Unit C: Heat and Temperature (Social and Environmental Emphasis) Overview: 

The production, transfer and transformation of heat energy plays an important role in meeting human needs. 

Sources and uses of heat energy 

consider the impact of resource usage on our long-term ability to meet energy needs. 

investigate the scientific principles involved and consider questions about the nature of heat. 

The particle model of matter is introduced to help students explain their observations and understand relationships between heat and temperature. 

Focusing Questions: What heat-related technologies do we use to meet human needs? Upon what scientific principles are these technologies based? 

What implications do these technologies have for sustainable use of resources? 

Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. 

− heat energy needs and technologies 

− thermal energy* 

− particle model of matter 

− temperature 

− thermal expansion 

− change of state 

− heat transfer 

− insulation and thermal conductivity 

− thermal energy sources 

− energy conservation 

* Note: The terms heat energy and thermal energy may both be used in this unit. Heat energy is the more familiar term for younger students and is useful in introducing the topic. Thermal energy is the preferred scientific term and should be introduced during the unit to help prepare students for later grades. Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources 

• investigate and interpret examples of heat-related technologies and energy use in the past (e.g., investigate uses of heat for domestic purposes, such as cooking or home heating, and for industrial processes, such as ceramics, metallurgy or use of engines) 

• trace linkages between human purposes and the development of heat-related materials and technologies (e.g., development of hair dryers and clothes dryers; development of protective clothing, such as oven mitts, ski suits and survival clothing) 

• identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature) 

• identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated) 2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models 

• compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces)

• explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases 

• describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter 

• distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter 

• investigate and describe the effects of heating and cooling on the volume of different materials, and identify applications of these effects (e.g., use of expansion joints on bridges and railway tracks to accommodate thermal expansion) 3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices 

• describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living things, geothermal sources and composting) 

• describe examples of passive and active solar heating, and explain the principles that underlie them (e.g., design of homes to maximize use of winter sunshine) 

• compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home) 

• explain the operation of technological devices and systems that respond to temperature change (e.g., thermometers, bimetallic strips, thermostatically-controlled heating systems) 

• describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices) 

• investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy consumption, damage to materials caused by uneven heating, risk of fire) 4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability 

• identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications) 

• compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues (e.g., compare the energy required in alternative cooking technologies, such as electric stoves, gas stoves, microwave ovens and solar cookers; identify issues regarding safety of fuels, hot surfaces and combustion products) 

• identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process) Initiating and Planning Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions • identify science-related issues (e.g., identify an economic issue related to heat loss in a building) 

• identify questions to investigate arising from a problem or issue (e.g., ask a question about the source of cold air in a building, or about ways to prevent cold areas) 

• phrase questions in a testable form, and clearly define practical problems (e.g., rephrase a general question, such as: “How can we cut heat loss through windows?” to become “What effect would the addition of a plastic layer have on heat loss through window glass?” or “How would the use of double- or triple-paned windows affect heat loss?”) 

• design an experiment, and control the major variables (e.g., design an experiment to evaluate two alternative designs for solar heating a model house) Performing and Recording Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data 

• identify data and information that are relevant to a given problem or issue 

• select and integrate information from various print and electronic sources or from several parts of the same source (e.g., describe current solar energy applications in Canada, based on information from a variety of print and electronic sources) 

• use instruments effectively and accurately for collecting data and information (e.g., accurately read temperature scales and use a variety of thermometers; demonstrate skill in downloading text, images, and audio and video files on methods of solar heating) 

• carry out procedures, controlling the major variables (e.g., show appropriate attention to controls in investigations of the insulative properties of different materials) Analyzing and Interpreting Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations 

• compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., construct a database to enter, compare and present data on the insulative properties of different materials) 

• identify, and suggest explanations for, discrepancies in data 

• identify and evaluate potential applications of findings (e.g., the application of heat transfer principles to the design of homes and protective clothing) 

• test the design of a constructed device or system (e.g., test a personally-constructed heating or cooling device) Communication and Teamwork Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results 

• communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings) 

• defend a given position on an issue, based on their findings (e.g., defend the use of a particular renewable or nonrenewable source of heat energy in a particular application) 

Attitude Outcomes Interest in Science Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., apply ideas learned in asking and answering questions about everyday phenomena related to heat; show interest in a broad scope of science-related fields in which heat plays a significant role) Mutual Respect Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., appreciate Aboriginal home designs of the past and present that use locally-available materials; recognize that science and technology develop in response to global concerns, as well as to local needs; consider more than one factor or perspective when making decisions on STS issues) Scientific Inquiry Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., view a situation from different perspectives; propose options and compare them when making decisions or taking action) Collaboration Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., choose a variety of strategies, such as active listening, paraphrasing and questioning, in order to understand other points of view; seek consensus before making decisions) Stewardship Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., recognize the distinction between renewable and nonrenewable resources and the implications this has for responsible action; objectively identify potential conflicts between responding to human wants and needs and protecting the environment) Safety Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., demonstrate concern for self and others in planning and carrying out experimental activities involving the heating of materials; select safe methods for collecting evidence and solving problems)

Unit D: Electrical Principles and Technologies (Science and Technology Emphasis) Overview: 

Electricity provides the means to energize many devices, systems and processes that are part of our technological environment. Electrical devices are used to transfer and transform energy, to provide mechanisms for control and to transmit information in a variety of forms. In this unit, students learn the principles that underlie electrical technologies, by studying the form and function of electrical devices and by investigating ways to transfer, modify, measure, transform and control electrical energy. Using a problem-solving approach, students create and modify circuits to meet a variety of needs. Students also develop skills for evaluating technologies, by comparing alternative designs and by considering their efficiency, effectiveness and environmental impact. This unit builds on: 

• Grade 8 Science, Unit D: Mechanical Systems This unit provides a background for: 

• Science 10, Unit B: Energy Flow in Technological Systems and in Science 30, 

Unit C: Electromagnetic Energy Focusing Questions: 

How do we obtain and use electrical energy? What scientific principles are involved? What approaches can we use in selecting, developing and using energy-consuming devices that are efficient and effective in their energy use? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. 

The intended level and scope of treatment is defined by the outcomes below. 

• forms of energy 

• energy transformation 

• generation of electrical energy 

• electric charge and current 

• circuits 

• electrical energy storage 

• energy transmission 

• measures and units of electrical energy 

• electrical resistance and Ohm’s law 

• renewable and nonrenewable energy 

Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 

1. Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy 

• identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy 

• investigate and describe evidence of energy transfer and transformation (e.g., mechanical energy transformed into electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple) 

• investigate and evaluate the use of different electrodes, electrolytes and electrolytic concentrations in designing electrical storage cells 

• construct, use and evaluate devices for transforming mechanical energy into electrical energy and for transforming electrical energy into mechanical energy 

• modify the design of an electrical device, and observe and evaluate resulting changes (e.g., investigate the effect of changes in the orientation and placement of magnets, commutator and armature in a St. Louis motor or in a personally-built model of a motor) 

2. Describe technologies for transfer and control of electrical energy 

• assess the potential danger of electrical devices, by referring to the voltage and current rating (amperage) of the devices; and distinguish between safe and unsafe activities 

• distinguish between static and current electricity, and identify example evidence of each 

• identify electrical conductors and insulators, and compare the resistance of different materials to electric flow (e.g., compare the resistance of copper wire and nickel-chromium/Nichrome wire; investigate the conduction of electricity through different solutions; investigate applications of electrical resistance in polygraph or lie detector tests) 

• use switches and resistors to control electrical flow, and predict the effects of these and other devices in given applications (e.g., investigate and describe the operation of a rheostat) 

• describe, using models, the nature of electrical current; and explain the relationship among current, resistance and voltage (e.g., use a hydro-flow model to explain current, resistance and voltage) 

• measure voltages and amperages in circuits (e.g., determine the resistance in a circuit with a dry cell and miniature light; determine the resistances of copper, nickel-chromium/ Nichrome wire, pencil graphite and salt solution) − apply Ohm’s law to calculate resistance, voltage and current in simple circuits 

• develop, test and troubleshoot circuit designs for a variety of specific purposes, based on low voltage circuits (e.g., develop and test a device that is activated by a photoelectric cell; develop a model hoist that will lift a load to a given level, then stop and release its load; test and evaluate the use of series and parallel circuits for wiring a set of lights) 

• investigate toys, models and household appliances; and draw circuit diagrams to show the flow of electricity through them (e.g., safely dismantle discarded devices, such as heating devices or motorized toys, and draw diagrams to show the loads, conductors and switching mechanisms) 

• identify similarities and differences between microelectronic circuits and circuits in a house (e.g., compare switches in a house with transistors in a microcircuit) 3. Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions 

• identify the forms of energy inputs and outputs in a device or system 

• apply appropriate units, measures and devices in determining and describing quantities of energy transformed by an electrical device, by: − measuring amperage and voltage, and calculating the number of watts consumed by an electrical device, using the formula P = IV [power (in watts) = current (in amps) × voltage (in volts)] − calculating the quantity of electric energy, in joules, transformed by an electrical device, using the formula E = P × t [energy (in joules) = power (in watts) × time (in seconds)] 

• the concepts of conservation of energy and efficiency to the analysis of energy devices (e.g., identify examples of energy dissipation in the form of heat, and describe the effect of these losses on useful energy output) 

• compare energy inputs and outputs of a device, and calculate its efficiency, using the formula, percent efficiency = energy output/energy input × 100 (e.g., compare the number of joules of energy used with the number of joules of work produced, given information on electrical consumption and work output of a motor-driven device) 

• investigate and describe techniques for reducing waste of energy in common household devices (e.g., by eliminating sources of friction in mechanical components, using more efficient forms of lighting, reducing overuse of appliances as in “overdrying” of clothes) 

4. Describe and discuss the societal and environmental implications of the use of electrical energy 

• identify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind and solar (e.g., identify and evaluate renewable and nonrenewable sources for generating electricity; evaluate the use of batteries as an alternative to internal combustion engines) 

• describe the by-products of electrical generation and their impacts on the environment (e.g., identify by-products and potential impacts of coal-fired electricity generation) 

• identify example uses of electrical technologies, and evaluate technologies in terms of benefits and impacts (e.g., identify benefits and issues related to the use of electrical technologies for storing and transmitting personal information) 

• identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use Skill Outcomes (focus on problem solving) Initiating and Planning Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions 

• propose alternative solutions to a given practical problem, select one, and develop a plan 

• identify questions to investigate arising from practical problems and issues (e.g., identify questions, such as: “How can the amount of electric current in a circuit be controlled?”) 

• rephrase questions in a testable form, and clearly define practical problems (e.g., rephrase questions, such as: “Why do we use parallel circuits rather than series circuits in household wiring?” to become “How do series circuits and parallel circuits respond differently under load?”) 

• state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the amount of current in a circuit of known resistance and applied voltage) 

• formulate operational definitions of major variables in the study of electrical circuits (e.g., provide operational definitions for current, resistance, voltage, polarity) Performing and Recording Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data 

• use tools and apparatus safely (e.g., use appropriate sources of electrical energy, and follow procedures to ensure personal and group safety) 

• estimate measurements (e.g., estimate the efficiency of a mechanical device) 

• use instruments effectively and accurately for collecting data (e.g., use ammeters and voltmeters) Analyzing and Interpreting Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations 

• test the design of a constructed device or system 

• evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment (e.g., evaluate the safety, durability, efficiency and environmental impact of a personally-constructed wet cell design) 

• identify and correct practical problems in the way a prototype or constructed device functions 

• identify and suggest explanations for discrepancies in data (e.g., measure the current in similar circuits, and provide possible explanations for differences in current flow) 

• identify potential sources of error, and determine the amount of error in a given measurement (e.g., identify the precision of voltmeters and ammeters used to measure current flow) Communication and Teamwork Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results 

• work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise 

• communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use charts to present data on the voltage, current (amperage) and resistance found in series and parallel circuits) 

• defend a given position on an issue or problem based on their findings (e.g., develop and defend a proposal on the appropriateness of an alternative energy source in a given application)