| Lesson Number |
At-Home Activity
(Parental involvement and/or supervision are essential while
students carry out these activities.) |
| Getting
Started: Thinking About Heat and Temperature |
Use an indoor thermometer to record
the temperature of your bedroom every two hours on a Saturday
or Sunday. Keep the thermometer out of direct sunlight and away
from heat sources. Plot the resulting temperatures on a line graph.
Explain your results. |
2.1
Inquiry Investigation: Identifying Temperatures |
Conduct a thermometer scavenger hunt
to identify the location, type and use for every thermometer found
in your home. Why is accurate knowledge of temperature important? |
2.2
Inquiry Investigation: Heating and Cooling |
Explain or demonstrate to family members
how to remove a tight-fitting metal lid from a glass jar. |
| 2.3
Measuring Temperature |
n/a |
2.4
Case Study: Temperature and the Tomato |
- Plant tomato seeds and other types of seeds indoors. Monitor
their growth, keeping all other variables constant.
- Describe any seasonal changes in a family pet that may be
stimulated by the outdoor temperature.
 |
2.5
Temperature, Heat and the Particle Theory |
- The preparation and eating of food represent many changes
of state. List all the changes of state that happen to the food
you eat at one meal. Begin by writing the menu. Record this
data in an organized format so that the information is clear.
- On a sunny day, find a window with sunlight streaming in.
Look for dust particles in the air. Watch the motion of the
particles and relate what you see to Brownian motion.
|
2.6
Inquiry Investigation: Ice to Water to Steam |
Fill a plastic bottle with water and
put the cap on it. Place it in a plastic bag, tie it with a twist
tie and leave it overnight in the freezer. Check the bottle the
next morning.
- Describe what you observed.
- Usually, the volume of a liquid decreases when it freezes.
Does water expand or contract when it freezes?
- What evidence supports your answer?
- Why should a manufacturer be concerned about glass bottles
in cold climates?
|
2.7
The Particle Theory and Changes of State |
Identify five household objects that
use substances from the chart in Lesson 2.7 of your student book.
|
2.8
Inquiry Investigation: Heat and Convection |
Find a "dust bunny" under your bed. Drop
it over a heat register when warm air is coming out. Observe how
the dust bunny moves and describe the motion in a paragraph. |
2.9
Heat and Weather Patterns |
Collect weather maps of Canada from a
newspaper for a 10-day period. Describe the general movement of
weather patterns from day one to day 10. |
2.10
Design Investigation: Heat and Conduction |
Do a kitchen inventory to identify the
various materials used in appliances, utensils and tools. Organize
your report by category (e.g., cooking, baking, eating utensils). |
2.11
Career Profile: At the Scene of the Crime |
Pour equal amounts of hot water into a cup and
into a thermos. Measure and record the temperature of each. An
hour later, measure and record the temperature of the water in
each container again. How do the results compare with the results
of the Try This activity found in this lesson?
|
2.12
Inquiry Investigation: Radiation |
Make "Sun Tea" using the following directions:
On a sunny day, fill a clean jar with water. Add a tea bag. You
might like to try a fruit-flavoured herbal tea. Measure and record
the starting temperature. Put the lid on the jar and place it in
a sunny window. Check your "teapot" every half-hour, measuring the
temperature and recording the time. When the water becomes coloured,
your tea is ready to drink. The colour or the tea indicates the
strength of the flavour. Record the final temperature and time.
Graph your results for "Sun Tea." |
2.13
Heat and the Water Cycle |
Select a tool or a technique your family
uses to reduce the effects of weather (e.g., humidifier, dehumidifier,
sidewalk ice treatment, winter windshield washer fluid, etc.) Explain
the science or technology that makes the tool or technique effective.
|
2.14
Heating Homes |
- If you live in a home with forced-air heating, conduct a survey
of your home by room. Identify the number of hot-air vents and
cold-air vents. Identify three ways that the cold-air vents
differ from the hot-air vents.
- Describe the heating system used where you live. Use diagrams
to show how the air is warmed, the method of heat transfer,
and the feedback device that controls the system. Do you think
the system uses energy efficiently? Explain.
|
2.15
Explore an Issue: Wasting Heat |
If your class has created a checklist
of "Features of an Energy-wise Home" during this lesson, use it
to determine how efficiently energy is used in your own home. |
2.16
Inquiry Investigation: Controlling Heat Transfer |
Survey a room in your home and compile
a list of materials that are designed to prevent heat transfer.
Identify which method of heat transfer (conduction, convection and/or
radiation) the material reduces and how this reduction is accomplished
(e.g., trapped air, shiny surface). |
2.17
Inquiry Investigation: Heating Various Liquids |
Compare the different foods on your
dinner plate to determine which food cools the fastest and which
stays hot the longest. Explain your observations, citing factors
such as the food's water content, size of the portion, outside
covering/skin, etc.).
|
2.18
Comparing Heat Capacities |
- Collect a variety of spoons make from different materials
(plastic, stainless steel, wood, aluminum). Stand these spoons
upright in a bowl. Add hot tap water to a depth of approximately
5 cm. Begin timing and record how long it takes for the top
of each handle to feel warm. Explain the differences in terms
of heat capacity. Which spoon would be a better choice for stirring
soup while it is cooking? For eating soup? What other considerations
need to be made when selecting spoons for eating and cooking?
- Predict and describe the effect of having curtains open or
closed on south-facing windows during each of the four seasons.
How does the heat capacity of an object in the sunlight affect
the energy saved or wasted in a home?
|
2.19
Inquiry Investigation: Using Mechanical Ways to Produce Heat |
- Identify three situations that occur regularly at home that
generate heat by mechanical means. For each, identify the mechanical
method that produces the heat.
- Imagine friction did not exist. Write a paragraph about what
dinnertime might be like without friction.
|
2.20
Producing Heat |
- List all the ways that heat was used in your life in the last
24-hour period. For each, identify the source of the heat as
either mechanical, chemical, nuclear or electrical.
- Provide examples from your home in which heat is produced
from: (a) mechanical energy (b) chemical energy (c) electrical
energy. List at least four examples for each type.
|
2.21
Case Study: Heat Pollution |
- Locate three situations in your home where heat is generated.
Identify the heat desirable or undesirable "waste heat" that
is a result of energy conversion? If the heat is undesirable,
identify what methods are used to dissipate the heat (e.g.,
fan).
- Brainstorm with your family to create a list of actions that
would save electrical energy (e.g., deciding what you want from
the refrigerator before opening the door, turning off lights
when leaving a room, etc.).
|
2.22
Solar Heating |
n/a |
| Design
Challenge |
Note to parents: Since the Design
Challenge may be used by teachers as a performance assessment
opportunity, parents should consult with the teacher to determine
the appropriate degree of parental involvement their child's completion
of the Design Challenge.
|
| Unit
Summary |
The Unit Summary in your textbook
lists all the learning expectations you have covered in the unit
and identifies the specific lessons in which the knowledge and
skills have been developed.
You can use the Unit Summary to help you create a personal study
guide in preparation for an end-of-unit test:
- Copy down the list of learning expectations from your textbook.
These are grouped under three headings: Understanding Concepts,
Applying Skills, Making Connections.
- For each learning expectation, locate the appropriate lesson(s)
in the unit where the expectation was covered. These are listed
at the end of each expectation (e.g., 2.1).
- Flip to the appropriate lesson(s) for each expectation and
make study notes of the key ideas or skills you learned.
|
