Unit: Energy Inquiry Task Heat it Up!

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Subject Area: Physical Science Grade: High School Unit: Energy Inquiry Task Heat it Up! Standards (Content and Characteristics): SPS7. Students will relate transformations and flow of energy within a system. b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation. c. Determine the heat capacity of a substance using mass, specific heat, and temperature. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. SCSh3. Students will identify and investigate problems scientifically. a. Suggest reasonable hypotheses for identified problems. b. Develop procedures for solving scientific problems. c. Collect, organize and record appropriate data. SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. a. Develop and use systematic procedures for recording and organizing information. b. Use technology to produce tables and graphs. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. b. Consider possible effects of measurement errors on calculations. d. Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate. e. Solve scientific problems by substituting quantitative values, using dimensional analysis, and/or simple algebraic formulas as appropriate Page 1 of 5

2 SCSh6. Students will communicate scientific investigations and information clearly. a. Write clear, coherent laboratory reports related to scientific investigations. b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data. c. Use data as evidence to support scientific arguments and claims in written or oral presentations. SCSh8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigators control the conditions of their experiments in order to produce valuable data. b. Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations hypotheses, observations, data analyses, and interpretations. e. The ultimate goal of science is to develop an understanding of the natural universe which is free of biases. SCSh9. Students will enhance reading in all curriculum areas by: c. Building vocabulary knowledge Use content vocabulary in writing and speaking. Enduring Understanding: Heat transfer occurs by conduction, convection, or radiation into cooler places. Different substances absorb different amounts of heat before their temperature changes. Temperature can change as heat is being transferred. If a substance s temperature or pressure is altered, a phase change may result. Essential Question(s): How is energy transferred from one place to another? What actually happens during a phase change? Why is the temperature of an ice water mixture constant? Pre-Assessment: Construct a misconception quiz based on the words thermal energy, heat, and temperature. Do a thumbs up, thumbs down, and thumbs sideways response for the question: How much do you understand about the difference between conduction, convection, and radiation? Show a picture of conduction and ask the students which kind of energy transfer is going on. Assess the students based on their verbal responses. Repeat the process using pictures of convection and radiation Page 2 of 5

3 Outcome/ Performance Expectations Write a concept statement How would you formulate an expert idea? Write a concept statement / question What kind of situation would cause this concept to become apparent in students understanding? Identify necessary data and observations What data would demonstrate the mastery of the concept by ALL students in the classroom? Demonstrate that heat transfer occurs by conduction, convection, or radiation into cooler places. Demonstrate that different substances absorb different amounts of heat before their temperature changes. Demonstrate that temperature can change as heat is being transferred. Demonstrate that if a substance s temperature or pressure is altered, a phase change may result. Explain the relationship between specific heat capacity, temperature change and mass. Gather/organize data and articulate conclusions in a formal lab report. How could you demonstrate the transfer of energy as heat by conduction, convection, and radiation if given a variety of materials? Teacher Note: Demonstrations, discussion, and guidance on related procedures will be needed before expecting students to undertake the design of their own procedures. Students will choose a material and develop a procedure for transferring energy to it through conduction, radiation, and convection. Students must determine what measurements will be appropriate to describe the change in the internal energy of the object. Students will use their acquired understandings from this inquiry activity to interpret the heating up and cooling off of objects in everyday life. Also, the student will be able to use the terms heat, temperature, thermal energy, conduction, convection, and radiation appropriately. Teacher Note: Misconceptions on this topic abound. Be clear on the meaning of heat as energy transfer and guard against the loose use of the terms heat and thermal energy. Quantitative: Students are able to measure the change in temperature of an object. Calculate heat capacity, temperature change, and mass based on available data Page 3 of 5

4 Qualitative: Students will be able to describe the different ways heat is transferred between objects. Students will observe that it takes longer for some objects to heat up or cool off depending on the physical and chemical properties of the object (i.e. phase, density, chemical composition, etc.) Students will observe that the physical state of an object can be altered as energy is transferred to or from it. Write procedures that After considering the provided materials (and any materials will cause students to from home that have been approved by the teacher), write a organize data Test a procedure to demonstrate that heat transfer occurs by procedure using known conduction, convection, or radiation into cooler places. Be concepts. sure to consider what data will be needed (qualitative and quantitative) and how variables will be controlled. Have a conference with the teacher to have the procedure approved and to receive other guidance before carrying out the procedure. Be sure to have a plan for data collection in place prior to beginning the procedure. After completing the data collection meet with other students/groups to compare and discuss the data. Disseminate the findings to classmates and teacher. Write questions or activities to use or apply the concept (represent, model, visualize, or design new experiments). Make a 5-minute presentation about what you learned (i.e. everyday application) from the lab (i.e. song, story, Power Point, painting, etc.) Design an experiment that tests the effectiveness of certain materials as insulators. Homework/Extension Write and solve three problems involving specific heat: Determine specific heat give temperature change and mass. Determine temperature change if given specific heat and mass. Determine mass if given temperature change and specific heat. Home checklist of conduction, convection, and radiation Research how different kinds of thermometers work (i.e. digital vs. alcohol) Page 4 of 5

5 ELL Students Students with Disabilities Gifted Students Provide video on content material. Use demonstrations when possible. Adapt homework assignments to reflect language development. Pair verbal directions with visual clues. Allow group work. Measure mastery based on verbal responses. Allow extended time to complete the lab. Provide examples of excellent work and poor work. The students will incorporate in their lab the change of phase of an object, so that they can construct their own heating curve Page 5 of 5