Heat and Heating

Heat and Heating An inquiry-based unit for primary and elementary students in an after-school setting. The unit provides background information and hands-on activities on the energy of heat and heating.

Grade Levels:

Pri

Primary

Elem

Elementary

Subject Areas: Science

Social Studies

Language Arts

Math

Technology

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board

Permission to Copy

Constance Beatty Kankakee, IL

Barbara Lazar Albuquerque, NM

James M. Brown Saratoga Springs, NY

Robert Lazar Albuquerque, NM

NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project.

Permission for use can be obtained by contacting info@need.org.

Mark Case Randleman, NC

Leslie Lively Porters Falls, WV

Teacher Advisory Board

Amy Constant - Schott Raleigh, NC

Melissa McDonald Gaithersburg, MD

In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Nina Corley Galveston, TX

Nicole McGill Washington, DC

Samantha Danielli Vienna, VA

Hallie Mills St. Peters, MO

Shannon Donovan Greene, RI

Jennifer Mitchell Winterbottom Pottstown, PA

Nijma Esad Washington, DC Linda Fonner New Martinsville, WV Teresa Fulk Browns Summit, NC Michelle Garlick Long Grove, IL Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL Bob Hodash DaNel Hogan Tucson, AZ

Mollie Mukhamedov Port St. Lucie, FL

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data.

Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration.

Data is compiled and updated annually where available.

Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Cori Nelson Winfield, IL Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

1.800.875.5029 www.NEED.org Š 2019

Greg Holman Paradise, CA

Printed on Recycled Paper

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Heat and Heating Table of Contents Standards Correlation Information

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Materials 5 Teacher Guide

Originally developed in partnership with the U.S. Department of Energy, National Association of Public and Land-Grant Universities, and the National 4-H Council’s 4-H Afterschool program.

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Answer Key

13

Lab Safety Rules

15

Student Informational Text

16

Forms of Energy Master

22

Producing Heat

23

Energy Transformations Master

24

Thermometer Explanation Master

25

Making a Thermometer

26

Thermometer 1

27

Thermometer 2

28

Exploring Heat 1

29

Exploring Heat 2

30

Exploring Heat 3

31

Exploring Heat 4

32

Exploring Heat 5

33

Insulation 34 Chemical Reaction Formulas Master

35

Chemical Reactions 1

36

Chemical Reactions 2

37

Chemical Reactions 3

38

Heat and Heating Survey

39

Evaluation Form

43

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Standards Correlation Information www.NEED.org/curriculumcorrelations

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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Materials ACTIVITY

MATERIALS IN KIT

MATERIALS NEEDED

Producing Heat

Rubber

bands

Large

paper clips

Making a Thermometer

Clear

straws Clear

plastic bottles Pitchers

250

mL Beakers Demonstration

thermometer Clay

Cold,

hot, and room temperature water Food

coloring

Thermometer 1 and 2, Exploring Heat 1 and 2

Student

thermometers Pitchers

250

mL Beakers

Cold

and warm water Colored

pencils

Exploring Heat 3

Student

thermometers Pitchers

Wallpaper

pans

Rulers

Cold,

warm, and room temperature water

Exploring Heat 4

Marbles

Cold,

hot, and room temperature water Clear

plastic cups Food

coloring

Exploring Heat 5

Pitchers

Metal

spoons Wooden

spoons Plastic

spoons

Cold

and hot water

Insulation

Pitchers

Radiation

cans Lab

thermometers Insulating

materials

Scissors

Tape

Water

Chemical Reactions 1

Student

thermometers Baking

soda Resealable

plastic bags Measuring

cups

Vinegar

Chemical Reactions 2

Handwarmers

Resealable

plastic bags Student

thermometers

Timer

Scissors

Chemical Reactions 3

Glow

sticks 250

mL Beakers Student

thermometers

Hot

and ice water

Kit materials are available for purchase by contacting NEED at 1-800-875-5029.

Heat and Heating Kit 1 Leader guide 1 Demonstration thermometer 10 Student thermometers 10 Glow sticks 30 Rubber bands 1 Container of baking soda 10 Measuring cups 30 Resealable plastic bags

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5 2-Packs of handwarmers 10 250 mL Beakers (plastic) 10 1,000 mL Pitchers 10 Large straws 5 Clear plastic bottles 5 Wallpaper pans 1 Bag of marbles (25) 5 Plastic spoons

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5 Metal spoons 5 Wooden spoons 6 Radiation cans 1 Set of insulation materials 1 Box large paper clips 1 Package clay 6 Lab thermometers

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Teacher Guide Grade Level Primary,

grades K-2 Elementary,

grades 3-5

 Time Approximately

10-12 one hour sessions

Unit Preparation Read

the guide and become familiar with the information, activities, and equipment in the kit.

Gather

the materials needed for activities using the chart on page 5.

Practice

the experiments to gain an understanding of possible outcomes, difficulties, and questions.

Make

copies of student worksheets and the informational text, as needed, and prepare digital copies of masters for projection and discussion.

Make

two copies of Heat and Heating Survey on pages 39-41 for each student. One copy can be used as a pre-assessment, the other, a post-assessment of student understanding.

Allow

the students to take their work home each day to share with their families.

With

all of the activities, give older students the responsibility of working with the younger students to understand and complete the experiments and student worksheets.

Make

sure the students understand the applicable Lab Safety Rules on page 15.

Activity 1: Producing Heat  Objective Students

will be able to describe how to produce heat through motion and friction.

 Concepts There

are many forms of energy, including heat, light, sound, motion, chemical energy, and electrical energy.

Energy

can be converted from one form to another.

Friction

is the force that opposes the motion of moving objects that are in contact.

Friction

produces heat.

Applying

stress (motion energy) to a material (stretching, compressing, or bending) adds energy to the material.

Motion

energy is often transformed into thermal energy (heat).

 Materials Producing

Heat worksheet, page 23 Energy

Transformations diagram, page 24

Rubber

bands Large

paper clips Forms

of Energy diagram, page 22

Procedure 1. Introduce the activity by asking the students what they know about heat—ways it is produced, how they use it, how they perceive it.

2. Discuss the concepts listed above, and direct students to read the Student Informational Text for more details.

3. Use the Forms of Energy diagram to explain the different forms of energy.

4. Ask students how they might produce heat without using any other objects.

5. Have the students complete the Producing Heat worksheet. Discuss student answers to the Conclusion question. Discuss and list other examples of friction or motion that produce heat.

6. Discuss how early humans used friction to produce heat.

7. Use the Energy Transformations diagram to explain how the heat energy produced by rubbing one’s hands together originally came from the sun.

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Activity 2: Making a Thermometer  Objectives Students

will be able to make a thermometer.

Students

will be able to read a thermometer.

 Concepts Temperature

is the average amount of thermal (heat) energy in a substance.

A thermometer is a device that measures temperature.

Most

substances expand as the thermal energy in them increases.

 Materials Clear

straws Clear

plastic bottles Pitchers

250

mL Beakers Clay

Food

coloring Demonstration

thermometer Hot,

cold, and room temperature water Thermometer

Explanation master, page 25 Making

a Thermometer worksheet, page 26

Procedure 1. Set up five centers, each with a clear plastic bottle, a clear plastic straw, two beakers, one pitcher, one piece of clay, and access to hot, room temperature, and cold water.

2. Introduce the activity by discussing the importance of thermometers.

3. Preapre a copy of the Thermometer Explanation master to project.

4. Use the Thermometer Explanation master and the demonstration thermometer to explain how to read a thermometer.

5. Discuss reasons why people use thermometers in their daily lives.

6. Have the students complete the Making a Thermometer activity. The leader should dispense the food coloring to avoid staining.

7. Discuss why most substances expand when they are heated using the information in the Student Informational Text. Ask students for other examples of expansion and contraction caused by changes in temperature (cracks in sidewalks, doors that stick in hot weather).

8. Discuss change of state—how ice turns into water, then steam, as thermal (heat) energy increases.

9. Discuss the students’ answers to the Conclusion question.

Activity 3: Exploring Heat and Thermometers  Objectives Students

will be able to read a thermometer.

Students

will be able to describe heat and how it behaves using water as an example.

 Concepts Temperature

is the average amount of thermal (heat) energy in a substance.

A thermometer is a device that measures temperature.

When

two substances with different temperatures are mixed, the thermal energy will seek a balance. Thermal energy from the warmer substance will move to the cooler substance until both substances are the same temperature.

When

two substances with different temperatures are mixed, the amount of thermal energy lost by the warmer substance is equal to the amount of thermal energy gained by the cooler substance.

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Materials Student

thermometers Pitchers

250

mL Beakers Warm

and cold water

Colored

pencils Thermometer

worksheets pages 27-28 Exploring

Heat 1 and 2 worksheets, pages 29-30

Procedure 1. Set up five centers, each with two beakers, two pitchers, one thermometer, colored pencils, and access to warm and cold water.

2. Introduce the activity by asking the students for examples of ways they’ve seen or felt heat moving.

3. Have the students complete Thermometer 1. Discuss why students may have gotten different results. Discuss the students’ answers to the Questions from the top of the page.

4. Have the students complete Thermometer 2. Review their answers.

5. Have the students complete Exploring Heat 1. Discuss how heat seeks balance and the students’ answers to the Conclusion questions.

6. Have the students complete Exploring Heat 2. Discuss the students’ answers to the Conclusion questions.

Activity 4: Exploring Heat 3  Objective Students

will be able to describe how heat seeks balance, using water as an example.

 Concepts When

two substances with different temperatures are mixed, the thermal (heat) energy will seek a balance. Thermal energy from the warmer substance will move to the cooler substance until both substances are the same temperature.

 Materials Procedure

Student

thermometers Pitchers

Wallpaper

pans

Rulers

Warm,

cold, and room temperature water Exploring

Heat 3 worksheet, page 31

1. Set up five centers, each with two pitchers, two student thermometers, one wallpaper pan, one ruler, and access to warm, cold, and room temperature water.

2. Introduce the activity by asking the students how they know that heat moves from one place to another.

3. Have the students complete the Exploring Heat 3 activity.

4. Discuss the students’ answers to the Conclusion questions.

Activity 5: Exploring Heat 4  Objective Students will be able to describe convection—the movement of heat in a liquid.

 Concepts Heat

moves through liquids by convection.

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 Materials Clear

plastic cups Marbles

Food

coloring

Hot,

cold, and room temperature water Exploring

Heat 4 worksheet, page 32

Procedure 1. Set up five centers, each with five plastic cups, four marbles, and access to hot, cold, and room temperature water.

2. Introduce the activity by asking the students how they think heat moves in liquids. What signal might there be of movement in a liquid?

3. Have the students complete the Exploring Heat 4 activity. The leader should dispense the food coloring to avoid staining.

4. Discuss the students’ answers to the Conclusion questions.

Activity 6: Exploring Heat 5  Objective Students

will be able to describe conduction—the movement of heat through solids.

 Concepts Heat

moves through solids by conduction.

Some

materials conduct heat better than others.

Materials

that conduct heat well are called conductors.

Materials

that do not conduct heat well are called insulators.

 Materials Pitchers

Metal

spoons Wooden

spoons

Plastic

spoons Hot

and cold water Exploring

Heat 5 worksheet, page 33

Procedure 1. Set up five centers, each with two pitchers, one metal spoon, one wooden spoon, one plastic spoon, and access to hot and cold water.

2. Introduce the activity by asking the students how they think heat moves in solids. Do they think it’s similar or different to how it moves through liquids?

3. Have the students complete the Exploring Heat 5 activity.

4. Discuss the students’ answers to the Conclusion questions.

Activity 7: Insulation  Objective Students will be able to define insulators and describe good examples of insulators.

 Concepts Materials

that do not conduct heat well are called insulators.

Insulation

is a valuable material to save energy at home.

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 Materials Pitchers

Metal

cans Lab

thermometers Insulating

materials

Scissors

Tape

Water

Insulation

worksheet, page 34

Procedure 1. Set up five centers, each with one pitcher, one can with a top, insulating materials, one lab thermometer, scissors, tape, and access to water. Decide whether you want the students to place their cans in a freezer or in the sun. If you want to use a freezer, have the students fill their cans with hot water. If you want to have the students place their cans in the sun, have them fill the cans with cold water.

2. Fill the extra can with water but do not insulate it. This will be the experimental control.

3. Introduce the activity by asking the students what they know about insulation, and where they might have seen insulators.

4. Have the students complete the Insulation activity.

5. Discuss the students’ answers to the Conclusion questions, and why knowing about insulation can help them save energy at home.

Activity 8: Chemical Reactions 1  Objective Students

will be able to describe the chemical reaction between vinegar and baking soda, and identify the type of chemical reaction.

 Concepts All substances contain thermal (heat) energy.

When

some substances are mixed together, a chemical reaction occurs that produces a new substance.

Chemical

reactions can change the amount of thermal energy and the temperature of the substances involved.

Some

chemical reactions require—or absorb—heat. These reactions are called endothermic reactions. (ENDO=IN) Some

chemical reactions produce heat. These reactions are called exothermic reactions. (EXO=OUT) Thermometers

are tools to measure the amount of thermal (heat) energy in substances.

 Materials Student

thermometers Vinegar

Baking

soda Resealable

plastic bags

Measuring

cups Thermometer

Explanation master, page 25 Chemical

Reaction Formulas master, page 35 Chemical

Reactions 1 worksheet, page 36

Procedure 1. Set up five centers, each with one thermometer, one plastic bag, one measuring cup with 15 mL of vinegar, and one measuring cup with 15 cubic centimeters of baking soda (1 cubic centimeter = 1 mL).

2. Prepare digital copies of the Thermometer Explanation master and Chemical Reaction Formulas master to project.

3. Use the Thermometer Explanation to review how to read a thermometer.

4. Discuss reasons why people use thermometers in their daily lives.

5. Introduce the activity by explaining what chemical reactions are and asking students if they can think of examples.

6. Have the students complete the Chemical Reactions 1 worksheet.

7. Explain the chemical reaction that took place using the Chemical Reaction Formulas master.

8. Discuss the students’ answers to the Conclusion questions.

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Activity 9: Chemical Reactions 2  Objective Students

will be able to describe the chemical reaction between iron and oxygen, and identify the type of chemical reaction.

 Concepts All substances contain thermal (heat) energy.

When

some substances are mixed together, a chemical reaction occurs that produces a new substance.

Chemical

reactions can change the amount of thermal energy and the temperature of the substances involved.

Some

chemical reactions require—or absorb—heat. These reactions are called endothermic reactions. (ENDO=IN) Some

chemical reactions produce heat. These reactions are called exothermic reactions. (EXO=OUT) Thermometers

are tools to measure the amount of thermal energy in substances.

 Materials Handwarmers

Resealable

plastic bags Student

thermometers Timer

Scissors

Chemical

Reaction Formulas master, page 35 Chemical

Reactions 2 worksheet, page 37

Procedure 1. Set up five centers, each with two thermometers, two plastic bags, one pair of scissors, and two handwarmers.

2. Introduce the activity by reviewing the Chemical Reactions 1 activity, and explain that the students will be conducting an experiment with a different chemical reaction.

3. Have the students complete the Chemical Reactions 2 activity. The leader should handle the timer for this activity.

4. Explain the chemical reaction that took place using the Chemical Reaction Formulas master.

5. Discuss the students’ answers to the Conclusion questions.

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Activity 10: Chemical Reactions 3  Objective Students

will be able to describe the affect of heat on a chemical reaction.

 Concepts Some

chemical reactions produce light.

Adding

heat can speed up a chemical reaction.

Taking

heat away can slow down a chemical reaction.

 Materials Glow

sticks 250

mL Beakers Student

thermometers

Hot

and ice water Chemical

Reactions 3 worksheet, page 38

Procedure 1. Set up five centers, each with one thermometer, one glow stick, one beaker of hot water, and one beaker of ice water.

2. Introduce the activity by reviewing the Chemical Reactions 1 and 2 activities. Discuss how the chemical reactions produced or required heat. Explain that the students will be observing a different kind of chemical reaction in this activity.

3. Have the students complete the Chemical Reactions 3 worksheet.

4. Discuss the chemical reaction that took place as described in the background on the students’ worksheet.

5. Discuss the students’ answers to the Conclusion question.

Evaluation Distribute

Heat and Heating Survey to students as a post-assessment. If you have young students, you can read the questions to them.

Collect

the completed surveys and send them to NEED if desired.

Together

with the students, complete the Evaluation Form on page 43 and return to The NEED Project.

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Answer Key Producing Heat, page 23 Give another example of friction producing heat. Student answers may vary. A good example might be rubbing sticks together to create fire.

Making a Thermometer, page 26 Explain how a thermometer works. Student answers will vary. Students should be able to say that the liquid takes up more space in the straw when it’s hotter, and this is why the “red” in a thermometer goes up when it’s hotter, and is lower when it’s cooler.

Thermometer 1, page 27 Each

line on the Celsius scale represents 1 degree. Each line on the Fahrenheit scale represents 2 degrees.

The highest possible temperature in degrees Celsius is 120. The highest in degrees Fahrenheit is 240.

The lowest possible temperature reading is -30 degrees Celsius and -20 degrees Fahrenheit.

Temperature

of the classroom may vary.

Temperature

of hands will vary.

Thermometer 2, page 28 Water

Boils—212°F, 100°C Human

Body—98.6°F, 37°C Water

Freezes—32°F, 100°C

Exploring Heat 1, page 29 Did the amount of heat lost by the warm water equal the amount of heat gained by the cold water? How can you tell? Do the math to find out. Students should find that the temperature of the mixture is equal to the temperature of the warm water minus cold water, approximately.

Exploring Heat 2, page 30 Did the amount of heat lost by the warm water equal the amount of heat gained by the cold water? Student answers may vary, students should see that the temperature stays cooler because there is more cold water than warm. The change in temperature for both should still be equal.

What would you predict the temperature of the mixture to be if you mixed 500 mL of warm water with 250 mL of cold water? Students should expect to see the opposite result as what they explored.

Exploring Heat 3, page 31 Did the heat in the warm water flow to the cooler end to reach a balance? Where else have you observed this movement of heat? Students should find that over time, the temperature balanced out throughout the pan. Initially warm is on top and cold on the bottom, over time they equal out. Students may observe this in a pool or bathtub.

Exploring Heat 4, page 32 Did the water temperature affect the rate at which the food coloring moved through the water? Students should see that the food coloring spreads out more quickly in the warmer waters than the cold one.

Draw a picture of the movement of the food coloring. Students should be able to see warmer food coloring rising from the top and cooler food coloring sinking to the bottom.

Exploring Heat 5, page 33 Which material is the best conductor? Metal spoon Which material is the best insulator? Wooden spoon Which spoon would you use to stir a pot of boiling liquid on the stove? Plastic or wooden spoon

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Insulation, page 34 Did your insulation keep heat from moving in or out of your can? Answers may vary, but hopefully, yes.

Compare your data with that of other groups that used different insulating materials. Which material was the best insulator? Answers will depend on materials used.

How do you insulate your body to keep heat from moving in or out? Students might say that they put on extra layers like hats and coats.

Chemical Reactions 1, page 36 Is the chemical reaction between vinegar and baking soda endothermic or exothermic? Endothermic, because its temperature went down when heat was absorbed.

Can you think of a way you could use an endothermic reaction or process? Answers will vary, students might suggest melting items.

Chemical Reactions 2, page 37 Is the chemical reaction between iron and air endothermic or exothermic? The reaction is exothermic because temperature went up as heat was released.

How can you use what you have learned in this experiment? Student answers may vary, but students may mention that handwarmers should stay in the sealed container as long as possible.

Chemical Reactions 3, page 38 How does heat affect a chemical reaction? Heat can speed up or slow down a reaction, making the results appear more easily or less easily.

Adding heat to the glow stick makes it brighter because the reaction is occurring more quickly. Removing heat makes it less bright because the reaction has slowed.

Heat and Heating Survey, page 39 1. Under the child, between them and the slide 2. B 3. A 4. A 5. A 6. B 7. A 8. A 9. B 10. B 11. A 12. B 13. B 14. Metal spoon 15. Boils—212°F, 100°C Freezes—32°F, 0°C

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Lab Safety Rules Eye Safety Always wear safety glasses when performing experiments.

Fire Safety Do not heat any substance or piece of equipment unless specifically instructed to do so.

Be careful of loose clothing. Do not reach across or over a flame.

Keep long hair pulled back and secured.

Do not heat any substance in a closed container.

Always use tongs or protective gloves when handling hot objects. Do not touch hot objects with your hands.

Keep all lab equipment, chemicals, papers, and personal items away from the flame.

Extinguish the flame as soon as you are finished with the experiment and move it away from the immediate work area.

Heat Safety Always use tongs or protective gloves when handling hot objects and substances.

Keep hot objects away from the edge of the lab table––in a place where no one will accidentally come into contact with them.

Do not use the steam generator without the assistance of your teacher.

Remember that many objects will remain hot for a long time after the heat source is removed or turned off.

Glass Safety Never use a piece of glass equipment that appears to be cracked or broken.

Handle glass equipment carefully. If a piece of glassware breaks, do not attempt to clean it up yourself. Inform your teacher.

Glass equipment can become very hot. Use tongs or gloves if glass has been heated.

Clean glass equipment carefully before packing it away.

Chemical Safety Do not smell, touch, or taste chemicals unless instructed to do so.

Keep chemical containers closed except when using them.

Do not mix chemicals without specific instructions.

Do not shake or heat chemicals without specific instructions.

Dispose of used chemicals as instructed. Do not pour chemicals back into a container without specific instructions to do so.

If a chemical accidentally touches your skin, immediately wash the area with water and inform your teacher.

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Student Informational Text HEAT IS ENERGY

Energy is a part of everything we do and see. Heat and light are energy. Energy helps us move and grow.

Energy makes machines work.

There is energy in everything in the world—in the air, in our bodies, in every rock and plant.

We use heat, called thermal energy, every day. We can’t see heat, but we can feel it. Our bodies make heat and our stoves and lights do, too. We heat our houses, our food, and our water.

Sometimes there is more heat than we need or want and we move it. Refrigerators take heat away from the food inside. Air conditioners take heat from inside the house and move it outside. Swimming pools take heat from our bodies.

Heat Is the Motion of Molecules What is heat? Scientists say heat is the kinetic energy CAMP FIRE in a substance. Kinetic energy is the energy of motion.

Heat is the motion of the molecules in a substance, not the motion of the substance itself.

Everything is made of atoms. Atoms bond together to form molecules. Molecules are the building blocks of substances. Water is a substance. Have you ever heard water called H-2-O (H2O)? That means a molecule of water has two hydrogen (H) atoms and one oxygen (O) atom.

Even though we can’t see them, the molecules in substances are never still. They are always moving.

That motion is the kinetic energy called heat.

Molecules Vibrate, Spin, and Move The molecules in solids—like rocks, wood, or ice— cannot move much at all. They are held in one position and cannot flow through the substance. They do move back and forth in their positions. They vibrate.

The more heat they have, the faster they vibrate.

Water Molecule

Liquids and gases are called fluids. The molecules in fluids move more freely than in solids. They flow through the fluids. The more heat fluids have, the faster their molecules move.

What happens when you heat an ice cube? Ice is a solid. A solid has a definite shape. Its molecules vibrate in one position. When you add heat, the molecules vibrate faster and faster. They push against each other with more force.

Finally, the shape they were held in begins to break apart. They become a liquid—water. The molecules begin to move and spin. They are still bonded together, but not so tightly.

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A liquid flows to take the shape of its container. It has a definite volume, but can take any shape. Volume is the amount of space a fluid occupies.

If you add more heat energy to the molecules, they move faster and faster. They crash into each other and move away. Finally, their shape begins break apart more. They become a gas— steam. A gas does not have a definite shape or volume. It spreads out and fills whatever space it is in.

Heat Seeks Balance

Solid (Ice) H

H

H H

H

H H

H

H

H

H

H

H

O

H

H O

O

H

H

H

H

O

O

H O

H

H

H

H

H

O

O

H

O

O

H

H

H

O

O

H

H

H

O

O

O

O

H

H

O

O

H

H

Molecules vibrate in one place.

Liquid (Water) H O

H

H

H O

H

H

O

O

H

H

H

O

H

O

H O

H

H

H

H

Molecules spin and move close together.

Gas (Steam) H O

H

H

H

O

H

H O

H

H

O

If heat energy did not move, you would not have a very good time taking a bath in this situation. Thanks to balance, all of the water in the tub should be the same temperature in a short time.

O

The molecules of hot water slow down. The molecules of cold water move more quickly. The cold water gets warmer. The hot water gets cooler. Soon all the water is the same temperature. All the water molecules are moving at the same speed. The heat in the water is in balance.

H

Everything in nature seeks balance. Heat seeks balance, too.

Heat flows from hotter places to colder places and from hotter substances to colder substances. What happens if you pour hot water into a cold tub? The molecules of hot water have more energy. They move fast. They crash into the colder molecules and give them some of their energy.

H

H O

Molecules spin faster and move far away from each other.

Heat Energy Moves Heat energy is always on the move. It moves to seek balance.

Heat can move in many ways. When a hot object touches a cold object, some of the heat energy flows to the cold object. This is called conduction. Conduction is the way heat energy moves in solids.

HEATING ELEMENT—OVEN

When we cook food in a pan on an electric stove, we use conduction. The heating element on the stove is hot. The pan is cold. Some of the heat from the heating element flows to the pan. The heat from the pan flows to the food inside. The heat moves by conduction.

Heat Moves By Conduction In Solids How does the heat move? Let’s think about it. All solids are made of molecules. The molecules in solids vibrate. The more energy they have, the faster they vibrate. In a hot object, the molecules vibrate fast. The molecules in a cold object vibrate more slowly.

Let’s touch a hot object to a cold object. The fast-moving molecules in the hot object push against the slow-moving molecules in the cold object. The fast molecules give up some energy to the slower moving molecules. The vibration of the fast molecules slows down. © 2019

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The molecules in the cold object gain some energy from the hot object. They vibrate faster. The cold object gets warmer. The hot object gets cooler. The energy in the molecules is seeking balance. When the energy is in balance, all the molecules vibrate at the same speed.

Look at the picture to the right. The flame adds heat to the tripod. The tripod gets very hot. The metal rod touches the tripod. The molecules in the tripod vibrate against the molecules in the end of the rod. The molecules in that end of the rod vibrate faster.

Now one end of the rod has more energy than the other end. What happens? The hotter molecules transfer some of their energy to the cooler molecules. The molecules in the rod conduct the heat from the hotter end to the cooler end.

The heat moves from the tripod to the end of the rod touching it, then through the rod. The energy flows from molecule to molecule as they vibrate against each other. Heat is moving by conduction.

Conductors and Insulators In some materials, heat flows easily from molecule to molecule. These materials are called conductors. They conduct—or move—heat energy well.

Look at the picture with the metal rod and the tripod. You would not hold the metal rod with your bare hand. You would get burned.

The metal would conduct the heat to your hand. Metals are good conductors of heat.

If you touched a wooden pencil to the tripod, would it conduct heat as well as the metal rod? No. Wood is not a good conductor of heat.

Materials that don’t conduct heat well are called insulators.

The molecules in good conductors are close together. There is very little space between them. When they vibrate, they push against the molecules near them. The energy flows between them easily.

The molecules in insulators are not so close together. It is harder for energy to flow from one molecule to another in insulators.

Look at the objects below. The pot, the spoon and the fork are made of metal. The pot and the spoon have plastic handles. The fork has a metal handle. The bottle is made of glass. The oven mitt is made of cotton fabric.

Which materials are the insulators? The insulators are the materials that don’t move heat. They protect us from heat. Our experience tells us that wood, plastic, and cotton are all good insulators. Metals are good conductors.

The metal part of the pot moves heat to the food inside to cook the food. The plastic spoon handle protects our hands. The cotton glove protects our hands, too.

What about glass? It is not a good conductor or a good insulator. It’s somewhere in the middle.

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Movement Of Heat In Fluids Fluids are liquids and gases. Heat also moves in fluids.

Heat doesn’t move by conduction. In fluids, the molecules are too far apart to conduct energy as they vibrate. The molecules in fluids are free to move and spin. As they move, they bounce against each other. The molecules with more energy give up some energy. The molecules with less energy gain some.

Heat energy in liquids and gases moves in currents by convection.

If we heat water on a stove, the water molecules begin to move and flow faster. The molecules near the flame have more energy. They push against each other and move farther apart.

The water at the top of the pan is cooler. Its molecules don’t have as much energy. They are closer together than the molecules of hot water. They are denser.

The cooler, denser molecules flow down, or sink. The warmer, less dense molecules rise up. They form currents of flowing molecules. During this motion, the hotter molecules transfer energy to the cooler molecules. This transfer of heat through the motion of currents is called convection.

Heat also moves by convection in gases. Air is the gas you know best. I’m sure you’ve noticed that the top floor of a building is warmer than the basement. The air near the ceiling is warmer than the air near the floor.

The molecules of gases are like molecules in liquids. The more energy they have, the farther apart they are. In a room, the cooler, denser air flows down. The warmer, lighter air rises. A current of flowing air is formed.

Convection in Gases

WARM AIR HEATER

COOL AIR

The warmer molecules give up energy as they bounce against cooler molecules. They give up some energy, become cooler, and flow down again. The heat is transferred by convection.

Wind Is a Convection Current Heat moves all the time—all over the world. Even the wind is energy in motion.

How Wind is Formed

RM A

IR

This makes the air over the land warmer than the air over the ocean. The warm air rises. Cool ocean air flows in to take its place. The air flows in currents. The heat in the air is transferred by convection. This moving air is the wind.

WA

When the sun shines on the Earth, the land gets warmer than the oceans. Land can absorb more energy from the sun than water. It changes the radiant energy into heat.

CO O L A I

R

1. The sun shines on land and water.

The ocean is a fluid similar to air. Ocean waters have 2. Land heats up the faster than water. currents, too. The water near the equator is warmed by the sun. The water near poles is cold. The warm 3.

Warm air over the land rises. water rises to the surface. The cold water flows in to take its place. Ocean currents are formed by convection. © 2019

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4. Cool air over the water moves in.

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Energy Moves By Radiation Most of the Earth’s energy comes from the sun.

Every day, the sun gives off a lot of energy. It comes from the sun in rays or waves. It is called radiant energy.

Radiation

Energy does not travel from the sun as heat. Heat must move from molecule to molecule and there are no molecules in space. Solar energy travels in rays or waves as radiant energy.

When the radiant energy reaches Earth, it hits molecules in the air, in the ocean, and on land. It hits our bodies. The molecules turn some of the radiant energy into heat.

The sun’s energy travels in waves to the Earth.

The energy from the sun that we can see is visible light. Other kinds of radiant energy are ultraviolet rays, infrared radiation, and microwaves. Infrared radiation produces most of the heat on Earth.

Heat and Temperature Heat and temperature are different things. Two cups of boiling water would have twice as much heat energy as one cup of boiling water, but the water would be at the same temperature. A giant iceberg would have more heat energy than a cup of boiling water, even though its temperature is lower. It would have more heat energy because of its size.

Heat is the total amount of kinetic energy in a substance. Temperature is a measure of the average kinetic energy of the molecules in a substance. Temperature is also called a measure of the hotness or coldness of a substance.

Think about a pan in a hot oven. The pan and the air in the oven are the same temperature. You can put your hand into the oven without getting burned. You can’t touch the pan. The pan has more heat energy than the air, even though it is the same temperature. The pan can transfer heat at a faster rate to your hand. The air is a better insulator than the pan.

We Can Measure Temperature We use thermometers to measure temperature. Thermometers can measure temperature using different scales. In the United States, we usually use the Fahrenheit (°F) scale in our daily lives. Scientists usually use the Celsius (°C) scale, as do people in most other countries.

On the Fahrenheit scale, the boiling point of water is 212 degrees. The freezing point of water is 32 degrees.

On the Celsius scale, the boiling point of water is 100 degrees. The freezing point of water is 0 degrees.

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Thermometers There are many kinds of thermometers. Some have only one scale. Others have both Celsius and Fahrenheit scales.

The thermometer on the left shows both scales. It is made with a long glass tube filled with colored alcohol. The alcohol expands—gets bigger—when it has more heat energy. It contracts—gets smaller—when it has less heat energy.

The thermometer on the right is digital. It does not have alcohol in it. It has a tiny computer chip and a battery. By pushing a button, it can measure the temperature on either the Fahrenheit or Celsius scale.

Expansion and Contraction Why does the alcohol in a thermometer expand and contract? The alcohol is a liquid. Its molecules move and spin. When heat energy is added, its molecules move faster. They push apart from each other. The space between the molecules gets bigger. The alcohol in the tube expands.

The molecules don’t get bigger, the space between them does. When heat energy is taken away, the molecules slow down. They move closer together. The alcohol contracts. The molecules don’t get smaller—the space between them does.

Solids, Liquids, and Gases All

substances expand when they are heated.

Some expand a little; some expand a lot. They all expand at different rates. Solids expand a little when they are heated. The molecules in solids have strong forces holding them together in one position.

They cannot move around—they can only vibrate. When heat energy is added, they vibrate faster. They push against each other with more energy. The space between them gets a little bigger. But they are still held in position.

Have you ever seen doors that are hard to open in the summer?

They have expanded because of the heat. Sidewalks are made with cracks so that the concrete can expand in the summer heat. Without the cracks, the sidewalks would swell and break.

Bridges have spaces, too.

The molecules in liquids are held together, but not in one position. They are free to spin and move around each other. When heat energy is added to liquids, they expand more than solids. The forces that hold them together are not as strong. They can push away from each other.

There is a lot of space between the molecules of gases. The forces that hold them together are very weak. When heat energy is added to gases, they expand a lot. Sometimes they break apart completely and float away from each other. © 2019

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cold gas cold solid

hot solid

cold liquid

hot liquid

hot gas

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MASTER

Forms of Energy All forms of energy fall under two categories:

POTENTIAL

KINETIC

Stored energy and the energy of position (gravitational).

The motion of waves, electrons, atoms, molecules, and substances.

CHEMICAL ENERGY is the energy stored in the bonds between atoms in molecules. Gasoline and a piece of pizza are examples.

RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Light and x-rays are examples.

NUCLEAR ENERGY is the energy stored in the nucleus or center of an atom—the energy that holds the nucleus together. The energy in the nucleus of a uranium atom is an example.

THERMAL ENERGY or “heat” is the internal energy in substances—the vibration or movement of atoms and molecules in substances. The heat from a fire is an example.

ELASTIC ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples.

GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. A child at the top of a slide is an example.

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MOTION is the energy of the movement of a substance from one place to another. Wind and moving water are examples.

SOUND is the movement of energy through substances in longitudinal waves. Echoes and music are examples.

ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples. © 2019

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Producing Heat ? Questions What happens to the temperature of objects when you rub them together?

What happens to the temperature of a rubber band when you stretch it?

What happens to the temperature of a piece of metal when you bend it back and forth several times?

 Hypothesis Read the procedure and make predictions to answer the questions.

 Materials Rubber bands Large paper clips

Procedure 1. Put your hands on your face. Observe their temperature.

2. Press the palms of your hands together and rub them back and forth very slowly. Touch your face again and observe the temperature of your hands. Rub your hands together as fast and as as you can while you count to 20. Touch your face again and observe the temperature of your hands.

3. Test three objects made of different materials like a book, a pair of jeans, and a sweater by rubbing them briskly with your hand for 20 seconds then touching your face to observe the temperature.

4. Put your thumbs inside a rubber band and stretch it slightly so that it lays flat against your forehead.

Quickly stretch the rubber band slightly so that it lays flat against your forehead. Quickly stretch the rubber band as far as you can as it touches your forehead and observe the temperature. Repeat this several times, concentrating on the temperature of the rubber band.

5. Hold the piece of metal by the ends and bend it back and forth in the middle several times (NOT MORE THAN TEN TIMES). Touch the metal at the bend and observe the temperature of the metal.

ACTIVITY

OBSERVATION (Change in Temperature)

1. Rubbing Hands Slowly 2. Rubbing Hands Quickly 3. Rubbing Object 1: 4. Rubbing Object 2: 5. Rubbing Object 3: 6. Stretching Rubber Band 7. Bending Piece of Metal

 Conclusion 1. Give another example of friction producing heat.

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Stored Electrical Energy

CAPACITOR BATTERY

Electrical Energy

Nuclear Energy

Electrical Energy

Motion Energy

Radiant Energy

Energy Transformations

Radiant (light) Energy

Chemical Energy

Chemical Energy

MASTER

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MASTER

Thermometer Explanation A thermometer measures temperature.

The temperature of an object or a substance shows how hot or cold it is.

Temperature can be measured using many different scales.

The scales we use most are:

FAHRENHEIT The Fahrenheit (°F) scale uses the freezing point of water as 32°F and the boiling point of water as 212°F.

CELSIUS The Celsius (°C) scale uses the freezing point of water as °C and the boiling point of water as 100°C. In the United States, we usually use the Fahrenheit scale in our daily lives, and the Celsius scale for scientific work.

People in most countries use the Celsius scale in their daily lives.

This thermometer is a long glass tube filled with colored alcohol. Alcohol is used in many thermometers because it expands (takes up more space) as it gets hotter.

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Making a Thermometer ? Questions How does a thermometer measure temperature?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 1 Clear straw 1 Clear plastic bottle 2 250 mL Beakers 1 1,000 mL Pitcher 1 Piece of clay Food coloring Hot, cold, and room temperature water

Procedure 1. Fill the bottle with 200 mL of room temperature water. Ask your leader to put 10 drops of food coloring to the water.

2. Hold the straw in the bottle so that its end is in the water. Mold the clay around the top of the bottle to hold the straw. Make a tight seal.

3. Put the bottle into the beaker. Pour hot water into the beaker until it is almost full. Observe the colored water in the straw for three minutes.

4. Put the bottle into the other beaker and fill the beaker with cold water. Observe the colored water in the straw for three minutes. What was different?

 Conclusion 1. Explain how a thermometer works.

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Thermometer 1 ? Questions Why is knowing the temperature important?

How can knowing the temperature affect the way you live?

 Hypothesis Read the procedure and make predictions to answer the questions.

 Materials 1 Student thermometer

Procedure 1. Examine the thermometer.

2. Use the thermometer to answer the questions and take the measurements in the chart below.

CELSIUS

FAHRENHEIT

How many degrees does each line indicate?

What is the highest possible temperature reading?

What is the lowest possible temperature reading?

What is the temperature of the classroom?

Hold the bulb of the thermometer gently between your hands and blow on the bulb for 20 seconds.

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Thermometer 2

Water Boils ºF ºC

Human Body ºF ºC

Water Freezes ºF ºC You see lines across the thermometer to show three temperature readings.

Read both scales of the thermometer and write the temperatures in the blank spaces on the lines.

Now draw lines across the picture to show what you think the temperature is in the classroom, what you think the temperature is outside, and what you think the temperature is of the water in the drinking fountain.

Use a thermometer to measure the actual temperatures of the classroom, outside, and the water in the fountain and draw lines across the picture to show those.

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Exploring Heat 1 ? Question What happens when you mix hot and cold water together?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 1 1,000 mL Pitcher Cold and warm water 2- 250 mL Beakers Colored pencils 1 Student thermometer

Procedure 1. Fill one 250 mL beaker with cold water and record the water temperature in the chart.

2. Use a BLUE pencil to record the temperature of the cold water by drawing a line on the picture of the thermometer.

3. Fill one 250 mL beaker with warm water and record the water temperature in the chart.

4. Use a RED pencil to record the temperature of the warm water on the drawing.

5. Pour the warm water and the cold water into the 1,000 mL pitcher.

6. Estimate the temperature of the mixture by drawing a BLACK line on the drawing of the thermometer.

7. Measure the temperature of the mixture.

8. Record the temperature on the drawing with a PURPLE pencil. Was your estimate correct?

 Data FAHRENHEIT

CELSIUS

250 mL of Cold Water 250 mL of Warm Water Mixture  Conclusion 1. Did the amount of heat lost by the warm water equal the amount of heat gained by the cold water? How can you tell? Do the math to find out.

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Exploring Heat 2 ? Question What happens when you mix hot and cold water together?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 2 1,000 mL Pitcher Cold and warm water 1 250 mL Beaker Colored pencils 1 Thermometer

Procedure 1. Put 500 mL of cold water in one 1,000 mL pitcher and measure the water temperature. Record it in the chart below.

2. Use a BLUE pencil to record the temperature of the cold water on the drawing.

3. Fill a 250 mL beaker with warm water and measure the water temperature. Record it in the chart below.

4. Use a RED pencil to record the temperature of the warm water on the drawing.

5. Mix the cold water and warm water in the other 1,000 mL pitcher.

6. Predict the temperature by drawing a BLACK line on the drawing.

7. Measure the temperature of the mixture.

8. Record the temperature on the drawing with a PURPLE pencil.

 Data FAHRENHEIT

CELSIUS

500 mL of Cold Water 250 mL of Warm Water Mixture  Conclusion 1. Did the amount of heat lost by the warm water equal the amount of heat gained by the cold water?

2. What would you predict the temperature of the mixture to be if you mixed 500 mL of warm water with 250 mL of cold water?

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Exploring Heat 3 ? Question What happens when warm and cold water are poured into opposite ends of a pan?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials Cold water, warm water, and room temperature water 2 1,000 mL Pitchers 1 Ruler 1 Wallpaper pan 2 Student thermometers

Procedure 1. Record the temperature of a pitcher of room temperature water, then fill the wallpaper pan to a depth of 2 cm with the water, using the ruler to measure the depth of the water. ____________ °F ____________ °C 2. Fill one pitcher with 500 mL of warm water and one pitcher with 500 mL of cold water. Measure and record the temperatures of the cold and warm water. ____________ °F ____________ °C

____________ °F ____________ °C

cold water

warm water

3. Place one thermometer into each end of the pan. Carefully pour the cold water into one end of the pan and the warm water into the other end. Record the temperatures at both ends of the pan as soon as the thermometers stop changing. ____________ °F ____________ °C

____________ °F ____________ °C

cold end

warm end

4. Wait three minutes and record the temperature again at both ends of the pan. ____________ °F ____________ °C

____________ °F ____________ °C

cold water

warm water

 Conclusion 1. Did the heat in the warm water flow to the cooler end to reach a balance? Where else have you observed this movement of heat?

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Exploring Heat 4 ? Question What happens to cold and hot water when they first mix?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 5 Clear plastic cups 4 Marbles Dark food coloring Hot, room temperature, and cold water

Procedure 1. Fill three cups, one each with hot, room temperature, and cold water. Wait 15 seconds for the water to settle, then carefully put one drop of food coloring on top of the water. Hold the bottle of food coloring very close to the water. You don’t want to disturb the water.

2. Observe the food coloring as it moves through the water and record your observations.

3. Place the marbles in the bottom of an empty cup. Fill the cup with hot water until it covers the marbles.

4. Place an empty cup inside the first one, resting on top of the marbles. The hot water in the bottom cup should be touching the bottom of the top cup. Fill the second cup almost to the top with cold water.

5. Wait 15 seconds. Hold the bottle of food coloring very close to the water. Carefully put one small drop of food coloring on top of the water. You don’t want to disturb the water. Watch the movement of the drop of food coloring.

 Data Record your observations. Use arrows on the drawing below to show the movement of the food coloring.

HOT WATER

COLD WATER

ROOM TEMPERATURE WATER

 Conclusion 1. Did the water temperature affect the rate at which the food coloring moved through the water?

2. Draw a picture of the movement of the food coloring.

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Exploring Heat 5 ? Question What material conducts heat best: wood, plastic, or metal?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 2 1000 mL Pitchers 1 Plastic spoon 1 Metal spoon 1 Wooden spoon Hot and cold water

Procedure 1. Fill one pitcher with 750 mL of hot water and one with 750 mL of cold water.

2. Touch the ends of the spoons. Observe how they feel—their temperature—and record below.

3. Place the spoons in the container of hot water. Wait one minute. Touch the ends that are out of the water and observe their temperature. Record your observations below.

4. Place the spoons in the container of cold water. Wait one minute. Touch the ends that are out of the water and observe their temperature. Record your observations below.

 Data COOLEST

WARMEST

Step 2 Step 3 Step 4  Conclusion 1. Which material is the best conductor (the material that moves heat best)?

2. Which material is the best insulator (the material that best stops heat from moving)?

3. Which spoon would you use to stir a pot of boiling liquid on the stove?

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Insulation & Background Many times, it is important to keep heat from moving. In cold seasons, we want to keep heat in our homes. In hot seasons, we want to keep heat out of our homes. One way we do that is by insulating our homes to make it difficult for heat to move in or out.

? Question How does insulation work?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 1 Radiation can with top 1 1,000 mL Pitcher 1 Lab thermometer

Insulating materials Scissors Water

Tape

Procedure 1. Choose the materials you think would make the best insulators and insulate the outside of your can.

Remember, your can represents a house, so insulate the floor, walls, and ceiling.

2. Fill the pitcher with 1,000 mL of water. (If you are putting your insulated can in the sun, you will fill it with cold water. If you are putting your insulated can in the freezer, you will fill it with hot water. Your leader will tell you what to do.)

3. Measure and record the temperature of the water. Record the temperature of the control provided by your leader.

BEGINNING

Insulated Can ________ °F ________ °C

Control Can ________ °F ________ °C

4. Fill the insulated can with the water and place it in the sun or freezer, as your leader instructs. Wait 15 minutes, then pour the water from your insulated can back into the pitcher and measure and record the temperature. Record the temperature of the control provided by your leader.

AFTER 15 MINUTES

Insulated Can ________ °F ________ °C

Control Can ________ °F ________ °C

 Data Calculate the change in temperature of the water in the insulated and control cans: CHANGE IN TEMPERATURE Insulated Can ________ °F ________ °C Control Can ________ °F ________ °C

 Conclusion 1. Did your insulation keep heat from moving in or out of your can?

2. Compare your data with that of other groups that used different insulating materials. Which material was the best insulator?

3. How do you insulate your body to keep heat from moving in or out?

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Vinegar CH3COOH

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+ +

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Iron 4 Fe

+ +

Baking Soda NaHCO3

Oxygen 3 O2

+ +

Water H2O

+ +

+ +

Heat Heat

Carbon Dioxide + CO2 +

Iron Oixde (rust) 2 Fe2O3

Exothermic

Heat Heat

Endothermic

Chemical Reaction Formulas

Sodium Acetate NaCH3COO

MASTER

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Chemical Reactions 1 & Background All substances contain heat energy. When two substances are mixed, a chemical reaction can occur to produce a new substance. Some chemical reactions absorb heat, others produce heat. Chemical reactions that absorb heat are called ENDOTHERMIC. Chemical reactions that produce heat are called EXOTHERMIC.

? Question Does the chemical reaction between vinegar and baking soda produce heat or absorb heat?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials

 Measurements

1 Student thermometer 15 mL Vinegar 15 cc Baking soda Resealable plastic bag 2 Measuring cups

cc = mL cc = cubic centimeters are used to measure volume of solids mL = milliliters are used to measure volume of liquids

Procedure 1. Pour 15 mL of vinegar into a clean, empty plastic bag. Feel the vinegar through the bag to observe its temperature. Record your observations in the chart below.

2. Carefully place the thermometer in the bag with the bulb in the vinegar and record the temperature of the vinegar in the chart. Leave the thermometer in the bag.

3. Carefully pour 15 cc of baking soda into the resealable plastic bag. Be careful! The chemical reaction will foam up and fill the bag.

4. Wait 30 seconds and record the temperature of the mixture. Remove the thermometer from the bag and seal the bag.

5. Feel the mixture through the bag and observe its temperature. Record your observations.

 Data STEP 1 OBSERVATIONS: Vinegar Vinegar and Baking Soda Mixture STEP 5 OBSERVATIONS:

°F

°C

°F

°C

 Conclusion 1. Is the chemical reaction between vinegar and baking soda endothermic or exothermic?

2. Can you think of a way you could use an endothermic reaction or process?

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Chemical Reactions 2 & Background All substances contain heat energy. When two substances are mixed, a chemical reaction can occur to produce a new substance. Some chemical reactions absorb heat, others produce heat. Chemical reactions that absorb heat are called ENDOTHERMIC. Chemical reactions that produce heat are called EXOTHERMIC. A handwarmer is a sealed plastic pouch containing small pieces of iron, called iron filings.

? Question Does the chemical reaction between iron and oxygen produce heat or absorb heat?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 2 Handwarmers 2 Resealable plastic bags

2 Student thermometers Scissors

Procedure 1. Cut open the handwarmer pouches and pour the contents of each one into a separate plastic bag.

Immediately place a thermometer into each bag and record the temperature of the iron filings. Feel the bags to observe the temperature of the iron filings.

2. Remove the thermometers. Seal Bag 1 and leave Bag 2 wide open. Wait five minutes. Feel the bags again and observe the temperature of the iron filings. Put the thermometers in the bags and record the temperature of the iron filings.

3. Remove the thermometers and seal Bag 1 again, leaving Bag 2 wide open. Wait five minutes. Feel the bags again and observe the temperature of the iron filings. Put the thermometers in the bags and record the temperature of the iron filings.

 Data FAHRENHEIT Beginning Temperature After 5 Minutes After 10 Minutes

CELSIUS

Bag 1 Bag 2 Bag 1 Bag 2 Bag 1 Bag 2

 Conclusion 1. Is the chemical reaction between iron and air endothermic or exothermic?

2. How can you use what you have learned in this experiment?

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Chemical Reactions 3 & Background Glow sticks have two chemicals inside them (hydrogen peroxide and an ester with a fluorescent dye). The hydrogen peroxide is in the plastic tube. The ester is in the glass container inside the plastic tube. If you bend the glow stick and break the glass container, the chemicals begin to react and form a new chemical. The chemical reaction also produces light by energizing the dye.

? Question How does a glow stick change in hot and cold water?

 Hypothesis Read the procedure and make a prediction to answer the questions.

 Materials 1 Glow stick 2-250 mL Beakers

1 Student thermometer Hot and ice water

Procedure 1. Bend the glow stick until the glass container inside breaks, then shake it to mix the chemicals.

2. Observe the amount of light the glow stick produces.

3. Fill one beaker with 150 mL of hot water and one with 150 mL of ice water and record the temperatures in the chart below.

4. Place the glow stick in the ice water and observe the amount of light the glow stick produces.

5. Place the glow stick in the hot water and observe the amount of light the glow stick produces. Remove the glow stick from the hot water.

 Data FAHRENHEIT

CELSIUS

LIGHT PRODUCED

Hot Ice

 Conclusion 1. How does heat affect a chemical reaction?

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Heat and Heating Survey 1.

Circle the place in the picture where there is friction.

2.

A chemical reaction that produces heat is... a. endothermic b. exothermic c. don’t know

3.

Adding heat can make a chemical reaction... a. speed up b. slow down c. don’t know

4.

Adding heat to a liquid makes it... a. expand b. contract c. don’t know

5.

Heat always moves from hotter to colder objects. a. true

b. false

c. don’t know 6.

Heat moves in solids by convection. a. true

b. false

c. don’t know © 2019

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Heat and Heating

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39

7.

Adding insulation to your house can save energy. a. true

b. false

c. don’t know 8.

When you rub your hands together, heat is produced by... a. friction b. chemical reaction c. don’t know

9.

When you stretch a rubber band, the motion produces... a. a chemical reaction b. heat c. don’t know

10.

Mixing vinegar and baking soda is an example of a... a. solar reaction b. chemical reaction c. don’t know

11.

Exposing iron to oxygen in the air produces... a. heat b. light c. don’t know

12.

Heat moves in water by... a. radiation b. convection c. don’t know

13.

When a thermometer is placed in ice water, the alcohol in the thermometer... a. expands b. contracts c. don’t know

14.

Circle the best conductor.

40

© 2019

The NEED Project

Heat and Heating

www.NEED.org

15.

Š 2019

Draw lines on the thermometer and label the temperatures at which water freezes and boils.

The NEED Project

Heat and Heating

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41

Youth Energy Conference and Awards

Youth Awards Program for Energy Achievement

The NEED Youth Energy Conference and Awards gives students

All NEED schools have outstanding classroom-based programs in which students learn about energy.

Does your school have student leaders who extend these activities into their communities? To recognize outstanding achievement and reward student leadership, The NEED Project conducts the National Youth Awards Program for Energy Achievement.

more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math).

The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference.

For More Info: www.youthenergyconference.org

Share Your Energy Outreach with The NEED Network!

This program combines academic competition with recognition to acknowledge everyone involved in NEED during the year—and to recognize those who achieve excellence in energy education in their schools and communities.

What’s involved?

Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.

Want more info? Check out www.NEED.org/Youth-Awards for more application and program information, previous winners, and photos of past events.

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© 2019

The NEED Project

Heat and Heating

www.NEED.org

Heat and Heating Evaluation Form State: ___________ Grade Level: ___________ Number of Students: __________ 1. Did you conduct the entire unit?



Yes



No

2. Were the instructions clear and easy to follow?



Yes



No

3. Did the activities meet your academic objectives?



Yes



No

4. Were the activities age appropriate?



Yes



No

5. Were the allotted times sufficient to conduct the activities?



Yes



No

6. Were the activities easy to use?



Yes



No

7. Was the preparation required acceptable for the activities?



Yes



No

8. Were the students interested and motivated?



Yes



No

9. Was the energy knowledge content age appropriate?



Yes



No

10. Would you teach this unit again?

Please explain any ‘no’ statement below.



Yes



No

How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project

© 2019

8408 Kao Circle Manassas, VA 20110 FAX: 1-800-847-1820

The NEED Project

Heat and Heating

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43

National Sponsors and Partners Association of Desk and Derrick Clubs Foundation Alaska Electric Light & Power Company American Electric Power Foundation American Fuel & Petrochemical Manufacturers Armstrong Energy Corporation Association for Learning Environments Robert L. Bayless, Producer, LLC Baltimore Gas & Electric BG Group/Shell BP America Inc. Blue Grass Energy Bob Moran Charitable Giving Fund Boys and Girls Club of Carson (CA) Buckeye Supplies Cape Light Compact–Massachusetts Central Alabama Electric Cooperative Citgo CLEAResult Clover Park School District Clovis Unified School District Colonial Pipeline Columbia Gas of Massachusetts ComEd ConocoPhillips Constellation Cuesta College Cumberland Valley Electric David Petroleum Corporation David Sorenson Desk and Derrick of Roswell, NM Desert Research Institute Direct Energy Dominion Energy, Inc. Dominion Energy Foundation DonorsChoose Duke Energy Duke Energy Foundation East Kentucky Power EduCon Educational Consulting Edward David E.M.G. Oil Properties Energy Trust of Oregon Ergodic Resources, LLC Escambia County Public School Foundation Eversource Exelon Exelon Foundation Exelon Generation First Roswell Company Foundation for Environmental Education FPL The Franklin Institute George Mason University – Environmental Science and Policy Gerald Harrington, Geologist Government of Thailand–Energy Ministry Grayson RECC Green Power EMC Greenwired, Inc. ©2019 The NEED Project

Guilford County Schools–North Carolina Gulf Power Harvard Petroleum Hawaii Energy Houston LULAC National Education Service Centers Illinois Clean Energy Community Foundation Illinois International Brotherhood of Electrical Workers Renewable Energy Fund Illinois Institute of Technology Independent Petroleum Association of New Mexico Jackson Energy James Madison University Kansas Corporation Commission Kentucky Office of Energy Policy Kentucky Environmental Education Council Kentucky Power–An AEP Company Kentucky Utilities Company League of United Latin American Citizens – National Educational Service Centers Leidos Linn County Rural Electric Cooperative Llano Land and Exploration Louisiana State University – Agricultural Center Louisville Gas and Electric Company Midwest Wind and Solar Minneapolis Public Schools Mississippi Development Authority–Energy Division Mississippi Gulf Coast Community Foundation National Fuel National Grid National Hydropower Association National Ocean Industries Association National Renewable Energy Laboratory NC Green Power Nebraskans for Solar New Mexico Oil Corporation New Mexico Landman’s Association NextEra Energy Resources NEXTracker Nicor Gas Nisource Charitable Foundation Noble Energy North Carolina Department of Environmental Quality North Shore Gas Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corporation Opterra Energy Oxnard Union High School District Pacific Gas and Electric Company PECO Pecos Valley Energy Committee People’s Electric Cooperative Peoples Gas Pepco Performance Services, Inc. Petroleum Equipment and Services Association Permian Basin Petroleum Museum

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

Phillips 66 Pioneer Electric Cooperative PNM PowerSouth Energy Cooperative Providence Public Schools Quarto Publishing Group Prince George’s County (MD) R.R. Hinkle Co Read & Stevens, Inc. Renewable Energy Alaska Project Resource Central Rhoades Energy Rhode Island Office of Energy Resources Rhode Island Energy Efficiency and Resource Management Council Robert Armstrong Roswell Geological Society Salal Foundation/Salal Credit Union Salt River Project Salt River Rural Electric Cooperative Sam Houston State University Schlumberger C.T. Seaver Trust Secure Futures, LLC Shell Shell Carson Shell Chemical Shell Deer Park Shell Eco-Marathon Sigora Solar Singapore Ministry of Education Society of Petroleum Engineers Sports Dimensions South Kentucky RECC South Orange County Community College District SunTribe Solar Sustainable Business Ventures Corp Tesla Tri-State Generation and Transmission TXU Energy United Way of Greater Philadelphia and Southern New Jersey University of Kentucky University of Maine University of North Carolina University of Rhode Island University of Tennessee University of Texas Permian Basin University of Wisconsin – Platteville U.S. Department of Energy U.S. Department of Energy–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy–Wind for Schools U.S. Energy Information Administration United States Virgin Islands Energy Office Volusia County Schools Western Massachusetts Electric Company Eversource