Heat, Temperature and Conduction

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Objective

SWBAT: Predict, record and explain the role that conduction has on mattter

Big Idea

Energy and matter are so closely related that we often have a difficulty distinguishing the two. This lesson helps students experience heat transfer so that they can explain how it affects matter and molecular motion.

Do Now

5 minutes

Did you ever put a metal spoon in hot soup or hot chocolate and then touch the spoon to your mouth? What do you think might be happening, between the molecules in the soup and the atoms in the spoon, to make the spoon get hot?

Alternatively, you can hand out this worksheet. (need to make it)

The purpose of the Do Now - Predict how heat interacts with matter and KWL for section 2 of unit 1.

Station Breakdown

I have 6 groups in my classroom so I have to set each station up three times.  Two groups will then rotate from station 1 to station 2, insuring that they get to test the washers that were in the hot water and room temperature.

Materials needed for station 1 (room temperature)

  • 3 washers tied with a string

Materials needed for station 2 ("hot" water)

  • 3 washers tied with a string
  • 250 mL plastic beaker or cup
  • Water
  • Heat source (I either borrow an electric tea kettle or Keurig coffee maker (minus the coffee) from a colleague.  I then regulate the temperature by adding cool water so that it is safe for kids to handle.  This is done prior to students arriving.
  • Paper towels for cleaning up spills.

Station 1

20 minutes

Guiding question for station 1:

What will happen to the temperature of the water when room temperature washers are placed in hot water?

I then ask students to develop their ability to plan and carry out investigations (SP3) by asking them how they could test our question with the following items.

MS-PS3-4.

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

 I remind them that the investigation should have some basic parts, including a hypothesis, brief procedure and data table.  Students record these in their science notebooks. 

Students then perform their investigation and record their results.

Station 2

20 minutes

Guiding question for station 2:

What will happen to the temperature of the water when heated washers are placed in hot water?

I then ask students to develop their ability to plan and carry out investigations (SP3) by asking them how they could test our question with the following items.

MS-PS3-4

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

I remind them that the investigation should have some basic parts, including a hypothesis, brief procedure and data table.  Students record these in their science notebooks.

Students then perform their investigation and record their results.

Student Reflection & Modeling

8 minutes

Now that students have collected their data from the two stations it is time for them to make sense of what they observed.  I ask each group to discuss what they think is happening at the molecular level that is leading to the results that they collected.

Students draw pictures of what they think the molecules are doing and then give a brief description of the evidence that they have to support their ideas.

Students Share Their Findings

2 minutes

I then have students share their thoughts and the key points that they learned from the station activities.