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Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat
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Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

Dec 17, 2015

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Page 1: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

Chapter 6 Clickers

ConceptualIntegrated Science

Second Edition

© 2013 Pearson Education, Inc.

Heat

Page 2: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The kind of molecular motion having most to do with temperature is

a) translational motion.

b) rotational motion.

c) internal vibrational motion.

d) longitudinal motion.

Page 3: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The kind of molecular motion having most to do with temperature is

a) translational motion.

b) rotational motion.

c) internal vibrational motion.

d) longitudinal motion.

Page 4: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Absolute zero corresponds to a temperature of

a) 0 K.

b) –273C.

c) both of the above.

d) none of the above.

Page 5: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Absolute zero corresponds to a temperature of

a) 0 K.

b) –273C.

c) both of the above.

d) none of the above.

Comment:

At absolute zero, a substance has no more energy to give up. 0 K = –273C.

Page 6: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Heat is simply another word for

a) temperature.

b) thermal energy.

c) thermal energy that flows from hot to cold.

d) radiant energy.

Page 7: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Heat is simply another word for

a) temperature.

b) thermal energy.

c) thermal energy that flows from hot to cold.

d) radiant energy.

Comment:

Be sure to distinguish between temperature, thermal energy, and flowing thermal energy.

Page 8: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Thermal energy is normally measured in units of

a) calories.

b) joules.

c) both of the above.

d) neither of the above.

Page 9: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Thermal energy is normally measured in units of

a) calories.

b) joules.

c) both of the above.

d) neither of the above.

Explanation:

Calories and joules, like miles and meters, are different units for the same thing. 1 calorie = 4.19 joules.

Page 10: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

When heat is added to a system, the temperature of the system

a) rises.

b) may or may not rise.

c) falls.

d) may or may not fall.

Page 11: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

When heat is added to a system, the temperature of the system

a) rises.

b) may or may not rise.

c) falls.

d) may or may not fall.

Explanation:

The correct answer is A if the substance doesn't change phase. Adding heat to a cube of 0 ice, for example, doesn't raise its temperature.

Page 12: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Matter does not contain

a) thermal energy.

b) heat.

c) only one of the above, but it contains both of the above.

d) either of the above.

Page 13: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Matter does not contain

a) thermal energy.

b) heat.

c) only one of the above, but it contains both of the above.

d) either of the above.

Explanation:

By definition, heat is the thermal energy that transfers due to a temperature difference, not the thermal energy itself.

Page 14: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Your room gets messier day by day. In this case, entropy is

a) increasing.

b) decreasing.

c) hanging steady.

d) none of the above.

Page 15: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Your room gets messier day by day. In this case, entropy is

a) increasing.

b) decreasing.

c) hanging steady.

d) none of the above.

Comment:

If your room got more organized day by day, then entropy would decrease in proportion to the effort expended.

Page 16: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

To say that water has a high specific heat capacity is to say that water

a) requires a lot of energy in order to increase in temperature.

b) gives off a lot of energy in cooling.

c) has a lot of ''thermal inertia.''

d) all of the above.

Page 17: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

To say that water has a high specific heat capacity is to say that water

a) requires a lot of energy in order to increase in temperature.

b) gives off a lot of energy in cooling.

c) has a lot of ''thermal inertia.''

d) all of the above.

Page 18: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Hot sand cools off faster at night than plants and vegetation. This indicates the specific heat capacity for sand is

a) less than that of plants.

b) more than that of plants.

c) likely the same as that of plants.

d) unknown, because there is not enough information.

Page 19: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Hot sand cools off faster at night than plants and vegetation. This indicates the specific heat capacity for sand is

a) less than that of plants.

b) more than that of plants.

c) likely the same as that of plants.

d) unknown, because there is not enough information.

Explanation:

Lower specific heat means less resistance to change.

Page 20: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Aluminum has a specific heat capacity more than twice that of copper. If equal amounts of heat are given to equal masses of aluminum and copper, the metal that more rapidly increases in temperature is

a) aluminum.

b) copper.

c) neither—actually, both will increase at the same rate.

d) none of the above.

Page 21: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Aluminum has a specific heat capacity more than twice that of copper. If equal amounts of heat are given to equal masses of aluminum and copper, the metal that more rapidly increases in temperature is

a) aluminum.

b) copper.

c) neither—actually, both will increase at the same rate.

d) none of the above.

Explanation:

Copper has about half the ''thermal inertia'' of aluminum.

Page 22: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The high specific heat capacity of water has great importance in

a) climates.

b) cooling systems.

c) ocean currents.

d) all of the above.

Page 23: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The high specific heat capacity of water has great importance in

a) climates.

b) cooling systems.

c) ocean currents.

d) all of the above.

Page 24: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Microscopic slush in water tends to make the water

a) more dense.

b) less dense.

c) slipperier.

d) warmer.

Page 25: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Microscopic slush in water tends to make the water

a) more dense.

b) less dense.

c) slipperier.

d) warmer.

Page 26: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The greatest expansion of water occurs when

a) it turns to ice.

b) it cools at 4C.

c) it warms at 4C.

d) none of the above.

Page 27: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The greatest expansion of water occurs when

a) it turns to ice.

b) it cools at 4C.

c) it warms at 4C.

d) none of the above.

Page 28: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Water at 4C will expand when it is slightly

a) cooled.

b) warmed.

c) both of the above.

d) none of the above.

Page 29: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Water at 4C will expand when it is slightly

a) cooled.

b) warmed.

c) both of the above.

d) none of the above.

Comment:

The density of 4C water will also decrease when slightly cooled or warmed.

Page 30: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Water at 4C will sink to the bottom of a pond because

a) of thermal currents.

b) of the absence of thermal currents at low temperatures.

c) like a rock, it is denser than surrounding water.

d) of the presence of microscopic ice crystals.

Page 31: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Water at 4C will sink to the bottom of a pond because

a) of thermal currents.

b) of the absence of thermal currents at low temperatures.

c) like a rock, it is denser than surrounding water.

d) of the presence of microscopic ice crystals.

Page 32: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The thermal expansion of steel is about the same as that of

a) water.

b) air.

c) concrete.

d) all of the above.

Page 33: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The thermal expansion of steel is about the same as that of

a) water.

b) air.

c) concrete.

d) all of the above.

Explanation:

This fact is important to civil engineers in the construction of concrete that is reinforced with steel rods.

Page 34: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The fact that gasoline will overflow from an automobile tank on a hot day is evidence that the expansion of gasoline is

a) more than the tank material.

b) about the same as the tank material.

c) less than the tank material.

d) nonexistent.

Page 35: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The fact that gasoline will overflow from an automobile tank on a hot day is evidence that the expansion of gasoline is

a) more than the tank material.

b) about the same as the tank material.

c) less than the tank material.

d) nonexistent.

Page 36: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Heat can be transferred by

a) conduction.

b) convection.

c) radiation.

d) all of the above.

Page 37: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Heat can be transferred by

a) conduction.

b) convection.

c) radiation.

d) all of the above.

Page 38: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A firewalker walking barefoot on hot wooden coals depends on wood's

a) poor conduction.

b) good conduction.

c) high specific heat capacity.

d) convection.

Page 39: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A firewalker walking barefoot on hot wooden coals depends on wood's

a) poor conduction.

b) good conduction.

c) high specific heat capacity.

d) convection.

Page 40: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Thermal conduction has much to do with

a) electrons.

b) protons.

c) neutrons.

d) ions.

Page 41: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Thermal conduction has much to do with

a) electrons.

b) protons.

c) neutrons.

d) ions.

Explanation:

Electrons are a chief carrier of thermal energy, especially in metals.

Page 42: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Thermal convection has much to do with

a) radiant energy.

b) fluids.

c) insulators.

d) all of the above.

Page 43: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Thermal convection has much to do with

a) radiant energy.

b) fluids.

c) insulators.

d) all of the above.

Page 44: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

When air rapidly expands, it generally

a) warms.

b) cools.

c) convects away.

d) compresses later.

Page 45: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

When air rapidly expands, it generally

a) warms.

b) cools.

c) convects away.

d) compresses later.

Comment:

Blow on your hand with lips puckered so your breath expands. Isn't your hand cooled? Conversely, when air is compressed it generally warms.

Page 46: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Which body emits radiant energy into space?

a) Sun.

b) Earth.

c) Both of the above.

d) None of the above.

Page 47: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Which body emits radiant energy into space?

a) Sun.

b) Earth.

c) Both of the above.

d) None of the above.

Page 48: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A high-temperature source radiates relatively

a) short wavelengths.

b) long wavelengths.

c) low frequencies of radiation.

d) none of the above.

Page 49: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A high-temperature source radiates relatively

a) short wavelengths.

b) long wavelengths.

c) low frequencies of radiation.

d) none of the above.

Explanation:

The relation T tells us that high-temperature sources emit high-frequency waves. High-frequency waves have short wavelengths.

f

Page 50: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Which of these electromagnetic waves has the lowest frequency?

a) Infrared.

b) Visible.

c) Ultraviolet.

d) Gamma rays.

Page 51: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Which of these electromagnetic waves has the lowest frequency?

a) Infrared.

b) Visible.

c) Ultraviolet.

d) Gamma rays.

Explanation:

The relation T tells us that low temperature sources emit low frequency waves. The lowest frequency waves in the list are infrared waves.

f

Page 52: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Compared with radiation from the Sun, terrestrial radiation has a lower

a) wavelength.

b) frequency.

c) both of the above.

d) neither of the above.

Page 53: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Compared with radiation from the Sun, terrestrial radiation has a lower

a) wavelength.

b) frequency.

c) both of the above.

d) neither of the above.

Explanation:

The relation T tells us that high-temperature sources emit high-frequency waves. High-frequency waves have short wavelengths.

f

Page 54: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The origin of much of the thermal energy in Earth's interior is

a) radioactive decay.

b) high pressure.

c) low thermal conductivity of rock.

d) trapped radiant energy.

Page 55: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

The origin of much of the thermal energy in Earth's interior is

a) radioactive decay.

b) high pressure.

c) low thermal conductivity of rock.

d) trapped radiant energy.

Page 56: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A substance that absorbs energy well also

a) conducts well.

b) convects well.

c) radiates well.

d) none of the above.

Page 57: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A substance that absorbs energy well also

a) conducts well.

b) convects well.

c) radiates well.

d) none of the above.

Page 58: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A hot pizza placed in the snow is a net

a) absorber.

b) emitter.

c) both of the above.

d) none of the above.

Page 59: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

A hot pizza placed in the snow is a net

a) absorber.

b) emitter.

c) both of the above.

d) none of the above.

Comment:

The same hot pizza placed in a hotter oven would be a net absorber.

Page 60: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Which is a more accurate statement?

a) A black object absorbs energy well.

b) An object that absorbs energy well is black.

c) Both say the same thing, so both are equivalent.

d) Both are untrue.

Page 61: Chapter 6 Clickers Conceptual Integrated Science Second Edition © 2013 Pearson Education, Inc. Heat.

© 2013 Pearson Education, Inc.

Which is a more accurate statement?

a) A black object absorbs energy well.

b) An object that absorbs energy well is black.

c) Both say the same thing, so both are equivalent.

d) Both are untrue.

Explanation:

This is a cause–effect question. The color black doesn't draw in and absorb energy. It's the other way around— any object that does draw in and absorb energy will consequently appear black in color.