Heat and Heating

Heat and HeatingAn inquiry-based unit for primary and elementary students in an after-school setting. The unit provides background information and hands-on activities on the energy of heat and heating.

Grade Level:n Primaryn Elementary

Subject Areas:n Sciencen Social Studiesn Mathn Language Artsn Technology

2012-2013

2 Heat and Heating

Teacher Advisory Board

Printed on Recycled Paper

NEED Mission StatementThe mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.

Teacher Advisory Board StatementIn support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standards-based energy curriculum and training.

Permission to CopyNEED materials may be reproduced for non-commercial educational purposes.

Energy Data Used in NEED MaterialsNEED believes in providing the most recently reported energy data available to our teachers and students. Most statistics and data are derived from the U.S. Energy Information Administration’s Annual Energy Review that is published in June of each year. Working in partnership with EIA, NEED includes easy to understand data in our curriculum materials. To do further research, visit the EIA web site at www.eia.gov. EIA’s Energy Kids site has great lessons and activities for students at www.eia.gov/kids.

1.800.875.5029www.NEED.org

© 2012

Shelly BaumannRockford, MI

Constance BeattyKankakee, IL

Sara BrownellCanyon Country, CA

Loree BurroughsMerced, CA

Amy ConstantRaleigh, NC

Joanne CoonsClifton Park, NY

Nina CorleyGalveston, TX

Regina DonourWhitesburg, KY

Linda FonnerNew Martinsville, WV

Samantha Forbes Vienna, VA

Viola HenryThaxton, VA

Robert HodashBakersfield, CA

DaNel HoganKuna, ID

Greg HolmanParadise, CA

Linda HuttonKitty Hawk, NC

Matthew InmanSpokane, Washington

Michelle LambBuffalo Grove, IL

Barbara LazarAlbuquerque, NM

Robert LazarAlbuquerque, NM

Leslie LivelyReader, WV

Mollie MukhamedovPort St. Lucie, FL

Don PruettSumner, WA

Josh RubinPalo Alto, CA

Joanne SpazianoCranston, RI

Gina SpencerVirginia Beach, VA

Tom SpencerChesapeake, VA

Joanne Trombley West Chester, PA

Jim WilkieLong Beach, CA

Carolyn WuestPensacola, FL

Wayne YonkelowitzFayetteville, WV

©2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org 3

Table of Contents �Correlations to National Science Education Standards 4

�Materials 7

�Teacher Guide 8

�Answer Key 14

�Lab Safety Rules 16

�Student Informational Text 17

�Forms of Energy Master 23

�Producing Heat 24

�Energy Transformations Master 25

�Thermometer Explanation Master 26

�Making a Thermometer 27

�Thermometer 1 28

�Thermometer 2 29

�Exploring Heat 1 30





� Insulation 35

�Chemical Reaction Formulas Master 36

�Chemical Reactions 1 37



�Heat and Heating Survey 40

�Evaluation Form 43

Heat and Heating

Developed in partnership with the U.S. Department of Energy, National Association of State Universities and Land-Grant Colleges, and the National 4-H Council’s 4-H Afterschool program.

4 Heat and Heating

Correlations to National Science Education Standards

Unifying Concepts & Processes | All GrAde levels � Systems, Order, and Organization

� The goal of this standard is to think and analyze in terms of systems, which will help students keep track of mass, energy, objects, organisms, and events referred to in the content standards.

� Science assumes that the behavior of the universe is not capricious, that nature is the same everywhere, and that it is understandable and predictable. Students can develop an understanding of order—or regularities—in systems, and by extension, the universe; then they can develop understanding of basic laws, theories, and models that explain the world.

� Prediction is the use of knowledge to identify and explain observations, or changes, in advance. The use of mathematics, especially probability, allows for greater or lesser certainty of prediction.

� Order—the behavior of units of matter, objects, organisms, or events in the universe—can be described statistically.

� Probability is the relative certainty (or uncertainty) that individuals can assign to selected events happening (or not happening) in a specified time or space.

� Types and levels of organization provide useful ways of thinking about the world.

� Evidence, Models, and Explanation � Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems.

� Change, Constancy, and Measurement � Although most things are in the process of change, some properties of objects and processes are characterized by constancy; for example, the speed of light, the charge of an electron, and the total mass plus energy of the universe.

� Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same.

� Changes can occur in the properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes in systems can be quantified and measured. Mathematics is essential for accurately measuring change.

� Different systems of measurement are used for different purposes. An important part of measurement is knowing when to use which system.

� Evolution and Equilibrium � Equilibrium is a physical state in which forces and changes occur in opposite and offsetting directions.

� Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomLy and uniformLy as possible.

This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org.


Correlations to National Science Education Standards: K-4This book has been correlated to National Science Education Content Standards.

For correlations to individual state standards, visit www.NEED.org.

Content Standard A | science As inquiry � Abilities Necessary to do Scientific Inquiry

� Ask a question about objects, organisms, and events in the environment.

� Plan and conduct a simple investigation.

� Employ simple equipment and tools to gather data and extend the senses.

� Use data to construct a reasonable explanation.

� Communicate investigations and explanations.

� Understandings about Scientific Inquiry � Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know.

� Simple instruments such as magnifiers, thermometers, and rulers provide more information than using only senses.

Content Standard B | PhysicAl science � Properties of Objects and Materials

� Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools such as rulers, balances, and thermometers.

� Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.

� Materials can exist in different states—solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling.

� Light, Heat, Electricity, and Magnetism � Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object.

� Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object to another by conduction.

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Content Standard A | science As inquiry � Abilities Necessary to do Scientific Inquiry

� Identify questions that can be answered through scientific inquiry.

� Design and conduct a scientific investigation.

� Use appropriate tools and techniques to gather, analyze, and interpret data.

� Develop descriptions, explanations, predictions, and models using evidence.

� Think critically and logically to make the relationships between evidence and explanations.

� Recognize and analyze alternative explanations and predictions.

� Communicate scientific procedures and explanations.

� Use mathematics in all aspects of scientific inquiry.

Content Standard B | PhysicAl science � Transfer of Energy

� Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical.

� Energy is transferred in many ways.

� Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.

� Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).

� The sun is the major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches earth, transferring energy from the sun to the earth. The sun’s energy arrives as light with a range of wavelengths.

Content Standard C | liFe science � Populations and Ecosystems

� For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. The energy then passes from organism to organism in food webs.

Correlations to National Science Education Standards: 5-8This book has been correlated to National Science Education Content Standards.

For correlations to individual state standards, visit www.NEED.org.


Materials

ACTIVITY MATERIALS IN KIT MATERIALS NEEDEDProducing Heat �Rubber bands �8-inch Pieces of large paper clips

Making a Thermometer �Clear straws �Clear plastic bottles �Pitchers �Beakers �Food coloring

�Clay �Cold, hot, and room temperature water

Thermometer 1 and 2, Exploring Heat 1 and 2

�Thermometers �Pitchers �Beakers

�Cold and warm water �Colored pencils

Exploring Heat 3 �Thermometers �Pitchers �Wallpaper pans

�Rulers �Cold, warm, and room temperature water

Exploring Heat 4 �Clear plastic cups �Marbles �Food coloring

�Cold, hot, and room temperature water

Exploring Heat 5 �Pitchers �Metal spoons �Wooden spoons �Plastic spoons

�Cold and hot water

Insulation �Pitchers �Metal cans �Lab thermometers �Insulating materials

�Scissors �Tape �Water

Chemical Reactions 1 �Thermometers �Baking soda �Ziplock bags �Measuring cups

�Vinegar

Chemical Reactions 2 �Handwarmers �Ziplock bags �Thermometers

�Timer �Scissors

Chemical Reactions 3 �Lightsticks �Beakers �Thermometers

�Hot and ice water

8 Heat and Heating

Overview and Preparation �Read the guide and become familiar with the information, activities, and equipment in the kit.

�Gather the materials needed for activities using the chart on page 7.

�Practice the experiments to gain an understanding of possible outcomes, difficulties, and questions.

�Make copies of student worksheets and the informational text, as needed.

�Make two copies of Heat and Heating Survey on pages 40-42 for each student. One copy can be used as a pre-assessment, the other, a post-assessment of student understanding.

�Allow the students to take their work home each day to share with their families.

�With all of the activities, give older students the responsibility of working with the younger students to understand and complete the experiments and student worksheets.

�Make sure the students understand the applicable Lab Safety Rules on page 16.

Activity 1: Producing Heat Concepts

�There are many forms of energy, including heat, light, sound, motion, chemical energy, and electrical energy.

�Energy can be converted from one form to another.

�Friction is the force that opposes the motion of moving objects that are in contact.

�Friction produces heat.

�Applying stress (motion energy) to a material (stretching, compressing, or bending) adds energy to the material.

�Motion energy is often transformed into thermal energy (heat).

Materials

Procedure1. Introduce the activity by asking the students what they know about heat—ways it is produced,

how they use it, how they perceive it.

2. Discuss the concepts listed above, and direct students to read the Student Informational Text for more details.

3. Use the Forms of Energy diagram to explain the different forms of energy.

4. Ask students how they might produce heat without using any other objects.

5. Have the students complete the Producing Heat worksheet. Discuss student answers to the Conclusion question. Discuss and list other examples of friction or motion that produce heat.

6. Discuss how early humans used friction to produce heat.

7. Use the Energy Transformations diagram to explain how the heat energy produced by rubbing one’s hands together originally came from the sun.

Teacher GuideAn inquiry-based unit for primary and elementary students that provides background information and hands-on activities on the energy of heat and heating.

Grade Level �Primary K-2

�Elementary 3-5

Time �Approximately 10-12 one hour sessions

�Rubber bands �8-inch Pieces of large paper clips �Forms of Energy diagram, page 23

�Producing Heat worksheet, page 24 �Energy Transformations diagram, page 25


Activity 2: Making a Thermometer Concepts

�Temperature is the average amount of thermal (heat) energy in a substance.

�A thermometer is a device that measures temperature.

�Most substances expand as the thermal energy in them increases.

Materials

Procedure1. Set up five centers, each with a clear plastic bottle, a clear plastic straw, two beakers, one pitcher, one piece of clay, and access to hot,

room temperature, and cold water.

2. Introduce the activity by discussing the importance of thermometers.

3. Make a transparency or digital projection of the Thermometer Explanation master.

4. Use the Thermometer Explanation master to explain how to read a thermometer.

5. Discuss reasons why people use thermometers in their daily lives.

6. Have the students complete the Making a Thermometer activity. The leader should dispense the food coloring to avoid staining.

7. Discuss why most substances expand when they are heated using the information in the Student Informational Text. Ask students for other examples of expansion and contraction caused by changes in temperature (cracks in sidewalks, doors that stick in hot weather).

8. Discuss change of state—how ice turns into water, then steam, as thermal (heat) energy increases.

9. Discuss the students’ answers to the Conclusion question.

Activity 3: Exploring Heat and Thermometers Concepts

�Temperature is the average amount of thermal (heat) energy in a substance.

�A thermometer is a device that measures temperature.

�When two substances with different temperatures are mixed, the thermal energy will seek a balance. Thermal energy from the warmer substance will move to the cooler substance until both substances are the same temperature.

�When two substances with different temperatures are mixed, the amount of thermal energy lost by the warmer substance is equal to the amount of thermal energy gained by the cooler substance.

Materials

�Clear straws �Clear plastic bottles �Pitchers �Beakers �Clay

�Food coloring �Hot, cold, and room temperature water �Thermometer Explanation master, page 26 �Making a Thermometer worksheet, page 27

�Thermometers �Pitchers �Beakers �Warm and cold water

�Colored pencils �Thermometer worksheets pages 28-29 �Exploring Heat worksheets, pages 30-31

10 Heat and Heating

Procedure1. Set up five centers, each with two beakers, two pitchers, one thermometer, colored pencils, and access to warm and cold water.

2. Introduce the activity by asking the students for examples of ways they’ve seen or felt heat moving.

3. Have the students complete Thermometer 1. Discuss why students may have gotten different results. Discuss the students’ answers to the Questions from the top of the page.

4. Have the students complete Thermometer 2. Review their answers.

5. Have the students complete Exploring Heat 1. Discuss how heat seeks balance and the students’ answers to the Conclusion questions.

6. Have the students complete Exploring Heat 2. Discuss the students’ answers to the Conclusion questions.

Activity 4: Exploring Heat 3 Concepts

�When two substances with different temperatures are mixed, the thermal (heat) energy will seek a balance. Thermal energy from the warmer substance will move to the cooler substance until both substances are the same temperature.

Materials

Procedure1. Set up five centers, each with two pitchers, two thermometers, one wallpaper pan, one ruler, and access to warm, cold, and room

temperature water.

2. Introduce the activity by asking the students how they know that heat moves from one place to another.

3. Have the students complete the Exploring Heat 3 activity.

4. Discuss the students’ answers to the Conclusion questions.


�Heat moves through liquids by convection.

Materials

Procedure1. Set up five centers, each with five plastic cups, four marbles, and access to hot, cold, and room temperature water.

2. Introduce the activity by asking the students how they think heat moves in liquids. What signal might there be of movement in a liquid?

3. Have the students complete the Exploring Heat 4 activity. The leader should dispense the food coloring to avoid staining.


�Thermometers �Pitchers �Wallpaper pans

�Rulers �Warm, cold, and room temperature water �Exploring Heat 3 worksheet, page 32

�Clear plastic cups �Marbles �Food coloring

�Hot, cold, and room temperature water �Exploring Heat 4 worksheet, page 33



�Heat moves through solids by conduction.

�Some materials conduct heat better than others.

�Materials that conduct heat well are called conductors.

�Materials that do not conduct heat well are called insulators.

Materials

Procedure1. Set up five centers, each with two pitchers, one metal spoon, one wooden spoon, one plastic spoon, and access to hot and cold water.

2. Introduce the activity by asking the students how they think heat moves in solids. Do they think it’s similar or different to how it moves through liquids?

3. Have the students complete the Exploring Heat 5 activity.


Activity 7: Insulation Concepts

�Materials that do not conduct heat well are called insulators.

�Insulation is a valuable material to save energy at home.

Materials

Procedure1. Set up five centers, each with one pitcher, one can with a top, insulating materials, one lab thermometer, scissors, tape, and access

to water. Decide whether you want the students to place their cans in a freezer or in the sun. If you want to use a freezer, have the students fill their cans with hot water. If you want to have the students place their cans in the sun, have them fill the cans with cold water.

2. Fill one can with water but do not insulate it. This will be the experimental control.

3. Introduce the activity by asking the students what they know about insulation, and where they might have seen insulators.

4. Have the students complete the Insulation activity.

5. Discuss the students’ answers to the Conclusion questions, and why knowing about insulation can help them save energy at home.

�Pitchers �Metal spoons �Wooden spoons

�Plastic spoons �Hot and cold water �Exploring Heat 5 worksheet, page 34

�Pitchers �Metal cans �Lab thermometers �Insulating materials

�Scissors �Tape �Water �Insulation worksheet, page 35

12 Heat and Heating

Activity 8: Chemical Reactions 1 Concepts

�All substances contain thermal (heat) energy.

�When some substances are mixed together, a chemical reaction occurs that produces a new substance.

�Chemical reactions can change the amount of thermal energy and the temperature of the substances involved.

�Some chemical reactions require—or absorb—heat. These reactions are called endothermic reactions. (ENDO=IN)

�Some chemical reactions produce heat. These reactions are called exothermic reactions. (EXO=OUT)

�Thermometers are tools to measure the amount of thermal (heat) energy in substances.

Materials

Procedure1. Set up five centers, each with one thermometer, one ziplock bag, one measuring cup with 15 mL of vinegar, and one measuring cup with

15 cubic centimeters of baking soda (1 cubic centimeter = 1 mL).

2. Make transparencies or digital copies of the Thermometer Explanation master and Chemical Reaction Formulas master to project.

3. Use the Thermometer Explanation transparency to review how to read a thermometer.

4. Discuss reasons why people use thermometers in their daily lives.

5. Introduce the activity by explaining what chemical reactions are and asking students if they can think of examples.

6. Have the students complete the Chemical Reactions 1 worksheet.

7. Explain the chemical reaction that took place using the Chemical Reaction Formulas master.



�All substances contain thermal (heat) energy.

�When some substances are mixed together, a chemical reaction occurs that produces a new substance.

�Chemical reactions can change the amount of thermal energy and the temperature of the substances involved.

�Some chemical reactions require—or absorb—heat. These reactions are called endothermic reactions. (ENDO=IN)

�Some chemical reactions produce heat. These reactions are called exothermic reactions. (EXO=OUT)

�Thermometers are tools to measure the amount of thermal energy in substances.

Materials

�Thermometers �Vinegar �Baking soda �Ziplock bags

�Measuring cups �Thermometer Explanation master, page 26 �Chemical Reaction Formulas master, page 36 �Chemical Reactions 1 worksheet, page 37

�Handwarmers �Ziplock Bags �Thermometers �Timer

�Scissors �Chemical Reaction Formulas master, page 36 �Chemical Reactions 2 worksheet, page 38


Procedure1. Set up five centers, each with two thermometers, two ziplock bags, one pair of scissors, and two handwarmers.

2. Introduce the activity by reviewing the Chemical Reactions 1 activity, and explain that the students will be conducting an experiment with a different chemical reaction.

3. Have the students complete the Chemical Reactions 2 activity. The leader should handle the timer for this activity.

4. Explain the chemical reaction that took place using the Chemical Reaction Formulas master on page 36.



�Some chemical reactions produce light.

�Adding heat can speed up a chemical reaction.

�Taking heat away can slow down a chemical reaction.

Materials

Procedure1. Set up five centers, each with one thermometer, one lightstick, one beaker of hot water, and one beaker of ice water.

2. Introduce the activity by reviewing the Chemical Reactions 1 and 2 activities. Discuss how the chemical reactions produced or required heat. Explain that the students will be observing a different kind of chemical reaction in this activity.

3. Have the students complete the Chemical Reactions 3 worksheet.

4. Discuss the chemical reaction that took place as described in the background on the students’ worksheet.

5. Discuss the students’ answers to the Conclusion question.

Evaluation

Procedure �Distribute Heat and Heating Survey to students as a post-assessment.

�If you have young students, you can read the questions to them. Collect the forms and send them to NEED to evaluate the program.

�Together with the students, complete the Evaluation Form on page 43 and return to The NEED Project, P.O. Box 10101 Manassas, Virginia 20108.

�Lightsticks �Beakers �Thermometers

�Hot and ice water �Chemical Reactions 3 worksheet, page 39

14 Heat and Heating

Producing Heat, page 24Give another example of friction producing heat. Student answers may vary. A good example might be rubbing sticks together to create fire.

Making a Thermometer, page 27Explain how a thermometer works. Student answers will vary. Students should be able to say that the liquid takes up more space in the straw when it’s hotter, and this is why the “red” in a thermometer goes up when it’s hotter, and is lower when it’s cooler.

Thermometer 1, page 28 �Each line on the Celsius scale represents 1 degree. Each line on the Fahrenheit scale represents 2 degrees.

�The highest temperature in degrees Celsius is 120. The highest in degrees Fahrenheit is 240.

�The lowest temperature reading is -30 degrees Celsius and -20 degrees Fahrenheit.

�Temperature of the classroom may vary.

�Temperature of hands will vary.

Thermometer 2, page 29 �Water Boils—212°F, 100°C

�Human Body—98.6°F, 37°C

�Water Freezes—32°F, 100°C

Exploring Heat 1, page 30Did the amount of heat lost by the warm water equal the amount of heat gained by the cold water? How can you tell? Do the math to find out. Students should find that the temperature of the mixture is equal to the temperature of the warm water minus cold water, approximately.

Exploring Heat 2, page 31Did the amount of heat lost by the warm water equal the amount of heat gained by the cold water? Student answers may vary, students should see that the temperature stays cooler because there is more cold water than warm. The change in temperature for both should still be equal.

What would you predict the temperature of the mixture to be if you mixed 500 mL of warm water with 250 mL of cold water? Students should expect to see the opposite result as what they explored.

Exploring Heat 3, page 32Did the heat in the warm water flow to the cooler end to reach a balance? Where else have you observed this movement of heat? Students should find that over time, the temperature balanced out throughout the pan. Initially warm is on top and cold on the bottom, over time they equal out. Students may observe this in a pool or bathtub.

Exploring Heat 4, page 33Did the water temperature affect the rate at which the food coloring moved through the water? Students should see that the food coloring spreads out more quickly in the warmer waters than the cold one.

Draw a picture of the movement of the food coloring. Students should be able to see warmer food coloring rising from the top and cooler food coloring sinking to the bottom.

Exploring Heat 5, page 34Which material is the best conductor? Metal spoon

Which material is the best insulator? Wooden spoon

Which spoon would you use to stir a pot of boiling liquid on the stove? Plastic or wooden spoon

Answer Key


Insulation, page 35Did your insulation keep heat from moving in or out of your can? Answers may vary, but hopefully, yes.

Compare your data with that of other groups that used different insulating materials. Which material was the best insulator? Answers will depend on materials used.

How do you insulate your body to keep heat from moving in or out? Students might say that they put on extra layers like hats and coats.

Chemical Reactions 1, page 37Is the chemical reaction between vinegar and baking soda endothermic or exothermic? Endothermic, because its temperature went down when heat was absorbed.

Can you think of a way you could use an endothermic reaction or process? Answers will vary, students might suggest melting items.

Chemical Reactions 2, page 38Is the chemical reaction between iron and air endothermic or exothermic? The reaction is exothermic because temperature went up as heat was released.

How can you use what you have learned in this experiment? Student answers may vary, but students may mention that handwarmers should stay in the sealed container as long as possible.

Chemical Reactions 3, page 39How does heat affect a chemical reaction? Heat can speed up or slow down a reaction, making the results appear more easily or less easily. Adding heat to the lightstick makes it brighter because the reaction is occurring more quickly. Removing heat makes it less bright because the reaction has slowed.

Heat and Heating Survey, page 401. Under the child, between them and the slide

2. B

3. A

4. A

5. A

6. B

7. A

8. A

9. B

10. B

11. A

12. B

13. B

14. Metal spoon

15. Boils—212°F, 100°C

Freezes—32°F, 0°C

16 Heat and Heating

Lab Safety Rules

Eye Safety � Always wear safety glasses when performing experiments.

Fire Safety � Do not heat any substance or piece of equipment unless specifically instructed to do so.

� Be careful of loose clothing. Do not reach across or over a flame.

� Keep long hair pulled back and secured.

� Do not heat any substance in a closed container.

� Always use tongs or protective gloves when handling hot objects. Do not touch hot objects with your hands.

� Keep all lab equipment, chemicals, papers, and personal items away from the flame.

� Extinguish the flame as soon as you are finished with the experiment and move it away from the immediate work area.

Heat Safety � Always use tongs or protective gloves when handling hot objects and substances.

� Keep hot objects away from the edge of the lab table––in a place where no one will accidentally come into contact with them.

� Do not use the steam generator without the assistance of your teacher.

� Remember that many objects will remain hot for a long time after the heat source is removed or turned off.

Glass Safety � Never use a piece of glass equipment that appears to be cracked or broken.

� Handle glass equipment carefully. If a piece of glassware breaks, do not attempt to clean it up yourself. Inform your teacher.

� Glass equipment can become very hot. Use tongs or gloves if glass has been heated.

� Clean glass equipment carefully before packing it away.

Chemical Safety � Do not smell, touch, or taste chemicals unless instructed to do so.

� Keep chemical containers closed except when using them.

� Do not mix chemicals without specific instructions.

� Do not shake or heat chemicals without specific instructions.

� Dispose of used chemicals as instructed. Do not pour chemicals back into a container without specific instructions to do so.

� If a chemical accidentally touches your skin, immediately wash the area with water and inform your teacher.


Energy is a part of everything we do and see. Heat and light are energy. Energy helps us move and grow. Energy makes machines work. There is energy in everything in the world—in the air, in our bodies, in every rock and plant.

We use heat, called thermal energy, every day. We can’t see heat, but we can feel it. Our bodies make heat and our stoves and lights do, too. We heat our houses, our food, and our water.

Sometimes there is more heat than we need or want and we move it. Refrigerators take heat away from the food inside. Air conditioners take heat from inside the house and move it outside. Swimming pools take heat from our bodies.

Heat Is the Motion of MoleculesWhat is heat? Scientists say heat is the kinetic energy in a substance. Kinetic energy is the energy of motion. Heat is the motion of the molecules in a substance, not the motion of the substance itself.

Everything is made of atoms. Atoms bond together to form molecules. Molecules are the building blocks of substances. Water is a substance. Have you ever heard water called H-2-O (H2O)? That means a molecule of water has two hydrogen (H) atoms and one oxygen (O) atom.

Even though we can’t see them, the molecules in substances are never still. They are always moving. That motion is the kinetic energy called heat.

Molecules Vibrate, Spin, and MoveThe molecules in solids—like rocks, wood, or ice—cannot move much at all. They are held in one position and cannot flow through the substance. They do move back and forth in their positions. They vibrate. The more heat they have, the faster they vibrate.

Liquids and gases are called fluids. The molecules in fluids move more freely than in solids. They flow through the fluids. The more heat fluids have, the faster their molecules move.

What happens when you heat an ice cube? Ice is a solid. A solid has a definite shape. Its molecules vibrate in one position. When you add heat, the molecules vibrate faster and faster. They push against each other with more force.

Finally, the shape they were held in begins to break apart. They become a liquid—water. The molecules begin to move and spin. They are still bonded together, but not so tightly.

Student Informational TextHEAT IS ENERGY

CAMP FIRE

Water Molecule

18 Heat and Heating

A liquid flows to take the shape of its container. It has a definite volume, but can take any shape. Volume is the amount of space a fluid occupies.

If you add more heat energy to the molecules, they move faster and faster. They crash into each other and move away. Finally, their shape begins break apart more. They become a gas—steam. A gas does not have a definite shape or volume. It spreads out and fills whatever space it is in.

Heat Seeks BalanceEverything in nature seeks balance. Heat seeks balance, too. Heat flows from hotter places to colder places and from hotter substances to colder substances. What happens if you pour hot water into a cold tub? The molecules of hot water have more energy. They move fast. They crash into the colder molecules and give them some of their energy.

The molecules of hot water slow down. The molecules of cold water move more quickly. The cold water gets warmer. The hot water gets cooler. Soon all the water is the same temperature. All the water molecules are moving at the same speed. The heat in the water is in balance.

If heat energy did not move, you would not have a very good time taking a bath in this situation. Thanks to balance, all of the water in the tub should be the same temperature in a short time.

Heat Energy MovesHeat energy is always on the move. It moves to seek balance. Heat can move in many ways. When a hot object touches a cold object, some of the heat energy flows to the cold object. This is called conduction. Conduction is the way heat energy moves in solids.

When we cook food in a pan on an electric stove, we use conduction. The heating element on the stove is hot. The pan is cold. Some of the heat from the heating element flows to the pan. The heat from the pan flows to the food inside. The heat moves by conduction.

Heat Moves By Conduction In SolidsHow does the heat move? Let’s think about it. All solids are made of molecules. The molecules in solids vibrate. The more energy they have, the faster they vibrate. In a hot object, the molecules vibrate fast. The molecules in a cold object vibrate more slowly.

Let’s touch a hot object to a cold object. The fast-moving molecules in the hot object push against the slow-moving molecules in the cold object. The fast molecules give up some energy to the slower moving molecules. The vibration of the fast molecules slows down.

HEATING ELEMENT—OVEN

Solid (Ice)

Liquid (Water)

Gas (Steam)

OH H

OH H

OH H

OH H

OH H

OH H

OH H

OH

H

OH H

OH H

OH

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OH

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OH H

OH H

OH H

OH H

OH H

OH H

OH H

OH H

OH H

OH H

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Molecules vibrate in one place.

Molecules spin and move close together.

Molecules spin faster and move far away from each other.


The molecules in the cold object gain some energy from the hot object. They vibrate faster. The cold object gets warmer. The hot object gets cooler. The energy in the molecules is seeking balance. When the energy is in balance, all the molecules vibrate at the same speed.

Look at the picture to the right. The flame adds heat to the tripod. The tripod gets very hot. The metal rod touches the tripod. The molecules in the tripod vibrate against the molecules in the end of the rod. The molecules in that end of the rod vibrate faster.

Now one end of the rod has more energy than the other end. What happens? The hotter molecules transfer some of their energy to the cooler molecules. The molecules in the rod conduct the heat from the hotter end to the cooler end.

The heat moves from the tripod to the end of the rod touching it, then through the rod. The energy flows from molecule to molecule as they vibrate against each other. Heat is moving by conduction.

Conductors and InsulatorsIn some materials, heat flows easily from molecule to molecule. These materials are called conductors. They conduct—or move—heat energy well.

Look at the picture with the metal rod and the tripod. You would not hold the metal rod with your bare hand. You would get burned. The metal would conduct the heat to your hand. Metals are good conductors of heat.

If you touched a wooden pencil to the tripod, would it conduct heat as well as the metal rod? No. Wood is not a good conductor of heat. Materials that don’t conduct heat well are called insulators.

The molecules in good conductors are close together. There is very little space between them. When they vibrate, they push against the molecules near them. The energy flows between them easily.

The molecules in insulators are not so close together. It is harder for energy to flow from one molecule to another in insulators.

Look at the objects below. The pot, the spoon and the fork are made of metal. The pot and the spoon have plastic handles. The fork has a

metal handle. The bottle is made of glass. The oven mitt is made of cotton fabric.

Which materials are the insulators? The insulators are the materials that don’t move heat. They protect us from heat. Our experience tells us that wood, plastic, and cotton are all good insulators. Metals are good conductors. The metal part of the pot moves heat to the food inside to cook the food. The plastic spoon handle protects our hands. The cotton glove protects our hands, too.

What about glass? It is not a good conductor or a good insulator. It’s somewhere in the middle.

20 Heat and Heating

Movement Of Heat In FluidsFluids are liquids and gases. Heat also moves in fluids. Heat doesn’t move by conduction. In fluids, the molecules are too far apart to conduct energy as they vibrate. The molecules in fluids are free to move and spin. As they move, they bounce against each other. The molecules with more energy give up some energy. The molecules with less energy gain some.

Heat energy in liquids and gases moves in currents by convection.

If we heat water on a stove, the water molecules begin to move and flow faster. The molecules near the flame have more energy. They push against each other and move farther apart.

The water at the top of the pan is cooler. Its molecules don’t have as much energy. They are closer together than the molecules of hot water. They are denser.

The cooler, denser molecules flow down, or sink. The warmer, less dense molecules rise up. They form currents of flowing molecules. During this motion, the hotter molecules transfer energy to the cooler molecules. This transfer of heat through the motion of currents is called convection.

Heat also moves by convection in gases. Air is the gas you know best. I’m sure you’ve noticed that the top floor of a building is warmer than the basement. The air near the ceiling is warmer than the air near the floor.

The molecules of gases are like molecules in liquids. The more energy they have, the farther apart they are. In a room, the cooler, denser air flows down. The warmer, lighter air rises. A current of flowing air is formed.

The warmer molecules give up energy as they bounce against cooler molecules. They give up some energy, become cooler, and flow down again. The heat is transferred by convection.

Wind Is a Convection CurrentHeat moves all the time—all over the world. Even the wind is energy in motion.

When the sun shines on the Earth, the land gets warmer than the oceans. Land can absorb more energy from the sun than water. It changes the radiant energy into heat.

This makes the air over the land warmer than the air over the ocean. The warm air rises. Cool ocean air flows in to take its place. The air flows in currents. The heat in the air is transferred by convection. This moving air is the wind.

The ocean is a fluid similar to air. Ocean waters have currents, too. The water near the equator is warmed by the sun. The water near the poles is cold. The warm water rises to the surface. The cold water flows in to take its place. Ocean currents are formed by convection.

HEATER

COOL AIR

Convection in Gases

WARMAIR

1. The sun shines on land and water.2. Land heats up faster than water.3. Warm air over the land rises.4. Cool air over the water moves in.

COOL AIR

WARM AIR

How Wind is Formed


Energy Moves By RadiationMost of the Earth’s energy comes from the sun. Every day, the sun gives off a lot of energy. It comes from the sun in rays or waves. It is called radiant energy.

Energy does not travel from the sun as heat. Heat must move from molecule to molecule and there are no molecules in space. Solar energy travels in rays or waves as radiant energy.

When the radiant energy reaches Earth, it hits molecules in the air, in the ocean, and on land. It hits our bodies. The molecules turn some of the radiant energy into heat.

The energy from the sun that we can see is visible light. Other kinds of radiant energy are ultraviolet rays, infrared radiation, and microwaves. Infrared radiation produces most of the heat on Earth.

Heat and Temperature Heat and temperature are different things. Two cups of boiling water would have twice as much heat energy as one cup of boiling water, but the water would be at the same temperature. A giant iceberg would have more heat energy than a cup of boiling water, even though its temperature is lower. It would have more heat energy because of its size.

Heat is the total amount of kinetic energy in a substance. Temperature is a measure of the average kinetic energy of the molecules in a substance. Temperature is also called a measure of the hotness or coldness of a substance.

Think about a pan in a hot oven. The pan and the air in the oven are the same temperature. You can put your hand into the oven without getting burned. You can’t touch the pan. The pan has more heat energy than the air, even though it is the same temperature. The pan can transfer heat at a faster rate to your hand. The air is a better insulator than the pan.

We Can Measure TemperatureWe use thermometers to measure temperature. Thermometers can measure temperature using different scales. In the United States, we usually use the Fahrenheit (°F) scale in our daily lives. Scientists usually use the Celsius (°C) scale, as do people in most other countries.

On the Fahrenheit scale, the boiling point of water is 212 degrees. The freezing point of water is 32 degrees.

On the Celsius scale, the boiling point of water is 100 degrees. The freezing point of water is 0 degrees.

Radiation

The sun’s energy travels in waves to the Earth.

22 Heat and Heating

ThermometersThere are many kinds of thermometers. Some have only one scale. Others have both Celsius and Fahrenheit scales.

The thermometer on the left shows both scales. It is made with a long glass tube filled with colored alcohol. The alcohol expands—gets bigger—when it has more heat energy. It contracts—gets smaller—when it has less heat energy.

The thermometer on the right is digital. It does not have alcohol in it. It has a tiny computer chip and a battery. By pushing a button, it can measure the temperature on either the Fahrenheit or Celsius scale.

Expansion and ContractionWhy does the alcohol in a thermometer expand and contract? The alcohol is a liquid. Its molecules move and spin. When heat energy is added, its molecules move faster. They push apart from each other. The space between the molecules gets bigger. The alcohol in the tube expands.

The molecules don’t get bigger, the space between them does. When heat energy is taken away, the molecules slow down. They move closer together. The alcohol contracts. The molecules don’t get smaller—the space between them does.

Solids, Liquids, and GasesAll substances expand when they are heated. Some expand a little; some expand a lot. They all expand at different rates. Solids expand a little when they are heated. The molecules in solids have strong forces holding them together

in one position. They cannot move around—they can only vibrate. When heat energy is added, they vibrate faster. They push against each other with more energy. The space between them gets a little bigger. But they are still held in position.

Have you ever seen doors that are hard to open in the summer? They have expanded because of the heat. Sidewalks are made with cracks so that the concrete can expand in the summer heat. Without the cracks, the sidewalks would swell and break. Bridges have spaces, too.

The molecules in liquids are held together, but not in one position. They are free to spin and move around each other. When heat energy is added to liquids, they expand more than solids. The forces that hold them together are not as strong. They can push away from each other.

There is a lot of space between the molecules of gases. The forces that hold them together are very weak. When heat energy is added to gases, they expand a lot. Sometimes they break apart completely and float away from each other.

cold solid

hot solid

cold liquid

hot liquid

cold gas

hot gas

Expansion with Heat Energy

Water Expansion

The same molecules of water take up more space when they are hotter.


Forms of Energy

POTENTIALStored energy and the energy of

position (gravitational).

CHEMICAL ENERGY is the energy stored in the bonds of atoms and molecules. Biomass, petroleum, natural gas, propane, and coal are examples.

NUCLEAR ENERGY is the energy stored in the nucleus of an atom—the energy that holds the nucleus together. The energy in the nucleus of a uranium atom is an example.

STORED MECHANICAL ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples.

GRAVITATIONAL ENERGY is the energy of place or position. Water in a reservoir behind a hydropower dam is an example.

KINETICThe motion of waves, electrons,

atoms, molecules, and substances.

RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Solar energy is an example.

THERMAL ENERGY or heat is the internal energy in substances—the vibration or movement of atoms and molecules in substances. Geothermal is an example.

MOTION is the movement of a substance from one place to another. Wind and hydropower are examples.

SOUND is the movement of energy through substances in longitudinal waves.

ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples.

All forms of energy fall under two categories:

MASTER

24 Heat and Heating

Producing Heat

Objective � To explore how to produce heat through motion and friction.

? Questions � What happens to the temperature of objects when you rub them together? � What happens to the temperature of a rubber band when you stretch it? � What happens to the temperature of a piece of metal when you bend it back and forth several times?

HypothesisRead the procedure and make predictions to answer the questions.

Materials � Rubber bands � Large paper clips

Procedure1. Put your hands on your face. Observe their temperature.

2. Press the palms of your hands together and rub them back and forth very slowly. Touch your face again and observe the temperature of your hands. Rub your hands together as fast and as as you can while you count to 20. Touch your face again and observe the temperature of your hands.

3. Test three objects made of different materials like a book, a pair of jeans, and a sweater by rubbing them briskly with your hand for 20 seconds then touching your face to observe the temperature.

4. Put your thumbs inside a rubber band and stretch it slightly so that it lays flat against your forehead. Quickly stretch the rubber band slightly so that it lays flat against your forehead. Quickly stretch the rubber band as far as you can as it touches your forehead and observe the temperature. Repeat this several times, concentrating on the temperature of the rubber band.

5. Hold the piece of metal by the ends and bend it back and forth in the middle several times (NOT MORE THAN TEN TIMES). Touch the metal at the bend and observe the temperature of the metal.

ACTIVITY OBSERVATION (Change in Temperature)1. Rubbing Hands Slowly

2. Rubbing Hands Quickly

3. Rubbing Object 1:



6. Stretching Rubber Band

7. Bending Piece of Metal

Conclusion1. Give another example of friction producing heat.


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MASTER

26 Heat and Heating

Thermometer Explanation

A thermometer measures temperature. The temperature of an object or a substance shows how hot or cold it is.

Temperature can be measured using many different scales.

The scales we use most are:

FAHRENHEITThe Fahrenheit (°F) scale uses thefreezing point of water as 32°F and the boiling point of water as 212°F.

CELSIUSThe Celsius (°C) scale uses the freezing point of water as °C and the boiling point of water as 100°C.

In the United States, we usually use the Fahrenheit scale in our daily lives, and the Celsius scale for scientific work.

People in most countries use the Celsius scale in their daily lives.

This thermometer is a long glass tube filled with colored alcohol. Alcohol is used in many thermometers because it expands (takes up more space) as it gets hotter.

MASTER


Making a Thermometer

Objective � To make a thermometer.

? Questions � How does a thermometer measure temperature?

HypothesisRead the procedure and make a prediction to answer the questions.

Materials � 1 Clear straw � 1 Clear plastic bottle � 2 Beakers � 1 1000 mL Pitcher � 1 Piece of clay � Food coloring � Hot, cold, and room temperature water

Procedure1. Fill the bottle with 200 mL of room temperature water. Ask your leader to put 10 drops of food coloring to

the water.

2. Hold the straw in the bottle so that its end is in the water. Mold the clay around the top of the bottle to hold the straw. Make a tight seal.

3. Put the bottle into the beaker. Pour hot water into the beaker until it is almost full. Observe the colored water in the straw for three minutes.

4. Put the bottle into the other beaker and fill the beaker with cold water. Observe the colored water in the straw for three minutes. What was different?

Conclusion1. Explain how a thermometer works.

28 Heat and Heating

Thermometer 1

Objective � To read a thermometer.

? Questions � Why is knowing the temperature important? � How can knowing the temperature affect the way you live?

Hypothesis

Read the procedure and make predictions to answer the questions.

Materials � 1 Thermometer

Procedure1. Examine the thermometer.

2. Measure the temperatures using the chart below.

CELSIUS FAHRENHEIT

How many degrees does each line indicate?

What is the highest temperature reading?

What is the lowest temperature reading?

What is the temperature of the classroom?

Hold the bulb of the thermometer gently between your hands and blow on the bulb for 20 seconds.


Thermometer 2

You see lines across the thermometer to show three temperature readings. Read both scales of the thermometer and write the temperatures in the blank spaces on the lines.

Now draw lines across the picture to show what you think the temperature is in the classroom, what you think the temperature is outside, and what you think the temperature is of the water in the drinking fountain.

Use a thermometer to measure the actual temperatures of the classroom, outside, and the water in the fountain and draw lines across the picture to show those.

Water Boils ºF ºC

Human Body ºF ºC

Water Freezes ºF ºC

30 Heat and Heating

Exploring Heat 1

Objective � To explore heat using water.

? Question � What happens when you mix hot and cold water together?


Materials � 1 1000 mL Pitcher � Cold and warm water � 2- 250 mL Beakers � Colored pencils � 1 Thermometer

Procedure1. Fill one 250 mL beaker with cold water and record the water temperature in the

chart.2. Use a BLUE pencil to record the temperature of the cold water by drawing a line on

the picture of the thermometer.3. Fill one 250 mL beaker with warm water and record the water temperature in the

chart. 4. Use a RED pencil to record the temperature of the warm water on the drawing.5. Pour the warm water and the cold water into the 1000 mL pitcher.6. Estimate the temperature of the mixture by drawing a BLACK line on the drawing

of the thermometer.7. Measure the temperature of the mixture.8. Record the temperature on the drawing with a PURPLE pencil. Was your estimate

correct?

Data

FAHRENHEIT CELSIUS250 mL of Cold Water250 mL of Warm WaterMixture

Conclusion1. Did the amount of heat lost by the warm water equal the amount of heat gained by

the cold water? How can you tell? Do the math to find out.


Exploring Heat 2

Objective � To explore heat using water.

? Question � What happens when you mix hot and cold water together?


Materials � 2 1000 mL Pitcher � Cold and warm water � 1 250 mL Beaker � Colored pencils � 1 Thermometer

Procedure1. Put 500 mL of cold water in one 1000 mL pitcher and measure the water

temperature. Record it in the chart below.

2. Use a BLUE pencil to record the temperature of the cold water on the drawing.

3. Fill a 250 mL beaker with warm water and measure the water temperature. Record it in the chart below.

4. Use a RED pencil to record the temperature of the warm water on the drawing.

5. Mix the cold water and warm water in the other 1000 mL pitcher.

6. Predict the temperature by drawing a BLACK line on the drawing.

7. Measure the temperature of the mixture.

8. Record the temperature on the drawing with a PURPLE pencil.

Data

FAHRENHEIT CELSIUS500 mL of Cold Water250 mL of Warm WaterMixture

Conclusion1. Did the amount of heat lost by the warm water equal the amount of heat gained

by the cold water?

2. What would you predict the temperature of the mixture to be if you mixed 500 mL of warm water with 250 mL of cold water?

32 Heat and Heating

Exploring Heat 3

Objective � To explore how heat seeks balance.

? Question � What happens when warm and cold water are poured into opposite ends of a pan?


Materials � Cold water, warm water, and room temperature water � 2 1000 mL Pitchers � 1 Ruler � 1 Wallpaper pan � 2 Student thermometers

Procedure1. Record the temperature of a pitcher of room temperature water, then fill the wallpaper pan to a depth of

2 cm with the water, using the ruler to measure the depth of the water.

____________ °F ____________ °C

2. Fill one pitcher with 500 mL of warm water and one pitcher with 500 mL of cold water. Measure and record the temperatures of the cold and warm water.

____________ °F ____________ °C ____________ °F ____________ °C

cold water warm water

3. Place one thermometer into each end of the pan. Carefully pour the cold water into one end of the pan and the warm water into the other end. Record the temperatures at both ends of the pan as soon as the thermometers stop changing.

____________ °F ____________ °C ____________ °F ____________ °C

cold end warm end

4. Wait three minutes and record the temperature again at both ends of the pan.

____________ °F ____________ °C ____________ °F ____________ °C

Conclusion1. Did the heat in the warm water flow to the cooler end to reach a balance? Where else have you observed

this movement of heat? mL of cold water?


Exploring Heat 4

Objective � To observe convection—the movement of heat in a liquid.

? Question � What happens to cold and hot water when they first mix?


Materials � 5 Clear plastic cups � 4 Marbles � Dark food coloring � Hot, room temperature, and cold water

Procedure1. Fill three cups, one each with hot, room temperature, and cold water. Wait 15 seconds for the water to

settle, then carefully put one drop of food coloring on top of the water. Hold the bottle of food coloring very close to the water. You don’t want to disturb the water.

2. Observe the food coloring as it moves through the water and record your observations.

3. Place the marbles in the bottom of an empty cup. Fill the cup with hot water until it covers the marbles.

4. Place an empty cup inside the first one, resting on top of the marbles. The hot water in the bottom cup should be touching the bottom of the top cup. Fill the second cup almost to the top with cold water.

5. Wait 15 seconds. Hold the bottle of food coloring very close to the water. Carefully put one small drop of food coloring on top of the water. You don’t want to disturb the water. Watch the movement of the drop of food coloring.

Data

Record your observations. Use arrows on the drawing below to show the movement of the food coloring.

HOT WATER COLD WATER ROOM TEMPERATURE WATER

Conclusion1. Did the water temperature affect the rate at which the food coloring moved

through the water?

2. Draw a picture of the movement of the food coloring.

34 Heat and Heating

Exploring Heat 5

Objective � To explore conduction—the movement of heat through solids.

? Question � What material conducts heat best: wood, plastic, or metal?

HypothesisRead the procedure and make a prediction to answer the question.

Materials � 2 1000 mL Pitchers � 1 Plastic spoon � 1 Metal spoon � 1 Wooden spoon � Hot and cold water

Procedure1. Fill one pitcher with 750 mL of hot water and one with 750 mL of cold water.

2. Touch the ends of the spoons. Observe how they feel—their temperature—and record below.

3. Place the spoons in the container of hot water. Wait one minute. Touch the ends that are out of the water and observe their temperature. Record your observations below.

4. Place the spoons in the container of cold water. Wait one minute. Touch the ends that are out of the water and observe their temperature. Record your observations below.

Data

COOLEST WARMESTStep 2Step 3Step 4

Conclusion1. Which material is the best conductor (the material that moves heat best)?

2. Which material is the best insulator (the material that best stops heat from moving)?

3. Which spoon would you use to stir a pot of boiling liquid on the stove?


Insulation

BackgroundMany times, it is important to keep heat from moving. In cold seasons, we want to keep heat in our homes. In hot seasons, we want to keep heat out of our homes. One way we do that is by insulating our homes to make it difficult for heat to move in or out.

Objective � To explore insulating materials.

? Question � How does insulation work?


Materials

Procedure1. Choose the materials you think would make the best insulators and insulate the outside of your can.

Remember, your can represents a house, so insulate the floor, walls, and ceiling.

2. Fill the pitcher with 1000 mL of water. (If you are putting your insulated can in the sun, you will fill it with cold water. If you are putting your insulated can in the freezer, you will fill it with hot water. Your leader will tell you what to do.)

3. Measure and record the temperature of the water. Record the temperature of the control provided by your leader.

BEGINNING Insulated Can ________ °F ________ °C Control Can ________ °F ________ °C

4. Fill the insulated can with the water and place it in the sun or freezer, as your leader instructs. Wait 15 minutes, then pour the water from your insulated can back into the pitcher and measure and record the temperature. Record the temperature of the control provided by your leader.

AFTER 15 MINUTES Insulated Can ________ °F ________ °C Control Can ________ °F ________ °C

DataCalculate the change in temperature of the water in the insulated and control cans:

CHANGE IN TEMPERATURE Insulated Can ________ °F ________ °C Control Can ________ °F ________ °C

Conclusion1. Did your insulation keep heat from moving in or out of your can?2. Compare your data with that of other groups that used different insulating materials. Which material was

the best insulator?3. How do you insulate your body to keep heat from moving in or out?

� 1 Metal can with top � 1 1000 mL Pitcher

� 1 Thermometer � Insulating materials

� Scissors � Water

� Tape

36 Heat and Heating

Chem

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MASTER


Chemical Reactions 1

BackgroundAll substances contain heat energy. When two substances are mixed, a chemical reaction can occur to produce a new substance. Some chemical reactions absorb heat, others produce heat. Chemical reactions that absorb heat are called ENDOTHERMIC. Chemical reactions that produce heat are called EXOTHERMIC.

Objective � To explore a chemical reaction between vinegar and baking soda, and determine the type of chemical reaction.

? Question � Does the chemical reaction between vinegar and baking soda produce heat or absorb heat?


Materials � 1 Thermometer � 15 mL Vinegar � 15 cc Baking soda � Ziplock bag � 2 Measuring cups

Procedure1. Pour 15 mL of vinegar into a clean, empty ziplock bag. Feel the vinegar through the bag to observe its

temperature. Record your observations in the chart below.

2. Carefully place the thermometer in the bag with the bulb in the vinegar and record the temperature of the vinegar in the chart. Leave the thermometer in the bag.

3. Carefully pour 15 cc of baking soda into the ziplock bag. Be careful! The chemical reaction will foam up and fill the bag.

4. Wait 30 seconds and record the temperature of the mixture. Remove the thermometer from the bag and zip the bag closed.

5. Feel the mixture through the bag and observe its temperature. Record your observations.

Data

STEP 1 OBSERVATIONS:Vinegar °F °C

Vinegar and Baking Soda Mixture °F °C

STEP 5 OBSERVATIONS:

Conclusion1. Is the chemical reaction between vinegar and baking soda endothermic or exothermic?

2. Can you think of a way you could use an endothermic reaction or process?

Measurements � cc = mL � cc = cubic centimeters are used to measure volume of solids

� mL = milliliters are used to measure volume of liquids

38 Heat and Heating

Chemical Reactions 2 BackgroundAll substances contain heat energy. When two substances are mixed, a chemical reaction can occur to produce a new substance. Some chemical reactions absorb heat, others produce heat. Chemical reactions that absorb heat are called ENDOTHERMIC. Chemical reactions that produce heat are called EXOTHERMIC.

A handwarmer is a sealed plastic pouch containing small pieces of iron, called iron filings.

Objective � To explore a chemical reaction between iron and oxygen, and determine the type of chemical reaction.

? Question � Does the chemical reaction between iron and oxygen produce heat or absorb heat?

HypothesisRead the procedure and make a prediction to answer the question.

Materials

Procedure1. Cut open the handwarmer pouches and pour the contents of each one into a separate ziplock bag.

Immediately place a thermometer into each bag and record the temperature of the iron filings. Feel the bags to observe the temperature of the iron filings.

2. Remove the thermometers. Zip Bag 1 closed and leave Bag 2 wide open. Wait five minutes. Feel the bags again and observe the temperature of the iron filings. Put the thermometers in the bags and record the temperature of the iron filings.

3. Remove the thermometers and seal Bag 1 again, leaving Bag 2 wide open. Wait five minutes. Feel the bags again and observe the temperature of the iron filings. Put the thermometers in the bags and record the temperature of the iron filings.

Data

FAHRENHEIT CELSIUS

Beginning TemperatureBag 1Bag 2

After 5 MinutesBag 1Bag 2

After 10 MinutesBag 1Bag 2

Conclusion1. Is the chemical reaction between iron and air endothermic or exothermic?

2. How can you use what you have learned in this experiment?

� 2 Handwarmers � 2 Ziplock bags

� 2 Student thermometers � Scissors


Chemical Reactions 3

BackgroundLightsticks have two chemicals inside them (hydrogen peroxide and phenyl oxalate ester with a fluorescent dye). The hydrogen peroxide is in the plastic tube. The ester is in the glass container inside the plastic tube. If you bend the lightstick and break the glass container, the chemicals begin to react and form a new chemical. The chemical reaction also produces light by energizing the dye.

Objective � To investigate the affect of heat on a chemical reaction.

? Question � How does a light stick change in hot and cold water?


Materials

Procedure1. Bend the lightstick until the glass container inside breaks, then shake it to mix the chemicals.

2. Observe the amount of light the lightstick produces.

3. Fill one beaker with 150 mL of hot water and one with 150 mL of ice water and record the temperatures in the chart below.

4. Place the lightstick in the ice water and observe the amount of light the lightstick produces.

5. Place the lightstick in the hot water and observe the amount of light the lightstick produces. Remove the lightstick from the hot water.

Data

FAHRENHEIT CELSIUS LIGHT PRODUCEDHotIce

Conclusion1. How does heat affect a chemical reaction?

� 1 Lightstick � 2 250 mL Beakers

� 1 Thermometer � Hot and ice water

40 Heat and Heating

Heat and Heating Survey

1. Circle the place in the picture where there is friction.

2. A chemical reaction that produces heat is... a. endothermic b. exothermic c. don’t know

3. Adding heat can make a chemical reaction... a. speed up b. slow down c. don’t know

4. Adding heat to a liquid makes it... a. expand b. contract c. don’t know

5. Heat always moves from hotter to colder objects. a. true b. false c. don’t know

6. Heat moves in solids by convection. a. true b. false c. don’t know


7. Adding insulation to your house can save energy. a. true b. false c. don’t know

8. When you rub your hands together, heat is produced by... a. friction b. chemical reaction c. don’t know

9. When you stretch a rubber band, the motion produces... a. a chemical reaction b. heat c. don’t know

10. Mixing vinegar and baking soda is an example of a... a. solar reaction b. chemical reaction c. don’t know

11. Exposing iron to oxygen in the air produces... a. heat b. light c. don’t know

12. Heat moves in water by... a. radiation b. convection c. don’t know

13. When a thermometer is placed in ice water, the alcohol in the thermometer... a. expands b. contracts c. don’t know

14. Circle the best conductor.

42 Heat and Heating

15. Draw lines on the thermometer and label the temperatures at which water freezes and boils.


Heat and Heating Evaluation Form

State: ___________ Grade Level: ___________ Number of Students: __________

1. Did you conduct the entire unit? Yes No

2. Were the instructions clear and easy to follow? Yes No

3. Did the activities meet your academic objectives? Yes No

4. Were the activities age appropriate? Yes No

5. Were the allotted times sufficient to conduct the activities? Yes No

6. Were the activities easy to use? Yes No

7. Was the preparation required acceptable for the activities? Yes No

8. Were the students interested and motivated? Yes No

9. Was the energy knowledge content age appropriate? Yes No

10. Would you teach this unit again? Yes No Please explain any ‘no’ statement below.

How would you rate the unit overall? excellent good fair poor

How would your students rate the unit overall? excellent good fair poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project P.O. Box 10101 Manassas, VA 20108 FAX: 1-800-847-1820

©2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org

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©2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org

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Heat and Heating

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