Heat and Changing States of Matter - · PDF file1 Heat and Changing States of Matter INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale

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Heat and Changing States of MatterINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING HEAT AND CHANGING STATES OF MATTER

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Matter Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Transferring Thermal Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Conductor or Insulator? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


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VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Heat and Changing States of Matter 11

OBJECTIVES

Heat and Changing States of MatterTHEMES

Heat and Changing States of Matterexplores the basic aspects of heatand thermal energy. Heat of fusionand heat of vaporization are cov-ered, in addition to expansion andcontraction. The transfer of heatthrough conduction, convection andradiation are also discussed, as wellas the heat capacity of various typesof matter.

OVERVIEW

Heat causes matter to change statesthrough expansion or contraction ofmolecules. The amount of motion in amolecule is a reflection of its kineticenergy. Temperature is a measure ofthe average kinetic energy of the mol-ecules making up an object. If weapply thermal energy to a material,we can increase its kinetic energyand cause it to change states. Heat ismeasured in units called calories.Some materials, such as coal, havestored or potential energy. Thisenergy is released as the coal burns.The heat necessary to change a sub-stance from a solid to a liquid, withno temperature increase occurring, iscalled the heat of fusion. The heatnecessary to convert boiling water tosteam is called the heat of vaporiza-tion. Most materials expand as theyget hotter and contract as they getcooler.

To learn more about the charac-teristics of heat and thermalenergy.

To discuss the various aspects ofconduction, convection and radi-ation.

To examine heat of fusion andheat of vaporization.

To better understand how heat ismeasured and controlled.

To explore thermal conductanceand heat capacity.

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12© Copyright 1999 AIMS Multimedia Heat and Changing States of Matter

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.

© Copyright 1999 AIMS Multimedia Heat and Changing States of Matter13

INTRODUCTION TOTHE PROGRAMThe presence of heat on the Earth isthe basis of all life. Heat is one of themost important elements known tohumans. It is used to warm ourhomes, provide us with light, cookour food, and produce fuel used fortransportation and electricity. We cansee basic examples of heat all aroundus. A breeze is created by warm airthat is replaced by cool air. A warmstove heats a room as currents circu-late the warm air. Infrared rays fromthe sun cause our skin to burn. Thesephysical examples of heat are bestunderstood if we examine the aspectsof heat on a molecular level. In fact, itis the increased movement of invisiblemolecules that create heat in all sub-stances.

INTRODUCTION TOVOCABULARYBefore starting the program, write theword “thermal” on the board. Whatdoes this word mean to students?Where have they heard this word, orrelated words, before?

(Thermal means “relating to orcaused by heat.” Some related wordsinclude: thermal underwear, thermos,thermometer, thermodynamics, ther-monuclear and thermostat.)

DISCUSSION IDEASThe heat that we use on Earth comesfrom six main sources. Can studentsname all six sources? What are someways that we use heat from thesesources? (The six main sources ofheat are the sun, fire, friction, nuclearenergy, chemical reactions, and heatwithin the Earth. Heat from the sunwarms solar panels that make electri-cal energy. Heat from fire is used tocook food and produce fuel. Heatfrom the friction of two sticks rubbingtogether can help us build a camp-fire. Lighting a match is an exampleof a useful chemical reaction that pro-duces heat. Nuclear energy is used toproduce electricity for heating ourhomes.)

FOCUSAsk students to think about the vari-ous applications of heat. What aresome ways that students used heatbefore getting to class today? Whatwould their day have been like with-out heat? Ask them to keep thesethings in mind as they begin the unit.


JUMP RIGHT IN

Preparation

Read Heat and Changing Statesof Matter Themes, Overview, andObjectives to become familiarwith program content and expec-tations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing HEAT AND CHANGINGSTATES OF MATTER

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students viewHeat and Changing States ofMatter together or in smallgroups.

Some students may benefit fromviewing the video more than onetime.

After Viewing HEAT ANDCHANGING STATES OF MATTER

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE HEAT AND CHANGING STATES OF MATTER AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Writing

The scientists listed below worked to help us have a better understanding of heat. Ask studentsto choose a scientist from the list. Have each student write a one-page summary of their cho-sen person’s contributions to the understanding of heat. Encourage students to use librarybooks and encyclopedia articles to learn more about their chosen topics.

Nicolas CarnotRudolf ClausiusSir Humphry DavyJosiah GibbsJames JouleLord KelvinJulius R. von Mayer Benjamin Thompson

Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are uncertain of the meanings. Make sure that their sentences display an understand-ing of the words as they relate to the program.

• conduction - transmission of heat by thermal energy from particle to particle

• convection - transfer of heat that occurs when thermal energy causes currents to form in gases or liquids

• radiation - process whereby energy in the form of light rays or heat is transmitted fromatoms and molecules as they undergo internal changes

Link to the World

Heat is a very important element in our daily lives. Ask students to name some important usesof heat. Remind them to include uses that are related to transportation, industry and healthcare. (We use heat to furnish the energy that makes automobiles, airplanes and trains move.Heat is also used in factories to make many of the products we use, including plastic items,food products and things made from metals and alloys. Heat also generates electricity whichwe use to warm our homes, produce light and operate appliances. Scientists and medical pro-fessionals use heat to kill bacteria and perform chemical experiments. Heat is also used todestroy garbage and human waste materials.)

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Hands On

The following experiment will explain a common example of convection. Students will need ajar of soil, a jar of water and 2 thermometers. Place a thermometer in each of the jars. Set thejars in a patch of sunlight and record the temperature changes. Which material heats morequickly, the water or the soil? (The soil heats more quickly.)

Remove the jars from the sunlight, and record the temperature changes again. Which mater-ial cools off more quickly, the water or the soil? (The soil cools off more quickly.)

Ask students if they have ever felt a breeze at the beach. How can the experiment aboveexplain this phenomenon? (During the day, the ground warms up and becomes warmer thanthe sea. Warm air over the ground rises as cooler air over the ocean comes in. This causes abreeze. At night, the ground is cooler than the water. Air over the ocean rises while air overthe ground blows away. This also causes a breeze.)

In the Newsroom

Ask students to watch a television news broadcast, watching closely for stories related to heator thermal energy. Have them keep a list of these stories and how they relate to heat. Remindthem that many everyday occurrences are linked to thermal energy, including space explo-ration, medical research, energy conservation, weather occurrences and industry.

Encourage students to share their findings in a class discussion. How many unexpected topicswere discovered? Did any stories relate to conduction, convection or radiation? Which ones?

Extended Activity

When something is added to water, the water solution’s freezing point is lowered.This meansit will take the solution longer to freeze than ordinary water. Ask students to consider the fol-lowing substances: ordinary water, water that has just been boiled and saltwater. Which sub-stance will freeze first? Which substances will freeze second and third? Why?

(Water that has just been boiled will freeze first because most of its air has been released. Thisraises its freezing point. Ordinary water will freeze next, and saltwater will freeze last. Theadded salt raises its freezing point.)

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60 Minutes

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Critical Thinking

Heat causes many physical changes in our world. Ask students to use what they know aboutheat to answer the following questions. Why do telephone wires sag on a hot day and tighteninto straight lines on a cold day? Why is a jar lid easier to remove if it has been placed underhot water? Why do people in hot, desert countries wear white clothing over their arms andlegs instead of wearing short-sleeved shirts and short pants? Why do architects leave gapsbetween sections of buildings and bridges?

(Telephone wires sag on a hot day because heat makes them expand and grow in length. Ona cold day, they contract or shorten. Placing a jar lid under hot water makes the lid expand.This loosens the lid’s grip on the jar and makes its easier to remove the lid. People in hot, desertcountries wear long white garments to protect themselves from the sun. White reflects heat andprovides more protection and a cooler temperature than bare skin would. Architects leavegaps in bridges and buildings because all structures expand in hot weather. If there were nogaps to make room for this expansion, the structures would buckle and eventually fall down.)

Connection to History

Scientists don’t know exactly when early humans began using fire, but the discovery was amajor turning point in our history. How might the first fires witnessed by humans have started?What methods might have been used to ignite and control fire? What important uses did firehave for early civilizations?

(The first fires were probably ignited by lightening flashes, sparks from an erupting volcano,or as a result of sunlight burning dried leaves. People probably saw how sparks led to fire.They learned to use flint and other materials to produce these sparks and start fires. Leaves andwood were probably used to control the fires. Early humans used fire to stay warm, cook food,provide light for nighttime activities, make pottery from clay, clear forests to grow food, keepanimals away, and forge weapons and tools from metals.)

Culminating Activity

Using what they have learned in the unit, ask each student to write a question related to theprogram. Collect the questions and use them to write a review quiz. After giving the quiz, askstudents if they enjoyed designing the test. How would they feel about designing more tests inthe future?

20 Minutes

30 Minutes

HISTORY

60 Minutes

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VOCABULARY

The following terms are from Heat and Changing States of Matter. Fill in the number of each termnext to its closest definition.

1. boiling point2. calorie3. conduction4. convection5. expansion

___ process of kinetic energy that causes molecules to vibrate against each other, increasing heat and friction

___ transmission of heat by thermal energy from particle to particle

___ a material’s ability to insulate heat

___ resistance of motion that occurs when one object touches another

___ amount of thermal energy that one object is able to transfer to another; measured in calories

___ temperature at which a liquid being heated reaches a peak temperature and can get no hotter

___ joining of the nuclei of two atoms to form the nucleus of a heavier element

___ process whereby energy in the form of light rays or heat is transmitted from atoms and molecules as they undergo internal changes

___ amount of energy required to raise the temperature of one gram of water one degree Celsius

___ transfer of heat that occurs when thermal energy causes currents to form in fluids and gases


6. friction7. fusion 8. heat9. radiation

10. resistance

© Copyright 1999 AIMS Multimedia Heat and Changing States of Matter

Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Heat causes the ___1___ of matter to change by expansion or contraction of molecules. The amountof ___2___ in a molecule is a reflection of its kinetic energy. ___3___ is a measure of the averagekinetic energy of the molecules making up an object. If we apply ___4___ energy to a material, wecan increase its kinetic energy and cause it to change states. Heat is measured in units called___5___ . Some materials, such as coal, have stored or ___6___ energy. This energy is released asthe coal burns. The heat necessary to change a substance from a solid to a liquid, with no temper-ature increase occurring, is called the heat of ___7___ . The heat necessary to convert boiling waterto steam is called the heat of ___8___ . Most materials ___9___ as they get hotter and ___10___ asthey get cooler.

1. A. atomic structure B. state C. colorD. boiling point

2. A. protonsB. massC. motion D. volume

3. A. DensityB. Vapor pointC. Fusion level D. Temperature

4. A. thermal B. potentialC. solidD. liquid

5. A. hertzB. joules C. wattsD. newtons

6. A. potential B. thermalC. nuclearD. radiation

7. A. vaporizationB. expansionC. contractionD. fusion

8. A. convection B. vaporization C. conductanceD. thermodynamics

9. A. expand B. contractC. insulateD. convect

10. A. vaporizeB. conductC. expandD. contract

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MATTER MATCH-UP

Match each term on the left with the best group of words on the right.

1. energy

2. First Law of Thermodynamics

3. gas

4. heat of fusion

5. heat of vaporization

6. insulator

7. joule

8. kinetic energy

9. nuclear energy

10. Second Law of Thermodynamics


energy of motion

state in which a substance can expand indefinitelyand completely fill its container

states that when two objects of differing temperatures come in contact with each other, thermal energy will be transferred from the warmer object to the cooler object

heat necessary to convert boiling water to steam

states that energy is never created or destroyed, butcan only change form

unit used to measure thermal energy

energy released when an atom is split apart

force, such as heat, that can change form, but cannot be destroyed

heat necessary to covert a solid to a liquid while no temperature increase occurs

material that is a poor conductor of thermal energy


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TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ The energy of motion is called potential energy.

2. ___ Applying thermal energy to a material increases its kinetic energy.

3. ___ Wind blows as a result of heavier, colder air moving to displace warmer, lighter air.

4. ___ The amount of electrical energy produced by burning coal will exceed the potential energy available in the coal.

5. ___ The total amount of energy in a closed, isolated system will remain constant.

6. ___ Gases expand because the force of attraction between molecules is too weak to overcometheir kinetic energy.

7. ___ After reaching its boiling point, water will continue to get hotter if more heat is applied.

8. ___ All materials exposed to heat expand at the same basic rate.

9. ___ Walking barefoot across hot sand is an example of conduction.

10. ___ Materials that are good conductors of thermal energy are known as insulators.

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TRANSFERRING THERMAL ENERGY

Each item below describes an example of thermal energy. For each item, write the word which bestexplains what is happening: conduction, convection or radiation.

1. _________________________ Someone places a hand on a metal table and the hand feels

cooler.

2. _________________________ Hot air currents inside a balloon causes the balloon to rise.

3. _________________________ Energy from the sun travels to the surface of the Earth.

4. _________________________ Storm clouds form when warm air moves into the atmosphere.

5. _________________________ Heat from a stove warms a pot of soup.

6. _________________________ A person turns on a lamp and feels its warmth on his hand.

7. _________________________ The heat from a space heater rises to the top of a room and is

replaced by cooler air.

8. _________________________ A metal spoon stirring a cup of hot chocolate becomes warm.

9. _________________________ Water in a swimming pool is warmed by the sun.

10. _________________________ A person swimming in the ocean begins to feel cooler.



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CONDUCTOR OR INSULATOR?

For each item listed below, write a “C” if the item is acting as a conductor of heat and an “I” if theitem is acting as an insulator of heat.

1. ____ plastic handle of a frying pan

2. ____ copper tea kettle

3. ____ cloth jacket

4. ____ wooden walls of a house

5. ____ oven mitts

6. ____ copper wires used to heat an electric blanket

7. ____ aluminum surface of a cooking pot

8. ____ wool hat

9. ____ metal radiator

10. ____ feathers of a bird

g b d n k q p n k o r e

A M P L I T U D E t l o

l H h q g T R O U G H r

S l E k b q n P j b S l

E h s R d p g P r j P e

I a e p T n x L b l E n

S m p e m Z p E q d C g

M h c a z m C R E S T s

I o D E C I B E L q R o

C m h j a s d j l g U m

v F R E Q U E N C Y M j

w c n c p r p s E V A W

Name

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

amplitudecrestdecibelDopplerfrequencyhertzseismic spectrumtroughwave


© Copyright 1999 AIMS Multimedia Heat and Changing States of Matter

Name

TEST

Circle the phrase which best answers each question.

1. All forms of energy have the ability to:

• heat.• do work. • produce nuclear reactions.• produce electricity.

2. Heat is the amount of _______ one object can transfer to another.

• convection.• expansion.• thermal energy. • molecules.

3. The Law of Conservation of Energy states that the total amount of energy in any closed, isolated system:

• always changes.• contracts.• remains constant. • expands.

4. The heat needed to convert a solid to a liquid while no temperature increase occurs is called:

• heat of vaporization.• heat of expansion.• heat of fusion. • heat capacity.

5. The rise of mercury in a thermometer is an example of:

• convection.• radiation.• boiling point.• expansion.

25

Name

TEST (CONTINUED)

6. Convection can occur only in:

• solids and liquids.• solids and gases.• solids and plasmas.• liquids and gases.

7. The greenhouse effect is a result of heat transferred through:

• radiation. • convection.• conduction. • vaporization.

8. The only process that can transfer heat energy in a solid is:

• vaporization. • convection.• radiation.• conduction.

9. Which of the following is not a state of matter?

• radiation• plasma• liquid• gas

10. The application of thermal energy to aluminum increases the _______ of the aluminum.

• kinetic energy• boiling point• melting point• potential energy



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

Physics Essentials SeriesElectricity: The Invisible River of EnergyWaves: Energy in MotionMotion: Newton’s Three LawsLight, Lenses, and LasersForce and Work: Energy in Action

ANSWER KEY for page 18


VOCABULARY

The following terms are from Heat and Changing States of Matter. Fill in the number of each termnext to its closest definition.

1. boiling point2. calorie3. conduction4. convection5. expansion

___ process of kinetic energy that causes molecules to vibrate against each other, increasing heat and friction

___ transmission of heat by thermal energy from particle to particle

___ a material’s ability to insulate heat

___ resistance of motion that occurs when one object touches another

___ amount of thermal energy that one object is able to transfer to another; measured in calories

___ temperature at which a liquid being heated reaches a peak temperature and can get no hotter

___ joining of the nuclei of two atoms to form the nucleus of a heavier element

___ process whereby energy in the form of light rays or heat is transmitted from atoms and molecules as they undergo internal changes

___ amount of energy required to raise the temperature of one gram of water one degree Celsius

___ transfer of heat that occurs when thermal energy causes currents to form in fluids and gases

5

3

10

6

8

1

7

9

2

4

6. friction7. fusion 8. heat9. radiation

10. resistance



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Heat causes the ___1___ of matter to change by expansion or contraction of molecules. The amountof ___2___ in a molecule is a reflection of its kinetic energy. ___3___ is a measure of the averagekinetic energy of the molecules making up an object. If we apply ___4___ energy to a material, wecan increase its kinetic energy and cause it to change states. Heat is measured in units called___5___ . Some materials, such as coal, have stored or ___6___ energy. This energy is released asthe coal burns. The heat necessary to change a substance from a solid to a liquid, with no temper-ature increase occurring, is called the heat of ___7___ . The heat necessary to convert boiling waterto steam is called the heat of ___8___ . Most materials ___9___ as they get hotter and ___10___ asthey get cooler.

1. A. atomic structure B. state C. colorD. boiling point

2. A. protonsB. massC. motion D. volume

3. A. DensityB. Vapor pointC. Fusion level D. Temperature

4. A. thermal B. potentialC. solidD. liquid

5. A. hertzB. joules C. wattsD. newtons

6. A. potential B. thermalC. nuclearD. radiation

7. A. vaporizationB. expansionC. contractionD. fusion

8. A. convection B. vaporization C. conductanceD. thermodynamics

9. A. expand B. contractC. insulateD. convect

10. A. vaporizeB. conductC. expandD. contract



MATTER MATCH-UP

Match each term on the left with the best group of words on the right.

1. energy

2. First Law of Thermodynamics

3. gas

4. heat of fusion

5. heat of vaporization

6. insulator

7. joule

8. kinetic energy

9. nuclear energy

10. Second Law of Thermodynamics

energy of motion

state in which a substance can expand indefinitelyand completely fill its container

states that when two objects of differing temperatures come in contact with each other, thermal energy will be transferred from the warmer object to the cooler object

heat necessary to convert boiling water to steam

states that energy is never created or destroyed, butcan only change form

unit used to measure thermal energy

energy released when an atom is split apart

force, such as heat, that can change form, but cannot be destroyed

heat necessary to covert a solid to a liquid while no temperature increase occurs

material that is a poor conductor of thermal energy



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ The energy of motion is called potential energy.

2. ___ Applying thermal energy to a material increases its kinetic energy.

3. ___ Wind blows as a result of heavier, colder air moving to displace warmer, lighter air.

4. ___ The amount of electrical energy produced by burning coal will exceed the potential energy available in the coal.

5. ___ The total amount of energy in a closed, isolated system will remain constant.

6. ___ Gases expand because the force of attraction between molecules is too weak to overcometheir kinetic energy.

7. ___ After reaching its boiling point, water will continue to get hotter if more heat is applied.

8. ___ All materials exposed to heat expand at the same basic rate.

9. ___ Walking barefoot across hot sand is an example of conduction.

10. ___ Materials that are good conductors of thermal energy are known as insulators.

F

T

T

F

T

T

F

F

T

F



TRANSFERRING THERMAL ENERGY

Each item below describes an example of thermal energy. For each item, write the word which bestexplains what is happening: conduction, convection or radiation.

1. _________________________ Someone places a hand on a metal table and the hand feels

cooler.

2. _________________________ Hot air currents inside a balloon causes the balloon to rise.

3. _________________________ Energy from the sun travels to the surface of the Earth.

4. _________________________ Storm clouds form when warm air moves into the atmosphere.

5. _________________________ Heat from a stove warms a pot of soup.

6. _________________________ A person turns on a lamp and feels its warmth on his hand.

7. _________________________ The heat from a space heater rises to the top of a room and is

replaced by cooler air.

8. _________________________ A metal spoon stirring a cup of hot chocolate becomes warm.

9. _________________________ Water in a swimming pool is warmed by the sun.

10. _________________________ A person swimming in the ocean begins to feel cooler.

conduction

convection

radiation

convection

conduction

radiation

convection

conduction

radiation

conduction



CONDUCTOR OR INSULATOR?

For each item listed below, write a “C” if the item is acting as a conductor of heat and an “I” if theitem is acting as an insulator of heat.

1. ____ plastic handle of a frying pan

2. ____ copper tea kettle

3. ____ cloth jacket

4. ____ wooden walls of a house

5. ____ oven mitts

6. ____ copper wires used to heat an electric blanket

7. ____ aluminum surface of a cooking pot

8. ____ wool hat

9. ____ metal radiator

10. ____ feathers of a bird

I

C

I

I

C

C

C

I

C

I



g b d n k q p n k o r e

A M P L I T U D E t l o

l H h q g T R O U G H r

S l E k b q n P j b S l

E h s R d p g P r j P e

I a e p T n x L b l E n

S m p e m Z p E q d C g

M h c a z m C R E S T s

I o D E C I B E L q R o

C m h j a s d j l g U m

v F R E Q U E N C Y M j

w c n c p r p s E V A W

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

amplitudecrestdecibelDopplerfrequencyhertzseismic spectrumtroughwave



TEST

Circle the phrase which best answers each question.

1. All forms of energy have the ability to:

• heat.• do work. • produce nuclear reactions.• produce electricity.

2. Heat is the amount of _______ one object can transfer to another.

• convection.• expansion.• thermal energy. • molecules.

3. The Law of Conservation of Energy states that the total amount of energy in any closed, isolated system:

• always changes.• contracts.• remains constant. • expands.

4. The heat needed to convert a solid to a liquid while no temperature increase occurs is called:

• heat of vaporization.• heat of expansion.• heat of fusion. • heat capacity.

5. The rise of mercury in a thermometer is an example of:

• convection.• radiation.• boiling point.• expansion.



TEST (CONTINUED)

6. Convection can occur only in:

• solids and liquids.• solids and gases.• solids and plasmas.• liquids and gases.

7. The greenhouse effect is a result of heat transferred through:

• radiation. • convection.• conduction. • vaporization.

8. The only process that can transfer heat energy in a solid is:

• vaporization. • convection.• radiation.• conduction.

9. Which of the following is not a state of matter?

• radiation• plasma• liquid• gas

10. The application of thermal energy to aluminum increases the _______ of the aluminum.

• kinetic energy• boiling point• melting point• potential energy

Documents

Heat and Changing States of Matter - · PDF file1 Heat and Changing States of Matter INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale