PHYSICAL SCIENCE UNIT PLAN

Unit Title: Temperature and Heat

Grade Level/Subject: Physical Science

Chemistry
Physics

Big Ideas: Differences in the concepts of temperature and heat

Content Standards and S.HS.PS.18 plan and conduct an investigation to provide evidence that the transfer
Objectives: of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution
among the components in the system (second law of thermodynamics).

S.HS.PS.16 develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as a combination of energy associated with the motions
of particles (objects) and energy associated with the relative positions of particles
(objects).

S.HS.P.11 create a computational model to calculate the change in the energy of one
component in a system when the change in energy of the other component(s) and
energy flows in and out of the system are known.

S.HS.P.15 plan and conduct an investigation to provide evidence that the transfer of
thermal energy when two components of different temperature are combined within a
closed system results in a more uniform energy distribution among the components
in the system (second law of thermodynamics).

S.HS.C.15 develop a model to illustrate that the release or absorption of energy from
a chemical reaction system depends upon the changes in total bond energy.

S.11-12.L.15 use technology, including the Internet, to produce, publish and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

TCS.11-12.3 Locate and collect resources from a variety of sources and organize
assets into collections for a wide range of projects and purposes.

TCS.11-12.10 Find or organize relevant data and use technology to analyze and
represent it in various ways to solve problems and make decisions.

Essential Question: How are temperature and heat related?

How does the particle motion of a substance relate to temperature and the state of
the substance?

Student WILL KNOW Kinetic molecular theory of gases

1. A gas consists of a collection of small particles traveling in straight-line
motion and obeying Newton’s Laws.
2. The molecules in a gas occupy no volume (that is, they are points).
3. Collisions between molecules are perfectly elastic (that is, no energy is
gained or lost during the collision).
4. There are no attractive or repulsive forces between the molecules.

States of matter reflects the amount of motion of the particles; gases exhibit the most
particle motion and solids the least.
 The difference between heat and temperature
The difference between heat and thermal energy

Student WILL The amount of motion of particles in a system determines the temperature of a
UNDERSTAND system.
When heat is added to a substance, the particles of that substance acquire more
energy and may change phase if enough heat is transferred into or out of the
substance.
The change of phase of a substance may be graphed and calculations may be made
from this information.
Using the specific heat, mass and change in temperature of a substance the change
in energy can be calculated.

Student WILL be able Use a thermometer to measure temperature

to DO (skill) Convert from one temperature scale to another
Calculate the heat of a material using the specific heat.
Interpret a phase change diagram.
Conduct an experiment to determine the specific heat of a material
Conduct an experiment to determine the melting/boiling point of a material
Determine the methods of transfer for thermal energy

Researched-Based Background information site for teachers

Instruction Strategies: Effects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change
in Temperature and Heat
Misconception of heat and temperature Among physics students

Materials/Resources/ ChemSource
Websites: ChemSource Condensed State
The Difference between Temperature and Heat
States of matter

Unit Plan Outline-Table Lesson 1 Introduction to Temperature

of Contents to Lesson 2 Temperature Scales
Lessons Below Lesson 3 Finding the difference between temperature and heat
Lesson 4 Latent Heat
Lesson 5: Heating and Cooling Curves
Lesson 6: Kinetic Molecular Theory
Lesson 7: Determining Experimentally the Melting Point of Ice
Lesson 8: Specific Heat
Lesson 9: Calculating Specific Heat
Lesson 10: Heat Transfer
Lesson 11: The Sun, Heat Transfer, and Technology
Lesson 12: Performance Assessment
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SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 1- Introduction to Temperature

Grade Level/Subject: Physical Science 11-12

Essential Question: How do we measure temperature?

Why do we measure temperature?

Engage: Have several different thermometers sitting on a table at the front of the room. A Galileo
thermometer by itself will be enough to engage the students’ interest. The following
website explains how it works How Stuff Works
Ask student volunteers to read the thermometer readings, including the scales, and
record the results on the board. Ask students to compare and contrast the designs of the
thermometers

Explore: This is an inquiry activity, so a lab procedure is not included.

Give the student a plastic water bottle and a clear plastic straw. Ask the student to design
the process for turning the objects into a working thermometer.

*** The students will write the procedure and list other materials needed to fulfill the task.
The teacher will approve each procedure and provide the needed materials or make
suggestions for substitutions that are available.

The student must find a way to keep the straw upright and straight in the bottle. Provide
clay or tape when they ask for help with this problem.

Thermometer will respond better with a mixture of water and rubbing alcohol, but the
student may not be aware of this. If several days can be devoted to this activity, then the
student may be permitted to discover that water may not be the best material for this
activity. If the time is not available, the student may be given the mixture of water and
alcohol with the straw and bottle.

After the student builds the thermometer, ask them to attempt to make the device
quantitative. ** The students should begin by exposing the thermometer to different
situations. If any of them wish to try lowering the temperature of the solution to the
freezing point, make sure that they understand this will not be 0 oC. Discourage the
students from trying to boil the mixture over a Bunsen burner as this may cause the
alcohol vapor contained in the mixture to ignite.

The following websites can be followed if an inquiry exercise is not desired:

How to Make a Thermometer
How to Make a Thermometer 2

Explain: Students should prepare a written report that contains the procedure for preparing the
thermometer, the results of all trials, even if they did not work, and a description of how
the thermometer responds to different environments.

Elaborate: Give the students a laboratory thermometer. Ask them to compare and contrast the
thermometer that they made to the laboratory thermometer. They may record their
answers and/or sketch and label a diagram.

Evaluate: Lab report including the comparison to the laboratory thermometer

 Sample lab report 1
Sample lab report 2
Lab report rubric
Another lab report rubric

Connections to Other Writing skills will be emphasized in the preparation of the lab report. Measuring skills are
Disciplines: also important in this lab. Therefore, this lab is connected to both English and
mathematics skills. The inclusion of the Galilean thermometer would also be a
connection to history and technology depending on how the thermometer is presented
and developed.

Materials: straws
plastic water bottles
clay
water
alcohol (cheap mouthwash may also be used in place of alcohol and it will add color to
make the "water-line" more visible)
food coloring
paper, writing utensil, computer and printer (for final preparation of lab report)

Links: Who Invented the thermometer?

Types of Thermometers
Mercury Thermometers

Duration: one 90 minute period/ two 45 minute periods

 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 2- Temperature Scales

Grade Level/Subject: Physical Science 11-12

Essential Question: How do temperature scales differ? How can you convert from one temperature scale to
another?

Engage: How could we have made the thermometers that you made more accurate?

The students should answer that they would mark all of the straws in the same way, and
all of them would use the same amount of the water/alcohol mixture.

Explore: Changing Temperature Scales Lab (see below)

This lab was written for the NOVA 5000. Any temperature probe device could be used to
perform the activity and the calculations and graphs could be done by the students.

Explain: During the lab activity, the NOVA converted the scales for the student. The student will
now convert the temperature scales using their own math skills.
Temperature Scale Conversion worksheet (see below)

Elaborate: Students should find a website like one of the following to work further problems.
Temperature Scale conversions 1
Temperature Scale conversions 2

Evaluate: Temperature Scale Conversion quiz (see below)

Temperature Scale Conversion
This site contains both PowerPoint information for an absent student and printable
worksheets that can be used for assignments of quizzes.

Connections to Other Converting temperature scales requires that the student perform mathematical
Disciplines: calculations.

Materials: Nova5000 or other electronic probe

Temperature sensor
Hot water
Ice water
Room temperature water
Styrofoam cups
calculator
conversion worksheets

Links: Temperature Conversions

Science Skills – I teach bio
Measuring temperature using a thermometer

Duration: one 90 minute class/ two 45 minute classes

Changing Temperature Scales
Purpose
You will observe temperature changes in three different temperatures of water.
You will measure and record changes in temperature in three different temperature scales (Celsius, Fahrenheit
and Kelvin).

Materials
 Nova5000
 Temperature sensor
 Hot water
 Ice water
 Room temperature water
 Styrofoam cups

Procedure
Setup Nova5000

.1 Turn on Nova5000.

.2 Connect the temperature sensor to input 1 (I/O-1) of Nova5000.

.3 Launch MultiLab. Go to Start, then Programs, then Science & Math, and
select MultiLab.

.4 Click Setup wizard on the upper toolbar and set up the program
according to the specifications below:

Sensors
Input 1: Temperature
Rate:
10 samples per second
Samples:
1000 samples (1:40 MM:SS)

Part A

1. Go to Logger in the upper toolbar, then Preferences. Make sure the

temperature unit reads degrees Celsius, if not change it to do so.

2. Place the temperature probe into the cup with room temperature water.
 3. Click Run on the upper toolbar to begin recording data.

4. After Nova5000 starts collecting data, watch the time at the bottom of the
graph and remove the temperature probe from cup with room
temperature water at 20 seconds and place in the cup with hot water.

5. Watch the time at the bottom of the graph and remove the temperature
probe from the cup with hot water after 20 seconds and place in the cup
with room temperature water.

6. Watch the time at the bottom of the graph and remove the temperature
probe from the cup with room temperature water after 20 seconds and
place in the cup with ice water.

7. Watch the time at the bottom of the graph and remove the temperature
probe from the cup with ice water after 20 seconds and place in the cup
with room temperature water for the remainder of the experiment.
Part B

.1 Go to Logger in the upper toolbar, then Preferences. Change the

temperature unit to read in degrees Fahrenheit.

.2 Repeat steps #1-7 in Part A.

Part C

1. Go to Logger in the upper toolbar, then Preferences. Change the

temperature unit to read in Kelvin.

2. Repeat steps #1-7 in Part A.

3. Save your data by clicking Save on the upper toolbar.

Analysis and Conclusions

Place the First Cursor on the bottom toolbar on the beginning of the graph and the Second Cursor on
the bottom toolbar on the end of the graph. Select Tools, then Analysis, and then Statistics and record the
following data for each graph (record the units).

Data Part A Graph Part B Graph Part C Graph

Average Temperature
Lowest Temperature
Highest Temperature

To observe all the graphs at the same time, select the graph and use the Show button for each graph until all
three graphs are shown.

1. Compare the graphs. What do the graphs all have in common?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. Contrast the graphs. What differences do the graphs have?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Compare the units of temperature. How are degrees Celsius, degrees Fahrenheit, and Kelvin alike?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. Contrast the units of temperature. How are degrees Celsius, degrees Fahrenheit, and Kevin different?

________________________________________________________________

________________________________________________________________
 ________________________________________________________________

________________________________________________________________

________________________________________________________________

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Temperature Conversion Worksheet

The two temperature scales used most often to record temperature are the Celsius scale and the Fahrenheit
scale. The Fahrenheit scale is used almost exclusively in the United States while the rest of the world used the
Celsius scale.

To Convert from one scale to another the following formula may be used:

o
F = 1.8 oC + 32 (What does the 32 represent?)

In other classes you may have used the fraction 9/5 instead of the decimal 1.8 to find the Fahrenheit or Celsius
temperature values. Replacing the fraction with the decimal will make the algebra needed to solve for either
temperature easier to work using a calculator, AND if the decimal value is rounded to 2 estimation of the
temperature value is much easier.

Convert 10.0 oC to oF Estimated answer 2x10 = 20 + 32 = 52 oF

o
F = 1.8 oC + 32
o
F = 1.8 (10.0) + 32
o
F = 18.0 + 32
o
F = 50.0

Convert 10.0 oF to oC Estimated answer 10 – 32 = --22 / 2 = 11 oC

o
F = 1.8 oC + 32
10.0 = 1.8 oC + 32
--22 = 1.8 oC
--12.2 = oC

Work the following temperature conversions.

o o
Celsius C Fahrenheit F
0.0
40.0
55.0
110.
37.5
15.0
-4.5
-4.5
150.

Discussion Questions: Based on the table above, answer the following:

1) At what temperature (in degrees Celsius) would it have to be outside before you wore a winter coat? Why?
2) At what temperature (in degrees Celsius) would you want it to be outside before you went swimming?
Why?

3) If it is 20 degrees Celsius outside, how would you describe the temperature - Hot, warm, cool, or cold?
Why?

The International System of Measurements (SI) uses the Kelvin scale for measuring temperature. The Kelvin
scale is based on the concept of absolute zero, the theoretical temperature at which molecules would have
zero kinetic energy. Absolute zero, which is about -273.15 oC, is set at zero on the Kelvin scale. This means that
there is no temperature lower than zero Kelvin, so there are no negative numbers on the Kelvin scale.

The equation used to convert measured temperatures from a Celsius thermometer to the Kelvin scale is:

K = oC + 273.15 To make the equation easier to remember, the added value is

usually rounded to 273

Convert the following

o
Celsius C Kelvin K
0.0
55.0
37.5
-4.5
150.

Answers

o o
Celsius C Fahrenheit F
0.0 32.0
22.2 40.0
55.0 131
92.2 110.
37.5 99.5
--2.77 15.0
-4.5 23.9
--20.3 -4.5
150. 302

o
Celsius C Kelvin K
0.0 273
55.0 328
37.5 311
-4.5 269
150. 423

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 return to top of lesson

Name _______________________________________________ Date _____________________

Temperature Conversion Quiz

Convert the following:

Show your work below the chart.

Fahrenheit (oF) Celsius (oC) Kelvin (K)

25.0

32.0
373

78.2

18.0
650.

-19.4

-40.0
37.6

125
 return to table of contents

SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 3- Finding the difference between temperature and heat

Grade Level/Subject: Physical Science 11-12

Essential Question: What is the difference between temperature and heat?

Engage: Heat flows from areas of higher concentration to areas of lower concentration. Heat
cannot be measured directly, but temperature can be. If hot water is mixed with cold
water, the resulting final temperature will be somewhere between the two beginning
temperatures because heat will flow from the hotter water to the colder water. Ask the
students to predict the final temperature of a mixture of two different temperatures of
equal volumes of water.

Explore: Perform Mixing Water and Mathematics

Explain: Graph the data for both cold and hot water and compare it to the mixture of the hot and
cold water.

Elaborate: Develop an equation to represent the data

Evaluate: 1. What is the relationship among the three areas that you calculated?
2. State this relationship as an algebraic equation.
3. Why is important to use the Styrofoam® cup?
4. If you mixed 20.0 ml of 22.0 oC water with 30.0 ml of 70.0 oC water, what would
be the final temperature of the mixture?
5. How are heat and temperature different?
The answers to these questions should be included in the lab report prepared for this
lab. Use the lab report rubric found in lesson 1.

Connections to Other Once again both writing skills and measurement skills relate this activity to both English
Disciplines: and mathematics. The students must also prepare an algebraic equation from the data
that they graph.

Materials: 100 ml graduated cylinder

Styrofoam® cup
Thermometer
Graph paper
Writing utensil
Hot water in thermos container
Tap water
safety goggles

Links: Teacher Notes for Mixing Water and Mathematics

Duration: One 90 minute/ or two 45 minute periods

Name _____________________________ Date ________________________

Mixing Water and Mathematics

Introduction
Heat flows from areas of higher concentration to areas of lower concentration. Heat cannot be measured
directly, but temperature can be. If hot water is mixed with cold water, the resulting final temperature will be
somewhere between the two beginning temperatures because heat will flow from the hotter water to the
colder water.

Purpose
To determine a mathematical relationship between the volume and temperature of different samples of water.

Safety
Wear safety goggles
Do not burn yourself with the hot water sample

Materials
100 ml graduated cylinder
Styrofoam® cup
Thermometer
Graph paper
Writing utensil
Hot water in thermos container
Tap water

Procedure
1. Pour a measured amount of hot water into a Styrofoam® cup. Record the volume
2. Measure and record the temperature of the hot water sample.
3. Pour tap into a graduated cylinder, insert a thermometer and record the volume and the temperature.
4. Add the water to the Styrofoam® cup and record the final mixed temperature.
5. Repeat the process two more times. You may vary the volumes used or the initial temperatures.

Hot Cold Mixed

Trial Volume Temperature Volume Temperature Volume Temperature
(ml) (oC) (ml) o
( C) (ml) (oC)

Analysis
1. Label the horizontal axis of a piece of graph paper as temperature and the vertical axis as volume.
2. Place the hot water measurements from trial one as a single point on the graph.
3. Draw a rectangle using this point and the horizontal and vertical axes.
4. Find the area of this rectangle
5. Repeat these steps for the cold and mixed values for trial one.
 6. Add the cold area rectangle value to the hot area rectangle value. Compare this sum to the rectangle
value for the water when it is mixed.

Questions
1. What is the relationship among the three areas that you calculated?
2. State this relationship as an algebraic equation
3. Why is important to use the Styrofoam® cup?
4. If you mixed 20.0 ml of 22.0 oC water with 30.0 ml of 70.0 oC water, what would be the final
temperature of the mixture?
5. How are heat and temperature different?

Reference this lab was modified from Some Like it Hot, extension activity, from ChemSource 1.0
 Teacher Notes for Mixing Water and Mathematics return to top of lesson
Analysis
7. Label the horizontal axis of a piece of graph paper as temperature and the vertical axis as volume.
8. Place the hot water measurements from trial one as a single point on the graph.
9. Draw a rectangle using this point and the horizontal and vertical axes.
10. Find the area of this rectangle
11. Repeat these steps for the cold and mixed values for trial one.
12. Add the cold area rectangle value to the hot area rectangle value. Compare this sum to the rectangle
value for the water when it is mixed.

There is only one point graphed for each volume/temperature combination. This point is used to create a
rectangle with the x and y axes. While the areas of the rectangle can be compared, it is important to note that
the units (ml x oC) do not relay a known unit. This lab is used to introduce the concepts of heat and
temperature.

Questions
6. What is the relationship among the three areas that you calculated?
When you add the cold area and the hot area, their sum equals the other
calculated area
7. State this relationship as an algebraic equation
(Vcold x Tempcold) + (Vhot x Temphot) = Vmixed x Tempmixed

8. Why is important to use the Styrofoam® cup?

The cup is made of an insulating material. The head transfer occurs in the cup and the temperature
change for both original temperatures can be measured. There is some heat loss because there is no
lid on the cup, but the amount of heat lost is minimal if the temperature change is measured quickly.

9. If you mixed 20.0 ml of 22.0 oC water with 30.0 ml of 70.0 oC water, what would be the final
temperature of the mixture?
(20 x 22) + (30 x 70) = 50 x Temp
Temp = 50.8 oC

10. How are heat and temperature different?

Heat is the transfer of energy between substances of different temperatures.
Ttemperature is the measurement of how hot or cold something is.
 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 4- Latent heat

Grade Level/Subject: Physical Science 11-12

Essential Question: How much heat is needed to melt a known quantity of ice?
What is latent heat?

Engage: Remove an ice cube from a cooler and place on a watch glass under a document
camera and ask students to predict how long it will take to melt completely. Place
another ice cube in a beaker on top of a hotplate turned to warm. Once again, place this
under the document camera and ask the students to predict how long it will take to
melt. Have them account for differences. (size of cubes, temperature difference of
placement and so on)

Explore: Energy Needed to Melt Ice

As a safety factor have the hot water prepared ahead of time. This lab was written
originally for a first year chemistry lab that would frequently use Bunsen burners to
prepare hot water. By preparing the hot water for the students, the risk of a burn injury
may be avoided.

Explain: Students will analyze the data they collect during the lab activity to answer the questions
in lab report.

Elaborate: Students research the use of water to prevent frost damage to crops

Evaluate: Have students enter their heat values into a spreadsheet on a central computer so the
average class value can be calculated. The students may then compare their percent
error to the class value percent error. They should then explain the difference between
their results and that of the average value of the class in the analysis section of their lab
report. Use the lab report rubric to assess their process.

Connections to Other Mathematics, technology skills, reading and writing skills

Disciplines:

Materials: Styrofoam® cups with lids

Beakers
100 ml graduated cylinders
Hot plate to heat water
Thermos container to hold hot water
Thermometer or thermometer probe
Ice cubes
Paper towels
Safety goggles
computer and internet access
overhead projector
watch glass

Links: Latent Heat and Weather

Latent Heat
Latent and Sensible Heat

Duration: One 90 minute/ or two 45 minute periods

Name_____________________________ Date ____________________

Energy Needed to Melt Ice

Purpose
Students will determine the energy needed to melt one gram of ice by measuring the heat lost by a known
quantity of warm water when the ice is added to the water and allowed to melt.

Safety
1. Wear goggles at all times when in the laboratory.
2. A Bunsen burner or hot plate is used in this lab to warm the water to about 50 o C.
Beakers do NOT look hot when they are heated so use hot pads to handle them.

Materials
Two beakers
Laboratory thermometer
Ice
Paper towels
100 ml graduated cylinder
Bunsen burner or hotplate

Procedure
1. Warm water to about 50 o C. Pour about 100. ml into a graduated cylinder and record the volume.
2. Pour the water into a Styrofoam® cup. Measure and record the temperature.
3. Obtain several ice cubes and pat them dry with a paper towel. Place the ice cubes in the cup of warm
water.
4. Cover the cup with a lid and insert the thermometer into the hole. Carefully shake the container until
the thermometer reads 0.0 o C. Do not stir with the thermometer. If all of the ice melts before the
temperature is reached, add more ice. There should be some ice left in the container when the desired
temperature is reached.
5. Pour the liquid water into a beaker. Hold back any of the ice that remains and discard the ice in the
sink.
6. Pour the water from the beaker into the graduated cylinder to measure the volume. There will be
more than 100. ml of water; so the volumes will need to added to find the total volume. Record the
total volume of water in the data table.
7. REPEAT THE ENTIRE PROCEDURE AGAIN.
8. Put all of your materials away and clean your station
9. Wash your hands.
10. Return your goggles to the case.
11. Remember that the density of water is 1.00 g/ ml; therefore, one gram of water is equal to one ml of
water.
 Data Table return to top of lesson

Trial 1 Trial 2
Volume of water (ml)
Temperature of warm water (o C)
Equilibrium temperature of ice/water system (o C)
Final volume of water (ml)
Mass of ice melted (g)
Change in temperature of water (o C)

Data Analysis

1. Determine the mass of ice melted for each trial and record in the data table.

2. Determine the change in temperature of the water system and record in the data table. Final
temperature – initial temperature = change in temperature

3. Energy = change in temperature x mass of ice x specific heat of ice Use this formula to calculate
the amount of energy needed to melt the ice. The specific heat of water is 1.00 calories/ gram · o C or
4.184 joules/ gram · o C. The unit for energy is either calorie or joule, but joule is used more often.
The term calorie is deceptive and does not mean the same thing as the calorie used in say a health
class when talking about food. Show both calculations.

Trial 1

calories joules

Trial 2

calories joules

4. Determine the amount of energy needed per gram of ice. Divide the total energy
value calculated in number three by the mass of ice melted.

Trial 1 Trial 2

cal/g joule/g cal/g joule/g

 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 5- Heating and Cooling Curves

Grade Level/Subject: Physical Science 11-12

Essential Question: How can the melting/freezing point or boiling/condensing point of a substance be found
using graphical analysis?

Engage: Heating curves

Display the above website for the entire class using a projector or have the students
individually access the site in a computer lab.
Ask the students to write a paragraph describing what they would see if the water sample
that is graphed is in a cup in front of them. The top of each division displays the particle
motion contained within the sample at that particular temperature. The student papers
should begin with the description of ice and progress to steam escaping from the
container. Several rubrics for grading the papers are included. The papers could be
written individually or as a group.
paragraph rubric
descriptive paragraph rubric

Explore: The site explains heating curves and has the students perform a virtual experiment to
find the melting point and the boiling point of three different substances. This activity
does not include a data table, but it would be excellent practice to have the students
open another screen and construct one. An example format is included in the discussion
area.

Explain: Students will probably assume that the first substance is water; after all the melting point
is 0 o C and the boiling point is 100 o C.

Have them search the internet to find the identities of the other two substances.

Elaborate: Heating Curve worksheet

Download the above worksheet and make enough copies for each of your students

Evaluate: Students, given a piece of graph paper, should be able to construct a cooling curve for
water.

Connections to Other Mathematics Students must know that the slope of a horizontal line is equal to zero and
Disciplines: that the slope of a vertical line is undefined. They must also recall how to find the slope
of any other line on a graph and how to identify if the slope is positive or negative.

Materials: computer with internet access and a projector OR

computer lab with printer
graph paper

Links: Heating Curves

Heating Curve for water

Duration: One 90 minute/ or two 45 minute periods

 Paragraph Writing
Paragraph Rubric

Name: _____________________________
Tutor: ________________________________
Date: ______________________________ Title of Work: __________________________

Criteria Points
4 3 2 1

Main/Topic idea Main/Topic idea

Main/Topic idea
Main/Topic idea sentence is sentence is
sentence is either
sentence is clear, unclear and unclear and
unclear or
Main/Topic Idea correctly placed, incorrectly incorrectly
incorrectly placed, ____
Sentence and is restated in placed, and is placed, and is
and is restated in
the closing restated in the not restated in
the closing
sentence. closing the closing
sentence.
sentence. sentence.

Paragraph(s) have Paragraph(s) Paragraph(s)

Paragraph(s) have
three or more have one have no
Supporting two supporting
supporting detail supporting detail supporting detail
Detail detail sentences ____
sentences that sentence that sentences that
Sentence(s) that relate back to
relate back to the relate back to relate back to
the main idea.
main idea. the main idea. the main idea.

Handwriting, Handwriting,
Legible Marginally legible
typing, or typing, or
Legibility handwriting, handwriting, ____
printing is not printing is not
typing, or printing. typing, or printing.
legible in places. legible.

Paragraph has Paragraph has

Paragraph has no
Paragraph has one three to five six or more
errors in
or two punctuation, punctuation, punctuation,
Mechanics punctuation, ____
capitalization, and capitalization, capitalization,
capitalization, and
spelling errors. and spelling and spelling
spelling.
errors. errors.

Paragraph has Paragraph has

Paragraph has no Paragraph has one
three to five six or more
Grammar grammatical or two grammatical ____
grammatical grammatical
errors. errors.
errors. errors.

Total ____

Notes and Comments:

The Learning Exchange D. Brown/ 2005
http://www.teach-nology.com/ return to top of lesson

Descriptive Paragraph Rubric

CATEGORY 4 3 2 1
Introduction The introduction is The introduction The introduction There is no clear
(Organization) inviting, previews the clearly states the states the main topic, introduction of the
structure of the main topic, previews but does not main topic or
paragraph and states the structure of the adequately preview structure of the
the main topic. paragraph, but is not the structure of the paragraph.
particularly inviting to paragraph nor is it
the reader. particularly inviting to
the reader.

Sequencing Three details are Three details are Some details are not Many details are not
(Organization) placed in a logical placed in a logical in a logical or in a logical or
order and the way order, but the way in expected order, OR expected order.
they are presented which they are some details are There is little sense
effectively keeps the presented/introduced missing and this that the writing is
interest of the reader. sometimes makes distracts the reader. organized.
the writing less
interesting.

Focus on Topic There is one clear, Main idea is clear but Main idea is The main idea is not
(Content) well-focused topic. the supporting somewhat clear but clear. There is a
Main idea stands out information is there is a need for seemingly random
and is supported by general. more supporting collection of
detailed information. information. information.

Conclusion The conclusion is The conclusion is The conclusion is There is no clear

(Organization) strong and leaves recognizable and ties recognizable, but conclusion, the
the reader with a up almost all the does not tie up paragraph just ends.
feeling that they loose ends. several loose ends.
understand what the
writer is "getting at."

Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
Spelling errors in grammar or errors in grammar or errors in grammar or than 4 errors in
spelling that distract spelling that distract spelling that distract grammar or spelling
(Conventions) the reader from the the reader from the the reader from the that distract the
content. content. content. reader from the
content.

Capitalization & Writer makes no Writer makes 1 or 2 Writer makes a few Writer makes several
Punctuation errors in errors in errors in errors in
capitalization or capitalization or capitalization and/or capitalization and/or
(Conventions) punctuation, so the punctuation, but the punctuation that punctuation that
paragraph is paragraph is still catch the reader's catch the reader's
exceptionally easy to easy to read. attention and attention and greatly
read. interrupt the flow. interrupt the flow.

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Heating Curve Worksheet Name:
period: Date:

The diagram below is a plot of temperature vs. time. It represents the heating of what is initially ice at -10 oC at
a near constant rate of heat transfer.

1) a) What phase or phases are present during segment (1)

_______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy)
________________________________________________________________
__________________________________________________________________________________
c) What phase change, if any, is taking place? _____________________________________________

2) a) What phase or phases are present during segment (2)

_______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy)
________________________________________________________________
__________________________________________________________________________________
 c) What phase change, if any, is taking place? _____________________________________________

3) a) What phase or phases are present during segment (3)

_______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy)
________________________________________________________________
__________________________________________________________________________________

c) What phase change, if any, is taking place? _____________________________________________

4) a) What phase or phases are present during segment (4)

_______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy)
________________________________________________________________
__________________________________________________________________________________
c) What phase change, if any, is taking place? _____________________________________________

5) a) What phase or phases are present during segment (5)

_______________________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy)
________________________________________________________________
__________________________________________________________________________________
c) What phase change, if any, is taking place? _____________________________________________

6) What is the melting point of this substance?

7) At what temperature would this sample finish boiling?

8) When this substance is melting, the temperature of the ice-water mixture remains constant because:
a. Heat is not being absorbed
b. The ice is colder that the water
c. Heat energy is being converted to potential energy
d. Heat energy is being converted to kinetic energy

9) When a given quantity of water is heated at a constant rate, the phase change from liquid to gas takes
 longer than the phase change from solid to liquid because

a. The heat of vaporization is greater than the heat of fusion

b. The heat of fusion is greater than the heat of vaporization
c. The average kinetic energy of the molecules is greater in steam than in water
d. Ice absorbs energy more rapidly than water does

The heat of fusion for water (Hf) is 80 calories/gram and the heat of vaporization (H v) for water is 540
calories/gram.

10)
a) How much energy would be required to melt 500 grams of ice at 0 oC to water at 0oC?

b) How much energy would be required to convert 2 moles of water at 100 oC to water vapor at 100oC?
Heating Curve Worksheet Name: ANSWERS

1) a) What phase or phases are present during segment (1)

_________SOLID_________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy) _____The K.E. of vibration is increasing________________
__________________________________________________________________________________
c) What phase change, if any, is taking place? _____NONE (perhaps sublimation) _______
2) a) What phase or phases are present during segment (2) _____SOLID & LIQUID__________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy) ______The energy is causing the position of the atoms to change (P.E.
is increasing) there is a phase change_________________________________________________
c) What phase change, if any, is taking place? __________MELTING___________________________

3) a) What phase or phases are present during segment (3) ________LIQUID________________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy) _______The K.E. is increasing (the particles move faster; temperature
increases__________________________________________________________________________
c) What phase change, if any, is taking place? _______NONE (perhaps some evaporation) ________
4) a) What phase or phases are present during segment (4) ________LIQUID & GAS_________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy) _______The P.E. increases as the particles move Far, far
apart_____________
__________________________________________________________________________________
c) What phase change, if any, is taking place?
_____Boiling________________________________________

5) a) What phase or phases are present during segment (5) ____________GAS______________________

b) What is happening to the energy being absorbed from the heat source? (answer in terms of
potential and/or kinetic energy) _______The K.E. of the gas is increasing____________________
__________________________________________________________________________________
c) What phase change, if any, is taking place? _________None______________________________

6) What is the melting point of this substance? 0oC

7) At what temperature would this sample finish boiling? 100oC

8) When this substance is melting, the temperature of the ice-water mixture remains constant because:
a. Heat is not being absorbed
b. The ice is colder that the water
c. Heat energy is being converted to potential energy
d. Heat energy is being converted to kinetic energy

9) When a given quantity of water is heated at a constant rate, the phase change from liquid to gas takes
longer than the phase change from solid to liquid because
a. The heat of vaporization is greater than the heat of fusion
b. The heat of fusion is greater than the heat of vaporization
c. The average kinetic energy of the molecules is greater in steam than in water
d. Ice absorbs energy more rapidly than water does

The heat of fusion for water (Hf) is 80 calories/gram and the heat of vaporization (H v) for water is 540
calories/gram.

10)
a) How much energy would be required to melt 500 grams of ice at 0 oC to water at 0oC?

500g (80 calories/g) = 40 000 calories

b) How much energy would be required to convert 2 moles of water at 100 oC to water vapor at 100oC?

2 mole H2O (18 g H2O / mole H2O) (540 calories/g H2O) = 19440 calories or 19.44 kcal.

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 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 6- Kinetic Molecular Theory

Grade Level/Subject: Physical Science 11-12

Essential Question: How is the Kinetic Molecular Theory related to temperature and kinetic energy of a
substance?

Engage: Demonstration- Place two beakers where the students can see them. Fill one beaker
with cold water and the other with hot water. Put a drop of food coloring in each beaker.
Ask the students to record their observations of the diffusion process.

Or- The hot and cold water demonstration could be performed as a hands-on activity if
enough material is available.

After the diffusion is complete, group the students so they can share their observations.
Have the groups write a description of the diffusion process on the first part of the Kinetic
Molecular Theory handout.

Explore: Popcorn Activity

Allow the students to record their observations on the second part of the

Kinetic Molecular Theory handout.

Explain: States of Matter Basics

The lesson can be done individually or as a group with a projector. On the first page of
this virtual lab there is a tab “For Teachers.” You must register with the site as a teacher
but there are a variety of lesson plans for each simulation. The ability level of your class
will determine what lessons you will choose.

Elaborate: The student will find another kinetic molecular theory URL and record the postulates of
the kinetic molecular theory.

Evaluate: Students may be selected to draw their interpretations of the Kinetic Molecular
Demonstration on the board. Examine and discuss those answers and other answers
from the handout with the class.

Connections to Other Art, technology, English

Disciplines:

Materials: three beakers

water
hotplate
popcorn
margarine

Links: Selling the Kinetic Molecular Theory

KMT PowerPoint (scroll down to Unit 4 KMT)
Hang Man for KMT

Duration: One 90 minute/ or two 45 minute periods

 Kinetic Molecular Theory

Name________________________ Date___________________

Hot and Cold Demonstration

Describe what happened to the food coloring in both beakers. Use one sentence to describe your observations
of the food coloring in the beaker of hot water, and one sentence to describe the food coloring in the beaker of
cold water.

Kinetic Molecular Theory with Popcorn Demonstration

After watching the popcorn demonstration, sketch each part of the popcorn demo.

Solid Liquid Gas

Kinetic Molecular Theory

After you complete the computer simulations, list the parts of the kinetic molecular theory on
the back of the page.
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 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 7- Determining Experimentally the Melting Point of Ice

Grade Level/Subject: Physical Science 11-12

Essential Question: If ice is actually melted and temperature data versus time is gathered, will the graph
resemble the heating curves from the previous lesson?

Engage: Have students trace the shape of a typical heating curve on the sheet of paper. Ask
them to label the axis-- where are the temperature and time values placed?

Explore: Melting Point of Ice lab-

This lab activity can be performed using a lab thermometer and a stop watch. The probe
measurements will generate more data points than the students can and make a good
comparison, but the student will be able to generate a data table without the data from
the probe. Students should be able to locate the melting point and may even have
thought that their equipment was "broken" when the temperature did not change during
the activity. If you have not discussed ideal conditions for measuring melting and boiling
points and the effect of pressure in the process, now would be a good time to give
students this information.

Explain: Compare the graph generated by the probe device and compare it to the one drawn by
the student during the Introduction/Engagement Activity of this lesson.

Elaborate: Explain difference between accepted values and the values found in the data from lab.

Evaluate: After completing the Melting Point of Ice lab, students will complete the following POST-
LAB QUESTIONS:

After printing the graph from the temperature probe and graphing the thermometer data,
compare your results. Do you see the same things?
Label the melting point, boiling point, and any phase changes on both graphs.
Discuss the differences in temperature. Which of these graphs do you feel is more
accurate? Why?
Why are the melting point and boiling point not the same as pure water? Explain.

Connections to Other Mathematics graphing skills

Disciplines:

Materials: 250 mL beaker (2) Ring stand with clamp to hold probe
ice to fill beaker Graph paper
thermometer
hot plate (2)
temperature probe

Links: Boiling Point

Melting Point
Freezing Point

Duration: one 90-minute period/ two 45 minute periods

Name _____________________________ Date _________________________

Melting Point of Ice

PURPOSE To determine the melting point of water and to construct a graph of the
results

MATERIALS (per group)

250 mL beaker (2) Ring stand with clamp to hold probe

ice to fill beaker Graph paper
thermometer
hot plate (2)
temperature probe

PROCEDURE

1. Fill the 2-250 mL beakers with ice. Place one on each hotplate.
2. Put the thermometer in the middle of the ice in one beaker and the temperature probe in the middle
of the ice in the other beaker.
3. Allow the temperature to settle for about 1-2 minutes.
4. Start the computer taking temperatures and turn on the hotplate to high.
5. For the thermometer, take reading every 30 seconds until the water boils.
6. Record the temperatures for the thermometer on the data table.
7. After you finish, turn off all hotplates and save your graph from the computer. We will print this later.
8. You will do a comparison of the thermometer graph and the probe graph later.
9. Graph your data from the thermometer using the graph paper provided.

This is a sample data table. Please construct your own for as much time as needed.

Time (min) Temperature (oC)

.5
1.0
1.5
2.0
2.5
3.0
3.5
POST-LAB QUESTIONS

1. After printing the graph from the temperature probe and graphing the thermometer data, compare
your results. Do you see the same things?

2. Label the melting point, boiling point, and any phase changes on both graphs.

3. Discuss the differences in temperature. Which of these graphs do you feel is more accurate? Why?

4. Why are the melting point and boiling point not the same as pure water? Explain.

Return to top of lesson

.
 return to table of contents

SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 8: Specific Heat

Grade Level/Subject: Physical Science 11-12

Essential Question: How is heat calculated?

What is specific heat?

Engage:
Ask students to list all of the ways that they have measured temperature in the past few
days. Include temperature measurements outside of the classroom as well.Finally, ask
them if they have measured or calculated heat.

Explore: Specific Heat of a Metal- Step by step procedures, as well as an place for data
collections and calculations are provided for this lab

Explain: Determining an Unknown- Use specific heat formula to determine the specific heat value
of metal that was used in the experiment. Use this value to identify the metal.

Elaborate: The following paragraph was found on an internet site written about water. The students
used water in their lab because it absorbs heat, but many do not understand the usage.
Give them the paragraph to read and let them choose one of the questions to research.
This could be an individual or group activity. The answers should be presented to the
class.

Water has a high specific heat index. This means that water can absorb a lot of heat
before it begins to get hot. This is why water is valuable to industries and in your car’s
radiator as a coolant. The high specific heat index of water also helps regulate the rate at
which air changes temperature, which is why the temperature change between seasons
is gradual rather than sudden, especially near the oceans.

What industry uses water as a coolant?

Don’t they use antifreeze in cars’ radiators, not water? Why?

How could the specific heat of water regulate the seasonal change?

Does the lack of water explain why it is so hot in the desert during the day and so cold at
night?

Evaluate: Students will complete the written part of the lab report. Answers to questions on the lab
report will be discussed following the activity.

Connections to Other mathematics, technology, and English

Disciplines:

Materials: Balance
Large weighing dish
250-mL beaker
400-mL beaker
100-mL graduated cylinder
25 x 150-mm test tube
Stirring rod
 Utility clamp
Ring stand
Ring support
Wire gauze
Gas burner
Plastic foam cup
(2) thermometers
Metal shot (#4 or larger lead shot works well) make sure students wash their hands after
using lead shot
Paper towel
Distilled water

Links: NASA Specific Heat Lab

Specific Heat of Copper
teacher notes

Duration: one 90 minute/ or two 45 minute periods

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 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 9: Calculating Specific Heat

Grade Level/Subject: Physical Science 11-12

Essential Question: How is heat calculated?

Engage: Heat Transfer Calculations

This website allows students to perform calculations with the heat formula used in
yesterday’s lab. This should be done in groups

Explore: More Specific Heat problems

Assign these problems to students to be completed individually

Explain: Specific Heat Capacity of a Metal This is a computer simulation and worksheet

Elaborate: Students must apply the heat transfer equation differently to solve for a different
unknown.
Type 1- Heat Transferred (q) is the unknown
Type 2- mass (m) is the unknown
Type 3- change in temperature (DT) is the unknown
Type 4- Specific Heat (Cp) is the unknown

Evaluate: Specific heat quizlet

Connections to Other mathematics

Disciplines:

Materials: computer lab

printed worksheets
calculator
writing utensil

Links: How to Determine the specific heat tutorial

specific heat and kinetic molecular model

Duration: one 90 minute/ or two 45 minute lessons

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 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 10: Heat Transfer

Grade Level/Subject: Physical Science 11-12

Essential Question: How is heat transferred from one area to another?

Engage: Display the following website on Heat Transfer for the class or assign the website for
homework.

Explore: Three Methods of Heat Transfer teacher notes

Three Methods of Heat Transfer student copy

Explain: Given another situation involving heat transfer, studnets will identify the type of transfer
used.

Elaborate: The Difference Between Conduction and Convection

This website is written as a lab, but it would make an excellent demonstration that the
students could view as a class then explain in writing. If the materials are not readily
available to do the demonstration, the website has excellent pictures that could be
projected.

Evaluate: Students will complete a written lab report that includes the question, hypothesis,
observations, and conclusions from The Difference Between Conduction and
Convection activity.

Connections to Other meteorology and oceanography

Disciplines:

Materials: Safety glasses for each student

Copies of student text “Heat and Thermodynamics”
Safety instructions for each station Chart paper and markers
Station 1: Wax Dot Demonstration
• Heat source: Bunsen burner, candle, or alcohol lamp
• Metal rods (knitting needle works well) with equidistant, equal-sized dots of wax
from a candle melted onto it (one per group)
• Pliers, or ring stand with clamp, to hold the end of the metal rod while it is
being heated
• Aluminum foil Station
2: Hot Air Rises
• Heat source: light bulb. (Other heat sources, such as a candle or alcohol lamp can
be used but present a higher danger of fire.)
• Paper spiral on a string through the middle (see diagram—page 5)
Station 3: Measuring Infrared’s Temperature
• Large, glass prism to separate the wavelengths of sunlight (small or plastic prisms
do not work well for this activity)
• Three accurate, sensitive thermometers (can be done with a sensitive thermistor
device) (see diagram of setup in student activity)
• Window with sunlight
Computer and projector
Two tall cylindrical beakers, water, food coloring, 2 salsa containers, a short piece of
metal chain.

Links: Jefferson Lab Heat Transfer Questions

How Does Heat Travel
 Seeing Our World in a Different Light
Convection, conduction and radiation

Duration: one 90minute period/ two 45 minute periods

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 return to table of contents
SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 11: The Sun, Heat Transfer, and Technology

Grade Level/Subject: Physical Science 11-12

Essential Question: How is the energy of the sun transferred to the Earth?

Engage: Many scientists currently believe that the average temperature of the Earth is increasing
resulting in Global Warming. Before we can understand the implications of man’s
influence on the rising worldwide temperature, we must understand where the energy
that heats the Earth originates. You will be divided into groups of four to research this
topic of energy from the sun.

Explore: Heat Transfer PowerPoint assignment

Explain: Students will use the questions from the Heat Transfer PowerPoint assignment to guide
their research. They will combine information to create PowerPoint presentation.
The Heat Transfer PowerPoint Rubric should be given to the students when this
assignment is given; it should be used to guide the students as they create the
PowerPoints.

Elaborate: Each group will present their PowerPoint about heat transfer to the class. They should be
prepared to answer questions after their presentations.

Evaluate: The Heat Transfer PowerPoint Rubric will be used to evaluate the presentations as they
are given.

Connections to Other Astronomy, Technology

Disciplines:

Materials: Computer Lab with internet access

projector/television to project completed PowerPoints

Links: Solar radiation encyclopedia of the earth

Solar radiation basics
Clean energy

Duration: one 90 minute period/ two 45 minute periods

Return to top of lesson

 Heat Transfer PowerPoint Challenge
One of the content standards that you must master this year is the following:

SC.O.PS. 18 plan and conduct an investigation to provide evidence that the transfer of thermal energy
when two components of different temperature are combined within a closed system results in a more
uniform energy distribution among the components in the system (second law of thermodynamics).

Because we are currently studying heat and temperature, your group will prepare a PowerPoint presentation
that will concentrate on the heat transfer aspect of this standard. The best
PowerPoint presentation will be given to other science teachers to use in their physical science classes.

Your group must use the internet to find the answers to the following questions.

1. How does the sun produce thermal energy?

2. How is that thermal energy transferred to the surface of the sun?

3. How is the thermal energy emitted from the surface of the sun?

4. How is the thermal energy transferred to the Earth?

Record all of the URLs used for your research by pasting the URL into a word document. Check to
see that the link works for these URLs and place a short explanation by each URL. Consolidate all of
your group’s findings into the final slide of the power point that you produce.

Finally, prepare a PowerPoint presentation of no more than 10 slides to display the answers to each of
the above questions. The PowerPoint should have a title page listing the names of the group members
and a final page of URLs. Please print your PowerPoint as a handout in black and white with six slides
on a page.

Return to top of lesson

 Name ___________________________________
Presentation Novice
Some team members:
 are on task during the activity
 contribute ideas/possible solutions
GROUP  share in the decision making process
WORK  are respectful to one another
 share the responsibility of cleaning
up after the activity
0……………………….…………….13
The student/team addressed/answered
some of the following:
 How does the sun produce thermal
energy?
 How is that thermal energy
CONTENT
transferred to the surface of the sun?
 How is the thermal energy emitted
from the surface of the sun?
 How is the thermal energy
transferred to the Earth?
0……………………….……………41
The student/team is unable to use
technology to:
 create a PowerPoint with no more
than10 slides with a title page & and
USE final URL pages with resources
OF  used appropriate resources
TECHNOLOGY  organize & presents data
 create a Power Point handout of their
findings
 create a Word document with URLs
and explanations
0……………………….…………….13
COMMENTS:
Date ____________________________
Mastery
All team members:
 are on task during the activity
 contribute ideas/possible solutions
 share in the decision making process
 are respectful to one another
 share the responsibility of cleaning up
after the activity
14……………………….………..17
The student/team addressed/answered
each of the following:
 How does the sun produce thermal
energy?
 How is that thermal energy transferred
to the surface of the sun?
 How is the thermal energy emitted
from the surface of the sun?
 How is the thermal energy transferred
to the Earth?
42……………………………………..53
The student/team uses technology to:
 create a PowerPoint with no more
than10 slides with a title page & and
final URL pages with resources
 used appropriate resources
 organize & presents data
 create a Power Point handout of their
findings
 create a Word document with URLs
and explanations
14…………………………….……..17
Distinguished
In addition to meeting the Mastery criteria
team members are able to
recognize/describe/articulate:
 challenges to the group effort while
completing the task
 solutions that were used to address the
challenges to the group effort
18…………………………..…………..20
In addition to meeting the Mastery criteria
the student/team:
 relates the concepts to previously
learned concepts
 makes connections/applications of this
concept to other curricula areas
 describes global applications for this
concept
54………………………………………..60
In addition to meeting the Mastery criteria
 recognizes/describes/articulates the
limitations of the web sites/resources
that were accessed during the research.
 considers /describes/articulates
solutions to problems encountered while
using the technology during the
lab/activity
18…………………………..…………20
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 return to table of contents
PHYSICAL SCIENCE LESSON PLAN for TEMPERATURE AND HEAT UNIT

Lesson Plan Title: Lesson 12- Performance Assessment

Grade Level/Subject: Physical Science 11-12

Essential Question: How are temperature and heat related?

How does the particle motion of a substance relate to temperature and the state of the
substance?

Engage: This scenario lays the groundwork for the student investigation that follows.

Ah, you see, there is this business man who likes a large amount of cream in his coffee,
and he wants the resultant mixture as hot as possible. (Alas, there is no microwave oven
available).
He has just prepared his boiling coffee when he is called by the boss for a quick
conference of ten minutes’ duration. The boss tolerates no coffee in his presence.
What to do? To keep the coffee as hot as possible should he add the cream now or wait
until after the conference?
Which do you think he should do?

Explore: Student develops a working hypothesis and experiment to collect data to answer the
question of when to add the cream. The experiment must be approved by the teacher
before the student proceeds.

Explain: Students will create a lab report that contains the question, hypothesis, procedures, data,
conclusion, and proper vocabulary for their research.

Elaborate: Students will be prepared to defend their procedures and conclusions as the results of
the experiments are discussed.

Evaluate: The students will use the Rubric for Coffee and Cream as a guide as they create their
lab report. They will consider and question the procedures and conclusions of other lab
groups during the class discussion that follows.

Connections to Other English/Language Arts, Technology

Disciplines:

Materials: Styrofoam cups

beakers
water
heat source
stirring device
thermometer or probe

Links: Performance assessments

Duration: one 90 minute period/ two 45 minute periods

 Coffee and cream rubric

4 3 2 1

Experimental Hypothesized Hypothesized Hypothesized No hypothesis has

Hypothesis relationship between relationship between relationship between been stated.
the variables and the the variables and the the variables and the
predicted results is predicted results is predicted results has
clear and reasonable reasonable based on been stated, but
based on what has general knowledge and appears to be based
been studied. observations. on flawed logic.

Experimental Experimental design is Experimental design is Experimental design is Experimental design is

Design a well-constructed test adequate to test the relevant to the not relevant to the
of the stated hypothesis, but leaves hypothesis, but is not a hypothesis.
hypothesis some unanswered complete test.
questions.
Procedures Procedures are listed Procedures are listed Procedures are listed Procedures do not
in clear steps. Each in a logical order, but but are not in a logical accurately list the steps
step is numbered and steps are not order or are difficult to of the experiment.
is a complete numbered and/or are follow.
sentence. not in complete
sentences.
Data Professional looking Accurate Accurate Data are not shown
and accurate representation of the representation of the OR are inaccurate.
representation of the data in tables and/or data in written form,
data in tables and/or graphs. Graphs and but no graphs or tables
graphs. Graphs and tables are labeled and are presented.
tables are labeled and titled.
titled.
Conclusion Conclusion includes Conclusion includes Conclusion includes No conclusion was
whether the findings whether the findings what was learned from included in the report
supported the supported the the experiment. OR shows little effort
hypothesis, possible hypothesis and what and reflection.
sources of error, and was learned from the
what was learned from experiment.
the experiment.

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