9P.2.3.4 Heat
Describe and calculate the quantity of heat transferred between solids and/or liquids, using specific heat, mass and change in temperature.
Explain the role of gravity, pressure and density in the convection of heat by a fluid.
Compare the rate at which objects at different temperatures will transfer thermal energy by electromagnetic radiation.
Overview
MN Standard in Lay Terms
Heat is a form of energy associated with the motion of atoms or molecules and can be transferred in three ways: conduction, convection, and radiation. Heat transfer can occur only if a temperature difference exists, and then only flow toward the region of lower temperature.
Big Idea
Heat is understood as a transfer of energy on the atomic or molecular level by collisions between molecules, along vibrations of lattice structures within a solid object that has a temperature variation within its structure, a transfer of energy between objects that are in thermal contact, transport by flow of matter, or by electromagnetic radiation. These transfers increase the average kinetic energy and distance between molecules of a phase, indicated macroscopically by a temperature increase, or the heat transfer process may simply increase the relative distance between atoms or molecules such as during a phase change.
In a gravity field, pressure inside a fluid varies as the depth and allows for the occurrence of a buoyant force. When heating decreases the density of a portion of a fluid, the buoyant force allows the liquid, (or air in our atmosphere), to rise upwards starting the convective process. In artificial weightlessness, boiling, because of the lack of this convective process, becomes very interesting as shown in this link from NASA.
A major factor influencing the rate of cooling of an object is its temperature above its surroundings. Heat transfer happens at a faster rate for objects that are at higher temperatures than their surroundings. A practical implication of this is, for instance, is that the higher you keep your temperature inside your house in the winter, the faster you will transfer heat out, leading to a greater rate of energy usage
MN Standard Benchmarks
9P.2.3.4.1 Describe and calculate the quantity of heat transferred between solids and/or liquids, using specific heat, mass and change in temperature.
9P.2.3.4.2 Explain the role of gravity, pressure and density in the convection of heat by a fluid.
9P.2.3.4.3 Compare the rate at which objects at different temperatures will transfer thermal energy by electromagnetic radiation.
The Essentials
A video showing how to light a match with steam (9P.2.3.4.1)
This work is licensed under a Creative Commons Attribution-NonCommercial 2.5 License.
This means that you are free to copy and reuse any of my drawings (noncommercially) as long as you tell people where they're from
See this page.
Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.
2) AAAS Benchmarks of Science Literacy and Atlas:
from Benchmarks Online - Project 2061 - AAAS (Physical Setting)
Energy Transformation (4E):
4E/H1 - Although the various forms of energy appear very different, each can be measured in a way that makes it possible to keep track of how much of one form is converted into another. Whenever the amount of energy in one place diminishes, the amount in other places or forms increases by the same amount. (9P.2.3.4.1)
4E/H2 - In any system of atoms or molecules, the statistical odds are that the atoms or molecules will end up with less order than they originally had and that the thermal energy will be spread out more evenly. The amount of order in a system may stay the same or increase, but only if the surrounding environment becomes even less ordered. The total amount of order in the universe always tends to decrease. (9P.2.3.4.1)
4E/H3 - As energy spreads out, whether by conduction, convection, or radiation, the total amount of energy stays the same. However, since it is spread out, less can be done with it. (9P.2.3.4.1) (9P.2.3.4.2) (9P.2.3.4.3)
4E/H7 - Thermal energy in a system is associated with the disordered motions of its atoms or molecules. (9P.2.3.4.1)
4E/H8 - In a fluid, regions that have different temperatures have different densities. The action of a gravitational force on regions of different densities causes them to rise or fall, creating currents that contribute to the transfer of energy. (9P.2.3.4.2)
4E/H9 - Many forms of energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on the separation between mutually attracting or repelling objects. (9P.2.3.4.1)
4E/H10 - If no energy is transferred into or out of a system, the total energy of all the different forms in the system will not change, no matter what gradual or violent changes actually occur within the system. (9P.2.3.4.1)
NAEP
Science Framework for the 2009 National Assessment of Educational Progress, U.S. Department of Education, 2009.
Energy Transfer and Conservation
The fact that energy is conserved can be demonstrated by keeping track of the familiar forms of energy as they are transferred from one object to another. Quantitative accounting is complex; however, on a qualitative basis, both the ability to trace energy transfer and the understanding that energy is conserved (grade 8) are of great explanatory and predictive value. Chemical reactions either release energy to the surroundings or cause energy to flow from the surroundings into the system (grade 12). The Sun as the main energy source for the Earth provides an opportunity at all grade levels to make important connections between the science disciplines.
P12.8: Atoms and molecules that compose matter are in constant motion (translational, rotational, or vibrational). (9P.2.3.4.1) P12.9: Energy may be transferred from one object to another during collisions. (9P.2.3.4.1) P12.10: Electromagnetic waves are produced by changing the motion of charges or by changing magnetic fields. The energy of electromagnetic waves is transferred to matter in packets. The energy content of the packets is directly proportional to the frequency of the electromagnetic waves. (9P.2.3.4.3) |
P12.12: Heating increases the translational, rotational, and vibrational energy of the atoms composing elements and the molecules or ions composing compounds. As the translational energy of the atoms, molecules, or ions increases, the temperature of the matter increases. Heating a sample of a crystalline solid increases the vibrational energy of the atoms, molecules, or ions. When the vibrational energy becomes great enough, the crystalline structure breaks down and the solid melts. (9P.2.3.4.1.) |
Common Core Standards:
Math standards
(8.1.1.5) Express approximations of very large and very small numbers using scientific notation; understand how calculators display numbers in scientific notation. Multiply and divide numbers expressed in scientific notation, express the answer in scientific notation, using the correct number of significant digits when physical measurements are involved.
For example: (4.2×104)×(8.25×103) = 3.465×108 , but if these numbers represent physical measurements, the answer should be expressed as 3.5×108 because the first factor, 4.2×104 , only has two significant digits.
(9.2.1.4) Obtain information and draw conclusions from graphs of functions and other relations.
Students can plot data of heat and temperature to analyze the phase changes of a container of water.
(9.2.2.1) Represent and solve problems in various contexts using linear and quadratic functions.
Students can calculate the final temperature of a mixture of ice and warm water.
(9.2.2.3) Sketch graphs of linear, quadratic and exponential functions, and translate between graphs, tables and symbolic representations. Know how to use graphing technology to graph these functions.
(9.3.1.3) Understand that quantities associated with physical measurements must be assigned units; apply such units correctly in expressions, equations and problem solutions that involve measurements; and convert between measurement systems.
For example: 60 miles/hour = 60 miles/hour × 5280 feet/mile × 1 hour/3600 seconds = 88 feet/second.
(9.3.1.5) Make reasonable estimates and judgments about the accuracy of values resulting from calculations involving measurements.
For example: Suppose the sides of a rectangle are measured to the nearest tenth of a centimeter at 2.6 cm and 9.8 cm. Because of measurement errors, the width could be as small as 2.55 cm or as large as 2.65 cm, with similar errors for the height. These errors affect calculations. For instance, the actual area of the rectangle could be smaller than 25 cm2 or larger than 26 cm2, even though 2.6 × 9.8 = 25.48.
(9.4.1.3) Use scatterplots to analyze patterns and describe relationships between two variables. Using technology, determine regression lines (line of best fit) and correlation coefficients; use regression lines to make predictions and correlation coefficients to assess the reliability of those predictions.
(9.4.2.3) Design simple experiments and explain the impact of sampling methods, bias and the phrasing of questions asked during data collection.
2010 Minnesota Academic Standards - English Language Arts K-12
Curriculum and Assessment Alignment Form
Grades 11-12 Literacy in Science and Technical Subjects
Minnesota Academic Standards: Language Arts
Anchor Standard | Benchmark |
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. |
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 3. Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 4. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. |
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
6. Assess how point of view or purpose shapes the content and style of a text. | 6. Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unresolved. |
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. |
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. |
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |
10. Read and comprehend complex literary and informational texts independently and proficiently. | 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently. |
Misconceptions
- The thermal energy of an object is not related to the material the object is made of (Herrmann-Abell & DeBoer, 2009).
- The thermal energy of an object is not related to the mass of the object (Wiser, 1986; Herrmann-Abell & DeBoer, 2009).
- Only things that are warm or hot have thermal energy (Herrmann-Abell & DeBoer, 2010).
- When two objects at different temperatures are in contact with each other, thermal energy is transferred from the warmer object to the cooler object and "coldness" or "cold energy" is transferred from the cooler object to the warmer object (AAAS Project 2061, n.d.).
- The average distance between the atoms or molecules of a substance remains the same when the temperature of the substance changes (AAAS Project 2061, n.d.).
- When water boils, the bubbles formed during boiling contain air, not water in the gas state (Osborne et al., 1983; Renstrom et al., 1990; Bar et al., 1991; Johnson, 1998a; Chang, 1999).
- Increasing the speed of the atoms or molecules of a substance does not change the temperature of the substance (AAAS Project 2061, n.d.).
- Atoms or molecules of a solid are not moving (Lee et al., 1993; Novak & Musonda, 1991).
Vignette
(9P.2.3.4.3)
Ms. H has been working with her students on heat concepts. Her students have studied and performed experiments on determining specific heats of some different metals by the mixing method and have seen demonstrations of heat transfer by conduction. Today she wants to combine the idea of heat transfer by conduction with the idea of heat transfer by radiation. She begins the lesson by heating a piece of metal until it is red hot with the room lights out. After removing it from the flame she asks the students to write down their observations as the metal heats up and as it cools. Once the metal is no longer glowing she turns the lights back on and asks the students whether or not the metal is still hot? How do they know? The students gather around the sample. She asks a couple to bring their hands near it but warns them not to touch it. Obviously they can feel the heat and express that. How is the heat getting to their hand? She hands out a couple of infrared thermometers and asks some other students to point them at the sample and report the temperature. How are the readings changing with time? How do the thermometers detect what we can't see or feel at the same distance?
Next the students break into groups and Ms. H has them explore NASA's Cool Cosmos Web Site about infrared radiation. The students break into groups and review, read and summarize their learning about heat processes using these pages at Cool Cosmos. After a discussion and summary of the ideas on these pages Ms. H directs the students attention to this image collection and these videos inspiring discussion about objects at different temperatures. She asks students about this one in particular
image found here
"Unless otherwise noted, images and video on Spitzer public web sites (public sites ending with a spitzer.caltech.edu address) may be used for any purpose without prior permission, subject to the special cases noted below. Publishers who wish to have authorization may print this page and retain it for their records; The Spitzer Science Center does not issue image permissions on an image by image basis."
and asks students why they think that people are directed to keep their thermostats as low as possible in the winter if they want to save on heating bills? How might it relate to heat loss and energy use? Have any families had a home or business energy audit that may have included this technology to identify heat loss in their home or business?
The next lesson involves students exploring the idea of the rate of heat loss and its relationship to the starting temperature of a material. Lab groups are given identical beakers of water and thermometers or temperature probes. Each group is assigned to heat their water to a different temperature such as (100 °C, 90°C, 80°C, 70°C, 60°C, 50°C etc.) before removing the beaker from the hot plate and setting it on a piece of styrofoam. The students time how long it takes their sample of water to cool 10°C. When every group is finished they place their data on the board at the front of the class. The class then plots the starting temperatures on the y axis and the time it took to cool 10 °C on the x axis. The students conclude that the trend shows that the water samples starting at a higher temperature cool faster. The lesson wraps up with a discussion about home heating and temperature settings using a resource such as the U.S. Department of Energy.
Resources
Suggested Labs and Activities
The Physics Front :Heat and Temperature
The Physics Front provides high quality resources for the teaching of physics and physical sciences courses. You may search or browse the Physics Front in order to find materials appropriate for your physics classes. Additionally, registering will allow you to share your experiences using materials. The Physics Front is a free service provided by the American Association of Physics Teachers in partnership with the NSF/NSDL.
An great activity using and building simple lava lamps to explain gravity, pressure, density, and convection (9P.2.3.4.2)
excerpt from article
"Lava lamps contain two liquids that are similar in density. In our case these were mineral oil and alcohol. Understanding the density of these two chemicals and how their density changes with changing volume is essential. A lava lamp's "lava oozing motion" occurs because of a combination of convection currents and the changing density of the "lava material." When the light is turned on, heat causes both liquids to undergo a volume expansion, but the mineral oil changes volume more rapidly than the alcohol, thus causing the oil to start floating upward. Since the heat source causes expansion, and since convection currents are present in the alcohol, one would think that the top of the system would be the hottest. It is not. Mainly because of the surface area of the tapered bottle that allows for cooling and hence the mineral oil contracts, gets more dense, and returns to the bottom of the bottle. This is where it starts the oozing motion process again. Measuring fluid density and making solutions having specific density values also is important in the building process. Exact data from my students are not essential in this paper since this was an "exploration-based" project, but for readers who want more specific instructions and "numerical data," Hubscher1 and Hodges2 both do an excellent job with detailed measurements and calculations."
The Physics Teacher -- April 2008 -- Volume 46,issue 4, pp. 219
Lava Lamp
Todd R. Leif Cloud County Community College, Concordia, KS
Lesson focuses on how thermometers have been impacted by engineering over time, and also how materials engineering has developed temperature sensitive materials. Student teams design and build a temperature gauge out of everyday products and test a variety of materials for thermal properties. Students evaluate the effectiveness of their temperature gauge and those of other teams, and present their findings to the class.
Vernier Investigations:
Vernier technology is a source of data collection that allows students to accurately predict and analysis data. The links below are the complete labs as posted by Vernier Software and Technology.
Newton's Law of Cooling (9P.2.3.4.3) - Test Newton's law of cooling using heated water temperature data. Use Newton's law of cooling to predict the temperature of cooling water at any time.
A Heat Engine: Relating Work to the PV Cycle Benchmark (9P.2.3.4.1) - Explore how work done by an engine that raises a 200 gram mass during each of its cycles is related to the area enclosed by its P-V graph.
PASCO "Physics with the Xplorer GLX"
Activity 30 - Transfer of Energy (9P.2.3.4.3)
PDF (2.2 MB) Measure the change in temperature of equal amounts of water that have the same initial temperature, and are in two similar metal cans that have different surfaces. Determine which surface transfers thermal energy fastest.
Activity 31 - Specific Heat of an Unknown Metal (9P.2.3.4.1)
PDF (88 KB) Determine the specific heat of a metal object and identify the metal based on its specific heat.
Activity 32 - Latent Heat of Vaporization (9P.2.3.4.1)
PDF (1.2 MB) Determine the amount of thermal energy contained in a specific quantity of steam (one gram) at a specific temperature (100 deg C).
Activity 33 - Latent Heat of Fusion (9P.2.3.4.1)
PDF (260 KB) Determine the amount of thermal energy needed to change one gram of ice into water at 0 deg
Additional resources or links
The Book of Phyz by Dean Baird
An online resource of Physics Activities: Heat
The Physics Classroom: Resource for both teachers and students. Website is sectioned into Read/Watch/Interact, Practice/Review, and Teacher Tools.
The distinction between heat and temperature is thoroughly explained. Methods of heat transfer are explained. The mathematics associated with temperature changes and phase changes is discussed; its application to the science of calorimetry is presented. (9P.2.3.4.1) (9P.2.3.4.2) (9P.2.3.4.3)
The Thermal Physics Gallery features photos of thermometers, icicles, IR photography, and thermal images of homes that illustrate the concepts associated with heat, temperature and heat transfer. This gallery coordinates with both lessons of the Thermal Physics chapter of The Physics Classroom Tutorial
123Physics: Regents Review Questions, Physics Lessons, Videos, and Physics Clipart
ComPADRE is filling a stewardship role within the National Science Digital Library for the educational resources used by broad communities in physics and astronomy. This partnership of the American Association of Physics Teachers (AAPT), the American Astronomical Society (AAS), the American Institute of Physics/Society of Physics Students (AIP/SPS), and the American Physical Society (APS) helps teachers and learners find, and use, high quality resources through collections and services tailored to their specific needs.
Use your knowledge of physics to put these videos to the test!
Inspired by Rhett Allain's physics explanations at Dot Physics, Dan Meyer's blog series "What Can You Do With This?", and Dan's TEDx plea for a math curriculum makeover, I have been collecting video clips that are prime for my physics students to analyze.
Videos are categorized by topic to help teachers locate videos for the concepts at hand. Several videos are listed under multiple topics. The videos are presented without any further questions other than "Physics win or physics fail?" (real or fake?)
If you are looking around for some good labs to use or to tweek, check this site out. Items have been put here for physics teachers, by physics teachers, and range from first-year high school physics to AP material. The emphasis is on labs, but explanatory material is also available. The University sources on the bottom will direct you to even more great material. The collection of materials is growing all of the time.
Vocabulary/Glossary
Absolute zero - Defined as the temperature at which the molecules have zero kinetic energy, which is why it is impossible for anything to be colder.
Blackbody - A body that will emit all of the thermal radiation it can and absorb 100% of the thermal radiation striking it. Most real physical objects have surface emissivities less than 1 and do not have perfect blackbody surface properties.
British thermal unit (BTU) - The amount of energy or heat needed to increase the temperature of one pound of water one degree Fahrenheit.
Convection - Transfer of heat from a region of higher temperature to a region of lower temperature by the displacement of high-energy molecules-for example, the displacement of warmer, less dense air (higher kinetic energy) by cooler, denser air (lower kinetic energy)
Density - The mass per unit volume.
Gravity - is a nature phenomenon by which physical bodies are attracted with a force proportional to their mass and inversely proportional to the distance square between the objects.
Kilocalorie - The amount of energy required to increase the temperature of one kilogram of water one degree Celsius: equivalent to 1,000 calories
Latent heat of vaporization - The heat absorbed when one gram of a substance changes from the liquid phase to the gaseous phase, or the heat released when one gram of gas changes from the gaseous phase to the liquid phase
Latent heat of fusion - The quantity of heat required to convert one unit mass of a substance from solid to the liquid state at its melting point (without any change in its temperature) is called its latent heat of fusion (L). The SI unit of latent heat of fusion is J kg-1.
Latent heat - Refers to the heat hidden in phase changes
Pressure - is the force per unit area applied perpendicular to the surface of an object.
Radiant energy - The form of energy that can travel through space; for example, visible light and other parts of the electromagnetic spectrum
Radiation -The transfer of heat from a region of higher temperature to a region of lower temperature by greater emission of radiant energy from the region of higher temperature
Specific heat, c - A material property that indicates the amount of heat energy a body stores for each degree increase in temperature, on a per unit mass basis. Its units are J/kg-K or cal/g-C.
Temperature - The temperature of a material is a measure of the average kinetic energy of the molecules that make up that material.
Thermal conductivity, k -A material property that describes the rate at which heat flows within a body for a given temperature difference. Its units are W/m-k.
The Blackbody Radiation Simulation at University of Colorado Boulder PHET
How does the blackbody spectrum of the sun compare to visible light? Learn about the blackbody spectrum of the sun, a light bulb, an oven, and the earth. Adjust the temperature to see the wavelength and intensity of the spectrum change. View the color of the peak of the spectral curve.
Benchmark 9P.2.3.4.3
The States of Matter Simulation at University of Colorado Boulder PHET
Watch different types of molecules form a solid, liquid, or gas. Add or remove heat and watch the phase change. Change the temperature or volume of a container and see a pressure-temperature diagram respond in real time. Relate the interaction potential to the forces between molecules.
Benchmark 9P.2.3.4.1
Web Based Instructional Videos:
The Annenburg Foundation's Mechanical Universe Collection Video on Demand
This series helps teachers demystify physics by showing students what it looks like. Field trips to hot-air balloon events, symphony concerts, bicycle shops, and other locales make complex concepts more accessible. Inventive computer graphics illustrate abstract concepts such as time, force, and capacitance, while historical reenactments of the studies of Newton, Leibniz, Maxwell, and others trace the evolution of theories. The Mechanical Universe helps meet different students' needs, from the basic requirements of liberal arts students to the rigorous demands of science and engineering majors. This series is also valuable for teacher professional development.
Annenburg Videos: Workshop 3. Transfer and Conversion of Energy (9P.2.3.4.3)
HippoCampus is a project of the Monterey Institute for Technology and Education (MITE). The goal of HippoCampus is to provide high-quality, multimedia content on general education subjects to high school and college students free of charge. This site could be used in conjunction with your course to help teach the standards at various levels.
Temperature and Heat 9P.2.3.4.1
Conduction 9P.2.3.4.1
Convection 9P.2.3.4.2
Radiation 9P.2.3.4.3
Evaporation and Melting 9P.2.3.4.1
Boiling and Melting 9P.2.3.4.1
Retro videos which are funny and engaging from the mad science type professor Julius Sumner Miller. Your students will enjoy him.
Win/Fail Physics!
Use your knowledge of physics to put these videos to the test!
Inspired by Rhett Allain's physics explanations at Dot Physics, Dan Meyer's blog series "What Can You Do With This?", and Dan's TEDx plea for a math curriculum makeover, I have been collecting video clips that are prime for my physics students to analyze.
Videos are categorized by topic to help teachers locate videos for the concepts at hand. Several videos are listed under multiple topics. The videos are presented without any further questions other than "Physics win or physics fail?" (real or fake?)
Assessment
Assessment of Students
Peer Instruction: A User's Manual, (Mazur, Eric, Harvard University, Prentice Hall, 1997) - conceptual questions for using Student Response Systems.
(9P.2.3.4.2) 1. Which one of the following processes of heat transfer require the presence of a fluid or a gas?
a. conduction
b. radiation
c. convection
d. thermal emission
Answer C
(9P.2.3.4.1) 2. The transfer of heat by molecule-to-molecule contact:
a. Concave refraction
b. Convection
c. Radiation
d. Conduction
Answer
(9P.2.3.4.3) 3. The sun emits its greatest intensity of radiation in:
a. the visible portion of the spectrum
b. the infrared portion of the spectrum
c. the ultraviolet portion of the spectrum
d. the x-ray portion of the spectrum
Answer A
(9P.2.3.4.1) 4. In a space suit without an external heat source what would happen to you in the 1000°F upper atmosphere?
a. You would burn up by the heat.
b. You would freeze to death by the lack of heat.
c. You would not feel anything because of the suit.
d. You would be crushed by the extreme pressures.
Answer B
(9P.2.3.4.2) 5. Heat transfer that involves mass movement such as an open window in winter is:
a. conduction.
b. radiation.
c. convection.
d. temperature.
Answer C
(9P.2.3.4.3) 6. The Sun's rays are transmitted to Earth by means of
a. transmittance.
b. conduction of energy.
c. convection of particles from the.
d. electromagnetic radiation.
e. sound waves carrying energy
Answer D
(9P.2.3.4.1) 7. Which statement about heat and temperature is true?
a. A kg of boiling water at sea level and a kg of iron at 100 deg C contain the same amount of heat energy.
b. A kg of boiling water at sea level and a kg of iron at 100 deg C are at the same temperature.
c. A kg of boiling water at sea level contains less heat than a kg of iron at 100 deg C.
d. A kg of boiling water at sea level contains less heat than a kg of iron at 150 deg C.
Answer B
(9P.2.3.4.1) 8. Temperature measures what property of an object?
a. the heat energy of the object
b. the kinetic energy (motion of the molecules) of the object
c. the density of the molecules in the object
d. the specific heat of the object
Answer B
(9P.2.3.4.1) 9. Which one of the following could hold the least amount of heat energy?
a. a kilogram of Concrete
b. a kilogram of Silver
c. a kilogram of Wood
d. a kilogram of Water
Answer D
(9P.2.3.4.1) 10. How many calories of heat are required to raise the temperature of 4 kg of water from 50°F to the boiling point?
a. 6.5 x 105
b. 3.6 x 105
c. 15 x 105
d. 360
e. 4 x 104
Answer B
(9P.2.3.4.1) 11. How much heat (in kilocalories) is needed to convert 1 kg of ice into steam?
a. 640
b. 180
c. 720
d. 360
e. 620
Answer C
(9P.2.3.4.1) 12. A block of ice with mass mice = 1 kg at 0 C is dump into a 1 kg container of boiling water at 100 C. What is the final temperature of the mixture?
a. 0 C
b. 10 C
c. 50 C
d. 60 C
Answer B
(9P.2.3.4.1) 13. Latent heat:
a. is always involved with a phase change
b. depends on whether the substance is a solid or liquid
c. is associated with the specific heat of water
d. is equivalent to the kinetic energy of the material
(9P.2.3.4.1) 14. A pane of glass has dimensions of 1 m x 1 m with a thickness of 1 cm. How much heat is conducted through the glass in 1 minute if the inside temperature is 25 C and the outside temperature is -20C ( k = 0.84 J/m*s*C for glass)
a. 250 J
b. 1350 J
c. 2.4 x 104 J
d. 2.2 x 105 J
e. 1.36 x 107 J
Answer
(9P.2.3.4.1) 15. Which one of the following processes of heat transfer require the presence of a fluid or a gas?
a. conduction
b. radiation
c. convection
d. thermal emission
Answer C
(9P.2.3.4.1) 16. A quantity of heat energy is required to vaporize a mass of ice (m = 1 gm) at 0 C?
(Lf= latent heat of fusion ;c = specific heat of water ; Lv = latent heat of vaporization)
The expression for calculating the heat required is:
a. Q = m*(c)*(100 C) + m*Lf*(100 C) + m*Lv*(100 C)
b. Q = m*(c)*(100 C) + m*Lv
c. Q = m*(c)*(100 C) + m*Lf + m*Lv
d. Q = m*(c)*(373 C) + m*Lf + m*Lv
Answer C
17. The actual heat required to vaporize the ice is
a. 180 calories
b. 640 calories
c. 720 calories
d. 990 calories
Answer C
(9P.2.3.4.2) 18. Which of the following is an example of convection?
A. The heat of the sun warming our planet
B. The heat from an electric stove warming a frying pan
C. Ice cubes cooling a drink
D. A microwave oven cooking a meal
E. An overhead fan cooling a room
Answer E
(9P.2.3.4.1) 19. Which of the following properties must be known in order to calculate the amount of heat needed to melt 1.0 kg of ice at 0ºC?
I. The specific heat of water
II. The latent heat of fusion for water
III. The density of water
A. I only
B. I and II only
C. I, II, and III
D. II only
E. I and III only
Answer D
(9P.2.3.4.1) 20. 1 kg of cold water at 5ºC is added to a container of 5 kg of hot water at 65º C. What is the final temperature of the water when it arrives at thermal equilibrium?
A. 10ºC
B. 15ºC
C. 35ºC
D. 55ºC
E. 60ºC
Answer D
Assessment of Teachers:
Modeling Instruction in High School Physics, Chemistry, Physical Science, and Biology
Materials and readings for teacher discussion and use for professional development
The Modeling Method of High School Physics Instruction has been under development at Arizona State University since 1990 under the leadership of David Hestenes, Professor of Physics. The program cultivates physics teachers as school experts on effective use of guided inquiry in science teaching, thereby providing schools and school districts with a valuable resource for broader reform. Program goals are fully aligned with National Science Education Standards. The Modeling Method corrects many weaknesses of the traditional lecture-demonstration method, including fragmentation of knowledge, student passivity, and persistence of naive beliefs about the physical world. Unlike the traditional approach, in which students wade through an endless stream of seemingly unrelated topics, the Modeling Method organizes the course around a small number of scientific models, thus making the course coherent. In 2000 the program was extended to physical science and in 2005 to chemistry, by demand of committed teachers.
Differentiation
Strategies from The Inclusive Classroom: Teaching Mathematics and Science to English-Language Learners, (Jarrett, Denise, Northwest Regional Educational Laboratory, Nov. 1999)
Thematic Instruction: Theme-based units can help ELL students connect prior knowledge to language and real-world applications.
Cooperative Learning: Students use language related to task, while conversing and tutoring one another.
Inquiry and Problem Solving: Inquiry and problem solving can be used prior to proficiency in English. Inquiry approaches in science can help student's language acquisition as well as their content knowledge.
Vocabulary Development: Students learn the meaning of words best during investigations and activities, instead of as a vocabulary list.
Modify Speech: Teachers can help ELL students by using an active voice, limiting new terms, using visual support, and paraphrasing or repeating difficult concepts. Slowing down speech, speaking clearly, and using a simple language structure will help ELL students with understanding.
Make ELL Students Feel Welcome: Encourage ELL students to express ideas, thought, and experiences. Focus on what student is say, not how they say it.
Parents/Admin
Administrators
Ideas adapted from (Daniels, H, Hyde, A, Zemelman, S, & Heinmann, Initials. (2005). Best practice: Today's standards for teaching and learning in America's schools. Portsmouth,NH:)
If observing a lesson on this standard, administrators might expect to see:
1. Students being challenged to think about how different objects transfer heat energy and temperature.
2. Students testing their understanding of heat energy with investigations or solving real-life scenarios using the concepts and associated equations.
3. Students taking responsibility for their own learning.
4. Students working in collaborative groups, analyzing, synthesizing, and defending conclusions.
5. Students sharing explanations for the results of investigation and their understanding of concepts.
6. Students continuously assessing and being assessed on their understanding of heat energy transfer and temperature change.
7. Students' concepts are being built on prior knowledge of energy, temperature, mass, gravity, pressure and density.