In this experiment we were studying about insulation and different types of energy flows. We mainly focused on learned about thermal energy and what direction thermal energy flows in. We were also learning about the R-value of our insulation. The type of insulation we tested for was air. The variable that we tested in our experiment was the temperature. I believe that the temperature was our variable because it kept changing in our experiment as we took more time to heat up the house. I predicted that the highest would reach mid 120 degrees as there is lots of heat building up that's enclosed inside the house. I also predicted that when it cooled down, the temperature would pretty much stay the same because the heat doesn't have too much way …show more content…
On the top of the box we then created a circle so we can place a lamp inside but we also covered it with aluminum. Lastly, we placed the thermometer inside the box. For the experiment, we started the timer and we turned on the lamp. Each 30 seconds we would read what the temperature was and record it in our organizer. The temperature kept increasing as the 30 seconds kept increasing. Then eventually after 930 seconds, we turned the lamp off. Each 30 seconds we kept checking the temperature to see if the temperature would decrease as the lamp was turned off and there was heat loss. Our calculations were: a= 2(area of long sides aka l*h) + 2(area of short sides aka w*h) + 1(area of top aka l*w). Our final calculation was 2(17.5 * 9) + 2(9.25 * 9) + 1(17.5 * 9.25)= area. The final area of our house was 643.375 in squared. In the table for the heating cycle it shows the elapsed time (sec), the temperature in degrees fahrenheit and the delta T. In the table for the cooling cycle it shows the elapsed time (min), the temperature in degrees fahrenheit and the delta T. The graph shows the same thing as the tables. The Y axis is the temperature and the X axis is the
The various modes of heat loss during this phase include radiation, convection, conduction and evaporation. Radiation contributes to maximum heat loss (approximately 40%) and is determined by the fourth power of difference between ambient and core temperature. Convection is the next most important mode of heat loss (upto 30%), and is due to loss of heat to air immediately surrounding the body. It is proportional to the square root of the velocity of the air currents. Evaporation contributes to less than 10% of heat loss and occurs from cleaning fluids as well as skin, respiratory, bowel and wound surfaces. Conduction accounts for least heat loss (upto 5%) and is due to cold surfaces in contact with the body such as operating room table. After 3-4 hours, a plateau phase is realized when core heat production equals heat loss to the periphery and core temperature reaches a
Thermodynamics is essentially how heat energy transfers from one substance to another. In “Joe Science vs. the Water Heater,” the temperature of water in a water heater must be found without measuring the water directly from the water heater. This problem was translated to the lab by providing heated water, fish bowl thermometers, styrofoam cups, and all other instruments found in the lab. The thermometer only reaches 45 degrees celsius; therefore, thermodynamic equations need to be applied in order to find the original temperature of the hot water. We also had access to deionized water that was approximately room temperature.
We placed elodea plants into three different beakers and labelled them. Since, we are trying to find how temperature can affect the rate of production of carbon dioxide, we had to place them in different temperatures. So, we labelled the first beaker “Elodea heat” and placed it in a water bath that produced sufficient amount of heat. We labelled the second one “Elodea cool” which was placed in an ice bath filled with ice. The next one “Elodea RT” where the elodea was placed under normal room temperature without any interference. And we named the last one “No Elodea” where we placed no elodea in it and kept the beaker in a dark
The purpose of this lab was to calculate the specific heat of a metal cylinder
Over the observed fifty seconds, there was a consistency among the temperatures. Without a calculated percent error, we are able to assume the average temperature was twenty-six degrees Celsius. There are factors that could have caused error to arise in our data collection. One factor could be that the temperature of the room was not consistent throughout the room. Another factor may have been the performance of the thermometer. The grasp in which the thermometer was held for procedure B may also be a factor.
A hot plate is acquired and plugged in and if left to warm up. Fill two beakers with 0.075kg of water and record the temperature using a thermometer and record it. Place one of the beakers onto the hot plate and drop one of the metal objects in. Wait for the water to boil and wait two minutes. Take the object out of the water and drop it into the other beaker. Take the temperature of the beaker and record the rise in temperature.
Investigating Heat Loss From a Container Planning We are investigating heat loss from a container and how it is affected. We could change: Room temperature Surface area Amount of water Use a lid Insulate around it Colour of tin We could measure / observe: Amount of time Temperature We will change: Surface area We will measure / observe: Temperature (every minute for 5 minutes) Our question is: Does surface area effect the rate of heat loss? We will keep these the same: Colour of tin Room temperature Amount of water Use a lid Insulate around it Preliminary investigation = == ==
Tf-Ti). Next, subtract the initial temperature, 25 degrees from the final temperature, 29 degrees putting the change in temperature at 4 °C. To calculate the heat absorbed by the water in calorimeter, use the formula (q = mCΔT). Plug in 50 mL for (m), 4.184 J for (C) and 4 °C for the initial temperature (ΔT), then multiply.
The porpoise of these is to determine the Specific Heat. Also known as Heat Capacity, the specific heat is the amount of the Heat Per Unit mass required to raise the temperature by one degree Celsius. The relationship between heat and temperature changed is usually expected in the form shown. The relationship does not apply if a phase change is encountered because the heat added or removed during a phase change does not change the temperature.
My aim is to see the effects of a change in temperature on the rate of
The data we found supported our original water hypothesis. My group and I believed that adding ammonium nitrate into our eco-column would ultimately damage the ecosystems. The increase in levels of minerals from the aquatic ecosystem also indicates that the entire column was being destroyed. Through this experiment, I have learned that too much nutrients and minerals within an ecosystem can be extremely harmful to the wildlife. Throughout this experiment the water in our eco column began to turn yellow because of a surplus of nitrogen and phosphorous in the eco-column. In some of the eco-columns of the other groups in the classroom, they had eutrophication in the early stages of their eco-column which resulted in the death of many of their
Then, repeat steps 7-11 another 4 times but with the room temperature water. For the room temperature water just leave it in the room but try not to change the room’s temperature. 15. Try to put all your recorded data into a table for organization 16. Repeat the entire experiment for more reliable data.
...executed was on the AstroTurf outside the school. This could have affected the subject’s performance and how the results were measured. To improve this, the experiment should have been carried out in a science lab on a treadmill so that the environment is constant and so that the heart rates are easier to measure. Thirdly, the temperature of when the experiment took place was about 10°C which may have affected the subject’s performance. If this experiment were recurrent then 5 subjects would do it inside (room temp. 21°C) using the treadmills and wearing the right clothing, and another 5 would do it outside to see if this factor did in fact affect the results and cause them not to be as accurate as it could be. Then we would be able to compare the two temperatures. Overall this experiment ran smoothly with some problems, which can be improved as I explained above.
- Temperature was measured after and exact time i.e. 1 minute, 2 minutes, 3 minutes.
Sweating and Heat Loss Investigation Aim To find out whether heat is lost faster over a sweaty body compared to a dry body. Apparatus 2 Boiling tubes 47ml max 2 Measuring jug 50ml max A Beaker 250ml max 2 thermometers Paper towels A kettle to boil water A stopwatch 2 magnifying glasses (8x) 2 corks with a small hole through the centre A test tube rack Preliminary work In my preliminary work, I need to find out how much water to use, whether the tissue should be wet with hot/cold water, how often the readings should be taken, how accurate should the readings be, how many readings should be taken and what my starting temperature should be. My results are as follows. Starting temperature of 40°c Time (secs) Wet towel (°c) Dry towel (°c) 30 36 38.9 60 35 38.5 90 34 37.9 120 33.9 37.5 150 33 37 180 32.6 36.9 210 32.3 36.8 240 31 36.5 270 30.4 36 300 30.3 35.9 Starting temperature of 65°c Time (secs) Wet towel (°c) Dry towel (°c) 30 51.1 53 60 48.2 51.9 90 46.4 51 120 46 50 150 44.3 49 180 42.9 48.4 210 42.6 46.9 240 41.7 48 270 40.2 47.5 300 39.3 47 Starting temperature of 60°c Time (secs) Wet towel (°c) Dry towel (°c)