Interdisciplinary Unit:

Heat

John McCartney

Educ 417

Prof. Heydenberk

Dec. 20^th, 2000.

I. Content Outline.

A. The purpose of the unit was to introduce the concept of heat (being a form of energy) it’s mode of transfer as well as measurement (for grades 6-8).

B. The concepts that students will develop: an understanding of………

C. There were related concepts or frameworks for the unit. The National Education Standards was used to:…………….Also, the Pennsylvania Standards…………….

D. Objectives: The students were to master the following concepts…….

E. Materials and Resources:…..

a. Printed Resources:

b. Computer and CD ROM Resources:

c. Internet Resources:

d. Audio/Visual Resources:

e. Community Resources:

f. Instructional Television Resources:

g. Literature Resources:

F. Integrated Activities:

G. Literature Selections:

II. Activity Center.

To introduce the students to the concept of melting and freezing points and it will show them how that addition or removal of heat energy will affect a substance. Also how properties like the melting and boiling point are useful in order to aid in identifying an unknown substance. This activity is more problem-solving in nature. It was extended over two class periods.

Concept explored: It involved the concepts of melting and freezing points. These are just two properties of a substance or object—in which information can be ascertained. Through the exercise it will proven that:

1) A substance’s melting and freezing point are the same.

2) The relation between the removal and addition of heat energy—thus showing its importance.

3) Properties of an unknown substance (in this case moth balls) can be used to identify it.

4) Using graphing techniques to illustrate the relationship between heat energy and temperature.

5) The creation of a brainstorming session, that piques the curiosity of the students before commencing the activity.

Materials Required:

1. Fahrenheit/Celsius Thermometers.

2. Test-tubes.

3. Moth-balls.

4. Beakers (filled with 150 milliliters (ml) water)

5. Alcohol burners.

6. Matches.

7. Tripod stands.

8. Graph paper.

Description of Activity:

1. Teacher will begin the activity by passing around (to the students) several test-tubes that contain an unknown substance (in this case mothballs). The teacher will then ask of the students what the students think the unknown is. Allow the five senses (in this case three) to take effect: touch, sight, and smell. The teacher then asked of the students questions such as: what they thought the object was? Was it hot or cold? Solid or liquid? What’s its color? How might the class determine what it is? Density, mass, etc. In this case, melting and freezing points.

2. The students then begin the activity. Place 150 milliliters of water in the beaker,, which was then put on a tripod stand.

3. Put the test-tube that contains the solid (The teacher distributes one test-tube to each group) in the beaker, not allowing it to touch the bottom. The thermometer was then read. And the burner, which was placed under the stand, lit.

4. A data table was created: as the time (in seconds (s)) and temperature (in degrees celsius ( C) )was noted every thirty seconds. This was done until the the solid was completely melted.

5. The data was plotted. With time on the X-axis and Temperature on the Y-axis. From this data it can be determined what the melting point of the solid is.

6. The nest part of the activity can be continued the next day/class period. Basically the reverse occurs. The heated unknown was placed in the water bath and the change in temperature was noted every thirty seconds. Until the unknown had solidified. A graph was again made of time versus temperature. The freezing point was determined.

7. Are there any similarities or differences between freezing and boiling points? If so, what are they? How does heat energy have an impact? What is the unknown substance? (a table was provided which listed the freezing and melting points of various substances). These are all questions which could be addressed.

III. Lesson Plans.

Basic Unit Outline:

I. Heat and Phase Changes.

A. Matter –3 phases

1. Solid

2. Liquid

3. Gas

4. Phase Change-involves the physical change of matter from one phase to another.

a. Melting: liquid to solid

b. Freezing: solid to liquid.

c. Evaporation: liquid to gas

d. Condensation: gas to liquid

5. A change in phase requires a change in Heat Energy.

B. Heat of Fusion/Heat of Vaporization (Also, review of temperature and heat measurement)

1. Heat of fusion: amount of heat energy needed to change 1 gram of a substance from solid to liquid. (Heat of fusion of ice= 80 calories/gram)

2. Heat of Vaporization: amount of heat energy required to change 1 gram of substance from liquid to gas phase. (Heat of vaporization of water= 540 calories/gram)

3. Heat of Solidification: amount of heat loss required to change a substance from liquid to solid phase. (The heat of fusion = heat of solidification of any give substance).

C. Melting, Freezing and Boiling Points.

1. Freezing Point: temperature at which substance changes from liquid to solid phase.

2. Melting Point: temperature at which substance changes from solid to liquid phase.

3. A substance’s melting and freezing points are the same.

4. Boiling Point: temperature at which substance changes from liquid to gas phase (eg. Boiling point of water is 100C)

5. During a phase change, there is a change in heat energy but n change in temperature.

a. Force of attraction between molecules are overcome, but average kinetic energy (temperature) remains the same.

b. Once the melting or boiling point of a substance is reached, adding or removing heat causes only a phase change not in temperature.

c. When phase change is complete, there is a change in heat energy and temperature.

6. Phase change diagram or heat curve shows relationship among heat energy, temperature and phase.

Lesson Plan 1

Topic: Matter and Heat Energy.

Grade level/s: 5-8.

Instructional Objectives:

Class time 1 period (50 minutes)—an introduction of the topic.

Introducing the concept of matter. What is it? What are the forms of matter?

Matter has three forms: solid, liquid and gas. What determines whether a substance is a solid, liquid or gas?

Introduce the concept of phase changes.

Introduce the topic of heat energy.

Concepts Addressed/ Proposed Pennsylvania Department of Education academic standards:

The lesson was an interactive one, more or less inquiry based. As the National Standards suggest, in grades 5-8, students should know of the properties and changes of properties in matter. This was carried out in the lesson.

Standards: Physical Science, 5-8.

Materials required:

An overhead was used which provided examples of solids, liquids and gases.

Engagement:

After calling the class to attention, introductory questions would be asked as in step one of the procedure. The use of overhead examples should also engage the students.

Procedure:

1. First ask the students questions. What is matter? What are the three types? Can someone provide me with examples? How do they differ?

2. Introduce the topic, show the transparencies with the different types of matter. This will get the students engaged. Ask questions, such as whether or not examples could be provided—in the classroom.

3. Teacher led discussion ensues, where the teacher and students brainstorm the information on the blackboard. Questions like: what are the properties of these forms of matter? How do they differ? What is the packing of the molecules like?

4. Introduce the concepts of phase changes. What are they what happens during them? How would one define condensation, melting, freezing, and evaporation?

5. What is needed for a phase change to take place? This introduces the concept of heat energy. It will be defined. How does it apply to phase changes?

Key Discussion Question:

What are the states of matter and what factors can determine the form it (matter) takes?

Closure:

There will be a brief review of the important concepts. Teacher asks what the students have learned. Finally, the teacher asks if there are any questions.

Assessment:

Ask questions of the class that were already outlined in the procedure. What are the three forms of matter? What is condensation? What is a phase change? What is meant by heat energy?

Extension Activities:

Homework can be assigned, which reinforce what was taught. This can be done in the form of assigned questions from the text or ones that the teacher developed.

Lesson Plan 2

Topic: Heat Energy.

Grade Level/s: 5-8.

Instructional Objectives:

This lesson will take approximately 2 class periods.

Go over the topic of Heat Energy, as was noted in the previous class.

Do the rubber band activity.

Show that a change in phase requires a change in heat energy.

Lay ground work for heat of fusion/vaporization.

Concepts Addressed/Proposed Pennsylvania Department of Academic Standards:

Standards: Physical Science, 5-8. This activity/lesson provides an opportunity for students to go beyond the textbook and teacher-directed activities into the scientific inquiry.

Materials Required:

Video : Scientific Eye: Energy

Rubber bands

Video equipment.

Engagement:

First begin by asking students questions. What important concepts were covered last class. What are the 3 states of matter? What is a phase change? When something melts what happens?

Procedure:

1. Begin the class by asking warm-up questions. What was discussed last class? Lead up to heat energy (where the class left off).

2. View the video. It’s approximately 20 minutes in length. Ask the students what they learned. What did they find interesting? Try to generate a discussion. So there are different types—we are looking at heat energy.

3. The class then begins the activity. This will give a simple demonstration of heat and how it works (especially important for introducing heat transfer). Students will break up into groups of two. The exercise determines heat flow in or out of a rubber band.

a. The students’ sensitive skin areas (lips, or forehead) are used as heat detectors.

b. Place thumbs through the heavy rubber band, one on each end. Without stretching it, hold the band to one’s forehead or lip. How does the band feel? Is it colder or warmer or as the skin? Repeat this several times until one is sure of the results.

c. Move the band away from the face (not touching the skin). Quickly stretch the band as far as one can, and holding it in the stretched position, touch it again to the forehead or lip. Does it feel warmer or cooler or about the same as when it was relaxed?

d. Move the stretched rubber band away from the face. Let it relax to its original size and hold to skin. Does it feel warm or cool?

e. Repeat the stretching and testing, and relaxing and testing several times, until sure of the results.

f. Make observations. Be ready to discuss results with the class as a whole.

4. Start, lead into the topic of heat of fusion/vaporization.

Note that the rubber band activity Rubber Bands and Heat was obtained, and modified. The url: http://scifi.chem.wisc.edu/HOMEEXPTS/rubberband.html

Key discussion questions:

What type of energy did we discuss? What is it? Why is it important? What was learned from the exercise? What is the importance of heat transfer?

Closure:

Reiterate to students the important concepts learned. It will be seen again on the test. Know what heat energy is and how it contributes to phase changes. Finally, ask the students if there were any questions.

Assessment:

The teacher can ask questions of the class that were outlined in the procedure. What was accomplished in class today? What was the significance of the rubber band activity?

Extension Activities:

Homework can be assigned to the students, reinforcing what was taught. For example, provide six real life example when a phase change occurs.

Have a group of students demonstrate a state of matter and the movement of molecules in that state by going to the front of the room and acting it out.

Lesson Plan 3

Topic: Heat and Temperature Measurement/ Heat of Fusion and Vaporization.

Grade level/s: 5-8.

Instructional Objectives:

Review the temperature and it’s measurement. What is temperature?

Discuss how heat and temperature differ.

How is heat measured. What is the unit of measurement and means of calculation?

Reiterate the importance of the of heat of fusion and vaporization. How does it relate to phase changes?

Concepts Addressed/Proposed Pennsylvania Department of Education Academic Standards:

Discern concepts about the structure and properties of matter.

Explain energy sources and transfers and their relation to heat and temperature.

Materials Required:

Thermometer

Overhead/Transparencies

Calculators

Engagement:

Start the class with questions: what is the temperature right now in the room? How do you know? How can one find out? What is meant by temperature? If it’s such and such a temperature, is it hot or cold? How does heat relate to temperature? This will get the class at least thinking.

Procedure:

1. Ask questions of the students (as outlined in the engagement section). With the questioning, they are being led into the topic.

2. This should be pretty much review. Get a volunteer from the audience to note the temperature in the room. Then lead in to what is temperature. With what is it measured? What are the units of measurement? (Also what about conversion from one scale to another). If necessary some practice questions will be outlined for the class.

3. Students know what heat is. How is it different from temperature? How is heat calculated? What are the units of measurement? This is all part of the teacher led discussion.

4. After going through some examples of heat calculation. The class receives a worksheet that is to be done individually.

5. After working on the worksheet. The major concepts are reinforced/that were learned.

6. What is known about phase changes. What is known that has to occur in order for this to happen.

7. How is the heat of fusion and vaporization important to phase changes?

Assistance, input from this lesson was gained from: Heat and Temperature. (created by Sally Ferrelle, Oglethorpe, Svannah, GA.)

Key discussion questions:

What is heat? How does it differ from temperature? What is necessary for there to be a phase change?

Closure:

The lesson is brought to a close by reiterating the important concepts that were learned. Ask if there are any questions or comments. Say that what the class is looking to accomplish next period.

Asessment:

Students must complete the assigned classwork.

The quality of the responses to the questions posed (from the discussion questions).

Extension Activities:

Homework assignment. Also completion of the classwork.

Students will write a paragraph that explains the difference between heat and temperature.

Lesson Plan 4

Topic: Measuring Heat Energy/ Heat Transfer

Grade Level/s: 5-8

Instructional Objectives:

This lesson continue the concepts introduced in the previous lesson,.

The terms heat of fusion/vaporization and soldification are further explored.

Heat energy problems are worked on. It will encompass the whole lesson.

Concepts Addressed/Proposed Pennsylvania Department of Education Academic Standards:

Explain energy sources and transfers and their relationship to heat and temperature.

Materials required:

Calculators

Overhead/transparencies

Procedure:

Key Discussion Questions:

What is the significance of the heat of fusion and vaporization? Explain again what happens during phase changes.

Closure:

What did we accomplish today? Does everyone have an understanding of these questions? Are there any questions or comments?

Assessment:

Extension Activities:

Lesson Plan 5

Topic: Measuring Calories.

Grade level/s: 5-8

Instructional Objectives:

Measuring heat energy (in calories). Introduce the device that measures heat energy: the calorimeter.

Show the transfer of heat energy.

Calculate the heat energy in two food types: peanut and a marshmallow.

Completion of lab report (which was set up according to the rubric—see assessment section).

Concepts Addressed/Proposed Pennsylvania Department of Education Academic Standards:

Explain energy sources and transfers and their relation to heat and temperature.

Materials Required:

Aluminum can

Aluminum foil

Wire

Peanuts, marshmallows

Thermometer

Matches

Water

Graduated Cylinder

Cork

Safety goggles

Engagement:

Recognize the work that has been accomplished so far. Reiterate what the main topic has been so far: Heat energy. What do we know about it? Will it interest students to know that food contains energy. Food not only provides us with sustenance, but also with energy.

Procedure:

1. Talk to the students about what was on he agenda for today. It’s a laboratory. What concepts have we learned about so far? One of the most important ones is heat energy. How is it measured? Today students will see first hand the concept of heat transfer. Using a device called a calorimeter, the energy in food can be measured. Explain and demonstrate the procedure. Remind the students that the lab manual can be used as a resource. There are to be at least three people in a group. Reinforce safety precautions.

2. Measure out 100ml of water with the cylinder, place the water in the aluminum can..

3. Measure the mass of 3 marshmallows and one peanut respectively.

4. Stick the food sample on the wire ending for the cork.

5. Put the thermometer in the aluminum can. Make sure it does not touch the container. (there is a hole through the lid, which is placed on the can—which the thermometer can e put through). Note the initial temperature.

6. A glass stirring rod is then used to hold up the can (there are holes on either side). Then it is put over the flame (which is the lighted food that is connected to the cork and wire set up).

7. Light the food sample with the match. (The aluminum foil goes under the flame to help in the direction of the heat).

8. Remember: Person A, uses the match to light the food sample Person B places the aluminum can over the flame (not placed directly on it). Person C puts the aluminum can over the entire apparatus.

9. The apparatus is held in place until the flame dies out. Then the temperature is noted. (Do this for both the marshmallow and peanut)

10. Note the initial and final temperatures. Use the knowledge of heat energy calculations to calculate the heat energy of the food sources.

11. Students can work together in their groups on calculations. The final lab report is the individual’s responsibility.

Key Discussion Questions:

Where does the heat from the food go? Understand that heat lost by food is equal to the heat gained. This introduces the Law of Conservation of Energy: Energy cannot be created or destroyed. Therefore the heat lost by one object is gained by another.

Closure:

Reinforce the concepts that were learned. Ask if anybody had questions or comments. Did each group get sufficient data to do the calculations. The lab report is due next class. Follow the format (scientific) as outlined in the rubric (see assessment).

Assessment:

This will be done with the lab report. Students must provide the value for heat energy calculations (realize that the calorie is the nit of heat measure). Students should be able to come to a conclusion.

Extension activities:

Students may try other food samples--to see the varying degrees of energy.

Lesson Plan 6

Topic: Heat of Fusion/Vaporization