6th Grade - Adding or Removing Thermal Energy To Substanc

Grade
Level: Middle School Adding or Removing Thermal Energy in Substances Kelly Gaule
NGSS Performance Expectation
MS PS1.4 Develop a model that predicts and describes changes in particle motion, temperature, and a state of a
pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative
molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or
decreases kinetic energy of the particles until a change of state occurs. Examples of models could include
drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure
substances could include water, carbon dioxide, and helium.]
MI GLCEs
1. S.IA.06.13 Communicate and defend findings of observations and investigations using
evidence.
2. S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.
3. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
4. P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative
motion of the atoms or molecules.

Objectives
The learner will be able to:
1. The student will be able to predict what happens to a substances particle motion when thermal energy
is added or removed.
2. The student will be able to predict what will happen to a substances temperature when thermal heat is
added or removed.
3. The student will be able to predict the state of a substance when thermal energy is added or removed.
4. The student will be able to create a model of particles of substances changing state and temperature
when thermal energy is added and removed.

Misconceptions
A lot of students have the misconception that the average distance between the atoms or molecules of a
substance remains the same when the temperature of the substance changes (Herrman Abell, Carl F., and
George E. DeBoer). This will be addressed in the explain section by animations and models that show the atoms
moving around and changing the distances between the atoms when the temperature is changing. It will also be
directly addressed in #3 on the Extend worksheet.

Materials and Setup

Engage:
3 balloons (preferably different colors)

A Freezer or cooler that is below 32F
A large chalkboard or dry erase board and writing utensil for it
Explore:

Grade Level: Middle School Adding or Removing Thermal Energy in Substances Kelly Gaule
Worksheets labeled Explore: Speed of Water Molecules at Different Temperatures. Provide one for
each student. (See page 12)
3 clear plastic cups for each group
2 small bottles of different colors of food coloring for each group (preferably colors like red and blue
that make purple or blue and yellow to make green).
1 Stopwatch or timer for each group
1 Thermometer for each group to place in the water.
One measuring cup for each group
Explain:
A computer and projector to display the website to the students.

Science note books or separate pieces of paper for student notes (optional)
Elaborate:
Worksheet labeled Elaborate: Modeling Thermal Energy Being Added or Taken Away for each
student (see page 16)
Assorted beads (at least 25 beads per student)
Small beans (at least 25 beans per student)
Glue for each student
Worksheet labeled Extend Your Knowledge: Thermal Energy and Substances (see page 18) for each
student
Safety
Be sure to clean up any water spills to avoid people slipping and falling. Remind students to be careful and walk
slowly when dealing with hot water so they do not burn themselves or others.

Requisite Knowledge
The students will know:

-Thermal energy, or heat, is the internal kinetic energy of an object.
-Kinetic energy is the energy of motion
-Potential energy is the stored energy of an object in a set position.
- Matter can take form in different states including solids, liquids, and gases. These states of matter are
all made up of atoms, molecules, or ions. Particles in solids are held together very closely in a pattern
structure. Solids can also hold their own shape. Particles in liquids are quite close to each other,
however they can move past each other very easily. This explains why liquids cannot hold their own
shape, but instead take the shape of their container. Particles in gases move around very quickly. Gases
fill the space of the container that they are in.


Engage
An hour before the lesson begins, the teacher will fill two balloons with air and place one in a refrigerator for
about one hour while leaving the other one at room temperature. At class time the teacher will blow up the
third balloon. The teacher will then show the newly blown up balloon, room temperature balloon and the now
cold, shrunken, balloon to the whole class.

The teacher will say I blew up two balloons about an hour ago. I did not need it until now so I decided to put one
in the freezer and the other just sitting on the counter. I just blew up this last balloon at class time to about the
same amount that I did with the others. What do you notice about the balloon that was in the refrigerator
compared to the one on the counter? And what do you notice about the balloons I filled an hour ago compared
to the one I just blew up? The students will raise their hands list their observations. Possible student answers
could include: The balloon that was in the freezer is much smaller and more wrinkly than the one that sat on
the counter. The teacher will write a list of the students observations on the board.

When they are done with the observations the teacher will ask Why do you think the balloon got smaller in the
cold while the other balloon did not change on the counter? Discuss this with the people next to you. Allow the
students a few minutes to discuss and then ask them what they talked about. Possible student answers could be
that the molecules slowed down or that the cold made the molecules shrink The teacher will then list students
ideas on the board. After that, the teacher will then ask another question What do you think would happen to
the room temperature balloon if it was warmed up? Again, allow students time to discuss with others and then
the students guesses will then be written on the board.

Explore
Divide students up into groups of four. Give students the worksheet labeled Explore: Speed of Water Molecules
at Different Temperatures (see page 7) and pass out the materials needed. The students will use the
worksheet to create their own experiment to test if water molecules are moving fast in hot or cold water. They
will draw their own chart to show their data and answer questions based on their results. The teacher will be
walking around the class to monitor student progress and answer questions that they may have.

(The above picture is of a few friends practicing the explore)

If the students are having a hard time answering the questions provided on the worksheet the teacher may ask
some guiding questions to get them on the right track. These questions could include:
Possible student answers are indicated by -


What is the time difference between how long it took for the hot water and the cold water to mix colors -
- Answers will vary but should be significantly different like 30 seconds or 55 seconds
Are molecules constantly moving?
- Yes
What is kinetic energy?
-Energy of motion, moving energy
If the molecules were moving faster in the hot water and slower in the cold, would there be more kinetic
energy in the hot or cold water?
-More kinetic energy in the hot water
Would the colors be mixing faster if the molecules were moving slowly?
-No, if the colors are mixing faster that means the molecules are moving faster.

The example and rubric is labeled Explore: Speed of Water Molecules at Different Temperatures EXAMPLE
AND RUBRIC (see page 9)

This activity is adapted from Molecules in Motion

Explain
Part one: Experiment Results
The whole class will get together to discuss results of their experiment. The teacher will lead the discussion using
the following questions:
Possible student answers are indicated with -
What was your procedure to the experiment?
- We filled one cup with hot water, one with cold water, and one with room temperature water.
Placed one drop of each color food coloring at the same time in one of the cups and timed how long
it took for the colors to mix. Repeated this step for each of the cups.
What was the result of your experiment? In other words did the water molecules mix faster in the hot,
cold, or room temperature water?
- It took less time for the colors to mix in the hot water than in the room temperature water and the
cold water. It took the most time to mix in the cold water.
What does this tell you about the movement of molecules in the cold and hot water?
- The molecules move faster in the hot water and slower in the cold water.
We have previously discussed different types of energy including thermal energy or heat energy. Which
cup of water had the most thermal energy? Which had the least?
- There is more thermal energy or heat in the hot water and the cold water had the least thermal
energy.
What does this tell you about the movement of the water molecules in relation to the amount of thermal
energy?
- The hot water had the most thermal energy, which increased the speed of the waters molecules. The
cold water has the least thermal energy so when there is not much heat the molecules move much
slower.
Now as a little review, can someone tell me what the differences are between the three states of matter:
solid, liquid, and gas in regards to their molecules?
- A solids molecules are packed tightly together and have little movement. A liquids molecules
move around each other faster and take the shape of their container. A gasses molecules move
around much faster and bounce around the container that they are in.
Knowing that information and how adding or removing thermal energy can increase or decrease the

molecules motion, could this mean that thermal energy can change the state of a substance? Can
anyone think of an example of this? Maybe with water?
- Yes, adding thermal energy will increase the molecules motion and possibly speed up the molecules
so much that a solid could become a liquid or gas. For example ice melts into a liquid by adding heat.
Adding enough heat to water makes it boil into a gas. Taking away thermal energy will cause the
molecules to slow down possibly enough to change a liquid to a solid or gas into a liquid. For
example water can be frozen into ice.

Part two: Animations of the states of matter with adding or taking away thermal energy.

The teacher will go to the website below and display it so all of the students can see.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm

Tell students that they will be creating a model based on the information in this animation and therefore may
take notes on separate pieces of paper or notebooks.
Choose a student to read the first page. Then press start on the animation. Together the students and teacher
will go through and read the animation by pressing the increase temperature button. The animation shows
what happens to the molecules when you are adding the heat. When the animation is over, the teacher will ask
the following questions to review.
Possible student answers are indicated with -
What were the molecules in the ice doing at the start of the animation when it was -30?
- They were vibrating gently.
When the temperature increased what happened to these vibrations?
- They increase or got faster and more violent.
When the solid turns into the liquids, what are the molecules doing?
- Molecules move in close contact with each other but move more quickly.
When the liquid is substantially heated, the molecules break away and become what?
- A gas

Elaborate/Extend/Apply
Part One: Creating a model
The students will be given the worksheets labeled Elaborate: Modeling Thermal Energy Being Added or Taken
Away(see page 11). The students will be all making their own models but may work with their original group to
answer any questions they have. The students will be using beads and beans for molecules to create models of
substances when thermal heat is added or taken away.
Worksheet key is labeled Elaborate: Modeling Thermal Energy Being Added or Taken Away KEY(see page 13)
Part Two: Questions
The students will be given the worksheet labeled Extend Your Knowledge: Thermal Energy and Substances
(see page 15). The students will answer the questions independently using the model that they created.
Worksheet key is labeled Extend Your Knowledge: Thermal Energy and Substances KEY. (see page 17)

Evaluate: Alignment Table
Objective #
Instructional Activity
Assessment
Explore
Formative: worksheet correctness and if it is filled

out completely
Explain
Formative: teacher will gage knowledge based on

students answers in the discussion
Explain/ Elaborate
Completing the model worksheet and answering

questions in discussion
Elaborate
Completing model worksheet.

Evaluate: Materials

Explore: Speed of Water Molecules at Different Temperatures. (See page 12)

Explore: Speed of Water Molecules at Different Temperatures EXAMPLE AND RUBRIC (see page 14)
Elaborate: Modeling Thermal Energy Being Added or Taken Away(see page 16)
Elaborate: Modeling Thermal Energy Being Added or Taken Away KEY(see page 18)
Extend Your Knowledge: Thermal Energy and Substances (see page 20)
Extend Your Knowledge: Thermal Energy and Substances KEY. (See page 22)

Scientific Background (college-level)

Particulate Structure at Given States of Matter:

Matter can take place in different states including solids, liquids, and gases. These states of
matter are all made up of atoms, molecules, or ions. The behavior of these particles differs
from state to state. Particles in solids are held together very closely in a pattern formation.
Solids can also hold their own shape because the particles dont move around very much, but
simply vibrate in their spot. Particles in liquids are quite close to each other, however they can
move past each other very easily. This makes the particles in liquids very easy to break apart
and why they cannot hold their own shape, but instead take the shape of the volume they are
poured into. Particles in gases move around very quickly with a lot of space between them, this
means you can compress them easily. Gases dont just take the shape of their container they fill
the space of the container that they are in.

Chemical & Physical Change:

A chemical change is any change that results in the formation of a new substance with
new properties. The particulate change in a chemical change involves the breaking and/or
forming of bonds between atoms. These changes include, but are not limited to: formation of
rust, raising of bread, digesting food, photosynthesis, etc.
A physical change occurs when the atoms or molecules are rearranged in a way that
doesn't interfere with their molecular makeup of that substance. These changes include, but
are not limited to: Mixing salt and water, tearing paper, melting ice, crushing a soda can, etc.

Law of Conservation of Mass:

The law of conservation of matter states that matter cannot be created or destroyed
within a closed system. Instead, it can only be rearranged to form new or similar substances.
This can be explained through a written chemical equation, the number of atoms in the
reactants will always match the number of atoms in the product.

Law of Conservation of Energy:

The Law of Conservation of Energy states that in a closed system, the amount of energy
can not be changed, it is fixed. You cannot create any more energy inside the system or destroy
any of the energy that's already there. You can convert the energy you have from one form to
another and back again. For example, chemical energy from fossil fuels can be converted into
heat energy when burned.

First Law of Thermodynamics:

The total amount of energy and matter in the Universe remains constant, only changing
from one form to another. The First Law of Thermodynamics states that energy can neither be
destroyed nor created. Energy is the ability to do work in other words, how things change
positions, speed, state, and forms of matter. Overall, energy is the capacity to change matter.
Energy is either stored or moved. If energy is stored it has the potential to do work but if
energy is moving it has kinetic energy. There are different forms of energy such as chemical
energy, electrical energy, thermal energy, radiant energy, mechanical and nuclear energ. All
chemical substances contain energy and all chemical reactions involve some kind of energy
change. For example, heat energy is released during a reaction we say it is exothermic,
whereas, if heat energy is absorbed during a reaction we say it is endothermic. In endothermic
reactions, more energy is absorbed when the bonds in the reactants are broken than it is when
new bonds are formed in the products. If a chemical reaction absorbs as much energy as it
releases, it is called isothermic, there is no net energy change. How heat content of a chemical
substance is measured is called enthalpy which is measured in kilojoules per mole. We can not
measure enthalpy directly, but we can measure the enthalpy change during a chemical
reaction, which is defined as: H = (total enthalpy of products)- (total enthalpy of
reactants). Burning carbon to make carbon dioxide is an exothermic reaction and the enthalpy
change (net change) is negative, because the total enthalpy of products is less than the total
enthalpy of reactant (Ebbing 2008).

All chemical reactions involve bonds being broken and/or new bonds being made. Bond
breaking is always endothermic because heat energy has to be taken in to pull the atoms apart.
The making of bonds is always exothermic, because heat energy is given out when the bonds
are made. An example of this would be melting and freezing ice. When ice melts the bonds
between the water molecules break, therefore this would be an endothermic reaction. When a
liquid is freezing, new bonds are being made, therefore and exothermic reaction.

Thermal Energy
Thermal energy or heat is the internal kinetic (moving) energy of the atoms or
molecules. The atoms and/or molecules of hotter objects have greater kinetic energy than those
of a colder one, in the form of vibrational, rotational, or, in the case of a gas, translational
motion. Adding thermal energy causes the kinetic energy to increase causing temperature to
increase. Removing thermal energy causes the kinetic energy to slow down and thus lowering
in temperature.
In a solid, the heat increase could cause the solid to melt into a liquid if it reaches its
melting point. Under extreme heat solids can change right into a gas. In a liquid the additional
kinetic energy and heat causes the liquid to change into a gas if it reaches its boiling point
because the atoms are moving faster and can be released. Heating a gas will increase its
volume, according to equation of state, a law of thermodynamics. The volume of the gas will
expand until the gas dissipates into the air unless it is placed into a closed container. When
certain gases are heated, the electrons become excited and begin moving faster and if there is a
lot of oxygen, then it can cause the gas to combust. In extreme heat, the gas will change into
plasma. Plasma is an ionized gas where the bonds between molecules are decreased to the
point where the protons, electrons and neutron are allowed to roam freely within the gas.
When a gas experiences a decrease of thermal energy, the kinetic energy of the particles
slows down causing the temperature to decrease. The gas would then go through condensation
into a liquid if the temperature decreases enough.. If a liquid decreases thermal energy, kinetic

energy, and temperature the liquid would freeze into a solid. When there is a decrease in
thermal energy, kinetic energy, and temperature for a solid, the solid particles become more
tightly packed because of less kinetic energy.

10
References (APA format)

Changingmatter. (n.d.). Retrieved March 21, 2015, from
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.ht
m
Chuby-Chemistry Test. (n.d.). Retrieved March 21, 2015, from http://www.proprofs.com/quiz-
school/story.php?title=science-review_1
Herrman Abell, Carl F., and George E. DeBoer. "Probing Middle School Students Knowledge of Thermal
Expansion and Contraction through Content-Aligned Assessment." Http://assessment.aaas.org/.
N.p., 28 Mar. 2007. Web. 7 Feb. 2015.
Molecules in Motion. (n.d.). Retrieved March 21, 2015, from
http://www.middleschoolchemistry.com/lessonplans/chapter1/lesson2
Particulate Structure at Given States of Matter:
Science tips (no date). Available at: http://rpdp.net/sciencetips_v2/P12A1.htm (Accessed: 16 March 2015).
Chemical & Physical Change:
Helmenstine, P. (n.d.). Chemical & Physical Changes. Retrieved April 6, 2015, from
http://chemistry.about.com/od/lecturenotesl3/a/chemphyschanges.htm
Physical Science: Session 4. (n.d.). Retrieved April 6, 2015, from
http://www.learner.org/courses/essential/physicalsci/session4/closer1.htm
Law of Conservation of Mass:
(n.d.). Retrieved April 6, 2015, from
https://www.chem.wisc.edu/deptfiles/genchem/sstutorial/Text1/Tx14/tx14.html
Law of Conservation of Energy:
Law of Conservation of Energy (no date). Available at:
http://www.nyu.edu/classes/tuckerman/adv.chem/lectures/lecture_2/node4.html (Accessed: 16 March
2015).
Ebbing, D. (2008, January 1). General Chemistry: Media Enhanced Edition. Retrieved February 20, 2015, from
https://books.google.com/books?id=_vRm5tiUJcsC&pg=PA243&lpg=PA243&dq=Burning carbon in
oxygen enthalpy diagram&source=bl&ots=bcKHZj-
S_f&sig=l5YumDFGI6XbcmjJMQzOybDrxjg&hl=en&sa=X&ei=aa4LVYDYJouyggThoYCQBg&ved=0CB0Q6AE
wADgK#v=onepage&q
First Law of Thermodynamics:
Chemical Reactions. (n.d.). Retrieved February 15, 2015, from
http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch3/equations.html

First Law of Thermodynamics. (n.d.). Retrieved February 15, 2015, from
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/firlaw.html

Thermodynamics Part 1: Work, Heat, Internal Energy and Enthalpy. (n.d.). Retrieved
February 15, 2015, from
http://www2.southeastern.edu/Academics/Faculty/wparkinson/help/thermochemistry/
Thermal energy
Pix For > Blank Phase Change Diagram (no date). Available at: http://pixgood.com/blank-phase-change-
diagram.html (Accessed: 16 March 2015).

11

Explore: Speed of Water Molecules at Different Temperatures

Name_____________________________________________

Explore Question: Are water molecules faster in hot water or cold water?

Your Job: Design an experiment using the materials listed below to answer the explore question. Write your
hypothesis to the question and an outline of your procedure. Then create a chart in the box labeled DATA with
the data you collected. When you are all done answer the questions with the information that you learned.
(Worksheet is worth 12 points)

(Dont forget your control!)
Materials:
3 clear plastic cups
2 small bottles of different colors of food coloring
Stopwatch or timer
Thermometer
Measuring cup

Hypothesis:

Procedure:

12

DATA:

1. Describe what the colors looked like and how they moved and mixed in the cold water.

2. Describe what the colors looked like and how they moved and mixed in the hot water.

3. What does the speed of the mixing colors tell you about the speed of the molecules in hot water compared to

the cold water?

4. What does this mean about the kinetic energy of the particles in the hot water compared to the cold?

5. Explore Question: Are water molecules faster in hot water or cold water?

13
Explore: Speed of Water Molecules at Different Temperatures. Example and
Rubric
Explore Question: Are water molecules faster in hot water or cold water?
Your Job: Design an experiment using the materials listed below to answer the explore question. Write your
hypothesis to the question and an outline of your procedure. Then create a chart in the box labeled DATA with
the data you collected. When you are all done answer the questions with the information that you learned.
(worksheet is worth 12 points)
(Dont forget your control!)
Materials:
3 clear plastic cups
2 small bottles of different colors of food coloring
Stopwatch or timer
Thermometer
Measuring cup
Hypothesis:
The hot water molecules move faster
Procedure:
Fill a cup with 1 cup hot water, one with one cup cold, and one with 1 cup room temperature water.
We will place one drop of red and one drop of blue food coloring into each of the cups.
We will then time how long it takes for the water in the cups to turn purple.

DATA:

Temperature
Time it took for the water to turn

purple
Hot water
87 F
1 minute 23 seconds
Cold water
40 F
2 minutes 16 seconds
Room temperature water
65 F
1 minute 52 seconds

1. Describe what the colors looked like and how they moved and mixed in the cold water.

They took awhile to reach each other because they mostly moved downward. They eventually
swirled together to make purple
2. Describe what the colors looked like and how they moved and mixed in the hot water.

They reached each other immediately and the water turned purple at the top and then went
down from there

14
3. What does the speed of the mixing colors tell you about the speed of the molecules in hot water

compared to the cold water?

The cold water molecules move slower then the hot water molecules that moved faster.

4. What does this mean about the kinetic energy of the particles in the hot water compared to the cold?
The kinetic energy in hot water is higher than the kinetic energy in the cold water.
5. Explore Question: Are water molecules faster in hot water or cold water?

They move faster in the hot water

Rubric:
12 points available
Section:
Distinguished
Insufficient
Unacceptable
Hypothesis
Complete hypothesis of
the explore question
(1 point)
No hypothesis written (0 pts)
Procedure
Complete and clear

detailed outline of
procedure (3 points)
Most procedures are written down

but unclear (1-2 points)
No procedure is written (0
points)
Data
Complete and clear chart

with all data (2 points)
Chart is missing data (1 point)
No chart with data (0 points)
Questions
All five questions are

Some questions are answered.
answered clearly (1 point (1 point per question completion.
per question = 5 points) 1-4 points depending)
No questions are completed

(0 points)
Overall
Clarity
Worksheet is completed
neatly. It is easy to read
and has the students
name at the top.
(1 point)
Worksheet is disorganized
and hard to read and/ or
does not have a name at the
top. (0 points.
15
Elaborate: Modeling Thermal Energy Being Added or Taken Away

Name: ____________________________________________________
Your Job: Using the information you have learned, you will create models of molecules in substances when
thermal energy is added or removed. Pretend that the box provided for each question is the container that the
molecules are in. The molecules will be represented by gluing down your choice of the materials below onto the
worksheet. You will use the information on the side as the guidelines for the model. You will then have to fill in
the blanks using the information we have discussed in class.
1 point per blank space

2 points per model
Total of 21 points

Materials:
Beads Beans
Make sure you use the same color for your molecules because they are the same substance.
1. (3 points)
State of matter: Solid
Temperature: 20 F
Speed of molecules:
_____________________________

2. (4 points)
State of Matter: Solid
Temperature: 30 F
Has kinetic energy being increased or
decreased compared to #1?
__________________
Speed of the molecules:
______________________________

16

3. (5 points)
State of matter:_______________
Temperature 55 F
Has kinetic energy increased or
decreased compared to #1 ?
_____________________________
_____________________________

4. (4 points)
State of matter: Gas
Temperature: 120 F
Has kinetic energy increased or
decreased compared to #1?
_____________________________
_____________________________

5. (5 points)
State of matter: ______________
Temperature: 28 F
Thermal energy increased or decreased
compared to #1?
_____________________________
_____________________________

17
Elaborate: Modeling Thermal Energy Being Added or Taken Away KEY

Your Job: Using the information you have learned you will create models of molecules in substances when
thermal energy is added or removed. Pretend that the box provided for each question is the container that the
molecules are in. The molecules will be represented by gluing down your choice of the materials below onto the
worksheet. You will use the information on the side as the guidelines for the model. You will then have to fill in
the blanks using the information we have discussed in class.
1 point per blank space

2 points per model
Total of 21 points
Materials:
Beads Beans Puff Balls Dot stickers
Make sure you use the same color of your molecules because they are the same substance.
1. (3 points)
Temperature: 20 F
Speed of molecules:
Moving slowly

2. (4 points)
State of Matter: Solid
Temperature: 30 F
Kinetic energy increased or decreased
Compared to #1?
Increased
More quickly but still tight together

18

3. (5 points)
State of matter: Liquid
Temperature 55 F
Compared to #1?
increased
Violently, Very fast

4. (4 points)
State of matter: Gas
Temperature: 120 F
Compared to #1?
increased
Extremely violently, extremely fast

5. (5 points)
Temperature: 28 F
Compared to #1?
decreased
Slowly

Images from Chuby-Chemistry Test.

19
Extend Your Knowledge: Thermal Energy and Substances

Name: _______________________________________________________________________

Your job: Using the information that we have learned in this lesson and the model you have made, answer the
questions below as thoroughly as you can.

1. Recall the balloons that we looked at in the beginning of this lesson. One balloon had been sitting out in
room temperature and the other was put into the freezer. Explain why the balloon in the freezer was
much smaller than the other.

2. What exactly would happen if the room temperature balloon was put in a room that was 100 F? Why?

3. Based on your observations fill in the blanks of the statements below with the words increases or
decreases:

Heating a substance __________________________ molecular motion.

Cooling a substance __________________________ molecular motion.
As molecular motion increases, the space between molecules____________.

As molecular motion decreases, the space between molecules ___________.
(Molecules in Motion)

20

4. Lets say that you measure exactly 100 milliliters of water in a graduated cylinder. You heat the water to
100 C and notice that the volume increases to 104 milliliters. Using what you know about the
attractions between water molecules and the way heat affects molecular motion; explain why the
volume of water in the cylinder increases when it is heated (Molecules in Motion).

5. At noon, Sally notices a piece of steel has been sitting outside in the sun. At 2pm Sally decides to put it
in her cold basement so that it does not rust. Is thermal energy being added or taken away when she
puts it in the basement? If sally put her hand on it at 11am would it feel warm or cool? What about if
she put her hand on it at 5pm after it has been inside? How fast would the molecules in the steel be
going at 11am compared to 5pm? Be sure to explain using thermal energy.

21

Extend Your Knowledge: Thermal Energy and Substances
KEY

Total of 14 points available.

Your job: Using the information that we have learned in this lesson and the model you have made, answer the
questions below as thoroughly as you can.

1. Recall the balloons that we looked at in the beginning of this lesson. One balloon had been sitting out in
room temperature and the other was put into the freezer. Explain why the balloon in the freezer was
much smaller than the other.
The balloon in the freezer was much smaller because the air molecules had moved tighter together
because of the removal of thermal energy. When thermal energy or heat is removed from the balloon
the air molecules come together and slow down. The kinetic energy has decreased.

2 points
The student answer is very similar to

key.
1 point
Mostly similar to key. May be

missing one point or it is incorrect
0 points
Answer is blank, completely

incorrect, or does not relate to
question

2. What exactly would happen if the room temperature balloon was put in a room that was 100 F? Why?
The room temperature balloon would expand in a 100 F room. The balloon could even pop because
the molecules are moving faster and bouncing off the walls of the balloon. This is because of the
increase of thermal energy causing the kinetic energy of the molecules to increase.
2 points

key.
1 point

0 points

question
22
3. Based on your observations fill in the blanks of the statements below with the words increases or
decreases:

Heating a substance increases molecular motion

cooling a substance decreases molecular motion
As molecular motion increases, the space between molecules increases.
As molecular motion decreases, the space between molecules decreases (Molecules in
Motion).

1 point for each correct answer = Total of 4 points

4. Lets say that you measure exactly 100 milliliters of water in a graduated cylinder. You heat the water to
100 C and notice that the volume increases to 104 milliliters. Using what you know about water
molecules and the way heat affects molecular motion; explain why the volume of water in the cylinder
increases when it is heated (Molecules in Motion).
There is a noticeable increase in the water because the heat has increased the kinetic energy of the
molecules. This causes the molecules to move around faster and spread out causing the liquid to
expand in the gas making it look like 104 milliliters.
2 points

Key.
1 point

0 points

question

5. At noon, Sally notices a piece of steel has sitting outside in the sun. At 2pm Sally decides to put it in her
cold basement so that it does not rust. Is thermal energy is being added or taken away when she puts it
in the basement? If sally put her hand on it at 11am would it feel warm or cool? What about if she put
her hand on it at 5pm after it has been inside? How fast would the molecules in the steel be going at
11am compared to 5pm? Be sure to explain using thermal energy.
Thermal energy is being taken away when she puts the steel in the basement because it is no longer
has the sun as a source of it. It is also cold in the basement. If sally put her hand on it at 11 am it
would feel very warm because of the sun heating it. If she put her hand on it at 5pm inside it would
feel cool because it loses its thermal energy in the cold basement. The molecules would be vibrating
or moving faster at 11am compared to 5pm because the thermal energy is causing the molecules to
have move kinetic energy and move around.
4 points

Key.
2 points

0 points

incorrect or does not relate to
question
23

6th Grade - Adding or Removing Thermal Energy To Substanc

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

6th Grade - Adding or Removing Thermal Energy To Substanc

Uploaded by

Copyright:

Available Formats

Grade

3 balloons (preferably different colors)

A computer and projector to display the website to the students.

The students will know:

Formative: worksheet correctness and if it is filled

Formative: teacher will gage knowledge based on

Completing the model worksheet and answering

Completing model worksheet.

Explore: Speed of Water Molecules at Different Temperatures. (See page 12)

Particulate Structure at Given States of Matter:

Chemical & Physical Change:

Law of Conservation of Mass:

Law of Conservation of Energy:

First Law of Thermodynamics:

Explore: Speed of Water Molecules at Different Temperatures

the cold water?

Explore: Speed of Water Molecules at Different Temperatures. Example and

Time it took for the water to turn

Room temperature water

compared to the cold water?

No hypothesis written (0 pts)

Complete and clear

Most procedures are written down

Complete and clear chart

Chart is missing data (1 point)

No chart with data (0 points)

All five questions are

No questions are completed

Elaborate: Modeling Thermal Energy Being Added or Taken Away

1 point per blank space

Elaborate: Modeling Thermal Energy Being Added or Taken Away KEY

1 point per blank space

Extend Your Knowledge: Thermal Energy and Substances

The student answer is very similar to

Mostly similar to key. May be

Answer is blank, completely

The student answer is very similar to

Mostly similar to key. May be

Answer is blank, completely

The student answer is very similar to

Mostly similar to key. May be

Answer is blank, completely

The student answer is very similar to

Mostly similar to key. May be

Answer is blank, completely

You might also like