun from hitting Earth?A) the aurora B) Earth’s magnetic fieldC) high-altitude electric fieldsD) Earth’s atmosphere

Primary Secondary

688 CHAPTER REVIEW

alternating current p. 678aurora p. 677direct current p. 679electromagnet p. 673generator p. 678

magnetic domain p. 668magnetic field p. 667magnetosphere p. 669motor p. 676transformer p. 680

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CHAPTER REVIEW 689

18. Concept Map Explain how a doorbell uses anelectromagnet by placing the followingphrases in the cycle concept map: circuitopen, circuit closed, electromagnet turnedon, electromagnet turned off, hammerattracted to magnet and strikes bell, andhammer pulled back by a spring.

19. Infer A nail is magnetized by holding thesouth pole of a magnet against the head ofthe nail. Does the point of the nail becomea north pole or a south pole? Include adiagram with your explanation.

20. Explain why an ordinary bar magnet doesn’trotate and align itself with Earth’s mag-netic field when you place it on a table.

21. Determine Suppose you were given two barmagnets. One magnet has the north andsouth poles labeled, and on the othermagnet the magnetic poles are notlabeled. Describe how you could use thelabeled magnet to identify the poles of theunlabeled magnet.

22. Explain A bar magnet touches a paper clipthat contains iron. Explain why the paperclip becomes a magnet that can attractother paper clips.

23. Explain why the magnetic field produced by an electromagnet becomes strongerwhen the wire coils are wrapped aroundan iron core.

24. Predict Magnet A has a magnetic field thatis three times as strong as the field aroundmagnet B. If magnet A repels magnet Bwith a force of 10 N, what is the force thatmagnet B exerts on magnet A?

25. Predict Two wires carrying electric currentin the same direction are side by side andare attracted to each other. Predict howthe force between the wires changes if thecurrent in both wires changes direction.

26. Multimedia Presentation Prepare a multimediapresentation to inform your classmates onthe possible uses of superconductors.

Use the table below to answer questions 27 and 28.

27. Input and Output Coils According to this table,what is the ratio of the number of input coils tothe number of output coils on transformer T?

28. Input and Output Voltage If the input voltage is60 V, which transformer gives an output volt-age of 12 V?

blue.msscience.com/chapter_review

Transformer Properties

Transformer Number of Number of

Input Coils Output Coils

R 4 12

S 10 2

T 3 6

U 5 10

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Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

Use the figure below to answer questions 1 and 2.

1. What is the device shown?A. electromagnet C. electric motorB. generator D. transformer

2. Which of the following best describes thefunction of this device?A. It transforms electrical energy into

kinetic energy.B. It transforms kinetic energy into electrical

energy.C. It increases voltage.D. It produces an alternating current.

3. How is an electromagnet different from apermanent magnet?A. It has north and south poles.B. It attracts magnetic substances.C. Its magnetic field can be turned off.D. Its poles cannot be reversed.

4. Which of the following produces alternat-ing current?A. electromagnet C. generatorB. superconductor D. motor

5. Which statement about the domains in amagnetized substance is true?A. Their poles are in random directions.B. Their poles cancel each other.C. Their poles point in one direction.D. Their orientation cannot change.

Use the figure below to answer questions 6–8.

6. What is the region of space affected byEarth’s magnetic field called?A. declination C. auroraB. magnetosphere D. outer core

7. What is the shape of Earth’s magnetic fieldsimilar to?A. that of a horseshoe magnetB. that of a bar magnetC. that of a disk magnetD. that of a superconductor

8. In which of Earth’s layers is Earth’s mag-netic field generated?A. crust C. outer coreB. mantle D. inner core

690 STANDARDIZED TEST PRACTICE

Check the Question Number For each question, double checkthat you are filling in the correct answer bubble for the questionnumber you are working on.

Battery

Electron flow

+

–

Inner core

Crust

Outer core

Mantle

Magnetosphere

True S

True N

Magnetic north

Magneticsouth

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STANDARDIZED TEST PRACTICE 691

Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.


9. Explain why the compass needles arepointed in different directions.

10. What will happen to the compass needleswhen the bar magnet is removed? Explainwhy this happens.

11. Describe the interaction between a com-pass needle and a wire in which an electriccurrent is flowing.

12. What are two ways to make the magneticfield of an electromagnet stronger?

13. The input voltage in a transformer is 100 V and the output voltage is 50 V.Find the ratio of the number of wire turns on the input coil to the number ofturns on the output coil.

14. Explain how you could magnetize a steelscrewdriver.

15. Suppose you break a bar magnet in two.How many magnetic poles does each ofthe pieces have?

16. Alnico is a mixture of steel, aluminum,nickel, and cobalt. It is very hard to mag-netize. However, once magnetized, itremains magnetic for a long time. Explainwhy it would not be a good choice for thecore of an electromagnet.

Record your answers on a sheet of paper.

17. Explain why the aurora occurs only nearEarth’s north and south poles.

18. Why does a magnet attract an iron nail toeither of its poles, but attracts anothermagnet to only one of its poles?

19. A battery is connected to the input coil ofa step-up transformer. Describe what hap-pens when a lightbulb is connected to theoutput coil of the transformer.

20. Explain how electric forces and magneticforces are similar.


21. Describe the force that is causing the elec-trons to flow in the wire.

22. Infer how electrons would flow in the wireif the wire were pulled upward.

23. Explain why a nail containing iron can bemagnetized, but a copper penny that con-tains no iron cannot be magnetized.

24. Every magnet has a north pole and asouth pole. Where would the poles of amagnet that is in the shape of a disc belocated?

Electronflow

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Glencoe Science, Level BlueContents in Brief Table of ContentsUnit 1: Humans and HeredityChapter 1: The Nature of ScienceLaunch Lab: Measure Using ToolsFoldablesSection 1: What is science?Integrate Social StudiesScience OnlineMiniLAB: Inferring from PicturesLab: Battle of the Beverage Mixes

Section 2: Doing ScienceApplying Science: Problem-Solving SkillsIntegrate EnvironmentMiniLAB: Comparing Paper TowelsVisualizing Descriptive and Experimental Research

Section 3: Science and TechnologyScience OnlineLab: When is the Internet the busiest?Science and Language Arts: The Everglades: River of Grass

Chapter 1 Study GuideChapter 1 ReviewChapter 1 Standardized Test Practice

Chapter 2: Traits and How They ChangeLaunch Lab: How are people different?FoldablesSection 1: Traits and the EnvironmentIntegrate ChemistryMiniLAB: Observing Gravity and Stem GrowthScience OnlineLab: Jelly Bean Hunt

Section 2: GeneticsMiniLAB: Observing Fruit Fly PhenotypesApplying Math: Percent of Offspring with Certain Traits

Section 3: Environmental Impact over TimeIntegrate CareerVisualizing Natural SelectionScience OnlineLab: Toothpick FishScience and Society: How Did Life Begin?


Chapter 3: Interactions of Human SystemsLaunch Lab: Model Blood Flow in Arteries and VeinsFoldablesSection 1: The Human OrganismScience OnlineIntegrate Earth ScienceVisualizing Human CellsLab: Observing Cells

Section 2: How Your Body WorksMiniLAB: Observing the Gases That You ExhaleIntegrate HistoryMiniLAB: Observing a Chemical ReactionApplying Math: Lung VolumeScience OnlineLab: Does exercise affect respiration?Science Stats: Astonishing Human Systems


Unit 2: EcologyChapter 4: Interactions of LifeLaunch Lab: How do lawn organisms survive?FoldablesSection 1: Living EarthScience Online

Section 2: PopulationsMiniLAB: Observing Seedling CompetitionApplying Science: Do you have too many crickets?Science OnlineMiniLAB: Comparing Biotic PotentialVisualizing Population Growth

Section 3: Interactions Within CommunitiesIntegrate ChemistryIntegrate HistoryLab: Feeding Habits of PlanariaLab: Population Growth in Fruit FliesScience and History: The Census measures a human population


Chapter 5: The Nonliving EnvironmentLaunch Lab: Earth Has Many EcosystemsFoldablesSection 1: Abiotic FactorsMiniLAB: Determining Soil MakeupApplying Math: Temperature ChangesIntegrate CareerScience OnlineLab: Humus Farm

Section 2: Cycles in NatureMiniLAB: Comparing FertilizersVisualizing the Carbon CycleScience Online

Section 3: Energy FlowIntegrate Earth ScienceLab: Where does the mass of a plant come from?Science Stats: Extreme Climates


Chapter 6: EcosystemsLaunch Lab: What environment do houseplants need?FoldablesSection 1: How Ecosystems ChangeScience OnlineVisualizing Secondary Succession

Section 2: BiomesMiniLAB: Modeling Rain Forest LeavesIntegrate Earth ScienceLab: Studying a Land Ecosystem

Section 3: Aquatic EcosystemsMiniLAB: Modeling Freshwater EnvironmentsIntegrate CareerApplying Math: TemperatureScience OnlineLab: Use the Internet: Exploring WetlandsScience and Society: Creating Wetlands to Purify Wastewater


Unit 3: Earth's Changes over TimeChapter 7: Plate TectonicsLaunch Lab: Reassemble an ImageFoldablesSection 1: Continental DriftScience OnlineMiniLAB: Interpreting Fossil Data

Section 2: Seafloor SpreadingIntegrate ChemistryLab: Seafloor Spreading Rates

Section 3: Theory of Plate TectonicsScience OnlineApplying Science: How well do the continents fit together?Visualizing Plate BoundariesMiniLAB: Modeling Convection CurrentsIntegrate CareerIntegrate PhysicsLab: Predicting Tectonic ActivityScience and Language Arts: Listening In


Chapter 8: Earthquakes and VolcanoesLaunch Lab: Construct with StrengthFoldablesSection 1: EarthquakesMiniLAB: Observing DeformationScience OnlineVisualizing Tsunamis

Section 2: VolcanoesMiniLAB: Modeling an EruptionScience OnlineLab: Disruptive Eruptions

Section 3: Earthquakes, Volcanoes, and Plate TectonicsIntegrate ChemistryIntegrate Language ArtsApplying Math: P-wave Travel TimeLab: Seismic WavesScience and History: Quake


Chapter 9: Clues to Earth's PastLaunch Lab: Clues to Life’s PastFoldablesSection 1: FossilsMiniLAB: Predicting Fossil PreservationIntegrate Social StudiesIntegrate Life Science

Section 2: Relative Ages of RocksScience OnlineVisualizing UnconformitiesScience OnlineLab: Relative Ages

Section 3: Absolute Ages of RocksMiniLAB: Modeling Carbon-14 DatingScience OnlineApplying Science: When did the Iceman die?Lab: Model and Invent: Trace FossilsOops! Accidents in Science: The World’s Oldest Fish Story


Chapter 10: Geologic TimeLaunch Lab: Survival Through TimeFoldablesSection 1: Life and Geologic TimeSection 2: Early Earth HistoryIntegrate ChemistryMiniLAB: Dating Rock Layers with FossilsVisualizing Unusual Life FormsScience OnlineLab: Changing Species

Section 3: Middle and Recent Earth HistoryScience OnlineApplying Math: Calculating Extinction By Using PercentagesMiniLAB: Calculating the Age of the Atlantic OceanLab: Use the Internet: Discovering the PastScience Stats: Extinct!


Unit 4: Earth's Place in the UniverseChapter 11: The Sun–Earth–Moon SystemLaunch Lab: Model Rotation and RevolutionFoldablesSection 1: EarthIntegrate Life ScienceMiniLAB: Making Your Own CompassScience OnlineScience Online

Section 2: The Moon—Earth's SatelliteMiniLAB: Comparing the Sun and the MoonScience OnlineIntegrate CareerVisualizing the Moon’s SurfaceApplying Science: What will you use to survive on the Moon?Lab: Moon Phases and Eclipses

Section 3: Exploring Earth's MoonScience OnlineLab: Tilt and TemperatureScience and History: The Mayan Calendar


Chapter 12: The Solar SystemLaunch Lab: Model Crater FormationFoldablesSection 1: The Solar SystemScience OnlineIntegrate PhysicsVisualizing the Solar System’s FormationLab: Planetary Orbits

Section 2: The Inner PlanetsMiniLAB: Inferring Effects of GravityScience OnlineApplying Math: Diameter of Mars

Section 3: The Outer PlanetsMiniLAB: Modeling PlanetsIntegrate Language Arts

Section 4: Other Objects in the Solar SystemLab: Model and Invent: Solar System Distance ModelOops! Accidents in Science: It Came from Outer Space!


Chapter 13: Stars and GalaxiesLaunch Lab: Why do clusters of galaxies move apart?FoldablesSection 1: StarsMiniLAB: Observing Star PatternsApplying Science: Are distance and brightness related?

Section 2: The SunScience OnlineLab: Sunspots

Section 3: Evolution of StarsScience OnlineIntegrate ChemistryIntegrate History

Section 4: Galaxies and the UniverseMiniLAB: Measuring Distance in SpaceVisualizing the Big Bang TheoryLab: Design Your Own: Measuring ParallaxScience Stats: Stars and Galaxies


Unit 5: Chemistry of MatterChapter 14: Inside the AtomLaunch Lab: Model the UnseenFoldablesSection 1: Models of the AtomMiniLAB: Modeling the Nuclear AtomIntegrate HistoryLab: Making a Model of the Invisible

Section 2: The NucleusScience OnlineMiniLAB: Graphing Half-LifeApplying Math: Find Half-LivesIntegrate EnvironmentScience OnlineVisualizing Tracer ElementsIntegrate Life ScienceLab: Design Your Own: Half-LifeScience and History: Pioneers in Radioactivity


Chapter 15: The Periodic TableLaunch Lab: Make a Model of a Periodic PatternFoldablesSection 1: Introduction to the Periodic TableMiniLAB: Designing a Periodic TableScience OnlineApplying Science: What does periodic mean in the periodic table?

Section 2: Representative ElementsIntegrate CareerIntegrate Life Science

Section 3: Transition ElementsIntegrate PhysicsVisualizing Synthetic ElementsScience OnlineLab: Metals and NonmetalsLab: Use the Internet: Health Risks from Heavy MetalsScience and Language Arts: Anansi Tries to Steal All the Wisdom in the World


Chapter 16: Atomic Structure and Chemical BondsLaunch Lab: Model the Energy of ElectronsFoldablesSection 1: Why do atoms combine?Science OnlineIntegrate CareerApplying Science: How does the periodic table help you identify properties of elements?MiniLAB: Drawing Electron Dot Diagrams

Section 2: How Elements BondIntegrate PhysicsMiniLAB: Constructing a Model of MethaneScience OnlineVisualizing Crystal StructureLab: Ionic CompoundsLab: Mode and Invent: Atomic StructureScience and Language Arts: "Baring the Atom's Mother Heart"


Chapter 17: Chemical ReactionsLaunch Lab: Identify a Chemical ReactionFoldablesSection 1: Chemical Formulas and EquationsVisualizing Chemical ReactionsIntegrate Life ScienceMiniLAB: Observing the Law of Conservation of MassScience OnlineApplying Math: Conserving Mass

Section 2: Rates of Chemical ReactionsScience OnlineMiniLAB: Identifying InhibitorsIntegrate HistoryLab: Physical or Chemical Change?Lab: Design Your Own: Exothermic or Endothermic?Science and History: Synthetic Diamonds


Unit 6: Motion, Forces, and EnergyChapter 18: Motion and MomentumLaunch Lab: Motion After a CollisionFoldablesSection 1: What is motion?Integrate Life ScienceApplying Math: Speed of a SwimmerMiniLAB: Measuring Average SpeedScience Online

Section 2: AccelerationApplying Math: Acceleration of a BusMiniLAB: Modeling Acceleration

Section 3: MomentumIntegrate Social StudiesApplying Math: Momentum of a BicycleScience OnlineVisualizing Conservation of MomentumLab: CollisionsLab: Design Your Own: Car Safety TestingOops! Accidents in Science: What Goes Around Comes Around


Chapter 19: Force and Newton's LawsLaunch Lab: Forces and MotionFoldablesSection 1: Newton's First LawIntegrate Life ScienceScience OnlineMiniLAB: Observing Friction

Section 2: Newton's Second LawIntegrate HistoryApplying Math: Acceleration of a Car

Section 3: Newton's Third LawScience OnlineVisualizing Newton’s Laws in SportsMiniLAB: Measuring Force PairsLab: Balloon RacesLab: Design Your Own: Modeling Motion in Two DirectionsScience and Society: Air Bag Safety


Chapter 20: Work and Simple MachinesLaunch Lab: Compare ForcesFoldablesSection 1: Work and PowerIntegrate HistoryApplying Math: Calculating WorkMiniLAB: Work and PowerApplying Math: Calculating PowerScience OnlineLab: Building the Pyramids

Section 2: Using MachinesScience OnlineApplying Math: Calculating Mechanical AdvantageIntegrate Life ScienceApplying Math: Calculating Efficiency

Section 3: Simple MachinesVisualizing LeversMiniLAB: Observing PulleysLab: Design Your Own: Pulley PowerScience and Society: Bionic People


Chapter 21: Thermal EnergyLaunch Lab: Measuring TemperatureFoldablesSection 1: Temperature and Thermal EnergyApplying Math: Converting to Celsius

Section 2: HeatMiniLAB: Comparing Rates of MeltingMiniLAB: Observing ConvectionIntegrate Life ScienceLab: Heating Up and Cooling Down

Section 3: Engines and RefrigeratorsScience OnlineVisualizing the Four-Stroke CycleIntegrate CareerLab: Comparing Thermal InsulatorsScience and Society: The Heat is On


Unit 7: Physical InteractionsChapter 22: ElectricityLaunch Lab: Observing Electric ForcesFoldablesSection 1: Electric ChargeVisualizing Nerve ImpulsesScience Online

Section 2: Electric CurrentMiniLAB: Investigating the Electric ForceIntegrate ChemistryIntegrate History

Section 3: Electric CircuitsApplying Math: Voltage from a Wall OutletMiniLAB: Identifying Simple CircuitsApplying Math: Electric Power Used by a LightbulbScience OnlineIntegrate Life ScienceLab: Current in a Parallel CircuitLab: A Model for Voltage and CurrentScience and Society: Fire in the Forest


Chapter 23: MagnetismLaunch Lab: Magnetic Forces,FoldablesSection 1: What is magnetism?Applying Science: Finding the Magnetic DeclinationMiniLAB: Observing Magnetic FieldsScience OnlineLab: Make a Compass

Section 2: Electricity and MagnetismMiniLAB: Assembling an ElectromagnetVisualizing Voltmeters and AmmetersScience OnlineIntegrate HistoryLab: How does an electric motor work?Science and Language Arts: Aagjuuk and Sivulliit


Chapter 24: Waves, Sound, and LightLaunch Lab: Wave PropertiesFoldablesSection 1: WavesApplying Math: Speed of SoundMiniLAB: Refraction of Light

Section 2: Sound WavesIntegrate HealthLab: Sound Waves in Matter

Section 3: LightScience OnlineMiniLAB: Separating WavelengthsVisualizing Common Vision ProblemsLab: Bending LightOops! Accidents in Science: Jansky’s Merry-Go-Round


Student ResourcesScience Skill HandbookScientific MethodsSafety SymbolsSafety in the Science Laboratory

Extra Try at Home LabsTechnology Skill HandbookComputer SkillsPresentation Skills

Math Skill HandbookMath ReviewScience Applications

Reference HandbookTopographic Map SymbolsPhysical Science Reference TablesPeriodic Table of the Elements

English/Spanish GlossaryIndexCredits

Feature ContentsCross-Curricular ReadingsNational GeographicUnit OpenersVisualizing

TIME Science and SocietyTIME Science and HistoryOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs

ActivitiesApplying MathApplying ScienceIntegrateScience OnlineStandardized Test Practice

Student WorksheetsChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and LightProbeware LabsTo the StudentGetting Started with ProbewareSafety in the LabSafety SymbolsLife Science LabsLab 1: Size Limits of CellsLab 2: Exercise and Heart RateLab 3: Cooking with BacteriaLab 4: Sweat is CoolLab 5: Biodiversity and Ecosystems

Earth Science LabsLab 6: The Effect of Acid Rain on LimestoneLab 7: The Formation of CavesLab 8: Measuring EarthquakesLab 9: Predicting the WeatherLab 10: How are distance and light intensity related?

Physical Science LabsLab 11: How fast do you walk?Lab 12: Transforming EnergyLab 13: Endothermic and Exothermic ProcessesLab 14: Thermal ConductivityLab 15: Let the Races Begin!

Appendix A: Using the TI-73 to Create a HistogramAppendix B: Using the TI-83 Plus Graphing Calculator to Create a HistogramAppendix C: Using the TI-73 Graphing Calculator to Create a Box Plot and Display StatisticsAppendix D: Using the TI-83 Plus Graphing Calculator to Box Plot and Display StatisticsAppendix E: Using the TI-73 Graphing Calculator to Create a Circle Graph

Reading and Writing Skills ActivitiesActivity 1Activity 2Activity 3Activity 4Activity 5Activity 6Activity 7Activity 8Activity 9Activity 10Activity 11Activity 12Activity 13Activity 14Activity 15Activity 16Activity 17Activity 18Activity 19Activity 20Activity 21Activity 22Activity 23Activity 24Activity 25Activity 26

Reading EssentialsChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and Light

Science Inquiry LabsSafety SymbolsSafety GuidelinesSI Reference SheetLaboratory EquipmentScience as InquiryActivity 1: It's a Small WorldActivity 2: Designing a Classification SystemActivity 3: Effects of Acid RainActivity 4: Growth Rings as Indicators of ClimateActivity 5: Radiation and Its Effects on SeedsActivity 6: Survival in Extreme ClimatesActivity 7: Upfolds and DownfoldsActivity 8: Making WavesActivity 9: A Trip Around the WorldActivity 10: Investigating DiatomiteActivity 11: Coal: What's My Rank?Activity 12: Tornado in a JarActivity 13: Identifying Metals and NonmetalsActivity 14: The Inside Story of PackagingActivity 15: Lenses that MagnifyActivity 16: Electrolytes and ConductivityActivity 17: Curds and WheyActivity 18: Cabbage ChemistryActivity 19: States of MatterActivity 20: Isotopes And Atomic Mass

Standardized Test PracticeChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and Light

Study Guide and ReinforcementChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and Light

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Chapter 23: Magnetism · tric forces, a magnetic force can be exerted even when objects are not touching. And like these forces, the magnetic force becomes weaker as the magnets get