Slide 1

LESSON 3

Conductors of Heat and Electricity (Grade 5)

Reporter: Arden S. Dalen

No need to be in slide

Lesson Concept: Things move and can be moved. Some things in the
environment can cause changes in the movement of objects.

Slide 2

LESSON OUTCOMES

At the end of the lesson, the learner should be able to:

 Discussed why some materials are good conductors of heat and

electricity;
 Inferred how black and coloured objects affect the ability to absorb
heat, and;
 Related the ability of the material to block, absorb, or transmit light to
its use.

ENGAGE

No need

Imagine yourself reading this book seated in a comfortable chair with light
bulb illuminating your room. Cool wind breeze through the windows of you
room. You sip from a mug of hot chocolate. You feel how privilege you are
having such a modest luxury.

Slide 3

Then you ask yourself, how did the electricity which energize the bulb your
home? How come the handle of your mug is not hot while the choco on it is
still a bit warm?

EXPLORE ( Slide 4)

I. Objective

To determine the factors affecting the thermal conduction.

II. Materials
 A piece of clay
  Heat Source (small candle or alcohol lamp or Bunsen burner) circular
tin cookie containers (you can substitute this with a baking pan for its
base and aluminum foil for its sides)

(Slide 5)
 10 cm metal wires made of different materials but of the same
diameter (i.e.: copper, aluminum, lead)*
 pentel pen
 ruler
 margarine
 scotch tape
 matches or lighter

(Slides 6)
III. Procedure
1. Place an alcohol lamp or a Bunsen burner inside the cookie container. If
you are using a candle, place it on a stand (a piece of clay may do).
2. Form the clay to the holder to which a wire can be stuck parallel to the
flat surface of the bottom of the cookie container.

(Slides 7)

3. Skew four margarine balls of equal mass with a piece of wire. See to it
that the balls are of equal distance from each other.
4. See to it that no draft can enter the area where you are working.
5. Light the heat source and see to it that the flame touches the free end
of the wire.
6. Observe which margarine ball melts first.

(Slides 8)

Repeat the procedure again. This time taking note of which type of wire will
the margarine melt first. Just use a single margarine ball for each type of
wire. You can also try to look into wires of the same material but of different
cross- sectional areas.

What have you found out?

(Slide9)

IV. Generalization
(No need)
You can add more materials depending on what is available in your
community.

(Slides 10)

ELECTRICAL CONDUCTORS AND INSULATORS

https://pin.it/7vTxBlZVV

The following activity helps you classify materials into conductors

insulators. The set-up involves the concept of circuit which we shall discuss
in next module. Our main objective now is to find out the response of the
circuit the materials.

(Slides 11)

Materials:

Battery, bulb and connecting wires (the battery should match the kind of
bulb and wires used)

Any materials found in the learners’ bags, pockets or surroundings like

drinking straw, aluminum spoon, cloth, ceramic tiles, pair of scissors, plant
leaf, pencil lead, glass, paper, coin, keys, handkerchief, ballpen.

(Slide 12)

Procedure:

1. Gather the materials needed.

2. Connect wires to the two terminals of the bulb. It would be easier to make
use of a bulb socket.

3. Using the wires, connect the battery to the bulb. Check that the bulbs
must light on. What does the bulb indicate?

(Slides 13)
4. Break the circuit by connecting another wire at one end of the battery and
inserting the materials between the wire connected at one terminal of the
bulb and the other wire connected to the battery one by one.

5. Using the table, list down the materials that make the bulb glow when
inserted in the circuit.

(Slides 14) Must be in Table form

 Materials that Made the Bulb Glow

 Materials that did not Make the Bulb Glow

(Slides 15)

Q1. What do you collectively call the materials that made the bulb glow?

Q2. Why do you think the bulb glows?

Q3. What characteristics do materials that did not make the bulb glow have
in common?

(Slides 16)

COLORS, RADIATION AND TEMPERATURE

Radiation experiments can be done by comparing how quickly dark,

shiny, and white objects heat and cool. The heating source may be sunlight
or a lamp or a similar radiation source.

(Slides 17)

Materials: ice water, three identical bowls (of the same material like plastic
ceramic), covering material for the bowls (black, red, white; for example
coloured paper or plastic bags [you may also use three identical containers
with different prescribed colours),] timer (most cellphones have timers),
three thermometers.

(Slides 18)

Procedure:
 1. Place the same amount of ice water into three bowls. Obtain three
different covers where one is black, one is white, and the other shiny.
Cover or wrap the bowls with the materials. Place them outside when it
is sunny or under the heat source for twenty to thirty minutes.
2. Record the temperature of each setup at least every five minutes.

(Slides 19)

Time Temperatur
(mins) e in °C
Black Red White
5
10
15
20
25
30

(Slides 20)

Using appropriate colours, graph the temperature versus time by placing the
dependent variable temperature on the y-axis, and the independent variable
time on the x-axis. Do this for every colour.

(Slides 21)
Q1. Compare your results in terms of colour.

Q2. Which colour heat faster? Why?

(Slides 22) Same table to Slides 19

3. Repeat the experiment, but this time fill the bowls with hot water and
do not place them under a heat source. Record the amount of time it
takes for the water to cool.
4. Record the temperature of each setup at least every five minutes.

(Slides 23) Same graph with slides 20

Using appropriate colours, graph the temperature versus time by placing the
dependent variable on the y-axis, and the independent variable line on the x-
axis. Do this for every colour.

(Slides 24)

Q1. Compare your results in terms of colour.

Q2. Which colour heats faster? Why?

(No need)

Adapted with modifications from: www.brighthubengineering.com

(Slides 25)

EXPLORING LIGHT: ABSORB, REFLECT OR TRANSMIT?

In this activity, you will explore light’s properties of absorption,

reflection, transmission and refraction through various experiments. To
understand absorption, reflection and transmission, you will use flashlights to
shine on a number of provided objects. Before we further proceed with the
activity, let us first get familiar with the following terms:

(Slides 26)
Absorptance: The ratio of the amount of radiation absorbed by a surface to
the amount of radiation incident upon it.

Absorption: The removal of energy or particles from a beam by the medium

through which the beam propagates.

(Slides 27)

Opaque: Impenetrable by light, resulting in complete reflection.

Reflectance: The ratio of the intensity of reflected radiation to that of the

radiation incident upon the surface.

Reflection: The return of light, heat or sound after striking a surface.

(Slides 28)

Transmittance: The ratio of the radiation transmitted through and emerging

from a body to the total radiation incident on it. Also equivalent to one minus
the absorptance.

Transparent: Having the property of transmitting rays of light through its

substance.

(Slides 29)

Materials: aluminum foil, plastic wrap, wax paper, tissue paper (various
colours: red, blue, green, etc), notebook paper, cardboard, mirror, LED
flashlight

Procedure:

1. Using the items in Column 1, predict whether light will be absorbed,

reflected, or transmitted. What colour do you expect the resultant light
to be? Use the flashlight to test your hypothesis,

(Slides 30) Five columns Table

Item

 Aluminum foil
 Plastic wrap
  Wax paper
 Mirror
 Finger
 Cheek
 Leg
 Red tissue paper
 Blue tissue paper
 Green tissue paper
 Notebook paper
 Cardboard

Prediction (Absorbed, Reflected, Transmitted)

Predicted Resultant Coloris

Results (Absorbed, Reflected, Transmitted)

Resultant Coloris

(Table 31)

Q1. Which materials absorbed light?

Q2. Which materials reflect light?

Q3. Which materials transmit light?

Q4. If we shine a light forward and you walk in front of it, it suddenly
disappears. What is happening?

(No need)

*Adapted with modification from www.teachengineering.org

(Table 32)

EXPLAIN

Heat Flow

(The movement of thermal energy between one object and another.)

(No need)
 We learned from the previous lesson that heat flows in three way
conduction, convection and radiation. In this lesson, we shall focus on heat
conductors and insulators.

As you may recall, conduction is the method whereby solids are heated
and unlike what happens during convection, no net movement of matter
takes place. It may be compared to a chain of persons passing buckets of
water from a source extinguish a fire. The individuals remain stationary,
more or less, representing the molecules in a substance. The movement of
the buckets represents the movement of heat. The mechanism of conduction
differs between metals and non-metals In non-metals, heat energy is
transferred by a series of atomic collisions vibrations, whereas in metals,
conduction takes place by both atomic vibration an random electron
movement.

(Slides 33)

Conduction in non-metals

Nonmetallic solids transfer heat by lattice vibrations so there is no motion of

the media as heat propagates through. Metals are better conductors than
nonmetals at normal temperatures because they have free electrons that
carry thermal energy.

(No need)

Atoms at higher temperatures vibrate or oscillate more energetically i.e.

with greater amplitude, than do their colder neighbours. But because they
are locked in their basic equilibrium’ positions, and are bound to one another
by electrostatic forces, they have little chance of moving apart. However.
Atoms in the heated part of a substance are vibrating energetically they
‘joste their immediate neighbours and spur them into action too. These in
turn activate others and so energy is passed down the line. It is a slow
process though, as the large size of the atoms (compared to electrons)
prevents them from any great movement, so energy transfer is limited in
most non-metals. There is also another view on this process. It is sometimes
thought of in terms of waves passing through a material. ‘Packets’ of elastic
ripples of very high frequency colliding with atoms of material are said to
transfer energy to them. These wave packets are known as phonons (as
distinct from photons in the photoelectric effect, but the basic idea is the
same).

In poor conductors of heat, electrons are tightly bound to their nuclei so

no electron transfer of heat takes place.

(Slides 34)

Conduction in metals

Metals have free electrons that are not bounded to the atoms. These
electrons are free to move around within the metal, colliding with the metal
atoms and transferring heat to them efficiently. This makes metals better
conductors of heat than most other materials.

(No need)

The process detailed above takes place in metals, but another more
effective method is involved also. Metals contain a large number of unbound
or ‘free’ electrons, loosely connected to their parent atoms, which wander
about through the atoms in a lattice. When a metal is heated these mobile
valence electrons gain extra kinetic energy which increases their velocities.
Because they are small and light compared with atoms of the material they
travel quickly and transfer energy evenly to all parts of the metal, sometimes
colliding with atoms as they move along. Metals are therefore good
conductors of heat. Some are better than others and they are also good
conductors of electricity. We can speak of a ‘heat current’ as we would of an
electrical current.

There are many applications of thermal conduction in everyday life.

Some objects may feel cold to the touch if they are good conductors because
they carry away heat from the body rapidly, so a concrete or tiled floor feels
much colder to stand on than a carpeted one. A polystyrene cup feels warm
to the touch because it conducts away barely any heat from the body. On the
other hand, in a very hot room (e.g. Turkish bath), metal objects can feel
very hot to the touch and may actually burn the skin. In a block of hot metal
the atoms/molecules may vibrate rapidly, perhaps thousands of times each
second. If one touches it with one’s finger, the rapidly vibrating atoms cause
the molecules of the skin to go into sudden and violent motion, resulting in
the sensation of pain.
(Slides 35)

Electric Flow

(Slides 36)

Current Electricity

Electric current refers to the flow of electricity in an electronic circuit, and to

the amount of electricity flowing through a circuit.

(No need)

The rate of flow of charge through a conductor is called current. For

charge to flow in an electrical circuit, a potential difference or an
electromotive force (emf) must exist in the circuit. A basic electrical circuit
consists of a source of voltage, called the supply; the load, which has a
resistance and which dissipates heat; and conducting wire which connects
the supply to the load, please see figure to the right. Switches are used to
interrupt or to restore the flow of current. Fuses are placed in circuits to
protect against overheating and the risk of fire which would result from the
very large current which might flow if the circuit we faulty.

(Slides 37)

Conductors and Insulators

Conductors are materials which allow electrical current to flow through them
easily. Metals are generally good electrical conductors. Insulators are
materials which are poor conductors and do not allow electrical current to
flow through them easily.

(No need)

Electrons may be made to move from one atom to another. It is easy

establish an electric current in metals because one (or more) of the electrons
in outer shell of the atoms in a metal is not anchored, very loosely held, to
the nuclei of particular atoms but is free to wander in the material. Such a
material is call a good conductor. Any metal is a good conductor of electric
current for the same reason it is good heat conductor the electrons in the
outer atomic shell of atoms are “loose.”
 On the other hand, some materials – rubber and glass, for example –
held their electrons very tightly and electrons do not move through them
very well. They are not free to wander about among other atoms in the
materials. Consequently, it is not easy to make them flow. These materials
are poor conductors of electric current for the same reason they are
generally poor he conductors. These materials are called insulators.

All substances can be arranged in order of their ability to conduct

electric charge. Those at the top of the list are conductors and those at the
bottom are insulators. The ends of the list are very far apart. The
conductivity of a metal, example, can be more than a million trillion times
greater than the conductivity of an insulator such as glass. In a common
appliance cord, electrons flow through several meters of wire rather than
flowing directly across from one wire to the other through a small fraction of
a centimeter of vinyl or rubber insulation.

(Slides 38)

Absorption of Radiant Energy

Is the process in which another particle or object absorbs the energy carried
by a photon.

(No need)

If everything is emitting energy, why doesn’t everything finally run out

of it! The answer is that everything is also absorbing energy. Good emitters
of radiant energy are also good absorbers; poor emitters are poor absorbers.
For example a radio antenna constructed to be a good emitter of radio waves
is also, by its very design, a good receiver (absorber) of them. A poorly
designed transmitting antenna is also a poor receiver.

It’s interesting to note that, if a good emitter were not also a good
absorber black objects would remain warmer than lighter-coloured objects
and the two would never reach a common temperature. Objects in thermal
contact, given sufficient time, reach the same temperature. A blacktop
pavement and dark automobile body may remain hotter than their
surroundings on a hot day, but at nightfall, these dark objects cool faster!
Sooner or later, all objects come thermal equilibrium. So, a dark object that
absorbs a lot of radiant energy must emit a lot as well.
 The activity you conducted with containers in different colours verified
this. You found out that the black container cools faster. The blackened
surface is a better emitter. Coffee or tea stays hot longer in a shiny pot than
in a blackened one. An object that emits well also absorbs well.

Whether a surface plays the role of net emitter or net absorber depends
on whether its temperature is above or below that of its surroundings. If it’s
hotter than its surroundings, the surface will be a net emitter and will cool. If
it’s colder than its surroundings, it will be, a net absorber and become
warmer. Every surface. Hot or cold, both absorbs and emits radiant energy.

(Slides 39)

Light Absorption, Reflection, and Transmission

The absorption, transmission and reflection of light can happen when a ray of
light hits a surface under different circumstances. The process of absorption
depends on the nucleus, electrons and the level of vibration. The
transmission depends on the transparency of the object where the ray of
light falls.

(No need)

We have learned that visible light waves consist of a continuous

range of wavelengths or frequencies. When a light wave with a single
frequency strikes an object, a number of things could happen. The light wave
could be absorbed by the object, in which case its energy is converted to
heat. The light wave could be reflected by the object. And the light wave
could be transmitted by the object. Rarely however does just a single
frequency of light strike an object. While it does happen, it is more usual that
visible light of many frequencies or even all frequencies is incident towards
the surface of objects. When this occurs, objects have a tendency to
selectively absorb, reflect or transmit light certain frequencies. That is, one
object might reflect green light while absorbing all other frequencies of
visible light. Another object might selectively transmit blue light while
absorbing all other frequencies of visible light. The manner in which visible
light interacts with an object is dependent upon the frequency of the light
and the nature of the atoms of the object. Here, we will discuss how and why
light of certain frequencies can be selectively absorbed, reflected or
transmitted.
(Slides 40)

Visible Light Absorption

The absorption of light makes an object dark or opaque to the wavelengths

or colours of the incoming wave: Wood is opaque to visible light.

(No need)

Atoms and molecules contain electrons. It is often useful to think of

these electrons as being attached to the atoms by springs. The electrons and
their attached springs have a tendency to vibrate at specific frequencies.
Similar to a tuning fork or even a musical instrument, the electrons of atoms
have a natural frequency at which they tend to vibrate. When a light wave
with that same natural frequency impinges upon an atom, then the electrons
of that atom will be set into vibrational motion. If a light wave of a given
frequency strikes a material with electrons having the same vibrational
frequencies, then those electrons will absorb the energy of the light wave
and transform it into vibrational motion. During its vibration, the electrons
interact with neighbouring atoms in such a manner as to convert its
vibrational energy into thermal energy. Subsequently, the light wave with
that given frequency is absorbed by the object, never again to be released in
the form of light. So, the selective absorption of light by a particular material
occurs because the selected frequency of the light wave matches the
frequency at which electrons in the atoms of that material vibrate. Since
different atoms and molecules have different natural frequencies of
vibration, they will selectively absorb different frequencies of visible light.

(Slides 41)

Visible Light Reflection and Transmission

Any visible light that strikes the object and becomes reflected or transmitted
to our eyes will contribute to the colour appearance of that object.

(No need)

Reflection and transmission of light waves occur because the

frequencies of the light waves do not match the natural frequencies of
vibration of the objects. When light waves of these frequencies strike an
object, the electrons in the atoms of the object begin vibrating. But instead
of vibrating in resonance at a large amplitude, the electrons vibrate for brief
periods of time with small amplitudes of vibration; then the energy is
remitted as a light wave. If the object is transparent, then the vibrations of
the electrons are passed on to neighbouring atoms through the bulk of the
material and remitted on the opposite side of the object. Such frequencies of
light waves are said to be transmitted. If the object is opaque, then the
vibrations of the electrons are not passed from atom to atom through the
bulk of the material. Rather the electrons of atoms on the material’s surface
vibrate for short periods of time and then remit the energy as a reflected
light wave. Such frequencies of light are said to be reflected.

ELABORATE

(Slides 42)

Electrical Conduction Through Gases

Conduction of electricity through gases refers to the process by which

electric current flows through a gaseous medium. Gases can conduct
electricity under specific conditions, such as when they are ionized or when
high voltages are applied.

(No need)

The passage of electricity through a gas (at low pressure) is called an

electrical discharge. Gases that are commonly used in discharge tubes
include neon used in advertising signs, etc., sodium vapour used in street
lighting and laboratories, mercury vapour- used in street lighting and in
fluorescent tubes. The phase tester used by electricians to check for the
presence of a high voltage at a point in a circuit is simply a screwdriver
containing a small neon lamp. When the metal end of the phase tester is
pressed against a point at high potential and its metal cap earthed by the
electrician’s hand, the neon gas glows.

(Slides 43)

Semiconductors

A semiconductor is a substance that has specific electrical properties that

enable it to serve as a foundation for computers and other electronic
devices.
(No need)

Whether a substance is classified as a conductor or as an insulator

depends on how tightly the atoms of the substance hold their electrons. A
piece of copper is a good conductor, while a piece of wood is a good
insulator. Some materials, such as germanium and silicon, however, are
neither good conductors nor good insulators. These materials fall in the
middle of the range of electrical resistivity, being fair insulators in their pure
crystalline form and becoming excellent conductors when even one atom in
10 million is replaced with an impurity that adds or removes an electron from
the crystal structure. A material that can be made to behave sometimes as
an insulator and sometimes as a conductor is called a semiconductor. Thin
layers of semiconducting materials sandwiched together make up
transistors, which are used to control the flow of currents in circuits, to detect
and amplify radio signals, and to produce oscillations in transmitters; they
also act as digital switches. These tiny solids were the first electrical
components in which materials with different electrical characteristics were
not interconnected by wires but were physically joined in one structure. They
require very little power, and they last indefinitely in normal use.

A semiconductor will also conduct when light of the proper colour shines
on it. A pure selenium plate is normally a good insulator, and any electric
charge built up on its surface will remain there for extended periods in the
dark. If the plate is exposed to light, however, the charge leaks away almost
immediately. If a charged selenium plate is exposed to a pattern of light,
such as the pattern of light and dark that makes up this page, the charge will
leak away only from the areas exposed to light. If a black plastic powder
were brushed across its surface, the powder would stick only to the charged
areas where the plate had not been exposed to light. Now if a piece of paper
with an electric charge on the back of it were put over the plate, the black
plastic powder would be drawn to the paper to form the same pattern as,
say, the one on this page. If the paper were then heated to melt the plastic
and to fuse it to the paper, you might pay a peso or two for it and call it a
photocopy.

(Slides 44)

Superconductors
A superconductor is a type of material that conducts electricity with zero
energy loss or resistance when cooled to a certain temperature. No energy is
lost, resulting in a continuously flowing electrical current.

(No need)

An ordinary conductor has only a small resistance to the flow of electric

charge. An insulator has much greater resistance (we’ll treat the topic of
electric resistance in the following chapter). Remarkably, in certain materials
at sufficiently low temperatures, electrical resistance disappears. The
materials acquire zero resistance (infinite conductivity) to the flow of charge.
Such a material is called a superconductor. Once electric current is
established in a superconductor, the electrons flow indefinitely. With no
electrical resistance, current passes through a superconductor without losing
energy; no heat loss occurs when charges flow. Superconductivity in metals
near absolute zero was discovered in 1911. In 1987, superconductivity at a
“high” temperature (above 100 K) was discovered in a non-metallic
compound. At this writing, superconductivity at both “high” and low
temperatures is being intensely investigated. Applications include long-
distance transmission of power without loss, and high-speed, magnetically
levitated vehicles to replace traditional rail trains.

(Slides 45)

The Greenhouse Effect

The greenhouse effect is the process through which heat is trapped near
Earth’s surface by substances known as ‘greenhouse gases.

(No need)

Earth and its atmosphere absorb radiant energy from the Sun gaining
energy from such. The warming of the Earth’s surface emits terrestrial
radiation, much of which escapes to outer space. This absorption and
emission continue at equal rates producing an average equilibrium
temperature. Earth’s temperature increases when either the radiant energy
coming in increases or there is a decrease in the of terrestrial radiation.

The ‘greenhouse effect’ is the way in which the earth is heated as of

the atmosphere trapping long wavelength infrared radiation. It is the
warming gases, visible of the lower atmospheric gasses on the balance of
terrestrial and solar radiation. Light radiation (ultraviolet, mitted the
terrestrial lengthy from the Sun’s high temperature, there is transparent
atmosphere onto the surface of the earth. The atmosphere reaches the of
this radiation, especially the visible light, so solar energy beaches the Fan
Surface and is absorbed. The earth re-radiates this energy but, because the
earth at a much lower temperature relatively cool, the radiation is at low
frequencies mainly long-wavelength infrared. Certain atmospheric gases,
mainly water vapour and carbon dioxide, absorb this long wavelength
infrared radiation, prevention it from escaping back out into space. Thus, the
earth is maintained at a higher temperature than would otherwise be the
case. So, the long-wave radiation the doesn’t escape Earth’s atmosphere
helps to keep Earth warm. This process is very nice, because Earth would be
a frigid -18°C otherwise.

The atmospheric greenhouse effect gets its name from the glass
structures used by farmers and florists to “trap” solar energy. Glass is
transparent to waves of visible light but opaque to ultraviolet and infrared
waves. Glass acts as a sort of one-way valve. It allows visible light to enter,
but it prevents longer waves from leaving. So short waves of sunlight enter
through the glass roof and are absorbed by the soil and plants inside. The
soil and plants, in turn, emit long infrared waves. This energy cannot
penetrate the glass, and the greenhouse warms up.

It is projected that the enhanced greenhouse warming will produce

temperatures greater than at any time in the past 100 000 years. Even more
importantly, the rate of temperature increase would be many times faster
than past natural changes. The effects of global warming on such a scale are
not predictable with any degree of certainty, but are likely to be very
profound.

The increase in carbon dioxide levels in the atmosphere results from

both the rate of burning of fossil fuels, and also from deforestation (plants
absorb carbon dioxide in photosynthesis). The development of renewable
energy sources, then, is becoming a matter of urgency and some people
have suggested an international project to develop safe nuclear power.

Interestingly enough, in the farmers’ or florists’ greenhouse, heating is

mainly due to the ability of glass to prevent convection currents from
combining the cooler outside air with the warmer inside air. The greenhouse
effect plays a bigger role in the warming of the Earth than in the warming of
greenhouses.
 Our present environmental concern is that excess carbon dioxide and
other “greenhouse gases” (from fossil-fuel combustion and other industrial
processes, i.e.: methane, water vapour, chlorofluorocarbons [CFCs] and
nitrous oxide) will trap too much energy. Carbon dioxide resulting from the
burning of fossil fuels accounts for two-thirds of the blocking of radiation of
energy from the earth to space. These gases, in effect, act like an insulating
blanket around the Earth and make it too warm. In the recent events brought
by the emergence of COVID-19 virus, the world seemed to stop moving.
Factories shut off, the majority of airlines stopped operation and humans
confined themselves in their houses. The Earth witnessed a tremendous
decrease in carbon emissions. The smog-filled skylines of industrialized cities
cleared for the first time after decades of being hazy. In the end we have
witnessed that "Nature Knows Best".

(Slides 46)

EVALUATE

MULTIPLE CHOICE.

Answer the following questions by choosing the most appropriate answer

from the choices given.

1. What should handles of cooking utensils be made of?

A. Conducts heat well

B. does not conduct heat well

C. Radiates heat well

D. does not radiate heat well

(Slides 47)

2. Electricians usually wear rubber gloves for protection. What is the

purpose of rubber gloves?

A. keep the electrician dry

B. create an electrical circuit

C. produce electricity
D. insulate the electrician

3. We usually see street dwellers lying on flattened carton boxes

and wrapping themselves with a few layers of newspaper on a cold
night. How does this help in keeping themselves warm?

A. Friction between the layers of newspaper produces heat.

B. Air trapped between the layers of newspaper is a bad conductor of heat.

C. Newspaper is a conductor of heat.

D. Newspaper is at a higher temperature than the temperature of the

surrounding.

(Slides 48)

4. Which of these objects is opaque?

A. A brick wall

C. Liquid water

B. Eyeglass lenses

D. Stained glass windows

5. When do greenhouse gases cause global warming?

A. When their concentration is enhanced

B. When their concentration is decreased

C. When there are no greenhouse gases

D. When greenhouse gas released in balance way

(Slides 49)

ESSAY.

Answer the following questions:

1. Discuss the concept of electrical conductivity in substances, focusing on

the classification of materials as conductors, insulators, and semiconductors
based on their electron behavior.
2. Elaborate on the concept of photocopying using charged paper and melted
plastic powder, illustrating the application of semiconductors’ unique
properties in everyday technology.

Slides 50)

3. Explore the practical applications of superconductors, such as long-

distance transmission of power without loss, and the use of high-speed,
magnetically levitated vehicles to replace traditional rail trains. Discuss how
superconductors can revolutionize electrical power transmission and
transportation systems by eliminating energy loss during the flow of electric
current. Analyze the challenges and opportunities associated with the
widespread adoption of superconductors in various industries and provide
real-world examples of their potential impact in enhancing energy efficiency
and advancing technological innovations.