Thermal Energy and Heat; Chapter 3 · PDF fileChapter 3 Thermal Energy and Heat LEVELED ASSESSMENT Chapter Review Chapter Tests BLTest A (Below Level) OLTest B (On Level) ... 4 Thermal

Chapter 3Thermal Energy and Heat

LEVELED ASSESSMENT Chapter Review

Chapter Tests

Test A (Below Level) BL

Test B (On Level) OL

Test C (Advanced Learner) AL

LABS For leveled labs, use the

CD-ROM.

Lab worksheets from Student Edition Labs

MiniLab

Lab: Version A (Below Level) BL

Lab: Version B (On Level) OL

(Advanced Learner) AL

UNIVERSAL ACCESS/LEVELED RESOURCES Target Your Reading

Chapter Content Mastery English (Below Level) BL

Chapter Content Mastery Spanish (Below Level) BL

Reinforcement (On Level) OL

Enrichment (Advanced Learner) AL

READING SUPPORT Content Vocabulary

Chapter Outline

TEACHER SUPPORT AND PLANNING Chapter Outline for Teaching

Teacher Guide and Answers

Includes:

CHAPTER RESOURCES

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Glencoe Science

Photo CreditsCover: Alamy Images

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Science program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN-13: 978-0-07-875432-6ISBN-10: 0-07-875432-1

Printed in the United States of America.

2 3 4 5 6 7 8 9 10 045 11 10 09 08 07 06

Contents iii

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Table of Contents

Additional Assessment Resources available with Glencoe Science:

• ExamView® Assessment Suite• Assessment Transparencies• Performance Assessment in the Science Classroom• Standardized Test Practice Booklet• MindJogger Videoquizzes• Vocabulary PuzzleMaker at science.glencoe.com• Interactive Classroom• The Glencoe Science Web site at science.glencoe.com• An interactive version of this textbook along with assessment resources are

available online at mhln.com.

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Reproducible Student PagesHands-On ActivitiesMiniLab: How deep is the crater? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2MiniLab: Heating by Friction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2MiniLab: Is metal a good conductor? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLab: Observing a Convection Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab Version A: Create a Thermos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab Version B: Create a Thermos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Meeting Individual NeedsBelow, On, Advanced

Target Your Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Chapter Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Spanish Chapter Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Content Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Chapter Outline Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Teacher Support and PlanningChapter Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6

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Student Lab/Activity Safety Form

Thermal Energy and Heat 1

Student Name: ________________________________

Date: ________________________________

Lab/Activity Title: ________________________________

In order to show your teacher that you understand the safety concerns of this lab/activity, the following questions must be answered after the teacher explains the information to you. You must have your teacher initial this form before you can proceed with the activity/lab.

1. How would you describe what you will be doing during this lab/activity?

2. What are the safety concerns associated with this lab/activity (as explained by your teacher)?

•

•

•

•

•

3. What additional safety concerns or questions do you have?

Teacher Approval Initials

Date of Approval

Adapted from Gerlovich, et al. (2004). The Total Science Safety System CD, JaKel, Inc. Used with Permission.

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2 Thermal Energy and Heat

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Name __________________________________________________ Date _____________________ Class ____________

MiniLab

MiniLab Heating by Friction

Procedure 1. Complete a lab safety form. 2. Smooth out modeling clay on the floor to a

depth of a few inches. 3. Measure the mass of a marble.

4. Drop the marble onto the clay from a height of 1.5 m.

5. Measure the depth of the crater. 6. Repeat with a golf ball.

Data and Observations

Crater DepthMarble

Golf ball

Analysis 1. Relate the depth of the crater to the mass of the balls.

2. Infer how the potential energy of the balls before they fell depended on their masses.

CHAPTER 3

How deep is the crater?

Procedure 1. Rub your hands together vigorously for 30 s. 2. Rub lotion on your hands and repeat.

Analysis 1. Describe how the temperature of your hands changed.

2. Identify what energy transformation occurred when you rubbed your hands together.

3. Infer why moving parts in engines and other machines are coated with oil.

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Name __________________________________________________ Date _____________________ Class ____________


MiniLabProcedure 1. Complete a lab safety form. 2. Clamp a 30-cm metal rod or thick wire

horizontally about 20 cm above the lab table on a ring stand.

3. Light a candle and drip the melted candle wax into the metal rod about 10 cm from the end. Stick a metal thumbtack to the wax before it hardens.

4. Repeat step 3 to place four more thumbtacks at 2-cm intervals along the rod.

5. Heat the rod at one end with the candle. Record the time when heat is first applied.

6. Record the time when each tack falls off the rod.


Analysis 1. Create a graph in the Data and Observations section to show the time that was required for each

thumbtack to melt away from the rod.

2. Infer how thermal energy moved through the rod to melt the wax.

3. Gauge how your data would change if the metal rod were replaced by a material that was an insulator.

CHAPTER 3

Is metal a good conductor?

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MiniLabProcedure 1. Complete a lab safety form. 2. Fill a beaker with water. 3. Tear one quarter of a sheet of paper into

small pieces.

4. Sprinkle the bits of paper onto the water. 5. Heat the beaker and paper bits on a hot plate

for five minutes.


Analysis 1. Diagram the movement of the paper in the heated water in the Data and Observations section.

2. Infer how the movement of the paper depended on the movement of the water.

3. Explain why heating the water caused the movement you observed.

CHAPTER 3Observing a Convection Current

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Name __________________________________________________ Date _____________________ Class ____________


Problem Have you ever used a thermos bottle to keep hot soup hot or cold water cold? The food or liquid inside a thermos bottle changes its temperature slowly. Thermal energy moves slowly across the walls of the bottle. What materials are best for making a thermos bottle?

Form a Hypothesis • Review the results from this chapter’s laboratory investigations. • Make a prediction about what types of materials are the best insulators.

Materialsheated watergraduated cylinderalcohol thermometers (3)foam, metal, ceramic, and/or plastic containers

10 cm � 10 cm cardboard pieces (3)stopwatch or clocktongsthermal mitts

Lab CHAPTER 3

VERSION ACreate a Thermos

Safety Precautions

Procedure

Directions: Check the boxes below as you complete each step of the procedure.

■■ 1. Read and complete the lab safety form.■■ 2. Make a data table like the one shown on

the next page.■■ 3. Choose a container.

■■ Use the tongs and mitts to hold the heated water.

■■ Use the graduated cylinder to measure 80mL of heated water.

■■ Pour the water into the container.■■ Choose two more containers, and repeat

the process.■■ 4. Make a small hole in each piece of

cardboard.■■ Insert a thermometer through each hole.

■■ 5. Place each piece of cardboard on a container.■■ Make sure the thermometer does

not touch the sides or bottom of the container.

Hint: Why would it be a problem for the thermometer to touch the side?

■■ 6. Measure the temperature of the water for all three containers. Write the temperature for each container on the row for minute 0.■■ Wait one minute. Measure the

temperature again and record the temperature for minute 1.

■■ Repeat the measurements every minute, and record your results in your data table. Continue measuring for 10 min.

■■ 7. Graph your data on the graph on the following page.

Hint: Time is the horizontal axis, and temperature is the vertical axis.■■ Plot the data you collected. Use a red

colored pencil for Container 1, a blue colored pencil for Container 2, and a green colored pencil for Container 3.

■■ Connect the plotted points for each container.

■■ 8. Make sure that any water that was spilled is wiped up.

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Lab: Version A CONTINUED


Time(min)

Container 1 Temperature (˚C)



0

1

2

3

4

5

0°C

100°C

Tem

per

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º C

)

0 1 2 3 4 5 6 7 8 9 10Time (minutes)

Analyze and Conclude 1. Identify at least three factors that you were careful to keep the same in each trial for the lab.

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Lab: Version A CONTINUED

2. Describe the shapes of your graphs.

3. Identify which material is the best insulator. Use the data to support your answer.

4. Identify which material is the best conductor. Use the data to support your answer.

5. Create a diagram showing the flow of thermal energy between the water, the container, and the surrounding air.

6. Identify any experimental errors that could affect your data. How could you improve your procedure?

CommunicateWrite a marketing proposal for an actual thermos to sell in stores. Research thermal containers that are available for sale. What are the advertising points? What design features are used? How can you improve on the design of the thermal containers for sale? Explain.

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Problem Have you ever used a thermos bottle to keep hot soup hot or cold water cold? The food or liquid inside a thermos bottle changes its temperature slowly. Thermal energy moves slowly across the walls of the bottle. What materials are best for making a thermos bottle?

Form a Hypothesis • Review the results from this chapter’s laboratory investigations. • Make a prediction about what types of materials are the best insulators.

Materialsheated watergraduated cylinderalcohol thermometers (3)foam, metal, ceramic, and/or plastic containers

10 cm � 10 cm cardboard pieces (3)stopwatch or clocktongsthermal mitts

Create a ThermosCHAPTER 3

VERSION BLab

Safety Precautions

Procedure

Directions: Check the boxes below as you complete each step of the procedure.

■■ 1. Read and complete the lab safety form.■■ 2. Make a data table like the one shown on

the following page.■■ 3. Pour 80 mL of heated water into three

different kinds of containers.■■ 4. Make a small hole in each piece of

cardboard and insert a thermometer through each hole.

■■ 5. Place each piece of cardboard on a container. Make sure the thermometer does not touch the sides or bottom of the container.

■■ 6. For every container, measure the temperature of the water every minute and record your results in your data table. Continue measuring for 10 min.

■■ 7. Graph your data. Make a graph with time as the horizontal axis and temperature as the vertical axis. Using a different color pencil for each container, plot the data you collected. Connect the plotted points for each container.

■■ 8. Make sure that any water that was spilled is wiped up.

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Name __________________________________________________ Date _____________________ Class ____________



Time(min)




0

1

2

3

4

5

1. Identify at least three factors that you were careful to keep the same in each trial for the lab.

2. Describe the shapes of your graphs.

3. Identify which material is the best insulator. Use the data to support your answer.

4. Identify which material is the best conductor. Use the data to support your answer.

Lab: Version B CONTINUED

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5. Create a diagram showing the flow of thermal energy between the water, the container, and the surrounding air. Use a separate sheet of paper.

6. Identify any experimental errors that could affect your data. How could you improve your procedure?

Going Further

Challenge 7. Predict how the temperature measurements would change if you were to wrap each container

with foam.

8. A soup company is investigating a new material for a heat-and-go container of soup. The container would need to keep the soup warm, but be cool enough for the consumer to hold. Suggest materials that could be used for the container.

9. Hannah has a foam cup, and Luis has a metal cup. Each cup is filled with ice water. Hannah and Luis record the starting temperature of their water and continue to measure the temperature of the water every 5 min for an hour. Create a graph that predicts the temperature measurements for the two cups. Use a separate sheet of paper.

Extension

Test Insulators Use a graduated cylinder to place equal amounts of water into an empty ice cube tray. Freeze the water until ice forms. Gather a variety of materials that could be used as an insulator. Use the materials to create several insulation packages for the ice cube. You must be able to easily open and close the packet to check the progress of the melting ice cube. Predict which insulator will best keep the ice from melting. Place an ice cube in each packet. Place the packets on a tray with an edge in the sunlight. Check the packets every five minutes to see which ice cube is melting the fastest until all the ice cubes are melted.

Lab Version B CONTINUED

CommunicateWrite a marketing proposal for an actual thermos to sell in stores. Research thermal containers that are available for sale. What are the advertising points? What design features are used? How can you improve on the design of the thermal containers for sale? Explain.

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Name __________________________________________________ Date _____________________ Class ____________

Target Your Reading

Use this to focus on the main ideas as you read the chapter. 1. Before you read the chapter, respond to the statements below on your worksheet or on a

numbered sheet of paper. • Write an A if you agree with the statement. • Write a D if you disagree with the statement.

2. After you read the chapter, look back to this page to see if you’ve changed your mind about any of the statements. • If any of your answers changed, explain why. • Change any false statements into true statements. • Use your revised statements as a study guide.

BeforeYou Read

A or DStatement

AfterYou Read

A or D

1. Energy is the ability to cause change.

2. There is only one type of energy.

3. Thermal energy flows from larger objects to smaller objects.

4. Only waves can transfer energy from place to place.

5. Thermal energy from the Sun travels to Earth as waves.

6. Energy can be stored in a stretched rubber band.

7. Objects must be touching each other in order for energy to flow from one to another.

8. A baseball player can transfer energy to a baseball by hitting the ball with a bat.

9. Most materials get smaller when they are heated.

10. The atoms and molecules in an object move slower as the object cools.

Thermal Energy and HeatCHAPTER 3

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Chapter Content Mastery

Directions: Match each type of energy on the left to the example of this type of energy on the right.

Forms of EnergyCHAPTER 3

LESSON 1

1. the energy stored in a bicycle at the top of a hill

2. the heat released by a steaming bag of popcorn

3. the bonds between the atoms of a piece of wood

4. the motion of a skateboard

5. the light of a candle

6. the springs in a mattress

A. kinetic energy

B. gravitational potential energy

C. radiant energy

D. thermal energy

E. chemical potential energy

F. elastic potential energy

Directions: Choose the word that correctly completes each sentence.

chemical potential kinetic light potential thermal

7. If two skydivers are the same distance from the ground, the one with the greater mass will have

greater energy.

8. You get energy by eating because food contains energy.

9. Plants rely on energy to make their food during photosynthesis.

10. When you exercise, your body gives off energy because of increased temperature.

11. If a car and a motorcycle are traveling at the same speed, the car has greater

energy because of its mass.

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Directions: Write the word that completes each sentence in the spaces provided. The letters in the vertical box will spell a word related to energy transfer.

E

S

1 10

2

3

4

5

6

7

8

9

1. The Sun transfers light energy that is transformed into energy in plants.

2. When you push your chair, the floor resists the movement with .

3. Work is the ability to cause .

4. transfer energy from one place to another.

5. When you rub your hands together quickly, the kinetic energy is converted to

energy.

6. Thermal energy from the Sun travels to Earth as waves.

7. Energy is transferred through matter or space by waves.

8. When a match is burned, chemical potential energy is converted to thermal and

energy.

9. waves are caused by the back-and-forth movement, or vibration, of an object.

10. Energy in an engine change thermal energy into kinetic energy to make a car move.

Energy TransferCHAPTER 3

LESSON 2

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Directions: Circle the word in parentheses that correctly completes each sentence.

1. Thermal energy will flow from a (cooler/warmer) object to a (cooler/warmer) object.

2. The particles in an object move in (many/two) directions.

3. An increase in the volume of a substance due to an increase in temperature is called (heat/thermal expansion).

4. The particles in an object move (faster/slower) when thermal energy is added.

5. The temperature of an object depends on the (speed/heat) of its particles.

Directions: Unscramble the words in italics to complete the sentences below. Write the words on the lines provided.

6. Temperature is the measure of the average ickiten energy of the particles in a material.

7. In a thermometer, as the temperature of the red liquid increases, the red liquid adpensx, and its volume increases.

8. On the liCuses scale, water freezes at 0° and boils at 100°.

9. Particles in an object are always in tonimo.

Temperature, Thermal Energy, and Heat

CHAPTER 3

LESSON 3

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Directions: Circle the word in parentheses that correctly completes each sentence.

1. Metal is a good (conductor/insulator) because it transfers thermal energy easily. 2. Paper is a good (conductor/insulator) because it does not transfer thermal energy easily. 3. The transfer of thermal energy by the movement of matter from one place to another is called

(conduction/convection). 4. Heat flows because of (expansion/collision) between particles in matter. 5. When the air in a hot air balloon is heated, the density of the air inside the balloon (increases/

decreases). 6. (Insulation/Radiation) is the transfer of thermal energy by electromagnetic waves. 7. (Insulation/Radiation) transfers some of the Sun’s energy to Earth. 8. For convection to take place, the (properties/particles) of a material must be able to move easily

from place to place. 9. An object will float if its (volume/density) is less than the fluid that surrounds it. 10. A (cold/hot) object gives off more radiation. 11. (Radiation/Conduction) can cause thermal energy to be transferred between objects that aren’t

touching.

Directions: Study the following illustrations. Then label each one using the correct word from the list below.

conduction convection radiation

12. 14.

13.

Conduction, Convection, and Radiation

CHAPTER 3

LESSON 4

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Dominio del contenido

Instrucciones: Coincide cada tipo de energía a la izquierda con el ejemplo de este tipo de energía a la derecha.

Formas de energíaCAPÍTULO 3

LECCIÓN 1

1. la energía almacenada en una bicicleta en la cima de una colina

2. el calor emitido por una bolsa de palomitas despidiendo vapor

3. los enlaces entre los átomos de un pedazo de madera

4. el movimiento de una monopatín

5. la luz de una vela

6. los resortes en un colchón

A. energía cinética

B. energía gravitatoria potencial

C. energía radiante

D. energía térmica

E. energía química potencial

F. energía elástica potencial

Instrucciones: Escoge la palabra que complete correctamente cada oración.

cinética luz potencial química térmica

7. Si dos personas que practican la caída libre en paracaídas estén a la misma distancia del suelo,

la persona con la masa mayor tendrá la energía más grande.

8. La fuente de energía para tu cuerpo es la energía en el alimento.

9. Las plantas cuentan con la energía de la para hacer su alimento durante la fotosíntesis.

10. Cuando haces ejercicios, tu cuerpo suelta energía de la causado por un aumento de temperatura.

11. Si un coche y una motocicleta están viajando a la misma velocidad, el coche tiene la mayor

energía debido a su masa.

Nombre _______________________________________________ Fecha _____________________ Clase ____________

16 La energía térmica y el calor

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Instrucciones: Escribe la palabra que completa cada oración en los espacios proporcionados. Las letras en la caja vertical contendrá una palabra relacionada con la transmisión de energía.

1 10

2

3

4

5

s6

7

8

e9

v

1. El Sol transfiere la energía de luz que es transformada en energía en las plantas.

2. Cuando empujas tu silla, el piso resiste el movimiento con .

3. Las transfieren energía de un lugar a otro.

4. La térmica del Sol viaja a la Tierra en ondas de luz.

5. Cuando frotas tus manos rápidamente, la energía cinética se convierte en

energía .

6. La energía se transfiere a través de la materia o el espacio por medio de ondas

luz .

7. Trabajar es la habilidad de causar .

8. Cuando se quema un cerillo, la energía química potencial se convierte en energía térmica y en

energía .

9. Las ondas son causadas por el movimiento de detrás-y-adelante, o la vibración, de un objeto.

10. de energía cambian la energía térmica en energía cinética que mueve un cuche.

La transmisión de energíaCAPÍTULO 3

LECCIÓN 2

La energía térmica y el calor 17


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Instrucciones: Circula la palabra entre paréntesis que correctamente complete la oración.

1. La energía térmica cambiará de un objeto (más fresco/más caliente) a un objeto (más fresco/más caliente).

2. Las partículas en un objeto se mueven en (muchas/dos) direcciones.

3. El volumen de un objeto se hace (más chico/más grande) cuando se calienta.

4. Las partículas en un objeto se mueven (más rápido/más despacio) cuando se añade energía térmica.

5. La temperatura de un objeto depende de el/la (rapidez/calor) de sus partículas.

Instrucciones: Descifra las palabras en cursiva para completar las oraciones. Escribe las palabras en las líneas que se proveen.

6. La temperatura es una medida del promedio de la energía niicéatc de las partículas en un material.

7. En un termómetro, el volumen del líquido rojo se tdaali mientras la temperatura se disminuye.

8. El agua se congela a 0° y hierve a 100° en la escala ngcortídaea.

9. Las partículas en un objeto siempre se están ioovnmed.

La temperatura, la energía térmica y el calor

CAPÍTULO 3

LECCIÓN 3

18 La energía térmica y el calor


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Instrucciones: Circula la palabra entre paréntesis que correctamente complete la oración.

1. El metal es un buen (conductor/aislador) porque transfiere la energía térmica fácilmente. 2. El papel es un buen (conductor/aislador) porque no transfiere la energía térmica fácilmente. 3. Cuando la energía térmica se transfiere por medio del movimiento de partículas de un gas o un

líquido, se llama (conducción/convección). 4. El calor se mueve a causa del/de la (expansión/choque) entre las partículas en el material. 5. Cuando el aire en un globo aerostático se calienta, la densidad del aire dentro del globo

(aumenta/disminuya). 6. (El aislamiento/La radiación) es la transferencia de energía térmica por medio de ondas

electromagnéticas. 7. El (La) (aislante/radiación) transfiere parte de la energía del Sol a la Tierra. 8. Para que la convección se lleve a cabo, las (propiedades/partículas) de un material tienen que

moverse fácilmente de un lugar a otro. 9. Un objeto flotará si su (volumen/densidad) es menos que el líquido que lo rodea. 10. Un objeto (frío/caliente) emite más radiación. 11. La (radiación/conducción) puede causar que la energía térmica sea transferida entre objetos

que no se están tocando.

Instrucciones: Estudia las siguientes ilustraciones. Entonces etiqueta cada una usando la palabra correcta de la lista.

conducción convección radiación

12. 14.

13.

La conducción, la convección y la radiación

CAPÍTULO 3

LECCIÓN 4

La energía térmica y el calor 19


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Forms of Energy

Directions: Answer the following questions on the lines provided.

1. What is energy?

2. How can you tell when something has energy?

Directions: Fill in the following table with the type(s) of energy that each of the examples contains.

Example Type of Energyflying bird 3. burning candle 4. falling stone 5. hamburger 6. book on a shelf 7. green plant 8. beam of sunlight 9. hot water 10.

Directions: Fill in the blank with the term that correctly completes each statement.

11. energy is the energy of motion.

12. energy is energy stored due to an object’s position.

13. A balloon floating in the air has more energy than a boulder at the top of a cliff.

14. The faster an object moves, the its kinetic energy.

15. A scooter moving at 10 km/h has kinetic energy than a motorcycle moving at the same speed.

16. A bowling ball sitting on a shelf has gravitational potential energy than a basketball on the same shelf.

17. A skateboard on the floor has gravitational potential energy than a sock lying on a dresser.

18. A balloon has potential energy because it is made from a certain type of material.

CHAPTER 3

LESSON 1

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Energy Transfer

Directions: Choose the word or words that correctly completes each statement below.

chemical kinetic light potential radiant thermal

1. The amount of energy a moving object has depends on its mass and its speed.

2. When you run outside, you transform energy into

energy.

3. As temperature increases, energy increases.

4. energy always moves from warmer objects to colder objects.

5. When you pick a book up off the floor, you are transferring

energy from your hands to the energy of the book.

6. Wood, oil, and natural gas are fuels that convert their stored energy into

and energy when they are burned.

7. Your body’s muscle cells transform potential energy into

energy.

Directions: Answer each question or respond to each statement on the lines provided.

8. Trace the energy transformations from eating an apple to riding your bike.

9. Explain the role friction has in the energy transformations of a person skiing downhill.

10. How are electromagnetic (or light) waves different from water and sound waves?

CHAPTER 3

LESSON 2

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Temperature, Thermal Energy, and Heat

Directions: Complete each sentence by circling the correct choice in parentheses.

1. Particles of a substance are in motion (only as a gas/all of the time).

2. Temperature is a measure of the average (kinetic/potential) energy of the particles in a material.

3. On the (Celsius/Fahrenheit) temperature scale, freezing is 0° (C/F/K).

4. On the (Celsius/Fahrenheit) temperature scale, water boils at 212° (C/F/K).

5. Most materials (expand/contract) when their temperature increases.

6. (Expansion/Heat) is the movement of thermal energy from an object at a higher temperature to an object at a lower temperature.

7. Thermal energy keeps moving from one object to another until both objects reach the same (temperature/density).


8. The temperature of a warm spring day might be 75°F. What is that temperature on the Celsius and Kelvin scales?

9. Explain what happens to the liquid and gas particles in a bottle of soda when it is placed in the Sun.

10. Describe what happens to the thermal energy of a cold metal spoon and the thermal energy of hot water when the cold spoon is placed into the hot water.

CHAPTER 3

LESSON 3

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.Conduction, Convection, and Radiation

Directions: Choose the word that best completes each sentence and fill in the blanks.

conduction conductors convection density

fluids insulator radiation solids

1. differences in the air in a hot-air balloon cause it to rise and fall.

2. One way that thermal energy moves is by , or the transfer of heat by collisions between particles in matter.

3. Metals are good because they transfer thermal energy easily.

4. Cooking tools often have plastic handles because plastic is a good .

5. The transfer of thermal energy by electromagnetic waves is called .

6. is the transfer of thermal energy by the movement of matter from one place to another.

7. Liquids and gases are , which means they have the ability to easily change their positions.

8. are usually the best conductors.

Directions: Respond to each statement on the lines provided.

9. Explain how convection could be used to heat a room with a hot radiator on one side.

10. The particles in a gas are spread out, so collisions occur less often. Describe how thermal energy moves in gases compared to the way it moves in solids.

CHAPTER 3

LESSON 4

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Enrichment Elasticity and Energy

All matter resists having its shape changed by a force. Some materials are brittle. If a strong enough force is applied to them, they will break rather than change shape. Other materials are elastic. Elasticity is the ability of an object or material to return to its original size and shape after being acted upon by an outside force. Rubber bands, balloons, toy balls, trampolines, bungee cords, and metal springs are all examples of elastic materials.

When an elastic material changes shape, or deforms, it stores some of the energy that was required to change its shape. In general, stored energy is called potential energy. Elastic potential energy is specifically the energy stored in elastic materials as a result of their stretching or compressing.

Gases Are ElasticSince gases are compressible, they can store

elastic potential energy. When you pump air into a bicycle tire, you can feel the air resisting as it is compressed. If you block the exit tube on

the bicycle pump, the pump handle will spring back after being pushed downward. The air’s elastic potential energy is changed to kinetic energy when the pump handle is released.

Potential Energy and DisplacementThe amount of elastic potential energy

stored in an object is related to the amount of deformation. The more the material is stretched or compressed, the greater the stored energy. When the force that deforms an elastic material is removed, its elastic potential energy changes into kinetic energy.

The potential energy of a spring is proportional to the square of the spring’s displacement—the distance the spring is stretched or compressed. For example, a spring that is compressed 2 cm has four times more potential energy than it does when it is compressed 1 cm. If it is compressed 3 cm, it has nine times the potential energy of a 1-cm compression.

CHAPTER 3

LESSON 1


1. Analyze why some objects, such as metal springs, balloons, and trampolines, have the ability to store elastic potential energy.

2. Estimate When the spring of a dart gun is compressed 1 cm, a dart is shot 2 m into the air. If the spring of the gun is then compressed 2 cm, estimate how high the dart will rise when the spring is released. Explain.

3. If you place a spring-driven “pop-up” toy on a table and press it down, the spring inside will be fully compressed. Indicate what type of energy the toy has when the spring is fully compressed. What type of energy does the toy have as it leaves the table top? What type of energy does the toy have when it is at the top of its flight?

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Enrichment Fuel Cells

A fuel cell is a device that can produce electrical energy directly from chemical energy. Inside a fuel cell, a chemical reaction takes place between hydrogen and oxygen gas. This reaction generates an electric current. In the future, power plants that rely on fuel cells might replace many that rely on fossil fuel. Fuel cells are also being used to power cars that run on electricity.

Fuel cells are not the only devices that convert chemical energy directly into electrical energy. Wet cells (such as those in automobile batteries) and dry cells (such as flashlight batteries) can do so as well. However, the chemicals used to generate electricity from wet and dry cells are present in fixed amounts. Once these amounts are depleted by the chemical reaction, the cells can no longer generate electrical energy.

Advantages of Fuel CellsUnlike wet and dry cells, fuel cells can

be refueled. When a continuous supply of hydrogen and oxygen is pumped into a fuel

cell, the cell can produce electricity almost indefinitely. The supply of reacting chemicals won’t be depleted because it is constantly being replaced.

Fuel cells have several advantages over fossil fuels. One is that fuel cells produce much less pollution than the burning of fossil fuels. In fact, the only “waste” products of a fuel cell that uses hydrogen gas are water and heat. A second advantage of fuel cells is that they can generate electrical energy from chemicals that are renewable. Hydrogen gas and methanol, for example, can be produced from chemicals that are not fossil fuels. Some fuel cells even run on gases produced by decaying garbage in landfills.

Fuel Cell UsesToday, small fuel-cell power plants are being

used to provide electricity for some hospitals and hotels. Early models of fuel-cell-powered cars and buses are also being tested. It is likely that the use of fuel cells will grow as supplies of fossil fuels continue to decrease.

CHAPTER 3

LESSON 2


1. Hydrogen-oxygen fuel cells are often used to provide electrical power on human-piloted spacecraft. Indicate one advantage of using this energy source on these long missions.

2. Compare the efficiency of generating electrical power at a fossil-fuel power plant and at a fuel-cell power plant. (Hint: In general, the more energy transformations that occur, the less efficient a power plant will be.)

3. The ideas behind fuel cells were developed in 1839. Scientists began using fuel cells in the space program in the 1960s. Infer why fuel cells are only recently coming into widespread use.

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Enrichment What Powers Hurricanes?

Do you know how much energy powers a hurricane? Think about all of the electricity produced in the United Sates in a year. That electrical energy is the equivalent of the thermal energy released by an average hurricane. These whirling storms can be more than 1,000 km across with winds of 188 km/h or more. The most dangerous storms have wind speeds of 250 km/h. Where does all that energy come from? Where does it go? How is the energy transferred?

The Energy of Warm Ocean WatersMost hurricanes that reach North

America start either in the Atlantic Ocean, the Caribbean Sea, or the Gulf of Mexico. Hurricane season in these areas lasts from June to November, with most of the storms occurring during the warmest months of the year—between August and October.

For hurricanes to form, the temperature of the upper 50 m or so of ocean waters must be about 26.5°C or warmer. In the northern hemisphere, the Sun’s rays are most direct in June. Therefore, during the late spring and summer, the ocean absorbs more of the Sun’s radiated energy. Water has a high thermal

capacity—it can hold energy for a relatively long period of time. Because ocean water can hold on to thermal energy even as it continues to absorb energy from the Sun, the temperature of the ocean continues to rise.

The thermal energy in these warm ocean waters is what fuels hurricanes, which act as heat engines. As a hurricane forms, warm, moist air from the surface rises. When the air rises, it cools, and condensation occurs and thermal energy is released. Some of the thermal energy is transformed into the kinetic energy of the wind. More warm, moist air is sucked into the system, more condensation occurs, more thermal energy is released and transformed into kinetic energy, and the winds grow stronger.

The hurricane contines to gain strength as long as the oceans are warm enough to provide enough energy. When the energy from the warm waters is no longer available, the storm loses strength and begins to die. Other conditions must also be in place for a hurricane to form. A hurricane will not form without the energy provided by warm tropical waters. The whole process results in the transfer of energy from the tropics where the storms originate to more northern latitudes.

CHAPTER 3

LESSON 3


1. Analyze the relationship between water temperature and hurricane development.

2. Predict what would happen to the strength of a hurricane if it passed over a cooler area of the ocean or made landfall.

3. Indicate how hurricanes transfer energy to different geographic areas.

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Enrichment Advantages of Convection Ovens

Although both standard and convection ovens use convection to carry heat, only one of them has the word “convection” in its name. While a standard oven waits for natural convection to move heat slowly from the heat source to the food, a convection oven uses a fan to drive heat quickly from source to food. The result is faster cooking times and more even cooking of food. For this reason, many people feel convection ovens are better than standard ovens.

Standard Ovens and Uneven HeatingIn natural convection, hot air’s buoyancy

carries it upward through cooler air. Hot air is less dense than cool air causing it to float upward. With the heat source at the bottom of the standard oven, warmed air floats upward to touch and heat the food above it. But the airflow pattern in a standard oven is unpredictable, and easily affected by the food

that it’s meant to cook. If you overfill the oven, the food won’t cook properly. And even when the oven is almost empty, heat is transferred more efficiently to the bottom of the food than to its top, so it’s easy to burn the bottom. This is true of both gas and electric standard ovens.

Circulating the Heat in a Convection OvenIn a convection oven, there are small fans

that circulate air rapidly throughout the oven. As the fans blow the air molecules to the top of the oven, they circulate around the inside of the oven in the same way boiling water moves in a pot. Heat flows evenly into the food from all sides. This leads to more rapid and even cooking of food in the oven. The tops of foods brown evenly and the bottoms rarely burn. Large food items, such as a turkey or a roast, cook more quickly and evenly in convection ovens than they do in standard ovens.

CHAPTER 3

LESSON 4

Directions: Respond to each statement on the lines below.

1. Compare how convection ovens and older-model ovens transfer heat to cooler food.

2. Determine three benefits of cooking with a convection oven.

3. Indicate the two types of energy present in a convection oven.

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Content Vocabulary

Directions: Circle eight words in the puzzle and then write each word in the blank at the left of its definition.

energy friction fuel kinetic

potential thermal wave work

U B R W X Z I P X X R J

X G E S O D A O S Y C F

C I T E N I K T D Y R Y

L C N K J Q B E W I Y G

G A R E P S K N C Q T R

U O M T F S M T L E Z E

W K R R S P I I W W O N

F U E L E O L A L A O E

D A Z J N H S L I E V Q

M Q V K I C T W D V R E

D Q T Z I C M P E P Y Q

A Q Q L G C X R N L R O

1. stored energy

2. energy an object has because it is moving

3. the transfer of energy that occurs when a push or a pull makes an object move

4. the ability to cause change

5. material that can be burned to produce energy

6. force between surfaces that opposes the motion of an object

7. energy that moves from one place to another because of differences in temperature

8. disturbance in a material that transfers energy without transferring matter

CHAPTER 3

Thermal Energy and Heat

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Content Vocabulary CONTINUED

Directions: Match each word to the description of the type of potential energy by writing the correct letter on the blank.

A. chemical B. elastic C. gravitational

9. potential energy due to an object being squeezed or stretched

10. potential energy due to an object’s height above the ground

11. potential energy in the bonds between atoms

Directions: Write the correct word(s) for each definition on the line provided.

conductor convection convection current density fluid

heat flow insulator radiation temperature thermal expansion

12. transfer of energy from warmer to cooler matter

13. measure of the average kinetic energy of the particles in a material

14. increase in the volume of a substance when the temperature increases

15. material that does not transfer heat energy easily

16. energy transfer by electromagnetic waves

17. heat transfer by the movement of matter from one place to another

18. material made of particles that can easily change their locations

19. material that easily transfers heat energy

20. mass per unit volume of a material

21. movement due to changes in temperature and density

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Chapter Review

Part A. Vocabulary Review

Directions: Identify each scrambled word by its definition and write it on the line provided.

conduction conductor convection convection current energy fluid

friction fuel heat kinetic energy potential energy

radiation temperature thermal energy thermal expansion work

1. tenialtop yeenrg: stored energy

2. tickeni eyegrn: energy of motion

3. negyer: ability to cause change

4. alethrm gyeenr: movement of energy due to differences in temperature

5. korw: transfer of energy when a push or pull makes an object move

6. rifticno: force between two surfaces that resists motion

7. elfu: material that can be burned to produce energy

8. mateperetur: measure of the kinetic energy in the particles of a material

9. teha: movement of thermal energy from warmer objects to cooler objects

10. ermathl aonexpnsi: increase in the volume of a substance when temperature increases

11. ducononcti: transfer of thermal energy by particle collision in matter

12. ndcotoruc: material which thermal energy moves through quickly

13. nvcoeoncti: transfer of thermal energy by the movement of matter from one place to another

14. dianorati: transfer of thermal energy by electromagnetic waves

15. nonocevitocn ternruc: movement of fluid particles due to increased temperature and decreased density

16. dulif: material made of liquids or gases that can easily change their locations

CHAPTER 3



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Chapter Review CONTINUED

Part B. Concept Review

Directions: Circle the word that correctly completes each statement.

1. (Radiation/Density changes/Waves) are disturbances in a material that transfer energy without transferring matter.

2. A spring contains (chemical/elastic/gravitational) potential energy.

3. When energy changes form, its usefulness often (decreases/increases/stays the same).

4. A feather floating in the air has (kinetic energy/potential energy/both kinetic and potential energy).

5. When a moving car slows down, its kinetic energy (increases/decreases/remains the same).

6. As the speed of a falling object increases, its potential energy (increases/decreases/remains the same).

7. The lowest possible temperature is (0 K/0°C/-273°F).

8. Liquid thermometers work because the red liquid (expands/contracts/condenses) when it is warmed.

9. When you put your hand 5 cm above a candle flame, it becomes hot. Thermal energy has reached your hand by (conduction/radiation/convection).

10. When 100 mL of water at 21°C is added to 200 mL of water at 20°C, the thermal energy of the combined mixture (increases/decreases/remains the same).

11. The best conductors are usually (solids/liquids/gases).

Directions: Write your response to each statement in the space provided.

12. Determine what happens to the potential energy of a book as it drops from a desk to the floor.

13. Indicate how convection currents depend on density differences.

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Chapter Outline

Lesson 1: Forms of Energy

A. Energy is the ability to cause .

1. Kinetic energy is the energy an object has because it is .

a. The an object moves, the more kinetic energy it has.

b. Kinetic energy increases when increases.

2. Potential energy is energy.

a. potential energy increases if an object’s

or above the ground increases.

b. Elastic potential energy is stored when an object is

or .

c. Chemical potential energy is stored in between atoms.

d. and contain chemical potential energy.

B. Light and Thermal Energy

1. Light energy is called energy because it

in all directions.

2. Thermal energy is energy that moves because of in temperature.

a. Thermal energy is sometimes called energy.

b. It always moves from objects to objects.

Lesson 2: Energy Transfer

A. Moving Objects Transfer Energy

1. transfers energy when a push or a pull to an object makes it move.

B. Waves are a disturbance in a material that transfers without

transferring .

CHAPTER 3


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Chapter Outline CONTINUED

1. Water waves transfer energy from place to place.

2. waves are produced when the back-and-forth movement,

or , of an object causes air particles

to .

3. transfer through matter or empty space.

C. Energy transformations occur when energy changes . It often

becomes more .

1. Potential energy can be converted to energy when an object at a high position is set in motion.

2. Chemical potential energy can be converted to and

energy.

a. is a material that can be burned to produce energy.

b. Logs are fuel that can be burned to release .

3. Kinetic energy can be converted to energy when two objects

move against each other, causing , the force between surfaces that resists the motion of an object.

4. Converting thermal energy to energy can be used to perform other jobs.

a. Stored potential energy, such as gasoline, changes

to energy in an engine. Then the engine converts the thermal

energy to energy to make the car move.

b. Much of the energy is not converted into kinetic energy and is

considered energy.

Lesson 3: Temperature and Heat Flow

A. Matter contains particles in .

1. Particles are always in motion at different and in many

different .

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2. Temperature depends on how the particles in an object are moving.

a. is a measure of the average energy of the particles in a material.

b. If two particles have the same mass, the one that moves faster has kinetic energy.

3. Thermal expansion is an increase in the volume of a substance when the temperature

.

a. Adding heat energy can change particle .

b. When particles move , they run into one another with more

energy and take up more .

c. Thermal expansion is often used to measure the of materials.

B. Temperature is measured with a .

1. As the temperature of the liquid in a thermometer increases, its

increases and upwards in the tube.

2. A thermometer has a for describing temperature.

a. On the scale, water freezes at 32°F and boils at 212°F.

b. On the scale, water freezes at 0°C and boils at 100°C.

c. Temperature values on the scale are 273 degrees more than temperatures on the Celsius scale.

d. The scale is used in countries other than the United States.

e. The Celsius and Kelvin scales are both used in .

C. The transfer of energy from warmer to cooler matter is called .

1. keeps moving from a warmer object to a cooler object until both objects reach the same temperature.

Lesson 4: Conduction, Convection, and Radiation

A. is the transfer of heat by collisions between particles in matter.

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1. Collisions transfer energy from particles with kinetic energy to

those with .

2. Heat is conducted throughout a object as kinetic energy is passed from one particle to the next.

3. A is a material that transfers energy quickly.

a. are usually better conductors than liquids and gases.

b. are the best conductors.

4. An is a material in which thermal energy moves slowly.

B. is the transfer of thermal energy by the movement of matter from one place to another.

1. Particles of the material must be able to from place to place.

a. and are fluids, material made of particles that can easily change their locations.

b. Convection occurs only in .

2. is the mass per unit volume of a material.

3. Density depends on . Most materials expand, or take up more

space, if the temperature .

4. Density and Floating

a. An object will if its density is greater than that of the fluid or air that surrounds it.

b. An object will if its density is less than that of the fluid or air that surrounds it.

5. Convection currents occur in fluids when an increase in

decreases the of part of the fluid.

C. Radiation is the transfer of thermal energy by waves.

1. All objects give off energy in the form of .

a. Radiation travels in matter or .

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b. The hotter an object is, the more it gives off.

c. If an object is hotter than its surroundings, it gives off radiation in the form of both

energy and energy.

2. The is a source of radiation.

a. Life on Earth depends on from the Sun.

b. The Sun’s energy warms the ground, which then warms the air.

c. Plants use energy from the Sun for food.

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Thermal Energy and Heat; Chapter 3 · PDF fileChapter 3 Thermal Energy and Heat LEVELED ASSESSMENT Chapter Review Chapter Tests BLTest A (Below Level) OLTest B (On Level) ... 4 Thermal