STORYLINE 2 ANSWER KEY

Forces at a Distance

ANCHORING PHENOMENON
Sample answer: The moon revolves around Earth. The force of gravity is involved in the
interaction. The moon affects tides on Earth, which can cause coastal erosion.

INVESTIGATION 3: GRAVITATIONAL FORCES

1. CCC Cause and Effect Sample answer: Earth is tilted on its axis. As Earth revolves around the
sun, its hemispheres get different amounts of sunlight. In spring and fall, a hemisphere is not
fully tilted toward or away from the sun, so temperatures are mild. In winter, a hemisphere is
tilted away, so it’s darker and colder. In summer, it gets more sunlight and is warmer.
2. SEP Develop a Model Answers should include some kind of spherical object to model Earth,
and a light source to model the sun. The amount of light received by a given hemisphere of the
model Earth should represent the insolation in a given season.
3. SEP Use a Model Sample answer: No, it can never be winter or any given season everywhere
on Earth. When one hemisphere is experiencing winter by way of being tilted away from the
sun, the other hemisphere is experiencing the opposite, and summer.

EXPERIENCE 1
4. SEP Analyze and Interpret Data 40 N/4 kg = 10 N/kg. The slope represents the proportional
relationship of weight to mass on Earth, also known as the acceleration due to gravity.
5. CCC Scale, Proportion, and Quantity Sample answer: The weight of each car is proportional
to its overall mass. Assuming the cars are identical and each person has about the same mass,
the gravitational force exerted by the earth on a rollercoaster car with four people is greater
than the gravitational force exerted by the earth on the rollercoaster car with two people.
6. CCC Scale, Proportion, and Quantity Sample answer: about 660 times greater
7. SEP Ask Questions Students should draw a dot on the gravity curve one-sixteenth of the way
between 1RE and 2RE on the x-axis. This suggests that a book on the ISS would not be
weightless.
8. SEP Use a Model one-third decrease in magnitude
9. SEP Develop a Model The magnitude would increase by the square of three, or nine times.
10. SEP Develop a Model The second pair of force vectors should be longer than the first and
pointing toward each other. The third pair of force vectors should be much smaller than the
first, with very little length to the arrows at all.
11. 1.10 × 1016 N
12. SEP Construct an Explanation Sample answer: Earth’s mass is much greater than the
moon’s, which means the neutral point between them is closer to the moon. An object placed
at this point would not accelerate toward either.
13. SEP Use Mathematics Students can use the field equation to find that g is in meters per
second squared. It can also be measured in Newtons per kilogram. The value g represents the
gravitational field in terms of force per unit of mass and the field is radial where the strength of
the field varies with the distance from a body. It is a representation of an effect. The effects on
masses are caused by the force of gravity, which itself remains something of a mystery.
14. SEP Define Problems Sample answer: With increasing distance, the intensity of light
declines less, due to the inverse-square law. So, the third and fourth vases look more alike than
the first and second vases. This phenomenon makes lighting of different objects at different
positions relative to a light source rather difficult and would probably require multiple light
sources to adequately light the objects.
15. CCC Scale, Proportion, and Quantity Sample answer: The milligal is based on the gal, named
for Galileo. The gal is 1 cm/s2, so a milligal is one thousandth of that unit. This is such a small
value that it is not something that humans would be able to perceive.
16. SEP Design a Solution Find the center of the straight edge of a protractor and drill a small
hole on it. Alternatively, one end of the string can be taped at this point as well. Tie a string
through the small hole and attach the paper clip on its free end. Place the straight edge of the
protractor on the horizontal surface and observe whether the string is vertically positioned to
90 degrees.
17. SEP Use Math 9.81 m/s2; this is consistent with previous investigations.
18. SEP Argue from Evidence Sample answer: No, the astronauts will not experience an
acceleration due to gravity because they are in free fall, orbiting Earth, so they will feel
weightless. However, the ISS is only slightly farther from Earth’s center than Earth’s surface is,
so the force of gravity will actually be only slightly smaller than at Earth’s surface, even if the
astronauts can’t feel it.
19. 2.97 m/s2
20. 3.69 m/s2
21. SEP Argue from Evidence Sample answer: No, gravity is still pulling a person toward Earth,
but the airplane surrounding the person happens to be falling toward Earth with the same (or
slightly higher) acceleration, producing the sensation of weightlessness as the person falls
within the airplane.
22. SEP Develop a Model Sketches should indicate an orbit that has the ISS far enough from
Earth’s surface that it essentially misses Earth continuously as it falls toward it.
23. SEP Use Mathematics FSE at perihelion: 3.72 × 1022 N; FSE at aphelion: 3.43 × 1022 N
24. SEP Analyze and Interpret Data Sample answer: No, although the differences in the
amounts of solar radiation reaching Earth at the aphelion and perihelion are significant (about
8% different), this difference is not as important as the increased sunlight that the Northern or
Southern Hemisphere receives when it is facing the sun, because of Earth’s tilted orbit. As
evidence, Earth is closest to the sun on January 5, but the Northern Hemisphere still
experiences a cold winter because it is tilted away from the sun.
25. SEP Argue from Evidence Sample answer: No. Despite the 8% reduction in solar radiation,
Earth is not 8% cooler during aphelion. Season differences in temperature are due to Earth’s
tilted axis and its revolution around the sun.
26. SEP Construct an Explanation Sample answer: During spring tides, the sun, moon, and Earth
are aligned. This means that the time of the maximum lunar tide is also the time of the
maximum solar tide, and the minimum lunar and solar tides also occur at the same time. The
total range is very great. However, during neap tides, Earth, the moon, and sun form a right
angle, meaning that when a point on Earth experiences the maximum lunar tide, it is
experiencing the minimum solar tide, and when it experiences the minimum lunar tide, it is
experiencing the maximum solar tide. These partially cancel each other, and the total range is
much smaller (about ⅓ that of spring tides).

EXPERIENCE 2
27. SEP Argue from Evidence Sample answer: An object that is pulled toward Earth but only
enough to keep it in perpetual freefall is an object in a circular orbit. If the object actually fell to
Earth, it would be because it did not have the altitude and velocity to remain in orbit.
28. CCC Scale, Proportion, and Quantity Sample answer: Earth makes one rotation in one
sidereal day, or 86164 seconds, so the angular velocity is 2pi/86164 or 7.29 x 10-5 s-1. [Note:
because students have not yet learned about sidereal days, you should also accept the
incorrect value of 7.27 x 10-5 s-1, which would be for a 24-hour day.] This angular velocity is the
same anywhere on Earth, so both at the equator sea level and atop the mountain. The linear
velocity at the equatorial sea level is 465.1 m/s [R=6378] and atop a 1 km mountain, the linear
velocity is 465.2 m/s, or 0.1 m/s faster.
29. SEP Use Mathematics ac= 0.0339 m/s2; This is about 290 times less than the acceleration
due to gravity at Earth’s surface.
30. SEP Use Mathematics The force is 1.70 N [ = (50 kg)(465.1 m/s)2/(6378000 m)], which is
about 290 times less than the force of gravity [ = (50 kg)(9.8 m/s2) = 490 N].
31. CCC Scale, Proportion, and Quantity Sample answer: The force of Earth’s gravity included
two unknowns: the mass of Earth and the gravitational constant, G. Once G was independently
measured, the mass of Earth could be found by measuring the weight of any known mass.
32. SEP Use Mathematics
!"!
𝑣=# #
$%#
When the orbit has been completed, its speed is &
!"! $%# #"
𝑣=# #
= &
® 𝑇 = 2𝜋 #!"
!
Squaring both sides of the equation gives:
#" !"! & # $
𝑇 $ = 4𝜋 $ !"!
® 𝑟 =( '%#
)"
33. SEP Use Mathematics The square of the period T is proportional to the 3/2 power of the
radius r. If the radius of the orbit is doubled, the period will increase by 2(3/2), or about 2.83
times the original value.
34. 8.652 × 107 m
35. 2.018 × 107 m.
36. CCC Scale, Proportion, and Quantity The distance at perigee is about 10.5% less than the
distance at apogee.
37. SEP Use Mathematics The period is 2.373 ×106 s, which is 659 hr and 27.5 days [where 1
day is 86,164 s].
38. SEP Develop and Use Models Sample answer: Earth is closest to the sun during the
northern winter, which means it receives more energy at this time.
39. CCC Cause and Effect Sample answer: The planet absorbs more energy during the northern
winter, when the ocean-dominated Southern Hemisphere is getting more direct sunlight. In the
northern summer, the Northern Hemisphere’s land masses are receiving but reflecting back to
space a large share of the sunlight.
40. SEP Develop and Use Models Sample answer: Each synodic day Earth rotates a little bit
more to keep the same point on Earth facing the sun, as Earth revolves around the sun. After
Earth completes one full revolution around the sun, coming back to its original location, all of
these small extra turns have added up to one full extra rotation, so there was one additional
sidereal day.
41. CCC Patterns Sample answer: Venus is closer to the sun than Earth, therefore its orbit
around the sun must be shorter than an Earth year (the time it takes Earth to orbit the sun).
42. CCC Systems and System Models Sample answer: The moon must be full for a lunar eclipse
to occur. Earth cannot cast its shadow across the moon without being between the sun and
moon.
43. CCC Patterns Sample answer: Not only must an eclipse occur at a full moon or new moon
phase, but that has to coincide with a time that the moon’s orbit intersects the solar ecliptic
plane at a location that is directly in line with the sun and Earth. This occurs infrequently.
44. SEP Use Mathematics Sample answer: The lunar tides are about twice as large as the solar
tides. During spring tides the lunar high tide combines with the solar high tide, amplifying it
(2 + 1 = 3). During neap tides the lunar high tide combines with the solar low tide, reducing it
(2 –1 = 1). The difference is about a factor of 3.
45. SEP Use Mathematics 653 N
46. SEP Use Mathematics Students should show that when the tail of the “Reactive Centripetal
Acceleration” vector is added to the head of the “Gravitational Acceleration” vector, the
resulting vector is the “Resulting gravity” vector.
47. SEP Use Mathematics 1017 m/s
48. SEP Develop and Use Models Sample answer: The extra 3 minutes and 56 seconds (which is
24 hours minus 23 hours, 56 minutes, and 4 seconds) is needed for Earth to rotate enough that
it catches up with the amount that Earth has revolved around the sun, bringing the sun back to
the same place in the sky.
49. SEP Use Mathematics 9.006 × 107 m
50. SEP Use Mathematics Students should use 90º in the international reference gravity
formula, which yields 9.832 m/s2 as the value for g.
51. SEP Obtain and Communicate Information Students should calculate g for their latitude
and then compare it to 9.81 either as a difference in units of m/s2 or as a quotient percentage.
52. SEP Develop and Use Models Sample answer: If theta is the latitude, then the height of the
noon sun will be an angle measured from the horizontal equal to 90 deg - theta - 23.5 deg on
the winter solstice and 90 deg - theta + 23.5 deg on the summer solstice. For example, if the
latitude is 42 deg, the noontime winter solstice sun is 90 deg - 42 deg - 23.5 deg = 24.5 deg from
the horizon, and the noontime summer solstice sun is 90 deg - 42 deg + 23.5 deg = 71.5 deg
from the horizon.

EXPERIENCE 3
53. SEP Use Mathematics Drawings should show an ellipse that is slightly wider than it is tall.
(# +#
Equation: $) + ,- = 1; foci are at 3 and –3
54. SEP Use Mathematics If the sun is at the focus (3, 0), then perihelion is at (5, 0), two units
away, and aphelion is at (–5, 0), eight units away.
55. CCC Patterns Sample answer: Highly eccentric orbits would cross the orbits of other planets
and they would collide or be flung out of the solar system.
.#
56. SEP Use Mathematics 𝑒 = #1 − /#
a = Earth’s equatorial radius = 6378 km
b = Earth’s polar radius = 6357 km
e = F1 − (6357/6378)$ = 0.08108
c = √𝑎$ + 𝑏 $ = 517.1 km, so the foci are 517.1 km away from Earth’s center.
57. SEP Use Mathematics Earth's velocity is 52.46 m/s at perihelion, and 50.74 m/s at aphelion.
So Earth is moving 3.4% faster at perihelion.
58. SEP Analyze Data The 41 kyr cycle has a range global temperature of about 3 °C (11 °C to
14 °C), the 100 kyr cycle has a range of about 6.5 °C (9 °C to 15.5 °C).
59. SEP Use Mathematics The period would increase by a factor of 103/2 = 31.6 if the semimajor
axis is increased by a factor of 10.
60. CCC Patterns Sample answer: As the ellipses get more eccentric the semiminor axis
decreases, the distance of the focus from the center increases, but the length of the semimajor
axis remains constant.
61. SEP Analyze and Interpret Data Because the ratio a3/T2 must remain constant, if you
increase the semimajor axis (a) by a factor of 200,000, the period (T) must increase by a factor
of 200,0003/2 = 89,443,000, so the period of the comet is 89.4 million years.
62. 1.427× 1012 m
63. 6.422× 1023 kg
64. SEP Develop a Model Sample answer: Sketches should mark L1 as a neutral point where
the field lines heading toward the sun are nearly parallel to the field lines heading into Earth. All
field lines should appear to be starting off the page, with arrows toward their respective bodies.
65. CCC Scale, Proportion, and Quantity The periods of the three innermost Galilean moons are
multiples of each other: 1.769 is half of 3.551, which is half of 7.155. The period of Callisto,
16.689, is not two times 7.155.
66. CCC Scale, Proportion, and Quantity Sample answer: Venus’s period is 224.7 days. Earth’s
period is 365.25 days. Eight times 365.25 is 2922.0 and thirteen times 224.7 is 2921.1, which is
almost the same, so Earth and Venus have nearly an 8:13 orbital resonance ratio.
67. CCC Patterns Sample answer: Earth’s elliptical path around the sun means that Earth is
sometimes closer to the sun, and therefore receiving more energy in the form of sunlight, than
it is at other times. In terms of its ability to absorb that light, Earth’s variable surface reflectance
and the tilt of Earth’s axis means that sometimes its reflective landmasses are receiving and
reflecting a lot of sunlight (Northern Hemisphere summer) and at other times its ocean is
absorbing more of the sunlight (Southern Hemisphere summer).
68. SEP Construct Explanations Sample answer: Mars’s orbit is about 5.5 times more eccentric
than Earth’s, so the difference in total sunlight received during aphelion and perihelion is much
greater.
69. SEP Use Mathematics Distance percentage of Sun-Earth system: 1.00%; of Earth-Moon:
16.0%
70. SEP Develop and Use Models The sun would be directly overhead at the equator at noon
on the spring and fall equinoxes. Because Earth is tilted on its axis, the equator only faces the
sun this directly two times per year.

Revisit Anchoring Phenomenon

71. SEP Construct an Explanation Sample answer: If the moon were twice as massive, the tides
would be twice as large. [Note: tides are proportional to 1/R3 and not 1/R2, but they are still
linearly proportional to mass.]
72. CCC Cause and Effect Sample answer: The regular but varying tidal movements in Earth’s
oceans are major agents of erosion and deposition. These processes can shape coastlines over
time. Or, the varying tides means that erosion and deposition occurs over a wider area of the
coast. Or, tidal zones are home to many forms of seaweed, which can attach to and erode rock.

INVESTIGATION 4: ELECTRIC FORCES

1. SEP Ask Questions Sample answer: Do solids ever repel or attract each other as a result of
the positive or negative charges of their atoms?
2. SEP Develop a Model Free body diagrams should show a balloon against a wall with arrows
indicating forces of attraction between both objects.

EXPERIENCE 1
3. Interpret Data bottom strip is positively charged; top strip is negatively charged
4. SEP Develop a Model Sample answer: Electrons are transferred from one strip of tape to the
other, resulting in the receiving strip attaining a negative charge and the giving strip attaining a
positive charge. Sketches should show electrons (e–) moving in one direction.
5. SEP Argue from Evidence Sample answer: Static electricity is an example of unlike charges
attracting. This can be observed in everyday life when electrons are removed from one object
and either acquired by an adjacent object or that second object already has a negative charge,
and the objects are then drawn to each other because of the opposing charges. Electricity is the
flow of electrons. This is another everyday example of charges being produced by the electrons
being added or taken away.
6. SEP Ask Questions Possible question: At what distance does the charged balloon have
enough attraction to the sweater that it will stick to it despite gravity pulling the balloon away?
7. SEP Use Mathematics The force would decrease by 25 times or be 1/25 as strong as it was at
the original distance.
8. SEP Systems and System Models Free-body diagram and whole-system charge sketches
should indicate that there are four particles in the system, with the first having a charge
opposite from the third and fourth. Alternatively, the first charge can be on the opposite side of
the second charge when compared to the third and fourth but have matching charges.
Configurations will vary.
9. SEP Argue from Evidence The charge +q would move toward 2Q because it feels a greater
repulsive force from Q (distance r, force 1Q) than 2Q (distance 2r, force ½Q).
10. 67.42 N
11. The Coulomb force is F = 8.19 × 10–8 N. The gravitational force is 3.61 × 10–47 N. The ratio of
the magnitude of the electric force to the gravitational force is 2.27 × 1039.
12. SEP Use Mathematics The sweater and balloon have opposite charges of 0.000000105 C =
1.05 × 10-7 C.
13. SEP Argue from Evidence Sample answer: According to the triboelectric series, rubber
tends to gain electrons and wool tends to lose them. Rub the two materials together and it is
likely that the rubber balloon will become negatively charged.
14. SEP Plan an Investigation Sample answer: Inflate the balloon. Begin by rubbing the balloon
against the unknown material to see if there’s any evidence that the balloon gains electrons
from it—as evidenced by the balloon sticking to the other material by way of opposing charges.
Count the number of rubs it takes to make this happen. Record observations. Repeat the same
process with other combinations of materials and analyze the data to rank the materials in a
triboelectric series.
15. SEP Design Solutions Sample answer: Bring a metal can into contact or close proximity to
the cotton and then the glass rod, in that order. The rod and cotton should draw electrons away
from the can, leaving it positively charged.
16. SEP Ask Questions Sample answer: The atoms do not crash into each other because the
polarity of the atoms is temporary. In one brief moment they are polarized, and drawn to each
other, and then the electrons shift and the attraction is gone. In the balloon, the proximate
polarity of the wall and balloon means the two stick together, but like charges are repelling the
two objects at nearby points, so overall the strength of the attraction is not so strong that
pulling the balloon from the wall is difficult, and once they are apart it is then much easier to
continue pulling them apart because the electrons in both are redistributed more evenly. Other
questions to ask: Why don’t electrons become attracted to their own nucleus and crash into it?
17. SEP Use a Model Sample answer: It would be more accurate to describe the force of the
floor against my feet as electron cloud repulsion. The atoms cannot be smashed together any
further because the electron clouds can only get so close together before they are repelled by
each other.
18. Plan an Investigation Sample answer: Charge an inflated balloon by rubbing it against a
wool sweater. Rub it at the top end, opposite from the balloon’s opening. Use a rubber band to
form an attached loop at the opening end of the balloon. Take a set of paperclips and open
them slightly by bending the end out to form a hook. After allowing the balloon to get stuck to
the ceiling, slowly and gently add paper clips to the rubber band loop on the balloon. Count
how many paperclips are needed to overcome the attractive forces of the balloon against the
ceiling and force it to detach and fall. Measure the mass of that number of paperclips on a mass
scale. This mass can be used to calculate the relative strengths of the electric forces between
the balloon and ceiling and the force of gravity.
19. SEP Develop a Model Students’ sketches should show two surfaces of atoms side by side, or
one atop the other, with the surfaces being irregular and bumpy but glue filling in all of those
gaps so there is a continuous, even block of atoms across the picture.
20. –0.33 μC
21. –0.48 μC
22. 0.50 μC
23. 40 cm
24. 1.5 g
25. The first ball that has a slightly stronger charge and slightly less mass will levitate higher, by
5.1 cm.
26. –0.33 μC
27. –0.59 μC
28. CCC Scale, Proportion, and Quantity An electric force of 1 N would mean that two equal
charges have a very small charge.
29. SEP Develop a Model Sample answer: I should add arrows indicating the forces of repulsive
resistance and the force of the wall against the balloon.
30. SEP Plan an Investigation Sample answer: In theory, if a very sensitive spring scale could be
tethered to the end of the balloon opposite from the ceiling, one could measure the upward
force of the balloon toward the ceiling, factor in gravity (pulling the balloon down), and
determine the electric force and charges in the system.
31. CCC Scale, Proportion, and Quantity Sample answer: There is likely some repulsion
between the two atoms as the nuclei get closer together.

EXPERIENCE 2
32. SEP Develop a Model Students’ sketches should indicate how the area of a large sail would
disrupt airflow much more than the smaller sail would.
33. SEP Use Models Sketches should show a vector arrow pointing directly to the right from
Point A and a vector arrow pointing directly to the left at Point B. The arrow originating at Point
B should be much longer than the other arrow.
34. –3.28 x 106 N/C
35. Point P is 0.19 m from q1 and 0.15 m from q2.
36. CCC Systems and System Models A, C, B
, × ,1%& , × ,1%&
37. SEP Use Math Sample answer: ∑Ep = ke 1.)# – ke 1.)# = 0
38. SEP Use a Model Sample answer: All three charges are the same, and they are ranked B, A,
C in order of magnitude from largest to smallest.
39. SEP Construct an Explanation Sample answer: The pointed curve of the lightning rod
produces a stronger electric field. This would be more attractive to electrons than the weaker
field of a flat roof, where field lines would be more spread out. A lightning rod is also made of
highly conductive metal, whereas a flat roof is probably made of less conductive materials.
40. SEP Argue from Evidence Students’ graphs of acceleration and velocity should be similar
for both the electric field and gravitational field (apple falling from tree) scenarios, but some
students might note that in air the apple might reach its terminal velocity, meaning acceleration
no longer applies because the air resistance negates acceleration. In the electric field the
charged particle would be able to accelerate until reaching the surface.
41. SEP Develop and Use a Model Students’ sketches should show two oppositely charged
sheets with one charge in the center of each sheet. Students should explain that the charges
remain on the sheets due to electrostatic attraction, even when the battery is removed.
3' 3' , ∆(
42. SEP Use Mathematics Sample answer: a = 4
→t= /
; ∆𝑥 = $ 𝑎𝑡 $ → t = #1.)/ ;
3' ∆( $∆(
/
= #1.)/ ; 𝑣6 = 𝑎# /
43. FE = 3.2 × 10 N; v = 7.67 × 104 m/s
-15

44. FE = 2.4 × 10-15 N; v = 5.74 × 104 m/s

45. FE = 2.6 × 10-15 N; v = 4.63 × 104 m/s
46. FE = 1.92 × 10-15 N; 5.14 × 104 m/s
47. FE = 2.04 × 10-15 N
48. t = 2.1 × 10-6 s
49. x = 0.097 m; v = 3.99 × 104 m/s
50. SEP Develop a Model Sketches should show the electron clouds rearranged around both
nuclei, allowing the atoms to become dipoles and attach to each other. The electric field should
show more electrons at one end of both atoms (either left or right) and fewer electrons and the
nuclei at the opposite ends.
51. SEP Construct an Explanation Sample answer: These elements are halogens. Dispersion
forces determine the melting and boiling points of these elements. Those with smaller atomic
radii have lower boiling points. Larger atomic radii mean higher boiling points.
52. SEP Argue from Evidence Sketches and arguments should focus on the many peaks on the
jagged surface where large electric fields can form, whereas the flat sheet every point is a
peak and more atoms are the minimum distance apart.
53. CCC Structure and Function Students should adapt their models from the previous question
by filling the crevices of the jagged surface with glue that results in a smooth, even surface.

EXPERIENCE 3
54. Construct an Explanation Sample answer: When dissolved in water, table salt separates
into ions that can carry electrons. In solid salt, the two elements are locked in place and there
are no ways for electrons to move among them.
55. SEP Develop a Model Sample answer: News can move faster in a gym where the people
who can pass it around are free to move. This is analogous to how conductivity is a function of
how free electrons are to move through a given material. Ionic and covalent solids are
insulators because electrons are more locked in place, like students at desks in a classroom.
56. CCC Patterns Sample answer: The friction with air that prevents a falling ball from
accelerating beyond its terminal velocity is similar to the friction in a wire that prevents an
electron from traveling faster than its drift velocity.
57. SEP Obtain Information Sample answer: Resistance vanishes because the low temperatures
essentially freeze the metal ions in place, reducing the likelihood that freely flowing electrons
will run into and be slowed down by ions as they move.
58. SEP Construct an Explanation Sample answer: Like marbles in a tube, electrons that are
already close to the part of the circuit with the light bulb will reach the bulb so quickly that for
all intents and purposes the bulb seems to light instantaneously. The bulb does not depend on
electrons near the light switch, which are analogous to marbles on the distant end of the tube.
59. SEP Plan an Investigation By measuring the area (diameter) and length of a wire and
recording resistance data, resistivity can be calculated using the electrical resistance equation.
A variety of wires of different length and area, and made of the same conductor, could be used
to conduct a current.
60. SEP Analyze and Interpret Data Sample answer: resistivities of copper and silver,
9⋅; 9⋅;
respectively: 1.73×1078 <⋅=# and 1.61×1078 <⋅=# . I would choose silver because it has a
lower resistance. Copper is used more than silver in wiring because it is less expensive and is
easier to work with.
61. SEP Construct an Explanation Sample answer: Having the number of lanes in which cars can
travel decrease means the number of cars that can pass through a given length of highway per
unit of time also decreases. This is because there will be more cars in each lane, slowing each
other down as they cannot pass slower cars or occupy the same space as another car. Series
resistance is analogous to the narrowed highway because all of the electrons passing through
must converge into the resistor. This backs up electrons down the line as cars merging into the
same lane slow down cars behind them.
62. SEP Develop and Use a Model Sample answer: An extra lane added to a highway is similar
to increasing the area of a cross section of a resistor or adding a resistor in parallel. There is
more room for matter to travel, so matter can travel at higher speed and parallel to other
matter. The analogy stops working because the direction of current is the opposite of the
direction in which electrons move. A current’s direction is based on the direction of the electric
field.
63. Requ = 22 Ω
64. Requ = 13 Ω
65. R3 = 10 Ω
66. R1 = 14 Ω
67. R2 = 8 Ω
68. Requ = 12.5 Ω
69. Requ = 9.6 Ω
70. R1 and R2 are in parallel, then R3 is connected in series.
71. CCC Patterns Sample answer: Metals conduct charges well, so a charged material would
likely lose its charge if placed against a piece of metal. Cold welding works with metal on metal
because the electrons on the touching metal surfaces are essentially shared, so the metals get
stuck together. A latex balloon cannot be a part of cold welding because the balloon would just
lose the excess electrons and become neutral.
72. SEP Develop and Model Sketches of electron movement in an alternating current should
show electrons moving in one direction through a given cross section of wire and then reversing
course, repeatedly, like the ocean tides.
73. SEP Construct an Explanation Sample answer: There is resistance in many of the materials,
such as copper, that make up the circuits we rely on, including long-range transmission of
electricity. Eventually there is too much resistance for electrons to keep flowing.
74. SEP Develop a Model Sample answer: For normal conditions, student models should show
the device plugged into the surge protector in parallel to a resistor with high resistance and
most of the current going to the device. For surge conditions, student models should show the
resistor in parallel with little resistance and most of the current going through the resistor,
bypassing the device.

Revisit Anchoring Phenomenon

75. SEP Develop and Use a Model Free-body sketches should show that calcium carbonate’s
atoms have more charges and therefore are less likely to break apart in a sea of polar water
molecules. Calcium bicarbonate, however, has one less charge, so it is about two times more
likely to break up, or dissolve, in water. Because carbon dioxide helps calcium carbonate
become calcium bicarbonate, more carbon dioxide in the oceans means more breakdown of
limestone structures, including coral reefs.
76. CCC Patterns Sketches should show two positively charged circles, each marked with a +
sign, near each other. Both should have field lines radiating out on curves, and small triangles
on the lines pointing away from the particles, indicating positive charge. Where the curved lines
would overlap or cross between the particles, they should bend away from each other rather
sharply. Field lines farther away from the area of overlap should be straighter, and lines on the
opposite ends should be nearly straight. Overall the sketch should be like a mirror image
horizontally, but the particle with the stronger charge should have many more field lines than
the other particle. Sketches of the gravitational fields of Earth and the moon should be very
similar, with Earth having more field lines than the moon, but the arrows should indicate
attraction between both—arrows pointed at both Earth and the moon.

INVESTIGATION 5: MAGNETIC FORCES

1. SEP Develop a Model Sketches will vary but should indicate some causal connection between
the metal of the pan and the induction technology, because the egg that is directly on the
induction burner is not cooked at all. Electromagnetic energy inside the coil is somehow moving
through the pan only.
2. SEP Construct an Explanation Sample answer: The egg on its own cannot produce or have an
electric current because the egg is not magnetic. The egg would need to have a lot of iron in it
in order to cook.
3. CCC Energy and Matter Sample answer: The coil produces a magnetic field that results in
excited atoms in the nearby ferromagnetic metal cookware. This causes the pan to get hot. The
thermal energy transfers to the egg because the egg is cooler.

EXPERIENCE 1
4. SEP Plan an Investigation Sample answer: Place the magnets parallel to each other and far
enough from each other to not cause any movements via repulsion or attraction. Use a ruler to
draw straight lines from the attractive ends of each magnet to a distance of about 20 cm. Label
the lines with increments as on the ruler. Place the paper clip at different points on the line and
find the distance at which the paperclip is drawn to the magnet. Repeat for the second magnet,
and determine which magnet is strongest.
5. SEP Obtain, Evaluate, and Communicate Information Sample answer: Monopoles have been
detected in a substance called spin ice. Monopoles are the magnetic analogs to positively
and negatively charged particles such as protons and electrons. Journal articles describing these
findings are available online, along with news articles that summarize them. These appear to be
reputable, reliable sources.
6. SEP Construct an Explanation Helium has two electrons. Two electrons cannot exist in the
same orbital with the same spin.
7. SEP Analyze and Interpret Data Iron is more likely to exhibit magnetic properties because
four of the six 3d electrons have a north spin magnetic moment, which means iron atoms will
themselves be magnetic. Copper’s ten 3d valence electrons are in balanced north-south pairs in
terms of magnetic moments.
8. SEP Analyze and Interpret Data Sample answer: Based on the data provided, Cylinder 1 is
magnetic, and the other cylinders are ferromagnetic. If 2 and 3 were magnetic, they would
interact in some way. If they were nonmagnetic, they would not interact with Cylinder 1.
9. SEP Ask Questions Sample answer: The atoms of solids are not immobile unless the solid is at
absolute zero. They are vibrating and moving, just not moving around much relative to each
other. Over time, some atoms’ moments might shift, causing the magnetic domains to be less
aligned than before and in a less stable alignment. Heating the magnet and re-magnetizing
could reset the alignment which would be a more stable alignment for each magnetic domain.
10. SEP Develop and Use a Model Sketches should show distinct halves of the circle and
diamond with north and south magnetic domains separated by some kind of midline. Answers
might suggest that a similar split might be possible in a bar magnet so the domains run the
lengths of the long sides and are split by a midline that runs the length of the magnet.
11. SEP Develop a Model Sketches should show two smaller magnets produced by breaking the
original magnet in half. If the south end of one magnet is near the north end of the other
magnet, and a compass is placed in between, the compass will point to the south end and the
field lines drawn in that space should radiate from the north end of one magnet to the south of
the other. Field lines should also point from the north ends to the south ends within each
magnet’s field.
12. SEP Develop a Model Sketches should show a compass needle whose head is pointing to
Earth’s magnetic south pole and its geographic north pole, while the tail points to the
geographic south and the magnetic north.
13. SEP Analyze and Interpret Data approximately 2040 to 2050.
14. SEP Develop a Model Sketches should show field lines running from the north pole of
Magnet 1 and the south pole of Magnet 2, in the short space between the two. There should
also be a smaller number of field lines from the north pole of Magnet 2 to the far south pole of
Magnet 1.
15. SEP Argue from Evidence The compass would point straight up if only the bottom magnet
was present. The compass would point to the left if only the right magnet was present. Since
the compass points more to the left than up, the magnet on the right is stronger.
16. SEP Design a Solution Sample answer: Connect one end of the wire to the positive terminal
of the battery and stretch out the remaining wire so most of it forms a circular shape that can
be held parallel to a surface. The other end of the wire should connect to the negative terminal
of the battery. The circular loop of wire can be used to move paperclips across a surface.
17. CCC Energy and Matter Sample answer: Perhaps the current in the coil of the induction
burner produces such a strong magnetic field that atoms in the ferromagnetic pan are excited,
producing heat.
18. 1.3 × 10-11 N toward you
19. SEP Apply Mathematical Concepts The charge of the particles can be identified by applying
the right- or left-hand rule to the known directions of the particles’ paths and the magnetic
force. Positive and negative charges will rotate in opposite directions.
20. 1.9 m
21. 1 × 10-4 T
22. SEP Construct an Explanation Sample answer: The ionized particles of the solar wind follow
Earth’s magnetic field lines, and there is a much higher density of them crossing Earth’s surface
than elsewhere on Earth.
23. SEP Develop a Model Models should show a magnetic field produced by the coil in the
burner, and atoms in the pan gaining motion and kinetic energy as a result—which produces
heat. The magnetic field produced by the coil is produced by an alternating current of
electricity.
24. SEP Design a Solution The magnetic field is constantly changing because the current
through the coil in the stove is alternating current. The changing magnetic field causes atoms in
the pan to be moved this way and that, and heat is produced as a result of this kinetic energy.
25. SEP Argue from Evidence Sample answer: I agree. Copper is not ferromagnetic, it will not
react to the magnetic field produced by the nearby coil. The pan would need to have some
ferromagnetic metals in it to produce heat.
26. CCC Energy and Matter The pan serves as the medium to transfer energy. Ferromagnetic
metals in the pan are excited by the changing magnetic field of the coil. Electrical energy that
goes into the stove ends up becoming thermal energy in the pan.

EXPERIENCE 2
27. SEP Develop and Use a Model Sketches should show the electrons moving in the opposite
direction. The direction of the magnetic force remains the same.
9(?@=.A# B6 CD/#EAF)H;3(
28. SEP Use Mathematics F = (nqAvd)lB = IBJ@=A
𝑙𝐵 =
9(?@=.A# B6 CD/#EAF)H/L4 IBJ@=A
IBJ@=A
𝑙𝐵 = 𝐼𝑙𝐵
29. SEP Plan an Investigation Sample answer: Set up a conductive wire with a current running
through it between two permanent magnets. Measure the current absent the magnets, then
compare the current when placed between the two magnets. The change in the current can
allow you to measure the magnitude of the magnetic field between the magnets.
30. 3.0 N toward you
31. 1.33 T
32. SEP Develop and Use a Model Sample answer: There is no torque on the loop because the
field lines are perpendicular to the plane of the loop, resulting in all forces being parallel to the
plane of the loop, producing no torque.
33. SEP Argue from Evidence Sample answer: In a closed loop of wire all of the forces exerted
on the wire by a magnetic field would cancel each other out. For any point on the loop where
the force is in the x direction, an equal force would be found on the opposite end of the loop
going in the opposite direction.
34. SEP Develop a Model Sketches should indicate no net force on the triangular loop. The
force vectors for two of the sides should be in the same direction and equal in magnitude, and
for the other side the force vector should be in the opposite direction and twice as long as the
other force vectors.
35. 2.2 N·m
36. 160 A
37. SEP Design a Solution Sample answer: I can scrape away half of the insulation on the wires
that comes in contact with the paperclips. When the uninsulated half is in contact with the
paperclips, current flows and a torque results. No current flows when the insulated half comes
in contact with the wires, but the coil’s angular momentum will allow it to rotate until the
uninsulated half is again in contact with the paperclips, repeating the cycle.
38. SEP Develop and Use a Model Sample answer: The two magnetic fields would have the
same circular path around the wires, going counterclockwise around their respective wire.
Between the wires, the magnetic field from the left wire would be pointing away from me while
the magnetic field from the right wire would be moving toward me. The opposite magnetic
poles would attract each other. To confirm this, using the right-hand rule for the current in the
left wire and the magnetic field coming from the right wire shows that the magnetic force on
the left wire goes to the right.
39. CCC Patterns Sample answer:
Fields Properties Equations
Electric Produced by charged Coulomb’s Law
particles
Magnetic Produced by moving Lorentz Force, Biot-
charged particles Savart Law
Gravitational Produced by the mass Newton’s Law of
of particles Universal Gravitation
40. SEP Use Mathematics The magnetic field produced at the center of three loops will be
three times stronger than that produced by one loop.
41. SEP Develop and Use a Model Sketches should show that the iron core will become
magnetized by the effect of the loops of the coil on the ferrous material within those loops. The
magnetic field will be increased by the iron core, because the permeability is greatly increased,
and the sum of the coils via superposition also adds to the magnitude of the magnetic field.
42. 0.1 T perpendicular to the coils
43. 3000 loops
44. CCC Systems and System Models Sample answer: Similar: spiraling electrical charges
generate a magnetic field perpendicular to the motion according to the right-hand rule; Earth’s
magnetic field is predominantly dipolar, similar to a solenoid. Different: the solenoid’s field is
the result of electrons flowing through a wire, driven by a battery potential, whereas Earth’s
magnetic field is a result of the complex motions of liquid iron in Earth’s outer core, driven by
convection and the Coriolis effect.
45. SEP Construct Explanations Measurements of the polarity pattern of regions of ocean crust
can be compared to the pattern of known dates of polarity reversals and used to determine the
age of the crust.
46. SEP Develop a Model Sketches should show an electron moving in an eddy in the pan.
47. SEP Obtain Information Sample answer: An eddy tends to drift around where the one I
drew was shown staying in one place in the pan.

Experience 3
48. SEP Develop a Model Sketches should indicate that a magnetic field that is parallel to the
given area and has a flux of 0.
49. 0.38 T·m2
50. 0.036 T·m2
51. CCC Cause and Effect Sample answer: I would need to install some kind of marble dropper
with unlimited marbles or a device that brings dropped marbles back up to the top of the slide
and re-drops them at the same rate. This is analogous to electromotive force and the need for a
steady supply of electrons.
52. SEP Argue from Evidence Sample Answer: The rotating loop would result in an EMF if and
only if the rotation caused the orientation to the magnetic field changes. If the loop rotates so
that the area is always perpendicular, then Bperp is constant and the flux is constant. However, if
the rotation of the loop causes the area to no longer be perpendicular to the field at all times,
then Bperp is constantly changing and an emf is produced.
53. SEP Construct and Explanation The moving magnet induces an electrical current in the
copper tube that effectively resists the magnet’s motion a little bit, slowing it but not enough to
overcome the force of gravity.
54. SEP Design a Solution Solutions should involve a current being directed into the rails to
induce a repulsion between the rails and the bar.
55. SEP Develop a Model Sketches should indicate the direction of the Lorentz force flips when
the sign of the charge flips. Thus, the sketch should show the negative charges being pushed to
one side of the bar while positive charges being pushed to the other side.
56. SEP Construct an Explanation Sample answer: A bar could be passed back and forth
through a wire loop, rather than be connected to a loop, and an EMF would be produced in the
bar.
57. 5.3 V, clockwise
58. 0.00040 V, a small number
59. 0.64 V
60. –0.0028 V, induced current is counterclockwise when the magnetic field is moving away
from you.
61. 0.25 V
62. SEP Construct an Explanation Sample Answer: When the magnetic field in the bottom
coil is increasing the most with respect to time (the greatest slope of the curve on the graph
and the greatest ΔB vector), the top coil’s magnetic field is showing the least change (the slope
on the graph at that point in time is zero and the smallest ΔB vector). Going from t1 to t2 to t3,
the top coil’s ΔB vector is pointing down while the bottom coil’s ΔB vector is pointing up. The
EMF is proportional to the rate of change of the magnetic flux (and the change in the magnetic
field when the area is perpendicular to the field is fixed). Induced current is proportional to the
EMF and vice-versa. So when the current in the bottom coil increases, the EMF in the top coil is
near its minimum and the current decreases.
63. SEP Evaluate Information Sample answer: The battery in my electric toothbrush is
recharged through wireless induction. The alternating current in the coil of the base of the
charger induces magnetic flux in the coil of the base of the brush, which produces a current
that is passed to the battery, where electrons are stored.
64. SEP Develop a Model Sketches should include a coil in the burner of the stove, where
electricity flows in an alternating current, producing a magnetic field directed upward to the
glass top of the burner. On the glass sits a ferromagnetic pan where the induction results in an
electromotive force in the form of electrons moving in eddies. These electrons encounter
resistance, causing the pan to heat up. All of this occurs without the glass surface of the stove
getting hot through the induced magnetic field.
65. SEP Design a Solution Sample answer: An induction stove could be used to induce an EMF
in a coil of ferromagnetic wire, and the current from the coil would be directed through a light
bulb.
66. SEP Obtain, Evaluate, and Communicate Information Sample answer: Aluminum and
copper have low electrical resistance. Whatever eddies might form in them through induction
will not result in enough resistance to produce heat. Iron, on the other hand, is highly resistant
and the eddies concentrate in a thin layer just before the surface of the pan, putting the heat
exactly where the cook wants it.
67. SEP Use Mathematics Sample answer: For a 40-cm pan, maximum flux is 0.000025 T·m2; for
a 20-cm pan, maximum flux is 0.0000063 T·m2
68. CCC Energy and Matter Sketches should show electricity going from an outlet into a copper
coil in the induction stove, where the current is alternated, converting electricity to a magnetic
field, which in turn induces an EMF in the ferromagnetic pan that results in eddies of
electrons—electricity—moving through the pan. Resistance in the pan causes electricity to
become thermal energy, some of which moves into the egg.

Revisit Anchoring Phenomenon

69. CCC Cause and Effect Sample answer: Earth’s magnetic field is slightly and continuously
altered by the ionized particles of solar wind but is not affected by the moon. The sun’s solar
wind doesn’t not have any effect on Earth’s landforms.
70. SEP Construct an Explanation Sample answer: Earth’s magnetic field is mostly produced by
the swirling currents of molten iron in the outer core that cause charges to move in a helical
path, acting like a solenoid and the energy can allow charges to separate. The moon does not
have a liquid conducting material in its core to create these currents.

INVESTIGATION 6: FORCES IN MATERIALS

1. CCC Structure and Function These materials are not malleable or bendable. They tend to
hold their shapes when stress is applied to them until they reach a breaking point.
2. SEP Define the Problem Sample answer: Gravity is pulling the vaulter toward Earth while the
vaulter’s momentum and the pole are carrying him forward and up.
3. SEP Construct an Explanation Sample answer: Flexibility is important, as that will define
whether or not the pole works. Durability is less important, because even if the pole works just
once or a few times, those might be enough for the vaulter to succeed in an event.

EXPERIENCE 1
4. Construct an Explanation Sample answer: There are isotopes—different versions of the same
element—that vary in the number of neutrons they contain, meaning not all atoms of a given
element are “identical.” Atoms can also bond to other atoms and share electrons, so in those
instances those atoms are not the same as others of the same element in pure form.
5. SEP Ask Questions Sample answer: How does sunlight affect phosphorus atoms in a way that
turns a sample of white phosphorus red? Is it the light itself or the heating effect of the light? If
it is heat, how does this affect or rearrange the phosphorus atoms in such a way that the
compound becomes a different color?
6. SEP Design an Experiment Sample answer: Use cathode ray tubes of different sizes or
voltages along with magnets of different size and held at different distances from the tubes.
Observe and record the patterns in how the cathode rays respond.
7. 2.22 × 108 m/s
8. CCC Scale, Proportion, and Quantity Sample answer: nucleus is 1 ×10-15 m;
electron is 1 ×10-18 m
9. CCC Patterns Sample answer: Magnesium has a larger radius and volume than aluminum,
and it has more metallic characteristics.
10. SEP Construct an Explanation Sample answer: Tin’s nucleus has more protons and neutrons
than lithium’s, which explains its greater mass. But tin’s radius is similar to lithium’s because
lithium has just one electron in its outermost shell, expanding its radius despite its less-massive
nucleus.
11. % by volume = 192%; % by mass = 63.9%
12. mCs = 2.72 amu; RCs = 260 pm
13. CCC Energy and Matter sodium vs. aluminum: atomic radius = greater; electronegativity =
lesser; first ionization energy = lesser. Silicon vs. aluminum: atomic radius = lesser;
electronegativity = greater; first ionization energy = greater.
14. SEP Evaluate Claims Sample answer: There are likely different molecules and compounds in
the pole, meaning that rather than having inert, unchanging spherical atoms of different
elements, many of the atoms are bonded into molecules of complex shapes and different sizes.
Also if the atoms were inert spheres, there would be no explanation for the forces that restore
the pole to straight after it is bent.
15. SEP Ask Questions Sample answer: What are the atomic radii of the atoms in our hands,
and how closely bonded are the different atoms and molecules? What needs to happen to the
pole for it to no longer feel solid to the touch?

EXPERIENCE 2
16. SEP Construct an Explanation Sample answer: Some kind of stress was applied to the salt,
causing relatively neat breakage as one row of cations and anions was forced out of place and
the repulsion pushed the chunks apart.
17. CCC Energy and Matter Sample answer: If atoms are pulled too far apart, the shared
electron will likely stay with one atom, and the covalent bond will be broken unless the atoms
are brought back into proximity.
18. CCC Structure and Function Silicon and germanium are lower in the periodic table and
lower than carbon in that particular group, so they have lower electronegativity and lower
ionization energies. This means they are less likely to lose or receive electrons via some type of
chemical bond.
19. CCC Structure and Function Sample answer: In a sample of a metal, the electrons are not
bonded to just one pair of atoms that are sharing that electron. Instead, all of the valence
electrons can move among all of the atoms like liquid water moving in a sea. The atoms remain
relatively secure in their positions because the nuclei are not moving very much, but the
movement of electrons does allow some forms of stress to bend the sample. This is why many
samples of metal are pliable or ductile.
20. CCC Cause and Effect Sample answer: Steam contains a lot of thermal energy per molecule.
The hydrogen in the water molecules in the steam are attracted to the hydrogen in the water
molecules in the human body and to the hydrogen other steam molecules. This hydrogen
bonding causes the water vapor to stick to the skin and attract more water vapor, slowing the
molecules down and causing the thermal energy to leave the water molecules from the steam
and transfer to the skin.
21. SEP Construct an Explanation Sample answer: The movement of valence electrons among
the atoms of a metal means as one electron moves, another can flow in to replace it, while the
strong attraction of the positively charged nuclei keeps valence electrons nearby. Covalently
bonded substances are more vulnerable to be broken up by heating because when the shared
valence electron becomes unshared, another nearby electron doesn't move to take its place.
Each bond is easier to break, on average, with a relatively lower amount of energy than in a
metallic bond.
22. SEP Use a Model Sample answer: Metallic, covalent, and ionic bonds are broken because of
the kinetic energy of the particles. The particles are free to move around, turning the substance
to a liquid. There is still some attraction among the particles, but not enough to overcome the
kinetic energy that has them on the move. Rather than having the shape of the original solid,
the particles will move around and the sample as a whole will take the shape of its container.
23. SEP Obtain Scientific Information Sample answer: Degenerate matter is found in white
dwarfs. The pressure is so great that temperature is not a factor, and electrons are squeezed
out and referred to as degenerate particles. It is a gas, but it behaves like a solid. The more
mass there is, the less volume the white dwarf occupies.
24. SEP Use Scientific Reasoning Sample answer: I expect it to be covalent bonding in the pole.
Ionic bonding would not be useful because once ionic bonds break, they are difficult to get back
together to take advantage of the restoring force. Metallic bonding would allow the pole to
bend but it probably would not have much elasticity to let the pole retake its shape and propel
the vaulter up. Covalent bonds and the atoms involved have some elasticity because the force
balance between atoms pushes too-close atoms apart and prevents them from becoming too
far apart.
25. SEP Analyze Data Substance A = fructose; Substance B = magnesium oxide; Substance C=
aluminum. The covalently-bonded substance would have the lowest melting and boiling points.
The metal would have the next highest, and the ionic compound would have the highest.
26. CCC Structure and Function Once bent, the aluminum rod would not snap back into its
original shape, because the sea of valence electrons would simply flow with the new shape of
the rod. There would be no force to make the sample retake its old shape.

EXPERIENCE 3
27. CCC Structure and Function The plastic acts as an insulator, preventing current from going
anywhere other than through the wiring.
28. SEP Use Mathematics 12900 Pa
29. SEP Use Mathematics 1.4 × 109 Pa
30. SEP Apply Mathematical Concepts Sample answer: If ΔP is negative in a compressive
environment, then ΔV (volume increasing) would need to be positive for the bulk modulus to
maintain a constant, positive value: (-)(+)(-)/(+) = (+). The bulk modulus only applies to solids in
a compressive environment, so, by definition, the bulk modulus tells us how much the volume
decreases for a given addition to external pressure. The current pressure acts as a reference
point for the volume, so when the external pressure is reduced, the internal pressure in the
solid causes the solid to expand (as they are overcoming the new pressure) until the internal
pressure match the new external pressure.
31. 2.01 × 10-7 cm3
32. SEP Synthesize Information Sample answer: Bronze is an alloy. Metals are ductile whereas
stone is not (at least not at temperatures and pressures people could work with). Instead of
being limited to working with stones that naturally had useful shapes or could be carved into
useful shapes, metals such as bronze could be heated and shaped into a variety of tools, and
these tools could then be used to make even more tools.
33. 8.28 g/cm3
34. 7.07 g/cm3
35. SEP Use Scientific Reasoning Sample Answer: Pottery has a low susceptibility to corrosion,
resists deformation under stress, and can withstand high temperatures. Not being susceptible
to corrosion or heat helps prevent pottery from being broken down due to weathering and its
resistance to deformation reduces the likeliness of pottery being broken up into small pieces,
despite how brittle it is.
36. CCC Structure and Function Sample answer: A car windshield must be strong enough to
resist the forces of wind and rain while also being transparent and relatively lightweight. Glass
is an appropriate material, but it also needs to be a type of glass that will not shatter into large,
dangerously sharp shards. Safety glass shatters in a safer way, and by directing some of the
object’s force in more directions it is possible for the object to be prevented from going all the
way through the windshield.
37. SEP Construct an Explanation Sample answer: Glass is a subset of ceramics because it is
resistant to deformation under stress, durable in high temperatures, and resistant to corrosion,
but glass is also amorphous, meaning the arrangement of its molecules is random.
38. CCC Structure and Function Sample answer: As the pole is planted and the vaulter’s weight
pulls against the upper end, there will be stress on the pole, especially in the middle. On the
side facing the vaulter, there will be compression, as the pole bends in that direction, squeezing
atoms together. On the other side, the angle is going from 180° to something greater, so the
stress is tensile. As the pole’s elasticity causes it to snap back into its original shape, the stresses
are lessened and the vaulter is thrown over the bar.
39. CCC Structure and Function Sample answer: Ceramics are not ductile enough to provide the
flex and rebound for a pole. Glass flexes only when it is heated into a vitreous substance or fully
melted, but in those cases they would be too hot to handle and would not provide any rebound
effect.
40. SEP Apply Scientific Reasoning Sample answer: A large Young’s modulus would mean there
would be a lot more of a restoring force for the change in length and a large bulk modulus
would mean a lot more of a strong, restoring pressure for a small change in volume. With a high
Young’s modulus a little strain, change in length per length, to get a lot of stress, force per
cross-sectional area. However a low Young’s modulus means a material is pliable and ductile,
whereas a high Young’s modulus means it is brittle, and so, not suitable for a vaulting pole. In
order to get the most restorative force as the pole absorbs the energy from my running, I would
want a young’s modulus low enough for a pole that would keep bending as I was running, but
not so low that it compresses all the way. Then the maximum restorative force for the longest
time (for the largest change in momentum) can kick in with enough delay to keep pushing me
while I am in the air.
41. SEP Design Your Solution Sample answer: I would look for materials that are lightweight (so
the vaulter can run faster and handle the pole more easily) with a tensile strength that provides
a lot of flex in the pole and rebound so the pole will toss the vaulter to the greatest height. It is
important that the bonds not break. Covalent bonds are best, so some type of carbon fiber
could be best.

EXPERIENCE 4
42. SEP Make a Claim Sample answer: Carbon’s ability to form a variety of polymers means it
can form the backbone of a variety of substances, including sugars. These substances in turn
have evolved to form a variety of building blocks for organisms. Silicon-based life could occur,
as it can pair with 4 other atoms as well. Silicon has a lower electronegativity than carbon so
other atoms will bond with available carbon first.
43. CCC Structure and Function Sample answer: The plastic around the wire of my video game
controller is very pliable to allow the wire to bend and twist while preventing any current from
making contact with me or anything else outside of the circuit. The plastic cup I drink from is
not very pliable, which prevents the cup from collapsing and prevents me from squeezing out
the liquids. On the other hand, I have a plastic squeeze bottle that I use to drink from when I
play lacrosse. Its plastic is pliant so I can squeeze liquid from the bottle and receive it through a
straw that passes through the faceguard of my helmet. The helmet is made of a rigid plastic
shell surrounding a more pliable type of plastic that will absorb and spread forces when I’m hit
on the helmet.
44. CCC Structure and Function Sample answer: Automobile tires must be able to do their job
and not break down in a wide range of temperatures. Hot asphalt and friction with the road can
lead to very high temperatures, and subfreezing weather might await tires in winter.
Vulcanization prepares the rubber for dealing with both extremes.
45. SEP Use a Model The model is unsaturated. There is a clear carbon double bond.
46. CCC Structure and Function Sample answer: The gluten sheets prevent gases formed by
fermentation from escaping the dough. This allows the dough to rise, meaning it increases in
volume and forms pockets that result in a desirable texture.
47. SEP Construct an Explanation Sample answer: The proteins are unlikely to have ions or
atoms with free valence electrons or atoms in need of valence electrons. If they did, they would
already have formed bonds to begin with. Proteins are likely to have hydrogen atoms that can
form hydrogen bonds, or other atoms that can be attracted to receptors through
intermolecular forces.
48. CCC Structure and Function Sample answer: Lock-and-key receptors will respond if the right
“key” is present. If a virus has a key that happens to fit a receptor, even though the virus is
going to harm the cell, the cell can let in the virus.
49. CCC Structure and Function Sample answer: The combination of glass fibers, which would
bend along the length of the pole, and glass wool that would add cross-sectional strength to
keep the fibers together so they don’t split apart. The material would be resistant to heat and
corrosion, too.
50. CCC Structure and Function Sample answer: Nylon and metals for wiring are generally too
pliable and will not snap back into their original shapes. If a pole were made of, say, aluminum,
once bent it would stay bent. Likewise, nylon would deform and remain deformed. The pole
vaulter’s pole needs to snap back into its long, straight shape and it needs to do so quickly in
order for the vaulter to go anywhere.
51. SEP Construct an Explanation Epinephrine works as an antihistamine. It prevents histamine
reactions that the body can trigger in response to an allergen. Histamine reactions can produce
swelling that, if located in particular places in the body, can be dangerous and even deadly. By
blocking the histamines, the reaction is lessened and less likely to be life threatening.

Revisit Anchoring Phenomenon

52. SEP Develop a Model Sample answer: Seawater is full of water molecules that can surround
ions such as calcium and carbonate if those ionic compounds are exposed to water. A few ions
could dissolve, exposing more that were underneath, until, over time, a large number of ions
have dissolved and been carried away.
53. CCC Cause and Effect Sample answer: Gravitational forces give the energy to some of the
movements of water along coasts, such as tidal movements and river currents. Electromagnetic
forces such as sunlight power the water cycle and the weather, which produces storms and
winds that produce wave action and storm surges that are major agents of coastal erosion.