Week #1 Quarter 3 (1/3-1/17) (calendar site)
Monday, 1/13
I.S. Learning Goal:
 Differentiate between the different temperature
scales (Celsius, Fahrenheit, Kelvin)
Pick Up:
Handouts
Have out:
Temperature and Heat
Outline Notes
Homework:
Activities/Assignments:
1.
2.
3.
Collect Signatures
Check for Notebooks
Temperature Scales
Update Table of Contents
DATE
PAGE #
PAGE TITLE
DATE
PAGE #
PAGE TITLE
1/7 or
1/8/14
3
Temperature and 1/7 or
Heat Unit Goals 1/8/14
and Scales
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 TransferConduction,
Convection, Radiation
APES Learning Goal:
 Differentiate between the different temperature scales (Celsius, Fahrenheit,
Kelvin)
Converting Between
Scales
• Celsius to Fahrenheit
0F
= 9 x 0C + 32
5
50C  0F
Example
• Fahrenheit to Celsius
0C
= 5 x (0F - 32)
9
700F  0C
Example
• Celsius to Kelvin
K = 0C + 273
= K - 273
0F 0F- 32)
210C = 5 x (70
9
100C  K
Example
• Kelvin to Celsius
0C
0C + 32
410F = 9 x 50C
5
0C
0C
283K
K = 10
+ 273
100 K  0C
Example
-1730C = 100
K K - 273
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
I.S. Learning Goal:
 Differentiate between the different temperature
scales (Celsius, Fahrenheit, Kelvin)
 Compare and contrast thermal expansion and
contraction
Pick Up:
Handouts
Have out:
Temperature and Heat
Outline Notes
Homework:
Activities/Assignments:
1.
2.
Finish Temperature Scales
Combining Different Temperatures Lab
Converting Between
Scales
• Celsius to Fahrenheit
0F
= 9 x 0C + 32
5
50C  0F
Example
• Fahrenheit to Celsius
0C
= 5 x (0F - 32)
9
700F  0C
Example
• Celsius to Kelvin
K = 0C + 273
= K - 273
0F 0F- 32)
210C = 5 x (70
9
100C  K
Example
• Kelvin to Celsius
0C
0C + 32
410F = 9 x 50C
5
0C
0C
283K
K = 10
+ 273
100 K  0C
Example
-1730C = 100
K K - 273
APES Learning Goal:
Compare and contrast thermal expansion and contraction
APES Learning Goal:
Compare and contrast thermal expansion and contraction
Combining Different Temperatures
Overview
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.
2.
3.
4.
5.
6.
Label the three beakers (H, C, M).
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.
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.
Predict what the temperature will be after combining the beakers.
Pour the hot and cold water into the beaker labeled “M.” Measure and
record the water temperature.
Repeat steps 2-5 for the remaining mixtures specified by the data table.
Data Table
Mixture
100 mL hot;
100 mL cold
50 mL hot;
150 mL cold
150 mL hot;
50 mL cold
Hot Water
Temperature
(0C)
Cold Water
Temperature
(0C)
Predicted
Mixed
Temperature
(0C)
Actual Mixed
Temperature
(0C)
1.
2.
3.
4.
5.
6.
7.
8.
Questions
How does the temperature of the different mixtures compare to
the original temperatures of the water?
For which mixture did your prediction come closest?
For which mixture was your prediction farthest off?
Could the temperature of the mixture (hot and cold) ever reach
the temperature of the hot or cold water? Explain your
reasoning.
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?
What factors could have impacted the accuracy of your data?
What did you learn about mixing temperatures from this activity?
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
I.S. Learning Goal:
Pick Up:
Handouts
Have out:
Bill nye video
worksheet
How does energy go through changes?
Activities/Assignments:
1.
Watch and complete chemical reactions
Bill Nye video & Worksheet
2. Watch and complete physics Bill Nye
video & Worksheet
3. Be prepared to discuss!
Homework:
Week #1 Quarter 3 (1/3-1/17) (calendar site)
Friday, 1/17
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)
Activities/Assignments:
1.
2.
3.
4.
Thermal Expansion and contraction notes
Specific heat notes
Conductors and Insulators Notes
Three Types of Heat Transfer Notes
Pick Up:
Handouts
Have out:
Bill nye video
worksheet
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
As the particles spread out,
cooled
theactually
volume expands
of a substance
o Exception - water
as it cools from 40C to 00C
increases. What happens to
• different substances
at density?
different rates
the expand
substance’s
• gases generally expand or contract more than liquids, and
liquids expand or contract more than solids
• Example:
o Bimetal strips in thermostats
Thermal Expansion & Contraction
(A closer look)
Piece of
Metal
Expansion
Contraction
Applications of Thermal Expansion and
Contraction
Try to apply and/or explain the concepts of
thermal expansion and contraction as they
pertain to the following examples.
o
o
o
o
o
o
o
expansion joints in bridges or sidewalks
thermometers
hard to open jar lid
railroad tracks and train derailments
telephone/power lines
potholes
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) andWhy
calories
does an(cal)
ice cube
o Calories is really a kilocalorie and represents
foodwhile
energy
feel cold
a paper
o 4.187 joules = 1 calorie
cup filled with coffee
feels hot?
• scientists believed that heat was an invisible, weightless
fluid capable of flowing caloric
o 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
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/g0C, water (0.93 cal/g0C 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/g0C
•
can be used to help calculate heat lost or gained by a substance
o 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/g0C)
Specific Heat
(J/kg0C)
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
• Conductors
o substances that
conduct thermal
energy well
o particles are close
together
o different metals are
common conductors
• Insulators
o 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 currents
o the circular motion of liquids or gases due to density
differences that result from temperature
differences
As the air gets heated by the flame, the
Sea and land breezes result from
particles move faster and spread out.
uneven heating of the Earth’s and
This increases the volume of the air inside
the resulting convection currents.
the balloon, which lowers the density.
Explain how this happens.
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.
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
specific
mass
change in
heat
temperature
Take the
difference
between 100C
and 1000C
Heat =(100 kg) 387 J (90 C)
kg·C
Heat = 3,483,000 J
APES Learning Goal:
Compare and contrast the three types of heat transfer
(conduction, convection, radiation)