Mr McCondichie

Learning Intentions

• Be able to distinguish between heat and temperature.
• Be able to give the units of temperature.

Heat and Temperature video (Optional)

Open the document below and save a copy.

Heat and temperature question sheet

Complete your copy of the worksheet as you watch the video below on Heat and Temperature. You can pause the video if you need time to complete the questions. Remember, you need to be signed into your school account or ClickView for the video to work.

Activity - Temperature

Instructions

1. Copy the table below into your notes

2. Pour 50ml of cold water into a small beaker, and 50ml of hot water into another small beaker.
3. Carefully measure the temperature of each one.
4. Predict the temperature if you were to mix the two beakers together.
5. Write down your prediction in your table.
6. Pour them both carefully into a large beaker.
7. Take the temperature again.
8. Was your prediction close?
9. Now repeat the process with 50ml of hot water in each beaker.

Use the video below to help you to complete your table.

Activity - Temperature and Heat

Think about the following situation:

You have a large beaker and a small one both full of water. You put them on identical bunsen burners and heat them up to boiling point.

1. What can you say about the starting temperature in both beakers?

Answer

2. What can you say about the final temperature of the water in the two beakers?

Answer

3. Which would you have had to heat up longest to get it to boiling point?

Answer

4. Which has the most heat energy?

Answer

Notes - Temperature and Heat

The amount of heat energy in an object affects its temperature. However, heat is not the same as temperature. Heat is a form of energy and is measured in joules (J). Temperature tells us how hot or cold an object is. Temperature is measured in degrees Celsius (^oC)

Notes - Heat Transfer

Heat can move from one place to another by:

• Conduction
• Convection
• Radiation

Learning Intentions

• To know that heat is transferred by conduction.
• To compare how well different metals conduct heat.
• Calculate speed using a formula.

Notes - Conduction

Heat can travel through solids by conduction. The faster heat travels, the better the conductor.

Activity - Speed of Heat (investigation)

Aim

To find out how changing the m____ affects the s____ of h___.

Planning

What will I change and how?

Answer

What will I measure and how?

Answer

What will I keep the same?

Answer

Method

1. Place a metal rod with spots of t___________ p____ in a beaker of hot water.
2. Start a timer when the first spot c_______ c_____.
3. Stop the timer when the s____ dot changes colour.
4. Repeat the process with the o____ metal rods.

Results

Use the table below to record your results.

The videos below can be used to help you complete the table if you cannot complete the experiment in class time.

aluminium

brass

copper

Calculations

speed = distance ÷ time

• The distance is 5cm, and the time is whatever you've timed.
• Your answer will be less than 1. Round to 2 decimal places.
• The units of speed are cm/s.

Notes - Conduction continued

In our experiment we saw that, although the metals let the heat through easily, one metal let the heat through more easily than the others.

One metal is a better conductor than the other.

Learning Intentions

• Describe how heat moves along a solid using Model of Matter theory.

Notes - Conduction in Solids

Heat travels through solids in a straight line, from the hot end to the cold end.

Heat moving in solids is called conduction.

Materials that let heat pass through them easily are called conductors

Activity - Conduction

Click on the picture to watch the clip on conduction.

Particles and Conduction

Look at the pictures of conducting particles.

Can you see that as particles heat up they begin to vibrate and bump into their neighbours?

Notes - Particles and Conduction

When a solid is heated, the particles inside are given energy, and they start to move (or vibrate) more.

They bump into their neighbours, and give them energy.

Because these particles now have more energy they start to vibrate more too, bumping into their neighbours.

Learning Intentions

• Use the terms conductor and insulator.
• Identify conductors and insulators from a list of common materials.

Activity - Which material will conduct heat the best?

You should be able to do this experiment at home.

What you will need:

• A mug
• A metal spoon or similar but must be made of metal.
• A plastic spoon or similar but must be made of plastic.
• A wooden spoon or something similar but must be made of wood. I used a lollipop stick.
• Some hot water. Be very careful if this is boiling!
• Ice

Instructions

1. Place the metal spoon, wooden spoon and plastic spoon into a mug with hot water.
2. Leave for a few minutes.
3. Carefully feel them to see which feels hot.
4. Repeat the experiment using crushed ice in place of hot water.
5. In your jotter, write a description of what you did and what happened.

Good and Bad Conductors of Heat

Watch the video below on good and bad conductors of heat and answer the questions that appear throughout the video. Remember, it will only work if you are signed into ClickView.

Notes - Letting heat through

Some solids let heat go through them more easily than others.

______ are good at letting heat through, wood and _____ are not so good.

________ are materials that don't let heat through easily.

Metals like ________ are good conductors.

Non-metals like ________ are insulators.

Activity - Identifying conductors and insulators

Table Solution

Misconceptions about Temperature

Learning Intentions

• Use the terms conductor and insulator.
• Identify conductors and insulators from a list of common materials.

Activity - Heat Booklet Activity 6

Copy the table.

Gather the following objects:

• steel (nail)
• wood
• aluminium (silver foil)
• polystyrene
• copper
• stainless steel (a piece of cutlery)
• cardboard
• cotton wool

You are going to decide if the objects that you have gathered are conductors or insulators.

Remember

If they feel cold - they are conductors

If they feel warm - they are insulators

Once you have decided if the materials are conductors or insulators, add them to your table.

Activity - Heat Booklet Activity 7

Collect a copy of the handout below. Colour-in (with a red pencil), the parts of the items that would be made from an insulating material.

Handout Solution

• Find out if liquids and gases conduct heat well.

Activity - Does air conduct heat?

Does air conduct heat? Watch the video and find out.

What do all of these have in common?

Note - Do gases conduct heat?

Gases do not _________ heat.

This is because the _________ are not close enough to bump into each other and transfer the ____ energy.

The particles are not held close together and in rows like in a _____.

Air is an _________________ .

Activity - Can water conduct heat?

Do you think that water is a conductor or an insulator?

Give a reason for your answer.

Watch the video below and find out.

Learning Intentions

• State what types of matter convection can happen in.
• Explain why fluids in a convection current move the way they do.

Activity - Convection in water

Copy the diagram below.

1. Gently heat the beaker underneath the crystal for about two minutes only.
2. Draw what you see happening on your diagram.
3. Set up the apparatus as before using fresh water. This time put the crystal at the opposite side.
4. Draw another diagram showing what you saw this time.

Notes - Convection in water

When we heated the water with a Bunsen burner, the dye started to r___.

Once it reached the top it went to the side, then started to fall. This movement is called a c_________ current.

Convection can happen in liquids and gases (fluids) because they have particles that are free to move about.

The particles in solids are not free to move about as much, and so heat doesn't travel by convection in solids.

Learning Intentions

• Give the special name for the type of heat all hot objects give out.
• State what directions and how fast this type of heat can travel.
• State whether or not particles are needed for this heat to move.

Activity - Radiation

Watch the video below on heat radiation.

Activity - Radiation

1. Draw a semicircle (this is a mirror) in your jotter.
2. Draw three beams onto the mirror as shown.

3. Draw the upper and lower lines reflecting back, and crossing over the middle line to form an X shape.

Notes - Radiation

Heat can travel by radiation. It travels in straight lines at the speed of light. This is how we get heat from the Sun.

Because there are no particles in Space, radiation must not need particles to travel.

Learning Intention

• I will find out what kind of surface is best at radiating heat.

Activity - Radiating Heat

Copy the table below into your notes.

Time (mins)	0	1	2	3	4	5	6	7	8	9	10	Temp drop
Silver Temp (oC)
Black Temp (oC)

1. Fill both tubes with boiling water. Measure and record the initial temperature in the 0 column for both.
2. Measure the temperature every minute (do not stop the timer!).
3. Calculate the temperature drop by subtracting the temperature at 8 mins from the initial temperature. Which boiling tube cooled down the most?
4. If you wanted a container to keep the heat in, what colour should it be painted?

If you can't do the experiment in class watch the video below and use it to complete your table.

Activity - The Leslie Cube

A Leslie cube is a cube that has had its sides painted different colours.

Copy the table below.

Watch the demonstration or use the information in the video below to help you complete your table about the Leslie Cube.

Notes - Radiating Heat

The colour of a surface can affect how easily it can r______ heat.

If you want something to keep its heat, it is best to paint it s_____.

Learning Intention

• I will find out what type of surface is best at absorbing heat.

Activity - Absorbing heat

Copy the table below into your notes.

Time (mins)	0	1	2	3	4	5	6	7	8	9	10	Temp rise
Silver Temp (oC)
Black Temp (oC)

1. Measure and record the initial temperature in the 0 column for both.
2. Measure the temperature every minute (do not stop the timer!).
3. Calculate the temperature rise by subtracting the temperature at 0 mins from the temperature at 8 minutes.
4. Which colour is the best at absorbing heat?

If you can't do the experiment in class watch the video below and use it to complete your table.

Learning Intentions

• I will be able to name two greenhouse gases most responsible for human-caused global warming.
• I will be able to do an experiment to compare the heat absorption of different gases.

Eunice Newton Foote

On 23 August 1856, Eunice Newton Foote sat...[and] listened as Joseph Henry presented - and failed to recognize the implications of - her research on the heat-absorbing properties of carbon dioxide and water vapour.

Foote concluded that increased carbon dioxide in the atmosphere would lead to global warming.

YOU ARE GOING TO RECREATE ONE OF HER EXPERIMENTS.

Activity - Comparing Heat Absorption of Methane and Air

Table

Copy the table below into your notes.

time (min)	0	1	2	3	4	5	6	7	8	9	10
Methane Temperature (oC)
Air temperature (oC)

Equipment

• two boiling tubes
• two stoppered thermometers
• clamp stand with two clamp bosses
• two strips of aluminium foil

Instructions

1. Put the stoppered thermometers into the boiling tubes.
2. Wrap the aluminium foil around the top of the tubes.
3. Make sure the thermometer bulb is covered, and the same amount of tube is uncovered.
4. Your teacher will fill one boiling tube with methane (from a gas tap).

5. Clamp the boiling tubes at the same height and distance from the heat lamp (around 25-30 cm).
6. Record the starting temperature of the two boiling tubes.
7. Switch on the lamp and record the temperature of each tube every minute.

Results

1. Draw a line graph of your results.
2. Copy and complete:

Notes Solution

Learning Intention

• I will be able to state what a vacuum flask is and how it is able to keep warm things warm and cold things cold.

Notes - The Vacuum Flask

To keep something hot, we must reduce the rate at which heat escapes from it.

Heat can be lost in three ways:

1. Conduction
2. Convection
3. Radiation

Activity: Heat Loss from a Vacuum Flask

Copy the table below into your notes

Time (mins)	0	1	2	3	4	5	6	7	8	Temp drop
Vacuum Flask Temp (oC)
Glass Flask Temp (oC)

1. Fill all with boiling water. Measure and record the initial temperature in the 0 column for each.
2. Measure the temperature every minute (do not stop the timer!).
3. Calculate the temperature drop by subtracting the temperature at 8 mins from the initial temperature. Which flask cooled down the most?
4. If you wanted a container to keep the heat in, what would you use?

If you can't do the experiment in class, watch the videos below and use them to complete your table.

Watch the video and record the temperature change at one minute intervals.

Hint: The starting temperature is 94^oC.

The video below shows the heat loss from a glass flask over an eight minute period.

Watch the video and record the temperature change at one minute intervals.

Notes - Vacuum Flask

1. The vacuum flask (or Dewar flask) keeps hot liquids hot, and cold liquids cold. The stopper stops heat loss by convection.
2. The air between the double walls is removed through the valve. This is sealed leaving a vacuum inside. This stops heat loss by conduction.
3. The walls of the flask are painted silver. This stops heat loss by radiation.

Learning Intentions

Coming soon.