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Science
Quarter 1 – Module 3:
Heat and Temperature
Science – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 3: Heat and Temperature
First Edition, 2020

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Science
Quarter 1 – Module 3:
Heat and Temperature
Introductory Message
For the facilitator:

Welcome to the Science Grade 8 Alternative Delivery Mode (ADM) Module on

Heat and Temperature!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Science 8 Alternative Delivery Mode (ADM) Module on Hierarchy of

Colors!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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Subject: Science 8
Quarter: 1st
Topic: Heat
Content Standard: Heat and temperature and the effects of heat on the body.
Performance Standard: The learners shall be able to discuss phenomena such as
blue sky, rainbow, aqnd red sunset using the concept of wavelength and frequency
of visible light.
Learning Competency: The learners shall be able to differentiate between heat and
temperature at the molecular level.
(S8FE-Ig-29)

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 What I Need to Know

Heat transfer happens around usall the time. Although we do not see how
this process actually takes place, its effect are evident. In fact, we rely on this
effects everyday in many of the activities that we do. Understanding the concepts
behind heat transfer therefor help us do our activites more efficiently.

You have learn in previous grades that heat transfer takes palce between
objects or places ocf different temperatures, and that heat transfers from an object
of higher temperature to an pbject of lower temperature.

You have also learned that heat can be transferred through conduction,
convection, or radiation, and that heat transfer either through moving particles or
electromagnetic waves. Lastly, you also learned about some factors that affect heat
transfer, like the conductivity of the materials.

This time, you will learn more about heat transfer by exploring its effects on
materials. You will also learn about the factors that affect the amount of heat that
an object can absorb or release and described hoe these are related to the amount
of heat transferred.

People often interchange the use of the terms heat and temperature in their daily
conversation. They also think that heat and temperature are just the same. But for
physicists, heat and temperature are two different concepts. So in this module, you
will also learn the difference between heat and temperature.

At the end of this module, you are expected to answer the following key questions:

What happens to solids, liquids, or gases when they absorb or release heat?

Does heat affect all kinds of materials in the same way?

Are heat and temperature one and the same?

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 What I Know

True or False. Read and analyze the following questions. Write TRUE if the
if the statement is true write FALSE if the statement is false.

______________________ 1.. Heat is the transfer of energy between objects or places because of
difference in temperature.

______________________ 2. If heat is added to an object, the particles of the object gain

potential energy and they move faster.
______________________ 3. Heat and temperature are the same thing.

______________________ 4. Temperature the measure of the average kinetic energy of all the
particles in the object.

______________________ 5. If you place a cellophane with water over an open flame, the
cellophane will burn up.
______________________ 6. The faster the particles of a gas are moving, the greater their
energy and the higher their temperature
____________________ 7. Thermal energy ALWAYS moves from cold to hot.
____________________ 8 Energy is transferred as heat between two objects of
differing temperatures.
____________________ 9. As the kinetic energy of the molecules in a substance
increases, the temperature of the substance increases.
____________________ 10. If the atoms of an object are moving fast, the temperature
would be higher.

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Lesson

1 Module 3: Heat and Transfer

What’s In

Activity 1
Explaining hotness or coldness
Objectives
This first activity deals with one of the major effects of heat transfer,
which is temperature change. You will describe the hotness or coldness of an object
in terms of its temperature. You will also compare the changes in the temperature
of water to determine the relationship between the amount of heat transferred and
the resulting temperature change.

Materials
3 identical containers
Thermometer
Hot water
Tap water (room temperature)
Cold water

Procedure
1. Half-fill the three containers with equal amount of cold water. Arrange them
next to one another as shown in Figure1 below.
2. Place your finger for a while into any of the containers.
Try to recall your lesson on Heat Transfer in Grade 7 and answer the
following questions:

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Q1. What actually transferred when you dipped your finger into the water? In
what direction did it transfer?

Q2. Was the water ‘hot’ or ‘cold’? Explain.

Discuss your answer with the group. Try to estimate the temperature of the
water in the containers.

3. Measure with a thermometer the temperature of the water in each container.

Record your measurements in Table 1 below. ( Note: The initial temperature
of the water in each container should be the same as they come from the
same source.)

Table 1: Data for Activity 1

Estimate temperature of water: ______ (*C )

Container Measured Change in

Temperature (*C) Temperature

Initial Final

Container 1

Container 2

Container 3

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 Q3. How close is your estimated value to the measured temperature of the
water?
4. Add the same amount of hot water to container 1, tap water to container 2,
and the same cold water to container 3. Leave the containers for a while.
5. Dip your fingers again, this time into the three containers. Make sure that
you do not dip the same finger into the containers.
Q4. Which container feels ‘hottest’? Which container feels ‘coolest’?
Q5. What do you think causes the difference in the hotness or coldness of the
water inside the containers?
6. Measure and record the temperature of the water in all containers. Calculate
the change in the temperature of water in each container.
Q6. In which container(s) is heat transfer taking place? What evidence best
supports your answer? Within this container, which absorbs heat? Which
gives off heat?
Q7. In which container was there the greatest amount of heat transferred?
What is the basis of your answer?
Q8. How are the amount of heat transferred and the change in temperature of
water related?

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 What’s New

Activity 2
Dye in water

Objective

At the end of this activity, you should be able to explain the scattering of
the dye in water at different temperatures.

Materials

3 transparent containers
1 thermometer
3 plastic droppers
Hot water
Tap water (room temperature)
Cold water
Dye (Food color)
Procedure

1. Fill the three containers separately with cold water, tap water, and hot
water.
2. Measure the temperature of the water in each container. Record your
measurements in Table 2 below.

Table 2: Data for Activity 2

Container Temperature (*c) Observations

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 Container 1

Container 2

Container 3

3. With the dropper, place a drop of dye into the center of each container as
shown in Figure 2. (Note: It is better if you place drops of dye into the
three samples simultaneously.
4. Carefully observe and compare the behavior of the dye in the three
containers.

Write down your observation in Table 2.

Q9. What similarities and differences did you observe when a drop of dye was
added to each container?
Q10. In which container did the dye scatter the fastest? In which did it scatter the
slowest?
Q11. How do you relate the temperature of the water to the rate of scattering of the
dye?
Q12. In which container are the particles of water moving fastest? In which
container are the particles moving slowest?
Q13. How is temperature related to the speed of the particles?
Q14. How is temperature related to the kinetic energy of particles?

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 What is It

Activity 1: Explaining hotness and coldness

This first activity deals with one of the major effects of heat transfer, which is
temperature change. The amount of heat transferred is proportional to the change
in temperature. The greater the amount of heat transferred to an object, the greater
is the increase in its temperature.
Temperature means relative hotness or coldness of an object and the measure of
the average kinetic energy of all the particles in the object.
Types of thermometer and basis of measurements on Celsius scale:
Zeroth Law of Thermodynamics is the basis for defining temperature.
If object A is in thermal equilibrium with object B, and object C is also in thermal
equilibrium with object B, then objects A and C will be in thermal equilibrium if
brought into thermal contact.

Activity 2: Dye in Water

This second activity deals with the relationship of temperature to the kinetic energy
of the particles. The higher the temperature of the water, the faster the scattering of
the dye.The particles are moving fastest in the container with hot water. The
particles are moving slowest in the container with cold water. The higher the
temperature of the water, the greater the speed of the moving particles.The higher
the temperature of water, the greater the kinetic energy of the particles.
Thermal Energy is the energy associated due to the motion of particles contained
within a system that is responsible for its temperature.

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1. Number of Particles in Body
A pail of water has more internal energy than a cup of water provided that
both have the same temperature and arrangement of molecules.

2. Temperature of the Object

A 400K object has more thermal energy than a 50K object provided that they have
the same number of particles and same phases.

3. Phases of Matter
Material in liquid phase has the most thermal energy as compared to other two
phases provided that these three phases have the same temperature and number of
particles.
SOLID LIQUID

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Heat is the energy in transit. It is thermal energy being transferred from a warmer
object to a cooler object. Matter contains thermal energy. Heat is thermal energy in
transit. After heat has been transferred to an object, it ceases to be heat and
becomes thermal energy.

1 calorie = 4.187 J
1000 cal = 1 Calorie

Activity 3: What happens when ice melts?

The third activity deals with the effect of material property (latent heat) in
phase change while heating. The dependent variable is the ‘temperature’ while the
independent variable is the ‘time’. The temperature of the water while the ice was
melting remains the same. After the ice has melted the temperature of the water
increases with time.

Phase Change- a change in the states of matter.

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Points to remember …
Remember that heat is the transfer of energy between objects or places because of
difference in temperature. Heat exists as ‘energy in transit’ and it is not contained
in an object. The energy that is actually contained in an object due to the motion of
its particles is called thermal energy. The thermal energy of an object is changed if
heat is transferred to or from it. Since the amount of heat transferred relates to the
amount of change in thermal energy, the term heat in this module is also used to
refer to the measure of thermal energy transferred.
Note also that the activities in this module involve hot and boiling water, so extra
care should always be observed.

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 What’s More

Activity 3
What happens when ice melts?

Objective
After this activity, you should be able to answer this question:
What happens to the temperature of water while changing from ice to liquid
water?

Materials
Crushed ice
1 glass container
Timer (stopwatch)
Stirring rod

Procedure

1. Put some crushed ice and a little cold water into the container.
2. Stir the contents of the container for few seconds; then, measure the
temperature of the contents.

Record your temperature reading in Table 3 below.

Table 3. Temperature readings for melting ice

Time (min) Temperature (*C)

0 (Initial)
2
4
6
8
10
12

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3. Repeat step 2 every 2 minutes. Make sure that you stir and measure exactly
the same way each time. Record each measurement in Table 3.
Q15. Why does the ice inside the container melt after sometime?
4. Continue measuring until the ice has totally melted and even after it has
already melted completely (around 4-6 minutes more).
5. Construct a temperature against time graph. Draw a smooth line that passes
through almost all the points.

Q16. Which is your dependent variable? Which is your independent

variable? (Note that the independent quantity is plotted along the X-axis
while the dependent quantity is plotted along the Y-axis.)
Q17. Describe your graph.
Q18. Describe the temperature of the water while the ice is melting.
Q19. Describe the temperature of the water after the ice has melted.
1.

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 What I Can Do

Activity 4
What is the relationship between the mass of a material and the
amount of heat it can transfer?

Task
In this activity, you are assigned to plan and conduct a simple
investigation to determine the relationship between the mass of a
material and the amount of heat that it can transfer. You need to gather
and analyze data to come up with answer to the question given above.
Apply what you learned in Grade 7 about doing simple invetigations.

1. Start with your group’s prediction below:

Predection:__________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________
2. Below are some guides to help you with your task.
a. What are your variables?
Independent variable:
Dependent variable:
Controlled variable (constant):
b. What materials are you going to use for your simple investigation?
c. What quantities are you going to measure for your data?
d. How are you doing to analyze and present your quantities (data) to
described the relationship among the variables?
3. Write your step-by-step procedure. Let your teacher check your
procedure first before you proceed. Precautions should always be
observed.
4. Present your data systematically.

Notes to the Teacher

Allow the students to do this activity on their own time at
home.

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What happens to the molecules of substance as it gets cooler?
a. The molecules shrink
b. The molecules expand
c. The molecules move faster
d. Nothing

2. In what state of matter is the temperature the highest?

a. Solid
b. Liquid
c. Gas
d. The temperature doesn’t matter
3. In what state of matter is the temperature the lowest?
a. Solid
b. Liquid
c. Gas
d. The temperature doesn’t matter
4. It is an energy associated due to the motion of particles contained within a
system that is responsible for its temperature
a. Phase of Matter
b. Heat
c. Thermal Energy.
d. Temperature

5. The amount of heat required to raise the temperature of one gram of a

substance by one degree Celsius is___________.
a. Heat Energy
b. Specific Heat
c. Convection
d. Thermal Energy

6. Hot objects begin to cool as-

a. Cooler air transferred to the hot object.
b. Thermal energy in the object is transferred to the surrounding air.
c. Atoms in the object react with the oxygen in the air.
d. Thermal energy in the object cancels out energy in the air.

7. When a popsicle melts, the particles__________.

a. Gain thermal energy and speed up
b. There are no particles in popsicles
c. Lose thermal energy and slow down
d. Stay the same
8. Which is more dense?
a. Hot Liquid
b. Cold Liquid

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 c. Hot and Cold Liquid

Additional Activities

Research on the internet and answer the questions below.

1. Given the temperature scales, at what measure of temperature are

Celsius and Fahrenheit the same?
2. What is the relationship of heat and temperature?

Notes to the Teacher

Let this activity serve as an assignment for
the students to answer at home.

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 Answer Key

Assessment What I Know

1. A. 1. TRUE
2. C. 2. FALSE
3. A. 3. FALSE
4. C. 4. TRUE
5. B. 5. FALSE
6. A. 6. TRUE
7. A. 7. FALSE
8. B. 8. TRUE
9. TRUE
10. TRUE

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References

https://www.gettyimages.com/detail/news-photo/standard-and-absolute-
temperature-scales-fahrenheit-rankine-news-photo/641457250
http://www.npl.co.uk/publications/good-practice-online-modules/temperature/
introducing-temperature-measurement/do-not-confuse-temperature-and-
heat/
http://www.gcestudybuddy.com/using-word-documents/heat-and-temperature
Physical Science materials from College of St. Benilde
http://www.sciencepartners.info/module-5-snow/heat-transfer/
Chalfant, H., Peyron, M., Rachke, C. (2005, Fall). Heat and temperature.Sci
Ed.,491.Retrived from
http://www.biol.wwu.edu/donovan/SciEd491/HeatTempUnit.pdf
Expansion and contraction.(n.d.).Retrieved from
http://schools.cbe.ab.ca/b682/pdfs/Science%207/Heat-and-Temperature-
Unit3_T4_T6.pdf

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