Students learn that fats found in the foods we eat are not all the same; they discover that physical properties of materials are related to their chemical structures. Provided with several samples of commonly used fats with different chemical properties (olive oil, vegetable oil, shortening, animal fat and butter), student groups build and use simple LEGO MINDSTORMS(TM) NXT robots with temperature and light sensors to determine the melting points of the fat samples. Because of their different chemical structures, these fats exhibit different physical properties, such as melting point and color. This activity uses the fact that fats are opaque when solid and translucent when liquid to determine the melting point of each sample upon being heated. Students heat the samples, and use the robot to determine when samples are melted. They analyze plots of their collected data to compare melting points of the oil samples to look for trends. Discrepancies are correlated to differences in the chemical structure and composition of the fats.

"This undergraduate class is designed to introduce students to the physics that govern the circulation of the ocean and atmosphere. The focus of the course is on the processes that control the climate of the planet.AcknowledgmentsProf. Ferrari wishes to acknowledge that this course was originally designed and taught by Prof. John Marshall."

Concepts of building technology and experimental methods. Projects vary yearly and have included design and test of strategies for daylighting, passive heating and cooling, and improved indoor air quality. Experimental methods focus on measurement and analysis of thermally driven and wind-driven airflows, lighting intensity and glare, heat flow and thermal storage, and load deformation of materials. Experiments are conducted at model and full scale and are often motivated by ongoing field work in developing countries.

Student teams design and create LEGO® structures to house and protect temperature sensors. They leave their structures in undisturbed locations for a week, and regularly check and chart the temperatures. This activity engages students in the design and analysis aspects of engineering.

Students learn how rooftop gardens help the environment and the lives of people, especially in urban areas. They gain an understanding of how plants reduce the urban heat island effect, improve air quality, provide agriculture space, reduce energy consumption and increase the aesthetic quality of cities. This draws upon the science of heat transfer (conduction, convection, radiation, materials, color) and ecology (plants, shade, carbon dioxide, photosynthesis), and the engineering requirements for rooftop gardens. In the associated activity, students apply their scientific knowledge to model and measure the effects of green roofs.

In this lab activity, students use a digital temperature probe to compare the temperature changes when four different alcohols evaporate. The analysis questions provided guide students to connecting the energy changes associated with the change of state with the structure of molecules of substances. Before beginning the lab, students are asked to consider the structural formulas of the alcohols used in the lab: methanol, ethanol, 1-propanol, and 1-butanol. After collecting data for the first three alcohols, students predict the temperature change for 1-butanol and then collect data to test their prediction. The resource linked here is a sample. More complete information, including teacher’s guide and safety information, is available for purchase from Vernier Software and Technology using the link provided on the final page of the sample.

***LOGIN REQUIRED*** This lesson provides an overview of the major factors that affect plant growth including: water, air, temperature, light and nutrients. If sticking to the basics, the lesson can be taught using all factors except nutrients. However, nutrient information is provided for longer class periods.

In this activity, students investigate the simulated use of solid rocket fuel by using an antacid tablet. Students observe the effect that surface area and temperature has on chemical reactions. Also, students compare the reaction time using two different reactants: water and vinegar. Finally, students report their results using a bar graph.

This highly visual model demonstrates the atomic theory of matter which states that a gas is made up of tiny particles of atoms that are in constant motion, smashing into each other. Balls, representing molecules, move within a cage container to simulate this phenomenon. A hair dryer provides the heat to simulate the heating and cooling of gas: the faster the balls are moving, the hotter the gas. Learners observe how the balls move at a slower rate at lower "temperatures."

In this activity, learners explore liquid crystals, light and temperature. Using a postcard made of temperature-sensitive liquid crystal material, learners monitor temperature changes. By observing these changes, learners show that dark materials absorb and reemit the energy contained in light more readily than light-colored materials. Learners can also distinguish energy absorbed and reemited by radiation, convection, and conduction by comparing the behavior of black, white, and silver objects. This resource guide includes detailed explanation of the phenomenon and background information about liquid crystals.

In this activity, learners explore liquid crystals, light and temperature. Using a postcard made of temperature-sensitive liquid crystal material, learners monitor temperature changes. By observing these changes, learners show that dark materials absorb and reemit the energy contained in light more readily than light-colored materials. Learners can also distinguish energy absorbed and reemited by radiation, convection, and conduction by comparing the behavior of black, white, and silver objects. This resource guide includes detailed explanation of the phenomenon and background information about liquid crystals.

This hands-on activity explores five different forms of erosion (chemical, water, wind, glacier and temperature). Students rotate through stations and model each type of erosion on rocks, soils and minerals. The students record their observations and discuss the effects of erosion on the Earth's landscape. Students learn about how engineers are involved in the protection of landscapes and structures from erosion. Math problems are included to help students think about the effects of erosion in real-world scenarios.

Heat transfer is an important concept that is a part of everyday life yet often misunderstood by students. In this lesson, students learn the scientific concepts of temperature, heat and the transfer of heat through conduction, convection and radiation. These scientific concepts are illustrated by comparison to magical spells used in the Harry Potter stories.

Students learn the purpose of a fever in the body's immune system and how it protects the body against germs. The students continue to explore temperature by creating a model thermometer and completing a temperature conversion worksheet. They come to see how engineers are involved in designing helpful medical instruments such as thermometers.

Students explore materials engineering by modifying the material properties of water. Specifically, they use salt to lower the freezing point of water and test it by making ice cream. Using either a simple thermometer or a mechatronic temperature sensor, students learn about the lower temperature limit at which liquid water can exist such that even if placed in contact with a material much colder than 0 degrees Celsius, liquid water does not get colder than 0 °C. This provides students with an example of how materials can be modified (engineered) to change their equilibrium properties. They observe that when mixed with salt, liquid water's lower temperature limit can be dropped. Using salt-ice mixtures to cool the ice cream mixes to temperatures lower than 0 °C works better than ice alone.

This video is the second lesson in the How Cold Is Cold? BLOSSOMS series and examines the properties of materials under low temperature conditions. The video consists of a series of fascinating demonstrations with liquid nitrogen, which boils at 77K (-196 C -321 F). These demonstrations include the following: What goes up, may not come down; Is that supposed to be cold? - thermal insulation; Some properties of liquid nitrogen; Making ice cream - the slow way and the fast way; Try not to explode: expansion of liquid nitrogen and the ideal gas law; Making the air cold: phase changes and the affect on volume; No frozen fingers: the changes in mechanical properties; Resistivity at 77K; The magic magnet: the Meissner Effect; Cautions in using liquid nitrogen

This video lesson is part of a two-part series and introduces the concept of temperature. Temperature can be a challenging concept to convey since our perception is tied to words that are relative to our own experience, which varies quite a lot. A short activity to be performed in the classroom shows the need for a temperature scale since qualitative descriptions are not adequate. Temperatures that vary from the hottest to coldest recorded temperatures on earth are shown in advance of introducing the boiling temperatures of a number of cryogenic liquids.

The aim of this lesson is to introduce the concepts of heat and temperature, which many students find confusing. During the lesson, students will be asked to explore and discuss situations where even though the same amount of heat is absorbed by several substances, the increase in temperature of the substances is different. This video lesson presents a series of stories relating to heat and temperature, beginning with a visit to a factory where gamat oil is produced. In the video, a man dips his finger into boiling gamat oil yet feels no pain. The scene will draw students’ attention and raise their curiosity about how this is possible. Students will also carry out several experiments to compare and relate the situations where the same amount of heat absorbed by substances will result in different temperatures. By the end of this lesson, students will understand the term “specific heat capacity” and will recognize the difference between a high or low specific heat capacity. They will also understand the term “thermal diffusivity” and how this relates to the topic of the lesson. This lesson offers some authentic learning experiences where students will have the opportunity to relate the concept of heat and temperature to everyday situations. It will take about 50 minutes to complete - however, you may want to divide the lesson into two classes if the activities require more time.

Students learn about the nature of thermal energy, temperature and how materials store thermal energy. They discuss the difference between conduction, convection and radiation of thermal energy, and complete activities in which they investigate the difference between temperature, thermal energy and the heat capacity of different materials. Students also learn how some engineering requires an understanding of thermal energy.

Unified theory of information with applications to computing, communications, thermodynamics, and other sciences. Digital signals and streams, codes, compression, noise, and probability. Reversible and irreversible operations. Information in biological systems. Channel capacity. Maximum-entropy formalism. Thermodynamic equilibrium, temperature. The Second Law of Thermodynamics. Quantum computation.