# the-heat-is-on by xiaoyounan

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```									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.

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.
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.
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.
HEAT ENERGY
   This Handout is Teacher Content.

   The Heat Is On foldable is third grade content.

   Be very careful with Heat Energy concepts.
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
explanation.
 Record the temperatures.

 What did you find out?
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.
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. 83 Mixing Water

   Volume 4
   P. 45 Ice Water
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.

A.    Small ice cubes freeze at a lower temperature than
large blocks of ice.
B.    Small ice cubes freeze at a higher temperature
than large blocks of ice.
C.    Small ice cubes and large blocks of ice freeze at the
same temperature.
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?
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.
Safety Note:
Point out the
safety
EQ: How can heat be produced?                             precautions at
each station
Procedure:                                                    prior to
   Construct rubber band book                             beginning.
   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      Materials:
   Exploration 4: candle, match, foil              hand sanitizer,
hair dryer,
   Exploration 5: block of wood, sandpaper          lamp, candle,
   Exploration 6: wire hanger                      matches, block
wood, sand
paper, wire
hanger
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?
A.     The boiling temperature is greater when the dial is set at
high.
B.     The boiling temperature is greater when the dial is set at
low.
C.     The boiling temperature is the same at both settings.
INVESTIGATE HOW INSULATION AFFECTS
HEATING AND COOLING.

   Cartons ‘N Cotton AIMS Books

   Polar Brrrs AIMS Books

Let’s check our undercover thermometers.
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.
EQ: How can we slow down the loss of heat?

• What question were we trying to
• 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?
GRASS AND SOIL AS INSULATION
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.
A. The thermometer inside the mitten will have a lower
temperature reading then the thermometer on the table.
B. The thermometer inside the mitten will have a higher
temperature reading than the thermometer on the table.
C. Both thermometers will have the same temperature reading.
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.
A. None of the objects will have the same temperature.

B. Two of the objects will have the same temperature.

C. Three of the objects will have the same temperature.

D. All of the objects will have the same temperature.
USE
THERMOMETERS
TO MEASURE THE
CHANGES IN
TEMPERATURE OF
WATER SAMPLES
(HOT, WARM,
COLD) OVER TIME.
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?
A. 20 degrees Celsius

B. 30 degrees Celsius

C. 40 degrees Celsius

D. 50 degrees Celsius

E. 60 degrees Celsius
    It was a hot summer day. Mattie poured herself a glass
some ice in the glass. After 10 minutes, Mattie noticed
that the ice was melting and the lemonade was cold.
She had three different ideas. Which idea do you think
best explains why the lemonade got cold?

A.    The coldness from the ice mixed into the lemonade.
B.    The heat from the lemonade moved into the ice.
C.    The coldness and the heat moved back and forth until
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?

A.    The temperature of the “ice water” increased.
B.    The temperature of the “ice water decreased.
C.    The temperature of the “ice water” stayed the same.
REFLECTIONS

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