Week #1 Quarter 3 (1/3-1/17) (calendar site)Monday, 1/13

Pick Up:Handouts

Have out:Temperature and Heat Outline Notes

Activities/Assignments:1. Collect Signatures2. Check for Notebooks3. Temperature Scales

Today in I.S.…

I.S. Learning Goal: Differentiate between the different

temperature scales (Celsius, Fahrenheit, Kelvin)

Homework:

DATE PAGE # PAGE TITLE DATE PAGE # PAGE TITLE

1/7 or 1/8/14

3 Temperature and Heat Unit Goals and Scales

1/7 or 1/8/14

4 Temperature and Heat Daily Objectives and Scales

1/7 or 1/8/14

5 Watch it Spread Lab and Graph

1/8 or 1/10/14

6 Temperature and Heat outline notes

1/8 or 1/10/14

7 Comparing Fahrenheit, Celsius, and Kelvin

1/8 or 1/10/14

8 Comparing Different Temperatures

1/8 or 1/10/14

9 Heat Transfer-Conduction, Convection, Radiation

TABLE OF CONTENTSUpdate Table of Contents

APES Learning Goal: Differentiate between the different temperature scales (Celsius,

Fahrenheit, Kelvin)

Converting Between Scales

• Celsius to Fahrenheit

• Fahrenheit to Celsius

• Celsius to Kelvin

• Kelvin to Celsius

0C = 5 x (0F - 32) 9

0F = 9 x 0C + 32 5

K = 0C + 273

0C = K - 273

Example

50C 0F

= 9 x + 32 5

0C0F 50C410F

Example

700F 0C

= 5 x ( - 32) 9

0F0C 700F210C

Example

100C K

= + 2730CK 100C283K

Example = - 273

100 K 0C

K0C 100 K-1730C

Now you try! Complete the worksheet on “Comparing Fahrenheit, Celsius, and Kelvin”

APES Learning Goal: Differentiate between the different temperature scales (Celsius,

Fahrenheit, Kelvin)

Week #1 Quarter 3 (1/3-1/17) (calendar site)Tuesday, 1/14

Pick Up:Handouts

Have out:Temperature and Heat Outline Notes

Activities/Assignments:1. Finish Temperature Scales2. Combining Different Temperatures Lab

Today in I.S.…

I.S. Learning Goal: Differentiate between the different

temperature scales (Celsius, Fahrenheit, Kelvin) Compare and contrast thermal expansion and

contraction

Homework:

Converting Between Scales

• Celsius to Fahrenheit

• Fahrenheit to Celsius

• Celsius to Kelvin

• Kelvin to Celsius

0C = 5 x (0F - 32) 9

0F = 9 x 0C + 32 5

K = 0C + 273

0C = K - 273

Example

50C 0F

= 9 x + 32 5

0C0F 50C410F

Example

700F 0C

= 5 x ( - 32) 9

0F0C 700F210C

Example

100C K

= + 2730CK 100C283K

Example = - 273

100 K 0C

K0C 100 K-1730C

Now you try! Complete the worksheet on “Comparing Fahrenheit, Celsius, and Kelvin”

APES Learning Goal:Compare and contrast thermal expansion and contraction

APES Learning Goal:Compare and contrast thermal expansion and contraction

Combining Different TemperaturesOverview

For this activity you will mix different amounts of hot and cold water.

• Materials: 3 - 250 mL beakers 2 - 100 mL graduated cylinder three Celsius thermometers hot and cold water

• Procedures:1. Label the three beakers (H, C, M).2. Using the graduated cylinder, measure the amount of cold water

specified by the data table and pour it into the beaker labeled “C.” Measure and record the temperature.

3. Using the graduated cylinder, measure the amount of hot water specified by the table and pour it into the beaker labeled “H.” Measure and record the temperature.

4. Predict what the temperature will be after combining the beakers.5. Pour the hot and cold water into the beaker labeled “M.” Measure and

record the water temperature.6. Repeat steps 2-5 for the remaining mixtures specified by the data

table.

Data Table

Mixture Hot WaterTemperatur

e (0C)

Cold WaterTemperatur

e (0C)

Predicted Mixed

Temperature (0C)

Actual Mixed

Temperature (0C)

100 mL hot;100 mL cold

50 mL hot;150 mL cold

150 mL hot;50 mL cold

Questions1. How does the temperature of the different mixtures compare

to the original temperatures of the water?2. For which mixture did your prediction come closest?3. For which mixture was your prediction farthest off?4. Could the temperature of the mixture (hot and cold) ever

reach the temperature of the hot or cold water? Explain your reasoning.

5. Although the hot water was the same temperature in each beaker, the impact observed when it was combined with the cold water varied. Why did they all have a different effect?

6. What factors could have impacted the accuracy of your data?

7. What did you learn about mixing temperatures from this activity?

8. What would you predict the temperature to be if 200 mL of hot water (≈1000C) is mixed with 50 mL of cold water (≈00C) ? Explain your reasoning.

Week #1 Quarter 3 (1/3-1/17) (calendar site)Wed/Thursday, 1/15 & 16

Pick Up:Handouts

Have out:Bill nye video worksheet

Activities/Assignments:1. Watch and complete chemical

reactions Bill Nye video & Worksheet2. Watch and complete physics Bill Nye

video & Worksheet3. Be prepared to discuss!

Today in I.S.…

I.S. Learning Goal:

How does energy go through changes?

Homework:

Week #1 Quarter 3 (1/3-1/17) (calendar site)Friday, 1/17

Pick Up:Handouts

Have out:Bill nye video worksheet

Activities/Assignments:1. Thermal Expansion and contraction

notes2. Specific heat notes3. Conductors and Insulators Notes4. Three Types of Heat Transfer Notes

Today in I.S.…

I.S. Learning Goal: Compare and contrast thermal expansion and

contraction Explain specific heat and its connection to mass Compare and contrast conductors and insulators Compare and contrast the three types of heat

transfer (conduction, convection, radiation) Homework:

APES Learning Goal:Compare and contrast thermal expansion and contraction

Thermal Expansion• the increase in volume of a substance due to an increase

in temperature – the particles themselves DO NOT expand

• as a substance gets hotter the particles move faster and spread out

• most matter expands when it’s heated and contracts when it’s cooled o Exception - water actually expands as it cools from 40C to

00C• different substances expand at different rates• gases generally expand or contract more than liquids,

and liquids expand or contract more than solids• Example:

o Bimetal strips in thermostats

As the particles spread out, the volume of a substance increases. What happens

to the substance’s density?

Thermal Expansion & Contraction

(A closer look)Piece of

Metal

Expansion Contraction

Applications of Thermal Expansion

and ContractionTry to apply and/or explain the concepts of thermal expansion and contraction as they pertain to the following examples.

o expansion joints in bridges or sidewalkso thermometerso hard to open jar lido railroad tracks and train derailmentso telephone/power lineso potholes o objects filled with gas (tire, balloon, athletic ball, etc.)

What are some personal examples or experiences with thermal expansion and

contraction?

APES Learning Goal:Compare and contrast thermal expansion and contraction

APES Learning Goal: Explain specific heat and its connection to mass

Heat• flow or transfer of energy from an object at a higher

temperature to an object at a lower temperature until thermal equilibrium is reached

• matter does not have heat it has thermal energy• typically expressed in units of joules (J) and calories

(cal)o Calories is really a kilocalorie and represents food

energyo 4.187 joules = 1 calorie

• scientists believed that heat was an invisible, weightless fluid capable of flowing calorico Count Rumford (Benjamin Thompson) challenged the

idea of caloric when he discovered that heat was being produced when holes were drilled into cannon barrels

• 3 types of heat transfer: conduction, convection, radiation

Why does an ice cube feel cold while a paper cup filled with coffee feels

hot?

Specific Heat Capacity• the amount of energy needed to change the temperature

of 1 kg of a substance by 10C• how easily substances change temperatures• increases as the size of the particles that make up the

substance increase• the higher the value the more energy and the longer it

takes to heat up or cool down• i.e. – with a specific heat of 1.00 cal/g0C, water (0.93 cal/g0C

for ocean water) will take longer to heat up and cool down compared to copper which has a specific heat value of 0.09 cal/g0C

• can be used to help calculate heat lost or gained by a substanceo formula: MC∆T

Explain how/why bodies of water in our area are warmer

towards the end of the summer compared to the beginning.

Table of Specific Heat Values

Substance Specific Heat(cal/g0C)

Specific Heat(J/kg0C)

Air 0.25 1,046

Aluminum 0.22 899

Copper 0.09 387

Glass 0.20 837

Ice (-200C to 00C) 0.50 2,090

Iron 0.11 448

Mercury 0.03 138

Ocean Water 0.93 3,894

Water 1.00 4,187

Wood 0.42 176

APES Learning Goal: Explain specific heat and its connection to mass

APES Learning Goal:Compare and contrast conductors and insulators

Conduction• transfer of thermal energy through a

substance, or from one substance to another by direct contact of particles

• takes place in solids, liquids, and gases, but takes place best in solids because the particles of a solid are in direct contact with each other Unfortunately for someone, after

being touched, the heat will transfer from the iron to the hand. What are some other real-life examples where heat is transferred by conduction?

Conductors and Insulators

• Conductorso substances that

conduct thermal energy well

o particles are close together

o different metals are common conductors

• Insulatorso substances that do

not conduct thermal energy well they delay heat transfer

o particles are far apart

o different plastics are common insulators

What are some common conductors and insulators?

APES Learning Goal:Compare and contrast conductors and insulators

APES Learning Goal:Compare and contrast the three types of heat transfer (conduction, convection, radiation)

Convection• transfer of thermal energy through fluids

(liquids or gases) by means of up and down movements called convection currentso the circular motion of liquids or gases due to

density differences that result from temperature differences

Sea and land breezes result from uneven heating of the

Earth’s and the resulting convection currents. Explain

how this happens.

As the air gets heated by the flame, the particles move faster and spread out. This increases the volume of the

air inside the balloon, which lowers the density. This decrease in density

causes the balloon to rise.

Radiation• transfer of thermal (radiant) energy as

electromagnetic waves, such as visible light or infrared waves

• energy can be transferred through matter or empty space

• darker objects absorb more radiant energy than lighter objects

Notice how the visible light from the sun travels through space and heats the Earth.

Now you try ! Complete the worksheet on “Heat Transfer -Conduct ion, Convect ion, R adiat ion”

Temperature vs. Heat vs. Thermal

Energy

Temperature Thermal Energy

Heat

a measure the average kinetic energy of all the

particles in an object

the total energy of the particles in a

substance

the transfer of energy between

objects that are at different

temperatures

expressed in degrees Fahrenheit,

Celsius, or Kelvin

expressed in joules expressed in joules or calories

does not vary with the mass of a

substance

varies with the mass and temperature of

a substance

varies with the mass, specific heat

capacity, and temperature change

of a substance

Calculating Heat – Sample Problem

• How many joules are needed to raise the temperature of 100 kilograms of copper from 10 C to 100 C? The specific heat of copper is 387 J/kg·C.

Q = mc∆T

Heat =(100 kg)

Heat = 3,483,000 J

(90 C)

Take thedifference

between 100Cand 1000C

heat massspecificheat

change intemperature

387 J kg·C

APES Learning Goal:Compare and contrast the three types of heat transfer (conduction, convection, radiation)