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Conduction, Convection and Radiation Popcorn

http://aspire.cosmic-ray.org/labs/atmosphere/popcorn.html Popcorn Lesson (Three Methods of Heat Transfer) All forms of matter, whether a solid, liquid, or gas, are composed of atoms or molecules in constant motion. Because of this constant motion, all atoms have thermal (heat) energy. Whenever a substance is heated, the atoms move faster and faster. When a substance is cooled, the atoms move slower and slower. The "average motion" of the atoms that we sense is what we call temperature. Temperature and heat ARE NOT technically the same thing. Temperature is the average motion of atoms and molecules. Heat is the ENERGY that flows due to temperature differences. Heat is always transferred from warmer to cooler substances. There are three ways to heat the atmosphere (or anything else, for that matter). These ways include conduction, convection, and radiation. How can you remember these? Lets use an analogy to help you figure this out. There are three ways to cook popcorn. 1. Put oil in the bottom of a pan. Cover the bottom of the pan with popcorn kernels. Place the pan on the stove and turn on the burner to medium heat. Cover the pan with a lid. Periodically shake the pan so the kernels move around in the oil. 2. Obtain a popcorn popper. Place the popcorn kernels in the popper. Plug in/turn on the popper. Hot air will transfer heat to the kernels, making them expand and pop. 3. Microwave a bag of microwave popcorn. Each of these methods of cooking popcorn is really an example of the three ways heat can be transferred. 1. Conduction: This method of heat transfer is most familiar to people. If you have ever burned yourself on a hot pan because you touched it, you have experienced this first-hand. Conduction is heat transfer through matter. Metals conduct heat well. Which type of popcorn was popped by conduction? Explain why it is conduction.

2. Convection. Convection is heat transfer by the movement of mass from one place to another. It can take place only in liquids and gases. Heat gained by conduction or radiation from the sun is moved about the planet by convection. This hot air rises, allowing cooler air to move in underneath the warm air. Which type of popcorn was popped by convection? Explain why it is convection.

3.

Radiation is the only way heat is transferred that can move through the relative emptiness of space. All other forms of heat transfer require motion of molecules like air or water to move heat. Radiation is the primary way that air is heated, then convection currents move that heated air around the earth, and the difference between warm and cold air provide the energy needed to create weather. Which type of popcorn was popped by radiation? Explain why it is radiation.

The ability of the Earth to absorb heat from the Sun and "hold onto" or re-radiate that heat is important for night-time, when there is no solar radiation reaching a given area. For example, the moon has essentially little or no atmosphere. The side of the moons surface facing the sun would get all radiation all of the

time, and the side of the moons surface facing away from the sun would get no radiation. That means that the temperature differences between the two sides of the moon would be huge, because there is little to no atmosphere to keep and hold heat. If a planet had a very thick atmosphere, especially one that absorbed a lot of solar radiation, temperatures would be very hot. If a planet had a very thin atmosphere that wasnt that efficient at reradiating heat, temperatures would be cooler on average. It seems such a simple thing, and yet small atmospheric differences (like the composition of the atmosphere, how thick it is, etc.) make huge differences in temperature ranges and pressure readings.

direct contact- Which popcorn example does it relate to?

Red, White, and Blue Water http://www.uen.org/Lessonplan/preview.cgi?LPid=11545 Advance Preparation Ice Water The night before, freeze a large block of water (or several trays of ice cubes) dyed with blue food coloring. In the morning, place blue ice in a pitcher and pour a small amount of water over ice. Allow ice to melt into a liquid state but keep as close to 0C as possible. Room Temperature Water In the morning, fill a container with water. Water needs to be at room temperature and not right out of the tap. Note: It is suggested to make several extra for those students who need a do over. Hot Water Just prior to the activity, bring a pitcher of water to a boil and add red food coloring to it. Procedure 1. Give each group two plastic cups filled with room temperature water, a container of ice water, and a container of hot water. Have students take the temperature readings for the ice water and the hot water and record their data. 2. Give each group a syringe and discuss the appropriate use of this instrument. Use the syringe to measure out 30ml of ice water from the container and slowly put in one of the plastic cups containing room temperature water. Have students make and record observations of what happens to the ice water. 3. Have another person from each group use the syringe to measure out 30ml of hot water from the container and slowly put in one of the plastic cups containing room temperature water. Have students make and record observations of what happens to the hot water. 4. Discuss in detail student observations on how the ice water reacted and the hot water reacted in room temperature water. Ask students why each type of water reacted the way it did. Use this opportunity to connect with the convection process and the movement of particles. 5. Explain to the students that they will be making a patriotic cup with layered red, white, and blue water. Emphasize to the students that each layer is just water and that the amount of heat energy is the only difference in the waters behavior. 6. Discuss effective strategies on how to use the syringe to get the best results. (Creating purple water is not the objective.) 7. Before students begin layering their water, have them take the temperature reading of the room temperature water and record this data. 8. Once students have their water layered in red, white, and blue, have them draw diagrams of their observations in four 15-minute internals. 9. After each 15-minute internal, have a short discussion about what students are observing. Direct their focus on how the ice and hot waters behavior is changing over time. Ask students why the blue ice water is rising. Why is the red hot water sinking? What will your water look like after 45-minutes? What effect is the convection process having on layered patriotic water? 10. After 60-minutes, have students take the temperature of their now 'purple' water. Have students explain this temperature reading relating it to the convection process. ALT: Put Cold water (dyed blue) on one side of a fish tank and hot water on the other side (dyed red) and show them how they flow and mix. Alt 2: Put a bunson burner under a wide tall container (not too big) like a 5 gallon fish tank and then drop a drop of food coloring into it once the currents are going well.

Conduction, convection and radiation Demonstrations http://www.standards.dfes.gov.uk/secondary/keystage3/downloads/sc_y9boost001702_s2l20energy.doc

Practical 1- Conduction

Position the Bunsen at one end of the brass or copper rod. While the rod is heating, ask pupils to role-play the demonstration. Assemble a line of pupils standing close together with their arms tightly linked. The one at the end takes the part of the Bunsen, two or three pupils in the line are the butter or wax and the others are the rod. The Bunsen vibrates, which induces greater vibration of the particles along the line to model the energy transfer down the rod. Practical 2

Place the Bunsen halfway between the gauze and the meniscus. Heat the water gently and angle the test tube away from pupils. Practical 3- Convection

Make sure that the crystals are placed in the beaker with as little disturbance to the water as possible. Drop them down a plastic or glass tube held in the water with the end near the bottom.