Wednesday, May 25, 2016

Heat (#2)

So... this is a continuation of the previous post-which was basically a summary of what we did. In this post, I'll be talking (well... writing actually... but who cares... right?) about the first part of the Heat unit and what we did.

It was in... March (I believe) that we first started talking about temperature and heat, with Mrs Malcolm. Then, we moved to talking about the difference between Heat and temperature, and we learned about the third type of temperature measurement, Kelvin. So we learned how to get these temperatures, (like, the equations) and here's a list:

HOW TO GET:
Celsius-Fahrenheit: °C  x  9/5 + 32 = °F

Fahrenheit-Celsius: (°F  -  32)  x  5/9 = °C

Celsius-Kelvin: °K = °C + 273.15.

Kelvin-Celsius: °C = °K - 273.15

Fahrenheit-Kelvin: °F  -  32   x   5/9  +  273.15

Kelvin-Fahrenheit: °F  =   1.8  x  (°K  -  273)  +  32

*  *  *  *  *

That was that.

Next, we moved onto Particle theory, which is well... like it's namesake-a theory about particles. Listed below are the five MAIN points of Particle theory.
- All matter is made of tiny particles
- Particles are always moving
- The spaces between the particles are large compared to the the particles themselves
- The particles are moving faster when hot and slower when cold
- There are attracting forces among particles. The forces are stronger when closer together.

Based on this, we did an experiment where we had two different beakers, one filled with hot water, and the other filled with cold water and we had to put ONE DROP of dye in each beaker, and draw what it looked like, (as the dye was spreading) time how fast it spread fully into the beaker (so, basically changing the color of the water entirely) as well as justify why and how the dye had spread faster in either hot or cold water.

There are experiments that I can't really think of off the top of my head right now...

But I do remember Lesson #7, the last one... I think... and that was where we had to put in 4 different types of spoons in a kettle with hot water, for about a minute each. When we pulled it out, and it was not cold, it would be a bad thermal conductor, but on the other hand, if it was hot, then it would be a very good thermal conductor. We then had to (once again) justify why a certain spoon was a better thermal conductor than another spoon, as well as explain why it would be important to know which material makes a good thermal conductor.

Well... that's it for now... sorry it's so long. I'll be talking more about Climate Change and out heat menu in the following post... I think..

Thanks for reading!

Esther


No comments:

Post a Comment