Unit+2+Thermal+Physics

//2.1 Simple Kinetic Molecular Model of Matter //

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 * C005[| Particles - solid liquid gas] [|Ian Collier] Published on 9 Oct 2009 || [|Seeing the Invisible]: Schlieren Imaging in SLOW MOTION [|Veritasium] Published on 15 Jun 2017 || GCSE Physics Revision: [|Solids, liquids and gases] [|Freesciencelessons] Published on 16 Apr 2015 ||   ||

2.1.1 States of matter Core • State the distinguishing properties of solids, liquids and gases **The kinetic model of matter** - Normally hard and rigid ; a large force is needed to change its shape - High density - Incompressible ||< Closely packed together, usually in a __r egular __ pattern, occupying __m inimum __ space __ High __ density ||< Vibrate about fixed positions Higher vibration in higher temperature Held in position by very strong intermolecular bonds >>explain why solids have __ fixed __ volumes and shapes || - High density - Incompressible ||< Randomly arranged with the particles slightly further apart as compared to that of solid. __ R elatively __ __ high __ density ||< Free to move about but confined within the vessel containing it. Molecules can vibrate and move but are held close together by strong bonds >>explain why liquids have fixed __ volume __ but will take the shape of vessels containing them. || >> Expands to fill container - Low density - Compressible ||< Very far apart. Particles are randomly arranged and will occupy any available space. __ Low __ density >> explain why gases have no __ fixed __ v __ olume __ and __ shape __ Gases are highly __ c ompressible. __ ||
 * < State of matter ||< Model ||< Properties ||< Arrangement of particles ||< Movement of particles ||
 * < Solid ||< Draw molecular structure ||< - F ixed shape and volume
 * < Liquid ||< Draw molecular structure ||< - Fixed volume but does not have a fixed shape
 * < Gas ||< Draw molecular structure ||< - No fixed shape or volume
 * Particles exert a __ p ressure __ on their container.** ||< Particles have very__ l ittle __ attraction between them and move about __r andomly __ in linear motion at a very __ high __ speed

Image from [|Solids Liquids Gases and Particle Model] from youtube.com

2.1.2 Molecular model Core • Describe qualitatively the molecular structure of solids, liquids and gases in terms of the arrangement, separation and motion of the molecules Task- worksheet
 * State || Arrangement and spearation of particles || Movement of particles ||
 * Solid || The particles are closely packed together. || The particles vibrate about a fixed position.The hotter the solid, the more they vibrate. ||
 * Liquid || The particles are packed slightly less closely together when comparing with solid and the arrangement is slightly more jumbled. || The particles vibrate and can move passing each other in the liquid. ||
 * Gas || The particles are widely spread out and are no longer in contact. || The particles move freely about, collide each other and bounce off the walls of their container. ||

Supplement • Relate the properties of solids, liquids and gases to the forces and distances between molecules and to the motion of the molecules
 * [|Eureka! Episode 16 Molecules in **Solids**] Published on 25 Feb 2012 || [|Eureka Episode Monecules in **Liquids**] ||
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ex) Wood, Metal, Glass, Plastic || [|Nature of Matter and Changes of State] from youtube.com [|Particulate Nature of Matter] from www.pbslearningmedia.org
 * //Keywords// || //Description// ||
 * Particle theory || Matter is made from particles. ||
 * Matter || Something that has mass and takes up space. It is the material that everything is made of in the universe. ||
 * Substance || That which has mass and occupies space; matter. ||
 * Material || Something that has mass and exists as a solid, liquid, gas. The matter from which a thing is or can be made.
 * Lattice || A regular, periodic arrangement of particles. ||

media type="youtube" key="ndw9XYA4iF0" width="560" height="315" [|Particulate Nature of Matter and Changes of state] Published on 21 Aug 2013

[|BBC GCSE Kinetic Particle Theory Revision]

Core • Interpret the temperature of a gas in terms of the motion of its molecules The temperature of a substance is related to the molecular velocity of particles. The higher the temperature of a gas, the faster the movement of particles. The average **kinetic energy** of a gas particle is directly proportional to the temperature. An increase in **temperature** increases the speed in which the gas molecules move. All gases at a given temperature have the same average__ kinetic __ __ energy __.

Kelvin is a temperature scale in a measure of motion/KINETIC ENERGY of gas particles. It is also known as thermodynamic temperature scale. __ - 273 __ °C + 273 = __ 0 __ K =ex) What temperature of Kevin is same as 49°C= __ 322 __K= 0 K = Zero kelvin = absolute zero temperature. At this temperature, the particles have no kinetic energy.

• Describe qualitatively the pressure of a gas in terms of the motion of its molecules - How does a gas exert pressure? Hint)Balloon: The more air you blow into the balloon, the greater the pressure of gas becomes.

A) For a fixed mass of gas, how gas particles exert pressure? Gas particles bounce each other and collide to the walls. This exerts force on the surface of the walls of its container. B) For a fixed mass of gas, how can you make gas particles exert bigger pressure? Heat up the gas particles. C) What happens to gas particles when they are heated? They gain more energy and it results in increase of kinetic energy as they collide more frequently.


 * **Gas particles exert pressure on the walls of its container due to the __ collisions __ of its particles with the walls. The particles exerts a __ force __ as they bounce off the walls. The greater the collisions between the particles and the walls, the** __ greater __ **the pressure becomes.**

D) What happens to pressure of a fixed mass gas when it is compressed? The molecular movement of a gas increases. If the gas is compressed to half of its original volume, its pressure doubles up at a constant temperature.

2.1.4 Pressure changes • Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of: - a change of temperature at constant volume - a change of volume at constant temperature

Gizmo class code: 9LZTVC4CKC
= media type="custom" key="29579971" = [|Gas properties simulation] from Phet While downloading the simulation, think of the questions below.
 * 1) How would the volume of a gas change if the pressure was doubled up?
 * 2) Can you write an expression to describe how changes in pressure affect the volume of a gas? [Example: //V// = nR ÷ //P//, where //nR// is a proportionality constant.]
 * 3) How would the volume of a gas change if the temperature was divided by 2?
 * 4) Can you write an expression to describe how changes in temperature affect volume? [Example: //V// = nR × //T//, where nR is a proportionality constant.]
 * 5) The simulation is not completely realistic because it doesn’t include atmospheric pressure. How would the results change if atmospheric pressure was included?

**Ideal Gas Properties << Class notes**

 * ======Pressure in gases is due to the __ collision __ of molecules with the walls of the container.======
 * ======The pressure of a fixed mass of gas,__ pressure P __, is directly proportional to its absolute __ temperature T __ when its volume V is constant.======
 * ======The volume V of a fixed mass of a gas increases proportionally with the increase in absolute temperature T while pressure remains constant.======
 * ======The volume of a fixed mass of gas,__ volume (V) __, is inversely proportional to the__ pressure (P) __ of the gas, when the absolute temperature T is held constant.======

• Recall and use the equation pV = constant for a fixed mass of gas at constant temperature

IDEAL GAS LAW
pV = //n//RT

//conical flasks// //balloons// //bunsen burner, gauze mat and tripod// //tongs// //20ml measuring cylinder// //aluminium cans// //blue tac (large enough to cover opening of cans)// //syringes//
 * Materials**

Procedure
code format="procedure_reference" BOYLES LAW - P1V1 = P2V2 1) Pour 15ml of water into the aluminium can 2) Place over a Bunsen Flame until water is boiling 3) Remove from heat and cover opening with blu-tac to stop any air escaping 4) Leave to cool

CHARLES LAW - V1/T1 = V2/T2 1) Cover the mouth of the flask with a balloon 2) GENTLY heat the flask over a Bunsen Flame and note any observations

After noting any observations, complete the below experiment 1)Pour 15ml of water into the flask 2) Boil the water using the Bunsen burner 3) Once boiling, remove the flask from the heat and place the balloon CAREFULLY over the mouth of the flask 4) Take note of any observations code
 * ===Pressure- Volume===

( Boyle's law )
|| ===Volume-Temperature===

( Charles' law )
|| ===Pressure-Temperature===

(Gay Lussac's law)
|| At constant temperature, the product of an ideal gas's pressure and volume is always constant. || For an ideal gas at constant pressure, the volume is directly proportional to the absolute temperature in kelvin. || The pressure exerted on a container's sides by an ideal gas is proportional to the absolute temperature of the gas at a constant volume. ||
 * The pressure p is inversely proportional to volume V. || The volume V of the gas increases proportionally with the increase in temperature T. || The pressure of a fixed mass of gas p is directly proportional to its temperature T when its volume is constant. ||
 * [[image:http://upload.wikimedia.org/wikipedia/en/math/3/4/7/34772d9d9626b152407dd8b135389824.png]]

Core •Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter •Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment Supplement •Show an appreciation that massive particles may be moved by light, fast- moving molecules A Brownian motion applet from www.math.rutgers.edu Brownian motion applet 2 from Tim's Brownian motion applet media type="youtube" key="Xscn-QSmFo4" width="560" height="315" [|Brownian motion-Pollen grains] in water from youtube.com [|LatimerScience] <span class="date style-scope ytd-video-secondary-info-renderer" style="color: var(--ytd-video-publish-date-color); font-family: Roboto,Arial,sans-serif; font-size: 1.3rem;">Published on 21 Jul 2014

[|Brownian motion] BBC Bitesize Smoke particles are moved randomly. This motion is caused by collisions between smoke particles and air particles which are also moved randomly. The air particles cannot be seen but their motion can be explained by the random movement of the smoke particles.

2.1.3 Evaporation Core •Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid •Relate evaporation to the consequent cooling of the liquid At a temperature, there is average kinetic energy in liquid. Evaporation happens when molecules with high kinetic energy escape the liquid and become a gas below its boiling point. As a result, the average kinetic energy of the molecules in the liquid decreases and thus the temperature of the liquid also decreases. Molecules acquire energy from the surroundings. media type="youtube" key="eWQuE0X-sTI" width="560" height="315" [|Evaporation and Condensation] of Eureka episode from Youtube.com [|Differences between evaporation and boiling] from www.miniphysics.com

Supplement • Demonstrate an understanding of how temperature, surface area and draught over a surface influence evaporation. • Explain the cooling of a body in contact with an evaporating liquid.

=
Draught increases __ evaporation __ as particles in high kinetic energy removes from above the surface of the liquid as molecules in the water vapour return to the liquid at around the same __ rate __ that particles escape the liquid when the air is humid. Fewer particles __ condense __ in less humid air.=====

//<span style="color: #0070c0; font-family: &#39;UniversLT-Light&#39;,&#39;sans-serif&#39;; font-size: 16px;">2.2 Thermal properties //
2.2.1 Thermal expansion of solids, liquids and gases Core •Describe qualitatively the thermal expansion of solids, liquids and gases at constant pressure As particles in solids, liquids and gases vibrate more, the gap in between particles increases. Molecules are further apart and take up more space resulting in a greater volume and the thermal expansion.

•Identify and explain some of the everyday applications and consequences of thermal expansion 1. Mercury or alcohol in a thermometer expands and contracts when temperature changes. 2. Put a jar of jam in hot water to open the metal lid of a jar. 3. Gaps in between the metal railway to be left to allow expansion in hot days. 4. Bimetal thermostat.

Supplement • Explain, in terms of the motion and arrangement of molecules, the relative order of the magnitude of the expansion of solids, liquids and gases

Supplement • Explain, in terms of the motion and arrangement of molecules, the relative order of magnitude of the expansion of solids, liquids and gases Expansion is **__ high __** **__est__** in gases and lowest in solids.

media type="custom" key="29579961"
[|States of matter] simulation from Phet Revise thermal expansion from the [|BBC Bitesize] and [|quizlet]

<span style="font-family: &#39;UniversLT&#39;; font-size: 13.3333px;">2.2.2 Measurement of temperature Core •Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties 1. Mercury or alcohol thermometer: The physical property of thermal expansion when temperature changes used for the measurement of temperature. The amount of expansion can be matched to a temperature on the scale. 2. Thermistor thermometer: A probe contains a thermistor. It becomes a better electric conductor when temperature rises. The higher the current flows, the higher the temperature reading in the probe. 3. [|Thermocouple thermometer]: A probe consists of two different metal wires in two junctions. The different temperature in two junctions causes a tiny voltage which makes current flows. The greater the temperature difference, the greater the current flows. Digital meter measures current and converts to a temperature reading. Thermocouple thermometers are used for recording rapid high temperature reading and have a large range of -200 o C to 1100 o C. •Recognise the need for and identify fixed points Lower fixed point: freezing point of pure water(melting point of ice). Upper fixed point: boiling point of pure water(condensing point of steam).

To calibrate a Celsius thermometer, p lace a thermometer in melting ice to indicate 0 o C and in boiling water to indicate 100 o C. •Describe and explain the structure and action of liquid-in-glass thermometers Liquid in glass thermometer: The liquid of mercury or alcohol expands or contracts as temperature rises or falls.

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[|Measuring temperature]of Eureka episode from Youtube.com

Supplement • Demonstrate understanding of sensitivity, range and linearity • Describe and explain how the structure of a liquid-in-glass thermometer relates to its sensitivity, range and linearity __Sensitivity:__ To make expansion of liquid greater in distance by putting it in a narrower tube, to increase the sensitivity of thermometer. Sensitivity can be increased by using a material that expands more for the same degree of temperature change. ex) Alcohol expands more than mercury but its expansion is non linear. __Range:__ The maximum and minimum temperature of thermometers.  ex) low range: 0 o C to 100 o C  high range: 0 o C to 500 o C.  Linearity: D irectly proportional change in two related quantities:

•Describe the structure of a thermocouple and show understanding of its use for measuring high temperatures and those that vary rapidly
 * Ther mocouple:** a thermoelectric device for measuring temperature, consisting of two wires of different metals connected at two points, a voltage being developed between the two junctions in proportion to the temperature difference.

2.2.3 Thermal capacity (heat capacity) Core •Relate a rise in the temperature of a body to an increase in internal energy Internal Energy: The energy contained in an object due to random kinetic energy and total potential energy of the molecules of the substance. Internal energy is the sum of the __p otential __ energy and random __k inetic __ energy of all its particles. The force of attraction between particles gives them potential energy.

[|Heat and Energy] of Eureka episode from Youtube.com

Thermal/Heat Energy: The amount of kinetic energy of gas particles due to the motion of the particles. <span style="background-image: url(">[|Thermal energy] <span style="background-color: #ffffff; color: #333333; font-family: Aspira,Helvetica,Arial,sans-serif;"> is the internal energy of an object due to the kinetic energy of its atoms and/or molecules. The atoms and/or molecules of a hotter object have greater kinetic energy/thermal energy than those of a colder object of the same type. Definition taken from www.chegg.com

Temperature is a measure of the average __ kinetic energy __ of the particles. If temperature rises this indicates that the kinetic energy of the particles has increased. If the kinetic energy of the particles increases so does the internal energy.

In a gas, the particles are so far apart that there is no potential energy – all energy is kinetic and shared randomly between all the particles. Thermal equilibrium occurs when no__ heat __ is being transferred between an object and its surroundings. If a gas is in thermal equilibrium and it is not being compressed or expanded, the average kinetic energy of its molecules will remain constant and the __t emperature __ will stay the same.

•Show an understanding of what is meant by the term thermal capacity of a body Thermal capacity[C]is the amount of thermal energy required to raise the temperature of a body by 1K/1 o C.
 * <span style="font-family: &#39;Comic Sans MS&#39;; font-size: 17.3333px;">Thermal Capacity **[C] **<span style="font-family: &#39;Comic Sans MS&#39;; font-size: 17.3333px;">: **

Q = Thermal energy absorbed in J.
C = heat capacity, Unit ( J K -1 or J o C )

Thermal capacity depends on the __ mass __ and the __ material __ of the object.
Supplement • Give a simple molecular account of an increase in internal energy • Recall and use the equation thermal capacity = mc • Define specific heat capacity • Describe an experiment to measure the specific heat capacity of a substance • Recall and use the equation change in energy = mc∆T Specific Heat Capacity [c]is the thermal capacity per unit __ mass __; the amount of thermal energy required to raise the temperature of 1 kg (unit mass) of a substance by 1 K or 1 o C.
 * <span style="font-family: &#39;Comic Sans MS&#39;; font-size: 17.3333px;">Specific Heat Capacity **[c] **<span style="font-family: &#39;Comic Sans MS&#39;; font-size: 17.3333px;">: **

The relationship between heat(thermal) capacity C **and specific heat capacity** c. ; C = mc
c = C/m = Q/m ΔT

[[file:Science lab report templates.pdf]]
If time (energy in this case) increases, then there will be a direct positive linear relationship with the increase in temperature, because the gradient of this line will be the same as 1///c//, where //c// is the specific heat capacity. <span style="font-family: &#39;Comic Sans MS&#39;; font-size: 17.3333px;"> The amount of thermal energy the colder object gains is equal to the amount of thermal energy the hotter object loses

Questions on SHC
Aim: To investigate the specific latent heat of an unknown object [|The power of bunsen burner] investigation [|AIS Specific Heat Capacity Lab Investigation] assessment 1 x bunsen burner, tripod, gauze/ mash, 1 x 200ml beaker, 1 x mercury thermometer ( 0 o C ~ 100 o C), 1 x stopwatch, 100ml cooking oil, 100ml milk, 100ml coca-cola > a) How does time affect the temperatures of milk and oil in the presence of a constant heat source? > b) H ow does a change in time affect the temperature of substances with different specific heat capacities, as being heated at constant energy ? > c) H ow does the temperature change, for substances with different specific heat capacities, with respect to time ? > c) T o what extent does the change in time affect the difference in temperature of a substance while being exposed to constant heat ? > i.e.) If constant heat, per unit time, is supplied to different substances, then the increase in temperature, with respect to time, of each substance will be inversely proportional to the value of specific heat capacity for that substance. This is because ...(Include your scientific reasoning here)
 * Materials**
 * Read below if you need some helps for your investigation.**
 * 1) Make a research question using your independent variable and dependent variable:
 * 1) Include scientific equation(s) and theory(ies) you will apply to this investigation in __** Backgroud information .**__
 * 2) Use ' If...... then ....... because ........ ' format for __** hypothesis. **__ Think about what is the scientific relationship between independent variable and dependent variable, what is the scientific knowledge you apply for scientific reasoning, and how will you enhance your knowledge or application with this relationship, then explain your reasoning.
 * 1) In order to achieve a high level, you must modify the given [|Method] to make your investigation more reliable. (Converting volume of liquid into mass, exact mass/controlled variable, repeat, what to record for observation or calculation)
 * 2) Explain and discuss all the information you gained from the graph plotted using processed data in __** Analysis .**__ Describe the specific patterns and differences with comparisons of each line of best fit. Calculate the gradient of your trend line if it is linear and describe its meaning.
 * 3) Discuss validity and reliability of the method in __** Evlaution **__ as well as limitations and improvements. You may need to describe what you did well to show that your investigation is valid, in this section.
 * 4) Ensure you state whether your hypothesis is supported or not, and the validity of it with reasons in __** Conclusion .**__
 * 5) Don't forget to streamline / simply your report. Remove any repetitive or irrelevant information.

=
The specific heat of a substance is an important physical property because it tells us the suitability of a given substance for a specific purpose. Aluminium vessels are used in cooking because aluminium is a light metal. Hence, for a given volume, its thermal capacity will be less than that of vessels made of steel of same volume.======

=
The high specific heat of water explains why land close to a large pond of water is likely to have a milder climate than land without a pond close by. Because of high specific heat, water on the land gets heated slowly. Land near the pond also gets heated slowly. For the same amount of heat, dry land gets heated quickly to a much higher temperature. Soil is a poor conductor, prevents the heat from going deep into the ground. Hence, the heat causes a quick rise in temperature on dry land. For same reasons, land areas far from water-cool off much faster than land near large bodies of water.======

2.2.4 Melting and boiling Core •Describe melting and boiling in terms of energy input without a change in temperature •State the meaning of melting point and boiling point •Describe condensation and solidification in terms of molecules ====Aim: Students should be familiar with the terms **melting, freezing, evaporating, boiling and condensing** and should be able to describe each in terms of the changes in molecular potential and random kinetic energies of molecules.====

Draw phase change diagram for water - 15 minutes
[|Changes of States of Matter] from Teacher's pet youtube.com [|State changes] from BBC Bitesize

Condensing: It is a process of changing state from __ gas __ to __ liquid __
Sublimation: It is a process of changing state directly from the __ solid __ to the __ gaseous __ state or from the __ gaseous __ to the __ solid __ state without becoming a __ liquid __

Evaporation: It is a process of becoming a vapor at a temperature below the __ boiling __ point. This results in a cooling of the liquid.
Evaporation takes place at the __s urface __ of a liquid, where molecules with the highest __ kinetic energy__ are able to escape. 2. Takes place throughout the liquid. 3. Bubbles are formed in the liquid. 4. Temperature remains constant. 5. Thermal energy supplied by an energy source. || 1. Occurs at any temperature. 2. Takes place only at the liquid surface. 3. No bubbles are formed in the liquid. 4. Temperature may change. 5. Thermal energy supplied by the surroundings. ||
 * = **Boiling** ||= **Evaporation** ||
 * 1. Occurs at a fixed temperature.

Water changes its state from liquid to gas(steam) by __ boiling __. Steam also changes its state to water by the process called __c ondensation __ and water forms ice at __ freezin __ g point and there is no __ temperature __ change.

The flat line on your graph shows where __ energy __ is being used to break __ bonds __ between water molecules – this has to be done during the process of __ melting ( also boiling) __.
 * //Why does the temperature stay at 0 degree Celsius when ice is melting? Explain your answer using the word energy.//**

Supplement •Use the terms latent heat of vaporisation and latent heat of fusion and give a molecular interpretation of latent heat • Define specific latent heat • Describe an experiment to measure specific latent heats for steam and for ice • Recall and use the equation energy = ml
 * Specific Latent Heat:** The amount of thermal energy required to change the state of 1 kg of a substance without a change in temperature. SLH of fusion is solid to liquid, SLH of vaporisation is liquid to gas. Q = mL

<span style="background-image: url(">[|Specific latent heat] from BBC Bitesize
**Investigating latent heat**
 * To measure specific latent heats for ice || To measure specific latent heats for steam ||
 * The latent heat of water can be determined in the following way:
 * 1) <span style="font-family: Arial,Helvetica,freesans,sans-serif; font-family: inherit; font-size: 1.4rem; font-size: 14px; vertical-align: baseline; vertical-align: baseline;">an electrical heater is used to melt ice for several minutes
 * 2) <span style="font-family: Arial,Helvetica,freesans,sans-serif; font-family: inherit; font-size: 1.4rem; font-size: 14px; vertical-align: baseline; vertical-align: baseline;">the electrical energy used is calculated by multiplying the power of the heater by __ time <span style="font-family: Arial,Helvetica,freesans,sans-serif; font-family: inherit; font-size: 1.4rem; font-size: 14px; vertical-align: baseline; vertical-align: baseline;">. __
 * 3) <span style="font-family: Arial,Helvetica,freesans,sans-serif; font-family: inherit; font-size: 1.4rem; font-size: 14px; vertical-align: baseline; vertical-align: baseline;">the __ mass __<span style="font-family: Arial,Helvetica,freesans,sans-serif; font-family: inherit; font-size: 1.4rem; font-size: 14px; vertical-align: baseline; vertical-align: baseline;"> of water melted is recorded using a measuring balance and the relationship between energy input and <span style="background-color: #ededed; color: #0a80a0; font-family: inherit; font-size: inherit; text-decoration: none; vertical-align: baseline;">[|mass] is calculated
 * 4) <span style="font-family: Arial,Helvetica,freesans,sans-serif; font-family: inherit; font-size: 1.4rem; font-size: 14px; vertical-align: baseline; vertical-align: baseline;">the amount of heat needed to change one kilogram of ice (the latent heat) is then determined || Research your method and describe it. ||

//<span style="color: #0070c0; font-family: &#39;UniversLT-Light&#39;,&#39;sans-serif&#39;; font-size: 16px;">2.3 Transfer of thermal energy //
<span style="color: #0070c0; font-family: &#39;UniversLT-Light&#39;,&#39;sans-serif&#39;; font-size: 16px;">media type="youtube" key="SYnP4TGOGRY" width="560" height="315" [|The Heating Song] <span class="view-count style-scope yt-view-count-renderer" style="color: var(--yt-metadata-color);"><span style="font-family: Roboto,Arial,sans-serif; font-size: var(--yt-formatted-string-endpoint_-_font-size);">[|ParrMr] Published on 14 Apr 2011

//<span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial;">Activity 1. Using the guide watch each video([|conduction, convection, radiation]) and __**record your responses and answers to the questions on the worksheet.**__ //
 * //<span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial;">Three Activities for heat transfer //**

<span style="font-family: &#39;UniversLT&#39;; font-size: 13.3333px;">2.3.1 Conduction Core • Describe experiments to demonstrate the properties of good and bad conductors of heat Small objects are attached to a stick/pole of different __ conductors __ by wax to be tested. The ability to __ conduct __ heat of the material can be judged by how quickly wax melts and the small objects are released.

Supplement • Give a simple molecular account of conduction in solids including lattice vibration and transfer by electrons Collisions among particles cause energy transfer media type="youtube" key="Yitiw6Y7xZg" width="560" height="315" [|Conduction of Eureka episode 24] from Youtube.com

<span style="font-family: &#39;UniversLT&#39;; font-size: 13.3333px;">2.3.2 Convection Core • <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 11pt;">Recognise convection as an important method of thermal transfer in fluids • Relate convection in fluids to density changes and describe experiments to illustrate convection media type="youtube" key="IfeRaOb_E-s" width="560" height="315" [|Convection] [|of Eureka episode 27] from Youtube.com The actual transfer of molecules/particles from one region to another. Usually the dominant method of heat transfer in liquids and gases Ex) Water in a pot, Air in a room: Hot air is __ less __ dense so it __ rises __. Cold air is __ more __ dense so it __ sinks __.

<span style="font-family: &#39;UniversLT&#39;; font-size: 13.3333px;">2.3.3 Radiation Core • Identify infra-red radiation as part of the electromagnetic spectrum • Recognise that thermal energy transfer by radiation does not require a medium • Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of radiation

Thermal Energy Travels as EM Waves Supplement • Describe experiments to show the properties of good and bad emitters and good and bad absorbers of infra-red radiation • Show understanding that the amount of radiation emitted also depends on the surface temperature and surface area of a body Radiation media type="youtube" key="2JZciWtK6vc" width="560" height="315" [|Radiation of Eureka episode 29] from Youtube.com

Silver is a __ good __ reflector but poor __ absorber __ and poor emitter of radiation while black is good at __ absorbing __ and __e mitting __ of radiation.

//Activity 2.// //<span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial;">Listen to the Heat Transfer Song and try to sing along. Then watch the [|Heat Transfer Flash]. Don't forget to take notes on examples of each method of heat transfer. // media type="youtube" key="wr8Z4SCETPs" width="560" height="315" [|Heat transfer song] by Mr.Parr from youtube.com

//Activity 3.// //<span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial;">Choose one of the articles below. You may choose an article (based on lexile level or topic of interest, just remember that the higher the lexile the more difficult the reading). Click and download on the icon to read the article(s). Write your answers to the questions below as you read on the worksheet. //

<span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; vertical-align: baseline;">Questions for Activity 3 (Answer on your worksheet): > conduction > convection > radiation
 * 1) <span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; font-family: inherit; vertical-align: baseline; vertical-align: baseline;">Which did you read?
 * 2) <span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; font-family: inherit; vertical-align: baseline; vertical-align: baseline;">How does your article define heat?
 * 3) <span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; font-family: inherit; vertical-align: baseline; vertical-align: baseline;">According to the article you read, how is heat important to us?
 * 4) <span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; font-family: inherit; vertical-align: baseline; vertical-align: baseline;">What are the 3 ways heat can travel?
 * 5) <span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; font-family: inherit; vertical-align: baseline; vertical-align: baseline;">Write the definition and an example from the article of each method of heat transfer.

[|How does heat travel?] from coolcosmos.ipac.caltech.edu [|Heat energy transfer] from BBC Bitesize

=<span style="font-family: &#39;UniversLT&#39;; font-size: 13.3333px;">Exit ticket assignment: Making a word window. = <span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; vertical-align: baseline;">**convection & conduction. Write an example of each not provided in class or in the articles or videos and add short descriptions** IN YOUR OWN WORDS & LANGUAGE **. ** =<span style="background-color: #ffffff; color: #444444; font-family: &#39;Segoe UI&#39;,&#39;Lucida Grande&#39;,Arial; vertical-align: baseline;">**ATTACH YOUR COMPLETED WORK TO THE WINDOW/DOOR.** =
 * <span style="color: #444444; font-family: "Segoe UI","Lucida Grande",Arial;">On a piece of paper,draw diagrams showing the __similarities & differences__ between the 3 methods of heat transfer - radiation ** **<span style="color: #444444; font-family: "Segoe UI","Lucida Grande",Arial;">& **

=** Homework: **= =** Lip sync contest: Practice the heat transfer song or **Radiation, Conduction, Convection Song ** for the grand prize of SNICKERS chocolate bar. **= media type="youtube" key="yUEPGMnRqGs" width="560" height="315" [|Radiation, Conduction, Convection Song] <span class="view-count style-scope yt-view-count-renderer" style="color: var(--yt-metadata-color);"><span style="font-family: Roboto,Arial,sans-serif; font-size: var(--yt-formatted-string-endpoint_-_font-size);">[|ParrMr] Published on 2 Dec 2013

Challenge Resources
 * [[image:http://www.webquest.hawaii.edu/kahihi/webquests/science/grade6/energy/images/choice2.gif caption="mad scientist"]] || **Choice #1 – Demonstrate an experiment on conduction, convection, OR radiation.**
 * 1) Gather the materials you need to complete the experiment.
 * 2) Practice the experiment once before the demonstration.
 * 3) Remember you will need to explain why your experiment is on conduction, convection OR radiation. You will also state why it is not the other two ways heat is transferred.
 * 4) Demonstrate your experiment for at least 3 students. ||
 * [[image:http://www.webquest.hawaii.edu/kahihi/webquests/science/grade6/energy/images/choice3.gif caption="video camera"]] || **Choice # 2 – Video tape you demonstrating one experiment on conduction, convection, OR radiation.**
 * 1) Gather the materials you need to complete the experiment.
 * 2) Practice the experiment once before you video tape.
 * 3) Ask someone to video tape you demonstrating your experiment.
 * 4) Remember you will need to explain why your experiment is on conduction, convection OR radiation. You will also state why it is not the other two ways heat is transferred.
 * 5) Show your video to at least 3 students. ||

<span style="font-family: &#39;UniversLT&#39;; font-size: 13.3333px;">2.3.4 Consequences of energy transfer Core • Identify and explain some of the everyday applications and consequences of conduction, convection and radiation [|Conduction Convection Radiation puzzle] Conduction: Cookers are made of good conductors of metals. Convection: Air conditioners are usually installed on the ceiling or at a high position as cold air drops. Radiation: Houses in hot climates are painted more white.

<span style="color: #271100; font-family: verdana,arial,sans-serif; font-size: 0.9em;">**Write a story, draw pictures or create a collage.**


 * 1) <span style="color: #271100; font-family: verdana,arial,sans-serif; font-size: 0.9em;">Identify one real-life experience for conduction, convection and radiation.
 * 2) <span style="color: #271100; font-family: verdana,arial,sans-serif; font-size: 0.9em;">Write your story or draw a picture for each experience. The collage can include all 3 on one page.
 * 3) <span style="color: #271100; font-family: verdana,arial,sans-serif; font-size: 0.9em;">Remember you will need to explain how each example is not the other two ways heat is transferred. For example, if you real-life experience is an example of conduction, you need to state why it is conduction and why it is not convection and radiation.
 * 4) <span style="color: #271100; font-family: verdana,arial,sans-serif; font-size: 0.9em;">Share your product with at least 3 students.

Thermal Physics [|Heat transfer Let's play Kahoot!] [|Energy transfer by heating] from BBC Bitesize