Class (Grade Level):

Calculating Heat
High School Chemistry
Time Length: 100 minutes
BIG IDEA for LEARNERS

How do two objects with different temperatures exchange energy until they both reach thermal equilibrium?
This energy is called heat and is a physical quantity that transfers from the hotter object to the colder
object. This amount of heat is a way that we perceive how hot or cold an object is which is defined as its
temperature.
LESSON OVERVIEW
The lesson provides students with the necessary information needed to complete a food calorimetry lab on the
following day. Students will be learning how to calculate heat as a quantity. The teacher will introduce the
topic by having students consider food as energy and the concept of burning calories. The teacher will discuss
the different units of energy and the equation used to calculate heat, along with its components. Students will
work through some examples with the teacher. The teacher will use a virtual lab to demonstrate the process of
calorimetry to prep the students for the following day. Students will use the remainder of the period to work
through the virtual lab and complete the necessary calculations.
The lesson focuses on the contextualization of the content through the real-world application to food and the
concept of burning calories. Students are engaged in scientific practices as they work with the teacher to
develop the appropriate equation for calculating heat. Students analyze the answers that they calculate and
defend their validity. The lesson incorporates appropriate grouping of students, wait time and a bridge to
everyday language in order to provide adequate opportunities for all students to participate. Students
experience authentic texts through their virtual lab and will be able to apply their understanding during the
lab the following day.
STANDARDS
Next Generation Science Standards (NGSS):
HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when
two components of different temperature are combined within a closed system results in a more uniform
energy distribution among the components in the system (second law of thermodynamics).
Arizona College and Career Readiness Standards (Literacy in Social Sciences, Sciences, and Technical
Subjects)
AZ 11-12 L5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
AZ 11-12 SL2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
Arizona Science Standards:
S5.C3.PO4. Calculate quantitative relationships associated with the conservation of energy.

LESSON LEARNING OBJECTIVE AND ASSESSMENT

Students will be able to calculate heat as a quantity of energy by relating variables in an equation.
Students will demonstrate that they met the objective by
Students will practice the equation through examples completed in class and apply the equation to calculate
the caloric content of food in a virtual lab.
SCIENTIFIC PRACTICES AND ASSOCIATED LANGUAGE FUNCTIONS
SCIENTIFIC
PRACTICE(S)

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

RECEPTIVE
LANGUAGE
FUNCTIONS
PRODUCTIVE
LANGUAGE
FUNCTIONS
KEY VOCABULARY

Comprehend suggestions of others and discussions about data

Comprehend proposed algorithms for calculations
Describe analysis and interpretations to others (orally or in writing)
Describe mathematical ideas in words as well as symbols
Describe and explain proposed algorithms for calculations

Heat, temperature, specific heat capacity, joule, calorie/Calorie, delta

(), mass, calorimetry
MATERIALS

Handout with problems

Lab Write-Up

Student Notebooks
RESOURCES

Food Calorimetry Virtual Lab

https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html

Scientific Calculator
http://go.hrw.com/math/midma/gradecontent/manipulatives/Sci_Calculator/Sci_Calculator.html

Worksheet Specific Heat Calculations

http://winterschemistry.com/wp-content/uploads/2012/03/Specific-Heat-Answers-2013.pdf

PREREQUISITE KNOWLEDGE
Students need to understand that heat is a form of energy and how it relates to temperature. Students need to
be able to perform basic mathematical computations requiring multiplication and division and need to know
how to pull information from word problems in order to be able to calculate an unknown value. Students need
to understand the first law of thermodynamics.
TEACHING PROCEDURES AND ANNOTATED SSTELLA PRACTICES
Opening (state objectives, connect to previous learning, and make relevant to real life) (5 min)
We have recently discussed the concepts of temperature and heat and how they relate to one another. Today we are
going to learn how to calculate the heat absorbed or released by a system.

[Scientific Sense-Making Through Scientific/Engineering Practices]

Teacher Will:
TTW reveal bell work
TTW provide students with nutrition facts from
different foods (for those who didnt bring in
their own).
TTW pose the question: What on the label
relates to the amount of energy the food
provides?

Students Will:
TSW work on the bell work
TSW bring in nutrition facts from some kind of food.

TSW do a think/pair/share

TSW will discuss in groups and share responses

TSW determine the calories and joules in their food

and share with the class.
TSW discuss in groups and share responses

[Contextualizing Science Activity The lesson is

framed in the context of calculating the caloric
content of food.]

Instructional Input: 30 min

TTW ask So how would you define a calorie?

TTW explain the units of energy
(calories/Calories/joules) and how they relate
to one another.
TTW have the students convert the Calories in
their food to calories and joules.
TTW have students share what they know
about calories.
TTW ask What are people referring to when
they talk about burning calories?
TTW explain the energy/heat transfer that
occurs during the chemical breakdown of food.
TTW ask So what do you think the amount of
heat in a reaction depends on?
TTW assign students into groups and have
each group come up with the different
components that heat relies on
TTW prompt students as necessary and write
down components of the equation (Q=mcT)
as they are mentioned.
TTW provide visuals and have students explain
how each component affects the heat (direct
or inverse relation).
TTW discuss specific heat and dissect equation
to show units.
TTW discuss T and the meaning of positive
and negative values

[English Language and Disciplinary Literacy

Development Students discuss the meaning of
commonly used terms (e.g., calories) and how
they relate to chemistry. Students work through
each component of the equation, determine
what is relevant, and explain how they relate to
one another. Teacher covers content specific
vocabulary and involves the students in

TSW discuss in groups and share responses.

TSW work in groups to develop their own equation

for heat.

TSW share their responses and work together to

decide on a definitive equation

TSW record information on their handout.

TSW take notes and answer questions as prompted by

the teacher.

composing definitions.]

Guided Practice: 20

Co-Teaching Strategy/Differentiation
Team Teaching - Teacher A will lead instruction, and Teacher B will step in as desired
Differentiation - writing all key words and points on the board, introduce content using visual and
auditory means
Teacher Will:
TTW model how to use the equation and work
through the first two problems on the handout
with input from the students
TTW instruct students to complete the
remaining 6 problems
TTW monitor student progress
TTW ask students to provide answers, explain
their calculations, and defend their validity

TSW provide answers, explain their calculations, and

defend their validity

Co-Teaching Strategy/Differentiation
Team Teaching - Teacher A will lead instruction, and Teacher B will work with individual students who
need additional assistance
Differentiation - presenting ideas through both auditory and visual means
Teacher Will:
TTW explain the meaning of calorimetry by
breaking it into word parts
TTW introduce a virtual lab

Independent Practice: 40

Students Will:
TSW work through the first two problems on their
handout with the teacher
TSW complete the remaining 6 problems on their
handout

[Technology: Using the virtual lab allows

students to work with equipment that is
unavailable in a high school classroom. It also
allows them to collect data and perform analysis
in the same manner that they would in an inclass lab.]

TTW walk students through the introduction of

the lab
TTW allow students to work independently or
with a partner
TTW monitor student progress
TTW assist students as needed

[Pressing for Authentic Science Literacy Tasks

Students apply the equation directly to a
virtual lab where they are calculating the caloric
content of different foods. Throughout the lab,
students are making a hypothesis, collecting

Student Will:
TSW provide responses for the meaning of metry
and calorie

TSW list the materials used in the lab

TSW select five of the ten possible food samples to
investigate
TSW make a prediction regarding which foods have
more calories and which have less
TSW complete the virtual lab (students can work in
pairs but each must individually record materials,
prediction, data, and calculations)
TSW use the virtual lab to calculate the caloric
content of different foods
TSW record data from the virtual lab on their lab
write-up handout as well as in the virtual notebook in
the lab.
TSW provide detailed calculations.
TSW answer analysis questions

data and performing calculations.]

Co-Teaching Strategy/Differentiation
Team Teaching - both teachers will be circulating during independent practice, assisting students as
necessary.
Differentiation - cooperative learning groups
Closing/Student Reflection/Real-life connections: (5 min)
So you should all be feeling pretty comfortable calculating the heat released or absorbed in a system.
Lets review: (Cold Call)
What is the equation for heat?
What does m stand for and how do you find it?
What does c stand for?
The specific heat will be provided to you (unless that is what youre calculating for).
What does T stand for and how do you calculate it?
If T is positive, what is Q?
What does this mean?
If T is negative, what is Q?
What does this mean?
What are the different units that we use to measure heat?
What is a calorie?
Tomorrow we are going to complete a lab where we will actually calculate the caloric content of different foods.