EDTEP 587 Methods in Science Brent Slattengren

Unit Matrix for Heat and Temperature Unit

A 3 week unit (or 9 days with my block schedule) in 9th grade Physical Science

Subject Area Description:

I have developed a 3 week unit on Heat and Temperature. I will be teaching it to

9th Grade Physical Science students next fall at a suburban Junior High School. 9th Grade

Physical Science is a required class for all students and the school does not separate or

track the students by ability so there will probably be a wide range of capabilities in the

students that I will teach.

Essential (situated) Questions:

If you fill a cup with warm bathwater, will it contain more heat, less heat, or the same amount of heat as the water remaining in the tub you just filled it from?

Will a cup of hot soup cool down faster, slower, or at an identical rate as a large bowl of soup that begins at the same temperature?

How is temperature measured? (i.e. how do a thermometers work?) What is the coldest possible temperature? (Hottest?) Why are there 3 different temperature scales in use today? Why is a Concord supersonic jet 8 inches longer in flight than when it is parked

on the ground? Have you ever tried a slice of apple pie right out of the oven? The filling of the

pie may too hot to eat even though the crust is not. Why is this? Why does it feel colder when you swim at a pool on a windy day than on a calm

day? Does a melting ice cube warm its surroundings, cool its surroundings, or have no

effect on its surroundings? Why? How does the sun’s heat travel through the vacuum of space to reach the Earth?

How does a thermos work?

I will use these situated essential questions to introduce and address the following

concepts with the Heat and Temperature Unit.

Major Concepts I want students to learn in my Heat and Temperature Unit:

Understand what heat energy is and what temperature is and how they are related

to the random motion of molecules (kinetic energy).

Understand how a thermometer measures temperature.

Understand the definition of heat and the relationship between heat and thermal

energy.

Understand the historical significance of the 3 different temperature scales and

when to best use each scale.

1. Fahrenheit

2. Celsius

3. Kelvin - Absolute Zero

Different materials have different specific heat capacities.

Thermal expansion in general and expansion of water (a special case)

Changes of phase in matter: Solid – liquid – gas – plasma

1. evaporation – condensation – boiling – melting and freezing

How the addition and subtraction of heat energy is related to changes of phase.

Heat Transfer

1. conduction

2. convection

3. radiation

An understanding and appreciation of Scientific Inquiry

Learning Goals and Objectives:

1. Students will be able to understand heat and temperature as they relate to kinetic

energy and molecular motion.

1.1 Students will learn that heat and temperature are not the same phenomenon

and there is a significant difference between the two.

1.2 Students will understand that heat represents the total movement of all the

molecules of a substance (also known as the thermal energy or kinetic energy

of a substance).

1.3 Students will understand that temperature is the average movement or kinetic

energy of the molecules in a substance.

2. Students will be able to assess the effects of heat on a material.

2.1 Materials expand when heated and contract when cooled.

2.2 Application of heat can cause phase change in matter from solid to liquid to

gaseous states.

3. Students will be able to explain that heat travels from warmer substances to cooler

substances through one of three types of heat transfer:

3.1 Students will know that Convection is heat transfer by the mixing of warm

molecules with cool molecules in a fluid or gas.

3.2 Students will know that Conduction is heat transfer by the atoms and

electrons colliding into each other and transferring their motion and energy.

3.3 Students will know that Radiation is heat transfer in the form of

electromagnetic waves.

4. Students will utilize the process of Scientific Inquiry to help them understand the

difference between heat and temperature.

3.1 Students will generate questions that can be answered through scientific

investigations.

3.2 Students will conduct background research to frame their inquiry question.

3.3 Students will design and plan a scientific investigation.

3.4 Students will conduct and carry out a scientific investigation.

3.5 Students will use evidence from scientific investigations to think critically

and logically to develop explanations and predictions.

3.6 Students will evaluate a scientific investigation.

4. Students will utilize scientific communication when they discuss and write about

their heat and temperature investigation.

4.1 Students will clearly record and report their observations.

4.2 Students will communicate their scientific procedures and investigations in

written or verbal form using scientific terminology.

Science Planning Matrix for Heat and Temperature Unit

Day 1 (100 minutes) Topic: Heat (Thermal Energy)What will students do? Warm-up questions for small groups and

then large group (eliciting student response):

If you fill a cup with warm bathwater, will it contain more heat, less heat, or the same amount of heat as the water remaining in the tub you just filled it with?

Will a cup of hot soup cool down faster, slower, or at an identical rate as a large bowl of soup that begins at the same temperature?

Students will also have a 5 minute free-write where they will explain what they think heat is and why they think that (what evidence do they have to support their ideas). Then they will break into small groups to discuss what they wrote. Each discussion group will share with the rest of the class what they think heat is and why. Students will then participate in Alka-Seltzer lab activity. Following the Alka-Seltzer activity we will have a large group discussion on what students observed during the activity

What are the student learning objectives for this class period?

Students will understand that all matter is composed of continuously jiggling atoms or molecules. Students will understand that heat represents the total movement of all these molecules of a substance (which is also known as the heat energy, thermal energy, or kinetic energy of a substance).Students will practice their observation skills.

Why is this idea introduced at this point in time?

This lesson is the first of a series of lessons on Heat and Temperature. A basic understanding of the concept of heat is helpful and probably even necessary to comprehending the rest of the concepts in this unit.

Why was this instructional strategy chosen?

With the free-write I want to assess student’s current knowledge while also getting them started thinking about heat

and temperature. The Alka-Seltzer tablet lab activity illustrates to the naked eye that the molecules of water and particles of dissolving tablets move faster in heated water than in cold water. It engages the students in a hands-on activity while providing a very visual example of how heat is actually the motion of molecules.

What are the assessments used and what is the evidence of student understanding or learning?

Pre-instruction assessment (students turn in their written 5 minute free-write paper) to gauge background knowledge of the students. Formal assessment for Lab activity:Explain how the experiment is set up in your lab journal. Draw diagrams if necessary. Record your observations of the Alka-Seltzer tablet activity (Include the temperature and mass of the water. And the time it took for the tablet to dissolve). Questions to be answered in lab journal:

1. Explain what happened when the Alka-Seltzer tablets were put in each glass.

2. Was there a difference in how fast the tablets dissolved in the water?

3. What do you think made the tablets dissolve at different rates?

4. Do the molecules in cold water or warn water seem to move faster?

5. What evidence did you observe to support that?

Also informal assessments are used for student understanding during the group discussions at the beginning of the class and during lab activity.

What special resources are needed for this lesson?

Alka-Seltzer tablets, thermometers, glass containers. Electric hot plate to heat water.

Day 2 (100 minutes) Topic: TemperatureWhat will students do? Warm-up questions for small groups and

then large group (eliciting student response):

How is temperature measured? (i.e. how do a thermometers work?)

What is the coldest possible

temperature? (Hottest?) Why are there 3 different

temperature scales in use today?Discuss these questions in small groups then discuss them together in large group.Listen to direct instruction (lecture) on temperature and related topics.Hot – Warm – Cold lab activity.

Learning objectives for this class? Students will understand that temperature is the average movement or kinetic energy of the molecules in a substance.Students will understand how a thermometer works (because of thermal expansion).Students will appreciate the historical significance of the 3 different temperature scales and understand when to best use each scale.Students will be able to convert temperatures from one scale to another.

Why introduce idea at this time? After heat, temperature is the next most basic and important concept in the unit. It is very helpful to have an understanding of temperature when learning about other (following) concepts in this unit.

Why this instructional strategy? I use the warm up questions to help elicit student interest and response. I get some insight as to how much background knowledge the students have in this particular area. It also serves to focus the student’s attention on the main points I want them to get from today’s class.I use direct instruction (lecture) to introduce the concept of temperature, to cover a number of related topics that are not as vitally important as temperature, and to give a historical perspective to these concepts.On the Hot – Warm – Cold lab activity, I want to reinforce some of the concepts I covered during the direct instruction.

What are the assessments used and what is the evidence of student learning?

Informal assessment of student understanding and learning during group discussions and lab activity. Formal assessment of student’s Lab journal after Hot – Warm – Cold lab activity.

Any special resources needed? Three medium-sized containers per lab group. Electric hot plate to heat water. Thermometers.

Day 3 (50 minutes) Topic: Thermal expansion and heat capacity of materialsWhat will students do? Warm-up questions for small groups and

then large group (eliciting student response):

Why is a Concord supersonic jet 8 inches longer in flight than when it is parked on the ground?

Have you ever tried a slice of apple pie right out of the oven? The filling of the pie may too hot to eat even though the crust is not. Why is this?

Discus these questions in their small groups and then in large group discussion.Listen to direct instruction (lecture) on thermal expansion and specific heat capacity.Watch demonstration of thermal expansion.

Learning objectives for this class? Students will understand that materials expand when heated and contract when cooled (and that liquid water into ice is a special case).Students will know that different materials have different specific heat capacities.

Why introduce idea at this time? Thermal expansion builds off the ideas introduced in the Heat and Temperature lessons.

Why this instructional strategy? I use the warm up questions to help elicit student interest and response. I get some insight as to how much background knowledge the students have in this particular area. It also serves to focus the student’s attention on the main points I want them to get from today’s class.I do not believe that thermal expansion and specific heat capacity as critical concepts as heat, temperature, and heat transfer. They are covered fine through direct instruction. Also they do not need their own lab

activity since they are largely incorporated in other lab activities.

What are the assessments used and what is the evidence of student learning?

Informal assessment during group discussions and direct instruction.

Any special resources needed? Thermal expansion demonstration material

Day 4 (100 min) Topic: Phase changes and heat energy: solid – liquid – gas - plasmaWhat will students do? Warm-up questions for small groups and

then large group (eliciting student response):

Why does it feel colder when you swim at a pool on a windy day than on a calm day?

Does a melting ice cube warm its surroundings, cool its surroundings, or have no effect on its surroundings? Why?

Listen to direct instruction (lecture) on thermal expansion and specific heat capacity.Phase Change Lab activity

Learning objectives for this class? Students will understand that application of heat energy can cause phase change in matter from solid to liquid to gaseous to plasma states. (And conversely extraction of heat energy causes the reverse sequence.)Students will understand that it requires energy to change phase even if the temperature does not change.

Why introduce this idea at this time? Phase change and heat transfer incorporate concepts and build upon concepts from earlier in the heat and temp unit and thus fall naturally at the end of the unit.

Why this instructional strategy? I use the warm up questions to help elicit student interest and response. I get some insight as to how much background knowledge the students have in this particular area. It also serves to focus the student’s attention on the main points I want them to get from today’s class.Direct instruction allows me to present a

group of abstract ideas in a compact and coherent form.The phase change lab activity helps the students make sense of the concepts presented in direct instruction.

What are the assessments used and what is the evidence of student learning?

Assessment of the Lab Journals and informal assessment during the class discussions and lab activity

Any special resources needed? Ice, water, Bunsen burners, thermometers, glass containers

Day 5 (100 minutes) Topic: Heat Transfer: conduction - convection - radiationWhat will students do? Warm-up questions for small groups and

then large group (eliciting student response):

How does the sun’s heat travel through the vacuum of space to reach the Earth?

How does a thermos work?Listen to direct instruction (lecture) on Heat transferHeat transfer lab activity (with hot cocoa)

Learning objectives for this class? Students will understand that heat is transferred in three ways: conduction, convection, and radiation.

Why introduce idea at this time? Phase change and heat transfer incorporate concepts and build upon concepts from earlier in the heat and temp unit and thus fall naturally at the end of the unit.

Why this instructional strategy? I use the warm up questions to help elicit student interest and response. I get some insight as to how much background knowledge the students have in this particular area. It also serves to focus the student’s attention on the main points I want them to get from today’s class.

What are the assessments used and what is the evidence of student learning?Any special resources needed? Hot cocoa packets, electric hot plates,

containers mad of different materials.

Day 6 (50 minutes) Topic: Intro to Scientific Inquiry: Generating questionsWhat will students do? Students will conduct a week to a week and

a half long Scientific Inquiry on a question they come up with in one of three topics from this unit: 1) Heat versus Temperature, 2) Heat Energy and Phase change, or 3) Heat Transport.Today’s class will focus on going over guidelines for conducting your own Scientific Inquiries and coming up with possible Inquiry questions.After going over Inquiry guidelines, get into small groups (2 or 3 students) and brainstorm possible inquiry questions related to this unit on heat and temp.Get back into large group and write down the ideas the student had for questions. Pass out “Guide for designing Inquiry questions” (i.e. Can your question be answered by collecting data? Etc.)Have a large group discussion of questions in light of criteria presented in Guide for designing Inquiry questions.Bring home reading packet: Homework is to do some background research on your Inquiry questions.

Learning objectives for this class? Students will generate questions that can be answered through scientific investigations.Students will conduct background research to frame their inquiry question.

Why introduce idea at this time? The students have been exposed to multiple lab activities in the area of heat and temperature, so they have an idea of the types of lab materials that are available and helpful to answer Inquiry questions. I have also tried to model several types of Inquiry questions that may occur in heat and temperature concepts with the warm-up questions I have asked at the beginning of each class. But this finally, is the student’s

chance to ask their own questions (and to find answers to their own questions).

Why this instructional strategy? To have students take some control of their own learning and to have a chance to investigate their own questions. It also really helps students to understand that science is more than just knowing facts. Students need to develop their abilities to describe a question or problem in detail, determine what information is necessary to analyze that problem, and choose appropriate procedures to solve that problem.

What are the assessments used and what is the evidence of student learning?

Assessment from student questions during discussions, types and quality of Inquiry questions students come up with.

Any special resources needed? Scientific Inquiry guide. Guide for designing Inquiry questions. Reading packet containing information on concepts in heat and temperature unit so students can do background research on their questions.

Day 7 (100 min) Topic: Scientific Inquiry – Refine questions, Design InvestigationsWhat will students do? Students will work on refining their Inquiry

questions. Once they have received teacher approval on their question they will go back and research their question again (if necessary) and then begin designing their Investigation or experiment.

Learning objectives for this class? Students will learn about the cyclic nature of generating scientifically testable questions.Students will design and plan a scientific investigation.

Why introduce idea at this time? Designing an investigation to test your question is the next step in Sci. Inquiry.

Why this instructional strategy? To have students take some control of their own learning and to have a chance to investigate their own questions. It also really helps students to understand that science is more than just knowing facts.

Students need to develop their abilities to describe a question or problem in detail, determine what information is necessary to analyze that problem, and choose appropriate procedures to solve that problem.

What are the assessments used and what is the evidence of student learning?

Informal assessment during

Any special resources needed? Extra Heat – Temperature reading packets in case students forgot to bring their packets to class.

Day 8 (100 minutes) Topic: Scientific Inquiry –Conduct investigationsWhat will students do? Review their investigation procedure.

Students will check in with the teacher before beginning to conduct their investigations. Students will make a prediction about the outcome of their investigation.

Learning objectives for this class? Students will conduct and carry out a scientific investigation.

Why introduce idea at this time? Students are now ready to begin their investigations

Why this instructional strategy? This is the best part of scientific inquiry. The students get to find the answer to their questions. They make a prediction about the outcome and see if they were correct.

What are the assessments used and what is the evidence of student learning?

Informal assessment of lab procedures and testing process.Formal assessment will come when Inquiry lab poster is completed.

Any special resources needed? Make available all the lab materials used in previous lab activities.

Day 9 (50 minutes) Topic: Scientific Inquiry: Make Inquiry PostersWhat will students do? Students will look at sample Inquiry

posters to model their own poster after if

they wish. They will review the grading criteria on the Inquiry posters. Then they will begin making their posters.

Learning objectives for this class? Students will use evidence from scientific investigations to think critically and logically to develop explanations and predictions.Students will evaluate a scientific investigation.Students will clearly record and report their observations.Students will communicate their scientific procedures and investigations in written form using scientific terminology.

Why introduce idea at this time? It is important to have some sort of summary of the student’s scientific inquiry at the end of their investigation.

Why this instructional strategy? Posters are a good way to summarize a scientific inquiry and are used at scientific research conferences by scientists from around the world.

What are the assessments used and what is the evidence of student learning?

Assessment of Inquiry Posters

Any special resources needed? Lab display boards or Poster paper, markers, rulers etc.