# Celsius 4-1-1: all about thermal energy (2023)

Repeat ID:R4SCI0065

Notice area:10 - 12

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Attack: Thermal Energy Blast Discover: temperature and energy Explain: temperature and energy Explain: Tree of Energy Concepts Explain: Inform Worked out: Curveball warm-up? Elaborate: Inform Rate it: concept check Teacher's Notes

Which has more thermal energy: an iceberg or a pot of boiling water?

[Note: The interactive activity below is best viewed with Internet Explorer 9, Chrome 29, or Mozilla Firefox 5.0 and later.]

To take the quiz again, reload the page and select No when the Continue Quiz dialog box appears.

[Note: This simulation requires Java. For Windows users, run Sun Java 1.5.0_15 or later on XP/Vista/7. For Mac users, run Sun Java 1.5.0_15 or later on OS 10.5 or later.]

Follow the prompts to explore the simulation.

First part: construction

1. Click on the image to run the simulation.
2. When the simulation opens, check the "Power Icons" box. The symbol "E" stands for thermal energy.

1. Place the thermometers on the iron and brick blocks as shown. (Make sure the triangle next to the thermometer bulb is the same color as the object you are measuring.)

1. Move the iron and brick blocks over the heat transfer devices.

Second part: exploration

1. Use the lever on the heat transfer devices to balance the amount of heat energy in the iron bricks and blocks. (Each “E” symbol = 1 unit of thermal energy)How do the temperatures behave when the energies are the same?Record your observations in your science notebook.
2. Use the lever on the heat transfer devices to equalize the temperatures of the bricks and iron blocks.How does the amount of thermal energy behave when the temperatures are the same?Record your observations in your science notebook.
3. Allow brick and iron to reach the same air temperature.
4. Place a thermometer in the container of water. (Remember to check the triangle next to the thermometer bulb.)
5. When all three substances reach the same temperature, compare the number of energy symbols on each.Why do you think the amount of energy is uneven at equal temperatures?Record your answer in your science notebook.
(Video) TruSculptiD 4-1-1

Temperature is related to energy but is not the same. Can you explain how they are similar and how they are different? Watch the videos and take notes in your science notebook using a graphic organizer similar to the one pictured.

Those

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The Science Asylum (Designer). (2015.) What actually is energy? [video file]. https://www.youtube.com/watch?v=jCrOtF7T4HE

Those

The Science Asylum (Designer). (2015.) What exactly is temperature? [video file]. https://www.youtube.com/watch?v=2xaIQjmE5VI

Take a look at Science Asylum's Nick Lucid's Energy Tree conceptWhat exactly is temperature?jwhat is energyvideos If we look at the concept tree we can see why temperature is not the same as thermal energy.

Temperatureand theaverage kinetic energyof the molecule in a substance duringThermal energyand theTotal kinetic energy plus potential energyof molecules The thermal energy in a given substance depends on three things:

1. temperature of an object
2. Number of molecules in the substance (mass)
3. Substance composition (including physical state)

So what about the heat?Warmit's just thermal energy in motion. Heat flows between substances of different temperatures. Objects have thermal energy, not heat. However, objects transfer their thermal energy through heat. When heat is added to a system, the thermal energy of the molecules increases. When heat is released from a system, the thermal energy decreases. The temperature of the substance also increases or decreases proportionally unless the substance undergoes a change of state. When substances change state, it is the potential energy between the molecules that changes, not the kinetic energy of the molecules.

cite source

Concept tree adapted from Nick Lucid, Science Asylum

Why do you think the amount of energy is uneven at equal temperatures?

Water has more energy than iron or brick because it is in a liquid state at room temperature. Particles in liquids have more kinetic energy than particles in solids. Water also has a larger volume than any solid, so the total energy is greater even though the energy per molecule is the same.

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Iron and brick are solid and have the same volume, so all the difference in energy is due to atomic composition. Different substances have different capacities for storing energy.

Generally, if you heat a substance below its freezing point, above its boiling point, its temperature will rise, but not constantly. Note the graphic below. This heat curve model shows the typical pattern: when heat energy is added to any substance, the temperature rises, then stabilizes, rises again, then stabilizes, and finally rises at the end. Does that strike you as strange? What's happening?

Copy the generic heating curve into your science notebook. Using your knowledge of kinetic energy, potential energy, thermal energy, and temperature, label the following:

• Segments of the diagram where the kinetic energy of molecules changes
• Segments of the diagram where only the potential energy of the molecules changes

Those

Kent Chemistry Page (Designer). (2012.) Basics of the heating curve [video file]. https://www.youtube.com/watch?v=YG77v1PwQNM

Kinetic Energy (KE)it changes as energy is gained or lost and temperature changes.

Potential Energy (PE)it changes as energy is gained or lost and temperature remains constant.

Check your understanding with the interactive quiz below.

[Note: The interactive activity below is best viewed with Internet Explorer 9, Chrome 29, or Mozilla Firefox 5.0 and later.]

To take the quiz again, reload the page and select No when the Continue Quiz dialog box appears.

(Video) Heat Calculation Practice - Practice Problems from Notes

This resource is a curated collection of interactive content, video or other digital media brought together in a conceptually structured 5E teaching format. Provides alternative or additional Level 1 learning options for students learning about forms of energy, Chemistry TEKS (11)(A). Assignments require student participation with teacher-verified and self-assessed formative assessment opportunities. For example, after students record observations and data in their notebooks, they may be asked to share their responses with the class.

Assess students' prior knowledge, differentiation needs, and follow-up needs (as appropriate) by reviewing the resource before assigning or working with your students.

critical vocabulary

• Thermal energy
• Temperature
• Warm
• Kinetic energy
• potential energy

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How to use this resource
This feature can be used in a variety of ways for teaching.

• Use with a single computer and projector; This can be done in a traditional classroom setting.
• Use with a mix of individual student computers and teacher computers and projectors (in a computer lab or other 1:1 environment).
• Assign students the resource as work to be done after school hours as part of a flipped classroom for additional application, practice, and support during school hours.
• Use it with students as tutorials.
• Share with parents to let them know what their kids are learning at school.
• For use with students unable to participate in the traditional classroom environment.

## resources

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