Lesson 1 | Thermal Energy, Temperature, and Heatimages.pcmac.org/SiSFiles/Schools/AL/SatsumaSchools/SatsumaHigh... · Thermal Energy 9 Copyright © Glencoe/McGraw-Hill, a division

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Student Labs and Activities Page

Launch Lab 8

Content Vocabulary 9

Lesson Outline 10

MiniLab 12

Content Practice A 13

Content Practice B 14

Math Skills 15

School to Home 16

Key Concept Builders 17

Enrichment 21

Challenge 22

Skill Practice 23

Lesson 1 | Thermal Energy, Temperature, and Heat

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How can you describe temperature?Have you ever used Fahrenheit or Celsius to describe the temperature? Why can’t you just make up your own temperature scale?

Procedure 1. Read and complete a lab safety form.

2. Use a ruler and a permanent marker to divide a clear plastic straw into equal parts. Number the lines. Give your scale a name.

3. Add a room-temperature colored alcohol-water mixture to an empty plastic water bottle until it is about 1/4 full.

4. Place one end of the straw into the bottle with the tip just below the surface of the liquid. Seal the straw onto the bottle top with clay.

5. Place the bottle in a hot water bath, and observe the liquid in your straw. Record your observations in the Data and Observations section below.

Data and Observations

Think About This 1. Why is it important for scientists to use the same scale to measure temperature?

2. Key Concept What are some ways to make the liquid in your thermometer rise or fall?

Launch Lab LESSON 1: 15 minutes

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Thermal Energy, Temperature, and HeatDirections: In the puzzle below, each number will correspond to one letter of the alphabet. For example, 14 = I. Shaded letters will not be used. Crack the code by using the clues for hints. After you read the clues and fill in the blanks, complete the chart with the number that corresponds to each letter you have used.

A B C D E F G H I J K L M

14

N O P Q R S T U V W X Y Z

1. the energy an object has because it is moving

I I

7 14 3 4 13 14 1 4 3 4 5 12 8

2. the sum of the kinetic and potential energy of all the particles that make up an object

13 6 4 5 9 2 15 4 3 4 5 12 8

3. use a thermometer to measure this

13 4 9 11 4 5 2 13 16 5 4

4. energy stored in an apple hanging from a tree

I

11 10 13 4 3 13 14 2 15

4 3 4 5 12 8

5. when you enter a warm home on a cold day, you can feel this

6 4 2 13

Content Vocabulary LESSON 1


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Thermal Energy, Temperature, and Heat A. Kinetic and Potential Energy

1. Any moving object has energy.

2. The energy that is stored due to the interactions between objects or particles is

called energy.

3. A moving soccer ball that has been kicked into the air has kinetic energy

and energy; together they make up the

energy of the ball.

B. What is thermal energy?

1. The that make up matter have kinetic energy and potential energy.

2. The sum of the kinetic energy and the potential energy in the particles that make

up an object is called energy.

3. Thermal energy describes the of the particles in solids, liquids, and gases.

C. What is temperature?

1. Scientists define temperature in terms of energy.

2. The average kinetic energy of the particles that make up a material is the

of the material.

a. A material with a(n) temperature has particles that have a greater average kinetic energy than a material with a(n)

temperature.

b. Particles whose average kinetic energy is large are moving at a(n)

average speed than particles whose average kinetic energy is smaller.

3. Two materials can have the same temperature but different

energy. For example, ice and water have the

same average kinetic energy, but liquid water has thermal energy because its particles have greater potential energy than those of ice.

Lesson Outline LESSON 1


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4. A(n) is used to measure temperature.

a. A(n) thermometer has a liquid that

and rises in a(n) tube

when its temperature goes up; the liquid and its level drops when the temperature goes down.

b. A(n) thermometer measures the resistance in an electronic circuit and converts this measurement into

a(n) .

5. Scientists around the world use the scale.

a. Water freezes at ºC and boils

at ºC.

b. Scientists also used the Kelvin scale; water freezes at K

and boils at K.

c. The lowest possible temperature for any material is called

zero and is K; at this temperature the particles in a material would not be moving and would have no

energy.

D. What is heat?

1. is the movement of thermal energy from a warmer

object to a(n) object.

2. All objects have energy, but heating occurs only when

energy is transferred from one object to another object.

a. The rate at which heating occurs depends on the difference in

between two objects; the greater the difference, the

heat is transferred.

b. Heating continues until all substances that are in

have reached the same .

Lesson Outline continued


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How do temperature scales compare?If someone told you it was 2°C or 300 K outside, would you know whether it is warm or cold?

Procedure

LESSON 1: 10 minutesMiniLab

1. Lay a ruler across Figure 4 of your textbook so that it lines up with the temperatures at which water freezes. Record the temperatures in the table

shown in the Data and Observations section below.

2. Repeat step 1 for the other three values in the table.

Data and Observations

Celsius (°C) Fahrenheit (°F) Kelvin (K)

Water freezes

Room temperature

Light jacket weather

Hot summer day

Analyze and Conclude 1. Estimate Imagine that it is snowing outside. What might the temperature be in degrees

Celsius? In Kelvin?

2. Key Concept Why doesn’t the Kelvin scale include negative numbers?


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Thermal Energy, Temperature, and Heat Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once.

Content Practice A LESSON 1

1. the energy of motion

2. the sum of the kinetic energy and the potential energy in the particles that make up a material

3. energy stored in the interactions between objects or particles

4. represents the average kinetic energy of the particles that make up a material

5. the movement of thermal energy from a warmer object to a cooler object

A. thermal energy

B. temperature

C. heat

D. kinetic energy

E. potential energy

Directions: Answer each question or respond to each statement on the lines provided.

6. Describe the relationship between the average kinetic energy and air temperature.

7. What tool is used to measure temperature?

8. List three temperature scales. Then write the boiling and freezing points of water on each scale.

9. On what does the rate at which heating occurs depend?


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Thermal Energy, Temperature, and Heat Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms may be used more than once or not at all.

bulb closer farther fast greater

kinetic lesser slow stored temperature

thermal 0 K 100 K

1. Anything that moves has energy.

2. Potential energy is in the interactions between objects or particles.

3. The the particles in an object are from each other, the

the potential energy will be.

4. The air’s temperature depends on how the air particles move.

5. Temperature represents the average energy of particles.

6. Temperature and energy are related, but they are not the same.

7. A thermometer is a common type of thermometer.

8. If a material is at , the particles in the material are not moving and do not have kinetic energy.

9. The rate at which heating occurs depends on the difference in between the two objects.

LESSON 1Content Practice B


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Convert Between Temperature Scales Temperature is a measure of the average kinetic energy on the molecules in a material. Two common temperature scales are Fahrenheit and Celsius.

To convert from Fahrenheit to Celsius, use the formula:

°C = (°F - 32)

________ 1.8

To convert from Celsius to Fahrenheit, use the formula:

°F = (°C × 1.8) + 32

Convert 113°F to Celsius.

Step 1 Identify what you want to find and the value given in the problem.You want to convert the given, 113°F, to Celsius degrees.

Step 2 Substitute the values into the correct formula and solve. Work inside the parentheses first.

To convert from Fahrenheit to Celsius, use the formula with Celsius degrees on the left side.

°C = (113 - 32)

_________ 1.8

°C = 81 ___ 1.8

°C = 45

A temperature of 113°F is equivalent to 45°C.

Practice

Math Skills LESSON 1

1. Convert 140°F to Celsius.

2. Convert 25°C to Fahrenheit.

3. A temperature of 100°C is equivalent to what Fahrenheit temperature?


5. If a solution has a temperature of −20°C, what is the temperature of the solution in degrees Fahrenheit?

6. A cup of tea has a temperature of 158°F. What is the temperature of the tea in degrees Celsius?

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Thermal Energy, Temperature, and HeatDirections: Use your textbook to respond to each statement.

1. Thermal energy and temperature are terms that people often confuse. Although they are related, they are not the same.

Define thermal energy and temperature.

2. When an ice cube melts in a glass of water, the ice and the water have the same temperature but different amounts of thermal energy.

Explain why the ice and water have different amounts of thermal energy if they have the same temperature.

3. Kinetic energy and potential energy are components of thermal energy. Kinetic energy and potential energy are also components of mechanical energy.

Explain how mechanical energy and thermal energy can be different if they have the same components.

4. If you have ever held a cup of hot cocoa in your hands, you’ve experienced the movement of thermal energy.

Identify the term used to describe the movement of thermal energy and describe the direction in which thermal energy always moves.

School to Home LESSON 1

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Key Concept Builder

Thermal Energy, Temperature, and HeatKey Concept How are temperature and kinetic energy related?

Directions: Complete the chart with the correct information in the space provided.

Term Definition Characteristics

Kinetic energy 1. 2.

Temperature 3. 4.

Directions: On each line, write the phrase that correctly completes each sentence.

5. If the average kinetic energy of the air is high, then

.

6. If the average kinetic energy of the air is low, then

.

7. A location’s temperature is warm if the particles that make up the air have

.

8. The temperature is cold if

.

9. Temperature is represented by

.

LESSON 1

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Key Concept Builder LESSON 1

Thermal Energy, Temperature, and HeatKey Concept How are heat and temperature related?

Directions: Use the diagram to answer each question or respond to each statement on the lines provided.

1. At what temperature on the Celsius scale does water freeze?

2. List room temperature on all three temperature scales.


4. Convert 75°C to Fahrenheit.

5. At what temperatures on the Fahrenheit scale does water freeze?

°F

0

120

°C K

20

10

0

10

20

30

40

50

273

100

80

60

40

20

308

283

293


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Thermal Energy, Temperature, and Heat Key Concept How do heat and thermal energy differ?

Directions: Complete the chart by writing each phrase or statement under the correct heading. Some phrases or statements may be used more than once.

All objects do not have heat.

the movement of thermal energy from a warmer object to a cooler object

Since particles that make up matter are in constant motion, they have energy.

All objects have thermal energy.

the sum of kinetic energy and the potential energy in the particles that make up a material

When you heat something, thermal energy transfers from one object to another.

Thermal Energy Heat

Differences

Similarities



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Thermal Energy, Temperature, and HeatKey Concept How are heat and temperature related?

Directions: Answer each question or respond to each statement in the space provided.

Question Answer

1. Define temperature.

2. How do scientists define temperature?

3. Explain how thermal energy and temperature differ.

4. Describe one of the two processes for measuring temperature.

5. Use a real-life example to explain heat.

6. How does the difference in temperatures between two objects affect heating?



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Lord Kelvin (William Thomson)

Enrichment

Applying Critical-Thinking SkillsDirections: Answer each question.

1. Analyze How did Thomson’s development of an absolute scale of temperature change science?

2. Infer “Hubris” is excessive pride, whether deserved or undeserved. Was Lord Kelvin’s statement about new discoveries in physics an indication of hubris? Explain your reasoning.

William Thomson was born in 1824 in Belfast, Ireland. He was an intellectually gifted youth and began high-school level classwork by the age of 10. At 16, he became fascinated with Fourier’s The Analytical Theory of Heat. His study of this work was the start of a lifelong involvement with mathematics that eventually led to the development of what we now know as the Kelvin scale of temperature.

Academic GiftsThroughout his life, Thomson studied

astronomy, chemistry, mathematics, and physics. He soon became known as an excellent student. In 1841, Thomson entered Cambridge University at the age of 17. There he studied with some of the most important mathematicians, physicists, and engineers of the day. He published several papers while at Cambridge and was given many awards and fellowships.

By the time he finished at Cambridge, his interests were concentrated in the areas of heat, electricity, and magnetism. In 1846, Thomson became the chair of natural philosophy (physics) at the University of Glasgow. He held this post until 1899.

AchievementsWhile he was at Glasgow, Thomson

began to collaborate with others in studies

of thermodynamics. These studies led him to propose an absolute scale of temperature in 1848. This scale became known as the Kelvin Scale after 1892, when Thomson received the title Baron Kelvin of Largs.

Thomson discovered how gases cool when they expand, called the Joule-Thomson effect. Among his most famous work is his contribution to the laying of a telegraph cable under the Atlantic. For this project, he invented a telegraph receiver, a compass, and an instrument for measuring tides and calculating tide tables. These achievements made him wealthy, gained him membership to the Royal Society, and earned him the title of Sir William Thomson from Queen Victoria in 1866.

Hubris and Limited ForesightThomson, now Lord Kelvin, calculated

the age of Earth based on its rate of cooling. When his estimate did not correlate with those of other scientists, he denied the accuracy of the other scientists’ work. He declared that Earth was too young for these theories to have merit based on his own scientific calculations.

Seven years before his death in 1907 he declared with confidence that “There is nothing new to be discovered in physics now.”

LESSON 1

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Challenge

How to Conserve Heat Last year, your friend had science class in the same room that you have science class in

this year. He complained that in the winter, part of the room was cold. You told him that you would find out why and present your findings to your class. You will develop a series of several—at least five—steps to take to maintain warmth in your classroom during the winter.You will need the following materials:1 outdoor thermometer or four if they are available1 poster boardcolored markers

Procedure: 1. Draw a map of your classroom on the poster board. Sketch furniture and other large

pieces of furniture. Mark the location of windows and doors.

2. Take the temperature in at least four zones inside your classroom. Record the temperatures and mark them on your map, indicating start of class.

3. In 20 minutes, take the temperatures in your zones again. Mark them on your map, indicating 20 minutes.

4. On your map, show by using your colored markers which areas are consistently warmer and which areas are consistently cooler. Use red or orange for warmest. Then use yellow, green, and finally blue for the coolest.

5. Write a summary of your findings. Describe which areas are coolest. Are they near windows or an outside door? How can heat be lost through a window? Which areas are warmest? Which method of heat transfer is making other areas warmer? Describe how the forced- air heater moves heat through the room.

6. Research the steps that you can take to reduce heat loss in a room. Make a list of at least five steps that you can recommend to reduce heat loss in your classroom.

LESSON 1

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How do different materials affect thermal energy transfer? You might have noticed that thermal energy moves more easily through some substances than others. For example, juice stays colder in a foam cup than in a can. How does the container’s material affect how quickly thermal energy moves through it?

Materials 100-mL graduated cylinder

2 thermometers

Also needed: rubber band, 1-L square plastic container, test containers (metal can, glass jar, plastic jar, foam cup, ceramic cup), hot water, room-temperature water, cardboard square

Learn ItTo form a hypothesis is to propose an explanation for an observation. The explanation should be testable. One way to test a hypothesis is by gathering data that shows whether the hypothesis is correct.

Try It 1. Read and complete a lab safety form.

2. Observe the test containers. Write a hypothesis that explains why you think a certain material will slow the transfer of thermal energy more than others.

3. Use the table on the next page to record your data.

4. Each lab group will test one container. Stand your test container in the center of a 1-L plastic container.

5. Add 125 mL of hot water to the test container. Measure and record the water’s temperature.

6. Add room-temperature water to the plastic container until the level in both containers is equal. Measure and record the room temperature water’s temperature.

7. Place a cardboard square over the test container. Use two thermometers to take the temperature of the water in both containers every 2 min for 20 min. Record your data in your table.

8. Compare your data with the data gathered by the other teams. Rank the test containers from slowest to fastest thermal energy transfer.

Form and Test a HypothesisSkill Practice LESSON 1: 30 minutes

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°C 0min

2min

4min

6min

8min

10min

12min

14min

16min

18min

20min

Temp in test container

Temp in outer container

Apply It 9. Analyze Data Did your data support your hypothesis? Why or why not?

10. Key Concept What happened to the thermal energy of the water in the test container? Why did this happen?

Skill Practice continued

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Documents

Lesson 1 | Thermal Energy, Temperature, and Heatimages.pcmac.org/SiSFiles/Schools/AL/SatsumaSchools/SatsumaHigh... · Thermal Energy 9 Copyright © Glencoe/McGraw-Hill, a division