Convection Unit Essential Question: How does heat affect a gas?
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1 Convection Unit Essential Question: How does heat affect a gas? Grades: 6-9 Time: 4-6 class periods Objectives: Students will follow procedural steps, conduct experiments, make observations, write explanations, collaborate with partners to develop a claim, identify evidence that can be used in development of scientific argument, closely read text for relevant information, construct a scientific argument. The content is also related to Plate Tectonics, weather, ocean currents, energy conversions, density in fluids, molecular movement, diffusion and other topics. No background information is needed. Students will explore and read to uncover necessary concepts and learn new vocabulary. Teacher Preparation: Read all experiments and carry them out yourself to determine any needed adjustments that should be made. Copy the student sheets and the close reading material (to be done after labs). Make a chart or handout of any close-reading annotations you want students to use. Gather sufficient quantities of all materials and store in easy to access containers for each experiment. Items should be available at local stores. Provide instruction on safety precautions before and during the unit. Engagement: Show students a picture or short video of a hot air balloon. Ask if they have ever thought about going up in a balloon. Briefly discuss. Tell them that you will be conducting some investigations that help explain how balloons and also some natural processes work. After Lab 1-2: Ask groups to decide on a position related to the EQ and prepare a poster chart outlining the evidence they have gathered so far. Alternative: Ask them to discuss the EQ, with each student listing information related to the findings. Afterward each student can individually write an argument essay. Assessment: Provide the following RAFT scenario. Students will write a letter explaining their ideas to the CEO of the company. (Don t let them take the paper home as they will find answers on the Internet.) Santa Fe Balloon Company offers balloon rides to tourists on a daily basis. The balloon rides typically begin early in the day (6am). When the company hires a new advertising agent, he recommends changing the ride time to 1:00 pm to attract more customers. You will act as a science adviser and use your knowledge of heat transfer to write a letter explaining whether or not the ride time should be changed. Be sure to explain your reasoning. 1
2 Name Wear googles during the experiment! THE BOTTLE EXPERIMENT Beware of burns! Don t handle or touch hot or flaming objects. Materials: per group: empty water bottle, cup of sand, balloon, ice, hot water, bowl wider than the bottle, goggles. Conduct the experiment in groups of 3-4. Procedure: 1. Remove the lid and pour about 2 inches of sand into the bottle. 2. Flatten the balloon and fit it over the mouth of the water bottle. 3. Draw a model of the set-up in the space below, adding any labels that you can. 2
3 Investigate: Bottle Experiment 1. Pour hot water into a shallow bowl. CAREFUL!! 2. Place the bottle in the bowl and observe carefully. 3. In the space below, draw a model to explain what you observe. Add any labels necessary. 4. In the space on the right, write a claim about what happened and provide supporting evidence. Model Claim/Evidence Discuss: Share your explanation and model with a partner. After discussion, revise your model with any additional useful information. Predict: Explain what you think would happen (and why) if the bottle was now placed in a bowl of ice water. Investigate: Place the bottle in a bowl of ice to find out if your prediction is correct. 3
4 Wear googles during the experiment! THE TEA BAG EXPERIMENT Beware of burns! Don t handle or touch hot or flaming objects. Materials: tea bag, heat proof surface such as a pottery plate or foil pan, match or lighter, googles. Procedure Set-Up 1. Remove the staple, string, and label from the bag of tea. 2. If your bag of tea is not open on the ends, cut both ends off and empty the tea leaves into a trash container. 3. Unfold the bag of tea so that it is completely straight. 4. Use your fingers to open up the bag of tea. You should have a shape resembling a cylinder. 5. Stand the cylinder on one end on a flat, nonflammable surface. A dinner plate will work. Predict: Make a prediction about what will happen when you set fire to the top of the tea bag. 4
5 INVESTIGATE: Tea Bag Experiment 1. Using a lighter or match CAREFULLY ignite the top of the tea bag cylinder. 2. Observe CLOSELY. (You may repeat the investigation once more if needed.) On Your Own: Explain: Write a claim about what happened and provide supporting evidence. Draw a model that shows what happened. Add necessary labels. Claim and Evidence: Model: 5
6 Talk to Your Partner: Discuss your claim and related evidence with your partner. Explain how your model shows what happened. Add any new information provided by your partner in the space below. Come to Consensus: Negotiate with your partner and develop the strongest claim supported by the evidence. 6
7 Heating and Cooling in the Real World Read the information below. Highlight any new or confusing vocabulary. Land and Sea Breezes Many of those who live and work along the shore know that water plays a role in how winds develop along the coastline. Water has more capacity to absorb heat than any solid or liquid except liquid ammonia. Water s unique ability to store heat, but without a large change in its own temperature, accounts for why land is warmer than nearby bodies of water during the summer. This affects large inland lakes as well as coastal regions. During the day, air over the land is heated, becomes less dense, and expands upward, pulling cooler air toward the shore from the surface of the surrounding sea water. These cooling sea breezes can penetrate inland for considerable distances (25 miles) even though they extend only a few hundred feet above the ground. The same condition on inland lakes may penetrate for just a few miles. At night, radiation cooling may cause the air over the land to become cooler than air over the water, so air-flows in the opposite direction a land breeze occurs. Without the sun, night-time differences between land and water temperature are not as dramatic, therefore the land breeze is typically not as strong as a sea breeze. In one east coast city, Newport, Rhode Island, the thermal conditions are so predictable that you can almost set your watch by them. The southwest sea breeze comes in around noon and produces fair-weather cumulus clouds. Regardless of the overall weather pattern or wind direction, the sea-breeze effect is so dominant that it blows until the land cools around sunset. And all this is because of the uneven heating of land and water, or more specifically because water has a heat capacity of two or three times that of land. Read the text a second time. Underline information that explains how land and sea breezes form. 7
8 Use information from the text to make a model of a sea breeze on the picture below. Add any labels that help explain the causes. 8
9 Teacher Information: Explorations Bottle Experiment Goals: Students should conduct the bottle investigation and discuss with a partner. They should refine their models afterward. Facilitate and ask: Your bottle in the original drawing is empty. Is it actually empty? How could you show what is inside? For example, map makers use symbols to indicate features, such as parks or lakes. Is there a way for you to do something similar to show what is in the bottle? How does your model show what is happening. Do the labels you added show HOW it happened? (The students should eventually draw particulate models that show air in the original bottle, and air molecules spread farther apart in the heated bottle and the inflated balloon.) Explanatory Model: Ask students to create an explanatory model (diagram) on chart paper to show why the balloon inflates. Note that air particle motion is indicated with arrows, molecules are farther apart after being heated. Tea Bag Investigation Goals: The investigation can be conducted as an elaboration to determine if students can apply what they learned to the new situation. As the tea bag burns, the air inside is heated, the particles move rapidly, expand, and the air is less dense and begins to rise. Cooler air on the outside and warmer air on the inside creates a thermal convection current. The rocket effect occurs because the ash left after burning is so lightweight that the warm rising airs causes lift off. The OTC strategy is followed by groups of students following the investigation. They should engage in argument to decide on the best explanation of what happened. You may want them to create another chart for display. Explanation Discussion: As students describe their understanding add the word convection to describe a circulation create when heated air rises and cooler air falls. ADDITIONAL INFORMATION There is also a real world connection with this experiment. While vehicles like NASA rockets or harrier jets (these are really amazing, look them up) use propulsion to achieve a vertical "liftoff," hot air balloons use a similar method to your rocket that you created with a bag of tea. Hot air balloons use a burner to heat the inside of the balloon, creating the same air density change that you made with your rocket. However, there is no mass change like when your paper turned to ash. Instead, the air inside the balloon is heated much hotter than the air outside, creating an envelope of air much less dense than the air outside. As a result, the balloon lifts off the ground. 9
10 Land and Sea Breezes: Close Reading To apply their new understanding to the real world students will do a close reading of Land and Sea Breezes. 1. Tell students to read Land and Sea Breezes and identify unknown vocabulary. 2. Place them in groups of 3-4 and let them discuss their understanding. Second Reading: Ask them to read the article a second time, underlining information that explains how land and sea breezes form. Students use the information to make a model of a sea breeze (You may want half the students to make a land breeze as comparison). They should include circulation patterns and arrows as well as labels. Facilitate and ask questions to encourage them to add more information. a. Is there a way to use symbols to show how the air is moving? (arrows) b. Can you use some of the new terminology from the article to label what is happening to the air? (density, cumulus clouds) Third Reading: Questions: Write two questions on the board and ask students to cite specific information from the text providing quotes or paragraph numbers. (Write the questions on the board, students can respond in notebooks or on Exit Slips.) 1. How do the bottle and tea bag experiment relate to the formation of land and sea breezes? Cite evidence from the text and connect it to your observations. 2. Are heat and temperature the same thing? Provide evidence from the article Land and Sea Breezes to support your answer. (Sample response: 1: In paragraph 2 it states that when air over the land is heated during the day it becomes less dense, it expands and rises. The same thing happened in the bottle, as air was heated it became less dense and expanded blowing up the balloon, the evidence was the balloon expanding. 2: Heat is not the same as temperature. In the article (para. 1) it says that water can store heat without a large change in temperature so even though something has a lot of heat present the temperature may not indicate that it does.) Explain: Students can share their land and sea breeze models and discuss what they have learned. They should also indicate what areas of the article explain how to do the model. Evaluation: Students can write a letter to the Santa Fe Balloon Co. (page 1 of lesson) to explain why the balloon rides should occur in the early morning. You may want them to complete the Colorful Water Extension before they do the evaluation. 10
11 Teacher Information: Extension: Exploration: The Colorful Water Experiment Post an essential question: Tell students they have learned about convection in gases and now they will answer the essential question with additional investigations and reading. EQ: Does convection occur in all states of matter; solids, liquids and gases? This experiment is designed to help answer the essential question: Tell students that a final evaluation will be to describe evidence and create an argument on their position related to the question. They have information on gases from previous experiments and close reading. The close reading on Convection will add an understanding of convection in liquids and solids. Part 2 Inquiry: Students design their own experiment after being given ice, bags, and additional hot water. During a class discussion they can share what they did and what they have learned. Tip: If students decide to place baggies of ice and hot water in the tank, they may need metal clips to secure the baggies to the edges, but let them decide on what method to use in testing. Teacher Instructions: Colorful Water Experiment Tips: Clear plastic shoe boxes can be used for this experiment and small Styrofoam cups will support the box and can also hold the hot water (it should not be boiling). You can heat the water in a microwave and place in a foam chest until needed or use a hot plate. Explain: Explanatory Models: After students complete the experiment, ask them to draw a model (diagram) to explain how the motion in the water occurred. They can add arrows and terms. Question them if they do not show how the temperature variation may contribute to the motion of the colors. Ask if they can add information to explain why this is happening. Ask them if anything is happening that they can t really see, but they know is occurring, or how they could show the particles of the materials. CHART: Explanatory Models: Provide each group with chart paper and ask them to outline their experiment and provide a new explanatory model to show what is happening. Ask if they notice any relationships to the first model, or if they want to refine any information. (optional) Close Reading: After completion of model Session. After students have completed all the experiments and refined their models, ask them to do the close reading at the end of this lesson. Provide any annotations you want them to use. For example; highlight new vocabulary, under information that helps answer the essential question. Etc. They should also answer the two questions at the end of the article 11
12 Evaluation: Argument Poster Presentation: Students should create an Argument Poster with the essential question at the top. Underneath they outline their claim, and then list evidence from experiments and text, they can also explain their reasoning on how the evidence connects to the claim when they present to the class. Model Display: Ask them to display models and explain what they learned to the class. Encourage others to ask questions about the models. Evaluate the quality answers to questions and completeness of individual lab sheets. What s Going On? Colorful Water Explanation- During the experiment, the cup of hot water will heat water in the tub and cause the molecules of water and food coloring to begin to move and spread. Students should be able to see a current forming. When the warm liquid rises it cools at the surface and drops down toward the bottom, forming convection current. They will see a more graphic model of this in the text. 12
13 Wear Mitts and Goggles. The Colorful Water Experiment Wear Mitts and Use Caution when handling containers of hot water. Materials: large plastic container of water, food coloring, pipette, 5 foam cups, hot water, ice, 2 zipper bags for each group. Investigation Set-Up: (Read through to make sure you understand what to do.) 1. Fill tub or container about 2/3 full of water. 2. Carefully balance the container of water on 4 plastic cups (one at each corner). 3. Add hot water to another cup and carefully slide it under the large container to a spot in the middle. See diagram. 4. Squeeze 3-4 drops of food coloring into a pipette. Keep coloring at the tip. 5. Lower the pipette straight down into the water to the bottom, near the center. 6. Squeeze out a blob of coloring. DO NOT release the pipette after squeezing: instead raise it slowly out of the water. 7. Observe carefully and make diagrams on the back at several intervals (2-3 min.). 13
14 On Your Own: Colorful Water Explain: In the space below describe your observations and write a claim about what is happening. Include supporting evidence. Observations/Claim and Evidence Model 14
15 Talk to Your Partner: Discuss your explanation and add any new information your partner provides in the space below. Add any questions you still have. Questions you still have: 15
16 Colorful Water: Revised Explanatory Model Come to Consensus: Negotiate with your partner and develop the strongest claim (supported by evidence) that explains what you observed. 16
17 Inquiry Extension: The Colorful Water Experiment Materials: In addition to the materials you already have; the tank of water, food coloring, pipette, and foam cups you can use: plastic zipper bags, hot water, and ice. Group Inquiry: Discuss with your group how you will conduct another related inquiry investigation. Explain your ideas in the space below. Conduct the investigation and write a conclusion. Follow Safety Procedures! Each Group Member! Draw a model (diagram) to explain what you have learned. Label all parts. Compare with other members of your group and discuss. Investigative Question: Prediction: Procedures: Conclusions: 17
18 Model: Draw a model (diagram) that shows what happened during the investigation and explains why it happened. Be sure to label ideas and add any terms you know. Explanatory Model Diagram 18
19 Close Reading Student Information: Types of Heat Transfer The movement of energy from a warmer object to a cooler object is called heat transfer. Heat is always transferred from a warmer substance to a cooler substance. There are three types of heat transfer: radiation, conduction, and convection. The transfer of energy through empty space is called radiation. Heat transfer by radiation takes place with no direct contact between a heat source and an object. For example, radiation enables sunlight to warm the earth's surface. You have probably experienced radiant heating sitting by a campfire and feeling the warmth or when you roast a marshmallow by holding it close to the flame. Heat transfer within a material or between materials that are touching is called conduction. In conduction the heated particles of a substance transfer heat to other particles through direct contact. Examples of conduction might include burning your feet when walking on hot sand at the beach, when a spoon heats up in a hot pot of soup or when you press the wrinkles out of your clothes with a hot iron. The transfer of heat by the movement of currents or flow of material is called convection. During convection, heated particles of a fluid begin to flow, transferring heat energy from one area of the fluid to another. Heat transfer by convection is caused by differences in temperature and density within a substance. Density is a measure of how much mass there is in a volume of a substance. When a fluid is heated, the particles move faster. As they move faster, they spread apart. Because the particles of the heated fluid have spread out and are farther apart, they occupy more space. The fluid's density decreases. But when a fluid cools, the particles move closer together and density increases. (The exception would be when water freezes into ice and expands due to the crystalline nature of ice.) An example of convection can be seen when heating a pot of water on a stove. As water at the bottom of the pot gets hot, it expands and becomes less dense. The warm, less dense water moves upward, floating over cooler, denser water. At the surface, the warm water spreads out and begins to cool. It becomes denser and gravity then pulls it to the bottom of the pan. Here it is heated again and begins to rise. If you watch a boiling pot you may even see these currents. 19
20 The flow that transfers heat within a fluid is called convection current. Heating and cooling of the fluid and subsequent changes in the fluid's density, plus the force of gravity combine to set convection currents in motion. Convection currents continue as long as heat is added to the system. Convection currents occur in the water of the oceans and also affect weather patterns in the atmosphere of the earth. For instance, on a hot sunny day, the surface of the earth is heated by the sun s radiant energy, conduction then heats the air above the earth. Convection causes this heated air to rise and the colder air to sink. The rapidly rising air may cause huge cumulonimbus clouds to form, resulting in sudden thunder storms we see during the summer. Convection flow also occurs in the mantle deep in the earth. Geologists describe the mantle as hot, solid rock, but believe it flows slowly. Heat from the core and the mantle itself causes convection currents to form in the mantle. Hot columns of mantle material rise slowly, spread out and push the cooler material out of the way. This cooler material sinks back into the mantle. Convection currents like these have been moving inside Earth for most of Earth's history. They are believed to cause the motion of the crustal plates described as Plate Tectonics, which in turn produces earthquakes and volcanism. Below: Comparison of convection in a boiling pot to the motions in the mantle. TDQ: (answer on note paper) 1. According to the article, what evidence supports convection occurring in fluids or gases? In solids? 2. In paragraph 4, what information could help you revise the models you made of the experiments so that they provide clearer explanations of your observations? 20
21 Teacher Experiments and Demos: Transfer of heat energy by convection Gases Cut a coil out of card and suspend it by a thread above a light bulb. The heat energy expands the air lowering its density; this lower density air rises causing the coil to rotate. This is simple but effective demonstration of convection in a gas. A circle of card about 5 cm across cut into a spiral works well if the arms are about 1.5 cm. wide leaving a disc in the middle to attach to the thread. You might also try a foil coil with a candle inside. Use a tall metal tube to show the convection currents in a chimney (a piece of metal pipe 1.5 m x 10 cm in diameter works well). If a Bunsen is placed at the bottom of the chimney and small pieces of paper are introduced into the flame they will be shot out of the top of the chimney by the rising air currents! Place a long open glass tube over a lighted candle; it goes out due to lack of oxygen. Repeat, but suspend a metal plate down the center of the tube so that it hangs over the candle flame. The flame stays alight because hot gases escape up one side of the plate and fresh air is drawn down the other bringing oxygen with it. You may also raise the tube bottom off the table. 21
22 Liquids Get a shallow large diameter dish with a flat bottom. (Plastic shoe boxes work well). Support the dish on four Styrofoam cups. Using a dropper, slowly release a small amount of food coloring at the bottom of the dish of water. Slowly remove the dropper, taking care not to stir the water. Observe what happens. Put a cup of very hot water under the dish in the middle of the dish. Observe the movement of the color. Repeat the experiment; but secure a zipper bag of ice at one end of the dish and a bag of hot water at the other. Observe. Convection currents in a liquid can be easily seen using a rectangular test tube. The test tube is filled with water, the bottom right hand corner is heated, and a few drops of food colouring are dropped in the opening at the top. The colour can be seen following the convection current pattern. 22
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