Lesson 3 | Particles in Motion
Student Labs and Activities
Page
Launch Lab
45
Content Vocabulary
46
Lesson Outline
47
MiniLab
49
Content Practice A
50
Content Practice B
51
Language Arts Support
52
School to Home
54
Key Concept Builder
55
Enrichment
59
Challenge
60
Lab A
63
Lab B
66
Lab C
69
Chapter Key Concepts Builder
70
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Name
Date
Class
Launch Lab
LESSON 3: 20 minutes
Where is it the hottest?
Would your hands get just as warm if you held them at the sides of a campfire instead of
directly over a campfire?
Procedure
Tie back hair and roll up sleeves.
30 seconds until the temperature
reaches 70°C. Add more columns to the
table in the Data and Observations
below if needed. Blow out the candle.
1. Read and complete a lab safety form.
2. Use modeling clay to hold a birthday
candle upright. Use a ring stand and
clamp to mount a thermometer
horizontally above the candle. The
thermometer bulb should be 10 cm
above the top of the candle. Record the
temperature on the thermometer in
your table. Use a match to light the
candle. Record the temperature every
Do not put thermometer within
10 cm of the flame.
3. Repeat step 2 with a new candle. This
time mount the thermometer 10 cm to
the side of the candle flame.
Data and Observations
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Thermometer Above Flame
Time (sec)
0
30
60
90
120
150
180
210
180
210
Temp. (°C)
Thermometer to the Side of Flame
Time (sec)
0
30
60
90
120
150
Temp. (°C)
Think About This
Key Concept How do you think the energy from the flame traveled to the
thermometer in each trial? Explain.
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Name
Date
Class
Content Vocabulary
LESSON 3
Particles in Motion
Directions: Each of the sentences below is false. Make the sentence true by replacing the underlined word(s) with
a term from the list below. Write your changes on the lines provided.
conduction
convection
equilibrium
heat
radiation
sublime
temperature
thermal conductor
thermal insulator
vaporization
1. When the temperatures of materials that are in contact are
the same, the materials are said to be in thermal convection.
2. To change from a solid state to a gas state without passing
through the liquid state is to radiate.
3. The change of state from a liquid to a gas is called
conduction.
4. The material that makes up a pot’s handle is a(n) thermal
conductor.
convection, and vaporization.
6. The metal that makes up a pot is a(n) equilibrium.
7. Convection is the transfer of thermal energy by collisions
between particles in matter.
8. The movement of thermal energy from a warm bottle of
water to the cool air in a refrigerator is called temperature.
9. The transfer of thermal energy by the movement of particles
from one part of a material to another is conduction.
10. The measure of the average kinetic energy of the particles
in a material is sublimation.
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5. Thermal energy can be transferred by conduction,
Name
Date
Class
Lesson Outline
LESSON 3
Particles in Motion
A. Kinetic Molecular Theory
1. The transfer of
energy depends on the movement
of
in the material.
2. The kinetic
of matter explains how particles move.
a.
make up all matter.
b. Particles are in
, random motion.
c. Particles constantly
with each other and with the
walls of their container.
3.
is the measure of the average kinetic energy of the
particles in a material.
a. If the particles in a material have little kinetic energy, the material
feels
.
b. The SI unit for temperature is
.
c. Another temperature unit often used by scientists is
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4.
.
is the increase in volume that a material undergoes
when its
increases.
a. At higher temperatures, the particles in matter move
requiring more
pushing each other apart.
b.
,
because they collide more often,
is the decrease in a material’s volume when
its
5.
decreases.
energy is transferred from one material to another one
when their particles
6.
.
is the movement of thermal energy from a region of
temperature to a region of
temperature.
7. Materials are said to be in
materials that are touching are
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when the temperatures of
.
47
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Lesson Outline continued
B. Heat Transfer
1.
is the transfer of thermal energy due to collisions
between particles in matter.
2.
is the transfer of thermal energy by electromagnetic
waves.
3.
is the transfer of thermal energy by the movement
of the particles from one part of a material to another.
C. Heat and Changes of State
1. When thermal energy is added to solid ice, its temperature
until it starts to
to
, changing
water.
2. When thermal energy is removed from liquid water, its temperature
until it starts to
changing to
,
ice.
3. When thermal energy is added to liquid water, its temperature
until it starts to
changing to
,
.
through a process called
5.
.
occurs when a solid absorbs energy and changes
directly to a gas without first becoming a(n)
6.
.
occurs when a gas changes directly to a solid without
first becoming a(n)
.
D. Conductors and Insulators
1. Thermal energy moves quickly in a thermal
2. Thermal energy moves slowly in a thermal
48
.
.
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4. When thermal energy is removed from a gas, it changes to a(n)
Name
Date
MiniLab
Class
LESSON 3: 25 minutes
What affects the transfer of thermal energy?
Ice-cold water stays cold longer in a foam cup than in a glass. What other materials keep
liquids cold?
Procedure
1. Read and complete a lab safety form.
4. Place ice cubes of equal sizes in three
petri dishes. Place one dish on top of
each beaker. Use a stopwatch to
measure the time it takes for each ice
cube to melt.
2. Place 75 mL of very warm water in
each of three 100-mL beakers.
3. Place a piece of aluminum foil over
the first beaker and a piece of cotton
batting over the second beaker. Leave
the third beaker open.
5. In the table shown in the Data and
Observations section below, record the
time it takes each ice cube to melt.
Data and Observations
Beaker 1
Beaker 2
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Beaker 3
Analyze and Conclude
1. Identify Cause and Effect What caused the ice cubes over each beaker to melt? Use the
kinetic molecular theory in your explanation.
2. Identify Relationships What role did thermal conductors and thermal insulators play in
the rate at which the ice cubes melted?
3.
Key Concept Describe the ways thermal energy transferred from the beakers to
the ice.
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Name
Date
Class
Content Practice A
LESSON 3
Particles in Motion
Directions: Answer each question on the lines provided.
1. What must happen to the temperature of a material for thermal expansion to occur?
2. What do all materials, except water, do when they are cooled?
3. What happens to the volume of a material during thermal contraction?
4. What is all matter made up of?
5. What causes the transfer of thermal energy between particles during conduction?
7. What causes the transfer of thermal energy during convection?
8. What is an example of a change of state for a gas?
9. At what general speed does thermal energy move through a thermal insulator?
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6. What is the transfer of thermal energy by electromagnetic waves called?
Name
Date
Class
Content Practice B
LESSON 3
Particles in Motion
Directions: Use the words from each word bank to respond to each statement in the space provided. Use each
word as often as necessary to respond to each statement.
collide
constant
container
matter
particles
random
1. Explain kinetic molecular theory.
conduction
convection
particles
radiation
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. Describe three ways that thermal energy is transferred.
energy
quickly
slowly
thermal
3. Contrast a thermal conductor with a thermal insulator.
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Date
Language Arts Support
Class
LESSON 3
Word-Usage Activity: Intensifiers
An intensifier is an adverb that describes how, where, or when the action of a sentence
takes place. It often emphasizes the intensity of the adverb or adjective it modifies.
Energy influences nearly every action on the planet. (Nearly modifies the adverb
every.)
Winds are almost continuous in some areas of the United States. (Almost modifies the
adjective continuous.)
Common intensifiers include almost, extremely, just, nearly, practically, quite, rather, really, so,
somewhat, such, too, and very.
Directions: In each sentence, circle the intensifier and underline the word it modifies.
1. Through digestion, your body breaks apart nearly all the food, which allows you to
access the chemical energy.
2. When an atom breaks apart, just nuclear energy is released.
3. The tennis player hit the ball so hard that it went into the crowd of spectators.
impulses between your brain and muscles.
5. Although light is only one form of radiant energy, it is almost always the form that
people remember.
6. There is rather enormous thermal energy in the truck’s engine.
7. The concert produced sound energy that could be heard for nearly three miles.
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4. Nerves in your body use electric energy to conduct practically millions of electrical
Name
Date
Class
Language Arts Support
LESSON 3
Word-Usage Activity: Comparative
and Superlative Adjectives
Adjectives can serve several purposes in a sentence. One particularly useful purpose of an
adjective is to compare things. A comparative form of an adjective compares two things.
A superlative form of an adjective compares more than two things.
Adjective
Comparative
Superlative
little
less
least
small
smaller
smallest
bad
worse
worst
good
better
best
many
more
most
much
more
most
Note that most comparative forms of adjectives end in –er and that most superlative forms
of adjectives end in –st.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: On each line, write the correct comparative or superlative form of the adjective in parentheses.
1. A closed system uses much
energy than an open system.
(little)
2. A nonrenewable resource is used much
than it is produced.
(fast)
3. The use of fossils fuels is much
for the environment than
the use of solar energy. (bad)
4. Within the atmosphere, convection moves the smaller and
air systems. (large)
5. Hot objects emit
radiation than cold objects. (much)
6. The
way for thermal energy to flow is through a thermal
conductor such as nickel. (good)
7. Of biomass energy, hydroelectric, and geothermal energy, geothermal energy is the
damaging to the environment. (little)
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School to Home
LESSON 3
Particles in Motion
For this activity you will need the following materials: a cup of warm water, a cup of cold
water, a clock, a piece of paper, and a pencil.
1. Place the two cups of water side by side. Take note of the time. Make a diagram that
shows both cups, labeled hot and cold. Use arrows in your diagram to show the way
you predict thermal energy will move between each cup and the environment.
2. For each cup above, predict how the amount of thermal energy in the water will change
as the cup of water sits in an area that is at room temperature.
a. Hot Water:
b. Cold Water:
3. Define thermal equilibrium.
Then, check each cup of water every few minutes by dipping your finger in the water.
Record the time at which each cup reaches approximately the same temperature as the
room air.
Hot Water:
Cold Water:
5. Which cup of water reached thermal equilibrium with the room air first?
What can you infer about the cup that started with a temperature most different from
room temperature based on this information?
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4. In your diagram, circle the cup that you predict will reach thermal equilibrium first.
Name
Date
Class
Key Concept Builder
LESSON 3
Particles in Motion
Key Concept What is the kinetic theory of matter?
Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms
may be used more than once or not at all.
Celsius (°C)
container
dense
Fahrenheit (°F)
kinetic energy
motion
particles
solids
temperatures
thermal contraction
thermal energy
thermal expansion
volume
water
1. How thermal energy transfers in materials depends on the movement
of
in the materials.
2. The SI unit for temperature is kelvin (K), but many scientists also use
to measure temperature.
3. Heat is the movement of
from a region of higher
temperature to a region of lower temperature.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. The increase in volume that a material undergoes when its temperature increases is
called
.
5. Thermal equilibrium occurs when the
of materials that are
in contact are the same.
6. The volume that a material occupies decreases when the temperature of a material
decreases. This is called
.
7. Almost all materials except
contract when cooled.
8. Kinetic molecular theory is based on the knowledge that all matter is made up of
, that particles are in constant
and that particles collide with each other and the walls of any
,
.
9. Ice floats on water because it is less
than water.
10. Particles that move faster occupy more
higher
and have
.
11. Slower-moving particles occupy less
than faster-moving
particles.
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Class
Key Concept Builder
LESSON 3
Particles in Motion
Key Concept What is the kinetic theory of matter?
Directions: Complete the cause-and-effect chart with the correct information on the lines provided.
Cause
Effect
The particles in a material
move in different directions
and at different speeds.
1. The particles have
The temperature increases.
2. The particles in the material move
.
.
The temperatures of materials
that are in contact are the
same.
3. The materials are in
The temperature of a material
decreases.
4. The volume that the material
Water molecules collide with
molecules in a bottle containing
water.
5. The collisions transfer kinetic energy from the
Molecules move faster.
6. The average kinetic energy of the
.
occupies
.
.
molecules
The average thermal energy of
a material increases.
7. The temperature
You pick up a cold glass of milk.
8. Heat moves from your hand to
.
the
Water is cooled near its
freezing point.
56
.
.
9. Interactions among water molecules push the
molecules
.
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water to the
Name
Date
Class
Key Concept Builder
LESSON 3
Particles in Motion
Key Concept In what three ways is thermal energy transferred?
Directions: Use the diagram to answer each question or respond to each statement on the lines provided.
Radiation
Conduction
Convection
More dense
Radiation
Radiation
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Less dense
1. What is conduction?
2. Identify two places where conduction transfers thermal energy in the diagram.
3. What is convection?
4. Identify where convection transfers thermal energy in the diagram.
5. What is radiation?
6. Identify two places where radiation transfers thermal energy in the diagram.
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Class
Key Concept Builder
LESSON 3
Particles in Motion
Key Concept How are thermal conductors and insulators different?
Directions: On the line before each definition, write the letter of the term that matches it correctly. Some terms
may be used more than once.
1. materials such as wood or plastic
A. thermal insulator
2. materials such as metal
B. thermal conductor
3. Electrons in this type of material are held
C. thermal energy
tightly in place.
D. temperature
4. Every energy transformation results in some
of this.
5. average kinetic energy
6. materials such as fabric and paper
7. Electrons in this type of material freely move.
8. a material in which thermal energy
moves slowly
energy.
10. a material in which thermal energy moves
quickly
Directions: Answer each question or respond to each statement on the lines provided.
11. Explain the main difference between thermal conductors and thermal insulators.
12. What will happen if you take a hot pot from a burner with your bare hand if the pot
has a plastic handle? What will happen if the pot has a metal handle? Explain.
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9. Electrons do not easily transfer thermal
Name
Date
Enrichment
Class
LESSON 3
Thermal Expansion
Have you ever seen a large rock with a
crack in it? Over time, the crack gets larger
and larger. Eventually, the rock splits. How
does this relate to thermal energy?
Water expands when it freezes because
as the water molecules get closer together,
the attraction between them pulls them
into rings. This leaves spaces between the
molecules that cause the ice to take up
more space than the water.
When it rains, water fills the cracks in
rocks. If it gets cold enough at night, the
water freezes. As it expands, it pushes on
the sides of the crack. Over time, this force
widens the crack and eventually causes the
rock to break. How else does thermal
expansion affect what we experience?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Heating a Room
Have you ever noticed that it’s colder
near the floor than near the ceiling of a
room? The air directly around a heater
expands as it is heated. The particles in the
air move farther apart, making the heated
air less dense than the cool air above it.
The warm air rises. The cooler air sinks and
takes the place of the warm air in the
process called convection. The cooler air is
now near the heater, so it gets heated.
Eventually, all the air in the room is
warmed.
Leaving Space
When you walk or drive over a bridge,
you may notice that there are spaces
between sections of the concrete road.
Sometimes, these spaces have metal edges,
like interlocking teeth. What are these
spaces for?
As the concrete heats up on a hot day, it
expands. If the builders didn’t leave space
for the expanding concrete to go, forces
would build up inside the concrete. It would
crack and buckle.
Similar spaces are left between sections
of railroad track. In summer, the metal track
expands and fills the spaces. In winter, the
track contracts and the spaces get larger. The
spaces cause the click-click sounds you hear
when you are riding in a train.
Telephone and electric wires also must
be hung with a certain amount of slack in
cold climates. Cold temperatures cause the
wires to contract. If they were too tight,
they would snap. Where else can you see
thermal expansion?
Applying Critical-Thinking Skills
Directions: Answer each question.
1. Analyze How would a dentist use thermal expansion when he or she is filling a tooth?
What kind of material might be best for the filling?
2. Evaluate The cooling system of a car contains a liquid coolant that removes excess heat
from the engine. Sometimes the liquid boils away, so it must be replaced. What problems
might be caused if you fill the car’s radiator with coolant when the car’s engine is cool?
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Date
Challenge
Class
LESSON 3
Estimate Absolute Zero
How cold can a temperature get? The SI unit for temperature is kelvin (K). The Kelvin
scale is also called the absolute scale. Once you reach 0 K (absolute zero), it can’t get any
colder. That’s because the particles in the substance have slowed down to the point where
the molecules no longer move.
Scientists have come within a few hundredths of a degree of absolute zero, but have never
been able to remove the last little bit of energy needed to reach that point. But how cold is
it in terms of the Celsius scale? In this activity, you’ll demonstrate how the temperature of
absolute zero can be determined.
Safety:
Materials:
deep pot of boiling water (100°C); deep pot of ice water (0°C); graduated baby
bottle with a nipple; tongs; oven mitts; probe or toothpick; graph paper
Procedure
1. Using tongs and heat-resistant oven mitts, hold the baby bottle in the boiling water so
that it is completely covered by the water. Wait until all the bubbles have stopped
coming out of the nipple. If necessary, use a probe or toothpick to widen the opening
of the nipple.
2. Remove the bottle from the boiling water and plunge it rapidly into the ice water so
3. When the flow of water stops, measure the volume of water by holding the bottle
right-side up. Measure the final volume of the gas at 0°C by holding the bottle upside
down. The volume of the gas at 100°C is the sum of the final volume of the gas plus the
volume of the water.
4. Make a graph with temperature in °C on the y-axis and volume of gas on the x-axis.
The y-axis should be labeled from -300°C to 110°C. Label the x-axis from 0 mL to the
volume of the bottle. Plot the volume of gas at 0°C and at 100°C on the graph.
Connect the two points with a line. Then extend the line until it crosses the x-axis.
Explain Your Results
1. What happens to the volume of a gas as you cool it? Explain.
2. What assumption are you making when you extend the graph line beyond the
measured points?
3. At about what temperature would the gas reach a volume of zero? What argument
could you make that it never would reach a volume of zero?
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that it is completely covered by the water. The nipple will collapse into the bottle. Use
the toothpick or probe to open the nipple so water can flow into the bottle.
Name
Date
Lab A
Class
1 class period
Power a Device with a Potato
In this chapter, you have learned about many types of energy and how energy can be
transformed and transferred. Can a common potato transfer energy? Think about the inside
of a potato. Is there anything in it that can carry an electric current?
Question
Can potatoes conduct electricity and light a bulb?
Materials
galvanized nails
pennies
LED bulb
Also needed: potato, alligator clip wires, paper plate, multimeter
Safety
Procedure
1. Read and complete a lab safety form.
2. With your teammates, discuss what you know about electric circuits. How can you
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
build an electric circuit using a potato as the battery?
Write your ideas below.
On a separate sheep of paper, draw a diagram of your circuit.
3. Use the materials provided to reproduce the circuit shown in the picture in your
textbook.
4. Place half a potato on a paper plate.
Push a nail and a penny into the potato half.
5. Using two alligator clip wires, attach one end of each wire to the nail and to the penny.
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Date
Class
Lab A continued
6. Attach the positive probe from the multimeter to the alligator clip wire coming from
the penny.
Attach the negative probe to the alligator clip wire coming from the nail.
Does your battery produce electricity?
7. Push a galvanized, or zinc-coated, nail and a penny into another potato half.
Connect the second potato half to the first one, as shown in the diagram in your
textbook, connecting the penny on one potato to the nail on the other potato.
Use the meter to test your battery. Record your data below.
8. Replace the meter with an LED bulb.
Hook one end of the potato battery circuit to each wire coming from the bulb.
Does the bulb light?
ideas with your teacher before testing your circuit.
Lab Tips
• Check the wires in your circuit frequently to make sure they are in tight contact with
the nail and the penny.
• Set the meter to the lowest range of DC voltage. Some meters require electricity to
operate, so the voltage meter might register a lower voltage than is actually in the
potato. Use a battery-operated meter, if possible, to avoid this problem.
Analyze and Conclude
10. Predict What sort of devices do you think your potato battery will operate? Explain
your answer.
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9. If necessary, redesign your battery circuit until you get the bulb to light. Review all
Name
Date
Class
Lab A continued
11. Explain In this battery, electrons from the galvanized nails moved to the copper
pennies. Why did this process light the bulb?
12.
The Big Idea Describe, in order, all the energy
transfers and transformations in your potato battery.
Remember to use scientific
methods.
Make Observations
Ask a Question
Form a Hypothesis
Communicate Your Results
Test your Hypothesis
In small groups, discuss how your battery worked and how
you might improve its design. Discuss how changing the
distance between the penny and the nail might affect your
results.
Analyze and Conclude
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Communicate Results
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65
Name
Date
Lab B
Class
1 class period
Power a Device with a Potato
In this chapter, you have learned about many types of energy and how energy can be
transformed and transferred. Can a common potato transfer energy? Think about the inside
of a potato. Is there anything in it that can carry an electric current?
Question
Can potatoes conduct electricity and light a bulb?
Materials
galvanized nails
pennies
LED bulb
Also needed: potato, alligator clip wires, paper plate, multimeter
Safety
Procedure
1. Read and complete a lab safety form.
2. With your teammates, discuss what you know about electric circuits. How can you
3. Use the materials provided to reproduce the circuit shown in the picture in your
textbook.
4. Place half a potato on a paper plate. Push a nail and a penny into the potato half.
5. Using two alligator clip wires, attach one end of each wire to the nail and to the penny.
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
build an electric circuit using a potato as the battery? Write your ideas below. On a
separate sheet of paper, draw a diagram of your circuit.
Name
Date
Class
Lab B continued
6. Attach the positive probe from the multimeter to the alligator clip wire coming from
the penny. Attach the negative probe to the alligator clip wire coming from the nail.
Does your battery produce electricity?
7. Push a galvanized, or zinc-coated, nail and a penny into another potato half. Connect
the second potato half to the first, as shown in the diagram in your textbook,
connecting the penny on one potato to the nail on the other. Use the meter to test
your battery. Record your data below.
8. Replace the meter with an LED bulb. Hook one end of the potato battery circuit to each
wire coming from the bulb. Does the bulb light?
9. If necessary, redesign your battery circuit until you get the bulb to light. Review all
ideas with your teacher before testing your circuit.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Lab Tips
• Check the wires in your circuit frequently to make sure they are in tight contact with
the nail and the penny.
• Set the meter to the lowest range of DC voltage. Some meters require electricity to
operate, so the voltage meter might register a lower voltage than is actually in the
potato. Use a battery-operated meter, if possible, to avoid this problem.
Analyze and Conclude
10. Predict What sort of devices do you think your potato battery will operate? Explain
your answer.
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Name
Date
Class
Lab B continued
11. Explain In this battery, electrons from the galvanized nails moved to the copper
pennies. Why did this process light the bulb?
12.
The Big Idea Describe, in order, all the energy
transfers and transformations in your potato battery.
Remember to use scientific
methods.
Make Observations
Ask a Question
Form a Hypothesis
Communicate Your Results
Test your Hypothesis
In small groups, discuss how your battery worked and how
you might improve its design. Discuss how changing the
distance between the penny and the nail might affect your
results.
Analyze and Conclude
Communicate Results
Try other types of food, such as a lemon or an apple. Which type of food produces the
most electricity? Try other types of nails, such as a steel nail. Replace the penny with a
strip of copper or aluminum. What works? What doesn’t?
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Extension
Name
Date
Class
Lab C
Pump Up the Potato Power
Directions: Use the information and data from the Lab Power a Device with a Potato to perform this lab.
You have learned that potatoes can provide an electrolyte solution to complete an electric
circuit. In Lab B, you measured the charge produced (in volts) by hooking two potatoes
together in a series. What are different ways that you could increase the charge produced in
an electric circuit such as this? Choose one method and design a procedure to investigate
this question.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Please note that you must complete Lab B before beginning Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.
Using Energy and Heat
69
Name
Date
Class
Chapter Key Concepts Builder
Using Energy and Heat
End-of-Chapter Practice
Directions: With a small group, design a demonstration of one of the principles explained in the chapter.
For example:
Lesson 1: Demonstrate the difference between potential and kinetic energy.
Lesson 2: Demonstrate the law of conservation of energy.
Lesson 3: Demonstrate the difference between thermal conductors and insulators.
As a group, review the content of the lesson. Make a list of the principles (laws, facts,
ideas) explained in the lesson. Then decide which of these principles would be possible to
demonstrate with a limited amount of materials and time. Fill in your ideas in the boxes
below.
Principles explained in the lesson:
Principles that could be demonstrated in some
way:
Principle:
Example to demonstrate to the class (our goal):
Materials needed:
Time needed to set up the
demonstration:
Individual responsibilities:
Be sure to practice your demonstration several times to make sure it works. Include visual
aids, such as a poster, and present your demonstration to the class. Be ready to field
questions about the principle that you are demonstrating.
70
Using Energy and Heat
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Decide which principle you want to demonstrate and create a plan.