Reflection: Developing a Conceptual Understanding Temperature, Heat, Exothermic, and Endothermic Reactions - Section 7: Elaborate Part II

 

As students were working on the PhET activity I noticed that a lot of students were saying that energy was flowing up or flowing down.  I was trying to get them to explain how energy flows from the fire to the water, from the water to the ice, and from the iron block to the water.

In order to help students with this I walked around asking questions to help with their understanding what I was referring to with energy flow.  This is a movie of me doing this with a group in my classroom.

Also, at the end of the lesson when I get students back in their seats I went over what I was expecting for the answers in terms of energy flow.  Here is a movie of me doing this in my classroom.

  Developing a Conceptual Understanding: Student confusion with flow of energy
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Temperature, Heat, Exothermic, and Endothermic Reactions

Unit 5: Unit 6: Energy
Lesson 2 of 9

Objective: Students will be able to differentiate between temperature and heat as well as exothermic and endothermic reactions through taking notes, performing lab activities, and drawing models.

Big Idea: Temperature is a measure of the average kinetic energy of molecules and can change as heat flows between objects. This change in heat for chemical reactions can be considered endothermic or exothermic.

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8 teachers like this lesson
Subject(s):
Science, Chemistry, Heat Flow, temperature (Thermodynamics), Exothermic Reactions, heat, exothermic, endothermic, temperature, specific heat
  95 minutes
student initial model
 
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