1. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

2. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

3. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Absolute zero corresponds to a temperature of A.0 K. B.–273  C. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 6

4. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Absolute zero corresponds to a temperature of A.0 K. B.–273  C. 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 = –273  C. Conceptual Integrated Science—Chapter 6

5. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Heat is simply another word for A.temperature. B.thermal energy. C.thermal energy that flows from hot to cold. D.radiant energy. Conceptual Integrated Science—Chapter 6

6. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

7. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Thermal energy is normally measured in units of A.calories. B.joules. C.both of the above. D.neither of the above. Conceptual Integrated Science—Chapter 6

8. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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 = 4.18 joules. Conceptual Integrated Science—Chapter 6

9. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

10. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

11. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

12. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

13. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Your room gets messier day by day. In this case, entropy is A.increasing. B.decreasing. C.hanging steady. D.none of the above. Conceptual Integrated Science—Chapter 6

14. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

15. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

16. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

17. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

18. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

19. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

20. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

21. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The high specific heat capacity of water has great importance in A.climates. B.cooling systems. C.ocean currents. D.all of the above. Conceptual Integrated Science—Chapter 6

22. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The high specific heat capacity of water has great importance in A.climates. B.cooling systems. C.ocean currents. D.all of the above. Conceptual Integrated Science—Chapter 6

23. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Microscopic slush in water tends to make the water A.more dense. B.less dense. C.slipperier. D.warmer. Conceptual Integrated Science—Chapter 6

24. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Microscopic slush in water tends to make the water A.more dense. B.less dense. C.slipperier. D.warmer. Conceptual Integrated Science—Chapter 6

25. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The greatest expansion of water occurs when A.it turns to ice. B.it cools at 4  C. C.it warms at 4  C. D.none of the above. Conceptual Integrated Science—Chapter 6

26. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The greatest expansion of water occurs when A.it turns to ice. B.it cools at 4  C. C.it warms at 4  C. D.none of the above. Conceptual Integrated Science—Chapter 6

27. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Water at 4  C will expand when it is slightly A.cooled. B.warmed. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 6

28. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Water at 4  C will expand when it is slightly A.cooled. B.warmed. C.both of the above. D.none of the above. Comment: The density of 4  C water will also decrease when slightly cooled or warmed. Conceptual Integrated Science—Chapter 6

29. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Water at 4  C 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. Conceptual Integrated Science—Chapter 6

30. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Water at 4  C 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. Conceptual Integrated Science—Chapter 6

31. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley The thermal expansion of steel is about the same as that of A.water. B.air. C.concrete. D.all of the above. Conceptual Integrated Science—Chapter 6

32. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

33. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

34. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

35. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Heat can be transferred by A.conduction. B.convection. C.radiation. D.all of the above. Conceptual Integrated Science—Chapter 6

36. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Heat can be transferred by A.conduction. B.convection. C.radiation. D.all of the above. Conceptual Integrated Science—Chapter 6

37. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

38. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

39. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Thermal conduction has much to do with A.electrons. B.protons. C.neutrons. D.ions. Conceptual Integrated Science—Chapter 6

40. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

41. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Thermal convection has much to do with A.radiant energy. B.fluids. C.insulators. D.all of the above. Conceptual Integrated Science—Chapter 6

42. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Thermal convection has much to do with A.radiant energy. B.fluids. C.insulators. D.all of the above. Conceptual Integrated Science—Chapter 6

43. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley When air rapidly expands, it generally A.warms. B.cools. C.convects away. D.compresses later. Conceptual Integrated Science—Chapter 6

44. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

45. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which body emits radiant energy into space? A.Sun. B.Earth. C.Both of the above. D.None of the above. Conceptual Integrated Science—Chapter 6

46. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which body emits radiant energy into space? A.Sun. B.Earth. C.Both of the above. D.None of the above. Conceptual Integrated Science—Chapter 6

47. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A high-temperature source radiates relatively A.short wavelengths. B.long wavelengths. C.low frequencies of radiation. D.none of the above. Conceptual Integrated Science—Chapter 6

48. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

49. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley Which of these electromagnetic waves has the lowest frequency? A.Infrared. B.Visible. C.Ultraviolet. D.Gamma rays. Conceptual Integrated Science—Chapter 6

50. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

51. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

52. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

53. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

54. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

55. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A substance that absorbs energy well also A.conducts well. B.convects well. C.radiates well. D.none of the above. Conceptual Integrated Science—Chapter 6

56. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A substance that absorbs energy well also A.conducts well. B.convects well. C.radiates well. D.none of the above. Conceptual Integrated Science—Chapter 6

57. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley A hot pizza placed in the snow is a net A.absorber. B.emitter. C.both of the above. D.none of the above. Conceptual Integrated Science—Chapter 6

58. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

59. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6

60. Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley 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. Conceptual Integrated Science—Chapter 6