1. Week #1 Quarter 3 (1/3-1/17) (calendar site)(calendar site) Monday, 1/13 Pick Up: Handouts Have out: Temperature and Heat Outline Notes Pick Up: Handouts Have out: Temperature and Heat Outline Notes Activities/Assignments: 1.Collect Signatures 2.Check for Notebooks 3.Temperature Scales I.S. Learning Goal:  Differentiate between the different temperature scales (Celsius, Fahrenheit, Kelvin) Homework:

2. DATEPAGE #PAGE TITLEDATEPAGE #PAGE TITLE 1/7 or 1/8/14 3 Temperature and Heat Unit Goals and Scales 1/7 or 1/8/14 4 Temperature and Heat Daily Objectives and Scales 1/7 or 1/8/14 5 Watch it Spread Lab and Graph 1/8 or 1/10/14 6 Temperature and Heat outline notes 1/8 or 1/10/14 7 Comparing Fahrenheit, Celsius, and Kelvin 1/8 or 1/10/14 8 Comparing Different Temperatures 1/8 or 1/10/14 9 Heat Transfer- Conduction, Convection, Radiation Update Table of Contents

3. APES Learning Goal:  Differentiate between the different temperature scales (Celsius, Fahrenheit, Kelvin)

4. Converting Between Scales Celsius to Fahrenheit Fahrenheit to Celsius Celsius to Kelvin Kelvin to Celsius 0 C = 5 x ( 0 F - 32) 9 0 F = 9 x 0 C + 32 5 K = 0 C + 273 0 C = K - 273 Example 50C  0F50C  0F = 9 x + 32 5 0C0C 0F0F50C50C41 0 F Example 70 0 F  0 C = 5 x ( - 32) 9 0F0F 0C0C70 0 F21 0 C Example 10 0 C  K = + 273 0C0CK 10 0 C283K Example = - 273 100 K  0 C K 0C0C100 K-173 0 C

5. APES Learning Goal:  Differentiate between the different temperature scales (Celsius, Fahrenheit, Kelvin)

6. Week #1 Quarter 3 (1/3-1/17) (calendar site)(calendar site) Tuesday, 1/14 Pick Up: Handouts Have out: Temperature and Heat Outline Notes Pick Up: Handouts Have out: Temperature and Heat Outline Notes Activities/Assignments: 1.Finish Temperature Scales 2.Combining Different Temperatures Lab I.S. Learning Goal:  Differentiate between the different temperature scales (Celsius, Fahrenheit, Kelvin)  Compare and contrast thermal expansion and contraction Homework:

7. Converting Between Scales Celsius to Fahrenheit Fahrenheit to Celsius Celsius to Kelvin Kelvin to Celsius 0 C = 5 x ( 0 F - 32) 9 0 F = 9 x 0 C + 32 5 K = 0 C + 273 0 C = K - 273 Example 50C  0F50C  0F = 9 x + 32 5 0C0C 0F0F50C50C41 0 F Example 70 0 F  0 C = 5 x ( - 32) 9 0F0F 0C0C70 0 F21 0 C Example 10 0 C  K = + 273 0C0CK 10 0 C283K Example = - 273 100 K  0 C K 0C0C100 K-173 0 C

8. APES Learning Goal: Compare and contrast thermal expansion and contraction

9. APES Learning Goal: Compare and contrast thermal expansion and contraction

10. 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.Label the three beakers (H, C, M). 2.Using the graduated cylinder, measure the amount of cold water specified by the data table and pour it into the beaker labeled “C.” Measure and record the temperature. 3.Using the graduated cylinder, measure the amount of hot water specified by the table and pour it into the beaker labeled “H.” Measure and record the temperature. 4.Predict what the temperature will be after combining the beakers. 5.Pour the hot and cold water into the beaker labeled “M.” Measure and record the water temperature. 6.Repeat steps 2-5 for the remaining mixtures specified by the data table.

11. Data Table Mixture Hot Water Temperature ( 0 C) Cold Water Temperature ( 0 C) Predicted Mixed Temperature ( 0 C) Actual Mixed Temperature ( 0 C) 100 mL hot; 100 mL cold 50 mL hot; 150 mL cold 150 mL hot; 50 mL cold

12. Questions 1.How does the temperature of the different mixtures compare to the original temperatures of the water? 2.For which mixture did your prediction come closest? 3.For which mixture was your prediction farthest off? 4.Could the temperature of the mixture (hot and cold) ever reach the temperature of the hot or cold water? Explain your reasoning. 5.Although the hot water was the same temperature in each beaker, the impact observed when it was combined with the cold water varied. Why did they all have a different effect? 6.What factors could have impacted the accuracy of your data? 7.What did you learn about mixing temperatures from this activity? 8.What would you predict the temperature to be if 200 mL of hot water (≈100 0 C) is mixed with 50 mL of cold water (≈0 0 C) ? Explain your reasoning.

13. Week #1 Quarter 3 (1/3-1/17) (calendar site)(calendar site) Wed/Thursday, 1/15 & 16 Pick Up: Handouts Have out: Bill nye video worksheet Pick Up: Handouts Have out: Bill nye video worksheet 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! I.S. Learning Goal: How does energy go through changes? Homework:

14. Week #1 Quarter 3 (1/3-1/17) (calendar site)(calendar site) Friday, 1/17 Pick Up: Handouts Have out: Bill nye video worksheet Pick Up: Handouts Have out: Bill nye video worksheet Activities/Assignments: 1.Thermal Expansion and contraction notes 2.Specific heat notes 3.Conductors and Insulators Notes 4.Three Types of Heat Transfer Notes I.S. Learning Goal:  Compare and contrast thermal expansion and contraction  Explain specific heat and its connection to mass  Compare and contrast conductors and insulators  Compare and contrast the three types of heat transfer (conduction, convection, radiation) Homework:

15. APES Learning Goal: Compare and contrast thermal expansion and contraction

16. Thermal Expansion the increase in volume of a substance due to an increase in temperature – the particles themselves DO NOT expand as a substance gets hotter the particles move faster and spread out most matter expands when it’s heated and contracts when it’s cooled o Exception - water actually expands as it cools from 4 0 C to 0 0 C different substances expand at different rates gases generally expand or contract more than liquids, and liquids expand or contract more than solids Example: o Bimetal strips in thermostats Bimetal strips in thermostats As the particles spread out, the volume of a substance increases. What happens to the substance’s density?

17. Thermal Expansion & Contraction (A closer look) Piece of Metal ExpansionContraction

18. 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 expansion joints in bridges or sidewalksbridgessidewalks o thermometers o hard to open jar lid o railroad tracks and train derailments railroad tracks and train derailments o telephone/power lines o potholes o objects filled with gas (tire, balloon, athletic ball, etc.) objects filled with gas What are some personal examples or experiences with thermal expansion and contraction?

19. APES Learning Goal: Compare and contrast thermal expansion and contraction

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

21. Heat flow or transfer of energy from an object at a higher temperature to an object at a lower temperature until thermal equilibrium is reached matter does not have heat it has thermal energy typically expressed in units of joules (J) and calories (cal) o Calories is really a kilocalorie and represents food energy o 4.187 joules = 1 calorie 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, radiationconductionconvectionradiation Why does an ice cube feel cold while a paper cup filled with coffee feels hot?

22. Specific Heat Capacity the amount of energy needed to change the temperature of 1 kg of a substance by 1 0 C 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  0 C, water (0.93 cal/g  0 C 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  0 C can be used to help calculate heat lost or gained by a substancecalculate heat lost or gained 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.

23. Table of Specific Heat Values Substance Specific Heat (cal/g  0 C) Specific Heat (J/kg  0 C) Air0.251,046 Aluminum0.22899 Copper0.09387 Glass0.20837 Ice (-20 0 C to 0 0 C)0.502,090 Iron0.11448 Mercury0.03138 Ocean Water0.933,894 Water1.004,187 Wood0.42176

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

25. APES Learning Goal: Compare and contrast conductors and insulators

26. 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?

27. 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?

28. APES Learning Goal: Compare and contrast conductors and insulators

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

30. 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 Sea and land breezes result from uneven heating of the Earth’s and the resulting convection currents. Explain how this happens. As the air gets heated by the flame, the particles move faster and spread out. This increases the volume of the air inside the balloon, which lowers the density. This decrease in density causes the balloon to rise.

31. 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.

32. Temperature vs. Heat vs. Thermal Energy TemperatureThermal EnergyHeat 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 joulesexpressed 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

33. Calculating Heat – Sample Problem How many joules are needed to raise the temperature of 100 kilograms of copper from 10  C to 100  C? The specific heat of copper is 387 J/kg·  C. Q = mc∆T Heat =(100 kg) Heat = 3,483,000 J (90  C) Take the difference between 10 0 C and 100 0 C heatmass specific heat change in temperature 387 J kg·  C

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