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Unit Overview Energy Unit Overview 1

Connect the Sixth-Grade Energy Unit with Prior Knowledge

Core Idea PS3 Energy 2

Connect Core Ideas, Scientific Practices, and

Crosscutting Concepts from K–6 4

Standards and Objectives

Energy Standards 6

Standards by Task 8

Misconceptions

Lift-Off Task: Build a Working System 11

Task 1: Compare Thermal Energy and Temperature 11

Task 2: Thermal Energy Transfer 12

Task 3: Insulators and Conductors 12

Task 4: Mass and Thermal Energy 12

Resources

Experimental Design 13

Recommended Videos 13

Recommended Reading 13

Culminating Projects

Introduction 14

Objectives 14

Group Culminating Project: The Device to Minimize or Maximize

Thermal Energy Transfer 14

Individual Culminating Project 16

Culminating Project Assessment

Overview 17

Science and Engineering Practices Rubric 18

Science Content Rubric 20

Oral Presentation Rubric 21

Materials

Lift-Off Task: Build a Working System 23

Task 1: Compare Thermal Energy and Temperature 23

Task 2: Thermal Energy Transfer 23

Task 3: Insulators and Conductors 24

Task 4: Mass and Thermal Energy 24

TEACHER EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy i

Lift-Off Task: Build a Working System

Task Overview

Unit Essential Question 25

Introduction 25

Objectives 25

Assessment 26

Academic Vocabulary 26

Language of Instruction 26

Timing 26

Student Materials 27

Teacher Materials 27

Background Knowledge 27

Task Instructions

Part I • Introduction to Systems 29

Part II • Build a Flashlight 30

Part III • Debrief the Flashlight System 31

Part IV • Connect to the Culminating Project and Assessment 32

Handouts

Student Participation Observations Form 33

Task 1: Compare Thermal Energy and Temperature

Task Overview


Introduction 34

Objectives 34

Assessment 34



Timing 35



Task Instructions

Part I • Particles in Motion 37

Part II • Thermal Energy and Temperature 41

Part III • Connect to the Culminating Project and Assessment 44

TEACHER EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy ii

Task 2: Thermal Energy Transfer

Task Overview


Introduction 45

Objectives 45

Assessment 45



Timing 46

Extension Challenges 46



Setup Notes 50


Task Instructions

Part I • Thermal Energy Transfer Lab Stations 1−6 51

Part II • Debrief Lab Stations 52

Part III • Optional: Thermal Energy Transfer Terms 53


Handouts

Lab Station 1: Blue and Red Water 54

Lab Station 2: Cold Water and a Balloon 55

Lab Station 3: Conductometer 56

Lab Station 4: Butter Boat 57

Lab Station 5: Heat on Water 58

Lab Station 6: Thermal Blanket 59

Task 3: Insulators and Conductors

Task Overview


Introduction 60

Objectives 60

Assessment 60



Timing 61

TEACHER EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy iii




Task Instructions

Part I • Insulator and Conductor Reading 64

Part II • Insulators and Conductors Experiment 64

Part III • Design an Insulating or Conducting Experiment Using an Ice Pop 65


Task 4: Mass and Thermal Energy

Task Overview


Introduction 67

Objectives 67

Assessment 67



Timing 68




Task Instructions

Part I • Design and Conduct an Experiment: This Porridge Is Too Hot! 70

Part II • Debrief the Experiment 72

Part III • Connect to the Culminating Project and Assessment 74

TEACHER EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy iv

Unit Overview

Introduction to Culminating Project and Individual Project Organizer


Formative Assessment—Individual Project Organizer Lift-Off Task


Formative Assessment—Individual Project Organizer Task 1







Culminating Project: The Device to Minimize or Maximize Thermal Energy Transfer

Group and Individual Assessment

TEACHER EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 1

Connect the Sixth-Grade Energy Unit with Prior Knowledge This summary is based on information found in the NGSS Framework.

Core Idea PS3 Energy

At the macroscopic level, energy can be seen or felt or heard as motion, light, sound, electrical fields, magnetic fields, and thermal energy. At the microscopic level, energy can be modeled either as particle motion or as particles stored in force fields (electric, magnetic, or gravitational).

The goal of this sixth-grade Energy Unit is to help students make connections between the concepts of energy, particle motion, temperature, and the transfer of the energy in motion from one place to another. In this unit, moving particles or motion energy will be identified as kinetic energy. Temperature will be identified as the average kinetic energy of particles of matter. Through investigations, students will determine that there is a relationship between the temperature of a system and the total energy in the system, depending on the amount of matter present. By the end of this unit, students will connect the concepts that all matter (above absolute zero) contains thermal energy, or random motion of particles, and that thermal energy transfer is the transfer of energy from an area of higher temperature (more particle movement) to an area of lower temperature (less particle movement).

In the Energy Unit, students plan an investigation about thermal energy transfer, construct an argument about thermal energy transfer, and design and construct a device to minimize or maximize thermal energy transfer. As you move into sixth-grade curriculum, it is important to know that students have not yet defined the word energy and have only used the word to identify a larger concept. Defining energy is a learning objective for middle school students.

The following are the sixth-grade energy performance expectations.

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [ Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred .]

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. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [ Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred .]

MS-PS3–5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy. ]

*This performance expectation integrates traditional science content with engineering through a Practice or Disciplinary Core Idea.

Although students have not specifically defined the word energy , the concept of energy is first introduced in kindergarten. In kindergarten, students learn that the sun warms the Earth. They also start learning about the engineering design process as applied to energy. Students design and build a structure that will reduce the warming effect of sunlight on an area. At the kindergarten level, students are not required to practice quantitative measuring; they focus on the qualitative concept of warmer and cooler. In sixth grade, students will build on this knowledge and again use the engineering design process, but this time they will construct a device that either minimizes or maximizes thermal energy transfer.


The following are the kindergarten performance expectations.

K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler. ]

K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]


Students revisit the concept of energy in fourth grade. In this grade, students start to learn about characteristics of energy. Students learn that energy is present whenever there are moving objects, sound, light, or heat. Students explain that the speed of an object relates to the energy of that object. In essence, the faster a given object is moving, the more energy it possesses. In sixth grade, students will give this energy of motion a name: kinetic energy.

In fourth grade, students provide evidence that energy can be transferred from place to place by moving objects or by sound, light, heat, and electrical currents. Again, the observations are conceptual and qualitative, without requiring quantitative measurements. In comparison, in sixth grade students specifically investigate thermal energy transfer using temperature measurements. It is in sixth grade that students conduct experiments to demonstrate the concept that energy moves out of higher temperature objects and into lower temperature ones.

The engineering theme is explicit in energy curriculum starting in kindergarten. In kindergarten, students build a structure to reduce the warming effect of the sun. Students design, build, and test a device that will convert energy from one form to another in fourth grade. In sixth grade, students build a device to minimize or maximize thermal energy.

Note that there are some energy concepts—specifically light, the relationship between energy forces, and energy in chemical processes—that students learn in fourth grade, but that are not addressed in the sixth-grade curriculum. These topics are addressed in grades 7–12.

The following are the fourth-grade energy performance expectations.

4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy. ]

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy .]

4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy. ]

4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [ Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound. ]

4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]



Connect Core Ideas, Scientific Practices, and Crosscutting Concepts from K–6

Kindergarten Fourth Grade Sixth Grade

Disciplinary Core Idea PS3.A

Definitions of Energy

● The faster a given object ismoving, the more energy itpossesses. (4-PS3-1)

● Energy can be moved fromplace to place by movingobjects or through sound, light, or electric currents. (4-PS3-2; 4-PS3-3)

● Motion energy is properlycalled kinetic energy; it isproportional to the mass ofthe moving object and growswith the square of its speed. (MS-PS3-1)

● Temperature is a measure ofthe average kinetic energy ofparticles of matter. The relationship between thetemperature and the totalenergy of a system depends onthe types, states, and amountsof matter present. (MS-PS3-3;MS-PS3-4)

Disciplinary Core Idea PS3.B

Conservation of Energy and Energy Transfer

● Sunlight warms Earth’s surface.(K-PS3-1), (K-PS3-2)

● Energy is present whenever there are moving objects,sound, light, or heat. When objects collide, energy can betransferred from one object to another, thereby changing their motion. In such collisions, someenergy is typically alsotransferred to the surrounding air; as a result, the air getsheated and sound is produced.(4-PS3-2; 4-PS3-3)

● Light also transfers energy fromplace to place. (4-PS3-2)

● Energy can also be transferred from place to place by electriccurrents, which can then beused locally to produce motion, sound, heat, or light. Thecurrents may have beenproduced to begin with by transforming the energy of motion into electrical energy.(4-PS3-2; 4-PS3-4)

● When the motion energy of an object changes, there is inevitably some other change in energy at the same time.(MS-PS3-5)

● The amount of energy transferneeded to change thetemperature of a mattersample by a given amountdepends on the nature of the matter, the size of the sample,and the environment. (MS-PS3-4)

● Energy is spontaneously transferred out of hotterregions or objects and into colder ones. (MS-PS3-3)

Disciplinary Core Idea PS3.C

Relationship Between Energy and Forces

● When objects collide, thecontact forces transfer energyso as to change the objects’motions. (4-PS3-3)

Disciplinary Core Idea PS3.D

Energy in Chemical Processes and Everyday Life

● The expression “produce energy” typically refers to theconversion of stored energyinto a desired form for practical use. (4-PS3-4)


Kindergarten Fourth Grade Sixth Grade

ETS1.A

Defining and Delimiting an Engineering Problem

● Possible solutions to a problem are limited by available materials and resources(constraints). The success of adesigned solution is determined by considering thedesired features of a solution(criteria). Different proposalsfor solutions can be compared on the basis of how well eachone meets the specified criteria for success or how well each takes the constraints intoaccount. (secondary to 4-PS3-4)

● The more precisely a designtask’s criteria and constraintscan be defined, the more likelyit is that the designed solutionwill be successful.Specification of constraintsincludes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary toMS-PS3-3)

ETS1.B

Developing Possible Solutions

● A solution needs to be tested,and then modified on the basis of the test results in order to improve it. There are systematic processes forevaluating solutions withrespect to how well they meetcriteria and constraints of aproblem. (secondary toMS-PS3-3)

Science and Engineering Practices

● Constructing Explanations andDesigning Solutions

● Planning and Carrying Out Investigations


● Asking Questions and Defining Problems


● Obtaining, Evaluating, and Communicating Information



● Developing and Using Models

● Analyzing and Interpreting Data

● Engaging in Argument fromEvidence

Crosscutting Concepts ● Cause and Effect ● Cause and Effect

● Energy and Matter


● Scale, Proportion, andQuantity

● Systems and System Models


Standards and Objectives

Energy Standards

NGSS Performance Expectations

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [ Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred. ]

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. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [ Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred .]

MS-PS3–5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy .]

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.


Disciplinary Core Ideas

PS3.A: Definitions of Energy

● Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature andthe total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3; MS-PS3-4)

PS3.B: Conservation of Energy and Energy Transfer

● The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on thenature of the matter, the size of the sample, and the environment. (MS-PS3-4)

● Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)

ETS1.A: Defining and Delimiting an Engineering Problem

● The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will besuccessful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3)

ETS1.B: Developing Possible Solutions

● A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematicprocesses for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)



Planning and Carrying Out Investigations

● Plan an investigation individually and collaboratively, and in the design; identify independent and dependent variables andcontrols, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. (MS-PS3-4)

Constructing Explanations and Designing Solutions

● Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system. (MS-PS3-3)

Engaging in Argument from Evidence

● Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support orrefute an explanation or a model for a phenomenon. (MS-PS3–5)

Crosscutting Concepts

Energy and Matter

● The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3)● Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion). (MS-PS3-5)

Systems and System Models

● Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy andmatter flows within systems. (MS-PS3-2)

Connections to Nature of Science

Scientific Knowledge Is Based on Empirical Evidence

● Science knowledge is based upon logical and conceptual connections between evidence and explanations.(MS-PS3-4; MS-PS3-5)


Standards by Task

Tasks Descriptions of Tasks Performance

Expectations* Disciplinary Core Ideas

and Crosscutting Concepts

Science and Engineering

Practices


● Students build aflashlight with materials given to them.

● Students create a modelfor the mechanisms in the flashlight system.

● Students revise theirmodel if parameters ofthe flashlight change.


● A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary toMS-PS3-3)




● Developingand Using Models


● Students become aparticle to represent kinetic motion.

● Students review energyvocabulary.

● Students view three ice cube demonstrations tolearn how the number ofparticles at differenttemperatures relates to amount of thermal energy.

● Students use the context of hot chocolate toinvestigate how moreparticles at the sametemperature equals morethermal energy.


● Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3; MS-PS3-4)




● Developingand Using Models

● Engaging inArgumentfrom Evidence

● Analyzing andInterpretingData


● Students rotate throughsix lab stations that exemplify the concept of thermal energy transfer.

● Students apply their knowledge of thermal energy transfer to answer a real-world question.

● Construct, use, and present argumentsto support the claim that whenthe kinetic energyof an objectchanges, energy is transferred to orfrom the object. (MS-PS3-5)


● Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)




● ConstructingExplanationsand DesigningSolutions

● Engaging inArgumentfrom Evidence

*The three dimensions of the Performance Expectations are formatively assessed in the unit tasks. The Culminating Project only assesses parts of

each Performance Expectation.






Practices


● Students conduct aninvestigation todetermine whichmaterials are the bestthermal conductors andinsulators.

● Students design andconduct their own experiment to test a conducting or insulating material using an ice pop.

● Apply scientificprinciples to design, construct, and test a device that eitherminimizes or maximizes thermal energy transfer.(MS-PS3-3)

● Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.(MS-PS3-5)


● The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4)

● Energy is spontaneously transferred out of hotter regions or objects andinto colder ones. (MS-PS3-3)


● A solution needs to be tested, andthen modified on the basis of the test results in order to improve it. Thereare systematic processes for evaluating solutions with respect tohow well they meet criteria and constraints of a problem. (secondaryto MS-PS3-3)




● Planning and Carrying OutInvestigations

● ConstructingExplanations and Designing Solutions


● Students design andconduct an experiment to determine how the mass of oatmeal affects thermal energy transfer.

● Plan aninvestigation todetermine the relationshipsamong the energytransferred, the type of matter, themass, and thechange in theaverage kineticenergy of the particles asmeasured by the temperature of thesample. (MS-PS3-4)


● The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4)







● Asking Questionsand DefiningProblems


● Analyzing andInterpreting Data







Practices

Culminating Projects:

The Device to Minimize or Maximize Thermal Energy Transfer

● Students design and testa device that eithermaximizes or minimizes thermal energy transfer.

● Students revise theirdesign based on data from testing.

● Students write up a Patent Application for the device.

● Apply scientificprinciples to design, construct, and test a device that eitherminimizes or maximizes thermal energy transfer.(MS-PS3-3)

● Plan aninvestigation todetermine the relationshipsamong the energytransferred, the type of matter, themass, and thechange in theaverage kineticenergy of the particles asmeasured by the temperature of thesample. (MS-PS3-4)

● Construct, use, and present argumentsto support the claim that whenthe kinetic energyof an objectchanges, energy is transferred to orfrom the object. (MS-PS3-5)


● Temperature is a measure of theaverage kinetic energy of particles ofmatter. The relationship between the temperature and the total energy ofa system depends on the types,states, and amounts of matterpresent. (MS-PS3-3; MS-PS3-4)


● When the motion energy of an object changes, there is inevitably someother change in energy at the sametime. (MS-PS3-5)

● The amount of energy transferneeded to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and theenvironment. (MS-PS3-4)


ETS1.A: Defining and Delimiting an Engineering Problem

● The more precisely a design task’scriteria and constraints can be defined, the more likely it is that the designed solution will be successful.Specification of constraints includesconsideration of scientific principles and other relevant knowledge that islikely to limit possible solutions. (secondary to MS-PS3-3)



● Asking Questionsand DefiningProblems


● Analyzing andInterpreting Data


*The three dimensions of the Performance Expectations are formatively assessed in the unit tasks. The Culminating Project only assesses parts of

each Performance Expectation.


Misconceptions

Knowing what is wrong is as important as knowing what is right.


Misconceptions Accurate Concept

There are different forms of energy, such as thermal energy, mechanical energy, and chemical energy.

The nature of the energy in each of these is not distinct—they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. In addition, it is misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects.



Heat is a substance. Heat is energy.

Temperature depends on the size of an object. Temperature does not depend on size. For example, a swimmer has a higher temperature than the ocean the swimmer swims in.

Heat and temperature are the same. Heat is transferred from one object to another and may result in change of temperature of the objects. ● Heat is passed from one place to another.● Heat is energy measured in joules (J). ● Heat can be gained or lost.● Temperature is how hot or cold a substance is. ● Temperature is the average kinetic energy in a substance. ● Temperature is measured in degrees using one of these

scales: Kelvin (K), Celsius (C), or Fahrenheit (F).

Heat and cold are substances. ● Heat is energy that can be gained or lost; cold is theabsence of heat.

● Heat is the energy that can be gained or lost; cold refers tothe temperature.

Heat and thermal energy are the same. ● Heat is energy in transit due to differences in temperaturebetween two systems; thermal energy is not in transit, butremains as part of the internal energy of the system.

● Heat can not be stored or contained by a system because itis a process function; thermal energy is part of the internal energy in a system.

Heat versus temperature versus thermal energy: short video clip https://youtu.be/yXT012us9ng

For more information physicsclassroom.com


https://youtu.be/yXT012us9ng

http://www.physicsclassroom.com/



Cold is transferred from one object to another. Heat is transferred from one object to another.

Heat moves from cooler objects to warmer objects. Heat moves from an area or object with higher thermal energy

to an area or object with lower thermal energy.

Heat and cold are different. Cold is the absence of heat. Cold is a temperature.

Objects (blankets, gloves) produce their own heat. Objects (blankets, gloves) keep things warm by trapping heat.



Conductors become warm but do not readily become cold. Conductors gain and lose heat easily.

Some substances do not heat up. All substances can heat up, although some gain heat more easily

or faster than others.

Insulators have heat (e.g., a sweater keeps you warm because

it is warm).

A sweater can be an insulator if it reduces the transfer of

thermal energy from your body to the outside air.



The change in temperature over time is constant for each material

and does not depend on size or mass.

The change in temperature depends on the nature of the

matter and its size.

The time it takes to cook a cake doesn’t depend on the size of

the cake.

Assuming both cakes have the same ingredients and are in the

same oven, a large cake needs more time to cook because it has

more substance, and thus a greater number of particles. The

more particles, the more thermal energy is needed to be

transferred to these particles. So, the large cake needs more

time in the oven to cook.


Resources

Experimental Design

https://nces.ed.gov/nceskids/createagraph/

Question: What is a variable?

Answer: A variable is an object, event, idea, feeling, time period, or anything else that can be measured during an experiment. There

are two types of variables—independent and dependent.

Question: What is an independent variable?

Answer: An independent variable is a variable that scientists change in the experiment. The variable is not changed by other variables in

the experiment. The independent variable is also kept the same when repeating the same experiment over and over. For example, if

you wanted to see if different hair colors grow at different rates, you would measure blonde hair, brown hair, black hair, and red hair at

time 0 and at 30 days. The independent variable is the hair color. The dependent variable is the measurement, or growth. The standard

factors are hair, measuring the hair length at time 0 and time 30 days, age of subject, what the subject ate during that 30 days, the

amount of sleep the subject got over the 30 days, etc. The only variable that should change is the hair color.

Question: What is a dependent variable?

Answer: A dependent variable is something that depends on the other variable. A dependent variable is what is actually measured in

the experiment. In the previous example, the amount the hair grew over 30 days is the dependent variable. Scientists measured the

growth of the hair, and the growth of the different hairs was only due to the color change, or the independent variable. If you measured

how far a snail travels over different surfaces in 60 minutes, the different surfaces would be the independent variable, and the distance

traveled would be the dependent variable.

The rule when talking about the relationship is that the ( independent variable ) causes a change in the (dependent variable ), or that the

(dependent variable ) variation is dependent on the different ( independent variables ).

For example: (Time spent studying) causes a change in (test score); it is not possible that (test score) could cause a change in (time spent

studying).

Recommended Videos

BrainPop: Scientific Method . https://www.brainpop.com/science/scientificinquiry/scientificmethod/

The Human Spark . http://www.pbs.org/wnet/humanspark/lessons/experimenting-with-experiments/lesson-activities/?p=431

Recommended Reading

Science Buddies: Variables in Your Science Fair Project.

http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml#whatarevariables

mathxscience.com: Experimental Variables . http://mathxscience.com/scientific_method_variables.html

Science Made Simple: Designing Science Fair Experiments . http://www.sciencemadesimple.com/science_fair_experiment.html

“Wisconsin Online Heat Transfer.” WGBH Educational Foundation. http://www.pbslearningmedia.org/asset/lsps07_int_heattransfer/

StudyJams! Heat. Video. Scholastic, Inc. http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm

The Human Spark. http://www.pbs.org/wnet/humanspark/lessons/experimenting-with-experiments/lesson-activities/?p=431


https://nces.ed.gov/nceskids/createagraph/

https://www.brainpop.com/science/scientificinquiry/scientificmethod/

http://www.pbs.org/wnet/humanspark/lessons/experimenting-with-experiments/lesson-activities/?p=431

http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml#whatarevariables

http://mathxscience.com/scientific_method_variables.html

http://www.sciencemadesimple.com/science_fair_experiment.html

http://www.pbslearningmedia.org/asset/lsps07_int_heattransfer/

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm

http://www.pbs.org/wnet/humanspark/lessons/experimenting-with-experiments/lesson-activities/?p=431

Culminating Projects

Essential Question: How do we use and control thermal energy in a system?

Introduction

The world we live in is full of energy. Energy is one of the most fundamental parts of our universe. Plants and animals need energy to grow and reproduce. Cars need energy to move. Refrigerators need energy to keep things cool. We need energy to cook our food. Everything around us and everything we do is connected to energy in one form or another. In this Energy Unit, students will be specifically focusing on thermal energy and thermal energy transfer. Through investigation, activities, and discussion students will make connections between the concepts of energy, particle motion, temperature, and the transfer of the energy in motion from one place to another. In the end, students will design, construct, test, and modify a device that minimizes or maximizes thermal energy. They will have a choice of designing a device to bake cookies with the power of the sun, gloves to keep hands warm in freezing cold rivers, a device to keep ice structures frozen, or a hot tub that stays warm. In the end, students will complete an Individual Culminating Project in which they will individually write a Patent Application for their device.

The student’s device will allow them to apply the following energy concepts to their engineered device:

● Energy is transferred out of hotter regions or objects into cooler regions or objects.

● There is a difference between an insulator and a conductor.

● The mass or size of an object or substance relates to thermal energy and thermal energy transfer.

● It is important to test and modify engineered devices to improve the quality of the device.

Objectives

● Design, construct, and test a device that either minimizes or maximizes thermal energy transfer.● Develop and revise the design of a device.● Conduct investigations to test how thermal energy transfers in a device.● Plan an investigation to determine the relationship between energy transfer, type of matter, mass, and change in kinetic

energy.● Construct an argument to support the claim that when the kinetic energy of an object changes, energy is transferred to or

from the object.

Group Culminating Project: The Device to Minimize or Maximize Thermal Energy Transfer

1. Introduce the Culminating Project after the Lift-Off Task.

2. Read over with students the student instructions and the criteria for the Culminating Project.

3. Give students time to discuss their initial ideas about the Culminating Project in their small groups.

4. Ask students if they have any clarifying questions about the Culminating Project.

5. Have students turn to the Individual Project Organizer for the Lift-Off Task.

6. Describe the structure and function of the Individual Project Organizer to students. The Individual Project Organizer:

● Should be completed individually

● Will help students reflect on what they learned in each task

● Applies the content and practices in each task to the Culminating Project

● Helps students gradually plan and carry out the Culminating Project throughout the unit so that all the work does not have to be done at the end of the unit

7. Make sure students fill out the Individual Project Organizer after each task in order to start them thinking about the projectfrom the very beginning of the unit. The table below summarizes how the Individual Project Organizer connects to the Culminating Project.

NOTE

It is important that students start to bring in materials and building before the end of the Energy Unit. The “Progress of the Culminating Project” column in the chart below gives an approximate time line for what students might do for the Culminating Project after each task.


Task Individual Project Organizer Connect the Individual Project Organizer to the Group

Culminating Project

Progress of Group Culminating Project

Lift-Off Task

Build a Working System

● Identify the client, the challenges, the “need-to-knows” of the device.

● Begin to brainstorm possibledesigns for the device.

Explore the concept of a system and the practice of developing and using models.

Students should

● Pick a client.

● Brainstorm what their device will looklike and will do.

Task 1

Compare Thermal Energy and Temperature

Identify the difference between thermal energy and temperature in objects/substances at the particle level.

Identify in the device where the temperature is least and greatest.

Students should

● Refine their design.

● Brainstorm how they will maintain the temperatures they need orincrease the temperature to thedesired temperature.

Ask students to start bringing in materials to build their device.

Task 2

Thermal Energy Transfer

Sketch a model of the device, including dimensions and materials, and identify regions involved in thermal energy transfer.

Sketch a model of the device including dimensions, materials, and identifying regions involved in thermal energy transfer. Identify whether the device minimizes or maximizes thermal energy transfer.

Students should

● Create a design for their device to minimize or maximize thermal energy transfer.

Ask students to bring in materials they might need to build their device.

Task 3

Insulators and Conductors

● Make a list of possible conducting/insulating materials for their device.

● Explain, using data andappropriate vocabulary, whythose materials would work in their device.

● Redraw the model of theirdevice.

Make a list of possible conducting/insulating materials for their device and explain, using data and appropriate vocabulary, why those materials would work in their device.

Students should

● Revise their design based on what they have learned.

● Select their materials for their device.

Ask students to

● Bring in any additional materials theymay need for their device.

● Start building their device.

Task 4

Mass and Thermal Energy

Decide on the size/mass of the cookie, hand, ice structure, or volume of water to be used in the device, and

● Write an argument for theirchoice using evidence from thetask.

● Sketch a model of the device.

Decide on the size/mass of the cookie, hand, ice structure, or volume of water to be used in the device, and make an argument for their choice using evidence from the task.

Make a final sketch of the model of their device including parts, materials, and dimensions of the device.

Students should

● Make a final sketch of their model of the device. This will go into their Patent Application.

Ask students to continue building their device, then test it, then revise it, and finally sketch a revised model of the device.

NOTE

We strongly encourage you to review and provide feedback when students complete each task of the Individual Project Organizer. We urge you to ask students to revise their work and incorporate your feedback in the Individual Project Organizer so that they can improve the quality of their Individual Culminating Project (the Patent Application).


8. After all the learning tasks are completed and all the parts of the Individual Project Organizer are completed, students can make any additional revisions to their device design plans that they deem necessary for the device to work. Students shouldcontinue building their devices. The Individual Project Organizers should be used as reference for students to help them build their device and understand why they are building the device as they planned throughout the unit.

9. Encourage, support, and assess student understanding of energy concepts while students are building their device.

● Move from group to group and ask questions to help students move from simply building a device to understandingtheir device to being able to communicate their understanding of the device.

● Sample questions might be:

● Why did you choose material “X” over material “Y”?

● Why did you make your device this size?

● Show me where thermal energy transfer is occurring.

● Explain to me where thermal energy transfer is occurring.

● Are you maximizing or minimizing thermal energy transfer?

● How are you maximizing or minimizing thermal energy transfer?

● Why does the mass of the (cookie, hand, ice, volume of water) matter?

● What might happen if you used (more cookie dough, a bigger hand, a larger ice sculpture, more water)?

10. Test the device.

● After students finish building their device, they will test their device. They should do more than one trial run. Explain to students that they will gather and record data for each trial they conduct. They will data record their data in theirscience notebook and use the data to revise their device or recommend revisions to the device, depending on theclass time line. They will also incorporate their data in the Patent Application.

11. Revise the device.

● Allow time for students to revise their design models (plans). This revision may be done on paper by redrawing theirmodel, including descriptions of what and why they made the revisions. If there is class time available, students could actually modify their device and conduct new trial runs with their new device.

12. Present the device.

● Each group will prepare a short presentation of their device.

● Review the requirements of the presentation as found in the Student Edition. The presentation should include demonstration of the device, description of thermal energy transfer in the device, and analysis of the data from theirinvestigation.

● Pick one row from the Oral Presentation Rubric for students to address during the presentation. Review the OralPresentation Rubric requirement(s) for the presentation.

Individual Culminating Project

Instructions for the Individual Culminating Project: The Patent Application

1. Review the requirements of the Patent Application.

2. Review the Science Content Rubric and the Science and Engineering Practices Rubric as they apply to the Energy Unit.

3. Give students time to write out their own Patent Application. This is an individual task, not a group project.

4. Have students turn to the Peer Feedback for Patent Application form. Ask students to switch Patent Applications with another

student. Give students time to read and make comments on the Peer Feedback form.

5. Have students revise their Patent Application using the feedback from the Peer Feedback form.


Culminating Project Assessment

Overview

The Group Culminating Project will be assessed using:

● The Oral Presentation Rubric

● Select one area from this rubric for your students to focus on during their presentations.

The Individual Culminating Project will be assessed using:

● The Science and Engineering Practices Rubric

● “Asking Questions and Defining Problems” row (second half)

● “Developing and Using Models” row (first half)

● “Planning the Investigation or Design” row (second half)

● “Conducting Investigation or Testing Design” row

● “Constructing Explanations and Designing Solutions” row (second half)

● The Science Content Rubric


Science and Engineering Practices Rubric

The Energy Unit will be assessed using the highlighted rows.

SCIENCE AND ENGINEERING PRACTICES RUBRIC

SCORING DOMAIN EMERGING DEVELOPING PROFICIENT ADVANCED

ASKING QUESTIONS AND DEFINING PROBLEMS

❏ No Evidence*

Asks general questions that cannot be investigated

Asks specific questions that can be investigated but do not require empirical evidence

Asks questions that require empirical evidence to answer

Asks questions that require empirical evidence to answer and evaluates the testability of the questions

Writes a problem or design statement but it does not match the intent of the problem or the need of the client

Writes a problem or design statement that matches the intent of the problem or the need of the client with minor errors

Writes a problem or design statement that accurately matches the intent of the problem or the needs of the client

Writes a problem or design statement that accurately and completely matches the intent of the problem or the need of the client

DEVELOPING AND USING MODELS

❏ No Evidence*

Makes models (drawings, diagrams, or other) with major errors

Makes models (drawings, diagrams, or other) to represent the process or system to be investigated with minor errors

Makes accurate and labeled models (drawings, diagrams, or other) to represent the process or system to be investigated

Makes accurate and labeled models (drawings, diagrams, or other) to represent the process or system to be investigated and explains the model

Explains the limitations of the model with major errors

Explains the limitations of the model with minor errors

Explains the limitations of the model as a representation of the system or process

Explains the limitations of the model as a representation of the system or process

PLANNING THE INVESTIGATION OR DESIGN

❏ No Evidence*

Plans an investigation that will not produce relevant data to answer the empirical question(s)

Plans an investigation that will produce some relevant data to answer the empirical question(s)

Plans an investigation that will produce relevant data to answer the empirical question(s) and identifies the dependent and independent variables when applicable

Plans an investigation that will completely produce relevant and adequate amounts of data to answer the empirical question(s) and identifies the dependent and independent variables when applicable

Plans a design that does not match the criteria, constraints, and intent of the problem

Plans a design and writes an explanation that partially matches the criteria, constraints, and intent of the problem

Plans a design and writes an explanation that accurately and adequately matches the criteria, constraints, and intent of the problem

Plans a design and writes a detailed explanation that accurately and completely matches the criteria, constraints, and intent of the problem

CONDUCTING INVESTIGATION OR TESTING DESIGN

❏ No Evidence*

Writes procedures that lack detail so the procedures cannot be duplicated by another person

Writes procedures with enough detail that another person can duplicate (replicable) but does not conduct a sufficient number of trials

Writes detailed replicable procedures with descriptions of the measurements, tools, or instruments and conducts adequate number of trials

Writes detailed replicable procedures with descriptions of the measurements, tools, or instruments and conducts adequate number of trials with an explanation for the proposed data collection

* If there is no student response then check the No Evidence box.


The Energy Unit will be assessed using the highlighted rows.

SCIENCE AND ENGINEERING PRACTICES RUBRIC

SCORING DOMAIN EMERGING DEVELOPING PROFICIENT ADVANCED

ANALYZING AND INTERPRETING DATA

Accurately labeled” means inclusion of title, column titles, description of units, proper intervals.

❏ No Evidence*

Makes spreadsheets, data tables, charts, or graphs that are not accurately labeled or do not display all the data

Makes accurate and labeled spreadsheets, data tables, charts, or graphs to summarize and display data but does not arrange the data to examine the relationships between variables

Makes accurate and labeled spreadsheets, data tables, charts, and/or graphs to summarize and display data and arranges the data to examine relationships between variables

Makes accurate and labeled spreadsheets, data tables, charts, and/or graphs and uses more than one of these methods to summarize and display data; arranges the data to examine relationships between variables

Uses inappropriate methods or makes major errors analyzing the data

Uses appropriate methods but makes minor errors analyzing the data

Uses appropriate methods to accurately and carefully identify patterns or explains possible error or limitations of analyzing the data

Uses appropriate methods to accurately and carefully identify patterns and explains possible error or limitations of analyzing the data

CONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS

❏ No Evidence*

Constructs an explanation that includes an inappropriate claim, inaccurate evidence, and/or unclear reasoning

Constructs or evaluates an explanation consisting of minimal claim(s), limited sources of accurate evidence, and/or minimal reasoning

Constructs or evaluates an explanation that includes a claim, multiple sources of accurate evidence, and reasoning using accurate and adequate scientific ideas or principles

Constructs, evaluates, or revises an explanation that includes a claim, multiple sources of accurate evidence, and reasoning using accurate and adequate scientific ideas or principles

Uses no data to evaluate how well the design answers the problem and the redesign of the original model or prototype is inappropriate or incomplete

Uses minimal data to evaluate how well the design answers the problem and describes an appropriate redesign of the original model or prototype with minor errors

Uses adequate data to evaluate how well the design answers the problem and accurately explains an appropriate redesign of the original model or prototype

Uses adequate data to evaluate how well the design answers the problem and accurately provides a detailed rationale for the appropriate redesign of the original model or prototype

ENGAGING IN ARGUMENTS FROM EVIDENCE

❏ No Evidence*

Constructs an argument that includes an inappropriate claim, inaccurate evidence, and/or unclear reasoning

Constructs or evaluates an argument consisting of minimal claim(s), limited sources of evidence, or minimal reasoning

Constructs and/or evaluates an argument consisting of appropriate claim(s), multiple sources of evidence, and reasoning using accurate and adequate scientific ideas or principles

Constructs, evaluates, or revises an argument consisting of appropriate claim(s), multiple sources of evidence, and reasoning using accurate and adequate scientific ideas or principles

COMMUNICATING INFORMATION

❏ No Evidence*

Communicates information that is inaccurate and/or inconsistent with the evidence

Communicates accurate and minimal information consistent with the evidence but does not explain the implications or limitations of the investigation or design

Communicates accurate, clear, and adequate information consistent with the evidence and explains the implications and/or limitations of the investigation or design

Communicates accurate, clear, and complete information consistent with the evidence and provides a rationale for the implications and limitations of the investigation or design

* If there is no student response then check the No Evidence box.


Science Content Rubric

SCIENCE CONTENT RUBRIC

THE STUDENT DEMONSTRATES THEIR

SCIENTIFIC KNOWLEDGE OF THE

FOLLOWING

CONTENT STANDARD

EMERGING DEVELOPING PROFICIENT ADVANCED

A solution needs to be tested, and then

modified on the basis of the test results in

order to improve it. There are systematic

processes for evaluating solutions with

respect to how well they meet the criteria

and constraints of a problem. (ETS1.B)

Constructs an

explanation about

how the device was

modified based on no

investigation data

and/or with major

errors

Constructs an

explanation about

how the device was

modified based on

limited investigation

data and/or with

minor errors

Constructs an

accurate explanation

about how the device

was modified based

on investigation data

Constructs an

accurate and detailed

explanation about

how the device was

modified based on

investigation data

Energy is spontaneously transferred out of

hotter regions or objects and into colder

ones. (MS-PS3-3.B)

Constructs an

explanation about

energy transfer with

no evidence and/or

major errors

Constructs an

explanation about

energy transfer with

limited evidence

and/or minor errors

Constructs an


about energy transfer

with evidence

Constructs a detailed


about energy transfer

with evidence


Oral Presentation Rubric

ORAL PRESENTATION RUBRIC

SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED

CLARITY

What is the evidence that the student can present a clear perspective and line of reasoning?

Presents an unclear perspective

Line of reasoning is absent, unclear, or difficult to follow

❏

Presents a general perspective

Line of reasoning can be followed

❏

Presents a clear perspective

Line of reasoning is clear and easy to follow

Addresses alternative or opposing perspectives when appropriate

❏

Presents a clear and original perspective

Line of reasoning is clear and convincing

Addresses alternative or opposing perspectives in a way that sharpens one’s own perspective

EVIDENCE

What is the evidence that the student can present a perspective with supportive evidence ?

Draws on facts, experience, or research in a minimal way

Demonstrates limited understanding of the topic

❏

Draws on facts, experience, and/or research inconsistently

Demonstrates an incomplete or uneven understanding of the topic

❏

Draws on facts, experiences, and research to support a perspective

Demonstrates an understanding of the topic

❏

Synthesizes facts, experience, and research to support a perspective

Demonstrate an in-depth understanding of the topic

ORGANIZATION

What is the evidence that the student can use language appropriately and fluidly to support audience understanding?

Lack of organization makes it difficult to follow the presenter’s ideas and line of reasoning

❏

Inconsistencies in organization and limited use of transitions detract from audience understanding of line of reasoning

❏

Organization is appropriate to the purpose, audience, and task and reveals the line of reasoning; transitions guide audience understanding

❏

Organization is appropriate to the purpose and audience and supports the line of reasoning; effectively hooks and sustains audience engagement, while providing a convincing conclusion

LANGUAGE USE

What is the evidence that the student can use language appropriately and fluidly to support audience understanding?

Uses language and style that are unsuited to the purpose, audience, and task

Stumbles over words, interfering with audience understanding

❏

Uses language and style that are at times unsuited to the purpose, audience, and task

Speaking is fluid with minor lapses of awkward or incorrect language use that detracts from audience understanding

❏

Uses appropriate language and style that are suited to the purpose, audience, and task

Speaking is fluid and easy to follow ❏

Uses sophisticated and varied language that is suited to the purpose, audience, and task

Speaking is consistently fluid and easy to follow


ORAL PRESENTATION RUBRIC

SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED

USE OF DIGITAL MEDIA / VISUAL DISPLAYS

What is the evidence that the student can use digital media/visual displays to engage and support audience understanding?

Digital media or visual displays are confusing, extraneous, or distracting ❏

Digital media or visual displays are informative and relevant

❏

Digital media or visual displays are appealing, informative, and support audience engagement and understanding

❏

Digital media or visual displays are polished, informative, and support audience engagement and understanding

PRESENTATION SKILLS

What is the evidence that the student can control and use appropriate body language and speaking skills to support audience engagement?

Makes minimal use of presentation skills: lacks control of body posture; does not make eye contact; voice is unclear and/or inaudible; and pace of presentation is too slow or too rushed

Presenter’s energy and affect are unsuitable for the audience and purpose of the presentation

❏

Demonstrates a command of some aspects of presentation skills, including control of body posture and gestures, language fluency, eye contact, clear and audible voice, and appropriate pacing

Presenter’s energy and/or affect are usually appropriate for the audience and purpose of the presentation, with minor lapses

❏

Demonstrates a command of presentation skills, including control of body posture and gestures, eye contact, clear and audible voice, and appropriate pacing

Presenter’s energy and affect are appropriate for the audience and support engagement

❏

Demonstrates consistent command of presentation skills, including control of body posture and gestures, eye contact, clear and audible voice, and appropriate pacing, in a way that keeps the audience engaged

Presenter maintains a presence and a captivating energy that is appropriate to the audience and purpose of the presentation

INTERACTION WITH AUDIENCE

What is the evidence that the student can respond to audience questions effectively?

Provides a vague response to questions; demonstrates a minimal command of the facts or understanding of the topic

❏

Provides an indirect or partial response to questions; demonstrates a partial command of the facts or understanding of the topic

❏

Provides an indirect or partial response to questions; demonstrates a partial command of the facts or understanding of the topic

❏

Provides a precise and persuasive response to questions; demonstrates an in-depth understanding of the facts and topic


Materials


Student Materials (for each group)

● 2 size D batteries

● 2 lengths of #22 insulated wire (5" each) with theinsulation stripped off both ends

● Toilet tissue roll cut into a 4" length, or

● 4" x 8" piece of heavy paper or card stock rolled andtaped to create a 4" tall cylinder the same diameter asthe batteries

● 3 volt flashlight bulb

● 2 brass paper fasteners

● 1" x 3" strip of cardboard

● Paper clip

● Small paper cup

● Clear tape

Teacher Materials

● “Collections, Systems, and Models” digital slidepresentation

● Student Participation Observations form

● Stamp (to record student participation)


Teacher Materials

● “Energy Terms” digital slide presentation

● 250 mL beaker (for measuring hot and room temperature water)


● Measuring cup or beaker for ice (about c or 100 mL)21

● 400 mL beakers (2, for ice and water combination)

● 2 plates to put the remaining ice on after 1 minute

● Room temperature water

● Hot water

● Ice

● Timer

● Strainer (to strain ice out of water)

● Hot plate and a pot or an electric tea kettle

● Vocabulary cards for the wall concept map (write each ofthe following words on an index card: heat, thermalenergy, temperature, kinetic energy, particles)

● Tape or magnets to hold vocabulary cards on wallor board


Student Materials (for each lab station)

Prepare copies of the Lab Station descriptions for each Lab Station.

Lab Station 1: Blue and Red Water (Convection in Water)

● 2 same-size bottles or flasks

● Warm water source with red coloring added

● Cold water source with blue coloring added

● Index card, playing card, or piece of flat plastic

● Large shallow tub or pan to catch spills

● Paper towels

Lab Station 2: Cold Water and a Balloon (Convection in Gas)

● Empty glass bottle, plastic bottle, or flask

● Balloons (1 per group)

● Container with ice

● Container with hot water

● Timer

Lab Station 3: Conductometer (Conduction in Metal)

● Flame source (e.g., candle or Bunsen burner)

● Conductometer

● Wax

● Container with ice (for Extension Challenge)

● Paper towels

Lab Station 4: Butter Boat (Conduction in Metal)

● Container of very hot water

● Butter, about 1 tablespoon at room temperature, nearlymelting

● Piece of foil, approximately 4" x 8"


Lab Station 5: Heat on Water (Radiation)

● Heat lamp or lamp with 150 watt bulb

● Small cup of water at room temperature

● Thermometer

Lab Station 6: Thermal Blanket (Radiation)

● Space blanket (with reflective side marked)


Teacher Materials





Part II: Insulators and Conductors Experiment


● 4 containers of hot water, 500 mL each (Alternatively, students could use insulated take-outcoffee cups with covers. This eliminates the need to cover cups with plastic wrap. Also, students could use two containers at a time and do the experiment two times to get all the data.)

● Plastic wrap or tops for the containers

● Thermometer

● Timer

● Masking or Scotch tape

● A variety of materials, such as the following:

● Aluminum foil

● Shredded or crumpled newspaper

● Cardboard

● Plastic bags

● Cloth (e.g., cotton or wool)

● Foam

(Note: You may want to ask students to bring items from home.)

Part III: Design an Insulating or Conducting Experiment Using an

Ice Pop


● Ice pops

● The same materials as in Part II: Insulators and Conductors Experiment

● Additional materials students need for their device design (ask students to bring in the items)


Teacher Materials

● Student Participant Observations form




● 2 cups cooked instant oatmeal

● 3 beakers or plastic bowls large enough to hold 1 cup of oatmeal (do not use polystyrene foam or insulated cups)

● 3 thermometers

● Timer

● Graph paper or large piece of poster paper

● Measuring cups for oatmeal (1 cup, cup, cup)21

41

Teacher Materials

● Goldilocks and the Three Bears

● Hot plate or slow cooker to keep oatmeal hot

● Cooked oatmeal (enough for 2 cups per group)


Unit Essential Question How do we use and control thermal energy in a system?

Introduction Scientists and engineers make and use models as helpful tools for exploring and sharing new ideas. While scientists develop and use models to define boundaries and to understand and test ideas about the natural world, engineers use models to find solutions to real-world problems. Engineers know that building a “rapid prototype” is a great way to test a new idea. Scientific models include drawings, physical replicas, mathematical representations, analogies, and computer simulations.

In this task, students will think and act like engineers. They will build a flashlight and reflect on their process. In the end, students will understand what a system is and how to make a model of a system as applied to a flashlight.

It is important to note that although the flashlight does involve the flow of electrical energy, electrical energy is not the focus of the Lift-Off Task. The rest of the Energy Unit will focus on kinetic energy, thermal energy, and thermal energy transfer.

Objectives Students will be able to

Content

● Explain how a flashlight is a system.


● Design, build, and create a model of a working flashlight. ● Create a model of an electrical system.

Equity and Groupwork

● Give reasons for design choices.

Language

● Communicate ideas and listen actively.● Read the displayed ideas from each group and the Culminating Project.● Use the academic vocabulary in ideas, discussions, and notes.● Write their ideas in their science notebook and Individual Project Organizer.

Emerging ➔ Expanding ➔ Bridging ➔

Listen for, identify, and restate words and phrases about energy, models, systems, and the instructions for building a flashlight. Ask and answer yes-no questions about the task. Respond using simple phrases.

Describe the task in sequence using words and phrases about energy, models, systems, and the instructions for building a flashlight. Ask questions about the task and use complete sentences. Add information when possible.

Paraphrase and summarize the task in sequence using words and phrases about energy, models, systems, and the instructions for building a flashlight. Ask questions about the task and use complete sentences. Affirm others, and build on their responses.


Assessment

1. Students have now created a flashlight and will be using the same engineering process to create a prototype for their client.

2. Have students turn to the Culminating Project section of their Student Edition. Give students time to read over the whole

project in their small group. Ask for brief summaries from each group.

3. Connect the Culminating Project to the Energy Unit. In the Culminating Project, students will design, model, test, and re-design

a system just as they did in the flashlight task. In the long run, students will apply what they learn about the science of energy

to create a system that maximizes or minimizes thermal energy transfer.

4. Have students complete the Individual Project Organizer. To complete the Individual Project Organizer, students may discuss

the questions provided, but they should individually write, in complete sentences, their own interpretation of the group

discussion. Students may complete the Individual Project Organizer as homework or in class, depending on students’ needs or

class scheduling.

5. Collect and assess each student’s Individual Project Organizer using the “Developing and Using Models” row of the Science and

Engineering Practices Rubric.

6. Return the Individual Project Organizers, and give students time to make revisions. ELLs may need additional time.

Academic Vocabulary ● collection

● construct

● design

● energy

● function

● model

● system

Language of Instruction ● add

● brainstorm

● client

● label

● Patent Application

● Recorder

● sketch

ELL SCAFFOLD

● Display the academic vocabulary on the board or wall.

● Support students’ use of their own words (everyday language) to understand and explain the concepts.

● Highlight the academic vocabulary during the digital slide presentation and debriefs.

● Encourage students to use academic vocabulary during their discussions and writing.

● Acknowledge students who use the academic vocabulary in context and make connections in their

own words.

Timing

This task can be completed in 4 class periods (based on 45-minute periods).

● Part I • Introduction to Systems (1 class period)

● Part II • Build a Flashlight (1 class period)

● Part III • Debrief the Flashlight System (1 class period)

● Part IV • Connect to the Culminating Project and Assessment (1 class period)


Student Materials per group

● 2 size D batteries

● 2 lengths of #22 insulated wire (5" each), with the insulation stripped off both ends

● Toilet tissue roll cut into a 4" length, or 4" x 8" piece of heavy paper or card stock rolled and taped to create a 4" tall cylinder

with the same diameter as the batteries

● 3 volt flashlight bulb

● 2 brass paper fastener

● 1" x 3" cardboard strip

● Paper clip

● Small paper cup

● Clear tape

NOTE

Show and name each object aloud.

Teacher Materials

● “Collections, Systems, and Models” digital slide presentation



Background Knowledge

The Lift-Off Task enables students to explicitly discuss a system and design and label a model.

What is a system?

● A group of interacting, interrelated, or interdependent elements forming a complex whole

Example: an organism (“The elephant’s entire system seems to be affected by the disease.”)

● A group of physiologically or anatomically related organs or parts

Examples: the digestive system; a root system

● A group of interacting mechanical or electrical components

Example: the cooling system in a house

● An arrangement or configuration of classification or measurement

Examples: the periodic table; the metric system

● A naturally occurring group of objects or phenomena

Examples: a cave system; a weather system


What is a model?

● A model is a tool used to make a part of the world easier to understand, define, quantify, visualize, or simulate. A model can be

created in many forms. A model can be conceptual, mathematical, graphical, or operational. Models can include diagrams,

drawings, physical replicas, mathematical representations, analogies, and computer simulations. Models help others better

visualize, understand, and scientifically explain a subject or phenomenon.

What is the connection between systems and models?

● Scientists use system models to construct scientific explanations in order to predict behaviors of a system.

What is the goal of engineering?

● The goal of engineering is to find a systematic solution to a problem that is based on scientific knowledge and mimics the

material world.

STUDENT CONNECTION

Guillermo González Camarena was a Mexican man who invented the first color television. It all started when he

was a little boy—he made electrically propelled toys, studied at the National Polytechnic Institute, and at 17

transformed a collection of scrap and parts from broken radios to make the first black and white TV camera in

Mexico. On September 15, 1942, at age 23, he obtained the world’s first patent for color television. His

“chromoscopic adapter for television equipment” converted black and white TV to color. He continued to refine

his work on color television as an adult. González believed that the advent of the color TV could revolutionize

education, and proposed the creation of a network that would allow lessons to be broadcast from Mexico City to

remote areas of the country. Three years after his death in 1965, the network became a reality, and today it meets

the needs of hundreds of thousands of high school students in Mexico.

An Wang, a Chinese-born American computer scientist, is best known for founding Wang Laboratories in 1951. It

started as a one-man electrical fixtures store and grew to be one of the worlds’ most prominent computer

manufacturers. In 1948, at age 28, Wang invented a doughnut-shaped ring of iron that served as a computer

memory core and that was crucial to the development of digital information technology. It was after this invention

that he went on to found Wang Laboratories, which manufactured digital calculators, word processors, and

computers. He holds over 40 patents, and was inducted into the National Inventors Hall of Fame in 1988.

Margaret Knight was a prolific inventor in the late 19th century. When she was 12 years old, while visiting her

brothers working in a textile mill she saw a shuttle break free from its spool of thread and stab a young boy. It was

then that Knight came up with her first invention: a safety device for textile looms. However, it wasn’t until Knight

was working at a paper bag company that she received her first patent: a machine that cut, folded, and glued

flat-bottomed paper shopping bags. In her lifetime she received some 27 patents for her inventions, including a

shoe-manufacturing machine, a “dress shield” to protect garments from perspiration stains, a rotary engine, and

an internal combustion engine. Knight was sometimes compared to her better-known male contemporary Thomas

Edison, and at her death in 1914 was honored in an obituary as “the lady Edison.”


Part I • Introduction to Systems

Whole-Class Discussion

1. Place students in their project groups. Designate student roles and review the norms.

2. Ask the Materials Manager to make sure the correct materials are at the table (see materials list).

3. Distribute one Student Participation Observations form to each table. As you circulate among the groups, use the stamp to

indicate when students contribute ideas to the group as the group works on and discusses their flashlight. Encourage all

students to contribute. The goal by end of class is to have at least one or two stamps per student. Alternative strategies may

be used to encourage student involvement.

4. Give students a few minutes to discuss the whole-class discussion questions. Help students come to the conclusion that the

materials on their table are a collection of unrelated things. The materials are not connected or interacting at this point.

5. Have students discuss the Whole-Class Discussion questions.

● The parts in a collection do not interact, but in a system the parts work together to produce a function completely

different from the parts alone. For the flashlight, the parts worked together for one purpose, to create light.

6. Show the “Collections, Systems, and Models” digital slide presentation. Introduce the concepts of system and model. Compare

a collection to a system and relate the system to a model. The goal of the digital slide presentation is to give students

definitions and examples without relating the information to the flashlight. Students will later apply the system and model

concepts to their own flashlight. Note: The diagram of M. E. Knight’s Paper Feeding Machine connects with the Student

Connection about Margaret Knight.

STUDENT CONNECTION

Ask students to identify examples of systems or models in their homes.

ELL SCAFFOLD

● Display all academic vocabulary on the board.

● Go to each group and listen actively to students’ ideas.

● Display students’ ideas from each group on the board.

● Elicit students’ ideas about what they think a system is, drawing from their background (e.g., language is a

system).

● Highlight academic vocabulary (e.g., system , model ).

● Provide students with sentence frames such as the following for the group discussions and for writing:

● I think a system is _____.

● I would define a system as _____.

● I would define a system as _____ because _____.

● A collection is _____. A system is _____.

● A collection is _____ because _____, but a system is _____ because _____.

● I think that a collection is _____, due to the fact that _____. In contrast, a system is _____

because _____.

● Clarify the language of instruction (e.g., brainstorm , label , add , Recorder , and sketch ).


Part II • Build a Flashlight

1. Instruct students to build a working flashlight.

● The following website provides you with additional information, if you need to provide students with some guidance:

http://www.chromebattery.com/battery-kids/projects/build-a-flashlight .● Helpful building hints:

● The ends of the batteries need to touch + to –.

● The + end of the battery needs to touch the bulb.

● The bare end of the wire needs to be between the end of the battery and the end of the bulb, not around the end of

the bulb.

2. Have students work in small groups to draw their flashlight model and answer the group discussion questions. Optional: If a

student group finishes building and drawing the flashlight quickly and has a good understanding of the system, give them an

additional task: designing and constructing a flashlight that is brighter, has an on/off switch, or works without batteries. These

new requirements correspond to question 4 in the Student Edition.

ELL SCAFFOLD

● In each group, encourage all students to share their ideas while drawing the diagram individually.

● Check that students’ diagrams and flashlights reflect an understanding of a system and a model.

● Connect students’ words and ideas to the concepts of system, model, and energy.

● Support students’ use of academic vocabulary (e.g., system , model , and energy ) while expressing their ideas.

Recast their statements (expanding from a phrase to a complete sentence using the academic vocabulary).

● If you are not hearing terms used, orally use sentence frames to prompt students.

3. Reiterate what a model is, as well as the various forms scientists and engineers use to model a system. Possible discussion

points:

● How do scientists and engineers use models? (Scientists use models to represent, explain, and predict. Engineers use

models to develop solutions.) Reiterate how, like engineers, students used a model to develop solutions and, like

scientists, students used the model to show how a system works or does not work.

● Discuss the fact that models can be two-dimensional (e.g., drawings, diagrams, maps), three-dimensional (e.g., physical

replicas), and even verbal (e.g., analogies). Make the connection to the digital slide presentation, the examples of different

types of models, and your explanation of a model. It is important that students understand that they have engaged in

making both two-dimensional and three-dimensional models, thus helping them understand the term model better. Ask

students explicitly about this idea.

● Remind students that a simple model would be just the drawing of the parts. A more sophisticated (if using this word,

make it clear that it means “more complex”) model would include arrows to represent where the energy comes from and

where the energy goes. Have students consider their drawings with these definitions in mind.


http://www.chromebattery.com/battery-kids/projects/build-a-flashlight

Part III • Debrief the Flashlight System

1. Start by asking students probing questions about the process of designing and building a flashlight:

● Did your group create a working flashlight on the first try? Did your group have to try out different designs before the

flashlight worked?

● What decisions did your group make to assemble the parts in a certain way to make a working flashlight? What were your

decisions based on?

● What information did you “collect” to decide if the flashlight worked well enough? (In this case, probably the flashlight

just either did or did not light up.)

● What did your group do if your flashlight did not light up? What changes did you make?

ELL SCAFFOLD

● Display students’ ideas on the board or wall, highlighting their words as well as academic vocabulary.

● Identify ideas brought forth related to the flow of energy and parts of a flashlight.

● Make observations about how students worked together:

○ Identify levels of group participation based on the Student Participation Observations form (one or

two stamps)

○ Identify and discuss what worked well in each group.

2. Debrief the flashlight system experience, highlighting these concepts:

● Question 1

Systems: Apply the definition of a system to the flashlight.

In a system, the parts are a group of interacting, interrelated, or interdependent elements forming a complex whole. In a

flashlight, each part is necessary for the flashlight to work.

● Question 2

What are the parts of the flashlight system?

Discuss the parts of the flashlight and ask students what the importance of each part is to the flashlight system. Extension

questions: What are the boundaries of the system? Are the parts of the system limited to just the mechanical parts, or do

the parts of the system include anything else, besides the parts you used to make the flashlight? What about your hand?

(It is needed to position the light and push the on/off button!)

ELL SCAFFOLD

● Display students’ ideas on the board or wall.

● Revoice or repeat students’ ideas of how their model of the flashlight works as a system.

● Repeat students’ use of academic vocabulary to explain their ideas.

● Display a good exemplar of a sophisticated model.

● Ask for students’ suggestions on improving one flashlight model (a model that is not working or just needs

improving).


Part IV • Connect to the Culminating Project and Assessment

1. Students have now created a flashlight and will be using the same engineering process to create a prototype for their client.

2. Have students turn to the Culminating Project section of their Student Edition. Give students time to read over the whole

project in their small group. Ask for brief summaries from each group.

3. Connect the Culminating Project to the Energy Unit. In the Culminating Project, students will design, model, test, and re-design

a system just as they did in the flashlight task. In the long run, students will apply what they learn about the science of energy

to create a system that maximizes or minimizes thermal energy transfer.

4. Have students complete the Individual Project Organizer. To complete the Individual Project Organizer, students may discuss

the questions provided, but they should individually write, in complete sentences, their own interpretation of the group

discussion. Students may complete the Individual Project Organizer as homework or in class, depending on students’ needs or

class scheduling.

ELL SCAFFOLD

Ensure ELLs know what a client is. Provide students with sentence frames such as the following for group

discussions and for writing:

● Our client is _____ and she/he needs this device because _____.

● However, there are several challenges involved, including _____.

● In order to find the solution, it is first necessary to know _____. Then, _____. Followed by _____.

● Finally, _____.

5. Collect and assess each student′s Individual Project Organizer using the "Developing and Using Models" row of the Science

and Engineering Practices Rubric.



Student Participation Observations Form

Expectations: During the task and the discussion time about the task, you will be assessed on your ability to work well with others,

according to the criteria listed below.

Each member of your group will be assigned one of the following roles:

Materials Manager – Recorder – Reporter – Facilitator – Harmonizer – Resource Person

Write the role and the name of the student assigned to that role in the boxes below.

Teacher will stamp these boxes

All members of your group are

actively participating.

All members of your group are

able to independently justify

your results in response to

teacher questions.

Role:

Student:

Role:

Student:

Role:

Student:

Role:

Student:

Role:

Student:

Role:

Student:

HANDOUT Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 33


Introduction In the Culminating Project, the client is asking students to design a product that either minimizes the amount of thermal energy that transfers from one place to another (e.g., the glove and ice block projects) or maximizes the amount of heat that transfers (e.g., the cookie and hot tub projects). In this task, students will examine the meaning, relationship, and differences between temperature and thermal energy.


Content

● Explain the difference between thermal energy and temperature.


● Construct an argument based on evidence.


● Make sure everyone contributes.

Language

● Communicate ideas and listen actively.● Read the displayed ideas from each group and the Culminating Project.● Use the academic vocabulary in ideas, discussions, and notes.● Write their ideas in their science notebook and Individual Project Organizer.


Listen for, identify, and restate words and phrases about thermal energy and temperature. Ask and answer yes-no questions about the task. Respond using simple phrases.

Describe the task in sequence using words and phrases about thermal energy and temperature. Ask questions about the task and use complete sentences. Add information when possible.

Paraphrase and summarize the task in sequence using words and phrases about thermal energy and temperature. Ask questions about the task and use complete sentences. Affirm others, and build on their responses.

Assessment

1. Have students independently complete the Task 1 section of the Individual Project Organizer as homework or in class,

depending on students’ needs and/or class scheduling.

2. Collect and assess each student’s Individual Project Organizer using the following criteria:

● “Developing and Using Models” row of the Science and Engineering Practices Rubric

● “Engaging in Arguments from Evidence” row of the Science and Engineering Practices Rubric



Academic Vocabulary ● claim

● evidence

● heat

● kinetic energy

● observation

● particle

● potential energy

● reasoning

● temperature

● thermal energy

● transfer

Language of Instruction ● construct (e.g., write an argument)

● criteria

● fill in (e.g., complete a Data Table)

● inference

● prediction

● record (e.g., means to write)

Timing


● Part I • Particles in Motion (2 class periods)

● Part II • Thermal Energy and Temperature (1 class period)

● Part III • Connect to the Culminating Project and Assessment (1 class period)

Teacher Materials

● “Energy Terms” digital slide presentation



● Measuring cup or beaker for ice (about c or 100 mL)21

● 400 mL beakers (2, for ice and water combination)

● 2 plates to put the remaining ice on after 1 minute

● Room temperature water

● Hot water

● Ice

● Timer

● Strainer (to strain ice out of water)

● Hot plate and a pot or an electric tea kettle

● Vocabulary cards for the wall concept map (write each of the following words on an index card: heat, thermal energy,

temperature, kinetic energy, particles)

● Tape or magnets to hold vocabulary cards on wall or board

Heat water to a safe temperature. Boiling water will melt plastic cups and may cause burns.



In this task, students will represent matter at the particle level using particle diagrams. Therefore, it will be helpful to introduce students

to the particulate nature of matter.

The focus of this task is on thermal energy and temperature. Heat is a term often overused and used improperly. As a result, the goal is

to focus students on the terms temperature and thermal energy .

The following chart distinguishes between temperature, thermal energy, and heat.

Term Definition Example (using a swimmer in an ocean analogy)

Temperature Temperature is the average internal kinetic

energy in a system.

The swimmer has a temperature of 37°C (98.6°F).

The ocean has a temperature of 15.6°C (60°F).

Thermal Energy Thermal energy is the total internal kinetic

energy of a system.

There is more thermal energy in the ocean than in the

swimmer because the ocean is bigger (has more mass) than

the swimmer.

Heat* Heat refers to the energy transferred between

two objects due to the difference in

temperature between the two objects.

Heat travels from warm to cold.

The heat transfers from the swimmer to the ocean because

the swimmer has a higher temperature than the ocean.

*For reference only

STUDENT CONNECTION

Some students will be more familiar with Celsius temperatures. When sharing the examples, mention the difference between Fahrenheit and Celsius degrees. Explain that F represents Fahrenheit and C represents Celsius. A small circle symbol is used to represent degrees. Offer one example: Using the Fahrenheit scale, the temperature of the human body is 98.6°F; using the Celsius scale, the temperature is 37°C. Ask students when or where they have seen temperature used, and ask how it was measured (e.g., an oral thermometer when they were sick; in cooking; for the weather).


Part I • Particles in Motion

The purpose of this activity is to help students understand the meaning of kinetic energy, temperature, and thermal energy. You can

mention phase change (ice, liquid, and gas), but do not make this the focus of the simulation. The focus is on the change of the speed of

the particles in different temperatures and is intended to help students figure out and internalize the relationships between kinetic

energy, temperature, and thermal energy.

1. Set up the PhET simulation (https://phet.colorado.edu/en/simulation/gas-properties ).Set to:

● Constant Parameter: Volume

● Gas in Chamber: Heavy Species/50 particles

● Gravity: 0

● Heat: 0

2. Arrange students’ desks into a large circle or square so that students are in an enclosed “container” and can act like particles in

motion within the container. (This can be done before students enter class or after you model the activity.)

3. Write the words particle , kinetic energy , temperature , and thermal energy in a place where you can point to the terms

regularly during the task—on chart paper posted on the wall or on a white board.

4. Model the activity and energy words (particle and kinetic energy).

a. Select a student volunteer. Model particle movement and particle collision with the student volunteer. You and the

student should move faster and slower in a safe way. Collide with the student by touching hands to model safe collisions.

b. Explain that you and the student volunteer are particles with kinetic energy (energy of motion) as you move around. Point

to the words particle and kinetic energy .

5. Have students do the activity.

a. Ask students to get up and be particles with kinetic energy. Students should move slowly around the space within their

desks. Let them practice moving and colliding safely.

● Ask students to raise their hand if they are a particle. (Everyone should raise their hand.)

● Ask students what they are. (Everyone should say “particles.”)

● Ask students what type of energy each one has right now as they are moving. (Everyone should say “kinetic

energy.”)

● Ask students to stop moving. Ask if anyone knows what type of energy they have when they are stopped. (Someone

might know the term potential energy ).

● Ask students to be particles with kinetic energy and then potential energy over and over (students should move and

stop and move and stop). Be tricky and say “kinetic energy” twice in a row.

● Ask students to say what type of energy they have when they move (kinetic energy) and to say what type of energy

they have when they stop (potential energy).

b. Have students get into potential energy position (stop) for a moment. Show students the PhET simulation.

● Ask students what they see. (Students should respond with “particles with kinetic energy.” They may make other

observations as well, which is fine.)

● Tell students that they are going to mimic (copy) what happens in the PhET simulation.

c. Have students start to mimic the PhET simulation.

● Point out that the simulation shows particles moving with kinetic energy.

● Ask again what they (the students) are and what type of energy they are using. (particles and kinetic energy)


https://phet.colorado.edu/en/simulation/gas-properties

d. Remove most of the “heat” in the simulation. The particles should start to move more slowly. Ask students to mimic what

would happen in a cold environment.

● Ask students if they have more or less kinetic energy when the temperature gets colder. (less kinetic energy)

● Ask students to raise their hand if they are a particle. (Everyone should raise their hand.)

● Ask students if they are representing cold or hot right now. (cold)

e. Introduce the word temperature . Reset the simulation (medium temperature) and ask students to mimic the new speed of

the particles using the appropriate kinetic energy. (All students should be moving at medium speed.)

● Point out the thermometer in the simulation. Tell students that the thermometer is measuring temperature, which is

the average amount of kinetic energy in the system, or the average amount of particle movement in the system.

● Reduce the heat in the simulation and ask students to mimic the lower temperature. Again point out the

thermometer and how the temperature has gone down. Explain again that the thermometer is measuring the

average kinetic energy in the system, or average amount of movement.

● Go back and forth between reduced heat and greater heat settings and ask students at each point whether there is

● More or less kinetic energy

● More or less temperature

● Ask multiple students to explain the terms kinetic energy and temperature .

f. Next, add heat to increase the temperature in the simulation. The particles move faster.

● Ask students to mimic the warmer temperature within their “container.”

● Ask students if they now have more or less kinetic energy than before. (more)

● Ask students to look at the thermometer. Has the temperature gone up or down? (up)

● Ask multiple students to remind you what temperature means.

g. Have students rotate through reduced (cold), medium, and greater (hot) temperatures. Mix up the settings until you feel

that students have an understanding of temperature.

● When moving slowly, ask students what they are doing to show a cool temperature. (Students should say that the

particles are on average moving slowly, or that most of the particles are moving slowly.)

● When moving at a medium speed, ask students what they are doing to show a medium temperature. (Students

should say that the particles are on average moving at a medium speed, or that most of the particles are moving at a

medium speed.)

● When moving at a fast speed, ask students what they are doing to show a hot temperature. (Students should say

that the particles are on average moving at a faster speed, or that most of the particles are moving at a fast speed.)

● Ask students what they are and what type of energy they are using when they are moving. (They are particles, and

they are using kinetic energy.)

h. Introduce the word thermal energy. Reduce the heat in the simulation to a cold temperature.

● Define thermal energy as the total amount of kinetic energy in a system.

● Ask students to mimic the cold (reduced temperature) particle movement.

● Tell students that all the kinetic energy right now is thermal energy. Basically, if you added up all the movement, that

would be the thermal energy.

● Increase the simulation to medium temperature. Have students mimic the correct particle movement now. Ask

students how they are representing thermal energy. Ask students if they have more or less thermal energy than in

the cold simulation. (more)

● Increase the simulation to high temperature. Have students mimic the correct particle movement now. Ask students

how they are representing thermal energy. Ask students if they have more or less thermal energy than when they

were moving at a medium speed. (more)


● Repeat until you feel that students have an understanding of thermal energy.

i. Have students do a different thermal energy example. Reset the simulation to medium heat.

● Ask students to mimic the movement in the simulation.

● Repeat the definition of thermal energy as the total amount of kinetic energy in a system.

● Tell students that they all represent the total amount of kinetic energy in the “container.”

● Ask one student at a time to sit down as you reduce the number of particles in the simulation. Explain that by

reducing the number of particles you are reducing the total amount of kinetic energy in the system, so you are

reducing the total amount of thermal energy.

● Start adding particles to the simulation and ask students to stand up again one at a time.

● Asks students what is happening to the amount of thermal energy in the system. (increasing because there are more

particles)

● Ask students what is happening to the temperature. (stays the same because the particles are moving at the same

speed, even if there are more particles)

● Repeat until students have an understanding of thermal energy.

j. Review once more the words particle , kinetic energy , thermal energy , and temperature .

● Ask students to be a particle.

● Ask students to represent kinetic energy.

● Ask students to represent a cold temperature.

● Ask students to represent a hot temperature.

● Ask students to represent a lot of thermal energy.

● Ask students to represent a little bit of thermal energy.

k. Have students return to their desks.

l. Optional: Reset the PhET simulation and make temperature the constant parameter with 50 heavy species. Move the box

handle left and right to make the box larger and smaller and ask students what is happening. (The kinetic energy may

change, causing a temporary temperature change, but the thermal energy always stays the same because the number of

particles stays the same.)

6. Have students work on Part I steps 2–4 in small groups. You may want to suggest that students copy their sentences from step

4 into their science notebook for reference throughout the unit.


ELL SCAFFOLD

Before students meet for the group discussion, prepare them for the discussion by connecting what they viewed in

the PhET Gas Properties simulation and what they acted out to the terms thermal energy , kinetic energy , and

temperature . Offer sentence frames to support oral discussion about particles in motion.


My movement changed by

____.

I had ____ (more, less) kinetic

energy.

One way we can show the

particles moving faster or

slower is to ____.

After thermal energy was added

to the system, my movement

changed when ____.

There was ____ (more, less)

kinetic energy.

In the diagram, we can show how the particles move slower or faster by ____.

After thermal energy was added to

the system, there was a change in

movement because ____.

There was ____ (more, less) kinetic

energy because ____.

Another way to show how the

particles move slower or faster in

our diagram would be to ____.

7. Debrief steps 2–4 as a whole class. Keep language and equity objectives in mind. Step 2a: How did the movement of particles

change after the temperature was increased? (particles moved faster)

● Step 2b: Was there more or less kinetic energy after the temperature was increased? (more)

● Step 3: Allow students to use their creativity in their drawings. Many times students show the faster particles with longer

arrows attached to them and the slower particles with shorter arrows attached to them. Encourage students to share

their diagrams.

● Step 4: Use the digital slide presentation to go over the vocabulary in the table. Encourage students to share their

answers. Probe for explanations as to why students wrote their sentences the way they did. Below are sample sentences.

● Ice is made up of water particles.

● A jet plane has more kinetic energy than a car.

● The swimmer’s temperature is higher than the temperature of the Pacific Ocean.

● The Pacific Ocean has more thermal energy than the swimmer.

● The fire’s thermal energy transferred to the marshmallow and warmed the marshmallow.


Part II • Thermal Energy and Temperature

The purpose of this activity is to reinforce the idea that thermal energy depends on the number of particles, while temperature does

not, and to have students apply the concepts of thermal energy and temperature to a real-world situation.

1. Set up the materials for the teacher demonstration.

2. Organize students in groups at tables for group discussion between demonstrations.

3. Review the general procedures for the three demonstrations. Explain that the variables that will change are the temperature

of the water and the amount of water that will be added to the ice.

4. Discuss the first three group discussion questions. These questions focus on the idea of a “fair test” (everything stays the same

except one variable; then, if there are differences in the results, the results are due to the one variable that was different).

5. Explain that before each demonstration, students will make a prediction.

6. Review the Data Table expectations before starting the first demonstration.

ELL SCAFFOLD

Clarify the language of instruction on the student page—e.g., prediction, reason, record (in this case, the meaning

is “to write”).

7. Review the procedure for Demonstration 1.

8. Give students time to make a prediction and record it in the Data Table.

● Remind students that their predictions do not have to be the same as those of other members in their group. Each student

may have a different idea as to what may happen and why.

● Option: Ask students to stand up and go to one side of the room if they think the ice in Cup 1 will melt faster and go to the

other side of the room if they think the ice in Cup 2 will melt faster. Ask students to explain their predictions, but don’t

give any clues as to who is right or wrong.

9. Conduct the demonstration.

● Prepare the ice cups.

● Prepare the two beakers of water.

● Ask for two student volunteers to help pour the water at the same time.

● Ask for a student volunteer to time 1 minute from the time the water is poured into the ice.

● Have the two volunteers pour the beakers of water onto the cups of ice at the same time. The third volunteer should start

the timer.

● After 1 minute, strain the unmelted ice out of the cups and put the ice on two different plates.

10. Allow time for groups to discuss what they observed during the demonstration and fill in the Data Table.

ELL SCAFFOLD

Offer sentence frames to prompt oral answers about students’ observations and what they recorded in their Data

Table.

● I predicted that both cups would melt the same.

● Cup ____ (1, 2, 1 and 2) melted ____ (faster, the same) because ____..

11. Debrief Demonstration 1. After discussing the results and the explanations for the results, ask for volunteers to quickly sketch

two large diagrams showing what happened to the particles in the two cups.

12. Repeat steps 7−11 for Demonstrations 2 and 3.


Data Table Results

Prediction

Which cup of ice

will melt faster?

(1, 2, or same)

Results

Which cup of ice

melted faster?

(1, 2, or same)

Reason

Explain the results.

Review the definition of thermal energy . Remind students that

thermal energy is the total amount of kinetic energy, so it is the

amount of substance (number of particles) and temperature

combined.

Demonstration 1

Cup 1: 200 mL

Hot Water

Cup 2: 200 mL

Room

Temperature

Water

1 Even though the same amount of water was added to each cup, there

was more thermal energy in Cup 1 because the temperature (kinetic

energy) was greater.

Demonstration 2

Cup 1: 200 mL

Room

Temperature

Water

Cup 2: 20 mL

Room

Temperature

Water

1 Even though the water added to the two cups was the same

temperature, there was more thermal energy in Cup 1 because there

was more water.

Demonstration 3

Cup 1: 200 mL

Room

Temperature

Water

Cup 2: 20 mL

Hot Water

1, 2, or same This one is tricky.

There was more water added to Cup 1, but it had less kinetic energy.

There was less water added to Cup 2, but it had more kinetic energy.

Because total thermal energy is determined by the amount of

substance and its temperature, the two cups of water may have had

equal amounts of thermal energy.

13. Have students complete the hot chocolate question as a group. Tell them to put their answer and drawing in their

science notebook.


14. Debrief the hot chocolate question as a class.

● Have groups share their diagrams on the board or on posters.

● Possible claim: I think the large pot of hot chocolate has more thermal energy.

● Possible evidence: I saw in Demonstration 2 that when you have two different amounts of a substance (water) at the

same temperature, the larger amount (cup with more water) will melt the ice faster and thus has more thermal energy.

● Possible reasoning: There are more particles of hot chocolate in the large pot of hot chocolate than in the small cup of hot

chocolate. The temperature is the same. Since thermal energy is based on the total kinetic energy, which is the amount of

particles and temperature combined, the large pot of hot chocolate has more thermal energy.

NOTE

Students have not actually done any activity about heat, but they might recognize that the thermal energy

transferred from the water (hotter) to the ice (colder).

15. Introduce the energy concept map by writing two or three related terms that are not scientific and ask how they are related.

For example, you could ask, “What are the relationships between these terms: phone, person, and money?” Draw arrows to

connect the terms and form a sentence using all three words.

16. Then follow one of the three procedures below.

● Place the five concept map vocabulary word cards on the board with tape or magnets and work through the concept map

with the class.

● Give groups the words in the concept map below on individual cards. Ask students to pull out two cards at a time and then

discuss the relationship between the two words. They can return the two cards, mix up the cards, and pick two more

cards, repeating this activity several times. After a certain amount of time (enough time to let students discuss five to six

relationships), have each group create a concept map as a group first and then do the map as a class.

● Complete the concept map for the energy-related terms as a class, asking “What is the relationship between _____

and _____?”

ELL SCAFFOLD

Have ELLs say the words as they are creating the concept map and state the relationship within the sentence.

Provide an example: “Temperature is a measure of the average amount of kinetic energy in the system.”

Encourage them to look back at their student page with the definitions of the energy terms.


Keep the concept map on the wall or board and continue to return to it throughout the unit.

Part III • Connect to the Culminating Project and Assessment

1. Have students independently complete the Task 1 section of the Individual Project Organizer as homework or in class,

depending on students’ needs and/or class scheduling.

2. Collect and assess each student’s Individual Project Organizer using the following criteria:

● “Developing and Using Models” row of the Science and Engineering Practices Rubric





Introduction In this task, students will be faced with Hilton’s question: Why does a refrigerator get warmer when you leave the door open? Students will move through a series of six lab stations to explore three different ways that thermal energy can transfer from one system to another. In the end, students should be able to apply their observations and inferences to answer Hilton’s refrigerator question. Also, students will be ready to start designing their thermal energy product for the Culminating Project.


Content

● Determine where thermal energy transfers to and from.


● Construct an argument based on evidence.


● Build on the ideas of other group members.

Language

● Write a clear and logical argument using evidence.● Use the academic vocabulary in ideas, discussions, and notes.● Write their ideas in their science notebook and Individual Project Organizer.

Assessment

1. Have students independently complete the Task 2 section of the Energy Unit Individual Project Organizer as homework or in

class, depending on students’ needs and/or class scheduling.

2. Collect and assess each student's Individual Project Organizer using the "Engaging in Arguments from Evidence" row of the

Science and Engineering Practices Rubric.



Academic Vocabulary ● particle

● particle drawing

● source (e.g., heat source and flame source)

● thermal energy

● thermal energy transfer

● transfer

● Optional: conduction, convection, radiation

Language of Instruction ● debrief

● determine

● format

● prior knowledge

● refute

● update

NOTE

Although the words conduction , convection , and radiation are not specifically identified as being part of the Grade 6

Performance Expectations of the NGSS, many teachers may not feel comfortable teaching energy without introducing

these words to students. We have included optional information with definitions and examples of the three modes of

energy transfer at the end of the student version of this task. This is another layer of information for students and may

add scientific vocabulary to the student academic talk, but knowing these words is not essential for completing the

Culminating Project, nor for satisfactorily completing the unit. There is an optional student reading and handout about

these concepts included in Part III of the student version.

LANGUAGE SUPPORT STRATEGIES

● Encourage and support student participation and discussion as ELLs rotate to each lab station.

● Display the academic vocabulary words on the board or wall.

● Support students’ use of their own words (everyday language) to understand and explain what students are doing

in the task, as well as the concepts they are using.

● Acknowledge when students use the academic words. Mirror their statements back to them in complete

sentences so they hear the academic term and its surrounding syntax.

Timing

This task can be completed in 5 or 6 class periods (based on 45-minute periods).

● Part I • Thermal Energy Transfer Lab Stations 1−6 (3 class periods)

● Part II • Debrief Lab Stations (1 class period)

● Part III • Optional: Thermal Energy Transfer Terms (1 class period)


Extension Challenges

Most of the lab stations include an Extension Challenge. This section is an opportunity to differentiate for students who work more

quickly or complete a lab station before it is time to rotate to a new lab station. Completing Extension Challenges are not integral to

building the conceptual understanding for all students, but rather a way to push students who have prior knowledge about thermal

energy transfer. The timing estimates do not include time to address these challenges. These challenges are optional.


Student Materials per lab station

Prepare copies of the Lab Station descriptions for each Lab Station.

Lab Station 1: Blue and Red Water

Lab Station 2: Cold Water and a Balloon

Lab Station 3: Conductometer

Lab Station 4: Butter Boat

Lab Station 5: Heat on Water

Lab Station 6: Thermal Blanket

Lab Station 1: Blue and Red Water (Convection in Water)

● 2 same-size bottles or flasks





● Paper towels

NOTE

To reduce the chance of water spillage, set up the lab for students. Put a bottle of warm red water at the station. Put a

bottle of cold blue water at the station. Place the cold blue bottle on top of the warm red bottle at the station as

instructed in the directions. Put the setup in a place where students can see the demonstration but cannot touch it.

Students can then discuss the results without getting water all over the floor. This also frees up the teacher to monitor

all stations.

For the temperatures of the water, the difference in the temperature gradient is key. You may use warm water and ice water (0°C) or

very hot water with cool water.

Warm water moves up from the bottom bottle and cooler water moves downward from the top bottle, so the misconception that “cold

energy moves” may be discouraged. During the post-lab discussion, it is important to direct students to their observations about the

temperature. When thermal energy is transferred to an object, there is a change in temperature (unless the object undergoes a change

of state). The movement of the water is due to the greater density of the cold water on top, the less dense hot water on the bottom,

and physical displacement.

For further suggestions about setup or information, refer to the source for this activity: adapted from Steve Spangler Science: Colorful

Convection Currents at https://www.stevespanglerscience.com/lab/experiments/colorful-convection-currents .

Lab Station 2: Cold Water and a Balloon (Convection in Gas)

● Empty glass bottle, plastic bottle, or flask

● Balloons (1 per group)



● Timer

Have one student in each group inflate the balloon. Replace the balloon after each group rotates through the station to reduce the

spread of germs. Be aware of any students with latex allergies.

For further suggestions about setup or information, refer to the source for this activity: adapted from Convection Connections by Ann

M. L. Cavallo (May 2001) by National Science Teachers Association at http://www.nsta.org/publications/news/story.aspx?id=46222 .


https://www.stevespanglerscience.com/lab/experiments/colorful-convection-currents

http://www.nsta.org/publications/news/story.aspx?id=46222

Lab Station 3: Conductometer (Conduction in Metal)

● Flame source (e.g., candle or Bunsen burner)

● Conductometer

● Wax


● Paper towels

Use proper safety practices in the presence of an open flame. If firm, flat tables are not available, do the activity as a demonstration.

Students will want to touch the wax. Remind them not to do this! Assign a Safety Monitor in each group to watch team members and

prevent anyone from touching the test setup after the experiment begins. Place a paper towel underneath the end with the wax to

catch any drippings.

Conductometer purchasing Information:

● Flinn Scientific, Inc., Catalog Number: AP9212; Price: about $18.20 (generally comes with wax; call to confirm)

http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=17531&noList=1

Possible adaptations: If you are concerned about any confusion among your students while looking at conduction in a variety of metals,

you can choose to focus on a single metal instead. To do this, either place the wax in a single end of the conductometer (instead of in all

five ends), or use the different setup shown.

Lab Station 4: Butter Boat (Conduction in Metal)


● Butter, about 1 tablespoon at room temperature,

nearly melting



You may want to create a model boat to demonstrate how to make the boat. If you do not have access to hot water in your classroom,

you can use a coffee maker or an electric tea kettle. Do not use margarine instead of butter.

Be very careful handling the water. We recommend that the teacher distribute the water to the groups. Be prepared to clean up water

and butter spills to prevent accidents. Be aware of any allergies.


http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=17531&noList=1

Lab Station 5: Heat on Water (Radiation)


● Small cup of water at room temperature

● Thermometer

Heat lamps may get very hot and remain hot after they are turned off. Be sure to use a lamp with a sturdy protective grille and reflector.

The light should be mounted on a stand or hung from the ceiling. Have a Safety Monitor keep students away from the lamp.

Make sure to tell students that the heat lamp is a model for the sun. Replace the water after each group. Make sure the thermometer is

pointed away from the light.

You can purchase a heat lamp at a local hardware store, at a pet store, at science supply store or online via Amazon.

See these websites for similar items.

Lamp: http://www.amazon.com/Bayco-SL-302B3-Brooder-Porcelain-Ceramic/dp/B0061MZ4Q6

/ref=sr_1_4?ie=UTF8&qid=1395690633& sr=8-4&keywords=heat+lamp

Light Bulb: http://www.amazon.com/Triangle-55964-Watts-Hours-Industrial/dp/B000STDLFE

/ref=sr_1_2?ie=UTF8&qid=1395690633& sr=8-2&keywords=heat+lamp

Lab Station 6: Thermal Blanket (Radiation)

● Space blanket (with reflective side marked)


Heat lamps may get very hot and remain hot after they are turned off. Be sure to use a lamp with a sturdy protective grille and reflector.

The light should be mounted on a stand or hung from the ceiling. Have a Safety Monitor keep students away from the lamp.

Make sure to tell students that the heat lamp is a model for the sun. Identify which side of the blanket reflects radiation and which side

allows radiation to pass through. The shinier side reflects radiation; however, it is difficult to tell which side is shinier. To do this, wrap

the space blanket around yourself, and if after several minutes of exposure to a heat lamp you cannot feel any heat, then you know you

have the reflective side out. Make a mark so you can remember it is the reflective side.

These emergency mylar thermal blankets (space blankets) can be found any place that sells emergency supplies (e.g., Home Depot, REI,

and other camping stores).

Teacher Materials




http://www.amazon.com/Bayco-SL-302B3-Brooder-Porcelain-Ceramic/dp/B0061MZ4Q6

http://www.amazon.com/Bayco-SL-302B3-Brooder-Porcelain-Ceramic/dp/B0061MZ4Q6

http://www.amazon.com/Triangle-55964-Watts-Hours-Industrial/dp/B000STDLFE

http://www.amazon.com/Triangle-55964-Watts-Hours-Industrial/dp/B000STDLFE

Setup Notes

There are a total of six lab stations for students to rotate through. You may set up one of each lab station, or, depending on the size of

your class or the equipment available, you may want multiple setups of each lab station. A sample graphic organizer is included in the

Student Edition to show students how to record their notes, observations, and reasoning during their time at the lab stations. Students

may move from lab station to lab station in any order. It should take students 15–20 minutes per lab station to complete the hands-on

activity and answer the questions.

There are two lab stations for each type of thermal energy transfer (i.e., conduction, convection, radiation) to give students more than

one example of each type of thermal energy transfer. If any lab stations need to be eliminated for timing or materials reasons, retain

the following core lab stations to address the key concepts of thermal energy transfer.

Lab Station 1: Convection

This lab station shows the transfer of thermal energy to heat a cooler object or part of an object. The transfer of energy is often due to

the cyclical movement of particles. In this case, the hot (less dense) particles move up toward the cool (dense) particles, and the cool

(dense) particles move down to where the hotter (less dense) particles were. This happens repeatedly. (Note: The fluid movement may

not always be upward.)

Lab Station 4: Conduction

This lab station shows the transfer of thermal energy to heat a cooler object or part of an object due to collisions of particles.

Lab Station 5: Radiation

This lab station shows the transfer of thermal energy to heat a cooler object or part of an object by way of electromagnetic energy

(typically infrared radiation).

Extension Challenges

Most of the lab stations include an Extension Challenge. This section is an opportunity to differentiate for students who work more

quickly or complete a lab station before it is time to rotate to a new lab station. Completing Extension Challenges are not integral to

building the conceptual understanding for all students, but rather a way to push students who have prior knowledge about thermal

energy transfer. The timing estimates do not include time to address these challenges. These challenges are optional.


Thermal energy moves from regions of higher temperature to regions of lower temperature. As kinetic energy decreases in one

substance, kinetic energy will increase in a neighboring substance. The change in kinetic energy exemplifies the transfer of thermal

energy from one substance to another.


Part I • Thermal Energy Transfer Lab Stations 1−6

1. Set up lab stations with the appropriate lab equipment and lab station student direction handouts.


3. Optional: Hand out one Student Participation Observations form to each table. As you circulate among the lab stations, stamp

the form as students work and discuss.

4. Ask a student volunteer in each group to read the letter from Hilton to the Science Wizard.

5. As a class or table group, take a vote to see if students think Mom or Hilton is correct about why the refrigerator warms up

when the door is open. Remind students that after completing the lab stations, they may want to change their vote.

6. Ask students to write a claim in their science notebook with reasoning to answer Hilton’s question. At this point, their

reasoning will only be backed up by prior knowledge and may only be a guess.


Some ELLs will need sentence frames to support the writing of their claim:

● The _____ (warm, cold) air moves into a _____ (cold, warm) space.

● I think this is true because _____. For example, _____.

● Another reason is _____, as you can see in my particle drawing. Finally, _____.

7. Review the directions for each lab station. Ask groups to rotate volunteers to read through the directions at each station.


● Say and display (hold up when possible) the name of each of the materials for lower-level proficiency ELLs.

● When introducing Lab Station 3, stretch out the syllables in conductometer so they can hear the word clearly. Ask

students to repeat.

● When introducing Lab Station 6, point out which side of the blanket is reflective.

8. Review the note-taking format for the student science notebook.

● Included in the Student Edition is a sample setup for how students might organize lab station notes in their science

notebook.

● Remind students to write questions they might have in their science notebook as they move through the lab stations.

● Remind students to read and follow directions carefully.

● Remind students to discuss and answer group questions in their science notebook.

9. Start rotating groups through the lab stations.


Part II • Debrief Lab Stations

Group Discussion

Lab Station 1

1. The warm red water is rising up into the cold blue water.

Why? When you heat up water, the water particles start moving around faster and faster. They bounce off each other and

move farther apart. Because there is more space between the particles, a volume of hot water has fewer particles in it and

weighs a little bit less than the same volume of cold water. So, hot water is less dense than cold water. When you put the

two together with the hot water on the bottom, the hot water rises to the top, mixing with the cold water along the way and

creating purple water.

2. The thermal energy is moving from the warm red water region to the cold blue water region.

3. We see that the blue water on top turns a purple color. This means that the red water moved into the blue area, but the cold

blue water did not move down to the warm red water.

Lab Station 2

1. When the bottle with the balloon is placed in the ice water, the balloon gets smaller. When the bottle with the balloon is put in

the warm water, the balloon gets bigger again.

Why? When the air particles get colder in the balloon, the particles move slower and get closer together. When the air

particles get warmer in the balloon, the particles move faster and get farther apart.

2. When the balloon is put in the ice water, the thermal energy moves from the balloon to the ice. When the balloon is put in

warm water, the thermal energy moves from the warm water toward the balloon.

3. We see the balloon get smaller when the bottle is put in ice. We see the balloon get bigger when the bottle is put in

warm water.

Lab Station 3

1. The wax is melting.

Why? The metal rod is getting hot and the heat is moving from the metal into the cold wax.

2. There is more thermal energy in the flame than in the metal rod. The thermal energy transfers from the flame into the rod.

Then there is more thermal energy in the metal rod than the wax. The thermal energy transfers from the metal rod into the

wax, and then the wax melts.

3. We see that by adding the flame to the middle of the rod, the wax melts at the end of the rod. This means that the thermal

energy transferred from the flame, to the rod, to the wax.

Lab Station 4

1. The butter in the boat is melting.

Why? The heat from the water moves through the foil and into the butter, melting the butter.

2. There is more thermal energy in the water than in the butter. The thermal energy transfers from the warm water to the cold

butter.

3. We see the butter melting in the foil boat, which sits on warm water.


Lab Station 5

1. The water in the beaker is getting warmer.

Why? The water in the beaker is getting warmer because the lamp is shining on the water.

2. The thermal energy is moving from the warmer heat lamp into the cooler water.

3. We see the temperature of the water rise over time.

Lab Station 6

1. Our hand under the space blanket is getting warmer than our exposed hand.

Why? The space blanket traps heat that our hand produces, thus warming up our hand faster than if it was not under the

space blanket.

2. The thermal energy is moving from our hand to the air around our hand. The space blanket then traps the thermal energy in

the air, thus warming up our hand faster than if it was not under the blanket.

3. We see that our hand gets warmer faster under the space blanket as compared to when our hand is outside the space blanket.

Group Discussion

1. Have students complete questions 3 and 4 in their groups.

Part III • Optional: Thermal Energy Transfer Terms

Although the words conduction , convection , and radiation are not specifically identified as being part of the Grade 6 Performance

Expectations of the NGSS, many teachers may not feel comfortable teaching energy without introducing these words to students. We

have included optional resource information with definitions and examples of the three modes of energy transfer in the Student Edition

of this task. This is another layer of information for students that may add scientific vocabulary to the student academic talk, but

knowing these words is not essential for completing the Culminating Project, nor for satisfactorily completing the unit.

1. Have students complete the Thermal Energy Transfer Terms in their groups. Ask students to say each term as many times as

they can during their group discussion.

2. Debrief the Thermal Energy Transfer Terms activity.

● Again, ask students to say these vocabulary terms together as a class. Provide extra support to ELL students as needed.

● Have them share their models.

● Ask for evidence and reasoning when reviewing which lab station exemplified conduction, convection, and radiation.

Part IV • Connect to the Culminating Project and Assessment



2. Collect and assess each student's Individual Project Organizer using the "Engaging in Arguments from Evidence" row of the

Science and Engineering Practices Rubric.



LAB STATION 1 Blue and Red Water

Materials ● 2 same-size bottles or flasks





● Paper towels

Directions 1. Fill one of the bottles with warm red water all the way to the top.

2. Fill one of the bottles with cold blue water all the way to the top.

3. Very carefully, set up the bottles as shown.

a. Place the hot red water bottle in the pan.

b. Place an index card on top of the cold blue water bottle.

c. Carefully hold the index card in place, and flip the cold bluewater bottle on top of the hot red water bottle.

d. Leave the index card in place for 30 seconds to allow waterto settle.

e. Carefully pull out and remove the index card.

4. Observe the water in both bottles. Look closely to see small changes as they happen!

Flip the cold blue water bottle quickly and carefully. Clean up any spills outside the tub or pan immediately with paper towels.

Group Discussion 1. What is happening to the blue and red water? Why?

2. Where is the thermal energy transferring from and to?

3. What evidence do you see that supports your claim in Question 2?

Extension Challenge 1. What do you think would happen if you set up the bottles the opposite way—warm water on top and cold water on

bottom? Why? (If you have time, try it!)

2. Where is thermal energy transferring from and to? What evidence do you see that supports your claim?

Adapted from Steve Spangler Science: Colorful Convection Currents. https://www.stevespanglerscience.com/lab/experiments/colorful-convection-currents


https://www.stevespanglerscience.com/lab/experiments/colorful-convection-currents

LAB STATION 2 Cold Water and a Balloon

Materials ● Empty glass bottle, plastic bottle, or flask

● Balloon



● Timer

Directions 1. Attach a partially inflated balloon onto the opening of the

bottle or flask.

2. Place the bottle with the attached balloon in the container with ice.

3. Observe for 1 minute.

4. Move the bottle with the balloon to the container withhot water.

5. Observe for 1 minute.

6. Repeat steps 2−5 again.

Only one student should inflate the balloon. Move the bottle into the hot water carefully. Try to avoid spilling or splashing hot water.

Group Discussion 1. What is happening to the balloon? Why?

2. Describe what is happening to the thermal energy. Where is the thermal energy transferring from and to?


Adapted from Convection Connections by Ann M. L. Cavallo (May 2001). National Science Teachers Association. http://www.nsta.org/publications/news/story.aspx?id=46222


http://www.nsta.org/publications/news/story.aspx?id=46222

LAB STATION 3 Conductometer

Materials ● Flame source (e.g., candle or Bunsen burner)

● Conductometer

● Wax


● Paper towels

Directions 1. Place a small amount of wax in all five small holes on the ends of the metal rods on the conductometer.

2. Hold the conductometer by the black handle with the wax facing up.

3. Hold the round center part of the conductometer over the flame source.

Use proper safety practices in the presence of an open flame. Do not touch the hot wax.

Group Discussion 1. What is happening to the wax? Why?



Extension Challenge 1. What do you think would happen if you placed an ice cube on the center part of the conductometer?

Why? (If you have time, try it!)



LAB STATION 4 Butter Boat

Materials


● Butter, about 1 tablespoon at room temperature, nearly melting



Directions

1. Create a small foil boat just big enough for your piece of butter.

2. Place a small amount of butter inside your foil boat.

3. Carefully set the foil boat into the tub of hot water.

Carefully place your boat in the hot water. Try not to splash or spill the water.

Group Discussion 1. What is happening to the butter? Why?



Extension Challenge 1. What do you think would happen if you moved the foil boat into a container of ice?

(If you have time, try it!)2. Where is thermal energy transferring from and to? What evidence do you see that supports your claim?


LAB STATION 5 Heat on Water

Materials ● Heat lamp or lamp with 150 Watt bulb

● Small cup of water

● Thermometer

Directions 1. Use the thermometer to check and record the temperature of the water.

2. Remove the thermometer.

3. Turn on the heat lamp, and wait 3 minutes.

4. Use the thermometer to check and record the final temperature of the water.

Do not touch the heat lamp. Heat lamps remain hot after they are turned off.

Group Discussion 1. What is happening to the water? Why?




LAB STATION 6 Thermal Blanket

Materials ● Space blanket (with reflective side marked)

● Heat lamp or lamp with 150 Watt bulb

Directions 1. Cover one of your hands with the space blanket. Make sure the reflective side is touching your skin.

2. Place both hands (one covered and one uncovered) under the heat lamp for about 30 seconds.

3. Let all lab partners try the demonstration.

Do not touch the heat lamp. Heat lamps remain hot after they are turned off.

Group Discussion 1. What is happening to your body? Why?



Extension Challenge 1. What do you think would happen if you placed the reflective side of the blanket in the other direction

(facing the heat source)? Why? (If you have time, try it!)




Introduction It is very cold outside today! What actions can you take to make yourself warmer? Why do they work? What if it is a hot day and you have a chocolate bar in your backpack? What can you do to prevent it from melting?

In this task, students will read about conductors and insulators. Students will then test different materials to see how they work as insulators and conductors. Finally, students will design their own experiment to test conduction or insulation with ice pops. They will then apply the concepts they learned from this task to the design of their device from the Culminating Project.


Content

● Explain the difference between a conductor and an insulator.


● Plan and conduct an investigation.


● Discuss and decide on the procedures.

Language

● Write a definition of conductor and insulator in their own words.● Use the academic vocabulary in ideas, discussions, and notes.● Write their ideas in their science notebook and Individual Project Organizer.


Listen for, identify, and restate words and phrases about conductors and insulators. Ask and answer yes-no questions about the task. Respond using simple phrases.

Describe the task in sequence using words and phrases about conductors and insulators. Ask questions about the task and use complete sentences. Add information when possible.

Paraphrase and summarize the task in sequence using words and phrases about conductors and insulators. Ask questions about the task and use complete sentences. Affirm others, and build on their responses.

Assessment



2. Collect the Individual Project Organizers and the lab reports and assess them using these criteria:

● “Planning and Carrying Out an Investigation” row of the Science and Engineering Practices Rubric

● “Constructing Explanations and Designing Solutions” row of the Science and Engineering Practices Rubric

3. Return the Individual Project Organizers, and give students time for revisions.


Academic Vocabulary ● conductor

● insulator

● thermal energy

● vacuum

Language of Instruction ● bold

● characteristics

● conduct (in this case means "Complete," whereas in the unit to date

it has been used as a verb for heat)

● Frayer Model diagram

● ice pop (Many students would use the term Popsicle...it's a dialect

difference, but can confuse)



● Use the Insulator and Conductor Resource in the Student Edition to highlight academic vocabulary.

Support students’ use of their own words (everyday language) to understand and explain the concepts.

● Use the Frayer Model diagrams that students create in Part I of the task to elicit ideas (in students’ words) and

use academic vocabulary.

● When applicable, connect students’ words with academic vocabulary words during discussions by recasting or

rephrasing the use of the terms.

● Acknowledge when students use the academic words. Mirror their statements back to them in complete


Timing


● Part I • Insulator and Conductor Reading (1 class period)

● Part II • Insulators and Conductors Experiment (1 class period)

● Part III • Design an Insulating or Conducting Experiment Using an Ice Pop (2 class periods)



https://docs.google.com/document/d/1jNIPgJcU_Y1ACIgRwa00QLpo_fEy3jCBDozTTZbaHNU/edit#bookmark=id.1k743hsp4q4f


Part II • Insulators and Conductors Experiment

● 4 containers of hot water, 500 mL each

(Alternatively, students could use insulated take-out coffee cups with covers in order to eliminate the need to cover cups with

plastic wrap. Also, students could use two containers at a time and conduct the experiment two times to get all the data.)

● Plastic wrap or tops for the containers

● Thermometer

● Timer


● A variety of materials, such as the following:

– Aluminum foil

– Shredded or crumpled newspaper

– Cardboard

– Plastic bags

– Cloth (e.g., cotton or wool)

– Foam

NOTE

You may want to ask students to bring items from home.

Part III • Design an Insulating or Conducting Experiment Using an Ice Pop

● Ice pops

● The same materials as in Part II: Insulators and Conductors Experiment

● Additional materials students need for their device design (ask students to bring in these items)


Teacher Materials





Thermal energy only travels from a warmer region to a colder region and never the other way around. Thermal energy is stored in

molecules as vibrations. More vibration means a higher temperature. For some materials, it is easy: one high-energy molecule makes a

neighboring molecule start to vibrate. That new molecule then makes its neighbors vibrate. Pretty soon, all the molecules are vibrating.

Eventually, the whole object may increase in temperature. This type of material is a conductor. Metals and liquids are good conductors

because the molecules are close together.

Insulators are materials that maintain molecular movement at a consistent rate. The best insulator is a vacuum, or completely empty

space. If there are no molecules, there can be no vibrations. A good insulator is air. Air does not transfer heat very well because the

molecules are so far apart from each other that they do not rapidly bump into other air molecules to transfer the thermal energy. The

farther apart the molecules, the less influence they have on one another when they start moving. In essence, air is a good insulator

because the molecules are too far apart for it to be a good conductor. A bunch of air-filled plastic bubbles arranged in a honeycomb

pattern is an excellent insulator. Foam, a frothy plastic material containing gas within non-connected tiny cells, is a good insulator. Dry

wood has a great deal of empty space inside it, so it is also a good insulator.

Glass is an insulator, or a poor conductor of heat. When glass separates hot regions from cooler regions, thermal energy is not

transferred from the hot region to the cold region. Fiberglass is also an insulator. The insulation is a mat of fine glass strands in a

suitable containing wrap. Some fiberglass insulation comes wrapped in an aluminized (reflective) material to also inhibit thermal

radiation. Often, reflective surfaces are used as insulators because thermal radiation bounces off the surface rather than being

absorbed. For example, in a thermos, the shiny-mirrored surface reflects the heat back toward the source, keeping the fluid hot. Cold

substances in the thermos stay cool because the heat from the outside is reflected away from the contents.


Part I • Insulator and Conductor Reading

Have students independently read the Insulator and Conductor reading and fill in the Frayer Model diagrams. (Note: This step is not

recommended for ELLs, unless they are proficient English readers.)

Or, have students work in small groups and rotate the reading of the Insulator and Conductor reading and the filling in of the Frayer

Model diagrams. Assist ELLs with any words they need clarified in the reading.


● Engage students’ prior knowledge and their backgrounds to fill in the Frayer Model diagrams.

● Ask for students to share with the class, supporting the use of their words.

● Model how to underline definitions and circle examples using the Insulator and Conductor reading in the

Student Edition.

Part II • Insulators and Conductors Experiment

1. Organize students in their project groups. Designate student roles and review the norms.

2. Optional: Distribute one Student Participation Observations form to each table. As you circulate among the groups, stamp the

forms as students work on and discuss their insulators and conductors experiment.

3. Have each group select three materials to insulate containers filled with 500 mL of hot water in order to determine which

materials have the best insulating or conducting properties. A variety of materials should be available to students. Encourage

students to examine the different materials before deciding which materials their group would like to compare. Alternately,

student groups can be (randomly) assigned materials to ensure that all material types are investigated.

4. Be sure that students understand that one container with 500 mL of hot water but no insulation will serve as the control.

5. Have a whole-class discussion so students agree on

● What aspects they will need to control or do exactly the same in all groups

● How much insulation or conductor to use

6. Have students run their experiment, measuring and documenting the temperatures. Option: Have groups run two experiments

at a time due to material constraints.

7. Have students record their data.

8. Create a master spreadsheet to record each group’s data and compare the results.

9. Have students discuss the Group Discussion questions and write out their Conclusion in a small group and then share out to

the class.


Example: Which material is the best insulator?

Claim Feathers are the best insulator.

Evidence The temperature changed the least compared to paper and sand over 5 minutes.

The water temperature only changed 2°C, while the other water temperatures

changed 3°C, 4°C, and 5°C.

Reasoning Feathers are insulators because they make it difficult for thermal energy to leave

the system. There is a lot of air trapped in the spaces between the feathers, so the

thermal energy has a hard time traveling from one particle to another out of the

system. The thermal energy vibrations of the particles do not hit other particles, and

therefore, the energy stays in the container.


● Listen actively to students’ ideas during the group discussion.

● Encourage students to discuss the experiment in their own words.

● On the board, display each group’s ideas about what is the best insulator or conductor.

● Model claims, evidence, and reasoning using student examples.

● Acknowledge student use of academic vocabulary during discussions

Part III • Design an Insulating or Conducting Experiment Using an Ice Pop


2. Optional: Distribute a Student Participation Observations form to each table. As you circulate among the groups, stamp the

form as students work on and discuss their experiment.

3. Have students melt or insulate an ice pop, based on their knowledge of conductors and insulators from Parts I and II.

4. Ask students to individually write a lab report in their science notebook following the format in the student instructions.

Remind students to give each section a title. The titles of the sections are bold in the directions in the Student Edition.

5. Review with the class the results and the conclusions.

6. Assess students’ lab reports when you assess their Individual Project Organizers.


● Listen actively to students’ ideas during the group discussion about experimental design.

● Encourage students to discuss the experiment in their own words.

● On the board, display each group’s ideas about what is the best insulator or conductor.

● Acknowledge student use of academic vocabulary and connect with students’ own words.

● Ensure the language of instruction is clear (e.g., reasoning and “a” control—ensure ELLs use the article “a,” as

many languages other than English do not contain articles).


Part IV • Connect to the Culminating Project and Assessment 1. Have students independently complete the Task 3 section of the Energy Unit Individual Project Organizer as homework or in


2. Collect the Individual Project Organizers and the lab reports and assess them using these criteria:


● “Constructing Explanations and Designing Solutions” row of the Science and Engineering Practices Rubric

3. Return the Individual Project Organizers, and give students time for revisions.


● ELLs may need extra time to complete the revisions. Consider pairing them with a more writing proficient student

for peer editing.

● Provide sentence frames such as the following for group discussions and for writing:

The _____ (material) was the best conductor. This is true because _____. For example, _____.

Another reason is _____, as you can see when _____ occurred. Finally, _____.



Introduction In this task, students will design and conduct an experiment to see how the size (or more accurately, the mass) of a material affects its rate of temperature change. Students will have fun connecting this important science concept with the familiar book Goldilocks and the Three Bears .

Depending on time and the level of student confidence in designing experiments, this activity can be done in two different ways. One option is for the class to work together to design the experiment, and then students, working in small groups, can write out and conduct the experiment. The other option is for each small group to design and conduct the experiment with the materials given to them.


Content

● Explain the relationship between mass and thermal energy.


● Design and conduct an experiment.


● Give reasons for lab decisions.

Language

● Summarize information and use evidence to write an argument.● Read the displayed ideas from each group and the Culminating Project.● Use the academic vocabulary in ideas, discussions, and notes.● Write their ideas in their science notebook and Individual Project Organizer.


Listen for, identify, and restate words and phrases about thermal energy in a system. Ask and answer yes-no questions about the task. Respond using simple phrases.

Describe the task in sequence using words and phrases about thermal energy in a system. Ask questions about the task and use complete sentences. Add information when possible.

Paraphrase and summarize the task in sequence using words and phrases about thermal energy in a system. Ask questions about the task and use complete sentences. Affirm others, and build on their responses.

Assessment



2. Collect Individual Project Organizers and assess them using these criteria:





Academic Vocabulary ● mass

● variable

Language of Instruction ● account for

● porridge



● Support students’ use of their own words (everyday language) to understand and explain the concepts.

● Highlight the academic vocabulary during debriefs and help make connections with students’ own words.

● Encourage students’ use of academic vocabulary during discussions and writing by repeating their sentences

and phrases with the academic vocabulary in context. Mirror their statements back to them in complete


● Acknowledge when students use the academic vocabulary in context and, when applicable, make

connections with students’ own words by recasting or rephrasing the use of the terms.

Timing


● Part I • Design and Conduct an Experiment: This Porridge Is Too Hot! (2 class periods)

● Part II • Debrief the Experiment (1 class period)

● Part III • Connect to the Culminating Project and Assessment (1 class period)


● 2 cups cooked instant oatmeal

● 3 beakers or plastic bowls large enough to hold 1 cup of oatmeal (do not use polystyrene foam or insulated cups)

● 3 thermometers

● Timer

● Graph paper or large piece of poster paper

● Measuring cups for oatmeal (1 cup, cup, cup)21

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Teacher Materials

● Goldilocks and the Three Bears

● Hot plate or slow cooker to keep oatmeal hot

● Cooked oatmeal (enough for 2 cups per group)



So far in this unit, students have learned that thermal energy is the total energy of all the particles in an object. They have also learned

that thermal energy transfers, in the form of heat, from a hotter substance to a colder substance or from a hotter region to a cooler

region. The final concept introduced in this unit is that thermal energy transfer, or heat, is directly related to the mass of an object.

You can use two bowls of water as an example of mass and thermal energy transfer. If you have two bowls that are exactly the same

size, one containing 10 ounces of warm water and one containing 20 ounces of warm water, and you put them in the refrigerator so

that there is a temperature difference between the water and the refrigerator air, the question becomes, will the two masses

(amounts) of water cool down at the same rate? The answer to this question is related to the mass (or amount) of the water and the

surface area exposed to the cold refrigerator air. The temperature change is due to energy moving out of the hotter water and into the

cooler refrigerator air. If the surface area of the water exposed to the refrigerator is the same, a larger mass (amount) of water will have

more thermal energy than a smaller mass (amount) of water at the same temperature; therefore, the larger mass of water needs to

release more energy to become the same temperature as the refrigerator. As a result, the larger amount of water will take longer to

cool down.

However, if the 20 ounces of warm water (the larger mass) is in a very flat bowl so that the surface area of the water exposed to the

cold refrigerator air is larger than the surface area exposed in the 10 ounces of water, then even though there is more water and more

thermal energy present it is possible that the larger amount of water will cool down to the refrigerator temperature in the same

amount of time as the smaller amount of water.

In conclusion, the speed at which a substance cools is directly proportional to its mass, the size of the surface area exposed to the

cooler substance, and the difference in temperature between the two regions. In essence, a larger mass of a substance will cool down

slower than a smaller mass if the surface areas of the larger and smaller substances exposed to the cold are the same.

In this task, students will be using oatmeal as the substance to be cooled to show that the change of temperature of a material is

dependent on the mass (or amount) of the material. It is important that students keep the surface area of the two masses exposed to

the air about the same to get the best results. The surface area is easy to control if students use small bowls to put their oatmeal in,

thus only exposing the top surface of the oatmeal to the cooler air.


Part I • Design and Conduct an Experiment: This Porridge Is Too Hot!

1. To motivate the class to start thinking about different reasons for different temperatures of masses, read Goldilocks and the

Three Bears as a class. Emphasize the following part of the story:

At the table in the kitchen, there were three bowls of porridge.

Goldilocks tasted the porridge from Papa Bear’s bowl.

“This porridge is too hot!” she exclaimed.

So, Goldilocks tasted the porridge from Mama Bear’s bowl.

“This porridge is too cold,” she said.

Then, Goldilocks tasted Baby Bear’s bowl of porridge.

“Aah, this porridge is just right,” she said happily, and she ate it all up.

2. With students, brainstorm variables that might account for temperature differences among the three bears’ porridges using “I

wonder …” statements. For example:

● I wonder if the amount of porridge made a difference.

● I wonder if the size of the bowls made a difference.

● I wonder if all the bowls were made of different materials.

● I wonder if the bowls were different shapes.

● I wonder if Baby Bear’s bowl was near an open door and there was a cool breeze coming in.


● Use “I wonder…” statements.

● Display students’ ideas of variables.

● Repeat students’ ideas using their words.

3. Have students write an experimental question.

● How does changing the amount of what you are trying to keep hot affect how quickly the temperature changes?


Ensure that ELLs are clear about the language of the instructions, including a review of some terms they know (e.g.,

summarize , predict , graph , vary , and varying ).

4. Review the materials needed for the experiment.

Explain how to properly handle hot water and thermometers. Advise students not to eat or spill the oatmeal.

Be prepared to clean up any spills.


5. If the class is working on the design of the experiment together, discuss the following questions:

● What is your variable? (amount of oatmeal)

● What are you keeping the same? (amount of hot water, kind of oatmeal, timing of experiment, size of bowls)

● What are the different values you will have for your variable? (Example amounts: cup oatmeal, cup oatmeal, 1 cup41

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oatmeal)

● What will you measure? (temperature with a thermometer)

● How many trials will you conduct? (Each group will conduct one trial, but every group will be doing the same experiment,

so the number of groups in the class is the number of trials.)

● How often will you record your data? (at the start and then every 5 minutes for 15 minutes)

● What materials will you need? (See list of materials.).

6. After the discussion, tell students to fill in the table in their Student Edition.

7. If students work in groups, have the groups collaborate on the experimental question, materials, procedures, prediction, and

how to create a Data Table.

8. Rotate among the groups to check on their procedure (setup). Sign off each group that has experimental procedures that are

complete and rational. A sample experimental setup might be as follows: Line up three identical plastic bowls or other

containers.

● In the first bowl put in cup oatmeal. Note the time. Take the temperature. Record the temperature.41

● In the second bowl put in cup oatmeal. Note the time. Take the temperature. Record the temperature.21

● In the third bowl put in 1 cup oatmeal. Note the time. Take the temperature. Record the temperature.

● Retake the temperatures every 5 minutes for 15 minutes.

NOTE

If there is only one thermometer available per station, then staggering the measurements is important. Make sure

students note the time each measurement is taken so they remember when to take the next measurement. You

may choose to have students record only two temperatures due to equipment or time limitations.

9. Have groups complete the experiment.

10. Have students collect the data in table form. Here is a sample Data Table.

Sample Data: Temperatures in Degrees Celsius (Dependent Variable)

Time in Minutes Cup Oatmeal41 Cup Oatmeal2

1 1 Cup Oatmeal

0 min 75 75 79

5 min 62 65 76

10 min 50 57 63

15 min 44 50 58

Temperature Change –31 –25 –21


https://docs.google.com/document/d/1vGRMPCaMZQF8Fia1UsSBq2VSnSh1u08b_d_Q4kWu7lE/edit#bookmark=id.iimtldyzduni

11. Have students create a graph of their data.

● Give students graph paper or a large piece of poster paper to graph the data. Students can make a line graph of the data

over time or a bar graph of the total amount of change.

● The three amounts of oatmeal should go on the x -axis to represent the independent variable, because that variable is the

same for all groups and does not change if the experiment is repeated over and over. The temperature changes (°C)

should go on the y -axis to represent the dependent variable, because these values depend on the different amounts of

oatmeal.

Part II • Debrief the Experiment

1. Have students meet in their groups to discuss their data and reach a conclusion. (Daddy Bear had the most porridge, Mama

Bear had the least porridge, and Baby Bear had the middle amount of porridge.)

2. Have students analyze their data and write a conclusion.

Possible Sentence Starters Your Response

Claim

What is your answer

to the question?

The bigger the _____, the less the _____.

As the size (mass) of _____

increases/decreases, _____.

The bigger the amount of oatmeal, the less the

temperature changes.

As the size (mass) of the oatmeal decreases, the

more the temperature changes over time.

Evidence

What data did your

group collect to

support your claim?

My group saw that _____.

Our data is _____.

The temperature for the _____ went down

by _____, and the temperature for _____

went down by _____.

My group saw that the cup oatmeal decreased in41

temperature by 31°C, and the 1 cup of oatmeal

decreased in temperature by 21°C.

Reasoning

How does your

evidence support your

claim?

The data makes sense because _____.

The data shows that temperature change is

dependent on _____.

The reason the evidence makes sense is

because _____.

The data makes sense because the temperature

change depends on the size (mass) of the object.

Smaller amounts change more/faster than larger

amounts.


3. Then debrief the experiment as a whole class. Share out student graphs and conclusions. Start with the questions in the

Student Edition.

● Describe your results. How did your results compare to your prediction?

Students’ answers will vary.

● In Task 1, you learned that the amount of thermal energy depends on the number of particles and the amount of kinetic

energy. Use this information to answer the following questions.

● Which bowl had more particles?

The bowl with the most oatmeal had more particles.

● Which bowl had more thermal energy?

The bowl with the most oatmeal had more thermal energy. All three bowls started at the same temperature, but

because there was more oatmeal, or more particles, in one of the bowls, then there was more thermal energy in

that bowl.

● In Goldilocks and the Three Bears , which bear do you think had the most porridge, the least porridge, and the middle

amount of porridge? Explain your reasoning.

Papa Bear had the most amount of porridge because his porridge was too hot. It was the hottest, which means it must

have had the greatest mass and thus took the longest to cool down.

Mama Bear had the least amount of porridge because her porridge was too cold. It was the coldest, which means it

must have had the smallest mass and cooled down the fastest.

Baby Bear had the middle amount of porridge because his porridge was just right. It was not too hot or too cold, which

means the mass must have been somewhere between the mass of Mama and Papa Bears’ bowls.


● Display students’ graphs.

● Discuss and write students’ conclusions based on their graphs on the board.

● Use academic vocabulary to discuss ideas.

4. There is a chance that the student data may not reveal much change in temperature in the different masses. If the student

data contradicts the concept (i.e., as the mass of a substance increases, the amount of energy required to change its

temperature also increases), then the class can discuss the reasons for the lack of evidence.

5. Return students to their groups to apply their knowledge of mass to the design of their final device.


Part III • Connect to the Culminating Project and Assessment




Provide sentence frames such as the following for group discussions and for writing:

● Changing the _____ (size, mass, amount) of _____ affects how much the temperature changes because _____.

I think this because the data showed _____. Another reason this statement is evident is _____. Finally, _____.

2. Collect Individual Project Organizers and assess them using these criteria:





Generously funded by the Lucas Education Research Foundation · TEACHER EDITION Originally created...

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Transcript of Generously funded by the Lucas Education Research Foundation · TEACHER EDITION Originally created...