iSEEK - Education

however, Rumford deduced that this explanation could not be correct because the boiling continued even when the boring tool became so dull that it no longer had any effect on the metal. Apparently, the caloric was being produced out of nothing. Rumford concluded that it was the work needed to turn the dull tool, instead of caloric transfer, that was being converted into heat. In a series of experiments, Joule showed that a given amount of mechanical work always produced the same amount of heat no matter

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machines and living things convert stored energy to motion and heat. This standard expands concepts introduced in earlier grades. The way in which machines and living things take different sources of energy and produce useful heat and motion should be examined in greater detail. An automobile engine releases the chemical energy stored in gasoline (and air) and uses it to turn the wheels and move the vehicle. Some students may be familiar with wind-up toys and will be able to understand that the potential

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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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scientific evidence to predict catastrophic events and the local impacts. Al though catastrophic events are usually adverse in the short term, some of them may be beneficial in the long term. For example, river floods may deliver new, nutrient- enriched soil for agriculture. Other catastrophic changes may introduce new habi tats, allow fresh minerals to surface, change climates, or give rise to new species. Prior to the nineteenth century, the transfer of heat was assumed to be due to the flow of a substance

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however, Rumford deduced that this explanation could not be correct because the boiling continued even when the boring tool became so dull that it no longer had any effect on the metal. Apparently, the caloric was being produced out of nothing. Rumford concluded that it was the work needed to turn the dull tool, instead of caloric transfer, that was being converted into heat. In a series of experiments, Joule showed that a given amount of mechanical work always produced the same amount of heat no matter

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involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter). This standard focuses on differences between heat transfer by conduction and by convection and begins to build an understanding of the kinetic molecular theory of heat transfer. In both solids and fluids (liquids and gases), heat transfer is mea sured by changes in temperature. Conduction occurs when a group of atoms or molecules whose average kinetic energy is greater than that of another group

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by radiation (radiation can travel through space). Another form of energy transfer between objects is radiation: the emission and absorption of electromagnetic waves. Radiation is fundamentally different from conduction and convection in that the objects do not have to be in contact with each other or be joined by a solid or fluid material. Heating by sunlight is an obvi ous example of radiant energy transfer. Both the heat and the light that can be seen are forms of electromagnetic radiation. Calling

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of years, with predictable temperature ranges and weather patterns that can be broadly forecast. Various heat exchange mechanisms operate in the Earth system. Ocean surface water is heated by the Sun and mixed by convection currents. The atmosphere ex changes heat with the oceans and land masses by means of conduction. Warm air near Earth’s surface rises and cooler air descends, causing atmospheric convection currents. Different parts of the ocean have different temperatures and salinities, resulting

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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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application of the hot packs or cold packs used for athletic injuries. The change in temperature produced by those packs may be the result of a chemical reaction, or it may be caused by a “heat of solution” and not by a chemical reaction. For example, dissolving is considered a physical and not a chemical change because the compound may be recovered, unchanged chemi cally, by evaporation. 5. d. Students know physical processes include freezing and boiling, in which a material changes form with no chemical

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through work done by or on a system. In this sense both heat and work have meaning only as they describe energy exchanges into and out of the system, adding or subtracting from a system’s store of internal energy. Students, just like scientists of the eighteenth century, might easily fall prey to the misconception that heat is a substance. Students should be cautioned that heat is energy, not a material substance, and that heat flow refers not to material flow but to the transfer of energy from one place to

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compressed and so warms). Conversely, changes in temperature can do mechanical work (e.g., warming a container of gas that is sealed by a piston will cause the gas to expand and the piston to move). Heat is energy that moves between a system and its environment because of a temperature difference between them. Every system has its internal energy, that is, the energy required to assemble the system; and this energy is independent of any particular path or means by which the system is assembled. The transfer of

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only after the ice has melted. 3. b. Students know that the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (first law of thermodynamics) and that this is an example of the law of conser vation of energy. The total energy of an isolated system is the sum of the kinetic, potential, and thermal energies. A system is isolated when the boundary between the system and the

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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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206 Chapter 5 The Science Content Standards for Grades Nine Through Twelve Chemistry 6. e.* Students know the relationship between the molality of a solute in a solution and the solution’s depressed freezing point or elevated boiling point. The physical properties of the freezing point and boiling point of a solution are directly proportional to the concentration of the solution in molality. Molality is similar to molarity except that molality expresses moles of solute dissolved in a kilo

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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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then die out as that part of the plate moves off. Students know that energy is transferred from warmer to cooler objects. They are expected to know that energy is transported by moving material or in heat flow or as waves. They have learned that when fuel is consumed, energy is released as heat, which can be transferred by conduction, convection, or radiation. They have also learned that the Sun is the major source of energy for Earth. They have studied ways in which heat from Earth’s interior

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system as energy is exchanged between them. Ocean currents rise in part because cool or more saline waters descend, set ting circulation patterns in motion. These currents also distribute heat from the equator toward the pole. 5. b. Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. Earth rotates on an axis, and all flow of fluids on or below the surface appears to be deflected by the Coriolis effect, making right turns in

www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=101

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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 changes the intern...

www.taftan.com/thermodynamics/TRANSFER.HTM

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Environmental Literacy: Thermodynamics

Please note that the labs and resources in the Teacher Exchange have not been reviewed or endorsed by the Environmental Literacy Council. Topics Covered: calories, heat transfer, 1st and 2nd laws of thermodynamics Submitted by: John Pritchard, Grover Cleveland HS, Rid...

www.enviroliteracy.org/article.php/119.php

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Shear Zones in Rock

Shear zones In many respects, shear zones are the deep-level equivalents to faults. They should accommodate relative displacement of the surrounding rocks just as faults do but rather than be surfaces, they consistute bands of rock that have undergone deformation....

www.see.leeds.ac.uk/structure/shearzones/index.htm

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Stanford University/Gallery of Turbulent Flows

Simulations of Separated Turbulent Boundary Layer Yang Na and Parviz Moin [Slide 1] [Slide 2] [Slide 3] [Slide 4] [Slide 5] [Slide 6] Supersonic Round Free-Shear Flows Jonathan Freund, Parviz Moin and Sanjiva Lele [Slide 1] [Slide 2] [Slide 3] [Slide 4] [Slide 5] [Animation]...

ctr.stanford.edu/gallery.html

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Johnson County CC:Cell Membrane and Transport Mech

Active transport via protein pumps Bulk flow mechanisms endocytosis phagocytosis pinocytosis exocytosis The passive transport mechanisms and the protein pump mechanisms involve movement of substances as single molecules across the membrane. The "bulk&q...

staff.jccc.net/pdecell/cells/transport.html

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Purdue University/Boiling Point Elevation

Boiling Point Elevation Boiling Point Elevation Elevation of the Boiling Point of a Solvent We need two pieces of information to calculate the elevation of the boiling point of the solvent in a solution containing a nonvolatil...

www.chem.purdue.edu/gchelp/howtosolveit/Solutions/bp_elevation.html

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ChemTutor.com: States of Matter

heating, and how the amount of cooking is regulated. Boiling is a good way to efficiently transfer heat at a good, consistent temperature. It is easy to regulate how well an egg is to be cooked by timing the boiling of it. Boiling temperature varies w...

www.chemtutor.com/sta.htm

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The Hot in the Cold Lesson Plan

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move faster as a result of energy transfer, it starts to melt). Have students write down that heat is the transfer of energy between objects that are of different temperatures. Reinforce the concept that even something that is cold to us has heat. It has molecules that are moving, they are just moving slower. Task 3: Discuss with students the ways in which energy is transferred. Demonstrate convection by showing a lava lamp or boiling a pot of water with tightly packed aluminum foil balls in it

3 0 http://www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans/lp_excel/lp_e_sc_hotcold/mc1_unit_edit.pdf#page=3 www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans...

move faster as a result of energy transfer, it starts to melt). Have students write down that heat is the transfer of energy between objects that are of different temperatures. Reinforce the concept that even something that is cold to us has heat. It has molecules that are moving, they are just moving slower. Task 3: Discuss with students the ways in which energy is transferred. Demonstrate convection by showing a lava lamp or boiling a pot of water with tightly packed aluminum foil balls in it

www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans...

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UCAR: Atmospheric Processes - Radiation

Activity 5 Teacher Guide: Atmospheric Processes - Radiation Atmospheric Processes - Radiation After a brief discussion of heat transfer processes in general, this activity will focus on radiation. Students will investigate how different surfaces absorb heat...

www.ucar.edu/learn/1_1_2_5t.htm

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