iSEEK - Education

manufacturer’s recommendations; when in doubt, get professional help. • Insulate the first 6 feet of the hot and cold water pipes connected to the water heater. • If you are in the market for a new dishwasher or clothes washer, consider buying an efficient, water-saving ENERGY STAR model to reduce hot water use. See Appliances on page 22 for more information. • Install heat traps on the hot and cold pipes at the water heater to prevent heat loss. Some new water heaters have built-in heat traps. • Drain

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uninsulated, consider insulating both. Water pipes and drains in unconditioned spaces could freeze and burst in the space if the heat ducts are fully insulated, because there would be no heat source to prevent the space from freezing in cold weather. However, using an electric heating tape wrap on the pipes can prevent this. Check with a professional contractor. H ea ti ng a nd C oo lin g

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manufacturer’s recommendations; when in doubt, get professional help. • Insulate the first 6 feet of the hot and cold water pipes connected to the water heater. • If you are in the market for a new dishwasher or clothes washer, consider buying an efficient, water-saving ENERGY STAR model to reduce hot water use. See Appliances on page 22 for more information. • Install heat traps on the hot and cold pipes at the water heater to prevent heat loss. Some new water heaters have built-in heat traps. • Drain

www1.eere.energy.gov/consumer/tips/pdfs/energy_savers.pdf#page=18

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Taftan Data: Heat Transfer

Heat Transfer Heat Transfer Heat may transfer across the boundaries of a system, either to or from the system. It occurs only when there is a temperature difference between the system and surroundings. Heat transfer...

www.taftan.com/thermodynamics/TRANSFER.HTM

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Geothermal Heat Pumps

removed from the indoor air during the summer can also be used to heat water, providing a free source of hot water. Geothermal heat pumps use much less energy than conventional heating systems, since they draw heat from the ground. They are also mor...

www.nrel.gov/learning/re_geo_heat_pumps.html

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Heat Transfer

the object to increase. For example, a microwave oven emits microwave radiation to transfer heat to food. Similarly, the reason that you can feel the warmth of an object at a distance, such as from the Sun or a light bulb, is due to the tran...

www.teachersdomain.org/resources/lsps07/sci/phys/energy/heattransfer/

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Simple Machines

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inclined plane. An inclined plane, as it slants on a base, forms a triangle. In the picture shown below, a stone is raised from ground level to the top of the plane as it might have been done when the pyramids were being built. Many people, pulling on stout ropes, were able to raise stones that would have been too heavy for them to lift without the inclined plane. Also the workers used logs as rollers (wheels)! Discussion 1. When you are sliding down the slide and you go very fast, or you have on very thin

40 0 http://www.sedl.org/scimath/pasopartners/pdfs/machines.pdf#page=40 www.sedl.org/scimath/pasopartners/pdfs/machines.pdf#page=40

inclined plane. An inclined plane, as it slants on a base, forms a triangle. In the picture shown below, a stone is raised from ground level to the top of the plane as it might have been done when the pyramids were being built. Many people, pulling on stout ropes, were able to raise stones that would have been too heavy for them to lift without the inclined plane. Also the workers used logs as rollers (wheels)! Discussion 1. When you are sliding down the slide and you go very fast, or you have on very thin

52 0 http://www.sedl.org/scimath/pasopartners/pdfs/machines.pdf#page=52 www.sedl.org/scimath/pasopartners/pdfs/machines.pdf#page=52

ACTIVITY s Right Triangles Objective The student says that inclined planes form right triangles and draws the triangle to show the inclined plane. Materials For each team of three students: paper or cardboard; three paper brads. 1. Mark the strips in inches and punch a hole in the center of the strip at every inch. 2. To make a triangle or inclined plane, connect the strips two at a time at the holes and align to make an inclined plane. Adjust each triangle so that one of the angles is a right angle (makes

www.sedl.org/scimath/pasopartners/pdfs/machines.pdf#page=40

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Oregon Institute of Technology Geo-Heat Center

use projects, power plants and national labs are located. Where are Geothermal Resources? Has a US map showing where geothermal resources are located and provides links to the ten western states with collocated communities. Other Places of Interest Western States Geothermal Databas...

geoheat.oit.edu/

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Glossary of Energy Terminology

outside air. Conduction The transfer of heat through a solid material. Convection The transfer of heat by air flow. Radiation The transfer of heat directly from one surface to another (whithout the intermediate air ac...

energizedlearning.lbl.gov/s_glossary.html

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Testing Insulators: Ice Cube in a Box

Background Essay Heat travels in three ways: directly through matter (conduction); from object to object through a fluid medium (convection); and in waves that can carry energy across even empty space (radiation). Insulation slows heat transfer from warme...

www.teachersdomain.org/resources/phy03/sci/phys/mfe/zice/

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NYTimes People: Pipes, Richard

September 11, 2004, Saturday MORE ON RICHARD PIPES AND: RUBIN, DAVID, PIPES, RICHARD, HOSTAGES, CHILDREN AND YOUTH, POLITICS AND GOVERNMENT, TERRORISM, RUSSIA, CHECHNYA (RUSSIA), BESLAN (RUSSIA) Don't Reward Acts of Terror To the Editor: To distinguish the nature o...

topics.nytimes.com/top/reference/timestopics/people/p/richard_pipes/index...

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Science Framework (CA Dept. of Education)

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heat.As a basis for understanding this concept: a. Students know heat flow and work are two forms of energy transfer between systems. Heat transfer is energy flow from one system to another because of differences in temperature or because of mechanical work. The energy that flows into a pot of cold water put on a hot stove is an example of heat transfer. This energy increases the kinetic energy of the random motion of the molecules of water and therefore the temperature of the water rises. When the water

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and felt as heat. It is important for students to realize that although light and heat are not exactly the same, both are forms of energy. 1. b. Students know sources of stored energy take many forms, such as food, fuel, and batteries. Students should understand that the energy stored in food, fuel, and batteries can be released to create useful motion, light, and heat. For example, students may study the components of a flashlight and leave it on until the light goes out to em phasize that batteries

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47 standard is that energy is carried in those forms and transferred from one place to another. Simple toys that demonstrate transfer of motion to another object are good examples of this principle and form the foundation for understanding the conservation of energy. Energy of motion is transferred into heat through friction (such as when students rub their hands together rapidly and feel the heat generated by the rubbing motion). Students can also study how waves transfer energy from one place to

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flow or by waves, including water, light and sound waves, or by moving objects. Energy is transferred from one object to another as the result of a difference in temperature. Heat flow is the transfer of energy from a warmer object to a cooler object. A wave is an oscillating disturbance that carries energy from one place to an other without a net movement of matter. For example, sound waves from one vi brating object can cause other objects, such as eardrums, to vibrate. Electromagnetic waves can also

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oxygen in the air to produce both heat and light. Most of the heat is transferred to the room by the hot gases rising from the flame. Glowing particles of soot (the source of the yellow light) also transfer energy from the flame. Students might be asked to develop an explanation of how heat is transferred from the burn ing fuel to a container of water heated by the candle, using the concepts and prin ciples called for in this standard set. 3. c. Students know heat flows in solids by conduction (which

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94 Chapter 4 The Science Content Standards for Grades Six Through Eight Grade Six Focus on Earth Sciences Convection occurs because most fluids become less dense when heated; the hot fluid will rise through cold fluid because of the hot fluid’s greater buoyancy. As hot fluid arises away from a heat source, it may cool, become denser, and sink back to the source to be warmed again. The resulting circulation is called a convection current. Convection currents account for the water in a kettle

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4. Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept: a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle. Radiation from the Sun penetrates the atmosphere by heating the air, the oceans, and the land. Solar radiation is also converted directly to stored energy in plants through photosynthesis. The Sun is

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various ways with atmo spheric constituents and may be absorbed by atmospheric constituents in different amounts; however, the wavelengths of visible light are not greatly absorbed by any atmospheric constituent. 4. c. Students know heat from Earth’s interior reaches the surface primarily through convection. Heat from the interior of Earth moves toward the cooler crustal surface. Rock is a poor conductor of heat; therefore, most of the transfer of heat occurs through convection. Convection currents in

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heat.As a basis for understanding this concept: a. Students know heat flow and work are two forms of energy transfer between systems. Heat transfer is energy flow from one system to another because of differences in temperature or because of mechanical work. The energy that flows into a pot of cold water put on a hot stove is an example of heat transfer. This energy increases the kinetic energy of the random motion of the molecules of water and therefore the temperature of the water rises. When the water

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internal energy from one system to another, because of a temperature difference, is known as heat flow. There are three basic kinds of heat flow: conduction, convection, and radiation. Students should have first learned about these processes in the sixth grade. As heat is transferred to a system (object), the temperature of the system (ob ject) may increase. Substances vary in the amount of heat necessary to raise their temperatures by a given amount. More mass in the system clearly requires more heat for

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surroundings is clearly defined. Total energy is conserved in all classical pro cesses. Thus, the law of conservation of energy can be restated as the first law of thermodynamics; that is, for a closed system the change in the internal energy ΔU is given by the expression ΔU = Q − W , (eq. 25) where Q is the internal energy added by heat transfer to the system from the sur roundings and W is the work done by the system. The quantities ΔU, Q, and W in equation (25) can be negative or positive, depending on

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g.* Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surroundings. As implied in Standard 3.b, when heat flows from a body at high temperature to one at low temperature, some of the heat can be transformed into mechanical work. This principle is the basic concept of the heat engine. The remainder of the heat is transferred to the surroundings and therefore is no longer available to the system to do

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indication that a relatively small amount of material is in the light’s path. STANDARD SET 4. Waves Waves transfer energy from one place to another without net circulation or displacement of matter. Light, sound, and heat energy can be transmitted by waves across distances measured from fractions of a centimeter to many millions of kilo meters. Exertion of a direct mechanical force, such as a push or a pull, on a physical body is an example of energy transfer by direct contact. However, for transfer to occur

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207 section require students to know the concepts presented in the physics section of this chapter, Standard Set 3, “Heat and Thermodynamics.” Those standards pro vide a foundation for understanding the kinetic molecular model and introduce students to concepts of heat and entropy. 7. Energy is exchanged or transformed in all chemical reactions and physical changes of matter. As a basis for understanding this concept: a. Students know how to describe temperature and heat flow in terms of the

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208 Chapter 5 The Science Content Standards for Grades Nine Through Twelve Chemistry 7. d. Students know how to solve problems involving heat flow and tem perature changes, using known values of specific heat and latent heat of phase change. Qualitative knowledge that students gained by mastering the previous stan dards will help them to solve problems related to the heating or cooling of a sub stance over a given temperature range. Specific heat is the energy needed to change the

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eventually escapes as heat. As a basis for understanding this concept: a. Students know the relative amount of incoming solar energy compared with Earth’s internal energy and the energy used by society. Most of the energy that reaches Earth’s surface comes from the Sun as electro magnetic radiation concentrated in infrared, visible, and ultraviolet wavelengths. Chapter 5 The Science Content Standards for Grades Nine Through Twelve Earth Sciences

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temperature inversions. Normally, the atmosphere is heated from below by the transfer of energy from Earth’s surface. This activity produces convection, the transfer of heat by the vertical movements of air masses. However, in certain geographical settings, local sources or sinks for heat can interact with topography to create circumstances in which lower-density warm air, flowing from one direction, is emplaced over higher-density cool air that has come from another direction. This situation, called a

www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=174

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