Kenwood Knights
SCIENCE - STEM
STEM: INTRO
STEM NOTEBOOKS
& STUDY GUIDES
UNIT 1: Earth's Changing Surfaces
DAY v. NIGHT
LAYERS OF THE EARTH
ROCKS, SOIL, SEDIMENTS, & MECHANICAL WEATHERING
EROSION, DEPOSITION, &
CHANGING LANDSCAPES
PATTERNS IN LAND FEATURES
EFFECTS OF HUMAN ACTIVITY
UNIT 2: BIOLOGICAL CHANGES
FOSSILS
ORGANISMS' EFFECT THEIR
OWN REGION
INTERDEPENCE
FOOD CHAINS
PLANTS & PHOTOSYNTHESIS
UNIT 3: ENERGY
POTENTIAL & KINETIC ENERGY
STORED & CONVERTED ENERGY
LIGHT ENERGY
SOUND ENERGY
HEAT ENERGY
STEM (SCIENCE, TECHNOLOGY, ENGINEERING, & MATH)
CMCSS and STEM VIDEO
WATER CYCLE
EROSION
STEM NOTEBOOKS & STUDY GUIDES
We will use our STEM Notebooks everyday in class. We will take notes, vocabulary terms, and work STEM problems in them. These notebooks are helpful, not only for the students, but also for parents. I know what it can be like sometimes trying to help your child with their homework and realizing that the content may not be in the science textbook or does not follow the same layout that we are using. Having these notebooks as resources can be very helpful. If you are unable complete work that is assigned, but attempt to do your best and write a note about what you might not have understood, you will still get credit. If you ever have any questions about a problem or work, please send me an email, so I can better help your child or asnwer any of your questions.
I always review with students before any tests or quizes in class. Most of the time there will be an actual study guide. Other times we use highlighters and highlight the notes, important information, sample problems, etc that they will have on a test. Students are to bring home their math or science notebooks to help them prepare for any test we have. They are welcome to bring these home nightly, as long as they remember to bring them back the next day.
Parents are required to sign the study guides or notebooks acknowledging that you have helped your child review and prepare for their test. They are given an additional 5 point extra credit for having it signed.
UNIT 1 EARTH'S CHANGING SURFACES
DAY v. NIGHT
VOCABULARY:
Day v. Night
axis
rotation
revolution
hemisphere
gravity
inertia
sun dial
Study Jams
"A Day on Earth"
Shadow Interactive
*STANDARD
4.ESS1.2 Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
​
COMPONENT IDEA:
Earth and the Solar System
​
CROSSCUTTING CONCEPT: Scale, Proportion, & Quantity
Students become familiar with sizes immensely large or small, or durations extremely short or long.
​
SCIENCE & ENGINEERING PRINCIPLE
Students should be able to organize experimental data to reveal patterns and utilize data using simple graph-to-form explanations.
​
WE WILL LEARN:
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The role of gravity and inertia in maintaining Earth's orbit
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Make connections between the shadows that they see changing over a day and the events occurring at a planetary scale underlying those changes
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The change of the length and direction of shadows are evidence that the tilt in the Earth's axis is part of what forms the seasons
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To record the length of shadows throughout the day over an extended period of time
​
Earth's Systems:
Layers of the Earth
Vocabulary
crust
mantle
outer core
inner core
*STANDARD:
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4.ESS2.4 Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.
COMPONENT IDEA
Earth's Materials and Systems
CROSSCUTTING CONCEPT
Students group and describe interactions of the components that define a larger system.
SCIENCE & ENGINEERING PRACTICES: Analyzing and interpreting data
Students organize data (observations and measurements) in a manner in which facilitates further analysis and comparisons.
WE WILL LEARN:
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Earth's systems include: atmosphere, hydrosphere, biosphere, and geosphere
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The internal structure of the geopshere include: crust, mantle, outer core, & inner core
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To develop an understanding of the relative positions, thicknesses, and composition of these layers
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Know the characteristics of these layers
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Convection occurs within the mantle
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Radioactive decay occurs within the Earth's core
Earth's Systems:
Rocks, soils, sediments, and mechanical weathering
Vocabulary
sediments
mechanical weathering
frost wedging
abrasion
tree root wedging
​
*STANDARD:
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4.ESS2.1 Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water ice, wind, gravity, and vegetation.
COMPONENT IDEA
Earth's Materials and Systems
CROSSCUTTING CONCEPT: Cause and Effect
Students identify conditions required for specific cause and effect interactions to occur through investigation.
SCIENCE & ENGINEERING PRACTICES: Constructing explanations and designing solutions
Students can create evidence based explanations for relationships seen in the natural world as well as identify evidence that supports other explanations.
WE WILL LEARN:
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The processes and mechanisms that break down rocks to form soils and sediments and transports these sediments
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Mechanical weathering includes wearing of rock by water, ice, wind, living organisms, and gravity
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Once broken down, materials can be moved by a number of different mechanisms
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How to recreate the process of frost wedging by freezing a sealed water bottle and observing the effects
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(Early introductions to the idea of experimental design by freezing an empty water bottle at the same time)
Earth's Systems:
Erosion, Deposition, & Changing Landscapes
Vocabulary
weathering
erosion
deposition
landscapes
landforms
​
*STANDARD:
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4.ESS1.1 Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
COMPONENT IDEA
The History of Planet Earth
CROSSCUTTING CONCEPT: Stability and Change
Students recognize that even apparently stable systems may be undergoing imperceptible changes.
SCIENCE & ENGINEERING PRACTICES: Developing and Using Models
Student models begin to become abstract and metaphorical, incorporating relationships between events and predictive aspects for recurring events.
WE WILL LEARN:
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The separate processes of weathering and erosion and their roles in changing the surface of Earth
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These processes occur over long period of times
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Throughout history, there have been events such as earthquakes and volcanoes that create sudden dramatic changes to the landscape
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Gradual processes occurring continuously also play a major role in creating Earth's current landscape
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Local, regional, and global landforms
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To model the effects of weathering and erosion to create small scale landforms to understand how particular structures and formations may arise from weathering and erosion processes
Earth's Systems:
Patterns in Land Features
Vocabulary
cartographer
sonar generated maps
tectonic theory
igneous rock
*STANDARD:
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4.ESS2.2 Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
COMPONENT IDEA
Plate Tectonics and Large-Scale Systems Interactions
CROSSCUTTING CONCEPT: Pattern
Students use patterns as evidence in an argument or to make predictions, construct explanations, and engage in arguments.
SCIENCE & ENGINEERING PRACTICES: Analyzing and interpreting data
Students should organize data (observations and measurements) in a manner which facilitates further analysis and comparisons.
WE WILL LEARN:
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To read maps and identify features on more complicated maps that include the location and distribution of features
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Identify patterns in the locations of features
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As cartographers (map makers) produced increasingly more detailed maps, including sonar-generated maps of the ocean floor, patterns which appeared became incorporated into the origin of tectonic theory
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Patterns include:
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mountain chains form at the inside or edge of continents
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​the presence of major bands of earthquakes and volcanoes occur where mountains meet oceans​
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Evidence for previous volcanic activity can include the presence of igneous rocks
Earth's Systems:
Effects of Human Activity
Vocabulary
human activity
runoff
sewage
byproducts
*STANDARD:
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4.ESS3.2 Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.
COMPONENT IDEA
Human Impacts on Earth Systems
CROSSCUTTING CONCEPT: Cause & Effect
Students routinely search for cause and effect relationships in systems they study.
SCIENCE & ENGINEERING PRACTICES: Engaging in Argument From Evidence
Students create evidence-based arguments and consider whether an argument is supported by evidence or relies on opinions or incomplete representations of relevant evidence.
WE WILL LEARN:
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The processes used to obtain materials from the environment have consequences
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To examine the activities that humans undertake and their effects
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Farming​
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Mining
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Building - paving roads affects runoff in areas
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Development can be carried out to include measure which deliberately minimize its effects
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treatment of sewage​
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recycling of resources
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monitoring byproducts of agricultural activities
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UNIT 2: BIOLOGICAL CHANGES
FOSSILS:
Vocabulary
fossil
extinct
Study Jams
FOSSILS
Fossils
(Powerpoint)
How a Fossil is Made
(Powerpoint)
*STANDARD:
-
4.LS4.1 Obtain information about what a fossil is and ways a fossil can provide information about the past.
COMPONENT IDEA
Evidence of Common Ancestry
CROSSCUTTING CONCEPT: Scale, Proportion, and Quantity
Students become familiar with sizes immensely large or small or durations extremely short or long.
SCIENCE & ENGINEERING PRACTICES: Constructing Explanations and Designing Solutions
Students create evidence-based explanations for relationships seen in the natural world as well as identify evidence that supports other explanations.
WE WILL LEARN:
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Through the use of fossil timelines we can observe changes in organisms over long periods of time
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We see fish without jawbones 500 million years ago, yet fossils from 400 millions years ago show the emergence of jawbones​
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The appearance of new animal types can also be observed (amphibians 350 million years ago, reptiles 300 million years ago, mammals 230 million years ago, and birds 120 million years ago)
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Younger rocks contain embedded fossils that are younger and look more like the animals we see today
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Examples of information could include type, size, and distribution of fossil organisms
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Fossils used for examination can include both visible and microscopic
ORGANISMS EFFECT ON THEIR REGION
VOCABULARY:
agriculture
fossil fuels
*STANDARD
4.ESS2.3 Provide examples to support the claim that organisms affect the physical characteristics of their regions.
​
COMPONENT IDEA
Biogeology
​
CROSSCUTTING CONCEPT: CAUSE & EFFECT
Students group and describe interactions of the components that define a larger system.
​
SCIENCE AND ENGINEERING PRINCIPLE: Obtaining, Evaluating, and Communicating Information
Students can read and summarize text and embedded non-text elements from multiple sources synthesizing an understanding on a scientific idea. Students can communicate scientific information in writing utilizing embedded elements.
​
STUDENTS WILL LEARN:
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The effects that organisms can have on their regions can include both short and long term effects.
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Living organisms depend on the Earth to meet basic needs.
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Long term effects include restructuring the surface of the land to suit human needs (building of roads, dams, fuels, agriculture) or other organisms creating habitats and shelters.
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Much earlier in Earth's history, it was the dramatic increases of living organisms in certain areas and that created deposits of fossils fuels for the remains of these organisms.
Brainpop
Fossil Fuels
Humans & the
Environment
Climate Change
INTERDEPENDENCE
VOCABULARY:
consumer
ecosystem
endangered
threatened
thriving
carnovre
herbivore
omnivore
Study Jams
POPULATION GROWTH
Study Jams
CHANGES IN ECOSYSTEMS
Study Jams
ECOSYSTEMS
*STANDARD
4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
​
COMPONENT IDEA
Ecosystem Dynamics, Functioning, and Resilience
​
CROSSCUTTING CONCEPT: CAUSE & EFFECT
Students routinely search for cause and effect relationships in systems they study.
​
SCIENCE AND ENGINEERING PRINCIPLE: ANALYZING & INTERPRETING DATA
Students should be able to organize experimental data to reveal patterns and utilize data using simple graphs to form explanations.
​
STUDENTS WILL LEARN:
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Environmental changes can threaten some species, while proving advantageous to others.
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When the ecosystem changes, some organisms will survive and reproduce while others will not.
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Those organisms who struggle in an environment after a change has occurred will either die off or may move to a new location.
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Changes to the environment may also provide opportunities for new organisms to establish themselves.
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The organisms that are most likely to survive may have lifestyles and structures that provide them advantages.
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There are a variety of changes that can take place in an environment and the ecosystems have the ability to meet the needs of many of the organisms.
Study Jams
ANIMAL ADAPTATIONS
STUDY JAMS
VERTEBRATES
Study Jams
INVERTEBRATES
FOOD CHAINS:
Vocabulary
food chain
food web
biodiversity
invasive
species
predator
prey
outcompete
energy pyramid
Food Chains
Brainpop
Energy Pyramid
Brainpop
Food Chains
Study Jams
Energy Pyramid
Brainpop
*STANDARD: 4.LS2.2
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Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
COMPONENT IDEA
Interdependent Relationships in Ecosystems
CROSSCUTTING CONCEPT: Energy and Matter
Students begin to recognize types of energy present in a system and the ability to transfer this energy between obejcts.
SCIENCE & ENGINEERING PRACTICES: Developing and using models
Student models begin to become abstract and metaphorical, incorporating relationships between events and predictive aspects for recurring events.
WE WILL LEARN:
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A final solution can be developed/selected only after preliminary solutions have been tested. The designs that are tested should incorporate the constraints that are part of the design problem and a successful solution should meet the pre-determined criteria for success. Students might examine proposed design solutions meant to minimize the human impact on the land an ocean, or means of obtaining natural resources.
*STANDARD: 4.LS2.3
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Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
​
COMPONENT IDEA
Interdependent Relationships in Ecosystems
CROSSCUTTING CONCEPT: Structure and Function
Students begin to recognize that objects have smaller substructures which determine the property of a material or system
​
SCIENCE & ENGINEERING PRACTICES: Developing and using models
Student models begin to become abstract and metaphorical, incorporating relationships between events and predictive aspects for recurring events.
WE WILL LEARN:
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Food chains are useful for tracking energy in a linear manner.
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Food webs are different than food chains because they show the relationships of organisms in a bigger system.
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Food webs are made up of food chains that connect to each other in an number of ways to show the flow of matter and energy.
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How to identify the food chains within a food web.
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In a stable food web, the needs of multiple species are met in a consistent manner.
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Energy is transferred between producers, consumers, and decomposers and arrows point in the direction the energy is flowing.
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Food chains are useful for tracking energy in a linear manner. A food chain cannot show the relationships between a larger number of connected organisms in an ecosystems. A food web is made of a group of food chains that connect to each other in a number of ways to show the flow of matter and energy.
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Both matter and energy can be traced back to plants in most food webs. In a stable food web the needs of multiple species are met in a consistent manner.
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An example of how roles of organisms are interconnected in a food web might include grass (producer) in a forest clearing, which produces its own food through photosynthesis. A rabbit (consumer-herbivore) eats the grass. A fox (consumer-carnivore) eats the rabbit. When the fox dies, decomposers such as worms and mushrooms break down its body, returning the matter and energy stored in the fox to the soil where it provides nutrients for plants like grass.
*STANDARD: 4.LS2.4
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Develop and use models to determine the effects of introducing a species to, or removing a species from an ecosystem and how either one can damage the balance of an ecosystem.
​
COMPONENT IDEA
Interdependent Relationships in Ecosystems
CROSSCUTTING CONCEPT: Stability and Change
Students begin to describe changes in terms of time over which they occur; their rate.
​
SCIENCE & ENGINEERING PRACTICES: Engaging in argument from evidence
Students create and identify evidence-based arguments and consider whether an argument is supported by evidence or relies on opinions or incomplete representations of relevant evidence.
WE WILL LEARN:
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Biodiversity makes an ecosystem stable.
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By reducing biodiversity the ecosystem becomes vulnerable.
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Instability in an ecosystem can be caused by introduction or removal of a species. The introduction of a species may include the Asian Carp, Bamboo, and Kudzu. The removal of a species may include the Prarie Dog and Gray Wolf. An invasive species will outcompete a native species. When an ecosystem changes, some species survive and some do not. Examples of predator / prey relationships. Food webs serve to predict how changes will effect the ecosystem.
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Analyze scenarios of species that are introduced or removed from a food chain to determine the primary and secondary effects on the remaining organisms in the food chain (Ex: In a food chain with a flower, grasshopper, and mouse, if the mouse is taken out of the food chain first there is an abundance of grasshoppers which results in too many consumers with not enough food).
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Analyze and interpret data of changes in the ecosystem to draw conclusions about what occurred.
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Engage in argument from evidence to explain how the introduction or removal of an organism will effect the stability of an ecosystem.
Plants & Photosynthesis
PLANTS
VOCABULARY:
photosysthesis
waste material
Study Jams
PLANT ADAPTATIONS
*STANDARD
4.LS2.1 Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
​
COMPONENT IDEA
Interdependent Relationships in Ecosystems
​
CROSSCUTTING CONCEPT: Energy and Matter
Students begin to recognize types of energy present in a system and the ability to transfer this energy between objects.
​
SCIENCE AND ENGINEERING PRINCIPLE: Engaging in Argument From Evidence
Students create and identify evidence-based arguments and consider whether an argument is supported by evidence or relies on opinions or incomplete representations of relevant evidence.
​
STUDENTS WILL LEARN:
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The invisible needs of plants
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Plants fulfill the role of “producer” which implies that nearly all types of food originated as a plant.
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To observe elodea plants in water and their production of gas (oxygen) under varying conditions.
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Bromothymol blue can be used as an indicator to show the conversion of carbon dioxide (blow bubbles into water) into oxygen by the elodea.
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that plant matter comes from carbon dioxide, not the soil or water.
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(Review) forms of matter involved with photosynthesis
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the role of plants in capturing energy from the sun and bringing this energy into the biosphere.
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(Focus) on the requirements for photosynthesis/plant growth and not the processes
Unit 3: Energy
Potential & Kinetic Energy
TYPES OF ENERGY VOCABULARY:
Chemical potential energy
Elastic potential energy
Energy
Gravitational potential energy
Kinetic energy
Position
Potential energy
Transfer of energy
*STANDARD
4.PS3.2 Observe and explain the relationship between potential energy and kinetic energy.
​
COMPONENT IDEA
Energy in Chemical Processes and Everyday Life
​
CROSSCUTTING CONCEPT: Energy and Matter
Students begin to recognize types of energy present in a system and the ability to transfer this energy between objects.
​
SCIENCE AND ENGINEERING PRINCIPLE: Planning and carrying out controlled investigations
Students carry out investigations in groups, where conditions and variables are controlled, utilize appropriate instruments, and deliberately plan multiple trials.
​
STUDENTS WILL LEARN:
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Energy is the ability to do work or cause change.
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The Law of Conservation of Energy is when one form of energy is transformed to another, no energy is lost in the process.
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Energy cannot be created nor destroyed just transferred.
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Potential Energy is the amount of energy that is stored in an object.
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Potential energy is energy an object has because of its position relative to other objects.
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Kinetic energy is energy an object has due to its motion.
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Teacher Note: To avoid creating a misconception, refer to potential energy as "stored" instead of "still" or "not moving." Refer to kinetic energy as "released" instead of "moving."
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Generate questions from observations for how energy exists and is transferred. (For example: students can observe several scenarios such as a roller coaster and formulate questions about how energy exists and is transferred).
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Plan and carry out investigations in order to show the relationships between potential and kinetic energy highlighting the changes to the energy types present in the system and the ability to transfer energy between objects (TDOE Lesson- Planning and Carrying out Investigations).
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Analyze and interpret data from the investigation to determine how the amount of potential energy affects kinetic energy.
CONVERTING ENERGY
VOCABULARY:
consumer
ecosystem
endangered
threatened
thriving
carnovre
herbivore
omnivore
Energy Sources
Brainpop
Forms of Energy
Brainpop
Energy & Matter
Study Jams
*STANDARD:
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4.SP3.3 Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
COMPONENT IDEA
Energy in Chemical Processes and Everyday Life
CROSSCUTTING CONCEPT: Energy and Matter
Students begin to recognize types of energy present in a system and the ability to transfer this energy between obejcts.
​
SCIENCE & ENGINEERING PRACTICES: Constructing explanations and designing solutions
Students can create evidence based explanations for relationships seen in the natural world as well as identify evidence that supports other explanations.
EXPLANATION: There are various mechanisms to store or concentrate energy to be used at a later time. Plants store up the suns energy and store this energy. When the plants are consumed, the energy can be unleased. For processes such as these to work, energy must be stored so that it can be released. A dam stores water on its uphill side, plants store energy from sunlight as they produce food, and batteries store electricity.
Explanation from the State
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The most important idea in this standard is that energy can be stored and used later. Examples of stored (potential) energy include: food as stored chemical energy, batteries that store electrical energy, stretched rubber bands that store elastic potential energy, balls lifted off the ground result in gravitational potential energy.
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Each of these types of potential energy can be transferred to an object to give it kinetic energy (change its motion): Food allows us to walk, batteries may cause a fan’s blades to spin, rubber bands might launch toy planes, or balls may be dropped and gain speed.
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(Differentiating between types of potential energy is beyond the scope of this standard, but was here for clarity. Students can simply understand that potential energy is stored energy that can be used later.)
​
WE WILL LEARN:
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Energy can be stored and used later.
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There are different ways energy can be stored.
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Examples of types of potential energy that can be stored include food, batteries, stretched rubber bands, and balls lifted off of the ground.
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Potential energy can be transferred to an object to give it kinetic energy (which changes its motion).
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Conduct investigations that show multiple ways energy is transferred between objects within a system.
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Construct an explanation for how energy is transferred between objects within a system.
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Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
LIGHT ENERGY
Vocabulary
spectrum
prism
ray
ROYGBIV
refraction
white light
solid color
multi-color
component colors
light source
lense
combination lense
​
​
*STANDARD
4.PS4.2 Describe how the colors of available light sources and the bending of light waves determine what we see.
​
COMPONENT IDEA:
Electromagnetic Radiation
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CROSSCUTTING CONCEPT: Cause & Effect
Students routinely search for cause and effect relationships in systems they study.
​
SCIENCE & ENGINEERING PRINCIPLE: Analyzing and interpreting data
Students should be able to organize experimental data to reveal patterns and utilize data using simple graph-to-form explanations.
​
WE WILL LEARN:
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White light is composed of a combination of red, green, and blue light
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To examine and record how the appearances of objects (solid-color and multi-color) change depending on the light source
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Prisms can be used to bend light so that is separated into component colors
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Lenses and combination lenses can bend light to magnify or focus light for objects that cannot be seen with the naked eye
*STANDARD:
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4.PS4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
COMPONENT IDEA
Wave Properties: Mechanical & Electromagnetic
CROSSCUTTING CONCEPT
Students recognize, classify, and record patterns involving rates of change.
SCIENCE & ENGINEERING PRACTICES:
Student models begin to become abstract and metaphorical, incorporating relationships between events and predictive aspects for recurring events.
WE WILL LEARN:
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The basic properties of waves
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The patterns of repeating amplitudes and wavelengths that describe a wave
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Waves of the same type can differ in amplitude and wavelength
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Waves can add or cancel one another as they cross, depending on their relative phase, but they emerge unaffected by each other
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Two different sounds can pass a location in different directions without getting mixed up
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Light and sound can send signals over a distance
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Waves move in regular patterns of motion caused by disturbances in a medium
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Waves are a way to transfer energy from one object to another
WAVES: SOUND
VOCABULARY:
amplitude
crest
direction
energy
frequency
longitudinal
particle
peak
transverse
trough
wavelength
​
Bill Nye
"Waves"
Generation Genius
"Waves, Wavelength, & Amplitude"
Eureka in Physics
"Transmission of Sound"
"What is Sound"
SciShow Kids
"What is a Wave?"
Interactive
"Wavelength"
Interactive
"Amplitude"
Interactive
HEAT ENERGY
VOCABULARY:
Conduction
Convection
Insulation
Radiation
Transfer of heat
Study Jams
HEAT
Bill Nye The Science Guy: Heat
CONCEPTUAL STRAND
Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
GUIDING QUESTION
What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?
*STANDARD
GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.
WE WILL LEARN THAT:
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Heat results when substances burn, when materials rub against each other, and when electricity flows though a wire.
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Unless it produces its own heat, the heat of an object depends upon the environment in which it is found.
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Heat can be transferred from one place to another in three ways: conduction in solids, convection in liquids or gases, and radiation through anything that will allow radiation to pass.
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Materials themselves do not have any particular warmth or coldness.
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The heat energy of an object is associated with the motion of its molecules.
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Different solid materials have different abilities to conduct heat.
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When warm and cool objects come into contact, warmer objects get cooler and cooler objects get warmer until they all are the same temperature.
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Convection occurs when warmer areas of a liquid or gas rise to cooler areas.
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Heat spreads from one object to another; cold is not transferred.
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A warmer object can heat a cooler one from a distance without any direct contact.
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Increasing the temperature of any substance requires the addition of energy.
FOCUS QUESTION:
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What are the basic principles that explain heat transfer between objects?