Exercise No.

1: Improvised
Thermometer

Introduction
We frequently talk about heat and temperature in our
everyday life regarding climate or now and again as far as
temperature. In any case, do we know the distinction among heat
and temperature? It is critical to understand the moment distinction
among heat and temperature sizes of estimating hotness or
coldness of any object. They are interconnected, however in spite of
mainstream thinking, they don't mean something very similar.
Knowing the difference between heat and temperature can prompt
a clearer comprehension of our general surroundings. In this lesson,
we will characterize both heat and temperature and arrive at a
comprehension of how they are connected, however not
indistinguishable. The motivation behind why the idea of heat and
temperature may be stirred up is a direct result of how intently they
are connected. If you add heat to a material, its temperature goes
up. If you decrease temperature, you are removing its heat.
A temperature is a number that identifies with the energy
possessed by the atoms of a substance, which straightforwardly
identifies with the amount of kinetic energy owned by the particles
of the substance. The standard unit of temperature is in degrees
Kelvin. As we said before, the temperature is directly identified with
the kinetic energy of the particles, thus, if you twofold the
temperature (in degrees Kelvin) of a substance, you twofold the
kinetic energy possessed by those atoms.
While it's imperative to understand what temperature is, it's
likewise acceptable to know how it's deliberate simply if you at any
point see it on a paper. Temperature can be estimated several
distinct ways relying upon where you are. For instance, Americans
utilize Fahrenheit while Canadians use Celsius. In physical science,
temperature is estimated utilizing Kelvin.
In this activity, we will be making an improvised thermometer
to show how the kinetic energy of a system increases when heat is
introduced.

Learning Outcomes
After the activity, you should be able to do the following;
a. Be able to make an improvised thermometer; and
b. Show the relationship between temperature and heat energy.

Materials
 drinking straw
 modelling clay
 food dye
 glass bottle
 water
 alcohol
 Figure 1. An improvised thermometer (Image Source:
https://www.clearwaycommunitysolar.com/blog/scienc
e-center-home-experiments-for-kids/measuring-the-
earths-temperature-with-a-homemade-thermometer/

Procedure
1. Pour equal volume of water and rubbing alcohol to the bottle.
2. Add a couple of drops of food coloring (any available color at
home) and mix by shaking the bottle.
3. Put straw in the bottle, remember that it shouldn’t touch the
bottom of the bottle.
4. Use a modelling clay to seal the straw in the glass bottle.
5. Then test your improvised thermometer.

Guide Questions
1. What happened to your improvised thermometer when you
placed it inside your room?
When I placed it to the inside the water with mixing the
alcohol and food dye didn’t increase.
2. What happens to your improvised thermometer when you
place it outside your house on a sunny day?
The alcohol and food dye mixing to the water, so when I
placed it on a sunny day the mixing water increase to the
drinking straw.

3. What is the relationship between temperature and heat

energy?
Temperature is a measure of the average kinetic energy of
particles, while heat energy is the total kinetic energy of all
the particles. They are related because heat energy is
directly proportional to temperature.
 Exercise No. 2: Relate Me!

Introduction
Heat is an energy that flows from higher to lower
temperature because there is a difference in temperature. Internal
energy also of an object depends on its mass. In some cases, known
as a process quantity, since it is characterized with regards to an
interaction by which energy can be moved. We don't discuss a cup
of espresso containing heat, yet we can discuss the heat that
moved from a cup of hot espresso to your hand. Heat is likewise a
broad property, so the adjustment in temperature coming about
because of heat moved to a framework relies upon the number of
atoms that are in a body or system.
But the common question is as to whether the transferred
heat is associated to the mass of a certain object. In this activity we
will discover and relate the mass of an object and heat being
transferred.

Learning Outcomes
After the activity, you should be able to do the following;
a. Identify the relationship of the mass of a material and the
amount of heat it can transfer and;
b. How heat transfer from one material to the another.

Materials
 250 mL beaker (you can use a glass that can hold 250 mL
water)
 2 pcs of 100 mL beaker (you can use a glass that can hold
100 mL water)
 water
 metals of different masses (any type of metal as long as they
have the same composition but just differ in mass)
 weighing scale
 thermometer

Procedure
1. Measure the mass and the specific heat capacity of the two
metals and record it on the table provided below.
2. Put 2 metals of the different masses with similar substances
and type in the250 mL beaker with water.
3. Prepare two containers with the same amount of water.
4. Measure the temperature of each container and record the
data in the table provided below.
5. Using a tong, transfer one metal to each container.
6. After 1 minute, measure the temperature of each container
and record the data.
 Specific Temperature
Container
Mass (g) Heat Initial
no. Final
Capacity (without
(with metal)
metal)
1
2

Guide Questions
1. What happened to the temperature of the water when
you put the two metals in Container 1 and 2.
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2. Which containers possess greater amount of heat? Why?
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3. Prove your answer by calculating the heat using the
details provided in the table above.
 Exercise No. 3: Heat Transfer

Introduction
As intriguing as the impacts of heat move on a body are the
methods and processes by which this happens. At whatever point
there is a temperature difference, heat transfer happens. Heat
transfer may happen quickly, for example, through a pan used for
cooking, or gradually, for example, through the dividers of an outing
refrigerator.
We can handle paces of heat transfer using some materials,
(for example, thick fleece attire for the colder time of year),
controlling air development (like the utilization of climate stripping
around entryways), or by choosing of color shading, (for example, a
white rooftop to reflect summer daylight). Such countless cycles
include heat transfer, so it is difficult to envision a circumstance
where no heat transfer happens.

Learning Outcomes
After the activity, you should be able to do the following;
a. Understand the concept of heat transfer.
b. Know the relationship between temperature change and
heat transfer; and
c. Determine the hotness and coldness of the container.

Materials
 3 identical 150 mL Beaker (you can use 3 identical glasses)
 thermometer
 hot water
 cold water
 tap water (room temperature)

Procedure
1. Put equal amount of cold water to the three containers
and make sure that it is only half-filled. Arrange them as
shown below.

2. Place your index finger for a minute into any of the

containers you have prepared. (Answer guide question no.
1 and 2)
3. Estimate the temperature of water and right it on the
space provided above the table. Measure the temperature
of each containers using a thermometer. Record the
 temperature in the table provided below. (Answer guide
question no. 3)
4. Add tap water to one of the containers and label it as
container 1. Add hot water to one of the containers and
label it as container 2. Add cold water to one of the
containers and label it as container 3. Leave if for 1
minute.
5. At this part, dip your fingers to the containers. Remember
that you are not allowed to dip the same finger into the
containers. (Answer guide question no. 4 and 5)
6. Measure the temperature of water in each of the container
and record it on the table provided below. Calculate the
change in temperature using the data gained. (Answer
guide question no. 6, 7, 8 and 9)

Guide Questions
1. What transferred during the time that you dipped your finger
in one of the containers? What do you think is the direction
of the transfer?
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2. What is the temperature of the water? Is it hot or cold?
Explain.
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3. How close is your measured temperature to your estimated
temperature?
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4. Which container is the hottest and the coldest?
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5. What causes the difference in hotness and coldness of water
in each container?
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6. You observe that some of the containers change its average
kinetic energy. Which container(s) do you think heat transfer
takes place? Cite evidence that will support your answer.
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7. Among the containers, which gives off heat and which one
absorbs heat?
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8. Which of the containers have the greatest amount of
transferred heat and temperature change? Cite the basis of
your answer.
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9. Describe the relationship between heat transfer and
temperature change.
Heat transfer is the process that causes temperature
change depends on the amount of heat transferred and
the specific heat capacity of the
substance.________________________________________________
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 Exercise No. 4: Ice Melting

Introduction
Phase change is a phenomenon wherein a state of matter changes its phase
to solid, liquid or gas. This process involves absorption and removal of heat. When
heat is added to the matter, the heat that allows it to change phase is latent heat
and this process of heat absorption is called endothermic reaction. On the other
hand, change in phase also happen when you remove heat and decrease the
temperature of the system, this involves exothermic reaction.
Melting is an example of phase change where a matter change phase from
solid to liquid. The molecules of the solid move farther apart because of the addition
of heat and moving towards a less ordered state of matter which is liquid.
Consider a glass of juice that was placed in a room with a normal
temperature. We can observe that the juice is still cold and maintain its
temperature as long as the ice cubes are not yet melted.
In this activity, we are aiming to observes the temperature of a glass of
crushed ice. After observing it, we are to know what happens with the temperature
of water while the crushed ice was changing from solid to liquid water.

Learning Outcomes
In this activity you should be able to observe the temperature of water while
the ice is melting.

Materials
 crushed ice
 glass container/ beaker
 timer (stopwatch)
 stirring rod (you can use other material as substitute for the stirring rod like
spoon)

Procedure
1. Put crushed ice and a little amount of cold water to the container/ beaker.
2. Stir the contents of the container for few seconds and measure the
temperature of the water.
3. Record your temperature reading in the table below.
4. Repeat procedure no. 2 every 2 minutes. Make sure that you stir and
measure the same way you have it in procedure no. 2.
5. Continue doing this until the ice in the container totally melts.
6. Construct a temperature against time graph. Draw a smooth line that passes
through almost all the points based on the data you collected and recorded in
the table.

Time (minutes) Temperature (̊C )

 TEMPERATURE

TIME

Guide Questions
1. Why does the ice inside the container melted after some time?
Ice melt because it absorbs heat energy from its surroundings, causing its
water molecules to break free their solid structure and become
liquid._____________________________________________________________________
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2. On the temperature time graph you created, what is the dependent and
dependent variable?
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3. Describe your graph.
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4. Describe the temperature of water while the ice was melting.
The temperature of the water remains at 0 degrees Celsius throughout
the entire melting process .
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5. Describe the temperature of water while the ice melted.
The water temperature stay at 0 degree Celsius throughout the entire
melting
process.__________________________________________________________________
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 Exercise No. 5: Making Clouds

Introduction
Evaporation is a process by which the water turns into a gas. This process of
changing state of matter involves exothermic reaction. When vapor is already in the
atmosphere it adds up to the formation of clouds in the sky.
Water vapor when it condenses forms a foggy structure and it is known as
clouds. The water vapor that can make clouds are not seen by the naked eye. In
this activity, we will be observing the process of cloud formation.

Learning Outcomes
In this activity you should be able to make clouds and explain how clouds are
form.

Materials
 a clear 2 Liter or 1.5 Liter bottle with caps
 water
 match or lighter
 paper

Procedure
1. Before creating a cloud, there is a need for you to be sure that the soda
bottle is clear, and the label is removed. Be sure as well that the caps of the
bottle fit tightly.
2. Put a few water into the soda bottle just enough to cover the bottom of the
bottle.
3. Change the water inside the bottle into a water vapor by putting the cap of
the bottle tightly and shake it.
4. Once you already have a lot of water vapor in the bottle, look carefully if you
can see a cloud forming. (Answer guide question no. 1)
5. Squeeze the bottle very tight and quickly release it, be careful in doing this
part. (Answer guide question no. 2)
6. Using a long, thin strip of paper (should be thin enough so that it can easily fit
to the opening of the plastic bottle) carefully use the lighter or match to put
the end of the paper strip on flame.
7. Allow a second to burn and then blow out the fire. Once the fire is out, you
would observe that there is a smoke rising from the burned paper. Quickly
put the end of the paper into the bottle and allow the smoketo enter the
bottle.
8. Tightly put the cap of the bottle and squeeze the bottle very hard and
quickly release it.
9. Observe carefully and you should be able to observe a thin fog that appears
in the bottle. Repeat procedure no. 8. (Answer guide question no. 3)

Guide Questions
1. Do you see one? Why or Why not?
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2. Did you get a cloud ? Why or Why not?
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3. What is the importance of the smoke in the formation of cloud in the soda
bottle?
The smoke in the soda bottle experiment is a visual aid to show
condensation, but it doesn’t directly represent the formation of clouds in
the atmosphere
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4. What happens to the cloud as you squeeze the bottle?
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5. What happens to the cloud as you release the grip?
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