I. Curricular Framework

Concept:

Change

Essential Question:

How is heat involved in chemical reactions?

Bridge:

Energy Visuals

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: The student will be able to determine the direction that heat flows in a “daily life” example

Activity: show 2 minute video clip of “The Christmas Story”. Ralphie’s classmate puts his tongue on an outdoor pole in the winter and it sticks. Students watch, then attempt to describe the reason for the occurrence based on observations as well as past experiences.

Assessment: Student engagement

2. Attend: Attending to the Connection

Objective: The student will be able to compare and contrast different examples of heat flow.

Activity: Compare and contrast a tongue stuck to a pole in the winter to air flow when the door is opened to the outside.

Assessment: Student participation

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: The student will be able to demonstrate the role that energy (heat) plays between phase changes and during the actual change in state.

Activity: Sketch a graph of energy change accompanying change of state. Draw arrows designating heat flow at each directional change on the graph.

Assessment: Student participation and completion of phase change graphs.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: The student will be able to explain the concepts of heat, temperature, specific heat, enthalpy and calorimetry

Activity: Students work individually (10 minutes), then in cooperative groups (10 minutes) and finally by teacher directed discussion on a note/problem solving guide that follows the chapter reading on thermochemistry.

Assessment: Completion of note guide and participation in cooperative groups

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: The student will be able to experimentally determine the temperature of a Bunsen burner flame

Activity: Following a procedure, the student will perform a calorimetry experiment on the determination of the temperature of a Bunsen burner flame, using a coffee cup (homemade) calorimeter, water, thermometer and a piece of copper.

Assessment: Lab write up and results

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: The student will be able to design and perform a specific heat experiment

Activity: Design an experiment, using the same materials as the Bunsen burner flame temp. lab, which will prove the specific heat of copper.

Assessment: Analysis of experimental design and the determined specific heat of copper

7. Refine: Refining the Extension

Objective: The student will be able to identify the errors made in lab and determine solutions to the cause of the problem

Activity: Discuss the inefficiencies involved in measuring heat transfer and the possible means of eliminating excess error.

Assessment: Student lab group suggestions and improvements

8. Perform: Creative Manifestation of Material Learned

Objective: The student will be able to determine the % of efficiency of a coffee cup as a calorimetry apparatus

Activity: Using a “true” calorimeter, determine the efficiency o the coffee cup calorimeter by lab experiment comparison. Students will “redo” their favorite calorimetry lab of the chapter using a real calorimeter.

Assessment: Students’ % efficiencies of their coffee cup calorimeters

Assessment, Phase Five,Performance, Creative Use of Material Learned: