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L_1056 | ultrasound | T_4947 | Sonar uses ultrasound in a way that is similar to echolocation. Sonar stands for sound navigation and ranging. It is used to locate underwater objects such as submarines. Thats how the ship pictured in the Figure 1.2 is using it. A sonar device is both a sender and a receiver. It sends out ultrasound waves and detects the waves after they reflect from underwater objects. The distance to underwater objects can be calculated from the known speed of sound in water and the time it takes for the sound waves to travel to the object. The equation for distance traveled when speed and time are known is: Distance = Speed Time Consider the ship and submarine pictured in the Figure 1.2. If an ultrasound wave travels from the ship to the submarine and back again in 2 seconds, what is the distance from the ship to the submarine? The sound wave travels from the ship to the submarine in just 1 second, or half the time it takes to make the round trip. The speed of sound waves through ocean water is 1437 m/s. Therefore, the distance from the ship to the submarine is: Q: Now assume that the sonar device on the ship sends an ultrasound wave to the bottom of the water. If the sound wave is reflected back to the device in 4 seconds, how deep is the water? A: The time it takes the wave to reach the bottom is 2 seconds. So the distance from the ship to the bottom of the water is: Distance = 1437 m/s 2 s = 2874 m | text | null |
L_1056 | ultrasound | T_4948 | Another use of ultrasound is to see inside the human body. This use of ultrasound is called ultrasonography. Harmless ultrasound waves are sent inside the body, and the reflected waves are used to create an image on a screen. This technology is used to examine internal organs and unborn babies without risk to the patient. You can see a doctor using ultrasound in the Figure 1.3. | text | null |
L_1057 | unsaturated hydrocarbons | T_4949 | Hydrocarbons are compounds that contain only carbon and hydrogen. The carbon atoms in hydrocarbons may share single, double, or triple covalent bonds. Unsaturated hydrocarbons contain at least one double or triple bond between carbon atoms. They are classified on the basis of their bonds as alkenes, aromatic hydrocarbons, or alkynes. Q: Why do you suppose hydrocarbons with double or triple bonds are called unsaturated? A: A carbon atom always forms four covalent bonds. Carbon atoms with double or triple bonds are unable to bond with as many hydrogen atoms as they could if they were joined only by single bonds. This makes them unsaturated with hydrogen atoms. | text | null |
L_1057 | unsaturated hydrocarbons | T_4950 | Unsaturated hydrocarbons that contain one or more double bonds are called alkenes. The name of a specific alkene always ends in -ene and has a prefix indicating the number of carbon atoms. The structural formula in the Figure Ethene is produced by most fruits and vegetables. It speeds up ripening. The Figure 1.1 show the effects of ethene on bananas. Alkenes can have different shapes. They can form straight chains, branched chains, or rings. Alkenes with the same atoms but different shapes are called isomers. Smaller alkenes have relatively high boiling and melting points, so they are gases at room temperature. Larger alkenes have lower boiling and melting points, so they are liquids or waxy solids at room temperature. The bananas on the left were stored in a special bag that absorbs ethene. The bananas on the right were stored without a bag. | text | null |
L_1057 | unsaturated hydrocarbons | T_4951 | Unsaturated hydrocarbons called aromatic hydrocarbons are cyclic hydrocarbons that have double bonds. These compounds have six carbon atoms in a ring with alternating single and double bonds. The smallest aromatic hydrocarbon is benzene, which has just one ring. Its structural formula is shown in the Figure 1.2. Larger aromatic hydrocarbons consist of two or more rings, which are joined together by bonds between their carbon atoms. The name of aromatic hydrocarbons comes from their strong aroma, or scent. Thats why they are used in air fresheners and mothballs. A: Each carbon atom forms four covalent bonds. Carbon atoms always form four covalent bonds, regardless of the atoms to which it bonds. | text | null |
L_1057 | unsaturated hydrocarbons | T_4952 | Unsaturated hydrocarbons that contain one or more triple bonds are called alkynes. The names of specific alkynes always end in -yne and have a prefix for the number of carbon atoms. The structural formula in the Figure 1.3 represents the smallest alkyne, named ethyne, which has two carbon atoms and two hydrogen atoms (C2 H2 ). Ethyne is also called acetylene. It is burned in acetylene torches, like the one pictured in the Figure 1.4. The flame of an acetylene torch is so hot that it can melt metal. Cutting metal with an acetylene (ethyne) torch. Alkynes may form straight or branched chains. They rarely occur in ring shapes. In fact, alkynes of all shapes are relatively rare in nature. | text | null |
L_1057 | unsaturated hydrocarbons | T_4952 | Unsaturated hydrocarbons that contain one or more triple bonds are called alkynes. The names of specific alkynes always end in -yne and have a prefix for the number of carbon atoms. The structural formula in the Figure 1.3 represents the smallest alkyne, named ethyne, which has two carbon atoms and two hydrogen atoms (C2 H2 ). Ethyne is also called acetylene. It is burned in acetylene torches, like the one pictured in the Figure 1.4. The flame of an acetylene torch is so hot that it can melt metal. Cutting metal with an acetylene (ethyne) torch. Alkynes may form straight or branched chains. They rarely occur in ring shapes. In fact, alkynes of all shapes are relatively rare in nature. | text | null |
L_1058 | using earths magnetic field | T_4953 | Like a bar magnet, planet Earth has north and south magnetic poles and a magnetic field over which it exerts magnetic force. Earths magnetic field is called the magnetosphere. You can see it in the Figure 1.1. | text | null |
L_1058 | using earths magnetic field | T_4954 | The sun gives off radiation in solar winds. You can see solar winds in the Figure 1.1. Notice what happens to solar winds when they reach the magnetosphere. They are deflected almost completely by Earths magnetic field. Radiation in solar wind would wash over Earth and kill most living things were it not for the magnetosphere. It protects Earths organisms from radiation like an umbrella protects you from rain. Q: Now can you explain the northern lights? A: Energetic particles in solar wind collide with atoms in the atmosphere over the poles, and energy is released in the form of light. The swirling patterns of light follow lines of magnetic force in the magnetosphere. | text | null |
L_1058 | using earths magnetic field | T_4955 | Another benefit of Earths magnetic field is its use for navigation. People use compasses to detect Earths magnetic north pole and tell direction. Many animals have natural compasses that work just as well. For example, the loggerhead turtle in the Figure 1.2 senses the direction and strength of Earths magnetic field and uses it to navigate along migration routes. Many migratory bird species can also sense the magnetic field and use it for navigation. Recent research suggests that they may have structures in their eyes that let them see Earths magnetic field as a visual pattern. | text | null |
L_1059 | valence electrons | T_4956 | Valence electrons are the electrons in the outer energy level of an atom that can participate in interactions with other atoms. Valence electrons are generally the electrons that are farthest from the nucleus. As a result, they may be attracted as much or more by the nucleus of another atom than they are by their own nucleus. | text | null |
L_1059 | valence electrons | T_4957 | Because valence electrons are so important, atoms are often represented by simple diagrams that show only their valence electrons. These are called electron dot diagrams, and three are shown below. In this type of diagram, an elements chemical symbol is surrounded by dots that represent the valence electrons. Typically, the dots are drawn as if there is a square surrounding the element symbol with up to two dots per side. An element never has more than eight valence electrons, so there cant be more than eight dots per atom. Q: Carbon (C) has four valence electrons. What does an electron dot diagram for this element look like? A: An electron dot diagram for carbon looks like this: | text | null |
L_1059 | valence electrons | T_4958 | The number of valence electrons in an atom is reflected by its position in the periodic table of the elements (see the periodic table in the Figure 1.1). Across each row, or period, of the periodic table, the number of valence electrons in groups 1-2 and 13-18 increases by one from one element to the next. Within each column, or group, of the table, all the elements have the same number of valence electrons. This explains why all the elements in the same group have very similar chemical properties. For elements in groups 1-2 and 13-18, the number of valence electrons is easy to tell directly from the periodic table. This is illustrated in the simplified periodic table in the Figure 1.2. It shows just the numbers of valence electrons in each of these groups. For elements in groups 3-12, determining the number of valence electrons is more complicated. Q: Based on both periodic tables above (Figures 1.1 and 1.2), what are examples of elements that have just one valence electron? What are examples of elements that have eight valence electrons? How many valence electrons does oxygen (O) have? A: Any element in group 1 has just one valence electron. Examples include hydrogen (H), lithium (Li), and sodium (Na). Any element in group 18 has eight valence electrons (except for helium, which has a total of just two electrons). Examples include neon (Ne), argon (Ar), and krypton (Kr). Oxygen, like all the other elements in group 16, has six valence electrons. | text | null |
L_1059 | valence electrons | T_4959 | The table salt pictured in the Figure 1.3 contains two elements that are so reactive they are rarely found alone in nature. Instead, they undergo chemical reactions with other elements and form compounds. Table salt is the compound named sodium chloride (NaCl). It forms when an atom of sodium (Na) gives up an electron and an atom of chlorine (Cl) accepts it. When this happens, sodium becomes a positively charged ion (Na+ ), and chlorine becomes a negatively charged ion (Cl ). The two ions are attracted to each and join a matrix of interlocking sodium and chloride ions, forming a crystal of salt. Q: Why does sodium give up an electron? A: An atom of a group 1 element such as sodium has just one valence electron. It is eager to give up this electron in order to have a full outer energy level, because this will give it the most stable arrangement of electrons. You can see how this happens in the animation at the following URL and in the Figure 1.4. Group 2 elements with two valence electrons are almost as reactive as elements in group 1 for the same reason. Q: Why does chlorine accept the electron from sodium? A: An atom of a group 17 element such as chlorine has seven valence electrons. It is eager to gain an extra electron to fill its outer energy level and gain stability. Group 16 elements with six valence electrons are almost as reactive for the same reason. Atoms of group 18 elements have eight valence electrons (or two in the case of helium). These elements already have a full outer energy level, so they are very stable. As a result, they rarely if ever react with other elements. Elements in other groups vary in their reactivity but are generally less reactive than elements in groups 1, 2, 16, or 17. Q: Find calcium (Ca) in the periodic table (see Figure 1.1). Based on its position in the table, how reactive do you think calcium is? Name another element with which calcium might react. A: Calcium is a group 2 element with two valence electrons. Therefore, it is very reactive and gives up electrons in chemical reactions. It is likely to react with an element with six valence electrons that wants to gain two electrons. This would be an element in group 6, such as oxygen. Table salt (sodium chloride). | text | null |
L_1059 | valence electrons | T_4959 | The table salt pictured in the Figure 1.3 contains two elements that are so reactive they are rarely found alone in nature. Instead, they undergo chemical reactions with other elements and form compounds. Table salt is the compound named sodium chloride (NaCl). It forms when an atom of sodium (Na) gives up an electron and an atom of chlorine (Cl) accepts it. When this happens, sodium becomes a positively charged ion (Na+ ), and chlorine becomes a negatively charged ion (Cl ). The two ions are attracted to each and join a matrix of interlocking sodium and chloride ions, forming a crystal of salt. Q: Why does sodium give up an electron? A: An atom of a group 1 element such as sodium has just one valence electron. It is eager to give up this electron in order to have a full outer energy level, because this will give it the most stable arrangement of electrons. You can see how this happens in the animation at the following URL and in the Figure 1.4. Group 2 elements with two valence electrons are almost as reactive as elements in group 1 for the same reason. Q: Why does chlorine accept the electron from sodium? A: An atom of a group 17 element such as chlorine has seven valence electrons. It is eager to gain an extra electron to fill its outer energy level and gain stability. Group 16 elements with six valence electrons are almost as reactive for the same reason. Atoms of group 18 elements have eight valence electrons (or two in the case of helium). These elements already have a full outer energy level, so they are very stable. As a result, they rarely if ever react with other elements. Elements in other groups vary in their reactivity but are generally less reactive than elements in groups 1, 2, 16, or 17. Q: Find calcium (Ca) in the periodic table (see Figure 1.1). Based on its position in the table, how reactive do you think calcium is? Name another element with which calcium might react. A: Calcium is a group 2 element with two valence electrons. Therefore, it is very reactive and gives up electrons in chemical reactions. It is likely to react with an element with six valence electrons that wants to gain two electrons. This would be an element in group 6, such as oxygen. Table salt (sodium chloride). | text | null |
L_1059 | valence electrons | T_4959 | The table salt pictured in the Figure 1.3 contains two elements that are so reactive they are rarely found alone in nature. Instead, they undergo chemical reactions with other elements and form compounds. Table salt is the compound named sodium chloride (NaCl). It forms when an atom of sodium (Na) gives up an electron and an atom of chlorine (Cl) accepts it. When this happens, sodium becomes a positively charged ion (Na+ ), and chlorine becomes a negatively charged ion (Cl ). The two ions are attracted to each and join a matrix of interlocking sodium and chloride ions, forming a crystal of salt. Q: Why does sodium give up an electron? A: An atom of a group 1 element such as sodium has just one valence electron. It is eager to give up this electron in order to have a full outer energy level, because this will give it the most stable arrangement of electrons. You can see how this happens in the animation at the following URL and in the Figure 1.4. Group 2 elements with two valence electrons are almost as reactive as elements in group 1 for the same reason. Q: Why does chlorine accept the electron from sodium? A: An atom of a group 17 element such as chlorine has seven valence electrons. It is eager to gain an extra electron to fill its outer energy level and gain stability. Group 16 elements with six valence electrons are almost as reactive for the same reason. Atoms of group 18 elements have eight valence electrons (or two in the case of helium). These elements already have a full outer energy level, so they are very stable. As a result, they rarely if ever react with other elements. Elements in other groups vary in their reactivity but are generally less reactive than elements in groups 1, 2, 16, or 17. Q: Find calcium (Ca) in the periodic table (see Figure 1.1). Based on its position in the table, how reactive do you think calcium is? Name another element with which calcium might react. A: Calcium is a group 2 element with two valence electrons. Therefore, it is very reactive and gives up electrons in chemical reactions. It is likely to react with an element with six valence electrons that wants to gain two electrons. This would be an element in group 6, such as oxygen. Table salt (sodium chloride). | text | null |
L_1059 | valence electrons | T_4959 | The table salt pictured in the Figure 1.3 contains two elements that are so reactive they are rarely found alone in nature. Instead, they undergo chemical reactions with other elements and form compounds. Table salt is the compound named sodium chloride (NaCl). It forms when an atom of sodium (Na) gives up an electron and an atom of chlorine (Cl) accepts it. When this happens, sodium becomes a positively charged ion (Na+ ), and chlorine becomes a negatively charged ion (Cl ). The two ions are attracted to each and join a matrix of interlocking sodium and chloride ions, forming a crystal of salt. Q: Why does sodium give up an electron? A: An atom of a group 1 element such as sodium has just one valence electron. It is eager to give up this electron in order to have a full outer energy level, because this will give it the most stable arrangement of electrons. You can see how this happens in the animation at the following URL and in the Figure 1.4. Group 2 elements with two valence electrons are almost as reactive as elements in group 1 for the same reason. Q: Why does chlorine accept the electron from sodium? A: An atom of a group 17 element such as chlorine has seven valence electrons. It is eager to gain an extra electron to fill its outer energy level and gain stability. Group 16 elements with six valence electrons are almost as reactive for the same reason. Atoms of group 18 elements have eight valence electrons (or two in the case of helium). These elements already have a full outer energy level, so they are very stable. As a result, they rarely if ever react with other elements. Elements in other groups vary in their reactivity but are generally less reactive than elements in groups 1, 2, 16, or 17. Q: Find calcium (Ca) in the periodic table (see Figure 1.1). Based on its position in the table, how reactive do you think calcium is? Name another element with which calcium might react. A: Calcium is a group 2 element with two valence electrons. Therefore, it is very reactive and gives up electrons in chemical reactions. It is likely to react with an element with six valence electrons that wants to gain two electrons. This would be an element in group 6, such as oxygen. Table salt (sodium chloride). | text | null |
L_1059 | valence electrons | T_4960 | Valence electrons also determine how wellif at allthe atoms of an element conduct electricity. The copper wires in the cable in the Figure 1.5 are coated with plastic. Copper is an excellent conductor of electricity, so it is used for wires that carry electric current. Plastic contains mainly carbon, which cannot conduct electricity, so it is used as insulation on the wires. Q: Why do copper and carbon differ in their ability to conduct electricity? A: Atoms of metals such as copper easily give up valence electrons. Their electrons can move freely and carry electric current. Atoms of nonmetals such as the carbon, on the other hand, hold onto their electrons. Their electrons cant move freely and carry current. A few elements, called metalloids, can conduct electricity, but not as well as metals. Examples include silicon and germanium in group 14. Both become better conductors at higher temperatures. These elements are called semiconductors. Q: How many valence electrons do atoms of silicon and germanium have? What happens to their valence electrons when the atoms are exposed to an electric field? A: Atoms of these two elements have four valence electrons. When the atoms are exposed to an electric field, the valence electrons move away from the atoms and allow current to flow. | text | null |
L_1060 | velocity | T_4961 | Speed tells you only how fast or slow an object is moving. It doesnt tell you the direction the object is moving. The measure of both speed and direction is called velocity. Velocity is a vector. A vector is measurement that includes both size and direction. Vectors are often represented by arrows. When using an arrow to represent velocity, the length of the arrow stands for speed, and the way the arrow points indicates the direction. Click image to the left or use the URL below. URL: | text | null |
L_1060 | velocity | T_4962 | The arrows in the Figure 1.1 represent the velocity of three different objects. Arrows A and B are the same length but point in different directions. They represent objects moving at the same speed but in different directions. Arrow C is shorter than arrow A or B but points in the same direction as arrow A. It represents an object moving at a slower speed than A or B but in the same direction as A. | text | null |
L_1060 | velocity | T_4963 | Objects have the same velocity only if they are moving at the same speed and in the same direction. Objects moving at different speeds, in different directions, or both have different velocities. Look again at arrows A and B from the Figure 1.1. They represent objects that have different velocities only because they are moving in different directions. A and C represent objects that have different velocities only because they are moving at different speeds. Objects represented by B and C have different velocities because they are moving in different directions and at different speeds. Q: Jerod is riding his bike at a constant speed. As he rides down his street he is moving from east to west. At the end of the block, he turns right and starts moving from south to north, but hes still traveling at the same speed. Has his velocity changed? A: Although Jerods speed hasnt changed, his velocity has changed because he is moving in a different direction. Q: How could you use vector arrows to represent Jerods velocity and how it changes? A: The arrows might look like this: | text | null |
L_1060 | velocity | T_4964 | You can calculate the average velocity of a moving object that is not changing direction by dividing the distance the object travels by the time it takes to travel that distance. You would use this formula: velocity = distance time This is the same formula that is used for calculating average speed. It represents velocity only if the answer also includes the direction that the object is traveling. Lets work through a sample problem. Tonis dog is racing down the sidewalk toward the east. The dog travels 36 meters in 18 seconds before it stops running. The velocity of the dog is: distance time 36 m = 18 s = 2 m/s east velocity = Note that the answer is given in the SI unit for velocity, which is m/s, and it includes the direction that the dog is traveling. Q: What would the dogs velocity be if it ran the same distance in the opposite direction but covered the distance in 24 seconds? A: In this case, the velocity would be: distance time 36 m = 24 s = 1.5 m/s west velocity = | text | null |
L_1061 | velocity time graphs | T_4965 | The changing velocity of the sprinteror of any other moving person or objectcan be represented by a velocity- time graph like the one in the Figure 1.1 for the sprinter. A velocity-time graph shows how velocity changes over time. The sprinters velocity increases for the first 4 seconds of the race, it remains constant for the next 3 seconds, and it decreases during the last 3 seconds after she crosses the finish line. | text | null |
L_1061 | velocity time graphs | T_4966 | In a velocity-time graph, acceleration is represented by the slope, or steepness, of the graph line. If the line slopes upward, like the line between 0 and 4 seconds in the Figure 1.1, velocity is increasing, so acceleration is positive. If the line is horizontal, as it is between 4 and 7 seconds, velocity is constant and acceleration is zero. If the line slopes downward, like the line between 7 and 10 seconds, velocity is decreasing and acceleration is negative. Negative acceleration is called deceleration. Q: Assume that another sprinter is running the same race. The other runner reaches a top velocity of 9 m/s by 4 seconds after the start of the race. How would the first 4 seconds of the velocity-time graph for this runner be different from the Figure 1.1? A: The graph line for this runner during seconds 0-4 would be steeper (have a greater slope). This would show that acceleration is greater during this time period for the other sprinter. | text | null |
L_1062 | visible light and matter | T_4967 | Reflection of light occurs when light bounces back from a surface that it cannot pass through. Reflection may be regular or diffuse. If the surface is very smooth, like a mirror, the reflected light forms a very clear image. This is called regular, or specular, reflection. In the Figure 1.1, the smooth surface of the still water in the pond on the left reflects light in this way. When light is reflected from a rough surface, the waves of light are reflected in many different directions, so a clear image does not form. This is called diffuse reflection. In the Figure 1.1, the ripples in the water in the picture on the right cause diffuse reflection of the blooming trees. | text | null |
L_1062 | visible light and matter | T_4968 | Transmission of light occurs when light passes through matter. As light is transmitted, it may pass straight through matter or it may be refracted or scattered as it passes through. When light is refracted, it changes direction as it passes into a new medium and changes speed. The straw in the Figure 1.2 looks bent where light travels from water to air. Light travels more quickly in air than in water and changes direction. Scattering occurs when light bumps into tiny particles of matter and spreads out in all directions. In the Figure air, giving the headlights a halo appearance. Q: What might be another example of light scattering? A: When light passes through smoky air, it is scattered by tiny particles of soot. | text | null |
L_1062 | visible light and matter | T_4968 | Transmission of light occurs when light passes through matter. As light is transmitted, it may pass straight through matter or it may be refracted or scattered as it passes through. When light is refracted, it changes direction as it passes into a new medium and changes speed. The straw in the Figure 1.2 looks bent where light travels from water to air. Light travels more quickly in air than in water and changes direction. Scattering occurs when light bumps into tiny particles of matter and spreads out in all directions. In the Figure air, giving the headlights a halo appearance. Q: What might be another example of light scattering? A: When light passes through smoky air, it is scattered by tiny particles of soot. | text | null |
L_1062 | visible light and matter | T_4969 | Light may transfer its energy to matter rather than being reflected or transmitted by matter. This is called absorption. When light is absorbed, the added energy increases the temperature of matter. If you get into a car that has been sitting in the sun all day, the seats and other parts of the cars interior may be almost too hot to touch, especially if they are black or very dark in color. Thats because dark colors absorb most of the sunlight that strikes them. Q: In hot sunny climates, people often dress in light-colored clothes. Why is this a good idea? A: Light-colored clothes absorb less light and reflect more light than dark-colored clothes, so they keep people cooler. | text | null |
L_1062 | visible light and matter | T_4970 | Matter can be classified on the basis of its interactions with light. Matter may be transparent, translucent, or opaque. An example of each type of matter is pictured in the Figure 1.4. Transparent matter is matter that transmits light without scattering it. Examples of transparent matter include air, pure water, and clear glass. You can see clearly through transparent objects, such as the top panes of the window 1.4, because just about all of the light that strikes them passes through to the other side. Translucent matter is matter that transmits light but scatters the light as it passes through. Light passes through translucent objects but you cannot see clearly through them because the light is scattered in all directions. The frosted glass panes at the bottom of the window 1.4 are translucent. Opaque matter is matter that does not let any light pass through it. Matter may be opaque because it absorbs light, reflects light, or does some combination of both. Examples of opaque objects are objects made of wood, like the shutters in the Figure 1.5. The shutters absorb most of the light that strikes them and reflect just a few wavelengths of visible light. The glass mirror 1.5 is also opaque. Thats because it reflects all of the light that strikes it. | text | null |
L_1062 | visible light and matter | T_4970 | Matter can be classified on the basis of its interactions with light. Matter may be transparent, translucent, or opaque. An example of each type of matter is pictured in the Figure 1.4. Transparent matter is matter that transmits light without scattering it. Examples of transparent matter include air, pure water, and clear glass. You can see clearly through transparent objects, such as the top panes of the window 1.4, because just about all of the light that strikes them passes through to the other side. Translucent matter is matter that transmits light but scatters the light as it passes through. Light passes through translucent objects but you cannot see clearly through them because the light is scattered in all directions. The frosted glass panes at the bottom of the window 1.4 are translucent. Opaque matter is matter that does not let any light pass through it. Matter may be opaque because it absorbs light, reflects light, or does some combination of both. Examples of opaque objects are objects made of wood, like the shutters in the Figure 1.5. The shutters absorb most of the light that strikes them and reflect just a few wavelengths of visible light. The glass mirror 1.5 is also opaque. Thats because it reflects all of the light that strikes it. | text | null |
L_1063 | vision and the eye | T_4971 | The human eye is an organ that is specialized to collect light and focus images. The structures of the human eye are shown in the Figure 1.1. Examine each structure in the diagram as you read about it below. The sclera, also known as the white of the eye, is an opaque outer covering that protects the eye. It keeps light out of the eye except at the center front of the eye. The cornea is a transparent outer covering of the front of the eye. It protects the eye and also acts as a convex lens. A convex lens is thicker in the middle than at the edges and makes rays of light converge, or meet at a point. The shape of the cornea helps focus light that enters the eye. The pupil is an opening in the front of the eye. It looks black because it doesnt reflect any light. All the light passes through it instead. The pupil controls the amount of light that enters the eye. It automatically gets bigger or smaller to let more or less light in as needed. The iris is the colored part of the eye. It controls the size of the pupil. The lens of the eye is a convex lens. It fine-tunes the focus so an image forms on the retina at the back of the eye. Tiny muscles control the shape of the lens to focus images of close or distant objects. The retina is a membrane lining the back of the eye. The retina has nerve cells called rods and cones that change images to electrical signals. Rods are good at sensing dim light but cant distinguish different colors of light. Cones can sense colors but not dim light. There are three different types of cones. Each type senses one of the three primary colors of light (red, green, or blue). The optic nerve carries electrical signals from the rods and cones to the brain. Q: The lens of the eye is a convex lens. How would vision be affected if the lens of the eye was concave instead of convex? A: A concave lens causes rays of light to diverge, or spread apart. It forms a virtual image on the same side of the lens at the object being viewed. Therefore, a concave lens would focus the image in front of the eye, not on the retina inside the eye. No signals would be sent to the brain so vision would not be possible. | text | null |
L_1063 | vision and the eye | T_4972 | The ability to see is called vision. This ability depends on more than healthy eyes. It also depends on certain parts of the brain, because the brain and eyes work together to allow us to see. The eyes collect and focus visible light. The lens and other structures of the eye work together to focus an image on the retina. The image is upside-down and reduced in size, as you can see in the Figure 1.2. Cells in the retina change the image to electrical signals that travel to the brain through the optic nerve. The brain interprets the electrical signals as shape, color, and brightness. It also interprets the image as though it were right-side up. The brain does this automatically, so what we see always appears right-side up. The brain also interprets what we are seeing. Q: The part of the brain that processes information from the eyes is the visual cortex. It is located at the back of the brain. How might an injury to the visual cortex affect vision? A: An injury to the visual cortex might cause abnormal vision or even blindness regardless of how well the eyes can gather and focus light. | text | null |
L_1064 | vision problems and corrective lenses | T_4973 | Many people have problems with their vision, or ability to see. Often, the problem is due to the shape of the eyes and how they focus light. Two of the most common vision problems are nearsightedness and farsightedness, which you can read about below. You may even have one of these vision problems yourself. Usually, the problems can be corrected with contact lenses or lenses in eyeglasses. In many people, they can also be corrected with laser surgery, which reshapes the outer layer of the eye. Click image to the left or use the URL below. URL: | text | null |
L_1064 | vision problems and corrective lenses | T_4974 | Nearsightedness, or myopia, is the condition in which nearby objects are seen clearly, but distant objects appear blurry. The Figure 1.1 shows how it occurs. The eyeball is longer (from front to back) than normal. This causes images to be focused in front of the retina instead of on the retina. Myopia can be corrected with concave lenses. The lenses focus images farther back in the eye, so they fall on the retina instead of in front of it. Q: Sometimes squinting the eyes can help someone see more clearly. Why do you think this works? A: Squinting may improve focus by slightly changing the shape of the eyes. When you squint, you tighten muscles around the eyes, putting pressure on the eyeballs. | text | null |
L_1064 | vision problems and corrective lenses | T_4975 | Farsightedness, or hyperopia, is the condition in which distant objects are seen clearly, but nearby objects appear blurry. It occurs when the eyeball is shorter than normal (see Figure 1.2). This causes images to be focused in a spot that would fall behind the retina (if light could pass through the retina). Hyperopia can be corrected with convex lenses. The lenses focus images farther forward in the eye, so they fall on the retina instead of behind it. Q: Joey has hyperopia. When is he more likely to need his glasses: when he reads a book or when he watches TV? A: With hyperopia, Joey is farsighted. He can probably see the TV more clearly than the words in a book because the TV is farther away. Therefore, he is more likely to need his glasses when he reads than when he watches TV. | text | null |
L_1065 | wave amplitude | T_4976 | Waves that travel through mattersuch as the fabric of a flagare called mechanical waves. The matter they travel through is called the medium. When the energy of a wave passes through the medium, particles of the medium move. The more energy the wave has, the farther the particles of the medium move. The distance the particles move is measured by the waves amplitude. | text | null |
L_1065 | wave amplitude | T_4977 | Wave amplitude is the maximum distance the particles of the medium move from their resting positions when a wave passes through. The resting position of a particle of the medium is where the particle would be in the absence of a wave. The Figure 1.1 show the amplitudes of two different types of waves: transverse and longitudinal waves. In a transverse wave, particles of the medium move up and down at right angles to the direction of the wave. Wave amplitude of a transverse wave is the difference in height between the crest and the resting position. The crest is the highest point particles of the medium reach. The higher the crests are, the greater the amplitude of the wave. In a longitudinal wave, particles of the medium move back and forth in the same direction as the wave. Wave amplitude of a longitudinal wave is the distance between particles of the medium where it is compressed by the wave. The closer together the particles are, the greater the amplitude of the wave. Q: What do you think determines a waves amplitude? A: Wave amplitude is determined by the energy of the disturbance that causes the wave. | text | null |
L_1065 | wave amplitude | T_4978 | A wave caused by a disturbance with more energy has greater amplitude. Imagine dropping a small pebble into a pond of still water. Tiny ripples will move out from the disturbance in concentric circles. The ripples are low- amplitude waves with very little energy. Now imagine throwing a big boulder into the pond. Very large waves will be generated by the disturbance. These waves are high-amplitude waves and have a great deal of energy. | text | null |
L_1066 | wave frequency | T_4979 | The number of waves that pass a fixed point in a given amount of time is wave frequency. Wave frequency can be measured by counting the number of crests (high points) of waves that pass the fixed point in 1 second or some other time period. The higher the number is, the greater the frequency of the waves. The SI unit for wave frequency is the hertz (Hz), where 1 hertz equals 1 wave passing a fixed point in 1 second. The Figure 1.1 shows high-frequency and low-frequency transverse waves. Q: The wavelength of a wave is the distance between corresponding points on adjacent waves. For example, it is the distance between two adjacent crests in the transverse waves in the diagram. Infer how wave frequency is related to wavelength. | text | null |
L_1066 | wave frequency | T_4980 | The frequency of a wave is the same as the frequency of the vibrations that caused the wave. For example, to generate a higher-frequency wave in a rope, you must move the rope up and down more quickly. This takes more energy, so a higher-frequency wave has more energy than a lower-frequency wave with the same amplitude. You can see examples of different frequencies in the Figure 1.2 (Amplitude is the distance that particles of the medium move when the energy of a wave passes through them.) | text | null |
L_1067 | wave interactions | T_4981 | Atoms are the building blocks of matter. Unlike blocks that we know, these building blocks are incredibly small. In fact, they are the smallest particles of an element. Atoms still have the same properties as the elements they make up. For example, an atom of gold has the same melting point as a gold coin. If we could see it, it would have the same color. Elements are also pure substances. This means they are not mixed with anything else. Pure substances such as nickel, hydrogen, and helium make up all kinds of matter. All the atoms of a given element are identical. Atoms of different elements are not physically the same. Think of something you might have made from LEGOs. You built some shape using the many different sized and shaped blocks. This is much like how atoms combine to become everything we know. If we took only one size and shape of block and put them together, we would make a pure substance. It would be an element. If you take apart anything that you have built, those individual parts are like the atoms. With those small parts, you build bigger things. Sometimes they are all the same type of block. Other times, they may be different kinds of blocks. We use these combinations of different blocks to make more complicated things. | text | null |
L_1067 | wave interactions | T_4982 | Unlike LEGO bricks, atoms are extremely small. The radius of an atom is well under 1 nanometer. Thats one- billionth of a meter. Such a number is hard to imagine. Consider this: trillions of atoms would fit inside the period at the end of this sentence. In other words, atoms are way too small to be seen with the naked eye. | text | null |
L_1067 | wave interactions | T_4983 | Although atoms are very tiny, they consist of even smaller particles. Atoms are made of protons, neutrons, and electrons: Protons have a positive charge. Electrons have a negative charge. Neutrons are neutral in charge. | text | null |
L_1067 | wave interactions | T_4984 | Figure below represents a simple model of an atom. Models help scientists make sense of things. Perhaps they are either too big or too small. Maybe they are just too complicated to make sense of. This simple model helps scientists think about the atom. Is this how the atom really looks? Not exactly! Remember, a model helps us make sense of things. They may not be an exact copy of the object. You will learn about more complex models of atoms in the coming years, but this model is a good place to start. | text | null |
L_1067 | wave interactions | T_4985 | At the center of an atom is the nucleus (plural, nuclei). The nucleus contains most of the atoms mass. However, in size, its just a tiny part of the atom. The model in Figure above is not to scale. If an atom were the size of a football stadium, the nucleus would be only about the size of a pea. The nucleus, in turn, consists of two types of particles, called protons and neutrons. These particles are tightly packed inside the nucleus. Constantly moving about the nucleus are other particles called electrons. | text | null |
L_1067 | wave interactions | T_4986 | A proton is a particle inside the nucleus of an atom. It has a positive electric charge. All protons are identical. It is all about the number of protons in the atoms. The number of protons is what gives the atoms of different elements their unique properties. Atoms of each type of element have a characteristic number of protons. For example, each atom of carbon has six protons (see Figure below ). No two elements have atoms with the same number of protons. | text | null |
L_1067 | wave interactions | T_4987 | A neutron is a particle inside the nucleus of an atom. It has no electric charge. Atoms of an element often have the same number of neutrons as protons. For example, most carbon atoms have six neutrons as well as six protons. This is also shown in Figure below . | text | null |
L_1067 | wave interactions | T_4988 | An electron is a particle outside the nucleus of an atom. It has a negative electric charge. The charge of an electron is opposite but equal to the charge of a proton. Atoms have the same number of electrons as protons. As a result, the negative and positive charges "cancel out." This makes atoms electrically neutral. For example, a carbon atom has six electrons that "cancel out" its six protons. | text | null |
L_1067 | wave interactions | T_4989 | By clicking a link below, you will leave the CK-12 site and open an external site in a new tab. This page will remain open in the original tab. | text | null |
L_1068 | wave interference | T_4990 | When two or more waves meet, they interact with each other. The interaction of waves with other waves is called wave interference. Wave interference may occur when two waves that are traveling in opposite directions meet. The two waves pass through each other, and this affects their amplitude. Amplitude is the maximum distance the particles of the medium move from their resting positions when a wave passes through. How amplitude is affected by wave interference depends on the type of interference. Interference can be constructive or destructive. | text | null |
L_1068 | wave interference | T_4991 | Constructive interference occurs when the crests, or highest points, of one wave overlap the crests of the other wave. You can see this in the Figure 1.1. As the waves pass through each other, the crests combine to produce a wave with greater amplitude. | text | null |
L_1068 | wave interference | T_4992 | Destructive interference occurs when the crests of one wave overlap the troughs, or lowest points, of another wave. The Figure 1.2 shows what happens. As the waves pass through each other, the crests and troughs cancel each other out to produce a wave with zero amplitude. | text | null |
L_1068 | wave interference | T_4993 | Waves may reflect off an obstacle that they are unable to pass through. When waves are reflected straight back from an obstacle, the reflected waves interfere with the original waves and create standing waves. These are waves that appear to be standing still. Standing waves occur because of a combination of constructive and destructive interference. Q: How could you use a rope to produce standing waves? A: You could tie one end of the rope to a fixed object, such as doorknob, and move the other end up and down to generate waves in the rope. When the waves reach the fixed object, they are reflected back. The original waves and the reflected waves interfere to produce a standing wave. Try it yourself and see if the waves appear to stand still. | text | null |
L_1069 | wave particle theory | T_4994 | Electromagnetic radiation, commonly called light, is the transfer of energy by waves called electromagnetic waves. These waves consist of vibrating electric and magnetic fields. Where does electromagnetic energy come from? It is released when electrons return to lower energy levels in atoms. Electromagnetic radiation behaves like continuous waves of energy most of the time. Sometimes, however, electromagnetic radiation seems to behave like discrete, or separate, particles rather than waves. So does electromagnetic radiation consist of waves or particles? | text | null |
L_1069 | wave particle theory | T_4995 | This question about the nature of electromagnetic radiation was debated by scientists for more than two centuries, starting in the 1600s. Some scientists argued that electromagnetic radiation consists of particles that shoot around like tiny bullets. Other scientists argued that electromagnetic radiation consists of waves, like sound waves or water waves. Until the early 1900s, most scientists thought that electromagnetic radiation is either one or the other and that scientists on the other side of the argument were simply wrong. Q: Do you think electromagnetic radiation is a wave or a particle? A: Heres a hint: it may not be a question of either-or. Keep reading to learn more. | text | null |
L_1069 | wave particle theory | T_4996 | In 1905, the physicist Albert Einstein developed a new theory about electromagnetic radiation. The theory is often called the wave-particle theory. It explains how electromagnetic radiation can behave as both a wave and a particle. Einstein argued that when an electron returns to a lower energy level and gives off electromagnetic energy, the energy is released as a discrete packet of energy. We now call such a packet of energy a photon. According to Einstein, a photon resembles a particle but moves like a wave. You can see this in the Figure 1.1. The theory posits that waves of photons traveling through space or matter make up electromagnetic radiation. | text | null |
L_1069 | wave particle theory | T_4997 | A photon isnt a fixed amount of energy. Instead, the amount of energy in a photon depends on the frequency of the electromagnetic wave. The frequency of a wave is the number of waves that pass a fixed point in a given amount of time, such as the number of waves per second. In waves with higher frequencies, photons have more energy. | text | null |
L_1069 | wave particle theory | T_4998 | After Einstein proposed his theory, evidence was discovered to support it. For example, scientists shone laser light through two slits in a barrier made of a material that blocked light. You can see the setup of this type of experiment in the Figure 1.2. Using a special camera that was very sensitive to light, they took photos of the light that passed through the slits. The photos revealed tiny pinpoints of light passing through the double slits. This seemed to show that light consists of particles. However, if the camera was exposed to the light for a long time, the pinpoints accumulated in bands that resembled interfering waves. Therefore, the experiment showed that light seems to consist of particles that act like waves. | text | null |
L_1070 | wave speed | T_4999 | Wave speed is the distance a wave travels in a given amount of time, such as the number of meters it travels per second. Wave speed (and speed in general) can be represented by the equation: Speed = Distance Time | text | null |
L_1070 | wave speed | T_5000 | Wave speed is related to both wavelength and wave frequency. Wavelength is the distance between two correspond- ing points on adjacent waves. Wave frequency is the number of waves that pass a fixed point in a given amount of time. This equation shows how the three factors are related: Speed = Wavelength x Wave Frequency In this equation, wavelength is measured in meters and frequency is measured in hertz (Hz), or number of waves per second. Therefore, wave speed is given in meters per second, which is the SI unit for speed. Q: If you increase the wavelength of a wave, does the speed of the wave increase as well? A: Increasing the wavelength of a wave doesnt change its speed. Thats because when wavelength increases, wave frequency decreases. As a result, the product of wavelength and wave frequency is still the same speed. Click image to the left or use the URL below. URL: | text | null |
L_1070 | wave speed | T_5001 | The equation for wave speed can be used to calculate the speed of a wave when both wavelength and wave frequency are known. Consider an ocean wave with a wavelength of 3 meters and a frequency of 1 hertz. The speed of the wave is: Speed = 3 m x 1 wave/s = 3 m/s Q: Kim made a wave in a spring by pushing and pulling on one end. The wavelength is 0.1 m, and the wave frequency is 2 hertz. What is the speed of the wave? A: Substitute these values into the equation for speed: Speed = 0.1 m x 2 waves/s = 0.2 m/s | text | null |
L_1070 | wave speed | T_5002 | The equation for wave speed (above) can be rewritten as: Frequency = Speed Wavelength or Wavelength = Speed Frequency Therefore, if you know the speed of a wave and either the wavelength or wave frequency, you can calculate the missing value. For example, suppose that a wave is traveling at a speed of 2 meters per second and has a wavelength of 1 meter. Then the frequency of the wave is: Frequency = 2m/s 1m = 2 waves/s, or 2 Hz Q: A wave is traveling at a speed of 2 m/s and has a frequency of 2 Hz. What is its wavelength? A: Substitute these values into the equation for wavelength: Wavelength = 2m/s 2waves/s =1m | text | null |
L_1070 | wave speed | T_5003 | The speed of most waves depends on the medium, or the matter through which the waves are traveling. Generally, waves travel fastest through solids and slowest through gases. Thats because particles are closest together in solids and farthest apart in gases. When particles are farther apart, it takes longer for the energy of the disturbance to pass from particle to particle through the medium. Click image to the left or use the URL below. URL: | text | null |
L_1071 | wavelength | T_5004 | Wavelength is one way of measuring the size of waves. It is the distance between two corresponding points on adjacent waves, and it is usually measured in meters. How it is measured is a little different for transverse and longitudinal waves. In a transverse wave, particles of the medium vibrate up and down at right angles to the direction that the wave travels. The wavelength of a transverse wave can be measured as the distance between two adjacent crests, or high points, as shown in the Figure 1.1. In a longitudinal wave, particles of matter vibrate back and forth in the same direction that the wave travels. The wavelength of a longitudinal wave can be measured as the distance between two adjacent compressions, as shown in the Figure 1.2. Compressions are the places where particles of the medium crowd close together as the energy of the wave passes through. | text | null |
L_1071 | wavelength | T_5005 | The wavelength of a wave is related to the waves energy. Short-wavelength waves have more energy than long- wavelength waves of the same amplitude. (Amplitude is a measure of how far particles of the medium move up and down or back and forth when a wave passes through them.) You can see examples of transverse waves with shorter and longer wavelengths in the Figure 1.3. A: Violet light has the greatest energy because it has the shortest wavelength. | text | null |
L_1071 | wavelength | T_5005 | The wavelength of a wave is related to the waves energy. Short-wavelength waves have more energy than long- wavelength waves of the same amplitude. (Amplitude is a measure of how far particles of the medium move up and down or back and forth when a wave passes through them.) You can see examples of transverse waves with shorter and longer wavelengths in the Figure 1.3. A: Violet light has the greatest energy because it has the shortest wavelength. | text | null |
L_1071 | wavelength | T_5005 | The wavelength of a wave is related to the waves energy. Short-wavelength waves have more energy than long- wavelength waves of the same amplitude. (Amplitude is a measure of how far particles of the medium move up and down or back and forth when a wave passes through them.) You can see examples of transverse waves with shorter and longer wavelengths in the Figure 1.3. A: Violet light has the greatest energy because it has the shortest wavelength. | text | null |
L_1072 | wedge | T_5006 | A wedge is simple machine that consists of two inclined planes, giving it a thin end and thick end, as you can see in the Figure 1.1. A wedge is used to cut or split apart objects. Force is applied to the thick end of the wedge, and the wedge, in turn, applies force to the object along both of its sloping sides. This force causes the object to split apart. A knife is another example of a wedge. In the Figure 1.2, a knife is being used to chop tough pecans. The job is easy to do with the knife because of the wedge shape of the blade. The very thin edge of the blade easily enters and cuts through the pecans. | text | null |
L_1072 | wedge | T_5007 | The mechanical advantage of a simple machine is the factor by which it multiplies the force applied to the machine. It is the ratio of the output force to the input force. A wedge applies more force to the object (output force) than the user applies to the wedge (input force), so the mechanical advantage of a wedge is greater than 1. A longer, thinner wedge has a greater mechanical advantage than a shorter, wider wedge. With all wedges, the trade-off is that the output force is applied over a shorter distance, so force may need to be applied to the wedge repeatedly to push it through the object. Q: Which wedge in the Figure 1.3 do you think would do the same amount of work with less input force? A: The wedge on the left has a greater mechanical advantage, so it would do the same amount of work with less input force. | text | null |
L_1072 | wedge | T_5007 | The mechanical advantage of a simple machine is the factor by which it multiplies the force applied to the machine. It is the ratio of the output force to the input force. A wedge applies more force to the object (output force) than the user applies to the wedge (input force), so the mechanical advantage of a wedge is greater than 1. A longer, thinner wedge has a greater mechanical advantage than a shorter, wider wedge. With all wedges, the trade-off is that the output force is applied over a shorter distance, so force may need to be applied to the wedge repeatedly to push it through the object. Q: Which wedge in the Figure 1.3 do you think would do the same amount of work with less input force? A: The wedge on the left has a greater mechanical advantage, so it would do the same amount of work with less input force. | text | null |
L_1073 | wheel and axle | T_5008 | A wheel and axle is a simple machine that consists of two connected rings or cylinders, one inside the other. Both rings or cylinders turn in the same direction around a single center point. The inner ring or cylinder is called the axle, and the outer one is called the wheel. Besides the Ferris wheel, the doorknob in the Figure 1.1 is another example of a wheel and axle. In a wheel and axle, force may be applied either to the wheel or to the axle. This force is called the input force. A wheel and axle does not change the direction of the input force. However, the force put out by the machine, called the output force, is either greater than the input force or else applied over a greater distance. A: In a Ferris wheel, the force is applied to the axle by the Ferris wheels motor. In a doorknob, the force is applied to the wheel by a persons hand. | text | null |
L_1073 | wheel and axle | T_5009 | The mechanical advantage of a machine is the factor by which the machine changes the input force. It equals the ratio of the output force to the input force. A wheel and axle may either increase or decrease the input force, depending on whether the input force is applied to the axle or the wheel. When the input force is applied to the axle, as it is with a Ferris wheel, the wheel turns with less force. Because the output force is less than the input force, the mechanical advantage is less than 1. However, the wheel turns over a greater distance, so it turns faster than the axle. The speed of the wheel is one reason that the Ferris wheel ride is so exciting. When the input force is applied to the wheel, as it is with a doorknob, the axle turns over a shorter distance but with greater force, so the mechanical advantage is greater than 1. This allows you to turn the doorknob with relatively little effort, while the axle of the doorknob applies enough force to slide the bar into or out of the doorframe. | text | null |
L_1074 | why earth is a magnet | T_5010 | Like the real Earth, the globe pictured above is a magnet. A magnet is an object that has north and south magnetic poles and a magnetic field. The magnetic globe is a modern device, but the idea that Earth is a magnet is far from new. It was first proposed in 1600 by a British physician named William Gilbert. He used a spherical magnet to represent Earth. With a compass, he demonstrated that it the spherical magnet causes a compass needle to behave the same way that Earth causes a compass needle to behave. This showed that a spherical magnet is a good model for Earth and therefore that Earth is a magnet. Q: Can you describe Earths magnetic poles and magnetic field? A: Earth has north and south magnetic poles. The North Pole is located at about 80 degrees north latitude. The magnetic field is an area around Earth that is affected by its magnetic field. The field is strongest at the poles, and lines of magnetic force move from the north to the south magnetic pole. | text | null |
L_1074 | why earth is a magnet | T_5011 | Although the idea that Earth is a magnet is centuries old, the discovery of why Earth is a magnet is a relatively new. In the early 1900s, scientists started using seismographic data to learn about Earths inner structure. A seismograph detects and measure earthquake waves. Evidence from earthquakes showed that Earth has a solid inner core and a liquid outer core (see the Figure 1.1). The outer core consists of molten metals, mainly iron and nickel. Scientists think that Earths magnetic field is generated by the movement of charged particles through these molten metals in the outer core. The particles move as Earth spins on its axis. | text | null |
L_1076 | work | T_5014 | Work is defined differently in physics than in everyday language. In physics, work means the use of force to move an object. The teens who are playing basketball in the picture above are using force to move their bodies and the basketball, so they are doing work. The teen who is studying isnt moving anything, so she isnt doing work. Not all force that is used to move an object does work. For work to be done, the force must be applied in the same direction that the object moves. If a force is applied in a different direction than the object moves, no work is done. The Figure 1.1 illustrates this point. Q: If the box the man is carrying is very heavy, does he do any work as he walks across the room with it? A: Regardless of the weight of the box, the man does no work on it as he holds it while walking across the room. However, he does more work when he first lifts a heavier box to chest height. | text | null |
L_1076 | work | T_5015 | Work is directly related to both the force applied to an object and the distance the object moves. It can be represented by the equation: Work = Force Distance This equation shows that the greater the force that is used to move an object or the farther the object is moved, the more work that is done. To see the effects of force and distance on work, compare the weight lifters in the Figure 1.2. The two weight lifters on the left are lifting the same amount of weight, but the one on the bottom is lifting the weight a greater distance. Therefore, this weight lifter is doing more work. The two weight lifters on the bottom right are both lifting the weight the same distance, but the weight lifter on the left is lifting a heavier weight, so she is doing more work. | text | null |
L_0002 | earth science and its branches | T_0016 | FIGURE 1.11 (A) Mineralogists focus on all kinds of minerals. (B) Seismographs are used to measure earthquakes and pinpoint their origins. | image | textbook_images/earth_science_and_its_branches_20011.png |
L_0002 | earth science and its branches | T_0017 | FIGURE 1.12 These folded rock layers have bent over time. Studying rock layers helps scientists to explain these layers and the geologic history of the area. | image | textbook_images/earth_science_and_its_branches_20012.png |
L_0002 | earth science and its branches | T_0017 | FIGURE 1.13 This research vessel is specially designed to explore the seas around Antarctica. | image | textbook_images/earth_science_and_its_branches_20013.png |
L_0002 | earth science and its branches | T_0018 | FIGURE 1.14 Meteorologists can help us to prepare for major storms or know if today is a good day for a picnic. | image | textbook_images/earth_science_and_its_branches_20014.png |
L_0002 | earth science and its branches | T_0018 | FIGURE 1.15 Carbon dioxide released into the atmo- sphere is causing global warming. | image | textbook_images/earth_science_and_its_branches_20015.png |
L_0002 | earth science and its branches | T_0019 | FIGURE 1.16 In a marine ecosystem, coral, fish, and other sea life depend on each other for survival. | image | textbook_images/earth_science_and_its_branches_20016.png |
L_0003 | erosion and deposition by flowing water | T_0021 | FIGURE 10.1 Flowing water erodes or deposits parti- cles depending on how fast the water is moving and how big the particles are. | image | textbook_images/erosion_and_deposition_by_flowing_water_20018.png |
L_0003 | erosion and deposition by flowing water | T_0023 | FIGURE 10.2 How Flowing Water Moves Particles. How particles are moved by flowing water de- pends on their size. | image | textbook_images/erosion_and_deposition_by_flowing_water_20019.png |
L_0003 | erosion and deposition by flowing water | T_0027 | FIGURE 10.3 Erosion by Runoff. Runoff has eroded small channels through this bare field. | image | textbook_images/erosion_and_deposition_by_flowing_water_20020.png |
L_0003 | erosion and deposition by flowing water | T_0027 | FIGURE 10.4 Mountain Stream. This mountain stream races down a steep slope. | image | textbook_images/erosion_and_deposition_by_flowing_water_20021.png |
L_0003 | erosion and deposition by flowing water | T_0029 | FIGURE 10.5 How a Waterfall Forms and Moves. Why does a waterfall keep moving upstream? | image | textbook_images/erosion_and_deposition_by_flowing_water_20022.png |
L_0003 | erosion and deposition by flowing water | T_0029 | FIGURE 10.6 Meanders form because water erodes the outside of curves and deposits eroded material on the inside. Over time, the curves shift position. | image | textbook_images/erosion_and_deposition_by_flowing_water_20023.png |
L_0003 | erosion and deposition by flowing water | T_0030 | FIGURE 10.7 An alluvial fan in Death Valley, California (left), Nile River Delta in Egypt (right). | image | textbook_images/erosion_and_deposition_by_flowing_water_20024.png |
L_0003 | erosion and deposition by flowing water | T_0032 | FIGURE 10.8 This diagram shows how a river builds natural levees along its banks. | image | textbook_images/erosion_and_deposition_by_flowing_water_20025.png |
L_0003 | erosion and deposition by flowing water | T_0033 | FIGURE 10.9 This cave has both stalactites and stalag- mites. | image | textbook_images/erosion_and_deposition_by_flowing_water_20026.png |
L_0003 | erosion and deposition by flowing water | T_0034 | FIGURE 10.10 A sinkhole. | image | textbook_images/erosion_and_deposition_by_flowing_water_20027.png |
L_0004 | erosion and deposition by waves | T_0035 | FIGURE 10.11 Ocean waves transfer energy from the wind through the water. This gives waves the energy to erode the shore. | image | textbook_images/erosion_and_deposition_by_waves_20028.png |
L_0004 | erosion and deposition by waves | T_0037 | FIGURE 10.12 Over millions of years, wave erosion can create wave-cut cliffs (A), sea arches (B), or sea stacks (C). | image | textbook_images/erosion_and_deposition_by_waves_20029.png |
L_0004 | erosion and deposition by waves | T_0039 | FIGURE 10.13 Sand deposited along a shoreline creates a beach. | image | textbook_images/erosion_and_deposition_by_waves_20030.png |
L_0004 | erosion and deposition by waves | T_0039 | FIGURE 10.14 Beach deposits usually consist of small pieces of rock and shell in addition to sand. | image | textbook_images/erosion_and_deposition_by_waves_20031.png |
L_0004 | erosion and deposition by waves | T_0040 | FIGURE 10.15 Longshore drift carries particles of sand and rock down a coastline. | image | textbook_images/erosion_and_deposition_by_waves_20032.png |
L_0004 | erosion and deposition by waves | T_0041 | FIGURE 10.16 Spit from Space. Farewell Spit in New Zealand is clearly visible from space. This photo was taken by an astronaut orbiting Earth. | image | textbook_images/erosion_and_deposition_by_waves_20033.png |
L_0004 | erosion and deposition by waves | T_0042 | FIGURE 10.17 Wave-Deposited Landforms. These land- forms were deposited by waves. (A) Sandbars connect the small islands on this beach on Thailand. (B) A barrier island is a long, narrow island. It forms when sand is deposited by waves parallel to a coast. It develops from a sandbar that has built up enough to break through the waters surface. A barrier island helps protect the coast from wave erosion. | image | textbook_images/erosion_and_deposition_by_waves_20034.png |
L_0004 | erosion and deposition by waves | T_0043 | FIGURE 10.18 A breakwater is an artificial barrier island. How does it help protect the shoreline? | image | textbook_images/erosion_and_deposition_by_waves_20035.png |
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