Natural Sciences and Technology Grade 5-B ... - Thunderbolt Kids
Natural Sciences and Technology Grade 5-B ... - Thunderbolt Kids Natural Sciences and Technology Grade 5-B ... - Thunderbolt Kids
2. Remove both ends of the large can. Watch out for sharp edges. 3. Use the hammer and nail to make holes all around the bottom of the large can. These are air holes. 4. Use the small can and punch two holes near the top of the can exactly opposite each other. 5. Slide the metal spike through the two holes in the small can. 6. Pour 150 ml of water into the small can. 7. Use the thermometer to measure the temperature of the water and record it in the results table. 8. Put the cork and peanut on asurface that cannot burn. Use the lighter to light the peanut. The peanut can be dicult to light so keep trying. It will eventually start burning. 9. As soon as the peanut is burning, carefully place the large can over the peanut. Balance the small can inside the big can as shown in the diagram. The small can must be a short distance above the peanut. Set up your apparatus like this. 10. Let the peanut heat the small can with the water until the peanut stops burning. Stir the water and measure the temperature of the water and record it in the results table. 14 Energy and Change
11. Repeat the experiment with two dierent fuels. Your teacher will decide which fuels to test. Fill in the results table for the other fuels tested. Remember to use quantities of the other fuels which are similar in size to the peanut and to always start with acold can of water. RESULTS: Temperature of water before heating ( o C) Temperature of water after heating ( o C) Change in temperature ( o C) CONCLUSION: Fuel 1: Peanut Fuel 2: _______ Write a conclusion for your investigation. Fuel 3: ______ The energy stored in the peanut was changed into heat energy which we used to warm the water. Teacher's Note Teacher note: At this point ask questions like if the peanut had stored a greater amount of energy would the final temperature of the water be greater or smaller. Lead the class to discuss which substance contained the most amount of energy. Also ensure the learners understand that to make a fair comparison about the amount of stored energy in each substance, that you would have had to have the same mass ouel for each experiment. In addition, you could use ametal bottle top and fill with paran or other liquid fuel to compare stored energy. Chapter 1. Stored energy in fuels 15
- Page 1 and 2: Natural Sciences and Technology Gra
- Page 3 and 4: AUTHORS LIST This book was written
- Page 5 and 6: THE NATURAL SCIENCES AND TECHNOLOGY
- Page 7: Matter and Materials and Structures
- Page 12 and 13: 1 Stored energy in fuels 4 KEY QUES
- Page 14 and 15: VISIT How fossil fuels are made. go
- Page 16 and 17: So we can say that food is the fuel
- Page 18 and 19: MATERIALS: • various packaging fo
- Page 20 and 21: Coal is not only burnt in our homes
- Page 24 and 25: QUESTIONS: 1. Which fuel contained
- Page 26 and 27: INVESTIGATION: What happens when af
- Page 28 and 29: VISIT Burning substances in air and
- Page 30 and 31: 3. Write a description next to each
- Page 32 and 33: 3. What causes of fire can you iden
- Page 34 and 35: 3. Some points to think about when
- Page 36 and 37: 1. Describe the relationship betwee
- Page 38 and 39: 2 Energy and electricity 30 KEY QUE
- Page 40 and 41: When the electrical energy is trans
- Page 42 and 43: A car needs energy to start its eng
- Page 44 and 45: Huge pylons carrying the transmissi
- Page 46 and 47: ACTIVITY: 10 Safety tips for electr
- Page 48 and 49: KEY CONCEPTS Never stick a metal kn
- Page 50 and 51: 3 Energy and movement 42 KEY QUESTI
- Page 52 and 53: 2. Tie another elastic band around
- Page 54 and 55: QUESTIONS Look up adefinition for p
- Page 56 and 57: 5. Place it in the water, and let i
- Page 58 and 59: QUESTIONS Use your knowledge of spr
- Page 60 and 61: 4 Systems for moving things 52 KEY
- Page 62 and 63: Teacher's Note You can demonstrate
- Page 64 and 65: QUESTIONS Label the two wheels and
- Page 66 and 67: 4. Place a few marbles or some othe
- Page 68 and 69: 6. Repeat this for the other 2wheel
- Page 70 and 71: The board makes bearings for the ax
11. Repeat the experiment with two dierent fuels. Your teacher<br />
will decide which fuels to test. Fill in the results table for the<br />
other fuels tested. Remember to use quantities of the other<br />
fuels which are similar in size to the peanut <strong>and</strong> to always<br />
start with acold can of water.<br />
RESULTS:<br />
Temperature<br />
of water<br />
before<br />
heating ( o C)<br />
Temperature<br />
of water after<br />
heating ( o C)<br />
Change in<br />
temperature<br />
( o C)<br />
CONCLUSION:<br />
Fuel 1:<br />
Peanut<br />
Fuel 2:<br />
_______<br />
Write a conclusion for your investigation.<br />
Fuel 3:<br />
______<br />
The energy stored in the peanut was changed into heat energy<br />
which we used to warm the water.<br />
Teacher's Note<br />
Teacher note: At this point ask questions like if the peanut had<br />
stored a greater amount of energy would the final temperature of<br />
the water be greater or smaller. Lead the class to discuss which<br />
substance contained the most amount of energy. Also ensure the<br />
learners underst<strong>and</strong> that to make a fair comparison about the<br />
amount of stored energy in each substance, that you would have<br />
had to have the same mass ouel for each experiment. In<br />
addition, you could use ametal bottle top <strong>and</strong> fill with paran or<br />
other liquid fuel to compare stored energy.<br />
Chapter 1. Stored energy in fuels<br />
15
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