Critical Thinking/Problem Solving - Physical Science

1 Physical ScienceTo the TeacherCritical Thinking/Problem Solving worksheets in this booklet exercise the students abilities to applythinking skills to situations related to concepts presented in the student edition. Students will applytheir knowledge to a new situation, analyze the new information, and synthesize in order to respondin a creative way. A series of responses that students might give are provided for you at the end ofthis by the McGraw-Hill Companies, Inc. All rights reserved. Except as permission under the UnitedStates Copyright Act, no part of this publication may be reproduced or distributed in any form or by anymeans, or stored in a database or retrieval system, without the prior written permission of the all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240 ISBN 0-07-825728-XPrinted in the United States of America1 2 3 4 5 6 7 8 9 10 009 06 05 04 03 02 01 Student EditionTeacher Wraparound EditionInteractive Teacher Edition CD-ROMI nteractive Lesson Planner CD-ROML esson PlansContent Outline for TeachingDirected Reading for Content MasteryFoldables.

2 Reading and Study SkillsAssessmentChapter ReviewChapter TestsExamView Pro Test Bank SoftwareAssessment TransparenciesPerformance Assessment in the Science ClassroomThe Princeton Review Standardized Test Practice BookletDirected Reading for Content Mastery in SpanishSpanish ResourcesGuided Reading Audio ProgramReinforcementEnrichmentActivity WorksheetsSection Focus TransparenciesTeaching TransparenciesLaboratory ActivitiesScience Inquiry LabsCritical Thinking/Problem SolvingReading and Writing Skill ActivitiesCultural DiversityLaboratory Management and Safety in the ScienceClassroomMindjogger Videoquizzes and Teacher GuideInteractive Explorations and Quizzes CD-ROMV ocabulary Puzzlemaker SoftwareCooperative Learning in the Science ClassroomEnvironmental Issues in the Science ClassroomHome and Community InvolvementUsing the Internet in the Science ClassroomGlencoe ScienceiiCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, of ContentsTo the Teacher.

3 IiSkills Correlation ..ivActivities1 Testing the Waters ..12 Breaking All the Records ..23 Power from Fluids ..34 Discovering Hidden Planets ..45 New Insulation for Space Shuttles ..56 The Appeal of Perpetual Motion Machines ..67 Stonehenge An Engineering Marvel ..78 Energy-Saving Refrigerators ..89 Radon Risk ..910 What s the difference? .. 1011 Ancient Mysteries and Carbon-14 Dating .. 1112 Pollution Goes Undergound .. 1213 The Birth of an Element .. 1314 Gasoline Finding a New Formula .. 1415 Building Materials of the Future .. 1516 Acid Precipitation Report Card .. 1617 Environmentally Friendly Cars .. 1718 Pole Reversal.

4 1819 Patient-Friendly Cancer Treatment .. 1920 Regulating Nuclear Power Plants .. 2021 Supersonic Impact .. 2122 Treating Cancer with Light .. 2223 Swimming with Sharks .. 23 Answer Key ..24iiiCritical ThinkingProblem SolvingivCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, issuesComparing and contrastingDeveloping a perspectiveDistinguishing relevant from irrelevant factsDrawing conclusionsEvaluating informationExamining and evaluating assumptionsExtrapolating data/ informationGenerating and assessing solutionsMaking a hypothesisMaking predictions or interpretationsMaking judgmentsObserving and inferringRecognizing cause and effectSummarizing/synthesizingActivityCr itical thinking / problem Solving Skills CorrelationSkill123456789101112131415161 7181920212223 Copyright Glencoe/McGraw-Hill.

5 A division of the McGraw-Hill Companies, Date Class11 ActivityTesting the WatersProblemSolvingNo one knew why fish were dying in Oshkosh,Wisconsin. Every year, one or two major fish killsoccurred on the Fox River that flows through thetown. Fish kills are not unusual. They can becaused by natural events such as the stress ofspawning or lack of dissolved oxygen in the , the number of fish being killed was so largethat something unnatural seemed to be the for CluesScientists began to investigate. They tested thewater and the fish for known causes of fishkills pesticides, herbicides, toxic waste, andtoxic metals. These substances were not causingthe problem , so scientists measured the level ofchlorine in the water.

6 Chlorine was being usedto treat sewage at a water-treatment plantlocated near the hung cages of live fish directly in the water-treatment plant s discharge. Thefish lived, which indicated that chlorine fromthe water-treatment plant was not the cause ofthe search continued. Scientists had noticedan outboard motor plant across from the water-treatment plant a few hundred meters down-stream. They found that the plant tested its newoutboard motors in the river, running severalmotors at once. Outboard motors vent theirexhaust into the water to muffle the hypothesized that the carbonmonoxide coming from the motors exhaustpipes might be the cause of the problem . Toomuch carbon monoxide in the water can restrictthe flow of oxygen through the a HypothesisScientists found no evidence that carbonmonoxide had ever caused large fish kills in thearea.

7 Still, they wanted to test their performed a series of tests in the lab and at the river. They discovered that high levels ofcarbon monoxide were, in fact, killing the plant was testing more powerful motorsthan it had tested in the past. These motors were injecting more carbon monoxide into thewater than the less powerful motors did in thepast. The new fish kills were the result of thesehigher scientists notified the company of theirresults, the company installed an exhaust venti-lation system. This system helped prevent car-bon monoxide from entering the water. No fishkills have been reported since the installation ofthe ventilation problem Solving scientists had discovered that the outboard motor plant was not polluting the water, what stepwould you have recommended that they take next?

8 To some researchers, one result of the increase in carbon dioxide in the air from theburning of fossil fuels is that the ocean absorbs more of it. Based on the findings in this article,what might be a result of increased carbon dioxide levels in the ocean? Form a hypothesis andsuggest one way in which you would test your motors inject carbon monoxide into the Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Date ClassBreaking All the RecordsEvery two years, the Olympic games give athletesaround the world a chance to compete. The per-formance of Olympic athletes improved dramat-ically in the twentieth century. The distance ofthe men s long jump increased by 66 distance of the shot put increased by 100percent.

9 The length of the ski jump increased by 700 MileAdvances in training techniques, sports Science ,and sports medicine have led to these improve-ments. One of the improvements that generatedthe most attention was the mile run. Before1950, people thought that no one could runthe mile in less than 4-min. Now, however,most world-class athletes routinely break the 4 min mile record. In fact, in 1999, Hicham elGuerrouj broke the 3-min, 45-s Trevor Kitson of Massey University in New Zealand comparedrecords for the mile run with thedates of those records. He observedthat the graph of this data was astraight line. From the graph, he predicted that the mile might berun in 3 min, 30 s by the year following the line downward tothe x-axis, it looked as though themile would be run in 0 min, 0 s bythe year PerformanceOf course, running a mile in 0 min, 0 s is impos-sible.

10 Still, Kitson s graph provided an interestinglook at sports improvements over time. Whichimprovements will happen next? When will theyhappen? What limits might someday be reached? 2 ActivityProblemSolvingApplying problem Solving the blank graph above to construct a graph similar to the one constructed by Dr. Kitson. Usethe information in the table. Are the points in a straight line? probably will happen to the shape of the graph of mile-run records versus years as timegoes on? Draw a sketch of the possible graph on another sheet of :403:453:503:554:00 Time (minutes)1958196419701976198219881994200 019521954196719851999 Mile runtimeRunnerDateSir Roger BannisterJim RyanSteve CramHicham el Guerroj3 Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Date Class33 ActivityPower from FluidsProblemSolvingWhat makes a vehicle come to a stop when the driver steps on the brakes?