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Developed By:

The MAPs TeamMeaningful Applications Of Physical Sciences

Dr. Michael H. Suckley

Mr. Paul A. Klozik

Grade 4

Materials in this manual are based upon the Grade Level Content Expectations provided by the Michigan State Board of Education. The activities and support materials have been inspired by Operation Physics. All material in this book not specifically identified as being reprinted from another source is protected by copyright.

Participants registered for this workshop have permission to copy limited portions of these materials

Heat, Electricity and Magnetism

A. Introduction1. Grade Level Curriculum Expectations2. Naive Ideas Concerning Potential and Kinetic Energy

B. Energy1. What is Energy? ......................................................................................................................... 42. How Is Energy Measured? ........................................................................................................ 53. The Seven Forms of Energy......................................................................................................... 74. Energy Laws................................................................................................................................ 9

C. Electricity1. Circuits

a. Building the "Simple Circuit Board”.....................................................................................10b. Parallel Circuits.....................................................................................................................11c. Series Circuits........................................................................................................................12d. Conductors.............................................................................................................................13e. Fuses......................................................................................................................................13

2. Electricity and Magnetisma. Electricity and Magnetic Fields ............................................................................................14b. The Electromagnet.................................................................................................................15

D. Magnetism1. Magnetic Nature of Matter and Investigation of Magnetic Materials-------------------------------172. Magnetic fields----------------------------------------------------------------------------------------------182.Structure of Magnets----------------------------------------------------------------------------------------203. Measuring the Strength of a Magnetic field-------------------------------------------------------------21

E. Temperature and Effects of Heat Energy 1. Nature of Temperature – The Three Tubs...................................................................................232. Transferring (Conduction, Convection, Radiation).....................................................................243. Absorption

a. Colors and Heat Energy .......................................................................................................25b. Absorption of Heat Energy ...................................................................................................27

4. Expansion and Contractiona. Solids

1) Ball and the Ring..............................................................................................................292) Bimetallic Strip................................................................................................................30

b. Liquids - - -Hand Boilers and Lava Lamp.............................................................................32c. Gases

1) Demonstrations: a) Tea Bag Rocket ..........................................................................................................36b) Egg in the Milk Bottle.................................................................................................37c) Crushing the Soda Can................................................................................................38d) Observing the Expansion of Air..................................................................................39

2) Heat Mobile......................................................................................................................40

F. Appendix1. Vendor List......................................................................................................................................442. K-7 Standard Science Processes.....................................................................................................453. Physical Science Grade Level Content Expectations......................................................................464. Grade Level Mathematics Expectations..........................................................................................47

Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene Page 2

Naïve Ideas

Energy1. Energy is truly lost in many energy transformations. 2. There is no relationship between matter and energy. 3. If energy is conserved, why are we running out of it? 4. Energy can be changed completely from one form to another (no energy losses). 5. An object at rest has no energy. 6. Doubling the speed of a moving object doubles the kinetic energy. 7. The terms “energy” and “force” are interchangeable.

Heat1. Ice cannot change temperature 2. When the temperature of a boiling substance remains constant, something is “wrong.” 3. All liquids boil at 100°C (212°F) and freeze at 0° C (32°F). 4. Heat is a substance. 5. Temperature is a property of a particular material or object (metal is naturally colder than plastic). 6. The temperature of an object depends on its size. 7. Heat and cold are different. 8. Boiling is the maximum temperature a substance can reach. 9. Heat rises. 10. All solids expand at the same rate. 11. Heat and temperature are the same.

Electricity 1. Current flows from a battery to a light bulb. 2. Current flows out of both terminals of a dry cell or electrical outlet. 3. Current decreases in a circuit because it is used up. 4. All the electrons that make up a electrical current are in the battery. 5. Electricity is produced in the wall socket. 6. Electrons change into light when a lamp is turned on. 7. A larger battery will make a motor run faster or a bulb burn brighter. 8. Electricity from a dry cell will shock or hurt if it is touched. 9. Insulation is used to keep electricity in the wire. 10. All wires are insulated.11. Batteries have electricity inside them.

Magnetism1. All metals are attracted to a magnet.2. All silver colored items are attracted to a magnet.3. All magnets are made of iron.4. The magnetic and geographic poles of the earth are located at the same place.5. The magnetic pole of the earth in the northern hemisphere is a north pole, and the magnetic pole in the

southern hemisphere is a south pole.6. Larger magnets are stronger than smaller magnets.7. Magnetic poles are always located at the ends of the magnet.


What is Energy?

Energy is not a "thing," but rather a property that objects can have. It begins with the idea that energy can make something move. The difference between force and energy is discussed, work is defined and a more complete definition of energy as, "the ability to do work" is developed. These concepts are reinforced by examining the energy input and output of the human body.

In both demonstrations and lab activities, the students are given many opportunities to reinforce the notion that energy is the ability to do work, that energy can be measured, and that one form of energy can be transformed into another form of energy.

There two types of energy potential and kinetic. Through a variety of activities the factors that affect these kinds of energy are discovered, and for the upper levels the equations of gravitational potential energy and kinetic energy are introduced

The concept of energy conservation will be explored through activities, demonstrations, and discussion. The idea that although energy can be transformed the total amount of energy remains the same. The concept of why we could run out of energy even though it is conserved is also addressed. This is followed by a discussion of mass-energy conservation, which is intended as an enrichment topic that can be presented with varying degrees of depth.

While the is limited to the 'physics" of energy (which is often not discussed in many other popular materials), it is recognized that the topic has many environmental, economic and social implications. The amount and the forms of energy that we use are now seen to have a direct relationship to how we live our lives. Teachers are encouraged to use an interdisciplinary approach to this topic to help their students reach an understanding of the relationship between energy and society.


How Is Energy Measured?

Materials: bricks, board, meter stick, spring scale (that reads in Newtons), object (roller skate or car), string

1. Using books or blocks make a ramp with the board as shown in the illustration above.

2. a) Measure the force necessary to pull your object at a constant speed on a flat surface. ____________Newtons

b) Measure the force necessary to pull your object at a constant speed up the ramp. ____________Newtons

c) Measure the force necessary to pull your object straight up (vertical) at a constant speed. ___________Newtons

3. Compare the results and explain _____________________________________________________________________

4. Measure the distance along the ramp, where the back wheels move as the skate is pulled from the bottom to the top of the ramp. (i.e. measure the distance from the back wheels at the bottom of the ramp to the back wheels at the top of the ramp.)

METERS ___________

5. Calculate the work done in pulling the object up the ramp.

WORK = FORCE x DISTANCE ______Joules = _______Newtons x ________meters

6. Calculate the work done in lifting the object the same distance vertically as it was previously raised by pulling it up the ramp.

WORK = FORCE x DISTANCE ______Joules = _______Newtons x ________meters

7. Compare the work done in pulling the object up the ramp to the work done lifting the object the same distance vertically.

Work done in pulling the object up the ramp. __________Joules

Work done in lifting the object vertically. __________Joules

8. Explain why there is a difference in the values of Joules.


How Is Energy Measured?

IDEA: PROCESS SKILLS:Energy is the ability to do work. Predict Compare

LEVEL: TEACHERS DURATION: 30-45 min.STUDENT BACKGROUND: Students should be familiar with the metric system, and that

the Newton is the unit of force.

ADVANCE PREPARATION: If this is to be a small group activity, you might ask several days before the scheduled class for the students to bring in old roller skates and bricks. Other toys that have relatively low friction wheels can be substituted for the roller skates, and other heavy objects can be used instead of bricks. The idea is to keep the object to be pulled within the range of the spring scale. (When measuring the total weight of the skate and brick, each can be weighed separately and then add the two values added. Tie a string around the brick to attach it to the spring scale.) An alternative to using boxes is to use plastic film cans filled with sand (as used in IIA2). These can be placed inside the track that the cars run in and the distances the cars move can be measured with the meter sticks.

MANAGEMENT TIPS: Use caution handling bricks. This is not intended to be an exercise in how the inclined plane is a simple machine, but rather an activity to illustrate how work and energy are measured. The meter sticks should be placed just a little farther apart then the width of the cars to ensure that the cars travel in a straight line.

RESPONSES TOSOME QUESTIONS: 4. (Work) joules = (Force) Newtons x (distance) meters.

7. It will probably not be obvious, but they should be the same. Discuss this with the class, pointing out that in reality, pulling the skate and brick up the ramp may require more work due to friction. See the book "SIMPLE MACHINES" for more detail.

8. (Work) joules = (force) Newtons x (vertical distance) meters.

POINTS TO EMPHASIZE INTHE SUMMARY DISCUSSION: 1. Only the force in the direction of the distance moved is used in calculating work.

2. The work done is numerically equal to the energy expended.


Seven Forms of Energy (Demonstration)

Energy was defined as the ability to do work. If an object begins moving, then work is being done on it, and therefore, some form of energy is being used. We refer back to this idea to demonstrate some of the many forms that energy can take. It is suggested that a list of energy forms be generated by the students. Examples of each form can be taken individually and demonstrated to show its ability to make something move. As each is shown, the objects are placed on a table with a card labeling that form of energy. For example if a student mentions coal, a demonstration of how chemical energy causes motion can be shown. If another student mentions gasoline the instructor can point out that it is another form of chemical energy. The objective of this demonstration is to make similarities and differences between the many forms of energy "come alive" to focus discussion. It is not intended as an attempt to classify every form of energy in the universe. Some suggestions arc as follows:

1. Heat: Heat a bimetallic strip with a match or candle flame. Ask "Does heat make things move? Is heat a form of energy?"Another example of heat to motion that might be used is the form of the pin wheel found in Christmas ornaments that makes use of the convention currents from candles to produce rotation, or a "palm glass" that uses heat from a person's hand to partially evaporate a colored liquid causing the remaining liquid to be forced up a glass tube..

2. Light: Start a radiometer moving with a flashlight. If a flash attachment from a camera is available, try "kick" starting the radiometer with the flash. For each of the forms of energy, ask:

Does _____________ make things move?

Is ________________ a form of energy?

3. Sound: A sound apparatus that consists of a tin can, a balloon and a small mirror that will demonstrate that sound can cause something to move. Another example would be to use two matched tuning forks (preferably mounted on sounding boxes). Striking one fork will cause the sound from it to set the other one in motion.

4. Mechanical: This type of energy is the kinetic and potential energy of objects. There are a variety of toys that can be used here to demonstrate mechanical energy.

5. Electrical: Hold up the plug to an electric fan and ask "What form of energy are we dealing with here?" (Electric). Plug in the fan and turn it on. As an alternative. use a battery operated toy. Show the battery first and ask the same question as you would with the plug. Insert the battery and make the toy move. (If a battery

is used, then it is stored chemical energy, not electrical energy).

6. Chemical: Half fill a test tube with vinegar. Put about Sec (or about half a teaspoon) of baking soda into a rubber balloon. Attach the end of the balloon to the top of the test tube and shake the baking soda into the vinegar. The gas produced (CO2) will make the balloon expand (Stretching the balloon first by blowing it up and releasing the air will make this more dramatic.) A variation of this example is to place a few drops of water into the bottom of a plastic 35mm film can and drop in an "Alka-seltzer" tablet and quickly snap on the lid. Place the can on the table in such a way that the lid will not hit anyone when it pops off.

7. Nuclear: Use a Krieger counter in listen to background radiation. Hold the Geiger tube near a piece of ordinary rock and note that the background activity remains the same. Now hold the tube near a radioactive sample. Now the sharp increase in activity, both) by the speaker and the deflection of the meter needle. This may seem kind of far-fetched, but it does make an impression on the viewers that indeed, nuclear energy does make things move.


Seven Forms of Energy

1. Heat

2. Light

3. Sound

4. Mechanical

5. Electrical

6. Chemical

7. Nuclear

And

Two Types of Energy

1. Potential or stored energy

PE = F x h

2. Kinetic or moving energy

KE = ½m x v2


Energy Laws

The First Law of Energy tells us that energy input always equals energy output. Energy is neither created nor destroyed.

The second law of energy tells us that when energy is converted from one form to another, the result is to move from higher level energy (gasoline) to lower level energy (heat).


Electricity

Materials: (see page labeled Materials List)

The Simple Circuit Board “S.C.B.” was designed to provide an inexpensive circuit board that can be used to answer the following questions associated with circuits.

What is a circuit? What are conductors? What is a switch? What is a fuse? What are volts? What are amperes? What is a battery? What is a resistor? What are the characteristics of a parallel circuit? What are the characteristics of a series circuit?

These instructional materials were developed for teachers and may need to be modified for student use. Colored masters of this handout, with answers, may be downloaded from: ScienceScene.com. (ScienceScene.com – MAP Company – Teaching Materials – Electricity)

Background An electric circuit requires a minimum of three components:

1. A pathway or conductor, on which the electrons can flow. 2. A source of electrons, such as a battery or a generator. 3. An object for the electrons to act on, such as a toaster or a television set. The

circuit leads electrons in a continuous path. The flow continues as long as the driving force acts. This flow can be described using the following terms.

a. Pressure that cause the current to flow (Volts).b. Rate of the current flow (Amperes). c. Resistance of the conductor to the flow (Ohms).

Building the “SCB”1. Obtain materials for the SCB.2. Place a magnet on a glue dot and remove with the glue dot attached to the

magnet. 3. Place the magnet on the card with the “SCB” printed on it. Push firmly for

greatest adhesion. Repeat for all magnets indicated. 4. Making the bulb unit:

a. bend two paperclips into an L shape and place on either side of a light bulb.b. Attach with heat shrink tubing. c. Wrap wires from light bulb around paperclipd. Repeat to make three Bulb units.

5. Obtain a 4-AA battery pack and a clip with attached wires. Wire wrapping a paperclip to the end of the wires.

You are now ready to use the SCB!


a. b. c.

Parallel Circuits Building a Parallel Circuit

1. Place the paperclips as indicated. Your “S.C.B.” should look like the figure.

2. The paperclip between master and 1b is our switch. Open it; do not connect the paperclip, between master and 1b.

Qualitative Characteristics of Parallel Circuits

1. Now connect the battery, positive or red wire “+”, to 1a and the negative to master.

2. Close the switch and observe and record. _____________3. Lift bulb unit 1 just enough to break the circuit - so that the bulb will not

light. Describe the effect on the other bulbs. Replace the bulb unit.________________________________.

4. Repeat step 2 for bulb unit 2 and 3. Quantitative Characteristics of Parallel Circuits Voltage

1. Now connect the battery, positive or red wire, “+”, to 1a and the negative to master.

2. Close the switch, Bulbs should light. Observe and record. __________________________ 3. Measure the resulting voltage as indicated in the chart.

Placement of Volt MeterVoltage

Black – Red (Across) Bulbs1b -1a 12b – 2a 23b – 3a 31b – 3a 1+2+3

Power Supply (Master – 1a) 1+2+3

2. What do you observe about Voltage in a series circuit? _________________________________ Amperage 1. Set-up the circuit as shown and connect the battery.

2. Close the switch. Bulbs should light. Slide bulb assembly to “break circuit” as indicated in the chart. Connect the Ammeter, in series, as indicated in the chart. Bulbs should light. Record amperage

Insert Ammeter (Between) Bulbs AmperageBulb-3b 3Bulb-2b 2Bulb-1b 1

Master-1b 1+2+3

2. What conclusion can you make about the amperage in a parallel circuit?_______________


©©

©©

Series Circuits

Building a Series Circuit1. Place the paperclips as indicated. Your “S.C.B.” should look like the figure.2. The paperclip between master and 1b is our switch. Open; do not connect

the paperclip, between master and 1b.

Qualitative Characteristics of Series Circuits1. Now the battery positive or the red wire, "+", to 3a and the black wire to

master. Leave it there for this activity. 2. Close the switch, observe and record your observations.

______________________________

3. Lift bulb unit 1 just enough to break the circuit - so that the bulb will not light. Describe the effect on the other bulbs. (Replace the Bulb unit each time) __________________________________.

4. Repeat step 2 for bulb unit 2 and 3.

Quantative Characteristics of Series Circuits Voltage

1. Now connect the battery, positive or red wire “+”, to 1a and the negative to master.

2. Close the switch, Bulbs should light. Observe and record. _________________________ 3. Measure the resulting voltage as indicated in the chart.

Placement of Volt MeterVoltage

Black – Red (Across) Bulbs

1b – 1a 1

2a – 2b 2

3b – 3a 3

1b – 3a 1+2+3

Power Supply (Master – 3b) 1+2+3

2. What conclusion can you make about the Voltage in a series circuit? _______________ ________________________________________________________________________

Amperage 1. Set-up the circuit as shown and close the switch. Bulbs should light. Slide bulb assembly to “break circuit” as

indicated in the chart. Connect the Ammeter, in series, as indicated in the chart. Bulbs should light. Record the amperage.

Insert Ammeter (Between) Bulbs Amperage

Bulb-3b 3

Bulb-2a 2

Bulb-1b 1

Master-1b 1 + 2 + 3

2. What do you observe about Amperage in a series circuit? __________________________

_________________________________________________________________________


Conductors

1. Set-up the “S.C.B.” as shown. This will allow only the first bulb to light when the battery is connected.

2. By placing the paperclips as indicated, 1b and the master, you will have made a conductivity tester. The two paper clips will be used to hold a fuse, test for conductivity or act as electrodes.

Solutions1. Carefully dip these paper clips into various solutions to test for

conductivity.2. The relative brightness of the bulb is an indication of the degree

of conductivity. Conduct several tests to determine conductivity of several solutions. Determine the brightness of each solution as: excellent, good, fair, poor, and none.

3. Clean electrodes, (large paper clips), after each test by dipping them into distilled water and drying them. Take special care not to get the “S.C.B.” wet.

Solids 1. Test various materials around the classroom to determine which

of them would be conductors. Conduct your test by carefully touching the two electrodes to each object. Record your

observations___________________________________________________.2. The relative brightness of the bulb is an indication of the degree of conductivity. Conduct several tests on these

materials to determine brightness such as: excellent, good, fair, poor, and none. Record your observations___________________________________________.

Fuses1. Place a single strand of steel wool, number 2 or coarse, in the paperclip connector.2. Connect the current to the circuit and carefully observe the fuse.a. Add paperclips to 1b – 2b and 1a – 2a to light bulb 2 carefully observe the fuse.b. Add paperclips to 2b – 3b and 2a – 3a to light bulb 3 carefully observe the fuse..c. Observe the number of light bulbs that can be lit before the fuse burns out.

Record your observations__________________________________________________


©N

Electricity and Magnetism

Electricity and Magnetic FieldsIn the early 1700's, reports of lightning changing the direction of compass needles

and making magnets out of objects such as knives and forks led scientists to suspect a relationship between electricity and magnetism. Danish schoolteacher Hans Christian Oersted discovered the first concrete evidence of this relationship in 1820. His discovery was quite accidental. Oersted laid the current-carrying wire of an electric circuit beside a directional compass. As he did so, he happened to notice the compass needle turning. He immediately recognized that a magnetic field must have been emanating from the wire causing the compass needle to be deflected. He also realized that the magnetic field had to be produced by the current flowing in the wire because, when the current was turned off, the needle ceased to be deflected.

Keeping a battery oriented as illustrated. Half of the students should place the wire on top of the compass and the other half should place the wire underneath the compass. Touch the wire, to battery, only long enough to observe movement of the compass needle. (Be aware it will get hot)As we move a compass around a magnet, the needle will point to the direction of the magnetic field. The field can be thought of as a group of imaginary lines pointing in the direction shown by the compass. These imaginary lines curve from the North Pole to the south pole of the magnet. (We can think of these lines as closed loops, with part of the loop inside the magnet and another part forming the magnetic field outside the magnet.)


+

The Electromagnet

Oersted's discovery of the relationship between electricity and magnetism led to a very important principle: when current flows in a wire (or any other conductor), it generates a magnetic field which surrounds the wire. Wrapping the wire around a piece of soft iron can strengthen the magnetic field created by the electric current. In fact, if we wrap the wire around the soft iron core several times, we can strengthen the magnetic field tremendously. This arrangement is called an electromagnet. The iron core offers an easy path for the field inside the coil, and thus provides a minimum of magnetic resistance. In essence, the core concentrates the field and, by doing so, strengthens it. Electromagnets allow magnetism to be turned on or off at will, and are currently used in many areas of modern society.

The magnetic field created by an electric current passing through a wire can be strengthened by wrapping wire around a piece of soft iron that becomes magnetized. The soft iron, of the paperclip, concentrates and strengthens the magnetic field when electric current flows through the wire. This arrangement is called an electromagnet. The iron core offers an easy path for the field inside the coil, and thus provides a minimum of magnetic resistance. Electromagnets allow magnetism to be turned on or off at will, and are currently used in many areas of modern society.

1. Take a paperclip and wrap it with wire.2. Touch bare ends of wire to AA battery. (Be aware it will get hot)3. Bring close to another paperclip.


Materials

Simple Circuit Board,7- Small magnets - - - CMS Magnetics7- Small paperclips - - http://www.staples.com/ $1.69 per 5002- Connecting wires - - Radio Shack Model: 278-1301 - Catalog #: 278-1301 $4.997- Glue dots - - - - - - - http://www.gluedots.com/display/router.aspx?DocID=2903- Christmas lights - - Betty’s Christmas House Part Number 630000 Ph. (815) 673-58246- Small paper clips http://www.staples.com/ $1.69 per 5003 - 3/8” x ½’ clear heat shrink tubing - - - www.buyheatshrink.com

Accessory Pack #2 steel wool, 3 - 10 ohm resistors, 1 diode, 1 tooth pick

Set of conductivity solutions: 10% NaCl solution (10g. /100ml)2.4% NaCl solution (2.4g/100ml.)5% Sugar solution (5g/100ml.)Distilled water

Polaroid Polapulse battery Meter - 50LE Multimeter http://www.kelvin.com

Note1. You may use any 6 volt power supply for the circuit boards. We have found that the 6 volt Polaroid Polapulse

battery, obtained from a Polaroid film pack, works well for a power source.2. All references such as 1a or 2b refer to specific locations or points on the “Simple Circuit Board” References

such as 2b-3b refer to specific connections between two points. The label 1, 2, and 3 represent the three Christmas tree light bulbs.


Ammeter Voltmeter

To read voltage: 1. Set dial to DCV 20 2. Plug black wire into COM – 3. Plug Red wire into +V

To read Amperage: 1. Set dial to 10A 2. Plug black wire into COM – 3. Plug Red wire into 10 ADC

http://www.kelvin.com/

http://www.buyheatshrink.com/

http://www.staples.com/

http://www.gluedots.com/display/router.aspx?DocID=290

http://www.radioshack.com/search/index.jsp?kwCatId=&kw=24%20gauge%20wire&origkw=24%20gauge%20wire&sr=1

http://www.staples.com/

http://www.magnet4sale.com/product.php?productid=16185&cat=357&page=1

Magnetism

Workshop Materials: Set of Test Materials, Magnetic Viewer, Reference Magnet (the south pole colored red and the north pole colored white-this is in the plastic bag with the motor kit), Two Unmarked Magnets (doggie magnets),

The Magnetic Nature of MatterMore than 2000 years ago, an iron ore called magnetite was discovered that could attract small bits of iron. The term

magnetism came to be applied to the force of attraction or repulsion between certain substances. If you were to investigate all the known materials you would find that most materials fall in the following classifications

diamagnetic materials – these are materials that are not attracted to a magnet and are sometimes referred to as nonmagnetic materials.

paramagnetic materials – these materials are weakly attracted to a magnet, however, the attraction may be so weak it is not even noticeable. These are commonly referred to as nonmagnetic materials also.

ferromagnetic materials – these are materials such as magnetite, those do-dads and souvenirs we prominently display on

our refrigerator doors, and any other materials that can be used to produce a “permanent magnet”. These are also the kinds of materials that are most strongly attracted to a permanent magnet.

Today we picture the permanent magnets as being surrounded by a magnetic field. When one permanent magnet is brought into the vicinity of another permanent magnet, the magnetic fields of the two interact with each other. It is this interaction of the magnetic fields that causes the attraction and repulsion that we observe between the magnets. When any “magnetic material” is brought into the vicinity of a magnet, the magnet induces a “temporary magnetic field” in the material causing an attraction of the material to the magnet. This is possible because of “things” that are happening at the atomic level (which we will look at later). When a “nonmagnetic material” is brought into the vicinity of a magnet, the same “things” do NOT happen (at least not to the same degree) and there is no resulting attraction between the material and the magnet. Our first goal is to determine which materials are magnetic and which are not.

Identifying- Magnetic MaterialsObtain the Set of Test Materials and test each one of them with the reference magnet. In the data sheet below

indicate which magnetic (Y) are and which are not (N). Any material that is attracted to the magnet is considered to be a magnetic material. All common magnetic materials are included in the Set of Test Materials.

Material Magnetic (Y/N) Material Magnetic (Y/N)

Aluminum Nickel

Cobalt Paper

Copper Plastic

Brass Tin

Iron Wood

Note: All of the materials that were attracted to the magnet are classified as ferromagnetic materials. All the others are classified as diamagnetic or, in the case of the aluminum and tin, paramagnetic.


Data

Magnetic FieldsWe can determine the magnetic field surrounding a magnet by using another magnet,

such as a directional compass, to physically plot the field or by using an magnetic viewer. A magnetic viewer consists of two sheets of plastic spaced slightly apart with iron filings. When placed near a magnetic field the iron filings are attracted and realign themselves in the shape of the field.

Mapping Magnetic Fields of a Magnet 1. Place a magnet on the diagram of the single magnet on the worksheet. 2. Make or obtain a magnetic viewer. (Two sheets of plastic spaced slightly apart with iron

filings) 3. Shake the magnetic viewer to adjust the iron filings evenly within the viewer. 4. Place the viewer on top of the magnet and tap the top of the viewer to adjust the iron filings in the magnetic field. 5. Formulate a statement that describes the geometry, or shape, of the magnetic field surrounding the magnet.

Mapping Magnetic Fields of Two Unlike Magnetic Poles 1. Repeat the procedure indicated above using two magnets with unlike poles facing one another.2. How does your sketch of the magnetic field compare to the original?

Mapping Magnetic Fields of Like Magnetic Poles 1. Repeat the procedure indicated above using two magnets with like poles facing one another.2. How does your sketch of the magnetic field compare to the original?


Magnetism Worksheet

Note: Your lines of magnetic force will overlap between the sections. Use a different color for each section.

Single Magnet Unlike Poles Like Poles

Summarize your findings concerning magnetic fields:


N

S

N

S

N

S

N

S

N

S

N

S

N

S

N

S

N

SS

S

N

S

N

S

N

S

N

S

N

S

N

S

N

S

N

S

N

S

N

S

S

S

N

S

Analyzing Magnetic Fields - Quiz on Magnetic Fields: Select the drawing that best represents the magnetic field.

Section A

A B C D E

Section B

A B C D E

Section C

A B C D E

Which is the correct drawing for: Section 1 Section 2 Section 3


The Structure of Magnets

To understand magnetic materials one first has to consider the structure of the atom. Our model of the atom includes the dense core (or the nucleus) containing the positively charged protons and the electrically neutral neutrons. Surrounding the nucleus, and orbiting around it like the planets orbiting the sun, are the negatively charged electrons. As these electrons orbit the nucleus we picture them spinning, or rotating, in much the same way the Earth spins on its axis, thus, the electrons are said to have “spin” (sometimes referred to as atomic spin, or magnetic spin). These motions of the electrons produce a magnetic field (in fact, it is one of the great scientific discoveries of all time that a moving electric charge produces a magnetic field).

Thus, each moving electron generates its own magnetic field. In atoms with two or more electrons, each electron is “paired together” with another electron (except for the occasional lone electron that has no one to pair up with). These two electrons have almost the same energy and are said to occupy the same energy level, or orbit (in fact, this is why they are said to be paired). The electrons in each pair usually have opposite spins, and their magnetic fields cancel each other out. However, in atoms of magnetic elements (such as iron, nickel, and cobalt), the fields do not cancel each other but instead reinforce each other (the spins are in the same direction) and, in effect, create a “tiny magnet”. These materials are the “ferromagnetic materials” we spoke of earlier. (The Latin word for iron is fermium, from which we get ferromagnetic).In these materials there is also a strong interaction, or coupling, between neighboring atoms. This strong interaction results in large groups of atoms with their electron spins pointing in the same direction. These large groups of atoms are called magnetic domains.

Magnet DomainsThe strength of a magnet is dependent upon the

number of magnetic domains that are aligned. When the magnetic domains (represented by arrows in Figure 7) are randomly arranged the material does not act as a magnet. However, when the magnetic domains in the material are lined up in the same general direction, the material does act like a magnet. The greater the alignment of the domains, the stronger is the magnet.

Models used to represent varying degrees of magnetic strength are illustrated to the right. The orderly arrangement of the tiny rectangles in the bottom illustration represents the arrangement of the domains necessary to produce a substance with north and south magnetic poles.


Nucleus

Iron

Random Aligned

Unmagnetized

Partially magnetized

Magnetized

Measuring the Strength of Magnets

Materials: 3 magnets, 2 plastic cups, 1 craft stick, 1 Jumbo paper clip (paper clip hook), 25 washers - USS standard no. 10

Procedure: 1. Turn the cups upside down and then place a tongue depressor across the cups.2. Place the magnets on top of the tongue depressor3. Bend the Jumbo paper clip into a hook.4. Place the Jumbo paper clip hook on the underside of the tongue depressor. 5. Add washers to the paper clip hook until it falls from the magnet.6. Record the number of washers when the hook fell.7. Repeat using two and three magnets.

Number

Magnets Washers

1

2

3


Temperature and Effects of Heat Energy

This unit on Heat and Temperature is designed using the discovery approach to learning, hoping to build concepts from those that the students already have when they begin the lessons. These Ideas are not meant to be pointed out to the students, but are for the teacher’s information. It is hoped that teachers will use these ideas as tools to understand where the students are "coming from."

It is hoped that by using these activities that students will develop some understanding of concepts, rather than merely memorizing terminology. Obviously, some vocabulary is necessary. Stress is put on using the terms "heat energy," "heat transfer," 'temperature change," etc. whenever possible. This may help students realize that heat is not a "substance' (The term "student" in this book refers to teacher participants in workshops as well as the students in the classes they teach.)


Sensing Temperature – The Three Tubs

Get three bowls big enough to put your hands in. Fill one of them with very warm (but not boiling) water, and fill the second with cold water. Then pour equal amounts of hot and cold water into the third bowl.

Okay now, put one hand in the warm water and the other hand in the cold water for, say, a minute. Now one at a time put your hands in the in-between bowl of water. The hand in hot water will sense cold and the hand in cold water will feel warmth. It’s hot and cold at the same time!

Actually, the water in the third bowl in not two temperatures it’s just one temperature, somewhere between very warm and cold. But it feels different to each hand. This happens every time. Our sense of temperature depends on where our body’s been. We do our best, but we’re not that good at sensing temperature all the time. That’s why we invented thermometers. Once you have a thermometer, you don’t need to touch things to see how warm or cold they are. This can be mighty handy (no hilarious pun intended).


Heat Energy Transformation (Conduction, Convection and Radiation)

Materials: elastic bands, hand drills, nails, block of wood, hammer, pieces of coat hangers, cap for 3/4 copper tubing, Superball, modeling clay, thermometers

Arranged around the room, you will find stations, each one having the materials to demonstrate the transformation of mechanical energy to heat energy. Try the experiment at each station, recording your results on this paper.

Station #1: Elastic Rands1. Touch one of the elastic bands to your upper lip, sensing its temperature.2. Remove the elastic from the vicinity of your lip, expand it rapidly, and while still stretched, once again touch it to your

upper lip. Describe the sensation on your lip.3. Was work required to stretch the elastic band?4. Identify the energy transformations that took place.

Station #2. Hammer Nail And Block Of Wood1. Hold a nail to sense its temperature, and then carefully pound the nail about 4 to 5 centimeters into the block of

wood. Identify the work required to do this.2. Using the claw part of the hammer, pull the nail out of the wood. Immediately touch the part of the nail that was

stuck in the wood. Describe the sensation.3. Identify the energy transformations that took place.

Station #3. Superball1. Very carefully place the bulb of the thermometer into the hole drilled in the. ball. Record

the temperature.________________degrees. Remove the thermometer from the ball.2. Bounce the ball against a hard surface for about 5 minutes. Take turns with the other members of your group.3. After 5 minutes, insert the bulb of the thermometer into the drilled hole. Record the temperature._______degrees.4. Identify the energy transformations that took place.

Station #4. Coat Hanger Wire Pieces1. Measure one milliliter of water into a small test tube. Secure the temperature of the water.___________degrees.2. Bend the coat hanger wire back and forth rapidly until it breaks in the middle. Quickly place the two broken ends into

the water in the test tube. Once again, record the temperature of the water. degrees.3. Describe the work done on the piece of wire.4. Identify the energy transformations that took place.

Station #5: Rubbing HandsHave students rub their hands together and observe any temperature changes which may occur.

Station #6: Styrofoam CupsShaking (2 Styrofoam cups, sand, strong tape, thermometer) 1. Fill one cup about 1/3 full of sand. Measure the temperature. 2. Invert the second cup over the first. Seal well by wrapping tape around the seam between the two cups. 3. Shake the sand back and forth inside the cups for five minutes.4. Punch a hole in the top of one of the cups. Insert the thermometer and measure the temperature of the

sand.

Station #7: Light1. Bulb (20-watt bulb, socket) - Light the bulb. Put hands at a safe distance above the bulb.2. Sun - Stand where one arm can be placed in the sun and the other in the shade. Describe what is

felt on each arm. Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene Page 25

Color and Heat Energy

Materials: sheets of red, green, yellow, blue, black, and white paper, aluminum foil (the same size as paper sheets), 7 thermometers, staples or paper clips, light source, clock or stopwatch

1 . Fold each paper sheet in half. Fasten together the open side. Push the bulb end of a

thermometer the same distance into each folded sheet.2. Place the enclosed thermometers in sunlight or underneath the light source. RECORD the initial temperature

of each thermometer in the data table.3. List, in order, the three colors that you think will warm up the fastest.

4. Use the chart below to RECORD the temperatures for each thermometer at 2-minute Intervals for 10 minutes.

Temperature at:

COLOR 0 Min 2 Min. 4 Min. 6 Min. 8 Min. 10 Min. 12 Min.

Red

Yellow

Green

Blue

White

Black

5. Were your predictions correct?

6. EXPLAIN why you think the results came out in the order that they did.

Color and Heat EnergyGrade 4 Heat, Electricity and Magnetism ©2009 ScienceScene Page 26

IDEA: PROCESS SKILLS:Different materials can absorb light Observe, Record, Predict, Explainenergy at different rates.

LEVEL: TEACHER DURATION: 30 Min.

STUDENT BACKGROUND: Students should be able to read a thermometer.

ADVANCE PREPARATION: Cut the paper into pieces approximately 6" x 9".

MANAGEMENT TIPS: Be sure to position materials so that you have the same air space between the thermometer bulb and the paper covering the bulb.This may be done outside if weather conditions permit. On a very hot day, the thermometers may rise too rapidly. Place the paper with thermometers on a piece of white paper or tag board. Also try to avoid doing this outside on a very windy day, (you may need to fasten them) as your experiment may blow away) Be certain to take into consideration latitude, time of day, ambient air temperature and time of year when establishing length of time.In the classroom, this activity may be done by placing the covered thermometers under a 100 watt bulb. Be sure to arrange them so that all colors will receive the same amount of radiation. For example: draw a circle, place the light source in the center, and put the bulb end of all thethermometer packets on the line of the circle. In the classroom, be sure to caution students not to touch the bulb, as it becomes very hot.You may wish to have the students record their predictions on the board and discuss only those colors In which the predictions were way off from the actual results. This saves the time it takes to discuss each color.

RESPONSES TOSOME QUESTIONS: 6. As radiation is absorbed, it is turned into heat energy. When using

objects made of the same material, the more radiation which is absorbed the hotter the object will became. Dark colors are generally better absorbers of radiation and light colors are poorer. Aluminum foil reflects radiation (see possible extensions).

POINTS TO EMPHASIZE INTHE SUMMARY DISCUSSION: Don't worry about the exact order of the colors. It will tend to vary with the

shade of the color. Emphasize that dark colors absorb more radiation and this radiation is changed into heat energy. White and sliver tend to reflect radiation.

POSSIBLE EXTENSIONS: Try different thicknesses of while paper or different thicknesses of black paper. Try aluminum foil and/or saran wrap.Discuss why roofs are different colors, why people dress in different colors in different climates and why people wear dark colors in winter and light colors in summer.


Absorption of Heat Energy

Materials: 3 Styrofoam cups, 3 Thermometers, water, dark soil, light sand, lamp, clock or stopwatch

1. Place equal masses of soil in one container, sand in another, and water in the third. In each container. place a thermometer with the base about one cm below the surface.

2. RECORD the temperature of each sample in the data table.3. PREDICT which material will undergo the greatest temperature change. Which material do you think will undergo

the least change?

GREATEST: _________________________ LEAST: _________________________

EXPLAIN why you made these predictions.

4. Place the containers under the lamp about 15-20 cm below the bulb and arranged so that each container is receiving the same amount of radiation. After turning on the lamp, RECORD the temperature of each substance at 2-minute intervals.

InitialTemperature

2 Min. 4 Min. 6 Min. 8 Min. 10 Min. 12 Min. 14 Min, 16 Min.

soil

Sand

Water

6. In which material was the highest temperature change recorded? Which material showed the least temperature change? Were your predictions correct?

GREATEST: _________________________ LEAST: _________________________7. On a clear day, where would it warm up the fastest: A lake, the shore, or a freshly plowed field?

8. Which of these areas would you expect to cool off the most quickly at night? Why?


Absorption of Heat Energy

Material Perceived Temperature (Place check) Actual Temperature

°CFoam Rubber __cold, __cool, __room temp., __warm, __hot

Sand __cold, __cool, __room temp., __warm, __hot

Glass Marbles __cold, __cool, __room temp., __warm, __hot

Steel Shot __cold, __cool, __room temp., __warm, __hot

Gravel __cold, __cool, __room temp., __warm, __hot

Wool Fabric __cold, __cool, __room temp., __warm, __hot

Plastic Shot __cold, __cool, __room temp., __warm, __hot

Lead Shot __cold, __cool, __room temp., __warm, __hot

Lamb's Wool __cold, __cool, __room temp., __warm, __hot

Potting Soil __cold, __cool, __room temp., __warm, __hot


Ball and Ring

Materials: metal ball and ring, small dish, candle or alcohol burner matches

1. Try to fit the ball through the ring. What happens?

____________________________________________________________________________________________________________________________________________________2. Light the candle and attach It to the dish with wax, or light the burner. Heal the ball or the ring in the flame.

3. Try to fit the ball through the ring again. What happens?

4. EXPLAIN what happened.


Ball and Ring

IDEA: PROCESS SKILLS:The addition of heat energy usually causes Observesolids to expand. The loss of heat energy Explainusually causes solids to contract. Infer

LEVEL : TEACHER DURATION: 15 Min. STUDENT BACKGROUND:

ADVANCE PREPARATION: If a metal ball and ring apparatus is not available, you can make a similar apparatus by screwing a screw and screw-eye into dowels or the erasers of pencils. The screw-eye should be slightly smaller than the head of the screw. Use pliers to adjust the eye so that the screw head will not fit except when the eye is heated.

Also, you can make a similar apparatus by wrapping un-insulated wire tightly around a marble. The marble should not drop through when placed on the wire ring, but it should drop through when the wire is heated. Make sure to retain the insulation on the end of the wire that you will hold or that the wire is long enough and secured on a dowel to prevent burning of fingers.

MANAGEMENT TIPS: An alcohol burner works taster than a candle and isless messy. (Carbon builds upon the metal when it is heated in the flame.) If you do chose to use candles, it is a good idea to line the dish with aluminum toil before mounting the candle as this makes clean-up easier.

RESPONSES TOSOME QUESTIONS: 1. The ball will fit through the ring.

3. When the ball is heated, it will not fit through the ring. If the ring is heated, the ball will fit.

4. Heat energy must cause the ball to get larger or expand for a short period of time. When heat energy is lost to the environment, the ball cools and contracts. Then the ball will again fit through the ring.

POINTS TO EMPHASIZE INSUMMARY DISCUSSION: 1. Solids expand as their temperatures increase.

2. Solids contract when their temperatures decrease.

POSSIBLE EXTENSIONS: Discuss the necessity of having expansion joints in bridges, why concrete slabs are poured in sections and why fillings must expand at the same rate as your teeth. (Note: This may be more appropriate after the entire section on expansion has been covered.)


Bi-Metallic Strip

A bi-metallic strip is used to convert a temperature change into mechanical displacement. The strip consists of two strips of different metals which expand at different rates as they are heated, usually steel and copper. The strips are joined together throughout their length riveting, brazing or welding. The different expansions force the flat strip to bend one way if heated, and in the opposite direction if cooled below its normal temperature. The metal with the higher expansion is on the outer side of the curve when the strip is heated and on the inner side when cooled.

Two metals with different thermal expansion coefficients are bonded together and wound into a spiral. The spiral will unwind or tighten depending on the temperature versus its original value.

In the regulation of heating and cooling, thermostats that operate over a wide range of temperatures the bi-metal strip is mechanically fixed and attached to an electrical power source while the other (moving) end carries an electrical contact. In adjustable thermostats another contact is positioned with a regulating knob or lever. The position so set controls the regulated temperature, called the set point.


Expansion of Liquids

Materials: 3 test tubes, 3 one-hole rubber stoppers, 3 lengths glass tubing, glycerin, water, ethyl alcohol, 500-ml beaker clamp, thermometer, rubber band, hot plate, metric ruler

(CAUTION: - Ethyl alcohol Is quite flammable. Care should be taken that It Is not placed directly over the heat source.)

Procedure:1. Fill each test tube with a different liquid: water, alcohol, and glycerin2. Lubricate the glass tubing with glycerin and carefully insert one length into each of

the stoppers.3. Insert the stoppers into the test tubes, and adjust them so that the height of the

liquid above each stopper is the same. Make sure there is no air bubble in the test tube.

4. Wrap the rubber band around the three tubes and the thermometer, and clamp them to the beaker.

5. Fill the beaker with water to within 2 cm of the top.6. MEASURE the initial temperature of the water in the beaker and the heights of the

liquid in the tubes. RECORD these measurements on a data chart.7. Place the beaker with the tubes on the hot plate and slowly heat it.8. MEASURE and RECORD the heights of the liquids in the tubes at each 5-degree rise in water temperature.

Continue heating until the water in the beaker reaches 60°C.10. What did you OBSERVE about the expansion rates of each liquid?_______________________________________

11. Create a graph from the data on the chart by plotting the height versus temperature of each liquid. You might use a different color for each liquid so that the graph will be easier to read.

Liquid Expansion (cm)Temperature (Initial + 0C)

0 5 10 15 20 25 30 35 40

Water

Glycerin

Alcohol

12. COMPARE the rates of expansion of the liquids. EXPLAIN any differences._______________________________

13. Using your graph, PREDICT the height for each liquid at 75°C.

WATER = _____________ GLYCERIN = _____________ ALCOHOL = _____________


Hot Plate

RubberBand

Expansion of Liquids


Rise of Liquid(cm)

Temperature (0C)

20 25 30 35 40 45 50 55 60 65 70 75

The Expansion of Liquids

IDEA: PROCESS SKILLS:The addition of heat energy usually causes Predict Experimentliquids to expand. The loss of heat energy Observe Inferusually causes liquids to contract. Analyze Data Record .Control Variables Graph

LEVEL: TEACHER DURATION: 45 Min.

STUDENT BACKGROUND: Knowledge of expansion of solids or gases.

ADVANCE PREPARATION: This lab is best done with students working with one or two partners, but could be done as a demonstration it enough equipment is not available. (The activity should be done only as a demo with elementary age children.)Materials should be collected in advance. It may be best to insert the glass tubing into the rubber stoppers for the students prior to the activity. Students will then only have to adjust the tubes so that the liquid level is the same. Even so, students should use glycerin to lubricate the glass tubing, and should handle the tubing with a towel.

MANAGEMENT TIPS: Students with prior experience in labs should be able to create their own charts and graphs. Less-experienced students can be given copies of blank charts and graphs on which to record their data. (See attached.)

PRECAUTION: ETHYL ALCOHOL IS FLAMMABLE. Have a fire extinguisher nearby whenever fire is used. Discuss safety precautions prior to doing this activity.

RESPONSES TOSOME QUESTIONS: 10. Each liquid expands at a different rate.

12. Students should observe that the alcohol expands at the greatest rate and that water expands at the least rate. Students should inter that thermal expansion is a characteristic property of each liquid and that this may help distinguish between liquids.

13. Students should extend the lines on the graph to make their predictions.

POINTS TO EMPHASIZE INTHE SUMMARY DISCUSSION: 1. Liquids expand when heated.

2. Different liquids expand at different rates when heated.

POSSIBLE EXTENSIONS: Discuss what relative tube heights one would have to use to make a thermometer using water as compared to alcohol.


Lava Lamps and Hand Boilers

Lava Lamps

If you look inside a motion lamp when it's turned off, you'll find a solid waxy compound on the bottom of the globe. This solid compound is only a little denser than the surrounding liquid compound. When you turn on the light at the base of the globe, here is what happens:

The solid quickly turns into a liquid and expands, giving it a lower density than the surrounding liquid.

A warm blob is now slightly less dense than the surrounding liquid, so it rises to the top of the globe.

Because it is farther away from the heat source, the blob cools slightly, becoming more dense than the surrounding liquid (it does not cool down enough to change back into a solid, however).

The blob sinks to the bottom of the globe, where it heats up enough to rise again.

Hand Boilers How does it work?

When the liquid in the bottom bulb is heated by your hand, an increase in temperature creates an increase in pressure which causes the liquid to move up the tube to the top bulb. When enough liquid transfers from the bottom bulb, alcohol vapor is forced up the tube, causing the liquid in the top bulb to appear to "boil."

What does it teach?In a closed container, as the temperature goes up, so does the pressure. As the temperature increases, the molecules of gas in the container move faster which increases the pressure. As the pressure increases in one of the chambers, the liquid will be pushed into the other one. Notice how hand temperature varies in different people, and compare your data with others in your group. Then decide who's hot and who's not!


Demonstration in Expansion of GassesTeabag Rocket

Convection Currents in Action

Science conceptHot air is less dense than surrounding cooler air and can be pushed upwards by the cooler air and can carry small particles (like ash or dust).

Special instructionsTeachers should conduct their own risk assessment of this activity.Class time required: 10 minutes

MaterialsTeabags Lighter or match Scissors

Procedure1. Remove the staple and unfold the teabag or using the scissors cut the top of the tea bag off just below the staple.

This will give you a flat edge that will allow your rocket to stand vertically.2. Unfold the teabag and pour the tea into a pile on a flat surface. Flatten the pile of tea to make a launch pad. 3. Place your fingers inside the paper and try to make it as round as possible. 4. Stand it up on a table (vertical) on tour tea launch pad. Shut all doors, windows and make sure everyone watching

does not talk or move as this can knock over the rocket. 5. Use a lighter or match to ignite the top of your rocket and slowly walk back. 6. If you have done it correctly after its 2/3 is burnt the rocket should float up into the air all by itself and then

disappear.

What's happening?When the paper tube burns, the heat of the flame causes the surrounding air to become warmed. The molecules, of the warmed air expand and become lighter and less dense than the surrounding cooler air. The denser or cooler air pushes the less dense air upwards carrying the very lightweight, fine ash of the burned tea bag. The movement of the warmed air is an example of convection current. This looks like the tea bag has launched from the tabletop like a rocket.


Egg in the Milk Bottle

Experiment Objectives: To develop a sense of curiosity that leads to developing observation skills. To experience the effects of high pressure vs. low pressure Equipment:

Materials:Three hard-boiled eggs per class, (remove the shell) One glass gallon jar with a small neck (about 1 1/2 in, in diameter) I use an old fashioned milk bottle. Use any glass bottle that has an opening slightly smaller than your eggs. I use a little vegetable oil around the mouth of the bottle and some around the diameter of the egg. This will ease the egg into to the bottle so it doesn't break. Matches, Paper towels

Procedure:1. Light a small piece of paper towel and immediately place it in bottle/container. The paper should fall to the bottom of

the bottle heating the air inside the bottle. 2. Quickly put egg lightly on the opening and watch. There will be a PLOP sound - cool!

What is happening?Two things happen when the burning paper is placed into the bottle. First the heat warms the air causing it to expand

and second the flame uses up the oxygen inside the jar. When the egg is placed on top of the bottle the flame continues to burn for a short while and then goes out. The oxygen has been depleted and the air, in the bottle, begins to cool causing the air pressure in the bottle to decrease. The egg will dance or jump around on top of the bottle. The higher air pressure on the outside will push the egg into the jar. The students will think it is sucked in. This is NOT true. It is pushed!

Getting the egg out of the bottleHow do you get the egg out? Hold the jar upside-down so the egg is pointed out the opening. Create a high air

pressure inside the jar by blowing hard into it. The high air pressure inside the jar will push the egg back out the small opening. Practice this! Blow as hard as you can for about 10 seconds then move the bottle quickly and voila the egg FLIES out of the bottle.


Crushing Soda Cans

MaterialsAluminum soda can, Tub of cold water, Hot plate or other heat source, Tongs

Steps1. Place approximately 1 -2-cm of water in a soda can.2. Heat approximately the water, in the bottom of a soda can, until water vapor emerges from the opening of the soda

can.3. After the water has boiled for about 30 seconds, remove the can from the heat using a set of tongs.4. Immediately invert the can to insert the end, of the soda, can with the opening into a tub of cold water. 5. The can is immediately crushed.

How does it work?Let’s start by clearing up the big misconception. That “stuff” coming out of the can when you heat it on the stove is NOT steam. Contrary to popular belief, you cannot see steam. Why? Because steam is a colorless, invisible gas that is 400 degrees F. If you were to accidentally touch steam, you would be faced with severe burns. What is that gas that we see? It’s called water vapor.

Here’s the real scoop on the science of the imploding can: Before heating, the can was filled with water and air. By boiling the water, it changed states from a liquid to a gas. This gas is called water vapor. The water vapor pushed the air that was originally inside the can out into the atmosphere. When the can was turned upside down and placed in the water, the water vapor condensed and turned back into the water. Water molecules in the liquid state are many, many times closer together than molecules in the gas state. All of the water vapor that filled up the inside of the can turned into only a drop or two of liquid, which took up much less space. This small amount of water cannot exert much pressure on the inside walls of the can, so the pressure of the air pushing from the outside of the can is great enough to crush it. The sudden collapsing of an object toward its center is called an implosion. Hey, air pressure is powerful!


Observing the Expansion of Air

An interesting demonstration illustrating the expansion of air is the observation of the expansion and contraction of a balloon secured on the mouth of a soft drink bottle. When the bottle is placed in hot water, the balloon will expand. However, when the bottle is placed in ice water, the balloon contracts into the bottle.


Heat Mobile


Summary of Heat and Temperature (Discussion)

For the present, let's define temperature as simply "that quantity which is measured by a thermometer." The definition of heat is not quite as simple. Heat is the process by which energy is transferred from a hotter substance to a colder substance when they are in thermal contact. The energy transferred by this process is often referred to as heat energy. Thermal contact means that somehow, heat energy is able to transfer from one object to the other object. For example, the cold drinks in a quality ice chest are not in good thermal contact with the air outside of the ice chest and vice versa.

One object must be hotter than another (it must have a higher temperature) in order for there to be a transfer of heat energy. When there is no longer a temperature difference, there will no longer be a heat energy flow. Therefore, heat energy will be transferred until the objects come to the same temperature. This temperature is sometimes called the equilibrium temperature. The condition of having come to the same temperature is sometimes called a "state of equilibrium" or simply "equilibrium".

Let's review some examples of heat energy transfer:1 . When you rub your hands together, they become warm. The enemy of motion of your hands is transformed by

friction to make your hands warm. The heat energy flows from your hands to the cooler surrounding air.

2. When you turn on an electric stove and hold your hand near It, your hand becomes warm. Electrical energy is transformed to make the electric coils warm. The heat energy flows from the hot coils to your cooler hand (and to the cooler surrounding air).

3. Your body can warm up the surrounding area. Chemical enemy of foods is transformed by your body to keep your body at 98.6°F. Most of the time, the surrounding air is cooler than 98.6°F. Therefore, your body will transfer heat energy to the air.

4. A flame gives off heat energy. A flame is one indication that a chemical reaction (oxidation) is taking place. The products of this chemical reaction (when a flame is present) are hotter than the surrounding air. They are so hot, that they glow a yellow-orange color. Therefore, heat energy will be transferred from the hot chemical products to the cooler surrounding air.

5. Radiation from the sun can make an object warm. In the sun, nuclear energy is released which make the sun much hotter than the space and planets around it. The sun gives off this energy in the form of radiation. Because this radiation makes objects warm, you say that heat energy has been transferred from the sun to the objects.

6. Radiation from a light bulb can make your hand warm. Electrical enemy is transformed to make the wire in the light bulb hot. The wire is so hot that it glows a while-yellow color. The energy in this wire is therefore given off in the form of radiation. Because this radiation can warm up your hand, you say that heat energy has been transferred from the wire On the light bulb) to your hand.

Many of the activities showed that sometimes certain objects get hotter than others, even though they were all exposed to the same heat source. How can this be?


There are two kinds of reasons:1 . Some objects are better than others at absorbing certain kinds of energy. For example, from one activity you

inferred that darker colored objects absorbed light energy at a faster rate compared to lighter-colored objects. So even though all pieces of colored paper were exposed to the same source of energy, they absorbed different amounts of energy.

2. Often two objects can absorb the same amount of energy, but have different Increases in temperature. There are three possible situations.

a. The objects are made of the same material, but you have a different amount (mass) of each. For example, you can add a certain amount of heat energy to a small cup of water by putting it over aflame for one minute. Suppose its temperature increased by 30°C. Now if you put a large pot of water over the same flame for one minute so that it receives the same amount of heat energy as the small cup, you would find that the large pot of water hardly changed temperature at all. Why? (Because more material requires more heat energy to warm it up.)

b. The objects have the same mass, but they're made of different materials. The activity with the rock and water showed that some objects can have the same temperature, but they can transfer different amounts of heat energy. This is because of the way the different objects store their energy. Just a little energy will make a 50-g rock change 10°C. But you need to give 50-g of water a lot more energy to make its temperature increase by 100C because of the way the water stores the energy. Because different materials store their energy differently, they can transfer different amounts of heat energy. The materials have different heal capacities. Water has a very high heat capacity compared to most other materials.

c. The objects may be made of the same material and have the same mass, but one is at a temperature where It is undergoing a change of state. For example, consider 100 g of water at 500C and another container with 100 g of water at 1000C. Suppose heat energy is added to both containers by putting them on identical hot plates turned to the same setting. In the 500C water, the heat energy will raise the temperature of the water. In the 100°C water (which is the boiling point of water) the heat energy is used to change the water from a liquid to a gas. The temperature does not change; it remains at 1000C until all the water has changed to a gas. Once it is all in the gaseous state, then the heat energy is used. to raise the temperature of the gas. Similarly, if you have 50 g of ice at 0°C, the melting point, and 50 g of cool water at 5°C and you add heat energy to each, the ice will begin to melt remaining at 0° until it is entirely liquid. Only then will the temperature begin to rise. The 50 water will heat up immediately because there is no change of state to "use up" the heat energy.

The above discussion points out how heat is different from temperature because it is possible for objects to be at the same temperature, but transfer different amounts of heat (and vice versa). One useful way to think of the distinction between heat and temperature is the following:

If I have a hot object with a certain temperature and I cut the object in half, the temperature of the "half object" is the same as the original temperature. With temperature it doesn't matter how much material you have. (This is what is meant when science texts write about the intensity of temperature)"

"If you could measure the heat which will be transferred from the hot object as it cools oft, you would find that the "half object" would transfer half as much heat as the whole object. With heat it does matter how much material you have.


HEAT RADIATION DUE TO COLOR - Answers

Time Black Can White Can Silver Can

0 93.0 93.0 93.0

5 80.5 83.0 84.0

10 74.0 77.0 80.0

15 70.0 73.0 76.8

20 66.0 69.2 73.5

25 62.5 65.5 71.0

30 59.5 62.5 68.0

35 57.0 59.5 66.0

40 54.5 57.0 63.8

45 53.0 55.2 62.0

50 51.0 54.0 61.2

55 49.0 51.5 58.5

60 47.2 49.5 57.0

65 46.0 48.0 55.2


35.0

45.0

55.0

65.0

75.0

85.0

95.0

0 5 10 15 20 25 30 35 40 45 50 55 60 65

Heat Radiation Due to Color

Black

Silver

White

Appendix 1Physical Science Materials Vendor List

Operation Physics SupplierArbor ScientificP.O. Box 2750Ann Arbor, Michigan

48106-27501-800-367-6695

Astronomy Learning Technologies, Inc.Project STAR59 Walden StreetCambridge, MA 021401-800-537-8703

The best diffraction grating I've found

ChemistryFlinn Scientific Inc.P.O. Box 219Batavia, IL 605101-708-879-6900

Discount Science Supply (Compass)28475 Greenfield RoadSouthfield, Michigan 48076Phone: 1-800-938-4459Fax: 1-888-258-0220

Educational ToysOriental Trading Company, Inc.P.O. Box 3407Omaha, NE 681031-800-228-2269

Laser glasses

KIPP Brothers, Inc.240-242 So. Meridian St.P.O. Box 157Indianapolis, Indiana 462061-800-832-5477

Rainbow Symphony, Inc. 6860 Canby Ave. #120Reseda, California 913351-818-708-8400

Holographic stuff

Rhode Island Novelty19 Industrial LaneJohnston, RI 029191-800-528-5599

U.S. Toy Company, Inc.1227 East 119th Grandview, MO 640301-800-255-6124

Electronic KitsChaney Electronics, Inc.P.O. Box 4116Scottsdale, AZ 852611-800-227-7312

Electronic Kits

Mouser Electronics958 N. MainMansfield, TX 76063-4871-800-346-6873

All Electronics Corp.905 S. Vermont Av.Los Angeles, CA 900061-800-826-5432

Radio ShackSee Local Stores

LasersMetrologicColes Road at Route 42Blackwood, NJ 080121-609-228-6673

laser pointers

MagnetsThe Magnet Source, Inc.607 South GilbertCastle Rock, CO. 801041-888-293-9190

Dowling MagnetsP.O. Box 1829/21600 Eighth StreetSonoma CA 954761-800-624-6381

Science Stuff - General Edmund Scientific101 E. Gloucester PikeBarrington, NJ 08007-13801-609-573-6270

Materials for making telescopes

Marlin P. Jones & Associates, IncP.O. Box 12685Lake Park, Fl 33403-06851-800-652-6733

Natural Wonders

Nature Store

Flea Markets


Garage Sales


Appendix 2Physical Science Grade Level Content Expectations

K-7 Standard Science Processes

Inquiry Process

S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.04.11 Make purposeful observations of heat, electricity and magnetism.

S.IP.04.12 Generate questions based on observation of heat, electricity and magnetism.

S.IP.04.13 Plan and conduct simple and fair investigations to compare and contrast heat, electricity and magnetism.

S.IP.04.14 Manipulate simple tools (for example, thermometer, stop watch/ timer) to measure temperature.

S.IP.04.15 Make accurate measurements with appropriate units (degrees, Celsius, Fahrenheit, minutes, seconds) in.

S.IP.04.16 Construct simple charts and graphs from data information collected about fuel types.

Inquiry Analysis and Communication

S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.

S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.04.11 Summarize information from charts and graphs to answer questions about kinds of fuel that are used to heat buildings.

S.IA.04.12 Share ideas about heat, electricity and magnetism through purposeful conversation in collaborative groups.

S.IA.04.13 Communicate and present findings of investigations that describe the strength of magnets and their uses.

S.IA.04.14 Develop research strategies and skills for information gathering and problem solving about heat energy, electricity sources, global climate changes and uses of electromagnets.

S.IA.04.15 Compare and contrast sets of data from multiple trials of an investigation on magnets and their strengths to explain reasons for differences.

Reflection and Social Implications

S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.

S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.04.11 Demonstrate similarities and differences in uses of heat, electricity and magnetism through various illustrations, performances or activities.

S.RS.04.14 Use data/samples as evidence to separate fact from opinion about electricity and magnetism.

S.RS.04.15 Use evidence when communicating, comparing and contrasting the types of heat uses of electricity and uses of magnetism.

S.RS.04.16 Identify technology used in everyday life to measure temperatures.

S.RS.04.17 Identify current problems about heat and electricity sources that may be solved through the use of technology.

S.RS.04.19 Describe how people such as Michael Faraday, Thomas Edison, and Enrico Fermi have contributed to science throughout history and across cultures.


Appendix 3Physical Science Grade Level Content Expectations

Grade 4 Science Standards, Statements, and Expectations

Students enter the fourth grade with prior knowledge regarding energy in the context of sound and light as examples of energy. Heat and electricity are introduced as additional forms of energy, as well as describing energy in terms of evidence of change or transfer. Students have intuitive notions that energy is necessary to get things done and that humans get energy from food. Children are not expected to understand the complex concept of energy at this level. By experimenting with light and sound (third grade) and heat, electricity and magnetism in fourth grade, students begin to recognize evidence of energy through observation and measurement of change. Through multiple experiences with simple electrical circuits, heat transfer, and magnetism, students make simple correlations and describe how heat is produced through electricity, identify conductors of heat and electricity, and explain the conditions necessary to make an electromagnet.The content expectations for physical science conclude with the study of properties of matter that can be measured and observed, states of matter, and changes in states of matter through heating and cooling.

Energy

P.EN: Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth.

P.EN.E.1: Forms of Energy- Heat, electricity, light, and sound are forms of energy.

P.EN.04.12: Identify heat and electricity as forms of energy.

P.EN.E.4: Energy and Temperature- Increasing the temperature of any substance requires the addition of energy.

P.EN.04.41: Demonstrate how temperature can be increased in a substance by adding energy.

P.EN.04.42: Describe heat as the energy produced when substances burn, certain kinds of materials rub against each other, and when electricity flows through wire.

P.EN.04.43: Describe how heat is produced through electricity, rubbing, and burning.

P.EN.E.5: Electrical Circuits- Electrical circuits transfer electrical energy and produce magnetic fields.

P.EN.04.51: Demonstrate how electrical energy is transferred and changed through the use of a simple circuit.

P.EN.04.52: Demonstrate magnetic effects in a simple electric circuit.

P.PM.E.5 Conductive and Reflective Properties – Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity.

P.PM.04.53 Identify objects that are good conductors or poor conductors of heat and electricity.

P.PM.E.3 Magnets – Magnets can repel or attract other magnets. Magnets can also attract certain magnetic objects at a distance.

P.PM.04.33 Demonstrate magnetic field by observing the patterns formed with iron filings using a variety of magnets.

P.PM.04.34 Demonstrate that magnetic objects are affected by the strength of the magnet and the distance from the magnet.


Appendix 4Grade 4 Grade Level Mathematics Expectations

Math Integration in Heat, Electricity, and Magnetism

MeasurementM.UN.04.01 Measure using common tools and select appropriate units of measure.M.PS.04.02 Give answers to a reasonable degree of precision in the context of a given problem. M.TE.04.03 Measure and compare integer temperatures in degrees.

Data and ProbabilityD.RE.04.01 Construct tables and bar graphs from given data.


Documents

sciencescene.com › The MAP Company › Uncle U U'… · Web view3. Plug Red wire into 10 ADC. To read voltage: 1. Set dial to DCV 20. 2. Plug black wire into COM – 3. Plug Red