8

Science
Quarter 1 - Module 7
Heat and Temperature
Science — Grade 8
Alternative Delivery Mode
Quarter 1 — Module 7: Heat and Temperature
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Writer(s): Jezza Marie D. Mejares

Reviewer(s): Nilda U. Villegas, EPS - Science

Florida D. Arias, PhD, PSDS
Ma. Thessa Jude C. Dalupere – MT-1

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Members: Nilda U. Villegas, EPS - Science

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8
 Science
Quarter 1 - Module 7
Heat and Temperature
This page is intentionally blank
 Table of Contents

What This Module is About.................................................................................................i

What I Need to Know..........................................................................................................i
How to Learn from this Module..........................................................................................ii
Icons of this Module...........................................................................................................ii
What I Know..................................................................................................................... iii

Lesson 1:
Difference of Heat and Temperature …………………………….1
What I Need to Know.............................................................................................1
What’s New: Activity 1: How Hot or Cold ……..……………………………………….1
Activity 2: Let’s drink it! …………………………………………………. 3
What Is It................................................................................................................4
What I Have Learned – Activity 3: Temperature vs. Heat.......................................6
What I Can Do.......................................................................................................7

Summary ………………………………………………………………………………………….9
Assessment: (Post-Test) ………………………………………………………………………10
Key to Answers …………………………………………………………………………………11
References ……………………………………………………………………………………….12
This page is intentionally blank
What This Module is About
Our day to day experience in life has given us the idea that there is a transfer of heat.
We may not see it, but we know that it is there because of its effect. For example, when we
want to eat our rice, we do not eat it raw. We prepare it by using wood or rice cooker, then
use fire or electricity to heat it and then eat it afterward. Or when we walk around noontime,
we can feel how hot it is when we feel the sun-kissed effect on our skin, and on our head
then we use an umbrella or cap to ease the hotness.
In the previous grades, you have learned that heat transfer takes place between
different temperatures of objects or places. It transfers from an object of higher temperature
to an object of lower temperature. The transfer can be through moving particles or
electromagnetic waves. The three types of heat transfer are conduction, convection, or
radiation.
We mistakenly think that heat and temperature are just the same. We often
interchange the use of heat when we mean temperature and the other way around. This
time, you will learn the difference between heat and temperature at the molecular level.
Heat and temperature are two different concepts.

What I Need to Know

After going through this module, you should be able to:

1. differentiate between heat and temperature at the molecular level.
i
How to Learn from this Module
To achieve the objectives cited, you have to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know (Pre-Test)

Direction: Select the letter of the correct answer.

1. The unit of temperature is _________ in symbol.

A. Cal B. K C.km D. kg

2. Transfer of heat that mostly happens in liquids and gasses.

A. Conduction C. Convection
B. Radiation D. Condensation

3. When ice melts from solid to liquid, the temperature

A. Decreases C. Increases
B. The same D. none of the above

4. Which picture shows an increase in kinetic energy?

A. C.

B. D.

5. We can say that there is low kinetic energy when the temperature is
A. High B. Low C. Zero D. no change

6. Conduction is exhibited in which examples

A. Holding a hot ladle
B. Warmth of fire in the fireplace
C. Rays of sun felt by skin
D. Wind breeze from the seashore

7. The hotness of an object can be identified through

A. Movement of particles C. Energy
B. Temperature D. Speed

8. When the movement of particles is high, the

A. energy is low and the temperature is high.
B. energy is high and the temperature is low.
C. energy is low and the temperature is low.
D. energy is high and the temperature is high.

9. The sun’s thermal energy travels towards earth in a form of

A. Conduction C. Convection
B. Radiation D. Condensation

10. If choco dissolves in hot water compared to cold water, then it signifies that the
movement of water particles is
A. Fast B. Slow C. No movement D. Average

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 Difference of Heat and
Lesson Temperature
1
What I Need to Know

Objective: At the end of the module, you must be able to differentiate heat and temperature
at the molecular level.

What’s New

Let us perform the activity first to determine the difference of hotness and coldness.

Activity 1: How hot or cold?

Objectives: In this activity, you will be able to
1. describe the hotness or coldness of an object through measuring its temperature or
description using the thermometer.
2. compare the changes/description of the temperature of water to determine the
relationship between the amount of heat transferred and change in temperature.

Materials needed:
Thermometer (digital thermometer will do or you might borrow this from your science
teacher)
Hot water, tap water and cold water

Procedure:
1. Fill the three containers with 3 tablespoons of tap water. Arrange them next to one
another as shown in figure below.

1 2 3

(Photo credits to the writer)

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 2. Record the temperature. If you don’t have any thermometer, just dip your right finger on
the containers and describe it in the following manner; hot, hotter, hottest, cold, colder,
coldest, and write it in the table below. Record the initial temperature or your description of
the water.
Q1: How do you describe the water?
_________________________________________________________________________
3.This time let us add 2 tablespoons of hot water to container 1, 2 tablespoons tap water to
container 2 and 2 tablespoons cold water to container 3. Leave the containers for 2 minutes.
Data for Table 1:
Estimated temperature/description of the water: ________0C
Measured Temperature of Water (0C) Change in
Initial Temperature/ Final Temperature/
Container Temperature (0C)/
Description Description
Description
Container 1
Container 2
Container 3
Q2: What happen now to the water after you put additional tablespoons of hot, tap
and cold water? How close is your estimated value to the measured initial
temperature of water or description? Are they the same or is there a difference?
_________________________________________________________________________
4.Try to dip your fingers again, this time into the three containers. Use your left hand.
Q3: Which container(s) has hot water? Cool water?
_________________________________________________________________________
Q4: What do you think causes the difference in the hotness or coldness of the water
inside the containers?
_________________________________________________________________________
5. Measure and record the temperature of the water in all containers. Then calculate the
change in the temperature in each container using the formula, final temperature minus the
initial temperature and write it down in the last column. Again, if you have no thermometer,
write down the difference of the description that you have from the 3 rd procedure compare to
2nd procedure. (Example, Very hot – very cold = just right)
Q5: Which container(s) is/are heat transfer taking place? What evidence supports
your answer? Within this container(s), which absorbs heat? Which gives off heat?
_________________________________________________________________________
Q6: Which container(s) was/were there greatest amount of heat transferred? What is
your basis?
_________________________________________________________________________

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Q7. How is amount of heat transferred related to change in temperature?
_________________________________________________________________________
From the activity earlier, which glass absorbs heat and give(s) off heat? Recall the
value you have in the column change in the temperature, which container has the highest
value, and which has the lowest? Or which container was hot, hotter, hottest, cold, colder,
coldest water?
But the biggest question is how can we explain the rise in temperature when heat is
absorbed? In the next activity, we will find out what happens in the molecular level and infer
what happens to the particles when heat is added into it and at the same time, we will be
able to explain the difference of heat and temperature in molecular level.

Activity 2: Let’s drink it!

Objective: At the end of this activity you are expected to explain the motion of powdered
drink particles in water at different temperatures of water.
Materials needed:
3 transparent containers (jar or glass or thick plastic)
3 Tablespoons
Hot water
Tap water (water from the faucet)
Cold water (water from the refrigerator)
Powdered drink (Milo, Coffee, Milk, Sugar, Juice)

Procedure:
1. Fill the three transparent glasses/ cups separately with 1 cup cold water, tap water
and hot water. Label your container 1 for cold, container 2 for tap and container 3 for
hot water.
2. With the use of a thermometer, measure the temperature of the water in each
container. Record your measurements in Table 2 below under column temperature.
Again, if you don’t have any thermometer, use the description (very hot, just right,
very cold).

1 2 3

(Photo credits to the writer)

Table 2: Data for Activity 2

Container Temperature Observations
0
( C)/ Description
Container 1 - Cold
Container 2 - Tap
Container 3 - Hot

3. If you have a sibling, ask their assistance so you could drop 1 tablespoonful of the
 powdered drink into the three containers simultaneously. It would be good if you
drop them at the same time so you can see the difference how the powdered drink
travels into the hot, tap and cold water in the containers.
4. Carefully observe and compare the behavior of the powdered drink in the three
containers. Focus your observations on the motion or speed of the spreading
powdered drink particles in different kinds of water. Write down your observations in
Table 2 under the column observation.
Q8: What similarities and differences did you observe when you drop the
powdered drink into the containers?
___________________________________________________________________
Q9: In which container did the powdered drink scattered the fastest? scattered
the slowest?
___________________________________________________________________
Q10: How do you relate the temperature of water to the rate or speed of
scattering or spreading of the powdered drink on (hot, tap, cold) water?
___________________________________________________________________
Q11. In which container/s is/are the particles of water moving fastest? Moving
slowest?
___________________________________________________________________
Q12: How do you relate the temperature to the speed of the particles?
(Compare (hot, tap, cold) water to the scattering/spreading of powdered drink).
___________________________________________________________________
Q13: How is the temperature related to the kinetic energy of particles?
(Compare (hot, tap, cold) water to the movement of particles of powdered
drink).
___________________________________________________________________

What Is It

Look at the two figures on the next page, have you experienced cooking your food or
bring water to boil and unintentionally hold the pan or kettle not knowing it is hot? What was
your initial reaction? You might say it was hot, really hot. What do you think is the reason
why you felt it that way? Yes, you are right! it was hot because when you cook, heat from the
stove transfer to the pan/kettle, as you touch the pan/kettle heat from the kettle/pan
transferred to your finger.

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 Figure 1. The chef(pinterest.com) Figure 2. Cooking

When we say heat, it is the transfer of energy from high temperature to low
temperature. The thermal energy measures the movement of particles as you have
performed in activity 2. The amount of heat transferred relies on the amount of thermal
energy, thus heat is a measurement of thermal energy being transferred.
Next in the figure below, can you identify what method of heat transfer takes place in
A, B, and C? There are three methods of heat transfer, can you still identify them? Can you
still describe how heat is being transferred from each method?

A B

Fig.3 Mechanism of Heat Transfer (azchemistry.com)

Heat transfer can be determined when there is a change in temperature. The higher
the change in temperature the greater amount of heat transferred. The smaller the absolute
value of the change of temperature the smaller amount of heat transferred. This means that
heat is directly proportional to temperature.
Heat may be absorbed or given off. When heat is absorbed there is a positive
change in temperature. This means that the final temperature is higher than the initial
temperature. When heat is given off there is negative change in temperature which means
that the final temperature is lower than that of the initial temperature.

Figure 5. Heat transfer from in High to Low Temperature and the thermal equilibrium.

5
You have learned previously that objects possess kinetic energy. Even the small things
that you cannot see also move and has kinetic energy. As shown in the figure above, it is
the movement of high temperature compared to the low temperature. The activity you had
earlier showed that as the powdered drink scatters in the water, the particles of water are
moving too. Have you observed too that the movement differs in each glass? What can you
infer about this?
If heat is absorbed by an object, the particles of the object gain kinetic energy and they
move faster. Since temperature is directly related to kinetic energy, any gain in kinetic
energy would cause the temperature to increase.
Conversely, if heat is transferred or removed from an object, it loses kinetic energy, its
particles move slower and the body’s temperature decreases.
Try to ask your parents about the mercury thermometer. Whenever it is used to a
person who has a fever, ask them how they know that the person has a fever. What is the
basis for the reading?
Another change that may occur when heat is added to or taken out from an object is
phase change. For example, you know that water can change from solid (ice) to liquid
(water) when you try to add the ice to a powdered juice in water to make it cold or from liquid
to gas (steam) like boiling water.

What I Have Learned

TEMPERATURE VS. HEAT

I. Using a table or diagram, compare and contrast temperature and heat in terms of
their characteristics.
Example.
TEMPERATURE HEAT
Unit
Description
Measurement

II. In the boxes below, draw the movement of molecules at different temperatures.
Cold Hot
 What I Can Do

Task for the Week: Media Presentation on Temperature and Heat

Objective:
At the end of this activity, you will be able to come up with a media presentation
(video, power-point presentation, poster-slogan) that shows your understanding on the
difference of heat and temperature at the molecular level.

Materials Needed: may vary depending on the learner

Procedure:
1. Come up with a creative way of showing how you understand the difference of
temperature and heat at the molecular level. You can search with some of the tools
needed for your presentation. If video and pictures are used on the presentation, cite
the source. Or if you want, you can demonstrate how you understand the concept.
2. There are two ways to present your output. First, if you can access online – present
your output using a power-point presentation or video. Second, if you cannot access
online, I highly encourage you to make the poster slogan.
3. The rubric of how you will be rated is shown on the next page.

Rubric Scoring Guide (Online Presentation)

CATEGORY 4 3 2 1
 Online Well-researched Researched with Delivery not Delivery not
Presentatio with smooth delivery fairly smooth smooth but able smooth and
n and that holds audience delivery that holds to maintain audience
Content attention. audience attention interest of the attention often
(30 points) Explanations most of the time. audience most of lost.
presented are easy Explanations the time. Explanations
to follow and there presented are easy Explanations are very vague
and there is no to follow and there is presented not and the
script reading or script reading or very easily presenters
definition reading definition reading understood and settle with
during the during the there is script reading the
presentation. Props presentation. reading or whole
used are very useful definition reading presentation.
during the during the
presentation. presentation.

Creativity The presentation The presentation The presentation The

(20pts) was very creative. was somewhat was a bit creative. presentation
creative. was not
creative.

Rubric Scoring Guide (Poster-Slogan Presentation)

CATEGORY 4 3 2 1

Concept The Poster-slogan The Poster- The Poster-slogan The Poster-

(30points) has showed the slogan has has shown little slogan has not
concepts of the missed some of concepts of the shown the
lesson. the concepts of lesson. concepts of the
the lesson. lesson.

Creativity The presentation The presentation The presentation The presentation

(20 points) was very creative. was somewhat was a bit creative. was not creative.
creative.

Summary

1. Temperature is not an energy while heat is. Heat is the measurement of thermal energy
in a certain material or object. Heat is the transfer of thermal energy from high
temperature to low temperature.
2. Temperature is a measure of the average kinetic energy of the particles. The higher the
temperature, the faster the movement of the particles, the higher the kinetic energy.
The lower the temperature, the slower the movement of the particles, the lower the
kinetic energy. It can be measured with the use of thermometers.
3. Heat cannot be measured directly but you can make use of the measurable quantities
related to heat to determine how much heat (Q) is absorbed by the object. These are
the change in temperature (ΔT), mass (m), and specific heat capacity (c) of the object.
The relation among these quantities is expressed as: Q = mc ΔT.
4. Temperature is the measure of how hot or cold the material is. While heat is a form of
energy.
5. Units of Temperature are kelvin, Celsius and Fahrenheit while heat is joules.

Assessment: (Post-Test)

I. Direction: Write T if the statement is true and change the underlined words if its
false.
 1. Heat is transferred between objects or places because of the difference in
temperature.
2. The measure of the thermal energy of an object is called temperature.
3. Moving objects possess potential energy.
4. There are three kinds of heat transfer: radiation, convection. and conduction.
5. The amount of heat transfer is inversely proportional to change in temperature.
6. If the object absorbs heat, the temperature increases.
7. The higher the temperature, the higher the kinetic energy.
8. Any gain in the kinetic energy will cause the temperature to decrease.
9. If the temperature is low, the molecules are moving randomly.
10. In melting, there is no change of temperature.

II. Illustrate the movement of particles during a certain heat transfer.

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Key to Answers
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References

Campo, Pia C. et.al., Science – Grade 8 Learner’s Material.Department of

Education-Instructional Materials Council Secretariat (DedEd-IMCHS) Pasay
City.2013
Toppr.Heat Transfer. https://www.toppr.com/guides/physics/thermal-properties-of-
matter/heat-transfer/. Retrieved last June 12, 2020.

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Telefax: 088 328 0108/ 088 328 0118
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