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The Heat Is On!

The Heat Is On!. 3C Conference. S3P1. Students will investigate how heat is produced and the effects of heating and cooling and will understand a change in temperature indicates a change in heat.

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The Heat Is On!

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  1. The Heat Is On! 3C Conference

  2. S3P1. Students will investigate how heat is produced and the effects of heating and cooling and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction) and mixing one thing with another. b. Investigate how insulation affects heating and cooling. c. Investigate the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperature of water samples (hot, warm, cold) over time.

  3. S3P1. Students will investigate how heat is produced and the effects of heating and cooling and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction) and mixing one thing with another. b. Investigate how insulation affects heating and cooling. c. Investigate the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperature of water samples (hot, warm, cold) over time.

  4. Cold is the absence of heat! • Heat energy only travels in one direction. • The Law of Thermodynamics states that all materials strive to be the same temperature so warmer objects use energy to equalize their temperature. Using this energy to heat objects touching or near them, cools the warmer object until all are the same temperature. • So ice does not cool a drink, the drink gives up its heat to warm the ice and the ice melts.

  5. Heat Energy • This Handout is Teacher Content. • The Heat Is On foldable is third grade content. • Be very careful with Heat Energy concepts.

  6. Classic Investigation • Lay out thermometers and let them sit until they have reached room temperature. • Record the temperature. • Wrap each individual thermometer in a different material, such as wool, cotton, plastic, paper, etc. • Let the thermometers sit untouched for several minutes. • Which thermometer will have the highest reading? The lowest? Write in your notebook your explanation. • Record the temperatures. • What did you find out?

  7. Probes • What are they? • Why do we use them? • When do we use them? • Remember they are asking for different things from different age levels. • Oh Dear! Heat must be full of misconceptions because there are a plethora of probes for heat concepts! • Let’s study them in groups and share our thinking about how to use them.

  8. Uncovering Student Ideas in Science by Page Keeley • Volume 1 • P. 103 The Mitten Problem • P. 109 Objects and Temperature • Volume 2 • P. 47 Turning the Dial • P. 59 Freezing Ice • P. 77 Ice-Cold Lemonade • P. 83 Mixing Water • Volume 4 • P. 45 Ice Water

  9. Freezing Ice • Mia and Devon are having a summer party. They need to make two sizes of ice. The large blocks of ice will be put in a cooler to keep the cans of soda cold. The small ice cubes will keep the sodas in the glasses cold. They wondered how the temperature at which ice freezes is affected by the size. • Small ice cubes freeze at a lower temperature than large blocks of ice. • Small ice cubes freeze at a higher temperature than large blocks of ice. • Small ice cubes and large blocks of ice freeze at the same temperature.

  10. Why Use a Thermometer? • Hot or Cold? • 3 bowls of water • Does it matter whether we use Fahrenheit or Celsius? • Look at the scale. • Which one is more precise? Who needs a couple of Immersion thermometers?

  11. Categorize ways to produce heat energy such as burning, rubbing (friction) and mixing one thing with another. • Hot Stuff is an AIMS activity that is in the AIMS books in the Media Center. • It is done by stations. • Let’s discuss setting up, managing, and maintaining stations and safety precautions.

  12. Safety Note: Point out the safety precautions at each station prior to beginning. EQ: How can heat be produced? Procedure: • Construct rubber band book • The Heat is On • Students will rotate through 6 stations • Exploration 1: hand sanitizer • Exploration 2: hair dryer & electrical outlet • Exploration 3: desk lamp & electrical outlet • Exploration 4: candle, match, foil • Exploration 5: block of wood, sandpaper • Exploration 6: wire hanger Materials: hand sanitizer, hair dryer, lamp, candle, matches, block wood, sand paper, wire hanger

  13. Turning the Dial • Flora is boiling water on a stove. She turns the temperature dial up to high to boil the water. The water is boiling vigorously with large bubbles quickly forming and bursting at the surface. Flora then turns the dial of the stove down to low. The water is boiling gently, with smaller bubbles slowly forming and bursting at the surface. Flora wonders if the boiling temperature changes when she turns the dial. What would you tell Flora? • The boiling temperature is greater when the dial is set at high. • The boiling temperature is greater when the dial is set at low. • The boiling temperature is the same at both settings.

  14. Investigate how insulation affects heating and cooling. • Cartons ‘N Cotton AIMS Books • Polar Brrrs AIMS Books Let’s check our undercover thermometers.

  15. EQ: How can we slow down the loss of heat? • Day 1 – Prepare Cartons • Carton 1 – Outside covered with cotton • Carton 2 – Inside covered with cotton • Carton 3 – Plain carton – No cotton • Day 2 – Test & Record data every 6 min.

  16. EQ: How can we slow down the loss of heat? • What question were we trying to answer? • How did we make a fair test? • What happened to the temperature of the water in each jar? • Which jar retained the most heat? • What are sources of hot water in our homes? Why is it important to insulate these sources? HEAT

  17. Grass and Soil as insulation

  18. The Mitten Sarah’s science class is investigating heat energy. They wonder what would happen to the temperature reading on a thermometer if they put the thermometer inside a mitten. Sarah’s group obtained two thermometers and a mitten. They put one thermometer inside the mitten and the other thermometer on the table next to the mitten. An hour later they compared the readings on the two thermometers. The temperature inside the room remained the same during their experiment. • The thermometer inside the mitten will have a lower temperature reading then the thermometer on the table. • The thermometer inside the mitten will have a higher temperature reading than the thermometer on the table. • Both thermometers will have the same temperature reading.

  19. Objects and Temperature • Taz and Kyle are comparing the temperature readings of four different objects. • Blocks of wood • Metal tray • Wool hat • Glass plate • They place the objects on a table in their science classroom and leave them overnight. A thermometer is attached to each object. The next day they record the temperature of each object at the same time. • None of the objects will have the same temperature. • Two of the objects will have the same temperature. • Three of the objects will have the same temperature. • All of the objects will have the same temperature.

  20. Use thermometers to measure the changes in temperature of water samples (hot, warm, cold) over time.

  21. Mixing Water Melinda filled two glasses of equal size half full with water. The water in one glass was 50 degrees Celsius. The water in the other glass was 10 degrees Celsius. She poured one glass into the other, stirred the liquid, and measured the temperature of the full glass of water. What do you think the temperature of the full glass of water will be? • 20 degrees Celsius • 30 degrees Celsius • 40 degrees Celsius • 50 degrees Celsius • 60 degrees Celsius

  22. Ice-Cold Lemonade • It was a hot summer day. Mattie poured herself a glass of lemonade. The lemonade was warm, so Mattie put some ice in the glass. After 10 minutes, Mattie noticed that the ice was melting and the lemonade was cold. Mattie wondered what made the lemonade get cold. She had three different ideas. Which idea do you think best explains why the lemonade got cold? • The coldness from the ice mixed into the lemonade. • The heat from the lemonade moved into the ice. • The coldness and the heat moved back and forth until the lemonade cooled off.

  23. Ice Water • Christine put five ice cubes in a glass. After 20 minutes most of the ice had melted to form “ice water.” There were still some small pieces of ice floating in the water. Christine measured the temperature of the ice water then added five more ice cubes to the glass. She measured the temperature three minutes later. What do you predict happened to the temperature of the “ice water” three minutes after she added more ice? • The temperature of the “ice water” increased. • The temperature of the “ice water decreased. • The temperature of the “ice water” stayed the same.

  24. Reflections

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