CLE 3231. Inq.4 Apply qualitative and of sublimation Change in Heat: ΔQ= Between 500C and 600C? quantitative measures to analyze data mHf and ΔQ= mHv. Greater than 600C? and draw conclusions that are free of Holt Physics Chapter 10 Students will explain their answer bias. Explore thermal expansion and Thermodynamics choice. contraction 10.1 Relationship Between Heat and CLE 3231. Inq.5 Compare Linear Expansion: Δl = li αΔT ; Work Why it Matters – Climate and experimental evidence and Volumetric Expansion: ΔV= ViβΔT. 10. 2 The First Law of Clothing conclusions with those drawn by Thermodynamics Students will read the article on p. 312. others about the same testable Apply the second law of 10.3 The Second Law of Students will research to find additional question. thermodynamics to the Carnot engine. Thermodynamics examples of specific clothing types that are designed for particular climates. CLE 3231. Inq.6 Communicate and Apply the Laws of Thermodynamics to Practice Problems A p. 338 Students are to search for unusual defend scientific findings. the atmospheric levels of the earth Practice Problems B p. 346 examples. Students are to choose an (i.e., greenhouse effect and climate Practice Problems C p. 355 example and create a brochure that change). “sells” the clothing by explaining how Quick Lab – Entropy and Probability- the clothing suits a particular climate. Recognize that absolute zero is the p. 357 Students should include photographs absence of molecular kinetic energy. or illustrations in their brochure. SciLinks: () Relate the First Law of Temperature Scales Science, Technology, Society – Thermodynamics as an application of James Prescott Joule Global Warning – Students will read the Law of Conservation of Energy and Conduction and Convection the article on pp. 332-333 and do heat transfer through conduction, Specific Heat Capacity researching the issue #1 convection, and radiation. Heat Pumps Heat Lost = Heat Gained, QL= QG. Greenhouse Gases Why it Matters – Conceptual Thermodynamics Challenge – Cooling Engines Heat Engines Student use the second law of Stirling Engines thermodynamics to explain why an automobile engine requires a cooling system to operate. Students will provide a diagram to Illustrate their answer.
CLE 3231. Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias. CLE 3231. Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question. CLE 3231. Inq.6 Communicate and defend scientific findings. of sublimation Change in Heat: ΔQ= mHf and ΔQ= mHv. Explore thermal expansion and contraction Linear Expansion: Δl = li αΔT ; Volumetric Expansion: ΔV= ViβΔT. Apply the second law of thermodynamics to the Carnot engine. Apply the Laws of Thermodynamics to the atmospheric levels of the earth (i.e., greenhouse effect and climate change). Recognize that absolute zero is the absence of molecular kinetic energy. Relate the First Law of Thermodynamics as an application of the Law of Conservation of Energy and heat transfer through conduction, convection, and radiation. Heat Lost = Heat Gained, QL= QG. Holt Physics Chapter 10 Thermodynamics 10.1 Relationship Between Heat and Work 10. 2 The First Law of Thermodynamics 10.3 The Second Law of Thermodynamics Practice Problems A p. 338 Practice Problems B p. 346 Practice Problems C p. 355 Quick Lab – Entropy and Probability- p. 357 SciLinks: () Temperature Scales James Prescott Joule Conduction and Convection Specific Heat Capacity Heat Pumps Greenhouse Gases Thermodynamics Heat Engines Stirling Engines Between 500C and 600C? Greater than 600C? Students will explain their answer choice. Why it Matters – Climate and Clothing Students will read the article on p. 312. Students will research to find additional examples of specific clothing types that are designed for particular climates. Students are to search for unusual examples. Students are to choose an example and create a brochure that “sells” the clothing by explaining how the clothing suits a particular climate. Students should include photographs or illustrations in their brochure. Science, Technology, Society – Global Warning – Students will read the article on pp. 332-333 and do researching the issue #1 Why it Matters – Conceptual Challenge – Cooling Engines Student use the second law of thermodynamics to explain why an automobile engine requires a cooling system to operate. Students will provide a diagram to Illustrate their answer.
Physics%20Third%20Nine%20Weeks3.Final%202.docx