thermal energy
1. A student is investigating the strength of electromagnets she created using batteries, wire, and nails.She uses two different-sized nails and varies the number of coils of wire around the nail to
determine how many paper clips each configuration can lift. She makes a data table of the results.She uses two different-sized nails and varies the number of coils of wire around the nail
determine how many paper clips each configuration can lift. She makes a data table of the results
A.She uses two different-sized nails and varies the number of coils of wire around the nail to determine how many paper clips each configuration can lift. She makes a data table of the results.
B. She uses two different-sized nails and varies the number of coils of wire around the nail to determine how many paper clips each configuration can lift. She makes a data table of the results.
C.She uses two different-sized nails and varies the number of coils of wire around the nail to determine how many paper clips each configuration can lift. She makes a data table of the results.
D.She uses two different-sized nails and varies the number of coils of wire around the nail to determine how many paper clips each configuration can lift. She makes a data table of the results.
D.She uses two different-sized nails and varies the number of coils of wire around the nail to determine how many paper clips each configuration can lift. She makes a data table of the results.
Rey wants to put her insulated container filled with a cold drink in a bucket of ice until she is ready
to drink it. She believes that this will keep her drink colder than if she leaves it sitting in her locker.
Explain whether Rey's idea is correct or incorrect.
A.Correct: Energy will transfer from the cold drink to the ice, causing the drink to get colder.
b. Correct: Energy will transfer from the cold drink to the ice, causing the drink to get warmer.
c. Incorrect: Energy will transfer from the ice to the cold drink, causing the drink to get warmer.
d. Incorrect: Energy will transfer from the cold drink to the ice, causing the drink to get warmer.
The statement that best explains why Jorge's drink was warmer at lunchtime is:
A The same amount of energy was transferred through the container to a smaller amount of matter.
Since the container was only filled halfway, there was less liquid (matter) to absorb the same amount of heat energy that would have been absorbed if the container were full. As a result, the drink warmed up more quickly.
The students vary the number of turns of wire around the metal core, using a 9–V battery as the
source of current. They test the strength of the electromagnet for each tria.In which of the trials was the strength of the electromagnet the greatest?
a. Trial 1
b. Trial 2
c. Trial 3
d. Trial 4
e. Trial 5
c. Trial 3
In this performance task, you will answer 5 questions.
Students have been challenged to design a container that will allow them to drink their favorite
sports drink ice cold at the end of the school day. Most students believe that using ice will be a
key to keeping their drinks cold. They have decided to investigate how ice melts under different
conditions before designing their containers.Students place a container of ice and water on a table in the classroom and record their
observations. They place one thermometer in the ice water and stir it before each reading.
A second thermometer is attached to the outside of the container, and a third thermometer
measures the room temperature. As the ice begins to melt, they note that the first two
thermometers stay very close to the freezing point of water (32 degrees Fahrenheit [°F]; 0
degrees Celsius [°C]). After the ice has melted, they note that both of these thermometers show
temperatures that slowly increase over time until they are the same as the temperature of the
room (see graph below). The third thermometer remains at room temperature throughout the
investigation.
a,b,c
Students described the container design elements that will best provide an ice cold drink at
the end of the school day. Select all options that will contribute to keeping the liquid in the
container cold.
a. Use cold water instead of ice to avoid the need for a phase change.
b. Insulate just the top of the container because that’s where all the heat goes.
c. Insulate all surfaces of the container to slow down the heat transfer from air molecules.
d. Keep the container away from sources of heat to avoid any additional thermal energy
transfer.
To keep the liquid in the container cold, the following options will contribute effectively:
c. Insulate all surfaces of the container to slow down the heat transfer from air molecules.
Reasoning: Insulating all surfaces minimizes heat transfer from the warmer air outside the container to the cold liquid inside, helping to maintain a lower temperature.
d. Keep the container away from sources of heat to avoid any additional thermal energy transfer.
2.A student is conducting an investigation to show how magnetic forces can act at a distance from an object. What can the student conclude from the data that he gathered in his investigation?
A.The force is not related to the distance from the object.
B.The force of the magnet becomes stronger the farther it is from the object.
C.The force is stronger with less distance between the magnet and the object.
D.The force of the magnet becomes stronger and then weaker the farther it is from the object.
B.The force of the magnet becomes stronger the farther it is from the object.
A science teacher asks her class to compare the way in which heat is transferred to water in a
pond as opposed to soil at the edge of the pond. Which of the following investigations will help
them make this comparison?
a. Which of the following investigations will help
them make this comparison?
b. Place soil and water in separate containers, place them indoors, and monitor the temperature
of the containers.
c. Place soil and water in separate containers, place them in the sun, and monitor the
temperatures of each container.
d. Place soil in the bottom of a container and water on top, place it in the sun, and measure the
temperature of the container.
The best investigation to compare the way heat is transferred to water in a pond versus soil at the edge of the pond is:
c. Place soil and water in separate containers, place them in the sun, and monitor the temperatures of each container.
This method allows for a direct comparison of how each material (soil and water) absorbs heat when exposed to the same environmental conditions (sunlight). By measuring the temperatures of the two separate containers, students can observe the differences in heat absorption and transfer between water and soil.
In this performance task, you will answer 3 questions.
Students have been challenged to create and test a simple electromagnet. Students will first
create a design for the electromagnet. They will then test factors that affect the strength of the
magnetic field.
An electromagnet is made by coiling wire around a metal core. An electrical current passed
through the wire causes the metal core to become magnetized. The investigation uses a setup as
shown. Direct current from a battery can be passed through the wire. Students perform several
tests, including
• varying the number of turns of the wire around the metal core,
• changing the position of the magnet, and
• switching the wire to opposite battery terminals.
• changing the position of the magnet, and
Match each cause (a, b, or c) with the corresponding effect that is listed.
Effect
Water cools back down; some ice melts.
Air molecules cool; container warms.
Container cools back down; water warms.
a. Warm air molecules collide with the cool container.
b. Warm water molecules collide with cool ice molecules.
c. Warm container molecules collide with cool water molecules.
Summary of Matches:
Effect: Water cools back down; some ice melts.
Match: b. Warm water molecules collide with cool ice molecules.
Effect: Air molecules cool; container warms.
Match: a. Warm air molecules collide with the cool container.
Effect: Container cools back down; water warms.
Match: c. Warm container molecules collide with cool water molecules.
A student rubs a comb on a cloth. She then holds the comb 30 centimeters above some small pieces of paper on a table, but the paper does not move. When the comb is moved closer to the paper, the paper moves through the air to the comb.Which statement explains why the paper does not move toward the comb when the comb is farther away?
A.The paper is not attracted to the comb.
B.The comb and the paper have identical charges.
C.Only metallic objects can be attracted to each other.
D.The attractive field from the comb is weaker farther from the comb.
The correct statement is:
D. The attractive field from the comb is weaker farther from the comb.
Reasoning: The electrostatic force that attracts the paper to the comb decreases with distance. At 30 centimeters, the force is not strong enough to overcome the inertia of the paper, which is why the paper does not move until the comb is brought closer, where the attractive force becomes strong enough to cause movement.
Ella’s town has two pools — larger pool where older kids swim, and a small wading pool where
parents bring their smaller children to play. After a cold rainfall, the older kids jumped right back
in to the larger pool, but all of the parents brought their smaller children home because the water
in the smaller pool was too cold. How could Ella model this idea for her classmates?
a. Place a large container of warm water next to a small container of cold water.
b. Add a small amount of cold water to both a large and small container of warm water.
c. Add several ice cubes to a large container of water and one ice cube to a smaller container.
d. Place models of older kids in a large container of water and models of smaller children in a
smaller container of water.
The best way for Ella to model the idea of temperature differences in the pools for her classmates is:
b Place a large container of warm water next to a small container of cold water.
This setup visually demonstrates how the larger volume of water (in the larger pool) can retain heat better than the smaller volume of water (in the wading pool), illustrating why the older kids felt comfortable jumping into the larger pool while the smaller pool was too cold for the younger children. The comparison of the two containers effectively highlights the concept of heat retention in relation to volume.
Sofia wants to put up lights in her brother’s room for his birthday. She created a string of lights
by putting together some light bulbs, wire, and a battery, as shown in the image below. She
noticed all the bulbs were lit up, and then suddenly none of the lights were working. Which of the
following questions could she ask to determine the cause of this issue? Select all that apply.
a. Is wire ‘C’ connected to the wall outlet?
b. Is wire ‘D’ connected to a circuit in the kitchen?
c. Is wire ‘B’ connected to the battery?
d. Is wire ‘A’ connected to the light bulb?
To determine the cause of the issue with the string of lights, Sofia should focus on questions that directly relate to the components of her circuit. The relevant questions to ask would be:
c. Is wire ‘B’ connected to the battery?
This question is crucial because if wire B is not properly connected to the battery, the entire circuit would lose power, causing all the bulbs to go out.
d. Is wire ‘A’ connected to the light bulb?
This question is also important because if wire A is not connected to the light bulb, the bulb would not receive power, resulting in it not lighting up.
Questions a and b are not relevant in this context since they refer to connections that do not pertain to the setup of the string of lights in the brother's room.
In summary, the questions that could help Sofia troubleshoot the issue are c and d.
The students noted that the temperature of the ice water and the container stayed constant until
the ice was completely melted. Why was it important to monitor the temperature of both the ice
water and the container to explain this observation?
a. to show that there was no thermal energy transfer during this time
b. to show that thermal energy was transferred to the container and then to the ice, causing it
to melt
c. to show that thermal energy was transferring from the ice water to the container and the
surrounding air
d. to show that thermal energy was transferred to the container but not to the ice, which kept it
from warming up
To explain why it was important to monitor the temperature of both the ice water and the container, the correct answer is:
b. to show that thermal energy was transferred to the container and then to the ice, causing it to melt.
A teacher sprinkles some iron shavings on a clear tray. She places two magnets in the shavings
with the north ends facing each other.Based on the cause-and-effect relationship between the magnets, which phenomenon is the
teacher modeling for her students?
A.electrical force
B.attractive force
C.field of repulsion
D.gravitational attraction
The teacher is modeling the phenomenon of the C. field of repulsion. When the north ends of two magnets are placed facing each other, they repel each other due to the magnetic field created by the magnets. This is a demonstration of the repulsive force between like poles of magnets.
C.field of repulsion
The teacher is modeling the phenomenon of the C. field of repulsion. When the north ends of two magnets are placed facing each other, they repel each other due to the magnetic field created by the magnets. This is a demonstration of the repulsive force between like poles of magnets.
Jose found four turtle eggs sitting in the grass in his backyard. He plans to take them to a nature
center near his house where a scientist will help them. Jose needs to design a closed container
to transport them to the nature center. Two important criteria are that the eggs must be kept
warm—at a temperature between 27–32 degrees Celsius (C), and the eggs must be protected so
the shells do not break.
Jose wants to put a packet around the eggs that meet both criteria. He sets up three different
possible combinations of water, calcium chloride, and baking soda in three different sandwich
bags. Each bag represents a possible design for a packet. All three bags sit for the same amount of time
a. Bag 1—energy was released in the form of a liquid, which will help protect the eggs.
b. Bag 2— energy was released in the form of gas, which will help protect the eggs.
c. Bag 3—energy was absorbed in the form of a solid, which will help protect the eggs.
d. None of the bags keep the eggs warm or provide protection.
To determine which bag design would best keep the turtle eggs warm and protected, we need to consider how each bag's contents interact and the resulting energy changes.
Bag 1: If energy is released in the form of a liquid, it may not effectively provide warmth since liquids can lose heat quickly unless insulated.
Bag 2: If energy is released in the form of gas, this could indicate an exothermic reaction, which may generate heat and help keep the eggs warm, but gas may not provide physical protection.
Bag 3: If energy is absorbed in the form of a solid, this would likely not help in keeping the eggs warm, as absorbing energy typically results in cooling.
Given these considerations, Bag 2 is the most promising option because it suggests an exothermic reaction that releases heat, which can help maintain the required temperature for the eggs. However, it is important to ensure that the gas does not compromise the physical protection of the eggs.
Students used iron filings to map the lines of magnetic force between the bar magnet and
electromagnet. They drew diagrams to model the lines of magnetic force when the magnets
were close together and then far apart. The stronger the force, the denser the magnetic field
lines. Which of the following describes the diagrams when the magnets are in different positions?
Choose all that apply.
a. When the magnets are close together, the lines of force between the poles are also close
together.
b. The lines of force between the electromagnet and bar magnet are closest when the magnets
are far apart.
c. The lines of force between the two magnets when they are close are similar to when the
magnets are far apart.
d. When the electromagnet’s south pole and bar magnet’s north pole are close together, there
are few lines of force between the magnets.
e. The lines of force at the electromagnet’s north pole and bar magnet’s south pole change
little with the distance between the magnets.
Summary of Evaluations:
True: a
False: b, c, d, e
This analysis shows that the density of magnetic field lines is directly related to the proximity of the magnets, with closer magnets exhibiting a stronger and denser magnetic field.
Based on their temperature measurements and their understanding of the effect of mass on
thermal energy transfer, students have determined that they can increase the length of time it takes their ice to melt by increasing the mass of the ice in the container.
Part A – Circle the trial that shows the results students obtained by increasing the mass of ice in
the container.
a. Trial 1
b. Trial 2
c. Trial 3
c. Trial 3
Each day, Jorge brings an insulated container filled to the top with his favorite cold drink to school.
This morning, he was only able to fill his container halfway. At lunchtime when he opened his
container, he noticed that his drink was not as cold as usual.Which statement best explains why his drink was warmer at lunchtime?
A.A larger amount of energy was transferred through the container to the same amount
of matter.
B.A smaller amount of energy was transferred through the container to the same amount
of matter.
C.The same amount of energy was transferred through the container to a smaller amount
of matter.
D.The same amount of energy was transferred through the container to a larger amount
of matter.
The statement that best explains why Jorge's drink was warmer at lunchtime is:
C. The same amount of energy was transferred through the container to a smaller amount of matter.
Since the container was only filled halfway, there was less liquid (matter) to absorb the same amount of heat energy that would have been absorbed if the container were full. As a result, the drink warmed up more quickly.
Julia went fishing and brought a cooler with her. She originally placed packets containing
chemicals in the cooler hoping they would keep the fish cold. Julia noticed that the packets in the
cooler made the fish warmer. How could Julia modify the contents of the cooler so she can keep
her fish colder?
a. Place packets of chemicals in the cooler that absorb energy.
b. Place packets of chemicals in the cooler that release energy.
c. Place packets of chemicals in the cooler that both absorb and release energy.
d. Do not place any packets in the cooler—it will eventually get colder on its own.
To keep the fish colder, Julia should:
a. Place packets of chemicals in the cooler that absorb energy.
This is because packets that absorb energy will take heat away from the surrounding environment, effectively lowering the temperature inside the cooler and helping to keep the fish cold. In contrast, packets that release energy would increase the temperature, which is what Julia experienced when the packets made the fish warmer.
One of the students wants to find a way to create a stronger magnetic force by changing
something about the battery that is attached to the wires. Which of the following set-ups would
likely result in such a change in magnetic force? Select all that apply.
a. Remove the battery.
b. Add a second battery.
c. Increase the voltage of the original battery.
d. Nothing about the battery can be changed to create a stronger magnetic force.
To create a stronger magnetic force in an electromagnet, the following setups would likely result in such a change:
b. Add a second battery.
Adding a second battery in series would increase the total voltage supplied to the electromagnet, which would enhance the current flowing through the wire and, consequently, strengthen the magnetic field.
c. Increase the voltage of the original battery.
Increasing the voltage of the original battery would also increase the current through the wire, resulting in a stronger magnetic field.
Summary of Evaluations:
Likely to result in a stronger magnetic force: b, c
Not likely to result in a stronger magnetic force: a (removing the battery would eliminate the magnetic force), d (there are ways to change the battery setup to create a stronger magnetic force).
In conclusion, both adding a second battery and increasing the voltage of the original battery are effective methods to enhance the magnetic force of the electromagnet.
Part B – Circle the evidence that supports your answer.
a. It takes less time to melt a larger mass of ice before the temperature starts increasing.
b. It takes more time to melt a larger mass of ice before the temperature starts increasing.
c. It takes more energy to melt a larger mass of ice, which results in a greater final temperature.
d. The amount of ice should not affect the time it takes to complete the phase change or the
final temperature.
The correct evidence that supports the conclusion that increasing the mass of ice results in a longer time for the ice to melt is:
b. It takes more time to melt a larger mass of ice before the temperature starts increasing