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HEAT: Convection & Conduction

HEAT: Convection & Conduction. Convection – Interconnections pg. 167 Conduction – Interconnections pg. 163 Heat Stations Conductors and Insulators Lab. Microorganisms. Microorganisms – Interconnections pg. 15 Microbes – Interconnections pg. 25. CONVECTION. Objectives and Indicators

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HEAT: Convection & Conduction

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  1. HEAT: Convection & Conduction Convection – Interconnections pg. 167 Conduction – Interconnections pg. 163 Heat Stations Conductors and Insulators Lab Microorganisms • Microorganisms – Interconnections pg. 15 • Microbes – Interconnections pg. 25

  2. CONVECTION Objectives and Indicators • Describe the movement of heat from warmer objects to cooler objects by conduction and convection. • Observe and describe, with the use of models, heat energy being transferred through a fluid medium by convection currents. ILOs • Predict results of an investigation based on prior data. • Describe or explain observations carefully and report with pictures, sentences, and models.

  3. CONVECTION • ENGAGE: Use a story… Last night it was so hot in my upstairs bedroom that I couldn’t sleep. I grabbed my pillow and went to sleep in the basement. Finally, I could fall asleep. I wondered, why is it cooler in the basement on a hot day? • EXPLORE:Demonstration Pencil Shavings in Water • Questions While You Wait: • When you open the refrigerator where does the cold air go? • In the winter, when you have the heater on, where does the hot air go? • What happens to molecules as they heat up?

  4. CONVECTION • EXPLAIN: Why do the pencil shavings travel in a circle? How is heat transferring in this demonstration? KEY IDEA: Convection is the transfer of heat in gases and liquids. Hot gases and liquids rise, while cooler gases and liquids will sink.

  5. CONVECTION • ELABORATE: Convection Model 1. Use 3 Styrofoam cups, turned upside down to hold your clear plastic tray. • Carefully pour room temperature water in the tray. • Fill another Styrofoam cup with boiling water. • Use a pipette to place about three drops of food coloring on the bottom of your clear plastic tray. Squeeze it out very slowly. • Carefully slide the Stryrofoam cup of boiling water under the pile of food coloring. • Observe the food coloring. In your notebook record what you see. • EVALUATE: Why did the food coloring rise? Why did the food coloring start to sink when it reached the top of the water?

  6. CONDUCTION Objectives and Indicators • Describe the movement of heat from warmer objects to cooler objects by conduction and convection. ILOs • Plan and conduct simple experiments. • Describe or explain observations carefully and report with pictures, sentences, and models.

  7. CONDUCTION Engage: Observations of warm water and ice Explore: Melting Ice Challenge Explain: Class discussion. Which method melted the most ice?

  8. Heat Transfer Stations Objectives • Investigate the movement of heat between objects by conduction, convection and radiation. ILOs • Use scientific language in oral and written communication. • Distinguish between examples and non-examples that have been taught.

  9. Conductors and Insulators Lab Objectives • Compare materials that conduct heat to materials that insulate the transfer of heat energy. ILOs • Given the appropriate instrument measure in the metric system. • Record data accurately given the appropriate form.

  10. CONDUCTORS AND INSULATORS Engage: Discuss insulation, or why you wear a winter coat. Introduce the terms: conductor and insulator. Explore: Lab investigation Explain: Eureka – Conductors and student conclusions Elaborate/Extend: What would happen if you used ice water instead of hot water?

  11. Heat Assessment Ideas • Problem of the Week (developed from UTIPS) • Formative Assessment Probe

  12. Microorganisms What are the needs of living thing? What are microorganisms? How do microorganisms meet their needs? In which environments do microorganisms thrive? How are microorganisms helpful? How are they harmful? Pulling It All Together: Whathave famous experiments taught us about microorganisms? How can I design and conduct an investigation to determine a microorganism’s ideal environment?

  13. 4 - Slowly lower the cover slip on top of the drop. Cover Slip Lower slowly 5 – Place the slide on the stage and view it first with the red-banded objective. Once you see the image, you can rotate the nosepiece to view the slide with the different objectives. You do not need to use the stage clips when viewing wet-mount slides! How to make a wet-mount slide … 1 – Get a clean slide and coverslip from your teacher. 2 – Place ONE drop of water in the middle of the slide. Don’t use too much or the water will run off the edge and make a mess! 3 – Place the edge of the cover slip on one side of the water drop. From: www.sciencespot.net

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