The Effect of the Surrounding Medium of a Fluid on its Rate of Heat Loss

Before the experiment, several pieces of glass were put into an oven to dry, and the heat from the

After each of the solids were completely dry, each was placed into a MelTemp device. The temperature at which each solid began to melt and completed melting was recorded.

The dependent variable in the experiment was the temperature and energy absorbed by the water.

In this experiment, the results of the tested materials gave off heat and the change in the temperature was positive because when one substance was added to another the temperature increased. A calorimetric constant is required because the calorimeter that was made is different for every lab group.

The purpose of this experiment was to find the amount and percent of water in a hydrated salt. Hydrated salt contains water molecules chemically bound to it while anhydrous salt is a substance that fire can readily remove the water molecules. Using the gravimetric analysis method, the sample salt was measured, heated, and was measured again after cooled down to room temperature; this procedure allowed the weight of water lost in the salt to be obtained. After two trials, the water in the salt was determined to have an average percent water of -35.04%. The null hypothesis, the heat will not affect the amount of water lost, was rejected ,however, the alternative hypothesis, the heat will allow for there to be water lost, was not supported.

2. Conduction heat loss by direct molecule to molecule transfer from one surface to another. (skin loses heat through direct contact with cooler air, water, or other surfaces)

Abstract: This experiment introduced the student to lab techniques and measurements. It started with measuring length. An example of this would be the length of a nickel, which is 2cm. The next part of the experiment was measuring temperature. I found that water boils around 95ºC at 6600ft. Ice also has a significant effect on the temperature of water from the tap. Ice dropped the temperature about 15ºC. Volumetric measurements were the basis of the 3rd part of the experiment. It was displayed during this experiment that a pipet holds about 4mL and that there are approximately 27 drops/mL from a short stem pipet. Part 4 introduced the student to measuring

To learn about the laws of thermodynamics and use thermodynamics formulas to calculate heat transfer

Heat is a form of energy, sometimes called thermal energy, which can pass spontaneously from an object at a high temperature to an object at a lower temperature. If the two objects are in contact, they will, given sufficient time, both reach the same temperature. Heat always travels from hot to cold objects and two objects will reach an equilibrium temperature. Heat flow is commonly measured in a device called a calorimeter, an insulating container that minimizes heat exchange between its contents and the surrounding. Heat flow in a device called a calorimeter. In this experiment, we should find the heat capacity of the

To improve the experiment, the methodology could be improved by having an efficient calorimeter to retain as much heat as possible, rather than just a tin can. Additionally, more trials for each of the experiments could be conducted to ensure correct and precise data is collected to determine more accurate conclusions.

It’s predicted that when adding the chemical substance into the water, energy will be released or absorbed, this will be observed by a temperature change, therefore, there would be an exothermic or endothermic reaction.

In this science unit we had to keep 200 milliliters of boiling water hot as warm as possible for 20 minutes. For trial one we put tin foil all around flask so the heat waves would reflect back to the flask. Also we put tin foil on the top of the flask to stop convection because warm rises. So when the hot air rises we wanted the tin foil to reflect the hot air back into the flask. Then we were going to put the flask in in a wooden box with a small volume, but then keegan forgot to bring in the box so we had to put the flask with the tin foil around it in our ELA project.Then we put a ton of cotton balls all around the flask and tin foil to insulate the water in the flask. At the end of trial 1 we lost 15.7℃. One thing we did well is we kept the heat in by insulating with cotton balls. Another thing we did well was stopping convection by putting tin foil on the top.

This experiment was conducted to determine if the light of a glow stick can be affected by the temperature of water. In this the researcher will try to find what temperature of water makes a glow stick glow brighter and how long it will stay lit. By proceeding in the experiment, the data collected proved the hypothesis to be correct. Warmer water caused the glow stick to glow brighter than it had before. On the other hand, the beaker with colder water made the stick stay lit longer and the room temperature water didn’t affect the glow stick as much.

We will be using 6 different fuels to heat up 100ml of water, and find out the changes of the temperature. We will measure the temperatures of the water before and after the experiment. We will burn heat the water for exactly 2 minutes, and check the changes in temperature. The change in temperature will allow us to work out the energy given off the fuel by using this formula:

Overall, the experiment succeeded that the metals show the theoretical properties. Differences existed in the mathematical calculation of the actual length. These differences, however, it can be accounted for by experimental error; more over there are uncertainty on purity of the