PHYSICAL SCIENCE UNIT PLAN

Unit Title: Temperature and Heat

Grade Level/Subject: Physical Science ChemistryPhysics

Big Ideas: Differences in the concepts of temperature and heat

Content Standards and Objectives:

S.HS.PS.18 plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

S.HS.PS.16 develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). 

S.HS.P.11 create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

S.HS.P.15 plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

S.HS.C.15 develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

S.11-12.L.15 use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

TCS.11-12.3 Locate and collect resources from a variety of sources and organize assets into collections for a wide range of projects and purposes.

TCS.11-12.10 Find or organize relevant data and use technology to analyze and represent it in various ways to solve problems and make decisions.

Essential Question: How are temperature and heat related?How does the particle motion of a substance relate to temperature and the state of the substance?

Student WILL KNOW Kinetic molecular theory of gases1. A gas consists of a collection of small particles traveling in straight-line

motion and obeying Newton’s Laws.2. The molecules in a gas occupy no volume (that is, they are points).3. Collisions between molecules are perfectly elastic (that is, no energy is

gained or lost during the collision).4. There are no attractive or repulsive forces between the molecules.

States of matter reflects the amount of motion of the particles; gases exhibit the most particle motion and solids the least. 

The difference between heat and temperatureThe difference between heat and thermal energy

Student WILL UNDERSTAND

The amount of motion of particles in a system determines the temperature of a system.When heat is added to a substance, the particles of that substance acquire more energy and may change phase if enough heat is transferred into or out of the substance.The change of phase of a substance may be graphed and calculations may be made from this information.Using the specific heat, mass and change in temperature of a substance the change in energy can be calculated.

Student WILL be able to DO (skill)

Use a thermometer to measure temperatureConvert from one temperature scale to anotherCalculate the heat of a material using the specific heat.Interpret a phase change diagram.Conduct an experiment to determine the specific heat of a materialConduct an experiment to determine the melting/boiling point of a materialDetermine the methods of transfer for thermal energy

Researched-Based Instruction Strategies:

Background information site for teachersEffects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change in Temperature and HeatMisconception of heat and temperature Among physics students

Materials/Resources/Websites:

ChemSourceChemSource Condensed StateThe Difference between Temperature and HeatStates of matter

Unit Plan Outline-Table of Contents to Lessons Below

Lesson 1 Introduction to TemperatureLesson 2 Temperature ScalesLesson 3 Finding the difference between temperature and heatLesson 4 Latent HeatLesson 5: Heating and Cooling CurvesLesson 6: Kinetic Molecular Theory   Lesson 7: Determining Experimentally the Melting Point of IceLesson 8: Specific Heat Lesson 9: Calculating Specific Heat   Lesson 10: Heat TransferLesson 11: The Sun, Heat Transfer, and TechnologyLesson 12: Performance Assessment

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 1- Introduction to Temperature

Grade Level/Subject: Physical Science 11-12

Essential Question: How do we measure temperature?Why do we measure temperature?

Engage: Have several different thermometers sitting on a table at the front of the room.  A Galileo thermometer by itself will be enough to engage the students’ interest.  The following website explains how it works How Stuff WorksAsk student volunteers to read the thermometer readings, including the scales, and record the results on the board.  Ask students to compare and contrast the designs of the thermometers

Explore: This is an inquiry activity, so a lab procedure is not included. Give the student a plastic water bottle and a clear plastic straw. Ask the student to design the process for turning the objects into a working thermometer. *** The students will write the procedure and list other materials needed to fulfill the task. The teacher will approve each procedure and provide the needed materials or make suggestions for substitutions that are available. The student must find a way to keep the straw upright and straight in the bottle.  Provide clay or tape when they ask for help with this problem. Thermometer will respond better with a mixture of water and rubbing alcohol, but the student may not be aware of this.  If several days can be devoted to this activity, then the student may be permitted to discover that water may not be the best material for this activity.  If the time is not available, the student may be given the mixture of water and alcohol with the straw and bottle. After the student builds the thermometer, ask them to attempt to make the device quantitative. ** The students should begin by exposing the thermometer to different situations. If any of them wish to try lowering the temperature of the solution to the freezing point, make sure that they understand this will not be 0oC.  Discourage the students from trying to boil the mixture over a Bunsen burner as this may cause the alcohol vapor contained in the mixture to ignite. The following websites can be followed if an inquiry exercise is not desired:How to Make a ThermometerHow to Make a Thermometer 2

Explain: Students should prepare a written report that contains the procedure for preparing the thermometer, the results of all trials, even if they did not work, and a description of how the thermometer responds to different environments.

Elaborate: Give the students a laboratory thermometer.  Ask them to compare and contrast the thermometer that they made to the laboratory thermometer. They may record their answers and/or sketch and label a diagram.

Evaluate: Lab report including the comparison to the laboratory thermometer 

Sample lab report 1Sample lab report 2Lab report rubricAnother lab report rubric

Connections to Other Disciplines:

Writing skills will be emphasized in the preparation of the lab report.  Measuring skills are also important in this lab.  Therefore, this lab is connected to both English and mathematics skills.  The inclusion of the Galilean thermometer would also be a connection to history and technology depending on how the thermometer is presented and developed.

Materials: strawsplastic water bottlesclaywateralcohol (cheap mouthwash may also be used in place of alcohol and it will add color to make the "water-line" more visible)food coloringpaper, writing utensil, computer and printer (for final preparation of lab report)

Links: Who Invented the thermometer?Types of ThermometersMercury Thermometers

Duration: one 90 minute period/ two 45 minute periods

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 2- Temperature Scales

Grade Level/Subject: Physical Science 11-12

Essential Question: How do temperature scales differ?  How can you convert from one temperature scale to another?

Engage: How could we have made the thermometers that you made more accurate?  The students should answer that they would mark all of the straws in the same way, and all of them would use the same amount of the water/alcohol mixture.

Explore: Changing Temperature Scales Lab (see below)This lab was written for the NOVA 5000.  Any temperature probe device could be used to perform the activity and the calculations  and graphs could be done  by the students.

Explain: During the lab activity, the NOVA converted the scales for the student. The student will now convert the temperature scales using their own math skills. Temperature Scale Conversion worksheet (see below)

Elaborate: Students should find a website like one of the following to work further problems.Temperature Scale conversions 1Temperature Scale conversions 2

Evaluate: Temperature Scale Conversion quiz (see below)Temperature Scale ConversionThis site contains both PowerPoint information for an absent student and printable worksheets that can be used for assignments of quizzes.

Connections to Other Disciplines:

Converting temperature scales requires that the student perform mathematical calculations.

Materials: Nova5000 or other electronic probeTemperature sensorHot waterIce waterRoom temperature waterStyrofoam cupscalculatorconversion worksheets

Links: Temperature ConversionsScience Skills – I teach bioMeasuring temperature using a thermometer

Duration: one 90 minute class/ two 45 minute classes

Changing Temperature ScalesPurposeYou will observe temperature changes in three different temperatures of water.You will measure and record changes in temperature in three different temperature scales (Celsius, Fahrenheit and Kelvin).

Materials Nova5000 Temperature sensor Hot water Ice water Room temperature water Styrofoam cups

Procedure

Setup Nova5000

1. Turn on Nova5000.

2. Connect the temperature sensor to input 1 (I/O-1) of Nova5000.

3. Launch MultiLab. Go to Start, then Programs, then Science & Math, and select MultiLab.

4. Click Setup wizard on the upper toolbar and set up the program according to the specifications below:

SensorsInput 1: Temperature

Rate:10 samples per second

Samples:1000 samples (1:40 MM:SS)

Part A

1. Go to Logger in the upper toolbar, then Preferences. Make sure the temperature unit reads degrees Celsius, if not change it to do so.

2. Place the temperature probe into the cup with room temperature water.

3. Click Run on the upper toolbar to begin recording data.

4. After Nova5000 starts collecting data, watch the time at the bottom of the graph and remove the temperature probe from cup with room temperature water at 20 seconds and place in the cup with hot water.

5. Watch the time at the bottom of the graph and remove the temperature probe from the cup with hot water after 20 seconds and place in the cup with room temperature water.

6. Watch the time at the bottom of the graph and remove the temperature probe from the cup with room temperature water after 20 seconds and place in the cup with ice water.

7. Watch the time at the bottom of the graph and remove the temperature probe from the cup with ice water after 20 seconds and place in the cup with room temperature water for the remainder of the experiment.

Part B

1. Go to Logger in the upper toolbar, then Preferences. Change the temperature unit to read in degrees Fahrenheit.

2. Repeat steps #1-7 in Part A.

Part C

1. Go to Logger in the upper toolbar, then Preferences. Change the temperature unit to read in Kelvin.

2. Repeat steps #1-7 in Part A.

3. Save your data by clicking Save on the upper toolbar.

Analysis and ConclusionsPlace the First Cursor on the bottom toolbar on the beginning of the graph and the Second Cursor on the bottom toolbar on the end of the graph. Select Tools, then Analysis, and then Statistics and record the following data for each graph (record the units).

Data Part A Graph Part B Graph Part C Graph

Average TemperatureLowest TemperatureHighest Temperature

To observe all the graphs at the same time, select the graph and use the Show button for each graph until all three graphs are shown.

1. Compare the graphs. What do the graphs all have in common?

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2. Contrast the graphs. What differences do the graphs have?

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3. Compare the units of temperature. How are degrees Celsius, degrees Fahrenheit, and Kelvin alike?

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4. Contrast the units of temperature. How are degrees Celsius, degrees Fahrenheit, and Kevin different?

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Temperature Conversion Worksheet

The two temperature scales used most often to record temperature are the Celsius scale and the Fahrenheit scale. The Fahrenheit scale is used almost exclusively in the United States while the rest of the world used the Celsius scale.

To Convert from one scale to another the following formula may be used:

oF = 1.8 oC + 32 (What does the 32 represent?)

In other classes you may have used the fraction 9/5 instead of the decimal 1.8 to find the Fahrenheit or Celsius temperature values. Replacing the fraction with the decimal will make the algebra needed to solve for either temperature easier to work using a calculator, AND if the decimal value is rounded to 2 estimation of the temperature value is much easier.

Convert 10.0 oC to oF Estimated answer 2x10 = 20 + 32 = 52oF

oF = 1.8 oC + 32 oF = 1.8 (10.0) + 32oF = 18.0 + 32oF = 50.0

Convert 10.0 oF to oC Estimated answer 10 – 32 = --22 / 2 = 11 oC

oF = 1.8 oC + 32 10.0 = 1.8 oC + 32--22 = 1.8 oC--12.2 = oC

Work the following temperature conversions.

Celsius oC Fahrenheit oF0.0

40.055.0

110.37.5

15.0-4.5

-4.5150.

Discussion Questions: Based on the table above, answer the following:

1) At what temperature (in degrees Celsius) would it have to be outside before you wore a winter coat? Why?

2) At what temperature (in degrees Celsius) would you want it to be outside before you went swimming? Why?

3) If it is 20 degrees Celsius outside, how would you describe the temperature - Hot, warm, cool, or cold? Why?

The International System of Measurements (SI) uses the Kelvin scale for measuring temperature. The Kelvin scale is based on the concept of absolute zero, the theoretical temperature at which molecules would have zero kinetic energy. Absolute zero, which is about -273.15 oC, is set at zero on the Kelvin scale. This means that there is no temperature lower than zero Kelvin, so there are no negative numbers on the Kelvin scale.

The equation used to convert measured temperatures from a Celsius thermometer to the Kelvin scale is:

K = oC + 273.15 To make the equation easier to remember, the added value is

usually rounded to 273

Convert the following

Celsius oC Kelvin K0.055.037.5-4.5150.

Answers

Celsius oC Fahrenheit oF0.0 32.022.2 40.055.0 13192.2 110.37.5 99.5

--2.77 15.0-4.5 23.9--20.3 -4.5150. 302

Celsius oC Kelvin K0.0 27355.0 32837.5 311-4.5 269150. 423

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Name _______________________________________________ Date _____________________

Temperature Conversion Quiz

Convert the following:Show your work below the chart.

Fahrenheit (oF) Celsius (oC) Kelvin (K)25.0

32.0373

78.2

18.0650.

-19.4

-40.037.6

125

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SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 3- Finding the difference between temperature and heat

Grade Level/Subject: Physical Science 11-12

Essential Question: What is the difference between temperature and heat?

Engage: Heat flows from areas of higher concentration to areas of lower concentration.  Heat cannot be measured directly, but temperature can be.  If hot water is mixed with cold water, the resulting final temperature will be somewhere between the two beginning temperatures because heat will flow from the hotter water to the colder water.  Ask the students to predict the final temperature of a mixture of two different temperatures of equal volumes of water. 

Explore: Perform Mixing Water and Mathematics

Explain: Graph the data for both cold and hot water and compare it to the mixture of the hot and cold water.

Elaborate: Develop an equation to represent the data

Evaluate: 1. What is the relationship among the three areas that you calculated?2. State this relationship as an algebraic equation.3. Why is important to use the Styrofoam® cup?4. If you mixed 20.0 ml of 22.0 oC water with 30.0 ml of 70.0 oC water, what would

be the final temperature of the mixture?5. How are heat and temperature different?

The answers to these questions should be included in the lab report prepared for this lab.  Use the lab report rubric found in lesson 1.

Connections to Other Disciplines:

Once again both writing skills and measurement skills relate this activity to both English and mathematics.  The students must also prepare an algebraic equation from the data that they graph. 

Materials: 100 ml graduated cylinderStyrofoam® cupThermometerGraph paperWriting utensilHot water in thermos containerTap watersafety goggles

Links: Teacher Notes for Mixing Water and Mathematics

Duration: One 90 minute/ or two 45 minute periods

Name _____________________________ Date ________________________

Mixing Water and Mathematics

IntroductionHeat flows from areas of higher concentration to areas of lower concentration. Heat cannot be measured directly, but temperature can be. If hot water is mixed with cold water, the resulting final temperature will be somewhere between the two beginning temperatures because heat will flow from the hotter water to the colder water.

PurposeTo determine a mathematical relationship between the volume and temperature of different samples of water.

SafetyWear safety gogglesDo not burn yourself with the hot water sample

Materials100 ml graduated cylinderStyrofoam® cupThermometerGraph paper Writing utensilHot water in thermos containerTap water

Procedure1. Pour a measured amount of hot water into a Styrofoam® cup. Record the volume2. Measure and record the temperature of the hot water sample.3. Pour tap into a graduated cylinder, insert a thermometer and record the volume and the temperature.4. Add the water to the Styrofoam® cup and record the final mixed temperature.5. Repeat the process two more times. You may vary the volumes used or the initial temperatures.

Hot Cold MixedTrial Volume

(ml)Temperature

(oC)Volume

(ml)Temperature

(oC)Volume

(ml)Temperature

(oC)

Analysis1. Label the horizontal axis of a piece of graph paper as temperature and the vertical axis as volume.2. Place the hot water measurements from trial one as a single point on the graph.3. Draw a rectangle using this point and the horizontal and vertical axes.4. Find the area of this rectangle5. Repeat these steps for the cold and mixed values for trial one.

6. Add the cold area rectangle value to the hot area rectangle value. Compare this sum to the rectangle value for the water when it is mixed.

Questions1. What is the relationship among the three areas that you calculated?2. State this relationship as an algebraic equation3. Why is important to use the Styrofoam® cup?4. If you mixed 20.0 ml of 22.0 oC water with 30.0 ml of 70.0 oC water, what would be the final

temperature of the mixture?5. How are heat and temperature different?

Reference this lab was modified from Some Like it Hot, extension activity, from ChemSource 1.0

Teacher Notes for Mixing Water and Mathematics return to top of lessonAnalysis7. Label the horizontal axis of a piece of graph paper as temperature and the vertical axis as volume.8. Place the hot water measurements from trial one as a single point on the graph.9. Draw a rectangle using this point and the horizontal and vertical axes.10. Find the area of this rectangle11. Repeat these steps for the cold and mixed values for trial one.12. Add the cold area rectangle value to the hot area rectangle value. Compare this sum to the rectangle

value for the water when it is mixed.

There is only one point graphed for each volume/temperature combination. This point is used to create a rectangle with the x and y axes. While the areas of the rectangle can be compared, it is important to note that the units (ml x oC) do not relay a known unit. This lab is used to introduce the concepts of heat and temperature.

Questions6. What is the relationship among the three areas that you calculated?

When you add the cold area and the hot area, their sum equals the other calculated area

7. State this relationship as an algebraic equation(Vcold x Tempcold) + (Vhot x Temphot) = Vmixed x Tempmixed

8. Why is important to use the Styrofoam® cup?The cup is made of an insulating material. The head transfer occurs in the cup and the temperature change for both original temperatures can be measured. There is some heat loss because there is no lid on the cup, but the amount of heat lost is minimal if the temperature change is measured quickly.

9. If you mixed 20.0 ml of 22.0 oC water with 30.0 ml of 70.0 oC water, what would be the final temperature of the mixture?(20 x 22) + (30 x 70) = 50 x TempTemp = 50.8 oC

10. How are heat and temperature different? Heat is the transfer of energy between substances of different temperatures.

Ttemperature is the measurement of how hot or cold something is.

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 4- Latent heat

Grade Level/Subject: Physical Science 11-12

Essential Question: How much heat is needed to melt a known quantity of ice?What is latent heat?

Engage: Remove an ice cube from a cooler and place on a watch glass under a document camera and ask students to predict how long it will take to melt completely.  Place another ice cube in a beaker on top of a hotplate turned to warm.  Once again, place this under the document camera and ask the students to predict how long it will take to melt.  Have them account for differences.  (size of cubes, temperature difference of placement and so on)

Explore: Energy Needed to Melt IceAs a safety factor have the hot water prepared ahead of time. This lab was written originally for a first year chemistry lab that would frequently use Bunsen burners to prepare hot water.  By preparing the hot water for the students, the risk of a burn injury may be avoided.

Explain: Students will analyze the data they collect during the lab activity to answer the questions in lab report. 

Elaborate: Students research the use of water to prevent frost damage to crops

Evaluate: Have students enter their heat values into a spreadsheet on a central computer so the average class value can be calculated.  The students may then compare their percent error to the class value percent error.  They should then explain the difference between their results and that of the average value of the class in the analysis section of their lab report.  Use the lab report rubric to assess their process.

Connections to Other Disciplines:

Mathematics, technology skills, reading and writing skills

Materials: Styrofoam® cups with lidsBeakers100 ml graduated cylindersHot plate to heat waterThermos container to hold hot waterThermometer or thermometer probeIce cubesPaper towelsSafety gogglescomputer and internet accessoverhead projectorwatch glass

Links: Latent Heat and WeatherLatent HeatLatent and Sensible Heat

Duration: One 90 minute/ or two 45 minute periods

Name_____________________________ Date ____________________

Energy Needed to Melt Ice

Purpose Students will determine the energy needed to melt one gram of ice by measuring the heat lost by a known quantity of warm water when the ice is added to the water and allowed to melt.

Safety1. Wear goggles at all times when in the laboratory.2. A Bunsen burner or hot plate is used in this lab to warm the water to about 50 o C.

Beakers do NOT look hot when they are heated so use hot pads to handle them.

MaterialsTwo beakersLaboratory thermometerIcePaper towels100 ml graduated cylinderBunsen burner or hotplate

Procedure1. Warm water to about 50 o C. Pour about 100. ml into a graduated cylinder and record the volume.2. Pour the water into a Styrofoam® cup. Measure and record the temperature.3. Obtain several ice cubes and pat them dry with a paper towel. Place the ice cubes in the cup of warm

water.4. Cover the cup with a lid and insert the thermometer into the hole. Carefully shake the container until

the thermometer reads 0.0 o C. Do not stir with the thermometer. If all of the ice melts before the temperature is reached, add more ice. There should be some ice left in the container when the desired temperature is reached.

5. Pour the liquid water into a beaker. Hold back any of the ice that remains and discard the ice in the sink.

6. Pour the water from the beaker into the graduated cylinder to measure the volume. There will be more than 100. ml of water; so the volumes will need to added to find the total volume. Record the total volume of water in the data table.

7. REPEAT THE ENTIRE PROCEDURE AGAIN.8. Put all of your materials away and clean your station9. Wash your hands.10. Return your goggles to the case.11. Remember that the density of water is 1.00 g/ ml; therefore, one gram of water is equal to one ml of

water.

Data Table return to top of lesson

Data Analysis

1. Determine the mass of ice melted for each trial and record in the data table.

2. Determine the change in temperature of the water system and record in the data table. Final temperature – initial temperature = change in temperature

3. Energy = change in temperature x mass of ice x specific heat of ice Use this formula to calculate the amount of energy needed to melt the ice. The specific heat of water is 1.00 calories/ gram · o C or 4.184 joules/ gram · o C. The unit for energy is either calorie or joule, but joule is used more often. The term calorie is deceptive and does not mean the same thing as the calorie used in say a health class when talking about food. Show both calculations.

Trial 1

calories joules

Trial 2

calories joules

4. Determine the amount of energy needed per gram of ice. Divide the total energy value calculated in number three by the mass of ice melted.

Trial 1 Trial 2

cal/g joule/g cal/g joule/g

Trial 1 Trial 2Volume of water (ml)Temperature of warm water (o C)Equilibrium temperature of ice/water system (o C)Final volume of water (ml)Mass of ice melted (g)Change in temperature of water (o C)

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 5- Heating and Cooling Curves

Grade Level/Subject: Physical Science 11-12

Essential Question: How can the melting/freezing point or boiling/condensing point of a substance be found using graphical analysis?

Engage: Heating curves

Display the above website for the entire class using a projector or have the students individually access the site in a computer lab.

Ask the students to write a paragraph describing what they would see if the water sample that is graphed is in a cup in front of them. The top of each division displays the particle motion contained within the sample at that particular temperature. The student papers should begin with the description of ice and progress to steam escaping from the container. Several rubrics for grading the papers are included. The papers could be written individually or as a group.

paragraph rubricdescriptive paragraph rubric

Explore: The site explains heating curves and has the students perform a virtual experiment to find the melting point and the boiling point of three different substances. This activity does not include a data table, but it would be excellent practice to have the students open another screen and construct one. An example format is included in the discussion area. 

Explain: Students will probably assume that the first substance is water; after all the melting point is 0 o C and the boiling point is 100 o C.

Have them search the internet to find the identities of the other two substances.

Elaborate: Heating Curve worksheetDownload the above worksheet and make enough copies for each of your students

Evaluate: Students, given a piece of graph paper, should be able to construct a cooling curve for water. 

Connections to Other Disciplines:

Mathematics Students must know that the slope of a horizontal line is equal to zero and that the slope of a vertical line is undefined.  They must also recall how to find the slope of any other line on a graph and how to identify if the slope is positive or negative. 

Materials: computer with internet access and a projector ORcomputer lab with printergraph paper

Links: Heating CurvesHeating Curve for water

Duration: One 90 minute/ or two 45 minute periods

Name: _____________________________Tutor: ________________________________Date: ______________________________ Title of Work: __________________________

Criteria Points

4 3 2 1

Main/Topic Idea Sentence

Main/Topic idea sentence is clear, correctly placed, and is restated in the closing sentence.

Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence.

Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence.

Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.

____

Supporting Detail

Sentence(s)

Paragraph(s) have three or more supporting detail sentences that relate back to the main idea.

Paragraph(s) have two supporting detail sentences that relate back to the main idea.

Paragraph(s) have one supporting detail sentence that relate back to the main idea.

Paragraph(s) have no supporting detail sentences that relate back to the main idea.

____

LegibilityLegible handwriting, typing, or printing.

Marginally legible handwriting, typing, or printing.

Handwriting, typing, or printing is not legible in places.

Handwriting, typing, or printing is not legible.

____

Mechanics

Paragraph has no errors in punctuation, capitalization, and spelling.

Paragraph has one or two punctuation, capitalization, and spelling errors.

Paragraph has three to five punctuation, capitalization, and spelling errors.

Paragraph has six or more punctuation, capitalization, and spelling errors.

____

Grammar Paragraph has no grammatical errors.

Paragraph has one or two grammatical errors.

Paragraph has three to five grammatical errors.

Paragraph has six or more grammatical errors.

____

Total ____

 

Notes and Comments:

 

Paragraph Writing Paragraph Rubric

The Learning Exchange D. Brown/ 2005http://www.teach-nology.com/ return to top of lesson

Descriptive Paragraph RubricCATEGORY 4 3 2 1

Introduction (Organization)

The introduction is inviting, previews the structure of the paragraph and states the main topic.

The introduction clearly states the main topic, previews the structure of the paragraph, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paragraph nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paragraph.

Sequencing (Organization)

Three details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Three details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, OR some details are missing and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paragraph just ends.

Grammar & Spelling

(Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Capitalization & Punctuation

(Conventions)

Writer makes no errors in capitalization or punctuation, so the paragraph is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paragraph is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.

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Heating Curve Worksheet Name: period: Date:

The diagram below is a plot of temperature vs. time. It represents the heating of what is initially ice at -10oC at a near constant rate of heat transfer.

1) a) What phase or phases are present during segment (1) _______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) ________________________________________________________________ __________________________________________________________________________________c) What phase change, if any, is taking place? _____________________________________________

2) a) What phase or phases are present during segment (2) _______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) ________________________________________________________________ __________________________________________________________________________________

c) What phase change, if any, is taking place? _____________________________________________

3) a) What phase or phases are present during segment (3) _______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) ________________________________________________________________ __________________________________________________________________________________

c) What phase change, if any, is taking place? _____________________________________________

4) a) What phase or phases are present during segment (4) _______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) ________________________________________________________________ __________________________________________________________________________________c) What phase change, if any, is taking place? _____________________________________________

5) a) What phase or phases are present during segment (5) _______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) ________________________________________________________________ __________________________________________________________________________________c) What phase change, if any, is taking place? _____________________________________________

6) What is the melting point of this substance? 7) At what temperature would this sample finish boiling?

8) When this substance is melting, the temperature of the ice-water mixture remains constant because:a. Heat is not being absorbedb. The ice is colder that the waterc. Heat energy is being converted to potential energyd. Heat energy is being converted to kinetic energy 9) When a given quantity of water is heated at a constant rate, the phase change from liquid to gas takes

longer than the phase change from solid to liquid because

a. The heat of vaporization is greater than the heat of fusionb. The heat of fusion is greater than the heat of vaporizationc. The average kinetic energy of the molecules is greater in steam than in waterd. Ice absorbs energy more rapidly than water does

The heat of fusion for water (Hf) is 80 calories/gram and the heat of vaporization (Hv) for water is 540 calories/gram.

10) a) How much energy would be required to melt 500 grams of ice at 0oC to water at 0oC?

b) How much energy would be required to convert 2 moles of water at 100oC to water vapor at 100oC?

Heating Curve Worksheet Name: ANSWERS

1) a) What phase or phases are present during segment (1) _________SOLID_________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) _____The K.E. of vibration is increasing________________ __________________________________________________________________________________c) What phase change, if any, is taking place? _____NONE (perhaps sublimation) _______

2) a) What phase or phases are present during segment (2) _____SOLID & LIQUID__________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) ______The energy is causing the position of the atoms to change (P.E. is increasing) there is a phase change_________________________________________________c) What phase change, if any, is taking place? __________MELTING___________________________

3) a) What phase or phases are present during segment (3) ________LIQUID________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) _______The K.E. is increasing (the particles move faster; temperature increases__________________________________________________________________________c) What phase change, if any, is taking place? _______NONE (perhaps some evaporation) ________

4) a) What phase or phases are present during segment (4) ________LIQUID & GAS_________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) _______The P.E. increases as the particles move Far, far apart_____________ __________________________________________________________________________________c) What phase change, if any, is taking place? _____Boiling________________________________________

5) a) What phase or phases are present during segment (5) ____________GAS______________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of potential and/or kinetic energy) _______The K.E. of the gas is increasing____________________ __________________________________________________________________________________c) What phase change, if any, is taking place? _________None______________________________

6) What is the melting point of this substance? 0 o C 7) At what temperature would this sample finish boiling? 100 o C

8) When this substance is melting, the temperature of the ice-water mixture remains constant because:a. Heat is not being absorbedb. The ice is colder that the waterc. Heat energy is being converted to potential energyd. Heat energy is being converted to kinetic energy

9) When a given quantity of water is heated at a constant rate, the phase change from liquid to gas takes longer than the phase change from solid to liquid becausea. The heat of vaporization is greater than the heat of fusionb. The heat of fusion is greater than the heat of vaporizationc. The average kinetic energy of the molecules is greater in steam than in waterd. Ice absorbs energy more rapidly than water does

The heat of fusion for water (Hf) is 80 calories/gram and the heat of vaporization (Hv) for water is 540 calories/gram.

10) a) How much energy would be required to melt 500 grams of ice at 0oC to water at 0oC?

500g (80 calories/g) = 40 000 calories

b) How much energy would be required to convert 2 moles of water at 100oC to water vapor at 100oC?

2 mole H2O (18 g H2O / mole H2O) (540 calories/g H2O) = 19440 calories or 19.44 kcal.

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return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 6- Kinetic Molecular Theory

Grade Level/Subject: Physical Science 11-12

Essential Question: How is the Kinetic Molecular Theory related to temperature and kinetic energy of a substance?

Engage: Demonstration-  Place two beakers where the students can see them.  Fill one beaker with cold water and the other with hot water.  Put a drop of food coloring in each beaker.  Ask the students to record their observations of the diffusion process.

Or- The hot and cold water demonstration could be performed as a hands-on activity if enough material is available.

After the diffusion is complete, group the students so they can share their observations.  Have the groups write a description of the diffusion process on the first part of the Kinetic Molecular Theory handout.

Explore: Popcorn Activity

Allow the students to record their observations on the second part of the

Kinetic Molecular Theory handout.

Explain: States of Matter BasicsThe lesson can be done individually or as a group with a projector.  On the first page of this virtual lab there is a tab “For Teachers.” You must register with the site as a teacher but there are a variety of lesson plans for each simulation. The ability level of your class will determine what lessons you will choose.

Elaborate: The student will find another kinetic molecular theory URL and record the postulates of the kinetic molecular theory.

Evaluate: Students may be selected to draw their interpretations of the Kinetic Molecular Demonstration on the board.  Examine and discuss those answers and other answers from the handout with the class.   

Connections to Other Disciplines:

Art, technology, English

Materials: three beakerswaterhotplatepopcornmargarine

Links: Selling the Kinetic Molecular TheoryKMT PowerPoint (scroll down to Unit 4 KMT)Hang Man for KMT

Duration: One 90 minute/ or two 45 minute periods

Kinetic Molecular Theory

Name________________________ Date___________________

Hot and Cold DemonstrationDescribe what happened to the food coloring in both beakers. Use one sentence to describe your observations of the food coloring in the beaker of hot water, and one sentence to describe the food coloring in the beaker of cold water.

Kinetic Molecular Theory with Popcorn DemonstrationAfter watching the popcorn demonstration, sketch each part of the popcorn demo.

Solid Liquid Gas

Kinetic Molecular TheoryAfter you complete the computer simulations, list the parts of the kinetic molecular theory on the back of the page. return to top of lesson

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 7- Determining Experimentally the Melting Point of Ice

Grade Level/Subject: Physical Science 11-12

Essential Question: If ice is actually melted and temperature data versus time is gathered, will the graph resemble the heating curves from the previous lesson?

Engage: Have students trace the shape of a typical heating curve on the sheet of paper. Ask them to label the axis-- where are the temperature and time values placed?

Explore: Melting Point of Ice   l ab-This lab activity can be performed using a lab thermometer and a stop watch.  The probe measurements will generate more data points than the students can and make a good comparison, but the student will be able to generate a data table without the data from the probe.  Students should be able to locate the melting point and may even have thought that their equipment was "broken" when the temperature did not change during the activity.  If you have not discussed ideal conditions for measuring melting and boiling points and the effect of pressure in the process, now would be a good time to give students this information.

Explain: Compare the graph generated by the probe device and compare it to the one drawn by the student during the Introduction/Engagement Activity of this lesson. 

Elaborate: Explain difference between accepted values and the values found in the data from lab.

Evaluate: After completing the Melting Point of Ice lab, students will complete the following POST-LAB QUESTIONS: After printing the graph from the temperature probe and graphing the thermometer data, compare your results.  Do you see the same things?Label the melting point, boiling point, and any phase changes on both graphs.Discuss the differences in temperature.  Which of these graphs do you feel is more accurate?  Why?Why are the melting point and boiling point not the same as pure water? Explain.

Connections to Other Disciplines:

Mathematics graphing skills

Materials: 250 mL beaker (2)                   Ring stand with clamp to hold probeice to fill beaker                        Graph paperthermometerhot plate (2)temperature probe 

Links: Boiling PointMelting PointFreezing Point

Duration: one 90-minute period/ two 45 minute periods

Name _____________________________ Date _________________________

Melting Point of IcePURPOSE To determine the melting point of water and to construct a graph of the results

MATERIALS (per group)

250 mL beaker (2) Ring stand with clamp to hold probeice to fill beaker Graph paperthermometerhot plate (2)temperature probe

PROCEDURE

1. Fill the 2-250 mL beakers with ice. Place one on each hotplate.2. Put the thermometer in the middle of the ice in one beaker and the temperature probe in the middle

of the ice in the other beaker.3. Allow the temperature to settle for about 1-2 minutes.4. Start the computer taking temperatures and turn on the hotplate to high.5. For the thermometer, take reading every 30 seconds until the water boils.6. Record the temperatures for the thermometer on the data table.7. After you finish, turn off all hotplates and save your graph from the computer. We will print this later. 8. You will do a comparison of the thermometer graph and the probe graph later.9. Graph your data from the thermometer using the graph paper provided.

This is a sample data table. Please construct your own for as much time as needed.

Time (min) Temperature (oC).51.01.52.02.53.03.5

POST-LAB QUESTIONS

1. After printing the graph from the temperature probe and graphing the thermometer data, compare your results. Do you see the same things?

2. Label the melting point, boiling point, and any phase changes on both graphs.

3. Discuss the differences in temperature. Which of these graphs do you feel is more accurate? Why?

4. Why are the melting point and boiling point not the same as pure water? Explain.

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SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT 

Lesson Plan Title: Lesson 8: Specific Heat

Grade Level/Subject: Physical Science 11-12

Essential Question: How is heat calculated?What is specific heat?

Engage:Ask students to list all of the ways that they have measured temperature in the past few days. Include temperature measurements outside of the classroom as well.Finally, ask them if they have measured or calculated heat.

Explore: Specific Heat of a Metal- Step by step procedures, as well as an place for data collections and calculations are provided for this lab

Explain: Determining an Unknown- Use specific heat formula to determine the specific heat value of metal that was used in the experiment.  Use this value to identify the metal.

Elaborate: The following paragraph was found on an internet site written about water.  The students used water in their lab because it absorbs heat, but many do not understand the usage.  Give them the paragraph to read and let them choose one of the questions to research.  This could be an individual or group activity.  The answers should be presented to the class.

Water has a high specific heat index. This means that water can absorb a lot of heat before it begins to get hot. This is why water is valuable to industries and in your car’s radiator as a coolant. The high specific heat index of water also helps regulate the rate at which air changes temperature, which is why the temperature change between seasons is gradual rather than sudden, especially near the oceans.

What industry uses water as a coolant?

Don’t they use antifreeze in cars’ radiators, not water? Why?

How could the specific heat of water regulate the seasonal change?

Does the lack of water explain why it is so hot in the desert during the day and so cold at night?

Evaluate: Students will complete the written part of the lab report.  Answers to questions on the lab report will be discussed following the activity.

Connections to Other Disciplines:

mathematics, technology, and English

Materials: BalanceLarge weighing dish250-mL beaker400-mL beaker100-mL graduated cylinder25 x 150-mm test tubeStirring rod

Utility clampRing standRing supportWire gauzeGas burnerPlastic foam cup(2) thermometersMetal shot (#4 or larger lead shot works well) make sure students wash their hands after using lead shotPaper towelDistilled water

Links: NASA Specific Heat LabSpecific Heat of Copper teacher notes

Duration: one 90 minute/ or two 45 minute periods

Return to top of lesson

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title:  Lesson 9: Calculating Specific Heat 

Grade Level/Subject: Physical Science 11-12

Essential Question: How is heat calculated?

Engage: Heat Transfer CalculationsThis website allows students to perform calculations with the heat formula used in yesterday’s lab.  This should be done in groups

Explore: More Specific Heat problemsAssign these problems to students to be completed individually

Explain: Specific Heat Capacity of a Metal This is a computer simulation and worksheet

Elaborate: Students must apply the heat transfer equation differently to solve for a different unknown. 

Type 1-  Heat Transferred (q) is the unknownType 2-  mass (m) is the unknownType 3- change in temperature (DT) is the unknownType 4- Specific Heat (Cp) is the unknown

Evaluate: Specific heat quizlet

Connections to Other Disciplines:

mathematics

Materials: computer labprinted worksheets calculatorwriting utensil

Links: How to Determine the specific heat tutorialspecific heat and kinetic molecular model

Duration: one 90 minute/ or two 45 minute lessons

Return to top of lesson

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 10: Heat Transfer

Grade Level/Subject: Physical Science 11-12

Essential Question: How is heat transferred from one area to another?

Engage: Display the following website on Heat Transfer for the class or assign the website for homework.

Explore: Three Methods of Heat Transfer teacher notesThree Methods of Heat Transfer student copy

Explain: Given another situation involving heat transfer, studnets will identify the type of transfer used.

Elaborate: The Difference Between Conduction and ConvectionThis website is written as a lab, but it would make an excellent demonstration that the students could view as a class then explain in writing.  If the materials are not readily available to do the demonstration, the website has excellent pictures that could be projected.

Evaluate: Students will complete a written lab report that includes the question, hypothesis, observations, and conclusions from The Difference Between Conduction and Convection activity. 

Connections to Other Disciplines:

meteorology and oceanography

Materials: Safety glasses for each student Copies of student text “Heat and Thermodynamics” Safety instructions for each station Chart paper and markersStation 1: Wax Dot Demonstration • Heat source: Bunsen burner, candle, or alcohol lamp • Metal rods (knitting needle works well) with equidistant, equal-sized dots of wax from a candle melted onto it (one per group) • Pliers, or ring stand with clamp, to hold the end of the metal rod while it is being heated • Aluminum foil Station 2: Hot Air Rises • Heat source: light bulb. (Other heat sources, such as a candle or alcohol lamp can be used but present a higher danger of fire.) • Paper spiral on a string through the middle (see diagram—page 5) Station 3: Measuring Infrared’s Temperature • Large, glass prism to separate the wavelengths of sunlight (small or plastic prisms do not work well for this activity) • Three accurate, sensitive thermometers (can be done with a sensitive thermistor device) (see diagram of setup in student activity) • Window with sunlightComputer and projectorTwo tall cylindrical beakers, water, food coloring, 2 salsa containers, a short piece of metal chain. 

Links: Jefferson Lab Heat Transfer QuestionsHow Does Heat Travel

Seeing Our World in a Different LightConvection, conduction and radiation

Duration: one 90minute period/ two 45 minute periods

Return to top of lesson

return to table of contentsSCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 11: The Sun, Heat Transfer, and Technology

Grade Level/Subject: Physical Science 11-12

Essential Question: How is the energy of the sun transferred to the Earth?

Engage: Many scientists currently believe that the average temperature of the Earth is increasing resulting in Global Warming.  Before we can understand the implications of man’s influence on the rising worldwide temperature, we must understand where the energy that heats the Earth originates.  You will be divided into groups of four to research this topic of energy from the sun.

Explore: Heat Transfer PowerPoint assignment

Explain: Students will use the questions from the Heat Transfer PowerPoint assignment   to guide their research.  They will combine information to create PowerPoint presentation.  The Heat Transfer PowerPoint Rubric should be given to the students when this assignment is given; it should be used to guide the students as they create the PowerPoints. 

Elaborate: Each group will present their PowerPoint about heat transfer to the class. They should be prepared to answer questions after their presentations.

Evaluate: The Heat Transfer PowerPoint Rubric will be used to evaluate the presentations as they are given.

Connections to Other Disciplines:

Astronomy, Technology

Materials: Computer Lab with internet accessprojector/television to project completed PowerPoints

Links: Solar radiation encyclopedia of the earthSolar radiation basics Clean energy

Duration: one 90 minute period/ two 45 minute periods

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Heat Transfer PowerPoint Challenge

One of the content standards that you must master this year is the following:

SC.O.PS. 18 plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Because we are currently studying heat and temperature, your group will prepare a PowerPoint presentation that will concentrate on the heat transfer aspect of this standard. The best PowerPoint presentation will be given to other science teachers to use in their physical science classes.

Your group must use the internet to find the answers to the following questions.

1.  How does the sun produce thermal energy?

2.  How is that thermal energy transferred to the surface of the sun?

3.  How is the thermal energy emitted from the surface of the sun?

4.  How is the thermal energy transferred to the Earth?

Record all of the URLs used for your research by pasting the URL into a word document.  Check to see that the link works for these URLs and place a short explanation by each URL.  Consolidate all of your group’s findings into the final slide of the power point that you produce.

Finally, prepare a PowerPoint presentation of no more than 10 slides to display the answers to each of the above questions. The PowerPoint should have a title page listing the names of the group members and a final page of URLs. Please print your PowerPoint as a handout in black and white with six slides on a page.

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Name ___________________________________ Date ____________________________

Presentation Novice Mastery Distinguished

GROUPWORK

Some team members: are on task during the activity contribute ideas/possible solutions share in the decision making process are respectful to one another share the responsibility of cleaning

up after the activity

0……………………….…………….13

All team members: are on task during the activity contribute ideas/possible solutions share in the decision making process are respectful to one another share the responsibility of cleaning up

after the activity

14……………………….………..17

In addition to meeting the Mastery criteriateam members are able to recognize/describe/articulate: challenges to the group effort while

completing the task solutions that were used to address the

challenges to the group effort

18…………………………..…………..20

CONTENT

The student/team addressed/answered some of the following: How does the sun produce thermal

energy? How is that thermal energy

transferred to the surface of the sun? How is the thermal energy emitted

from the surface of the sun? How is the thermal energy

transferred to the Earth?

0……………………….……………41

The student/team addressed/answered each of the following: How does the sun produce thermal

energy? How is that thermal energy transferred

to the surface of the sun? How is the thermal energy emitted

from the surface of the sun? How is the thermal energy transferred

to the Earth?

42……………………………………..53

In addition to meeting the Mastery criteria the student/team: relates the concepts to previously

learned concepts makes connections/applications of this

concept to other curricula areas describes global applications for this

concept

54………………………………………..60

USEOF

TECHNOLOGY

The student/team is unable to use technology to: create a PowerPoint with no more

than10 slides with a title page & and final URL pages with resources

used appropriate resources organize & presents data create a Power Point handout of their

findings create a Word document with URLs

and explanations0……………………….…………….13

The student/team uses technology to: create a PowerPoint with no more

than10 slides with a title page & and final URL pages with resources

used appropriate resources organize & presents data create a Power Point handout of their

findings create a Word document with URLs

and explanations

14…………………………….……..17

In addition to meeting the Mastery criteria recognizes/describes/articulates the

limitations of the web sites/resources that were accessed during the research.

considers /describes/articulates solutions to problems encountered while using the technology during the lab/activity

18…………………………..…………20

COMMENTS: Return to top of lesson

return to table of contentsPHYSICAL SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 12- Performance Assessment

Grade Level/Subject: Physical Science 11-12

Essential Question: How are temperature and heat related?How does the particle motion of a substance relate to temperature and the state of the substance?

Engage: This scenario lays the groundwork for the student investigation that follows.  Ah, you see, there is this business man who likes a large amount of cream in his coffee, and he wants the resultant mixture as hot as possible.  (Alas, there is no microwave oven available). He has just prepared his boiling coffee when he is called by the boss for a quick conference of ten minutes’ duration.  The boss tolerates no coffee in his presence. What to do?  To keep the coffee as hot as possible should he add the cream now or wait until after the conference? Which do you think he should do?

Explore: Student develops a working hypothesis and experiment to collect data to answer the question of when to add the cream.  The experiment must be approved by the teacher before the student proceeds.

Explain: Students will create a lab report that contains the question, hypothesis, procedures, data, conclusion, and proper vocabulary for their research. 

Elaborate: Students will be prepared to defend their procedures and conclusions as the results of the experiments are discussed.   

Evaluate: The students will  use the  Rubric for Coffee and Cream as a guide as they create their lab report.  They will consider and question the procedures and conclusions of other lab groups during the class discussion that follows. 

Connections to Other Disciplines:

English/Language Arts, Technology

Materials: Styrofoam cupsbeakerswaterheat sourcestirring devicethermometer or probe

Links: Performance assessments

Duration: one 90 minute period/ two 45 minute periods

Coffee and cream rubric4 3 2 1

Experimental Hypothesis

Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.

Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.

Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.

No hypothesis has been stated.

Experimental Design

Experimental design is a well-constructed test of the stated hypothesis

Experimental design is adequate to test the hypothesis, but leaves some unanswered questions.

Experimental design is relevant to the hypothesis, but is not a complete test.

Experimental design is not relevant to the hypothesis.

Procedures Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

Data Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in written form, but no graphs or tables are presented.

Data are not shown OR are inaccurate.

Conclusion Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

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