Heat and Temperature

Heat and Temperature Lee Puay Joo Christine 1

Heat and Temperature Primary Science Primary 4

Student Profile Primary 4, Mixed Ability, Class size of 30

Time and Venue 2 Periods (60 minutes), School Science Laboratory

Pre-‐requisite Knowledge Before the lesson, students should be able to:

1. State that heat is a form of energy that makes things hot

2. List some common sources of heat 3. Recognise that heat can be felt by our sense of touch

4. State that the temperature of an object is the measurement of its degree of hotness

5. Identify different types of thermometers for different uses

6. State that the unit of temperature is degree Celsius (°C) 7. Trace the four essential steps needed to read the temperature on

the thermometer correctly

8. Measure temperature using a thermometer

Objectives At the end of the lesson, pupils should be able to: § Knowledge, Understanding& Application:

– Describe the difference between the two concepts-‐ Heat and temperature: Heat is a form of energy, temperature is a measure of how hot or cold an object is.

§ Skills & Processes: – Investigate how heat is different from temperature, and

communicate findings.

§ Ethics & Attitudes: – Value individual work and team effort.

Resources • Microsoft

Powerpoint

• Science Journals

• Raw eggs

• Glass beakers

• Laboratory thermometers

• Hot water

• Butcher paper

• Markers

• Activity sheets


Engage (5 Minutes) Time Lesson Development Notes Resources

5 mins Show pupils powerpoint slide (Appendix A: Slide 1) that illustrates 2 beakers (Beakers A and B), each containing 300 ml of water.

Highlight to pupils that the beakers contain equal amounts of water, but temperature is not the same.

“You have two beakers containing the same amount of water. As you can see, the temperature of water in Beaker A is 50 °C, and the temperature of water in Beaker B is 25 °C. Which beaker of water has a higher temperature? Can you tell me which beaker contains hotter water? Which has more heat energy?”

Have pupils to discuss and teacher check for their reasoning.

§ Microsoft Powerpoint (Appendix A: Slide 1)

§ Science Journal

Possible responses:

“I Know that Beaker A has more heat energy because the temperature is higher.”

Explain to pupils that people often think that heat is the same as temperature. However, this is untrue.

“What is the difference between heat and temperature?”

Get pupil volunteers to voice their answers.

(Teacher have pupils refer to their earlier notes in their Science Journal and recall the definitions of heat and temperature.)

Recall key concepts:

Heat: A form of energy that makes things hot.

Temperature: A measurement of how hot or cold something is.

Common misconception: Heat and temperature are the same.


A

300ml

50°C

B

300ml

25°C


Explore (30 Minutes) Time Lesson Development Notes Resources

5 mins Pupils will be seated in 5 groups of 6.

Show pupils a raw egg inside a plastic cup.

“What causes the egg to be cooked? Is there a way to cook the egg faster?”

Direct pupils to conclude that more heat is needed to cook the egg faster.

With the aid of the powerpoint (Appendix A: Slide3), say

“ Look at Beakers A and B, they both contain hot water of the same temperature, but Beaker B contains much more water than Beaker A. If I place a raw egg into each Beaker at the same time, do you think that the egg in both beakers will cook at the same rate? If not, which egg do you think will cook faster?”

Task pupils to predict and write their answers down in their Science Journal and provide reasons.

Call for pupil volunteers to share their predictions and communicate their reasons.

§ 1 cracked raw egg in plastic cup


§ Science Journal

2

A

250ml

80°C

2

B

500ml

80°C


Explore (Continued) Time Lesson Development Notes Resources

Possible responses

“ The eggs in both beakers will cook at the same rate because the water in both beakers have the same temperature”.

“ The egg in Beaker B will cook faster because it contains more water than Beaker A.”

Teacher will not correct any wrong predictions at this point in the lesson.

5 mins

Introduce the experiment. “Today, we are going to find out if water of the same temperature has the same amount of heat.”

Explain the set-‐up with the aid of a powerpoint slide (Appendix A: Slide 3 ).

“As seen in the slide, I will fill for each group, Beaker B with 500 ml of hot water, and Beaker A with 250ml. Once this is done, you are to measure and record the temperature of the water in the beakers. After, you shall pour in the eggs carefully, one into each beaker.”

Safety:

Inform pupils not to touch the beakers after the teacher has filled them with hot water. Also, remind pupils not to touch the beakers even when pouring in the eggs. Eggs must be poured in very carefully to prevent hot water from splashing onto their skin.

§ Beakers with labels (A & B)

§ Raw eggs § Plastic cups § Laboratory thermometers

§ Large thermos flask containing hot water

(Have set-‐ups prepared before the lesson. Each set-‐up includes two laboratory thermometers, two beakers(A & B) and two cups each containing one raw cracked egg.)

1

A

250ml

80°C

1

B

500ml

80°C


Explore (Continued) Time Lesson Development Notes Resource

20 mins

Collaborative Group Work:

Define experimental task: Each group to carry out the experiment, and answer the questions presented on the powerpoint slide (Appendix A: Slide 4):

(a) What is the temperature of the water in both beakers?

(b) Which egg cooked faster?

(c) What did you observe?

(d) Why do you think the egg in this beaker cooked faster?

Allow time for pupils to measure and observe, and then communicate their ideas within their group.

Each group to pen their findings down on butcher paper.


§ Markers § Butcher paper


Explain (10 Minutes) Time Lesson Development Notes Resources

10 mins

When all groups have completed the task, tack the butcher papers and present all groups’ findings to the class.

Sum up pupils’ results and conclude to the class that the egg in Beaker B cooked faster than the egg in Beaker A even though the temperature of the water in both beakers was the same. Also, highlight to the class that they knew this because they observed that the egg in Beaker B changed colour faster.

“This experiment tells us that even though two things may have the same temperature, they may not have the same amount of heat. Beakers A and B contained water of the same temperature but there was more heat in Beaker B. This is because there was more water in Beaker B.”

Refine groups’ answers and address any misconceptions.


Possible responses

For (d), The egg in Beaker B cooked faster because there was more water in Beaker B.”

Direct pupils to conclude that Beaker B contained more water, and so there was more heat. (Recall that they have established earlier that more heat is needed to cook the egg faster.)


Elaborate (5 Minutes) Time Lesson Development Notes Resources

5 mins Ask pupils to imagine a scenario:

“Imagine your Mummy is cooking chicken noodle soup for your whole family using a large pot, and you are boiling water to cook spaghetti using a much smaller pot using the same amount of heat. Whose pot do you think will boil faster? Will it be yours or your Mummy’s? Why?”

Guide pupils to imagine more explicitly by showing them images of a large pot and a small pot on powerpoint slide (Appendix A: Slide 6)

Have pupils discuss.

Explain that the water in the smaller pot will boil faster since less heat is required to raise the temperature of lesser amount of water to 100°C (Appendix A: Slide 7)

Elaborate that more heat is needed to raise the temperature of a larger volume of water than a smaller volume of water to the same temperature.

Have pupils note in their Science Journal.

“When both pots have been heated to boiling temperature 100 °C, which pot will scald you more badly if you accidentally knock it over?”

Call for a pupil volunteer to share his/her answers.

Teacher will explain that since both pots have the same temperature, the bigger pot now contains more heat than the smaller pot, and so they will be more badly scalded if they were to upset the bigger pot.

Key concepts:

§ Less heat is needed to raise the temperature of a smaller volume of water than a larger volume.

§ Having the same temperature, a larger volume of water will contain more heat energy than a smaller volume of water.

§ Microsoft powerpoint (Appendix A: Slide 6)

§ Science Journal

§ Microsoft powerpoint (Appendix A: Slide 7)


Evaluate (10 Minutes) Time Lesson Development Notes Resources

10 mins

Task pupils to complete a short quiz to assess their understanding of their concepts of the difference between heat and temperature. (Appendix B)

For homework, task pupils to reflect and list down 3 things which they have learnt from this lesson, and 3 things that they would like to find out more in their Science Journal.

§ Activity sheet (Appendix B)

§ Microsoft Powepoint (Appendix A: Slide 8)

§ Science Journal


Appendix A – Powerpoint Slides

Slide 1

Slide 2


Appendix A – Powerpoint Slides (Continued)

Slide 3

Slide 4



Slide 5

Slide 6



Slide 7

Slide 8


Appendix B – Activity Sheet

Name: _______________________________ Date: __________________

Class: Primary 4 ____________________

The following points are found in Benny’s Science Journal.

There are errors in his notes. However, Benny does not know where his mistakes are. Could you help Benny spot his mistakes by writing a ‘ ✗ ‘ in the boxes next to them?

1 There is a difference between heat and temperature.

2 Temperature is the measurement of how hot or cold an object is, and it is also a form of energy.

3 Heat is a form of energy.

4 When two objects have the same temperature, it means that they must contain the same amount of heat energy.

5 It will take a longer time to boil a smaller pot of soup than a larger pot.

6 Pails A and B contain the same amount of water. If the amount of heat energy of the water in Pail A is greater than the amount of heat energy of the water in Pail B, the temperature of the water in Pail A must be higher than that of Pail B.

7 A thermometer can always be used to measure the amount of heat energy of an object.

8 If I fill two glasses with tap water, the ice cubes would melt faster in the glass containing a larger volume of water because there is more heat energy.


Appendix C – Activity Sheet (Answers)

Name: _______________________________ Date: __________________

Class: Primary 4 ____________________

The following points are found in Benny’s Science Journal.

There are errors in his notes. However, Benny does not know where his mistakes are. Could you help Benny spot his mistakes by writing a ‘ ✗ ‘ in the boxes next to them?

1 There is a difference between heat and temperature.

2 Temperature is the measurement of how hot or cold an object is, and it is also a form of energy.

3 Heat is a form of energy.

4 When two objects have the same temperature, it means that they must contain the same amount of heat energy.

5 It will take a longer time to boil a smaller pot of soup than a larger pot.

6 Pails A and B contain the same amount of water. If the amount of heat energy of the water in Pail A is greater than the amount of heat energy of the water in Pail B, the temperature of the water in Pail A must be higher than that of Pail B.

7 A thermometer can always be used to measure the amount of heat energy of an object.

8 If I fill two glasses with tap water, the ice cubes would melt faster in the glass containing a larger volume of water because there is more heat energy.

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Heat and Temperature