Practices Module NGSS Rollout 2.docx.docxworkshops.sjcoe.org/Uploads/51820153325754901.doc · Web view1 wooden cube 2 cubes of ice Activity 3 1 deli container 1 small ball of clay/putty

Focusing on the NGSS Practices of Modeling, Explanation and Argumentation

Objective: To Develop and Understanding of the NGSS Practices of Modeling, Explanation and Argumentation and Strategies for Classroom Use.

Time: Total Time 3 hoursPart I Welcome 10 minutesPart II Engaging A Phenomena 20 minutesPart III Constructing Models 60 minutesPart IV Going Public & Engaging in Argumentation 50 minutesPart V Debriefing the Process 40 minutes

Materials: SlidesS1 Session TitleS2 Who’s in the Room S3 Goals of this SessionS4 What do you think you know… PracticesS5 Activate Prior KnowledgeS6 Model Development #1 – Ice CubeS7 Model Development #1 (continued)S8 Developing a Scientific ModelS9 Model Development #2 – Burning Candle S10-13MaterialsS14 Model Development #2 (repeat)S15 Model Development #2 (continued)S16 Making Sense: Group TalkS17 Develop a Scientific ModelS18 Claim and EvidenceS19 Further InvestigationS20 Making a Group ModelS21 Make Your Model PublicS22 Providing FeedbackS23 Inquiry into the TextS24 Sharing Ideas from the TextS25 Revise Your Group ModelS26 Arguing for Your ModelS27 Debriefing the ProcessS28 Debrief #1 – Progression of the DCIS29 Debrief #2 – Analysis of the PracticesS30 Developing and Using Scientific ModelS31 Model Component #1S32 Model Component #2S33 Model Component #3S34 Model Component #4S35 Model Component #5S36 Model Component #6S37 Classroom Strategies for Modeling and Engaging in Argumentation

NGSS Practices Modeling, Explanation and Argumentation. CA NGSS Rollout #2

S38 Using Argumentation to Deepen LearningS39 Fostering Argumentation in the Science ClassroomS40 How what do you know?S41 Thank You

HandoutsH1 Model drawing templateH2 Text for Candle in a JarH3 PS3 Energy ProgressionH4 Practice Progressions

ResourcesR1 Modeling ToolkitR2 Engaging students in scientific practices of explanation

and argumentation

OtherChart paper MarkersMedium size sticky notes in yellow, green, and blue

Materials for Activities

1 full set (3 activities) for a group of 3-4 people should contain the following:

Activity 1 1 laminated page with pictures Activity 1)

Activity 2 1 metal cube (any metal) 1 wooden cube 2 cubes of ice

Activity 3 1 deli container 1 small ball of clay/putty 2-3 birthday candles 1 glass jar 100 ml water 1 box of matches few drops of food coloring for the water

(NOTE: water can be colored in advance for everybody)

Purchasing order necessary to assemble 10 full sets:

2 sets - Metal cubes (different metals) – 6 per pack - $20http://www.arborsci.com/set-of-density-blocks

1 set - Wooden cubes – 100 per pack - $1


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http://www.arborsci.com/set-of-density-blocks

http://www.hand2mind.com/item/plain-wooden-cubes-set-of-100/5506

1 set - Food Coloring – 4 colors per pack - $5http://www.amazon.com/Club-House-Colour-COLORING-McCormick/dp/B0094R8OM6/ref=sr_1_45?s=grocery&ie=UTF8&qid=1424026952&sr=1-45&keywords=food+coloring

1 set - 8oz Deli Food Containers (4.5” diam) – 40 per pack - $15http://www.amazon.com/Reditainer-Storage-Containers-8-Ounce-40-Pack/dp/B00M9Z4SRA/ref=sr_1_11?ie=UTF8&qid=1423871904&sr=8-11&keywords=plastic+container

1 set - Birthday Candles – 80 counts - $6http://www.amazon.com/Birthday-Candles-Count-Spiral-Brights/dp/B006IKOXHW/ref=sr_1_3?ie=UTF8&qid=1423872149&sr=8-3&keywords=birthday+candles

1 set - Modeling Clay 2oz – 10 cans - $8http://www.amazon.com/Play-Doh-29413F01-Case-of-Colors/dp/B00JM5GW10/ref=sr_1_16?s=toys-and-games&ie=UTF8&qid=1423872240&sr=1-16&keywords=clay

1 sets - Glass Jars 16oz - 12 pack - $18http://www.amazon.com/Ball-Mason-Jars-Wide-Mouth-Freeze/dp/B001DIZ1NO/ref=sr_1_4?ie=UTF8&qid=1423872590&sr=8-4&keywords=glass+jars+16oz

1 set - Matches – 10 pack - $7http://www.amazon.com/Matches-Kitchen-Camping-Starter-Lighter/dp/B00DVPZ6T6/ref=sr_1_11?ie=UTF8&qid=1423872690&sr=8-11&keywords=matches

AdvancePreparation: 1. Gather supplies for three activities:

A. Laminated copy of Materials in the Sun PlacematB. Zip-lock bag with one metal block and one wood block;

ice cubesC. Materials for Candle in a Jar, including water. Test the

activity with the materials that are provided so to adjust accordingly. For example, you may need to have more or less water depending on the dish container or the jar.

2. Things to print out: H1 (Template to draw a model) H2 (Text for Candle in a Jar); H3 (PS3 Energy Progression); H4 (Practice Progressions)

3. Review H1 (Text for Candle in a Jar),

4. Strongly recommend to read the resources R1 (Modeling Toolkit) and R2 (Engaging Students)


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http://www.amazon.com/Matches-Kitchen-Camping-Starter-Lighter/dp/B00DVPZ6T6/ref=sr_1_11?ie=UTF8&qid=1423872690&sr=8-11&keywords=matches



http://www.amazon.com/Ball-Mason-Jars-Wide-Mouth-Freeze/dp/B001DIZ1NO/ref=sr_1_4?ie=UTF8&qid=1423872590&sr=8-4&keywords=glass+jars+16oz



http://www.amazon.com/Play-Doh-29413F01-Case-of-Colors/dp/B00JM5GW10/ref=sr_1_16?s=toys-and-games&ie=UTF8&qid=1423872240&sr=1-16&keywords=clay



http://www.amazon.com/Birthday-Candles-Count-Spiral-Brights/dp/B006IKOXHW/ref=sr_1_3?ie=UTF8&qid=1423872149&sr=8-3&keywords=birthday+candles



http://www.amazon.com/Reditainer-Storage-Containers-8-Ounce-40-Pack/dp/B00M9Z4SRA/ref=sr_1_11?ie=UTF8&qid=1423871904&sr=8-11&keywords=plastic+container



http://www.amazon.com/Club-House-Colour-COLORING-McCormick/dp/B0094R8OM6/ref=sr_1_45?s=grocery&ie=UTF8&qid=1424026952&sr=1-45&keywords=food+coloring



http://delta-education.com/productdetail.aspx?Collection=N&prodID=1453&menuID=

5. Consider having one presenter play the role of the “teacher” during the activities when participants are in the learner role and one presenter debrief the activity when participants are in teacher mode.

6. Make sure you understand the basics core ideas underlying the three phenomena: transfer of energy is the DCI linking them.

Trainer Note: this session is designed to be delivered to all participants: K-12 educators and administrators. Room arrangements should be made so that K-5 educators and administrators are in one room and 6-12 administrators are in another room. In case of rooms with K-12 mixed, have K-5 teachers seat at the same table and have them share first during discussion. Presenters should adjust the level of guidance and support differently for the two groups: K-5 educators may need more explicit help in following the science content, while 6-12 educators may not need as much support.

Procedure:

Part I Welcome and Introduction (10 minutes)

1. Display S1 (Session Title). Welcome participants to the session.

2. Display S2 (Who’s in the Room) and ask participants to introduce themselves to the group: are they teachers? TOSA? Science specialists? Etc.

3. Display S3 (Session Goals) and review the session goals as described on the slide. Remind the participants that the focus of the session is to experience learning as an adult learner using the NGSS practices, not the science content. But the use of the NGSS practices allow engaging with the content to figure out what is happening in the phenomena. All the activities presented during the session may not be readily transferable into the classroom as presented, but they could be considered entry points for further investigations aligned to specific grade levels. Most likely this session will not allow participants to fully understand the disciplinary core ideas behind the phenomena. The presenters will make sure to explicitly connect the DCI across the different activity.

4. Display S4 (What do you think you know… Practices) and ask participants to first write on their own and then discuss with their group their current understanding about the NGSS practices of Developing and Using Models, Engaging in Argument from Evidence and Constructing Explanations. Ask groups to share ideas at their table. Reconvene the participants and sample responses from various tables.

Trainer Note: Walk around the room to build a sense of what the participants’ ideas are and to suggest possible sharing.


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Part II Engaging in Rich and Engaging Phenomena (20 minutes)

5. Display S5 (Activate Prior Knowledge). Distribute Picture placemat (one per group of 3-4 people). Ask participants to think about the effect that sunlight will have on the materials displayed in the placemat. What have they observed related to the phenomena? What do you wonder about it? Tell participants to record their thoughts on paper. When everyone has had time to record their thoughts, ask participants to discuss their ideas with their group.

Reconvene the group and chart the answers from the questions in the slide and additional questions from the group.Conclude the conversation by summarizing the major points: 1) different materials have different properties when exposed to sunlight. These properties are observable by the fact that they do feel warm, hot or cold. 2) Sunlight is a form of energy that is being transferred to the materials. 3) If it did not come out from the participants, point out that AIR is also one of the materials in the picture. Air also has specific properties when exposed to sunlight.

Remind the participants that all the activities presented in this session involve transfer and absorption of energy from one source to the other and make observations about the effects that this transfer of energy has on the materials in the system. The session focuses on understanding this concept using modeling, argumentation, and explanation.

In this first activity the main source of energy is the sun, which transfer energy to different materials (water, rocks, metal, wood, air, etc.). The different materials absorb energy in different ways depending on their properties.

Trainer Note: Record all ideas and questions that participants generate on chart paper. Continue to add questions to the chart throughout the presentation. These will be discussed at the end of this part of the session.

Ideas that could come out from this discussion: Earth materials are warmed by the sunThe sun warms the materials in different ways; Different Earth materials hold heat for different amount of timeLight is a form of energy; Light energy from the sun is transferred through radiation.

6. Display S6 (Model Development #1). a. Distribute the zip-lock bag with the pair of blocks and a sheet of paper

towel. Tell participants to place the blocks on the paper towel and that they will have 2-3 minutes to make observations about the blocks.

b. Distribute 2 ice cubes to each group. Explain to participants that they will place 1 ice cube on each block simultaneously. First, they have to make a prediction about what it is going to happen, then do the activity, and record their observations regarding this phenomenon.

7. Display S7 (Model Development #1, con’t)


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a. Distribute template for drawing (H1). Explain participants that the handout is a scaffold for students to develop their capacity to make useful models. When students are not familiar with NGSS modeling, they may not know what to draw and in which order. As the students get better at this practice, the scaffold should be removed.

b. Tell participants to make a drawing as directed on the slide and write a question about their observations.

c. Have participants share their drawings with the group.d. Ask participants to list the materials they are observing (metal, wood,

and ice). Solicit ideas from participants regarding what is the source of energy in this phenomenon (both metal and wood). Ask what is transferring energy to what, and what is the evidence of that. The key point here is that different materials transfer and absorb heat energy at different rates.

e. Ask participants to share the ideas generated from the table discussion. Chart ideas on paper. Point out that within the same table there may be different explanations regarding why this phenomenon happens.

Trainer Note. K-5 and 6-12 differentiation. The level of expertise of the participants in the room needs to be considered. If you have secondary teachers in the room, they are likely to bring up specific scientific principles and vocabulary associated with the phenomena (convection, radiation, thermodynamics) whereas the elementary group may express similar ideas without the scientific terms or principles. The focus here is to notice that different materials transfer energy in different ways and this energy transfer can be observed through touch and through a change of phase (the ice cube melts). Also, both the metal cube and the wood cube are sources of energy that can be transferred. The idea that materials are made of particles may not have come out yet from the group discussion.

8. Display S8 (Developing Models) and review scientific models as directed on the slide. Tell participants that making observations about a phenomenon, asking questions, and developing a drawing that represent what is being observed and including ideas that might explain the phenomenon are key steps in developing a scientific model. Explain that good models include both the visible and invisible components of a phenomenon and help to explain phenomena through visuals and words. All models are revisable. Make clear that developing a model allows students’ thinking to become visible. Also the model provides an opportunity to see that the same observations may be interpreted in different ways and thus it is an opportunity to engage in argument.

Trainer Note: this slide is for the entire group to set a few norms regarding the drawing of models. Further debriefing of the practice of developing models will be made at the end of the third activity.

Part III Constructing a Model (60 minutes)


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9. Display S9 (Model Development #2 - Burning Candle Investigation) Tell participants that they are now transitioning to the third and last investigation. Also this investigation involves transfer of energy from a source to different materials. Tell participants that they will answer the following question: “what happens when you place a jar over a burning candle in 100 ml of water?”.

10. Go through S10-13 (candle materials) to provide enough background information for participants to understand the set up of the investigation and to think about a reasonable prediction. Demonstrate how to place the jar on top of the dish.

11.Display S14 (repeat of S9) to return the focus to the prediction (to activate prior knowledge). Ask a few participants to share their ideas.

12.Display S15 (Model Development #2 directions) and tell participants that they will now conduct a new investigation. Follow directions on the slide. Participants should individually write a question and a preliminary answer (explanation) before they share with their table. If participants ask about the before-during-after format, remind them to use the same format in the template they used with the cubes.

Ask participants to share their questions and ideas with their table group first. Share a few ideas with the whole group. Ask participants if they had disagreements and how the discussion improved their ideas.

Chart investigation questions. They could be: why is the water rising (sucked up) into the glass? What is pushing the water into the glass?

Trainer Note: No template is provided for this part because the template is a scaffold that is being removed at this point of the process.

13.Display S16 (Making Sense: Group Talk) and ask participants to consider how they communicated with each other during the activity. Students in their classroom may need support in communicating their thinking and could use these stems when discussing their ideas with their peers. As it will be debriefed later, having a proper system in place for students discourse allow more talking and sharing of ideas.

14.Display S17 (Develop a Scientific Model) and tell participants to revise their drawings to include the observable and unobservable features of the phenomenon. For example: include something that indicates the presence of air (both outside and inside the jar).

Trainer Note: the intent of a scientific model is to explain the answer to the question related to the observed phenomenon. The model must contain both the visible and the invisible features of the explanation.The main difference between a drawing/diagram and a scientific model is that a model explains the answer to your question and a model makes the invisible visible.


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14.Display S18 (Claim and Evidence) and tell participants that they are now ready to write down an individual claim. They can use the sentence frames if needed. This will be their first attempt in developing an explanation.

Trainer Note: possible claims presented by participants: I think the water is rising because there is less pressure inside the jar.The air in the jar absorbs energy and water does not I think the water is rising in the jar because the air pressure inside is less than the air pressure outside the jar.The air pressures inside and outside the jar are different. My evidence is that I observed the water is rising. The oxygen inside the jar has been used up, my evidence is that the candle went out. The oxygen became carbon dioxide.

The Claim should be about the air. Evidence is about the water

15.Ask participants how confident they are in their claims. Display S19 (Further investigation) and ask participants to consider what additional evidence they would like to collect. Tell participants that they will have an additional 10 min to conduct further investigations. Examples of investigations could include adding a second candle inside the jar; using more/less water. Make participants notice that we are now using the NGSS practice of “Planning and carrying out investigations”.

16.Explain to participants that they will now construct a group model that will be shared publicly. Display S20 (Making a Group Model) and ask participants to create a group consensus model as directed on the slide. The point here is that the group should not choose the prettiest drawing, but they should collaborate in developing a new model build out of the comparisons and combinations of all ideas.Trainer Note: For the K-5 group you can have participants work in pairs from the start of this last activity. This could also be discussed as classroom strategy for K-5 versus secondary.

Part IV Going Public and Engaging in Argumentation (50 minutes)

17.Tell participants that they are now ready to share their models. Display S21 (Making Your Model Public). Tell participants that they will now exchange their model on chart paper with another group to provide feedback. Explain to participants that they will provide feedback to the group using sticky notes as directed on the slide.Ask participants to get their model back from the other group and discuss the feedback they received. Based on the feedback, what might they change?Display S22 (Providing Feedback) with direction for post-it.

18.Display S23 (Inquiry into the Text) and tell participants that they will now have an opportunity to gather additional information about all the phenomena


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they experienced so far from some provided text. Inform the participants that the text will not provide them with a direct explanation for the activities, but does contains the explanation of several ideas related to this activity. Pass out small sticky notes and highlighters and explain the note-taking strategy described on the slide. Distribute H2 (Text on Candle in Jar). Make participants note that this step refers to the NGSS practice of collecting and evaluating information.

Trainer Note: For the K-5 group you may need to support them paragraph-by-paragraph to extract useful information. You can turn this into a modeling piece for close reading.

19. Display S24 (Sharing Ideas from the Text) and explain participants the protocol with which they will share the ideas they have gathered from the text.

20.Display S25 (Revise your Group Model) and explain that they will now have an opportunity to modify their group model using the feedback they received, their discussion and information from the reading. Tell participants that they will revise their explanation based on the modifications made to their model.

21.Explain that participants will share their revised model and explanation with the group that provided feedback previously. Display S26 (Arguing for your Model) and tell participants that they need to address how you responded to their initial feedback and modified the model and explanation using the sentence frames provided. Remind participants that the focus of this session is to use the NGSS practices, not find the explanation for the activity.

Part V Debriefing the DCI and SEP Progressions 30 Minutes

22. Display S27 (Debriefing the Process) and ask participants to describe how the image in the slide represents the process they engaged in (candle in the jar phenomenon). If necessary, facilitate the discussion using the following. –We began with a phenomenon and made observations about the phenomenon. We then asked questions we set up to answer by developing a model. The model was our first attempt to explain that phenomenon. The model was refined as we gathered more information from our previous experiences, through investigations, discussions and reading information. We developed this model to help us explain the “candle in the jar” phenomenon. Throughout the entire process, we used the practice of argumentation. Participants argued for their models, for the use and interpretation of evidence from the investigation, for the interpretation and use of information from the text and for the strength of their explanations. Scientists use the practice of argumentation constantly to evaluate and critique new scientific ideas.

23. Explain to participants that we will now look deeper at the practices experienced and how they relate to the dimension of the NGSS.


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24.Display S28 (Progression of the Discipline Core Idea) and distribute H3 (PS3 DCI K-12 Progressions). Explain to participants that they will now analyze the DCI experienced in the session. Ask participants to read through the DCI Progression and discuss how the concept of thermal energy transfer is developed K-12. Ask a few groups to share some of their ideas. (NOTE: if short on time, eliminate this part.)

25. Display S29 (Analysis of the Practices) and distribute H4 (Practices Model, Argumentation, Explanation, Progressions).

a. Ask groups to divide their group into 3 teams and have each team select one of the practices (Model, Argumentation, or Explanation) to work on.

b.Tell participants to look at progressions and indicate when and how during the investigation they experienced components of the practices described in the progression handout. Use sticky notes to record this on the handout.

The participants use sticky notes to write down what they did and what the presenter did to support their learning of the science practices. Notes could include: sentence frame, pictures to introduce materials, engaged with participants in small groups, asked questions, explained specific strategies to perform a taskc.Whip around the room and have a few groups share their a-has.

Trainer Note: For the next part of the debriefing, please remember to refer to the resources R1 The Modeling Toolkit.

26.Display S30 (Developing and Using Models) and explain to participants that good models usually contain these components.

27. Display S31 (Component #1) and explain that good models represent phenomena in the real world rather than things. In this slide, the “model” is a cut-and-paste representation of the Sun-Earth-Moon system. This representation is very limited and presents many incorrect features (not to scale, no indication of rotational axis, no orbital planes, etc.) but most importantly, this paper representation cannot be revised and will not help students to answer the question indicated on the left.

28.Display S32 (Component #2) and explain that good models are context-rich and include specific details regarding time, place and conditions.

29.Display S33 (Component #3) and tell participants that models should include pictorial and written components.

30.Display S34 (Component #4) and explain that models include the observable and unobservable components of the phenomena.

31.Display S35 (Component #5) and explain that good models are revisable over time based on new evidence and information. Models should have the


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ability to make predictions and these predictions improve each time we revise the model.

32.Display S36 (Component #6) and explain that scientific models are made public so the scientific community can critique them. The practice of Arguing from Evidence is visible through the public aspect of the models, in order to construct a better explanation

33. Ask participants if there are any questions about these components. Tell participants to think about the strategies they experienced to help them develop their own models. Display S37 (Classroom Strategies for Modeling and Engaging in Argumentation) and review these strategies with the group.

Trainer note: These strategies are explained the R1 The Modeling Toolkit

34.(NOTE: slide S38 has been eliminated by the presentation because participants may be too confused) Ask participants to think about where they had to “argue” the validity of their ideas during the session. Display S38 (Using argumentation to deepen learning) and explain the different ways that engaging in argumentation can led to deeper understanding.

Trainer note: If necessary, additional examples can be captured from the R2 resource or personal teaching experiences.

35. Tell participants that they were not formally asked to write a formal argument, rather they were engaged multiple times in arguing orally. Ask participants to think about the strategies that they experienced during the session to support their ability to engage in argumentation from evidence. Display S39 (Fostering Argumentation in the Classroom) and briefly review the strategies on the slide.

36. Display S40 (Now what do you know about…). Tell participants to review their notes from the beginning of the session and add one or two things they now know about these practices.37.Display S41 (Thank You) and thank participants for all their hard work during the session.


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H2 – Text for Candle in a Jar

How does matter change when heated or cooled?

Adapted from Conceptual Physical Science, P. G. Hewitt, J. Suchocki, and L. A. Hewitt, Pearson Publishing (2004)

Think about the following phenomena: it is easier to open a glass jar with a metal lid after heating the metal lid with hot water than with just cold water. And, look at figure 1 and explain why the balloon does not explode even after several minutes of contact with the candle’s flame. A balloon full of air will almost immediately explode when placed near the flame of a candle. Given these phenomena, what role does water play in helping the opening of the glass jar or preventing the rupture of the balloon?

All matter—solid, liquid, and gas—is composed of tiny particles (atoms and molecules) that continually wiggle and jiggle, twist and turn, vibrate, or move back and forth.

When this random motion is slow, the particles form solids. When the motion is faster and they slide over one another, we have a liquid. When atoms and molecules move so fast that they are disconnected from each other and fly loose, we have a gas. Whether a substance is a solid, liquid or a gas depends on the motion of its particles.

The total energy in a substance is the total energy of all its atoms and molecules. Thermal energy consists of both the potential energy due to the forces between molecules and the kinetic energy of the particles due to movements of molecules within the substance and movements of atoms within molecules. The average kinetic energy of these individual particles causes an effect we can sense—warmth. Whenever something becomes warmer, the kinetic energy of its atoms or molecules has increased. When matter gets warmer, the atoms or molecules in the matter move faster.

It’s easy to increase the kinetic energy in matter. You can warm a penny by striking it with a hammer—the blow causes the molecules in the penny to jostle faster. If you put a flame to a liquid, the liquid also becomes warmer. Rapidly compress air in a tire pump and the air becomes warmer.

What about the balloon? The air in the air-filled balloon absorbed thermal energy from the flame and started moving faster. The increased movement of the molecules of air expanded the balloon and plastic of the balloon quickly melted. The water in the water-filled balloon has a larger capacity than air to absorb a great deal of heat with little


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Figure 1: A balloon filled with water is placed on top of a burning candle.

change in temperature. Thus, the temperature at the surface of the water-filled balloon does not increase sufficiently to rupture the balloon.


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H2 – Text for Candle in a Jar

What is Temperature? How is temperature related to heat and energy?

The quantity that tells how hot or cold something is compared with a standard is temperature. We express temperature by a number that corresponds to a degree mark on some chosen scale.

Nearly all matter expands when its temperature increases and contracts when its temperature decreases. A common thermometer measures temperature by showing the expansion and contraction of a liquid—usually mercury or colored alcohol—in a glass tube using a scale. Temperature is generally measured on one of three different scales: Celsius, Fahrenheit, or Kelvin.

Temperature is related to the random motions of the molecules in a substance. In the simplest case, temperature is proportional to the average kinetic energy of molecules in matter. In gases, this motion is along a straight path (translational). In solids and liquids, where molecules are more constrained and have potential energy, temperature is more complicated. But it is still true that temperature is closely related to the average kinetic energy of translational motion of molecules.

The higher the temperature of a substance, the faster is the motion of its molecules. So the warmth you feel when you touch a hot surface is the kinetic energy transferred by molecules on the surface of the material you are touching to molecules in your fingers.

Note that temperature is not a measure of the total kinetic energy of all the molecules in a substance. There is twice as much kinetic energy in 2 liters of boiling water as in 1 liter. But the temperatures of both amounts of water are the same because the average kinetic energy of molecules in each is the same.

Figure two shows a bucket full of warm water and a cup full of very hot water. Which container has more total kinetic energy?

How is thermal energy transferred between systems? How does thermal energy transfer affect the properties of substances?

When you touch a hot stove, energy enters your hand from the stove because the stove is warmer than your hand. But if you touch ice, energy moves from your hand into the


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Figure 2: Which container has more total kinetic energy? There is more molecular kinetic energy in a bucket full of warm water than in a small cup full of higher-temperature water.

colder ice. The direction of this spontaneous energy transfer is always from a warmer to a cooler substance (Second Law of Thermodynamics). The energy transfer from one object to another because of a temperature difference between them is called heat. Whenever heat flows into or out of a system, the gain or loss of thermal energy equals the amount of heat transferred (First Law of Thermodynamics). The amount of heat transferred can be determined by measuring the temperature change of the substances in contact with each other. Can you think about the change in motion of the molecules of the substance that takes in or gives off heat? How does its kinetic energy change?

When the temperature of a substance is increased, its molecules jiggle faster and normally tend to move farther apart. This results in a thermal expansion of the substance. Most forms of matter—solids, liquids, and gases—expand when they are heated and contract when they are cooled. For comparable pressures and comparable changes in temperature, gases generally expand or contract much more than liquids, and liquids expand or contract more than solids. How does these properties of matter help explain the behavior of a thermometer?

Now, think back at the metal lid of the glass jar. It becomes easier to remove it because the hot water makes the metal lid expand more quickly than the glass does. Different substances have different capacities for absorbing and storing thermal energy and it depends on their chemical composition.

For example, almost everyone has noticed that some foods remain hot much longer than others. Boiled onions and moist squash on a hot dish, for example, are often too hot to eat while mashed potatoes may be just right. The topping of a slice of pizza may be too hot to eat, even though the crust is not. The crust cools (gives off heat to the air) quicker that the cheese because it has a lower heat capacity.

If we heat a pot of water on a stove, we may find that it requires 15 minutes to raise it from room temperature to its boiling temperature. But if we were to put an equal mass of iron on the same flame, we would find that it would rise through the same temperature range in only about 2 minutes. Water has a much higher capacity for storing energy than most common materials. A relatively small amount of water absorbs a great deal of heat for a correspondingly small temperature rise. Because of this, water is a very useful cooling agent, and is used in cooling systems in automobiles and other engines.

Water also takes longer to cool. Water’s capacity to store heat with respect to land also affects the climate in many places on Earth. For example, both Europe and the west coast of the United States both benefit from this property of water.


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H3 – PS3 Energy - DCI Progression

DCI K-2 3-5 6-8 9-12PS3.ADefinitions of energy

N/A The faster a given object is moving, the more energy it possesses.

Energy can be moved from place to place by moving objects or through sound, light, or electrical currents.

Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed

A system of objects may also contain stored (potential) energy, depending on their relative positions.

Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.

Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms

At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.

These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space

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PS3.BConservation of energy and energy transfer

Sunlight warms Earth’s surface

[Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.]

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.

Light also transfers energy from place to place.

Energy can also be transferred from place to place by electrical currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.

When the kinetic energy of an object changes, there is inevitably some other change in energy at the same time

The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment

Energy is spontaneously transferred out of hotter regions or objects and into colder ones.

Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.

The availability of energy limits what can occur in any system.

Uncontrolled systems always evolve toward more stable states – that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).

PS3.CRelationship between energy and forces

Bigger pushes and pulls cause bigger changes in an object’s motion or shape.

When objects collide, contact forces transfer energy so as to change the objects’ motions.

When two objects interact, each exerts a force on the other, and these forces can transfer energy between them.

A field contains energy that depends on the arrangement of the objects in the field.

PS3.DEnergy in chemical processes and everyday life

Sunlight affects the materials on the Earth’s surface in different ways. These differences can be observed.

Energy can be “produced,” “used,” or “released” by converting stored energy. Plants capture energy from sunlight, which can later be used as fuel or food.

Sunlight is captured by plants and used in a reaction to produce sugar molecules, which can be reversed by burning those molecules to release energy.

Photosynthesis is the primary biological means of capturing radiation from the sun. Energy cannot be destroyed; it can be converted to less useful forms.


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Practices Module NGSS Rollout 2.docx.docxworkshops.sjcoe.org/Uploads/51820153325754901.doc · Web view1 wooden cube 2 cubes of ice Activity 3 1 deli container 1 small ball of clay/putty