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HEAT & HEATING

TTTTTeacher Advisory Boardeacher Advisory Boardeacher Advisory Boardeacher Advisory Boardeacher Advisory BoardShelly Baumann, Rockford, MI

Constance Beatty, Kankakee, ILSara Brownell, Canyon Country, CA

Amy Constant, Raleigh, NCJoanne Coons, Clifton Park, NYRegina Donour, Whitesburg, KY

Darren Fisher, Houston, TXDeborah Fitton, Cape Light Compact, MA

Linda Fonner, New Martinsville, WVMelanie Harper, Odessa, TXLinda Hutton, Kitty Hawk, NC

Barbara Lazar, Albuquerque, NMRobert Lazar, Albuquerque, NMHallie Mills, Bonney Lake, WA

Mollie Mukhamedov, Port St. Lucie, FLDon Pruett, Sumner, WALarry Richards, Eaton, INBarry Scott, Stockton, CA

Joanne Spaziano, Cranston, RIGina Spencer, Virginia Beach, VATom Spencer, Chesapeake, VANancy Stanley, Pensacola, FL

Scott Sutherland, Providence, RIRobin Thacker, Henderson, KYBob Thompson, Glen Ellyn, ILDoris Tomas, Rosenberg, TX

Patricia Underwood, Anchorage, AKJim Wilkie, Long Beach, CA

Carolyn Wuest, Pensacola, FL

Debby Yerkes, Ohio Energy Project, OH

Wayne Yonkelowitz, Fayetteville, WV

NEED Mission StatementThe 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 leadersto design and deliver objective, multi-sided energy education programs.

Teacher Advisory Board Vision StatementIn support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing

and promoting standards-based energy curriculum and training.

© 2008 THE NEED PROJECT • P.O. BOX 10101 • MANASSAS, VA 20108 • 1-800-875-5029 Heat & Heating PAGE 3

Developed in partnership with the U.S. Department of Energy,National Association of State Universities and Land-Grant Colleges,

and the National 4-H Council’s 4-H Afterschool program.

TTTTTABLE OF CONTENTSABLE OF CONTENTSABLE OF CONTENTSABLE OF CONTENTSABLE OF CONTENTSCorrelations to National Science Standards ..................... 4-5

Leader Guide .............................................................. 6-10

Materials List ................................................................. 11

Lab Safety Rules ............................................................ 12

Background Information: Heat Is Energy ....................... 13-20

Day 1: Introduction & Producing Heat .......................... 21-23

Day 2: Chemical Reactions 1 ................................... 24& 26

Day 3: Chemical Reactions 2 .................................. 25 & 26

Day 4: Chemical Reactions 3 .......................................... 27

Day 5: Making a Thermometer ................................... 28-29

Day 6: Thermometer 1 & 2 and Exploring Heat 1 & 2.... 30-33

Day 7: Exploring Heat 3 .................................................. 34



Day 10: Insulation .......................................................... 37

Day 11: Student & Program Evaluation ........................ 38-41

Student Survey ......................................................... 38-40

Evaluation Form ............................................................. 41

Heat & Heating © 2008 THE NEED PROJECT • P.O. BOX 10101 • MANASSAS, VA 20108 • 1-800-875-5029

Correlations to National Science StandardsUNIFYING CONCEPTS & PROCESSES (ALL GRADE LEVELS)

1. Systems, Order, and Organizationa. The goal of this standard is to think and analyze in terms of systems, which will help students keep track of mass, energy, objects,

organisms, and events referred to in the content standards.b. Science assumes that the behavior of the universe is not capricious, that nature is the same everywhere, and that it is understandable

and predictable. Students can develop an understanding of order––or regularities––in systems, and by extension, the universe; thenthey can develop understanding of basic laws, theories, and models that explain the world.

c. Prediction is the use of knowledge to identify and explain observations, or changes, in advance. The use of mathematics, especiallyprobability, allows for greater or lesser certainty of prediction.

d. Order—the behavior of units of matter, objects, organisms, or events in the universe—can be described statistically.e. Probability is the relative certainty (or uncertainty) that individuals can assign to selected events happening (or not happening) in a

specified time or space.f. Types and levels of organization provide useful ways of thinking about the world.

2. Evidence, Models, and Explanationa. Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows

individuals to predict changes in natural and designed systems.3. Change, Constancy, and Measurement

a. Although most things are in the process of change, some properties of objects and processes are characterized by constancy; forexample, the speed of light, the charge of an electron, and the total mass plus energy of the universe.

b. Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, andby extension in the universe, remains the same.

c. Changes can occur in the properties of materials, position of objects, motion, and form and function of systems. Interactions within andamong systems result in change. Changes in systems can be quantified and measured. Mathematics is essential for accuratelymeasuring change.

d. Different systems of measurement are used for different purposes. An important part of measurement is knowing when to use whichsystem.

4. Evolution and Equilibriumb. Equilibrium is a physical state in which forces and changes occur in opposite and offsetting directions.c. Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomly and uniformly as possible.

PRIMARY (GRADES K–4) CONTENT STANDARD–A: SCIENCE AS INQUIRY1. Abilities Necessary to do Scientific Inquiry

a. Ask a question about objects, organisms, and events in the environment.b. Plan and conduct a simple investigation.c. Employ simple equipment and tools to gather data and extend the senses.d. Use data to construct a reasonable explanation.e. Communicate investigations and explanations.

2. Understandings about Scientific Inquirya. Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know.c. Simple instruments such as magnifiers, thermometers, and rulers provide more information than using only senses.

PRIMARY STANDARD–B: PHYSICAL SCIENCE1. Properties of Objects and Materials

a. Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with othersubstances. Those properties can be measured using tools such as rulers, balances, and thermometers.

b. Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of thematerials from which they are made, and those properties can be used to separate or sort a group of objects or materials.

c. Materials can exist in different states—solid, liquid, and gas. Some common materials, such as water, can be changed from one stateto another by heating or cooling.

3. Light, Heat, Electricity, and Magnetisma. Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object.b. Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object

to another by conduction.


INTERMEDIATE (GRADES 5-8) CONTENT STANDARD–A: SCIENCE AS INQUIRY1. Abilities Necessary to do Scientific Inquiry

a. Identify questions that can be answered through scientific inquiry.b. Design and conduct a scientific investigation.c. Use appropriate tools and techniques to gather, analyze, and interpret data.d. Develop descriptions, explanations, predictions, and models using evidence.e. Think critically and logically to make the relationships between evidence and explanations.f. Recognize and analyze alternative explanations and predictions.g. Communicate scientific procedures and explanations.h. Use mathematics in all aspects of scientific inquiry.

INTERMEDIATE STANDARD–B: PHYSICAL SCIENCE3. Transfer of Energy

a. Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the natureof a chemical.

b. Energy is transferred in many ways.c. Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.d. Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).g. The sun is the major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of that

light reaches earth, transferring energy from the sun to the earth. The sun’s energy arrives as light with a range of wavelengths.

INTERMEDIATE STANDARD–C: LIFE SCIENCE4. Populations and Ecosystems

a. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers intochemical energy through photosynthesis. The energy then passes from organism to organism in food webs.


LEADER GUIDEOVERVIEW AND PREPARATION

o Read the guide and become familiar with the information, activities, and equipment in the kit.o Gather the materials not included in the kit as listed on page 11.o Practice the experiments to gain an understanding of possible outcomes, difficulties, and questions.o Make copies of the Student Pages 21, 24-25, 27-28, and 30-40 for each student.o Allow the students to take their Student Pages home each day to share with their families.o With all of the activities, give older students responsibility for working with the younger students to understand

and complete the experiments and student pages.o Make sure the students understand the applicable Lab Safety Rules on page 12.

GENERAL SCIENTIFIC CONCEPTS

o Heat (thermal energy) is everywhere and in everything.o In strict scientific terms, heat is defined as a transfer of energy due to a temperature difference, and

temperature is defined as the average kinetic (motion) energy of all the molecules. These strict definitionsare too difficult for younger students to understand and are rarely used in elementary texts, which usuallydefine heat as thermal energy or the kinetic energy of molecules and temperature as a measure of thehotness or coldness of a substance. These more general definitions are used in this unit.

o Solids have a definite shape and volume.o Liquids have a definite volume, but conform to the shape of the container in which they are placed.o Gases have no definite shape or volume, but fill whatever space they are in.o Molecules in solids, liquids, and gases are always vibrating and moving.o Heat seeks balance and can move to achieve it.o Heat can move by conduction, convection, and radiation.o Conduction is the movement of heat in solids.o Convection is the movement of heat by currents in fluids, such as liquids and gases.o Radiation is the movement of heat through vacuums and air by electromagnetic waves.o The molecular structure of a substance determines how well the substance conducts energy.o Substances that do not conduct energy well are called insulators.o Substances that conduct energy well are called conductors.o The space between molecules increases as heat is added.o Heat gives molecules more energy, so they move faster and bounce harder off each other, creating more

space between them.o Solids expand a little, liquids expand more, and gases expand a lot as heat is added.o We can measure the temperature of substances using thermometers.o There are different scales we can use to measure temperature. In daily life in the U.S., most people use the

Fahrenheit scale. In scientific endeavors, most people use the Celsius scale.


DAY 1 PRODUCING HEAT (STUDENT PAGE 21)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 a force that impedes 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 heat.

MATERIALS: RUBBER BANDS, 8-INCH PIECES OF THIN METAL COAT HANGER* *not in kitPROCEDURE:

o If desired, have the students take the Survey on pages 38-40 as a pre-test.o Introduce the activity by asking the students what they know about heat––ways it is produced, how they use

it, how they perceive it.o Discuss the concepts listed above. See the backgrounder for more information.o Use the Forms of Energy diagram on page 22 to explain the different forms of energy.o Ask students how they might produce heat without using any other objects.o Have the students complete the activities on Student Page 21.o Make a list of and discuss other examples of friction or motion producing heat.o Discuss how early humans used friction to produce heat.o Use the Energy Flow diagram on page 23 to explain how the heat energy produced by rubbing one’s hands

together originally came from the sun.

DAY 2 CHEMICAL REACTIONS 1 (STUDENT PAGE 24)CONCEPTS:All substances contain heat energy.When some substances are mixed together, a chemical reaction occurs that produces a new substance.Chemical reactions can change the amount of heat 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 heat energy in substances.

MATERIALS: THERMOMETERS, VINEGAR*, BAKING SODA, ZIPLOCK BAGS, MEASURING CUPS

PROCEDURE:o Set up five centers, each with one thermometer, one ziplock bag, one measuring cup with 15 ml of vinegar,

and one measuring cup with 15 cc of baking soda.o Make a transparency of the Thermometer Explanation on page 29 and Chemical Reaction Formulas on

page 26.o Use the Thermometer transparency to explain how to read a thermometer.o Discuss ways that people use thermometers in their daily lives.o Introduce the activity by explaining what chemical reactions are and asking students if they can think of

examples.o Have the students complete the activity on Student Page 24.o Explain the chemical reaction that took place using the Chemical Reaction Formulas transparency.o Discuss the students’ answers to the Conclusion questions.


DAY 3 CHEMICAL REACTIONS 2 (STUDENT PAGE 25)CONCEPTS: SAME AS DAY 2MATERIALS: HANDWARMERS, ZIPLOCK BAGS, THERMOMETERS, TIMER*, SCISSORS* *not in kitPROCEDURE:

o Set up five centers, each with two thermometers, two ziplock bags, one pair of scissors, and twohandwarmers.

o Introduce the activity by reviewing the Day 2 activity and explaining that the students will be conducting anexperiment with a different chemical reaction.

o Have the students complete the activity on Student Page 25. The leader should provide the timing.o Explain the chemical reaction that took place using the Chemical Reaction Formulas on page 26.o Discuss the students’ answers to the Conclusion questions.

DAY 4 CHEMICAL REACTIONS 3 (STUDENT PAGE 27)CONCEPTS:Some chemical reactions produce light.Adding heat can speed up a chemical reaction.Taking heat away can slow down a chemical reaction.

MATERIALS: LIGHTSTICKS, BEAKERS, THERMOMETERS, HOT AND ICE WATER* *not in kitPROCEDURE:

o Set up five centers, each with one thermometer, two beakers, one lightstick, and hot and ice water.o Introduce the activity by reviewing the Day 1 & 2 activities and how the chemical reactions produced or

required heat. Explain that the students will be observing a different kind of chemical reaction in this activity.o Have the students complete the activity on Student Page 27.o Discuss the chemical reaction that took place as described in the background of Student Page 27.o Discuss the students’ answers to the Conclusion question.

DAY 5 MAKING A THERMOMETER (STUDENT PAGE 28)CONCEPTS:Temperature is the average amount of heat energy in a substance.A thermometer is a device that measures temperature.Most substances expand as the heat energy in them increases.

MATERIALS: CLEAR STRAWS, CLEAR PLASTIC BOTTLES, PITCHERS, BEAKERS, CLAY*, FOOD COLORING, COLD, HOTAND ROOM TEMPERATURE WATER* *not in kit

PROCEDURE:o 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.o Introduce the activity by discussing the importance of thermometers.o Have the students complete the activity on Student Page 28. The leader should dispense the food coloring

to avoid staining and provide timing for the activity.o Discuss why most substances expand when they are heated using the information in the backgrounder.

Ask students for other examples of expansion and contraction caused by changes in temperature (Cracksin sidewalks, doors that stick in hot weather).

o Discuss change of state––how ice turns into water, then steam, as heat energy increases.o Discuss the students’ answers to the Conclusion question.


DAY 6 THERMOMETER 1 AND 2, EXPLORING HEAT 1 AND 2 (STUDENT PAGES 30–33)CONCEPTS:Temperature is the average amount of heat energy in a substance.A thermometer is a device that measures temperature.When two substances with different temperatures are mixed, the heat energy will seek a balance. Heat fromthe 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 heat lost by the warmer substanceis equal to the amount of heat gained by the cooler substance.

MATERIALS: THERMOMETERS, PITCHERS, BEAKERS, COLD AND WARM WATER*, COLORED PENCILS* *not in kitPROCEDURE:

o Set up five centers, each with two beakers, two pitchers, one thermometer, colored pencils, and access towarm and cold water.

o Introduce the activity by asking the students for examples of ways that heat moves.o Have the students complete Thermometer 1 on Student Page 30. Discuss why students may have gotten

different results. Discuss the students’ answers to the Questions.o Have the students complete Thermometer 2 on Student Page 31. Review their answers.o Have the students complete Exploring Heat 1 on Student Page 32. Discuss how heat seeks balance.

Discuss the students’ answers to the Conclusion questions.o Have the students complete Exploring Heat 2 on Student Page 33. Discuss the students’ answers to the

Conclusion questions.

DAY 7 EXPLORING HEAT 3 (STUDENT PAGE 34)CONCEPTS:When two substances with different temperatures are mixed, the heat energy will seek a balance. Heat fromthe warmer substance will move to the cooler substance until both substances are the same temperature.

MATERIALS: THERMOMETERS, PITCHERS, WALLPAPER PANS, RULERS*, COLD, WARM AND ROOM TEMPERATURE WATER*PROCEDURE:

o Set up five centers, each with two pitchers, two thermometers, one wallpaper pan, one ruler, and access towarm, cold and room temperature water.

o Introduce the activity by asking the students how they know that heat moves from one place to another.o Have the students complete the activity on Student Page 34.o Discuss the students’ answers to the Conclusion question.

DAY 8 EXPLORING HEAT 4 (STUDENT PAGE 35)CONCEPT:Heat moves through liquids by convection.

MATERIALS: CLEAR PLASTIC CUPS, MARBLES, FOOD COLORING, COLD, HOT AND ROOM TEMPERATURE WATER*PROCEDURE:

o Set up five centers, each with five plastic cups, four marbles, and access to hot, cold, and room temperaturewater.

o Introduce the activity by asking the students how heat moves in liquids.o Have the students complete the activity on Student Page 35. The leader should dispense the food coloring

to avoid staining.o Discuss the students’ answers to the Conclusion questions.


DAY 9 EXPLORING HEAT 5 (STUDENT PAGE 36)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, WOOD, AND PLASTIC SPOONS, COLD AND HOT WATER* *not in kitPROCEDURE:

o Set up five centers, each with two pitchers, one spoon of each material and access to hot and cold water.o Introduce the activity by asking the students how heat moves in solids.o Have the students complete the activity on Student Page 36.o Discuss the students’ answers to the Conclusion questions.

DAY 10 INSULATION (STUDENT PAGE 37)CONCEPTS:Materials that do not conduct heat well are called insulators.Insulation is a valuable material to save energy at home.

MATERIALS: PITCHERS, METAL BOTTLES, LAB THERMOMETERS, INSULATING MATERIALS, SCISSORS*, TAPE*, WATER*PROCEDURE:

o Set up five centers, each with one pitcher, 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 afreezer, have the students fill their cans with hot water. If you want to have the students place their cans inthe sun, have them fill the cans with cold water.

o Fill one can with water but do not insulate it. This will be the control.o Introduce the activity by asking the students what they know about insulation.o Have the students complete the activity on Student Page 37.o Discuss the students’ answers to the Conclusion questions.o Discuss with students how knowing about insulation can help them save energy at home.

EVALUATION

PROCEDURE:o Make a copy of the Survey on pages 38-40 for each participating student. If you desire, you can conduct the

Survey as a pre and post test.o Distribute the Survey to the students and ask them to circle the correct answers to the questions. If you

have young students, you can choose which questions you want to use and read the questions to them.Collect the forms and send them to NASULGC to evaluate the program.

o Together with the students, complete the Evaluation Form on page 41 and return to NASULGC at:

NASULGC, 1307 New York Avenue, NW, Suite 400, Washington, DC 20005-6065


MATERIALS IN KIT1 Demonstration Thermometer10 Student Thermometers10 Lightsticks30 Rubber Bands1 Container of Baking Soda10 - 15 ml Measuring Cups30 Ziplock Bags10 - 2-packs of Handwarmers10 - 250 ml Beakers10 - 1000 ml Pitchers10 Clear Straws5 Clear Plastic Bottles5 Wallpaper Pans1 Food Coloring20 Marbles30 Clear Plastic Cups5 Plastic and Metal Spoons and Wooden Sticks6 Metal BottlesBubble Wrap InsulationPaper InsulationCellulose Insulation

MATERIALS NEEDED10 - 8” Pieces of Thin Metal Coat Hanger5 Scissors5 Masking Tape5 Sets of Colored PencilsHot, Cold and Room Temperature Water5 Pieces of Clay5 Rulers1 Bottle of Vinegar

MATERIALS

FOR ADDITIONAL MATERIALS, call the NEED Project at 1-800-875-5029.


EYE SAFETYAlways wear safety glasses when performing experiments.

FIRE SAFETYDo 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 the tongs or protective gloves when handling hot objects. Do not touch hot objects with yourhands.

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

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

HEAT SAFETYAlways 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 intocontact 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 SAFETYNever use a piece of glass equipment that appears 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 if glass has been heated.

Clean glass equipment carefully before packing it away.

CHEMICAL SAFETYDo 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 container without specificinstructions to do so.

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

LAB SAFETY RULES


HEAT IS ENERGYEnergy is a part of everything we do andsee. 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 conditionerstake heat from inside the house and move it outside. Swimming poolstake heat from our bodies.

HEAT IS THE MOTION OF MOLECULESWhat is heat? Scientists say it is the kinetic energy in asubstance. Kinetic energy is the energy of motion. Heatis the motion of the molecules in a substance, not themotion of the substance itself.

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

Even though we can’t see them, the molecules insubstances are never still. They are always moving. Thatmotion is the kinetic energy called heat.

MOLECULES VIBRATE, SPIN, AND MOVEThe molecules in solids—like rocks, wood, or ice—cannot move much at all. They are held in oneposition 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.

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


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

Finally, they break the bonds that hold them in oneposition. They become a liquid—water. The moleculesbegin to move and spin. They are still bonded together,but not so tightly.

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

If you add more heat energy to the molecules, they movefaster and faster. They crash into each other and moveaway. Finally, they break the bonds that hold themtogether. They become a gas—steam. A gas does nothave a definite shape or volume. It spreads out and fillswhatever space it is in.

HEAT SEEKS BALANCEEverything in nature seeks balance. Heat seeks balance,too. Heat flows from hotter places to colder places andfrom hotter substances to colder substances. Whathappens if you pour hot water into a cold tub? Themolecules of hot water have more energy. They movefast. They crash into the colder molecules and give themsome of their energy.

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

If heat energy did not move, this man would nothave a very good time taking a bath. Thanks tobalance, all of the water in the tub should be thesame temperature in a short time.


HEAT ENERGY MOVESHeat energy is always on the move. It moves to seek balance.Heat can move in many ways. When a hot object touches acold object, some of the heat energy flows to the cold object.This is called conduction. Conduction is the way heat energymoves in solids.

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

HEAT MOVES BY CONDUCTION IN SOLIDSHow does the heat move? Let’s think about it. All solids are made of molecules. The molecules insolids vibrate. The more energy they have, the faster they vibrate. In a hot object, the moleculesvibrate 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 againstthe slow-moving molecules in the cold object. The fast molecules give up some energy to theslower moving molecules. The vibration of the fast molecules slows down.

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

Look at the picture at the bottom of the page. The flame adds heat to the tripod. The tripod getsvery hot. The metal rod touches the tripod. The molecules in the tripod vibrate against the moleculesin 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 moleculestransfer some of their energy to the cooler molecules. The molecules in the rod conduct the heatfrom the hotter end to the cooler end.

The heat moves from the tripod to theend of the rod touching it, then throughthe rod. The energy flows frommolecule to molecule as they vibrateagainst each other. Heat is moving byconduction.


CONDUCTORS AND INSULATORSIn some materials, heat flows easily from molecule tomolecule. These materials are called conductors. Theyconduct––or move––heat energy well.

Look at the picture with the metal rod and the tripod. Youwould not hold the metal rod with your bare hand. Youwould get burned. The metal would conduct the heat toyour hand. Metals are good conductors of heat.

If you touched a wooden pencil to the tripod, would itconduct heat as well as the metal rod? No. Wood is nota good conductor of heat. Materials that don’t conductheat well are called insulators.

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

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

Look at the objects below. The pot, the spoon and the fork are made of metal. The pot and thespoon have plastic handles. The fork has a wooden handle. The dish is made of glass. The ovenmitt is made of cotton fabric.

Which materials are the insulators? The insulators are the materials that don’t move heat. Theyprotect 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 pan moves heat to the food inside to cook thefood. The plastic handle protects our hands. The wooden handle and cotton glove protect ourhands, too.

What about glass? It is not a good conductor or a good insulator.


Heat also moves by convection in gases. Airis the gas you know best. I’m sure you’venoticed that the top floor of a building is warmerthan the basement. The air near the ceiling iswarmer than the air near the floor.

The molecules of gases are like molecules inliquids. The more energy they have, the fartherapart they are. In a room, the cooler, denserair flows down. The warmer, lighter air rises. Acurrent of flowing air is formed.

The warmer molecules give up energy as theybounce against cooler molecules. They giveup some energy, become cooler, and flow downagain. The heat is transferred by convection.

MOVEMENT OF HEAT IN FLUIDSFluids are liquids and gases. Heat also moves in fluids. Heat doesn’t move by conduction. Influids, the molecules are too far apart to conduct energy as they vibrate. The molecules in fluidsare free to move and spin. As they move, they bounce against each other. The molecules withmore 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 watermolecules begin to move and flow faster.The molecules near the flame have moreenergy. They push against each otherand 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 themolecules of hot water. They are denser.

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


WIND IS A CONVECTION CURRENTHeat moves all the time––all over the world.Even the wind is energy in motion.

When the sun shines on the Earth, the landgets warmer than the oceans. Land canabsorb more energy from the sun thanwater. It changes the radiant energy intoheat.

This makes the air over the land warmerthan the air over the ocean. The warm airrises. Cool ocean air flows in to take itsplace. The air flows in currents. The heatin the air is transferred by convection. Thismoving air is the wind.

The ocean is a fluid similar to air. Ocean waters have currents, too. The water near the equator iswarmed by the sun. The water near the poles is cold. The warm water rises to the surface. Thecold water flows in to take its place. Ocean currents are formed by convection.

ENERGY MOVES BY RADIATIONMost of the earth’s energy comes from thesun. Every day, the sun gives off a lot ofenergy. It comes from the sun in rays orwaves. It is called radiant energy.

Energy does not travel from the sun as heat.Heat must move from molecule to moleculeand there are no molecules in space. Solarenergy travels in rays or waves as radiantenergy.

When the radiant energy reaches earth, it hitsmolecules in the air, in the ocean, and on land.It hits our bodies. The molecules turn someof the radiant energy into heat.

The energy from the sun that we can see isvisible light. Other kinds of radiant energy areultraviolet rays, infrared radiation, andmicrowaves. Infrared radiation producesmost of the heat on Earth.


HEAT AND TEMPERATUREHeat and temperature are different things. Two cups of boiling water would have twice as muchheat as one cup of boiling water, but the water would be at the same temperature. A giant icebergwould have more heat energy than a cup of boiling water, even though its temperature is lower. Itwould have more heat energy because of its size.

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

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

WE CAN MEASURE TEMPERATUREWe use thermometers to measure temperature. Thermometerscan measure temperature using different scales. In the UnitedStates, we usually use the Fahrenheit (F) scale in our dailylives. Scientists usually use the Celsius (C) scale, as dopeople in most other countries.

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

THERMOMETERSThere are many kinds of thermometers. Some have onlyone scale. Others have both Celsius and Fahrenheit scales.

The thermometer on the left shows both scales. It is madewith a long glass tube filled with colored alcohol. The alcoholexpands––gets bigger––when it has more heat energy. Itcontracts––gets smaller––when it has less heat energy.

The thermometer on the right is digital. It does not have alcoholin it. It has a tiny computer chip and a battery. By pushing abutton, it can measure the temperature on either the Fahrenheitor Celsius scale.


EXPANSION AND CONTRACTIONWhy does the alcohol in a thermometer expand andcontract? The alcohol is a liquid. Its molecules moveand spin. When heat energy is added, its moleculesmove faster. They push apart from each other. Thespace between the molecules gets bigger. Thealcohol in the tube expands.

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

SOLIDS, LIQUIDS, AND GASESAll substances expand when they are heated. Some expand a little; some expand a lot. They allexpand at different rates. Solids expand a little when they are heated. The molecules in solidshave strong bonds. They are held tightly in one position. They cannot move around––they canonly vibrate. When heat energy is added, they vibrate faster. They push against each other withmore 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 ofthe 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 andmove around each other. When heat energy is added to liquids, they expand more than solids.The bonds 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 bonds that hold them together arevery weak. When heat energy is added to gases, they expand a lot. Sometimes they break thebonds completely and float away from each other.


TRANSPARENCY MASTER


1. Circle the place in the picture where there is friction.

2. A chemical reaction that produces heat is...a. endothermicb. exothermicc. don’t know

3. Heat can make a chemical reaction...a. speed upb. slow downc. don’t know

4. Adding heat to a liquid makes it...a. expandb. contractc. don’t know

5. Heat always moves from hotter to colder objects.a. trueb. falsec. don’t know

6. Heat moves in solids by convection.a. trueb. falsec. don’t know

SURVEYName _________________________________ Age ______ Male or Female (circle) Date ______________


7. Adding insulation to your house can save energy.a. trueb. falsec. don’t know

8. When you rub your hands together, heat is produced by...a. frictionb. chemical reactionc. don’t know

9. When you stretch a rubber band, the motion produces...a. a chemical reactionb. heatc. don’t know

10. Mixing vinegar and baking soda is an example of a...a. solar reactionb. chemical reactionc. don’t know

11. Exposing iron to oxygen in the air produces...a. heatb. lightc. don’t know

12. Heat moves in water by...a. radiationb. convectionc. don’t know

13. When a thermometer is placed in ice water, the alcohol in the thermometer...a. expandsb. contractsc. don’t know

14. Circle the best conductor.


15. Draw lines on the thermometer and label the temperaturesat which water freezes and boils.

HEAT & HEATINGEvaluation Form

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American Association of Blacks inEnergy

American Electric PowerAmerican Electric Power Foundation

American Petroleum InstituteAmerican Public Power Association

American Solar Energy SocietyAmerican Wind Energy Association

Aramco Services CompanyArmstrong Energy Corporation

Association of Desk & Derrick ClubsAWAKE

BJ Services CompanyBP Foundation

BPBP AlaskaBP Solar

Bureau of Land Management–U.S. Department of the Interior

C&E OperatorsCape and Islands Self Reliance

Cape Cod Cooperative ExtensionCape Light Compact–Massachusetts

Center for the Advancement of ProcessTechnology–College of the Mainland–TX

Chesapeake Public Schools–VAChevron

Chevron Energy SolutionsComEd

ConEd SolutionsConocoPhillips

Cypress-Fairbanks Independent SchoolDistrict–TX

Dart FoundationDavid Sorenson

Desk and Derrick of Roswell, NMDevon Energy

DominionDuke Energy KentuckyDuke Energy Indiana

Duke Energy North CarolinaDuke Energy South Carolina

East Kentucky PowerEnergy Information Administration–

U.S. Department of EnergyEnergy Training Solutions

Energy and Mineral Law FoundationEquitable Resources

Escambia County School District–FLFPL Energy Encounter–FLFirst Roswell Company

Florida Department of EnvironmentalProtection

NEED National Sponsors and PartnersNEED National Sponsors and PartnersNEED National Sponsors and PartnersNEED National Sponsors and PartnersNEED National Sponsors and PartnersFoundation for Environmental Education

Gerald Harrington, Geologist

Guam Energy Office

Halliburton Foundation

Hydropower Research Foundation

Illinois Clean Energy CommunityFoundation

Illinois Department of Commerce andEconomic Opportunity

Independent Petroleum Association ofAmerica

Independent Petroleum Association ofNew Mexico

Indiana Office of Energy and DefenseDevelopment

Interstate Renewable Energy Council

Iowa Energy Center

Kentucky Clean Fuels Coalition

Kentucky Office of Energy Policy

Kentucky Oil and Gas Association

Kentucky Propane Education andResearch Council

Kentucky River Properties LLC

Kentucky State Fair

Keyspan

KidWind

Llano Land and Exploration

Long Island Power Authority–NY

Maine Energy Education Project

Maine Public Service Company

Marianas Islands Energy Office

Massachusetts Division of EnergyResources

Michigan Energy Office

Michigan Oil and Gas ProducersEducation Foundation

Minerals Management Service–U.S. Department of the Interior

Mississippi Development Authority–Energy Division

Nabors Alaska

Narragansett Electric–A National Grid Company

NASA Educator Resource Center–WV

National Alternative Fuels TrainingCenter–West Virginia University

National Association of State EnergyOfficials

National Association of StateUniversities and Land Grant Colleges

National Hydropower Association

National Ocean Industries Association

New Jersey Department ofEnvironmental Protection

New York Power Authority

The NEED Project PO Box 10101 Manassas, VA 20108 1-800-875-5029 www.NEED.org

North Carolina Department ofAdministration–State Energy Office

Nebraska Public Power District

New Mexico Oil Corporation

New Mexico Landman’s Association

New York State Energy Research andDevelopment Authority

Noble Energy

Offshore Energy Center/Ocean Star/OEC Society

Offshore Technology Conference

Ohio Energy Project

Pacific Gas and Electric Company

Petroleum Equipment SuppliersAssociation

Poudre School District–CO

Puerto Rico Energy Affairs Administration

RSA Engineering

Robert Gorham

Roswell Desk and Derrick Club

Roswell Geological Society

Rhode Island State Energy Office

Saudi Aramco

Schlumberger

Sentech, Inc.

Shell Exploration and Production

Snohomish County Public Utility District–WA

Society of Petroleum Engineers

Southwest Gas

Spring Branch Independent SchoolDistrict–TX

Tennessee Department of Economicand Community Development

Toyota

TransOptions, Inc.

University of Nevada–Las Vegas, NV

United Illuminating Company

U.S. Environmental Protection Agency

U.S. Department of Agriculture–Biodiesel Education Program

U.S. Department of Energy

U.S. Department of Energy–Hydrogen, Fuel Cells and Infrastructure

Technologies

Virgin Islands Energy Office

Virginia Department of Mines, Mineralsand Energy

Virginia Department of Education

Virginia General Assembly

Wake County Public Schools–NC

Western Kentucky Science Alliance

W. Plack Carr Company

Yates Petroleum

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