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- Review last week’s activity on thermal conductors/insulators; moon activity

TODAY’S OUTCOMES:. SUN AND MOON ; HEAT. - Review last week’s activity on thermal conductors/insulators; moon activity - Begin class activity on the effects of “warm” and “cold” objects in a room - Investigate thermal equilibrium and the effects of different amounts of material on heat.

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- Review last week’s activity on thermal conductors/insulators; moon activity

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  1. TODAY’S OUTCOMES: SUN AND MOON ; HEAT - Review last week’s activity on thermal conductors/insulators; moon activity - Begin class activity on the effects of “warm” and “cold” objects in a room - Investigate thermal equilibrium and the effects of different amounts of material on heat

  2. Students in Melbourne, Australia see the moon a half day before we would in Kentucky. So, while the moon is in the same phase at any instant in time when viewed from anywhere, the phases in Australia (and the correlating rise/set times) would be about a half day off for a given date. 6. Suppose students in Melbourne, Australia were also studying the moon. How would their moon observations for today differ from ours? Or would they differ at all?

  3. Flash Website showing phases of the moon: http://astro.unl.edu/naap/lps/animations/lps.swf (Good way to study how the moon forms phases)

  4. Metal feels “cold” because it is a conductor of heat - it conducts heat away from your body, whereas an insulator “holds” the heat in the region you are in contact with. 6. Why does metal feel cold? 7. Give four examples from around the house where objects are made of a particular material because it is a poor thermal conductor: 1) A pot or pan handle (you don’t want heat from the stove to burn your hand!) 2) Insulation in your exterior wall (you don’t heat inside your house to get out in the winter!) 3) A thick sweater (you don’t want body heat to escape into the cold outside air!) 4) An oven mitt......(examples keep going on.....)

  5. Whole Class Activity: Is fur warm? Is glass cool? Furry mittens or woolly socks make you warm. What effect do they have on a thermometer? About predictions: The activities in the section on temperature and energy will frequently call for "a prediction." We do this because these activities take a while and you don't want to have to repeat them. Reading through the instructions, thinking through the activity, and working out the implications of what you already know about temperature and energy will help ensure that you do a meaningful experiment. Your "prediction" doesn't have to be right, but it should be well-considered. We’re going to wrap up thermometers in various ways and leave them until the beginning of class next time. Before we start, the thermometers all read the same temperature. What will they read when we look again? The thermometers will be stored as follows: One thermometer will be wrapped up in a sock. One thermometer will be sealed in a bag with some water. One thermometer will be wrapped with aluminum foil. One thermometer will be covered with sand in a glass jar. One thermometer will be left unwrapped, lying on a paper towel.

  6. WHAT YOU ARE EXPECTED TO KNOW: - Why a day for the moon is not the same as a day for the sun - How moon observations differ in different parts of the world - The difference in behavior between a thermal insulator and conductor

  7. TODAY’S OUTCOMES: SUN AND MOON ; HEAT - Review last week’s activity on thermal conductors/insulators; moon activity ✓ - Begin class activity on the effects of “warm” and “cold” objects in a room - Investigate thermal equilibrium and the effects of different amounts of material on heat

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